Name ___________________________ Period _________ Date ____________

6-8
STUDENT PACKET

MATHLINKS: GRADE 6
STUDENT PACKET 8
DECIMAL OPERATIONS

8.1 A Checking Account 1

 Write decimals using words and numbers.
 Add and subtract multi-digit decimals using mental math and the
standard algorithms.
 Write checks.
 Keep accurate records in a check register.

8.2 Decimal Multiplication 8

 Explore various models for decimal multiplication.
 Understand the standard algorithm for decimal multiplication.
 Multiply decimals.

8.3 Decimal Division 14

 Explore decimal division.
 Understand the standard algorithm for decimal division.
 Divide decimals.
 Solve a problem involving decimals.

8.4 Skill Builders, Vocabulary, and Review 23

MathLinks: Grade 8 (Student Packet 8)

 Decimal Operations

WORD BANK
Word or Phrase Definition or Description Example or Diagram

addend

decimal

difference

dividend

divisor

factor

minuend

product

quotient

sum

subtrahend

MathLinks: Grade 6 (Student Packet 8) 0

Decimal Operations 8.1 A Checking Account

A CHECKING ACCOUNT

Summary Goals

We will add and subtract decimal  Write decimals using words and numbers.
numbers. We will learn to maintain a  Add and subtract multi-digit decimals using
check register and write checks. mental math and the standard algorithms.
 Write checks.
 Keep accurate records in a check register.

Warmup

Write each dollar amount in words.

1. $104 2. $400.35

3. $693.07 4. $2,048.00

5. Find the sum of the amounts in problems 6. Subtract the sum you found in problem 5
1 through 3. from the amount in problem 4.

Write each expanded form number in its standard form.

7. 8 + 0.06 + 0.005 8. 200 + 3 + 0.09

MathLInks: Grade 6 (Student Packet 8) 1

Decimal Operations 8.1 A Checking Account

ADDING DECIMALS
STANDARD ALGORITHM FOR DECIMAL ADDITION

 Set up each problem in columns, with place values lined up to add

tens with tens, ones with ones, tenths with tenths, etc. When the digits
are properly lined up, the decimal points will also line up. 1 1

 (Optional) Include trailing zeroes to the right of the decimal points as 48.560
place holders if needed, as in this problem where 1 thousandth is  3 6.5 21
added to 0 thousandths. 85.081
 Add with regrouping as usual. Because the place values in the sum
line up with the place values in the two addends, the decimal point in
the sum will line up with the decimal points in the addends.

1. Why do we line up the decimals points to add?

Compute.
2. 129.6 + 7.58 3. 7.456 + 0.67 4. 88.3 + 29.6

5. 4.56 + 1.097 6. 234 + 79.2 7. 0.02837 + 0.196

Challenge: Compute mentally.

0.8 + 1.4 0.52 + 0.519

MathLInks: Grade 6 (Student Packet 8) 2

Decimal Operations 8.1 A Checking Account

SUBTRACTING DECIMALS
STANDARD ALGORITHM FOR DECIMAL SUBTRACTION

 Set up the problem in columns, with place values lined up to subtract

tens from tens, ones from ones, tenths from tenths, etc. When the digits
are properly lined up, the decimal points will also line up. 6 13 10
7.40
 Include trailing zeroes to the right of the decimal point as place holders
in the minuend (top number) as needed to line up with any trailing  3.51
nonzero digit in the subtrahend (bottom number). 3.89
 Subtract as though the decimal points are not there. When done
calculating, place the decimal point in the difference directly below the
decimal points in the problem.

1. Why do we line up the decimals points to subtract?

Compute.
2. 52.17 – 4.6 3. 0.672 – 0.19 4. 8.135 – 0.44

5. 0.672 – 0.19 6. 19.04 – 2.11 7. 827 – 58.2

Challenge: Try to compute the following mentally.

4.86 – 1.56 0.52 – 0.519

MathLInks: Grade 6 (Student Packet 8) 3

Decimal Operations 8.1 A Checking Account

UNCLE CHARLIE NEEDS YOUR HELP

Uncle Charlie recently broke his hand, and he is unable to write checks and keep his check
register up to date. He needs your help. Before you begin, you will need to know some
vocabulary associated with checking accounts.

Fill in the crossword puzzle using the clues below.

1 2

ACROSS DOWN
1. A bank account in which you put money 1. This allows you to keep track of your
so you can write checks transactions
3. To put money into an account 2. Any type of deposit
4. A document that orders a bank to pay 6. The current amount of money in an
the amount specified from an account account
5. A deduction from a bank account

7. For example, depositing money or writing

a check

Word List

deposit check balance

check register credit debit
transaction checking account

MathLInks: Grade 6 (Student Packet 8) 4

Decimal Operations 8.1 A Checking Account

CHARLIE’S CHECK REGISTER

A check register is a document where you keep track of the transactions that take place in a
checking account.
 When you write a check, you record it in the “debit” column and subtract that amount
from the current balance.
 When you make a deposit, you record it in the “credit” column and add that amount to
the current balance.
1. Here is the latest page in Charlie’s check register. Complete the additions and subtractions
as needed, and find the balance.
Check Register
Check
Date Description of Transaction Debit (-) Credit (+) Balance
Number
beginning balance $ 654 33

135 March 6 TV Superstore 244 50

136 March 7 Stop ‘n Shop 18 86

March 12 Deposit – paycheck 566 20

137 March 20 The Cleaner Cleaners 30 15

2. Charlie tells you that he forgot to record the following checks. Record them in the register
and compute his new balance.
 Check #138 on April 1 to the Big Buy Store for $10.45
 Check #139 on April 15 to the County Tax Collector for $135.08

3. Charlie also made a deposit that he did not yet record for $350 on April 17. Record this
deposit in the register and compute the current balance.

MathLInks: Grade 6 (Student Packet 8) 5

Decimal Operations 8.1 A Checking Account

WRITING CHECKS FOR CHARLIE

Charlie has arranged with the bank for you to write checks for him. Use today’s date and sign
your own name to the check.

1. Write check #140 to the Stop ‘n Shop for $105.06.

Charlie Stern Date____________ 140
10000 W. Wilshire Blvd
Angel City, CA 90024

Pay to the $
Order of_______________________________________________________________

_________________________________________________________________________ dollars

First Bank of AC
2000 Westwood Blvd.
Angel City, CA 90024
For_____________________________ _____________________________________

2. Write check #141 to the Angel City Post Office for $42.00.
Charlie Stern Date____________ 141
10000 W. Wilshire Blvd
Angel City, CA 90024

Pay to the $
Order of_______________________________________________________________

_________________________________________________________________________ dollars

First Bank of AC
2000 Westwood Blvd.
Angel City, CA 90024
For_____________________________ _____________________________________

3. Record these checks in the check register on the previous page, and compute Charlie’s
new balance.

4. Why do you subtract check amounts from your balance?

MathLInks: Grade 6 (Student Packet 8) 6

Decimal Operations 8.1 A Checking Account

PRACTICE WITH CHECKING ACCOUNTS

1. In October, Gail completed the following transactions. Record the checks and the deposit,
and find her current balance.
 Check #833 on October 5 to Corner Grocery Store for $18.45
 Check #834 on October 10 to Party Store for $82.75
 Check #835 on October 20 to Economy Oil for $40.10
 Deposit on October 15 for $255

Check Register
Check
Date Description of Transaction Debit (-) Credit (+) Balance
Number
Beginning balance $302 10

2. Gail has arranged with the bank for you to write checks for her. Use today’s date and sign
your own name to the check. Include it in the check register above, and calculate the new
balance.

Write check #836 to Super Electronics for $105.00.

Gail B Date____________ 836

4321 Florentine Road
Bakertown, CA 91010

Pay to the $
Order of_______________________________________________________________

_________________________________________________________________________ dollars

Anytown Credit Union

1100 Lincoln Street.
Bakertown, CA 91010

For_____________________________ _____________________________________

3. For what kind of transaction do you add the amount to your balance?

MathLInks: Grade 6 (Student Packet 8) 7

Decimal Operations 8.2 Decimal Multiplication

DECIMAL MULTIPLICATION

Summary Goals

We will explore decimal multiplication  Explore various models for decimal

using repeated addition, an area model, multiplication.
and decimal-fraction equivalence.  Understand the standard algorithm for
decimal multiplication.
 Multiply decimals.

Warmup

3 1
1. Multiply 5   using repeated addition.
3 2. Multiply  using an area model.
8 4 3
Then check using the fraction “multiply Then check using the fraction “multiply
across” rule. across” rule.

Compute each sum, mentally if possible.

3. 0.4 + 0.4 4. 0.6 + 0.6 + 0.6 5. 1.4 + 1.4 + 1.4

MathLInks: Grade 6 (Student Packet 8) 8

Decimal Operations 8.2 Decimal Multiplication

DECIMAL MULTIPLICATION: THREE MODELS

One way to interpret the product of a whole number and a decimal is to form equal groups.
Use repeated addition with a diagram to find each product.
1. (2)(0.3) 2. (3)(0.4) 3. (2)(1.7)

0.3 0.3 0.4

 0.3 0.4
0.3
0.6  0.4

4. (5)(3.035) 5. (4)(2.6) 6. (4)(0.64)

A second way to interpret multiplication of decimals is by using an area model. Use an area
diagram to illustrate each product. Draw in lines to show a hundred grid if needed.
7. 0.2  0.4 8. 0.2  0.3 9. 0.4  0.6

0.2

.01 .01

.01 .01
0.4 .01 .01

.01 .01

MathLInks: Grade 6 (Student Packet 8) 9

Decimal Operations 8.2 Decimal Multiplication

DECIMAL MULTIPLICATION: THREE MODELS (Continued)

A third way to interpret decimal multiplication is by using fraction equivalents.
8. Multiply (0.03)  (0.2)

The fraction equivalent for 0.03 is . The fraction equivalent for 0.2 is ..

Therefore, (0.03)  (0.2) =  = = __________,

decimal

so (0.03)  (0.2) = ________.

Look at the number of digits to the right of the decimal point in the previous problems.

9. For problem #3 2  1.7 = _______

number of digits to right of decimal point 0 digits 1 digit 1 digit

10. For problem #7 0.2  0.4 = _______

number of digits to right of decimal point __ digit(s) __ digit(s) __ digit(s)

11. For problem #10 0.2  0.03 = _______

number of digits to right of decimal point __ digit(s) __ digit(s) __ digit(s)

STANDARD ALGORITHM (RULE) FOR DECIMAL MULTIPLICATION

3.4
 Multiply, ignoring the placement of the decimal points.  4.05
 Then put the decimal point in the product. The product will have as
many places to the right of the decimal point as the two original factors 170
combined.  13.60
13.770

14. Write the standard algorithm (rule) for decimal multiplication in your own words.

MathLInks: Grade 6 (Student Packet 8) 10

Decimal Operations 8.2 Decimal Multiplication

DECIMAL MULTIPLICATION PRACTICE 1

Find each product using the method indicated.
1. Use repeated addition. Use the decimal multiplication rule.
(6)(0.4) 6  0.4

2. Use an area model. Use the decimal multiplication rule.

0.6  0.4 0.6(0.4)

3. Change decimals to fractions before Use the decimal multiplication rule.

multiplying. Then change the product back
(0.06)(0.4)
to a decimal.
0.06(0.4)

Use any method to compute.

4. 126(0.79) 5. (6.8)(0.73) 6. 22.6  8.7

MathLInks: Grade 6 (Student Packet 8) 11

Decimal Operations 8.2 Decimal Multiplication

DECIMAL MULTIPLICATION PRACTICE 2

Multiply mentally. Apply the decimal multiplication rule to place the decimal point.
1. 0.4  0.2 2. 0.04  0.2 3. 0.4  0.02 4. 1.4  0.2

5. (0.6)(0.3) 6. (0.06)(0.3) 7. (0.6)(0.03) 8. (2.5)(0.3)

Compute using the decimal multiplication rule.

9. 0.41  0.23 10. 4.1  0.23 11. 0.41  2.3

12. Circle the words that best describe the rule for multiplying decimals.

To multiply decimals vertically, line up the numbers on the right / left.

Aligning the decimal points is required / not required.

The number of digits to the right / left of the decimal point in the product is equal to the

sum / product of the number of digits to the right of the decimal point in each factor.

Compute.
13. (57)(0.7) 14. (8.3)(4.12) 15. (0.014)(0.96)

MathLInks: Grade 6 (Student Packet 8) 12

Decimal Operations 8.2 Decimal Multiplication

MULTIPLYING BY 10, 100, AND 1,000

Use your knowledge of whole number multiplication and the decimal multiplication rule to find
the following products.
Original number Original number Original number
Original number
times 10 times 100 times 1,000

1. 9

2. 57

3. 0.9

4. 5.7

5. 0.09

6. 0.57

7. Describe a shortcut for multiplying a decimal number by 10.

8. Describe a shortcut for multiplying a decimal number by 100.

Use the shortcuts stated above to compute the following mentally.

9. 0.6  10 10. 1.6  10 11. 0.16  10 12. 0.016  10

13. (51.2)(100) 14. (0.512)(100) 15. (5.12)(100) 16. (0.00512)(100)

17. 0.47  1,000 18. 4.7  1,000 19. 0.047  1,000 20. 0.0047  1,000

21. (0.4)(20) 22. (1.5)(20) 23. (0.4)(300) 24. (0.12)(3,000)

MathLInks: Grade 6 (Student Packet 8) 13

Decimal Operations 8.3 Decimal Division

DECIMAL DIVISION

Summary Goals

We will explore concepts related to decimal  Explore decimal division.

division and establish an algorithm for it.  Understand the standard algorithm for
We will use decimals to solve a problem. decimal division.
 Divide decimals.
 Solve a problem involving decimals.

Warmup

Use a sense-making strategy, a diagram, or a table to find the following.

1. Four friends share $3.00 so that each 2. Four friends share $3.12 so that each
one gets the same amount. How much one gets the same amount. How much
will each friend get? will each friend get?

3. Why are the following numbers equivalent? 3 3.0 3.00

4. Write the division statement 3 = 0.75 in three different ways.

4
____
____ divided by ____ is ____ _____  ____ = ____ ____ ____

0.75
5. In the division statement 4 3 , what is …

the dividend? ______ the divisor? ______ the quotient? ______

MathLInks: Grade 6 (Student Packet 8) 14

Decimal Operations 8.3 Decimal Division

QUOTIENTS THAT INVOLVE DECIMALS

1. Use the standard long division 2. Look back at problem 2 in the warmup
algorithm. on page 14. Use your answer to
determine the correct place for the
4 312 decimal point in the quotient.

4 3.1 2

3. Where did you place the decimal point in problem 2 so that the solution makes sense?

4. Use the standard long division 5. Look back at problem 1 in the warmup
algorithm. on page 14. Use your answer to
determine the correct place for the
4 300 decimal point in the quotient.

4 3.0 0

6. Where did you place the decimal point in problem 5 so that the solution makes sense?

7. Change 3 to a decimal. 8. Use long division to compute, and place

8 the decimal appropriately.

3
• = = _______ 8 3
8 1000
decimal

9. When dividing by a whole number using the standard algorithm, where do you place the
decimal point in the quotient?

MathLInks: Grade 6 (Student Packet 8) 15

Decimal Operations 8.3 Decimal Division

PRACTICE 1
1. Write the division statement “7 divided by 2. Five friends go to lunch and share the
20 equals 0.35” in three different ways. cost equally. If the lunch bill is $31.30,
how much will each friend pay?

3 5
3. Write as a decimal. 4. Write as a decimal.
20 8

3 5 5 
= = _______  = 1000 = _______
20  5  100 8  

Verify the result with division.

Verify the result with division.

20 3

5 2
5. Write as a decimal. 6. Write as a decimal.
8 3

7. Circle the numbers that are equivalent to 14.3.

014.3 104.3 140.3 14.30 14.300 14.3000

Choose one of the circled numbers above and explain how you know it is equivalent to 14.3.

MathLInks: Grade 6 (Student Packet 8) 16

Decimal Operations 8.3 Decimal Division

DIVISION BY A DECIMAL
1. How many nickels are in $0.45? Draw a diagram to show the solution to this problem.

2. How many groups of 0.05 are in 0.45? 3. To show that we are multiplying the
divisor and dividend by 100, we draw
arrows to indicate relocation of the
 0.45   100  decimal point. This makes the divisor a
Multiply:    whole number.
 0.05   100 
Relocate decimal points in the divisor
and dividend. Locate the decimal point in
the quotient. Complete the division
Why is 0 .05 0 .45 equivalent to 5 45 ? problem.

0.05 0.45

4. How many dimes are in $1.80? Draw a diagram to show the solution to this problem.

5. How many groups of 0.10 are in 1.80? 6. To show that we are multiplying the
divisor and dividend by 10, we draw
arrows to indicate relocation of the
 1.80   10  decimal point. This makes the divisor a
Multiply:    whole number.
 0.10   10 
Relocate decimal points in the divisor and
dividend. Locate the decimal point in the
quotient. Complete the division.
Why is 0.10 1.80 equivalent to 1 18 ?

0.10 1.80

MathLInks: Grade 6 (Student Packet 8) 17

Decimal Operations 8.3 Decimal Division

DIVISION BY A DECIMAL (Continued)

7. How many quarters are in $4? Draw a diagram to show the solution to this problem.

8. How many groups of 0.25 are in 4? 9. To show that we are multiplying the
divisor and dividend by 100, we draw
arrows to indicate relocation of the
decimal point. This makes the divisor a
 4   100  whole number.
Multiply:   
 0.25   100 
Relocate decimal points in the divisor
and dividend. Locate the decimal point
in the quotient. Complete the division.

Why is 0.25 4 equivalent to 25 400 ?

0.25 4

Hint: Include placeholder zeroes.

STANDARD ALGORITHM FOR DECIMAL DIVISION

 Multiply the divisor and dividend by the same power of 10 0.0 2 0.358
(10, 100, 1000, etc.) so that the divisor is a whole number.
 Divide as usual, lining up the digits of the quotient above the
dividend so that the tens line up with tens, ones with ones, tenths
with tenths, and so on. Place the decimal in the quotient in the 17 . 9
same location as the dividend. 235.8
2
10. Explain the standard algorithm for decimal division in your own 15
words. 1 4
1 8
 1 8
0

MathLInks: Grade 6 (Student Packet 8) 18

Decimal Operations 8.3 Decimal Division

PRACTICE 2
1.8
1. Write the division statement  30 in three different ways.
0.06

2. Circle the numbers that are equivalent to 1.05

01.5 1.005 001.0500 1.050 01.05 1.5

Choose one of the numbers not circled above and explain how you know it is not equivalent
to 1.05.

3. Explain why 0.08 3.2 is not equivalent to 8 3200 .

4. Compute.
301.52 5. Compute. 6.48  1.8 6. Use division to find how
0.08 many nickels are in
$8.75.

7. Dee Harmon thinks that division makes things smaller. Is she always correct, sometimes
correct, or never correct? Explain.

MathLInks: Grade 6 (Student Packet 8) 19

Decimal Operations 8.3 Decimal Division

POSTER PROBLEMS

Part 1: Your teacher will divide you into groups.

 Identify members of your group as A, B, C, or D. I am group member _______.

 Each group will start at a numbered poster. Our group start poster is _______.

 Each group will have a different color marker. Our group marker is _________.

Part 2: Answer the problems on posters by following the directions of your teacher.

Part 3: Return to your seats.

Our group started at poster _____. Refer to this poster. Do work on this paper.

1. Check the work done on this problem. If there are any errors, show the corrections.

2. Give feedback on the overall quality of the work by identifying one way in which the work is
very good and suggesting one way that the work could be improved.

If your group started with problems 1 or 2, use problem 4 here. If your group started with
problems 3 or 4, use problem 2 here.

3. The question asks, “How much will be left over?” Use the solutions from Part B and Part C
to answer this question in two different ways.

MathLInks: Grade 6 (Student Packet 8) 20

Decimal Operations 8.3 Decimal Division

IT’S COOKIE TIME

Here is a delicious recipe for healthy macaroons. It makes 8 dozen (8  12) cookies.
YIELD: Makes 8 dozen DIRECTIONS:

INGREDIENTS: Preheat oven to 350oF.

8 egg whites In a bowl, beat the egg whites, salt, and vanilla until
¼ teaspoon salt foamy. Gradually add the sugar and beat until stiff and
2 tablespoons vanilla extract glossy. Gently fold in the coconut and bran flakes.
3 cups sugar
4 cups coconut flakes Prepare a sheet pan lined with parchment and sprayed
7 cups bran flakes with vegetable spray. Drop 1 ounce portions of
macaroon mix about 2 inches apart on the baking pan
and bake in a preheated oven 12-15 minutes until
golden. Allow to cool on sheet pan.

1. Suppose you wanted to make different numbers of cookies. Calculate the quantities of
ingredient needed.
8 dozen 4 dozen 16 dozen 3 dozen 1 dozen
number of
96
cookies

egg whites

salt

vanilla extract

sugar

coconut

bran flakes

MathLInks: Grade 6 (Student Packet 8) 21

Decimal Operations 8.3 Decimal Division

IT’S COOKIE TIME (Continued)

Here are the costs of ingredients at the local Stop ‘n Shop. There is no tax on groceries.
Only these quantities are available.
Vanilla Extract
Coconut Flakes Sugar
$3 for 2 oz.
$3 for 1 cup $1.50 per pound
$2 for 1 oz.
$4 for 2 cups (1 pound = 3 ½ cups)
(2 tablespoons = 1 fl. oz.)

Eggs
Salt Bran Flakes
$3.75 for one dozen
$1.99 for 28 oz. $0.75 per cup
$2.50 for half-dozen

2. You already have salt, but need to purchase the other ingredients. Calculate the cost of
purchasing all the other ingredients. Try to minimize leftover ingredients. Round all costs
to the nearest penny. Find the total cost for each quantity of cookies and the cost per
cookie.
8 dozen 4 dozen 16 dozen 3 dozen 1 dozen

egg whites

vanilla extract

sugar

coconut

bran flakes

TOTAL COST

COST per COOKIE

3. Suppose you had a cookie sale and wanted to raise $50 for a school party. How many
cookies would you make, and for how much would you sell them?

MathLInks: Grade 6 (Student Packet 8) 22

Decimal Operations 8.4 Skill Builders, Vocabulary, and Review

SKILL BUILDERS, VOCABULARY, AND REVIEW

SKILL BUILDER 1
1
1. Which of the following expressions are equivalent to 3  2 ? Choose all that apply.
5

A. 
3 2+
1
5  B. 2
1
5
1
+2 +2
5
1
5
C.
1
5
1
2  2  2
5
1
5
D. 6
1
5

Use grouping symbols to make each of the following equations true. If the statement is
already true, write none needed.
2. 8 + 2 ÷ 6 − 1 = 2 3. 39 + 5 − 3 2 = 13

4. 4 + 6 ÷ 2 − 2 = 5 5. 3 – 12 + 5 − 23 = 1

Find the following quotients. Round to the nearest tenth.

6. 342  17 4242
7.
12

8. Use a metric ruler to measure the dimensions of this page to the nearest centimeter.
Then find the perimeter of this page.

MathLInks: Grade 6 (Student Packet 8) 23

Decimal Operations 8.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 2
Ervin conducted an experiment to see if left-handed and right-handed students wrote at the
same speed. He recorded the number of seconds it took 24 different students to write the
alphabet. His data is in the tables below.

Left-Handed Students Right-Handed Students

12 15 13 12 11 13 15 14
15 14 17 20 13 10 17 18
15 16 17 17 14 17 16 16

1. Construct a dot plot for each data set.

10 15 20 10 15 20

Left-Handed Students Right-Handed Students

2. Does the data suggest that the left-handed and right-handed students in this sample set
write at the same speed? Explain your reasoning using statistical evidence.

Use mental math strategies to calculate the following sums and differences without rewriting
the mixed numbers as improper fractions.
1 1 3 1 3
3. 3 +2 4. 5 +2 5. 5+3
3 3 4 4 4

2 1 7 3 3
6. 2  7. 7  5  1 8. 5+2
3 3 8 8 4

MathLInks: Grade 6 (Student Packet 8) 24

Decimal Operations 8.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 3
1. Explain why you need to line up decimal points when adding and subtracting decimals.

2. Identify which of the following addition problems is written correctly. Then find the sum.

30.24 30.24 30.24

+ 1 2 5 .7 3 1 +12 5 .7 31 + 12 5 .7 31

Rewrite each addition problem vertically. Then find the sums.

3. 3.256 + 10.3 4. 0.45 + 7 5. 5.01 + 301.7

Rewrite each subtraction problem vertically. Then find the differences.

6. 12.045 – 8.02 7. 923.05 – 23.7 8. 923.05 – 23.7

MathLInks: Grade 6 (Student Packet 8) 25

Decimal Operations 8.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 4
Compute the following.
1. $5.43 + $33.09 2. $103.30 − $67.89 3. $56.78 − $4.50 + $120

4. 1345.012 + 198.57 5. 1198.57 − 134.012 6. 546.85 + 678.90 – 302.1

7. 5446 + 0.8945 8. 327 – 3.456 9. 5600 – 230.1 – 321.091

10. Lorenzo has $456.78 in his checking account. He buys a surfboard for $399.99 and
some board shorts for $35.79. What is his balance after these purchases?

MathLInks: Grade 6 (Student Packet 8) 26

Decimal Operations 8.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 5
Find the products.
2 1 4 1  4  1 
1.  2.  3.  4 5  4 2 
3 4 7 2   

Use repeated addition to find each product.

4. 3(0.9) 5. 5  0.15 6. 4  $0.25

Use the area model to illustrate each product.

7. 0.6  0.2 8. 0.3  0.8

9. Change the numbers in problem 8 to fractions before multiplying. Then, change the
product back to a decimal. Does your answer agree with your answer to problem 8?

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Decimal Operations 8.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 6
Use any method to compute.
1. 236  0.49 2. 8.6  5.73 3. 0.654  8.71

Use mental math to compute the following products.

Original number Original number Original number
Original number
times 10 times 100 times 1,000

4. 25

5. 32.1

6. 0.87

7. 30.405

8. 0.09014

9. Six friends went out to dinner. They want to split the $123.36 bill equally. How much
should each person pay?

10. Write the division statement “4 divided by 5 equals 0.8” using three different division
symbols.

2
11. Use the division algorithm to write as a decimal. Then compare how this decimal
5
relates to the decimal in problem 10.

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Decimal Operations 8.4 Skill Builders, Vocabulary, and Review

SKILL BUILDER 7
2.8
1. Write the division statement  4 in three other ways.
0.7

2. Circle the numbers or expressions that are equivalent to 8.060

08.060 8.06 80.60 00008.0600000 8 + 0.06 4.3 + 4.3

Explain how you know the numbers not circled are not equivalent to 8.060.

3. Show that 0.12 3.624 is not equivalent to 0.12 3624 .

23.12 5. Compute. 341.76  23.1 6. Use division to find how

4. Compute.
1.7 many quarters there are
in $12.50.

Compute.
2 5 2 3  3  1 3 
7.  8. 4 1 9. 4 5  2  8 
3 7 7 7   

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Decimal Operations 8.4 Skill Builders, Vocabulary, and Review

FOCUS ON VOCABULARY
Name each of the parts of the computation problems below.
Addition:
1 1
Word List
4 8.5 6
+3 6 . 5 2 1 addend
8 5.0 81 difference
Subtraction: dividend
4 11
7.516 divisor
- 3.42
4.096 factors

minuend
Multiplication:
3. 4 partial product
4.0 5
1 7 0 product
13 6 0 quotient
1 3.7 7 0
remainder
Division:
sum
0.0 2 0.358 2 35.8
subtrahend

17 . 9
235.8

2
15
1 4
1 8
 1 8
0

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Decimal Operations 8.4 Skill Builders, Vocabulary, and Review

SELECTED RESPONSE
Show your work on a separate sheet of paper.

1. Which of the following is the sum of 5.123 and 62.8?

A. 11.403 B. 5.751 C. 57.51 D. 67.923

2. Find the difference. 6.543 – 0.31

A. 3.443 B. 6.233 C. 6.532 D. None of these.

3. Find the product. 3.2  0.3

A. 0.096 B. 0.96 C. 9.6 D. 96

4. Stefano was trying to find out how many nickels are in $200. Which of the following
division problems will give him the right answer? Choose all that apply.

200 2000
A. B. 5 200 C. 5 20000 D.
5 5

1
5. Use the division algorithm to find the equivalent decimal value of .
8

A. 12.5 B. 1.25 C. 0.125 D. 0.0125

6. Find the quotient. 58.5 ÷ 2.34

A. 2.50 B. 0.25 C. 25 D. 250

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Decimal Operations 8.4 Skill Builders, Vocabulary, and Review

KNOWLEDGE CHECK
Show your work on a separate sheet of paper and write your answers on this page.

8.1 A Checking Account

1. Compute. 312.4 + 7 + 0.56 + 1.005

2. Compute. 500.10 – 7.893

3. At the beginning of the month, Harvey had $345.67 in his checking account. His credits for
the month totaled $567.89. His debits totaled $705.

What is his balance at the end of the month?

8.2 Decimal Multiplication

Use any method to compute.

4. 120  0.75 5. 6.43  2.05 6. 71  0.005

8.3 Decimal Division

Use any method to compute.

7. 71.3 divided by 3.1 8. 76.5  3 9. 3.123 624.6

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Decimal Operations 8.4 Skill Builders, Vocabulary, and Review

HOME SCHOOL CONNECTION

Here are some problems to review with your young mathematician.

1. Help Amanda complete her check register and calculate the new balance.
Check Register
Check
Date Description of Transaction Debit (‐) Credit (+) Balance
Number
Beginning balance $302 10
101 May 3 Grocery Store 58 33

May 5 Birthday gift from Grandma 50 00

May 6 Deposit - Paycheck 234 90

102 May 10 Movie Tickets and Popcorn 17 09

2. How much does she need to save before she can buy a plane ticket to Hawaii that costs
$640.78?

3. Compute. 0.67  1.1

4. Compute. 105.041 ÷ 45.67

MathLInks: Grade 6 (Student Packet 8) 33

Decimal Operations

COMMON CORE STATE STANDARDS – MATHEMATICS

STANDARDS FOR MATHEMATICAL CONTENT
5.NBT.1* Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it
represents in the place to its right and 1/10 of what it represents in the place to its left.
5.NBT.2* Explain patterns in the number of zeros of the product when multiplying a number by powers of
10, and explain patterns in the placement of the decimal point when a decimal is multiplied or
divided by a power of 10. Use whole-number exponents to denote powers of 10.
5.NBT.4* Use place value understanding to round decimals to any place.
5.NBT.5* Fluently multiply multi-digit whole numbers using the standard algorithm.
5.NBT.6* Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit
divisors, using strategies based on place value, the properties of operations, and/or the
relationship between multiplication and division. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
5.NBT.7* Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings
and strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method and explain the reasoning used.
6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation.
*Review of content essential for success in 6th grade.

STANDARDS FOR MATHEMATICAL PRACTICE

MP1 Make sense of problems and persevere in solving them.
MP5 Use appropriate tools strategically.
MP7 Look for and make use of structure.
MP8 Look for and express regularity in repeated reasoning.

© 2015 Center for Math and Teaching

MathLInks: Grade 6 (Student Packet 8) 34