This page is about **working to one decimal place** ~ which means single digit decimals. Working to one decimal place means counting up **how many tenths** of something. A **tenth** of something is when that thing is divided ~ shared ~ cut ~ sliced ~ chopped ~ into **ten equal pieces**. The thing can be anything. Maths teachers are keen to use things that look easy to cut into ten pieces ~ so that you can easily see what is happening. I have chosen a small bar of chocolate ~ because it is ready to be broken into ten pieces.

Chocolate bar with ten pieces

Other examples might be a **whole** orange ~ or a **complete** pizza. It would be easy to divide a pot of jam into ten equal portions ~ but it would be a good idea to do that in a kitchen. It is not easy to for me to draw meaningful pictures of spoons of jam.

For the rest of this page I am thanking and drawing sketches of this chocolate bar ~ no more jam or pizzas here.

This bar of chocolate has ten pieces. I could divide it ~ fairly ~ equally ~ easily ~ amongst ten people. Each person would get **one tenth**. This could be written as a fraction ~ **1/10** ~ or as a decimal **•1**. If I was reading what I have just written I would say 'Point one'. The **point** is just a dot ~ called the **decimal point**

As another example ~ 3/10 is 'point three' or **•3**.

I have drawn the dot very large. It is much easier to draw a small dot ~ a bit like a full-stop. There is a danger that a small dot might go unnoticed amongst a page of writing words and numbers. It is good practice to emphasise that there is a dot by adding a zero to the left of it. The zero does not effect the maths ~ it nudges the eyes to see the decimal point. Everyone ~ all over the World ~ seems to be doing it that way. It must a be a good idea.

When people **write** 0·3 or 0·1 they have to **say** it in some other way such as ~ 'nought point three' ~ or Zero point one' ~ or maybe in other ways that mean the same thing ~ 'The gangsters are now approaching the road block and are **zero decimal seven** kilometres away'. The extra reference to the word 'zero' or 'nought' reminds everyone that there is a decimal point to be noticed.

The decimal point is important. There is a big difference between someone saying 'Would you like 0·3 chocolate bars or 3·0 chocolate bars'. I know which I would rather have.

Chocolate bar with some hidden pieces

In the picture above I have covered some pieces of the same chocolate bar with paper. How many pieces have I hidden? How many pieces have I left showing?

If you are thinking the answers ~ or talking about them with someone ~ you will ~ I hope ~ have said 'Three pieces' and 'Seven pieces' as your answers to my questions above. You may also have thought something along the lines of 'Three plus seven is ten ~ that seems a good confirmation'. We will do more along those lines later.

My question ~ for the same picture ~ might be 'What fraction of the whole bar has been covered?' and 'What fraction of the whole bar has been left showing?'

Your replies would be almost the same ~ 'Three tenths' and 'Seven tenths'. Since there are ten pieces in the whole bar three pieces can be stated as three-tenths. It could also be said as 'Zero point three of the bar' or written as 0·3.

As a diagram I could have made the picture look like this ~

Diagram of chocolate bar with three tenths ~ 3/10 ~ of the whole shaded

~ or even a less mouth-watering diagram looking like this ~

Diagram of something ~ with 3/10 gone ~

or ~ 'zero~point~three is missing'

Here is a new diagram ~

Diagram of part of something ~ how much is missing?

I hope you thought of **one tenth** missing ~ and maybe you also thought of **zero~point~one** of the whole as having gone.

Here are some more pictures and questions. **Write** down the answers in words or numbers ~ using the letters indicated to keep track of your work.

Diagram for question

Diagram for questions ~

Diagram for questions ~

there is no question

Sometime people use other words that mean exactly the same things. If I do that I hope you will be able to work things out ~ nothing is changed apart from a word here and another word there.

You will have noticed the words **decimal fraction** were used. That is because decimals and fractions are very similar in lots of ways. From now onwards you will be able to think in a bi-lingual fashion.

Another point to mention ~ it sometimes causes a muddle for youngsters at first ~ is that the decimal point is often written as a full stop, especially in some other countries.

When writing money, some people say you should use a hyphen instead of a decimal point ~ but **not** if there could be confusion with the minus sign. I hope that soon it will become automatic for you to know that **a tenth** is the same as **one tenth** ~ and is the same as **point one** ~ and is the same as **zero point one** ~ and is the same as **1/10** ~ and is the same as **0·1**.

Diagram for questions ~

there is no question

Diagram for questions ~

Diagram for questions ~

You may have learned ~ at school ~ that 5/10 is the same as a 1/2 when using **Equivalent Fractions**. As a decimal it is 0·5. Surely you will now be able to remember that **1/2** equals **0·5** equals **one half**.

I could share a reward with you ~ but only 0.3 of the bar is left. I know where the rest went.

https://www.busybusy.co/page/11/41/16.htm

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