# Fractions and Decimals Check-In

*Time: 20 min. 6 questions.*

## Instructions

Answer each question on your own. Show your work for the numeric question so your teacher can see how you found your answer. If you are unsure about a word, use what you know about place value and fractions to make your best attempt.

## Questions

1. In the number 4.57, what is the value of the digit 7?

A) seven ones
B) seven tenths
C) seven hundredths
D) seven thousandths

([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30031))

2. Express the fraction 3/10 as a decimal number. ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30059))

3. True or false: Adding a zero to the right of the last digit in a decimal number changes its value. ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30029))

4. Calculate the sum: 12.45 + 8.30. Write your answer as a decimal number. ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30037))

5. Which fraction is equivalent to 6/8 when written in simplest form?

A) 3/4
B) 2/3
C) 4/6
D) 1/2

([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30055))

6. Explain why 0.5 and 1/2 represent the same number. Use the idea of the number line in your answer. ([Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30058))

## Curriculum coverage

| Question | Outcome alias |
|---|---|
| 1 | [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30031) |
| 2 | [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30059) |
| 3 | [Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30029) |
| 4 | [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30037) |
| 5 | [Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30055) |
| 6 | [Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30058) |

## Answer key

1. C) seven hundredths. In 4.57, the digit 7 sits two places right of the decimal point, so it represents 7 hundredths ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30031)).

2. 0.3. The fraction 3/10 has a denominator of 10, so it becomes 3 tenths, written as 0.3 ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30059)).

3. False. A zero placed to the right of the last digit in a decimal number does not change its value, since it does not change the value of any other digit ([Knowledge](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30029)).

4. 20.75. Adding 12.45 and 8.30 using the standard algorithm, lining up the decimal points, gives 20.75 ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30037)).

5. A) 3/4. Dividing both the numerator and denominator of 6/8 by their common factor 2 gives 3/4, which cannot be simplified further ([Skills](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30055)).

6. 0.5 and 1/2 are the same point on the number line because 1/2 is the fraction with denominator 10 written as 5/10, which equals 0.5 in decimal notation, so both names label the same location halfway between 0 and 1 ([Understanding](https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30058)).

---
*AILI quiz · language en · model claude-sonnet-5 · generated 2026-09-17 · id 36c5c928-fab4-4379-a250-8253195f4999*

### Sources

- node:n1: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can place value facilitate interpretation of number? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30027)
- node:n2: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can understanding of addition and subtraction be extended to decimal numbers? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30033)
- node:n3: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can place value facilitate interpretation of number? › Students apply place value to decimal numbers. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30029)
- node:n4: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can place value facilitate interpretation of number? › Students apply place value to decimal numbers. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30031)
- node:n5: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can place value facilitate interpretation of number? › Students apply place value to decimal numbers. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30030)
- node:n6: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can understanding of addition and subtraction be extended to decimal numbers? › Students add and subtract within 10 000, including decimal numbers to hundredths. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30035)
- node:n7: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can understanding of addition and subtraction be extended to decimal numbers? › Students add and subtract within 10 000, including decimal numbers to hundredths. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30037)
- node:n8: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can understanding of addition and subtraction be extended to decimal numbers? › Students add and subtract within 10 000, including decimal numbers to hundredths. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30036)
- node:n9: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can fractions be characterized in different ways? › Students apply equivalence to the interpretation of fractions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30059)
- node:n10: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can fractions be characterized in different ways? › Students apply equivalence to the interpretation of fractions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30057)
- node:n11: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can fractions be characterized in different ways? › Students apply equivalence to the interpretation of fractions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30058)
- node:n12: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can place value facilitate interpretation of number? › Students apply place value to decimal numbers. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30030)
- node:n13: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can fractions be characterized in different ways? (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30051)
- resource:r1: Resources › type#lessonplan, type#numeracysupport › MAT4 (https://goa-cc-uat-aili-app-001.azurewebsites.net/library/resource/GsG6ymGaRUWKlwxd2VnS0A)
- node:n14: Mathematics › Mathematics (K–6) › Grade 4 › Number: Quantity is measured with numbers that enable counting, labelling, comparing, and operating. › How can fractions be characterized in different ways? › Students apply equivalence to the interpretation of fractions. (https://goa-cc-uat-aili-app-001.azurewebsites.net/explore/node/30055)
- resource:r2: Resources › type#activity, type#classroomactivity › MAT4 (https://goa-cc-uat-aili-app-001.azurewebsites.net/library/resource/kbMdrb6xRkOWiwgtY9H_dw)