Free place value with decimals worksheets come in 28 sheet types: place names, digit values, expanded form, number names and rounding. Two groups, ten sheet types, are about rounding, from 12.49 ≈ 12 to 3.96 ≈ 4.0.
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Which grade meets which places
Tenths and hundredths are grade 4 work: Common Core 4.NF.6 rewrites 0.62 as 62/100, and Texas 4.2(B) asks for expanded notation to the hundredths. Thousandths arrive in grade 5, with 5.NBT.3a and Texas 5.2(A). Rounding differs: 5.NBT.4 says round decimals to any place, while Texas 5.2(C) names only tenths or hundredths.
Tens and tenths do not mirror at the point
Pupils expect place names to mirror around the decimal point, which would need a oneths place. They mirror around the ones: in 44.44 = 40 + 4 + 0.4 + 0.04, tens and tenths each sit one step from the ones. Tens or tenths? Hundreds or hundredths? drills the endings. In rounding, only the next digit counts: 12.49 ≈ 12.
Print Expanded form back to the numeral, zeros to write before number names: both go wrong where a place holds a 0.
Give Halfway decimals, the 5 rounds up a day of its own: every number sits exactly halfway, so the tie rule is the whole lesson.
Questions and answers
What is the place value of each digit after the decimal point?
Tenths come first, then hundredths, then thousandths. In 6.284 the 2 is worth 0.2, the 8 is worth 0.08 and the 4 is worth 0.004. The opening sheet, Place and value of the underlined digit, to thousandths, asks for both.
How do you write a decimal in expanded form?
Write one addend for every digit that is not 0: 50.209 = 50 + 0.2 + 0.009. Grade 5 also writes each digit times its place: 4.37 = 4 × 1 + 3 × 1/10 + 7 × 1/100.
How do you read a decimal in words?
Read the whole number, say and for the point, read the digits after it as a whole number, then name the last place: 12.09 is twelve and nine hundredths. Everyday speech says twelve point zero nine.
Which sheets work as 5th grade rounding worksheets?
The eight sheets of the Rounding decimals group. Start with Round hundredths to the nearest tenth, move on to Round a decimal to the underlined place, and end with Nines that roll over when rounding, where 3.96 ≈ 4.0.
Why does 2.5 round up to 3?
By convention. 2.5 is exactly halfway between 2 and 3, so neither is nearer, and the tie rule commonly taught sends a half up: 2.5 ≈ 3 and 0.45 ≈ 0.5. Halfway decimals, the 5 rounds up holds only such cases.
All 28 sheet types
Name the place, value of a digit 7
Build the decimal from place cluesThe clues say 5 in the tenths place, 2 in the ones place and 9 in the hundredths place, and the number is 2 + 0.5 + 0.09 = 2.59. Clues come in a jumbled order, and in some riddles a place gets no clue and must be filled with a 0. Twelve riddles, each with a box for the numeral.
Circle the digit in the named placeCircle the digit in the hundredths place of 13.592. It is the 9, worth 0.09, since 13.592 = 13 + 0.5 + 0.09 + 0.002. This sheet runs the other way round: the place is named and the pupil finds the digit. A pupil who expects hundredths three places from the point, as hundreds are, circles the 2. Twenty numbers across.
Name the place, tens to thousandthsIn 46.918 the 1 is in the hundredths place and the 8 in the thousandths place: 46.918 = 40 + 6 + 0.9 + 0.01 + 0.008. Any of the five digits may be underlined, the tens digit too, so tens and tenths meet on one sheet. Thousandths are grade 5 work in Common Core 5.NBT.3a and Texas 5.2(A). Twenty numbers across.
Show all 28 sheet types (25 more)
Name the place, value of a digit, continued
Name the place, tenths and hundredthsIn 8.16 the 1 is in the tenths place and the 6 is in the hundredths place, since 8.16 = 8 + 0.1 + 0.06. One digit of each number is underlined and the pupil writes the name of its place. Numbers stop at hundredths, the grade 4 range of Common Core 4.NF.6 and Texas 4.2(B). Twenty numbers across.
Place and value of the underlined digit, to thousandthsIn 6.284 the underlined 8 sits in the hundredths place and is worth 0.08: 6.284 = 6 + 0.2 + 0.08 + 0.004. Each line asks for both answers, the name of the place and the value of the digit. The page opens on this sheet, with 12 numbers on ruled lines and the key on page 2.
Tens or tenths? Hundreds or hundredths?In 40.04 the first 4 is in the tens place and the last in the hundredths place: 40.04 = 40 + 0.04. For each underlined digit the pupil circles one of two place names that differ only in their ending. Place names mirror each other around the ones place and not around the point, so tenths sit one step from the ones, as tens do, and no place is called oneths. Twelve numbers.
What is the digit worth? Tenths and hundredthsIn 5.82 the 8 is worth 0.8, or 8 tenths, and the 2 is worth 0.02: 5.82 = 5 + 0.8 + 0.02. The pupil writes the value of the underlined digit as a decimal. The place is a name and the value is a number, and a pupil who answers tenths when asked what the 8 is worth has mixed the two up. Twenty numbers across.
Expanded form, three ways 6
Expanded form back to the numeral, zeros to write30 + 2 + 0.5 + 0.004 = 32.504. No hundredths are given, so a 0 must hold that place, and pupils who leave it out write 32.54. Every problem on this sheet has a place that needs a 0. Twelve expanded forms, numerals to write.
Expanded form with decimals, tenths and hundredths4.37 = 4 + 0.3 + 0.07. The pupil writes one addend for every digit that is not 0. This is the expanded notation Texas 4.2(B) asks of fourth graders for decimals to the hundredths. Twelve numbers below 100, on ruled lines.
Expanded form with decimals, to thousandths50.209 = 50 + 0.2 + 0.009. Places that hold 0 add nothing and are skipped, so this number has three addends and not five. A pupil who writes nine hundredths for the last part has counted the places from the wrong end. Ten numbers, about half of them with a 0 inside.
Expanded form, each digit times 0.1, 0.01 and 0.0016.284 = 6 × 1 + 2 × 0.1 + 8 × 0.01 + 4 × 0.001. The same idea with the place values written as decimals. Set beside the fraction version, it shows that one hundredth has two spellings, a decimal and a fraction, and one value. Eight numbers to thousandths.
Expanded form, each digit times 1/10 and 1/1004.37 = 4 × 1 + 3 × 1/10 + 7 × 1/100. Each digit is multiplied by the value of its place, written as a unit fraction. Common Core 5.NBT.3a gives its own example in this form. Eight numbers in tenths and hundredths only, a first step toward the version with thousandths.
Missing part of a decimal expanded formOne addend of 8.46 is replaced by a blank, here the one for the 4. It is 0.4, since 8 + 0.4 + 0.06 = 8.46. The blank can stand for any part, the whole number part included. It checks that a pupil reads that 4 as four tenths and not as a plain 4. Twelve problems.
Number names, read and write 3
Number names to numerals, tenths and hundredthsThree and seven hundredths is 3.07, since 3 + 7/100 = 3.07. In United States school number names the word and stands for the decimal point, and the last word names the place of the last digit. A pupil who hears seven and writes it straight after the point gets 3.7. Twelve names, numerals to write.
Number names to numerals, thousandthsForty-five thousandths is 0.045, since 45/1000 = 0.045. The name says thousandths, so the last digit must land in the third place, and a 0 fills the tenths place. Common Core 5.NBT.3a has fifth graders read and write decimals to thousandths in numerals and in number names. Ten names.
Write the number name for a decimal12.09 is twelve and nine hundredths: 12.09 = 12 + 9/100. The pupil writes the whole number part, then and, then the digits after the point read as a whole number, then the place of the last digit. Everyday speech says twelve point zero nine, and both readings are correct. Ten numerals, each with two ruled lines.
Ten times, one tenth and renaming 2
A digit repeated: how many times as much?In 5.55 the 5 in the tenths place is worth 0.5 and the 5 in the hundredths place is worth 0.05, and 0.5 ÷ 0.05 = 10. The pupil writes both values and how many times as much the left one is. Common Core 5.NBT.1 says a digit is worth 10 times as much as it would be in the place to its right. Ten numbers.
Same digit, two or three places apartIn 0.707 the first 7 is worth 0.7 and the last is worth 0.007, and 0.007 × 100 = 0.7. Two places apart means 10 times 10. The sheet mixes gaps of one, two and three places, so the pupil has to count the places and cannot answer 10 every time. Ten numbers.
Rounding decimals 8
Halfway decimals, the 5 rounds up2.5 ≈ 3, 0.45 ≈ 0.5 and 7.125 ≈ 7.13. A number exactly halfway between the two candidates goes up. That is a convention, the tie rule commonly taught, and not a law of arithmetic. Every number on this sheet ends in a 5 straight after the place being rounded. Twelve numbers.
Nines that roll over when rounding3.96 ≈ 4.0 to the nearest tenth. The 9 tenths go up to 10 tenths, which is 1 one, so the ones digit changes too. The key keeps the 0 of 4.0 to show that the number was rounded to tenths. Every number on this sheet has a 9 in the place being rounded and a 5 or more after it. Twelve numbers.
Round a decimal to the underlined placeIn 15.273 the 2 is underlined, so the number is rounded to the nearest tenth: 15.273 ≈ 15.3. The underlined place changes from number to number, ones, tenths or hundredths, and the pupil looks one place to its right and no further. Twenty numbers across.
Round hundredths to the nearest tenth2.84 ≈ 2.8 and 2.85 ≈ 2.9. The hundredths digit decides and is then dropped, not replaced by a 0, so the answer has one decimal place. Texas 5.2(C) asks fifth graders to round decimals to tenths or hundredths. Twenty numbers across, all with two decimal places.
Round hundredths to the nearest whole number12.49 ≈ 12. Only the tenths digit is looked at, and a 4 sends the number down. The 9 behind it tempts pupils to push 12.49 up to 12.5 first and then on to thirteen, which is rounding twice. Twenty numbers with two decimal places, a third of them traps of this kind.
Round tenths to the nearest whole number7.3 ≈ 7 and 7.8 ≈ 8. The tenths digit decides: with 4 or less the ones digit stays, and with 5 or more it goes up by 1. Common Core 5.NBT.4 asks fifth graders to round decimals to any place. Twenty numbers across, each with one decimal place.
Round thousandths to the nearest hundredth0.628 ≈ 0.63 and 0.621 ≈ 0.62. The answer keeps two decimal places, and the thousandths digit is only a signal. A pupil used to rounding to tenths may look at the hundredths digit out of habit. This is the finest rounding Texas 5.2(C) names. Twenty numbers across.
Rounding table, one decimal to three places27.385 rounds to 27 as a whole number, to 27.4 as a number of tenths, and to the nearest hundredth it is 27.385 ≈ 27.39. Every answer starts again from 27.385 and never from the answer before it. Six numbers in a table with three columns to fill.
Number lines, halfway numbers and rounding sense 2
Round a decimal to the nearest ten or hundred347.6 to the nearest ten is 350. One way to see it: 347.6 ÷ 10 ≈ 35, and 35 × 10 = 350. The decimal part plays no role once the ones digit has decided, and a pupil who tries to keep it writes three hundred fifty and six tenths. Common Core 5.NBT.4 says any place, and that includes the places left of the point. Twelve numbers.
Round prices and measurements to the nearest whole$7.38 ≈ $7, and a rope of 2.6 m is about 3 m. The single money sheet on this page: prices to the nearest dollar, and lengths, masses and volumes to the nearest whole unit, in short sentences with no names. Rounding to dimes and nickels has a page of its own. Eight problems.
How this list was compiled: Our own list of sheet types, written in September 2026. Every worked example was checked twice with exact arithmetic, by two separate programs. The standards named in this list were read in the full texts on 2026-09-20. Common Core State Standards for Mathematics, https://learning.ccsso.org/wp-content/uploads/2022/11/Math_Standards1.pdf : 4.NF.6 (use decimal notation for fractions with denominators 10 or 100; for example, rewrite 0.62 as 62/100, describe a length as 0.62 meters, locate 0.62 on a number line diagram); 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.3a (read and write decimals to thousandths using base-ten numerals, number names, and expanded form, with 347.392 written out as each digit times 100, 10, 1, 1/10, 1/100 and 1/1000); 5.NBT.4 (use place value understanding to round decimals to any place). Texas Essential Knowledge and Skills for Mathematics, 19 TAC chapter 111, https://tea.texas.gov/laws-and-rules/sboe-rules-tac/sboe-tac-currently-effect/ch111a.pdf : 4.2(A) (interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left); 4.2(B) (represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals); 4.2(E) (represent decimals, including tenths and hundredths, using concrete and visual models and money); 4.2(G) (relate decimals to fractions that name tenths and hundredths); 4.2(H) (determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line); 5.2(A) (represent the value of the digit in decimals through the thousandths using expanded notation and numerals); 5.2(C) (round decimals to tenths or hundredths). Neither standards text gives a wording for number names or states a rule for a number exactly halfway. Reference articles, read 2026-09-20: https://en.wikipedia.org/wiki/English_numerals (99.3 is read ninety-nine point three, or, in the United States and occasionally, ninety-nine and three tenths; 0.002 is two thousandths); https://en.wikipedia.org/wiki/Rounding (rounding a half away from zero is called a tie-breaking rule that is commonly taught and used; for the positive numbers on these sheets it gives the same answers as rounding a half up); https://en.wikipedia.org/wiki/Decimal (zeros after the last decimal digit do not change a number, 5.2 = 5.20 = 5.200). The standards are a checklist for teachers; neither body has reviewed these sheets. Licence: own work