Make a decimal multiplication worksheet in 25 sheet types, from 0.7 × 6 to 12.3 × 4.56. Ten are stacked, with the factors set on their last digits; others place the point, estimate or use a lattice.
Read the full guide
Which grade multiplies which decimals
Common Core 5.NBT.7 has fifth graders multiply decimals to hundredths with models, drawings and place value strategies. Texas 5.3(E) stops grade 5 products at the hundredths, money included, so 3.4 × 0.6 = 2.04 belongs there and 1.27 × 0.6 = 0.762 waits for grade 6. Common Core names the standard algorithm in 6.NS.3.
Why the places are counted
As fractions, 3.4 × 0.6 = 34/10 × 6/10 = 204/100 = 2.04: tenths times tenths make hundredths, so the places of both factors add. Pupils fresh from addition bring the point straight down and write twenty and four tenths. The opening sheet of these multiplication of decimals worksheets is Tenths times tenths.
Set Count the places, write the point before Tenths times tenths: it practices the one new step with the multiplying already done.
Use the estimate to place the point sits well beside any stacked sheet: 6 × 5 = 30 shows that 6.2 × 4.9 is 30.38.
Before any of the 6th grade multiplying decimals worksheets, run Predict the number of decimal places as a 5 minute warm-up.
Questions and answers
Which multiplying decimals worksheets fit grade 6?
Hundredths times tenths, Hundredths times hundredths and Grade 6 fluency mix, multi-digit decimals. Their products run to thousandths and beyond, past the Texas grade 5 limit, and they are set out for the standard algorithm that Common Core 6.NS.3 names.
How do you know where the decimal point goes in the product?
Multiply as whole numbers, then give the product as many decimal places as the two factors have together. For 2.35 × 0.4 the digits are 235 × 4 = 940, and three places make 0.940 = 0.94. Count before you trim any zero.
Do you line up the decimal points when multiplying?
No. Set the factors on their last digits, as with whole numbers, and leave the points alone until the end. Lining up matters in addition, where each column must hold like units. In multiplication the place count does that job.
Why is the product smaller than the number I started with?
Multiplying by a number below 1 takes part of the other factor: 8 × 0.5 = 4, half of 8. Common Core 5.NF.5 calls it scaling and teaches it with fractions. Whole number times tenths below 1 shows it: 36 × 0.7 = 25.2, less than 36.
All 25 sheet types
Decimal times a whole number 4
Decimal times a 2-digit whole number4.6 × 23 = 105.8. Two rows of working, 46 × 3 = 138 and 46 × 20 = 920, add to 138 + 920 = 1,058, and the one decimal place of 4.6 goes into the product. Pupils need long multiplication of whole numbers before this sheet. The key prints both rows.
Hundredths times a 1-digit number3.27 × 4 = 13.08. Work out 327 × 4 = 1,308, then give the product the two decimal places of 3.27. The zero inside 13.08 is a digit like any other and stays. The sheet stacks the factors on their last digits, as in whole number multiplication, because factors do not have to line up on the point the way addends do.
Tenths times a 1-digit number0.7 × 6 = 4.2. Six groups of 7 tenths make 42 tenths, which is 4 ones and 2 tenths. One factor is a whole number from 2 to 9 and the other has one decimal place, so the product has one place as well. The first sheet to set once whole number multiplication is secure.
Whole number times tenths below 136 × 0.7 = 25.2. The second factor is less than 1, so the product is less than 36, which surprises pupils who expect multiplying to make a number bigger. Work out 36 × 7 = 252 and give it one decimal place. Every problem has a whole number from 11 to 99 first.
Show all 25 sheet types (21 more)
Decimal times a decimal 8
Both factors below 10.4 × 0.3 = 0.12. Four tenths of three tenths is 12 hundredths, smaller than either factor. A pupil who writes 1.2 has multiplied 4 by 3 and copied the point down from the problem, as in addition. Every problem has two factors from 0.2 to 0.9, written across.
Grade 6 fluency mix, multi-digit decimals12.3 × 4.56 = 56.088. The whole number work is 123 × 456 = 56,088, and one place plus two places make three. Factors have three or four digits and one or two decimal places, the multi-digit decimals of Common Core 6.NS.3, worked with the standard algorithm. Twelve problems fill the page, with room for three rows of working.
Hundredths times hundredths1.32 × 0.21 = 0.2772. The whole number work is 132 × 21 = 2,772, and the four decimal places come from two in each factor. Nobody can picture ten-thousandths, so this sheet is where pupils learn to trust the count. Twelve problems, with room for two rows of working.
Hundredths times tenths1.27 × 0.6 = 0.762. Two places in one factor and one in the other give three in the product, since 127 × 6 = 762. Thousandths go past the hundredths named in Texas 5.3(E), so this is a grade 6 sheet there, and it fits Common Core 6.NS.3, fluency with multi-digit decimals.
Products that end in zero2.5 × 0.4 = 1.00 = 1. The whole number work is 25 × 4 = 100, and the two decimal places are counted before any zero is dropped. A pupil who trims 100 to 1 first and then counts two places ends up with one hundredth. The key prints 1.00 and then 1.
Products that need a zero after the point0.2 × 0.3 = 0.06 and 0.04 × 0.2 = 0.008. The digits give only a 6 or an 8, but the count asks for two or three decimal places, so zeros are written between the point and the digit. A pupil who answers six tenths ran out of digits and stopped counting.
Squares of decimals0.3 × 0.3 = 0.09 and 1.2 × 1.2 = 1.44. Each problem multiplies a decimal by itself. The usual wrong answer for the first one is nine tenths, from squaring the 3 and keeping one decimal place. Set it before areas of squares and before exponents.
Tenths times tenths3.4 × 0.6 = 2.04. Work out 34 × 6 = 204, count one decimal place in each factor, and give the product two. Tenths times tenths make hundredths, and Texas 5.3(E) stops grade 5 products at the hundredths. The page opens on this sheet, and the key shows the place count for every problem.
Multiplying by 10, 100, 0.1 and 0.01 4
Multiples of 10 times a decimal0.6 × 30 = 18 and 0.07 × 200 = 14. Split the round number: 0.6 × 3 = 1.8, then 1.8 × 10 = 18. Pupils see that a decimal times a whole number can come out whole, and they handle a fact and a point move in one problem.
Multiply by 0.1 and 0.0134.7 × 0.1 = 3.47 and 5.2 × 0.01 = 0.052. Multiplying by one tenth gives the same result as dividing by 10: 34.7 ÷ 10 = 3.47. Each digit moves one place to the right, which is the one-tenth relationship between neighboring places in Common Core 5.NBT.1.
Multiply by 10, 100 and 1,0006.08 × 100 = 608 and 0.052 × 10 = 0.52. Each digit moves one place to the left for every zero in the multiplier, so the point seems to move right. Common Core 5.NBT.2 asks pupils to explain that pattern. Some answers need a zero filled in: 4.9 × 100 = 490.
Powers of 10 written with exponents4.6 × 10³ means 4.6 × 1,000 = 4,600, because 10³ is 10 × 10 × 10 = 1,000. The exponent tells how many places the digits move. Common Core 5.NBT.2 asks grade 5 pupils to use whole-number exponents for powers of 10. Exponents on this sheet run from 1 to 4.
Placing the decimal point 2
Count the places, write the pointFor 3.4 × 0.6 the sheet prints the digits 204 with no point, and the pupil writes it in: one place and one place make two, so 3.4 × 0.6 = 2.04. All the multiplying is done for them, which isolates the one new step in decimal multiplication. Some answers need a zero written in front, as in 0.12.
Predict the number of decimal placesNo multiplying: for 2.35 × 0.4 the pupil writes 2 + 1 = 3 places. Working it out gives 2.35 × 0.4 = 0.940 = 0.94, which has three places until the final zero is trimmed. A quick warm-up of 20 that shows who counts the places of one factor only.
Area models, grids and partial products 2
Lattice multiplication with decimals3.4 × 2.6 = 8.84. The lattice gives the digits 884, from 34 × 26 = 884, and the point goes in by counting one place in each factor. Six empty 2 by 2 lattices are printed with the factors already along the top and side. For classes that use the lattice for whole numbers.
Partial products, written in rows4.7 × 2.3 = 10.81. No rectangle this time, only the four rows: 0.3 × 0.7 = 0.21, 0.3 × 4 = 1.2, 2 × 0.7 = 1.4 and 2 × 4 = 8, which add to 0.21 + 1.2 + 1.4 + 8 = 10.81. Adding the rows is ragged decimal addition, so their points must line up.
Estimating and the size of the product 2
Multiply by 0.5, 0.25 and 0.1 mentally0.5 × 18 = 9, 0.25 × 12 = 3 and 0.1 × 45 = 4.5. Multiplying by 0.5 halves a number, by 0.25 quarters it, and by 0.1 moves each digit one place to the right. Thirty short problems to answer with no written working: the decimal side of finding a fraction of a number.
Use the estimate to place the pointFor 6.2 × 4.9 the sheet prints the digits 3038 and nothing else. Since 6 × 5 = 30, the product must be 30.38, and 6.2 × 4.9 = 30.38 confirms it. Pupils place every point by size alone, without counting places, which is also how to check a calculator answer.
Money, measurement and word problems 3
Cost by weight, price per pound2.5 pounds of apples at $3.20 a pound cost 2.5 × $3.20 = $8.00. Both factors are decimals here, as at a deli counter. Every problem is built so the cost comes out in whole cents, and rounding to the nearest cent is left to the rounding sheets on the decimal place value page.
Price times quantity6 notebooks at $1.45 each cost 6 × $1.45 = $8.70. Money keeps two decimal places even when the last is a zero, so the key prints $8.70 in full. Texas 5.3(E) names money as a setting for decimal products. Eight short problems, no names, prices under $20.
Word problems, equal groups and rates6 bottles that hold 1.5 liters each hold 6 × 1.5 = 9 liters in all. Eight one-step problems about equal groups and steady rates, in metric and customary units. No problem names a person and none says multiply, so the pupil has to see the equal groups in the story.
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 second also works every two-number product again as long multiplication on lists of digits and places the point by counting the decimal places of the factors. 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 : 5.NBT.1 (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 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.7 (add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value); 5.NF.5 (interpret multiplication as scaling, comparing the size of a product to the size of one factor without performing the multiplication); 6.NS.3 (fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation). 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 : 5.3(A) (estimate to determine solutions to problems involving addition, subtraction, multiplication, or division); 5.3(D) (represent multiplication of decimals with products to the hundredths using objects and pictorial models, including area models); 5.3(E) (solve for products of decimals to the hundredths, including situations involving money); and https://tea.texas.gov/laws-and-rules/sboe-rules-tac/sboe-tac-currently-effect/ch111b.pdf : 6.3(B) (determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one); 6.3(E) (multiply and divide positive rational numbers fluently). Method names (long multiplication, grid or box method, partial products, lattice): https://en.wikipedia.org/wiki/Multiplication_algorithm and https://en.wikipedia.org/wiki/Grid_method_multiplication , read 2026-09-19. Neither article states a rule for the decimal point, so the place count is given here as checked arithmetic only (3.4 × 0.6 = 34/10 × 6/10 = 204/100 = 2.04). Zeros added after the last decimal digit do not change a number (5.2 = 5.20 = 5.200): https://en.wikipedia.org/wiki/Decimal , read 2026-09-20. The standards are a checklist for teachers; neither body has reviewed these sheets. Licence: own work