Students complete Activity 3 (Powers of 10 and Decimals) with problems such as 0.01 × 10, 0.1 ÷ 10, and 100,000 × 10, matching expressions to results. Students are instructed to watch a video and use a laminated decimal place-value chart while working, and the parent notes explicitly state students will "discover the rules for multiplying and dividing decimals by a power of 10." The student pages include decimal examples (0.01, 0.1) that require shifting the decimal based on powers of ten.

Students practice multiplying decimals by powers of ten using two strategies (moving digits left or moving the decimal point right) in Activity 2 and the "Multiplying Decimals by Powers of 10" student page (examples: 4.5 × 10,000 → 45,000; 5.27 × 10^6 stepwise movement). Students practice dividing decimals and whole numbers by powers of ten using a decimal place-value chart and sequences that show the decimal point shifting left (Activity 3). Students also rewrite problems in scientific notation and verify equivalence (Activity 4), connecting place-value movement to written exponential form.

Students solve multiplication and division problems that move decimal points by powers of ten (e.g., 0.005 × 10^6, 0.6 ÷ 10, 100 × 0.08, 40,000 ÷ 10^6) in Activity 1. Students find a time difference between race times (e.g., Claudia 7.25 and leader 7.06) and are asked to order, round, and write decimals in expanded and word form in Activity 3. The materials prompt students to use a laminated decimal place-value chart and to explain how digits and decimal points move when multiplying and dividing by powers of ten.

Students complete problems that involve decimals and place value: they read/write decimals to thousandths, convert decimals to fraction and expanded form, and round decimals to specified places (e.g., 5.639 to the hundredths). Students perform multiplication and division involving decimals and powers of ten (examples: 2.98 × 10^3 = 2,980; 3.78 × 100 = 378; 3780 ÷ 10^2 = 37.8; 329.36 ÷ 10^2 = 3.2936). Students are prompted to use tools such as a laminated decimal grid and decimal place value chart while completing the practice test and review sheet.

Students draw and bundle base-10 blocks to match decimals and to compute sums in the "Adding Decimals Using Base-10 Blocks" activity, directly using concrete models. Students practice lining up decimal points, adding trailing zeros, and carrying as needed in the written stacking method in Activity 2 and on multiple problem sets (e.g., 1.62 + 1.5, 5.32 + 6.19). The lesson includes discussion prompts that require students to explain why decimal place values must match and to justify adding zeros to align place values.

Students are instructed to stack decimal numbers vertically with decimal points lined up, add zeros as needed, and subtract from the smallest place value to the left, including borrowing and bringing the decimal into the answer. Students make a flapbook showing the step-by-step written method (stacking, adding zeros, working right-to-left, and placing the decimal) and complete many subtraction problems and word problems to practice those steps. Students check answers with a calculator and are asked to explain how they solved two problems to a parent.

Students practice adding and subtracting decimals to the hundredths through numerous problems and word problems (including money contexts) that require calculating sums and differences. Students are prompted to line up decimal points in vertical calculations and to add zeros to whole numbers (for example, recognizing $5 as $5.00) as a place-value strategy. Students are asked to explain when and why trailing zeros after a decimal can be dropped and to show work on stacked (vertical) addition and subtraction problems.

Students draw base-10 block models to represent decimal multiplication (e.g., 2 × 0.45, 4 × 0.36, 3 × 0.27) and use grids to multiply tenths (e.g., 0.3 × 0.5, 0.4 × 0.6). Students practice the remove-multiply-count-place algorithm by creating a Steps in Multiplying Decimals foldable and applying it to problems (e.g., 0.6 × 0.7, 0.15 × 0.3). Students use estimation and rounding to check products and compare model results to the standard algorithm (e.g., rounding 5.3 × 2.2 to 5 × 2, drawing 0.62 five times to show 5 × 0.62 = 3.1).

Students use base-10 blocks and draw models to divide decimals (e.g., splitting flats into rods and grouping to solve 2.8 ÷ 4 and other problems). Students rewrite decimal division problems in long-division form, practice the algorithm for moving decimal points (including when the divisor has a decimal), and check results by multiplying the quotient by the divisor. Students complete practice sets and quizzes that include addition, subtraction, and multiplication of decimals (problems and answer keys show work to hundredths).

Students solve multiple word problems that require adding, subtracting, multiplying, and dividing decimals (e.g., finding total ounces, cost per ounce, pay per day/week, and coin totals). Instructions tell students to write number sentences, show work in large blank areas, and use correct money notation, so students produce written decimal computations to hundredths (examples and answer key show results like $3.95, $83.20, $47.4, $2,270.40). Several activities ask students to estimate, label answers, and explain their work to a parent, and the parent notes encourage drawing pictures and circling keywords to represent problems.

Students solve decimal multiplication (16.8 × 1.7 = 28.56) and decimal division (5.4 ÷ 5 = 1.08) problems on the Basic Skills Review, producing answers to the hundredths. Students work with money problems that require adding and subtracting decimals (ticket totals and change) and order decimal values from least to greatest, which requires place-value reasoning. The division answer shows an explicit place-value expansion (5.40 ÷ 5 → 1.08) and students are instructed to "show every step," prompting written methods.

Students practice adding, subtracting, multiplying, and dividing decimals to the hundredths place in multiple activities: they draw decimal cards and compute sums and differences, find products of decimal numbers, and solve decimal quotients (for example 43.92 ÷ 7.2 and 19.8 ÷ 5.5). Review sheets and the Unit 2 Test contain many decimal problems (e.g., 26.8 + 129.9; 5.27 × 4; 149.3 − 52.8; 158.11 ÷ 16.3; 47.3 ÷ 5; 6.2 × 75) that require students to compute with decimals to hundredths. Several tasks instruct students to "show your work," and students check answers using a calculator in practice activities.

The project requires students to create presentations that teach adding, subtracting, multiplying, and dividing decimals (the skills list and planning sheets explicitly list these operations and the Parent Plan names "decimals to hundredths"). For any decimal operations video/demonstration, students must present a real-world problem, "show all of the steps needed to solve the problem," and write a short script that explains those steps. The provided planning sheets include two columns labeled "Steps Using Numbers" and "Steps in Words," prompting students to record numeric procedures and corresponding verbal/written explanations.

Students complete arithmetic problems that use decimals, including multiplication (266.3 × 3.9), division (90 ÷ 2.5 and 36.6 ÷ 0.3), rounding to the hundredths place (round 22.159), and ordering decimals (2.12, 2.16, etc.) on the Basic Skills Review. The Reading Measurements and quiz items include measurements expressed with decimal or fractional parts (for example, 8.4 cm and fractional inch marks), which require interpreting and using decimal or fractional values.

Students practice multiplying and dividing decimals by powers of ten and by other decimals when they move decimal points during metric conversions (e.g., instructions to move the decimal right/left and examples like 35 meters = 35,000 mm or 35 m = 0.035 km). Students solve explicit decimal multiplication and division problems on the Basic Skills Review (for example, 4.17 × 3.9, 24 ÷ 2.5, and 48.6 ÷ 0.4). Students use place-value reasoning in conversion tasks (counting steps on the metric 'stairs' and using powers of ten to determine how to shift the decimal).

Students solve multiple decimal computation problems in the Basic Skills Review (for example, 54.3 × 2.7, 45.4 ÷ 4, and 151.62 ÷ 0.3) and work with answers given to the hundredths place (e.g., 54.3 × 2.7 = 146.61). Several mixed-unit and measurement problems require multiplying and dividing quantities that produce decimal results (for example, 201.5 ÷ 13 and 32.5 gal → 260 pt uses decimal inputs). The materials prompt students to explain solutions to a parent for many measurement problems, indicating some practice in communicating reasoning.

The lesson includes problems that require students to add, subtract, multiply, and divide quantities that produce decimal results: students convert 3.5 weeks to 24.5 days, divide 330 seconds to get 5.5 minutes, and multiply 4.7 days by 24 to compare with 112 hours (result 112.8). Students subtract decimal hour values (8.4, 8.1, 7.8, 7.6, 8.6) and then multiply fractional hours by 60 to find minute differences (e.g., 8.1 - 7.8 = 0.3 hr -> 0.3 x 60 = 18 minutes). Several comparison and conversion tasks require performing decimal arithmetic in context.

Students complete problems that require adding and multiplying decimals (for example, 0.25 km + 1.55 km = 1.80 km and 2.5 weeks × 7 = 17.5 days) and convert between units by moving the decimal (e.g., 450 g = 0.45 kg; 4.5 L = 4,500 mL). The directions explicitly tell students to "think about how metric conversions are based on powers of ten" and to "review how you change one unit to another by multiplying or dividing by ten or by moving the decimal the correct number of spaces." Several answer keys show written computations converting between units and using decimal arithmetic (e.g., 2.2 kg × 1000 = 2200 g; subtraction to find 59 g).

Students complete decimal computation problems in the Basic Skills Review (for example, find the product of 17.3 and 4.6; compute 52.8 ÷ 6; compute 17.65 ÷ 0.5). Students are asked to convert fractions to decimal values (use a calculator) and to round decimal values to the nearest hundredth when ordering fractions. Students are allowed to use calculators for decimal conversions and are given decimal results in answer keys (e.g., 17.3×4.6 = 79.58).

The Basic Skills Review includes problems requiring decimal computation: e.g., "What is the product of 87.3 and 1.6?" and "If the dividend is 145.2 and the divisor is 8, what's the quotient?" The provided answer key gives results with hundredths (139.68 and 18.15), showing students compute multiplication and division with decimals to the hundredths place.

The Basic Skills Review #15 (Activity 4) asks students to compute decimal arithmetic: problem 2 requires multiplying 16.4 and 3.7, problem 3 asks for 20.86 ÷ 0.4, and problem 8 involves dividing $23.52 by 14 and then multiplying to find the cost for 12 more boxes. These items require students to perform multiplication and division with decimals (to tenths and hundredths) within the lesson materials.

The Basic Skills Review #17 includes several problems that require operating with decimals to the hundredths place: Problem 2 multiplies 13 by $6.12, Problem 3 asks for the quotient of 2.16 ÷ 0.06, and Problem 8 multiplies and then adds monetary amounts $10.95 and $11.25 per liter. The provided answer key shows numerical solutions for these decimal multiplication, division, and addition tasks (e.g., $79.56, 36, $88.80).

Students complete Basic Skills Review #18 which includes decimal computations such as dividing 4.16 by 0.04 and calculating totals for money (e.g., multiplying $3.48 by 3 and adding decimal amounts). Students also solve problems that require multiplying and adding decimals to find costs, so they practice performing operations with decimals to the hundredths place. These items require students to produce numerical answers for decimal addition, multiplication, and division.

The Basic Skills Review #19 asks students to divide 6.08 by 0.08 and find the quotient, and the answer key shows 6.08 ÷ 0.08 = 76. The review page contains other arithmetic items that include decimal numbers (for example, an expression including 9.6), showing some engagement with decimal computations. Students are required to complete these computation problems on the review sheet.

Students solve decimal division problems (for example: 48.6 ÷ 6, 24.6 ÷ 0.2, 62.37 ÷ 9) on the "Matching Problems and Quotients" activity and are asked to show their work on a second page. Students review steps in dividing decimals by watching two animations and by referring to a "Steps in Dividing Decimals" sheet from Unit 2. The lesson includes visual illustrations and examples of division (cookies and coin groupings) and practice with long division of multi-digit numbers.

Students compute perimeters and areas for shapes with decimal side lengths in multiple activities (for example, a rectangle 3.5 ft by 1.6 ft, a square with side 14.4 cm, and squares with side 15.3 in). Students add decimal measurements to find perimeters (e.g., 3.5 + 1.6 + 3.5 + 1.6 = 10.2 ft) and multiply decimals to find areas (e.g., 3.5 × 1.6 = 5.6 sq ft; 14.4 × 14.4 = 207.36 sq cm) as shown in the answer keys. Students draw and label shapes (blueprint/grid and quiz drawing tasks) and are sometimes prompted to describe how they determined side lengths for given perimeters or areas.

Students complete Basic Skills Review items that require decimal computation, including dividing 1.92 by 0.06 (quotient 32) and evaluating an expression that multiplies by 6.5 (156 ÷ 12 × 6.5 = 84.5). The answer key shows numerical results for these decimal division and multiplication problems, indicating students practice computing with decimals to hundredths in at least some problems.

Students solve decimal addition and subtraction problems with real-world contexts (snack bar prices) where they calculate totals, change, and differences (e.g., $1.89 + $0.99; $5.00 - $4.29). Students complete multiplication and division exercises with decimals (e.g., 4.3 × 4.2, 6.3 ÷ 0.9) and word problems that require multiplying and dividing decimals (Carson's dog, candy maker). The parent plan explicitly lists the skill "Add, subtract, multiply, and divide decimals to hundredths," indicating students will perform all four operations on decimal numbers.