Module 5:
Session plan
Group:
____________________________________________________________
Tutor:
____________________________________________________________
Location: ____________________________________________________________
Aims
• Develop and/or consolidate numeracy skills around decimals, relevant to participants’ roles in the
NHS.
• Prepare for typical questions from the Level 1 National Certificate in Adult Numeracy.
Outcomes
Participants will:
• discuss and use decimals in the context of money, metric measures and other examples N2/L1.4
• read, interpret and calculate with decimals
N2/L1.5
• round numbers, including decimals, as appropriate
N2/L1.7
• relate decimals to participants’ own experience and work role.
Activity
and time
Icebreaker
5 minutes
Tutor activity
Learner activity
• Activity 1: Percentages and
• Activity 1 in pairs.
fractions dominoes (N2/L1.3).
• Use extension dominoes for some
participants if appropriate.
Introduction • Briefly discuss what participants
15 minutes
have done since last session.
• Show Module 2 slides 2–3 giving
objectives for the session.
– what are decimals?
(brainstorm):
– wholes and parts
– decimal point
– base 10 (?).
• Identification of examples of
decimals in work roles.
• Contribute and respond.
• Contribute and respond.
• Offer suggestions.
147
module 5
Activity
and time
Tutor activity
Getting a feel • Slide 4: Discussion of decimals and
for place
application of strategies used when
value
comparing amounts of money with
20 minutes
other examples.
• Activity 2: Ordering decimals.
• Activity 2(a): Using number line(s)
as a visual approach to this activity.
Discussion of and/or practice with
identifying some of the sequences of
decimals on number lines.
Calculating
•Activity 3: Calculating with
with decimals decimals.
25 minutes
• Group discussion of strategies and
identification of ‘top tips’.
• Summary of key points to
remember when calculating
with decimals (slides 5 and 6):
- line numbers up for +, -, ÷
- for ×, calculate and then decide
position of decimal point.
Decimals
and large
numbers
20 minutes
Break
15 minutes
148
module 5
• Group discussion of using decimals
to describe large numbers:
- millions (slides 7 and 8)
- thousands (slide 9).
• Identify examples from
everyday/working life.
• Activity 4:Working confidently
with large numbers.
• Note: these are the same cards as
Module 4, Activity 7.
Learner activity
• Contribute and respond.
• Activity 2 in threes.
• Activity 2(a): mark
decimals from Activity 2
onto lines (for relevant
sequences).
• Activity 3 in pairs/threes
using mini-whiteboards.
• Check answers with
calculators.
• Contribute and respond.
• Contribute and respond.
• Use numbers from Activity
4 to practise writing large
numbers in decimal form.
Activity
and time
Rounding:
‘to the
nearest . . .’
20 minutes
Rounding
with
decimals:
‘to 1 dp’
25 minutes
Tutor activity
• Discussion:What is rounding?
When do we use it?
• Activity 5: Rounding.
• Use shaded cards as extension
for more confident participants.
• Plenary to discuss activity and
answers.
• Summary about rounding (slide
10) and estimating (slide 11):
when do we use them?
• Discussion of approach(es) when
rounding using slide 12: what are
these numbers to the nearest 10
and to 1 dp respectively?
• Identify the ‘deciding position’.
• Rounding up (5 or more); rounding
down (less than 5).
Learner activity
• Contribute and respond.
• Activity 5 in threes.
• Contribute and respond.
• Discussion of rounding with
decimals, including terminology ‘to
1 dp’ etc.
• Examples of visual ways to think
about rounding:
• Place values (slide 13): where
would we write 21.45 on the
chart?
• Number lines (slide 14): what
number does the arrow show?
• Discuss rounding each of these
examples to the nearest 1/10, to
the nearest whole number, etc.
• Activity 6 in pairs/threes.
• Activity 6: Rounding with
decimals: metric measures (‘to
the nearest. . .’).
• Provide measuring equipment if
possible (kitchen and bathroom
weighing scales and measuring
containers) as a practical alternative
to the number lines.
• Discussion of examples from work • Contribute and respond.
when participants need to round
to specific degrees of accuracy.
149
module 5
Activity
and time
Practice
20 minutes
Summary
15 minutes
Resources/aids:
Tutor activity
Learner activity
• Discuss individual tasks and
• Choose which of
priority areas for practice.
Activities 7 or 8 to
complete
as practice in
• Offer Activities 7 and 8 as practice
the session or at home.
if required:
• Activity 7: Practice with
• Practice test questions in
rounding (‘to the nearest. . .’).
pairs (or offer as practice
• Activity 8: Rounding with
at home).
decimals (‘to 1 dp’).
• Individual/pair practice of
• Practice test questions.
priority areas.
• And/or:
• practice on areas covered so far
identified as needing further
practice.
• Revisit session objectives (slide 3). • Reflect on session and
identify areas for further
• Feedback, comments and
practice.
questions.
• Programme journal (slide 15). • Agree independent
• Discuss opportunities to apply
learning task.
skills to work and everyday life.
• Discuss individual tasks and
opportunities for practice
(slide 16).
• Module PowerPoint presentation
• Activity cards: Activity 1, Activity 3, Activity 4 (Module 4: Activity 7), Activity 5
• Activities: 2, 2(a), 6, 7, 8
• Practice test questions: Decimals
• programme journals
• flipchart and markers
• small whiteboards and pens
• calculators
• measuring equipment (if required for Activity 6): kitchen scales, bathroom scales,
measuring jugs, etc
• any supplementary materials.
150
module 5
Assessment evaluation
Individual learning planning
Learner
Skills
Activity/
resources
Evaluation
(where next?)
151
module 5
Module 5
Teacher’s notes
Icebreaker
Use Activity 1: Percentages and fractions dominoes as an icebreaker. Ask participants in pairs
or threes to match the percentages and their equivalent fractions to make a domino chain. Use
extension dominoes for more confident participants if appropriate.
Introduction
• Discuss what participants have done since the last session.
• Did they have opportunity to apply the work on handling large numbers at work?
What skills practice have they done?
Are there any bits (or questions) in particular that are causing difficulty?
• Outline the aims and objectives of the module (show slides 1–3).
Lead a group discussion: ‘What are decimals?’ (What do we know about them?)
Draw out concepts like the decimal point separating ’wholes’ from parts, links to fractions, base 10
(each column is 10 times bigger than the one to its right).
Encourage participants to identify contexts in their work roles when they come into contact with
or use decimals.
Getting a feel for place value
Use slide 4 to lead a discussion about which of the numbers is bigger and what strategies
participants used when deciding. Use this to extend/reinforce a mathematically sound understanding
of the concept of place value (without talking in technical terms). If appropriate, encourage
participants to see how they can apply their understanding of money/metric measures to help them
in comparing decimal numbers.
(eg 14.06 or 14.6: what would 14.6 be in money terms? Which is bigger?)
Activity 2: Ordering decimals
Ask participants to work in pairs or threes to order the groups of decimals.
Activity 2(a): Use the number lines provided on the supplementary sheet to give participants the
opportunity to compare the decimals from Activity 2 visually. Relate this back to the work done in
Module 2 on metric measures and reading measurements.
152
module 5
Calculating with decimals
Ask participants to work in pairs or threes on Activity 3: Calculating with decimals, working
out the answers to the questions using mini-whiteboards and checking their answers with
calculators.
Encourage them to discuss and compare how they tackled the calculations and to identify some ‘top
tips’ for calculating with decimals.To help with this, they may wish to sort the cards according to
the type of calculation each shows. Make clear that you will discuss these as a whole group
afterwards to share ideas and approaches.
In the plenary, discuss strategies used and elicit the key points to remember about calculating with
decimals. Use slides 5 and 6 to summarise these:
lining up decimal points for +, - and ÷
for ×, work out calculation and then decide on position of decimal point.
Decimals and large numbers
Use slides 7 and 8 to lead a group discussion about using decimals to describe large numbers.
How much is 1.3 million when written out in full?
Use slide 9 to extend this to thinking about using decimals to describe thousands.
How much is 123.5 thousand? (Relate to house prices, which are often written in the form 120k.)
Encourage the understanding that the number before the decimal point (to the left) shows the
whole millions (or thousands), while the numbers after the point are those bits that are less than a
million (or thousand).
Encourage participants to identify examples from everyday/working life. Relate this back to the
work done in Module 4 on working with large numbers.
If appropriate, ask participants in pairs to estimate the number of staff who undertook training for
each quarter from the chart on slide 9.
If appropriate, ask participants to use Activity 4 to practise writing large numbers in decimal form:
eg 37,500 =
1,250,000 =
37.5k or 37.5 thousand
1.25 million
Note: these are the same cards as Module 4, Activity 7.
Rounding
Lead a group discussion: what is rounding? When do we use it?
Encourage participants to identify examples from working and everyday life.
Ask participants in threes/small groups to do Activity 5: Rounding (cards), working out the
scenarios described and, if appropriate, grouping them into sub-groups by type of question.
Emphasise that part of the purpose of the activity is to help identify those types of questions
involving rounding that participants are each confident with – and also to provide opportunity to
share and compare strategies – so to only do the questions they feel they can.
153
module 5
The three final (shaded) cards can be used only with those participants who are more confident, if
appropriate.
In the plenary, discuss this activity and the answers they got.
Were any confusing? If so, why?
Use slides 10 and 11 to summarise ideas about when to use rounding (slide 10) and estimating
(slide 11).
Use slide 12 to lead a discussion of approach(es) when rounding ‘to the nearest 10 (100 etc)’ and
‘to 1 (or 2) decimal places (dp)’. Reinforce the idea that it doesn’t matter how many digits there
are: only a couple of numbers will be significant depending on the place value to which you are
rounding, and reinforce the importance of identifying the number in the ‘deciding position’ (if you
are rounding to the nearest 10, it will be the next number to the right – the units – that will be in
‘deciding position’). Check that participants are happy with the idea of rounding up for 5 or more
and rounding down for below 5.
Draw the analogy between rounding for whole numbers and rounding decimals. Participants may, or
may not, be familiar with the terminology and notation ‘to 1 dp’ so make sure you explain this if
necessary. Encourage them to draw on their commonsense maths knowledge to help them with 2
dp (money: £ and pence) and 3 dp (metric measures: m and km).
Slides 13 and 14: explore examples of visual ways to think about rounding. Discuss rounding each
of these examples to the nearest 1/10, to the nearest whole number, etc:
Place values (slide 13): where would we write 21.45 on the chart? How do we know where to place it?
Where is the first decimal place (1 dp)? etc.
Number lines (slide 14): what number does the arrow show? What would it be to 1 dp? And to the
nearest whole number?
Activity 6: Rounding with decimals – metric measures (‘to the nearest. . .’)
Using Activity 6, ask participants to work in pairs or threes to explore rounding metric measures ‘to
the nearest. . .’. If possible, provide measuring equipment (weighing scales and measuring containers)
as a practical alternative (or in addition) to the number lines. Otherwise, ask the participants to use
the number lines in Activity 6 to mark the given measures and work out the rounded amounts.
Encourage participants to identify situations in which they are involved in measuring (and/or
recording measurements) to specific degrees of accuracy. What are these? What accuracy do they
typically round to? Why do they do this? How important is the degree of accuracy? If appropriate, discuss
what degree of accuracy these represent in terms of decimal places.
Practice
Use this time for participants to either:
• practise priority areas for them (individually/in pairs) or
• try some of the practice test questions in pairs.
Encourage participants to decide which to try now and which to do at home before the next
session. (Best to do the ones that they are less confident about in the session so they can get
support and suggestions to move them through any problems). Explain that you will, however,
review the questions in the next session and discuss any questions that participants were unsure
about.
154
module 5
Offer participants Activity 7: Practice with rounding (‘to the nearest. . .’) and Activity 8:
Rounding with decimals to do in pairs or at home, deciding which to do now and which to do
at home.
Encourage participants to identify areas from this or previous sessions that they would like to
practice further (use programme journals to help review this).
Offer Practice test questions: Decimals.
Summary
• Revisit the session objectives (slide 3) and reflect on how the session went.
• Encourage the group to identify any aspects they are still unsure about/want to practise further
and encourage them to use the free resources available to do this (slide 16) between sessions.
• Encourage each participant to reflect on what worked well for them as individuals, and to think
about which strategies/information helped them most in understanding, remembering or learning
more about decimals.
• Encourage participants to identify opportunities to relate what they have learnt to their work
context/role between sessions eg noting when they come across/use decimals, noticing links
between decimals and measurements/measuring equipment around them.
• Encourage participants to record relevant information on a Programme journal.
Some suggestions for further information and practice (if required)
www.bbc.co.uk/skillswise/numbers/fractiondecimalpercentage/comparing/decimalspercentages
www.bbc.co.uk/skillswise/numbers/wholenumbers/whatarenumbers/rounding
www.keyskills4u.net supporting Level 1 – Carrying out calculations section:
Calculations involving money
Rounding answers.
www.keyskills4u.net at Level 1 – Carrying out calculations section:
Rounding answers.
www.keyskills4u.com at Level 2 – Carrying out calculations section:
Decimals and percentages
Fractions, decimals and percentages.
155
module 5
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
156
module 5
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
157
module 5
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
158
module 5
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
159
module 5
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
160
module 5
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
161
module 5
Module 5: Activity 1
Percentages and
fractions dominoes
1%
1
5
10%
3
4
50%
1
4
100%
1
100
20%
1
10
75%
1
2
25%
1
162
module 5
Extension dominoes
163
module 5
20%
2
5
40%
1
10
75%
4
5
80%
1
2
25%
3
5
60%
1
Module 5: Activity 2
Ordering decimals
£16.40
£1.64
£14.60
£1.46
£16.04
£14.06
1.65 km
1.56 km
1.06 km
1.05 km
0.56 km
0.65 km
63.5 kg
56.3 kg
65.3 kg
36.5 kg
35.6 kg
53.6 kg
£41.63
£40.36
£403.60
£416.30
2.20 m
1.95 m
2.02 m
2.22 m
1.59 m
0.250 kg
0.2 kg
0.5 kg
0.52 kg
0.3 kg
£1,206.25
£1,315.70
£351.40
£351.62
25.4 cm
2.54 cm
29.2 cm
2.9 cm
20.5 cm
2.009 kg
1.950 kg
1.762 kg
2.090 kg
2.900 kg
164
module 5
Module 5: Activity 2(a)
Ordering decimals
Supplementary sheet
165
module 5
Module 5: Activity 3
Calculating with decimals
(a) A patient needs to drink a minimum
of 2 litres of fluid each day. If they’ve
drunk 1.35 litres already so far, how
much more do they need to drink?
(b) Four nurses share a flat with rent
costing £125 per week.
(c) The interest on a loan of £1,500 is
£427.61
(d) The VAT on an item of equipment
costing £1,500 is £262.50
(e) A care worker earns £1,120.09
He pays £245.75 in tax and N.I.
(f) Saline solution comes in 0.5 litre
bottles.
(g) Patients have an energy drink that is
served in 0.3 litre glasses.
(h) A hospital care worker’s hourly wage
is £6.75
(i) A total of 1.4 litres of IV fluid are used
in 7 hours.
(j) Three hospital workers share a £6.48
taxi fare between them as equally as
they can.
What is the total amount owed?
How much does he receive in his net
pay?
How many litres are needed for 6
patients?
How much is this per hour?
How much does each pay?
How much is the total cost?
How many litres are there in 5
bottles?
How much does she earn for 8
hours?
How much do they each pay?
166
module 5
Module 5: Activity 4
Decimals and large numbers
55,000
550,000
125,000
375,000
37,500
3,750
12,500
5,500,000
3,750,000
15,500
2,460,000
25,500
15,000,000
255,000
1,250,000
2,046,000
2,550,000
3,075
246,000
1,025
1,550,000
167
module 5
Module 5: Activity 5
Rounding
Without using a calculator, estimate:
3.725 × 8.
A nurse buys a new television, costing
£254.54 before VAT.
She calculates the VAT to be £44.5445.
How much will she pay for the television?
How much is £99.99 to the nearest £?
Without using a calculator, estimate:
5.209 × 4.3.
A care assistant buys items costing £4.21,
Without using a calculator, estimate: 1.864
£0.91 and £1.21.
× 0.9.
Estimate the total cost.
Joe converts €20 to £ using a calculator.
The calculator displays the answer as:
13.7835975.
How much money is this?
A minor procedure costs £50, to the
nearest £1.
What is the largest amount of money it
could actually cost?
An item costs £20 to the nearest £.
What is the cheapest it could actually
cost?
A patient’s weight to the nearest kilogram
is 70 kg.
What is the heaviest they could actually
weigh?
168
module 5
Module 5: Activity 6
Rounding with decimals
Metric measures
Use the measuring equipment provided or the number lines below to help you work
out what these metric measures are to the nearest amount indicated.
1.25 kg to the nearest 100 g
2.75 kg to the nearest 100 g
0.85 kg to the nearest 100 g
0.37 litres to the nearest 100 ml
0.125 litres to the nearest 100 ml
0.575 litres to the nearest 100 ml
63.2
82.5
28.4
40.7
kg
kg
kg
kg
to
to
to
to
the
the
the
the
nearest
nearest
nearest
nearest
kg
kg
10 kg
10 kg
Can you identify any situations when you need to record measurements
to a particular degree of accuracy?
169
module 5
Module 5: Activity 7
Practice with rounding
Part I: Round the following numbers to the nearest 10
(a) 78
(b) 24
(c) 45
(d) 234
(e) 89
(f) 12
(g) 149
(h) 2,192
(i) 3,199
(j) 6,501
Part II: Round the following numbers to the nearest 100
(a) 89
(b) 120
(c) 350
(d) 124
(e) 309
(f) 2,108
(g) 2,592
(h) 3,588
(i) 6,907
(j) 8,652
170
module 5
Module 5: Activity 8
Rounding decimals
(1) Round each of these to the nearest whole number.
(a) 14.7
(b) 13.1
(c) 7.4
(d) 3.8
(e) 15.07
(f) 21.55
(g) 0.89
(h) 16.03
(i) 1.128
(j) 249.5
(2) Round each of these to 1 decimal place (1 dp).
(a) 32.72
(b) 12.35
(c) 17.203
(d) 1.891
(e) 2.992
(f) 16.224
(g) 0.891
(h) 12.336
(i) 1.0065
(3) Round the numbers from question 2 to 2 decimal places (2 dp).
171
module 5
Module 5: Practice test questions
Decimals
(1) A sari uses 3.85 metres of material.The material costs £6.98 per metre.Which of
these methods of estimating the cost of material is most accurate?
(a) 3 × 6
(b) 4 × 7
(c) 4 × 6
(d) 3 × 7
(2) A payslip shows a hospital worker’s weekly pay of £218.99.What is this amount to
the nearest £10?
(a) £200
(b) £210
(c) £219
(d) £220
(3) A baby weighs 4.781 kg on an electronic scale.What is the weight of the baby
correct to 1 kg?
(a) 4 kg
(b) 4.7 kg
(c) 4.8 kg
(d) 5 kg
(4) A floor tiler works out the cost in pounds of tiling a kitchen floor. His calculator
display shows this: 67.8055.What is the cost to the nearest penny?
(a) £67.00
(b) £67.80
(c) £67.81
(d) £80.55
(5) A customer’s order at a takeaway shop comes to £10.20. He only has £10. He
cancels one bag of prawn crackers, which cost £1.50. How much is the new bill?
(a) £8.50
(b) £8.70
(c) £9.30
(d) £9.70
172
module 5
(6) A care worker is paid £6.20 an hour. He works for 39 hours a week.Which of these
is the closest estimate of his pay for the week?
(a) £6 × 30
(b) £7 × 30
(c) £6 × 40
(d) £7 × 40
(7) A playgroup leader is paid £5.20 per hour. Her payslip shows she earned £119.60
last week.Which calculation gives the number of hours she worked?
(a) 5.20 × 119.6
(b) 119.6 ÷ 5.20
(c) 119.60 ÷ 52
(d) 5.20 ÷ 119.6
(8) In one year, 5 471 patients received blood transfusions. How many is this to the
nearest 100?
(a) 5,000
(b) 5,400
(c) 5,470
(d) 5,500
(9) 29 376 patients went into A&E last year. How many is this to the nearest ten?
(a) 29,300
(b) 29,370
(c) 29,380
(d) 29,400
(10) 64 241 people attended a regional hospital last year.What is this number rounded
to the nearest thousand?
(a) 64,000
(b) 64,200
(c) 64,240
(d) 65,000
(11) The funding for Ward A in a hospital last year was £5.72 million.This amount of
money is?
(a) £5,720,000
(b) £57,200,000
(c) £572,000,000
(d) £5,720,000,000
(12) A report states that 10.4 thousand people have undergone a clinical procedure
with a success rate of 95%. How many people have had the procedure?
(a) 1,400
(b) 10,400
(c) 14,000
(d) 900
173
module 5
Module 5: Activities
Answers
Activity 2: Ordering decimals
1(a)
1(b)
1(c)
£1.46
0.56
35.6
£1.64
0.65
36.5
£14.06
1.05
53.6
£14.60
1.06
56.3
£16.04
1.56
63.5
2(a)
2(b)
2(c)
£40.36
1.59
0.2
£41.63
1.95
0.250
£403.60
2.02
0.3
£416.30
2.20
0.5
2.22
0.52
3(a)
3(b)
3(c)
£351.40
2.54
1.762
£351.62
2.9
1.950
£1 206.25
20.5
2.009
£1 315.70
25.4
2.090
29.2
2.900
£16.40
1.65
65.3
Activity 3: Calculating with decimals
(a) 0.65 litres
(b) £31.25 each per week
(c) £1,927.61
(d) £1,762.50
(e) £874.34
(f) 2.5 l
(g) 1.8 l
(h) £54
(i) 0.2 litres
(j) £2.16
Activity 5: Rounding
4 × 8 = 32
£300
£4 + £1 + £1 = £6
£13.78
£50.49
£100
5 × 4 = 20
2×1=2
£19.50
70.49 kg
174
module 5
Activity 6: Rounding with decimals – metric measures
1.25 kg to the nearest 100 g
2.75 kg to the nearest 100 g
0.85 kg to the nearest 100 g
1 kg 300 g
2 kg 800 g
900 g
or
or
or
1.3 kg
2.8 kg
0.9 kg
0.37 litres to the nearest 100 ml
0.125 litres to the nearest 100 ml
0.575 litres to the nearest 100 ml
400 ml
100 ml
600 ml
or
or
or
0.4 litres
0.1 litres
0.6 litres
63.2
82.5
28.4
40.7
63
83
30
40
kg
kg
kg
kg
to
to
to
to
the
the
the
the
nearest
nearest
nearest
nearest
kg
kg
10 kg
10 kg
kg
kg
kg
kg
Activity 7: Rounding
Part II
(a) 100
(b) 100
(c) 400
(d) 100
(e) 300
(f) 2,100
(g) 2,600
(h) 3,600
(i) 7,000
(j) 8,700
Part I
(a) 80
(b) 20
(c) 50
(d) 230
(e) 90
(f) 10
(g) 150
(h) 2,190
(i) 3,200
(j) 6,500
Activity 8: Rounding decimals
(1)
(a) 15
(b) 13
(c) 7
(d) 4
(e) 15
(f) 22
(g) 1
(h) 16
(i) 1
(j) 250
175
module 5
(2)
(a) 32.7
(b) 12.4
(c) 17.2
(d) 1.9
(e) 3.0
(f) 16.2
(g) 0.9
(h) 12.3
(i) 1.0
(3)
(a) 32.72
(b) 12.35
(c) 17.20
(d) 1.89
(e) 2.99
(f) 16.22
(g) 0.89
(h) 12.34
(i) 1.01
Practice test questions
(1) b
(2) d
(3) d
(4) c
(5) b
(6) c
(7) b
(8) d
(9) c
(10) a
(11) a
(12) b
176
module 5