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Verbal labels for math concepts influence multiple aspects of math learning. In this study, we examined the influence of point labels (e.g., .42 as “point four two”), decomposed labels (e.g., “four tenths and two hundredths”), and common-unit labels (e.g., “forty-two hundredths”) on children’s processing and representation of decimal magnitudes. We randomly assigned 162 5th- and 6th-graders to briefly learn decomposed, common-unit, or point labels. Children then completed measures of decimal magnitude processing and representation. We found that the place-value labels (i.e., decomposed and common-unit labels) each showed unique advantages in reducing the whole-number bias, and common-unit labels also reduced componential processing. No difference was found in the ratio effect – which served as an index of the precision of decimal magnitude representation - among children from the three conditions. These findings add to our understanding of the role of verbal labels in math learning and have important implications for instructional practices.