# Lesson Planning of Decimal and Fractions

Lesson Planning of Decimal and Fractions

Subject Mathematics

Students` Learning Outcomes

• Know a decimal number
• Define decimal as a fraction whose denominator is 10 or a power of 10.
• as an alternative way of writing a fraction.

Information for Teachers

• A decimal number is a number that has a decimal point somewhere in number could look like these: show fraction with a dot (ֺ▪)
• Ashraf`s house is 3.429 km from school. The parts of this distance can be shown like this: as;
• We can say that Ashraf’s house is 3.429 meters from school. We can also say that Ashraf’s house is 3 km and 429 meters from school.

• The best way to write the distance is 3.429 km away. This means we are using decimals and have to understand what the decimal parts mean, as;

0.8 In table form

1.123 In table form

3.429 In table form

0.124 In table form

666.666 In table form

1234.224 In table form

Material / Resources

Writing board, chalk/marker, duster, mud balls one per group (playing dough / plasticize can also be used in place of mud balls if available, graph paper, textbook

Introduction

• Ask the students:
• Have you seen the electricity bill, petrol prices, telephone bill or mobile bill “free sms bundle offer!”
• Ask the students to describe places where they have seen decimals. List their responses on the board.

• Ask somebody to define factors, collect responses on board. Now conclude the discussion on “parts of whole”.
• Announce that today we are going to look at fractions in another way that is called: Decimals” [parts of a whole].

Development

 Activity 1 Distribute mud balls into two groups and ask to divide into two equal quantities. One section is placed to the side and the second section is divided into tenths, or ten equal parts. Then take the whole section and compare it to the tenths, asking “Do these tenths still equal the same amount as the whole pieces of mud balls?” Conclude the activity on if whole is divided in ten parts each part (mud balls) is called one tenth (1 / 10) of a whole which is also written as 0.1. When students understand the concept of decimals as parts of a whole number, we will use cards. Let students have their graph paper (10 by 10). Let them observe that there are 100 small boxes which altogether make one big whole box. Let them shade any one small box. Now ask “Is it one box out of hundred boxes? (Expected response may be as; Yes) Can we say that 1 / 100 or 100th part of a whole? (Expected response may be as; Yes) In decimal each small box is 0.01 when we have divided one unit as ten parts. Group Work: Students working in groups shade small box of graph on their graph paper and present to their teacher. 0.04 (Red) 0.06(Green) 0.08 (Blue) 0.12 (pink) Teacher should walk in classroom and check what every group has done/ Ask: If you remember Fractions, can these 8 boxes in blue can be called as 8 / 100 (8 out of 100. Parts of a whole). They will say [yes] Repeat the same for other examples done by the students.

 Activity 2 Identification of decimal, whole number part, fractional part. :Fraction are also represented by decimals, as;

 Activity 3 Teachers in put (Continue to explain) Decimal is also a fraction if 0.1 written in decimal it can be converted into a fraction. First write all the digits as first step right half side of point, as; in 0. 1, there is a digit (1) from. We can write 1 as (1/1) Tell them denominator & numerator as part of fraction. To convert decimal into fraction put, as many zero as many digits are on the right side of the decimals point, as; in decimal 1.1 when we convert to fraction the denominator will be 1 and the fraction will become. So the complete fraction of 0.1 is equal to 1/10. Similarly find the like fraction of the following: as; The fraction 0.01 is 1 /100, 0.25 it is 25 / 100 have 10 or multiple of 10 and 25 / 100 = ¼ 0.7 it is 7 /10 0.368 fractions is 368/100. Ask “Did you notice anything about all these fractions? [let them think] Let them conclude that all these fractions have 10 or 100 I denominator. Ask: If I have split a box into 1000 parts, then one shaded part would be what? [let them conclude 1 / 1000, thousandth part or 0.001] Help them explore more examples.

 Activity 4 Working in Pairs: Write decimal and convert them into Fractions. Conclude that on all the decimals when converted into fractions whose denominator is 10 or power of 10.

Sum up / Conclusion

• A decimal number is a number that has a decimal point, as; 3.592.
• Decimals are another way of showing fractions
• Decimal numbers when converted into fractions then in the denominator always 10, 100, 1000, come according to the number of digits after the decimal.

Assessment

• If I have three boxes full of pencils (10 in each) and another half, what would be fraction (let them answer) 3 and half, in decimals what will we call 3.5 (half of 10 is 5)
• Ask students to give one similar example.
• Have 5 o 10 examples from the whole group.
• Plot fractions on number line, they learnt before, help them visualize decimals on number line.
• Let`s do decimal counting:
• With the teacher whole class read counting aloud.
• The whole class does it together, 1, .1, 1.2, 1.3. 1.9, 2.0, 2.1, 2.9, 3.0
• Change the following decimal numbers into fractions.
• Fill in the box with suitable number.

• Note the unit cost of electricity bill at home.
• Ask the per liter cost of petrol (parents)
• Change the following fractions and mixed numbers into decimals.

### 6 thoughts on “Lesson Planning of Decimal and Fractions”

1. I really enjoy the blog.Much thanks again. Really Cool.

2. Thanks-a-mundo for the post.Really looking forward to read more. Want more.

3. Very good blog post.Really thank you! Fantastic.

4. Muchos Gracias for your blog.Thanks Again. Much obliged.

5. I really like and appreciate your article post.Thanks Again. Great.

6. Say, you got a nice blog post. Really Great.