Lesson Planning of Decimal and Fractions


Lesson Planning of Decimal and Fractions

Subject Mathematics

Grade 4th

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.

Decimal and Fractions

  • 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


  • 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.

Decimal and Fractions

  • 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].



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)


0.08 (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.
  1. 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.


  • 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.

Follow up

  • 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.


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