Lesson Planning of DigitDecimal Place Value

Activity 1

• Work done under the supervision of teacher:
• Introduce vocabulary; decimal, decimal point, tenths place, hundredths place.
• Display the graph paper on board [you may draw it]
• Have students examine the 10 x 10 graph.

• How many small boxes make up the whole graph?(Expected response may be as; 100)
• Have a volunteer to come to the board, count out a column (10 squares), and shade one box.
• What does the shaded part represent in row or column? (Expected response may be as; one tenth of a whole)
• Ask students to number to show the the shaded area read and write this decimal ( one-tenth, 0.1, or 1/10). The first place to the right of the decimal point is the tenths place.

• Have a second student come to the board and shade in only one square on the graph.
• Ask:
• What does the shaded part represent?(Expected response may be as; one hundredth)

• What are ways to read and write this decimal number? (Expected response may be as; one hundredth, 0.01, or 1 / 100)
• The second place to the right of the decimal point is the hundredths place.
• Is 0.1 greater or less than 0.01? (Expected response may be as; greater)
• How much greater? (Expected response may be as; 10 times)
• Explain that one tenth (0.1) and ten hundredths (0.10) have the same value. Clean the shades, and have a third student shade both values to illustrate that they are the same.

• The first place to the right of the decimal is called the tenths place, and the second place to the right of the decimal is called the hundredths place, what do you think the third place to the right of the decimal point is called? (Expected response may be as; the thousandths place )
• What are the ways to read and write one thousandth? (one thousandth, 0.001, or 1/ 1,000)
• Write any number on board and let students identify its place values on both sides of decimal point. (As shown above)
• Ask students to name instances when it is important to calculate and record numbers less than 1 (Expected response may be as; time, money, scientific measurements). Use instances from life to show the class how each of the following decimals is written and read.
• Cost of liter petrol : Rs. 67.66

• In the 1988 Summer Olympics, Carl Lewis won the gold medal for running the 100-meters Dash in 9.92 seconds.
• An inch is equal to 2.54 centimetres.
• The average body temperature is 98.6° Fahrenheit.
• When comparing decimals, begin from the left and compare the digits in each place.
• Remind students that when there are non-zero digits on both sides of the decimal point, they should say, “and,” where they see the decimal point, as; 2.17 are read, “two and seventeen hundredths.”

Teacher Guided Exploration:

• Draw a box in the ones place and call it a “box”.
• The decimal is the “and” and the tenths place is the bar(s) and the hundredths place is the.
• It takes 10 bites to make a bar and takes ten bars to make a box.
• Draw a box, a bar and a bite in the right place.
• Discuss which shape is bigger (of course the box is ad so on. This seems to help them remember about the ones place being whole numbers.

Classroom Display:

• Ask students to respond and fill in the blanks.

Activity 2

Class Challenge:

• Asks the students:
• Work out few examples with the whole class to thousandths place.
• Let different students come to the board and identify place values of decimal numbers give n by the class, as; 2845.694, number given to the class, and check the answers given by the students.
• Further understanding of decimal place values.

1.      In the number 3.762, the 3 is in the ones place, the 7 is in the tenths place, the 6 is in the hundredths place, and the 2 is in the thousandths place.

2.      Use models on a 10 x 10 graph as necessary to guide the class in comparing decimals numbers using > and <, as; 1. 0.1 (>) 0.01, 2. 0.2 (<) 0.22, 3. 0.51 (>) 0.509, 4. 0.13 (<) 0.31

• When you wish to read or write without a decimal, you should:

1.      Look to see if there is a number to the left of the decimal; if so write it out. If there is no number to the left of the decimal, skip to step 3.

2.      Write and for the decimal point.

3.      Write out the number to the right of the decimal. Don`t yet include the place value.

4.      Determine the place value of the last digit to the right of the decimal. Write the place value.

Activity 3

Celebrity Decimals: (Pair Game)

• [When the students are able to understand the place values ask them to play this game.]
• A decimal fraction is stuck on each player`s forehead without seeing their number. They have to ask questions to other players to try to work out what their number is? Only yes/no questions can be asked. As;
•  Is my number bigger than a half?
• Does it have two decimal places?
• Is the number in the tenths column an even number?

• Why hundreds are greater than hundredths? (Expected answer may be as; 100, 1 / 100)
• Why 0.1 is greater than 0.01? (Expected answer may be as; share the shading of graph)
• Allow students to give challenge to each other for identification of place value. As; Ali says, I will challenge to tell Osman the place value of 9 in 4.498, Etc.
• Draw these rectangles and talk about decimals mentioned. This will prepare their mind for the next day!