LESSON PLANNING OF RECOGNITION OF DECIMAL NUMBERS
Students` Learning Outcomes
- Recognize like and unlike decimals.
Information for Teachers
- In decimal number, after decimal till number before zero, the number of digits is called the decimal place. For example:
- 3.15 are a ‘2’ decimal place number.
- 3.150 are also a ‘2’ decimal place number.
- Like decimals: decimals having same number of decimal places are called like decimals. Ex: 2.67, 5.94, 3.24, are like decimals, each having 2 decimal places.
- Unlike decimals: decimals, not having same number of decimals places are called unlike decimals. For example; 2.15, 24.5
- In the above example 2.15 is a ‘2’ decimal place number, whereas 24.5 is a one decimal place number.
- During the lesson the teacher should also consult the textbook according to the requirement.
Material / Resources
Writing board, chalk / marker, duster, textbook, flashcards
- Ask one or two students to recall what did they learnt in the last lesson.
- Write on the board in big size 45.67 and ask what this is?
- Is it a whole number or a decimal number? [Decimal number]
- Tell them that every decimal number has two parts: Whole number part and decimal part. These parts are separated by a dot (.) called the decimal point. The whole number is to the left of the decimal point and the decimal part is to its right. Ex: in 432.15, the whole number part is 432 and decimal part is’15’.
- Tell that in this lesson we will learn about like or unlike decimals.
- Whole class discussion:
- Ask what it means if I assay that “I have two packs of pencils and 5 loose pencils”
- Tell them that here “packet” means one whole thing and open pencils mean some parts of that packet.
- Ask what it means if I say that “I have two packs of pencils and no loose pencil”.
- So saying I have zero pencils and I have no.
- Now ask 34.56 and 34.560 are same or not? [Why / why not]
- Collect their responses.
- Share hat both numbers are same because both have 2 decimal places.
- Define like and unlike decimals.
- Write few examples on the board and ask them to recognize the like and unlike fractions.
o For example: 34.78, 4.68.[like decimals]
o 9.6, 7.453, 6.9[unlike decimals]
o Demonstrate the method of converting unlike to like fractions by appending zeros?
- Give flashcards to the students, having like and unlike decimals.
- Ask pairs to segregate like and unlike decimals.
- Ask the pairs to present their work with reasoning.
Sum up / Conclusion
- In decimal number, after decimal till number before zero, the number of digits is called the decimals place.
- Sum up with the definition of like and unlike decimals.
- Give two or three examples of like and unlike decimals so that the difference between clear.
- Ask students to separate the like and unlike decimals from 2.45, 0.451, 45.2, 45.2, 45.21 and 5.120 on their copies.
- Check their work.
- Write the following pairs of decimals as ‘like or unlike decimals.
- Check their work.
- Write the following pairs of decimals as “like” or “unlike” decimals.
- Give some questions from the textbook.
- Make the sets of the like decimals.
- In the following ‘maze’ trace a path from A to B. for each step move to a number of ‘2’ decimals place.