# LESSON PLANNING OF DECIMAL NUMBERS

LESSON PLANNING OF RECOGNITION OF DECIMAL NUMBERS

Subject Mathematics

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

Introduction

• 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.

Development

Activity 1

• 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?

Activity 2

• 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.

Assessment

• 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.