Subject Mathematics

Grade 5th

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.


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.


  • 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.


Follow up

  • 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.



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