Class: Primary 6
Term: 1st Term
Week: 2
Age: 11 years
Duration: 45 minutes
Subject: General Mathematics
Curriculum Theme: Numbers
Previous Lesson: Whole Number, Millions, Billions and Place Value.
Topic: WHOLE NUMBERS
Subject Matter: Place values of decimal numbers, decimals in expanded form, decimal numbers in words, ordering of decimals, quantitative reasoning on decimal numbers.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Identify the place value of digits in decimal numbers.
Write decimal numbers in expanded form.
Read and write decimal numbers in words.
Order decimal numbers in ascending and descending order.
Solve quantitative reasoning problems involving decimal numbers.

Affective Domain:

Appreciate the importance of decimal numbers in everyday calculations.
Show interest in solving problems involving decimals.

Psychomotor Domain:

Accurately write decimal numbers in different forms.
Correctly arrange decimal numbers.

Work collaboratively with peers to solve decimal problems.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
New General Mathematics for Primary Schools, Book 6

Instructional Materials

The teacher will teach this lesson with the aid of:

Textbook
Charts showing place values of decimal numbers
Posters with examples of decimals in words and expanded form
Workbook

Rationale for the Lesson

Understanding decimal numbers is important because they are used in many real-life situations, such as dealing with money, measurements, and statistics. This lesson helps pupils to accurately interpret and work with parts of whole numbers, which is a fundamental skill in mathematics and daily living.

Prerequisite/Previous Knowledge

Pupils should have prior knowledge of whole numbers, their place values, and basic operations like addition and subtraction.

Lesson Content/Board Summary

WHOLE NUMBERS

Place Values of Decimal Numbers

Decimal numbers represent parts of a whole. The digits after the decimal point have place values that are fractions of one. The decimal point separates the whole number part from the fractional part.

Consider the number 23.456:

The digit 2 is in the Tens place (value 20).
The digit 3 is in the Units place (value 3).
The decimal point separates the whole number from the decimal fraction.
The digit 4 is in the Tenths place (value 4/10 or 0.4).
The digit 5 is in the Hundredths place (value 5/100 or 0.05).
The digit 6 is in the Thousandths place (value 6/1000 or 0.006).

Decimals in Expanded Form

Writing a decimal number in expanded form means expressing it as the sum of the values of each of its digits.

Example 1: Write 5.24 in expanded form.

Step 1: Identify the place value of each digit. 5 is Units, 2 is Tenths, 4 is Hundredths.
Step 2: Write the value of each digit. 5 = 5 units, 2 = 2/10 or 0.2, 4 = 4/100 or 0.04.
Step 3: Add the values. 5 + 0.2 + 0.04.

Example 2: Write 12.07 in expanded form.

Step 1: Identify the place value of each digit. 1 is Tens, 2 is Units, 0 is Tenths, 7 is Hundredths.
Step 2: Write the value of each digit. 1 = 10, 2 = 2, 0 = 0, 7 = 0.07.
Step 3: Add the values. 10 + 2 + 0.07.

Decimal Numbers in Words

To write a decimal number in words, read the whole number part, then say “point” and read each digit after the decimal point separately. Alternatively, say “and” for the decimal point and read the fractional part as a number with its place value.

Example 1: Write 4.7 in words.

Four point seven.
Four and seven tenths.

Example 2: Write 15.32 in words.

Fifteen point three two.
Fifteen and thirty-two hundredths.

Ordering of Decimals

To order decimal numbers, compare them digit by digit from left to right, starting with the whole number part. If the whole number parts are the same, compare the tenths digits, then the hundredths digits, and so on.

Example 1: Order 3.5, 3.05, 3.55 in ascending order (smallest to largest).

Step 1: Compare whole number parts. All are 3.
Step 2: Compare the tenths digits. 3.05 has 0 tenths. 3.5 (or 3.50) has 5 tenths. 3.55 has 5 tenths. So, 3.05 is the smallest.
Step 3: Compare the hundredths digits for 3.50 and 3.55. 3.50 has 0 hundredths. 3.55 has 5 hundredths. So, 3.50 is smaller than 3.55.
Step 4: The ascending order is 3.05, 3.5, 3.55.

Example 2: Order 0.8, 0.08, 0.88 in descending order (largest to smallest).

Step 1: Compare whole number parts. All are 0.
Step 2: Compare the tenths digits. 0.8 (or 0.80) has 8 tenths. 0.08 has 0 tenths. 0.88 has 8 tenths. So, 0.08 is the smallest.
Step 3: Compare the hundredths digits for 0.80 and 0.88. 0.80 has 0 hundredths. 0.88 has 8 hundredths. So, 0.88 is larger than 0.80.
Step 4: The descending order is 0.88, 0.8, 0.08.

Quantitative Reasoning on Decimal Numbers

Quantitative reasoning involves solving word problems that require the use of decimal numbers and operations.

Example 1: A tailor bought 3.5 metres of fabric on Monday and 2.75 metres on Tuesday. How many metres of fabric did he buy in total?

Step 1: Identify the operation needed. “In total” indicates addition.
Step 2: Align the decimal points and add.
3.50 m (add a zero to make decimal places equal)
+ 2.75 m
———
6.25 m
Answer: The tailor bought 6.25 metres of fabric in total.

Example 2: A bag of rice weighs 50.5 kg. If 15.25 kg is sold, how much rice is left?

Step 1: Identify the operation needed. “How much is left” indicates subtraction.
Step 2: Align the decimal points and add zeros where necessary.
50.50 kg
– 15.25 kg
———-
35.25 kg
Answer: 35.25 kg of rice is left.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to mention where they have seen numbers with a point in them, like prices or measurements. The teacher then introduces the topic “WHOLE NUMBERS” focusing on decimal numbers.
Pupils’ Activity: Pupils respond to the questions and listen attentively to the introduction.
Learning Point: Pupils are introduced to decimal numbers and their relevance.

Step 2: Place Values of Decimal Numbers

Time: 6 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains what decimal numbers are and uses a chart to demonstrate the place values of digits after the decimal point (tenths, hundredths, thousandths). The teacher provides examples and guides pupils to identify place values.
Pupils’ Activity: Pupils observe the chart, listen to the explanation, and practice identifying place values of given decimal numbers.
Learning Point: Pupils understand the place value system for decimal numbers.

Step 3: Decimals in Expanded Form

Time: 6 minutes
Teaching Skill: Explanation/Guided Practice
Teacher’s Activity: The teacher explains how to write decimal numbers in expanded form by showing the sum of each digit’s place value. The teacher works through examples on the board, guiding pupils step-by-step.
Pupils’ Activity: Pupils pay attention to the examples and attempt to write decimal numbers in expanded form as guided by the teacher.
Learning Point: Pupils learn to express decimal numbers in expanded form.

Step 4: Decimal Numbers in Words

Time: 6 minutes
Teaching Skill: Explanation/Oral Practice
Teacher’s Activity: The teacher explains the two common ways to write and read decimal numbers in words (e.g., “point” method and “and” method). The teacher writes several examples on the board and asks pupils to read them aloud.
Pupils’ Activity: Pupils listen to the explanation, read decimal numbers aloud, and practice writing them in words.
Learning Point: Pupils can read and write decimal numbers in words.

Step 5: Ordering of Decimals

Time: 6 minutes
Teaching Skill: Demonstration/Problem Solving
Teacher’s Activity: The teacher explains the method of comparing decimal numbers digit by digit. The teacher demonstrates how to order a set of decimals in both ascending and descending order using clear steps.
Pupils’ Activity: Pupils observe the demonstration and participate in ordering decimal numbers.
Learning Point: Pupils learn to compare and order decimal numbers.

Step 6: Quantitative Reasoning on Decimal Numbers

Time: 6 minutes
Teaching Skill: Problem Solving/Application
Teacher’s Activity: The teacher presents simple word problems involving decimal numbers (e.g., addition and subtraction of measurements or money). The teacher guides pupils to identify the operation and solve the problems, emphasizing aligning decimal points.
Pupils’ Activity: Pupils analyze the word problems and work through the solutions with the teacher’s guidance.
Learning Point: Pupils apply their understanding of decimals to solve practical problems.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What is the place value of the digit 7 in 12.375?
Write 8.05 in expanded form.
Write “Ten point two four” as a decimal number.
Order the following decimals in ascending order: 0.9, 0.09, 0.99.
A baker used 2.5 kg of flour for cakes and 1.75 kg for bread. How much flour did he use in total?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson, reiterating the importance of decimal numbers. The teacher gives pupils homework to practice writing, expanding, and ordering decimals from their textbooks or workbook.
Pupils’ Activity: Pupils listen to the summary and copy down the assigned homework.
Learning Point: Pupils consolidate their learning and are given tasks for further practice.

Home Task: Solve three new exercises on WHOLE NUMBERS. Show each step and check each answer.

Lesson Keywords

Decimal – A number that contains a decimal point, separating the whole number part from the fractional part.
Place Value – The value of a digit based on its position in a number.
Expanded Form – Writing a number as the sum of the values of its digits.
Ascending Order – Arranging numbers from the smallest to the largest.
Descending Order – Arranging numbers from the largest to the smallest.

Differentiation

For pupils who grasp the concepts quickly, the teacher will provide more complex decimal problems, such as those involving three or more decimal places, or multi-step word problems. For pupils needing extra support, the teacher will provide additional one-on-one guidance, use more visual aids, and offer simpler practice questions focusing on one concept at a time.

Note for teachers using this lesson plan

Ensure that pupils have a clear understanding of whole number place values before introducing decimal place values. Use concrete examples from daily life to make the concept of decimals relatable. Emphasize the importance of aligning decimal points correctly during addition and subtraction. Encourage oral participation and peer-to-peer learning.