Decimals

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Subject: Mathematics

Semester: 1

Period: 3

Week: 13

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School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 6
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Decimals
Sub-topic: Introduction to Decimals and Conversion from Fractions

Learning Objectives
By the end of the lesson, students should be able to:

• Define decimals and relate them to place values (tenths, hundredths, thousandths).
• Write fractions as decimals.
• Convert fractions with denominators of 10, 100, and 1000 into decimals.
• Convert terminating fractions into decimals.

Previous Knowledge
Students already know fractions and place values in whole numbers.

Instructional Materials
Mathematics textbook for Grade 6, fraction strips, play money (₦, L$), charts showing place values.

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher reviews fractions (e.g., 1/2, 1/4, 3/10) and asks students to express them in real-life contexts (half an orange, one-quarter of a cake, 3 out of 10 pencils).

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

1. Definition of Decimals

• A decimal is another way of expressing fractions, especially those with denominators that are powers of 10 (10, 100, 1000, etc.).
• In a decimal number, the decimal point separates the whole number part (to the left) from the fractional part (to the right).
• Example:
• 0.5=5/10 → “five-tenths.”
• 2.35=2+3/10+5/100.

 

2. Place Value in Decimals

Each digit after the decimal point has a place value based on powers of ten:

• First place after decimal → tenths (0.1)
• Second place after decimal → hundredths (0.01)
• Third place after decimal → thousandths (0.001)

Examples:

• 4.64.64.6 → 4 ones and 6 tenths
• 7.257.257.25 → 7 ones, 2 tenths, and 5 hundredths
• 9.3479.3479.347 → 9 ones, 3 tenths, 4 hundredths, 7 thousandths

 

3. Converting Fractions into Decimals

Fractions with denominators of 10, 100, or 1000 can be written directly as decimals by using place value.

Examples:

• 1/2=0.5 (half of 10 tenths = 5 tenths)
• 1/4=0.25=0.25 (25 hundredths)
• 3/10=0.3=0.3 (3 tenths)
• 7/100=0.07 (7 hundredths)
• 27/1000=0.027 (27 thousandths)

For fractions with denominators not equal to 10, 100, or 1000, divide the numerator by the denominator.

Examples:

• 34=3÷4=0.75
• 78=7÷8=0.875
• 52=5÷2=2.5

4. Terminating Decimals

• A terminating decimal is a decimal that has a limited number of digits after the decimal point.
• It ends, or “terminates.”
• Examples:
• 1/4=0.25
• 3/8=0.375
• 125/1000=0.125

5. Practical Activities

• Activity 1 – Fraction to Decimal Practice: Teacher gives fractions (½, ¼, ⅗, 9/10, 27/1000) and students convert them into decimals.
• Activity 2 – Using Money: Students use play money or real coins. Example:
• L$1 = 100 kobo → L$0.5 = 50 kobo
• L$0.25 = 25 kobo
• L$0.75 = 75 kobo
• Activity 3 – Abacus/Blocks Representation: Represent 1.23 as 1 whole block, 2 tenths rods, and 3 unit cubes.

 

6. Assessment Checks (Oral & Written)

• Convert the following into decimals:
  i. 9/10
  ii. 15/100
  iii. 27/1000
• Express as decimals:
  i. 3/5
  ii. 7/8
  iii. 11/20
• Write in words:
  i. 0.45
  ii. 2.7
  iii. 8.302

 

7. Expanded Notes for Learners

• Decimals and fractions represent the same concept of parts of a whole.
• Place value is the key to reading and writing decimals correctly.
• Fractions with denominators of 10, 100, or 1000 can be written directly as decimals.
• Terminating decimals are easier to work with than fractions in calculations.

 

8. Assignment
9. Convert the following fractions into decimals:

6/10,45/100,125/1000,9/20,7/25

2. Write in words:
   • 08, 2.35, 12.705, 0.99.
3. Represent the following using money:
   • L$0.4, L$1.75, L$2.05.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Students define decimals, convert fractions into decimals, and apply money examples to decimals.

Evaluation Method (Expanded)
Exit slip/quiz: Convert 2/10, 14/100, and 125/1000 into decimals.
Teacher will collect slips and provide oral feedback.

Assignment (Expanded):
Convert 8/10, 35/100, and 49/1000 into decimals.

Follow-up Activity:
Students list 5 real-life examples of decimals (money, weight, length).

Differentiation / Inclusive Strategies
Use real-life examples for learners who need more support; challenge advanced learners with harder terminating fractions.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low