Decimals

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Subject: Mathematics

Semester: 1

Period: 3

Week: 16

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School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 6
Date: Week 16
Lesson Duration: 45 minutes
Week & Period: Week 16, Period 3
Topic: Decimals
Sub-topic: Division of Decimals

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

• Divide a decimal by a whole number.
• Divide whole numbers by decimals.
• Divide decimals by decimals.
• Apply decimal division to real-life problems.

Previous Knowledge
Students already know multiplication of decimals and division of whole numbers.

Instructional Materials
Mathematics textbook for Grade 6, charts, play money, counters.

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks: If L$10 is shared equally among 4 children, how much will each child get?

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

1. Steps for Dividing Decimals
2. Dividing a decimal by a whole number:
   • Use normal long division.
   • Place the decimal point in the quotient directly above where it appears in the dividend.
3. Dividing a whole number by a decimal:
   • Multiply both dividend and divisor by the same power of 10 to make the divisor a whole number.
   • Then divide as usual.
4. Dividing a decimal by a decimal:
   • Shift the decimal point in both dividend and divisor by the same number of places until the divisor becomes a whole number.
   • Then divide as with whole numbers.

 

2. Worked Examples

Example 1 – Decimal ÷ Whole Number:
4.8÷4
→ Perform normal division: 48 ÷ 4 = 12.
→ Place decimal = 1.2.

Example 2 – Whole Number ÷ Decimal:
6÷0.2
→ Multiply both by 10: 6.0÷0.2=60÷2.
→ Answer = 30.

Example 3 – Decimal ÷ Decimal:
3.75÷1.5
→ Multiply both by 10: 37.5÷15.
→ Perform long division: 37.5 ÷ 15 = 2.5.

Example 4 – Money Word Problem:
A loaf of bread costs L$2.4. How many loaves can be bought with L$9.6?
→ 9.6÷2.4=4.
So, 4 loaves can be bought.

Example 5 – Speed Word Problem:
A car covers 96 km in 1.2 hours. What is its average speed?
→ 96÷1.2
→ Multiply both by 10: 960÷12=80.
So, the speed = 80 km/hr.

Example 6 – Sharing Problem:
Three friends share L$12.6 equally. How much does each get?
→ 12.6÷3=4.2.
Each gets L$4.20.

Example 7 – Distance Problem:
A runner covers 10.5 km in 7 equal laps. How long is each lap?
→ 10.5÷7=1.5.
Each lap = 1.5 km.

 

3. Learners’ Activities (Expanded)

• Learners practice decimal ÷ whole number examples on the board.
• Groups solve decimal ÷ decimal problems using shifting of decimal points.
• Students create money sharing problems (e.g., L$25.2 shared among 6 children).
• Learners solve distance and speed problems in real-life contexts.
• Peer-checking: groups exchange problems and correct each other’s solutions.

 

4. Assessment Checks (Quick Questions)

1. Solve: 9.6÷8.
2. Solve: 12÷0.3.
3. A farmer harvested 15.75 kg of oranges and packed them into 5 equal baskets. How many kg in each basket?
4. L$18.9 is shared among 9 students. How much does each student get?
5. A car travels 144 km in 1.2 hours. What is its speed?

 

5. Notes (Expanded & Detailed)

• Division of decimals follows the same rules as whole numbers.
• When the divisor is a decimal, shift the decimal point in both dividend and divisor to make the divisor a whole number.
• Real-life applications include:
• Money (sharing costs, prices).
• Measurement (cutting distances or lengths into parts).
• Speed (distance ÷ time).
• The key is to keep decimal places aligned properly and not to change the value of the division when shifting.

 

6. Assignment
7. Solve:
   • 2÷0.6
   • 25÷0.25
   • 4÷12
   • 2÷0.2
8. Word Problems:
   A box of biscuits weighs 9.6 kg. If each small pack weighs 0.8 kg, how many packs are inside?
   ii. L$48 is shared equally among 6 children. How much does each get?
   iii. A car covers 150 km in 2.5 hours. Find its speed.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Division of decimals is similar to whole number division, but with adjustments for decimal points.

Evaluation Method (Expanded)
Exit slip/quiz: Solve 7.2 ÷ 6 and 4.5 ÷ 0.9.
Teacher will collect slips and provide oral feedback.

Assignment (Expanded):
Solve 15 ÷ 0.5 and 3.6 ÷ 0.12.

Follow-up Activity:
Students calculate average speeds and money sharing using decimals.

Differentiation / Inclusive Strategies
Provide step-by-step guides for slower learners; advanced learners can solve multi-step decimal division problems.

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