LESSON PLAN

Created by Standard Subject

SHREYA SHAH VI MATHEMATICS
Name of Chapter Name of Topic
DEIMALS

Objective:
Students will:

● Explore decimal place value.

● Read and write decimals using tenths, hundredths, and thousandths.
● Compare decimals using greater-than and less-than notation.

Reading Material (Text)

● NCERT textbook
● Worksheets

Videos
Video Link Total Duration Supporting Questions
https://www.youtube.com/watch?v=LOQB9IIlF2E 16.20 Decimal Number Place Value Chart
https://www.youtube.com/watch?v=KG6ILNOiMgM 11:50 Decimal Place value
https://www.youtube.com/watch?v=kwh4SD1ToFc 12:14 Decimal Arithmetic
https://www.youtube.com/watch?v=Mst8iZjIpFE 09:14 Fractions and Decimals

Images:
Activity: (Indoor)
Name of Activity Division of Decimals Activity Code 01
Objective Aim of this art-integrated project is to understand and visualize division of decimal numbers with
the help of activity.
Material required A4 size Papers, Ruler, Marker, Pencil, Scissors, Colours
Description:
● Take a white chart paper.
● Draw a grid of 10 by 10 Units where each square is of one unit.
● Now, let’s colour any one square of this grid so what is the fraction of this coloured square? It is 1 by 100 which in
terms of decimal can be written as 0.01. So, each square of this grid represents 1 by 100 or 0.01.
● Now, let’s colour any one column of this grid that means we will colour 10 squares so now what is the fraction of
this coloured column? We have coloured 10 squares out of 100 squares. So, it means fraction is 10 by 100 which in
terms of decimal can be written as 0.10 or 0.1.
● So, each column or each row or any 10 squares of this grid represent a decimal number.
● Now, let’s see how to represent decimal number 0.4 using this grid.
● We need four columns of this grid each column represents 0.1 so far all columns represent 0.4
● Now, let’s see how to represent decimal number 1.4 using this grid.
● 1.4 has one as whole part and 0.4 as decimal.
● First we will represent 1 by taking whole grid sheet so this entire sheet represents one next to represent 0.4 we
need four columns of this grid.
● So, in this way we have represented 1.4.
● Now, let’s see how to represent decimal number 1.36 using this grid.

Bloom’s Taxonomy Level / Remarks:

MI Visual Auditory Kinesthetic Interpersonal Intrapersonal Experiential Logical/Mathematical
Yes Yes Yes Yes Yes No Yes Yes
Blending (Y/N) Subject/s Signature
ART

Activity: (Outdoor)
Name of Activity Decimal Number Place Value Chart Activity Code 02
Objective To learn Decimal Place Values.
Material required Chart Papers, Markers, Pens, Colours, Scissors, Glue
Description:

● Project is in the Video link 1.

Bloom’s Taxonomy Level / Remarks:

MI Visual Auditory Kinesthetic Interpersonal Intrapersonal Experiential Logical/Mathematical

Yes Yes Yes Yes Yes No Yes Yes

Blending (Y/N) Subject Signature

Class Discussion

1. Introduce key vocabulary: decimal, decimal point, tenths place, hundredths place.

2. Display the overhead transparency of grid paper.
3. Have students examine the 10 x10 grid. Ask:
● How many small boxes make up the whole grid? (100)
4. Have a volunteer come to the projector, count out a row or column (10 squares), and shade it.
● What does the shaded part represent? (one tenth of a whole)
5. Explain, or ask students to explain, ways to read and write this decimal (one-tenth, 0.1, or 1/10). The first place to
the right of the decimal point is the tenths place.
6. Have a second student come to the projector and shade in only one square on the grid. Ask:
● What does the shaded part represent? (one hundredth)
● What are ways to read and write this decimal? (one hundredth, 0.01, or 1/100)
The second place to the right of the decimal point is the hundredths place.
7. Ask:
● Is 0.1 greater or less than 0.01? (greater)
● How much greater? (10 times)
8. Explain that one tenth (0.1) and ten hundredths (0.10) have the same value. Clean the overhead, and have a third
student shade both values to illustrate that they are the same.
● If the first place to the right of the decimal is called the tenths place, and the second place to the right of the decimal
is called the hundredths place, what do you think the third place to the right of the decimal point is called? (the
thousandths place)
● What are ways to read and write one thousandth? (one thousandth, 0.001, or 1/1,000)
9. Ask students to name instances when it is important to calculate and record numbers less than 1 (Possible answers:
time, money, scientific measurements). Use instances from life to show the class how each of the following
decimals is written and read.
 ● Marcel’s slice of pizza cost $1.35.
● In the 1988 Summer Olympics, Carl Lewis won the gold medal for running the 100-Meter Dash in 9.92 seconds.
● An inch is equal to 2.54 centimeters.
● The average body temperature is 98.6° Fahrenheit.
● When comparing decimals, begin on the left and compare the digits in each place. Example:
● Compare 0.11 and 0.12.
In the tenths place the digits are the same. Look at the hundredths. 2 is greater than 1, so 0.12 > 0.11.
● Compare 0.02 and 0.120.
The ones are the same. 1 is greater than 0 in the tenths place, so 0.120 > 0.02.
● Compare 2.17 and 0.99.
The ones are different. Since 2 is greater than 0, 2.17 > 0.99.

Remind students that when there are non-zero digits on both sides of the decimal point, they should say, "and,"
where they see the decimal point. For example, 2.17 is read, "two and seventeen hundredths."

Questions to be asked during class discussion (inquiry guided discuss

1. Use models on a 10 x 10 grid as necessary to guide the class in comparing decimals numbers using > and <.
1. 0.1 ( ) 0.01
2. 0.2 ( ) 0.002
3. 0.999 ( ) 0.9
4. 0.13 ( ) 1.03
5. 0.51 ( ) 0.509
6. 0.183 ( ) 0.083
7. 1.460 ( ) 1.456
8. 0.005 ( ) 0.500
9. 1.003 ( ) 0.339
10. 1.06 ( ) 1.007

Worksheets (C.W)

Understanding Decimal Place Value

Use the grids provided to show each number.

1. 0.05
2. 2. 0.23
3. 0.77
Write each number in decimal form.
4. six thousandths ________________
5. six and six tenths ________________
6. six hundredths ________________
7. sixty hundredths ________________
8. six tenths ________________
9. six and six thousandths ________________
Compare the following decimal pairs using > and
10. 0.091 __________ 0.019
11. 2.374 __________ 2.293
12. 5.013 __________ 5.130
13. 0.051 __________ 0.150
14. 7.505 __________ 7.550
Order the following series from least to greatest.
15. 0.06, 6, 600, 0.6 ____________________
16. 3.9, 3.214, 4.1, 3.3, 3.89 ____________________
17. 8, 819.0, 8.019, 809, 8.19 ____________________
18. 7.51, 7.402, 7.559, 7.55, 7.45 ____________________
19. 56.97, 56, 56.02, 56.1 ____________________
Challenge Make as many decimal numbers as possible using a decimal point and each of the digits 4, 6, and 0 only once.
Arrange the numbers you made from least to greatest.
Worksheets (H.W)
Name ___________________________________________ Date _________________

To qualify for NASCAR’s Daytona 500, car racers must achieve an average speed of 171.6 miles per hour. Below are the
results of a qualifying race.
Racer Average Speed (Miles Racer Average Speed (Miles
Per Hour) Per Hour)
Bobby Labonte 180.342 Tony Stewart 176.901
Ward Burton 173.712 Ricky Rudd 172.124
Dale Jarrett 172.224 Mark Martin 180.348
Dale Earnhardt 181.159 Rusty Wallace 171.599
Sterling Marlin 171.066 Jeff Gordon 173.756

1. Which racers did not qualify? ______________________________________

2. Who was faster, Dale Jarrett or Ricky Rudd? _________________________
3. Who was faster, Ward Burton or Jeff Gordon? ________________________
4. Assuming the racers maintained these average speeds in the actual race, who would come in first, second, and third
place?
5. How many thousandths of a mile per hour faster did Rusty Wallace need to drive in order to qualify?
6. Who should come in fourth? __________________________________________
7. Of the qualifiers, who should come in last place? ________________________
8. How many tenths of a mile an hour did Ricky Rudd need to increase his speed in order to match Dale Jarrett’s
speed?
9. How many thousandths of a mile per hour did Bobby Labonte need to increase his speed in order to match Mark
Martin’s speed?
10. If next year’s race officials decide to raise the qualifying speed to 172.2, which speeds above will not qualify?

Exercise / Question Bank

● Textbook Exercise
● Practice questions from Worksheet Provided.