“Deci Ten Point”

Decimals
Prepared by :
MARLON S. MARQUEZ, Ph. D.
Servant Leader
 Objectives
• Understand decimals
• Read and work with decimals.
• Add, subtract, multiply and divide decimal
numbers.
“ Shade Me”
“ Decimatch”
 Procedure:
1.Place 2 decimal squares of each color face up. The deck of
decimal cards is placed face down.
2. Each player in turn picks a card from the top of the deck and
tries to match the decimal tenths with the decimal hundredths
facing up.
3. If the two square have the same value , there is a match.
4. If there is a match, the player may take the decimal squares
again..
5.If there is no match, the card is placed aside and it becomes the
next player’s turn.
6. The game ends when the deck of cards has been played
through. The player with the most decimal squares is the winner.
• What will help learners better understand decimals?

• Why is it important to use concrete objects in,

decimals?

• What challenges did you encounter in performing

the activities?
• How do you feel while doing the activities? What
facilitated the identification of the winner?
• What helped you achieve the objectives of the
game?
• How will these activities help learners better
understand decimals?
 Square Regions
• A model that is easy to make and use with
class instructions represents ideas with square
regions.
• The fact must be established that the area of 1
square represents 1. Then if the square is
separated into ten rows (or columns) that are
of the same size, a row would represent 1/10
of .1.
• Now if each row of the square is separated
into ten parts that are of the same size, there
are 100 small squares, and one of them
represents 1/100 or .01
 Shade Me In
• O.48
• 0.75
• 0.6
• 0.91
• 0.8
 Monetary System
• Provides a real-life application that is quite familiar
to children and has a built in emphasis on place
value. Children will accept the ideas that:
1.10 c is one-tenth of P1 because ten 10c are worth P
1.
2.1c is one-hundredth of P 1 because a hundred is 1c
is worth P 1
 Number Lines
• A segment that represents one unit is
separated into ten segments of the same
length. Thus these points between 0 and 1
can be labeled as .1, .2, .3, .4……
 Number Lines
• If each of these segments is separated into
ten segment of the same length, then the
segment from 0 to 1 is separated into 100
parts. These points could be labeled as .01, .
02, .03, .04…..
Number Lines
 What Are Decimals?
• Decimals are numbers that are less than 1 but greater than 0
0 < 0.1 < 1 (0.1 is between 0 and 1, so it is a decimal)

• They appear to the right of the decimal point

whole number decimal  “0.1” is the same thing as
“.1”. “.1” is just a lazy way
of writing the number.
39.1
“39” is the whole number part
“.1” is the decimal part

• “39.1” is read…
“Thirty-nine and one tenth”
 s
th
s

nd
nd

n- dths
hs

sa
sa

hu nds
ds

dt

ou
ou

n
re

re

sa
sa

hs

th
th

nd

es

nd

ou
ns
ou

nt
n-

on

hu

th
te

te
te
th
te

1 2 3 4 5 6 7 8 9

10,000. The “3” is in the hundreds column,

+ 2,000.
so there are “3 hundreds”.  Remember, decimals
+ 300. If all the other numbers were have a “th” at the end
+ 40. of their names.
a 0, then the number would be
+ 5. 00300.0000, which is 300 (three hundred.)
+ .6
+ .07 The “7” is in the hundredths column,
+ .008 so there are “7 hundredths.”
+ . If every other number were a 0, then the number
0009 would be 00000.0700, which is 0.07 (seven hundredths.)
 nd”
“a
say
,
i nt
t po re
par al h e
r c i m w
To read a number… be d e a rt m
e
m p
nu th
e
al na
le e im n is
ho s e e c lu ber
m
w ou d co u m
e y e
th r e d
th the t n
ead he ea a y las
R W R ) S e
) 2 ) 3 ) 4 th
1
For example: 20.045 is read, “Twenty and forty-five thousandths.”
hu hs
te

th red

 Extra zeroes to the far right of a

nt

ou th
nd

decimal don’t change the value, but

sa s
nd

they do change how you pronounce

th

the number.
s

0.2 = 0.20 = 0.200 but…

0.2 = “two tenths”
0.20 = “twenty hundredths”
0.200 = “two hundred thousandths“
Try it yourself

What numbers are these? Forty and two thousandth = 40.002

Three and two hundredths = 3.02 Twelve and twelve hundredths = 12.12
Forty and two thousandth = Eighty and eighty ten-thousands =
Twelve and twelve hundredths = 80.0080
Eighty and eighty ten-thousands =
9.04 = nine and four hundredths
How do you say these numbers?
20.040 = twenty and forty thousands
37.03 = Thirty-seven and three hundredths
9.04 =
100.01 = one hundred and one hundredth
20.040 =
100.01 = A, E, and F are true

Which of these are true:

A) 2.01 = 2.010 B) 2.01 = 2.001
C) 2.001 = 2.100 D) 2.10 = 2.010
E) 2.10 = 2.100 F) 2.0010 = 2.001
End of Lesson
Addition & Subtraction
 Addition & Subtraction

• Line up the decimals points

• Put zeroes in the blank spaces to help you see what you’re adding

24.3 + 18.45  24.30 18.62 – 3.8  18.62

+18.451 - 3.80
7 1
42.75 14.82 /

 When adding, don’t forget to carry when numbers

add up to more than 10.
 When subtracting, don’t forget to borrow if the top
number is smaller than the bottom number.
Multiplication
 Multiplication

• Don’t worry about the decimal until you’re done multiplying everything
• First multiply, and then count up the places to the right of the decimal
point and put the decimal in the answer.

3.51 x 1.4  351

×14  first, multiply 351 by 4
 then, multiply 351 by 10
1404  then, add up the numbers
 last, since there are a total of 3
+3510 decimal places in the problem,
3 decimal start from the right and move the
places
4914 decimal 3 places to the left in the
 4.914 answer (the problem has 3
decimal places and so does the
answer)

So, 3.51 x 1.4 = 4.914!

 Multiplication

 Remember to only count numbers to the RIGHT of the decimal point.

2.3 × 0.0002  23
×2
46
 Sometimes you may
 0.00046 see
5 decimal .00046 instead of
places 0.00046. Both are
right, but it’s more
5 decimal common to put a 0 in
places the ones place.

So, 2.3 x 0.0002 = 0.00046!

 Multiplication

Try it yourself

27.2 × 9.2 = 3.2904 × 0.22 = 62.5 × 12.8 =

38 × 0.25 = 0.034 × 0.026 = 8.02 × 2.1 =

2.04 × 0.001 = 589 × 100 = 10.2 × 1.2 =

0.34 × 0.5 = 5.89 × 100 = 9.9999 × 0.01 =

27.2 × 9.2 = 250.24 3.2904 × 0.22 = 0.723888 62.5 × 12.8 = 800

38 × 0.25 = 9.5 0.034 × 0.026 = 0.000884 8.02 × 2.1 = 16.842
2.04 × 0.001 = 0.00204 589 × 100 = 58,900 10.2 × 1.2 = 12.24
0.34 × 0.5 = 0.17 5.89 × 100 = 589 9.9999 × 0.01 = 0.099999

End of Lesson
Division
 Division

 Remind yourself of the steps you need to take when dividing

1. Divide 8 8203
21|172263 21|172263
-168
2. Multiply 8 42
21|172263 -42
-168 06
- 0
3. Subtract 8 63
21|172263 -63
-168 0
4

4. Bring down one 8

more number 21|172263
-168
and do it again 42
 Division

Step 1 - Move the decimal of the divisor (outside the house) as far to the
right as you can
Step 2 - Move the decimal of the dividend (inside the house) by the same
number of spaces
Step 3 - Move the decimal straight up onto the answer line
Step 4 - Divide like normal

Problem Steps 1 & 2 Step 3 Step 4

. 2.7
8.91 ÷ 3.3  3.3 |8.91  33 |89.1  33 |89.1  33 |89.1
- 66
 Think of the division sign, | , like a house. With all division 231
problems, the first number goes inside the house (the 8.91) and - 231
the second goes outside the house (3.3).
 If you forget, think about a problem you know. 10 ÷ 2 = 5. 0
You wouldn’t say 10 | 2. To work it out you’d say 2 |10 (2 goes
 Division

Try it yourself

3.2 ÷ 64 = 60.8 ÷ 19 = 187.53 ÷ 3 =

3.2 ÷ 6.4 = 60.8 ÷ 0.19 = 187.53 ÷ 0.03 =

32 ÷ 6.4 = 0.608 ÷ 0.19 = 18753 ÷ 0.3 =

32 ÷ 0.00064 = 608 ÷ 1.9 = 0.0018753 ÷ 0.3 =

3.2 ÷ 64 = 0.05 60.8 ÷ 19 = 3.2 187.53 ÷ 3 = 62.51

3.2 ÷ 6.4 = 0.5 60.8 ÷ 0.19 = 320 187.53 ÷ 0.03 = 6251
32 ÷ 6.4 = 5 0.608 ÷ 0.19 = 3.2 18753 ÷ 0.3 = 62510
32 ÷ 0.00064 = 50000 608 ÷ 1.9 = 320 0.0018753 ÷ 0.3 = 0.006251

End of Lesson
 “ My Journ-ey in Teaching”
1.How would you connect the session to your
current practices in teaching, decimals?
2.How are the activities relevant to the
conceptual framework for Mathematics
Education? (manipulatives, visualizing and
modeling, applying and connecting)
“ My Journ-ey in Teaching”
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