Decimal Fractions
Mathematics, level: 5-6
Subject: Math Teacher: Mariam Santina
Grade level: Sixth grade Date: 19-1-2017
Duration: 55 minutes
Topic: Decimal Fractions-Fractional writing and a decimal number.
Materials required: pencil, card board, school book, and calculator.
Concepts Taught: decimal fractions, fraction form, decimal form, beautiful products.
Objectives:
At the end of the lesson students will be able to:
Recognize a decimal fraction.
Write a decimal fraction in the form of a fraction whose denominator is a power of 10.
Write a decimal fraction in the form of a decimal number.
Teaching Strategies:
Deductive method from general to specific.
Introduction: (2min)
I will introduce myself for the students and how I want them to act during my class.
I will tell the students that our lesson for today needs their attention and they will enjoy
it.
All of the students will be chosen by turn to solve exercises on board.
I will tell the students that I will give you a reward if you help me in the class and apply
the regulations (stickers, candies).
Prerequisites: (4min)
Brainstorming:
How do you covert between fractions and decimal?
Six of ten equal parts are shaded.
6/10 is shaded
6 tenths or 0.6
One digit after the period so 6 is a digit of tenth
Fraction form (6/10) = Decimal form (0.6)
Application:
Objectives:
Convert fractions to decimals.
Covert decimals to fractions.
1. Solve exercise 8 from the school book page 60. The question is: Write as a
decimal number.
Write them on board and choose students to solve them. (6min)
2. Solve exercise 9 from the school book page 60. The question is: Write as a
decimal fraction. (1st five decimal numbers)
Write them on board and choose students to solve them. (7min)
Teacher moves between students to see if student solving correct.
TEACHER ASKS: how can we identify a decimal?
Two points:
1st point:
Teacher say that if the fraction can be written as a fraction whose denominator is a
power of ten, then the fraction is decimal.
Introduce the beautiful products and post them on board. (5min)
Post on board cards to show them how to use beautiful products. (5min)
Application: (10min)
Solve exercise 5 from the school book page 60.
The question is: circle the decimal fraction from the following.
Write them on board and choose students to solve them.
Teacher moves between students to see if student solving correct and say
look at board to check the beautiful product.
2nd point: (3min)
Teacher say that if the fraction cannot be written as a fraction whose denominator is a
power of ten, then the fraction is not decimal. (Give example: 1/3)
Beautiful products can help us to differentiate between them.
#Note: you can write a fraction as a decimal by dividing the numerator by the
denominator.
Example: (3min)
The teacher solves ¾.
Show the students the way to solve (add zeros to finish the division when getting
remainder equal to zero).
Told them that this way took time that’s why we should memorize the beautiful
products.
Flash light: (2min)
Sometimes the division problem ends and reaches a remainder zero. This
called terminating decimal.
Sometimes the division problem goes over and does not reach a remainder
of zero. This called a repeating decimal.
Application: (3min)
Using calculator tell whether the following decimal are terminate or repeat:
3/16 – 5/6 – 5/7 – 5/11 – 2/9 – 4/11 – 1/3 – 8/20
Closure: (5 min)
Problem solving:
Given the decimal fraction 9/10. We add 10 to both terms of the fraction.
a) What is the new obtained fraction?
b) Is it a decimal fraction? Why or why not?
c) What is its decimal number?
Application: (remaining time)
Solve exercise 6, 12, 13, 14 from school book.
What left took as an assessment.
