Teaching & Learning Plans

Decimals and Place Value

Junior Certificate Syllabus

Leaving Certificate Syllabus

Created by Teachers
The Teaching & Learning Plans
are structured as follows:

Aims outline what the lesson, or series of lessons, hopes to achieve.

Prior Knowledge points to relevant knowledge students may already have and also
to knowledge which may be necessary in order to support them in accessing this new
topic.

Learning Outcomes outline what a student will be able to do, know and understand
having completed the topic.

Relationship to Syllabus refers to the relevant section of either the Junior and/or
Leaving Certificate Syllabus.

Resources Required lists the resources which will be needed in the teaching and
learning of a particular topic.

Introducing the topic (in some plans only) outlines an approach to introducing the
topic.

Lesson Interaction is set out under four sub-headings:

i. Student Learning Tasks – Teacher Input: This section focuses on teacher input
and gives details of the key student tasks and teacher questions which move the
lesson forward.

ii. Student Activities – Possible and Expected Responses: Gives details of

possible student reactions and responses and possible misconceptions students
may have.

iii. Teacher’s Support and Actions: Gives details of teacher actions designed to
support and scaffold student learning.

iv. Checking Understanding: Suggests questions a teacher might ask to evaluate

whether the goals/learning outcomes are being/have been achieved. This
evaluation will inform and direct the teaching and learning activities of the next
class(es).

Student Activities linked to the lesson(s) are provided at the end of each plan.
Teaching & Learning Plan:
Decimals and Place Value
Aims
 To consolidate students understanding of a place value number system
 To consolidate students’ understanding of the decimal system
 To consolidate students’ understanding of decimal operations

Prior Knowledge
Students understand integers and operations on integers, fraction concepts and operations
on fractions and in whole number place value, the 10 to 1 relationship between any two
adjacent values.

Learning Outcomes
As a result of studying this topic, students will be able to

 understand what a decimal is i.e. a fraction whose denominator is a power of 10

(used to be called decimal fractions)
 understand that the base 10 place value system extends infinitely in two directions,
to large values(>1) and very small values(<1)
 understand that the decimal point is simply a convention to indicate where the unit’s
position is - the position to the left of the decimal point being the unit position
 understand that while the symbols 3.75 and 3 3 appear quite different both systems
4
represent the same concepts
 think in terms of tenths, hundredths and other base 10 fractions and be able to read
and write base ten fractions in different ways
 add and subtract decimals by adding numbers in like position value
 relate this to addition of fractions where we add fractions with common denominators
- add tenths to tenths etc
 multiply and divide two decimal numbers and see that we get the same digits
irrespective of where the decimal point is
 place the decimal point first by estimation when adding and subtracting two decimal
numbers and then come up with a rule for this by seeing a pattern
 appreciate the use of the decimal system in our money system and our metric
system

© Project Maths Development Team 2009 www.projectmaths.ie 1

 Teaching & Learning Plan: Decimals and place value

Relationship to Junior Certificate Syllabus

Topic: Strand 3 Number Description of topic Learning outcomes

Students learn about Students should be able

to

3.1 Number Systems Problems set in use the equivalence of

context, using diagrams fractions, decimals and
to solve the problems percentages to compare
so they can appreciate proportions
how the mathematical
concepts are related to
real life.

Algorithms used to
solve problems
involving fractional
amounts.

Relationship to Leaving Certificate Syllabus

Students learn Students In addition In addition
about working at FL students students
should be able working at OL working at HL
to should be able should be able
to to

3.1 Number Develop decimals

systems as special
equivalent
fractions
strengthening the
connection
between these
numbers and
fraction and place
value
understanding.

Resources Required
10 x 10 grids – large one for the class and templates for students, clear plastic sheets to enable

grids to be reused, base 10 model (optional), wall poster on place value, hundredths discs and 2
discs divided into different fractional parts, metre sticks
© Project Maths Development Team 2009 www.projectmaths.ie
 Teaching & Learning Plan: Decimals and place value

Introducing the Topic

The Babylonians and the first place value number system.

The Babylonians (who lived in Mesopotamia in what is now Southern Iraq – between the Tigris
and the Euphrates) had a base 60 number system which is credited as being the first place
value number system. It appeared first around 3100 BC. They had no fractions as we have
with numerators and denominators. What we call fractions they would have expressed as
what we call decimals except using base 60 instead of base 10. They never used non
terminating or repeating decimals but then they would have less repeating decimals in base 60
as 60 has prime factors 2,3, and 5 whereas 10 only has prime factors 2 and 5. The base 60
system was still in use in Europe in the 1500’s but the advantages of the base 10 system were
becoming apparent.

This numeral has been found on an old Babylonian tablet. It is an approximation for the square
root of two. The symbols represent 1, 24, 51 and 10 i.e 1 x600+24 x 60-1+51 x 60-2+10 x 60-3
or approximately 1.414212.

Decimal systems were being used in ancient China, medieval Arabia and
in Renaissance Europe. We cannot pinpoint any one person who invented decimals
as such as many people worked with decimal systems throughout the ages. Decimal
notation has however changed over the years. The Flemish mathematician Simon
Stevin born in Bruges, Flanders (now Belgium) in 1548 was one of the first people to
teach decimals in a very understandable way, but his notation differed from what we
use today. He published a booklet called De Thiende (the tenth), first published in
Dutch in 1585. Its sub title was: teaching how all computations that are made in
business may be performed by integers without the aid of fractions.

Real Life Context

The following examples could be used to explore real life contexts.

 Money

 Metric system

© Project Maths Development Team 2009 www.projectmaths.ie

 Teaching & Learning Plan: Decimals and Place Value

Lesson Interaction
Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
Place value with whole numbers
» What does each of the fives  The 5 on the left of the » Write the number on the » Are students able to explain
in the number 5555∙0 decimal point is 5 units board and ask students about the place value of each
mean?  Next 5 is 50 = 5 x10 each 5 in turn. number in a multi digit
whole number?
 Next 5 is 500 =
5 x100 = 5 x 10 x 10
 Next 5 is 5000
= 5 x 1000 = 5x 10 x10

» What happens to the value of  It increases 10 times. » Do students realise that

each 5 as you move to the moving one place to the left
left of the unit place? increases the place value by
10?
Introducing decimal fractions and ordering them
» Order these fractions from  Using equivalent fractions » Write the fractions on the » Can students use their
smallest to largest 15 230 680 800 board. Wait a few minutes ordering strategies from
68 8 23 15 , , , for students to work in their their prior knowledge of
, , , 1000 1000 1000 1000 copies and then ask various fractions?
100 10 100 1000 or students for their ordered
» Explain your reasoning
68 70 7 lists.
• is < 
100 100 10 If they are not all correct ask
for explanations. Discuss
» You may want to draw a
23 2 100 1 different approaches.
number line to show  and 
approximately where each 100 10 1000 10
number is. 15 1
 
1000 10

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
» What do you notice about all  They are all proper fractions, » Do students notice that all
<1 the fractions we are dealing
of the above fractions?
with here have denominators
 Their denominators are all
which are powers of 10?
powers of 10.
» Because their denominators » Review this quickly as
are all powers of 10, we can students should know it
call these “decimal fractions” from primary school but
or base 10 fractions or just ensure that all the class are
decimals. aware of it.
Writing tenths as decimals
» Instead of writing the  0.3, 0.5, 0.7 » Can students make the link
between fractions and
3 5 7 decimals?
fractions , , how can  You leave out the
10 10 10 » Did any students suggest
denominator, when it is a dividing by 10?
we write these numbers in
base 10 fraction, put in 0 if
the decimal system? the fraction is <1(no units), a
» Describe how you went from decimal point and the
representing these numbers number of tenths to the
as fractions to their decimal right of the decimal point.
representation?
The significance of the decimal point position
» We can write these as 0.3, 0.5  The number of units » Do students realise that the
and 0.7. What does the first place to the right of the
number to the left of the decimal point represents
tenths?
decimal point indicate?
» How would you describe  The decimal point is placed » Do students know what the
where the decimal point is between 2 numbers so that decimal point placement
placed? the number to the left of it is signifies?
in the unit’s position.

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
Writing hundredths as decimals

» How would we write  0.03, 0.05, 0.07 » Can students write

hundredths as decimals?
3 5 7
, , as
100 100 100  They are 10 times smaller.
decimals? 2nd place to the right of the
» How are these numbers decimal point is for
related to 0.3, 0.5, and 0.7? hundredths. If there are no
» What happens to the value tenths we put in a 0 in the
of a number each time it tenths place.
moves 1 place to the right
of the decimal point?  It becomes 10 times smaller.
3 3 30 3 33 » Write question and answers » Can students make
» What is  ?    on the board. equivalent fractions and use
10 100 100 100 100
-add as fractions and as common denominators for
 0.30 +0.03 =0.33
decimals addition?
» Can students see that
0.30 = 0.3?
27 20 7 2 7 » Encourage students to say
» Hence write as the     
100 100 100 10 100 27 hundredths for 0.27 at
sum of two fractions.  0.20 +0.07 =0.2 +0.07= 0.27 this stage as it has more
» Write this as the sum of 2 meaning than 0 point 27.
decimals.
Writing thousandths as decimals
» How would you write • 0.003, 0,005, 0.007 » Can students write
3 5 7 thousandths as decimals?
, , as
1000 1000 1000
decimals?
» How are the above fractions • Each is 10 times smaller
3 5 7 than the corresponding
related to , , ? one in the list.
100 100 100

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
» How do we see this in the  Each of the denominators is
decimal representation? in the third decimal place to
the right of the decimal
point.

» Can we continue with this  It is 0.0004 » Put some numbers on the » Do students should see that
pattern for fractions 10  It is divided by 10 four times board, e.g. 0.00008, 0.0072, a number say in the nth
times smaller? What is and the number is in the 4th 0.184 and ask students to position to the right of the
4/10000? position to the right of the write them as fractions decimal point is 10^n times
» How many times is the unit decimal point when it is whose denominators are smaller than the unit.
divided by 10? 10^4 times smaller than the powers of 10.
unit.
» Student Activity 1: Draw in 1 » Distribute Student Activity » Does use of the base 10
  0.1
vertical lines on the sheet 10 1 (making 10 x 10 square model combined with the
using the notches, dividing grid) 10 x 10 grid give students a
it into strips. If we take the » Encourage students to put better understanding of the
square to be one unit what in 0 to the left of the relationship between
fraction of the square is decimal point when the positions of numbers in the
each strip? Write it as a number of units is 0. base 10 system?
fraction and as a decimal. » Show the Base 10 model -
See Appendix 1
» Place clear sheet of plastic 7 » Show students’ answers on
  0.7
over the grid and shade in 7 10 the teacher’s large 10 x 10
strips. What fraction of the grid. Place a transparent
square is shaded? Write as sheet of plastic over the grid
a decimal also. and colour in the required
area.

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
» Now draw horizontal lines 1
 Each one is of the
on the grid using the 100
notches. What fraction of square = 0.01
the whole square do the
small squares represent?
Write this as a decimal.
» How many small squares in  10 hundredths in one tenth » Does the hundredths square
each vertical strip? Write 1 10 give students a good visual
1/10 as an equivalent
 understanding of the
10 100
fraction in hundredths.  Divide each tenth into 10 relationship between 1, 0.1
» How do you get hundredths parts to get hundredths from and 0.01?
from tenths? 1 10
» Write 10/100 as a decimal. tenths.   0.1
10 100

» Write 7/10 as hundredths  7/100 = 0.07

and as a decimal.
» Starting at 0.1, add on 0.1  You get 1.0. Looking at the » Deal with this » Does using the 10 x10 grid
until you get to 0.9. What 10 x10 grid adding 0.1 is misconception if it arises make it clear why it is not
do you get when you add adding 1/10 so when we add using either the 10 X 10 grid correct to go from 0.9 to
0.1 to 0.9? Explain 1/10 to 9/10 we get 1 unit or the base 10 model. “point 10 (i.e. 0.10)if
i.e. 1.0 not 0.10 which is counting in increments of
1/10. The next number is 0.1 ?
1.1 (1 and 1/10) not .11
which is 1/10 + 1/100.

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
65  It is 65 small squares or » Circulate to see if students » Are students building up
» Shade in on the grid
100 65 are showing understanding good mental images of
and can also be
and describe it in 2 ways 100 through the correct use of decimals which will help
using how it is constructed. 6 5 the 10 x10 grid. their estimation skills when
written as  they don’t have the
» Write as a decimal also. 10 100
manipulatives?
(6 strips and 5 small
» Do students understand
squares).
0.65 terms of place value, as
65 6 5 6 tenths and 5 hundredths?
 =  = 0.6+0.05=
100 10 100
0.65
1 1 65 1 50 1 » Give students time to » Are students able to
» Is 0.65  or > ?   , 
2 2 100 2 100 2 validate their answers using compare decimal and
» How many hundredths the 10 x 10 grid if necessary. fraction representations of
make up one half? numbers? Can the students
estimate magnitude of a
decimal using ½ as a
benchmark?

» How would you show 2.43  It is 2 full squares (2 units), 4 » Ask a student to show this » Can students connect
using a model? What 3 4 using the base 10 model i.e. models, oral versions and
strips i.e. and 3 small
parts is it made up of in 10 2 blue flats, 4 orange rods, written symbolic versions,
terms of units, tenths and 3 and 3 green cubes. as well as decimal and
squares i.e. .
hundredths? 100 fraction versions of
4 3 numbers? Given any one
 2 
» Write it as a single mixed 10 100 form are students able to
number. 40 3 43 give the other forms?
 2  2
100 100 100

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
» How would you partition  Each square “hundredths” » Give students time to work
the grid to show could be divided into 10 out how to partition the
thousandths? equal parts. square into thousandths.
1 10
» How many of these (  )
thousandths in the unit 100 1000 » Divide one of the small
grid?  1000 squares, using the overhead
» Could each of these projector, into 10 divisions,
 Yes, each time we would get
thousandths be further after students have done
a part 10 times smaller than
divided into 10 parts and the previous part. In practice this on their own 10 X10
could we keep doing this? in would be difficult as the grids.
parts would be so small.
» Show 8/1000 on the grid.  Students shade in 8/10 of a
hundredth square.
» Is there a difference in size  0.03 is no units, no tenths » Circulate and ask students » Do students realise that
between 0.03 and 0.030? and 3 hundredths. to show this using the 10 x more digits do not always
 0.030 is no units, no tenths, 10 grid. make a bigger number and
3 hundredths and no the significance of the
thousandths. Hence they are placement of zero in a
the same quantity. number?
See Appendix 2 – poster on
place value

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
» Look at Q1 Student Activity  4 tenths and 5 hundredths » Distribute Student Activity
2a. What part of the grid is and 5 thousandths. 2a.
shaded? 4 5 5 » If necessary discuss Q1 with
» Describe it in terms of + + students.
10 100 1000
fractions.
40 5 5
   
100 100 1000
45 5
 
100 1000
45 red squares +1/2 red
» What is this number in square
terms of red squares?
» Divide up the square which
is half green into 10 strips.
Each green strip is what 1
fraction of the square? 
1000
» Describe the shaded area in
terms of thousandths?
450 5 455
Simplify this fraction.   
1000 1000 1000
455  5 91
 
1000  5 200
» Complete Q2, Q3 and Q4 » Circulate while students » Can students complete
Student Activity 2a. complete Q2, Q3 and Q4 on Student Activity 2 with
this worksheet. understanding?
» Check that they understand
the different
representations of the
numbers.

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
The metre stick as a model for decimals
» Can you think of any  The meter stick » Give a metre stick to each
instrument you use which pair of students.
represents 1 unit and which
is divided into 1000 equal
parts?
» How many metres long is  1m
the whole stick?
» What fraction of a meter is 1 » Tell students that
10 cm. Write this as a  10 cm = m =0.1 m 10 cm = 1 decimetre.
10
decimal. (optional)
» What fraction of a metre is 1
1 cm? Write this as a  1 cm = m = 0.01 m
100
decimal.
» What fraction of a metre is 1
1 mm? Write this as a  1 mm = m = 0.001m
1000
decimal.
» What unit is 1m a  1m is 1/1000 of a kilometre. » Do students see that in the
thousandth of? metric system each place
value has a name and
where the decimal point is
placed tells you where the
unit is?
» What part is 1mm of a  It is 1/1000 x1/1000
kilometre? kilometres i.e. 1/1,000,000
» What do we call this  One millionth » Are students getting
fraction? 0.000001 building concepts of the
Write this as a decimal. relative magnitudes of units
» Imagine one million of these in the metric system?
little divisions would cover 1
km.

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
» Estimate the length of your  Example: » Can students make realistic
desk in metres. Now 1m, 19 cm, 3 mm estimates of the length of
measure it. Write the their desk before measuring
length in metres, 19 3 it?
centimetres and to the  = 1m + m+ m
100 1000
nearest millimetre.
» Write it in metres using
193
decimals. Write it also as a  =1 m = 1.193m
sum using fractions and as a 1000
single fraction.
» What does a single “tenths”  10 cm
strip on the 10 x10 grid
compare to on the metre
stick?
» What does 1 mm on the  One tenth of a hundredth » Can students link the
metre stick correspond to square i.e. one thousandth different representations of
on a 10 x 10 grid? decimals using 10 X 10
grids, base 10 models,
meter stick and the
symbolic representations
and interchange decimal
representations with
fraction representations?

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
Writing halves, quarters, fifths and eighths as decimals
» When we change a fraction  We must change its » Distribute Student Activity » Are students beginning to
like ½ to a decimal what denominator to a sheet 2b with 10x10 grids. see that there may be a
must we do? denominator which is a problem representing some
» Does this put restrictions on power of 10.
fractions as decimals?
writing all fractions as exact
decimals?  The denominator must be a
factor of a power of 10 – we
must be able to multiply it by
some number to get a power
of 10.
» Can you give an example of
a fraction whose
denominator is not a factor  1/3, 1/6, 1/7, 1/8, 1/9, 1/11
of a power of 10? etc

» Represent ½ as a decimal  Students shade in 5 strips of

using the 10x10 grid. 10.
50 5
» Can you do this without the This is   0.5
100 10
10 x10 grid? -the denominator must be a
power of 10
1 5 5
   0.5
2  5 10
» Use the 10x10 grid to write  Students shade in 2 strips of
1/5 as a decimal. 10 squares each.
1 1 2 2
   0.2
5 5  2 10
» Represent ¼ as a decimal  Students shade in half of one
using the 10x10 grid half
25 2 5
=  
100 10 100
 0.2  0.05  0.25
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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
» Represent 1/8 as a decimal  Students shade in half of ¼
using a 10 x10 grid. i.e. half of 2 tens and half of
5 hundredths, giving 1/10
(one strip of 10 squares) and
2 hundredths and ½ of a
hundredth which is 5/1000.
1 1 2 5
  
8 10 100 1000
 0.1  0.02  0.005
= 0.125
» Represent 3/8 as a decimal  Students may use ¼ +1/8 or
½ - 1/8

 3/8 = 3/10 +7/100+

5/1000=0.3+0.07+0.005
=0.375
» Do Q5, Q6, Q7, Q8 on  Students complete these » Circulate and check the
Student Activity 2B. questions. work students are doing
encouraging discussion.

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
Modelling 1/3 as a decimal using the 10 x 10 grid to introduce the idea of a decimal which infinitely repeats
» What does 1/3 mean in  Dividing the grid into 3 equal » Remind students of the idea
terms of the 10 x 10 grid? parts – 1/3 being one of of division as “fair sharing”.
them
» Is there any number we can  No, as 3 is not a factor of 10 » Do students realise that if
multiply 3 by to make it a or any power of 10. all the factors of the
power of 10? denominator are factors of
powers of 10 we will get a
terminating decimal?
» If we start sharing out the  Give 3 strips to each person
1/10 strips how would we i.e. 3/10 = 0.3 and there is
do this so as to divide the one strip of 10 hundredths
grid into thirds? to share then.
» How would we share this 1  Give 3/100 to each person,
strip of 10 hundredths? i.e. 0.03, so each person now
has 0.3 + 0.03= 0.33, with
1/100 left over.
» If we divided the hundredth  Each part is now 1/1000 and
into 10 equal parts how each person gets 3/1000 =
much does each of the 3 0.003. Each now has
people get? 0.33+0.003=0.333
» What pattern do you  After each division there is » Can students see that this
notice? always 1 part left over to be process will go on
divided into 10 equal parts. indefinitely?
» Write 1/3 as a decimal.  0.3333333...............
» What type of decimal is  A recurring decimal
this?
» Write 2/3 as a decimal.  0.333333... x2 = 0.666666... » Can students see that 2/3 is
also a recurring decimal?

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
Using the hundredths disc to show fraction to decimal conversions
» Draw blank discs the same  ¾ corresponds to 75 » Distribute Student activity 3 » Are students able to make a
size as the hundredths disc hundredths on the opposite (hundredths discs) . reasonable estimation of
and cut out. Divide a blank side of the disc. Hence ¾ = these fractions in
disc the same size as the 0.75. hundredths?
hundredths disc into
quarters. Interlock this disk  Different groups divide the
with the disc showing blank discs into different unit
hundredths. Adjust the disc fractions. They find the » Can students work out the
showing quarters to show number of hundredths and correct number of
for example ¾. hence the decimal hundredths and the decimal
» Turn the disc over and note equivalent of different equivalent for each
how many hundredths are fractions. fraction?
showing on the reverse
colour and hence give the
decimal equivalent of ¾.
» Repeat this procedure for
different fractions by
dividing a blank disc into
e.g. eights, fifths etc and
work out the correct
number of hundredths and
the decimal equivalent.
Using the number line to show decimals – Student Activity 4
» Describe the number line on  It shows numbers between 0 » Distribute Student Activity
Student Activity 4. and 1 and it is divided up to 4.
show tenths and
hundredths.
» Using Student Activity 4,  Students fill in Student » Circulate and check that » Are students able to
mark in decimals on the Activity 4. students can accurately accurately mark a number
number line and also on the mark hundredths on a between 0 and 1 correct to
two decimal places?
10 x 10 grid. number line?

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 Teaching & Learning Plan: Decimals and Place Value

Student Learning Tasks: Student Activities: Possible Teacher’s Support and Checking Understanding
Teacher Input and Expected Responses Actions
» Finding decimal equivalents of fractions using division »
» When we started fractions  If we had 7 pizzas and
we said that the divided them between 8
denominator was a divisor people each person would
get 7/8 of a pizza hence 7/8
and the numerator was a is 7 units divided by 8.
multiplier.
» Explain.
» Using this fact how would  7.000  8  0.875 » Students have done this
you work out the decimal division in primary school
equivalent of 7/8? but some may need
guidance.
» Complete fraction  Students work in pairs on the » Distribute Student Activity » Can students follow the
dominoes fraction dominoes starting 5 (Follow me Fractions) domino sequence of
(Follow me fractions sheet) with “a whole one”. fractions?
» Complete HOMEWORK
sheet.

KEY: » next step • student answer/response 18

Teaching & Learning Plan : Decimals and Place Value

Student Activity 1
Student Activity 1: Template for a 10 x 10 Grid for Decimals

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Teaching & Learning Plan: Decimals and Place Value

Student Activity 1
Student Activity1: The 10 X10 Grid for Decimals with vertical and horizontal lines drawn in

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Teaching & Learning Plan Decimals and Place Value: Student Activity 2A
Student Activity 2A

Shade in the picture and fill in the unfilled columns as in the first example.
Use different colours for tenths (say yellow), hundredths (say red) and thousandths (say green).
In each case simplify the final fraction.

Picture Describe Fraction Decimal

shaded area

1. 4 tenths and 4 5 5 0.4+0.05+0.005=

 
5 hundredths 10 100 1000 0.455
and 5
thousandths or
or 455 0.40+0.05+.005
thousandths 40 5 5 45 5
   
100 100 1000 100 1000 0.45+0.005 0.455

or

400 50 5 455 0.400+0.050+0.005

   = =0.455
1000 1000 1000 1000
91
200
Enlarged view

2. 0.063

3. 7 tenths and
5 hundredths

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Teaching & Learning Plan Decimals and Place Value: Student Activity 2A
4.

0.6030

5
Q5. Use a 10 x 10 grid to write as a decimal. Explain how you did this.
8

7
Q6. Use a 10 x10 grid to write as a decimal. Explain how you did this.
8

4
Q7. Write as a fraction. Imagine how it would be represented on a 10 x 10 grid. Explain your answer.
5

Q8. I measured the width of my calculator as 7 cm and 3 mm approximately. Write this in metres._________

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Teaching & Learning Plan Decimals and Place Value: Student Activity 2B
Student Activity 2B
10x10 grids for representing fractions as decimals

Hundredths Discs

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Teaching & Learning Plan: Decimals and Place Value Student Activity 3

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 Teaching & Learning Plan Decimals and Place Value:

Student Activity 3
Student Activity 3

Disc with 100 divisions

Print out this circle twice

on two different coloured
sheets of card.

Cut out the circle shapes

from the card and cut
along the dashed line.

Slide one disc in over the

other at the cut dashed
line.

Use the2 discs together to

estimate decimal
equivalents of fractional
parts and then turn over
the discs to read exact
values.

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 Teaching & Learning Plan Decimals and Place Value:

Student Activity 3

An eights disc (the same

size as the previous
hundredths disc) which
can be meshed with the
hundredths disc to give
the number of
hundredths equivalent to
any number of eights
from 0 to 8.

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 Teaching & Learning Plan: Decimals and Place Value

Student Activity 4
Student Activity 4
Represent each decimal on the 10 x 10 grid and on the numberline
1.
0.7
Write as a fraction also

0.34
Write as the sum of 2 fractions

Write as a single fraction

0.495
Write as the sum of 3 fractions

Write as a single fraction

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 Teaching & Learning Plan: Decimals and Place Value

Student Activity 5
Follow on fractions and decimals activity.

What is the
bottom What is 0.8 as a
A whole one Denominator
number in a fraction?
fraction?

What is an
What is a 0.5 as a
8/10 equivalent 10/16 fraction?
fraction to 5/8?

What has a If I cut a cake into

Mixed
1/2 whole number
Number
fifths, how many
and a fraction? pieces will I have?

What is 9/4 as
5 an improper 2¼ What is ¼ as a
fraction? fraction?

What is the top If I cut a cake into

0.25 number in a Numerator tenths, how many
fraction? pieces will I have?

What is ¾ as a What is 13/5 as a

10 decimal?
0.75 mixed number?

What is an
If I give 4/10 of a cake
equivalent
2 3/5 fraction to
9/10 to a friend, how much
do I have left?
90/100?

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 Teaching & Learning Plan: Decimals and Place Value

Student Activity 5
What is the name of a
If I cut a cake into
6/10 ninths, how many
pieces will I have?
9 fraction which is worth the
same, but has different
numbers?

What is 4 ¼ as an
What is another
Equivalent improper 17/4 word for divide?
fraction?

If I give 5/12 of a cake

Which is larger?
Share 1/4 or 1/5? 1/4 to a friend, how much
do I have left?

What is 2/10 What is 9/10 as a

7/12 as a decimal?
0.2 decimal?

What is an equivalent What does the

0.9 fraction to ¾?
9/12 denominator tell you?

How many parts What is ¼ as a

Which is smaller?
something is cut
into
2/3 or 2/6? 2/6 decimal?

What is 13/8
How many fifths
0.25 as a mixed 1 5/8 are in a whole?
number?

How do you know if There is a

What is a 0.5 and
5 a fraction is
improper?
larger number
0.5?
on the top

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 Teaching & Learning Plan: Decimals and Place Value

Homework
Homework : Q1. Explain using the 10 x10 grids which fraction is greatest.

Which is greatest 0.5 or Explain which is

0.055?_________ bigger

Show 0.5 on the grid Show 0.055 on the grid

Which is greatest 0.245 or 0.25? Explain which is bigger

_____

Show 0.245 on the grid Show 0.25 on the grid

Which is bigger 0.098 or 0.980?_____ Explain which is bigger

Show 0.098 on the grid. Show 0.980 on the grid.

Q2. Imagine the following decimals on a 10 x 10 grid.

Describe each of them and then order them from smallest to largest: 0.375 0.36, 0.4, and 0.058

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Teaching & Learning Plan: Decimals and Place Value

Appendix 1
Base 10 model
Base 10 model with a “flat” for a unit, a “rod” for 1/10 and small cubes for hundredths

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 Teaching & Learning Plan Decimals and Place Value:

Appendix 2
Below is a possible sample of a wall poster highlighting place value in the decimal system

34582.8371

1’s 1/10’s
place place 1/100’s
10’s
place 1/1000’s
100’s place
place 1/10000’s
1000’s place
10000’s place
place
place

Decimal point

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Student Activity

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