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Mathematics
GRADE 7

TOPIC: DECIMAL FRACTIONS

CONCEPTS & SKILLS TO BE ACHIEVED:
At the end of the lesson learners should be able to:
Ordering and comparing decimal fractions
● Counting forwards and backwards to at least 3 decimal places
● Place value to at least 3 decimal places
● Rounding off to at least 2 decimal places
● Addition and subtraction with decimal fractions of at least 2 decimal places
● Multiplication of decimal fractions by 10 and 100
● Equivalence between fractions and percentage forms of the same number
● Solving Problems with fractions
O

Sasol Inzalo book, textbooks, DBE workbooks, Place value charts, fraction
Resources
wall,

DAY 1
INTRODUCTION: NOTE:
We need to understand what a fraction is and what are the parts that make up a fraction.
Define:
1. Fractions 2. Denominator 3. Numerator
Comparing and ordering fractions
CLASS WORK ACTIVITY 1
Work through the following introductory activity and answer the questions in
your classwork book.
A. Tenths and hundredths fraction walls

1whole
1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 `
10 10 10 10 10

1
100

If any object or shape is divided into 10 equal parts, each part is called a tenth
of the whole.
If any object or shape is divided into 100 equal parts, each part is called a
hundredth of the whole.

B. Number lines and fractions

Complete the following number lines by filling in the missing fractions.

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(a) Tenths (t)

1
(b) Hundredths (h)

1
C. Place value chart and fractions

wholes

1whole
1 1 1 1 1 1 1 1 1 1

,
10 10 10 10 10 10 10 10 10 10

1 ,
,
100

fractions
D. Fraction walls

1whole
𝟏 𝟏 𝟏 𝟏 𝟏 𝟏 𝟏 𝟏 𝟏 𝟏
𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎

𝟏 𝟏
𝟐 𝟐

𝟏 𝟏 𝟏 𝟏
𝟒 𝟒 𝟒 𝟒

𝟏 𝟏 𝟏 𝟏 𝟏
𝟓 𝟓 𝟓 𝟓 𝟓

(Enlarge and use as poster)

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CLASS ACTIVITY: Activity 1

1. Rewrite the following in tenths and hundredths

1 1 1
(a) 2
(b) 4
(c) 5

2. Compare the following fractions by replacing the asterisk * using the following (<; > or =)
signs.

8 10 50 5 90 8
(a) * (b) * (c) *
10 100 100 10 100 10

2 25 35 5 75 2
(d) 10 * 100
(e) 100
* 10
(f) 100 * 5

3. Study the diagram below and answer the questions in your writing book.

(a) What part of the rectangle is coloured yellow?

(b) What part of the rectangle is coloured red?
(c) What part of the rectangle is coloured blue?

4. What part of the rectangle below is not shaded? (Use the place value diagram above)

(a)Answer in tenths (b) Answer in hundredths

5. There are 100 square tiles on this floor.

The two diagrams below may help you to find

the answers to these questions.
(a) How many tenths of all the tiles are red?
(b) How many hundredths of all the tiles are red?
(c) How many twentieths of all the tiles are red?
(d) Write the answers at (d) in tenths.

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6. Which of the following statements below about the floor on the right
are false?
37
(a) 100 of the floor is green.
2 17
(b) 10 + 100 of the floor is green.
3 7
(c) 10 + 100 of the floor is green.

7. Complete the equivalent fraction number line. The first two have been done for you.
Equivalent means that
the fractions are equal

𝟒𝟎 𝟏 𝟏 𝟑 𝟕
8. Place these fractions on the number line: ; ; ; ;
𝟓𝟎 𝟓 𝟐 𝟏𝟎 𝟏𝟎

1
HOMEWORK: ACTIVITY 2
1. (a) How many tenths of the strip below are green?

(b) How many hundredths of the strip are green?

(c) How many hundredths of the strip are yellow?
(d) What part of the strip below is red?

(d) Will it be wrong to say that four-tenths of this strip is red?

2. Complete the following table by writing in the following equivalent fractions:

1whole
𝟏 𝟏 𝟏 𝟏 𝟏 𝟏 𝟏 𝟏 𝟏 𝟏
𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎 𝟏𝟎

(a) /(b)
𝟏
𝟐

(e)
𝟏
𝟒

(c) (d)
𝟏
𝟓

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Tenths (t) hundredths (h)
𝟏 𝟏
( ) ( )
𝟏𝟎 𝟏𝟎𝟎
(a) (b)
(c) (d)
(e)

3. Rewrite these fractions in order from smallest to largest using the fraction wall.

4 9 7 2 3

5 10 10 5 10

4. Compare the following fractions replacing the asterisk * using the following (<; > or =)
signs.

5 70 90 1
(a) 1 * (b) * 1 (c) *
10 100 100 100

DAY 2
INTRODUCTION: REVISION NOTE:
1. Definitions (Revise)
A fraction is an equal part of a whole.
The denominator tells us into how many equal parts the whole has been divided into.
The numerator tells us how many equal parts out of the whole number
CLASSWORK:
1 2 3 4 5 6 7 8 9 10
0 10 10 10 10 10 10 10 10 10 10

0 0,5 1
5
1. The number line above indicates that five-tenths ( ) have been shaded.
10
5
2. can be rewritten as a decimal fraction: 0,5.
10
3. We express 0,5 as zero comma five NOT AS nought comma five.
4. We express 0,25 as zero comma two five. NOT AS nought comma twenty- five.

CLASSWORK: ACTIVITY 1
1. Write the following into words, as you would express (read) it.
(a) 5,2 (b) 3,7 (c) 4,17 (d) 14,99
(e)28,002 (f) 4,217 (g) 1,809 (h) 200,202

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(Enlarge and use as poster)

1whole

wholes
1 1 1 1 1 1 1 1 1 1
10 10 10 10 10 10 10 10 10 10

1
100

Decimal
Fractions
Place Values with decimal fractions
1. Place value refers to the position of the digit in the number and we express this as
(a) Units(U), tens (T), hundreds(H), thousands (Th)
(b) Tenths (t), hundredths(h), thousandths (th)

2. Note that the whole number place values are written with capital letters and decimal
fractions with small letters.

Example
Find the place value of the underlined digit:

The 4 is found in the tenths column. Place value of the 4 is tenths or t

Values with decimal fractions

Value refers to the value of the digit in the number, based on where we find the digit in the
number.

Example
Find the value of the underlined digit: 3,45

4
The 4 is found in the tenths column. The value of the 4 is 4 tenths or .
10

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Activity 2
Write down the place value of the digits in bold.

(a) 6,298 (b) 3,59 (c) 5,893 (d) 9,990

(e) 765,331 (f) 49,823 (g) 36,809 (h) 100,01

Activity 3
Write down the value of the digits in bold.

(a) 6,298 (b) 3,59 (c) 5,893 (d) 9,990

(e) 765,331 (f) 49,823 (g) 36,809 (h) 100,01

Activity 4
Write the following in words, using the table above.
Example
4,326= 4 units + 3 tenths + 2 hundredths + 6 thousandths

(a) 5,970 (b) 6,569 (c) 3,105 (d) 8,880

(e) 7,331 (f) 4,217 (g) 47,809 (h) 200,202

Complete the table by writing the digits in the correct column. Thousandths
Thousands

Hundredths
Hundreds

Tenths
Units
Tens

Th H T U , t h th

,
𝟏 𝟏 𝟏
1 000 100 10 1
𝟏𝟎 𝟏𝟎𝟎 𝟏𝟎𝟎𝟎

(a) 4,893
4 , 8 9 3

(b) 73,017 ,
(c) 234,002 ,
(d) 1 000,101 ,
(e) 0,35 ,
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Converting between fractions and decimal fraction

Example
Use the place value chart to assist you.
5 14 219
Write 10 ; 7100 ; 231000as decimal fractions.

1 1 1

𝟓
10 100 1000

No Whole
Number = 0 , 5
10
𝟓
= 0,5
𝟏𝟎

1 1 1

𝟏𝟒 10 100 1000

7 = 7 , 1 4
100
𝟏𝟒
7 = 7,14
𝟏𝟎𝟎

1 1 1
𝟐𝟏𝟗 10 100 1000

𝟐𝟑
1000
= 23 , 2 1 9
𝟐𝟏𝟗
23 = 23,219
𝟏𝟎𝟎𝟎

(Enlarge and use as poster)

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Converting between fractions and decimal fraction

Example
Use the place value chart to assist you.
Write 0,9 ; 4,31 and 4,987 as common fractions.

1
𝟗
1 1
10 100 1000
No Whole
0 , 9 = Number
10
𝟗
0,9 =
𝟏𝟎

1 1 1
10 100 1000 𝟑𝟏
4 , 3 1 = 𝟒
100
𝟑𝟏
4,31= 4
𝟏𝟎𝟎

1 1 1
10 100 1000
𝟗𝟖𝟕
4 , 9 8 77 =𝟒
1000
𝟗𝟖𝟕
4,987 = 4
𝟏𝟎𝟎𝟎

(Enlarge and use as poster)

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HOMEWORK: ACTIVITY 5
Complete the following activity in your writing book.

1. What is the decimal notation for each of the following?

9 999 147
(a) (b) (c)
1000 1000 1000

2. Write the following numbers in the decimal notation:

4 4 3 7 4 1
(a) 2 + (b) 2 + + + (c) 8 + +
1000 1000 10 100 1000 10

3. Write each of the following as one number. The first one is done for you.
(a) 2 + 0,5 + 0,07 = 2,57 (b) 2 + 0,5 + 0,007 (c) 2 + 0,05 + 0,007
(d) 5 + 0,4 + 0,03 + 0,001 (e) 5 + 0,04 + 0,003 + 0,1 (f) 5 + 0,004 + 0,3 + 0,01

4. Complete the table

Thousandths
Thousands

Hundredths
Hundreds

Tenths
Units
Tens

,
Th H T U , t h th

,
𝟏 𝟏 𝟏
1 000 100 10 1
𝟏𝟎 𝟏𝟎𝟎 𝟏𝟎𝟎𝟎
(a) 32,120
3 2 , 1 2 0
(b) 9,07
,
(c) 990,9
,
(d)
,
6
5 5 6
10

(e)
,
809
1231000

(f)
,
9
100100

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DAY 3
Comparing decimal fractions
(Enlarge and use as poster)

Thousandths
Thousands

Hundreds

Hundredths
Tenths
Units
Tens
,
Th H T U , t h th

,
𝟏 𝟏 𝟏
1 000 100 10 1
𝟏𝟎 𝟏𝟎𝟎 𝟏𝟎𝟎𝟎
0,8
0 , 8
0,08
0 , 0 8

Use your knowledge of fractions in Grades 4-6 to assist you. Which part is bigger?

wholes
8 1 1 1 1 1 1 1 1 1 1
0,8 = 10 10 10 10 10 10 10 10 10 10
10
8
0,08 =
100
CLASSWORK: Activity 1
1. Compare the following fractions replacing the asterisk * using the following (<; > or =)
signs. (Use the place value chart to assist you.)
(a) 0,8 > 0,08 (b) 0,24 * 0,42 (c) 0,246 * 0,642
(d) 0,001 * 0,010 (e) 0,003 * 0,003 (f) 0,67 * 0,76

2. Write the following in ascending order. (Use the place value chart to assist you.)
(a) 0,09; 0,9; 0,009 (b) 0,3; 0,33; 0,033 (c) 0,66; 0,6; 0,666
(c) 0,642; 0,7; 0,71 (e) 0,69; 0,009; 0,06 (f) 0,899; 0,98; 0,99

3. Order the following numbers from biggest to smallest. Explain your method.

0,8 0,05 0,5 0,15 0,465 0,55 0,75 0,4 0,62

4. Below are the results of some of the 2012 London Olympic Events.
In each case, order them from first to last place.
(a) Women’s Long jump Final
Name Country Distance Place
Anna Nazarova RUS 6,77 m (a)
Brittney Reese USA 7,12 m (b)
Elena Sokolova RUS 7,07 m (c)
Ineta Radevica LAT 6,88 m (d)
Janay DeLoach USA 6,89 m 3rd
Lyudmila Kolchanova RUS 6,76 m (e)
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Rounding off
Revision

Round off to the nearest 10 (a) 12 (b) 17

10 A 15 B 20
Using a number line allows you see which is the closest multiple of 10

(a) 10 is the closest multiple of 10 to 12 which is at point A. It is 8 units away from 20.
(b) 20 is the closest multiple of 10 to 17 which is at point B. It is only 3 units away from 20.

Tip
Greater than 5- Round Up to higher multiple of 10.
Less than 5- Round down to lower multiple of 10.

Round off to the nearest 100 (a) 623 (b) 679

600 A 650 B 700

Using a number line allows you see which is the closest multiple of 100

(a) 600 is the closest multiple of 100 to 623 which is at point A. It is 77 units away from 700.
(b) 700 is the closest multiple of 100 to 679 which is at point B. It is only 21 units away from 700.

Tip
Greater than 50- Round Up to higher 100
Less than 50- Round down to lower 100

Round off to the nearest 1000 (a) 1 340 (b) 1 850

1 000 A 1 500 B 2 000

Using a number line allows you see which is the closest multiple of 100

(a) 1 000 is the closest multiple of 1000 to 1 340 which is at point A. It is 660 units away from
2 000.
(b) 2 000 is the closest multiple of 1000 to 1 850 which is at point B. It is only 150 units away
from 2 000.

Tip
Greater than 500- Round Up to higher multiple of 1 000.
Less than 500- Round down to lower multiple of 1 000.

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Rounding off to decimal fractions
Round off to the nearest whole number (a) 7,2 (b) 7,7

7 7,1 7,2 7,3 7,4 7,5 7,6 7,7 7,8 7,9 8

Using a number line allows you see which is the closest whole number.

8
(a) 7 is closer to 7,2. It is 0,8 or 10 units away from 8.
3
(b) 8 is closer to 8. It is 0,3 or 10 units away from 8.

Tip
Greater than 0,5- Round up to the closest whole number.
Less than 0,5- Round down to the closest whole number.

CLASSWORK: Activity 2

1. Round each of the following numbers off to the nearest whole number:
7,6 18,3 204,5 1,89 0,9 34,7 11,5 0,65
2. Round each of the following numbers off to one decimal place:
7,68 18,93 21,47 0,643 0,938 1,44 3,81
3. Round each of the following numbers off to two decimal places:
3,432 54,117 4,809 3,762 4,258 10,222 9,365 299,996

CLASSWORK: Activity 3
1. John and three of his brothers sell an old bicycle for R44,65. How can the brothers
share the money fairly?
2. A man buys 3,75 m of wood at R11,99 per metre. What does the wood cost him?
3. Estimate the answers of each of the following by rounding off the numbers:
(a) 89,3 × 3,8 (b) 227,3 + 71,8 − 28,6

HOMEWORK: ACTIVITY 1

1. How many numbers are there between 3,1 and 3,2?

2. In each case, give a number that falls between the two numbers.
(This means you may give any number that falls anywhere between the two numbers.)
(a) 3,5 and 3,7 (b) 3,9 and 3,11 (c) 3,1 and 3,2

3. Below are the results of some of the 2012 London Olympic Events.
In each case, order them from first to last place.
Women: 400 m hurdles – Final
Name Country Distance Place
Georganne Moline USA 53,92 s (a)
Kaliese Spencer JAM 53,66 s 4TH
Lashinda Demus USA 52,77 s (b)
Natalya Antyukh RUS 52,70 s (c)
T’erea Brown USA 55,07 s (d)
Zuzana Hejnova CZE 53,38 s (e)

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DAY 4
Decimal Measurements
Classwork: Activity 1
1. Read the lengths at the marked points (A to D) for the number lines below
(a) (b)

(c) (d)

(e) (f)

2. Copy the number line below and show the following numbers on it:
(a) 0,6 (b) 1,2 (c) 1,85 (d) 2,3
(e) 2,65 (f) 3,05 (g) 0,08

Decimal Patterns-counting in decimals

Examples

0 0,1 0,2 0,3 0,4 0,5 0,6 0,7 0,8 0,9 1

0,1 0,11 0,12 0,13 0,14 0,15 0,16 0,17 0,18 0,19 0,2

0,01 0,011 0,012 0,013 0,014 0,015 0,016 0,017 0,018 0,019 0,02

Activity 2
Complete the sequence on the number lines below.
(a)

0,6 0,9 1,6

(b)

2,3 2,7 3,3

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(c)

0,17 0,24 0,27

(d)

0,233 0,239 0,243

Activity 3
Complete the number sequences below.
Example:
0,34; 035; 0,36;_____; 0,39 Answer: 0,34; 035; 0,36; 0,37; 0,38; 0,39

(a) 0,1; 0,3; 0,5; ____; 0,9

(b) ____; ____; 0,23____; 0,25; ____; 0,27 ; 0,28; 0,29
(c) 0,31; ____; 0,33; ____; 035; 0,36; ____; ____; ____

Homework
COMPLETE THE EXERCISES IN YOUR CLASSWORK BOOK
Activity 1
Copy the number lines below. Write the next ten numbers in the number sequences and
show your number sequences, as far as possible, on the number lines.
1. (a) 0,2; 0,4; 0,6; ____
(b)

(c) How many 0,2s are there in 1?

(d) Write 0,2 as a common fraction.

2. (a) 0,3; 0,6; 0,9; ...

(b)

(c) How many 0,3s are there in 3?

(d) Write 0,3 as a common fraction.

3. (a) 0,25; 0,5; ____

(b)

(c) How many 0,25s are there in 1?

(d) Write 0,25 as a common fraction.
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4. Write the next five numbers in the number sequences:

(a) 9,3; 9,2; 9,1; ...
(b) 0,15; 0,14; 0,13; 0,12; ...

DAY 5:
Classwork: Activity 1
1. What fraction of each square is shaded?
Complete the table in fractional and decimal notation.

A B C D
Decimal
Square Fraction
fraction
A

2. What part of each of the figures above is not shaded?

Decimal
Square Fraction
fraction
A

3. Write each of the decimals as common fractions.

(a) 0,45 (b) 0,7 (c) 0,03
(d) 0,95 (d) 0,20 (f) 2,5

4. Write the fractions as decimals.

2 7 3 1
(a) (b) (c) (d) 2
5 10 4 2

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13 11 14 6
( e) (f) 1 (g) (h)
20 50 25 5

Activity 2

1. If the tenths digit is nine and the units digit is five, what should I do to get an answer of 5,932?
2. Write the following decimal fraction: 0,435 in
(a) expanded notation
(b) common fraction

3. Round off 23, 4567 to the nearest

(a) Tenth
(b) Hundredth
(c) Thousandth

4. In the decimal fraction, 345, 916:

(a) The place value of the underlined digit
(b) The value of the digit in bold
HOMEWORK:

Activity 1

1. Round 19,3882 off to the nearest:

(a) Tens
(b) tenths
(c) Hundredth
(d) Thousandth

2. In the decimal fraction, 721, 632:

(a) The place value of the underlined digit
(b) The value of the digit 6 in bold

3. Write the following decimal fraction: 0,706 in

(a) expanded notation
(b) common fraction

Activity 2

1. Below are the results of some of the 2012 London Olympic Events.
In each case, order them from first to last place.

(a) Men: 110 m hurdles – Final

Name Country Distance Place

Aries Merritt USA 12,92s (a)
Hansle Parchment JAM 12,12s (b)
Jason Richardson USA 13,04s (c)
Lawrence Clarke GBR 13,39s (d)

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Orlando Ortega CUB 13,43s (e)
Ryan Brathwaite BAR 13,40s (f)

(b) Men: Javelin-Final

Name Country Distance Place

Andreas Thorkildsen NOR 82,63 m (a)
Antti Ruuskanen FIN 84,12 m (b)
Keshorn Walcott TRI 84,58 m (c)
Oleksandr Pyatnytsya UKR 84,51 m (d)
Tero Pitkamaki FIN 82,80 m (e)
Vitezslav Vesely CZE 83,34 m (f)

DAY1: MEMORANDUM:
B. Number lines and fractions
(a) Tenths (t)

0 1 2 3 4 5 6 7 8 9 1
10 10 10 10 10 10 10 10 10

(c) Hundredths (h)

1 2 3 4 5 6 7 8 9
0 100 100 100 100 100 100 100 100 100 1

CLASSWORK: Activity 1

1 5 50 1 25 1 2 20
1. (a) 2 = 10 = 100
(b) 4 = 100
(c) 5
= 10 = 100

2.
8 10 50 5 90 8
(b) 10 > 100
(b) 100
= 10
(c) 100 > 10

2 25 35 5 75 2
(e) 10 < 100
(e) 100
< 10
(f) 100 > 5

10 1
3. (a) 10 hundredths or or 1 tenth or 10
100
1
(c) Red
100
30
(d) Blue 100

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57
4. Not shaded:
100

6 60 12
5. (a) 10 (b) 100 (c) 20

6. (a) 𝑁𝑜 (b) 𝑁𝑜 (c) 𝑁𝑜

3 2 4 5 3 6 7 4 8 9 5 10
7. 10
; 5
= 10 ; 10 ; 5
= 10; ; 10
; ; 5
= 10; ; 10
; ; 5
= 10 = 1

8.

0 1 3 1 7 40 9 1
5 10 2 10 50 10

DAY 1: MEMORANDUM:
HOMEWORK: Activity 2

4 40 8 8 4
1. (a) (b) 100 (c) 20 (d) No; = 10
10 20

2.

Tenths (t) hundredths (h)

𝟏 𝟏
(𝟏𝟎) (𝟏𝟎𝟎)
(a) 𝟓 (b) 50
𝟏𝟎 100
(c) 𝟐 (d) 20
𝟏𝟎 100
(e) 25
100

3. 3 4 7 8 9

10 10 10 10 10

𝟓 𝟕𝟎 𝟗𝟎 𝟏
4. (a) 1 > (b) < 1 (c) 𝟏𝟎𝟎 >
𝟏𝟎 𝟏𝟎𝟎 𝟏𝟎𝟎

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DAY 2: MEMORANDUM:
CLASSWORK
Activity 1
2.
(a) 5,2 - five comma two (b) 3,7 - three comma seven
(c) 4,17 -four comma one seven (d) 14,99 - fourteen comma nine-nine
(e)28,002 - twenty-eight comma zero-zero two
(f) 4,217 - four comma two one seven (g) 1,809 - one comma eight zero nine
(h) 200,202 - two hundred comma two zero two

Activity 2
(a) 6,298 -tenths (t) (b) 3,59 -hundredths (h) (c) 5,893 -units
(d) 9,990 -hundredths (h) (e) 765,331 -hundredths (h) (f) 49,823 - tens (T)
(g) 36,809 -units (h) 100,01 -hundredths (h)

Activity 3

2 9
(a) 6,298 - (b) 3,59- 100
(c) 5,893 5 units = 5
10

9 3
(d) 9,990 - (e) 765,331 100
(f) 49,823 4 tens=40
100

0
(g) 36,809 6 units = 6 (h) 100,01 -
10

Activity 4

(a) 5,970 = 5 units + 9 tenths + 7 hundredths + 0 thousandths

(b) 6,569 = 6 units + 5 tenths + 6 hundredths + 9 thousandths
(c) 3,105 = 3 units + 1 tenth + 0 hundredths + 5 thousandths
(d) 8,880 = 8 units + 8 tenths + 8 hundredths + 0 thousandths
(f) 7,331 = 7 units + 3 tenths + 3 hundredths + 1 thousandth
(f) 4,217 = 4 units + 2 tenths + 1hundredth + 7 thousandths
(g) 47,809 = 4 tens + 7 units + 8 tenths + 0 hundredths + 9 thousandths
(h) 200,202 = 2 hundreds + 0 tens + 0 units +2 units + 5tenths + 0 hundredths + 2 thousandths

Gr 7 Decimal Fractions(draft)
Page 22 of 28
 GET DIRECTORATE

Thousandths
Thousands

Hundredths
Hundreds

Tenths
Units
Tens
Th H T U , t h th
1
000
100 10 1 , 𝟏
𝟏𝟎
𝟏
𝟏𝟎𝟎
𝟏
𝟏𝟎𝟎𝟎
(a)
4,893
4 , 8 9 3
(b)
73,017
7 3 , 0 1 7
(c)
234,002
2 3 4 , 0 0 2
(d)
1 000,101
1 0 0 0 , 1 0 1
(e)
0,35
0 , 3 5

HOMEWORK:
Activity 5

9 999 147
1. (a) 1000 = 0,009 (b) 1000 = 0,999 (c) 1000 = 0,147

2. (a) 2,004 (b) 2,374 (c) 8,101

3. (a) 2,57 (b) 2,507 (c) 2,057

(e) 5,431 (e) 5,143 (f) 5,134

4.
Thousandths
Thousands

Hundredths
Hundreds

Tenths
Units
Tens

,
Th H T U , t h th
1
000
100 10 1 , 𝟏
𝟏𝟎
𝟏
𝟏𝟎𝟎
𝟏
𝟏𝟎𝟎𝟎
(a) 32,120
3 2 , 1 2 0
(b) 9,07
9 , 0 7
(c) 990,9
9 9 0 , 9
(d)
,
6
510 5 6
(e)
,
809
1231000 1 2 3 8 0 9
(f)
,
9
100 1 0 0 0 9
100

Gr 7 Decimal Fractions(draft)
Page 23 of 28
 GET DIRECTORATE

DAY 3: MEMORANDUM:
CLASSWORK:
Activity 1

1. (a) 0,8 > 0,08 (b) 0,24 < 0,42 (c) 0,246 < 0,642
(e) 0,001 < 0,010 (e) 0,003 =0,003 (f) 0,67 < 0,76

2. (a) 0,009; 0,09; 0,9 (b) 0,033; 0,3; 0,33 (c) 0,6; 0,66; 0,666
(d) 0,642; 0,7; 0,71 (e) 0,009; 0,06; 0,69 (f) 0,899; 0,98; 0,99

3. 0,8; 0,75; 0,62; 0,55; 0,465; 0,4; 0,15; 0,005

4.
Name Country Distance Place
Anna Nazarova RUS 6,77 m 5th
Brittney Reese USA 7,12 m 1st
Elena Sokolova RUS 7,07 m 2nd
Ineta Radevica LAT 6,88 m 4th
Janay DeLoach USA 6,89 m 3rd
Lyudmila Kolchanova RUS 6,76 m 6th

Activity 2
1. 8 ; 18 ; 205 ; 2 ; 1 ; 35 ; 12 ; 1
2. 7,7 ; 18,9 ; 21,5 ; 0,6 ; 0,9 ; 1,4 ; 3,8
3. 3,43 ; 54,12 ; 4,81 ; 3,76 ; 4,26 ; 10,22 ; 9,37 ; 300,00

Activity 3

1. R44,65 ÷ 4 = 11,1625 ≈ R11,16

Three brothers will get R11,16 and one brother will get R11,17.
2. 3,75 × 11,99 = 44,9625 ≈ R44,96
3. (a) 89 × 4 = 356 (b) 227 + 72 − 29 = 270

HOMEWORK: Activity 1

1. Unlimited/ Infinite
2. (a) 3,6 or 3,55 or 3,679
(b) 3,2 or 3,41 or 3,889
(c) 3,15 or 3,11 or 3,195

3.
Name Country Distance Place
Georganne Moline USA 53,92 s 5th
Kaliese Spencer JAM 53,66 s 4TH
Lashinda Demus USA 52,77 s 2nd
Natalya Antyukh RUS 52,70 s 1st
T’erea Brown USA 55,07 s 6th
Zuzana Hejnova CZE 53,38 s 3rd

Gr 7 Decimal Fractions(draft)
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 GET DIRECTORATE

DAY 4: MEMORANDUM:
Classwork: Activity 1
1.

(a) (b)

(c) (d)

(e) (f)

Classwork:
Activity 1
2.

Activity 2

(a)

0,6 0,7 0,8 0,9 1,0 1,1 1,2 1,3 1,4 1,5 1,6

(b)
2,3 2,4 2,5 2,6 2,7 2,8 2,9 3,0 3,1 3,2 3,3

(c)
0,17 0,18 0,19 0,20 0,21 0,22 0,23 0,24 0,25 0,26 0,27

(d)

0,233 0,234 0,235 0,236 0,237 0,238 0,239 0,240 0,241 0,242 0,243

Gr 7 Decimal Fractions(draft)
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 GET DIRECTORATE

Activity 3

(a) 0,1 ; 0,3; 0,5 ; 0,7 ; 0,9

(b) 0,21 ; 0,22 ; 0,23; 0,24 ; 0,25; 0,26 ; 0,27 ; 0,28; 0,29
(c) 0,31 ; 0,32 0,33 ; 0,34 ; 035; 0,36; _0,37 ; 0,38 ; 0,39

Homework
Activity 1
1. (a) 20
(b) 19,4
(c) 19,39
(d) 19,388

2. (a) Hundredths (h)

6
(b) Six tenths or
10
Activity 2

1. (a) 0,2; 0,4; 0,6; 0,8; 1,0; 1,2; 1,4; 1,6; 1,8; 2; 2,0; 2,2; 2,4; 2,6

(b)

1
(c) 5 (d)
5

2. (a) 0,3; 0,6; 0,9; 1,2; 1,5; 1,8; 2,1; 2,4; 2,7; 3; 3,3; 3,6; 3,9

(b)

3
(c) 10 (d)
10

3. (a) 0,25; 0,5; 0,75, 1; 1,25; 1,5; 1,75; 2; 2,25; 2,5; 2,75; 3

(b)

1
(c) 4 (d)
4
4. (a) 9,3; 9,2; 9,1; 9; 8,9; 8,8; 8,7; 8,6
(b) 0,15; 0,14; 0,13; 0,12; 0,11; 0,1; 0,09; 0,08; 0,07

Gr 7 Decimal Fractions(draft)
Page 26 of 28
 GET DIRECTORATE

DAY 5: MEMORANDUM:
Classwork: Activity 1
1. 2.

Decimal Decimal
Square Fraction Square Fraction
fraction fraction
A 𝟓𝟎 0,5 A 𝟓𝟎 0,5
𝟏𝟎𝟎 𝟏𝟎𝟎
B 𝟏 0,01 B 𝟗𝟗 0,99
𝟏𝟎𝟎 𝟏𝟎𝟎
C 𝟐𝟓 0,25 C 𝟕𝟓 0,75
𝟏𝟎𝟎 𝟏𝟎𝟎
D 𝟖𝟑 0,83 D 𝟏𝟕 0,17
𝟏𝟎𝟎 𝟏𝟎𝟎

𝟒𝟓 𝟕 𝟑
3. (a) (b) (c)
𝟏𝟎𝟎 𝟏𝟎 𝟏𝟎𝟎

𝟗𝟓 𝟐𝟎 𝟓
(d) (e) (f) 2
𝟏𝟎𝟎 𝟏𝟎𝟎 𝟏𝟎

7
=0,7
2 4 75 5
4. (a) = = 0,4 (b) (c) =
3
= 0,75 (d) 2 = 2
1
10 = 2,5
5 10 10 4 100 2

13 65 11 22 14 56
(e) = = 0,65 (f) 1 =1 = 1,22 (g) 25 = 100 =0,56
20 100 50 100

1 20
6
(h) 5 = 1 5 = 1 = 1,20
100

Activity 2
3 2
1. Add +
10 100

435
2. (a) 0,435 = 0 units + 4 tenths + 3 hundredths + 5 thousandths (b)
1 000

3. (a) 23, 5 (b) 23,46 (c) 23,457

1
4. (a) thousandths (b)
10

Gr 7 Decimal Fractions(draft)
Page 27 of 28
 GET DIRECTORATE
HOMEWORK
Activity 1

1. (a) 20
(b) 19,4
(c) 19,39
(d) 19,388

2. (a) Hundredths (h)

6
(b) six tenths or
10

3. (a) 0,706- 0 units +7 tenths + 0 hundredths + 6 thousandth

706
(b)1 000

Activity 2 Activity 2
(a) (b)

Name Country Distance Place Name Country Distance Place

Aries Merritt USA 12,92s 1st Andreas NOR 82,63 m 6th
Thorkildsen
Hansle JAM 12,12s 3rd
Parchment Antti FIN 84,12 m 3rd
Ruuskanen
Jason USA 13,04s 2nd Keshorn TRI 84,58 m 1st
Richardson
Walcott
Lawrence GBR 13,39s 4th Oleksandr UKR 84,51 m 2nd
Clarke Pyatnytsya
Orlando CUB 13,43s 6th Tero Pitkamaki FIN 82,80 m 5th
Ortega
Ryan BAR 13,40s 5th Vitezslav CZE 83,34 m 4th
Brathwaite Vesely

Gr 7 Decimal Fractions(draft)
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