MY FIRST STEP INTERNATIONAL SCHOOL

Tutors: Subject: Mathematics

Mr. Dzah Vincent Elikem
Date: 18/09/23 – 22/09/23 References: Cambridge Mathematics Curriculum,
Learners Book, Workbook.
Pages: 12-14
Year: 5 Strand: -The Number and the Number System
Sub- strand: - Understanding place value
Duration: 4hrs 2mins Resources:

Lesson Objectives:
At the end of the lesson the class will be able to;

o Understand and explain the value of each digit in decimals (tenths and hundredths).
o Compose, decompose and regroup numbers, including decimals (tenths and hundredths).
o Use knowledge of place value to multiply and divide decimals by 10 and 100

Development of Lesson:

(Day 1
Mon.,
50mins)  Understand and explain the value of each digit in decimals (tenths and hundredths).

In pairs, ask each learner to draw the following placeholders on a mini whiteboard or a piece of paper:

___ ___ . ___ ___

Learners take it in turns to roll a 0–9 die to generate 4 digits each and then write each digit on one of
the empty placeholders. Learners should tell their partner the digit they are placing and the value it
has. For example, if a learner rolled a 3 and placed it in the tenths place, they would say, ‘I’m putting
my 3 in the tenths place, it is worth 3 tenths’.

The other learner then rolls the die and repeats the process. Once a learner has placed a digit, they
cannot move it. Once both learners have filled all of their placeholders, they compare their numbers
and the player with the highest number wins.

Ask learners:
What strategies are you using to help you win?
Does the digit you roll determine where you want to place it?

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 Learners will show they are generalising (TWM.02) when they notice strategies to help them
win and convincing (TWM.04) when they can explain their strategies. For example, they may
notice that when they roll a high number, a good strategy would be to write this in the tens
place, as this position has the most effect on how big their final number will be.

This activity can be extended by asking learners to give alternative values for each digit. For example,
‘I’m putting my 3 in the tenths place, it is worth 3 tenths or 30 hundredths’.

Learners will show they are characterising (TWM.05) when they correctly identify and
describe the place value properties of numbers.

Possible misconceptions:
1
Learners may call the tenths ( s) place the ‘one-ths’ (1s) place.
10
1 1
Learners may confuse the hundredths ( s) place with the tenths ( s) place because it is the
100 10
second space along.

1 1
Write a number with hundreds (100s), tens (10s), ones (1s), tenths ( s ¿ and hundredths ( s¿
10 100
on a piece of paper, for example 367.29, and keep this hidden from learners.

Ask learners to guess your number by asking you questions. You can only answer ‘yes’ or ‘no’. For
example, learners could ask:
‘Is the number greater than 100?’
‘Is the digit in your tenths place above 4?’
‘Is the digit in your hundredths place even?’

Use this activity to ensure learners are confident in using accurate place value terminology.

Learners can then play this game in pairs, taking turns to choose a number and to ask questions for
their partner to answer either ‘yes’ or ‘no’.

Ask learners if they can guess their partner’s number in 20 questions or less. What questions might
help you find the number more quickly?

Learners will show they are characterising (TWM.05) when they identify and describe the
place value properties of numbers.

Resources:
0–9 dice
Mini whiteboards

Assessment: – Classwork Learner’s book– pg. (13) question (1-3)

Homework: - Learner’s workbook – pg. (9), question (1-3)

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.(Day 2
Tues.,  Compose, decompose and regroup numbers, including decimals (tenths and hundredths).
50mins)
Write a number with hundreds, tens, ones, tenths and hundredths on the board, for example 104.32.

Give learners 3 minutes to decompose and regroup this number in as many different ways as they
can. For example, for the number 104.32 learners could:

 Decompose
100 + 0 + 4 + 0.3 + 0.02
 Regroup
100 + 4 + 0.2 + 0.1 + 0.01 + 0.01
52 + 52 + 0.15 + 0.15 + 0.02
10 432 hundredths

Then ask learners to compare and discuss their answers with a partner. For each correct answer they
have that is different to their partner’s answer, they earn one point. Ask learners to explain these
answers to their partner.

Encourage learners to be creative and explore ways of decomposing and regrouping a number.

Then give learners a decomposed or regrouped number and ask them to compose it as a decimal,
e.g.
4 tens, 7 ones and 56 hundredths = 47.56.

Learners will show they are convincing (TWM.04) when they explain to their partner how
they composed, decomposed or regrouped a given number.

This activity can be extended by giving learners further challenges such as:

Can you regroup 104.32 in a way that includes 14?

Can you regroup 104.32 in a way that includes 5 hundredths?
Can you write this number as a decimal, 2 tens and 54 hundredths?

Assessment: – Classwork Learner’s book– pg. (14) question (4-6)

Homework: - Learner’s workbook – pg. (10), question (4-8)
.(Day 3 .
Wed..,  5Np.03 Use knowledge of place value to multiply and divide decimals by 10 and 100
50mins)
Create a set of 8 cards that have either ÷10, ÷100, ×10, ×100 on them and distribute one set to each
pair of learners, who shuffle the cards and place them in a pile.

Ask learners to take turns with their partner to roll a 0–9 die 4 times and to create a 4-digit number
with two decimal places, for example, 35.64.

Once both learners in a pair have created their number, they select a card from the top of the pile (e.g.
×10). Learners then carry out the calculation on the number they have created (e.g. 35.64 × 10 =
356.4). They can use a place value grid to support their calculation if needed. Learners explain to their
partner how they have carried out the calculation and whether the total is larger or smaller than the
original number.

The learner with the smallest number wins a point. The cards are reshuffled and they repeat the
activity by each rolling the 0–9 die 4 times. This time the learner with the largest number wins. They
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 repeat the activity deciding each time whether the learner with the smallest or largest number wins.

Resources:
0–9 dice
Place value grids
Sets of cards showing ÷10, ÷100, ×10 or ×100

Possible misconceptions:
Learners may be using the strategy of ‘adding zeros’ when multiplying by 10 or 100, which worked for
whole numbers but introduces errors for decimals.
For example, learners may incorrectly say 3.6 × 100 = 3.600 rather than 360.
Learners sometimes confuse the direction in which they move the digits in a number to multiply or
divide by 10 or 100. Try to encourage learners to consider whether the numbers are getting larger (if
multiplying by 10 or 100) or smaller (if dividing by 10 or 100).

Remind learners that not all multiplication calculations make a number larger and not all division
calculations make a number smaller because this is not the case for multiplication and division by
numbers less than 1.

Assessment: – Classwork: - Learner’s book– pg. (14) question (7-9)

Homework: - Learner’s workbook – pg. (10-11), question (9-12)

.(Day 4
Thurs.,  . Revision on the knowledge of place value to multiply and divide decimals by 10 and
50mins) 100 for proper understanding and remedy

Create a set of 8 cards that have either ÷10, ÷100, ×10, ×100 on them and distribute one set to each
pair of learners, who shuffle the cards and place them in a pile.

Ask learners to take turns with their partner to roll a 0–9 die 4 times and to create a 4-digit number
with two decimal places, for example, 35.64.

Once both learners in a pair have created their number, they select a card from the top of the pile (e.g.
×10). Learners then carry out the calculation on the number they have created (e.g. 35.64 × 10 =
356.4). They can use a place value grid to support their calculation if needed. Learners explain to their
partner how they have carried out the calculation and whether the total is larger or smaller than the
original number.

The learner with the smallest number wins a point. The cards are reshuffled and they repeat the
activity by each rolling the 0–9 die 4 times. This time the learner with the largest number wins. They
repeat the activity deciding each time whether the learner with the smallest or largest number wins.

Resources:
0–9 dice
Place value grids
Sets of cards showing ÷10, ÷100, ×10 or ×100

Assessment: – Classwork: - Worksheets

Homework: - Learner’s workbook – pg. (11), question (13-15)

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.(Day 5  Revision on the knowledge of place value to multiply and divide decimals by 10 and 100
Fri., for proper understanding and remedy
50mins)

Organize a formative assessment on the topic for the week to ascertain learner’s
competencies.

Assessment: – Classwork:- Worksheets

Homework:- Workbook – pg. (12), question (16-18)

Differentiation (Addressing all learner’s needs):

Slow learners will be paired with other learners to foster their comprehension and speed to finishing
exercises
Home work/ Project/ Research:
o Split the class into groups of two
o Assign questions with question with limited days on Worksheets.

Comments: The topic is likely to be completed this week and revision may follow next week.

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