No.

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Teacher’s Resource _Maths_L8

Grade: 6 Subject: Mathematics Book: NCERT

L No.: 8. Decimals _____ TR Status: Proposal Approved Dt: 26/10/2020

Content of Teacher’s Resource:

Part A PART B PART C PART D
Lesson Outline Teaching resource and Assessment & Rubric Student reinforcement
activities parameter material
 Lesson’s Objective  Lesson Division /  Assessment  Notes (Definitions /
 Essential Details Chapter Break-up /  Reports & Records New words /
 Co-relation with Topic wise plan Statements):
other areas  Topic-wise teaching  Exercises / Q & A:
strategy  Worksheet
 Activities / Practical  Mind maps and
 Highlights of lesson Flowcharts
 Reinforcements  Points to
Remember

PART A

1. Lesson’s Objectives / Competencies to be achieved:

1.1. Learning Outcomes: The students will be able:
1) to understand the concept of decimal & relation with 10s, 100s, 1000s.
2) to represent decimals on number line.
3) to understand fractions as decimals & decimals as fractions.
4) to comparing decimals.
5) to use decimals; money, length, weight.
6) to add, subtract and solve decimal word problems
7) To learn to solve, do practically & apply decimals in day-to-day life.
8) To solve decimals sums orally - mental maths method

1.2. MER Rubrics:

 Understands the concept.
 Is accurate in solving the given sums.
 Can apply the concept taught.

1.3. Co-relation with Previous Year: Grade 5: L6 & 7 Understanding Decimal, Decimal
operations respectively.

1.4. Co-relation with next year: Grd 7 – L2: Fractions & Decimals

2. Essential Details:
2.1. No. of lectures required : 3 Weeks or say 18 lectures

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 2.2. Expected Schedule : December
2.3. Important Links:
2.3.1. SoA video link: Not yet uploaded EM6MAT_Decimals_8.1
2.3.2. Link for Extra Reference for tr:
Delta: Introduction to decimals: https://www.youtube.com/watch?v=aLSGXgvg5ow
True Curriculum: What is decimal: It says about why is it called decimal like deka,
decade etc https://www.youtube.com/watch?v=xiMuFg9UqNY
Komodo Math: Introduction to decimal: It talked about the number system
https://www.youtube.com/watch?v=t9vqm2eM5mk
Funda Jetley: Decimal Numbers: Definition and examples. We can easily add
number but what to do if we have to add a number which is less than 1.
https://www.youtube.com/watch?v=gP6HB7vd_nw
Bodhaguru: Introduction of Decimal System: Initial explanation is good from known
to unknown. https://www.youtube.com/watch?v=b6nmcBB1x50

2.3.3. Link to be shown to students: None

2.3.4. Reference to smart class content: None

3. Co-relation with other areas or activities:

3.1 Inclusion in Student’s Portfolio : Worksheets
3.2 Field Trip : N.A.
3.3 Bulletin Board : N.A.
3.4 Competition / Celebration : Competition - Mental Maths
3.5 Project to Parents : Decimals in day-to-day life
3.6 Project for Exhibition : N.A.

PART B

4. Lesson Division / Chapter Break-up / Topic-wise Plan:

Orde Topics of the Chapter No. of
r Lect

1. Understand the concept of decimal & relation with 10s.

2. Represent decimals on number line. 6
3. Understand fractions as decimals & decimals as fractions.
4. Understand hundredths & thousandths 3
5. Comparing decimals. 1
6. Use decimals; money, length, weight. 3
7. Add, subtract and solve decimal word problems 4
8. Learn to solve, do practically & apply decimals in day-to-day life. 1

5. Teaching Strategy / Break-up wise Plan / Topic-wise Strategy:

Particulars Description (Include HOTS / Value / Life Skills)

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Topic:1 to 3 Revise concepts of decimals & relation with 10s, 100, 1000s
No. of Lcs: 6 1. Brief introduction of decimals by questioning method. Derive answers from
the students only. Keep an order of questions prepared in advance.
2. Revise points to remember of last year’s lesson ‘Understanding Decimals’.
3. Before moving on to the operations, the students must be clear about the
decimal point, place values, how is it read, what the zeros mean, basic facts
related to decimals.
4. Make students understand tenths as 1/10 or decimal
Representing Decimal on number line & understand fractions as decimal
and vice versa
1. Probe questions to students whether they have any idea about how to
represent decimals on number line. Allow random answers. This is for
brainstorming.
2. Relying on the student’s answers one after another release the facts or
the instructions to represent decimals on number line. Eg: how to create
a number line, what does a number line usually begin with, how does a
number line work etc.
3. After receiving all the clues, explain the entire process in one go.
4. Draw student’s attention towards fractions as origin point for decimals
and decimals can always be written as fractions.
5. The flow of the topic would be
Explanation → Textbook → Notebook → Worksheets
6. In notebook, write representing number line, fraction-decimal fraction
facts, solve Exercise 8.1. Get all the questions solved in class by
students.
7. Assign Practice worksheet no. 8.1
Topic: 4 Understand hundredths & thousandths:
No. of Lcs: 3 1. Explain through blackboard work using questioning method. Do not
explain directly, probe questions and get answers from students.
2. Draw students attention towards left to right movement and its effect.
3. Keep making a fact list in one corner of the blackboard so that it can be
revised in nutshell.
4. In notebook, Solve Exercise 8.2. (Can divide blackboard into 4 parts,
split class into teams and call the representative to solve.)
5. Assign practice worksheet no. 8.2
Topic: 5 Comparing Decimals:
No. of Lcs: 1 1. Explain through blackboard work using questioning method. Do not
explain directly, probe questions and get answers from students. Eg: to
compare what is essential, how to compare, how decimals can be
compared.
2. Keep making a fact list in one corner of the blackboard so that it can be
revised in nutshell.
3. In notebook, Solve Exercise 8.3. (Can divide blackboard into 4 parts,
split class into teams and call the representative to solve.)
4. Assign practice worksheet no. 8.3.
Topic: 6 Using Decimals: Money, length and weight
No. of Lcs: 3 1. Question students to revise about the units of measurement, how 1 unit
of measurement is formed and then connect with the decimal.
2. In notebook, solve Exercise 8.4and write standard units of measurement.

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 Topic: 7 Add, subtract and solve decimal word problems:
No. of Lcs: 1 1. Explain through blackboard work using questioning method. Do not
explain directly, probe questions and get answers from students.
2. First begin with addition  subtraction  word problems
3. Make students understand the key words mentioned in the word
problems and interpret the sentences, and re-write them in the form of
answer.
4. The students must first of all figure-out what does the problem state,
what operation does the problem demands, how can the operations be
done, how to write the answer statement in a proper order.
5. The flow of the topic would be
Explanation & board work→ Textbook → Notebook → Worksheets
6. In notebook, solve Exercise 8.5 & 8.6 Involve students to solve. (Can
divide blackboard into 4 parts, split class into teams and call the
representative to solve.)
7. Assign Practice worksheet no. 8.4.
Topic: 8 Mental Maths & Day-to-day application:
No. of Lcs: 2 1. Make students solve and answer the sums orally by imagining.
2. After giving couple of examples, derive day-to-day application of decimals
from the students.
3. Solve the examples mentioned in between the chapter.

6. Major Activities / Practicals / Demonstrations to be done:

6.1. Activity by the teacher: No activities, ONLY demonstration.
6.2. Activity by the students: No activities.

7. Highlights of the lesson/ Content to be covered (only discussion)

7.1. Same as ‘Points to Remember’, pt. no. 11.5.

8. Practice / Reinforcements: (H.W. / Projects & Assignments / HOTS)

8.1. H.W. : None
8.2. Worksheets : Total 4 worksheets. From no. 8.1 – 8.4.
8.3. Projects : None.
8.4. Other : None

PART C

9. Ground Assessments:
9.1. Points of assessment:
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 1 Understand the concept of decimal & relation with 10s.
2 Represent decimals on number line.
3 Understand fractions as decimals & decimals as fractions.
4 Understand hundredths & thousandths
5 Comparing decimals.
6 Use decimals; money, length, weight.
7 Add, subtract and solve decimal word problems
8 Learn to solve, do practically & apply decimals in day-to-day life.

9.2. Authority’s Method of Assessment:

5. Cross-check: Continuous assessment sheet.
6. Take a proxy class for verification

10. Report & Records:

10.1. Report by teacher:
 Points to be covered in report : As per 9.1 & CCE Sheet
 Report Format : CCE Sheet
 Submit to : To be fed online
 Report Submsn Deadline : 48 hours
10.2. Report by Supervisor : Remarks in CCE Sheet

Record Keeping:
10.3. Records to be prepared& maintained by Tr : None
10.4. Records prepared by the Students : None
10.5. Final Records to be stored at Administration Level : CCE Report print for remedial
10.6. Final Report & Record’s Storage Location : Spr – Yet to be defined.

PART D

11. Study Material: (Lesson’s Important Notes / Exercises or Q & A/ Points to remember)

11.1. Notes (Definitions / New words / Statements):

 Definitions – Decimal, facts, representing it on number line
 Each and every Topic of the chapter / facts and all the sums of the exercise. Wherever
diagrams are there in the exercise, the students must be asked to draw the diagram at
home.
 At the end of the chapter, ‘Points to Remember’ is required to be written in the notebook.
Notes:
Decimals:
1. The numbers used to represent numbers smaller than unit 1 are called decimal
numbers.
2. The decimal point or the period plays a significant part in a Decimal Number.
3. This period separates the fractional part and whole number part in a decimal number.
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 4. Place value of a digit can be defined as the value of a digit as per the place of that
digit in a number.
5. Decimals are used in many ways in our lives.
6. For example, in representing units of money, length and weight.
Example: Price of the book is Rs. 34.5

Representing decimals on a number line:

Example: Represent 1.3 on the number line.

•1.3 is more than 1 but less than 2.
•Divide each unit length into 10 equal parts. From 1, take 3 parts to the right and we will get
1.3.

Inter-conversion of fractions and decimals

Fractions as decimals
12/5 = 24/10 = (20+4) / 10 = 20/10 + 4/10 = 2+0.4 = 2.4
Decimals as fractions
21.2 = 21 + (2/10) = (210/10) + (2/10) = (212/10) = (106/5)

Recurring and terminating decimals (Extra information, not covered in textbook)

A terminating decimal is a decimal number which has finite number of digits after the
decimal. Example: 0.35
A recurring decimal is one where its decimal representation becomes periodic or same
sequence of digits keeps repeating indefinitely. Example: 31.213333…

Comparing decimals:
• Any two decimal numbers can be compared by comparing their whole part and decimal
parts.
• If the whole parts are equal than the tenth parts can be compared and so on.
Comparison when whole parts equal
Compare 22.3 and 22.5
Whole parts are equal. Hence we compare tenths part.
22.3=22 + 3/10
22.5 = 22 + 5/10
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 3/10<5/10
∴ 22.3 < 22.5.

Comparison whole parts are unequal

Let’s Give Names to Numbers

Tenths and Hundredths
191.8 = 191 + (8/10)
⇒ 8 occupies the tenths position.
Move the tenths place to the right by one unit, the place value decreases further to 1/100th
(hundredth) place.
191.86 = 191 + 8/10 + 6/100
⇒ 6 occupies the hundredths place
Place values
• Place value gives a value of the number depending on its location.
• Place value table of 5.2 is as shown below.

Many Many Many Points Together

Addition of Decimals
Addition of 1.29 and 0.34

Thus, 1.29 + 0.34 = 1.63

Subtraction of Decimals
Subtraction of 5.25 from 8.28

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 Thus, 8.28 – 5.25 = 3.03
Points on How to Use the Points
Point shift trick
Division: Point is shifted to the left by the number of zeroes in the denominator.
• 150/100=1.50 (Shifting decimal by 2 points to the left)
• 1.5/1000=0.0015 (Shifting decimal by 3 points to the left)
Decimals in length measurement
• 1m = 100cm
• 1cm = 1/100m = 0.01m ( Move decimal to left by 2 units in the numerator as there are
two zeroes in the denominator )
• 150cm = 150/100m = 1.5m
Decimals in weight measurement
• 1 kg = 1000 g
• 1 g = 1/1000 kg
• 298 g = 298/1000 kg = 0.298 kg (Move the decimal to the left by 3 places in the
numerator as there are 3 zeroes in the denominator)

11.2. Exercises / Q & A: All exercises will be solved as mentioned in the textbook
11.3. Worksheets: No classwork worksheets. Practice worksheets are there.

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11.4. Mind maps / Flowcharts / Diagrams:

11.5. Points to Remember:

1. The numbers used to represent numbers smaller than unit 1 are called decimal numbers.
2. The decimal point or say period comes between ones place and tenths place in a decimal
number. The decimal point or say period separates the fractional part and whole number
part in a decimal number. Eg. 17.28
3. Decimals are used in many ways in our lives. For example, in representing units of
money, length and weight.
4. On a decimal number line, divide the unit length between any two numbers into 10 equal
parts.

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5. Fractions are decimals and decimals are fractions.
6. Tenths – Eg: 191.8. Hundredths – Eg: 191.08. Thousandths – 191.008

7. Expanded form of a decimal:

8. To compare any two decimal numbers, compare the whole part and then the decimal
parts.
9. Units of measurements / Money:
Length:
1 cm = 10 mm
1 m = 100 cm
1 km = 1000 m

1cm = 1/100m = 0.01m ( Move decimal to left by 2 units in the numerator as there are
two zeroes in the denominator )
150cm = 150/100m = 1.5m
Weight / volume:
1 g = 1000 mg
1 kg = 1000 g
1 litre = 1000 ml
298 g = 298/1000 kg = 0.298 kg ( Move the decimal to the left by 3 places in the
numerator as there are 3 zeroes in the denominator )
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 Money:
1 Rupee = 100 paise
10. A terminating decimal is a decimal number which has finite number of digits after the
decimal. Eg: 0.35
11. A recurring decimal is one where its decimal representation becomes periodic or same
sequence of digits keeps repeating indefinitely. Eg: 31.213333333
12. Add or subtract two decimal numbers as per the place values, keeping in centre the
decimal point.

13. To multiply, shift the decimal point to the right by the number of digits in the
denominator.
14. To divide, shift the decimal point to the left by the number of digits in the denominator.
Eg: 150/100 = 1.50, 150/1000 = 0.150

-x-

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