VLOG 4: Subtraction of Decimals (Flow)

Activity: (same 3 person as in the addition of decimals)

(Sample scene – can be changed and can be modified fully)
 Person 2: Gusto ko mag milktea libre mo naman ako
 Person 1: sige ba basta g ka sa isa nanamang math challenge
 Person 3: sige ba. Sus easy lang yan. Panalo nga ako last time
 Person 2: Well, you did, but not this time around.
 Person 1: Okay, okay. This time, I’ll giving you 3 problems about subtraction of decimals.
And same as last time, whoever gives 3 correct answer will have his favorite milktea for
free. And just like last time, my other friends (viewers) will also take the challenge.
 Person 1 gives 3 simple problems about subtraction of decimal numbers
 Person 2
 wrote the numbers to be subtracted in such a way that the decimal
points are vertically aligned – which was his mistake last time
 subtracted the numbers normally just like how whole numbers are
being subtracted
 placed the decimal point in the answer exactly below the decimal
point of the numbers being subtracted
 Person 3
 wrote the numbers to be subtracted in such a way that the decimal
points are vertically aligned
 added zeros to the right of the given numbers to make the number
of digits after the decimal point the same or equal.
 subtracted the numbers normally just like how whole numbers are
being subtracted
 placed the decimal point exactly below the numbers added such
that all the decimal points are aligned
 Person 1 tells his 2 friends that time is up
 Persons 2 and 3 show to Person 1 (and to the viewers) their answers. [Better if the two
answers and solutions will be flashed on the screen, side by side]
 Person 1 tells his 2 friends that like last time, he will ask his other friends (viewers)
whose answers are correct.
Analysis: (same as in addition of decimals, but can be entirely modified)
 Which of the two answers and solutions are correct?
 [Better to tell which answers and solutions are correct]
 Which one committed an error (or errors)?
 [Better to tell which answers and solutions committed error/s]
 What error is committed?
 Person 1 tells his 2 friends and the viewers that in order to clarify things up, they have to
listen and participate in the discussion
Abstraction: (I suggest having the same flow as in addition of decimal numbers)
 How do we subtract decimal numbers?
 Subtracting decimal numbers apply the same rules as adding decimals.
 First, we also write all the decimal numbers to be subtracted in such a way that the
decimal points are vertically aligned
 Let say we have 11.64−5.12
 Same as in addition of decimals, let’s us also write these numbers to be subtracted in
such a way that the decimal points are vertically aligned
11. 64
– 5. 12
 Since we already have equal number of digits after the decimal point, there is no need to
add zeros to the right of any of these numbers
 Now that the decimal point of the numbers to be subtracted are already properly aligned,
and there is equal number of digits after the decimal point, we can proceed to
subtracting the numbers just like how we normally subtract any whole numbers
 Show how the numbers are subtracted
 And lastly, after subtracting the numbers, we can place the decimal point of the answer
exactly below that decimal point of the numbers we have subtracted
11. 64
+ 5. 12
6 . 52
 Let’s have another example
 This time, let’s subtract 28.5 by 6.14
 To do this, let’s first write these numbers in such a way that the decimal points are
vertically aligned
28. 5
−6. 14

 Now that we have already written the numbers in a way that the decimal points are
vertically lined up, we can now add zero/s to the right 28.5, to make the number of digits
to the right of the decimal point equal or the same with 6.14. In our example, we will
have:
28. 5 0
- 6. 14
 Now let’s subtract the numbers just how we normally subtract whole numbers
 Show how the numbers are subtracted
 And lastly, let’s place the decimal point of our answer exactly below that decimal point of
the numbers we have subtracted
28. 5 0
- 6. 14
22 .36
 Provide other examples
  Generalize

Application:
 Tell the viewers that now it’s their time to apply what they’ve learned
 Give problems regarding subtraction of decimals
 It is an option to still discuss/check the answers