DAILY LESSON PLAN

Week 10 Developed by: Nimra Aamir

Date: 04-10-2021 Taught by: Nimra, Zainab
Subject: Mathematics Class: V Period 1 ,2
Chap/Topic: Decimals Sub Topic: Multiplying by hundreds
Objective(s): Students will be able to:
 Multiply a decimal by hundreds
Skills focused on:
 Multiplying by hundreds, Critical thinking, brainstorming.
Resources:
 Board, Syllabus breakup, teacher’s guidence , textbook , marker.
Methodology:
 Lecture, discussion, calculating, recognizing, brain storming, activity based.
Previous Knowledge:
 Students will be asked to recall the concept of decimals which they studied in class IV.
 How you will multiply whole numbers by tens, hundreds and thousands?
Explanation:

 Go over Textbook pages 125-126. Explain that multiplying a

decimal up to 3 decimal places by 100 is the same as moving
the decimal point 2 places to the right. It means the answer is

 100 times bigger than the given decimal.

Do several examples on the board:
e.g. 0 . 7  100 = 70
3 . 21  100 = 321
7 . 546  100 = 754.6
Again, point out that the decimal point is moving 2 places to

the right.

Do Textbook page 126 Example 3 on the board with student

input.

Let the students do some examples independently in their

Share the Success Criteria before any written task is assigned.

Students do Textbook page 127 Practice Qs 1a-d

independently.

Students do Workbook page 77 Q3a-d &Q5 independently..

Go over Textbook page 126-127 Examples 4, 5 & 7 (students

by a multiple of hundred.

Do several examples on the board with student input.

 Do Textbook page 126 Example 6 on the board with student input.

Share the Success Criteria before any written task is

assigned.

Students do Textbook page 127 Practice Q1e-h

independently.

Students do Workbook page 76-77 Q2a-c &Q4independently.

Activity 2:
  Refer to the “Lets Explore” activity on Textbook pg
128. Students may work in groups.
 Success criteria:
 when multiplying by 100, move the decimal point 2 places to the right.
 Assessment plan:
Questions will be asked from students as a prompt to clarify the concepts.
 Classwork: TB pg 29 Qs a-h on neat notebook.
 Homework: WB pgs 16-17 Qs1-4 h.w on workbook.

Coordinator’s sign:___________ Section head’s sign:___________

DAILY LESSON PLAN

Week 10 Developed by: Nimra Aamir
Date: 06-10-2021 Taught by: Nimra, Zainab
Subject: Mathematics Class: V Period 1 ,2
Chap/Topic: Decimals Sub Topic: Multiplying by thousands
Objective(s): Students will be able to:
 Multiply a decimal by thousands
Skills focused on:
 Multiplying by thousands, Critical thinking, brainstorming.
Resources:
 Board, Syllabus breakup, teacher’s guidence , textbook , marker.
Methodology:
 Lecture, discussion, calculating, recognizing, brain storming, activity based.
Previous Knowledge:
 Students will be asked to recall the concept of decimals which they studied in class IV.
 How you will multiply decimals by tens, hundreds?
Explanation:

Go over Textbook page 127-128 Examples 1-2. Explain

multiplying by 1000 is the same as moving the decimal point

3 places to the right.

Do several examples on the board with student input.

e.g. 7.4  1000 = 7400

15 .27  1000 = 15270

34.085  1000 = 34085

Note: When there are three or less than three digits after the

decimal point, we add zeros at the end to be able to show the movement of the decimal point, e.g.
6.2 = 6.2000, 45.01 = 45.0100
Let the students do some examples independently in their

notebooks.

Do Textbook page 128 Example 3 on the board with student

input.
 Students do Workbook page 76-77 Q2a-c &Q4independently.
Share the Success Criteria before any written task is assigned.
Students do Textbook page 129 Practice Qs a-d independently.
Students do Workbook page 79 Q3 a-f &Q4 a-d independently.
Go over Textbook page 129 Examples 4, 5 & 7 (students may write on the Textbook). Explain how to
multiply a decimal by a multiple of a thousand.
Do several examples on the board with student input.
Do Textbook page 129 Example 6 on the board with student input.
Share the Success Criteria before any written task is assigned.
Students do Textbook page 129 Practice Q1e-h independently.
Students do Workbook page 79 Q4e-h independently.

Activity 3: (Group work)

Prepare menu cards for each group, giving the price of some dishes in decimals e.g. egg fried rice Rps
138.50
Give each group a menu. Determine a budget that the group has to maintain. Ask each group
member to choose a dish from the menu card.
Then, assign certain questions for the students to work out.
2). 1). Add up the total bill Subtract the total from the budget amount
3). If any dish is repeated, multiply by the number of times repeated
Divide the total bill amongst the members of the group& any other relevant questions of
your/students choice
 Success criteria:
 when multiplying by 1000, move the decimal point 3 places to the right.
 Assessment plan:
Questions will be asked from students as a prompt to clarify the concepts.
 Classwork: TB pg 32 Qs a-h
 on neat notebook.
 Homework WB pgs 18-19 Qs1-3
 h.w on workbook.

Coordinator’s sign:___________ Section head’s sign:___________

 DAILY LESSON PLAN
Week 10 Developed by: Nimra Aamir
Date: 08-10-2021 Taught by: Nimra, Zainab
Subject: Mathematics Class: V Period 1 ,2
Chap/Topic: Decimals Sub Topic: Dividing by tens and hundreds.
Objective(s): Students will be able to:
 Divide a decimal by tens and hundreds
Skills focused on:
 Dividing by tens and hundreds, Critical thinking, brainstorming.
Resources:
 Board, Syllabus breakup, teacher’s guidence , textbook , marker.
Methodology:
 Lecture, discussion, calculating, recognizing, brain storming, activity based.
Previous Knowledge:
 Students will be asked to recall the concept of division which they studied in class IV.
 How you will divide a whole number by tens and hundreds?
Explanation:
 Introduce the topic and share the objectives.
 Go over Textbook page 130-131 Examples 1-2. Explain that dividing a decimal by 10 is the same
as shifting the decimal point 1 place to the left.
e.g. 8 . 7  10 = 0.87

 Do several similar examples on the board with students’ input. Make sure that all the
students understand that the decimal point is moving one place to the left.
 Do Textbook page 131 Example 3 on the board with student input.
 Let the students do some dividing by ten examples independently in their notebooks.
 Share the Success Criteria before any written task is assigned.
 Students do Textbook page 131 Practice Qs a-d independently.
 Students do Workbook page 81 Qs 3&4 independently.
 Go over Textbook page 131 Examples 4&6 (students can write on the Textbook). Explain how
to deivide a decimal number by a multiple of 10.
 Do Textbook page 131 Example 5 on the board with student input.
 Share the Success Criteria before any written task is assigned.
 Students do Textbook page 131 Practice Qs e-h independently.
Divide by hundred
 Introduce the topic & share the objectives.
Go over Textbook pg 132 Examples 1-2. Explain that to divide a decimal number by 100 is the
same as moving the decimal point 2 places to the left.
e.g. 4 2 . 7  100 = 0 . 4 2 7

 Do several similar examples on the board (Emphasize on adding zeros at the beginning of the
number before the decimal point). Make sure that all students understand that the decimal
point is moving 2 places to the left. Let the students do some dividing by one hundred
examples independently in their notebooks.
 Do Textbook page 133 Example 3 on the board with student input.
 Share the Success Criteria before any written task is assigned.
 Students do Textbook page 133 Practice Qs e-f
 Students do Workbook pages 83 Q 3a-d,
 Go over Textbook page 135 Examples 4&6 (students can write on the Textbook). Explain how
to divide a decimal number by a multiple of 100.
 Do Textbook page 135 Example 5 on the board with student input.
 Share the Success Criteria before any written task is assigned.
 Students do Textbook page 135 Practice Qs d-h independently.
 Students do Workbook pages 82-83 Qs 2, 4 & 5 independently.
Activity:
(Group work)

Prepare menu cards for each group, giving the price of some dishes in decimals e.g. egg fried rice Rps
138.50
Give each group a menu. Determine a budget that the group has to maintain. Ask each group member
to choose a dish from the menu card.
Then, assign certain questions for the students to work out.
4). 1). Add up the total bill Subtract the total from the budget amount
5). If any dish is repeated, multiply by the number of times repeated
Divide the total bill amongst the members of the group& any other relevant
questions of your/students choice
 Success criteria:
 when dividing by 10, move the decimal point 1 places to the left.
 when dividing by 100, move the decimal point 2 places to the left.
 Assessment plan:
Questions will be asked from students as a prompt to clarify the concepts.
 Classwork: TB pg 35 Qs a-h, TB pg 37 Qs a-hon neat notebook.
 Homework WB pgs 20-21 Qs1-4, WB pgs 22-23 Qs1-3 h.w on workbook.

Coordinator’s sign:___________ Section head’s sign:___________