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Lesson 6: “Understanding Decimals”

This lesson will provide you with the idea of how to teach decimals and other topics
relevant to it in the intermediate grades. This includes the relationship between decimals and
fractions, place value of decimals, rounding off decimals, terminating, repeating, and non-
terminating decimals. This will equip soon to be teachers with an understanding of such
concepts that is vital in building up learners’ knowledge of decimals.

Lesson Objectives:
At the end of the lesson, the students are expected to:
1. Recognize appropriate tools in teaching the concept of decimals
2. Identify the different concepts related to decimals
3. Relate the concept of decimals in real life

Getting Started:
How were you taught decimals when you were in elementary?
Were you taught using models?

Below is an excerpt from a story I read about an elementary teacher who was about
to introduce decimals to her pupils.

“Jane used base-ten blocks extensively while teaching place values, addition and
subtraction of whole numbers involving regrouping, and many other topics, and they worked
very well. Now that it was time for her pupils to learn decimal numbers, she thought of those
blocks again and wanted to take advantage of them in this new task. This is what she said to
her pupils one day: ‘We used those blocks before. But in order to deal with our decimal
numbers now, we need to change what each block represents.’”

Question: Do you think her idea of changing what each of the blocks represents is
wise? Why or why not?

Discussion:
Models sure do help in providing a conceptual understanding of decimals (or even
other mathematical concepts). But sometimes it can also create confusion with reference to
a child’s previous learning. Just like Ma’am Jane’s case from the story. Ever since her pupils
were exposed to base-ten blocks, the idea that a unit block is 1, a rod is 10, and a flat is 100
may very well have taken root in them. And then there was a sudden change. Ma’am Jane
wanted the same blocks to represent a different value. Naturally, it would be confusing.
Even if she decided to use the decimal squares (as taught in most of the textbooks
nowadays), the idea can still be confusing. See the images on the next page.

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For some, their justification would be “blocks

are different from squares”. There is a point in
there and although some of the pupils at the
intermediate grades will be able to understand
the idea, it can still be confusing since it
actually looks almost the same. Just like how 63
is represented in blocks and 0.63 in the decimal
squares.

So, how do we teach decimals to intermediate pupils? One is through money. Since
prices in decimal form are everywhere, we might as well utilize it in teaching. Money bills and
coins make a good manipulative set for teaching decimals. The other one is through a meter
tape measure. This is best suited for the fast learners though (given the idea of a meter,
decimeter, and centimeter). Nonetheless, it is a good tool in representing decimals.
Decimals, as taught in the intermediate grades, most often refers to numbers (like
17.46 and 0.45) that uses place value and a decimal point to show part of a whole. Learners
at this level should have learned to think of decimal numbers as fractions or mixed numbers
with denominators of powers of ten. For further understanding, a number line can be used as
a model for decimals. See the illustration below.
FACT: The positions of the digits to the left of the
decimal point represent place values that are
increasing powers of 10 (1,102 , 103 , . . .). The
positions to the right of the decimal point represent
place values that are decreasing powers of 10
(10−1 , 10−2 , 10−3 …) or reciprocals of powers of
1 1 1
10 ( 10 , 100 , 1000
…).

A decimal place value chart will help children understand the place value and value
of a digit in a decimal number as it is with whole numbers. Take note of the difference
between the two.
Whole Numbers Decimals
Hundreds Tens Ones Tenths Hundredths Thousandths Ten Thousandths
4 0 . 3 4 1 9
1 2 1 . 0 4 5
9 . 1 2
0 . 2 8

The place value of the digit 5 in 121.045 is thousandths.

The value of the digit 5 in 121.045 is five thousandths or 0.005.

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Decimals are read as fractions according to its place value. For example, 121.045 is
read as one hundred twenty-one and forty-five thousandths. Notice that we use “and” to
indicate the decimal point. However, decimals are not read as fractions in daily life. And
sometimes it can be confusing especially if the decimal is too long. But just because we do
not read decimals as fractions in our daily lives does not mean learning how to read it as
fractions is not important. For instances like 0.000001 second. Instead of reading it as ‘zero
point zero zero zero zero zero one second’ we can read it as “one millionth of a second”.

At this point, pupils should also be able to write fractions in decimal form and vice
versa. Study the examples below:
1. 2. 3. 4. 5.

6. 9.

7.

8.

Do you notice a pattern or method in examples 1-5 in changing a fraction to a

decimal? Did you notice as well that in example no. 9 there were two ways in which you can
change an improper fraction into a decimal? Now it depends on which method you think is
easier for you.
In the examples given above, you will see that all decimals have finite number of
digits. Such decimals are called terminating decimals because division ends or terminates
with a remainder of zero. However, there are other cases as presented below:
1. 2.

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Notice that the same remainder repeats and division does not end or terminate. These
are what we call non-terminating decimals. The examples given are also called repeating
decimals since the digits were repeated endlessly. It may be a single digit or a block of
digits.
Fact: There are decimals which are non-terminating but not repeating. A very well-
known example of which is the pi or 𝜋 which is the ratio of the circumference of a circle to its
diameter. 𝜋 is approximately 3.14159265. . .
As it is with whole numbers, decimals can also be rounded off. Observe the following
examples:
Number Answer
5.6 rounded to the nearest whole number 6
3.94 rounded to the nearest tenths 3.9
58.199 rounded to the nearest hundredths 58.20
39.7914 rounded to the nearest thousandths 39.791
52.75685 rounded to the nearest ten thousandths 52.7569

Besides rounding off, intermediate grade pupils are also taught of how to compare
decimals. It is quite the same with whole numbers. However, children often get confused in
comparing decimals that have different number of decimal places. For example, they may
think 0.75 is greater than 0.8 since the former has a greater number of decimal places than
the latter. One approach in teaching this to children is to change each decimal to
hundredths - that is, 0.75 and 0.80. Study more examples below:

Compare the following decimals:

1. 0.9 and 0.90 One way to enhance retention of this topic is to
0.90 = 0.90 engage them through an activity. This was taken
Thus, 0.9 = 0.90 from a book in grade 5 Math.
You may ask them to find a partner and write 5
2. 3.06 and 3.04 true and 5 false statements about comparing
3.060 > 3.040 decimals on index cards. When all is set, ask
them to shuffle the cards then put it face down.
Thus, 3.06 > 3.04
Player 1 turns over an index card and tells
3. 4.5 and 4.05 whether it is true or false. If his/her answer is
4.500 > 4.050 correct, he/she keeps the card otherwise, it shall
Thus, 4.5 > 4.05 go back to the deck. Player 2 takes turn. The
player who collects the most card wins!
4. 33.123 and 32.312
Thus, 33.123 < 32.312

In doing the activity, you did not only have the pupils create their own examples, they were also able to identify what
is right and wrong. This skill would be essential in their lives as the years go by. Just take note that in doing the
activity, you should still be able to manage the class. Make sure that nobody cheats and that you roam around to
see how all your pupils are doing. Provide help if needed.

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Application:
Based on what you have learned from this lesson, how would you teach the concept
of decimals to your future pupils?

Summary of the Lesson:

Models can be used to teach concepts regarding decimals. However, it should be
used correctly and appropriately. You may use money as manipulative as well as meter tape
measure. You might as well use a number line for a more technical way of representing
decimals and learns how to convert fraction to decimal and vice versa. At the intermediate
level, topics on place value and value of a digit in the decimal number is discussed as well
as rounding off and comparing decimals. You may also use partner games to enhance
learners’ retention of the topic.

Assessment:
Read the following. Write your answer in the space provided before the number.
________1. The value of the digit 7 in 34.576 is
a. hundredths c. both a and b
b. seven hundredths d. none of the above
________2. Below are examples of fractions that when changed into a decimal is a non-
terminating decimal EXCEPT
1 1 1 1
a. 8 b. 9 c. 11 d. 12
________3. 43.999 rounded off to the nearest hundredths is
a. 43 b. 43.9 c. 43.99 d. 44
________4. Which of the following symbols will satisfy this given? 𝟎. 𝟏 ______ 𝟎. 𝟎𝟖
a. < b. = c. > d. None of the above

For no. 5, answer briefly and concisely.

Based on the nine examples on page 25, write a rule on how to change fractions
whose denominators are powers of 10 AND whose denominators can be expressed as
powers of 10. Explain how you come up with that rule. (Note that your answer should be for the
two mentioned cases).

Enrichment Activity:
Create a sample worksheet for the topics discussed in this lesson.

References/Attribution:
Butaran, et. al. (2018) Number Smart Worktext in Mathematics
Liu, (2017) Common Mistakes in Teaching Elementary Math-and how to avoid them

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Lesson 7: “Operations on Decimals”

This lesson will equip you with an understanding of how to add, subtract, multiply, and
divide decimals. As mentioned in the previous lessons, your understanding of the matter is
significant in the success of whatever strategy you are going to use in teaching. It pays to
know the hows and why’s of doing operations on decimals.

Lesson Objectives:
At the end of the lesson, the students should be able to:
1. Explain how to add, subtract, multiply, and divide decimals
2. Recognize appropriate strategies in teaching operation on decimals
3. Identify and explain errors usually made by pupils in doing operations on decimals

Getting Started:
“If I spent P12.50 for a drink, and P49.00 for a sandwich, how much did I spend for my
snack?” This is a decimal addition problem. “If I had P110.75 in my pocket before I bought
the snack, how much do I have left?” This is a decimal subtraction problem. “If I want to buy
12 ball pens worth P39.25 each, how much would I pay for it?” This can be a decimal
multiplication problem since it will be easier to multiply than add the amount 12 times. “If we
are five in our group of friends and had a lunch date, and the total price of our meal was
P1,045.75, how much would each of us contribute?” This is a decimal division problem. The
fact is operations on decimals are just everyday math.

Discussion:
Just like with whole numbers and fractions, operations on decimals are of course
taught to intermediate grades. We can never do away with operations (now you probably
think it makes sense that they are called “basic operations”). It goes along with the notion of
“going back to the basics”.
Most children tend to get scared of the idea of operations on decimals. It really is
confusing to tell you honestly. And it gets more confusing if their foundation in doing the
operations in whole numbers are not that firm. This mostly depends on how they were taught
in the primary grades.
To teach operations on decimals to learners at the intermediate grades, you may
present them first with a sample problem. Give them time to understand and observe the
problem. Afterwards use appropriate questions to extract the necessary knowledge - more
of like discovery learning. It is like they become the teacher instead of you just telling them
what to do. Provide examples (as shown on the next page) and allow them to explain what
they have observed. Engage in a discourse where you inquire the whats, hows and whys of
the process/es they have observed. You may also use the Notice-Wonder strategy. This is a
very effective discussion strategy to get all your pupils talking (because everyone can

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describe something they saw and ask an interesting question regardless of their math ability).
The key in this strategy is that you allow children to wonder about anything in the problem.
Here are some examples of adding and subtracting decimals:
Addition of Decimals

Subtraction of Decimals

Notice that adding and subtracting decimals are almost the same as with whole
numbers. As you look into the examples, what is the most important thing to remember in
adding and subtracting decimals that is quite different than whole numbers?
____________________________________________________________________________
Now the challenge lies on multiplication and division. Admit it or not, children will very
much likely have a hard time with this. But then again, this is one of the most essential
learning competencies for the pupils to learn in the intermediate grades. Make sure you
teach multiplication and division separately from addition and subtraction.
The first skill to work on is how to multiply a decimal by a whole number. Below are
some examples:
Multiplying a Decimal and a Whole Number

One tip in teaching this to children is to use color coding, that is, put any number with
a decimal in one color and the whole number in a different color. This will help your pupils
see where the decimal point is located. Then do the operation. Make sure to write the steps
on the board and that each are specific and straightforward. Do not use too many words.
Remind your pupils as well that in decimals, we count the decimal places from right to left.
Below are more examples of multiplying decimals.
Multiplying Decimals

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Observe examples 1 and 2. If the given doesn’t have the same number of digits or
decimal places, arrange them in such a way where the one that has a greater number of
digits goes on top of the one that has a fewer number of digits. That way it will look like as if
you were multiplying whole numbers to avoid confusion. Afterwards, count the number of
decimal places based on how many there is in the given.
Besides directly multiplying decimals, children are also taught how to multiply decimals
using the Distributive Property of Multiplication over Addition. It greatly helps in mental
computation. Observe the following examples:
Multiplying Decimals using the Distributive Property of Multiplication over Addition
1. 2.5 x 4 = (2 + 0.5) x 4 2. 1.20 x 5 = (1 + 0.20) x 5
= (2 x 4) + (0.5 x 4) = (1 x 5) + (0.20 x 5)
=8+2 =5+1
= 10 =6
3. 5.7 x 3 = (5 + 0.7) x 3 4. 4.25 x 2 = (4 + 0.25) x 2
= (5 x 3) + (0.7 x 3) = (4 x 2) + (0.25 x 2)
= 15 + 2.1 = 8 + 0.50
= 17.1 = 8.50
If you have seen that the pupils understood the process and that you wish to change
the lesson from multiplication to division, you may now let them use calculators for the sole
purpose of making them observe a pattern. (if you wish to cater those who are kinesthetic
and visual learner you may use the movable decimals activity indicated in the suggested
links). Study the examples below:
Multiplying Decimals by increasing and Dividing Decimals by increasing and
decreasing Powers of 10 decreasing Powers of 10
1. 1.4325 x 10 = 14.325 1. 1.4325 ÷ 10 = 0.14325
2. 1.4325 x 100 = 143.25 2. 1.4325 ÷ 100 = 0.014325
3. 1.4325 x 1 000 = 1 432.5 3. 1.4325 ÷ 1 000 = 0.0014325
4. 1.4325 x 0.1 = 0.14325 4. 1.4325 ÷ 0.1 = 14.325
5. 1.4325 x 0.01 = 0.014325 5. 1.4325 ÷ 0.01 = 143.25
6. 1.4325 x 0.001 = 0.0014325 6. 1.4325 ÷ 0.001 = 1 432.5
Do you notice a pattern? Your pupils would probably do so too. You may then ask
them to tell a rule or technique that would make it easy for them to remember whenever
they encounter these in solving. Let them realize the relationship between multiplication and
division.
Tip before discussing division of decimals, provide a review or a drill in dividing whole
numbers as well as multiplying decimals by increasing and decreasing powers of ten. This is
an important background for pupils to be able to understand the lesson. Refrain from telling

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them that dividing decimals is more difficult than dividing whole numbers and fractions.
Instead, build an atmosphere of challenge rather than fear and difficulty.
Study the following examples of dividing decimals:
Dividing Decimals

Dividing Decimals by Whole Numbers

Apparently, there is no shortcut to learning all these. You must teach it as explicitly as
you could make sure the content and process is right. Allow time for children to absorb ideas
one at a time and engage them to activities that will motivate and challenge them.

Application:
Create one problem each involving the operations on decimals.

Summary of the Lesson:

At the intermediate level, children learn how to add, subtract, multiply, and divide
decimals. In teaching these to the learners, teachers can use the discovery learning and
notice-wonder strategy. These are strategies by which the teacher presents a problem or an
example and lets the pupils observe whatever there is in the given. The teacher may

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proceed to asking them questions to extract knowledge or it could also be that the learners
are the ones to ask questions.
Teaching the operations should always begin with addition and subtraction. Make the
pupils observe examples. Division and multiplication on the other hand should be taught in
separate periods so children will not be too bombarded with knowledge.
Operation on decimals are quite the same as with whole numbers except that one
must always consider the placing of the decimal point. Mental computation in multiplying
decimals can be enhanced using the distributive property of multiplication over addition.

Assessment:
1. Identify the errors on the following. Write the correct way of doing it and explain your solution.
a.

b.

2. Find the product of 4.56 and 8.12. Provide a step by step guide in how you multiplied it.

3. Write a rule in multiplying and dividing decimals by increasing and decreasing powers of ten.

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4. Find the product of 4.31 and 2 using the Distributive Property of Multiplication Over
Addition. Label the parts of your solution.

5. Find the quotient of 14 390.64 and 22. Explain your solution.

Enrichment Activity:
Evaluate and write a review on the math games (particularly on the operations on
decimals) present on the second link in the suggested links below.

Suggested Links:
You can check the link below for more ideas and games in operations on decimals.
https://www.ck12.org/section/multiplication-and-division-of-decimals-%3a%3aof%3a%3a-
grade-6-differentiated-instruction-%3a%3aof%3a%3a-ck-12-middle-school-math-grade-6-
teachers-edition/
http://www.math-play.com/decimal-math-games.html

References/Attributions:
Butaran, et. al. (2018) Number Smart Worktext in Mathematics
https://www.ck12.org/section/multiplication-and-division-of-decimals-%3a%3aof%3a%3a-
grade-6-differentiated-instruction-%3a%3aof%3a%3a-ck-12-middle-school-math-grade-6-
teachers-edition/
http://undercovercalculus.com/decimal-division-strategies/

Learning Module on Teaching Math in the Intermediate Grades