CLASS: VII SUBJECT:- MATHS Ch – 3 Decimals PERIOD COUNT __1
LEARNING OBJECTIVES
Students will learn
● The concept of Decimals
● Addition and Subtraction of decimals
● Multiplication of decimals by 10,100,1000
Concept ● Multiplication of decimals by whole numbers and decimals
● Division of decimals by 10,100,1000
● Division of decimals by whole numbers and decimals
● Use of decimals in Units of measurement
● Real life problems related to decimals
Students will be able to
know about main concepts of decimals and their addition and subtraction
Skills They will be able to multiply decimals by whole numbers and decimal numbers
They will be able to divide decimals by whole number and decimal numbers
They will be able to solve related life problems related to decimal real life
Value Even if we have one thing , we can share it equally. (Sharing is Caring)
1. decimals are added and subtracted by converting into like decimals
2. to convert larger units to smaller units we multiply
3. to convert small smaller units into larger units we divide
Misconception
Incorrect Correct
Facts and
misconceptions 3 5 6 3 5 6
+ + + 500 + + + 500
100 10 1000 100 10 1000
= 356.500 or 5 3 6
= 500 + + +
= 500.356 10 100 1000
= 500.536
Vocabulary/ tenths , hundredths, thousandths, multiplier , multiplicand, decimal numbers.
Keywords
TEACHING AIDS/ RESOURCES
Blackboard, Textbook, Smartboard, Compass , Ruler.
ACTION PLAN
Teacher will activate the prior knowledge by asking probing questions.
1. What will be the number name for 0.005?
Prior Knowledge 2. Which is greater?
a. 0.265 or 2.65
3. 3. What will be the standard form of 200 + 3 + 0.2 + 0.003?
Plan execution Introduction to Decimals
Numbers with a point are decimal numbers. For e.g. weight, height and interest rate in the following
examples.
A decimal number refers to a number consisting of the following two parts:
(i) Integral part (before the decimal point)
(ii) Fractional Part (after the decimal point).
These both are separated by a decimal separator (.) called the decimal point.
1. Write the following decimal numbers in the standard form:
, 1 1
a. 9 x 100 + 3 x 10 + 5 x 1 + 7 x 1 x +2x
10 100
1 1 1
b. 2 x 1000 + 7 x 100 + 2 x 10 + 6 x +9x +4x
10 100 1000
Homework Rewind exercise from page 49.
ASSESSMENT
Creating
Remembering Definition and concept map
Evaluating
Analyzing
CLASS: VII SUBJECT:- MATHS Ch – 3 Decimals PERIOD COUNT __2
LEARNING OBJECTIVES
Students will learn
Concept
Addition and subtraction of decimals
Students will be able to
Skills
know about main concepts of decimals and their addition and subtraction
Value Uneven roads can also be a the path of success, if we are organized
Before adding, decimal number should be converted in like decimals
Misconception
Incorrect Correct
Add :−¿ Add :−¿
Facts and
33.34+ 234 33.34+ 234
misconceptions
Solution :−¿ Solution :−¿
33.34 33.34+ 234.00
+.234 33 . 34
33.574 234. 00
267.34
Vocabulary/ Addition , like decimals, subtraction
Keywords
TEACHING AIDS/ RESOURCES
Blackboard, Textbook, Smartboard, Compass , Ruler.
ACTION PLAN
Prior Knowledge Teacher will activate the knowledge of like and unlike decimals
Q1- Identify the like and unlike decimal numbers .
11.23 ; 11.234 ; 234.44 ; 23.7 ; 34.000 ;7.85
LEARNING OBJECTIVES
Students will learn
● The concept of Decimals
● Addition and Subtraction of decimals
● Multiplication of decimals by 10,100,1000
Concept ● Multiplication of decimals by whole numbers and decimals
● Division of decimals by 10,100,1000
● Division of decimals by whole numbers and decimals
● Use of decimals in Units of measurement
● Real life problems related to decimals
Students will be able to
know about main concepts of decimals and their addition and subtraction
Skills They will be able to multiply decimals by whole numbers and decimal numbers
They will be able to divide decimals by whole number and decimal numbers
They will be able to solve related life problems related to decimal real life
Value Even if we have one thing , we can share it equally. (Sharing is Caring)
1. decimals are added and subtracted by converting into like decimals
2. to convert larger units to smaller units we multiply
3. to convert small smaller units into larger units we divide
Misconception
Incorrect Correct
Facts and
misconceptions 3 5 6 3 5 6
+ + + 500 + + + 500
100 10 1000 100 10 1000
= 356.500 or 5 3 6
= 500 + + +
= 500.356 10 100 1000
= 500.536
Vocabulary/ tenths , hundredths, thousandths, multiplier , multiplicand, decimal numbers.
Keywords
TEACHING AIDS/ RESOURCES
Blackboard, Textbook, Smartboard, Compass , Ruler.
ACTION PLAN
Teacher will activate the prior knowledge by asking probing questions.
1. What will be the number name for 0.005?
Prior Knowledge 2. Which is greater?
a. 0.265 or 2.65
3. 3. What will be the standard form of 200 + 3 + 0.2 + 0.003?
Plan execution Introduction to Decimals
Numbers with a point are decimal numbers. For e.g. weight, height and interest rate in the following
examples.
A decimal number refers to a number consisting of the following two parts:
(i) Integral part (before the decimal point)
(ii) Fractional Part (after the decimal point).
These both are separated by a decimal separator (.) called the decimal point.
1. Write the following decimal numbers in the standard form:
, 1 1
a. 9 x 100 + 3 x 10 + 5 x 1 + 7 x 1 x +2x
10 100
1 1 1
b. 2 x 1000 + 7 x 100 + 2 x 10 + 6 x +9x +4x
10 100 1000
Homework Rewind exercise from page 49.
ASSESSMENT
Creating
Remembering Definition and concept map
Evaluating
Analyzing
CLASS: VII SUBJECT:- MATHS Ch – 3 Decimals PERIOD COUNT __2
LEARNING OBJECTIVES
Students will learn
Concept
Addition and subtraction of decimals
Students will be able to
Skills
know about main concepts of decimals and their addition and subtraction
Value Uneven roads can also be a the path of success, if we are organized
Before adding, decimal number should be converted in like decimals
Misconception
Incorrect Correct
Add :−¿ Add :−¿
Facts and
33.34+ 234 33.34+ 234
misconceptions
Solution :−¿ Solution :−¿
33.34 33.34+ 234.00
+.234 33 . 34
33.574 234. 00
267.34
Vocabulary/ Addition , like decimals, subtraction
Keywords
TEACHING AIDS/ RESOURCES
Blackboard, Textbook, Smartboard, Compass , Ruler.
ACTION PLAN
Prior Knowledge Teacher will activate the knowledge of like and unlike decimals
Q1- Identify the like and unlike decimal numbers .
11.23 ; 11.234 ; 234.44 ; 23.7 ; 34.000 ;7.85
