Ratios and Proportion · B4 Mathematics

Lesson notes

Learning Objectives

Indicator: B4.1.4.1.1 - Describe and represent decimals (tenths and hundredths) concretely, pictorially, and symbolically

By the end of the lesson, learners can:

Identify and name tenths and hundredths shown in pictorial representations such as shaded grids and number lines.
Use a place value chart with a decimal point to write fractions with denominators of 10 and 100 as decimal numbers (e.g., write 7/10 as 0.7 and 23/100 as 0.23).
Convert given common fractions into equivalent tenths or hundredths and then write them as decimals.
Represent a given decimal such as 0.4 or 0.25 using a grid or number line.
Read and write decimal numbers correctly, placing digits in the correct tenths and hundredths positions.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Ratios and Proportion (1.4)
Content standard: B4.1.4.1 - Develop an understanding of decimals (tenths and hundredths) using concrete and pictorial representations and write decimal fractions as base ten numbers with place value.
Indicator: B4.1.4.1.1 - Describe and represent decimals (tenths and hundredths) concretely, pictorially, and symbolically
Suggested placement: Term 2, Week 3 (Week 15 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.25
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 25
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Use pictorial representations or number line to revise tenths and hundredths and ask pupils to identify the fractions (i.e. A, B, C, D, & E).

Wide colour mathematical teaching visual is organised as a number line with horizontal divisions, vertical... — A wide colour mathematical teaching visual is organised as a number line with horizontal divisions, vertical divisions, coloured regions. Visible labels, values, and notation include: 0; 1; D; E; 0.8; F; 1.0; 10.

E.g. 2. Use the tenth and hundredth place value chart to illustrate how to write the fraction as a base ten number with the introduction of the decimal point "∙" after ones place in the place value chart.
E.g. 3. Give pupils several common fractions (including improper fractions) to convert into tenths and hundredths and write their decimal names.

Nearly square black-and-white mathematical teaching visual is organised as a table with horizontal divisions,... — A nearly square black-and-white mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions. Visible labels, values, and notation include: hs and; es.; A; D; Value Chart; Fraction; 1; 25; 7=100; 125; 81000; •; IOS; 2; 5; 33=; 100°.

 The "Tenth and Hundredth Place Value Chart" (rows A to D, columns Fraction / 1s / . / 1/10 s / 1/100 s) is set beside E.g. 3 and its cells interleave with the exemplar in the text layer; the figure shows it. E.g. 3 also carries a worked line the text layer garbles, printed as "E.g. 7 2/5 = ?/10 = ?".