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659 Ansichten124 SeitenDECIMALS

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DECIMALS

© All Rights Reserved

Als PDF, TXT **herunterladen** oder online auf Scribd lesen

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659 Ansichten124 SeitenDECIMALS

© All Rights Reserved

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1

Represent fractions with denominators 10, 100, 1000 as

decimals.

Concept:

Learning Outcomes: 1.

2.

3.

4.

5.

Represent fractions 10

100

Represent fractions with denominators 10, 100 and 1000 as

decimals.

Read and write decimals to thousandths.

Compare the values of two given decimals.

Arrange decimals in order.

coins, erasers, sharpeners and flash cards that show decimals in

numbers and words.

Notes:

This lesson consists of four activities that are Activity 1 4.

Worksheet 4.1 is also included. The time needed to complete this

activity is 40 minutes. Since decimals had been taught in primary

school (up to 3 decimal places), teacher has to consider pupils

weaknesses and make necessary adjustments to the activities so

that the lesson would be more effective and interesting.

These activities are related to questions in Worksheet 4.1:

Activity 1: Question 1

Activity 2: Question 2

Activity 3: Question 3, 4, 5, 6, 7

Activity 4: Question 8, 9.

Teaching Aids:

Activity 1

Approach

Class

Aim

Steps

1.

Example:

(a) The volume of the grape juice is 1.25 litres.

road is 2.8 km.

2.

3.

Ask pupils to state the type of numbers that shown in 1(a), 1(b) and 1(c).

Encourage pupils to give other examples that show decimals in their

daily lives. Then, ask pupils to answer Question 1 in Worksheet 4.1.

Activity 2

Approach

Individual or in pairs

Aim

through measuring activities.

Steps

1.

2.

3.

using a ruler.

Pupils record their answer in cm (in fractions or decimals) on Question 2

in Worksheet 4.1.

Discuss pupils answers and explain to them how to write fraction with

denominator 10(tenth).

Activity 3

Approach

Class

Aim

Steps

1.

2.

3.

Accordingly, ask pupils to write the numbers in words.

Show flash cards that have decimals (0.1 0.9) and asks pupils to read

the numbers.

2 = 0.2 but 2 0.2.

Emphasise that 10

5

Activity 4

Approach

Individual

Aim

Steps

1.

2.

3.

4.

Have pupils draw a straight line in their exercise books and ask them to

divide the line into 10 equal parts.

Guide pupils to mark 0, 0.1, 0.2 0.9 and 1 on the number line.

Draw a number line that is divided into 10 equal small parts and then,

mark the points 0 and 1.

Ask pupils to mark the decimals (stated by the teacher) on the number

line.

Pupils answer Question 8 in Worksheet 4.1.

Worksheet 4.1

1.

2.

3.

4.

By measuring, determine:

(a) The thickness of a 50 sen.

_________________ cm

_________________ cm

_________________ cm

_________________ cm

1 =

(a) 10

2 =

(b) 10

3 =

(c) 10

4 =

(d) 10

5 =

(e) 10

(f)

6

10

7 =

(g) 10

8 =

(h) 10

(i)

9

10

Convert to decimals.

8 =

(a) 10

4 =

(b) 10

5 =

(c) 10

9 =

(d) 10

5.

6.

7.

8.

Write in fractions.

(a) 0.1 =

(b) 0.2 =

(c) 0.3 =

(d) 0.4 =

(e) 0.5 =

(f) 0.6 =

(g) 0.7 =

(h) 0.8 =

(i)

0.9 =

Convert to fractions.

(a) 0.4 =

(b) 0.9 =

(c) 0.6 =

(d) 0.1 =

3 =

(a) 10

(b) 0.5 =

(c) 0.7 =

3 =

(d) 10

8 =

(e) 10

(f) 0.2 =

(a)

0

0.1

0.2

0.1

0.2

0.1

0.3

0.4

0.5

0.6

0.7

0.6

0.7 0.8

(b)

0.4

0.9

(c)

9.

0.3

0.4

0.5

0.6

0.8

(a) 0.6, 0.2, 0.4, 0.1

_________________________________

(b) 1, 0.6, 0.4, 0.8

_________________________________

_________________________________

5

Represent fractions with denominators 10, 100, 1000 as

decimals.

Concept:

Learning Outcomes: 1.

2.

3.

4.

Represent fractions 10

100

Represent fractions with denominators 10, 100 and 1000 as

decimals.

Read and write decimals to thousandths.

Arrange decimals in order.

(b) A few one-meter rulers for pupils to do the activities in

groups or pairs.

(c) Cuts Appendix A into scales and paste it to the back of the

ruler in (b) continuously (90 cm long).

Teaching Aids:

Note:

This lesson consists of two activities. The time given is 40

minutes.

These activities are related to the question in Worksheet 4.2:

Activity 2: Question 1 7.

Activity 1

Approach

Class

Aim

1 m = 0.01 m.

To introduce 1 cm = 100

Steps

1.

1 m = 0.01 m.

1 cm = 100

2.

3.

Explain that the value of 100

100

0.25 as zero point two five and not zero point twenty-five.

Give exercise to pupils on how convert fractions with denominators of

100 and vice versa using a one-metre ruler.

Example:

Teacher shows point 25 cm on the ruler. Pupil A says twenty-five

hundredths metre; Pupil B says zero point two five metres.

Activity 2

Approach

Groups / in pairs.

Aim

To recognize that 100

100

value correct to 2 decimal places.

Steps

1.

2.

3.

4.

5.

6.

pupils to mark the following numbers on the ruler:

0, 0.1, 0.2, 0.3, 0.4, , 0.9

0, 0.01, 0.02, 0.03, , 0.09

Check pupils work.

Guides pupils to mark 0.11, 0.84 and 0.96 on the ruler.

Read any decimals correct to 2 decimal places that are less than 1 and

ask pupils to point the respective scales on their rulers. Ask pupils to

answer Question 1 4 (or parts of them if the time allocated is not

enough).

Give exercise to pupils on how to convert fractions in hundredth to

decimals and vice versa.

Guide pupils to compare the values of

0.1 and 0.01,

0.25 and 0.5 .

By using the rulers, let pupils discuss on

10 = 1 = 0.1

0.10 = 100

10

20 = 2 = 0.2,

0.20 = 100

100

Then, have pupils answer Question 5, 6, and 7.

Appendix

Worksheet 4.2

1.

2.

3.

4.

Convert to decimals.

25 = 0.25

(a) 100

18 =

(b) 100

75 =

(c) 100

5 =

(d) 100

6 =

(e) 100

(f)

3

100

Convert to fractions.

65

(a) 0.65 = 100

(b) 0.47 =

(c) 0.94 =

(d) 0.02 =

(e) 0.07 =

(f) 0.05 =

7 =

(a) 100

(b) 0.34 =

15 =

(c) 100

(d) 0.72 =

9 =

(e) 100

(f) 0.36 =

(a)

(b)

5.

(a) 0.01 and 0.1

6.

10 = 1 = 0.1

(a) 0.10 = 100

10

7.

(b) 0.20 =

(c) 0.30 =

(d) 0.40 =

(e) 0.50 =

(f) 0.60 =

(g) 0.70 =

(h) 0.80 =

(i)

0.90 =

(a) 0.75, 0.46, 0.88, 0.35

_____________________________

_____________________________

_____________________________

_____________________________

10

Concept:

decimals.

Learning Outcome:

1.

decimals.

Read and write decimals to thousandths.

Change fractions to decimals and vice-versa.

Arrange decimals in order.

2.

3.

4.

Note:

This lesson consists of three activities. Time allocated is 40

minutes.

These activities are related to questions in Worksheet 4.3

Activity 1: Question 1 4

Activity 2: Questions 5 and 6

Activity 3: Question 7

Teaching Aids:

Activity 1

Approach

Class

Aim

Steps

1.

based on pattern:

1

10

1

100

1

1000

= 0.2

2

100

= 0.01

2

1000

= 0.001

1

10 000

2.

2

10

= 0.1

= 0.02

= 0.002

= 0.0001

8

1000

= 0.008

11

1000

= 0.011

9

1000

= 0.009

12

1000

= 0.012

11

10

1000

3.

4.

5.

= 0.010

98

1000

= 0.098

101

1000

= 0.101

99

1000

= 0.099

102

1000

= 0.102

100

1000

= 0.100

4

1000

= 0.004

44

1000

= 0.044

444

1000

= 0.444

to decimals and vice versa.

Example:

5

10 000

45

100 000

6.

325

10 000

= 0.0005

= 0.0325

= 0.00045

Activity 2

Approach

Individual / Class

Aim

Steps

1.

2.

textbook. Then, ask them to record their findings in cm up to one decimal

place.

Explain how to convert mixed numbers with denominators of 10 to

decimals form and vice versa.

1 = 1.1

Example: 1 10

12

1 = 1 and 1

(Explain 1 10

10

= 1 and 0.1

= 1.1)

3

2.3 = 2 10

3

= 2 and 10

3 )

= 2 10

3.

and vice versa.

Example:

1 = 1.01 (Explain 1 1 = 1 and 1

1 100

100

100

= 1 and 0.01

= 1.01)

45 (Explain 3.45 = 3 and 0.45

3.45 = 3 100

45

= 3 and 100

45 )

= 3 100

4.

10 000 to decimals and vice versa.

Pupils answer Questions 5 and 6 in Worksheet 4.3.

Activity 3

Approach

Individual

Aim

To recognize the positions of decimals that are more than 1 on the number

line.

Steps

1.

2.

textbook.

Ask pupils to mark 1.1, 1.5, 1.7 and 1.9 on the number line.

Guide pupils to draw a number line as follow:

13

Ask pupils to mark 1.12, 1.15, 1.17 and 1.18 on the number line.

Draw a number line as follow:

Ask pupils to point the position of 0.021, 0.024, and 0.028 on the number

line.

Pupils answer Question 7 in Worksheet 4.3.

14

Worksheet 4.3

1.

Complete:

1 = 0.1

(a) 10

1 =

(b) 100

1 =

(c) 1000

(d) 10 1000 =

(e) 1001000 =

2.

3.

4.

5.

Write in decimals.

2 =

(a) 1000

7 =

(b) 1000

36 =

(c) 1000

84 =

(d) 1000

428 =

(e) 1000

(f)

(g) 10496

000 =

(h) 10037000 =

583

1000

Write in decimals.

3 =

(a) 10

30 =

(b) 100

67 =

(c) 100

16 =

(d) 1000

258 =

(e) 1000

(f)

462

10 000

(a) 0.003 =

(b) 0.02 =

(c) 0.132 =

(d) 0.056 =

(e) 0.68 =

(f) 0.0349 =

Convert to decimals.

6 =

(a) 2 10

4 =

(b) 1 100

15

5 =

(c) 5 10

85 =

(d) 1 100

3 =

(e) 2 1000

24 =

(f) 1 1000

165 =

(g) 4 1000

(h) 2 10549

000 =

(i)

6.

Convert to mixed number and express in the simplest form (if possible).

2 =11

(a) 1.2 = 1 10

5

(b) 2.5 =

(c) 3.07 =

(d) 2.18 =

(e) 1.009 =

(f) 2.403 =

(g) 1.067 =

(h) 2.0645 =

(i)

7.

3 10257

000 =

1.8704 =

(a) 1.3, 1.6, 1.8

16

Concept:

decimals.

Learning Outcome:

Teaching Aids:

Note:

This lesson consists of two activities. Time given is 40 minutes.

These activities are related to questions in Worksheet 4.4

Activity 1: Questions 1 and 2

Activity 2: Questions 3 5

Activity 1

Approach

Class

Aim

Steps

1.

2.

Explain that the whole number is named according to its number of digit.

Example: 25 - - two digits number

467 - - three digits number

Decimal is known according to its number of places after the decimal

point.

Example: 0.7 - - decimals with one decimal place

0.25 - - decimals with two decimal places

2.463 - - decimals with three decimal places

Introduce the abbreviation d.p. as decimal places.

Ask pupils to identify the number of decimal places for the given

numbers.

Pupils answer Questions 1 and 2 in Worksheet 4.4.

17

Activity 2

Approach

Class/Groups

Aim

To identify the place value for the digits in decimals and the value

represented by each digit.

Steps

1.

2.

3.

4.

5.

Revise the place value for a whole number: units, tens, hundreds, and

thousands.

Example:

For 427, ask pupils to state the value of digit 7, 2 and 4.

Show the abacus:

ten, one, tenth, hundredth and thousandth.

Show a number on the abacus and ask pupils to read the number.

Emphasise the place value for each digit.

Guide pupils to represent the decimals given on the abacus using beads.

1 , 0.01 = 1 , 0.001 = 1 .

Guide pupils to recall that 0.1 = 10

1000

100

Discuss and complete the table given.

Hundreds

Tens

Units

Tenths

Hundredths

Thousandths

427

42.7

0.427

4.27

6.

7.

For 4.7689, ask pupils to state the digit that is in place value units, tenths,

hundredths, thousandths and ten thousandths.

Discuss the digit value for each digit in 0.425 and 0.333. Emphasise that

the same digit in the different place has different value. Give other

examples such as 0.222 and 8.999.

18

Worksheet 4.4

1.

2.

(a) 0.01 _____

(b) 0.014 _____

(c) 0.426 _____

(a) One decimal place

_______________________

_______________________

(d) Four decimal places

3.

_______________________

(a) 6.13 _________________

(b) 15.436 _________________

(c) 41.203 _________________

4.

State the digit of the hundredth place, thousandth place and tenth place for the

given number.

(a) 2.135

The hundredth _________

The thousandth _________

(b) 4.3698

The tenth

_________

The hundredth

_________

The tenth

_________

19

(c) 34.1679

The hundredth

_________

The tenth

5.

6.

_________

(a) 2.53 _________

(a) the largest;

(b) the smallest.

The digit can be used once only for each number.

20

Concept:

decimals.

Learning Outcome:

decimal places.

Teaching Aids:

Flash cards

Note:

This lesson consists of two activities. Time given is 40 minutes.

These activities are related to questions in Worksheet 4.5.

Activity 1: Question 1 - 5

Activity 2: Question 6 8

Activity 1

Approach

Class/Groups

Aim

Steps

1.

2.

Inform pupils that decimals can also be rounded off like whole numbers.

Example:

(a) (Whole number)

42 589 can be rounded off to 42 600 if we round off to the nearest

hundred or 43 000 if we round off to the nearest thousand.

(b) (Decimals)

A company has a capital of RM17.254 million. To make it easier for

certain discussion, we can state the number as RM17 million or

RM17.3 million or RM17.25 million.

Have pupils discuss in small group on:

(a) How to round off the decimal numbers to whole numbers?

15.2, 15.4, 15.5, 15.6, 15.7

15.61, 15.62, 15.63, 15.64, 15.65, 15.66

(b) How to round off the following numbers to one decimal place?

15.42, 15.44, 15.45, 15.46, 15.47

15.441, 15.442, 15.443, 15.444, 15.445, 15.446

21

3.

Retain the digit in the stated decimal place that we want to round off if

the digit in the right is less than 5.

Add 1 to the digit in the stated decimal place that we want to round off if

the digit in the right is 5 or more.

4.

In groups, extend the activities to two and three decimal places. Give

some examples.

Example: 15.4452 rounding off to two decimal places

15.4452 rounding off to three decimal places

Discuss cases such as 0.304 is equal 0.30: if we round off to two decimal

places.

0.495 equals 0.50 if rounded off to two decimal places;

0.495 equals 0.5 if rounded off to one decimal place.

Pupils answer Question 1 5 in Worksheet 4.5.

5.

Activity 2

Approach

Class

Aim

Steps

1.

2.

Show 1.5 on a card and state that the number has been rounded off to 1

decimal place. Discuss with pupils what the possible number is.

Expand this activity to numbers with more than one decimal places.

22

Worksheet 4.5

1.

2.

(a) 42.7 ___________

(b) 1.6 ___________

(c) 100.5 ___________

(e) 2.45

___________

(a) 0.34 ___________

(b) 10.36 ___________

(c) 0.05

___________

(d) 3.44

3.

4.

5.

___________

(a) 8.148 ___________

(b) 0.014

___________

(a) 0.0055 ___________

(b) 1.0464 ___________

(c) 23.9732 ___________

(a) 9.5843 ___________ (3 d.p.)

(b) 12.7459 ___________ (3 d.p.)

___________ (2.d.p.)

___________ (2 d.p.)

___________ (1 d.p.)

___________ (1 d.p.)

23

(c) 0.4949

___________ (3 d.p.)

(d) 0.1296

___________ (3 d.p.)

___________ (2 d.p.)

___________ (2 d.p.)

___________ (1 d.p.)

___________ (1 d.p.)

___________ (2 d.p.)

___________ (2 d.p.)

___________ (1 d.p.)

___________ (1 d.p.)

6.

When we round off a number, the answer is 4.54. Which of the following is the

possible number?

(a) 4.5846

(b) 4.593

(c) 4.597

(d) 4.546

(e) 4.539

(f) 4.543

7.

When we round off a number, the answer is 5.60. Which of the following is the

possible number?

(a) 5.604

(b) 5.595

(c) 5.590

(d) 5.606

(e) 5.592

(f) 5.605

8.

Miss Goh needs 3.7 m cloth to make a baju kurung. She has a piece of cloth

measuring 3.65 m. Is it possible for Miss Goh to make the baju kurung?

____________________________

Give reason for your answer:

___________________________________________________________________

__________________________________________________________________

24

Test 4.1

Name:

_______________________________________________________

Class:

_______________________________________________________

1.

7 =

(a) 10

15 =

(b) 100

8 =

(c) 2 100

8 =

(d) 1000

104 =

(e) 11 1000

2.

(a) 0.8 =

(b) 0.45 =

(c) 0.025 =

(d) 5.31 =

(e) 4.064 =

3.

(a)

(b)

(c)

25

(d)

(e)

4.

(a) 0.2, 0.02, 0.002

5.

(a) Zero point three nine four

Zero point four eight six

(b) Zero point six eight nine

Zero point six nine eight

(c) Five point zero four eight

Five point zero four six

6.

(a) 0.3 is larger than _____________. (0.33, 0.003)

(b) 4.07 is smaller than ___________. (4.7, 4.007)

(c) 1.14 is equal to ______________. (1.140, 1.014)

7.

(a) 0.57, 0.64, 0.44, 0.35

________________________________

________________________________

26

8.

(a) 10.088, 10.090, 10.086, 10.092 _________________________________

(b) 34.20, 34.07, 34.5, 34.49

9.

_________________________________

Round off the following numbers to the nearest place as stated in the brackets.

(a) 5.045

___________________ (1 d.p.)

(c) 0.19023 ___________________ (3 d.p.)

10. Round off 42.6495 to

(a) 3 decimal places ___________________

(b) 2 decimal places ___________________

(c) 1 decimal place

___________________

(a) 7.8264 ___________________

(b) 0.6748 ___________________

(c) 0.3846 ___________________

27

Add Decimals

Concept:

Flash Card

Note:

This lesson consists of four activities. Time allocated is 40

minutes.

These activities are related to questions in Worksheet 4.6.

Activity 1: Questions 1(a) (d), 2(a) (b), 3(a) (d)

Activity 2: Questions 1(e) (h), 2(c) (h), 3(e) (f)

Activity 3: Questions 5 and 6

Teaching Aids:

Activity 1

Approach

Class

Aim

To recognize addition of the whole number with the decimal and addition of

two decimals (in one decimal place) and the sum is less than 1.

Steps

1.

5 =3+ 5

3 10

10

Hence,

3.5 = 3 + 0.5

Show on the number line:

0.4 + 2 = ____________________

2.

the number line:

28

3.

4.

Recognize

their place values.

Carry out the verbal lesson with flash card.

Pupils answer question 1(a) (d), 2(a) (b) and 3(a) (d) or a few

questions from that.

Activity 2

Approach

Class

Aim

Steps

1.

0.8 + 0.4 = _____________. Show on the number line and carry out the

verbal exercise.

2.

0.4 + 0.1 = 0.5

0.4 + 0.2 = 0.6

0.4 + 0.3 =

0.4 + 0.4 =

......

0.4 + 0.9 =

29

3.

regrouping) and show on the number line (use two lines):

4.

Pupils answer question 1(e) (h), 2(c) (h) and 3(e) (f) or a few

questions from that.

Activity 3

Approach

Class

Aim

Steps

1.

algorithm (without regrouping):

values.

Use flash card as below to carry out the activity:

2.

3.

Pupils answer Question number 4 and 5.

30

Activity 4

Approach

Quiz

Aim

Steps

1.

2.

Pupils write the answers in a paper.

31

Worksheet 4.6

1.

2.

(a) 2 + 0.7 =

(b) 0.8 + 8 =

(c) 0.6 + 7 =

(a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

32

3.

(a) 2

4.

________

(b) 5

________

(c) 13 ________

Add:

(a)

(b)

(c)

5.

Calculate:

(a) 0.13 + 0.24 =

33

Add Decimals

Concept:

2. Solve problems involving addition of decimals.

Note:

This lesson consists of one activity only and pupils can try to

answer Worksheet 4.7. The time allocated is 40 minutes.

Activity 1

Approach

Class

Aim

Steps

1.

2.

3.

4.

+ 3.2 = 5.7.

Example:

Two watermelons have masses of 2.5 kg and 3.2 kg. A customer buys

both of them. What is the total mass of the watermelons?

Encourage pupils to create their own story based on mathematical

sentences such as 2.5 + 3.2 = 5.7.

Ask pupils to create any problem which involves addition of decimals up

to two decimal places. Have pupils solve the problem.

Pupils answer Worksheet 4.7.

34

Worksheet 4.7

1.

2.

3.

The total volume of water in container A after water in container B had been poured

in it =

4.

Mr. Hassans family used 20.8 units of electric power in January. In February, they

used 24.6 units of electric power. Find the total units of electric power that had been

used in those 2 months.

35

5.

Car journey from town A to town B needs 45.26 litres petrol. Journey from town B to

town C needs 36.75 litres petrol. Find the total amount of petrol needed for journey

from town A to town C through town B.

6.

The mass and height of Bala is 55.4 kg and 1.42 m respectively. Pek Hongs mass

is 54.6 kg and his height is 1.5 m. Find the total of their masses.

7.

There are four chickens with masses 1.21 kg, 1.82 kg, 1.56 kg, and 1.42 kg

respectively. Ali buys two chickens that have less masses and Fatimah buys

another two.

(a) Calculate the total weight of the chickens bought by Ali.

(b) Calculate the total weight of the chickens bought by Fatimah.

36

Addition of Decimals

Concept:

Note:

This lesson consists of four activities. Time given is 40 minutes.

These activities are related to questions in Worksheet 4.8.

Activity 1: Questions 1 & 2

Activity 2: Questions 4(a) (f), 5(a) & (d), 6(a) (d)

Activity 3: Questions 3, 4(g) (h), 5 (b) (c) & (e) (f)

Activity 4: Questions 7 & 8

Activity 1

Approach

Class

Aim

decimal places).

Steps

1.

2.

form.

Emphasise that the questions in sentence form should be converted to

the standard form before doing the calculation.

Emphasise that while converting to standard form, the digits must be

arranged according to place value and empty space must be filled with

zero so that the number of decimal places are equal.

Give first example that does not involve regrouping process and after

that followed by example that involves regrouping process.

Pupils answer Questions 1 and 2.

Activity 2

Approach

Class

Aim

37

Steps

1.

2.

Introduce addition of two decimals that have three decimal places the

same method with addition of decimals that have one or two decimal

places.

Pupils answer Questions 4(a) (f), 5(a) & (d), 6(a) (d).

Activity 3

Approach

Class

Aim

To recognize addition of more than two decimals that have equal or unequal

decimal places.

Steps

1.

2.

3.

Guide pupils to add decimals that have more than two decimal places.

Explain on how to add decimals with different number of decimal places.

Pupils answer Question 3, 4(g) (h), 5(b) (c) & (e) (f).

Activity 4

Approach

Class

Aim

Steps

1.

2.

(a) two decimals up to 3 decimal places.

(b) more than two decimals,

and discuss how to solve the problems.

Remind pupils to write the solution in the form of mathematical sentence.

Pupils answer Questions 7 & 8.

38

Worksheet 4.8

1.

2.

3.

(a)

(b)

(c)

(d)

(e)

(f)

Calculate:

(a) 2.5 + 0.24 =

(a)

(b)

39

4.

(c)

(d)

(e)

(f)

(a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

40

5.

6.

(a) 0.025 + 1.147 =

Add each pair of given numbers and give the answer in 2 decimal places.

(a) 0.189, 1.172

(b) 4.65, 5.097

7.

Aminah bought 3 jackfruits that weigh 1.245 kg, 1.6 kg and 2.85 kg respectively.

Find the total mass of the jackfruits. If she carries all of the fruits inside a basket that

weighs 0.68 kg, find the total mass that she is carrying.

8.

Adams weight is 28.87 kg. His fathers weight is 35.46 kg more than Adams. Find

the total weight of Adam and his father.

41

Subtraction of decimals

Concept:

Note:

This lesson consists of two activities and the time given is 40

minutes.

These activities are related to questions in Worksheet 4.9.

Activity 1: Questions 1, 2 & 3

Activity 2: Questions 4 & 5

Activity 1

Approach

Class

Aim

regrouping.

Steps

1.

number line.

Example:

0.8 0.2 = 0.6

2.

Example:

(a)

(b)

3.

Explain how to subtract decimals (2 decimal places and 3 decimal

places) without regrouping.

42

Examples:

(a)

(b)

(c)

(d)

4.

(a)

(b)

5.

Activity 2

Approach

Class

Aim

regrouping).

Steps

1.

regrouping.

Examples:

(a)

(b)

2.

with regrouping.

Example:

43

3.

with regrouping.

Example:

4.

places.

Example:

(a)

(b)

5.

numbers with subtracting decimals and the importance of the decimal

point.

6.

44

Worksheet 4.9

1.

(a) 0.7 0.2 =

2.

3.

Solve:

(a) 0.26 0.12 =

Calculate:

(a) 0.75 0.4 =

45

4.

5.

Solve:

(a)

(c)

(d)

Calculate:

(a) 3 1.5 =

(b) 2 1.35 =

46

Subtraction of decimals

Concept:

2. Solve problems involving subtraction of decimals.

Note:

This lesson consists of one activity and the time given is 40

minutes. Have pupils try out Worksheet 4.10.

Activity 1

Approach

Class

Aim

Steps

1.

2.

3.

4.

1.74 1.59 =

Example:

Mr. Ali is 1.74 m tall and his son is 1.59 m tall. Find the difference

between their heights.

Have pupils create their own situations based on 1.74 1.59.

Have pupils create any situation involving subtraction of two decimals

and ask them to solve it.

Pupils solve Worksheet 4.10.

Example:

The height of Mr. Ali: 1.74 m

The height of his son: 1.59 m

Difference:

1.74 m 1.59 m =

47

Worksheet 4.10

1.

Height of Abu =

Height of Bakar =

(b) Find the difference of heights between Abu and Ali.

2.

Volume of water in container B =

48

(b) Find the difference between the volumes of water in container A and container

B.

3.

The area of En. Samads orchard is 94.5 m2. He planted it with durian and rambutan

trees. 28.3 m2 of the area was planted with rambutan trees. Is the area planted with

durian trees larger than that of rambutan trees? Find the difference between both

areas.

4.

The 1.5 litres glass container contains 0.7 kg sugar. 0.55 kg of the sugar was used

to bake a cake. How much sugar is left in the container?

5.

Nona has a piece of 4.5 m cloth. She wants to make two shirts that need 1.8 m cloth

and 2.3 m cloth respectively.

(a) Find the total of cloth that needs to be used.

(b) How many metres of cloth are left?

49

Concept:

Subtraction of decimals

Learning Outcome:

Subtraction of decimals

Note:

This lesson consists of two activities and the time given is 40

minutes.

These activities are related to questions in Worksheet 4.11:

Activity 1: Questions 1 3

Activity 2: Questions 4 7

Activity 1

Approach

Class

Aim

subtraction.

Steps

1.

2.

3.

involve addition and subtraction. (Revision).

Discuss how to calculate combined operations that include decimals.

Example:

(a) 1.35 + 1.26 0.87

(b) 4.6 2.14 + 1.2

Emphasise that the important rule to do the addition and subtraction is

from left to right.

Pupils try out questions 1 3 on Worksheet 4.11 or part of the questions.

Activity 2

Approach

Class

Aim

multiplication and division of decimals.

50

Steps

1.

2.

Example:

Hasnah wants to make a cake. She needs 0.7 kg flour but she only has

0.3 kg flour. She buys another 0.5 kg flour. After she makes the cake,

how much flour is left?

Pupils try out questions 4 7.

51

Worksheet 4.11

1.

Solve:

(a) 1.5 + 3.8 2.9 =

2.

Calculate:

(a) 2.6 1.8 + 2.3 =

52

3.

Calculate:

(a) 13.3 + 8.9 21.4 =

4.

En. Kassim wants to bring two luggages on flight. The weights of the luggages are

10.5 kg and 12.82 kg. If he is only allowed to bring along 20 kg, how many kg is the

bags overweigh?

5.

syrup were consumed by noon. Then he prepared another 46.8 litres of syrup. How

much syrup was in the container now?

6.

Devi has 4.38 m ribbon. She gives Sarah 2.5 m to wrap a present. Then Devi buys

another 3.75 m ribbon. How many metres of ribbon does Devi have?

7.

Ali poured 0.75 litre of water into a container that contains 0.6 litre water initially. If

the container can take only 1.2 litres, how much water will spill out?

53

Test 4.2

Name:

_______________________________________________________

Class:

_______________________________________________________

1.

2.

3.

(a)

(b)

(c)

(d)

Calculate

(a)

(b)

(c)

(d

Solve

(a)

(b)

(c)

(d)

54

4.

5.

6.

Solve

(a) 7.74 + 2.06

Add

(a) 0.56 + 1.48 + 4.67

Solve

(a) 6.048 4.326 + 3.109

7.

The mass of four chickens are 2.4 kg, 1.8 kg, 3 kg and 1.5 kg respectively. Find the

total mass for all the chickens.

8.

En. Abus car tank contains 40 litres of petrol. After a journey, the car used 3.7 litres

of petrol. Then, he fills up another 8.9 litres. How many litres of petrol are in the

tank now?

9.

A seller had 60.4 m white cloth. He sold part of the cloth to his customer and still

had 44.6 m of cloth. Find the length of the cloth that he sold.

10. Ali brought 25.6 kg of langsat from his orchard. On his way back, he gave 6.3 kg of

the langsat to Abu and another 8.6 kg to Chong Fatt. How many kg of langsat does

Ahmad still have?

55

Multiplication of decimals

Concept:

Note:

This lesson is consisting of three activities. The time needed is

80 minutes.

These activities are related to questions in Worksheet 4.12:

Activity 1: Question 1 & 2

Activity 2: Question 3 & 4

Activity 3: Question 5 & 6

Activity 1

Approach

Class

Aim

Understand the meaning of 10 0.1, 0.1 10, 10 0.2, 0.2 10; and also

the multiplication of decimals by 10 in algorithm method.

Steps

1.

10 0.1 and 0.1 10

2.

Explain that

10 0.1 = 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1 + 0.1

or

1 (10 times 1 )

10 0.1 = 10 10

10

= 1, and

1 10

0.1 10 = 10

=1

3.

Discuss

10 0.2 = 0.2 10 = 2

10 0.3 = 0.3 10 = 3

56

Guide pupils to arrive at the clues of shifting the decimal point to the right

for multiplication of decimals by 10.

4.

5.

Explain the multiplication of decimals by 10 in algorithm method.

Example:

1) Ignore the decimal point when multiplying.

2) Find the total number of decimal places of the numbers being

multiplied.

3) Based on step 2, put the decimal point to your answer.

Discuss the steps to multiply decimals that are greater than 1 (1 d.p.) by

10.

Example:

2.4 10 = 24.0

= 24

6.

Example:

(a)

(b)

7.

57

Activity 2

Approach

Class

Aim

Steps

1.

Explain

0.1 100 = 0.1 10 10

= 1 10

= 10

2.

Examples:

(a)

(b)

(c)

3.

58

Activity 3

Approach

Class

Aim

Steps

1.

Explain

0.1 1000 = 0.1 10 100

= 1 100

= 100

2.

Examples:

(a)

(b)

(c)

3.

59

Worksheet 4.12

1.

Solve

(a) 0.3 10 =

(b) 7.5 10 =

(c) 3.82 10 =

(d) 1.467 10 =

(e) 10 1.5 =

(f) 10 2.46 =

(g) 10 15.489 =

2.

Solve

(a)

(b)

(c)

(d)

(e)

3.

Solve

(a) 0.4 100

60

4.

5.

6.

Calculate

(a)

(b)

(c)

(d)

Solve

(a) 0.5 1000

Calculate

(a)

(b)

(c)

(d)

(e)

61

Concept:

Multiplication of decimals

Learning Outcome:

Note:

This lesson consists of two activities and the time needed is 40

minutes.

Relation between activities and the questions in Worksheet 4.13:

Activity 1: Questions 1 3

Activity 2: Questions 4, 5 & 6

Activity 1

Approach

Class

Aim

Steps

1.

3 0.2 = 0.2 + 0.2 + 0.2

= 0.6

2

3 0.2 = 3 10

6

= 10

= 0.6

2 3

0.2 3 = 10

6

= 10

= 0.6

2.

3.

decimal place by one digit numbers.

62

Example:

4.

one digit numbers.

Example:

(a)

(b)

5.

one digit numbers.

Example:

(a)

(b)

6.

Activity 2

Approach

Class

Aim

Steps

1.

two digits numbers.

Example:

63

2.

places in the product is the same as those of decimals being multiplied.

Discuss the method of multiplying decimals with two decimal places by

two digits numbers.

Example:

3.

two digits numbers.

Example:

4.

64

Worksheet 4.13

1.

2.

3.

(a) 0.8 4 =

(b) 5.5 5 =

(c) 20.2 3 =

(d) 6 0.7 =

(e) 8 1.5 =

(f) 5 12.4 =

(a) 0.67 8 =

(b) 2.34 5 =

(c) 19.07 3 =

(d) 2 0.35 =

(e) 7 8.42 =

(f) 6 58.94 =

(a) 0.286 7 =

(b) 4.158 9 =

(c) 14.973 4 =

(d) 6 0.109 =

(e) 5 8.742 =

(f) 3 45.666 =

65

4.

5.

6.

(a) 40 0.2 =

(b) 34 1.2 =

(c) 25 4.6 =

(d) 0.6 44 =

(e) 3.2 16 =

(f) 4.5 21 =

(a) 12 0.08 =

(b) 37 1.69 =

(c) 60 3.88 =

(d) 0.92 15 =

(e) 8.04 23 =

(f) 12.12 56 =

(a) 27 0.111 =

(b) 7.213 16 =

(c) 29 3.505 =

(d) 10.514 67 =

(e) 86 0.234 =

(f) 1.009 50 =

66

Concept:

Multiplication of Decimals

Learning Outcome:

Teaching Aids:

100 squares grid paper

Note:

This lesson consists of four activities and the time needed is 80

minutes.

The relationship between activity and question in Worksheet

4.14:

Activity 1: Question 1

Activity 2: Question 2

Activity 3: Question 3

Activity 4: Question 4

Activity 1

Approach

Class

Aim

Pupils will be able to competently multiply two decimals with one decimal

place.

Steps

1.

2 3

Also show that : 0.2 0.3 = 10

10

6

= 100

67

= 0.06

2.

Example:

(a)

the sum of decimal places of the numbers being multiplied. If necessary,

write zero to the left of the product to complete the decimals.

(b)

3.

Activity 2

Approach

Class

Aim

in algorithm method.

Steps

1.

algorithm method.

Example:

(a)

3 2

0.03 0.2 = 100

10

6

= 1000

= 0.006

68

(b)

2.

Activity 3

Approach

Class

Aim

in algorithm method.

Steps

1.

algorithm method.

Example:

(a)

3 2

0.03 0.02 = 100

100

6

= 10000

= 0.0006

(b)

2.

69

Activity 4

Approach

Class

Aim

in algorithm method.

Steps

1.

algorithm method.

Example:

(a)

3 2

0.003 0.2 = 1000

10

6

= 10000

= 0.0006

(b)

2.

70

Worksheet 4.14

1.

2.

3.

Calculate

(a) 0.5 0.6

Calculate

(a) 0.14 0.3

Calculate

(a) 0.05 0.67

71

4.

Calculate

(a) 0.125 0.8

72

Concept:

Multiplication of decimals

Learning Outcome:

Note:

This lesson consists of only one activity and time needed is 40

minutes.

Activity 1

Approach

Class

Aim

decimals.

Steps

1.

decimals by whole numbers and multiplication of decimals by decimals.

Example 1:

The thickness of a mathematics text book is 2.3 cm. If 8 mathematics

text books are being stacked together, what is the height of the book

stack?

Guide pupils to write and calculate

2.3 cm 8 =

Example 2:

The cost of a kilogram of rice is RM1.55. What is the total cost of 3.5 kg

of rice?

Guide pupils to get

RM 1.55 3.5 = RM 5.425

= RM 5.43 (to the nearest sen)

2.

73

Worksheet 4.15

1.

(a)

(b)

The above diagram shows the base of a house. Find the area.

2.

A litre petrol costs RM1.13. If Ali buys 10.5 litres petrol, what is the total cost of the

petrol? Give your answer to the nearest sen.

3.

much he should pay? Give your answer to the nearest sen.

4.

A bottle contains 1.25 litres Sarsi. Guests of a birthday party drank 34 bottles of

Sarsi. How many litres of Sarsi have been drunk?

5.

A meter of cloth costs RM4.99. Pn. Rohani bought 2.75 meter cloth to make a pair

of clothes for her daughter. Find the cost of a meter cloth. Give your answer to the

nearest sen.

74

Test 4.3

Name:

_______________________________________________________

Class:

_______________________________________________________

1.

2.

Calculate

(a) 1.4 10

(b) 0.8 10

Solve

(a) 21.3 4

(b) 4.65 7

(c) 20 0.813

(d) 1.7 13

(e) 3.28 36

3.

Calculate

(a) 0.2 0.3

75

4.

What is the volume of 12 bottles drink if a bottle contains 1.25 litres drink?

5.

The diagram below shows a base of a house in rectangular shape with15.8 m length

and 7.6 m width. Find the

(a) perimeter;

(b) area.

6.

Pn. Salmah buys two slices of meat weighed 3.8 kg and 2.8 kg. Mrs. Lee buys a

slice of meat weighed 2.7 kg. Find the difference of weights between the meats they

bought.

76

Concept:

Division of Decimals

Learning Outcome:

Teaching Aids:

Flash card

Note:

This lesson consists of two activities and the time needed is 40

minutes.

The relationship between activity and question in Worksheet

4.16:

Activity 1: Question 1 3.

Activity 1

Approach

Class

Aim

Calculate the division of whole numbers by 10, 100 and 1000 where the

quotient is decimals.

Steps

1.

Example:

2

5

=25

Thus, 2 5 = 52

2.

Discuss the division of whole numbers by 10, which gives the quotient to

the nearest 1 d.p..

Example:

2

(a) 2 10 = 10

= 0.2

25

(b) 25 10 = 10

5

= 2 10

= 2.5

77

10

4

= 12 10

= 12.4

3.

4.

When a whole number is divided by 10, rewrite the whole number

then make it as decimals with 1 d.p.

Pupils answer Question 1 in Worksheet 4.16.

Discuss the division of whole numbers by 100, which gives the quotient

to the nearest 2 d.p..

Example:

5

(a) 5 100 = 100

= 0.05

25

(b) 25 100 = 100

= 0.25

100

25

= 1 100

5.

6.

= 1.25

Guide pupils to observe the pattern as follows:

When a whole number is divided by 100, rewrite the whole number

then make it as decimals with 2 d.p..

Pupils answer Question 2 in Worksheet 4.16.

Discuss the division of whole numbers by 1000, which gives the quotient

to the nearest 3 d.p..

Example:

5

(a) 5 1000 = 1000

= 0.005

25

(b) 25 1000 = 1000

= 0.025

125

(c) 125 1000 = 1000

= 0.125

3125

(d) 3125 1000 = 1000

78

125

= 3 1000

7.

= 3.125

Guide pupils to observe the pattern as follows:

When a whole number is divided by 1000, rewrite the whole number then

make it as decimals with 3 d.p..

Pupils answer Question 3 in Worksheet 4.16.

Activity 2

Approach

Competition

Aim

Pupils will be able to competently divide whole numbers by 10, 100 and 1000

where the quotient is decimals.

Steps

1.

2.

Divide pupils into two groups to perform the division of whole numbers by

10, 100 and 1000.

Use flash cards only to ask questions or display the questions. Pupils

answer verbally.

79

Worksheet 4.16

1.

2.

3.

(a) 6 10 =

(b) 10 10 =

(c) 234 10 =

84 =

(d) 10

(e) 260

10 =

(f)

(a) 4 100 =

(b) 37 100 =

8 =

(d) 100

50 =

(e) 100

(f)

(a) 5 1000 =

(b) 50 1000 =

125 =

(d) 1000

4321 =

(e) 1000

80

3579

10

63

100

Division of decimals

Concept:

Note:

This lesson consists of two activities and time needed is 40

minutes.

The relationship between activity and question in Worksheet

4.17:

Activity 1: Question 1 & 2

Activity 2: Question 3

Activity 1

Approach

Class

Aim

Divide decimals (1 d.p.) by 10 and 100 also divide decimals (2 d.p.) by 10.

Steps

1.

Example:

(a) 0.2 10 = 0.2

10

10

= 0.2

10 10

2

= 100

= 0.02

(b) 1.2 10 = 1.2

10

10

= 1.2

10 10

12

= 100

= 0.12

(c) 31.2 10 = 31.2

10

10

= 31.2

10 10

81

312

= 100

2.

3.

= 3.12

Guide pupils to observe the pattern as follows:

When a decimal is divided by 10, rewrite the decimal and then move one

decimal place to the left.

Pupils answer Question 1 in Worksheet 4.17.

Discuss the steps to divide decimals (1d.p.) by 100.

Example:

0.2

(a) 0.2 100 = 100

0.2 10

= 100

10

2

= 1000

= 0.002

1.2

(b) 1.2 100 = 100

1.2 10

= 100

10

12

= 1000

= 0.012

(c) 31.2 100

= 31.2

100

10

= 31.2

100 10

312

= 1000

= 0.312

(d) 131.2 100

= 131.2

100

10

= 131.2

100 10

1312

= 1000

4.

= 1.312

Guide pupils to observe the pattern as follows:

When a decimal is divided by 100, rewrite the decimal and then move

two decimal places to the left.

Pupils answer Question 2 in Worksheet 4.17.

82

Activity 2

Approach

Individual

Aim

Steps

1.

2.

Give a few questions on the division of decimals with two decimal places

by 10.

Example:

0.25 10 =

1.25 10 =

Pupils are asked to obtain the answers by referring to the pattern in

Activity 1.

Check the answers with the complete calculations as follows:

(a) 0.25 10 = 0.25

10

100

= 0.25

10 100

25

= 1000

= 0.025

(b) 1.25 10 = 1.25

10

100

= 1.25

10 100

125

= 1000

= 0.125

(c) 31.25 10 = 31.25

10

100

= 31.25

10 100

3125

= 1000

= 3.125

Emphasise that answers can be obtained directly as follows:

0.25 10 = 0.025

1.25 10 = 0.125

3.

83

Worksheet 4.17

Give your answer in decimals.

1.

(a) 0.3

=

10

(c)

2.

(d) 0.5 10 =

(e) 6.7 10 =

(f) 89.2 10 =

0.7 =

(a) 100

5.9 =

(b) 100

(c)

3.

53.1

10

(b) 4.5

=

10

72.1

100

(a) 0.09

10 =

(b) 1.24

10 =

(c)

24.56

10

(d) 0.36 10 =

(e) 6.24 10 =

(f) 98.76 10 =

84

Division of Decimals

Concept:

Note:

This lesson consists of three activities. The duration is 80

minutes.

The relationship between activities and questions in Worksheet

4.18:

Activity 1: Questions 1 & 2

Activity 2: Questions 3 & 4

Activity 3: Question 5

Activity 1

Approach

Class

Aim

decimals.

Steps

1.

quotient is in decimals (1d.p.).

Example:

(a)

(b)

Emphasise 4 8 8 4

85

(c)

2.

quotient is in decimals (2 d.p.).

Example:

(a)

(b)

(c)

3.

quotient is in decimals (3 d.p.).

Example:

(a)

86

(b)

Activity 2

Approach

Class

Aim

decimals.

Steps

1.

quotient is in decimals (3 d.p.).

Example: 38 = 3 8

= 0.375

2.

converted to the nearest decimals.

Example: 31 = 1 3

= 0.333 (3 d.p.)

3.

87

Activity 3

Approach

Class

Aim

Steps

1.

Example:

(a) 8.5 5 = 1.7

before writing the summary:

0.24 3 = 0.08

2.

which needs an addition of zero to its dividend.

Example:

5.3 4 = 1.325

88

3.

89

Worksheet 4.18

1.

2.

3.

(a) 2 3

(b) 5 167

(c) 4 41

(d) 25 4

(e) 12 57

(f) 5 3

(a) 3 5

(b) 70 4

(c) 45 8

(d) 138 12

(e) 106 8

(f) 245 20

(b) 34

(a) 21

90

1

(c) 50

(d) 12

25

3

(e) 40

4.

Convert the fractions into decimals. Give the answers in three decimal places.

(a) 56

(c)

5.

(b) 71

3

(d) 11

4

9

5

(e) 16

(f)

(a) 1.8 9

(b) 3.5 2

(c) 1.5 4

(d) 8.4 12

(e) 1.2 16

(f) 45.6 8

(g) 69.75 5

(h) 78.64 16

91

7

24

Test 4.4

Name:

_______________________________________________________

Class:

_______________________________________________________

1.

2.

3.

(a) 8 10 =

(b) 173 100 =

(d)

23

10

76 =

(e) 100

(f)

2031

1000

Calculate

(a) 0.9 10 =

(d) 26.51 10 =

(a) 9 2 =

(b) 53 5 =

(c) 21 25 =

(d) 87 12 =

92

(e) 49 8 =

4.

(f) 29 40 =

(b) 34 =

(a) 52 =

(c)

5.

6.

9

20

Convert the following fractions into decimals. Give answer in decimal form (3 d.p.).

(a) 72 =

5 =

(b) 12

Calculate

(a) 4.5 3 =

(b) 8.26 4 =

(c) 6.25 25 =

93

Concept:

Division of Decimals

Learning Outcome:

Note:

This lesson consists of three activities. The duration is 40

minutes. Teachers have to note that the skill of dividing numbers

by decimals is a new skill that is taught in Form 1.

The relationship between activities and questions in Worksheet

4.19:

Activity 1: Question 1

Activity 2: Questions 2 & 3

Activity 3: Questions 4 & 5

Activity 1

Approach

Class

Aim

Steps

1.

Discuss the steps to divide whole numbers by decimals (1d.p) which are

less than 1, that is, by converting the divisor into a whole number.

Example:

8

(a) 8 0.4 = 0.4

8 10

= 0.4

10

= 80

4

= 20

36

(b) 36 0.9 = 0.9

36 10

= 0.9

10

= 360

9

= 40

94

2.

3.

Activity 2

Approach

Class

Aim

Steps

1.

less than 1, that is, by converting the divisor into a whole number.

Example:

4

8 0.04 = 0.04

8 100

= 0.04

100

= 800

4

= 200

2.

3.

95

Activity 3

Approach

Class

Aim

Divide whole numbers by decimals (1 d.p.) which are less than 10.

Steps

1.

less than 10, that is, by converting the divisor into a whole number.

Example:

6

(a) 6 1.5 = 1.5

6 10

= 1.5

10

60

= 15

=4

12

(b) 12 2.5 = 2.5

12 10

= 2.5

10

= 120

25

= 4.8

2.

3.

96

Worksheet 4.19

1.

Solve

(a) 6 0.3

(b) 27 0.9

(c) 13 0.2

(d) 1 0.8

(e) 17 0.4

2.

Solve

(a) 1 0.02

(b) 12 0.75

(c) 8 0.05

(d) 10 0.16

(e) 9 0.24

97

3.

4.

5.

(a) 2 0.3

(b) 10 0.6

(c) 7 0.11

(d) 28

Solve

(a) 6 4.8

(b) 24 7.5

(c) 112 .6

(d) 1 2.5

(a) 4 3.5

(b) 18 1.2

98

Concept:

Division of Decimals

Learning Outcome:

Note:

This lesson consists of two activities and the duration is 40

minutes.

The relationship between activities and questions in Worksheet

4.20:

Activity 1: Questions 1 & 2

Activity 2: Questions 3 & 4

Activity 1

Approach

Class

Aim

Steps

1.

which is less than 1.

Example:

2.4

(a) 2.4 0.6 = 0.6

= 24

6

=4

(b) 4.65 0.5 = 4.65

0.5

= 46.5

5

= 9.3

2.

which is less than 10.

Example:

4.8

(a) 4.8 1.2 = 1.2

48

= 12

=4

99

3.1

= 933.1

31

= 30.1

3.

Activity 2

Approach

Class

Aim

Steps

1.

are less than 1.

Example:

(a)

0.35

= 168

35

= 4.8

(c)

2.

100

Worksheet 4.20

1.

Solve

(a) 0.6 0.2

2.

3.

4.

Solve

(a) 6.8 3.4

Solve

(a) 0.9 0.15

(a) 0.66 0.13

(b) 0.7 0.09

101

Concept:

Division of decimals

Learning Outcome:

Note

This lesson consists of one activity and the time needed is 40

minutes. Pupils answer Worksheet 4.21 after the explanation.

Activity 1

Approach

Class

Aim

Steps

1.

Example:

(a) A piece of 12 m rope is cut into 100 equal parts. What is the length

of each part, in metre?

Each part = 12 m 100

m

= 12

100

= 0.12 m

(b) 5 litres of water is poured equally into 4 bottles. What is the amount

of water in each of the bottles?

Amount of water in each of the bottles

= 5 litres 4

= 5 litres

4

= 1.25 litres

(c) 2.25 kg flour is packed into a few packets. If the amount of flour in

each packet is 0.15 kg, how many packets of flour are packed?

Number of packets = 2.25 kg 0.15 kg

2.25

= 0.15

= 225

15

= 15

102

(d) A piece of 3 m wood is cut into a few pieces of equal length which

are 0.25 m each. Calculate the number of pieces of equal length

wood that can be obtained.

Number of pieces = 3 m 0.25 m

3m

= 0.25

m

= 300

25

= 12

103

Worksheet 4.21

Solve the following problems.

1.

Ali bought 3 kg of rambutan that costs RM4.47. Calculate the cost of 1 kg rambutan.

2.

Mr. Hassan divides 73.5 kg of sugar into a few sacks. How many sacks he has to

prepare if each sack can contain 0.35 kg of sugar?

3.

A lab assistant wants to fill 1 litre of salt solution into 5 flasks. Each flask contains

same amount of solution. Find the volume of solution in litres in each flask.

4.

Samy paid RM 3.95 for 3.5 litres fuel. What is the cost of a litre of fuel? Give the

answer to the nearest sen.

5.

Pn. Ramona bought 2.8 m cloth to make a short pant for his son. How many short

pants can she make if a short pant needs 0.6 m of cloth? Explain your answer.

104

Concept:

Division of decimals

Learning Outcome:

multiplication and division of decimals.

Note:

This lesson consists of two activities and the time needed is 40

minutes.

Relation between the activities and questions in Worksheet 4.22:

Activity 1: Question 1

Activity 2: Question 2

Activity 1

Approach

Class

Aim

Steps

1.

Discuss and give examples about the steps of multiplication and division

between a few decimals.

Example:

(a) 1.5 2.4 0.9 = 3.6 0.9

= 3.6

0.9

= 36

9

=4

= 8.75

2.5 0.31

= 87.5

25 0.31

= 3.5 0.31

= 1.085

105

12 0.03

= 0.5

= 120

5 0.03

= 24 0.03

= 0.72

2.

Activity 2

Approach

Class

Aim

division of decimals.

Steps

1.

decimals and discuss the answers.

Examples:

(a) Pak Ali buys three container of vinegar. Each container contains

22.5 litres of vinegar. He then pours the vinegar into a few bottles

with 0.75 litres each. How many bottles he has to prepare?

Solution:

The number of bottles he needs

= (22.5 3) 0.75

= 67.5 0.75

67.5

= 0.75

= 67.50

0.75

= 6750

75

= 90

(b) A housewife bought 10 kg of rice with RM14.90. How much is the

price of 3.5 kg of that rice? Give the answer into the nearest sen.

Solution:

The price of 3.5 kg rice

= RM14.90 10 3.5

= RM1.49 3.5

= RM5.22 (to the nearest sen)

2.

106

Worksheet 4.22

1.

2.

Solve

(a) 5 1.2 0.3

Solve

(a) 6 cans of drink contain 1.5 litres of drink. Find the volume of 24 cans of the

drink in litre.

(b) Mr. Wongs motorcycle can travel 135 km with 5.4 litres petrol. With 2.5 litres of

petrol, how far can he travel?

(c) David saves RM0.35 per day for 6 days. Then he spends his savings on a few

cones of ice cream which cost RM0.65 each. How many cones of ice cream

can David buy? How much is the balance?

107

Concept:

Division of decimals

Learning outcome:

subtraction, multiplication and division of decimals, including the

use of brackets.

Note:

This lesson consists of two activities and the time needed is 40

minutes. Relation between the activities and questions in

Worksheet 4.23:

Activity 1: Question 1

Activity 2: Question 2

Activity 1

Approach

Class

Aim

Steps

1.

Examples:

(a) 0.3 + 1.2 6 4.7

= 0.3 + 7.2 4.7

= 7.5 4.7

= 2.8

Emphasise that calculation that involves division or multiplication must

be performed first, and then only followed by addition or subtraction from

left to right.

(b) 10 0.05 0.2 + 1.47

= 9.75 + 1.47

= 11.22

108

= 18 15.6

= 2.4

2.

= 0.28 + 15.5 0.467

= 15.78 0.467

= 15.313

Pupils answer Question 1 in Worksheet 4.23.

Activity 2

Approach

Class

Aim

multiplication and division of decimals, including the use of brackets.

Steps

1.

2.

Examples:

(a) Ms. Lim bought 2 kg sugar which is RM1.25 per kilogram and 0.5 kg

coffee powder which is RM3.20 per kilogram from a grocery. If she

paid with a RM5 note, how much is the balance?

Solution:

Balance

= RM 5 2 RM 1.25 0.5 RM 3.20

= RM 5 RM 2.50 RM 1.60

= RM 2.50 RM 1.60

= RM 0.90

(b) A sheet of rectangular paper is measured 10 cm by 15.6 cm. If a

rectangle measured 8.5 cm by 7.2 cm is cut from this sheet of paper,

calculate the area of the remained paper.

Solution:

Area of the remained paper

= (10 15.6 8.5 7.2) cm2

= (156 61.2) cm2

= 94.8 cm2

Pupils answer Question 2 in Worksheet 4.23.

109

Worksheet 4.23

1.

Solve

(a) 7.6 + 0.02 34 5.5

2.

(a) Aini poured 0.3 litres of syrup equally into 6 glasses. Then she poured 2.4 litres

water equally into these 6 glasses. What is the volume of syrup water in each of

the glasses now?

(b) Pn. Aminah bought three chickens that weigh 1.8 kg, 1.5 kg and 1.9 kg

respectively. The price of chicken is RM4.30 per kilogram. If Pn. Aminah paid

with a RM50 note, how much is the balance?

(c) Miss Susi has a 10 m cloth. She uses 4.62 m of it to make a curtain. The

remaining is going to be used for five cushion covers in which each of them

needs 1.25 m of cloth. Is the remaining cloth enough for the cushion covers?

Why?

110

Test 4.5

Name:

_______________________________________________________

Class:

_______________________________________________________

1.

Solve

(a) 9 0.3

(b) 34 0.8

(c) 2 0.04

(d) 75 0.25

(e) 3 2.4

2.

Calculate

(a) 0.54 2

111

3.

A piece of 12.8 m rope is cut into 4 equal parts. Calculate the length of each part.

4.

An apple is sold at RM0.75. If Ali has RM12.00, how many apples can he buy?

5.

19.2 kg sugar is packed into a few packets. The mass of each packet is 1.2 kg. How

many packets can be packed?

6.

1 Intan class planned to sell cookies during the Canteen Day. They decided to bring

0.6 kg flour each person. One mixture of cookies needs 1.2 kg flour. How many

mixtures can be prepared if the class consists of 42 pupils?

7.

Pn. Jarjeet Kaur bought 4 bottles of liquid soap in which each of them contains 1.25

litres. If she used 4.46 litres of the liquid soap, how many litres of the liquid is

remained?

8.

Pn. Kong paid RM 47.15 for three ducks weigh 2.8 kg, 3.2 kg and 2.2 kg

respectively. What is the price of the ducks per kilogram?

112

Answer

Worksheet 4.1

1. Decimals

2.

(b) Based on pupils respond

(c) Based on pupils respond

3.

(a)

(c)

(e)

(g)

(i)

4.

(a) 0.8

(c) 0.5

(b) 0.4

(d) 0.9

5.

1

(a) 10

3

(c) 10

2

(b) 10

4

(d) 10

5

(e) 10

7

(g) 10

(f)

(i)

0.1

0.3

0.5

0.7

0.9

(b)

(d)

(f)

(h)

(h)

0.2

0.4

0.6

0.8

6

10

8

10

9

10

6.

4

(a) 10

6

(c) 10

9

(b) 10

1

(d) 10

7.

(a) 0.3

5

(b) 10

(d) 0.3

7

(c) 10

(e) 0.8

(f)

2

10

8.

(c) 0.2, 0.7

9.

(c) 0, 0.2, 0.3, 0.5

Worksheet 4.2

1. (a) 0.25

(c) 0.75

(e) 0.06

2.

(b) 0.18

(d) 0.05

(f) 0.03

65

(a) 100

94

(c) 100

47

(b) 100

2

(d) 100

113

5

100

7

(e) 100

(f)

(a) 0.07

(c) 0.15

34

(b) 100

72

(d) 100

(e) 0.09

(f)

4.

5.

(a) 0.1

(c) 0.6

(e) 0.59

(b) 0.5

(d) 0.5

6.

10 = 1 = 0.1

(a) 100

10

30

3 = 0.3

(c) 100 = 10

20 = 2 = 0.2

(b) 100

10

40

4 = 0.4

(d) 100 = 10

50 = 5 = 0.5

(e) 100

10

70

7 = 0.7

(g) 100 = 10

(f)

3.

(i)

7.

90

100

(h)

36

100

60

100

80

100

6 = 0.6

= 10

8 = 0.8

= 10

9 = 0.9

= 10

(c) 0.23, 0.46, 0.5, 0.7

(d) 0.06, 0.20, 0.42, 0.5

Worksheet 4.3

1. (a) 0.1

(c) 0.001

(e) 0.00001

(b) 0.01

(d) 0.0001

2.

(a)

(c)

(e)

(g)

3.

(a) 0.3

(c) 0.67

(e) 0.258

(b) 0.3

(d) 0.016

(f) 0.0462

4.

3

(a) 1000

132

(c) 1000

2

(b) 100

56

(d) 1000

68

(e) 100

(f)

349

1000

(a)

(c)

(e)

(g)

(i)

(b)

(d)

(f)

(h)

1.04

1.85

1.024

2.0549

5.

0.002

0.036

0.428

0.0496

(b)

(d)

(f)

(h)

2.6

5.5

2.003

4.165

3.0257

114

0.007

0.084

0.583

0.00037

6.

2 =11

(a) 1 10

5

7

(c) 3 100

5 =11

(b) 2 10

2

18

9

(d) 2 100 = 2 50

9

(e) 1 1000

67

(g) 1 100

403

(f) 2 1000

129

(h) 2 10645

000 = 2 2000

(i)

7.

8704 = 1 544

1 10

000

625

(a)

(b)

(c)

(d)

Worksheet 4.4

1. (a) 2 d.p.

(c) 3 d.p.

(e) 4 d.p.

(g) 1 d.p.

(b)

(d)

(f)

(h)

3 d.p.

4 d.p.

3 d.p.

2 d.p.

2.

(c) Sample answer: 2.312

(d) Sample answer: 2.3123

3.

(a) hundredths

(c) thousandths

(e) units

(b) hundredths

(d) tenths

4.

(a) 3, 5, 1

(c) 6, 7, 1

(b) 6, 9, 3

5.

5

(a) 10

5

(c) 1000

5

(b) 100

(d) 10 5000

6.

(a) 98.760

(b) 60.789

115

Worksheet 4.5

1. (a) 43

(c) 101

(e) 2

(b) 2

(d) 17

(f) 0

2.

(a) 0.3

(c) 0.1

(e) 1.0

(b) 10.4

(d) 3.4

(f) 59.0

3.

(a) 8.15

(c) 1.66

(e) 5.40

(b) 0.01

(d) 20.11

(f) 3.20

4.

(a) 0.006

(c) 23.973

(e) 0.146

(b) 1.046

(d) 0.105

(f) 2.400

5.

(a) 9.584

9.58

9.6

(c) 0.495

0.49

0.5

(e) 2.605

2.61

2.6

(b) 12.746

12.75

12.7

(d) 0.130

0.13

0.1

(f) 0.099

0.10

0.1

6.

7.

8.

Test 4.1

1. (a) 0.7

(c) 2.08

(e) 11.104

2.

(b) 0.15

(d) 0.008

9

(b) 20

31

(d) 5 100

(a) 54

(c)

(e)

1

40

16

4 250

3.

(c) 2.2, 2.9

(e) 1.4, 1.7

(d) 5.5, 5.8

4.

(a) 0.2

(c) 0.784

(e) 11.386

(b) 0.93

(d) 6.1

116

5.

(c) Five point zero four six

6.

(a) 0.003

(c) 1.140

(b) 4.7

7.

8.

9.

(a) 5.0

(c) 0.190

(b) 14.81

(c) 42.6

(b) 42.65

(c) 0.0006

(b) 0.07

Worksheet 4.6

1. (a) 2.7

(c) 7.6

(e) 1.3

(g) 4.1

0.9

3.9

1.6

13.2

(b)

(d)

(f)

(h)

8.8

0.8

1

17.3

(b)

(d)

(f)

(h)

0.9

12.5

3.5

20.0

2.

(a)

(c)

(e)

(g)

3.

(a) 2.5

(c) 13.5

(e) 1.1

(b) 5.5

(d) 0.8

(f) 3.2

4.

(a) 5.37

(c) 11.30

(b) 8.01

5.

(a) 0.37

(c) 2.61

(e) 4.10

(b) 3.83

(d) 1.06

(f) 8.01

Worksheet 4.7

1. 1.6 m

2.

40.8 kg

3.

3.7

4.

45.4 units

5.

82.01 litres

6.

110 kg

7.

(a) 2.63 kg

(b) 3.38 kg

117

Worksheet 4.8

1. (a) 2.74

(c) 13.33

(e) 4.76

(b) 7.48

(d) 4.74

(f) 31.19

2.

(a) 2.74

(c) 10.73

(e) 30.03

(b) 15.35

(d) 11.01

(f) 20.99

3.

(a) 21.62

(c) 20.19

(e) 20.91

(b) 18.81

(d) 9.44

(f) 36.74

4.

(a)

(c)

(e)

(g)

(b)

(d)

(f)

(h)

5.

(a) 1.172

(c) 5.897

(e) 3.324

(b) 2.354

(d) 30.041

(f) 9.439

6.

(a) 1.36

(c) 17.36

(b) 9.75

(d) 4.96

7.

Total mass altogether = 5.695 kg, Total mass she carries out = 6.375 kg.

8.

93.2 kg

25.858

5.206

12.003

15.143

Worksheet 4.9

1. (a) 0.5

(c) 1.3

(e) 3.1

1.101

11.010

25.038

73. 484

(b) 0.3

(d) 2

2.

(a) 0.14

(c) 1.02

(e) 0.22

(b) 0.5

(d) 0.413

(f) 1.012

3.

(a) 0.35

(c) 1.116

(b) 0.23

(d) 3.205

4.

(a) 0.7

(c) 0.78

(e) 1.78

(b) 1.7

(d) 0.29

(f) 1.061

5.

(a) 1.5

(c) 0.984

(e) 0.932

(b) 0.65

(d) 0.87

(f) 2.385

118

Worksheet 4.10

1. (a) 1.42 m, 1.63 m, 1.71 m

(c) 0.08 m

(b) 0.21 m

(d) 0.29 m

2.

(b) 0.73

3.

4.

5.

(a) 4.1 m

(b) 0.4 m

Worksheet 4.11

1. (a) 2.4

(c) 1.48

(e) 7.883

0.15 kg

(b) 1.9

(d) 2.4

2.

(a) 3.1

(c) 5

(e) 7.094

(b) 3.63

(d) 5.05

3.

(a) 0.8

(c) 0.434

(b) 21.72

(d) 2.009

4.

3.32 kg

5.

59.4 litres

6.

5.63 m

7.

0.15 litres

Test 4.2

1. (a) 1.99

(c) 59.39

(b) 17.87

(d) 87.145

2.

(a) 0.22

(c) 35.4

(b) 11.54

(d) 93.143

3.

(a) 8.5

(c) 28.8

(b) 113.529

(d) 135.6

4.

(a) 9.8

(c) 66.06

(b) 75.109

(d) 28.968

5.

(a) 6.71

(b) 10.117

6.

(a) 4.831

(b) 4.093

7.

8.7 kg

8.

9.

15.8 m

10. 10.7 kg

Worksheet 4.12

1. (a) 3

(c) 38.2

45.2 litres

(b) 75

(d) 14.67

119

(e) 15

(g) 154.89

(f) 24.6

2.

(a) 86

(c) 2.4

(e) 0.67

(b) 2.8

(d) 55.74

3.

(a)

(c)

(e)

(g)

(b)

(d)

(f)

(h)

4.

(a) 60

(c) 60

(b) 225

(d) 904.1

5.

(a)

(c)

(e)

(g)

(b)

(d)

(f)

(h)

6.

(a) 700

(c) 0.8

(e) 8004

40

147

640.7

8

500

30

490

8

25

35.6

1460

333.3

7400

6950

44 900

1196

(b) 25

(d) 4567

Worksheet 4.13

1. (a) 3.2

(c) 60.6

(e) 12

(b) 27.5

(d) 4.2

(f) 62

2.

(a) 5.36

(c) 57.21

(e) 58.94

(b) 11.7

(d) 0.7

(f) 353.64

3.

(a) 2.002

(c) 59.892

(e) 43.71

(b) 37.422

(d) 0.654

(f) 136.998

4.

(a) 8

(c) 115

(e) 51.2

(b) 40.8

(d) 26.4

(f) 94.5

5.

(a) 0.96

(c) 232.8

(e) 184.92

(b) 62.53

(d) 13.8

(f) 678.72

6.

(a) 2.997

(c) 101.645

(e) 20.124

(b) 115.408

(d) 704.438

(f) 50.45

Worksheet 4.14

1. (a) 0.3

(b) 1.52

120

(c) 12.88

(e) 55.2

(d) 1.44

(f) 117.6

2.

(a) 0.042

(c) 2.468

(e) 3.744

(b) 1.01

(d) 0.042

(f) 5.36

3.

(a) 0.0335

(c) 36.7236

(e) 114.0228

(b) 1.404

(d) 16.4335

(f) 249.1502

4.

(a) 0.1

(c) 22.1728

(e) 38.1114

(b) 2.7027

(d) 0.8034

(f) 37.4918

Worksheet 4.15

1. (a) 13.8 cm

(b) 62.9 cm

2.

RM 11.87

3.

RM 5.37

4.

42.5 litres

5.

RM 13.72

Test 4.3

1. (a) 14

(c) 32

(e) 2158

(b) 8

(d) 604

(f) 970

2.

(a) 85.2

(c) 16.26

(e) 118.08

(b) 32.55

(d) 22.1

3.

(a) 0.06

(c) 2.187

(e) 153.76

(b) 16.2

(d) 0.7785

4.

15 litres

5.

(a) 46.8 cm

6.

3.9 kg

(b) 120.08 cm

Worksheet 4.16

1. (a) 0.6

(c) 23.4

(e) 26

(b) 1

(d) 8.4

(f) 357.9

2.

(a) 0.04

(c) 0.592

(e) 0.5

(b) 0.37

(d) 0.08

(f) 0.63

3.

(a) 0.005

(b) 0.05

121

(c) 0.559

(e) 4.321

(d) 0.125

Worksheet 4.17

1. (a) 0.03

(c) 5.31

(e) 0.67

(b) 0.45

(d) 0.05

(f) 8.92

2.

(a) 0.007

(c) 0.721

(e) 0.063

(b) 0.059

(d) 0.001

(f) 0.864

3.

(a) 0.009

(c) 2.456

(e) 0.624

(b) 0.124

(d) 0.036

(f) 9.876

Worksheet 4.18

1. (a) 1.5

(c) 10.25

(e) 4.75

(b) 33.4

(d) 0.16

(f) 0.6

2.

(a) 0.6

(c) 5.625

(e) 13.25

(b) 17.5

(d) 11.5

(f) 12.25

3.

(a) 0.5

(c) 0.02

(e) 0.075

(b) 0.75

(d) 0.48

4.

(a) 0833

(c) 0.444

(e) 0.313

(b) 0.143

(d) 0.273

(f) 0.292

5.

(a)

(c)

(e)

(g)

(b)

(d)

(f)

(h)

0.2

0.375

0.075

13.95

Test 4.4

1. (a) 0.8

(c) 0.495

(e) 0.76

1.75

0.7

5.7

4.915

(b) 1.73

(d) 2.3

(f) 2.031

2.

(a) 0.09

(c) 0.07453

(b) 0.0238

(d) 2.651

3.

(a) 4.5

(c) 0.84

(e) 6.125

(b) 10.6

(d) 7.25

(f) 0.725

4.

(a) 0.4

(b) 0.75

122

(c) 0.45

5.

(a) 0.286

(b) 0.417

6.

(a) 1.5

(c) 0.25

(b) 2.065

Worksheet 4.19

1. (a) 20

(c) 65

(e) 42.5

(b) 30

(d) 1.25

2.

(a) 50

(c) 160

(e) 37.5

(b) 16

(d) 62.5

3.

(a) 6.667

(c) 63.634

(b) 16.667

(d) 62.222

4.

(a) 1.25

(c) 18.667

(b) 3.2

(d) 0.4

5.

(a) 1.14

(b) 15

Worksheet 4.20

1. (a) 3

(c) 5

(e) 0.21

(b) 2.25

(d) 11.5

2.

(a) 2

(c) 0.12

(b) 1.1

(d) 0.72

3.

(a) 6

(c) 12

(b) 90

(d) 0.8

4.

(a) 5.08

(c) 2.09

(b) 7.78

(d) 5.83

Worksheet 4.21

1. RM 1.49

2.

210 sacks

3.

0.2 litre

4.

RM 1.13

5.

Worksheet 4.22

1. (a) 20

(c) 6.4

(e) 2.568

(b) 1.28

(d) 2

(f) 95.94

2.

(b) 62.5 km

(a) 6

123

Worksheet 4.23

1. (a) 2.78

(c) 0.083

(b) 29.982

(d) 15

2.

(b) RM 27.64

(c) No, the remaining cloth not enough for

the cushion cover.

Test 4.5

1. (a) 30

(c) 50

(e) 1.25

(b) 42.5

(d) 300

2.

(a) 0.27

(c) 0.12

(e) 6.902

(b) 90

(d) 14.47

3.

3.2 m

4.

16 apples

5.

16 packets

6.

21 mixtures

7.

0.54 litre

8.

RM5.75

124