Unit Plan 6

UNIT INFORMATION
Cut and paste the information that is applicable here from the respective unit within your Long
Term Plan
Grade/Subject: Grade 4/Maths
Unit Name: Unit 6 Decimals
Length of Unit: 18 days
Unit Goal
Reasoning Knowledge and Skills:
What knowledge and skills do
you hope your students will In this unit, students will acquire the following key knowledge
acquire in this unit? In what and skills:
ways will students be developing
their larger vision and classroom 1. Understanding Decimals:
goals?
o Students will learn that decimals are an
alternative representation of fractions,
expanding their understanding of how numbers
can represent parts of a whole. They will
recognize decimals in everyday contexts, such
as money, measurements, and data.

2. Place Value of Decimals:

o Students will develop a strong grasp of place

value for decimals, understanding the
significance of each digit in a decimal number
up to three decimal places. This understanding
will help them accurately read, write, and
interpret decimal numbers.

3. Converting Between Fractions and Decimals:

o Students will master the conversion between

fractions and decimals, recognizing when and
how to convert a fraction to a decimal
(especially when the denominator is 10, 100, or
1000) and vice versa. This skill is essential for
their ability to work fluidly with both fractions
and decimals in various mathematical and real-
world contexts.

4. Performing Arithmetic Operations with Decimals:

o Students will gain proficiency in performing

arithmetic operations (addition, subtraction,
multiplication, and division) with decimals.
 This includes understanding how to align
decimal points and handle decimal places
correctly in calculations, preparing them for
more complex mathematical tasks.

5. Applying Decimals in Real-World Situations:

o Students will apply their knowledge of

decimals to solve real-world problems, such as
making accurate measurements, handling
money, and interpreting data. This practical
application will help them see the relevance of
decimals in everyday life and develop
confidence in their mathematical abilities.

6. Rounding Decimals:

o Students will learn how to round decimals to

the nearest whole number, tenth, or hundredth.
This skill is crucial for making estimates and
simplifying calculations in both mathematical
problems and real-life scenarios.

Developing the Larger Vision and Classroom Goals:

Through this unit, students will not only develop mathematical

skills but also work towards larger classroom goals:

1. Building Numerical Fluency:

o This unit will contribute to the students’ overall

numerical fluency, making them more
comfortable and confident in working with
numbers in various forms. This fluency is
essential for their success in more advanced
math topics in the future.

2. Encouraging Critical Thinking and Problem-Solving:

 o By engaging with decimals in a variety of
contexts, students will enhance their critical
thinking and problem-solving abilities. They
will learn to analyze problems, choose
appropriate methods, and apply their
knowledge effectively, which are key skills for
success in all areas of learning.

3. Connecting Math to Real Life:

o The unit emphasizes the practical applications

of decimals, helping students to see the
connection between what they learn in the
classroom and the world around them. This
connection is vital for fostering a positive
attitude towards math and encouraging lifelong
learning.

4. Promoting Precision and Attention to Detail:

o Working with decimals requires careful

attention to detail, particularly when performing
arithmetic operations and rounding. This unit
will help students develop a habit of precision,
which is a valuable skill in both academic and
real-world settings.

5. Fostering a Growth Mindset:

o As students work through the challenges of

understanding and applying decimals, they will
be encouraged to embrace a growth mindset.
They will learn that making mistakes is a part
of learning and that persistence and effort can
lead to mastery of complex concepts.

By the end of this unit, students will not only have mastered
the specific skills related to decimals but will also have made
 progress towards becoming confident, critical thinkers who are
prepared to tackle more complex mathematical challenges in
the future.

● SWBAT recognize a decimal as an alternative way of writing a

fraction.
● SWBAT express a decimal number as a fraction whose
denominator is 10, 100, or 1,000
● SWBAT identify and recognize the place value of a digital in
decimals ( up to 3 decimal places).
● SWBAT concert a given fraction to a decimal if the denominator
of the fraction is 10, 100, or 100.
● SWBAT convert a given fraction to a decimal if the denominator
of the fraction is 10, 100, or 1000, but can be converted to 10,
100, or 1,000.
● SWBAT convert a decimal (up to 3 – decimal places) to fraction.
SLOs / Objectives ● SWBAT add 3 – digits ( up to 2 – decimal places) ● SWBAT
subtract 3 – digits (up to 3 – decimal places).
● SWBAT multiply a 2- digit number ( up to 1 decimal place) by
10, 100, and 1,000.
● SWBAT multiply a 2 – digit number with 1 decimal place by a 1
– digit number.
● SWBAT divide a 2 – digit number with 1 decimal place by a 1 –
digit number.
● SWBAT solve real life situation involving 2 – digit numbers with
1 decimal place using appropriate operations.
● SWBAT round off a whole number to the nearest 10, 100, and
1, 000
● SWBAT round off the decimals ( with 1 or 2 decimal places) to
the nearest whole number.
● SWBAT brainstorm ideas on their vision for success.
Scaffolding Building Up Students’ Knowledge and Skills:
The learning outcomes (SLOs) in this unit are strategically
In what ways are the learning designed to gradually build students' understanding and skills
outcomes set or designed to related to decimals. The scaffolding approach ensures that
build up students’ knowledge each new concept is introduced only after students have a solid
and skills? grasp of the foundational knowledge, allowing them to
progress confidently from simpler to more complex tasks.
Are the SLOs ranging from easy Here’s how the scaffolding is implemented:
to difficult? Are the SLOs 1. Introduction to Decimals:
providing multiple learning o SLOs: Recognize a decimal as an alternative
opportunities? way of writing a fraction.
o Purpose: This foundational concept introduces
students to the idea of decimals, connecting it
to their prior knowledge of fractions. By
starting with this basic understanding, students
can relate new information to what they already
know, making the transition smoother.
2. Understanding Place Value:
o SLOs: Identify and recognize the place value of
digits in decimals (up to 3 decimal places).
o Purpose: After understanding what decimals
are, students learn about the place value system
specific to decimals. This builds their ability to
read, write, and interpret decimal numbers
accurately, which is crucial for further
operations.
3. Converting Between Fractions and Decimals:
o SLOs: Convert fractions to decimals and vice
versa.
o Purpose: With a firm grasp of what decimals
represent and how place value works, students
are now ready to learn how to convert between
fractions and decimals. This step reinforces
their understanding of both forms and prepares
them for more complex operations.
4. Performing Arithmetic Operations:
o SLOs: Perform addition, subtraction,
multiplication, and division with decimals.
 o Purpose: Once students are comfortable with
decimals and conversions, they move on to
performing arithmetic operations. This stage
builds on their previous knowledge of
operations with whole numbers and fractions,
now applying those skills to decimals.
5. Applying Decimals in Real-World Situations:
o SLOs: Solve real-life situations involving
decimals.
o Purpose: After mastering arithmetic operations,
students apply their skills in real-world
contexts. This not only reinforces their
understanding but also demonstrates the
practical importance of decimals, making
learning more relevant and engaging.
6. Rounding Decimals:
o SLOs: Round off decimals to the nearest whole
number, tenth, or hundredth.
o Purpose: Rounding is introduced after students
are comfortable with operations. It requires a
solid understanding of place value and the
ability to manipulate decimals accurately,
making it a more advanced skill that is
introduced later in the unit.
Progression from Easy to Difficult:
Yes, the SLOs are designed to progress from easier to more
difficult tasks:
 Initial SLOs (Easy): Focus on basic concepts like
recognizing decimals and understanding place value.
These foundational skills are essential for success in
later, more complex tasks.
 Intermediate SLOs (Moderate): Introduce conversions
between fractions and decimals, as well as basic
arithmetic operations. These tasks require students to
apply what they’ve learned in more challenging
contexts.
 Advanced SLOs (Difficult): Involve applying decimals
in real-world situations and rounding decimals. These
 tasks demand higher-order thinking and the ability to
apply multiple concepts simultaneously.
Multiple Learning Opportunities:
Yes, the unit provides multiple learning opportunities:
1. Differentiated Instruction:
o Remedial Support: For students struggling with
basic concepts, additional instruction, and
practice are provided to ensure they catch up
and can participate fully in more advanced
activities.
o Enrichment Activities: For students who master
the content quickly, enrichment activities offer
more challenging problems and real-world
applications, allowing them to deepen their
understanding and skills.
2. Hands-On and Visual Learning:
o Manipulatives and Visual Aids: Tools like
decimal grids, place value charts, and
interactive games help students visualize and
understand abstract concepts, catering to
different learning styles.
3. Collaborative Learning:
o Peer Tutoring and Group Work: Students work
together to solve problems, explain concepts to
each other, and engage in discussions that
reinforce their learning and build their
communication skills.
4. Formative Assessments:
o Quizzes and Exit Tickets: Regular assessments
allow the teacher to monitor progress and adjust
instruction as needed, providing immediate
feedback to help students improve.
5. Real-World Applications:
o Practical Problems: Students apply their
knowledge of decimals to solve real-world
problems, such as measuring, shopping, or
handling money, making learning more
engaging and meaningful.
By carefully sequencing the SLOs and providing diverse
learning opportunities, the unit ensures that all students can
build their knowledge and skills in a structured and supportive
environment. This scaffolding approach not only helps
students understand decimals but also equips them with the
confidence and competence to apply their learning in a variety
of contexts.
Remedial (R) Purpose: The remedial plan is designed to provide targeted
(to be completed after receiving support to students who may struggle with the concepts in this
diagnostic assessment results) unit. After receiving diagnostic assessment results, specific
What additional learning areas of difficulty will be identified, and additional learning
time/support will you create to time and support will be offered to bridge any learning gaps.
bridge the learning gap of all 1. Diagnostic Assessment:
samples of your students based  Tools: Conduct diagnostic assessments at the
on their need? beginning of the unit, such as quizzes, exit tickets, and
observational checklists, to identify students' specific
areas of weakness related to decimals. This will help in
tailoring the remedial activities to meet the needs of
each student.
2. Targeted Small Group Instruction:
 Description: Create small groups based on the
diagnostic results, focusing on students with similar
learning gaps. These groups will receive targeted
instruction on specific areas where they are struggling,
such as place value, decimal conversions, or arithmetic
operations with decimals.
 Activities:
o For Place Value Struggles: Use visual aids like
place value charts and interactive games to help
students understand the importance of each
digit in a decimal.
o For Conversion Difficulties: Provide step-by-
step guided practice on converting fractions to
decimals and vice versa, using real-life
examples to illustrate the process.
o For Arithmetic Operations: Simplify problems
by starting with smaller numbers or fewer
decimal places, gradually increasing the
difficulty as students build confidence.
3. Differentiated Practice Worksheets:
 Description: Offer practice worksheets tailored to
different levels of understanding. For students
struggling with basic concepts, the worksheets will
focus on simpler, more direct problems. For those who
are advancing but need reinforcement, include more
 complex, multi-step problems.
 Activities:
o Basic Level: Focus on straightforward tasks
like identifying place values, simple
conversions, and basic addition and subtraction
with decimals.
o Intermediate Level: Include mixed operations
and introduce real-world problems involving
money or measurements that require the use of
decimals.
o Advanced Remediation: Challenge students
with multi-step problems that require them to
use decimals in various contexts, such as
shopping or budgeting.
4. One-on-One Tutoring:
 Description: Offer one-on-one sessions for students
who require intensive support. These sessions will be
personalized to address the specific difficulties each
student is facing.
 Activities:
o Interactive Tools: Use digital tools or apps that
provide interactive practice with decimals,
allowing students to receive instant feedback on
their performance.
o Real-Life Connections: Relate decimal
concepts to the student's everyday experiences,
such as calculating change, reading scales, or
measuring ingredients in a recipe.
5. Peer Tutoring and Buddy Systems:
 Description: Pair students who are struggling with
those who have mastered the concepts. Peer tutoring
encourages collaborative learning and helps both
students reinforce their understanding.
 Activities:
o Peer-Led Practice: The stronger student leads
practice sessions, explaining concepts and
guiding the weaker student through exercises.
o Buddy Challenges: Create challenges where the
 pair must work together to solve problems,
fostering teamwork and deeper understanding.
6. Use of Manipulatives and Visual Aids:
 Description: Incorporate hands-on learning tools to
make abstract concepts more concrete.
 Activities:
o Decimal Grids: Use decimal grids to help
students visualize and compare decimal values.
o Place Value Charts: Display place value charts
that students can reference during practice,
helping them keep track of digits' values in
different positions.
7. Additional Practice Time:
 Description: Allocate extra time during or after school
for practice. This could be through dedicated remedial
sessions or optional study groups.
 Activities:
o Practice Labs: Set up stations with different
types of problems (place value, conversion,
arithmetic) where students rotate and practice.
o Homework Assignments: Provide additional
practice assignments focusing on areas of
difficulty, ensuring students have the
opportunity to practice and solidify their
understanding at home.
8. Continuous Monitoring and Feedback:
 Description: Regularly monitor the progress of students
receiving remedial support and adjust the strategies as
needed.
 Activities:
o Weekly Check-Ins: Use brief assessments or
check-ins to gauge progress and make
adjustments to the remedial plan as necessary.
o Feedback Sessions: Hold individual feedback
sessions to discuss progress with each student,
encouraging reflection on their learning and
identifying areas that still need work.
This remedial plan ensures that all students have the
 opportunity to succeed in understanding decimals. By
providing a range of targeted interventions, the plan addresses
the diverse needs of students and helps them overcome any
challenges they face in mastering the unit's content.
Enrichment (E) Purpose: The enrichment plan is designed to challenge
What exercises or activities will students who have mastered the core content and are ready to
create spaces for enrichment for explore more advanced concepts or engage in activities that
the students? deepen their understanding. These exercises and activities will
help students apply their knowledge of decimals in creative,
complex ways, encouraging higher-order thinking and
fostering a love for learning.
1. Advanced Real-World Problem Solving:
 Description: Provide students with complex, multi-step
real-world problems that require the application of
decimals in various contexts.
 Activities:
o Project-Based Learning: Assign projects where
students must use decimals to plan and budget
for a class event, calculate the cost of a
shopping trip, or design a small business model,
including pricing and profit calculations.
o Scenario Challenges: Present students with
scenarios like planning a vacation (calculating
travel distances, fuel costs, and accommodation
expenses using decimals) or preparing a
detailed recipe for a large group, requiring
precise measurements and conversions.
2. Decimal Investigation and Exploration:
 Description: Encourage students to explore the role of
decimals in different fields and everyday life through
research and investigation.
 Activities:
o Decimal Research Projects: Have students
research how decimals are used in various
professions, such as engineering, medicine,
finance, and cooking. They can present their
findings through a report or a class
presentation.
 o Exploration Stations: Set up stations where
students can explore decimals in different
contexts, such as measuring liquids with
graduated cylinders, weighing items on a scale,
or analyzing data from sports statistics.
3. Cross-Curricular Integration:
 Description: Connect decimals with other subjects,
allowing students to explore how mathematical skills
apply in different areas.
 Activities:
o Science Integration: Work on experiments that
involve precise measurements using decimals,
such as measuring the growth of plants,
recording temperature changes, or mixing
chemical solutions.
o Art Integration: Engage students in creating
scale drawings or models, where they must
accurately measure and convert units to ensure
their work is proportional, reinforcing their
understanding of decimals in a creative way.
4. Peer Teaching and Leadership Opportunities:
 Description: Give students who have mastered the
content the opportunity to teach their peers or lead
group activities, reinforcing their understanding and
building leadership skills.
 Activities:
o Peer Tutoring: Encourage advanced students to
tutor their peers, helping them explain concepts
and solve problems related to decimals. This
not only reinforces the tutor's knowledge but
also helps struggling students.
o Math Leaders: Assign these students as leaders
of small group activities, where they can
facilitate discussions, help organize tasks, and
encourage collaboration among their peers.
5. Decimal Games and Challenges:
 Description: Use games and challenges to make
learning decimals fun and engaging for advanced
 students.
 Activities:
o Decimal Bingo: Create a game where students
must match decimal values with their
corresponding fractions or solve decimal-based
problems to mark off squares on their bingo
cards.
o Decimal War: Adapt the card game "War" by
having students compare decimal values on
cards, with the highest decimal winning the
round. Include multiplication or division of
decimals for an added challenge.
6. Digital Tools and Simulations:
 Description: Introduce students to digital tools and
simulations that allow them to explore mathematical
concepts in a dynamic and interactive way.
 Activities:
o Online Simulations: Use simulations that
involve measuring and converting units in
virtual environments, such as building
structures, running virtual lab experiments, or
planning a virtual shopping spree.
o Math Software: Introduce students to software
like GeoGebra or Khan Academy's advanced
lessons, where they can explore more complex
math topics and apply their knowledge in new
ways.
7. Research and Presentation Projects:
 Description: Encourage students to research real-world
applications of decimals and present their findings to
the class.
 Activities:
o Research Topics: Topics could include the use
of decimals in financial planning, the
importance of precision in medicine (e.g.,
dosing medications), or how decimals are used
in sports statistics.
o Presentations: Students create presentations,
 posters, or digital slideshows to share their
findings, practicing both their mathematical and
communication skills.
8. Creative Problem Solving:
 Description: Engage students in creative problem-
solving activities that require them to use decimals in
innovative ways.
 Activities:
o Design a Decimal-Based Game: Challenge
students to create their own board game or
digital game that involves solving decimal
problems to advance through the game.
o Decimal Puzzles: Provide students with
complex puzzles, such as magic squares or
cross number puzzles, where decimals play a
key role in finding the solution.
These enrichment activities are designed to provide students
with opportunities to extend their learning beyond the standard
curriculum, encouraging them to apply their knowledge in
creative, practical, and interdisciplinary ways. This approach
not only deepens their understanding but also keeps them
engaged and motivated by showing the real-world relevance of
what they are learning.

1. Enduring Understandings 2. Essential Questions 3. Tasks

To meet the learning goals, students will To acquire this understanding, students will What are the tasks implied by the verbs in
need to understand that: need to consider such questions as: the lesson objectives?
To meet the learning goals in Unit 6 on 1. What is the relationship between
Decimals, students will need to develop the fractions and decimals? (verbs: identify, differentiate, write,
following enduring understandings: o Purpose: This question compare, arrange)
1. Decimals Represent Fractions: encourages students to explore
o Students will understand that
1. Identify:
how decimals and fractions are
o Tasks:
 decimals are another way to related, helping them understand  Recognize Decimals:
represent fractions, that decimals are simply another Students will be
particularly those with way to represent parts of a whole. tasked with
identifying decimal
denominators of 10, 100, or It prompts them to think about
numbers in various
1000. This understanding when and why one form might be contexts, such as in
helps students see the used over the other in different measurements,
relationship between situations. money, or data.
fractions and decimals and 2. How does understanding place value  Identify Place Value:
recognize that both are ways help us work with decimals? Students will need to
to express parts of a whole. o Purpose: This question prompts correctly identify the
place value of each
2. Place Value is Key to Decimals: students to think about the
digit in a decimal
o Students will understand that importance of place value in number (e.g., tenths,
the place value system reading, writing, and performing hundredths,
extends to decimals, with operations with decimals. It helps thousandths).
each place to the right of the them recognize that each digit in  Identify Equivalent
decimal point representing a a decimal number has a specific Fractions: Students
smaller fraction of a whole value based on its position, will identify fractions
that can be easily
(tenths, hundredths, which is critical for accurate
converted to decimals,
thousandths). This calculations. especially those with
understanding is crucial for 3. How are decimals used in everyday life? denominators of 10,
accurately reading, writing, o Purpose: This question connects 100, or 1000.
and manipulating decimal the classroom learning to real-
numbers. world applications, encouraging 2. Differentiate:
o Tasks:
3. Decimals Are Used in Real-Life students to consider how
 Distinguish Between
Measurements and Money: decimals are used in contexts like Decimals and Whole
o Students will understand that money, measurements, and data. Numbers: Students
decimals are commonly used It helps them see the relevance of will differentiate
in everyday life, especially what they are learning and between whole
in contexts like money, motivates them to pay attention numbers and decimal
measurements, and data. to details in practical situations. numbers,
understanding the
This realization helps 4. Why is it important to be precise when
significance of the
students see the practical working with decimals? decimal point.
application of what they are o Purpose: This question  Differentiate Place
learning and why precision
 in decimals matters in real- emphasizes the importance of Values: Students will
world scenarios. accuracy and precision in using need to differentiate
4. Conversions Between Fractions and decimals, particularly in fields between the place
values of digits in a
Decimals are Interchangeable: like science, finance, and
decimal number,
o Students will understand that engineering. It encourages recognizing how each
fractions can be converted to students to think about the position impacts the
decimals and vice versa, consequences of small errors in number’s overall
depending on the context in decimal calculations and the need value.
which they are used. This for careful attention to detail.  Differentiate Between
understanding allows 5. How can fractions be converted to Decimals and
Fractions: Students
students to flexibly switch decimals, and why might we need to do
will differentiate
between these forms when this? between fractions and
solving problems, enhancing o Purpose: This question prompts their decimal
their numerical fluency. students to explore the process of equivalents,
5. Arithmetic Operations with converting fractions to decimals understanding the
Decimals Follow Specific Rules: and vice versa, helping them connection and
o Students will understand that understand the flexibility differences between
these representations.
performing addition, required in different
subtraction, multiplication, mathematical and real-life 3. Write:
and division with decimals situations. It encourages them to o Tasks:
requires careful attention to think about why one form might  Write Decimals in
place value and the be more useful than the other in Standard Form:
alignment of decimal points. specific contexts. Students will be
This understanding ensures 6. What strategies can we use to add, tasked with writing
decimals in standard
that students can accurately subtract, multiply, and divide decimals
form based on verbal
perform operations and accurately? descriptions or from
solve problems involving o Purpose: This question fractions.
decimals. encourages students to reflect on  Express Fractions as
6. Rounding Decimals Simplifies the specific methods and Decimals: Students
Calculations: strategies needed to perform will write fractions as
decimals, particularly
o Students will understand that arithmetic operations with
those with
rounding decimals to a decimals, such as aligning denominators that are
specified place value can decimal points and understanding powers of 10.
place value. It helps them
 simplify calculations and develop a systematic approach to  Write Decimals in
make estimates easier to solving problems involving Words: Students will
handle in real-life situations. decimals. practice writing
decimal numbers in
This understanding is 7. How does rounding decimals make
word form, ensuring
important for making quick, calculations easier or more practical? they understand how
practical decisions based on o Purpose: This question invites to verbally express
approximate values. students to think about the role of decimal values (e.g.,
7. Precision with Decimals is Crucial rounding in simplifying “0.75” as “seventy-
in Many Contexts: calculations and making five hundredths”).
o Students will understand that estimates. It helps them
4. Compare:
precision in using decimals understand when and why
o Tasks:
is essential in fields such as rounding might be useful in real-  Compare Decimal
science, engineering, life situations, such as making Values: Students will
finance, and daily life. This quick decisions based on be tasked with
awareness underscores the approximate values. comparing two or
importance of accuracy and 8. How can we compare and order more decimal
careful calculation in decimals to solve problems? numbers to determine
which is larger or
situations where even small o Purpose: This question focuses
smaller, using place
errors can have significant on the process of comparing and value to guide their
consequences. ordering decimals, which is comparisons.
8. Decimals Can Be Compared and essential for tasks that require  Compare Decimals
Ordered: ranking or prioritizing. It and Fractions:
o Students will understand that encourages students to think Students may be
decimals can be compared critically about the value of asked to compare a
decimal and a fraction
by looking at their place decimals and how to use this to determine which
values, and they can be knowledge in practical decision- represents a greater or
ordered from smallest to making. lesser value,
largest (or vice versa) by These essential questions are designed to guide sometimes requiring
comparing digits in students' inquiry and reflection throughout the conversion for
corresponding places. This unit. By considering these questions, students accurate comparison.
 Use Symbols to
understanding is will deepen their understanding of decimals and
Compare: Students
fundamental for tasks that develop the ability to apply their knowledge in will use comparison
require ranking or sorting various contexts, both in and out of the symbols (>, <, =) to
decimal values. classroom.
These enduring understandings will equip record the results of
students with the foundational knowledge their comparisons
and skills they need to succeed not only in between decimals.
this unit but also in future mathematical
5. Arrange:
learning and practical applications. By o Tasks:
internalizing these concepts, students will  Order Decimals:
be better prepared to use decimals Students will be
effectively in a variety of contexts tasked with arranging
a set of decimal
numbers in ascending
or descending order
based on their value.
 Arrange Decimals
and Fractions:
Students might be
required to arrange a
mixed set of decimals
and fractions in order
after converting
fractions to decimals
or vice versa.
 Sequencing Decimal
Values: Students will
complete tasks that
involve sequencing
decimals from
smallest to largest (or
vice versa), using
their understanding of
place value to guide
the process.

These tasks, implied by the verbs in the

lesson objectives, will help students develop
a thorough understanding of decimals and
their applications. By engaging in these
tasks, students will not only learn to identify,
 differentiate, write, compare, and arrange
decimals but also deepen their overall
numerical fluency and problem-solving
skills.

4. Achievement Targets: Knowledge and Skills

To understand and ask learning goal aligned questions, When this knowledge is acquired, students will need to be able to:
students will need to have knowledge of:

1. Understanding Decimals:
o Knowledge: Students need to understand what decimals are
and how they represent fractions, particularly those with
denominators of 10, 100, or 1000.
o Skills: Recognize and differentiate between whole numbers
and decimals.
2. Place Value System:
o Knowledge: Students need to understand the place value
system as it applies to decimals, recognizing the value of
digits based on their position relative to the decimal point.
o Skills: Identify the place value of each digit in a decimal
number and write decimals in standard and expanded forms.
3. Decimal-Fraction Relationship:
o Knowledge: Students need to know the relationship between
decimals and fractions and how to convert between the two.
o Skills: Convert fractions to decimals and decimals to fractions,
particularly when the denominator is 10, 100, or 1000.
4. Arithmetic Operations with Decimals:
o Knowledge: Students need to know the rules for adding,
subtracting, multiplying, and dividing decimals.
o Skills: Accurately perform arithmetic operations with
decimals, ensuring correct alignment of decimal points and
place values.
5. Comparison and Ordering of Decimals:
o Knowledge: Students need to understand how to compare and
order decimals by evaluating their place values.
o Skills: Compare decimals using greater than, less than, or
 equal to symbols, and arrange a set of decimals in ascending
or descending order.
6. Rounding Decimals:
o Knowledge: Students need to understand the concept of
rounding decimals and the reasons for rounding in practical
situations.
o Skills: Round decimals to the nearest whole number, tenth, or
hundredth, and apply rounding in real-life problem-solving.
7. Application of Decimals in Real-Life Contexts:
o Knowledge: Students need to be aware of the practical uses of
decimals in everyday life, such as in money, measurements,
and data.
o Skills: Solve real-world problems involving decimals,
applying their understanding of decimal operations and
conversions.

When this knowledge is acquired, students will need to be able to:

1. Identify, Write, and Convert:

o Recognize and write decimals in both standard and expanded
forms.
o Convert between fractions and decimals, especially when
working with denominators of 10, 100, or 1000.
2. Perform Operations:
o Accurately add, subtract, multiply, and divide decimals,
ensuring correct alignment of decimal points.
3. Compare and Arrange:
o Compare two or more decimals using place value knowledge
and arrange them in either ascending or descending order.
4. Round Decimals:
o Round decimals to specified place values and understand
when and why rounding is used.
5. Apply Decimals:
o Use decimals in real-life situations, such as measuring lengths,
calculating prices, or analyzing data.
Unit assessment
Here’s the assessment for Unit 6 on Decimals, formatted in a table similar to what you might find in a typical unit assessment document:
Unit 6: Decimals – Assessment Total Marks: 25 Time: 40 minutes
Section A: Fill in the Blanks (10 Marks)
1. Write the decimal form of the fraction 710\frac{7}{10}107: ______ [1 mark]
2. The place value of the digit 5 in 3.456 is ________. [1 mark]
3. Convert 0.25 to a fraction: ________. [1 mark]
4. Round 4.678 to the nearest hundredth: ________. [1 mark]
5. 3.5+2.75=3.5 + 2.75 =3.5+2.75= ________. [1 mark]
6. 6.42−1.17=6.42 - 1.17 =6.42−1.17= ________. [1 mark]
7. 4.5×10=4.5 \times 10 =4.5×10= ________. [1 mark]
8. 15.6÷2=15.6 \div 2 =15.6÷2= ________. [1 mark]
9. Which is greater: 0.34 or 0.345? ________. [1 mark]
10. Write the number 7.032 in words: ________. [1 mark]
Section B: Short Answer Questions (10 Marks)
1. Compare the following decimals: [4 marks]
(a) 0.56 ______ 0.65 [1 mark]
(b) 1.07 ______ 1.07 [1 mark]
(c) 3.14 ______ 3.1 [1 mark]
(d) 0.099 ______ 0.1 [1 mark]
2. Arrange the following decimals in ascending order: [2 marks]
0.9, 0.45, 0.5, 0.75 [2 marks]
3. Convert the following fractions to decimals: [2 marks]
(a) 34\frac{3}{4}43 = ______ [1 mark]
(b) 78\frac{7}{8}87 = ______ [1 mark]
4. Round the following decimals to the nearest tenth: [2 marks]
(a) 5.678 = ______ [1 mark]
(b) 12.49 = ______ [1 mark]
Section C: Word Problems (5 Marks)
1. Real-World Application: [3 marks]
Sara bought 3.5 meters of ribbon and then bought 2.75 meters more. [3 marks]
How many meters of ribbon does she have in total? ________
2. Multiplication and Division: [2 marks]
A bottle contains 2.5 liters of juice. If you drink half of the juice, [2 marks]
Unit 6: Decimals – Assessment Total Marks: 25 Time: 40 minutes
how many liters are left? ________
Answer Key:
Section Question Answer
A 1 0.7
A 2 Thousandths
A 3 14\frac{1}{4}41
A 4 4.68
A 5 6.25
A 6 5.25
A 7 45
A 8 7.8
A 9 0.345
A 10 Seven and thirty-two thousandths
B 1 (a) <
B 1 (b) =
B 1 (c) >
B 1 (d) <
B 2 0.45, 0.5, 0.75, 0.9
B 3 (a) 0.75
B 3 (b) 0.875
B 4 (a) 5.7
B 4 (b) 12.5
C 1 6.25 meters
C 2 1.25 liters
 CALENDAR OF DAILY OBJECTIVES

Wednesday Thursday Friday saturday monday

● SWBAT recognize ● SWBAT identify and SWBAT concert a ● SWBAT convert a
a decimal as an ● SWBAT express a recognize the place given fraction to a given fraction to a
alternative way value of a digital in decimal if the decimal if the
decimal number
of writing a decimals ( up to 3 denominator of the denominator of the
as a fraction
decimal places). fraction is 10, 100, or fraction is 10, 100, or
fraction. whose
denominator is 100. 1000, but can be
10, 100, or 1,000 converted to 10, 100,
or 1,000.

Tuesday Wednesday Thursday Friday saturday

SWBAT convert a ● SWBAT add 3 – ● SWBAT subtract 3 ● SWBAT multiply ● SWBAT multiply a 2 –
decimal (up to 3 – digits ( up to 2 – – digits (up to 3 – a 2- digit number digit number with 1
decimal places) to decimal places) ( up to 1 decimal decimal place by a 1
decimal places). place) by 10, – digit number.
fraction.
100, and 1,000.

SWBAT divide a 2 – ● SWBAT solve real ● SWBAT round off a ● SWBAT round off ● SWBAT brainstorm
digit number with 1 life situation whole number to the decimals ideas on their vision
decimal place by a 1 involving 2 – digit the nearest 10, 100, ( with 1 or 2 for success.
– digit number numbers with 1 and 1, 000 . decimal places)
decimal place to the nearest
using appropriate whole number.
operations.
Remedial class ● Enrichment ● Unit Assessment