Subject Mathematics Year 5

Class Year 5
Day/Date Monday (2nd September 2024)
Time 0900 – 1000
Topic Unit 4: Time
Content Standard 4.2
Learning Standard/s 4.2.2 (iii)
Objective/s By the end of the lesson, students will be able to:

1. Convert whole numbers of years into months.

2. Convert decimal values of years into months.
3. Solve real-life problems involving the conversion of years to
months.
Teaching Aids Year 5 Mathematics DLP textbook, handouts
Activities  Introduction (10 minutes)
o Teacher’s Explanation:
Begin by reviewing the concept of time units: decades,
centuries, and years.
Write on the board:
 1 decade = 10 years
 1 century = 10 decades = 100 years
o Questioning:
Ask students to recall how many years are in a decade and
a century to assess prior knowledge.

 Direct Instruction (15 minutes)

o Decades to Years (Including Fractions):
Demonstrate how to convert decades to years. Example:
 2.5 decades = 2.5 × 10 = 25 years
Work through examples of both whole and
fractional conversions.
o Centuries to Decades and Centuries to Years:
Show how centuries convert into decades and years, and
include fractions. Example:
 1.5 centuries = 1.5 × 10 = 15 decades
 1.5 centuries = 1.5 × 100 = 150 years

 Guided Practice (15 minutes)

o Distribute a worksheet with a variety of problems
involving converting:
a) Decades to years (e.g., 3.2 decades, 4.75 decades)
b) Centuries to decades (e.g., 2.5 centuries)
c) Centuries to years (e.g., 1.25 centuries)
o Allow students to work in pairs, providing guidance as
needed.

 Independent Practice (10 minutes)

o Students complete another set of problems individually
from the worksheet. Monitor their work, providing
feedback and support.

 Review and Assessment (10 minutes)

o Go over selected problems from the worksheet on the
board, asking students to explain their steps.
o Mini-quiz: Give a short quiz (5 questions) to assess
students' understanding.
Example question: Convert 3.6 centuries into years.
o Measurable Outcome: Check if students achieve 80%
accuracy in their conversions.
 Conclusion:

 Recap: Summarize key points about converting decades to years,

centuries to decades, and centuries to years.

Reflection A total of _____ students achieved the teaching and learning objectives, and
_____ students are at a satisfactory level. However, _____ students still did
not achieve the teaching and learning objectives and require additional
guidance and practice. In terms of the smoothness of the lesson, the session
went smoothly/there were some disruptions. Nevertheless, this session
successfully sparked students' interest in ____________________________
and they appeared more motivated to learn. For the next session, I plan to
____________________________________________________________
____________________________________________________________
Subject Mathematics Year 5
Class Year 5
Day/Date Wednesday (4th September 2024)
Time 1130 – 1230
Topic Unit 4: Time
Content Standard 4.2
Learning Standard/s 4.2.2 (iv)
Objective/s By the end of the lesson, students will be able to:

1. Define and explain the relationship between decades and years.

2. Convert between decades and years using decimals with 80% accuracy.
3. Solve word problems involving conversion of decades to years and vice versa
with 75% accuracy.

Teaching Aids Year 5 Mathematics DLP textbook, handouts

Activities 1. Introduction (10 minutes)

 Teacher’s Explanation:
o Begin by asking students what they understand by "decades" and how
it relates to "years."
o Explain that 1 decade equals 10 years, and this can be expressed in
decimals (e.g., 1.5 decades = 15 years).
o Provide examples of famous historical events to illustrate decades
and years (e.g., “The 1990s is one decade,” or “If 12 years have
passed, how many decades is that?”).

 Activity:
o Use a visual timeline to show the difference between decades and
years, marking specific events.

2. Guided Practice (15 minutes)

 Conversion Explanation:
o Write examples on the board to demonstrate how to convert between
decades and years:
1. To convert decades to years: Multiply the number of
decades by 10.
Example: 2.3 decades×10=23 years2.3 decades×10=23 years
2. To convert years to decades: Divide the number of years by
10.
Example: 16 years÷10=1.6 decades16 years÷10=1.6 decades
 Teacher's Guidance:
o Work through 3 examples of converting decades to years and years to
decades.
o Involve students by asking them to solve a couple of problems on the
board.

3. Independent Practice (20 minutes)

 Worksheet Activity:
o Distribute worksheets with the following types of questions:
1. Convert 3.73.7 decades to years.
2. Convert 4545 years to decades.
 3. A famous structure was built 2.4 decades ago. How many
years have passed?
4. How many decades are in 3838 years?
o Encourage students to complete the worksheet individually, then
check answers in pairs.

4. Assessment (10 minutes)

 Quiz:
o Prepare 5 questions to assess understanding:
1. How many years in 4.24.2 decades?
2. Convert 6262 years into decades.
3. If 0.50.5 decades have passed, how many years is that?
4. 3131 years is equivalent to how many decades?
5. 5.65.6 decades is equal to how many years?
 Feedback:
o Review the answers as a class, giving immediate feedback and
explanations.

5. Conclusion (5 minutes)

 Summarize the key points: how to convert between decades and years using
decimals.
 Ask students to explain the process in their own words.
 Provide homework: Convert the lifespan of different historical figures (e.g.,
6.5 decades) into years.

Reflection A total of _____ students achieved the teaching and learning objectives, and _____
students are at a satisfactory level. However, _____ students still did not achieve the
teaching and learning objectives and require additional guidance and practice. In terms
of the smoothness of the lesson, the session went smoothly/there were some
disruptions. Nevertheless, this session successfully sparked students' interest in
____________________________ and they appeared more motivated to learn. For the
next session, I plan to
____________________________________________________________
____________________________________________________________
Subject Mathematics Year 5
Class Year 5
Day/Date Friday (6th September 2024)
Time 1100 – 1200
Topic Unit 4: Time
Content Standard 4.2
Learning Standard/s 4.2.2 (v)
Objective/s By the end of the lesson, students will be able to:

1. Convert whole centuries to decades accurately with 90% success.

2. Convert decades to centuries involving decimals with at least 85%
accuracy.
3. Solve word problems related to converting between centuries and
decades with 80% accuracy.

Teaching Aids Year 5 Mathematics DLP textbook, handouts

Activities 1. Introduction (10 minutes)

 Objective: To introduce the concept of centuries and decades and how

they relate to each other.
 Start by asking students, "Who can tell me how many years are in a
century?" and "How many years are in a decade?"
 Write the answers on the board:
o 1 century = 100 years
o 1 decade = 10 years
 Explain the relationship between centuries and decades:
o 1 century = 10 decades
o To convert centuries to decades, multiply by 10.
o To convert decades to centuries, divide by 10.
 Give a simple example on the board:
"If 2 centuries = 20 decades, what about 2.5 centuries?"

2. Teacher Input/Direct Instruction (15 minutes)

 Objective: To explain and demonstrate how to convert centuries to

decades and vice versa, using decimals.
 Write the following examples on the board and explain the conversion
process:
o Example 1: Convert 2 centuries to decades.
Solution: 2 centuries×10=20
decades2centuries×10=20decades
o Example 2: Convert 3.5 centuries to decades.
Solution: 3.5×10=35 decades3.5×10=35decades
o Example 3: Convert 40 decades to centuries.
Solution: 40 decades÷10=4 centuries40decades÷10=4centuries
o Example 4: Convert 27 decades to centuries.
Solution: 27÷10=2.7 centuries27÷10=2.7centuries

 Highlight key points:

o When converting from centuries to decades, multiply by 10.
o When converting from decades to centuries, divide by 10.
 o Decimals help show partial centuries or decades.

3. Guided Practice (15 minutes)

 Objective: To reinforce the students’ understanding through hands-on

practice.
 Provide students with the following problems on the board or on a
worksheet:
1. Convert 1.5 centuries to decades.
2. Convert 25 decades to centuries.
3. Convert 4.3 centuries to decades.
4. Convert 76 decades to centuries.
 Go over each problem as a class, with students solving them
individually or in pairs. Monitor and assist as necessary.

4. Independent Practice (10 minutes)

 Objective: To assess students' understanding through individual work.

 Hand out a worksheet containing a mix of conversion problems
(centuries to decades and decades to centuries).
o Examples:
a) Convert 5.6 centuries to decades.
b) Convert 83 decades to centuries. c) Convert 7 centuries to
decades.
d) Convert 45 decades to centuries.
 Give students 10 minutes to work independently.

5. Conclusion and Reflection (10 minutes)

 Objective: To summarize the lesson and clarify any misconceptions.

 Review the answers with the class and discuss any questions.
 Reinforce key concepts by asking:
o "What’s the fastest way to convert from centuries to decades?"
o "How can we convert 9.5 centuries into decades?"
 Conclude with a short reflection, asking students to share what they
found easy or difficult about the conversions.

Reflection A total of _____ students achieved the teaching and learning objectives, and
_____ students are at a satisfactory level. However, _____ students still did not
achieve the teaching and learning objectives and require additional guidance and
practice. In terms of the smoothness of the lesson, the session went
smoothly/there were some disruptions. Nevertheless, this session successfully
sparked students' interest in ____________________________ and they
appeared more motivated to learn. For the next session, I plan to
____________________________________________________________
____________________________________________________________