LESSON PLAN SUBJECT: MATHEMATICS YEAR: FIVE TERM: …….…. TEACHER: ……………………………….
WEEK 4 DAY / PERIODS TOPIC: RESOURCES
…………………….. ……………………….. FRACTIONS, DECIMALS, • Place value charts
PERCENTAGES, RATIO AND • Rounding rule poster
PROPORTION • Multiplication tables chart
• Flashcards with decimal ×
whole number problems
• Projector/smartboard
SUB-TOPIC:
• Short animated video on
multiplying decimals
ESTIMATING & MULTIPLYING • Pupil mini whiteboards
NUMBERS WITH ONE DECIMAL • Printed worksheet
PLACE BY 1-DIGIT WHOLE
NUMBERS
LEARNING OBJECTIVES (L/O)
5Nf.10 Estimate and multiply numbers with one decimal place by 1-digit whole numbers.
TARGETED SKILLS
Estimation
Decimal place value
Multiplication of decimals
Mental math
Reasonableness check
PRIOR KNOWLEDGE
Understanding tenths and decimal notation
Multiplication of whole numbers
Rounding to nearest whole number
Estimating totals and products
TEACHING AND LEARNING STRATEGIES (Select 1 from each column)
❑ Teacher Talk ❑ Whole class discussion ❑ Video
❑ Pupil Brainstorm ❑ Case Study ❑ TLMs
❑ Question and Answer ❑ Role Play ❑ Audio
❑ Group discussion ❑ Individual presentations ❑ ICT Session
❑ Discussion in pairs ❑ Group presentations ❑ Games / simulation
❑ Course Textbook ❑ Note Taking/Study Skills ❑ Assessment / test
❑ Google Classroom mats/refs ❑ Problem Solving/Practice Questions ❑ PowerPoint Presentation
DIRECT TEACHING LEARNING ACTIVITIES LEARNING ACTIVITIES LEARNING ACTIVITIES
(Day 1) (Day 2) (Day 3 /4)
Short Notes / Core Points: Introduction (5 minutes): Step 3: Multiplying Decimals (10
• Estimation: Round the • Pose a real-life minutes)
decimal to the nearest whole problem: • Use place value counters or charts
number before multiplying “If one apple weighs to model problems like:
o e.g., 3.6 × 4 ≈ 4 × 4 = 1.6 kg, how much o 1.5 × 4 = 6.0
16 would 4 apples o 3.2 × 3 = 9.6
• Multiplying decimals: weigh?”
• Guide pupils through multiplying as
o Multiply as if the • Ask: “Can you give a
whole numbers, then adjusting
decimal is a whole rough idea without
number calculating exactly?” decimal place:
o Count decimal places • Introduce the objective: o 24 × 3 = 72 → so 2.4 × 3 =
and place the decimal “Today, we’ll learn 7.2
in the answer how to estimate and
o e.g., 2.4 × 3 = 7.2 multiply decimal Class Exercise (10 minutes)
numbers by 1-digit Instructions: Estimate first, then multiply
whole numbers.” the decimals.
Estimated
Learning Activities (25 Question Actual Answer
Answer
minutes):
Step 1: Video Presentation & 2.5 × 3 ____________ ______________
Discussion (5 minutes) 4.7 × 2 ____________ ______________
3.6 × 4 ____________ ______________
• Show a short video 5.1 × 6 ____________ ______________
explaining: 6.9 × 2 ____________ ______________
o How to
estimate
products
o How to
multiply
decimals
• Pause to ask:
o “Why do we
estimate first?”
o “What’s the
difference
between 2 × 3
and 2.5 × 3?”
Step 2: Estimation First! (10
minutes)
• Present 3 problems:
o 2.3 × 5 →
Estimate: 2 × 5
= 10
o 6.8 × 3 →
Estimate: 7 × 3
= 21
o 4.9 × 2 →
Estimate: 5 × 2
= 10
• Pupils work in pairs to
estimate answers and
explain their thinking.
END OF WEEK PLENARY:
Ask quick-fire questions:
• “What is 1.6 rounded to the nearest whole number?”
• “How do you multiply 2.5 by 3?”
• “Why do we estimate before calculating?”
Let pupils give their own example: “I estimated ___ × ___ to get ___, and the actual answer is ___.”
MORE ABLE LESS ABLE
Multiply numbers with 2 decimal places (e.g., 1.25 × 4) Focus on estimating only
Create word problems involving decimal multiplication Use visual aids and place value counters
Check accuracy by comparing estimate to exact answer Multiply by smaller whole numbers (e.g., 1.2 × 2)
Round to whole numbers before multiplying
HOMEWORK
Cambridge Workbook Page 156-159
POST TEACHING REFLECTION
