Chapter 4 Decimals

Teachers Guide Sheet 4.
1
Represent fractions with denominators 10, 100, 1000 as
decimals.
Concept:
Learning Outcomes: 1.
2.
3.
4.
5.
1 and 1 as decimals and vice-versa.

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.
Concrete materials or diagrams that show decimals, rulers,

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 3: Question 3, 4, 5, 6, 7
Activity 4: Question 8, 9.
Teaching Aids:
Activity 1
Approach
Class
Aim
To show the existence of decimals in real life situations.
Steps
1.
Show concrete materials or diagrams that have decimals on them.

Example:
(a) The volume of the grape juice is 1.25 litres.
(b) The mass of the Milo in the tin is 1.5 kg.
(c) The distance of the

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
To record the length, the thickness or the breadth of objects in decimals

through measuring activities.
Steps
1.
2.
3.
Pupils measure the thicknesses of a coin, an eraser and exercise book

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
Pupils will be able to read and write decimals fluently.
Steps
1.
2.
3.
Introduce the lesson by reading any decimals from 0.1 to 0.9.

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
Pupils answer Question 3 7 (or parts of them).
Activity 4
Approach
Individual
Aim
State the order of 0.1 0.9 on a number line.
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.
What is the type of number shown in the above diagrams?

2.
3.
4.
By measuring, determine:
(a) The thickness of a 50 sen.
_________________ cm
(b) The thickness of two 50 sen.
_________________ cm
(c) The thickness of an eraser.
_________________ cm
(d) The thickness of an exercise book.
_________________ cm
Write the following fractions in decimals.

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 =
Convert from decimals to fractions in tenth or vice versa.

3 =
(a) 10
(b) 0.5 =
(c) 0.7 =
3 =
(d) 10
8 =
(e) 10
(f) 0.2 =
Complete the following number lines.

(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
Arrange the following decimals in ascending order.

(a) 0.6, 0.2, 0.4, 0.1
_________________________________
(b) 1, 0.6, 0.4, 0.8
_________________________________
(c) 0.3, 0, 0.5, 0.2
_________________________________
5
Teachers Guide Sheet 4.2

decimals.
Concept:
Learning Outcomes: 1.
2.
3.
4.
1 and 1 as decimals and vice-versa.

Represent fractions 10
100
decimals.
(a) A special one-meter ruler for teacher

(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:
(d) Flash Cards.

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.
Use a one-metre ruler to introduce

1 m = 0.01 m.
1 cm = 100
2.
3.
1 = 0.01, 2 = 0.02. Guide pupils to read

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
1 = 0.01 m, 2 = 0.02 m. And compare the number

To recognize that 100
100
value correct to 2 decimal places.
Steps
1.
2.
3.
4.
5.
6.
Distributes a one-metre ruler to every groups or pairs and then guide

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.
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 =
Convert the following decimals to fractions in hundredth or vice versa.

7 =
(a) 100
(b) 0.34 =
15 =
(c) 100
(d) 0.72 =
9 =
(e) 100
(f) 0.36 =
Complete the following number lines:

(a)
(b)
5.
Underline the largest number.

(a) 0.01 and 0.1
(b) 0.25 and 0.5
(c) 0.06 and 0.6
(d) 0.49 and 0.5
(e) 0.59 and 0.09

6.
Complete the followings.

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 =
Arrange the following numbers in ascending order.

(a) 0.75, 0.46, 0.88, 0.35
_____________________________
(b) 0.38, 0.10, 0.65, 0.28
_____________________________
(c) 0.7, 0.23, 0.5, 0.46
_____________________________
(d) 0.20, 0.06, 0.5, 0.42
_____________________________
10

Concept:

decimals.
Learning Outcome:
1.

decimals.
Change fractions to decimals and vice-versa.
2.
3.
4.
Pencils and rulers brought by the pupils.

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
Teaching Aids:
Activity 1
Approach
Class
Aim
To recognise decimals that have more than two decimal places.
Steps
1.
Through discussion, extend the decimals up to 3 decimal places or more

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
Discuss how to convert the following fractions in thousandth to decimals :

8
1000
= 0.008
11
1000
= 0.011
9
1000
= 0.009
12
1000
= 0.012
11
10
1000
3.
4.
5.
= 0.010
Discuss how to write the following fractions in decimals:

98
1000
= 0.098
101
1000
= 0.101
99
1000
= 0.099
102
1000
= 0.102
100
1000
= 0.100
Discuss how to convert the following fractions in decimals:

4
1000
= 0.004
44
1000
= 0.044
444
1000
= 0.444
Discuss how to convert fractions with denominators of 10 000, 100 000

to decimals and vice versa.
Example:
5
10 000
45
100 000
6.
325
10 000
= 0.0005
= 0.0325
= 0.00045
Guide pupils to obtain the following rules:
Ask pupils to answer Questions 1 4 in Worksheet 4.3.
Activity 2
Approach
Individual / Class
Aim
To recognize decimals that are larger than 1.
Steps
1.
2.
Have pupils measure the length of a pencil and the length/breadth of a

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
(Explain 2.3 = 2 and 0.3

3
= 2 and 10
3 )
= 2 10
3.
Explain how to convert mixed numbers of denominator 100 to decimals

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.
Explain how to convert mixed numbers of denominators 1000 and

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.
Have pupils measure the length of a pencil and the length/breadth of a

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.
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
Write in fractional form without simplifying them.

(a) 0.003 =
(b) 0.02 =
(c) 0.132 =
(d) 0.056 =
(e) 0.68 =
(f) 0.0349 =
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 =
Mark the given numbers on the number lines.

(a) 1.3, 1.6, 1.8
(b) 2.15, 2.17, 2.13
(c) 1.103, 1.105, 1.108
(d) 5.314, 5.309, 5.321
16

Concept:

decimals.
Learning Outcome:
State the place value and value of each digit in decimals.
Teaching Aids:
Abacus, flash cards

Note:
This lesson consists of two activities. Time given is 40 minutes.
These activities are related to questions in Worksheet 4.4
Activity 2: Questions 3 5
Activity 1
Approach
Class
Aim
To identify the number of decimal places in decimals.
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.
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:
Explain how to represent decimals using abacus. Each pole represents

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.
State the number of decimal places in the following numbers:

(a) 0.01 _____
(b) 0.014 _____
(c) 0.426 _____
(d) 8.0406 _____
(e) 9.0007 _____
(f) 6.002 _____
(g) 10.1 _____
(h) 10.03 _____
Write a number that has

(a) One decimal place
_______________________
(b) Two decimal places
_______________________
(c) Three decimal places _______________________

(d) Four decimal places
3.
_______________________
State the place value for digit 3 in the following numbers.

(a) 6.13 _________________
(b) 15.436 _________________
(c) 41.203 _________________
(d) 10.3 _________________
(e) 253.06 _________________

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.
_________
For each number below, state the digit 5 in fractions.

(a) 2.53 _________
(b) 0.25 _________
(c) 0.135 _________
(d) 4.1085 _________
Using digits 6, 7, 8, 9 and 0, form a three decimal places number that is

(a) the largest;
(b) the smallest.
The digit can be used once only for each number.
20

Concept:

decimals.
Learning Outcome:
Round off decimals to the nearest whole number or up to three

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
To introduce on how to round off decimals.
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.
Introduce the clues of round off decimals:

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
Pupils will be able to competently round off decimals.
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.
Round off the following numbers to the nearest whole numbers.

(a) 42.7 ___________
(b) 1.6 ___________
(c) 100.5 ___________
(d) 17.4 ___________
(e) 2.45
(f) 0.48 ___________
___________
Round off the following numbers to one decimal place.

(a) 0.34 ___________
(b) 10.36 ___________
(c) 0.05
___________
(d) 3.44
(e) 1.047 ___________

3.
4.
5.
___________
(f) 58.95 ___________
Round off the following numbers to two decimal places.

(a) 8.148 ___________
(b) 0.014
___________
(c) 1.657 ___________
(d) 20.105 ___________
(e) 5.397 ___________
(f) 3.1995 ___________
Round off the following numbers to three decimal places.

(a) 0.0055 ___________
(b) 1.0464 ___________
(c) 23.9732 ___________
(d) 0.1048 ___________
(e) 0.14647 ___________
(f) 2.3997 ___________
Round off the following numbers to 3 d.p., 2 d.p. and 1 d.p.:

(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.)
(e) 2.60548 ___________ (3 d.p.)
(f) 0.09947 ___________ (3 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.
Write the following fractions in decimals.

7 =
(a) 10
15 =
(b) 100
8 =
(c) 2 100
8 =
(d) 1000
104 =
(e) 11 1000
2.
Convert the decimals to fractions or mixed number in its simplest form.

(a) 0.8 =
(b) 0.45 =
(c) 0.025 =
(d) 5.31 =
(e) 4.064 =
3.
Fill in the blanks on the number lines below:

(a)
(b)
(c)
25
(d)
(e)
4.
Underline the largest number.

(a) 0.2, 0.02, 0.002
(b) 0.9, 0.39, 0.93
(c) 0.478, 0.784, 0.487
(d) 6.1, 6.099, 6.0999
(e) 11.356, 11.386, 11.366

5.
Underline the smallest number.

(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.
Fill in the blanks with the numbers given in the brackets.

(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.
Arrange the following numbers in ascending order.

(a) 0.57, 0.64, 0.44, 0.35
________________________________
(b) 0.05, 0.084, 0.066, 0.83
________________________________
26
8.
Arrange the following numbers in descending order.

(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.)
(b) 14.8079 ___________________ (2 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
___________________
11. For each number, write the value of underlined digit.

(a) 7.8264 ___________________
(b) 0.6748 ___________________
(c) 0.3846 ___________________
27

Add Decimals
Concept:
Learning Outcomes: Add decimals

Flash Card
Note:
This lesson consists of four activities. Time allocated is 40
minutes.
Activity 1: Questions 1(a) (d), 2(a) (b), 3(a) (d)
Activity 2: Questions 1(e) (h), 2(c) (h), 3(e) (f)
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.
Discuss the example as below:

5 =3+ 5
3 10
10
Hence,
3.5 = 3 + 0.5
Show on the number line:
Verbal discussion: 1 + 0.2 = ____________________

0.4 + 2 = ____________________
2.
Discuss this example 0.2 + 0.6 = ____________________ and show on

the number line:
28
3.
4.
Recognize
Emphasise that the decimals should be arranged vertically based on

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
To recognize addition of decimals that includes regrouping.
Steps
1.
Discuss case that includes regrouping such as:

0.8 + 0.4 = _____________. Show on the number line and carry out the
verbal exercise.
2.
Ask pupils to observe the pattern:

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.
Explain the case such as 3.2 + 1.4 = _______________ (without

regrouping) and show on the number line (use two lines):
Show how to add
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
To recognize addition of decimals to two decimal places.
Steps
1.
Discuss how to add decimals up to two decimal places in standard

algorithm (without regrouping):
Emphasise the importance of arranging decimals based on their place

values.
Use flash card as below to carry out the activity:
2.
3.
Discuss the regrouping case.

Pupils answer Question number 4 and 5.
30
Activity 4
Approach
Quiz
Aim
To reinforce addition of decimals skill
Steps
1.
2.
Read five questions.

Pupils write the answers in a paper.
31
Worksheet 4.6
1.
2.
Find the sum of the following:

(a) 2 + 0.7 =
(b) 0.8 + 8 =
(c) 0.6 + 7 =
(d) 0.3 + 0.5 =
(e) 0.4 + 0.9 =
(f) 0.4 + 0.6 =
(g) 1.5 + 2.6 =
(h) 10.6 + 6.7 =
Find the sum of:

(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
32
3.
Add 0.5 to each of the following:

(a) 2
4.
________
(b) 5
________
(c) 13 ________
(d) 0.3 ________
(e) 0.6 ________
(f) 2.7 ________
Add:
(a)
(b)
(c)
5.
Calculate:
(a) 0.13 + 0.24 =
(b) 2.59 + 1.24 =
(c) 18.18 + 1.43 =
(d) 0.42 + 0.64 =
(e) 1.08 + 3.02 =
(f) 4.65 + 3.36 =
33

Add Decimals
Concept:
Learning Outcomes: 1. Add decimals.

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
To solve problems involving addition of decimals up to two decimal places.
Steps
1.
2.
3.
4.
Discuss daily situation which involves calculation of decimals such as 2.5

+ 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.
The total height of Ahmad and the box =
2.
The total mass of Siti and the cat =
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:
Learning Outcomes: Addition of decimals

Note:
This lesson consists of four activities. Time given is 40 minutes.
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 1
Approach
Class
Aim
To recognize addition of decimals with different decimal places (up to two

decimal places).
Steps
1.
2.
Discuss how to add decimals with different decimal places in standard

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
To recognize addition of two decimals with three decimal places.
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
To solve problems involving addition of decimals up to three decimal places.
Steps
1.
2.
Show problems that involve addition of

(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.
Find the sum of:

(a)
(b)
(c)
(d)
(e)
(f)
Calculate:
(a) 2.5 + 0.24 =
(b) 4.65 + 10.7 =
(c) 1.03 + 9.7 =
(d) 4.51 + 6.5 =
(e) 24.1 + 5.93 =
(f) 13.89 + 7.1 =
Find the sum of:

(a)
(b)
39
4.
(c)
(d)
(e)
(f)
Find the sum of:

(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
40
5.
6.
Find the sum of:

(a) 0.025 + 1.147 =
(b) 1.14 + 0.024 + 1.19 =
(c) 0.5 + 4.207 + 1.19 =
(d) 15.651 + 14.39 =
(e) 1.11 + 0.012 + 2.202 =
(f) 4 + 0.009 + 5.43 =
Add each pair of given numbers and give the answer in 2 decimal places.
(a) 0.189, 1.172
(b) 4.65, 5.097
(c) 11.35, 6.009
(d) 1.072, 3.888
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:
Learning Outcomes: Subtraction of decimals

Note:
This lesson consists of two activities and the time given is 40
minutes.
Activity 1: Questions 1, 2 & 3
Activity 1
Approach
Class
Aim
To recognize subtraction of decimals up to 3 decimal places without

regrouping.
Steps
1.
Explain how to subtract decimals (1 decimal place) less than 1 on the

number line.
Example:
0.8 0.2 = 0.6
2.
Explain how to subtract decimals in standard form.

Example:
(a)
(b)
3.
Emphasise that decimal points should be arranged vertically.

Explain how to subtract decimals (2 decimal places and 3 decimal
places) without regrouping.
42
Examples:
(a)
(b)
(c)
(d)
4.
Discuss on how to subtract decimals with different decimal places.

(a)
(b)
5.
Pupils try out Questions 1, 2 & 3.
Activity 2
Approach
Class
Aim
To recognize subtraction of decimals up to 3 decimal places (including

regrouping).
Steps
1.
Explain how to subtract decimals (1 decimal place) in standard form with

regrouping.
Examples:
(a)
(b)
2.
Explain how to subtract decimals (2 decimal places) in standard form

with regrouping.
Example:
43
3.
Explain how to subtract decimals (3 decimal places) in standard form

with regrouping.
Example:
4.
Give some examples on subtraction of decimals with different decimal

places.
Example:
(a)
(b)
5.
Reinforce pupils understanding on the similarity of subtracting whole

numbers with subtracting decimals and the importance of the decimal
point.
6.
Pupils answer Questions 4 and 5.
44
Worksheet 4.9
1.
Solve the subtractions below:

(a) 0.7 0.2 =
(b) 0.8 0.5 =
(c) 1.6 0.3 =
(d) 2.4 0.4 =
(e) 4.6 1.5 =
2.
3.
Solve:
(a) 0.26 0.12 =
(b) 0.54 0.04 =
(c) 2.18 1.16 =
(d) 0.719 0.306 =
(e) 1.843 1.623 =
(f) 2.086 1.074 =
Calculate:
(a) 0.75 0.4 =
(b) 1.43 1.2 =
(c) 1.316 0.2 =
(d) 4.625 1.42 =
45
4.
5.
Solve:
(a)
(b) 3.5 1.8 =
(c)
(d)
(e) 4.36 2.58 =
(f) 3.826 2.765 =
Calculate:
(a) 3 1.5 =
(b) 2 1.35 =
(c) 3.4 2.416 =
(d) 2.5 1.63 =
(e) 1.06 0.128 =
(f) 3.275 0.89 =
46

Concept:
Learning Outcomes: 1. Subtraction of decimals.

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
Solve problems involving subtraction of decimals.
Steps
1.
2.
3.
4.
Discuss any daily situations that involve calculation of decimals such as

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.
(a) Height of Ali =

Height of Abu =
Height of Bakar =
(b) Find the difference of heights between Abu and Ali.
(c) Find the difference of heights between Abu and Bakar.
(d) How many metres is Bakar higher than Ali?
2.
(a) Volume of water in container A =

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:
Learning Outcome:
Note:
This lesson consists of two activities and the time given is 40
minutes.
Activity 1
Approach
Class
Aim
To recognize combined operations of decimals involving addition and

subtraction.
Steps
1.
2.
3.
Discuss some examples of combined operations for whole numbers that

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
Solve problems involving combined operations of addition, subtraction,

multiplication and division of decimals.
50
Steps
1.
2.
Discuss daily situations that involve combined operations of decimals.

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 =
(b) 3.12 + 1.63 2.85 =
(c) 4 + 2.76 5.28 =
(d) 3.145 + 1.673 2.418 =
(e) 10.25 + 5.64 8.007 =
2.
Calculate:
(a) 2.6 1.8 + 2.3 =
(b) 4.6 1.27 + 0.3 =
(c) 5 2.34 + 2.34 =
(d) 5 2.3 + 2.35 =
(e) 3.674 + 1.086 + 2.334 =
52
3.
Calculate:
(a) 13.3 + 8.9 21.4 =
(b) 20 13.78 + 15.5 =
(c) 12.374 + 18.06 30 =
(d) 0.617 0.508 + 1.9 =
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.
During a festival, Shamsul prepared 50 litres of syrup in a container. 37.4 litres

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.
Find the sum of

(a)
(b)
(c)
(d)
Calculate
(a)
(b)
(c)
(d
Solve
(a)
(b)
(c)
(d)
54
4.
5.
6.
Solve
(a) 7.74 + 2.06
(b) 56.419 + 18.69
(c) 70.5 4.44
(d) 68.168 39.2
Add
(a) 0.56 + 1.48 + 4.67
(b) 1.08 + 0.9 + 8.137
Solve
(a) 6.048 4.326 + 3.109
(b) 3.25 + 7.212 6.369
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:
Learning Outcomes: Multiply two or more decimals

Note:
This lesson is consisting of three activities. The time needed is
80 minutes.
Activity 1: Question 1 & 2
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.
Discuss the meaning of

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
Thus 10 0.1 = 0.1 10.

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.
* Emphasise that the product is larger than the given decimals.

Explain the multiplication of decimals by 10 in algorithm method.
Example:
Emphasise the following clues:

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.
Explain the multiplication of decimals with 2 d.p. and 3 d.p. by 10.

Example:
(a)
(b)
7.
Pupils answer Questions 1 & 2 in Worksheet 4.12.
57
Activity 2
Approach
Class
Aim
Multiply decimals by 100.
Steps
1.
Explain
0.1 100 = 0.1 10 10
= 1 10
= 10
2.
Discuss the multiplication of decimals by 100.

Examples:
(a)
(b)
(c)
3.
Pupils answer questions 3 & 4 in Worksheet 4.12.
58
Activity 3
Approach
Class
Aim
Multiply decimals by 1000.
Steps
1.
Explain
0.1 1000 = 0.1 10 100
= 1 100
= 100
2.
Discuss the multiplication of decimals by 1000.

Examples:
(a)
(b)
(c)
3.
Pupils answer questions 5 & 6 in Worksheet 4.12.
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
(b) 0.25 100
(c) 1.47 100
(d) 0.356 100
(e) 6.407 100
(f) 100 14.6
(g) 100 0.08
(h) 100 3.333
60
4.
5.
6.
Calculate
(a)
(b)
(c)
(d)
Solve
(a) 0.5 1000
(b) 7.4 1000
(c) 0.03 1000
(d) 6.95 1000
(e) 1000 0.49
(f) 1000 44.9
(g) 1000 0.008
(h) 1000 1.196
Calculate
(a)
(b)
(c)
(d)
(e)
61

Concept:
Learning Outcome:
Multiply two or more decimals

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 2: Questions 4, 5 & 6
Activity 1
Approach
Class
Aim
Multiply decimals by one digit numbers.
Steps
1.
Discuss the method to calculate 3 0.2 and 0.2 3.

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.
Explain the calculation in standard algorithm form.
3.
Discuss other examples that involve multiplication of decimals with one

decimal place by one digit numbers.
62
Example:
4.
Discuss the method of multiplying decimals with two decimal places by

one digit numbers.
Example:
(a)
(b)
5.
Discuss the method of multiplying decimals with three decimal places by

one digit numbers.
Example:
(a)
(b)
6.
Pupils answer Questions 1, 2 & 3 in Worksheet 4.13.
Activity 2
Approach
Class
Aim
Multiply decimals by two digits numbers.
Steps
1.
Discuss the method of multiplying decimals with one decimal place by

two digits numbers.
Example:
Emphasise that the multiplication is carried out the same as the
63
2.
multiplication of whole numbers, but make sure the number of decimal

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.
Discuss the method of multiplying decimals with three decimal places by

two digits numbers.
Example:
4.
Pupils answer Questions 4, 5 & 6 in Worksheet 4.13.
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:
Multiply two or more decimals

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
Approach
Class
Aim
Pupils will be able to competently multiply two decimals with one decimal
place.
Steps
1.
Discuss the meaning of 0.2 0.3 with area concept.
2 3
Also show that : 0.2 0.3 = 10
10
6
= 100
67
= 0.06
2.
Explain the multiplication of two decimals (1 d.p.) in algorithm method.

Example:
(a)
Emphasise that the number of decimal places in the product is equal to

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
Pupils will be able to competently multiply decimal (2 d.p.) by decimal (1 d.p.)

in algorithm method.
Steps
1.
Discuss the steps to multiply decimal (2 d.p.) by decimal (1 d.p.) in

algorithm method.
Example:
(a)
Also shows in fractions:

3 2
0.03 0.2 = 100
10
6
= 1000
= 0.006
68
(b)
2.
Activity 3
Approach
Class
Aim

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

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
(b) 0.8 1.9
(c) 2.3 5.6
(d) 1.2 1.2
(e) 34.5 1.6
(f) 10.5 11.2
Calculate
(a) 0.14 0.3
(b) 2.02 0.5
(c) 12.34 0.2
(d) 0.6 0.07
(e) 2.4 1.56
(f) 0.8 6.7
Calculate
(a) 0.05 0.67
(b) 2.34 0.6
71
4.
(c) 6.06 6.06
(d) 14.29 1.15
(e) 50.01 2.28
(f) 12.13 20.54
Calculate
(a) 0.125 0.8
(b) 3.003 0.9
(c) 5.408 4.1
(d) 1.3 0.618
(e) 6.2 6.147
(f) 11.027 3.4
72

Concept:
Learning Outcome:
Solve problems involving multiplications of decimals.

Note:
This lesson consists of only one activity and time needed is 40
minutes.
Activity 1
Approach
Class
Aim
Pupils will be able to competently solve problems involving multiplication of

decimals.
Steps
1.
Discuss examples of problem solving that involves multiplication of

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.
Pupils answer questions in Worksheet 4.15.
73
Worksheet 4.15
1.
(a)
Find the area of the above rectangle.

(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.
A kilogram of watermelon costs RM1.45. If Hassan buys 3.7 kg of watermelon, how

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
(c) 0.32 100
(d) 6.04 100
(e) 2.158 1000
(f) 0.97 1000
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
(b) 4.5 3.6
75
(c) 0.81 2.7
(d) 1.5 0.519
(e) 12.4 12.4
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:
Divide a decimal by a whole number.
Teaching Aids:
Flash card
Note:
minutes.
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.
Revise the fraction concept as numerator divided by denominator.

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
(c) 124 10 = 124

10
4
= 12 10
= 12.4
3.
4.
Guide pupils to observe the pattern as follows:

When a whole number is divided by 10, rewrite the whole number
then make it as decimals with 1 d.p.
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
(c) 125 100 = 125

100
25
= 1 100
5.
6.
= 1.25
When a whole number is divided by 100, rewrite the whole number
then make it as decimals with 2 d.p..
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
When a whole number is divided by 1000, rewrite the whole number then
make it as decimals with 3 d.p..
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.
Give your answer in decimals:

(a) 6 10 =
(b) 10 10 =
(c) 234 10 =
84 =
(d) 10
(e) 260
10 =
(f)

(a) 4 100 =
(b) 37 100 =
(c) 592 1000 =
8 =
(d) 100
50 =
(e) 100
(f)

(a) 5 1000 =
(b) 50 1000 =
(c) 559 1000 =
125 =
(d) 1000
4321 =
(e) 1000
80
3579
10
63
100

Division of decimals
Concept:
Learning Outcomes: Divide a decimal by a whole number.

Note:
This lesson consists of two activities and time needed is 40
minutes.
4.17:
Activity 1
Approach
Class
Aim
Divide decimals (1 d.p.) by 10 and 100 also divide decimals (2 d.p.) by 10.
Steps
1.
Discuss the steps to divide decimals (1d.p.) by 10.

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
When a decimal is divided by 10, rewrite the decimal and then move one
decimal place to the left.
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
When a decimal is divided by 100, rewrite the decimal and then move
two decimal places to the left.
82
Activity 2
Approach
Individual
Aim
Divide decimals (2 d.p.) by 10.
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
(d) 0.1 100 =
(e) 6.3 100 =
(f) 86.4 100 =
(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

Concept:
Learning Outcomes: Solve problems involving division of decimals.

Note:
This lesson consists of three activities. The duration is 80
minutes.
The relationship between activities and questions in Worksheet
4.18:
Activity 1
Approach
Class
Aim
Divide a whole number by a whole number in which the quotient is in

decimals.
Steps
1.
Discuss the division of a whole number by a whole number in which the

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.

Example:
(a)
86
(b)
Activity 2
Approach
Class
Aim
Divide a whole number by a whole number in which the quotient is in

decimals.
Steps
1.

Example: 38 = 3 8
= 0.375
2.
Discuss a few examples of

converted to the nearest decimals.
fractions that can be
Example: 31 = 1 3
= 0.333 (3 d.p.)
3.
87
Activity 3
Approach
Class
Aim
Divide decimals by a whole number.
Steps
1.
Discuss a few examples on division of decimals by a whole number.

Example:
(a) 8.5 5 = 1.7
(b) 0.24 3 = 0.08
For example (b), introduce the above steps of division as an introduction

before writing the summary:
0.24 3 = 0.08
(c) 3.125 25 = 0.125
2.
Discuss a few examples on division of decimals by a whole number

which needs an addition of zero to its dividend.
Example:
5.3 4 = 1.325
88
3.
89
Worksheet 4.18
1.
2.
3.
Write answer in decimals:

(a) 2 3
(b) 5 167
(c) 4 41
(d) 25 4
(e) 12 57
(f) 5 3
Find the quotient in decimals:

(a) 3 5
(b) 70 4
(c) 45 8
(d) 138 12
(e) 106 8
(f) 245 20
Convert the fractions into decimals:

(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)
Write the answer in decimals:

(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.
Calculate the following and give answer in decimals.

(a) 8 10 =
(b) 173 100 =
(c) 495 1000 =
(d)
23
10
76 =
(e) 100
(f)
2031
1000
Calculate
(a) 0.9 10 =
(b) 2.38 100 =
(c) 7.453 100 =
(d) 26.51 10 =
Solve the following and give answer in decimal form.

(a) 9 2 =
(b) 53 5 =
(c) 21 25 =
(d) 87 12 =
92
(e) 49 8 =
4.
(f) 29 40 =
Convert the following fractions into decimals.

(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:
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.
4.19:
Activity 1
Approach
Class
Aim
Divide whole numbers by decimals (1 d.p.) which are less than 1.
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.
Guide pupils to use the method of moving decimal points as follows:
3.
Activity 2
Approach
Class
Aim
Steps
1.
Discuss the steps to divide a whole number by decimal (2 d.p.) which is

Example:
4
8 0.04 = 0.04
8 100
= 0.04
100
= 800
4
= 200
2.
3.
95
Activity 3
Approach
Class
Aim
Steps
1.
Discuss the steps to divide a whole number by decimal (1 d.p.) which is

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.
Write your answer in 3 decimal places.

(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
Write your answer in 2 decimal places.

(a) 4 3.5
(b) 18 1.2
98

Concept:
Learning Outcome:
Divide a decimal by a decimal.

Note:
This lesson consists of two activities and the duration is 40
minutes.
4.20:
Activity 1
Approach
Class
Aim
Divide decimals by decimals (1 d.p.)
Steps
1.
Discuss a few examples on division of decimals by decimals (1 d.p.)

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.
Discuss a few examples on division of decimals by decimals (1 d.p.)

which is less than 10.
Example:
4.8
(a) 4.8 1.2 = 1.2
48
= 12
=4
99
(b) 93.31 3.1 = 93.31

3.1
= 933.1
31
= 30.1
3.
Activity 2
Approach
Class
Aim
Divide decimals by decimals (2 d.p.) that are less than 1.
Steps
1.
Discuss a few examples on division of decimals by decimals (2 d.p.) that

are less than 1.
Example:
(a)
(b) 1.68 0.35 = 1.68

0.35
= 168
35
= 4.8
(c)
2.
100
Worksheet 4.20
1.
Solve
(a) 0.6 0.2
(b) 0.9 0.4
(c) 2.5 0.5
(d) 3.45 0.3
(e) 0.147 0.7
2.
3.
4.
Solve
(a) 6.8 3.4
(b) 4.95 4.5
(c) 0.156 1.3
(d) 1.728 2.4
Solve
(a) 0.9 0.15
(b) 3.6 0.04
(c) 2.76 0.23
(d) 0.096 0.12
Solve and give the answer correct to two decimal places.

(a) 0.66 0.13
(b) 0.7 0.09
(c) 2.3 1.1
(d) 3.5 0.6
101

Concept:
Learning Outcome:
Solve problems involving division of decimals

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
Solve problems involving division of decimals.
Steps
1.
Discuss a few examples of problem solving.

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:
Learning Outcome:
Perform computations involving combined operations of

multiplication and division of decimals.
Note:
minutes.
Relation between the activities and questions in Worksheet 4.22:
Activity 1
Approach
Class
Aim
Multiplication and division between a few decimals.
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
Emphasise that calculation must be done from left to right.

= 8.75
2.5 0.31
(b) 8.75 2.5 0.31

= 87.5
25 0.31
= 3.5 0.31
= 1.085
105
(c) 12 0.5 0.03
12 0.03
= 0.5
= 120
5 0.03
= 24 0.03
= 0.72
2.
Activity 2
Approach
Class
Aim
Pupils will be able to competently solve problems involving multiplication and

division of decimals.
Steps
1.
Give a few examples of problems involving multiplication and division of

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
(b) 2.4 1.6 3
(c) 1.28 0.6 0.12
(d) 60 1.2 0.04
(e) 7.2 3 1.07
(f) 2.34 0.03 1.23
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:
Learning outcome:
Perform computations involving combined operations of addition,

subtraction, multiplication and division of decimals, including the
use of brackets.
Note:
minutes. Relation between the activities and questions in
Worksheet 4.23:
Activity 1
Approach
Class
Aim
Calculation involving combined operations on decimals.
Steps
1.
Give a few examples which involve a few operations.

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
(c) 100 0.18 6.24 0.4

= 18 15.6
= 2.4
2.
(d) 0.28 + 3.1 5 4.67 10

= 0.28 + 15.5 0.467
= 15.78 0.467
= 15.313
Activity 2
Approach
Class
Aim
Solve problems involving combined operations of addition, subtraction,

multiplication and division of decimals, including the use of brackets.
Steps
1.
2.
Pose a few problems and discuss the solutions.

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
109
Worksheet 4.23
1.
Solve
(a) 7.6 + 0.02 34 5.5
(b) 24.3 0.2 4 + 5.732
(c) 2.4 8 0.3 0.007
(d) 36.9 (0.2 + 1.03) (25 0.6)
2.
Solve the following problems:

(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
(b) 10.8 0.12
(c) 0.624 5.2
(d) 8.9 6.2 0.25 + 7.39
(e) (64.2 52.28) 10 + 5.71
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.
(a) Based on pupils respond

(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.
(a) 0.8, 0.9

(c) 0.2, 0.7
(b) 0.3, 0.5
9.
(a) 0.1, 0.2, 0.4, 0.6

(c) 0, 0.2, 0.3, 0.5
(b) 0.4, 0.6, 0.8, 1
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.
(a) 0.14, 0.25
(b) 0.56, 0.67
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
(a) 0.35, 0.46, 0.75, 0.88

(c) 0.23, 0.46, 0.5, 0.7
(b) 0.10, 0.28, 0.38, 0.65

(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.
(a) Sample answer: 2.3

(c) Sample answer: 2.312
(b) Sample answer: 2.31

(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.
(e) and (f)
7.
(a), (b) and (c)
8.
No, because 3.65 m is less than 3.7 m.
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.
(a) 0.4, 0.7

(c) 2.2, 2.9
(e) 1.4, 1.7
(b) 0.1, 0.6

(d) 5.5, 5.8
4.
(a) 0.2
(c) 0.784
(e) 11.386
(b) 0.93
(d) 6.1
116
5.
(a) Zero point three nine four

(c) Five point zero four six
(b) Zero point six eight nine
6.
(a) 0.003
(c) 1.140
(b) 4.7
7.
(a) 0.35, 0.44, 0.57, 0.64
(b) 0.05, 0.066, 0.084, 0.83
8.
(a) 10.092, 10.090, 10.088, 10.086
(b) 34.5, 34.49, 34.20, 34.07
9.
(a) 5.0
(c) 0.190
(b) 14.81
10. (a) 42.650

(c) 42.6
(b) 42.65
11. (a) 0.006

(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.
(a) 3.45 , 4.18
(b) 0.73
3.
Durian tree, 37.9 m2
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
(c) 3 cones of ice cream, 15 sen

Worksheet 4.23
1. (a) 2.78
(c) 0.083
(b) 29.982
(d) 15
2.
(b) RM 27.64
(a) 0.45 litres

(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

Chapter 4 Decimals

Enviado por

Dados do documento

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Chapter 4 Decimals

Enviado por

Direitos autorais:

Formatos disponíveis

Teachers Guide Sheet 4.

1 and 1 as decimals and vice-versa.

Concrete materials or diagrams that show decimals, rulers,

To show the existence of decimals in real life situations.

Show concrete materials or diagrams that have decimals on them.

(b) The mass of the Milo in the tin is 1.5 kg.

(c) The distance of the

To record the length, the thickness or the breadth of objects in decimals

Pupils measure the thicknesses of a coin, an eraser and exercise book

Pupils will be able to read and write decimals fluently.

Introduce the lesson by reading any decimals from 0.1 to 0.9.

Pupils answer Question 3 7 (or parts of them).

State the order of 0.1 0.9 on a number line.

What is the type of number shown in the above diagrams?

(b) The thickness of two 50 sen.

(c) The thickness of an eraser.

(d) The thickness of an exercise book.

Write the following fractions in decimals.

Convert from decimals to fractions in tenth or vice versa.

Complete the following number lines.

Arrange the following decimals in ascending order.

(c) 0.3, 0, 0.5, 0.2

Teachers Guide Sheet 4.2

1 and 1 as decimals and vice-versa.

(a) A special one-meter ruler for teacher

(d) Flash Cards.

Use a one-metre ruler to introduce

1 = 0.01, 2 = 0.02. Guide pupils to read

1 = 0.01 m, 2 = 0.02 m. And compare the number

Distributes a one-metre ruler to every groups or pairs and then guide

Convert the following decimals to fractions in hundredth or vice versa.

Complete the following number lines:

Underline the largest number.

(b) 0.25 and 0.5

(c) 0.06 and 0.6

(d) 0.49 and 0.5

(e) 0.59 and 0.09

Complete the followings.

Arrange the following numbers in ascending order.

(b) 0.38, 0.10, 0.65, 0.28

(c) 0.7, 0.23, 0.5, 0.46

(d) 0.20, 0.06, 0.5, 0.42

Teachers Guide Sheet 4.3

Represent fractions with denominators 10, 100, 1000 as

Represent fractions with denominators 10, 100 and 1000 as

Pencils and rulers brought by the pupils.

To recognise decimals that have more than two decimal places.

Through discussion, extend the decimals up to 3 decimal places or more

Discuss how to convert the following fractions in thousandth to decimals :

Discuss how to write the following fractions in decimals:

Discuss how to convert the following fractions in decimals:

Discuss how to convert fractions with denominators of 10 000, 100 000

Guide pupils to obtain the following rules:

Ask pupils to answer Questions 1 4 in Worksheet 4.3.

To recognize decimals that are larger than 1.

Have pupils measure the length of a pencil and the length/breadth of a

(Explain 2.3 = 2 and 0.3

Explain how to convert mixed numbers of denominator 100 to decimals

Explain how to convert mixed numbers of denominators 1000 and

Have pupils measure the length of a pencil and the length/breadth of a

Write in fractional form without simplifying them.

Mark the given numbers on the number lines.

(b) 2.15, 2.17, 2.13

(c) 1.103, 1.105, 1.108