(M) Ymtg5b 08 PDF

Chapter 8: Decimals Term 3
No. of Instructional Thinking Information

Week Resources
Periods Objectives Skills Technology
1 4 (1) Fractions and • Textbook 5B, Analysing Digital

Decimals pp. 1–9 parts and Elements
• Workbook 5B, wholes, available in
Pupils will be able to: pp. 1–6 Identifying the CD-ROM
• express a fraction or • Teacher’s Guide 5B, relationships,
mixed number (whose pp. 5 –13 Comparing,
denominator is a • Fractions and Induction,
factor of 10, 100 or decimals Sequencing,
1000) as a decimal https://www. Deduction
• express a decimal (up khanacademy.org/
to 3 decimal places) math/arithmetic-
as a fraction or mixed home/arith-review-
number in its simplest decimals/decimals-
form to-fractions/v/
• compare and order converting-fractions-
fractions and decimals to-decimals
6 (2) Addition and • Textbook 5B, Analysing —

Subtraction of pp. 10 –25 parts and
Decimals • Workbook 5B, wholes,
pp. 7 –10 Comparing
Pupils will be able to: • Teacher’s Guide 5B,
• add and subtract pp. 14 –29
decimals (up to • Addition and
1 decimal place) subtraction of
mentally decimals
• add and subtract http://www.
decimals (up to k5learning.com/free-
3 decimal places) math-worksheets/
without regrouping fifth-grade-5/
• add and subtract decimals-addition-
decimals (up to subtraction
3 decimal places) with
regrouping
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Week Resources
2 4 (3) Multiplication by • Textbook 5B, Analysing Digital

Tens, Hundreds and pp. 26–38 parts and Elements
Thousands • Workbook 5B, wholes, available in
pp. 11–16 Identifying the CD-ROM
Pupils will be able to: • Teacher’s Guide 5B, patterns and
• multiply decimals (up pp. 30 –42 relationships,
to 3 decimal places) by Comparing,
10, 100 and 1000 Induction
• multiply decimals (up
to 2 decimal places)
by tens, hundreds and
thousands
6 (4) Division by Tens, • Textbook 5B, Analysing Digital

Hundreds and pp. 39 –50 parts and Elements
Thousands • Workbook 5B, wholes, available in
pp. 17–22 Identifying the CD-ROM
Pupils will be able to: • Teacher’s Guide 5B, patterns and
• divide by 10, 100 and pp. 43–54 relationships,
1000 Comparing,
• divide by tens, Induction
hundreds and
thousands
3 1 Let’s Explore! • Textbook 5B, p. 51 Deduction —

• Teacher’s Guide 5B,
Pupils will be able to p. 55
observe and deduce
the pattern in the given
examples to solve the
multiplication sentences
without further working.
6 (5) Solving Word • Textbook 5B, Analysing —

Problems pp. 52–57 parts and
• Workbook 5B, wholes,
Pupils will be able to: pp. 23–29 Comparing
• apply Polya’s problem- • Teacher’s Guide 5B,
solving strategy in pp. 56–61
solving problems
• solve multi-step word
problems involving
the four operations of
decimals
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Week Resources
3 1 Let’s Summarise! • Textbook 5B, p. 58 — —

Pupils will be able p. 62
to reinforce their
understanding of
converting between
fractions and decimals,
and the four operations
of decimals to help them
solve multi-step word
problems.
1 Let’s Revise! • Textbook 5B, p. 59 — —

Pupils will be able to p. 63
review the application
of converting between
fractions and decimals,
and the four operations
of decimals to help them
solve multi-step word
problems.
1 Let’s Think! • Textbook 5B, p. 60 Identifying —

• Workbook 5B, relationships,
Pupils will be able pp. 30 –31 Deduction
to make use of the • Teacher’s Guide 5B,
strategies of acting it p. 64 Heuristics
out, making a list and for Problem
guessing and checking Solving:
to solve the problems. • Act it out
• Make a list
• Guess and
check
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Chapter Eight
Decimals
Instructional Objectives: Key Concept Thinking Skills
Fractions and Decimals Decimals can be converted to • Analysing parts and wholes
Pupils will be able to: fractions and vice versa. • Identifying relationships
• express a fraction or mixed • Comparing
number (whose denominator is • Induction
a factor of 10, 100 or 1000) as • Sequencing
a decimal
• Deduction
• express a decimal (up to
3 decimal places) as a fraction
or mixed number in its simplest
form
• compare and order fractions
and decimals
Instructional Procedure
1
8 Decimals a
• Refer pupils to the fraction
strip and the number line.
• Guide pupils to recall that
10 tenths = 1 one.
Let’s Learn! • Guide pupils to recall that
7
10
Fractions and Decimals is the same as 7 tenths, which
Converting between fractions and decimals can also be written as 0.7.
7
1 a Express 7 as a decimal. • Emphasise that and 0.7
10 10
1 3 5 8
have the same value as shown
2 4 6 7 9
0 10 10 10 10 10 10 10 10 10
1 on the fraction strip and the
number line.
b
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 • Refer pupils to the fraction
7
= 0.7
10 • Guide pupils to recall that
7
is 0.7 as a decimal. 10 hundredths = 1 tenth.
10
7
100
b Express 7 as a decimal. is the same as 7 hundredths,
100
1 2 3 4 5 6 7 8 9 10
which can also be written as
0 100 100 100 100 100 100 100 100 100 100 0.07.
7
• Emphasise that and 0.07
100
have the same value as shown
0 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 0.1 on the fraction strip and the
7
= 0.07
number line.
100
7
is 0.07 as a decimal.
100
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Common Misconceptions
and Errors
• Remind pupils that when
they convert a mixed number
to a decimal, they have to
remember to add the whole
number. Pupils may forget to
add the whole number when
they are focused on working
out the equivalent fraction.
• Remind pupils that when
multiplying the numerator
and denominator by the same
factor in equivalent fractions,
the whole number remains the
same.
c
c Express 7 as a decimal.
• Guide pupils to recall that 1000
10 thousandths = 1 hundredth. 0
1
1000
2
1000
3
1000
4
1000
5
1000
6
1000
7
1000
8
1000
9
1000
10
1000
7
1000
is the same as 7 thousandths,
which can also be written as 0 0.001 0.002 0.003 0.004 0.005 0.006 0.007 0.008 0.009 0.01
0.007.
7 7
= 0.007
• Emphasise that and 0.007 1000
1000
7
have the same value as shown 1000
is 0.007 as a decimal.
on the fraction strip and the
number line. 2 Express the mixed number 3137 as a decimal.
250
2
3137 = 3 548 To convert a fraction to a decimal, first
• Show pupils how to convert a 250 1000
find the equivalent fraction with a
mixed number to a decimal. = 3.548 denominator of 10, 100 or 1000.
x2 x3
• Guide pupils to recall that x× 24 x3
they only need to change the 137 548
=
fraction to a decimal while 250 1000
leaving the whole number x× 24 x3

unchanged. x2 x3
= 548 ÷ 1000
• Explain to pupils that to = 0.548
convert a fraction to a decimal,
first find the equivalent
fraction with a denominator of 3 Express the mixed number 5107 as a decimal.
125
10, 100 or 1000. 856 856
107
• Show pupils that they can 5107 = 5 125
=
1000
125 1000
multiply both the numerator = 0.856
= 5.856
and denominator by 4 to get
an equivalent fraction with 5107 is 5.856 as a decimal.
125
denominator 1000.
3
• Assess pupils informally on
their ability to convert a mixed 2
number to a decimal.
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4
• Assess pupils informally
4 Express each fraction or mixed number as a decimal. on their ability to convert
2 39
fractions and mixed numbers
a = 0.4 b = 0.78
to decimals.
5 50
c 43 d 5
200
= 0.215 1 8 = 1.625 5
e 99
5 250 = 5.396 f 111
7 125 = 7.888 • Review with pupils that this
is the reverse conversion of
what they have learnt in the
5 a Express 0.5 as a fraction in its simplest form. previous section.
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 a
• Refer pupils to the number line
and the fraction strip.
1 2 3 4 5 6 7 8 9 • Guide pupils to recall that we
0 10 10 10 10 10 10 10 10 10
1 5
can write 0.5 as .
5 10
0.5 = 10 5
Divide the numerator • Emphasise that 0.5 and
and denominator by 5. 10
1
=2 have the same value as shown
1 on the number line and the
0.5 is 2 as a fraction in its simplest form.
fraction strip.
• Explain to pupils that we have
b Express 0.05 as a fraction in its simplest form. to leave the answer in its
0 0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09 0.1 simplest form:
5 1
0.5 = =
10 2
0
1 2 3 4 5 6 7 8 9 10 both the numerator and
100 100 100 100 100 100 100 100 100 100
denominator needs to be
5
0.05 = 100 divided by the same factor, in
1
this case, 5, to find its simplest
= 20 form.
1 b
• Similarly, explain to pupils that
5 1
0.05 = = .
100 20
3 • Remind pupils to express the
fraction in its simplest form.
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c
• Guide pupils to deduce that c Express 0.005 as a fraction in its simplest form.
5 1
0.005 = = .
1000 200 0 0.001 0.002 0.003 0.004 0.005 0.006 0.007 0.008 0.009 0.01
• Remind pupils to express the
fraction in its simplest form.
6
1 2 3 4 5 6 7 8 9 10
• Show pupils how to express a 0 1000 1000 1000 1000 1000 1000 1000 1000 1000 1000
decimal as a mixed number in 5

0.005 = 1000
its simplest form.
1
• Guide pupils to deduce that = 200
4.408 = 4 + 0.408. 1
• Guide them to see that they
can convert 0.408 to a fraction
while leaving the whole 6 Express 4.408 as a mixed number in its simplest form.
number unchanged. 408
4.408 = 4 1000 Divide the numerator
So, 4.408 = 4 + 0.408 and denominator by 8.
408 51
=4+ = 4 125
1000
51 51
=4 . 4.408 is 4 125 as a mixed number in its simplest form.
125
• Remind pupils to express the
mixed number in its simplest 7 Express 6.148 as a mixed number in its simplest form.
form. 148
6.148 = 6 1000 148 74
=
7 37 1000 500
= 6 250 37
• Assess pupils informally on =
37 250
their ability to convert a 6.148 is 6 250 as a mixed number in its
decimal to a mixed number in simplest form.
its simplest form.
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Additional Activity
As an extension to 9 , show
pupils that they can also compare
the values by converting 0.4 into
a fraction.
2
Ask: What is 0.4 as a fraction? ( )
5
2 4
Have pupils compare and
5 5
and ask which is greater.
Discuss with them the pros and
cons of both methods and have
them decide on their preferred
method.
8
8 Express each decimal as a fraction or mixed number in its simplest form. • Assess pupils informally
4 24
on their ability to convert
a 0.8 = 5
b 0.96 = 25 decimals to fractions or mixed
c 0.562 =
281
d 1.384 = 1
48 numbers and to express them
500 125
in their simplest forms.
83 17
e 3.332 = 3 250 f 9.425 = 9 40
• Have pupils familiarise
themselves with some of the
Here are some common conversions: common conversions shown in
1 the table.
0.5 = 2
• Encourage pupils to commit
1 3
0.25 = 4 0.75 = 4 some of these common
1 2 3 4 conversions to memory.
0.2 = 5 0.4 = 5 0.6 = 5 0.8 = 5
1 3 5 7 9
0.125 = 8 0.375 = 8 0.625 = 8 0.875 = 8
strips.
Comparing fractions and decimals • Ask pupils what they can
4
9 Compare 5 and 0.4. observe from the fraction
strips.
4
5 4
5
8
= = 8 tenths
10
• Lead pupils to see that
0.4 0.4 = 4 tenths 0.4 = 4 tenths.
4 8
• Explain that = = 8 tenths.
8 tenths is greater than 4 tenths. 5 10
4
Tell pupils that we convert to
4 5
So, 5 is greater than 0.4. 8 tenths to compare between
tenths.
• Guide pupils to conclude that
8 tenths is greater than
4 tenths.
• Remind pupils to write their
answers in the forms given by
4
the question, and 0.4, and
5
not 8 tenths and 4 tenths.
5
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What You Will Need
Place value chart
10
• Guide pupils to convert the 10 1
Which is greater, 4 or 0.34? Convert the fractions into decimals.
fraction into a decimal. 1 25 Then, compare the digits in each
= = 0.25 place, starting from the left.
• Have them compare the digits 4 100
in each place, starting from the 0.34 is greater than 0.25.

left. So, 0.34 is greater than 4 .
1
• Help pupils to visualise the

comparison by representing 11 Which is smaller, 0.357 or 8 ?
3
the decimals in a place value 3 375

chart. =
8 1000
= 0.375 You can use a place value
chart to help you.
• Start by comparing the ones. 0.357 is smaller than 0.375.
Since they are the same, So, 0.357 is smaller than 8 .
3
compare the tenths. 3 tenths is
greater that 2 tenths. So, 0.34 13
is greater than 0.25. 12 Which is smaller, 0.81 or 20 ?
• Remind pupils to write their 13

65 20 × 5 = 100
= = 0.65
answers in the forms given. 20
100
11
0.65 is smaller than 0.81 .
• Demonstrate the process of
3
comparing 0.357 and . 13
8 So, is smaller than 0.81 .
• Remind pupils that they have 20
to convert the fraction into a
decimal before comparing. 42
13 Which is greater, 125 or 0.389?
• Highlight that they must
compare the digits in each 42
336 125 × 8 = 1000
place, starting from the left. 125
= = 0.336
1000
• Remind pupils to write their
answers in the forms given. 0.389 is greater than 0.336 .
12 and 13
42
• Assess pupils informally on So, 0.389 is greater than .
their ability to compare a 125
fraction and a decimal.

6
10
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14
14 2
Arrange 0.7, 0.3 and 5 in increasing order. In increasing order • Guide pupils to recall that in
means from the smallest increasing order means from
to the greatest.
0.7 the smallest to the greatest.
0.3 • Guide pupils to use the fraction
strips to compare the decimals
2
5 and the fraction.
0.3 is the smallest. 2 4
0.7 is the greatest. = = 0.4 = 4 tenths.
2 5 10
5
is greater than 0.3 but smaller than 0.7.
15
So, in increasing order: • Assess pupils informally on
2
0.3, 5 , 0.7 their ability to arrange the
smallest
decimal and the fractions in
decreasing order using the
1 3 fraction strips.
15 Arrange 2 , 0.8 and 5 in decreasing order. In decreasing order
means from the greatest
1 to the smallest.
2
0.8
3
5
1
2 is the smallest.
0.8 is the greatest.

3 1
5 is greater than 2 but smaller than 0.8 .
So, in decreasing order:

3 1
0.8 , 5 , 2
greatest
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What You Will Need
Place value chart
16
• Review the comparison of a
fraction and a decimal.
• Guide pupils to convert both
fractions into decimals by
finding equivalent fractions
with denominators 10 and 100
respectively. 16 Arrange 35 , 37 and 0.67 in increasing order.
50
• Compare the digits in each 3 6
= = 0.6
place, starting from the left. 5 10
37 74
• Start by comparing the ones. =
50 100
= 0.74 50 × 2 = 100
Since they are the same,
0.6 is the smallest.
compare the tenths. 7 tenths is 0.74 is the greatest. Compare the tenths place.
greater than 6 tenths. So, 0.74 0.67 is greater than 0.6 but smaller than 0.74.
7 tenths is greater than 6 tenths.
So, 0.74 is the greatest.
is the greatest.
So, in increasing order:
• Guide pupils to recall that 3
, 0.67, 37
0.6 = 0.60. 5 50
smallest
• Between 0.6 and 0.67,
compare the hundredths.
0 hundredths is smaller than
7 hundredths. So, 0.6 is the 17 Arrange 58 , 0.817 and 11 in decreasing order.
25
smallest.
5 625
= = 0.625
• Use a place value chart to help 8 1000 8 × 125 = 1000
25 × 4 = 100
weaker pupils visualise the 11 44
= = 0.44
25 100
comparison.
17 0.817 is the greatest. Compare the tenths place.
• Lead pupils to follow the steps 0.625 is greater than 0.44 but smaller than 0.817. 4 tenths is the smallest.
8 tenths is the greatest.
shown in 16 to convert the So, in decreasing order:
fractions into decimals by 0.817, 58 , 11
finding equivalent fractions greatest
25
with denominators 100 and

1000.
• Tell pupils to compare the
digits in each place and arrange
them in order.
• Use a place value chart to help
weaker pupils visualise the
comparison.
• Use a number line to compare
the values by showing the 8
positions of these numbers.
12
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Individual Work
Assign pupils Practice 1 of
Workbook 5B, pages 1 to 6.
18 to 20
18 9
Arrange 20 , 0.37 and 0.93 in order, beginning with the greatest. • Assess pupils informally
on their ability to compare
9
45 fractions and decimals.
= = 0.45
20
100 • Allow pupils to use their
calculators to check their
0.37 is the smallest. answers.

9
20 is greater than 0.37 but smaller than 0.93 .
0.45 or
9
0.93 , 20 , 0.37
greatest
* 19 Arrange 0.789, 467

500
and 111
125
in order, beginning with the smallest.
934 888
467 111
500
= = 0.934 125
= = 0.888
1000 1000
467
0.934 or 500 is the greatest.
111 467
0.888 or 125 is greater than 0.789 but smaller than . 0.934 or 500
111 467
0.789 , 125 , 500
smallest
* 20 Arrange 167
200
, 0.604, 0.77 and 17
25
in increasing order.
17 167
0.604 , 25 , 0.77 , 200
Let’s Practise
WB 5B, p 1
Practice 1
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Instructional Objectives: Key Concepts Thinking Skills
Addition and Subtraction Addition of decimals can be • Analysing parts and wholes
of Decimals interpreted as: • Comparing
Pupils will be able to: • combining two or more
quantities into one
• add and subtract decimals
(up to 1 decimal place) • comparing one quantity with
mentally a certain amount more than
another
• add and subtract decimals
(up to 3 decimals places) Subtraction of decimals can be
without regrouping interpreted as:
• add and subtract decimals • taking away part of a quantity
(up to 3 decimal places) with • finding the missing part of a
regrouping quantity given the whole and
a part
• comparing the difference
between two quantities
1
• Introduce mental addition of
decimals without regrouping
Let’s Learn!
by breaking down decimals (up Addition and Subtraction of Decimals
to 1 decimal place) into ones Mental addition
and tenths.
1 2.3 + 1.2 = ?
• Demonstrate the mental Break down 2.3 and 1.2.
2.3 = 2 + 0.3
addition: First, add the ones. 1.2 = 1 + 0.2
Then, add the tenths. Finally,
2.3 + 1.2 = 2 + 1 + 0.3 + 0.2
add the answers. First, add the ones.
= 3 + 0.5 Then, add the tenths.
2 = 3.5
• Introduce another method of
So, 2.3 + 1.2 = 3.5.
mental addition of decimals
(up to 1 decimal place) by
regrouping to form ones. 2 5.4 + 4.7 = ?
4.7
• Have pupils observe that 4.7 is 5
close to 5 ones. 5.1 0.3 0.3
• Explain to pupils that we need So, we add 0.3 to 4.7
5.4 + 4.7 = 5.1 + 0.3 + 4.7
to add 0.3 to 4.7 to get 5. = 5.1 + 5
to make 5.
• Use a number bond to explain = 10.1

that we can regroup 5.4 into
5.1 and 0.3. So, 5.4 + 4.7 = 10.1.
3
3 3.6 + 1.8 = ?
• Introduce a third method of 1.8 is close to 2 ones.
Step
mental addition of decimals 1 Add 2 to 3.6. 1.8
(up to 1 decimal place) 3.6 + 2 = 5.6 2
by adding a number then Step 0.2
2 Subtract 0.2 from 5.6.
subtracting the excess. 5.6 – 0.2 = 5.4 So, we can add 2 and
then subtract 0.2.
• Have pupils observe that 1.8 is
So, 3.6 + 1.8 = 5.4.
close to 2 ones.
• Show pupils that by adding 2
and then subtracting 0.2, the
result is the same as adding
1.8. 10
14
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4
4 Add the following mentally. • Assess pupils informally on
their ability to add decimals
a 4.2 + 0.3 = 4.5 b 3.6 + 4.1 = 7.7 (up to 1 decimal place)
c 6.4 + 8.5 = 14.9 d 3.7 + 0.6 = 4.3 mentally.
5
e 5.4 + 2.8 = 8.2 f 4.3 + 4.7 = 9 or 9.0
• Introduce mental subtraction
g 8.5 + 3.6 = 12.1 h 12.6 + 5.9 = 18.5 of decimals (up to 1 decimal
place) without regrouping by
breaking down decimals into
Mental subtraction
ones and tenths.
5 5.9 – 2.4 = ? Break down 5.9 and 2.4. • Show pupils how to break
5.9 = 5 + 0.9
2.4 = 2 + 0.4 down 5.9 and 2.4:
5.9 = 5 + 0.9
5–2=3 2.4 = 2 + 0.4
First, subtract the ones.
0.9 – 0.4 = 0.5 Then, subtract the tenths.
3 + 0.5 = 3.5 Lastly, add.
• Demonstrate the mental
subtraction: First, subtract
So, 5.9 – 2.4 = 3.5. the ones. Then, subtract the
tenths. Lastly, add.
6 5.3 – 2.7 = ? 6
2.3
2.7 • Introduce another method of
2.3 0.4 0.4 mental subtraction of decimals
(up to 1 decimal place) by
5.3 – 2.3 = 3 regrouping to form ones when
3 – 0.4 = 2.6 subtracting.
• Have pupils observe that
So, 5.3 – 2.7 = 2.6.
2.7 = 2.3 + 0.4.
• Lead pupils to see that they
can make the tenths place zero
by subtracting 2.3 from 5.3
first.
• Explain to pupils that when we
subtract 2.3 from 5.3, we get
11 3 ones. Then, subtract 0.4 from
3, to get 2.6.
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7
• Introduce a third method of 7 6.1 – 4.9 = ? 4.9 is close to 5 ones.
mental subtraction of decimals Step
1 Subtract 5 from 6.1. 4.9
(up to 1 decimal place).
6.1 − 5 = 1.1 5
• Have pupils observe that 4.9 is 0.1
Step
close to 5 ones. 2 Add 0.1 to 1.1.
So, we can subtract 5
1.1 + 0.1 = 1.2
• Explain to pupils that by and then add 0.1.
subtracting 5 and then adding So, 6.1 – 4.9 = 1.2.
0.1, the result is the same as
subtracting 4.9.
8 Subtract the following mentally.
• Demonstrate the mental
subtraction: First, subtract a 4.6 – 0.4 = 4.2 b 5.7 – 3.2 = 2.5
5 from 6.1. Then, add 0.1 to 1.1
c 10.5 – 8.3 = 2.2 d 6.1 – 0.4 = 5.7
to get 1.2.
8 e 7.4 – 3.8 = 3.6 f 11.5 – 6.9 = 4.6
• Assess pupils informally g 5.2 – 0.7 = 4.5 h 10.3 – 2.5 = 7.8

on their ability to subtract
decimals (up to 1 decimal
place) mentally. Adding decimals up to 3 decimal places
9 9 Yati bought a pen and a notebook for $2.15 and $3.50 respectively.
• Guide pupils to recall the a How much did she spend altogether?
addition of decimals (up to
2 decimal places) using the $2.15 + $3.50 = $5.65 2.1 5
Align the decimal
vertical algorithm format. points before adding. + 3.5 0
She spent $5.65 altogether.
5.6 5
• Highlight to pupils to align the
decimal points before adding.
• Remind pupils that the digits b If she had $3.85 left, how much did she have at first?
are aligned according to their 1 1
place values. $5.65 + $3.85 = $9.50 5.6 5
+ 3.8 5
She had $9.50 at first. 9.5 0
12
16
(M)YMTRP5B_08.indd 16 8/11/16 6:23 PM

What You Will Need Common Misconceptions
• Place value chart and Errors
• Decimal discs Remind pupils to align the
decimal points before adding
using the vertical algorithm
format, so that they can identify
the digits in each place value
clearly and not add the wrong
digits.
10
10 The mass of a box is 0.425 kg. • Introduce the addition of
Zainal puts in some biscuits of mass 0.231 kg. decimals (up to 3 decimal
What is the total mass of the box and the biscuits? places) without regrouping.
0.425 + 0.231 = ? • Use decimal discs and the
place value chart to illustrate
0.001 the addition.
0.1
0.1 0.01
0.001
• Highlight to pupils to align the
0.1 0.01
0.001 0.425 decimal points before adding.
• Remind pupils that, similar to
0.001
0.1
whole numbers, we add from

0.001
the right to the left.

0.01 • Go through the steps to add.
0.1
0.01 0.001 0.231 Step 1: Add the thousandths.
0.1
0.01 5 thousandths + 1 thousandth
Align the decimal = 6 thousandths
points.
Step 2: Add the hundredths.
Ones Tenths Hundredths Thousandths
2 hundredths + 3 hundredths
0 4 2 5 = 5 hundredths
+ 0 2 3 1 Step 3: Add the tenths.
0 6 5 6 4 tenths + 2 tenths
= 6 tenths
Step 4: Add the ones.
Step
1 5 thousandths + 1 thousandth 0 ones + 0 ones = 0 ones
= 6 thousandths So, 0.425 + 0.231 = 0.656.
Step Step
3 4 tenths + 2 tenths 2 2 hundredths + 3 hundredths
= 6 tenths = 5 hundredths
Step
4 0 ones + 0 ones
= 0 ones
So, 0.425 + 0.231 = 0.656.

The total mass of the box and the biscuits is 0.656 kg.
13
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17
(M)YMTRP5B_08.indd 17 8/11/16 6:23 PM

What You Will Need
• Place value chart
• Scientific calculator
11
• Assess pupils on their ability to 11 Add 3.627 and 5.351.
add decimals (up to 3 decimal
places), without regrouping, 3.627 + 5.351 = ?
using a place value chart.
• Show pupils how they can Ones Tenths Hundredths Thousandths
use a calculator to check their 3 6 2 7
answers. + 5 3 5 1
12 and 13 8 9 7 8

their ability to add decimals You can use a calculator
(up to 3 decimal places) to check your answer!
without regrouping.
• Remind pupils to use their
answers. Press 3 . 6 2 7 + 5 . 3 5 1  8.978
• In 13 , get pupils to write
the addition in the vertical So, 3.627 + 5.351 = 8.978 .
algorithm format on their own
to check their understanding of
the importance of aligning the 12 Add. Then, use your calculator to check your answers.
decimal points. 1.3 2 4 4.8 1 5 0.2 7 7
a b c
+ 3.5 6 3 + 2.0 3 4 + 8.3 1 2
4 .8 8 7 6.8 4 9 8. 5 8 9
13 Add. Then, use your calculator to check your answers.
a 2.345 + 6.142 = 8.487 b 0.248 + 5.001 = 5.249
c 4.356 + 5.621 = 9.977 d 5.317 + 5.451 = 10.768
14
18
(M)YMTRP5B_08.indd 18 8/11/16 6:23 PM

What You Will Need
14 and 15
14 Add 7 and 11.506. • Assess pupils informally on
their ability to add numbers
7 + 11.506 = ?
with different number of
Tens Ones Tenths Hundredths Thousandths decimal places, without
regrouping, using a place value
7 0 0 0
chart.
+ 1 1 5 0 6
• Remind pupils that they have
1 8 5 0 6
to align the decimal points and
So, 7 + 11.506 = 18.506 . Recall that 7 = 7.0 = 7.00 = 7.000.
place values.
16 and 17
15 5.279 + 1.3 = ? • Assess pupils informally on
their ability to add numbers
Ones Tenths Hundredths Thousandths with different numbers of
5 2 7 9
decimal places, without
regrouping.
+ 1 3 0 0
6 5 7 9
So, 5.279 + 1.3 = 6.579 . Recall that 1.3 = 1.30 = 1.300. answers.
• In 17 , get pupils to write
16 Add. Then, use your calculator to check your answers. the addition in the vertical
a 3.6 3 7 b 2.0 0 0 c 3.0 2 0 to check their understanding of
+ 2 2.1 0 0 + 7.3 5 9 + 5.1 6 2
the importance of aligning the
2 5 . 7 3 7 9. 3 5 9 8. 1 8 2 decimal points.
17 Add. Then, use your calculator to check your answers.
a 0.3 + 4.625 = 4.925 b 7 + 1.388 = 8.388
c 15.32 + 2.456 = 17.776 d 12.435 + 6.1 = 18.535
e 0.425 + 3.154 = 3.579 f 10.162 + 8.305 = 18.467
15
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19
(M)YMTRP5B_08.indd 19 8/11/16 6:23 PM

What You Will Need Optional Activity
• Place value chart Get pupils to work in pairs.
• Number discs Get pupils to use decimal discs
• Decimal discs to add 0.7 and 0.6. Have them
regroup the answer 13 tenths
into 1 one and 3 tenths.
Similarly, have them use decimal
discs to add the following:
(a) 0.08 and 0.07
(b) 0.006 and 0.009
18
• Use number and decimal discs 18 1.432 + 3.798 = ?
as well as the place value chart
to illustrate the addition. 0.1 0.01 0.01 0.001
• Remind pupils to align the 1 1 0.1

0.01 0.001
decimal points before adding. 0.1

0.1
0.01
1.432
• Go through the steps to add. 0.1
Step 1: Add the thousandths.

2 thousandths + 8 thousandths
= 10 thousandths 0.1 0.1 0.01 0.01 0.001 0.001
1
Regroup the thousandths.
0.1 0.1 0.01 0.01 0.001 0.001
1 0.1
3.798
10 thousandths =
0.01 0.01 0.001 0.001
1 0.1 10 thousandths
1 hundredth 0 thousandths
0.01 0.01 0.001
= 1 hundredth
0.1 0.01
Step 2: Add the hundredths.
0.001
10 hundredths
= 1 tenth
3 hundredths + 9 hundredths 10 tenths
+ 1 hundredth = 13 hundredths Ones Tenths Hundredths Thousandths = 1 one
Regroup the hundredths. 1 1 1
13 hundredths 1 4 3 2
= 1 tenth 3 hundredths + 3 7 9 8
Step 3: Add the tenths. 5 2 3 0
4 tenths + 7 tenths + 1 tenth
= 12 tenths Step
Regroup the tenths. 1 2 thousandths + 8 thousandths
= 10 thousandths
12 tenths = 1 one 2 tenths = 1 hundredth 0 thousandths
Step 4: Add the ones.
1 one + 3 ones + 1 one Step
2 3 hundredths + 9 hundredths + 1 hundredth
= 5 ones = 13 hundredths
So, 1.432 + 3.798 = 5.23 = 1 tenth 3 hundredths
• Remind pupils that 5.23 has
the same value as 5.230. Step Step
4 1 one + 3 ones + 1 one 3 4 tenths + 7 tenths + 1 tenth
= 5 ones = 12 tenths
= 1 one 2 tenths
So, 1.432 + 3.798 = 5.23.
16
20
(M)YMTRP5B_08.indd 20 8/11/16 6:23 PM

What You Will Need Common Misconceptions
Place value chart and Errors
Remind pupils to align the
decimal points when adding using
the vertical algorithm format.
It prevents pupils from making
mistakes like adding 13.52 as
1.352.
19 and 20
19 Find the sum of 13.52 and 5.693. • Assess pupils on their ability to
add decimals (up to 3 decimal
13.52 + 5.693 = ?
places), with regrouping, using
Tens Ones Tenths Hundredths Thousandths a place value chart.
1 1 • Remind pupils to align the
1 3 5 2 0 decimal points before adding.
+ 5 6 9 3
1 9 2 1 3
So, 13.52 + 5.693 = 19.213 .
The sum of 13.52 and 5.693 is 19.213 .
20 Sarah mixed 1.578 ℓ of orange syrup and 2.05 ℓ of water in a jug to make some
orange cocktail. How much orange cocktail did she have in the jug?
1.578 + 2.05 = ?

1
1 5 7 8
+ 2 0 5 0
3 6 2 8
So, 1.578 + 2.05 = 3.628
She had 3.628 ℓ of orange cocktail in the jug.
17
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21
(M)YMTRP5B_08.indd 21 8/11/16 6:23 PM

What You Will Need
Scientific calculator
21 and 22
• Assess pupils informally on 21 Add. Then, use your calculator to check your answers.
their ability to add decimals
a 0.6 8 2 b 4.3 3 4
(up to 3 decimal places), with + 3.4 2 1 + 7.0 8 0
regrouping.
4 . 1 0 3 1 1 . 4 1 4
calculators to check their 1 8.6 0 9 1 6.3 5 8
c d
answers. + 5.7 0 1 + 2 3.6 4 8
• In 22 , get pupils to write the 2 4 . 3 1 0 4 0.0 0 6
subtraction in the vertical
to check their understanding of 22 Add. Then, use your calculator to check your answers.
a 7.699 + 6.555 = 14.254 b 15.382 + 6.836 = 22.218
decimal points.
23 c 3.569 + 0.49 = 4.059 d 7.7 + 5.408 = 13.108
• Guide pupils to recall the
subtraction of decimals (up Subtracting decimals up to 3 decimal places
to 2 decimal places) using the
23 Amirah had a piece of cloth 6.85 m long.
vertical algorithm format. She used 1.23 m of the cloth to make a blouse.
• Highlight to pupils to align
a What was the length of the remaining cloth?
the decimal points before
subtracting. 6.85 – 1.23 = 5.62 Align the decimal points 6.8 5
• Remind pupils that the digits before subtracting. – 1.2 3
are aligned according to their 5.6 2
place values.
The length of the remaining cloth was 5.62 m.
b Amirah then used 3.56 m of the remaining cloth to make a dress.

How much cloth did she have left?
5 12
5.62 – 3.56 = 2.06 5.6 2
– 3.5 6
She had 2.06 m of cloth left. 2.0 6
18
22
(M)YMTRP5B_08.indd 22 8/11/16 6:23 PM

What You Will Need
• Number discs
• Decimal discs
24
24 There were 5.635 kg of flour in a sack. • Show pupils the procedure

Jamal used 2.314 kg of the flour to bake a cake. for subtraction involving
How much flour was left in the sack? thousandths, without
5.635 – 2.314 = ? regrouping.
• Use number and decimal discs
1 0.1 0.1 0.001 as well as the place value chart
1 0.1 0.01 0.001
to illustrate the subtraction.
0.1
1 0.01 0.001
• Remind pupils that, similar to
0.1
1 0.01 0.001
whole numbers, we subtract
0.1
from the right to the left.
1 0.001
Align the decimal

points. • Highlight to pupils to align
Ones Tenths Hundredths Thousandths the decimal points before
subtracting.
5 6 3 5
– 2 3 1 4 • Go though the steps to
3 3 2 1
subtract.
Step 1: Subtract the
thousandths.
Step 5 thousandths – 4 thousandths
1 5 thousandths − 4 thousandths
= 1 thousandth
= 1 thousandth
Step
hundredths.
2 3 hundredths − 1 hundredth 3 hundredths – 1 hundredth
= 2 hundredths
= 2 hundredths
Step 3: Subtract the tenths.
Step
3 6 tenths − 3 tenths 6 tenths – 3 tenths
= 3 tenths = 3 tenths
Step 4: Subtract the ones.
Step
4
5 ones – 2 ones = 3 ones
5 ones − 2 ones
= 3 ones So, 5.635 – 2.314 = 3.321.
So, 5.635 – 2.314 = 3.321.
There were 3.321 kg of flour left in the sack.
19
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23
(M)YMTRP5B_08.indd 23 8/11/16 6:23 PM

What You Will Need
25
• Assess pupils informally 25 Subtract 1.245 from 4.669.
decimals (up to 3 decimal 4.669 – 1.245 = ?
places), without regrouping,
using the place value chart. Ones Tenths Hundredths Thousandths
• Show pupils how they can 4 6 6 9
use a calculator to check their – 1 2 4 5
answers. 3 4 2 4
26
• Assess pupils informally You can use a calculator
on their ability to subtract to check your answer!
numbers with different
number of decimal places,
without regrouping, using a
place value table.
Press 4 . 6 6 9 – 1 . 2 4 5  3.424
• Remind pupils to align
So, 4.669 – 1.245 = 3.424 .
subtracting.
26 Subtract 2 from 7.308.

Recall that 2 = 2.0 = 2.00 = 2.000.
7.308 – 2 = ?
7 3 0 8
– 2 0 0 0
5 3 0 8
So, 7.308 – 2 = 5.308 .
20
24
(M)YMTRP5B_08.indd 24 8/11/16 6:23 PM

What You Will Need
27 and 28
27 Subtract. Then, use your calculator to check your answers. • Assess pupils on their ability
to subtract decimals (up to
2.8 1 4 6.5 9 7
a
– 0.7 0 3
b 3 decimal places), without
– 3.2 5 6
regrouping.
2 . 1 1 1 3 . 3 4 1
c 7.2 1 4 d 8.9 5 3
– 5.0 0 0 – 7.6 1 0
answers.
• In 28 , get pupils to write the
2 . 2 1 4 1 . 3 4 3
e 9.3 6 7 f 5.4 9 2
– 2.0 5 0 – 3.3 0 0 to check their understanding of
7 . 3 1 7 2 . 1 9 2 decimal points.
28 Subtract. Then, use your calculator to check your answers.
a 6.938 – 0.415 = 6.523 b 3.566 – 1.203 = 2.363
c 9.257 – 7.14 = 2.117 d 7.245 – 3.03 = 4.215
e 10.987 – 5 = 5.987 f 13.665 – 8.5 = 5.165
21
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25
(M)YMTRP5B_08.indd 25 8/11/16 6:23 PM

What You Will Need Optional Activity
• Place value chart Get pupils to work in pairs.
• Number discs Get pupils to use decimal discs
• Decimal discs to subtract 0.4 from 2. Have
them see that they would need
to regroup 2 ones into 1 one and
10 tenths before subtracting.
Similarly, have them use decimal
discs to subtract the following:
(a) 0.23 and 0.18
(b) 0.017 and 0.025
29
• Show pupils the procedure for 29 5.038 – 2.312 = ?
the subtraction of decimals
We cannot take
(up to 3 decimal places) with 1 0.1 0.1 0.001 0.001
away 3 tenths from
regrouping. 1 0.1 0.1
0.01
0.001 0.001 0 tenths. So, we
0.1 0.1 regroup the ones
• Use number and decimal discs 1
0.1 0.1
0.01
0.001 0.001
and tenths.
as well as the place value chart 1
0.1 0.1
0.01
0.001
to illustrate the subtraction. 1

0.001

the decimal points before 0.1 0.1 0.001 0.001
subtracting. 1
0.1 0.1 0.001
• Go through the steps to

1 0.01
0.1 0.1 0.001
subtract.
1 0.01
0.1 0.1 0.001

1
0.1 0.1 0.001
thousandths.
8 thousandths – 2 thousandths
= 6 thousandths
Step 2: Subtract the 4
5
10
0 3 8
hundredths. – 2 3 1 2
3 hundredths – 1 hundredth 2 7 2 6
= 2 hundredths
Say: We cannot take away
Step
3 tenths from 0 tenths. So, 1 8 thousandths − 2 thousandths
regroup the ones and tenths. = 6 thousandths
5 ones = 4 ones 10 tenths
Step
10 tenths – 3 tenths 2 3 hundredths − 1 hundredth
= 7 tenths = 2 hundredths
4 ones – 2 ones = 2 ones Step Step
3
4 4 ones − 2 ones Regroup.
So, 5.038 – 2.312 = 2.726. = 2 ones 5 ones 0 tenths = 4 ones 10 tenths
10 tenths − 3 tenths = 7 tenths
So, 5.038 – 2.312 = 2.726.
22
26
(M)YMTRP5B_08.indd 26 8/11/16 6:23 PM

What You Will Need
Place value chart
30 and 31
30 Find the difference between 8.057 and 3.248. • Assess pupils informally
8.057 – 3.248 = ? decimals (up to 3 decimal
places), with regrouping, using
Ones Tenths Hundredths Thousandths a place value chart.
7 10 4 17
8 0 5 7
– 3 2 4 8
4 8 0 9
So, 8.057 – 3.248 = 4.809 .
The difference between 8.057 and 3.248 is 4.809 .
31 Subtract 4.758 from 12.346.
12.346 – 4.758 = ?
Tens Ones Tenths Hundredths Thousandths

0 11 12 13 16
1 2 3 4 6
– 4 7 5 8
7 5 8 8
So, 12.346 – 4.758 = 7.588 . Align the decimal points.
23
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27
(M)YMTRP5B_08.indd 27 14/11/16 11:24 AM

What You Will Need
• Number discs
• Decimal discs
32
• Show pupils the procedure for 32 4 – 1.247 = ?
subtracting a decimal with
3 decimal places from a whole 1 0.1 0.1 0.01 0.01 0.001 0.001
number. 1 0.1 0.1 0.01 0.01 0.001 0.001
• Use number and decimal discs 1

0.1 0.1 0.01 0.01 0.001 0.001
as well as a place value chart to 0.1 0.1 0.01 0.01 0.001 0.001
illustrate the subtraction.

0.1 0.01 0.001 0.001
1 0.1 0.01

subtracting.
0.1 0.1 0.01 0.01 0.001 0.001
1 0.1 0.1 0.01 0.01 0.001 0.001

• Go through the steps to 1 0.1 0.1 0.01 0.01 0.001 0.001
subtract. 1 0.1 0.1 0.01 0.01 0.001 0.001
Step 1: Subtract the 0.1 0.01 0.001 0.001
thousandths.
Say: We cannot take away
7 thousandths from Ones Tenths Hundredths Thousandths
0 thousandths. So, regroup the 3
9
10
9
10 10
ones, tenths, hundredths and 4 0 0 0
thousandths. – 1 2 4 7
Go through the regrouping 2 7 5 3
with pupils step by step.
4 ones = 3 ones 9 tenths
9 hundredths Step Step
1
2 9 hundredths − 4 hundredths Regroup.
10 thousandths = 5 hundredths 4 ones = 3 ones 10 tenths
10 thousandths – 7 thousandths = 3 ones 9 tenths
10 hundredths
= 3 thousandths Step = 3 ones 9 tenths
Step 2: Subtract the 3 9 tenths − 2 tenths 9 hundredths
= 7 tenths 10 thousandths
hundredths.
10 thousandths – 7 thousandths
9 hundredths – 4 hundredths Step = 3 thousandths
= 5 hundredths 4 3 ones − 1 one
= 2 ones
9 tenths – 2 tenths
= 7 tenths So, 4 – 1.247 = 2.753.
3 ones – 1 one = 2 ones 24
So, 4 – 1.247 = 2.753.
28
(M)YMTRP5B_08.indd 28 8/11/16 6:23 PM

What You Will Need Individual Work
• Place value chart Assign pupils Practice 2 of
• Scientific calculator Workbook 5B, pages 7 to 10.
33
33 Subtract 15.328 from 30. • Assess pupils informally on

their ability to subtract a
30 – 15.328 = ? decimal with 3 decimal places
Tens Ones Tenths Hundredths Thousandths
9 9 9
from a whole number, with
2
3
10
0
10
0
10
0
10
0 regrouping, using a place value
1 5 3 2 8
chart.
–
1 4 6 7 2 34 and 35
So, 30 – 15.328 = 14.672 . their ability to subtract with
regrouping.
a 9.3 8 4 b 7.5 6 0 answers.
– 5.6 2 7 – 1.3 4 1
• In 35 , get pupils to write the
3 . 7 5 7 6. 2 1 9
c 1 3.1 5 3 d 2 4.0 0 0
– 5.0 0 0 – 1 6.7 0 8 to check their understanding of
8. 1 5 3 7 . 2 9 2
decimal points.
a 5.246 – 0.895 = 4.351 b 6.144 – 3.798 = 2.346
c 8.453 – 4.56 = 3.893 d 12 – 9.023 = 2.977
e 22.175 – 7.8 = 14.375 f 25.354 – 8 = 17.354
Let’s Practise
WB 5B, p 7
Practice 2
25
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29
(M)YMTRP5B_08.indd 29 15/11/16 9:20 AM

Multiplication by Tens, When a number is multiplied by • Analysing parts and wholes
Hundreds and Thousands 10, 100 or 1000: • Identifying patterns and
Pupils will be able to: • each digit in the number moves relationships
1, 2 or 3 places respectively, to • Comparing
• multiply decimals (up to the left in the place value table
3 decimal places) by 10, 100 • Induction
and 1000 • the decimal point shifts 1, 2 or
3 places respectively, to the
• multiply decimals (up to right
2 decimal places) by tens,
hundreds and thousands
1
Let’s Learn!
a
• Review multiplication as
repeated addition. Multiplication by Tens, Hundreds and Thousands
• Guide pupils to see that Multiplying by 10
10 steps of 0.1 is the same as 1 a Starting from 0, Azwan takes steps of 0.1 on the number line.
0.1 multiplied by 10. Where will he be after taking 10 steps?
1 step
• Remind pupils that
1
0.1 = 1 tenth = .
10
0 1
• Go through the steps to
multiply: 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1 0.1
1
0.1 × 10 = × 10 1
0.1 × 10 = 10 × 10
10 0.1 = 1 tenth = 10
1
10 10
= 10
=
10
=1 =1
b He will be at 1 on the number line.

• Guide pupils to see that
10 steps of 0.12 is the same as b Starting from 0, Sarah takes steps of 0.12 on the number line.
0.12 multiplied by 10. Where will she be after taking 10 steps?
1 step
12
0.12 = 12 hundredths = .
100
• Go through the steps to 0 1.2
multiply: 0.12 0.12 0.12 0.12 0.12 0.12 0.12 0.12 0.12 0.12
12
0.12 × 10 = × 10 12
0.12 × 10 = 100 × 10
100
12 12
= = 10
10
= 1.2 2
= 1 10
= 1.2
She will be at 1.2 on the number line.
26
30
(M)YMTRP5B_08.indd 30 14/11/16 11:25 AM

Optional Activity
Recall with pupils the regrouping
of:
(a) 10 thousandths as
1 hundredth
(b) 10 hundredths as 1 tenth
(c) 10 tenths as 1 one
Use decimal discs to discuss with

pupils:
(a) 0.1 × 10 = 1
(b) 0.01 × 10 = 0.1
(c) 0.001 × 10 = 0.01
c
c Starting from 0, Faizal takes steps of 0.123 on the number line.

• Guide pupils to see that
Where will he be after taking 10 steps? 10 steps of 0.123 is the same
1 step as 0.123 multiplied by 10.
0 1.23 0.123 = 123 thousandths
123
0.123 0.123 0.123 0.123 0.123 0.123 0.123 0.123 0.123 0.123 = .
1000
123 • Go through the steps to
0.123 × 10 = 1000 × 10
multiply:
123 123
= 100 Do you notice a pattern? 0.123 × 10 = 1000 × 10
23
= 1 100 123
=
= 1.23 100
= 1.23
He will be at 1.23 on the number line.
2
2
• Assess pupils informally
Express each decimal as a fraction and then multiply.
Give your answer as a decimal where necessary. on their ability to multiply
9 9 places) by 10, by first writing
a 0.9 × 10 = × 10 b 0.09 × 10 = × 10
10 100
them as a fraction with
denominators 10, 100 or 1000.
= 9 = 0.9
63 63
c 0.63 × 10 = × 10 d 0.063 × 10 = × 10
100 1000
= 6.3 = 0.63
8 234
e 0.008 × 10 = × 10 f 0.234 × 10 = × 10
1000 1000
= 0.08 = 2.34
27
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31
(M)YMTRP5B_08.indd 31 8/11/16 6:23 PM

What You Will Need
Place value chart
2
• Use a place value chart to show 3 Look at the table below.
pupils that when multiplying
by 10, each digit moves 1 place Tens Ones Tenths Hundredths Thousandths
to the left in the place value
table. Number 9
• Lead pupils to notice that the 9 × 10 9 0

decimal point shifts 1 place to Number 0 9
the right when multiplying by 0.9 × 10 9
10. Number 0 0 9
0.09 × 10 0 9
Number 0 0 0 9
0.009 × 10 0 0 9
When multiplying by 10, each digit moves 1 place to the left in the
place value table.
What do you notice about the answers?

0.9 × 10 = 9
0.09 × 10 = 0.9
0.009 × 10 = 0.09
The decimal point has been shifted 1 place to
the right.
28
32
(M)YMTRP5B_08.indd 32 8/11/16 6:23 PM

What You Will Need
Place value chart
4
4 Use the place value table to answer the questions which follow. • Assess pupils informally
on their ability to multiply
Hundreds Tens Ones Tenths Hundredths Thousandths
places) by 10 using the place
24.8 2 4 8 value table.
24.8 × 10 2 4 8
5
2.48 2 4 8
• Assign pupils this question to
2.48 × 10 2 4 8
informally assess their ability
0.248 0 2 4 8 to multiply decimals (up to
0.248 × 10 2 4 8 3 decimal places) by 10.
24.8 × 10 = 248
2.48 × 10 = 24.8
0.248 × 10 = 2.48
5 Find the value of the following.
a 5.6 × 10 = 56 b 0.38 × 10 = 3.8
c 1.456 × 10 = 14.56 d 7.009 × 10 = 70.09
e 0.042 × 10 = 0.42 f 22.306 × 10 = 223.06
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33
(M)YMTRP5B_08.indd 33 8/11/16 6:23 PM

6
• Have pupils work out Multiplying by tens
0.4 × 2 × 10 and 6 a What is 4 × 20? 2 0
0.4 × 10 × 2. × 4
• Lead pupils to see that 4 × 20 = 80 8 0
multiplying by 20 is the same We can also work it out this way:
as multiplying by 2 first,
followed by 10 or vice versa. 4 × 20 = 4 × 2 × 10
20 = 2 × 10
= 8 × 10
7 = 80
• Assess pupils on their ability to
multiply by tens. b What is 0.4 × 20?
0.4 × 20 = 0.4 × 2 × 10
Does 0.4 × 10 × 2 give
= 0.8 × 10 the same answer as
=8 0.4 × 2 × 10?
c What is 0.04 × 20?
0.04 × 20 = 0.04 × 2 × 10
0.8 × 10 = 8
= 0.08 × 10
= 0.8 0.08 × 10 = 0.8
7 Fill in the missing numbers.
a 3 × 50 = 3 × 5 × 10 b 0.3 × 50 = 0.3 × 5 × 10
= 15 × 10 = 1.5 × 10
= 150 = 15
c 0.03 × 50 = 0.03 × 5 × 10
= 0.15 × 10
= 1.5
30
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8
Multiplying by 100 • Show pupils the procedure of
8 Multiply the following by 100. multiplying a decimal (up to
3 decimal places) by 100 by
a 7
0.7 × 100 = 10 × 100 first writing the decimal as a
= 7 × 10 fraction.
= 70 • Ask: Do you notice a pattern?
(the decimal point has been
b 0.07 × 100 = 100 × 100
7 shifted 2 places to the right)
=7 9
7
• Assess pupils on their ability
c 0.007 × 100 = 1000 × 100 Do you notice to multiply decimals (up to
7 a pattern?
= 10 3 decimal places) by 100.
= 0.7
9 Express each decimal as a fraction and then multiply by 100.

Give your answer as a decimal where necessary.
8 6
a 0.8 × 100 = × 100 b 0.06 × 100 = × 100
10 100
= 80 = 6
17 9
c 0.17 × 100 = × 100 d 0.009 × 100 = × 100
100 1000
= 17 = 0.9
35 504
e 0.035 × 100 = × 100 f 0.504 × 100 = × 100
1000 1000
= 3.5 = 50.4
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35
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What You Will Need
Place value chart
10
pupils that when multiplying by
100, each digit moves 2 places Hundreds Tens Ones Tenths Hundredths Thousandths
table. Number 5
5 × 100 5 0 0
• Lead pupils to notice that the
decimal point shifts 2 places to Number 0 5
the right when multiplying by 0.5 × 100 5 0
100. Number 0 0 5
0.05 × 100 5
Number 0 0 0 5
0.005 × 100 0 5
When we multiply by 100, each digit moves 2 places to the left in the
place value table.
What do you notice about

the answers?
0.5 × 100 = 50
0.05 × 100 = 5
0.005 × 100 = 0.5
The decimal point has been
shifted 2 places to the right.
32
36
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What You Will Need
Place value chart
11
11 Use the place value table to answer the questions which follow. • Assess pupils informally
on their ability to multiply
places) by 100 using a place
4.367 4 3 6 7 value table.
4.367 × 100 4 3 6 7
12
0.436 0 4 3 6
0.436 × 100 4 3 6
0.043 0 0 4 3 to multiply decimals (up to
0.043 × 100 4 3 3 decimal places) by 100.
4.367 × 100 = 436.7
0.436 × 100 = 43.6
0.043 × 100 = 4.3
a 0.8 × 100 = 80 b 0.169 × 100 = 16.9
c 1.34 × 100 = 134 d 8.007 × 100 = 800.7
e 0.013 × 100 = 1.3 f 24.197 × 100 = 2419.7
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13
• Have pupils work out Multiplying by hundreds
0.3 × 3 × 100 and 0.3 × 100 × 3. 13 a What is 0.3 × 300?
multiplying by 300 is the 0.3 × 300 = 0.3 × 3 × 100 300 = 3 × 100
= 0.9 × 100
same as multiplying by 3 first, = 90
followed by 100 or vice versa.
14 b What is 0.03 × 300?
0.03 × 300 = 0.03 × 3 × 100 0.9 × 100 = 90
their ability to multiply by = 0.09 × 100 0.09 × 100 = 9
hundreds. =9
a 7 × 500 = 7 × 5 × 100
= 35 × 100
= 3500
b 0.7 × 500 = 0.7 × 5 × 100
= 3.5 × 100
= 350
c 0.07 × 500 = 0.07 × 5 × 100
= 0.35 × 100
= 35
34
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15
Multiplying by 1000 • Show pupils the procedure of
15 Multiply the following by 1000. multiplying a decimal (up to
3 decimal places) by 1000 by
a 9
0.9 × 1000 = 10 × 1000 first writing the decimal as a
= 9 × 100 fraction.
= 900 • Ask: Do you notice a pattern?
b 9
0.09 × 1000 = 100 × 1000 shifted 3 places to the right)
= 90 16
Do you notice • Assess pupils informally

c 9
0.009 × 1000 = 1000 × 1000 a pattern? on their ability to multiply
=9 decimals (up to 3 decimal
places) by 1000, by first writing
them as a fraction.
16 Express each of the following decimals as a fraction and then multiply.
88 1
a 0.088 × 1000 = × 1000 b 0.01 × 1000 = × 1000
1000 100
= 88 = 10
345 109
c 0.345 × 1000 = × 1000 d 0.109 × 1000 = × 1000
1000 1000
= 345 = 109
35
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39
(M)YMTRP5B_08.indd 39 8/11/16 6:23 PM

What You Will Need
Place value chart
17
pupils that when a number is
multiplied by 1000, each digit Hundreds Tens Ones Tenths Hundredths Thousandths
in the number moves 3 places
Number 0 3
table. 0.3 × 1000 3 0 0
Number 0 0 3
decimal point shifts 3 places to 0.03 × 1000 3 0
the right when multiplying a Number 0 0 0 3
decimal by 1000. 0.003 × 1000 3
18 When we multiply by 1000, each digit moves

3 places to the left in the place value table.
• Assess pupils informally the answers?
on their ability to multiply 0.3 × 1000 = 300
decimals (up to 3 decimal 0.03 × 1000 = 30
places) by 1000 using a place 0.003 × 1000 = 3
value table. The decimal point has been
shifted 3 places to the right.
18 Use the place value table to answer the questions which follow.
Thousands Hundreds Tens Ones Tenths Hundredths Thousandths
5.678 5 6 7 8
5.678 × 1000 5 6 7 8
0.567 0 5 6 7
0.567 × 1000 5 6 7
0.056 0 0 5 6
0.056 × 1000 5 6
5.678 × 1000 = 5678
0.567 × 1000 = 567
0.056 × 1000 = 56
36
40
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Individual Work
19
19 Find the value of the following. • Assign pupils this question to

a 0.6 × 1000 = 600 b 0.303 × 1000 = 303
to multiply decimals (up to
c 1.87 × 1000 = 1870 d 5.9 × 1000 = 5900 3 decimal places) by 1000.
20
e 0.054 × 1000 = 54 f 7.826 × 1000 = 7826
• Have pupils work out
0.3 × 2 × 1000 and
Multiplying by thousands 0.3 × 1000 × 2.
20 a What is 0.3 × 2000? • Lead pupils to see that
multiplying by 2000 is the
0.3 × 2000 = 0.3 × 2 × 1000
= 0.6 × 1000 2000 = 2 × 1000 same as multiplying by 2 first,
= 600 followed by 1000 and vice
versa.
b What is 0.03 × 2000? 21
0.03 × 2000 = 0.03 × 2 × 1000
= 0.06 × 1000
0.6 × 1000 = 600 their ability to multiply by
= 60 0.06 × 1000 = 60 thousands.
a 6 × 8000 = 6 × 8 × 1000 b 0.6 × 8000 = 0.6 × 8 × 1000
= 48 × 1000 = 4.8 × 1000
= 48 000 = 4800
c 0.06 × 8000 = 0.06 × 8 × 1000
= 0.48 × 1000
= 480 Let’s Practise

WB 5B, p 11
Practice 3
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Objective of Let’s Play! What You Will Need
Pupils will be able to reinforce • A 15-cm ruler per player
their ability to multiply decimals • A paperclip per player
by tens.
• A pen per player
• A crayon per player
• A marker per player
• An eraser per player
• A scientific calculator
(Let’s Play!)
• Get pupils into groups of three
or four. Let’s Play!
• Provide pupils with all the
materials that they will need Convert Fractions! Players: 3–4
for the activity.
You need: • a 15-cm ruler per player
• Guide pupils to follow the
• a paperclip per player
instructions. • a pen per player
• Remind pupils that multiplying • a crayon per player
by 50 is the same as • a marker per player
• an eraser per player
multiplying by 5 first, followed • a calculator
by 10, or multiplying by 10
first, followed by 5. How to play:
• Substitute the items when All players will be given a 15-cm ruler and a paperclip each.
Player A will be given a calculator.
necessary. Ensure that the
lengths of the items are less Step
than 15 cm. 1 Players measure the length of their paperclips in centimetres correct to
1 decimal place.
Step
2 Players are to multiply to find the length of 50 paperclips.
Player A uses the calculator to multiply.
Step
3 Player A checks the answers of the remaining players against the answer
shown on the calculator.
Players take turns to use the calculator and repeat with the remaining
objects. The player with the most correct answers after 5 rounds wins.
38
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Dividing by Tens, When a number is divided by 10, • Analysing parts and wholes
Hundreds and Thousands 100 or 1000: • Identifying patterns and
Pupils will be able to: • each digit in the number moves relationships
1, 2 or 3 places respectively, • Comparing
• divide by 10, 100 and 1000 to the right in the place value
• divide by tens, hundreds and • Induction
table
thousands • the decimal point shifts 1, 2 or
3 places to the left respectively
1
Let’s Learn!
a
• Review division as equal
Division by Tens, Hundreds and Thousands distribution.
Dividing by 10 • Guide pupils to see that
1 a Starting from 1, Rizal takes 10 equal steps backwards on the number line they have to divide 1 one
and lands on the point 0. What is the length of each step? by 10, which is the same as
1
1 step multiplying 1 one by .
10
• Go through the steps to divide:
1
0 1 1 ÷ 10 = 1 ×
10
? ? ? ? ? ? ? ? ? ? 1
= 10
1
1 ÷ 10 = 1 × 10
= 0.1
1
= 10
1
= 1 tenth = 0.1.
= 0.1 10
b
The length of each step is 0.1.
• Guide pupils to see that they
have to divide 0.1 by 10, which
b Starting from 0.1, Afiq takes 10 equal steps backwards on the number line
and lands on the point 0. What is the length of each step?
is the same as dividing 1 tenth
by 10.
1 step
1
0.1 ÷ 10 = ÷ 10
0 0.1 10
1
? ? ? ? ? ? ? ? ? ? =
10 × 10
1
1
0.1 ÷ 10 = 10 ÷ 10
=
100
1 = 0.01
= 10
× 10
1 • Remind pupils that
= 100 1
= 1 hundredth = 0.01.
= 0.01 100
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Optional Activity
Recall with pupils the regrouping
of:
(a) 1 hundredth as
10 thousandths
(b) 1 tenth as 10 hundredths
(c) 1 one as 10 tenths
Use decimal discs to discuss with

pupils:
(a) 1 ÷ 10 = 0.1
(b) 0.1 ÷ 10 = 0.01
(c) 0.01 ÷ 10 = 0.001
c
• Guide pupils to see that they c Starting from 0.11, Nurul takes 10 equal steps backwards on the number line
have to divide 0.11 by 10, and lands on the point 0. What is the length of each step?
which is the same as dividing 1 step
11 hundredths by 10.
11 0 0.11
0.11 ÷ 10 = ÷ 10
100 ? ? ? ? ? ? ? ? ? ?
11
=
100 × 10 11
11 0.11 ÷ 10 = 100 ÷ 10
= 11
1000 = 100 Do you notice
× 10
= 0.011 11 a pattern?
= 1000
11 = 0.011
= 11 thousandths = 0.011.
1000
2 and 3
• Assess pupils informally on 2 Divide. Give your answer as a decimal.
their ability to divide by 10.
a 3 ÷ 10 = 0.3 b 17 ÷ 10 = 1.7
c 307 ÷ 10 = 30.7 d 3017 ÷ 10 = 301.7
a 0.3 ÷ 10 = 0.03 b 0.07 ÷ 10 = 0.007
c 0.17 ÷ 10 = 0.017 d 1.37 ÷ 10 = 0.137
40
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What You Will Need
Place value chart
4
4 Look at the table below. • Use a place value chart to

show pupils that when dividing
by 10, each digit moves 1 place
to the right in the place value
Number 6 0 table.
60 ÷ 10 6 • Point out that this is because
Number 6 the value of each digit
6 ÷ 10 0 6 becomes 10 times smaller.
Number 0 6 • Highlight that this is opposite
0.6 ÷ 10 0 0 6 to multiplying by 10, where
Number 0 0 6 each digit becomes 10 times
0.06 ÷ 10 0 0 0 6 greater.
When we divide by 10, each digit moves 1 place to the right in the decimal point shifts 1 place to
place value table. the left when dividing by 10.
What do you notice about the answers?

6 ÷ 10 = 0.6
0.6 ÷ 10 = 0.06
0.06 ÷ 10 = 0.006
The decimal point has been shifted 1 place to the left.
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What You Will Need
Place value chart
5
• Assess pupils on their ability to
5 Use the place value table to answer the questions which follow.
divide by 10 using a place value
table.
6
• Assign pupils this question to 215 2 1 5
informally assess their ability 215 ÷ 10 2 1 5
to divide by 10. 21.5 2 1 5

21.5 ÷ 10 2 1 5
2.15 2 1 5
2.15 ÷ 10 0 2 1 5
215 ÷ 10 = 21.5
21.5 ÷ 10 = 2.15
2.15 ÷ 10 = 0.215
a 60 ÷ 10 = 6 b 9 ÷ 10 = 0.9
c 1.3 ÷ 10 = 0.13 d 4.78 ÷ 10 = 0.478
e 5.02 ÷ 10 = 0.502 f 0.3 ÷ 10 = 0.03
42
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7
Dividing by tens
80 ÷ 4 ÷ 10 and 80 ÷ 10 ÷ 4.
7 a What is 80 ÷ 40?
• Lead pupils to see that dividing
80 ÷ 40 = 80 by 40 is the same as dividing by
40
=2 4 first, followed by 10 or vice
versa.
We can also work it out this way:
80 ÷ 40 = 80 ÷ 4 ÷ 10
Does 80 ÷ 10 ÷ 4 give
= 20 ÷ 10 the same answer as
=2 80 ÷ 4 ÷ 10?
b What is 8 ÷ 40?
8 ÷ 40 = 8 ÷ 4 ÷ 10
= 2 ÷ 10
= 0.2
c What is 0.8 ÷ 40?
0.8 ÷ 40 = 0.8 ÷ 4 ÷ 10
= 0.2 ÷ 10
= 0.02
d What is 0.08 ÷ 40?
0.08 ÷ 40 = 0.08 ÷ 4 ÷ 10
2 ÷ 10 = 0.2
= 0.02 ÷ 10
= 0.002 0.2 ÷ 10 = 0.02
0.02 ÷ 10 = 0.002
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47
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Optional Activity
Get pupils to divide the following
using a calculator:
(a) 0.7 ÷ 10
(b) 0.7 ÷ 100
(c) 4.8 ÷ 10
(d) 4.8 ÷ 100
Discuss with pupils how
the decimal points shifted
when dividing by 10 and 100
respectively.
8
• Assess pupils informally on 8 Fill in the missing numbers.
their ability to divide by tens.
a 60 ÷ 30 = 60 ÷ 3 ÷ 10 b 6 ÷ 30 = 6 ÷ 3 ÷ 10
9
= 20 ÷ 10 = 2 ÷ 10
• Show pupils the procedure of
dividing by 100 using fractions = 2 = 0.2
to aid the calculations.
• Ask: Do you notice a pattern? c 0.6 ÷ 30 = 0.6 ÷ 3 ÷ 10 d 0.06 ÷ 30 = 0.06 ÷ 3 ÷ 10
= 0.2 ÷ 10 = 0.02 ÷ 10
shifted 2 places to the left)
• Highlight to pupils that for = 0.02 = 0.002
whole numbers, the decimal
point comes after the ones
place. Dividing by 100
For example, 9 Divide the following by 100.
30 = 30.0 and 3 = 3.0.
a 30
30 ÷ 100 = 100
3
= 10
= 0.3
b 3
3 ÷ 100 = 100
= 0.03
c 3
0.3 ÷ 100 = 10 ÷ 100
3
= 10 Do you notice
× 100
3 a pattern?
= 1000
= 0.003
44
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What You Will Need
Place value chart
10
10 Find the value of the following. • Assess pupils informally on

a 0.8 ÷ 100 = 0.008 b 3.9 ÷ 100 = 0.039
11
c 40 ÷ 100 = 0.4 d 645 ÷ 100 = 6.45
• Use a place value chart to
11 Look at the table below. by 100, each digit moves
2 places to the right in the
Hundreds Tens Ones Tenths Hundredths Thousandths place value table.
Number 9 0 0 • Point out that this is because
the value of each digit
900 ÷ 100 9
becomes 100 times smaller.
Number 9 0
• Highlight that this is opposite
90 ÷ 100 0 9
to multiplying by 100, where
Number 9
each digit becomes 100 times
9 ÷ 100 0 0 9 greater.
Number 0 9 • Lead pupils to see that the
0.9 ÷ 100 0 0 0 9 decimal point has been shifted
2 places to the left.
When we divide by 100, each digit moves 2 places to the right in the
place value table.

the answers?
90 ÷ 100 = 0.9
9 ÷ 100 = 0.09
0.9 ÷ 100 = 0.009
shifted 2 places to the left.
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49
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What You Will Need
Place value chart
12
• Assess pupils informally on 12 Use the place value table below to answer the questions which follow.
their ability to divide by 100
using a place value table. Hundreds Tens Ones Tenths Hundredths Thousandths
13
321 3 2 1
• Assign pupils this question to 321 ÷ 100 3 2 1
informally assess their ability 32.1 3 2 1
to divide by 100.
32.1 ÷ 100 0 3 2 1
14
• Have pupils work out 321 ÷ 100 = 3.21
60 ÷ 2 ÷ 100 and 60 ÷ 100 ÷ 2.
• Lead pupils to see that dividing 32.1 ÷ 100 = 0.321
by 200 is the same as dividing
by 2 first, followed by 100 or
vice versa. 13 Find the value of the following.
a 400 ÷ 100 = 4 b 10 ÷ 100 = 0.1
c 5 ÷ 100 = 0.05 d 2.9 ÷ 100 = 0.029
e 15.8 ÷ 100 = 0.158 f 20.7 ÷ 100 = 0.207
Dividing by hundreds
14 a What is 60 ÷ 200?
60 ÷ 200 = 60 ÷ 2 ÷ 100
= 30 ÷ 100
= 0.3
b What is 6 ÷ 200?
6 ÷ 200 = 6 ÷ 2 ÷ 100
= 3 ÷ 100
= 0.03
46
50
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15
c What is 0.6 ÷ 200? • Assess pupils informally
on their ability to divide by
0.6 ÷ 200 = 0.6 ÷ 2 ÷ 100 hundreds.
30 ÷ 100 = 0.3
= 0.3 ÷ 100
= 0.003 3 ÷ 100 = 0.03 16
0.3 ÷ 100 = 0.003
• Show pupils the procedure of
15 Fill in the missing numbers. dividing by 1000 using fractions
to aid the calculations.
a 400 ÷ 200 = 400 ÷ 2 ÷ 100 b 40 ÷ 200 = 40 ÷ 2 ÷ 100
• Ask: Do you notice a pattern?
= 200 ÷ 100 = 20 ÷ 100 (the decimal point has been
shifted 3 places to the left)
= 2 = 0.2
• Highlight to pupils that for
whole numbers, the decimal
c 4 ÷ 200 = 4 ÷ 2 ÷ 100 d 0.4 ÷ 200 = 0.4 ÷ 2 ÷ 100
point comes after the ones
= 2 ÷ 100 = 0.2 ÷ 100 place.
For example,
= 0.02 = 0.002 800 = 800.0, 80 = 80.0 and
8 = 8.0.
Dividing by 1000
16 Divide the following by 1000.
a 800 ÷ 1000 = 800

1000
8
=
10
= 0.8
b 80 ÷ 1000 = 80
1000
8
=
100
= 0.08
c 8 ÷ 1000 = 8 Do you notice

1000
a pattern?
= 0.008
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(M)YMTRP5B_08.indd 51 14/11/16 11:25 AM

What You Will Need
Place value chart
17
• Assess pupils informally on 17 Find the value of the following.
a 982 ÷ 1000 = 0.982 b 4527 ÷ 1000 = 4.527
18
c 243 ÷ 1000 = 0.243 d 16 ÷ 1000 = 0.016
• Use a place value chart to
by 1000, each digit moves 18 Look at the table below.
3 places to the right in the
place value table. Hundreds Tens Ones Tenths Hundredths Thousandths
• Point out that this is because
Number 5 0 0
the value of each digit
500 ÷ 1000 0 5
becomes 1000 times smaller.
Number 5 0
• Highlight that this is the
50 ÷ 1000 0 0 5
opposite to multiplying
by 1000, where each digit Number 5
becomes 1000 times greater. 5 ÷ 1000 0 0 0 5
When we divide by 1000, each digit moves 3 places to the right in the
decimal point has been shifted place value table.
3 places to the left.
the answers?
500 ÷ 1000 = 0.5

50 ÷ 1000 = 0.05
5 ÷ 1000 = 0.005
shifted 3 places to the left.
48
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What You Will Need
Place value chart
19
19 Use the place value table below to answer the questions which follow. • Assess pupils on their ability
to divide by 1000 using a place
value table.
20
642 6 4 2
642 ÷ 1000 0 6 4 2 • Assign pupils this question to
64 6 4
to divide by 1000.
64 ÷ 1000 0 0 6 4
21
642 ÷ 1000 = 0.642

800 ÷ 2 ÷ 1000 and
64 ÷ 1000 = 0.064 800 ÷ 1000 ÷ 2.
• Lead pupils to see that dividing
by 2000 is the same as dividing
20 Find the value of the following. by 2 first, followed by 1000 or
a 7000 ÷ 1000 = 7 b 300 ÷ 1000 = 0.3 vice versa.
c 80 ÷ 1000 = 0.08 d 2 ÷ 1000 = 0.002
e 1053 ÷ 1000 = 1.053 f 4060 ÷ 1000 = 4.06
Dividing by thousands
21 a What is 800 ÷ 2000?
800 ÷ 2000 = 800 ÷ 2 ÷ 1000

= 400 ÷ 1000
= 0.4
b What is 80 ÷ 2000?
80 ÷ 2000 = 80 ÷ 2 ÷ 1000
= 40 ÷ 1000
= 0.04
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Individual Work
22
• Assess pupils on their ability to c What is 8 ÷ 2000?
400 ÷ 1000 = 0.4
divide by thousands.
8 ÷ 2000 = 8 ÷ 2 ÷ 1000 40 ÷ 1000 = 0.04
23 = 4 ÷ 1000 4 ÷ 1000 = 0.004
• Assign pupils this question to = 0.004
to divide by hundreds and 22 Fill in the missing numbers.
thousands.
a 9000 ÷ 3000 = 9000 ÷ 3 ÷ 1000 b 900 ÷ 3000 = 900 ÷ 3 ÷ 1000
24
= 3000 ÷ 1000 = 300 ÷ 1000
informally assess their ability = 3 = 0.3
to divide by 10, 100 and 1000.
c 90 ÷ 3000 = 90 ÷ 3 ÷ 1000 d 9 ÷ 3000 = 9 ÷ 3 ÷ 1000
= 30 ÷ 1000 = 3 ÷ 1000
= 0.03 = 0.003
23 a Divide 28 by 200. 0.14 b Divide 69 by 3000. 0.023
24 Copy and complete the

Number table below.
4078 407 47.8 4.7 4.78
Number 4078 407 47.8 4.7 4.78
Number 4078 407 47.8 4.7 4.78
Number ÷ 10 407.8 40.7 4.78 0.47 0.478
Number ÷ 10
Number
Number 4078
4078 407.8
407.8 407
407 47.8
47.8 4.7
4.7
Number
Number ÷÷ 100
100 40.78 4.078 4.07 0.478 0.047
Number
Number 4078
4078 4780
4780 4070
4070 408
408 480
480
Number ÷ 1000
Number ÷÷ 1000
Number 1000 4.078 4.78 4.07 0.408 0.48
Let’s Practise
WB 5B, p 17
Practice 4
50
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Objective of Let’s Explore! Thinking Skill
Pupils will be able to observe Deduction
and deduce the pattern in the
given examples to solve the
multiplication sentences without
further working.
(Let’s Explore!)
• Go through with pupils a to
Let’s Explore! c and have them observe the
pattern.
Look at a to c . • Get pupils to observe the
a 9 × 7 = 63 pattern between 23 × 8, 2.3 × 8
and 0.23 × 8.
b 9
0.9 × 7 = 10 × 7
• Guide them to use the
63
= 10 observed pattern to solve the
= 6.3 multiplication sentences.
9 • Lead them to notice that the
c 0.09 × 7 = 100 × 7 decimal points in the answers
63
= 100 shifted according to the
= 0.63 number of places it shifted as
compared to 23.
Given that 23 × 8 = 184, solve the following questions without further working.
• Ensure that pupils do not work
i 2.3 × 8 18.4 out the answers.
ii 0.23 × 8 1.84
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Instructional Objectives: Key Concept What You Will Need
Solving Word Problems Apply the concepts of the Scientific calculator
Pupils will be able to: four operations of decimals to
solve word problems.
• apply Polya’s problem-solving
strategy in solving problems Thinking Skills
• solve multi-step word • Analysing parts and wholes
problems involving the four • Comparing
operations of decimals
1
• Guide pupils to recall how to
solve one-step word problems
involving the addition and
subtraction of decimals. Let’s Learn!
• Get pupils to follow Polya’s
Solving Word Problems
problem-solving strategy, as
1 Afiqah had $7.30. She spent $2.45 on a notebook.
follows:
How much money did she have left?
Step 1: Ask themselves: What
information have I gathered $7.30 − $2.45 = $4.85 Use your calculator to
check your answer.
from the problem?
Step 2: Ask themselves: How
do I solve the problem? Get
pupils to think of a strategy
to solve the problem. For Press 7 . 3 0 – 2 . 4 5 = 4.85
example, they can draw a
model, make a list or act it out. She had $4.85 left.
Step 3: Carry out the
strategy and any necessary 2 Cikgu Zahela bought 5.25 kg of flour. She used 2.736 kg of the flour to bake some
computations to solve the muffins. How much flour did she have left?
problem.
5.25 – 2.736 = 2.514
Guide pupils to look for
keywords, such as ‘more than’ She had 2.514 kg of flour left.
or ‘how much left’, to decide
what computations need to be
3 Ishak made 3.125 ℓ of lemonade and 1.48 ℓ of apple juice for a party.
carried out.
How much drink did he make altogether?
Step 4: Check their answers.
Show pupils how they can use 3.125 + 1.48 = 4.605 Use your calculator to
check your answer.
their calculators to check their
answers.
2
• Assess pupils informally on Press 3 . 1 2 5 + 1 . 4 8 = 4.605
their ability to solve one-step
word problems involving the He made 4.605 ℓ of drink altogether.
subtraction of decimals.
3
• Follow the 4-step procedure in 52
1 to find the answer.
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4
4 Two months ago, Fahmi’s mass was 32.654 kg. He is 0.165 kg heavier now. • Have pupils try to solve the
What is Fahmi’s mass now? one-step word problem on
their own using the 4-step
32.654 + 0.165 = 32.819
procedure.
Fahmi’s mass is 32.819 kg now. • Get some volunteers to share
their solutions with the class.
5 A pair of football boots costs $46.55. A football jersey costs $43.65. 5
Islani has $60. How much more money does he need to buy the pair of football
• Point out to pupils that this
boots and jersey?
problem requires two steps to
$46.55 + $43.65 = $90.20 solve it.
The total cost of the pair of football boots and jersey is $90.20.
• Get pupils to read the word
problem carefully and apply
$90.20 the 4-step procedure to solve
Pair of football the problem.
boots and jersey
• Ask: What is the cost of the
Islani pair of football boots? ($46.55)
$60 ?
What is the cost of the jersey?
($43.65)
$90.20 − $60 = $30.20 • Get them to find the total cost
of the two items.
He needs $30.20 more to buy the pair of football boots and jersey.
• Get pupils to close their books
and draw a model based on
the given information. Then,
get them to check their models
against the one shown in the
Textbook.
• Guide pupils to use the model
to solve the word problem.
• Encourage pupils to use their
calculators or strategies
like estimation or working
backwards to check if their
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6 and 7
• Encourage pupils to solve the 6 Juwita can take three different paths to walk to school.
two-step word problems using Path B is 0.325 km longer than Path A.
the 4-step procedure. Path C is 0.548 km shorter than Path B.
Path A is 3.465 km long.
• Guide pupils to draw a model Find the distance Juwita travels if she takes Path C.
to represent the information
3.465 km 0.325 km
given in the word problems.
Path A
Path B
Path C
? 0.548 km
3.465 + 0.325 = 3.79 Find the distance she

Path B is 3.79 km long. travels on Path B first.
3.79 – 0.548 = 3.242

Juwita will travel 3.242 km if she takes Path C.
7 A jug was filled with 4 ℓ of water. All the water was transferred into two bottles.
The first bottle had 1.356 ℓ of water. How much more water was there in the
second bottle than the first bottle?
1.356 ℓ ?
1st bottle
4ℓ
2nd bottle
4 – 1.356 = 2.644
There were 2.644 ℓ of water in the second bottle.
2.644 – 1.356 = 1.288
There were 1.288 ℓ more water in the second bottle than the first bottle.
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What You Will Need
8
• Guide pupils to solve the
8 13 20-cent coins are placed in a row, touching one another as shown. one-step word problem
Each coin measures 2.35 cm across. What is the total length of the row of coins?
involving the multiplication
2.35 cm of decimals using the 4-step
procedure.
• Show pupils how they can use
? their calculators to check their
answers.
Total length of the row of coins = 13 × 2.35
Use your calculator to
= 30.55 cm check your answer.
9 and 10
• Have pupils try to solve these
one-step word problems on
Press 1 3  2 . 3 5 = 30.55 their own.
• Encourage them to use the
The total length of the row of coins is 30.55 cm.
4-step procedure to solve the
word problems.
9 The mass of a paperclip is 1.05 g.
• Get some volunteers to share
Find the total mass of 87 such paperclips.
their solutions with the class.
Total mass = 87 × 1.05
= 91.35 g
The total mass of 87 such paperclips is 91.35 g.
10 A bamboo pole is 2.42 m long.

Find the total length of 19 such bamboo poles.
Total mass = 19 × 2.42
= 45.98 m
The total length of 19 such bamboo poles is 45.98 m.
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What You Will Need
11
• Guide pupils to solve this 11 A piece of rope 134 m long is cut into 100 equal pieces.
two-step word problem What is the total length of 20 such pieces of rope?
involving the multiplication 100 pieces = 134 m
and division of decimals using 1 piece = 134 ÷ 100 Use your calculator to
= 1.34 m check your answer.
the 4-step procedure.
• Show pupils how they can use
Press 1 3 4 1 0 0 = 1.34
their calculators to check their

answers. 20 pieces = 1.34 × 20

12 = 1.34 × 2 × 10
= 2.68 × 10
• Have pupils try to solve this = 26.8 m
two-step word problem on
their own. Press 1 . 3 4  2 0 = 26.8
• Encourage them to use the
4-step procedure to solve the The total length of 20 such pieces of rope is 26.8 m.
word problem.
12 The total mass of 6 metal balls and 6 rubber balls is 66.33 g.
• Get some volunteers to share
The mass of a metal ball is twice the mass of a rubber ball.
their solutions with the class. What is the total mass of 5 metal balls?
?
Metal
balls
66.33 g
Rubber
balls
18 units = 66.33 g
1 unit = 66.33 ÷ 18
= 3.685 g
Mass of 5 metal balls = 10 units
10 units = 3.685 × 10
= 36.85 g
The total mass of 5 metal balls is 36.85 g.

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Objective of Let’s Do This! What You Will Need Individual Work
Pupils will be able to consolidate • Newspaper advertisement of Assign pupils Practice 5 of
and reinforce their understanding items sold at a supermarket Workbook 5B, pages 23 to 29.
of the four operations of • Scientific calculator
decimals.
13 to 15
• Assign pupils these questions
13 The area of a square is 81 cm2. The area of a rectangle is 3.42 cm2 to informally assess their
greater than the area of the square. Given that the length of the rectangle
ability to solve multi-step word
is 12 cm, find its breadth, correct to 1 decimal place. 7.0 cm problems.
16
14 The mass of a can of tuna is 0.345 kg.
The mass of a bottle of water is 1.63 kg.
• Get pupils to work in pairs.
What is the mass of 100 cans of tuna and 20 bottles of water? 67.1 kg
• Assign one pupil the role of the
customer and the other pupil,
the role of the cashier.
15 The sum of two numbers is 87.68. One of the numbers is 19 times
• Get pupils to bring to class a
the other. What are the two numbers? 4.384 and 83.296 newspaper advertisement on
items sold at a supermarket.
Let’s Do This! • Have the “customer” pick three
items from the advertisement
and decide on the quantity of
16 Work in pairs.
Bring a newspaper advertisement on items sold at a supermarket to class.
each item needed.
Pupil A will act as the customer and Pupil B as the cashier. • Have the “customer” estimate
Step the total cost of the items.
1 The customer will pick three items and the number of each item he/she
wants to buy. • Then, get the “cashier” to work
out the actual total cost using a
Example
calculator.
3 lemons at 96¢ each.
5 packets of coffee at $3.85 each. • Get them to compare and
8 heads of cabbage at $2.13 each. discuss the two answers.
Step
2
• Then, get them to switch roles
The customer will estimate the total cost.
using a different set of items.
Step
3 The cashier will then work out on his calculator the total amount the
customer has to pay. He will compare that with the estimate from
the customer.
Step
4 Switch roles and repeat with a different set of items.
Let’s Practise
WB 5B, p 23
Practice 5
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Objective of
Let’s Summarise!
Pupils will be able to reinforce
their understanding of converting
between fractions and decimals,
and the four operations of
decimals to help them solve
multi-step word problems.
(Let’s Summarise!)
• Review with pupils the
instructional objectives of each Let’s Summarise!
section of this chapter.
• Review the key concepts
covered in each section of this Decimals
chapter.
• Get some volunteers to explain
the examples in the concept Conversion between Multiplication and Division
Addition and Subtraction
map. Fractions and Decimals by 10, 100 and 1000
Fractions to Decimals When we add or subtract Multiplication
Express the fractions as decimals, we need to align Shift the decimal point to
equivalent fractions with the decimal points. the right accordingly.
denominator 10, 100 or
1000. Then, convert. Example: Example:
1 1 1 0.984 × 10 = 9.84
Example: 4.3 2 8 0.984 × 100 = 98.4
5 625 + 3.6 8 5 0.984 × 1000 = 984
8 = 1000 8.0 1 3
= 0.625 Division
Shift the decimal point to
Example: the left accordingly.
Decimals to Fractions
6 12 7 16
Express the decimals as a 7.2 8 6 Example:
fraction with denominator – 2.5 0 9 1753 ÷ 10 = 175.3
10, 100 or 1000. Then,
4.7 7 7 1753 ÷ 100 = 17.53
simplify.
1753 ÷ 1000 = 1.753
Example:
748
0.748 = 1000
187
= 250
Solving Word Problems
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Objective of Let’s Revise!
Pupils will be able to review
the application of converting
between fractions and decimals,
and the four operations of
decimals to help them solve
multi-step word problems.
(Let’s Revise!)
Let’s Revise!
1
• Review with pupils how to
1 Container A can hold 2.319 ℓ of water. solve the word problem by
Container B can hold 0.542 ℓ less water than Container A. applying the key concepts
of adding and subtracting
a How many litres of water can Container B hold? decimals as well as the
2.319 – 0.542 = 1.777 conversion from a decimal,
with 3 decimal places, to a
Container B can hold 1.777 ℓ of water.
mixed number in its simplest
b How many litres of water can the two containers hold altogether? form.
Express your answer as a mixed number in its simplest form. • Get some volunteers to explain
2.319 + 1.777 = 4.096 the steps given in the solution.
96
= 41000 • Check that pupils know how to
12
= 4125 use their calculators to check
their answers.
12 2
The two containers can hold 4125 ℓ of water altogether.
• Review with pupils how to
2 The pupils in a class painted on 200 pieces of canvas. Each piece of canvas had solve the word problem by
an area of 5.76 cm2. At the end of the day, the pupils had all the pieces of canvas applying the key concepts
sewn together, side by side. They then cut the big piece of canvas into 40 strips of of multiplying and dividing
equal size. What was the area of each strip of canvas? decimals.
Total area = 5.76 × 200 • Get some volunteers to explain
= 5.76 × 2 × 100
= 11.52 × 100
the steps given in the solution.
= 1152 cm2 • Check that pupils know how to
use their calculators to check
Area of each strip = 1152 ÷ 40
= 1152 ÷ 4 ÷ 10 their answers.
= 288 ÷ 10
= 28.8 cm2
The area of each strip of canvas was 28.8 cm2.
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Objective of Let’s Think! Thinking Skills Individual Work
Pupils will be able to make use • Identifying relationships Assign pupils Let’s Write and
of the strategies of acting it out, • Deduction Problem Solving of Workbook 5B,
making a list and guessing and pages 30 and 31.
checking to solve the problems.
Heuristics for Problem
Solving
• Act it out
• Make a list
• Guess and check
(Let’s Think!)
1
Let’s Think!
• Guide pupils to realise that
when a sheet of plastic is Solve the following problems.
folded into two halves, the
thickness doubles. 1 A sheet of soft plastic is 0.12 cm thick. The sheet of plastic is folded so that
the folded sheet is twice as thick after each fold. What is the thickness of the
• Get pupils to make a list of the folded plastic after 4 folds? What is the least number of folds made such that
new thickness in a table, while
the folded plastic is thicker than 3.6 cm? 1.92 cm, 5 folds
acting out each fold, using a
piece of paper as substitute.
2 Khairul bought a total of 20 bowling balls and basketballs. The mass of each
• Have them continue the list bowling ball is 6.23 kg and the mass of each basketball is 0.62 kg. The total mass
until the answer is observed. of the bowling balls is 21.85 kg more than the total mass of the basketballs.
2 How many of each item did Khairul buy? 5 bowling balls and 15 basketballs
• Guide pupils to guess and (1)

Number
check different combinations of Folds
0 1 2 3 4 5
of bowling balls and Thickness 2 × 0.12 2 × 0.24 2 × 0.48 2 × 0.96 2 × 1.92
0.12
basketballs such that the (cm) = 0.24 = 0.48 = 0.96 = 1.92 = 3.84
difference in mass matches
The thickness of the folded sheet is 1.92 cm after 4 folds.
that given in the question. The folded plastic is thicker than 3.6 cm after at least 5 folds. So, the least number of folds
made such that the folded plastic is thicker than 3.6 cm is 5.
• Get pupils to write their
guesses and calculations neatly
(2)
in a table. Number Number Total Mass Total Mass of Difference in
of Bowling of of Bowling Basketballs Total Mass Check
• Have them continue the list Balls Basketballs Balls (kg) (kg) (kg)
until the answer is observed. 10 × 6.23 10 × 0.62 62.3 − 6.2
10 10 ✗
= 62.3 = 6.2 = 56.1
8 × 6.23 12 × 0.62 49.84 − 7.44
8 12 ✗
= 49.84 = 7.44 = 42.4
6 × 6.23 14 × 0.62 37.38 − 8.68
6 14 ✗
= 37.38 = 8.68 = 28.7
5 × 6.23 15 × 0.62 31.15 − 9.3
5 15 ✓
= 31.15 = 9.3 = 21.85
Khairul bought 5 bowling balls and 15 basketballs. Let’s Practise

WB 5B, p 31
Problem Solving
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(M)YMTRP5B_08.indd 65
8 Decimals
Practice 1 Fractions and Decimals

1. Express each fraction or mixed number as a decimal.
Workbook
2 1
0.4 0.25
5B (a) 5 = (b) 4 =
2 4 1 25
= =
5 10 4 100
= 0.4 = 0.25
66 0.528 7 0.875
(c) 125 = (d) 8 =
66 528 7 875
= =
125 1000 8 1000
= 0.528 = 0.875
37 4.74 113 8.452

(e) 4 50 = (f) 8 250 =
37 74 113 452
4 =4 8 =8
50 100 250 1000
= 4.74 = 8.452
1 7.125 173 10.865

(g) 7 8 = (h) 10 200 =
1 125 173 865
7 = 7 10 = 10
8 1000 200 1000
= 7.125 = 10.865
CURRICULUM DEVELOPMENT DEPARTMENT Chapter 8: Decimals 1

MINISTRY OF EDUCATION BRUNEI DARUSSALAM
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66
2. Express each decimal as a fraction or mixed number in its simplest form. 3. Which is greater, 8.305 or 8.035?
4 3 Ones Tenths Hundredths Thousandths
(a) 0.8 = 5 (b) 0.75 = 4
8
8 3 0 5
75
0.8 = 0.75 =
10 100 8 0 3 5
4 3
= =
5 4
8.305 8.035
is greater than .
4. Which is smaller, 5.348 or 5.438?

5 87
(c) 0.625 = 8 (d) 0.348 = 250
625 348
0.625 = 0.348 =
1000 1000 5 3 4 8
5 87
= =
8 250 5 4 3 8
5.348 5.438
is smaller than .
2 73 3
5 7 5.
25 200
(e) 5.08 = (f) 7.365 = Which is greater, 0.39 or 20?
3 15
8 365 = = 0.15
5.08 = 5 7.365 = 7 20 100
100 1000
2 73
=5 = 7
25 200
3
0.39 20
is greater than .
63
12 209
6. Which is smaller, 0.437 or 125?
9 12
(g) 9.096 = 125 (h) 12.418 = 500
63 504
= = 0.504
125 1000
96 418
9.096 =9 12.418 = 12
1000 1000
12 209
=9 = 12 63
125 500
0.437 125
is smaller than .
2 Chapter 8: Decimals Chapter 8: Decimals 3
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8/11/16 6:24 PM
4 1 7
7. Shade the boxes below to represent 0.7, 5 and 2. 9. Arrange 20 , 0.16 and 0.43 in order, beginning with the greatest.
Then, arrange the fractions and decimal in increasing order.
35
7 0.35
0.7 = =
20
100
4
5
0.16
1 is the smallest.
2
0.43
is the greatest.
1 7
2
0.35 or
20 0.16 0.43
is the smallest. is greater than but smaller than .
4 7
5 0.43 20 0.16
is the greatest. , ,
1 4 greatest
0.7 2 5
is greater than but smaller than .
1 4
2 0.7 5 3 133
, , 10. Arrange 8 , 0.218 and 250 in order, beginning with the smallest.
smallest
375
3 0.375
2 8
= =
8. Shade the boxes below to represent 0.5, 5 and 0.8. 1000
Then, arrange the fraction and decimals in decreasing order.
532
0.5 133 0.532
250
= =
1000
2
5

0.8
133
0.532 or 250
2 is the greatest.
5 3 133
is the smallest. 0.375 or
8 0.218 0.532 or 250
0.8 3 133
is the greatest. 0.218 8 250
2 , ,
0.5 5 0.8 smallest
2
0.8 0.5 5
, ,
greatest
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68
3
11. Practice 2 Addition and Subtraction of Decimals
Arrange 1.07, 1 125 and 2.163 in increasing order.
3 24 1. Add mentally.
1 =1 = 1.024
125 1000
2.8 7.9
(a) 1.5 + 1.3 = (b) 3.3 + 4.6 =
3
1 1.07 2.163
125 , , 7.8 9.9
smallest
(c) 2.7 + 5.1 = (d) 8.5 + 1.4 =
7.1 10.5
4 11 (e) 4.4 + 2.7 = (f) 5.6 + 4.9 =
12. Arrange 3 25 , 3 250 and 3.1 in decreasing order.
4 16
3 =3 = 3.16 4.4 15.2
25 100
11 44 (g) 3.5 + 0.9 = (h) 9.8 + 5.4 =
3 =3 = 3.044
250 1000
4 11 2. Subtract mentally.
3 3.1 3
25 , , 250
2.2 4.1
greatest
(a) 3.6 – 1.4 = (b) 9.7 – 5.6 =
1 13 2.3 5.1
* 13. Arrange 0.704, 1 5 , 20 and 1.015 in order, beginning with the greatest. (c) 5.6 – 3.3 = (d) 9.8 – 4.7 =
1 2
1 =1 = 1.2 1.4 4.5
5 10 (e) 4.2 – 2.8 = (f) 8.1 – 3.6 =
13 65
= = 0.65
20 100
5.3 2.4
1 13 (g) 6.1 – 0.8 = (h) 9.3 – 6.9 =
1 1.015 0.704
5 , , , 20
greatest
3. Use the place value chart to add.
5 17
* 14. Arrange 2 8 , 2.54, 3 200 and 2.609 in order, beginning with the smallest. Ones Tenths Hundredths Thousandths
5 625
2 =2 = 2.625 4 5 9 2
8 1000
17 85
3 =3 = 3.085 + 3 1 0 6
200 1000
7 6 9 8
5 17
2.54 2.609 2 3
8 200
, , ,
smallest
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4. Add. Then, use your calculator to check your answers. 7. Use the place value chart to subtract.
(a) 1.2 3 (b) 5.3 2 1

+ 4.5 6 + 4.2 6 7 Ones Tenths Hundredths Thousandths
5 . 7 9 9. 5 8 8 5 6 7 9
– 2 3 0 5
5. Use the place value chart to add. 3 3 7 4

1 1 8. Subtract. Then, use your calculator to check your answers.
5 7 2 9
+ 1 6 4 8 (a) 5.8 6 (b) 7.2 7 9
7 3 7 7 – 2.7 2 – 3.0 4 3
3 . 1 4 4 . 2 3 6
6. Add. Then, use your calculator to check your answers.

1 1 1 1
9. Use the place value chart to subtract.
(a) 2.5 8 (b) 6.3 8 4
+ 3.6 3 + 2.9 0 8
6. 2 1 9. 2 9 2
3 12 7 16
4 2 8 6
– 1 5 1 7
1 1 1 2 7 6 9
(c) 7.2 8 0 (d) 5.7 1 5
+ 1.2 9 6 + 3.4 2 7
8. 5 7 6 9. 1 4 2
10. Subtract. Then, use your calculator to check your answers.
9
8 10 13 5 13
(a) 9.0 3 (b) 6.3 8 5
1 1 1 1 1 1
– 7.2 9 – 3.8 4 1
(e) 8.5 0 7 (f) 7.9 9 6 1 . 7 4 2 . 5 4 4
+ 3.4 9 6 + 6.0 0 4
1 2 .0 0 3 1 4 .0 0 0
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70
7 10 7 13 4 12
(c) 7.2 8 0 (d) 8.3 5 2 Practice 3 Multiplication by Tens, Hundreds and
– 4.0 5 9 – 4.7 1 4
3 . 2 2 1 3 .6 3 8
Thousands
1. Write each decimal as a fraction. Then, multiply by 10.
9 9 9 9 9
2 22
8 10 10 10 1 10 10 10 10
(e) 9.0 0 0 (f) 2 0.0 0 0 (a) 0.2 × 10 = × 10 (b) 0.22 × 10 = × 10
– 5.2 0 6 – 5.9 3 5 10 100
3 . 7 9 4 1 4 .0 6 5
2 2.2
= =
11. Solve the following. Then, use your calculator to check your answers. 222 125
8.004 1.227
(c) 0.222 × 10 = × 10 (d) 0.125 × 10 = × 10
(a) 5.494 + 2.51 = (b) 6.347 – 5.12 = 1000 1000
1 1
5.4 9 4 6.3 4 7 2.22 1.25
= =
+ 2.5 1 0 – 5. 1 2 0
8.0 0 4 1 .2 2 7
2 2
7.019 2.555 (e) 0.02 × 10 = × 10 (f) 0.002 × 10 = × 10

(c) 4.86 + 2.159 = (d) 7.82 – 5.265 = 100 1000
1 1 7 11 10
4.8 6 0 7 .8 2 0 0.2 0.02
= =
+ 2. 1 5 9 – 5.2 6 5
7 .0 1 9 2.5 5 5
2. Multiply by 10.
9.301 0.206
(e) 4 + 5.301 = (f) 6 – 5.794 = 5 19
(a) 0.5 × 10 = (b) 1.9 × 10 =
9 9
4.0 0 0 5 10 10 10
+ 5.3 0 1 6.0 0 0
9.3 0 1 – 5. 7 9 4 (c) 3.42 × 10 = 34.2 (d) 0.306 × 10 = 3.06
0.2 0 6
6.045 5.988 (e) 10 × 0.08 = 0.8 (f) 10 × 27.54 = 275.4

(g) 3.645 + 2.4 = (h) 9.7 – 3.712 =
1 9
3.6 4 5 8 16 10 10
9. 7 0 0 (g) 10 × 7.035 = 70.35 (h) 10 × 12.009 = 120.09
+ 2.4 0 0
– 3. 7 1 2
6.0 4 5
5.9 8 8
8/11/16 6:24 PM
3. Multiply by tens. 5. Write each decimal as a fraction. Then, multiply by 100.
5 5 5 5
(a) 8 × 50 = 8 × × 10 (b) 0.8 × 50 = 0.8 × × 10
(a) 0.5 × 100 = × 100 (b) 0.05 × 100 = × 100
40 4 10 100
= × 10 = × 10
400 40 50 5
= = = =
10 5 55
(c) 0.08 × 50 = 0.08 × 5 ×
(c) 0.005 × 100 = × 100 (d) 0.55 × 100 = × 100
0.4 10 1000 100
= ×
4 0.5 55
= = =
505 555
4. Find the value of each of the following.
(e) 0.505 × 100 = × 100 (f) 0.555 × 100 = × 100
5.4 641.9 1000 1000
(a) 0.06 × 90 = (b) 9.17 × 70 =
0.06 × 90 = 0.06 × 9 × 10 9.17 × 70 = 9.17 × 7 × 10 50.5 55.5
= 0.54 × 10 = 64.19 × 10 = =
= 5.4 = 641.9
6. Multiply by 100.
(a) 0.3 × 100 = 30 (b) 6.8 × 100 = 680
468 419.6
(c) 4.68 × 100 = (d) 4.196 × 100 =
173 922
(c) 50 × 3.46 = (d) 40 × 23.05 =
7430 1061
50 × 3.46 = 3.46 × 50 40 × 23.05 = 23.05 × 40 (e) 100 × 74.3 = (f) 100 × 10.61 =
= 3.46 × 5 × 10 = 23.05 × 4 × 10
= 17.3 × 10 = 92.2 × 10
509.5 5095
= 173 = 922 (g) 100 × 5.095 = (h) 100 × 50.95 =
71
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72
7. Multiply by hundreds. 9. Write each decimal as a fraction. Then, multiply by 1000.
7 7 8 8
(a) 3 × 700 = 3 × × 100 (b) 0.3 × 700 = 0.3 × × 100
(a) 0.8 × 1000 = × 1000 (b) 0.08 × 1000 = × 1000
21 2.1 10 100
= × 100 = × 100
2100 210 800 80
= = = =
100 8 88
(c) 0.03 × 700 = 0.03 × 7 ×
(c) 0.008 × 1000 = × 1000 (d) 0.88 × 1000 = × 1000
0.21 100 1000 100
= ×
21 8 880
= = =
888 806
(e) 0.888 × 1000 = × 1000 (f) 0.806 × 1000 = × 1000
360 900 1000 1000
(a) 0.9 × 400 = (b) 4.5 × 200 =
0.9 × 400 = 0.9 × 4 × 100 4.5 × 200 = 4.5 × 2 × 100 888 806
= 3.6 × 100 = 9 × 100 = =
= 360 = 900
10. Multiply by 1000.
(a) 0.9 × 1000 = 900 (b) 2.1 × 1000 = 2100
7007 2740
(c) 7.007 × 1000 = (d) 1000 × 2.74 =
2862 1509
(c) 900 × 3.18 = (d) 300 × 5.03 =
(e) 1000 × 27.4 = 27 400 (f) 1000 × 9.097 = 9097
900 × 3.18 = 3.18 × 900 300 × 5.03 = 5.03 × 300
= 3.18 × 9 × 100 = 5.03 × 3 × 100
= 28.62 × 100 = 15.09 × 100
= 2862 = 1509
8/11/16 6:24 PM
11. Multiply by thousands. Practice 4 Division by Tens, Hundreds and Thousands
6 6
(a) 4 × 6000 = 4 × × 1000 (b) 0.4 × 6000 = 0.4 × × 1000 1. Divide by 10.
24 2.4 4 4
= × 1000 = × 1000
(a) 4 ÷ 10 = (b) 0.4 ÷ 10 = ÷ 10
24 000 2400 10 10
= =
0.4 4
(c) 0.04 × 6000 = 0.04 × 6 × 1000 =
=
10 × 10
= 0.24 × 1000
240 4
=
=
100
2800 3600 = 0.04
(a) 0.4 × 7000 = (b) 1.8 × 2000 =
0.4 × 7000 = 0.4 × 7 × 1000 1.8 × 2000 = 1.8 × 2 × 1000
= 2.8 × 1000 = 3.6 × 1000 4 93
= 2800 = 3600
(c) 0.04 ÷ 10 = ÷ 10 (d) 0.93 ÷ 10 = ÷ 10
100 100
4 93
= =
100 × 10 100 × 10
37 710 217 650

(c) 9000 × 4.19 = (d) 3000 × 72.55 = 4 93
9000 × 4.19 = 4.19 × 9000 3000 × 72.55 = 72.55 × 3000

= =
= 4.19 × 9 × 1000 = 72.55 × 3 × 1000 1000 1000
= 37.71 × 1000 = 217.65 × 1000
= 37 710 = 217 650
= 0.004 = 0.093
73
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74
2. Divide by 10. 5. Divide by 100.
0.6 5.4 30 33
(a) 6 ÷ 10 = (b) 54 ÷ 10 =
(a) 30 ÷ 100 = (b) 33 ÷ 100 =
100 100
0.52 0.705
(c) 5.2 ÷ 10 = (d) 7.05 ÷ 10 =
= 0.3 = 0.33
0.075 18.04
(e) 0.75 ÷ 10 = (f) 180.4 ÷ 10 =
3 3
(c) 3 ÷ 100 = (d) 0.3 ÷ 100 = ÷ 100
3. Divide by tens. 100 10
3 3
(a) 9 ÷ 30 = 9 ÷ ÷ 10 (b) 0.9 ÷ 30 = 0.9 ÷ ÷ 10 3
= 0.03 =
3 0.3
= ÷ 10 = ÷ 10 10 × 100
0.3 0.03
= =
3
=
10
(c) 0.09 ÷ 30 = 0.09 ÷ 3 ÷ 1000
0.03 10
= ÷
= 0.003
0.003
=
6. Divide by 100.
0.075 0.493
Then, use your calculator to check your answers. (a) 7.5 ÷ 100 = (b) 49.3 ÷ 100 =
0.03 0.16
(a) 0.6 ÷ 20 = (b) 4.8 ÷ 30 =
2.34 4.8
(c) 234 ÷ 100 = (d) 480 ÷ 100 =
0.6 ÷ 20 = 0.6 ÷ 2 ÷ 10 4.8 ÷ 30 = 4.8 ÷ 3 ÷ 10
= 0.3 ÷ 10 = 1.6 ÷ 10
= 0.03 = 0.16 46.58 60.01
(e) 4658 ÷ 100 = (f) 6001 ÷ 100 =
0.008 0.026
(c) 0.32 ÷ 40 = (d) 2.08 ÷ 80 =
0.32 ÷ 40 = 0.32 ÷ 4 ÷ 10 2.08 ÷ 80 = 2.08 ÷ 8 ÷ 10
= 0.08 ÷ 10 = 0.26 ÷ 10
= 0.008 = 0.026
8/11/16 6:24 PM
7. Divide by hundreds. 9. Divide by 1000.
2 2 8000 800
(a) 4200 ÷ 200 = 4200 ÷ ÷ 100 (b) 420 ÷ 200 = 420 ÷ ÷ 100
(a) 8000 ÷ 1000 = (b) 800 ÷ 1000 =
210 1000 1000
= 2100 ÷ 100 = ÷ 100
21 2.1
= = 8 0.8
= =
100 100
(c) 42 ÷ 200 = 42 ÷ 2 ÷ (d) 4.2 ÷ 200 = 4.2 ÷ 2 ÷ 80 8
21 2.1 (c) 80 ÷ 1000 = (d) 8 ÷ 1000 =

= ÷ 100 = ÷ 100 1000 1000
0.21 0.021
= =
= 0.08 = 0.008

Then, use your calculator to check your answers. 10. Divide by 1000.
1.32 4.7 0.009 0.099
(a) 1056 ÷ 800 = (b) 2350 ÷ 500 = (a) 9 ÷ 1000 = (b) 99 ÷ 1000 =
1056 ÷ 800 = 1056 ÷ 8 ÷ 100 2350 ÷ 500 = 2350 ÷ 5 ÷ 100
= 132 ÷ 100 = 470 ÷ 100
(c) 909 ÷ 1000 = 0.909 (d) 990 ÷ 1000 = 0.99
= 1.32 = 4.7
(e) 9009 ÷ 1000 = 9.009 (f) 9900 ÷ 1000 = 9.9

0.51 0.08
(c) 306 ÷ 600 = (d) 72 ÷ 900 =
306 ÷ 600 = 306 ÷ 6 ÷ 100 72 ÷ 900 = 72 ÷ 9 ÷ 100
= 51 ÷ 100 = 8 ÷ 100
= 0.51 = 0.08
0.124 0.035
(e) 86.8 ÷ 700 = (f) 10.5 ÷ 300 =
86.8 ÷ 700 = 86.8 ÷ 7 ÷ 100 10.5 ÷ 300 = 10.5 ÷ 3 ÷ 100
= 12.4 ÷ 100 = 3.5 ÷ 100
= 0.124 = 0.035
75
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76
11. Divide by thousands. Practice 5 Solving Word Problems
7
(a) 63 000 ÷ 7000 = 63 000 ÷ ÷ 1000 1. A block of cheese costs $4.55 and a box of crackers costs Working
$3.90. How much does Azwan need to pay for the two items?
= 9000 ÷ 1000
$4.55 + $3.90 = $8.45
9
=
Azwan needs to pay $8.45 for the two items.
(b) 6300 ÷ 7000 = 6300 ÷ 7 ÷ 1000
= 900 ÷ 1000
= 0.9 2. There was some flour in a container. After 14.625 kg of flour

was used, 4.263 kg of flour was left. How much flour was in
the container at first?
(c) 630 ÷ 7000 = 630 ÷ 7 ÷ 1000 (d) 63 ÷ 7000 = 63 ÷ 7 ÷ 1000
14.625 + 4.263 = 18.888
= 90 ÷ 1000 = 9 ÷ 1000 There were 18.888 kg of flour in the container at first.
= 0.09 = 0.009

Then, use your calculator to check your answers.
3. A van travelled 42.376 km on the first day and 67.954 km
(a) 4588 ÷ 4000 = 1.147 (b) 6050 ÷ 5000 = 1.21 on the second day. What was the total distance travelled by
the van?
4588 ÷ 4000 = 4588 ÷ 4 ÷ 1000 6050 ÷ 5000 = 6050 ÷ 5 ÷ 1000
= 1147 ÷ 1000 = 1210 ÷ 1000 42.376 + 67.954 = 110.33
= 1.147 = 1.21
0.136 0.12 The total distance travelled by the van was 110.33 km.
(c) 408 ÷ 3000 = (d) 840 ÷ 7000 =
408 ÷ 3000 = 408 ÷ 3 ÷ 1000 840 ÷ 7000 = 840 ÷ 7 ÷ 1000
= 136 ÷ 1000 = 120 ÷ 1000
= 0.136 = 0.12
0.024 0.002 Use a calculator to check
(e) 48 ÷ 2000 = (f) 8 ÷ 4000 = your answers.
48 ÷ 2000 = 48 ÷ 2 ÷ 1000 8 ÷ 4000 = 8 ÷ 4 ÷ 1000
= 24 ÷ 1000 = 2 ÷ 1000
= 0.024 = 0.002
8/11/16 6:24 PM
4. A tailor had a bale of cloth measuring 6.3 m long. She cut Working 7. A chef has two boxes of meat. Box A contains 13.568 kg Working
4.67 m to make a dress. How much cloth did she have left? of meat. Box B contains 23.1 kg of meat. He needs to cook
40 kg of meat. How much more meat does he need?
6.3 – 4.67 = 1.63
13.568 + 23.1 = 36.668
She had 1.63 m of cloth left.
Box A and Box B contain 36.668 kg of meat altogether.
40 – 36.668 = 3.332
He needs 3.332 kg more meat.
5. Siti bought 7.345 kg of bananas and grapes. She bought

4.102 kg of grapes. What was the mass of bananas Siti
bought?
7.345 – 4.102 = 3.243
Siti bought 3.243 kg of bananas.
8. Kamsiah is 1.3 kg heavier than Kartini.

Mariah is 0.425 kg lighter than Kartini.
Mariah weighs 39.45 kg.
What is the total mass of the three girls?
Kartini 39.45 + 0.425
= 39.875 kg
6. A jug contained 5.4 ℓ of juice. 2.358 ℓ of the juice was Kamsiah 39.875 + 1.3
served to some guests. How many litres of juice was left in = 41.175 kg
the jug?
39.45 + 39.875 + 41.175 = 120.5
5.4 – 2.358 = 3.042
The total mass of the three girls is 120.5 kg.
There were 3.042 ℓ of juice left in the jug.
77
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78
Working 12. A pail can hold 4 times as much water as a flask. Working
9. The mass of a metal box is 2.135 kg. The capacity of the pail is 12.5ℓ. How much water can
What is the total mass of 58 such boxes? the pail and the flask hold altogether?
58 × 2.135 = 123.83 4 units = 12.5 ℓ
1 unit = 12.5 ÷ 4
The total mass of 58 such boxes is 123.83 kg. = 3.125 ℓ
12.5 + 3.125 = 15.625
The pail and the flask can hold 15.625 ℓ of water altogether.
10. A kilogram of sugar costs $3. 13. A shop owner bought 30 files and some diaries. He paid
What is the cost of 800 g of sugar? $82.50 for the files. Each diary cost 10 times as much as
800
a file. What was the cost of each diary?
800 g = kg
1000 $82.50 ÷ 30 = $82.50 ÷ 3 ÷ 10
= 0.8 kg = $27.50 ÷ 10
= $2.75
0.8 × $3 = $2.40
Each file cost $2.75.
800 g of sugar costs $2.40.
$2.75 × 10 = $27.50
Each diary cost $27.50.
11. Yati’s handspan is about 18.5 cm. The length of the school
hall is about 300 handspans long. What is the length of the * 14. Chef Amri bought 14.065 kg of butter to make some cookies.
school hall in metres? For each cookie, he used 0.01 kg of butter. If he made
18.5 × 300 = 18.5 × 3 × 100
600 cookies, how much butter was he left with?
= 55.5 × 100 0.01 × 600 = 0.01 × 6 × 100
= 5550 = 0.06 × 100
5550 cm = 55.5 m =6
The length of the school hall is about 55.5 m. He used 6 kg of butter for 600 cookies.
14.065 – 6 = 8.065
He was left with 8.065 kg of butter.
8/11/16 6:24 PM
15. There are 100 machines in a textile factory. Each machine Working Working
can produce 54.37 m of cloth in an hour. How much cloth 17. A tank contained 7.15 ℓ of water. Ismail poured out all
can the textile factory produce if each machine works for the water into 2 jugs and 5 bottles. Each jug contained three
40 hours? times the volume of water in each bottle. What was the
total volume of water in the 5 bottles?
54.37 × 40 = 54.37 × 4 × 10
= 217.48 × 10
= 2174.8 2 jugs
7.15 ℓ
100 × 2174.8 = 217 480 5 bottles
The textile factory can produce 217 480 m of cloth if each machine
works for 40 hours. 11 units = 7.15 ℓ
1 unit = 7.15 ÷ 11
= 0.65 ℓ
5 units = 5 × 0.65
= 3.25 ℓ
The total volume of water in the 5 bottles was 3.25 ℓ.
16. 4 notebooks and 7 pens cost a total of $29.25. * 18. The total capacity of a bottle and a can is 800 mℓ.
Each notebook cost twice as much as each pen. Malik bought some bottles and some cans. He filled them to
What was the total cost of 5 such notebooks? the brim with 16.35 ℓ of soda. He bought more bottles than
cans. The total capacity of the extra bottles was 1.95 ℓ.
4 notebooks How many cans did Malik buy?
$29.25
800 mℓ = 0.8 ℓ
7 pens
16.35 – 1.95 = 14.4
15 units = $29.25
1 unit = $29.25 ÷ 15 14.4 ÷ 0.8 = 18
= $1.95
2 units = 2 × $1.95 Malik bought 18 cans.
= $3.90
5 × $3.90 = $19.50
The total cost of 5 such notebooks was $19.50.
79
8/11/16 6:24 PM
80
Let’s Write
Sarah was absent from school and missed the lesson on comparing and ordering Problem Solving
decimals and fractions.
Using what you have learnt, explain to Sarah how you would arrange the following
in order, beginning with the smallest. Supermarket A charges $32.85 for 3 kg of prawns.
Supermarket B charges $53.10 for 5 kg of prawns of similar quality.
4 7
, , 0.857
5 8
(a) Which is a better buy?
Answers vary. (b) How much would Salmah save if she bought 30 kg of prawns from the
supermarket with the better buy?
Example:
First, convert the fractions to decimals. (a) Supermarket A:
Find equivalent fractions with denominators 10, 100 or 1000. 3 kg $32.85
1 kg $32.85 ÷ 3
4 8 = $10.95
= = 0.8
5 10
7 875 Supermarket B:
= = 0.875
8 1000
5 kg $53.10
1 kg $53.10 ÷ 5
Next, compare the decimals.
= $10.62
The prawns from Supermarket B is a better buy.
0.857 is greater than 0.8 but smaller than 0.875.
(b) $10.95 − $10.62 = $0.33
Lastly, arrange in order, beginning with the smallest.
$0.33 × 30 = $9.90
4 7
, 0.857, Salmah would save $9.90.
5 8
smallest
(M)YMWB5B_08.indd 30 21/7/16 3:26 pm (M)YMWB5B_08.indd 31 28/7/16 11:32 am
8/11/16 6:24 PM

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Chapter 8: Decimals Term 3

No. of Instructional Thinking Information

1 4 (1) Fractions and • Textbook 5B, Analysing Digital

6 (2) Addition and • Textbook 5B, Analysing —

(M)YMTRP5B_08.indd 1 9/11/16 12:55 PM

2 4 (3) Multiplication by • Textbook 5B, Analysing Digital

6 (4) Division by Tens, • Textbook 5B, Analysing Digital

3 1 Let’s Explore! • Textbook 5B, p. 51 Deduction —

6 (5) Solving Word • Textbook 5B, Analysing —

(M)YMTRP5B_08.indd 2 9/11/16 2:14 PM

3 1 Let’s Summarise! • Textbook 5B, p. 58 — —

1 Let’s Revise! • Textbook 5B, p. 59 — —

1 Let’s Think! • Textbook 5B, p. 60 Identifying —

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leaving the whole number x× 24 x3

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decimal as a mixed number in 5

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in each place, starting from the 0.34 is greater than 0.25.

• Help pupils to visualise the

the decimals in a place value 3 375

• Remind pupils to write their 13

fraction and a decimal.

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0.8 is the greatest.

So, in decreasing order:

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with denominators 100 and

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0.93 is the greatest.

* 19 Arrange 0.789, 467

0.789 is the smallest.

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• Use a number bond to explain = 10.1

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• Assess pupils informally g 5.2 – 0.7 = 4.5 h 10.3 – 2.5 = 7.8

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whole numbers, we add from

the right to the left.

So, 0.425 + 0.231 = 0.656.

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• Assess pupils informally on

13 Add. Then, use your calculator to check your answers.

a 2.345 + 6.142 = 8.487 b 0.248 + 5.001 = 5.249

c 4.356 + 5.621 = 9.977 d 5.317 + 5.451 = 10.768

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17 Add. Then, use your calculator to check your answers.