| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Numbers multiplying decimals |
| What length (min) | 30 |
| What age group | Doesn't matter |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Numbers Multiplying Decimals
Key Stage 2 (Year 5-6)
Mathematics
20 students
30 minutes
This lesson adheres to the UK national curriculum standards for Mathematics, focusing on decimals and multiplication.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Decimals | 5 minutes | Briefly explain decimals and their importance in multiplication. Provide examples. |
| 2 | Check Homework | 5 minutes | Review and discuss the homework tasks without requiring students to present their work. Confirm understanding. |
| 3 | New Concept Introduction | 5 minutes | Introduce the method for multiplying decimals, demonstrating with simple examples. |
| 4 | Guided Practice | 10 minutes | Lead the class through several examples together, encouraging participation and discussion. Address common errors. |
| 5 | Independent Practice | 3 minutes | Distribute worksheets for solo practice of multiplying decimals with varying difficulty. |
| 6 | Question & Answer | 2 minutes | Open the floor for any questions regarding the lesson or the homework assignment. |
| 7 | Assign Homework | 1 minute | Provide students with their homework assignment related to multiplying decimals. |
The teacher should reflect on the students' understanding after the lesson and make adjustments for further lessons as needed, ensuring consistent progress in understanding decimal multiplication.
"Good morning, class! Today, we will begin exploring the fascinating world of decimals, particularly focusing on how we can multiply them. But first, can anyone tell me what a decimal is? [Pause for responses] That's right! Decimals represent parts of a whole, and they are essential in our daily lives, especially when dealing with money or measurements. For example, if something costs £4.50, the '50' represents half of a pound. Understanding how to multiply decimals will help us solve many real-world problems!"
"Next, let’s take a look at your homework from last time. Please raise your hand if you encountered any challenges with the tasks. [Wait for hands] Okay, let’s discuss some of those problems together. Who would like to share a tricky question? [Call on a student] Great! Thank you for sharing. We see how important it is to get the concept right. Overall, it seems everyone is on the right track, but let’s keep that momentum going!"
"Now, let’s dive into our new concept: multiplying decimals. When you multiply decimals, the process is similar to multiplying whole numbers. However, we have to pay attention to the placement of the decimal point in our answer. I will demonstrate this with an example. If we multiply 2.5 by 4, how do we do that? [Write on the whiteboard] First, ignore the decimal and multiply 25 by 4 to get 100. Then, since we had one decimal place in 2.5, we shift our result back by one place, giving us 10. So, 2.5 times 4 equals 10! Easy, right?"
"Now let’s practice this together. I’ll write another example on the board: what is 3.6 multiplied by 2? Who can help me with this? [Invite a student to answer] Yes, we first multiply 36 by 2 to get 72. Since we have one decimal place in 3.6, we move our decimal one space back to make it 7.2! Fantastic job! Let's try a few more as a class. How about 1.2 multiplied by 3? [Write on the board and encourage discussion] Can anyone explain the process for this one? [After a few responses] Great teamwork, everyone! Remember, it’s important to double-check where the decimal will go in the answer!"
"Now it’s your turn! I will hand out some worksheets with various problems on multiplying decimals. Please complete these on your own. Don’t worry; the questions range in difficulty, so do your best. You have 3 minutes to start working. [Distribute worksheets and allow time for independent work]"
"Time's up! I hope you found the worksheet helpful. Now, I’d like to open the floor for any questions about what we've learned today or the homework. [Pause for questions] Don’t hesitate to ask anything! Remember, it's common to have questions when learning something new!"
"Before we finish, I need to assign your homework for the week. You will continue practicing what we've learned by completing a worksheet on multiplying decimals. Please complete these problems by next class. If you have any difficulties, we can address them in our next lesson. I’m looking forward to seeing everyone's progress! Thank you for your hard work today, and have a wonderful day!"
What is the value of 4.2 multiplied by 3?
If you multiply 2.75 by 4, what will the result be?
Calculate the product of 5.5 and 0.3.
When 1.6 is multiplied by 6, what is the answer?
Explain the process of multiplying 0.2 by 5, including where the decimal point moves.
Is the product of 7.2 and 0.5 greater than, less than, or equal to 4? Justify your answer.
Calculate 3.14 multiplied by 2. What is the result?
If you multiply 0.75 by 0.6, what is the product?
Describe how you would approach multiplying 2.8 by 1.5.
Challenge Question: If you multiply 0.45 by 9, what would you expect the answer to be and why?
Please remember to show your workings for each question to explain how you arrived at your answer!