| Objectives | Students will be able to: (1) read, write and represent decimals to hundredths; (2) connect decimals to fractions (0.7 = 7/10) and money. |
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| Materials | Decimal place charts (T O . t h); hundredths grids; money (the natural decimal!). |
| Key vocabulary | decimal point, tenths, hundredths |
| Engage (starter) | (10 min) The point's true job: in $3.75, the point is a FENCE — whole dollars on the left, parts of a dollar on the right. Every Caribbean child already reads decimals at every till; today we name what they know. |
| Develop (main) | (35 min) 1. The chart extends RIGHT of the ones: tenths (a one cut in ten), hundredths (cut again). 2. Grid-shading: 0.3, 0.35, 0.07 shaded on hundredths grids — SEEING that 0.35 > 0.3 but 0.07 < 0.3. 3. Fraction twins written for six decimals (0.75 = 75/100 = 3/4!). 4. Hear-and-write with the classic trap: "three point five" vs "three point zero five". |
| Plenary (close) | (10 min) The 0.5 vs 0.50 debate settled by the grid: same shading, same value — trailing zeros are wardrobe, not weight. |
| Assessment | Grids shaded correctly; fraction twins 5 of 6; the 3.5/3.05 trap survived. |
| Teacher notes | The money fluency every student already owns is the bridge — build decimals FROM $3.75, not toward it. The 0.35 vs 0.3 comparison grid kills the "longer is bigger" misconception before it costs exam marks. |
| Objectives | Students will be able to: (1) multiply and divide decimals by 10/100 using the digit-shift; (2) explain why "add a zero" fails for decimals. |
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| Materials | Sliding digit cards on place charts; shift frames; conversion contexts (cm/m, cents/dollars). |
| Key vocabulary | shift, ten times, one tenth of |
| Engage (starter) | (10 min) The trick's funeral: 3.4 × 10 — "add a zero" says 3.40... which equals 3.4! WRONG. The shift says: every digit slides one house grander: 34. The trick that lied is buried; the shift that always told the truth is crowned. |
| Develop (main) | (35 min) 1. Slide demonstrations both directions: ×10, ×100 (left), ÷10, ÷100 (right) — the point never moves; DIGITS move past it. 2. Twelve mixed shifts. 3. Conversion payoff: 345 cm = 3.45 m (÷100!); $2.50 = 250 cents (×100!) — the metric system and money are shift machines. 4. Chain challenges: 0.7 × 100 ÷ 10 = ? |
| Plenary (close) | (10 min) Funeral eulogy retold: one student explains to "a Grade 4 child" why the shift beats the zero-trick. |
| Assessment | 10 of 12 shifts correct; one conversion each direction; the eulogy coherent. |
| Teacher notes | Digits-move-not-the-point is the exam-safe framing. The metric-conversion payoff shows students the shift isn't a school trick — it's how the measuring world is built. |
| Objectives | Students will be able to: (1) add and subtract decimals with alignment on the point; (2) handle ragged cases (3.5 + 1.25) using wardrobe zeros. |
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| Materials | Column frames with point-line guides; money problems; estimate frames. |
| Key vocabulary | align, decimal point, wardrobe zero |
| Engage (starter) | (10 min) The misalignment disaster: 3.5 + 1.25 stacked by RIGHT edges gives nonsense — tenths added to hundredths, goats to chickens again! The law: points stand in ONE column, and 3.5 wears a wardrobe zero to become 3.50. |
| Develop (main) | (35 min) 1. Point-line discipline: three guided sums on lined frames. 2. Ragged pack: six problems mixing decimal lengths, wardrobe zeros deployed. 3. Money workout: shopping totals and change with cents ($1,247.50 + $389.75 — the comma AND the point cooperating). 4. Estimates policing throughout (3.5 + 1.25 must land near 5). |
| Plenary (close) | (10 min) One planted misalignment on the board found and fixed by the class in ten seconds. |
| Assessment | 4 of 6 ragged cases correct; money workout accurate; estimates present. |
| Teacher notes | Alignment errors are the top decimal wound in every exam analysis — the point-line habit (draw the point column FIRST) inoculates. Money contexts keep it real: every till receipt is a decimal addition. |
| Objectives | Students will be able to: (1) compare value using unit prices (price per item/per 100 g); (2) make and defend best-buy decisions. |
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| Materials | Shop-shelf cards (two sizes of the same product with prices); unit-price frames; calculators optional for verification only. |
| Key vocabulary | unit price, best buy, per, value |
| Engage (starter) | (10 min) The shelf dilemma every shopper knows: 500 g of rice at $250, or 2 kg at $900? Gut feelings argue; unit price DECIDES. Per 100 g: $50 vs $45 — the big bag wins, and mathematics just saved money. |
| Develop (main) | (35 min) 1. Unit-price method: divide price by units (÷10 and ÷100 shifts working overtime). 2. Four shelf-showdowns computed and verdicts declared. 3. The trap case: bigger is NOT always cheaper (one showdown rigged so the small size wins — real shops do this!). 4. Class survey: which family shopping items would students now unit-price check? |
| Plenary (close) | (10 min) Verdicts defended in shopkeeper language: "per hundred grams, this one costs less." |
| Assessment | 3 of 4 showdowns computed correctly; the trap case caught; defence coherent. |
| Teacher notes | This is mathematics students take home TONIGHT — several will unit-price the family shopping this weekend, and that story returning to class is worth more than any worksheet. The rigged trap teaches healthy skepticism of packaging. |
| Objectives | Students will be able to: (1) consolidate decimal place value, shifts, operations and consumer application; (2) complete the week checkpoint. |
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| Materials | All kits; checklist; trackers. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Medley: one grid comparison, one shift chain, one alignment fix. |
| Develop (main) | (35 min) Checkpoint circuit: T1 decimal reading/fraction twins/one grid comparison; T2 six shifts mixed with one metric conversion; T3 two ragged operations with estimates; T4 one best-buy showdown with verdict. Trackers updated. |
| Plenary (close) | (10 min) Preview: "Next week the PER CENT — the fraction that conquered commerce — and our first taste of the real exam paper." |
| Assessment | Checkpoint across four stations; the ragged operations and trap-catch are the discriminators. |
| Teacher notes | Decimals return in Wave 2 for multiplication and division by whole numbers — this week's alignment and shift foundations carry that load. |