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Adding and Subtracting Decimals — Worksheets
Introduce adding and subtracting decimals using a number line with a decimal operations worksheet.
When Adding and Subtracting Decimals – Start Slowly!
Before diving straight into the algorithm for adding and subtracting decimals, start slowly and review the number concepts your students already know. Research has shown that introducing a new concept is often easier when a prior-knowledge boosting lesson is completed before the initial instruction. That’s where the number line comes in handy!
Your students learned to add and subtract using a number line in the early years. Why not bring that knowledge and confidence to the forefront and stretch it into upper years with a lesson (or two) that reviews those same ideas in the context of decimal operations? This worksheet is the perfect way to do that.
Add and Subtract Decimals on a Number Line Worksheet
This printable worksheet provides your students with the foundational practice they need to launch into working with the addition and subtraction algorithms as applied to decimal fractions. Students are provided with a series of blank number lines and equations requiring the jump strategy to complete. Students will plot the first addend on the number line and use the jump strategy to show addition or subtraction on the number line.
Through this activity, students will build confidence and mathematical skills in working with addition and subtraction of decimals.
Download Your Adding Decimals Worksheet
You’re just a click away from getting your new resources! Use the dropdown arrow on the Download button to select the Editable Google Slides resource file or the quick-print PDF version.
This resource was created by Cassandra Friesen, a teacher in Colorado and Teach Starter Collaborator.
Converting Fractions and Decimals – 6th Grade Interactive Activity
Use this set of interactive slides to practice converting, ordering and solving problems with fractions and decimals.
Subtracting Decimals With Base-10 Blocks – Teaching Slides for 5th Grade
Teach your students how to use base-10 blocks to model decimal subtraction problems with this set of teaching slides.
Comparing Decimals – Bump Game
Compare decimals through the thousandths place with a comparing decimals game designed for 5th-grade students.
Comparing and Ordering Decimals – Kaboom Game
Practice comparing and ordering decimals to the thousandths place with an exciting game of Kaboom!
Rounding Decimals Board Game
Practice rounding decimals to the nearest tenth and hundredth with this printable math game.
Adding and Subtracting Decimals – Dominoes
Use this game of dominoes to strengthen computation skills by adding and subtracting decimals through the thousandths place.
5 — 6
Lost in Decimal Woods — Decimal Number Line Interactive
Recognize and analyze decimals on a number line with an exciting self-checking interactive game.
4 — 6
Decimals on a Number Line (Tenths and Hundredths) Slide Deck
Teach your students how to identify, order, and label decimals on a number line with an interactive teaching presentation.
Ordering Decimals Worksheet — Number Lines
Practice ordering decimals on a number line with this worksheet.
Decimals on Number Lines — Codebreaker Worksheets
Crack the number line code with worksheets practicing identification, addition, and subtraction of decimal numbers.
4 — 5
addition and subtraction of decimals | Methodological development in mathematics (grade 5):
Technological map of the lesson on the topic «Addition and subtraction of decimal fractions»
developed by Titova V.Yu. teacher of mathematics MBOU «LSOSh»
Author of the textbook: A. G. Merzlyak «Mathematics Grade 5».
Type of lesson: lesson of systematization and generalization of knowledge.
Purpose: systematization and generalization of students’ knowledge on the topic “Addition and subtraction of decimal fractions”
- consolidate the rules for adding and subtracting decimal fractions when solving examples and equations,
- develop the ability to solve text problems containing decimal fractions in an arithmetic way.
Personal: to form a cognitive motive for studying the topic and the ability to objectively evaluate your work.
Meta-subject: to form the ability to determine the methods of action within the framework of the proposed conditions and requirements.
UUD, formed in the lesson:
Personal: the development of cognitive interests, educational motives
Regulatory: mutual control, allocation and awareness of what has already been learned and what is still subject to the assimilation, awareness of the quality and level of assimilation of
cognitive: general core: reflection the result of the action, the conscious construction of a verbal statement in oral form, the choice of the most effective ways of solving; Logical: analysis of the content of tasks in order to highlight common features
Communicative: entering into a dialogue; participation in a collective discussion of an educational problem; forecasting, comparison and analysis; the ability to justify one’s choice in a non-standard situation. 018
Working materials for students
- Printed notebooks No. 2
- Self-assessment sheet (Appendix 1)
- Test on separate forms (Appendix 2)
- Practice cards (Appendix 3)
Content of the stage, teacher’s activities
Students’ activities (expected actions during the dialogue with the teacher)
Organizational moment (1 min)
Greets students. Explains that today in the lesson the guys are working with self-assessment sheets (Appendix 1). Motivation of students’ learning activities: at first glance, mathematics seems to be a complex science. But like any science, it gives us new knowledge, skills, new opportunities for their application in other lessons, in practical life. In order for knowledge to be effectively applied, it must be firmly assimilated. In order for our lesson to be fruitful, let’s follow the principle: I hear — I see — I do:.
Teachers greet. Check if everything is ready for the lesson.
Personal: meaning formation.
Regulatory: creating conditions for the emergence of an internal need for students to be included in educational activities, planning educational cooperation with the teacher and peers.
(Work in pairs and face-to-face interview)
(12 min) and on the desk (ready-made answers are offered on Slide No. 2)
Asks theoretical questions about knowledge and understanding of the rules. Slide No. 3
1) Perform the test
2) Check the performance of the test from a neighbor in the desk, give marks, use evaluation criteria.
3) Recall the algorithms for addition and subtraction
4) Complement each other’s answers.
5) Put marks on self-assessment sheets for oral work
Personal: development of cognitive interests, learning motives
Regulatory: mutual control; identification and awareness of what has already been learned and what is still to be learned, awareness of the quality and level of assimilation ;
Logical: analysis of the content of tasks in order to identify common features,
Communicative: the ability to listen, mastery of monologue and dialogic forms of speech.
Formulating the problem (Goal setting and motivation)
Formulates the topic of the lesson and proposes to set the objectives of the lesson. Slide No. 4
Write down the topic of the lesson in a notebook
Name the intended objectives of the lesson: continue to master the ability to add and subtract decimal fractions, work out the rules for adding and subtracting decimal fractions, develop the skill of oral addition of decimal fractions, repeat knowledge about decimal fractions, systematize knowledge of decimal fractions, continue to develop the skill of self-assessment of work in the lesson in various forms of work.
Personal: sense formation — the formation of a cognitive motive for studying the topic.
Cognitive: conscious construction of a speech statement
Regulatory: acceptance of a cognitive goal, maintaining it when performing educational actions
Communicative: taking into account different opinions
Repetition and consolidation previously studied. Work on variants and individual tasks according to R.T.
1. Tasks for ingenuity
(creating a problem situation to restore lost signs and commas) Slide No. 5,6
2. Work on the task. Slides No. 7,8
Together they make an expression for solving a problem with writing in a notebook; says that further work independently according to the options: find the value of the resulting expression.
3. Gives individual tasks according to R.T No. 435 to some students.
1) Discuss the problem situation, find solutions.
2) Discuss the solution and write it down in a notebook.
Find the meaning of the expression (according to the options), write it down in a notebook, check the solutions on the slide
3) Work in R.T, hand over the notebooks to the teacher
4) Solve the equations in the notebook, then perform a mutual check 5) Put marks on self-assessment sheets .
Personal: development of cognitive interests, learning motives, ability to find solutions in non-standard situations
Regulatory: ability to act according to plan; the ability to control the process and results of one’s activity (self-testing of calculations)
Cognitive: sign-symbolic modeling (building a diagram of a short note for the task)
Communicative: entering into a dialogue; participation in a collective discussion of an educational problem; forecasting, comparison and analysis; the ability to justify your choice.
Fizminutka (1 min)
Explains the rules of action Slide #10.
Do the suggested exercises
Work in pairs.
( 6min )
Explains how to work. Repeats with students the necessary formulas. Slide number 11.
Work is done on cards.
Work in pairs. Evaluate your work, hand over to the teacher for verification. Put marks on self-assessment sheets.
Personal: development of goodwill, trust and attentiveness to classmates; formation of readiness for cooperation, assistance.
Cognitive: sign-symbolic modeling (writing formulas)
Assigns and comments on homework (review the rules for comparing and rounding decimal fractions, algorithms for adding and subtracting decimal fractions)
Complete the written test on page 228 in the textbook
Recording home diary assignment. They ask questions.
Regulatory: volitional self-regulation; awareness of what has already been learned and what still needs to be learned.
Cognitive: the ability to structure knowledge; evaluation of processes and performance results.
Summing up the lesson (2 min)
Organizes students’ reflection on motivation and their activities in the lesson. Slide 13
Summing up the work on the self-assessment sheets. Answer the teacher’s questions. Submit self-assessment sheets.
Personal: self-assessment based on the criterion of success, adequate understanding of the reasons for success / failure in educational activities.
Cognitive: reflection on the methods and results of actions, control and evaluation of the process and results of activities. Communicative: using criteria to justify your judgment.
Motto: «I hear — I see — I do»
Calculate the perimeter of a triangle and rectangle using the work plan.
- Mark the sides of the triangle and rectangle.
- Measure the sides. Record their lengths. If the side is measured in cm and mm, then convert the length of the side to mm, and then express it in meters
- Calculate the perimeters of a triangle and a rectangle using the formulas. Write your answer in meters.
Remember that 1m=100cm means 1cm=. For example,12cm==0.12m
1m=1000mm,means 1mm=. For example, 9cm 6mm=96mm= =0.096m Lesson outline (Grade 5) on the topic:
«Actions of addition and subtraction over decimal fractions.»
— generalize and systematize the knowledge, skills and methods of students’ actions when performing arithmetic operations of addition and subtraction of decimal fractions; develop fluent counting skills
— to develop students’ logical thinking; attention, memory;
— to form the communicative and social competence of students; cognitive interest in the subject.
— Cultivate a friendly attitude towards each other; sense of responsibility
Type of lesson: generalization and systematization of knowledge, skills, methods of action.
The form of the lesson: lesson-fairy tale.
— multimedia projector, screen.
— didactic material (cards for mathematical puzzles; multi-level cards with equations; signal cards)
Course of the lesson.
1. Organizational moment.
Hello! My name is Tatyana Viktorovna. I teach the same fifth-graders like you at school number 1 in the village of Kvitok. I think you can help me today. So let’s get started!
Guys, listen to the silence!
The lessons started at the school.
We will not waste time,
And we will all get to work.
2. Lesson motivation
There are many fairy tales in the world
Sad and funny.
And live in the world
We can’t live without them!
May the heroes of fairy tales
Give us warmth,
May good forever
And today our lesson is unusual, but fabulous. Why? A misfortune happened — the Snow Queen took Kai away, threw ice «decimal fractions» into his eyes and heart, freezing him so that he forgot about Gerda. So the girl went in search of her friend to the kingdom of the Snow Queen. The road is not easy and we will help Gerda find Kai and melt his heart with our knowledge and skills on the topic “Addition and subtraction of decimal fractions”, i.e. we will repeat and generalize knowledge when performing the arithmetic operations of addition and subtraction of decimal fractions, we will work in groups.
Let’s take with us travel sheets, in which we will record the results of our adventure. Please write down your full name, class number in the waybills, in them we will work the whole lesson, write down and solve tasks, and also set the points received. The more points you get today, the higher your score will be. At the beginning, please mark your current mood with emojis on your sheets ( .)
3. Updating of basic knowledge.
First, let’s think about our plan of action.
Task: apply the rule of addition and subtraction of decimal fractions in oral calculations, place commas correctly and read the resulting equality.
1) Oral work «Think and think»
It is known how important the comma is in Russian. From the wrong placement of commas, the meaning of the sentence can change dramatically. For example, as in the famous cartoon «In the Land of Unlearned Lessons», Vitya Perestukin did not know where to put the comma in the phrase:
“Execution, no pardon” or “No execution, pardon”. In mathematics, the correctness or incorrectness of equality depends on the position of the comma.
Place commas in the following equalities: (two tasks for each group)
5 2 + 1 8 = 7
3 + 1 0 8 = 4 0 8
9 0002 2 group
6 3 — 2 7 = 6 0 3
48 + 22 = 7
945 – 545 = 4
6 0 – 7 3 = 5 2 7
(Self-test on slide)
Score — 1 point for correct answer
When the plan was discussed, Gerda went to the river and asked if she knew where Kai was. The river answered: “If you assemble the rule correctly, then I will show you the way!”
Task: remember the rule for adding and subtracting decimal fractions, correctly arrange step-by-step actions.
2) «Collect the rule»
To add or subtract decimal fractions, you must:
- perform addition and subtraction;
- in the answer, put a comma under the comma in these fractions;
- equalize the number of decimal places;
- Write the fractions in a column in such a way that the digits in the same digits are under each other, and the comma is under the comma.
(Self-check on slide)
Score — 1 point for the correct answer
On the road, we will have to act as a single team. Let’s check if it is?
3) Math puzzles
Task: add and subtract decimal fractions
Group work: students are given split cards with tasks. Solve problems and restore the drawing.
0.26 + 0. 45 (0.71)
6.28 — 5.32 (0.96) 9000 3
1.42 + 3.3 (4.72)
0.84 – 0.2 (0.64)
7 + 0.3 (7.3)
10 – 0.25 (9.75)
0.15 + 2.85 (3)
25.6 – 9 (16.6)
0.41 — 0.385 (0.025)
Well done, you helped Gerda and the river showed her the way. The girl got into the boat and swam.
4. Generalization and systematization of knowledge, skills and abilities.
And so Gerda came to the old sorceress. The old woman liked the girl very much. So that Gerda would forget Kai, she, combing the girl’s hair, bewitched her.
To make the spell disappear, you must complete the following task.
1) “Compute in the most convenient way”:
Task: apply the properties of addition and subtraction (commutative, associative) in calculations
Work in pairs
1) 2.31 + (7.65 +8.69)
2) 0.387 + (0.613 + 3.142)
3) (7.891 + 3.9) + (6.1 + 2.109)
4) 14.537 –(2.237 +5.9 )
Peer review — 1 point for each correct answer (results are recorded in the sheet).
We helped Gerda remember Kai, and she ran away from the sorceress. She ran for a long time, got tired and sat down to rest. And we will rest with her.
Physical education minute.
Are you tired?
Well, then everyone stood up together.
They stamped their feet, clapped their hands.
Draw a triangle with your eyes.
Now turn it over.
And again, guide the perimeter with your eyes.
Draw a figure eight vertically.
Don’t turn your head,
But only with your eyes carefully
You are along the lines of the water.
And put it on the barrel.
Now drive horizontally,
And stop in the center.
We close our eyes tightly,
We count together to five.
We finally open our eyes.
Charging ended. Well done!
Having rested, Gerda saw an old Raven jumping in front of her. Gerda asked if he knew where Kai was. The raven answered: “Kar-kar, I probably know where your prince is, but first solve the task”
2) “Solve the equation”
Task: solve equations with decimal fractions
Cards of three difficulty levels: yellow of the first difficulty level; orange second level; red is the third level. You can choose any color, but for a correctly solved equation of the first level you will get 1 point, the second level — 2 points, the third — 3 points.
Card no. 1
1) 5.3 – X = 2.4
2) 5.096 + Y = 7.05 — 0.654
3) 0.0284 + (0.0016 + X) = 15
Card no. 2
1) X + 1.275 = 6.3
3) (X + 3.5) — 4 ,8 = 2.4
Card no. 3
1) X — 2.8 = 1.7
3) (X + 42.003) + 0 ,54 = 100 – 0.457
Card no. 4
1) u Y — 5. 7 = 2.84
2) u X — 1.14 = 3.27 + 4.818
3) (Y — 8.48) + 2.16 = 3.9
Card no. 5
2) 11.4 – 3.2 – X = 2.8
3) (1.25 + a) — 15.6 = 9.07 6
1) 4.32 + X = 7 .21
2) X + (1 — 0.04) = 5
3) (X — 2.3) — 6.703 = 0.997
Card No. 7
2) 5.007 + X = 15.007 — 0.23
Score maximum 3 points (results are entered in the sheet).
Gerda solved the equation with our help and Raven led her to the prince and princess, but it wasn’t Kai.
Gerda told them her story and asked the prince and princess for a carriage to go further in search of Kai.
Gerda rode a carriage for a long time, but she was caught in the forest by robbers commanded by the little Robber. Gerda’s story saddened the Robber. And she decided to let her go if Gerda solves the problem
3) «Problem from the robber»
Task: complete a text problem with decimal fractions
The length of the first section of the track is 3.53 km.
The second section of the track is 2.2 km, and the third one is 1.36 km shorter,
than the first and second sections together.
How long is the whole journey?
Answer: 10.1 km
We perform the test — a maximum of 3 points (the results are entered in the sheet).
Reindeer brought Gerda to Lapland’s grandmother, who said: «My friend Finca knows where Kai is, but she will show you the way if you pass the test.»
4) “Solve the test” with signal cards (on the slide)
Task: perform addition and subtraction of decimal fractions (using the elimination method) sheet).
We coped with this task as well, and Finca showed the way to the Snow Queen. When Gerda saw Kai, she rushed to him, Kai’s heart melted, he remembered Gerda. And together they went home.
Compose your own mathematical fairy tale on the topic “Addition and subtraction of decimal fractions”
On your waybill, write down what you can praise yourself for and what you can scold yourself for, and also set a “score” for your mood (glue a smiley face) at the end of the lesson ( .