• a number that consists of a whole and afractional part.• lie between integers and represent numerical valueforquantities that are whole plus some part of awhole. • We get decimals when we break a wholeintosmallerparts.• the whole part of a decimal number is thesameasthewholenumber value system. E.g. 3. 45 - 3 (integer placed to the left of the decimal point) = wholenumber - 45 (integer placed to the right of the decimal point) = fractional part What is a decimal?
Decimal Place ValueSystem
Example of Decimal Number17.48 is read as “Seventeenpoint foureight”.
Like decimals • Two decimal numbers have the same number of digits after the decimal point. • E.g. 6.34 and 2.67 - both have two digits after the decimal point Types of DecimalsUnlike decimals: • Two decimal numbershavedifferent number of digitsafter thedecimal point.• E.g.5.3 and6.873-bothhave different numberofdigits after thedecimalpointso they areunlikedecimals.
• Decimal is a number thatconsistsofa whole and a fractional part. Justifythe statement abovewithappropriate example.
MeaningofPercentage
Meaning of Percent
Concept of Percentage
A Percent can alsobeexpressedasa Decimal or a Fraction. Justifythestatement above withsuitableexamples. .
Pedagogical ContentKnowledgeofMoneyMeaning of Money
What is Money? ❑A medium of exchange that is centralized, generallyaccepted,recognized, and facilitates transactions of goodsandservices❑a medium of exchange for various goods andservicesinaneconomy. ❑The money system varies with the governmentsandcountries.❑Different countries have different currencies. ❑The central authority is responsible for monitoringthemonetarysystem. ❑There are many forms of money and can beinternationallyexchanged.
Characteristics of Money o the unit s used as a currency must be equal in quality & can shall be interchangeable. o A non-fungible form of c u r r e n c y i s n o t considered reliable for transactions. 1. Fungible Currency 2. Durable ▪ Durable enough to be used more than just once. ▪ To conserve the future- oriented mney 3. Easily Recognizable ⮚ The currency must b e u n i v e r s a l l y r e c o g n i z e d t o ensure trust in the money system and its acceptance. 4. Stability❑Must be stableintermofvalue.❑Mo n e y shoul dhaveaconstant/increasingvalue.❑Unstable–riskofasuddendrop invalue–canhamperthe acceptance&authenticityof the moneysystem5. Portable✔Transferable&portable✔Shouldbedivisibletovariousquantities–betterusage
Types of Money Commercial BankMoneyFiduciaryMoneyCommodity Money Fiat Money • the notes & coins backed by a government • E.g. UK – pound; • Malaysia - ringgit • Physical asset that has an intrinsic value – precious metal. • E..g gold • a money substitutethat isoftenawritten statement of debt orintentofpayment. • E.g. paper cheques, banknotes,electronic credit • represents theloansgenerated by financial institutions.
Functions of Money Medium of exchange • Money is the generally accepted medium of exchange that is used to make all the transactions. • E.g. payments of goods, payment of tax, etc. A measure of Value • Money expresses the value of every service as well as goods Standard of deferred payments • Money is considered the standard for future payments. • E.g. The payment of the electricity bill on the upcoming due date. Store of value • money is capable of being stored and transferring the purchasing power from today to the future. • E.g. Using the money in a savings account to buy new furniture. Distribution of social income• Income can easily be distributedwiththehelpofmoney • E.g. Distribution of total moneyearnedbyaschool in the formof salaries, wages, utilitybills,etc. Basis of Credit Creation • The "store of value" functionof themoneyhelpsin credit creation by the banks. Ex: Usingthemoney of demand deposits asatool forcreditcreation. Liquidity • Money is the most liquid asset of theeconomy.• E.g. Credit cards, debit cards, cash.
Pedagogical ContentKnowledge of Coordinates,ratio andProportionsMeanings of coordinates, ratio and propotions
MeaningofCoordinates
What is Coordinate? ❑Coordinates are two numbers (Cartesian coordinates),orsometimes a letter and a number, that locateaspecificpointona grid, known as a coordinate plane. ❑ A coordinate plane has four quadrants andtwoaxes:thex-axis (horizontal) and y-axis (vertical).
What is Coordinate? ❑Children are introduced to coordinates in thefirst quadrant(thetop right quadrant) as both coordinate digits will bepositive.❑The point at which the two axes intersect is calledtheorigin–the coordinates of this point are (0, 0).
What is Coordinate? ❑Coordinates are written as (x, y) meaning thepoint onthex-axis is written first, followed by the point onthey-axis.
MeaningofRatio
Part-whole sense Meaning of Ratio Relationship between two independent sets Ratio as an operator Part-part sense RatioasrateProbability relationship
❑ In this case, the two sets maybe unrelated, such as the number of themilkcarton(4) and the number of cookies (9). ❑ The ratio of cartons to cookies is 4:9. (Figure 1) ❑ This relation can also be described as the number of cookies tocartons, 9:4.❑ The two sets can also be units of measurement, such as the ratioof thelengthofa yardstick to the length of a 12-inch ruler, 36:12. (Figure 2) Carton cookies 4 : 9 Figure 1 length of a yardstick length of a ruler 36 : 12 Figure 2
❑A ratio can be described pricing information, such as 2poundsof bananasfor 69 cents (2:69) (Figure 3) , or a rate , such as 55 milesper hour(55:1)(Figure 4). pounds cents 2 : 69 Figure 3 miles hour 55 : 1 Figure 4
❑The chance of rolling an evennumber withasinglenumber cube is 3:6. even number probability 3 : 6
real bear stuffed bear 1 : 12
MeaningofProportion
What is Proportion?
o Teachers help children connect the concepts of ratiosandproportions to the concept of equivalent fractions as anothermeansof solving proportions. o E.g. a dessert recipe for three people calls for 2 cupsof flour. Atthissame rate, how many cups of flour does the same reciperequirefor12 people? o The proportion for this problem consists of the two o ratios specified in the problem. The two ratios areequal, becausethe ratio of cups of flour to the number of peoplemust remainthesame for any number of people for the recipe to becorrect. o The proportion may be represented as o Students can use equivalent fractions to solve for themissingterm,8 cups of flour.
What is Proportion?
REFERENCES https://www.splashlearn.com/math-vocabulary/number-sense/whole-numbers https://www.twinkl.co.in/teaching-wiki/standard-and-non-standard-units https://www.k5learning.com/free-math-worksheets/second-grade-2/measurement/weights-non-standard-units https://byjus.com/us/math/estimating-numbers/ https://www.cuemath.com/numbers/types-of-fractions/ https://www.splashlearn.com/math-vocabulary/decimals/decimal https://www.expii.com/t/percents-definition-examples-9062 https://www.mathsisfun.com/percentage.html https://economictimes.indiatimes.com/definition/money https://www.forex.com/en/news-and-analysis/types-of-money/
REFERENCES http://www.amathsdictionaryforkids.com/qr/p/proportion.html https://www.westexmoorfederation.org.uk/curriculum/mathematics-1 https://www.semanticscholar.org/paper/Virtual-vs.-Concrete-Manipulatives-in-Mathematics-Hunt-Nipper/239e472889cc366dfac48704dada793711cb621a https://iris.peabody.vanderbilt.edu/module/math/cresource/q2/p05/ https://www.k-5mathteachingresources.com/fraction-models.html