Better Understanding of Decimal Numbers

      

 This lesson helps primary school students to better understand decimal numbers.

The most common test is the question “Which number is bigger? 0.650 or 0.65”. Most kids
will give the wrong answer “0.650 is greater than 0.65”. Surprisingly most will get this
question right “Are these two numbers the same? 0345 and 345”.

Why the zeros before the whole part and the zeros after the decimal part of a decimal

                                                    number do not matter.

000000000000345.65000000000000000

Decimal numbers are written according to some rules. The decimal rules are also consistent

with normal whole numbers. A decimal number can be thought of as two numbers plus
together. The first number is the whole part, and the other one is the decimal part. Therefore
3.45 is 3 plus with .45

                                                       The leading zeros

Let’s look at a normal whole number: 345

Hundreds	Tens	Units(ones)
3	4	5

We can break the number up to see how the number 345 is constructed.The construction of a number 345 actually means

                                         3 of 100s + 4 of 10s + 5 of ones.

Now imagine extending this number 345 to show some hidden numbers. These numbers have been taken away because they have no real value at all

Thousands	Hundreds	Tens	Units(ones)
0	3	4	5

Similarly the construction of the number 0345 is

                      0 of 1000s + 3 of 100s + 4 of 10s + 5 of ones

We can see that 0 of 1000s means zero. So we do not count the number of 0s leading a number.

                 The trailing zeros after the decimal part of a decimal number

Let’s look at this number 0.650

Decimal point	Tenths/10th	Hundredth/100th	Thousandth/1000th
.	6	5	0

The construction of this decimal part of a decimal number means

                                         6/10 + 5/100 + 0/1000

We can see that 0 out of 1000 is nothing. So we can ignore this 0. What it means is that 0.65 is the same as 0.650

 Similarly 0.6500 is the same as 0.65 because it means

                       6/10 + 5/100 + 0/1000 + 0/10000

Something to Do

Questions	Answers
Is 0.34 = 0.340 ?	True
Is 345 = 3450 ?	False
Is 0345 = 345 ?	True
Which one is greater?
.09  or 0.10	0.10
0.0999999  or 0.10000000	0.10000000
3.01 or  2.99	3.01
0345 or 346	346
Is 16 x 10 = 016 ?	False
Is 160.0 = 160 ?	True

Then link this knowledge with decimal fractions. If the students understand fractions well

enough to know that multiplying both numerator and denominator with the same number will
not alter the value of the fraction, this proof will help them to understand the above rules in a
different light.

If we know that 1/2 is the same as 1x2 / 2x2 = 2/4, then 1/10 is the same as 1x10 / 10x10 =

10/100

0.1 is 1/10

0.10 is 10/100

Logically, by deduction, if 10/100 is the same as 1/10, 0.10 must be the same as 0.1

The proof can be repeated with numbers 0.1 and 0.100

 

Work Sheet 1 

1) 0.6 + 0.2 =
 
2) 0.9 - 0.1 =

3) Write three tenths as a decimal.

4) Write 0.4 in fractions.

5) 1.0 - 0.9 =

6) What is two tenths add 0.6?

7) 0.1 + 0.7 =

8) 0.8 + 0.1 =

9) 0.3 - 0.1 =

10) 0.5 + 0.1 - 0.2 =

11) 0.7 - 0.3 =

12) What is three tenths add 0.6?

13) Write 0.3 as a fraction.

14) 0.4 + 0.1 + 0.1 =

15) 0.9 - 0.3 =

16) What is 0.1 add five tenths?

17) Write ten tenths as a  decimal.

18) 0.3 + 0.3 - 0.2 =

19) What is nine tenths subtract 0.4?

20) 0.6 + 0.1 =

21) 0.5 + 0.5 =

22) What is two tenths add 0.5, subtract 0.3?

23) Write 1.0 as a fraction

24) What is 0.5 add one tenth?

25) 0.6 + 0.2 + 0.1 - 0.4 =

Work Sheet 2

1) 0.3 + 0.5 =

2) 0.7 - 0.3 =
 
3) Write two tenths as a decimal.

4) Write 0.9 as a fraction.

5) 1.0 - 0.3 =

6) What is three tenths add 0.5?

7) 0.1 + 0.9 =

8) 0.2 + 0.4 =

9) 0.7 - 0.4 =

10) 0.6 + 0.4 - 0.2 =

11) 0.7 - 0.5 =

12) What is five tenths add 0.2?

13) Write 0.2 as a fraction.

14) 0.3 + 0.2 + 0.2 =

15) 0.4 - 0.1 =

16) What is 0.7 add one tenth
17) Write six tenths as a decimal.

18) 0.4 + 0.1 - 0.2 =

19) What is five tenths subtract 0.2?

20) 0.2 + 0.6
21) 0.4 + 0.3 + 0.2 =

22) What is three tenths add 0.7, subtract 0.2?

23) Write 0.9 as a fraction.

24) What is 0.2 add five tenths
25) 0.8 + 0.1 - 0.3 - 0.4 =


                      Larger Decimals

There are two activities in this section:

A) How to introduce decimals larger than 1.0 but smaller than 2.0

1) Draw a rectangle on the board and split it into ten sections:

2) Colour in one section at a time and ask a child to identify how much of the rectangle is

    coloured (giving their answer in fractions and decimals).

3) When you have coloured in all ten sections, draw another rectangle and split it into ten

     sections again. Then colour in one of the sections of this new rectangle.

4) Explain that you now have one unit and one tenth coloured. Ask how they think we might

    be able to write down that number (in fractions or decimals), i.e. 1 and 1/10 or 1.1. Repeat

    this activity, colouring in a few more sections of the second rectangle. Discuss how these

    numbers can be written.

5) Give each student a copy of the following Decimals Strips :

Decimals Strips

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

1/10

 Ask them to cut out one whole strip and colour it in. Then they should cut out another strip

and only colour a few of the sections in. After sticking the strips in their books, they can then

write information about these strips, describing the number that they have shown with their

colouring, e.g.

One unit and 9 tenths are coloured.
This can also be written as 1 9/10 or 1.9 (which we say as "One Point Nine")

---

Matching larger fractions and decimals

This activity can be carried out as a whole class with the table (shown below) drawn on the

board (and with individual children coming to the front to complete the activity) or

individually with children completing the following worksheet :

Matching Fractions and Decimals

Fill in the blank spaces to complete the table.

Fraction (words)	Fraction (figures)	Decimal (figures)	Decimal (words)
One Unit and One Tenth	1 1/10	1.1	One Point One
One Unit and Two Tenths	1 2/10	1.2	One Point Two
		1.3
	1 4/10
			One Point Five
One Unit and Six Tenths
		1.7
	1 8/10
		1.9

The aim of the activity is to develop children's understanding of the relationship between

these larger fractions and decimals.

Fraction (words)	Fraction (figures)	Decimal (figures)	Decimal (words)
One Unit and One Tenth	1 1/10	1.1	One Point One
One Unit and Two Tenths	1 2/10	1.2	One Point Two
		1.3
	1 4/10
			One Point Five
One Unit and Six Tenths
		1.7
	1 8/10
		1.9
			Two Point Zero

Your students should complete the table by filling in the blank spaces. Numbers in each row

have the same value (i.e. One Unit and One Tenth = 1 1/10 = 1.1 = One Point One). The third
row should therefore look like this:

One Unit and Three Tenths

1 3/10

1.3

One Point Three

Addition and Subtraction of Larger Decimal

This activity involves a worksheet containing addition and subtraction questions involving
numbers from 0.0 to 2.0. The worksheet can be used in the following ways:

1.      Each child can work through the worksheet individually at his own pa

2.      You could have a decimals race, with individual children (or small groups of children)

             trying to work out the answers to the sheet in the quickest time (although accuracy is
             most important).

Decimals Sheet

1) 0.8 + 0.2 = 2) 0.9 - 0.4 = 3) 0.5 + 0.8 = 4) 0.6 + 0.9 = 5) 1.7 - 0.9 = 6) 1.5 + 0.3 = 7) 0.5 + 0.7 = 8) 1.8 + 0.1 = 9) 1.3 - 0.1 =   10) 1.5 + 0.1 - 0.2 = 11) 1.7 - 0.6 = 12) 2.0 - 0.7 = 13) 1.9 - 0.9 = 14) 0.4 + 0.6 + 0.4 = 15) 1.9 - 1.2 = 16) 0.7 + 0.4 = 17) 0.8 + 0.7 = 18) 0.9 + 0.2 + 0.3 = 19) 0.4 + 1.3 = 20) 0.7 + 0.1 = 21) 0.5 + 0.5 = 22) 1.5 + 0.5 = 23) 1.6 - 0.4 =

24) 1.5 - 0.6 =

25) 1.6 + 0.2 - 0.4 =

26) 2.0 - 1.9 =

27) 1.5 - 0.7 =

28) 1.7 - 0.2 + 0.3 =

29) 0.3 + 1.6 =

30) 1.2 + 0.4 =

31) 1.5 + 0.2 =

32) 1.6 - 0.8 =

33) 1.9 - 1.4 =

34) 1.2 - 0.5 =

35)    1.7 + 0.3 =

36)     0.3 + 1.5 =

37)     0.7 + 1.2 =

38)     0.9 + 1.0 =

39)     2.0 - 0.5 + 0.2 =
40) Write 1 unit and 2 tenths as a decimal.

41) Write 1.7 as a fraction.
42) Write 2 units as a decimal
.
43) Write 0.7 as a fraction.

44) Write 1 unit and 5 tenths as a decimal.
45) Write 1.9 as a fraction


Answers:

1) 1.0	10) 1.4	19) 1.7	28) 1.8	37) 1.9
2) 0.5	11) 1.1	20) 0.8	29) 1.9	38) 1.9
3) 1.3	12) 1.3	21) 1.0	30) 1.6	39) 1.7
4) 1.5	13) 1.0	22) 2.0	31) 1.7	40) 1.2
5) 0.8	14) 1.4	23) 1.2	32) 0.8	41) 1 7/10
6) 1.8	15) 1.7	24) 0.9	33) 0.5	42) 2.0
7) 1.2	16) 1.1	25) 1.4	34) 0.7	43) 7/10
8) 1.9	17) 1.5	26) 0.1	35) 2.0	44) 1.5
9) 1.2	18) 1.4	27) 0.8	36) 1.8	45) 1 9/10

Even Bigger Decimals!

Thus far, we have covered decimals which are smaller than 2.0. The following activities
should help when teaching your students about decimals larger than 2.0  :

Number Line

Draw a number line on the board (from 0.0 to 10.0, with markings for each tenth). Point at a
marking on the number line and ask the students what that number is. They can answer in
decimals or fractions (depending on your choice) and you could ask them to aim to reply as
quickly as possible.


What's the Number

Draw a number line on the board (from 0.0 to 10.0, with markings for each tenth). Explain
that you are starting at a certain point (e.g. 5.2). Tell the children that you move five tenths
forward and 9 tenths backwards. Ask them where you are now. Repeat, giving more
complicated instructions each time.


Match the Numbers

This activity requires students to draw lines from a fraction to the decimal of the same value.
Some of the decimals and fractions may be written in words rather than figures.

                                          Match the Numbers

1.2				Four Tenths					2.1
			19.6
							5.7		5 6/10
	Twelve and One Tenth
				13.5				Nineteen and Six Tenths
	99 9/10
		2 1/10
						1 2/10		13 5 /10
	5 7/10			Five Point Six			12.1
									5.9
	Five and Nine Tenths				0.4			Ninety-Nine Point Nine

Matching Fractions and Decimals

This activity is similar to previous activities in this section, requiring your students to
complete the spaces in a table. Numbers are not in numerical order.

                     
                          Match the Numbers
Complete the table:

Fraction (words)	Fraction (figures)	Decimal (figures)	Decimal (words)
One Unit and Two Tenths	1 2/10	1.2	One Point Two
Two Units and Four Tenths	2 4/10		Two Point Four
	3 5/10	3.5
Five Units and Six Tenths
		5.9
			Six Point Seven
	7 1/10
Eight Units
		8.6
	12 5/10

Answers are as follows:

Fraction (words)	Fraction (figures)	Decimal (figures)	Decimal (words)
One Unit and Two Tenths	1 2/10	1.2	One Point Two
Two Units and Four Tenths	2 4/10	2.4	Two Point Four
Three Units and Five Tenths	3 5/10	3.5	Three Point Five
Five Units and Six Tenths	5 6/10	5.6	Five Point Six
Five Units and Nine Tenths	5 9/10	5.9	Five Point Nine
Six Units and Seven Tenths	6 7/10	6.7	Six Point Seven
Seven Units and One Tenth	7 1/10	7.1	Seven Point One
Eight Units	8	8	Eight
Eight Units and Six Tenths	8 6/10	8.6	Eight Point Six
One Ten, Two Units and Five Tenths	12 5/10	12.5	Twelve Point Five

Decimals Revision Quiz

This quiz can be carried out as a worksheet exercise or as a test. You can call out the questions and let you students  write answers in their books / on paper.

Decimals Quiz

Addition	Subtraction	Rounding to the nearest unit
0.1 + 0.7 = __ 0.5 + 0.9 = __ 1.9 + 5/10 = __ 3.6 + 9/10 = __ 8.9 + 6.4 = __ 17.6 + 9 4/10 = __ 31.6 + 19.3 = __ 12.7 + 72.1 = __ 19.6 + 18.4 = __ 57 1/10 + 29 9/10 = __	0.5 - 0.2 = __ 0.9 - 0.5 = __ 1.2 - 0.6 = __ 4.7 - 3.1 = __ 5.4 - 3.2 = __ 12.7 - 9.8 = __ 31.6 - 10.9 = __ 54.0 - 17.5 = __ 92.1 - 15 6/10 = __ 25 7/10 - 12 8/10 = __	6.3 9.4 9.9 0.6 12.3 31.7 57.6 91.2 84.5 97.0
Answer these questions... I have one unit and seven tenths. Write this number in decimals. What is nine units and five tenths in decimals? Why do we write the decimal point in the number 6.4? How many tens, units and tenths are there in 75.6? Why do we write the zero in 0.2?

Answers are as follows...

Addition	Subtraction	Rounding to the nearest unit
0.1 + 0.7 = 0.8 0.5 + 0.9 = 1.4 1.9 + 5/10 = 2.4 3.6 + 9/10 = 4.5 8.9 + 6.4 = 15.3 17.6 + 9 4/10 = 27 31.6 + 19.3 = 50.9 12.7 + 72.1 = 84.8 19.6 + 18.4 = 38 57 1/10 + 29 9/10 = 87	0.5 - 0.2 = 0.3 0.9 - 0.5 = 0.4 1.2 - 0.6 = 0.6 4.7 - 3.1 = 1.6 5.4 - 3.2 = 2.2 12.7 - 9.8 = 2.9 31.6 - 10.9 = 20.7 54.0 - 17.5 = 36.5 92.1 - 15 6/10 = 76.5 25 7/10 - 12 8/10 = 12.9	6.3 (6) 9.4 (9) 9.9 (10) 0.6 (1) 12.3 (12) 31.7 (32) 57.6 (58) 91.2 (91) 84.5 (84 or 85) 97.0 (97)
Answer these questions... I have one unit and seven tenths. Write this number in decimals. (1.7) What is nine units and five tenths in decimals? (9.5) Why do we write the decimal point in the number 6.4? (to separate the units and the tenths) How many tens, units and tenths are there in 75.6? (7 tens, 5 units and 6 tenths) Why do we write the zero in 0.2? (to remind us that the number is less than one)

---

Introducing Hundredths

1) Draw a square on the board. Tell the children that you want them to think of that square as
    one unit.

2) Split the square into ten rectangular sections. Ask them what fraction of the unit each of these   
     sections is worth (i.e. tenths).

3) Now split each of the ten sections into ten squares (there should now be 100 small squares  inside
    the large square). Explain that we can split tenths up even more. The small sections are called
    hundredths.

4) Explain the following concepts:

·         There are ten hundredths in one tenths and one hundred hundredths in one unit.

·         Hundredths are written to the right of the tenths column when writing numbers in figures, i.e.

Units	Decimal Point	Tenths	Hundredths
3	.	6	3
9	.	5	2

·         Hundredths are said in the following way:

7.53 = Seven Point Five Three (NOT seven point fifty three)

9.39 = Nine Point Three Nine (NOT nine point thirty nine)

·         4.70 is the same as 4.7. We don't have to write in the zero, but it is good practice to.

---

Which is Bigger?

This is a simple exercise which uses the worksheet . It requires students to look at the pair of
numbers in each row and decide which of them is bigger. They can indicate their answer by circling the larger number.

                           Which is Bigger?

Circle the number in each row which is of greater value.

1.12 4.32 7.61 9.12 5.30 6.08 4.42 8.19 12.79 64.7

12.14 8.42 7.32 10.11 5.32 6.10 4.4 8.20 13.79 63.75

Answers are as follows: (larger numbers are underlined)

1.12 4.32 7.61 9.12 5.30 6.08 4.42 8.19 12.79 64.7

12.14 8.42 7.32 10.11 5.32 6.10 4.4 8.20 13.79 63.75

Sequencing Activity

Another simple exercise, which asks children to put a set of numbers in order (from
smallest to largest).

Put these numbers into order, with the smallest on the left and the largest on the right.

7.52

6.19

2.53

1.48

0.14

10.54

4.5

Write the answer in the boxes below:

 The correct answer is:

0.14

1.48

2.53

4.5

6.19

7.52

10.54

Matching Exercise

Matching Decimals and Fractions

Complete the table by filling in the spaces. Numbers on each row have the same value.

Fraction (words)	Fraction (figures)	Decimal (figures)	Decimal (words)
6 units, 8 tenths and 9 hundredths	6 8  9/100	6.89	Six Point Eight Nine
		2.71
			Three Point Four Two
	7 9  1/100
1 unit, 3 tenths and 4 hundredths
		19.42
			Eight Point Six Four
	9 1  2/100
		3.02
3 units, 4 tenths and 0 hundredths

This exercise is similar to previous exercises involving tenths. Your students should fill in the
blank spaces on the table, showing how numbers of the same value can be written in different
ways. The completed table should look like this:

Fraction (words)	Fraction (figures)	Decimal (figures)	Decimal (words)
6 units, 8 tenths and 9 hundredths	6 89/100	6.89	Six Point Eight Nine
2 units, 7 tenths and 1 hundredth	2 71/100	2.71	Two Point Seven One
3 units, 4 tenths and 2 hundredths	3 42/100	3.42	Three Point Four Two
7 units, 9 tenths and 1 hundredth	7 91/100	7.91	Seven Point Nine One
1 unit, 3 tenths and 4 hundredths	1 34/100	1.34	One Point Three Four
1 ten, 9 units, 4 tenths and 2 hundredths	19 42/100	19.42	Nineteen Point Four Two
8 units, 6 tenths and 4 hundredth	8 64/100	8.64	Eight Point Six Four
9 units, 1 tenth and 2 hundredths	9 12/100	9.12	Nine Point One Two
3 units, 0 tenths and 2 hundredths	3 2/100	3.02	Three Point Zero Two
3 units, 4 tenths and 0 hundredths	3 4/10	3.4	Three Point Four

If the children have completed the previous matching exercises, it is important to remind
them that the rows in this table are not in order. The other tables went in numerical order (e.g.
1/10, 2/10, 3/10 etc). The numbers on this table are jumbled.

---

               Decimals Place Value

Numeral	M	HTh	TTh	Th	H	T	U	.	0.1 1/10	0.01 1/100	0.001 1/1000
								.
								.
								.
								.
								.
								.
								.
								.
								.
								.
								.
								.

On the left of the sheet, different numbers should be written (involving figures ranging from
thousandths to millions). Your students should then rewrite this number on the other side of
the sheet, by splitting the number into the following parts:

• Millions
• Hundreds of thousands
• Tens of thousands
• Thousands
• Hundreds
• Tens
• Units
• Tenths
• Hundredths
• Thousandths

---

Decimals Problems

This self-explanatory worksheet contains a variety of questions involving decimals.

Decimals

1) Put these decimals in order with the smallest first.

a) 5.25, 15.3, 5.87, 5.78, 5.2.

b) 1.5, 1.375, 1.4, 1.3, 1.35, 1.425.

c) 7.765, 7.675, 6.765, 7.756, 6.776.


2) Add decimals by rounding eg 7.4 + 9.8 could be added as 7.2 + 10.Work out the following
    showing  rounding in your answers.

a) 6.9 + 7.6 =

b) 10.7 + 14.3 =

c) 29.3 + 15.8 =


3) Convert the following metric units.

a) 3.5 kg into g

b) 11.25 l into ml.

c) 750g into kg

d) 300ml into l

e) 3 cm into m.


4) The train leaving platform 1 at 14.25pm will arrive at 1607. How long will the journey
     take?


5) The price of an article in a shop has been reduced by 5%. If the article’s original price was
     $25.00, what is the new cost of the article ?


6) If 3 articles costing the same amount each comes to $ 870, what is the cost of 2 articles?


7) A rectangle measures 3m long by 1.5m wide. What is its area in m².

---

Transitive Versus Intransitive Verbs

So What is a Transitive Verb?

In any sentence where the verb has or carries a direct object , that verb is said to be a transitive verb.

How do I know if the verb has a direct object ?

Let’s learn to identify the direct object by analysing the following sentences :

1/  Janice baked a  cake.

2/ Trinidad and Tobago exports oil.

3/ The speeding bus hit a pedestrian .

4/ A dog bit the mailman.

5/ I did it every day.

6/ Privileges bring responsibility.

7/ The Johnsons are building a house.

8/ Ms. Brown taught the children .

9/ The hungry boys quickly ate their breakfast.

10/The bandits robbed the old man and his wife.

Each of these sentences has three important parts :

There is a person or thing performing an action --- This person or thing is the subject .

There is the action --- the verb.

And the action has a target --- the object.

                                                                 Let’s put it this way :

The subject tells us who or what performs the action.

The verb tells us what the action is.

The object tells us whom or what the verb acts upon or what is the target of the verb.

                                             IMPORTANT !!!!!!!!!!!!!

The object is not just anything that comes after the verb . Transitive verbs DO NOT  tell us where, how, when or why. The verb is transitive only if it tells us WHAT or WHOM the verb acts upon.

Now let’s apply what we know to analyse sentences 1 -5.

Subject	Verb	Object
1/ Janice	baked	a  cake
2/ Trinidad and Tobago	exports	oil.
3/ The speeding bus	hit	a pedestrian .
4/ A dog	bit	the mailman.
5/ I	did	it

Remember ---  a verb is transitive if it carries an object . You can tell if the verb carries an object by asking whom or what  after the verb.

This is how we found the objects of sentences 1-5 :

Janice baked what ?  a chocolate cake

Trinidad and Tobago exports what ?  oil

The speeding bus hit whom ?  a pedestrian

A dog bit whom ?  the mailman

I did what?  It

Here’s something for you to do . Practice analysing sentences 6- 10 into subject ,verb, and object.

Subject	Verb	Object
6/
7/
8/
9/
10/

Now compose two sentences of your own using your verbs transitively , that is , with an object . Remember ---- Each sentence must have a subject, verb and a direct object.

1/  

2/ 

What is an Intransitive Verb?

A verb is intransitive  if  it DOES NOT carry a direct object , that it, it does not say whom or what receives the action of the verb.

Examples

1/ The baby slept in the crib.

2/ Peter laughed when she fell.

3/The children sang with much energy.

4/ School starts at half past eight.

5/ I ran yesterday.

6/ Dr. Singerz is operating on her patient.

7/ The Prime Minister is here.

8/ That will do.

None of these sentences tells us whom or what received the action of the verb. Therefore these verbs are all used intransitively.

Let’s analyse Sentences 1-3.

1/ The baby slept whom ?      no answer

    The baby slept what ?         no answer

    ( in the crib is only telling us where the baby slept )

Therefore slept, in this sentence ,is an intransitive verb .

2/ Peter laughed whom ?          no answer

    Peter laughed what?              No answer

   ( when she fell is only telling us when Peter laughed)

Therefore laughed, in this sentence, is an intransitive verb.

3/The children sang whom?      No answer

    The children sang what?      No answer

   ( with much energy is only telling us how the children sang)

Therefore sang, in this sentence, is an intransitive verb.

REMEMBER

    Transitive verbs do not tell us where, when, how or why.

They tell us whom or what received the action of the verb.

Here’s something for you to do

: Analyse sentences 4-8 to say why the verbs in those sentences are intransitive verbs.  

A Simple Way for Teaching the use of Who and Whom

                                

     There is a simple trick to knowing the difference between who and whom. All you have to do is answer your question or restate the sentence using "he" or "him"/ “they or them” .  This trick also works with whoever and whomever.

he = who/whoever                                           him = whom/whomever

they = who                                                       them = whom

Using Who

Who is always used as the subject of the verb.

Examples of "who"

·         (Who, Whom) went to the circus?

He went to the circus. Therefore, who is correct.

·         We all know (whom, who) won the game for the team.

He won the game for the team, Therefore, who is correct.

·         Corie knows (who, whom) made the cake.

He made the cake. Therefore, who is correct.

·         (Whoever, Whomever) said that you couldn't dance?

He said that I couldn't dance. Therefore, Whoever is correct.

 .    The boys (who, whom) painted the room also cleaned the yard.

 They painted the room and cleaned the yard. Therefore, who is correct.

Using Whom

Whom is never used as the subject of a verb. It is the object form of a pronoun.

Examples of "whom"

·         For (who,whom) did you vote?

I voted for him. Therefore, whom is correct.

·         With ( who,whom) do you sail?

I sail with him. Therefore, whom is correct.

·         (Who,Whom) should I ask about the discount?

I should ask him about the discount. Therefore , whom is correct.

·         You may go with (whomever, whoever)  you choose.

I choose to go with him. Therefore, whomever is correct.

  .    I do not know the people to (who, whom) I must report the incident.

I must report the incident to them. Therefore, whom is correct.

Now try to correctly complete each of the following sentences by using either who or whom in the blank spaces :

1/  ----------- do you think will win the Miss Universe title this year?

2/ We need a leader  ------------ we can trust.

3/ The hikers  ------------ we saw earlier looked tired.

4/  The person  ------------- finds my dog will receive a prize.

5/  ------------- ate all of my pizza ?

6/  ------------- are we meeting ?

7/  For -------------- did you buy those flowers ?

A Two-Voices Poem

Voice #1 : I am Tara.


Voice #2 : I am Dog.


Voice #1 : I live a happy life.


Voice #2 : My life isn’t fit for a dog!


Voice #1 : I like sweet , juicy Rose mango!


Voice #2 : I like roti, Curried mango, pumpkin, channa and

                  aloo.


Voice #1 : My grandmother needs me.


Voice #2 : I need Tara’s food.


Voice #1 : I think I am a good child because I do good deeds.


Voice #2 : Being crafty isn’t bad; it keeps me alive!


Voice#1 : If I had obeyed my mother I would not be in this

                 trouble.


Voice#2 : My master has caused me to attack Tara.


Voice #1 : Dog had no right to attack me!


Voice #2 : People attack me all the time.


Voice#1 : Thank God for Mr. Ramnath!


Voice#2 : Nobody protects me.


Voice#1 : I am Tara, a little girl.


Voice#2 : I am Dog, an animal.


Composed by Brian Kelly and Gina Henry

MY PARTING THOUGHTS

Hi Colleagues ,
I was asked to post the other two principles, so, here they are:
* Learning is social.
We have long recognized the value of having students work together in a group to accomplish some types of learning tasks. However, a social theory of learning reflects a fundamentally different view, where knowledge "is a matter of competence with respect to valued enterprises" and knowing "is a matter of participating in the pursuit of such enterprises" (Wenger, 1998, p. 4). Learning, then, amounts to increasing participation in and contribution to the practices of a social community. Concepts such as knowledge building, and mentoring become paramount, as learners are conceived to be under the tutelage of more experienced peers or instructors. A social view of learning focuses attention on making connections among students within a school and between students in the school and the broader community. How can modern technologies support and enhance these connections?

* Learning is reflective.

Whether feedback comes from within, a peer or the teacher ,learning is facilitated when students get feedback about their thinking. Then, provided the opportunity for revision, students can achieve at higher levels and reach deeper understandings. Technologies that promote communication within and outside the classroom make it easier for feedback, reflection, and revision to occur. The skilful, knowledgeable teacher can facilitate reflection in the dialogue that technology can promote among learners. Where dialogue or discussion is not inherent in the tool, teachers bear the responsibility of initiating and guiding it.

MY PARTING THOUGHTS

Technology by itself does not guarantee learning. Rather, it is in how teachers and students use available technologies that determines whether transformative learning happens. Educators can respond to the challenge or they can explore the power of technology to help learners achieve important outcomes. Understanding principles of learning is a good way to begin.
                                          
                                                                                                  Lemoy Petit- Hunte

NOT Easy BUT Not Impossible

Actively engaging in ICT for Reading has caused me to reflect on the degree of ease for technology integration in our classrooms. I’ve determined that in spite of all the evidence that it can help learning, technology integration in schools is not easy to achieve. Now I said “not easy”, but I did not say not possible. It's important to integrate technology appropriately. I advocate considering what is known about how people learn , the role technology may play in their learning and how that knowledge might provide guidelines for appropriate uses of technology that can help students and teachers. In preparing my lesson plans and my Web 2.0 thought paper, I conceived of a theoretical framework for thinking about how technology can support Reading instruction. This framework is based on four broad principles but, in this post, I choose to focus on two.

* Learning occurs in context.

Read the following sentence: "The notes were sour because the seams split."Although the words in the statement are common and familiar, it is quite likely you still found the sentence confusing. If you consider that the sentence is describing bagpipes , I suspect it would then make much better sense. My point here is that without an appropriate context, comprehension and learning, generally, are difficult. Keep in mind, however, that learners will attempt to make sense of anything unfamiliar, just as you attempted to make sense of that sentence. When they do so, they draw upon prior understandings and experience, but the meanings they construct may be quite different from what was intended if they cannot activate an appropriate context for learning.

* Learning is active.

A Chinese proverb says “Tell me, I forget. Show me, I remember. Involve me, I understand.” This speaks the importance of getting learners mentally involved in learning activities, generating connections between what they already know and what they are being asked to learn and constructing meaning from their experiences. Scardamella (2002) states that the focus of learning shifts from covering the syllabus to working with ideas when students become active participants in the knowledge construction process . I believe that using technology tools "to think with" facilitates working with ideas and learning from that process.

Lemoy Petit-Hunte

WHAT ARE WE GOING TO DO WITH IT?

Hi M.Ed. Reading students,

Now that we've learned to use blog, wikis, concept mapping, and create our own e-Books and digital photostories, what are we going to do what this new -found knowledge and skills? I feel the need to ask. Is there going to be a ripple-effect into our schools? Is this something we are going to keep to ourselves and pat ourselves on the back because somehow we feel we are officially now much more knowledgeable than "the others"? Is there some kind of plan or driving force that would spur us on(as individuals or as a team) to be catalysts of and for changes/shifts in educational approaches and programmes that would really demonstrate technology integration as literacy development tools? In other words, what are we now going to do with the knowledge and skills gained via engaging in ICT for Reading?
I feel like uncovered  popcorn in a pot on a lit stove ! I'm  popping, spilling over and hard to contain!Don't anyone dare try to cover me. I know I'm not the only one who feels this way ,but please, in the height of preparing for next semester's hectic schedule and now having to speediliy conceptualize our research framework, let us not lose sight of  our responsibilities to take these shifts/changes somewhere... maybe our schools .
                                                       Lemoy