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\ 08-Oct-2025 Bharat Arora Proof-9 Reader’s Sign _______________________ Date __________

Gamified Learning Collaborative Learning Experiential Learning

Objective: To help students understand the relationship between fractions and decimals
by matching equivalent values.

materials Required: A4-sized sheet for making cards or set of cards with fractions (e.g.,
1 3 2 1 , etc.), set of cards with corresponding decimal numbers (e.g., 0.5, 0.75, 0.4,
,
,
,
2 4 5 4
0.25, etc.), timer (optional), chart for students to record matched pairs
Preparation: Create 15-20 cards with common fractions and another 15-20 cards with
their decimal equivalents. Mix and shuffle them.

Procedure:

� Divide the class into small groups or pairs.
� Place both types of cards on the table and invite pairs of students one by one.

� Students take turns picking one fraction and one decimal card.

3
� If the pair is correct (e.g., and 0.75), they keep the pair.
4

� If not, they return the cards to the pile.
� Continue until all the cards are paired.

� The pair of students with the maximum number of cards is declared the winner.

Challenge Question Critical Thinking

1. I am a decimal number with four digits.

l My hundredths digit is the greatest one-digit prime number.
l My ones digit is the greatest one-digit composite number.

l My tens digit is the smallest prime number.
l My tenths digit is exactly double the tens digit.

Find out what number I am.

2. I am a mysterious decimal number whose:
l Ones digit is 3.

l Tenths digit is twice the ones digit.
l Hundredths digit is the smallest even number.
Who am I?

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