9:00am: Introduction

The students will be introduced to what percentages are, and why they are important to learn. The teacher will provide students with some background on percentages, such as explaining to them that per cent is Latin for “out of a hundred.” In addition the teacher will ask the students to brainstorm examples of how percentages are used in everyday life. This could take the form of a mind map on the board.

9:15am: Ordering Percentages Online Game

The purpose of this game will be to underpin in students an understanding of how to order percentages, when decimals are involved as well. This will be a brief activity, and it will provide students with an opportunity to arrange percentages themselves.

9:25am: Demonstration of how Percentages relate to Fractions and Decimals

The teacher will demonstrate how a percentage is a convenient way to represent a fraction. They could do this by using a sporting example. The teacher would pose questions to students to get them thinking about how percentages relate to fractions in a sport such as basketball: “Could we use percentages to determine shot accuracy with a free throws? Is there another way to represent that a player scored 15 out of their 24 free throws?”

9:35am: Activity: Ordering Percentages

The students will be arranged in groups of four with each group being handed a pile of mixed percentages, fractions and decimals. Initially, the groups will be tasked with ordering the percentages from smallest to largest and then from largest to smallest. Once they have completed this the students will be provided with an opportunity to try and fit in the fraction and the decimal cards into the order. This will allow students to try and make predictions on their own in regards to how percentages compare to decimals and fractions. To emphasise that they are different representations of numbers, the percentage, fraction and decimals cards will be different colours. During the conclusion of the activity the teacher will raise questions in an attempt to cause students to self-reflect. These questions could be, “how could we compare all of the percentages, decimals and fractions in a better way? Was the task easier before fractions and decimals were introduced?” This will get students thinking that converting fractions decimals to percentages can be valuable when ordering and comparing.

9:50am: Conclusion:

The teacher will reiterate the key learning outcomes. In doing this they will write five different percentages on the whiteboard and ask the students to write their answers on exit cards. The teacher will collect these at the end of the lesson. These cards will provide the teacher with insights on how well the students understand the concept. In addition the teacher will talk about the activity and will raise questions in an attempt to cause students to self-reflect. These questions could be, “how could we compare all of the percentages, decimals and fractions in a better way? Was the task easier before fractions and decimals were introduced?” This will get students thinking that converting fractions decimals to percentages can be valuable when ordering and comparing.

Evaluation Questions

• Can the students order percentages?
• Did the students work well together in groups?