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Working Mathematically Indicators
Working Mathematically Indicators
- Understand how percentages can be represented as fractions and decimals (Understanding, Reasoning)
Syllabus Dot Points
Syllabus Dot Points
- Classify percentages as 'rational' numbers, as they can be written in the form a/b were a and b are integers and b does not equal 0.
- investigate 'irrational' numbers, such as Pi and sqrt(2)
- convert percentages to fractions and decimals (terminating and recurring)
Learning Goals
Learning Goals
Students will be able to define what a percentage is. They will also be able convert simple fractions and decimals to percentages.
In this initial lesson, students will gain knowledge on how percentages can be represented as fractions and decimals. Students will be able to apply these conversions with numbers and also by looking at the numbers written as words. Through these altering visual representations, students will be provided with different windows on how they imagine these conversions. Hence, students will develop a deeper understanding through different insights on how the percentages can be written.
Resources
Resources
(1) Useful Picture (LIT)
This picture can be given to students after an initial introduction to percentages so that they can observe the process of how to find a percentage.
A picture for students to paste into their workbooks
(2) Youtube Video (ICT)
This video will be used by the teacher to reiterate how percentages can be converted into fractions and decimals. It will also provide students with insights into the relevance of percentages and why learning about them is beneficial and rewarding.
(3) Worksheet (LIT)
A simple worksheet such as this one can be useful in assisting students become accustomed to the conversion between common percentages, decimals and fractions.
In addition to completing a worksheet like this one here by just writing in the numbers, perhaps students could be tasked with writing some of their answers in words (eg. ten percent)
(4) Fraction Models Activity (ICT)
An activity such as this one would be valuable for students to see different representations of fractions including improper fractions, mixed numbers, decimals, and percentages.
Lesson Plan
Lesson Plan
Lesson Description
9:00am: Introduction
The teacher will begin the lesson by reminding students how it was difficult to compare quantities when they were represented as fractions, decimals and percentages together. The teacher will then pose questions to students to give them an idea about what the lesson is going to address: “Wouldn’t it be easier if were only comparing one thing? How could we turn those fractions and decimals into percentages?”
9:10am: Demonstration of how to convert Decimals and Fractions to Percentages
The teacher will write a few simple fractions and decimals on the board to demonstrate how they can be converted to percentages. The teacher will then call for students to approach the white board and attempt the process for the remaining examples. Furthermore the teacher will get students to paste a sheet in their books which displays these conversions.
9:20am: Converting Percentages Worksheet Activity
The teacher will arrange students into pairs and they will be handed worksheets which will allow them to exercise a skill of converting fractions to percentages. Once they have completed this the teacher will hand out a second worksheet with the same style of questions. However, this time students will be asked to write the answers in words. The teacher will ask questions such as: “Why am I getting you to write your answers in words? What could be achieved by making you do this?”
9:35am: Fraction Models Online Activity
The teacher will provide students with laptops to access the Fraction Models Online Activity. The teacher will ask questions when students are conducting the activity such as, "Can you explain to me how this converts to a decimal?"
9:50am: YouTube Video
The teacher will show students a short YouTube video which will reiterate how fractions and decimals can be converted to percentages. After the video the teacher will ask state in their own words the concepts that they have been taught. In this group discussion the teacher will interpret evidence to decide where the students are at in their learning.
9:55am: Conclusion
The teacher will ask students today what they have learnt. The teacher will also remind students to keep their worksheets pasted in their books so that they can refer back to them.
Evaluation Questions
- Were students engaged during the YouTube video?
- Did I incorporate a good blend of worksheet exercises and online activities?
- Were the students displaying a level of understanding during the online activity?
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