Student name: Wenhui Li

Student ID: 2105256

Lesson Plan
(Percentage)

Curriculum Area
Learning objective
(ACARA strand)

Essential questions
for this lesson

Pre- assessment
goal

Lesson number
Suggested content
or outline of lesson
Using the information
from your preassessment task
design a lesson based
on different levels of
readiness.

Maths

Year Level 8

- Solve problems involving the use of percentages,

including percentage increases and decreases, with and without
digital technologies (ACMNA 187).
- What is percentage? What are some of the examples of rate
you have heard before?
- What information you can get from a percentage number?
- In what situations you may use percentage to solve problems
in everyday situations?
The pre- assessment for this unit is a quiz (see appendix A for
details). Students results from the quiz reflect their previous
knowledge on the concept of percentage, as well as the skills of
adapting mathematical knowledge to varied contexts: students
who can only achieve less than 50% in this quiz would be
determined as less advantaged (students will not be told by
this) and teacher will need to pay extra attention on their
learning with this unit.
Furthermore, this is the third unit of the year, and students have
just successfully completed studies on the calculation orders
and algebraic equations. Therefore, the majority of students are
expected to be able to conduct calculations involved the four
operation and linear algebraic equations.
3 of 12 (45 minutes)
1 whole class:
Introduce the concept of percentage increase or decrease
and examine real-life examples of both: e.g. shopping
discounts, percentage of rain etc. Students will then get to
colour in different percentages of square in 10 x 10 grids
to visualize the different percentages. (10- 15 minutes)
2 activity, introduce the Learning Menu:
Students are given the learning menu, and be told that it is the
mission booklet for their learning in this topic. They must make
a decision on which task from each section of the menu they
want to do contribute the most in this lesson, and start working
on it. (5 minutes)
3 whole class debrief:
Students who have picked the same task from the main
dishes are encouraged to sit together, so that promotes
effective information gathering, divergent thinking,
communication and peer- teaching. Teacher will confirm with
every student on their chosen tasks, answer any questions and
provide individual support. (20- 25 minutes)

Check for
understanding

Students will be given the last 20 minutes of every lesson to

work on the learning menu independently. Meanwhile, teacher
will be checking on every students progression on their
investigation tasks, answer any questions and provide individual

Student name: Wenhui Li

Student ID: 2105256

support.
Instructional
approaches

- Student centred activity based learning approach was the

main instructional strategy for this lesson.

Resources or
supplementary
materials
Lesson reflections

External websites
The instructions and worksheet for each task on the menu.
The learning menu task required students to be relatively selfregulated and motivated to contribute to their learning. This
may be quite challenging for year 8 students and teacher may
have to spend more time to supervise students progressions,
instead of providing individual supports for those who have
special needs.

Student name: Wenhui Li

Student ID: 2105256

Differentiated Learning Menu

Topic: Rate
Curriculum Area: Maths
Year Level 8
Lesson no(s): 3 of 12
Brief description (2-4 sentences of how this fits into the broader unit of study):
Learning Objectives:
As a result of completing the Learning Menu activities
students will:
Understand that (concepts, principles, ideas)
- A percentage is a fraction whose denominator is
100.
- Assumptions can only be proved by evidence.
Know (facts, vocabulary, dates, information)
- Percentage
- %
- Percentage, decimals and fractions are different
ways to present a part of the whole.
Be able to do
- Compare the quantities represent by percentage
numbers.
- Convert percentage into decimals and fractions.
- Record research data in a standard formatted
table.
- Transfer understandings on mathematical
concepts across theoretical, authentic, and novel
contexts.

This Learning Menu is differentiated by:

Readiness
Interest
When and how this Learning Menu will be used in
the context of the unit
This learning menu will be given to student as a
summative on- going assessment that goes through
the remaining study time of the unit.
This unit (percentage, rate and ratio) is one of the best
topics to involve authentic contexts and connect to
students personal interests.
Assessment criteria
Due to the diversity of the task contents, I decided to
use a rubric to access on students achievement with
the learning objectives (See appendix B for details).
Students will be accessed from their knowledge,
understanding under varied contexts, skills of analysis
and communications.

Student name: Wenhui Li

Student ID: 2105256

Learning Menu Contract

Topic Name: Percentage

Due: 1 week

Appetisers (Must complete with the whole class together)

1. Warm up quiz (Appendix for detail)
2. Whole class discussion on the concept of percentage, and examples of
percentage being used in everyday lives.
3. Colour in different percentages of square in 10 x 10 grids to visualize
the different percentages (If the majority of students get all correct with
question 1 from their pre- assessment, this task could be skipped, or only given
to those who are struggling to adapt the concept of percentage).
4. Whole class working through some simple calculation questions that
involved percentage on the white board.

Main Dishes- Choose 1 (Differentiated by interests)

1. Percentag of serve in tennis- ICT investigation (Appendix A for details)
2. The best day for the beach- ICT investigation
3. Its on SALE- ICT investigation

Side Dishes- Choose 1 (Differentiated by readiness)

1. Practice percentage calculations games on Mangahigh- Online
exercises (registration required)
2. Complete exercises questions on My Maths Online- Online exercises
(registratioin required)

Dessert- Choose 1 (Differentiated by interests)

1. The secret recepit of a delicious chocolate larva cake- to work out the
percentage of chocolate from a delicious cake (worksheet)
2. The little secrets of nutrients from your juice boxes- what are the
nutrients contents percentage of your juice (worksheet)

Student name: Wenhui Li

Student ID: 2105256

Are the menu items equally engaging and interesting for all
students?
The tasks on the learning menu have covered a broad range of areas in
students everyday lives including sports, weather, snacks, and shopping.
Therefore, I believe students can all easily find themselves connected to
these topics, which make their learning more meaningful to their everyday
lives. In this way, students can also be able to maintain self- motivation on
learning for longer period of time (Thomlinson. 2003).
Are you catering for the different levels of readiness, interest?
The tasks are designed to be very flexible to ensure implementation of
teaching under different circumstances and challenges. For example, if ICT
is not accessible for the class, or students are found not yet capable to
operate technologies independently, teacher may bring in some printed
materials for students to research on, e.g. shopping brochures, sports
magazines. Teacher can also create some novel data for students to
analyse.
Students are also given half of the lesson to work on their own throughout
the whole week. This is a valuable time for students, especially the ones
who have special needs on their learning, as it is the time when each of
them has the opportunity to obtain individual support from teacher.
Are the activities clearly linked to your learning objectives?
All activities were built up to improve students understanding of
percentage under varied complex contexts, as well as to improve their
proficiency of applying mathematical knowledge to solve problems.
Students will be able to have significant improvement on data analysis
and literacy in maths after accomplishing the main dishes. The side
dishes are designed to improve students proficiency in calculations using
percentages, fractions and decimals. The purpose for the desserts is to
help students discover the authentic connections to maths, and to be able
to solve problems under authentic or novel contexts (Lant. 2014).

Explanatory Notes
How does your Learning Menu represent a differentiated task?
Students level of readiness towards this particular topic is reflected by
their warm up quiz results. Teachers can target the students who may
need extra individual supports during the time to work independently.
The learning menu has set up a well scaffolded explicit instruction for the
whole class. The appetisers include the essential teaching contents that
teacher would need to go through with the whole class. A range of
different strategies are applied here to help students construct their

Student name: Wenhui Li

Student ID: 2105256

understanding on the concept of percentage. Both the main dishes

and the desserts allow students to choose investigation object based on
their personal interests, and in the side dishes section, the manga
high maths games are online exercises for students who are having
troubles to convert percentages into fractions and decimals, or need more
help to understand the concept of percentage. For students who want to
challenge themselves with higher order thinking and complex calculations
that involved percentages and fractions, they can access to the
worksheets posted on My Maths Online.
Additional explanation of each task (directions for students)
Overall, this learning menu provides students a number of approaches to
learn to adapt a new mathematical concept mostly on their own. Although
teacher will be aside providing support, students must conduct to learning
more actively: information and new knowledge is not simply given by
teacher, but students need to look it up from different resources (teacher
is one of them), then transfer it to their own understanding. The passive
chalk and talk is no longer the dominant teaching strategy in the
classroom, students are trained to become more independently with their
learning. To achieve this goal, it is important to make learning more
relevant to students, which is the exact outcome to be expected from this
learning menu task.
References
Australian National Curriculum
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?
layout=1#level8
Cornerstone College. 2015. Year 8 National Curriculum Project. Mt. Baker. SA.
Hattie, J. (2012). Flow of the lesson: the place of feedback, in J. Hattie, Visible
learning for teachers: maximizing impact on learning (pp. 115-137). London;
Routledge.
Lant, C. L. (2014). EDUC 4720: Responding to Differences in Student Interest and
Learning Preferences. Lecture 5. Retrieved from: https://vimeo.com/89169568
Tomlinson, C.A. (2003). Deciding to teach them all. Educational Leadership,
61(2), 6-1

Appendices from the next page:

Student name: Wenhui Li

Student ID: 2105256

Appendix A- Pre assessment

Warm up quiz on PERCENTAGE!
1. Identify the decimal, percentage and fraction of the coloured part for each
following diagram

a.
Fraction=

Percentage=

Decimal=

b.
Fraction=

Percentage=

Decimal=

c.
Fraction=

Percentage=

Decimal=

d.
Fraction=

Percentage=

2. What is 5% in decimal?
a. 0.5
b. 0.05
c. 5
d. 0.005

Decimal=

Student name: Wenhui Li

Student ID: 2105256

3. What is 12.1 in percentage?

a. 12.1%
b. 121%
c. 1.21%
d. 1210%
4. Can you calculate the following equations without using a calculator:
a. 3 x 10% =
b. 20 x 5% =
c. 15 x 200% =

d. 50 x 90%=

5. If 20% of a group of 300 people have red hair, how many individual person will
that be?
a. 60
b. 50
c. 30
d. 10
6. Michaels has earned 56% of his saving from his bank account. If there was $600
in his initially, how much does he have in his account now? Write down your working
process in steps.

7. What is 5.5% as a fraction, in its simplest form?

a. 5.5/ 100
b. 55/1000
c. 11/200
d. 0.55/10

Student name: Wenhui Li

Student ID: 2105256

Appendix B Marking Rubric

Thinking
Made and carried out a
plan to solve problems
involving proportional
relationships, using a
range of appropriate
strategies

Knowledge and
Understanding
Showed
understanding of
quantity and
proportion by using
concepts related to
percentages and
recognises when
results were
reasonable

Application

Developin
g

Satisfact
ory

Proficient

Excellent

Made and
carried out
an
unthoughtf
ul plan to
solve
problems
with
percentage
s, using
very few
appropriat
e
strategies
rarely
resulted in
an
accurate
solution

Made and
carried out
a
thoughtful
plan to
solve
problems
with
percentag
es, using
some
appropriat
e
strategies

Made and
carried out
a wellconsidered
plan to
solve
problems
with
percentag
es, using
appropriat
e
strategies

an
accurate
solution

accurate
solution

Made and
carried out
a
comprehen
sive plan to
solve
problems
with
percentage
s, using
appropriate
strategies
that
resulted in
an
accurate
solution
may also
offer an
innovative
approach

Showed
very
limited

Showed
some
understan
ding by

Showed
considerab
le
understan
ding by
using
relevant
concepts
related to
percentag
es mostly
correct.

Showed indepth
understand
ing by
using all
relevant
concepts
related to
percentage
s
accurately.

Provided
general
evidence
for
effectiven
ess in

Provide
sufficient
evidence
for
effectivene
ss in

understand
ing uses
few
concepts
related
to
percentage
s, or hardly
used the
concepts
correctly

Provided
Provided evidence to show little
evidence
effectiveness in
determining percentages, for
effectivene
converting between
ss in
decimals and fractions or

frequently
resulted in

using
some
concepts
related to
percentag
es with
some
mistakes

Provided
some
evidence
for
effectiven
ess in

usually
resulted in
an

Student name: Wenhui Li

percentages, and using
mathematical knowledge
to solve problems under
complex context

Student ID: 2105256

determinin
g
percentage
s or
converting
between
decimals
and
fractions or
percentage
s.
No
problem
solving
skills were
showed,
and could
hardly use
mathemati
cal
concepts
under
complex
contexts.

Communication
Presents work,
describes procedures,
and expresses
mathematical thinking
clearly using the
mathematical symbols
and terminologies
appropriately

Presented
work with
little clarity
or

determinin
g
percentag
es and
converts
between
decimals
and
fractions
or
percentag
es

determinin
g
percentag
es and
converting
between
decimals
and
fractions
or
percentag
es

Solved
authentic
problems
independe
ntly with
some
mathemati
cal
concepts
applied
correctly.

Solved
authentic
problems
independe
ntly with
wellconsidered
application
s of
mathemati
cal
concepts.

Solved
authentic
problems
independe
ntly with
comprehen
sive and
creative
application
s of
mathemati
cal
concepts.

Presented
some
work,

Presented
work,

Presented
work,

described
procedure
s,

describes
procedures
,

and
expressed

and
expressed

mathemati
cal
thinking

mathemati
cal thinking

precision
needed

described
procedure
s,

assistance
to describe

and
expressed

procedures
and hardly
be able to
express
mathemati
cal

mathemati
cal
thinking

thinking

with some
clarity and
used some
mathemati
cal
symbols
and
terminolog
ies
correctly

with
general
clarity and
used most
mathemati
cal
symbols
and
terminolog
ies
correctly

determinin
g
percentage
s and
converting
between
decimals
and
fractions or
percentage
s

clearly,
used a
broad
range of
mathemati
cal
symbols
and
terminologi
es
precisely,
and
confidently

Teachers comment:

Student name: Wenhui Li

Student ID: 2105256

Appendix C- A sample of the main dishes

Percentage of serve in tennis
Introduction:
Success percentage of serve in tennis: If you watch tennis on television,
the most common statistic you'll hear commentators mention during the
course of a match is success percentage of players serve (first serve in
particular). In this task, you will need to use the following learning menu
to make a research report on the connections between players success
percentage of serve and the games results.
1. Make an assumption on your investigation topic, write it down.
(Hint: do you think a higher success serve percentage means a higher chance for the player
to win the game?)

2. You must conduct some research on a tennis player that you are

interested in. Find out their success rate of serves from 3 different recent
games. Record your research data in the following table, and give the table a descriptive
name.

Student name: Wenhui Li

Student ID: 2105256

Name of the Table

# of game

Successful percentage
of first serve

Successful percentage
of second serve

Result of the game (win/

lose)

4. Discuss your findings with the people sitting next to you. Does your result support your
assumption? Explain why?

5. Do you think your results are representative for the player? Why? Is there anything you
want improve from your investigation?

Additional comment:
The other investigation task from the main dishes all have similar format, but different
background information.