Lesson Plan 1

Topic area: Stage of Learner: 8 Syllabus Pages:

Stage 4 – NUMBER AND
ALGEBRA Stage 4 year 8 Stage 4, 7-10
Fractions, Decimals, Percentages
Percentage component only Students have completed
Find percentages of quantities Students have completed
and express one quantity as a ACMNA152, 153, 154, 155
percentage of another, with and
without the use of digital
technologies (ACMNA158)

Date: Location Booked: Lesson Number: 1/3

29/08/17 Room E7

Time: 60 minutes Total Number of students 26 Printing/preparation

26 printed worksheets,
white board, smart board,
computer and internet

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Starter activity Understanding the Calculate percentages

concepts of of quantities using
Applies appropriate Worksheets percentages ‘First principles
mathematical techniques to percentage’ (Lovitt, C.,
solve problems MA4-2WM Discussion at & Clarke, D. (1988)).
conclusion
Operates with fractions,
decimals and percentages Homework sheet
MA4-5NA
Percentages and decimals
only

Cross Curriculum themes & General capabilities Numeracy

Critical thinking and the discovery of patterns
will be required when using ‘First principles
percentage’ method.
New mathematical literacy will be introduced.

1
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.1 and 1.2 Deep conceptual understanding is gained about percentages using a First principles
technique.
2.2 Students are engaged through the process of examples followed by a worksheet question.
Teacher uses questioning and verbalising techniques to make sure all students involved in
lesson.
3.1 Background knowledge of fractions and ratios is used through the starter activity.

2
 Teaching and learning actions Organisation Centred
T/S
Intro Starter activity – Five focus questions Teacher: Moves around class to help S
students. Explains answers on
(see attached) smartboard at front of class
0-15 min Mention again that do in order and that if
need help put up hand. Student: Attempting 5 questions in
their workbook. Check answers
Teacher takes the roll. when provided.

Resources: Smartboard
The teacher asks everyone if they have
completed the questions. The teacher then
displays the answers on the smart board
providing an explanation of all answers in
order. The teacher when finished collects
the answers from each student

Body “We will now start with the topic of Teacher: S

Percentages’. Percentage is a
representation as a number per hundred.
16-20min We will learn to calculate percentages of
quantities today”.
Student: contribute to the
brainstorming session.
Resources: smartboard and
whiteboard

First let us talk about percentages in real

life. Let’s brainstorm where percentages
are used.

Introduce the concept of calculating Teacher: Explains slowly the initial T

21-55min
percentages using ‘First Principle
Percentage’ method. Teacher says to
students “In these problems much more
interested in listening to how you get the
answer than the answer itself”
concept, with examples.
Student: Ask any questions and do
worksheet questions after example.
Examples are graded.
Resources: smartboard/whiteboard

Teacher asks students to look on board

and not write in books. “Ask questions if
you don’t understand”.
Example 1: Find 3% of $400

3% means 3 for every $100 (you should

always write this line down)

$400
100 3
100 3
100 3
100 3
12
This is showing how many 100s in $400
and there is 3 for each hundred”.

Therefore 3% of $400 is $12.(remind

students that the unit ‘$’ must be
expressed in the final answer)

3
Now do question 1 in the worksheet.
Teacher walks around classroom helping
students. Teacher asks one student to
verbalise the answer to this question.

Now we will look at numbers that are not

whole hundreds

Example 2: Find 3% of $350

$350

100 3
100 3
100 3
50 1.5
10.5
The teacher explains that by simple ratio
comparison means that if there is 3 for
each 100 then what should there be for
50. Ask class if they understand this.

Now do question 2 in the worksheet.

Teacher walks around classroom helping
students. Teacher asks one student to
verbalise the answer to this question.

Example 3: Find 2.5 for $300

2.5% means $2.50 for every $100

$300

100 2.5
100 2.5
100 2.5
7.5

Now do question 3 in the worksheet.

Teacher asks one student to verbalise the
answer to this question.

4
Example 4:
Find 2.5% of $350

$350
100 2.5
100 2.5
100 2.5
50 1.25
8.75

For these type of questions we can now

check to see if this looks like the correct
answer. Estimation:
Upper limit 3% of $400 = $12
Lower limit 2% of $300 = $6

Now do worksheet question 4.Teacher

walks around classroom helping students.
Teacher asks one student to verbalise the
answer to this question.

Example 5:
3 % of $ 320

$320
100 3.0
100 3.0
100 3.0
10 0.3
10 0.3
9.6

Teacher asks students “if it is $3 for every

$100, how much would it be for $1? How
much would it be for $10?
Explains 3% means $3 for every $100
Or 3 cents for every 100 cents ($1)
Ie. 30 cents for every $10

Example 6:
Putting it all together
8.75% of $243 (more complex)

5
 $243

100 8.75
100 8.75
100 8.75
10 0.875
10 0.875
Answer = 10 0.875 $23.25
10 0.875
1 0.0875
1 0.0875
1 0.0875

23.25

8.75% means 8.75 for every 100

ie $8.75 for every %100
or 8.75 cents for 100 cents
or 87.5 for $10

Asks students to complete questions 5 and

6. The teacher notes that shortcuts can be
applied at this stage.

Continues supervision of class to make

sure all students have grasped the concept
and checks worksheets to confirm that.
Answers any questions students come up
with. Teacher asks one student to
verbalise the answer to question 5 and 6.

All worksheets to be attached to students’

workbooks

Conclusion Teacher summarises the lesson. “We all Teacher: Summary of lesson. T
know percentage is a representation as a Student: Obtain homework
number in each hundred. Now we know
56-60 min how to apply the technique we learnt Resources: Worksheets
today. In our next lesson I will show you
a quicker way to get answers to calculate
percentages of quantities using fractions.
But as you can all see if you get stuck you
can go through this first principle way
and you will get the answer”.

Teacher hands out homework to the

students, containing examples similar to
today’s worksheet

6
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Percentages of Quantities Class discussion, questions, answers on board,
Completed worksheets
Homework sheet

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.2 First Principles percentage – building conceptual knowledge of
percentage problems
2.1 First Principals percentage method using a graded approach to
examples and support to students
3.2 A planned affective lesson with increased difficulty which is highly
structured for an initial introduction to percentages
4.1 Student participation in answering questions and questioning,
brainstorming
5.1 Completed worksheets, Answers to starter activity and homework
5.2 Provides feedback throughout class and through assessment tasks

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
None

7
References (In APA)

Lovitt, C., and Clarke, D. (1988). The Mathematics Curriculum and Teaching Program:
Professional development package. Activity bank. (Vol 1). Woden, A.C.T Curriculum
Development Centre.

Resources Attached:

Five question quiz

Attempt in Order. You are only allowed to move to the next questions after attempting the
previous one.

1) Find ½ of 100

2) Simplify, 25/100. What is the decimal for this number?

3) Place in order the fractions

1/3, 1/2, 3/8, 4/6, 30/100, 60/100, 6/8

4) Judy has 12 cards and Amar has 20 cards, what fraction is Judies cards to Amars.

5) If I get 1/6 of peters large pizza (Area = 804cm squared) is that bigger than 1/3 of
cora’s pizza (Area = 452cm squared).

8
Worksheet – Lesson 1

Name: _______________________

Question 1 Question 2 Question 3: Question 4: Question 5: Question 6:

Find
5% of $400 8% of $350 5.5% of $200 3% for $420 7.5% of $550 2.75% for $620

Answer:

____________ ____________ ____________ ____________ ___________ _________

9
Name:

Homework sheet

1) 3.5 % of $512 2) 11.5% of $751 (3) Judy makes 16.5% profit selling her car worth $5,600 on Gumtree.

How much profit has she made?

10
 Lesson Plan 2

Topic area: Stage of Learner: 8 Syllabus Pages:

Stage 4 – NUMBER AND
ALGEBRA Stage 4 year 8 Stage 4, 7-10
Fractions, Decimals, Percentages
Connect fractions, decimals and Students have completed
percentages and carry out simple Students have completed
conversions (ACMNA157) ACMNA152, 153, 155
fractions and percentages only

Find percentages of quantities

and express one quantity as a
percentage of another, with and
without the use of digital
technologies (ACMNA158)

Date: Location Booked: Lesson Number: 2/3

29/08/17 Room E7

Time: 60 minutes Total Number of students 26 Printing/preparation

26 printed worksheets,
white board, smart board,
computer and internet

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Calculating Calculate percentages of
quantities using ‘first principles
Starter activity (5
percentages of percentage’
communicates and connects quantities and
questions)
mathematical ideas using expressing a quantity (MCTP, Vol. 1, pp 161-168)
appropriate terminology, Worksheets as a percentage of the
diagrams and symbols other
MA4-1WM Discussion at
conclusion
Connecting fractions,
Applies appropriate Homework sheet percentages and
mathematical techniques to decimals
solve problems MA4-2WM

Operates with fractions,

decimals and percentages
MA4-5NA Decimals and
Percentages only

Cross Curriculum themes & General capabilities Numeracy, critical thinking

11
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.2 Skill based nature of lesson – allows for deep understanding of calculating percentages and
comparison to lesson 1
1.6 Communication through questioning students, involvement in answering questions on
board and teacher providing individual attention to students.
2.3 A sound knowledge of percentages is expected from skill development and comparison to
First principles knowledge.
3.1 Knowledge of fractions and rations and how they link with concept of percentages. Previous
lesson helps with understanding this skills based lesson.

12
 Time Teaching and learning actions Organisation Centred
T/S
Intro Starter activity Teacher: Moves around class to S
help students. Explains answers on
smartboard at front of class
Students enter class, hand completed
0-10 min
homework to teacher and collect marked Student: Attempting 5 questions in
sheets. Sit in their chairs and start to their workbook. Check answers
complete the “5 Questions”. Teacher takes when provided.
the roll. Teacher give hints to students who Resources: smartboard
raise their hands.

The teacher asks everyone if they have

completed the questions. The teacher then
displays the answers on the smart board
providing an explanation of all answers in
order. The teacher when finished collects the
answers from each student

Body Using a percentage allows us to express this part- Teacher: Introduces what will be T
11-55min to-whole relationship as a whole number instead of happening in lesson today.
as a fraction or decimal; for example “45% of the
population” means we are talking about 45 out of Student: Active listening
every 100 people. In fraction form, this number
Resources: smartboard
would be 45/100 and in decimal form it would be
0.45. All three forms tell us the same piece of
information. Show visual of percentage, fraction
and decimal. We will just work with fractions and
percentages today.

Informs that the worksheet today has X
questions. Teacher asks that the students not
copy example in workbook and focus on the
explanation. Teacher describes how you
change a % into a fraction. Remember that
percents are per hundred or %/100.
Teacher: Explains slowly the initial T/S
concept, with examples.
Student: Ask any questions and do
worksheet questions after example.
Examples are graded.
Resources: smartboard/whiteboard

Example type 1: Write 8% as a fraction

8 percent = 8 per hundred and can be
written as:

8/100

Example type 2: Write 55% as a fraction

(following example 1) then:

55 per hundred or 55/100

Now do the 1st question in the worksheet.

Asks a student to come out in front of the

class and show the answer. Are there any
questions?

13
Now if you have a fractional percent what
would you do?

Explains

12.5 % means
=12 1/2 / 100

=25/2/100

To remove the fractional component on the

numerator
We multiply both the top by 2 and the
bottom by two. (This is equivalent to
multiplying by 1)

=25/200
=1/8

Now do the 2nd question in the worksheet.

Asks a student to come out in front of the

class and show the answer. Are there any
questions?

Teacher describes how you can use

fractions to calculate a percentage of a
quantity.

Example type 3: Calculate 55% of $180

55/100 (from example type 2) x 180

= 11/20 * 180
= 99

Therefore 55% of $180 is $99

Now do question 3 of the worksheet.

Teacher moves around class to see if
students are able to solve the questions.
Helps where required.

14
Now we did this in the previous lesson. “Can
anyone remember how we did this”. This is a
shortcut method.

55% of $180
$180
100 55
50 27.5
10 5.5
10 5.5
10 5.5

99
55/100 *100+ 55/100*50+
55/100*10+55/100*10+55/100*10

= 55/100 *(100+50+10+10+10) = $99

Now we move onto another important

technique. Introduces the concept of how
one quantity is expressed as a percentage of
another quantity.

Explains on board how to do it

First Quantity x 100

Second Quantity

Notes that that both quantities must be the

same unit.

Example type 4: Express $25 as a percentage

of $125

25 x 100
125

= 1/5 x 100
= 20

Therefore $25 is 20% of $125

15
 Example type 5: Express 50 cents as
percentage of $8. Note we have to have same
units so:

$8 = 800 cents

50/800 x 100
= 1/16 x 100
= 6.25

So, 50cents is 6.25% of $8

Now do question four of the worksheet.

Inspects that students are solving. Attends if
help required.
45-55min Students are asked to complete the Teacher: Moves around class S
monitoring students’ progress
worksheet and teacher moves around
classroom to give help where required. What Student: asks questions
they haven’t done should be completed for
homework. Resources: None
Conclusion Reminds students that % means (per cent OR Teacher: Teacher summarises T
lesson
per 100)
Reminds students that when one quantity is Student: Asks final questions
expressed as a percentage of another
quantity, care should be taken to ensure they Resources: None
both have the same units.

Asks students to ask any final questions.

Students receive their new homework sheets
at the end of the class/

Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Finding percentages of Worksheet activity and homework. Teacher looking at
quantities individual work as moves around room
express one quantity as a Worksheet activity and homework. Teacher looking at
percentage of another individual work as moves around room

16
Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.2 Skill based lesson develops understanding of percentage calculations
2.2 Sequenced lesson via graded examples and problems
3.3 and 3.5 Starter activity for revision, and questioning and verbalising of problems
4.2 Clear directions from teacher within the lesson

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
None

References (In APA)

ACARA (2012), National Assessment Program - Naplan exams 2011, Year 7 and 9.

17
Resources Attached:

Five question quiz

Attempt in Order. You are only allowed to move to the next questions after attempting the
previous one.

1) Find 25% of 60kg

2) Simplify, 44/100, also what is the decimal for this number

3) Simplify 12.5/100

4)

5) Write the following in ascending order: 2/5, 30%, 1/3, 0.34, -4.3

18
Lesson 2 – Percentages Worksheet 2 Name:

1) Express 45% as a fraction

2) Express 8 1/4% as a fraction

3) Calculate 25 % of $150

4) Calculate 52% of $250

5) 15cm as a percentage of 2.5m on the whiteboard.

6)

19
NAPLAN QUESTIONS:

7)

8)

9)

10)

20
 Lesson Plan 3

Topic area: Stage of Learner: 8 Syllabus Pages:

Stage 4 – NUMBER AND
ALGEBRA Stage 4 year 8 Stage 4, 7-10
Fractions, Decimals, Percentages
Percentage component only Students have completed
Students have completed
Connect fractions, decimals and ACMNA155, 187
percentages and carry out simple
conversions (ACMNA157)

Find percentages of quantities

and express one quantity as a
percentage of another, with and
without the use of digital
technologies (ACMNA158)

Solve problems involving the use

of percentages, including
percentage increases and
decreases, with and without the
use of digital technologies
(ACMNA187)

Date: Location Booked: Lesson Number: 3/3

29/08/17 Room E7

Time: 60 minutes Total Number of students 26 Printing/preparation

26 printed worksheets,
white board, smart board,
computer and internet

21
 Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Lesson assessment Role of percentages, Solving problems by
fractions, decimals in employing knowledge
communicates and connects Starter activity problem solving and gained about
mathematical ideas using real life. percentages, fractions
appropriate terminology, Group answers and decimals
diagrams and symbols and presentation
MA4-1WM of Problem
Applies appropriate Individual
mathematical techniques to assignment
solve problems MA4-2WM
recognises and explains
mathematical relationships
using reasoning MA4-3WM

Operates with fractions,

decimals and percentages
MA4-5NA

Cross Curriculum themes & General capabilities Numeracy

Critical and creative thinking - applying
knowledge in real life context and making
conclusions after analysing data. Creating a
problem or a poster.
ICT
Literacy
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

22
How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element
1.1,1.2, 1.3, This lesson integrates all knowledge from Lesson 1 and 2 by applying to a real life problem.
1.4,1.6 The lesson is the only group lesson so students can apply their knowledge in a fun activity.
2.2 and 2.3 The activity is highly engaging and uses ICT. It is socially supported through group work.
The initial inquiry based starter activity is also very engaging and sets the scene.
3.1, 3.3, 3.4, Background knowledge and integration from lesson 1 and 2. All elements provide for
3.5 inclusivity through group work and creation of their individual assignment task. Connections
to real life are present in this lesson.

23
 Time Teaching and learning actions Organisation Centred
T/S
Intro At the beginning of the lesson teacher states Teacher: Sets the task. S
that we are going to have some fun in this Student: Sit in groups and discuss,
0-10 min lesson and will integrate the knowledge we create, think deeply
have gathered in the last few lessons to
solve a problem and to create something Resources: Whiteboard/smartboard
involving percentages. Students to forms
groups of 5. Teacher asks students to line
up in order of height and then teacher
assigns numbers for each group 1 to 5.
Students seat according to number.

Starter activity: Inquiry based learning.

Groups consider the problem (see
resources) and come up with ideas. Create
an equation to generalize problem.
Body Introduces today’s activity, and suggests Teacher: Provides assistance to all S
groups as required. Guides lesson.
11-50
using excel to do the calculations. A laptop
is given to each group. Teacher hands out Student: Groups problem solve and
project worksheets. Also ask them to do the use ICT. Create presentation.
graphing in excel using a pie chart,
Resources: Laptop per group, excel,
histogram. (Knowledge of graphs is whiteboard, computer for projection
assumed). Assigns one person to be the of presentation.
spokesperson from each group to present
their conclusions. Then moves around
classroom to note each group’s progress and
that if they need any help. Every 10 minutes
remind students how much time they have
left. Monitors progress of each group.
Invites each groups’ spokesperson to come
to the front of the class and present their
conclusions.

50-55 min Discuss assignment: Design a poster/

application (eg GST calculator) showing the
use of percentage in real life. For example a
clothing store trying to sell its clothes for
discounted prices. Try to incorporate as
many references to percentages, fractions
and decimals. Hint: Use graphs also. Be as
artistic as you want. You can make an APP,
powerpoint, cardboard.

24
Conclusion We have covered percentages and how to Teacher: Summarises work T
calculate them from first principles and how Student: actively listens
to use shortcuts. We have covered 1) Find
Part questions and 2) Find percent. Our next Resources: none
topic will be questions involving calculating
the whole or 100% when given an amount
and what percentage it is.

Remember percentage means per 100.

Teacher looks forward to seeing everyone’s

assignment on percentages in real life.

25
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Solves problems involving Problem given to groups to solve and individual
use of percentages assignment to create real life application or percentage
in real life poster

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards
1.1, 1.2
2.2
3.3 and 3.5
4.1

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?

none

26
References (In APA)

The biggest loser, Mathalicious website: http://www.mathalicious.com/lessons/the-

biggest-loser

40% of 70 = 70% of 40 lesson/percentages , STEM learning website:

https://www.stem.org.uk/elibrary/resource/34090

Resources Attached:

Starter activity:

Something Interesting:

Can you see the pattern? Is this pattern true for all situations? Can you create a
formula for this?

27
THE BIGGEST LOSER – PERCENTAGE PROBLEM

28
SOLUTIONS – BIGGEST LOSER PERCENTAGE PROBLEM

29
 Lesson Plan Justification

Lesson Plans contain four elements, Students Outcomes (The why), Content (The
what), strategies/Method (The How) and Resources (The What With). Three lessons
are presented in this assignment, containing all the above elements, on the topic of
percentages NESA syllabus outcome MA4-5NA - Operates with fractions, decimals
and percentages. The class is of mixed ability so a focus on scaffolding and also
monitoring of individual students via questioning is required. Tasks would be
differentiated at the assessment level. Group work will also provide peer tutoring for
students who are having difficulty with main problem solving task in lesson 3.
Collaborative learning supports each students cognitive abilities and interpersonal
efforts in achieving the set task (Loreman, Deppler and Harvey, 2011)

Three different problem structures among percentages are identified in Baratta, Price,
Stacey, Steinle and Gvozdenko (2010) ‘Find-part’, ‘find-percent’ and ‘find-whole’.
This author describes how many students who are reliant on formulas are often only
able to carry out ‘Find-part’ problems. The first two types of problems are developed
in the three lesson plans and the third type would be studied in further lessons of this
unit.

The first of the three lessons is conceptually focused and constructivist/relational and
uses a first principles approach designed by Lovit and Clarke (1988). This lesson is
the first encounter of students with percentages. The technique uses a visual, pattern
method of calculating percentages which can be utilised if the formula or more
procedural way is forgotten by the student and will provide a conceptual knowledge
so all percentage style problems can be attempted. The first lesson is something that a
student will find easier to remember. Lesson designed through this method employs
Vygotsky’s Zone of Proximal Development as they increase in level of difficulty very
gradually, an excellent strategy to develop new learning through scaffolding
(Vygotsky, 1978). The activity is graded and scaffolded so that the student can extend
the concept to any question. The scaffolding works well with a mixed ability group.

30
An example is displayed on the board and then each students follow the same method
in a worksheet question. The teacher moves around the class and provides one on one
help to each of student which works well in a mixed ability group. The teacher also
occasionally asks questions during delivering the content while presenting examples,
to make sure the concept has been understood by all students.

The second lesson is a skill based lesson and relies on an instrumental approach.
It uses a skills based lesson structure and develops concepts of percentages via
explaining “percent meaning per hundred” and using fractions to calculate
percentages as opposed to the first principle percentage approach of Lesson 1. The
student should see that there are different ways to calculate a percent. The use of
Lesson 1 and 2 considered together however aim at increasing students’ relational
understanding of percentage which stays with student for a long time, as opposed to
purely instrumental understanding which is short term (Skemp, 2006). By repeating
similar examples times and then asking students to complete the questions on their
own the teacher build each students’ skill bank. Each slightly harder problem is
delivered in the same manner to increase learning. The students, once fluent in the
concept and skill, are free to form their own algorithms. Homework in first lesson is
kept to a minimum and with each lesson is increases as percentage skills are
developed.

The starter activities for both lesson 1 and 2 is revision of some previously acquired
knowledge, which was covered in a previous lesson for this unit, and students should
be familiar with and will feel comfortable completing the activity. This will increase
students’ confidence in preparing for the new material that will be presented on
percentages. (Ley, 2014) suggested the use of five focus questions concept which not
only acts as a revision for other units but also helps in student motivation when they
are able to achieve doing the questions. Another important aspect of the ‘5 Focus
Questions’ is that the students are directed not to skip questions, rather ask for
teacher’s help if they are stuck. The teacher also provides them positive feedback after
completion of the activity which leads to increased learning and skill development.

31
The third lesson is a group based formative assessment task which integrates all the
understanding of percentages provided in lesson 1 and 2 to a real life problem which
most students would have encountered. It is a problem solving task and involves
numerous percentage calculations. The use of Excel (ICT) at this point helps students
with these calculations and provides understanding of how to use a very useful
industry standard software. The starter activity is for this lesson is not the Five
question quiz but an inquiry based learning exercise which sets the scene for a very
engaging lesson. The lesson takes the form of a constructivist approach to learning by
making connections of what they have learnt in Lesson 1 and 2 to a real world
problem. Group work provides for inclusivity and the final assignment of creating a
poster or application works well with a mixed ability group. Assessment will be
differentiated depending on the ability of each student.

The 3 lessons structure is well developed and follows BLOOMS TAXONOMY. The
first lesson starts off with providing understanding of the concept of percentages, the
second lesson focuses on applying methods to calculate percentages and increasing
skills and the last lesson involves problem solving, analysing and creating work on
percentages.

Both evidence of the Australian Professional Standards for Teachers (AITSL, 2011)
and Quality teacher elements have has been incorporated in the lesson plan as a means
of quality controlling them.

Other strategies which have been employed during the lesson planning were to use
questions and verbalizing of the problems. The teacher moving around in class to
monitor progress and replying to students’ queries to make sure all students get
individual attention and that equity is maintained throughout each lesson.

32
 References
ACARA (2012), National Assessment Program - Naplan exams 2011, Year 7 and 9.

AITSL (2011), Australian Professional Standards for Teachers, ACARA

Baratta W & Price B & Stacey K & Steinle, V & Gvozdenko E (2010), Percentages:
The Effect of Problem Structure, Number Complexity and Calculation Format in L.
Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematics education:
Proceedings of the 33rd annual conference of the Mathematics Education Research
Group of Australasia. Fremantle: MERGA.

Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics:
Research and practice for the 21st century. Crows Nest, N.S.W.: Allen & Unwin.

Ley, J. (2014), Too much content too little time. Reflections 39(1), Oxford University
Press, Sydney

Loreman, T., Deppeler, J., & Harvey, D. (2011). Inclusive education: Supporting
diversity in the classroom (2nd ed.). Crows Nest, Australia: Allen & Unwin. 
Murphy, K. (2012).

Lovitt, C., & Clarke, D. (1988). First principles Percentage in The Mathematics
Curriculum and Teaching Program: Professional development package. Activity bank.
(Vol 1). Woden, A.C.T Curriculum Development Centre.

NESA, 2017, Mathematics K-10 Syllabus, NSW Syllabus for the Australian
Curriculum.

SKEMP, R. (2006). Relational Understanding and Instrumental understanding.

33
Mathematics Teaching in the Middle School, 12(2), 88-95. Retrieved from
http://www.jstor.org.ezproxy.uws.edu.au/stable/41182357

Vygotsky, V. (1978). Mind in society. Boston, MA: Harvard University Press.

34