Lesson Planning Sheet Title: Percentages of an amount Learning Objectives: By the end of the lesson: All students should

d be able to calculate a multiple of ten percent of an amount Most students should be able to calculate integer percentages of an amount Some students should be able to calculate decimal percentages of an amount. Key words: Percentage, Amount, Multiple, Half, Place Value, of Learning Activities Starter/Introduction Students recap using the place value table to multiple and divide amounts by different powers of ten. This concept it vital in calculating a percentage of an amount. The problems provided are intended to challenge the class to not only recap their prior learning but to apply it to solve deeper problems. Students should use mini-whiteboards so that the teacher can assess their ability to multiply and divide by different powers of ten. Development Discuss how 10% is 10/100 which is simplified to 1/10 or 0.1 hence a division of ten can be used to calculate 10%. Simply telling the students this will miss a vital application of the place value table. Once this concept is understood work through the problems on the second slide. Students should be able to use their powers of intuition to calculate 30% and 15% of a number once they have a secure understanding of how to find 10%. The class could work through the remainder of the problems on the second slide on their mini-whiteboards presenting their workings to the teacher for assessment and feedback. The class could work through the questions on the third slide independently when ready. Plenary The plenary activity has been taken from the UK Mathematics 2012 Intermediate Challenge paper. It is intended to assess the students ability to app ly what they have learned to solve a larger problem. The activity may take greater than ten minutes to solve so plenty of time should be provided. Students could work in pairs to aid discussion and provide peer support. Have the students present their workings on mini-whiteboards in order for accurate assessments of progress to be made. Differentiation More able: Students could look at working with percentages involving 0.2 or 0.1 of amounts. Working the problem backwards eg, 20% of 40 = 50% of __ will deepen the students understanding of the method. Less Able Keeping to multiples of ten percent will able the students to consolidate their understanding of what percentage means. Students could use a calculator throughout the lesson to check their solutions so they receive frequent feedback. Some may benefit form having a laminated place value grid to hand to help with dividing by ten. Resources: Mini-Whiteboards Calculors Place Value grid