Year 6 Week 10 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Year 6 Week 10 Lesson 1
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Add unit fractions with Add fractions with like fraction; equivalent; N6.5F Add and subtract fractions with different denominators
different denominators denominators and find numerator; denominator and mixed numbers, simplifying and using equivalent fractions
equivalent fractions as needed
Teaching Summary
Starter
Find equivalent fractions
1 1 1
Split the class into three equal-sized groups. Ask one group to write on their whiteboards, the next group to write and the final group to write . Students
3 4 5
work in pairs. Give them five minutes to write as many equivalent fractions to the fraction on their whiteboards as they can. Keep their sets of equivalent fractions
for the main part of the lesson.
Main Teaching
1 1
• Write + on the whiteboard. Remind students that, in order to add pairs of fractions like these, we need to write them as fractions with the same
3 6
1
denominator. Ask the group who, in the starter, wrote fractions equivalent to to help the rest of the class. Ask: How many sixths are the same as one-
3
2 1 3 1
third? Refer to a fraction strip. Rewrite the addition as + and agree that the answer is . Ask: How can we write this more simply? ( )
6 6 6 2
1 1 1 1 1 1
• Repeat with + and + , asking the relevant groups of students to help to add these. Write + on the whiteboard. Say: This time we cannot write
4 8 5 10 3 4
one fraction to be the same sort as the other. Ask students to discuss, in pairs, what we could do. Say: We need to write both one-third and one-quarter as
the same sort of fraction. What might that be? What sort of fraction is on the lists of both the thirds and quarters groups? (Twelfths)
1
• Change the fraction strip so it now shows three strips: thirds, quarters and twelfths. Look to see how many twelfths is equivalent to. Ask: How many
3
4 3
twelfths is one-quarter equivalent to? Together rewrite the addition as + . Say: Now it is straightforward!
12 12
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1 4 1 3 7
• Draw the fraction wall on the whiteboard. Circle and in one colour and and in another colour to confirm the equivalence. Confirm the total as
3 12 4 12 12
and write the additions one above the other:
1 1 1 1
• Write + on the whiteboard. Ask students to discuss what fraction we can use to rewrite and . Take feedback and ask those who wrote equivalent
4 5 4 5
1 1 1 1
fractions of to say how many twentieths are the same as and those who wrote equivalent fractions of to say how many twentieths are the same as
4 4 5 5
5 4
. Rewrite the addition as + underneath the first addition. Explain: When we turn a fraction into twentieths, whatever we need to multiply the
20 20
denominator by to get twenty, we must do the same to the numerator. For one-quarter, we multiply both one and four by five to give five-twentieths. For one-
fifth, we multiply both one and five by four to give four-twentieths.
1 1
• Write + on the whiteboard. Ask students to discuss, in pairs, what fraction we could rewrite these as in order to add them. Explain: This time we have
6 9
no lists to help us! Take feedback and explain that we are looking for the smallest multiple of both 6 and 9. This is 18. Explain: We can multiply six by three
to get eighteen. So we must multiply the numerator by the same thing.
• Ask students to convert both fractions to eighteenths, being careful to multiply both numerator and denominator by the same number. Rewrite the addition as
3 2 5
+ and agree that the answer is .
18 18 18
• Discuss how we can use our knowledge of equivalent fractions to rewrite the pair of fractions as fractions from the same family, then the addition is
straightforward. The important part is finding the key equivalent fraction.
Key Questions
• What do we need to do before we can add this pair of fractions?
• What fraction shall we write both fractions as so that we can add them together?
• What sort of fraction is on the lists written by both the thirds and quarters groups? What sort of fraction is on the lists written by both the quarters and fifths
groups?
Watch out for
1 1 2
• Students who add the denominators as well as the numerators, such as thinking that + =
3 4 7
• Students who are not fluent in rewriting fractions as equivalent fractions
Main Activity
Core
Adding unit fractions
Students take it in turns to roll a 1–6 dice twice to generate the denominators of two unit fractions that they will add together. For example: They roll 4 and 6, so
1 1
write + . If they roll a 1, they must roll again. If they roll the same number twice, they must also roll again. They write both fractions as the same sort of fraction
4 6
(with the same denominator) then add the pair, simplifying the answer where possible. They work out at least ten additions of fractions.
Work with a group and play the game as group, helping students to write equivalent fractions where necessary.
Assessment Focus
• Can students use equivalence to add pairs of unit fractions with different denominators?
Support
Y6 TB1 p83 Addition and subtraction of fractions
Linked Resources: Y6 TB1 Answers p78-87
Extend
Adding unit fractions
Students take it in turns to roll a 0–9 dice twice to generate the denominators of two unit fractions that they will add together. For example: They roll 4 and 8, so
1 1
write + . If they roll a 0 or a 1, they must roll again. If they roll the same number twice, they must also roll again. They write both fractions as the same sort of
4 8
fraction (with the same denominator) then add the pair, simplifying the answer where possible. They work out at least ten additions of fractions.
Further Support
Use fraction walls (RS 901 Fraction wall (1 to fourteenths)) to help students to see the equivalence. Also ask students to colour in sections of pizzas (RS 547
Pizza fractions) and then cut the pizzas into smaller slices, such as thirds into sixths to add to halves which can also be sixths.
Plenary
1 1 1 1 1 1
Write the following fraction additions on the whiteboard: + , + , + . Ask students to discuss, in pairs, which they think will have an answer of less than
4 6 3 4 5 6
1 1 1 1 1 1
, which they think will have an answer more than and why. Take feedback. Agree that two-quarters make one-half and, as is less than , + will be
2 2 6 4 4 6
1 1 1 1 1 1 1 1 1 1 1 1
less than . Both and are less than , so + must be less than . However, is more than so + must be more than . Split the class in to
2 5 6 4 5 6 2 3 4 3 4 2
5 1 6 1 7
three equal-sized groups and ask each group to solve one addition. Agree that the three answers are: (less than as is equivalent to ); (greater
12 2 12 2 12
1 11 1 15 1
than ); (less than as is equivalent to ). Write the equivalent calculation next to each addition and then write the answer.
2 30 2 30 2

Resources
Physical Resources Photocopiable Resources
• 1–6 dice • RS 547 Pizza fractions
• 1–9 dice • RS 901 Fraction wall (1 to fourteenths)
• Fraction strip • Y6 TB1 Answers p78-87
• Scissors
• Whiteboards
• Y6 TB1

Add unit fractions with Add fractions with like fraction; equivalent; N6.5F Add and subtract fractions with different denominators
different denominators denominators and find numerator; denominator and mixed numbers, simplifying and using equivalent fractions
including mixed numbers equivalent fractions as needed
Teaching Summary
Starter
Identify equivalent fractions
1 10 1 4 1 3 3 2 16 15 3 2 3 2 9 6 1 6 2
Write the following fractions on the whiteboard: , , , , , , , , , , , , , , , , , , . Ask students to work in pairs to find as
3 15 4 5 2 8 4 10 20 20 9 3 12 5 24 12 5 15 16
many pairs of equivalent fractions as they can. Did anyone find all 10?
Teaching
• Say: Giovanni the Italian giant loves pizza. For breakfast, he ate one and a half tomato and mozzarella pizzas and two and one-third egg and spinach
1 1
pizzas. How many pizzas did he eat? Explain that to find out, we add the whole pizzas (1 + 2), then add the fractions ( + ).
2 3
• Ask students to work in pairs to find the total number of pizzas that Giovanni ate. Remind them that they need to change the half and the third into the same
1 1
type of slice or fraction. Point at the two denominators. What number is a multiple of 2 and 3? (6) Ask students to change both and into sixths, then to
2 3
add the fractions.
5
• Agree that the total number of sixths and the amount of pizza is 3 pizzas.
6
• Say: For lunch, Giovanni ate three and a half cheese, tomato and salami pizzas and two and one-fifth seafood pizzas. Draw five whole pizzas and two
leftovers: a half and one-quarter. Ask: How can we add these?
• Remind students to add the whole pizzas first (3 + 2 = 5), then to add the fractions. Point at the denominators (2 and 5). Ask: What number is a common
multiple of both 2 and 5? (10)
5 2 7
• Students work in pairs to find the total amount of the fractional parts of the pizza. ( + = )
10 10 10
• Show the equivalent number of tenths so that students can check their answers.
• Draw on the whiteboard six whole pizzas and two leftovers: one-quarter and one-third. Say: For dinner, Giovanni ate four and one-quarter cheese and
mozzarella pizzas, and two and one-third ham and pineapple pizzas.

• Again ask students to find the total number of pizzas.
• Take feedback.
Key Questions
1 1
• How can we add and ?
3 2
1 1
• What fractions shall we rewrite and as so that we can add them?
2 5
1 1
• What fractions shall we rewrite and as so that we can add them?
4 3
Watch out for
1 1 2
• Students who add the denominators and well as the numerators, such as thinking that + =
3 4 7
• Students who are not fluent in rewriting fractions as equivalent fractions
• Students who are not able to find common multiples
Main Activity
Core
Adding fractions
Students start with question 5 on GP 6.10.2 and do as many of the questions as they can to practise adding fractions with different denominators.
Support
Adding fractions
Students do as many questions as they can on GP 6.10.2 to practise adding fractions with different denominators.
Extend
Adding fractions
Say: Giovanniʼs daughter Maria also loves pizza. For breakfast, she ate two-thirds of a tomato and mozzarella pizza and half of an egg and spinach pizza. Draw
the two pizzas on a flip chart and shade the amount of each that was eaten. Say: We are going to find out how much she ate. Discuss how these fractions might
be added and agree that we could rewrite them both as sixths. Ask: How many sixths is the same as one-third? So how many sixths are the same as two-thirds?
4 3 7 1
Rewrite the addition as + and annotate the pizza sketches to show sixths. Agree that the total is , so 1 .
6 6 6 6

3 2 2 3
Repeat with the following pairs of pizzas: cheese, tomato and salami pizzas and seafood pizzas; 1 cheese and mozzarella pizzas and 2 ham and
4 3 3 5
pineapple pizzas.
5 3 2 3
Give students similar pairs of fractions to add, such as + ,3 +1 .
6 4 5 4
Assessment Focus
• Can students add pairs of non-unit fractions with different denominators?
• Can students add mixed numbers where the fractions are non-unit fractions with different denominators?
Further Support
Use fraction walls (RS 901 Fraction wall (1 to fourteenths)) to help students to see the equivalence. Also ask students to colour pizzas (RS 547 Pizza fractions)
and then cut the pizzas into smaller slices. For example: thirds into sixths to add to halves, which can also be sixths.
Plenary
1 2
Explain that all left over from two pizzas is
and . Ask students to discuss how they could add these to find how much pizza was left over in total. Agree that
2 3
3 4 7 1 1 3 3 2
these can be written as and to give , so 1 , so just over one pizza is left. Repeat with and left over and with and left over.
6 6 6 6 2 4 4 3
Resources
• Flip chart • GP 6.10.2
• RS 547 Pizza fractions
• RS 901 Fraction wall (1 to fourteenths)

Subtract unit fractions with Subtract fractions with like fraction; equivalent; N6.5F Add and subtract fractions with different denominators
different denominators denominators and find numerator; denominator; and mixed numbers, simplifying and using equivalent fractions
including mixed numbers equivalent fractions minus as needed
Teaching Summary
Starter
Equivalent fractions and decimals
Make a 0–1 number line with various fractions displayed above the number line and corresponding decimals displayed below the line. For some of these, replace
either the decimal or the fraction with a question mark. Point to each question mark and ask students what fraction or decimal is hidden beneath. Write in the
correct fractions and decimals. Ask pairs to draw their own 0–1 line on a sheet of A3 paper and to mark and label as many fractions and decimals on it as they
can.
Main Teaching
1 1 1 1 1 1 1 1
• Write the following subtractions on the whiteboard: – , – , – , – . Ask students to discuss how they think these could be worked out.
2 4 3 6 2 3 3 5
• Take feedback and discuss how these can be written just like the additions we wrote yesterday. Say: We will need to change the fractions so that they are
both the same sort of ‘pizza-slice’, that is that the denominators are the same.
1 1 2 1
• Point to the first subtraction: – . Say: This one is straightforward! How many quarters are there in a half? Rewrite the subtraction as – and solve it.
2 4 4 4
Short Task
Ask students to rewrite the second subtraction on the whiteboard, which is also straightforward, as we know how many sixths one-third is. They should work out
the answer.
Teaching
1 1
Take feedback, then demonstrate how we can solve – by changing both into sixths. Agree that this one was also straightforward.
2 3
Short Task
Ask students to rewrite the last subtraction, using the fact that we can change both thirds and fifths into a common multiple (fifteenths). They should work out the
answer.
Teaching
• Say: Giovanni the pizza-eating giant is back! Today he is going to eat the pizzas that he has left in the fridge. He has three and a half tomato and mozzarella

pizzas and he eats two and one-quarter of them. How much pizza is left? Ask students to discuss, in pairs, how much pizza will be left.
• Take feedback and agree that we can subtract the whole pizzas first: 3 – 2 = 1. Then agree that we can use the first subtraction of the lesson to help us
subtract the fractions. There will be one whole pizza and one-quarter of a pizza left.
• Say: Giovanni has three and one-third tomato cheese and salami pizzas. He eats two and one-quarter pizzas. Ask students, in pairs, to work out how much
pizza is left.
• Take feedback. Ask: How many twelfths are the same as one-quarter?
• Say: Giovanni has four and one-quarter ham and pineapple pizzas. He eats three and one-sixth of a pizza. Ask students to work in pairs to work out how
much pizza will be left.
1 2
• Discuss that three whole pizzas have been eaten as well as or (2 slices) from the quarter pizza.
6 12
Checkpoint
Use the following questions to assess understanding of the following outcomes. You can use them in this lesson or at another time in the day that suits you.
• Use equivalence to add and subtract proper fractions and mixed numbers with related or unrelated denominators, and spot and test a rule
Ask the students:
1) Solve these calculations:
2 3 ❑ 9 3 5 1 ❑ (1 2 ) 3 1 ❑ (1 11 ) 3 1 ❑ (1 1 )
a) + = ( or ) b) 1 + = ⬜ c) 1 + = ⬜ d) 2 + = ⬜
5 15 ❑ 15 5 9 3 ❑ 9 4 6 ❑ 12 5 2 ❑ 10
1 1 1 1 7 1 1 1 9 3
2) True or false? Adding to two other fractions always gives an answer greater than 1. (False. For example: + + = and + + = or
2 2 4 8 8 2 6 12 12 4
1
3) Subtracting one fraction from another fraction with a different denominator leaves . What could the two fractions be? Find two possible answers. (For
3
1 1 5 1
example: and or and .)
2 6 6 12
Main Activity
Core
Subtracting fractions
1 1 1 1 1 1 1 1
Students work in pairs to solve the following subtractions: – , – , – , – . What do they notice about the answers? Can they predict the next
2 3 2 5 2 7 2 9
answer? Does this work for any pair of unit fractions?
Assessment Focus
• Can students subtract unit fractions?
• Can students spot a pattern and test out a rule?
Support
1 1 1 1 1 1 1 1
Students work in pairs to solve the following subtractions: – , – , – , – . What do they notice about the answers? Can they predict the next
2 3 2 5 2 7 2 9
answer? Does this work for any pair of unit fractions?
Students use RS 910 Fraction strip trios of trios of fractions strips to help.
Assessment Focus
Extend
1 1 1 1 1 1 1 1
Students work in pairs to solve: – , – , – , – . What do they notice about the answers? Can they predict the next answer? Does this work for any
2 3 2 5 2 7 2 9
pair of unit fractions?
1 1 1 1 1 1 1 1
Students also try to solve the following subtractions: – , – , – , – . What happens if the denominator of the second fraction is a multiple of 3?
3 4 3 5 3 7 3 8
Assessment Focus
Further Support
Students can use strips of equivalent fractions (RS 910 Fraction strip trios) to help them. They fold and colour the strips to show equivalent fractions. For example:
The strip folded in half can be folded again into three and then, when it is opened out, sixths are showing.

Plenary
Ask pairs to share what they found, including some of their really difficult subtractions. Model collecting and listing the results of investigation in a systematic way
so that students can clearly see the patterns and rules. For example:
Students may have found that the answerʼs numerator is the difference between the two denominators and that the new denominator is the product of the two
1 1 3 1 1
original denominators, such as – = . Does the rule work for fractions where one denominator is a multiple of the other, such as – ? If we followed the
2 5 10 2 8
6 3
rule, the answer would be , which we can simplify to . Agree that the rule does work, but that we would normally write both fractions as the one with the
16 8
bigger denominator, not the product of the denominator.
Resources
• A3 paper • RS 910 Fraction strip trios
• 0–1 number line of fractions and decimals

Use mental strategies to find Know that 1% is equivalent to fraction; percentage; double N6.6A Recognise the per cent symbol (%), and understand
simple percentages of 1 1 that per cent relates to ‘number of parts per hundred’, and write
amounts , 10% is equivalent to percentages as a fraction with denominator 100, and as a
100 10
decimal
1
and 50% is equivalent to N6.6B Identify, name and write common equivalent fractions,
2
1 1 3
including , and with denominators 10 and 100; write
2 4 4
these as decimals and percentages
1
N6.6C Recall and use equivalences between and 25% and
4
1
and 50% to find percentages of quantities
2
N6.7B Calculate percentages to solve problems and use
percentages for comparison
Teaching Summary
Starter
Equivalent fractions and percentages
1
Show the blank 100-square. Shade one square. Ask: What fraction of the whole square is this? ( ) Ask: What is this as a percentage? Repeat with one whole
100
1 3
row, two whole rows, then three, four and five whole rows. Repeat with and then of the squares. Students respond by agreeing an answer with their partner.
4 4
One student writes the fraction in its simplest form and the other student writes the percentage. Each time, discuss the fraction and percentages so that students
can check.
Students swap roles. Now ask them to look at the same fractions but in different ways. For example: highlight every other row to show 50%.

Main Teaching
• Write up the following survey results on the whiteboard, leaving the right-hand column blank for students to fill in.
• Explain that 240 people were asked what they did to help the environment. Say: We are going to find the different percentages of two hundred and forty to
find how many people said they did each thing. Discuss which percentage might be the easiest to work out first. Agree that 10% would be quite
1 1
straightforward, as this is the same as finding . Ask students what of 240 is.
10 10
• Discuss what other percentages we can now find out. For example: 5% can be found by halving 10% and 20% can be found by doubling 10%. We can also
find 90% by subtracting 10% from 100%. Ask students to work these out and to come up to the whiteboard to fill in the right-hand column.
• Ask students how they might work out 80%. Take feedback, including doubling 10% three times (20% or 48, 40% or 96 and 80% or 192), working out 8 ×
10% (8 × 24) or subtracting 20% from 100%. Students choose their preferred method and work out the answer. Compare answers.
Short Task
Students work in groups of three. They find 25%, 50% and 75% of 240. One student finds 50%, the second student then uses this to find 25% and the third
student uses the first two answers to find 75%.

Teaching
• Agree the answers.
• Next, generate five multiples of 10 between 100 and 1000 and write them on the whiteboard.
Short Task
Students work in groups of three. They first choose one of the five numbers on the whiteboard. One student finds 10%; the second student uses this to find 20%
of the number and the third student uses it to find 5% of the number.
Teaching
Agree the answers for each number.
Key Questions
• How can we find 10% of an amount?
• What other amounts can we easily find if we know 10%?
• How can we find 25%?
Watch out for
1 1 1
• Students who know that 10% is and so think that 15% is , 20% is and so on
10 15 20
• Students who do not make the link between 10% and other related percentages, such as 20% (by doubling 10%) and 5% (by halving 10%)
• Students who have weak doubling and/or halving skills
Main Activity
Core
Y6 TB1 p86 Fractions and percentages
Support
Finding percentages of amounts
Give students a copy of RS 911 Percentage number lines, preferably on A3 paper. On the first line, they write 0 above 0% on the left and 480 above 100% on the
right. Ask: If 100% is 480, what is 50%? Students should write 240 above 50% on the line. Ask: And 10%? Students should write 48 above 10%, then use this to
work out 20%, 30%, 40% and then 50%, checking that they get the same answer as they got before. Ask them to write amounts above as many other
percentages as they can.
On the second number line, ask students to write 0 above 0% and 220 above 100%. In pairs, they work out as many percentages of 220 as they can.
Take feedback and share answers and strategies for finding them.
Assessment Focus
• Can students use the fraction equivalents to help them find simple percentages of amounts?
Extend
Further Support
Help students to label corresponding fractions on a percentages line (RS 911 Percentage number lines) in order for them to see which fractions are equivalent to
percentages and then use these to find percentages of amounts.
Plenary
Shuffle a set of number cards made from RS 913 Selection of 3-digit number cards. Give out five cards, giving one card to each of five students. They each find
10% of their number and tell the class their answer. The rest of the class uses this to guess the number on their card. The student turns over their card for the
class to see if they were right.
Give the other five cards to five other students and ask them to find 25% of their number. The rest of the class guesses as before and they reveal their cards so
that the other students can check.
Additional Activity
Students can have a go at the additional activity Would you Rather? from the NRICH website.
Would you rather: Have 10% of £5 or 75% of 80p? Be given 60% of 2 pizzas or 26% of 5 pizzas?
Linked with kind permission of NRICH, nrich.maths.org
Resources
• A3 paper • RS 911 Percentage number lines
• Blank 100-square • RS 913 Selection of 3-digit number cards
• Y6 TB1 • Y6 TB1 Answers p78-87

Use mental strategies to find Know that % is equivalent to fraction; percentage; reduce; N6.2D Estimate the answer to a money calculation
simple percentages of 1 1 discount; divide N6.3D Estimate the answer to a multiplication involving a 1 or 2
amounts, including money , 50% is equivalent to
10 2 place decimal and a whole number
1 N6.3E Multiply decimals with 1 or 2 decimal places by whole
and 25% is equivalent to
4 numbers
N6.5L Solve missing number, fraction and decimal problems
N6.6A Recognise the per cent symbol (%),understand that per
cent relates to ‘number of parts per hundred’ and write
percentages as a fraction with denominator 100 and as a
decimal
N6.6D Find percentages (multiples of 5% and 10%) of
quantities in multiples of 5 and 10 only
N6.6E Solve 1- and 2-step problems in contexts, choosing the
appropriate operation, working with numbers and fractions
(with denominators up to and including 10, and 100), decimals
and simple percentages
N6.7B Calculate percentages to solve problems and use
percentages for comparison
G6.1A Solve problems involving money calculations, using all
four operations, including rounding answers to the nearest
integer denomination, and interpreting answers with 1 decimal
place
Teaching Summary
Starter
Tell the time and find a time a given number of minutes later
Show a time on the analogue clock, such as twenty to six. Say that this time is in the evening. Students work in pairs, with one writing the time as it would appear
on a 12-hour digital clock and the other writing it as it would appear on a 24-hour digital clock. They then both write the time half an hour later. Repeat the process
with four different times, such as seventeen minutes to four. Always tell students that the time is in the afternoon or evening. Students then swap roles. Show
another five different times.

Main Teaching
• Write the following prices for different CDs on the whiteboard: £12, £15, £8, £9·50. Say: It’s the sales! Say that Davinder works in a music store and has
been asked to reduce the price of all the CDs by 10%, the posters by 25% and the headphones by 30%. Say: We’re going to help him to work out how much
he has to discount each item by.
1
• Point out that 10% is one-tenth. Say: This is straightforward to work out. Agree that the CD costing £12 will be reduced by £1·20 as of £12 is £1·20.
10
Short Task
Ask students to work out 10% of the prices of the other CDs.
Teaching
• Write the correct discounts on the whiteboard.
• Write the following prices for different music books on the whiteboard: £4·80, £10, £6.40. Say: The posters are being reduced by 25%. How can we find out
1
what amount of money will be taken off each price? Agree that we need to find of each price.
4
Short Task
Students find the amount to be discounted.
Teaching
Write the following prices for different headphones on the whiteboard: £24·50, £12·50. Discuss how we can find 30% of the headphone prices. (Find 10% and
triple to give 30%.)
Short Task
Students work in pairs to agree the amount by which each pair of headphones should be reduced.
Teaching
Write the correct discounts on the whiteboard.
Checkpoint
Use the following questions to assess understanding of the following outcomes. You can use them in this lesson or at another time in the day that suits you.
• Solve problems involving the calculation of percentages and the use of percentages for comparison
• Use knowledge of equivalence between fractions and percentages and mental strategies to solve problems involving the calculation of percentages,
including amounts of money and other measures
Ask the students:
1) What is 75% of £96? (£72)
2) What is 30% of £120? (£36)
3) Which is greater: 60% of 200 kg or 55% of 300 kg? Why? (55% of 300 kg is greater.)
4) Which is greater: 70% of £150 or 25% of £420? Why? (They are both £105.)
5) A book has been reduced by 20%. Its new price is £12. What was its original price? (The original price was £15.)
Main Activity
Core
Find percentages of amounts with money
Ask students to write £25 in the middle of a piece of A3 paper. They find 10% and write this in a bubble connected to £25. They then find 5% and connect this to
10%. They find 50% and connect this to £25, then 25% and connect this to 50%. They find 15% and connect this to £25. Students then use these key
percentages to find as many other percentages of £25 as they can. They connect each percentage that they find to the key percentages that helped them find it.
For example: they might connect 20% to 10% but 35% to 10% and 25%.
Assessment Focus
• Can students use key percentages to find other percentages of amounts of money?
• Are students using their knowledge of equivalent fractions and percentages?
Support
Extend
Further Support
Use equivalent fractions and percentages strips from RS 912 Fraction and percentages equivalence strips to help students to find percentages of amounts of
money.
Plenary
Write 1% of £250 is £2·50 on the whiteboard. Ask students to work out 10%, 50% and 5% of £250. Shuffle a pack of number cards 1–100 (made from RS 2
Number cards 0-20, RS 108 Number cards 21-40, RS 109 Number cards 41-60, RS 110 Number cards 61-80 and RS 111 Number cards 81-100). Take one
number card and challenge students to use the key percentages to find this percentage of £250. For example: choose number card 36 and ask students to find
36% of £250, such as by tripling 10% then adding 5% and adding 1% or by finding 25% then adding 10% then 1%. Repeat this several times.

Resources
• A3 paper • RS 2 Number cards 0-20
• Y6 TB1 • RS 108 Number cards 21-40
• RS 109 Number cards 41-60
• RS 912 Fraction and percentages equivalence strips
• Y6 TB1 Answers p88-98

Year 6 Week 10 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

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Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

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