Name: Kiaha Moh & Victoriano Paquiul

Date: April 2nd, 2023

Subject: Mathematics
Topic: Arithmetic Operations
Sub-topic: Conversion of decimals, percentage and fractions
Time: 9:15-10:05 (50 minutes)
Reference – Mathematics a complete course with CXC Questions volume 1 by Raymond Toolsie.
- "Arithmetic for the Practical Man" by J.E. Thompson: This classic reference book has
been helping students master arithmetic operations for over 50 years. It provides clear
explanations, examples, and practice problems for all the essential arithmetic concepts,
including fractions, decimals, and percentages. page 1 to 20.
Previous Knowledge: Four basic arithmetic operations
Objectives: After the presentation of the lesson, students will be able to:
1. Solve problems using a combination of either of the four basic arithmetic operations with at
least 70% accuracy.
2. Convert fractions to decimals with at least 70% accuracy.
3. Convert fractions to percentages with at least 70% accuracy.
4. Convert percentages to decimals and vice versa with at least 70% accuracy.

5. Complete a worksheet given using only a basic calculator.

Content Standard:
Content Standard No. 6 Perform computations using the order of arithmetic operations
involving whole numbers, fractions, mixed numbers, and decimals; and understand the concept
of percentage, convert fractions to decimals and percentages and vice-versa and use to solve
word problems.
Learning Outcomes:
6.4 Perform basic and mixed arithmetic operations involving decimals.
6.6 Convert fractions to decimal, fractions to percentages, percentages to decimals and vice
versa.
Concepts:

Convert fractions to decimal.

Dividing the numerator by the denominator is all that is required to convert a fraction to a
decimal.
30
-Convert 50
to a decimal.

To start with, we could do with simplifying this down. The easiest way is to remove the zeroes
3 30
from the end of the numerator and denominator, seeing as 5
is equivalent to 50
.

Now that we have a simpler fraction to work with, we can start by working out 1 ÷ 5, which
gives us 0. 2.
3
Seeing as we’re working out 5
, we need to answer 0. 2 × 3 = 0. 6.

30
Our final answer is that 50
as a decimal is 0. 6.

Convert fractions to percentages.

To change a fraction to a percentage, you can divide the numerator by the denominator then
multiply the result by 100. Alternatively, you can multiply the numerator by 100 first then divide
the result by the denominator of the fraction.

3
To convert 8
to a percentage, divide 3 by 8 and then multiply by 100

3 ÷ 8 = 0∙375

0∙375 𝑥 100 = 37∙5

3
8
is 37. 5%

Convert percentages to decimals and vice versa.

To change a percent to a decimal we divide by 100. This is the same as moving the decimal
point two places to the left.

For example, 15% is equivalent to the decimal 0. 15. Notice that dividing by 100 moves the
decimal point two places to the left.
To convert a decimal to a percentage, multiply by 100 (just move the decimal point 2 places to
the right). For example, 0. 065 = 6. 5% and 3. 75 = 375%.

Skills:
1. Connect skills learnt from arithmetic operations to perform conversion.
2. Interpret method of conversion of decimals, fractions and percentages.
3. Perform conversion of decimals, fractions and percentages.
Attitudes:
1. Appreciates the importance of conversion to and from decimals, percentages and
fraction.
2. Participates in class sessions by asking questions to ensure learning is occurring.
Materials: Textbook, pen, pencils, ruler, calculator, bingo cards
Linkages: State the area of study and the related sub-topic.
For example: Math (Bar Graphs); Science (Living Things)
Note: These linkages should be evident within the lesson development and
should be illustrated in the graphic organizer and unit of work.
Introduction: Students will be given a bingo card each with the answers to the operations the
teacher will call out. These operations include multiplication, addition, subtraction and division
problems. After a student call bingo, the delivery of the lesson will begin.
Development:
1. Teacher will explain the importance of knowing how to convert fractions to decimals,
fractions to percentages, percentages to decimals and vice versa.
2. Teacher will present a couple examples on how to convert.
3. After introducing the subject and establishing a specific learning goal, the teacher will
explicitly teach the concepts that the students need to learn by utilizing the Direct
Instruction teaching strategy.
4. After the new material is introduced, the teacher will then work with the students through guided
practice enabling them to put what they have learned into practice.
5. For practice, the teacher will divide the class into pairs so that the students can interact and
support one another.
6. The instructor will visit each group and address issues as they come up in order to provide
more assistance.
Closure: The teacher will then ask two pairs to come to the front of the class to solve a problem
each.
Conclusion: A worksheet with 5 problems each will be given to each student. After completing
this worksheet, it will be checked immediately to ensure 70% accuracy.
Extended Activity: Students will be given homework from a page of the textbook to work on.
Lesson Reflection: In this lesson, we have covered several important concepts related to
arithmetic operations involving whole numbers, fractions, mixed numbers, and decimals. We
have also learned about percentages, how to convert fractions to decimals and percentages,
and how to use these concepts to solve word problems. The students participated well and they
found this topic interesting. I did my best in explaining the topic and throughout the session I
provided them with all the examples.
One of the key takeaways from this lesson is the importance of understanding the order of
operations in arithmetic. We have learned that it is essential to follow the correct order of
operations when performing calculations involving multiple operations such as addition,
subtraction, multiplication, and division. Failure to follow the correct order of operations can
lead to incorrect results.
Another important concept we have learned is the conversion between fractions, decimals, and
percentages. We have learned that fractions can be converted to decimals by dividing the
numerator by the denominator, and percentages can be calculated by multiplying the decimal
by 100. We have also learned that decimals can be converted to fractions by identifying the
place value of the decimal and expressing it as a fraction with the appropriate denominator.
The ability to use these concepts to solve word problems is also an essential skill that we have
learned in this lesson. We have practiced solving real-world problems using arithmetic
operations involving fractions, decimals, and percentages. These problems have helped us to
see how these concepts are used in everyday life and to understand their practical applications.
Overall, this lesson has provided a solid foundation in arithmetic operations involving whole
numbers, fractions, mixed numbers, and decimals, as well as an understanding of percentages
and their applications. The ability to convert between these different forms and use them to
solve problems is an important skill that will be useful in many areas of life.
Worksheet: here are five multiple-choice questions that cover the topics.
Instruction: solve the following Arithmetic Operations.
 1. What is the value of the expression 5 + 3 × 4 - 2 ÷ 2?
A. 10
B. 12
C. 13
D. 15
2. What is 0.5 as a fraction in simplest form?
A. 1/2
B. 2/3
C. 3/4
D. 4/5
3. What is 75% as a decimal?
A. 0.0075
B. 0.075
C. 0.75
D. 7.5
4. A recipe calls for 1 and 1/2 cups of flour. If you want to make half the recipe, how many
cups of flour do you need?
A. 1/2 cup
B. 3/4 cup
C. 1 and 1/4 cups
D. 1 and 1/2 cups
5. If a rectangle has a length of 6 cm and a width of 4 cm, what is the area of the rectangle
in square centimeters?
A. 10 cm²
B. 16 cm²
C. 20 cm²
D. 24 cm²
Answers:
1. B
2. A
3. B
4. B
5. D