![]() Copymaster Two (Newspapers Money and Percentages).Copymaster One (Percentage worksheet): This goes over skills from Level 4 and may be used to get students started.Te reo Māori kupu such as ōrau (percent) and whakahekenga ōrau (percentage discount) could be introduced in this unit and used throughout other mathematical learning involving students in financial literacy contexts in which percentages are important, such as saving money or budgeting.sports, shared interests, links to other current curriculum areas) that interest your students ![]() ![]() creating scenarios with contexts (e.g.using the members of the class to create percentage problems.The contexts for activities can be adapted to suit the interests and experiences of your students by: providing access to calculators to allow students to confirm their estimations and experiment with more complex percentages.providing opportunities for small group and individualised instruction that addresses specific gaps in knowledge.providing opportunities for students to work in mixed groupings and pairs, in which they can benefit from peer learning and scaffolding, and the sharing and justification of individual’s ideas.encouraging students to use a variety of recording methods to illustrate their thinking, and encouraging them to share their representations with others.using models for recording, especially double number lines used in the unit.revising and working with commonly used percentages, such as 50%, 25%, 10%, to build up students’ fluency and confidence, before moving to the application of more complex percentages.The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to differentiate include: 20% of 50 means 20% times 50, and since from above we know that % means per 100 or a fraction over 100, 20% of 50 means 20/100 times 50, or 1000/100, which is 10. When working with percentages, students must also realise that ‘of’ means ‘multiplied by’. Converting percentages to decimals can sometimes assist in calculation, such as 0.6 x 80 = 48 is an equivalent calculation to 60% x 80 = 48. As a decimal, 50% can be represented as 0.5. 50/100 also means 50 hundredths which is 5 tenths or 0.5 (note that 5 is in the tenths place). Percentages can be written as decimals, using the structure of the place value system. The answer, 20, reflects the fact that 50 out of 100 and 20 out of 40 are equivalent rates, just like the fractions 50/100 and 20/40 are equivalent.ĥ0% can be represented as an infinite number of equivalent fractions, such as 50/100 = 1/2 = 2/4 = 23/46, …. This means that 50% of a quantity (say, 40) can be calculated by multiplying the quantity by 50/100 (say, 40 x 50/100). Students should recognise the meaning of percent as deriving from the fraction over 100, should identify that a the % symbol is made up of the / and the 00 from this fraction.ĥ0% means at a rate of 50 out of 100, a rate that is equivalent to one half. Percentages are rates out of 100 (per hundred, per century), or a fraction with the number over 100. The Level 4 units: Getting Partial to Fractions, Getting Partial to Decimals, and Getting Partial: Fractions of sets form a good foundation for the content in this unit. Prior to using this unit, students should be familiar with decimals and fractions. In this unit, we explore money and percentages in a variety of real life contexts. Many of these applications involve money. Percentages are commonly used in real life.
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