Each student will need a copy of the assessment tasks Fractions, Decimals, and Percents andįractions, Decimals and, Percents (revisited).Finally, students revisit their initial work on the assessment task and work alone on a similar task.In a whole-class discussion, students discuss what they have learned.Students work in small groups on a collaborative discussion task, placing decimal/percent, andįraction cards in order, along with area and linear diagrams that assist them in justifying and.You then review their responses and create questions for students to Before the lesson, students work individually on an assessment task designed to reveal theirĬurrent understanding.This lesson unit is structured in the following way: Use area and linear models of fractions, decimals, and percents to understand equivalence.Compare, convert between and order fractions, decimals, and percents.This lesson unit is intended to help students to: You can also download PowerPoint slides here. This lesson is available through the Mathematics Assessment Project site.Īccess the full PDP lesson plan and photocopiable resources here. Students develop simple linear models for situations, make predictions based on these models, solve related equations and check their solutions. They assign ordered pairs to given points on the Cartesian plane and interpret and analyse graphs of relations from real data. Students use variables to represent arbitrary numbers and connect the laws and properties of number to algebra and substitute numbers into algebraic expressions. They make simple estimates to judge the reasonableness of results. Students compare the cost of items to make financial decisions, with and without the use of digital technology. They solve problems involving all four operations with fractions, decimals, percentages and their equivalences, and express fractions in their simplest form. They make the connections between whole numbers and index notation and the relationship between perfect squares and square roots. Students solve problems involving the order, addition and subtraction of integers. VCAA Mathematics glossary: A glossary compiled from subject-specific terminology found within the content descriptions of the Victorian Curriculum Mathematics. VCAA Sample Program: A set of sample programs covering the Victorian Curriculum Mathematics. That there are not 12 and a half wholes but rather 0.125 of a whole.Ĭonnect fractions, decimals and percentages and carry out simple Students may write 12.5 for the decimalĬonversion and seeing the visual representation supports them to understand Using a visual representation here can help students, especially if they haveĪlready seen the example for 12%. Into a decimal as students think they do not need to convert the number as it isĮg Convert 12.5% to a fraction and decimal Visual representations can be used to show the connection between fractions, decimals and percentages.Ī common misconception often occurs when converting a decimal percentage For example, they may not make the connection that 12% means 12 parts out of 100. Students may have difficulty recognising that percent means one part of a whole. For example, using the following grid, write the shaded part as a fraction, decimal and Using visual representations to show how one number can be represented asĪ fraction, decimal and percentage is helpful to support student understandingĪbout converting between the three different number types. Or percentage and when comparing numbers to have them in the sameįor example, when comparing 4 5 and 0.68 convert both numbers to a decimal or both to a fraction to make comparison easier. Students are also supported in their understandingĪs to when certain numbers would be best represented as a fraction, decimal Students continue to build on their knowledge that numbers can be representedĪs fractions, decimals and percentages and learn skills to convert quantities
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