Topicm9a3eaf91932be278_1528449000663_0Topic

Percentage as a part of the whole

Levelm9a3eaf91932be278_1528449084556_0Level

Second

Core curriculumm9a3eaf91932be278_1528449076687_0Core curriculum

XII. Practical calculation. The student:

1) interprets 100% of given amount as a wholewholewhole, 50% – as a half, 25% –

as one‑fourth, 10% – as one -tenth, 1% – as one hundredthone hundredthone hundredth of given numeric value;

V. PercentagepercentagePercentage calculation. The student:

1) presents the part of the wholewholewhole as the percentagepercentagepercentage of this amount.

Timingm9a3eaf91932be278_1528449068082_0Timing

45 minutes

General objectivem9a3eaf91932be278_1528449523725_0General objective

Reading, interpreting and processing data presented in various forms.

Specific objectivesm9a3eaf91932be278_1528449552113_0Specific objectives

1. Interpreting the percentagepercentagepercentage as a part of the wholewholewhole.

2. Converting the percentages into fractions and the fractions into percentages.

3. Communicating in English; developing mathematical and basic scientific, technical and digital competences; developing learning skills.

Learning outcomesm9a3eaf91932be278_1528450430307_0Learning outcomes

The student:

- writes the percentagepercentagepercentage as a part of the wholewholewhole,

- converts the percentages into fractions and the other way round.

Methodsm9a3eaf91932be278_1528449534267_0Methods

1. Brainstorming.

2. Memory gamememory gameMemory game.

Forms of workm9a3eaf91932be278_1528449514617_0Forms of work

1. Work in pairs.

2. Individual work.

Lesson stages

Introductionm9a3eaf91932be278_1528450127855_0Introduction

Teacher brings some labels and the containers of:

- the food products including the percentagepercentagepercentage share of the products,

- the cosmetics including the percentagepercentagepercentage share of these cosmetics.

The students bring 20 cards of identical size to the class.

Procedurem9a3eaf91932be278_1528446435040_0Procedure

Task 1
Pair work. The teacher gives one of the labels to each pair of the students.They discuss what the symbol of % written on the labels/containers means. What information is recorded by using that symbol?

The conclusions that should be drawn:

- The symbol of % means the percentage.
- The percentage is used to specify the composition of the food products or cosmetics.

The teacher tells the students that the word “percentagepercentagepercentage” comes from the Latin expression “pro centrum”, which is translated as „per hundred”.

Therefore the percent is the one hundredthone hundredthone hundredth of the wholewholewhole.

Discussion:

What do the expression „I will do it for the hundred percent”, “I understand it for the hundred percent” mean? What does the expression “fifty fifty” mean?

As the result of discussion the student confirm that one hundred percent is the wholewholewhole, and fifty percent is the half of the certain amount.

Conclusion:

One percent is the one hundredthone hundredthone hundredth of the certain amount.

If we mark this amount as a, we can write as following: $1\%a=\frac{1}{100}a$ what can be written as: $1\%=\frac{1}{100}$.

The students write some percentages in a form of the fractions.

Task 2
Write the following percentages in a form of the common and decimal fractions.m9a3eaf91932be278_1527752263647_0Write the following percentages in a form of the common and decimal fractions.

a. 1%

b. 10%

c. 25%

d. 75%

Pair work. The students use the labels/containers that were given by the teacher at the beginning of the lesson.

Task 3
a. Put the values of the percentagepercentagepercentage composition of the products on the label/container in the ascending order.

b. Convert the percentages on the labels/containers in the common and decimal fractions.

The students discuss the method of converting the fractions in the percentagepercentagepercentage.

Discussion ends with the conclusion:

- We convert the fraction to the percentagepercentagepercentage by multiplying it by 100%.

Task  4
Use the drawings below to complete the following tasks.

- What part of the figure was shaded?  
- Write the answer in a form of the common fractioncommon fractioncommon fraction.

[Interactive illustration]

The students work in pairs using the squared cards they have brought for the lesson.

Task  5
a. Make the memory gamememory gamememory game on your own. On one card write the percentage, on the other the relevant fraction. Repeat the activity to get 10 pairs of cards.

b. Swap the memory cards with your colleague. Mix the cards and put them upside down in the front of you. Start the game. The winner is the person who first finds all the pairs.

The students fill in the following table.

Task 6
Complete the table and answer the following question:

a. What fraction of the students are there present students? What is the percent of the students?

b. What fraction of the students are there the girls? What is the percent of the students?

c. What percentagepercentagepercentage of the students is represented by the boys?

d. What percentagepercentagepercentage of the students doesn’t wear glasses?

An extra task:
Conduct a survey among your 20 friends on any topic you like. The results of the survey present in the table using the percentages.m9a3eaf91932be278_1527752256679_0An extra task:
Conduct a survey among your 20 friends on any topic you like. The results of the survey present in the table using the percentages.

Lesson summarym9a3eaf91932be278_1528450119332_0Lesson summary

The students do the summarising tasks.
Then they sum up the class drawing the conclusions to memorise:

- One percent of the certain amount is the one hundredthone hundredthone hundredth of it, what is written as the following: $1\%a=\frac{1}{100}a$ .

- Converting the percent in the fraction we divide the fraction by 100%.

- Converting the fraction in the percentagepercentagepercentage we multiply the fraction by 100%.

Selected words and expressions used in the lesson plan

common fractioncommon fractioncommon fraction

conversionconversionconversion

decimal fractiondecimal fractiondecimal fraction

divisiondivisiondivision

memory gamememory gamememory game

multiplicationmultiplicationmultiplication

one hundredthone hundredthone hundredth

percentagepercentagepercentage

what is the part ofwhat is the part ofwhat is the part of

wholewholewhole