Lesson plans:

Chapter 4 Decimals and percentages

Overview

Pages 146–201

Recommended teaching time: 7–9 hours (i.e. 9–11 × 50 minute lessons)

Lessons in Chapter 4 Decimals and percentages

LESSON CURRICULUM LINK TIME LINK TO LINK TO

LESSON TOPIC
PLAN
4A Decimals  Represents and operates with fractions, decimals and 50
percentages to solve problems (MA4-FRC-C-01) minutes
Topic 4A Topic 4A
Lesson plan Student Book
pages 148–153
4B Ordering and rounding decimals  Represents and operates with fractions, decimals and 50
percentages to solve problems (MA4-FRC-C-01) minutes
Topic 4B Topic 4B

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 Lesson plan Student Book
pages 154–158
4C Adding and subtracting decimals  Represents and operates with fractions, decimals and 50
percentages to solve problems (MA4-FRC-C-01) minutes
Topic 4C Topic 4C
Lesson plan Student Book
pages 159–163
4D Multiplying decimals  Represents and operates with fractions, decimals and 50
percentages to solve problems (MA4-FRC-C-01) minutes
Topic 4D Topic 4D
Lesson plan Student Book
pages 164–168
4E Dividing decimals  Represents and operates with fractions, decimals and 50
percentages to solve problems (MA4-FRC-C-01) minutes
Topic 4E Topic 4E
Lesson plan Student Book
pages 169–173
4F Percentages  Represents and operates with fractions, decimals and 50
percentages to solve problems (MA4-FRC-C-01) minutes
Topic 4F Topic 4F
Lesson plan Student Book
pages 175–180
4G Fractions, decimals and percentages  Represents and operates with fractions, decimals and 50
percentages to solve problems (MA4-FRC-C-01) minutes
Topic 4G
Lesson plan Topic 4G
Student Book
pages 181–186
4H Calculating percentages  Represents and operates with fractions, decimals and 50
percentages to solve problems (MA4-FRC-C-01) minutes
Topic 4H Topic 4H

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 Lesson plan Student Book
pages 187–191
4I Percentage increases and decreases  Represents and operates with fractions, decimals and 50
percentages to solve problems (MA4-FRC-C-01) minutes
Topic 4I
Lesson plan Topic 4I
Student Book
pages 192–195
Chapter review  Represents and operates with fractions, decimals and 50
percentages to solve problems (MA4-FRC-C-01) minutes
Chapter
review Chapter review
Lesson plan Student Book
pages 196–201

NSW Curriculum links

Stage 4 Number and algebra

Content in Stage 4 is split between Oxford Maths 7 and Oxford Maths 8 Stage 4 NSW Curriculum. Content descriptions covered in Oxford Maths 8 are labelled by “OM8”
throughout this document. Content descriptions covered in another chapter in Oxford Maths 7 are labelled by “OM7” and the corresponding chapter number.
Fractions, decimals and percentages
 Represents and operates with fractions, decimals and percentages to solve problems (MA4-FRC-C-01)
o Compare fractions using equivalence (OM7 Chapter 3)
o Round decimals to a specified degree of accuracy using approximations (OM8)
o Identify terminating and recurring decimals (OM8)
o Identify and make use of the relationship between fractions, decimals and percentages to carry out simple conversions
o Examine the concept of irrational numbers (OM8)
o Order and compare the value of fractions, decimals and percentages
o Solve problems that involve the addition and subtraction of fractions

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 o Solve problems that involve the multiplication and division of fractions and decimals
o Represent one quantity as a fraction, decimal or percentage of another, with and without the use of digital tools
o Solve problems that involve the use of percentages (OM8)

Working mathematically
 Develops understanding and fluency in mathematics through exploring and connecting mathematical concepts, choosing and applying mathematical techniques to
solve problems, and communicating their thinking and reasoning coherently and clearly (MAO-WM-01)

Supporting resources (available via obook pro)

 Interactive skillsheets:
o The interactive skillsheets both teach and assess a discrete mathematical skill. The ‘learn this skill’ section introduces the skill, with opportunities for students to
fill in gaps in examples and check their comprehension in situ. The ‘practise this skill’ section contains a variety of different questions to truly interrogate student
understanding of the skill.
 Investigations:
o The investigations explore the concepts covered in the exercises in more detail, in a real-life context. Each investigation has a clearly stated focus, with questions
leading to a logical conclusion and extension material supplied in a ‘going further’ section.
 Worksheets:
o The worksheets offer additional practice, with a clearly stated focus and questions in both ‘show your understanding’ and ‘now try this’ sections.
 Online assessments:
o Pre-tests
- The pre-tests assess the listed prerequisite skills (found in each chapter opening spread), with 5 questions assessing each skill. The results of the pre-tests are
reported against each skill at three levels: ‘has this skill’, ‘needs to practise’ and ‘needs to learn’.
o Topic quizzes
- The topic quizzes are multiple-choice quizzes with 9 questions that assess the key concepts from each topic in the series.
o Checkpoint quizzes
- The checkpoint quizzes consist of 15 questions covering content from each chapter up to that point. All the questions in the checkpoint quizzes are distinct
from the questions in the checkpoint section in each chapter.
o Chapter review quizzes

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 - The chapter review quizzes consist of 20 questions covering content from across each chapter. All the questions in the chapter review quizzes are distinct from
the questions in the chapter review section in each chapter.
 Quizlet
o The Quizlet resource provides an opportunity for students to practice their mathematical literacy skills, by matching definitions to key terms.
 Class tests
o The class tests are quarantined (teacher-only) resources that cover content from across each chapter, split into multiple choice, short answer and analysis
questions. Two class tests (A and B) are provided for each chapter, with test B being a mirror of test A (e.g. the same questions with numbers, etc. changed where
possible).

Things to know before teaching Chapter 4 Decimals and percentages

Background knowledge
The NSW Curriculum includes teaching advice for each topic. The background information for topics in this chapter is given below.
 Fractions, decimals and percentages
o The concepts of fractions are covered in Stages 1 to 3
o Order of operations
o Decimal place value
o Multiplication and division of decimals by powers of 10
o Benchmark fractions, decimals and percentages (10%, 25%, 50%, 75%, 100%)

Diagnostic pre-test and interactive skillsheets

A diagnostic pre-test has been developed to determine whether students have the prerequisite skills and background knowledge to complete this chapter. The pre-test
assesses their understanding of the following prerequisite skills:
 Place value
 Adding and subtracting whole numbers
 Multiplying whole numbers
 Dividing whole numbers

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 Equivalent fractions
For each skill, students receive one of the following results: ‘needs to learn’, ‘needs to practise’ or ‘has this skill’. Students assigned either ‘needs to learn’ or ‘needs to
practise’ a particular skill are deemed to require further support before they begin work on the new content in the chapter. These students are assigned an interactive
skillsheet which includes relevant theory, sample questions and practice questions. Students may work through these interactive skillsheets as many times as required until
they are confident with the skill.
Following the pre-test, students are also assigned one of three levels of understanding based on their overall result: Above level (A), On level (O) and Below level (B).
These levels are used to assign suggested questions and extra resources to each student as part of a Learning Pathway Report (LPR). You can access these levels, student
skill results and the related LPRs in the Skills Report for this chapter on your Teacher oBook Pro.
It is recommended that students complete the diagnostic pre-test and any assigned interactive skillsheets before starting work on the chapter.

Lesson 4A: Decimals

Pages 148–153

Total time: 50 minutes

Success criteria
By the end of this lesson, students will be able to:
 identify the place value of a digit in a decimal
 convert a decimal to a fraction
 convert a fraction to a decimal.

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 NSW Curriculum links
 Strand: Number and algebra
 Topic: Fractions, decimals and percentages
o Represent and operate with fractions, decimals and percentages to solve problems (MA4-FRC-C-01)
- Identify and make use of the relationship between fractions, decimals and percentages to carry out simple conversions

Things to know before you start teaching this lesson

Potential difficulties
 When students transition from primary to secondary schooling, they come with knowledge of the region model for fractions but may have little experience with
symbols and language of fractions and thus decimals.
 When learning decimals, some students may think that decimals are numbers less than 1. When introducing decimals, ensure a range of examples are included.
 When converting a fraction to a decimal, encourage students to first see if the fraction can be written as an equivalent fraction with a denominator of 10, 100,
1000, … If this is not easy to do, they should perform a short division by dividing the numerator by the denominator.

Differentiation
Support
 Students who do not yet understand equivalence will find it difficult to convert between fractions and decimals. These students will benefit from creating visual
models of each fraction or decimal and then comparing them. A 10 × 10 grid is a good way to represent fractions and decimals. Later this same model can be used to
represent and compare percentages.
 When comparing fractions and decimals as in Q16, students can draw the chocolate block on a 10 × 10 grid and colour in the two options. You can ask them, ‘Which
is larger: three tenths or one quarter?’
At level
 When converting decimals into fractions, have students label the place value for each digit. The place value of the last digit denotes the size of the denominator.
Students then write the number in its fractional form before simplifying the fraction.
 There are two approaches to solving Q18. Students may start by measuring 4.25 m and then measuring how much more they need to make it 6 m. What is the
difference? Alternatively, they can measure both amounts, join them together and see if the total length is close to 6 m.

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Extension
 To convert a fraction with a denominator other than 10, 100, 1000, … to a decimal, students can either (1) multiply the numerator and denominator of the fraction by
the same number until the denominator is equivalent to 10, 100, 1000, … or (2) use short division as described in Example 4A.4.

Inter-year links
 Support: Fractions and decimals
 Year 8: 2D Decimals

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Use a concrete example and guide students to think about decimals with the following N/A
prompts.
o Recognise the difference between the whole number part and the decimal fraction part
of decimals.
o Identify the number of decimal places in a decimal.
o Demonstrate how to write decimals in a place value chart.
o Discuss the effect of placeholder zeroes and trailing zeroes on the value of a decimal.
o Understand the relationship between the place value of a digit and its equivalent
fractional value.
o Extend their understanding of place value and see that a decimal can be expressed as
more than one fraction of the same value (equivalent fractions).
o Discover how to convert a decimal to a fraction by relating the place value of the last
digit in a decimal to the denominator of the fraction.
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  You may need to undertake some explicit teaching so students understand that the place value
chart for decimals can be used to help them write decimals as fractions. For example, to write

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 0.47 as a fraction, students need to look at the place value of the last digit in the decimal
47
(hundredths). So 0.47 is 47 hundredths or .
100
 Students can practise writing some additional examples as fractions, initially involving
fractions that cannot be simplified and then some that can. For example, to write 0.645 as a
fraction, look at the place value of the last digit in the decimal (thousandths). So 0.645 is
645
645 thousandths or . Ask students if this can be simplified (both the numerator and the
1000
denominator can be divided by 5).
645
0.645=
1000
129
¿
200
This cannot be simplified any further.
 After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation: Target
Extension race
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Target race’.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME

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 Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Place value with
questions. decimals
 Revise the topic by doing any of the following:  Interactive skillsheets:
o Complete the Place value with decimals and Fractions and decimals interactive skillsheets Fractions and
o Complete the Converting between fractions and decimals worksheet decimals
o Watch the worked example videos  Worksheet:
o Watch the related key content video Converting between
o Complete the 4A topic quiz fractions and decimals
 Create a one-page summary sheet for the chapter by adding relevant notes for each section  Worked example
after each class. Students could use this summary as their notes for a test or other assessment. videos: 4A.1, 4A.2,
Encourage students to write in their own words and to include examples which help them to 4A.3, 4A.4
understand key skills in the chapter.  Key content video:
Understanding
decimals
 4A topic quiz
Optional activity: 30 minutes  Investigation ‘Target race’ to allow for greater student understanding of this topic before obook pro
Investigation moving on to 4B Ordering and rounding decimals.  Investigation: Target
race
Optional activity: 5–10 minutes  Cut out strips of paper 1 metre in length and around 5 cm in width. On each side, mark out  Pens
Number line for intervals of 10 cm lengths. On one side, these increments will represent percentages; on the  Large paper
decimals, other, they will represent tenths. Over the course of this chapter, students can further break  Ruler
percentages and these 10-cm increments into 1-cm increments. When comparing fractions, decimals and
fractions percentages, students can use this 1-metre ‘number line’. To compare a fraction with either a
percentage or a decimal, students can physically fold each number line into equal parts.

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Lesson 4B: Ordering and rounding decimals

Pages 154–158

Total time: 50 minutes

Success criteria
By the end of this lesson, students will be able to:
 compare and order decimals
 round decimals to a given number of decimal places.

NSW Curriculum links

 Strand: Number and algebra
 Topic: Fractions, decimals and percentages
o Represent and operate with fractions, decimals and percentages to solve problems (MA4-FRC-C-01)
- Round decimals to a specified degree of accuracy using approximations
- Order and compare the value of fractions, decimals and percentages

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 Things to know before you start teaching this lesson

Potential difficulties
 When we look at whole numbers, it is obvious that hundreds are larger than tens. When we look at decimal numbers, we can see that tenths are larger than
hundredths. In the absence of a place value chart, it can be very difficult for students to understand the tenths and hundredths.
 When ordering decimal numbers, students may have a number of misconceptions that need to be monitored:
o Students may think that the number of digits after the decimal point is an indication of how large the number is. For example, they might think that 3.123 33 is
larger than 3.2 because 5 digits are more than 1 digit.
o Students may mistakenly believe that 3.15 is larger than 3.5 because 15 is larger than 5.
 When rounding decimals, students may get confused about what to do with 5. Remind students that if the digit to the right is equal to 5, they need to round up.
 Students may mistakenly ‘double round’ decimal numbers. For example, when rounding 1.248 to the nearest tenth, a student might think that the 8 rounds the 4 up to
a 5 and the 5 will then round the 2 up to a 3. Explain that when rounding to the nearest tenth, we are determining whether the number is closer to 1.2 or 1.3. If the
number in the hundredths place is a 4 or less, then the number must be closer to 1.2.

Differentiation
Support
 For students at this level, start by comparing decimal numbers with tenths only.
 Students can use the number line or place value chart to identify larger decimal numbers.
At level
 Provide a range of decimal numbers with the same and different numbers of digits after the decimal point for students to practise ordering decimals. Direct students to
complete Interactive skillsheet – Ordering decimals (see Resources) if they had difficulty with Q3–5 or require more practice at this skill.
 When using the < or > symbols to determine which is greater than or less than, have students first circle the larger number, and then insert the correct symbol. This
process of always circling the larger number helps students to break questions down into parts and thus ensures a greater accuracy with these types of questions.
Extension
 Ask students to round a decimal to different degrees of accuracy (e.g. to the leading digit, the nearest tenths, the nearest hundred) and then order the rounded values.
 Provide students with a decimal number (e.g. 3.12) and ask them to write five decimals that could end up being rounded to 3.12 if they are rounded to the nearest
hundredth.

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 Once students have mastered placing decimal numbers on a number line, have them include fractions and integers on the same number line. For additional practice,
have students include positive and negative integers, fractions and decimals.

Inter-year links
 Support: Ordering decimals
 Year 8: 2D Decimals

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Ask students to construct a place value chart with ones, tenths, hundredths and thousandths.  Pen and paper
Encourage them to write the corresponding fraction representation on the chart too. Ask
students to use the place value chart to write a decimal in expanded form. For example:
4 3 1
8.431=8+ + +
10 100 1000

 Give students a few different decimals to work with. Ask them which columns should be
included in the place value chart to represent decimals like 18.123, 8.2087, 0.82, …
 Then, give students two decimals to compare (e.g. 8.431 and 8.409). Demonstrate how to fill
the correct digits in the place value chart. Explain the importance of aligning the decimal point
and comparing digits from left to right.

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  Guide students to compare and order three or more decimals using a place value chart with the
appropriate place value labelled in each column. Have students place each number on top of
one another (ensure they fill in all the trailing zeroes and align the decimal point before they
start the comparison). Starting from the left side, students compare each digit in the place
value chart.
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  Remind students that they should only consider the first digit to the right of the digit they are
rounding to. Get students to underline the digit they are rounding to and/or use their thumb to
cover up the digits to the right of the digit they are rounding to that do not need to be
considered.
 After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation:
Extension Decimals in the
library
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Decimals in the library’. Students compare
and order library books on a shelf according to their (decimal) call number and the standard
procedure for book placement in libraries. As an extension, they can also go to the school
library to further investigate call numbers.

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 Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Rounding decimals
questions.  Interactive skillsheet:
 Revise the topic by doing any of the following: Ordering decimals
o Complete the Rounding decimals and Ordering decimals interactive skillsheets  Worksheet:
o Complete the Comparing decimals worksheet Comparing decimals
o Watch the worked example videos  Worked example
o Watch the related key content video videos: 4B.1, 4B.2
o Complete the 4B topic quiz  Key content video:
 Create a one-page summary sheet for the chapter by adding relevant notes for each section Ordering and
after each class. Students could use this summary as their notes for a test or other assessment. rounding decimals
Encourage students to write in their own words and to include examples which help them to  4B topic quiz
understand key skills in the chapter.
Optional activity: 30 minutes  Investigation ‘Decimals in the library’ to allow for greater student understanding of this topic obook pro
Investigation before moving on to 4C Adding and subtracting decimals.  Investigation:
Decimals in the
library
Optional activity: 10–20 minutes  Question 9 could be run as a whole-class activity. Laminate each of the numbers on large  Laminated decimal
Imaginary pieces of card. Hand out five decimals to begin with and have students place themselves at the numbers
number line front of the class on an imaginary number line. Students who are not yet confident with
decimal numbers could be given whole numbers and used as anchors. As students are not
working independently, they can participate in group discussions on where each decimal
number goes. It is easier to run this activity if, in the beginning, one student is designated zero
and another is designated a whole number that is larger than all the decimal numbers; this will
provide a framework for the construction of the number line.

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Lesson 4C: Adding and subtracting decimals

Pages 159–163

Total time: 50 minutes

Success criteria
By the end of this lesson, students will be able to:
 add decimal numbers
 subtract decimal numbers.

NSW Curriculum links

 Strand: Number and algebra
 Topic: Fractions, decimals and percentages
o Represent and operate with fractions, decimals and percentages to solve problems (MA4-FRC-C-01)
- Identify and make use of the relationship between fractions, decimals and percentages to carry out simple conversions

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 Things to know before you start teaching this lesson

Potential difficulties
 When adding and subtracting ragged decimals, ensure all the trailing zeroes are added to prevent place value confusion.
 It is convention to add a space between each three decimals (e.g. 4.123 451).

Differentiation
Support
 When beginning to add and subtract decimals, some students with poor place value knowledge may find borrowing or carrying difficult. It is acceptable for them to
begin adding and subtracting numbers with only one decimal place. Once they have mastered single-digit place value, it is acceptable to stretch them to hundredths,
introducing only one new place value at a time.
 To build on their understanding of subtraction, encourage students to progress from finding the difference between numbers to subtracting one number from another.
 Direct students to the examples. Example 4C.1 demonstrates an addition question, while Example 4C.2 demonstrates a subtraction question. Both show the
importance of lining up the decimal point and the use of trailing zeroes.
At level
 Ensure students can identify possible errors when an unreasonable answer is obtained.
 When recording decimals, the ones place is always recorded. When recording the number .72, we record it as 0.72.
 For Q21, an explanation of the difference between debit and credit may be necessary.
Extension
 Once students have mastered addition and subtraction of decimals, have them perform the same operations with both positive and negative decimals.

Inter-year links
 Support: Adding and subtracting decimals
 Year 8: 2E Adding and subtracting decimals

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 Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Ask students to estimate the cost of a meal of fish and chips and estimate the change received N/A
if a customer paid for the meal with a $50 note. Ask students why it is important to be able to
make a good estimate. (To know if your answer is reasonable.) Discuss whether we can have
more than two decimal places when looking at money.
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  Students should demonstrate knowledge and understanding of the vertical method of adding
and subtracting whole numbers before attempting to add and subtract decimals. Remind
students of the importance of lining up numbers so that digits with the same place value are
directly underneath one another.
 After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation:
Extension Takeaway decimals
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Takeaway decimals’.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME

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 Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Adding and
questions. subtracting decimals
 Revise the topic by doing any of the following:  Worksheet: Adding
o Complete the Adding and subtracting decimals interactive skillsheet and subtracting
o Complete the Adding and subtracting decimals worksheet decimals
o Watch the worked example videos  Worked example
o Watch the related key content video videos: 4C.1, 4C.2
o Complete the 4C topic quiz  Key content video:
 Create a one-page summary sheet for the chapter by adding relevant notes for each section Adding and
after each class. Students could use this summary as their notes for a test or other assessment. subtracting decimals
Encourage students to write in their own words and to include examples which help them to  4C topic quiz
understand key skills in the chapter.
Optional activity: 30 minutes  Investigation ‘Takeaway decimals’ to allow for greater student understanding of this topic obook pro
Investigation before moving on to 4D Multiplying decimals.  Investigation:
Takeaway decimals
Optional activity: 15 minutes  Group students in pairs, each student in the pair throw two dice. Depending on their level,  Dice
Adding decimals students can form different decimal numbers:
o Support: Each pair of dice forms a number with one decimal place (e.g. 4.2 and 3.3).
o At level: One pair of dice forms a number with two decimal places and the other pair
forms a number with one decimal place (e.g. 0.33 and 4.2).
o Extension: Each pair of dice forms a number with two decimal places (e.g. 0.33 and 0.42).
 Students race one another to add the numbers together.

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Lesson 4D: Multiplying decimals

Pages 164–168

Total time: 50 minutes

Success criteria
By the end of this lesson, students will be able to:
 multiply decimals
 multiply a decimal by a power of 10.

NSW Curriculum links

 Strand: Number and algebra
 Topic: Fractions, decimals and percentages
o Represent and operate with fractions, decimals and percentages to solve problems (MA4-FRC-C-01)
- Solve problems that involve the multiplication and division of fractions and decimals

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 Things to know before you start teaching this lesson

Potential difficulties
 When introducing multiplication facts for whole numbers, it is common to stress to students that when multiplying by ten we add a zero on the end; however, this rule
does not hold when multiplying decimal numbers.

Differentiation
Support
 Students need to demonstrate knowledge and understanding of multiplication of whole numbers before learning how to multiply decimals. This requires a quick recall
of multiplication facts (or times tables). You may need to undertake some explicit teaching so that students remember how to multiply two numbers using long
multiplication. Some students will need a copy of the times tables to continually refer to when completing this topic.
 Discussion of how to multiply by multiples of ten could also be included. For Q7, students should see a pattern when multiplying decimal numbers by multiples of 10.
Some students benefit from seeing that the decimal point is moved a corresponding number of places to the right, with placeholder zeroes filling the ‘gaps’. Others
find it easier to refer to a place value chart and see that the digits of the original number, in order to be multiplied, move to the left a corresponding number of places.
 Students who struggle with decimal multiplication are encouraged to check their answer with a calculator.
At level
 When multiplying decimal numbers, students should count the number of decimal numbers in the first number and add this to the number of decimal numbers in the
second number. This number represents the total number of decimal places in the answer.
 When multiplying by a large number, have students break the number up into more manageable factors. For example, when multiplying by 60, students can multiply
first by 6 and then by 10. This allows students to work with more manageable numbers and it provides more consolidation of the concept ‘factors’.
 When using long multiplication, students should initially ignore the decimal place indicator and instead multiply the numbers as if they were whole numbers. Once
students obtain an answer, they then work out the number of decimal places that should be in the answer.
Extension
 When completing questions with two or more operations, remind students to use the correct order of operations.
 Have students write a short paragraph about what happens to a number when we multiply it by a decimal number less than 1. Does it get smaller or larger?

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Inter-year links
 Support: Multiplying decimals
 Year 8: 2F Multiplying and dividing decimals

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  One method of introducing multiplication is to use grid or graph paper. When modelling  Grid or graph paper
multiplication by decimal numbers, use 1 mm grid paper and mark a square 1 cm by 1 cm (10
grids on each side). This represents an area of 1 cm2.
 To model 0.7 multiplied by 0.3, colour 3 rows of 7 squares. The coloured squares represent 21
21
of the 100 squares (that is, ), so 0.7 × 0.3 = 0.21. This shows that area is a representation
100
of multiplication.
 Once this method of multiplication is established, students can then move on to using it to
multiply by decimal numbers. For example, 3 × 1.3 is shown as 3 columns of 1.3. Looking at
the grid paper, students can identify that 3 × 1.3 covered 390 squares and is equivalent to 3.9.

Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book

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 and fluency  After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation: Burning
Extension joules
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled “Burning joules”.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Multiplying decimals
questions.  Worksheet:
 Revise the topic by doing any of the following: Multiplying decimals
o Complete the Multiplying decimals interactive skillsheet  Worked example
o Complete the Multiplying decimals worksheet videos: 4D.1, 4D.2,
o Watch the worked example videos 4D.3
o Watch the related key content video  Key content video:
o Complete the 4D topic quiz Multiplying decimals
 Create a one-page summary sheet for the chapter by adding relevant notes for each section  Topic quiz 4D
after each class. Students could use this summary as their notes for a test or other assessment.
Encourage students to write in their own words and to include examples which help them to
understand key skills in the chapter.

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 Optional activity: 30 minutes  Investigation ‘Burning joules’ to allow for greater student understanding of this topic before obook pro
Investigation moving on to 4E Dividing decimals.  Investigation: Burning
joules
Optional activity: 5–10 minutes  Guide students to experiment with ‘lots of’ decimals such as lots of 0.3 and lots of 0.25 on a  Number line
Opening number line. Equate the expression ‘lots of’ with the multiplication sign (×) and investigate the
discussion position of the decimal point in the answer when multiplying two decimal numbers.
Optional activity: 15 minutes  Group students in pairs, each student in the pair throw two dice. Depending on their level,  Coloured dice
Multiplying students can form different decimal numbers:
decimals o Support: Each pair of dice forms a number with one decimal place (for example, 4.2 and
3.3). An alternative activity for these students is using three dice instead of four. Using
three dice, two of the dice have one colour and one die has another colour. The single-
coloured die represents a whole number and the other two dice represent a one-decimal
number (e.g. 3 and 4.2).
o At level: One pair of dice forms a number with two decimal places and the other pair
forms a number with one decimal place (e.g. 0.33 and 4.2).
o Challenge: Each pair of dice forms a number with two decimal places (e.g. 0.33 and 0.42).
 Students race one another to multiply the numbers together.

Lesson 4E: Dividing decimals

Pages 169–173

Total time: 50 minutes

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 Success criteria
By the end of this lesson, students will be able to:
 divide decimals by whole numbers and decimals
 divide decimals by a power of 10.

NSW Curriculum links

 Strand: Number and algebra
 Topic: Fractions, decimals and percentages
o Represent and operate with fractions, decimals and percentages to solve problems (MA4-FRC-C-01)
- Solve problems that involve the multiplication and division of fractions and decimals

Things to know before you start teaching this lesson

Potential difficulties
 When completing cost-per-unit questions, students are performing a division. Division problems are difficult to do mentally. In fact, in most day-to-day operations,
when faced with questions that require division, most numerate people will convert the question (possibly without even knowing it) to a multiplication question. For
example, $12.50 divided by $2.50 is converted to ‘How many lots of $2.50 fit into $12.50? I know that 2 lots of $2.50 are $5.00, so 4 lots must be $10.00’ and so on.
 Students can forget to multiply both the divisor and the dividend by the same power of 10. Emphasise that the division problem must be kept equivalent so that the
overall value is unchanged.
 Some students may develop the misconception that when dividing a decimal by a decimal, the dividend should always be larger than the divisor. Use examples to
show students what happens when a smaller decimal is divided by a bigger decimal. For example, show the difference between 0.6 ÷ 1.2 and 1.2 ÷ 0.6.

Differentiation
Support
 When finding the cost of one item, some students may benefit from using play money. This will allow them to practise sharing out the money equally. Make sure the
money is in a range of denominations so students can try a range of ‘sharing’ options.

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 Students need to be confident in setting out short-division problems. Emphasise to students that the place values should align with one another. Division requires the
quick recall of multiplication facts (times tables).
At level
 When dividing, ensure students set the question out correctly, using short division conventions. They should continue to add trailing zeroes until they get an answer
with no remainder.
 Have students come up with real-life scenarios where they would need to divide a decimal by another decimal (unit price questions: If it costs $3.72 for 1.2 metres of
material, how much did it cost for 1 metre of material?).
 For Q14, when comparing the cost of a weekly ticket to that of a daily ticket, students should be encouraged to perform both calculations. Students will often try to
perform an estimation of the calculation, and then only perform the calculation they believe is correct. While the use of estimation is a good strategy and one that is
often encouraged, students should get into the habit of performing both calculations and then comparing them. For example: ‘If I only use my ticket for 4 days out of
the 7 ...’ These are the type of real-life applications students are more likely to encounter on standardised testing.
Extension
 Have students look at a range of problems that require them to first convert between units before calculating the unit price (e.g. grams and kilograms, metres and
centimetres).
 When completing calculations in which more than one operation is required, ensure students are using the correct order of operations.
 Have students write a short paragraph about what happens to a number when divided by a decimal number less than 1. Does it get smaller or larger?

Inter-year links
 Support: Dividing a decimal by a whole number
 Year 8: 2F Multiplying and dividing decimals

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Guide students with the following prompts to solve a short-division problem:  1 mm grid paper
Using a real-life context, students are taken step by step through the addition of trailing zeroes  Fake money

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 to obtain an exact answer for a division problem.
o Calculate the cost of a single cinema ticket after Tyler pays $56.80 for 4 tickets.
o Point out that in this question, 56.8 is the dividend and 4 is the divisor.
o Consider the number of trailing zeroes necessary in the division problem to get an exact
answer.
 Some students may benefit from using play money to work out this problem. By holding the
physical amount of money in their hands, students can then practise sharing this money out.
Using real-life applications, such as money, provides students with an opportunity to use prior
knowledge to solve a problem.
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  Show students that an easy way to divide a decimal by a decimal is to first write an equivalent
division problem where the divisor is a whole number. Emphasis the concept of keeping a
division problem equivalent by performing the same operation (multiplication and division,
not addition or subtraction) to both the dividend and the divisor.
 After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation: Best
Extension buys – pasta sauce
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Best buys – pasta sauce’.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME

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 Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Dividing decimals
questions.  Worksheet: Dividing
 Revise the topic by doing any of the following: decimals by a whole
o Complete the Dividing decimals interactive skillsheet number
o Complete the Dividing decimals by a whole number worksheet  Worked example
o Watch the worked example videos videos: 4E.1, 4E.2,
o Watch the related key content videos 4E.3
o Complete the 4E topic quiz  Key content video:
 Create a one-page summary sheet for the chapter by adding relevant notes for each section Dividing decimals by
after each class. Students could use this summary as their notes for a test or other assessment. whole numbers
Encourage students to write in their own words and to include examples which help them to  Key content video:
understand key skills in the chapter. Dividing a decimal by
a decimal
 4E topic quiz
Optional activity: 30 minutes  Investigation ‘Best buys – pasta sauce’ to allow for greater student understanding of this topic obook pro
Investigation before moving on to 4F Percentages.  Investigation: Best
buys – pasta sauce
Optional activity: 5 minutes  For the investigation of dividing decimals by decimals, use 1 mm grid paper and mark bigger  1 mm grid paper
Visual squares (that is, 1 cm × 1 cm, with 10 grids on each side of the bigger square). The shaded area
representation of shown below covers 360 squares and is equivalent to 3.6 cm2. By counting columns and rows,
division students should be able to tell that 3.6 ÷ 1.5 = 2.4 and 3.6 ÷ 2.4 = 1.5.

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 Optional activity: 10–20 minutes  Ask students to collect junk mail over a number of weeks and bring it to class. Have students  Junk mail such as
Supermarket best compare which items are the best value for money and which are not. Have them identify supermarket and
buy strategies that supermarkets use to ‘trick’ you into thinking one item is better value than department store
another. catalogues
Optional activity: 10–20 minutes  Collect recipes and multiply the ingredients to create catering quantities. Have students work  Recipes
Cost of biscuits out the total cost of all the ingredients and then determine the cost per serving. For example,
for a recipe for chocolate biscuits, they can compare the price of the homemade chocolate
biscuits with those purchased from a store.

Lesson 4F: Percentages

Pages 175–180

Total time: 50 minutes

Success criteria
By the end of this lesson, students will be able to:
 determine percentages from images and written scenarios
 convert between fractions and percentages
 write decimals as percentages.

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 NSW Curriculum links
 Strand: Number and algebra
 Topic: Fractions, decimals and percentages
o Represent and operate with fractions, decimals and percentages to solve problems (MA4-FRC-C-01)
- Identify and make use of the relationship between fractions, decimals and percentages to carry out simple conversions
- Solve problems that involve the use of percentages

Things to know before you start teaching this lesson

Potential difficulties
 A mixed bag of buttons contains 56% red. This statement means for every 100 buttons, 56 are red. It does not mean there are 56 red buttons in the bag. It indicates
that the proportion of buttons remains fixed. If I had 100 buttons, 56 of them would be red. If I had 200 buttons, 112 of them would be red. If I had 350 buttons, 196
of them would be red.
 Some students may have difficulty in finding an equivalent fraction with a denominator of 100. Emphasise that the factor to be multiplied or divided by can be found
by looking at the denominator first. What can you multiply or divide the number by to obtain 100? This factor then needs to be applied to both the numerator and the
denominator of the original fraction.
 Many students struggle with the concept of percentages. For students who are unfamiliar with the concept of percentages it is advisable to not begin with an emphasis
on the algorithmic procedure.

Differentiation
Support
 Percentages can be a difficult concept for some students, so visually representing each percentage can be useful. Provide each student with grid paper and ask them to
shade 1 square with 100 grids. Discuss how they have shaded one whole and that this represents 100%. Ask students to now shade two of the 100 grids and have them
explain how this represents 200%. Continue shading 100 grids to show 300%, 400% and so on. Extend this to consider representing 150%, 250%, 320%, 175% and so
on. Encourage students to develop the link between each percentage and the number of wholes (e.g. 100% = 1, 200% = 2, 300% = 3).
 Have students add to their ‘percentage’ number line which was created in 4A Decimals.
 Ensure students understand that for some situations where the proportion is not out of 100, they can still find the percentage by first writing an equivalent fraction
with a denominator of 100.

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At level
 When writing a percentage as a fraction in its simplest form, have students turn the percentage into a fraction with a denominator of 100, and then simplify the
fraction.
 To find the percentage that remains as in Q13, encourage students to think of it as finding the difference between the percentage and 100%.
 When estimating the percentage of volume in a container, take in a range of containers and allow students to experiment with one another, creating their own
problems. This will allow students to see that the amount of liquid required to fill a container to 50% capacity varies according to the dimensions of the container.
Extension
 Have students try this problem: I recently printed 500 flyers for my son’s dog-washing business. Unfortunately, I did not have 500 sheets of yellow paper, so I used
two different-coloured sheets. 60% of the flyers were printed on yellow paper and 40% were printed on blue paper. How many sheets were printed on each colour?
Extension: Unfortunately, I cannot use any sheets which ended up with smudges. If 10% of the blue sheets had smudges on them, how many sheets would I need to
dispose of?
 To explore the use of percentages, refer students to Investigation – Percentages with punch (see Resources). Students calculate the percentages of ingredients in
various punch recipes and solve problems raised in different scenarios. As an extension, they research other non-alcoholic punch recipes and determine the percentage
composition of the ingredients.

Inter-year links
 Support: Fractions, decimals and percentages
 Year 8: 3A Percentages, fractions and decimals

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Guide students to think about percentages with the following prompts.  Grid paper
o Ask students to look at two squares which are each divided into 100 smaller squares. To
get them started, draw a 10 × 10 square on grid paper and trace the border of the ten equal
7
columns. Shade the columns to represent . Draw another 10 × 10 square of the same
10

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 size and divide it into ten equal columns and then ten equal rows, so that there are 100
70
small squares. Shade the large square to represent . Compare the shaded proportion of
100
the two large squares. Repeat to demonstrate other fractions that can be written as an
equivalent fraction with a denominator of 100. This will assist students in understanding
the concept of percentages.
o Introduce the concept that per cent means out of 100.
o Write the number of shaded and unshaded squares as a percentage.
o Have students discover that the percentage of shaded squares together with the percentage
of unshaded squares represents 100%.
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation:
Extension Percentages with
punch
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Percentages with punch’.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:

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 they have completed a variety of questions from the topic if they are unable to complete all set Percentages
questions.  Worksheet: Writing
 Revise the topic by doing any of the following: percentages
o Complete the Percentages interactive skillsheet  Worked example
o Complete the Writing percentages worksheet videos: 4F.1, 4F.2,
o Watch the worked example videos 4F.3, 4F.4
o Watch the related key content video  Key content video:
o Complete the 4F topic quiz Understanding
 Create a one-page summary sheet for the chapter by adding relevant notes for each section percentages
after each class. Students could use this summary as their notes for a test or other assessment.  4F topic quiz
Encourage students to write in their own words and to include examples which help them to
understand key skills in the chapter.
Optional activity: 30 minutes  Investigation ‘Percentages with punch’ to allow for greater student understanding of this topic obook pro
Investigation before moving on to 4G Fractions, decimals and percentages.  Investigation:
Percentages with
punch
Optional activity: 15 minutes  To help students develop a geometric understanding of percentages, have them make a  Protractor
Percentage wheel percentage wheel. Take two different coloured circles of paper of the same size and use a  Paper
protractor to divide each circle into 10 equal segments. Slice down the radius (following one
of the ten lines). Now the two circles can be intertwined. Students can use this as a way of
easily and quickly modelling different percentages.

Lesson 4G: Fractions, decimals and percentages

Pages 181–186

Total time: 50 minutes

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 Success criteria
By the end of this lesson, students will be able to:
 convert between fractions, decimals and percentages
 choose between fractions, decimals and percentages to solve problems.

NSW Curriculum links

 Strand: Number and algebra
 Topic: Fractions, decimals and percentages
o Represent and operate with fractions, decimals and percentages to solve problems (MA4-FRC-C-01)
- Identify and make use of the relationship between fractions, decimals and percentages to carry out simple conversions
- Represent one quantity as a fraction, decimal or percentage of another, with and without the use of digital tools
- Solve problems that involve the use of percentages

Things to know before you start teaching this lesson

Potential difficulties
 When comparing decimals, percentages and fractions, students should convert all given numbers into the same form, thus ensuring they are comparing like for like.
 Some students may have the misconception that after converting a decimal or a fraction into a percentage, the number in front of the % sign is always a whole
1
number. Show students that is not the case by giving some examples, such as = 12.5%.
8

Differentiation
Support
 Students at this level may find it hard to convert improper fractions and mixed numbers to percentages and decimals. Start with numbers that are less than 1.

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 At level
 When completing Q1, students can make the table on a computer and print it out as a one-page document that can be laminated for future reference.
 When comparing percentages that contain fractions, remind students to first convert the fractional part to a decimal number.
Extension
5
 Have students try this extension question: I fill a glass to the top with milk. I take a large sip. Which happens first – the glass is empty or the glass is 60% full?
16
5
(Answer: empty)
16
 For Investigation – Dominations (see Resources), a group of up to four students play a game of dominos, recognising equivalent forms of fractions, percentages and
decimals. The game is intended to support the recall and identification of the common benchmark fractions in equivalent decimal and percentage forms.

Inter-year links
 Support: Fractions, decimals and percentages
 Year 8: 3A Percentages, fractions and decimals

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes  Guide students to investigate the relationships between fractions, decimals and percentages  Pen and paper
Opening with the following prompts.
discussion o Convert a fraction to a percentage: students write an equivalent fraction with a
denominator of 100 by multiplying or dividing the numerator and denominator by the
same number. Then they should be able to express a fraction as a percentage (the
numerator with a % sign).
7 70
For example, = = 70%.
10 100
o Convert a fraction to a decimal: revise how to convert a fraction to a decimal in 4A

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 Decimals.
o Convert a decimal to a fraction: ask students to write down 7 tenths as a decimal in a place
7
value chart. They should understand that 0.7 = .
10
 Students should see that a value can be expressed in different forms (fraction, decimal,
percentage).
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation:
Extension Dominations
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Dominations’.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Fractions, decimals
questions. and percentages
 Revise the topic by doing any of the following:  Worksheet: Numbers
o Complete the Fractions, decimals and percentages interactive skillsheet as fractions, decimals

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 o Complete the Numbers as fractions, decimals and percentages worksheet and percentages
o Watch the worked example videos  Worked example
o Watch the related key content video videos: 4G.1, 4G.2,
o Complete the 4G topic quiz 4G.3
 Create a one-page summary sheet for the chapter by adding relevant notes for each section  Key content video:
after each class. Students could use this summary as their notes for a test or other assessment. Fractions, decimals
Encourage students to write in their own words and to include examples which help them to and percentages
understand key skills in the chapter.  4G topic quiz

Optional activity: 30 minutes  Investigation ‘Dominations’ to allow for greater student understanding of this topic before obook pro
Investigation moving on to 4H Calculating percentages.  Investigation:
Dominations
Optional activity: 10 minutes  Students who do not yet have an understanding of equivalence will find it difficult to convert  Kinder square or grid
Teaching between fractions, decimals and percentages. These students will benefit from creating visual paper
equivalency with models of each fraction, decimal or percentage to then compare them. Either a kinder square
visual aid (which can easily be folded into a fraction or divided up into hundredths) or a 10 × 10 square
on grid paper can be used to represent fractions, decimals and percentages.
7
For example, the following graph shows 0.7= =70 % .
10

 Ask students the following questions.

o How many columns are in the graph and how many columns have been shaded?
o Is the side length of the big square 1 unit? What’s the side length of each small square?
o How many little squares have been shaded?

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 Optional activity: 15 minutes  In pairs, students write six different numbers between 0 and 1 on six cards. Each student  Blank cards or scrap
Fractions, should write one fraction, one decimal and one percentage. Students in one group swap their paper cut into card-
decimals and cards and place these numbers on a number line made out of rope. The first team to place their sized pieces
percentages on the numbers in the correct places on the number line wins.  Rope or string
number line
Optional activity: 15 minutes  A good end-of-topic activity is to play the game fraction/percentage/decimal bingo. Each pair  3 × 3 grid
Bingo of students receives a 3 × 3 grid. Students write three decimals, three percentages and three
fractions on each grid. The class teacher or a nominated student reads out either a fraction,
decimal or percentage and students mark off if they have an equivalent number. The first to fill
their card calls out ‘bingo’.

Lesson 4H: Calculating percentages

Pages 187–191

Total time: 50 minutes

Success criteria
By the end of this lesson, students will be able to:
 express one quantity as a percentage of another
 find a percentage of quantities.

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 NSW Curriculum links
 Strand: Number and algebra
 Topic: Fractions, decimals and percentages
o Represent and operate with fractions, decimals and percentages to solve problems (MA4-FRC-C-01)
- Represent one quantity as a fraction, decimal or percentage of another, with and without the use of digital tools
- Solve problems that involve the use of percentages

Things to know before you start teaching this lesson

Potential difficulties
 When calculating a percentage of a quantity, some students may assume the total quantity is always 100.
 Although calculating 10% of a quantity is a useful mental strategy when working with percentages, sometimes 10% of a quantity may not be a number that is easy to
work with. For example, 10% of 1.25 would be 0.125. To calculate 8% of 0.125, it is easier to use the algorithm than to manipulate 0.125 to get to 8% of 1.25.
 When using a visual technique, remind students to make sure all blocks or squares are the same size.

Differentiation
Support
 Direct students to Example 4H.2, which shows how to calculate the percentage of a given dollar amount. Remind students that, when working with money, the final
answer should contain only two decimal places (if the answer is in dollars).
 Revise equivalent fractions and emphasise the importance of using 100 in the denominator to express a quantity as a percentage.
 Students who struggle with the algorithm for calculating percentages should work on strategies to mentally calculate common percentages. For example, students who
1
know that 10% of 350 is 35 can use this knowledge to determine 15% (10% plus of 10%), 30% (3 lots of 10%) or 90% (10% less than 100% of the total amount).
2

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At level
 Throughout the year, have students work out their own percentage on each quiz. This could apply not only to mathematics, but to other curriculum areas within the
school. This could form part of your school’s numeracy policy. The more often students are exposed to real-life examples of mathematical problems, the more likely
they are to make lasting mental connections.
 Have students work with percentages greater than 100%. Encourage students to identify real-life scenarios where a percentage of more than 100% makes sense
(financial mathematics).
 Include questions where students find a percentage of a decimal to test complex calculations.
 Guide students to attempt some questions with real-life context (particularly money). Ask students to calculate the price of a product if the discount is 20% off, 30%
off or half price.
 Guide students to work with repeated discounts and discuss in pairs why it is not the same as finding the added percentage discount. For example, a 10% further
reduction on a 20% discount is different from a 30% discount.
Extension
 When calculating the percentage of an amount where the percentage contains one decimal place (as in Q4), students should first multiply both the numerator and
denominator of the fraction by 10, so that the decimal does not remain in the fraction. Alternatively, the percentage can be expressed as a decimal rather than a
fraction in the multiplication problem.

Inter-year links
 Support: Calculating percentages
 Year 8: 3B Calculating percentages

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Starter activity 5–10 minutes Consider the real-life application of selecting team-mates based upon a training session in which N/A
the number of attempts at goal and the number of successful shots at goal were recorded for each
player. Write the following table on the board.

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 Name Number of Number of
attempts successful shots

Bianca 8 5

Brittney 10 3

Claire 20 11

Evelyn 10 7

Fatima 3 2

Georgina 12 5

Huan 6 4

Joey 15 9

Penelope 11 8

Tamika 5 3

Write a fraction for each player, comparing the number of successful shots to the total number of
shots. Ask the students which teammate they would pick for their team, and prompt them to note
that comparing the size of the fractions is quite difficult. Convert each fraction to a percentage and
ask again which teammates the students would want on their team. The idea is to exemplify the
relative ease of comparing and working with percentages.
Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency

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  As the majority of everyday experiences that we have with percentages involves multiples of 5
or 10, these strategies are invaluable.
For example, 9% of 40 can be calculated as follows:
10% of 40 = 4
1% of 40 = 0.4
9% of 40 = 4 – 0.4 = 3.6
 After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation:
Extension Calculating the
football ladder
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Calculating the football ladder’.

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Calculating
questions. percentages
 Revise the topic by doing any of the following:  Worksheet:
o Complete the Calculating percentages interactive skillsheet Calculating
o Complete the Calculating percentages of a quantity worksheet percentages of a
o Watch the worked example videos quantity

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 o Watch the related key content video  Worked example
o Complete the 4H topic quiz videos: 4H.1, 4H.2
 Create a one-page summary sheet for the chapter by adding relevant notes for each section  Key content video:
after each class. Students could use this summary as their notes for a test or other assessment. Calculating
Encourage students to write in their own words and to include examples which help them to percentages
understand key skills in the chapter.  4H topic quiz

Optional activity: 30 minutes  Investigation ‘Calculating the football ladder’ to allow for greater student understanding of obook pro
Investigation this topic before moving on to 4I Percentage increase and decrease.  Investigation:
Calculating the
football ladder
Optional activity: 15 minutes  Distribute a store catalogue showing percentage discounts on items. Ask students to work in  Store catalogues
Sale! Sale! Sale! pairs to calculate the discounted price of any two items. Encourage them to use a visual
technique and the mathematical algorithm. They can discuss the connections between the two
techniques to improve their understanding.
 In pairs, students may research discounts in different stores on the same item to identify ‘best
buy’.

Lesson 4I: Percentage increases and decreases

Pages 192–195

Total time: 50 minutes

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 Success criteria
By the end of this lesson, students will be able to:
 increase and decrease a quantity by a percentage.

NSW Curriculum links

 Strand: Number and algebra
 Topic: Fractions, decimals and percentages
o Represent and operate with fractions, decimals and percentages to solve problems (MA4-FRC-C-01)
- Round decimals to a specified degree of accuracy using approximations
- Identify and make use of the relationship between fractions, decimals and percentages to carry out simple conversions
- Represent one quantity as a fraction, decimal or percentage of another, with and without the use of digital tools
- Solve problems that involve the use of percentages

Things to know before you start teaching this lesson

Potential difficulties
 Students may need to be reminded to calculate the new amount when considering percentage increase and percentage decrease. They can often calculate the change of
the amount but forget to add or subtract as appropriate in reference to the original amount.
 To double an amount is a 100% increase resulting in 200% of the original amount. There is no limit to how much an amount can be increased by. On the other hand,
the maximum possible decrease of an amount is 100%.
 Students may need help when working with percentages over 100%.
 When $50 is increased to $150, it means an increase of 200%. Students may need help understanding why it is 200% and not 300%.
 Remind them that an increase of 100% makes the new amount 200% of the original amount.

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Differentiation
Support
 Some students may be finding the arithmetic increasingly difficult and can be encouraged to use their calculator to assist them with these calculations. It is important
that students can identify the type of calculation required and then use their calculator appropriately.
 Students at this level can generally perform the required calculations but often need guidance interpreting what the question is asking them to do.
 Sometimes students can confuse what type of answer they should arrive at. For these students, have them write either an amount or a percentage at the start of each
question so they have a clearer idea of what their answer should look like.
At level
 In Q12 provides an opportunity for you to discuss the two methods of calculating a percentage change, showing that the final answer is the same. For example, an
increase of 25% can be calculated by:
Method 1: calculating 25% of the amount and then add it to the original amount
Method 2: calculating 125% of the original amount.
 Instruct students to roughly estimate their answers before completing problems. For example, if students know that an item sold for roughly half of its original price,
then they will know they have made a mistake if they calculate the percentage loss as something very different to 50%.
Extension
 Some guidance may need to be given on how to combine two percentage changes into a single percentage change. Students will need to write the total change as a
percentage of the original amount. Demonstrate that a 10% increase followed by a 10% does not give the original amount.
 Show students how they can use algebra to find the original amount after several percentage changes given the final amount. For example, the equation
x × 1.1× 0.75=400 can be used to find the original amount after a 10% increase and a 25% decrease, given the new amount is 400.

Inter-year links
 Support: Calculating percentages

Classroom activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME

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 Starter activity 5–10 minutes  Discuss different ways of communicating percentages: 15 out of 100, 15 hundredths, 15 N/A
divided by 100. Show that 15% of 100 means ‘15 out of every 100’. Ask students what 15% of
200 is. Use the concept that ‘of’ in mathematics can be replaced with the operation of × to
rewrite percentage statements as multiplication problems and then perform the calculations.
 Use visual strategies (like bar modelling) to represent percentages and amounts and ask
students to shade percentages such as 80%, 110% on the same model to find the new amount
after a percentage change.

Understanding 20 minutes  Read through the theory/worked examples and start the understanding and fluency questions. Student book
and fluency  After students have had some time to work, go through one question related to each worked
example, with students talking through each step and suggesting what to write.
Extension
 More capable students could move on to the rest of the exercise without further instruction.
Problem solving 20 minutes  Model one of the problem solving and reasoning questions with student input about the obook pro
and reasoning required steps.  Investigation: Of and
Extension As – what’s the diff?
 Students who complete their assigned problem solving and reasoning questions could attempt
the challenge questions or the investigation titled ‘Of and As – what’s the diff?’.

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 Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Interactive skillsheet:
they have completed a variety of questions from the topic if they are unable to complete all set Percentage increases
questions. and decreases
 Revise the topic by doing any of the following:  Worked example
o Complete the Percentage increases and decreases interactive skillsheet videos: 4I.1, 4I.2
o Watch the worked example videos  Key content video:
o Watch the related key content video Percentage increases
o Complete the 4I topic quiz and decreases
 Create a one-page summary sheet for the chapter by adding relevant notes for each section  4I topic quiz
after each class. Students could use this summary as their notes for a test or other assessment.
Encourage students to write in their own words and to include examples which help them to
understand key skills in the chapter.
Optional activity: 30 minutes  Investigation ‘Of and As – what’s the diff?’ to allow for greater student understanding of this obook pro
Investigation topic before moving on to Chapter review.  Investigation: Of and
As – what’s the diff?
Optional activity: 10 minutes  Make sure students understand the relationship between the following ideas in the table. Guide N/A
Finding the students to explore how they can find all missing information in the table given two pieces of
missing
information in different colours. For example, given the amount of change and the amount
information
after change, students should be able to find the original amount and percentage change.
 Extend the discussion to finding the original amount given the amount of change and the new
amount as a percentage of the original amount.

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Revision lesson: Chapter review

Pages 196–201

Total time: 50 minutes

Additional activities

ACTIVITY TIME DESCRIPTION WHAT YOU’LL NEED

NAME
Chapter review 30 minutes  The auto-marked 20 question chapter review quiz covers key concepts from across the chapter. obook pro
quiz  Chapter 4 review quiz

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 Homework 20–30 minutes  Complete unfinished questions from class. It is advised to set students a time limit (e.g. 30 obook pro
minutes) after which they can stop working on the questions. Encourage students to ensure  Chapter 4 checklist
they have completed a variety of questions from the topic if they are unable to complete all set
questions.
 Complete the chapter checklist. Students can complete the relevant interactive skillsheets if
they need further learning and practise of the skills.
Class test 50 minutes  Set the class test with alternate students receiving class tests A and B. obook pro
 Chapter 4 class test A
 Chapter 4 class test B
Additional 5–10 minutes  Review key terms introduced in this chapter as a whole class using Quizlet flashcards. obook pro
activity: Key Encourage students to define each term in their own language and give an example for each Chapter 4 Quizlet
terms revision term where possible.
Additional 20–30 minutes  Divide students in groups of 2 to 4 to attempt the low-floor, high-ceiling question using skills Student book
activity: Copy of a covered in this chapter. Encourage students to explore different approaches to solve the AMT Explorations: page
copy question. 242 Question 3

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