Harry Sohal Maths 1a - Assignment 1

Secondary Curriculum 1A
Harry Sohal (18092716)

Lesson Plan 1
Topic area: NA Fractions, Decimals Stage of Learner: Syllabus Pages:
and Percentages Stage 4, Year 8
Mixed ability class
Focus is percentages component
Students have completed
outcomes ACMNA152-7,
ACMNA184 and ACMNA186
Date: Location Booked: Lesson Number: 1 for percentages
Time: 60 minutes Total Number of students Printing/preparation

Print Worksheet 1 - First Principles
Percentage
Outcomes Assessment Students learn about Students learn to

• operates with fractions, decimals Pre-assessment The concept of Calculate the percentage of
and percentages MA4-5NA Focus through lesson percentages based on a a number using a first
is percentages component starter first principles approach principles approach
• recognises and explains Informal formative

mathematical relationships using assessment through
reasoning MA4-3WM teacher questioning
and observations.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Using a concept based approach (relational), help
students understand percentages. Students to discover
algorithms to calculate percentages organically (without
teacher help).
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats understanding 1.6 Substantive
knowledge as something that requires active construction and requires students 1.3 Problematic communication
to engage in higher-order thinking and to communicate substantively about knowledge
what they are learning.
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers criteria 2.5 Students’ self
work productively in an environment clearly focused on learning. Such pedagogy 2.2 Engagement regulation
sets high and explicit expectations and develops positive relationships between 2.3 High Expectations 2.6 Student direction
teacher and students and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with students’ 3.2 Cultural knowledge 3.6 Narrative
prior knowledge and identities, with contexts outside of the classroom, and with 3.3 Knowledge
multiple ways of knowing all cultural perspective. integration
How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson

element
1.2 Students are required to understand percentages based on first principles
1.3 Higher order thinking involved in determining patterns
1.6 Students regularly engaged in classroom discussions.
2.2 Students engaged through classroom discussions and sharing discoveries at end of lesson
2.3 Teacher sets high expectations for all students
3.1 Background knowledge from previous lessons is revised in lesson starter

3.4 Lesson can be differentiated to students level of learning
Time Teaching and learning actions Organisation Centred
T/S
Intro Introduction Teacher: Draw up table onto Mostly S
Instruct student to enter class and take out learning board. Monitor class and
10 materials. Mark attendance and remind students differentiate activity to student
minutes about book roles needs.
Lesson starter Student: Fill out solutions

On whiteboard, draw the following table and
instruct students to complete. Resources:
Fraction Decimal Percentage

1
2
0.75
40%
5
100
0.625
Walk around and monitor students (pre-

assessment). For students struggling, re-explain
concept. For gifted and talented students, ask what
would happen if we had a percentage larger than
100, e.g. 120%?
Body Class discussion Teacher: Stimulate class T and S

Ask students where they have heard of discussion and build up to first
15 percentages? example.
minutes What do they think percentages mean?
What are some real-world examples where they’ve Student: Engage in class
seen them used? discussion and understand
concept.
Percentages by first principles
1) Let’s talk about finding 3% 𝑜𝑓 $100. Resources:
Note: Of means to multiply
Ans: We know from our previous work that the
answer to that is $3
2) Know what if we had $400? How would we do

that?
Ans: Direct students towards the idea that $400 is
four lots of $100, and hence we can add up $3 + $3 +
$3 +$3 to determine the answer
3) If we had to present this in a graphical way

Find 3% of $400
Ans:
3% means $3 for every $100.
400
100 3
100 3
100 3
100 3
12
Hence the answer is $12
25 Teacher to hand out first principles percentage Teacher: Hand out worksheet S
minutes graded worksheet. and monitor class. Differentiate
activity to student needs as
Teacher to walk around the class and monitor required.
students. Provide extra assistance to students who
are still struggling to understand the concept. For Student: Engage in the
advanced learners (once finished worksheet), completion of the worksheet.
extend to concept to involve percentages greater
than 100%. E.g. How would you apply this method if Resources: Worksheet 1 - First
you had to find 150% of $300? When would you Principles Percentage
have a percentage greater than $100 in real life?
What does it mean.
Ans:
150% means $150 for every $100.
300
100 150
100 150
100 150
450
Hence the answer is $450
Conclusion Get students to share how they solved the Teacher: Encourage student S
questions. If they discovered any faster methods or contribution
10 general patters? If so, get them to explain why it
minutes works. Student: Share possible
algorithms to compute
percentages more quickly
Resources:
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
This lesson has provided me an understanding of how relational learning can be applied in a secondary school
maths environment. In comparison to traditional textbook based approaches, I believe this format is more
engaging for students as they develop a conceptual understanding.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

Concept of percentages Through classroom discussion
Calculating percentages via first Interaction and questioning of students when they are
principles completing the worksheet.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating and
indicates the evidence from this lesson that should comply with the standard.
Graduate Evidence within this lesson

Standards
1.1, 1.2, 1.5 Lesson starts with fundamentals of percentages and builds the concept. Learning is
differentiated to student needs.
2.1, 2.2. 2.5 A relation approach to mathematics is employed accompanied by a carefully
graded worksheet.
3.3, 3.4, 3.5 A range of teaching strategies is employed. Teacher must communicate effectively.
4.1, 4.2, 4.4 Classroom discussions encourage student participation. Classroom activities and
student safety are maintained by teacher.
5.1, 5.2 Informal formative assessment allows teacher to assess student learning and
provide feedback
7.1, 7.2 Teacher complies with all legislature and ethical responsibilities
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your
syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that are to
be applied in this lesson?
None
References (In APA)

First principles percentage (1st ed.). Canberra.
Resources Attached:
See Appendix
Lesson Plan 2
Mixed ability class
ACMNA184 and ACMNA186

Worksheet 2 – Percentage Change

• operates with fractions, decimals Informal formative Applying percentages Find percentages of
and percentages MA4-5NA Focus assessment through using a skills based quantities and use this
is percentages component teacher questioning (instrumental) approach. information to determine
and observations. percentage
• applies appropriate Percentage increases and increases/decreases.
mathematical techniques to solve decreases.
problems MA4-2WM
• communicates and connects
mathematical ideas using
appropriate terminology, diagrams
and symbols MA4-1WM
Using a skills based (instrumental) approach, help
students understand how we can find percentages of
quantities, and later apply this to determine percentage
increases and decreases.

element
1.2 Students are required to understand how to determine percentages of quantities and percentage
increases/decreases
1.4 Higher order thinking involved understanding percentage increases/decreases
1.5 Lesson explicitly defines specialist language such as of, meaning of a percentage and percentage
increases/decreases
2.2 Students engaged through carefully graded worksheets
2.4 Use of working in pairs allows students to get support from peers in addition to the teacher
3.4 Lesson can be differentiated to students level of learning
3.5 Real life examples connect mathematics to the everyday context of students
T/S
Intro 1) Introduction (3mins) Teacher: Write up lesson starter Mostly S
Instruct student to enter class and take out learning questions. Monitor class and
minutes about book roles needs. Go through answers to
questions at the end.
2) Lesson starter – 5 Questions (7mins)
1. Solve for x: 10𝑥 = 2 Student: Answer 5 questions
𝑚
2. Solve for m: = 2 lesson starter
10
3. Write 17.5% as fraction and a decimal
4. Express 38cm out of 40cm as a percentage Resources:
5. Using the internet to help you, find out how much
GST you would pay on a $60 video game.
Walk around and monitor students, helping students

as needed.
3) Go through answers to questions (5mins)

Body Teacher Examples Teacher: Go through examples. T
Explain to students that we are building upon last
10 lesson. This lesson we will learn how to calculate Student: Copy examples and ask
Minutes percentages of something procedurally. any questions they may have
1) Start with finding 3% 𝑜𝑓 $100 Resources:

‘of’ means multiplication
‘%’ means for every 100
Hence, we can write
3
∗ $100
100
Solves to become $3
2) So what if we had to find 3% 𝑜𝑓 $400? -> Why

not just use the same process.
3
∗ $400
100
12000
=
100
= $120
3) On third example, give students some time to
attempt before answering.
Find 35% of 200kj
10 Practice Questions Teacher: Write up questions and S
minutes Teacher writes up the following 5 questions on the interact with students.
board for students to solve:
Student: Work in pairs to solve
Find 17% of $50 given questions.
Find 12% of 64kg
Find 18% of 80m Resources:
Find 72.5% of $320
Find 0.5% of 100g
Students work in pairs to answer questions. Teacher

walks around and monitors students, helping as
required. For students who finished early, ask to
solve by converting each percentage to a decimal
first.
10 Percentage Change Teacher: Guide students T and S
minutes Ask class to think about discounts they see at the through examples, ensuring
shops. The new price is equal to the old price minus they understand the concept
the discount. behind increases/decreases in
addition to the method.
If we wrote that mathematically:
new value = original value - decrease Student: Copy examples, noting
(in finance) new price = original price – decrease how to set out answers.
1) Let’s try that as a question then. Resources:

A packet of TimTams is normally $3. Coles has a 30%
discount on this product. How much does it cost
now that it’s on sale?
Original price = $3.00

30
Decrease = ∗ $3.00 = $0.90
100
Hence: New price = $3 - $0.90 = $2.10
2) What happens if something was to increase then?

After weighing in for his wrestling match at 92kgs,
Daniels weight increases by 10% the next day. How
much does he weight now?
new value = original value + increase
new weight = original weight + increase
Original weight = 92kg

10
Increase = ∗ 92𝑘𝑔 = 9.2𝑘𝑔
100
Hence: New weight = 92kg + 9.2kg = 101.2kg
10 Percentages Change Worksheet Teacher: Hand out worksheet S

minutes Teacher to hand out worksheet. Students to and monitor/ interact with
complete worksheet in pairs. students. Help as required,
answering questions they may
For advanced learners, ask them if they were to add have.
the percentages together first before multiplying the
quantity, do you get the same answer? Student: Complete percentage
change worksheet.
Resources: Worksheet 2 –
Percentage Change
Conclusion Teacher to emphasise main learning goals of lesson: Teacher: Recap key points of T
- Today we learnt a quicker way to find the lesson.
5 minutes percentage of quantity.
- We also learnt how we can increase or decrease a Student: Recall what they have
quantity by a percentage. learnt today.
Resources:
Reflection
In the preparation of this lesson, I have learned to be selective with the examples I provide students and the
questions I select for them. Following a conventional teaching methodology, I would have provided students
an example of all the different types of questions and shown them the procedure how to solve them. Whilst
this is still a skills based lesson, I have chosen to let students discover some aspects/shortcuts independently
(e.g. using 110%*value for percentage increase).

Percentage of quantities Interaction and questioning of students when they are
completing questions written on the boards
Percentage increase/decrease Interaction and questioning of students when they are
completing the worksheet.

Standards
1.1, 1.2, 1.5 Lesson starts from concepts taught last lesson builds upon them (ZPD). Learning is
differentiated to student needs.
2.1, 2.2. 2.5 An instructional approach to mathematics is employed accompanied by graded
questions/worksheets.
3.3, 3.4, 3.5 A range of teaching strategies is employed. Teacher must communicate effectively.
4.2, 4.4 Classroom activities and student safety are maintained by teacher.
5.1, 5.2 Informal formative assessment allows teacher to assess student learning and
provide feedback
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson? Using your
syllabus and support documents as well as other WHS policy- Outline the key WHS considerations that are to
be applied in this lesson?
None
References (In APA)
Resources Attached:
See Appendix
Lesson Plan 3
Mixed ability class
ACMNA184 and ACMNA186-7

Laptop + Projector

• operates with fractions, decimals Informal formative The real word applications Apply their knowledge of
and percentages MA4-5NA Focus assessment through of percentages percentages to real work
is percentages component assessment of problems.
answer given by
• applies appropriate students.
mathematical techniques to solve
problems MA4-2WM
• recognises and explains
mathematical relationships using
reasoning MA4-3WM
Using a constructivist approach, students understand the
importance of percentages in everyday life. Students must
work together in groups and use previously learnt
knowledge to devise solutions.

element
1.1, 1.2 Deep knowledge and understanding percentages is required to solve problem.
1.4 Higher order thinking involved in students devising solutions to the problem
1.5 Teacher defines terms such as ‘per annum’ to students
1.6 Given the group work setting, students are regularly engaged in sustained conversations about the
problem
2.2 Students engaged through groupwork activity
2.4 Use of working in groups allows students to get support from peers in addition to the teacher
3.5 Realistic problem given, with video to accompany.
3.6 Problem reads like a story
T/S
Intro 1) Introduction (3mins) Teacher: Write up lesson starter T and S
Instruct student to enter class and take out learning questions. Monitor class and
minutes about book roles needs. Go through answers to
questions at the end.
2) Lesson starter – 5 Questions (7mins)
1. Write 0.12 as a fraction, and then as a percentage Student: Answer 5 questions
2. Write 0.02 as a fraction, and then as a percentage lesson starter
3. Find 26% of 920kg
4. Raise $50 000 by 3.8% Resources:
5. After a 5% discount, a shirt costs $90. Find its
original price.
3) Go through answers to questions (5mins)

Body Group Problem Solving Activity Teacher: Display question on S
board. Show relevant video
25 1) Show video of cheese making process (5mins) about cheese making. After 5
minutes minutes of attempting the
Adrian is a large cheese producer. Currently he question independently, divide
spends $972,000 per annum on electricity bills to students into groups of 3.
operate his pasteurisation tanks. He is currently
looking at purchasing new pasteurisation tanks that Student: After attempting to
use 22% less electricity per annum. Each new solve the problem
pasteurisation tank costs $2,500,000 however as he independently, they work in
is purchasing two of them, he will receive a 10% groups to determine the
discount. Calculate how long it will take for Adrian’s solution.
savings in electricity to pay off the purchasing cost
of the two new pasteurisation tanks? Resources: “Cheese Making
Process”
2) Students attempt to answer the question
independently (5 Minutes)
3) Students work in groups of 3 (created by the

teacher) to solve the problem (15 Minutes).
15 Students present their solutions to the teacher. Teacher: Teacher to interrogate T and S
minutes student solutions and form an
Teacher to walk to the individual groups and listen assessment of students’ level of
to the solutions provided by students. Teacher must understanding
challenge students to defend their solution,
ensuring the reasoning provided is robust. Based on Student: Explain solutions as a
the reasoning students provided, the teacher can group to teacher
assess their current level of understanding.
Resources:
Conclusion Teacher to emphasise main learning goals of lesson: Teacher: Recap key points of T
- Today we went through an example of how lesson.
5 minutes percentages are used in the real world
- Real world problems are often more open ended. Student: Recall what they have
What if the new pasteurisation tank cost more to learnt today.
maintain. Installation costs.
- If you haven’t gotten the answer yet, try to do it at Resources:
home. We will go over the answer next lesson.
Reflection
In this lesson, I wanted to get students learning from each other to solve a problem that is realistic in
nature. In doing so, I have learnt how group work can be involved in mathematics. Solving problems
as a part of a team also more closely mimics a real workplace environment.

Application of percentages to Based on solutions provided by students, teacher can gain an
real work problems. approximate of the students current understanding. If students
can’t find the percentage of a quantity, then revise that concept
next lesson. If they can find the percentage of a quantity but can’t
solve problem, then explore the question conceptually. If
students determine the solution, then they have an
understanding of percentages and a conceptual understanding of
the problem.

Standards
1.1, 1.2, Lesson starts from concepts taught last lesson builds upon them (ZPD)
2.3, 2.5, 2.6 A group based problem solving approach is used. Answers can also be used as an
assessment to student learning. Use of video includes ICT.
3.1, 3.4, 3.5 Challenging learning goal set. Use of ICT as a teaching resource. Teacher must
communicate effectively.
4.2, 4.4 Classroom activities and student safety are maintained by teacher.
5.1, 5.2 Formative assessment allows teacher to assess student learning and provide
feedback
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
None
References (In APA)
Resources Attached:
“Cheese Making Process”
Academic Justification
With an emphasis on increasing student engagement and developing an understanding
of mathematics, three lesson plans were designed for the stage four unit “Fractions,
Decimals and Percentages.” The lessons focused on the percentages component of
this unit of work and explored them through a conceptual, skills based and a team
based problem-solving approach. Key pedagogical frameworks such as the NSW
Quality Teaching (QT) Model and the Australian Professional Standards for Teachers
(APST) helped shape the techniques and strategies employed (NSW DET, 2003; aitsl,
2012). This justification explores the rationale behind each lesson plan, with reference
to academic literature exploring what makes effective pedagogy for mathematics.
The first lesson plan utilized a conceptual approach, exploring the concept of
percentages. In his 1976 article, Skemp explores what is meant by understanding,
distinguishing between relational understanding, that is knowing both what to do and
why, and instrumental understanding, possessing a rule and the ability to use it.
Relational mathematics involves building up an idea conceptually so that the student
can produce an infinite number of plans to reach any finishing point, given a starting
point (Skemp, 1976). Current research recognizes mathematics as a highly
compressible subject, being difficult to learn but once thoroughly understood, can be
recalled quickly and completely. Flexibility of numbers and compression of concepts
were associated with high achieving students (Boaler, 2010 p.218). Ergo, a conceptual
approach was used to introduce the notion of percentages. The lesson began by
students completing a table which revises their ability to interchangeably convert
fractions, decimals and percentages. This activity acts as a pre-assessment, in which
the teacher can recognize and revise concepts students may not have previously
understood, and provide feedback to students on their learning in accordance with the
APST (aitsl, 2012). Next, the teacher stimulates discussion in the class regarding what
their concept of percentages is, engaging the students and allowing them to share any
background knowledge they may have. Three examples are then used to build up how
to find a percentage of a quantity based on a first principles approach (First principles
percentage, n.d.). A graded worksheet that increases in difficulty is then given to
students. Students can solve questions using the first principles approach or apply any
algorithms they may have discovered. The lesson concludes by students sharing
methods they found that allows to solve these problems more quickly, foreshadowing
the skills based approach used in the next lesson.
With the concept of percentages being explained relationally in lesson one, lesson two
then built upon this to demonstrate procedurally how percentages of quantities can be
determined and the application of this to increase or decrease quantities. Improving
upon traditional mathematical pedagogy, one recommendation by Ley (2014) includes
to begin the lesson by writing five questions on the board which revise content learnt,
and introduce concepts that will be learnt in the future. This five-question approach
was used to revise algebraic techniques that will be used for future percentage
questions. Students are also introduced to the term GST, which they must define and
quantify based on their own research, incorporating elements of connectedness and
metalanguage from the NSW QT model (NSW DET, 2003). During this time, the
teacher also talks to each student, providing individual feedback (Ley, 2014). Next,
the teacher demonstrates examples of how to determine percentages of quantities
using an instrumental approach. The same examples as the previous lesson are used so
students compare both methodologies directly. Students are then given select
examples to complete. Finally, real world applications in the form of percentage
changes are introduced, accompanied by a graded worksheet for students to complete.
Concepts are taught using a step by step approach and it is up to the students to
determine shortcuts to the procedure. Pairing of students to complete activities
provides social support (NSW DET, 2003). Practice activities provide students
opportunities to improve their computational fluency and problem-solving skills, and
examples were connected to everyday life where possible (Anthony & Walshaw,
2007).
The final lesson of the sequence aims to apply what students have learnt in the
previous lesson, to a genuine realistic problem. Once again, a five-question approach
is used as a lesson starter, revising concepts in the process (Ley, 2014). Question five
of the starter extends students, requiring them to use their mathematical knowledge to
work backwards to find the original value. A group based problem solving activity is
then introduced to students. The use of open-ended projects as a pedagogical tool has
shown to be effective in a mixed ability class setting for mathematics, with many
students achieving higher grades than their peers being taught through a more
examination oriented approach (Boaler, 2010). Context for the problem is first set
with a video outlining the cheese making process, increasing connectedness which
forms effective pedagogy as per the NSW QT model and Anthony & Walshaw
(2007). Following the Japanese model for mathematics, students then attempt to solve
the problem individually before being divided into groups where they collectively
attempt to find the solution (Takahashi, 2006). Towards the end of the lesson, the
teacher then discusses with students what methods they have applied, ensuring the
reasoning provided is robust. Based on student response, the teacher can formatively
assess student understanding and what content needs to be revised in future lessons.
Hence, through application of conceptual, skills based and team based problem
solving approaches, the designed lesson plans provide stage 4 students an introduction
to percentages. Academic research into effective mathematical pedagogy, along with
pedagogical frameworks such as the NSW QT model and the Australian Professional
Standards for Teachers (APST) were central in shaping the lessons, placing emphasis
on increasing student engagement and developing an understanding of mathematics.
References
Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics. Wellington:
International Academy of Education (IAE).
Australian Institute for Teaching and School Leadership. (2012). Australian

Professional Standards for Teachers.
Boaler, J. (2010). The elephant in the classroom. London: Souvenir.
First principles percentage (1st ed.). Canberra.
Ley, J. (2014). Too Much Content Too Little Time. Oxford University Press.
NSW Department of Education and Training. (2003). Quality teaching in NSW public
schools. Sydney, NSW.
Skemp, R. (1976). Relational Understanding and Instrumental
Understanding. Mathematics Teaching, 77(20-26).
Takahashi, A. (2006). Characteristics of Japanese Mathematics Lessons. DePaul
University. Retrieved from
http://www.lessonresearch.net/characteristics_japanese.pdf
Appendix
Worksheet 1 - First Principles Approach
1. Find 8% of $200 2. Find 15% of $400

8% means …. for every ….
200
100
100
3. Find 4% of $350 4. Find 10% of $550

4% means $4 for every $400
350
100
100
100
50
14
5. Find 4% of $3.50 6. Find 4% of $240

240
100
100
10
10
10
10
96
7. Find 3% of $460 8. Find 7% of $220
9. Find 2.5% of $450 10. Find 3.5% of $750
11. Find 4.75% of $250 12. What are some limitations of this
approach?
Worksheet 2 – Percentage Changes
1. Increase $300 by 15% 2. Increase 80L by 70%
new value = original value + increase
Original value = $300

15
Increase = 100 ∗ $300 = $_____
New value = $300 + $_____ = $_____
3. Decrease $300 by 15% 4. Decrease 90kg by 8%
new value = original value - decrease
Original value = $300

15
Decrease = 100 ∗ $300 = $_____
New value = $300 - $_____ = $_____
5. In order to make a larger profit, Pat 6. Before a discount, a car costs $20,000.
wants to raise his gym’s membership fee After a discount, it now costs $18,320.
by 18%. He currently charges $82.50 for How much of a discount was given on the
membership. How much will the new car? Write your answer in dollars first
membership fee be? Show all working and then convert to a percentage.

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Secondary Curriculum 1A

Harry Sohal (18092716)

Date: Location Booked: Lesson Number: 1 for percentages

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

• recognises and explains Informal formative

Teaching Indicators of presence in the lesson

3.1 Background knowledge from previous lessons is revised in lesson starter

Lesson starter Student: Fill out solutions

Fraction Decimal Percentage

Walk around and monitor students (pre-

Body Class discussion Teacher: Stimulate class T and S

2) Know what if we had $400? How would we do

3) If we had to present this in a graphical way

Hence the answer is $450

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Date: Location Booked: Lesson Number: 2 for percentages

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Teaching Indicators of presence in the lesson

Walk around and monitor students, helping students

3) Go through answers to questions (5mins)

1) Start with finding 3% 𝑜𝑓 $100 Resources:

2) So what if we had to find 3% 𝑜𝑓 $400? -> Why

Students work in pairs to answer questions. Teacher

1) Let’s try that as a question then. Resources:

Original price = $3.00

2) What happens if something was to increase then?

Original weight = 92kg

10 Percentages Change Worksheet Teacher: Hand out worksheet S

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Date: Location Booked: Lesson Number: 3 for percentages

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Teaching Indicators of presence in the lesson

3) Go through answers to questions (5mins)

3) Students work in groups of 3 (created by the

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Australian Institute for Teaching and School Leadership. (2012). Australian

1. Find 8% of $200 2. Find 15% of $400

3. Find 4% of $350 4. Find 10% of $550

5. Find 4% of $3.50 6. Find 4% of $240

9. Find 2.5% of $450 10. Find 3.5% of $750

1. Increase $300 by 15% 2. Increase 80L by 70%

new value = original value + increase

Original value = $300

New value = $300 + $_____ = $_____

3. Decrease $300 by 15% 4. Decrease 90kg by 8%

new value = original value - decrease

Original value = $300

New value = $300 - $_____ = $_____

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New value = $300 + $_ = $_

New value = $300 - $_ = $_