Differentiation  Basic concept and the process of converting between fractions, decimals and

percentages were explained on the white board to ensure every students

understand.
 Explain and go through some examples with students before students participate
in hands-on activities.
 Individual help will be provided to groups of students that are struggling.
 The level of difficulties will be increased as students move along different 4
working stations. Station 1 and 2 will contain basic questions that every students
can answer whereas station 3 and 4 require high order thinking and reasoning
skills to be able to solve the questions.
 Students will have 5 minutes to solve questions at each station. The time limit
enables students to challenge and engage with the activity.
 Station 4 has some worded problems that can challenge students and allow them to
develop critical thinking in problem solving. This station might be suitable with
advanced learners.
 Group work can also assist students with lower abilities to learn from more capable
students and also challenge them to try something harder.
Lesson plan 2

Learning Area: Mathematics Class /Stage: 7MATC/Stage 4

Topic: Decimals, fractions and percentages Date and Time: 19/6/2020

Curriculum Outcomes:
 A student:
› communicates and connects mathematical ideas using appropriate terminology, diagrams
and symbols MA4-1WM.
› applies appropriate mathematical techniques to solve problems MA4-2WM.
› recognises and explains mathematical relationships using reasoning MA4-3WM.
› operates with fractions, decimals and percentages MA4-5NA.

Content:
 Connect fractions, decimals and percentages and carry out simple conversions.
 Classify fractions, terminating decimals, recurring decimals and percentages as 'rational'
a
numbers, as they can be written in the form b where a and b are integers and b ≠ 0.
 Convert fractions to decimals (terminating and recurring) and percentages.
 Convert terminating decimals to fractions and percentages.
 Convert percentages to fractions and decimals (terminating and recurring).

Learning  Students are able to convert fractions to decimals and vice versa.
Intention  Students are able to recognise recurring decimals and able to use correct symbol
to represent recurring decimals.
 Students are able to convert percentages to decimals and vice versa.
Success Criteria  Students participate in class discussion and are able to answer questions correctly.
 Use questioning strategies to engage and include students in solving samples of
work on the white board.
 Students are able to work and communicate in with other group members to
successfully complete hands-on activities at different working stations.
 Students are able to apply previous knowledge contents and today lesson to
answer challenging questions at different working stations within given time
frames.

Differentiation  Basic concept and the process of converting between fractions, decimals and
percentages were explained on the white board to ensure every students
understand.
 Explain and go through some examples with students before students participate
in hands-on activities.
 Individual help will be provided to groups of students that are struggling.
 The level of difficulties will be increased as students move along different 4
 working stations. Station 1 and 2 will contain basic questions that every students
can answer whereas station 3 and 4 require high order thinking and reasoning
skills to be able to solve the questions.
 Students will have 5 minutes to solve questions at each station. The time limit
enables students to challenge and engage with the activity.
 Station 4 has some worded problems that can challenge students and allow them to
develop critical thinking in problem solving. This station might be suitable with
advanced learners.
 Group work can also assist students with lower abilities to learn from more capable
students and also challenge them to try something harder.
Classroom  Students line up outside the classroom until they settle down.
organisation  Students will be seated follow the seating plan designed by teacher.
 Students come in and prepare to study in two minutes.
 Students start with DO NOW task.
 Students will work in group of six students at 4 stations.
 Tables and chairs will be rearranged to create 4 different working stations which
students are able to move around the room to work at different stations.

Stage of Lesson Engagement/ Introduction:

 Students are expected to settle down and start working on the DO NOW task in
the first 2 minutes.
 Introduce today lesson of Decimals, fractions and percentages. Students will be
able to connect with their past learning experiences and prior knowledge of
fractions and decimals to be success at today lesson.
 Expectation and learning outcome will be outlined for students to follow.
 Students will listen and actively response to teacher explanation of the learning
content and examples.
 Every student must participate in class activities in the second half of the lesson.

Body:
 Learning content and examples will be explained to students. Students are
encouraged to actively participate in class discussion.
 Students will learn about the relationship between fractions, decimals and
percentages. Students will learn to carry out simple conversions between
fractions, decimals and percentages.
 Step by step work samples will be presented to students before they have a chance
at solving the questions by themselves.
 Students will be divided into group of 6 to participate in hands-on activities in 4
working stations. Level of difficulties of each station will be different. Assistance
will be provided to students when necessary.
 Students will have 5 minutes time limit at each station. I will use timer on
 interactive white board to indicate time frame. I will instruct students to move to
the next station when time is up.
Closure:
 Students can ask questions if they are unsure about the lesson content.
 Go back to learning outcome. Ask students what they have learned in the lesson
and how do they feel about the activities.
 Students back up and rearrange the table back to the old setting.
Resources  Interactive white board.
 White board/markers.
 Printed questions for 4 working stations.
 Card boards for different groups at each station.

Reflection  The activities is an essential revision tool for students before their end of topic
test.
 Most students seemed to enjoy and participate in the group activities.
 Some students forgot previous lesson content and therefore it took them longer
time to solve the questions.
 Time limit was a bit too short at station 4 where the most challenging questions
appear.
 Most groups answered questions in station 1, 2 and 3 correctly. There were 2
groups be able to answer the questions in station 4 and can justify their answer.
 Below average students struggled a lot at station 4. However, with the help of
other groups member they seem to understand.
Assessment  Informal assessment such as asking question during class discussion allow me to
gain some ideas of students’ understanding.
 Diagnostic assessment is presented as DO NOW task permit me to recognise
students’ background knowledge before starting the new topic.
 Students’ struggle and common mistakes allow me to identify knowledge gap of
students. It will be beneficial for students’ understanding if I can re-explain those
concepts to them.
Evaluation  The activities attract students a lot, most of them responses positively about the
activities.
 The activities is a good chance for students to work in group and therefore improve
their communication skills.
 Average and advanced students have learned a lot in the activities, however there
are some below average students did not have a chance to raise their ideas in
groups most of the time
 Not all groups can use reasoning to justify their answers and solve worded
problems, even so this is a good chance for them to develop these skills and enrich
critical thinking.