Percentages

Lesson Plan
Topic area: Stage of Learner: Syllabus Pages:

Percentages Year 8
Date: Location Booked: Lesson Number: 1/3
5/3/18 Classroom
Time: 60 minutes Total Number of students Printing/preparation
30 Worksheets
Excel spreadsheets
Kahoot
Outcomes Assessment Students learn about Students learn to

MA4-1WM Hands up First principles of percentage Calculate percentages
communicates and connects Worksheet
mathematical ideas using appropriate Kahoot
terminology, diagrams and symbols
MA4-2WM
applies appropriate mathematical
techniques to solve problems
MA4-3WM
recognises and explains mathematical
relationships using reasoning
MA4-5NA
operates with fractions, decimals and
percentages
ACMNA158
Find percentages of quantities and
express one quantity as a percentage
of another, with and without the use
of digital technologies
calculate percentages of
quantities using mental,
written and calculator
methods
Students will be able to demonstrate

their knowledge by presenting to the
class.
Students will understand the first

principles of percentage by the end of
the class.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Critical and Creative thinking Understand the fundamentals of percentage.

ICT capability
Literacy
Numeracy
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 important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How are the quality teaching elements you have identified achieved within the lesson?
Teaching Indicators of presence in the lesson

element
1.1 Focusing on fundaments of percentage and discussing.
1.2 Presenting examples on the board.
1.4 Question constantly change and get harder making them think of different strategies.
1.6 Constant questioning and discussion throughout lesson.
2.1 Let them know they will be expanding on knowledge for further lessons.
2.2 Constant discussion.
2.3 Let them know they will be expanding on knowledge for further lessons.
3.4 Discussions and presenting areas of content.
Time Teaching and learning actions Organisation Centred
T/S
Intro Explain percentage as meaning per 100. Teacher: Explain concept. T and S,
Get them to recognise this by breaking the word into per Start discussion. mostly T
and cent. Open spreadsheet and explain.
5-10 mins Open an excel spreadsheet with a 10x10 grid to explain if
30 are coloured it means 30 per 100, or 30%. Student: Participate in discussion.
Resources:
Body Ask what would happen if I increased the size of the grid Teacher: Question students about T and S
to 20x20? How many blocks are there now? How many scenarios.
would be coloured in if 30% were coloured? What does Write example on board. Encourage
10-15 that mean per 100? answers.
mins Ask as a reminder what does 30% mean and write it on Provide worksheet.
the board. Draw a table dividing 200 into two 100s and fill
it out. Show how you can figure out the answer through Student: Answer through show of
addition and multiplication hands.
Begin worksheet to be completed till the end. (Appendix Fill out worksheet.
2)
Resources: Worksheet
Write down another example of the board such as 5% of Teacher: Discuss new problems. T and S
250. Question the students as to what that might mean. Provide more examples.
How would we write the table now? Select students to draw tables on
10-15 Provide another example using a decimal in the board.
mins percentage, such as 3.5% per 500. What might this mean?
This time select several students to come up and draw up Student: Participate in discussion.
tables to find the answers. Present examples.
Resources:
Write down one last example where the total isnt Teacher: Discuss new problems. T and S,
divisible by 50, such as 4% of 330. Prompt discussion. mostly S
10-15 Question students to see if they can work out a solution.
mins Provide a hint that while 4% is $4 for every hundred, it is Student: Work out problems through
also 4 cents per $1. mutual discussion
Work out a few problems as a class.
Resources:
Teacher:
Student:
Resources:
Conclusion Kahoot quiz (Appendix) Teacher: Open kahoot quiz and ask T and S
students to login using their devices.
5-10 min Begin activity.
Student: Login to kahoot quiz and

start activity.
Resources: Kahoot
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I will need to observe and record student responses. See what worked and what didnt.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

Understand percentages Discussion and Kahoot quiz.
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, 3.5, 4.1 Listening and participating in discussion.
2.1, 2.6, 3.3, Used various teaching strategies and resources.
3.4
1.5, 3.1 Worksheet with varying difficulty of answers with included challenge
question.
2.2, 2.3, 3.2, Explain percentage by using language as well as visual aids. Demonstrate
4.2 patterns using Excel.
2.5 Show they understand the content and can present ideas to the class
through presentation.
5.1 Constant discussion and answering questions. Speed and accuracy in
Kahoot Quiz.
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)
AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
NSW Education Standards Authority. (n.d.) Angle Relationships. Retrieved from

http://syllabus.nesa.nsw.edu.au/mathematics/mathematics-k10/content/761/
Resources Attached:
Appendix
1. Find 4% of $300
4% mean $___ for every $1___
300
100
100
100
2. Find 6% of $500
6% mean $___ for every $___
500
3. Find 7% of $800
8% mean $___ for every $___
4. Find 11% of $700
5. Find 6% of $350
6% means 6 for every $100 and 3 for every 50.
6. Find 3% of $850
7. Find 9% of $550
8. Find 6.5% of $500

6.5% means $6.50 for every 100.
9. Find 4.5% of $700

10. Find 13.5% of $400
11. Find 4% of $530

4% mean $4 for every $100 and 4c for every 100c (or 4c for every $1)
12. Find 5% of $460
13. Find 12% of $520
14. Challenge: Find 12.5% of $890
Appendix
Kahoot Quiz:
https://play.kahoot.it/#/k/5384fc17-2684-49e0-9ebf-7ecde78e8699
Lesson Plan

Percentages Year 8
6/3/18 Classroom
30 Square Saw
Excel spreadsheets
Brilliant.org quiz

MA4-1WM Square Saw on The connection between
communicates and connects previous lesson. fractions, decimals and
mathematical ideas using appropriate percentages.
terminology, diagrams and symbols Show of hands and
discussion, especially The increase and decrease of
MA4-2WM during spreadsheet for number by a percentage.
applies appropriate mathematical pattern recognition.
Watch presentations.
MA4-3WM
recognises and explains mathematical Through Discussion.
MA4-5NA
percentages
ACMNA157
Connect fractions, decimals and
percentages and carry out simple
conversions
convert terminating decimals
to fractions and percentages
convert percentages to
fractions and decimals
(terminating and recurring)
Students will be able to present their

knowledge of the topic to the class
confidently.
Critical and Creative thinking Students learn to convert percentage to

ICT capability fractions and decimals, and develop patterns to
Literacy be able to easily do so.
Numeracy They also learn about the increasing and
decreasing of values by certain percentages.
and among students.

element
1.1 Presenting questions to the class.
1.2 By developing pattern and understanding what percentage really means by relating it to
fractions.
1.4 Developing understanding through pattern recognition.
1.6 Constant discussion and questioning throughout the class.
2.2 Constant discussion during class and encouragement to find pattern.
2.3 By getting them to recognize patterns..
2.4 Group work and presentations.
3.1 Students are expected to build on their percentage foundations.
3.3 Use of spreadsheets.
3.4 Requires all students to participate as these are things that will affect everyone.
T/S
Intro Square Saw (Appendix 1) Teacher: Hand out square saw S
puzzles.
5-10 mins
Student: Complete Square saw.
Resources: Square saw

Body Open 10x10 grid excel spreadsheet again. Teacher: Create quick spreadsheet. T and S
Fill in 50 boxes and ask what it means. Start discussion.
Can they give you a percentage? Can they see that it is Question meaning.
half? (should know fractions already) Display spreadsheet and ask for and
15-20 What about with 25 or 10? change values.
mins Ask them again what 50% means.
Show that this is the same as 50/100 which = (already Student: Participate in discussion
know simplifying)
Now how about 25 or 10? Resources: Excel
How else can fractions be represented?
Display Excel spreadsheet (Appendix 2) with percentages
being converted to fractions then to decimals. They
should see a pattern developing with percentages and
decimals.
What does it mean to increase or decrease by a Teacher: Ask questions. T and S,
percentage? Open Brilliant quiz. mostly S
Form groups and have them complete a Brilliant Quiz on Explain concepts.
15-20 percentages. Inform them that one person from each Form groups and inform them they
mins team will be presenting an answer to one question. will have to present a question.
Student: Answer questions.

Complete Brilliant quiz, and present
one question.
Resources: Brillian.org Percentage

quiz
Teacher:
Student:
Resources:
Teacher:
Student:
Resources:
Conclusion Discuss any difficulties some may have and whether they Teacher: Begin discussion T and S
preferred using tables or quick conversions to decimals.
Student: Participate in discussion.
Resources:
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I will need to observe and record student responses. See what worked and what didnt.

Convert percentages to Discussion and show of hands.
fractions
Able to increase and decrease Brilliant quiz and presentation
a number by a percentage.
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Standards
1.1, 3.5, 4.1 Listening and participating in discussion. Forming groups to encourage
participation and engagement.
2.1, 2.6, 3.3, Used various teaching strategies and resources.
3.4
1.5, 3.1 Creating groups where some who arent as talented can perform other
tasks.
2.2, 2.3, 3.2, Forming groups and getting them to complete a quiz together then present
4.2 their result.
2.5 Show they understand the content and are able to present ideas to the
class through presentation.
5.1 Constant discussion and answering questions. Speed and accuracy in 5
questions.
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?
Students will be using scissors for square saw. Watch students carefully.
References (In APA)
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Brilliant.org. (2017). Basic Mathematics | Brilliant Math & Science Practice Problems.
[online] Available at: https://brilliant.org/practice/percentage-
change/?subtopic=arithmetic&chapter=percentages [Accessed 10 Aug. 2017].

Resources Attached:
Appendix 1
Square Saw Template
7 26 22.5
13% of 400
7% 0f 650
16.25
45.5
32
52
5% of 430 5% of 240 6% of 150

21.5 12 9
6.5% of 250
4.5% of 450
16.25
20.25
20.25
16.25
7% of 3% of 400 9% of 550
320
22.4 12 49.5
6.5% of 400
5% of 300
49.5
15
26
26
3.5% of 200 4% of 800 7.5% of 300

Appendix 2
Lesson Plan

Percentages Year 8
7/3/18 Classroom
30

MA4-1WM Discussion throughout The increasing and Calculate the increase and
communicates and connects the class. decreasing of prices by a decrease of prices by
mathematical ideas using appropriate Show of hands with certain percentage. percentage.
terminology, diagrams and symbols questions. Researching for different Calculate tax on income.
examples of percentage. Calculate repayments on a
MA4-2WM Tax and how it works. loan.
applies appropriate mathematical Repayments on loans.
MA4-3WM
recognises and explains mathematical
MA4-5NA
percentages
ACMNA187
Solve problems involving the use of
percentages, including percentage
increases and decreases, with and
without the use of digital technologies
increase and decrease a
quantity by a given
percentage, using mental,
written and calculator
methods
solve a variety of real-life
problems involving
percentages, including
percentage composition
problems and problems
involving money
Students will have enough of a grasp

on percentages to be able to find
examples in the real world
Students will be able to effectively

work in groups to complete the task.
ICT Capability Being able to relate what theyve learned about

Critical and creative thinking percentages in the previous 2 classes to the real
Literacy world and how it can affect them.
Numeracy

and among students.

element
1.2 Through research on the topic they will be able to display their understanding of the topic.
1.6 Constant discussion and questioning throughout the class.
2.2 The class is spent researching followed by discussion and regular questioning.
2.3 By getting them to research I showing I expect them to understand percentages already.
2.5 Mostly student led class through research and mutual discussion.
3.1 Students are expected to build on their percentage foundations and skills.
3.3 Use of spreadsheets and internet for researching.
3.4 Requires all students to participate as these are things that will affect everyone.

T/S
Intro 5 questions lesson starter (Appendix 1) Teacher: Show the 5 questions and S
ask students to start.
5-10 min Student: Complete 5 questions.
Resources: 5 questions starter.

Body Discussion and Research. Teacher: Start discussion about T and S,
Discuss various ways percentage shows itself in the real percentages in the real world. Ask mostly S
world. They might think of supermarket sales or mobile students for examples and encourage
phone plans. Put students into groups and have them them to find specific instances in
25-30min research one particular way percentage shows up. Tell groups.
them to formulate their own question around their Walk around class and discuss what
example and present it as a question to the class. each is looking for.
As the students are working, walk around the room asking Guide and assist during
questions and starting discussions. presentations.
Be off to the side as guidance during presentations.
Student: Research percentages in the
real world and formulate a question.
Present their question.
Resources:
Introduce them to tax and loans. Write up an example on Teacher: Talk about taxes and loans. T and S
the board. They should be able to calculate these Start a discussion and see if any have
problems, this is just to show them how important it is in any experience with these things.
10-15 the real world. So a worksheet will just make them bored. Write up a few examples and
Ask them to work it out by questioning them. question students.
Explain how loans and repayments, such as for a house or
car, work. Help tie it to something they might be needing Student: Participate in discussion and
very soon. Again, write up an example on the board and answer questions.
discuss
Resources:
Conclusion Discuss with the students how important this subject is Teacher: Discuss topic and stress T and S
especially when applying for loans or simply budgeting. It importance.
5-10 has strong ties to the real world.
Discuss what theyve learned and find any problems some Student: Participate in discussion.
might still have.
Resources:
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
I will need to observe and record student responses. See what worked and what
didnt.

Tie percentages to the real Discussion and research.
world
Understand Importance of Discussion.
percentages
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Standards
1.1, 3.5, 4.1 Listening and participating in discussion. Forming groups to encourage
participation and engagement.
2.1, 2.6, 3.3, Used various teaching strategies and resources
3.4
1.5, 3.1 Creating groups where some who arent as talented can perform other
tasks.
2.2, 2.3, 3.2, Forming groups and getting them to search the internet will keep them
4.2 engaged and will in turn show that that theyve understood content.
2.5 Show they understand the content and are able to present ideas to the
class through presentation.
5.1 Constant discussion and answering questions. Speed and accuracy in 5
questions.
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)

http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Resources Attached:
Appendix 1
5 Questions Lesson Starter
1. What is 5.5% of $320?

2. Represent 75% as a fraction and a decimal.
3. Represent 1/25 as a percentage and a decimal.
4. If I usually earn $400 a week and my pay has just increased by 5.5%, how
much do I now earn?
5. If an item at a shop has gone from $4.50 to $3.60, what percent has it
decreased by?
Justification
This lesson is constructed in order to get students thinking and learning about percentages
on their instead of having them flow on from decimals. Starting from first principles,
students will gain a much deeper understanding of percentages. Instead of telling them that,
for example 50% means half, it is important that they naturally come to this conclusion.
Most students, if given a rule, will always take the easy way out and not pay attention to any
method. However, by the time they naturally spot a pattern and form a rule, they have
already understood the content. As we are working from the beginning theres no real
background knowledge needed other than simple arithmetic. This being the case I did not
start with any kind of activity, but I did want to keep the students engaged so I started with a
spreadsheet in Excel to visually represent what is meant by percent. I immediately start a
discussion and change the spreadsheet to help them see the pattern.
Based in the worksheet provide I wrote up mine very similar, to be able to fit it all in one
lesson and have the students grasp the concept. I chose not to write complete examples on
it as I wanted discussion to flow alongside it. I would not stop them once it got harder, but
rather wait to see if they were able to find their own way or until I was questioned. This way
I could see those who were brighter and those who might need help going to the next step.
In order to assess the success of the lesson I created a short Kahoot quiz to finish. This type
of quiz will not only tie the lesson together, but will engage the students once more as they
compete against each other. Using technology in this way will help assess all students in a
very short period of time. If there are any struggling a note can be made to help them during
the class the next day or quickly finish with a review if there is time. Halfway through the
nest lesson I added another quiz which increased in difficulty, but also had challenge
questions that the brighter students could have a go at. I started both my next lessons with
revision activities to get the students engagement and attention right at the start, as
students who are motivated and engaged will persist longer with a mathematical task
(White, 2001). These 2 activities, along with the Kahoot and Brilliant quizzes, are things to
makes the students think but arent too complicated so as to use up too much lesson time
(Lyon, 2016).
As previously mentioned, these quizzes and activities are a good way to assess students
understanding, but more than that, it will help you differentiate between differently skilled
students. I can use this knowledge while forming the groups for several other activities to
encourage peer tutoring. This not only enables those who need help on the topic, but can
also help the students acting as a tutor to deepen their own understanding of the topic
(Killian, 2016). Differentiation is not only for how smart one is, but how they learn. There
may be students who only learn instrumentally, or others relationally, and the only way to
prevent students from disengaging because they cant learn from particular style, is by
implementing both dimensions in the same unit (Skemp, 1976).
In the 2nd lesson I open a prepared Excel spreadsheet to convert percentages to fractions
and decimals instantly upon entering a value. This wouldnt be too time consuming to do
manually, but Ive created this lesson assuming they have never related percentages to
either. This way all students can yell out values and watch each other value change
accordingly. In a very brief time some will start seeing a pattern and guessing the fraction or
decimal before anything being entered. This way they will have taught themselves how to
convert and will boost their confidence in the meantime.
In the 3rd lesson I used another method to get the students engaged. I related all we had
been doing over the last few lessons to real world problems. Within a couple years many of
these students will have jobs, phone bills, or even car repayments for a lucky few. One big
problem with getting students engaged in maths is that many dont see the relevance. Why
do I need to know this? The best way to respond to that is by finding a real-world example
that can be extremely important in their lives.
Engagement isnt enough for effective learning, which is why I have incorporated a lot of
time to discussion or regular student presentations. In Teaching Secondary School
Mathematics, Goos (2007) states that teachers need to actively engage all students in
conversations and texts that encourage reflection on their learning, and explanation and
justification of their thinking. Sometimes students may come to the answer accidentally or
through flawed reasoning. If their methods are never questioned they might continue the
rest of the lesson or even year not understanding why they arent doing so well, and all
because of one mistake that was never caught. However, if they can present the topic well,
they might be more confident in their own abilities. On top of teaching the class they will
also have gained a deeper understanding to be able to clearly justify their methods.
References
Goos, M., Stillman, G., & Vale, C. (2007). Teaching secondary school mathematics: Research
and practice in the 21st century.Sydney: Allen & Unwin.
Killian, S. (2016). 5 Keys to Successful Peer Tutoring. The Australian Society for Evidence
Based Teaching. Retrieved 10 August 2017, from
http://www.evidencebasedteaching.org.au/5-keys-successful-peer-tutoring/
Lyon, S. (2016). Ideas to make revising mathematics engaging | STEM. Stem.org.uk.

Retrieved 10 August 2017, from https://www.stem.org.uk/blog/ideas-make-revising-
mathematics-engaging
Skemp, Richard. (1976). Relational Understanding and Instrumental Understanding.

Mathematics Teaching, 77, 2026.
White, A. L. (2001). Triple M: Mathematics, motivation andcmiddle school. In C. Vale, J.

Horwood & J. Roumeliotis (Eds.) 2001: A Mathematical Odyssey, (pp.207-217 ). Brunswick
Melb: M.A.V. ISBN 1-876677511

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Lesson Plan

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

Students will be able to demonstrate

Students will understand the first

Critical and Creative thinking Understand the fundamentals of percentage.

Teaching Indicators of presence in the lesson

Student: Login to kahoot quiz and

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

NSW Education Standards Authority. (n.d.) Angle Relationships. Retrieved from

8. Find 6.5% of $500

9. Find 4.5% of $700

11. Find 4% of $530

12. Find 5% of $460

13. Find 12% of $520

14. Challenge: Find 12.5% of $890

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

Students will be able to present their

Critical and Creative thinking Students learn to convert percentage to

Teaching Indicators of presence in the lesson

Resources: Square saw

Student: Answer questions.

Resources: Brillian.org Percentage

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

NSW Education Standards Authority. (n.d.) Angle Relationships. Retrieved from

Square Saw Template

5% of 430 5% of 240 6% of 150

3.5% of 200 4% of 800 7.5% of 300

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

Students will have enough of a grasp

Students will be able to effectively

ICT Capability Being able to relate what theyve learned about

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

5-10 min Student: Complete 5 questions.

Resources: 5 questions starter.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

NSW Education Standards Authority. (n.d.) Angle Relationships. Retrieved from

5 Questions Lesson Starter

1. What is 5.5% of $320?

Lyon, S. (2016). Ideas to make revising mathematics engaging | STEM. Stem.org.uk.

Skemp, Richard. (1976). Relational Understanding and Instrumental Understanding.

White, A. L. (2001). Triple M: Mathematics, motivation andcmiddle school. In C. Vale, J.

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