Mathematics Lesson: Year 6 – Fractions decimals and percentages
Year group: 6
Resources:
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Interactive Whiteboard or visible computer screen.
Prepared exercise for oral and mental starter: ‘Sweet Shop’
Unit Planning Spring Term Unit 5pt.1 ‘Fractions, Decimals and Percentages
Interactive Teaching Programmes (updated Nov2003) – Fractions,
downloadable from www.standards.dfes.gov.uk/numeracy/publications/
Spreadsheet ‘Converting Fractions to Percentages’
Prepared exercise ‘Finding Percentages of Numbers’
Calculators
PC calculator
Vocabulary: equivalent, percentage, discount
Oral and mental objectives:
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To find simple percentages of whole number quantities
Framework reference: Section 6 p.33
Oral and mental activities (from Unit Plans):
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Display ‘Sweet Shop Exercise’ on IWB / computer screen /OHP.
Ask – What would the new price of each product be?
What would be the new price if there was 20% discount on each
item?
Use display to invent questions tailored to needs of pupils
Main teaching objectives:
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To express simple fractions as decimals and percentages
To find simple percentages of whole number quantities
To develop calculator skills and use a calculator effectively
Framework ref: Section 6 p.33, 71
Main teaching activities:
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Display ITP ‘Fractions’ on whiteboard or computer screen
Display three fraction lines showing equivalences between ¼, 0.25 and 25%
Display 3 more fraction lines. Display ¾ on the first line. Invite pupils to
suggest equivalent decimal fraction and percentage before revealing.
Repeat for other simple fractions. Vary the type of fraction displayed first.
Small group work: Using spreadsheet ‘Converting Fractions to Decimals’,
have small groups using PCs to do conversion with possible TA help.
Using PC Calculator, demonstrate how to find percentages using calculator.
300
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x
35
%
Remind pupils how to find estimate of percentage to check against their
calculator answer.
e.g. How can we find 6% of 300?
10% of 300 is 30 and 5% is 15 so 6% should be a bit more.
Give other percentage examples for pupils to find on their calculators.
Display ‘Finding the Percentage of Numbers’. The pupils have to choose a
percentage from the first circle and a number from the second and work out
the answer with a calculator or in their heads.
Collect answers and discuss methods and estimates. Can anyone think of ways
of doing questions mentally where a calculator has been used?
Plenary:
 Write 420 on board.
 What percentages can pupils find in their heads.
 Record.
 Discuss methods used.
 For what percentages would we need to use a calculator?