Lesson Plan

Maths Investigation - Prepare to Party (1)

Teach Starter Publishing
60 mins | Suitable for years: 5 - 6

A 60 minute lesson in which students will apply knowledge of decimals and percentages to a real-world context.

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Curriculum

  • VC2M5N04

    Recognise that 100% represents the complete whole and use percentages to describe, represent and compare relative size; connect familiar percentages to their decimal and fraction equivalents <ul> <li>recognising applications of percentages used in everyday contexts, for example, the bar model used for charging devices indicating the percentage of power remaining, and advertising in retail contexts relating to discounts or sales</li> <li>creating a model by subdividing a whole (for example, using 10 × 10 grids to represent various percentage amounts) and recognising complementary percentages (such as 30% and 70%) combine to make 100%</li> <li>creating a model by subdividing a collection of materials, such as blocks or money, to connect decimals and percentage equivalents of tenths and the commonly used fractions 1/2, 1/4, and 3/4; for example, connecting that one-tenth or 0.1 represents 10% and one-half or 0.5 represents 50%, and recognising that 60% of a whole is 10% more of the whole than 50%</li> <li>using physical and virtual materials to represent the relationship between decimal notation and percentages, for example, 0.3 is 3 out of every 10, which is 30 out of every 100, which is 30%</li> </ul>

  • VC2M6N05

    Solve problems involving addition and subtraction of fractions using knowledge of equivalent fractions <ul> <li>representing addition and subtraction of fractions, using an understanding of equivalent fractions and methods such as jumps on a number line, or diagrams of fractions as parts of shapes</li> <li>determining the lowest common denominator using an understanding of prime and composite numbers to find equivalent representation of fractions when solving addition and subtraction problems</li> <li>calculating the addition or subtraction of fractions in the context of real-world problems (for example, using part cups or spoons in a recipe), using the understanding of equivalent fractions</li> <li>understanding the processes for adding and subtracting fractions with related denominators and fractions as an operator, in preparation for calculating with all fractions; for example, using fraction overlays and number lines to give meaning to adding and subtracting fractions with related and unrelated denominators</li> </ul>

  • VC2M6N06

    Multiply and divide decimals by multiples of powers of 10 without a calculator, applying knowledge of place value and proficiency with multiplication facts, using estimation and rounding to check the reasonableness of answers <ul> <li>applying place value knowledge, including that the value of the digit is 10 times smaller each time a place is moved to the right, and known multiplication facts, to multiply and divide a decimal by powers of 10</li> <li>applying and explaining estimation strategies in multiplicative situations involving a decimal greater than one that is multiplied by a two- or three-digit number, using a multiple of 10 or 100 when the situation requires just an estimation</li> <li>explaining the effect of multiplying or dividing a decimal by 10, 100, 1000 … in terms of place value and not the decimal point shifting</li> </ul>

  • VC2M6N08

    Approximate numerical solutions to problems involving rational numbers and percentages, using appropriate estimation strategies <ul> <li>using familiar fractions, decimals and percentages to approximate calculations, such as 0.3 of 180 is about 1/3 of 180, or 52% is about 1/2</li> <li>choosing appropriate estimation strategies including rounding to the nearest whole number, knowledge of multiples of 2, 5 or 10 and partitioning numbers, in contexts such as measuring or cost per unit</li> <li>recognising the effect of rounding on calculations involving fractions or decimals and saying what numbers the answer will be between</li> <li>recognising the usefulness of estimation to check calculations for contexts such as dividing wood into a number of lengths, calculating cost per unit, reducing a recipe or dividing the cost of dinner for a group into individual amounts</li> <li>verifying solutions by estimating percentages in suitable contexts, such as discounts, using common percentages of 10%, 25%, 30%, 50% and 1%</li> <li>investigating estimation strategies to make decisions about steam cooking in ground ovens by Aboriginal and/or Torres Strait Islander Peoples, including catering for different numbers of people and resources needed for cooking</li> </ul>

  • VC2M6N09

    Use mathematical modelling to solve practical problems involving rational numbers and percentages, including in financial contexts; formulate the problems, choosing operations and using efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation, justifying the choices made <ul> <li>modelling practical situations involving percentages using efficient calculation strategies to find solutions, such as mental calculations, spreadsheets, calculators or a variety of informal jottings, and interpreting the results in terms of the situation, for example, purchasing items during a sale</li> <li>modelling situations involving earning money and budgeting, asking questions such as ‘Can I afford it?’, ‘Do I need it?’ and ‘How much do I need to save for it?’ and developing a savings plan or budget for an upcoming event or personal purchase</li> <li>modelling and solving the problem of creating a budget for a class excursion or family holiday, using the internet to research costs and expenses, and representing the budget in a spreadsheet, creating and using formulas to calculate totals</li> </ul>

Author

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Stephanie (Teach Starter)
Teach Starter Publishing

Teach Starter Publishing

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