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These are the Transum resources related to the statement: "Pupils should be taught to solve problems which require knowing percentage and decimal equivalents of ½, ¼, ⅕, ⅖, ⅘ and those fractions with a denominator of a multiple of 10 or 25".

Here are some specific activities, investigations or visual aids we have picked out. Click anywhere in the grey area to access the resource.

- Fraction Percentage Pairs The traditional pairs or Pelmanism game adapted to test knowledge of simple fractions and their equivalent percentages.
- Fractions Decimals Percentages Revise the methods for converting fractions to decimals and percentages.

Click on a topic below for suggested lesson starters, resources and activities from Transum.

- Decimals Working with decimals, for most pupils, presents little difficulty if the pupils have confidence working with whole numbers. The topic of decimals provides an extension to the place value system with the addition of tenths, hundredths, thousandths etc. For many pen and paper multiplication and division calculations the decimal numbers can be considered as whole numbers then the answers adjusted accordingly. So 2.4 x 2.34 can be considered as 24 x 234 ÷ 1000. The numbers are multiplied by ten and one hundred respectively then the answer needs to be divided by the ten and one hundred to compensate. Pupils should use their understanding of place value to round decimal numbers. They should also use decimal numbers in the context of measures and money. This topic also contains activities which encourage pupils to investigate and explore the properties of decimal numbers and gain a better understanding of them.
- Fractions A fraction is a part of a number. Fractions are either vulgar or decimal. Vulgar fractions can be proper, improper or mixed. Equivalent fractions have the same value. Pupils, at all stages of their learning, should practise using fractions. From dealing with halves, the most basic fraction, to manipulating algebraic fractions containing surds, this topic is always relevant. Proficiency also depends on reasonable numeracy skills particularly the multiplication tables and finding the lowest common multiple of two numbers. Pupils also need to be able to convert vulgar fractions to decimals and percentages and vice versa. Be wary of teaching the 'rules' for manipulation fractions by rote. Pupils need to understand the reason why and the time-honoured key to understanding starts with the imaginary pizza and the much-used fraction wall.
- Percentages Percentages provide a useful and common way to express a part of a quantity. The word is derived from the Latin per centum meaning “by the hundred”. Although percentages are usually used to express numbers between zero and one, any ratio can be expressed as a percentage. Pupils begin working with common percentages such as 50%, 25% and 10% and practise estimating percentages to get a better understanding of the concept. They then learn how to convert percentages to decimals and vulgar fractions and vice versa. More advanced problem solving may include percentage change and how it is applied in real life to discounts and interest. A study of the use of percentages in the media can provide many discussion points and can provide a stimulus for classroom display work.

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