| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | percentages |
| What length (min) | 90 |
| What age group | Year or Grade 6 |
| Class size | 31 |
| What curriculum | zearn |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 10 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Percentages
Grade 6
Mathematics
31 Students
This lesson corresponds with the Zearn curriculum standards for mathematics and is designed to enhance comprehension and application of percentages.
| Step Number | Step Title | Length (min) | Details |
|---|---|---|---|
| 1 | Introduction to Percentages | 10 | Introduce the concept of percentages. Use visuals and examples. |
| 2 | Real-Life Connections | 15 | Discuss real-life scenarios where percentages are used (sales, discounts). |
| 3 | Percentage Formula | 10 | Explain the formula for calculating percentages. |
| 4 | Guided Practice | 20 | Work through example problems together as a class. |
| 5 | Independent Practice | 15 | Students complete a set of percentage problems individually. |
| 6 | Homework Assignment | 5 | Assign homework related to percentages (details not included). |
| 7 | Q&A Session | 10 | Answer any questions students may have regarding the lesson. |
| 8 | Review and Closing | 5 | Recap the key concepts learned during the lesson. |
"Good morning, class! Today, we are diving into a very important mathematical concept: percentages. First, let's think about what a percentage actually represents. Can anyone tell me what they think a percentage is?
[Pause for student responses]
"Excellent! Percentages are a way to express a ratio, or a part of a whole. For example, if we say that 25% of a class got an A on the last test, that means 25 out of every 100 students received an A. To visualize this, let’s look at this pie chart on the screen. [Point to projected visual] Notice how it divides the whole into parts? That’s what percentages help us do!"
"Now, let’s talk about where we might encounter percentages in our everyday lives. Can anyone think of a scenario where we use percentages?
[Pause for student responses]
"Great ideas! We often see percentages when we talk about discounts in stores, sales tax, or even when calculating grades. For instance, if a shirt is on sale for 20% off, how much do you think that shirt costs after the discount? To establish this connection further, let's discuss some specific examples of sales. [Share a few specific scenarios]
"Can you all think of other real-life examples involving percentages? [Encourage student participation] This helps show how relevant and useful percentages are in our daily lives."
"Next, let’s talk about the formula we use to calculate percentages. The formula is quite simple: Percent = (Part/Whole) x 100.
[Write the formula on the whiteboard]
"Let’s break that down. The 'Part' is the portion of the whole that you're interested in, and the 'Whole' is the total amount. For example, if you scored 18 out of 20 on a test, the percentage would be (18/20) x 100.
[Work through that calculation on the board]
"Does everyone understand how to apply this formula? Let’s move on to doing some practice together."
"Now, I will show you some example problems, and we’ll work through them together. Let's look at this first example: What is 15% of 200?
[Begin solving the problem as a class]
"Who would like to take the first step?
[Call on a student to contribute]
"Listeners, follow along. We will find the 'Part' by multiplying 200 by 0.15—because 15% is the same as 0.15.
[Continue solving the problem with student help]
"Great! How about we try another example before moving on? I will give you a few more problems, and I want everyone to participate."
"Now it's your turn! I am handing out a worksheet with percentage problems for you to complete. You will have 15 minutes to work on these independently.
[Distribute worksheets]
"Remember to use the formula we just discussed. If you have any questions, feel free to raise your hand, and I’ll assist you. Begin!"
"Alright, class, as we wrap up our session today, your homework will consist of a few percentage problems. I will be assigning you a worksheet similar to what we did in class. Make sure to work on it at home, and I will collect it tomorrow.
[Explain how to access the homework online, if applicable]
"Remember, the goal is to reinforce what we’ve learned today!"
"Now, I will open the floor for questions. Does anyone have any queries regarding what we covered today?
[Encourage students to ask questions]
"It’s important to clarify any doubts you might have. If something isn’t clear, now is the time to ask!"
"Before we finish today, let’s quickly recap what we learned. We discussed the concept of percentages, their practical applications in everyday life, learned the formula for calculating percentages, practiced solving problems, and assigned some homework to reinforce your understanding.
"Great participation today, everyone! Don't forget to review your notes and complete your homework. See you all tomorrow!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom setting with students} | - Introduction to the concept of percentages - Definition: Percentages express a ratio or part of a whole |
| 2 | {Image: Different everyday scenarios} | - Real-life connections to percentages - Common examples: discounts, sales tax, and grades - Importance of percentages in daily life |
| 3 | {Image: A whiteboard with a formula} | - Percentage formula: Percent = (Part/Whole) x 100 - Explanation of 'Part' and 'Whole' - Example: calculating test score percentage |
| 4 | {Image: Example calculation on a board} | - Guided practice session - Example problem: What is 15% of 200? - Step-by-step solving with student participation |
| 5 | {Image: Students working on worksheets} | - Independent practice - Worksheets with percentage problems - Reminder to use the formula and ask questions if needed |
| 6 | {Image: A homework assignment on a desk} | - Homework assignment explanation - Worksheets similar to class problems - Importance of practicing the concept at home |
| 7 | {Image: Students raising hands in class} | - Q&A session - Open floor for questions - Encouragement to clarify any doubts |
| 8 | {Image: A recap graphic or chart} | - Review of key concepts learned - Importance of understanding percentages - Recap of practical applications and problem-solving |
| 9 | {Image: A calendar marking next class} | - Reminders for students - Don't forget to complete homework - Review notes before the next class |
| 10 | {Image: A 'Thank You' or closing graphic} | - Closing remarks - Appreciation for participation - Looking forward to the next class |
What is a percentage and how can it be expressed in a mathematical form?
If 30% of a class of 40 students received an A, how many students got an A?
A sweater originally costs $50. If it goes on sale for 25% off, what is the sale price of the sweater?
You earned 22 out of 25 points on a project. What percentage did you receive for that project?
If a store is offering a 15% discount on all items and you want to buy a video game priced at $60, how much will you save with the discount?
A survey showed that 70 out of 100 people preferred chocolate ice cream. What percentage of people preferred chocolate ice cream?
If you have a budget of $200 and spend 40% of it, how much money do you have left?
A restaurant bill is $80, and a tip of 18% is added. How much would the total bill be including the tip?
A percentage represents a ratio or part of a whole and can be expressed as (Part/Whole) x 100.
12 students (30% of 40 is 0.30 x 40 = 12).
$37.50 (25% off $50 means you pay 75% of the original price; $50 x 0.75 = $37.50).
88% (22 out of 25 is (22/25) x 100 = 88%).
$9 (15% of $60 is $9, so the new price is $60 - $9 = $51).
70% (70 out of 100 is (70/100) x 100 = 70%).
$120 (40% of $200 is $80, so $200 - $80 = $120).
$94.40 (18% of $80 is $14.40, so $80 + $14.40 = $94.40).
If we say that 60% of a class of 30 students passed a test, how many students does that represent? Can you explain how you found your answer?
Can you think of a situation where knowing percentages is particularly important in making a decision? Share your example with the class.
If a pair of shoes is originally priced at $80 and has a 25% discount during a sale, how much will you actually pay for the shoes? Walk us through your calculation.
Why do you think each percentage can represent different situations? Give an example where the same percentage (like 50%) might mean something different in two distinct scenarios.
When calculating percentages, why do we multiply by 100? What does that step add to our understanding of the problem?