Module 1 Counting and understanding number
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Can I express tenths and hundredths as percentages?

Example review questions

  • What is 30 out of 100 as a percentage? How would this be expressed in tenths?
  • What is seven-tenths as a percentage?
  • What percentage is equivalent to 0.35?
  • What percentage of this bar is yellow?
    A bar divided into 10 equal parts. Six parts are shaded.
  • Here is a grid of squares. Shade 10%.
    A grid of eight by five.
  • If I shaded 10 of the squares green, what percentage would that be?

Teaching guidance

This teaching guidance document suggests some of the key vocabulary, models, images and practical equipment that children should experience and be able to use. It also includes some teaching tips to provide a few starting points for ways of supporting children with this area of mathematics.

PDF file Can I express tenths and hundredths as percentages? - teaching guidance | 75KB new window

Consolidation and practice

These resources are to support children in guided or independent work. Roll over the highlighted resources for a description.

PDF file How to use fractions ITP | 144KB new window

SWF file Fractions ITP | 25KB new window

PDF file How to use area ITP | 156KB new window

SWF file Area ITP | 41KB new window

XLS file Fraction percentage equivalence | 33KB new window

PDF file Springboard 6, Lesson 8 Fractions, decimals and percentages 2 | 42KB new window

PDF file Springboard 6, Lesson 8 Resources | 21KB new window

Fractions

itp_fractions.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of part numbers. Fractions ITP allows the child or teacher to represent and compare fractions on fraction strips. The displayed strips can be labelled as a vulgar fraction, a decimal fraction (to three decimal places) or a percentage, and the ratio of yellow to green parts of each strip can also be displayed.

Area

itp_area.png

This interactive teaching program (ITP) is an ICT-based tool to support the exploration of number, shape and space and problem solving. Area ITP allows the child or teacher to place counters or colour in whole or part cells on a grid, pinboard or blank screen, or to define a shape using an elastic band.

Opportunities to use and apply

Possible contexts include:

  • money, e.g. What is 10% of £1? Of £10? Of £100? I spend 30% of my £10 pocket money. What fraction do I have left?
  • measures, e.g. I drink 100 ml of a 1 litre bottle of milk. What fraction of the milk in the bottle have I drunk? What percentage of the milk is this? What percentage of the milk is left?
  • problem solving, e.g. Challenge children to create labels for clothes, showing the percentage of wool, cotton, polyester, etc. used, by giving them the information expressed in tenths and hundredths.

Confirming learning

Ask probing questions such as:

  • You have been offered 10% of £500 or 9/100 of £600 as a present. Explain which you would take. Why?
  • Which is a better mark in a test: 61% or 30 out of 50? How do you know?
  • Write these in order from smallest to largest.
    75%, 68/100, 7/10, 81%, 8/10, 72/100
    Can you think of one more fraction and one more percentage you could add to the end of this list?
  • Rick says that 3% is equivalent to 3/10. Is he right? How do you know? He is asked to work out 3% of 1000. What would the difference be between the real answer and his answer if he uses 3/10?