Math 1LessonPlan

8/13/2019 Math 1LessonPlan

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Functional Skills: Mathematics Level 1

Sample Lesson Plan: Decimals and Percentages

Functional Skills: MathematicsLevel 1 Sample Lesson PlanDecimals and Percentages

Duration: 1.25 ours

Lesson aims:

Learners to understand and use common fractions, decimals and percentages.

Speci!ic learning outcomes:

Students ill !e a!le to:"nderstand and use fractions, decimals and percentages.

"nderstand and use e#uivalences.

$ppl% fractions, decimals and percentages in practical

situations.

&'tract and interpret information from ta!les, diagrams

and charts

"ssessment method#s$:

(roup activities)uestion * $nser during the session..

Learner engagement during session.

+orksheet

Linked Functional Skills:

Speaking, listening and communicating:

Students participate in discussions during the session, ho the% articulate ansers and communicate ith other learners.

Previous kno%ledge assumed:

"nderstand and use hole num!ers in practical conte'ts.

$dd, su!tract, multipl% and divide hole num!ers using a range of strategies.

Materials and e&uipment re&uired:

ards - circles, fractionspercentagesdecimals/

+orksheet


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'ime(

Stage

Su)*ect

Matter(+ontent'eacher "ctivit, Student "ctivit,

-esources(

otes

10 min Starter "ctivit,: +ircle

Segment +ards.

&stimate the fraction of

the hole. Find the other

segments.

(ive each student a segment card.

$sk them to estimate the fraction of

a hole circle that the card

represents.

+hen the% have done this, ask them

to link ith others in the class hohave the same segments and create

a circle shape. his ill determine if

their estimation is correct.

&stimate a fraction of a hole

circle -represented !% their

card/.

Link ith others in the class ho

have the same segments. Place

them in a circle to vie thehole.

he sets of fragments are 2, 3 and 4.

Depending on the num!er of students

in the class, some sets ill have to !e

dou!led e.g. for a class of 56

students to of set 2. one of set 3

and 1 of set 4 ould provide 56

segments.

10 min &'planation time Define fractions, decimals and

percentages and ho the% are

linked.

Listen and ask #uestions Fractions, decimals and percentages

are all proportions7 so a clear

understanding of hat the term

proportion means is a good starting

point.

10 min Small group activit%:

Linking Fractions and

Percentage

&'plain the activit%. 8and out the

cards one set of fractions and

percentage cards per group.

$sk them to match the percentage to

the correct fraction. 9 ;nl% hand

out the fraction and percentage

cards -the decimal cards ill !e used

later/.

Provide correct ansers and guide

them on reasoning.

(roup ork:

Discussions and agreements.

$sk #uestions.

(uidancehelp needed for some

groups.

etc.

2 min Small group activit%: &'plain the activit%: $sk )uestions (uidancehelp needed for some



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'ime(

Stage

Su)*ect

Matter(+ontent'eacher "ctivit, Student "ctivit,

-esources(

otes

Linking decimals to

fractions and percentages

cards used previousl%.

8and out the cards one set of

decimals per group. $sk them to

match the decimal to the correct

fraction and percentage.

groups:


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+ard Set #Fractions/ Decimals 0 Percentages$

1(5 1( 1(3

4( 4(5 4(3



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26 256 12.56

75686 47.56



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.2.25

.125

.75.8

.475



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+ard Set #+ircles$



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+ard Set #+ircles$



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+ard Set #+ircles$



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9orksheet Fractions/ Decimals 0 Percentages

Level 1 Functional Mathematics Fractions/ decimals and percentages

'ask 1ou have a meal including to sausages.

here is information on the sausage packet:

ontent Per 5 sausages

alories

532kcal

Fat

1E.6g

Saturates

3.2g

Salt

5.0g

Sugars

0.1g

here is also information on health% eating:

+hat fraction of the guideline dail% amount for salt do %our to sausages contain (ive

%our anser in its simplest form.

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG



'ask 2

$ simmer is !eginning a training session of 60 lengths. o keep to the training schedule

the simmer needs to do 52> of the lengths as !ackHstroke. he rest of the lengths are

divided e#uall% !eteen !reastHstroke and cralHstroke.

alculate the num!er of !reastHstroke lengths the simmer needs to do.GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG






(uideline Dail% $mounts

alories 5000kcal

Sugars E0gFat I0g

Saturated fat 50g

Salt 3g


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'ask 4

$ trainee childHcare assistant recorded the height of all the children in the group.

9ame (ender 8eight in

centimetresPeter m EI

Joan f E4

Saliha f E5

Mateus m 4E

Frances f E0

Le!o f E3

Samuel m E5

LiKK% f 4E

8oard m 43

+hat fraction of the children have a height a!ove E2 centimetres (ive %our anser in itssimplest form.









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'ask

$ student keeps a record of the num!er of glasses of ater he drank each da%.

Da% 9um!er of glasses of ater

Monda%

uesda%

+ednesda%

hursda%

Frida%

Five glasses of ater altogether contain 5 litres of ater. +hat proportion of the da%s had

more than 5 litres of ater (ive %our anser as a decimal.









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'ask 5

$ student prepared a chart to sho the e'penses for the first si' eeks of attending a

college course. his included travel, food and stud% materials.

he Bhance of rainC is given as a decimal in the eekl% forecast. +hat is the percentage

chance of rain for uesda%GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG







+eather 3Hda% -Long Aange/ +eather Forecast for ne't eek

$rea Monda% uesda% +ednesda% hursda% Frida% Saturda%

$lton

oers

1? 11 1? 1I 1E 12

hance

of rain: 0.3 0.4 0.2 0.6 0.? 0.2


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Math 1LessonPlan

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