# Proportional thinking - Percentages fractions and decimals

This resource has been developed in partnership with the NSW Mathematics Strategy Professional Learning team, Curriculum Early Years and Primary Learners, and Literacy and Numeracy.

## Using the resource

This resource is the second section of a four-part resource supporting proportional thinking. Use this resource in conjunction with the other resources in this series in order to support a connected network of critical mathematical concepts, skills and understanding.

This activity is an adaption of Translating between Fractions, Decimals and Percents from MARS, (2015).

Core learning: Percentages have fraction and decimal equivalents.

• Variation 1: Students make a poster to display their cards in order and include justifications of their matching sets of cards and details of whether they changed their mind about the placement of a card.
• Variation 2: To support recall of percentage conversion facts, completed card sets may be used to play familiar games such as Go Fish or Memory, or used to develop for a new game, for example pairs of students select a card and challenge their opponent to guess their card within a limited number of guesses, such as, my card is greater than 50% but less than 3434

Core learning: Percentages are fractions with a denominator of 100 and they can be expressed as fractions or decimals.

• Variation 1: Use 10 cm strips which enables students to represent 1 cm = 10%.

• Variation 2: Have students draw diagrams or paste and label their paper strips to demonstrate their reasoning.

• Variation 3: Create a display showing a range of strips that have been increased or decreased by a percentage, such as 125%, 110%, 80%, 90%, 45%. Students should also display a 100%-length strip and record their methods for determining each stripâ€™s length.

### Task 3: Calculating benchmark percentages

Core learning: Make connections between benchmark fractions and the equivalent percentages.

• Variation: Students order decimals and fractions on a number line.

### Task 4: Dual scale number lines

Core learning: Using dual scale number line as a tool to solve problems involving proportional relationships

### Task 5: First principle percentages

This activity is an adaption of First principles percentage from Lovitt & Clarke (1988).

Core learning: Percentages represent a proportion of the whole and are used to represent and compare relative size.