EDMA360

Learning goals and outcomes upon

successful completion of unit (3.1)

James Mardling
S00146677

MATHEMATICS UNIT PLANNER

Topic: Ratios and Percentages
Key mathematical understandings
Ratios can be presented as part-whole, part-part
and whole-part.

Ratios and percentages can be identified in

everyday situations

Interrelationship among ratios, percentages and

fractions

Combining ratios is not the same as adding

fractions

Percentages can be less than 1 and larger than

100

Percentages and ratios can be ordered on a

number line

Year Level: 6

Term:

Week:

Date: -

Key AusVELS Focus / Standard:

Content strand(s):
Number and Algebra
Sub-strand(s): Fractions and decimals, Money and financial mathematics
Level descriptions:
Make connections between equivalent ratios, fractions and percentages (ACMNA131)
Recognise and solve problems involving simple ratios (ACMNA173)
Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and without digital
technologies (ACMNA132)
Proficiency strand(s):
Understanding
Fluency
Problem Solving Reasoning
Understanding
o Students have an understanding of the interrelationship among number concepts. They make connections, and
develop new ideas about number concepts. Students are able to verbalise, describe and represent their thinking.
Students identify equivalence and difference between common ratios and percentages.
Reasoning
o Students use authentic information to analyse problems, prove answers and justify their thinking. Students
logically work through problems. Students explain mental strategies for solving problems.

Key skills to develop and practise:

Key equipment / resources:

Using benchmarking

Base-ten blocks

Converting between decimal ratios, percentages and

fractions

Cordial, water and measuring cups

String and pegs for numerical clothes line

Ordering and comparing ratios and percentages

Discount tags

Showing equivalence

Using percentages to reduce prices

Using ratios to determine quantities

Range of resources used to complete

the unit (3.4)

AT2:
Gaining insights from research for the classroom planning

Key vocabulary:
Part to part
Part to whole
Whole to part
Per 100
Increase/add
Decrease/remove
Larger
Smaller
Measurement

Equal
Equivalence
Fraction
Magnitude
Benchmarking
Combining

EDMA360

Possible misconceptions:

(as per Reys et al. 2012; Burfitt, 2013; White, Wilson, Faragher &
Mitchelmore, 2007; Singh, 2000; Hunter, Bush & Karp, 2014).

Analysing
Checking
Classifying
Co-operating
Considering options
Designing
Elaborating

Learning
strategies/ skills

Combining ratios is not the same as adding fractions

Using additive reasoning instead of multiplicative
reasoning
Ratios present the need to coordinate two units
Ratios and fractions are linked but not identical
Percentages can be greater than 100 and less than 1
Ratios and percentages can be represented physically
and abstractly
Proportional nature of percentages
Percentages as part-whole relationships

MATHEMATICAL
FOCUS
(what you want the children to
come to understand as a result
of this lesson short, succinct
statement)

Session 1
Familiarity
with terms
Introducing students to the
mathematical ideas behind
terms used
Highlight real world
situations surrounding

Estimating
Explaining
Generalising
Hypothesising
Inferring
Interpreting
Justifying

TUNING IN

James Mardling
S00146677
Key probing questions:

What are some ratios/percentages you recognise as

equivalent?

How do you know they are equivalent?

How would you represent this with concrete

materials? Semi-concrete? Abstractly?

Why does it go here? How do you know this is

larger / smaller than?

Numerous extending prompts present

throughout the Adaptions column of the
planner (3.1)

Variety of learning strategies students

can use to engage with the content
Listening
Locating information
Making choices
Note taking
Observing
Ordering events
Organising

(WHOLE CLASS FOCUS)

INVESTIGATIONS
SESSION

(a short, sharp task relating to the focus of

the lesson; sets the scene/ context for what
students do in the independent aspect. e.g.,
It may be a problem posed, spider diagram,
an open-ended question, game, or reading
a story)

(INDEPENDENT LEARNING)
(extended opportunity for students to work
in pairs, small groups or individually. Time
for teacher to probe childrens thinking or
work with a small group for part of the
time and to also conduct roving
conferences)

As a whole, introduce and

discuss the idea of ratios and
percentages with questions:
Where do we see ratios and
percentages in everyday
situations? What does per
cent mean literally? Can we
use ratios for comparison? I.e.
which cordial has a stronger
mix of water to cordial?
What are some familiar

Links to other contexts:

Fractions (throughout)
Multiplicative thinking (throughout)

Teacher discusses different

ways in which ratios can be
presented: Write different
representations for ratios,
such as 1:2, 1 to 2 and .
Each student receives an A3
sheet to draw and write
contexts that they know ratios
and percentages are used in.
Use symbols as

AT2:
Gaining insights from research for the classroom planning

Performing
Persuading
Planning
Predicting
Presenting
Providing feedback
Questioning

Range of teaching strategies included

throughout planner (3.3)
Reading
Recognising bias
Reflecting
Reporting
Responding
Restating
Revising

REFLECTION &
MAKING CONNECTIONS
SESSION
(WHOLE CLASS FOCUS)
(focused teacher questions and summary to
draw out the mathematics and assist
children to make links. NB. This may
occur at particular points during a lesson.
Use of spotlight, strategy, gallery walk,
etc.)

Teacher gains students

attention and asks a few
students to comment on
things they have noticed.
Students do a classroom roam
and see what their peers have
drawn/written, while sharing
their thoughts as they go.
What are some common

Seeing patterns
Selecting information
Self-assessing
Sharing ideas
Summarising
Synthesising

ADAPTATIONS
- Enabling prompt
(to allow those experiencing difficulty to
engage in active experiences related to the
initial goal task)
- Extending prompt
(questions that extend students thinking
on the initial task)

Enabling prompt:
-
Class discussion for
students to share their
understandings of the
concepts
Extending prompt:
-
Can we connect ratios

Testing
Viewing
Visually representing
Working independently
Working to a timetable

ASSESSMENT
STRATEGIES
(should relate to objective. Includes
what the teacher will listen for,
observe, note or analyse; what
evidence of learning will be
collected and what criteria will be
used to analyse the evidence)

Use Explain Everything

to allow students to share
their understanding of
ratios and percentages.
-
Analyse
correctness of
terminologies and
representations

EDMA360

ratios and percentages
Familiarise with different
representations of ratios

Session 2
Representing
physically,
recording
abstractly

Recognise equivalence
between ratios and
percentages.
Utilise correct language.
Emphasis on different
forms of representation to
reflect on partial interchangeability
NOTE: Have used baseten blocks and clothing
number lines previously

benchmarks we know with

percentages? Can we have
less than 1%? More than
100%? Can we use concrete
materials such as base-ten
blocks to make
representations of ratios and
percentages? What does
twice as much mean? Can we
represent this as a ratio or
percentage?
Students to revisit their A3
sheets from Session 1 to tune
into what ratios and
percentages are and how to
represent them.
Teacher hosts discussion and
summarises some key points
from last lesson benchmark
percentages, ways of
representing ratios, how to
visualise ratios and
percentages, how to record
ratios and percentages
abstractly.
Gradual release of
responsibility model
Drawing from the literal
meaning of percentage (per
100), base-ten blocks allow
teacher to show various
benchmarks and their written
representation, and in turn
represent them as part-whole,
part-part and whole-part.

representations alongside
visual representations.
How many girls are in this
classroom? How many boys?
Can we write that as a ratio?
There are 13 boys and 12
girls, in a ratio that is 13:12
What about number of boys to
number of students? 13:25
Students are to use base-ten
blocks to construct concrete
representations of 5 different
percentages and ratios.
Students will record their
findings symbolically (e.g. 57
blocks represent 57 out of
100, which is 57%). The size
of their percentages will vary.
Students will then record
these findings as part-part,
part-whole, whole-part (e.g.
57 blocks would be 57:43,
57:100 and 100:57) thus
highlighting the relationship
among ratios and percentages.
Important to note that
fractions are represented as
part-whole, which is why
students can draw percentages
from fractions too.
In pairs, students will cut out
their written representations
into cards and order their
values from smallest to
largest on a number line
labelled 0-1.

AT2:
Gaining insights from research for the classroom planning

James Mardling
S00146677
situations that ratios are used
in? And percentages? Do you
notice their relevance in
everyday life?

Each student selects a

percentage that they have
chosen and place it on the
classroom number line,
arguing why it belongs there.
There is a focus on correct
language use here and an
emphasis on understanding
the size of percentages.
Note: number line goes
beyond 1 and below 0, try
to encourage displays larger
than 1.
What is a real life example of
this percentage? Is it bigger
or smaller than the previous?
How do you know?

to percentages?

Enabling prompt:
-

Show the inter-relationship

between percentages and
fractions/decimals
Taking away 10/100 is the
same as removing 1/10,
which is the same as 0.1
Lead towards abstract
representation e.g. if we want
90% of something, we
remove 10% from the 100%

Extending prompt:
-
Space beyond 1 on number
line to allow for
representations greater than
100%

Allow students to investigate

whether they can have less
than 1%, e.g. half of one unit
would be 1% divided by 2,
equalling 0.5% (1:200)

Ask questions like If we take

away 10% from 100%, what
are we left with?

Take photos of students

comparison activity
-
Check percentages
are recorded
correctly
-
Check that the
concrete
representation is in
line with written
-
Check physical
amount is correct
-
Discuss as a class
what we know
about percentages
Anecdotal notes:
During reflection and
making connections
session
-
Ensure students
are utilising
correct language

EDMA360

James Mardling
S00146677

How do you know this ratio is

the same as this percentage?
How do you know 57 single
units represents 57%? Can
you show me? Is the ratio of
2:1 the same as 4:2 when
simplified
Session 3
Cordial
investigation
Recognise that ratios
represent quantities and
can be increased/decrease
where necessary
Link ratios to percentages
NOTE: Students have
worked with linear bars
before (with fractions) and
there are 10% dividends

Students are invited to the

floor with a Cordial Stand
on display, with three ratios
of cordial to water (for one
glass) written: 1:2, 2:3 and
5:12. Important to
distinguish that this is
written in part-part form
while encourage part-whole
thinking at the same time.
1/3rd is cordial, 2/3rds is
water
Engage in a class discussion
and ask to order the cordials
from weakest to strongest.
Teacher models to the class
how to record percentages
and ratios on a linear bar.
Once students have ordered
what they believe is correct,
they are to taste the cordials
to see if they were correct.

Have students return to their

desk and record the ratios of
cordial to water for 1, 2, 3, 5,
8 and 10 cups of cordial.
Provide students with
percentage/ratio bars and ask
them to record each ratio on
an individual bar. Drawing on
previous lessons, encourage
students to make links with
percentages. What
percentage is cordial? How do
you know?
Students then record their
findings in a ratio table to
highlight the multiplicative
relationship among ratios.
What do you notice about the
relationship? Do we use the
same ratio for any number of
cups of cordial?

How many parts are

cordial? And water? What if
we thought of it in a partwhole relationship? Can we
represent this on a lineal
model? Can we view it as a

AT2:
Gaining insights from research for the classroom planning

Teacher hosts a discussion

surrounding the relationship
between ratios and
percentages, drawing on the
idea of representing the whole
(100%) on a linear model to
show the way a whole can be
divided into parts and thus
represented with ratios and
percentages.

Enabling prompt:
-

NOTE: If teacher gauges that students

are confident enough with the topic,
introduce combining ratios.

If we combine the 3 ratios into

one big cup, does the ratio
change? To what? What does
this tell us about combining
ratios?
Lets create a new big cup and
taste the new ratio.
What percentage is cordial?
Water?

Allow students their own

measures and cups with
cordial and water to
experiment with various
dilutions.
Encourage the idea of
representing as part-part and
part-whole, showing the
relationship between the two.
Emphasis on the idea when
we are given part-part, the
combination of the two
creates the whole.

Extending prompt:
-

To represent the ratios as both

part-part and part-whole, then
noting what percentage of
each combination is made of
water and cordial. Note that
the combinations will always
create 100%.

Photos and anecdotal

notes:
Ensure students are
correctly representing the
part-whole, part-part and
percentages
representations on their
linear models, and
writing abstractly.
Students are able to note
common percentages and
ratios.
Anecdotal notes: Assess
students understanding
through observation of
their written responses.

EDMA360

James Mardling
S00146677

percentage?

Session 4
Price
Increase/Decrea
se
Students recognise
that a whole (price)
can be reduced by a
percentage
Recording ratios of
reduced/increased
price: original price.
Identifying
relationships

Have a discount displayed on

the whiteboard 50% Off!
As a class, discuss what this
implies.
Represent a given price on a
an area model, e.g. represent
$60 dollars, divide the area
into tenths, label each
dividend and determine what
the discount would be with
10%, 20% etc.
Students must justify what
the resulting price is from
the discount
How do you know that much
has been taken off?
If we take 50% off 100%,
what percentage is left?

Distribute increase/decrease
activity for students to
complete in their table groups.
This activity consists of 5
percentage values (50%, 75%,
100%, 125% and 150%) and
numerous increase/decrease
values (+25%, -25%, +%50, %50, etc.)
Have students represent their
findings with area/linear
models, and record abstractly.
e.g. adding 10% is adding
1/10th of the whole.
Teacher roams around the
classroom asking thought
provoking questions such as
What happens if we add
25% to 100%? Do we know
that 25% is a quarter?
How?

AT2:
Gaining insights from research for the classroom planning

Students will work in pairs

and are given a variety of
percentages that they will
work with (10%, 25% and
50% on/off), while 5 different
prices are displayed on the
whiteboard ($10, $15, $50,
$75, $100)
This is a time for students
utilise percentage/ratio bars
themselves. Showing that
100% of a quantity can be
recorded in a variety of
models (linear, model) will
highlight the ability to
increase or decrease by
percentages when the value of
100% is known.
Students will find the
percentage discount/increase
and record their findings in
their workbooks, regularly
drawing from what they have
learned in pervious sessions.
Possible misconception is that
students dont recognise that
100% is the whole, and that

Enabling prompt:
-

Using concrete materials to

show how we can add 10%,
or 1/10th to it.
Constant reference to the
relationship among number
concepts (fractions and
decimals)

Extending prompt:
-

Using a variety of language,

such as adding a quarter for
25%, doubling for adding
100%, etc.

Engage in discussion
among the pairs while
completing their prices to
assess whether they are
grasping the concepts of
percentage
increases/decreases.
Collect work books for
assessment and discuss
as a class what we now
know about percentages.
Anecdotal notes: Assess
students understanding
through observation of
their written responses.

EDMA360

James Mardling
S00146677
percentages can be added or
removed.
How do you know 25% off
100% is 75%? If we know
that 100% is $100, what
happens when we take away a
certain percentage?
If $50 is the whole, what is
10%, or 1/10th? What happens
when we remove that 10%
from the whole?

Session 5

Making
Connections
Recognise equivalence
between ratios,
percentages, decimals and
fractions through
investigation.
Correct language use.
Using a variety of
representations to
highlight
interchangeability among
number concepts

Teacher instructs the class

that in this final lesson we
will be investigating a real
world scenario of percentages
and ratios and how they
correlate.

Students will record their

teams points for and against
in a ratio table that has
columns labelled Points for,
Points against, Percentage,
Ratio (part-whole), Decimal

Students will be instructed to

think about their favourite
sports team, and think about
where we see percentages and
ratios on the ladder.

Allowing students to
complete their own Ladders
and work towards finding
their teams values will further
highlight the
interrelationships among
number concepts.

Model for class as my own

investigation into a NBA
team recording their points
for and against for 5 rounds,
showing how to determine
percentage/decimal/ratio we
consider the points for as the
part and the points against as
the dividend, giving us the

Once the ladder is completed,

students then find the
percentage for the total of the
5 selected games, highlighting
the multiplicative nature of
percentages.

AT2:
Gaining insights from research for the classroom planning

Have students roam around

the classroom with their
ladders and compare their
team percentages for each
round. Have students discuss
and argue whether they think
their team would win or not
against their peers on any
given round.
Draw attention to appropriate
language use, and the
relationship among parts,
wholes, percentages, ratios
and decimals, highlighting the
importance of understanding
the context of any situation.
Teachers brings students to
the floor and discuss the
notion of percentages and
ratios, where they can be used

Enabling prompt:
-

Show the ladder of a sports

league e.g. AFL to highlight
how percentages are used in
this context

Extending prompt:
-

Can we determine the

percentage inversely? Ie
points against: points for.
What do these percentages
tell us about a team?

Anecdotal notes:
Teacher roving to asses
students reasoning and
correctness of
percentages and ratios.
Students sharing their
findings and
understandings through
discussion.

EDMA360

decimal. The relationship
between decimals and
percentages is then
highlighted as we multiply by
100 to find our scoring
percentage.
Students are instructed to use
technology to find the points
scored for and against for
their team in 5 rounds of a
season and record on a ratio
table.
What two values are
compared in a sporting
game?

AT2:
Gaining insights from research for the classroom planning

James Mardling
S00146677
in everyday life and their
importance in a broader
understanding of number
concepts.
Do we need to know what
percentage we are looking
for? How do we know? What
information are we looking
for?