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Lesson Planning Sheet Title: Percentage Increases Learning Objectives: By the end of the lesson: All students should

d be able to calculate a percentage increase using a multiplier. Most students should be able to calculate a percentage increase from a problem given in a real life context. Some students should be able to calculate percentage increases in context to determine best value. Key words: Percentage increase, multiplier, 100% Learning Activities Starter/Introduction Recap prior learning on fractions, decimals and percentages. Students will need to be able calculate the decimal equivalent of a percentage when using the multiplier. Recap the definition of percentage as an amount per 100 so students are able to write as a fraction then divide by 100. The equivalence table could be completed on mini-whiteboards or in exercise books. Development For the first question explain that 20 represents 100% and by increasing by 10% we are finding 110%. The bar below the question is intended to provided a visual representation of this. Therefore the calculation become 110% of 20 => 1.1 x 20. The 1.1 becomes the multiplier. Often, the multiplier can be left simply as part of the calculation without being explicitly labelled. However, some students may find it useful since it is an important part of the calculation. Work through the next two questions with the students clearly explaining how the percentage increase leads to a product. The students could attempt the three questions at the bottom on mini-whiteboards and then have feedback. The questions on the third slide could be attempted independently with answers provided throughout the lesson in order to maintain pace. Plenary The plenary could be given with little or not instructions with the hope that students are able to apply their learning to compare values. It is important for calculations to be explicit parts of the working out so their reasoning is justified and can be easily explained. Again, it is important for either the teacher or another student to demonstrate the answer to the class so assessments can be made. Differentiation More able: Students could consider repeated percentage increases to lead on to compound percentage changes. Problems such as increase 20% by 60% offer a more abstract challenge. Less Able Students may need to use the visual representation as part of all their calculations. Using percentage increases that are multiples of 10 or 5% keep the calculation relatively simple. Resources: Calculators mini-whiteboads

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