Number · B5 Mathematics

Lesson notes

Learning Objectives

Indicator: B5.1.5.1.1 - Determine the percentage of a given quantity (limit to 2-digit whole number) and vice versa

By the end of the lesson, learners can:

Convert a percentage to a common fraction with denominator 100 and simplify where possible.
Find a given percentage of a 2-digit whole number by multiplying the fraction form by the quantity.
Determine what percentage one number is of another (the “vice versa” part), using the fraction method.
Solve simple word problems involving percentages of quantities in everyday situations.
Justify their answers by explaining the steps they used to arrive at the result.

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Curriculum details

Strand: Number (Strand 1)
Content standard: B5.1.5.1 - Demonstrate understanding of percentage of a given number
Indicator: B5.1.5.1.1 - Determine the percentage of a given quantity (limit to 2-digit whole number) and vice versa
Suggested placement: Term 2, Week 5 (Week 17 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.81
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 81
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Review multiplying a fraction by a whole number. e.g. 2/5 x 10 means shade 2 x (1/5 of 10); i.e. 2x(2) = 4;
E.g. 2 To multiply a percent fraction by a whole number, change the percentage to common fraction and multiply and simplify e.g. 40% x 10 means (40/100 of 10) = 4;
E.g. 3 Ask learners to find given percentage of given quantities; e.g. What is 20% of 45?

Wide black-and-white mathematical teaching visual is organised as a table with horizontal divisions, vertical... — A wide black-and-white mathematical teaching visual is organised as a table with horizontal divisions, vertical divisions, open white space around the main marks. Visible labels, values, and notation include: What is 20% of 45?; 20% of 45 = 20%×45; 20; 45; =; =×÷; 100; 1; =9.

 The fractions are stacked and are written inline. The indicator text carries a stray "2 1" from the fraction set beside it, which is dropped here.