![]() ![]() I told them in advance I would do 10 then record their percentages."Ĭomment recorded on the 3 October 'Starter of the Day' page by Fiona Bray, Cams Hill School: "It's great to have a starter that's timed and focuses the attention of everyone fully. Brilliant and much appreciated."Ĭomment recorded on the 26 March 'Starter of the Day' page by Julie Reakes, The English College, Dubai: I use the 'weekenders' if the daily ones are not quite what I want. Thank you very much for a fabulous set of starters. Keep up the good work"Ĭomment recorded on the 19 June 'Starter of the Day' page by Nikki Jordan, Braunton School, Devon: "Find the starters wonderful students enjoy them and often want to use the idea generated by the starter in other parts of the lesson. Pupils should be taught to set up, solve and interpret the answers in growth and decay problems, including compound interest more.Ĭomment recorded on the 24 May 'Starter of the Day' page by Ruth Seward, Hagley Park Sports College: Pupils should be taught to interpret fractions and percentages as operators more. Pupils should be taught to define percentage as ‘number of parts per hundred’, interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express one quantity as a percentage of another, compare two quantities using percentages, and work with percentages greater than 100% more. Pupils should be taught to solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics more. Pupils should be taught to recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. Pupils should be taught to solve problems involving the calculation of percentages and the use of percentages for comparison more. Pupils should be taught to solve problems which require knowing percentage and decimal equivalents of ½, ¼, ⅕, ⅖, ⅘ and those fractions with a denominator of a multiple of 10 or 25 more. Pupils should be taught to recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal more. ![]() Square Root of 1%: What is the square root of one percent? Rich or Poor?: An interesting outcome of percentage increase and decrease ![]() Hundred and Fifty Percent: Divide 110 into two parts so that the larger part is 150% of the smaller part. Grandmother: How far would grandma have travelled after a suitably large number of days given her walking regime? Structured Settlement: Without a calculator match a a pie slice to a calculation to an answer.ĭouble or Half?: At ten percent change per day is doubling achieved faster than halving? One scheme involves a common misconception about percentages. Sid's Schemes: Work out which is the best scheme for Sid to choose for his summer bonus. Scaramouche: Can you work out from the five clues given what the mystery number is? Quick Percentages: Simple percentage questions appear on screen then fade every 8 seconds. ![]() PercenTable: Complete the table by calculating common percentages without using a calculator. Odd Percent Out: A number of simple percentage calculations are given. In Your Head: Here are the simple percentage calculations everyone should be able to do in their heads. High Interest: Finding a good personal loan requires an ability to calculate percentage and this page provides some practice. Estimating Percentages: Estimate the percentages of full circles and rectangles the sectors represent.įractions Decimals Percentages: Convert fractions to decimals, decimals to percentages and percentages to fractions. ![]()
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