# Revision Fractions, Decimals, Percentages

Good morning!
Schedule:
• Learning goals
• Break
• Student questions
• Criterion C and D information
• Criterion C and D practice
• Real-life homework question
1 / 17
Slide 1: Tekstslide
WiskundeMiddelbare schoolvwoLeerjaar 2

In deze les zitten 17 slides, met interactieve quiz en tekstslides.

Lesduur is: 60 min

## Onderdelen in deze les

Good morning!
Schedule:
• Learning goals
• Break
• Student questions
• Criterion C and D information
• Criterion C and D practice
• Real-life homework question

#### Slide 1 -Tekstslide

Learning goals
At the end of this lesson I can:
• Apply Mathematics in real-life context

#### Slide 2 -Tekstslide

Give one word to describe your break?
(Can be in your native language)

#### Slide 3 -Woordweb

Student questions
Bob has 150 candy canes. If he gives 2% of it to each of his 4 friends, how much does he have left?
Adam bought 20 Christmas trees over the holidays for his store. It costed €1 761.
13% of them are fake trees. How much is spent on fake tress?

#### Slide 4 -Tekstslide

Student questions
Bob has 150 candy canes. If he gives 2% of it to each of his 4 friends, how much does he have left?

138 candy canes
Adam bought 20 Christmas trees over the holidays for his store. It costed €1 761.
13% of them are fake trees. How much is spent on fake tress?
13% of 20 = 2.6 trees

#### Slide 5 -Tekstslide

Investigation C/D
Criterion C: Communication
Criterion D: Real life context

Part 1: Complete at home (you will get a week) (January 11)
Part 2: Complete in class (January 18)

Topics: Decimals, Fractions and Percentages

#### Slide 6 -Tekstslide

Investigation C Criteria
1. Mathematical language:

1. Instead of saying 14 is in the "times table" of 7 say: 14 is a "multiple" of 7

#### Slide 7 -Tekstslide

Investigation C Criteria
1. Mathematical language:

2. Different forms of mathematical representation:

1. Instead of saying 14 is in the "times table" of 7 say: 14 is a "multiple" of 7

2. What tools can you use to make you answers more clear? Diagrams, examples, tables, etc.

#### Slide 8 -Tekstslide

Investigation C Criteria
1. Mathematical language:

2. Different forms of mathematical representation:

3. Communication is clear and complete:

1. Instead of saying 14 is in the "times table" of 7 say: 14 is a "multiple" of 7

2. What tools can you use to make you answers more clear? Diagrams, examples, tables, etc.

#### Slide 9 -Tekstslide

Investigation C Criteria
1. Mathematical language:

2. Different forms of mathematical representation:

3. Communication is clear and complete:

4. Your diagrams/tables/calculations/etc. are organized and neat:

1. Instead of saying 14 is in the "times table" of 7 say: 14 is a "multiple" of 7

2. What tools can you use to make you answers more clear? Diagrams, examples, tables, etc.

4. You have a clear beginning, middle and end/conclusion.

#### Slide 10 -Tekstslide

Investigation D Criteria
1. Identify elements of real-life situations.

1. What do I need from the context to solve the problem?

#### Slide 11 -Tekstslide

Investigation D Criteria
1. Identify elements of real-life situations.

2. Select appropriate mathematical strategies

1. What do I need from the context to solve the problem?

2. Choose the correct calculation rules/strategies. To add fractions, the denominator should be the same.

#### Slide 12 -Tekstslide

Investigation D Criteria
1. Identify elements of real-life situations.

2. Select appropriate mathematical strategies

3. Apply chosen mathematical strategies succesfuly

1. What do I need from the context to solve the problem?

2. Choose the correct calculation rules/strategies. To add fractions, the denominator should be the same.

3. Apply the strategie(s) from 2 correctly giving the right answer

#### Slide 13 -Tekstslide

Investigation D Criteria
1. Identify elements of real-life situations.

2. Select appropriate mathematical strategies

3. Apply chosen mathematical strategies succesfuly

4. Describe/explain the degree of accuracy

1. What do I need from the context to solve the problem?

2. Choose the correct calculation rules/strategies. To add fractions, the denominator should be the same.

3. Apply the strategie(s) from 2 correctly giving the right answer

4.  How close is your final answer to the correct solution? Rounding, estimating, etc.

#### Slide 14 -Tekstslide

Investigation D Criteria
1. Identify elements of real-life situations.

2. Select appropriate mathematical strategies

3. Apply chosen mathematical strategies succesfuly

4. Describe/explain the degree of accuracy

5. Describe/discuss/explain if a solution makes sense in the real life context

1. What do I need from the context to solve the problem?

2. Choose the correct calculation rules/strategies. To add fractions, the denominator should be the same.

3. Apply the strategie(s) from 2 correctly giving the right answer

4.  How close is your final answer to the correct solution? Rounding, estimating, etc.

5. Does my final conclusion/solution actually make sense?
Ex: Final answer is that there are 526.34 people in the world.

#### Slide 15 -Tekstslide

Criterion C/D practice
Criterion C practice: Work together in duo's.

Criterion D practice: Work on it by yourself, let your work be checked by your neighbour!

#### Slide 16 -Tekstslide

Real-life homework question
Create your own real-life homework question regarding Decimals

- The question must come from a real-life context, the more complex the context the better.
- You must provide the working out and solution to your questions as well.
- Best questions will appear in tomorrow's lesson