6 Percentages Lack of What percentages can Encourage children to remember

Understand understanding as to you easily work out in your the french words ‘per cent’
percentage as the what a fraction head? Talk me through a meaning ‘out of a hundred.
number of parts in actually is:- couple of examples. Show as a percentage and a
every 100, and find  Children view a When calculating fraction, saying ‘out of a hundred’
simple percentages percentage as a percentages of quantities, as drawing the fraction line.
of small whole- number rather what percentage do you Those who really struggle can be
number quantities. than part of an usually start from? How taught visually using an empty
amount. do you use this ‘hundred square’ shaded to show
percentage to work out the appropriate percentage – ‘so
 Children haven’t others? many out of a hundred’. Making
made the link with Are there any percentages sure they also see this
fractions and so that you cannot work out? percentage as a fraction and so
struggle to find Using a 1-100 grid, 50% begin to make links with the
50% (1/2), of the numbers on this possibility of finding a
25%(1/4), square are even. How percentage of an amount not just
75%(3/4), 40% would you check? Give an amount out of a hundred.
(4/10) etc. me a question with an
answer 20% (or other Show children why 50% is the
 Children realise a percentages). same as ½. Use knowledge of
link with fractions To calculate 10% of a equivalent fractions to reduce
but use the value quantity, you divide it by 50/100 to its simplest form.
of the percentage 10. So to find 20%, you Repeat with other simple
as the must divide by 20. What percentages/fractions. Repeat
denominator and is wrong with this by showing fractions like 3/5, 2/5
subsequently that statement? and 4/5 as a percentage, by
divide by value. finding equivalent fraction in
E.g. They think tenths first, then converting to a
24% is equal to percentage (out of a hundred).
1/24 and so to
find 24% of 300
they would simply Draw 3 numberlines –
divide by 24. underneath the each other–
same length – 0 to 1 (100%).
One is the ‘fraction line’, one the
‘decimal line’ , one the
‘percentage line’ – All
representing the same amount.
Mark on a fraction such as ¾.
Show equivalent decimal 0.75on
relevant line. Show equivalent
percentage on relevant line.

Demonstrate how to find simple

percentages of small quantities
by relating to fractions of
quantities. (See Y6 Teaching
Activities for finding fractions of
quantities).

Give children plenty of

opportunity to experience
percentages in real-life contexts
– tends to give more meaning to
their calculations and hence aid
their understanding. Use
household packages or
containers, showing ‘10% off’ or
‘15% extra free’, to calculate the
reduction in price or the amount
extra and the subsequent ‘new’
total amount.
(See ‘Numeracy Lessons’
booklet in the yellow training
pack (Professional Development
1 & 2) and ‘Springboard 6’ folder
for Year 6 lesson ideas.)