[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-176705-en":3,"doc-seo-176705-105":31,"detail-sidebar-cat-1-en-105":97},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":21,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":15,"update_tm":29,"read_time":30},176705,1374391974564,"Clementine","https://ap-avatar.wpscdn.com/avatar/14000253aa45c000a9e?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779874745381141002",1,21,"Paper Templates","Week 1 - Percentages (Offline learning)","Week 1 focuses on explicit learning, enrichment activities, and consolidation to build capability with percentages of quantities. Learners review examples with support from a parent/carer, complete a percentages worksheet, and practice converting percentages to decimals and fractions by dividing by 100. Activities also include teaching a family member, using mental and written strategies, and applying percentage reasoning to real contexts through an investigation on supermarket labeling weight and legal allowable variation.","Week 1: Percentages (Offline learning)\nYou will not need to have access to any digital devices in order to complete the following activities. You will be required to keep a record of your learning and check in with your teacher at the end of the week via telephone. You may need a parent/carer to help facilitate some of the activities.\nLesson 1: Explicit learning\nStudents are to read through the ‘percentages of quantities examples’ on page 3 and 4 with a parent/carer. Students are to then complete the ‘percentages of quantities worksheet’ and make a list of all of the places where they have seen percentages being used in their day-to-day lives.\nAfter some practice, student could then teach another family member how to calculate the percentage of a quantity and create their own set of 10 questions for their family member to complete. Once the family member has completed the 10 questions the student is to correct their work and provide feedback.\nLesson 2: Enrichment task\nStudents are to complete the attached enrichment task entitled ‘Do supermarkets lie?’ All instructions are included within the document. Students are required to provide evidence of the task’s completion to their classroom teacher. This could be done by dropping off a hard copy to their school or discussing the completed task with their teacher over the phone.\nLesson 3: Activity based consolidation\nStudents are to complete as many of the activities listed in the table below as they can. Copies of each of the activities are attached.\n30% discount sale\nPercentages of a quantity jigsaw\nEquivalent fractions and percentages memory game\nPercentages word search\nProblem map\nPercentages acrostic map\nOutcomes\nA student:\noperates with fractions, decimals and percentages MA4-5NA\nselects and uses the appropriate unit and device to measure the masses of objects, and converts between units of mass\n\u000f\nPercentages of quantities – examples\nBeing able to calculate the percentages of quantities is a useful skill in day-to-day life. There are many different written and mental strategies that can be used to calculate the percentage of a quantity.\nWritten Strategies\nIt is important to remember that ‘percent’ means ‘per 100’. Every time you see the percent symbol (%) you need to think of it as being ‘parts out of 100’ or mathematically as ÷100. In a nut shell, in order to find the percentage of a quantity you need to convert the percentage into a decimal (or fraction) and multiply by the quantity. To convert a percentage into a decimal (or fraction) you simply need to divide by 100.\nExamples\nCalculate:\n30% of $400\nFirst step, change the % symbol to ÷100 and the word ‘of’ to a multiplication (×)\n30% of $400=30 ÷100 ×$400\nFinal step, calculate using your calculator\n30 ÷100 ×$400=$120\n42% of 375mL\n42 ÷100 ×375mL=120mL\n25% of 1 hour (Remember 1 hour = 60 minutes)\n25÷100×60 minutes=15 minutes\n\u000f\nMental Strategies\nIf you do have access to the internet, you may like to watch the following videos to see different types of mental strategies.\n\u0013 HYPERLINK \"https://www.youtube.com/watch?v=JgkoDqzd-oo\" \u0014Percentage math trick 2\u0015\n\u0013 HYPERLINK \"https://www.youtube.com/watch?v=f0hDmH901rw\" \u0014Eddie Woo\u0015\nIf not, that is ok, read through the following explanation.\nExample: Calculate 12% of $130\nStep 1 – 100% of $130 is the full amount. This means 100% = $130\nStep 2 – You can find 10% of $130 by dividing by 10. This means 10% = $13\nStep 3 – You can find 1% by dividing by 10 again. This means 1% = $1.30\nStep 4 – 12% is made up of 10% + 1% + 1%. This means that:\n12% of $130 = $13 + $1.30 + $1.30\n12% of $130 = $15.60\nPercentages of quantities worksheet\nConvert the following percentages into decimals by dividing by 100.\n15%\n67%\n24.8%\n42 ½ %\n108%\nCalculate the following by first dividing the percentage by 100 and then multiplying by the quantity.\n52% of 460 people\n36% of 375 mL\n72% of 180 kg\n19.7% of 500 cm\n120% of $890\nYou may already realise that 30 minutes is half of an hour which is equivalent to 50%. What perce","cbCaipA4jINI0bWG","https://ap.wps.com/l/cbCaipA4jINI0bWG","docx",534541,4,14,"English","en",105,"# Lesson 1: Explicit learning\n## Lesson 2: Enrichment task\n## Lesson 3: Activity based consolidation\n# Percentages of quantities – examples\n## Written Strategies\n## Mental Strategies\n# Percentages of quantities worksheet\n# Do supermarkets lie?\n## Part A: Measure weight of supermarket items\n## Part B: Validating weight of supermarket items","[{\"question\":\"How do students calculate a percentage of a quantity using written strategies?\",\"answer\":\"Convert the percent to ÷100 (thinking “per 100”), change “of” to multiplication, then multiply by the quantity. For example, 30% of $400 becomes 30 ÷ 100 × 400 = $120.\"},{\"question\":\"What mental strategy steps are used to find 12% of $130?\",\"answer\":\"Start from 100% as the full amount, find 10% by dividing by 10, find 1% again by dividing by 10, then add 10% + 1% + 1% to total 12%.\"},{\"question\":\"What does the enrichment task “Do supermarkets lie?” involve?\",\"answer\":\"Students measure unopened items’ weights, record listed vs actual weights, then compare results to legal allowable over/under percentages to determine which items fall within or outside legal limits.\"}]","Week 1 - Percentages (Offline learning) | DOCX",1788325282,5,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":14,"keywords":35,"description":15,"schema_data":36,"social_meta":92,"head_meta":94,"extra_data":96,"updated_unix":29},"week-1-percentages-offline-learning","",{"@graph":37,"@context":91},[38,54,74],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,49,52],{"item":42,"name":43,"@type":44,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":48},"https://docshare.wps.com/template/","Template",2,{"item":50,"name":13,"@type":44,"position":51},"https://docshare.wps.com/template/paper-templates/",3,{"item":53,"name":14,"@type":44,"position":21},"https://docshare.wps.com/template/week-1-percentages-offline-learning/176705/",{"url":53,"name":14,"@type":55,"image":56,"author":61,"headline":14,"publisher":63,"fileFormat":66,"inLanguage":24,"description":15,"dateModified":67,"datePublished":68,"encodingFormat":66,"isAccessibleForFree":69,"interactionStatistic":70},"DigitalDocument",{"url":57,"@type":58,"width":59,"height":60},"https://docshare.wps.com/thumbnails/week-1-percentages-offline-learning/176705.png","ImageObject",442,249,{"name":9,"@type":62},"Person",{"url":42,"name":64,"@type":65},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-16","2026-09-02",true,{"@type":71,"interactionType":72,"userInteractionCount":21},"InteractionCounter",{"@type":73},"ViewAction",{"@type":75,"mainEntity":76},"FAQPage",[77,83,87],{"name":78,"@type":79,"acceptedAnswer":80},"How do students calculate a percentage of a quantity using written strategies?","Question",{"text":81,"@type":82},"Convert the percent to ÷100 (thinking “per 100”), change “of” to multiplication, then multiply by the quantity. For example, 30% of $400 becomes 30 ÷ 100 × 400 = $120.","Answer",{"name":84,"@type":79,"acceptedAnswer":85},"What mental strategy steps are used to find 12% of $130?",{"text":86,"@type":82},"Start from 100% as the full amount, find 10% by dividing by 10, find 1% again by dividing by 10, then add 10% + 1% + 1% to total 12%.",{"name":88,"@type":79,"acceptedAnswer":89},"What does the enrichment task “Do supermarkets lie?” involve?",{"text":90,"@type":82},"Students measure unopened items’ weights, record listed vs actual weights, then compare results to legal allowable over/under percentages to determine which items fall within or outside legal limits.","https://schema.org",{"og:url":53,"og:type":93,"og:title":14,"og:site_name":64,"og:description":15},"article",{"robots":95,"canonical":53},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":98},[99,104,109,113,118,123,128,133,135],{"id":100,"doc_module":11,"doc_module_name":47,"category_name":101,"show_sort_weight":102,"slug":103},11,"Presentations",90,"presentations",{"id":105,"doc_module":11,"doc_module_name":47,"category_name":106,"show_sort_weight":107,"slug":108},12,"Resumes",80,"resumes",{"id":22,"doc_module":11,"doc_module_name":47,"category_name":110,"show_sort_weight":111,"slug":112},"Invoices",70,"invoices",{"id":114,"doc_module":11,"doc_module_name":47,"category_name":115,"show_sort_weight":116,"slug":117},15,"Posters",60,"posters",{"id":119,"doc_module":11,"doc_module_name":47,"category_name":120,"show_sort_weight":121,"slug":122},16,"Social Media",50,"social-media",{"id":124,"doc_module":11,"doc_module_name":47,"category_name":125,"show_sort_weight":126,"slug":127},17,"Forms",40,"forms",{"id":129,"doc_module":11,"doc_module_name":47,"category_name":130,"show_sort_weight":131,"slug":132},18,"Letters",30,"letters",{"id":12,"doc_module":11,"doc_module_name":47,"category_name":13,"show_sort_weight":30,"slug":134},"papers-templates",{"id":136,"doc_module":11,"doc_module_name":47,"category_name":137,"show_sort_weight":4,"slug":138},158,"General","general-158"]