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Day 14 · Division and percentage are operation choicesYear 7 Maths · T1 W3–4 · Day 14 lesson

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Year 7 / Mathematics / Term 1 / Weeks 03 04

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Daily routes · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner prompts

Codes: AC9M7N05, AC9M7N06. Goal: identify how many 0.6-unit lengths fit in 2.4 units and find a familiar percentage. Prepare: number-line/decimal cards, operation mat.

  1. Launch · 2 min. A fictional path is 2.4 units long; markers are 0.6 units apart. Predict roughly four intervals.
  2. Model · 5 min. 2.4÷0.6=4; multiply both quantities by 10 to use 24÷6, then check 4×0.6=2.4. Keep the quotient unit as intervals, not 4 units of length.
  3. Guide · 6 min. Another fictional 1.5-unit strip in quarter-unit pieces: 1.5÷0.25=6 pieces; check six quarters =1.5. Then 12.5%=1/8, so 12.5% of 48 equal panels is 6. These are two operation types, with the whole named in each.
  4. Choice · 6 min. D14-A/B/C gives a repeated-decimal grouping, percentage partition or operation-choice explanation; require the unit and an inverse/benchmark check.
  5. Exit · 4 min. “Is 2.4÷0.6 equal to 0.4?” No; four groups of 0.6 fill 2.4. A quotient smaller than one cannot count four visible groups.
  6. Note · 2 min. Separate grouping-division reasoning from percentage-of-whole reasoning; plan the missing strand as a next move.

Optional home/extension: Draw six equal quarter lengths to cover 1.5; extension: compare 1.5÷0.25 with 1.5×0.25 and explain why they differ.

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