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Day 3 — Convert for a reason, not by a trickYear 7 Maths · T1 W1–2 · Day 3 lesson

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Year 7 / Term 1 / Weeks 01 02 / Mathematics

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

Open for this lesson: Sources and materials · Check guide.

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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.

Codes: AC9M7N04. Goal: explain 3/5 = 0.6 = 60% using equal parts. Prepare: 10-column strip or 100-grid.

  1. Question · 3 min. Say: “A game save meter shows three of five equal segments. What percentage is full?” Ask what one segment represents.
  2. Model · 4 min. Multiply numerator and denominator by 20: 3/5 = 60/100; then 60/100 = 0.60 = 60%. Show six of ten columns shaded, so the representation can be checked visually.
  3. Guided practice · 6 min. Convert 7/10 to 0.7 and 70%. Convert 1/8 to 0.125 and 12.5% using 125 thousandths or a calculation, then ask whether 1/8 is smaller than 1/4. Note that not every fraction has a terminating decimal.
  4. Meaningful choice · 7 min. Pairs choose a fuel gauge, art-project progress or sports possession fictional example and write three matching representations for either 3/5 or 7/10. Partner identifies the whole and explains a check. Extension: 2/3 is about 66.7%, not exactly 67%.
  5. Find a false match · 3 min. Display 3/5 = 0.35 = 35%. Ask students to show why 3 of 5 is more than one half, while 35% is less than one half. Repair the label.
  6. Exit · 2 min. Everyone completes 7/10 = ___ = ___% → 0.7, 70%. Focus learners justify via tenths/hundredths.

Access: manipulable ten strips, screen-reader text three fifths, quiet calculation route. Do not demand a particular digital tool for conversion.

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