Here is a plan for the first 10 minutes of a Grade 6 lesson introducing the relationship between Decimals and Percentages. **Topic:** Introduction to Percentages (Connecting Fractions, Decimals, and %) **Class Size:** 20 Learners **Resources:** Whiteboard, dry-erase markers, "100-grid" handouts or individual mini-whiteboards. | Minute | Teacher Action | Student Action | | :--- | :--- | :--- | | **0-2** | **The "Battery Life" Hook (Entry Task)**
As students enter, display an image of a phone battery icon on the board that is exactly half full.

Write on the board: *"1. Write as a fraction. 2. Write as a decimal. 3. How much battery do I have left?"*

Greet students at the door and direct them to start immediately. | Students enter, sit down, and take out their math journals/whiteboards.

They solve the puzzle individually:
1. $\frac{1}{2}$ (or $\frac{50}{100}$)
2. $0.5$ (or $0.50$)
3. 50% | | **2-3** | **Review & Definition**
Ask for answers. When a student says "50%," write the word **PERCENT** on the board in huge letters.

Draw a line splitting the word: **PER / CENT**.
Ask: *"How many years in a century? How many cents in a dollar (or Euro/local currency)?"*
Explain: *"Cent means 100. Percent means 'out of 100'."* | Students raise hands to share answers.

Students respond in unison: *"100!"*

Students write the definition in their notebooks: *Percent = Out of 100.* | | **3-6** | **The Visual Grid (Direct Instruction)**
Project or draw a large $10\times10$ grid on the board (100 squares total).

Color in 25 squares.
Ask: *"If this whole grid is 1 whole, how many squares are colored?"* (25).
Ask: *"So, what is the fraction?"* ($\frac{25}{100}$).
Ask: *"How do we say $\frac{25}{100}$ as a decimal?"* ($0.25$).
Ask: *"And since percent means 'out of 100', what percent is this?"* ($25\%$). | Students watch the board.

Students answer the teacher's prompts to build the connection:
1. *"25"*
2. *"25 over 100"*
3. *"Zero point two five"*
4. *"25 percent"* | | **6-9** | **Rapid Fire "Show Me" (Guided Practice)**
Hand out mini-whiteboards (or use notebooks).

Tell students: *"I will give you a decimal. You must draw a square, write the percentage inside it, and hold it up."*

Give 3 examples rapidly:
1. *"0.17"*
2. *"0.03"* (Watch for errors here, ensure they don't write 30%)
3. *"0.90"* | Students grab their whiteboards/markers.

Students quickly convert the numbers:
1. They write **17%** and hold it up.
2. They write **3%** and hold it up.
3. They write **90%** and hold it up. | | **9-10** | **Think-Pair-Share (Transition)**
Write **0.5** on the board again.
Ask: *"Why is $0.5$ the same as $50\%$ and not $5\%$? Talk to your neighbor for 30 seconds."*

Call on one pair to answer, then transition to the main lesson activity (worksheet or textbook). | Students turn to their partner and explain that $0.5$ is the same as $0.50$, which is $\frac{50}{100}$.

Selected pair explains to the class.
Students prepare for the main activity. |

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