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Play PELMATHISM joining thousands around the world in the Global Maths and Science Lesson GMSL2025 to help to raise funds for AIMSSEC.
Join the discussion in the comments here on the AIMING HIGH website. Share the versions of the game that you create. Pelmathism is one […]
The aim is to make square domino loops, like the one in the picture, from 4 dominoes matching the fractions, decimals and percentages. Start with any domino and find 2 other dominoes to match the ends of the first domino.
For example, the [3/10 and 10
Can you use all 16 […]
Xolile sells ice cream and the pie chart shows the sales for last week.
What fraction of the ice creams sold were strawberry? If she sold 60 strawberry ice creams how many ice creams were sold altogether.
The number of vanilla ice creams and the number of chocolate ice creams sold were the same.
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This is not an activity to do on your own. The suggested plan is that you take the discussion points one by one, perhaps one a week, and discuss them at school or at home. You might look at https://ourworldindata.org/coronavirus for the latest statistics when you have your discussion.
There is […]
Practical activities that involve matching equivalent representations of fractions, decimals and percentages to reinforce understanding, and to help learners to remember these concepts.
Click here to download a pdf with all you need to run your own professional development workshop.
Also see this NRICH Fractions Decimals Percentages Interactive Game
This lesson is about different representations of number: percentages, decimals and fractions. It particularly emphasises that percentage and decimal increases and decreases are not mirrored whereas fraction increases and decreases are.
After a short introduction, during which the teacher asks students questions about amounts increasing or decreasing by 50
Note: […]
If an object depreciates in value by 10
Why aren’t these two answers the same?
Is there a rate, used for both gain and depreciation, for which those two answers would actually be the same?
See the notes for teachers and solution and also http://nrich.maths.org/5636
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