Stage/No: D03
Length: 4 weeks
CF Outcomes: 6,10
Levels: 4, 5, 6
Due out: available now

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D03S: Rates, Ratio, Proportion & Percent 1
4 week module
Old ISBN: 1876800003
New APN: 9781876800000

{slider=CF Outcomes}

This information is found in the wrap around pages of the teachers module. It details the Curriculum Framework Outcomes addressed in the module.

Outcomes 1 & 2 should be an inherent part of all mathematics lessons.

1. Show a disposition to use mathematics to assist with understanding new situations, solving problems and making decisions, showing initiative, flexibility and persistence when working mathematically and a positive attitude to their own continued involvement in learning and doing mathematics.

2. Appreciate that mathematics has its origins in many cultures, and its forms reflect specific social and historical contexts, and understand its significance in explaining and influencing aspects of our lives.

Outcomes 3, 4 & 5 "Working Mathematically" are an integral part in the design of every module. These outcomes determined the three stage learning process developed in each module.

3. Call on a repertoire of general problem-solving techniques, appropriate technology and personal and collaborative management strategies when working mathematically.

4. Choose mathematical ideas and tools to fit the constraints in a practical situation, interpret and make sense of the results within the context and evaluate the appropriateness of the methods used.

5. Investigate, generalise and reason about patterns in number, space and data, explaining and justifying conclusions reached.

Outcomes 6, from "Number" and 10, from "Measurement:" are specific to this module.

6. Read, write and understand the meaning, order and relative magnitudes of numbers, moving flexibly between equivalent forms.

10. Select, interpret and combine measurements, measurement relationships and formulae to determine other measures indirectly.

{slider=Student Outcomes}

This information is found in the wrap around pages of the teachers module. It details the major student outcomes that should have been developed during the module.

### Major Student Outcomes

During this module students should have been developing the following outcomes:

Working mathematically outcomes at levels 4, 5 and 6 are interwoven with the structure of these modules.

The outcomes below are dealt with specifically in this module.

Outcomes from different strands are integrated into this module.

### Number

N 5.1 (b) Reads, writes, says and understands the meaning, order and relative magnitude of any fractions, straightforward ratios and percentages, and knows the more common equivalences between them.

N 6.1 The student reads, writes, says and understands the meaning, order and relative magnitude of positive and negative rational numbers and numbers expressed with integer powers.

N 5.2 Understands the meaning, use and connections between the four operations on whole, decimal and fractional numbers, and uses this understanding to choose appropriate operations including where fractional and decimal multipliers and divisors are required.

N 6.2 Uses ratios and rates to describe the relationship between two quantities and finds one quantity from another in situations where familiarity with the context helps understand the ratio or rate.

N 5.3 Calculates with whole numbers, decimals and fractions (well known equivalences, whole number multipliers and divisors), drawing mostly on mental strategies for whole numbers, money and readily visualised fractions.

M 4.4 (b) The student understands and uses scale factors involving small whole numbers and unit fractions for straightforward tasks, including making figures and objects on grids with cubes.

M 5.4 (b) The student understands and uses scale factors and the effect of scaling linear dimensions on lengths, areas and volumes of figures and objects produced on grids and with cubes.

{slider=Details}

This information is found in the wrap around pages of the teachers module. It gives details about the module.

###
Module Length:

Approximately 4 weeks (16 hours). This may vary upward according to the ability and prior understandings of the students.

###
Outcomes Levels:

Includes outcomes from levels 4, 5 and 6.

###
Stage/Number:

Each Integrated Maths Module has been assigned a stage and number. The stage is designed to help teachers in their sequencing of modules. The number is for identification of each module.

This module is D03, that is stage D module 3.

The content of this module is:

Rates

Ratio

Proportion

Percentage

###
Language development:

The following terms (or derivations of them) are an essential part of this module:

percent

percentage

proportion

rate

ratio

scale

speed

These terms are in bold whenever they appear in this text.

{slider=Samples}

The structure of all modules is to present materials in three stages:

### Exploration - Formalisation - Application

The files available here for downloading are a Sample Activity from the Exploration Stage of this module and a Sample Application from the Application stage of this module.

These files are available as pdf files. To view and print these files you will need a program like Adobe Acrobat Reader which is available free here.

### Downloads

These links are to the sample files:

Sample Activity

Sample Application
{slider=Unit Curriculum Links}

This information is found in the wrap around pages of the teachers module produced for Western Australian schools. It details the links to the old Unit Curriculum objectives for schools trying to adapt programmes etc.

Unit Curriculum Objectives covered are:

From Maths Development 2.3

- M 2.8 Develop the concept of a rate.
- M 2.9 Use a rate in routine ways.

From Maths Development 2.4

- N 2.7 Further develop an understanding of per cent as 'per 100'.
- N 2.8 Determine a percentage of a quantity.
- N 2.10 Use statements of the form 'for every p of these, q of those' to solve problems.
- N 2.11 Develop an understanding of ratio.

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