Home / Interactive Lessons / Shape / Key Stage 3 /

Finding the Original Amount – Percentage Changes

Shape: Interactive Lessons
Finding the Original Amount - Percentage Changes
Finding the Original Amount – Percentage Changes
Finding the Original Amount – Percentage Changes
Finding the Original Amount – Percentage Changes
Finding the Original Amount – Percentage Changes

What's Included

  • Smart Notebooks Presentation
  • Interactive Excel File
  • Activ Inspire Flipchart
  • Lesson Plan
  • Microsoft PowerPoint Presentation
  • Differentiated Worksheet

Finding the Original Amount – Percentage Changes

Students learn how to calculate the original amount after a simple percentage change.  Learning progresses from using a visual method to solving real life problems using written methods.The start of the lesson recaps calculating a simple percentage increase and increase using multipliers.  In the plenary students are challenged to use reverse percentages to find the original amount after a discount.
Differentiated Learning Objectives
  • All students should be able to calculate the original amount after a percentage increase.
  • Most students should be able to calculate the original amount after a percentage change.
  • Some students should be able to calculate the original amount after a repeated percentage change.
Lesson Downloads
Download Lesson Plan Download PowerPoint Download Notebook Download Flipchart Download Worksheet Download Interactive Excel File
Scheme of Work Link
Calculations with Percentages SoW
Related Blog
Efficient Calculator Methods for Percentages Changes Blog
IMMEDIATE DOWNLOAD
SKU: 760 Categories: , , , , Tags: , , , , ,

Related Mr Mathematics Products

Shape
Shape
Interactive Lessons

Rotations on a Grid

Students learn how to perform rotations on a grid using a centre, direction and amount of turn.  As learning pro...
GCSE / Year 9 Term 5
Interactive Lessons
Shape
Shape
Interactive Lessons

Exact Trigonometric Solutions

Students learn how to solve trigonometrical equations with exact solutions using special triangles.   As learnin...
GCSE / Year 11 Term 2
Interactive Lessons
Shape
Shape
Interactive Lessons

Cosine Rule – Finding Angles

Students learn how to derive and apply the Cosine Rule to find missing angles in triangles.  As learning progres...
GCSE / Year 10 Term 5
Interactive Lessons
Shape
Shape
Interactive Lessons

Trigonometry – Lengths in Right-Angled Triangles

Students learn how to calculate unknown lengths in right-angled triangles using Sin, Cos and Tan.  As learning p...
GCSE / Year 11 Term 3
Interactive Lessons

Mr Mathematics Teaching Resources Term by Term

Year 7 Term 1 Year 7 Term 2 Year 7 Term 3 Year 7 Term 4 Year 7 Term 5 Year 7 Term 6
Year 8 Term 1 Year 8 Term 2 Year 8 Term 3 Year 8 Term 4 Year 8 Term 5 Year 8 Term 6
Year 9 Term 1 Year 9 Term 2 Year 9 Term 3 Year 9 Term 4 Year 9 Term 5 Year 9 Term 6
Year 10 Term 1 Year 10 Term 2 Year 10 Term 3 Year 10 Term 4 Year 10 Term 5 Year 10 Term 6
Year 11 Term 1 Year 11 Term 2 Year 11 Term 3

Mr Mathematics Blog

How to Simplify Surds

August 4, 2018

When learning how to simplify surds students need to understand the difference between a rational and irrational number. Rational numbers include integers and terminating and repeating decimals. They can be written as a fraction with both the numerator and denominator as integers. An irrational number is a number which, in its decimal form does not […]

Sharing an Amount to a Given Ratio

July 9, 2018

There are three common methods for sharing an amount to a given ratio.  Depending on the age group and ability range I am teaching I would choose one approach over the other two. The three methods are: Using fractions Unitary method Using a table In this blog I will demonstrate each of the three methods […]

Plotting Scatter Graphs and Understanding Correlation

July 4, 2018

To introduce plotting scatter graphs and understanding correlation I ask students to think about the relationships between different variables and to describe how they might be related. Here’s my starter activity which students discuss in pairs then present to me on mini-whiteboards. When the students have had time to discuss the matching pairs we talk […]