The purpose of this activity is to engage students in working with common fractions, decimals and percentages interchangeably, to solve a problem.

The background knowledge and skills that need to be established before and/or during this activity are outlined in the diagram below:

Click to show example questions for each heading

This activity may be carried out with step by step guidance, or by allowing the student to follow their own method of solution. The approach should be chosen in sympathy with students' skills and depth of understanding.

An intermediate school has ten classes with 24 students in each.

Instead of regular classes, it is offering 6 ‘electives’ for a week when 20% of the students will be away for an interschool sports exchange.

0.125 of the students who will remain at school, have chosen to take elective A.

One sixth chose elective B.

The rest of the students all chose the four electives, C, D, E and F in an exactly even split.

How many students can the teachers taking C expect in their elective?

### The procedural approach (show more)

- The student is able to solve a problem involving mixed decimals, percentages and fractions, with guidance.

### The arithmetic approach (show more)

- The student is able to use numerical techniques to solve a problem involving mixed decimals, percentages and fractions.

### The conceptual approach (show more)

- The student is able to use original techniques to solve a problem involving mixed decimals, percentages and fractions.