The purpose of this task is to engage students in expressing a percentage as a fraction and to be able to apply this as a multiplier.
This background knowledge and skills that need to be established before and/or during this task are outlined in the diagram below:
This task may be explored using a variety of different numerical explorations. The approach should be chosen in sympathy with their skills and depth of understanding of operations on fractions, decimals and percentages.
The procedural approach (show more)
- The student is able to express a GST inclusive price as a product of the exclusive price and a decimal.
Prompts from the teacher could be:
- To find which GST corresponds with 11/10, try working out the GST on a particular price, such as $20 and see which agrees with multiplying $20 by 11/10.
- The multiplier could be a decimal instead of a fraction.
- To find a multiplier for each the remaining GST values, look at working back through the steps you took in part (1).
The conceptual approach (show more)
- The student is able to express a GST inclusive price as a product of the exclusive price and an improper fraction.