The purpose of this activity is to engage students in using fractions and percentages to solve a problem.

The background knowledge and skills that should 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.

A group of students have been asked to write a report on the use of the school playground at lunchtime.

They asked everyone in their class what their preferred activity was. One half of the students said soccer, one quarter said the adventure playground, one sixth said sitting around and the remainder said playing tag. There are 24 students in the class. They then realised the teacher should be included. She said she liked to sit around as well.

What percentage of the whole class (teacher included) can the group say are active at lunch time?

### The procedural approach (show more)

- The student is able to use arithmetic techniques with commonly recognised fractions to solve a percentage problem.

### The conceptual approach (show more)

- The student is able to use imaging and/or other techniques with commonly recognised fractions to solve a percentage problem.