You will learn
- Shade a hundred grid.
- Draw a bar model.
- Place on a number line.
- Compare visual models.
Version 0.1 · published for early use · expert review pending Standards alignment: pending verification. Not yet reviewed against the Courseversity scorecard.
Student lesson
Words to know
10 × 10 squares.
A strip showing parts.
A line with numbers.
Colour in.
1. Discover: picture it
How can you show 30% on a grid, on a bar and on a number line?
2. Understand: visual models
- Grid: shade 30 of 100 squares.
- Bar of 10 parts: shade 3 parts (each 10%).
- Number line 0% to 100%: mark 30% at 3/10 of the way.
3. Explore: draw
You need paper.
- Draw a 10-part bar.
- Shade 3 parts.
- Write 30%.
- Mark it on a number line.
Think about it: what did you notice?
30%.
4. Practise
Guided practice
Question 1. 3 of 10 parts is?
30%.
Question 2. One part of a 10-part bar?
10%.
Question 3. 75 squares of 100?
75%.
Independent practice
- 6 of 10 parts
- 45 squares of 100
- 1 part of a 4-part bar
- 50% on a number line
- Draw 20%
Answers are in the answer key below. Try first, then check.
5. Apply: everyday mathematics
A bar of 5 equal parts has 2 shaded. What percent?
Show a sample answer
40%.
6. Common mistake
Fix: Compare with the total.
7. Check and master
Answer all questions. You will see feedback after each one.
Your result appears here after you answer every question.
8. Key takeaways
- Grid, bar, number line.
- 10-part bar: 10% each.
- Compare with total.
9. Next lesson
Next lesson: Simple percentage applications. Keep going with the next idea in this course.
Printable worksheet
- 6 of 10 parts
- 45 squares of 100
- 1 of 4 parts
- 2 of 5 parts
- 50% on a number line
Homework
Draw 15% on three kinds of models.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 6 of 10 parts | 60% | 2 |
| 45 squares of 100 | 45% | 2 |
| 1 of 4 parts | 25% | 2 |
| 2 of 5 parts | 40% | 2 |
| 50% on a number line | middle | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 60%; 2 45%; 3 25%; 4 40%; 5 middle.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, challenge C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Shade a hundred grid | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Draw a bar model | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Place on a number line | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Compare visual models | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Proposed Courseversity thresholds for this page: Bronze = at least 3 of 5 core questions correct; Silver = all 5; Gold = all 5 plus the challenge. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Counting parts without noting the whole. Compare with the total.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Shade fractions on grids.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: shade a hundred grid; draw a bar model; place on a number line; compare visual models.
Prerequisite knowledge. Lessons 1 to 4.
Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.
Preparation. Gather the counters and draw the example pictures on the board before the lesson.
Suggested duration. 35–45 minutes.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.
Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.
Guided activity (10 min). You need paper. Learners follow the Explore steps in pairs.
Independent activity (10 min). Learners complete the independent practice and the worksheet.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.
Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.
Misconceptions. Counting parts without noting the whole. Compare with the total.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 10-mark scheme and all answers are in the answer key above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Shade fractions on grids. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.
Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
Alignment is pending verification and no external endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Specific standard codes will be added once checked against the official documents.