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Collection of Reviewed Teaching Resources


Subject taught
- Math


Type of Product
- Videos

Language Skills Developed
- Listening
- Reading
- Speaking
- Writing

Transferable/Scientific Skills Developed
Student will develop self-motivation, analytical skills, problem-solving skills.

General aims:
Student will be able to do basic mathematical operations with percentages, solving percentage problems using reading skills. One will know basic vocabulary in English connected with percentages. Student will develop positive learning habits such as organisational and problem-solving skills.

Linguistic aims:
- to read English with ease
- to understanding content
- to communicate reading experiences
- to learn from written texts
- to master tools for gathering information
- to express understanding and experiences
- to enable students to understand topic correctly
- to develop academic language
- to translate words connected with percentages in English into the mother tongue using one’s own words.

Subject specific aims:
- student knows the definition of percent
- student is able to express a percent as a decimal
- student is able to express a decimal as a percent
- student remembers the steps for solving percentage problem
- student knows how to convert written sentences to mathematical sentences
- student gains confidence in their math skills
- student is better prepared for standardized testing.

Target group age:
Students from primary school (13-14 years old), before using the resource they need to know how to do basic operation with decimals. What is more, this video can be used by anyone who wants to do mathematical operations with percents, also by grade teachers who wants to teach percentage using reading skills.

Level of competence in English (CEFR)

Time required to use the resource with the students:
The teacher can use the resource with the students for one lessons. Video lasts 7:53 minutes.

How to use it
Before using the video during one’s classes, the students should be able to do basic operation with percents.
The teacher asks students to watch the video and does pauses in certain moments to give students opportunity to make notes, asks questions and develop some problems presented in the video.
During lessons the teacher should ask the student in English:
“What is the percent?”, “How to remember the symbol of the percent?”
“How to change percent into decimal?”
“How to calculate the percent of the different numbers?”
“What kind of tricks presented in the video do you remember?”
“How to solve problems using Percentage sentence?”.

The students give the answers with the examples. The teacher should give them a feedback and show students more examples on the black table. The teacher highlights some new words for students in English and students should find the translation these words into the mother tongue and write down the new words in English in the notebook with the right translation in their own words.
Possible difficulties for the students
Students who have poor knowledge of English can have problems with understanding the content. Students who has problems doing basic operations decimals can face difficulties in solving math problems with percentages which are introduced in the video which is recommended.

The resource provides interesting self-directed learning, it can be used by teachers as a model to help them teach their own students how to solve percentage problems using reading skills. The strength of the video is a rich content, visuals, clarity of explanation, and a simple sentence structure. It presents an easy way to remember the steps for solving percentage problems and uncluttered, understandable strategies which are easy for students to remember and for teachers to teach. What is more, the academic language presented in the video helps to develop academic vocabulary. In my opinion this web site is scientifically reliable and can be recommended to students and teachers, it is intuitive and usable. A layout is focused on ease of use, and ease of reading. Consistent design allows the user to focus on the message. The resource could be more visually appealing to students and provide a wider range of different types of exercises.

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