1. Topic-
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| Using Percents and Fractions |
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2. Content-
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Fractions equivalents, fraction-percent equivalents, and relationships
of fractions to landmarks such as 1/2 and 1 to compare fractions.
Equivalents |
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3. Goals: Aims/Outcomes-
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1.Interpreting everyday uses of fractions, decimals, and percents
2.Finding fractional parts of a whole or of a group
3.Finding a percentage of a rectangular area
4.Identifying fraction and percent equivalents through reasoning about
representations and known equivalents and relationships
5.Using equivalent fractions and percents to solve problems.
6.Representing fractions on a number line |
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4. Objectives-
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1.Finding fractional parts of the rotation around a circle
2.Adding fractions by using a rotation model
3.Adding and subtracting fractions by using a number line |
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5. Materials and Aids-
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| Chart paper: Divide the chart paper into three columns and label
them "Everyday Uses of Fractions," "Everyday Uses of Decimals," and
"Everyday Uses of Percents." |
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6. Procedures/Methods-
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A. Introduction-
1.Estimating solutions to 3-,4-,and 5-digit addition and subtraction
problems
2.Breaking apart, reordering or changing numbers mentally to determine
a reasonable estimate
3.Identifying fractions of a group
4.Using evidence and formulating questions to make hypotheses about
the common characteristics of groups of people
5.Systematically eliminating possibilities |
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B. Development-
1.Developing different representations that that can visualize to
help them find equivalents and compute with fractions and decimals.
2.Working out problems on overhead, answering questions as needed.
3.Equivalents are fractions, percents, and decimals that represent
the same amount. There are different ways to writing numbers that
have the same value. |
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C. Practice-
1. 10-Minute Math Activity with guided assistance
2.Writing percents as fractions |
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D. Independent Practice-
1.Independent working in Math book (
2.Writing some percents that cannot be simplified and others that
can.
3.Writing a few percents and ask students to think about what may
be the fraction names for these percents. |
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E. Accommodations (Differentiated Instruction)-
1.If some students cannot get started, look at Grid 2 column by
column.
2.How many squares are shaded in the first column?
3.How many in the second column? |
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F. Checking for understanding-
1.Making sure students understand that percent means "out of 100"
and that each percent can be written with a denominator of 100.
2.Students must be able to find equivalent fractions for the percent.
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G. Closure-
Daily Practice, for ongoing review students will complete Student
Activity Book page 6.
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