Convert Between Fractions, Decimals, And Percent

FIVE-STEP LESSON PLAN TEMPLATE Teacher:

Amy Li

Date:

12/4/08

Grade:

6

Subject

Math

VISION-SETTING: KNOW, SO, SHOW

FIVE-STEP LESSON PLAN OBJECTIVE. What is your objective?

Students will be able to convert between fractions, decimals, and percents. STANDARDS. How is this connected to the framework?

Numbers Sense 1.3 Convert fractions to decimals and percents and use these representations in estimations, computations, and applications. KEY POINTS. What knowledge and skills are embedded in the objective?

1. In a fraction, dividing the numerator by the denominator completely (no remainder) yields the equivalent decimal. 2. Percents are fractions out of 100. 3. From decimals to percents, move the decimal point two places to the right. 4. From percents to decimals, move the decimal point 2 places to the left. ASSESSMENT. Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. Indicate whether you will administer the assessment as the independent practice or during the lesson closing.

Exit slip Complete the table: Fracti on

3 10

Decim al 0.75

Answers: Perce nt

27%

Fracti on

3 4 3 10 27 100

Decim al 0.75

Perce nt 75%

0.3

30%

0.27

27%

DETERMINING METHODS: GO

FIVE-STEP LESSON PLAN TEMPLATE WARM UP (8 min.) Before the tardy bell rings, students are to check the instructions on the yellow checklist and do the following: pick up their workbooks, take out their Do Now worksheet, keep their homework on their desk, take out their math journal, and copy tonight’s homework.

MATERIALS Do Now power point presentation

When the tardy bell rings, students will complete the 3 phases of the Do Now exercise: Word Warm Up (word problem version of yesterday’s lesson), Speed Challenge (multiplication fast facts: this week’s emphasis is on the fives), and Math Wheel (addition and multiplication). While students are completing the Do Now, my two homework stampers are coming around to stamp homework for completion.

Do Now worksheet

Once time runs out on the Do Now, I will go over the answers for the Word Warm Up. I will ask for volunteers to give their answers for the Speed Challenge and the Math Wheels. Students will check their answers and self-assign points. REVIEW (5 min.) From the list of problems that the students chose, I will go over those in class. It is in the style of a “We do,” in order to solve the problem. Re-teaching can occur here if necessary. QUIZ (20 min.) This quiz is on the material from the last week: multiplying and dividing decimals. The quiz is scaffolded with simpler questions at the beginning, followed by questions that combine the new skill with old skills (adding and subtracting decimals and order of operations), and word problems and diagrams at the end. Thursdays are quiz days. When students complete the quiz, they are to turn it in to the front and pick up a quiz reflection worksheet to complete and turn in. If they finish that, they can start on their homework. 4. OPENING (1 min.) How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance? How will you communicate connections to previous lessons? How will you engage students and capture their interest?

We just finished learning about how to divided decimals and today we are going to see a new application for that. Remember, we have already learned about fractions and decimals and today we’re going to see how they both relate to something called percents. 3. INTRODUCTION OF NEW MATERIAL (8 min.) How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points? Which potential misunderstandings do you anticipate? How will you proactively mitigate them? How/when will you check for understanding? How will you address misunderstandings? How will you clearly state and model behavioral expectations? Why will students be engaged?

1) Let’s take out our math journals and open to the Table of Contents. We all need to write today’s date (12/4/08) and the topic, which is Fractions, Decimals, and Percents. Turn to the first blank page in your math journal, fold down the page, and be sure to write the page number at the top. 2) Fraction  Decimal: a. Use long division and complete until there is no remainder. b. Numerator on the inside, denominator on the outside. 3) Decimal  Percent: a. Move the decimal to the right two places. b. Add the % sign. 4) Percent  Decimal: a. Move the decimal to the left two places. b. Remove the % sign. 5) Decimal  Fraction: a. Numbers in front of the decimal become whole numbers. b. Numbers after the decimal become numerators. c. The denominator is the place value. d. Simplify if possible. 2. GUIDED PRACTICE (8 min.) How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points? How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? How/when will you monitor performance to check for understanding? How will you address misunderstandings?

Homework worksheet

REINFORCEMENT

FIVE-STEP LESSON PLAN TEMPLATE HOMEWORK (if appropriate). How will students practice what they learned? Textbook Pg. 314 #29-34, #44-46, #56.