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OverviewIn this lesson, students will learn how to determine if one fraction or decimal in a pair is bigger than the other by turning the fractions or decimals into percentages and comparing which percentage is larger. Learning ObjectivesAt the end of this lesson, given a combination of 2 values (i.e. fraction/fraction, fraction/decimal, decimal/decimal), the students will be able to 100% accurately choose which fraction or decimal is the largest. At the end of this lesson, given numerous fractions and decimals the students will be able to 100% accurately turn each of the fractions and decimals into a percentage.Teaching Standards1.8- Problem solving with different representations of numbers (fractions, decimals, percents, scientific notation)8.8 - Strategies and skills for selecting, adapting, and using technology to enhance the teaching and learning of mathematicsMaterialsPencils for every student in each of the groupsSmartboards for every 4 mentors in the groups (5 Smartboards)Smartboard pens for every mentor/student in the groups (20 Smartboards)20 worksheets with 15 practice problems (one worksheet for each student) A bag of candy evenly divided amongst each group of 4 mentorsProcedure*NOTE: Using the Smartboard enables the students to be more engaged in the lesson because the technology is intriguing. In addition, the Smartboard is interactive and the students will be able to use it themselves for practice. The Smartboard will enhance the learning experience because the students will pay more attention while the lesson is being taught since the material will be taught on a bigger canvas than a worksheet and they will get to use the technology first-hand while demonstrating how to solve various problems.Lesson: Allow 10 minutes for the teaching portion of this lesson.*note: Prior to the beginning of the lesson, each mentor should be separated into the group of other mentors with whom they will share a Smartboard (4 mentors per Smartboard because of the fact that there will be 5 groups of 4 students who will all be accompanied by their mentor (essentially there will be 8 people around 1 Smartboard)).Begin the lesson by opening up a new Word document on the Smartboard.Divide the Smartboard into 4 even sections so that each mentor has room to write on the board.Give your student a worksheet.Explain to your student that in order to turn a fraction into a percentage they must follow two steps.Explain that the first step they must follow is to divide the numerator of the fraction by the denominator of the fraction (*note: round to the nearest hundredth).Explain that the second step they must follow is to move the decimal point from the answer that they get after dividing the numerator by the denominator over 2 places to the right.Go through questions 1-5 on the worksheet and explain to the students how to solve them (*note: you should be showing the work for questions 1-5 on the Smartboard as your student is copying the work on their worksheet; their worksheet serves as a practice/notes device).Explain to your student that in order to turn a decimal into a percentage they must move the decimal point over 2 places to the right.Go through questions 6-10 on the worksheet and explain to the students how to solve them (*note: you should be showing the work for questions 6-10 on the Smartboard as your student is copying the work on their worksheet; their worksheet serves as a practice/notes device).Explain to your students that in order to figure out which value in a pair (i.e. fraction/fraction, fraction/decimal, decimal/decimal) is the biggest they must turn both values into a percentage.Go through questions 11-15 on the worksheet and explain to the students how to solve them (*note: you should be showing the work for questions 11-15 on the Smartboard as your student is copying the work on their worksheet; their worksheet serves as a practice/notes device).Activity: Allow 5 minutes for the activity portion of the lesson.*note: for this portion of the lesson you will be partners with the other mentors and students who were using the same Smartboard as you and your studentTell the students that they will be competing against each other in this activity and that the winner of each round will get 1 point and whoever has the most points at the end of the activity will get a piece of candy.Tell the students the premise of the activity:One of the mentors will write a pair (i.e. fraction/fraction, decimal/decimal/ fraction/decimal) of values on the SmartboardWhen the mentor says “Go!” each student will be required to write on the Smartboard and show their work for turning each value into a percentageWhichever student correctly circles the value that is the biggest percentage will get one pointThe other mentor will then write another pair (i.e. fraction/fraction, fraction/decimal, decimal/decimal) of values on the SmartboardWhen the mentor says “Go!” each student will be required to write on the Smartboard and show their work for turning each value into a percentageWhichever student correctly circles the value that is the biggest percentage will get one point*Note: The mentors will alternate writing a pair of values on the Smartboard until there has been a total of 10 problems written on the Smartboard for the students to answer*Note: If none of the students answer a question correctly, then whichever mentor wrote that problem on the Smartboard will explain how to solve the problem to all 4 of the students.Award a piece of candy to whichever student answered the most problems correctly (*note: if there was a tie, then give a piece of candy to the students who correctly answered the most questions).AssessmentOne of the easiest ways to assess your student is by simply asking them to show you how to do one of the problems. If they answer it incorrectly then it is obvious that they do not fully understand the concepts learned in the lesson. However, if they answer it correctly then it is evident that the student understands the concepts learned in the lesson. In addition, you can assess them by seeing if they are writing down the notes on their worksheets as you are explaining the problems on the Smartboard. If the student is not writing down the notes then they might not understand the concepts and may feel defeated by the content. In that case, as the mentor, you should help to clarify the material. However, if the student seems to be writing down the notes and seems engaged in the lesson, then there is a good chance that they understand the lesson. Another way you can assess the student is by seeing if they answer the questions correctly on the Smartboard during the activity when they are competing against the other students. If the student is confused about how to start solving the problem, then they will most likely show signs of confusion such as: writing something irrelevant on the board so it looks like they are working, looking over to see if the other student has anything written, or not writing anything at all. If you see any of these signs, it is probably safe to assume that the student needs more clarification of the concepts. In that case, it is the mentor’s job to teach the concepts to the student again until they comprehend how to do the problems. On the other hand, if the student seems to be able to solve the problems on the Smartboard rather quickly and accurately by showing the correct work, then you can assume that the student understands the concepts of the lesson. References and Reference MaterialsIndiana Teaching Standards acquired from: Indiana Department of Education. (2010, December). Indiana content standards for educators. 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