TEKS Lesson Plan/Unit Plan
Focus Plan
Texarkana Independent School District
|GRADING PERIOD: |1st 6 Weeks |PLAN CODE: | |
|Teacher: |Winton |Course/subject: |Mathematics |
|Grade(s): |8 |Time allotted for instruction: |1 – 1 ½ hours |
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|Title: |Real-World Percents and Fractions |
|Lesson TOPIC: |Percents and Fractions |
| | |
|TAKS Objective: |Objective 1: |
| |The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.|
|FoCUS TEKS and Student Expectation: |(1) Number, operation, and quantitative reasoning. The student understands that different forms |
| |of numbers are appropriate for different situations. The student is expected to: |
| |(A) compare and order rational numbers in various forms including integers, percents, and |
| |positive and negative fractions and decimals |
|Supporting TEKS and Student Expectations: |(14) Underlying processes and mathematical tools. The student applies Grade 8 mathematics to |
| |solve problems connected to everyday experiences, investigations in other disciplines, and |
| |activities in and outside of school. The student is expected to: |
| |(A) identify and apply mathematics to everyday experiences, to activities in and outside of |
| |school, with other disciplines, and with other mathematical topics |
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|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
|Percent |A percent is the ratio of a number to 100. |
|Fraction |A fraction is a number that names part of a group or part of a whole. |
|Probability |Probability is the chance of an event occurring. |
| | |
| | |
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[pic]I. Sequence of Activities (Instructional Strategies)
A. Focus/connections
Ask students to write down everything they know about probability. Allow several minutes for students to write down their answers. Ask students to share their thoughts. Review with students that probability is the chance of an event occurring. Ask students how probabilities are usually written. Review with students how probabilities are usually written as numbers between 0 and 1. Ask students if they can think of any exceptions. Discuss any exceptions students mention. If students are unsure, suggest students think about the weather report. Discuss with students how weather probabilities are often reported in percentage format. Discuss how the current weather forecast for your town is presented on the news. Point out how the precipitation forecast is shown as a % chance.
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)
Take students to the computer lab. Discuss with students how weather probabilities are often reported in percentage format. Have them go to and put in the zip code for Texarkana. Show students a current weather forecast for your town. Point out how the precipitation forecast is shown as a % chance. Ask students how the % chance can be written as a fraction. Allow time for students to consider the question. Have students write down their thoughts. Give time for students to discuss their ideas with a partner. Then, allow several students to share their ideas with the class. Explain to students the process is as simple as follows:
• Write the percentage number in the numerator
• Write 100 in the denominator
• Simplify the fraction
C. Guided activity or strategy
Work through the following examples as a class: 15%, 50%, 27%, and 115%. Next, write the following examples on the board: 28%, 39%, 75%, and 130%. Have students convert these percentages to fractions independently. Once students have completed the practice problems, discuss the correct answers as a class. Allow time for students to ask questions.
D. Accommodations/modifications
Students requiring modifications may be paired with a peer to complete the guided activity.
E. Enrichment
Students requiring enrichment may assist students requiring modifications with the guided activity.
II. STUDENT PERFORMANCE
A. Description
Distribute copies of Working with Percents and Fractions Worksheet. Review the directions with the class. Allow time for students to complete the practice worksheet.
B. Accommodations/modifications
C. Enrichment
iii. Assessment of Activities
A. Description
Individual student grades may be taken on Working with Percents and Fractions Worksheet.
B. Rubrics/grading criteria
Grades may be taken based on the Working with Percents and Fractions Answer Key/Grading Rubric.
C. Accommodations/modifications
D. Enrichment
E. Sample discussion questions
• In what other real-world situations do you see percentages?
• How do you convert from a fraction to a percentage?
IV. TAKS Preparation
A. Transition to TAKS context
The teacher will lead the students in a discussion of how percent/fraction problems may look in test format by placing the following TAKS questions on the overhead/board.
B. Sample TAKS questions
1. Principal Alcocer determined that 80% of the students at his school wore boots to school at least two days a week during winter. If his school has 1200 students, which statement does NOT represent Principal Alcocer’s data?
F. During winter 960 students wear boots to school at least two days a week.
G. During winter 240 students wear boots to school fewer than two days a week.
H. During winter more than 1/2 of the students wear boots to school at least two days a week.
J. During winter less than 1/5 of the students wear boots to school fewer than two days a week.
2. Carlos, Jackie, Lester, and Margie ate lunch at a restaurant. The total amount of the bill, including tax and tip, was $44.60. Carlos paid $15.00, Jackie paid ¼ of the bill, Lester paid 20% of the bill, and Margie paid the rest of the bill. Who paid the greatest part of the bill?
F. Carlos
G. Jackie
H. Lester
J. Margie
V. Key Vocabulary
Percent, fraction, probability
VI. Resources
A. Textbook
Glencoe Mathematics~ Applications and Connections Course 3
Chapter 3: Using Proportion and Percent
• Lesson 3-4: Fractions, Decimals, and Percents, pp. 114-117.
B. Supplementary materials
• Working with Percents and Fractions Worksheet
• Working with Percents and Fractions Answer Key/Grading Rubric
C. Technology
This lesson required students utilize the Internet.
VII. follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
• Have students work additional word problems involving percents and fractions.
VIII. Teacher Notes
While in the computer lab at the weather web site, you might want to use this time to explore additional percents and fractions in the real-world. An additional activity may be to have students find three sentences with a percentage, have them write down the sentence, and convert the percentage to a fraction.
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