Lesson plan - Study Island
|Math Lesson: Fractions, Decimals, and Percents |Grade Level: 5 |
|Lesson Summary: Students will recognize numbers as fractions, decimals, and percents. Advanced learners solve a real-world problem, and struggling learners will |
|use a grid to model fractions and their equivalents. |
|Lesson Objectives: |
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|The students will know … |
|that numbers can be written as fractions, decimals, and percents. |
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|The students will be able to… |
|write a number as a fraction, decimal, and a percent. |
|Learning Styles Targeted: |
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|Visual |
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|Auditory |
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|Kinesthetic/Tactile |
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|Pre-Assessment: |
|Use this quick assessment to see if students know how to plot fractions and decimals. |
|Have students plot {1, 3/4, 0.25, 4, 1/2, 3/8, 2.15} on a number line. |
|Note students who do not plot the numbers correctly. |
|Whole-Class Instruction |
|Materials Needed: index cards and coins (pennies, nickels, dimes, quarters) |
|Procedure: |
|Explain how a fraction, decimal, and percent are parts of a whole. Have students represent different amounts of money {0.55, 0.15, 0.95, 0.25, 0.13, 0.63, 0.33, |
|0.87} as a fraction, decimal, and percent. Use coins as manipulatives, if necessary. |
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|Show how denominators of fractions represent different units. |
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|Guided Practice: |
|Prior to class, create a set of index cards so that each card has a fraction, a decimal, or a percent. Be sure to include three equivalent forms of the number as |
|cards in the set. |
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|Distribute one index card to each student. |
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|Have students walk around the room to find the other two cards that are their equivalent—the fraction, decimal, and percent equivalents should end up as one group.|
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|Independent Practice: |
|Provide a table that has three columns labeled “Fraction,” “Decimal,” and “Percent,” similar to the one below. Have the students complete the other two columns for|
|each one. |
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|[pic] |
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|Closing Activity: |
|Separate students into pairs and have them write a fraction, decimal, or percent on an index card. They shuffle the cards and take turns selecting a card and then |
|give the number in the other two ways. |
|Advanced Learner |
|Materials Needed: Supermarket Circular |
|Procedure: |
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|Have students read a Supermarket Circular to find the sale prices of deli meat or another product. |
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|Ask students to write a shopping list that contains different kinds of deli meat. They need to include the amount that they plan to buy of each kind. Have them |
|write the amounts in decimals and in fractions. Ask students to read the numbers out loud to reinforce their understanding of decimals and fractions. |
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|Have students work in groups. Ask students to look for items that are ½ off, or 1/3 off. Have them change these fractions to decimals and percents. |
|Struggling Learner |
|Materials Needed: 100 square grids, 1 copy of the Fractions, Decimals, and Percents Worksheet* per student, writing utensils |
|Procedure: |
|Provide a 100 square grid and model different fractions and their equivalents by shading the appropriate number of squares. |
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|Have students complete the Fractions, Decimals, and Percents Worksheet*. |
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|Be sure that students understand how to change from one representation to another. |
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|Have students use a 100 square grid to model 13/100, 76%, 0.15, 35%, 1%, 0.29, ¾ and 15/100. |
*see supplemental resources
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