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): |7th |Time allotted for instruction: |1 ½ - 2 hours |

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|Title: |Fraction to Percent Match Up |

|Lesson TOPIC: |Review converting fractions to percents |

|TAKS Objective: |Objective 1: |

| |The student will demonstrate an understanding of numbers, operations, and quantitative reasoning.|

|FoCUS TEKS and Student Expectation: |Number, operation, and quantitative reasoning. The student represents and uses numbers in a |

| |variety of equivalent forms. The student is expected to: |

| |(B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or |

| |with a calculator |

|Supporting TEKS and Student Expectations: | Underlying processes and mathematical tools. The student uses logical reasoning to make |

| |conjectures and verify conclusions. The student is expected to: |

| |(B) validate his/her conclusions using mathematical properties and relationships. |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Fraction |A fraction is a number that names part of a group or part of a whole. |

|Percentage |A percentage is the ratio of a number to 100. |

|Conversion |A conversion is a change in the units or form of an expression. |

| | |

| | |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

When students enter the room, have the following on the board: “It has been reported that Michael Jordan makes 75% of all attempted free throws.” Ask students, “What fraction of free throws does he make?” After you get the answer, ask students, “What other percents or fractions do you hear on the news?” Let students give you situations and then convert the percents to fractions or vice versa. Examples: “Nearly two-thirds of U.S. adults are overweight.”, “In 2001, 8 percent of students reported that they had been bullied at school in the last 6 months.” ,“The Dallas Mavericks won 69.5% of the games they played this season.

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

After teacher is sure students know how to do conversions, place students in groups of 4 – 5. Each group will receive a set of “matching” cards. Students will place the cards face down and play concentration with equivalent fractions/percents. Each student will take turns turning over cards to try to find equivalencies. Students may assist each other. They will need scratch paper for conversions.

C. Guided activity or strategy

As groups are working, the teacher will monitor and ensure all students are on task. After groups have had ample time to turn over all equivalent pairs, the teacher will discuss with students once again how to convert from fractions to percents.

D. Accommodations/modifications

Students requiring modifications may work with a peer during the “matching” activity.

E. Enrichment

Students requiring enrichment may serve as group leaders. They also may also be paired with a student requiring modifications during the “matching” activity.

II. STUDENT PERFORMANCE

A. Description

Students will complete the Fraction to Percent worksheet.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Grades may be taken on the Fraction to Percent worksheet, which will be done individually.

B. Rubrics/grading criteria

See attached Fraction to Percent Grading Criteria/Answer Key worksheet.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

• “How do you convert a fraction to a percent?” Why would you want to do this?”

• “When would you convert a percent to a fraction?”

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the students in a discussion of how converting a fraction to a percent may look in test format by placing the TAKS questions below on the board.

B. Sample TAKS questions

1. Conner’s parents asked him to save 2/5 of his allowance each week to help pay for summer camp. What percent of his allowance did Conner’s parents ask him to save?

A. 25%

B. 35%

C. 40%

D. 60%

2. Sandra colored 1/3 of her picture black. What percent of her picture did Sandra color black?

F. 12%

G. 24%

H. 33 1/3%

J. 66 2/3%

3. It is estimated that 20.4% of the U.S. population in the year 2050 will be over the age of 65. Which number is NOT equivalent to 20.4%?

A. 204/1000

B. 20.4/100

C. .204

D. 2.04

V. Key Vocabulary

Fraction, Percent, Conversion

VI. Resources

A. Textbook

Math Advantage, Middle School II

Chapter One: Making Number Connections

• Parts as Percents, pp. 22-25

• Connecting Fractions, Decimals, and Percents, pp. 26 – 29

B. Supplementary materials

• Matching Card worksheets (4 different sets)

• Fraction to Percent worksheet

• Fraction to Percent Grading Criteria/Answer Key

C. Technology

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

• Making circle graphs by using equivalent percents, decimals and fractions.

• Have students find fractions and percents in a newspaper/magazine and bring in the articles to discuss.

VIII. Teacher Notes

is a good online review of converting fractions to percents.

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