Lesson: Convert Decimals to Percents

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Lesson Objective

SWBAT convert decimals to percents and percents to decimals

Lesson Plan

AIM:  SWBAT convert decimals to percents and percents to decimals

Element/Time

Teacher

Student expected response

Do Now

(8:30 – 8:40)/(10:00 –10:10)

·         Walk around and check students do now responses or HW – remediate as necessary.

·         PLAY MUSIC??? 

·         Come in silently, begin work right away

·         Work on 2-4 spiraled review problems

·         Work on Mental Math

·         Check HW when finished

·         Read/Study if finished early

HW Check

·         Allow students to check both homework assignments by placing answers on the board

·         Check and remediate student HW

 

 

Mental Math

(8:40 – 8:50) /(10:10 – 10:20)

Review 1 – 2 strategies for mental math

Read string of problems for mental math

·         Share strategies and answers for mental math

·         Mentally calculate long string of numbers focusing on fact fluency

Mini Lesson

(8:50 – 9:25)/(10:20 – 10:55)

Opening/Hook:

·         Does everyone you know call you the same name?  What is/are some of your nicknames?

·         Just like no matter what people call us, we are still ourselves, Fractions, Decimals and Percents are just different names for a single thing.  Just because people call them different things, doesn’t mean that they change

Intro:

·         The better we are moving between different representations the easier math is going to be for us. 

·         We know that there are several ways to convert fractions to decimals and over the past couple of days we have started to see how percents fit in.

·         Today we are going to focus on converting decimals to percents and percents to decimals.

·         Who can remind us what the word percent means?

·         Right, knowing the percent means out of 100 will help us as we think about how to move from decimals to the equivalent percent.

·         Tell students to change a decimal to a percent all you need to do is multiply the decimal by 100.

·         Allow students to explore percents to decimals – ask them to punch the following into calculator

DECIâ—MAL

·         0.58 x 100

·         .7 x 100

·         0.07 x 100

·         0.007 x 100

·         3.7 x 100

PER%CENT

·         58 ÷ 100

·         70 ÷ 100

·         7 ÷ 100

·         0.7 ÷ 100

·         370 ÷ 100

 

·         Ask students to Pair-Share: What do you see happening when you do this?  Any patterns?

·         Model for students: Right, when we multiply a decimal number or any number by 100, the decimal point just moves to the right twice (show with the hopping underline- say this is what I want to see).  When we want to change a percent to a decimal we divide by 100 or move the decimal to the left two times.

·         Show examples sans calculator

Guided:

·         Students and teacher will do a 2 sets of 5 problems then review (without calculator)

·         How do we turn a decimal into a percent?

·         Percent to decimal?

·         Problem set to include:

Decimal à Percent

0.4

0.04

4

0.004

4.04

Percent à Decimal

3%

30%

300%

330%

0.3%

·        

 

 

Independent:

·         Exit Ticket – converting decimals to percents and percents to decimals.

Closing:

·         Close with What are the 2 most important things you would tell someone about today’s lesson.

·         Why is it important for us to know this?

·         How do you show your work when you do these types of problems?

·        

 

 

Students write down a nickname and whisper share with a partner

 

 

 

 

 

 

 

Students take notes:

 

Aim:  Convert decimals to percents and percents to decimals

Key Points:

·         Percent à out of 100

·         Decimal à out of 1

·         Decimal à Percent:  multiply by 100

·         Percent à Decimal:  Divide by 100

 

Examples in teacher notes

 

 

 

 

 

 

 

 

 

 

Students should notice that the digits remain the same but they move to different place values OR they will notice that the decimal moves.

 

 

Students will return to notes and add a symbol for multiplying by 100 and for dividing by 100.  (Two arrow hops with a decimal in either direction.

 

Students write examples modeled into notes with hopping underline as “showing work”.

 

 

 

 

 

Students likely to say move the decimal twice – right is right: Multiply by 100 /Divide by 100

 

Interim Review

(9:25 – 9:35)/(10:55 -11:05)

Powers of 10. 

 = 10      = 100     = 1000 ….

Write them on the overhead – ask for patterns

Students complete quick problem combining powers of 10 with law of multiplying exponents with like bases (question from interim)

Skills Time

(9:35- 9:50) /(11:05-11:25)

Short Class with Friday Schedule

·         Shout Outs, Thank Yous, Apologies, Compliments

Lesson Resources

U5 L10 Between the Lines Percents   Notes
943

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