Lesson: Compare & Order Lesson 2

385 Views
7 Downloads
0 Favorites

Lesson Objective

List a set of integers (both positive and negative), positive fractions (denominators can be greater than 10), mixed numbers, decimals, and percents in order from least to greatest and greatest to least both when the set is comprised of only one type of number and when the set includes more than one type of number Recognize that with respect to time, fastest means taking the least amount of time Translate among fractions, improper fractions, mixed numbers, decimals and percents Use information from a table to create fractions and ratios and to calculate percentages

Lesson Plan




 

Teachers: Suba, Siesfeld


 

 

Subject:  Applied Math


 

 

Grade: 8


 

 

Unit:    Measurement


 

Week:  10/13/2010


 

 

Day


 

 

Wednesday, October 13th, 2010 (55 min)


 

 

BPCPS Standard(s)


 

 

8AM.NS.01 Compare Numbers


 

Students will be able to
  compare, order, estimate, and translate among integers, fractions and mixed
  numbers (i.e. rational numbers), decimals, and percents.


 

 

Objective(s)


 

 

SWBAT list a set of integers (both
  positive and negative), positive fractions (denominators can be greater than
  10), mixed numbers, decimals, and percents in order from least to greatest
  and greatest to least both when the set is comprised of only one type of
  number and when the set includes more than one type of number


 

SWBAT recognize that with respect to
  time, fastest means taking the least amount of time


 

SWBAT translate among fractions,
  improper fractions, mixed numbers, decimals and percents


 

SWBAT use information from
  a table to create fractions and ratios and to calculate percentages


 

 

Do Now


 

3


 

2


 

 


 

 


 

 

 


 

Do Now


 

<<Call to
  Begin>>
Today we will continue our number sense unit. This is the
  second lesson on comparing and ordering, and we will also be identifying
  numbers as fractions, decimals, and percents, and converting between them. We
  have to be really sharp on our conversion facts. We will not have a mental
  math minute, so when you have a seat be ready to share your answers from the
  Do Now. Good morning.



 

 

Do Now Review


 

4


 

 

Answer #1 yourself. Solicit some hands on #2: share data
  on exit ticket answers!


 

You cannot redo this one, but there will be another exit
  ticket at the end of class today.


 

Task 25 % Mastery, distributed Friday, 10/8/10


 

 


 

   

#1:


   

 


   

Cornell: 77.3%


   

DePauw: 90%


   

Hamilton: 90.4%


   

   

#2:


   

 


   

Cornell: 72.7%


   

DePauw: 80%


   

Hamilton: 85.7%


   

 


 

 

Learning Activities
  (group, independent, guided reading)


 

5


 

 


 

 


 

 


 

 


 

 


 

 


 

 

 

 

 

 

8


 

 


 

 


 

 


 

 


 

 


 

 


 
 

10


 

 


 

 


 

 


 

 


 

 


 

 


 

 


 

10


 


 

6


 

 

 


 

  

Open:
  review—decimals to percents, percents to decimals


 

  •   Decimals to percentsà
      hop decimal twice to the right

 

-         
  6.5. Change to a percent


 

-         
  150. Change to a percent.


 

  •   Percents to decimalsà
      hop decimal twice to the left

 

-         
  150%. Change to a decimal.


 

-         
  6.5%. Change to a decimal.


 

Mini-lesson/review:
  converting between percents, decimals, or fractions


 

  •   Fractions can be simplified then converted to
      decimals. The decimal can be left as is or converted to a %.

  •   Sometimes you create your own fraction from
      information in problem

 
 

-         
  3 wins, 5 losses. % of total games lost?


 

-         
  3 wins out of 5 games total. % of games lost?


 

  •   One problem. % blue beads out of total. Put in
      order.

 

GP: solicit
  student input here. Try to do all 3 in 10 minutes. If you don’t get through
  all 3, stop and allow kids to move on to Independent Practice.


 
  1. Quick refresher on
           Friday’s compare and order materials. Here’s a word problem, let’s read
           it carefully. <<do this yourself without soliciting any input.
           Careful of the word incorrectly.
           Change all to percents. Pay attention to the question stem. A. is a
           distractor because it lists them from least to greatest.>>

  1. Below are times in a
           table. List from slowest to fastest

  1. Compare 4 numbers: -12,
           1/2, 1.2%, 1.2


 

IP: (6 problems—4
  MC, 2 short answer)
SILENT. No hands. Use your resources and notes, and
  circulate around. Do not take questions! Students have permission to start on
  exit ticket first to make sure it’s done.


 

Exit Ticket (task
  27—both MC)


 

-         
  Once finished, tear off and continue with task
  26.


 

 

Closing


 

6


 

 

Tear off Exit ticket and pass forward.


 

HW: finish the rest of the Independent Practice section
  (Task 26)


 

 

Assessment


 

 

Exit Ticket (task 27)


 

 

Homework


 

 

26


 

 

Materials


 

 

On server


 

 

Accommodations 


 

 

 


 

 

Req for Feedback


 

 

 


 

 

Co Teaching (if
  app)


 

 

 


 

Lesson Resources

20101013 DN Obj Commpare Order II.doc  
231

Comments


Cancel
No comments at this time.
Add Comment

Close

Something went wrong. See details for more info
Nothing to upload
details
close