Lesson: Percent Problems
SWBAT solve percent problems by using equivalent fractions.
Materials Needed: scrap paper for DN, overhead 10 by 10 grid, Example Chart Percent Of, GP Worksheet, white board, dry erase markers, pencils, overhead projector, and IND Worksheet.
Vocabulary: whole (or ONE), percent, decimal, and fraction.
Do Now (3 -5 min): The teacher writes the following fractions on the board and has the students write the equivalent decimal and percent.
36 = 3= 19 = 87 = 1=
100 10 100 100 2
Opening (2 -3 min): Teacher quickly reviews answers to the Do Now and reminding students that it is easy to rename a fractions as a percent when the denominator is 100. The teacher should then state the objective, “Yesterday, we worked with fractions, decimals and percents. Today, we are going to focus on using equivalent fractions to solve percent problem. By the end of this lesson, you will be able to solve percent problems by using equivalent fractions.”
Direct Instruction (8 – 10 min): The teacher opens the direct instruction by modeling a problem. On the board/chart the following problem and a 10-by-10 grid written:
Alfred missed 50% of 20 problems. How many problems did Alfred miss?
The teacher should model the thinking of 50% to 1/2. The teacher should the ask him/herself…“What is ½ of 20?”
Use this example to help illustrate equivalent fraction, decimal, and percent names. Point out the following:
-The whole is the 20-problem test – 100% of the test.
- The whole test is represented by the 10-by-10 grid.
- The 10-by-10 grid is divided into 20 equal parts, each representing 1 problem on the test. (5 small squares represent 1 question on the test in the 10-by-10 grid)
The teacher then refers to Example Chart_Percent Of. The teacher and students will work through 3 more problems before guide practice. Please note: The 10-by-10 grids should be shaded according to the label when put on the chart or board.
Guided Practice (10 min): Once the students have been introduced to finding the percentage of something through using equivalent fractions they will review finding equivalent names for other more common fractions. The students should be given a copy of the GP Worksheet and told to work in pairs.
Independent (10 min): The teacher passes out the IND Worksheet, which is the Table of Equivalent Names for Fractions. Students copy answers from board.
Closing (2-3 min): Teacher calls the attention of the students back toward the front of the class to quickly review the answers to the Independent Practice worksheet/ ask what we learned about.
|IND Worksheet Classwork|
|IND Worksheet Teacher Model Exemplar|
|Example Chart Percent Of Exemplar|
|GP Worksheet Classwork|