Lesson: Equivalent Fractions and Percents
SWBAT use of percents in describing real-life situations; and to reinforce naming equivalent fractions.
Materials Needed: scrap paper for DN, overhead 10 by 10 grid, Chart explaining percentages (see direct instruction), 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.
15 = 55= 29 = 1 = 7 =
100 100 100 10 10
Opening (2 -3 min): Teacher reviews answers to the Do Now by allowing students to share their answers. The teacher should then state the objective, “Yesterday, we added and subtracted like fractions. Today, we are going to learn about why percents are important to our everyday lives. By the end of the lesson, you will be able to name equivalent fractions which will help you with percentages in our future lessons.”
Direct Instruction / Guided Practice (10 - 15 min): The teacher has a chart that reads. The teacher should read the chart to the students and then explain that percentages are important to our lives in many ways: voting, discounts at stores, proving mastery of a standard, taxes, and more. The teacher can ask the students if they can come up with any examples.
Percent means “per hundred” or “out of a hundred.” 1 percent means 1 or 0.01
Example: Jenny ran for student council and got 50 out of 100 votes.
This could be restated as:
- “For every 100 votes cast, Jenny got 50 votes.”
- “If 100 people voted, then Jenny got 50 votes.”
- Jenny got 50 of the votes cast.”
The teacher should emphasize that “50 out of 100” does not mean that exactly 100 votes were cast but that Jenny got 50 for every 100 votes that were cast. If the election only had 60 votes, then Jenny would have gotten 50% of 60 votes, or 30 votes. If the election was much larger with 20,000 votes, then Jenny would have gotten 50% of 20,000, or 10,000 votes.
The teacher should then remind students that, just as with fractions, a percent always represents a percent of something (think of the voting example). The “something” is the whole 100%, which is the entire object, or the entire collection of objects, or the entire quantity being considered. In Jenny’s voting example, the total number of votes cast was the whole, or the ONE. The total number of votes cast is 100 percent of the votes.
The teacher then tells the students, “In this lesson you will be using 10 by 10 square grids to represent percentages.” The teacher should have the following problem on the board and an overhead of a 10 by 10 grid ready.
Problem 1: Last season, Duncan made 63 percent of his basketball shots.
The teacher should work through the problem using the following steps:
1. The 10 by 10 grid represents the whole (100%) – in this case all the shots Duncan attempted.
2. The 10 by 10 grid is made up of 100 small squares. Each small square is 1, or 1% of the whole. The decimal name is 0.01. 100
3. Sixty-three small squares are shaded. These shaded squares represent the number of shots that Duncan made out of everyone 100 shots he took.
4. Had Duncan taken 100 shots, he would have made 63 shots. This can also be stated as a fraction, 63 of his shots, or as a decimal, 0.63 of shi shots.
The class should then complete the following 2 examples together as a class. The teacher should be sure to discuss the real-world application.
GP 1: At the mall, Samantha paid 46 percent for her new sweater.
GP 2: Last year George mastered 83% of all his math standards.
Independent (10 min): The teacher passes out the IND worksheet, which mimics the GP.
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.
|GP Fractions Decimals Percents Classwork|
|IND Fractions Decimals Percents Classwork||