EdPsy 393 Lesson Plan Two

Fractions, Decimals, and Percents

Name: Christine Gootee EDEL 350 Section #001 Email Address: cegootee@bsu.edu
Due Date: January 28, 2009 Teach Date: February 2, 2009
Practicum Teacher: Mrs. Coelho Grade Level: Fifth Grade
Lesson Topic: Working with percents and decimals Subject area: Math
Circle one: Whole Group or Small Group

INTASC Principle(s):
The professional educator: plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals ( INTASC 7).

IN State Standard(s): Number Sense: Students compute with whole numbers, decimals, and fractions and understand the relationship among decimals, fractions, and percents. They understand the relative magnitudes of numbers. They understand prime and composite numbers.

IN State Indicator(s): Interpret percents as a part of a hundred. Find decimal and percent equivalents for common fractions and explain why they represent the same value.

Lesson Objective(s): Students will be able to calculate common fractions to equivalent percent and decimal forms.

Materials/Media List:

Student used
- Fraction Puzzles
- Pencil
- Paper
- Crazy Math Teacher Chart
- Folded paper notebook
Teacher used
- Poster board
- Numbers for matching game on poster board.

-------------------------------------

Motivation: The students will be doing a short review on simple common fractions just to get their minds back on fractions. There will be 3 pre-made puzzles for the students to work on together. The puzzles will have a fraction, decimal, or percent. Then there will be questions asking what is the numerator? What is the denominator? Is this a fraction, decimal, or percent? What does equivalent mean? This will help the student’s get involved and on track with the lesson.

Goal for Learner: “Today we will be learning how to convert fractions to decimals and percents.”

Procedures:
• New Information- It will be important to get the student writing the examples down, so this is where the 3 page booklet will be used. The students can use each flap to take notes and practice some problems on.
o The students will be given fractions and asked to convert them to the relating percents and decimals with the teacher walking them through each example.
o The first problem will be 2/5. This particular problem will need to shown. Teacher will ask: “Does anyone know what we should do first?” Questions, Cues, Advance Organizers
o If not teacher will explain how this fraction could be multiplied by 2 on top and bottom.
o This will make the fraction 4/10. Teacher will ask: “why did we want to have a denominator of 10?” Questions, Cues, Advance Organizers
o Response will lead to converting this fraction to a decimal. Having the denominator of ten will make the conversion to decimals easier.
o After finding the decimal will help the students see what the percent will be.
o They can use the same technique of multiplying the top and bottom by the same number to find the percent. Teacher will ask: “ what could we multiply with the denominator to get a hundred?” Then “Will we have to multiply the top by the same number?” Questions, Cues, Advance Organizers
o The second example will be writing 1/6 into its decimal form.
o We will walk through the steps.
o Ask the students “ does anyone know what we will do first?” Questions, Cues, Advance Organizers
o Explain that we could divide the denominator by the numerator.
o This problem will be on the second flap of the flip book.
o The third practice problem will be writing a decimal as a fraction.
o The example will be .55.
o Students will be asked if they are aware of the first step.
o Will show them that setting the decimal up as a fraction over a hundred and then reducing will the correct way to go about the problem.
o The practice problem will get the students to remember all the ways they can solve problems.
• Modeling
o Teacher will have a matching game on a poster board for the students to practice what they had learned prior in the lesson.
o Teacher will explain:
• There will be a table with two columns. One column will have a stationary fraction, percent, or decimal.
• On the other side there will be places to match up equivalent numbers.
• The students will grab one of the magnetic pieces and have to match them up
• The teacher will walk the students through the first example of the game.
• Guided Practice
o Students will pick their piece and will place them where they think that belong.
o The other students will have the chance to either agree or disagree with that student.
o If they disagree they can help each other out. (Cooperative Learning)
• Check for Understanding
o Some questions that could be asked to check for understanding would be:
• What steps would you take to find a decimal from a fraction that had a denominator of 5?
• What steps would you take to find a fraction from a decimal like .76?
• Practice/Application
o The students will be working with Crazy Math Teacher Chart (pre-made).
o On one side of the chart will be 10 numbers. These numbers will be
• 4/20, 2 ¼, 3/25,
• 1.75, .35, 3.50, 5.6
• 60%, 32%, 67%
• The students will have to write the two equal percent, decimals, or fractions that relate to the given on side one.
• Closure
o Teacher will rap up with having students tell what they have learned.
o Then Ask them to turn in their Crazy Math Teacher Charts.

NOTE: ADD the following labels to identify these learning strategies in the lesson plan:
(Underline the strategy within lesson when that strategy was incorporated into instruction. Identify in bold print within the parts of lesson that match these learning strategies; include 2 or more different strategies.)
-Identifying Similarities/Differences -Summarizing/Notetaking
-Non-linguistic Representations -Cooperative Learning
-Generating/Testing Hypotheses -Questions, Cues, Advance Organizers

Evaluation of Student Learning: (Evaluation of the assessment that should match objective with criteria for assessment included in a rubric.)

3 2 1 0
Crazy Math Teacher Chart Completed with no flaws, perfect understanding of concepts. Completed with 1-2 flaws, strong understanding of concepts. Completed with 3-4 flaws, weak understanding of concepts. Completed 5-6 flaws, no understanding of concepts.




Lesson Extension: The teacher could move from fractions and mixed numbers to improper fractions. Some of the same techniques will be used, but there will be a few more to include.
The activities could be similar as well.
Annotated Bibliography:
• Informational:
o Mathematics for Elementary School Teachers 4th edition: O’Daffer
• This book has ideas and ways for teachers to explain this lesson.
-Scholastic Success With Math Workbook Grade 5
- This book has some great worksheets, and practice problems that could be helpful.
• Instructional: http://visualfractions.com/index.htm
o This link can be used to show the differences between fractions by using a circle.
o Math Made Easy: Fifth Grade Workbook
• This has some ideas that I will use for the board.