Title: Lesson 3: Finding the area of a 10 x 10 grid to find percentages of fractions
Standard(s): 5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 (In general, a/b + c/d = (ad + bc)/bd).
SMP#2 Reason abstractly and quantitatively.
SMP#7 Look for and make use of structure.
Lesson Overview: This lesson will review the previous days skills learned. This lesson will take the introduction of finding percentages using a 10 x 10 grid more in depth. It will allow the students to learn to use a 10 x 10 grid when trying to figure out what the percent of the fraction actually is.
Resources or Materials Needed
Time: 60 Minutes
Step 1: Pre-Instructional Activities
Standard(s): 5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12 (In general, a/b + c/d = (ad + bc)/bd).
SMP#2 Reason abstractly and quantitatively.
SMP#7 Look for and make use of structure.
Lesson Overview: This lesson will review the previous days skills learned. This lesson will take the introduction of finding percentages using a 10 x 10 grid more in depth. It will allow the students to learn to use a 10 x 10 grid when trying to figure out what the percent of the fraction actually is.
Resources or Materials Needed
- T Chart
- White Boards and Markers
- Pencils
- Notebooks
- Anchor Chart Paper
- 10 x 10 grid paper
Time: 60 Minutes
Step 1: Pre-Instructional Activities
- Teacher will call on four students to stand up and say, “50% of these students have this in common.
- Students then explain what those students have in common and why it is equivalent to 50%
- Teacher will repeat these steps using different basic fractions and see how many the students can get correct.
- The teacher will create an anchor chart titled “equivalents” and students will copy the anchor chart down in their notebooks
- The teacher will begin write the basic fractions 1, 1/2, 2/3, 1/4, 3/4, 1/5, 2/5, 3/5, 4/5, 1/6, 5/6, 1/8, 3/8, 5/8, 7/8, 1/10, 3/10, 7/10, 9/10
- Teacher will ask students to recite a few fractions that they may know the equivalents to
- Teacher will show a 10x10 grid and show the students how to color in ½ of the 10 x 10 grid and show that if you count each individual square you get 50/100 colored in, therefore ½ = 50%
- The teacher will expand on this by using more and more fractions on a 10 x 10 grid
- Teacher will pass out grid paper to each student and have them try and color in ¼ of their 10 x 10 grid
- Students will share their findings and if a student does not share that if they colored in the fourth box of the entire grid they could the same result the teacher will share
- Students will work in shoulder partners to find the different percentages of 1/4, 2/4, 3/4, 1/8, 2/8, 3/8, 4/8, 5/8, 6/8, 7/8
- Students will show all the basic fractions on their grid paper that were not used on the previous lesson
- Students will record their findings in their notebook and make sure they will continue to fill out the equivalent chart throughout the lesson
- A short teacher led discussion will take place
- A pre-assessment indicated that the students do not have a very good understanding of fractions, specifically adding and subtracting fractions with like and unlike denominators
- The teacher will circulate around the room during the group time and observe student’s understanding of the content
- Students will complete a post assessment at the end of the instructional unit
- Students will be asked to complete a brief assessment at home:
- Cut out any fractions, decimals, or percent’s from magazines, newspaper, etc. and glue them onto the homework page.
- Complete the worksheet with the addition of fractions and percent’s