Title: Lesson 4: Finding Equivalent Percentages to Thirds and Sixths
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 focus specifically on having students find the percentages of 1/3, 2/3, 1/6, 2/6, 3/6, 4/6, and 5/6.
Resources or Materials Needed
Time: 60 Minutes
Step 1: Pre-Instructional Activities
Step 3: Learner Participation
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 focus specifically on having students find the percentages of 1/3, 2/3, 1/6, 2/6, 3/6, 4/6, and 5/6.
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 five 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 show a visual on the SMART Board to create a fraction of something. Specifically this visual will be of buttons. 5 of the buttons will be blue and the other 5 will be red. The teacher will ask a student to come write the fraction of the number of blue dots.
- The teacher will repeat this task using different fractions and a different number of buttons
- The teacher will go over the fractions that the students have yet to have percent’s for (Thirds and Sixths) On the large anchor chart with all of the basic fractions and they percent’s.
- Teacher will ask students to recite a few fractions that they may know the equivalents to
- The teacher will ask students how they can find the percent’s to thirds and sixths.
- Teacher will show a 10x10 grid and show the students how to color in 1/3 of the 10 x 10 grid and show that if you count each individual square you get 33 1/3 /100 colored in, therefore 1/3 = 33.3%
- The teacher will expand on this by using completing 10 x 10 grids for the rest of the fractions we don’t have percent’s for.
Step 3: Learner Participation
- Teacher will pass out grid paper to each student and have them try and color in the rest of the basic fractions not yet found for their equivalent percent’s 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 as well as a student discussion
- 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