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Fractions Decimals and Percents stick

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Fractions Decimals and Percents stick Powered By Docstoc
					 Fractions,

Decimals, and

  Percents




   A Unit for Fifth Grade

   Everyday Math Unit 5

    By: Melodie Wells
State Standards: Everyday Math Unit 5

5.1
Topic: Rounding
Standard: Rounds decimals to the nearest whole number.

5.3
Topic: Estimation
Standard: Uses estimation strategies (such as clustering, rounding, or
reference point) to predict computational results of whole numbers,
fractions, mixed numbers, and decimals.


5.4
Topic: Computation
Standard: Adds, subtracts, and multiplies fractions and mixed
numbers with like and unlike denominators (presented vertically and
horizontally), using models to connect to computational strategies.


5.7
Topic: Fractions
Standard: Relates a fraction to a part of a whole, a part of a set, and a
point on a number line; uses models to determine equivalent fractions.
Uses fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, 16, or 100.

5.17
Topic: Place Value
Standard: Identifies place value for whole numbers through millions,
and decimals through hundredths. Determines the effect that
changing a digit will have on the value of the number.

5.22
Topic: Word Problems
Standard: Identifies needed information and selects the steps
necessary to solve multi-step word problems.
5.23
Topic: Word Problems
Standard: Solves one-, two-, and three-step word problems related to
all appropriate fifth grade objectives including those presented orally
and in writing: those in charts, tables, and graphs; and those with
extraneous or insufficient information.

5.30
Topic: Probability
Standard: Determines probability of a given event through exploration
(more likely, less likely, equally likely, likely, or not likely).

5.31
Topic: Data Collection
Standard: Collects and organizes data into tallies, charts, and tables;
determines appropriate scale and constructs bar graphs and
pictographs.

5.33
Topic: Number Theory
Standard: Uses the commutative, associative, and identity properties
of addition and multiplication, and the distributive property of
multiplication over addition.
Culminating Activity – Unit 5

Essential Question:
How would you spend $1,000,000?



Description of Activity:
Students will work to research and plan how they would spend $1,000,000
based on a theme. They will present to the class with a written report or
display board describing how they spent their money by grouping purchases
into categories. Students will then use their data to practice percent skills
and make circle graphs.



Steps of Activity:
   1. Students will choose a theme for spending their $1,000,000.
   2. Students will make a list of major categories of items needed based
      on their theme.
   3. Students will make a list of each specific item needed for each major
      category.
   4. Students will research costs for each item purchased.
   5. Students will record in an organized way exactly how the $1,000,000
      was spent.
   6. Students will create a presentation for the class of the $1,000,000
      plan.
   7. Students will complete a table of all major expenses by writing them
      as fractions, decimals, and percents.
   8. Students will construct a circle graph of the $1,000,000 that was
      spent.
                            How Would You Spend $1,000,000?

                       Name ________________________________



LEVEL      THEME       RESEARCH      ACCOUNTING     ORGANIZATION        DISPLAY
1          No theme    Very little   There are less Very little         Minimal
           evident;    evidence      than three     evidence of         effort in
           random      of            major          organization;       presenting
           and         research      categories and considerably less   project
           unrelated                 these are not  or more than
           purchases                 itemized       $1,000,000 spent
2          Majority    Evidence      There are at   Good organization   Interesting
           of          of some       least 3 major  indicating how      and
           purchases   research      categories and money was spent;    complete
           relate to                 each one is    $1,000,000 (or      presentation
           a theme                   itemized       very close to it)   of project
                                                    spent
3          All         Evidence      There are 5 or Excellent           Outstanding
           purchases   of very       more major     organization        presentation
           relate to   detailed      categories and indicating how      of project
           an          research      each one is    money was spent;
           original                  itemized       exactly
           theme                                    $1,000,000 spent
TOTAL:
15 pts =
100
Launch Activities – Unit 5

The teacher will ask students to bring a Hershey’s Milk Chocolate candy bar
for this activity. Using the book, The Hershey’s Milk Chocolate Fractions
Book, the teacher will introduce the key vocabulary for the unit. Students
will follow along and use their candy bar to create fractions as the teacher
reads the book aloud.



The teacher will use the unit content map to preview key vocabulary as well.
This will give students an overview of the main concepts they will be studying
in this unit.



The teacher will introduce the culminating project to students. They will be
required to complete this on their own as the unit progresses.
Lesson Planning Form – 1

Essential Question Lesson 1 (M5.7, M5.23):
5.1 What are the components of a fraction and how are fractions used?



Activating Strategies: (Learners Mentally Active)
Write any five fractions on your marker board. Circle the greatest fraction
and the least fraction in your set of fractions.



Vocabulary:
Numerator
Denominator
Whole (or ONE)
Unit Fraction



Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice,
Distributed Summarizing; Graphic Organizers)
The teacher will go over basic fraction information with students and
discuss all appropriate vocabulary for the lesson. The teacher will use the
website National Library of Virtual Manipulatives to review with students
some basic fraction concepts. Suggested activities from the website:
Fractions – Naming, Fractions – Parts of a Whole, Fractions – Visualizing.
Students will work in collaborative pairs to complete Journal pages 122 and
123 using counters. The teacher will guide students in completing the
graphic organizer for the lesson on the steps for adding fractions.

Students will complete the Math Boxes on Journal page 125 for Review.

Homework: Study Link 5.1



Summarizing Strategies: Learners Summarize and Answer EQ
Students will answer the essential question for the day on a note card for
their Ticket-Out-The-Door.
Resources
The National Library of Virtual Manipulatives –
http://matti.usu.edu/nlvm/nav/vlibrary.html
Graphic Organizer 1
Everyday Math Journal
Lesson Planning Form – 2
Essential Question Lesson 2 (M5.7, M5.17):
How can we convert between improper fractions and mixed numbers?



Activating Strategies: (Learners Mentally Active)
Take the following pattern blocks: 2 hexagons, 2 trapezoids, 3 rhombuses,
and 6 triangles. If a trapezoid is worth ½, what is a rhombus worth?



Vocabulary:
Improper Fraction
Mixed Number



Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice,
Distributed Summarizing; Graphic Organizers)
The teacher will go over the math message with students to begin the
lesson. The teacher will use the Promethean Board to model fractions with
pattern blocks throughout the lesson. The teacher will discuss appropriate
vocabulary with students as they explore the meanings through the use of
pattern blocks. The teacher will guide students in completing the graphic
organizer for the lesson on converting improper fractions and mixed
numbers. Students will work with a partner to complete Journal pages 126-
128.

Students will complete the Math Boxes on Journal page 130 for Review.

Homework: Study Link 5.2



Summarizing Strategies: Learners Summarize and Answer EQ
Students will answer the essential question in collaborative pairs.



Resources
Everyday Math Journal
Graphic Organizer 2
Lesson Planning Form - 3

Essential Question Lesson 3 (M5.7, M5.17):
5.3 How do we compare and order fractions?



Activating Strategies: (Learners Mentally Active)
Complete Journal page 131 numbers 1 through 5.



Vocabulary:
Equivalent Fractions
Fraction Stick



Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice,
Distributed Summarizing; Graphic Organizers)
The teacher will briefly go over the math message. The class will go over
strategies for completing the journal page using collaborative pairs.
Students will complete Journal page 131 with a partner. The teacher will
guide students to complete the graphic organizer for the lesson. The
teacher will introduce the Fractions Stick Chart using the overhead
projector. Students will complete Journal pages 132 and 133 with a partner.
Students will work independently to complete the Fraction Number Stories
on Journal page 134.

Students will complete the Math Boxes on Journal page 135 for Review.

Homework: Study Link 5.3



Summarizing Strategies: Learners Summarize and Answer EQ
Students will write one sentence to summarize the essential question.



Resources
Everyday Math Journal
Graphic Organizer 3
Lesson Planning Form - 4

Essential Question Lesson 4 (M5.4, M5.7, M5.17):
5.4 How can we use multiplication and division to find equivalent fractions?



Activating Strategies: (Learners Mentally Active)
Lisa has a 50-cent piece. Jamal has two quarters. Sam has five dimes.
Hunter has ten nickels. Elliot has 50 pennies. Write a fraction to show what
part of a dollar each person has. Who has the most money?



Vocabulary:
Equivalent Fractions
Simplest Form



Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice,
Distributed Summarizing; Graphic Organizers)
The teacher will demonstrate how to find equivalent fractions using the
Promethean Board. The teacher will also go over all appropriate vocabulary
for the lesson at this time. Students will answer questions in collaborative
pairs to summarize the lesson. Students will then complete Journal page 136
with a partner. The teacher will discuss with students the Journal page that
has been completed. Students will offer suggestions of rules that could be
used to make equivalent fractions. The teacher will discuss the
Multiplication Rule and the Division Rule with students. The teacher will
guide students in completing the graphic organizer for the lesson. Students
will use these rules to complete Journal page 137 with a partner.

Students will complete the Math Boxes on Journal page 138 for Review.

Homework: Study Link 5.4



Summarizing Strategies: Learners Summarize and Answer EQ
Students will complete an acrostic summary of the word FRACTION.
Students should write a word or phrase learned in today’s lesson that
answers the essential question for each letter in the word FRACTION.

Resources
Everyday Math Journal
Graphic Organizer 4
Lesson Planning Form - 5

Essential Question Lesson 5 (M5.1, M5.3, M5.17):
5.5 How can we convert between fractions and decimals?



Activating Strategies: (Learners Mentally Active)
Write three decimals on your marker board between each of the following
pairs:
    45 seconds and 46 seconds
    7 dimes and 8 dimes
    9.32 inches and 9.33 inches



Vocabulary:
Round Down
Round Up
Round to the Nearest…



Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice,
Distributed Summarizing; Graphic Organizers)
The teacher will use an overhead transparency of a number line to go over
the math message with students. The teacher will pose several questions
for students to answer in collaborative pairs to help in writing fractions and
decimals. Students will complete Journal page 139 with a partner. The
teacher will discuss with students three ways of rounding decimal numbers
for specific situations. Students will work in partners to complete Journal
pages 140 and 141. The teacher will explain the directions for playing the
game Estimation Squeeze using the Student Reference Book page 168. In
this game, students will estimate the square root of a number and then use a
calculator to square the estimate to see how close they came.

Students will complete the Math Boxes on Journal page 142.

Homework: Study Link 5.5
Summarizing Strategies: Learners Summarize and Answer EQ
Students will write a letter to the teacher explaining what they learned in
the lesson and answering the essential question.



Resources
Everyday Math Journal
Student Reference Book
Lesson Planning Form - 6

Essential Question Lesson 6 (M5.7, M5.17, M5.22):
5.6 How can we convert between fractions and decimals?



Activating Strategies: (Learners Mentally Active)
How would you use the Probability Meter to show someone what 1/8 of a
dollar is worth?



Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice,
Distributed Summarizing; Graphic Organizers)
The teacher will go over all appropriate vocabulary for the lesson. The
teacher will demonstrate how to use the Fraction Stick Chart and Decimal
Number Line to write fractions as decimals. Students will complete Journal
page 143 in pairs. Students will fill in the table of decimal equivalents for
fractions in the back cover of the journals (or Math Masters page 58 if
needed) with a partner.

Students will complete the Math Boxes on Journal page 146.

Homework: Study Link 5.6



Summarizing Strategies: Learners Summarize and Answer EQ
Students will complete Math Masters page 59 using a transparency 100-grid.
Students will name the fraction and decimal amount for each block on the
worksheet.



Resources
Everyday Math Journal
Everyday Math Masters
Lesson Planning Form - 7

Essential Question Lesson 7 (M5.17, M5.23):
5.7 How can we use a calculator to find decimal equivalents for fractions?



Activating Strategies: (Learners Mentally Active)
Write 7/16 as a decimal.



Vocabulary:
Repeating Decimal



Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice,
Distributed Summarizing; Graphic Organizers)
The teacher will go over all appropriate vocabulary for the lesson. Students
will use calculators to check the answers on page 143 from the previous
lesson. Students will use calculators to complete journal page 147 in pairs.
The teacher will introduce the game 2-4-5-10 Frac-Tac-Toe. Students will
each be given a copy of Math Masters page 63 to use as a game board.
Students will work with partners to play the game. The instructions for this
game can be found in the Student Reference Book on page 274.

Students will complete the Math Boxes on Journal page 148.

Homework: Study Link 5.7



Summarizing Strategies: Learners Summarize and Answer EQ
Students will complete the following sentences on a half-sheet of paper:
    Today I learned…
    I would like to learn more about…



Resources
Everyday Math Journal
Everyday Math Masters
Lesson Planning Form - 8
Essential Question Lesson 8 (M5.7, M5.17):
5.8 How can we convert fractions to decimals and decimals to percents with
and without the use of a calculator?



Activating Strategies: (Learners Mentally Active)
Using your calculator, find a way to rename 4/7 as a percent. Do not use the
percent key.



Vocabulary:
Percent



Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice,
Distributed Summarizing; Graphic Organizers)
The teacher will go over all appropriate vocabulary for the lesson. The
teacher will discuss with students the purpose of percents. Students will
answer questions posed by the teacher in collaborative pairs. The teacher
will go over the steps for converting fractions, decimals and percents using
the graphic organizer for the lesson. Students will complete Journal pages
149 and 150 with a partner. Students will play the Percent Version of 2-4-
5-10 Frac-Tac-Toe with a partner. The game board for this version of the
game can be found on Math Masters pages 62 and 66.

Students will complete the Math Boxes on Journal page 151.

Homework: Study Link 5.8



Summarizing Strategies: Learners Summarize and Answer EQ
The teacher will pass out an admit slip for students to complete for
homework. Students must bring this slip in order to be admitted to class
the next day!
Extending Thinking
The teacher will hand out a test to each student that has already been
completed. Students must go through and check the work, making
corrections where errors are found.
Lesson Planning Form - 9

Essential Question Lesson 9 (M5.30, M5.33):
5.9 What are the properties of bar graphs and circle graphs and how should
they be constructed and labeled?



Activating Strategies: (Learners Mentally Active)
Answer problem 1 on Journal page 152.



Vocabulary:
Bar Graph
Circle or Pie Graph



Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice,
Distributed Summarizing; Graphic Organizers)
The class will tally the results on the math message to complete
Journal page 152. The teacher will discuss with students the parts of
a bar graph and will construct one using the class data. The teacher
will discuss with students the parts of a circle graph and will
construct one of these also. Students will answer questions posed by
the teacher in collaborative pairs. Students will complete Journal
page 153 for Multiplication Practice.

Students will complete the Math Boxes on Journal page 154.

Homework: Study Link 5.9



Summarizing Strategies: Learners Summarize and Answer EQ
Using a mock set of data, students will create a bar graph.



Resources
Everyday Math Journal
Lesson Planning Form - 10

Essential Question Lesson 10 (M5.30, M5.33):
How can the Percent Circle be used to find the percent of circle graphs?



Activating Strategies: (Learners Mentally Active)
Look at the circle graph in Problem 1 on Journal page 155. For each piece of
the graph, estimate what fraction, and what percent of the whole circle, it
is.



Vocabulary:
Percent Circle



Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice,
Distributed Summarizing; Graphic Organizers)
Students will use the Geometry Template to discuss how the Percent Circle
is used. The teacher will demonstrate several methods for using the
Percent Circle. Students will complete Journal pages 155 and 156 with a
partner on reading circle graphs. Students will complete Journal page 157
for Division Practice.

Students will complete the Math Boxes on Journal page 158.

Homework: Study Link 5.10



Summarizing Strategies: Learners Summarize and Answer EQ
Students will answer the essential questions in one complete sentence as a
Ticket-Out-The-Door.



Resources
Everyday Math Journal
Everyday Math Masters
Lesson Planning Form - 11

Essential Question Lesson 11 (M5.30, M5.33):
How can the Percent Circle be used to construct a circle graph?



Activating Strategies: (Learners Mentally Active)
Turn to problem 2 on Journal page 152. Copy the number of votes for each
snack into the second column on the table on Journal page 160. Leave the
rest of the table blank for now.



Teaching Strategies: (Collaborative Pairs; Distributed Guided Practice,
Distributed Summarizing; Graphic Organizers)
Students will read about mixing concrete on Journal page 159. The students
will pair-share ideas for constructing a circle graph. The teacher will
demonstrate how to use the Percent Circle to construct a circle graph.
Students will complete Journal pages 159 and 160 with a partner using this
technique.

Students will complete the Math Boxes on Journal page 161.

Homework: Study Link 5.11



Summarizing Strategies: Learners Summarize and Answer EQ
Using Math Masters page 80, students will construct their own circle graph
and measure the sectors using their Percent Circle.



Extending Thinking (Compare and Contrast)
The teacher will set up chart paper in the front of the room. The chart will
be divided into 5 sections with the following labels: McDonald’s, Wendy’s,
Dairy Queen, Burger King, and Krystal. Each of the five sections will be
labeled with a different colored sticky note. Each sections should be lined
with a strip of adding machine tape as well. Students will come up a few at a
time and choose their favorite fast food restaurant. They will take a
colored sticky note and place it on the adding machine tape end to end in
order to create a class bar graph. After discussing the class totals, the
teacher will cut the adding machine tape with the sticky notes attached.
Attaching the strips end to end, the teacher will make a circle of the class
data. On another sheet of chart paper, the teacher will draw a circle using
the inside of the sticky note circle as a guide. Each colored section of
sticky notes will make a new sector for this circle graph. The teacher will
discuss with students the differences and similarities between bar graphs
and circle graphs.

				
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Description: Fractions Decimals and Percents stick