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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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posted: | 6/28/2010 |

language: | English |

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Fractions Decimals and Percents stick

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