7th Grade Lesson: Equivalent Fractions, Decimals, and Percentages 1. Academic Standards/Assessment Anchors 2.1.7.

B: Represent and use numbers in equivalent forms (e.g. integers, fractions, decimals, percents, exponents, powers, roots, absolute values) M7.A.1: Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers and number systems.) Eligible Content: M7.A.1.1.1: Convert between fractions, decimals, and/or percents 2. Instructional Objectives Given a fraction, decimal, and/or percentage, students will be able to express the number in an equivalent form with no error. Given a fraction, decimal, and/or percentage, students will be able to shade in the appropriate number of pieces on a graph to depict that number with no error. 3. Content (Lesson Elements) Introduction/Motivational Device o Explain to students that the class has been working with fractions, decimals, and pictorial representation for the past few days. o Motivational Device: Put word problems and conversions up on Doc Cam and work through together. o Explain that today we will be talking about percentages. Subject Content/Topics o Class has already had experience with fractions, decimals, and moving between the two. o Students will be working with percentages today. Learning Activities/Procedures o Motivational Device (3 minutes)

o Percentages (Direct Instruction) (3 minutes) o Visual Aid/Worksheet Activity Pass out visual aid and have students work in table groups to complete the first two columns. (2 minutes) While students are working, teacher will pass out pieces of poster board (face down) to each table. Upon completion of group work, students will flip over poster board to reveal answers to group work. When prompted, table representative will come up to the board and tape answer in correct column and row. (3 minutes) o Review Activity Students will put aside visual aid and take one-half sheet of scrap paper if necessary. Teacher will explain rules of I have, who has with example card. (1 minute) Teacher will hand out I have, who has and begin play. Game ends when each student has played his/her card. (5 minutes) o Closure Students will complete last column of visual aid and turn it in before leaving. Papers will be returned the following day and any concerns will be addressed. Key Discussion Questions o Why is it important for students to know how to convert? o How can we use this knowledge in everyday life? Closure o Students will complete last column of visual aid individually and turn it in for check for understanding. Aid will be returned tomorrow and any issues will be addressed. (1 minute)

4. Differentiated Learning Activities To differentiate content according to readiness, tables with students who have trouble doing mathematics mentally may be able to use calculators during I have, who has? To differentiate content according to readiness, students who have trouble simplifying fractions will be given visual aid cards that do not need to be simplified.

5. Instructional Resources and Technology Resources: Poster Board, visual aids, I have, who has cards Technology needed: DOC Cam 6. Formative Assessment Check for understanding during motivational device, review of visual aid, and closure. ************************************************************************ 7. Reflection Did the lesson run according to plan? Did I provide enough wait time to encourage students to work independently and in groups? Were all the objectives met?

Bell Ringer
Thursday, September 26
Students Favorite Sports

Soccer

Baseball

10 5

A) What fraction of students has a favorite sport other than soccer or baseball? B) What is your answer for A expressed as a decimal?

Name: _____________________________________________________
Directions:

Period: ______________

Complete the first two columns with your table. Show any work inside the box you are working on.

Fraction

Decimal

Percentage

35%

Pictorial Representation

I Have Who Has Cards

I have 0.3 Who has 2/5? I have 0.8 Who has 1/1? I have 0.25 Who has 99%? I have 59/100 Who has 0%?

I have 0.4 Who has 15% I have 100% Who has 0.64? I have 99/100 Who has 9/10? I have 0/3 Who has 8/25?

I have 3/20 Who has 3/4? I have 16/25 Who has 1/50? I have 0.9 Who has 34%? I have 32% Who has 3/5?

I have 75% Who has 0.05? I have 2% Who has 20%? I have 17/50 Who has 55%? I have 0.6 Who has 9/50?

I have 1/20 Who has 4/5? I have 1/5 Who has 1/4? I have 0.55 Who has 0.59? I have 18% Who has 48%?