Proportions: Part to Whole

Materials/Equipment:
Smart board
Student workbooks

Music
Social Studies
Science
Writing

Differentiated Learning:
Auditory
Kinesthetic
Verbal/Linguistic
Intrapersonal

Curriculum Integration:

Visual/Spatial
Logical/Math
Musical
Interpersonal

Math
Reading
Theatre
Art

TEKS Achieved: 111.26b

PE
Health
Technology

4(E) represent ratios and percents with models,

fractions, and decimals
4(G) generate equivalent forms of fractions,
decimals, and percents using real-world problems
5(C) use equivalent fractions, decimals, and
percents to show equal parts of the same whole.

Blooms Taxonomy:

Knowledge/Remember
Analysis
Comprehension/Understand Evaluate
Application
Create

Classroom Strategies:
Cooperative Groups
Technology
Independent Activities
Charts/Graphs/Maps
Problem Solving
group
Peer tutoring

Hands-On
Centers
Simulation
Lecture
WholePairing

Submitted by: Arwa Muhammad

Grade Level: 6th
Subject/Topic: Math
Rationale: Extend students understanding about proportions so that they may identify part and whole

and be able to find any unknown given to them.

Objectives:

TSW Use fractions, decimals, and percents to show part to who ratios
TSW Represent rations and percents with decimals and fractions
TSW Using real-life problems, generate equivalent forms of fractions, decimals, and percents

Lesson Plan:
Introduction (Anticipatory Set/Motivation):
1. Put a problem on the board and ask the students to solve it: 4% of 50 is _____.
a. (This question is a review of what the students learned the day before).

2. Review the steps to solving this question

Information Giving:

Write another problem on the board and ask the students how it would be solved using the
information that they have already learned. Problem: 4% of _______ is 62.
Problem solve with students to figure out the steps to solving this question
o Use cross multiplication of part: whole (4/ 100 * 62/x)

Modeling:

Model a few examples of this type of problem while engaging students to check their
understanding. Use real life examples and visuals to enhance their understanding.

Check for Understanding:

Ask students what we must do next to solve the problem instead of giving them the answers.
Redirect and review steps to solving the problem if they are not on the right track.

Guided Practice:

Students will attempt to solve a few problems independently using the steps and information they
have been given in their workbooks as well as additional examples given by teacher to further their
understanding of the concept.
Students will share their answers and the steps that were required to find the correct answers
taking turns in the whole group. (Teacher will write the steps on the board as students dictate
them.)
We will then discuss the problem as a group to make sure that the problem solving steps and the
answers are correct.

Independent Practice:

In their workbooks, students will complete a given section and the problems in it. They will show the
steps for problem solving on the paper. This will be independent work that is to be turned in when
completed. It will be assigned as homework if not finished during the remaining class time.

Enrichment/Extension:

Independent work will consist of different real life examples in which students must apply the
lesson and find an answer.

Accommodations:
1. Allow student to verbally describe the steps to solving the problem so that he/she may copy them
off the board once it is written for them.
2. Read the problems to the student
3. Break down the steps further for students struggling with this area
Assessment/Evaluation (Students):

Student understanding will be assessed throughout the lesson by asking students questions about
the process of solving the problems. They will guide the problem solving steps as I write them on
the board. Students will also give reasons for each step as they give answers.
Students will give a thumbs up for I completely understand, sideways thumb for I am starting to
understand but need more explanation, and thumbs down for I dont get it.
o Students will respond in this manner when I ask them of their understanding of the topic.
Independent work will be submitted for assessment of their understanding.

Assessment/Evaluation (Self):

Most students understood the concept and were able to apply it to problems given to them in the
independent work.
I feel that if I had used manipulatives, the students would have understood the concept much
faster since they would have had visual and hands-on experiences along with the guided practice.
Following the lesson, I sat down with one student to reteach the concept using diagrams, which
helped the student better understand the concept.
Next time when I teach a similar lesson, I will be sure to use materials that are more hands-on.