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Teacher: Amy Li Date: 12/4/08 Grade: 6 Subject Math



What is your objective?
Students will be able to convert between fractions, decimals, and percents.
How is this connected to the framework?
Numbers Sense 1.3 Convert fractions to decimals and percents and use these representations in estimations,
computations, and applications.

What knowledge and skills are embedded in the objective?
1. In a fraction, dividing the numerator by the denominator completely (no remainder) yields the equivalent
2. Percents are fractions out of 100.
3. From decimals to percents, move the decimal point two places to the right.
4. From percents to decimals, move the decimal point 2 places to the left.
Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective.
Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor.
Indicate whether you will administer the assessment as the independent practice or during the lesson closing.
Exit slip

Complete the table: Answers:

Fracti Decim Perce Fracti Decim Perce

on al nt on al nt
0.75 3 0.75 75%
3 4
10 3 0.3 30%
27% 10
27 0.27 27%

Before the tardy bell rings, students are to check the instructions on the yellow checklist and do Do Now
the following: pick up their workbooks, take out their Do Now worksheet, keep their homework power point
on their desk, take out their math journal, and copy tonight’s homework. presentation

When the tardy bell rings, students will complete the 3 phases of the Do Now exercise: Word Do Now
Warm Up (word problem version of yesterday’s lesson), Speed Challenge (multiplication fast worksheet
facts: this week’s emphasis is on the fives), and Math Wheel (addition and multiplication).
While students are completing the Do Now, my two homework stampers are coming around to
stamp homework for completion.

Once time runs out on the Do Now, I will go over the answers for the Word Warm Up. I will ask
for volunteers to give their answers for the Speed Challenge and the Math Wheels. Students
will check their answers and self-assign points.
REVIEW (5 min.)
From the list of problems that the students chose, I will go over those in class. It is in the style Homework
of a “We do,” in order to solve the problem. Re-teaching can occur here if necessary. worksheet
QUIZ (20 min.)
This quiz is on the material from the last week: multiplying and dividing decimals. The quiz is
scaffolded with simpler questions at the beginning, followed by questions that combine the new
skill with old skills (adding and subtracting decimals and order of operations), and word
problems and diagrams at the end. Thursdays are quiz days.
When students complete the quiz, they are to turn it in to the front and pick up a quiz reflection
worksheet to complete and turn in. If they finish that, they can start on their homework.
4. OPENING (1 min.)
How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
We just finished learning about how to divided decimals and today we are going to see a new
application for that. Remember, we have already learned about fractions and decimals and
today we’re going to see how they both relate to something called percents.
How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively
internalize key points?
Which potential misunderstandings do you anticipate? How will you proactively mitigate them?
How/when will you check for understanding? How will you address misunderstandings?
How will you clearly state and model behavioral expectations? Why will students be engaged?
1) Let’s take out our math journals and open to the Table of Contents. We all need to
write today’s date (12/4/08) and the topic, which is Fractions, Decimals, and Percents.
Turn to the first blank page in your math journal, fold down the page, and be sure to
write the page number at the top.
2) Fraction  Decimal:
a. Use long division and complete until there is no remainder.
b. Numerator on the inside, denominator on the outside.
3) Decimal  Percent:
a. Move the decimal to the right two places.
b. Add the % sign.
4) Percent  Decimal:
a. Move the decimal to the left two places.
b. Remove the % sign.
5) Decimal  Fraction:
a. Numbers in front of the decimal become whole numbers.
b. Numbers after the decimal become numerators.
c. The denominator is the place value.
d. Simplify if possible.
How will students practice all knowledge/skills required of the objective, with your support, such that they continue to
internalize the key points?
How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard?

How/when will you monitor performance to check for understanding? How will you address misunderstandings?

HOMEWORK (if appropriate). How will students practice what they learned?
Textbook Pg. 314 #29-34, #44-46, #56.