**Mini-Lesson:**

1) Students will be asked to solve a benchmark part of a whole problem.

I.e. what is 1/2 of 100? … How do we know?

2 a) Grids will be distributed and a few examples will be examined and analyzed (i.e. ¼, 1/5, 3/10, of 100).

b) Decimals and fractions will be determined and filled in based on already shaded

parts; Attention will be directed to the percentage section of each example.

3) Introduction to Percentages: (as another way to find the part of a whole)

a) Establish connection between decimals and fractions as parts of a whole while

making notice of the percentage value. (i.e. different ways of describing the same amounts)

b) Description of the “%” symbol itself and its meaning (i.e. Percent = out of 100)

c) Students will go back to the problems previously answered and describe percentage and make mental and verbal connections between the three.

**Re-teaching:**

1- Students will be given another handout of a 100 squares grid.

**RE-Teaching:** If I shade this much (15 squares),

a) What part of the whole would I shade?

b) What is the decimal value?

c) What percentage of the whole is shaded?

2- Students will complete the sheet with already shaded parts.

**Activity:**

- Students will be presented with the Squeak based Plants in the Classroom virtual manipulative.

- The components will be explained

- Weeks 1-3 will be modeled

- A Recording sheet will be given where students will record the

appropriate percentage, fraction, and corresponding decimal for each week.

- Whole class discussion- Students will describe the meaning of percentage and the strategies used.

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