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.
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.
- 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.