Module 5 â Reorganized - eusddata

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Harcourt Math−Grade 5 MODULE 5 DAY 12 UNIT 5: Percent LESSON 18.3 MATERIALS: LESSON FOCUS: CALIFORNIA STANDARDS: PURPOSE OF LESSON: LAUNCH: Introduce students to concepts 100 Grids available, p. TR 10; Overhead transparencies of hundred grids. Relate Fractions, Decimals, and Percents Number Sense 1.0: Students compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. They understand the relative magnitudes of numbers. 1.2: Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number. • To write percents as fractions and decimals, and to write fractions and decimals as percents. • To understand ratios can be expressed as decimals or percents. • Ask students to shade 1/4 of a blank 100 grid. Possible Prompts: • How many squares did you shade? (25 squares) • Can we write another fraction that describes the portion of the grid that is shaded? (25/100) • What percent of the grid is shaded? (25 percent) Discuss: The numbers 1/4, 25/100, and 25% all represent the same amount; that is they are equivalent, they represent the same value. EXPLORE: Work with the concepts. Focus on students “doing mathematics.” • What if I shaded 50%, how many squares would be shaded? (shade 50 squares) What fraction would be shaded? (50/100 or 1/2) What simplified fraction is equivalent to the fraction 50/100? (1/2) How can I represent this number as a decimal? (0.50 or 0.5) How would I represent 0.75 on the grid? (Color 75 squares.) What percent of the grid would be shaded? (75%) What fraction of the grid have I shaded? (75/100 or 3/4) What simplified fraction is equivalent to the fraction 75/100? (3/4) Alternative Teaching Strategy, T.E. p. 320B • Construct the chart, filling in the fraction, decimal, and percent equivalencies from the launch (25/100; 75/100). • Include pictorial representations/sketches for each. • Students explore the following numbers, extending the chart: • Find equivalents for: 1/5; 30/100; 0.80; 100%; 1.5; 40%; 1/10. 10 x 10 grid paper, p. TR10 PRACTICE: Focus on Communication and Representation. SUMMARIZE: HOMEWORK: Mixed Review, p. 323 Link Up to Reading, p. 323 Practice & Problem Solving, p. 322: #36 – 39. Discuss. Then, #40 – 46 Students work with a partner. Share solutions & thinking. T. E. ASSESS, p. 323: WRITE: Explain strategies used. <strong>Reorganized</strong> 9/04/04 20
Harcourt Math−Grade 5 MODULE 5 DAY 13 UNIT 5: Percent LESSON 18.5 MATERIALS: LESSON FOCUS: CALIFORNIA STANDARDS: Purpose of Lesson: LAUNCH: Introduce students to concepts. EXPLORE: Work with the concepts. Focus on students “doing mathematics.” For Alternative Teaching Strategy, T.E. p. 324B – prepare 2 envelopes for each student, green & white paper to be cut into strips Mental Math: Percent of a Number Number Sense 1.0: Students compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. They understand the relative magnitudes of numbers. 1.2: Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number. Develop strategies to use mental math to find the percent of a number. Use benchmark percents, such as 10%, to determine other percents. Alternative Teaching Strategy, T.E. p. 324B • Discuss/explain strategies. What if you had 30 strips and 10% were green, how many strips would be green? • Discuss students’ thinking/reasoning. (One possible response: To find one tenth, divide the whole into ten parts and take one of the parts.) • Discuss how “friendly numbers/benchmark numbers” can be used to find percents. (examples: 50%, 25% and 10% can be used to compute other percents mentally.) Alternative Teaching Strategy, T.E. p. 328B. • Extend discussion of benchmark percents to do mental math. • Students work with partners to find 10%, 25% and 50% of 40; 200; 1000; 25 • Possible prompts: How can knowing 10% of 40 help you know 20% of 40? 5% of 40? 15% of 40? • Students record sketches/models of each. Learn, p. 328 • Discuss examples using Teach, p. 328 Guided Instruction questions. Social Studies Connection, T.E. p. 328B. • Students work with partners. • Present solutions. PRACTICE: Focus on Communication and representation. SUMMARIZE: Connect purpose to Practice & Problem Solving, p. 329 #30 – 34. Discuss; share thinking. T.E. ASSESS, p. 329: DISCUSS T.E. ASSESS, p. 329: WRITE activities. HOMEWORK: Practice & Problem Solving, p. 329 #26 – 29 Mixed Review, p. 329 <strong>Reorganized</strong> 9/04/04 21
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