Fractions, Decimals, and Percents - Assignment Example

EDUC 530 SAMPLE Lesson Plan #2 Fractions, Decimals, and Percents Teacher Candi EDUC 530 LESSON PREPARATION Topic: Fractions, Decimals, and PercentsConcept: Converting Decimals, Percents, and FractionsSubject: MathematicsGrade: Third GradeState StandardNational StandardPrimary ObjectiveAt the end of this topic, when given a set of 10 questions, each student will be able to convert 8 out of 10 decimals into percentage equivalents and vise versa as appropriate correctly.Classroom Diversity and Differentiated InstructionOne student LEP (Limited English Proficiency) – pair with another student.

Two students with ADD and reading deficits – give them extra attention. One student with fine motor difficulty – Use charts as a teaching aid.Materials/EquipmentHard out and charts Fraction circles PapersPencilsErasersCandiesTechnology Integrationwww.mattimath.com http://scholastic.com/mathunt Character PrincipleHardwork “All hard work brings a profit, but mere talk leads only to poverty.” Proverbs 14:23LESSON PRESENTATION Pre-testAssign two problems to each student to review their knowledge on percent equivalent and decimal numbers.

Set The teacher will distribute a hand out, a paper, a pencil and an erasor to each student.The hand out cantains examples and diagrams that will capture students attention hence make them understand easily.Teacher Instruction and ModelingThe teacher will exlain to students how to convert decimals into percentage equivalent i.e. by multiplying a decimal number by 100.The teacher will demonstrate how to convert decimals into percentage equivalent using two examples. i.e. 0.50 x 100 = 50% 0.

10 x 100 = 10%The teacher will give two problems for each student to solve and review the questions together with the students.When the students properly understands how to convert decimals into percentages, the teacher will introduce conversion of percentage to decimal numbers. The teacher will explain that this is done by dividing the percent with a 100 and demonstrate using the examples above i.e. 50% = 50/100 = 0.50 10% = 10/100 = 0.10Then he will give two problems for stuents to practice then review the question together with the students.

Guided Student PracticeThe teacher will give more problems to the students to solve while monitoring the progress and assisting the weaker students. The Teacher will give candies to students who gets the problems right.Independent Student PracticeOnce the teacher is convinced that the students have understood the concept properly and are able to convert decimals into percent equivaslent and pecent equivalent to decimals, he will assign more 10 questions for indidual practice.5 out of the 10 questions will test conversion of decimals to percent equivalent while 5 will test conversion of percent to decimals.

ClosureThe teacher will end the lesson by saying, “Today we learnt about conversion of decimals into percent equivalents and percent to decimals”. Then he wil ask the students to explain the process to him. The teacher will then give a candy to each and every student in the class and remind them that next time he will only give candies to students who get all the questions right.Summative AssessmentAs the students are doing the 10 questions, the teacher will move around the class evaluating each student’s understanding of the concept.

He will review the concept with students who have not understood properly and arrange for further coaching.LESSON REFLECTION Describe the outcome of the lesson.Students’ understanding of the topic was satisfactory. The students were participative in class and were very enthusiastic to get the candies. This was a good motivation.Describe student performance and state the number of students who achieved the objective.Out of the 20 students in the class, 17 students met the lesson objective i.e. they were able to solve 8 out of 10 questions correctly.

However, 3 students performed below expectation with two scoring 7/10 and the third one scoring 6/10.Describe an alternative approach for this lesson.Use of more interactive website such as http://www.aaamath.com would help the 3 student understand the concept properly. Extra coaching time should be allocated to ensure the 3 students properly understand the concept.Describe an appropriate lesson to follow this lesson.The next lesson will be conversion of conversion of reccuring decimals into fractions.

Analysis essay:Hard outs and charts were very useful tools for teaching decimals and percentages. After introducing the topic, the students had some difficulties compreheading how to convert decimals into percentage and vice versa. By just using numbers and doing some examples on the chalk board, some students could not clearly comprehend the concept. The hard out came in hardy as it explained concept in word while the chart gave examples that were also explained in words. The chart explained simple problems first then progressed to complex ones thereby enhancing the flow of the lesson.

In addition to just having problem written in numbers, the chart explained the numbers in words which made it easier for students to understand.Example of an explanation from the chart; 0.50 x 100 = 50% 0.50 is equivalent to 50%. 0.50 is equivalent to a half of something. 50% is also equivalent to a half of something. Therefore, 0.50 is the same as 50%. To convert 0.50 into percentage, you multiply it by 100 to give you 50 i.e. 0.50 x 100 = 50since we are converting decimals into percentage, then you just add a percent sign at the end to make it percentage i.e. 0.

50 x 100 = 50% The chart had the same explanation for converting percentages into decimals. This made it very easy for students to understand.To make the concept well understood, I showed the student a complete fraction circle. Then I devided the circle into two halves. Since the students had a clear understanding of fractions, I explained to them that the each half of the cirlcle is equivalent to 0.50 or 50% of the full circle. This further enhanced students’ understanding of the concept.In addition, the candies worked out the magic.

Every student wanted the candies. Therefore, they paid extra attention to the lesson in order to grab the concept and solve the problems correctly thus get the candies. This experience was very different from previous lessons when there is nothing to motivate the students.The hard outs and the charts are effective tools for teaching conversion of decimals into percetanges and vise versa. Candies also motivated the student which enhanced easy understanding ot the concept.The materials were easy to use, straight foraward and very applicable.

However, the lesson can be improved and made more interesting by introduction of teaching materials that simulate a play e.g. a computer game.