ExploringFractions & Percents

Today We Will … Today we will identify percents and

values that are equal to ¼, ½, ¾, and 4/4.

Grade Level Expectation: Use common equivalent reference points for percents ( ¼, ½, ¾, and 1 whole)

STEP OUT – Strand & Assessment Guide

N-2-E: Demonstrate number sense and estimation skills, giving particular attention to common equivalent reference points (for example, ¼ = 25% ; ½ = 50% ; $1 = 100%)

Assessment Guide: Use common reference points, including relating fractions for half and fourths to their percent equivalents (for example, identify a value as “between ¼ and ½” or “about 50%”; or recognize that ¼ = 25%, or ¾ is between 50% and 100%) .

What do you know about these fractions: ¼, ½, ¾, and 4/4?

1/4 1/2 3/4 4/4

1/4 1/2 3/4 4/4 ¼ is having 1 out of 4 .

You have to cut something into 4 equal pieces and then shade in only one part.

I know 1/2 means to split what you have equally. Like if I have 10 pieces of gum I could give ½ away. That means I would give 5 pieces away.

½ is dividing something into two equal pieces.

¾ means you cut an object into 4 even pieces. Then you color in three of the pieces.

¾ is more than 1/2

4/4 is like having all of something.

First you need to cut an object in 4 even pieces and then shade in all 4 pieces.

What do you know about these fractions: ¼, ½, ¾, and 4/4?

Is 1 whole the same as 4/4 ?

1 whole pizza4/4

4 out of 4

1 whole is the same as 4/4

If you ate 1 out of the two pieces of the pizza below what fraction of the pizza would you have eaten?

½ one out of

two

Divide the whole into two equal

pieces

How many slices represent ¼ of the pizza?

Divide the whole into four equal

pieces

One slice represents 1/4

One out of 4 equal pieces =

1/4

How many slices represent ¾ of the pizza?

Divide the whole into four equal

pieces

Three out of 4 equal pieces =

3/4

Three slices represents 3/4

What does the denominator tell us?

The denominator tells us how many parts we will divide

something into.

This denominator tells me I will divide the whole into 2 equal

parts.

How many sections would you have if I gave you ½ of my whole

graham cracker?

I whole = 4/44 out of 4

Divide the whole into two equal

pieces

You would have two

sections of the graham cracker.

How many sections would you have if I gave you 1/4 of my whole graham

cracker?

Divide the whole into four equal

pieces

One out of 4 = 1/4

You would have one section.

Amy ate ¾ of the graham cracker. How many sections did she eat?

Divide the whole into four equal

pieces

Three out of 4 = 3/4

Amy ate three sections.

How many quarters are in a dollar? How does this relate to fractions?

Let’s find equilivant percents for ¼, ½, ¾, and 4/4.

¼ 25%

½ 50%

¾ 75%

4/4 100%

Let’s do this one together….

¼ 25%

½ 50%

¾ 75%

4/4 100%

The good news is the Graham Cracker Mat will help us figure out fractions and

percents…

¼ 25%

½50%

¾75%

4/4100%

129

Step 1:Write the

whole amount.

Step 2:Divide by 2

12 ÷ 2

Step 3:Divide by 2

again6 ÷ 2

Step 4: Add the number in ¼ column

with the number in ½ column to get ¾.

3 6

Mary had 16 beans and gave David 75% of them. How many did she give away?

¼25%

½50%

¾75%

4/4 100%

1612

Step 2:Divide by 2

16 ÷ 2

Step 3:Divide by 2

again8 ÷ 2

4 8Step 4: Add the number in ¼ column

with the number in ½ column to get ¾.

Step 1:Write the

whole amount.

Mary gave away 12 beans.

¼ 25%

½50%

¾75%

4/4100%

Cole bought 20 pieces of candy and ate 5 of them. What percent of his candy did he

eat?

20105 15

Cole ate 25% of his candy.

Rally CoachPartner A Partner B

1. ¼ is the same as what percent? 2. 75% is equivalent to what fraction?

3. Rita used 25% of her 8 pencils. How many did she use?

4. Caden had 24 marbles. He gave his best friend ½ of them. How many did he give away?

5. Camryn ate 15 skittles out of her bag of 20. What fraction of the skittles did she eat?

6. Cole wants to keep 4/4 of his 16 baseball cards. How many baseball cards does he want to keep? What percentage is that?

Independent Practice

Complete practice page 202 in your Math book.

Don’t forget to use the Graham Cracker Mat to help you figure out the answers.

Closure: What did you learn today?

¼25%

½50%

¾75%

4/4100%

¼ & 25% is cutting something in half two times.

Splitting a candy bar into 4 equal pieces and eating one of the pieces.

It is less than a half.

Like having one quarter out of the four quarters in a dollar.

½ and 50% are the same. It is splitting something into two equal parts.

If you have twenty marbles and you divide them equally then each person gets 10.

Dividing something by 2 will give you half.

¾ is more than a half but less than a whole.

It means you have 3 equal parts out of 4.

You get ¾ by adding ½ and ¼. Just figure out ½ of something then cut it in half again to get ¼ and then add those two numbers.

4/4 is the whole piece.

100% is all of something.

4/4 and 100% is like eating a whole pizza.

4 quarters of a dollar is a good way to thing of it. This column means all or the whole amount.

Development

Analyze lesson plans, embedding specific areas to connect student learning to the following descriptors:

Most learning objectives and state content standards are communicated.

There is evidence that most students demonstrate mastery of the objective.

At what point did I check for mastery & communicate

objectives?

Objective: The learner will identify percents and values that are equal to ¼, ½, ¾, and 4/4 Grade Level Expectation: Use common equivalent reference points for percents ( ¼, ½, ¾, and 1 whole) Materials:•PPT•Dry Erase Boards, Markers•Graham Crackers•Beans•RallyCoach Worksheet (1 for each pair of students)•Textbook (Student)Anticipatory Set (Attention Getter):RallyRobin – Show students pictures and have them brainstorm thoughts, relative to the next area of study.Lesson:•What we will do today? (PPT/Objective/GLE/Agenda) •Intro: What do you know about these Fractions? ¼. ½, ¾, 4/4 (Chart Results) •Pizza Fraction Review (Dry Erase Boards)•Graham Crackers Fractions (Use Graham Crackers & Dry Erase Boards)•Money / Percents (Questioning)•Graham Cracker Mat Model (Bringing it all together)(Use Bean Counters & Dry Erase Boards)•Practice with support (Dry Erase Boards)•RallyCoach (Paired Practice )•Independent Practice•Closure (Chart Results)Independent Practice:Math Book, Practice

Classroom Application with Support

Participants will apply new

learning in the classroom with the support of the master/mentor teacher through modeling, team teaching, or observation/feedback.

Evaluate Impact

The leadership team will collect evidence, ensuring proficiency in teaching Standards and Objectives.

Exit Ticket

How does checking for student mastery impact instruction?