Teacher Guide
This lesson is designed to teach kids to ask a critical thinking question that you can’t just put into a search box to
solve. To do that, we encourage them with smaller questions that search can help them answer. Make sure that
you read the notes for each slide: they not only give you teaching tips but also provide answers and hints so you
can help the kids if they are having trouble.
Remember, you can always send feedback to the Bing in the Classroom team at
[email protected]. You can learn more about the program at bing.com/classroom and follow
the daily lessons on our Partners In Learning site.
Want to extend today’s lesson? Consider using Skype in the Classroom to arrange for your class to chat with
another class in today’s location. And if you are using Windows 8, you can also use the Bing apps to learn more
about this location and topic; the Travel and News apps in particular make great teaching tools.
Nell Bang-Jensen is a teacher and theater artist living in Philadelphia, PA. Her passion for arts education has led her to a
variety of roles including developing curriculum for Philadelphia Young Playwrights and teaching at numerous theaters and
schools around the city. She works with playwrights from ages four to ninety on developing new work and is especially
interested in alternative literacies and theater for social change. A graduate of Swarthmore College, she currently works in
the Artistic Department of the Wilma Theater and, in addition to teaching, is a freelance actor and dramaturg. In 2011, Nell
was named a Thomas J. Watson Fellow and spent her fellowship year traveling to seven countries studying how people get
their names.
This lesson is designed to teach the Common Core State Standard: Number & Operations-Fractions.
CCSS.Math.Content.4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two
fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
CCSS.Math.Content.4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as
1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction
model.
CCSS.Math.Content.4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
CCSS.Math.Content.4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For
example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
How many more Americans would need to bike to work to
bring the number who do so up to 2% of the population?
© Ocean/Corbis
How many more Americans would need to bike to work to
bring the number who do so up to 2% of the population?
May is National Bike to Work Month, with many states, counties, and cities
celebrating an entire week, or calling out a single day to encourage commuters
to hop aboard their trusty pedal-powered steeds and get to work on two
wheels.
As of 2012, only one percent of the U.S. population rode a bike to work
regularly. That may seem a surprisingly low statistic, but commutes by bicycle
are up by 50 percent since 1990. And in our nation’s largest cities, where bike
commuting is arguably more realistic for many, bike commuters have increased
by more than 90 percent on average.
While riding a bicycle to work is still an anomaly in the United States, it’s
common in some cultures. Consider that the most popular vehicle of any kind
in the world is a Chinese model bicycle called the Flying Pigeon. The most
recent count has some 500 million Flying Pigeons on the road the world over.
Even Toyota and General Motors would welcome those numbers.
How many more Americans would need to bike to work to
bring the number who do so up to 2% of the population?
1
Web Search
What does a percentage mean? How big is the entire American
population that we’re taking a part of?
2
Web Search/
Thinking
How would you represent the amount of people who currently bike to
work in the U.S. as a fraction?
3
Web Search/
Thinking
How many Americans currently bike to work?
4
Web Search/
Thinking
How could you represent the number of Americans who currently bike
to work as a decimal?
5
Web Search/
Thinking
What is the mathematical difference between 1% and 2%?
Hypothetically, if you knew what 1% was, how could you figure out
what 2% would be?
How many more Americans would need to bike to work to
bring the number who do so up to 2% of the population?
5
Minutes
How many more Americans would need to bike to work to
bring the number who do so up to 2% of the population?
1
Web Search
What does a percentage mean? How big is the entire American
population that we’re taking a part of?
2
Web
Search/
Thinking
How would you represent the amount of people who currently bike to
work in the U.S. as a fraction?
3
Web
Search/
Thinking
How many Americans currently bike to work?
4
Web
Search/
Thinking
How could you represent the number of Americans who currently bike to
work as a decimal?
5
Web
Search/
Thinking
What is the mathematical difference between 1% and 2%? Hypothetically,
if you knew what 1% was, how could you figure out what 2% would be?
How many more Americans would need to bike to work to
bring the number who do so up to 2% of the population?
1
Web Search
What does a percentage mean? How big is the entire American
population that we’re taking a part of?
How many more Americans would need to bike to work to
bring the number who do so up to 2% of the population?
2
Web
Search/
Thinking
How would you represent the amount of people who currently bike to
work in the U.S. as a fraction?
How many more Americans would need to bike to work to
bring the number who do so up to 2% of the population?
3
Web
Search/
Thinking
How many Americans currently bike to work?
How many more Americans would need to bike to work to
bring the number who do so up to 2% of the population?
4
Web
Search/
Thinking
How could you represent the number of Americans who currently bike to
work as a decimal?
How many more Americans would need to bike to work to
bring the number who do so up to 2% of the population?
5
Web
What is the mathematical difference between 1% and 2%?
Search/Thin Hypothetically, if you knew what 1% was, how could you figure out what
king
2% would be?
How many more Americans would need to bike to work to
bring the number who do so up to 2% of the population?