Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 47909
Equivalent Fractions and Percents
This lesson is designed to give students their very first experience with the concept and representation of percents. The activities seeks to lay a
conceptual foundation for later problem solving with percents (MAFS.6.RP.1.3c) by building on students' prior knowledge of fractions with
denominators of 10 or 100 and finding equivalent ratios. Throughout the lesson they use art to show the visual connection between fractions and
percents. Students develop the knowledge that a percent is a part/whole ratio where the whole is measured in hundredths. The lesson gives
students the opportunity to visually represent fractions and percents on a 10 x 10 grid, along with an enrichment activity if the teacher wants in
expand to include decimal conversions and finding.
Subject(s): Mathematics
Grade Level(s): 6
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Internet Connection, Interactive Whiteboard, LCD
Projector, Microsoft Office
Instructional Time: 3 Hour(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Ratios, Proportion, Conversion, Fraction, Percent
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Fractions Percents.ppt
Art Project for Fractions and Percents.doc
Directions for Art Project to Convert Fractions and Percents.doc
Convert Fractions to Percents Answer Key.docx
Convert Fractions to Percents.docx
Equivalent Fractions Percents.doc
Fraction Decimal Percent Conversion Worksheet Answer Key.docx
Fraction Decimal Percent Conversion Worksheet.docx
FractionsPercentsMAFS6RP13cVersion.ppt
Grading Rubric for Art Project Fraction and Percent Conversions.doc
Whats the Scoop Activity.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will create a table representing ratios in a variety of formats.
Students will compare ratios presented in various tables.
Students will use visual representations to model percents.
Students will use ratio reasoning to find the percent of a given number.
Students will understand that a percent is type of ratio that compares quantity to 100.
Students will write a percent as a rate per one-hundred.
page 1 of 4 Prior Knowledge: What prior knowledge should students have for this lesson?
Understanding equivalency
Represent visual part-whole models as a fraction. (MAFS.3.NF.1.1 and MAFS.3.NF.1.2)
Express fractions with denominator 10 as an equivalent fraction with denominator 100 (MAFS.4.NF.3.5)
Use decimal notation for fractions with denominators 10 or 100. (MAFS.4.NF.3.6)
Understanding ratio, rate, and unit rate. (MAFS.6.RP.1.1 and MAFS.6.RP.1.2)
Using ratio reasoning to find equivalent ratios (MAFS.3.RP.1.3a)
This lesson would be presented after Ratio, Rates and Unit Rates (MAFS.6.RP.1.1 and 1.2) in 6th grade.
Guiding Questions: What are the guiding questions for this lesson?
How can ratios and ratio relationships be used to determine unknown quantities?
How are ratios and ratio relationships used to express how quantities are related and how quantities change in relation to each other?
How are conversions between fractions and percents represented ?
How can percents be written as a rate per one-hundred.
Teaching Phase: How will the teacher present the concept or skill to students?
1. At the beginning of the class, assess student readiness and activate prior knowledge by conducting the "What's the Scoop?" activity
2. Introduce the concept of percents using the FractionsPercents.pptx
Make sure students are comfortable representing, explaining, and converting fractions and percents using a variety of methods.
When would it be more appropriate to use each form? Can students give examples of when one form would be better to use? Can students give examples of
when the form does not matter?
The opening activity, What's the Scoop, could be brought back after the PowerPoint to have students practice writing equivalent fractions based on their project
as well as converting to percents.
Ask students to create their own word problem involving converting fractions and percents.
3. Fractions to Percents Worksheet
EquivalentFractions_Percents.docx
FractionsDecimalsandPercentsConversionTips.docx
Guided Practice: What activities or exercises will the students complete with teacher guidance?
To help prepare students for the Summative Assessment, have them complete the Fractions to Percents Worksheet teacher guidance.
ConvertFractionstoPercents.docx
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Conduct the Summative Assessment Art Project as the Independent Practice activity.
DirectionsforArtProjecttoConvertFractionsandPercents.docx
ArtProjectforFractionsandPercents.docx
GradingRubricforArtProjectFractionandPercentConversions.docx
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Have students write a journal entry explaining the relationship between fractions and percents. Suggested topics may include:
What is a fraction? What is a percent?
Give examples of situations where using a fraction would be better than using a percent.
Draw a visual representation of 32% as a fraction and a percent. Compare and contrast your models.
Have students create a graphic organizer with examples of converting between fractions and percents.
Have students present their final assessment (art project) to class. If you are teaching more than one section, you may want each class to vote on their favorite
three and then combine the top projects for all classes into one final judging. It is a good idea to not have student names visible during the judging process. Guest
judges (administrators, other teachers, a different grade level class) are always appreciated.
Summative Assessment
Students will create an original picture or pattern using a 10 x 10 grid and show the fraction and percent equivalents for each color used.
The links follow:
DirectionsforArtProjecttoConvertFractionsandPercents.docx
ArtProjectforFractionsandPercents.docx
GradingRubricforArtProjectFractionandPercentConversions.docx
Formative Assessment
The teacher can use multiple formative assessments embedded into the lesson such as:
Opening Activity - What's the Scoop
Convert Fractions to Percents
The teacher will check student understanding during PowerPoint lesson "Your Turn" slides.
The teacher will use the students' responses to adapt instruction, as needed.
WhatstheScoopActivity.docx
ConvertFractionstoPercents.docx
Feedback to Students
The teacher will circulate among students as they work on projects and assessments.
The teacher will ask guiding questions to enhance student learning.
page 2 of 4 The teacher will check to see that students understand how they are converting, not just following the rules.
The teacher will instruct students to pair/share at different points in the lesson (Opening Activity, worksheet, Final Project).
The teacher will provide feedback to groups and/or individuals as appropriate.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Pair students
Provide a graphic organizer
Provide typed notes with examples
Reduce the number of colors used on the Summative Art Project
Reduce the number of scoops for the Formative Sundae project
Extensions:
Allow students to complete a second, more complex 10 x 10 grid picture
Have students tessellate or rotate objects in the grid
Have students research the applications of math in art
Have students include decimal conversions from both fractions and percents (worksheet attached).
FractionDecimalPercentConversionWorksheet.docx
Suggested Technology: Computer for Presenter, Internet Connection, Interactive Whiteboard, LCD Projector, Microsoft Office
Special Materials Needed:
Construction paper
Colored pencils or crayons
10 x 10 grid paper
Scissors
Pencils
Individual white boards for "Your Turn" section of PowerPoint to check for understanding
Further Recommendations:
Allow students to do a rough draft of the art project on note paper. You may want to have them show you their design before they start on the grid paper. This will
save a lot of wasted grids.
Allow students to "top" or decorate their sundae project (opening activity). This can create a sense of excitement about what is to come.
Encourage dialogue and multiple representations for fractions and percents such as tables, 100 grids, number lines, etc.
Additional Information/Instructions
By Author/Submitter
It is very important to note that while this lesson builds students' concept of percents, the tasks in this lesson do not reflect the level of rigor or expectations in
MAFS.6.RP.1.3c. This lesson should be viewed as the very first lesson in a unit on percents and percent problems that will culminate in students applying their percent
knowledge and ratio reasoning to problems that meet the expectations of MAFS.6.RP.1.3c. As a preview of the type of tasks that students will eventually solve please view
the file "FractionsPercentsMAFS6RP13cVersion.ppt" under "Attachments"in slideshow mode. They illustrate how students will be expected to use ratio reasoning to solve
two percent problem-solving tasks that reflect the first half of MAFS.6.RP.1.3c.
This lesson also aligns with Mathematical Practice Standards:
MAFS.K12.MP.4.1: Model with mathematics;
MAFS.K12.MP.6.1: Attend to precision; and
MAFS.K12.MP.7.1, Look for and make use of structure.
SOURCE AND ACCESS INFORMATION
Contributed by: Laura Bamberger
Name of Author/Source: Laura Bamberger
District/Organization of Contributor(s): Volusia
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line diagrams, or equations.
page 3 of 4 MAFS.6.RP.1.3:
a. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the
tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to
mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being
mowed?
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve
problems involving finding the whole, given a part and the percent.
d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying
or dividing quantities.
e. Understand the concept of Pi as the ratio of the circumference of a circle to its diameter.
(1See Table 2 Common Multiplication and Division Situations)
Remarks/Examples:
Examples of Opportunities for In-Depth Focus
When students work toward meeting this standard, they use a range of reasoning and representations to analyze
proportional relationships.
page 4 of 4