Sample SlOP Lesson Plan
Practical Applicat ions of Fractio ns, Percents, and Decimals
SlOP Lesson Plan
This plan was created by lvonne Govea as a part of the Two-Way SlOP (TWI SlOP)
project conducted at CAL and was later adapted for SlOP by Sandra Gutierrez of CAL
Background
Theme: Relating fractions, percents, and decimals as a part of a whole
Lesson Topic: Practical applications of fractions, percents, and decimals: Designing
my school's playground
Background to Lesson: The students have studied the common use of fractions,
decimals. and percents, and their meanings. Students also explored the equiva lence
between fractions, decimals, and percents. using 1Ox1 0 grids.
English proficiency levels: intermediate
Grade: 5
Standa rds: State Mathematics Standards of Learning, Grade 5
5.2
The student will recognize and name commonly used fractions (halves, fourths,
fifths, eighths. and tenths) in their equivalent decimal form and vice versa .
Preparation
Content Objectives : The students will be able to
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represent common fractions (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10} on 10x10 grids.
make connections about the relationship between fractions, percents, and
decimals.
apply their knowledge of fractions, percents, and decimals to the real-life task
of designing a playground.
Language Objectives : The students will be able to
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~ 2009 Center
discuss their playground design in small groups.
use key vocabulary to describe relative size and express the same amount in
fractions, decimals, and percents.
explain their playground designs to the class, both orally and in writing.
for Applied Linguistics (CAL)
This plan was created by lvonne Govea 8$ a par1 of the Two-Way SlOP (TIJVI SlOP) projed conducted at CAL and was later
adapted for SlOP by Sandra Gurierrez. Educators may print copies without pennlss!on for their personal use or to share with
colleagues. For other uses, pennlsslon must be requested in writing from the Center for Applied Linguistics. For mom information on
tl!tU·
CAL·s SlOP work, visit vtww en! omt~ oo. For more infonnation on the TW1 SlOP project visit hUp:/1\wf\\1 CftLproltwlln'(
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Sample SlOP Lesson Plan
Key Vocabulary
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One half, one third, one fourth, one fifth, one sixth, one eighth, one tenth
Percent
Fraction
10x10 grid
Equivalent fraction
Proportion
Design
Portion
Materials
Teacher Materials
• Large chart paper with the title ' My school's ideal playground'
• Posters of equivalent fractions and percents
• 10x10 grid papers illustrating different sizes of fractions
• Sample drawings of school playgrounds
• Sample design of school playground on a 1OX1 0 grid
• Sample playground design key
Student Materials
• Large 10x10 paper grids
• Crayons and colored pencils
• Scratch paper
• Calculators
' My Ideal Playground Des1gn' table
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Mot ivation
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Ask students to name the d ifferent areas and equipment in their school playground
and in other playgrounds they have visited . For students who have come from other
areas of the country or the world, ask them how playgrounds in those regions
compare to those where they now live. Possible answers may include: sandbox,
swing area, hopscotch area, monkey bars, bridges, play house, slides, climbing
wall s, run around area, jungle gym, benches, area to run around, etc. Discuss and
Illustrate on the board any playground vocabulary that is unfamiliar to most students.
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Ask the students to imagine that they are architects who are responsible for
designing a new playground for their school. Hang on the board a large chart paper
titled •My school's ideal playground' and ask students to brainstorm areas they
would like to include m the des1gn. Write their ideas on the chart paper.
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Read and d iscuss the lesson object1ves with students.
e 2009 Center for Applted Lingwstico (CAL)
ThiS plan was created by lvonne Govea as a part of the T\'YO-W&y StOP (TWI StOP) project conducted a1 CAL and waa later
adaptod for StOP by Sandra Gut.e1re2:. Educators may pr1nt eoolet without permission fOt their personal u&e or to l haro with
coilolgue&. For other uses. permission must be roqueliEHJ 111 w1Hlng rrom the Center for Applied linguistics. For more lnlo.malion on
CAl 11 StOP work. visit www mr O<Wioi9C· For moro lnformollon on the TWI SlOP project, visii !ll!J;::,/;u~w..gtl QJ..!J,.lWil't'i!:'!P.l!; ll·
Sample StOP Lesson Plan
Presentation
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Show the students drawings of several school playgrounds. Then. show them a
10X10 grid that contains the design of a playground (this could be a design that was
created by the teacher or a design that was created by students in previous years) .
Point out the whole area of the playground and its division into different fractions.
For example, say, "The swing area is one fifth or 20 percent or 0.20 of the whole
playground area."
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Discuss with the students the relative importance of the areas and requirements for
size and separation of older and younger students.
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Explain that they will design their ideal playground in groups using the1r knowledge
of common fractions. decimals, and percents.
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Briefly review how to represent common fractions in a 1Ox1 0 grid (One half. one
thtrd, one fourth, one fifth, one s1xth, one eighth, one tenth) . Using the posters of
equivalent fractions and percents, po1nt out that equivalent decimals and percents
can also be represented in the 1Ox10 grid. Remind students what resources they
can use to help them calculate the equivalent decimal or percent for a fraction
(posters. calculators, etc.}
Practice/Application
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Consider studen ts' English language proficiency to divide them into heterogeneous
teams of three. Distribute the student materials needed for the activity.
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Explain that they will design thetr ideal playground in small groups on a 10X10 grid.
Emphasize that students should be sure to use the whole 10x10 grid for their
des1gns. Explain that all have to collaborate to create the design, but that each of
them will tum in an individual report. Also, explain that all team members will
participate in their team's oral presentation.
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Write and explain activity steps using teacher's 1OX1 0 for visual support:
o Discuss the areas that could be included in their ideal playground.
o Decide which areas to include .
o Determine the appropria te size of each area.
o Block each area in the grid using crayons or color pencils.
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As teams work on their design, monitor that students are collaborating and following
directions. Also. monitor and encourage students' use of key content vocabulary.
Provide feedback as needed.
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Once groups are finished designing thetr playground, model how to wnte their report
us1ng the table "My Ideal Playground Design· by filling out one row based on the
playground design (10X10 grid) used to introduce the activity.
C:: 2009 center for Apploed Ungu.stlcs (CAL)
TM plan we• crested by lvonne Govea as a pan of the Two Way StOP ('!WI StOP) project conducted at CA~ Md waa later
adapted tot SlOP by Sandra Gullorroz Educotors moy ptint copies wllhout permission tor their personal use or to share with
colleagues For other uses. permission must be requested In \vritlng rrom the Center for Apphed Linguistics. For more lnfonnat!on on
CAI.'s SlOP wOfk, \l!slt ~vw<;al om•'i jloit. For more Information on the TWI SlOP project. visrt n, p jr,vww cal QUIIvti'~Yl.O.(II In l.
Sample SlOP Lesson Plan
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Students make the necessary conversions from fractions to percents and decimals
based on their design on scratch paper. Then, using the table provided, students
prepare their written reports detailing the areas in their playground; the size of each
area in fractions, decimals, and percents; the purpose and audience for each area;
and their justifications for the size of each area. (See table below)
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When teams fin1sh. share and review playground design presentation rubric (See
Review/Assessment section). Then prov1de students time to practice presenting their
written reports and playground designs orally. Model if needed.
Review/Assessment
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As each team presents their design to the class, assess and have another team of
the students assess the presentation using the following project rubric.
Playground Design Presentation Rubric
Very much
Content
Did
students
come
up
with
a
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realistic and interesting design?
Somewhat
Not at all
A little bit
• Are fractions correctly
converted to decimals and
percents?
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• Does the v1sua1representation
on the 1Ox1 0 grid accurately
reflect the fract1on indicated in
the written report?
Lan!lUa!le
• Do students clearly explain the
purpose. audience, and
rationale for the si.ze of each
area?
TeamWork
• Did all team members help
orally present their playground
design?
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After all teams (or all teams presenting that day) have concluded. collect individual
written reports and review the objectives together, determining if each was met.
C> 2009 Center for Apploe<l Llngulslieo (CAL)
This plan was created by l110nne Oowa •• a part of the Two.Wey SlOP (TWt SlOP) project conducted 11 CAL and was later
adapted for SlOP by Sandra Gutierrez.. Educatol'$ may print co pits wltt'!Oul permission for their personal use or to share wrth
colleagues. For other U$81, perm ~aslon mu$t be requested in wriHng ft'om tho Center for Applied Llngulatles. For more information on
CAL's SlOP work, visit VJJi.W 11 ~· For more information on the TWI SlOP project, vlsl1htiL~-~""' 1 o!u11wt,''iytiOQ 1111"'..
Sample SloP lesson Plan
Extension
Take students out to their own playground and ask them to estimate the proportions of
each area. Discuss how the size of each area affects the way students use the
playground. Ask students to consider the relative size of other environments, such as
areas within the rooms of their home. and how that affects their use.
Cl 2009 Center for Appl"'d ~lnguo•ta (CA~)
ThiS plan was created by 1vonne Govea as a pan ofthe TwoWay SlOP ('!WI SlOP) project conducted at CAL and was late<
adapted for SlOP by Sandra Gulitrrez. Educators may p1int copies wdhout permission for thek per&onal us.e or to share with
colleagues. For other uses. permlstlon must be requested In writing from the Center for Applied llnguhstlca r:'or more information on
CAL'$ SlOP wotk, visit ~@'!Y..-1.11 ~· Fot more Information on tho TWI SlOP project. visit t_ll.J :.\v\o'fi.• t ' Q!QIVi!ttw~.QGlll!ll..
My Ideal Playgro und Design Repo rt
Playground
Area
l
Size of Area in
fractions,
deci mals, and
percents
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Purpose of the Area
Why is the area needed?
How will it be used?
Audience for the Area
Who will play in this area?
Who will use this area?
Justifications for the Size
of the Area
Why is the area this big?
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Note: Use additional tables if needed.
e 2009 ~ for Appied IJngwslics (CAL)
TNs lesson plan ...,. created es pert olltle Two-Wry 5101' (T'M SlOP) PfOIOd conducled at CAL and was lalef adapted for SlOP by s--. Gubenu Fctuc.t<Q may pm1 copoes
10ihout .,.,....., I« !heir personal use «to - . WIUl cole"ll'"". for othef uses permission must be requested in wnting from tile Cencer for Appied L"'!!UOibcs . For mooe
infonnanonon CAt•s SK>Pwort_~ r.·~tW.roJ 1
fOtmore inlonnillilononlle lWI SJOP project. visi - ""'
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