Lesson Plan : Fractions, Decimals and Percents
Teacher Name: | Whitney St. Marseille |
Grade: | Grade 7-8 |
Subject: | Math |
Topic: | Is a fraction a percent? Or is percent a fraction? Or... is a decimal a percent and fraction? In this lesson you will learn about the connection between fractions, decimals and percents. You will also learn how to convert a fraction to a percent, or a decimal to percent and so on. Get those thinking caps on! |
Content: | In this lesson you be introduced to these new words: -numerator -denominator -improper fractions -mixed number fractions -equivalent |
Goals: | To be able to use some of the key terms listed above, to be able to understand the connection between fractions, percents and decimals. To clarify the difference between numerators and denominators, and to be able to convert fraction to decimals to percents. |
Objectives: | Remember to aks questions if you are not understanding part of the lesson! |
Materials: | You will need: -a calculator -pencil -paper/notebook -poisitive attitude! |
Introduction: | We use fractions, decimals and percents in our everyday life without realizing it. If we are to be able to understand this terminology we must be able to identify the connections between fractions, decimals and percents. To solve fraction/percent/decimal problems we must be able to convert them to understand our solutions. |
Development: | Gillian has 25 pieces of gum. 2/5 are watermelon flavoured. What percent of Gillian's gum is watermelon flavoured. Before we can begin to solve this problem we must have a clear understanding of what these words/symbols mean. -numerator= the top number of a fraction, this shows how many parts/pieces of the whole. -denominator= the bottom number of a fraction, this number represents the number of wholes. - %= out of a hundred= percent. What I know: Gillian has 25 pieces of gum 2/5 are watermelon flavoured What I need to know: What percentage of gum her watermelon flavoured My solution: I know that percent means out of a hundred. The fraction is 2/5. So I first must change this fraction to a decimal, then to a percent. Here is the first way I could solve this problem: To convert a fraction to a decimal I have to divide the numerator (2) by the demoninator (5) on my calculator. This gives me 0.4. Now I have to convert this decimal to a percent by multiplying by 100. (0.4 x 100= 40%). 40% of Gillian's gum is watermelon flavoured. Here is a different way to determine the percent of watermelon flavoured gum: Percent means out of one hundred. (That is the whole). SO I will change my denominator (5) to 100. What do I multiply 5 by to get 100? 5 x 20=100. I multiplied the denominator by 20. So now I have to multiply the numerator by 20. (Whatever I do to my denominator, I must do to my numerator or vice-versa). So I will muliply 2 x 20= 40. So now my fraction has changed from 2/5 to 40/100. 2/5 x 20= 40/100. I know that my denominator (now 100) is the whole. 40 is part of it. So in other words % means out of 100, the same as /. So now I can say that 40% of Gillian's gum is watermelon flavoured. |
Practice: | Using the information you learned above, what percent of her gum is NOT watermelon flavoured? How do you know? |
Accommodations: | If you are having a difficult time with this exercise you can go online and look up fraction worksheets, decimal worksheets or percent worksheets. You can print these off and practice and get more help at home. Rember to ask questions if something doesn't make sense! |
Checking For Understanding: | A) What did you notice between the decimal and the percent? B) Which method works easiest for you? Multiplying the numerator and denomimator, or dividing the numerator by the denominator? C) Do you have any further questions about the activity? |
Closure: | Now that you have seen a little bit about the relation between fractions, decimals and percents we can progress in this unit to more complex problems. Such as dealing with improper fractions, or mixed number fractions. |
Evaluation: | |
Teacher Reflections: |
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