like “on”. 15-25 DURING: minutes Each child should get a sheet of * Guided the students through their first graph paper square. If they count each individual square to 100 take time to discuss other ways to – Have them divide the graph paper into group them so they could get to 100 squares of 10X10 by outlining the quicker. square in red. (limit it to 4 squares) * Reinforce the use of vocabulary words: In the first square have every child whole, parts, fraction strips, fair share, color in any 20 squares. area, and parts of the whole. In the second square have every child color in any 13 squares. * Encourage the students to use random squares at some point. In the third square have every child color in any 42 squares. * Discuss the different ways to group the In the final square have every child numbers. color in any 85 squares. *Ask them how they can remember how to Now ask each child to label their write these fractions. ( examples: #/100 or squares with a fraction. Have them parts/whole) discuss their answers and come to a consensus. (Respect Defense – – *Ask them it matter where the 20 – ‘does Consensus: Engaging Students Using squares or why are?’ – ‘why not’ Cooperative Learning, Strebe, CTA 2011). * Ask them to write the definition of After they have marked their squares percent in their notebook. (Percent is the # have them explain how they got their per 100) Be sure to include the symbol %, answers and how they know they are and give them the clue that there are 100 correct. (Making Sense of Fractions cents in a dollar and percent is out of 100. and Their Operations, Tyminski, CTA Also, show them that if they shift the 2011) Have them discuss their answers different aspects of the % symbol around – and come to a consensus. (Respect – they can get 100. Defense Consensus: Engaging – Students Using Cooperative Learning, Strebe, CTA 2011). Remind the students that percents are simply the number per each hundred. Now ask each child to label their squares as a percent. Have them discuss their answers and come to a consensus. (Respect Defense – – Consensus: Engaging Students Using Cooperative Learning, Strebe, CTA 2011). After they have determined the
like “on”. 15-25 minutes DURING: Each child should get a sheet of graph paper Have them divide the graph paper into squares of 10X10 by outlining the square in red. (limit it to 4 squares) In the first square have every child color in any 20 squares. In the second square have every child color in any 13 squares. In the third square have every child color in any 42 squares. In the final square have every child color in any 85 squares. Now ask each child to label their squares with a fraction. Have them discuss their answers and come to a consensus. (Respect – Defense – Consensus: Engaging Students Using Cooperative Learning, Strebe, CTA 2011). After they have marked their squares have them explain how they got their answers and how they know they are correct. (Making Sense of Fractions and Their Operations, Tyminski, CTA 2011) Have them discuss their answers and come to a consensus. (Respect – Defense – Consensus: Engaging Students Using Cooperative Learning, Strebe, CTA 2011). Remind the students that percents are simply the number per each hundred. Now ask each child to label their squares as a percent. Have them discuss their answers and come to a consensus. (Respect – Defense – Consensus: Engaging Students Using Cooperative Learning, Strebe, CTA 2011). After they have determined the * Guided the students through their first square. If they count each individual square to 100 – take time to discuss other ways to group them so they could get to 100 quicker. * Reinforce the use of vocabulary words: whole, parts, fraction strips, fair share, area, and parts of the whole. * Encourage the students to use random squares at some point. * Discuss the different ways to group the numbers. *Ask them how they can remember how to write these fractions. ( examples: #/100 or parts/whole) *Ask them – ‘does it matter where the 20 squares are?’ – ‘why or why not’ * Ask them to write the definition of percent in their notebook. (Percent is the # per 100) Be sure to include the symbol %, and give them the clue that there are 100 cents in a dollar and percent is out of 100. Also, show them that if they shift the different aspects of the % symbol around – they can get 100.
612math6.2partsisparts.docx