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Level: Fifth GATE Subject: Math – Calculating discounts using percentages Content Standards: Number Sense: 1.0 Students compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. 1.2 Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number. 2.0 Students perform calculations and solve problems involving addition, subtraction, and simple multiplication and division of fractions and decimals: 2.1 Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers; and verify the reasonableness of the results. Rationale: Students enjoy thinking about holiday shopping. Teaching students to calculate the money saved on a sale item will provide them with a practical application for using percentages. Links to Prior Knowledge: Students have extensive practice working with fractions. This work includes reducing, multiplying and converting fractions to decimals. Students are familiar with the concept of a sale which utilizes percentages. Performance Objectives: Students will demonstrate an understanding of the relationship between fractions and percentages by responding verbally. Students will correctly calculate the discount on sale items using the percentage discounted from the original price. Assessment: Students will be evaluated based on their work on the assignment which asked them calculate discounts using percentages. They will be graded on their answers, but also on their work manipulating, fractions, decimals and percentages accurately. Scaffolds for English Learners: A brief review of what the words “sale” and “discount” mean. Materials: A chalkboard to demonstrate the procedures used. Worksheet featuring common consumer items. Scratch paper and pencils. Instruction: Introduction 5 minutes Teacher will introduce concept of a sale or discount. Teacher will ask students what common sales feature in terms of percentages off. Teacher will lead discussion of whether high percentage discounts or low percentage discounts are more beneficial to the consumer. Model Demonstrate 15-20 minutes Teacher instructs class that percentages are on a scale from 0 to 100. Teacher asks class to consider 50% and 100%. In groups students will work find fractions equivalent to 50% and 100%. Teacher will ask students to share their calculations which may or may not be correct. Teacher begins discussion of relationship between percentages, fractions. Teacher explains that a percentage is simply that number as the numerator and 100 as the denominator. Additionally, these fractions may be reduced to make calculations easier. Teacher begins instruction of how to compute percentages. Teacher uses 50% of 10. Teacher calculates problem on board as (10/1 x ½). Teacher asks students to compute various percentages of the number 20. Teacher asks students for their answers and discusses right and wrong responses. Teacher then discusses how to calculate a sale. Teacher starts by calculating the discount using a percentage and the original price. Teacher then subtracts that amount from original price. Practice 15-20 minutes Using the worksheet provided by the teacher, students work to calculate the discounts off various items. Additionally, students will calculate the final price of the item. Students will choose several of the items which they wish to purchase and do calculations for those items only. Teacher walks around and provides assistance when needed. Closure 5 minutes Teacher leads discussion among students about which items they decided to buy. Students asked which items had the largest percentage discounts and also the largest monetary discounts. Close discussion by discussing other practical uses for percentages such as in sports, testing and polling. Reflections (Students): Did they learn something they will use in everyday life during the lesson? Where else have you ever encountered percentages? What problems did they have? Reflections (Teacher): What did students struggle most with? Were students engaged in the activity? Did students meet the objective? |
Grade Level: Fifth ELD Levels: Intermediate to advanced (3-5) Subject: Sheltered Science Content Standards: ELD: Listening and Speaking: Identify important details and concepts using both verbal and non-verbal responses. Reading: Use content related vocabulary in discussions and reading. ELA: Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information accessible and usable. Rationale: Science Standards indicates that students must learn about the solar system including the planet Earth and the eight other planets. In addition, they must know the Sun is the central and largest body in the solar system. Links to Prior Knowledge: Students know we live on the Earth and may have a general understanding of additional planets and the Sun. Students have experience using maps and diagrams in class. Performance Objectives: Students will demonstrate an understanding of the structure of the solar system by creating a diagram of the solar system. Students will state the difference between a planet and a star. Students will demonstrate understanding of science vocabulary: planet, star, orbit, solar system, Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto by pointing to their diagrams of the solar system and by using correct verbal responses. Students will demonstrate an understanding of the relative size of each planet and its distance to the sun by creating models of the planets out of clay and creating a mock solar system as a class. Assessment: Accurate completion of the solar system diagram. Accurate construction of planet out of clay. Vocabulary words used in verbal responses and used for completion of diagram. TPR-pointing to planets on diagrams. Scaffolds for English learners and Children with Special Needs: Herrell and Jordan Strategy: Visual Scaffolding; Total Physical Response Materials: Overhead projector and transparencies: solar system diagram. Pictures of the various planets. Clay to mold planets with. Student Materials: blank diagrams of the solar system, chart of planet sizes and clay to construct planets with. Instruction: Introduction: Show pictures of the sun, and other planets. While showing pictures, repeat names of planets. Ask students if they know anything about the planets or if they have seen a planet at night. Discuss the difference between a planet and a star. Model: Pass out blank diagrams of the solar system. On the overhead projector, create a diagram of the solar system, labeling each planet and drawing its orbit. For each planet, show pictures of the planet and give some basic information about it. Students will follow along, drawing each planet and its orbit on their own copy of the diagram. After completing the diagram, hold discussion of the meaning of orbit. Choosing nine volunteers, demonstrate the orbit of the planets by having each student represent a planet and circle around a designated “sun.” Practice: Pass out chart of planet info and clay to student groups. Instruct each group to construct a model of their assigned planet with the clay. The dimensions of the planet will be given to the students. As a class, create a model of the solar system outside using the planets made by the students. The distances from the sun will be provided to the students. Closure: Review the planets in our solar system. Review the differences between a star and a planet. Discuss the relative sizes of the planets and their distance from the sun by asking them to make comparisons using smaller objects. Reflections (Students): Ask students what they learned and what they still want to learn regarding the solar system. |