Name: HUMEYRA ALTUNKOPRU LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

 6.4 (E) represent ratios and percents with concrete models,  Students will compare a number to 100 using a grid, a fraction, and a percent
fractions, and decimals. (with the % sign).
6.4 (F) represent benchmark fractions and percents such as 1%,  Students will represent certain benchmark percents such as 10%, 25%, 33%,
10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 50%, and 75% with models.
grids, strip diagrams, number lines, and numbers.  Students
Specific will create and use multiple representations of ratios and percents.
Measureable Attainable Relevant _Time
Grade: 6 Subject: Understanding Percent

Strategy to teach Language: (C4)

Task Analysis: (C4) What lang. must be taught: What skills must be

taught:

Assessment: (C5)

Strategies for Success: (C6) Element of Technology: (C6)

Use anchor chart SLIDES

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Formative assessment: Use group activity and exit ticket
ENGLISH as a formative assessment.
Visual – SLIDES APP+INSTRUCTION Prepare percents, fraction, and decimal domino cards
Use Frayer model as strategy to teach
Auditory – words.
Overhead projector
Working in groups and making real-life connections
INSTRUCTION
Kinesethic –
PERCENTAGE DOMINO GAME
Higher Order Questions to ask: (C6)

1. Draw a 10 × 10 grid representing a whole. Show them that each little square is 1% (1 out of 100). Ask students to
shade 25 pieces on the grid. Solve more examples by asking them to shade 10%, 33%, 50%, and 75%.
2. Challenge students by asking ‘How about 120%?’ Discuss how 120% will look like on the grid.
How do you calculate the percent of a given whole?
3. Explain how to convert between fractions, decimals, and percents.

Hook: (C7) Closure: (C7)

When you go to a store and see ‘50% off’ tag on a shirt
you like, what would that mean to you? How about 25%
off? Do you think is it as better deal or not
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Point out to students that percent means “per hundred,” 100% means “100 out of 100.” This is why 100% is often
used to mean “all” or “the whole thing.” Also, explain that any percent less than 100% represents a part of a whole
(e.g., 25% means “25 out of 100”).

Draw a 10 × 10 grid representing a whole. Show them that each little square is 1% (1 out of 100). Ask students to
shade 25 pieces on the grid. Solve more examples by asking them to shade 10%, 33%, 50%, and 75%.
Challenge students by asking ‘How about 120%?’ Discuss how 120% will look like on the grid.

2. Student Activities / Guided Practice: (C6)

Have students work in pairs to model percents and write them as fractions. Give each pair a set of 10 × 10 grids
and two number cubes. One student rolls both number cubes and writes the numbers rolled as a percent. For
example, a student who rolls a 5 and a 6 would write 56%. The other student shades a grid to model the percent
and writes the percent as a fraction. The first student checks the other’s work. Students continue, taking turns

3. Independent Practice: (C6)

Write/Project 2-3 multiple-choice questions on the board and ask students to solve each question and raise the
pre-arranged color cards (A, B, C, or D) to show the right answer.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE:  Students will compare a number to 100 using a grid, a fraction, and a percent (with the % sign).
Rigor  Students will represent certain benchmark percents such as 10%, 25%, 33%, 50%, and 75% with
models.
 Students will create and use multiple representations of ratios and percents.
Students will represent percents as fractions with a denominator of 100 and model them with both a 10 × 10
grid and a fraction model.
OPENING: Warm-up (5 min)
Retrieval Students will be asked to answer questions on the board to review what they’ve learned in the previous
lesson.
Hook / Introduction (5 min)
Discussion: When you go to a store and see ‘50% off’ tag on a shirt you like, what would that mean to
you? How about 25% off? Do you think is it as better deal or not?
TEACHER INPUT:
Relevance Instruction (20 min)

MODEL:
Routing

GUIDED PRACTICE:
Retaining / Rehearsing
Group Activity (10 min)
Have students work in pairs to model percents and write them as fractions. Give each pair a set of 10 × 10 grids and
two number cubes. One student rolls both number cubes and writes the numbers rolled as a percent. For example, a
student who rolls a 5 and a 6 would write 56%. The other student shades a grid to model the percent and writes the
INDEPENDENT PRACTICE:
Provide students worksheet, let them to work by themselves.

CHECK FOR UNDERSTANDING:

Recognizing

ASSESSMENT:

RESOURCES / MATERIALS:

CLOSURE:
Re-exposure
CYU / Exit Ticket (5 min)
Write/Project 2-3 multiple-choice questions on the board and ask students to solve each question and raise the pre-
arranged color cards (A, B, C, or D) to show the right answer.