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Theme: Relationships
Plan: Fractions and decimals with Skittles
Name: Marissa McCarty
STANDARDS:
Number, Number Sense, and Operations Standard:
3. Identify and generate equivalent forms of fractions, decimals, and percents.
10. Justify why fractions need common denominators to be added or subtracted.
12. Use physical models, points of reference, and equivalent forms to add and subtract commonly used fractions
with like and unlike denominators and decimals.
Post Activity: The students will go back to their STUDENT PROFILE (identify special characteristics of
regular seats to play “Bingo.” students relative to lesson) cut and paste from Walker
SAFETY CONSIDERATIONS:
Students may choke on skittles if they eat too
many at the same time.
INSTRUCTIONAL MODEL(S)
Advanced Organizer: Students will receive indirect teaching as they discuss as a class and predict the contents of
a bag of skittles.
Activity: The students will engage in small group activity. The instructor will be in the classroom to support the
learning of the students. This will help the students to explore fractions and decimals on a number line by
themselves.
PROCEDURE AND ACTIVITIES (Name teaching strategy for each TIME ALLOCATIONS:
activity (cooperative learning, presentation teaching, guided inquiry, etc.)
Transition: The teacher will explain that you can make fractions, decimals
and percentages to represent the number of skittles there are in each
color.
Transition: The teacher will explain that now we know how fractions,
decimals and percentages work we are going to put our knowledge to use
in a fun way.
Closure: The students will be given a quick five question quiz to gage
their learning of fractions, decimals and percentages and how they relate
to each other.
SUMMATIVE ASSESSMENT:
Students will be evaluated on the way that they understood the lesson. If students participated in the engaging
activity will be a factor. How efficiently the students worked will be a factor in the evaluation. Students will turn in
the skittles worksheets along with their number line graphs. The students will be evaluated on their worksheets
when they convert their fractions to decimals and percentages as well as the number of questions that are correct
on their quiz.
Useful Resources:
http://www.lessonplanspage.com/MathCIMDFractionBingoMSWordTableWithHighlightedA
nswersIdea46.htm
http://www.brighthub.com/education/k-12/articles/3354.aspx#ixzz10DwfZlbh
http://courses.ttu.edu/cooper/MathActivities/Fractions/Cooper-Fraction%20Bingo
%20Game.pdf
B I N G O
After opening the bag BUT BEFORE EATING THEM!!!, answer the following questions:
1. Sort the Skittles by color and count how many there are of each color.
2. Chart the actual numbers by your estimates.
3. Compare your estimates to the actual amounts in the bag.
4. Compare the amount of Skittles and colors in your bag to the amounts that other
people have.
5. Why do you think that everyone does not have the same amounts of each color?
6. Fill in the chart.
7. Using chart and number line, mark where each fraction and decimal equivalent
goes between 0 and 1.