Lesson Plan for week of January 30 – Feb 3, 2023
AREA OF STUDY
TOPIC/SUBTOPIC
TIME
MA 5.53
Determine the
percent
represented by a
shaded region
on a grid and
record it in
decimal,
fractional, or
percent form.
PREVIOUS
KNOWLEDGE
OBJECTIVES
(I.E. CONCEPTS,
SKILLS,
ATTITUDES)
LEARNING
OUTCOMES/
OBJECTIVES
Students will be
able to:
1. convert to
and from
fraction to
percent to
decimal, and
vice versa
Percent to
fraction to
decimal
Decimal to
fraction to
decimal
Fraction to
decimal to
percent test
MA 5.54 Solve
real-world
Students will be
able to:
1. Differentiate
between
fraction,
decimal, and
percent
2. Covert to
and fro
Students will be
able to:
TEACHING/ LEARNING STRATEGIES/ACTIVITIES
CONTENT
(EXAMPLE AND KEY POINTS)
Day 1
1. Introduction: Have groups match
strategy with matching terms (converting
fraction to decimal; decimal to percent;
vice versa).
2. Development: Groups will be given a
table to complete by converting between
fraction to decimal to percent.
3. Group members will be timed to attempt
converting a problem. When time is up,
student will rotate their worksheet to
another group member to solve given the
same time frame.
4. Members rotate over and over using their
time to solve.
5. After five rotations, class discussion and
checking.
6. Repeat with other problems to convert.
7. Conclusion: Complete individual seat
work to convert fraction to decimal to
perfect and vice versa.
Day 2
1. Review, using examples, converting
fraction, decimals and percent back and
forth.
2. Review rules to follow when taking a
test.
3. Issue test and discuss test items.
4. Have students complete test.
1. Percent is a fraction out of
100.
2. Base ten blocks can be used to
model percent.
3. A percent can be expressed as
a decimal or a fraction.
4. A decimal in the hundredth
place can be expressed as a
percent as a fraction.
5. A fraction out of 100 can be
expressed as a decimal and as a
percent.
6. Any fraction can be modelled
using fractions strips and can be
expressed as a decimal and
percent.
7. Any fraction can be expressed
as a decimal and as a percent
using a standard algorithm.
Day 3-4
1. Introduction: Have groups match the
1. Percentages can be applied to
real-life situations.
2. Applying percentages to real-life
1
SKILLS
ATTITUDES
Observing
Interpreting
Decimals
Representing
Decimals
Application of
Percent
Noticing
Pattern
Analytical
thinking
Speaking
Display
leadership skills
Logical
thinking
Creative
thinking
Critical
thinking
Problem
Solving
Teamwork
OpenMindedness
Tolerance
Active
Listening
Metacognition
Reasoning
Written
Communication
COMPETENCY
BASED
ASSESSMENT
STRATEGIES
COMPETENCY
BASED
EDUCATION
LINKAGES
Competency
# 2 Emotional
Intelligence
Competency
# 3: Critical
and Innovative/
Inventive
Thinking
#4:
Collaboration
#6: Digital
Literacy
Competency
# 2 Emotional
Intelligence
Competency
# 3: Critical
and Innovative/
Inventive
Thinking
#4:
Collaboration
#6: Digital
Literacy
Competency
# 2 Emotional
Intelligence
RESOURCE
REFERENCE
MATERIAL/
INSTRUCTIO
NAL AIDS
Mathematics
:A
Complete
Course
Volume 1,
pgs. 252
MacMillan
Mathematics
6 Teacher’s
Book pgs.
45-47
Mathematics
:A
Complete
Course
Volume 1,
pgs. 252
MacMillan
Mathematics
6 Teacher’s
Book pgs.
45-47
Mathematics
:A
EVALUATION
problems
involving
percentages
such as tax and
interest
calculations.
1.
2.
Percentage
Rate
Base
3.
distinguish
between
percentage,
base, and
rate in word
problems
use
percentage,
base, and
rate to
understand a
daily life
experience
solve for
percentage,
base, and
rate
2.
3.
4.
5.
6.
terms PERCENTAGE, BASE and RATE
with its appropriate meaning.
Have groups share their results.
Development: Gary had 30 apples. He
gave 20% of the apples to his best friend
Camron. How much apples did he give
away?
Groups discuss and solve.
Reflect on definitions of percentage,
base, and rate.
Discuss to create formulas to calculate
percentage, base, and rate.
7.
8.
Using formula, groups will recheck their
solutions to Gary sharing his apples.
9. Groups share new found results.
10. Conclusion: Solve three problems; using
the different formulas.
tax
Students will be
able to:
1. define GST
2. identify GST
rate in Belize
3. demonstrate
and explain
how to solve
for tax and
interest in
real-life
Day 4
1. Review formulas using examples.
2. Individually complete worksheet solving
word problems finding percentage, base,
and rate.
Day 5
1. Introduction: Pass out copies of store
receipts to groups. Have groups identify
and discuss what type of information is
included on the sales receipts.
2. Create list on the board.
3. Development: Briefly discuss the
information bringing focus on GST
section.
4. Further discussion on the basic points
situations requires an understanding
of base, rate, and percentage. 16
3. Base is the original amount or the
number that represents the whole
amount. It is the amount you are
taking a percentage of.
4. Percentage is the number or the
amount that represents a part or
portion of the whole or the base. It is
the result obtained when the rate is
applied to the base.
5. Before calculating for percentages
it is important to identify the
numbers within a problem as a base,
rate, or percentage. 6. Rate –a
percent that tells how the base is
related to the percentage. The rate
has the percent sign. It is the ratio of
an amount to the base. When
applying the rate to the percentage
or base, it must be first converted to
a decimal or fraction.
7. Percentage and rate can be
calculated using tables and a number
line.
8. To calculate for percentage,
multiply the base by the rate. Before
multiplying the base by the rate,
remember to first change the rate to
a decimal or fraction. 9. To calculate
for rate divide the percentage by the
base. Then multiply the answer by
100 and add the percent sign
Competency
Some possible responses may include
the following:
 Name of the store
 Address of the store
 Phone number of the store
 Store number
 Date and time of transaction
 A list of items purchased
 Price of each item
 Subtotal
Competency
# 2 Emotional
Intelligence
Competency
2
# 3: Critical
and Innovative/
Inventive
Thinking
#4:
Collaboration
#6: Digital
Literacy
# 3: Critical
and Innovative/
Inventive
Thinking
#4:
Collaboration
Complete
Course
Volume 1,
pgs. 252
MacMillan
Mathematics
6 Teacher’s
Book pgs.
45-47
Mathematics
:A
Complete
Course
Volume 1,
pgs. 252
MacMillan
Mathematics
6 Teacher’s
Book pgs.
scenarios
using standard
algorithms
5.
6.
7.
8.
9.
General Science
30 minutes
Changes in
Ecosystem
SC 3.17
Differentiate
between and list
the components
of a Terrestrial
and an Aquatic
ecosystem such
as the Barrier
reef and
Tropical rain
forest.
Ecosystems
Food Chain
Food Web
Defining the
terms:
terrestrial,
aquatic,
barrier reef
and rain
forest.
Students will be
able to:
1. Investigate
how
different
organisms
obtain
energy
2. Identify
producers,
consumers,
and
decomposer
s
concerning taxes, specifically sales tax
(GST).
Given a scenario, discuss and
demonstrate how to calculate GST in
their groups.
Groups share their strategies.
Demonstrate and discuss how to calculate
GST.
Groups refer back to their solutions and
make corrections applying correct
strategy.
Conclusion: Define GST and solve one
problem as Exit Ticket.
Day 1
1. Introduction: Play game to review food
chain and food web.
2. Development: Complete worksheet
interpreting and answering questions
from a food web.
3. Conclusion: Whole class discussion and
checking of the answers to the worksheet
activity.
Day 2-3
1. Introduction: Review definition of food
web and the different roles through
game.
2. Development: Groups work together to
create a food web using pictures, yarns,
and labels.
3. Conclusion: Groups presentation of
their food web.





Sales tax
Total (including sales tax)
Cash given
Change received
A tally of the number of items
purchased
Tax is the amount of money that a
government requires people to pay based
on income, sales, and other activities.
E.g., income tax, property tax, and sales
tax such as GST.
A tax rate is a percentage at which an
individual or a business company is
taxed by the government. In Belize, GST
is a rate of 12.5%.
Tax can be calculated the same way as
calculating percentage or rate.
All organisms need energy in order to
survive, grow, and reproduce. They
obtain this energy in a variety of ways.
Ultimately, the energy in an ecosystem
comes from the sun, and flows through
an ecosystem from one organism to
another through complex ecological
relationships.
#6: Digital
Literacy
think-Pair-Share activity •
Classifying organisms (table) •
Table differentiating terrestrial
and aquatic ecosystems
Area #3 Critical and
Innovative/Inventive Thinking
Area #4 Collaboration
Some organisms can use the sun’s
energy to produce their own food; while
others like humans need to eat food
(consume) in order to gain energy; still
others break down (decompose) dead
material for energy. We call these
organisms producers, consumers, and
decomposers, respectively.
Carnivore: An animal that eats meat
Consumer: An organism that obtains
energy by consuming another organism;
includes carnivores, herbivores, and
omnivores
Decomposer: An organism that obtains
energy by breaking down dead organic
material
Energy flow: The transfer of energy
through a food chain from one organism
to another
Food Chain: The flow of energy in an
ecosystem beginning from the sun to a
primary producer (plant) to a consumer
to decomposers.
3
45-47
Herbivore: An animal that eats plant
materials
Omnivore: An animal that eats both plant
materials and meat
Predator: An organism that hunts another
organism
Prey: An organism that is hunted by a
predator
Producer: An organism that obtains
energy through photosynthesis: sunlight,
carbon dioxide, and water
A food web is a group of food chains
within an ecosystem. Most living things
eat more than one type of animal or
plant. So, their food chains overlaps and
connect.
Apex predators are animals that hunt
other animals but have no predators
hunting them. Apex predators are at the
top of the food chain.
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