Project AMP
Dr. Antonio R. Quesada – Director, Project AMP
Dawn Joy
Irene Kresowaty
Beth Whitacre
INQUIRY-BASED LESSON
I.
.
Lesson Title: Problem Solving to Find the Relationship Between Decimal,
Fractions, and Percents
1. Lesson Summary: Students will discover the relationship between
decimals, fractions, and percents.
2. Key Words: Number sense
Fractions
Decimals
Percents
Rational numbers
3. Background Knowledge: Recognize, represent, and generate decimals,
percents and fractions
4. Ohio Standards Addressed: Number, Number Sense, and Operations
Standard
Benchmarks (5-7):
B. Compare, order and convert among fractions, decimals and percents
D. Use models and pictures to relate concepts of ratio, proportion and
percents.
H. Use and analyze the steps in standard and non-standard algorithms
for computing with fractions, decimals and integers.
I. Use a variety of strategies, including proportional reasoning, to
estimate, compute, solve and explain solutions to problems
involving integers, fractions, decimals and percents.
5. Learning Objectives:
Solve problems using the appropriate from of fractions, decimals, and
percents.
Demonstrate fluency in the use of fractions, decimals, and percents
in real world situations.
6. Materials:
Adding machine tape – approximately 12 inches long
Trashcans or buckets
Newspaper
Pencils
Paper Tape Activity Worksheet
Lab Worksheet: Trash Ball Shootout
7. Suggested Procedure:
Pre assessment of students using a number line 0-1.
Using assessment, students should be placed into heterogeneous
groups for second activity (Trash Ball).
8. Assessments:
Trash Ball Worksheet Quiz Data Record Sheet
Introduction Activity Teacher observation
Project AMP
Dr. Antonio R. Quesada – Director, Project AMP
Problem Solving to Find the Relationship Between
Fractions, Decimals, and Percents
Team Members: _______________________________________________
Goal: Compare, order, and convert among fractions, decimals and percents.
Introduction:
•
•
With a partner, using the paper tape, make a number line
from 0-1.
Place the rational numbers below on the number line.
3/10
0.75
40%
5/20
0.3
1.00
90/100
15%
25%
15/20
0.5
¾
2/5
100/100
75% 60%
0.05
0.90 30% 4/10
100% 3/20
0.25
½
¼
6/10 50/50 1/20
What did you observe on the number line? ______________________________
__________________________________________________________________
Was it large enough to hold all the data? Why? ___________________________
__________________________________________________________________
Did you find any relationships between the rational numbers placed on the
number line? What did you find?_______________________________________
__________________________________________________________________
If you had $1.00, how would you show the value of a nickel written in the form
of a fraction, decimal and percent? _____________________________________
Project AMP
Dr. Antonio R. Quesada – Director, Project AMP
If you had $1.00, how would you show the value of sixteen cents written
in the form of a fraction, decimal and percent?_____________________
When comparing rational numbers, they must be changed into the same unit.
Fractions can be converted to decimals by dividing the numerator by the denominator.
¼ = ________
6/10 = _________
Fractions can be converted to percentages by changing it to a decimal (see above), then
change the decimal to a percentage( see below).
¾ = __________
5/20 = _____________
Decimals can be converted to percentages by moving the decimal point two spaces to the
right.
0.05 = __________
0.15 = ____________
Decimals can be converted to a fraction (in simplest form) by placing the number in the
numerator and the place value in the denominator.
0.55 = ____________
0.75=________________
Percentages can be converted to decimals by placing a decimal at the end of the number
value, then moving it two spaces to the left.
85%= ___________
40%=____________
Percentages can be converted to fractions (in simplest form) by placing the number value
over one hundred. (Remember % = 100)
65%=________
90%=____________
Project AMP
Dr. Antonio R. Quesada – Director, Project AMP
TRASH BALL SHOOT OUT
Team members:_________________________________
Goal: Use data collected from foul shooting simulation to find the relationship
between fractions, decimals and percents.
Shhhh! It’s a secret! Don’t let anyone know. We are playing trashball today.
We will shoot for the stars….oh no, the buckets.
Materials:
1 large sheet of newspaper, bucket
Procedure:
1. Estimate the number of baskets will make. _________________
2. Crumble newspaper into a ball.
3. Place bucket at the end of table.
4. Stand opposite the bucket, two tables away.
5. Take your best shot and record.
6. Remove your paper ball and return to the end of your team’s line.
7. Repeat until time is called.
Team Members
____________
____________
____________
____________
____________
In
___
___
___
___
___
Out
___
___
___
___
___
in/total decimal
______ ______
______ ______
______ ______
______ ______
______ ______
percent
______
______
______
______
______
1. The first game during the World Cup Championship was Argentina versus Brazil.
Brazil had 10 shots on goal, while Argentina shot 15. The final score was Argentina
3and Brazil 5. What were each teams percentages of goals? ____________________
Project AMP
Dr. Antonio R. Quesada – Director, Project AMP
2. LeBron James made 68% of his shots during the NBA Championship. Write the
amount of baskets he made in a fraction and a decimal answer? __________________
3. Omar Vizquel’s Batting average is .347. Write his batting average in a fraction and a
percentage? _____________________________________________________________
Extensions: 1. Students will convert repeating decimals.
2. Students will play Moosh Ball (a type of softball with a large playground ball and a
plastic bat) in order to use all the conversion skills learned from the preceding lesson to
find their batting averages.
3. Using the Delaney technique students will be recording and graphing their test and
quiz grades over a nine-week period of time, in order to self evaluate their progress.
(See worksheet below)
Dr. Antonio R. Quesada – Director, Project AMP
Title _____________________________________________________________
Score of Test
Project AMP
Extra
credit
100
90
80
70
60
50
40
30
20
10
Test
1
Test
2
Test
3
%
%
%
Test
4
Test
5
Test
6
%
%
%
Test
7
Test
8
Test
9
Test
10
%
%
%
%
Project AMP
Dr. Antonio R. Quesada – Director, Project AMP
III. Solutions to Each Investigation
Introduction:
Number Line:
0_____ _____ _____ _____ _____ _____ _____ _____ _____ _____1
1/20
15%
3/20
25% 3/10
¼
.3
5/20 30%
40%
2/5
4/10
.5
½
60%
6/10
.75
15/20
¾
75%
90/100
.90
1.00
100/100
100%
50/50
What did you observe on the number line? Student should notice whether any
of the numbers are equivalent.
Was it large enough to hold all the data? Yes Why? The decimals, fractions and
percents represented the same point on the number line showing they are
equivalent.
Did you find any relationships between the numbers placed on the number line?
Yes What did you find? Many fractions, decimals and percentages are equal.
If you had $1.00, how would you show the value of a nickel written in the form
of a fraction, decimal and percent? 5/100 = 1/20, 0.05, 5%
If you had $1.00, how would you show the value of sixteen cents written in the
form of a fraction, decimal and percent? 16/100 = 4/25, 0.16, 16%
¼ = .25
¾ = .75
0.05 =5%
0.55 = 55/100, 11/20
85%= .85
65%= 65/100, 13/20
6/10 = .6
5/20 = 25%
0.15 =15%
0.75= 75/100, 3/4
40%= .40
90%= 90/100, 9/10
Trash Ball:
Data Sheet: Answers will vary.
1. Brazil = 50%
Argentina = 20%
2. 68/100 = 34/50 = 17/25, .68
3. 347/1000, 34.7%
Grade Sheet: Answers will vary, compare your grade to the students.