Math 6
(revised 3/10)
Unit Outline Title: Unit 3B Ratios & Percents
Name of Lesson: Conversions and Problem Solving
Essential Question(s)
Unit:
How can I tell which form of a rational number is most appropriate in a given situation?
Lesson questions:
 How are fractions, decimals, and percents alike? How are they different?
Assessment Description/Performance Task:
Constructed response
Informal assessment
Performance task
Selected response
Brief Description:
 Ongoing informal/formal assessments created by the teacher.
 Formative Assessments: Concept Attainment; 3-2-1-think-pair share; “Reaching the
Goal”-performance task; Silent Matching Game-collaborative; Tiered Hexagon Puzzlelaminate & cut out-place in baggies: Hexagon 1 & Hexagon 2.
 Use of performance tasks below provided at www.georgiastandards.org Math 6 Framework.
Instructional Methods

Students prior knowledge of rational numbers in elementary school consisted of
conversions of fractions and decimals and modeling percents on grids. This lesson
concentrates converting fractions, decimals and percents. Repeating and terminating
decimals should be converted. Review that any single number that repeats in a decimal is
converted to 9th’s: 0.44444…=4/9; 0.3333…=3/9 etc…

Math 6 Unit 3B Anticipation Guide. The anticipation guide is available on Beyond
Question.

Equivalent Graphic Organizer to transition into the conversions of fractions, decimals, and
percents by discussing equivalencies.

Students could create a 3-Flap Foldable. Each flap should be labeled with fraction, decimal
and percent. Under the flaps should be algorithm/rule for converting to the other 2 forms of
rational numbers.

Use Hands On Standards, Grades 5-6, Lesson 5 to review converting fractions and
decimals using fraction circles and fraction towers.

Use Hands On Standards, Grades 5-6, Lesson 7-8 for converting to percents using
fraction circles, fraction circle rings, or fraction squares.

Use Hands On Standards, Grades 7-8, Lessons 1-2 for converting to percents using color
tiles or fraction circles and rings.

Use The State Performance Tasks: “Free Throws” for application of converting to percents.

Make use of the “I have/Who has” strategy on converting rationals as a warm up or wrap up.

Another formative assessment could be using spray adhesive on a three column grid drawn
on bulletin board paper. The columns should read fraction, decimal, and percent.
Equivalent rationals of each representation is given in each row. Give each student an index
card with a rational number on it to “stick” in the columns to represent equivalencies.
Rational number cards can be cut out and glued on index cards for multiple uses.

Use the State Performance Task: “Representing Numbers on a Number Line” for practice
with conversions on the number line.

MATHO (Bingo) game to practice equivalency/conversions.

Divide the students into 2 groups and have them find a pair to work with. Complete a
conversion relay at the board by competing pairs from the two different groups. Cut out the
Conversion Cards and place in a hat. Have pairs come to the board, the teacher draws a
conversion card from the hat and the pairs have to complete the conversion. Whomever
completes the conversion faster wins the point.
CCSD Version Date: June 5, 2006
Batter Up! Activity for converting batting averages.
Use the State Performance Task: “Ice Cream or Cake” to practice conversions using a
calculator.

Reasoning activity on the best way to convert fractions to decimals.

TI 73 Activity for percents.

Holt Mathematics In Context Level 1: “Models You Can Count On” section B
Resources
 Holt Mathematics Course 1: Chapter 7 lessons 7-8
 Kay Toliver Video: “Percents” –how to teach percent to fraction equivalents etc..check out
from C & I
 Internet Resources
Virtual Manipulative: Percentages
Examples of conversions http://mathforum.org/dr.math/faq/faq.fractions.html
Create Flashcards http://www.flashcardexchange.com/flashcards/view/4244
Fraction/Decimal/Percent Jeopardy http://www.quia.com/cb/34887.html
 Deb Russell’s website http://math.about.com/
 Visual for fractions, decimals, and percents at Visual for fractions, decimals, and percents
http://www.arcytech.org/java/fractions/fractions.html
 Beginning Algebra 6-8 workbook pg. 29, 30, 31
 National Library of Virtual Manipulatives at http://nlvm.usu.edu/en/nav/grade_g_2.html


Differentiation:
 Extension: Students may be challenged with complex fractions and fractional percents
 Remediation: Students need to continue working with manipulatives to model problems.
Use tables to compare values and create foldables or graphic organizers.
Lesson Considerations:
By completion of this lesson, students should be able to:
 Use fractions, decimals and percents interchangeably.
 Solve problems using fractions, decimals and percents.
Vocabulary:
 percent
 repeating decimal
 terminating decimal
CCSD Version Date: June 5, 2006