Molloy College

Division of Education

Student: Magdalene Milonakis Professor DiGiorgio

Course: EDU 527 02 Date: April 25, 2018
Grade: 6 Content Area: Math
Topic: Converting Fractions, Decimals, and Percents

INSTRUCTIONAL OBJECTIVE(S) (Lesson Objective(s)*)

After a brief review discussion on what students remember from what they have learned about
fractions, decimals, and percents, students will be participate in an interactive Nearpod
presentation on fraction, decimal, and percent conversions where they will be required to submit
at least 3 correct responses out of 5.

After the Nearpod presentation, students will work collaboratively to create the Converting
Fractions, Decimals, and Percents Foldable Reference that explains how to convert between
fractions, decimals, and percents. Once students develop an understanding on the rules of
conversions, students will participate in the Converting Fractions, Decimals, and Percents
Quizizz, where they will be required to answer at least 17 out of 20 questions correctly.

STANDARDS AND INDICATORS

NYS-CCLS-MATH
6.RP.3.C.D
Domain: Ratio & Proportional Relationships
Cluster: Understand ratio concepts and use ratio reasoning to solve problems.
Standard: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by
reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or
equations.
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100
times the quantity); solve problems involving finding the whole, given a part and the percent.
d. Use ratio reasoning to convert measurement units; manipulate and transform units
appropriately when multiplying or dividing quantities.

Indicators:

● This will be evident when the students complete the Nearpod, Converting Fractions,
Decimals, and Percents Foldable Reference and the Converting Fractions, Decimals, and
Percents Quizizz.

INSTRUCTIONAL RESOURCES
● SmartBoard
 ● iPads/Computers
● Gluesticks
● Scissors
● Converting Fractions, Decimals, and Percents Quizizz
● Converting Fractions, Decimals, and Percents Foldable Reference

MOTIVATION (Engaging the learner(s)*)

Students will participate in a think, pair, share involving what they remember about fractions,
decimals, and percents. The purpose of this is to determine to what extent students remember the
content from previous lessons and how they are able to communicate and explain their
understanding of each of these topics.

DEVELOPMENTAL PROCEDURES

1. Students will participate in a think, pair, share involving what they remember about
fraction, decimal, and percent conversions. The purpose of this is to determine to what
extent students remember the content from previous lessons and how they are able to
communicate and explain their understanding on how to go through the process of
converting. (Key Questions: What do you remember about fractions, decimals, and
percents? How would you define a fraction? How would you define a decimal? How
would you define a percent? What are percents out of?)
2. After the motivation, the rules for converting fractions, decimals, and percents will be
explained through a Nearpod presentation where students will be able to answer
questions interactively through the powerpoint. (Key Questions: How do you go from a
fraction to a percent? How do you convert a decimal to a percent?)
3. After the Nearpod presentation, the students will then be broken up into partners and
create their Converting Fractions, Decimals, and Percents Foldable Reference.
4. When students finish the Converting Fractions, Decimals, and Percents Foldable
Reference, they will start the Converting Fractions, Decimals, and Percents Quizizz on
their own.
5. Students will be asked at the end of class to write down one thing they learned. (Key
Questions: What is one takeaway from todays class).

INSTRUCTIONAL STRATEGIES (Learning Strategies*)

● Discussion (engaging in meaningful discussions about the content)

Indicator: This will be evident during the motivation of the lesson where we
have a classroom discussion refreshing what students have learned from previous classes. This
will also be evident where students explain their answers during the Nearpod presentation.

● Direct Instruction (explicit presentation of information)

 Indicator: This will be evident when the teacher is explaining the rules of
converting fractions, decimals, and percents to the class.

● Cooperative Learning (engaging groups of students in working together on a structured

activity)

Indicator: This will be evident when students are put into pairs to work together
to create their Converting Fractions, Decimals, and Percents Foldable Reference.

ADAPTATIONS (Exceptionality*)

● The student who is an English learner will be paired with another student who can help
them with directions and transitioning through the activity.
● The student with ADHD will be prompted to stay on task during the lesson.
● Students with learning disabilities will receive a copy of the notes/rules for the lesson and
given extra time to complete assignments if needed.

DIFFERENTIATION OF INSTRUCTION

Tier 1:

Struggling learners will only be expected to answer 3 out of 5 questions correctly in the Nearpod
presentation and 17 out of 20 questions correctly in the Converting Fractions, Decimals, and
Percents Quizizz.

Tier 2:

Average learners will only be expected to answer 4 out of 5 questions correctly in the Nearpod
presentation and 18 out of 20 questions correctly in the Converting Fractions, Decimals, and
Percents Quizizz.

Tier 3:

Advanced learners will be expected to answer all 5 questions correctly in the Nearpod
presentation and all 20 questions correctly in the Converting Fractions, Decimals, and Percents
Quizizz.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Students will be assessed on their responses during the Nearpod presentation during the direct
instruction of converting fractions, decimals, and percents.
Students will be assessed from their Converting Fractions, Decimals, and Percents Foldable
Reference to see if they put everything in its corresponding correct spot.
Students will also be assessed on their ability to follow directions after the students are told how
to complete the Converting Fractions, Decimals, and Percents Foldable Reference.

Students will be assessed from their Converting Fractions, Decimals, and Percents Quizizz
to see if they answered a minimum of 17 out of 20 questions correctly.

INDEPENDENT PRACTICE
For homework, the students will be asked to complete the Converting Fractions, Decimals, and
Percents Quizizz if they have not completed it in class.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention: If the teacher notices that there are students who are not grasping
the information, they will ask them to come to extra help or schedule a time where the student
can come for further explanation and practice of the topic.

Academic Enrichment: Students who show they understand the content will have the
opportunity to get a worksheet from the challenge center in the classroom for questions with
some more difficulty.

References

Converting Fractions, Decimals, and Percents Foldable Reference. (n.d.). Lesson adapted from
 Caffeine Queen Teacher. Retrieved April 21, 2018.

New York State P-12 Common Core Learning Standards for Mathematics. (n.d.). Retrieved

April 21, 2018, from

http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsmath.pdf
 Math - Problem Solving : Fraction, Decimal, and Percent Conversions

Teacher Name: Ms. Milonakis

Student Name: ________________________________________

CATEGORY 4 3 2 1
Mathematical Explanation shows Explanation shows Explanation shows Explanation shows
Concepts complete substantial some very limited
understanding of understanding of understanding of understanding of
the mathematical the mathematical the mathematical the underlying
concepts used to concepts used to concepts needed concepts needed
solve the solve the to solve the to solve the
problem(s). problem(s). problem(s). problem(s) OR is
not written.
Mathematical Uses complex and Uses effective Some evidence of Little evidence of
Reasoning refined mathematical mathematical mathematical
mathematical reasoning reasoning. reasoning.
reasoning.

Mathematical Errors 90-100% of the Almost all (85-89%) Most (75-84%) of More than 75% of
steps and solutions of the steps and the steps and the steps and
have no solutions have no solutions have no solutions have
mathematical mathematical mathematical mathematical
errors. errors. errors. errors.
Strategy/Procedures Typically, uses an Typically, uses an Sometimes uses an Rarely uses an
efficient and effective strategy effective strategy effective strategy
effective strategy to solve the to solve problems, to solve problems.
to solve the problem(s). but does not do it
problem(s). consistently.
Working with Student was an Student was an Student Student did not
Others engaged partner, engaged partner cooperated with work effectively
listening to but had trouble others, but needed with others.
suggestions of listening to others prompting to stay
others and working and/or working on-task.
cooperatively cooperatively.
throughout lesson.
Explanation Explanation is Explanation is Explanation is a Explanation is
detailed and clear. clear. little difficult to difficult to
understand, but understand and is
includes critical missing several
components. components OR
was not included.
Nearpod Answers 5 out of 5 Answers 4 out of 5 Answers 2 out of 5 Answers 0 or 1
questions questions questions questions
correctly. correctly. correctly. correctly.

Quizizz Answers 18-20 Answers 12-17 Answers 6-11 Answers less than
questions questions questions 5 questions
correctly. correctly. correctly. correctly.