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Appendix E: Lesson Plan Template

Theme: Relationships
Plan: Fractions and decimals with Skittles
Name: Marissa McCarty

LESSON TITLE: Fractions and decimals with SUBJECT AREA: Mathematics


Skittles

TIME ALLOCATION: 45 minutes


GRADE LEVEL: 6th grade

OBJECTIVES (with active verbs):


1. Students will compute decimals based on what fraction of each color they predict to be inside their skittle bag.
(Psychomotor)
2. Students will order decimals on a number line. (Cognitive)
3. Students will show understanding of how to convert fractions to decimals in the “Bingo” game. (Affective)

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.

Patterns, Functions, and Algebra Standard:


1. Justify a general rule for a pattern or a function by using physical materials, visual representations, words,
tables, or graphs.

GROUPING OF STUDENTS & RATIONALE: PRIOR KNOWLEDGE NEEDED/(THIS CAN BE


FORMATIVE ASSESSMENT): Students should be able to:
• Determine fractions by comparing parts to a whole.
Advance Organizer: As a precursor to the lesson, • Identify and generate equivalent forms of fractions,
we will predict as a class how many skittles of decimals, and percents.
each color they will have in their bags. • Reduce fractions into simplest form.
• Distinguish what a number line is and how to use it.
Activity: The students will be organized into small • How to figure out percentages.
groups of two to open their bags and see what
they have.

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

MATERIALS: MODIFICATIONS TO MEET INDIVIDUAL STUDENT


• A bag of skittles for every student and a NEEDS: Accommodations will be made for students that
worksheet need them. More time can be given for students to complete
• Number line worksheet the activity. Students may write on their “bingo” boards if
• Crayons to graph where each color is on need be.
the number line
• “Bingo” cards (can use skittles as
markers before they eat them, teacher
will need to print out enough for the class
using the link at the end of the lesson)
• Bingo Calling Cards (printed using the
link at the end of the lesson)

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.)

1. PRE-ACTIVITY: ADVANCE ORGANIZER 10 minutes


As a class, the students will predict what percentages of the different
colors are in a bag of skittles and the teacher will write their guesses on
the board.

Transition: The teacher will explain that you can make fractions, decimals
and percentages to represent the number of skittles there are in each
color.

2. ACTIVITY 20-25 minutes (depending on how


The students will be broken into pairs to complete the activity. The the students are doing)
students will each be given an individual bag of skittles and a worksheet.
Before opening the bag, the students will answer the questions on the top
half of the worksheet. After answering the questions and making their
predictions, the students will open the bags and compute the real
numbers of the contents of the bag. The students will answer the
questions on the second half of the worksheet. After determining how
many skittles were actually in their bag, the students will graph where
each color is on their number line. Throughout the activity the teacher will
give advice about how to compute the fractions, decimals and percents
for the worksheet and explain the relationships between numbers.

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.

3. POST ACTIVITY 10-15 minutes (depending on how


After a short review of what the students learned with the skittles long the worksheet took the
worksheet and how numbers are related to each other, they will be students)
informed that before they are able to eat them, they will be using them as
their markers for “Bingo.”

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

1/6 2/3 3/5 4/5 5/12

1/4 2/5 8/10 4/8 5/8

9/10 2/12 FREE 4/12 5/5

1/2 2/4 3/10 4/4 6/6

1/1 2/8 3/3 4/6 6/10


B I N G O

1/6 2/2 3/6 4/6 5/5

1/1 2/6 3/8 7/8 6/10

1/2 10/10 FREE 7/10 5/8

1/8 2/12 3/12 4/4 6/8

1/10 2/8 8/10 11/12 12/12


B I N G O

1/2 2/3 3/3 4/10 5/8

1/4 2/8 8/10 7/10 6/12

1/1 2/6 FREE 4/6 5/6

1/3 2/5 3/12 11/12 5/10

1/6 2/4 3/5 4/12 6/10


B I N G O

9/10 2/2 8/10 4/8 6/10

1/4 2/12 8/8 7/8 5/10

1/8 9/12 FREE 11/12 6/12

1/2 2/6 3/4 4/12 5/6

1/5 2/3 3/12 7/10 6/8


B I N G O

1/12 9/12 8/8 4/8 6/6

1/6 2/8 3/4 4/5 5/10

1/2 2/6 FREE 7/8 6/10

1/10 2/10 3/10 4/6 5/12

1/4 2/4 3/8 4/10 6/12


B I N G O

1/2 10/10 3/3 11/12 12/12

1/10 2/12 3/8 7/12 6/8

1/8 9/12 FREE 7/10 6/12

1/12 2/2 3/4 4/4 6/10

1/3 2/5 3/10 4/10 5/10


B I N G O

1/4 2/5 3/3 4/5 5/5

1/3 2/8 3/4 7/8 6/10

9/10 9/12 FREE 4/4 6/8

1/5 2/2 3/5 4/10 12/12

1/2 2/6 8/8 7/10 5/6


B I N G O

1/8 2/8 3/8 11/12 5/8

1/2 2/5 8/12 4/6 5/10

1/12 2/4 FREE 4/12 12/12

1/6 9/12 8/8 4/8 6/8

1/10 2/6 3/5 4/4 5/12


B I N G O

1/2 10/10 8/12 4/8 12/12

9/10 2/4 8/8 4/5 5/6

1/4 2/5 FREE 7/10 5/12

1/8 2/3 3/12 4/12 6/8

1/5 2/8 8/10 4/10 5/10


B I N G O

1/5 2/6 8/12 7/12 5/8

1/12 2/12 3/6 4/12 12/12

1/8 9/12 FREE 11/12 5/12

1/6 2/4 3/10 4/6 6/8

1/2 2/3 3/5 7/10 5/5


Skittles Worksheet

Name____________________________________ Date _____________________

Before opening your bag answer the following questions:


1. Estimate how many are in the package.
2. How many different colors are in the package and what are they?
3. Which color do you think occurs most often?
4. Which color do you think occurs least often?
5. Look at your package and one other package near you. Do you think that all of the
packages weigh the same? What would be the easiest way to find out?
6. Estimate how many of each color are in your package.
7. Create a chart of each color and your estimate of how many there are of each
color.

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.

Color How many? Fraction Decimal Percentage

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