a. The students will be able to have a partner with the first game. If the student is unsure of the conversion he/she may use a TI – 83 calculator to check the answer.

4. Where Do I Fit In (Ordering Game)

a. The students will be able to talk during the first game.

b. The students will not be allowed to talk with each other.

5. Bingo

a. If the student is unsure of the conversion he/she may use a TI-83 calculator to check answer.

Materials/Resources:

1. Bingo- Bingo Board, Chips, list of answers for the students to arrange on their individual boards. Directions for game.

2. Where Do I Fit In – Cards with the decimals, percents, or fractions. Optional number line on the floor. Directions for game.

3. Memory Game – Set of cards with decimals, percents, or fractions. Directions for game.

4. Conversion Fish - Set of cards with decimals, percents, or fractions. Directions for game.

5. TI – 83 Calculator for games when appropriate.

Interdisciplinary Connections:

· Reading

1. Direction reading

2. Writing of “how to” directions for converting a fraction to a decimal to a percent. Read to a partner or group.

· Technology

1. TI – 83

2. Overhead Projector

3. www.aplusmath.com

4. www.funbrain.com

· Other

1. Vocabulary

a. Fraction

b. Decimal

c. Percent

d. Ascending

e. Descending

f. Numerator

g. Denominator

h. Equivalent Fraction

i. Comparison

j. Greater than

k. Less than

l. Equal to

Assessment Strategies:

· Formative Evaluation (checking student understanding during the lesson):

a. Oral and group participation in the stations.

b. Strategies to compete in the games while solving problems in the different games.

c. Performance-based assessment

· Summative Evaluation (How will it be determined that the objectives were achieved?):

a. Student produced written directions for how to convert from a fraction to a decimal to a percent.

b. End of unit test.

Correctives/Remediation:

1. Reteaching with small group instruction

2. Peer tutoring

3. Use more commonly used fractions, decimals, and percents for the lower functioning students.

Extensions/Enrichment:

1. Bingo

a. Students create their own Bingo Board using more difficult conversions and/or conversions over one whole.

b. Change directions so that the students have to solve problem and then find answer on board, for example. Find 25% of 100 and cover your answer on your Bingo Board.

c. The students will draw various shapes cut into portions with some of the shaded parts in the Bingo boxes. Ex. Draw a circle cut into fourths and shade one of the fourths. When you read out the words “one fourth,” the students will have to determine which shape represents that fraction.

2. Where Do I Fit In

a. Students create their own game using fractions, decimals, and percents greater than one whole.

3. Memory Game

a. Students create their own game using fractions, decimals, and percents over one whole.

4. Conversion Fish

a. Students create other equivalent fractions for the percents and decimals.

b. Check out and read the following book: The Doorbell Rang, Hutchens, Pat, Greenwillow Books, New York, 1976. Students will create a book similar to this using equivalent fractions.

Special Accommodations (special needs students)

· Description of the Special Needs student selected:

This student is truly dyslexic. He has great difficulty with reading and writing material. He is unable to put sounds together to create words when he reads. When he writes, he is also unable to hear sounds in order to transcribe them into words. He is extremely clumsy and has coordination problems. His mathematic skills are excellent.

· Accommodations to use with this student:

Partner with another student/group
Pre-write answers on stickers for the student to place on his Bingo Board
Using a highlighter, highlight keywords in the directions for the student to refer to when he is confused.
Have the student paraphrase the directions back to you or a partner to check for understanding.

Fraction/ Decimal/ Percent Bingo Game

Materials: Blank bingo board, fraction set, checkers, and a calculator

Procedure: Give each student a blank bingo board and a set of fractions ranging between 0 and 1. They choose which fractions to place in the blank bingo spaces. The center square is FREE. When all squares are filled in, choose the type of bingo game for the first round and call out an equivalent fraction in either decimal or percent form. If a student is unsure of the correct answer, they can make the conversion on their calculator. Continue calling decimals or percents until someone calls out “bingo.” Check all answers for accuracy. If you have a winner, start a new game.

Example: Bingo caller announces the first card has 87.5%. Any student with 7/8 on their bingo board would cover it with a marker. The second card says .05. The students would then cover 1/20. Continue play until there is a winner.

Model how to fill in a sample card on the overhead projector with the class before they do it themselves.

Enrichment:

In the Bingo boxes, have students draw various shapes cut into portions with some of the parts shaded. Example: draw a circle cut into fourths and shade one of the fourths. When you read out the words "one fourth," the students will have to determine which shape represents that fraction.

FREE

B I N G O

Fraction/ Decimal/ Percent Bingo Card Choices

Fill in your bingo squares from the following fraction choices.

1. 4/5

2. 7/8

3. 6/30

4. 98/100

5. 2/3

6. 11/12

7. 4/12

8. 66/132

9. 11/14

10. 10/45

11. 6/18

12. ½

13. 5/9

14. 67/100

15. 7/1000

16. 4/7

17. 18/50

18. 18/24

19. 29/50

20. 12/20

21. 14/16

22. 1/9

23. 5/12

24. 6/7

25. 3/9

26. 3/20

27. 1/20

28. 6/16

29. 5/40

30. 2/15

31. 3/7

32. 9/15

33. 7/35

34. 1/6

35. 3/10

Fraction/ Decimal/ Percent Bingo Card Choices

Answer Key

1. 4/5 .8, 80%

2. 7/8 .875 87.5%

3. 6/30 .2 20%

4. 98/100 .98 98%

5. 2/3 .667 66 2/3%

6. 11/12 .917 91.7%

7. 4/12 .33 33 1/3%

8. 66/132 .5 50%

9. 11/14 .786 78.6%

10. 10/45 .22 22.2%

11. 6/18 .33 33 1/3%

12. ½ .5 50%

13. 5/9 .556 55.6%

14. 67/100 .67 67%

15. 7/1000 .007 .7%

16. 4/7 .571 57.1%

17. 18/50 .36 36%

18. 18/24 .75 75%

19. 29/50 .58 58%

20. 12/20 .6 60%

21. 14/16 .875 87.5%

22. 1/9 .111 11.1%

23. 5/12 .417 41.7%

24. 6/7 .857 85.7%

25. 3/9 .33 33 1/3%

26. 3/20 .15 15%

27. 1/20 .05 5%

28. 6/16 .375 37.5%

29. 5/40 .125 12.5%

30. 2/15 .133 13.3%

31. 3/7 .429 42.9%

32. 9/15 .6 60%

33. 7/35 .2 20%

34. 1/6 .167 16.7%

35. 3/10 .3 30%

.25	25%	1/4	4/16
.50	50%	2/4	1/2
33 1/3%	_ .33	1/3	2/6
75%	.74	3/4	18/24
87.5%	.875	7/8	14/16
12.5%	.125	1/8	4/32
.1	10%	1/10	2/20
37.5%	.375	3/8	37 ½%
66 2/3%	_ .66	2/3	22/66
40%	.40000	4/10	2/5
9%	.09	9/100	90/1000
1/2%	.005	5/1000	1/200

Conversion Fish

For 2 to 4 Players

Goal: To complete “books” of equivalent expressions (fractions, percents, decimals)

Materials: Deck of Conversion Fish Playing Cards, calculators for each student

Preparation for Play: Shuffle the deck of cards. Deal each player 5 cards. Remaining cards are placed in the center of the table.

Play: Scenario with Bob and Mary as players

Player to the left of the dealer begins play by asking a specific player if he/she has any cards equivalent to a card that the asking player has in his/her hand. For instance: Bob has the 50% card in his hand. To play, he asks, “Mary, my I please have all the cards in your hand that are equivalent to 50%?.”
If Mary has any cards that are equivalent to 50% she must pass them to Bob. Bob’s turn continues (go back to step one). Bob may continue to ask other players for cards equivalent to 50% or he may ask for other cards that are equivalent to other cards that he has in his hand.
If she doesn’t have any cards equivalent to 50% she will respond to Bob’s request by saying, “I’m sorry, Bob, I don’t have any cards equivalent to 50%. Go Fish.”
To “fish”, Bob draws one card from the deck in the center of the table.
If Bob draws a card that is equivalent to the card he asked for he announces his good luck to the rest of the players and his turn continues.
If the card drawn is not equivalent to his request, the turn moves to the player to his left (and the game continues).
When a player accumulates all four equivalent cards, he/she may lay down the “book”.
The game continues until there are no longer any cards left (or no books can be made).
The winner is the player with the most books.

Memory Game

Directions:

1. This game is for 2-4 players.

2. Place all 32 cards face down on the table.

3. Player One will turn over 2 cards and place them face up.

4. If the cards DO match, the player keeps the 2 cards and takes another turn. If the cards DO NOT match, the player puts them face down and player 2 takes his/her turn.

5. Continue to play taking turns until all cards are matched.

6. The player with the most matches wins the game.

62%		20%
10%		55%
22.5%			0.625
	0.8		0.04

	0.44		0.6
	0.3		0.02
	0.65		2.5
	8.3		1.18

	5.5		2.75
62.5%		425%
32%		10%	0.1
8%	0.08	160%	1.6

Where Do I Fit In?

Class activity in ordering fractions, decimals and percents

Prior knowledge required:

o Converting between fractions, decimals and percents.

o Ordering decimals or fractions.

Materials needed:

o Deck of “Comparison Cards” (Two sets are provided: shaded & unshaded)

o Calculator for converting fractions to decimals (optional)

o Enough space for students to form a line

How to play:

o Each student is given a Comparison Card

Trial #1: (with discussion)

o Students arrange themselves so that the values of their cards are in ascending

or descending order (according to teacher’s instruction).

o During this trial, students are allowed to discuss their placement with one another.

Trial #2: (WITHOUT discussion !)

o Comparison cards are collected, shuffled and each student is, again, given one card.

o Students will arrange themselves in order, as in Trial #1, but this time, they must do so silently!

Enrichment Variation: Equivalent Forms

o Students match a card from the shaded set with the equivalent card from the unshaded set. Equivalent cards are in corresponding positions in both decks. Make sure you keep a master copy intact!

Comparison Cards: Copy to make a set of cards, but keep a copy intact to use for a key!

0.04
0.1	11%
	20%	0.23
		33%
		0.42

		0.54

		70%
	0.76
82%		0.92

Comparison Cards: Copy to make a set of cards, but keep a copy intact to use for a key!

	5%	0.08
10%	0.11	15%
18%		23%
25%	0.28	0.33
%	0.35

46%	0.5	54%
0.55		0.625
%	67%	0.7
75%		80%
0.82	85%

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