Name: Kyle Evert

Title: Converting Fractions/percent

Date: 11/16/2020

1. Common Core

CCSS.MATH.CONTENT.6.RP.A.3c

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.

CCSS.MATH.CONTENT.7.NS.2d

Convert a rational number to a decimal using long division; know that the decimal form of a
rational number terminates in 0s or eventually repeats.

2. Educational Objectives
• The students will demonstrate mastery when:
1. Converting fractions to decimals
2. Converting decimals to fractions
3. Using the percent equation
3. Assessment on Learning
• Academic Language: Word Problem Review
• Content: Word Problem Review

4. Central Focus
o The focus of the lesson will be to ensure the students have full understanding of
converting fractions and decimals and using the percent equation.
5. Academic Language
o Fraction- determines how many pieces a whole is divided into
o Decimal- something that separates the whole number from its parts.
o Percent- “out of 100”
o Division- splitting into equal parts or groups.

6. Materials Required

Teacher
• Dry Erase Board
• Dry Erase Markers
• Dry Erase Eraser
• Pencil
• Notes
Students
• Pencil
• Scratch Paper
• Notes

7. Attention Getter
• Going out to dinner and leaving a tip conversation.
• The students will get into small groups and discuss a time when that left a tip at a
restaurant and how they final the proper percent.

8. Sequence of Activities
• Attention Getter Discussion
• Converting decimals into fractions
- How to convert?
- Why convert?
- Measuring a T.V example (this will allow the students to make connections and
see why this little calculation can be useful in the real world).
• Multiplying by decimals
- How to multiply?
- Why is this useful?
- Relate back to Attention Getter Discussion to make a connection.
• Finding Percent
- Whats the formula?
- Why do we need to know this?
• ‘The Office’ review activity
- The students will get into small groups and work on a review activity while the
teacher roams the classroom for any questions and checks for understanding.

9. Questions to Ask

• How can we apply this math to something that you will do this weekend? (Application)
• What is the percent equation? (Knowledge)

10. Conclusion and Summary

• The teacher will take the last few minutes to answer any questions that the student’s still
have.
 Word Problem Activity

7
1) Jim is trying to measure a big piece of paper. He measures the piece to be
8
of a meter, but his boss wants this number to be a decimal. Calculate this
measurement as a decimal to the hundredth place.

2) For this job, Jim was paid $90. However, since Dwight supplied the tape
measure, he will receive 20% of this money. How much did Dwight make?

a. Change the percent into a decimal

b. How much did Dwight make?

3) Andy, Jim, and Dwight are all paper salesmen. They earn a total of 15%
commission on each sale. If they make a huge sale of $225,000, how much
will they make?

a. Change the percent into a decimal

b. How much did they make?

 4)

Red Lobster Bill

Crab legs $20

Lobster tail $15
Shrimp $10
Mashed Potatoes $5

Jim and Pam go out to dinner and receive this bill. If Jim wants to leave a 20% tip,
how much money should he leave?

a. Calculate the total price of the bill.

b. Write 20% as a decimal.

c. How much money should Jim leave for a tip?

 5) Kevin Malone is an account for a paper company. While working on
expense reports, he must turn decimals into fractions. Complete the rest of
his work. Make all decimals go to the hundredth place.

. 25 1
4

. 70

2
7
1
8

. 35

Recall the percent equation:

6) Andrew Bernard is filling out paperwork to send to the warehouse. Answer

the remaining questions.

a. 50 is what percent of 300?

b. 30% of what number is 30?

c. 20% of 180 is what number?