PRIMALS 7–10

Pedagogical Retooling in Mathematics, Languages,

and Science for Grades 7–10 Teachers

Session 8
Out of a Hundred:
Fractions, Decimals and
Percents
(Adapted from Out of a Hundred: Fractions, Decimals and Percents, a Trainer’s
Training Resource Package by Ms. Marjorie Salcedo-Javier)

Learning Action Cell Session Guide

Math 7–10

Prepared by:

MARY GRACE M. BELOY

Justice Cecilia Muñoz Palma High School
Division of Quezon City
Department of Education
Objectives
At the end of the session, teachers should be able to:

1. To use fraction and decimal models to relate fractions, decimals and

percentages
2. To use fraction and decimal models to solve percent problems
3. To connect fraction models to procedures and algorithms
4. To use real word problems to show application of concepts
5. To integrate geometry with arithmetic using drawing and construction
activities

Key Understandings
1. Decimals and percents are specific equivalents of fractional relations.
a. Decimals are fractional base-ten equivalents making use of place
value
b. Percents are relationships based on a one-hundred part-whole.
2. Decimals like fractions, give us a way to represent numbers that are
larger or smaller than whole numbers. The values to left of the decimal
point are whole numbers, and the places to the right of the decimal are
less than one whole.
3. Decimals are widely used in daily life, and almost exclusively in scientific
and technical work.
4. Percent comes from the Latin words per centum, which means “for each
hundred”. A percent expresses a ratio between a given number and 100.
The concepts of ratio and proportion are often used in teaching of
percents.
5. The use of models and pictures provides a further opportunity for
understanding and conversations. Having a concrete referent helps
students develop understandings that are clearer and more easily
shared.
6. Algorithms should not be the primary goal of computation instruction.
Using algorithms, the same series of steps with all problems, is
antithetical to calculating with number sense. Calculating with number
sense means that one should look at the numbers first and then decide
on a strategy that is fitting and efficient.

Materials Time Allotment

1.75 hours (1 hour and 45 minutes)
 Videos
 Worksheets
Alignment to the PPST
Strand 1.1 Content knowledge and its
application within and across curriculum
areas

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 Strand 1.2 Research-based knowledge
and principles of teaching and learning

Strand 1.4 Strategies for promoting

literacy and numeracy

Strand 1.5 Strategies for developing

critical and creative thinking, as well as
other higher-order thinking skills

Strand 1.7 Classroom communication

strategies

Strand 2.3 Management of classroom

structure and activities

Strand 4.1 Planning and management

of teaching and learning process

Strand 4.2 Learning outcomes aligned

with learning competencies

Strand 5.2 Monitoring and evaluation of

learner progress and achievement

Strand 5.3 Feedback to improve

learning

Strand 7.1 Philosophy of teaching

References
Australian Association of Mathematics Teachers. Fractions: Teaching for Understanding.
Adelaide, SA. 2011.

Burns, Marilyn. About Teaching Mathematics, a K-8 Resource, 2nd edition. Math
Solutions Publications, Sausalito, California, 2000.

Fosnot, Catherine Twomey, Maarten Dolk. Young Mathematicians At Work, Fractions,

Decimals and Percents. Heinemann, Portsmouth, New Hampshire, 2002.

Kiernan, Denise. Math Games to Master Basic Skills: Fractions and Decimals. Scholastic
Teaching Resources, New York. 2007

Kramer, Klaas. Teaching Elementary School Mathematics. Allyn and Bacon, Inc. 1978

Mitchell, Cindi. Amazing Math Puzzles and Mazes.,Grades 6-8. Scholastic Teaching
Resources, New York. 2001.

Mitchell, Cindi. Dazzling Math Line Designs, Grades 6-8. Scholastic Teaching Resources,

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 New York. 1999.

Silvey, Linda and James R.Smart. Mathematics for the Middle Grades (5-9). The National
Council of Teachers of Mathematics, Inc. Virginia 1982

Sousa, David. How the Brain Learns Mathematics. Corwin Press, California. 2008

https://www.mottocosmos.com/wp-content/uploads/2018/04/18172-Lou-Holz-quote-LIFE-
01.jpg

Procedure
Introduce the session by saying: “Good ______ everyone. I am __________ of
____________. Welcome to an exciting LAC session (number). Our topic for today
is “__________”. Our resource person for this session is Ms. Marjorie Salcedo-
Javier from Community of Learners. Before we start, let us take note of the
following session objectives.”

Activity Number 1: Percent Rummy (5 minutes)

Objective: to identify equivalent fractions, decimals, and percent
Materials: *deck of Percent Rummy cards for each group
(*Make sure that there are 17-20 fraction-decimal-percent equivalences. e.g. 17
fraction-decimal-percent equivalences make a deck of 51 cards while 20 fraction-
decimal-percent equivalences make a deck of 60 cards.)

1. Six cards are dealt to each player for 3 or 4 players; nine cards are dealt for
2 players. The remaining cards are placed face down in the middle (the
stack).
2. The top card is turned over and placed next to the stack and forms the
discard pile.
3. The player to the left of the dealer draws one card from the stock or discard
pile. If the player has three of a kind (equivalent fraction, decimal, percent),
he or she places them face-up on the table. If the three are not equivalent,
the player must place them back in his or her hand.
4. When the player has played all cards possible, the player discards one
card. The next player can either take the top card from the stock or the
discard pile. Play continues.
5. The game is over when a player has played all of his or her card. That
player is the winner of the game.
6. If more than one game is played, when a player plays all of his or her cards,
the other players count the cards they still have in their hands and give that
number of points to the winner.
7. The champion is the player with the most points at the end of the game.

Activity 2: Percent Domino (5 minutes)

Materials: 24 percent domino

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 1. Divide the domino tiles among the players.
2. Match the percent with its corresponding decimal square picture.
3. The player that uses up all his/ her domino tile first wins the game.

Activity 3: Fraction, Decimal, Percent and Decimal Squares (Percent Rummy)

(5 minutes)
Materials: fraction-decimal-percent-decimal square cards

1. In a group of 4 players, 5 cards are dealt to each player. The remaining

cards are placed face down in the middle (the stack).
2. The top card is turned over and placed next to the stack and forms the
discard pile.
3. The player to the left of the dealer draws one card from the stock or discard
pile. If the player has four of a kind (equivalent fraction, decimal, percent), he
or she places them face-up on the table. If the four are not equivalent, the
player must place them back in his or her hand.
4. When the player has played all cards possible, the player discards one card.
The next player can either take the top card from the stock or the discard
pile. Play continues.
5. The game is over when a player has played all of his or her card. That player
is the winner of the game.
6. If more than one game is played, when a player plays all of his or her cards,
the other players count the cards they still have in their hands and give that
number of points to the winner.
7. The champion is the player with the most points at the end of the game.

Activity Number 4: Fraction, Decimal, Percent and Decimal Squares (123

pass) (5 minutes)
Objective: to match equivalent percent, decimal and fraction quantities
Materials: fraction-decimal-percent-decimal square cards

1. Players hold up their cards and on the count of one-two-three pass, players
discard an unwanted card and passes this to the player on the right.
2. Cards are passed until one of the players is able to complete the set of 4
equivalent cards.

Activity Number 5: Percent Square Puzzle (5 minutes)

Objective: to match equivalent percent, decimal and fraction quantities to form a
square.
Materials: Percent Square puzzle pieces for each small group

1. Cut out the square puzzle pieces and place them in small bags or
envelopes
2. Give each small group a bag or envelope of puzzle pieces.
3. Tell the participants to use the small to construct a larger square, where
each side of the squares match (percent to decimal or percent to fraction or
fraction to decimal.

Analysis 1 - 5 (15 minutes)

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Have the learners reflect on the following questions:
1. What will help learners better understand fractions, decimals and
percentages?
2. Why is it important to use concrete objects in discussing fractions, decimals
and percentages?
3. What challenges did you encounter in performing the activity?
4. What did the activities make you feel?
5. What facilitated the identification of the winner?
6. What helped you achieve the objectives of the game?
7. How will these activities help learners better understand fractions, decimals
and percentages?
8. How does the activity provide opportunities for extended discussion?

Pre-viewing Questions
1. What can be used to model real-world situations and promote problem-
solving ability?
2. Why is it important to emphasize that decimals and percents are specific
equivalents of fractional relations?
3. Why should lessons be designed to build on what students already know?

Viewing Session

Title: Out of a Hundred: Fractions, Decimals and Percents

Resource Person: Ms. Marjorie Salcedo-Javier from Community of
Learners, PRIMALS 7-10 National Training of Chief Trainers

Discussion

After watching the video, let the participants process the information they gathered
by answering the Pre-viewing Questions presented earlier.

Abstraction (20 minutes)

Say: The activities that you did point out that a fractional relation can be written in
different ways (as a decimal or as percent).

Lessons should develop gradually from concrete to abstract and provide intuitive
understanding of relations and operations with decimals and percents.
Manipulative materials promote problem-solving ability by providing a vehicle
through which children can model real-world situations.
It is crucial to an adequate understanding of fractions as decimals that children
internalize the equivalent meaning of such symbols as 1/4, 25/100, 0.25 and 25%.
The computational processes are easier to teach and more understandable when
students have a good grasp of our decimal numeration system (Silvey and Smart,
1982)
It makes sense to format lessons that build on what students already know.

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Instructional activities should expand students’ knowledge from their daily life
experience into more general understanding. (Marjorie Salcedo - Javier, 2018)

Reflection Questions

Say: Write on your journal or notebook.

“Today, I learned that …”
How would you connect the session to your current practices in teaching
decimals and percents?
How are the activities relevant to the conceptual framework for Mathematics
Education? (manipulatives, visualizing and modeling, applying and
connecting)

Application (35 minutes)

8. Design an engaging activity that will integrate geometry with arithmetic

using drawing and construction activities.

Note to the facilitator:

Use the Activity Sheet 2 Pattern Block Star as reference

Discussion (10 mins)

Presentation by group (5 mins)

Closing
Say: “Before we end our LAC session today, let me share with you a quote from
Lou Holtz:

“Life is ten percent what happens to you

and ninety percent how you respond to it.”

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