Small group less 3 MATH
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School
University of West Alabama *
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Course
505
Subject
Mathematics
Date
Apr 3, 2024
Type
docx
Pages
2
Uploaded by BarristerRoseWaterBuffalo23
Small Group Lesson Template
Lesson # 3/3
Subject Content: Math Skill to be taught: Converting fractions to percent
ALCOS Objective: MA.6.RP.3.c: Find a percent of a quantity as a rate
per 100 (e.g., 30% of a quantity means 30/100 times the quantity)
Lesson Objective: The student will be able to convert fractions to percents accurately with 90% accuracy
Materials and Resources Used for Lesson: Pencil
Graphic Organizer
Interactive board
Savvy’s Math Book
Instruction of the Skill:
TTW start the lesson by displaying a visual representation of a pizza sliced into different fractions. I will then ask students: "If you ate 3/8 of the pizza, what percentage of the pizza did you eat?" This will pique their curiosity and activate their prior knowledge on fractions. TTW introduce the key points by using real-life examples like sharing snacks with friends to convert fractions to percent. To address a common misconception, I will clarify that to convert a fraction to a percent, students need to multiply the fraction by 100%.
Best Practice Strategy /Activity
: When starting the activity converting fractions to percentages, the best practice skills I use during the lesson for student to accurately understand how to convert fractions to decimals is using
visual aids
. I utilize visual aids such as fraction bars or circles to help students see the relationship between fractions and
percentages. Another practice strategy that I used was real life examples. This
engaged the students in hands-on activities where they have to convert fractions to percentages themselves, promoting active learning. The last practice strategy that I used during this lesson was peer collaboration. When working on the assessment I encourage peer collaboration to facilitate discussion to enhancing understanding through interaction. By incorporating these practice strategies, I can help students grasp the concept of converting fractions to percentages effectively. Student Activity: The students and I converted the fractions into percent’s with step
by step instruction on how to convert fractions.
Reflection:
The students were able to convert fractions into decimals. When following up with the students on the assessments. I instructed the students to show step by step on how they would convert the fractions to decimals. While observing the students in small group the students worked in pairs, the students were able to produce the correct answers for the equations with 100 percent accuracy. When teaching this lesson, I learned that it is very important for me as a teacher to go in to a lesson confident with that I am teaching, I did not want the students to go away from the lesson confused and not able to master the skill that we had done. With this lesson I had one student who attention span was short this day, so I had to keep bringing the student back to the lesson. With
this I learned that one of my weakenss was keeping the students on track. Next time I will make sure that I do not give much down time and keep the lesson going smoothly, I think my strength in this lesson was able to explain clearly and accurately to the students how to convert fractions to percent. This has always been one of my favorite lessons when I was a student in school. Being confident with this lesson helped be with a cleat delivery of the skill .
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