Students will demonstrate their ability to

rename fractions as decimals, decimals as

percentages, and decimals as fractions.

Don’t Stop the Beat

2c

Materials

-Worksheet:

A Limber Leader

-Captain’s Challenge

Workbook

-Ruler

Lesson Objective:

Students will demonstrate their ability to rename fractions as

decimals, decimals as percentages, and decimals as fractions.

CA State Standards / Common Core:

5 NS 1.2

CST Released Test Question(s)

(February 2009 Grade 5) #4-8

Guided Practice:

1. Start by writing the numbers 35, 21, and 18 on the board. 2. Have students figure out what number would make your total of all four numbers

equal 100. (26) 3. Tell students that each number represents a part of a hundred, and rename each

number as a fraction. (35/100, 21/100, 18/100, and 26/100) 4. Select three volunteers to come to the board and make each number into a

reduced fraction in lowest terms. (21/100 is already reduced.) 5. Once all fractions are correct, select four new students to come to the board and

convert each fraction into a percent. 6. Remind students that a percent is a portion out of 100. (e.g. 42/100= 42%) 7. Once all percentages are correct have each student convert their percent into a

decimal, with the help of their classmates. (e.g. 42%=.42) 8. Have students review the information on the board and answer any questions

students might have about the renaming process you just completed. 9. Hand out the Don’t Stop the Beat Worksheet

a. Remind students that you will be doing the “Anaheim Ducks” section together as a class, and to wait for instructions before beginning the worksheet.

b. Also, remind students that all written responses need to be in complete sentences.

CONTINUED ON NEXT PAGE…

10. Direct students to look at the “Anaheim Ducks” table, and to not begin the worksheet just yet.

a. Discuss the information given in the table as a class, asking the following questions:

i. How many players are represented in the data collected? 4 ii. How many total Skater Jumps does the team need to complete?

100 iii. What do you notice about Francois Beauchemin for the Anaheim

Ducks in each chart? Students should notice that he does not have any of the data listed for his number of Skater Jumps and Seal Jacks that he completed.

iv. How do you think we will find out the number he completed? Find out the total for the first three players and then subtract that number from 100.

11. Select a student to read the direction listed on the worksheet to the class. 12. As a class, complete the missing data in the chart for Skater Jumps. 13. After the chart is finished ask students questions about the data. (e.g. “How

many Skater Jumps did Corey Perry complete?” or “What percentage of the team’s Skater Jumps did John Gibson complete?”)

14. Now complete the Seal Jacks chart together. 15. After the chart is finished, as a class, complete the first sentence together about

Corey Perry comparing his number, fraction, decimal, or percentage of Skater Jumps to Seal Jacks.

16. Have students complete the remaining three sentences on their own, and then share their answers with the class.

17. Check to make sure that students understand the concepts presented and have filled in the first part of the worksheet correctly before moving on the independent activity.

Independent Activity

1. Divide students into teams of four. 2. Each group will need to choose a team name, e.g., “My Team: The Power Plays” 3. Have each student write their name and the other group member’s names

inside the boxes on the chart. 4. Have the team determine how many Skater Jumps each person in the group will

complete to allow the team to reach the goal of 100 Skater Jumps. Write the number of Skater Jumps next to each person’s name in the column on their team chart.

5. Have each member in the group complete their Skater Jumps. (For each exercise encourage students reach their goal in 30 seconds.)

6. After everyone in the group is finished have the team work together to fill in each of the remaining columns in the chart.

7. When every group in the class has finished their Skater Jumps have each group determine how many Seal Jacks each person in their group will complete to allow the team to reach the goal of 100 Seal Jacks.

8. Record the numbers in the chart. 9. Have each member in the group complete their Seal Jacks. 10. After everyone in the group is finished have the team work together to fill in

each of the remaining columns in the chart. 11. Student should then independently complete a sentence that describes a

statistic of each group member’s amount of Skater Jumps and Seal Jacks, #5-8. 12. Walk around the room once the activity begins to help insure students correctly

complete the activity and ask students questions to guide them if they are in need of help.

Extension

For advanced students and/or for extra practice: Have students follow the Overtime instructions listed at the bottom of the worksheet.

For English Learners and/or students in special education, here are some suggested vocabulary terms to help preview and reinforce throughout the lesson:

- fraction - decimal - percent - rename

27 20 22 31

27/100

22/100 = 11/50 31/100

.20

.22

.31

27% 20%

31%

15 33 24

28/100 = 7/25 15/100 = 3/20

33/100 24/100 = 6/25

.28

.33

.24

28% 15%

24%

Corey Perry completed twenty-seven percent of the team’s Skater Jumps and seven-twenty fifths of the team’s Seal Jacks.