MATH LESSON PLAN

Math Lesson Plan

Math Lesson Plan

Background

Theme: Relating fractions, percents, and decimals as a part of a whole

Lesson Topic: Practical applications of fractions, percents, and decimals: Designing my school's playground

Background to Lesson: The students have studied the common use of fractions, decimals, and percents, and their meanings. Students also explored the equivalence between fractions, decimals, and percents, using 10x10 grids.

English proficiency levels: intermediate

Grade: 5

Standards: State Mathematics Standards of Learning, Grade 5

5.2 The student will recognize and name commonly used fractions (halves, fourths, fifths, eighths, and tenths) in their equivalent decimal form and vice versa.

Preparation

Content Objectives: The students will be able to

represent common fractions (1/2, 1/3, 1/4, 1/5, 1/6, 1/8, 1/10) on 10x10 grids.

make connections about the relationship between fractions, percents, and decimals.

apply their knowledge of fractions, percents, and decimals to the real-life task of designing a playground.

Language Objectives: The students will be able to

discuss their playground design in small groups.

use key vocabulary to describe relative size and express the same amount in fractions, decimals, and percents.

explain their playground designs to the class, both orally and in writing.

Key Vocabulary

One half, one third, one fourth, one fifth, one sixth, one eighth, one tenth

Percent

Fraction

10x10 grid

Equivalent fraction

Proportion

Design

Portion

Materials

Teacher Materials

Large chart paper with the title “My school's ideal playground”

Posters of equivalent fractions and percents

10x10 grid papers illustrating different sizes of fractions

Sample drawings of school playgrounds

Sample design of school playground on a 10X10 grid

Sample playground design key

Student Materials

Large 10x10 paper grids

Crayons and colored pencils

Scratch paper

Calculators

“My Ideal Playground Design” table

Motivation

Ask students to name the different areas and equipment in their school playground and in other playgrounds they have visited. For students who have come from other areas of the country or the world, ask them how playgrounds in those regions compare to those where they now live. Possible answers may include: sandbox, swing area, hopscotch area, monkey bars, bridges, play house, slides, climbing walls, run around area, jungle gym, benches, area to run around, etc. Discuss and illustrate on the board any playground vocabulary that is unfamiliar to most students.

Ask the students to imagine that they are architects who are responsible for designing a new playground for their school. Hang on the board a large chart paper titled “My school's ideal playground” and ask students to brainstorm areas they would like to include in the design. Write their ideas on ...