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Abstract
Students will come to the understanding of percentages greater
than 100% in life applications.
Lesson fundamental understandings:
Essential
Questions: Fractions, decimals, and percents change
when they represent a number greater than or less than one.
Standards
National Standards Number and Operations
(Grades 6-8) Compare and order fractions, decimals, and percents
efficiently and find their approximate locations on a number line.
State Standards Nevada Mathematics
Content Standards and Indicators of Progress- Grade 7 1.7.6 Compare
and order groups containing a mix of fractions, percents, and
decimals(e.g., on a number line)
Lesson
Prerequisite Skills
Students will have prior knowledge of how to work with decimals
(basic operations). Students will have prior knowledge of how to
work with percents (basic operations). Students will be able to
compare decimals with decimals. Students will be able to compare
percents with percents.
Teacher
Information/Situations/Setting/Time Present this
problem:
A movie produced in 1982 grossed 20 million. The remake
of this movie in 1995 grossed 200 million. A critic claimed that the
more recent movie grossed 1000% more than the original. Is that
true?
Teacher will determine whether to have students think
about this problem individually or in groups.
Setting/
Time
This lesson will take one 90-minute period or 2, 45 minute
periods.
* this lesson will set up students working from
different directions. Some students will work in decimals, some with
percents, and even some might work out of both, interchanging
formats of numbers.
Assessment
Students must show work and explain how 200 million is 1000% of
20 million.
Assessment will be continuous through out the
lesson based on questioning, discussions and modeling.
Student Activity/Tasks - Students will
think about the problem individually or in small groups.
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Students will share their methods and rationale.
- As needed,
the teacher will model for students how work to with percents
greater than 100%
- The class will complete guided practice in
increasing percentages greater than 100%
- Teacher will monitor
student progress and guide as needed.
- Students will complete 5
problems of independent practice.
-The teacher will help
students as necessary.
-After students are able to build
percentages greater than 100%, they will be asked if they can think
of a method to reverse the process.
-Students will demonstrate
and explain possible solutions. Class will discuss possible
methods.
-Students will explain logic.
Enrichment/Alternate Activity:
Enrichment will be provided by using pre-1980 prices to prices in
2001 and find the percentage.
Cross-Curricular:
Social Studies students are finding what life would be like in
various times; some items found today would not be around in
previous times.
Technology
Requirements/Tools/Materials
Students would use various websites to check appropriate prices
of items found in past and apply percentages to today’s prices.
Teacher could do research beforehand and give students a list of
recommended sites.
Students may use calculators where
appropriate.
Acknowledgements:
Larry Copes
Additional Resources
Main
URL:
Related Lessons
Related Resources
Copyright © 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.
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