# The Craft of Word Problems

## CONTENTS OF CURRICULUM UNIT 04.05.04

## The Art of Interpreting Percent

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## Lesson 1

Goal: Students will visualize the use of a number line of fractions and their corresponding percentages. The meter system will provide an easy point of reference for measurement, fractions, and percentage. Students will become comfortable with recognizing common fractions and their corresponding percentages. Students will complete a KWL, which will enable the class to build on prior knowledge as it relates to percentages. Students will write in their math journals and begin making individual time lines that will correspond to the class clothes line, time line.

Before the students arrive, set up a clothes line suspended ten meters across the back of the room. (Any even number of meters will work easily, if utilizing a length of ten meters then the 50% and 1/2 location will be five meters from the end point.) Provide index cards to write the fractions on the bottom of the index card and the corresponding percentages above the fractions, as they are discovered. Equivalent fractions will be written on separate index cards and attached via a paperclip to existing fractions already located on the clothes line. There will be numerous equivalent fractions suspended from the original fractions via paperclips. For example, index cards with the following fractions will be attached to the 50% index card 1/2 , 2/4, 3/6, 4/8, 5/10, and 6/12. The cards will be attached via paperclips and left in place during the entire unit. (See Table VIII, IX, and X) This will be a wonderful visual aide of fractions and their corresponding percentages, which should assist the students in their understanding of each concept and how they relate to each other.

I recommend utilizing the strategy of “KWL”, (what the students “Know”, what they “Want” to learn, and what they have “Learned”); about percent. This strategy is an effective means to determine prior knowledge, which should be posted on a permanent board to review as needed, during the unit. As the students learn about percent they can verify whether or not their “knowledge” was accurate and erase anything that is determined to be inaccurate, as it is proven. In addition, keep a record of the things students “Want” to learn about percent. This list should be developed and posted during the class “KWL” brainstorming discussion, which should be added to by the students anytime during the discovery of percent unit.

My students will be expected to utilize their math journals to identify information that the students have discovered and proven to be accurate. This daily journal will include mathematical calculations, illustrations, written documentation and reflections. The students should be well versed in journal writing as studies have shown that writing about mathematics enhances understanding.

I will introduce percent as, a number that expresses a relationship between two numbers. Percentages are like fractions: just as a fraction is of an associated whole, a percentage is of some number. In fact, the numerator of a fraction with denominator of 100 is also the percentage. Because every fraction can be expressed as a decimal, therefore every percentage can also be expressed as a decimal.

In addition, each student will make a number line which will correspond to the class clothes line. Utilizing large paper held length wise the students should draw a line in the center of the paper. The percentages will be put above the number line and the corresponding fractions will be listed below the line. This will be an individual work in progress which will be added to daily. (See Table VIII, IX, and X)