Using Children's Books to Understand Probability, Percent, Ratios, and Circles
Lesson 2
In
this lesson we are going to do an activity with Twizzlers in which
the students will be given Twizzlers and expected to work with them
in showing percentages. We are going to work through the
book,Twizzlers
Percentages Book ,
with our won Twizzlers. Each student will be given 15 Twizzlers of an
assortment of black and red so therefore we cannot do every problem
in the book but should be able to work several of them. I am going to
walk around the classroom while reading the book to help support
students with their work. I also plan on putting up a PowerPoint
which shows most of the problems and thoughts from the book just so
the students can see them better because I will not have the ability
to get each student in the classroom their own book. Also because the
problems from the book will be written in the PowerPoint it will
allow students more time to think about what is happening and what we
are doing. I plan on highlighting page two. This will be most of my
instruction for the day. After that we will work examples because
this is not a complex subject but it is an important one so
repetition will help.
The
student will have an activating strategy of turning a probability
from the book Probably
Pistachio into
a percentage. We will work towards this goal throughout the lesson
and at the end of the lesson their exit ticket will be actually
creating this percentage form the Probably
Pistachio book.
The idea of today's lesson will be a continuation of yesterday's
material. This will start to show the students how this math and all
of math are connected together. At the end of this lesson I want the
students to be able to take the probabilities they found and be able
to turn them into percentages. I believe today's will be the most fun
lesson of the five because this activity is hands on and they get
candy.
Standards:
- Journalism
- The student will understand and utilize oral, written, and visual communication.
- CFU 3005.6.3 Recognize clear or subtle and implied relationships among ideas (e.g., cause/effect, comparative, sequential) in complex informational and technical texts. (Percentages are used to compare so understanding the implied relationship is important. The relationship is 50% is 50 to 100.)
- English 4
- 3005.6.6 Evaluate the ways in which the unconventional organizational structure of a complex informational or technical text supports or confounds its meaning or purpose. (This is important because we use percentages to help people understand the meaning of numbers. They also need to understand how people can use them to confuse.)
- Finite Mathematics
- CLE 3182.5.3 Organize data for problem solving. (This supports the unit in particular. We need to organize the data to create a pie graph. Also this supports the lesson because organizing Twizzlers in this example makes it easier to calculate it percentages.)
- CLE 3182.1.1 Use mathematical language, symbols, definitions, proofs and counterexamples correctly and precisely in mathematical reasoning. (The percent symbol needs to be understood by students if they want understand this lesson. Also they need to use these ideas to justify their answers in this lesson.)
Objectives:
- TSWBAT take percents and turn them into numbers.
- TSWBAT take numbers and turn them into percents.
Assessment/Evaluation
- The students will be assessed in two ways. Informal will be walking around while the students try and turn percents into Twizzlers and Twizzlers into percents. Formally will be an exit ticket and a project after the last lesson.
Materials
- Twizzlers Percentages Book
- Twizzlers Percentages Book PowerPoint
- SmartBoard
Activating Strategy
- I will start the lesson in the PowerPoint by asking two questions. What is a percentage and what does it look like? In the book Probably Pistachio we know he had a 3 in 15 chance of getting popcorn. What is that written as a percentage?
Instructions
I
am going to start today's lesson by using the activating strategy to
get the students engaged. I am going to ask, what is a percentage and
what does it look like? In the book Probably Pistachio we know he had
a 3 in 15 chance of getting popcorn. What is that written as a
percentage? This will hopefully allow the students to become engaged
in the classroom and also allow for the students to start thinking
about percentages. I am then going to read page two of the book to
them. I am then going to pass out the 15 Twizzlers to them.
(Throughout this lesson if the students need guidance they are more
than welcome to look on or ask a person near them. I want them to
approach problems and help each other where needed.) Next I am going
to look at page 4 which shows all three ways to write the
information. I want to make the point if we have 100 out of 100 that
is 1.0 which is 100%. Then I am going to ask the question. If you
have 15 Twizzlers what would be 100% of them. Then I would walk
around and assess their thoughts. I would then ask a student who
arrived at the right answer for an explanation on how he got there. I
would then read the next page. I would then ask the students if we
had 1 out of our 15 Twizzlers what percentage would that be. If they
cannot reach a conclusion on this I would help them and describe it
on the board since this is a harder question. I would then read the
next three pages. We then would look at 90%. I would read this page
and then ask them to replicate this with their red and black
Twizzlers. I would walk around and assess them again. The next thing
I would ask would be if we have 90% red or black Twizzlers then what
percent of the other one do we have? I would then read up until the
10% page with 10 Twizzlers. They could then check their answers from
the last problem. The next page is 80% and 20%. I would ask them to
make a color 80% of what they have. I would then ask them what
percent the other color would be. I would then continue reading the
book until I got to the page of two thirds and one third. I would
again have them replicate this with their Twizzlers. The next thing I
would have them do is pull out their calculators. I would have them
put 2/3 in and tell me what they calculated. I would then show them
which they have already seen is we move the decimal point two places
to write it as a percent. The percent symbol has two circles so that
represents the two places we move the decimal point. We would then
take this concept to the next page with one ninth. I would then ask
them to put that in their calculators and tell me what percent they
calculate. I would then ask a student who received the right answer
to come up and explain what he did. I would wrap up this lesson be
talking about the steps and concepts to turn a number into a percent.
For their exit ticket I would want them to take the activating
strategy question of what was Jack's probability of getting popcorn.
Write that number in a percentage. They would be expected to complete
problems 1-20 on page 424 and turn them into percents in the Finite
Mathematics Textbook.
Book
- The book I am going to use is called Twizzlers Percentage Book and it is about a percentages and how Twizzlers can be used to show them percentages. Included in it is instruction on how to turn fractions into decimals into percentages. It also talks about base 10 and place value which is helpful in the lesson. Besides just Twizzlers it also includes real life application of percents. It has problems dealing with sports and money. I do not believe it is as interesting a book as the previous one but still believe my students will find it engaging especially when they get to eat the Twizzlers. Also like the other book it is short enough for my students not to become bored with it.
Background
- Percents go all the way back to the Bible
- The percentage symbol was invented in 1650.
Reflection
- The second lesson in the unit is going to deal with percents. Our goal for this lesson is to turn numbers into percents but we are going to concentrate on taking our probabilities and turning them into percents. It is important to tell the students that we are not solving anything mathematically but just changing how the information is being presented. In this lesson it is important to tell the students why people like working with percents and not with the hard data. I think it is also important to point out that percents make the information assessable to more people which is why it is used so frequently.
- They have hopefully been introduced to percents in their math career but because they are so important to the rest of the unit we are going to spend a whole day either reminding or introducing them to the topic. I selected this as the second lesson in the unit because it ties in really well with what we are going to be doing previously and after this lesson. Also I believe it is an easier topic than the previous so therefore will allow the students somewhat of a break.
Continue on to Lesson: 1, 2, 3, 4, 5
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