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Math Concept: Fractions and percentages

Grade 5
CSS.Math.Content. Interpret a fraction as division of the numerator by the denominator (a/b = a b).
Solve word problems involving division of whole numbers leading to answers in the form of fractions or
mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example,
interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3
wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a
50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what
two whole numbers does your answer lie?

Big Ideas: Division of objects can be shown as fractions and percentages

of a whole.
Lesson Goal #1: Students will reinforce understanding of the connections
between fractions and percentages by using candy to represent parts of a whole on
a meter long paper strip.
Open Question: How can you show a fraction and a percent with a group of 100
Expected Student Responses
By making it over 100.
You have half, so you have 50%
When you have a quarter its like 75c, so its like 75 out of 100.
You can put them in different groups.
A percent is the same as out of 100, so the number on top is the percent.
Students are working in groups of 3-4 to list ideas.
Teacher questions to probe thinking: What fraction would represent you
having all of 100 candies? What percent would that be? How about if you
had half of 100 items? What if you had a quarter of 100 items? What
fraction would that be? What percent would show having a quarter of the
100 items? Would 50% of 100 objects be the same as 50/100? Why or why
not? What does it mean to have 50% of something? Is your fraction in
simplest form?
Academic Language Check: Guide students away from using informal language and
instead use academic language. Teacher will write their shared ideas on the board, and
then as a class we can change informal language to academic language.
All of it = whole
Some = part / fraction / percent
Number on top = numerator
Number on bottom = denominator

Debrief: Students will share ideas they brainstormed with their groups to the whole class
as the teacher writes their responses. They will be reminded to use their academic
language, and will be provided with the following sentence frames:
______% of the 100 candies is the same as ________(fraction)
______(fraction) of the 100 candies is the same as _______%
Summarize what we have learned: Complete the sentence frame and read to a partner.
If I have _____ out of 100 candies, that would be ______% or ______(fraction).
Formative Assessment (Exit Ticket): How can you clearly see the relationship between
fractions and percentages when youre working with a whole group of 100 items?

Lesson Goal #2: Reinforce the understanding of the connection between fractions
and percentages using 100 different colored candies.
Parallel Task: Students choose which task they prefer
Task 1: Use a meter strip of paper separated into centimeters (100 centimeters).
Lay out the candies by color, and color code the strip to match your data. Create a
part to display your meter strip, making sure to label the percent and fraction of
each color you have.
Task 2: Use technology to represent the number of each color of candies you have
in your bag on a pie chart. Put this graph on a poster and label the percent and
fraction of each color you have.
Academic Language Check: Make sure students continue to use the academic language
from part 1.
Debrief: Students will present their posters, having students explain their findings,
describing how they found the percent and fraction, and saying how the fraction and
percent are related.
Summarize what we have learned: Students will complete the sentence frame and read
it to a partner: When we had ____(#) ______(color) candies, that was _____% and
_____(fraction) of the whole.
Formative Assessment: If you wanted to explain the ideas in this lesson to a friend,
which model would you show them, the meter strip or the pie chart? Why would you
choose that model? (NCTM: A Meter of Candy)