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Experience

Name & Student Number: Costi Tsakiridis - 2113358

Curriculum (Learning) Area of Lesson or Learning Task: Mathematics

Specific Topic of Lesson or Learning Task: Fractions, Decimals & Percentages

Year Level/s: 6/7

Differentiation Choices

Mark the appropriate box/es

**1. For this assignment, I have chosen to design a differentiated:
**

Learning Menu or Agenda

Choice Board

RAFT

Summative Assessment Task for Unit of Work

Lesson with Specific Adjustments for Students with Special Needs

Series of Tasks for Learning Centres or Stations

Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:

Readiness

Interest

Learning profile preferences

Although Learning profile preferences is what it is mainly differentiated for, it does alter in

readiness levels and interests.

Context

This choice board will be introduced in a lesson towards the end of the unit on decimals,

fractions and percentages. A few days prior to this lesson, the students will complete a preassessment activity (see appendices 1) which will give the teacher an indication of whether their

students will be able to complete the task successfully. Students will be asked to select three

different activities from the choice board. The three activities that the students choose on the

choice board will be used as summative pieces of assessment. If the student fails to reach the

pass mark of 50% on the pre-assessment task, the teacher will spend extra time with these

students whilst the others complete their choice board activities. For the students who need the

extra time with the teacher, the amount of activities they need to complete by the due date will

alter; these students will only need to complete two tasks of their choice.

Due to the range of ability and readiness levels within the class this choice board ensures the

learning task is differentiated to address differences in student’s readiness, interest and learning

profile preferences. One student in the class suffers from Autism Spectrum Disorder (ASD). The

pre assessment task has indicated that five students in the class of 30 will need extra time in

lesson 7 to work on their shortcomings in the area of decimals, percentages and decimals.

Students will have mathematics lessons as well as homework time to prepare their work. The

EDUC4720_4721_9406 2016

**lessons that will be dedicated to working on their activities on the choice board will be
**

highlighted in an overview of the unit plan below:

Lesson 1: Introduction to decimals

Lesson 2: Introduction to fractions

Lesson 3: Introduction to percentages

Lesson 4: Converting decimals to fractions & percentages

Lesson 5: Converting percentages to decimals & fractions

Lesson 6: Converting fractions to percentages & decimals

Lesson 7: Introduce the choice board to the class + work closely with students who failed

Pre assessment activity

Lesson 8: Work on choice board activities

Lesson 9: Work on choice board activities

Lesson 10: Work on choice board activities

Lesson 11: Presentations to the class

Explanation:

This choice board is an example of differentiation as it is providing the students with a range of

different ways in which they can choose to show their knowledge of decimals, fractions and

percentages (Algozzine& Anderson, 2007). Within this choice board, we have given the students

nine different activities, which have a range of different ways to present the students’ knowledge

on decimals, percentages & fractions. It caters for students who prefer visual, verbal,

kinaesthetic, technological, musical/rhythmic, logical/mathematical, naturalist,

intrapersonal/reflective and intrapersonal/group ways of presenting things.

Within the activities on choice board there is a lot of room for students’ choice when completing

a task (Tomlinson, 2010). For example in activity 3, we are allowing the student to choose a

recipe of their own, instead of providing one. This is an example of catering to students’ interest

because if this is of a recipe of a food they like, they will be more inclined to finish the task as it

is catering to their interests.

Each activity will have its own individual rubric (see appendices 4) in which it will be marked

from and the scores of the three activities that the student complete will be added together to

give them the final grade for this unit of work. Exit cards (see appendices 2) will be filled in by

the students in order to identify and assist those students who may be having some difficulties

with the task. Students will be provided with ‘help cards’ (see appendices 3), these will assist

them if they run into difficulty remembering some of the rules with converting fractions, decimals

and percentages. Each student will receive an ‘Activity Explanation’ sheets (found in lesson

plan) in order to give them an extended understanding for on what is expected of them. This will

allow the teacher more time to spend with the students who require the extra attention.

To cater to the student who has ASD within the class we will be sure to ensure that the work

given to the student is achievable. For this reason, the student will only be required to complete

one of the activities. He will also be working very closely with an SSO who will provide support

for him when he wants and needs it. As the student is generally a student who prepares creating

and working with visuals, I was sure to add in activities that would be appealing and obtainable

for this student. I was sure to add in as many visuals in the explanation sheet to give this

student, and other, a better chance of understanding what is expected.

EDUC4720_4721_9406 2016

**Lesson Plan: Lesson 7: Introduce the choice board to the class
**

50-minute lesson

Materials:

30 x Decimals, Fractions & Percentages Choice Board Activity Sheet

Smart Board

YouTube Clips:

o https://www.youtube.com/watch?v=do_IbHId2Os- Math Antics - Convert any

Fraction to a Decimal

o https://www.youtube.com/watch?v=lOmv-M2jKDU - Converting Percentages

Fractions Decimals

o https://www.youtube.com/watch?v=fp0wJ9d3pKE – Simplifying Fractions

Overview of Lesson:

The main goal of this lesson is to introduce the students to their final summative piece of work

on the unit of decimals, fractions and percentages. The students will be shown the storyboard

and each activity will be explained and discussed with the class. If students have any questions

throughout this period, they are to put their hand up and questions are to be answered as the

teacher works through this. Before the students are sent to complete their tasks, explain to the

students that you may be working with smaller groups throughout this time.

Ask the five students who failed the pre-assessment task to be the first group to work with you.

This group will work with the teacher for the next 20 minutes showing new videos, which further

explain fractions, decimals and percentages in order to try to help these students. The teacher

will then ask the students to work back in their book to work on previously attempted questions

on decimals, fractions and percentages. With the teachers’ eye close on their process, they will

be able to determine where the students are making errors and therefore fix the problem through

discussion and instruction. After this is completed, explain to the students that they only need to

choose two activities to complete instead of three, as they have lost the time that the other

students had to work on their Choice Boards.

The teacher will then roam the room to ensure that all other students are okay with the task or if

they need extra assistance in their learning. If there is another few students who are struggling

pull them aside and work with them in small groups like you did with the initial group of students

who were having trouble. Tell these students that they are also allowed to complete two of the

three activities.

Body of lesson:

Introduction - 15 minutes:

Explain each section of the choice board to the students. The teacher will explain an overview of

the expectations of each activity. This will give students an opportunity to begin thinking about

which activities would best suit them. The Activity Explanation sheet below will be given to the

EDUC4720_4721_9406 2016

**students along a copy of choice board. Larger images
**

from the sheet to will be displayed on the Smart Board to

assist the students, for the remainder of the lesson.

**Activity Explanation sheet
**

Activity 1:

Use a visual organiser to compare and contrast fractions,

decimals and percentages. Be as creative as you like, you can

use a computer to make it if you like. Here is an example of a

visual organiser, which is about algebra:

Activity 2:

Create a PowerPoint presentation explaining how to convert percentages to

decimals and fractions. Within your

PowerPoint, be sure to use visuals. There is no time limit on how long your

PowerPoint must be. Here is an example of an excellent PowerPoint slide

with visuals about fractions:

Activity 3:

Covert a recipe of your choice that converts fractions into both decimals and

percentages. Display the adjusted recipe and prepare the food to share with your

classmates. The recipe can be your own choice. Be sure to check with a parent if you

will be able to get help at home with cooking and buying the ingredients prior to picking

this activity. If this were your recipe to the right, I would expect that the percentages and

the decimal be added next to the fraction.

Activity 4:

Create a spreadsheet of a budget with at least 10 items of your choice.

Each item should be in dollar (decimal) amounts. Identify the percentage

of the budget spent on each item. I recommend using Microsoft Excel to

create this spreadsheet unless you have another program that you know

how to use. An example of what it might look like can be seen here:

Activity 5:

Write and perform a poem or rap about fractions, decimals and

percentages and how they work interchangeably. An example of what your rap/poem may sound like can

be seen at this link, which we will watch now: https://www.youtube.com/watch?v=fp0wJ9d3pKE

Activity 6:

Make a chart comparing decimals, fractions and percentages. This can be done

on poster form by hand or charts which are made on the computer. Be creative in

your displays.An example of an eye catching display can be seen here:

Activity 7:

Research an environmental topic of interest such as endangered species or global

warming. Write a report of your findings using fractions, decimals and percentages throughout it. The

report can be as big or as small as you like as long as there is evidence of the correct use of fractions,

decimals and percentages throughout it.

Activity 8:

Write a journal or diary about a day in your life. Explain where fractions, decimals and percentages were

used throughout your day and provide examples (at least 5 different things). Try to be creative in the way

you present your work. You can use technology to produce your work if you choose.

Activity 9:

EDUC4720_4721_9406 2016

In a group with at least two other students, discuss real life situations where you would use fractions,

decimals or percentages. Make a list of at least 10 uses and act these out for the class. Be sure to find

two other people who will be interested in this activity before choosing it. Your groups can be larger than

that if you like.

Tell students that they are to start working on their choice boards and that they will have the rest

of the lesson to do so. Students who identified as failing the pre assessment task to join the

teacher in a small group in a quiet spot in the classroom.

Body - 20 minutes:

Work with the small group of students who are having problems with fractions, decimals

and percentages.

Watch videos;

o https://www.youtube.com/watch?v=do_IbHId2Os- Math Antics - Convert any

Fraction to a Decimal

o https://www.youtube.com/watch?v=lOmv-M2jKDU - Converting Percentages

Fractions Decimals

Answer any further questions which the students may have in regards to fractions,

decimals and percentages.

Work with these students on previous questions and problems which would have been

attempted in classes previous to this one.

Routinely check in on the rest of the class throughout this time. Have students who are

not working with you in the small group use the colored cup approach in order to help

you gauge immediately which students need help.

One you feel the students who are working in the small group have a good enough

understanding to complete the activities, tell them that they only need to complete two as

opposed to three activities. This is due to the extra time spent teaching these students.

End of lesson - 15 minutes:

Ensure all students have an idea about which activities they are choosing to present their

knowledge about fractions, decimals and percentages.

If there are any students who were not in the initial group of five who received extra help

who are still struggling, have the same mini lesson you had with the first group with these

students. Tell them that they only need to complete two activities due to this extra time

spent.

Five minutes before concluding the lesson, give the students the exit cards to fill in

before they are to leave.

Total: 50 minutes

Conclusion:

By looking at each students exit cards, the teacher will be able to determine which of them have

decided on what activities they will be working on at home and the next three lessons. If

student/s have not stated which activities they will be completing, be sure to approach these

students and assist them at the beginning of the next lesson.

EDUC4720_4721_9406 2016

**CHOICE BOARD - Fractions, decimals& percentages
**

CHOOSE FROM BELOW;

1.

2.

3.

**Use a visual organiser to
**

compare and contrast

fractions, decimals and

percentages.

**Prepare a 3 minute oral
**

presentation explaining how

to convert percentage to

decimals and fractions. Use

visuals within your

presentation.

**Covert a recipe of your choice
**

that converts fractions into

both decimals and

percentages. Display the

adjusted recipe and prepare

the food to share with your

class mates.

(Visual)

(Verbal)

(Kinaesthetic)

4.

5.

6.

Create a spreadsheet of a

budget with at least 10 items

of your choice. Each item

should be in dollar (decimal)

amounts. Identify the

percentage of the budget

spent on each item.

**Write and perform a poem or
**

rap about fractions, decimals

and percentages and how

they work interchangeably.

**Make a chart comparing
**

decimals, fractions and

percentages.

(Logical/Mathematical)

(Musical/Rhythmic)

(technological)

7.

8.

9.

Research an environmental

topic of interest such as

endangered species or global

warming. Write a report of

your findings using fractions,

decimals and percentages

throughout it.

**Write a journal or diary about
**

a day in your life. Explain

where fractions, decimals and

percentages were used

throughout your day and

provide examples (at least 5

different things)

**In a group with at least 2
**

other students, discuss real

life situations where you

would use fractions, decimals

or percentages. Make a list of

at least 10 uses and act these

out for the class.

(Naturalist)

(Intrapersonal/Reflective)

(Intrapersonal/Group)

Assessment:

Students will be marked against the rubrics for each activity (see appendices 4) and a final score

will be given based on how many of the activities they completed. The teacher will be monitoring

exit cards throughout the remainder of the unit to identify if any students are having trouble with

the task.

References

Algozzine, B., & Anderson, K. M. (2007). Tips for teaching: Differentiating instruction to include all

students. Preventing School Failure: Alternative Education for Children and Youth, 51(3), 49-54.

EDUC4720_4721_9406 2016

Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. ASCD.

Learning Objectives

**Describe probabilities using fractions, decimals and percentages (ACMSP144)
**

Compare fractions with related denominatorsand locate and represent them on a number

line(ACMNA125)

Connect fractions, decimals and percentages and carry out simple conversions (ACMNA157)

Find percentages of quantities and express one quantity as a percentage of another, with and

without digital technologies. (ACMNA158)

Solve problems involving the use of percentages, including percentage increases and decreases,

with and without digital technologies (ACMNA187)

**As a result of engaging with the differentiated lesson or task, students will:
**

understand that

Fractions, decimals and percentages are used in our everyday life.

**Know(e.g. facts, vocabulary, dates, information)
**

**Fractions, decimals and percentages
**

are interchangeable.

The meaning of terms such as

fractions, decimals and percentages.

Converting percentages to decimals is

done with division.

**Be able to (do)(Skills, processes)
**

**Convert fractions to percentages by dividing
**

the top number by the bottom number and then

multiplying it by 100 and adding the ‘%’ sign.

Convert decimals to fractions by multiplying

both the top and bottom number by 10 for

every number after the decimal point.

Simplify fractions.

Converting a percentage to a decimal is done

by dividing the percentage value by 100.

**Essential Questions(These should help students engage with the “big ideas” or understandings)
**

Where do we use fractions, decimals and percentages in everyday life?

How do we convert decimals to fractions & percentages?

How do we convert fractions to percentages & decimals?

How do we convert percentages to decimals & fractions?

When should we convert decimals to fractions & percentages?

When should we convert fractions to percentages and decimals?

When should we convert percentages to decimals and fractions?

EDUC4720_4721_9406 2016

Appendices

Pre-Assessment Activity (appendices 1)

Fill in the blanks

Exit Cards (Appendices 2)

Exit cards

I have chosen activities;

__________________________________________________________

__________________________________________________________

__________________________________________________________

**Any questions I still have;
**

EDUC4720_4721_9406 2016

__________________________________________________________

Student Help Cards (Appendices 3)

EDUC4720_4721_9406 2016

**Rubrics for Activities (1-9) (Appendices 4)
**

Activity 1 Rubric

1

Student demonstrates the

knowledge needed to

convert a fraction into a

decimal and a decimal into

a percent with no

mistakes.

Students compared and

contrasted fractions,

percentages and decimals

Student work is well

organized, written neatly,

promotes creativity and is

completed on time.

Total

2

3

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

_______/9

EDUC4720_4721_9406 2016

Activity 2 Rubric

1

Student demonstrates the

knowledge needed to

convert a fraction into a

decimal and a decimal into

a percent with no

mistakes.

Students compared and

contrasted fractions,

percentages and decimals

Student work is well

presented within the power

point and they spoke

clearly throughout

Total

2

3

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

_______/9

Activity 3 Rubric

1

Student demonstrates the

knowledge needed to

convert a fraction into a

decimal and a decimal into

a percent with no

mistakes.

Students were successful

in converting fractions into

both decimals and

percentages throughout

their recipe.

Student successfully

completed their recipe and

made a plate of food for

class to share

2

3

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

EDUC4720_4721_9406 2016

Total

_______/9

Activity 4 Rubric

1

Student demonstrates the

knowledge needed to

convert a fraction into a

decimal and a decimal into

a percent with no

mistakes.

Students were

successfully in their

calculations within the

spreadsheet.

Student work is well

organized correctly and

presented well.

Total

2

3

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

_______/9

Activity 5 Rubric

1

Student demonstrates the

knowledge needed to

convert a fraction into a

decimal and a decimal into

a percent with no

mistakes.

Students prepared a

rap/poem that correctly

portrays information about

decimals, fractions and

percentages.

Rap/poem is well

presented and performed

clearly throughout

presentation.

2

3

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

EDUC4720_4721_9406 2016

Total

_______/9

Activity 6 Rubric

1

Student demonstrates the

knowledge needed to

convert a fraction into a

decimal and a decimal into

a percent with no

mistakes.

Students compared and

contrasted fractions,

percentages and decimals

Student work well

organized, written neatly,

promotes creativity and

completed on time.

Total

2

3

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

_______/9

Activity 7 Rubric

1

Student demonstrates the

knowledge needed to

convert a fraction into a

decimal and a decimal into

a percent with no

mistakes.

Students’ calculations are

correct throughout the

written piece.

Student work is organized,

written neatly, promotes

creativity and is completed

on time.

Total

2

3

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

_______/9

EDUC4720_4721_9406 2016

Activity 8 Rubric

1

Student demonstrates the

knowledge needed to

convert a fraction into a

decimal and a decimal into

a percent with no

mistakes.

Student identified where

they use fractions,

decimals and percentages

throughout their day and

are correct in their

calculations of these

Student work organized,

written neatly, promotes

creativity and completed

on time.

Total

2

3

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

_______/9

Activity 9 Rubric

1

Student demonstrates the

knowledge needed to

convert a fraction into a

decimal and a decimal into

a percent with no

mistakes.

Student worked efficiently

in their group.

Student work was well

presented to the class

Total

2

3

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

Poor

Satisfactory

Excellent

_______/9

EDUC4720_4721_9406 2016

EDUC4720_4721_9406 2016

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