David Cortez June 1, 2023

• Name: David Cortez • Grade/Subject: 6th grade Math • Date:

• Texas Essential Knowledge and Skills (TEKS): (C2)

• (b) (4) (G) generate equivalent forms of fractions, decimals, and percents using real-world problems,
• including problems that involve money;

• 2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do
- Identify the numerator and denominator of a fraction
- understand decimal point less than zero
- Identify fractions in relational to the whole
Generate equivalent forms of fractions, decimals, and percentages
- identify and calculate common denominators
- Recognize and relate parts of a whole as a fraction, decimal or percentages
- Apply equivalencies in real-world applications, including those involving money

• 3. SMART • By the end of a lesson, individually, when given direct instruction and a worked
Objective(s): (C3) example, student will accurately generate equivalent values when given a fraction,
decimal or percentages in real world scenarios with an 80 percent accuracy.

• Essential Question: • How can understanding equivalency help when shopping at a grocery store?

• 4. Central Focus
• (C4)
• How will this lesson
link with other lessons
in the unit?
• How to generate equivalent fractions, decimals, and percentages to represent the
same proportion.
• How to relate mathematical equivalencies to real-world scenarios.
• Understand the relevance of fractions, decimals and percentages in daily life.

• Learning Targets • I can calculate equivalents for fractions, decimals, and percentages.
• I CAN statements that • I can identify common equivalent fractions, decimals, and percentages.
• Clearly show alignment • I can describe how to use equivalencies in daily living.
with TEKS

• 5. Academic •
Language (C5) • Language Function (an active verb that students will use to demonstrate their learning
in the assessments; some examples are- explain, describe, predict, summarize, compare,
evaluate, interpret, justify): identify, calculate, apply, recognize, generate
• Academic language
represents the
language of the
discipline that
students need to learn • Vocabulary (words, phrases, and/or symbols that are used within disciplines):
and use to engage in • Equivalent, numerator, denominator, decimal point, fraction
the content area in
meaningful ways.

• There are 4 language

demands to consider
as you require
students to read,
write, speak, listen,
demonstrate and
perform.
• Discourse (Structures of written and oral language, how will they talk, write, and
participate in knowledge construction: discussions, reports, essays, multi-media
presentations, performance):
• Think-pair-share, partner discussion
 David Cortez June 1, 2023

• Syntax (The set of conventions for organizing symbols, words, and phrases together into
structures, e.g., graphic organizers, formulas, charts, language rules, outlines, graphs,
tables):
- Formulas, Charts, Graphic Organizer

• 6. Targeted • Language Function (How will you help them demonstrate the DO verb?)
Language Supports • Show students various ways to identify key concepts of parts of a whole by depicting the
(C5) parts of fractions, decimals and percentages. Show visual examples and demonstrate how to
• The resources, convert between fractions, decimal and percentages. Show them a real-life example of when
representations, and you would use fractions, decimals or percentages in daily life.
strategies you will
provide to help
students understand, • Vocabulary Strategies - (GO TO Page)
use, and practice the • Math Word Wall – post commonly used vocabulary for students to reference. Allow them
concepts and to add the vocabulary to the word wall as the concepts are introduced.
language they need to
learn within the
discipline • Discourse strategies - (GO TO Page)
• -Write: Write a word problem necessitating the use of fractions, decimals or
• Site the researcher’s percentages involving money.
name as you refer to
the strategy. • -Talk: Compare and Contrast with a student small group, of the different ways to identify
and convert fractions, decimals and percentages.

• Syntax - (GO TO Page)

- Use a chart to display the compare and contrast discussion

- Graphic organizer

• Making Content Comprehensible (R9)

• 7. Assessment/ • Assessment of your TEK

• Evaluation (C6) • Formative:
• Assessment(s) must - Quiz using a hand-out involving generate equivalent forms of fractions,
be aligned to the decimals, and percentages.
TEKS,
• and objectives. • Summative:
• Cumulative exam over generating equivalent forms of fractions, decimals, and
percents using real-world problems that include situations that involve money and
calculating discounted costs.

• Assessment of your language demands:

 David Cortez June 1, 2023

• Formative:
- Create a visualization with a chart using vocabulary terms. Compare with partner.

• Summative:

- Cumulative exam over generating equivalent forms of fractions, decimals,

and percentages – vocabulary/language demand included in assessment.

• 8. Hook (C7) • Hook activity (make connections to prior learning)

- True or false flash card challenge game with pictures representing benchmark
fractions and percents.
• Closure (C7)
• Closure Activity: (make connections to prior learning)
- 3-2-1
- Pair Share
• Student Assets (C7) - True or false flash card challenge game with pictures representing expanded
fractions and percentages.

• Personal assets: Specific background information that students bring to the learning
environment. Understand student learning styles and personal preferences and
incorporate into lesson and questions.
• Cultural assets: Refer to cultural background and practices such as traditions and
languages. Tie a cultural norm with the math lesson and its importance.
• Community assets: Backgrounds and experiences from where they live such as resources,
landmarks, and community events. Understand family, and financial background of
student community and relate to lesson.
•
• 9. Body of Lesson/
• Teaching Strategies • I DO –
and Learning - Use mirror 360 and/or hover cam, to work example problems and explain the steps
Task(s) to finding the equivalent answers between fractions, decimals, and percentages.
• (C9)

• Be sure to include:
• How will students • WE DO –
learn and use - Take Cornell style notes with sample images that will align with the teacher given
examples. We will evaluate and analyze how to solve/ convert between fractions,
academic language?
decimals, and percentages using several examples provided on a handout and
worked by teacher and students.

• Three higher order

thinking questions.
• YOU DO –
- Students will get with assigned partner. They will be given 6 example problems to
• Marzano Strategy work with the partner. Switch with partners on writing down the solution. Create a
graphic organizer to demonstrate equivalencies with two of the problems.

• Differentiation-(GO TO page) (Tailoring instruction to meet individual needs;

differentiating the content, process, product, and/or learning environment):
 David Cortez June 1, 2023

• Second Language learners / Cultural Diversity:

- Showing problems using mirror 360 and/or hovercam. Talk through solution as the
problem is worked for the class using basic language and multiple examples.
Partners grouped to individualize needs (Tomlinson’s flexible grouping).

• Gifted / advanced learners:

- Create their equivalency problems using uncommon fractions. Have them develop
2 additional problems involving money equivalencies (Tomlinson’s individualized
instruction).

• Technology: -(GO TO page)

- Mirror 360, Hovercam; (Hattie’s effective influence) technology is found to have a

strong influence on student achievement: Interactive video method

• Marzano Strategy - (GO TO page)

- Anchor chart, Cornell notes

• Higher Order Thinking Questions (GO TO page)

• 1. How can you benefit from knowing how to convert fractions when shopping?
• 2. When might you have to convert a fraction to a decimal when cooking?
• 3. Explain how you mentally convert common fractions to decimals.

• Grouping / Partnering Technique: (Hattie)

- Student partnering and instruction as needed; small group instruction is found to have a
strong influence on student achievement: Small group learning - .47

• Potential misconceptions and your plan to address it:

- Misconception: Students confusing the denominator with the numerator
Plan: Show students a visual representation of both and have them document in
their notes to include a pictorial representation of the position of both.

- Misconception: Students not understanding that a percentage is a part of a whole,

but can be greater than 1 or 100%
Plan: Review and demonstrate that a fraction can exceed 100% and give visual
examples of this.

• 10. Resources and • Paper, pencils

materials needed • In-class work sheet
(C9) • Anchor chart
• Cornell notes template
▪ (E7) • Examples of converted fractions, decimals, and percentages for lesson
• Color Coded Examples and problems for dyslexic/EL/SPED accommodations

• (How might you differentiate materials and resources for learners with various needs?)

- Use text to speech to read out word problems. Graphic organizers for memory and
solution steps
 David Cortez June 1, 2023

• • SUBMIT LPG and SELF EVALUATION RUBRIC – C9

• 11. Classroom 1. Entry routine for students to come into the classroom each day will include me greeting
Management each student at the door and providing the day’s warm-up activity.
Strategies (CBM5) 2. Warm up activity will be tied to the prior day’s lesson, homework or today’s activity. It
• What procedures will will be done in silence as soon as the student is seated at his/her desk.
you employ to manage 3. Restroom usage will only be allowed only after the first 15 minutes of class and the first
transitions, behavior, transition point of class. Breaks will not be allowed within 5 minutes of dismissal.
passing out materials,
engagement, etc.?

• Add 3 procedures

• 12. Academic •
Supports for • Accommodation(s)- (A change that helps a student overcome or work around
Students (E6) obstacles):
• What instructional • 1. Large font worksheet for visually impaired student
strategies and planned
supports, will you • 2. Note copies so that students can work at their own pace if necessary
employ to meet the
needs of each student
that has identified • 3. Calculator provided for multiplication work
special learning needs?
• Modification(s)- (A change in what is being taught or what is expected from the student):
• 1. Only requiring the student to complete half individual activity

• 2. Picture support of the calculator

• 3. Reduction of homework problems for the student

▪ (E11) • Strategies for ELLs (strategies that support language acquisition)

1. Academic language integrated into content-area instruction

2. Post content and language objectives
3. Techniques to make content comprehensible
4. Practice reading equations/speaking out loud in English based on ELL level
5. Instructional intervention