Hanna De Vera BEED-Gen. Ed.

Lesson Plan Mathematics Topic: Percent Grade Level: Grade 5 Learning Objectives: At the end of the lesson, the students shall be able to:

EDUC 312/ 11-12:30/ TTH Instructor: Eddelyn Gupeteo

Cognitive: - recognize the concept of percent by converting it into ratio, fraction, grid and decimal form Affective: - reflect on the importance of percent in our day-to-day living Psychomotor: - write and draw representations of percent in grids, ratio and decimal form Materials: - pictures of different school supply items with corresponding discounts - tables to be completed and grids Learning Experiences: Teachers/Pupils Activities Review What did we discuss yesterday? Possible Answer: - We discussed about converting fraction to decimal form. How do we convert fraction to decimal form? Possible Answer: - Divide the numerator from the denominator Let us see if you have understood our lesson yesterday. Answer the following: = 0.75 Motivation I have here sets of different school supply items found in the department store. Let us assume that we are inside the department store and we are to buy 4 MATH WORKBOOKS, 1 BOX OF PEN, 5 PADS OF PAPER and 4 NOTEBOOKS. Each item has a corresponding % Prepare the pictures of the school supply items and post them on the board. = 0.50 1/3 = 0.33 Teaching Notes While asking questions about the previous topic, prepare an example numerical problem to be answered.

discount.

I want you to purchase the items which you think will cost lesser total amount. Put the chosen items on the left side of this box and the ones left will be put on the right side.

Give at least 3 minutes for the students to think on what item to choose. Call different pupils to get an item and put it in the left side of the box.

What made you put these things on the left side of the box? Possible Answers: - I put it there because it contains higher discount than the other item. - Over all, the items we chose are the ones which will give us lesser total amount. - The bigger the % discount, the greater would be deducted from the original price. So, all in all, we get to pay lesser amount. What do you think will be our lesson for today?

After sorting the items in groups, ask this question Call different pupils to answer the question.

Ask this question to check if the pupils are capturing

Percent Lesson Proper For you to have a clear definition of a percent, let us look at this sample problem: An adviser reported that 4% of his class failed the Math 5 subject. This means that for every 100 students, 4 failed the subject. Now, let us look at these different representations of the problem. Percent 4% Ratio 4:100 or 4/100 Decimal .04

the lesson for the day.

Let the pupils read the worded problem. Call the attention of the pupils and ask them to observe the table and the grid.

What do you observe from the representations? Possible Answers: - 4% has been expressed into different forms like the ratio or fractional form, decimal form and the graphical form. - In the fractional form, the number of students who failed, which is 4, is the numerator and the part of a whole, which is 100, is the denominator. - In the decimal form, as what we have discussed from our lesson yesterday, the numerator divided by the denominator will give a decimal answer, as for the problem, 4 / 100 is 0.04. - In the graphical form, the number of shaded parts is 4 out of 100. From what you have described, what is a percent? Expected Answer: - Percent means a part of 100. From the example, percent can be written as a ratio or decimal. It can also be shown in a grid. Ratio or fractional form: Since percent is a part of 100, any number having the symbol % will be the numerator and 100 as the

Ask this question after letting them observe.

From the example, let the pupils formulate their own definition or share their own understanding of a percent.

denominator. Example: 4% = 4 / 100 Decimal form: Numerator divided by its denominator 4 divided by 100 is .04 Or you can move 2 decimal places to the left 4. = .04 Grid: Shaded squares in a 100 square grid

Exercises A. Complete the table. Percent Fraction 50/100 3/4 43% .08 B. Interpret the shaded portions in percent. Decimal .48

Let pupils work individually. Call different pupils to answer or to complete the table.

They may work with their classmates. Pupils can consult their classmates in this part. Call different pupils to interpret each grid.

Values Integration From our exercises, what have you learned about percent? Is the knowledge about percent important in our day to day living? How important is it?

Call different pupils and ask the following questions. Accept and recognize all reflective answers.

Synthesis 1. What is a percent? - Percent is a part of 100 2. What are the ways of expressing percent? - In ratio, fraction, decimal and grid form 3. How do we convert percent to ratio of fraction? - The number having the symbol % will be the numerator and 100 as the denominator. 4. How do we convert percent to decimal? - Numerator divided by its denominator or move 2 decimal places to the left Evaluation Read and answer on a 1 whole sheet of paper. During a midnight sale, Josie was able to get a 60% discount on her classy jeans. She also got a discount of 3/5 of the original price on her cute pink shirt. She walked around and went inside a shoe shop thats having a grand 50% sale on their coolest branded items. From the 3-item discounts she got, construct a percent-ratio-decimal table and a grid for each. Assignment 1. 2. 3. 4. 5. Research on how to express a percent as a ratio in lowest terms. Write each percent as a ratio in lowest terms: 35% 68% 73% 60% 12% This is written in a manila paper and should be posted on the board.