#  Today we will identify percents and values that are equal to ¼, ½, ¾, and 4/4.  Grade Level Expectation: Use common equivalent reference points for.

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 Today we will identify percents and values that are equal to ¼, ½, ¾, and 4/4.  Grade Level Expectation: Use common equivalent reference points for percents ( ¼, ½, ¾, and 1 whole)

1/41/23/44/4

1/41/23/44/4 ¼ is having 1 out of 4. You have to cut something into 4 equal pieces and then shade in only one part. I know 1/2 means to split what you have equally. Like if I have 10 pieces of gum I could give ½ away. That means I would give 5 pieces away. ½ is dividing something into two equal pieces. ¾ means you cut an object into 4 even pieces. Then you color in three of the pieces. ¾ is more than 1/2 4/4 is like having all of something. First you need to cut an object in 4 even pieces and then shade in all 4 pieces.

1 whole pizza 4/4 4 out of 4 4/4 4 out of 4 1 whole is the same as 4/4

½ one out of two ½ one out of two Divide the whole into two equal pieces

Divide the whole into four equal pieces One slice represents 1/4 One out of 4 equal pieces = 1/4

Divide the whole into four equal pieces Three out of 4 equal pieces = 3/4 Three slices represents 3/4

The denominator tells us how many parts we will divide something into. This denominator tells me I will divide the whole into 2 equal parts.

I whole = 4/4 4 out of 4 I whole = 4/4 4 out of 4 Divide the whole into two equal pieces You would have two sections of the graham cracker.

Divide the whole into four equal pieces One out of 4 = 1/4 You would have one section.

Divide the whole into four equal pieces Three out of 4 = 3/4 Amy ate three sections.

¼ 25% ¼ 25% ½ 50% ½ 50% ¾ 75% ¾ 75% 4/4 100% 4/4 100%

¼ 25% ¼ 25% ½ 50% ½ 50% ¾ 75% ¾ 75% 4/4 100% 4/4 100%

¼ 25% ½ 50% ¾ 75% 4/4 100% 129 Step 1: Write the whole amount. Step 1: Write the whole amount. Step 2: Divide by 2 12 ÷ 2 Step 2: Divide by 2 12 ÷ 2 Step 3: Divide by 2 again 6 ÷ 2 Step 3: Divide by 2 again 6 ÷ 2 Step 4: Add the number in ¼ column with the number in ½ column to get ¾. 3 6

¼ 25% ½ 50% ¾ 75% 4/4 100% 1612 Step 2: Divide by 2 16 ÷ 2 Step 2: Divide by 2 16 ÷ 2 Step 3: Divide by 2 again 8 ÷ 2 Step 3: Divide by 2 again 8 ÷ 2 4 8 Step 4: Add the number in ¼ column with the number in ½ column to get ¾. Step 1: Write the whole amount. Step 1: Write the whole amount. Mary gave away 12 beans.

¼ 25% ½ 50% ¾ 75% 4/4 100% 20 105 15 Cole ate 25% of his candy.

Partner APartner B 1. ¼ is the same as what percent?2. 75% is equivalent to what fraction? 3.Rita used 25% of her 8 pencils. How many did she use? 4. Caden had 24 marbles. He gave his best friend ½ of them. How many did he give away? 5.Camryn ate 15 skittles out of her bag of 20. What fraction of the skittles did she eat? 6.Cole wants to keep 4/4 of his 16 baseball cards. How many baseball cards does he want to keep? What percentage is that?

 Complete practice page 202 in your Math book.  Don’t forget to use the Graham Cracker Mat to help you figure out the answers.

¼ 25% ½ 50% ¾ 75% 4/4 100% ¼ & 25% is cutting something in half two times. Splitting a candy bar into 4 equal pieces and eating one of the pieces. It is less than a half. Like having one quarter out of the four quarters in a dollar. ½ and 50% are the same. It is splitting something into two equal parts. If you have twenty marbles and you divide them equally then each person gets 10. Dividing something by 2 will give you half. ¾ is more than a half but less than a whole. It means you have 3 equal parts out of 4. You get ¾ by adding ½ and ¼. Just figure out ½ of something then cut it in half again to get ¼ and then add those two numbers. 4/4 is the whole piece. 100% is all of something. 4/4 and 100% is like eating a whole pizza. 4 quarters of a dollar is a good way to thing of it. This column means all or the whole amount.

 Analyze lesson plans, embedding specific areas to connect student learning to the following descriptors: Most learning objectives and state content standards are communicated. There is evidence that most students demonstrate mastery of the objective.

Objective: The learner will identify percents and values that are equal to ¼, ½, ¾, and 4/4 Grade Level Expectation: Use common equivalent reference points for percents ( ¼, ½, ¾, and 1 whole) Materials: PPT Dry Erase Boards, Markers Graham Crackers Beans RallyCoach Worksheet (1 for each pair of students) Textbook (Student) Anticipatory Set (Attention Getter): RallyRobin – Show students pictures and have them brainstorm thoughts, relative to the next area of study. Lesson: What we will do today? (PPT/Objective/GLE/Agenda) Intro: What do you know about these Fractions? ¼. ½, ¾, 4/4 (Chart Results) Pizza Fraction Review (Dry Erase Boards) Graham Crackers Fractions (Use Graham Crackers & Dry Erase Boards) Money / Percents (Questioning) Graham Cracker Mat Model (Bringing it all together)(Use Bean Counters & Dry Erase Boards) Practice with support (Dry Erase Boards) RallyCoach (Paired Practice ) Independent Practice Closure (Chart Results) Independent Practice: Math Book, Practice

Participants will apply new learning in the classroom with the support of the master/mentor teacher through modeling, team teaching, or observation/feedback.

The leadership team will collect evidence, ensuring proficiency in teaching Standards and Objectives.

How does checking for student mastery impact instruction?

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