Fossil FuelsTwo Weeks

/ Math
Lesson Plan
Teacher:6th Grade Teacher / Grade: STEM Math IB
Lesson Title: Percents and Fossil Fuels
STRANDS
Ratios and Proportions
LESSON OVERVIEW / Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
The use of percentages is an important skill to have. We will be exploring percents through investigating the meaning of percents and solving real-world problems and tasks involving percents. During this unit, we will incorporate Science through investigating energy efficiency. We will tie to Social Studies through looking at energy consumption around the globe. Finally, to link to English Language Arts, students will articulate their understanding through writing and presentations.
MOTIVATOR / Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
Show the video titled “Renewable Resources to Over Take Fossil Fuels by 2020” (See Resource Folder). This video includes a lot of percents. It is very common to find percents in a video like this one, but not everyone understands what percents mean. Discuss with the students the meaning of percents and how it applies to some of the examples from this video.
DAY /
Objectives
(I can….) /

Materials & Resources

/

Instructional Procedures

/ Differentiated
Instruction /

Assessment

1 / I can convert between a fraction, decimal, and percent. / iPad
Graph Paper
Materials for Differentiated Instruction – Remediation:
Calculator
Advanced Organizer
Materials for Differentiated Instruction – Enrichment:
iPad or MacBook / Essential Question: What is percent? How do I convert between fractions, decimals, and percents? / Differentiated Instruction – Remediation:
Peer Tutoring
Grouping
Advanced Organizer
Differentiated Instruction –
Enrichment:
Students will create a presentation to teach others how to move fluidly through fractions, decimals, and percents. / Formative Assessment:
Informal Observation
Ticket out the Door
Performance Assessment:
Summative Assessment:
Homework
Lesson Title: Converting between Fractions, Decimals, and Percents
Set: Write the word percent on the board. Have students discuss the definition of percent at their table.
Teaching Strategy:Discuss with students the idea of a percent being a ratio compared to 100. The word “cent” is imbedded in the word “Percent”. Students can remember that there are 100 cents in a dollar, so percent is always out of 100.
Model for students how to change a percent into a fraction. Guide students through some examples and let them work independently. Examples may include the following.
  1. 65%
  2. 73%
  3. 84%
  4. 25%
  5. 110%
Next, ask students how to change a fraction into a percent. Have them first think about this, next share their thoughts at their table, and finally discuss this as a class. Remind students the relationship between ratios and fractions and that percents are a ratio out of 100. If they have a fraction, all they have to do is set it equal to x/100. Finally, they will solve the proportion. Guide students through a few examples and finally have students practice independently. Examples may include:
Finally, ask students how they might change a percent into a decimal and a decimal into a percent. Have students think-pair-share on how to do this. Discuss how to do this. Guide students through examples and finally have students practice independently. Examples may include.
  1. 0.74
  2. 0.26
  3. 0.34
  4. 1.84
  5. 0.562
  6. 52%
  7. 48%
  8. 96%
  9. 125%
  10. 0.25%
Summarizing Strategy: Have students write directions on how to change a fraction to a percent and a decimal to a percent
Practice problems will be assigned for homework.
2 / I can solve problems involving percents. / Courtyard Task
Markers
Chart Paper
Rulers
Materials for Differentiated Instruction – Remediation:
Calculator
Materials for Differentiated Instruction – Enrichment: / Essential Question:How do I use percents to solve problems? / Differentiated Instruction – Remediation:
Use of a Calculator
Peer Tutoring
Questioning
Differentiated Instruction –
Enrichment:
Grouping
Peer Tutoring
Questioning / Formative Assessment:
Class discussion
Ticket Out the Door
Performance Assessment:
Summative Assessment:
Homework
Lesson Title: Courtyard Task
Set:Show the Khan Academy video “Describing the Meaning of Percent”.
Teaching Strategy: Introduce the task to the students. This task was one of the constructed response assessment questions in 2012-2013.
Allow student to explore the task on his/her own. This will allow students to generate their own solutions. During this time, assist students in generating solutions. Ask students assessing and advancing questions. These questions can include:
Why are you using the ratio 2:5?
How can you prove 2:5 is 40%?
Are there other ratios equivalent to 2:5 that can be used to describe this situation?
Can you use a table to illustrate this relationship?
After giving the students enough time to solve the problem on their own, ask students to present their findings in their table groups. Assign letters A, B, and C to each member of a table group. Have group members assigned letter A go first in explaining their solution. Next have the group members assigned B go next. Finally, have the group members assigned C go last. While another group member is explaining their solution path, his/her tablemates are listening and asking questions.
Show students the rubric used for grading this task (See Resource Folder). Next, show students another student’s solution path from the packet (see Resource Folder). Model for the students how to use the rubric to assess how this student did on the task.
Continue through as many of the remaining solution paths as you can. Discuss why students picked the score that they did, what they liked that student did, and what they did not like that the student did.
Summarizing Strategy: Using a blank rubric, have students assess their own work. Ask students to write about what they did well and what they would do differently the next time.
Practice problems will be assigned for homework.
3 / I can solve problems involving percents. / Coupons (See Resource File)
Materials for Differentiated Instruction – Remediation:
Calculator
Advanced Organizer (See Resource Folder)
Materials for Differentiated Instruction – Enrichment:
Percent of Change (See Resource Folder) / Essential Question:How do I solve problems involving percents? / Differentiated Instruction – Remediation:
Use of a Calculator
Peer Tutoring
Questioning
Differentiated Instruction –
Enrichment:
Grouping
Peer Tutoring
Questioning / Formative Assessment:
Class discussion
Ticket Out the Door
Performance Assessment:
Summative Assessment:
Homework
Lesson Title: Percent Proportions
Set: There’s a sale going on at your favorite store. The Blu-Ray player you have wanted to buy is now 35% off. If the Blu-Ray player was originally $75, what is the discount? What is the new cost?
Teaching Strategy: Explain to the students how to calculate the percent of a number through using proportional relationships.

Guide students through examples of how to solve this problem. Next, have students practice independently.
Examples can include:
A student earned a grade of 80% on a math test that had 20 problems. How many problems on this test did thestudent answer correctly? (round to the nearest whole number)
A metal bar weighs 8.15 ounces. 93% of the bar is silver. How many ounces of silver are in the bar? (round to the nearest thousandth).
Today, a coal burning power plant has a capacity of 1200 MW. This is 75% of its normal capacity. What is its normal capacity?
A coal burning power plant has to decrease the amount of coal it uses each day by 5%. It currently uses 14000 short ton of coal. How much must it use now?
Summarizing Strategy: Have student picket out one item they are interested in buying. Handout slips of paper that have a percent written on them (See Resource Folder for Coupons). Tell the students that this is their coupon. They are to calculate their new cost (without tax) on the back of the slip of paper.
Practice problems will be assigned for homework.
4 / I can solve problems involving percents. / Materials for Differentiated Instruction – Remediation:
Advanced Organizer (See Resource Folder)
Materials for Differentiated Instruction – Enrichment:
Percent of Change (See Resource Folder) / Essential Question: How do I solve problems involving percents? / Differentiated Instruction – Remediation:
Use of a Calculator
Peer Tutoring
Questioning
Differentiated Instruction –
Enrichment:
Grouping
Peer Tutoring
Questioning / Formative Assessment:
Class discussion
Ticket Out the Door
Reponses to in class examples.
Performance Assessment:
Summative Assessment:
Homework
Lesson Title: Percent Equations
Set:What the Khan Academy video on Solving Percent Problems.
Teaching Strategy: Explain to the students how to calculate the percent of a number through using an equation. Remind students how to translate between words and math. Review the keys words involved in writing equations.
Guide students through examples of how to solve this problem. Next, have students practice independently. Examples can include:
In 2010, world totalprimary energy consumptionwas 511 quadrillion Btu. The United States' primary energy consumption wasnearly 19% ofworld total primary energy consumption. How many BTUs did the United States consume?
In 2002, approximately 75% of all the households in the world owned at least one television set. This is approximately 1.12 billion households. How many households were in the world in 2002?
A Natural Gas Power Plant has a fuel efficiency of 48%. If it produces 710,000,000 joules every second, how many joules of energy do they need?
Summarizing Strategy: Give the students some problems to work out and hand to you on the way out the door(See Resource Folder).
Practice problems will be assigned for homework.
5 / In the Garden Task (See Resource Folder)
Markers
Chart Paper
Rulers
Materials for Differentiated Instruction – Remediation:
Calculator
Materials for Differentiated Instruction – Enrichment:
Paper
Pencil / Essential Question:How do I use percents to solve problems? / Differentiated Instruction – Remediation:
Use of a Calculator
Peer Tutoring
Questioning
Differentiated Instruction –
Enrichment:
Grouping
Peer Tutoring
Questioning
Have students develop and solve their own word problems that are based on the task. / Formative Assessment:
Class discussion
Ticket Out the Door
Performance Assessment:
In the Garden
Summative Assessment:
Homework
Lesson Title: In the Garden Task
Set:Show the Khan Academy video “Describing the Meaning of Percent”.
Teaching Strategy: Introduce the task to the students. This task has students explore how percents work in a real-life situation.
Allow student to explore the task on his/her own. This will allow students to generate their own solutions. During this time, assist students in generating solutions. Ask students assessing and advancing questions. These questions can include:
Why are there 100 boxes in the grid?
Can you explain how you divided your grid?
What does percentage mean?
How many rose bushes are represented in this garden?
What does the 1 and 5 mean?
How did you calculate 20, 75, and 300?
Can you explain the pattern you used to arrive at your answers?
Can you identify the unit rate?
Why do you have 5 “parts”?
What do the 20, 75, and 300 represent?
What type of ratio relationship have you illustrated?
Can you tell me what mathematical operation is demonstrated in your work?
How would your table change if originally 25% of the roses were yellow?
After giving students some private work time, ask students to share their generated ideas with their groups. During this time, the groups should share and model their ideas, compare solutions, and focus their discussion on the key ideas of this problem. The groups should come up with a plan to proceed with the task.
As groups work on this task, the teacher monitors students’ progress through asking assessing and advancing questions. The teacher may also select examples to periodically share, discuss, and analyze with the entire class. These examples may show different solution paths to the same task, different representations, errors, or misconceptions.
As students work, they should create a “stand alone” poster to display their solution. A “stand alone” poster gives enough detail that a person can understand the groups reasoning without further explanation.
Summarizing Strategy: Students will participate in a Gallery Walk. They will look at other groups’ solution paths. Ticket Out the Door: Write a paragraph explaining how another group solved the task.
Homework: Assign Optimizing: Security Cameras. Have students submit it via Gaggle Dropbox. This will be used in a lesson on day 7.
6 / I can solve problems involving percents. / School Appropriate Menus (see resource folder)
Ordering Ticket / Essential Question: How do I solve problems involving percents? / Differentiated Instruction – Remediation:
Use of a Calculator
Peer Tutoring
Questioning
Differentiated Instruction –
Enrichment:
Grouping
Peer Tutoring
Questioning
Have students calculate different percentages of type (10%, 15%, and 20%) for each of the tickets. / Formative Assessment:
Tickets turned in to teacher
Class discussion
Ticket Out the Door
Performance Assessment:
Summative Assessment:
Homework
Lesson Title: Dining Out
Set: You are going on your first date. You have told your date that you intend on paying for the meal, since your grandparents have given some money for your birthday. You and your date spend $22.50 on dinner, before tax and tip. How much would you owe for tax? How much should you tip if you are going to tip 15%?
Teaching Strategy:
Tell students that we are going out to dinner. Have links to school appropriate menus on Moodle. Have students order an appetizer, a drink, a main dish, and a dessert. Then have students figure out tax and tip for their meal and find the total of their meal.
Summarizing Strategy: Ticket out the door: After eating at your favorite restaurant, you know that the bill before tax is $52.60 and that the sales tax rate is 8%. You decide to leave a 20% tip for the waiter based on the pre-tax amount. How much should you leave for the waiter? How much will the total bill be, including tax and tip? Show work to support your answers.
Practice problems will be assigned for homework.
7 / I can use percents to solve problems. / Optimizing Security Cameras (See Resource Folder)
Rulers
Poster/ Chart Paper
Markers
Materials for Differentiated Instruction – Remediation:
Calculator
Materials for Differentiated Instruction – Enrichment:
MacBook / Essential Question:How do I use percents to solve problems? / Differentiated Instruction – Remediation:
Use of a Calculator
Peer Tutoring
Questioning
Differentiated Instruction –
Enrichment:
Grouping
Peer Tutoring
Questioning
Students will create a presentation to present to the shopkeeper explaining at least 3 different options of the camera placement and the percent of coverage with the placements. / Formative Assessment:
Class discussion
Ticket Out the Door
Performance Assessment:
Optimizing: Security Cameras
Summative Assessment:
Homework
Lesson Title: Optimizing: Security Cameras
Hook: Have students review notes made on their homework assignment from Day 6. Prior to class, use the guide (See Resource Folder) to provide feedback to the students. This will give students an opportunity to review their work before working collaboratively. While students are reviewing their work, circulate the room to ask students questions similar to those that are on the guide.
Teaching Strategy: After giving students time to review their individual work, ask students to share their generated ideas with their groups. During this time, the groups should share and model their ideas, compare solutions, and focus their discussion on the key ideas of this problem. The groups should come up with a plan to proceed with the task.
As groups work on this task, the teacher monitors students’ progress through asking assessing and advancing questions. The teacher may also select examples to periodically share, discuss, and analyze with the entire class. These examples may show different solution paths to the same task, different representations, errors, or misconceptions.
As students work, they should create a “stand alone” poster to display their solution. A “stand alone” poster gives enough detail that a person can understand the groups reasoning without further explanation. The poster should answer the following questions.
  1. Which people cannot be seen by the camera at P? Explain your answer, showing clearly on the diagram how you know.
  2. The shop owner says, “15% of the shop is hidden from the camera.” Show clearly that he is correct.
  3. The shop owner decides to move the camera so that it can see as much of the shop as possible.
  1. Show on the plan view the best place for the camera, so that it can see as much of the shop as possible.
  2. Explain how you know that this is the best place for the camera.
Summarizing Strategy: Students will participate in a Gallery Walk. They will look at other groups’ solution paths. Ticket Out the Door: Write a paragraph explaining how another group solved the task.
8
Project Day 1 – refer to Unit Plan
Topic – Fossil Fuels Keynote
9
Project Day 2 – refer to Unit Plan
Topic – Fossil Fuels Keynote
10
Project Day 3 – refer to Unit Plan
Topic – Fossil Fuels Debate
STANDARDS / Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
6.RP.3. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.