Introduction
Percentages, fractions and decimals are a common necessity in mathematics.Therefore, today we are going to refresh and practice these skills.
Students already have prior knowledge in using the skills, therefore today will provide some informal testing to direct the teacher to the areas that need attention.
Task
You will explore the provided online resources for Percentages, fractions and decimals.
The next task will be to use self-directed research to gather knowledge on how, when and why percentages, fractions and decimals are used in real life.
Finally, you will develop two examples of when and where you use Percentages, fractions and/or decimals in real life, (inside or outside of school).
The resources that will be used is IXL learning, Kahn academy, the internet (google), peers and Microsoft word.
Process
Task 1:
- Visit https://eu.ixl.com/math/grade-9/convert-between-percents-fractions-and-decimals to refresh and refine skills relating to percentages, fractions and decimals.
- Record your score and time take to complete questions
Visit this second link to practice worded questions, https://eu.ixl.com/math/grade-9/percent-word-problems
- Record your score and time take to complete questions
- If your score is less then 70/100, then go to https://www.khanacademy.org to practice the skills.
Task 2:
Research areas and situations where percentages, fractions and decimals are used, and why they are helpful.
You may use the internet and discuss with class mates.
Task 3:
Write a paragraph (minimum 100words) about the information you gathered in task 2. This paragraph much contain where they are most likely to be used and why they are helpful.
Also include a minimum of two examples of when and where you use percentages, fractions and/or decimals in real life, (inside or outside of school).
Evaluation
Assess the students on their performance, check results that they achieved in the first two links.
Read the paragraphs that the students wrote on where, how and why percentages, fractions and decimals are used.
Monitor students involvement and work ethic during class time.
|
|
Exceeding |
Good |
Developing |
Not yet reached |
|
Results from IXL maths |
95-100% |
70-95% |
50-70% |
0-50% |
|
Knowledge & Understanding |
Understanding of applications portrayed in depth with clarity. |
Knowledge of where and why the skills are used |
Ideas need further researching, but good attempt. |
Lacks research and personal understanding. |
|
Writing |
Concise and clear written paragraph. No spelling areas. |
Majority of paragraph is cohesive with minimal spelling errors |
Sentence structure is good, few spelling errors |
Structure, spelling and ideas need improvement. |
| Participation | On task all lesson, did not distract other class mates | On task most of lesson, only needed to be redirected once | Easily distracted and talkative, however completed work | Distracted all lesson, did not complete sufficient work. |
Conclusion
In conclusion of this lesson, students will have refreshed and practiced skills surrounding percentages, fractions, and decimals. The students used ICT to complete these tasks and participated in self-directed research to gather information on real life contexts. The students also participated in discussions to understand the views of their peers.
Credits
References and Resources:
https://eu.ixl.com/math/grade-9/percent-word-problems
https://eu.ixl.com/math/grade-9/convert-between-percents-fractions-and-decimals
https://createwebquest.com/what-is-a-webquest
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Information and Communication Technology (ICT) Capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
Mayer, R., Gallini, J (1990), 'When is an illustration worth ten thousand words?' Journal of Educational Psychology, 82(6) (715-726)
Shepard, R. & Cooper, L. (1982), Mental images and their transformations, MIT Press/Bradford Books, Cambridge, MA.
Teacher Page
Created by Caleb McInnes, current education student at the University of The Sunshine Coast
RATIONALE
Web-Quest is known to be an inquiry tool for online learning. Teachers use this resource to incorporate Information Communication Technologies (ICT) into their classroom as it is relevant to students. Web-Quest can be used to create lessons for a single period, or a whole term of work. The website is useful for providing students with links to follow, rather than telling students to find a particular website. Shepard and Cooper (1982) and Mayer and Gallini (1990) have stated that there is a connection between visual clues, the memory process, and the recall of new knowledge in students. Therefore Web-Quest provides a new alternative to learning in education.
There are 6 essential components to a successful Web-Quest, the introduction, task, process, evaluation, conclusion and credits.
The introduction usually describes the nature/overview of the lesson. In my Web-Quest I outlined that the students will be refreshing and practicing skills around percentages, fractions and decimals. This has been done because under the Australian Curriculum for year 8 mathematics, students are required to “Investigate terminating and recurring decimals (ACMNA184 - Scootle), Solve problems involving the use of percentages, including percentage increases and decreases (ACMNA187 - Scootle)”. Therefore, this lesson is relevant to the correct curriculum.
The task is a formal summarisation of what the students will be doing in the lesson, similar to lesson goals/objectives. Here I informed the students that they will complete online activities surrounding percentages, fractions and decimals. The next description incorporates the self-directed task. Where the students will gather knowledge on how this relates to real life settings. The students will then construct two examples on where they use percentages, fractions and decimals.
The process in Web-Quest includes the individual steps students will take to complete the outlined tasks. In the process I created, I included the appropriate links and explanations needed for students to work alone at their own pace. The steps have been created to be clear and concise.
In the evaluation section, I created a rubric to analyse the students’ performance and work ethic during the lesson. There is a section for results, knowledge and understanding, writing and participation. These standards are clear, fair and consistent in relation to each task. The conclusion entails the summary of what students have learnt during this lesson, emphasizing the key points.
The conclusion section of the Web-Quest refreshes the student’s memory of the topics and skills covered in the lesson. The conclusion outlines the teaching methods used throughout the lesson.
References:
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Information and Communication Technology (ICT) Capability. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
Mayer, R., Gallini, J (1990), 'When is an illustration worth ten thousand words?' Journal of Educational Psychology, 82(6) (715-726)
Shepard, R. & Cooper, L. (1982), Mental images and their transformations, MIT Press/Bradford Books, Cambridge, MA.