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LP in Fraction To Percent Vice Versa

The lesson plan teaches 6th grade students about converting fractions to percentages and vice versa. It includes objectives, materials, and a step-by-step procedure for the lesson. The teacher will present examples of converting fractions like 1/4 to percentages and percentages like 35% to fractions. Students will practice with sample conversions and solve an evaluation with more examples before being assigned additional homework problems.

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Machida Abraham
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129 views6 pages

LP in Fraction To Percent Vice Versa

The lesson plan teaches 6th grade students about converting fractions to percentages and vice versa. It includes objectives, materials, and a step-by-step procedure for the lesson. The teacher will present examples of converting fractions like 1/4 to percentages and percentages like 35% to fractions. Students will practice with sample conversions and solve an evaluation with more examples before being assigned additional homework problems.

Uploaded by

Machida Abraham
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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West City Central School

Carmen, Cagayan de Oro City

Detailed
Lesson Plan
in
Mathematics

Submitted by:

Alanna Jane S. Ortiz


Student Teacher

Submitted to:
Mrs. Jeanilyn C. Galisa
Cooperating Teacher
I. Objectives
At the end of the lesson the pupils should be able to:
a. Define the percent
b. Illustrate percentage through models
c. Convert fraction to a percent and vice versa

II. Subject Matter


a. Subject: Mathematics
b. Grade level: 6
c. Topic: Converting fraction to a percent and vice versa
d. Reference: 21st Century Mathletes (pp. 88-90)
e. Materials: Manila Paper, cartolina and printed pictures
f. Duration: 50 minutes

III. Procedure

Teacher’s Activity Pupil’s Activity


a. Prayer
- Let’s us all stand and pray. - In the name of the father and
the son and the holy spirit
amen.
Our father in heaven, hallowed be
your name. Your kingdom come,
your will be done, on earth as it is
in heaven. Give us this day our
daily bread, and forgive us our
debt, as we also have forgiven
our debtors. And lead us not into
temptation, but deliver us from
evil. Amen. (Sign of the cross)
b. Greetings
- Good morning class. - Good morning ma’am!
- You may now take your seat - Thankyou ma’am.
c. Review
- So what was our previous topic - Proportion involving word
yesterday? problems.
- Very good.
d. Motivation
- Okay, I will be going to divide
the class into two, and this will
be the group 1 and group 2.
Each group will solve the
problem and the first group who
solve first and got the correct
answer will have plus points for
the quiz later. - Ok ma’am.

Anna pay 16 dollars for 8 Hersey’s


chocolates. How much would be
cost if she buy 11 Hersey’s Group 1 :
chocolates? 16:8 = x:11
(16)(11) = (8)(x)
175 8x
=
- You may finish first but let’s see 8 8
group 1 if you got the correct
answer r or else group 2 will 21 = x
have plus points for the quiz
later. Group 2 :
16:8 = x:11
- Let’s see everyone. (16)(11) = (8)(x)

- The group who got the correct 176 8x


=
answer is group 2. 8 8

22 = x
- Very good group 2 you will have
plus points for the quiz later.
e. Presentation
- So our topic for this morning is
about Fractions, Decimals and
Percent
- So everyone are you familiar - Percentage
with this sign? What sign is
these?
- Let’s see if that is his name.
- Do you know that percent
comes from the Latin term “per
centum”. Which means per
hundred. We can write percent
as a fraction with a denominator
of 100. The symbol % called the
percent sign.
- And yes, we call it percent.
- In general, the notation n%
means “n per hundred”.
- Also there are different ways to
express percent. It can be
expressed using ratio, fraction
notation and decimal notation.
f. Discussion
- I have here a figure:

- 20
- All in all it is 100, can you count
how many box are shaded in
the figure?
- Very good. So all in all there are
20 boxes that shaded.
- The figure in the board shows
that a whole is divided into 100
1
equal parts. Each part is of
100
the whole or 1 out of 100 parts.
We can also say that each part
is 1% of the whole. In the
figure, 20 parts out of a
hundred are shaded. This
20
means or 20%.
100

1
- So if I have how can we
4 - 25
convert this fraction into - 25%
percent. - 60
- To get the percentage we must - 60%
think of a number that can be
multiplied by the denominator
that will result to 100. Then,
multiply the same number by
the numerator and write as
percent.

1 1 x 25 25
= = = 25%
4 4 x 25 100 - 7
- 20
5 30 30 x 20 600 7
5 = = = = 6% -
5 5 5 x 20 100 20

- How about if I have 35% and


convert this percent to a - None, so far.
fraction?
- To write percent as a fraction
where n is the given percent
and we will going to write its
lowest terms if needed.

35 35÷ 5 7
35% = = =
100 100÷ 5 20

- So, very good. Are there any


questions or clarifications in the
lesson?
g. Application
- Ok, now get your math
notebook and answer the
following.

Fraction to percent:
3 - 40%
1.
10 - 870%
8
2. 2
10 43
-
Percent to fraction: 50
3. 96% 5
-
4. 36% 2

- Very good everyone.


h. Generalization
- So again, what topic that we - Fractions, Decimals and
discuss for today’s lesson? percent

- And what conversion did we do - Fractions to percent


today? - Percent to fraction

- Very good
- Can we apply its importance - Yes, ma’am.
into our daily lives?
- Then very well said.

IV. Evaluation
Solve the following numbers and show your solution.
Fraction to percent:
14
1.
20
1
2.
4
8
3. 4
10
Percent to fraction:
4. 25%
5. 106%

V. Assignment
Solve the following numbers and show your solution.
Fraction to percent:
3
1.
4
4
2.
5
Percent to fraction:
3. 20%
4. 5%

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