Brad Carlisle
Grades: 9-12 (LD adaptation)
Objective: The students will learn how to: write a
fraction, convert fractions to
decimals, convert a
decimal into a percentage.
Materials: A ball (Nerf or paper and tape ball),
trash can, index cards numbered 1-
20, paper and pencil, chalkboard, masking tape, calculators.
Procedures:
1) Draw a copy of the chart on the chalkboard
and explain each part as you label it and draw the columns.
2) Have the students draw the same chart on a
piece of paper.
3) Put a piece of tape on the floor about 8
feet away from the trash can, (this will serve as your free throw line).
4) Have one student randomly pull one of the
index cards with 1-20 written on them.
5) The student will shoot the number of
baskets they drew from the deck of cards.
6) After the total number of shots have been
attempted, each student will record the number of shots actually made in the
“# made” column. No
other column should be filled out at this time except “# made.”
7) Have each student select the remaining 19
cards and write the results in number column.
8) After all cards have been used, review the
rules for writing a fraction (part over whole), how to divide a fraction
(numerator divided by the denominator), and place values for percent conversion
(.7 does not equal 7%, it equals 70%).
9) Divide class into groups to solve the rest
of the chart. Each student is
responsible for completing their own chart.
10) After groups have completed the chart,
have each group report the results for two of the columns. Fill in the chart on the chalkboard as
the results are reported.
11) Review and discuss the results and see who
shot the highest percentage.
Evaluation:
Collect papers and check
for completeness of each students chart.
Time: 45 minutes to an hour.
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# of shots |
# of shots made |
Fraction |
Decimal |
Percent |
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Positive Interpendence: Each group will solve the equations together then share information to the class.
Individual Acountability: All learners will be expected to fill out their own worksheets and turn them in
.
Social Skills: The learners will need to work
together to solve the equations on the chart.
Face-to-Face Interaction: Each group will be small in size allowing easy interaction.
Heterogeneous Grouping: The learners will count of by two’s or three’s.
Evaluation: This is achieved by collecting worksheets and
reviewing work. This exercise must be supplemented with others to be effective.
Processing: This is achieved by the teacher reviewing all the
aspects of fractions, decimals and
percents.
As far as linking this
lesson to the texts, I would say that the lesson helps to promote a
community-based classroom with the use of small groups and communication
skills. I believe this is a good
lesson to help build a sense of community too, because it is an activity which
requires the students to get in front of the class and shoot baskets. This is a very social activity. Small groups and shooting baskets is a
great way to have some fun and learn at the same time without having pressures
of worksheets and crazy equations. This is meant for fun and learning. I think
Maria and the Schmuck’s would approve of such a lesson.
This lesson would
definitely promote class cohesiveness and community.