Students will be able to convert fractions, decimals, and percents using the TI-84 to solve applications. The TI-84 will provide the student with an easier, faster way to solve applications involving converting fractions, decimals, and percents AND serve as a strategy to check work

Fox, Helen

English

The College at Brockport, State University of New York: Digital Commons @Brockport

The College at Brockport: State University of New York
Digital Commons @Brockport
Lesson Plans CMST Institute
10-29-2004
Number and Numberation Lesson Using TI
Calculator
Helen Fox
The College at Brockport
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Fox, Helen, "Number and Numberation Lesson Using TI Calculator" (2004). Lesson Plans. 227.
http://digitalcommons.brockport.edu/cmst_lessonplans/227
Helen L. Fox  7/27/04 
 1 
4.  CMST SCOLLARCITY Lesson Plan Template-Lesson Plan using TI Technologies, 
(Due Tuesday, July 27th)  
 
Submit as hard copy AND electronically through ANGEL 
 
 
       Items to include in your TI Technologies lesson plan:  (use your area/discipline/concepts). 
 
For the math teacher: 
1. Write the Mathematical Concept or “key idea” that TI Technologies will be used to 
teach: (e.g. Students use mathematical modeling/ multiple representation to provide a means of presenting, interpreting, 
communicating, and connecting mathematical information and relationships)  
     Number and Numeration:  Students use number sense and numeration to develop an 
understanding of multiple uses of numbers in the real world, the use of numbers to communicate 
mathematically, and the use of numbers in the development of mathematical ideas.   
 
 
                        - Students will understand, represent, and use numbers in a variety of equivalent forms (integer, 
fraction, decimal, percent, exponential, and expanded notation). 
           - Students will recognize order relations for decimals, integers, and rational numbers. 
Name:  Helen L. Fox 
 
 / Grade Level(s)/Subject taught:   Mathematics 7 
 RObjectives: (Remember…How will the modeling tool help the student better learn the 
objective?) 
 
    Students will be able to convert fractions, decimals, and percents using the TI-84 to solve 
applications.  The TI-84 will provide the student with an easier, faster way to solve applications 
involving converting fractions, decimals, and percents AND serve as a strategy to check work. 
 
 
 
Helen L. Fox  7/27/04 
 2 
  I plan on introducing my seventh grade mathematics students to the TI-84 Plus 
Silver Edition calculator in small pieces throughout the year.  I do not think it will be 
available for my class to have a complete set of calculators.  I know my school (Frederick 
Douglass Preparatory School) has a few (5-10) available for limited use at this time.  I 
have also had some unfortunate situations last year where several TI-30s were carelessly 
broken or stolen by students.   
Initially I wanted to put together a lesson plan using several calculator buttons 
and/or tutorials from the TI-84.  However, I decided it would be more practical to put 
together a simple lesson plan with only a small amount of TI-84 involvement because I 
will be able to use this lesson next year.  One area of extreme importance in seventh 
grade is for students to convert fractions to decimals to percents and vice versa.  My 
lesson will show students how they can use the calculator to easily and quickly adapt 
from one expression (e.g. fraction, decimal, or percent) to another.  Not only does the 
calculator make it easier and quicker for students to do so, it also can be used to check 
work which has already been done manually. 
Before introducing the calculator, I feel students should exhibit a high degree of 
proficiency in being able to convert these expressions manually.  They should know that 
to convert a fraction to a decimal, they must divide the numerator by the denominator.  
They also must make a decimal into a fraction by figuring out what the decimal reads as 
(e.g. 0.75 is read as seventy-five hundredths and written as 75/100 and reduced to 3/4).  
Percents are found by multiplying a decimal value by 100 or by moving the decimal point 
of a decimal value two spaces to the right.  Therefore 0.75 would be equivalent to 75%. 
1.) How will you assess the prior knowledge of the student?  
Prior knowledge of the students can be assessed prior to the lesson by use of bellwork 
and review and questioning.   I can ask students if they are familiar with this calculator or 
similar calculators.  (I did have a student last year that used a TI-83 Plus.)   
2.) How will you begin the lesson? 
The lesson will begin with my asking the Essential Question and by showing the 
calculator on the projector screen.  I will perform a few simple operations like addition, 
subtraction, etc. 
3.) What are the teacher and students doing every 5-10 minutes? 
See the lesson plan for time allowed for each portion of the lesson.   
4.) How will you assess the learning for this lesson?  
I will use the rubric attached.  I will also be moving about the classroom during the 
activity to monitor how well each group is doing and to check that each student has 
opportunities to use the calculator. 
5.) How will TI be integrated into your teaching?   
This lesson will be implemented early in the school year and the TI-84 may have been 
used only once or twice prior to this lesson.  The TI-84 will be used AFTER manual 
calculations are completed.  This will be used as a check for calculations already done 
and to show students how much easier and quicker it is to make calculations with the TI-
84.  Because students must understand the important concepts that accompany 
conversions, the calculator just confirms that they have calculated correctly and that, if 
used properly and good information is input correctly, the calculator can give them quick 
and easy output that is correct. 
 
Helen L. Fox  7/27/04 
 3 
TI-84 Lesson Plan Assignment 
Teaching with Technology 
Helen L. Fox 
July 27, 2004 
 
Classroom Notes:  Consists of approximately 30 7th grade students.  Class time is 
approximately 75 minutes.  The class meets daily Monday through Friday.  Logistics:  
Students will work in groups of 3-4 (and may have to share calculators).  Students will 
pick up bellwork assignment and other class materials (group worksheet) when entering 
classroom.  Students have been learning how to manually convert fractions, decimals, 
and percents. 
 
Essential Question (on blackboard) – How can we use our TI-84 calculators to determine 
equivalent fraction, decimal, and percent values? 
 
Learning Objective – Student will be able to convert fractions, decimals, and percents 
using the TI-84 to solve applications. 
 
Materials: TI-84 Plus Silver Edition 
  Viewscreen 
  Overhead projector 
  Students will need TI-84 calculators, paper, pencils 
Peer Evaluation Form (for group work) 
Rubric for each group 
 
Lesson plan outline:  
 Bellwork (5 minutes – timing begins when all students are at their desks)  
(Bellwork will review how to interchange fractions, decimals, and percents 
involving division and multiplication, and reducing fractions when necessary and 
is based on prior learning from recent previous lessons on this subject.) 
Bellwork review (5 minutes) 
Review of assignment from yesterday (5 minutes) 
 Essential Question introduction and discussion (5 minutes) 
 Lesson (20-25 minutes) 
- Model how to change a fraction into a decimal (by using long division first 
(by dividing the denominator by the numerator); then showing the division by 
using the TI-84 calculator.  Use 3/4, 5/8, 3/10, 1/3, 1/5.  (Allow students to 
come up for 1/3 and 1/5 – or more if necessary).  Then, show students 
manually how to convert the decimal into a fraction and how to use the 
calculator.  Use 0.7, 0.43, and  0.785.  (Remember to reduce all fractions!).  
Then, show how to use the calculator to find fractional equivalents.  Discuss 
how fractional equivalents are already reduced.  Call on two students to come 
up to front of the class to model how to do 0.35 and 0.063. 
- Model how to change a fraction into a percent manually (using strategy above 
and then multiplying the answer by 100.  Use 2/3, 1/4, and 3½.  Review the 
3½ and why the percent is 325%.  Then, use the calculator to change fractions 
Helen L. Fox  7/27/04 
 4 
into decimals and then into percents.  Then, work backwards by taking 
percents, changing numbers into decimals, and, finally changing the decimals 
into fractions.  Call on two students to model 50% and 150%. 
 
Activity:  (20-25 minutes) Break students into groups of 3-4 (involves moving desks).  
Each group must have at least one calculator.  Emphasize that ALL group members must 
have the opportunity to practice and to show group members how to use the calculator to 
convert fractions, decimals, and percents!  Give each group an assignment worksheet 
with five warm-ups using calculators to determine values set up in a table with headings 
of “Fractions”, “Decimals”, and “Percents”.  Assignment sheet will have a table with five 
fill-in-the-blanks.  After the warm-ups, there will be four questions that require applying 
the concepts in word problems to solve.  For example: 
 
 Donyell has just finished her Social Studies quiz.  She knows she got four out of 
five questions correct and missed the fifth question.  What percent will she get on 
her quiz? 
 
Peer evaluation – After students put the room back into rows and return calculators, they 
have 5 minutes to fill out a peer evaluation form which is given whenever there is a group 
work activity.  The form asks them to rate their performance and that of their peers on a 
scale of 0-4 as well as to describe any difficulties the group may have had (with group 
work as well as with the assignment). 
 
Closure (5 minutes) Discuss the essential question and how the TI-84 makes it easier to 
make the calculations – and also how it can serve as a checking strategy.  We will review 
using 22.5% as an example (.225 and 9/40) before class is dismissed. 
 
Assessment:  Students are given a daily participation grade of 0-4.  This is based on 
participation and cooperation.  In addition, all groupwork assignments have two factors:  
peer evaluation and how well the groups completed their assignment. 
 
Rubric:  20% is determined by the peer evaluation.  If group members all rate a 4, each 
member would receive 20%, etc. from the group.  The rest of this assignment would be 
according to the rubric below:  The assignment gives a table with five questions (worth 4 
points each for a total of 20 points) and four word problems (worth 15 points each for a 
total of 60 points).  Rubric is attached. 
 
 
 
 
 
 
 
 
 
 
Helen L. Fox  7/27/04 
 5 
                      PEER EVALUATION FORM 
Name:________________________ 
Date:_________________________ 
Home Base:________ 
 
The members of my group today were: 
 
1.        Rate:  0 1 2 3 4  
 
2.         Rate:  0 1 2 3 4  
    
3.        Rate:  0 1 2 3 4  
   
4.         Rate:  0 1 2 3 4 
 
Rate each member under for cooperation and participation from 0 – 4 and 
circle the number next to his/her name above.  (4 is the highest rate; 0 is the 
lowest.) 
 
Did all members of your group contribute evenly?  If not, please make a 
comment below: 
 
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________ 
 
One thing I learned from today’s lesson was: 
 
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________ 
 
Helen L. Fox  7/27/04 
 6 
  
Points for Peer 
Evaluation  
0 = 0 
1 = 5 
2 – 10 
3 = 15 
4 = 20 
(out of 20) 
Student has not 
participated and 
has been removed 
from the group. 
0 pts. 
Student does not 
participate in group 
work and has been 
disruptive or talkative 
and off task.  Student 
was unable to show an 
understanding of 
converting fractions, 
decimals, and percents 
on TI-84. 
1 pt. 
Student has participated 
little in group work, but 
was off task frequently. 
Student was unable to 
show an under-standing 
of converting fractions, 
decimals, and percents 
on TI-84. 
2 pts. 
Student has participated 
in group work and has 
cooperated; however, 
he/she was off task once or 
twice.  Student was able to 
show an understanding of 
converting fractions, 
decimals, and percents on 
TI-84. 
3 pts. 
Student participated in 
group work and stayed 
on task until the activity 
was completed and 
showed good effort.  
Student was able to show 
an understanding of 
converting fractions, 
decimals, and percents 
on TI-84. 
4 pts. 
Points for Part1 questions 
on ClassWork Assignment 
5 questions @ 4 pts. per 
question.   
(out of 20) 
Did not answer the 
question or show 
any work 
0 pts. 
A small error was made 
resulting in an incorrect 
answer, but the correct 
strategy was clear. 
Student checked all 
answers on the TI-84. 
2 pts. 
Question was answered 
correctly and the strategy 
was clear.  Student 
checked all answers on 
the TI-84. 
4 pts. 
  
Points for Part 2 questions 
on ClassWork Assignment 
4 questions @ 15 pts. per 
question. 
(out of 60) 
Did not answer the 
question or show 
any work. 
0 pts. 
A small error was made 
resulting in an incorrect 
answer, but the correct 
strategy was clear. 
Student checked all 
answers on the TI-84. 
8 pts. 
Question was answered 
correctly and the correct  
strategy was clear.  
Student checked all 
answers on the TI-84. 
15 pts.  
  
Rubric for TI-84 Plus Lesson Plan – Fractions, Decimals, and Percents 


Number and Numberation Lesson Using TI Calculator

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Number and Numberation Lesson Using TI Calculator

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