Museum School

Teaching Planning Guide

Date: 10/31

Teachers: Allison Bork

Grade Level / Content: 6-Math

Content Standard(s) Addressed:

6.RP.A.3c: 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.
Lesson Objective(s):
Students will be able to convert a fraction into a decimal into a percent
Materials needed for Lesson:
Handout
Pencils
Calculators
UDL Principles used for lesson (List and Support at least 5 principles):
Engagement:
Provide options for self-regulation: Students will be finding their own ratios (fractions) to convert into decimals and percentages.
Provide options for sustaining effort and persistence: The musees will be doing work outside of just a worksheet and will be
interacting with their environment and each other.
Provide options for recruiting interest: The musees will have individual choice as to what they want to make their ratios about and
will be able to move around and incorporate what interests them. By building in time to observe their surroundings, they will be less likely to
be distracted by them during instructional time (as they will know theyll have a chance to explore)
Representation:
Provide options for language, mathematical expressions, and symbols: I will clarify vocabulary, and will use verbal as well as
visual methods of communication
Action and Expression:
Provide options for physical action: The musees will have the chance to walk around and explore their physical surroundings.
Adapted from the 2008 Office of Curriculum, Instruction and Professional Development

How is student Learning Assessed?

The musees will have a few minutes to walk around the exhibit that we are working in, they will be collecting information for a fraction
(example; How many times do you see clothing in a display case? How many display cases do you see?) They will end up with a ratio and
use that ratio to find the percentage (ex. What percent of the displays have clothing?) This will allow them to move around and interact with
the museum.

Adapted from the 2008 Office of Curriculum, Instruction and Professional Development

Expectations for the Lesson:

Advanced Organizer

What are the specific tasks I do

DURING the lesson?

Teacher(s):_____________________________
This lesson will really be a review of last weeks as due to technical difficulties, we were not able to
really cover the material.

I do it:
I will model the process of taking a fraction and using long division to get a decimal. I will
model how to turn a decimal into a percent.

We do it:
We will do the second problem as a group. I will ask the musees what I should be doing, as this
material will be more familiar with them. They will be guiding me through this problem, unless
I see that I need to be guiding them through the problem.

You do it:
The musees will answer a question that I have written for them, then they will work on coming
up with their own fractions by using what they see in the area that we are working in.
Wrap-Up/Review

I will ask the musees how they got the answer that they got.
The musees will teach each other how they got their answers.

Adapted from the 2008 Office of Curriculum, Instruction and Professional Development

Reflection on Lesson:

Adapted from the 2008 Office of Curriculum, Instruction and Professional Development