Percentage
Hi everyone
I am Shireen Abbas from Shahwilayat Public School, Karachi,
Pakistan.
I have selected the topic of my project as "PERCENTAGE"
The template is included here. Please have a look and give some
advice. I am teaching math for about last 22 years in Pakistan Embassy
School Jeddah and 4 years in this school. But this is my first on-line
course using the technology in teaching. I look forward to your
replies and suggestions. Thank you in anticipation.
Yours truly,
Shireen Abbas
Designing a
Problem-Base Unit Template
Problem Name/Title:
Percentage
iEARN Project this will contribute to:
Math, math everywhere math. / Connecting math to our life.
Teacher's Role:
Facilitator, Guide, Friend, Helper, educationist,
Student's Role:
Experienced Self-learner, Confident worker, problem solver, a
great thinker, researcher,
Time Frame for the Unit:
One week (four periods of 50 minutes each.)
Meet the Problem: How can you provide the "hook: that
will get your students to want to solve the problem? Is this a
real problem or simulated
problem (real is better!)?
The problem chosen is their real life problem.
I have chosen their last test result as the problem. They will make
their February test result on the computer. Using the spreadsheet on
excel.
They are studying eight subjects, and got their marks out of 25 per
subject.
They will be asked to find the percentage of each subject.
At the end find % of the grand total, compare their results, and
tell:
Who has got the highest and who has the lowest %.
How many of them are:
A1- grades,
A-grade,
B -grades,
C-grades,
and at the end failures?
They will
be given some questions to answer. They will plot graph and tell which
subject result is better, and which needs hard work.
Know/Need to Know: Write what you think the students will
know about the problem and what you think they need to know. How
will you decide what goes up as a "Know" or "Need to Know?"
Is there a difference between what they know and think they know?
Know (K)
They know:
The simple
fractions.
The compound
fractions
The mixed
Fraction
The decimal
fractions
Need to Know (NK)
They need to know:
The concept of
percents.
The use of
percentage in our daily life.
The relationships
between percents and fractions.
The relationships
between percents and decimals.
The meaning of
percent.
The symbol of
percent.
How to change
fractions to percent.
How to change
decimals to percent.
How to change
percent to fractions.
How to change
percent to decimals.
The common
equivalences of decimals, percents, and fractions.
(There is a lot of difference between, "they know" and "what
they have to know"?
Problem
Definition: Turn the real-life, messy problem into a simple
problem statement. Use the "How can weSo that."
Format. Anticipate how the problem will be stated yourself
before getting the students to do it.
How can you convert your February test marks, which are out of 25? So
that
The percentage of each subject can be detected, and can be shown as a
graph.
After this brainstorming they will be given the word problems given in
their prescribed book.
Information Gathering & Sharing:
Where do
the students need to go to get the richest information and data they
will need? How can you help them get the information they will
need?
They will gather the information from their February test copies.
I will give them the hints to take their test copies from their class
cupboard,
And take the result of the each test from the respective
copies.
Generating Possible Solutions and Determining a
Fit:
Describe
what you think the possible solutions are. Do the solutions fit
the criteria set up in the Problem Definition?
The possible solutions are as follows.
They can find the
percentage with the use of equivalent fractions.
They can find the
percentage with the use of unitary method.
They can find the
percentage with the use of ratio and proportion method.
They can find the
percentage with the use of formula given in the excel
programmer.
Outcomes: Brainstorm what concepts and skills the
students will learn in solving the problem.
o The concept of percents will be cleared.
o The use of percentage in the daily life will become
easy to understand.
o Themselves will do the relationships between percents
and fractions.
o The relationships between percents and decimals
should be clarified.
o The meaning of percent will be elaborated.
o The use of symbol of percent % will be
introduced.
o They will be able to change fractions to percent.
o They will be able to change decimals to percent.
o They will be able to change percent to fractions.
o They will be able to change percent to decimals.
o They will be able to know common equivalences of
decimals, percents, and fractions.
o They will be able to find out the illiteracy in
Pakistan when the rate is given.
o They will be able to find out Zakat, the rate of
which is 2.5%.( an obligatory payment on Muslims.)
o They will be able to find out the number of
illiterate persons in Pakistan, when the literacy rate is
20%.
o They would be able
to find the ratio of amount of different gases in air, if the %age of
different gases is given.
Curriculum Compass: Organize the concepts and skills
covered in this unit into their curricular areas? Can other
teachers help teach some of the concepts and skills?
1. To express % into equivalent fractions.
2. To convert equivalent fractions into percentage.
3. To find the rate % in each case.
4. To find %age of a result.
5. To find the saving of a person when the salary per month and the
saving % is given.
6. To find number of girls in a school when the total number of
students, and the %age of boys is given.
7. To find the total profit made by a business in a year when the
profit % share of a person, and the amount of his profit is given.
8. The find the %age of a student's result, when the marks obtained
and the Total marks are given.
9. To find Profit and loss %age, when the amount and profit or loss
are given.
10. To find the number of illiterate person in Pakistan.
When the literacy rate is 20%.
11. To find the ratio of amount of different gases in
air, when the %age of the amount is given.
Embedded Instruction Activities to Meet the Outcomes:
What lectures?
At first the I, my self will introduce the "iearn". After that
I will ask
Ms. Zobia Izhar my school extra curricular activities co-coordinator
to
Give a detail lecture.
Experiments.
They will experimentally do the calculations by them selves. They
will do the work on their computers. They will write the social and
environmental issues on word document on computer, and copy it on the
floppy.
They will make their monthly test result on excel spreadsheet.
They will calculate %age of each subject.
Activities.
They will gather information from their test copies, and jot it
down in their exercise books.
They will find the total population of Pakistan from the encyclopedia,
in the Library period.
They will find out the percentage of all the gases present in air from
the Science library collection.
Demonstrations.
Teacher will demonstrate the excel spreadsheet, and how to prepare
it on computer.
Discussions
Teacher will discuss the social and environmental issues with
them, she will ask them to write each issue in details.
She will also explain the topic %age to them.
Teacher will ask them to think of the importance of percentage.
Where can we use it? And how can we use it?
Readings.
They will read about the population of Pakistan in their Social
Studies Book, and from the Atlas in the Library.
Science knowledge will be taken from Science books from the
library.
Guest
speakers.
I will ask my colleagues to give them lectures on Pakistan, Social
and environmental issues of Pakistan. The %age amount paid as Zakat.
The amount of gases mixed in air.
Field trips.
We had made a field trip to "HUB AM" last month, some
questions on the amount of water in that dam could be
possible.
These are
necessary measures to give students the knowledge and skills they need
to solve the problem and achieve the learning outcomes.
Different subject
teachers can help.
The different teachers can also give some knowledge to help the
children do their project.
1. English teacher can help them to write the essay.
2. Urdu teacher can also help to understand the various aspects of the
project.
3. Science teacher can guide them about the science related part.
4. Islamiat teacher can tell about the "Zakat" and its importance
in Islam.
5. Social-studies teacher can help to tell some thing about Pakistan,
social and environmental issues, and how can we get rid of them.
6. Computer teacher can help in working on computers, Ms Office,
online collaboration, search on web, email system, etc.
7. Sindhi teacher can also tell them some things about the topic.
8. Mathematic teacher will fully support the PROJECT BASED
LEANING.
OR PROBLEM
CENTERED LEARNING.
Assessment: How can you access communally and/or individually what was
learned /not learned? Can you design a performance
assessment?
Assessment will be based on their performances.
1. By their interest shown in the work.
2. By their result sheets.
3. By their methods to find the subject wise %ages.
4. By their understanding level of the given topic.
5. By individual performances.
6. By their data collection.
7. I will design a performance assessment, in which I will a lot mark
or grades on different aspects of their work.
8. Their work will be easily marked on the basis of their
confidence.
9. Viva can also be taken, in order to judge their under standing of
the topic.
Debriefing the Problem/Process:
Will
debriefing the process help assess learning and improve the process in
the future? What would you and the students do differently in
the future? What collateral learning took place? Can this
problem be expanded? Help students see the whole picture.
Debriefing the
process will help assess learning and improve the process in the
future.
In the future we
will discuss the given topics.
We will take some
measures for solving and under standing the topic.
Teacher will play
the role of facilitator, not the instructor.
Children will think
and try to solve the problems.
I will allow the
students to find out their ways to solve the problem.
I will let them
discuss their thought and criteria of the given topic.
I will let them all
to do their work finding out their own strategy about it.
Other Concern and/or Notes:
The students are individuals; they should use their abilities.
They should think that they can "MAKE A DIFFERENCE" They
must be confident enough to give their own solutions of different
problems.
They must think and visualize the future of the globe, which is in
their hands.
"THEY CAN MAKE THE WORLD A BETTER PLACE".
