students in a discussion about how they spend a typical summer day. You
may want to have students create a list of activities on the board, but
mainly you want to get students thinking about their recurring
activities, such as sleeping, eating, watching television, texting,
etc. Hand out a copy of the How I Spent My Summer Daze activity sheet to each student.
Students record their typical summer activities in the first
column on the activity sheet. In the second column, they estimate the
number of hours they spend on each activity in a typical day. Have
students assign values to the nearest hour to make the calculations
easier. Remind students that there are exactly 24 hours in a day, so
each person's times should total exactly 24. You may wish to stipulate
that they list at least 6 items. As they complete the Hours column,
circulate among students to check their work. This is very important to
do with students who may be struggling because each column builds on
the previous ones—any mistakes will be carried forward into subsequent
columns. Stronger students can probably work through the remainder of
the activity sheet with little or no help.
Help students recall their facts by asking questions like these:
- How would I write 10 hours a day as a fraction?
- Which is the part and which is the whole?
[10 is the part of the day we are talking about; 24 is the whole number of hours in a day.]
- Are the numerator and denominator divisible by the same number?
[In this case, they are both divisible by 2. You might prompt students by asking if both numbers are even.]
- If I want to convert a fraction to a decimal, do I divide the numerator by the denominator or the denominator by the numerator?
[Numerator divided by denominator. Students may have
learned to divide the larger number by the smaller. For those students
this may be a hard concept to grasp.]
- What should I multiply by to convert a decimal to a percent?
[100. Percent relates things to 100 or 100%.]
- How many degrees are in a full circle?
[360°. Most students will probably know this fact.]
- How would I find the number of degrees given the percent?
[Multiply. You are looking for "some percent of 360°," and of means multiply. Take advantage of the opportunity to connect the word of with multiplication.]
During any of these discussions feel free to have a student explain
their methods or reasoning to the class using their own words.
To create the pie charts, use circular objects, such as coffee
filters. This gets students more excited about the activity just
because it’s something different. No matter what you use for the pie
charts, emphasize the importance of accuracy. Let students know they
will create their chart using pencil first. They will go back over it
with black marker when they are sure they have drawn their chart
Have students fold their circle in half twice to find the
middle, and then draw a radius to start. Since some students may not be
comfortable with protractors, show at least two measurements on the
board or overhead. A common mistake is for students to read the degree
measures on the protractor from the wrong direction.
Once students have sketched all of the sections on their pie chart in
pencil, they can go back over the lines with a black marker and then
fill in the wedges with different colors. Have students label each
section of their pie chart with the name of the activity it represents
and its percent (e.g., Sleep 34%).
Students will likely complete the activity at different times.
As students finish, ask them to practice the calculations reviewed in
this lesson by playing Concentration.
The game can be played individually or in pairs. If students are
playing in pairs, match those with similar abilities for the best
learning experience. You may also choose to allow a struggling student
to practice on his/her own. Use the game to differentiate instruction
based on the individual needs of your students.
Students should use the game to practice converting fractions
and percents. The game can also be set to practice reducing fractions
if you have students who need additional help with that concept. There
is also the option to play with all the cards on the board visible, so
the student can focus on the match itself without having to also
remember where the cards are located. It would be helpful to play the
game yourself a few times to familiarize yourself with the various
When all students have finished their pie charts, take a moment
to have a whole class discussion about the skills and topics explored
during this activity.