## Jeopardy Changes It!

### Debra AndersonLeon County Schools

#### Description

This lesson is a culminating activity after teaching fraction, decimal, and percent conversions. Students enjoy playing Jeopardy as a review for expressing these conversions. The students will be able to express percents as fractions and decimals, fractions as decimals and percents and decimals as percents and fractions. This will show that students understand the relationship between fractions, decimals, and percents.

#### Objectives

The student understands that numbers can be represented in a variety of equivalent forms, including integers, fractions, decimals, percents, scientific notation, exponents, radicals, and absolute value.

The student expresses a given quantity in a variety of ways, such as fractions, decimals, or numbers expressed as percents.

The student converts a number expressed in one form to its equivalent in another form.

#### Materials

-Vis-ŕ-vis wet erase markers
-Dry erase markers
-Chart paper
-Magic marker
-Paper towels/water (for use with wet erase markers and overhead)
-Pencils
-Handouts (see associated file)

#### Preparations

1. Gather all materials.
2. Duplicate handouts
3. Chart paper
4. Use Classy Conversions-3 to put in the percents, decimals or fractions needed by students for remediation or additional practice.

#### Procedures

Day 1
1. Review the steps for converting fractions, decimals, and percents by using the board or overhead projector to do specific examples.

2. The students come to the board with a partner with no more than 4 students at the board at one time to make conversions. Give the quantity and the type of conversion. The student will explain the conversion he/she made to his/her partner. The teacher then reviews them with the class.

3. Jeopardy ia a fun and exciting game for the students. It reinforces the skills being taught. Students will be divided into two groups to play a game of Jeopardy. Draw three columns on chart paper with the headings fractions, decimals, and percents. The students will take turns within their groups and pick a heading. Write a quantity under the heading. The student picks one conversion they want to make. If he/she gets it correct the team gets the point. If the answer is not correct the other team gets a chance to make the conversion and if correct the point goes to them. Then the other team must make the remaining conversion to get the point.

Day 2

4. Given the Classy Conversions-1 handout provided, students express the quantities as fractions, decimals, and percents. Circulate to formatively assess these conversions providing corrective feedback as needed. Be sure to review for students who are having difficulty.

5. Given the Classy Conversions-2 handout, each student will correctly express 7 out of 10 conversions in each column.

6. For a student who does not meet the criteria, provide additional instruction based on the type of conversion errors made. A blank Classy Conversion handout-3 is included to allow assessment following the additional instruction.

#### Assessments

Formatively assess students' conversions using the Classy Conversion –2 handout provided. (see associated file)

Criteria: Each student should correctly express 7 out of 10 conversions in each column. For a student who does not meet the criteria, provide additional instruction based on the type of conversion errors made. A blank Classy Conversion handout-3 is included in the associated file to allow assessment following the additional instruction.

#### Attached Files

Classy Conversions is a document containing 3 worksheets     File Extension: pdf