LESSON PLAN-Percent Introduction

Teacher Candidate ____Travis Read___________________________________________________________ Grade Level __7th______ Subject/Content:___Math 7_____________ Title___Percent Introduction___ CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. 4-ELL 7-Below Grade Level 4-Accelerated 3-Intentional non-learners

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: I will be able to set up the appropriate ratio for a given percent. I can represent a percent in three different ways. I can justify why a percent can be represented in three different ways. Reading/Language Walk-Away: I can recognize that the word percent means per hundred. I can recognize phrases that tell me whether my percent is increasing or decreasing, i.e. decrease, full price including tax, increase, raise, off, discount, etc.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Modifications/Accommodations (ELL,

IEP, GATE, etc.) ELL students will be pulled aside at the beginning of the practice section to receive instruction on vocabulary used on percent questions. Lower level ELL students will be read questions instead of having to read them off sheets hung on walls. All students will be required to make their way around the room answering questions that will be posted on the wall. This will ensure that the nonintentional learners will be participating and catch teachers attention if not as they will be the only seated students.

Students will fill out their note sheet to show that they can recognize the 3 forms a percent can be represented as well as what the word percent means. Students will fill out their not sheet practice section to show that they can set up the appropriate ratio for the given percent. Students will write their found percents in three different forms and include a sentence justifying why their different forms mean the same thing.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences 1. Students will be asked to fill in the blank answering percent means per ______. Students will be asked to consider other words that include the term cent, i.e. centimeter, century, cents of a dollar, etc. They will be reminded that whenever they see the word per it means to put the following number on the bottom of a fraction. 3. Students will also be asked to write a percent in 3 different forms as they have been taught to do in previous math classes. Focus Lesson (I do it) 2. Examples of centimeter, century, and cents of a dollar will be used to show students how the numbers relate to the cent part of the word, i.e. 20 cents means .20 dollars or 20 hundredths of a dollar since there is 100 cents in a dollar. 4. An example will be shown as to how to set up a percent as a fraction given a situation, i.e. 25% decrease means we want to decrease 25% form original 100%, so that looks like 75%. The percent will be represented as a fraction and decimal and justification for doing so modeled as they are solved. Guided Instruction (We do it) 5. Students will be asked to find a percent given a specific situation, i.e. 10% raise, 15% discount, etc. They will show that percent as a fraction and then convert it to a decimal. They will switch papers with their shoulder partner, and justify why their partners work shows that the different representations of the percent are equivalent. Collaborative/Cooperative (You do it together) 6. Students will be asked to show a percent as a fraction and then convert it to a decimal. They will switch papers with their shoulder partner to and then justify the why their partners work shows that the different representations of the percent are equivalent.

2.5 ELL students will be given extra examples of words that use cent, and how it relates to the term used. 6.5 ELL students are paired with shoulder partners whose language proficiency can help them understand the language used in example question. 6.5 Intentional non-learners are paired with accelerated or high achieving students to keep them on task during shoulder partner activity. 7.5 ELL students who require reading will have questions read to them by teacher. 7.5 Intentional non-learners will be required to move around the room to solve problems so that they do not get lost in crowd sitting at their desks. No further accommodations will be made for below grade level students since lesson is scaffolded for lowest students to achieve success. 9.5 Above grade level students will also be asked to give examples, and solve them, using the situations presented on the papers around the classroom.

8. Students will be able to ask each other questions as they work around the room solving the problems on the hung up papers. Independent (You do it alone) 7. Papers with examples of percents will be hung on the walls around the room. Students will make their way from one to the next setting up the appropriate ratio on the practice section of their note sheet. 9. Students will convert their found percents to a decimal and then justify why the two numbers are equivalent. Summarization/Closure Students will be asked to share one thing they learned with their shoulder partner. Students will be asked to share something they hope to learn with their shoulder partner.

NOTES TO TEACHER What do I need to remember to do? Write appropriate situations to be solved by students. Develop note sheet with practice section. Materials to have ready? Situations printed on colored paper and hung around room. Note sheets printed to half sheet so they fit in students journal. Approximate time needed for lesson? 50 minutes.