Ashland University

Dwight Schar College of Education

Lesson Plan Form
Candidate Name: _____Emily Baker_______

General
Info.

Subject
Grade
Learner Profile

Date: ___November
19,2014__________

Math
8th
19 students: 10 boys, 9 girls
3 students on 504 plans

General Information: This section is used to identify the subject and grade you teach. It is also where you will place a description of the
class makeup. Items such as total number of students, number of boys and girls, students with IEPs and the types of learning or behavioral
issues should be added, and any other factors that might help you target your lesson to the learners in the class.

Target

Common Core or
Academic
Content
Standards
Objectives,
Students will be able to/understand:
Goals or
How to compare decimals, fractions, and percents.
Essential
How to convert between decimals, fractions, and percents.
Questions
How to order decimals, fractions, and percents.
How to estimate percents using benchmark percents.
Prior Learning
Prior to this lesson students will have learned how to write fractions as decimals and decimals
as fractions, what a ratio is, how to solve proportions, and multiply with fractions and decimals.
Post Learning

Students will take their knowledge learned within this lesson and apply this to real-life
application problems using percents.

Target: This section is used to identify the specific content you plan to teach. Here you make your connections to the standards appropriate to
your content area. Then you will identify specifically what you expect learners will know or be able to do as a result of the lesson. This must be
a measureable objective. Also list IEP goals that are being addressed in this lesson (if any). Additionally, you should place this lesson into the
context of their overall study. So, identify what the learners learned to get to your lesson and then where they will go after mastering your
lesson.

Introduction or
Hook

Activities/
Procedures

Delivery

Ashland University
Dwight Schar College of Education
Lesson Plan Form
Activate/Learn Prior Knowledge: Students will take the first few minutes of class to complete
the Are You Ready? on Page 271. Give them 15 mins to complete, then review answers, selfgrade and turn in to be reviewed.
It will be easy to gather whether the students learned adequate knowledge necessary to
work with percents or if there is any review/reteaching needed.
Next the students will watch a short introduction film on percents through YouTube called Math
Antics What Are Percentages?
This will also help students begin thinking about percents, how/why we use percents, and
how to work with percents.
Have a student read the Learning Goals posted on the white board so all students
understand what they should strive for in class.
Review vocabulary terms posted on the side board as well make sure students
understand what each vocabulary term means.
Allow students to follow along in their text book: Section 6.1 pages 274-275, Section
6.2 pages 278-279
Begin PPT Lesson for Sections 6.1 Relating Decimals, Fractions, and Percents and 6.2
Estimate with Percents
o Students will pay attention to the Smart Board as we go from slide to slide.
Throughout the PPT presented on Notebook (for Mac), students will be asked
questions that require them to answer in their seat or walk up to the board. This
will not only help their understanding but hold them accountable to pay attention
because they could be called on at any moment.
o This time could also be used to quickly browse through the Are You Ready papers
the students completed.
Class Practice: Students will complete Practice A (which is on both sides and covers both
sections) to check their understanding of the material.
o Answers will be posted on Smart Board to self-check
Handout Homework: Practice B (both sides side 1: 6.1, side 2: 6.2). Due in class next
day for a grade!
Exit slip: Think and Discuss on Notebook posted on Smart Board completed on separate
sheet of paper and handed in. NOT FOR GRADE, but to check their knowledge gained
from the lesson.
Colin Dodds Percentages Song as closing while students finish exit slip and/or begin
homework.

Differentiation

Learning
Conditions
Academic
Language Used

Ashland University
Dwight Schar College of Education
Lesson Plan Form
Students are allotted extended time on graded assignments (homework).
Extra notes are provided to help organization of material.
A reteach packet is constructed if student is struggling to understand and keep up with new
material.
Students are silent at desk working when asked and listening/watching when necessary.
Students are actively participating throughout the lesson
Students are honest when self-graded their work.
Percent, ratio, decimal, fraction, estimate, benchmark, compatible numbers

Delivery: This is the action plan for your lesson. Think of this part as the script for your performance. First identify how you plan to hook the
learners into your lesson. Make this as creative and exciting as you can. Then continue to develop your lesson plan in the procedures section.
This should be developed enough so that anyone could use your plan and teach the class. Lastly, think about the students who need more
help, and the ones who will grasp the material quickly. What will you do to enrich the learning for both groups. Here you might consider
Blooms Taxonomy, Learning Styles, Tomlinsons Tiering approach, and Multiple Intelligences. Also, be sure to include accommodations for
students on IEPs.
Learning conditions include any classroom considerations that may apply. These might include classroom safety, such as laboratory
procedures or rules for discussion that assure physical and emotional safety of students. Remember that the lesson must move the
learners toward the objectives stated above.
Academic language refers to both the content area vocabulary (i.e. perimeter, photosynthesis, theme) and instructional language (i.e.
cooperative groups, analyze, proof) that you will use in the lesson and expect your students to understand and use .

Assessment

Formative
Assessment
Summative
Assessment

Questioning throughout lesson

Checking pre-knowledge answers and corrections
Looking through Class Practice problems
Exit slip
Section A Quiz
Chapter 6 Test

Assessment: How will you know if the learners are grasping the information as you teach and when you have completed the lesson? Identify
the types of formative (while instruction proceeds) and summative (when instruction is done) assessments you will use. Remember that the
summative assessment must match the objectives stated above.

Technology
Materials

Links/Media

Ashland University
Dwight Schar College of Education
Lesson Plan Form
Smart Board, Internet (YouTube)
http://www.youtube.com/watch?v=JeVSmq1Nrpw
http://www.youtube.com/watch?v=vUBIPl73doc

Resources

Materials: This section is your repository for all the tools you will need to teach your lesson. The first two sections are used for the electronic
items you will need, the last is used for handouts, readings, etc. Be sure to include both instructional technology and adaptive technology
needed for this lesson.

Refection

Content
Delivery
Overall

Reflection: Professional refection is a focus of Ashland Universitys College of Education. Here is where you are to refect on your teaching
and determine what you did well, what needs improvement or modification. There is an area to refect on your delivery of the specific content,
an area to discuss the process you used, and a last one to add anything you feel needs to be stated.