Lesson Plan no.

: 18, 19

Subject: Mathematics Class Level: VIII Section: A, B

Time: 50 minutes Period: 1st & 3rd Date: 05/04/21

Topic: Familiar Percent

Previous Knowledge: able to calculate percent, part and whole

LESSON OBJECTIVE:

By the end of the lesson, each child will be able to: (SMART)

✔ estimate and calculate a percent of a given number

✔ find the percent one number is of another number
✔ find the whole when a specified percent is given

TEACHING SKILLS:

Teaching of Skills and Procedure

TEACHING STRATIGIES EMPLOYED:

1. Demonstration 3. Co-operative Learning :

2. Poblem solving 4. Guided Learning

TEACHING LEARNING MATERIAL(S) REQUIRED:

1. Textbooks 3. Chalk and chalkboard

2. Notebooks 4.

LIFE SKILL:

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 1. Effective Communication 3. Critical Thinking
2. Problem Solving 4. Inter-personal skills

GNH VALUES

1. Patience 3. Bonding
2. Respect for self and others 4. Self Realization

CL STRUCTURES:

1. RoundTable 2. Mix-Pair-Share

INTRODUCTION: 5 mins ATTENTION GRABBER: Class Class...Yes Yes

(Greeting exchange between teacher and the students)

Teacher: Class class…. (in order to gain students attention)

Student: Yes Yes.

● Asks few questions to recapitulate the previous lesson

1. What are fractional percent?
2. How many small squares will we shade to represent 5.6 % on a thousandth grid?

LESSON DEVELOPMENT: 10 mins ATTENTION GRABBER: One, two... Eyes on you

Before starting the lesson, teacher will gain students’ attention.

Teacher: One, two

Student: Eyes on you.

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(Before starting the lesson, the teacher will gain students’ attention.)

Information Input:

10% and 1% are familiar percents that you can relate to other percents.
For example: - To find 30% of 950, first calculate 10% and then multiply by 3
10% of 950 = 950 ÷ 10 = 95
3 × 95 = 285
So 30% of 950 is 285.
- To find 7% of 1600, first calculate 1% and then multiply by 7
1% of 1600 = 1600 ÷ 100 = 16
7 × 16 = 112
So 7% of 1600 is 112.
Finding the Whole When a Percent is Known
If 140% of  is 112,
then 10% of  is 112 ÷ 14 = 8,
and 100% of  is 8 × 10 = 80.
The store sold 80 radios last year.

ACTIVITY: 20 mins ATTENTION GRABBER: Ready to Rock.... Ready to Roll]

Activity:

1. Find each. Use familiar percents.

a. 11% of 800
b. 120% of 540
c. 8% of 4300
d. 115% of 920
2. Find the value of each. Use familiar percents.
a. 9% of a length is 36 m
b. 300% of a mass is 240 g

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 c. 80% of the money is Nu 140
d. 450% of the mass is 135 kg
e. 175% of the capacity is 105 L

Instruction:

✔ We are going to do an activity individually.

✔ You will be given 20 minutes to complete the activity (10 minutes for each activity).
✔ While doing an activity, if you face any problem, please let me know.

Extended learning activity

❖ Let them to help other friends who are not able to solve the activity question.

MONITORING/FOLLOW UP: 5 mins ATTENTION GRABBER: Class Class...Yes Yes

Monitoring and support:

❖ Go around and check whether all the students are doing the given task or not.

Follow up activity

❖ Let one of the students to share his/her answer. I will correct them if they made mistake. After
that I will let the whole class to give a cheer.

CLOSURE: 5 mins ATTENTION GRABBER: Class Class...Yes Yes

❖ Call roll number (at least three) and ask the questions in order to summarize the lesson.

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 Lesson Plan no.: 20

Subject: Mathematics Class Level: VIII Section: A, B

Time: 50 minutes Period: 1st & 3rd Date: 06/04/21

Topic: Familiar Percent cont.

Previous Knowledge: able to calculate percent, part and whole using familiar percents

LESSON OBJECTIVE:

By the end of the lesson, each child will be able to: (SMART)

✔ find the whole when a specified percent is given

✔ calculate the percent, part and whole using percent tables

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TEACHING SKILLS:

Interation Variation

TEACHING STRATIGIES EMPLOYED:

1. Poblem solving 3. Guided Learning :

2. Demonstration 4. Co-operative Learning

TEACHING LEARNING MATERIAL(S) REQUIRED:

1. Textbooks 3. Chalk and chalkboard

2. Notebooks 4.

LIFE SKILL:

1. Decision Making 3. Critical Thinking

2. Problem Solving 4. Inter-personal skills

GNH VALUES

1. Patience 3. Bonding
2. Respect for self and others 4. Self Realization

CL STRUCTURES:

1. RallyTable 2. Mix-Pair-Share

INTRODUCTION: 5 mins ATTENTION GRABBER: Heart to Heart Ready to Start

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(Greeting exchange between teacher and the students)

Teacher: Heart to Heart…. (in order to gain students attention)

Student: Ready to Start

● Allow students to try this alone or with a partner. While you observe students at work, you
might ask questions such as the following:
1. How can you find 10% of a number in your head?
2. Does it make sense that your answer to part ii) is twice as much as your answer to part i)?

LESSON DEVELOPMENT: 10 mins ATTENTION GRABBER: Class Class...Yes Yes

Before starting the lesson, teacher will gain students’ attention.

Teacher: Class Class

Student: Yes Yes

(Before starting the lesson, the teacher will gain students’ attention.)

Information Input:

● You can use a percent table and familiar percents such as 1% and 10% to solve percent
problems.
For example: In a school of 360 students, students were surveyed about their favorite meal.
25% chose Pork Fing, 15% chose Kewa Phagsha, and 40% chose Ema Datshi. How many
students chose each meal as their favourite?
- First calculate 10% and use the result to calculate 5% and 40%.
- You can use 5% to calculate 25% and 15%.

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 ● For their favorite meal, 90 students chose Pork Fing, 144 chose Ema Datshi, and 54 chose
Kewa Phagsha.
● You can also find 15% by adding the numbers for 10% (36 students) and 5% (18

students). 10% + 5% = 15% → 36 + 18 = 54 students

ACTIVITY: 20 mins ATTENTION GRABBER: Ready to Rock.... Ready to Roll]

Activity:

1. The population of Thimphu is about 102,000. This is about 16% of the population of Bhutan.
Estimate the population of Bhutan.
2. Gasa has a population of about 3000. 52% of the population are males. About how many
males live in Gasa?
3. An apple is about 80% water.
a. About how many grams of water are in a 210 g apple?
b. A watermelon is about 97% water.
c. About how many grams of a 9 kg watermelon are not water?

Instruction:

✔ We are going to do an activity individually.

✔ You will be given 20 minutes to complete the activity (10 minutes for each activity).
✔ While doing an activity, if you face any problem, please let me know.

Extended learning activity

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 ❖ Sonam got 19 questions right on a math test. These questions made up 76% of the test. How
many questions

MONITORING/FOLLOW UP: 5 mins ATTENTION GRABBER: Class Class...Yes Yes

Monitoring and support:

❖ Go around and check whether all the students are doing the given task or not.

Follow up activity

❖ Let one of the students to share his/her answer. I will correct them if they made mistake. After
that I will let the whole class to give a cheer.

CLOSURE: 5 mins ATTENTION GRABBER: Class Class...Yes Yes

❖ Ask the questions in order to summarize the lesson.

1. What are the familiar percents?
2. How do we use familiar percents?

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 Lesson Plan no.: 21 & 22

Subject: Mathematics Class Level: VIII Section: A, B

Time: 50 minutes Period: 1st, 3rd & 6th Date: 07 & 08/04/21

Topic: Consumer Problems

Previous Knowledge:

COMPETENCIES:

● Differentiate between mark-up and discount   

LESSON OBJECTIVE:

By the end of the lesson, each child will be able to: (SMART)

✔ Investigate markup and discount through the sale of retail items (e.g A dress costs Nu 325 to
make and is being sold for Nu 975. What is the percent of mark-up?)   

TEACHING SKILLS:

Teaching of Concept and Generalization

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TEACHING STRATIGIES EMPLOYED:

1. Poblem solving 3. Guided Learning :

2. Demonstration 4. Co-operative Learning

TEACHING LEARNING MATERIAL(S) REQUIRED:

1. Textbooks 3. Chalk and chalkboard

2. Notebooks 4.

LIFE SKILL:

1. Critical Thinking 3. Decision Making

2. Problem Solving 4. Inter-personal skills

GNH VALUES

1. Truthfullness 3. Proper use of time

2. Trust 4. Self Realization

CL STRUCTURES:

1. RallyTable 2. RallyRobin

INTRODUCTION: 5 mins ATTENTION GRABBER: Winner Winner... Chicken Dinner

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(Greeting exchange between teacher and the students)

Teacher: Winner Winner…. (in order to gain students attention)

Student: Chicken Dinner

● Allow students to try this alone or with a partner. While you observe students at work, you might
ask questions such as the following:
a) Which CD player has the highest percent discount?
b) Why can you not tell immediately whether Player X or Player Z costs more?
c) How do you know that you save more by buying Player Z than by buying Player X?

LESSON DEVELOPMENT: 10 mins ATTENTION GRABBER: Class Class...Yes Yes

Before starting the lesson, teacher will gain students’ attention.

Teacher: Class Class

Student: Yes Yes

(Before starting the lesson, the teacher will gain students’ attention.)

Information Input:

● Ask students to discuss how stores make money (They buy things for one price and sell the things
to others at a higher price. The difference is their profit less expenses.)
● Ask students to tell you the meaning of an advertisement of “20% off”, such as the advertisement
in the Try This (the price you pay is 20% less than the listed price, or the price is discounted by
20%).
● Teacher explains the different terms:
● The price that shopkeepers pay for items they sell is called the cost price.
● To pay for expenses and to make a profit, shopkeepers sell items for a price that is higher than
their cost price. This price is called the regular or selling price.

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● The increase in price from cost price to selling price is called a markup. The markup can be an
amount or a percent.
● When a shopkeeper places a 30% markup on an item, the selling price of the item is 130% of the
cost price.
100% (cost price) + 30% (markup) = 130% (selling price)
For example: Suppose a gho with a cost price of Nu 1000 is sold at a markup of 30%.
Markup = 30% of Nu 1000
= Nu 300
Selling price = Nu 1000 + Nu 300
= Nu 1300
● The selling price can also be calculated by finding
130% of Nu 1000 = 1.3 × Nu 1000
= Nu 1300
● To encourage customers to buy, shopkeepers often reduce the price and put items on sale. The
decrease in price is called a discount or markdown.
● The discount can be an amount or a percent.
● When an item is discounted or marked down by 20%, the sale price of the item is 80% of the
regular selling price.
100% (regular selling price) – 20% (discount) = 80% (sale price)
For example: Suppose a mobile with a regular selling price of Nu 15000 is on sale for a discount
of 20%.
Discount = 20% of Nu 15000
= Nu 3000
Sale price = Nu 15000 – Nu 3000
= Nu 12000
● The sale price can also be calculated by finding 80% of Nu 15000 = 0.8 × 15000
= Nu 12000
● You can find the percent discount if you know the sale price and the regular selling price.
For example:
A table that is usually priced at Nu 2000 is on sale for Nu 1700. The discount amount is Nu 2000

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 – Nu 1700 = Nu 300.
This is how to calculate the percent discount:
300
- Divide the discount amount by the regular selling price: = 0.15
2000
● Multiply by 100% to change the decimal to a percent: 0.15 × 100% = 15%
● Similarly, you can find the percent markup if you know the markup amount and the cost price.
You divide the markup amount by the cost price and then multiply by 100% (as shown in
Example 3 part b) on page 43).

AC

TIVITY: 20 mins ATTENTION GRABBER: Heart to Heart Ready to Start

Activity:

1. Find the discount amount and sale price for each.

2. Find the markup amount and selling price for each.

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Instruction:

✔ We are going to do an activity individually.

✔ You will be given 20 minutes to complete the activity (10 minutes for each activity).
✔ While doing an activity, if you face any problem, please let me know.

Extended learning activity

❖ Laxmi was selling Avocados at Nu 200 per kilogram. She raised the price by 5%. What is the
new price per kilogram?

MONITORING/FOLLOW UP: 5 mins ATTENTION GRABBER: Class Class...Yes Yes

Monitoring and support:

❖ Go around and check whether all the students are doing the given task or not.

Follow up activity

❖ Let one of the students to share his/her answer. I will correct them if they made mistake. After
that I will let the whole class to give a cheer.

CLOSURE: 5 mins ATTENTION GRABBER: Class Class...Yes Yes

❖ Ask the questions in order to summarize the lesson.

Summarize the key points
Assign homework

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 Lesson Plan no.: 23

Subject: Mathematics Class Level: VIII Section: A, B

Time: 50 minutes Period: 1st, 3rd & 6th Date: 09/04/21

Topic: Consumer Problems cont.

Previous Knowledge: they know mark up and discount

COMPETENCIES:

● Apply idea of simple interest and commission in real life situations 

LESSON OBJECTIVE:

By the end of the lesson, each child will be able to: (SMART)

✔ actual increase actual decrease

actual increase actual decrease
✔ Apply f ormula % increase = x 100 or % decrease = origina
original amount original amount
amount x 100  

TEACHING SKILLS:

Giving Instruction and Organizing Learning Activity

TEACHING STRATIGIES EMPLOYED:

1. Questioning 3. Poblem solving :

2. Demonstration 4. Co-operative Learning

TEACHING LEARNING MATERIAL(S) REQUIRED:

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 1. Textbooks 3. Chalk and chalkboard
2. Notebooks 4. Teachers’ manual

LIFE SKILL:

1. Effective Communication 3. Decision Making

2. Problem Solving 4. Inter-personal skills

GNH VALUES

1. Truthfullness 3. Proper use of time

2. Trust 4. Self Realization

CL STRUCTURES:

1. RallyTable 2. RallyRobin

INTRODUCTION: 5 mins ATTENTION GRABBER: Class Class...Yes Yes

(Greeting exchange between teacher and the students)

Teacher: Class Class…. (in order to gain students attention)

Student: Yes Yes

● Allow students to try this alone or with a partner. While you observe students at work, you might
ask questions such as the following:

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 1. How do you know the equivalent percent will be less than 10?
2. What estimate would you use for the percent?

LESSON DEVELOPMENT: 10 mins ATTENTION GRABBER: Class Class...Yes Yes

Before starting the lesson, teacher will gain students’ attention.

Teacher: Class Class

Student: Yes Yes

(Before starting the lesson, the teacher will gain students’ attention.)

Information Input:

● Ask if any students are familiar with the term interest with regard to a loan or a savings account.
● With students, go through the exposition on page 45 of the student text. Make sure they
understand what simple interest is (based only on the original amount borrowed or invested), and
that it can be an amount or a percent. Point out that an interest rate is usually quoted as a percent
per year even if the term of the loan or saving is less than a year.
● Write the formula I = Prt on the board, write what each letter in the formula means, and then ask
the students to put the information from the example (Ugyen borrowing money) into the formula:
I = principal (5000) × rate (12% written as a decimal: 0.12) × time (1 year). If students ask why
the percent has to be written as a decimal, explain that otherwise the answer will be too high.
For example, if you borrow $100 at 10% interest for one year, you should pay $10 in interest. If
you multiply 100 × 10 × 1, you get 1000 (which is 100 times too much). 1
In the second example, make sure students can explain why the time is written as 0.5 (6 months is
1
or 0.5 a year).
2
● Discuss with the students that most banks charge (and pay) compound interest, not simple
interest. Explain what the difference is, i.e., the interest for the second or later period of time is
based on the amount of money that is still owing or on the amount of money that has

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 accumulated, not on the original amount.
● Have students look at the commission example in the exposition on page 46 of the student text.
Discuss how it is similar and how it is different from calculating interest (similar: both are a
percent of an amount; different: there is no time component to commission).

ACTIVITY: 20 mins ATTENTION GRABBER: Heart to Heart Ready to Start

Activity:

1. Laxmi was selling Avocados at Nu 200 per kilogram. She raised the price by 5%. What is the
new price per kilogram?
2. A toy that regularly sells for Nu 250 is on sale for Nu 225. What is the percent discount?
3. Radhika paid Nu 2000 for a dress with a cost price of Nu 800. What was the percent markup?

Instruction:

✔ We are going to do an activity individually.

✔ You will be given 20 minutes to complete the activity (10 minutes for each activity).
✔ While doing an activity, if you face any problem, please let me know.

Extended learning activity

● The sale price of a bed is Nu 1200. This is a savings of 20% off the regular selling price. What is the
regular selling price of the bed?

MONITORING/FOLLOW UP: 5 mins ATTENTION GRABBER: Class Class...Yes Yes

Monitoring and support:

❖ Go around and check whether all the students are doing the given task or not.

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Follow up activity

❖ Let one of the students to share his/her answer. I will correct them if they made mistake. After
that I will let the whole class to give a cheer.

CLOSURE: 5 mins ATTENTION GRABBER: Class Class...Yes Yes

❖ Ask the questions in order to summarize the lesson.

Summarize the key points
Assign homework

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