SMU

Lesson Plan Framework

Name:

Alex Ritter

Subject/Grade:
Unit/Lesson
Topic/Essential
Question(s):

Date Turned
In:

Math/7th Grade

10/25/15

Date
Taught:

Teachers Initials & Date:

The Percent Equation

Time Limit:

10/26/15

AR 10/26/15
46 Minutes

STATE STANDARDS

111.27. Grade 7, Adopted 2012.

(b) Knowledge and skills.
(1) Mathematical process standards. The student uses mathematical processes to
acquire and demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and the
workplace;
(B) use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution;
(4) Proportionality. The student applies mathematical process standards to represent and
solve problems involving proportional relationships. The student is expected to:
(D) solve problems involving ratios, rates, and percents, including multi-step
problems involving percent increase and percent decrease, and financial literacy
problems;
74.4. English Language Proficiency Standards.
(c) Cross-curricular second language acquisition essential knowledge and skills.
(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of
speakers including teachers, peers, and electronic media to gain an increasing level of
comprehension of newly acquired language in all content areas. ELLs may be at the
beginning, intermediate, advanced, or advanced high stage of English language
acquisition in listening. In order for the ELL to meet grade-level learning expectations
across the foundation and enrichment curriculum, all instruction delivered in English must
be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is
expected to:
(D) monitor understanding of spoken language during classroom instruction and
interactions and seek clarification as needed;
(I) demonstrate listening comprehension of increasingly complex spoken English

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Lesson Plan Framework
by following directions, retelling or summarizing spoken messages, responding to
questions and requests, collaborating with peers, and taking notes
commensurate with content and grade-level needs.
(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety
of modes for a variety of purposes with an awareness of different language registers
(formal/informal) using vocabulary with increasing fluency and accuracy in language arts
and all content areas. ELLs may be at the beginning, intermediate, advanced, or
advanced high stage of English language acquisition in speaking. In order for the ELL to
meet grade-level learning expectations across the foundation and enrichment curriculum,
all instruction delivered in English must be linguistically accommodated (communicated,
sequenced, and scaffolded) commensurate with the student's level of English language
proficiency. The student is expected to:
(D) speak using grade-level content area vocabulary in context to internalize
new English words and build academic language proficiency;
(E) share information in cooperative learning interactions;

OBJECTIVES
a) Content Objective:
We will solve problems by using the percent proportion and percent equation. I will
complete the word problem activity with my classmates and accurately solve problems
using the percent proportion or percent equation.
b) Language Objective:
Key Vocabulary (technical terms, concept words, other words)
Students will be able to define and use the terms percent proportion, percent equation,
part, whole, and percent orally and in writing.
Language Functions (way students use language in the lesson. Describe, compare,
summarize.)
Students will be able to communicate verbally with peers utilizing academic language to
complete the group word problem activity.

ASSESSMENT
During instruction, use observations while circulating around the room during student
activity participation as formative assessment for correcting and addressing common
errors being made while solving word problems. Utilize warm up sheets turned in to
assess student accuracy and ELL progress in utilizing vocabulary and academic
language.
Utilize warm up/exit tickets to evaluate student understanding of the process of solving
percentage word problems and identify areas of need for review and reteach.

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Lesson Plan Framework

MATERIALS
Warm up sheet, numbers in bucket for grouping, projector, slide deck, document camera,
chart paper, markers, word problems

PROCEDURES
1. As students enter the room, have them draw a number from a bucket and find a seat at
the corresponding table. The table students are seated at will be the group they are
working with for the day.
2. Introduction (5 minutes): Warm Up Quarter Page. Ask students to fill in the warm up sheet
provided, correctly identifying the part, whole, or percentage given in a problem and the
missing item for which the problem would be solved. Go over this sheet, having student
volunteers explain each problem and asking students to highlight incorrect answers on
their own page.
3. Review/Notes (5 minutes): Review the two methods of solving percent problems: the
percent proportion and the percent equation. Introduce the pyramid method as an
alternative, visual representation for students still struggling to connect with the two
previously introduced methods.
4. Activity (30 minutes): Word Problem Jigsaw. Each table group will be given two word
problems to solve. The group will solve each problem using both the percent equation
and percent proportion. Once the group has solved the problems, step by step solutions
will be written on provided chart paper. This should take about 10-15 minutes. The final
15-20 minutes of the activity will be used to go around the room, explaining to the rest of
the class how to solve the problems. Groups will be given the instruction that each
member has to contribute, either writing, solving, or speaking to the class.
5. Closure (6 minutes): Exit Card. On the back of the provided quarter page warm up sheet,
have students complete two tasks. First, students must write down which method they
prefer for solving proportion problems and why. Second, students must solve one word
problem that will be projected on the screen. Students will turn in their warm up/exit ticket
as they leave the classroom.
Differentiation/Accommodations/Modifications

Utilize verbal instructions, written instructions, and modeling.

Remind ELLs to utilize academic vocabulary and communicate verbally with peers,
providing reminders or reinforcements of academic vocabulary as necessary.
Allow students to contribute to group output in different ways, either speaking, solving, or
writing.
Group students allowing for collaboration between students at different levels of English
Language Proficiency and different skill levels in math.

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Lesson Plan Framework
Appendix to Lesson Plan
I.
Teacher instructional Strategies/Materials and Rationale for these strategies.
Warm Up: Review learning from last week with students, allowing for mistakes in a pressurefree environment.
Review/Notes: Remind students of necessary information to provide a frame of reference
before allowing for student creation.
Group Jigsaw Activity: Using collaborative learning to allow for interaction and peer tutoring.
Peer instruction and movement provides an outlet for energy and also allows students to
teach and learn from one another to deepen understanding and reinforce concepts at
students individual level.
Exit Ticket: Provides an opportunity for students to independently demonstrate learning while
allowing for formative assessment to guide future instruction.
II.
Organization of students.
Groups selected at random at the door to allow for students to work with classmates who they
do not usually interact with. Groups of 3-4 allow for all students to actively participate while
also enabling students to teach and learn from one another.
III.
Management Strategies: Describe your strategies for the following (as applicable)
Securing attention: Request attention via timers and requesting voices off and
eyes on me.
Distributing/collecting materials, supplies, or completed work: Utilize classroom
routine of instruction on the board upon entry to have students pick up materials and
collecting exit tickets at the door.
Transitions: Utilize timers during group work and give warnings when students
need to move on and finish different parts of the activity.
Movement: Provide explicit direction for movement before movement occurs.
Monitoring: Circulate the room to monitor learning and provide redirection or
encouragement as necessary.
Anticipating possible need for redirection: Circulating amongst students, engaging
each in work before redirection becomes necessary.
Special management considerations for students with special needs: Group
students with special needs strategically to ensure success and enable additional
monitoring/redirection when needed.