Sample Co-Teaching Lesson Plan (Inquiry)

Teachers:
Subject:
Grade:
Mrs. Handler, Mrs. Larkins
Math
7th
Standard:
Arizonas College and Career Ready Standards
7.RP.A.3. Use proportional relationships to solve multistep ratio and percent
problems. Examples: simple interest, tax, markups and markdowns, gratuities
and commissions, fees, percent increase and decrease, percent error.
7.MP.3. Construct viable arguments and critique the reasoning of others
Objective (Explicit):
Students will use proportional relationships to calculate simple interest by
identifying ratios and applying it to real life situations.
Students will summarize simple interest, explain it, and reason with their peers
to find the best way to problem solve.
Evidence of Mastery (Measurable):
Formative: Completion of the review and the question on poster number 4.
Summative: Complete chart on page 252 and homework questions.
Informal: Heart to Heart on understanding (fist-to-five).
Sub-objectives, SWBAT (knowledge, skill, purpose):
Students will be able to access their knowlede of perportional relationships and
apply it simple interest.
Students will be able to clearly communicate and accurately explain simple
interst to peers.
Students will be able to use simple interst to reason on the best methods to
spend and boeeow money.
Key vocabulary:
Materials:
Simple Interest- Money paid or earned
Computer
only on the principal.
Projector
Interest- is money paid or earned for the
Whitebords
use of money
Markers
Principal- the amount of money borrowed
Poster Paper
or deposited.
6.7 Worksheet Copies
Annual Interest Rate- the yearly rate at
Workbook Pg. 137
which the principal will grow.
Time- expressed in years; how long the
money wil be held or loaned.
Engage - In this section you should activate prior knowledge, hook student
attention, pose a question based on your lesson objective that students will
seek to answer in Explore.
Teacher Will:
Students Will:
Review classroom expectations:
-Students will be actively ready to
Review Standards and Objectives
participate
-Students will be respectful of their
peers time and ideas.
-Students will hold each other
accountable during the group activity
-Students will stay at their assigned
stations
-Students will keep volume below a dull
roar.
-Students will FREEZE when asked to.

Recently in class we have been discussing

discounts and markups and trying to figure
out how much we would pay for this item,
or the original price of that item, or the rate
that was charged. All of that has to do with
this.. (show a dollar).
Now we are going to watch a quick video to
jumpstart another type of markup. In this
video I want you to listen to the term the
banker introduces. Once you hear it plese
write it down on you whiteboard; after the
video I will be looking for students who can
define it using context clues from the video.
(provide some form of incentive)

-Students will all take notes

independently.
-Students will respect the incentive jar
rules.
-Listen as instructions are given
-Watch the video and listen for the term.
-write the term down on the whiteboard.

-Hold whiteboards up, two students will

explain the term.

Watch Dollars ad Sense:

https://www.youtube.com/watch?
v=mV6YaTbNvvE
What was the term the banker introduced?
Q1: How can you find the amount of
simple interest earned on a savings
account?
Explore - In this section students should take the lead and actively use materials
to discover information that will help them answer the question posed in
Engage. Teachers may choose to give steps to follow, especially for younger students,
but the goal is for students to discover some or all of the sub-objectives of the lesson.
Teacher Will:
Students Will:
Set up the desks into 7 groups of 4. Place 4 Listen to directions until dismissed into
posters in 4 corners of the room.
their groups.
Explain what a Jigsaw is:
Solve Poster 1: Review Question
Everyone in the group will be a specialist.
-Mrs. Handler buys a shirt that is 25%
One representative from each table will
off of the original price. If the original
travel to a poster.
price was 80$, how much did she pay?
Your job at the posters is to get down, and
figure out, as much information as possible
If she received 25% off, then she paid
to help your group figure out the last
____ % of the original price.
problem.
Interpret Poster 2: Simple Interest
While you are at the posters you can talk
with the people there and get their input as Simple Interest: money earned on a
well. Mrs. Larkins and I will be circulating to savings account or investment.
answer any questions and make sure you
Formulas: I=Prt
I
are on task.
r= Pt
At the end of this lesson you will do a
I
nonverbal evaluation of yourself and your
t= Pr
peers. They will hold you accountable if you
do not provide them with important
Final Balance =P+I
information.

When I say FREEZE that is your cue to stop

moving, talking, and just listen.
Count Students Off; Dismiss 1s, 2s, 3s
then 4s.

Interpret Poster 3:Simple Interest

Formula
Simple Interest
Annual Interest
Rate
I
=P
*r
* t
Principal
Time
Simple Interest=Principal*Annual
Interest Rate (In decimal form)*Time
Solve Poster 4: Word Problem
You put $500 in a savings account. The
account earns 3% simple interest per
year. (a) What is the interest earned
after 3 years? (b) What is the balance
after 3 years?
P=500
r=30%
t=3
I=____

Co-Teaching Strategy/Differentiation
I will assign who the specialist is at each table.
Directions will be posted on the board.
Complementary teaching will be used in the classroom while the students are at
their groups.
Posters will be very explicit
Explain In this section students share what they discovered, teacher connects
student discoveries to correct content terms/explanations, students
articulate/demonstrate a clear and correct understanding of the lesson sub-objectives
by answering the question from Engage before moving on.
Teacher Will:
Students Will:
Say FREEZE to end the previous activity.
It is now time to return to your seats and
-Return to seats
share your work.
Each of you has a vital piece of information
-Share work with group
that everyone else needs. You have 20
minuets to share. When I say freeze, I would
like you all to stand up and put your pencils -Respect each others work
down.
-Share notes and ideas to complete their
assignment.
Facilitate group work, use proximity to
ensure students are on task and
understand the information.
MISCONCEPTIONS:
I=PRT is your final balance
R is written as a percentage (instead of a
decimal)
Place valule when adding interest and
principal.
Say FREEZE.
I would like to know where you are at with
shairing your work.

-Stand up and stop working

-Sit down when their completion stage is
called.

If you have finished the word problem from

Poster 4 sit down If you have only copied
down the review on Poster 1 sit down.
-Follow along with the review.
Allow students extra time as needed.
Once students have all finshed, show
BrainPop video on Interest:
https://www.brainpop.com/math/ratiopropor
tionandpercent/interest/
Next go over Powepoint Presentation that
explains the informtion that was displayed
on each poster (that students should
already have written down in their
notebooks).
Q2: How can you use simple interest to
find the end balance of an amount?
What variable gets us the most
amount of money?
Co-Teaching Strategy/Differentiation
Directions will be posted on the board.
Students of all different learning levels will be represented in each group.
Red/Blue cups will be given to each group to represent when students are
having trouble and when things are going well.
Complementary teaching will be used in the classroom while the students are at
their groups.
Groups will be small to enable students to be heard and work to be completed in
a timely manner.
Teachers will us proximity to ensure that students are on task.
Elaborate In this section students take the basic learning gained from Explore and
clarified in Explain and apply it to a new circumstance or explore a particular aspect of
this learning at a deeper level. Students should be using higher order thinking in this
stage. A common practice in this section is to ask a What If? question.
Teacher Will:
Students Will:
Facilitate group work.
- Work through Activity 1 on page 6.7 as
With your group complete Activity 1 on
group.
page 6.7.
Walk around and answer questions.
What happens if we use a larger rate?
-The amount goes up.
Principal? Time?
Co-Teaching Strategy/Differentiation
Directions will be posted on the board.
Students of all different learning levels will be represented in each group.
Red/Blue cups will be given to each group to represent when students are
having trouble and when things are going well.
Complementary teaching will be used in the classroom while the students are at
their groups.
Groups will be small to enable students to be heard and work to be completed in
a timely manner.

Teachers will us proximity to ensure that students are on task.

Evaluate In this section every student demonstrates mastery of the lesson

objective (though perhaps not mastery of the elaborate content). Because this also
serves as a closing, students should also have a chance to summarize the big
concepts they learned outside of the assessment.
Teacher Will:
Students Will:
Now is your time to show me what you
-Listen to instructions
learned.
Everyone will need to write the problems
down on their own sheet of paper that you
will hand in.
But you can still use your shouder partner
for spport.
Calculate Simple Interest and find the end
Once I give you the problem, write it down balance.
and solve it. When you get it done raise
#1. $400 at 7% for 3 years.
your hand and I will check it.
a. $84
b.$484
#2. 1200 at 5.6% for 4 years
a.$268.80
b.$1468.80
Find the annual Interest rate.
#3 I=$18, P=$200, t=18 months
a.6%
#4 I=$310, P=$1000, t=5 years
a.6.2%
Find the amount of time.
#5 I= $60, P=$750, r=4%
a. 2 years
#6 I=$825, P=$2500, r=5.5%
a. 6 years
7# You put $500 in a savings account.
The account earns $15.75 simple interest
in 6 months. What is the annual interest
Thank you all for your participation; we sill rate?
have a lot to work on in order to
a.6.3%
understand interest and how to spend out
money.
But really quick whats the easiest way to
earn money?
What is the formula for simple interest?
How do you find your end balance?

-loan it to the bank or institution with

interest.
- I=Prt

- Add you interest and principal

Fist to Five. Would you like to do an
activity like this again?
Heart to Heart. How well did your group
work together? How well did you work
with your group?

-Respond
-Respond