Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Miss Turner

Date

11/14/2015

Subject/ Topic/ Theme

The Percent Equation

Grade ___7th__________

I. Objectives
How does this lesson connect to the unit plan?
This is the 4th lesson in the Unit Plan. This lesson is very closely connected with the previous lesson on the percent proportion. This lesson begins to jump into the
applications of percent problems.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

R U Ap
R U Ap
R U Ap
Ap, An, E

Use the percent equation to find parts.

Use the percent equation to find wholes.
Use the percent equation to find percents.
Solve application-based percent equation problems.

Common Core standards (or GLCEs if not available in Common Core) addressed:
7.RP.3, 7.EE.3
7.EE.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole
numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form;
convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
7.RP.3- Use proportional relationships to solve multistep ratio and percent problems.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should be able to convert between decimals, percents, and fractions.

Students should be able to solve proportions.
Students should be able to use the percent proportion to find parts, wholes, and percents.
Pre-assessment (for learning):
Review activity, having students solve an equation to refresh their memory
Formative (for learning):

I will assess students throughout the class as I walk around and monitor their progress as they answer
questions on their whiteboard. I will also collect the worksheet to see how the students did with the
higher level thinking questions.
Outline assessment
activities
(applicable to this lesson)

Formative (as learning):

Students must explain the percent proportion to their partner, thus helping them to assess their learning
progress.
Students may have the opportunity to walk me through some problems, again allowing them to assess
their ability to do the problem.
Summative (of learning):

In this lesson I will intro the Flyer Project- at the end of the unit the assessment of this project will be
done using a rubric
What barriers might this

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Provide Multiple Means of

Representation

Provide Multiple Means of

Action and Expression

Provide Multiple Means of

Engagement

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

Students have the information on

their power point worksheet, and
they also have an additional
worksheet. Students can see the
information on the white board too.

Students work with their partner

throughout the lesson. Students
have the opportunity to walk me
through problems, and occasionally
come to the board to do a problem.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Having the students discover

transfer from the percent proportion
to the percent equation allows them
to be able to clearly see the
connection between these too.

Provide options for comprehensionactivate, apply & highlight

After learning the concept

students immediately apply
their knowledge with practice
problems. The final question
also allows for higher level
problem solving.

Students will derive the percent

equations in their partners on
their worksheet and I will talk
through deriving the equation as
well on the board.

Provide options for recruiting

interest- choice, relevance, value,
authenticity, minimize threats
Allowing students to work in
partners gives them someone to talk
to and ask questions to, in order to
minimize threats. The last question
again incorporates the survey that
the students took at the beginning
of the unit, creating relevance and
authenticity.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

The word problem on their

worksheet gives them a
challenge to engage their higher
level thinking skills. They can
collaborate with their partner to
work through problems during
this lesson.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

I will walk around and monitor

their progress as they work on
their whiteboards. The
worksheets will allow me to see
if they are achieving the long
term goals of applying what
they have learned in more
complex problems.

Students are asked to explain

different concepts to their
partner. This allows for
metacognition, and allows them
to self-assess.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Students will need a whiteboard, markers, and an eraser

They will need a pencil
Worksheet for the lesson
Handout of the Power point
Power point
Smart board and projector
Textbook for homework

How will your classroom

be set up for this lesson?

Students will work in pairs

I will use the smart board
Students will sit at 3 tables ( 2 tables have 4 students, 1 table has 3 students)

III. The Plan

Time

Components

3 min

Motivation
(opening/
introduction/
engagement)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Warm up:
Draw sticks to place the students in partners.
Have students do the warm up problem on slide 2

Students solve the equation on their whiteboard.

5 min

This helps them to refresh the process of solving

equations.
Go over how to solve the equation.

Students show me their answer when they have

completed the problem.

Have a volunteer come to the board to fill in the

percent proportion.

Volunteer comes to the board to fill in the percent

proportion.

Have students write it on their whiteboards and

explain it to their partner.

Students write the proportion on their white boards,

and explain what the variables mean to their
partner.

Have students do the second warm up problem on

slide 2. This helps them review what we learned
last time about using the percent proportions.

Students solve the proportion percent problem on

their whiteboard.

Activity:
Have students fill in the first problem on their
worksheet with their partner.

5 min

Students fill in the first part of the worksheet with

their partners.

Walk around the room answering questions and

guiding the students.
5 min

10
min

Development
(the largest
component or
main body of
the lesson)

Change the slide and walk the students through

seeing how the proportion and the equation are
really the same thing.
Ask the students to do the problems on the next
three slides using the percent equation, one at a
time. They can do this on their whiteboard. Then
have a student walk you through how to do each
one.

Discuss the word problem on the following slide

that applies percentages to tithing. Students may
not know what tithing is, so begin with a discussion
on this.
10
min

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Closure
(conclusion,
culmination,
wrap-up)

Ask students to do the second question on their

worksheet. This requires some higher level
thinking. Give them time to reason through the
question. Walk around and monitor their progress.

Students do the problems on their whiteboards.

Students do the application word problem on

tithing.

Students work with their partner to solve the

second question on their worksheet. They ask the
teacher if they have any questions.

This question includes the reporting of statistics.

Discuss with the class how they will most likely
see percentages when they are doing research for
other classes, and how now they will be able to
accurately interpret and understand those
percentages.

Students engage in facilitated discussion

There are extra practice problems at the end of the

power point, if you feel the students need more
practice working together as a whole class.
If there is extra time the students can work on their
homework.

If there is extra time, students can work on their

homework.

HW: p.236, #4-19 odds #22

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

When I created this lesson plan, I focused on making sure the students make the connection between the
percent proportion and the percent equation. If the students understand this connection, then they have grasped
the concept on a deeper level. I also wanted to continue to emphasize the part/whole relationship and how
those pieces fit in the equation. I decided to include a worksheet with this lesson, because it makes the lesson
more independently focused. Instead of writing on the whiteboards, and potentially feeling rushed, or bored,
the students can work at their own pace on the problems on the worksheet (especially the second problem).
The second problem on the worksheet allows the students to apply what they have learned in a word problem,
independently.
The end of the class I have indicated that the teacher should discuss where students are most likely to see
percents when doing research for other classes. The students should discuss different times they have heard
percents used on TV or in an Advertisement. Can the percent statistics always be trusted? This discussion
could be helpful for the students to bring their learning in class to familiar contexts outside of class.

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