General Educator: ___________Ryan Gueli_______________________

Chad________________________________

Special Service Provider:____Mr.

Co-Teaching Lesson Plan

Subject Area:
Mathematics
(Rates/Proportions)
Class Description: Diverse Class (20-30 students)
Desks Facing the teacher

Grade Level:
7
Classroom Arrangement: Tables /

Students with Disabilities:

Student
Thomas Jones

Damien White

Disability Classification
Learning Disability

Emotional/Behavioral
Disorder

IEP Accommodations and

Assistive Technology
-Use of iPad in class
-Use of Special Education Teacher
(checking for accuracy when
working on an item)
-Extra time for assignments both
homework and in class.
-Leaving class to work on
assignment in class (computer
lab)
-Use of iPad in class
-Use of Special Education Teacher
(checking for accuracy when
working on an item)
-Extra time for assignments both
homework and in class.
-Use of Special Education Teacher
(if student becomes wild special
education can help diffuse
situation without stopping the
class.)
-Leaving class to work on

Additional Modifications for

this Lesson
-Will write out the entire plan on
the board, check off as an item is
completed.

-Will write out the entire plan on

the board, check off as an item is
completed.
-Reward good behavior and good
work with a token system, if bad
behavior or incomplete work is
turned in student will lose tokens,
can use tokens for a prize at the
end of class.

General Educator: ___________Ryan Gueli_______________________

Chad________________________________

Special Service Provider:____Mr.

assignment in class (computer

lab)
I.

Preparation
A. Purpose
The purpose of the class will be to understand how a proportion and rates correlate to real world problems. This is
taking in the assumption that the class has covered topics through rates.
B. Objective(s) must be measurable
-Given a tax percent a student in the class will be able to convert the tax into a rate/proportion and calculate total
cost.
-Given tax and sales percent a student in the class will be able to identify the importance in order of rates and
proportions.
-Given appropriate time Thomas will be able to complete his in class assignment to turn in.
-Given the checklist on the board Thomas will be able to stay organized during class effectively.
-Given the reward system Damien will be less distracted and thus will complete his in class assignment for class.
C. Content Standards
-This content is taken off the Common Core for 7th grade students. This lesson contains information taught directly
after rates.
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.
** NOTE! CONTENT STANDARDS COVERED BEFORE ARE ASSUMED TO HAVE ALREADY BEEN
MASTERED!
D. Essential Questions

General Educator: ___________Ryan Gueli_______________________

Chad________________________________

Special Service Provider:____Mr.

- It is essential for understanding how to calculate sales tax when going shopping. Many students like to go shopping,
so how do you calculate sales tax? How does one take a percent off a total? It is necessary to know how to answer
these questions like for example, how important the topic is below :

A store is advertising a sale with 10% off all items in the store. Sales tax is 5%.
(a) A 32-inch television is regularly priced at $295.00. What is the total price of the television,
including sales tax, if it was purchased on sale? Fill in the blank to complete the sentence.
Round your answer to the nearest cent.
The total cost of the television is $ ______.
(b) Adam and Brandi are customers discussing how the discount and tax will be calculated.
Here is Adam's process for finding the total cost for any item in the store.
Take 10% off the original price.
Then, add the sales tax to the discounted price.
Adam represents his process as:

Here is Brandi's process for finding the total cost for any item in the store.
Determine the original price of the item, including sales tax.
Then, take 10% off.
Brandi represents her process as:

General Educator: ___________Ryan Gueli_______________________

Chad________________________________

Special Service Provider:____Mr.

In both equations, T represents the total cost of the television and p represents the regular
price.
Are they both correct? Use the properties of operations to justify your answer.

E. Key Vocabulary
-Rate
-Variable
-Percent
-Tax
F. Materials
-Individual white boards for students in groups of two or more.
-Two iPads for both students with disabilities.
II.

Procedures (This is an example to use if you were co-teaching. Complete your duties and then add hypothetical
duties for the special education teacher.)

A. Anticipatory Set
Co-Teaching
Method

Time

<INPUT TYPE=\One1 5 min

General Education Teacher

- Go over what will be

Special Education Provider

Walk around the class ensure

Assessment
Discussion

General Educator: ___________Ryan Gueli_______________________

Chad________________________________

Teach,
One Support

Special Service Provider:____Mr.

covered in class (written Thomas and Damien are not

out on the board),
acting out, and are listening to
quickly review rates by
the discussion.
having a discussion of
the materials that were
covered, quickly reviews
rates and proportions,
and thus moving into the
application. The
discussion will be
opened response.
- We will then explain
why these are important.
How we can use these in
the future, and real life
application.

B. Body of the Lesson/Lesson Development

Co-Teaching
Method
<INPUT TYPE=\On
e Teach,
One Support

Time
10 min

General Education Teacher

-Will cover the topic of
application of Rates and
Proportion. For this we will
follow and I do, we do, and
you do method. I will go
through a sample problem. The
students are encouraged to just
listen (if they want to take
notes that is okay).
- I will then take a volunteer

Special Education Provider

-Will walk around class and
support the two students
Thomas and Damien, helping
them through problems and
making sure theyre on track.

Assessment
White board
questions on
proportions and rates.

General Educator: ___________Ryan Gueli_______________________

Chad________________________________

Special Service Provider:____Mr.

from the class, and as a class

we will go through another
example.
-Finally I will give white board
real world rates and proportion
questions, each group will be
assigned a question, and must
write out how to do the
question, and briefly explain it
to the class.

C. Closure or Concluding Activity

Co-Teaching
Method
<INPUT TYPE=\Alt
ernative
<INPUT TYPE=\

Time
5 min

General Education Teacher

Special Education Provider

Will go over the final

assignment, where students
will create a recipe book to
answer the main question asked
in essential questions. The
students will make a recipe
card highlighting the
information needed and step by
step procedure on how to solve
the problem. The recipe card
will briefly be explained in a
minute. A template will be
written on the board that shows
the students what to follow. It

Will take the two students

Thomas and Damien to the
computer lab and will work on
this assignment with the
assistance of computers.

Assessment
Recipe card for the
question.

General Educator: ___________Ryan Gueli_______________________

Chad________________________________

Special Service Provider:____Mr.

is expected students can follow

the template to ensure success.
III.

Follow-Up Activities: Independent Practice, Enrichment, or Reinforcement

- Students will be assigned 10 -12 problems based on the information gained from the class.
- Thomas and Damien would have modified homework of about 5-6 problems.

IV.

Evaluation
A. Of Student Learning
Using the white board response questions, recipe card question, and the homework problems assigned.
B. Of Teacher Processes
Mainly the recipe card and white board responses should show my progress and how well the students are learning.

See: The New York States Common Core Engage web site: https://www.engageny.org/, If you have not written Behavioral Objectives,
check the resource document in the assignment folder.