Molloy College

Education Department
Lesson Plan
Student: Kelly Amarante
Course: EDU 521
Grade: 7 Topic: Percents, Parts, Wholes

Professor: Maria Espositto

Date: April 19, 2016
Content Area: Math

INSTRUCTIONAL OBJECTIVE
After playing a group matching game where students discuss equivalent fractions, decimals and percents,
students will complete 10 problems using visual and numerical representations of percents with 90%
accuracy.

CCLS / +NYS STANDARDS AND INDICATORS

7.RP.1: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other
quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour,
compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
Indicator: The standard will be evident when the students are converting fractions and decimals to
percents and vice versa.
Example: .05 = 5% =

5
100

MATERIALS
Student: Exit Ticket, cards for group activity, individual whiteboards
Teacher: Computer, PowerPoint, smartboard or white/chalkboard if smart not available, projector
STRATEGIES
1. Direct instruction will be used to provide the definition of percent and how we use this definition
to see how fractions and decimals are written as percents. During this time, I will also be
modeling the work I expect from students when they begin problems on their own.
2. A Group discussion card activity game will be used as a form of practice. During this time each
student will have a card with one fraction on it and one percent. The first person will start by
reading here fraction allowed and the student whose card has the equivalent percent will then read
their percent and the next fraction. During this activity students will have to explain why the
percent they have is equivalent to the stated fraction.
3. At the end of class students will fill out an exit ticket. The exit ticket allows me to quickly check
for understanding as well as figure out what may need to be re-taught the next day. The exit ticket
will be a chart with 3 columns; fraction, decimal and percent, students will be given one of the 3
and they will have to fill in the other. This will have 3 different examples in the chart.
ADAPTATIONS

E.L.L Student: Students will be provided with a separate list of content vocabulary with the definitions
that go along with this lesson. These students will also have math journals where they write about what
they learned that day. This will allow me to see what they understood about the lesson. It also lets them
practice their writing skills.
Visually Impaired Student: Students will be provided with a copy of what is written on the board with the
definition blanks filled in for the students so they do not miss copying any important information. At the
end of class students will be provided with the solutions to all the in class examples.
Speech and Language Impaired Student with receptive language issues: I would reinforce what is being
taught with more visual aids and representations of percents. This student will also be provided a
worksheet with simpler directions that I will also read aloud to them. The worksheet will also have an
example problem as a model for the student.
MOTIVATION
There will be a progress tracker displayed in the classroom. Each day I will check students homework in
the beginning of class. Every time a homework assignment is completed, they will earn a sticker. This
motivates students to get their work done because no one wants to have the least amount of stickers.
DEVELOPMENTAL PROCEDURES
1. Homework will be checked as students come in and stickers will be added to the progress chart.
2. Student will have a Do Now to start working on. Itll ask them to visually represent some
fractions, decimals and percents using a grid.
3. We will begin with a group discussion on what we know about percents. What do you think of
when you here percent? Where have you seen percent in your everyday life? What does percent
mean?
4. Direct instruction will provide students with the definition of percent. We will also begin
examples that use the definition to see how fractions and decimals are percents. Using charts, we
will begin to convert decimals and fractions to percents. Students will also be shown how to
visually represent these fractions on a grid. This reinforces the Do Now activity.
5. Students will each be provided with a card. The the card will read an answer to a question as well
as knew question. One student starts by reading the question on their card. Another student will
then read aloud their card with the corresponding answer. They will have to explain why they
have the correct answer using an individual white board. This should involve every student in the
class. Who has the card equivalent to _____? I have the equivalent value____? Why are those
number equivalent? How do we show that?
6. Students will complete an Exit Ticket. It will have a decimal, percent and fraction chart. There
will be 3 examples and they will be given one value per example. They must find the other two.
DIFFERENTIATION OF INSTRUCTION
For all learners:
Students will have to write in a math journal every night for homework explaining what they
learned in class that day. It is quick and short, about 2-3 sentences.
All students will have access to ixl.com where they can practice math topics at their own pace
with immediate feedback.
Students will have access to the unit website. This site provides extra resources and maps out the
unit.
Below level:
I will work with these students in a small group on their exit ticket.

On grade level:
These students will complete the assigned exit ticket independently with appropriate work and
few errors in the mathematical reasoning.
Above level:
These students will be given the option to come up with their own example. They can present it to
the class with a chart and a visual representation.
ASSESSMENT
Informal: Students will complete an exit ticket at the end of class and hand it in. They will also write in
their math journal and explain the topic covered in the lesson.
Formal: Students will have a unit test at the end of the 5 lessons in the unit. They also have to complete
the extra credit quiz and scavenger hunt located in the website.
INDEPENDENT PRACTICE
Independent Practice: After the in class lesson, students will have a 10 question worksheet that covers
percents, decimals and fractions and how we show they are equivalent.
FOLLOW-UP: DIRECT INTERVENTION AND ACADEMIC ENRICHMENT
Direct Teacher Intervention: If a student seems to be struggling with the content during class, I would cut
the card game short and move to independent practice. This would allow me to work with those students
who are struggling on an individual basis.
Academic Enrichment: For a student who easily met the objective they will be asked to provide a think
aloud to the class. This allows for students to see how others think and clarify their misconceptions. Many
times students learn best from each other. The students think aloud will be a presentation of number
written as a percent, fraction, decimal and how they converted these numbers. They will also share a
visual representation.
TEACHER RESOURCES
J. M. (2014, October 21). 7 Ways to Motivate Students to Learn Math. Retrieved April 19, 2016,
from http://edupln.ning.com/profiles/blogs/7-ways-to-motivate-students-to-learnAmarante, K. (n.d.). Parts, Wholes and Percents. Retrieved from kellyamarante.weebly.com
Bailey, E. (2012, October 16). 23 Ways to Accommodate Autism and Asperger's Syndrome in the
Classroom. Retrieved April 10, 2016, from
http://www.healthcentral.com/autism/c/1443/156580/accommodate-autism/
Bloom's Taxonomy, with verbs. (2011, March 5). Retrieved April 19, 2016, from
http://www.au.af.mil/au/awc/awcgate/edref/bloom.htm
Chapter 2: Defining and Organizing Language Learning Strategies. (n.d.). Retrieved April 19,
2016, from http://www.nclrc.org/sailing/chapter2.html
Grade 7 Mathematics Module 4, Topic A, Overview. (2014, April 16). Retrieved April 19, 2016,
from https://www.engageny.org/resource/grade-7-mathematics-module-4-topic-overview

Kawas, T. (2005). Mathwire.com | Instructional Strategies. Retrieved April 19, 2016, from
http://www.mathwire.com/strategies/is.html
Pronovost, R. (n.d.). Differentiating in Math Using Computer Games. Retrieved April 19, 2016,
from https://www.teachingchannel.org/videos/differentiating-in-math
Roberts, K. (n.d.). Math Instruction for English Language Learners. Retrieved April 19, 2016, from
http://www.colorincolorado.org/article/math-instruction-english-language-learners
Teaching Strategies. (n.d.). Retrieved April 19, 2016, from
http://www.tsbvi.edu/teaching-strategies#Quadratic
Weyland, L. (2009). Math for All: Differentiating Math Instruction. Retrieved April 10, 2016,
from
http://www.mathsolutions.com/documents/presentations/09_nctm_differentiating_instruction_talk
1.pdf

Cards for group exercise:

I have the
equivalent value,
0.11 .
Who has the card
equivalent to
350 ?
I have the
equivalent value,
140 .
Who has the card
equivalent to

1
5

I have the
equivalent value,
3.5 .
Who has the card
equivalent to

3
8

I have the
equivalent value,
0.002 .
Who has the card
equivalent to
100 ?

I have the
1
equivalent value,
.
0.355 .
50
Who has the card
Who has the card
equivalent to 2 ? equivalent to
0.5 ?

equivalent to

1
2

?
I have the
equivalent value,
180 .
Who has the card
equivalent to 5
?

1
4 ?
100

I have the
equivalent value,

I have the
equivalent value,
0.001 .
Who has the card

I have the
equivalent value,
37.5 .
Who has the card
equivalent to

I have the
equivalent value,
50 .
Who has the card
equivalent to
300 ?
I have the
equivalent value,
0.05 .
Who has the card
equivalent to

1
100

I have the
equivalent value,
1 .
Who has the card
equivalent to

210
?
100
I have the
equivalent value,

1
.
200
Who has the card
equivalent to
0.37 ?

I have the
equivalent value,
0.0025 .
Who has the card
equivalent to 5 ?
I have the
equivalent value,
210 .
Who has the card
equivalent to

3
4 ?
100
I have the
equivalent value,
37 .
Who has the card
equivalent to
90 ?

I have the
equivalent value,
30,000 .
Who has the card

I have the
equivalent value,

3
5

Who has the card

equivalent to
75 ?

equivalent to
?

I have the
equivalent value,

1
.
10,000
Who has the card
equivalent to
1.1 ?

3
.
500

I have the
equivalent value,
110 .
Who has the card
equivalent to
250 ?

I have the
equivalent value,
500 .
Who has the card
equivalent to

2
?
5

I have the
equivalent value,
0.0075 .
Who has the card
equivalent to

35

1
?
2

I have the
equivalent value,

9
.
10
Who has the card
equivalent to

1
10 ?
100
I have the
equivalent value,

3
.
4
Who has the card
equivalent to

180
?
100
I have the
equivalent value,
2.5 .
Who has the card
equivalent to
18 ?

I have the
equivalent value,

9
.
50
Who has the card
equivalent to

15
?
4

I have the
equivalent value,
375 .
Who has the card
equivalent to
0.06 ?

I have the
equivalent value,
6 .
Who has the card
equivalent to
0.4 ?

I have the
equivalent value,
40 .
Who has the card
equivalent to
1.5 ?

I have the
equivalent value,

3
.
200
Who has the card
equivalent to
11 ?

Chart found in an EngageNY Worksheet: https://www.engageny.org/resource/grade-7-mathematics-module-4-topiclesson-1

Exit Ticket:
Fill in the chart using the given number. Put fractions in simplest form.
Fraction

Decimal

Percent

7
9
42%
.78
Homework for Independent Practice:
Write the given fraction or decimal as a percent. Draw a visual representation of the percent. Round to the
nearest whole percent.
1. .67

3.

45
89

5. 1.2

7. .45

2.

5
7

4. .3333333333

6.

400
250

8. .01

9.

2
30

10.

23
92