Student Teacher: Alexandra Romean

School: Crossroads South Middle School

Date: 4/20
Period/Time: 4th Period
Grade: 6th Grade Math Replacement
Subject/Topic/Activity: Discount / Percent Off
Standards:
CCSS.MATH.CONTENT.6.RP.A.3.C
Find a percent of a quantity as a rate per 100 (e.g., 30% of a
quantity means 30/100 times the quantity); solve problems involving
finding the whole, given a part and the percent.
Objectives: Students will be able to calculate percent off an item
following direct instruction, and a class project / activity.
Materials:
Magazine / Newspaper
Construction Paper
Markers
Math Notebooks
Calculator if needed
Data Sheet
Procedures:
Day 1:
Discount off and sales tax will be taught over a three-day period.
On Day 1, students will be introduced to discount / percentage off and
how to calculate it. Day 1 will consist mostly of direct instruction,
guided practice, and independent practice. The students will be given
many practice problems to do in class, along with homework problems.
Day 2:
Day 2 will consist of a do-now (homework check), and a project.
The students will be instructed to make a sale flier for a store that they
will create themselves. They will cut out pictures from a circular
(minimum of 6). The items all have to have a name, an original price,
and a percent off price for each of the items. They will be given the
entire period to work on their circular, being as creative as they can be.
It must be neat and organized.
Once the students complete their fliers, they will make an
answer key for all of their items. They will have to calculate the

discount and the sale price for each of their items. They must show all
of their work, and we will staple the answer key to the back of the flier,
so that we can quickly check their work at a later time. This also
doubles as an example for what they are going to have to do the
following day. Both the answer key, and the gone shopping paper for
Day 3 are set up the same.
Day 3:
On day 3, the students will have 5 to 10 minutes in the beginning
of the class to put the finishing touches on their project. We will also go
through one more example of finding the percent off so that they are
prepared for the activity. Once they complete their projects, the
students will put their desks around the room, and display their fliers
on their desks. The students will go shopping and buy a minimum of
5 objects from the stores (no more than one item per store). The
students will have a chart to fill out. They will list the name of the
store, name of the item, the original price, the discount off (with all
work shown), and the sale price. They will be using the same layout as
they did for their answer key.
As an extension to the project, if students have more time the
students will calculate the total amount of money spent, and the total
amount of money saved throughout the project. At the end of the
period, we will have a share out of some of the items the students
bought, and what they ended up paying for them. I will also ask the
students to reflect on what was hard for them, and what was easy.
Assessment:
Students will be assessed in a few ways. They will be assessed
through observation. My cooperating teacher and I will be walking
around the room monitoring their progress, ensuring that theyre on
task and understanding the concept.
Along with that, this is going to count as a project grade. It will
be graded on completion, however, it will allow me to assess which
students are struggling with the actual calculation / math part of the
project. I will have all of their work handed in, so that I am able to
monitor what they did over the past few days.
Lastly, they will be reflecting after each day during the lesson. I
will have the students reflect on what was easy and what was hard fort
them to do. I will also be collecting their reflection sheet so I can also
see what they thought about the project itself.
Management Issues, Transitions, and Differentiation:
The students will be using circulars that they made, to compete
their work. This allows them to relate to what theyre doing in math,
and connects the math to a real life application. They will also be able

to work in partners in order to complete the work; that helps all of the
students that are struggling with the math computations.
The students will be given very clear and direct instructions to
ensure that they will be on task. They will also not be given any
materials until all directions have been given. The students will
transition from one part of the lesson to the other by teacher
instruction, along with a visual timer on the board.
This lesson allows the students to create their own circulars,
which is one of the biggest assets to the lesson. The students can
create their own store based on what they like, and not only is math
involved, but the relationship between the students can continue to
build. It also continues to allow me to get to the know the students on
another level.