Edu 366 Slo7 Bouchard

Instruction Plan for a Single Lesson
Name: Kaylee Bouchard

Grade Level: 7th Grade
Group Size:
Date: December 6, 2015

Subject/Topic: Percents
Individual ( x )
Small Group (
Whole Class ( x )
Standards: Which Maine Learning Results, Common Core Standards or Provincial Standards do
these objectives support?
1. CCSS.Math.Content.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.
Objectives/Outcomes: What do you want the students to learn? (Observable & Measurable)
The students will: (SWBAT know/do)
1. Solve percent increase and percent decrease problems and explain their answer
2. Solve markup and mark down, interest, and tax problems and explain their answer
Instructional Materials: What instructional materials or technology will you need?

1. white board and markers
2. quiz (included below)
3. homework (included below)
Introduction: How do you plan to introduce the lesson and/or motivate the students?
(Attention Getter, Review, and/or Preview) Explain your purpose.
Begin lesson with a 'brain dump,' and ask students to write down all of the information that they
learned in the lessons leading up to this one (fractions, decimals, computation with decimals,
etc.). *This will remind them on concepts that they will be using, as well as give us an
opportunity to quickly brush up on anything that we will be needing for our new lesson.
Procedures: How will the lesson develop or proceed? What steps will you follow? Include
UMPI College of Education Lesson Plan Format
Revised 5/19/15
questions you will ask and examples you will provide.

1. To teach the concept of percent, I will begin by explaining that percent can be substituted for
the word hundredth. The fraction can be written as 25/100, which is the same as .25 (twentyfive hundredths), or 25%.
2. Roxbury High School announced that out of 200 students in their 9th grade, 25% of them
made the honor roll. How many students made the honor roll? Does anyone know how we
might be able to solve this problem? Remember that 25% is .25 or 25/100...
If you multiply .25 by 200, you will get what? 50. Who can tell me what 50 means in this
problem? There were 50 students who made the honor roll.
3. How about: the basketball team won 80% of the 25 games it played last season. How many
games did they lose? The first thing we should do it turn 80% into a decimal.. 80 x .0100 which
is..? .80 What do we need to do next to figure out how many games they lost? We need to
multiply to figure out how many games they won. .80 x 25 = . 20 If they won 20 out of
25 games, then how many games did they lose? 5
4. For this next problem, you're each going to solve it on your own. I'd also like for you to draw
out how you've solved the problem, using a model, drawing, or context. 85% of Blackwoods
Grocery Store's employees made it to their staff meeting. If there are 75 total employees, how
many missed the meeting?
5. Allow students a few minutes to work on the problem on their own, if anyone needs help, ask
them to think about it for a little while before you assist them. Once everyone is finished with the
problem, ask one student to come up and explain what they did to solve the problem. When
finished, ask the class if they agree or not and if not, see if they can figure out where they or the
presenter went wrong. We will not move on until each student has a clear and correct answer and
explanation.
6. Now we're going to do something a little bit different. We are going to calculate percent
increase and percent decrease in a problem. In June, John worked a total of 35 hours, in July he
worked 50 hours. What percentage did John's working hours increase in July? Does anyone
have any ideas as to what we should do first? First, we need to figure out the difference
between the new and old numbers.. 50-35=15 15 is the increase that John has worked in hours
from June to July, but we need to work it into a percent for it to be a percent increase. So, what
we need to do first, is divide our increase by the first number... 15 = .43 and now to turn
35
this into a percent, who can tell me what we need to do?! That's right, multiply .43 by 100. 100
x .43 = 43%. We now know that John worked 43% more hours in July than he did in June.
7. You're going to work on this next problem on your own, using what you learned to find
percent increase, to find the percent decrease. In September, Mary worked 39.5 hours and in
October, she worked 33 hours. What percentage did Mary's working hours decrease in October?
When everyone has finished, walk around and check answers. Have students raise their hands to
go through the steps one at a time as the problem is worked out on the board. Who would like to
tell me the first step I need to make to solve this problem? Of course, we need to find the
amount that her hours decreased! 39.5-33=6.5. What do we need to do next? Divide the
decrease by the first number.. 6.5 = .16 Now to turn the decimal into a percent?
39.5
100 x .16 = 16% - Mary worked 16% less hours in October than she did in September.
Revised 5/19/15
Assessment/Check for Understanding: How will you measure if the students have met the
lesson objective?
Before I send you home with some homework, you're going to get the next 10 minutes to take a
short quiz. In the final 5 minutes of class after everyone is finished, we will quickly go over the
answers to make sure everyone is prepared for tonight's homework.
Closure/Transition: How will you end the lesson?

Now that we have mastered percentages, tonight's homework shouldn't give you any troubles!
There are 6 questions that all deal with percents; finding reductions, taxes, percent increases &
decreases, and interest. Please finish it tonight and we will quickly go over it tomorrow before
class. If anyone has any questions, now would be the time. If you haven't mastered this skill,
moving on will be near impossible for you as our 3 next lessons all work together!
Manipulatives: What manipulatives will you use for this lesson?
For students who need a more visual representation of percent, I will use base-ten cubes.
http://nlvm.usu.edu/en/nav/frames_asid_160_g_3_t_1.html?
open=activities&from=topic_t_1.html This manipulative can be used for students to work on
classifying the part whole or percent but should not be used for solving as that will not
help the students learn.
Revised 5/19/15
Quiz:
1. What is the sale price of a $75 dress if there is a 30% reduction?
$75 x 30% = 75 x .30 = 22.5
$75 - $22.50 = $52.50
The sale price of the dress with a 30% reduction is $52.50
2. What is the total price on a $35.89 dress with a 8% sales tax?
$35.89 x 8% = 35.89 x .08 = 2.87
$35.89 + $2.87 = $38.76
The total price of the dress with a 8% sales tax, is $38.76
3. In March, Anna spent $342 on groceries without using coupons. After taking a couponing
class, she decided she would try it once and if her percent decrease was higher than 37%, she
would continue to coupon. In April, she used coupons for the first time and her total dropped to
$203. What is the percent decrease and is it worth it to Anna to keep couponing
$342 - $203 = $139
$139 = .41
$342
.41 x 100 = 41%
Anna's grocery bill decreased by 41% by using coupons. She should continue to coupon.
Homework:
Solve the problems. Be sure to explain your answers.

1. What is the better buy? 2 cups of ice cream for $5.20 or 20% off a pint of ice cream that costs
$6.20?
$6.20 x 20% = $6.20 x .20 = $1.24
20% of $6.20 = $1.24
$6.20 - $1.24 = $4.96
1 pint of ice cream = $4.96
2 cups = 1 pint
The better buy is 1 pint of ice cream with 20% off
2. 65% of 120 students ate pizza for lunch. How many students ate pizza?
120 students x 65% = 120 x .65 = 78 students ate pizza
3. If 15% of 60 students forgot their homework, how many remembered their homework?
60 students x 15% = 60 x .15 = 9 students
60 students 9 students = 51 students remembered their homework
4. A Bike costs $210. Would you rather have a coupon for 20% off or $40 off any purchase?
Why?
$210 x 20% = $210 x .20 = $42
$210 - $42 = $168
$210 - $40 = $170
Revised 5/19/15
I would rather use the coupon for 20% off, as that would take $42 off of the bike's price, leaving
me to pay $168. The $40 off coupon would leave me paying $170.
5. Kelly borrows $4,200 on 4% interest rate for 6 months. What will that total principal and
interest payment be?
$4,200
= $700/month for loan
6 months
$4,200 x 4% = 4200 x .04 = $168/month for interest
$700 (loan)+ $168 (interest) = $868/month
$868 x 6 months = $5,208 final loan price after 6 months
6. Macy sold 623 whoopie pies in July and 596 in August. What is the percent decrease in
Macy's whoopie pie sales from July to August?
623 596 = 27 decrease
27 = .04
623
.04 x 100 = 4%
There was a 4% decrease in Macy's whoopie pie sales from July to August
Revised 5/19/15

Group Size:

Subject/Topic: Ratios
Individual ( x )
Small Group (
Whole Class ( x )
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.
1. Students will be able to solve ratio problems, including; fractions, measurement, amounts, etc.

2. jellybeans
3. quiz
Ratio Game - Divide students into two teams and give each team a bag of jellybeans that includes
several different colors. Ask the teams to form a circle and have them dump their jellybeans into
the middle. On your mark, call out two colors of jellybeans such as pink and green. The students
must then separate all of their pink and green jellybeans, count them and agree on a ratio. For
example, if a team has 10 pink jellybeans and 9 green jellybeans, the ratio would be 10:9. The
team that correctly identifies their ratio earns a point. Continue playing with different color
Revised 5/19/15
combinations.
Warm up with some simple questions on ratios this will show the students that they are using
what they already know for this lesson. Instruct the students to work on them on their own before
going over each one with the class.
According to Lucy, perfect cherry pies have a ratio of 240 cherries to 3 pies. How many cherries
does Lucy need to make 9 perfect cherry pies?
3 pies ------> 240 cherries
x3
x3
9 pies ------> 720 cherries
Lucy needs 720 cherries to make 9 perfect cherry pies.
Ronnie is training for a bicycle race and has figured out that he can bike 4 miles in 15
minutes. At a steady pace, how many miles will Ronnie ride in 63 minutes?
4 miles --> 15 minutes
x4
x4
18 miles --> 63 minutes
Ronnie will bike 680 miles if he keeps his pace for 20 days
Continue to present problems to the class one by one and have them work on them on their own.
Go over each problem after all students have finished.
Hungry Hank uses 7 scrambled eggs to make 4 breakfast burritos. How many breakfaast burritos
does he make with 21 scrambled eggs?
7 eggs ----> 4 burritos
x3
x3
21 eggs ----> 12 burritos
There are 3 times as many eggs, so 3 time as many breakfast burritos can be made.
Hank makes 12 breakfast burritos with 21 eggs.
Juan purchased 6 soccer jerseys for $105. How much would 12 soccer jerseys cost?
6 jerseys ----> $105
x2
x2
12 jerseys ----> $210
There are 2 times as many jerseys, so the cost will be 2 times as much.
It will cost $210 to purchase 12 jerseys.
Lucy needs of a bucket of paint for every 4 doors she paints. Complete the table to figure out
how many bucks of paint Lucy would need to paint 8 doors and 12 doors.
x3
x2
Buckets of paint
Number of doors
If Lucy wants to paint twice as many doors, she

will need twice as many buckets of paint.
Multiply by 2 to get from the first column to the
2 second.
12 third.
Revised 5/19/15
Stacia needs 32 diamonds for every 3 chandeliers she makes. Complete the table to see how
many diamonds Stacia would need to make 6 chandeliers and 9 chandeliers.
If Stacia wants to make twice as many
x3
chandeliers, she will need twice as many
diamonds.
x2
Number of diamonds
32
64
96 second.
Number of chandeliers
3
6
9 Multiply by 3 to get from the first column to the
third.
lesson objective?
Before I send you home with some homework, you're going to get the next 10 minutes to take a
short quiz. In the final 5 minutes of class after everyone is finished, we will quickly go over the
answers to make sure everyone is ready to move onto proportions tomorrow!
It is very important at this point that everyone has been able to master the skills that we have
learned during the last two classes. The next two days we will be working on problems that will
include both percents and ratios, so if you need help with anything, please see me after class!
Thank you and see you tomorrow!
Ratio Game
Quiz:
Revised 5/19/15
1. This table shows equivalent ratios to 24 : 40. Fill in the missing values.
Step 1: Begin with what is given. We know
Denominator that 12 is of 24, therefore, the
denominator is going to be half of 40.Step 2:
5
Compare another set of numerators; 3 and
20
12. We need to divide 12 by 4 to get 3. Do
40
the same to fill in the denominator. Step 3:
We know that 40 is half of 80, so to fill in the
80
numerator, we need to multiple 24 by 2.
Numerator
3
12
24
48
2. The following two tables show equivalent fractions to (1) 27/75 and (2) 18/55.
Which fraction is greater, 27/75 or 18/55? Choose the correct answer.
Because the same numerator is
used in each table, we can
compare (1) 54/150 to (2)
54/165. Which is larger?
If you have the same numerator, 1)
having a larger denominator will
make the number smaller.
Answer:
27
>
Correct
18
55
18 >
55
27 =
55
<---55
27
55
18
55
2)
Numerator
Denominator
27
75
54
150
81
225
108
300
135
375
Numerator
Denominator
18
55
36
110
54
165
72
220
90
275
3. Write 15:25 as a fraction in simplest form.

15
Now, what is the greatest common factor?
25
Divide each side by 5
15 5 = 3
3 and 5 don't share any common factors greater than one,
25 5
5
therefore, it is in simplest form.
Revised 5/19/15

Group Size:

Subject/Topic: Proportions
Individual ( x )
Small Group (
Whole Class ( x )
Recognize and represent proportional relationships between quantities.
2. CCSS.Math.Content.7.RP.A.2.a
Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent
ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight
line through the origin.
1. Students will be able to combine what they have learned previously to solve problems related
to ratios and percents.
2. Students will be able to decide whether two quantities are in a proportional relationship.

2. quiz (included below)
3. computer for manipulative
Who can tell me what we have learned so far about ratios and percents? A ratio is a way to
describe a relationship between two numbers and a percentage tell us how much of something
there is out of 100. How do you think that those will tie into today's lesson on proportions?
Revised 5/19/15
Proportions are two equivalent ratios. Use this problem as an example: The ratio of apple pies to
key lime pies is 7 to 3. What is the percent of apple pies?
We can find that the total ratio of pies is 10. To find the percent of apple pies, we would set up a
proportion with 100 as the denominator of the second fraction. We use 100 because percents are
out of 100. We then solve for the variable.
7 = x
10
100
10x = 100 x 7
10x = 700
x = 70
The percent of apple pies is 70%
Guide students through first 3 problems at the front of the class.
Danielle paid $3 for 6 donuts. How much would she pay for three dozen donuts?
Set up the proportion as
$
=
$
donuts
donuts
$3 = x
6
36
To solve, cross multiply
6x = 3(36)
6x = 108
x = 18
Lisa would pay $18 for three dozen donuts.
Ron prepared 6 kilograms of dough after working 3 hours. How much dough did Ron prepare if
he worked for 4 hours? Set up the proportion as
kilograms
= kilograms
hours
hours
6 kg = x
3
4
3x = 6(4)
3x = 24
x=8
Tucker took a total of 12 quizzes over the course of 4 weeks. After attending 6 weeks of school
this quarter, how many quizzes will tucker have taken in total?
quizzes = quizzes
weeks
weeks
12 = x
4
6
4x = 12(6)
4x = 72
x = 18
For the next 3 problems, present them one by one and have the students work on them on their
own. Go over each one as students have finished them.
Revised 5/19/15
Kimi used 28 centimeters of tape to wrap 7 presents. How much tape will Kimi need in all if she
has to wrap 8 presents? Set up the proportion as
cm
= cm
presents presents
28 = x
7
8
To Solve, cross multiply

7x = 28(8)
7x = 224
x = 32
The corporate team-building event will cost $18 if it has 3 attendees. If it has 4 attendees, how
much will the corporate team-building event cost?
$
=
$
attendees
attendees
18
= x
3
4
3x = 18(4)
3x = 72
x = 24
The ratio of green apples to red apples in the bucket is 4:6. If there are 30 apples how many red
apples are there in the bucket?
Set up the proportion as : cats = cats
total
total
Since the ratio tells us that there are 6 red apples out of 10 total (6+4=10) then:
6 = x
10
30
10x = 6(30)
10x = 180
x = 18
There are 18 red apples in the bucket.
lesson objective?
Students will take a quick, 3 question quiz at the end of class and we will go over it in the last 5
minutes of class so students can see where they went wrong or if they need any help. (Quiz
attached below)

Tomorrow is our last day of this unit and we will be adding rate to the three concepts we've
learned this week as well as combining all concepts to solve problems.
Revised 5/19/15

http://www.mathplayground.com/ASB_DirtBikeProportions.html
Quiz:
1. The ratio of dogs to cats in the animal shelter is 2:5. If there are 91 dogs and cats how many
cats are there in the shelter?
Set up the proportion as : cats = cats
total
total
Since the ratio tells us that there are 5 cats out of 7 total (2+5=7) then:
5 = x
7
91
7x = 5(91)
7x = 455
x = 65
There are 65 cats in the animal shelter.
2. Becky baked 15 cookies with 3 scoops of flour. How many scoops of flour does Becky need in
order to bake 30 cookies? Set up the proportion as
cookies = cookies
scoops
scoops
15
= 30
3
x
15x = 3(30)
15x = 90
x=6
3. Cheryl took a total of 10 pages of notes during 2 hours of class. In all, how many hours will
Cheryl have to spend in class before she will have a total of of 20 pages of nots in her notebook?
pages = pages
hours
hours
10
= 20
2
x
10x = 2(20)
10x = 40
x=4
Revised 5/19/15

Group Size:

Subject/Topic: Rate
Individual ( x )
Small Group (
Whole Class ( x )
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.
1. Students will be able to compute unit rates.

2. Jeopardy game with added questions for percents
3.
Start the lesson by presenting a few problems and have the students solve them on their own
based on what they already know about solving these types of problems. If they don't get it right
off, guide them through the first one and have them solve the others on their own before going
over them.
Revised 5/19/15
Fred can drink 8 sodas in 5 minutes. At this rate, how many sodas can Fred drink in 2 minutes?
5 minutes ----> 8 sodas 5
1 minute ----> 1 sodas
x2
x2
2 minutes ----> 3 sodas
If in 5 minutes Fred can drink 8 sodas,

then in 1 minute he can drink 1
sodas.
So, in 2 minutes, Fred can drink 3
sodas.
At the market, 6 batteries cost $10.38. How much do 8 batteries cost?

6 6 batteries ----> $10.38 6 If 6 batteries cost $10.38, then 1 battery costs $1.73.
1 battery ----> $1.73
x8
x8 So, 8 batteries cost $13.84.
8 batteries ----> $13.84
Ken can walk 40 dogs in 8 hours. How many dogs can Ken walk in 12 hours?
8 hours ----> 40 dogs
8
1 hour ----> 5 dogs
x12
x12
12 hours----> 60 dogs
8
If in 8 hours, Ken can walk 40 dogs, then in 1 hour

he can walk 5 dogs.
So, in 12 hours, Ken can walk 60 dogs.
Continue on with more questions, guide students through the first two questions and then have
them work on the rest on their own before going over them as a class.
1. It takes 40 minutes for 3 people to paint 5 walls. How many minutes does It take 8 people to
paint 6 walls?
- First calculate how long it will take one person to paint one wall.
- It will take 1/5 of the time to paint one wall. So it will take 8 minutes for 3 people to paint
one wall.
- For only one person, it will take 3 times as long, so it will take 8 x 3 = 24 minutes for one
person to paint one wall.
- So, the number of minutes it will take for one person to paint 6 walls is 24 x 6 = 144.
- The number of minutes it will take for 8 people to paint 6 walls is 144 8 = 18.
Revised 5/19/15
2. Starting at home, Omar traveled uphill to the hardware store for 8 minutes at just 30 mph. He
then traveled back home along the same path downhill at the speed of 60 mph. What is his
average speed for the entire trip from home to the hardware store and back?
The average speed is not just the average of 30 mph and 60 mph. He traveled for a longer time
uphill (since he was going slower), so we can estimate that the average speed is closer to 30 mph
than 60 mph.
To calculate the average speed, we will make use of the following:
Average speed = total distance
total time
Distance uphill = distance downhill
What was the total distance traveled?
Total distance = distance uphill + distance downhill
= 2 x distance uphill
Distance up hill = speed uphill x time uphill
= 30 mph x 8 minutes x 1 hour
60 minutes
= 4 miles
Substituting to find the total distance:
total distance = 8 miles
What was the total time spent traveling?
Total time = time uphill + time downhill
Distance downhill
time downhill = Speed downhill
60 minutes
= 4 miles x
1 hour
60 mph
= 4 minutes
total time = 8 minutes + 4 minutes
= 12 minutes
Now that we know both the total distance and total time, we can find the average speed.
total
total
time
distance
8 miles x 60 minutes
=
1 hour
12
minutes
= 40 mph
The average speed is 40 mph, and which is closer to 30 mph as we expected.
Average speed =
3. It takes 28 minutes for 3 people to clean 7 rooms. How many minutes does it take 4 people to
clean 10 rooms?
- First, calculate how long it will take one person to clean one room. It will
take 1/7 of the time to clean one room. So it will take 4 minutes for 3
people to clean one room.
- For only one person, it will take 3 times as long, so it will take 4 x 3 =
12 minutes for one person to clean one room.
- So, the number of minutes it will take for one person to clean 10 rooms
is 12 x 10 = 120
The number
ofLesson
minutes
it will
UMPI- College
of Education
Plan Format
4 = 30.
take for 4 people to clean Revised

10 rooms
5/19/15is 120
4. It takes 54 minutes for 5 people to wash 4 dogs. How many minutes does it take 9 people to
wash 10 dogs?
- First calculate how long it will take one person to wash one dog. It will take of the time to
wash one dog. So it will take 27 minutes for 5 people to wash one dog.
2
- For only one person, it will take 5 times as long, so it will take 27 x5 = 135 minutes for
2
2
one person to wash one dog.
- So, the number of minutes it will take for one person to wash 10 dogs is 135 x10 = 675.
2
- The number of minutes it will take for 9 people to wash 10 dogs is 675 9 = 75.
5. Starting at home, Macy traveled uphill to her school for 12 minutes at just 30 mph. She then
traveled back home along the same path downhill at a speed of 60 mph. What is her average
speed for the entire trip from home to her school and back?
The average speed is not just the average of 30 mph and 60 mph. She traveled for a longer time
uphill (since she was going slower), so we can estimate that the average speed is closer to 30 mph
than 60 mph.
total time
= 30 mph x 12 minutes x 1 hour
60 minutes
= 6 miles
Distance downhill
60 minutes
= 6 miles x
1 hour
60 mph
= 6 minutes
= 18 minutes
total
total
time
distance
=
1 hour
18
minutes
= 40 mph
The average speed is 40 mph, and which is closer to 30 mph as we expected.
Average speed =
Revised 5/19/15
lesson objective?
Hand out a quick, 2-question quiz and have the students turn them in when they are finished.

Play the Jeopardy game (listed as a manipulative) with two teams. The games includes rates,
ratios, proportions, solving proportions and story problems with proportions. Solving all of these
questions allows the students to reflect on most of the unit (all but percent, but I could add
percent questions for reflection on that too) and is a fun wrap up to the 4 lessons.

http://www.quia.com/cb/158527.html
Quiz:
1. It takes 25 minutes for 6 people to hang 6 pieces of drywall. How many minutes does it take 9
people to hang 9 pieces of drywall?
- Imagine that each person is assigned to one piece of drywall, and all 6
people begin hanging at the same time. Since everyone will finish hanging
their assigned piece of drywall after 25 minutes, it takes one person 25
minutes to hang on piece of dry wall.
- If we have 9 people and 9 pieces of drywall, we can assign one piece to
each person.
- Everyone will take 25 minutes to hang their assigned piece.
- In other words, it takes 25 minutes for 9 people to hang 9 pieces of
2. Starting at home, Ben traveled uphill to the toy store for 40 minutes at just 6 mph. He then
drywall.
traveled back home along the same path downhill at a speed of 12 mph. What is his average
speed for the entire trip from home to the toy store and back?
The average speed is not just the average of 6 mph and 12 mph. She traveled for a longer time
uphill (since she was going slower), so we can estimate that the average speed is closer to 6 mph
than 12 mph.
total time
Revised 5/19/15

1 hour
= 6 mph x 40 minutes x
60
minutes
= 4 miles
Distance downhill
60 minutes
= 4 miles x
1 hour
12 mph
= 20 minutes
= 60 minutes
total
total
time
distance
=
1 hour
60
minutes
= 8 mph
The average speed is 8 mph, and which is closer to 6 mph than 12 mph as we expected.
Average speed =
Revised 5/19/15

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Instruction Plan for a Single Lesson

Name: Kaylee Bouchard

Date: December 6, 2015

Instructional Materials: What instructional materials or technology will you need?

questions you will ask and examples you will provide.

UMPI College of Education Lesson Plan Format

Closure/Transition: How will you end the lesson?

UMPI College of Education Lesson Plan Format

Solve the problems. Be sure to explain your answers.

UMPI College of Education Lesson Plan Format

Instruction Plan for a Single Lesson

Date: December 6, 2015

Instructional Materials: What instructional materials or technology will you need?

If Lucy wants to paint twice as many doors, she

UMPI College of Education Lesson Plan Format

3. Write 15:25 as a fraction in simplest form.

UMPI College of Education Lesson Plan Format

Instruction Plan for a Single Lesson

Date: December 6, 2015

Instructional Materials: What instructional materials or technology will you need?

UMPI College of Education Lesson Plan Format

To Solve, cross multiply

Closure/Transition: How will you end the lesson?

UMPI College of Education Lesson Plan Format

Manipulatives: What manipulatives will you use for this lesson?

UMPI College of Education Lesson Plan Format

Instruction Plan for a Single Lesson

Date: December 6, 2015

Instructional Materials: What instructional materials or technology will you need?

UMPI College of Education Lesson Plan Format

If in 5 minutes Fred can drink 8 sodas,

At the market, 6 batteries cost $10.38. How much do 8 batteries cost?

If in 8 hours, Ken can walk 40 dogs, then in 1 hour

UMPI College of Education Lesson Plan Format

take for 4 people to clean Revised

UMPI College of Education Lesson Plan Format

Closure/Transition: How will you end the lesson?

Manipulatives: What manipulatives will you use for this lesson?

Total distance = distance uphill + distance downhill

UMPI College of Education Lesson Plan Format

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