SIOP Lesson Plan Template 2

Name: R. Soledad Fernandez Grade: 7th Grade Highlight one: Teach now - Future - Observation
Standards:
6.RP.3C: Use ratio and reasoning to solve real-world and mathematical problems
SL.7.1: Exchanging information and ideas with others through oral collaborative discussions on a
range of social and academic topics

Theme: Creating Math Stories with Percents

Lesson Topic: Finding the percent from ratios in a word problem.

Objectives:
Language: Students will work collaboratively to determine the characters and “part-information” in
a percent word problem. Students will compare their methods for converting a ratio to a percent.
Students will answer questions to percent word problems in complete sentences.

Content: Given a word problem, students will be able to identify the part-whole ratio and convert
that ratio to a percent.

Learning Strategies:
● Entrance slip
● Targeted Feedback
● Thumbs up, thumbs down
● Academic Vocabulary
● Accountable Talk
● Cooperative Learning
● Whole-class instruction
● Turn and Talk
● Exit Slip
● Student Self-assessment

Key Vocabulary:
● Ratio
● Percent
● Part-whole ratio
● Natural Numbers
Materials:
● Lesson Handout (At the bottom of this handout)
● Pencils
● Document Camera
● Student computers
● Socrative Log-in Information
● Calculators
● Google slides: https://docs.google.com/presentation/d/10XpAjvE5Ux8-
JSoIiyiAS3mA8ARDyuMj93z95q0tA24/edit?usp=sharing

Motivation: All stories have main characters and a problem that has to be resolved. Today
students will co-author math stories involving part-whole ratios and percents by choosing
characters and numbers to complete percent word problems.

Presentation:
● After hearing the math advisory transition bell, teacher will display google slides for this
lesson and begin the socrative quiz.
● 2 mins: As students enter space, teacher takes attendance while a student volunteer passes
a handout to each student walking into the classroom space.
● 2 mins: Teacher will call on student to read the “Our Data” slide to the class. Teacher will
explain that since only 48% of the class was present on Friday we will be reviewing the
method we used to find the percent from a ratio while also learning a new method. Teacher
will remind students that today they will complete a task skill exit slip on solving percent
word problems.
● 2 mins: Teacher will display the “Log into Socrative” slide. Teacher will ask Jerimiah to read
the first step and then asks students to put their thumbs up once they have the socrative log-
in page in front of them. Teacher will then ask Alejandro E. to read the second step and asks
students to put their thumbs up once they see the room name screen. Teacher will ask
Saturino to read the third step and ask students to put their thumb up once they see the
student ID page. Teacher will make sure that students understand how to use their birth
date as their ID and walk to Marco R to tell him to use his birthday year instead of birth
month and day like his peers.
● 3 mins: Teacher will tell students they have 3 minutes to input their responses to the warm-
up questions into socrative and will circulate making sure students are on task and
answering any student questions.
● 3 mins: Teacher will review data focusing on wrong answers and address the conceptual
misunderstandings that students may have.
○ Question #1: Order matters since the question asks boys to students, the number of
boys needs to be in the numerator and the number of total students needs to be in
the denominator. This is an example of a part-whole ratio.
 ○ Question #2: Teacher will call on a student who got the answer correct to explain how
they found the value of x.
○ Question #3: Teacher will call on a student to explain why 0.7 is not the decimal that
represents the number of shaded boxes in the hundred grid. Teacher will emphasis

that 0.7 is seven tenths or seventy hundredths which would look like
○ Question #4: Teacher will call on student to explain how they correctly answered 20%
20
and emphasis that % means out of 100 so 20% is equivalent to .
100
○ Question #5: Teacher will call on student to explain how they got 68%. Teacher will
expect to hear that the student multiplied 17 by 4 because 25 times 4 is 100. Teacher
will ask if anyone used long division since they had access to calculators.
● 5 mins: Teacher will instruct students to have at least one student at their table read the
definition out loud and for everyone to agree which visual example matches with the
appropriate definition. Teacher will circulate to assist struggling groups and make sure every
group has correctly matched the vocabulary words to the visual example.
● 4 mins: Teacher cold call on students to read the three set of instructions on the side of
problem #1 and then direct students to work together. Teacher will circulate monitoring
student conversations and making sure they are not spending all their time creating word
problems and also solving. Teacher will help students apply method 2 in small group
instruction if necessary.
● 3 mins: Teacher will cold call three sets of papers to read the problems out loud, the
methods students used to calculate the percent and provide feedback on their sentences.
Teacher will make sure students are taking notes and answering any clarifying questions.
Teacher will guide students through using long division to find the percent.
● 4 mins: Teacher remind students to follow directions on the right on the side of problem #2
and direct students to work together. Teacher will circulate monitoring student conversations
and making sure they are not spending all their time creating word problems and also
solving. Teacher will help students apply method 2 in small group instruction if necessary.
● 3 mins: Teacher will cold call three sets of papers to read the problems out loud, the
methods students used to calculate the percent and provide feedback on their sentences.
Teacher will make sure students are taking notes and answering any clarifying questions.
Teacher will elicit from students the steps to using long division to find the percent by having
them complete a turn and talk.
○ 1st: identify the part-whole ratio
○ 2nd: divide the numerator by the denominator
 ○ 3rd: multiply your decimal by 100 to get your percent
● 3 mins: Teacher will tell students that if they struggle with reading the word problems on
their TTO exit slips to ask their advisory teacher to support them. Teacher will read the
problem out loud to the class and then ask students to solve independently and then use the
rubric to self-assess themselves at voice level 0. Teacher will collect student work as they
finish. .
● 1 min: Teacher will collect all student papers and display the answer on the exit slip for
students to review prior to leaving the space.

Practice/Application:
● 2 mins: As students enter space, students write their name on their handout and read the
google slide on the board reviewing the agenda for the 35 minute session.
● 2 mins: Students will listen to teacher’s remarks about data and complete the sentence
starter on their paper.
● 2 mins: Students will follow the instructions for logging into socrative and ask any clarifying
questions or support if needed.
● 3 mins: Students will answer the 5 warm-up questions and enter their scores on socrative.
● 3 mins: Students will take notes on their handout as teacher reviews data and conceptual
understandings. Selected students will share how they got the correct answer to the class.
● 5 mins: At least one student at each table will read the definition out loud for the table mates
and students will make discuss which visual example matches with the appropriate
definition. Students will ask for teacher support if they need it.
● 4 mins: Students will work in groups to fill in the missing information of their first word
problem: the character and a number of their choice. Students will then solve their specific
problem using two different methods. Students will ask for teacher support if they need it.
● 3 mins: Students will make adjustments to the work on their first problem as teacher reviews
student work under the document camera. They may make adjustments to their sentences.
Students may ask clarifying questions.
● 4 mins: Students will work in groups to fill in the missing information of their second word
problem: the character and a number of their choice. Students will then solve their specific
problem using two different methods. Students will ask for teacher support if they need it.
● 3 mins: Students will make adjustments to the work on their first problem as teacher reviews
student work under the document camera. They may make adjustments to their sentences.
Students may ask clarifying questions. Students will turn to their partners and explain the
three steps for using long division to find the percent.
● 3 mins: Students will read along as the teacher reads out loud the exit slip problem to the
class. Students will then solve the exit slip independently and silently.Students will use the
rubric to self-assess themselves and then raise their hand to submit their work.
● 1 min: Students will submit their work and ask clarifying questions about the exit slip answer
prior to being dismissed.
Review/Assessment: There are multiple opportunities in this lesson for the teacher to gather data
about student understanding. The entrance slip on socrative, student conversations about
vocabulary, student conversations while completing problem #1 and #2, student written responses
to problem #1 and #2, student responses to the exit slip and students self-assessments on the
rubric will all provide information to the teacher about the best next steps.
NAME: _______________________________________ Date: ________________

Task Day #3_Lesson Objective: I will determine percent from ratios in the context of real world
problems.

❏ After reviewing the data from Friday, I am thinking about …

❏ Log into www.socrative.com ,

❏ Room Name: 7TASK
❏ StudentID: the month and day you were born
❏ Example: September 30 => 930

❏ I completed my warm-up and entered my answers into socrative.

2 𝑥
= 100
5
17
25

❏ I understand the following key vocabulary and can draw a line matching each vocabulary term
with its corresponding visual example.

Vocabulary Term + Definition

Ratio: a comparison of Percent: a number Part-whole ratio: a Natural Numbers: the

two numbers expressed in relation to comparison between set of counting
100, represented by PIECES of a total to numbers starting at 1,
the symbol % the actual TOTAL all the positive whole
numbers

Visual Examples
 ❏ I can work collaboratively with my tablemates to complete problem #1.
Problem #1

Create your
word
problem by _________________(name of an actor) is working out in order to get
filing in the
blanks.
into shape for their next role in the movie___________(name of
Students
working in
your group movie). ______________ (name of actor) is running 10 miles every
should have
the same day. After running ______(natural number less than 10) miles,
problem.
______________ (name of actor) wants to quit but decides to take a

short break. What percentage of ______________’s (name of a

actor) workout was complete when they took their break?

Identify the Method 1: Ratio Equivalent to 100

part and the
whole from 𝑝𝑎𝑟𝑡
the word = = = %
𝑤ℎ𝑜𝑙𝑒 100
problem to
calculate the
percent. Method 2: Long Division

𝑝𝑎𝑟𝑡
= = ___ ÷___ = _____ = 100 = ___ %
𝑤ℎ𝑜𝑙𝑒

Answer the
question in a
complete _______________________________________________________________
sentence.
_______________________________________________________________

_______________________________________________________________

_______________________________________________________________
 ❏ I can work collaboratively with my tablemates to complete problem #2.
Problem #2

Create your
word problem
by filing in the
_____________________(name of teacher) is saving money to
blanks.

buy a _______________(item) for $ _____ (a natural number

between 50 and 100). _______________(name of teacher) has saved

$____(a natural number less than 50). What percentage has

______________ (name of teacher) saved?

Identify the Method 1: Ratio Equivalent to 100

part and the
whole from the 𝑝𝑎𝑟𝑡
word problem = = 100 = %
𝑤ℎ𝑜𝑙𝑒
to calculate the
percent.
Students
working in your Method 2: Division
group should
have the same 𝑝𝑎𝑟𝑡
problem. = = ___ ÷___ = _____ = 100 = ___ %
𝑤ℎ𝑜𝑙𝑒

Answer the
question in a
complete _____________________________________________________________
sentence.
_____________________________________________________________

_____________________________________________________________

____________________________________________________________
 ❏ I can self-assess how prepared I am for my task exit slip today.

Exit Slip:
Today students will take two exit slips, one on their pick-up skill and one on their task skill. If 20
students earn an almost there or better on their task skill exit slip, Ms. Soledad will be SO happy. If
there is a total of 27 students in our task, what percent of students need to earn an almost there or
better for Ms. Soledad to be SO happy?

Score Performance

Perfect ❏ I understand the problem and the question I am expected to answer.

❏ I can identify the part-whole ratio to calculate the percent.
❏ I can apply a method to calculate the correct answer.

Great ❏ I understand the problem and the question I am expected to answer.

❏ I can identify the part-whole ratio to calculate the percent.
❏ I can apply a method to get an answer but I made a computation error.

Almost There ❏ I understand the problem and the question I am expected to answer.
❏ I can identify the part-whole ratio to calculate the percent.
❏ I do not know how to do the calculations to find the percent.

Room for Growth ❏ I am struggling to understand the problem and the question I am expected to
answer.
❏ I cannot identify the part-whole ratio to calculate the percent.
❏ I do not know how to do the calculations to find the percent.

Not Yet ❏ Due to my poor work ethic today, I was not able to learn the skills necessary to
complete my task exit slip.
❏ Due to my inability to contribute positively today, I was unable to learn the
skills necessary to complete my task exit slip.