Teacher Name: Ms.

Avedisian Class and Grade Taught: 4th Hour 8th Grade Math Lesson Date: 11/21/11 Lesson Logistics and Setting Unit Topic: Percents Previous Lesson Topic: Calculating Percents Current Lesson Topic: Percent Increase Next Lesson Topic: Percent Decrease

Lesson Objectives: (The learner will know/understand/be able to ) SUMMATIVE The learner will be able to compute the percent of a number by multiplying the decimal form of a percent by a number.

FORMATIVE
The learner will be able to calculate the percent increase between two numbers. The learner will develop a method for calculating the percent increase between two numbers.

How will I know students have met the objectives?

This is a summative assessment. 1. I will know the learner will be able to compute the percent of a number if the student can correctly turn the 25% into a decimal and multiply it by the total amount of money made through the sales of physical copies ($19.99) and digital downloads ($0.99) for #1 and #2, regardless of whether they have the correct answer for the amount of money made. This is a new concept for the students. (formative) 2. I will know the learner will be able to calculate the percent increase between two numbers if they can correctly take the amount of money earned by Tha Carter IV and subtract the amount of money made by Watch the

Throne, then put this difference over Tha Carter IVs profits. I will know if they have completed this if they can correctly identify the percentage to the hundredths place. This will also be assessed on their homework. 3. I will know the learner will be able to develop a method for calculating the percent increase between two numbers if they can abstractly identify that the percent increase is found by dividing the difference between the two numbers by the initial value. This will also be assessed on their homework.

Materials Needed: Task Graphing Calculator iClickers

Introductory Routines (announcements, homework review, etc.)

Lesson

Students are working

(details about how students are configured, what work they are doing and how they are recording their work)

Anticipated Student Thinking/Questions

Teacher Moves

Launch

Will have (clean) Lil Wayne music playing in the background as students come in.

Students will be instructed to sit in their assigned seats.

They will be instructed to sit in their assigned seats. I will have one student be in Teacher will have powerpoint displayed and the charge of document camera available. passing out iclickers. I will briefly explain that this lesson is for a class Im taking at MSU. Another student will be in charge Good Morning, last week we worked with finding with passing out the percent of something. We used it a lot with tax graphing and tip. Today, I want us to think a little harder about calculators. ways we can use percent in the real world and how it affects the way we see certain things. The scenario Each student were going to be working with today is the different will have both a in album sales between Lil Wayne & Jay-Z and graphing Kanye West. calculator and an iclicker to Teacher will play a YouTube video depicting the themselves. situation between the artists. Today were going to use this situation to talk about percent increase. What do you think percent increase means? The percent of change How much percent is added Great, lets think of percent increase as the percent

of change between two numbers. (Write on board so they can refer back to the definition). Your goal today is going to be to calculate the percent increase in album sales between these artists. I want you to use two different instruments to help today. The first is your graphing calculator. You will use this to help you work with the larger numbers. Now, here is the thing. We are going to be using a lot of different technology. Weve already worked a lot with our calculators but today were going to be using some new technology called clickers. These clickers allow you all to answer the same question and will let me know what answer you choose. For example (put slide up) Which of the following artists is considered your favorite? A. Kanye West B. Jay-Z C. Lil Wayne D. Someone Else. Im going to give you a minute right now to think this question over and then using your clicker press the letter that corresponds to your choice. Show class the results. Now, I can call on Student A and ask them, why is Kanye West your favorite? Student A, why did you choose him? I will also know if you havent responded. No matter what question I put up here, I would like you to answer it, that way I know whether I need to go over a concept again or move on to something new. So lets try this again using a math problem.

What is 35% of 20? A. .7 B. .07 C. 70 D. 7 Give students a minute. Student B can you tell me why you chose answer D? Could you bring up your calculator and show me what you did on the Elmo? 20 * .35 Incorrect Possibilities: 20 * 35 or 20 *3.5 or .20 *.35 Student will explain. Great, does anyone have any questions for Student A? Student/Teacher will answer any misconceptions. I want you to use this technology to explore the concept of percent increase. This is something we havent talked about yet but will use the concepts weve been learning in the last few weeks. Lets break down the concept of percent increase. Knowing the definition of percent increase, I want you to think about how you would find the percent of the increase between two numbers. Teacher will write brainstorm on the board. Great, now I want you to use these ideas to take a closer look at the task in front of you. Remember to read the directions, carefully. If you have any

questions, I want you to first work in your small pairs, then you may raise your hand and ask a question. I would like you to struggle through this on your own before I help you. I will only help groups who can prove to me they have at least attempted this on their own. What questions do you have for me about the technology, task, or percent increase, in general?
(Backstory, for your reference):

kanye west and jay z came out with an album together called "watch the throne" and as that was about to come out "tha carter IV" was planning to come out by lil wayne and that's his first album since getting out of jail so he was ragging on kanye and jay z saying he was gonna sell so many more albums than they did So watch the throne broke itunes records with the number of downloads that it sold the first week, and then a week later lil waynes album came out and sold a ridiculous amount of albums and WAYY more than watch the throne like he said it would

Explore Description of Task(s)

St

Student will work in pairs, initially. They

St

Exact question that you will pose to students to begin the

will be spread throughout the room as to not be tempted to 1. These artists receive 25% of the money talk with other made from their albums being sold. If a groups.
physical copy costs $19.99 and a digital download costs $0.99, how much money altogether do Kanye West & Jay-Z make in their first week? 2. If the same rules are true for Lil Wayne, how much money does he make in the first week? 1.) [440000(19.99)+290000(0.99)](.25)

exploration.

2,270,675
2.) [602000(19.99)+362000(0.99)](.25)

3,098,090

Percent to Decimal Problems: Not converting the Percent to a Decimal

If a copy costs 19.99 and he sold this many, how much money did he make? What about downloads? Now he made 25% of the total profits, how would you calculate that? What if I said you had a bill that was 3,000,000 dollars and you wanted to find a

Wrongly converting the percent (i.e. .025 or 2.5)

Setting up the equation wrong: Adding 0.99 and 19.99

Not multiplying the prices by the number of copies/downloads bought

25% tip, what would you do? The artists make 25% of the total profits. How would you be able to find the amount of profit they made?

Coming up with two separate answers and not adding them together

Mixing up their numbers for Tha Carter IV and Watch the Throne
What does how much more tell you about what you should do? What operation does that signify to you?

3,098,090-2,270,675=827,415

3. How much more money did Lil Wayne make compared to Kanye West & JayZ?

Subtracting the wrong numbers from each other

Not knowing to subtract

What makes you think you should use the difference? What is the increase between the two numbers?

Anticipated thinking:
4. Brainstorm ways that you could find the percent increase between the

Finding the difference over the initial number

money made by Kanye West & Jay-Z in their first week and the money made by Lil Wayne in his first week.

Finding the difference over the new number The initial number over the new number The new number over the initial number Some variation of above with multiplication/addition/subtraction

Will that calculate the percent of change? `

5. Now, find the percent increase in profit between the money made by Kanye West & Jay-Z in their first week and the money made by Lil Wayne in his first week.

What did you do in the previous problems, how does that tell you how you can calculate percent increase? What pattern do you notice between this problem and the

Problems with variable usage

problem above that can help you generalize percent increase?

Carrying over misconception from #4/5 to here

1.

6. Suppose Gardner Middle School had a bake sale during two different years. In 2010 they sold X number of cupcakes. In 2011 they sold Y more cupcakes for a total of Z cupcakes. How would you find the percent increase in cupcakes

sold between 2010 and 2011?

Summarize/Share and Discuss

I anticipate that students will have very little trouble computing #1-3 as we have spent two weeks working with computing the percent of a number. They may have some difficulty setting up the context of the problem but the real meat of the problem will Student led discussion be presenting #4 and #5 and #6. facilitated by
teacher.

Presentation mode Sharing solutions, teacher-led discussion, student led discussion, etc.

I would like the following solutions to be presented:

What will you say or do to set up the discussion of the big math ideas?

#1) & #2) Finding the total amount of money made by the artist and multiplying it by 0.25 AND/OR Finding 25% of the physical copy money and 25% of the downloads separately then adding the amounts together
What similarities do we see with these different methods? We got the same answer but we did it differently. Will these always be the same?

I will have a slide set up that asks the following: Please pick one of the problems listed below that you would feel comfortable presenting:
A. B. C. D. E.

#1 #2 #3 #4 #5

#3) Subtracting the amount of Tha Carter IV minus Watch the Throne

Students will answer as they are working. Teacher will make note of which groups choose which number. Time permitting, teacher will ask students to briefly present #1-3.

#4/5) If there is a common misconception, I would like to present it:

Much more emphasis will be placed on #4-6 For each presentation of #4-6, I will have a slide on the powerpoint that asks students to press whether they A. Agree or B. Disagree. I will ask them to vote after the students has presented. Then, depending on the correctness of the answer, I will ask a student why they agree/disagree.

Incorrect method: Taking the difference and putting it over the new number. AND/OR (time permitting) Taking the initial number and putting it over the new number.

Why did you put the difference over the new number? Why did you take the new number and put it over the new number? What will these methods tell us about the percent of increase between the two numbers?

Why did you divide the difference by the initial number? How do you know your answer is correct? What does the 35.44% mean, then in terms of the two numbers? How did you figure out this method?

Correct method: (3,098,090-2,270,675)/2270675 = .36439 or 36.44%

#6) Present any solutions to open up discussion Present correct solutions: Y/X or (Z-X)/X

How do you know your method works? Is there a way to check it? What does the numerator mean? What does the denominator mean? Why will that give us the percent of increase between the two numbers? How is this connected to the steps we worked above?

Teacher will hand out half sheet of paper with their homework: Teacher will write notes on the board, students will copy on the back of their homework. Percent Increase: the percent of change between two numbers. The percent increase from B to A is: A-BB Teacher will ask students to finish the following statements on the back of their homework: Today, I learned. I still have questions about Teacher will collect clickers and calculators as students start working on their homework.

Summary Statement:
(May change based on what actually happens in class) Great. I loved the way you worked together on this assignment and interacted with the technology. What I wanted you to see today that when we talk about percent increase is how we can use our previous knowledge of percents and finding percents of anumber to expand our knowledge. Moreover, I wanted you to think about how we can use these numbers to talk about real world situations where this information might be useful or interesting. Good work today.