Michael Maxwell

ITEC 7230/
Planning Documents – Photo-story

1. Purpose: The purpose of this presentation will be to instruct students about

how to calculate percentages and discounts. The presentation will demonstrate
how mathematics is utilized outside the classroom. The presentation will engage
and motivate the students to grasp and understand mathematical concepts within
real-life situations. In addition, the information will help the students as they
begin to prepare for a trip to the mall.

The following Standards will be addressed:

• Information Literacy Standard 1: The student who is information literate
accesses information efficiently and effectively.
• Information Literacy Standard 2: The student who is information literate
evaluates information critically and competently.
• Information Literacy Standard 3:The student who is information literate
uses information accurately and creatively.
• M5N3. Students will further develop their understanding of the meaning of
multiplication and division with decimals and use them.
• M5N5. Students will understand the meaning of percentage.

2. Learner Analysis:
a. Age/Gender:
The target audience is students in the 5th grade. The ages of the students
should range from 10-11.

b. Cultural Background:
This lesson will apply and appeal to various cultural backgrounds and socio-
economic levels.

c. Educational Level:
Students should have successfully completed the 4th grade, with an
understanding of 2-digit multiplication and division.

Academic Summary:
• Reading Levels:
Students should be reading at or above a 4th grade level.
• Math Levels:
• Students should have mastered 4th grade mathematics, with the ability
to solve problems involving multiplication of 2-3 digit numbers by 1-2
digit numbers.
• Students should have a basic understanding of the decimal and how to
do basic computations utilizing decimals.
d. Gardner’s Multiple Intelligences
This lesson will appeal to each of the 8 different intelligences. Although the
lesson is geared toward logical-mathematical intelligence, the lesson will be
created to appeal to the other 7 intelligences. It would be beneficial for the
teacher to survey the class regarding other intelligences. The teacher can add a
supplemental lesson to enhance understanding by the students who have
another primary intelligence. .

3. Objectives:
1. Students will be able to convert percentages to decimals.
2. Students will be able to compute 2-3 digit multiplication and division
problems.
3. Students will be able to determine how to evaluate the percentage of a
whole number
4. Students will be able to compute the sales price of an item.
5. Students will be able to compute sales tax
6. Students will be able to compute the final price of an item advertised on
sale.

4. Theory of Instruction:
Cognitivism is the theory of instruction and learning that will be incorporated
in the presentation. Within Piaget’s stages of cognitive development theory,
most of the students will fall between the concrete and formal operational
stages. This stage is characterized by logical thinking and the beginning of
complex classification. In addition, students have the ability to consider many
possibilities for a given condition. They are able to deal with propositions that
explain concrete facts. They have the ability to use planning to think ahead.
This will be addressed by using age-appropriate math problems and
showing students engaged in actual investigations and computations.
Problems will be presented that require students to combine several concepts
to achieve the correct answer. In keeping with the Cognitivism belief that
rules involve actions, students will have the ability to purchase items only if
they are able to correctly compute the final sales price, including sales tax. By
participating in this activity, students will begin to understand sales and the
determination of the best deal.

5. Content Outline:
The content of the presentation will follow the steps of finding the sales
price and sales tax amounts.
• Converting the sale percentage and sales tax percentage into a decimal.
• Multiplying the sale decimal by the original item price
• Subtracting the product from the original price to obtain the sales price
• Multiplying the sales tax decimal by the sales price
6. Plan for Participation of the Audience:
Once the students have mastered the in-classroom portion, they will be afforded
a trip to the local mall. They will be given a set amount of money and will be
taken to a store advertising a sale. They will choose an item and must compute
the final amount of the sale. The answer must match the amount calculated by
the store register in order to purchase the item. The cashier will take a picture
with the student and the newly purchased item signifying the correct calculation
by the student.