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College of Saint Mary

Lesson Plan Format with Lesson Reflection


LESSON/ACTIVITY INFORMATION
Title: Percent Problems: Percent of Change
Your name:
Mayra Roman

Age or Grade Level:


7th Grade

Integrated
Disciplines/Subjects:
Math 7

Time frame for Lesson:


20 minutes

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS


Nebraska State Standards; Nebraska Early Learning Guidelines, Nebraska Fine Arts
Standards and ISTE Standards (as appropriate for the lesson):

MA S 07.1.3.c : Solve problems involving percent of numbers (e.g., percent of, % increase, %
decrease).
Objectives:
1. The students will demonstrate analysis of percents by deducing and using knowledge of
percents to effectively answer problems that involve percent of numbers.
2. The students will show application of percent of change by accurately answering percent of
change problems in a check point assessment (pop quiz).
Assessment: Aligned with the objective above:
1. Percent of Change Check Point
Materials:
paper, pencil, warm up sheets, check point

LESSON PROCEDURES
Anticipatory Set:
At the beginning of the lesson I will explain or demonstrate to the students how this concept
can be used in real life. This will be used as a way to hook the students and show them how
the topic is relevant, and then we will go over the NeSA warm up as a class.

The teacher will involve as many students as possible by using different means of teaching
throughout the lesson. There will be a small lecture, group work, and individual work.
At the beginning of the lesson the teacher will inform the students of the goal/objective of the
lesson, and at the end of class period the teacher will explain to them how they met or still
need to work on meeting the objective.
Input/Modeling/Guided Practice/Check for Understanding:

Teacher will do:


1. Review warm up as a class.
2. Explain to the students what the check

Students will do:


1. Answer warm up questions and then listen
and participate when reviewing the warm

point is and how it will be graded.


3. Review a little before the check point and
answer any questions the students may
have.
4. Set a timer for 8 minutes for the students
to complete the 3 question check point.
5. Collect the papers and begin the lecture
for the day.

up.
2. Listen to the teachers instructions over the
check point.
3. Complete the check point to the best of
their ability.
4. When finished get ready to take notes and
get started with the lesson.

Closure:
For the closure activity we will have the students show us how they feel about the following three
questions with either a thumbs up/thumbs down/side thumb: Did you learn something new today?
Did you understood what you learned today? Do you believe you need additional practice or help
on todays lesson?
Differentiation:
Higher Ability Learners: The teacher will prepare higher-level problems for the students who
are quick learners. Or, the teacher will have these students help the other students who are still
struggling.

Lower Ability Learners: The teacher will work individually with these students in order to
provide them more help, or the teacher will have the students that are ahead help those that
need extra help.
Students on IEP: The teacher will make sure to give students on an IEP the accommodation or
modifications they are allowed. This could be extra time to complete assignments or tests, or
by providing them with a calculator.
References:
Cooperating Teacher
Online teacher websites
McDougal Littell: Math Course 2 (textbook)

LESSON ANALYSIS
Review all of the previous sections of your lesson plan and
complete item in the following section prior to teaching your lesson.
Content Knowledge:
This lesson covers the required standard of solving percent problems by introducing how to
solve for percent of change. This lesson allows the students practice in finding percent of
change in order for students to master the concept while completing a percent of change
project.
Teaching Methods/Strategies:
Gradual Release of Responsibility: This strategy helps to shift the responsibility of student
learning from the teacher to the students.

REFLECTION

This check point worked great as a formative assessment. It showed my cooperating teacher and I
what percent of the class understood the topic from the day before and what students were still
struggling with it. The great thing about giving the checkpoint at the begin is that we were able to
see the results quickly and decide whether we should move on to the next topic or do more practice
on the topic from the day before. After quickly scanning the check point my cooperating teacher and
I came to the conclusion that the majority of the class was ready to move on to the next lesson. Next
time it would be better to strongly emphasize that it is a graded assignment because we did have one
or two students in each class not use the eight minutes appropriately to complete the check point.