You are on page 1of 3

Lesson Plan Form

CSUDH - Teacher Education Department


Candidate: Tierney Smith

Subject(s):
Math

Grade Level(s): 5th

Standard(s):
Ratios and Proportional Relationships grade 6

6.RP.A.3.C.

Date: 3/5/2016
Single/Multi-Day Lesson:
Single Day Lesson

Students will understand the relationship of place value in relation to


fractions and percentages. They will be able to quickly and efficiently
solve problems involving percentages through an understanding of the
place value system.
Language Standards:
1.0 Listening And Speaking Strategies
1.1 Students will ask questions that seek information that is not
already discussed.
1.4 Select a focus, organizational structure, and point of view for an
oral presentation
1.5 Clarify and support spoken ideas with evidence and examples.
Writing Standard: CCSS.ELA-LITERACY.
W.1.8
With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a
question.

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):


Students will find various percentages out of 100 squares on graph paper. (Procedure)
II. LEARNING OUTCOME (Objective):
Students will solve percentage problems by using graph paper.
III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence):
Using previous knowledge of discounts, coupons, fractions and place value, students will solve problems
relating to percentages.

*Note: Use CTRL + TAB for indents in outline format.

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activities): Teacher will ask students how they would feel if they
were given a 100% off coupon for Baskin Robbins. Would they be happy? Why?
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):
C. Step #1 Checking for Prior Knowledge
a. Teacher will ask questions such as Who can tell me what a percentage is? Who has seen
this symbol (%) before? Where do we see this symbol? Coupons sometimes use this
symbol, but what does it mean? If we had a 50% off sale on a dress that cost $100, how
much would the dress cost after the discount?
b. Students will answer and create a discussion based on their previous knowledge of discounts
and coupons.
Step #2 Checking for Understanding of New Concepts
a. The teacher will then ask more questions to ensure understanding, So if you pay $50 after
the 50% off discount on a $100 dress, how much did you save? What if the discount was
25% off? How much would you pay? How much would you save? Does everyone see
how a percentage is a part of one whole?
b. Teacher will again look for hand-raising and examine students verbal answers for
correctness and making connections.
Step #3 Demonstration and Forming Relationships
a.Teacher will demonstrate on the board, how to find a percentage using a visual grid of 100
spaces, and filling in the percentage with dry-erase markers. This will visually demonstrate
how a percentage is a part of a whole. Does everyone understand that each square
represents 1%?
b. Students will copy the steps in their math journals, and ask questions if needed.
Step #4 Students will Demonstrate a Concrete Understanding
a. Teacher will put up a problem on the board and ask students to solve in pairs.
b. Students will come up and share their answers in step by step detail, explaining their process
as they go.
Step #5 Students will Summarize Content
a. Students will then go to their desks and come up with their own word problem involving
percentages. They will have their shoulder partner try and solve their problem, and vice
versa.
b. Teacher will walk around to check for understanding and answer any questions students
have
B. APPLICATION ACTIVITY (Practice and/or Reflection):
Students will go to their desks and come up with their own word problem involving percentages.
They will have a shoulder partner try and solve their problem on graph paper and vice versa.
C. MATERIALS & RESOURCES:
White board
Dry Erase markers
*Note: Use CTRL + TAB for indents in outline format.

Pencils
Graph paper
V. ASSESSMENT STRATEGIES (Methods for Obtaining Evidence of Learning):
Formative: Check the students answers on the worksheet, as well as the steps they took to get to their
answer.
Summative: Check the students personal word problems, and the steps they used to solve it. Check for
correctness and make sure that the steps were shown in the correct order.
VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (CONTENT, INSTRUCTION, and
PRACTICE):
Visuals/ Pictures
Diagrams
Leaving the work up on the board for students to write down the steps using the Visual Instruction Plans
method used by Fred Jones.
Allowing students to speak in groups
Allowing students the creativity to create their own word problems, and solve them.
VII. HOMEWORK (IF APPROPRIATE):
Have students finish their worksheets at home if they have not completed it from start to finish during the
allotted class time.

*Note: Use CTRL + TAB for indents in outline format.