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You are on page 1of 5

Teacher Candidates Name: Jessalyn Rowlee

Preliminary Information

Lesson 1 of 2.

Grade: 8th/9th

Number of Students: 12

Course/Subject: Algebra 1A

Estimated Duration: 35 minutes

(Check any that apply) (Double click box to activate

check mark.)

****Middle of the unit****

End of the unit

****Whole class****

Small group

One-to-one

Other: Specify:

For which assignment is this being submitted? Please indicate course name (339 or 407) and

specific assignment title (i.e., Site Lesson 1): TED 339 - Site Lesson 1

why are they appropriate for these students at this time?

Respond to each in the spaces provided.

What is the essential question students will be able to answer after the lesson is complete?

Rationale/Context

Why is this lesson at this time; how does it connect to previous or succeeding lessons? OR Why is this an

appropriate topic for an advisory session?

Ratios and Proportions were taught previous to this lesson. Since proportions and percent

problems are so very closely related, this is the perfect time to introduce the percent

problems.

What knowledge and/or skills must students already know to be successful with this lesson?

Students must know the terms and be able to carry out problems using: cross multiplication,

proportions, ratios, solving for a variable.

Student Learning Objective(s)

Identify 1 or 2 student learning objectives. Begin your objectives with: The students will be able to .

Remember: these are NOT activities. Activities are used to assist students with reaching the learning

objectives.

Students will be able to set up various percent problems and solve for the missing variable.

How you will communicate the learning objectives to students?

The essential question will be written on the board so that students know what they will be

learning that day.

Expectations for Student Learning

What are your expectations for student performance in meeting the learning objectives? Specifically, describe

expectations for each of the following types of student performance: exceeds expectations, meets

expectations, and below expectations performance. Please note that this does not address student behavior;

instead, it addresses student performance as they strive to reach learning objective expectations. Include a

rubric with criterion for each: exceeds, meets, and below. REMEMBER: You are measuring the learning

objectives, not student behavior or student participation.

Exceeds expectations: Student shows all work, is able to set up all percent problems and

solves problems without error.

Meets expectations: Student is able to set up most percent problems and solves with few

errors (simple multiplication/division error, missed a negative, etc.)

Below expectations: Student is not able to set up percent problems and therefore cannot

solve them without errors.

Evidence and Assessment of Student Learning

How will you know whether students are making progress toward your learning goal(s), and/or how will you

assess the extent to which they have met your goal(s)? Hint: use academic language such as (but not limited to)

monitor, formative, summative, and observe. Be certain you are accessing the progress of ALL

students. Some formative strategies will not allow for effective concurrent monitoring of every student.

The first form of assessment will be within the first few minutes of the lesson. I will have

students start with a little refresher of proportions by having them solve for a missing

variable. This formative assessment will be observed to be sure that students understand

proportions. I will check with each of the students to be sure they have the correct

answer before we move on.

I will also use observation to be sure students are understanding the lesson throughout the

example problems as formative assessment. This will tell me if students are understanding

the material or if there is something that should be discussed more in depth.

The last form of assessment I will use is also formative. It will be a homework assignment

given to them from the book. This assignment will be turned in the following day to be

graded, but before it is turned in we will go over any questions the students may have

since this was the first day they had learned specifically about percent problems.

Student Feedback

How will you provide students with feedback? Use academic language within your response.

Throughout the lesson I will provide students with feedback by observation of their

responses or work. I will let students know if they are on the right track, if they missed

something simple (like a multiplication error, or flipping is/of), or if they need redirection. I

will guide them to the correct answers and the understanding that they need in order to

successfully solve percent problems.

Standards

List the standards that are most aligned with your learning objectives. Clearly identify if you are using

Wisconsin Academic Standards or CCS.

Ratios and Proportional Relationships - 6.RP

3. Use ratio and reasoning to solve real-world and mathematical problems, e.g., by

reasoning about tables of equivalent ratios, table diagrams, double number line diagrams,

or equations.

c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100

times the quantity); solve problems involving finding the whole, given a part and a percent.

Academic Language

Identify academic language, particular words/phrases that are essential to understanding the content of this

lesson. In other words, what academic language must students already know to be successful with this lesson?

Ratio, Cross Multiplication, Proportion, Percent (Students should be familiar with this word,

but we will go into more detail in the lesson)

Respond to each in the spaces provided.

Launch/Hook

How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will

you use to engage students? REMEMBER: This is the 60 seconds at the start of the lesson that grabs attention

and bridges prior learning with the new content.

Before we start anything take out a piece of paper for your notes. You may want a

calculator as well. Earlier this week, you learned how to solve proportions. What can you

tell me about proportions? (Student feedback, they may need to be guided using these

questions as well: what does a proportion look like? how do we solve for the variable in

proportions?)

Today we will be doing the EXACT SAME THING. You already know how to do it, but were

going to add a little bit of a spin with percents to it. Lets do a problem to review from

earlier this week. Take some time to solve this problem:

3/100=21/m

Explore

How will students engage with ideas/texts to develop understandings; what questions will you ask; how will

you promote question generation/discussion; how will you address the academic language demands; detail your

plan.

This section should read like a cookbook. A guest teacher should be able to take this section and

duplicate your entire lesson.

Before we start anything take out a piece of paper for your notes. Earlier this week, you

learned how to solve proportions. What can you tell me about proportions? (Student

feedback, they may need to be guided using these questions as well: what does a

proportion look like? how do we solve for the variable in proportions?)

Today we will be doing the EXACT SAME THING. You already know how to do most of it, but

were going to add a little bit of a spin with percents. Lets do a problem to review from

earlier this week. Take some time to show your work and solve this problem:

3/100=21/m

When you have an answer raise your hand so I can come by and check it.

As students work to solve this problem, I (the teacher) will walk around to check their

answers and help to correct where they may have went wrong, if necessary.

The problem you just solved is exactly what the problems will look like that we will work

to solve today.

What do we know about the word percent? Consider breaking down the word into per and

cent.

(After students respond with their guesses, write these things down on the board for them

to copy: Per-Divide, Cent-100; percent gives you a ratio out of 100)

Now that we know what percent means, we can write it as a ratio. How do we write 83% as

a ratio? [83/100]. How do we write 207% as a ratio? [207/100].

When we set up percent problems using proportions, we use this guideline:

%/100=is/of [Write whats in bold on board.]

Lets do some examples: *More examples could be added as necessary*

What percent of 136 is 51?

Well start with what we know from the problem. Where would we put the 136 and 51 when

we set up this proportion? [Underline of 136, circle is 51.] Where would we put the x in the

equation?

x/100=51/136 Then solve.

What number is 45% of 92?

Lets start by underlining/circling the parts that go together. What clue goes with the

number 92? [Underline of 92.] How about the is? What number goes with that? [The

number we are finding, so is would be replaced with a variable.] What do we do with 45%?

[Write as 45/100 and set equal to the other ratio.]

45/100=x/92 Then solve.

50 is 125% of what number?

Take a minute to try to set up this problem

[After students get a minute to set up this problem, go over the answer on the board.]

125/100=50/x Then solve.

*Extra Examples - if needed* (Write on the board and have students set them up)

What percent of 25 is 17?

What number is 15% of 88?

20 is 12.5% of what number?

Finally, lets take a survey of your favorite kinds of pasta.

Your options are: Spaghetti, Lasagna, Mac & Cheese, Fett. Alfredo, Other

How can we use the survey results to find what percent of the class likes each of the types

of pasta? Lets find the percents for each of the pasta options. What should our percents

add up to? [100%]

Closure

How will you bring closure to the lesson? Do not merely state you would release the students to their next

class.

Finally, lets take a survey of your favorite kinds of pasta.

Your options are: Spaghetti, Lasagna, Mac & Cheese, Fett. Alfredo, Other

How can we use the survey results to find what percent of the class likes each of the types

of pasta? Lets find the percents for each of the pasta options. What should our percents

add up to? [100%]

Then I would assign them a homework assignment to be turned in the next day. They would

be free to work together and ask questions if necessary. We would go over a couple

problems they have questions about before it is turned in.

Differentiation/Extension

How will you provide successful access to the key concepts by all students at their ability levels?

From what I have observed, these students are all at about the same level. In order to

successfully gain the key concepts, it may be helpful to allow students to use calculators if

necessary. The calculator will not give them the answer unless they have the proportion set

up correctly, which is really the main concept of this lesson.

What Ifs

Be proactive. Anticipate what might not go as planned with the lesson; what will you do about it?

What if

students are not understanding the material or dont understand the proportion using

percents? At this point I will go over the main idea with them again [%/100=is/of] and go

through more examples. It may also be helpful to go back to the example of the very first

proportion solved (intro/hook) and remind them that they are simply solving the same

kinds of proportions that they have been solving all week.

students are understanding the material and do not need all the examples I have

prepared? I would not skip the problems, but I would have the students work individually

on the problems rather than doing each one as a class. Then make sure students have

gotten the correct answers or know where they may have went wrong.

Resources and Materials

Teacher

Whiteboard

Whiteboard Markers

Student

Paper

Something to write with

Calculator

Book for homework assignment

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