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Lesson Plan Design
Subject:
7
Lesson Topic: Percentages
Candidates Name:
Cristina Rodriguez
ID #
Site Supervisor:
Sarah Mancero
NU Supervisor:
Date:
December 1, 2015

022484080
Barbara May

1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations).
Student total: 35

SPED (only): 3

## and Product: Students began to understand partitions and

ratios to find the percentages. Todays lesson will cover how

## expressions with multiple operations.

make everyday.

Behavior expectations:
1.

## Be respectful to classmates and other adults in the

2.
3.

classroom.
When teacher is speaking, students are quiet.
Students will raise their hands when they have a

2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Common Core Standards:

## Students Outcome: Students will use the partition method, a

linear model to examine part-whole relationships and their
connection to percent. Students will develop strategies to
find the whole given the percentage, and part and to use a
part and whole to identify the percentage, including the
strategy of identifying equal ratios.
Measure mastery: By the end of class each group will be able
to understand 3 questions and how to find the percentages
using both methods. Those who are advanced will be able to
understand 5 questions.
Standards for Mathematical Practice:
1- Make sense of problems and persevere in solving them.
6- Attend to precision.
3. Pre-assessment Activity: (Determine students abilities to achieve the learner outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
Pre-assessment activity:

## Rationale: Students will be able to review

Students will come into class and will work on the warm up

## necessary. Then go over the problems as a class.

previous knowledge.

## 4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify

Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
ELL (Focus Student): Needs to have more time to respond to

## It is important to encourage the ELL to

speak English while in class. Patience is

## key to encouraging students to practice

English.
Learning Challenge (Focus Student): Needs extra time to

## because each student must be prepared to

participate in the class. During this time,
other students can contemplate on their

## Rationale: These students need to have the

opportunity to grow.

## chance to grow and challenge themselves

in the classroom. I challenge students by
having them accomplish extra problems,
and start to writing an explanation of their
work.

material.

## relax students from the stress but still give

a push to do well in the class. Students
who have AVID class and study skills class
can continue to work on these problems in
these other classes.

5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Technology: IPads, doc cam, computer, Smart Board,

## at school and at home. The projector,

computer, doc cam, and Smart Board help
to communicate with all the students
visually.

## Rationale: For when I have a student that is

unable to make connections audibly, it is
beneficial to use group responses for
support.

Visual: Students have IPads and books for those who have

## Rationale: For the students who have a

visual challenges.

## hard time seeing, each group has a

textbook and an IPad where they can

## follow what I have up on the Smart Board.

Kinesthetic: Moving and getting up to the board.

## Rationale: Students can physical move

around to get to the board and show how to
find the percent and the respective

amounts.
6. Learning Activities: Explicit Teacher Instruction - (Explain, model, demonstrate, check for
understanding)
Length of Time:
1.

2.

## students to simplify the warm up. (10 minutes)

Attention getter: Discuss with students about the

3.

Rationale:

## popsicle from a cup to encourage students

to pay attention.

## value percentages. (5 minutes)

Students will open Canvas and open their online
textbooks to chapter 5.1.1, take a screenshot of 5-4,
5-5, and 5-6 into their Notability. First students will
work on their partitions and ratios skills to find
percent. Students will work in groups to solve 5-4,
5-5, and 5-6 problems, a few students will go to the

4.

## board and share their work. (25 minutes)

Closure: I will guide students on their chapter 4
tests. (15 minutes)

## Check for Understanding:

By walking the classroom, I will listen to conversations and
Questions to encourage critical thinking:
-How are partition and ratios similar and different?
-Decide which method partition or ratios will be more
effective in each problem and how do you know?

7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Length of Time: (Look at 6)
Check for Understanding:

Rationale:

8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
Activity: Students will find their homework on Canvas.

Rationale:

## Homework is a great time to have students

do independent practice and checking the
next day lets me know how much
information students retain.

9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
Formal Assessment: Students will finish all the problems on

time.

## answering students questions. I will work with each group

to build understanding of todays lesson.
10. Closure: (Describe how students will reflect on what they have learned.)
Todays closure is reviewing students chapter 4 tests.

Rationale:
Students end the class with reviewing
previous knowledge because it is important
for students to know their mistakes. Thus,
when students retake the tests they will
know what mistakes they have made and
make improvements for the retakes.

11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,

modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)

Revised: 10/22/12