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11255 North Torrey Pines Road, La Jolla, CA 92037-1011 Phone (858) 642-8320 Fax (858) 642-8724
Lesson Plan Design
Math 7 Grade:
Lesson Topic: Percentages
Candidates Name:
Cristina Rodriguez
ID #
Site Supervisor:
Sarah Mancero
NU Supervisor:
December 1, 2015

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

Rationale: Today students will understand

English Learner (only): 0

what it means to use partitions and ratios to

SPED (only): 3

find the percentages of different situations.

SPED and English Learner: 5

Students will practice using yesterdays

Relationships to Previous Days Learning Activities, Content

knowledge to use in todays lesson.

and Product: Students began to understand partitions and

ratios to find the percentages. Todays lesson will cover how

To get the students attention I will make

to apply these methods to 5-4, 5-5, and 5-6.

sure to express that we will be learning

Focus Learner: Middle 1/3 Students will know how to solve

about the balance in our dietary choices we

expressions with multiple operations.

make everyday.

Behavior expectations:

Be respectful to classmates and other adults in the


When teacher is speaking, students are quiet.
Students will raise their hands when they have a
question, answer, or comment.

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

Rationale: Students will develop the skills

7.RP.2d. Explain what a point (x, y) on the graph of a

of using appropriate tools to visualize the

proportional relationship means in terms of the situation,

math problem. It is important that students

with special attention to the points (0, 0) and (1, r) where r is

know how to make sense of the world by

the unit rate.

modeling with mathematics.

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

what they know about order of operations

that will have expressions that have order of operations

because students need to review their

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

Rationale: If there is a student that can

questions due to language barrier and repeat question using

work with the ELL student it makes it

simple sentences. When asking about different types of

easier for the ELL to talk about questions.

foods student include the student native food or candy.

It is important to encourage the ELL to

speak English while in class. Patience is

key to encouraging students to practice

Learning Challenge (Focus Student): Needs extra time to

Rationale: The student needs to be able to

respond and make sure that I am repeating the question

have extra time to respond to the question

slowly so student can comprehend the question.

because each student must be prepared to

participate in the class. During this time,
other students can contemplate on their
own answers for the question.

Upper 1/3 of Class: Needs to be pushed further and given an

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

Lower 1/3 of Class: Needs more time to understand the

Rationale: By giving them more time it can


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,

Rationale: Students have the IPads to use

internet version of textbook, and internet.

at school and at home. The projector,

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

Audio: To repeat questions and directions.

Rationale: For when I have a student that is

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

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

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


Students will come into the classroom and will

My goal is have the students teach one

work on the warm up. Then I will work with the

another and how to use them to start the

students to simplify the warm up. (10 minutes)

Attention getter: Discuss with students about the

problems. I will call names using a

food and candy they eat, serving size and daily



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


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
ask the groups questions.
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:


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
Activity: Students will find their homework on Canvas.


Tonights homework is problems 5-12 to 5-13. There will be

During class, it is important to utilize the

a quiz on Friday that will cover this material.

other students in the group to promote

Check for Understanding:

social skills and collaboration in learning.

I check problems the next day and answer one as a class.

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

Rationale: Students show that they

their Notability. By the end of this week, students will have

understood the lesson for the day and the

a quiz and homework on this material.

quiz will reinforce student learning over


Informal Assessment: While walking around I will ask

Rationale: I will assess how well students

students to explain why they are using each method and to

are grasping the idea of how to properly

explain their thought process. Asking questions and

use the partition and ratios methods.

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.

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