Teacher Education Lesson Plan Template

Teacher: Christina Tucker Date: February 6, 2020

Title of Lesson: Consumer Math Review Cooperating Teacher: Mrs. Duesberry

Core Components
Subject, Content Area, or Topic
Math 8, Consumer Math
Student Population
67 Students in 3 classes, 40 Male, 27 Female, 23 IEP, 3 Gifted/Talented

Learning Objectives
Students will solve practical problems involving reconciling an account balance, simple interest,
tax, tip, markup, and discount.
Virginia Essential Knowledge and Skills (SOL)
8. 4 The student will solve practical problems involving consumer applications.
VDOE Technology Standards
Chromebooks, Schoology, IXL
English Language Proficiency Standards (ELPS)
N/A
Materials/Resources
Desmos Scientific Calculator, handheld scientific calculators, pencil, paper, Chromebooks,
markers, Practical Problems worksheet, Consumer Math Review worksheet
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Time
(min.) Process Components
15 *Anticipatory Set
TTW put directions for the warm-up quiz on the smartboard. TSW have about 3 minutes to
study for their warm-up quiz and then TTW enable the quiz. TTW ask if students want a
marker and eraser to do their work out on their desks. When the students have completed
their quiz, TTW transition to the review sheet.
*State the Objectives (grade-level terms)
I can solve practical problems with percents.

30 *Instructional Input or Procedure

TTW then tell students to get into groups for small group instruction/ review for test on
Friday (bell 3 will have 4 groups, since there 4 teachers in the class, bell 6 is already in 3
groups and can stay in their seats, bell 7 is already grouped into 5 groups. One group is
advanced and will need minimal teacher guidance. They can ask their peers for
clarification for the most part).
TTW have students all get their Guide Paper in a sheet protector and their markers and
erasers to finish page 22 from yesterday. TTW also pass out the next review sheet (page
23) for those who finished yesterday and those who finish today. TSW go through each
problem before starting to solve and write the number of the problem in the correct box.
For example, problem number one is a discount problem, so they will write the number 1
in the discount box on the Guide paper. After sorting each problem into the correct
category, the students can then solve the problems. They can either go in number order
or solve them grouped by the type of problem, depending on their preference. For bell 3, a
teacher will be at each table, for bell 6, the teacher will alternate between tables, and for
bell 7, TTW mostly stay at one table, and check on another. When the students finish
page 22, they will work on page 23 which is another mixed review sheet for the test
tomorrow.
15 *Modeling
TTW model any type of question in small group where the students are confused.

*Check for Understanding

TTW walk around when students are working on problems independently and check that
students are understanding based on the work on their sheet. TSW be in small groups so
TTW check understanding by watching their work and checking that they are sorting the
problems into the correct categories. If the teacher notices a lot of people stuck on the
same problem, TTW guide students through it on the smart board.
*Guided Practice
TTW walk around when students are working independently and guide students who are
struggling. TTW guide students in small groups to correctly identify types of problems and
know the process to solve them.
15 *Independent Practice
TSW complete the Consumer Math Review sheet with varied levels of help from teachers.
Then, they will complete Page 23.
Assessment
TTW formatively assess while walking around the classroom during independent practice.
TTW assess student’s understanding in small groups.
5 *Closure
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 TTW ask students what they are most confident in and most confused about regarding
consumer math and let as many students answer as possible. TTW remind students that
their homework is due Friday and dismiss them at the bell.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Reading each question aloud for guided problems.
Use of small group with inclusion teacher.
Having extra practice for students who finish early (online review test, IXL).
Classroom Management Issues (optional)
TTW walk around the classroom when students are working independently to make sure students
are on task. TTW keep an eye on groups that do not have a teacher sitting immediately with them.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015