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Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error
MP2. Reason abstractly and quantitatively.
MP3. Construct viable arguments and critique the reasoning of others.
W.7.1 Write arguments to support claims with clear reasons and relevant evidence

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Apply the percent proportion to solve and evaluate percent problems for part, whole and percentages.
Apply equations to solve and evaluate percent problems for part, whole and percentages.
Evaluate given solutions for errors.
Construct a written argument to justify using the percent proportion versus the percent equation for problem solving.

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Evaluate
Percent proportion
Part/Whole/Total
Converting percent to decimals or fractions
Percent equation

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How do I use proportional reasoning and equations to help me solve problems containing percent?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Short problem set to review solving and setting up proportions using cross multiplication. Compare answers and set ups with Pairs Checking.

Think-Pair-Share—Use groups from Pairs Checking to form Pair Square and discuss possibilities of shortcuts in work process and in calculator key strokes from observations in the problems just completed. Have each Square write a $5.00 statement to summarize their ideas. Have them write on a large sticky and add to posted Proportion Parking Lot.
Key Vocabulary (for explicit instruction):
Percent Proportion
Percent Equation
Part
Whole/Total

Vocabulary Strategy:
Labeled on Foldable Organizer with parts and definitions.

Previewing (what, who, when):
Whole Group: Proportion Vocabulary Set Using Anchor Chart. (Proportions, Cross-Multiplying, Solving)

Struggling Students: Provide a small group teacher lead mini-lesson on white boards where students model the teacher example to solve a proportion by writing each step that leads from a proportion, to an equation, and finally to a solution. Then teacher will model how to pull out information from a word problem to set up a proportion correctly using the CUBE method. Students will then practice setting up proportions with a card sort that has the correct numbers from various word problems by placing them into the correct location on a blank proportion format provided. Teacher will monitor and give feedback.

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Left/Right foldable Organizer

Teacher will create as two anchor charts and students will enter information for percent proportion on left and percent equation on the right.

Previewing (what, who, when):
Whole Group: Make a Left/Right Foldable based a simple comparison of two topics such as addition/subtraction or multiplication/division with term on each outside flap, problem set up with defined vocabulary on inside of each flap and problem examples on the inner back side.

Scaffolding (what, who, when):

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Video clips for finding the part, whole and percentage by percent proportion. Students will fill in video example guide as each video is watched.

Students will be given a set of problems to complete on their own using graphic organizer. After 10 minutes students will use elbow partner to check first two problems and will use error analysis and justification if their answers are not in agreement.

Use number partners for class and have students find new partner and meet up to discuss and post their problem around the room. Gallery walk to check answers. Whole group discussion as needed.

Previewing (what, who, when):

Scaffolding (what, who, when):
Struggling Students: Give the numbers of similar problems to be skipped around and done together so similar chunks are accomplished at one time. This can be applied to part, whole and percent.

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Numbered heads
1’s– Given a percent problem to find the whole, they will describe verbally how to set up the proportion and the 2’s will carry out the directions.

2’s — Given a percent problem to find the part, they will describe verbally how to set up the proportion and the 1’s will carry out the directions.

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Video clips for finding the part, whole and percentage by using percent equation. Students will fill in video example guide as each video is watched.

Using the same problem set from Learning Activity 1 translate the proportions into equations. Solve the first two only to verify that same solution is obtained.

With same count off partner make sure you agree on your number problem, then add to posted problem. Solve the equation on the posted problem to verify same answer is obtained. Allow for gallery walk for any clarification. Whole group discussion as needed.

Previewing (what, who, when):

Scaffolding (what, who, when):
Struggling Students: Give the numbers of similar problems to be skipped around and done together so similar chunks are accomplished at one time. This can be applied to part, whole and percent.

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Using Classroom Numbered Pairs: Given a percent proportion, translate it into the percent equation and write a real-life problem to represent this situation.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Divide class into A and B groups. Post one percent problem and have A’s set up and solve it as a proportion and B’s set up and solve as an equation. Then do numbered heads of each group and have them find the corresponding A to B pairs. 1’s will do the proportion and 2’s will do the equation. Have them switch work and evaluate and decide if partner set up correctly. If not discuss how it should have been done. Connections should be made to decide if they both arrive to the same answer. Have the pairs discuss what their preferred method to set up and solve percent problems is and why. Then allow whole class to use opposing corners for students to pick which method they prefer and allow for debate.

As whole group give another percent problem and have the students set the problem up incorrectly in either form and switch with elbow partner. Elbow partner writes what has been done incorrectly and how it can be corrected. Then they can discuss.

Previewing (what, who, when):

Scaffolding (what, who, when):
Struggling Students: Independently suggest to them to set up correctly first and then manipulate it to make it incorrect.

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Pair Card Sort Set. Given a set of cards with percent word problems and a given proportion or equation already set up, students must decide which ones have been set up correctly and which ones have not. Write 3-5 sentences on sticky notes that explains what was done incorrectly. Attach to incorrect cards.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Justin got a 72 on his math test and Robin knows she only missed 6 problems on the same test that had 33 questions. Justin says he missed fewer problems than Robin and his grade is the best, but Robin says she has the higher grade. Who is correct? How do you know? Use the double error analysis organizer and explain who is correct and why.

Differentiated Assignment for Struggling Students:

Have the double error analysis organizer labeled with prompters to pick out the part, whole and percentage for Justin and for Robin.

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