TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |4th Six Weeks |PLAN CODE: | |

|Teacher: |Tipton |Course/subject: |Mathematics |

|Grade(s): |8 |Time allotted for instruction: |1 – 1 ½ hours |

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|Title: |Texarkana Statistics |

|Lesson TOPIC: |Comparing and ordering rational numbers |

| |Percents |

| |Real-World Math Applications |

| | |

|TAKS Objective: |Objective 1: The student will demonstrate an understanding of numbers, operations, and |

| |quantitative reasoning |

|FoCUS TEKS and Student Expectation: |(1) Number, operation, and quantitative reasoning. The student understands that different forms |

| |or numbers are appropriate for different situations. The student is expected to: |

| |(A) compare and order rational numbers in various forms including integers, percents, and |

| |positive and negative fractions and decimals |

|Supporting TEKS and Student Expectations: |(15) Underlying processes and mathematical tools. The student communicates about Grade 8 |

| |mathematics through informal and mathematical language, representations, and models. The student|

| |is expected to: |

| |(B) evaluate the effectiveness of different representations to communicate ideas |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

| |Rational numbers are numbers in the form a/b, where a and b are integers and b is not equal to zero. |

|Rational number | |

| |A percent is a ratio that compares a number to 100. |

|Percent | |

| |Ordering is the process of placing numbers from greatest to least, or least to greatest. |

|Ordering | |

| | |

| | |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections

After students are seated, hand each one a Texarkana, Texas Statistics and Demographics Worksheet.

Discuss the statistics on the sheet. Now ask the following questions:

• Are there more males or females in Texarkana, TX?

• Which age group has the largest population?

• Which age group has the smallest population?

Inform the class that usually statistics are given in a percentage form. Ask: How would we calculate the percentages for the data given on the worksheet?

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

Show the class how to calculate the percentages for the statistics on the worksheet. Explain that there were 34782 people in Texarkana, TX in 2000. Out of that number, 16380 were males. To find the percentage of males, use the following equation: 16380/34782 = 47% (approximately)

Work each percentage with the class. Make sure that your students have an understanding of how to calculate percents properly. After all percentages have been calculated, have the class help you place the age group percentages in order from least to greatest.

C. Guided activity or strategy

Place students in groups of 2 – 3. Each group will need a Texarkana, TX Crime Statistics Worksheet. Discuss the statistics on the worksheet with the class. Point out that Texarkana, TX is well above the national average for crime. Have the groups calculate the percentage of the crimes committed in our city. After time has been given for students to complete their calculations, discuss the correct answers.

D. Accommodations/modifications

Students requiring modifications will be paired with a peer to complete the guided activity.

E. Enrichment

Students requiring enrichment may reteach the lesson in a small group setting for students requiring modifications.

II. STUDENT PERFORMANCE

A. Description

Students may complete the Texarkana Statistics Worksheet individually or in pairs.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Individual student grades may be taken on the Texarkana Statistics Worksheet.

B. Rubrics/grading criteria

Grades may taken based on the Texarkana Statistics Worksheet Answer Key and Grading Rubric.

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

• Why is it important to know how to properly order numbers?

• Why is it important to know how to calculate percentages?

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the students in a discussion of how rational number, percent, and ordering problems may look in test format by placing the following TAKS questions on the overhead/board.

B. Sample TAKS questions

1. A librarian arranged some books on the shelf using the Dewey decimal system. Choose the group of book numbers that is listed in order from least to greatest.

F. 549.010, 549.101, 549.02, 549.3

G. 392.4, 397.46, 399.53, 399.062

H. 101.2, 101.04, 104.21, 110.0

J. 834, 834.19, 834.2, 834.29

2. Miss Koziel eats a bowl of her favorite cereal every morning. The table below shows the nutritional content of one serving of this cereal.

Cereal’s Nutritional Content

Nutrition Percent of Serving

Fat 2%

Sodium 11%

Potassium 12%

Carbohydrates 17%

Dietary Fiber 16%

Sugars 42%

Which circle graph best represents these data?

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V. Key Vocabulary

Rational number, percent, ordering

VI. Resources

A. Textbook

Glencoe Mathematics ~ Applications and Connections

Chapter 6: Exploring Number Patterns

• Comparing and Ordering Rational Numbers, pp. 261-264

Chapter 3: Using Proportion and Percent

• Finding Percents, pp. 120-122

B. Supplementary materials

• Texarkana, Texas Statistics and Demographics Worksheet

• Texarkana, TX Crime Statistics Worksheet

• Texarkana Statistics Worksheet

• Texarkana Statistics Worksheet Answer Key and Grading Rubric

C. Technology

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

If students need additional practice, crime statistics may be found at the following website:



You could utilize the statistics to create additional worksheets.

This lesson would be a good lead-in for a lesson pertaining to irrational numbers.

VIII. Teacher Notes

The more real-world examples you can incorporate into this lesson the better. If students are having trouble calculating percents, the website below may be useful:



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