TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |2nd 6 Weeks |PLAN CODE: | |

|Teacher: |Winton |Course/subject: |Mathematics |

|Grade(s): |7 |Time allotted for instruction: |1 – 1 ½ hours |

[pic]

|Title: |Let’s go shopping! |

|Lesson TOPIC: |Calculating percents |

| | |

|TAKS Objective: |Objective 2: |

| |The student will demonstrate an understanding of patterns, relationships, and algebraic |

| |reasoning. |

|FoCUS TEKS and Student Expectation: |(3) Patterns, relationships, and algebraic thinking. The student solves problems involving |

| |proportional relationships. The student is expected to: |

| |(A) estimate and find solutions to application problems involving percent |

|Supporting TEKS and Student Expectations: |(13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to |

| |solve problems connected to everyday experiences, investigations in other disciplines, and |

| |activities in and outside of school. The student is expected to: |

| |(A) identify and apply mathematics to everyday experiences, to activities in and outside of |

| |school, with other disciplines, and with other mathematical topics |

[pic]

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

| |A percent is the ratio of a number to 100; percent means per hundred. |

|Percent | |

| | |

| | |

| | |

| | |

[pic]

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

A. Focus/connections

Each student will need one gift certificate from the Gift Certificate Worksheet and each group will need a situation from the Scenario Worksheet. These will need to be cut out prior to class.

Prior to students entering the room, put the following on the board:

Al’s Electronics is having a sale!

Deluxe Sony DVD/CD player ~ $150.00

Basic Sonly DVD player ~ $75.00

If you are a night owl you can save even more!

9:00pm – 10:00pm, save an extra 10%

10:00pm – 11:00 pm, save an extra 20%

11:00pm – 12:00am, save an extra 30%

As students enter the room, give them each a gift certificate. The gift certificate amounts will vary. On each certificate is a number. This will be the group number they will be in for this activity. Once all students have a certificate, have them get in their designated groups.

B. Instructional activities

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

Discuss how to find a percentage of a total. Ask the question, “Have you ever waited for a sale to purchase an item?” Discuss how to calculate the sale price of an item that costs $24.00 if it is on sale for 25% off. Next calculate what the sale price would be if the $24.00 item was on sale for 75% off.

C. Guided activity or strategy

Give each designated group a scenario from which to make their decisions about how many/what type of DVD players they want to purchase. They will need a Calculation Worksheet to show their work. Have each group total how much they have to spend with their gift certificates and then determine what they will purchase. After giving students ample time to make decisions, have one person in each group read the group scenario and inform the class what they plan to purchase. Teacher will verify whether this is a valid purchase by working the problem on the board for the whole class.

D. Accommodations/modifications

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

E. Enrichment

Students requiring enrichment may serve as leaders during group activity.

II. STUDENT PERFORMANCE

A. Description

Students will complete the Let’s Go Shopping! Worksheet individually.

B. Accommodations/modifications

C. Enrichment

iii. Assessment of Activities

A. Description

Grades may be taken on the Let’s Go Shopping! Worksheet.

B. Rubrics/grading criteria

Grades may be taken based on the Let’s Go Shopping! Worksheet Answer Key/Grading Rubric

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

• Where are other places in the real world you see percents?

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

IV. TAKS Preparation

A. Transition to TAKS context

The teacher will lead the students in a discussion of how percentage problems may look in test format by placing the TAKS questions below on the overhead/board.

B. Sample TAKS questions

1. The cost of Matt and Natalie’s dinner was $27.35. They want to leave a 20% tip. Which of the following is closest to the amount of the tip they want to leave?

A. $4.00

B. $4.50

C. $5.00

D. $5.50

2. Hilda bought 4 orders of French fries at $0.67 each, 3 hamburgers at $1.28 each, and 4 shakes at $2.25 each. She paid 8.25% tax on the whole order. What other information is necessary to find Hilda’s correct change?

F. Total cost of the order

G. Amount she paid in tax

H. Amount she gave the cashier

J. Reason for buying the food

V. Key Vocabulary

Percent

VI. Resources

A. Textbook

Math Advantage, Middle School II

Chapter 15: Ratios, Proportion, and Percent

• Finding a Percent of a Number, pp. 298-300

B. Supplementary materials

• Gift Certificate Worksheet

• Scenario Worksheet

• Calculation Worksheet

• Let’s Go Shopping Worksheet

C. Technology

VII. follow up activities

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

A logical next lesson would be to teach students how to find what percent one number is of another number.

VIII. Teacher Notes

The more real-world examples you show your class, the easier learning percents will be for them. Using percents to calculate pay raises is another lesson that could be developed.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download