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Unit Plan on Percents

|Percents |8.N.3 |Read, write and identify percents less than 1% and greater than 100% |

| |8.N.4 |Apply percents to tax, percent increase/decrease, simple interest, sale, price, commission, interest rates and gratuities |

| |8.N.6 |Justify the reasonableness of answers using estimation |

|Percent |8.N.4 |Apply percents to tax, percent increase/decrease, simple interest, sale, price, commission, interest rates and gratuities |

|Applications | | |

| |8.N.5 |Estimate a percent of a quantity, given an application |

| |8.M.1 |Solve equations/proportions to convert to equivalent measurements within metric and customary units |

| | |Note: Also allow Fahrenheit to Celsius and vice versa |

Critical Questions to Ask:

1. Why do we use percents?

2. How do we use percents in real life?

3. What are the quantities we should compare and are missing in the given situation?

4. What is the difference between a decimal, a percent, and a fraction? What are the different functions of these parts?

5. How can we differentiate between applications that deal with percent findings, percent increase, percent decrease?

Materials To Use

|Textbooks |Impact Mathematics: Chapter 3 on Percents |

| |Impact Resources: Chapter 3, Worksheets |

| |Quick Review: Chapter 2.7 |

| |Skills Intervention: pp. 23-30 |

| |Study Guide and Intervention Workbook: pp. 7-8 |

| |Glencoe Mathematics |

|Classroom Materials |Frayer Model Chart for the word “Percent” |

| |Percent Bar Model |

| |Coupons and Menus |

|Technology |Penguin Waiter Game - |

| | |

| |Mission Magneitute - |

| | |

| |Fraction Modeler – |

| | |

|Other | |

Vocabulary

|English Word |English Meaning |Spanish Word |Spanish Meaning |

|percent |A part of a hundred |por ciento |Una parte de un centenar (ciento) |

|percent decrease |The ratio of an amount of decrease to |porcentaje de disminución |Cantidad que representa |

| |the original amount, expressed as a | |proporcionalmente una disminución |

| |fraction | |respecto de cantidad original, expresada|

| | | |como porcentaje |

|percent increase |The ratio of an amount of increase to |porcentaje de aumento |Cantidad que representa |

| |the original amount, expressed as a | |proporcionalmente un aumento respecto de|

| |percent | |la cantidad original, expresada como |

| | | |porcentaje |

|percentage |A rate or proportion per hundred |porcentaje |Para tasa o proporción de cien |

Week by Week

Week 1

Assess their prior knowledge of 7th grade percentages. In 7th grade, they learned how to switch between fraction, decimal, and percent. Use the first “Do Now” to assess if they understood the concept. If so, then proceed with regular problems from Impact Math. If not, then talk about what is a percent and why it’s useful. The first question we want to answer is “What is a percent?” and the best follow-up question may be “Why is a percent useful?” Choose activities that fortify the definition of a percent as it relates to decimals, fractions, and even ratios (there’s a difference.)

After that, help students learn how to estimate percents using either a percent bar or a square grid (of any size). See if they can make the connection between 100-grids and non-100 grids. Have them find ways to not only compare the types of grids, but get from one grid to another. The idea of proportionality comes into play here, too.

Week 2

Assess their understanding of percents again here. Here, we can develop the ideas of percent increase and decrease using ideas like taxes, interests, sales, and discounts. Real-life applications come into play here. We may start off with one idea at a time, developing one type of percent increase (like tax) one day and percent decrease (like discount) in another. After you feel they’re comfortable with that, we can start compounding the types of percentages into our assessments. You may need to review ratios and proportions so they have at least two ways of getting to where they want.

Assessments

|Tests |Unit Test on Percents and Applications |

| |- more extended response than multiple choice questions |

|Projects |Portfolio Project – “Ordering from a Restaurant” |

| |- may want to include a writing project here |

| | |

| |Portfolio Project on Percent Comparisons |

| |- NAEP, 1996, Grade 8, M12, SCR, Use Percent Increase |

|Writing Assignments / Journals |Have students reflect on the questions given in the beginning, and give examples.|

| |Also for a challenge, have students create problems having to do with |

| |percentages. |

|Multimedia |Find examples of percent usage, whether on TV, movies, or in their neighborhoods.|

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