Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher:
Date :

Miss Turner
11/14/15

Subject/ Topic/ Theme:

The Percent Proportion

Grade ____7th____________

I. Objectives
How does this lesson connect to the unit plan?
This is the 3rd lesson in the unit plan. This lesson is the start to the more application based part of learning percents. Since students have previously learned how to
convert and compare decimals, percents, and fractions, in this lesson we begin working on solving percentage problems using those skills.
cognitiveR U Ap An E C*

Learners will be able to:

R U Ap E
R U Ap E
R U Ap E
Ap, C

Use the percent proportion to find parts

Use the percent proportion to find wholes
Use the percent proportion to find percents
Make a percent proportion foldable craft

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed: 7.RP.3
7.RP.3- Use proportional relationships to solve multistep ratio and percent problems.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should be able to convert between decimals, percents, and fractions.

Students should be able to solve proportions.
Pre-assessment (for learning):
Students will do a review problem where they solve a proportion.
Students will practice estimating a percentage of a number.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

I will assess students throughout the class period by checking their answers on their white boards, and walking
around and watching them work through the problems. The quick quiz at the end of this lesson acts as assessment
for learning, because it will help me as the instructor monitor where the students are at with the material.
Formative (as learning):
Students will solve the practice proportions on their whiteboards, and then compare answers with the others at
their tables, thus allowing them to evaluate their own learning and compare it with those around them. Then we
will discuss the answer as a class, and students again will be able to evaluate their learning.
Summative (of learning): N/A

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

-having students first start with

estimating a percent of a whole
using a model helps them perceive
the whole concept on a higher level

-students work with others at their

table, and explain a concept to their
neighbor for some of the problems
during this lesson
-students make a foldable piece of
paper that represents the percent
proportion

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-having students make estimates of
percentages using models helps to
minimize threats of the material
being too difficult
-using the data from the class
survey helps keep the students
interested and keeps the material
relevant

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
-having students create the small
foldable craft that has the percent
proportion on it again gives them
another means of representing the
proportion

Provide options for expression and

communication- increase medium
of expression
-having students copy down the
percent proportion on their
whiteboard allows them not only to
see it visually in the power point
but to write in down as well

-having the students make the

foldable pieces of paper also
allows for a different medium to
increase expression

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

-the error analysis piece of the

lesson helps students to better
their skills of analyzing work
and finding errors, which leads
to mastery
-there are a few problems in the
lesson where students will
collaborate with other students
to check their answers, or
explain the concept to their
neighbor
-occasionally calling students to
write on the smart board gives
them a goal to achieve, if they
get the answer correct they may
get to write it on the board

Provide options for comprehensionactivate, apply & highlight

-after they learn the percent
proportion they will have the
opportunity to apply the proportion
to percent problems

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

-monitoring of progress is done

through the use of the
whiteboards

-students explain to their

neighbor what the variables
mean in the percent proportion,
this will allow them to selfasses and see if they can do it

-the lesson is set up in small

steps of learning how to answer
the percent problems, these
small steps all lead towards a
very valuable long term goal

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

How will your classroom

be set up for this lesson?

-each student individually can

work on their whiteboard

-power point
-handout ( of the power point )
-students will each need a white board, marker, and eraser
-students will need a pencil
-smart board, projector
-13 pieces of colored paper for the foldable craft
-glue, so students can glue the foldable into their notebook
-markers to make the foldable
-quick check quiz

-students will sit at 3 tables ( 2 tables have 4 students, 1 table has 3 students)
-teacher stands in front of students at the smart board

III. The Plan

Time

Components

2 min

Motivation

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Tell students that they will need a white board for
Students get a white board.

(opening/
introduction/
engagement)
4 min

todays lesson.
Hand out the power point worksheet.
Tell students to follow along in their power point
packet through-out the lesson.
Project Slide 2 and have students individually solve
the proportion problem for x. They did this in
Chapter 5, thus this serves as a nice refresher
before we start using proportions with percents.

Students individually solve the proportion on their

white board

When students are finished they will hold their

whiteboard up for me to check.

Students hold up their whiteboard when they have

finished

After majority of students have finished, I will

show the students the correct way to solve the
problem on the board.

5 min
Development
(the largest
component or
main body of
the lesson)

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Teacher changes to slide 3, and begins a discussion

on estimating percentages.
Ask the question What number is 50% of 30?
Then verbally discuss which is the whole and
which is the part.
Use the model on the slide to show the students
visually what 50% of 30 looks like!
Ask the students So what would 75% of 30 look
like on this model?
Using your math reasoning skills, would 75% of
30 be greater than or less than 50% of 30?
Give estimates for 50% and 75% of 30.
These estimates can help us check to see if our
answers make sense.

Students respond to the questions asked.

So how do we figure these problems out

accurately, without just making estimates?
Change to slide 4, and present the percent
proportion.
Explain the percent proportion.
Have students draw the proportion on their
whiteboards, and explain what each variable means
to their neighbor.
Have students fill in the percent proportion for the
question at the bottom of the slide.

5 min

8 min

2 min

5 min

2 min

Students draw the percent proportion on their

whiteboards.
Students explain to their neighbor what the
variables mean.
Students fill in the percent proportion for the
question at the bottom of the slide.

Change to slide 5, and hand out colored paper.

Show students the demo of the foldable piece of
paper that represents the percent proportion.
Have them each make their own.

Students each make their own foldable piece of

paper to represent the percent proportion.

Change to slide 6, and have students only SET UP

the proportion (do not have them solve these). This
just helps them practice interpret the questions.

Students individually will set up the proportion on

their whiteboards, and show it to me when they are
done.

Change to slide 7, and do the first problem on the

board.
Then have the students do the next problem on
their own, and discuss their answers as a table.

Students do the practice problem on their board,

and discuss answer with the other students at their
table.

Change to slide 8, and have the students try to find

the error in process shown. They can work with
their table, and designate 1 spokesperson.

Students will analyze the problem and find the

error as a table, and choose one spokesperson to
tell the class what the error is.

Students participate in working through this

problem.
5 min

3 min

Closure
(conclusion,
culmination,
wrap-up)

Change to slide 9, and read the students the

application problem. This problem relates back to
the survey they took on Day 1 of the unit. Work
through this problem with the students.
Have students take the quick check quiz. This
provides good feedback of how the students are
doing so far in the unit.

Students participate in working through this

problem.

Students take quick check quiz.

If there is extra time, students may begin on their

homework.
Homework: p 230: 11-17 odds, 19-21 all
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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This lesson seemed to be a little more difficult for the students to pick up on. They struggled with setting
up the percent proportion and correctly identifying the part, whole, and percent. I think the craft was helpful
for some students but not for all of them. If I were to teach this again I would explain the IS/OF part of the
craft better. I explained how the is and of are indicator words for which is the part and which is the whole,
but I dont all of the students understood this.
For part of my lesson I had the students set up the proportion on their whiteboards, and not solve it. This
was helpful because the set-up is the trickiest part for them at this point. I also think the example I had where
the students had to find the error in the work was effective in helping the students understand the proportion.
With something that didnt come quite as quickly to the students, I was constantly reminding myself to
be patient and to take my time. Its easy to feel rushed, but it is more important that the concepts are
communicated clearly and that the students can practice doing the problems correctly.
I added the quick check quiz into my lesson plan after I had the opportunity to teach my lessons. I
realized that my unit was lacking some assessment for learning. Because homework is not graded, when
reflecting on the lesson, I realized that it would be helpful to have the students do three simple problems so
that I as the instructor can gauge where each one of them is at. I felt like I had a pretty good I idea of who was
picking up on the concepts and who wasnt throughout the class, but having some raw data would be helpful in
determining this.

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