College of Saint Mary

Lesson Plan Format with Lesson Reflection

LESSON/ACTIVITY INFORMATION
Title: Percent Problems: Percent Equation
Your name:
Mayra Roman

Age or Grade Level:

7th Grade

Integrated
Disciplines/Subjects:
Math 7

Time frame for Lesson:

2 class periods

STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS

Nebraska State Standards; Nebraska Early Learning Guidelines, Nebraska Fine Arts Standards and
ISTE Standards (as appropriate for the lesson):

MAS 07.1.3.c: Solve problems involving percent of numbers (e.g., percent of, % increase, %
decrease).
Objectives:
1. The students will demonstrate analysis of percents by deducing and using knowledge of percents to
effectively answer problems that involve percent of numbers.
2. The students will demonstrate application of the percent equation by accurately answering percent
problems during a Plickers activity.
Assessment: Aligned with the objectives above:
1. Percent Equation Worksheet (homework)
2. Plickers Activity (correct answers), exit ticket
Materials: paper, pencils, markers boards, markers, erasers, Plicker cards, homework worksheet, cell phone
(only teacher)

LESSON PROCEDURES
Anticipatory Set:
At the beginning of the lesson I will explain or demonstrate to the students how this concept can be used
in real life. This will be used as a way to hook the students and show them how the topic is relevant.

The teacher will involve as many students as possible by using different means of teaching throughout
the lesson. There will be a small lecture, group work, and individual work.
At the beginning of the lesson the teacher will inform the students of the goal/objective of the lesson,
and at the end of class period the teacher will explain to them how they met or still need to work on
meeting the objective.
Input/Modeling/Guided Practice/Check for Understanding:
Teacher will do:
Day 1: Go over/ review NeSA warm up with
students.
Introduce the lesson by stating the objective and the

Student will do:

Day 1: Students will come into class and begin their
warm up. They will also use this time to read the
agenda for today and write the homework in their

new topic (Percent Proportion). Hand out notes

template and ask students to write their name on it.
Introduce the concept of the Percent Proportion.
Have students follow along with the notes that are
on the smart board file.
It is important that during the lecture the teacher
allows the students some time to move and get up
from their seat. This is great so that students have a
few minutes of moving.
Ask students questions along the way and let
students ask questions.
Questions teacher could ask:
Does anyone know what a proportion is?
Why is the percent always over 100?
When might you use the percent proportion outside
of school?
Also, relate the concept to real life examples. For
example, explain that this is helpful for calculating
sale prices at a store, or when you are making big
purchases like a car or house.
During notes complete example problems by the
teacher first solving and explaining, then doing it as
a class, and finally the students doing it on their
own. (I do, we do, you do)
Last 5 minutes of class: wrap up the day by asking
students to clean up and then assigning and
explaining homework.
Day 2: Go over/ review NeSA warm up with
students.
Introduce the lesson by stating the objective.
After the warm up the teacher should get ready to
introduce the lesson activity for the day.
The teacher should introduce the Plickers activity by
stating the rules and instructions of the activity.
During this time the teacher should also state the
expectations that need to be carried out during the
activity.
The teachers job during the activity is to read each
question out loud and state any important additional
information about a question. Also, the teacher
should walk around the room and monitor the
student's progress and help those that are struggling.
The teacher should discuss problems as a class if it
seems like the majority of the class struggled with
the question. Finally, the teacher needs to scan the
students answers as they hold their Plickers card up
with her phone.
The last 5 minutes of the class period should be used
by the teacher to wrap up the lesson and make any
announcements.

planners.
The students will participate in going over the warmup. All the students should be listening while the
class goes over the warm up answers together.
Next, the students quietly get prepared to begin
taking notes.
During the time the teacher is lecturing the students
should be listening and writing down notes.
When the teacher asks for student participation, then
the students should all be ready to participate.
During the lecture students should also be asking
questions if they do not understand something.
Possible questions they could ask:
How do we know which numbers to substitute in the
proportion?
Is it better to simplify first?
When is it better to use the first method versus the
second method of the proportion?
After notes are completed, students should quietly get
ready for the Rally Coach activity.
They should listen to the instruction and ask
questions if they need anything clarified.
The last 5 minutes of class should be used by the
students to put away their notes and homework
assignment in their math binder and to pack up.
Day 2: Students will come into class and begin their
warm up. They will also use this time to read the
agenda for today and write the homework in their
planners.
The students will participate in going over the warmup. All the students should be listening while the
class goes over the warm up answers together.
The students should listen to the instructions and
expectations for the Plickers activity. During this time
they should ask any questions they might have over
the activity.
During the activity the students should be working
independently and as a group when required.
Students should always be on task. If students need
help they should ask their peers first and then ask a
teacher. The students are required to show their work
on their paper. It is also important that the students
discuss their answers as a group and use the
appropriate math vocabulary when doing so. Students
should also use this time to ask questions they might
still have about the concept.
The last 5 minutes of class should be used by the
students to pack up and listen to the end of class
announcements.

Closure:
As a closure activity we will have the students write down one thing they learned today and one question
they have about today in a sticky note and have them stick it to the whiteboard on their way out.
Differentiation:
Higher Ability Learners: The teacher will prepare higher-level problems for the students who are quick
learners. Or, the teacher will have these students help the other students who are still struggling.

Lower Ability Learners: The teacher will work individually with these students in order to provide them
more help, or the teacher will have the students that are ahead help those that need extra help.
Students on IEP: The teacher will make sure to give students on an IEP the accommodation or
modifications they are allowed. This could be extra time to complete assignments or tests, or by
providing them with a calculator.
References:
Cooperating Teacher
Online teacher websites
McDougal Littell: Math Course 2 (textbook)

LESSON ANALYSIS
Review all of the previous sections of your lesson plan and
complete item in the following section prior to teaching your lesson.
Content Knowledge:
This lesson covers the standard that requires students to know how to solve percent problems. In this
lesson students learn about the percent equation and are required to apply their learning during a
Plickers activity.
Teaching Methods/Strategies:
Gradual Release of Responsibility: This strategy helps to shift the responsibility of student learning from
the teacher to the students.
Representing to Learn: This strategy gives students another means of remembering the content in the
long run. By having students talk about what they learned they are retaining the information better.
Collaborative Activity: The students will collaborate together throughout this lesson and help each other
learn the material. This will help the students be better independent learners.
Classroom Workshop: Just like collaborative activities this strategy gives the students the ability to be
more independent and in control of their learning.

REFLECTION
This lesson is probably my favorite one from the unit because we were able to do a Plickers activity that I
thought was very fun. The Plickers activity was done in groups instead of individually because this would
have been the first time most students ever used Plickers. In the future I would like to use this activity and be
able to have Plicker cards for each student. The lecture part of the lesson went well. I believe this was
because I did a lot of preparing for the lesson, so I really thought about everything I was going to say. The
Plickers activity was altered two times before we found the best way to get it to work. At first we were
having students answer the questions independently and then decide on the answer as a group. However, we
noticed some students were doing all the work in their group. So, we changed it so that each student was
responsible for a specific step, and then we had students rotating steps so that all students did every step.

Finally, we did everything from the second time but solved the first problem as a class as review to review.
At the end I believe my cooperating teacher and I found the best way to carry out the activity.