Dakota State University

College of Education
LESSON PLAN FORMAT

Name: Mallory Gum

Grade Level: 7th Grade
School: Madison Middle School
Date: Thursday 25, 2018 and Friday 26, 2018
Time: 8:15-9:33, 9:36-11:00, 8:15-9:33

Reflection from prior lesson:

The classes talked about constant of proportionality and graphing ordered pairs,
starting at the origin. The students had struggled with finding the independent and
dependent variables on Friday, so the class was split into two groups, one group sorted
out independent and dependent variables while the other group talked about constant
of proportionality and then the groups switched. The remainder of the class was work-
time.

Lesson Goal(s) / Standards:

7.RP.A.2.D
7.RP.A.3
MP1- Make sense of problems and persevere in solving them
MP3- Justify their answers
MP4- Model with mathematics

Lesson Objectives:
Given eight story problems, students will be able to set up proportions involving percent with
group members answering 6 out of 8 questions correctly.

Given percent problems, students will be able to complete their exit ticket, answering 2 out of 3
questions correctly.

Materials Needed:
 Projector
 Questions Printed out
 Notebook
 Pencil
 Calculator

Contextual Factors/ Learner Characteristics:

The classes have about 20 students in each class. They sit in pods and there is no seating chart.
The classes are in the morning. The second class is right before lunch. The students are getting
anxious to go to lunch and to visit with their friends. I will have the classes work in groups so
that they are communicating with one another and do not get bored throughout the class period.
A. The Lesson

1. Introduction (10 Minutes)

Last class we talked about constant of proportionality and today we will talk about percent
involving proportions.
I will ask the students if they like to go shopping. I will then ask if they or their parents look
for deals while shopping. I will project the following picture on the board.

I will then tell the students that the original price of the car mount is $34.45 but you saved
$13.65. What percent did you save on the car mount? I will give the students time to talk
with their classmates to try to figure out this problem. After 5-10 minutes of the students
working on the problem, we will come together as a class and discuss different ways they
tried to solve this problem.
x 13.65
100 34.45
100(13.65)
= 39.6%
34.45

2. Content Delivery (include time allotment & instructional methodologies)

1. Take Notes (15-20 Minutes)
Solving for Part, Whole, %
1. Identify/Label the part, whole, and percent
2. Set up a table
Part (Is) %
Whole (Of) 100
Example:
Part (is): ? Whole (Of): 200 Percent: 40%
x 40
200 100
200(40)
Cross Multiply: = 80 so x=80
100
 Go through 5 examples as a class.
What is 35% of 80?
x 35
80 100
80(35)
Cross Multiply: 100
= 28

What percent of 20 is 30?

x 30
100 20
100(30)
Cross Multiply: = 150%
20

45% of what is 9?
x 100
9 45
100(9)
Cross Multiply: = 20
45

A baseball pitcher won 80% of the games he pitched. If he pitched 35 ballgames, how
many games did he win?
x 80
35 100
35(80)
Cross Multiply: = 28 𝐺𝑎𝑚𝑒𝑠
100

Bob purchased a shirt for 40% off its original price of $70. What was the sale price that
Bob paid?
x 40
70 100
40(70)
Cross Multiply: = $28
100

70-28=$42 sale price

2. Group Work (20 Minutes)

I will give the students 8 different problems to do like the story problem we did
together. They will work in groups to complete the problems.
 Jerry, an electrician, worked 7 months of the year. What percent of the
year did he work?
 There are 28 students in a class. Sixteen of those students are men. What
percent of the class are women?
  Donovan took a math test and got 35 correct and 10 incorrect answers.
What was the percentage of correct answers?
 A student earned a grade of an 80% on a math test that had 20 problems.
How many problems on this test did the student answer correctly?
 There are 36 carpenters in a crew. On a certain day, 29 were present. What
percent showed up for work?
 At a sale, shirts were sold for $15 each. This price was 80% of their
original price. What was the original price?
 The Royals softball team played 75 games and won 55 of them. What
percent of the games did they lose?
 Maria paid $28.00 for a jacket that was discounted by 30%. What was the
original price of the jacket?
3. Class Discussion (10-15 Minutes)
As a class, we will discuss the questions. I will call on groups randomly to walk
the rest of the class through the problems. The other groups will compare their
answers to make sure everyone is on the same page.
4. Closure (5 Minutes)
I will ask the students to tell me what they learned. I will say, “Always remember is
over of and part over whole. Also remember that the percent is ALWAYS over 100.”
I will observe the students throughout the lesson and see if they are enjoying it. I will
also pay attention to see if they are all engaging in the group work.

B. Assessments Used
I will observe the students throughout their group work along with the
presentation to the class.
I will give the students an exit ticket. There will be three problems on there. I
want them to complete the exit ticket with 2 out of 3 correct.

1. Gordon purchased a television when his local electronics store had a sale.
The television was offered at 30% off its original price of $472. What was
the sale price that Gordon paid?
x 30
472 100
472(30)
Cross Multiply: 100 = $141.60
2. What is 12% of 250?
x 12
250 100
12(250)
Cross Multiply: 100 = 30
3. 4 is what percent of 32?
4 x
32 100
4(100)
Cross Multiply: 32 = 12.5%
C. Differentiated Instruction

Remediation: During group work, I will help them as needed. If students are really
struggling, I will break down the questions and have them label the different numbers
in the problem. I will also point out to the students that is over of is alphabetical and so
is part over whole.

Enrichment: If students understanding the content and are all finished with the group
problems, I will allow them to do accelerated math while they wait for the reminder of
the class to finish.

Language Support: I will make sure the bilingual students are in the same group to
translate just in case one cannot speak English.

D. Resources
https://www.testprepreview.com/modules/percentandratios.htm

http://analyzemath.com/percent/percent_math_questions.html

https://www.purplemath.com/modules/percntof.htm

https://www.cnm.edu/depts/tutoring/tlc/res/accuplacer/8_Math_550_Percent_Word_Problems__2_.p
df

https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/edit#
gid=0
 Reflection

During my first block, the students really enjoyed setting up these proportions and solving for x.
The students did not seem to struggle with this lesson. The students worked well together in their
groups and finished their worksheet right away. Some students never raised their hands, so I could have
used cold call to get all the students involved. Overall, I think this lesson went well and I feel like the
students understood the content.

During my second block, the students had more difficult grasping the lesson. I taught the
students the exact same way I did for first block, but these students just had difficulty with it. I spent
about 110 times going over this lesson with the students. By the end of the class, I feel like the students
got a better understanding of the lesson but next class I would review with the students to make sure
they understood the content.