EDR 317/318 LESSON PLAN (40 points)

Lesson Plan Template

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Percent Discounts
Lesson Day
May 9th, 2018
45-50 minutes
Students will learn about percentages.
Goal Statement
A description of the enduring understanding or big ideas that
students will possess at the end of the Learning plan based on
grade level content standards and curriculum.
In this lesson, students will use appropriate tools (tables, calculators, etc.) and quantitative
How will this lesson support the learning goal?
reasoning skills in order to calculate percent discounts and sale prices.
(1c: Setting Instructional Outcomes)
Standard – 6.RP.A.3.C: Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity
PA Standards
means 30/100 times the quantity); solve problems involving finding the whole, given a part
List the Pennsylvania Standard(s) relevant for this lesson.
and the percent.
While working through the independent practice worksheet with a partner, students will be
Academic Language
able to practice using the following key terms.
What language will students be expected to utilize by the end of the
lesson? Consider Language function and language demands (see
Key Terms:
Lesson Plan User Guide).
- Percent
What key terms are essential?
- Discount
What key terms are essential to develop and extend students’
- Sale
academic language?
- Coupon
What opportunities will you provide for students to practice the
- Total
new language and develop fluency, both written and oral?
1. Students will be able to calculate percent discounts and sale prices by going online
Objective(s)
shopping with a partner and determining which articles of clothing to apply 1 out of
(1c: Setting Instructional Outcomes)
4 total given coupons to in order to remain under or right on their budget of $200.
Taking into consideration the learning goal what is the objective(s)
of this lesson that will support the progress toward the learning
goal?

The statement should be directly observable (use verbs that can be

measured).
Technology:
Technology Materials/ Resources
- Laptops
(1d: Demonstrating Knowledge of Resources)
EDR 317/318 LESSON PLAN (40 points)

What texts, digital resources, & materials will be used in this - Calculators
lesson? How do the materials align with the learning Materials:
objective/outcomes? If appropriate, what educational technology - Whiteboard
will be used to support the learning outcomes of this lesson? How - Coupons (15%, 20%, 30%, 60%)
do the resources support the learning objectives? Teacher Resources:
Cite publications and any web resources. - Warm-Up Problem worksheet
- Warm-Up Answer Key worksheet
- Core Connections by CPM – Teacher Copy
Student Resources:
- Core Connections by CPM – Student Copy
- Instructions worksheet
- Percent Discounts worksheet
Before:
Anticipatory Set
- Teacher will state the following, “Please place all of your belongings to the side
(1a: Demonstrating Knowledge of Content and Pedagogy)
and quietly do the warm-up that is up on the board.”
10 minutes - Teacher will give students 3-4 minutes to complete the warm-up.
How will you set the purpose and help students learn why today’s - Teacher will state the following, “Alright, eyes up here. May I have a volunteer to
lesson is important to them as learners? read the warm-up, please?
How will you pique the interest or curiosity regarding the lesson - Teacher will pick a student who raises their hand.
topic? - Teacher will praise contribution.
How will you build on students’ prior knowledge? - Teacher will use the Warm-Up Answer Key worksheet at this time.
How will you introduce and explain the strategy/concept or skill? - Teacher will state the following, “I am going to Think Aloud through this problem.
First, I need to gather all of the important information. So, this problem says that I
Provide detailed steps. only have $30 to spend, the shorts that I like are $40, and I have a coupon for 15%
off. The next thing I need to do is figure out how much 15% off of the $40 shorts is.
In order to do this, I can set it up as a multiplication problem. I would place 40, for
$40, on the left side. Then, I would place a multiplication sign. On the right side, I
would place 15 on the top, for 15% off, and 100 on the bottom. Does anyone know
why I would place 100 on the bottom?”
- Teacher will pick a student who raises their hand.
- If no students raise their hand, teacher will state the following, “Whenever you are
dealing with percentages, it will always be out of 100. Next, I will be using
multiplication between the 40 and 15 out of 100. So, I multiply straight across and
get 600 when I multiply 40 times 15. Now, I cannot forget to bring the 100 over and
place it underneath the 600. This means 600 out of 100 or 600 divided by 100. When
I do this, I get the answer of 6. So, now I know that 15% of $40 is $6. Now, I might
think that I am done, but that is incorrect. Let’s go back to our question. Am I able
to buy the shorts with the $30 that I have? Now that I have figured out that my 15%
coupon gives me $6 off, I must subtract this from the $40 shorts. So, $40 minus $6
equals $34. So, the answer would be no, Miss Lindley does not have enough money
EDR 317/318 LESSON PLAN (40 points)

to buy the shorts because the shorts come out to $34 after using the coupon. Now,
there is another way to solve this problem. You can also change the 15% to a
decimal. Let’s try it that way. First, I need to turn 15% into a decimal. So, I have to
move my decimal 2 places to the left which would give me .15. Then, I would do 40
times .15 which would give me the answer of 6. From here, I would subtract $6 from
$40 and be left with $34. Both ways work and it is up to you to decide which way
you like best. Does anyone have any questions?”
- Teacher will answer any questions that students still may have that pertain to the
warm-up.
During:
Instructional Activities
- Teacher will state the following, “Today, we are going to learn about percent
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
discounts and sale prices. The objective for today is: Students will be able to
Designing Coherent Instruction)
calculate percent discounts and sale prices by going online shopping with a partner
Exploration (Model): How will students explore the new concepts? and determining which articles of clothing to apply 1 out of 4 total given coupons to
How will you model or provide explicit instruction? in order to remain under or right on their budget of $200. Before we get to this
activity, I would like for you to work with a partner on problem 9-49 in your
Guided Practice: How will you provide support to students as they
textbook. It should be on page 451. Once you finish this problem, please call me
apply the new concept? How will you allow them to practice (with
over so I can check your work. You are now able to get started. I will be walking
teacher support)?
around if you have any questions or need help.”
Independent practice: How will students review and solidify these - Students are to work with a partner on problem 9-49 in their textbook.
concepts to be able to use this new knowledge? How will you - Students are to call the teacher over once they have completed this problem.
monitor and provide feedback? - Once pairs have completed this problem correctly, the teacher will state the
following, “Good job. You are now able to get started on the next activity. Please
Provide detailed steps.
read the Instructions worksheet first in order to know what to do. Let me know if you
need any help.”
- Teacher will hand each pair 1 Instructions worksheet, 2 Percent Discounts
worksheets, and 4 total coupons (15%, 20%, 30%, and 60%).
- Students are to read the Instructions worksheet in order to know how to get started
on the next activity.
- Once students have read the Instruction worksheet, they will be going online
shopping (on school appropriate websites) and determining which articles of
clothing to apply 1 out of 4 total given coupons to in order to remain under or right
on their budget of $200.
Closure After:
(1e: Designing Coherent Instruction) - Once all pairs have finished going online shopping, the teacher will state the
following, “It looks like everyone is just about done. Would anyone like to share
5-7 minutes
their results with the rest of the class?”
How will students share or show what they have learned in this
- Teacher will pick a pair who volunteers to share their work.
lesson?
- Students will present their work to the class.
How will you restate the teaching point and clarify key concepts?
- Teacher will praise contribution.
EDR 317/318 LESSON PLAN (40 points)

How will you provide opportunities to extend ideas and check for - Teacher will state the following, “Would another pair like to share?”
understanding? - Teacher will pick a pair who volunteers to share their work.
How will this lesson lead to the next lesson? - Students will present their work to the class.
- Teacher will praise contribution.
- Teacher will state the following, “So, today we were able to learn about percent
discounts and sale prices by going online shopping. Good work, everyone!”
- For students who are at a higher-level or work at a faster pace, they will be given the
Differentiation
Instructions worksheet once they complete problem 9-49 correctly. Since students
(1e: Designing Coherent Instruction)
work at different paces, those students who finish problem 9-49 quicker can move
What differentiated support will you provide for students whose onto the next task instead of having to wait for other pairs to finish the problem.
academic development is below or above the current grade level? - For students who are at a higher-level, they will be given a verbal prompt if they
What specific differentiation of content, process, products, and/or complete the Percent Discounts worksheet quicker. This prompt will ask students to
learning environment do you plan to employ to meet the needs apply their coupons to other articles of clothing that they had already chosen and to
of all of your students? figure out if they would end up with the same total amount or not. This prompt is
How does your lesson support student differences with regard to not extra work; instead, it promotes thinking.
linguistic, academic, and cultural diversity? - For students who are at a lower-level, they will be partnered with higher-level
students in order to receive help from their classmates.
How will your lesson actively build upon the resources that
- There are scaffolding opportunities, during independent practice, for choice when
linguistically and culturally diverse students bring to the
students go online shopping and decide which articles of clothing to buy and apply
experience?
coupons to.
How will your lesson will be supportive for all students, including
English Language Learners, and build upon the linguistic, cultural,
and experiential resources that they bring to their learning?
How will your lesson is designed to promote creative and critical
thinking and inventiveness?
- For the student who has an IEP (Autism Spectrum Disorder), the teacher will clarify
Accommodations
instructions and make sure that they are transitioning from task to task at a good
(1e: Designing Coherent Instruction)
pace. They will also be allowed breaks if needed.
What classroom accommodations do you plan to employ to - For students with 504 plans, instruction in the 504 plan will be followed
increase curriculum access for students identified with special accordingly.
education needs or 504? - For students who may have ADD/ADHD, they will be allowed breaks and be seated
Describe how these accommodations align with the current in the front of the classroom.
Individualized Education Plan (IEP) for each student as applicable - For students who may have a learning disability, they will be given extended time to
(avoid using actual names of students). complete the worksheet by being able to come in during lunchtime and work on it
then with the help of the teacher.
- For students who may have a visual impairment, they will be given materials in
larger print in order for it to be easier to read. There will also be an increase in
contrast to the worksheets so that lettering is darker.
- For the student who has an IEP (Autism Spectrum Disorder), there are no guidelines
Modifications
to follow since the IEP does not apply for mathematics.
EDR 317/318 LESSON PLAN (40 points)

(1e: Designing Coherent Instruction) - Students will be allowed to answer fewer questions on the worksheet.
- Students will be allowed breaks during tasks.
What curricular modifications and/or changes in performance
- Students will be given positive reinforcement often.
standards, if any, do you plan to employ to facilitate the
- Students will be allowed to use peer support.
participation of students identified with special education needs?
Formative Assessment:
Assessment (Formal or Informal).
1. Observation. During independent practice, students will work on problem 9-49 in
(1f: Assessing Student Learning)
their Core Connections textbook with a partner. This textbook page consists of a
How will you and the students assess where the learning objectives, table that students are expected to fill out. This table includes items, prices,
listed above, were met? discounts, and sale prices. Once students have filled out the table, they are expected
Each formal or informal assessment should describe how it is to call the teacher over to check their work. If all work is completed correctly,
aligned to the above objective(s). students will be able to move onto the next activity.
Summative Assessment:
1. Percent Discounts worksheet. During independent practice, students are expected to
complete this worksheet with a partner. This worksheet consists of a table and
questions that are to be filled out according to what articles of clothing are bought
and coupons are applied to. The teacher will be able to observe students working
through this worksheet. After completing this worksheet, students will hand it in so
it can be graded for accuracy and completion.
For my last lesson, I wanted to do something different. With the help and guidance of my
Reflection on Instruction
mentor teacher, I chose for students to have more freedom in this lesson. Overall, I am
What evidence did you collect to demonstrate that your students happy with how my lesson went. However, there are still a ton of changes that I would have
have met or are progressing towards the learning outcome? made if I could have done this lesson over again. During the “before” section of my lesson,
What changes or adjustments had to be made during the lesson students really were engaged because I believed they liked the idea of having a real-life
(justify those changes) to ensure students make adequate progress scenario as a warm-up. As I walked around the room during the warm-up, students were
in meeting the learning objective? struggling to figure out the answer and some had an answer, but had forgotten a step. When
What changes will have to be made to the next lesson in order for I began explaining the solution to the warm-up, my nerves started kicking in. I rushed
students to be on pace in meeting the overall goal of the Lesson or through my explanation a bit too fast. If I could re-do my lesson, I would have taken my
Unit? time and explained carefully what each of the numbers meant when forming the equation.
While the “during” section of my lesson took place, it appeared that students like working in
Taking good notes about each lesson will help as you develop a
pairs through the textbook problem. Since some pairs finished before others, it was a good
formal reflective narrative at the end of the SLO.
idea that I gave those pairs, who finished quicker, the set of instructions for the next activity.
However, when I noticed that some pairs were too ahead of others, I adjusted my lesson by
having those pairs complete only two or three sections of the textbook problem. When the
students moved onto the main activity, I could tell that the students were enjoying learning
because they were given the opportunity to be on a laptop and surf through the internet.
However, this caused a couple of issues. When planning this lesson, I was sure that 45-50
minutes would be more than plenty of time. However, I was wrong. Some adjustments that I
would have made are that I would have placed a time constraint so that the students knew
that they only had a limited amount of time to complete the activity and I, perhaps, would
EDR 317/318 LESSON PLAN (40 points)

have made this activity like a challenge for students, where the pair who finished faster and
had the most money left over, would have been given five bonus points, In addition to this, I
should have been a little clearer with my instructions and told the students that they must use
the coupons. To add to this, I should have provided the students with a list of stores to
choose from. The students were extremely eager and going through stores online almost
took away from them learning the skill. Lastly, all of the students were excited to share their
results because it was a fun activity to do. However, in my opinion, this is definitely a lesson
that should have been done over the period of two or more days. On the other hand, it was
apparent that the students met the learning outcome because as I walked around the room, I
saw each pair using one of the two strategies that I showed them of how to find the sale
prices. All in all, this lesson taught me how important it is to incorporate a real-life situation
to the world of the mathematics. Additionally, it taught me how sometimes you need to go
through a lesson first in order to learn about the changes that should be made.