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Lesson Plan

School:

.

Date:

Winfield Middle

4/13/15

Students will convert whole numbers to percentages

Students will convert percentages to whole numbers

WV CSOs

M.O.8.1.1: analyze, describe, and compare the characteristics of rational and

irrational numbers

M.0.8.1.3: analyze and solve grade-appropriate real-world problems with

whole numbers, decimals, fractions, percentages, and integers including, but

not limited to, rates tips, discounts, sales tax, and interest and verify

solutions using estimation techniques.

Management Framework

Overall Time- 90 minutes

Time Frame- 30 min. teacher introduction, video, lesson

60 min. group activity on diversity

Strategies

Teacher modeling/demonstration

Cooperative groups

Differentiated Instruction/Adaptation/Intervention

For the hearing impaired, use the microphone and speakers while

delivering the lesson and giving instructions so that all the students

can here.

For the visual learners, give many examples of the key concepts and

be sure to show exactly what you are doing and how you are doing it.

For visually impaired students, give the students bigger text handouts

and write big enough on the white board so that all students can see.

Also have these students sit close to the whiteboard.

For learning disabled students, work with them on completing

assignments and give the students extra help when required.

For slow learners, take enough time between steps so the students can

keep up. When doing examples on the board, do not erase until

students are done writing.

Procedures

Introduction/Lesson Set

Give students a brief introduction of myself and write the objectives for

the day on the board.

Put students into groups of four and give each group a computer.

Have them open up the worksheet that is pre-loaded on each

computer.

Before the lesson begins ask the class what diversity means to them

and have them fill in the first question on the worksheet.

Have the students close their computer.

Give the students the WVSU definition of diversity which is Difference

among groups of people and individuals based on race, ethnicity,

socioeconomic status, gender, language, exceptionalities, religion,

sexual orientation, and geographic region in which they live.

On the smart board bring up a video on diversity and have the class

watch it. The video can be found at: https://www.youtube.com/watch?

v=lQqIoiOc-DI

Tell students that a percent is a ratio that compares a number to 100.

To write a percent as a fraction, express the ratio as a fraction with a

denominator of 100. Then simplify if possible.

Give students the example 80%, which is 80 out of 100 or 80/100.

Show students how to convert 60% to a fraction and decimal form.

Have the students convert 40%, 55%, and 93% into fractions and

decimal form. Then show them step by step how to do it.

Tell them to notice that a percent can be less than 1% or greater than

100%.

Have the students write 0.8% and 175% as a fraction in simplest form.

Have volunteers to show how to do it on the board.

Tell the class to write a fraction as a percent, write an equivalent

fraction with a denominator of 100.

Give the example of and show step by step how to convert the

fraction to a percentage.

Have the students convert 6/5, 3/10, and 7/2 to percentages. Then

show step by step how to do it.

Explain to the class if the denominator is not a factor of 100, you can

write fractions as percentages by using a proportion.

Give the example On his math quiz, Landon got 14 questions correct

out of 16. Find Landons grade as a percentage. Show the class how

to do it step by step.

Give the example Jake has played soccer 5 out of the last 8 days.

What percent is this? Ask a volunteer to show how to do it.

Tell the class that in real-world situations, the solution of the percent

proportion is often a repeating decimal. In these cases, the percent is

usually rounded.

Give the example Kyle noticed that 4 out of 11 of his friends were

African American. Find the percent of African American friends Kyle

has. Round to the nearest hundredth. Show the students that you

get a repeating number.

Give the students each a problem from their text book and have them

write their solution on the board.

Closure

Have the groups of students open their computer and bring up the preloaded worksheet.

Explain to the groups what the task and requirements of the activity

are.

Once they have completed the group activity have them print it off and

present the groups findings.

Once students finish their presentations have them turn in their work.

Assign homework problems 11-35, 45, 47-48, 50-66 from the textbook.

Have students work individually and turn in the following day.

Diagnostic:

Ask the students what a percentage and ratio are.

Formative:

While giving the lesson, ask students questions and have them

complete the examples given.

While groups are working on their activity, walk around the room and

make sure the students are understanding the task and material.

Summative:

knowledge of diversity.

Grade the students on the individual problems that were assigned to

them.

Have the students turn in homework problems 11-35, 45, 47-48, 50-66

from the textbook to be graded on their knowledge of fractions and

percentages.

Material

Textbook

Smart board

Dry and erase marker

Computers

Digital copy of group assignment

Website links

Extended Activities

If students finish early

fractions and percentages. Have the students write the problem on

the board and as a whole class work through them.

school and have them list the most important parts.

If technology fails

Bring my own personal computer if the smart board does not function

properly. Bring portable speakers in case the speakers in the

classroom fail.

Reflection:

When I first began to think about possible ways to integrate diversity into a

mathematics lesson I began to panic. I did research after research on ideas

and could not come up with anything. I talked to my observing teacher

about some ideas and she let me take a look through her textbook. I looked

through the sections on ratios, graphing, measures of central tendency, and

percentages. The one section that stood out to me was the lesson on

fractions and percentages.

When I was completing parts of the Mary C. Snow requirement, I was

looking at the enrollment of students on a website called zoomwv. I found it

very interesting to see the information that was listed about the diversity of

all the schools in West Virginia. When I came across this information I knew

this was what I wanted to do for my diversity lesson. The next day I talked to

my observing teacher and told her my plans for the lesson and she thought it

would be a great idea. I started to research videos and other information to

share with the students on different aspects of diversity. I thought it would

be effective to put the students into groups so that they could discuss the

information between one another to get a better understand on the material.

I planned to put the students into groups of four and have them use a

computer to do the research. With technology becoming more available for

students to use, I wanted to integrate technology as much as possible. A

way that I integrated technology into my lesson was to make the entire

group activity done on the computer. I found a video on YouTube that

covered the history of diversity in the United States and created a group

activity that went along with the mathematical part of the lesson as well as

the diversity part. I designed a rubric to give the students so they would

know what was expected from the activity. When coming up with the

mathematical aspect of the lesson, I used the teachers textbook for the

different kinds of methods of presenting the new material to the class.

The standards that I used for the lesson were found in the textbook

that the teacher gave me to use in preparing for my lesson. The first

standard states: analyze, describe, and compare the characteristics of

rational and irrational numbers. The second standard states: analyze and

solve grade-appropriate real-world problems with whole numbers, decimals,

fractions, percentages, and integers including, but not limited to, rates tips,

discounts, sales tax, and interest and verify solutions using estimation

techniques. The students outcomes that I used were students will define

diversity, students will convert whole numbers to percentages, and students

will convert percentages to whole numbers.

When I first told the students that we would be having class a bit

different for the day they seemed to be interested. I told them the objectives

and student outcomes and began the lesson. While showing the video the

students were very engaged. While going over the lesson the students were

eager to answer any questions that I asked them. When the groups were

working on the activities I would walk around the room and observe how they

were doing. Each group member was contributing to the activity and were

discussing all the information that they found. Each group finished the

activities and presented the information to the class. When the groups were

presenting, some of the students would say things about how crazy the

statistics were between the different counties. I felt like the lesson and

group activities went very well and that the students really enjoyed it.

I have attached the rubric for the group activity that I used to assess

the students group activity. The assessment results from the group activity

were not as good as I would have hoped. When I had the groups come up

with a definition for diversity after completing the activity, I was expecting a

more well thought out answer. Many of the answers were very short and

they did not show much knowledge on what diversity means. Many of the

groups final definitions were close to the original definition that they created

at the beginning of the lesson. I feel like the students did not get a full grasp

on the actual meaning of diversity. I believe I should have required the

students to research more online and had them write an entire paragraph on

the meaning of diversity. After grading their papers, I have learned that I

have to give better directions and make the activities more challenging for

the students. I also learned that group activities are not the most effective

method in assessing what students have learned.

For my data base decision I chose to use disaggregated data. I collected

data from all the students and separated the data between the male and

female students. I created a pre and post-test, a group worksheet, and

homework problems to collect data from the students. I also recorded the

students that answered questions throughout the lesson. For the pre and

post- test I asked the students to write a definition on what diversity means

and compared the data. For the group worksheet I assigned the male

students together and the female students together.

Pre-Test vs Post-Test:

Pre-Test:

Male:

Female:

2 students

6 students

100%

4 students

8 students

75%

4 students

2 students

50%

Post-Test:

Male:

Female:

9 students

16 students

100%

1 student

0 students

75%

Group Worksheet:

Male:

10 students

Female:

16 students

100%

Male:

Female:

6 students

11 students

100% (43/43)

1 student

4 students

95% (41/43)

0 students

1 student

86% (37/43)

1 student

0 students

70% (30/43)

1 student

0 students

67% (29/43)

1 student

0 students

63% (27/43)

From the data that I collected for this lesson, I have determined that the

lesson was successful. The definition of diversity improved tremendously

from the beginning of the lesson to the end. The female students did much

better than the male students on all of the assessments. When delivering

the lesson, I made sure to ask the students questions and give them

opportunities to ask me questions. I recorded the amount of male and

female students that participated in the lesson. The majority of the students

that asked questions and volunteered to answer questions were the female

students. From the data that I collected, I learned that getting all the

students involved in the lesson is very important. When I teach my next

lesson, I will make sure to call on the students instead of calling on the same

students multiple times. The students that asked questions were the ones

who did well on the assessments. For the students that did not mastery the

objectives, I will have them come back to my desk and go over the

objectives with them so they can get a better understanding of the

objectives.

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