McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: H. Wissmann Date: February 6, 2017

Title of Lesson: Discount, Markup, Tax, and Tip Cooperating Teacher: J. Sheldon

Core Components
Subject, Content Area, or Topic
Math 8, Discount, Markup, Tax, Tip
Student Population
2 classes of 30, 8th grade students
Learning Objectives
The student will be able solve real world problems about discount, markup, tax and tip as evident by
an 80% or better on a concept check.
Virginia Essential Knowledge and Skills (SOL)
Math 8.3 The student will a) solve practical problems involving rational numbers, percentages,
ratios, and proportions; and b) determine the percent increase or decrease for a given situation.

Materials/Resources
Discount Notes (60), Markup, Tax, and Tip Notes (60), Homework (60), Concept check (30)

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
Discussion 50%
X Demonstration 30%
Audio Visual 20%
Reading 10%
X Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Math Review
Review Simple interest and percent change.

*Anticipatory Set
Percent change determines a change. What are some other ways we use percentages in
real life?

*State the Objectives (grade-level terms)

The student will be able solve real world problems about discount, markup, tax and tip as
evident by an 80% or better on a concept check.

*Instructional Input or Procedure /Modeling

TSW switch between teachers at the half way mark.
Discount (Wissmann):
The teacher will complete notes on discount. Blanks: subtracted, decimal, multiply,
decimal, original price, subtracted from, subtract, original price, selling price.
TTW complete the first two examples with the students. After determining the students
understanding, students will complete the examples checking their work with a neighbor.
Markup, Tax, Tip (Sheldon):
The teacher will complete notes on markup, tax, tip. Blanks: increased, added, decimal,
multiply, decimal, original price, added.
TTW complete the first two examples with the students. After determining the students
understanding, students will complete the examples checking their work with a neighbor.
The teacher will have the students answer the question on the back: What is the similarity
between markup, tax, and tip?

*Check for Understanding

Teachers will use angle of understanding to determine how students feel about their
learning.

*Guided Practice
Students should complete about three examples on their own while the teacher looks on
and gives answer.
*Independent Practice
Homework: 1-12 on DMTT

Assessment
Exit Ticket: One question on each type (DMTT)

*Closure
How are markups, taxes, and tips similar? How are these different from discount?

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

A-1: Mrs. Brinegar will take no more than 8 students to provide more one -on-one attention to students. She will
complete both sets of notes.
Classroom Management Issues (optional)

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015