Percent Of A Number

FIVE-STEP LESSON PLAN TEMPLATE Teacher:

Amy Li

Date:

12/11/08

Grade:

6

Subject

Math

VISION-SETTING: KNOW, SO, SHOW

FIVE-STEP LESSON PLAN OBJECTIVE. What is your objective?

Students will be able to determine the percent of a number and determine a number given its percentage. STANDARDS. How is this connected to the framework?

Numbers Sense 1.3 Use proportions to solve problems. Use cross-multiplication as a method for solving such problems, understanding it as the multiplication of both sides of an equation by a multiplicative inverse. Number Sense 1.4 Calculate given percentages of quantities and solve problems involving discounts at sales, interest earned and tips. KEY POINTS. What knowledge and skills are embedded in the objective?

P F = ) 100 W 2. In percentage problems, the number after “of” is W (the whole). Sometimes this is an actual number and sometimes it is an unknown. 3. To solve the proportion, you must cross multiply and solve using one-step queations. ASSESSMENT.

1. The ratio of a percentage to 100 is equal to a fraction and its whole (

Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. Indicate whether you will administer the assessment as the independent practice or during the lesson closing.

Exit slip Questions: 1. What is the formula for solving % of a number problems? 2. 15% of 90 is what number? 3. 15% of what number is 90?

Answers:

1. What is the formula for solving % of a number problems?

P 100

=

F W

2. 15% of 90 is what number? 13.5 3. 15% of what number is 90? 600

DETERMINING METHODS: GO

FIVE-STEP LESSON PLAN TEMPLATE MATERIALS WARM UP (8 min.) Do Now power • Before the tardy bell rings, students are to check the instructions on the yellow checklist and point do the following: pick up their workbooks, take out their Do Now worksheet, keep their presentation homework on their desk, take out their math journal, and copy tonight’s homework. Do Now • When the tardy bell rings, students will complete the 3 phases of the Do Now exercise: Word worksheet Warm Up (word problem version of yesterday’s lesson), Speed Challenge (multiplication fast facts: this week’s emphasis is on the fives), and Math Wheel (addition and multiplication). While students are completing the Do Now, my two homework stampers are coming around to stamp homework for completion. • Once time runs out on the Do Now, I will go over the answers for the Word Warm Up. I will ask for volunteers to give their answers for the Speed Challenge and the Math Wheels. Students will check their answers and self-assign points. HOMEWORK REVIEW (10 min.) Overhead Answers for last night’s homework were on the overhead. I turn it back on and allow students to transparencies check their work again and ask to see any problems done on the board. 4. OPENING (1 min.) How will you communicate what is about to happen? How will you communicate how it will happen? How will you communicate its importance? How will you communicate connections to previous lessons? How will you engage students and capture their interest?

Earlier this week, we learned an important formula. Can someone telll me what that formula is? Which number do we usually know? Which ones do we sometimes know? When do we use it? Can anyone think of when we would need to do this? Today I want to practice the skill of finding the percent of a number and then we will apply this skill in some practical problems. 3. INTRODUCTION OF NEW MATERIAL (10min.) How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points? Which potential misunderstandings do you anticipate? How will you proactively mitigate them? How/when will you check for understanding? How will you address misunderstandings? How will you clearly state and model behavioral expectations? Why will students be engaged?

1) Let’s take out our math journals and open to the Table of Contents. We are going to write today’s date (12/11/08) and our topic is % Word Problems. Make sure you find the last page you wrote on and enter a new page into your table of contents. 2) The first thing I’d like to review is the formula. Can ____ (using index cards to draw names) tell me what the formula is? What do each of the variables stand for? 3) In a word problem, how do we know which number goes with which variable? How do we know which number is P? How do we know which number is W? How do we know which number is F? 4) Let’s look at a few examples. a. 17% of 85 is what number? b. 20% of what number is 16? 5) Now we want to look at some longer word problems.

a. The bill for a restaurant is $60. If you decide to tip 20% of the bill, how much would you tip?

b. This is a longer problem, but we can still find the necessary information. Because we see a % sign, we know it’s a % problem and we will be using which formula? And we know that whatever comes after “of” is W. In this case, W is the bill. Do we know what the bill is? Yes! It is $60. Let’s solve. c. There are 30 students in the class. 50% of the students are girls. How many girls are in the class? d. What kind of problem is this? How do we know? What key words or signs do we see? If this is a % problem, what formula will I use? What numbers do I know? Let’s solve it. 2. GUIDED PRACTICE (20 min.) How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points? How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? How/when will you monitor performance to check for understanding? How will you address misunderstandings? How will you clearly state and model behavioral expectations? Why will students be engaged?

Everyone should have picked up a bingo worksheet at the beginning of class from the back. Please take out that worksheet. I want you to write your name, date, and period on the worksheet. On this worksheet, we are going to practice two things: setting up % problems and solving % problems. I want everyone to look at problem #4a. Can I have a volunteer read the directions out loud? For

FIVE-STEP LESSON PLAN TEMPLATE