LESSON PLAN- Tips and Discounts

Teacher Candidate ____Travis Read___________________________________________________________ Grade Level __7th______ Subject/Content:___Math 7_____________ Title___Tips and Discounts___ CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. 4-ELL 7-Below Grade Level 4-Accelerated 3-Intentional non-learners

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: I will be able to set up the appropriate proportion to find an amount of tip, discount, markup, etc. I will be able to find the amount of tip, tax, discount, etc. as well as the new price given a required percent. Reading/Language Walk-Away: I can recognize what words or phrases imply increase or decrease in price (i.e. discount, tip, tax, markup, markdown, etc.). I can recognize whether I should add or subtract amount of change appropriately. I can recognize if a question is asking for the amount of change or the new price.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Students answers to bellwork will show how much time or attention needs to be spent addressing the meaning of tips, discounts, tax, etc. Students answers on worksheet will be checked as they work with shoulder partners for accuracy. Amount of worksheet that gets completed in class will demonstrate the level of understanding of students.

Modifications/Accommodations (ELL,

IEP, GATE, etc.)

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences 1. Students will each receive a quarter sheet of paper and asked to write another word for increase on one side, and a word for decrease on the other. Students will then pass papers clockwise and add one word appropriately to each side of their neighbors paper before passing them again. 7. Emphasis will be put on reading the question multiple times to ensure students are finding what the problem is asking them to find. Focus Lesson (I do it) 3. A question will be asked to the class of an example of the forms discussed (give me an example of a time you saw discount being used). Setting up and solving the appropriate proportion will be shown, modeling my thought processes, to find the desired change. Guided Instruction (We do it) 2. After 8 rounds of students writing down alternative words we will make a list on the board of alternative words for each. Special attention will be given for markup, markdown, discounts, etc. The connection will be made that tips, discounts, etc. are just another form of increase decrease problems except that we are looking for amount of change given the percent of change. 3. A table will be given of original amounts with different types of required percent. The portions needed to be filled in will include is our original amount decreasing or decreasing, what proportion would you use to find the amount, and then the desired amount. We will do the first problem as a class with students chosen at random by the smartboard random generator. 5. Students will be asked what types of questions might they see on the test. Attention will be given to responses that require students to not just find the change but the new price.

ELL and below grade level students input on sheets will be checked as work is done to ensure their understanding and participation. Intentional non-learners will be called on to share input from their sheet to keep them involved. ELL, below grade level, and intentional non-learner students will be paired with their shoulder partners to encourage the participation as well as receive peer tutoring and checks for understanding.

Collaborative/Cooperative (You do it together) 4. Students will finish filling in the table for the remaining problems with their shoulder partners using Sage and Scribe. They will alternate every other problem. 8. Students will be given a worksheet to do with their shoulder partner solving discount and tax problems given multiple situations and finding the best possible price for purchase. Students will work together alternating odd and even problems. The student who solves the problem will have the other student write sentences justifying the work they did to get to the correct answer. Independent (You do it alone) 6. Students will work individually to find the new price for each situation from the above table. 9. Work not finished in class will be completed at home. Summarization/Closure Students will be asked to share one thing they learned with their shoulder partner. Students will be asked to share something they hope to learn with their shoulder partner. NOTES TO TEACHER What do I need to remember to do? Create worksheet and smartboard presentation. Materials to have ready? sheets for bellwork and practice worksheet. Approximate time needed for lesson? 50 minutes.