Cooperating Teachers Signature _____________________________

Sarah Huber
10/1/13

Cooperating Teacher: Mr. Lombardo

8:00 A.M.

Integrated Math

Percents Chapter Review Lesson Plan

Specific Objectives to Meet Goals:
Students will be able to understand the relationship between percents, fractions, and decimals.
Students will be able to understand the expression of ratios and the general equation that defines
the relationship between the percent, the part, and the whole.
Students will be able to apply equations to specific word problems.
Common Core Standard Algebra (HSA-CED.A.1)
Create equations and inequalities in one variable and use them to solve problems.
The student should remember the process by which they derived certain equations and how they
are applied to various word problems involving ratios, percents, interest, sales tax, and
commission.
Motivational Techniques:
This lesson is centered around a chapter review so primary motivation for this lesson is success
on the chapter test. The students will also prepare and present different word problems and their
procedures on the board in front of their peers, which will encourage proper understanding of the
material before presentation.
Materials Needed:
Whiteboard, markers, erasers, loose-leaf, textbook problems, answer key
Procedure for the Lesson:
-Students enter the classroom and open their textbook to the page written on the board (first 5
minutes)
-Review the conversions of percents to decimals, decimals to percents, percents to fractions, and
fractions to percents with both teacher and student-given examples (7 minutes)
-Break students up into seven groups and explain activity, with an example of a presentation on
the board (3 minutes)
-Give each group two problems to work on together, emphasizing the importance of
understanding how to set each problem up and using the proper equation correctly
-Students work on review problems; walk around room to monitor progress and answer
questions (10 minutes)
-Students take turns presenting to the class those problems their group worked on, explaining
how they got to the correct answer and showing their work (20 minutes).

-I chose this procedure primarily to increase student involvement in the lesson and to stress the
importance of not only determining the correct answer, but also knowing how to get there in a
given problem.
Academic Language
Percent, decimal, fraction, ratio, graph, tip, commission, sales discount, sales tax, simple interest,
principal, rate, time, credit
Assessment Methods
Use student input during class examples to determine how well they understand the material; on
a more individual basis, walk around the classroom as the students work on their given problems,
answering questions and making sure the students are completing the problems correctly (if not,
address the issue); informally assess the group presentations to gauge proper understanding
(address any confusions as they arise)
Evaluation of Field Experience Students Performance:
The lesson went better than expected overall. The students participated quickly and often, which
was one main goal of the lesson. The group presentations took longer than I anticipated, so we
ran out of time for three groups to present. The students were also more nervous than I would
have thought to present a problem to their peers, so the students at their seats were focusing more
on what they would present than their peers short presentations. I think in the future, I would
have four students with four different problems come up to the board at once, copy down the
steps of their problem, and then explain what they did while seated. In this way, they are still
involved and understand the importance of setting up the problem, but the pressure of speaking
alone to the entire class is eliminated. Making these changes would also allow for a more
comprehensive review because we would not run out of time. Overall, though, I liked the
procedure of the lesson and, once tweaked, I would try it again.