Cooperating Teachers Signature

Name: Mary Swick

Cooperating Teacher:
Mrs. Wallace
Date: 9/22/14
Time:~45 minutes Subject/Class/Period: Percents/ACT Math/Periods 2 & 3
Specific Objectives to Meet Goals:
Students will be able to convert percents to fractions and vice versa.
Students will be able to solve word problems using percents.
Students will be able to make sense of problems and persevere in solving them.
Common Core Standard (RATIOS AND PROPORTIONAL RELATIONSHIPS 7.RP)
#3 Analyze proportional relationships and use them to solve real-world and mathematical
problems through solving multi- step ratio and percent problems.
Motivational Techniques:
Ask for examples of how percents are used in the world- like in sports stats, shopping, grades,
nutritional facts etc.
Materials Needed:
White board, 45 copies of the guided notes/practice worksheets, writing utensils, calculators.
Procedure for the Lesson:
-Start the class with the posed question (written on the board) How are percents used in the
world today? Where can you find them? (5 minutes)
-Pass out guided notes packet and start with the percent basics.
-Proceed through the guided notes packet doing the first two example word problems together.
-Pause to make sure that the students do not have any questions.
-Let the class do the last one word problem in each section on their own.
-Walk around the class checking up on their progress during the time they have to do problems
by themselves.
-If there is extra time, have the class work on the Extra Math section of the guided notes.
Academic Language:
Percent, numerator, denominator, proportion, cross- multiply
Assessment Methods:
Give students practice problems and walk around the room while they are working, checking on
their work to see if he/she understands the material, quiz
Evaluation of Field Experience Students Performance:
Overall the lesson went well. The level of difficulty in the guided notes progressed nicely from
the basics of percents to more difficult word problems. The students seemed to understand the
converting fractions to percents very well, which I think was a good transition to the proportions.
Next time, I am going to stress the importance of understanding what the percent in the word
problem represents (whether it represents what is gone or what is left). In the more difficult
word problems, students seemed to have more trouble identifying the relationship between the
percent presented in the problem and the other information given. I am going to put a section
under each word problem for the student to fill out what the percent represents to promote the
understanding of this topic.