Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Miss Turner
11/14/15

Subject/ Topic/ Theme

Percents of Increase and Decrease

Grade ___7th__________

I. Objectives
How does this lesson connect to the unit plan?
This is the 5th lesson in the Unit Plan. This is the beginning of the toughest section in this unit. In this section students are presented with the concept of percent
increase and decrease.
cognitiveR U Ap An E C*

Learners will be able to:

Find percents of increase.

Find percents of decrease.

Find percent error.

physical
development

socioemotional

RUApAn
E
RUApAn
E
R U Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
7.RP.3- Use proportional relationships to solve multistep ratio and percent problems.

7.RP.3

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should be able to convert between decimals, percents, and fractions.

Students should be able to solve proportions.
Students should be able to use the percent proportion to find parts, wholes, and percents.
Students should be able to use the percent equation to find parts, wholes, and percents.
Pre-assessment (for learning):
The students will complete the review problems. Here I can assess whether they have retained previous
information taught in previous lessons.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Have students work through problems on their own first, and then go over the answers.
This way I can assess how well they know the information on their own.
Formative (as learning): Students discuss contexts in which they have seen percent increase and decrease, and
what they think it means.
Summative (of learning): I present the project at the end of class; the price page of the project will be assessed
by a rubric.

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of

Action and Expression
Provide options for physical actionincrease options for interaction

The first practice problem relates

percent increase and decrease to
grades on a test. This is something
they are familiar with.

The discussion time in this lesson

allows for student participation and
informal interaction between the
whole class.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Talking about percent increase and
decrease in their own life contexts
allows for authenticity.
The example about spending time
online is very relevant to the
students in our society. I think this
is a great opportunity to discuss
who much time we should spend
online, and what online activities
are beneficial.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

The class discussion on percent

increase and decrease allows for
clarity.
Provide options for comprehensionactivate, apply & highlight

The last couple practice

problems in the lesson and the
project presented at the end of
class allows for students to
apply what they have been
learning.

Provide options for expression and

communication- increase medium
of expression

Percent increase and decrease is

presented in different contexts.

Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

The project presented at the end

of the project requires mastery
of the content.

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

I can monitor progress, and if

the students seem to be
struggling with percent increase
and decrease, then we will do
more practice problems, and
present the project another day.

Students do a practice problem

on their own, and thus work on
their personal skills. When I go
over it with the whole class
students can self-assess if they
could do this on their own or
not.

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Power point
Projector
Smart Board
Power point print out
Pencils
Students will need a white board, marker, eraser
Flyer project hand out
Textbook for homework

How will your classroom

be set up for this lesson?

Students will work individually today

I will use the smart board
Room set-up will be 3 tables of 4 or 5 students

III. The Plan

Time

Components

3 min
Motivation
(opening/
introduction/
engagement)

5 min
Development
(the largest
component or
main body of
the lesson)
4 min
2 min
2 min
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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Have students individually do the practice
Students do the practice problems
problems on slide 1. This helps students refresh
concepts they learned at the beginning of the unit.

Change the slide, and start a class discussion on

percent increase and decrease. Ask the students
What is percent increase and percent decrease?
What places have you seen percent increase and
decrease in the world?

Students participate in the discussion, and respond

with what they think percent increase and decrease
is.

Revisit the video as a refresher! And focus on the

part about increase and decrease.

Students watch video

Change the slide and talk about percent increase

and decrease in the context of the problem.

Students answer the questions I ask them about this

application question.

6 min

Change the slide and work through the first

problem with them.

Students do the problem with me in their power

point packet while I do it!

6 min

Have the students do the next problem on their

own. Tell them to ask their neighbor if they are
stuck.

Students do this problem on their whiteboard.

Have the students try the application problem on

their own. Then ask a student to walk you through
the problem.
Discuss the questions at the bottom of the questions
concerning time spent online. Take this opportunity
to discuss how much time should be spent online
and what some beneficial activities are online.

4 min

Lead the students through the percent error

application problem.
Discuss how percent error is used heavily in the
world of science and experimentation.

8 min

Closure
(conclusion,
culmination,
wrap-up)

Change to the Look ahead slide, and have the

students think through how they might solve the
discount problem. After 2 minutes of
brainstorming, present the correct method of
solving the problem. (This will be presented fully
in the next lesson, however this is just to get the
students thinking)

Students individually work on the problem.

Students volunteer to walk me through the
problem.

Students follow along with teacher.

Students raise their hands and give answers for

how they could solve the discounted sweater
problem.

Hand out the sheet, and redirect students attention

to the Project Assignment sheet.
Talk through the assignment directions and ask
students for questions. Have students brainstorm
what types of items they would like to sell at their
store.

Students ask questions about the project. Students

brainstorm ideas for what types of stores and items
they can create their flyer with.

HW: p244 #5-17 (odds only), 18

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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When I was creating this lesson, I kept in mind that percent increase and decrease is something the students
have heard of outside of math class whether they are aware of it or not. Therefore I wanted to incorporate class
discussion about what contexts they have seen this topic in outside of class. The video we watched in lesson 1
has a short section on percent increase and decrease, so I decided it would be a good addition to this lesson as
well. It would serve as a review, and a good intro into percent increase and decrease.
I wanted to clearly present them with the equations, but I also think it is important to discuss why the
equations are what they are. The lecture piece of this lesson should include what exactly a percent
increase/decrease is, not just presenting the equations and plugging in the numbers-although this is the process
the students will follow eventually. The same goes for the percent error discussion. This topic is very heavily
addressed in science classes, and usually is a stumbling block for students in science, so if it can be addressed
clearly first in math, this should be very beneficial for the students.
Even though discounts and mark-ups are mainly addressed in the next lesson, I thought this would be a
good opportunity to see if the students can brainstorm how they would find a discount price, before I teach
them the process. This would then lead into the presenting of the store flyer project. The students should have
about one week from the date assigned to complete the store flyer project.

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