FIVE-STEP LESSON PLAN TEMPLATE

Teacher: Amy Li Date: 12/11/08 Grade: 6 Subject Math

FIVE-STEP LESSON PLAN

VISION-SETTING: KNOW, SO, SHOW

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
1. The ratio of a percentage to 100 is equal to a fraction and its whole (= )
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.
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: Answers:
1. What is the formula for solving % of a
number problems? 1. What is the formula for solving % of a
P F
2. 15% of 90 is what number? number problems? =
100 W
3. 15% of what number is 90? 2. 15% of 90 is what number? 13.5

3. 15% of what number is 90? 600

 FIVE-STEP LESSON PLAN TEMPLATE

DETERMINING METHODS: GO
WARM UP (8 min.) MATERIALS
• Before the tardy bell rings, students are to check the instructions on the yellow checklist and Do Now power
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.
• When the tardy bell rings, students will complete the 3 phases of the Do Now exercise: Word Do Now
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.)
Answers for last night’s homework were on the overhead. I turn it back on and allow students to Overhead
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