Date: November 14, 2018, Wednesday, Period 4 (1:07 - 2:11pm) Lesson Number: 1 out of 6 Total in Unit (64 minutes) Title: Introduction to Percents Objective of Lesson: Students will be able to recall foundational knowledge and understanding about percents Learner Outcomes (Program of Plan for Diversity (Differentiation) Studies) scaffolding (complete the first examples with students) and modified presentations General outcome: Develop formative assessment (assessment for learning) -support students with number sense (Alberta Education, learning difficulties, stand close to students who need extra help and check 2007, p. 46, Mathematics Grade 8) for understanding on regular basis flexible grouping options (strategically pre-determined) and working with Specific outcome: Demonstrate an partner understanding of percents greater modify the pace of instruction and give clear, simple directions than or equal to 0%, including key vocabularies and formulas available (word/illustrations wall/desk) greater than 100%. [CN, PS, R, V] provide additional background information or context for learning activities (Alberta Education, 2016, p. 46, provide additional time to complete tasks Mathematics Grade 8) use visuals (big prints and illustrations) provide copy of notes (with solution) modify tasks Prerequisite Knowledge, Skills, Preliminary Matters (Announcements, etc.) Strategies and Attitudes - Preview of today’s class tasks / learning goals o percents from 1% to 100% - Hand in Order of Operations in-class assignment for formative feedback o equivalent fractions o decimals and rounding
Time Teaching Strategy Student Activity Resources Assessment
Introduction 5 min o Inform students of o Prepare materials o PowerPoint Check for today’s learning goals needed. Ask understanding questions/clarification. Activity 20 min o Circulate around the o Go over with their o Marked in- o Check for Sequence classroom to to assist Order of Operations in- class understanding – students and ensure they class assignment – assignment thumbs up, are on task. correct mistakes by o Math 8 questioning o Wrap up on integers working with partner. Texbook o Peer assessment (order of operations) o Participate in class o Math 8 o Assessment as using 1 or 2 questions discussion. Workbook learning – do from in-class assignment o Activity: rounding corrections on their with emphasis on rules foldable assignment 10 min common misconceptions (interactive notebook) o Assessment of o Introduce percents: o Practice skills: learning – essential question and big Workbook (p. 36-37) summative 25 min ideas assessment for this o Review hundred grids lesson will be o Explain class activity included in their in- (rounding rules foldable - class assignment, interactive notebook) percents mini o Circulate around the project and unit test classroom to assist students and ensure they are on task.
Grade 8 Math Lesson Plan – By Liza Bauyon, November 2018
Page 2 of 2 Closure 4 min o Feedback (from o Participate in class o Check for formative assessment) – discussion understanding – areas of the lesson o Ask questions or thumbs up, content that need to be clarifications questioning explained further (e.g. use of formula, units, misconceptions/misinterp retations, etc.) o Attend to students questions/feedback/com ment Reflection: o What do I want the students to know and what will I accept as evidence? I want the students to know and make corrections of the mistakes they made on their Order of Operations in-class assignment. They have to show evidence of their corrections on their assignment through working in a small group. I want the students to recall how to represent percents that are greater than 100, fractional and whole using hundred grids diagram. The evidences are their workbook work, response to oral discussion with their small group and as a class.
o Was your lesson successful? What is your evidence?
I consider that my my lesson was successful. Students were engaged during the lesson. They did all the tasks they were told to do. They asked questions about the tasks they were doing.
o What would you do differently next time?
Do “number talk” (problem of the day) at the beginning of class where they can practice mental math Include problems that will develop students’ problem solving and critical thinking skills More formative assessment and improve classroom management
Adapted from Alberta Education, Canada, 2008
Grade 8 Math Lesson Plan – By Liza Bauyon, November 2018