The Curriculum Reinforcer is basically a quick three to five question quiz containing information from previously taught standards that will allow you to determine areas in which your students may need to review. When I create my Curriculum Reinforcers, I make sure to mix up the types of problems. I use multiple choice, open-ended questions, as well as questions that require constructed responses. I may provide a mixture all in one day or, I may have all multiple choice one day and a mixture the next. It all depends on what I am looking for my students to be able to do. Often times, I also mix the standards however, there are times when I don't. I mix them so that I can see how well my students are fairing in more than one standard. In those instances when I don't mix up the standards, I am trying to see if the students are able to understand the standard when it is presented in a variety of ways.
To start off this lesson, I will present, “The Ring Toss Challenge,” which requires the students to convert between fractions and percentages. “The Ring Toss Challenge,” is attached to this section of this lesson.
While presenting, “The Ring Toss Challenge,” I will ask the students the following questions:
The mathematical Practice standards evident in this section: MP1, MP3, and MP6
After going through this engagement activity, we will then transition to learning about percentages and how percentages relate to the concept of proportional relationships.
To start off this lesson, I will ask the following question, “What is a percentage and what does it represent?” If the students seem stuck, I will then say, “think about the opening activity and how percentages represented the situation presented.
The purpose of asking this question is to make my students think about whether or not they truly understand what a percentage is and the purpose of a percentage. During this lesson, not only will the students learn how to solve percent proportions but, they will also come away with a true working knowledge of the meaning as well as other “take aways” as listed below:
To accomplish the transfer of this knowledge to my students, we will engage in dialogue that will provide examples of each of the bullet points above. I will also provide the students with several examples.
Mathematical practice standards evident in this portion of this lesson: MP1, MP2, MP4, MP6, MP7, & MP8
To view the problems that I will be modeling, Please see the attached PowerPoint.
To practice percentages in connection with the concept of proportions, I will have the students complete two problems. The problems that they will complete are as follows:
1. What is 32% of 60?
2. Troy wants to buy a jersey of his favorite MLS team, The jersey is 30% off the original price. If the original price of the jersey is $35, what is the amount Troy will save?
While they are completing these problems, I will travel the room to observe student work to determine if there is anything that I may need to reteach before moving on. I will also answer any questions that the students may have.
To practice this concept of using proportions to solve problems involving percentages, my students will complete the worksheet attached to this section of this lesson.
This worksheet requires students to find the part and the whole of a given quantity in relation to the percentage given. This worksheet also requires the students to be able to solve problems involving percentages in real world context. (MP1)
Selected students will present their answers to the worksheet that they completed during the independent exploration.
These students will present their answers under the document camera. When presenting their work, they will need to discuss the method they chose to solve their problem and take the class through their solution step by step. They will also need to be prepared to answer questions coming from their peers as well as me, their teacher. (MP3 and MP6)
To close out the lesson and determine if students truly understood what they were taught today, they will complete the following ticket out the door.
Ticket Out The Door:
What is 0.55% of 220?