carolynvarner12.files.wordpress.com · Web viewCarolyn Varner Grade Level: Math 8, 40 minute period...

Carolyn Varner

Grade Level: Math 8, 40 minute period

Date: September 23rd, 2011

Lesson 1

Lesson Topic: Estimating Percentages

Objectives:

Today we will learn about estimating percentages.

We will learn it by guided notes, class discussion, student discovery, and consistent practice.

I will know you have learned it by an exit slip and by my own in class observations.

Standards:

8.N.5: Estimate a percent of a quantity, given an application.

Materials: Smart board, guided note sheet

Introduction: Briefly greet students as they enter class, reminding them to begin their warm up and take out their homework. Announce that today will be on estimating percentages. Go over the warm up and go over a few questions on the homework 9-10 minutes

Homework: Become familiar with all the common percents to fractions list (memorize) for a quiz tomorrow

Teaching Strategies and Timings:

· Go through the guided notes, giving time for appropriate examples that students are to work on, asking about their thought process about the easiest way to solve these percent problems using estimation. Help the class be able to have different ways to solve the percent problems.

· I will ask students to remind me about good rounding strategies

· There will be great emphasis on group work and collaboration as students start to formulate their own ways for estimating these percent problems

· We will also discuss how estimating percents is very useful like when you are shopping or determining an approximate tip for a meal. We will talk about examples of percents in everyday life.

· I will be mentioning that with estimating percents, we are doing this all in our heads, so this is a unique time where we do not have to show work. I will show with thought bubbles to demonstrate this when I do through possible steps

· With the two full estimating problems, I will be talking through some different strategies (such as Well, 30% is close to 33.3% which is about 1/3 so I could divide about 22, 21, by 3. 21 divided by 3 is 7, so I know my answer is about 7 and 30% is 3x10% and I know that 10% would be 2.2, so I would do 3x2.2 to give me 30%. So I know my answer is a little bit more than 6. Also, for the next problem, I can use either the ¾ way, the ¼ way, and the 80% way) 25 minutes

Accommodations for Other Learners: Observe more carefully students who tend to struggle in math. Use the FM system for students having difficulty hearing and understanding. Also, I will read aloud longer sentences in the guided notes. I will give more guided and modeled examples for my blend class. I will question differently in the sense that I will allow for more time between asking a question and selecting a student to answer. I will make directions very clear and repeat them if needed. I will tailor my questions, in terms of difficulty, to each student, so that I am asking them an appropriately challenged question. Also, for students who are more so uncomfortable in class with speaking out loud, I will ask them questions where a very short answer is acceptable.

Conclusions: Remind the class that estimating percentages is all about using the percents that you know and can quickly find to give a good approximation of a percents question. Also, I will have an exit slip where students are to estimate, using mental math only but may show work, what 41% of 20 is 5 minutes

Assessment: Walking around the room, class discussion, and the exit slip

Self-Reflection: I did not have classroom management concerns which was very good. My voice volume was at a good level. I did not call on every single student which is something I will want to work on. My blend class struggled with this concept the most. I will work on being even more enthusiastic about this content.

Name____________________________________ Date____________

Class______________________ Class Sheet

~Estimating Percentages~

Notes Warm Up: Write what you think!

Why should we learn to estimate percentages?

-it is often faster, especially if you do not have a calculator on hand -it is handy to get quick estimates, to get a ballpark idea of what the correct answer is

Great ! There are some percents that can be found just by moving the decimal point!

Here are some examples:

To find 1% of a number, slide the decimal point over two spots to the left.

Why does this work? By moving the decimal two spots to the left, we are finding 1/100 of the number and 1/100 is 1%!

Example: 1% of 12.8 is .128 1% of 37.98 is .3798

To find 10% of a number, slide the decimal point over one spot to the left.

Why does this work? By moving the decimal one spot to the left, we are finding 1/10 of the number and 1/10 is 10%!

Example: 10% of 24 is 2.4 10% of 78.69 is 7.869

Let’s look at some common percents…

1% =

20% =

40% =

66.6…% =

100% = 1 or

10% =

25% =

50% =

75% =

150% = 1½

12.5% =

33.3…% =

60% =

80% =

200% = 2 or

Key note! When we are estimating percents, we want to use percents that are easy and that we know to get a good estimation in percent problems!

Write what would be a good percent to estimate with?

9% 10%21% 20% 47% 50% 77% 75%

65% 66.6% or 2/3 3% 1% times 3 6% 5% or divide the 10% amount by 2

Remember, even though we can find 1% and 10% of a number without estimating, we can use those easy exact answers to estimate harder problems.

Our goal is to use what we know to estimate %’s quickly. So, we are rounding up or down, if needed, BOTH the percentage and other number we are using in these problems!

For example let’s say I want to find 30% of 22.

Well, there are several ways I could estimate this problem.

One Way

Another Way

Other Ways?

What if I want to find 78% of 19


One Way

Another Way

Other Ways?

Try on your own to find 52% of 63 using estimation.

Name____________________________________ Date____________


~Estimating Percentages~

Notes Warm Up: Write what you think!

Why should we learn to estimate percentages?

Great ! There are some percents that can be found just by moving the decimal point!

Here are some examples:

To find 1% of a number, slide the decimal point over two spots to the left.

Why does this work? By moving the decimal two spots to the left, we are finding 1/100 of the number and 1/100 is 1%!

Example: 1% of 12.8 is .128 1% of 37.98 is .3798

To find 10% of a number, slide the decimal point over one spot to the left.

Why does this work? By moving the decimal one spot to the left, we are finding 1/10 of the number and 1/10 is 10%!

Example: 10% of 24 is 2.4 10% of 78.69 is 7.869

Let’s look at some common percents…

1% =1/100

20% = 1/5

40% = 2/5

66.6…% = 2/3

100% = 1

10% = 1/10

25% = 1/4

50% = 1/2

75% = 3/4

150% = 1½

12.5% = 1/8

33.3…% = 1/3

60% = 3/5

80% = 4/5

200% = 2

Key note! When we are estimating percents, we want to use percents that are easy and that we know to get a good estimation in percent problems!

Write what would be a good percent to estimate with?

9% 10%21% 20% 47% 50% 77% 75%

65% 66.6% or 2/3 3% 1% times 3 6% 5% or divide the 10% amount by 2

Remember, even though we can find 1% and 10% of a number without estimating, we can use those easy exact answers to estimate harder problems.

Our goal is to use what we know to estimate %’s quickly. So, we are rounding up or down, if needed, BOTH the percentage and other number we are using in these problems!

For example let’s say I want to find 30% of 22.


One Way

Another Way

Other Ways?

What if I want to find 78% of 19


One Way

Another Way

Other Ways?

Try on your own to find 52% of 63 using estimation.

Carolyn Varner


Date: September 26th, 2011

Lesson 2

Lesson Topic: Estimating Percentages

Objectives:

Today we will learn more about estimating percentages, involving applications

We will learn it through varied learning stations

I will know you have learned it by the handed in class worksheet

Standards:

8.N.5: Estimate a percent of a quantity, given an application

Materials: Learning station problems (8), quiz, smart board

Introduction: Briefly greet students as they enter, reminding them to complete their warm up, giving them about three minutes and I will then go over it on the smart board 3-4minutes

Homework: Study for the next quiz which will be 3 short estimating problems (take notes home)


· Give the quick quiz, making sure the students have their binder dividers to prevent cheating, of the 15 memorized percents to fractions 4-5 minutes

· Collect quiz and give directions for the learning stations, tell students that there are 8 total problems and that they will be handing in this sheet at the end. They are allowed to ask questions.

· I will help students with pacing by announcing when they should move on to another station

· I will be walking around the room the whole period helping and answering questions ass needed

· I will also help/remind students to stay on task 30 minutes

Accommodations for Other Learners: Use the FM system for louder and clearer understanding and direction. require students to only do one problem per table. Allow the students in the first period to have an extra few minutes on their quiz if they need it. For those students with more severe intellectual disabilities, modifications are that they do not have as many of the fractions to memorize. Also, during the learning stations, I will give more support to the students who are intellectually disabled during the learning station problem solving time. Students are given the choice to work by themselves or in groups of two or three.

Conclusions: Remind students about the quiz and to hand their class work in. Tell students that estimating percentages happens without their calculators 1 minute

Assessment: Quiz and learning stations in class sheet

Self-Reflection: This lesson seemed more enjoyable for students because they were able to move around more, but the noise level at times was a bit much. Also, it is hard to know if cheating went on during these learning stations, so the learning stations sheet probably does not best convey who understands what. I may want to assign groups next time because some groups struggled with staying on task. Also, because estimation can be done fully mentally, without any work shown, it is very hard to discern true understanding. I will be really working towards how I can successfully assess student learning when work does not need to be shown. One thing also, is that I should have made more copies of the questions for each station. Sharing is still a concern at the middle school level, and it would have been easier if more had their own copy to work from.

Name____________________________________ Date____________

Class______________________ Quiz

Directions: You may not use a calculator and you do not have to show work. Complete the table by giving the correct fraction equivalent for each percent.

20%

50%

1%

25%

60%

66.6…%

150%

40%

75%

200%

10%

80%

100%

12.5%

33.3…%

Name____________________________________ Date____________

Class______________________ Learning Stations Class Work

Directions, at each themed station there are two questions. Answer all questions by estimating and put your completed answer by the question number it corresponds to. Use the question space for work if you need to, though work will not be graded. NO calculators!

Eating:

1. ______________

2. ______________

Sports:

1. _________

2. _________

USA:

1. _________

2. _________

Nature:

1. __________

2. __________

Carolyn Varner



Lesson 3

Lesson Topic: It’s a Sale!

Objectives:

Today we will learn about sale price

We will learn it by starting the guided notes

I will know you have learned it by our discussion and my calling on each student. I will also have students come to the board during the discussion and write what they know

Standards:

8.N.4 Apply percents to: simple interest, sale price, tax, commission, and gratuities. Apply percents to: percent increase/decrease.

Materials: smart board, guided notes, quiz

Introduction: Briefly greet students as they enter class, taking attendance! Announce that today is about sales! Remind students to write down the homework in their agenda. I will give students a few minutes to do the warm up question and then I will over the warm up. I will remind students of the process for estimating percentages. Give estimation quiz and pass out guided note sheet during quiz 20-21 minutes

Homework: p. 237 #12-14


· After I collect the quiz, as a class, we will begin the guided notes. We will talk about what sales are and how to find them using two different methods. I will ask students about where they see sales in their everyday lives and have a few share their examples on the board 10 minutes

· Have the students walk me through the first practice problem using both methods 8 minutes

Accommodations for Other Learners: Use the FM system. Allow for more time with student practice. More carefully assess students who tend to struggle a great deal in math. Pause more during questions asked. Give an extra minute or two on the quiz. I will also have students come to the board to write down where they see sales who may not be as mathematically confident (thus to promote a positive experience participating in math class).

Conclusions: Remind students how we find sale price, both ways, and how we will learn about another type of question about sale price tomorrow 1-2 minute

Assessment: Walking around the room during practice time and student sharing

Self-Reflection: Students enjoyed coming to the board and writing/sharing where they see the relevance of sales in their lives. I felt that the engagement was good among most students. My quiz that I gave was a poor assessment because I graded each question as one point and there were only three questions. So, some students missing a couple of questions did not do well at all. Also, because I did not require students to show work, some may have just guessed without even trying. I also did not like this quiz because some of my estimation answer choices were too close together in terms of numerical value, which may have been confusing to students. So, for those who got one or more questions wrong, I will have a requiz available for them and will replace the current quiz grade. This quiz also informed me that students need more practice with estimating percentages so I will incorporate more estimating practice in the homeworks and new topic guided note sheets.

Name____________________________________ Date____________

Class______________________ Quiz

Directions: You may not use a calculator and you do not have to show work. Circle the correct answer for each question.

1. Jordan has $608. He takes out 15% of the money out to pay for school clothes. What is the best estimate for the amount of money Jordan withdraws?

A. $40

B. $90

C. $400

D $450

2. The cost of Cindy’s dinner is $15.20. She wants to give a 20% tip. Which is the best estimate for the 20% tip amount?

A. $2.00

B. $3.00

C. $4.00

D. $4.50

3. Jeffrey and his fiancé go out to dinner and spend $52 exactly, but they want to leave a 15% tip. What is the best estimate for the 15% tip?

A. $15.00

B. $7.50

C. $9.00

D. $5.00

Name____________________________________ Date____________


It’s a Sale!

How can I find the sale price?

A clothing store is having a 30%-off sale (hooray). What is the sale price of a pair of jeans costing $42.00?

Two Ways to Solve!

Method 1

Find the discount first, then subtract to find the sale price. Set up my proportion!

Method 2

Find the sale price directly. If the sale is 30% off, then I am paying 70% of the original cost. So I set up my proportion by solving for the percentage I am paying for.

Practice!

· An item originally priced at $67.42 is marked 75% off. What is the sale price?

· An item originally priced at $55 is marked 25% off. What is the sale price?

Different Question!

· An item is on sale for $13.64 at 30% off. What is the original price?

· An item is on sale for $87.95 at 60% off. What is the original price?

Carolyn Varner



Lesson 4

Lesson Topic: It’s a Sale!

Objectives:

Today we will learn about sale price and different questions that can be derived from sale price

We will learn it by finishing the guided notes

I will know you have learned it by the mini white board assessment I will do when I walk around the room (noting who does not understand) and by the graded homework

Standards:


Materials: smart board, guided notes from last class, and mini white boards

Introduction: Briefly greet students as they enter class, checking for homework and taking attendance! Announce that today is about sales again! Remind students to write down the homework in their agenda. Have students start their warm up and I will go over the warm up after about three minutes. Have students take out their note sheet from the class before 6 minutes

Homework: p. 237 #15-18 (to be graded)


· Review the process of finding sale price based upon the last problem from the notes 3 minutes

· Then have students try the next one on their own while I walk around and assess. Have students walk me through varying steps 6 minutes

· Go through the next problem by having students practice on their own. Working in pairs is acceptable. I will go over the problem as well 4-5 minutes

· Discuss and go through the rest of the problems on the note sheet and then I will give students some problems to try on their mini whiteboards. Have students practice with a mini white board example 6 minutes

Accommodations for Other Learners: Use the FM system. Allow for more time with student practice. More carefully assess students who tend to struggle a great deal in math. Pause more during questions asked. Give an extra minute or two on the quiz.

Conclusions: Have the class do the exit slip of “Find the sale price of a pair of shoes costing $45.99 on sale for 35% off”. I will check their whiteboards 4 minutes

Assessment: Whiteboards and walking around the room during practice time

Self-Reflection: I am glad that I took an extra day for learning about sales. It was important for them to see the multiple ways of solving for a sale price and also being able to figure out an original price. One thing I want to improve on is getting away from the board more, so that I can better assess and monitor the students.

Carolyn Varner



Lesson 5

Lesson Topic: Taxation

Objectives:

Today we will learn what tax is and how we can find it when purchasing different items using percentage proportions

We will learn it by class discussion and guided notes

I will know you have learned it by the exit slip

Standards:


Materials: smart board, guided notes

Introduction: Briefly greet students as they enter class, reminding students to take out their homework and complete the warm up. I will collect homework and take attendance 3 minutes

Homework: Tax and Discount Worksheet


· Begin the class notes with a short discussion about tax. What is tax? Why do we have it? What are examples of services it pays for? 4 minutes

· Go through first modeled example and then have students try on their own. Provide additional practice examples and tie back to estimating and how students can estimate a ballpark tax amount before even finding anything! This helps them to get an idea about what amounts would/would not make sense for each problem

· For enrichment purposes, I will ask those students who have the correct answer for the second problem to find what percent the TV and tax/TV is and have them write down their thoughts about why 30 minutes

Accommodations for Other Learners: Use the FM system. Pause more during questions asked. Give more time during individual student practice time. Structure questions that are appropriately challenging for each student because I will call on everybody. Include deeper thinking questions for my accelerated class.

Conclusions: Have students write an exit slip, answering the question find the total price of a $32.00 item with 9% tax 3 minutes

Assessment: Exit slip and walking around during student practice with the guided notes

Self-Reflection: This lesson was ok. Find the tax is easy for most students it’s just that some are not as familiar with tax and sometimes want to subtract it. I try to answer students when they ask if we subtract by asking “what does tax do when you buy something?” (it increases your total cost) It was good to have students tell me if on multiple items, they are taxed on each item or on the subtotal as a whole. I need to figure out a way to give Sarah (name has been changed) more confidence in answering questions in class.

Name____________________________________ Date____________


Taxes!

What is tax? Write what you know.

Tax is a forced financial charge taken by the government. It sometimes helps to pay for public services like traffic lights and public school.

Tax is applied after sales and a “subtotal” is the total that we would pay if we did not have to pay tax. Tax is added to our subtotal.

Example:

A CD that you are purchasing costs $16.50. The tax on the CD is 8%. Find your total cost when you buy the CD.

Two Steps!

1. Find how much the tax percent is using proportions! 2. Add the tax amount to the first total

Now you!

Your family member purchases a new television for $899.50. With tax at 12%, find the final total of the TV.

Practice

Sammy buys his clothes at Super Discounts. On Saturday, he bought shoes priced at $40 for 25% off, and a jacket priced at $100 for 30% off. Including a 6% sales tax, what total amount will Sammy pay?

Name____________________________________ Date____________

Class______________________ Homework Tax and Discount

Directions: Show all work and answer each question below! Round appropriately when dealing with dollars!

1. The regular price of a computer is $1,299.

Part A

What is the amount of the discount if the computer is advertised at 20% off? Show work.

Answer:__________________

Part B

What is the sale price?

Answer:_________________

Part C

If the sales tax is 7%, what is the total price of the computer purchased on sale?

Answer:____________

2. Nate buys 3 pencils for $1.50, an eraser for $1.25, a ruler for $0.75 and a notebook for $3.00. Each item is on sale for 50% off. Nate must pay sales tax of 8%. How much does Nate pay for school supplies? SHOW ALL WORK BELOW

3. A CD player that regularly sells for $79.00 is on sale at a 15% discount.

Part A

Estimate the sale price of the CD player.

Part B

If the sales tax is 8%, estimate what the CD player will cost.

Carolyn Varner



Lesson 6

Lesson Topic: Gratuities/Tip

Objectives:

Today we will learn about gratuities/tip and how to calculate them in a percentage proportion

We will learn it by the guided note sheet and practice with Penguin Waiter

I will know you have learned it by my assessment of walking around the room and observing student work while we are doing Penguin Waiter

Standards:


Materials: smart board, guided notes, mini white boards, and Penguin Waiter website http://www.funbrain.com/penguin/index.html

Introduction: Briefly greet students as they enter class, reminding them to do the warm up and have their homework out for me to check for effort. I will pass back the previous graded homework. Go over the warm up 4 minutes

Homework: Tip worksheet


· After the warm up, go over the homework 8 minutes

· Go through the guided note sheet. First address what tip/gratuity is and what are examples of it/when is it used. Act a thinking question of “Do you think that in restaurants all over the world have tipping or the same amount of tipping?” I will note how in France and other countries the tip amount is less than what it usually is here (10-12.5%). So, I will stress how calculating any amount of tip is a great skill because the amount of tip that is accepted changes.

· Go through the examples 10 minutes

· Have students get out their whiteboards and markers. Play Penguin Waiter with the students by first telling a little about it and having students do the problems themselves on their whiteboards. We will do the first penguin problem as a class and then we will do more Penguin practice problems 15 minutes

Accommodations for Other Learners: Use the FM system. Pause more during questions asked. For my accelerated students, I will have them do some Penguin waiter problems on the hardest level, which is above and beyond what the standards are. Use pull out groups having 3 students go with the special education teacher and 4 students go with the teacher aide.

Conclusions: Have students do a Penguin Waiter question exit slip 3 minutes

Assessment: Walking around the room and the last Penguin Waiter question on an exit slip.

Self-Reflection: This lesson yielded nice discussion. Sometimes students have trouble knowing when to add the tip when finding a total. This was a topic everyone know something about. I had especially great conversations with 3rd, 4th, and 8th period. I wonder if the grouping in first period is the best kind of instruction for them.

Name____________________________________ Date____________


$$$ Gratuities and Tip! $$$

What is gratuity/tip? Give two examples. Write what you know!

A portion of money given when receiving a service -restaurant –hotel cleaning person -hair stylist –food delivery person

Tip is applied after a subtotal and after tax. It is added to our final total. Example:

You get an awesome new haircut for $16.42, and you want to leave a 12% tip. What is the new total?

Two Steps!

1. Find how much the tip percent is using proportions! 2. Add the tip amount to the first total

Now you!

Your family’s dinner bill including tax is $89.50. They want to leave an 18% tip; find the final total cost of the dinner.

Name____________________________________ Date____________

Class______________________ Homework

Tips

Directions: Answer all questions and show all work!

1. You and three friends go on vacation and stay at a hotel. The total hotel bill is $178.85. You want to leave a 3% tip for the person cleaning the room. How much money do you leave?

2. You had pizza delivered to your house last night. The food total was $28.50 and you gave the delivery person $3.00. What percent to the food total was the tip?

3. A family had dinner in a restaurant and paid $30 for food. They also had to pay 9.5% sale tax and then 10% for the tip. How much did they pay for the dinner?

4. List 3 places or people in your community where you would leave a tip for a service done.

5. Ask a friend or family member if they ever tip someone besides a waiter or waitress, and if they have, what kind of service has it been for?

Carolyn Varner


Date: October 3rd, 2011

Lesson 7

Lesson Topic: Commission

Objectives:

Today we will learn what commission is and how we find/use it

We will learn it by guided notes

I will know you have learned it by your ability to successfully complete, or do most of, the guided note sheet

Standards:


Materials: smart board and textbook to go over homework

Introduction: Briefly greet students as they enter class, reminding them to do the warm up and have their homework out for me to check for effort. Go over the warm up 4 minutes

Homework: Worksheet, create your own commission problem using extra space on the worksheet, and study for the quiz


· After the warm up, go over the homework 6-8 minutes

· Begin the new material with a few questions about what commission is (What is it? What are examples of jobs that have it? Ever dealt with someone who tried really hard to sell you something? Anyone ever sold candy bars or in Scouts selling cookies or popcorn?) 4 minutes

· Define commission formally and go through the guided note sheet, giving time for individual practice of example problems 22 minutes

· Provide enrichment examples for those able to move faster and understand at a higher level such as multi-step problems incorporating different types of percent applications in addition to commission. This way students are building on previous knowledge.

Accommodations for Other Learners: Use the FM system. Pause more during questions asked. Do more guided examples for the blend class. Talk with the special education teacher about how to best explain the idea of commission. We co-teach what commission is and build upon what students already understand about it.

Conclusions: Remind students that with commission, we are just finding the commission percent! But I will also note how sometimes we need to combine commission with a salary; it depends on what the question is asking. Possibly have students begin their homework. Remind students of the upcoming quiz 2 minutes

Assessment: Walking around the room, giving smiles on the note sheet who have understood the objective in the sense that they are getting the practice problems correct. I will help those struggling when needed.

Self-Reflection: This overall went well. The topic was easy for most students. I wonder if I could have combined this topic with another. Some students did know what commission was; some had a very wrong idea of what commission is, so the class discussion was interesting. Changing student’s seats was a good choice for some but not the best for others. So, I debate how often I should switch things around. Working with the special education teacher was good, she enjoyed teaching as well. Working with other professionals on my lesson has been great in the sense that I can get different perspectives. I will definitely do this more often. I am glad that I incorporated estimating questions in with tonight’s homework.

Name____________________________________ Date____________


*Commission*

What is commission? Write what you know.

Commission is applied after a sale is made and commission is based on how much the sold item(s) cost!

So, how can I find commission? Find how much the commission percent is using proportions!

Example:

1. Randy is a used car salesman who earns a 4 1/4%commission on every vehicle he sells. One day he sold a car for $9995. What was the amount of his commission?

Now you!

2. Jenna is a salesperson at an electronics store. She earns 6 1/2% commission on her total sales. What would be her commission if she sold a $2950 plasma television set?

3. A class sold magazine subscriptions as a fund raising event so they could go on a class trip. They earned a 30% commission on their total sales. If the class sold a total of $3850 in magazine subscriptions, how much did the class earn toward their trip?

4. A real estate agent works on a commission of 6 1/2%. If the agent sold a home for $149,000, what was the amount of the commission?

Name____________________________________ Date____________

Class_____________Homework

Directions: Show all work except for the even numbered questions, put a smiley next to your name, and round to the nearest hundredth.

1. A vendor sold 189 t-shirts at $15 each. He was paid a 15% commission for his efforts. How much did the vendor earn?

2. Estimate 67% of 76.

3. Jim works at a store where he is paid a weekly salary of $125 plus a 5 1/2% commission on his total sales. One week Jim sold a total of $ 985. How much did Jim earn that week?

4. Estimate 84% of $24.96

5. A salesman earns a monthly salary of $850 plus a 9% commission on all sales above $6,000. One month he had total sales of $11,875. How much did he earn in all that month?

6. Estimate 97% of 1,384,103,385.04.

7. Create your own commission problem:

Carolyn Varner

Grade Level: Grade 8, 40 minute period

Date: October 4, 2011

Lesson 8

Lesson Topic: Some Review and a Summative Quiz

Objectives:

Today we will review estimation and commission.

We will review it by going over the homework and I will also give practice problems.

I will know you have learned it by the quiz performance

Standards:


8.N.5 Estimate a percent of a quantity, given an application

Materials: Warm up, Smart board, quiz

Introduction: Briefly greet students as they enter class, reminding them to do their warm up and take out their homework. I will go over the warm up and then homework for a total of 15 minutes

Homework: Find and write down 3 examples of percents that you encounter (examples are like at a store, at home-such as receipts, TV, the internet, magazines) and the commission worksheet


· After going over the warm up, and homework, students will be allowed to ask any questions they may have and then take the quiz 25 minutes

Accommodations for Other Learners: Use the FM system. Give extra quiz time by giving homework answers at a faster rate. Also, allow the students needing extra quiz time to finish their quiz either during other study type classes or 9th period. Students must complete the quiz by the end of the day. For a more active class for some, I will have a few students write their homework solutions on the board and quickly explain to the class. Also, some students will go to an alternate location to take the quiz.

Conclusions: Students finished with the quiz before the class ends are allowed to begin their homework and ask questions about the problems if necessary.

Assessment: Quiz

Self-Reflection: Today went fine and students mainly did well on the quiz except that the last question. Students had not formally learned it, but the skills needed to solve the problem were learned, so I decided to make it a bonus question.

Name____________________________________ Date____________

Class______________________ Quiz

Directions: show all work and label your answers as needed. Round to the nearest hundredth.

1) Sandy would like to purchase a jacket at JCPenney. The jacket is originally $129.99. JCPenney has a Holiday Sale where everything in the store is 15% off. What would be the sale price of the jacket Sandy would like to buy?

2) Charles just purchased a bike for $295.00. He still has to pay 8% sales tax. What will be the total cost of the bike after sales tax?

3) Mike sells yachts (large boats) for a living and makes 9.7% commission for each yacht he is able to sell. If he sells a yacht that is $31,300, how much in commission does he make?

4) Penny works at the Cheesecake Factory restaurant. She was very excited when she received a $15.50 tip for a $52.20 meal. Most tips given are about 15%. Why was Penny so excited about this tip? Prove your reasoning.

Bonus: Carl’s sunflower plant was 19 inches tall when he last measured it two months ago. Yesterday his Mom said it grew 151% in those last two months! Estimate how tall is the sunflower plant now? Show your estimation steps.

Carolyn Varner


Date: October 5th, 2011

Lesson 9

Lesson Topic: Simple Interest

Objectives:

Today we will learn about simple interest as a percent application

We will learn it by guided notes in specific groups

I will know you have learned it by your individual practice within the guided notes

Standards:


Materials: smart board, guided notes, warm up, groups

Introduction: Briefly greet students as they enter class, reminding them to do their warm up and take out their homework. I will check the homework 3 minutes

Homework: p. 243-244 #5-10 and finish the guided note sheet problems


· I will go over the warm up, and homework, and ask a few students to share their examples from yesterday’s homework regarding the culture/community connections 5 minutes

· Give group instructions, telling students that each group will assign an “on task checker” and a “label checker”. Say that today we will be learning about simple interest.

· Give each group member a guided note sheet.

· Go around from group to group, helping as needed, checking for key understanding.

Accommodations for Other Learners: Use the FM system. Pause more during questions asked. I will not reword the questions or offer challenging opportunities because the material for today is challenging enough. I will work with a select group of students while the special education teacher teaches another larger group of students. For my two classes that are larger (3rd and 4th period) I will use the lesson plan of previous day.

Conclusions: Remind students of the formula and to read and find out what the question is asking!

Assessment: Going from group to group while they are trying to learn the new material and giving “mini-lessons” as needed, while checking each student for understanding.

Self-Reflection: Students mostly met the objective, but I am nervous about them remember the I=prt formula because it is very different from the previous proportion topics we have been doing. For my middle two classes, I could have quickened my pace, so that they could have started on their homework. I am still struggling with how to teach the blend class. Many are very below grade level and I am concerned as to how I can give the best differentiated instruction.

Name____________________________________ Date____________


-Interest-

What is it?

Interest is the amount of money paid for the use of money (example could be paying to be able to use a larger amount of money for the purchase of a home).

Interest Rate is the percentage that interest is calculated at (must be changed to a decimal).

Principal is the original amount deposited or borrowed.

Simple interest is interest calculated based only on the principal amount.

Use the formula!

I = p × r × t

I is the interest p is the principal r is the interest rate t is time in years

1. A student deposits $150.00 in a bank account. The simple interest rate is 5% per year. Find the interest the account earns after 3 years.

Remember… I = p × r × t

2. Find the interest of a deposit of $620 dollars for 8 years at a simple interest rate of 7 ½ %.

Different Question!

3. You deposit $120 dollars in an account, earning 5% simple interest. Find the balance of the account after 6 months.

4. A woman deposits $2,089 dollars in an account, earning 15% simple interest. Find the balance of the account after 16 years.

5. You deposited $550 into a bank account and came out with $675 on 12.5% simple interest. Determine how much interest was made and then find how many years your money was in the account.

Carolyn Varner



Lesson 10

Lesson Topic: Percent Jeopardy!

Objectives:

Today we will review what we have learned so far in the percent application unit

We will learn it by playing percent Jeopardy!

I will know you have learned it by your Jeopardy score paired with my walking around the room while problems are being worked out.

Standards:


8.N.5 Estimate a percent of a quantity, given an application.

Materials: Smartboard, Jeopardy teams, Jeopardy questions

Introduction: Briefly greet students as they enter class, reminding them to do their warm up and find their team seat (teams are picked out and seating is assigned) 3 minutes

Homework: Have a good extended weekend


· Go over warm up and homework questions 9 minutes

· Explain Jeopardy directions and have students create a team name (if they cannot come up with a name in 2 minutes, I will give them a team name) 4 minutes

· Play Jeopardy 24 minutes

Accommodations for Other Learners: Use the FM system. Pause more during questions asked.

Conclusions: Do the final extended Jeopardy question no matter where we are in the game and remind students of the homework 3 minutes

Assessment: My walking around the room assessment and the final Jeopardy scores

Self-Reflection: This game was tricky to do with more students. My accelerated students did great with this. I should have been a bit more strict with 8th period as they started a bit off task. I will think even more carefully about seating, so that all students can clearly see. Everyone seemed very engaged and enjoying the review. The game questions worked very well, and I included a good amount of variety. Students really liked the format and several asked me to do this again. Teamwork was great among most, but could of course always improve. I will continue to think on ways of how to encourage that.

Estimation

Tips

Tax

Commission

Discount

Interest

Estimate 11% of 205

Calculate a 10% tip for $5.00

Calculate the 5% tax on a $20 item.

Find 10% commission for $200 in sales.

Find the discount for 30% off a $72 pair of jeans.

What is the simple interest formula and what does each letter represent?

Estimate 65% of 91

Calculate a 15% tip for $26.00

Calculate the 18% tax on a four hundred thirteen dollar item.

Find 15 ¼% commission for $1,294 in sales.

Find the sale price for a pair of $29.99 shoes at 40% off.

You deposit $60. Find the interest for 7 years at a 10% interest rate.

Estimate 82% of 2,491

A food total was $29.90 and you left a $3.23 tip. What percent was the tip to the total food bill?

Calculate the total for an item of $17 with an 8.25% tax.

A salesman sold 7 cars at $4,320. He makes 12% commission. How much did he earn?

Find the sale price for some perfume priced at $85 for 15% off.

A man $568 for 12 years at a 3 ¾% interest rate. Find the total interest.

Estimate 148% of 5,059

Calculate the total bill for a subtotal of $73.87 and a 20% tip.

You buy one item costing $36 and another item costing $52 dollars. Calculate the total with a 13% tax.

A travel agent earns $380 per week plus 9% commission on trips. She booked $12,678 in trips. How much does she earn this week?

The sale price for an item is $17.25. The original price was $28.00. What is the discounted percent?

A student deposits $47 for a year and one half at a 5% interest rate. Find the account balance.

Estimate 5% of 128

A 12% tip of $6.23 was left. What was the original bill?

Estimate the total of $99.99 dollar CD player with 18% tax.

A Sears employee makes $49 per day plus 4% commission. If he sells $5,000 that week, what is his weekly total?

The percent of discount is 20% and the sale price of the item is $7.50. What was the original price?

Your account balance was $758 after 6 months with a principal amount of $700. What was the interest rate?

Carolyn Varner



Lesson 11

Lesson Topic: Percent of Change

Objectives:

Today we will learn about percent of change and how it can be useful


I will know you have learned it by the exit slip

Standards:


Materials: smart board, guided notes, and mini white boards

Introduction: Briefly greet students as they enter class, reminding them to do their warm up. I will take attendance and I will go over the warm up 3 minutes.

Homework: p. 232-233 #9-12 and 24-29


· Introduce the topic by first telling about what it is, giving an easy example of a percent of change from 10 to 15. Have students brainstorm about how percent of change is useful by doing a “think pair share.” We will discuss as a class some of the shared examples 5 minutes

· Go through the guided notes by first assisting in the solving of the first example and then having students try it themselves. I will stress important pieces that they should not forget when finding percent of change 26-28 minutes

· If students complete all examples on the note sheet, then I will give the class extra problems to solve using the mini whiteboards

Accommodations for Other Learners: Use the FM system for first period. Pause more during questions asked. Have the special education teacher and teacher aide remain in the room with all the students and I will avoid deeper thinking questions for some students. I will give more ideas and examples to ‘get the ball rolling’ when presenting the days lesson topic. For those able to handle enrichment, I will privately have them find the change so that they receive a negative amount when solving for percent of decrease and have them think about what the negative percent means.

Conclusions: Pass out exit slip and allow about 3 minutes

Assessment: Exit slip of “Find the percent of increase: 4.2 to 9.7.

Self-Reflection: For this class, I should have walked around the room more so that it seemed less of “teacher teaching” and more of “student learning”. The key part of this less is the fact that students need to change their answer into a percent. This will be something that I will reinforce a lot in the next few days to students.

Name____________________________________ Date____________


Percent of change

What is percent of change?

Write how you think % of change could be useful

Percent of change is the percent a quantity increases or decreases from its original amount.

Special Formulais Percent of change = .

Types of change: Percent Increase and Percent Decrease.

3 Steps:

-Find amount of change by subtracting the smaller quantity from the larger quantity

-Divide the amount of change by the original amount

-*CHANGE answer to a PERCENT*

Example 1: Ann works in a supermarket for $10.00 per hour. If her pay is increased to $12.00, then what is her percent increase in pay?

Example 2: The staff at a company went from 40 to 29 employees. What is the percent decrease in staff?

Example 3: At a supermarket, a certain item has increased from 75 cents per pound to 81 cents per pound. What is the percent increase in the cost of the item?

Example 4:

Four feet are cut from a 12-foot board. What is the percent decrease in length?

Example 5: In a small town, the population increased from 25,000 people in 1990 to 32,000 people in 2000. What is the percent increase in population?

Example 6: The tuition at a college increased from 50,000 in 2006 to 59,000 in 2007. What is the percent increase in tuition?

Carolyn Varner



Lesson 12

Lesson Topic: Sales II: Markup and Markdown

Objectives:

Today we will learn about markup and markdown


I will know you have learned it by my own walking around the room assessment

Standards:


Materials: smart board, guided notes

Introduction: Briefly greet students as they enter class, reminding them to have their homework out and to do their warm up. I will take attendance and I will go over the warm up 3 minutes.

Homework: p. 237 #5-8 and create percent to simplified fractions flash cards


· After the warm up, I will go over the homework 10-11 minutes

· Go through the note sheet 16-18 minutes

· Have students begin homework once they have successful completed the note sheet

Accommodations for Other Learners: Use the FM system. Pause more during questions asked. Have some students work in pairs during homework.

Conclusions: Allow students to begin their homework so that they have an opportunity to ask questions if they need to 8-11 minutes

Assessment: Walking around the room during individual guided note sheet practice and looking at the started homework.

Self-Reflection: For the first period, I should have given more practice problems for the new topic we learned. When I taught sale price, I should have introduced the vocabulary work of markdown instead of doing it today as a means of review for today rather than new material. All students seemed very engaged though, and were able to successfully do new problems that I created with the left over time we had.

Name____________________________________ Date____________


Sales II: Markup and Markdown

So what is markup? Markup is the amount of increase in price and is added to the store’s cost of the products/services it sells. Markup is added to the store’s cost for the item which is where we get selling price!

------------------------ Special formula is used: percent of markup =

CHANGE THE DECIMAL TO A PERCENT!

markup = selling price – store’s cost

Example 1: Find the percent of markup on a sweater that cost a store $25 and has a selling price of $45.

Example 2: Find the percent of markup on a pair of shoes that cost a store $58 and have a selling price of $89.99.

Markdown

Markdown is the same thing as percent off!

Mike saw a set of golf clubs he liked for $600. The following week, the clubs were on sale for $455. By what percent were the golf clubs marked down?

Find the percent of markdown: Emma purchased a laptop computer for $390 which was the sale price; the original laptop price was $799.85.

Original price: $1,089.79. Sale price: $456.90. By what percent was the markdown?

Carolyn Varner



Lesson 13

Lesson Topic: Multi-Step Percent Applications

Objectives:

Today we will review types of percent applications that posed some difficulty in the earlier unit.

We will learn it by a worksheet done in class by group work and individual work

I will know you have learned it by its correct completion when I assess as I walk around the room.

Standards:



Materials: Smartboard and varied percent question packet

Introduction: Briefly greet students as they enter class, reminding them to do their warm up. I will take attendance and go over the warm up 3 minutes

Homework: Finish the review packet


· After the warm up, I will go over the homework 10-11 minutes

· Tell students that they may work in pairs, and that I will star or give a happy face on correct problems in the mixed percent practice packet. I will circle around the room, helping students as needed and making sure all are on task remainder of class

Accommodations for Other Learners: Depending on the student, give more assistance when they ask a student. For some students, I will have them talk to each other about their questions before asking me. For students needing more motivation/positive reinforcement I will give different amounts of praise for staying on task and having the correct solution. Some will receive, stars, smiles, or no mark at all depending on the student.

Conclusions: Remind students of their homework and to start to get a sense of what percent topics they are struggling with the most.

Assessment: Walking around the room and starring problems

Self-Reflection: Class went well in the sense that students were able to work at their own pace and were able to breeze through questions they felt were easy and ask questions with what they are struggling with. I should have given my accelerated students more problems that were at a deeper thinking level. So, I probably should have made different leveled packets to better suit my students’ needs.

Name____________________________________ Date____________


Practice Mixed Percent Applications

1. Find the sale price for some perfume priced at $115 for 65% off.

2. A travel agent earns $392 per week plus 19% commission on trips. She booked $22,978 in trips. How much does she earn this week?

3. Find the percent of markup on a pair of shoes that cost a store $34 and have a selling price of $189.99.

4. Calculate the total for an item of $175 with an 10.05% tax.

5. The percent of discount is 35% and the sale price of the item is $17.47. What was the original price?

6. Estimate 148% of 15,859

7. A food total was $295.90 and you left a $37.23 tip. What percent was the tip to the total food bill?

8. In a town, the population increased from 29,000 people in 1995 to 38,520 people in 2008. What is the percent increase in population?

9. A 18% tip of $16.28 was left. What was the original bill?

10. A Sears employee makes $69 per day plus 14% commission. If he sells $3,500 that week, what is his weekly total?

11. The percent of discount is 52% and the sale price of the item is $17.05. What was the original price?

12. Find the percent of markup on a pair of shoes that cost a store $18 and have a selling price of $49.99.

13. A student deposits $470 for 3 year and one half at a 15% interest rate. Find the account balance.

14. Estimate 84% of 35,879

15. Your account balance was $1,258 after 36 months with a principal amount of $1,100. What was the interest rate?

16. The staff at a company went from 442 to 296 employees. What is the percent decrease in staff?

Carolyn Varner



Lesson 14 (each class is different due to career day and student needs)

Lesson Topics depending on class: Extra Percent Estimating Practice, Jeopardy Review, Substitute Lesson Plan

Extra Percent Estimating Practice

Objectives:

Today we will review estimating percents

We will learn it by doing practice problems using the mini whiteboards

I will know you have learned it by your correct problems

Standards:


Materials: Mini whiteboards, white board markers

Introduction: Briefly greet students as they come in, reminding them to take their homework out, I will collect the homework, I will take attendance and announce that we will be estimating percentages 1 minute

Homework: None


· For the rest of the duration of class, we will do practice estimating percent problems because the blend class really struggled with this skill 39 minutes

Accommodations for Other Learners: continue to give practice problems that I will write on the board so that students are able to estimate at their own pace. Leave on the board, one or two full examples of estimating percents.

Conclusions: Have students leave the problem that they just finished or were working on, so I can see work.

Assessment: My informal assessment of walking around the room

Self-Reflection: This extra day of practice was very much needed for some students. For those few in the blend class that felt very confident with estimating, I would privately give them harder problems. Some of my students who had mainly third grade math skills are still struggling a lot and I am still trying to figure out how to best teach them.

Jeopardy Review

Objectives:

Today we will review what we have learned so far in the percent application unit

We will learn it by playing percent Jeopardy!

I will know you have learned it by your Jeopardy score paired with my walking around the room while problems are being worked out.

Standards:



Materials: Smartboard, Jeopardy teams, Jeopardy questions

Introduction: Briefly greet students as they enter class, reminding them to do their warm up and find their team seat (teams are picked out and seating is assigned) 3 minutes

Homework: None


· Go over warm up and collect the homework 3 minutes

· Quickly reexplain Jeopardy directions and have students create a team name (if they cannot come up with a name in 2 minutes, I will give them a team name) 2 minutes

· Play Jeopardy 32 minutes

Accommodations for Other Learners: Use the FM system. Pause more during questions asked.

Conclusions: Do the final extended Jeopardy question no matter where we are in the game and remind students of the homework 3 minutes

Assessment: My walking around the room assessment and the final Jeopardy scores

Self-Reflection: Jeopardy went better with this class and I used the questions that this particular class did not get to the first time we did the game. I repicked the teams and changed the physical team seating which was helpful. I should have more carefully thought of how much time was needed for each question so that the game’s pace was the most efficient it could be.

Substitute Lesson Plan

Objectives:

Today we will use our knowledge of percents for critical thinking

We will learn it through the enrichment activity

I will know you have learned it by your explanations and solutions for the deeper thinking questions

Standards:



Materials: Textbook

Introduction: Substitute will take attendance and collect the homework due today.

Homework: None


· The sub will explain that students may work in pairs and that they are to do the 8 questions on p. 240-241. Students have all class and may ask the sub questions if the students become lost

Accommodations for Other Learners: If students are struggling a lot, the sub may give clues by looking through the answer key I have provided which has some explanation

Conclusions: The sub will collect the enrichment activity sheets

Assessment: Classwork sheet

Self-Reflection: The substitute reported that everything went fine, though some really struggled with some of the questions

Carolyn Varner



Lesson 15

Lesson Topic: Unit Review I

Objectives:

Today we will review our unit

We will review it by group work/independent review packet practice

I will know you have learned it by my individual assessment correcting the problems in the review packet by marking with a “c” for correct by the problem number and by helping students who did not receive a “c” for the problem first time around (I may also do stars or smiley faces).

Standards:



Materials: Review packet, marker for “correct” labeling

Introduction: Briefly greet students as they enter class, reminding them to do the warm up which is to copy the homework in the agenda. I will take attendance as well as make a couple announcements about this week 2-3 minutes

Homework: Finish the review packet and start to study for the test. Take notes home!


· Announce that today is the start of review day! I will give directions for the review packet, telling students that they may work in groups or individually. For the estimating portion, they may not use a calculator which is the first five problems. I will let them know how I will be around helping as need be and giving “c’s” for fully correct answers 4-5 minutes

· Go around helping students and “c-ing” review packet questions 32 minutes

Accommodations for Other Learners: Check in with students that especially struggle much more frequently. If they have the question correct, ask them a few follow up questions about the general way to solve a type of question like that so that they have a better general understanding of the unit (this will also help to tell me if the students just copied down the correct answer/work without full understanding). Give the blend class a reduced homework load.

Conclusions: Remind students of the homework and ask if any student has any last minute unit question(s). Also, tell them that we will continue to review tomorrow 30 seconds-1 minute

Assessment: Marking the “c’s” on the review packet

Self-Reflection: This structure for the most part worked well for my students. I had a few behavior issues in one of my classes, but students got through most of the packet. I will create answer keys for this and give them out tomorrow. I wonder how I could have induced differentiated learning for this type of review.

Name____________________________________ Date____________

Class______________________ Review of the Percent Unit

Part 1

Directions: Circle the best choice. You may not use a calculator and you do not have to show work.

1. Estimate 40% of 490

A) 10

B) 50

C) 100

D) 200

2. You went out to dinner and you have a restaurant bill of $22.83. You would like to leave a 15% tip. Estimate

what the tip would be.

A) $3.50

B) $7.00

C) $12.50

D) $15.00

3. About 11% of the students in an 8th grade class said that skiing was their favorite kind of activity to do. This 11th grade class has 352 students. About how many students say that skiing is their favorite activity?

4. What is 1% of 7,398.6?

A) 739,860

B) 739.86

C) 73.986

D) 7.3986

5. What is 10% of 218.23?

A) .21823

B) 2,182.3

C) 21.823

D) 2.1823

Name____________________________________ Date____________

Class______________________ Review Percent Unit Test

Part 2

Directions: Read each question carefully, show ALL work, and label if necessary!

6. Circle which pair of shoes is the lowest sale price.

A. 17% off shoes priced originally at $54.99

B. 9% off shoes priced originally at $35.00

C. 4% off shoes priced originally at $20.49

D. 28% off shoes priced originally at $36.50

7. Mr. Deeks is a car salesperson for “George’s Cars and More” vehicle dealer. With each vehicle he sells, he makes 7.5% commission. If the vehicle sold was $21,599.00, what is his commission price?

A) $1,619.93

B) $23,218.93

C) $1,619.92

D) $16,199.25

8. You deposit $1,958 in an account that earns 3.8% simple interest. Find the balance in the account after 3 years.

A) $223.21

B) $2,181.21

C) $2,232.12

D) $4,190.12

9. 4 years ago you deposited $1800.00 in an account. Now the current balance is $1836.00. Find the percent of simple interest.

A) 0.005%

B) 13,219,200%

C) 17.8%

D) 0.5%

10. You see on TV that a $12.00 shirt that you have been hoping to purchase go on sale! When you go to the store to buy them you see that they have been reduced to clearance! The sale took 40% off the original price and then the clearance took off an additional 30% off the sale price. What is the sale price before tax of the shirt?

Part A _______

To give the clerk the right amount of money, you need to figure out the 9.25% sales tax on shirt. So what is your final cost of the shirt?

Part B ________

11. Brittany saw a dress she liked for $30. The following week, the dress was on sale for $22.50. By what percent was the dress marked down?

Answer ___________

12. Your family stays at hotel while on vacation. The hotel bill is $350, however on top of that bill is a 17% tax and your family wants to leave a 5%, of the $350, tip for the person who cleaned the room. Calculate the tax, tip, and total cost of the hotel for your family.

Answer ___________

13. Find the percent of change: 300 to 71. Round to the nearest thousandth.

Answer ___________

15. Find the percent of change: 7.4 to 35.9

Answer ___________

Bonus: Half a month ago, a plant was 1 foot 8 inches tall. Since that time, the plant’s height has increased by 153 ¾%. Determine the current height of the plant in feet and inches.

Answer ___________

Carolyn Varner



Lesson 16

Lesson Topic: Unit Review II

Objectives:

Today we will review our unit

We will review it by group work and learning stations

I will know you have learned it by my individual assessment correcting the problems in the learning stations by marking with a “c” for correct by the problem number and by helping students who did not receive a “c” for the problem first time around (I may use stars or smiley faces to indicate correct answers).

Standards:



Materials: Learning station check list, learning station questions, station labels, learning station key, marker for “correct” labeling

Introduction: Briefly greet students as they enter class, reminding them to do the warm up and to have their homework out for me to check. I will take attendance 2-3 minutes

Homework: Study for the test. Take notes home!


· Go over the warm up and announce that today we will continue review with some familiar places! I will flash the answers on the Smart board for students to self-check their review packet, I will also announce that I will post a full work shown and answer key online under the classroom website. For those students without internet access, I made a few hard copies. I will give directions for the learning stations, telling students that they may work in groups or individually. For the estimating problems, they may not use a calculator. I will let them know how I will be around helping as need be and giving “c’s” for fully correct answers 4-5 minutes

· Go around helping students and “c-ing” learning station questions 32 minutes

Accommodations for Other Learners: For those students in my blend who did not do the homework or did not do it correctly, they will still be working out of the review packet instead of doing the learning stations. I will note how they need to have stars on all of their problems. Check in with students that especially struggle much more frequently. If they have the question correct, ask them a few follow up questions about the general way to solve a type of question like that so that they have a better general understanding of the unit (this will also help to tell me if the students just copied down the correct answer/work without full understanding).

Conclusions: Remind students of the homework which is to study, telling them to make sure they know they know the three formulas (the general percent one, I = prt, and percent of change = change/original (multiplied by 100) 30 seconds-1 minute

Assessment: Marking the “c’s” on the learning station checklist.

Self-Reflection: I felt that I made the right choice in structuring the class how I did for my blend students because so few do their homework. My 3rd period class had some issues with the transitioning from station to station, so I gave a specific rotation pattern for my remainder classes which worked nicely for the later classes. Students really enjoyed seeing the familiar places in their classwork. The community connections promoted positive dialogue.

About 32% of the people who go to Charcoal Corral play in the arcade and also eat ice cream. If there are 62 people there, estimate how many of them play in the arcade and eat ice cream.

Pizza Depot

You and a friend eat at Pizza Depot. The bill comes to $20.39 and you would like to leave an 18% tip. Estimate what your tip will cost.

Producer’s Pride Cattle Feed is on sale for 40% off. Find the sale price of a fifty pound bag originally costing $19.20.

Gainesville Public Library

The Gainesville Public Library is selling some of its old books. One book you are interested in was on sale for 60% off and then went on clearance for an additional 30% off. Calculate the final price of the book at the original price of $6.50.

Gainesville Store

Your family is at the Gainesville store buying lunch and their food bill before tax comes to $42.56. Calculate their total cost if tax is 8.75%

You spend one night in the White Pines Suite at the Glen Iris Inn. Your bill before tax is $180, but there is a 5% tax that needs to be paid as well. Find the total cost.

Glen Iris Inn

On a friend’s birthday, you both go to Lorraine’s Place to have their famous apple pie. The food and service were so great that you want to leave a 22% tip for your $13.23 bill. Find the total cost of this birthday treat.

Pizza Shed delivered a pizza to your home and you want to give a 12% tip for your $33.78 food order. Calculate the tip.

Jeffrey is a car salesman at McClurg, and he makes 9% commission for each vehicle he sells. If he sells a $19,990 car, what is his commission?

Lesley works at Letchworth Valley Realty. She makes 4.5% commission on the $68,000 home she just sold. How much commission is that?

Letchworth Valley Realty

At the Bank of Castile, your parent put in $660.00 in an account 5 years ago. Now, the current balance is $700.00. Find the percent of simple interest.

At M&T Bank you deposit $50.00 in an account earning 9% simple interest for 4 years. Find the balance in the account.

Letchworth State Park

Park Ranger Jake at Letchworth State Park noted how last year there were about 88 black bears and this year there are only 61. Find the percent of change.

Woodstream Campsite

In 2000, there were 142 families that camped over the summer. In 2011, there were 189 families camping over the summer. Find the percent of change.

Charcoal Corral Mini-Golf

You and a group of friends go to play mini-golf at Charcoal Corral and find that there is a special deal going on today! Instead of $3.75 per game, it’s only $2.95! By what percent is the mini-golf price marked down?

John and Sarah’s Family Restaurant

You don’t have school today, so you and three friends go to John and Sarah’s Family Restaurant to have lunch. Your favorite dish, spaghetti and meatballs which is normally $7.99, is on special today for $6.29. Find the markdown percent for the meal.

Carolyn Varner



Lesson 17

Lesson Topic: Unit Exam

Objectives:

Today we will complete this unit by taking a summative assessment examination.

We will do this by silently and individually taking the test, with the entire period of allotted time.

I will know you have learned the unit based upon the unit test score.

Standards:



Materials: Test and other fun math work sheets to do if students finish early

Introduction: Have desks appropriately spread out with tests face down in seats ahead of time. Briefly greet students as they enter class, reminding them to find their seat, set up binder dividers (to prevent cheating), take out a calculator and pencil(s), and clear their desk, keeping their test face down 1-2 minutes

Homework: Smile!


· Students will take the exam, once I have explained directions, which is designed to take about 30 minutes with the option of taking the entire period. If students finish early, I have Sudoku puzzles and other math worksheets for them to do 38-39 minutes

Accommodations for Other Learners: Read questions aloud for a student who’s IEP dictate that teacher test question reading is permitted or required. Answer clarifying questions, to a degree, without giving away too much information, as the goal is for me to see content mastery. Have alternate test locations prepared for students needing that service (which is all but about five students).

Conclusions: Give students a few time check points and remind them that those students who need additional time may finish their test during today’s fifth and sixth periods as well as 9th period Thursday.

Assessment: Unit Test

Self-Reflection: All but one student finished within the period which was great! Perhaps I should have had a last minute question asking session for the students.

Name____________________________________ Date____________

Class______________________ Percent Unit Test

Part 1

Directions: Estimate each percent to the nearest tenth. You may not use a calculator and you do not have to show work.

1. 24% of 98

2. 41% of $35.07

3. You and your family went out to dinner and you have a restaurant bill of $62.83. You would like to leave a 15% tip. Estimate what the tip would be.

4. About 8% of the students in an 8th grade class said that dance was their favorite kind of activity to do. This 8th grade class has 52 students. About how many students say that dance is their favorite activity?

Name____________________________________ Date____________

Class______________________ Percent Unit Test

Part 2

Directions: Read each question carefully, show ALL work, and label if necessary!

5. Which pair of shoes is the lowest sale price?

A. 15% off shoes priced originally at $29.99

B. 10% off shoes priced originally at $25.00

C. 5% off shoes priced originally at $16.49

D. 20% off shoes priced originally at $34.50

6. You see on TV that a pair of $32.00 jeans that you have been hoping to purchase go on sale! When you go to the store to buy them you see that they have been reduced to clearance! The sale took 40% off the original price and then the clearance took off an additional 30% off the sale price. What is the current cost of the jeans?

Part A _______

To give the clerk the right amount of money, you need to figure out the 8.25% sales tax on pair of jeans. So what is your final cost of the jeans?

Part B ________

7. Sadie saw a dress she liked for $60. The following week, the dress was on sale for $45. By what percent was the dress marked down?

Answer ___________

8. Your family stays at hotel while on vacation. The hotel bill is $250, however on top of that bill is a 7% tax and your family wants to leave a 5%, of the $250, tip for the person who cleaned the room. Calculate the tax, tip, and total cost of the hotel for your family.

Answer ___________

9. Mr. Muffler is a car salesperson for “George’s Cars and More” vehicle dealer. With each vehicle he sells, he makes 7.5% commission. If the vehicle sold was $21,599.00, what is his commission price?

Answer ___________

10. You deposit $95 in an account that earns 6% simple interest. Find the balance in the account after 3 years.

Answer ___________

11. Find the percent of decrease: 112 to 85. Round to the nearest thousandth.

Answer ___________

12. Miss Varner’s bunny named Barrington weighed .5 pounds when he was 6 weeks old. Barrington now weighs 4.7 pounds. Find the percent increase.

Answer ___________

Bonus: Half a month ago, a sunflower plant was 1 foot 2 inches tall. Since that time, the plant’s height has increased by 198 ¾%. Determine the current height of the sunflower in feet and inches.

Answer ___________

You’re Finished!!!!!!

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