Lesson Planning Tool

PRE-PLANNING STEPS
Title: Finding Percents Using Equations
Lesson Standards / Essential Questions
MT 1.2A Use estimation strategies and judge the reasonableness of percent problems.
How are equations used to find percents?
Lesson Learning Goals and Objectives
a. Students will be able to perform mathematical operations involving fractions and percents.
b. Students will be able to convert fractions to percent.
c. Apply concepts of ratios, proportions, percents, and number theory (i.e. primes, factors and
multiples) in practical and other mathematical situations.
d. Create, solve, and justify the solution for the multi-step, real-life problems including those with
ratio and proportion.
Materials (Including technology infusion if appropriate)
Textbook: Algebraic Thinking, Part One
Calculator
Smartboard (dry erase board)
INSTRUCTIONAL STRATEGIES (BDA)
Before Instructional Strategies (Introduction)
Time Needed: 17 min.
Lesson Starter: Discuss what students already know about percents, the mathematical symbol %, and
what it means.
On the board, draw a strip, telling the students the strip represents 100 and then fill in 25% to
representing . Using another color, fill the strip to 50%, representing . Then fill up to 75%,
representing and, finally, fill up to 100% representing the whole unit.
For todays lesson:
Go over the means-extremes property of proportions which allows cross multiplying, taking the
product of the means and setting them equal to the product of the extremes.

Go through these problems first and use this lesson to practice using proportions to solve percents.
One of the important things students need to know from the lesson is that 52% is 52 over a 100
52
or 100. An Important concept of % = percent, or per hundred, is a calculation of how much out
of one hundred parts something is.
After they have found the answers, start to discuss writing an equation for each percent (%)
problem.
Student Prerequisite Knowledge:
1. , , , and the whole number, primes, factors and multiples in practical and other mathematic
situations.
2. Means-extremes property of proportions.
New Knowledge:
1. Relationship between a percent (%) and means-extremes property of proportions.

During Instructional Strategies

Time Needed: 25 min.
1. Go over several problems. Start with a on the student page 374. What is 38% of 200? Use the
chart on the same page to write in symbols.
38
a. = 100 * 200
38

38

2. Remind students that = 100 200 is the same as 100 200

a. Go back over the equations questions.
b. What do I want by itself? The variable.
c. What is in your way? An operation and a number.
d. What is the opposite? An operation and a number.
e. What you do to one side, you do to the other.
3. Dont let the students skip the SOLVE problems. They still need practice thinking through the steps
of a word problem.
4. Give students 20 minutes to complete the even or odd problems on pages 375 and 376.
5. Use the last 5 minutes to discuss the solutions.
After Instructional Strategies (Closing & Additional Reinforcement/Practice)
Time Needed: 12 min.
Good Questions to Ask:
1. What is the opposite of divide by 100? Answer: Multiply by 100.
2. What is the opposite of multiplication? Answer: Division
3. How can you make a whole number into a fraction? Answer: Divide it by 1.

4. How can you make 4 into a fraction? Answer:

5. How can you check to make sure your answer is correct? Answer: Plug your answer back into
the equation and make sure both sides are still equal.
6. How are proportions and equations related? Answer: A proportion is just an equation where
two ratios are equal.
Accommodations or Modifications needed for students with disabilities or ESOL
Reduced or modified assignments and a teacher aide are used depending on the IEP.
Differentiation
Students needing more practice can view the following tutorial for further explanation:
https://www.khanacademy.org/math/pre-algebra/decimals-pre-alg/percent-word-probs-pre-alg/v/growingby-a-percentage After watching the video, students can practice the concept by finishing up the odd or
even questions on pages 375-376 in the text.
ASSESSMENT OF GOALS AND OBJECTIVES
Students will complete the problems in the in-class assignment using equations to find the
percents.
How will you assess student learning in each phase? How will you provide feedback to students?
In the Before phase, I will assess by gauging student understanding and participation while reviewing
the information discussed. Students prior knowledge from assessment tests and placement will help me
measure their prior knowledge in a tangible way.
\
During instruction, I will measure student learning by observation and class participation, observing the
students while they are following along with the discussion.
After instruction, student learning is assessed by grading their homework distinguishing which students
may need additional review/instruction.
Students will receive their graded in-class assignments the day after completion so they are aware of their
progress. If there are students who may need additional help extra assistance will be provided after school
or on Friday when they can have one-on-one instruction.