West Virginia State University

Lesson Plan

Teacher Candidate: Parker Wolfe

School:
.

Date:

Winfield Middle

4/13/15

Grade/Subject: 8th grade Algebra

Lesson Topic: Fractions and Percentages .

Instructional Objectives/Student Outcomes

Students will define diversity

Students will convert whole numbers to percentages
Students will convert percentages to whole numbers

WV CSOs
M.O.8.1.1: analyze, describe, and compare the characteristics of rational and
irrational numbers
M.0.8.1.3: analyze and solve grade-appropriate real-world problems with
whole numbers, decimals, fractions, percentages, and integers including, but
not limited to, rates tips, discounts, sales tax, and interest and verify
solutions using estimation techniques.

Management Framework
Overall Time- 90 minutes
Time Frame- 30 min. teacher introduction, video, lesson
60 min. group activity on diversity

Strategies

Teacher/student led discussion

Teacher modeling/demonstration
Cooperative groups

Differentiated Instruction/Adaptation/Intervention

For the hearing impaired, use the microphone and speakers while
delivering the lesson and giving instructions so that all the students
can here.
For the visual learners, give many examples of the key concepts and
be sure to show exactly what you are doing and how you are doing it.
For visually impaired students, give the students bigger text handouts
and write big enough on the white board so that all students can see.
Also have these students sit close to the whiteboard.
For learning disabled students, work with them on completing
assignments and give the students extra help when required.
For slow learners, take enough time between steps so the students can
keep up. When doing examples on the board, do not erase until
students are done writing.

Procedures
Introduction/Lesson Set

Give students a brief introduction of myself and write the objectives for
the day on the board.
Put students into groups of four and give each group a computer.
Have them open up the worksheet that is pre-loaded on each
computer.
Before the lesson begins ask the class what diversity means to them
and have them fill in the first question on the worksheet.
Have the students close their computer.
Give the students the WVSU definition of diversity which is Difference
among groups of people and individuals based on race, ethnicity,
socioeconomic status, gender, language, exceptionalities, religion,
sexual orientation, and geographic region in which they live.
On the smart board bring up a video on diversity and have the class
watch it. The video can be found at: https://www.youtube.com/watch?
v=lQqIoiOc-DI

Body and Transition

Begin the lesson on fractions and percentages

Tell students that a percent is a ratio that compares a number to 100.
To write a percent as a fraction, express the ratio as a fraction with a
denominator of 100. Then simplify if possible.
Give students the example 80%, which is 80 out of 100 or 80/100.
Show students how to convert 60% to a fraction and decimal form.

Have the students convert 40%, 55%, and 93% into fractions and
decimal form. Then show them step by step how to do it.
Tell them to notice that a percent can be less than 1% or greater than
100%.
Have the students write 0.8% and 175% as a fraction in simplest form.
Have volunteers to show how to do it on the board.
Tell the class to write a fraction as a percent, write an equivalent
fraction with a denominator of 100.
Give the example of and show step by step how to convert the
fraction to a percentage.
Have the students convert 6/5, 3/10, and 7/2 to percentages. Then
show step by step how to do it.
Explain to the class if the denominator is not a factor of 100, you can
write fractions as percentages by using a proportion.
Give the example On his math quiz, Landon got 14 questions correct
out of 16. Find Landons grade as a percentage. Show the class how
to do it step by step.
Give the example Jake has played soccer 5 out of the last 8 days.
What percent is this? Ask a volunteer to show how to do it.
Tell the class that in real-world situations, the solution of the percent
proportion is often a repeating decimal. In these cases, the percent is
usually rounded.
Give the example Kyle noticed that 4 out of 11 of his friends were
African American. Find the percent of African American friends Kyle
has. Round to the nearest hundredth. Show the students that you
get a repeating number.
Give the students each a problem from their text book and have them
write their solution on the board.

Closure

Have the groups of students open their computer and bring up the preloaded worksheet.
Explain to the groups what the task and requirements of the activity
are.
Once they have completed the group activity have them print it off and
present the groups findings.
Once students finish their presentations have them turn in their work.
Assign homework problems 11-35, 45, 47-48, 50-66 from the textbook.
Have students work individually and turn in the following day.

Diagnostic:

Ask the students what diversity means to them.

Ask the students what a percentage and ratio are.

Formative:

While giving the lesson, ask students questions and have them
complete the examples given.
While groups are working on their activity, walk around the room and
make sure the students are understanding the task and material.

Summative:

Have the students turn in the group activity to be graded on their

knowledge of diversity.
Grade the students on the individual problems that were assigned to
them.
Have the students turn in homework problems 11-35, 45, 47-48, 50-66
from the textbook to be graded on their knowledge of fractions and
percentages.

Material

Textbook
Smart board
Dry and erase marker
Computers
Digital copy of group assignment
Website links

Extended Activities
If students finish early

Have the students create a problem that integrates diversity into

fractions and percentages. Have the students write the problem on
the board and as a whole class work through them.

If lesson finishes early

Have the students research articles online about diversity in the

school and have them list the most important parts.

If technology fails

Bring my own personal computer if the smart board does not function
properly. Bring portable speakers in case the speakers in the
classroom fail.

Reflection:
When I first began to think about possible ways to integrate diversity into a
mathematics lesson I began to panic. I did research after research on ideas
and could not come up with anything. I talked to my observing teacher
about some ideas and she let me take a look through her textbook. I looked
through the sections on ratios, graphing, measures of central tendency, and
percentages. The one section that stood out to me was the lesson on
fractions and percentages.
When I was completing parts of the Mary C. Snow requirement, I was
looking at the enrollment of students on a website called zoomwv. I found it
very interesting to see the information that was listed about the diversity of
all the schools in West Virginia. When I came across this information I knew
this was what I wanted to do for my diversity lesson. The next day I talked to
my observing teacher and told her my plans for the lesson and she thought it
would be a great idea. I started to research videos and other information to
share with the students on different aspects of diversity. I thought it would
be effective to put the students into groups so that they could discuss the
information between one another to get a better understand on the material.
I planned to put the students into groups of four and have them use a
computer to do the research. With technology becoming more available for
students to use, I wanted to integrate technology as much as possible. A
way that I integrated technology into my lesson was to make the entire
group activity done on the computer. I found a video on YouTube that
covered the history of diversity in the United States and created a group
activity that went along with the mathematical part of the lesson as well as
the diversity part. I designed a rubric to give the students so they would
know what was expected from the activity. When coming up with the
mathematical aspect of the lesson, I used the teachers textbook for the

majority of the information. I also watched multiple videos online to see

different kinds of methods of presenting the new material to the class.
The standards that I used for the lesson were found in the textbook
that the teacher gave me to use in preparing for my lesson. The first
standard states: analyze, describe, and compare the characteristics of
rational and irrational numbers. The second standard states: analyze and
solve grade-appropriate real-world problems with whole numbers, decimals,
fractions, percentages, and integers including, but not limited to, rates tips,
discounts, sales tax, and interest and verify solutions using estimation
techniques. The students outcomes that I used were students will define
diversity, students will convert whole numbers to percentages, and students
will convert percentages to whole numbers.
When I first told the students that we would be having class a bit
different for the day they seemed to be interested. I told them the objectives
and student outcomes and began the lesson. While showing the video the
students were very engaged. While going over the lesson the students were
eager to answer any questions that I asked them. When the groups were
working on the activities I would walk around the room and observe how they
were doing. Each group member was contributing to the activity and were
discussing all the information that they found. Each group finished the
activities and presented the information to the class. When the groups were
presenting, some of the students would say things about how crazy the
statistics were between the different counties. I felt like the lesson and
group activities went very well and that the students really enjoyed it.
I have attached the rubric for the group activity that I used to assess
the students group activity. The assessment results from the group activity
were not as good as I would have hoped. When I had the groups come up
with a definition for diversity after completing the activity, I was expecting a
more well thought out answer. Many of the answers were very short and
they did not show much knowledge on what diversity means. Many of the

groups final definitions were close to the original definition that they created
at the beginning of the lesson. I feel like the students did not get a full grasp
on the actual meaning of diversity. I believe I should have required the
students to research more online and had them write an entire paragraph on
the meaning of diversity. After grading their papers, I have learned that I
have to give better directions and make the activities more challenging for
the students. I also learned that group activities are not the most effective
method in assessing what students have learned.

Data Base Decision:

For my data base decision I chose to use disaggregated data. I collected
data from all the students and separated the data between the male and
female students. I created a pre and post-test, a group worksheet, and
homework problems to collect data from the students. I also recorded the
students that answered questions throughout the lesson. For the pre and
post- test I asked the students to write a definition on what diversity means
and compared the data. For the group worksheet I assigned the male
students together and the female students together.

Pre-Test vs Post-Test:
Pre-Test:
Male:

Female:

2 students

6 students

100%

4 students

8 students

75%

4 students

2 students

50%

Post-Test:

Male:

Female:

9 students

16 students

100%

1 student

0 students

75%

Group Worksheet:
Male:
10 students

Female:
16 students

100%

Homework Problems: Possible 43 points

Male:

Female:

6 students

11 students

100% (43/43)

1 student

4 students

95% (41/43)

0 students

1 student

86% (37/43)

1 student

0 students

70% (30/43)

1 student

0 students

67% (29/43)

1 student

0 students

63% (27/43)

From the data that I collected for this lesson, I have determined that the
lesson was successful. The definition of diversity improved tremendously
from the beginning of the lesson to the end. The female students did much
better than the male students on all of the assessments. When delivering
the lesson, I made sure to ask the students questions and give them
opportunities to ask me questions. I recorded the amount of male and
female students that participated in the lesson. The majority of the students
that asked questions and volunteered to answer questions were the female
students. From the data that I collected, I learned that getting all the
students involved in the lesson is very important. When I teach my next
lesson, I will make sure to call on the students instead of calling on the same
students multiple times. The students that asked questions were the ones
who did well on the assessments. For the students that did not mastery the
objectives, I will have them come back to my desk and go over the
objectives with them so they can get a better understanding of the
objectives.