LESSON

PLAN 1

Lesson Title: Shopping for Cupcakes!

Name Date Grade /Age Number Length
N/A 7th grade / around 12-13 yrs 21 80 mins
Lesley Cheung

Context
This lesson is catered for 21 students in a 7th grade math intervention class. Half of
the students are Hispanic, nine are African American, one is white and one is from
the middle east. The middle eastern student recently transferred from Morocco and
speaks minimal English. Half of the Hispanic students have parents that dont speak
much English. Most students that are in the class have either an emotional or mental
disability. Two students have been suspended for class disruption. One student has
autism and a quarter of the students have ADHD. Students in this class have been
moving at a slower pace than the rest of the grade, for it takes time for these
students to pay attention.

WIDA Levels: The student from Middle East, who recently arrived, speaks little to no
English. He is probably in WIDA level 2 (Identify key language that provides
information to solve real-life mathematical problems using labeled visual and
graphic supports with a partner) while half of the students are in WIDA level 4:
Expanding (Identify key language patterns to solve real-life mathematical problems
using graphic supports). The rest are in level 5: Bridging (Identify key language
patterns to solve real life mathematical problems).


Students will be learning about how to calculate markdowns and markups. We will
be doing be shopping for cupcakes; students will choose the best price based on the
word problem. They will be placed in groups (based on language) and solve each
deal. At the end of class, one student from each group will present his/her findings.
In this unit (for the rest of the semester), students will solve multi-step real-life and
mathematical problems posed with positive and negative rational numbers in any
form.


Rationale
Level 1 / 2 Entering / Beginning:
Percent / Fractions: Identify proportional representations of objects from oral
directions and graphs or visuals.
Percent / Decimals: Identify or sort values noted on everyday products related to
percent of decimals with a partner
Level 3 / 4 : Developing / Expanding
Percent/ Fractions: Match everyday examples of percent or fractions with oral
descriptions using graphic or visual support
Percent / Decimals: Follow listed instructions that involve hands-on math using
percent or decimals.
Level 5: Bridging:
Percent / Fractions: Apply ways of using percent or fractions in grade-level
situations from oral discourse
Percent / Decimals: Interpret various representations of numbers in real-life
problems involving percent or decimals from various texts
Standards

Standard Activity
Understand that rewriting an expression Students will be formulating equations
in different forms in a problem context to represent the word problem. For
can shed light on the problem and how instance, x + 10% means it is being
the quantities in it are related. (CSS Math increased by 10%, or x + 0.10.
Content 7.EE.A.2)
Solve multi-step real-life and Students will be solving
mathematical problems posed with problems with mark-ups. For
positive and negative rational numbers instance, 1 Cupcake = $4.99
in any form (whole numbers, fractions, with + 5% tax is around $0.24
and decimals), using tools strategically. more, which will be a total of
Apply properties of operations to $5.23.
calculate with numbers in any form;
convert between forms as appropriate;
and assess the reasonableness of
answers using mental computation and
estimation strategies.
(CSS Math Content 7.EE.B.3)
English language learners communicate Students will have to work together in
for Social and instructional purposes each group. They will be divided by skill
within the school setting. (WIDA ELD level. However, they will have to make
Standard 1) sure that every person in their group
understands the material, for one person
will be chosen at random to explain at
the end of the class period.
English language learners communicate Students will have to present their final
information, ideas and concepts for answer orally and in writing at the end
academic success in the content area of of the class. Students will incorporate
Mathematics. (WIDA ELD standard 2) mathematical terms like, discount,
tax, markups and markdowns.

Prior knowledge and new learning
Prior Knowledge
Students have already learned how to analyze proportional relationships (in
decimals and percentages). They have also learned how to use these relationships in
solving unit rate problems. Furthermore, students can add, subtract, multiply and
divide numbers with decimals. They also understand how to evaluate expressions in
which letters substitute numbers (e.g., subtract 4 from x). They understand most
mathematical terms (e.g., sum of, product, quotient), and are able to evaluate
expressions with the order of operations. They can also find a quantity as a rate per
100, which enable them to solve problems when giving the part / percent of the
problem.
New Learning
Students will take their understanding of ratios and proportions by solving multi-
step, real world problems. With this, they should be able to use the order of
operations and use fractions to add, subtract, multiply and divide. By the end of the
class, students should be able to understand how to find the percentages of certain
numbers, and figure out how much they have saved. Through reasoning, they will
choose the sale that saves the most money for them. They will gain a more thorough
understanding of proportional relationships and percent problems.

Understandings
Students should be able to use the properties of operations to solve real-life
mathematical problems. They should ultimately be able to figure out how much they
saved by using mathematical equations and inputting them in the formulas theyve
used. Students should be able to understand that manipulating these algebraic
expressions can be beneficial for calculating costs in everyday life.

Objectives

Content Objectives
1. Students will be able to calculate percentage markdowns and markups by
solving discount and tax problems.
2. Students will be able to connect with math real-life problems, which will be
demonstrated by in class work.
3. Students will be able to identify what kind of percentage gives the biggest /
smallest price reduction, giving the correct answer (or understand why they
didnt get the correct answer).
4. Students will also have to translate word problems into equations.
Language Objectives

1. Students will be able to orally explain their thought process to the class,
convincing that they know what the best price is. In this case, they would
 have to use certain math terms, such as discount and tax to describe
markups and markdowns. These terms will be included in the worksheet and
on front of the board.
2. Students will be able to orally use the mathematical terms on the poster in
front of the room (such as discount and tax); they will also be writing
their answers down (and use those terms).



Materials

Class expectations on poster in front of class
Content and language objectives on the wall
Math vocab used on the worksheet / key mathematical terms (and its
equivalents in spanish & arabic) on the wall (discount, tax, markups &
markdowns) Pencils for filling out worksheets
Fruits and stick notes (with prices of them)
Projector of sale
https://www.youtube.com/watch?v=ty12FGhxQEw (0:47 1:20)
Mac with video (https://www.youtube.com/watch?v=PVMXHXYfdMw)
21 Preworksheets (2 for wida level 2s, 19 for wida levels 4 & 5)
21 Worksheets (2 for wida level 2s, 19 for wida levels 4 & 5)
21 Exit slips (2 for wida level 2s, 19 for wida levels 4 & 5)
White-board markers (for writing down the answer on the board)
Objectives on the white-board
Procedure (The How)

Opening
1. Asking for personal stories (3 minutes)
a. Teacher: We have been learning about various proportions and
percentages and you may wonder, what is the point of all this? How
is this applicable to my life?
b. Well, lets watch this movie together (Clip gives students background
on sales):
c. https://www.youtube.com/watch?v=ty12FGhxQEw (0:47 1:20)
d. So, one of the most popular ways in using multiplication and division
is to see what kind of sales, or markdowns, you can get! This is just
one of the many ways that you can use percentages. I want you to
turn to the best next to you, and share what other instances can
you use percentages?
e. Teacher shares her own example. (You can use percentages when
talking about depreciation and appreciation. E.g. 50 years ago, an
apple would have cost $0.10. Now, in the same store, it costs $1. OR
You can also use percentages to calculate your exam score. )
f. Students share their own stories with the partner next to them.
 g. Class comes together and share stories.

2. Review Class Expectations (2 minutes)
a. Be respectful and supportive.
b. Let others talk.
c. Be comfortable with being uncomfortable (make sure you ask
questions!)

3. Read Content and Language Objectives (3 minutes)
a. Teacher: Can I have a volunteer to read the content and language
objectives on the wall, please?
b. Student reads.
c. Teacher: We will be addressing all these objectives by doing
problems together in class. You will also get the chance to do some
work by yourself. In the middle of class, I will put you all into groups.
You will then work together and present your steps at the end. Make
sure you keep these objectives in mind when working together!

4. Class Discussion: Vocabulary (7 minutes)
a. Words that will be taught: discount, tax, markups and markdowns.
These words are critical for understanding material. In this section,
the teacher will be providing ways for students to learn, remember
and to use these words.
b. Place fruits in front of class, with sticky notes on them (with prices
and discounts)
c. Teacher: So, lets say that we are all going to go grocery shopping
together.
d. We are all expected to use the words: discount, tax, markups
and markdowns today. Ask students to repeat. In the next steps,
the teacher will be providing context, definition, examples and
guided interactions.
e. Lets all say the word, discount
f. Student-friendly definition. Teacher: The word discount is often used
when shopping, whether in the grocery shop or elsewhere. Discount
is when you take an amount off the usual price of something.
g. Contexts. Teacher: Some examples you would see it in is here! If this
apple costs $2 and is on discount, then I would not need to pay the
full $2. This apple has a discount of 10% from the price of $2.
h. Develop opportunities for students to interact with words in
meaningful ways. Teacher: Say discount after me. Okay, now if I
describe something that has a discount, raise your right hand and
tell me why it has a discount.
i. Example: This coming Christmas, Walmart is offering a 10%
discount on all christmas trees! (Yes)
j. Example: During the winter, there is not as much sun. Is this a
 discount? (No)
k. Teacher: Discounts can also be described as mark-downs. When you
mark down a price, it is a discount. You will be expected to use both
of these words when you present later!
l. Now, lets use the word, tax
m. Student friendly definition. Teacher: The word tax is the increased
cost of goods and services. The government typically decides how
much tax is in every state. All you need to know is, its a mark-up, or
an increased price of something.
n. Context. Teacher: The word tax is also used when shopping; for
instance, you can buy a car and the state would tax, or mark-up, your
price by 6%. In Massachussets, its actually 6.25%!
o. Develop opportunities for students to interact with words in
meaningful ways. Teacher: Say tax after me. Okay, I will the use the
word tax in several sentences. If it makes sense, raise your right
hand. If it doesnt, dont.
p. Example: The government will add a 5% tax on candy because they
do not want kids eating as much of it (yes)
q. Example: This Christmas, there is a tax on all snow (no).

5. Modeling: Links between past learning and new concepts (10 minutes)
a. After teaching vocabulary, teacher will introduce framework.
Teacher: So how are tax (markups) and discounts (markdowns)
related to what we have learnt?
b. In six grade, you have all learned how to multiply and divide
proportions. Now, in this lesson, we will be solving word problems
(with words discount and tax) and putting them into formulas we
can solve.
c. So, lets do a tax, or mark-up problem. Lets say this apple is $2.00,
but has a tax of 15%. How much is it now?(write this on the board)
d. (Think aloud) It would $2.00 + (0.15 * 2) = 2 + 0.3 = $2.3 (write
this on the board)
e. How about a discount, or mark down problem? Lets use the same
apple, which is $2.00. Instead, now, it has a 15% discount, or mark
down. An easy way to remember this, usually, discount LOWERS the
price, while tax GROWS the price.
f. (Teacher does think-aloud) It would $2.00 - (0.15 * 2) = 2 - 0.3 =
$1.7(write this on the board)

Development
1. Scaffolding: Pre-teaching of Sales (5 mins)
a. Teacher: I want us to complete a problem together. However,
instead of doing it in front of you, I want everyone to try doing it
themselves first.
b. Place a piece of fruit in front of the classroom, with a sticky note on
 it.
c. Teacher: This apple has a tax of 10%, and then AFTER the tax, it
cost $2. Again, its $2 after the mark-up of 10%. How much was the
original price, before the tax?
d. Teacher: I want everyone to work on this problem quietly for two
minutes. When you are done, put down your pencil and look up.
e. Can I have a volunteer to come up to figure out how he or she did
it?
f. Teacher facilitates think-aloud student can write working on
board.
g. Teacher: So, let x = what I start with
h. Teacher: So I start with x, and it grows by 10%. Thats x + 10%, or x
+ 0.10 = $2.
i. So, thats 1x + 0.1x = 2. That is (1 + 0.1) x = $2
j. 1.1x = $2.
k. So x would be equal to 2 / 1.1 = $1.81
l. So, it would have been $1.81 before the tax!
m. Teacher: And that makes sense! Because 10% of 1 is 0.10. So, 1.8
grew by 10%, which grew to $2.
n. If you are still confused, dont worry. We will be doing more
problems together in class.

2. Explaining Percentages / Markdowns / Think-Aloud (10 mins)
a. Hand out pre-worksheet
b. There are a variety of WIDA level students in the class. First, the
teacher will hand out a worksheet, but those in lower WIDA levels
will have worksheets that include sentence starters. This extra
worksheet is just a reference sheet they can have at hand to see what
the equation looks like. The teacher will go through the worksheet
together as a class.
c. Teacher: I will give you an example:
https://www.youtube.com/watch?v=PVMXHXYfdMw
d. Do the problems together on worksheet.
e. Teacher: So, we already reviewed what tax problems are. Lets do
this together.
f. What would $4.99 cupcake with 5% tax?
g. So the cupcake itself is $4.99 what is 5% in a decimal again?
h. Prompt students.
i. Yes, its 0.05. So what is $4.99 x 0.5?
j. So what would be the equation be?
k. Prompt students.
l. Yes, its $4.99 + (4.99 x 0.05). Now, remember, tax is when you ADD
the percentage (which is 4.99 x 0.5). Whenever its a discount, YOU
SUBTRACT the percentage, because its a MARKDOWN. Markdown,
is when you mark DOWN the price. An easy way to remember it is if
 you mark down the price, the price goes down (so you have to
subtract). If you mark up the price, the price goes up! (so you have to
add)
m. Do the same think-aloud for the cake question.
n. Make sure to talk aloud to explain your thinking!

3. Explaining Worksheet (3 mins)
a. Teacher: Now, I will give you a chance to work on the problem
together.
b. Hand out worksheet and pull up projector.
c. Teacher: Now, these are all questions we just did on the pre-
worksheet. I will give each student around ten minutes to complete
the worksheet.

4. Work Quietly (5 mins)
a. Students work quietly.
b. Write on board agenda:
1. Please work on worksheet by YOURSELF
2. I will be putting you into groups of five (in different WIDA levels,
but same culture. E.g., lower WIDA level Hispanic students can be
grouped with higher level WIDA Hispanic students, so they can
interact and learn.)
3. Please work together quietly, and see if you all have the same
answer.
4. One of you will be called up to explain.

5. Working Together (10 minutes)
a. Teacher will assign groups. (Students will be separated by their
similarity of their language backgrounds, but not WIDA levels E.g.,
lower WIDA level Hispanic students can be grouped with higher
level WIDA Hispanic students, so they can interact and learn.)
b. Please get into your groups. Members of group will number off. I
will read out the question from the worksheet, and you all will be
have to come up with an answer and share with your group. I will
then call a number, and the student with that number will stand up
and share their answer. That person will have to explain the thought
process, like I did early when we were doing the pre worksheet
together.
c. Students number off.
d. I will quickly give you an example of what explaining my thought
process means. The store is having a 20% sale on its swimsuits. If
the swimsuit is $30, how much would it be with the discount?
e. Write on board: $30 with -20%
f. This is a DISCOUNT, or a markdown. Notice that I am using the
words we learned earlier! Please make sure you use the words:
 discount, markdown or tax, markup. This is a sale, so this would
be a markdown.
g. Teacher: So, I first have to write out the equation
h. Is this an addition or subtraction problem?
i. Prompt students.
j. Write on board: x = $30 ($30 x 0.2)
k. Its a subtraction because its a markdown
l. Write down on board:
m. Lets solve this together
n. 30 x 0.2 = $6. So 30 6 = $24.
o. Prompt student before giving final answer
p. Teacher: Yes, it will be 24!
q. Please make sure you use the words that are listed on the board.
Now, you have to make sure EVERYONE in your group understands
how to do the problem and how to use these words! I will give you
ten minutes to work together.

6. Presentations (10 minutes)
a. Teacher: Your group members can help you if you struggle, but it
should just be quick come up, write down the steps in solving your
problems, and think aloud as you do so. In some ways, you should be
teaching the class! You are welcome to ask questions from the class
if you are stuck.
b. Read the question and call up one student from each group.
c. Make sure to help out, and emphasize support. (Also, make sure
students are using the words, discount, markdown, tax and
markup!)
Closing (7 minutes)
1. Comprehensive Review of Key Content Concepts
a. Teacher (bolded write on board): Now, today we have learned
how to write an expression in different forms, such as, x + 10%
means it is being increased by 10%, r x + 0.10. We did this when we
solved the cupcake problem together.
b. We have also learned how to solve real-life problems with
positive and negative rational numbers. We did this using the
properties of operations to calculate the numbers.
c. In this class, we specifically focused on how to calculate prices,
especially if they fell or raised by a certain percentage.
d. I wonder what other instances we can use percentages in!

2. Exit Slips
a. After all the presentations, the class will come together.
b. Teacher will do a closing activity. Write on board:
50 is what percent of 40?
c. Teacher: Please work together quietly for five minutes. Then we
 will come together and do a think-aloud
d. Teacher: This is saying 50 is some percentage of 40!
i. 40 * x = 50
ii. So now we have to think about what kind of value for x so we
can get a 100,
iii. If we divide both sides by 40, then you get
iv. 40 * x = 50
40 40
v. x = 5 = 5 divide by 4!
4
vi. Do long division with class. The answer is 1.25
vii. Teacher: So we can think of x is 1.25. But this is still not a
percentage! So to write it as a percent, you have to multiply
1.25 by 100, or shift the decimal over twice. This is equal 125
%.
viii. Try plugging it in! So 40 * 1.25 = 50!
e. Pass out exit sheet.
f. Teacher: Before you leave, please hand this in!

Assessment
The teacher can evaluate how students are doing based on their exit slips and
worksheets; students must have completed their exit slips and worksheets (WITH
writing out the correct expression). They will also need to demonstrate their use of
understanding of the new vocabulary we learned in class, such as discount, tax,
markups and markdowns. This can be evaluated by the oral presentation and
group work done in class.
The teacher can also informally evaluate students based on their small group and
class discussions. Through their think-aloud, the teacher will be able to understand
more of what students know or do not know. The teacher will also evaluate the
content and language objectives, making sure that the students were actively using
words listed in the language objective.
During the class presentation, the teacher will be able to actively give feedback and
provide scaffolding. The summative assessment tool will ultimately be the exit slips
and worksheets.

Extensions
- Teacher should hand out homework after. These can consist of three word
problems that address percentage / ratio problems.
- If there is enough time, teacher could begin activity Send-A-Problem
- Each student on a team makes up a question and writes it on a note card.
- The writer asks the questions of the other members of the team. When the
answer is agreed on, the members of the team will write the answer on the
 back of the card.
- The teams will send their card to another team.
- Each team will have one student read the question, and the team member
will write down the answer on another piece of paper. Team members will
then compare their answers. If they agree, they can turn over the card to see
if they agree. If they do not agree, they can write another answer on the back
of the card.
- The cards will keep going around the room until every group has had a
chance to complete other groups questions.


References

David, S.S., Jimnez, R.T. & Pacheco, M.B.. (2015). Translating pedagogies:

Leveraging students heritage languages in the literacy classroom. Middle

Grades Research Journal, 10 (1), 49-63. doi: 10.1002/trtr.1390

McGraw, R. & Rubinstein-Avila, E. (2008). Middle school immigrant students

developing mathematical reasoning in Spanish and English. Bilingual

Research Journal, 31, 147- 173. doi: 10.1080/15235880802640656