SIOP (The Sheltered Instruction Observation Protocol) LESSON PLAN TEMPLATE

Lesson Title: Chapter 6, Section 5 Percent of Change Teacher: Melissa Bibby

Date: February 27, 2016 Duration: 55 minutes Grade/Class/Subject: 6th Grade - Math

Unit/Theme: Percents

Content Area Standards:

Standards of Mathematical Practice (should be used in all grade levels, every day)
CCSS.MP.1 - Make sense of problems and persevere in solving them.
CCSS.MP.2 - Reason abstractly and quantitatively.
CCSS.MP.4 - Model with mathematics.
CCSS.MP.5 - Use appropriate tools strategically.

Common Core 6th

Grade Standards
6.RP.3c - Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity);
solve problems involving finding the whole, given a part and the percent.
7.RP.3 - Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest,
tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

K-12 English Proficiency Standards:

L.4.3.a - Understand vocabulary and discourse features of content areas.
S.4.2.c - Restate in basic terms the main idea of oral presentations using subject area content.
R.6.2.a - Read and follow sequential or multiple step written directions to complete tasks and assignments.
W.6.2.g - Write technical materials such as instructions for performing tasks or playing a game that include specific
details
Content Objectives:
I can find a percent of a quantity.
I can determine the markup price of an object.

English Language Development Objectives:

I can analyze and apply oral information.
I can describe processes, procedures orally.
Interpret information or data.
I can describe processes, procedures in writing.

Materials: Textbook, math notebooks, scientific calculator, collaborative seating in groups (at least with a partner)

Supplementary Materials: Extra vocabulary resources (dictionary, pictures, videos) to supplement the examples being
used.

Key Vocabulary:
Percent: A ratio of a number to a hundred.
Markup: The rate at which a seller raises the price of goods over their cost.

Connections: Activating Prior Knowledge/Building Background/ Previous Learning (e.g., links to experience, prior
knowledge, etc. Links to learning)
Prior Knowledge: Bar models, writing percents as a fraction or decimal, reviewing the definition of a percent.
Previous Learning: Previously have learned about percents in the context of ratios and fractions. The previous
sections we have practiced finding percents given story problems, and calculating
 Lesson Sequence/
Objectives Addressed
Meaningful Teaching or Learning
Activities
(e.g., teaching strategies, interaction
strategies, student
practice/application strategies, etc.,
including materials used)
Assessment/Next Step
Planning
(e.g., Assessing student
learning results based on both
content and language
objectives, designing next step
teaching)
Adaptation of Content
(e.g., modifying teaching
activities/sequences/content
based on students ELD level,
including differentiating
teaching/learning materials)

Beginning of the Review: Definition of Percent. Write The assessment for this Additional 10 by 10 grids may be
Lesson on board, students write in guided portion of the lesson is strictly helpful for students that are seen
a) Content notes. formative. to need more practice with
Objectives percents before moving on with
I can define Model: Model what 0%, 20%, 43%, I often use a thumbs up/down the main teaching section.
percent. 80%, and 100% look like by shading for a quick, formative
I can draw in appropriate sections on a 10 by assessment in my classroom The think-pair-share can
percents on a 10 10 grid. Students will follow on during a warm-up or quick accommodate the ELs who,
by 10 grid. copied 10 by 10 grids as the teacher beginning-of-the-lesson culturally, are not as willing to
b) Language explains. activity like this. speak aloud in front of the entire
Objectives class to ask or answer a question.
I can apply oral Think-Pair-Share: Students will do I will also assess my students (Will need to remind groups that
information a think-pair-share for the following by observations during the not all cultures encourage
I can describe question: How would you describe verbal portion of the eye-contact)
processes, to another student how to shade a think-pair-share.
procedures 10 by 10 grid to show 65%?
orally.
Main Teaching Section (Students write all definitions and Assessment for the two guided Pictures will help EL students
a) Content examples in their guided notes) practice questions comes from visualize the situation the problem
Objectives me going around during this is about.
I can find a Define: Markup: The rate at which a collaborative work time and
percent of a seller raises the price of goods over initialing each student Will need to accommodate ELs to
quantity. their cost. notebook after the question is help with the syntax of story
I can determine completed. I only initial problems. Because some of my
the markup price Model: Example 1: Mr. Sato sells answers that are correct, and ELs have a tonal L1, we will need
of an object. fish at a 60% markup. He pays as I am going around I will to work on the meaning of plurals
b) Language $3.75 per pound for haddock one provide feedback to individual and possessive changes to better
Objectives week. At what price per pound will students that need more help interpret story problems.
I can apply oral he sell it? or need some guidance.
information. Additionally, some of my ELs
I can describe Model solution by outline the steps: By the end of the main come from a culture of
processes, 1. Draw a bar model teaching section, students will perfectionism. I will continue to
procedures 2. Determine the percent of the be assessed twice with these work with them to remind them
orally. original cost (this is the markup) two guided practice questions. that its okay to make a mistake. I
Interpret 3. Add the markup and the This is an on-going will frequently check-in with these
information or original cost. assessment where I simply students to make sure they are on
data orally. listen for academic track and do not have any
Model: Example 2: At a post office, conversation and look for additional questions.
the weight of the mail in the morning correct mathematical work.
was 80 pounds. After picking up
more mail, the weight of the mail in
the afternoon had increased by 30%.
Find the weight of the mail in the
afternoon.
 Model solution by outline the steps:
1. Draw a bar model
2. Determine the percent of the
original cost (this is the markup)
3. Add the markup and the
original cost.

Guided Practice: (Done

collaboratively. Independent work
is saved for the exit ticket)
The price of a home was $122,800.
After updating the home, it later sold
for 20% more. What was the new
price of the home?

Extension/ Closure Exit Ticket: Determine the markup The exit ticket will serve as my Pictures will help EL students
a) Content AND describe the process you used main form of assessment. With visualize the situation the problem
Objectives in at least two complete sentences. it, I will be able to see both the is about.
I can determine content and language (writing)
the markup price Tom earned $600 last summer objectives. Additionally, Will need to accommodate ELs to
of an object. delivering newspapers. This students will be completing help with the syntax of story
b) Language summer, he earns 10% more. How this individually so I will have a problems. Because some of my
Objectives much will he earn this summer? clear picture of where each of ELs have a tonal L1, we will need
I can describe my students is with their to work on the meaning of plurals
processes, understanding. and possessive changes to better
interpret story problems.
 procedures in
writing. Additionally, some of my ELs
come from a culture of
perfectionism. I will continue to
work with them to remind them
that its okay to make a mistake. I
will frequently check-in with these
students to make sure they are on
track and do not have any
additional questions.

Accommodations (Some ESLs are special education students as well. What is your plan to address the needs of such
students?)
Print and say all instructions/questions.
Math manipulatives can assist students with the main teaching section. Bar model manipulatives could help those
having trouble drawing the model and visualizing the situation.
An additional example (or two) could assist students with what the math should look like, the steps used, etc. This
example will be already solved, providing a resource to look at a finished example.
Guided notes for students with attention issues.
Some students may have IEPs, in which their specific accommodations will be followed.