LESSON PLAN- Interest

Teacher Candidate ____Travis Read___________________________________________________________ Grade Level __7th______ Subject/Content:___Math 7_____________ Title___Interest___ CONTEXTUAL FACTORS (e.g. ethnicity, gender, exceptionalities, ELL, GATE, etc.) which need differentiation in instruction and assessment. 4-ELL 7-Below Grade Level 4-Accelerated 3-Intentional non-learners

WALK-AWAY (what do I want students to know, understand, and be able to do?) Content Walk-Away: I will be able to set up the appropriate proportion to find the amount earned using simple interest. I will be able to find the amount of interest earned given an initial amount, time frame, and ending balance, or vice versa. I can recognize the cost and benefits of interest owed and earned. Reading/Language Walk-Away: I can recognize what the term simple interest means. I can recognize terms used to describe the break up of a year, i.e. annually, semi-annually, quarterly, etc.

ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away)

Modifications/Accommodations (ELL,

IEP, GATE, etc.)

Students will conduct sage and scribe with their shoulder partners solving interest problems. Students will complete their unit homework on interest, including writing sentences to justify their answers.

ACTIVE LEARNING PLAN

Modifications/ Accommodations (ELL, IEP, GATE, etc.)

Activate Prior Knowledge/Experiences 1. Students will be asked to get out their notebooks and list as many ways as they can that percent is used in real world problems. (tips, discounts, statistics, etc.) They will then take turns sharing what they wrote with their shoulder partners. A list will be made on the board of as many responses as the students were able to come up with. 5. A discussion will be led on the vocabulary terms annually, semiannually, quarterly, etc. Students will take notes in their notebook defining each term. Focus Lesson (I do it) 3. I will add interest to the list after the class has run through all their contributions. A discussion on interest will be guided with as much input from the students as possible. What is interest? How is it used? Etc. Examples will be shared as both the creditor and borrower of interest in real world context. 6. Using the problem we solved, the added step of multiplying our answer by the number of years it was accumulating will be demonstrated. Guided Instruction (We do it) 2. As students share with the class their answers, I will write the proportion we use to solve that type of problem next to their response. This will show them that even though all the ideas are different we are solving them the same way. 4. We will set up a proportion together to solve the amount of interest earned on a given amount. Students will solve the problem for the amount. Collaborative/Cooperative (You do it together) 7. A new interest problem will be presented and students will work in a group to set up and solve the appropriate proportion. Then they will find out how long that amount accumulated and determine the total interest earned. 8. Students will conduct sage and scribe to solve 4 example problems

ELL and below grade level students sage and scribe will be conducted with high level students. Intentional non-learners will be warned as they are making their lists that they will be asked to share. ELL, below grade level, and intentional non-learner students will be paired with their shoulder partners to encourage the participation as well as receive peer tutoring and checks for understanding.

presented to them on the board. Independent (You do it alone) 9. Students will spend end of class time working on their unit homework involving interest. Summarization/Closure Students will be asked to share one thing they learned with their shoulder partner. Students will be asked to share something they hope to learn with their shoulder partner.

NOTES TO TEACHER What do I need to remember to do? Create smartboard presentation. Materials to have ready? Approximate time needed for lesson? 50 minutes.