Henry Tsay

EDUC 540

Writing Piece: Domain 3

Lesson Plan

9th Grade Math (Problem Solving/Pre-Algebra/Algebra)

I.

Content and Standards: Pennsylvania CC.2.2.HS.D.1: Interpret the structure of expressions to

represent a quantity in terms of its context. (A1.1.1.5.1, A1.1.1.5.2, A1.1.1.5.3, A2.1.2.2.1,
A2.1.2.2.2); Pennsylvania CC.2.2.HS.D.2: Write expressions in equivalent forms to solve problems.
(A1.1.1.5.1, A1.1.1.5.2, A1.1.1.5.3, A2.1.2.1.1, A2.1.2.1.2, A2.1.2.1.3, A2.1.2.1.4, A2.1.2.2.1,
A2.1.2.2.2); Pennsylvania CC.2.1.7.D.1: Analyze proportional relationships and use them to model and
solve real-world and mathematical problems (M07.A-R.1.1.1, M07.A-R.1.1.2, M07.A-R.1.1.3,
M07.A-R.1.1.4, M07.A-R.1.1.5, M07.A-R.1.1.6)

II.

Prerequisites: Students should be able familiar with percentages and already be familiar with
operations involving percentages.

III.

Instructional Objective: Students will perform arithmetical operations on quantities and percentages
to simulate budgeting exercises for fictional families. Students will practice making and evaluating
monthly budgets based on a familys monthly income. Students will learn to calculate a person or
familys monthly net income given the annual gross income and annual tax rate.

IV.

Instructional Procedures:
a.

Review percentages with the students before distributing the worksheet. Discuss the meaning of
the word percent (out of 100) and the root word, cent. Discuss the concept of a percent as a
fraction and as a decimal. Discuss the concept of a percent as a part out of a whole.
Review/practice calculating quantities as a percent or part of a whole other quantity.

b.

Discuss the Budget Busters worksheet with the students and discuss budgeting. Discuss how
monthly budgets are constructed (looking at expenses and income sources, and relate this to the
previous lesson about bookkeeping). Discuss the Budget Busters worksheets system of
Projected and Actual spending on budget categories.

c.

Walk students through one example of the Budget Busters worksheet. Ask for students to speak up
if they have questions. Do students understand how to find the percent of the whole? Do students
understand how to calculate monthly net income from annual gross income and tax rates? Do
students understand how the worksheet flows? (The worksheet layout is confusing at best).

d.

Ask students to begin work on the worksheets. Teachers will roam the classroom to provide
clarifications for students to ask for help and other questions.

V.

Materials and Equipment: Students will be using the worksheet that is part of the Financial Literacy
unit/package procured from the Teachers Pay Teachers site. Students will use their calculators or

Henry Tsay
EDUC 540

Writing Piece: Domain 3

Lesson Plan

Chromebook to perform the calculations. Teachers will use the worksheet to teach an example lesson
and prepare the pre-lesson reviewing operations with percentages.
VI.

Assessment/Evaluation: Students can be assessed through grading their completed worksheets.

Additionally, teachers can assess student understanding during the working period based on the
questions and assistance that the students request.

VII.

Accommodations and Modifications/Differentiation: Students who have difficulty understanding

the percentage concepts will be pulled aside for additional instruction/assistance. Teachers will roam
the classroom during the working time and sit with individual students or tables to review the problem
procedures.

VIII.

Technology: Students may use their Chromebooks for doing calculations if they do not have use of a
calculator or the calculator app on their phone. While we could ask the students to perform the
calculations by hand, we are trying to keep the larger concepts at the forefront and foregoing the
arithmetic practices for another time. Teachers will use the Smartboard for writing out notes and
example practice problems for the class to copy down.

IX.

Self-Assessment: Based on the students questions during the lesson/instruction time, and based on
their requests for help and clarification during the working period, how well do students understand the
concepts? How much additional explanation do students need to know how to properly apply or
operate using percentages? Did I explain fully and can students understand the difference between
when a percent sign is present and when it isnt? Did I explain fully how, and can students coherently
distinguish between percents, decimals, and fractions?