ST Case Study
ST Case Study
ST Case Study
Table of Contents
Section1ContextualFactors
Section2LearningObjectivesandOutcomes
Section3DescriptionofAssessmentPlan
Section4DesignforInstruction
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o
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Percent,Decimal,andFractionConversionLP
ComparingandOrderingPercents,Decimals,&FractionsLP
PercentProblems:PercentEquationLP
PercentProblems:PercentofChangeLP
Section5InstructionalDecisionMaking
Section6AnalysisofStudentLearning
Section7ReflectionandSelfEvaluation
IEPs it is important to work with the special education teacher and find ways to
better teach those students depending on their needs. Based on students interests it
is important to use as examples things students are interested in during instruction
or class, so that students are interested in their learning. When assigning
homework that requires extra resources, like a computer, it important to have back
up plans for students who may not have the resources at home to do their
homework. When it comes to different ability learners I plan on doing what my
cooperating teacher does, which is group students into heterogeneous groups. I
believe this is greatly beneficial to the lower ability students because they get to
learn from the higher ability students, and the higher ability students also benefit
from talking about what they know or learned. Another aspect I will have to
consider when planning instruction and assigning homework is having different
level of homework assignments. This way each students is assigned the type of
homework that is better suited to their ability. Lastly, since all students are
different I have to allow time to meet one-on-one with students in order to better
understand how students are doing in the classroom and to make sure students are
meeting learning goals they have set for themselves.
fractions,
Objective #1
Assessment
Pre-assessment
Assessment Format
Differentiations
Summative
Objective #2
Pre-assessment
Formative
Assessment
Objective #3
Summative
Pre-assessment
Formative
Assessment
Integrated
Disciplines/Subjects:
Math 7
Objectives:
1. The students will demonstrate application of percents by changing percents into fractions and
decimals and by describing the steps they take to do this.
2. The students will demonstrate application of percent conversion by working together with a partner
and correctly converting percents and fractions in a Rally Coach activity.
3. The students will demonstrate comprehension of percent conversion by practicing how to convert
percents and fractions by rotating to two stations.
4. The students will demonstrate analysis of percent conversions by completing a foldable as a class
that shows examples and step by step instructions on how to convert between percents, decimals,
and fractions.
Materials:
warm-up sheet, textbook, homework and in class worksheets, smart board notes file, foldable
template, notes templates, whiteboards, markers, erasers
LESSON PROCEDURES
Anticipatory Set:
At the beginning of the lesson I will explain or demonstrate to the students how this concept can be
used in real life. This will be used as a way to hook the students and show them how the topic is
relevant.
The teacher will involve as many students as possible by using different means of teaching throughout
the lesson. There will be a small lecture, group work, and individual work.
At the beginning of the lesson the teacher will inform the students of the goal/objective of the lesson,
and at the end of class period the teacher will explain to them how they met or still need to work on
meeting the objective.
Input/Modeling/Guided Practice/Check for Understanding:
Teacher will do:
Day 1: Go over/ review NeSA warm up with
students.
Introduce the lesson by stating the objective and
the new topic Converting between percents and
fractions). Hand out notes template and ask
students to write their name on it.
Introduce the concept of converting between
percents and fractions. Have students follow
along with the notes that are on the smart board
file.
Ask the students questions along the way and let
students ask questions.
Questions teacher could ask: Can a percent be
over 100?
What would a percent over 100 look like as a
fraction?
Why do we change the numerator of a fraction
before converting it into a percent?
Also, relate the concept to real life examples. For
example, explain that a fraction could represent
the number of questions correct out of the total
and how to convert that into a percent grade.
During notes complete example problems by the
Closure:
The closure for this lesson is the foldable since its a review of the last three days. On the last day of the
lesson the teacher will ask the students how confident they feel about converting between percents and
fractions and between percents and decimals. The students will respond with thumbs up/thumbs down.
Differentiation:
Higher Ability Learners: The teacher will prepare higher-level problems for the students who are quick
learners. Or, the teacher will have these students help the other students who are still struggling.
Lower Ability Learners: The teacher will work individually with these students in order to provide them
more help, or the teacher will have the students that are ahead help those that need extra help.
Students on IEP: The teacher will make sure to give students on an IEP the accommodation or
modifications they are allowed. This could be extra time to complete assignments or tests, or by
providing them with a calculator.
References:
Cooperating Teacher
Online teacher websites
LESSON ANALYSIS
Review all of the previous sections of your lesson plan and
complete item in the following section prior to teaching your lesson.
Content Knowledge:
This lesson addresses the standard that requires students to understand and be able to apply
equivalences among percents, fractions, and decimals. In this lesson the students will learn the concepts
and will be required to apply them.
Teaching Methods/Strategies:
Gradual Release of Responsibility: This strategy helps to shift the responsibility of student learning
from the teacher to the students.
Representing to Learn: This strategy gives students another means of remembering the content in the
long run. By having students talk about what they learned they are retaining the information better.
Collaborative Activity: The students will collaborate together throughout this lesson and help each other
learn the material. This will help the students be better independent learners.
Classroom Workshop: Just like collaborative activities this strategy gives the students the ability to be
more independent and in control of their learning.
REFLECTION
During the lecturing part of this lesson plan I noticed that a lot of the students were not participating when
they were asked a question. After the lesson my cooperating teacher mentioned that the class I taught this
lesson tends to be very quiet and not participate much. So, she advised me to select students to participate
sometimes because it is something that is needed in that class. Overall, the lecturing part of this lesson went
well. During the days that students took notes they were assigned homework as a formative assessment. On
day one they were also given an exit ticket that my cooperating teacher and I looked over to see the students
understanding. On the second day of this lesson where we had stations most of the students worked great
together. The only issue was that we had to ask a few kids to work on the activity. Ive noticed that in middle
school youll have many students not want to even attempt an assignment that is being worked on in class.
One thing I know I need to improve on is planning ahead the questions I want to ask students during lecture
or how I am going to connect a concept to real life.
Integrated
Disciplines/Subjects:
Math 7
Nebraska State Standards; Nebraska Early Learning Guidelines, Nebraska Fine Arts Standards and
ISTE Standards (as appropriate for the lesson):
MA S 07.1.3.c: Solve problems involving percent of numbers (e.g., fractions, decimals, percents).
Objectives:
1. The students will demonstrate knowledge of percents by comparing percents, decimals, and
fractions and correctly listing rational numbers in order from least to greatest.
2. The students will be able to apply their knowledge of percent, decimal, and fraction conversion by
actively participating in a Showdown and Math Card War activity with their table teams.
3. Students will demonstrate comprehension of percents, decimals, and fractions by answering at least
80% of questions correctly on a quiz.
Assessment:
Aligned with objectives above:
1. & 2. In class work (Showdown and Math Card War Activity) and homework (pg. 451 #49-53 all).
3. Triple Review Activity results, and Mastery Check Review Homework Worksheet.
Materials:
warm-up sheets, textbook, homework and in class worksheets, smart board notes file, whiteboards, markers,
erasers, Triple Play cards
LESSON PROCEDURES
Anticipatory Set:
At the beginning of the lesson I will explain or demonstrate to the students how this concept can be
used in real life. This will be used as a way to hook the students and show them how the topic is
relevant.
The teacher will involve as many students as possible by using different means of teaching throughout
the lesson. There will be a small lecture, group work, and individual work.
At the beginning of the lesson the teacher will inform the students of the goal/objective of the lesson,
and at the end of class period the teacher will explain to them how they met or still need to work on
meeting the objective.
Lower Ability Learners: The teacher will work individually with these students in order to provide them
more help, or the teacher will have the students that are ahead help those that need extra help.
Students on IEP: The teacher will make sure to give students on an IEP the accommodation or
modifications they are allowed. This could be extra time to complete assignments or tests, or by
providing them with a calculator.
References:
Cooperating Teacher
Online teacher websites
McDougal Littell: Math Course 2 (textbook)
LESSON ANALYSIS
Review all of the previous sections of your lesson plan and
complete item in the following section prior to teaching your lesson.
Content Knowledge:
This lesson covers the standard that requires students to be able to compare and order rational numbers.
Students are required to use what they learned in the previous lesson to be able to compare and order
rational numbers. They are required to apply this concept by participating in two activities that require
ordering and comparing rational numbers.
Teaching Methods/Strategies:
Gradual Release of Responsibility: This strategy helps to shift the responsibility of student learning
from the teacher to the students.
Representing to Learn: This strategy gives students another means of remembering the content in the
long run. By having students talk about what they learned they are retaining the information better.
Collaborative Activity: The students will collaborate together throughout this lesson and help each other
learn the material. This will help the students be better independent learners.
Classroom Workshop: Just like collaborative activities this strategy gives the students the ability to be
more independent and in control of their learning.
REFLECTION
The activities that I planned for the stations in this lesson plan I believe were very effective. There were
some students that had to be reminded to work in class and would do so but then would stop when a teacher
wasnt looking. Those students probably didnt gain much knowledge from the activities as the other
students. One activity had higher level questions because of the word problems. The Math Card War activity
was great because not only was it fun but it was educational. On day two during the Triple Play activity
students were engaged and having fun. Its always great to be able to include fun educational activities into
lesson and I believe this lesson did it. One alteration that we did during the stations was have half of the
students move seats rather than moving around the materials. This made the transition easier and faster in
order to allow students more work time. One thing I would change about the lesson is having the rules and
expectations of the Triple Play visible for students during the whole activity. I believe that would have
helped the students especially since it was a new activity for them.
LESSON/ACTIVITY INFORMATION
Title: Percent Problems: Percent Equation
Your name:
Mayra Roman
Integrated
Disciplines/Subjects:
Math 7
MAS 07.1.3.c: Solve problems involving percent of numbers (e.g., percent of, % increase, %
decrease).
Objectives:
1. The students will demonstrate analysis of percents by deducing and using knowledge of percents to
effectively answer problems that involve percent of numbers.
2. The students will demonstrate application of the percent equation by accurately answering percent
problems during a Plickers activity.
Assessment: Aligned with the objectives above:
1. Percent Equation Worksheet (homework)
2. Plickers Activity (correct answers), exit ticket
Materials: paper, pencils, markers boards, markers, erasers, Plicker cards, homework worksheet, cell phone
(only teacher)
LESSON PROCEDURES
Anticipatory Set:
At the beginning of the lesson I will explain or demonstrate to the students how this concept can be used
in real life. This will be used as a way to hook the students and show them how the topic is relevant.
The teacher will involve as many students as possible by using different means of teaching throughout
the lesson. There will be a small lecture, group work, and individual work.
At the beginning of the lesson the teacher will inform the students of the goal/objective of the lesson,
and at the end of class period the teacher will explain to them how they met or still need to work on
meeting the objective.
Input/Modeling/Guided Practice/Check for Understanding:
Teacher will do:
Day 1: Go over/ review NeSA warm up with
students.
Introduce the lesson by stating the objective and the
new topic (Percent Proportion). Hand out notes
template and ask students to write their name on it.
Introduce the concept of the Percent Proportion.
Closure:
As a closure activity we will have the students write down one thing they learned today and one question
they have about today in a sticky note and have them stick it to the whiteboard on their way out.
Differentiation:
Higher Ability Learners: The teacher will prepare higher-level problems for the students who are quick
learners. Or, the teacher will have these students help the other students who are still struggling.
Lower Ability Learners: The teacher will work individually with these students in order to provide them
more help, or the teacher will have the students that are ahead help those that need extra help.
Students on IEP: The teacher will make sure to give students on an IEP the accommodation or
modifications they are allowed. This could be extra time to complete assignments or tests, or by
providing them with a calculator.
References:
Cooperating Teacher
Online teacher websites
McDougal Littell: Math Course 2 (textbook)
LESSON ANALYSIS
Review all of the previous sections of your lesson plan and
complete item in the following section prior to teaching your lesson.
Content Knowledge:
This lesson covers the standard that requires students to know how to solve percent problems. In this
lesson students learn about the percent equation and are required to apply their learning during a
Plickers activity.
Teaching Methods/Strategies:
Gradual Release of Responsibility: This strategy helps to shift the responsibility of student learning from
the teacher to the students.
Representing to Learn: This strategy gives students another means of remembering the content in the
long run. By having students talk about what they learned they are retaining the information better.
Collaborative Activity: The students will collaborate together throughout this lesson and help each other
learn the material. This will help the students be better independent learners.
Classroom Workshop: Just like collaborative activities this strategy gives the students the ability to be
more independent and in control of their learning.
REFLECTION
This lesson is probably my favorite one from the unit because we were able to do a Plickers activity that I
thought was very fun. The Plickers activity was done in groups instead of individually because this would
have been the first time most students ever used Plickers. In the future I would like to use this activity and be
able to have Plicker cards for each student. The lecture part of the lesson went well. I believe this was
because I did a lot of preparing for the lesson, so I really thought about everything I was going to say. The
Plickers activity was altered two times before we found the best way to get it to work. At first we were
having students answer the questions independently and then decide on the answer as a group. However, we
noticed some students were doing all the work in their group. So, we changed it so that each student was
responsible for a specific step, and then we had students rotating steps so that all students did every step.
Finally, we did everything from the second time but solved the first problem as a class as review to review.
At the end I believe my cooperating teacher and I found the best way to carry out the activity.
Integrated
Disciplines/Subjects:
Math 7
MA S 07.1.3.c : Solve problems involving percent of numbers (e.g., percent of, % increase, %
decrease).
Objectives:
1. The students will demonstrate analysis of percents by deducing and using knowledge of percents to
effectively answer problems that involve percent of numbers.
2. The students will show synthesis of percent of change by creating an advertisement (project) with a
worksheet and answer sheet that demonstrates their knowledge of percent of change by obtaining a
grade of 80% or better on the project.
Assessment: Aligned with the objective above:
1. Textbook Homework - pg. 482 #1-9 odds, Exit Ticket
2.
Materials:
paper, pencil, warm up sheets, exit tickets, colors, scissors, tape
LESSON PROCEDURES
Anticipatory Set:
At the beginning of the lesson I will explain or demonstrate to the students how this concept can be used
in real life. This will be used as a way to hook the students and show them how the topic is relevant.
The teacher will involve as many students as possible by using different means of teaching throughout
the lesson. There will be a small lecture, group work, and individual work.
At the beginning of the lesson the teacher will inform the students of the goal/objective of the lesson,
and at the end of class period the teacher will explain to them how they met or still need to work on
meeting the objective.
Input/Modeling/Guided Practice/Check for Understanding:
Teacher will do:
assignment.
What students dont finish in class will be assigned as
homework that will be due the next day.
The last 5 minutes should be used by the students to
clean up and to listen to the end of class
announcements.
Closure:
For the closure activity we will have the students show us how they feel about the following three questions
with either a thumbs up/thumbs down/side thumb: Did you learn something new today? Did you understood
what you learned today? Do you believe you need additional practice or help on todays lesson?
Differentiation:
Higher Ability Learners: The teacher will prepare higher-level problems for the students who are quick
learners. Or, the teacher will have these students help the other students who are still struggling.
Lower Ability Learners: The teacher will work individually with these students in order to provide them
more help, or the teacher will have the students that are ahead help those that need extra help.
Students on IEP: The teacher will make sure to give students on an IEP the accommodation or
modifications they are allowed. This could be extra time to complete assignments or tests, or by
providing them with a calculator.
References:
Cooperating Teacher
Online teacher websites
McDougal Littell: Math Course 2 (textbook)
LESSON ANALYSIS
Review all of the previous sections of your lesson plan and
complete item in the following section prior to teaching your lesson.
Content Knowledge:
This lesson covers the required standard of solving percent problems by introducing how to solve for
percent of change. This lesson allows the students practice in finding percent of change in order for
students to master the concept while completing a percent of change project.
Teaching Methods/Strategies:
Gradual Release of Responsibility: This strategy helps to shift the responsibility of student learning
from the teacher to the students.
Representing to Learn: This strategy gives students another means of remembering the content in the
long run. By having students talk about what they learned they are retaining the information better.
Collaborative Activity: The students will collaborate together throughout this lesson and help each other
learn the material. This will help the students be better independent learners.
Classroom Workshop: Just like collaborative activities this strategy gives the students the ability to be
more independent and in control of their learning.
REFLECTION
I believe that the lecture part of this lesson went very well. I was able to cover the two things Ive been
working on which is asking more questions and connecting the concepts to things the students are familiar
with. I believe I asked good questions that required critical thinking from the students. I was also glad that
students were able to come up with a lot of examples of how they could use percent of change outside of
school. During the work day where students were working on their project the majority of the students were
on task. I think I did a great job at explaining the project and showing an example of what it should look like.
One thing we had to change about the lesson was the day the project was due. We gave the students two more
days to complete it.
groups and partnerships. My cooperating teacher and I like having low ability students work with
high ability students because this gives all students one-on-one help instead of no help since the
teachers cant get to all students all the time.
Percent Problems: Percent of Change
On day one of this lesson students took notes while I lectured about percent of change and
percent of increase and decrease. There werent many adjustments made to this lesson since it
was mostly a lecture day. One thing that I did do differently during the different periods was
change the questions I made or change how I would word them. This unit on percentages is
really long and students learn about a lot of different type of percent problems, so its important
that they know how to differentiate between which type of percent problem they are solving. In
order to help students I would ask them questions that required students to know what clues to
look for in order to know what type of percent problem they are solving. In order to differentiate
during the lecture I had students doing different things for the different type of learners. For
instance, we solved problems on the board together and we had students solve problems
independently. We also had students discuss their answers in groups for specific problems or we
would have them answer problems with their shoulder partners on other questions.
On day two of this lesson the students worked on their percent of change project. At the
beginning of the period I explained the project to the students and how they would be graded
based on the rubric, and I also showed them an example and gave them ideas of how they could
start their project. I enjoy arts and crafts so I am glad that I was able to incorporate that into
mathematics. Its also a great way to pique students interest in math by making them create
something fun. A lot of students enjoyed the project and said they had enjoyed getting it done.
The project was also used to reach visual learners because it incorporated art and real life
examples. Nothing was really changed for this lesson since it was mostly a work day for the
students. The only thing that was changed was the due date of the project. Since the majority of
students were working hard in class we decided to give them two extra days and also because we
realized the students were going to need more time to complete it.
70% - 79%
80% - 89%
90% - 100%
This percent unit is the longest unit for seventh grade math. For this reason we had to give the
students three quizzes before giving out the final assessment. The first quiz covered converting,
comparing, and ordering between percents, decimals, and fractions. The quiz consisted of
fourteen questions ten level one questions, two level two questions and two level three
questions. If students mastered the level one questions by getting them all right then they
received a 10 out of 10. The level two and three questions didnt count against them but they did
add points to their grade if they had any questions wrong from level one. The reason the quiz is
split into levels is because one of my cooperating teachers teaching goals is to always challenge
students. I agree with her belief which is why we are continuing to do that now. At the school we
are supposed to teach to mastery. This means that we are supposed to allow students to correct
mistakes on quizzes until they have a grade of at least 80% or more. This is why the above graph
shows that all students in the class received a grade of 80% or more on the quiz. Out of the
twenty-two students thirteen achieved learning objective one and two by receiving an 80% on
their quiz the first time. Nine students received a grade between 50% and 79% the first time, but
they were allowed to complete retakes in order to master the objectives with an 80% or higher
on the quiz.
Mastery Check = Quiz
Learning Goal #3: Percent Mastery Check #2 and Percent Mastery Check #3
Percent Mastery Check #2
8
6
4
2
0
70% - 79%
80% - 89%
90% - 100%
70% - 79%
80% - 89%
90% - 100%
The second and third percent quizzes covered the third learning objective. Since this objective
covers all types of percent problems it had to be split into two different quizzes. Percent quiz
number two covered the percent proportion and percent equation. This quiz consisted of ten
questions seven level one questions, two level two questions and one level three question. If
students mastered the level one and level two questions by getting them all right then they
received a 10 out of 10 on the quiz. The level three question didnt count against them but it did
add points to their grade if they had any questions wrong from level one or two. The above graph
shows that all students in the class received a grade of 80% or more on the quiz on their first try.
Out of the twenty-two students fifteen mastered the quiz the first time and achieved the learning
objective by receiving an 80% on their quiz the first time. Five students received a grade
between 50% and 79% the first time, but they were allowed to complete retakes in order to
master the objective with an 80% or higher on the quiz.
Percent quiz number three covered percent of change, discounts, markups, sales tax, and tips.
This quiz consisted of ten questions six level one questions, two level two questions, and two
level three questions. If students mastered the level one and level two questions by getting them
all right then they received a 20 out of 20 on the quiz. The level three questions didnt count
against them but they did add points to their grade if they had any questions wrong from level
one and two. The above graph shows that all students in the class received a grade of 80% or
more on the quiz on their first try. Out of the twenty-two students sixteen mastered the quiz the
first time and achieved the learning objective by receiving an 80% on their quiz the first time.
Five students received a grade between 50% and 79% the first time, but they were allowed to
complete retakes in order to master the objective with an 80% or higher on the quiz.
0% - 19%
20% - 39%
40% - 59%
Unit Pre-Test
60% - 79%
80% - 100%
Unit Test
The above graph shows the big improvement all students made at the end of the unit. As
expected students didnt do so well on the pre-test. The pre-test was used to measure student
learning after the unit, and to know what areas to focus on more when teaching and planning for
the unit. The final unit test consisted of twenty questions, four of which were not graded because
we did not cover that material since it is not covered in the NeSA math test. Unlike the above
graphs that show results after students took retakes this graph shows the results of the grade
students received on the first try. The overall results of the final unit test are great because
seventeen students in the class received an 80% or higher, while only three didnt pass the first
time. This shows how well the majority of the students met the three learning objectives of the
unit. I believe these results show how well my cooperating teacher and I worked at helping
students master the concepts throughout the whole unit. Also, although all students didnt meet
the objectives the first time its great that they still mastered them at the end because of the
schools policy and belief of teaching until mastery.
converting between percents and fractions but the worksheet only covered converting
from fractions to percents and did not include converting from percents to fractions. My
cooperating teacher and I noticed this mistake after one class period so we added the
necessary questions to the worksheet for the following classes.
An activity that I would now include into this unit that we didnt cover was
practice in deciding which formula to use with the different percent problems. This unit
covered a lot of information and different percent formulas and type of percent
problems. Teaching students how to determine what formula to use for a problem
would have been very useful. This lesson could be short but very helpful in the long run
for students.
important it is to know an approximate date for when a unit will be over. This unit is
one of the longest in seventh grade math, so when I began planning for it I didnt realize
how long it would take. I didnt give myself a timeline so it probably took longer than
necessary, which is why this is something I want to work on.