Spark 101 Lesson Plan

Spark 101 Lesson Plan

Video Presentation Title: The 411 on Math 101

Assessment/Demonstration of Learning:
SWBAT:
Solve real-world problems that involve finding percent of a number

Unit of Instruction: PercentagesSubject/Course: Geometry- General Math-Ratios & Proportions, Operations

Standard(s):
TEKS G.1
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to
(A) apply mathematics to problems arising in everyday life, society, and the workplace;
(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems.
6.5 A,B, C
Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to:
solve problems involving ratios, rates, and percents, including multistep problems involving percent increase and percent decrease, and financial literacy problems. Readiness Standard / Objective(s):
The student will be able to:

Calculate the percent of numbers
Analyze results of a real-world problem
Compare and communicate results

Resources Needed:

Chart paper and markers
Calculators,
Spark 101 Student Engagement Resource: 4 Corners and a Diamond
Spark 101 Student Engagement Resource: Paired Reflection
University of Phoenix Revenue Problem: Student Resource (See end of the lesson plan)
Laptop or mobile device (as needed)

Lesson Component / Time Allotted / Teacher Procedure
Activator
(Prior to showing the video presentation) / Time:
5 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group / Warm-Up: Arrange students in groups of four, making sure that the groups contain varied academic levels. Give each group a sheet of chart paper. As a group, ask them to brainstorm what they already know about percent (pictures, applications, definition, examples, formulas, etc.) for two minutes. Then bring the class back together and let the groups share their charts. One person from each group should write down new and/or missing information that is presented on the group chart. [This chart will be used in the Problem-Solving portion of the video.]
VOCABULARY: percent, cost, revenue
Problem/Motivation
(Part I of video) / Time:
2-5 minutes / Show the first segment of the video to your students, letting them know that they will be working on solving the real-world problem after viewing.
Problem Solving Activity
(Describe process for identifying possible solution(s) to the problem presented) / Time:
10_ minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group / PART 1:
Scholars will complete the following problems (scaffolding):
The teacher will present the following question as a pre-assessment of finding the percent of a number.
“What is 25% of 2,460?”
“What is 70% of $650?”
Allow students to share different ways to find the answer. If students are having problems, introduce the following formula:

If students are still having problems with percent, make sure they have more guided and independent practice before moving on.
Once all students have mastered calculating percent of a number, introduce the handout that will help in answering critical questions of the video.
Checks for Understanding

How do we find the percent of a number?
What can we do to verify that the calculation of the percent is correct?

Solving the Problem
(Part II of video) / Time:
2-10 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group / Once all groups have an answer, askthem to complete the Spark 101 Student Engagement Resource: 4 Corners and a Diamond. Have a presenter from each group share out how their group obtained the answer.

The teacher will play segment 2 of the case study video to learn the employer’s solution to the presented problem.
Comparing Solutions and Meaning

(Describe process for identifying possible solution(s) to the problem presented) / Time:
10 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group / After the second part of the case study video is shown, have the students work in their groups to discuss and write answers to the following questions:

How did your group’s answer compare to the overall answer?
Did you use the same “table” to calculate your answer?
Where did you round numbers in your answer?
Calculate the percent difference in your answer and the actual answer. (Extension question)

Checks for Understanding
Was the percent formula used correctly? What information was addressed/ not addressed by your group?
Future Impact and Meaning
(Part III of video) / Time:
2-5 minutes / Show this third and final segment of the video to your students, letting them know that they will be reflecting on their thoughts related to pursing possible education pathways and careers presented in the video.
Future Impact and Meaning

(Have students reflect on how solving the problem might relate to current or future goals) / Time:
10 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group / The underlying theme of this case study is to determine the impactrevenue plays when deciding course offerings at a university.
Give each student a copy of the Spark 101 Student Engagement Resource: Paired Reflection. Pair students with someone from a different group to complete this template.

Checks for Understanding
What type of study/jobs/careers would directly impact this type of problem? What types of jobs would support this work?
Write a job description that reflects your chose role in this project.
Summarizer/Closure / Time:
5 minutes / Discuss other issues that may impact why students repeat a class. Offer suggestions to consider that would help college students complete math classes on time.
Exit ticket: You are going to buy a new pair of Air Jordan’s at Champs. They are regularly priced $149.99. Today only, they are having a 20% off sale!!!! If you have $135, do you have enough to pay for the shoes? (How much is the discount? What is the final sale price of the shoes?)
Additional Notes (if needed)
CK12 Connections (if available)
Use this link to access additional free resources such as videos, quizzes, text, etc.
/ OpenStax Connections (if available)

Name Date

UNIVERSITY OF PHOENIX REVENUE PROBLEM – Student Resource

PROBLEM: Based on the data table provided with this case study, what is the total amount of revenue lost to the University of Phoenix due to withdrawals from the 4 math classes?

CONSTRAINTS

All courses are 3 credit hours and the cost for undergraduate education is $460 per credit hour.
Students who withdraw from the University by the withdrawal deadline are entitled to an 80% refund of the cost of the course. Assume that all students who withdraw meet that deadline.

DATA:

And, now that you understand that there are significant costs in time and money to both the student and the University, what actions might you recommend to the University to help solve this challenge?

WORKSPACE:

What information do we have?

What information do we need to know?

How do we calculate what we need to know with what we have?

For each Math Class table and Attempts, how many students withdrew using percent?

Now, calculate total revenue lost by the University of Phoenix.

Now, compare your answer to the University of Phoenix’s actual solution!

(RECORD YOUR ANSWER ON THE CHART PAPER)