GASC+Lesson

6-D-1

GASC Lesson

**__Grade__**:8


 * __Subject__**: Math


 * __Objective__**:Students will utilize percents in various application activities.


 * __Abstract Global__**:In small groups, students will discuss the difference between finding exact and approximate answers and how to find each.Students will then brainstorm various places where percents can be used and decide which would be better for each situation- exact or approximate along with why.


 * __Concrete Global__**: Students will select a sale amount (percentage off) from a hat.Then they will use a catalog of their choice to place an order for multiple items. Students will be given an order form template similar to those found in catalogs. Using the template, they will select multiple items and then calculate the sale price for each item.They will also complete the rest of the order form including prices, tax and shipping.


 * __Abstract Sequential__**:Students will view a video about percent applications from United Streaming. While watching, they will complete a graphic organizer to record the applications presented and how percents are used in each.


 * __Concrete Sequential__**:Students will view a few MathTV videos of their choice ([|www.mathtv.com] select- Basic mathematics; Percent; Basic Percent Problems or Application) for a step-by-step explanation of solving problems.Students can also refer to their notes if necessary.Students will play the Shopping Game ( [] ) and Penguin Waiter Game ([] ) to practice calculating sales prices and tips.They will record their scores for each game.
 * NOTE**- These percent games are a little juvenile, but they provide a structured practice for students who need a little more support for applying these concepts.I think students will stillenjoy the practice.

For Special Needs populations, I think it is important to be sure students are comfortable and confident in the procedures for using percents before beginning.After making sure they are capable using percents, it is important to be sure all directions are clear and students understand what is expected of them at each activity.
 * __Reflection__**:For ELL populations, I think the biggest area of concern may be either lack of participation in some of these types of applications or difficulty describing the situations in English.Without a knowledge of these activities, students may have difficulty applying the concept of percent.Discussion or pictures of these applications may need to be utilized prior to having ELL students complete these activities.