TITLE OF THE LEARNING EXPERIENCE: Understanding Percents in the "Real World" by Ellen Moon

1. LEARNING CONTEXT
Describe the pupose, objective, or focus of the learning experience, including:

• the learning standard(s) and the specific performance indicators being assessed;
• a description of where this experience fits into the school or course curriculum; and
• what students need to know and/or be able to do to succeed with this learning experience.

The main learning standard that is being addressed, although many others are secondary, is Standard #3.2: Number and Numeration - Students use number sense and numeration to develop an understanding of the multiple uses of numbers in the real world, the use of numbers to communicate mathematically, and the use of numbers in the development of mathematical ideas. The two performance indicators used are 2A (understand, represent, and use numbers in a variety of equivalent forms (integer, fraction, decimal, percent, exponential, and expanded notation), and 2B (understand and apply ratios, proportions, and percents through a wide variety of hands-on explorations).

Using ELA standard 1: Language for information and understanding; Students will listen, speak, read, and write for information and understanding, this learning experience may also be linked to the English curriculum in that it requires a written explanation of the use of percents using proper grammar, punctuation, and spelling.

Prior to this assignment, students must be able to write a descriptive article and have a basic understanding of percents.

2. PROCEDURE
Describe, in narrative form, the actions of students and teachers and the interactions among and between students and teachers, including how the learning experience:

• supports student progress toward attainment of the learning standards;
• reflects current scholarship in your field and "best" classroom practic; and
• incorporates technology (when used) into instruction to enhance learning and to assess student performance.

After beginning the percent unit, the following assignment is made. Be sure to have covered the following topics in class prior to the assignment: definition of percent; how to change fractions and decimals to percents, percents to decimals and/or fractions.

Day 1: The teacher will make the assignment by handing out the rubric and reviewing it with the class. Students will also be given a graphic organizer to use as a planning sheet for steps in the project. At that time the teacher will address the following: 1. Find an article, advertisement, or material related to percent, 2. Display the material in a presentable manner, 3. Write, then word process a 1 to 2 page (typed double spaced) explanation and your understanding of the material. Also include any or all of the following; how, what, where, when and why percent is being used. (Please include where you found the material, a brief review, your understanding, and its relationship to our unit.) You may wish to include how you have used or will use what you learned from the selected material, 4. Be able to present your material to the class (approx. 1-2 min.) and place it on the bulletin board, 5. At the end of this unit, make a journal entry on how this assignment helped your understanding of the percent unit.

The teacher may use the daily newspaper to show examples of the needed material and answer questions at that time. He/she may make available materials in the classroom for student use. Day 2-5: Students work on the assignment along with other classroom work. Day 6 and/or 7: Presentation, collection, and display of student work.

3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Describe the procedures used to accommodate the range of abilities in the classroom, including students with disabilities, limited english proficiency, or bilingual students, such as:

• instructional modifications made; and
• physical modifications of the classroom setting.

Make materials and myself available to accommodate certain needs. Also modify the assignemtn and grading techniques according to existing IEP's.

4. TIME REQUIRED
For each aspect of the learning experience, state the amount of time for:

• planning;
• implementation (note the length of your class period, where appropriate, and the number of days to implement the experience); and
• assessment

Planning Time: minimal-20 min.-get rubric ready (modify if necessary) Have classroom examples available as examples and/or for the assignment. Writing the lesson plan.

Implementation: 15 min.-15 min. during a class period to go over rubric and assignment. Students may need approx. an hour to complete the assigned work and approx 15 min. for their journal entry Some time is also necessary to display the projects on a bulletin board.

Assessment: Using the included rubric, the teacher may need to spend approximately 3-5 min. per project. Also a few minutes per student to review their journal entry.

5. RESOURCES
Please note any extraordinary or unique resources (human or material) needed to successfully complete this experience:

• for the student; and
• for the teacher

The student will need to use a newspaper or magazine article, advertisement, or related material, some art supplies (ie. construction paper), and word processor (ie. Microsoft Word - a computer program w/computer) The teacher will need to give each student a copy of the rubric, have some articles and art materials available, and a word processor, possibly a pass to a computer lab.

6. ASSESSMENT PLAN
Describe the:

• manner in which students are involved in developing assessment criteria, maintaining an awareness of their progress, and reflection on their work;
• techniques used to collect evidence of student progress toward meeting the learning standards' performance indicators (eg. , observation, group discussions, journal writing, use of alternative testing techniques); and
• tools used to document student progress (eg., scoring guides, rating scales, check-lists). Please submit these tools.

7. STUDENT WORK
Send three or four samples of student work:

• that reflect different levels of student performance; and
• include comments reflecting the basis for teacher's assessment.

8. REFLECTION
Please offer personal comments on the learning experience:

• why this lesson was developed for the specific learning standard(s) and performance indicator(s);
• what you learned from implementing this lesson; and
• how the lesson was reviewed by peers prior to submission and what you learned from the review.

1. Instruction will need to be modified for students with special needs. Perhaps a mentor for those students who need academic intervention, 2. The rubric may be modified to meet the needs of the students. This assignment helps the student to understand the use of numbers in the real world, gives them a purpose for learning the material, and to communicate mathematically. It will also aid in the development of mathematical ideas and possibly a career choice, 3. This learning experience may be linked to other learning standards such as the use of technology (use of the computer for word processing, on line searches for finding a suitable article) or class presentations demonstrating competence with PowerPoint or other media, 4. The learning experience lends itself to a shared experience with the L.A. teacher on the team as a descriptive essay, a journal narrative and/or an informative process essay can all be included in the assignment.