Spark 101 Lesson Plan
Video Presentation Title:
The 411 on Math 101
Assessment/Demonstration of Learning:
SWBAT:
Set of linear inequalities based on descriptors from word phrases
Unit of Instruction:
Percentages
Subject/Course:
General Math-Ratios & Proportions, Operations
Standard(s):
Objective(s):
Common Core State Standards
Ratios and Proportional Relationships
6.RP Understand ratio concepts and use ratio reasoning to solve
problems.
3. Use ratio and rate reasoning to solve real-world and
mathematical problems, e.g., by reasoning about tables of
equivalent ratios, tape diagrams, double number line
diagrams, or equations. c. Find a percent of a quantity as a
rate per 100 (e.g., 30% of a quantity means 30/100 times the
quantity); solve problems involving finding the whole, given
a part and the percent.
The student will be able to:
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Calculate the percent of numbers
Analyze results of a real-world problem
Compare and communicate results
NCTM Principles and Standards
Number and Operation Standard
Understand numbers, ways of representing numbers, relationships
among numbers, and number systems. Work flexibly with
fractions, decimals, and percents to solve problems. Understand
and use ratios and proportions to represent quantitative
relationships.
© 2015 Spark 101
Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 1 of 8
Resources Needed:
TEKS
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.
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



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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)
Proportionality. The student applies mathematical process standards to
represent and solve problems involving proportional relationships. The
student is expected to:
(D) solve problems involving ratios, rates, and percents, including
multistep problems involving percent increase and percent decrease, and
financial literacy problems. Readiness Standard
Lesson Component
Activator
(Prior to showing the
video presentation)
Time Allotted
Time:
5 minutes
© 2015 Spark 101
Teacher Procedure
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
Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 2 of 8
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Problem/Motivation
(Part I of video)
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem presented)
Time:
2-5 minutes
Time:
10_ minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
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
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.
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 23.5% of 24,734?”
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
1. How do we find the percent of a number?
2. 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
© 2015 Spark 101
Once all groups have an answer, ask them 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.
Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 3 of 8
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
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
Time:
10 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
(Describe process for identifying
possible solution(s) to the problem
presented)
Future Impact and
Meaning
(Part III of video)
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?
o Did you use the same “table” to calculate your answer?
o Where did you round numbers in your answer?
o 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/unaddressed by your group?
Time:
2-5 minutes
© 2015 Spark 101
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.
Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 4 of 8
Future Impact and Meaning
Time:
10 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
(Have students reflect on how solving
the problem might relate to current or
future goals)
The underlying theme of this case study is to determine the impact revenue 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
Assessment (if applicable)
Exit ticket: Present another scenario to find percent of a number and have the students solve it.
© 2015 Spark 101
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.
Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 5 of 8
Additional Notes (if needed)
CK12 Connections (if available)
OpenStax Connections (if available)
Use this link to access additional free resources such as videos, quizzes, text, etc.
http://www.ck12.org/search/?q=ratio&referrer=top_nav&autoComplete=false
© 2015 Spark 101
Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 6 of 8
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?
© 2015 Spark 101
Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 7 of 8
WORKSPACE:
1. What information do we have?
2. What information do we need to know?
3. How do we calculate what we need to know with what we have?
4. For each Math Class table and Attempts, how many students withdrew using percent?
5. 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)
© 2015 Spark 101
Lesson Plan by Susan Patterson, Uplift Summit International Prep, Arlington, Texas
Page 8 of 8