1. Topic

Percent: Using the Proportion Method, Lesson 1 


2. Content

Solve for the Part
Vocabulary: Ratio, Proportion, Part, Whole/Base, Percent/Rate, CrossMultiply 


3. Goals: Aims/Outcomes

1. Students will understand the concept of a percent as part of
a whole.
2. Students will understand the given percent formula as a proportion.
3. Students will apply prior knowledge of solving a proportion problem
to solving a percent problem: finding the part. 


4. Objectives

1. Students will be able to analyze and identify the three parts
of a "find the part" percent number sentence.
2. Students will be able to analyze and identify the three parts of
a "find the part" percent word problem.
3. Students will be able to substitute the correct values into the
Percent Proportion Formula from given information in a percent number
sentence and word problem.
4. Students will use the proportion method to solve for the part in
a percent number sentence and a word problem. 


5. Materials and Aids

Whiteboard, Proportion Method Graphic Organizer, Newspaper Ad, Steck
Vaughn GED Math book, PreGED Math books 


6. Procedures/Methods

A. Introduction
1. Write the % symbol on the board and ask students what it is,
where they have seen the symbol, and how it is used in their lives.
2. Write their responses on the board.
3. Talk about the meaning of the word "Per Cent" as "a part out of
a total of 100(%)" and make the connection between other words with
the "cent" root: cents, century, centipede, centimeter.
3. Briefly review the connection between decimal, fraction, and percent
in terms of hundredths: .25 = 25/100 = 25%.
4. Describe a percent as a ratio or fraction that is part/whole, with
the whole as always being 100%. 


B. Development
1. Briefly review Ratios and Solving Proportions.
2. Explain to the class that the same CrossProduct Rule used to solve
proportion problems can be used to solve percent problems.
2. Hand out the Finding the Part Using the Proportion Method Graphic
Organizer.
3. Explain the different parts of the Percent Number Sentence and
how they fit into the Proportion Formula.
4. Demonstrate by solving the sample problems using the CrossProduct
Rule with and without a calculator.
5. Ask students to solve the rest of the Number Sentence problems,
in pairs if they choose, and monitor their work.
6. Review the answers and calculations together. 


C. Practice
1. Explain to the class that the Proportion Method can be used to
find the part in GED Math Word Problems.
2. Demonstrate how to substitute values into the formula using information
given in the sample word problem and solve the problem without a calculator.
3. Remind the class of the importance of checking your work and making
sure that the answer is reasonable.
4. Demonstrate how to solve the next problem with the use of the calculator.
5. Ask students to complete the Lowes Ad word problem on their own
and closely monitor their progress.
6. Review the answer and calculations together. 


D. Independent Practice
1. Assign the students to complete problems from Steck Vaughn GED
Math, Lesson 12, page 139, Part A: 16, Part B: 1316, and all of
Part C. 


E. Accommodations (Differentiated Instruction)
1. For PreGED level students, assign Independent Practice from
Steck Vaughn or Contemporary PreGED Math books or from Number Power
M.
2. Allow students to complete the assignment at home if necessary.
3. Allow the full use of the calculator for those with that specific
IEP Testing Accommodation.
4. Allow students to complete the assignment in pairs.
5. Be available for extra guidance and questions when needed. 


F. Checking for understanding
1. Ask for each student to come to the board to show to the class
how they solved one of the Independent Practice problems.
2. Reward each student with praise and applause.
3. Collect completed work to check their calculations and answers. 


G. Closure
1. Ask students to go back to the Lowes Ad problems and ask them
exactly how much they would pay for one of the refrigerators on sale
and how they would figure that out.
2. Allow them time to discover what the next logical step would be
(Subtraction of the Part from the Whole) to solve the extended problem.
3. When someone says that they need to subtract, ask the class to
make the calculation. Review the calculation and correct answer on
the board after they finish.
4. Tell students that we will be doing more multistep percent problems
like this one next class. 


7. Evaluation

Determine the level of understanding based on results from calculations
and answers on the Independent Practice.


