Reflection: Joy Quiz + Discount and Tax - Section 2: Discounts and Tax


As stated in previous lessons, I have made several changes to the pacing of my lessons this year in order to address the extension of our math blocks from 60 to 90 minutes (4 times a week; Friday’s are still 60 mins). For this lesson, as for others, the quiz was given on its own during a Friday 60 minute class. The lesson on discounts was not taught on the same day. For more on how this change has impacted my class, please read view this reflection.

Given this change, when I looked back at the CW materials I would use this year to introduce discounts I did not think the worksheet currently attached to this lesson would be enough. It’s a challenge and hard to avoid recreating the entire lesson from scratch. It’s also quite time intensive. I have been pushing myself this year not to continue re-creating the wheel and instead using materials that already exist, tweaking them in minor ways to get more student work and practice, without creating additional materials or re-creating the whole lesson itself. For this particular lesson, I felt that asking for the discount alone, and in the rotary and stagnant way in which the worksheet presents the information, didn’t help students address some of the larger challenges with Core curriculum: the wording.  This year, students spend 10 minutes of independent practice completing the worksheet in the CW section of this original lesson. Once ALL students complete the worksheet, we distribute whiteboards to play E-Races. I use the slides attached in the powerpoint within this reflection to question students about the information found on the worksheet. Sometimes the question asks for the discount alone, sometimes for the total price. By asking for either of these facts (or something completely different altogether), I am pushing students to understand different contexts or different questions and how this will influence the answer they get an how they use the percent within the problem.

While I did use the discount portion of this worksheet when I introduced discounts, I did NOT use the tax portion. My goal this year was to separate percents that are removed from percents that at added to original amount, and teach them on different days so that students could gain an understanding of different percent applications through the use of categories. For more on this adjustment to my scope, view this reflection.

  Joy: Spice it up with E-Races!
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Quiz + Discount and Tax

Unit 6: Percent Applications
Lesson 8 of 17

Objective: Quiz + SWBAT determine discount or tax amounts only.

Big Idea: Students take a quiz and then complete problems where they must calculate discount or tax alone

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