Students will be able to solve discount problems using a percent bar model.

Visualize it! If something is 20% off - what percent are you actually paying? Bar models help students SEE the discount!

10 minutes

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener – Instructional Strategy - Process for openers. This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. For today’s lesson, the intended target is, “I can solve discount problems using a percent bar model.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

**Thoughts from Me! **As a way to dive into percents and create a conceptual understanding, students will utilize a bar model (**mathematical practice 5**). They will use the model to represent scenarios conceptually (**mathematical practice 4**) instead of just punching numbers. Students will also reason abstractly and quantitatively by analyzing what each model represents (**mathematical practice 2**). Students will look for repeated reasoning to make connections within percents (**mathematical practice 8**).

5 minutes

* To see this part of the lesson unfold, watch: *Classroom Video: Checks for Understanding

Instructional Strategy - Table Discussion: To summarize this lesson, I will have students have a table discussion on: Without drawing a model, discuss with your table how to 20% off of 80. The purpose of this discussion is for students to start using mental percent – again, using a bar model, we are thinking in terms of 10% sections. So if we take off two 10% sections, what is left? I will ask that all tables have a representative share out how their table solved the problem.