Students will be able to calculate markups, markdowns, and just plain percent using the percent equation informally.

Time to turn the model into a mathematical operation! In this lesson students are informally introduced to the percent equation.

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 percent problems using a percent equation.” 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! **In this lesson, students will begin to make connections between what their models looked like and the type of percent they will have (greater or less than 100) - finding patterns in reasoning (**mathematical practice 7**) will help the students develop and use the percent equation. Students will need to pay careful attention to precision when moving the decimal point and completing the calculations (**mathematical practice 6**). Percents lend themselves to real world application problems, requiring students to model and reason given models (**mathematical practices 2 and 4**). Students will be permitted to use tools as needed - calculators and bar models (**mathematical practice 5**).

45 minutes

**Finding Percent Guided Notes - **Finding Percents Explore Video

Instructional Stategy - How do table challenges work?** **As a way to assess student understanding, I am going to have students work on the white boards with their tables to solve a few problems on markups, markdowns, and just percent. I am curious to see what the misconceptions are early on, so that I can catch and address them! As usual, I will conduct this as a table challenge - just to keeps kids trying and on their toes :)

5 minutes

**Instructional Strategy - Table Discussion: **To summarize this lesson, I will have students have a table discussion on: Come up with one example to share with the class where you multiply by a percentage greater than 100. The purpose of this summary activity is to determine which tables grasp the idea of a markup. In my experience, markups are the hardest for the students to understand, and being able to write an original problem would show understanding, and give me an idea of where I need to focus my attention during the next lesson.