Lesson 6 of 21
Objective: Students will be able to calculate markups, markdowns, and just plain percent using the percent equation informally.
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).
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 :)
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.