Students will be able to solve a variety of percent application problems.

Mix it up! This practice lesson allows students to work on their fluency with percent applications.

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 identify the type of percent problem I am solving, and apply the correct procedures for solving it.” 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! **This concept lends itself to the use of **mathematical practices 2 and 4**, as most problems can be modeled using real world examples, and given those examples students have to reason both quantitatively and abstractly. Additionally, students are working with a decimal point - which can change the value of a number drastically if placed incorrectly, so it is important that students pay close attention to precision when working (**mathematical practice 6**).

5 minutes

**Instructional Strategy - Table Discussion: **To summarize this lesson, I am going to ask that students have a table discussion on what types of problems do we use division instead of multiplication? This activity will allow students the opportunity to have discussion on what we do when, and why. Students will experience success with this concept if they can identify what problems they are to work backwards on. I will have tables discuss, and then a representative from each table will share out.