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 a variety of percent application problems.” 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).
Instructional Strategy - Table Discussion: To summarize this lesson, I am going to have students have one final conversation on the topics of interest and commission. Every time we do problems with them I hear - is this a markup? NO! I will have students discuss and write their thoughts on a white board and then hold up right before time to leave!