See my Do Now in my Strategy folder that explains my beginning of class routines.
Often, I create do nows that have problems that connect to the task that students will be working on that day. Today I want students to review the benchmark fractions and translate them into decimals and percents. From our work during the College Project, students should be able to quickly identify the missing amounts.
I ask for a student to define percent. I want students to remember that a percent represents an amount out of 100. I declare that 0.1 is 1%. I want students to realize that 0.1 is one-tenth. When we create an equivalent percent, it must be out of 100. I ask for volunteers to critique my reasoning. Students are engaging in MP3: Construct viable arguments and critique the reasoning of others.
I arrange my class into three groups. I ask for 2 volunteers in each group to be recorders. One recorder will use tally marks and the whiteboard to track the total number of shots taken by their group. The other recorder will use tally marks and the whiteboard to track the total number of shots that make it into the basket by their group members. I explain that members that are shooting the paper balls will need to be behind the tape line. If a group member does not follow the directions, he/she will be told to sit out.
I set the timer for one minute and tell the students to begin. When the minute is up, we clean up and come back to our seats. I ask the group recorders to share out their data. Each student records the data in their table. I ask students, “How can we find out which group won?” Some students may say that the team who made the highest number of baskets is the winner. Other students may create a fraction comparing the number of shots made to the total shots taken.
I record the ideas and tell students that I want them to think about how we could determine the winner while we work on today’s lesson. We will return to this question during the closure.
I have students participate in a Think Pair Share about the meaning of percent. I want students to remember that percent means an amount of out 100.
I tell students that a typical way they will have to use percents is to calculate sale prices when they are shopping. Being able to find sale prices will help you get the best deal. Introduce the formula as a way for students to understand the relationship between the original price and a discount. The percent discount is the percentage subtracted from the original amount.
We go through problem 2 together. I show student the percent bar diagram as a way to visually represent the information in the problem. I ask students:
A common mistake is that students calculate 25% of $60 and list that as the sale price. If I see this happening, I ask what it means for an item to be 25% off. I want students to realize that they must first find the dollar amount that is equal to 25% and then subtract that from the original price.
I have students work on problem 3 in partners. I walk around and monitor student work. I call on a student to show his/her work under the document camera and explain his/her thinking. I ask the class for comments or questions for that student. I bring up any common mistakes or struggles that I observed while students were working.
Students move into their groups. I call on a student to read the situation. I call on a different student to read question 1. I tell students they have 2 minutes to talk with their group members and make a prediction. Before they move on, they must write down their prediction.
As students work, I walk around and monitor student progress and behavior. Students are engaging in MP1: Make sense of problems and persevere in solving them, MP2: Reason abstractly and quantitatively, MP4: Model with mathematics, and MP5: Use tools strategically.
If students are struggling, I may ask one or more of the following questions:
If students are struggling to draw a visual, I will have them look at the visual for problem 3 in percent practice. They can use this as a reference.
If students need extension, I may ask them one or more of the following questions:
For Closure I have students return to the question about the trash-ketball challenge. I ask for students to share their thinking about how we can determine the winner. I want students to realize that they could find the percent of shots made for each group. The group with the highest shooting percentage is the winner. This will be an opportunity for students to work with numbers that may not translate nicely into a percentage. I ask students to share their strategies and their findings. Students are engaging in MP2: Reason abstractly and quantitatively.
Instead of a ticket to go, I collect student work and pass out the Homework.