As students enter the room, they will have a seat, take out their Problem of the Day (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use MP 3 continually based on the discussions we have about the problem each day.
Use a percent diagram to find 10% of 50, 20% of 50, and 50% of 50. Be prepared to discuss ways to find 10%, 20%, and 50% without a bar diagram.
We used bar diagrams to find percents in the previous lesson. Students should be comfortable using them. I want to begin to transition students from the concrete model of percents to a more abstract understanding. Having a discussion about the percents without the bar diagram will help the transition. It will also indicate if students are ready to transition or if we should continue to rely upon the diagrams.
Students will take notes today on how to find the percent of a number. As they solve problems and practice they will apply their knowledge of percents and gain additional understanding. We are moving from using bar diagrams, a more concrete approach, to making the connection between decimals and fractions and percents. During the lesson students have the opportunity to explain what they know. If bar diagrams are the strategy students go to, we can use that to build capacity for decimals and fractions.
The exit ticket today asks students to tell what they know about conversions. We have done them in class and I want to see if students can apply what we did in class to other percents. I want them to recognize the conversions quickly and become more fluent with them.