This lesson is intended for students to use strategies to solve real world problems involving percent of change. My lessons are guided toward student comprehension of text. Students who can comprehend what the problem is asking them to do will show enormous gains. Student mastery is not isolated to students being able to solve the “math” of the problem. It starts with understanding knowing what math is needed to solve the problem. If students are able to understand how to get to the math, they will have a better chance at mastery. Calculators are an underrated tool. We do want our students to have a strong mathematical fluency, but for complicated math calculations, calculator mastery is also an important skill that college and career ready students must obtain. Think about the real world, in many careers the calculator is a necessary tool to use to accomplish the task of the position. Think of college, students are going to need a strong background with scientific calculator usage to get through higher level math. With that said, comprehension of text is critical.
With this lesson some vocabulary you may want to focus on are words that are synonymous with increase and decrease, such as reduce, enlarged, dilated, shrunk, etc. Word problems will not be as black and white to say the amount increased or decreased. Students should be able to identify when they are asked to calculate a percent of change. A few things I ask students to identify:
“Is there a percentage in the problem?
Are they asking to find a percentage? If so, does it give an original size, amount, weight, etc.?
Are they asked to find a change in this given amount?
The Teacher Resource will help you navigate your whole group instruction. This lesson will be segmented into four parts, a bell ringer (starter), student activity, whole group instruction, and closing.
As the students enter the room, hand them the bell ringer that will focus on the objective of the day. Students will work independently for 10 minutes. During this time students should practice MP 1, 2, 4, and 5. Walking the room gauging student understanding will benefit the type of open ended questioning you will want to ask during the student activity. This will also drive your whole group instruction. Start students with unpacking the problem. This will allow students to identify important information from the problem to help give them a starting point.
After students have had an opportunity to grapple through the problem on their own for 10 minutes, have them discuss their work with one another in their designated groups. In the above pre lesson guided notes I discuss how I group my students to maximize this time. Mathematical practice 3 comes into play heavily during this time. Students should also focus on solving the problem with their peers accurately during this time. This places heavy emphasis on MP 6. Students will be given 15 minutes to discuss their findings together. During this time you will want to visit each group to listen to their mathematical discussions, asked guided questions that will help them navigate through the problem, and gather data that will help you guide your whole group discussion. With your lower level learners you may want to take this opportunity to give small group direct instruction so that they may offer rich discussion during the whole group instruction and to pin point what the scaffolding questions you need to ask during the whole group instruction.
During this time, your goal is for students to share out what was discussed during the student activity. This is the time in which all students are able to learn from one another at one time. Students will share what process they used to solve the problem, what difficulties they are having with the problem, what successes they had while solving the problem, and which strategies were used to accomplish the task. As you walked the room you were able to gauge what questions you will ask during this time. Please use the teacher resource to help with addressing common mistakes, and your direct instruction. During this time it is important for students to have the correct process to solve the problems, and good notes to refer back to as a reference for other problems that will be upcoming.
During your closing summarize what has been learned in the lesson. For this lesson, students should understand how to translate mathematical text into equations, how to interpret what the text is asking them to do, and how to identify what their computational results mean in reference to answering the questions of the problem accurately.
Assign the Homework. This is a lead into what students know about finding area of figure.