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.
The target for the day is also on the SMARTboard each day when students enter the room. The target for today’s lesson is for students to simplify expressions they are given.
To start class today I want to touch base with students and their understanding of percents and the decimal multipliers. I want them to recognize the relationship that exists between percents and decimals.
Model the answer to this question using a percent multiplier and a decimal multiplier.
A mobile phone is reduced by 60% in a sale. Give me an example of what the phone could have originally cost and what it costs now.
In this lesson students are going to apply the strategies they used in prior lessons to place fraction multipliers between amounts to show the increase and decrease. They will place the fraction multipliers and operations between the amounts, similar to the previous lesson. Working with a partner, students will make decisions about what operations to place between the amounts. Each pair will receive a copy of Card Set A and be instructed on how to place the cards using the document camera. Using the operations on Card Set D (after they have been cut apart) students will determine how to make the connections between the increase and decrease between the cards and place the operations in the right locations. There should be arrows between all of the cards, horizontally and vertically, as well as diagonally. As pairs work, I will circulate to answer and ask questions to promote student thinking. I want to know, how do they know what to do? If students are struggling to get started I may be able to help them jump start their thinking by reminding them that they can find the increase or decrease then find the two numbers it applies to. Or they can determine the change between two numbers then identify the arrow needed.
Now that we have used percent, decimals, and fractions to indicate increase and decrease, I want to see if students can apply them all. We will be completing the post assessment in the next lesson so I want to see where students are with the increase and decrease in case there are questions I can answer for them before we complete the post assessment.
Create two cards with amounts and show the percent increase (or decrease) along with the decimal and fraction multipliers between the amounts.