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 begin the review, students will complete a vocabulary activity to review all of the concepts covered during the unit. During the review, students can ask questions, challenge each other and support each other as we work through the activity.
To review for the assessment, we will work through problems involving percents. Students will be able to work with a partner and present their solutions to the class on the SMARTboard. When we review, it gives the class the opportunity to see how to work through problems, to argue and discuss strategies for solving the problems as a whole group. This strategy helps create clarity and removes any hesitancy if any confusion exists. It also gives me a window for presenting additional problems if I find that a particular type of problem causes confusion for students. For example, if they don’t understand how to find the sales tax, I can jump in and walk through a few sales tax situations with them.
To end class, if no other obvious areas of concern, we will end class with a brief explanation of the process used to apply a discount. I am looking for any gaps in their description of the steps they took to find the answer. Do they know how to find 20% of $64? Did they subtract the amount from the original price of the jacket? Were they able to explain? If not, we can talk it through or demonstrate an example before they begin the assessment.
Describe how to find the sale price of a $64 jacket with 20% off. What steps will you take?