##
* *Reflection: Adjustments to Practice
Markdown Percent Models - What Percent Are You Paying? - Section 2: Explore

I did not get to the gallery walk in all of my classes. It took about 3/4 of the class to get through the opener and notes. Kids understood the concept, I think I just had to many practice problems before the gallery walk. I like to give groups time to work together and then put work on the board, so this took time. In two of my blocks I was able to do start the gallery walk, and kids were able to finish about half of it.

The biggest struggle that my students had with the gallery walk was distinguishing whether a problem was asking for a discount or just percent of a number. My lower readers that just like to pull numbers from problems struggled the most - as they did not look for key phrases or terms such as coupon, discount, mark down. I think the activity was worth it for those that got the opportunity to do it, however, as it did require them to stop and think about what the problem was asking - it was not just a regurgitation of what we did in today's lesson, it covered the previous lesson as well.

I am super pleased, however, with how the conceptual bar model approach is going, and I like that kids are able to see that if something is 20% off, that they are paying 80% of it - that will help ease the calculations when I actually let them use a calculator!

*Gallery Walk Reflection*

*Adjustments to Practice: Gallery Walk Reflection*

# Markdown Percent Models - What Percent Are You Paying?

Lesson 2 of 21

## Objective: Students will be able to solve discount problems using a percent bar model.

## Big Idea: Visualize it! If something is 20% off - what percent are you actually paying? Bar models help students SEE the discount!

*60 minutes*

#### Launch

*10 min*

**Opener: **As students enter the room, they will immediately pick up and begin working on the opener – Instructional Strategy - Process for openers. This method of working and going over the opener lends itself to allow students to construct viable arguments and critique the reasoning of others, which is **mathematical practice 3**.

**Learning Target: **After completion of the opener, I will address the day’s learning targets to the students. For today’s lesson, the intended target is, “I can solve discount problems using a percent bar model.” Students will jot the learning target down in their agendas (our version of a student planner, there is a place to write the learning target for every day).

**Thoughts from Me! **As a way to dive into percents and create a conceptual understanding, students will utilize a bar model (**mathematical practice 5**). They will use the model to represent scenarios conceptually (**mathematical practice 4**) instead of just punching numbers. Students will also reason abstractly and quantitatively by analyzing what each model represents (**mathematical practice 2**). Students will look for repeated reasoning to make connections within percents (**mathematical practice 8**).

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#### Summary

*5 min*

* To see this part of the lesson unfold, watch: *Classroom Video: Checks for Understanding

Instructional Strategy - Table Discussion: To summarize this lesson, I will have students have a table discussion on: Without drawing a model, discuss with your table how to 20% off of 80. The purpose of this discussion is for students to start using mental percent – again, using a bar model, we are thinking in terms of 10% sections. So if we take off two 10% sections, what is left? I will ask that all tables have a representative share out how their table solved the problem.

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*Responding to Rebecca Gallo*Disregard -- I see that it's "smaller." | 5 months ago | Reply

*I feel silly asking this, but what goes in the first blank on the notes? "When something is marked down, that means that it is a ________ percentage of the total." | 5 months ago | Reply*

*expand comments*

##### Similar Lessons

Environment: Urban

Environment: Rural

###### The Defining Pi Project, Day 1

*Favorites(4)*

*Resources(31)*

Environment: Urban

- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: Percent Models - A Visual Approach to Percents
- LESSON 2: Markdown Percent Models - What Percent Are You Paying?
- LESSON 3: Markup Percent Models - Percents Over 100?
- LESSON 4: Percent Models Review - Practice, Practice!!
- LESSON 5: Percent Models Test
- LESSON 6: Finding Percents
- LESSON 7: Finding Percents Fluency - It's a Chain Reaction!
- LESSON 8: Multiple Percents - What happens when you have a discount and tax?
- LESSON 9: Markup and Markdown Review - Are you paying more or less?
- LESSON 10: Markup, Markdown, or Just a Percent? TEST
- LESSON 11: Working Backwards with Percents - What happens when a problem is not straightforward?
- LESSON 12: Working Backward with Percent: Practice Makes Perfect!
- LESSON 13: Performing with Percents - Can you bust some common misconceptions?
- LESSON 14: More Practice with Percents - Practice Makes Perfect!
- LESSON 15: Working Backward and Forward...TEST!
- LESSON 16: Percent Change - By What Percent Did the Value Change?
- LESSON 17: Percent Change - More Practice
- LESSON 18: Simple Interest - Understand Your Money!
- LESSON 19: All Percents Review
- LESSON 20: All Percents Test
- LESSON 21: Proportional Reasoning and Percent - Can you apply the concepts? (3 Day Lesson)