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).
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.