##
* *Reflection: Adjustments to Practice
Finding Percents - Section 2: Explore

This portion of the lesson I had not originally planned on, but I added it to my plans the morning of the lesson - I am glad I did. During the challenge I was able to catch a common misconception - one that tends to arise no matter how I teach percent. As you will see in the video clip that I took, many tables just multiplied by the percent, without taking into account if it was a mark up or down - thus, they would give an answer of eighty three cents to a problem that asked for the total cost of an item including tax. This misconception led to good discussion of **mathematical practice 3**, checking for reasonableness of answers. I have taught percents many different ways in the past - proportions, multiplying then adding or subtracting, and now the 100 +/- method. I think they all have their flaws and benefits, and through practice every child will find a method that will work for them. The main thing that I need to hammer into their brains is to first determine what type of problem it is, and whether their final answer should be more or less than the number they are starting with.

# Finding Percents

Lesson 6 of 21

## Objective: Students will be able to calculate markups, markdowns, and just plain percent using the percent equation informally.

## Big Idea: Time to turn the model into a mathematical operation! In this lesson students are informally introduced to the percent equation.

*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 percent problems using a percent equation.” 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! **In this lesson, students will begin to make connections between what their models looked like and the type of percent they will have (greater or less than 100) - finding patterns in reasoning (**mathematical practice 7**) will help the students develop and use the percent equation. Students will need to pay careful attention to precision when moving the decimal point and completing the calculations (**mathematical practice 6**). Percents lend themselves to real world application problems, requiring students to model and reason given models (**mathematical practices 2 and 4**). Students will be permitted to use tools as needed - calculators and bar models (**mathematical practice 5**).

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#### Explore

*45 min*

**Finding Percent Guided Notes - **Finding Percents Explore Video

Instructional Stategy - How do table challenges work?** **As a way to assess student understanding, I am going to have students work on the white boards with their tables to solve a few problems on markups, markdowns, and just percent. I am curious to see what the misconceptions are early on, so that I can catch and address them! As usual, I will conduct this as a table challenge - just to keeps kids trying and on their toes :)

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#### Summary

*5 min*

**Instructional Strategy - Table Discussion: **To summarize this lesson, I will have students have a table discussion on: Come up with one example to share with the class where you multiply by a percentage greater than 100. The purpose of this summary activity is to determine which tables grasp the idea of a markup. In my experience, markups are the hardest for the students to understand, and being able to write an original problem would show understanding, and give me an idea of where I need to focus my attention during the next lesson.

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##### Similar Lessons

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###### 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)