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 calculate markups and markdowns.” 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).
Instructional Strategy - Table Discussion: To summarize this lesson, I will have students work with their tables to generate as many examples of problems that are markups and markdowns that they can – using a t-chart format. I will collect the tables at the end of class to get a sense of who is getting it and who is not.
Homework: As students are having their table discussion, I will pass out the night’s assignment. This is the first homework assignment that students have had during this unit – and at this point I feel as though they have enough knowledge – both conceptual and mechanical to be successful with the homework.