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* *Reflection: Joy
Finding Percents Fluency - It's a Chain Reaction! - Section 2: Explore

This activity will vary in time for different levels of students. I required my advanced students to work individually, my on grade students to work in pairs, and my inclusion block worked as table groups. This grouping permitted all students to finish the activity in the allotted time.

I got great verbal feedback from kids regarding this activity - many in fact called it fun :) I think they liked that they were making a piece of the chain. I found this activity to work best of all with my lowest level students, in fact, my EC co-teacher noted that we had kids working very hard that often times we struggle to get a product out of.

I found in talking to kids that spending this day to work on fluency helped. I was able to adjust my wording so that more kids grasped the concept. When working with students I talked about starting at 100% - that being full price, and 100% is the starting point for all problems. From there, I asked students to read problems to determine if they were finding a mark up or a mark down (would the final price be higher or lower based on the given scenario). Next, they added or subtracted from 100, moved the decimal point and mutliplied.

I was really pleased with the outcome of this lesson and apparent student understanding, and am looking forward to seeing how students perform on their upcoming test!

*Chain Reaction Reflection*

*Joy: Chain Reaction Reflection*

# Finding Percents Fluency - It's a Chain Reaction!

Lesson 7 of 21

## Objective: Students will be able to solve markup and markdown percent problems.

#### 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 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**).

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#### Summary + Homework

*5 min*

**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.

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##### Similar Lessons

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

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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)