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* *Reflection: Joy
Quiz + Discount and Tax - Section 2: Discounts and Tax

As stated in previous lessons, I have made several changes to the pacing of my lessons this year in order to address the extension of our math blocks from 60 to 90 minutes (4 times a week; Friday’s are still 60 mins). For this lesson, as for others, the quiz was given on its own during a Friday 60 minute class. The lesson on discounts was not taught on the same day. For more on how this change has impacted my class, please read view this reflection.

Given this change, when I looked back at the CW materials I would use this year to introduce discounts I did not think the worksheet currently attached to this lesson would be enough. It’s a challenge and hard to avoid recreating the entire lesson from scratch. It’s also quite time intensive. I have been pushing myself this year not to continue re-creating the wheel and instead using materials that already exist, tweaking them in minor ways to get more student work and practice, without creating additional materials or re-creating the whole lesson itself. For this particular lesson, I felt that asking for the discount alone, and in the rotary and stagnant way in which the worksheet presents the information, didn’t help students address some of the larger challenges with Core curriculum: the wording. This year, students spend 10 minutes of independent practice completing the worksheet in the CW section of this original lesson. Once ALL students complete the worksheet, we distribute whiteboards to play E-Races. I use the slides attached in the powerpoint within this reflection to question students about the information found on the worksheet. Sometimes the question asks for the discount alone, sometimes for the total price. By asking for either of these facts (or something completely different altogether), I am pushing students to understand different contexts or different questions and how this will influence the answer they get an how they use the percent within the problem.

While I did use the discount portion of this worksheet when I introduced discounts, I did NOT use the tax portion. My goal this year was to separate percents that are removed from percents that at added to original amount, and teach them on different days so that students could gain an understanding of different percent applications through the use of categories. For more on this adjustment to my scope, view this reflection.

*Joy: Spice it up with E-Races!*

# Quiz + Discount and Tax

Lesson 8 of 17

## Objective: Quiz + SWBAT determine discount or tax amounts only.

#### Quiz

*30 min*

Students enter silently. Quizzes are on their desks and they are to begin as soon as possible. They are allowed to spread out and sit at empty tables and are given the option to use cardboard dividers and noise canceling head phones. Instructions on the SmartBoard notify students that they will only have 30 minutes to complete this quiz (a timer will be displayed). Bonus sheets are available and can be collected at the front of the room after the student turns in their completed quiz. At the end of the quiz, all students will be asked to turn in their quizzes, and the Class Work will be distributed.

This quiz will assess knowledge of vocabulary (** gratuity, commission**), converting between fractions/decimals/percents, cross multiplication, percent change, and percent of a number. After analyzing the data I determine that I need to review certain topics in class:

- Fraction/decimal/percent conversion with repeated decimals (i.e. 33 1/3%).
- Percent change (will be included in Do Now assignments and HW)

*See lesson 114

More than 50% of my students missed questions like these. I use these topics to inform my instruction through the second half of this unit.

In smaller groups, I need to assess:

- Algebraic statements (equations from proportions)
- Percent of
- Fraction/decimal/percent conversions (less than 0.1)

*see “Quiz Remediation” resource.

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#### Discounts and Tax

*20 min*

As students complete the quiz they will be given a class worksheet where they must calculate discount and tax amounts alone. They will also be supplied with calculators and an example of the level of work expectations will be projected on the board (see Day 110 - neat CW sample.pdf).

At the end of the 30 minute period for the Quiz, all remaining students will receive the class work and everyone must track the board as I go through the expectations for showing work when working with a calculator. Many students often show zero work when they have calculators, a weakness when completing open response questions where some indication of your procedure could earn you partial credit.

*Note: the answers given in the .pdf resource document are totals, including the original price/cost. The correct answers for the discount and tax alone are included in a separate word document (see Day 110 - CW Answers - Discount and Tax - 2014 - 02.28.docx).

Students will take this sheet home to complete for homework. Students will be notified that answers will be posted on the website. They should come prepared with questions on Monday if they are still struggling or prepared to ask for extra practice.

I will review the first four questions with students and then they must work with partners for the remaining time in this section.

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#### Closing

*10 min*

Students get a half sheet of paper and are instructed to put their name on it. I decide to end class with a fun game. Students will need a pen and a pencil. Here are the step by step directions:

- Choose a partner.

- With your pen write two numbers between -3 and 3. Make one of those numbers a decimal.

(walk around to ensure numbers are between the range given)

- With your pencil copy the statement and write your two numbers into the two blanks included. Order does not matter.
*________% is ___________ of what number?*

- Exchange problems with your partner. Complete the problem. Turn it in at the end of class.

Correctly answered problems will earn achievement points given in the next class.

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- UNIT 1: Integers
- UNIT 2: Operations with Rational Numbers
- UNIT 3: Expressions and Equations - The Basics
- UNIT 4: Multi-step Equations, Inequalities, and Factoring
- UNIT 5: Ratios and Proportional Relationships
- UNIT 6: Percent Applications
- UNIT 7: Statistics and Probability
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- LESSON 1: Percent Intro
- LESSON 2: Percent Conversions
- LESSON 3: Percent, Piece, Whole
- LESSON 4: 27 is 20% of what? Huh?... Bar Models Save the Day
- LESSON 5: Percent Increase
- LESSON 6: Increase/Decrease and How Much?
- LESSON 7: Commission, tax, tips, and other Gratuities
- LESSON 8: Quiz + Discount and Tax
- LESSON 9: Sale Price and Grand Totals including Tax/Tip
- LESSON 10: Mock Assessment #2: Multiple Choice
- LESSON 11: Mock Assessment #2 Day 2 - Open Response
- LESSON 12: More Tax, Tips, and Discounts
- LESSON 13: Interested?
- LESSON 14: Consumer Math
- LESSON 15: Percent Error
- LESSON 16: Pi Day
- LESSON 17: Unit 6 Test