I will start my lesson this way each day for three days, see my reflection for specifics.
Brain Dump: On a clean sheet of paper, I am going to have students write down all of the information - key terms, rules, procedures, etc that they can recall from the first two units - proportional reasoning and percents. After 5 minutes of working individually, I will ask that tables combine individual lists on one sheet of paper. After another 5 minutes, I will call on one table at random (I will draw a card) to write their dump on the smartboard, and when they finish I will ask other groups to add to the list if they have additional items.
Day 1: The first day of this three day lesson I will hand out the packets of the four performance tasks (Cat Food, Lawn Mowing, Sneakers, Yogurt) that I have chosen. I have eight tables in my room, and students will be seated in somewhat homogeneous groups - there will be a pair of higher and lower students at each table. These tasks have multiple parts, and by having different levels at the table, all students will be able to find some part of each task that they can be successful with. During this portion of the lesson, students will work in their table groups to solve each of the four tasks. I will encourage students to make notes on their paper regarding the why and how of their work, as at this point they do not know which task they will present on. This activity is a good use of the mathematical practices. Students are working together and explaining their reasoning to one another to solve problems without giving up (mathematical practices 1 and 3). Additionally, they are working with numbers in a variety of ways, both verbally and through computation to solve real world problems (mathematical practice 4). Students are also able to use tools strategically - conversion tables, calculators, and notes from class (mathematical practice 5). Students also have to pay close attention to precision as the wording of problems changes how the problem should be approached (mathematical practice 6). Finally, students are using what they already know to solve new, more complex problems (mathematical practice 7).
Day 2: The second day of this three day lesson students will once again work to complete the four tasks. Half way through the class period I will assign each table one of the problems to present to the class. Tables with the same problem will now have an opportunity to work together, and I will assign two members of each group to present. I will base my decision on who presents based on comments I overhead during the work time.
Day 3: Presentations. On day three of this three day lesson groups will present their problems to the class. Every student in the class has completed each problem, but was asked to be an expert on only one problem. As students present they will be asked to explain the why's and how's of their problem - not just write down their answer. They will also be required to answer any student questions that may arise during or after their presentation.