## Instructional Strategy - Process for Openers - Section 1: Launch

# Working Backward with Percent: Practice Makes Perfect!

Lesson 12 of 21

## Objective: Students will be able to identify the unknown value in a percent problem and apply the correct procedures for solving for that unknown.

#### 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 determine the unknown value in a percent problem and apply the correct procedures to solve for that unknown.” 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! **As students begin to work on problems, they will be looking for patterns and/or repeated reasoning (**mathematical practices 7 and 8**). What types of problems require division? Students will need to be precise when determining the information they are given so that they are able to accurately find the missing value (**mathematical practice 6**).

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#### Explore

*45 min*

**Scavenger Hunt: **Scavenger Hunt Video

**Homework: **Since student pairs will finish the scavenger hunts at different times, I have placed the homework assignment on the back of the scavenger hunt paper. Thus, as students finish the activity, I will quickly check their paper, and then send them to their seats to work on the homework assignment. I wouldn't want the students to be bored... :)

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#### Summary

*5 min*

**Instructional Strategy - Table Discussion: **To summarize this lesson, I am going to ask students to discuss at their tables clues that they find in a problem that helps them determine if they are given the new or the original value. I will choose three tables to share out at random by drawing playing cards.

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##### Similar Lessons

Environment: Urban

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

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*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)