## Instructional Strategy - Table Discussion - Section 3: Summary

*Instructional Strategy - Table Discussion*

*Instructional Strategy - Table Discussion*

# Finding Percents

Lesson 6 of 21

## Objective: Students will be able to calculate markups, markdowns, and just plain percent using the percent equation informally.

## Big Idea: Time to turn the model into a mathematical operation! In this lesson students are informally introduced to the percent equation.

*60 minutes*

#### 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 percent problems using a percent equation.” 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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#### Explore

*45 min*

**Finding Percent Guided Notes - **Finding Percents Explore Video

Instructional Stategy - How do table challenges work?** **As a way to assess student understanding, I am going to have students work on the white boards with their tables to solve a few problems on markups, markdowns, and just percent. I am curious to see what the misconceptions are early on, so that I can catch and address them! As usual, I will conduct this as a table challenge - just to keeps kids trying and on their toes :)

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#### Summary

*5 min*

**Instructional Strategy - Table Discussion: **To summarize this lesson, I will have students have a table discussion on: Come up with one example to share with the class where you multiply by a percentage greater than 100. The purpose of this summary activity is to determine which tables grasp the idea of a markup. In my experience, markups are the hardest for the students to understand, and being able to write an original problem would show understanding, and give me an idea of where I need to focus my attention during the next lesson.

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Hi Heather! First off, thank you so much for all your resources! They are incredible. I cannot seem to find the whiteboard problems that you added to your lesson. Could you please add them to this or send them to me in an email? Thank you!!

| 2 years ago | Reply

As far as I can tell, the first five are public...I can see them :) I am not sure why you are unable to.

| 2 years ago | Reply

Hi Heather! I have used several of your ideas as resources and the students and I both love them! I am not able to see your ideas for the first 5 lessons of the Percent unit and would like to. Is there anyway that these can be available to us?

Thanks!

| 2 years ago | Reply*expand comments*

##### Similar Lessons

Environment: Urban

Environment: Rural

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

*Favorites(4)*

*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)