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.
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).
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... :)
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.