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

*Instructional Strategy - Table Discussion*

*Instructional Strategy - Table Discussion*

# More Practice with Percents - Practice Makes Perfect!

Lesson 14 of 21

## Objective: Students will be able to solve a variety of percent application problems.

#### 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 identify the type of percent problem I am solving, and apply the correct procedures for solving it.” 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! **This concept lends itself to the use of **mathematical practices 2 and 4**, as most problems can be modeled using real world examples, and given those examples students have to reason both quantitatively and abstractly. Additionally, students are working with a decimal point - which can change the value of a number drastically if placed incorrectly, so it is important that students pay close attention to precision when working (**mathematical practice 6**).

*expand content*

*expand content*

#### Summary

*5 min*

**Instructional Strategy - Table Discussion: **To summarize this lesson, I am going to ask that students have a table discussion on what types of problems do we use division instead of multiplication? This activity will allow students the opportunity to have discussion on what we do when, and why. Students will experience success with this concept if they can identify what problems they are to work backwards on. I will have tables discuss, and then a representative from each table will share out.

*expand content*

##### Similar Lessons

Environment: Urban

Environment: Rural

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

*Favorites(2)*

*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)