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 solve percent change problems.” 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).
Instructional Strategy - Table Discussion: To summarize this lesson, I am going to ask that students have a table discussion considering the question – how can you tell if a question is asking for percent change if they don’t come right out and say it? For this question, I want students to discuss with one another how they know – what they look for in a problem. Students are valuable teachers to their peers, and I want to give them an opportunity to share what works for them. After students talk in small group, I will have one student from each group summarize their discussion for the benefit of the whole group.
Homework: After the table discussion, I will pass out the homework assignment so that students may get started!