Students will be able to solve a variety of percent problems.

Organization and simplicity - the two keys to understanding a variety of percent problems.

10 minutes

**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 a variety of percent application 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**).

5 minutes

Instructional Strategy - Table Discussion**: **To summarize this lesson, I am going to have students have one final conversation on the topics of interest and commission. Every time we do problems with them I hear - is this a markup? NO! I will have students discuss and write their thoughts on a white board and then hold up right before time to leave!