Heather
Stephan
WESTERN MIDDLE,
ELON,
NC

7th Grade Math :
Unit #3 - Percents :
Lesson #9

Objective:
Students will be able to solve a variety of problems involving markup and markdown.

1 Launch -
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 apply percent to solve real world 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! **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**).

resources

2 Explore -
45 minutes

mu md review.wmv

https://betterlesson.com/lesson/section/4164/markup-and-markdown-review-are-you-paying-more-or-less
resources

Review Smartboard.pdf

https://betterlesson.com/lesson/resource/2376219/review-smartboard-pdf
Markup and Markdown Review Smartboard.notebook

https://betterlesson.com/lesson/resource/2376217/markup-and-markdown-review-smartboard-notebook
3 Summary -
5 minutes

**Open Discussion: **To summarize this lesson, I want to give students an opportunity to ask any questions that they still have regarding percents, as tomorrow they will have a test. Thus, I will open the floor for discussion, normally once one student asks a question, a good discussion begins!

Summary Reflection

Checks for Understanding

During the summary time, I had a student ask "how can you tell when it is just a percent?" I find that students struggle when the problems are all mixed up. To answer his question, I asked him a question - how do you know when it is a mark up, or a mark down? He responded by giving me key words and examples. As he was rattling off tax, tip, sale, .... he said - "so when these words aren't there, and it says something like "how many students wear sneakers" then it is just a percent. Precisely. I told him there is no cut and dry formula, but that he needs to read and understand what the problem is asking to be able to determine what he needs to do. We will see how he does on the test...