AIM: How can we find percents of amounts? Announcements: Business Percent Project is Due Friday, December 1. HW: Begin working on project! Do Now: Mr. Marinelli sells ties. He buys them for $10 and marks them up 135%. How much will a customer pay for a tie at Mr. Marinelli's store, including an 8.875% sales tax? Classwork: The class was introduced to the Business Percent Project today. In this project, students will buy and sell 5 items of their choosing. They will first determine the buying price of each item and the markup rate they would like to use. Then they will use a variety of percent strategies to find the selling price of their items. Once selling prices have been established, they will make calculations to find the discounted price a customer would pay with a 15% off coupon. Depending on the city's tax rate the business will be in, students must then determine the tax amount and final price a customer will pay for each item. Some basic research on business challenges and a brief write up, complemented by an advertisement of the items, will round out the project. PLEASE NOTE: This project counts as a test grade. Failure to turn it in will result in a zero and automatic failure of the marking period. Time management is crucial. Resources:
AIM: How can we write equations to model percent problems?
Announcements: HW: Bring in 5 pictures of items to sell for upcoming project Do Now: Sally's School Supplies buys products from manufacturers, marks them up 125%, and then sells them to customers. If the backpack costs Sally $34, how much should the selling price be? Explain your reasoning. Classwork: In previous classes, we learned to find the selling price of an item by finding the markup, and then adding the markup to the cost of the item. Today, we learned that we can add the markup percent to 100% (which represents the buying percent), then multiplying by that amount to get the selling price. Solution to the Do Now: 100% + 125% = 225%, which written as a decimal is 2.25 34 x 2.25 = $76.50. The bag should sell for $76.50 Resources: AIM: How can we use proportions to find percents of amounts?
Announcements: HW: Enjoy time with your families! Happy Thanksgiving! Do Now: My Favorite "No" A pair of sneakers originally cost $120. They are on sale for 25% off the original price. If you buy the sneakers in NYC where the tax rate is 8.875%, how much will you pay for the sneakers after the discount, tax included. Show all work. Classwork: We used My Favorite "No" to analyze and learn from mistakes involving multistep percent problems. The rest of the period reinforced processes when finding costs of items after discounts, including tax. We later took that understanding and applied it to finding the cost of a meal that included tax and tip. Resources: Part/Whole = %/100, where Whole is the amount of the item(s) and the Part is the portion of the whole (tax, discount, markup, etc) AIM: How can we use proportions to find percents of amounts? Announcements: HW: Markup, Discount, Tax worksheet (odd #s only) Do Now: Bob's Calculators buys calculators for $15. He marks them up 20%. What is the selling price of the calculators? Classwork: Today's Do Now tapped prior knowledge related to discounts being subtracted from original prices. After reviewing answers to the previous night's homework, we discussed the idea of sales as a technique to get consumers to buy more products. Giving the holiday season has begun, students are exposed to prime examples both online and in physical retail stores daily. We investigated two situations: a jacket being sold online that was originally $180 for 40% off and a pair of sneakers originally priced at $124.99 being discounted 20%. Students used percent proportions to determine discounts and subtract them from the original prices to find the sale price. We extended the idea of using proportions to find percents of numbers (as our AIM suggests) to idea of tips at restaurants, and other services. Students saw that unlike in discounts where we subtract the amount, tips are added to the starting amount. Resources: Part/Whole = %/100, where Whole is the amount of the item(s) and the Part is the portion of the whole (tax, discount, markup, etc)
AIM: How can we use proportions to find percents of amounts?
HW: Unit 2 Comparing and Scaling ACE #15 Do Now: Latisha bought a concert ticket. The ticket cost $60. There is also a $4 tax. How much will Latisha pay in total for the concert? Announcement: We are beginning a new subunit on percents. In this unit, we will discuss tax, markup, discount, commission, and tip among other things. Classwork: We began today's lesson with an open discussion on the concept of tax, more specifically: Why is tax important? Where does the money go? How is it collected? What gets taxed? We went to NYC's department of finance webpage to investigate the different tax rates for products/services in NYC. We used percent proportions to calculate tax amounts for various commonly purchased products. Tomorrow, we will discuss common methods in which people earn an income: salary, commission, and hourly. We will also relate each of these to the business idea of markup and how every business exists to make make money and therefore must charge customers a markup on products in order to make a profit. Resources: Part/Whole = %/100, where Whole is the amount of the item(s) and the Part is the portion of the whole (in this case, tax). Aim: How can we determine proportionality from an equation, a table or a graph?
Homework: Bring in a shopping receipt (clothing store, pharmacy, etc) Avoid grocery store receipts. Do Now: Please take out your materials from yesterday. Classwork: Proportional Reasoning MiniQuiz Announcements: Resources: Aim: How can we determine proportionality from an equation, a table or a graph? Homework: Complete Guided Packet and Examples (click on document link below) Do Now: Write down one question you have from a topic in this unit. Classwork: The class again investigated proportional relationships and saw the connection between tables, graphs, and equations. The big idea for today's class is: When graphed, proportional relationships are STRAIGHT LINES THROUGH THE ORIGIN (0,0). We also noticed that the constant of proportionality in proportional relationships turns out to be the unit rate. We noticed that relationships, such as y = 3x + 5 cannot be proportional. Only relationships in the y = kx form can be proportional. Announcements: There will be a miniquiz tomorrow, Friday, November 17, 2017. The quiz will cover topics from the guided packet. Resources:
Aim: How can we determine proportionality from an equation, a table or a graph? Homework: Proportionality Task #2 (click on link below) Do Now: Fill in the rate table. The relationship is proportional. Classwork: The class again investigated proportional relationships and saw the connection between tables, graphs, and equations. The big idea for today's class is: When graphed, proportional relationships are STRAIGHT LINES THROUGH THE ORIGIN (0,0). We also noticed that the constant of proportionality in proportional relationships turns out to be the unit rate. We noticed that relationships, such as y = 3x + 5 cannot be proportional. Only relationships in the y = kx form can be proportional. Announcements: Resources:
Aim: How can we find a unit rate in a description, an equation, a table or a graph? Homework: Complete Proportion Task Do Now: The following graph shows the number of muffins that can be made with different amounts of flour. 1) How can we determine the unit rate? 2) How many muffins can be made with 2.5 cups of flour? Classwork: The class again investigated proportional relationships and saw the connection between tables, graphs, and equations. The big idea for today's class is: When graphed, proportional relationships are STRAIGHT LINES THROUGH THE ORIGIN (0,0). We also noticed that the constant of proportionality in proportional relationships turns out to be the unit rate. We noticed that relationships, such as y = 3x + 5 cannot be proportional. Only relationships in the y = kx form can be proportional. Announcements: Resources:

AuthorMr. Severiano Archives
June 2018
Categories 
Proudly powered by Weebly