AIM: How can we spiral back to review old concepts?
Announcement: Happy Holidays HW: Happy Holidays! Do Now: 2 2/3 + 1 3/4= Classwork: "Picture This" Winter Math Handout Resources AIM: How can we spiral back to review old concepts?
Announcement: Due to many students missing class for the 7th grade Liberty Science Center Field Trip, we had a spiral review HW: Enjoy your evening Do Now: Browning, Montana, holds the U.S. record for the greatest temperature drop in one day. On January 23, 1916, the temperature changed by an average of 4.17 degrees F per hour. To the nearest degree, what was the total temperature change after 24 hours? Classwork: Ready Book Rational Numbers: pp.7476 #18 Proportional Reasoning: pp.120121 #16 Resources AIM: How can we assess our understanding of percent?
Announcement: HW: Enjoy your evening Do Now: Please clear your desks of everything except for a pencil, calculator, and scantron. Classwork: Percent Exam Resources AIM: How can we practice percent problems? Announcement: Prepare for tomorrow's exam!!! HW: Prepare for tomorrow's exam on percent Do Now: A pair of jeans has a price tag of p, dollars. The tax on the jeans is 5%. Write an equation to represent the total cost, t, of the pair of jeans. Classwork: After discussing various methods of finding percent of numbers, we applied our understanding to practice writing equations that model realistic situations. Students then worked in collaborative partnerships to practice problems on calculating simple percent, tax, tip, markup, discount, commission, and writing equations. Resources
AIM: How can we write equations to model percent problems? HW: Percent Equations Handout Do Now: Sally's School Supplies buys products from manufacturers, marks them up 75%, and then sells them to customers. If the backpack costs Sally $34, how much should the selling price be? Classwork: We discussed the different ways people earn money. Some professions, like teachers, earn a salary. The amount of money they are going to make in a given year is predetermined. Some people, like cashiers, make hourly wages. The more hours they work, the more they get paid. Some other people, such as salespeople, get paid a percentage of the value that they sold. This is called commission. Real estate agents, car salespeople, advertising salespeople, etc typically get paid commission. Equipped with a strong foundation of percent problems, we practiced writing percent equations using variables. Ex. 1 An digital sales specialist gets 8% commission on the value of the ads that are sold. Write an equation to represent the amount of money earned, a, on the total value of ads sold, v. Answer: a = .08v Ex. 2 William's Furniture Store buys a book shelf at a wholesale price, w. If the markup rate at William's Furniture Store is 70%, what is the selling price, S, for the book shelf? Answer: S = .70w+w OR S = 1.7w Resources:
AIM: How can we find percents of amounts in a restaurant setting? HW: Enjoy your weekend! Do Now: Please take our your materials from yesterday and begin working on the task. Tests and quizzes will be returned while you are working. Classwork: From yesterday.... We applied percent problems in the context of a restaurant setting. Students were placed in groups up to 4 and were tasked with deciding which neighborhood restaurant they would like to eat at: Santa Fe (Southwest/Mexican fare), Salvatore's of Soho (Italian fare), or to use a different menu they had brought it. As per the directions in the Restaurant Group Assignment packet, each student ordered one drink, one appetizer, one meal, one dessert item. All items from the group were recorded on each packet. Students then followed prompts from the packet to complete questions involving tax, tip, and discount. Resources:
AIM: How can we find percents of amounts in a restaurant setting? HW: #1a1e in Restaurant Activity Packet Do Now: What is the difference between "tax amount" and "total amount including tax?" Classwork: We applied percent problems in the context of a restaurant setting. Students were placed in groups up to 4 and were tasked with deciding which neighborhood restaurant they would like to eat at: Santa Fe (Southwest/Mexican fare), Salvatore's of Soho (Italian fare), or to use a different menu they had brought it. As per the directions in the Restaurant Group Assignment packet, each student ordered one drink, one appetizer, one meal, one dessert item. All items from the group were recorded on each packet. Students then followed prompts from the packet to complete questions involving tax, tip, and discount. Resources:
AIM: How can we find percents of numbers using alternate methods?
HW: Bring in a takeout/dinein menu from a local restaurant Do Now: A wireless speaker is normally priced at $179.99. It is on sale for 20% off. Use as many ways as you can to find the discounted price. Announcement: We will be conducting a restaurant activity at the end of this week. Please gather takeout/dinein menus to bring in for Wednesday. Classwork: Continuation of yesterday's lesson... For the past several class periods, we have been discussing methods of finding percents of numbers. By now, students have at least 3 methods to calculate a percent of a number, whether it be to find the tax, tip, markup, or discount. Today, students worked in collaborative groups to create their own problems. On chart paper, students create 1 tip, 1 markup, and 1 tax problem, solving each a minimum of 3 ways. Students were assessed based on a classwork rubric for the task. Resources: AIM: How can we find percents of numbers using alternate methods?
HW: Bring in a takeout/dinein menu from a local restaurant Do Now: Amani goes to pickup an $8 grilled chicken salad for lunch. The tax on the meal is 5%. Determine the total cost of the meal in as many ways as you can. Announcement: We will be conducting a restaurant activity at the end of this week. Please gather takeout/dinein menus to bring in for Wednesday. Classwork: For the past several class periods, we have been discussing methods of finding percents of numbers. By now, students have at least 3 methods to calculate a percent of a number, whether it be to find the tax, tip, markup, or discount. Today, students worked in collaborative groups to create their own problems. On chart paper, students create 1 tip, 1 markup, and 1 tax problem, solving each a minimum of 3 ways. Students were assessed based on a classwork rubric for the task. Resources: AIM: How can we find percents of numbers using alternate methods? HW: Markup, Discount, Tip Worksheet #16 (use NEW method and one other old method) Do Now: A clothing company makes a shirt for $22. They markup the shirt 80% to get the selling price. How much should they sell the shirt for? Explain your reasoning. Announcement: We will be conducting a restaurant activity at the end of this week. Please gather takeout/dinein menus to bring in for Wednesday. Classwork: We extended our understanding of finding percents and used a new way to find markup. As discussed in previous classes, markup is an amount added to the cost of an item to get a selling price. We looked at situations in which the cost of the item as a percent is added to the markup percent to get the percent that includes the markup. Example: A necklace costs a store $13. The store marks it up 80%. How much does the store sell the necklace for? Old Method: Markup Amount Cost + Markup = Selling price 13 x .80 = $10.40 13.00+10.40 = $23.40 <selling price of necklace New Method: $13 represents 100% of the necklace, so 80% markup + 100% cost = 180% (cost+markup) 180% = 1.8 (by moving decimal two places to the left) 13 x 1.8 = $23.40 Resources:

AuthorMr. Severiano Archives
June 2018
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