## BIG TIPPER [DAY 3]

### PERCENT AND FINANCIAL LITERACY

Investigate strategies to increase and decrease a whole number by a percent.

## Intentionality & Unit Overview

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Students will explore the concept of applyingÂ  discount using a benchmark percent as an operator.Â

## Intentionalityâ€¦

In this task, students will continue exploring financial literacy concepts that require a percent as an operator. On Day 1, students investigated increasing a whole number by multiplying by a percent. In this Day 3 task, students will explore the result of decreasing a number by a percent. Today, students will apply a percent discount to an item. Some of the big ideas that may emerge in todayâ€™s lesson include:

• Fractions, decimals, and percents can all represent relationships to a whole;
• Any fraction, decimal or percent can be used as an operator;
• Certain equivalent representations of percents and fractions are more helpful to do mental calculations than others;
• Decreasing by a given percent means the percent is subtracted from the whole;

Percents can be composed and decomposed.Â Â

• Fractions, decimals, and percents can all represent relationships to a whole;
• Any fraction, decimal or percent can be used as an operator;
• Increasing by a given percent means the percent is added to the whole;
• A bar model is helpful for representing a situation that involves a percent increase.

## What Do You Notice? What Do You Wonder?

Show students this video:

Then, ask students:

What do you notice?

What do you wonder?

Give students 60 seconds (or more) to do a rapid write on a piece of paper.

Then, ask students to share with their neighbours for another 60 seconds.

Finally, allow students to share with the entire group.

Some of the noticing and wondering that came up in a class recently included:

• I notice a skateboard.
• I notice the first skateboard has a price of \$140
• I notice there is a sale happening today with 20%.
• I notice the second store has a skateboard for \$120.Â Â
• I notice the second store is offering 10% off.
• I wonder which store is offering a better deal.Â
• I wonder if tax is included.Â
• I wonder how much he will pay altogether.

At this point, you can answer any notices and wonders that you can cross off the list right away. For example, the price of the skateboard at store #1 (tax included) is \$140. The store is going to discount that price by 20% . The second store is selling the exact same skateboard for a price of \$120, with a 10% discount.

## Crafting A Productive Struggle: Prompt

Since you have already taken some time to set the context for this problem and student curiosity is already sparked, we have them in a perfect spot to help push their thinking further and fuel sense making.

Share the following prompt:

Which store is selling the skateboard today for the lowest price?

Justify your answer.

## While Students Are Productively Struggling…

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## Student Approach #1: Fair Sharing

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## Student Approach #2: Scaling Using Equivalent Fractions

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## Student Approach #3: Using the Inverse Operation

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## Reveal

Show students the following reveal video:

Alternatively, you could consider sharing the reveal image below to show the sale price after the respective discounts are applied:

## Consolidation

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## Reflect and Consolidation Prompts

Provide students an opportunity to reflect on their learning by offering these consolidation prompts to be completed independently.

### Consolidation Prompt #1:

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### Consolidation Prompt #2:

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We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students as well as how the whole class will proceed.

## Resources & Downloads

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## Explore Our 60+ Problem Based Units

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