Lesson 6.

6 Discounts & Markups (Day 2)

February 8th, 2018

Name: Allison Apone Unit Title: Chapter 6 – Percents

Class: Math 7 Lesson Plan Title: 6.6 Discounts and
Time: 5th Hour (12:23pm – 1:20pm) Markups (Day 2)

Student’s Prior Knowledge

 Students know how to convert from a decimal to a percent and how to order and
compare decimals, percent’s, and fractions.
 Students have learned how to solve percent problems using either the percent
equation or percent proportion.
 Students have learned how to calculate percent of change (increase and decrease).

Unit Goals
 Write percents as decimals and decimals as percents.
 Compare fractions, decimals, and percents.
 Use proportionality to solve percent problems.
 Use the percent equation.
 Solve percent problems involving percents of increase and decrease, and simple
interest.

Michigan Common Core Standards

 CCSS.MATH.CONTENT.7.RP.A.3
Use proportional relationships to solve multistep ratio and percent problems.
Examples: simple interest, tax, markups and markdowns, gratuities and
commissions, fees, percent increase and decrease, percent error.

Lesson Goal: Students will be able to find a discount or markup of an item using multiple
methods.
Objectives:
 Find a discount using method 2.
 Find a markup using method 2.
 Find the original price of an item given the sale price and percent of discount.

Instructional Materials
 Answers to previous night’s homework
 Notebook Presentation (6.6)
 Student Notebooks (for their notes)

Focus Question
1) How can we find a discount or markup of an item using a method other than the one
we learned yesterday?

Instructional Procedures and Learning Activities

1) As students walk into class, they will be instructed to take out their homework from
the previous night (Discount and Markup Worksheet Method 1). The answers will be
displayed on the board for students to check as I walk around and check in that their
homework was completed.
2) Then, I will ask if there are any problems from the homework that students would like
to see me do in front of the class.
 3) Next, students will be instructed to take out their notebooks to take notes on the
lesson. The lesson is a continuation of the day before. The previous day we learned
“Method 1” and today we will be learning “Method 2” to solving discounts and
markups. I have saved the smart board lesson after it was complete yesterday so
today I am able to flip back and forth between the two methods to show students the
difference between the methods.
4) After reviewing the key ideas, “discount” and “markup”, we will get into Example 1,
which is about finding a sale price of shorts given the original price and percent of
discount. I will work through the problem by first asking students the following
question: “If there is no discount on the shorts, what percent of the price do you have
to pay?” “100%”. Then, we can subtract the discount percent from 100 to get 75%.
So the question turns into: What is 75% of $35?
5) I will then flip back to the slide from method 1 and talk through how we solved
method 1 (previous day). I will ask students to explain the difference between the
two methods to me.
6) Our next example is finding a selling price, given a markup. The same procedure will
follow as in (#4 and #5).
7) To conclude the lesson, we will find the original price of an item, given the sale price.
This one works slightly differently and students need to understand that a sale price
is part of the whole price.
8) Students will be given about 10 minutes to start (and possibly finish) their homework.
The homework is a worksheet that is identical to the homework from last night, but
this time they must use the new method to solve the problems.

Assessment/Evaluation
Students will be evaluated informally throughout the hour while they answer questions that I
ask in class. They will be evaluated on their homework that is due tomorrow in class, and
also on the lesson concept check that will be given in class tomorrow.