## Reflection: Discourse and Questioning Percents Greater Than 100 - Section 2: Explore

It was very telling that students seemed to understand what 300% meant but they could not apply that to problems. I thought it would be easy for them to determine "3 times as much". That was not an easy connection for them to make. Starting with twice as much and relating that to 200% had to be our starting point. I am interested to see the exit tickets and find ut what they actually understand on their own-without any input.

What is 300%
Discourse and Questioning: What is 300%

# Percents Greater Than 100

Unit 7: Percent Relationships
Lesson 5 of 18

## Big Idea: What is the difference between 150% and ½%? Is there a difference? Really?

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