## Reflection: Adjustments to Practice Finding Percents - Section 2: Explore

This portion of the lesson I had not originally planned on, but I added it to my plans the morning of the lesson - I am glad I did.  During the challenge I was able to catch a common misconception - one that tends to arise no matter how I teach percent.  As you will see in the video clip that I took, many tables just multiplied by the percent, without taking into account if it was a mark up or down - thus, they would give an answer of eighty three cents to a problem that asked for the total cost of an item including tax.  This misconception led to good discussion of mathematical practice 3, checking for reasonableness of answers.  I have taught percents many different ways in the past - proportions, multiplying then adding or subtracting, and now the 100 +/- method.  I think they all have their flaws and benefits, and through practice every child will find a method that will work for them.  The main thing that I need to hammer into their brains is to first determine what type of problem it is, and whether their final answer should be more or less than the number they are starting with.

Adjustments to Practice: White Boards Reflection

# Finding Percents

Unit 3: Percents
Lesson 6 of 21

## Big Idea: Time to turn the model into a mathematical operation! In this lesson students are informally introduced to the percent equation.

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Standards:
Subject(s):
Math, Number Sense and Operations, percent equation, markup, tax, discount, 7th grade
60 minutes

### Heather Stephan

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