## Reflection: Vertical Alignment Show what you know + Equivalency - Section 4: Percents

During this part of the lesson, I wanted students to recognize that in order to be a percent an amount must be out of 100.  I used call and response.  When I said, “A percent is…” my students yelled, “out of 100”.  Students made connections to the word part “cent” with centimeters (100 cm in a meter), 100 cents in 1 dollar, and centipede (100 legs).

Some students still mistook 0.7 for 7%. I had to briefly review creating equivalent fractions. I presented this as an answer to the class and had students explain why 0.7 equaled seven-tenths and we need to change it into a value out of 100.

Percents Reflection
Vertical Alignment: Percents Reflection

# Show what you know + Equivalency

Unit 2: The College Project - Working with Decimals
Lesson 10 of 16

## Big Idea: What do students understand? What gaps do they have in their understanding? How are fractions, decimals, and percents connected?

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Standards:
Subject(s):
Math, equivalent, Fractions, Number Sense and Operations, Decimals, percent, 6th grade, master teacher project
65 minutes

### Andrea Palmer

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