## Reflection: Exit Tickets Percent Benchmark Fluency - Section 3: Exit Ticket

As students were working on the exit ticket, I started seeing some strange work on several papers.  Students were not finding a percent of the total, they were only decomposing the percent value itself.  Using football as an example, they would have 10% -> 1.8 and 5% -> 0.9 etc.  I had to stop the students from working and read the problem with them.  Then I asked, how many total students does the circle graph represent?  To find the total number of football players we need to find what? [answer:  18% of 600]

Then, I let them get back to work.  I assumed they already knew how to read graphs.  What is that saying about "assume"?

For my second class of the day, we briefly discussed how to interpret circle graphs before beginning the exit ticket.

How to Read a Circle Graph!
Exit Tickets: How to Read a Circle Graph!

# Percent Benchmark Fluency

Unit 5: Percent and Proportional Relationships
Lesson 4 of 15

## Big Idea: Students reflect on how to use percent benchmarks. Then students get plenty of practice.

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Standards:
Subject(s):
Math, Number Sense and Operations, Percentages, percent benchmarks, percent of
30 minutes

### Grant Harris

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