## WriteItWednesday (WIW).mov - Section 2: Explore

# Write It Wednesday Percents

Lesson 6 of 18

## Objective: SWBAT justify their reasoning for their problem-solving with percents

*40 minutes*

#### Launch

*5 min*

**POD**

As students enter the room, they will have a seat, take out their **Problem of the Day** (POD) sheet and begin to work on the question on the SMARTboard. The POD allows students to use **MP 3** continually based on the discussions we have about the problem each day.

Our POD today will be a **My Favorite No** for the exit ticket students did in class yesterday. The exit ticket asked students to find an estimate for a percent of a number and explain how to find an estimate and an exact answer. I want to revisit this question to make sure students understand the meaning behind large and small percents. Finding the exact percent is important but I want to make sure that students have a concept of what a percent represents.

**MY FAVORITE NO**

Find about 1.4% of 25. Tell what steps you used to find the answer. Describe a situation where you might need to find an estimate for 1.4% of 25.

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#### Explore

*30 min*

We will be using the **WriteItWednesday (WIW)** strategy to solve a problem using percents. Students will create an extended response to a problem that uses percents. They will respond to the question using the Better Answers strategy (Cole). This strategy helps students take their problem solving and create an answer that explains their work. When each student has had an opportunity to respond to the question, students will trade papers and critique and score the work of a classmate using the rubric published by the state department of education. Students will provide additional feedback to their classmate to help them improve their initial response. Once students have received feedback from at least one classmate, they will improve the initial answer using the critique.

**WIW Prompt: **

Suppose you add 10% of a number to the number, and then you subtract 10% of the total. Is the result greater than, less than, or equal to the original number. Explain your reasoning.

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#### Landing

*5 min*

The exit ticket today asks students to use percentages to determine a number. Then they will answer questions using the percentages. This will indicate to me whether they are able to find a number using a percent. I want to see if they can answer the question and how they find the answer. What strategies are they using? Are they estimating because they feel comfortable with that? Are they using bar diagrams? What I see in their responses will let me know where we are formatively-do we have more work to do to support understanding or are we ready to move on to the next concept?

**FAVORITE FRUIT**

Berries |
44% |

Peaches |
32% |

Cherries |
24% |

250 people were asked to name their favorite fruit. Of those surveyed, how many prefer peaches? Which type of fruit did more than 100 people prefer?

#### Resources

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##### Similar Lessons

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Environment: Suburban

- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Percents Pre Assessment
- LESSON 2: Percent Inquiry Lab
- LESSON 3: Percent of a Number
- LESSON 4: Estimating with Percents
- LESSON 5: Percents Greater Than 100
- LESSON 6: Write It Wednesday Percents
- LESSON 7: Inquiry Lab II
- LESSON 8: Percent of Change
- LESSON 9: Percent of Change Partners
- LESSON 10: Increasing and Decreasing Percents Assessment
- LESSON 11: Visually Mapping Percents
- LESSON 12: Fractions Too?
- LESSON 13: Write It Wednesday Set Up
- LESSON 14: Write It Wednesday Percent Total Cost
- LESSON 15: Tips and Markups
- LESSON 16: Discounts
- LESSON 17: Percents Review
- LESSON 18: Percents Post Assessment