# Percents Intro

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## Objective

SWBAT use relevant vocabulary and solve problems involving percents.

#### Big Idea

The Big Idea of this lesson is for students to interchange fractions, decimals, and percents with fluency.

## Launch

5 minutes

To assess student understanding of students’ prior knowledge of percents and the relationship between fractions and percents, the Problem of the Day will be: What is the difference between taking 25% off of a price and paying 75% of a price. Is there a fraction that represents the two quantities? Give an example to support your answer.

This question will give me an indication as to how much my students understand about what percents mean. Also, it will give some insight as to whether my students grasp the concept of the relationship between 25% and 75%. As this is our first exploration into using percents, we will do the first one or two problems together as a class. That will serve as a launchpad for students to work on their own. I would like to see that they recognize that 25% is equivalent to 1/4 and that 75% is equivalent to 3/4. If they have that prior understanding, we can move forward with the unit. If extra support and clarification are needed, I can incorporate that into future lessons. Finally, are they comfortable with and able to use the fractions that are equivalent to 25% and 75%?

## Explore

25 minutes

I will start the class with students taking notes on the relevant vocabulary: percent, rational number, fraction, numerator, denominator. We will cover the definition of each of the terms and an example of each term with which students should be familiar. Using the Word Map strategy, students will develop working definitions for each of the review words. By working definition, I mean a definition that they are comfortable using. I want them to take ownership of the definition and not just be able to regurgitate a "book" definition without understanding what they are saying when they do. The definitions have to have meaning for the students to build foundational understanding and to have usefulness.

In the “What’s It Like” boxes, I will tell students to make connections with the other words on the list, when possible. This part of the activity will demonstrate the connections that exist for the student. If they have trouble seeing the connections, we can work on that as a whole group. Other students might be able to provide understandable ideas. As students share their definitions, I will be listening for the connections made and the understanding of the types of numbers.
After students review the vocabulary, I will distribute the practice sheets, “Percent Work” for students to complete as individuals. Once students finish the questions, we will do the Mix-Freeze-Pair-Share strategy to allow students to discuss their work. This strategy allows students to verbalize their thoughts and share with a partner to possibly hear a different perspective. Students will have the opportunity to ask questions, of me and the whole group, if needed.

## Summary

5 minutes

The Exit Ticket to wrap up the lesson will serve as a formative assessment. Explain how to convert 85% into a fraction and a decimal. Justify your work.