## Reflection: Backwards Planning Expressions for Percent Increases and Decreases - Section 3: Exit Ticket

My students did very well on the exit ticket for this lesson.  That being said, they did not quite understand how to use the boxes labeled expression 1 and expression 2.  Using problem 1 as an example, I wanted students to put x - 0.40x in one box and 0.60x in another box.  Instead, students wrote x-0.40x = 0.6x in both boxes or just one box.  If they did this, I still counted the problem as correct.  Some students seemed to hedge their bets and put x-0.4x=0.6x in one box and x + 0.4x = 1.4x in another box.  I found scoring this a bit confounding.  I choose to give them 1 point, but make sure to comment on the two non-equivalent expressions - "Do we find a sale price by adding the discount?".

I should have included a few problems that looked like this in the independent problem solving section of the lesson or changed the exit ticket to look more like the problems in the lesson.

What are these boxes on the exit ticket?
Backwards Planning: What are these boxes on the exit ticket?

# Expressions for Percent Increases and Decreases

Unit 5: Percent and Proportional Relationships
Lesson 11 of 15

## Big Idea: An increase of 15% is the same as multiplying by 115%. A decrease of 20% is the same as multiplying by 80%.

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40 minutes

### Grant Harris

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