## Reflection: Flexibility Increasing and Decreasing Quantities by a Percent (Day 1 of 2) - Section 3: Collaborative Activity 2 - Decimal Multipliers

After watching one class follow the lesson in the order as presented I wondered how this lesson would go starting with the decimal multipliers.  Students would definitely find the matching cards more easily but would they make the connections between increasing by a percent and decreasing by a percent?  Would it test the misconception many students have that increasing a value by a percent and then decreasing the new value by the same percent results in the original value?  I ended up not switching the lesson order for the next group, but I think it might be worth considering.  It might be necessary to draw out the percent misconceptions more earnestly though since students would easily be able to match the decimal multiplier with its equivalent percent.

Starting with Decimals
Flexibility: Starting with Decimals

# Increasing and Decreasing Quantities by a Percent (Day 1 of 2)

Unit 5: Percent and Proportional Relationships
Lesson 13 of 15

## Big Idea: In the formative assessment lesson students grapple with increasing and decreasing quantities as percents, then decimals, then fractions.

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Standards:
Subject(s):
Math, Number Sense and Operations, Percentages, percent increase, percent decrease, map, mathematics assessment project, changing quantities
70 minutes

### Grant Harris

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