Reflection: Discourse and Questioning Increasing and Decreasing Quantities by a Percent (Day 2 of 2) - Section 5: Whole Class Discussion


I added a few questions about sales tax and sales price to the questions.  The work done with the cards really helped students make the connection to multiple ways to find a sale price using multiplication and the connection to the percent off.  

For example, we looked at the cards showing a reduction of 25%.  I asked students how they could find a sale price based on a 25% discount.  Students can see from the cards that you could multiply by 0.75 or by 3/4.  

I did the same with a markup question pointing students to the 60% increase card.  Students can see that markup price is 1.6 times the original price or 8/5 times the original price.  I then asked question beyond what could be seen in the cards - like, how can you find a total price including 8% sales tax.  

Many of my students are still struggling to own these concepts but having the cards on display makes a nice anchor to discuss similar problems in the future.

  Connections to Saes Price and Sates Tax
  Discourse and Questioning: Connections to Saes Price and Sates Tax
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Increasing and Decreasing Quantities by a Percent (Day 2 of 2)

Unit 5: Percent and Proportional Relationships
Lesson 14 of 15

Objective: SWBAT interpret equivalent representations of increases and decreases of quantities

Big Idea: In the day 1 we worked with percents and decimals, today we work with fractions.

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2 teachers like this lesson
Math, Number Sense and Operations, Percentages, percent decrease, map, mathematics assessment project, percent increase, changing quantities
  70 minutes
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