##
* *Reflection: Discourse and Questioning
Percents Greater Than 100 - Section 1: Launch

I liked this discussion. It was revealing to hear how students conceptualize 100%. I knew they would relate it to an A or a perfect paper. The examples they gave from outside of class were interesting. We discussed 100% of pay and 100% of a bill, like an electric bill. Now they have a framework from which to approach today's problem solving.

*What does 100% mean?*

*Discourse and Questioning: What does 100% mean?*

# Percents Greater Than 100

Lesson 5 of 18

## Objective: SWBAT estimate using percents greater than 100%.

*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.

Since we have worked with estimating percents, we are going to begin working with percents greater than 100%. I want students to start by thinking of concepts we have already covered. Having them spend time thinking about possibilities for percents greater than 100% sets a good foundation for the activity during class today. We can discuss the differences between percents greater than and less than 100% to frame our classwork.

When might you need to round to the nearest 100%?

#### Resources

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#### Explore

*30 min*

We will take notes and work through practice examples together as a class to establish some foundation and a level of comfort for estimation before we begin to work individually or in groups. I want to make sure that I have an opportunity to address any misconceptions that might arise. Working with percents greater than 100 sometimes causes students some confusion. They are not always ready for the idea that percents greater than 100 result in a number larger than the original number. I want to make sure we can address that as a group before habits are formed incorrectly.

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#### Landing

*5 min*

To end the class, students will respond to an exit ticket that will serve as a formative assessment for what we did in class today. I want to gauge how comfortable students are with working with smaller percents. If we have a percent that is not as common as 50% or 10%, are they comfortable with making estimations? Using the responses, I can choose an approach to use as a **My Favorite No** to begin the next class.

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

#### Resources

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##### Similar Lessons

Environment: Urban

Environment: Rural

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