Reflection: Performance Tasks Performing with Percents - Can you bust some common misconceptions? - Section 2: Explore


Students did a great job coming up with mathematical examples, but the written portion regarding the reasoning I had to prompt them on.  Why does this always work? How would you explain this to someone that doesn't understand?  How would you present this to a 6th grader?  Those prompts helped get students thinking, and realizing that they had to do more than just explain their own math - but rather they had to use their math to explain why it would always be true, regardless of the numbers.

I had that administrator come back in and take a look at the finished products...I think it helped clear things up for her!

  Performance Task Reflection
  Performance Tasks: Performance Task Reflection
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Performing with Percents - Can you bust some common misconceptions?

Unit 3: Percents
Lesson 13 of 21

Objective: Students will be able to develop a mathematical explanation disproving some common myths regarding percent.

Big Idea: Do a 20% increase followed by a 20% decrease cancel one another out? Students will develop their own mathematical examples and written explanation to bust some common myths.

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