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* *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*

# Performing with Percents - Can you bust some common misconceptions?

Lesson 13 of 21

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

#### Launch

*10 min*

**Opener: **The opener for this lesson is a little different than my normal opener. Today I am focusing on getting students to think outside of the box, and reason with one another - which ties in **mathematical practice 3 and mathematical practice 1**. For today's opener, students will be given a 10 x 8 grid and asked to show a visual of what 15%, 0.725, and 3/16 would look like on that grid - without using a calculator or doing out any calculations. Instructional Strategy - Process for openers

**Learning Target: **After completion of the opener, I will address the day's learning target - "I can apply my knowledge about percent to clear up common misconceptions." Students will write this target down in their student planners.

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#### Explore

*45 min*

**Percent Applications Performance Task: **In a recent observation, my administrator could not wrap her brain around the fact that taking a 9% discount on a number, or placing a 9% increase on the answer would not give you the same result. In fact, I had a student go to the board and work out the problem "after a 9% discount, an item is $91, what is the original price of the item," and the administrator in the room could not figure out why you wouldn't just increase $91 by 9% - she disagreed with the fact that you would in fact have to use division to figure out this problem. If a person in her position had that misconception, it led me to believe that many people probably have that same misconception. Therefore, today in class my students are going to bust some common misconceptions! In their table groups, students are going to be given one common misconception or problem to work with. Their job will be to answer the question posed, and then to each develop a mathematical example that supports their answer, and come together to write one short narrative that describes the mathematics behind their answer (a generalization of why it will always work, regardless of the numbers). This task is a good use of **mathematical practices 3, 7, and 8**, as students will be reasoning together and using what they already know to write a generalization about a certain concept.

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##### Similar Lessons

Environment: Urban

Environment: Rural

###### The Defining Pi Project, Day 1

*Favorites(4)*

*Resources(31)*

Environment: Urban

- UNIT 1: Introduction to Mathematical Practices
- UNIT 2: Proportional Reasoning
- UNIT 3: Percents
- UNIT 4: Operations with Rational Numbers
- UNIT 5: Expressions
- UNIT 6: Equations
- UNIT 7: Geometric Figures
- UNIT 8: Geometric Measurement
- UNIT 9: Probability
- UNIT 10: Statistics
- UNIT 11: Culminating Unit: End of Grade Review

- LESSON 1: Percent Models - A Visual Approach to Percents
- LESSON 2: Markdown Percent Models - What Percent Are You Paying?
- LESSON 3: Markup Percent Models - Percents Over 100?
- LESSON 4: Percent Models Review - Practice, Practice!!
- LESSON 5: Percent Models Test
- LESSON 6: Finding Percents
- LESSON 7: Finding Percents Fluency - It's a Chain Reaction!
- LESSON 8: Multiple Percents - What happens when you have a discount and tax?
- LESSON 9: Markup and Markdown Review - Are you paying more or less?
- LESSON 10: Markup, Markdown, or Just a Percent? TEST
- LESSON 11: Working Backwards with Percents - What happens when a problem is not straightforward?
- LESSON 12: Working Backward with Percent: Practice Makes Perfect!
- LESSON 13: Performing with Percents - Can you bust some common misconceptions?
- LESSON 14: More Practice with Percents - Practice Makes Perfect!
- LESSON 15: Working Backward and Forward...TEST!
- LESSON 16: Percent Change - By What Percent Did the Value Change?
- LESSON 17: Percent Change - More Practice
- LESSON 18: Simple Interest - Understand Your Money!
- LESSON 19: All Percents Review
- LESSON 20: All Percents Test
- LESSON 21: Proportional Reasoning and Percent - Can you apply the concepts? (3 Day Lesson)