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* *Reflection: Vertical Alignment
Show what you know + Equivalency - Section 4: Percents

During this part of the lesson, I wanted students to recognize that in order to be a percent an amount must be out of 100. I used call and response. When I said, “A percent is…” my students yelled, “out of 100”. Students made connections to the word part “cent” with centimeters (100 cm in a meter), 100 cents in 1 dollar, and centipede (100 legs).

Some students still mistook 0.7 for 7%. I had to briefly review creating equivalent fractions. I presented this as an answer to the class and had students explain why 0.7 equaled seven-tenths and we need to change it into a value out of 100.

*Percents Reflection*

*Vertical Alignment: Percents Reflection*

# Show what you know + Equivalency

Lesson 10 of 16

## Objective: SWBAT: • Show what they know about decimal operations. • Demonstrate equivalence between fractions, decimals, and percents.

## Big Idea: What do students understand? What gaps do they have in their understanding? How are fractions, decimals, and percents connected?

*65 minutes*

#### Do Now

*10 min*

See my **Do Now** in my Strategy folder that explains my beginning of class routines.

Often, I create do nows that have problems that connect to the task that students will be working on that day. Here, I want students to do a brief review about working with decimals before the quiz. As students are working, I walk around and observe connections and questions. I have students come and show and explain their strategies. I emphasize the importance of using estimation and number sense skills to predict and check answers.

I do my best to keep the review brief. It is easy for this review to stretch and take over the period. I set a timer and hold myself to this.

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#### Quiz

*30 min*

I give students the **Unit 2 Quiz 1.** If students do not finish in the allotted time, they set up a time (preferably that day) to come in and complete it. I use this data to inform my instruction. If students struggle with a concept, I will spiral it into do nows and homework assignments. I may also add a few problems on that topic to the next quiz.

#### Resources

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#### Equivalency

*5 min*

I have students work on this independently. After a couple minutes we share out answers. I am interested to here the equivalent fractions that students create. I ask what percent of the grid is shaded for #3-5. A common mistake that students make is they forget that percent means out of 100 and say that 1/10 is 1%.

#### Resources

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#### Percents

*10 min*

I introduce percent as meaning “out of 100”. We work on the first three examples in the table together. I declare that 2/10 must be equal to 2% and I shade 2 squares. I want students to recognize that 2/10 is out of 10, not 100, so the percent is not 2. Instead we have to figure out what fraction out of 100 is equivalent to 2/10. Another common mistake is students quickly glance at 0.7 and think that it is 7%. I have students read the decimal as 7/10. We then work on creating an equivalent fraction that is out of 100. I also show students that 0.7 and 0.70 are equivalent in the picture.

I have students work on the next page independently. I look for the same mistakes that I addressed in the first practice problems. If students struggle, I will ask them what they know and what they are trying to figure out. I ask them to describe a percent and how it connects to a decimal and a percent. Some students may struggle with the last problem, since it represents 12.5% or 12.5/100. I declare that it shows 125/1000 and ask students if they agree or disagree with me. I want students to see the connection of these forms to 0.125.

I ask students to share what they think a one-thousandth block would look like. I am looking for students to realize that 10% is 1/10 of the whole, 1% is 1/100 of the whole and that one-thousandth should be 1/1000 of the whole. You would have to split the one-hundredth block into 10 equal pieces.

#### Resources

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#### Percent Ruler

*5 min*

I have students participate in a **Think Write Pair Share** with this page. This is a great way to connect all three representations.

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#### Closure and Homework

*5 min*

For **Closure**I am interested to see where students put (c) 0.29 on their percent ruler. Some students may make the mistake of putting it where 0.31 actually is. I ask a couple volunteers to come up and display their work. I ask students if they agree or disagree and why. Students are engaging with **MP3: Construct viable arguments and critique the reasoning of others**.

Instead of a ticket to go, I collect students’ work to look at.** **I pass out the **HW Equivalency** at the end of class.

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##### Similar Lessons

###### Math Norms: Setting the Stage for Math Workshops!

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Environment: Urban

Environment: Urban

Environment: Urban

- UNIT 1: Intro to 6th Grade Math & Number Characteristics
- UNIT 2: The College Project - Working with Decimals
- UNIT 3: Integers and Rational Numbers
- UNIT 4: Fraction Operations
- UNIT 5: Proportional Reasoning: Ratios and Rates
- UNIT 6: Expressions, Equations, & Inequalities
- UNIT 7: Geometry
- UNIT 8: Geometry
- UNIT 9: Statistics
- UNIT 10: Review Unit

- LESSON 1: Pretest
- LESSON 2: Going to College
- LESSON 3: Adding and Subtracting Decimals
- LESSON 4: Multiplying with Decimals
- LESSON 5: Multiplying with Decimals Day 2
- LESSON 6: Dividing with Decimals
- LESSON 7: Dividing with Decimals Day 2
- LESSON 8: Dividing with Decimals Day 3
- LESSON 9: Mixed Operation Practice + Scholarships
- LESSON 10: Show what you know + Equivalency
- LESSON 11: Loans and Savings
- LESSON 12: Budgets
- LESSON 13: College Project Wrap Up
- LESSON 14: Unit Review Stations
- LESSON 15: Unit Closure
- LESSON 16: Unit Test