Reflection: Students with Disabilities Percent Change - More Practice - Section 2: Explore


The use of the versatiles in this lesson was a key component to allowing me to work with smaller groups.  Versatiles are virtually self-checking as students have to first find their answer at the bottom of the page, and then they are able to quickly check all their answers by looking at the arrangement of their tiles.  Since students were occupied by the versatiles, I was able to pull aside a few students in each class that were still struggling with the concept.

For some of my EC students who were unable to wrap their brain around what we were doing, I approached the concept in small group a little differently.  We looked at 100% as the number 1 (percent in decimal form).  The students were able to clearly understand and communicate to me that multiplying by the number 1 would not change the value of a number.  Thus, when they worked backward to get their percent, I had them leave it in decimal form and find its distance from 1, instead of moving the decimal.  This approach seemed to really help the kids, even though it was virtually the same thing :)

  Explore Reflection
  Students with Disabilities: Explore Reflection
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Percent Change - More Practice

Unit 3: Percents
Lesson 17 of 21

Objective: Students will be able to solve percent change problems.

Big Idea: Students get the chance to work on fluency with percent change using versatiles, which provide immediate feedback.

  Print Lesson
Math, Number Sense and Operations, percent change, 7th grade
  60 minutes
2013 04 19 10 19 59
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