## Reflection: Developing a Conceptual Understanding Writing percents - Section 2: Warm up

One way in which I have changed my practice as a math teacher is to continue questioning after the final answer has been reached. I don't think there is really any value in the answer to any one specific problem. What I want to draw attention to is the sense making and reasoning. My first step is to make my students' thinking visible by having them explain what they did and what they got. But I don't want to leave it at that and move on. It is really hard to follow another person's thinking and to understand their reasoning. We need things repeated or represented in multiple ways and we need to make connections to what we already know and we need to understand why certain steps were chosen.

Asking questions help students make connections and understand each other's mathematical decisions.

• "Why did you decide to multiply by 5 over 5 and not some other number?"
• "Why was it important to get to 100?"
• "What made you decide to divide first?"
• "How does this relate/compare to...?"
• "What does this have to do with...?"
• "Why did you decide not to simplify completely?"

These are the questions that give students insight into the mathematical decision making process and teaches them how to justify their thinking. By asking these questions we are also modeling for students to ask each other to talk about their thinking. In addition to helping them develop conceptual understanding and computational competence these questions send the message that they have mathematical ideas to contribute and that questions are important to learning.

Developing a Conceptual Understanding: The answer is not the end

# Writing percents

Unit 7: Percent proportions
Lesson 7 of 16

## Big Idea: Students complete multiple steps to find the percent.

Print Lesson
Standards:
Subject(s):
Math, Number Sense and Operations, equivalent fractions, percent, white boards, multiple methods, multiple step, ratios, pattern
49 minutes

### Erica Burnison

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