##
* *Reflection: Discourse and Questioning
The 1% Benchmark - Section 1: Introduction

Some of my students started to make the conclusion that to find the percent of a number you divide by that percent. They reason that since you can divide by 10 to find 10% you must be able to divide by 3 to find 3%.

To overcome this misconception, I find myself asking constantly for clarification on the meaning of 1%. I might say 1% is what fraction of the whole? or How many 1% equal 100%. The bar model provided in the resource or even a hundredths grid can explain why 1% of a number is the same as dividing the number by 100.

*Why We Divide by 100*

*Discourse and Questioning: Why We Divide by 100*

# The 1% Benchmark

Lesson 3 of 15

## Objective: SWBAT solve percent problems using the 1% benchmark

#### Introduction

*10 min*

This lesson begins similarly to the lesson The 10% Benchmark. I need to make sure students can easily divide any number by 100. I have an anchor chart for the students to refer to. It gives a short explanation of how to divide by 100 simply by moving the decimal point. Some students will need to be reminded where the decimal point is on a whole number! I will **cold call **students; I'll say a number and they must divide it by 10. For example, "I'll say 450" then I'll provide a brief wait time for all students to solve it, then I'll call a name from my set of cards. Students should respond quickly.

We will then work through an example problem and questions that ask student to summarize how to find 1% of a number and how to use this benchmark to find any percent.

Note: Some students may choose to find 3% of a number by adding the 1% value 3 times. Others may choose to multiply the 1% value by 3. Either way is fine with me.

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#### Guided Problem Solving

*15 min*

Students now work through several problems. I expect most students to rely on the 1% benchmark, but I will not complain if they choose to use combinations of 1% and 10%. When we review the answers, I will make sure to show the variety of ways students solved problems: using addition of 1% values, multiplication of 1% values, and using combination of 1% and 10%.

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#### Independent Problem Solving

*20 min*

Students work on a set of problems independently. The same comments that apply to the guided problem section apply to this section - students may solve these in a variety of ways.

I have included a mad minute section. I am going to use this after we go over the first 4 independent practice problems. I will probably allow students 2-3 minutes to complete as many of these problems as possible. I especially look forward to seeing how many students were able to solve #10 and #16 (0.5% and 1.5% respectively.

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#### Exit Ticket

*5 min*

Before we begin the exit ticket we will summarize. How can you find 1% of any number? How can you use 1% of a number to find any other percent of that number?

Students then solve 3 multiple choice items followed by 1 explanation problem. Problem 4 will be worth 2 points. 4 out of 5 points will represent a successful exit ticket. I will accept answers that use only work and little to no words as long as I can clearly see the process:

1% of $75 = $0.75 times 3 --> 3% of $75 = $2.25

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##### Similar Lessons

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

*Favorites(4)*

*Resources(31)*

Environment: Urban

- LESSON 1: Multiple Representations of Percents
- LESSON 2: The 10% Benchmark
- LESSON 3: The 1% Benchmark
- LESSON 4: Percent Benchmark Fluency
- LESSON 5: Drawing Bar Models to Represent Percents of Increase and Decrease
- LESSON 6: Solve Problems by Applying Percents of Increase and Decrease
- LESSON 7: Discounts and Sales Tax
- LESSON 8: Finding a Percent of Change
- LESSON 9: Finding an Original Value
- LESSON 10: A Percent Equation
- LESSON 11: Expressions for Percent Increases and Decreases
- LESSON 12: Simple Interest
- LESSON 13: Increasing and Decreasing Quantities by a Percent (Day 1 of 2)
- LESSON 14: Increasing and Decreasing Quantities by a Percent (Day 2 of 2)
- LESSON 15: Percent Assessment