##
* *Reflection: Exit Tickets
Percent Benchmark Fluency - Section 3: Exit Ticket

As students were working on the exit ticket, I started seeing some strange work on several papers. Students were not finding a percent of the total, they were only decomposing the percent value itself. Using football as an example, they would have 10% -> 1.8 and 5% -> 0.9 etc. I had to stop the students from working and read the problem with them. Then I asked, how many total students does the circle graph represent? To find the total number of football players we need to find what? [answer: 18% of 600]

Then, I let them get back to work. I assumed they already knew how to read graphs. What is that saying about "assume"?

For my second class of the day, we briefly discussed how to interpret circle graphs before beginning the exit ticket.

*How to Read a Circle Graph!*

*Exit Tickets: How to Read a Circle Graph!*

# Percent Benchmark Fluency

Lesson 4 of 15

## Objective: SWBAT find the percent of a number using benchmarks of 1%, 5%, and 10%

*30 minutes*

#### Reflection

*10 min*

Here is the third lesson in using benchmark percents. This lesson begins with quiet reflection by the students. I want students to explain how to use the benchmark and to provide an example (**MP3**). I used to teach the 1% and 10% benchmarks and their offshoots in one day. I found that this caused confusion for too many of my students. This third day allows students a chance to put together what they have learned so far.

Students might need an example for how to answer #4.

Example: to find 16% percent of a number you might use 10% + 5% + 1%.

I hope for 99% students realize they can use 100% - 1%. If not, I'll ask if it is possible.

After about 5 minutes of quiet reflection, I'll call on volunteers to share their responses. The students will then critique the explanation presented by their peers. Students will be asked to consider whether each explanation is written clearly enough; does it clearly explain how to find 10%, 5%, or 1% of any number?

Some students may already be familiar with other ways to find percents - divide a value by 2 for 50% or divide by 4 for 25%. These are worth discussing if they come up. I would ask why can we divide by 2 for 50%? 4 for 25%?

#### Resources

*expand content*

#### Practice

*15 min*

This next section will be done on whiteboards. Before we begin, I'll remind students to use the whiteboards for the current math problem only (no notes to friends, drawings, etc). Also, do not erase the board until I ask.

The top of the resource provides an example of how I would like to see students lay out their work. It does not have to be identical to this, but I would like to see each benchmark percent and the corresponding value.

#### Resources

*expand content*

#### Exit Ticket

*5 min*

The exit ticket has 5 questions. By now students should be able to answer the first 4 with relative ease. The fifth question asks for 0.5% of a value. I am assessing whether students understand that 0.5% is half of 1%. Any valid explanation would be fine: will someone say divide the 5% value by 10?

#### Resources

*expand content*

##### Similar Lessons

Environment: Rural

Environment: Suburban

###### 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