# Performing with Percents - Can you bust some common misconceptions?

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## Objective

Students will be able to develop a mathematical explanation disproving some common myths regarding percent.

#### Big Idea

Do a 20% increase followed by a 20% decrease cancel one another out? Students will develop their own mathematical examples and written explanation to bust some common myths.

## Launch

10 minutes

OpenerThe opener for this lesson is a little different than my normal opener.  Today I am focusing on getting students to think outside of the box, and reason with one another - which ties in mathematical practice 3 and mathematical practice 1.  For today's opener, students will be given a 10 x 8 grid and asked to show a visual of what 15%, 0.725, and 3/16 would look like on that grid - without using a calculator or doing out any calculations. Instructional Strategy - Process for openers

Learning Target: After completion of the opener, I will address the day's learning target - "I can apply my knowledge about percent to clear up common misconceptions."  Students will write this target down in their student planners.

45 minutes