I was prepared for today. I had an intervention with a 7th grader. We have been building his units coordination and multiplicative reasoning through fraction work. I had it all planned out based on some success we had seen the session before. Then he came in worried and wanted to work on an assignment from class. Knowing that I could work some of our fraction conversations into the assignment I pushed my plans aside and we looked at his homework.
The assignment was on finding percents using a double number line to help think about the number relationships in the problem. A double number line is an especially nice representation for this student because it allows him to coordinate and keep track of the units (percent and value, parts and wholes) in a visible way.
I don't remember the exact problem, but it was about basketball free throws. 12 were made and that was 75% accuracy. It was asking how many shots were attempted.
- What rods can I choose?
- Which rod won't work as 50%?
- Which rod doesn't have a 50% rod to go with it?
- What other percents can I make with 20%?
- What might percent increase problems look like?
- What other types of percent problems am I missing?
- What struggles do you see getting in the way of students being successful with percents?