Day 1 facilitator guide: Percents
Before class
Open the student lesson or distribute its pages. Have paper available. Optional fraction prerequisite: Pearson resource 15661 in the resource index. It supports prerequisite fraction work, not a complete percent lesson.
30-minute facilitation
| Minutes | Facilitation |
|---|---|
| 0–3 | Students answer W1–W2 privately. Ask how 10% can be found mentally. |
| 3–10 | Model the two worked examples. Label original, rate, change, and final amount. Ask why a 20% discount leaves 80%. |
| 10–14 | Work G1–G2 together. Require students to state what quantity they are finding. |
| 14–22 | Students complete P1–P4; confer with students confusing change and final amount. |
| 22–27 | Collect independent E1–E2. Delay answer explanations. |
| 27–30 | Students name the percent skill they need next. Give feedback after recording first attempts. |
Listen for
- Using 20 rather than 0.20 in multiplication: rewrite 20% as 20/100.
- Answering the discount amount when asked for sale price: ask what is paid and what is saved.
- Dividing percent change by the new value: identify the starting amount as the comparison base.
- Rounding money too soon: calculate before rounding to cents.
Support and extension
Support: use a 100-square sketch, then 10% and 5% chunks. Extension: ask whether a 20% discount followed by a 20% increase restores the original price; have students test a $100 original price. It does not: the final price is $96.
Next action
E1 checks percent of a quantity; E2 checks percent decrease. Use the overview’s 0/1/2 exit rule. Full solutions are in the explained key.