In this group activity, students take turns sorting news clippings based on whether they involve percentage increase or decrease. This prepares students for a future activity when they will analyze some of these situations more closely.
As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).
Arrange students in groups of 3–4. Provide each group with a set of newspaper clippings. Tell students that they will take turns sorting the clippings according to whether they represent a percent increase or a percent decrease and that they should explain their reasoning. If time allows, demonstrate the steps with a student as a partner. Consider demonstrating productive ways to agree or disagree, for example, by explaining mathematical thinking or asking clarifying questions.
Your teacher will give you a variety of news clippings that include percentages.
Take turns with your partner to sort the clippings into two piles: those that are about increases and those that are about decreases.
For each clipping that you sort, explain to your partner how you decided which pile to sort it into.
For each clipping that your partner sorts, listen carefully to their explanation. If you disagree, discuss your thinking and work to reach an agreement.
Much discussion takes place between partners. Invite students to share how they decided the category for any clippings that were difficult to sort.
If time permits, invite students to discuss any interesting contexts from the clippings.
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In this group activity, students take turns sorting news clippings based on whether they involve percentage increase or decrease. This prepares students for a future activity when they will analyze some of these situations more closely.
As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).
Arrange students in groups of 3–4. Provide each group with a set of newspaper clippings. Tell students that they will take turns sorting the clippings according to whether they represent a percent increase or a percent decrease and that they should explain their reasoning. If time allows, demonstrate the steps with a student as a partner. Consider demonstrating productive ways to agree or disagree, for example, by explaining mathematical thinking or asking clarifying questions.
Your teacher will give you a variety of news clippings that include percentages.
Take turns with your partner to sort the clippings into two piles: those that are about increases and those that are about decreases.
For each clipping that you sort, explain to your partner how you decided which pile to sort it into.
For each clipping that your partner sorts, listen carefully to their explanation. If you disagree, discuss your thinking and work to reach an agreement.
Much discussion takes place between partners. Invite students to share how they decided the category for any clippings that were difficult to sort.
If time permits, invite students to discuss any interesting contexts from the clippings.