This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: If 100 dollars in one year gain $3\frac12$ dollars interest, what sum will gain \$38.50 cents in one year and a quarter?...

This lesson uses an experiment with paper airplanes to provide data to practice finding percent of change.

The emphasis in this task is on the progression of equations, from two that involve different values of the sales tax, to one that involves the sales tax as a parameter. It is designed to foster the habit of looking for regularity in solution procedures, so that students don't approach every equation as a new problem but learn to notice familiar types.

This problem includes a percent increase in one part with a percent decrease in the remaining and asks students to find the overall percent change. The problem may be solved using proportions or by reasoning through the computations or writing a set of equations.

Compute the sales tax or tip and resulting total. Compute the simple interest and new balance earned in an investment or on a loan.Mathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Solving problems involving percents and reconciling an account balanceMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

In Module 4, students deepen their understanding of ratios and proportional relationships from Module 1 by solving a variety of percent problems. They convert between fractions, decimals, and percents to further develop a conceptual understanding of percent (introduced in Grade 6 Module 1) and use algebraic expressions and equations to represent and solve multi-step percent scenarios. An initial focus on relating 100% to the whole serves as a foundation for students. Students begin the module by solving problems without the use of a calculator to develop a greater fluency and deeper reasoning behind calculations with percent. Material in early lessons is designed to reinforce student's understanding by having them use mental math and basic computational skills. To develop a conceptual understanding, students use visual models and equations, building on earlier work with these strategies. As the lessons and topics progress and more complex calculations are required to solve multi-step percent problems, teachers may let students use calculators so that their computational fluency does not interfere with the primary concept(s) being addressed.
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Cross curricular lesson plan integrating Computer Science and Mathematics Standards CS 8.1 a-c Mathematics 8.4, 8.9b, 8.10, 8.11b

Finding percent of increase or decreaseMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Students use concrete objects, representation, and abstract (algorithmic) thinking to complete 3 percentage word problems. The CRA assessment provides teachers with a deeper understanding of students' thinking. Do your students understand the relationship between the proportional algorithm and proportional reasoning?

Students read and solve consumer application problems on their devices. As students enter their answers, the cell on Google Sheets turns blue if it is a correct answer or remain the same color if incorrect. Students are able to evaluate their own responses to validate their solutions.

Solving problems involving percents, ratios tables, and proportionsMathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

There are a couple of ways to solve this real world word problem.