Virginia SOL 8.CE.1.c
The Standard
Estimate and solve contextual problems that require the computation of the percent increase or decrease.
Virginia Standards of Learning for Mathematics · The student will estimate and apply proportional reasoning and computational procedures to solve contextual problems.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify the original amount and the amount of change in a situation. They estimate the percent change, calculate it, and label the result as an increase or decrease.
What Mastery Looks Like
- Students find the difference, divide by the original amount, and convert the result to a percent. They identify whether the result is an increase or decrease and use an estimate to check that it is reasonable.
Common Misconceptions
- Students may divide the change by the new amount instead of the original amount. They may report the amount of change rather than the percent, or forget to multiply a decimal by 100. Some label an increase as a decrease when prices or quantities change.
How to Assess It
- Exit ticket: “A jacket’s price drops from $80 to $68. Estimate the percent change, calculate the exact percent, and explain why you used $80 as the denominator.”
Lesson moves
Ways to Teach It
Give pairs price tags and sticky notes to mark the original price, new price, change, estimate, and exact percent change.
Ask students to explain why a rise from $40 to $50 is not reversed by a drop from $50 to $40.
Play a card-matching game with situation cards, estimates, exact percent changes, and increase or decrease labels.
Use store advertisements to compare sale prices with original prices and verify whether the advertised percent discounts are accurate.
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