2e.++Differentiated+by+Process

**Six Facets of Understanding Cubing Activity Questions & Tasks

Lesson Activity:** This would be a review activity in preparation for the end of the unit test. Each question will be placed into an envelope and the envelopes will be put into groups of 6 question. Students will get into groups of 6 and select one of the envelopes. Students will be given individual time to work on their question (20 minutes). After 20 minutes students will get back together with their group and spending 5 minutes on each question present their question and their answer to their group. Students may get feedback from their peers and use the feedback to improve their answers. Students would submitt their work at the end of class. Students finishing early would have been directed to work on their review packet or to work on make-up or correction work.

Describe why it would be important to know how to manually convert (without a calculator) fractions, decimals, and percents?
 * Explain:**

Assume the role of a store owner. You paid $250 for a bicycle and want to resell it for $400, but no one is buying the bike. You want to put the bicycle on sale. What percent discount would you put on the bike to help it sell and still make a profit? Explain your reasoning.
 * Interpret:**

You have $25 in your savings account. At the end of each week you earn 5% interest on your account. At the beginning of each week, starting with week 2, add $25 more dollars to your account. How much money will be in your account at the end of week 8?
 * Apply:**

Examine the differences between using fractions, decimals or percents in a recipe.
 * Perspective:**

Create a imaginary diary entry: “A day in the life of a decimal.”
 * Empathy: **

Develop a mathematical journal entry telling which you prefer: fractions, decimals or percents. Be sure to talk about why you think or feel this.
 * Self-Knowledge:**

Rubric