Getting Started 
Misconception/Error The student does not have an effective overall strategy for solving a multistep percent problem. 
Examples of Student Work at this Level The student:
 Attempts to divide 9.5 by 100 and then stops.
 Attempts to divide 50 by 0.095.

Questions Eliciting Thinking Can you explain your strategy for this problem? What do you need to calculate?
What is the meaning of â€śthe fee is 9% of the selling price?â€ť Do you need to calculate the fee?
How can you determine the amount Kennedy will receive? 
Instructional Implications Encourage the student to first develop an overall strategy when solving multistep percent problems by identifying major steps of the solution process, (e.g., first find the dollar amount of the fee and then use it to calculate the amount received). Suggest the student use a flow chart or graphic organizer to make sense of the problem and organize work. Give the student opportunities to solve similar types of problems but with â€śeasier/smallerâ€ť numbers, allowing the student to focus on developing a general strategy for solving the problem. Provide feedback as needed.
Assist the student in developing strategies for calculating percents of quantities. Review the meaning of percent and how to calculate the percent of a quantity using proportional reasoning. Emphasize the relationship between a percent and its ratio equivalent. Provide problems that include rational number percentages as well as whole number percentages. Use a tape diagram or double number line to help the student visualize the relationship among the part, the whole, the given percent, and 100%. Provide additional practice finding percent of a number in a variety of reallife contexts. 
Moving Forward 
Misconception/Error The student has an effective overall strategy but is unable to correctly calculate the fee. 
Examples of Student Work at this Level The student:
 Multiplies instead of dividing 9.5 by two.
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 Sets up a proportion incorrectly to find the fee.

Questions Eliciting Thinking Can you explain your strategy for this problem? What do you need to calculate?
Can you explain how you calculated the fee?
Can you explain how you calculated the amount that Kennedy will receive? 
Instructional Implications Assist the student in developing strategies for calculating percents of quantities. Review the meaning of percent and calculating the percent of a quantity using proportional reasoning. Emphasize the relationship between a percent and its ratio equivalent. Provide problems that include rational number percentages as well as whole number percentages. Use a tape diagram or double number line to help the student visualize the relationship among the part, the whole, the given percent, and 100%. Provide additional practice finding percent of a number in a variety of reallife contexts. 
Almost There 
Misconception/Error The student makes a minor mathematical error or omission. 
Examples of Student Work at this Level The student:
 Initially neglects to calculate the amount received.
 Makes a subtraction error in calculating the amount received.

Questions Eliciting Thinking How much will Kennedy receive? Did you calculate this?
I think you may have made a subtraction error. Can you check your calculations?
Does your answer seem reasonable? 
Instructional Implications Encourage the student to review their work and consider the reasonableness of answers. Provide the student with additional problems that involve discounts, interest, gratuities, and commissions. Have the student work with a partner to compare work and reconcile any differences.
Model using estimation and mental math to check work. For example, round 9% to 10% or , calculate Â of 50, and then subtract from 50 to conclude that Kennedy should receive about $45. 
Got It 
Misconception/Error The student provides complete and correct responses to all components of the task. 
Examples of Student Work at this Level The student is able to calculate the fee of $4.75. The student deducts $4.75 from the original sale price of $50 and says that Kennedy will receive $45.25.
To calculate the fee, the student might:
 Set up and solve a proportion.
 Scale down to an amount over 50.
 Find 1% of 50 and scale up to 9.5%.
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Questions Eliciting Thinking Suppose the fee had been 9%Â of the selling price. How would that change your strategy, if at all?
If I were to give you the fee, could you find the percentage being charged? 
Instructional Implications Have the student solve other multistep problems involving discounts, interest, gratuities, and commissions. Expose the student to problems where the missing value is the whole or the percent.
Explore with the student what percent increase and percent decrease mean, and how they are calculated. Consider using MFAS task Gasoline Prices (7.RP.1.3). 