Percents beyond 100 and below 1

Target: Interpret percents greater than 100 and less than 1.

Language target: Say whether the result is more than one whole or a small part of it.

Likely miss: Students treat a percent as an amount to add or subtract, or they confuse the part with the whole.

Ask: Is this more than one whole, or a small piece of one?

If you see it: Ask: which number is the whole? Shade a 10 by 10 grid before calculating.

Evidence to listen for: The student names the whole, the part, and the percent, and the calculation matches that story.

Next: If part and whole are swapped, stay with the grid. If the relationship is stable, use a new whole.

Observable student moves: names both quantities, uses the represented relationship, and revises after feedback. This companion is not a score.