One thing that redoing some of my percentage PowerPoints has driven home is just how subtle the language around percentages is.
We can have the percentage of an amount, the percentage change, changing by a percentage and one number as a percentage of another (among others). No wonder pupils get so confused!
I think next time I teach this topic I’m going to have a long hard look at being more clear with the language that I employ. Maybe that involves picking the wording of some questions apart. Maybe that means looking at some questions and doing some highlighting. Picking from some correct and incorrect solutions.
As always, chat to me @ticktockmaths on Twitter.