Years ago, when beginning some work on percentage with some HSE students (they were called GED students at the time), I posed the following problem:
Veronica’s math class has 25 students. If 7 of them identify as men, what percent of the class does not identify as men?
I used it as a quick assessment to see what kind of understanding I could build off and what kind of misconceptions I could draw out. Continue reading Mistakes in Math: Expected, Respected and Inspected