Percent in Advertising

% Percent in Advertising %

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Eighth Grade

(3) Patterns, relationships, and algebraic thinking. The student identifies proportional or non-proportional linear relationships in problem situations and solves problems. The student is expected to:

(B) estimate and find solutions to application problems involving percents and other proportional relationships such as similarity and rates.

(13) Probability and statistics. The student evaluates predictions and conclusions based on statistical data. The student is expected to:

(A) evaluate methods of sampling to determine validity of an inference made from a set of data; and

(B) recognize misuses of graphical or numerical information and evaluate predictions and conclusions based on data analysis.


Timeline: 2-3 days

Instructional Focus: Percent of a Number and Percent Change


Video: Reduced Fat Cheese


Video: Percent Song:


Driving Question(s):

How are percent used in advertising?  How do you calculate percent change (increase or decrease)?  Are these percentages ever misleading?  Do they show bias?  Where do advertisers get their information from?

Challenge Brief Details:

Students will research how percents are used in advertising. They can focus on one of the following: political campaigns (ex: percents involving unemployment, crime, deficit/spending, poverty), advertising for food products (ex: reduced fat, reduced sugar) or advertising products with percent increase (value size, family size), credit card/loan interest rates.  Students will be asked to focus on ways that the advertising is potentially biased/deceiving as well as how the percentages are calculated and whether they are accurate.

Learning Outcomes/Problem Requirements:

Students will do a presentation to the class on their findings.  They can do an oral report with visual aids of their choosing or create their own advertisement showing the results of their findings.  Groups will also create their own ad demonstrating their knowledge of how to calculate percent change.

Supporting Materials:


In addition to internet research, students will be encouraged to take a trip to the grocery store and explore the advertising on packages.  They could request materials from political candidates, explore what comes in their mailboxes as well as watch commercials at home with a more critical eye.


Students will help develop the rubric based on the TEKS.  Students who meet the standard of the TEK will receive a B.  Students will establish with the teacher facilitating what A level work, C level work, and F level work would look like.  They will create specific descriptors to fill in each box.

Here is the Rubric