**Part 1**

Solution for a item discounted 25%.

http://www.wolframalpha.com/input/?i=%2457+discounted+25%25

The explanation of their solution could have been a bit more detailed for my liking. I can see some scholars becoming confused if they aren’t familiar with the steps.

**Part 2**

https://www.youtube.com/watch?v=AWu1dn5GW3M

This video provided a multitude of real world percent applications. It would be great for introducing the concept to scholars who can work independently on an advanced level or reviewing/reinforcing. I enjoyed how they explained to solve each exercise, along with written calculations and formulas.

**Part 3**

http://www.mathplayground.com/percent_shopping.html

This game allows the scholar to choose a maximum of 5 items to purchase and they must calculate the final price after applying the displayed discount. I love how they go through each step for solving the final price.

http://www.mathplayground.com/balloon_invaders_percent.html

This game allows scholars to burst balloons with the answer to “percent of” exercises.

http://www.funbrain.com/penguin/index.html

The game allows scholars to calculate the tip of their bill from a meal. They have various degrees of difficulty, which the scholar may select before hand.

**Part 4**

What’s the interest paid on a $5,000 loan over 42 months with a rate of 5%?

What is the number of degrees in the circle graph for the percentage of people who like almond milk which is 42%?

How are proportions related to solving various percent exercises?

**Part 5**

I would have scholars experiment with Wolfram|Alpha once they beginning using calculators and once they develop a strong mathematical vocabulary foundation. I believe a website like http://www.thefutureschannel.com is excellent for extending certain concepts or exposing scholars to various applications of math. GeoGebra would be great when entering the realm of geometry and trigonometry. I would also use GeoGebra for solving some perimeter and area exercises. There are an abundance of technological resources out there and I believe they are best used when integrated with the lesson. I don’t believe that scholars should depend solely on technology to complete all their exercises. It takes proper guidance and proper classroom management to receive the benefits of technological enrichment in the classroom. I would also encourage scholars and adults to purchase various programs and items to help foster the use of the technology out there.

**Part 6**

In my opinion, I believe that computer-based math falls under the umbrella of computer-delivered math. I think this because computer-based math is math that is delivered or completed on or at a computer. Some of the differences that I have noticed is that computer-based math is completed on the computer or pieces of technology and its interactive, while computer-delivered-math may be a video or article that is delivering or supplementing a certain concept. I lean more towards computer-delivered math to introduce a lesson and then computer-based math to enrich, review, or extend the concept.