Percents
Chapter 6 Math
Common Core Standard:
6.RP.c: Find the percent of a quantity as a rate per 100; solve problems involving finding the whole, given the part and the percent.
Materials: 10-by-10 grids, percent bars, accompanying worksheets for chapters covered, Easi-Teach, document camera, calculators, Holt Mathematics Course I and II.
Day to Day Lessons:
3.1.11
Objective: SWBAT model and write percents as equivalent fractions and decimals.
Materials: 6.1 Alternate Opener, Holt Course 1, Easi-Teach
Assessment: Practice A/Reteach, Practice B/Problem Solving
Procedure:
1. Students will receive the Alternate Opener for a warm-up. Once students have completed the warm-up, we will share answers using the Easi-Teach.
2. We will practice creating percents by doing a class survey. I will ask the students a question such as, How many of you have a pet? We will record the number of students with pets over how many students are present that day and find the percentage.
a. I will allow two or three students to ask their own survey question for more practice finding percentages.
3. We will use the examples in the book on p. 330 to practice finding percents using the grids. After reviewing the 3 examples, we will practice writing percents as fractions and decimals as a class using Easi-Teach.
a. 55%
b. 13%
c. 5.564%
4. Students will be assigned p. 331-332, #1-16. A key will be provided for them so they may check their answers.
5. Having checked their answers and identified mistakes, students will receive their homework for the day. This homework will be differentiated for Mr. Gries’ students.
3.2.11
Objective: SWBAT write decimals and fractions as percents
Materials: 6.2 warm-up, Easi-Teach, calculators, purple calculator, Holt Course 1
Assessment: Practice A/Reteach, Practice B/Problem Solving
Procedure:
1. Students will complete the 6.2 warm-up displayed on the Easi-Teach. Once students have completed the warm up, we will share answers and go over any that were incorrect.
2. We will discuss the graphic on p. 333. It is a percent bar and is used to show 100% of an amount, in this case 2,000. The numbers are chunked so it is visually easier to keep track of what percent has been collected.
a. The percent can be viewed as numbers, fractions and decimals as well.
3. We will go over the examples on p. 333 by practicing pencil and paper as well as mental math techniques.
4. For the third example, I will show students how to use a calculator to find a percent. In some cases, using a calculator is the fastest method. However, students will be expected to use pencil and paper to solve the problems in their practice and homework.
5. After having discussed the examples, students will be assigned p. 334, #1-10, 12-21, 23-26. This will be a graded assignment. Students will be shown how to set up their paper will a model example using the document reader.
6. When students finish the guided practice, they will receive the homework.
3.3.11
Objective: SWBAT estimate percents
Materials: 6.3 Warm-up, Easi-Teach document with number line, Holt Course 1, Easi-Teach, 6.3 Challenge for extra credit
Assessment: Practice A/Reteach, Practice B/Problem Solving
Procedure:
1. Students will complete the 6.3 warm up, displayed in Easi-Teach. We will go over the answers as a class, completing any problems that students struggled with.
2. A number line of percents by increments of 20% will be displayed in Easi-Teach. We will discuss as a class where to place fractions on the number line, such as ½, 2/5 and ¾. We will discuss which percents match up with fractions and why.
3. We will discuss the examples on p. 336-337.
4. We will also discuss what reasonable estimates are and why it’s better to estimate to get friendly numbers for easier computation.
5. Students will be assigned p. 338 #1-19. A key will be created for students to check their answers.
6. After checking answers, students will receive their homework.
3.4.11
Objective: SWBAT use 10-by-10 grids and percent bars to model percents and percentages.
Materials: 10-by-10 grids (p. 2 Teacher Tool), percent bars (created by me), Holt Course 1, Easi-Teach, document camera, quiz
Assessment: Quiz
Procedure:
1. Students will complete the 6.3 Lesson Quiz as a warm-up. We will go over the answers together.
2. As students are working on the warm-up, they will be receiving 10-by-10 grids and percents bars to prepare for today’s lab.
3. Students will be asked to open their books to page 340.
4. We will go through Activity 1 together. Students will record the correct answers on their grids while one student will use the grids online to display an example for the class using Easi-Teach.
5. We will complete the Think and Discuss and Try This together as a class, following the same format of Activity 1.
6. Students will then retrieve their percent bars. I will show them an example of how to find a percent of a quantity while they do the same. We will practice doing this with friendly numbers.
a. 40% of 50
b. 60% of 15
c. 75% of 36
d. 30% of 150
e. 25% of 80
7. After practicing using percent bars, students will receive their quiz over 6.1, 6.2, and 6.3.
3.7.11
Objective: SWBAT find the percent of a number.
Materials: 6.4 Warm-up, Holt Course 1, Easi-Teach, easel, document camera
Assessment: Practice A/Reteach, Practice B/Problem Solving
Procedure:
1. Students will complete the 6.4 Warm-up displayed using Easi-Teach.
2. After completing the warm-up, we will go over answers as a class. We will do any problems students struggled with together.
3. We will discuss how to find a percent of a number using the easel. I will display a percentage and ask the students how I could use a proportion to find the percentage of a part.
a. If we want to know 55% of 60, how could we make a proportion to find this?
4. I will complete the example on the easel for display.
5. I will then ask students to open their books to p. 333. We will use the Easi-Teach to go over the examples in the book.
6. We will practice turning percents into decimals and using the decimal to find the percentage of a number as well.
7. After reviewing the examples, students will be assigned p. 344, #10-25.
8. Having finished and checked their guided practice, students will receive their homework.
3.8.11
Objective: SWBAT find the missing value in a percent problem
Materials: 7.9 Warm-up, Holt Course 2, Easi-Teach, easel, document camera, book pages form 7-9 displayed on the Easi-Teach and copies for each student
Assessment: Practice B/Reteach, Practice B/Problem Solving
Procedure:
1. Students will complete the 7.9 warm-up. After completing the warm-up, we will go over the answers together, discussing any answers students got incorrect.
2. A problem will be displayed on the board. Michigan State sells on average 350 tickets per event. 40% of the tickets sold are to students. What number of tickets sold are sold to students?
3. One way to approach this problem is to solve it using a proportion. We can put the percent over 100 and x for the number of tickets sold to students over the total number of tickers sold per event.
4. I will use the language that the percent is always out of 100 and were looking for 40% of 350.
5. After having completed the problem, we will complete a few more examples from the book, p. 390-392. This will be printed for the students for a visual reference.
6. Students will be assigned p. 392 #9-18. A key will be provided for students to check their answers.
7. Once students have checked their answers and identified errors, they will receive their homework.
3.9.11
Objective: SWBAT solve problems involving percents.
Materials: 6.5 Warm-up, Holt Course 2, Easi-Teach, easel, document camera
Assessment: Practice A/Reteach, Practice B/Problem Solving
Procedure:
1. Students will complete the 6.5 warm-up displayed on the board.
2. After completing the warm-up, we will go over the answers as a class. We will take time to identify any wrong answers and I will explain how to do them correctly.
3. On average, students spend 7 hours of their day at school. Out of a 24 hour day, what percent of the day is spent in school?
4. In order to solve this problem, we need to set up a proportion. We can put the number of hours in school over the number of hours in a day. This is equal to the percentage, x, over 100.
5. Where did I get the number 100? I will expect students to say that percentages are always out of 100.
6. We will solve the problem by cross multiplying to find the answer.
7. I will tell the students to open their books to p. 346. We will review the examples on the board and complete a few of the guided practice together.
8. Students will be assigned p. 348 #10-21 for independent practice.
9. Once they complete and check the assignment, they will receive their homework.
3.10.11
Objective: SWBAT master the concepts and skills covered in 6.1 through 6.5
Materials: Holt Course 2, Easi-Teach, http://www.quia.com/cb/34887.html
Assessment: Ready to Go On?
Procedure:
1. In order to review the concepts covered, we will play a two team percent Jeopardy.
2. Students will be divided up by where they sit. The game will be displayed using Easi-Teach.
3. Students will choose the amount of points they want and will be given 20 seconds to give an answer.
4. After playing the game, students will be instructed to complete the Ready To Go On on p. 350. Whatever they do not complete will be homework.
5. I will remind students that this is a graded assignment. I will show students how I expect their papers to be organized: name, date, numbered problems and circled answers.
6. This assessment will allow for me to identify any particular areas that require re-teaching.
Common Core Standard:
6.RP.c: Find the percent of a quantity as a rate per 100; solve problems involving finding the whole, given the part and the percent.
Materials: 10-by-10 grids, percent bars, accompanying worksheets for chapters covered, Easi-Teach, document camera, calculators, Holt Mathematics Course I and II.
Day to Day Lessons:
3.1.11
Objective: SWBAT model and write percents as equivalent fractions and decimals.
Materials: 6.1 Alternate Opener, Holt Course 1, Easi-Teach
Assessment: Practice A/Reteach, Practice B/Problem Solving
Procedure:
1. Students will receive the Alternate Opener for a warm-up. Once students have completed the warm-up, we will share answers using the Easi-Teach.
2. We will practice creating percents by doing a class survey. I will ask the students a question such as, How many of you have a pet? We will record the number of students with pets over how many students are present that day and find the percentage.
a. I will allow two or three students to ask their own survey question for more practice finding percentages.
3. We will use the examples in the book on p. 330 to practice finding percents using the grids. After reviewing the 3 examples, we will practice writing percents as fractions and decimals as a class using Easi-Teach.
a. 55%
b. 13%
c. 5.564%
4. Students will be assigned p. 331-332, #1-16. A key will be provided for them so they may check their answers.
5. Having checked their answers and identified mistakes, students will receive their homework for the day. This homework will be differentiated for Mr. Gries’ students.
3.2.11
Objective: SWBAT write decimals and fractions as percents
Materials: 6.2 warm-up, Easi-Teach, calculators, purple calculator, Holt Course 1
Assessment: Practice A/Reteach, Practice B/Problem Solving
Procedure:
1. Students will complete the 6.2 warm-up displayed on the Easi-Teach. Once students have completed the warm up, we will share answers and go over any that were incorrect.
2. We will discuss the graphic on p. 333. It is a percent bar and is used to show 100% of an amount, in this case 2,000. The numbers are chunked so it is visually easier to keep track of what percent has been collected.
a. The percent can be viewed as numbers, fractions and decimals as well.
3. We will go over the examples on p. 333 by practicing pencil and paper as well as mental math techniques.
4. For the third example, I will show students how to use a calculator to find a percent. In some cases, using a calculator is the fastest method. However, students will be expected to use pencil and paper to solve the problems in their practice and homework.
5. After having discussed the examples, students will be assigned p. 334, #1-10, 12-21, 23-26. This will be a graded assignment. Students will be shown how to set up their paper will a model example using the document reader.
6. When students finish the guided practice, they will receive the homework.
3.3.11
Objective: SWBAT estimate percents
Materials: 6.3 Warm-up, Easi-Teach document with number line, Holt Course 1, Easi-Teach, 6.3 Challenge for extra credit
Assessment: Practice A/Reteach, Practice B/Problem Solving
Procedure:
1. Students will complete the 6.3 warm up, displayed in Easi-Teach. We will go over the answers as a class, completing any problems that students struggled with.
2. A number line of percents by increments of 20% will be displayed in Easi-Teach. We will discuss as a class where to place fractions on the number line, such as ½, 2/5 and ¾. We will discuss which percents match up with fractions and why.
3. We will discuss the examples on p. 336-337.
4. We will also discuss what reasonable estimates are and why it’s better to estimate to get friendly numbers for easier computation.
5. Students will be assigned p. 338 #1-19. A key will be created for students to check their answers.
6. After checking answers, students will receive their homework.
3.4.11
Objective: SWBAT use 10-by-10 grids and percent bars to model percents and percentages.
Materials: 10-by-10 grids (p. 2 Teacher Tool), percent bars (created by me), Holt Course 1, Easi-Teach, document camera, quiz
Assessment: Quiz
Procedure:
1. Students will complete the 6.3 Lesson Quiz as a warm-up. We will go over the answers together.
2. As students are working on the warm-up, they will be receiving 10-by-10 grids and percents bars to prepare for today’s lab.
3. Students will be asked to open their books to page 340.
4. We will go through Activity 1 together. Students will record the correct answers on their grids while one student will use the grids online to display an example for the class using Easi-Teach.
5. We will complete the Think and Discuss and Try This together as a class, following the same format of Activity 1.
6. Students will then retrieve their percent bars. I will show them an example of how to find a percent of a quantity while they do the same. We will practice doing this with friendly numbers.
a. 40% of 50
b. 60% of 15
c. 75% of 36
d. 30% of 150
e. 25% of 80
7. After practicing using percent bars, students will receive their quiz over 6.1, 6.2, and 6.3.
3.7.11
Objective: SWBAT find the percent of a number.
Materials: 6.4 Warm-up, Holt Course 1, Easi-Teach, easel, document camera
Assessment: Practice A/Reteach, Practice B/Problem Solving
Procedure:
1. Students will complete the 6.4 Warm-up displayed using Easi-Teach.
2. After completing the warm-up, we will go over answers as a class. We will do any problems students struggled with together.
3. We will discuss how to find a percent of a number using the easel. I will display a percentage and ask the students how I could use a proportion to find the percentage of a part.
a. If we want to know 55% of 60, how could we make a proportion to find this?
4. I will complete the example on the easel for display.
5. I will then ask students to open their books to p. 333. We will use the Easi-Teach to go over the examples in the book.
6. We will practice turning percents into decimals and using the decimal to find the percentage of a number as well.
7. After reviewing the examples, students will be assigned p. 344, #10-25.
8. Having finished and checked their guided practice, students will receive their homework.
3.8.11
Objective: SWBAT find the missing value in a percent problem
Materials: 7.9 Warm-up, Holt Course 2, Easi-Teach, easel, document camera, book pages form 7-9 displayed on the Easi-Teach and copies for each student
Assessment: Practice B/Reteach, Practice B/Problem Solving
Procedure:
1. Students will complete the 7.9 warm-up. After completing the warm-up, we will go over the answers together, discussing any answers students got incorrect.
2. A problem will be displayed on the board. Michigan State sells on average 350 tickets per event. 40% of the tickets sold are to students. What number of tickets sold are sold to students?
3. One way to approach this problem is to solve it using a proportion. We can put the percent over 100 and x for the number of tickets sold to students over the total number of tickers sold per event.
4. I will use the language that the percent is always out of 100 and were looking for 40% of 350.
5. After having completed the problem, we will complete a few more examples from the book, p. 390-392. This will be printed for the students for a visual reference.
6. Students will be assigned p. 392 #9-18. A key will be provided for students to check their answers.
7. Once students have checked their answers and identified errors, they will receive their homework.
3.9.11
Objective: SWBAT solve problems involving percents.
Materials: 6.5 Warm-up, Holt Course 2, Easi-Teach, easel, document camera
Assessment: Practice A/Reteach, Practice B/Problem Solving
Procedure:
1. Students will complete the 6.5 warm-up displayed on the board.
2. After completing the warm-up, we will go over the answers as a class. We will take time to identify any wrong answers and I will explain how to do them correctly.
3. On average, students spend 7 hours of their day at school. Out of a 24 hour day, what percent of the day is spent in school?
4. In order to solve this problem, we need to set up a proportion. We can put the number of hours in school over the number of hours in a day. This is equal to the percentage, x, over 100.
5. Where did I get the number 100? I will expect students to say that percentages are always out of 100.
6. We will solve the problem by cross multiplying to find the answer.
7. I will tell the students to open their books to p. 346. We will review the examples on the board and complete a few of the guided practice together.
8. Students will be assigned p. 348 #10-21 for independent practice.
9. Once they complete and check the assignment, they will receive their homework.
3.10.11
Objective: SWBAT master the concepts and skills covered in 6.1 through 6.5
Materials: Holt Course 2, Easi-Teach, http://www.quia.com/cb/34887.html
Assessment: Ready to Go On?
Procedure:
1. In order to review the concepts covered, we will play a two team percent Jeopardy.
2. Students will be divided up by where they sit. The game will be displayed using Easi-Teach.
3. Students will choose the amount of points they want and will be given 20 seconds to give an answer.
4. After playing the game, students will be instructed to complete the Ready To Go On on p. 350. Whatever they do not complete will be homework.
5. I will remind students that this is a graded assignment. I will show students how I expect their papers to be organized: name, date, numbered problems and circled answers.
6. This assessment will allow for me to identify any particular areas that require re-teaching.