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Warm Up. Complete sprint exercise 1…you have 4 minutes, complete as many as you can. Warm Up. Complete sprint exercise 2…you have 4 minutes, complete as many as you can. Identifying Percents. Engage New York Module 4 Lesson 1 Focus 3.

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Warm up
Warm Up

  • Complete sprint exercise 1…you have 4 minutes, complete as many as you can.


Warm up1
Warm Up

  • Complete sprint exercise 2…you have 4 minutes, complete as many as you can.


Identifying percents

Identifying Percents

Engage New York Module 4 Lesson 1

Focus 3


Learning Goal:The students will be able to analyze use, and explain proportional relationships to solve real-world and mathematical problems.

Learning Scale:

Common Core State Standard

7.RP.A.3. Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.


Focus 3 learning goal and scale
Focus 3 Learning Goal and Scale

Learning Scale Level 3:

  • Explain the unit rate (constant of proportionality) on tables, graphs, equations, and verbal descriptions

  • Explain the relationship between (0,0) and (1,r) in terms of the situation.

  • Represent the proportional relationship as an equation in the form y=kx.

  • Represent and solve multi-step ratio and percent problems (tax, mark ups and mark downs, tips, commissions, percent increase and percent decrease

Learning Goal:

The students will be able to analyze use, and explain proportional relationships to solve real-world and mathematical problems.


Today s learning target
Today’s Learning Target

  • I will understand that P percent is the number P/100 and that the symbol “%” means percent.

  • I will convert between a fraction, decimal and percent, including percents that are less that 1% or greater than 100%.

  • I will write a non-whole number percent as a complex fraction.


Exercise 1
Exercise 1

Math the percent with the statement on the left (letters A-H).

A

B

A

C

D

E

F

G

H


Exercise 2
Exercise 2

Color in the grids to represent the following fractions


Exercise 21
Exercise 2

Color in the grids to represent the following fractions


Discussion
Discussion

How are the fractions and models related to percents?


Discussion1
Discussion

How are the fractions and models related to percents?

Answer: “Percent” means out of 100 and can be written as a fraction with a denominator of 100.


Discussion2
Discussion

What are equivalent representations of 30/100?


Discussion3
Discussion

What are equivalent representations of 30/100?

3/10 15/50 30% .3


Discussion4
Discussion

Represent these fractions in a model.

3/10 15/50


Discussion5
Discussion

What do all of these representations have in common?

3/10 15/50 30% .3


Discussion6
Discussion

What do all of these representations have in common?

3/10 15/50 30% .3

They are all equal to 30%. The first two are equivalent fractions reduced by a common factor. The 30% is in percent form and the last is in decimal form.


Discussion7
Discussion

What are other equivalent representations of 1/3/100?


Discussion8
Discussion

What are other equivalent representations of 1/3/100?

1/3% 0.33…..% .0033…… 1/300




Work with percents
Work with Percents

What is the pattern or process when you convert percents to fractions?


Work with percents1
Work with Percents

What is the pattern or process when you convert percents to fractions?

Place the percent over 100 and reduce if possible.


Work with percents2
Work with Percents

If I gave you a number as a fraction, could you tell me what percent the fraction represents?


Work with percents3
Work with Percents

If I gave you a number as a fraction, could you tell me what percent the fraction represents?

Find an equivalent fraction wit the denominator of 100.


Work with percents4
Work with Percents

What mathematical process do you use to convert a fraction to a decimal?


Work with percents5
Work with Percents

What mathematical process do you use to convert a fraction to a decimal?

The percent is being divided by 100.


Work with percents6
Work with Percents

If I gave you a number as a decimal, could you tell me what percent the decimal represents?


Work with percents7
Work with Percents

If I gave you a number as a decimal, could you tell me what percent the decimal represents?

Multiply the decimal by 100.


Convert between a fraction decimal and percent
Convert between a fraction, decimal, and percent

Fill in the chart by converting between a fraction, decimal, and percent. Show your work!


Convert between a fraction decimal and percent1
Convert between a fraction, decimal, and percent

Fill in the chart by converting between a fraction, decimal, and percent. Show your work!




Closing
Closing

  • What does “percent” mean?

  • Is the value of 7/10 less than or greater than the value of 7/10%? Why?

  • How are the fraction and decimal representations related to the percent?

  • What do percents greater than 1 whole look like? Why?


Closing1
Closing

  • What does “percent” mean?

  • It means “per hundred”

  • Is the value of 7/10 less than or greater than the value of 7/10%? Why?

  • The value 7/10 will always be greater than 7/10% because 7/10% means 7/10 PER 100.

  • How are the fraction and decimal representations related to the percent?

  • They are related to the ratio of percent over 100.

  • What do percents greater than 1 whole look like? Why?

  • They look like numbers bigger than 100% because they are bigger than the ratio 100/100. So 2 would be 200%, 12 would be 1200? 247 would be 24700%


Today s learning target1
Today’s Learning Target

  • I will understand that P percent is the number P/100 and that the symbol “%” means percent.

  • I will convert between a fraction, decimal and percent, including percents that are less that 1% or greater than 100%.

  • I will write a non-whole number percent as a complex fraction. For example: 1/2/100.


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