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6 th Grade Math Focus 2: Rates, including percents

6 th Grade Math Focus 2: Rates, including percents. Standards: 6.RP.2, 6.RP.3b, 6.RP.3c Resource: Connected Math Program 2 Bits and Pieces I, Investigation 4.2. Bits and Pieces 1- Investigation 4: Working with Percents Mathematical Learning and Problem-Solving Goals.

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6 th Grade Math Focus 2: Rates, including percents

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  1. 6th Grade MathFocus 2: Rates, including percents Standards: 6.RP.2, 6.RP.3b, 6.RP.3c Resource: Connected Math Program 2 Bits and Pieces I, Investigation 4.2

  2. Bits and Pieces 1- Investigation 4: Working with PercentsMathematical Learning and Problem-Solving Goals • Introduce percents as a part-whole relationship where the whole is not out of 100 but scaled to be “out of 100” (4.1) • Use fraction partitioning and fraction benchmarks to make sense of percents (4.1) • Develop strategies, including percents, to use in comparisons where the whole is less than 100 (4.2) • Understand that comparing situations with different numbers of trials is difficult unless we use percents or some other form of equivalent representation (4.2) • Work with situations where the whole is sometimes greater than 100 and sometimes less than 100 (4.3) • Develop connections between fractions, decimals, and percents (4.3) • Develop strategies for expressing data in percent form (4.3) • Relate fractions, decimals, and percents (4.4) • To move from percents to other representations and from other representations to percents (4.4)

  3. Bits and Pieces 1, Investigation 4.2Mathematical Learning Targets Students will be able to work with percents by understanding and completing the following: • Develop strategies, including percents, to use in comparisons where the whole is less than 100 • Understand that comparing situations with different numbers of trials is difficult unless we use percents or some other form of equivalent representation

  4. Getting Ready for Problem 4.2

  5. Getting Ready for Part A • Draw a Percent Bar for EACH player in Part A in your workbook • Write down the RAW data and percent scale on each Percent Bar • Consider making equivalent fractions to help you scale the raw data to the correct percent • This means you might need to reduce or increase the raw data to equal a whole of 100 • If you can’t make equivalent fractions, what operation could you use to scale it to 100?

  6. Problem 4.2, Part A

  7. TEACHER ONLY! Guide to Class Observation

  8. Problem 4.2, Part AHave you thought about? • What is in the problem or the numbers that made you decide to find Emily’s percentage one way and Angela’s another way? • Will the approach you used for Angela work for Cristina and Emily too? • Which approaches appear to work for all the cases in Questions A and B and which ones do not? • Why might this be the case?

  9. TEACHER ONLY!

  10. Problem 4.2, Part B & C

  11. TEACHER ONLY!

  12. Lesson Summary

  13. Bits and Pieces 1, Investigation 4.2Mathematical Learning Targets Review Students will be able to work with percents by understanding and completing the following: • What strategy did you use to make comparisons when the whole was less than 100? • Explain how using percents or other form of equivalent representation makes it easier to compare situations.

  14. 6th Grade Math Homework Bits & Pieces 1 ACE #3-6, 32

  15. TEACHER ONLY!

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