Unit Rates and Percent

Lesson 8

Math

Unit 2

6th Grade

Lesson 8 of 14

Objective


Define percent as a rate per 100. Find percentages of 100 and 1.

Common Core Standards


Core Standards

  • 6.RP.A.3.C — Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

Criteria for Success


  1. Define and understand percent as a rate per 100.
  2. Model percentages using familiar visual representations including $$10\times10$$ grids, double number lines, and tape diagrams.
  3. Find the percent when given a part and the whole is 100 or 1.

Tips for Teachers


Students will likely have some prior knowledge of percent, but there may be some misconceptions or partial understandings. This lesson introduces percent by modeling it with familiar representations - 10x10 grids, double number lines, and tape diagrams. These tools will be used in the next few lessons when students are still developing their understanding of percent. Later in the unit, students will learn more procedural approaches once the conceptual foundation is solid. 

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Anchor Problems


Problem 1

Robb’s Fruit Farm consists of 100 acres on which three different types of apples grow. On 25 acres, the farm grows Empire apples. Macintosh apples grow on 30 acres of the farm. The remainder of the farm grows Fuji apples.

Shade in the grid below to represent the portion of the farm each apple type occupies. Use a different color or pattern for each type of apple. What percent of the fruit farm is taken up by each type of apple? Fill in the table below.

Type of Apple Color in Grid Part:Whole Ratio Rate per 100 Acres % of Fruit Farm
         
         
         

Guiding Questions

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References

EngageNY Mathematics Grade 6 Mathematics > Module 1 > Topic D > Lesson 24Exercise 1

Grade 6 Mathematics > Module 1 > Topic D > Lesson 24 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem 2

Adam’s Fruit Farm also has 100 acres, but he grows more than just apples. Oranges take up 60 acres of his farm. 

What percent of Adam’s farm is oranges? What percent is not oranges? Draw a 10x1 tape diagram to model the situation. 

Guiding Questions

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Problem 3

Represent the values of the following coins as percentages of $1 on the double number line.

  • dime
  • quarter
  • half-dollar 

Guiding Questions

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Problem 4

What percent of a dollar is the value of: 

  • 3 quarters?
  • 6 quarters?
  • 9 quarters?

Show your work using a double number line.

Guiding Questions

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Problem Set

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Target Task


You walk out of school with $0.75 in your pocket. On your way home, you pick up 5 pennies and a dime and put them in your pocket. What percent of a dollar do you have in your pocket? 

Use a visual representation to show how much money you have in your pocket and what percent of a dollar it represents. 

Student Response

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Additional Practice


The following resources include problems and activities aligned to the objective of the lesson that can be used for additional practice or to create your own problem set.

  • Include problems where students model percent using grids and double number lines.
  • Include problems where students find different percentages of 100 and percentages of 1.
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Lesson 7

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Lesson 9

Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Defining Rate & Solving Rate Problems

Topic B: Measurement Unit Conversions

Topic C: Percent

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