3.3 Mathematics and Nutrition Using Proportions and Percent Equations WARM UP Express each percent as a decimal and a fraction. 47% 3% 12.5% 0.25% 4.99% Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.

3.3 Mathematics and Nutrition Using Proportions and Percent Equations Problem 1 Calorie Counts The average calorie requirement for an adult is about 2000 calories per day. The recommended distribution of calories is 57% from carbohydrates, 30% from fats, and 13% from protein. You can use proportion to determine the number of calories that should be from carbohydrates: Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.

3.3 Mathematics and Nutrition Using Proportions and Percent Equations Problem 1 Calorie Counts How is 57 100 written as a decimal? To determine the number of calories from carbohydrates, what was 57 100 multiplied by? Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.

3.3 Mathematics and Nutrition Using Proportions and Percent Equations Problem 1 Calorie Counts January 26, 2016 ISN Page 67-68 Percent Equations Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.

3.3 Mathematics and Nutrition Using Proportions and Percent Equations Problem 1 Calorie Counts ISN Page 68 Recall that a proportion can be used to solve a percent problem and is written as 𝑝𝑒𝑟𝑐𝑒𝑛𝑡= 𝑝𝑎𝑟𝑡 𝑤ℎ𝑜𝑙𝑒 A percent equation can be written in the form 𝑝𝑒𝑟𝑐𝑒𝑛𝑡 ×𝑤ℎ𝑜𝑙𝑒=𝑝𝑎𝑟𝑡 where the percent is written as a decimal. Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1. Example: 57 percent of 2000 = c 57 100 or 0.57 × 2000= c Use DeeP to convert percent to decimal 1140 = c

3.3 Mathematics and Nutrition Using Proportions and Percent Equations Problem 1 Calorie Counts Do #3 (“fat” only) with your group (pg 164) You have 4:21 min. Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1. Show your work in your ISN

3.3 Mathematics and Nutrition Using Proportions and Percent Equations Problem 1 Calorie Counts How did you set up the proportion? Where did you place the unknown variable? 30 100 = 𝑓 2000 (30)(2000) 100 =𝑓 f = 600 30 100 2000 =𝑓 0.30(2000)=𝑓 f = 600 Why was 2000 placed in the denominator? What does the answer of 600 represent? Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1. The recommended number of calories from fats is 600 calories. For the percent equation: how did you decide what to place in the right side/left side of the equation? How do the answers compare? Which one did you find easier? How are the proportion and percent equation related?

3.3 Mathematics and Nutrition Using Proportions and Percent Equations Problem 2 Determining the Percent of Calories for a Diet How was the variable isolated in Step 2 when the problem was solved using a proportion? …when the problem was solved using percent equation? Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1. Is 40 and 0.4 the same result?

3.3 Mathematics and Nutrition Using Proportions and Percent Equations Problem 2 Determining the Percent of Calories for a Diet Do #6a and b with your group (pg 167) You have 3:56 min. Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1. Show your work in your ISN

3.3 Mathematics and Nutrition Using Proportions and Percent Equations Problem 2 Determining the Percent of Calories for a Diet 57 100 = 1425 𝑛 57𝑛=142,500 𝑛=2500 0.57 𝑛 =1425 𝑛= 1425 0.57 𝑛=2500 Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1. Johnny consumed 2500 total calories on Monday.

3.3 Mathematics and Nutrition Using Proportions and Percent Equations Problem 2 Determining the Percent of Calories for a Diet 30 100 = 540 𝑛 30𝑛=54000 𝑛=1800 0.3 𝑛 =540 𝑛= 540 0.3 𝑛=1800 Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1. Brianna consumed 1800 total calories on Tuesday.

3.3 Mathematics and Nutrition Using Proportions and Percent Equations Problem 2 Determining the Percent of Calories for a Diet Homework: Lesson 3.3 Skills Practice handout Weekly Math #18 (Tuesday) Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.