Lesson 3.1.5 – Teacher Notes Standard: Preparation for 6.RP.3c Find a percent quantity. Percent as a way to compare portions of a whole. Chapter 9 – Heavy focus on percentages Lesson Focus: Finding patterns in converting between number forms. (3-69) I can convert among fractions, decimals, and percents Calculator: Yes Literacy/Teaching Strategy: Swapmeet

3-62. Add or subtract the following fractions. 2 3 − 5 12 4 5 + 11 12

3-63. Copy the incomplete axes and fill in the missing numbers to make the scaling consistent. a.) b.)

3-64. For each of the representations below, write the portion in each of the forms listed.  Remember that a hundred block now represents 100%.  Homework Help ✎ Percent Decimal Fraction Description in words a.) b.) c.) d.)

3-65. Estimate the amount of gas left in this car’s gas tank with a fraction

3-66. Randall and Stephano work in a restaurant. Randall earned $27 3-66. Randall and Stephano work in a restaurant.  Randall earned $27.50 one day, $25.00 the next day, and $32.50 on the third day.  Stephano works fewer hours, but more days.  He earned $17.50 one day, $22.50 the next day, $12.50 the third day, $15.00 the fourth day, and $17.00 the fifth day.  Who earned the most money?  How much more?

p. 106 3-67 to 3-69 In this section, you have been working with multiple representations of portions of wholes. In Lesson 3.1.4, you worked with your team to find ways of comparing one representation of a portion to another. Today you will continue to find new and efficient ways to convert one representation into another.

How can we convert to another representation? What patterns do we see? As you work with your team today, use the questions below to help focus your discussion. How can we convert to another representation? What patterns do we see? Why does this strategy make sense?

3-67. CONVERTING BETWEEN PERCENTS AND DECIMALS Alejandro wants to find a shortcut for changing a percent to an equivalent decimal. Work with your team to investigate how to make this change quickly. Explore using Base Ten Block (CPM). Each person should build a different portion on a 100% block and then name the portion as a percent and a decimal. Combine results from your team in the table at right. With your team, find ways to describe any patterns you see. Use 100% blocks to explain why the patterns you noticed make sense.

3-67. (cont.) Rewrite the following percents as decimals. 4% 76% 120% 100% 32.5% Now reverse your thinking to rewrite the following decimals as percents. 0.31 0.06 1.16 0.042

3-68. CONVERTING FROM FRACTIONS TO DECIMALS Julia wants to convert 3 5 to a decimal. She is sure there is a faster way to convert it than to build it on a hundred block and then to use the block to determine what decimal is represented. Julia knows that fractions are about finding parts, so she drew the segment below. Divide her segment into five equal parts. Each mark you drew represents what fraction of the whole? Label the first mark with the appropriate fraction.

3-68. (cont.) The sections you made in part (a) each represent one (1) whole divided into five (5) parts. How can you find the decimal value for 1 5 ? Add the appropriate decimal value label to the first mark on the segment. Julia is still trying to figure out what decimal to write for 3 5 . What should she write? What if Julia was thinking about 17 5 ? How can she use her knowledge of the decimal value of 1 5 to find the decimal value of 17 5 ?

3-69. Complete each Representations of a Portion Web below. d.)

3-72. LEARNING LOG Today you have worked with your team to find more efficient ways to convert between equivalent forms of portions.  In your Learning Log, summarize what you have done today by answering the following three questions: How can I convert a percent to a decimal? How can I convert a decimal to a percent? How can I go from a fraction to a decimal? Title this entry “Converting Between Fractions, Decimals, and Percents” and label it with today’s date.

PRACTICE Consider the representation at right. Write the amount of the shaded portion as a: Fraction ________ Decimal ________ Percent ________

PRACTICE (cont.) Robert has collected 3 Atlanta hats and 15 Memphis hats this year. What fraction of his hats are Atlanta hats? What fraction of his hats are Memphis hats? What percent of his hats are Atlanta hats? Explain how you got your answer.

PRACTICE (cont.) Using the percent ruler, complete the table with values found to be proportional on the ruler. $0 $30 0% 100% $0 $15 $30 0% 20% 60% 100%

HOMEWORK