6th 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 4.4

Bits and Pieces 1- Investigation 4: Working with Percents Mathematical 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)

Bits and Pieces 1, Investigation 4.4 Mathematical Learning Targets Students will be able to work with percents by understanding and completing the following: Relating fractions, decimals, and percents Moving from percents to other representations and from other representations to percents

Getting Ready for Problem 4.4

Problem 4.4: Moving Between Representations- Part A Pet owners were asked the cost for the first year of owning a cat. This table shows the data organized in a slightly different way. We have to fill in the missing parts to be able to compare responses across the money categories. Think about how to find the fraction or decimal when you know the percent. Part A: Copy the table above and fill in the missing information!

TEACHER ONLY! Guided Support!

Problem 4.4: Moving Between Representations- Part B #1 & #2 Starting a 0%, shade in different parts of a single percent bar like the one below. Use different patterns or shading styles to show the percent corresponding to each of the six choices. Add a key to your percent bar to show what each pattern or type of shading represents. When you finish, the percent bar should be completely shaded. EXPLAIN WHY!

Problem 4.4: Parts C- E

TEACHER ONLY! Guided Support!

TEACHER ONLY! ANSWERS!

Bits and Pieces 1, Investigation 4 Bits and Pieces 1, Investigation 4.4 Mathematical Learning Targets Review Students will be able to work with percents by understanding and completing the following: How do fractions, decimals, and percents relate? How do you move from percents to other representations and from other representations to percents?

6th Grade Math Homework Bits & Pieces 1 ACE #23, 24, 33

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