1. Fill in your binder reminder with:
Math: Homework
3-45, 3-46, 3-47, and 3-49
Science: 4.5 Reading & Notetaking page
Study for ch. 4 exam on Friday!!!
Resource Managers: Get your team’s notebooks
In your math notebooks, just below where you finished Thursday’s notes, write today’s date and ANSWER THE FOLLOWING:
-Write your own definition of the word “percent.” 
-Describe at least one method to find a percent from a sample. 

2. During this lesson, you will be able to recognize the connections between fractions and percents as they relate to decimals and decimal language.
ex % .75

3. In math, there is often more than one way to express a value or an idea. 
For example, the statement, 
-“Three out of ten students who are going on the field trip have turned in their permission slips,” communicates the same portion as the phrase, 
-“30% of the students who are going on the field trip have turned in their permission slips.”  
While three out of ten and 30% 
might look and sound very different,
they are both representations of
the same portion of a whole. 
-(In this case, the whole is the entire number of students who are going on the field trip.)  

4. -Remember back in our previous lesson how each of your teams guessed the portion of the jar that was filled with red beans?

5. -Some teams guessed 1 4 , while others said 25%.
-Some teams said 50%, while others said
-While they may look like very different numbers, each pair communicates the exact SAME PORTION of a whole.
25% and 1 4
50% and 1 2

6. Throughout chapter 3 section 1, we have been representing numbers in different ways.  
In Lesson 3.1.2, we used a diagram and a percent ruler to express your team’s guess about the portion of red beans in a jar.

7. As you work, keep these questions in mind:
In lesson 3.1.2, we will use a 100% block to create models of the size of various numbers on the 100% block.  
Today, we will be investigating several ways to represent portions of wholes, including percents, fractions, and decimals. 
As you work, keep these questions in mind:
How can I build it?
Is there another way to represent this portion?
What is the whole?

8. A few weeks ago, we used a hundred block to represent the number 100.
For our work in this section, we will use this block to represent:
-one whole %
-100/
-one hundred out of one hundred. 
The block will be referred to as the 100% block.
Since a whole block represents 100%,
50% (50/100, 5 out of every 10, or )
can be represented by the diagram right. 

9. 3-36. BUILD IT, DRAW IT, WRITE IT, SAY IT
If the large square block represents 100%, what do each of the other blocks you have worked with represent? 
1% or
One-Hundredth
100%
One Whole
10% or 1 10
One-tenth

10. 3-36. BUILD IT, DRAW IT, WRITE IT, SAY IT
Resource Managers: Come get two sets of base 10
blocks for your team
Recorder Reporters: Come get four copies of the
Build it, Draw it, Write it, Say it sheet from me!

11. 3-36. BUILD IT, DRAW IT, WRITE IT, SAY IT
For each of the portions listed below:
-Build the portion on a 100% block.
-Draw a diagram of the portion on your resource page.
-Write the portion in at least two different equivalent representations.
-Write out how you could use words to say or name the portion two different ways. a. b.
𝟐 𝟏𝟎 c.
80 pieces out of 100 total pieces d.
150%

12. Let’s work out problem a. together! a.
𝟐 𝟏𝟎 c.
80 pieces out of 100 total pieces d.
150%
-Build the portion on a 100% block.
-Draw a diagram of the portion on your resource page.
-Write the portion in at least two different equivalent representations.
-Write out how you could use words to say or name the portion two different ways.
Now, complete b, c & d with your partner!

13. 3-37 Answer the following with your TEAM
Erik and Tate cannot agree on the amount shaded on the 100% block shown below.
-Erik says, “It shows 2 tenths of the 100% block… and 3 hundredths of the block,”
-Tate says, “It shows 23 hundredths of the whole block.”
a. What would you tell Tate and Erik? Justify your response with words and pictures.
b. Another representation of the number shown on the 100% block above is a decimal, which would be written as What does the 2 stand for and what does the 3 stand for?

14. If 0.23 can be represented with 2 tenths and 3 hundredths,
3-38
If 0.23 can be represented with
2 tenths and 3 hundredths,
a. How can the number 0.19 be represented?
b. What about 0.5? 
-Draw a picture of each of these numbers on the 100%-block diagram page.

15. 3-39. Jessa was working with a percent ruler when she had an idea
3-39. Jessa was working with a percent ruler when she had an idea. “Can we use this idea for the other representations of a portion?” she asked.
-Discuss this idea with your team.
-Use the percent ruler on your paper to mark each of the portions listed below on the ruler.
80% b c. 40% d. 99 hundredths
100% f. 9 tenths g. 3 tenths and 9 hundredths
h. 10 hundredths i. 25 out of j. 10 tenths
*End of Day One*

16. Fill in your binder reminder with:
Math: homework pt 2
3-50, 3-51, 3-52, 3-53 & 3-54
Science: Chapter 4 Study Guide
*Study for ch. 4 exam on Friday!*
THEN,
Pull out your homework composition books and have them out ready to correct!

17. d. 65 hundredths e. 10% f. 8 tenths
WARM UP
Resource Managers: Get your team’s notebooks
In your math notebooks, just below where you finished Monday’s notes, write today’s date and
ORDER THE FOLLOWING FROM LEAST TO GREATEST:
90% b c. 30%
d. 65 hundredths e. 10% f. 8 tenths
g. 25 out of 100 h. 5 tenths and 3 hundredths

18. 3-40 Suzie looked at the diagram below and wrote 134% = 𝟏𝟑𝟒 𝟐𝟎𝟎 .
a. Is she correct?  b. Why or why not?

19. 3-41 Use the diagram of 𝟐 𝟓 shown here to make sense of the following questions.
Describe what 𝟐 𝟓 would look like if it were built on a 100% block.
What are the largest pieces you could use? How many of these pieces would it take to build the portion?
What are the smallest pieces you could use? How many of these pieces would it take to build the portion?
Write 𝟐 𝟓 as a fraction with a denominator of 10 and then with a denominator of In other words, ? ?
What giant one would you use to show that pic is equivalent to a portion of 100?

20. 3-41 Use the diagram of 𝟐 𝟓 shown here to make sense of the following questions.
f. How could 𝟐 𝟓 be written as a decimal? g. How is this decimal representation related to the 100% block diagram that you described in part (a)? h. What is another name for the decimal representation of 𝟐 𝟓 ? i. Explain how the name relates to the 100% block.

21. 3-42 Guess My Decimal
Maya and Logan invented a new game called “Guess My Decimal.” One of them thinks of a decimal and gives the other a clue to solve for the mystery decimal.
a. Logan said, “First, I think of the 100% block as a ONE block so I can make a decimal instead of a percent. Then my decimal can be represented on the one block like this.” He pointed to the diagram at right . What is Logan’s decimal?
b. Maya said, “My decimal is equivalent to 𝟑 𝟓 .” What is her decimal?
c. Logan said, “My decimal can be built by combining 0.38 and 0.04.”
What is his decimal?

22. 3-43 Complete on the sheet you were using yesterday!

23. 3-44 Jonah wonders about other representations of numbers on the 100% block.  He calls this figure “twelve-and-a-half hundredths.”  Use his drawing to help answer the following questions.
How could this be expressed as a percent?
What fraction of an entire 100% block is shaded?  Is there more than one way to write this fraction?   
How could this number be written as a decimal?
*End of Day Two*