2. Math Module 1 Ratios and Unit Rates
Topic D: Percent
Lesson 25: A Fraction as a Percent
6.RP.3c
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3. Fractions are my favorite!
Lesson 25 Target
Fractions are my favorite!
I can write a fraction and a decimal as a percent of a whole quantity and write a percent of a whole quantity as fraction or decimal.

4. Classwork
Example 1: 5 minutes
Lesson 25
Discuss the image on the next slide with a partner. Create two ratios that would describe the images. Then use the ratios to help you discuss and work through the two claims.

5. Examples for Part to Whole:
Classwork
Example 1: 5 minutes
Lesson 25
Create two ratios that accurately describe the picture.
Examples for Part to Whole:
Car to Whole 3:5, 3 to 5
Truck to Whole 2:5, 2 to 5

6. Classwork
Example 1: 5 minutes
Lesson 25
Remember:
Percents are a form of part-to-whole comparison where the whole is 100.

7. Classwork
Example 1: 5 minutes
Lesson 25

8. Classwork
Example 1: 5 minutes
Lesson 25
Another example of a possible model used is a 10×10 grid. This model visually shows that 3 out of 5 is not the same as 50 out of 100.

9. Classwork
Example 1: 5 minutes
Lesson 25
50% means 50 out of 100 which is equivalent to 1 out of 2 that would have to be cars. In other words, half of the vehicles would have to be cars.

10. How is the fraction of cars related to the percent?
Classwork
Example 1: 5 minutes
Lesson 25
How is the fraction of cars related to the percent?

11. . Since percents are out of 𝟏𝟎𝟎, the two are equivalent.
Classwork
Example 1: 5 minutes
Lesson 25
3 5 is equal to
. Since percents are out of 𝟏𝟎𝟎, the two are equivalent.

12. Use a model to prove that the fraction and percent are equivalent.
Classwork
Example 1: 5 minutes
Lesson 25
Use a model to prove that the fraction and percent are equivalent.

13. What other fractions or decimals are equal to the same percent?
Classwork
Example 1: 5 minutes
Lesson 25
What other fractions or decimals are equal to the same percent?

14. Classwork
Example 2: 10 minutes
Lesson 25

15. Classwork
Example 2: 10 minutes
Lesson 25
Write a fraction to represent the number of people that are happy with their job compared to the total.

16. 30% of the people were unhappy.
Classwork
Example 2: 10 minutes
Why is it helpful to write this fraction with a denominator of 100?
Lesson 25
30% of the people were unhappy.
Percents are also out of 100.

17. How would you represent this as a decimal?
Classwork
Example 2: 10 minutes
Lesson 25
How would you represent this as a decimal?
30% of the people were unhappy.
0.70 = 0.7

18. Classwork
Example 2: 10 minutes
Lesson 25

19. How can you model this question using a double number line?
Classwork
Example 2: 10 minutes
Lesson 25
Use percents on one line and values on the other. Fractions with denominators other than 100 can also be changed to percents.

20. Let’s review how to change a fraction to a percent.
Classwork
Example 2: 10 minutes
Lesson 25
Let’s review how to change a fraction to a percent.

21. We can scale up or scale down to get 100 as a denominator.
Classwork
Example 2: 10 minutes
Lesson 25
We can scale up or scale down to get 100 as a denominator.

22. What if the denominator is not a multiple or a factor of 100?
Classwork
Example 2: 10 minutes
Lesson 25
What if the denominator is not a multiple or a factor of 100?

23. Classwork
Example 2: 10 minutes
Lesson 25
For example, what if I ate of a pizza and wanted to know what percent of the pizza I ate. How would I calculate this?

24. I can change a fraction to a decimal by dividing.
Classwork
Example 2: 10 minutes
Lesson 25
I can change a fraction to a decimal by dividing.

25. Classwork
Exercises 1-6: 20 minutes
Lesson 25
You will work on the practice problems where you will be asked to convert from fraction to decimal to percent.

26. Classwork
Exercises 1-6: 20 minutes
Lesson 25

27. Classwork
Exercises 1-6: 20 minutes
Lesson 25

28. Classwork
Example 2: 10 minutes
Lesson 25
Before we do Exercise 3, let’s review how to change into a decimal.

29. Classwork
Example 2: 10 minutes
Lesson 25
5 8 = 5 ÷ 8 = = ,000 =
= 62.5%
This is now a percent because it shows how many (62.5) out of one hundred!

30. Classwork
Exercises 1-6: 20 minutes
Lesson 25

31. Classwork
Exercises 1-6: 20 minutes
Lesson 25

32. Classwork
Exercises 1-6: 20 minutes
Lesson 25

33. Classwork
Exercises 1-6: 20 minutes
Lesson 25

34. Lesson 25

35. Lesson 23
Closing
I will select some of you to post diagrams and explain how the diagram helped you see the relationship between the fractions, percents, and decimals.
I can write a fraction and a decimal as a percent of a whole quantity and write a percent of a whole quantity as fraction or decimal.
𝟏 𝟐 (50%) of us is holding a pitchfork. The other 𝟏 𝟐 (50%) of us is not happy about it.

36. Lesson 25
Exit Ticket
Lesson 1

37. Lesson 25
Exit Ticket
Lesson 1

38. Problem Set

39. Problem Set

40. Problem Set