2. Math Module 1 Ratios and Unit Rates
Topic D: Percent
Lesson 24: Percent and Rates per 100
6.RP.3c
PowerPoint designed by Beth Wagenaar
Material on which this PowerPoint is based is the Intellectual Property of Engage NY and can be found free of charge at

3. Lesson 24 Target I can do this!
I will understand that percents are related to part-to-whole ratios and rates where the whole is 100.
I can model percents and write a percent as a fraction over 100 or a decimal to the hundredths place.

4. Classwork
Example 1: 5 minutes
Lesson 24
Imagine that you are shopping. You want to purchase an item for $100, but today it is 20% off. What does this mean?

5. It means that $20 out of every $100 will be subtracted from the total.
Classwork
Example 1: 5 minutes
Lesson 24
It means that $20 out of every $100 will be subtracted from the total.

6. What does this look like?
Classwork
Example 1: 5 minutes
Lesson 24
What does this look like?

7. Classwork
Example 1: 5 minutes
Lesson 24
It could be a tape diagram with $100 divided into ten sections of $ of the sections are saved and 8 are still paid for the item.

8. Classwork
Example 1: 5 minutes
Lesson 24
It could also be shown on a 10 x 10 grid, where 20 of the squares are part of the discount and 80 still need to be paid.

9. Classwork
Example 1: 5 minutes
Lesson 24
How is this related to ratios and rates that we have been working on throughout this unit?

10. 20% off of $100 is $20 off. We are trying to find part of a whole.
Classwork
Example 1: 5 minutes
Lesson 24
20% off of $100 is $20 off. We are trying to find part of a whole.

11. Classwork
Example 1: 5 minutes
Lesson 24
category_g_3_t_1.html
Use the website above to visually explore percents in a 10 x 10 grid. I’ve copied and pasted it for you, though, because you must have java and can’t use windows 10 so it just seemed easier!

12. What does this grid show?
Classwork
Example 1: 5 minutes
Lesson 24
What does this grid show?
100 blocks

13. How many are shaded in? 20 blocks Classwork Lesson 24
Example 1: 5 minutes
Lesson 24
How many are shaded in?
20 blocks

14. How many are not shaded in?
Classwork
Example 1: 5 minutes
Lesson 24
How many are not shaded in?
80 blocks

15. How can we use this model to help us think through 20% off of $100?
Classwork
Example 1: 5 minutes
Lesson 24
How can we use this model to help us think through 20% off of $100?
From the grid, I can see that when I save 20%, I am paying 80% of the original value.

16. Classwork Lesson 24 My colors will be black, purple, and green.
Exercises 1 - 2: 8 minutes
Lesson 24
My colors will be black, purple, and green.

17. Classwork
Exercises 1 - 2: 8 minutes
Lesson 24

18. Classwork
Exercises 1 - 2: 8 minutes
Lesson 24

19. Classwork
Exercises 3 - 6: 15 minutes
Lesson 24

20. Classwork
Exercises 3 - 6: 15 minutes
Lesson 24

21. Classwork
Exercises 3 - 6: 15 minutes
Lesson 24

22. Classwork
Exercises 3 - 5: 15 minutes

23. Classwork
Exercises 3 - 5: 15 minutes
Lesson 24

24. Classwork
Exercises 3 - 6: 15 minutes
Lesson 24

25. Lesson 24

26. We modeled for Grant Wood’s painting, American Gothic!
Lesson 23
Closing
What are three things you learned about in this lesson?
Share two ways that you can write 2%.
What is one thing that you still want to know about from the lesson?
I can model percents and write a percent as a fraction over 100 or a decimal to the hundredths place.
We modeled for Grant Wood’s painting, American Gothic!

27. Math Module 1 Ratios and Unit Rates
Topic D: Percent
Lesson 25: A Fraction as a Percent
6.RP.3c
PowerPoint designed by Beth Wagenaar
Material on which this PowerPoint is based is the Intellectual Property of Engage NY and can be found free of charge at

28. 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.

29. 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.

30. 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

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

32. Classwork
Example 1: 5 minutes
Lesson 25

33. 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.

34. 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.

35. 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?

36. . 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.

37. 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.

38. 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?

39. Classwork
Example 2: 10 minutes
Lesson 25

40. 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.

41. 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.

42. 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

43. Classwork
Example 2: 10 minutes
Lesson 25

44. 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.

45. 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.

46. 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.

47. 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?

48. 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?

49. 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.

50. 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.

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

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

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

54. 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!

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

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

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

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

59. Lesson 25

60. 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.