1. Standards: 6.RP.2, 6.RP.3b, 6.RP.3c Resource: Connected Math Program 2 Bits and Pieces I, Investigation 4.3

2. IIntroduce percents as a part-whole relationship where the whole is not out of 100 but scaled to be “out of 100” (4.1) UUse fraction partitioning and fraction benchmarks to make sense of percents (4.1) DDevelop strategies, including percents, to use in comparisons where the whole is less than 100 (4.2) UUnderstand that comparing situations with different numbers of trials is difficult unless we use percents or some other form of equivalent representation (4.2) WWork with situations where the whole is sometimes greater than 100 and sometimes less than 100 (4.3) DDevelop connections between fractions, decimals, and percents (4.3) DDevelop strategies for expressing data in percent form (4.3) RRelate fractions, decimals, and percents (4.4) TTo move from percents to other representations and from other representations to percents (4.4)

3. Students will be able to work with percents by understanding and completing the following: 1. Work with situations where the whole is sometimes greater than 100 and sometimes less than 100 2. Develop connections between fractions, decimals, and percents 3. Develop strategies for expressing data in percent form

5.  In Problem 4.1, with Yao and Shaq, we looked at a situation where the whole was GREATER than 100.  In Problem 4.2, the Portland girls’ basketball team problem, we looked at situations where the whole was LESS than 100. This problem asks you to think about fractions, decimals, and percents!

14. Students will be able to work with percents by understanding and completing the following: 1. How do you work with situations where the whole is sometimes greater than 100 and sometimes less than 100? 2. What are some connections between fractions, decimals, and percents? 3. Explain a strategy you used for expressing data in percent form.

15. Bits & Pieces 1 ACE #7-15