2. 1

3. What does it mean 50% of free throws in a basketball game? 2

4. Table of Content LessonLesson 1 Introduction to comparing fractions by using percents LessonLesson 2 Using Percents to calculate tips LessonLesson 3 Basketball as a context for percentages LessonLesson 4 Percentage of population with diabetes LessonLesson 5 Reading nutrition facts ClassClass BlogBlog Post your comments or questions about this unit here Class WikiWiki Check out the recent assignments and listen to our podcast for helpful-instructions 3

5.  Lesson 1 Lesson 1  Comparing fractions by using percents 4 Aim Material Procedure

6. Aim, Materials, Procedure 5 Students are introduced to percents as a means to compare fractions with unlike denominators. They are asked to compare fractions with unlike denominators (10th's, 20th's, 25th's) by using 100th's, then changing these to percents, and ordering the percents and fractions by size. Handout 1: Comparing Jump Success with Different Numbers of Jumps Handout 2: Comparing Crystals with Different Color Percentages Assessment: Level A Assessment: Level B Answer Key Procedure

7. Prodedure  hand out 1. hand out 1  Read the following: The CyberSquad is trapped on a planet by Hacker, along with Squitters, cute little creatures who love to jump. To escape from their prison, the Squitters need to climb through a small hole, then jump to hit a button that releases the CyberSquad and Digit. The Squitters turn this into a contest among Sheldon, Ashley and Irv. The contest results are shown on handout 1.  The Squitters jumped different numbers of times. Please order the Squitters' jumps from the best to worst, by figuring out the fraction of successful jumps by each Squitter, and figuring out who did the best, the second best, and the worst, among the three jumpers.  Video the Percent as a Means to Compare FractionsPercent as a Means to Compare Fractions  Discuss the results on handout 1, and compare those to the results the CyberSquad obtained. 6

8. Prodedure  Read the following: The CyberSquad must now find a crystal that will allow them to power their escape from Hacker. The crystal they seek must have a certain portion of orange color in it.  8. Distribute Handout 2: Comparing Crystals with Different Color Percentages and ask the students to complete the handout in order to choose the crystal of the correct percentage of orange (or color).Handout 2: Comparing Crystals with Different Color Percentages  9. Tell the students that they will watch a video clip in which the CyberSquad solves the same problem.  10. Video Finding the Right Crystal.Finding the Right Crystal  11. Discuss the students' results on handout 2 and compare those to the results the CyberSquad obtained for the crystal. 7

9. Practice 8 Find the percentage of the given fractions: 3 ∕10 70/100

10. Answer  3/10 = 30%, 3%, 33%  70/100 = 70%, 30%, 7% 9

11. Practice 1. Write the equivalent fractions in terms of for the given fractions 3/6 4/5 ¼ 3/10 9/20 2. Then write them as percentages 3. Then order the percentages from highest (largest) to lowest (smallest). 10

12. Answer 11  3/6 = 50/100  4/5 = 80/100  ¼ = 25/100  3/10 = 30/100

13. Great… Now you can play? 12

14. Standards Connections Strand  Students will recognize and use connections among mathematical ideas.  Students will understand how mathematical ideas interconnect and build on one another to produce a coherent whole. 13

15. Lesson 2: Using percentage to calculate tips Aim: Students will learn to calculate 10% of a number by understanding it as one tenth of a number. Calculating Tips handout Assessment: Level A Assessment: Level B Answer Key Procedure 14

16. When you go out to eat it is customary to tip waiters and waitresses for their service. Usually, people tip at least 15%. Question: When you tip, how do you figure it out?  Let’s watch the movie A Tip on Tipping together…A Tip on Tipping 15

17. We learned that…  10% of a number is 10/100 of that number or 1/10 of the number  So…  10% of 30 = 1/10 of 30 = 1/10 x 30 = = 3 16

18. Practice 1. Find…  10% of 90 =  10% of 250 =  10% of 1500 = 17

19. Answer  10% of 90 = 9  10% of 250 = 25  10% of 1500 = 150 18

20. In General  Fill in the blank:  When we take 10% of a number we ______________ by 10. 19

21. In General  When we take 10% of a number we DIVIDE by 10. 20

22. Finding 5% of a number  5% of a number is 5/100 of that number or 1/20 of the number. However, it’s easier to solve 5% by figuring out 10% and cutting the 10% calculation in half.  5% of 30 is equal to one-half of 10% of 30  So we take of 3 and get 1.5 21

23. Finding 15% of NUMBER  To find 15% of a given number you calculate 10% of the given number and then 5% of the given number.  Then add those two together. 22

24. Practice  Use this method to calculate the following percentages:  15% of 60 23

25. Practice  15% of 60 is 10% of 60 + 5% of 60 24

26. Which is your answer 9 Is it 6 Or 25

27. Awsome!!! You can play now…  Game Game 26

28. Lesson 3: Basketball as a Context for Percentages Basketball as a Context for Percentages 27

29.  Aim :  Students learn to associate simple fractions of wholes with equivalent percentages in the context of basketball scores and stadium capacity.  Materials:  Visualizing Percents Handout Assessment: Level A Assessment: Level B Answer Key Visualizing Percents Handout Assessment: Level A Assessment: Level B Answer Key  Procedure 28

30. You will watch a video clip in which Nancy Lieberman and Lynette Woodard of the WNBA's Detroit Shock discuss how popular women's basketball has become. They know the crowds have been running at about 50% capacity of the stadium, which holds 22,000 fans. They set a goal to reach 75% capacity. On a sheet of paper, ty to figure out how many more people they would need to attend to meet their goal  The Percentages in Basketball Video. Percentages in Basketball  Watch how the players solve the problem. 29

31. Work on the handout 1 Students practice both identifying 2-D coordinate points that are plotted for them and plot points when given pairs of coordinates. Disscus Work on the handout 2 Students apply their knowledge from the Cyberchase video clip to see if the three lines given will intersecthandout 1handout 2 30

32. Lesson4: Percentage of Populations with Diabetes Aim: Students will explore how to tally the amount of carbohydrates one consumes each day. Materials Handout 1: Incidence of Diabetes in U.S. Populations handout Handout 2: Distribution of Diabetes by Race Assessment: Level A Assessment: Level B Answer Key Procedure 31

33. Disscus  What do you know about diabetes and nutrition?  (In advance) Ask them if they know anyone with diabetes. Ask these students to share with the class how diabetes affects that person's life. 32

34. Video 33

35. Assessment  Handout1  Assessment 1 Assessment 1  Students practice reading a nutritional label and use its information to calculate the number and percentage of calories from fat, for a food item. 34

36. Lesson 5: The amount of carbohydrates one consumes each day Learn to calculate the percentage of calories one consume each day Aim Handout Movie Materials Click here Procedure 35

37. Procedure/ Watch the movie  When you have diabetes, your body has trouble producing enough insulin to enable your body to break down sugar; therefore people with diabetes must limit their intake of sugar and it is important that they keep track of the number of carbohydrates they consume each day.  Play What’s in that box of cookie…What’s in that box of cookie 36

38. Disscus  How the information helps you to make intelligent choices about their own nutrition?  Can you tell how you examine food labels, and why is important to share some interesting things you have observed. 37

39. Assessment: Read and interpret the nutrition information on a box of nutrition facts from a cookie box  Students practice reading a nutritional label and use its information to calculate the number and percentage of calories from fat, for a food item.  assign1 assign1 38

40. Comments? Questions?  Please post your comments and questions in our class blogclass blog 39

41. Don’t Forget…our WIKI.WIKI. 40