1. Lesson S.110
A Fraction as a
Percent

2. Lesson 25 S.110 Student Outcomes
Students write a fraction and a decimal as a percent of a whole quantity and write a percent of whole quantity as fraction or decimal.

3. Lesson S.110
Think of two ratios that would describe the image below. Share your ratios with your neighbor. Sam says 50% of the vehicles are cars. Give three different reasons or models that prove or disprove Sam’s statement. Models can include tape diagrams, 10 x 10 grids, double number lines, etc. Write your responses in the provided box.
Create two ratios that accurately describe the picture.
Part to Whole: Car to Whole , to or Truck to Whole , to
Note: Students could also give the answers as green to blue, blue to green, truck to car, car to truck, blue to total, and green to total. Some students may write part-to-part ratios. When the class comes back together, this could be a good time to discuss why a part-to-whole ratio is more useful when comparing statements that include percents. Students may need to be reminded that percents are a form of a part-to-whole comparison where the whole is .

4. Lesson 25 Example 1 continued S.110[
Cars ]
[ Trucks

5. Lesson 25 Example 1 continued S.110
Another example of a possible model used is a 10 x 10 grid. It can be used to visually show that 3 out of 5 is not the same as 50 out of 100.
At this point, students will be given a chance to share some of their ideas on percent. Help to mold the discussion to see that percentages are based on part-to-whole ratios.
means out of which is equivalent to out of that would have to be cars. In other words, half of the vehicles would have to be cars.

6. Lesson 25 Example 1 continued S.110
How is the fraction of cars related to the percent?
Use a model to prove that the fraction and percent are equivalent.
What other fractions or decimals are equal to the same percent?

7. Lesson 25 Example 1 continued S.110

8. Lesson 25 Example S.111
Percents are also out of 100
0.70 = 0.7
Time does not have to be spent having students make the number line because it is so similar to the tape diagram. They can simply give a verbal description.
Why is it helpful to write the fraction with a denominator of 100?
How would this fraction be represented as a decimal?
How can you model this question using a double number line?

9. Lesson 25 Example 2 answer S.111

10. Lesson 25 Needed Info How do you change a fraction to a percent?
Remember that percent means 100ths. How many out of 100.
We can scale up or scale down to get 100 as a denominator.
3 = ? = ?
3 x 20 = = 0.375
5 x
37.5%

11. Lesson 25 Needed Info Change the fractions to percents. 3/20 9/10 5/8
77/11
NOTE: PROVIDE PRACTICE FOR STUDENTS IN CHANGING FRACTIONS TO PERCENTS.

12. Lesson 25 Exercise S.111
Renita claims that a score of 80% is the same as the fraction . She drew the following picture in order to support her claim. Is Renita correct? ______________ Why or why not? How could you change Renita’s picture to make it easier for Renita to see why she is correct or incorrect?

13. Lesson 25 Exercise S.111

14. Lesson 25 Exercise S.112

15. Lesson 25 Exercise 2 answer S.112

16. Lesson 25 Exercise S.113
Maria completed ¾ of her workday. Create a model that represents what percent of the workday Maria has worked. What percent of her workday does she have left? How does your model prove that your answer is correct?

17. Lesson 25 Exercise 3 answer S.113
Maria completed ¾ of her workday. Create a model that represents what percent of the workday Maria has worked. What percent of her workday does she have left? 25% How does your model prove that your answer is correct? The model shows that ¾ = 75%, and that ihe ¼ left is the same as 25%.

18. Lesson 25 Exercise S.113
Matthew completed 5/8 of his workday. What decimal would also describe the portion of the workday he has finished? How can you use the decimal to get the percent of the workday Matthew has completed?

19. Lesson 25 Exercise 4 Answer S.113
Matthew completed 5/8 of his workday. What decimal would also describe the portion of the workday he has finished? 5 ÷ 8 = or 5/8 of 100% = 62.5% How can you use the decimal to get the percent of the workday Matthew has completed? 5/8 is the same as This is 625 thousandths or 625/1000. Divide the numerator and denominator by ten. 25/1,000 = 62.5/100 = 62.5 %

20. Lesson 25 Exercise S.114
Complete the conversions from fraction to decimal to percent.

21. Lesson 25 Exercise 5 answer S.114
Complete the conversions from fraction to decimal to percent.

22. Lesson 25 Exercise 6 (Pairs) S.114
Choose one of the rows from the conversion table in Exercise 5 and use models to prove your answers. (Models could included a 10x10 grid, a tape diagram, a double number line, etc.) 7/20 = 35/100 = .35 = 35%

23. Lesson 25 Closing
Selected pairs will display and explain their diagram from Exercise #6 showing the relationship between fractions, percents, and decimals.

24. Lesson 25 Summary S.115

25. Lesson 25 Exit Ticket
Show all the necessary work to support your answer. 1. Convert 0.3 to a fraction and a percent. 2. Convert 9% to a fraction and a decimal. 3. Convert 3/8 to a decimal and percent.

26. Lesson 25 Exit Ticket answers
Show all the necessary work to support your answer.
1. Convert 0.3 to a fraction and a percent.
2. Convert 9% to a fraction and a decimal.
Convert 3/8 to a decimal and percent.

27. Lesson 25 Problem Set S.115

28. Lesson 25 Problem Set #1 S.115
Use the 10 x 10 grid to express the fraction 11/20 as a percent.
Fifty-five squares should be shaded, or divide into five sections of eleven each and shade in 11 of the 20.

29. Lesson 25 Problem Set # S.115
Use a tape diagram to relate the fraction 11/20 to a percent.
How are the diagrams related?
Both show that 11/20 is the same as 55/100.
4. What decimal is also related to the fraction?
0.55
5. Which diagram is the most helpful for converting the fraction to a decimal? ____________ Explain why.