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Published byFerdinand Nash Modified over 9 years ago
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9-6 6 th grade math Solving Percent Problems Using Equations
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Objective To write and solve percent equations Why? To know to correctly write equations to solve word problems posed to you in any math. How to be a ‘good translator.’
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California State Standards AF 1.1 : Write and solve one-step linear equations in one variable. NS 1.0 : Solve problems involving … percentages MR 2.6: Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
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Vocabulary “What number” – x or n or whatever variable you’d like to use “is: – equals (=) “What percent” – x% ‘of’ – x (or sometimes ÷)
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How to Solve Percent Problems Using Equations 1) Read the problem. 2) Translate the question using your ‘math-enese’ or ‘math-ish.’ 3) Solve. A)What number is 25% of 62? x = 25% x 62 x =.25 x 62 x = 15.5 B) 15 is what percent of 75? 15 = x% x 75 x% = 15 ÷ 75 x% =.2 x = 20% C) 35% of what number is 70? 35% x n = 70.35n = 70 n = 70 ÷.35 n = 200
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Try It! Write an equation and solve. 1)What number is 40% of 88? 2)What percent of 90 is 27? 3)What is 120% of 360? 4)16 is what percent of 40? 1)What number is 40% of 88? x = 40% x 88 x = 35.2 2) What percent of 90 is 27? x% x 90 = 27 x = 30% 3) What is 120% of 360? x = 120% x 360 x = 432 4)16 is what percent of 40? 16 = x% x 40 x = 40%
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Try One More! 5)There are 300 novels. 180 have been sold so far. What percent of the novels have been sold? Write an equation and solve. 5) x% x 300 = 180 x% = 180 ÷ 300 x% =.6 x = 60%
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Objective Review To write and solve percent equations Why? You now know how to correctly write equations to solve word problems posed to you in any math. You are now a ‘good translator.’ Equations can be used to represent and solve percent problems.
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Independent Practice Complete problems 6- 15 Copy original problem first. Show all work! If time, complete Mixed Review: 18-23 If still more time, work on Accelerated Math.
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