6th Grade MathFocus 2: Rates, including

percentsStandards: 6.RP.2, 6.RP.3b, 6.RP.3c

Resource: Connected Math Program 2Bits and Pieces I, Investigation 4.2

Introduce percents as a part-whole relationship where the whole is not out of 100 but scaled to be “out of 100” (4.1)

Use fraction partitioning and fraction benchmarks to make sense of percents (4.1) Develop strategies, including percents, to use in comparisons where the whole is less than 100 (4.2) Understand that comparing situations with different numbers of trials is difficult unless we use

percents or some other form of equivalent representation (4.2) Work with situations where the whole is sometimes greater than 100 and sometimes less than 100

(4.3) Develop connections between fractions, decimals, and percents (4.3) Develop strategies for expressing data in percent form (4.3) Relate fractions, decimals, and percents (4.4) To move from percents to other representations and from other representations to percents (4.4)

Bits and Pieces 1- Investigation 4: Working with Percents

Mathematical Learning and Problem-Solving Goals

Students will be able to work with percents by understanding and completing the

following:

1. Develop strategies, including percents, to use in comparisons where the whole is less than 100

2. Understand that comparing situations with different numbers of trials is difficult unless we use percents or some other form of equivalent representation

Bits and Pieces 1, Investigation 4.2Mathematical Learning Targets

Getting Ready for Problem 4.2

Draw a Percent Bar for EACH player in Part A in your workbook

Write down the RAW data and percent scale on each Percent Bar

Consider making equivalent fractions to help you scale the raw data to the correct percentThis means you might need to reduce or increase the raw data to

equal a whole of 100

If you can’t make equivalent fractions, what operation could you use to scale it to 100?

Getting Ready for Part A

Problem 4.2, Part A

TEACHER ONLY! Guide to Class Observation

What is in the problem or the numbers that made you decide to find Emily’s percentage one way and Angela’s another way?

Will the approach you used for Angela work for Cristina and Emily too?

Which approaches appear to work for all the cases in Questions A and B and which ones do not?

Why might this be the case?

Problem 4.2, Part AHave you thought about?

TEACHER ONLY!

Problem 4.2, Part B & C

TEACHER ONLY!

Lesson Summary

Students will be able to work with percents by understanding and completing the

following:

1. What strategy did you use to make comparisons when the whole was less than 100?

2. Explain how using percents or other form of equivalent representation makes it easier to compare situations.

Bits and Pieces 1, Investigation 4.2

Mathematical Learning Targets Review

Bits & Pieces 1ACE

#3-6, 32

6th Grade Math Homework

TEACHER ONLY!