1. 3.3 Mathematics and Nutrition Using Proportions and Percent Equations
WARM UP
Express each percent as a decimal and a fraction.
47% 3%
12.5%
0.25%
4.99%
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.

2. 3.3 Mathematics and Nutrition Using Proportions and Percent Equations
Problem 1 Calorie Counts
The average calorie requirement for an adult is about 2000 calories per day. The recommended distribution of calories is 57% from carbohydrates, 30% from fats, and 13% from protein.
You can use proportion to determine the number of calories that should be from carbohydrates:
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.

3. 3.3 Mathematics and Nutrition Using Proportions and Percent Equations
Problem 1 Calorie Counts
How is written as a decimal?
To determine the number of calories from carbohydrates, what was multiplied by?
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.

4. 3.3 Mathematics and Nutrition Using Proportions and Percent Equations
Problem 1 Calorie Counts
January 26, 2016
ISN Page 67-68
Percent Equations
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.

5. 3.3 Mathematics and Nutrition Using Proportions and Percent Equations
Problem 1 Calorie Counts
ISN Page 68
Recall that a proportion can be used to solve a percent problem and is written as
𝑝𝑒𝑟𝑐𝑒𝑛𝑡= 𝑝𝑎𝑟𝑡 𝑤ℎ𝑜𝑙𝑒
A percent equation can be written in the form
𝑝𝑒𝑟𝑐𝑒𝑛𝑡 ×𝑤ℎ𝑜𝑙𝑒=𝑝𝑎𝑟𝑡
where the percent is written as a decimal.
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.
Example: 57 percent of 2000 = c
or 0.57 ×
2000= c
Use DeeP to convert percent to decimal
1140 = c

6. 3.3 Mathematics and Nutrition Using Proportions and Percent Equations
Problem 1 Calorie Counts
Do #3 (“fat” only) with your group
(pg 164)
You have 4:21 min.
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.
Show your work
in your ISN

7. 3.3 Mathematics and Nutrition Using Proportions and Percent Equations
Problem 1 Calorie Counts
How did you set up the proportion?
Where did you place the unknown variable?
= 𝑓 2000
(30)(2000) 100 =𝑓
f = 600 =𝑓
0.30(2000)=𝑓
f = 600
Why was 2000 placed in the denominator?
What does the answer of 600 represent?
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.
The recommended number of calories from fats is 600 calories.
For the percent equation: how did you decide what to place in the right side/left side of the equation?
How do the answers compare?
Which one did you find easier?
How are the proportion and percent equation related?

8. 3.3 Mathematics and Nutrition Using Proportions and Percent Equations
Problem 2 Determining the Percent of Calories for a Diet
How was the variable isolated in Step 2 when the problem was solved using a proportion?
…when the problem was solved using percent equation?
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.
Is 40 and 0.4 the same result?

9. 3.3 Mathematics and Nutrition Using Proportions and Percent Equations
Problem 2 Determining the Percent of Calories for a Diet
Do #6a and b with your group
(pg 167)
You have 3:56 min.
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.
Show your work
in your ISN

10. 3.3 Mathematics and Nutrition Using Proportions and Percent Equations
Problem 2 Determining the Percent of Calories for a Diet
= 1425 𝑛
57𝑛=142,500
𝑛=2500
0.57 𝑛 =1425 𝑛=
𝑛=2500
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.
Johnny consumed 2500 total calories on Monday.

11. 3.3 Mathematics and Nutrition Using Proportions and Percent Equations
Problem 2 Determining the Percent of Calories for a Diet
= 540 𝑛
30𝑛=54000
𝑛=1800
0.3 𝑛 =540 𝑛=
𝑛=1800
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.
Brianna consumed 1800 total calories on Tuesday.

12. 3.3 Mathematics and Nutrition Using Proportions and Percent Equations
Problem 2 Determining the Percent of Calories for a Diet
Homework:
Lesson 3.3 Skills Practice handout
Weekly Math #18 (Tuesday)
Circulate and see what kids have for this. Make sure that they are able to create some sort of ratio. There is no need to go over this as a class since they will be doing a similar one in the beginning of today’s lesson. Just use it as a quick formative assessment. Address student misconceptions in Problem 1, #1.