1. Standards: 6.RP.2, 6.RP.3b, 6.RP.3c Resource: Connected Math Program 2 Bits and Pieces I, Investigation 4.1

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)

3. Students will be able to work with percents by understanding and completing the following: 1. An introduction of percents as a part-whole relationship where the whole is not out of 100 but scaled to be “out of 100” 2. Use fraction partitioning and fraction benchmarks to make sense of percents

6. Whitehills Yes + No = 100 people 31 “out of 100” = 31% vote Yes 69 “out of 100” = 69% vote No Bailey Yes + No = 50 people What would the numbers be like if 100 people were surveyed? What are the percentages of Yes to No?

8. A Percent Bar works like TWO number lines! Across the TOP of the bar is the RAW data (17/50) Across the BOTTOM of the bar the raw data is being scaled to represent the data as percent “out of 100.” 50 votes 50% 25 votes 17 YES votes 34%

12. This is where Will got stuck and we are going to try to help him out. Look at Will’s percent bar for Yao. Yao made 301 out of 371 free-throw attemps. He has 371 labeled at the whole mark. Why is it there? If Yao made all those free throws, how much of the bar would I want to color in? What percent would that be? How much of the bar would I color in if he didn’t make any of his 371 attempted free throws? What percent would that be? If I colored the bar halfway, about how many free throws would he make? Why? What percent would that be?

13. Will also made a Percent Bar for Shaquille. He made 451 out of 725 attempts. What does the 725 on his percent bar represent? What does it say 100% by the 725? COPY Will’s Percent Bars into your math workbook so you’re ready for Problem 4.1, Part A.

18. Students will be able to work with percents by understanding and completing the following: 1. What type of a ratio is a percent? 2. What type of a ratio is a fraction? 3. What type of a ratio is a decimal? 4. When would you use RAW data? 5. What does this sign, %, mean? 6. How do fractions and decimals help you make sense of percents?

19. Bits & Pieces 1 ACE #1, 2, 26-31