Lesson 5

Using proportions to solve percent problems Date: na Subject: Math Grade: 6

Goals: Students will be able to understand, explain and fluently apply their knowledge of proportions to solve and calculate percentages using cross multiplication. Common Core Standard Math RP 6 Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities

Reading and Writing Standards 6.RP Understand the concept of a proportions language to find a percent of a quantity as a rate
per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

6 Grade RST 6.3.follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. 6.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to Grade 6-8 6 Grade WHST B. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Technology standards: Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. b. Create original works as a means of personal or group expression

c. Use models and simulations to explore complex systems and issues Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. Process data and report results Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

Time Lesson Duration 2 Days Day 1

Opening/Framing the Lesson/Introduction/Early Assessment

Monitor/Feedback

First, begin by reviewing the term proportion and ask for student to volunteer to explain the different ways proportion problems can be solved. Then, explain to students that proportions can be used to solve problems that involve percent. Continue by explaining to student that a percent means a part of a whole. Ask the students to standup if they prefer chocolate ice cream over vanilla ice cream. After students that prefer chocolate standup, explain to the class that the total number of students in the class is equal to 100% percent and the total number students that prefer chocolate ice cream is the percent out of 100. Then, have the students site down and set up the proportion problem for the students. After solving the problem, show the students a virtual nerd video that further explains how to solve percent problem using proportions. http://www.virtualnerd.com/middle-math/ratiosproportions-percent/percent-number/proportion-

Day 1

for-part-of-whole The Lesson Structure: Activities After students have watched video, have them work with a partner and go online to find local ads from retailers. With their partner they will sales ads and use the information from the ad to set up proportion problems.

Teacher will circulate during activity to assist student with finding ads and helping them set up proportions.

Day 2

Closing/Assessment After students have completed their previous activity explain to them that they are going to work on an activity that will apply using their new knowledge of solving percent problems and apply it to real world issues. Then, handout the If The World Were A Village activity sheets and read aloud the directions. Then, tell the students to work with a partner to complete the activity. After, the students have completed the activity, they must go onto a Google doc chart their findings spread sheet. During activity teacher will circulate to assist students with activity. Teacher will use Google doc spread sheet and activity worksheets to measure student understanding.

Resources/Materials

IPads, Computer, Internet, Heart Rate App, Arcademics.com, Thinking Blocks App, If The World Were A Village Activity,

Name_________________

Since the World Village described in the book has exactly 100 people in it, we can use percent proportions to find some interesting data for our class. See the attached facts sheet to help you set up your proportions. 1. What is the total number of people in our classroom? Explain how you could find the number of us that makes up 10% of this class. 7. If we were in proportion to the World Village, how many of us would always be hungry?

2. If we were in proportion to the World Village, how many of us would come from North America?

8. If we were in proportion to the World Village, how many of us would spend a large part of the day trying to find safe water to drink?

3. If we were in proportion to the World Village, how many of us would speak English?

9. If we were in proportion to the World Village, how many of us would not be able to read?

4. If we were in proportion to the World Village, how many of us would be between 10 and 19 years old?

10. If we were in proportion to the World Village, how many of us would make less than $1.00 per day?

5. If we were in proportion to the World Village, how many of us would be Muslim? Christian?

11. If we were in proportion to the World Village, how many of us would not have electricity or Television?

6. If we were in proportion to the World Village, how many chickens would there be?

12. If we were in proportion to the World Village, how many people will be in our class in 5 years?

World Village Facts 2002 If the world were shrunk to a village of 100 people where all conditions we re proportional, these are the facts about the village: 5 would be from North America 9 would speak English 19 are between the ages of 10 and 19 19 are Muslims. 32 are C hristians 189 chickens are in our Village 60 are always hungry 25 spend a large part of t he day looking for safe water 17 of the 88 people old enough to read, cant read at all 20 make less than $1.00 per day 24 have no electricity and no water The size of our class woul d double every five years