G6 m1-d-lesson 25-s

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 6• 1
Lesson 25: A Fraction as a Percent
Date: 11/10/14
S.110
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Classwork
Example 1
Sam says 50% of the vehicles are cars. Give three different reasons or models that prove or disprove Sam’s statement.
Models can include tape diagrams, 10 x 10 grids, double number lines, etc.
How is the fraction of cars related to the percent?
Use a model to prove that the fraction and percent are equivalent.
What other fractions or decimals are equal to the same percent?

Date: 11/10/14
S.111
Example 2
A survey was taken that asked participants whether or not they were happy with their job. An overall score was given.
300 of the participants were unhappy while 700 of the participants were happy with their job. Give a part-to-whole
ratio for comparing happy participants to the whole. Then write a part-to-whole ratio of the unhappy participants to the
whole. What percent were happy wi th their job, and what percent were unhappy with their job?
Happy _____________________ ______________ Unhappy _____________________ ______________
Ratio Percent Ratio Percent
Create a model to justify your answer.
Exercise 1
Renita claims that a score of 80% is the same as the fraction
4
5
. She drew the following picture in order to support her
claim.
Is Renita correct? ______________ Why or why not?
How could you change Renita’s picture to make it easier for Renita to see why she is correct or incorrect?

Date: 11/10/14
S.112
Exercise 2
Use the tape diagram to answer the following questions.
80% is what fraction of the whole quantity?
1
5
is what percent of the whole quantity? `
50% is what fraction of the whole quantity?
1 is what percent of the whole quantity?

Date: 11/10/14
S.113
Exercise 3
Maria completed
3
4
of her work day. Create a model that represents what percent of the workday Maria has worked.
What percent of her work day does she have left?
How does your model prove that your answer is correct?
Exercise 4
Matthew completed
5
8
of his work day. What decimal would also describe the portion of the workday he has finished?
How can you use the decimal to get the percent of the workday Matthew has completed?

Date: 11/10/14
S.114
Exercise 5
Complete the conversions from fraction to decimal to percent.
Fraction Decimal Percent
3
8
0.35
84.5%
0.325
2
25
Exercise 6
Choose one of the rows from the conversion table in Exercise 5 and use models to prove your answers. (Models could
include a 10 × 10 grid, a tape diagram, a double number line, etc.)

Fractions, Decimals, and Percentages are all related.
To change a fraction to a percent you can scale up or scale down so that 100 is in the denominator.
Example:
=
45
100
= 45%
If this is not possible, you can change the fraction to a decimal and then convert to a percentage.
Example:
= 0.625 = 62.5 ℎ푢푛푑푟푒푑푡ℎ푠 = 62.5%
Models, like tape diagrams and number lines , can also be used to model the relationships.
The diagram shows that
20
80
= 25%.
Date: 11/10/14
S.115
Lesson Summary
9
20
=
9 x 5
20 x 5
5
8
Problem Set
1. Use the 10x10 grid to express the fraction
11
20
as a percent.
2. Use a tape diagram to relate the fraction
11
20
to a percent.
3. How are the diagrams related?
4. What decimal is also related to the fraction?
5. Which diagram is the most helpful for converting the fraction to a
decimal? _______________ Explain why.

G6 m1-d-lesson 25-s

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