This document outlines lessons from a math module on ratios, rates, and percentages. It includes the student outcomes, examples and exercises for converting fractions to decimals and percentages. The document provides classwork and homework assignments for students, including modeling different scenarios using tape diagrams, grids and number lines. It concludes with exit tickets and assessments to check student understanding of the key concepts relating fractions, decimals and percentages.

1. Module 1 Lesson 25 A Fraction as a Percent.notebook
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Monday Problem Set Lesson 25
Tuesday No School
Wednesday Problem Set Lesson 26
Thursday Exit Tickets Lessons 24, 25, 26
Friday Problem Set Lesson 27
Module 1 Test Thursday
Oct 8­8:
53 AM

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Lesson 24 Problem Set Sample Solutions
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04 AM

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05 AM

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Module 1
Ratios and Unit Rates
Topic D: Percent
Lesson 25: A Fraction as a Percent
Student Outcomes
§ Students write a fraction and a decimal as a percent of a whole quantity
and write a percent of whole quantity as fraction or decimal.
Aug 26­5:
45 PM

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Create two ratios that would describe the images.
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06 AM
Classwork
Example 1

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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.
Nov 13­9:
06 AM
4.

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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?
Nov 13­9:
06 AM

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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 with their job, and what percent were unhappy
with their job?
Happy _____________________ ______________ Unhappy _____________________ ______________
Ratio Percent Ratio Percent
Create a model to justify your answer.
§ Why is it helpful to write this fraction with a denominator of 100?
§ How would we represent this as a decimal?
Nov 13­9:
06 AM

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Exercise 1
Renita claims that a score of 80% is the same as the fraction . She drew the
following picture in order to support her claim.
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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?
What would this be as a decimal?

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Exercise 2
Use the tape diagram to answer the following questions.
80 is what fraction of the whole quantity? is what percent of the whole quantity?
50% is what fraction of the whole quantity? 1 is what percent of the whole quantity?
What would each be as a decimal?

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Exercise 3
Maria completed 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? What would this be as a decimal?
How does your model prove that your answer is correct?
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06 AM
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Exercise 4
Matthew completed 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?
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34 AM
58

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Exercise 5
Complete the conversions from fraction to decimal to percent.
Nov 13­11:
02 AM

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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 x 10 grid, a tape diagram, a double number line,
etc.)
Nov 13­11:
04 AM

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Aug 26­8:
21 PM
Closing
Please take out your exit ticket for Lesson 25, close your
binder, and complete the exit ticket. This will be collected.

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Nov 7­2:
42 PM