Module 1 lesson 26
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This document is from a mathematics lesson on finding percentages of quantities. It includes examples and exercises for students to practice calculating percentages. The examples discuss percentages of students on a soccer team and percentages of games won. The exercises ask students to identify percentages, original prices, and savings amounts in word problems about sales on clothing and electronics. Students are to show their work and solutions using at least two different methods.
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G6 m1-d-lesson 26-s
This document provides examples and exercises on calculating percentages of quantities. It introduces concepts like finding the percentage of a subgroup of a whole, calculating percentages of original prices to find sale amounts, and using models like grids and tape diagrams to calculate percentages. The examples are drawn from scenarios involving a middle school soccer team and percentages of animal exhibits at a zoo. The exercises practice applying these percentage concepts to problems involving discounts on clothes and electronics.
G6 m1-d-lesson 26-t
The document provides examples and exercises for students to practice finding percentages of quantities. It begins with examples of finding percentages using diagrams or pictorial models. Students then work in groups on exercises involving finding percentages, parts, and wholes in word problems about discounts, sales, and data. The lesson concludes with a discussion of preferred problem-solving strategies and a review of the key steps. The goal is for students to become proficient at setting up and solving percent problems using various models and methods.
Module 1 lesson 24
This document outlines a lesson on percent and rates per 100. It includes student outcomes of understanding percents as part-to-whole ratios where the whole is 100 and modeling percents as fractions or decimals. There are several examples and exercises involving modeling different percents using grids, representing ratios as percents, and relating decimals, fractions, and percents. The lesson concludes with students completing an exit ticket to assess their learning.
Module 1 lesson 29 solving percent problems
This document is a lesson plan on solving percent problems. It includes examples of finding percentages of quantities, such as finding that 10% of 300 is 30 by moving the decimal place. It also includes problems where a part is given and students must find the whole, such as if 34 pages is 10% of a book then the whole book must be 340 pages. The lesson plan evaluates claims about calculating percentages and discounts. One claim is that taking multiple discounts sequentially is equivalent to taking the sum of the discounts from the original price, which students prove true by calculating discounts on a game purchase.
G6 m1-d-lesson 25-t
This lesson teaches students about fractions, decimals, and percentages. It includes examples of converting between these representations. Students practice converting fractions to decimals and percentages using models like grids and tape diagrams. They work problems involving fractions of quantities and percentages completed of a whole. The lesson emphasizes that fractions, decimals, and percentages are related and can be converted between forms using scaling or division.
Module 1 lesson 28
This document is a lesson plan on solving percent problems. It includes examples of percent discount problems and steps students should follow to set up and solve percent equations. The lesson objectives are for students to find the percent of a quantity and solve problems involving finding the whole given a part and percent. Students practice setting up percent equations to find original and sale prices, and the number of total items given a percentage.
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G6 m1-d-lesson 24-t
This lesson teaches students about percentages and how they relate to part-to-whole ratios and rates per 100. Students will model percentages using grids, fractions, decimals, and words. They will practice converting between percentage, decimal, and fraction representations of ratios. The lesson includes examples of modeling real-world scenarios involving discounts, portions of areas, and distributions of work. Students will work in pairs or groups to complete practice problems representing and converting between different percentage forms.
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This document provides examples and exercises on calculating percentages of quantities. It introduces concepts like finding the percentage of a subgroup of a whole, calculating percentages of original prices to find sale amounts, and using models like grids and tape diagrams to calculate percentages. The examples are drawn from scenarios involving a middle school soccer team and percentages of animal exhibits at a zoo. The exercises practice applying these percentage concepts to problems involving discounts on clothes and electronics.
G6 m1-d-lesson 26-t
The document provides examples and exercises for students to practice finding percentages of quantities. It begins with examples of finding percentages using diagrams or pictorial models. Students then work in groups on exercises involving finding percentages, parts, and wholes in word problems about discounts, sales, and data. The lesson concludes with a discussion of preferred problem-solving strategies and a review of the key steps. The goal is for students to become proficient at setting up and solving percent problems using various models and methods.
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This document outlines a lesson on percent and rates per 100. It includes student outcomes of understanding percents as part-to-whole ratios where the whole is 100 and modeling percents as fractions or decimals. There are several examples and exercises involving modeling different percents using grids, representing ratios as percents, and relating decimals, fractions, and percents. The lesson concludes with students completing an exit ticket to assess their learning.
Module 1 lesson 29 solving percent problems
This document is a lesson plan on solving percent problems. It includes examples of finding percentages of quantities, such as finding that 10% of 300 is 30 by moving the decimal place. It also includes problems where a part is given and students must find the whole, such as if 34 pages is 10% of a book then the whole book must be 340 pages. The lesson plan evaluates claims about calculating percentages and discounts. One claim is that taking multiple discounts sequentially is equivalent to taking the sum of the discounts from the original price, which students prove true by calculating discounts on a game purchase.
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Module 1 lesson 28
This document is a lesson plan on solving percent problems. It includes examples of percent discount problems and steps students should follow to set up and solve percent equations. The lesson objectives are for students to find the percent of a quantity and solve problems involving finding the whole given a part and percent. Students practice setting up percent equations to find original and sale prices, and the number of total items given a percentage.
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G6 m1-d-lesson 24-t
This lesson teaches students about percentages and how they relate to part-to-whole ratios and rates per 100. Students will model percentages using grids, fractions, decimals, and words. They will practice converting between percentage, decimal, and fraction representations of ratios. The lesson includes examples of modeling real-world scenarios involving discounts, portions of areas, and distributions of work. Students will work in pairs or groups to complete practice problems representing and converting between different percentage forms.
G6 m1-d-lesson 28-t
1) The lesson teaches students how to solve percent problems by finding a percent of a quantity or finding the whole given a part and percent.
2) Students practice solving problems where the original price, sale price, amount of discount, or percent saved/paid is missing. They are asked to show their work and models.
3) The lesson concludes by having students write and solve their own percent problems, and reviewing different methods for checking their work, like ensuring discounts and sale prices add up to the original amount.
G6 m1-d-lesson 27-s
This document provides a lesson on solving percent problems. It includes an example problem set where students must identify the percent, whole, or part that is missing from word problems. It also includes an exercise where students calculate discounts on clothing items and the total cost of an outfit after discounts. The lesson summary restates that percent problems involve the part, whole, and percent, and that tables, diagrams or models can be used to solve for missing values.
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This lesson teaches students about representing ratios using double number line diagrams. Students will:
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2) Use double number line diagrams to solve real-world ratio problems.
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This document outlines lessons from a math module on solving percent problems. It provides an agenda for the week that includes daily problem sets and reviews on percentages. On Wednesday, the topic is finding the percent of a quantity when given the part and percent to solve for the whole. Examples are given to demonstrate the different structures of percent problems and how the method differs based on what is given. Students then work to solve a word problem by calculating prices and discounts on school shopping items and the total cost.
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G6 m1-d-lesson 28-t
1) The lesson teaches students how to solve percent problems by finding a percent of a quantity or finding the whole given a part and percent.
2) Students practice solving problems where the original price, sale price, amount of discount, or percent saved/paid is missing. They are asked to show their work and models.
3) The lesson concludes by having students write and solve their own percent problems, and reviewing different methods for checking their work, like ensuring discounts and sale prices add up to the original amount.
G6 m1-d-lesson 27-s
This document provides a lesson on solving percent problems. It includes an example problem set where students must identify the percent, whole, or part that is missing from word problems. It also includes an exercise where students calculate discounts on clothing items and the total cost of an outfit after discounts. The lesson summary restates that percent problems involve the part, whole, and percent, and that tables, diagrams or models can be used to solve for missing values.
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This document provides a lesson on solving one-step equations using addition and subtraction. It contains examples of using tape diagrams and algebraic methods to solve equations, as well as checking solutions using substitution. Students are given exercises to practice solving equations visually with tape diagrams or algebraically, and to identify and correct mistakes in example equations. The lesson emphasizes solving one-step equations and checking solutions.
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The document provides information about preparing for and taking the PSLE Mathematics exam in Singapore. It discusses the structure of the exam, which consists of two papers, and outlines the curriculum focus on problem solving. It also provides examples of different types of math problems students may encounter on the exam. At the end, it discusses a news article where parents complained that this year's PSLE math exam was unusually difficult, possibly because it was the first year calculators were allowed.
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This document provides lesson materials on using ratio tables and double number line diagrams to solve proportional reasoning problems. It includes exercises that have students complete a ratio table about the sugar content of cola drinks, calculate the sugar in a 1-liter bottle of cola, and determine the largest cola size allowed under a cafeteria's sugar restriction. It also presents a word problem about a student completing math questions over time and using a double number line to solve it, along with additional practice problems using double number lines. The lesson summary defines a double number line as a tool that visually represents the equivalence between two related quantities on a single line.
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G6 m1-b-lesson 12-t
This lesson teaches students about representing ratios using double number line diagrams. Students will:
1) Create equivalent ratios using ratio tables and represent them on double number line diagrams.
2) Use double number line diagrams to solve real-world ratio problems.
3) Learn that double number lines use two scales, as ratios often involve two different units that are not equivalent.
Seminar on Helping Struggling Students in Lower Primary
This seminar overview provides strategies for teaching early mathematics to struggling learners. It will cover key ideas like visualization, patterns, and number sense. Examples will be provided on using concrete materials, multiple strategies, visual representations, games, and small group learning to help students develop basic numeracy skills in areas like number bonds, addition, subtraction, multiplication, and division. The goal is to help students achieve at least a basic level of mathematical literacy as defined by the OECD.
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The document outlines the supply list for Team Orion's sixth grade students for the 2015-2016 school year. It details the supplies needed for a team binder to be carried between all classes, as well as subject-specific supplies for science, social studies, English language arts, and math. Students are asked to have a team binder, subject binders, loose-leaf paper, dividers, notebooks, folders, and other classroom supplies such as tissues and post-it notes. They are not allowed to carry backpacks between classes.
Literature letters revised
This document provides an outline for writing a business letter summarizing a recently read book. The letter should include an introduction paragraph with the title, author, genre, and brief summary. A second paragraph should make a claim about a main character and provide textual evidence. A third paragraph should include a scene excerpt, its relevance, and why it was chosen. The conclusion paragraph should discuss the author's purpose and theme. A bibliography is required at the end. The letter must follow proper formatting guidelines.
Final exam review sheet # 2 2015
This document contains a review sheet for a math final exam. It includes two parts - a multiple choice section with 37 questions covering various math concepts, and a short answer section with 7 word problems requiring calculations and explanations. The review sheet provides the questions, space to write answers, and an answer key in the back to check work.
Final exam review sheet # 3 2015
This document contains a multi-part math exam review with multiple choice and short answer questions. It provides practice problems covering topics like geometry, ratios, equations, expressions, and word problems. The review is designed to help students prepare for their math final exam.
Final exam review sheet # 1 2015
This document contains a review sheet for a math final exam. It includes multiple choice and short answer questions covering topics like geometry, algebra, ratios, and word problems. It also provides the answers to the multiple choice section. The short answer questions require showing work and include problems finding areas, writing equations, comparing ratios, and solving word problems involving money.
Lessons 12 13 merged
This document contains a math lesson on calculating the volume of rectangular prisms. It provides examples of three rectangular prisms with different heights but the same length and width, and has students write expressions for the volume of each. It then has students recognize that these expressions all represent the area of the base multiplied by the height. Students are asked to determine the volumes of additional prisms using this area of base times height formula.
Mod 5 lesson 12 13
This document contains notes from a math lesson on volume. It discusses determining the volume of composite figures using decomposition into simpler shapes. Students will practice finding the volume of various objects. The document contains examples of area problems and notes for students to solve.
G6 m5-c-lesson 13-t
1) This lesson teaches students the formulas for calculating the volume of right rectangular prisms and cubes. It provides examples of using the formulas to find the volume when given the length, width, height or area of the base.
2) Students complete exercises that explore how changes to the lengths or heights affect the volume. They discover that if the height is doubled, the volume is also doubled, and if the height is tripled the volume is tripled.
3) No matter the shape, when the side lengths are changed by the same fractional amount, the volume changes by that fractional amount cubed. For example, if the sides are halved, the volume is one-eighth of the original.
G6 m5-c-lesson 13-s
This document provides examples and exercises about calculating the volumes of cubes and rectangular prisms using formulas. It begins with examples of calculating the volume of a cube with sides of 2 1/4 cm and a rectangular prism with a base area of 7/12 ft^2 and height of 1/3 ft. The exercises then involve calculating volumes of cubes and prisms when dimensions are changed, identifying relationships between dimensions and volumes, and writing expressions for volumes.
G6 m5-c-lesson 12-t
This lesson teaches students about calculating the volume of rectangular prisms using two different formulas: 1) length × width × height and 2) area of the base × height. Students work through examples calculating the volume of various rectangular prisms using both formulas. They learn that it does not matter which face is used as the base, as the volume will be the same. The lesson reinforces that volume can be expressed in multiple equivalent ways and emphasizes using the area of the base times the height.
G6 m5-c-lesson 12-s
This document provides examples and problems about calculating the volume of rectangular prisms. It begins by showing different rectangular prisms and having students write expressions for the volume of each using length, width, and height. It explains that the volume can also be written as the area of the base times the height. Students then practice calculating volumes using both methods. Later problems involve calculating volume when given the area of the base and height or vice versa. The goal is for students to understand that the volume of a rectangular prism is the area of its base multiplied by its height.
Mod 5 lesson 9
1) The document outlines a math lesson plan for a week in May that includes topics on polygons, area, surface area, and volume.
2) On Tuesday, students will work on problem sets for Lesson 9 and 13, which cover finding the perimeter and area of polygons on the coordinate plane.
3) On Thursday, students will work on a Lesson 15 worksheet, and on Friday they are asked to bring in a rectangular prism from home to create a net and label edge lengths.
G6 m5-b-lesson 9-t
Lesson 9 focuses on determining the area and perimeter of polygons on the coordinate plane. Students will find the perimeter of irregular figures by using coordinates to find the length of sides joining points with the same x- or y-coordinate. Students will also find the area enclosed by a polygon by composing or decomposing it into polygons with known area formulas. The lesson provides examples of calculating perimeter and area, as well as exercises for students to practice these skills by decomposing polygons in different ways.
G6 m5-b-lesson 9-s
This lesson teaches students how to determine the area and perimeter of polygons on a coordinate plane. It includes examples of calculating area and perimeter of polygons. Students are given exercises to calculate the area of various polygons, determine both the area and perimeter of shapes, and write expressions to represent the area calculated in different ways. The lesson aims to help students practice finding area and perimeter of polygons located on a coordinate plane.
Mod 5 lesson 8
This document discusses a lesson on drawing polygons on the coordinate plane. The lesson objectives are for students to use absolute value to determine distances between integers on the coordinate plane in order to find side lengths of polygons. The document includes examples of polygons drawn on the coordinate plane and questions about determining their areas and shapes. It closes by asking students to complete an exit ticket to assess their understanding of determining areas of polygons using different methods, and how the polygon shape influences the area calculation method.
More from mlabuski (20)
Module 1 lesson 26
- 1. Module 1 Lesson 26 Percent of a Quantity.notebook 1 November 12, 2014 Aug 265: 55 PM Lesson 25 Problem Set Review
- 2. Module 1 Lesson 26 Percent of a Quantity.notebook 2 November 12, 2014 Module 1 Ratios and Unit Rates Topic D: Percents Lesson 26: Percent of a Quantity Aug 265: 45 PM Student Outcomes § Students find the percent of a quantity. Given a part and the percent, students solve problems involving finding the whole.
- 3. Module 1 Lesson 26 Percent of a Quantity.notebook 3 November 12, 2014 Example 1 Five of the 25 girls on Alden Middle School’s soccer team are 7thgrade students. Find the percentage of 7th graders on the team. Show two different ways of solving for the answer. One of the methods must include a diagram or picture model. Method 1: Nov 137: 07 PM Method 2:
- 4. Module 1 Lesson 26 Percent of a Quantity.notebook 4 November 12, 2014 Example 2 Of the 25 girls on the Alden Middle School soccer team, 40% also play on a travel team. How many of the girls on the middle school team also play on a travel team? Method 1: Nov 137: 07 PM Method 2:
- 5. Module 1 Lesson 26 Percent of a Quantity.notebook 5 November 12, 2014 Example 3 The Alden Middle School girls’ soccer team won 80% of their games this season. If the team won 12 games, how many games did they play? Solve the question using at least two different methods. Method 1: Nov 137: 07 PM Method 2:
- 6. Module 1 Lesson 26 Percent of a Quantity.notebook 6 November 12, 2014 Exercises 1‐4 1. There are 60 animal exhibits at the local zoo. What percent of the zoo’s exhibits does each animal class represent? Nov 137: 45 PM
- 7. Module 1 Lesson 26 Percent of a Quantity.notebook 7 November 12, 2014 2. A sweater is regularly $32. It is 25% off the original price this week. a. Would the amount the shopper saved be considered the part, whole or percent? b. How much would a shopper save by buying the sweater this week? Show two methods for finding your answer. Method 1: Nov 137: 48 PM Method 2:
- 8. Module 1 Lesson 26 Percent of a Quantity.notebook 8 November 12, 2014 3. A pair of jeans was 30% off the original price. The sale resulted in a $24 discount. a. Is the original price of the jeans considered the whole, part or percent? b. What was the original cost of the jeans before the sale? Show two methods for finding your answer. Method 1: Nov 137: 50 PM Method 2:
- 9. Module 1 Lesson 26 Percent of a Quantity.notebook 9 November 12, 2014 4. Purchasing a TV that is off will save. a. Name the different parts with the words: PART, WHOLE, PERCENT. b. What was the original price of the TV? Show two methods for finding your answer. Method 1: Nov 137: 51 PM Method 2:
- 10. Module 1 Lesson 26 Percent of a Quantity.notebook November 12, 2014 10 Aug 268: 21 PM Closing Please take out your exit ticket for Lesson 26, close your binder, and complete the exit ticket. This will be collected.