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# Modeling with Percents

Lesson 10 of 12

## Objective: SWBAT draw percent equivalents using reasoning.

#### Launch

*5 min*

Students will complete this **Problem of the Day** when they enter the class: After grading the math exam, Mrs. Keys discovered that 2/3 of the students who had taken the exam earned A’s or B’s. Of those students, 1/5 had earned 100% on the exam. If Mrs. Keys has 180 students, how many earned 100% on the exam?

After the problem is finished, as a class, we will talk about not only the answer to the problem, but how students solved the problem. Highlighting different approaches and the reasoning behind the approach will be a perfect segue into the next activity. During the next activity, students will create models of percents and using different aproaches will be beneficial.

#### Resources

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#### Explore

*30 min*

Students will work in pairs or groups of three to draw representations of all of the percents in the activity. The only numbers included in each of the problems is the percentage given and the percentage desired. This activity is valuable becaue part of the thinking that students have to do requires them to decide how to determine the representation of different percentages. Do they need to find 100% first? Or 50%? Using some benchmark percentages help them make their decisions. The discussions between partners are good as well. If partners are approaching the problem differently it is good to hear the resulting conversations about the next steps. Providing justification supports students' reasoning as they create their models.

When the pairs finish, volunteers will model the answers on the SMART board and discuss their thinking. How did they decide what the picture would look like? Did partners approach the problem differently? Did ther students take a different approach? Is there an alternative way to determine the answer? We will also explore the proportionality of their drawings.

#### Resources

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#### Summary

*5 min*

**Exit Ticket**: Create a picture representing a percentage then create another picture that models another percentage that relates to the initial picture. Explain the relationship.

Looking at the responses, I will be able to see what they understand about creating models. Can they originate a model and makes changes to it that represent different percents? What percent equivalents are the using? Have students moved away from the benchmarks like 50% and 100%?

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Environment: Urban

Environment: Suburban

###### Hershey Bar Fraction Review

*Favorites(3)*

*Resources(10)*

Environment: Suburban

- UNIT 1: Welcome to 7th Grade!
- UNIT 2: Number System
- UNIT 3: Geometric Measurement
- UNIT 4: Integers
- UNIT 5: Simplifying Expressions
- UNIT 6: Proportional Relationships
- UNIT 7: Percent Relationships
- UNIT 8: Equations and Inequalities
- UNIT 9: 2-D Measurements
- UNIT 10: 3-D Measurements
- UNIT 11: Angles
- UNIT 12: Probability

- LESSON 1: Converting Fractions
- LESSON 2: Multiplying Fractions
- LESSON 3: Repeating Decimals
- LESSON 4: Equivalent Fractions
- LESSON 5: Road Trip
- LESSON 6: Write It Wednesday NS
- LESSON 7: Operations with Rational Numbers
- LESSON 8: Applications with Operations
- LESSON 9: Percents Intro
- LESSON 10: Modeling with Percents
- LESSON 11: Number System Assessment
- LESSON 12: Converting Fractions II