Percents
and Wholes Learning
Objective:
Students practice finding what percent one quantity is of
another.
Text:
Impact: pg. 261  264
Handbook: pg. 144  147
Key
Ideas:
 A percent
of the whole = the part
 Write
a fraction with the part as the numerator and the whole
as a denominator, divide to find an equivalent decimal and
change the decimal to percent.
 To
change the decimal to a percent, move the decimal point
2 places to the right and place a percent sign after the
number.
 To
change a percent to a decimal, move the decimal point 2
places to the left.
 To
change a percent to a fraction, remove the percent sign
and place a 100 as the denominator of the number.
Vocabulary:
Percent: A number expressed in relation to 100. Expressed
with %.
Materials:
Chart Paper, Markers, large 4x4 Grid on chart paper, Fractions,
Decimals and Percents Chart, 6x6 Grid with questions, percents,
decimals and fractions chart (one per student),
Do
Now:
Percent Handout
MiniLesson:
1. Use the 4x4 grid on chart paper. Consecutively number the
squares on the grid 5  21.
2. Ask
the students the following questions:
 How
many squares are on the grid? (16)
 Can
you identify all the numbers that are multiples of 5? (5,
10, 15, 20)
 How
many squares do they use? (4)
 How
do you write the number of squares that have multiples of
5, compared to the total number of squares, as a fraction?
(4 / 16)
3. Prepare
chart paper with four columns.
 Write
the question on the first column of the chart.
 Write
the fraction in the fraction (second) column. Should we
leave the fraction as is or reduce it? (Reduce it to ¼)
 How
do we convert that to a decimal? (Divide the numerator by
the denominator OR multiply the fraction by 25 to get a
denominator of 100). What does it equal as a decimal? (.25)
Write the decimal in the decimal column.
 How
do we change the decimal to a percent? (Move decimal 2 places
to the right). What do we get as a percent? (25%) Write
that in the percent column. What percent of the squares
on the grid are multiples of 5 ? (25%)
4. Ask
the 2nd question: What % of the squares on the grid are factors
of 40? (3/16 = 18.75%)
5. Ask
the students to come up with a question based on the numbers
in the 4x4 grid. Make sure they phrase it as: "What % of the
squares on the grid are .?" Determine the answer to the question.
Present
a few more samples of questions to the students. Then give
instructions for the small group activity.
Small
Group Activity:
Students will work in groups of 2 and use a 6x6 grid. They
will number their squares in consecutive numbers. They may
begin at any number they choose. They will then create at
least 4 questions (as demonstrated in the minilesson), and
write them in the questions column. They will then exchange
their paper with their partner and try to respond to their
partner's questions.
Summary:
How do we find the percent of a number? (By changing the percent
to a decimal and then multiplying it with the number).
Journal
Prompt:
Lyle had a math test today. He had to answer 30 multiplechoice
questions. He thinks he got at least 24 problems correct.
What percent of the problems did he get correct?
Homework:
Have the students give an example as related to
real life, in connection with today's activity.
Standards:
 Understands
the equivalence of whole numbers and percents.
 Understands
the equivalence of decimals and percents.
 Understands
the advantages and disadvantages of different number representations.
Students:
I find that students understand math more quickly when they
are involved in the minilesson. This leads to a productive
independent activity and holds them responsible for their
own learning.
Overall
Value:
Students come up with creative and fun questions. They also
enjoy listening to and finding answers to their partners'
questions. 
Created
by:
Anju S. Thalla
Location: MS 267
Grade: 6th Grade
Subject: Math
Anju S. Thalla teaches
math to sixth graders at M S 267. She is a first year teacher.
If you have any questions regarding
this activity, please contact Anju S. Thalla at: mrsthalla@gmail.com
