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## 6 th Grade Math Focus 2: Rates, including percents

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**6th Grade MathFocus 2: Rates, including percents**Standards: 6.RP.2, 6.RP.3b, 6.RP.3c Resource: Connected Math Program 2 Bits and Pieces I, Investigation 4.3**Bits and Pieces 1- Investigation 4: Working with**PercentsMathematical Learning and Problem-Solving Goals • Introduce percents as a part-whole relationship where the whole is not out of 100 but scaled to be “out of 100” (4.1) • Use fraction partitioning and fraction benchmarks to make sense of percents (4.1) • Develop strategies, including percents, to use in comparisons where the whole is less than 100 (4.2) • Understand that comparing situations with different numbers of trials is difficult unless we use percents or some other form of equivalent representation (4.2) • Work with situations where the whole is sometimes greater than 100 and sometimes less than 100 (4.3) • Develop connections between fractions, decimals, and percents (4.3) • Develop strategies for expressing data in percent form (4.3) • Relate fractions, decimals, and percents (4.4) • To move from percents to other representations and from other representations to percents (4.4)**Bits and Pieces 1, Investigation 4.3Mathematical Learning**Targets Students will be able to work with percents by understanding and completing the following: • Work with situations where the whole is sometimes greater than 100 and sometimes less than 100 • Develop connections between fractions, decimals, and percents • Develop strategies for expressing data in percent form**Think about the situations we looked at in Problems 4.1 and**4.2 • In Problem 4.1, with Yao and Shaq, we looked at a situation where the whole was GREATER than 100. • In Problem 4.2, the Portland girls’ basketball team problem, we looked at situations where the whole was LESS than 100. This problem asks you to think about fractions, decimals, and percents!**Bits and Pieces 1, Investigation 4.3Mathematical Learning**Targets Review Students will be able to work with percents by understanding and completing the following: • How do you work with situations where the whole is sometimes greater than 100 and sometimes less than 100? • What are some connections between fractions, decimals, and percents? • Explain a strategy you used for expressing data in percent form.**6th Grade Math Homework**Bits & Pieces 1 ACE #7-15