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**Chapter 9**Percent Click the mouse or press the space bar to continue. Splash Screen**Percent**9 Lesson 9-1Percents and Fractions Lesson 9-2Circle Graphs Lesson 9-3Percents and Decimals Lesson 9-4Problem-Solving Strategy: Solve a Simpler Problem Lesson 9-5Estimating with Percents Lesson 9-6Percent of a Number Lesson 9-7Problem-Solving Investigation: Choose the Best Strategy Lesson 9-8Probability Lesson 9-9Sample Spaces Lesson 9-10Making Predictions Chapter Menu**Percents and Fractions**9-1 Five-Minute Check (over Chapter 8) Main Idea and Vocabulary California Standards Key Concept: Percent Example 1 Example 2 Example 3 Example 4 Example 5 Lesson 1 Menu**Percents and Fractions**9-1 • I will express percents as fractions and fractions as percents. • percent Lesson 1 MI/Vocab**Percents and Fractions**9-1 Standard 5NS1.2Interpret percents as a part of a hundred; finddecimal and percent equivalents for common fractions and explain why they represent the same value;compute a given percent of a whole number. Standard 5SDAP1.3 Usefractions and percentages to compare data sets of different sizes. Lesson 1 Standard 1**Percents and Fractions**9-1 Lesson 1 Key Concept 1**Percents and Fractions**9-1 3 5 60 100 Write 60% as a fraction in simplest form. 60% means 60 out of 100. 60 Definition of percent 60%= 100 Simplify. Divide the numerator and the denominator by the GCF, 20. 3 or 5 Lesson 1 Ex1**Percents and Fractions**9-1 75 15 3 1 A. 100 20 4 2 B. C. D. Choose the fraction in simplest form that represents 75%. Lesson 1 CYP1**Percents and Fractions**9-1 Write 140% as a mixed number in simplest form. 140% means 140 for every 100. 140 Definition of percent 140%= 100 40 Write as a mixed number. = 1 100 Lesson 1 Ex2**Percents and Fractions**9-1 40 = 1 or 1 100 2 5 2 Divide the numerator and denominator by the GCF, 20. 5 Lesson 1 Ex2**Percents and Fractions**9-1 A. 60 30 3 100 50 5 B. 1 1 C. 1 D. 2 Choose 160% as a mixed number in simplest form. Lesson 1 CYP2**Percents and Fractions**9-1 Use the table below. What fraction of the class members preferred spaghetti for the school lunch? The table shows that 25% of those surveyed prefer spaghetti. Lesson 1 Ex3**Percents and Fractions**9-1 1 4 1 4 Answer: So, of those surveyed prefer spaghetti. 25 Definition of percent 25%= 100 Simplify. = Lesson 1 Ex3**Percents and Fractions**9-1 A. 20 1 1 1 100 20 2 5 D. C. B. Use the table below. What fraction of the fifth graders preferred football? Lesson 1 CYP3**Percents and Fractions**9-1 Write as a percent. 7 10 7 70 Answer: So, = or 70%. 100 10 Write an equation using ratios. One ratio is the fraction. The other is an unknown value compared to 100. 7 n = 10 100 Since 10 × 10 = 100, multiply 7 by 10 to find n. 7 70 = 10 100 Lesson 1 Ex4**Percents and Fractions**9-1 Write as a percent. 14 25 • 50% • 60% • 56% • 14% Lesson 1 CYP4**Percents and Fractions**9-1 At Boulder Middle School, of the students study Spanish. At Foothills Middle School, of the students study Spanish. Which school has the greater percent of students that study Spanish? 42 24 600 480 Write each fraction as a percent. Then compare. Lesson 1 Ex5**Percents and Fractions**9-1 28 42 480 600 Boulder MS Foothills MS 28 42 n n = = 480 600 100 100 5 7 = = or 7% or 5% 100 100 Answer: Since 7% > 5%, Boulder MS has the greater percent of students that study Spanish. Lesson 1 Ex5**Percents and Fractions**9-1 At Franklin Heights High School, of the students has their driver’s license. At Grove City High School, of the students has their driver’s license. Which school has the greater percent of students with their driver’s license and with what percent? 45 36 300 360 • Franklin Heights HS; 15% > 10% • Franklin Heights HS; 20% > 15% • Grove City HS; 15% > 10% • Grove City HS; 20% > 15% Lesson 1 CYP5**Circle Graphs**9-2 Five-Minute Check (over Lesson 9-1) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Example 4 Circle Graphs Lesson 2 Menu**Circle Graphs**9-2 • I will sketch and analyze circle graphs. • circle graph Lesson 2 MI/Vocab**Circle Graphs**9-2 Standard 5SDAP1.2Organize and display single-variable data in appropriate graphs and representations(e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets. Standard 5SDAP1.3 Usefractions and percentages to compare data sets of different sizes. Lesson 2 Standard 1**Circle Graphs**9-2 The table shows how many hours a group of teenagers spent playing video games in one week. Sketch a circle graph to display the data. Lesson 2 Ex1**Circle Graphs**9-2 1 3 7 1 4 20 10 10 30 35 10 25 30% = or 35% = or 10% = or 100 100 100 100 25% = or • Write a fraction for each percent. • Use a compass to draw a circle with at least a 1-inch radius. Lesson 2 Ex1**Circle Graphs**9-2 • Since 30% is about of the circle, shade about a third of the circle for 3 or more. 1 3 • Since 25% is of the circle, shade of the circle for 2–3. 1 1 1 1 4 3 4 3 • Since 35% is a little more than , shade a little more than of the circle for 0–1. • Shade the remaining small piece or 10% for 1–2. Lesson 2 Ex1**Circle Graphs**9-2 • Label each section of the circle graph. Then give the graph a title. Lesson 2 Ex1**Circle Graphs**9-2 A. B. Choose the circle graph that represents the data in the table. Lesson 2 CYP1**Circle Graphs**9-2 C. D. Choose the circle graph that represents the data in the table. Lesson 2 CYP1**Circle Graphs**9-2 C. Choose the circle graph that represents the data in the table. Lesson 2 CYP1**Circle Graphs**9-2 Method of Transportation Used by Students to Arrive at School Use the circle graph to the right that shows the method of transportation students use to get to Martin Luther King, Jr., Middle School. Which method of transportation do most students use? Lesson 2 Ex2**Circle Graphs**9-2 Method of Transportation Used by Students to Arrive at School The largest section of the graph is the section that represents taking the bus. Answer: So, most students arrive at school by bus. Lesson 2 Ex2**Circle Graphs**9-2 Favorite Fruits Use the graph to the right that shows the favorite fruit of students in Ms. Bradley’s fifth grade class to determine the fruit most students prefer. • orange • banana • mango • apple Lesson 2 CYP2**Circle Graphs**9-2 Method of Transportation Used by Students to Arrive at School Use the circle graph to the right that shows the method of transportation students use to get to Martin Luther King, Jr., Middle School. Which two methods of transportation are used by the least amount of students? Lesson 2 Ex3**Circle Graphs**9-2 Method of Transportation Used by Students to Arrive at School The smallest section of the graph represents riding a moped. The next smallest section of the graph represents walking to school. Answer: So, the least amount of students arrive at school by moped and by walking. Lesson 2 Ex3**Circle Graphs**9-2 Favorite Fruits Use the graph to the right that shows the favorite fruit of students in Ms. Bradley’s fifth grade class to determine the fruit the fewest students prefer. • orange • banana • mango • apple Lesson 2 CYP3**Circle Graphs**9-2 Method of Transportation Used by Students to Arrive at School Use the circle graph to the right that shows the method of transportation students use to get to Martin Luther King, Jr., Middle School. How does the number of students who ride mopeds compare to the number of students who take the bus? Lesson 2 Ex4**Circle Graphs**9-2 Method of Transportation Used by Students to Arrive at School The section representing taking the bus is about 5 times larger than the section representing riding a moped. Answer: So, 5 times as many students take the bus. Lesson 2 Ex4**Circle Graphs**9-2 Favorite Fruits Use the graph to the right that shows the favorite fruit of students in Ms. Bradley’s fifth grade class to compare the number of students who preferred mango to the number of students who preferred apple. Lesson 2 CYP4**Circle Graphs**9-2 Use the graph on the previous slide that shows compare the number of students who preferred mango to the number of students who preferred apple. • 4 times as many students prefer apples. • 4 times as many students prefer mangoes. • 3 times as many students prefer apples. • 3 times as many students prefer mangoes. Lesson 2 CYP4**Percents and Decimals**9-3 Five-Minute Check (over Lesson 9-2) Main Idea California Standards Example 1 Example 2 Example 3 Example 4 Example 5 Example 6 Example 7 Lesson 3 Menu**Percents and Decimals**9-3 • I will express percents as decimals and decimals as percents. Lesson 3 MI/Vocab**Percents and Decimals**9-3 Standard 5NS1.2Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractionsand explain why they represent the same value; compute a given percent of a whole number. Lesson 3 Standard 1**Percents and Decimals**9-3 Write 86% as a decimal. Rewrite the percent as a fraction with a denominator of 100. 86 86% = 100 Write 86 hundredths as a decimal. = 0.86 Lesson 3 Ex1**Percents and Decimals**9-3 Write 75% as a decimal. • 7.5 • 0.075 • 0.75 • 7.05 Lesson 3 CYP1**Percents and Decimals**9-3 Write 1% as a decimal. Rewrite the percent as a fraction with a denominator of 100. 1 1% = 100 Write 1 hundredths as a decimal. = 0.01 Lesson 3 Ex2**Percents and Decimals**9-3 Write 7% as a decimal. • 0.7 • 0.007 • 7.0 • 0.07 Lesson 3 CYP2**Percents and Decimals**9-3 10 100 Write 110% as a decimal. Rewrite the percent as a fraction with a denominator of 100. 110 110% = 100 = 1 Write as a mixed number. = 1.10 Write 1 and 10 hundredths as a decimal. = 1.1 Lesson 3 Ex3**Percents and Decimals**9-3 Write 130% as a decimal. • 1.3 • 13.0 • 0.113 • 1.13 Lesson 3 CYP3