**Topic 14- Understanding Percent**

February 7-17 (Feb. 18 posttest/pretest)

14-1 Understanding Percent | 6.RP.3 | M06-S1C1-04 |

14-2 Fractions, Decimals, and Percents | 6.RP.3 | M06-S1C1-01 |

14-3 Percents Greater Than 100 and LessThan 1 | 6.RP.3.c | M06-S1C1-01, M06-S1C1-04 |

14-4 Estimating Percent | 6.RP.3 | M06-S1C1-01, M06-S1C3-01 |

14-5 Finding the Percent of a Number | 6.RP.3.c | M06-S1C3-02, M06-S3C3-03, M06-S5C2-05 |

14-6 Applying Percents: Finding the Whole | 6.RP.3.c | M06-S3C3-01 |

14-7 Problem Solving: Reasonableness | 6.RP.3.c | M06-S5C2-01 |

- CCSS.Math.Content.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

- CCSS.Math.Content.6.RP.A.3c Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

### Double Dose Recommendations

Pre-teach the following:

- Measures of central tendency, 2 days (#76, #78)
- Applying mode, median, mean, 3 days, (#83-85)

### Technology Integration

Click here to see the full post by Mr. Avery. If you notice, Mr. Avery asks two guiding questions at the bottom of the post. Have you considered having groups of students respond to the post (or perhaps the whole class compose a response to send them)?

### Tip of the Week #1

How would you apply percentages to the real world? Here an idea that would take one class hour, and would engage kids: Trashketball Review for ratios, fractions, decimals, and percentages.

### Tip of the Week #2

What would this standard look like? This tip comes from the ADE, with examples and explanations of this standard:

### Mathematical Practices: #7 Look for and make use of structure

In grade 6, students routinely seek patterns or structures to model and solve problems. For instance, students recognize patterns that exist in ratio tables recognizing both the additive and multiplicative properties. Students apply properties to generate equivalent expressions (i.e. 6 + 2x = 2 (3 + x) by distributive property) and solve equations (i.e. 2c + 3 = 15, 2c = 12 by subtraction property of equality; c=6 by division property of equality). Students compose and decompose two- and three-dimensional figures to solve real world problems involving area and volume.

**What are some specific questions you can ask about math practices during this unit?**

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