This lesson teaches students about solving percent problems using models such as ratio tables, tape diagrams, and double number line diagrams. It contains two exploratory challenges that involve making predictions about claims related to percent discounts and working through examples. The first claim is that to find 10% of a number you move the decimal place once to the left, while the second claim is that taking successive discounts on a price is equivalent to taking the total discount from the original price. Students are asked to use models to solve percent problems and determine if the claims are true or false based on their work.

1. Lesson 29
NYS COMMON CORE MATHEMATICS CURRICULUM
6•1
Lesson 29:Solving Percent Problems
Classwork
Exploratory Challenge 1
Claim: To find 10% of a number all you need to do is move the decimal to the left once.
Use at least one model to solve each problem (e.g., tape diagram, table, double number line diagram,
a.
Make a prediction. Do you think the claim is true or false? Explain why.
b.
Determine
of
d.
Determine
of
grid).
f.
of is
?
c.
.
of
e.
?
Find
Find
of ?
g.
Lesson 29:
Date:
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?
of is .
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2. Lesson 29
NYS COMMON CORE MATHEMATICS CURRICULUM
h.
Gary read
pages of a
i.
Micah read
j.
6•1
pages book. What percent did he read?
Using the solutions to the problems above, what conclusions can you make about the claim?
pages of his book. If this is
of the book, how many pages are in the book?
Exploratory Challenge 2
Claim: If an item is already on sale and then there is another discount taken off the new price, this is the same as saving
the sum of the two discounts from the original price.
Use at least one model to solve each problem (e.g., tape diagram, table, double number line diagram,
a.
Make a prediction. Do you think the claim is true or false?Explain.
b.
Sam purchased
grid).
games for
Lesson 29:
Date:
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after a discount of
. What was the original price
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3. NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 29
6•1
c.
If Sam had used a
off coupon and opened a frequent shopped discount membership to save
the games still have a total of
?
d.
Do you agree with the claim? Explain why or why not. Create a new example to help support your claim.
Lesson 29:
Date:
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, would
Solving Percent Problems
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4. Lesson 29
NYS COMMON CORE MATHEMATICS CURRICULUM
6•1
Lesson Summary
Percent problems have three parts: whole, part, percent.
Percentage problems can be solved using models such as ratio tables, tape diagrams, double number line diagrams,
and
grids.
Problem Set
1.
Henry has
lawns mowed out of a total of
2.
Marissa got an
3.
Lucas read
lawns. What percent of the lawns does Henry still have to mow?
on her math quiz. She had
of his book containing
Lesson 29:
Date:
©2013CommonCore,Inc. Some rights reserved.commoncore.org
questions right. How many questions were on the quiz?
pages. What page is he going to read next?
Solving Percent Problems
11/19/13
S.130
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.