options: Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
problem_activity: Warm-up
This warm-up is the first time students are asked to find
\(A\%\)
of
\(B\)
when
\(B\)
is not 100 or 1.
Students may approach the problem in a few different ways, with or without filling in values on the provided double number line diagram. For example, they may understand from the fundraising context of the problem that \$40 is 100% because it is the amount of the goal. From there, they may simply find half of \$40 for the 50% value and add that value to \$40 to find the 150% value. Other students may use equivalent ratio reasoning to calculate the value at 50% and 150%. As students work, notice the different strategies used and any misconceptions so they can be addressed during discussion.
Launch
Remind students that in the previous lesson, we found percentages of 100 and of 1 using double number lines. Explain that in this lesson we will find percentages of other numbers. Give students 2 minutes of quiet work time, and follow with a whole-class discussion. Encourage students to create a double number line to help them answer the questions if needed.
Student Facing
Each of three friends—Lin, Jada, and Andre—had the goal of raising
$
40. How much money did each person raise? Be prepared to explain your reasoning.
Lin raised 100% of her goal.
Jada raised 50% of her goal.
Andre raised 150% of his goal.
Student Response
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Anticipated Misconceptions
Students may be surprised by a percentage greater than 100. If they are puzzled by this, explain that Andre raised more money than the goal.
Activity Synthesis
Consider displaying this double number line for all to see.
[IMG]
Invite a few students to share their solving strategies. One way to highlight the different techniques students use is to invite several students to explain how they calculated the amount of money raised by Andre. We can find 150% of 40 in several ways. For example, we can add the values of 50% of 40 and 100% of 40. We can also reason that since
\(100 \boldcdot (1.5) = 150\)
then
\(40 \boldcdot (1.5) = 60\)
, which means \$60 is 150% of \$40.
If not uncovered in students’ explanations, explain that we are finding percentages of \$40, since this number—not 100 cents or 1 dollar—is the fundraising goal for the three friends. Since 100% of a goal of \$40 is \$40, the 100% and \$40 are lined up on the double number line.
Students who relied on the visual similarity between, for example, \$0.25 is 25% of 1 dollar in the previous lesson find this strategy unworkable here (as \$50 is not 50% of \$40). To encourage students to use their understanding of equivalent ratios to reason about percent problems, ask the class to explain—either when the above misconception arises or as a closing question—why \$50 is not 50% of \$40, but 50% of 100 cents is 50 cents.


correct_option_index: 8