Grade 7 Curriculum

SCO (N3): Solve problems involving percentages from 1 to 100.

Class Goal: Students will be able to mentally convert from decimals to fractions, decimals
to percentages, fractions to percentages, and vice versa.
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Materials: Power Point
1st Activity: Pack of Cue Cards (Each cut in half)
Marker to write different equations on the cards
2nd Activity: Monopoly money ($10.00, $20.00, $50.00, and $100.00 bills)
Printed out activity work sheet
Written up Market scenarios about percentage deductions
Physical objects for Market scenarios (concert ticket, book, ipad,
sweater, teddy bear, fake camera, price is right, video game, etc.)
Candy divided up into bags
Review/
Intro : Students have previously learned how to convert numbers from fractions to
decimals and decimals to fractions. This review is to ensure that all the students
have a clear understanding of how to transition from fractions to decimals and
vice versa. Ask students to give examples of a fraction or decimal and then get
another student to convert into its opposing number form.

Instruction: Now that students can convert between fractions and decimals, the teacher will
instruct how to convert each numerical form into a percentage. Students will
learn the process of converting a decimal or fractional number into a
percentage.
Decimal -> Percentage Take decimal (0.23) and multiply by 100 =
23%. If there are more than two numbers
past the decimal point, then students will
round up or round down so that the
number of percentage represents a whole
number.
Fraction -> Percentage Take the numerator and divide it by its
denominator. This will now display the
number in its decimal form. Then students
will follow the same process that is listed
above for converting a decimal to
percentage.
Working With Percentages
By: Megan Clark & Laura West
Practice
Activity This is a card game that will get students to mentally practice converting
between fractions or decimals to percentages. Students will break up into
groups of two and ip their deck of cards over (one at a time). Each card will
have a fraction or decimal written. The student to mentally convert what is on
the card into its percentage form gets a point. At the end, the student with the
most points wins the round.

Discussion: - Teacher will discuss with the students how they felt about the activity and
whether or not it helped strengthen their conversion skills. Teacher will also ask
if there were any cheat- cheat techniques that students used to help them
convert the numbers mentally.
- The teacher will then add on to the lesson by instructing how percentages are
used for deductions. This helps students relate what they are learning to their
every day lives. Students will learn how to deduct a certain percentage from a
given price/number. Ex: take 20% off an 80.00 camera.
Step 1: Take 80.00 and subtract 20%. This gives you 16
Step 2: 16 represents your 20% you wish to remove. Therefore you take
your 80.00 and subtract 16. This gives you 64.
Step 3: State your answer - 20% off of 80.00 would be $64.00

Application
Activity: This activity is called the Shopping Spree or The Market.
Step 1: Students will get into groups of two and be assigned a group folder
Step 2: In their folder, each group will have an activity sheet and an envelope
with a certain amount of money (Every two groups will have $50.00,
$100.00, $150.00, $200.00, or $250.00)
Step 3: Students will then go to the market and read 10 different
scenarios and calculate what the object price would be with its deducted
percentage. They will then mark their calculations down on the activity
sheet.
Step 4: After each group has visited all 10 stations, they will return to the
classroom and decide which objects they wish to purchase/ can afford
between the different sale prices and their allowances.
Step 5: There will be a class discussion about what each group decided to
purchase and why.

Conclusion: Class will conclude by getting students to recap what they had learned about
percentages (how they convert them, when they use them, and how to deduct
them.) The teacher will give them one last scenario for students to solve, which
student scan purchase a bag of candy with their left over monopoly money.