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i determined that i i could start with 100 and then count how many usage im using and subtract it from the 100 but there is one more thing im forgetting and it's really good but i can't explain it very good

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What me and milo figured out was that since there were 100 units and 100% equals one that one unit equaled 1% . And we used the percentages to help us figure out how to to do the fractions for example there are 25 units so thats 25% and 25x4=100 so 25% would equal 1/4. GET IT??????

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what Jaiden Libby and,i did is see which of the fractions, decimals etc. matched and just rounded it all up

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oh and to add on to what i said. we first put the percentages in order since it seemed like the most simple way. then we did the fractions and decimals lets say we had the fraction: 3/10. the decimal would be .3 because you say ''three tenths.'' thats my way jane had a different way of doing it so we combined our strages to get done faster! also ten we did the number line. we did both counting and estimating at the last few with pure logic. then wa-la! fun within ze math. :D

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DIDO TO MILO (my partner)also i agree with olga very fun

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jane and i did the percentages first then we matched the rest. this was also really fun!!!!! ;3

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dido to maisy, we took the biggest category and did lowest to hightest.

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what ruby and i did was, we would take the biggest decimal, fraction, area, line plot, or percentage and we would just line the lowest to biggest up with where its match was, then we would make changes, if we had to. All though we finished ruby and i are still going to recheck our work because we most likely made 1 or 2 mistakes

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Me and Nina, for the decimals, looked at the area card in tenths and hundredths. Then, we found how many each was. For percentages, we saw that all the area cards were 10 - by - 10s, so each square unit = 1%. After that, it was easy. We used pretty much the same strategy for fractions as we did decimals. We looked at the area card in 4ths, 5ths, or whatever that particular denominator was. For number lines, we found out how many spaces there were in total, then how many were behind the dot to find the fractional value of the number line. Then we matched the fraction with the method shown above. This concludes this overly professional - sounding post.

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Me and Norman looked at the grid cards and used multiplication to help us find the percentage. For example, a 5 by 5. Well 5 times 5 is 25, so the percentage is 25%. And for the fractions, we did multiplication too. An example of one is, 1/8 I thought of it as 100 divided by 8, because it's out of 100 on the grid cards. When we were finding the decimals, we used a little bit of division. Like when the percentage was 4%, 4 is the lowest in the whole group so I searched for 4 hundredths because since it's the lowest out of all of them, it has to be 4 hundredths instead of just 4 tenths which is bigger than 4 hundredths.

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Simon, what did you already know about fractions, decimals, and percentages? Give me an example.

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what me adain and aaron did was we used what we knew about fractions, decimals, percentage. And the area cards and #line were pretty easy :D

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Jaiden, explain how you worked together. Jane, what did you do after you put the number lines in order? Aaron, how did you know what matched up?

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What my group did is that we first matched up the decimal and the percentage and then we matched up the fraction,area, and the number line.

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My group and I used the percentages first in putting the lines from least to greatest because they were the easiest to work with

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I put all

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we worked to gather