Percentages by Czarina Baldenegro https://padlet.com/baldenegroc641/4f0l5iehi68j by Czarina Baldenegro en-us 2018-10-13 20:32:49 UTC 2024-05-27 09:43:25 UTC hello@padlet.com baldenegroc641 https://padlet.com/baldenegroc641/4f0l5iehi68j/wish/292462760 Have you ever wondered the history on fractions? How or who came up with fractions? According to Liz Pumfrey, the word fraction comes from the Latin “fractio” which means to break. Fractions come from back as early as 1800 BC. Egyptians were writing fractions and their number system was a base 10 idea; which the number system was represented by pictures also known as “hieroglyphs” (Pumfrey,2011).

In Ancient Rome fractions were written with words for example: 1/12 uncia, 6/12 semis, 2/24 semuncia, and 1/144 scripulum; fractions were based on the unit of weight also called the “as” which was made up of 12 uncia centered on twelfths (examples illustrated above) (Pumfrey,2011).

Babylonians used symbols that represented their fractions.


Percent is a ratio that compares a number to 100.]]> 2018-10-13 20:43:52 UTC https://padlet.com/baldenegroc641/4f0l5iehi68j/wish/292462760 5.NF.B.3 baldenegroc641 https://padlet.com/baldenegroc641/4f0l5iehi68j/wish/292463640 Interpret a fraction as the number that results from dividing the whole number numerator by the whole number denominator (a/b=a÷b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers. For example, interpret ¾ as the result of dividing 3 by 4, noting that ¾ multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people, each person has a share of size ¾. If people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? 
This lesson will be used in a fifth grade classroom setting.

]]> 2018-10-13 20:55:40 UTC https://padlet.com/baldenegroc641/4f0l5iehi68j/wish/292463640 For activity on Percentages we will use printable 100 Grid. baldenegroc641 https://padlet.com/baldenegroc641/4f0l5iehi68j/wish/292464236 As a class we will first go over fractions. Doing fractions is a way to get a percent. Being doing so, we will then divide the fraction and get a decimal. A decimal then is multiplied by 100 and we get our percent. 
If I have a fraction 43/100, how can we get the percent?
First lets work with the fraction, lets divide 43÷100 = 0.43 
Then we will multiply 0.43 x 100 = 43%
1. 21/100
2.7/100
3.32/100
After working on these three problems lets now use the 100 grid.
We will use color to shade in the percentage of the answers to the above problems.

]]> 2018-10-13 21:04:01 UTC https://padlet.com/baldenegroc641/4f0l5iehi68j/wish/292464236 Why are percents important for future use? baldenegroc641 https://padlet.com/baldenegroc641/4f0l5iehi68j/wish/292466128 Being able to understand percentages is important for future use.
When we become adults we will need to use percentages in any way.
Some examples of the ways we will be using percentages is if we open a savings account we will need to understand what the bank means by interest rate. Meaning how much interest we will accrue in the long run.
Another example can be when we do shopping. Lets say we want to buy new shoes that originally cost $76.95. There is a sale of 55% off discount for one day only. This is a great deal because then you will know that those shoes will cost you -$42.32 less than its original price.
A very important example for the future can be how much will your car cost you at the end of the 60 months with interest rate.

]]> 2018-10-13 21:32:37 UTC https://padlet.com/baldenegroc641/4f0l5iehi68j/wish/292466128 baldenegroc641 https://padlet.com/baldenegroc641/4f0l5iehi68j/wish/292467082 Academic Standards. (n.d.). Retrieved from http://www.azed.gov/standards-practices/. Accessed October 12, 2018. 

Everyday use of percentages. (n.d.). Accessed October 8, 2018, from http://www.staff.vu.edu.au/mcaonline/units/percent/pereve.html

L. P. (n.d.). History of Fractions. Accessed October 8, 2018, from https://nrich.maths.org/2515

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