I would love to think this through with you more but just so I am clear, what type of percent problems do you mean? In 5th grade we do a lot of percentage work on the 10x10 grids to develop the strong connection to percents being out of 100. Since they are out of 100, I also wonder if base ten blocks could be useful here? Double number lines would be really great to think about with fractions. If the top number line is 100% and the bottom number line goes to 240, you could split 50% down the middle and see the 120 and 50% being at the same location. Again, it may depend on what type of problems you are talking about.
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Relating percents to fractions allows for lots of good models that can be used (like pizza, pies, groups of students, questions on a test, etc). For example: talking about how many students in the class out of the total number have pets, like apples or anything that can be counted. M&M's are a good (and fun!) tool too because of all the different colors, there are a lot of questions that you can ask about what percent each color are in a giant bag of M&M's.
Not sure what level your students are at, but this video is a good example too:
Happy New Year. Thank you for the video you have sent. My students levels vary from 1st-3rd and they are special need students. I have to teach them how to find a percent of a number, find the whole given its quantity and percent, find the percent represented by the quantity, and finding the whole given the quantity and percent word problems.
Hi Kristin, Happy New Year
Thanks for the tip and I will use that as an introduction to percent. I have to teach my students how to find the percent of a number, find the whole given its quantity and and percent, find the whole given its quantity and percent word problems, and find the percent represented by the quantity. I teach special need students whose levels vary from 1st-3rd.
This might not be a concrete way because sometimes these manipulatives may cause more confusion. Have you tried giving them a template as in a math sentence? I think Kristin alluded to this idea so as a general, it's "part" (of a whole) over the "base/whole" is equal to the "percent" out of "100". Then it becomes a matter of knowing which quantity goes with which except that 100 is always 100 in this proportional sentence. If it's for grades 1 through 3, they may not be as developmentally ready unless they know what a fraction is. What I like about Kristin's idea is that it helps build up benchmark numbers that can be committed to memory. By Grades 5, 6 or 7, students should realize that they multiply with percents to get the part by cross multiplying. Sorry, I've never taught grade school.
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