PercentsYour students encountered percents last year, but it's a good idea to reacquaint them with some physical models for percents, such as a 10 by 10 square grid, a meter stick, and money. Spending some time making sure your students understand the relationships between fractions, decimals, and percents is well worth the effort. Having students remember certain relationships between specific fractions, decimals and percents is also very helpful (e.g. 1/4 = 0.25 = 25 %). Prerequisite Skills: Students should know how to use inverse operations to solve multiplication equations. Your students should also know that the word percent means to divide by 100 and is a synonym for the word hundredths.
Students will probably say it is an extra amount you have to pay in order to use or get something. If not, explain it to them.
Discuss the problem written on the board focusing on what we are given, the percent or tax rate and the original price, and what we need to find, the amount of tax charged for purchasing the item.
Mention the need to change 6% to 0.06 when solving for A. After students have had a chance to solve the equation, have a student do it on the board for all to see.
Students may need to be reminded that 25% is equal to 1/4. They should then be able to follow steps similar to the following: 1/4 of $40 is $10, so 1/4 of $42 is about $10. $42 – $10 = $32, so a good estimate would be around $32.


