T.i.P.S.

Students will be using “mental math” and visual models to represent benchmark fractions and percents. In order to do this effectively, students will need to practice with a variety of models, and use their knowledge of number and number sense skills. For varying fractions and percents, students should be able to represent them on each of the above mentioned models, as well as explain their understanding, relating it to number sense (ex. 50 is half of 100, which is equivalent to 50%) with no calculations on paper needed.
Example

The following grid shows the amount of a garden that had been filled with plants.
What fraction of the garden has plants? What percent of the garden has plants?
Hint
Possible Solution
Digital Tools

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Resources

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TEKS

Supporting Standard
6.4 Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to:
(F) represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers