Percentage in Your Daily Life
Introduction
Did you know that percent is a part of our daily lives, whether you are shopping at your favorite clothing store, video store, or keeping up on your top sports teams you have to use percentages. The mission, should you choose to accept is to explore how percent is used in your daily life. This mission will require you to provide real life examples that you have encountered.
Task
You and your team will explore on line resources for percentages. This task will challenge you to become an investigator of percent, you will use the internet; sales ads; sports statistics; any other resources you can think of to help you to explore the concepts and applications of percentages. Finally you will show specific examples of how you use percentages in your daily life. You will need the following: internet access, sales ads, sports statistics, paper and pencils.
Part 1: Explore basic concepts
a) Listen to the percentage song to get you going at
https://www.youtube.com/watch?v=vUBIPl73doc
b) Go to Understanding percents at
http://www.mathgoodies.com/lessons/toc_vol4.html
c) Watch the mean of percent by Khan Academy at
http://www.khanacademy.org/math/arithmetic/decimals/percent_tutorial/v/findingpercentagesexample
a) Listen to the percentage song to get you going at
https://www.youtube.com/watch?v=vUBIPl73doc
b) Go to Understanding percents at
http://www.mathgoodies.com/lessons/toc_vol4.html
c) Watch the mean of percent by Khan Academy at
http://www.khanacademy.org/math/arithmetic/decimals/percent_tutorial/v/findingpercentagesexample
Resources
Part 2: Choose two of the 4 worksheets to print and complete for a grade. After completing turn in to your teacher for credit.
lesson 1 Click here for worksheet 1
unit10_wks1_percentage_applications.pdf  
File Size:  20 kb 
File Type: 
unit10_wks2_percent_application_2.pdf  
File Size:  20 kb 
File Type: 
unit10_wks3_percent_application_3.pdf  
File Size:  19 kb 
File Type: 
Part 3: Solve the problem.
You have $500.00 to purchase new clothes for your 6th grade year. You are being asked to buy shoes, pants, shirts, underwear, socks, warm jacket, and one nice outfit to wear to promotion at the end of the school year. You must use the shopping list provided. There is one “catch” if you are able to get all the items on the list for under $400.00, you will win the bonus gift certificate for a free scholastic book valued at $5.00.
You have $500.00 to purchase new clothes for your 6th grade year. You are being asked to buy shoes, pants, shirts, underwear, socks, warm jacket, and one nice outfit to wear to promotion at the end of the school year. You must use the shopping list provided. There is one “catch” if you are able to get all the items on the list for under $400.00, you will win the bonus gift certificate for a free scholastic book valued at $5.00.
a) Watch this video on sale prices to help you get started understanding how to calculate sale prices.
www.mathplayground.com/howto_findsaleprice.html
www.mathplayground.com/howto_findsaleprice.html

Part 4: Time to go shopping! 
Your mission is to find all the items on the list. You may search store sales ads, Internet specials, anything you can think of. All prices and specials must verifiable. You need to keep track of your money, where you spend it and how much you spend for each item on your list. You must create a chart to keep track of all the information. It must be neat, legible (meaning Your Teacher can read it!), and well organized. When you finish the shopping portion with your chart turn it in to your teacher for verification and grade. Remember you must site your sources for the sale prices of the clothing so we can double check that the sale is legitimate otherwise it does not count. Remember have fun!
Sixth Grade Year Shopping List
You will need the following items for 6th grade: a) 5 pairs of pants/jeans b) 3 pairs of shorts/skirts c) 10 shirts, a variety of long sleeves (for colder weather) and short sleeves (for warmer weather) d) 10 underwear e) 12 pairs of socks, or combination of socks and tights f) 7 undershirts / 5 bras g) warm jacket /sweater/sweatshirt h) 2 pair tennis shoes i) dress pants, dress shirt for guys j) dress, tights panty hose, shoes 

Resources for Shopping Forever 21: http://www.forever21.com/Product/Main.aspx?br=f21 JC Penny: http://www.jcpenney.com Sears: http://www.sears.com WalMart: http://www.walmart.com Marshalls: http://www.marshallsonline.com Ross: http://www.rossstores.com/# Old Navy: http://www.oldnavy.com 

Rubric For Web Quest
CCSS for 5th Grade
Operations and Algebraic Thinking 5.OA
Write and interpret numerical expressions.
1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
Number and Operations in Base Ten 5.NBT
Understand the place value system.
1. Recognize that in a multidigit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
2. 2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10.
3. Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using baseten numerals, number names, and expanded form, e.g., 347.392 = 3 . 100 + 4 . 10 + 7 . 1 + 3 . (1/10) + 9 . (1/100) + 2 . (1/1000). b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
4. Use place value understanding to round decimals to any place. 1. Perform operations with multidigit whole numbers and with decimals to hundredths.
5. Fluently multiply multidigit whole numbers using the standard algorithm.
6. Find wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Number and Operations—Fractions 5.NF
Use equivalent fractions as a strategy to add and subtract fractions.
1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
a. Interpret the product (a/b) . q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a . q ÷ b. For example, use a visual fraction model to show (2/3) . 4 = 8/3, and create a story context for this equation. Do the same with (2/3) . (4/5) = 8/15. (In general, (a/b) . (c/d) = ac/bd.)
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
5. Interpret multiplication as scaling (resizing), by:
a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n . a)/(n . b) to the effect of multiplying a/b by 1.
6. Solve realworld problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
CCSS for 6th Grade
Ratios and Proportional Relationships 6.RP
Understand ratio concepts and use ratio reasoning to solve problems.
1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ _0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1
3. Use ratio and rate reasoning to solve realworld and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
The Number System 6.NS Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fraction, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Compute fluently with multidigit numbers and find common factors and multiples.
2. Fluently divide multidigit numbers using the standard algorithm.
3. Fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for each operation.
References
1.) Special thanks to Joel Garcia for the creation of the 5th Grade Website for Hawaiian Students and for training me on how to use it and be an active contributor to teaching technology to our students!
2.) Google Images: Clip art for megaphone man, task check, resources sign, process signs,
3.) Mrs. Glosser’s Math Goodies, Inc.; http://www.mathgoodies.com percentage worksheets: Percent Applications Worksheet 1; Percent Applications Worksheet 2; Percent Applications Worksheet 3; Percent Worksheet 3.
4.) Collin Dodd’s Percentage Song  YouTube https://www.youtube.com/watch?v=vUBIPl73doc
5.) Math Goodies Your Destination for Math Education http://www.mathgoodies.com/lessons/toc_vol4.html
6.) KHAN ACADAMY http://www.khanacademy.org/math/arithmetic/decimals/percent_tutorial/v/findingpercentagesexample
7.) Picgifs.com http://www.picgifs.com/foodanddrinks/shoppingcart/
8.) Forever 21 http://www.forever21.com/Product/Main.aspx?br=f21
9.) JC Penny http://www.jcpenney.com
10.) Sears http://www.sears.com
11.) WalMart http://www.walmart.com
12.) Marshalls http://www.marshallsonline.com
13.) Ross http://www.rossstores.com/#
14.) Old Navy http://www.oldnavy.com
Operations and Algebraic Thinking 5.OA
Write and interpret numerical expressions.
1. Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 2. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
Number and Operations in Base Ten 5.NBT
Understand the place value system.
1. Recognize that in a multidigit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
2. 2. Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use wholenumber exponents to denote powers of 10.
3. Read, write, and compare decimals to thousandths. a. Read and write decimals to thousandths using baseten numerals, number names, and expanded form, e.g., 347.392 = 3 . 100 + 4 . 10 + 7 . 1 + 3 . (1/10) + 9 . (1/100) + 2 . (1/1000). b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
4. Use place value understanding to round decimals to any place. 1. Perform operations with multidigit whole numbers and with decimals to hundredths.
5. Fluently multiply multidigit whole numbers using the standard algorithm.
6. Find wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Number and Operations—Fractions 5.NF
Use equivalent fractions as a strategy to add and subtract fractions.
1. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
a. Interpret the product (a/b) . q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a . q ÷ b. For example, use a visual fraction model to show (2/3) . 4 = 8/3, and create a story context for this equation. Do the same with (2/3) . (4/5) = 8/15. (In general, (a/b) . (c/d) = ac/bd.)
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
5. Interpret multiplication as scaling (resizing), by:
a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n . a)/(n . b) to the effect of multiplying a/b by 1.
6. Solve realworld problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
CCSS for 6th Grade
Ratios and Proportional Relationships 6.RP
Understand ratio concepts and use ratio reasoning to solve problems.
1. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
2. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ _0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1
3. Use ratio and rate reasoning to solve realworld and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?
c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
The Number System 6.NS Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
1. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fraction, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Compute fluently with multidigit numbers and find common factors and multiples.
2. Fluently divide multidigit numbers using the standard algorithm.
3. Fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for each operation.
References
1.) Special thanks to Joel Garcia for the creation of the 5th Grade Website for Hawaiian Students and for training me on how to use it and be an active contributor to teaching technology to our students!
2.) Google Images: Clip art for megaphone man, task check, resources sign, process signs,
3.) Mrs. Glosser’s Math Goodies, Inc.; http://www.mathgoodies.com percentage worksheets: Percent Applications Worksheet 1; Percent Applications Worksheet 2; Percent Applications Worksheet 3; Percent Worksheet 3.
4.) Collin Dodd’s Percentage Song  YouTube https://www.youtube.com/watch?v=vUBIPl73doc
5.) Math Goodies Your Destination for Math Education http://www.mathgoodies.com/lessons/toc_vol4.html
6.) KHAN ACADAMY http://www.khanacademy.org/math/arithmetic/decimals/percent_tutorial/v/findingpercentagesexample
7.) Picgifs.com http://www.picgifs.com/foodanddrinks/shoppingcart/
8.) Forever 21 http://www.forever21.com/Product/Main.aspx?br=f21
9.) JC Penny http://www.jcpenney.com
10.) Sears http://www.sears.com
11.) WalMart http://www.walmart.com
12.) Marshalls http://www.marshallsonline.com
13.) Ross http://www.rossstores.com/#
14.) Old Navy http://www.oldnavy.com