Learning Context:

• Objective: Students will explore the use of percents through the management of classroom fish. This lesson will be in two parts. It will first be conducted at the start of the program and then concluded at the end.
• MST Standard 3: Number Sense and Numeration - Students will: understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry Key Idea: Students use NUMBER SENSE AND NUMERATION to develop an understanding of multiple uses of numbers in the real world, use of numbers to communicate mathematically, and use of numbers in the development of mathematical ideas.

Performance Indicators: Students will understand, represent, and use numbers in a variety of equivalent forms (percent). Students will understand and apply percents through a wide variety of hands-on explorations.

• Students will focus on how to determine the percent of a number. After reviewing the basic concepts and working on practice problems, the students will use their knowledge to perform studies on their fish. The students will be given the task of being a fish merchant. They will be given a set amount of money to start their business. They will be responsible for raising and then selling their fish for a profit. They will determine the amount of food to feed the fish based on a percentage of their total weight. The students will record the percentage of weight gain that occurred during the program. They will set a price for the fish based on the weight. They will create an advertisement to sell their fish. They will then subtract the cost of raising the fish from the amount they sold them for. The students will conclude if they made a profit or not and determine what is the percentage of this gain or loss from their original amount of money. Their final procedure will be a reflection of what they did. They must hypothesize how they could make an additional 10% profit. Then they must be able to explain the entire procedure to students younger than themselves.