Day One:
How do we determine the percent of a number?
Materials: 100-cm grids
Students will review the method for determining the percent
of a number. They will first understand that percent means
“out of 100.” The students will use 100-cm grids to help them
to visualize percents.
Task 1: Using 100-cm grid, shade 10 squares. What percentage
of the 100 is shaded? 10%, Students will practice this method
until they understand the relationship between the grid and
percent.
Task 2: Using a different 100-cm grid, the students will write
the number 2 in each box. The students will imagine that this
grid represents a value of 200 and that this value is divided
evenly among the 100 small squares.
| 2 |
2 |
2 |
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2 |
What is the value of each square in the grid? What percent
of 200 does each square represent? What percent of 200 does
25 squares represent? What is the value of the 25 squares?
How does the grid help you to find 50% of 200? Students will
continue to practice with this method using a grid value of
300 and 50.
| 3 |
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| .5 |
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Students will practice the following problems:
- What is 1% of 300? What is 10% of 300? What is 15%
of 300? What is 30% of 300? What is 75% of 300?
- What is 1% of 50? What is 10% of 50? What is 15% of
50? What is 30% of 50? What is 75% of 50?
- Using a shortcut to find the percent of a number. Convert
the percent into a decimal and then multiply it by the
value.
Example: 10% of 50 = .10 x 50
= 5
25% of 200 = .25 x 200
= 50
Students will work on practice problems:
- 20% of 10
- 12% of 32
- 17% of 36
- 50% of 150
- 35% of 400
- 80% of 250
- 62% of 100
- 25% of 300
Day 2:
How do we find the mass of the fish?
Materials: fish, tank, and electronic balance Introduce students
to their required project. “Congratulations, you have just
become fish merchants. Your job is to raise the fish and then
sell them for a profit. That means you will make more money
then you have spent. You will receive $100.00 to purchase
the fish and the supplies needed to raise them. In four weeks,
you will sell your fish and determine if you made a profit
and what is the percentage of it. The following is a list
of the supplies that you need and the cost for each.
-
- Before students learn how to find the mass of the
fish, let them try to come up with their own procedure.
Only if they cannot figure out a way to do the calculations
correctly, should they be shown how to find the correct
mass.
| Supplies |
Cost |
| Baby fish |
5.00 each |
| Fish tank |
20.00 |
| Fish food |
10.00 per 100 Grams |
| Thermonmeter |
5.00 |
| Filter |
10.00 |
| Fish net |
5.00 |
| Air pump |
10.00 |
1. First determine the supplies that you need and create a
list. Please don’t exceed $100.00. Please keep in mind all
the information you have learned about tilapia to help you
decide the right environment to raise your fish.
2. After you have purchased your baby fish, you must determine
their mass by using an electronic balance.
3. Procedure to determine mass of fish:
A. Find the mass of a container with water and record it
B. Catch the first fish with the fish net. Place the fish
into the container of water. Determine the mass of the container,
water and fish.
C. Subtract the mass of the container with water from the
mass of the container, water and fish.
D. This difference is the mass of the fish.
E. Place the fish back into the tank.
F. Please Note: Never touch the fish with your hands. Only
use the fish net.
G. Repeat steps A through E for each of the fish in your tank.
H. Place all your information from this procedure into a data
table.
| Fish# |
Container with water |
Container with water and Fish |
Mass of Fish |
Precent of food to feed
fish |
| 1 |
|
|
|
|
| 2 |
|
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| 3 |
|
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| 4 |
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|
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- After student creates data table on graph paper,
they will transfer it onto an excel spreadsheet.
- Students do not have to use the above table. They
should be able to design their own.
4. After you have discovered the mass of the fish, you will
determine the percentage of food to feed the fish.
5. Use the following formula: 6% of total mass of fish.
6. The fish must be fed three times a day. Determine how much
food to give them at each feeding.
7. Your objective is to sell your fish at a profit in four
weeks. You will determine your own price.
8. To determine if you made a profit, you will subtract the
$100.00 you spent to buy the fish and supplies from the amount
you will sell the fish for. If your answer is a positive number,
then you made a profit. If your answer is a negative number,
then you lost money.
9. Predict how much of a profit you will make. It should be
in a percentage. For example, if you predict you will make
$110.00, that means you will earn the original $100.00 you
spent and an additional $10.00. You have earned a 10% profit.
Day 3:
What is the best way to advertise our fish?
Materials: Paper, markers, color pencils, examples of audio,
video and print advertisements. Students will be asked to
come up with innovative ways to try to sell their fish. They
will be shown many different examples of advertisements to
help them understand what is being asked of them. They will
work in teams to design their strategies and then implement
them as best as possible. Possible designs can include (but
not limited to): Posters, TV commercials, radio commercials,
web pages. All designs will be presented to the rest of the
class.
Day 4:
What percentage of profit did you make?
Materials: fish, tank, and electronic balance
1. Students will determine the mass of the fish using the
procedure from Day 2.
2. They will compare this data with the previous compiled
data and determine the difference in the mass of the fish.
3. Using this information, students will calculate the percentage
of increase in mass for each of the fish.
4. They will then determine if they had a profit or loss as
fish merchants.
5. All of data will be compiled in a data table.
6. Students will write a reflection of their experience and
what were their outcomes.
7. Final Assessment: Students will write a letter to a younger
student explaining how to find a percent of a number. Their
explanation must be concise and clear for a younger child
to understand. They can use pictures and or diagrams to help
with their explanations.
