Lesson plan

In this lesson, we’ll introduce the concept of converting between percents and fractions for `6`th graders. Students are introduced into this lesson with a warm-up on matching three different percents. From there, students will learn how to convert between fractions and percents. They end the lesson with a game of “I have, who has?” to get students working as a team to match up all of the cards. You can expect this lesson to take one `45`-minute class period.

Grade 6

Percents

6.RP.A.3.C

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Students will be able to convert percents to fractions and fractions to percents.

- Teacher Slideshow
- “I have, who has” Activity
- Online Practice

Start the lesson by showing students the warmup slide from the slideshow. Give students about `3` minutes to decide which percent goes with which fraction.

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Once students finish up, go over the matches. Students may struggle with the `1.25%` and `12.5%` percent conversions, but may use other logic to correctly match them, such as ordering them from least to greatest.

During the discussion, ask students what they think is different about each percent and fraction pair. If student’s do not bring up that the decimal place changes the denominator, ask students what they notice about the denominators.

Transition to slide `2` to show the steps of how to convert percents to fractions.

Convert `16.5%` and `88%` to a fraction in simplest form.

Step `1`: Write percent as a part out of `100`

a. `16.5%=\frac{16.5}{100}`

b. `88%=\frac{88}{100}`

Step `2`: Write the fraction in simplest form.

Remind students that for a fraction to be fully simplified, it cannot have a decimal within it. Multiply the numerator and the denominator by the multiple of ten that will make the decimal a whole number, then simplify normally.

We have a decimal. First, multiply the numerator and denominator by `10`.

a. `\frac{16.5}{100}\times \frac{10}{10}=\frac{165}{100}`

Now simplify. Remind students they can use the `\text{GCF}` when simplifying.

Note: Sometimes it’s easier to convert to a mixed number, then simplify the fraction part.

Transition to slide `3` where you will discuss converting fractions to percents.

Let students know that if the fraction has a common factor that will make the denominator a factor of `100`, you can create an equivalent fraction out of `100` to find the percent since percent is always “out of `100`.”

`\times 5`

`\frac{13}{20}=\frac{65}{100}=65%`

`\times 5`

Move on to slide `4`. This example has students simplifying a fraction so that it will make the denominator a factor of `100`.

`\div 6` `\times 10`

`\frac{18}{60}=\frac{3}{10}=\frac{30}{100}=30%`

`\div 6` `\times 10`

Print the percent/fraction “I have, who has” worksheet and make sure each student gets a card.

Explain to students that they will work together as a class to match up all the percents with the fractions. Some students may have two. To play, the teacher will start with one card and then the students will continue by answering what they have, then asking who has again until all cards have been matched.

After you’ve completed the examples with the whole class, it’s time for some independent practice! ByteLearn gives you access to tons of converting percentages and fractions activities. Check out the online practice and assign to your students for classwork and/or homework!

Converting Between Percents and Fractions Practice

Problem 1 of 4

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