5E Lesson Plan 

Teacher: Sheri Jones

Materials: Connecting Blocks, white boards, white board markers, calculators

CCS ​CCSS.MATH.CONTENT.6.RP.A.3.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. 

Lesson objective(s):
I can find the percent of a quantity using various strategies

Differentiation strategies to meet diverse learner needs:

Use of manipualtives, calculators, tape diagrams

ENGAGEMENT
● I went to the store to buy Nike’s. The Nike’s were 25% off. The usual price is $100. How much money did I save?
● Ask students if they have ever seen these types of sales. Ask them how they calculate their savings?

EXPLORATION
● Start out with 100 connecting blocks in 10 groups of 10. Ask students what the 100 blocks represents. Students may answer $100 or 100%. Ask if this
represents the total cost or the discounted price. When student answer that it represents the total price ask how much represents the discounted
price? Have students represent that with moving 25 blocks to the show that is the discount.
● How could we represent this information in a tape diagram? We could make 4 boxes representing 25% each. Then we divide 100 by 4 and we get $25.
So the discount is one box representing $25
● Have students create a proportion using the information from the problem. We are looking for 25% and percent is always out of 100% students will say.
Teacher will say excellent that is half of the proportion. Now what is the other number given in the problem? S 100. T is 100 the part or the whole?
Does it match up with 100% of the cost or the 25% discount? S 100% T excellent so should it go on the top or the bottom? S the bottom. T excellent
and now how would we solve this problem? S by cross multiplying. S comes up to the board to solve for $25.
● Provide more challenging examples like 15% of 20 and 16% of 50. Have student label which is the part and which is the whole? Explain that with 15%
we could make 20 boxes worth 5%, but for 16% we would either need to make 100 boxes or 25 boxes representing 4 each. In these cases tape
diagrams are not as helpful.

EXPLANATION
● Have students represent each problem using the blocks to demonstrate the parts verses the wholes of each problem. Explain that the total is always
100% whereas the part would match with a different percent.
● Explain that a percent means per 100.
● Explain that percent is part of the whole

ELABORATION
● Provide more challenging examples such as 25% of what number is 50? Have students label parts and wholes. Students will recognize that 25% is a
part. Then have students turn and talk to discuss if 50 is the part or the whole. Students will identify that 50 is the part. Have students compare how
they knew. Possible answers the word is the word of.
● Aske students this question 10 is what percent of 50? Have students label the problem 10 is the part and 50 is the whole. What is missing from this
problem? S the percent. Where should our variable go? S over 100.

1
 5E Lesson Plan 
 

EVALUATION
● Exit Ticket
What is 70% of 38?
10 is what percent of 20?