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PercentEquations.mp4
This podcast is part of the series: percents

Creator: Tynisa Williams
School/Organization: Auburn University Montgomery
Overview:
This podcast is part of a series on operations with percents. Designed with the middle school student in mind, it is a refresher on the basics of solving percent equations. The lesson also covers amount, base, and percent using the translation method. The podcast can be used as a lesson or as a supplement to a lesson. A suggestion would be to stop the lesson as it goes along and allow the students to work problems out themselves.
Length: 04:51
Content Areas: Math
Alabama Course of Study Alignments and/or Professional Development Standard Alignments:
MA2015 (6)  6. Fluently add, subtract, multiply, and divide multidigit decimals using the standard algorithm for each operation. [6NS3]   MA2015 (6)  9. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. [6NS6] a. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g.,  (3) = 3, and that 0 is its own opposite. [6NS6a] b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. [6NS6b] c. Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. [6NS6c]   MA2015 (7)  2. Recognize and represent proportional relationships between quantities. [7RP2] a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. [7RP2a] b. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. [7RP2b] c. Represent proportional relationships by equations. [7RP2c] Example: If total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate. [7RP2d]   MA2015 (7)  3. Use proportional relationships to solve multistep ratio and percent problems. [7RP3] Examples: Sample problems may involve simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, and percent error.   MA2015 (7)  4. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. [7NS1] a. Describe situations in which opposite quantities combine to make 0. [7NS1a] Example: A hydrogen atom has 0 charge because its two constituents are oppositely charged. b. Understand p + q as the number located a distance q from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing realworld contexts. [7NS1b] c. Understand subtraction of rational numbers as adding the additive inverse, p  q = p + (q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in realworld contexts. [7NS1c] d. Apply properties of operations as strategies to add and subtract rational numbers. [7NS1d]   MA2015 (7)  5. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. [7NS2] a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (1)(1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing realworld contexts. [7NS2a] b. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then  (^{p}/_{q}) = ^{(p)}/_{q} = ^{p}/_{(q)}. Interpret quotients of rational numbers by describing realworld contexts. [7NS2b] c. Apply properties of operations as strategies to multiply and divide rational numbers. [7NS2c] d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats. [7NS2d]   MA2015 (7)  9. Solve multistep reallife and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form, convert between forms as appropriate, and assess the reasonableness of answers using mental computation and estimation strategies. [7EE3] Examples: If a woman making $25 an hour gets a 10% raise, she will make an additional ^{1}/_{10} of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 ^{3}/_{4} inches long in the center of a door that is 27 ^{1}/_{2} inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.  
