Apply ratio relationships to solve mathematical and real-world problems involving percentages using the relationship between two quantities.
Gerald is trying to gain muscle and needs to consume more protein every day. If he has a protein shake that contain 32 grams and the entire shake is 340 grams, what percentage of the entire shake is protein? What is the ratio between grams of protein and grams of non-protein?
in order to determine the percent, the part or the whole.
| Name |
Description |
| Real Life Tax, Tip, and Discount! | Students calculate the tax, tip, and discount in real-world situations. |
| Robots Get a Job | In this MEA, students will select the robots that are more efficient at doing a certain type of job. They will have to analyze data tables that include force, force units, mass, mass units, and friction.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| All “Tired” Up | In this Model Eliciting Activity, MEA, students will utilize mathematical computation skills involving percentages and critical thinking skills to select the best tire deals advertised.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Fast Food Frenzy | In this activity, students will engage critically with nutritional information and macronutrient content of several fast food meals. This is an MEA that requires students to build on prior knowledge of nutrition and working with percentages. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Basketball All Star Team | In this Model Eliciting Activity, MEA, students will create a procedure for ranking high school basketball players. Students are given statistics for each player and are asked to recommend the best player to play for an all-star team after determining the free throw, three-point, and field goal percentages. Students write about the procedure used to make their decisions. In a twist, students are given additional data to determine the mean points per game.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Best Day Care Center for William | This MEA requires students to formulate a comparison-based solution to a problem involving choosing the BEST daycare based upon safety, playground equipment, meals, teacher to student ratio, cost, holiday availability and toilet training availability. Students are provided the context of the problem, a request letter from a client asking them to provide a recommendation, and data relevant to the situation. Students utilize the data to create a defensible model solution to present to the client. Students will receive practice on calculating a discount, finding the sum of the discounts, working with ratios and ranking day cares based on the data given.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| "Ad" it Up | Students will learn how to calculate markup, markdown, percent increase, and percent decrease. Using sales "ad" inserts from the internet, newspapers, and store flyers, students will understand how these concepts apply to real-world situations. |
| Running and Rising | In this lesson students will graph and compare two proportional relationships from different representations in contextual problems and be introduced to the constant of proportionality as the unit rate. |
| Pricing Twelve Days of Celebration | Students will discover how much items would cost if they were to give gifts for 12 days. They will learn how to calculate and add sales tax to find a total. |
| Shopping the Ads | Have you ever heard students ask the question, "Why do I have to learn this?" This lesson answers that question because it requires the students to apply their knowledge in real world scenarios but does not teach a basic conceptual understanding of percentages. The teacher may use the whole lesson or select specific problems. |
| The Dazzling Painting Co. | Students will read a letter from a painting company from New York who are planning to expand to Florida. They need help deciding on which paint sprayers to purchase. Students will use their understanding of rate and percentages to analyze data and make suggestions.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx |
| Makeover, Home Edition Part II | This is the second part of the lesson, "Makeover, Home Edition." This lesson will continue focusing on unit prices, but also incorporates area and volume. Part I (Makeover, Home Edition #48705) is based on creating backyard dimensions for fencing. Part III (Makeover, Home Edition #49025) will deal with creating a scale drawing of this backyard. Part IV (Makeover, Home Edition Final #49090) will focus on inserting a window and painting walls inside the house. |
| Equivalent Fractions and Percents | This lesson is designed to give students their very first experience with the concept and representation of percents. The activities seeks to lay a conceptual foundation for later problem solving with percents by building on students' prior knowledge of fractions with denominators of 10 or 100 and finding equivalent ratios. Throughout the lesson they use art to show the visual connection between fractions and percents. Students develop the knowledge that a percent is a part/whole ratio where the whole is measured in hundredths. The lesson gives students the opportunity to visually represent fractions and percents on a 10 x 10 grid, along with an enrichment activity if the teacher wants in expand to include decimal conversions and finding. |
| Scuba Diving Mask Search | This MEA asks the students to decide which company would be the “best and the worst” to use to purchase scuba diving masks for Tino’s Scuba Diving School to provide to their diving certification students. Furthermore, the students are asked to suggest which type of scuba diving masks should be purchased in term of multiple panes – single pane mask, double pane mask, full face mask, skirt color, fit, durability, and price. Students must provide a "top choice" scuba diving mask to the company owner and explain how they arrived at their solution. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Makeover, Home Edition Part I | This is the first part of the lesson, "Makeover Home Edition." This lesson is designed to increase student engagement. Students must think critically about fencing in their new "dream" backyard by calculating the total fencing needed. They will choose the most cost-effective method of purchasing their fencing by comparing unit rates mathematically and graphically. CPALMS Lesson Part II (#48967) will concentrate on inserting a pool and patio into this backyard. Part III (#49025) will include the creation of a scale drawing of this backyard. Part IV (#49090) focuses on inserting a window and painting walls inside the house. |
| Here's a tip! | Students will solve problems involving sales tax and tips; students will apply the properties of operations with numbers in decimal, percent, and fraction form. Students will convert between numbers in any form as appropriate. |
Multiply the resulting ratio by 15
Using the equivalent ratios, 12 is 15% of 80, so the tip is $12.00.