GRADE 7 MATHEMATICS (7.1) Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to: (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator.
Problem #1: Today Johnnie completed 80% of his homework before he left school. Write the part of his homework completed before he left school as a fraction. Show your work. Write the part of his homework completed before he left school as a decimal. Show your work.
Problem #2:
3 of the students at Miller Junior High eat lunch in the school cafeteria. 5
Write the part of the students that eat lunch in the cafeteria as a percent. Show your work. Write the part of the students that eat lunch in the cafeteria as a decimal. Show your work.
1. What mathematical concepts and vocabulary do I need to know to be able to work these problems?
2. Will the Grade 7 Mathematics Formula Chart be helpful on these problems? Why or why not?
3. Will a picture or diagram be helpful on these problems? If so, how?
4. What problem-solving strategy or strategies will I use to help solve these problems?
5. Extension (7.3A): If his homework had 50 problems, how many of the problems does he still need to do to complete his assignment?
TEKSING TOWARD TAKS © 2006
Page 1
GRADE 7 MATHEMATICS (7.1) Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to: (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator.
Problem #1: Today Johnnie completed 80% of his homework before he left school. Write the part of his homework he completed before he left school as a fraction. Show your work. Write the part of his homework he completed before he left school as a decimal. Show your work.
Problem #2: 3 of the students at Miller Junior High eat 5 lunch in the school cafeteria. Write the part of the students that eat lunch in the cafeteria as a percent. Show your work. Write the part of the students that eat lunch in the cafeteria as a decimal. Show your work.
TEKSING TOWARD TAKS © 2006
Page 2
GRADE 7 MATHEMATICS (7.1) Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to: (B) convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator.
Mrs. Smith noted that 35% of her class was taller than 5 feet. Which fraction of the class was taller than 5 feet? A B
C
D
1 7
The seventh grade class celebrated the end of the year with a party at the park. Three-fourths of the seventh grade students were able to attend. What percent of the class was able to attend? A
34%
2 5
B
3.4%
C
75%
7 20
D
0.75%
5 7 Which of the following is not a correct representation of 40%? A
0.40
Larry and his friend counted the numbers of different colored cars that drove past Larry’s house. They estimated that 5 out of every 8 cars were blue. What percent of the cars they counted was blue?
B
2 5
C
4 10
A
58%
D
0.04
B
62.5%
C
75%
D
85% Which decimal is equivalent to 300%?
Jimmy read a sale sign that stated “30% discount”. He wanted to write the percent as a decimal. Which of the following should he write? A
30.00
B
3.00
C
0.30
D
0.03
A
0.300
B
0.030
C
30.0
D
3.00
Which fraction is equivalent to 425%? A
TEKSING TOWARD TAKS © 2006
1 425
B
4
1 25
C
4
1 4
D
4
1 2 Page 3