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I am replying to myself. Upon a better reading of the standard I see this as the first part of the standard. Find a percent of a quantity as a rate per 100. Sorry.
I know this is an older post and I have also looked through the progressions document. I don’t see a solution to this part of Nathan’s question.
“I see this leading to things like 8 out of 25, and having students change them to ratios out of 100, and then making a percent.
That’s where I get a little confused on where to go. You could do more complex examples, like what percent is 7 out of 12…but if the whole point of the standard is to build on proportionality, this seems too complex. Dividing 7 by 12 and making a decimal is a 7th grade standard. So do I only deal with denominators of 2, 5, 10, 20, 25, 50, 100? You could change 7/12 to 56/96 and conclude that it’s a little more than 56% and estimate, which might be the farthest you’d want to go in 6th grade?”
I don’t see that as part of 6.RP.3c because you are not finding a percent of a number. Nathan notes that an initial part is to determine the percent but the standard doesn’t say that.Not sure this is the correct place for this question but as a follow up to the above question and using the spinner described would it be appropriate in the middle grades to ask a student to determine the probability of spinning a 1 followed by a 2? or the probability of spinning and getting a 1 on both spins? Could this be presented using a tree diagram with the probabilities given and find the probability of each possible event given that the spinner is used 2 times? Or is this included in the high school standards for probability?
I would like to see further discussion on this topic. While I do understand what Alexei is referring to I also believe that the example as presented in the progressions is how students are taught histograms in the early years. Can we get more input? If the example in the progressions is incorrect, are there further examples or resources that teachers could be directed to.
