This TV 411 segment features a lesson from Question Man on how to informally calculate 15% tips at restaurants.

WNBA athletes discuss attendance at basketball games in terms of percentages in this video segment from TV 411.

The CyberSquad has to find a crystal that is between 65% and 85% orange to power up their escape from Hacker in this video from Cyberchase.

Numberstring.com describes number strings as "a set of related math problems, crafted to support students to construct big ideas about mathematics and build their own strategies."

This number string builds students understanding and strategies related to percent, particularly exploring questions such as, "3 is 25% of what number?"

SWBAT articulate strategies for determining a whole when given a part and the percentage it represents.

This lesson unit is intended to help sixth grade teachers assess how well students are able to: Analyze a realistic situation mathematically; construct sight lines to decide which areas of a room are visible or hidden from a camera; find and compare areas of triangles and quadrilaterals; and calculate and compare percentages and/or fractions of areas.

In this activity, students investigate the properties of a heterogeneous mixture, trail mix, as if it were a contaminated soil sample near a construction site. This activity shows students that heterogeneous mixtures can be separated by physical means, and that when separated, all the parts will equal the whole.

Students measure the light output and temperature (as a measure of heat output) for three types of light bulbs to identify why some light bulbs are more efficient (more light with less energy) than others.

Using gumdrops and toothpicks, students conduct a large-group, interactive ozone depletion model. Students explore the dynamic and competing upper atmospheric roles of the protective ozone layer, the sun's UV radiation and harmful human-made CFCs (chlorofluorocarbons).

Students learn the basics about soil, including its formation, characteristics and importance. They are also introduced to soil profiles and how engineers conduct site investigations to learn about soil quality for development, contamination transport, and assessing the general environmental health of an area.

Students use informal methods of their own choosing to find percents of randomly generated monetary values.Key ConceptsMany approaches work for solving percent problems. This lesson focuses on experimenting with a range of approaches and understanding why and how multiple approaches yield correct results.Goals and Learning ObjectivesFind a percent of a given quantity.Find a quantity given a part and the percent that part is of the whole.Use percents in money calculations.

Students simulate the spread of a virus such as HIV through a population by "sharing" (but not drinking) the water in a plastic cup with several classmates. Although invisible, the water in a few of the cups has already be tainted with the "virus" (sodium carbonate). After all the students have shared their liquids, the contents of the cups are tested for the virus with phenolphthalein, a chemical that causes a striking color change in the presence of sodium carbonate. Students then set about trying to determine which of their classmates were the ones originally infected with the virus.

Our project involves students learning about the values of a natural area in their community and producing a public service announcement and map to show its value and how it could be developed.

This problem, the third in a series of tasks set in the context of a class election, is more than just a problem of computing the number of votes each person receives. In fact, that isnŐt enough information to solve the problem. One must know how many votes it takes to make one half of the total number of votes. Although the numbers are easy to work with, there are enough steps and enough things to keep track of to lift the problem above routine.

Students work with specified materials to create aqueduct components that can transport two liters of water across a short distance in their classroom. The design challenge is to create an aqueduct that can supply Aqueductis, a (hypothetical) Roman city, with clean water for private homes, public baths and fountains as well as crop irrigation.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Students learn about porosity and permeability and relate these concepts to groundwater flow. They use simple materials to conduct a porosity experiment and use the data to understand how environmental engineers decide on the placement and treatment of a drinking water well.

Students examine the structure and function of the human eye, learning some amazing features about our eyes, which provide us with sight and an understanding of our surroundings. Students also learn about some common eye problems and the biomedical devices and medical procedures that resolve or help to lessen the effects of these vision deficiencies, including vision correction surgery.

Students construct model landfill liners using tape and strips of plastic, within resource constraints. The challenge is to construct a bag that is able to hold a cup of water without leaking. This represents similar challenges that environmental engineers face when piecing together liners for real landfills that are acres and acres in size.

This is the fourth in a series of tasks about ratios set in the context of a classroom election. What makes this problem interesting is that the number of voters is not given. This information isnŐt necessary, but at first glance some students may believe it is.