Exploring Percent Increase and Decrease in 7th Grade Math

What is the primary focus of using a double number line diagram in this lesson?

• To solve multiplication problems

• To understand fractions

• To solve percent increase and decrease problems

• To calculate area and perimeter

Tags

CCSS.3.NF.A.1

CCSS.3.NF.A.2B

If a box of cereal originally contains 500 grams and the size decreases by 40%, how much cereal is in the new box?

• 300 grams

• 400 grams

• 250 grams

• 200 grams

Tags

CCSS.6.RP.A.3C

In the cereal box example, what does the 100% represent?

• The increased amount

• The new amount

• The decreased amount

• The original amount

After a 25% discount, the price of a shirt is $39. What was the original price?

• $45

• $48

• $52

• $50

Tags

CCSS.6.RP.A.3C

If the price of a shirt after a 25% discount is $39, what percentage of the original price does $39 represent?

• 50%

• 25%

• 100%

• 75%

There are 20 students in the class this year, which is a 25% increase from last year. How many students were in last year's class?

• 14 students

• 16 students

• 18 students

• 15 students

Tags

CCSS.6.RP.A.3C

In the class size example, what does the 125% represent?

• The number of students last year

• The number of students this year

• The decrease in students

• The increase in students

Tags

CCSS.6.RP.A.3C

What is a useful strategy for solving percent problems mentally?

• Using a calculator

• Scaling down and then scaling up

• Guessing the answer

• Ignoring the percentages

Tags

CCSS.6.RP.A.3C

Why is it important to identify the 100% value in percent problems?

• To guess the answer

• To avoid using a calculator

• To find the percentage of that amount

• To make the problem easier

What should you do if you don't automatically know what the 100% value is in a problem?

• Ask someone else

• Ignore the problem

• Guess the 100% value

• Use a double number line diagram

Tags

CCSS.3.NF.A.1

CCSS.3.NF.A.2B