Maryland Math 6.AT.A.4
The Standard
Find a percent of a quantity in context as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity), including finding the whole given a part and the percent, by using tables, tape diagrams, and double number lines.
Maryland College and Career Ready Standards for Mathematics (2025) · UNDERSTANDING RATIO CONCEPTS AND USE RATIO REASONING TO SOLVE.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students find a percent of an amount by treating the percent as a rate out of 100. They also work backward from a part and its percent to find the whole, using a table, tape diagram, or double number line.
What Mastery Looks Like
- Given 30% of 80, a student finds 24 and labels 80 as 100%. Given 18 as 30%, they find the whole is 60 and check that 30% of 60 is 18.
Common Misconceptions
- Students may treat 30% as 30 rather than 30 out of 100. When told 18 is 30%, they may find 30% of 18 or label 18 as the whole.
How to Assess It
- Exit ticket: A $50 jacket is 20% off. Find the discount. Then show that a $12 discount is 30% of another jacket's price, and ask students to find its original price with a tape diagram.
Lesson moves
Ways to Teach It
Give pairs ten equal paper strips and 18 counters; have them spread the counters evenly across three strips to model 30% and find the whole.
Ask: If 15 is 25% of a number, what is the whole? Explain with a four-part tape diagram.
Play percent match with cards showing 40% of 50, 20, and a double number line with 20 marked at 40%.
Show a receipt for $18 after a 25% discount; students label $18 as 75% and find the original price on a double number line.
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