Set whole to 100 and then change the part to at least four different numbers of your choosing. Observe what happens.
What happens to the visualization when you change the part?
If you're still having trouble understanding what a percentage represents, stop and watch the video before you keep going.
Use the simulation to explore the following question. 200 people attended a concert. Forty percent of them were seated on the floor. How many individuals were seated on the floor?[br][br]Hint: Think about what the part, whole, and percentage should be in this problem.
In science, we often use percentages without communicating specifically what they mean. For example when someone says 52% of people got the flu vaccine this year, we only know the part, not the whole. With your group, come up with three possible groups of people that could represent the whole in this percentage. List them here.
Can you think of a time someone has told you a percentage without specifying the whole? If yes, share it below. If not, think about a scenario in which that could happen.
Why do you think it is important to be specific when we communicate percentages to others? In other words, why should we be clear about the part, whole, and percentage?
If your teacher tells you that 40% of the students passed the test, what is the most logical choice for the "whole"?
Without using the simulation, answer the following question.[br][br]In a group of 500 people, 200 of them have pets. What percentage of people have pets?
Without using the simulation answer the following question.[br][br]75 percent of kindergarteners say recess is their favorite part of the school day. In a class of 20 kindergarteners, how many students would likely say recess is their favorite part of the day?