More+or+Less

**Section A:**
In section A, the students use a double number line model to multiply decimals and fractions. They also learn how to appropriately place the decimal point in the resulting product.

**Section B:**
In section B, the students investigate a variety of strategies that can be used to find the percent of a number and apply their skills in describing parts of various groups or in finding disocunted prices.

**Section C:**
In section C, the students use a bar model to solve problems involving a variety of percent applications (sales, sales tax, percent of change).

**Section D:**
In section D, students apply their understanding of percent of increase and decrease to solve problems involving changes in measurement (enlarging or reducing the size of a picture) and by examining the idea of compound interest.

Links to activities that support the content of this unit: Fraction/percent equivalence on a bar or circle [|model] [|Fraction/percent equivalence using benchmark fractions] Challlenge problem on[|percent] and another challenge [|problem]