🧱 See It

Picture a grid of 100 tiny squares — 10 rows of 10. Percent just tells you how many of those 100 squares are colored in. Color in 25 of them and you've shown 25%.

25 colored squares out of 100 total squares = 25%.

✏️ Draw It

Now use the same 100-square grid to picture a discount. The whole grid is the original price. A "30% off" sale means 30 of those squares get taken away from what you pay — only the rest is left on your bill.

30 faded squares = the part taken off (the discount). 70 colored squares = the part you still pay for.

Two separate things happened: squares got removed, and then what's left is your new total. A discount is always a two-step story, never one.

🔢 Write It

To turn a percent into math, drop the "%" and divide by 100 — that gives you a decimal:

20% = 20 ÷ 100 = 0.20

To find the discount amount, multiply the decimal by the original price. Example: 20% off $50.

0.20 × $50 = $10

That $10 is not the sale price — it's just how much gets taken off. To get the actual final price, subtract it from the original:

$50 − $10 = $40

Finding the discount amount is only step one. The sale price always needs a subtraction after it.

💡 Worked Examples

Example 1 — Find 25% of 60

  1. Turn the percent into a decimal: 25% = 0.25
  2. Multiply: 0.25 × 60 = 15
  3. Answer: 15

Example 2 — Sale price after 30% off $80

  1. Turn the percent into a decimal: 30% = 0.30
  2. Find the discount amount: 0.30 × $80 = $24
  3. Subtract from the original to get the final price: $80 − $24 = $56
  4. Discount amount: $24. Final price: $56.

🧠 Quick Reference

To find X% of a number: turn the percent into a decimal (divide by 100) and multiply. For a discount: find the discount amount FIRST, then subtract it from the original price to get the final price — two separate steps, two separate answers.
👪 For Parents & Tutors

BC Curriculum (Level 1 / Grade 6, Number): "Whole-number percents and percentage discounts."

Watch for: The classic working-memory trap is computing the discount amount correctly (say, $24 off) and then reporting that as the sale price — the subtraction step quietly gets dropped because the first calculation "felt like" the finish line. Have him always write two clearly separate labeled lines — "Discount amount: ___" and "Final price: ___" — rather than trying to hold both numbers in his head as one mental step.

Comes up again: This resurfaces at Level 2 (Grade 7) financial literacy with sales tax and tips (same "extra step after the multiplication" pattern, just adding instead of subtracting), and at Level 3 (Grade 8) with percents below 1% and above 100%.