Transcript Lesson 9-1
Chapter 9
Percent Click the mouse or press the space bar to continue.
9
Percent
Percents and Fractions Circle Graphs Percents and Decimals Problem-Solving Strategy: Solve a Simpler Problem Estimating with Percents Percent of a Number Problem-Solving Investigation: Choose the Best Strategy Probability Sample Spaces Making Predictions
9-1 Percents and Fractions Five-Minute Check (over Chapter 8)
9-1 Percents and Fractions
• I will express percents as fractions and fractions as percents.
• percent
9-1 Percents and Fractions Standard 5NS1.2
Interpret percents as a part of a hundred; find
decimal and
percent equivalents for common fractions and explain why they represent the same value;
compute a given percent of a whole number.
Standard 5SDAP1.3
Use
fractions and
percentages to compare data sets of different sizes.
9-1 Percents and Fractions
9-1 Percents and Fractions Write 60% as a fraction in simplest form.
60% means
60 out of 100
.
60 %
=
60 100 3
60 100
5
or 3 5 Definition of percent Simplify. Divide the numerator and the denominator by the GCF, 20.
9-1 Percents and Fractions Choose the fraction in simplest form that represents 75%.
A.
3 4 B.
1 2 C.
75 100 D.
15 20
9-1 Percents and Fractions Write 140% as a mixed number in simplest form.
140% means
140 for every 100.
140 %
=
140 100
Definition of percent 40 = 1 100 Write as a mixed number.
9-1 Percents and Fractions 2
40 = 1 100
5
or 1 2 5 Divide the numerator and denominator by the GCF, 20.
9-1 Percents and Fractions Choose 160% as a mixed number in simplest form.
A.
1 60 100 B.
1 30 50 C.
1 3 5 D.
2
9-1 Percents and Fractions Use the table below. What fraction of the class members preferred spaghetti for the school lunch?
The table shows that 25% of those surveyed prefer spaghetti.
9-1 Percents and Fractions 25 %
=
25 100
= 1 4 Definition of percent Simplify.
Answer:
So, of those surveyed prefer spaghetti.
4
9-1 Percents and Fractions Use the table below. What fraction of the fifth graders preferred football?
A.
20 100 B.
1 5 C.
1 2 D.
1 20
9-1 Percents and Fractions Write as a percent.
10
7 10 =
n
100 Write an equation using ratios. One ratio is the fraction. The other is an unknown value compared to 100.
7 10 =
70
100 Since 10 × 10 = 100, multiply 7 by 10 to find
n
.
Answer:
7 10 70 100
9-1 Percents and Fractions Write as a percent.
25 A.
50% B.
60% C.
56% D.
14%
9-1 Percents and Fractions 42 At Boulder Middle School, of the students 600 study Spanish. At Foothills Middle School, 480 of the students study Spanish. Which school has the greater percent of students that study Spanish?
Write each fraction as a percent. Then compare.
9-1 Percents and Fractions Boulder MS
42 600 =
n
100 42 600 =
7
100 or 7%
Foothills MS
28 480 =
n
100 28 480 =
5
100 or 5%
Answer:
Since 7% > 5%, Boulder MS has the greater percent of students that study Spanish.
9-1 Percents and Fractions 45 At Franklin Heights High School, of the students 300 has their driver’s license. At Grove City High School, 36 of the students has their driver’s license. Which 360 school has the greater percent of students with their driver’s license and with what percent? A.
B.
C.
D.
Franklin Heights HS; 15% > 10% Franklin Heights HS; 20% > 15% Grove City HS; 15% > 10% Grove City HS; 20% > 15%
9-2 Circle Graphs Five-Minute Check (over Lesson 9-1)
Circle Graphs
9-2 Circle Graphs
• I will sketch and analyze circle graphs.
• circle graph
9-2 Circle Graphs Standard 5SDAP1.2
Organize and display single-variable data in appropriate graphs and representations
(e.g., histogram,
circle graphs
) and explain which types of graphs are appropriate for various data sets.
Standard 5SDAP1.3
Use
fractions and
percentages to compare data sets of different sizes.
9-2 Circle Graphs The table shows how many hours a group of teenagers spent playing video games in one week. Sketch a circle graph to display the data.
9-2 Circle Graphs
• Write a fraction for each percent.
35 35% = or 100 7 20 10 10% = or 100 1 10 25 100 1 4 30 100 3 10 • Use a compass to draw a circle with at least a 1-inch radius.
9-2 Circle Graphs
• 1 Since 30% is about of the circle, shade about 3 a third of the circle for 3 or more.
• circle for 2 –3.
4 1 4 • • Since 35% is a little more than , shade a little 3 more than of the circle for 0 –1.
3 Shade the remaining small piece or 10% for 1 –2.
9-2 Circle Graphs
• Label each section of the circle graph. Then give the graph a title.
9-2 Circle Graphs Choose the circle graph that represents the data in the table.
A. B.
9-2 Circle Graphs Choose the circle graph that represents the data in the table.
C. D.
9-2 Circle Graphs Choose the circle graph that represents the data in the table.
C.
9-2 Circle Graphs Use the circle graph to the right that shows the method of transportation students use to get to Martin Luther King, Jr., Middle School. Which method of transportation do most students use?
Method of Transportation Used by Students to Arrive at School
9-2 Circle Graphs
The largest section of the graph is the section that represents taking the bus.
Answer:
So, most students arrive at school by bus.
Method of Transportation Used by Students to Arrive at School
9-2 Circle Graphs Use the graph to the right that shows the favorite fruit of students in Ms. Bradley’s fifth grade class to determine the fruit most students prefer.
A.
orange B.
banana C.
mango D.
apple Favorite Fruits
9-2 Circle Graphs Use the circle graph to the right that shows the method of transportation students use to get to Martin Luther King, Jr., Middle School. Which two methods of transportation are used by the least amount of students?
Method of Transportation Used by Students to Arrive at School
9-2 Circle Graphs
The smallest section of the graph represents riding a moped. The next smallest section of the graph represents walking to school.
Answer:
So, the least amount of students arrive at school by moped and by walking.
Method of Transportation Used by Students to Arrive at School
9-2 Circle Graphs Use the graph to the right that shows the favorite fruit of students in Ms. Bradley’s fifth grade class to determine the fruit the fewest students prefer.
A.
orange B.
banana C.
mango D.
apple Favorite Fruits
9-2 Circle Graphs Method of Transportation Use the circle graph Used by Students to Arrive at School to the right that shows the method of transportation students use to get to Martin Luther King, Jr., Middle School. How does the number of students who ride mopeds compare to the number of students who take the bus?
9-2 Circle Graphs
The section representing taking the bus is about 5 times larger than the section representing riding a moped.
Method of Transportation Used by Students to Arrive at School Answer:
So, 5 times as many students take the bus.
9-2 Circle Graphs Use the graph to the right that shows the favorite fruit of students in Ms. Bradley’s fifth grade class to compare the number of students who preferred mango to the number of students who preferred apple.
Favorite Fruits
9-2 Circle Graphs Use the graph on the previous slide that shows compare the number of students who preferred mango to the number of students who preferred apple.
A.
4 times as many students prefer apples.
B.
4 times as many students prefer mangoes.
C.
3 times as many students prefer apples. D.
3 times as many students prefer mangoes.
9-3 Percents and Decimals Five-Minute Check (over Lesson 9-2)
9-3 Percents and Decimals
• I will express percents as decimals and decimals as percents.
9-3 Percents and Decimals Standard 5NS1.2
Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions
and explain why they represent the same value; compute a given percent of a whole number.
9-3 Percents and Decimals Write 86% as a decimal.
86% = 86 100 Rewrite the percent as a fraction with a denominator of 100.
= 0.86
Write
86 hundredths
as a decimal.
9-3 Percents and Decimals Write 75% as a decimal.
A.
7.5
B.
0.075
C.
0.75
D.
7.05
9-3 Percents and Decimals Write 1% as a decimal.
1% = 1 100 Rewrite the percent as a fraction with a denominator of 100.
= 0.01
Write
1 hundredths
as a decimal.
9-3 Percents and Decimals Write 7% as a decimal.
A.
0.7
B.
0.007
C.
7.0
D.
0.07
9-3 Percents and Decimals Write 110% as a decimal.
110% = 110 100 = 1 10 100 = 1.10
= 1.1
Rewrite the percent as a fraction with a denominator of 100.
Write as a mixed number.
Write
1 and 10 hundredths
as a decimal.
9-3 Percents and Decimals Write 130% as a decimal.
A.
1.3
B.
13.0
C.
0.113
D.
1.13
9-3 Percents and Decimals Write 0.44 as a percent.
0.44 = 44 100 = 44% Write
44 hundredths
as a fraction.
Write the fraction as a percent.
9-3 Percents and Decimals Write 0.65 as a percent.
A.
65% B.
6.5% C.
650% D.
0.65%
9-3 Percents and Decimals Write 1.81 as a percent.
81 1.81 = 1 100 = 181 100 = 181% Write
1 and 81 hundredths
as a mixed number.
Write the mixed number as an improper fraction.
Write the fraction as a percent.
9-3 Percents and Decimals Write 2.37 as a percent.
A.
2.37% B.
23.7% C.
237% D.
23%
9-3 Percents and Decimals Write 0.09 as a percent.
0.09 = 9 100 = 9% Write
9 hundredths
as a fraction.
Write the fraction as a percent.
9-3 Percents and Decimals Write 0.03 as a percent.
A.
30% B.
300% C.
3% D.
0.3%
9-3 Percents and Decimals During a particularly rainy June in Boston, it rained 0.8 of the days in the month. Write 0.8 as a percent.
0.8 = 8 10 = 8 × 10 ×
10 10
= 80 100 = 80% Write
8 tenths
as a fraction.
Multiply the numerator and denominator by 10 so that the denominator is 100.
Simplify.
Write the fraction as a percent.
9-3 Percents and Decimals Write 0.5 as a percent.
A.
5% B.
50% C.
0.5% D.
500%
9-4 Problem-Solving Strategy: Solve a Simpler Problem Five-Minute Check (over Lesson 9-3)
Example 1: Problem-Solving Strategy
9-4 Problem-Solving Strategy: Solve a Simpler Problem
• I will solve problems by solving a simpler problem.
9-4 Problem-Solving Strategy: Solve a Simpler Problem Standard 5MR2.2
Apply strategies and results from simpler problems to more complex problems.
Standard 5NS1.2
Interpret percents as a part of a hundred;
find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number.
9-4 Problem-Solving Strategy: Solve a Simpler Problem A total of 400 students at Liberty Elementary voted on whether a tiger or a dolphin should be the new school’s mascot. The circle graph shows the results. How many students voted for the tiger for the school mascot?
9-4 Problem-Solving Strategy: Solve a Simpler Problem U
nderstand
What facts do you know?
• 400 students voted.
• 70% of the students voted for the tiger.
What do you need to find?
• How many students voted for the tiger for the school mascot?
9-4 Problem-Solving Strategy: Solve a Simpler Problem P
lan
Solve a simpler problem by finding 10% of the number of students that voted. Then use that result to find 70% of the number of students that voted.
9-4 Problem-Solving Strategy: Solve a Simpler Problem S
olve
Since 10% = or , 1 out of every 10 students voted for the tiger. 400
÷
10 = 40 students.
Since 70% is equal to 7 times 10%, multiply 40 by 7.
40
×
7 = 280 students.
Answer:
So, 280 students voted for the tiger.
9-4 Problem-Solving Strategy: Solve a Simpler Problem C
heck
Look back at the problem. You know that 70% is close to 75%, which is . Since of 400 is 100, of 400 is 300. So, 280 is a reasonable answer.
9-5 Estimating with Percents Five-Minute Check (over Lesson 9-4)
Key Concept: Percent-Fraction Equivalents
Estimating with Percents
9-5 Estimating with Percents
• I will estimate the percent of a number.
9-5 Estimating with Percents Standard 5MR2.2
Apply strategies and results from simpler problems to more complex problems.
Standard 5NS2.5
Compute and perform simple multiplication
and division
of fractions and apply these procedures to solving problems.
9-5 Estimating with Percents
9-5 Estimating with Percents Estimate 49% of 302.
1 49% is close to 50% or . Round 302 to 300.
2 1 2 of 300 is 150.
1 2 or
half
means to divide by 2.
Answer:
So, 49% of 302 is about 150.
9-5 Estimating with Percents Estimate 51% of 599.
A.
300 B.
250 C.
350 D.
200
9-5 Estimating with Percents Estimate 80% of 42.
4 80% is . Round 42 to 40 since it is divisible by 5.
5 4 5 of 40 =
×
5 40 or 32
Answer:
Thus, 80% of 42 is about 32.
9-5 Estimating with Percents Estimate 75% of 41.
A.
40 B.
35 C.
30 D.
32
9-5 Estimating with Percents A CD that originally cost $11.90 is on sale for 30% off. If you have $7, would you have enough money to buy the CD?
To determine whether you have enough money to buy the CD, you need to estimate 30% of $11.90.
9-5 Estimating with Percents One Way: Use an equation.
1 3 =
x
12 1 3 =
x
12 x = 4 Write the equation.
Since 3
×
4 = 12, multiply 1 by 4.
9-5 Estimating with Percents Another Way: Use mental math.
1 3 of $12 is about $4.
Answer:
Since 30% off or $11.90 – $4.00 = $7.90, you would not have enough money for the CD.
9-5 Estimating with Percents Admission to the theme park was originally $50. Lou has a coupon for 25% off. His mom gave him $40. Does he have enough money to buy the ticket?
A.
Yes B.
No C.
Maybe D.
Not enough information
9-5 Estimating with Percents Claire surveyed her classmates about their favorite national park in California. Predict the number of students out of 234 who prefer the Redwood National Forest.
9-5 Estimating with Percents
You need to estimate the number of students out of 234 that preferred Redwood National Forest. 26% of the students surveyed chose Redwood National Forest.
1 26% is about 25% or .
4 Round 234 to 240 since it is divisible by 4.
1 4 1 4
×
240 or 60.
Answer:
So, about 60 students would prefer Redwood National Forest.
9-5 Estimating with Percents Claire surveyed her classmates about their favorite national park in California. Predict the number of students out of 234 who prefer the Yosemite National Park.
A.
80 students B.
75 students C.
60 students D.
85 students
9-6 Percent of a Number Five-Minute Check (over Lesson 9-5)
9-6 Percent of a Number
• I will find the percent of a number.
9-6 Percent of a Number Standard 5NS1.2
Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value;
compute a given percent of a whole number.
9-6 Percent of a Number Find 7% of 400.
To find 7% of 400, you can use either method.
One Way: Write the percent as a fraction.
7 100
×
400 or 28
9-6 Percent of a Number Another Way: Write the percent as a decimal.
or 0.07
0.07 of 400 = 0.07
×
400 or 28
Answer:
So, 7% of 400 is 28.
9-6 Percent of a Number Find 5% of 400.
A.
20 B.
25 C.
22 D.
30
9-6 Percent of a Number Find 130% of 80.
9-6 Percent of a Number One Way: Write the percent as a fraction.
130% = 130 10 13 10 13 10
×
80 1 or 104
×
80
9-6 Percent of a Number Another Way: Write the percent as a decimal.
130% = 130 or 1.3 1.3 of 80 = 1.3
×
80 or 104
Answer:
So, 130% of 80 is 104.
9-6 Percent of a Number Find 140% of 20.
A.
30 B.
28 C.
70 D.
15
9-6 Percent of a Number The Adams School raised money for a field trip by selling the items shown in the circle graph. If the school collected $596, how much did the school raise with the book sale?
9-6 Percent of a Number
You need to find 28% of $596.
28 28% = 100 = 0.28 Definition of a percent Write
28 hundredths
as a decimal.
0.28 of $596 = 0.28
×
596 = 166.88
Multiply.
Answer:
So, the school raised $166.88 with the book sale.
9-6 Percent of a Number If the school raised $455, how much did the school raise with the baked goods sale?
A.
$109.20
B.
$110 C.
$108.98 D.
$111.15
9-7 Problem-Solving Investigation: Choose the Best Strategy Five-Minute Check (over Lesson 9-6)
Example 1: Problem-Solving Investigation
9-7 Problem-Solving Investigation: Choose the Best Strategy
• I will choose the best strategy to solve a problem.
9-7 Problem-Solving Investigation: Choose the Best Strategy Standard 5MR1.1
Analyze problems by identifying relationships,
distinguishing relevant from irrelevant information, sequencing and prioritizing information,
and observing patterns.
Standard 5NS1.2
Interpret percents as a part of a hundred; . . .
compute a given percent of a whole number.
9-7 Problem-Solving Investigation: Choose the Best Strategy TYRA: I’m going to the mall with $75 to buy a shirt, a pair of jeans, and a hat. The hat costs $15, which is 50% of the cost of one shirt. The shirt costs $10 less than the jeans. If I spend more than $50, I get a 15% discount off of the total price.
YOUR MISSION: Determine if Tyra has enough money to buy all three items.
9-7 Problem-Solving Investigation: Choose the Best Strategy U
nderstand
What facts do you know?
• Tyra has $75 to spend.
What do you need to find?
• You need to determine if Tyra has enough money to buy all three items.
9-7 Problem-Solving Investigation: Choose the Best Strategy P
lan
You can work backward to find the amount that each item costs. Then find out how much she spent.
9-7 Problem-Solving Investigation: Choose the Best Strategy S
olve
The hat is 50% of the cost of one shirt. So, one shirt costs $15
×
2 or $30. The cost of the jeans is $10 more than the cost of the shirt. So, the jeans cost $30 + $10 or $40. So, Tyra spent $15 + $30 + $40 or $85.
Since she spent a total of $85, she gets a 15% discount. 85
×
15% → 85
×
0.15 = $12.75
The discount is $12.75.
9-7 Problem-Solving Investigation: Choose the Best Strategy S
olve
Answer:
So, Tyra spent $85 – $12.75 or $72.25. Since $72.25 is less than $75, Tyra has enough money.
9-7 Problem-Solving Investigation: Choose the Best Strategy C
heck
Start with the cost of the jeans. The jeans cost $40. The shirt costs are $40 – $10 or $30. The hat is 50% of the cost of the shirt, so the hat is $30
÷
2 or $15.
9-8 Probability Five-Minute Check (over Lesson 9-7)
9-8 Probability
• • • • I will find and interpret the probability of a simple event.
outcomes simple event probability • • random complementary events
9-8 Probability Preparation for Standard 6SDAP3.3
Represent probabilities as ratios,
proportions
, decimals between 0 and 1, and percentages between 0 and 100
and verify that the probabilities computed are reasonable;
know that if P is the probability of an event, 1 – P is the probability of an event not occurring.
9-8 Probability
9-8 Probability There are six equally likely outcomes on the spinner to the right. Find the probability of landing on 1.
There is one section of the spinner labeled 1.
9-8 Probability
P
(1) = number of favorable outcomes number of possible outcomes = 1 6
Answer:
1 The probability of landing on 1 is , 6 0.167, or 16.7%.
9-8 Probability There are six equally likely outcomes on the spinner below. Find the probability of landing on an even number.
A.
50% B.
40% C.
25% D.
75%
9-8 Probability There are six equally likely outcomes on the spinner to the right. Find the probability of landing on 2 or 4.
The word
or
indicates that the favorable outcomes are the 2 and 4 sections. There is one section of the spinner that is a 2 and one section that is a 4.
9-8 Probability
P
(2 or 4) = number of favorable outcomes number of possible outcomes = 2 6 = 1 3 Simplify.
Answer:
1 The probability of landing on 2 or 4 is , 3 0.33, or 33%.
9-8 Probability There are six equally likely outcomes on the spinner below. Find the probability of landing on a number greater than 2.
A. 3 4 A. 1 4 A. 3 6 A. 2 3
9-8 Probability The spinner is spun once. Find the probability of not landing on a 6.
The probability of not landing on a 6 and the probability of landing on a 6 are complementary.
9-8 Probability
P
(6) +
P
(
not
6) = 1 1 6 +
P
(
not
6) = 1
– 1 6
P
(
not
=
6) =
– 1 6
5 6 The sum of the probabilities is 1.
1 Replace
P
(6) with .
6 Subtract from each side.
6
Answer:
5 So, the probability of
not
landing on 6 is , 6 0.8333…, or 83.33%.
9-8 Probability The spinner is spun once. Find the probability of not landing on an even number.
A.
30% B.
50% C.
40% D.
25%
9-8 Probability A sportscaster predicted that the Tigers have a 75% chance of winning tonight. Describe the complement of the event and find its probability.
The complement of winning is
not
winning. The sum of the probabilities is 100%.
9-8 Probability
P
(winning) +
P
(
not
winning) = 100% 75% +
P
(
not
winning) = 100%
– 75% = – 75%
P
(
not
winning) = 25% Replace
P
(winning) with 75%.
Subtract 75% from each side.
Answer:
So, the probability that the Tigers will
not
win 1 is 25%, , or 0.25.
4
9-8 Probability The weathercaster reported a 40% chance of thunderstorms. Identify the complement. Then find its probability.
A.
60% chance of not storming B.
40% chance of not storming C.
50% chance of not storming D.
45% chance of not storming
9-9 Sample Spaces Five-Minute Check (over Lesson 9-8)
9-9 Sample Spaces
• I will construct sample spaces using tree diagrams or lists.
• • sample space tree diagram
9-9 Sample Spaces Preparation for Standard 6SDAP3.1
Represent all possible outcomes for compound events in an organized way (e.g.
tables, grids
, tree diagrams) and express the theoretical probability of each outcome.
9-9 Sample Spaces While on vacation, Carlos can snorkel, boat, and paraglide. In how many ways can Carlos do the three activities?
Make an organized list to show the sample space. Let S = snorkel, B = boat, and P = paraglide.
SBP SPB BPS BSP PBS PSB
Answer:
So, there are 6 ways to do the three activities.
9-9 Sample Spaces While shopping at the store, Louisa must get toilet paper, milk, bread, and cat food. How many different ways can she collect these items?
A.
16 B.
64 C.
24 D.
30
9-9 Sample Spaces A car can be purchased with either two doors or four doors. You may also choose leather, fabric, or vinyl seats. Use a tree diagram to find all the buying options.
List each door choice. Then pair each door choice with each seat choice.
9-9 Sample Spaces Car
2-door (2) 4-door (4)
Seat
leather (L) fabric (F) vinyl (V) leather (L) fabric (F) vinyl (V)
Answer:
There are 6 possible combinations.
Outcome
2L 2F 2V 4L 4F 4V
9-9 Sample Spaces At the ice cream store, you can order either a sugar cone or a cake cone. You may also choose from chocolate, strawberry, vanilla, or orange sherbet ice cream flavors. How many combinations of cone and ice cream can I get?
A.
6 B.
8 C.
10 D.
16
9-9 Sample Spaces Dayo rolls two number cubes. What is the probability that she will roll a 5 on the first cube and a 2 on the second cube?
Use a tree diagram to find all of the possible outcomes.
9-9 Sample Spaces
1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 Notice there is only one combination of 5 first then 2.
Answer:
Since there are 36 possible outcomes and only one favorable outcome, the probability of rolling a 5 on the first cube and a 2 on the second is .
36
9-9 Sample Spaces Joy rolls two number cubes. What is the probability that she will roll a 3 and a 4?
A.
1 36 B.
1 18 C.
2 36 D.
1 63
9-10 Making Predictions Five-Minute Check (over Lesson 9-9)
9-10 Making Predictions
• I will predict the actions of a larger group using a sample.
• • • survey population sample
9-10 Making Predictions Standard 5AF1.2
Use a letter to represent an unknown number;
write and evaluate simple algebraic expressions in one variable by substitution.
9-10 Making Predictions Bonne asked every sixth person in the school cafeteria to name the kind of activity he or she would like to do for the school’s spring outing. What is the probability that a student will prefer an amusement park?
9-10 Making Predictions
P
(amusement park) = number of students that prefer the amusement park number of students surveyed = 15 40
Answer:
So, 15 out of 40 or , 0.375, or 37.5% 40 will prefer the amusement park.
9-10 Making Predictions Use the table below to answer the following question. What is the probability that a student prefers chocolate ice cream?
A.
22 55 B.
2 5 C.
11 25 D.
22 50
9-10 Making Predictions There are 400 students at Julia’s school. Predict how many students prefer going to an amusement park.
Let
s
represent the number of students that prefer going to an amusement park.
9-10 Making Predictions
15 40 =
s
400 Write an equation.
15 40 =
s
400 Since 40
×
10 = 400, multiply 15 by 10 to find
s
.
15 40 =
150
400
s
= 150
Answer:
Of 400 students, about 150 will prefer the amusement park.
9-10 Making Predictions There are 550 students at Corbin’s school. Predict how many of the students will prefer strawberry.
A.
170 students B.
55 students C.
130 students D.
155 students
9
Percent
Circle Graphs Estimating with Percents
9
Percent Lesson 9-1 Lesson 9-2 Lesson 9-3 Lesson 9-4 Lesson 9-5 Lesson 9-6 Lesson 9-7 Lesson 9-8 Lesson 9-9 Lesson 9-10
(over Chapter 8) (over Lesson 9-1) (over Lesson 9-2) (over Lesson 9-3) (over Lesson 9-4) (over Lesson 9-5) (over Lesson 9-6) (over Lesson 9-7) (over Lesson 9-8) (over Lesson 9-9)
9
Percent (over Chapter 8) While driving on a vacation, the Nguyen family traveled at an average speed of 60 miles per hour. Make a table to show the relationship between the total distance d the family traveled in h hours.
A.
9
Percent (over Chapter 8) While driving on a vacation, the Nguyen family traveled at an average speed of 60 miles per hour. Make a table to show the relationship between the total distance d the family traveled in h hours.
B.
9
Percent (over Chapter 8) While driving on a vacation, the Nguyen family traveled at an average speed of 60 miles per hour. Make a table to show the relationship between the total distance d the family traveled in h hours.
C.
9
Percent (over Chapter 8) While driving on a vacation, the Nguyen family traveled at an average speed of 60 miles per hour. Make a table to show the relationship between the total distance d the family traveled in h hours.
D.
9
Percent (over Chapter 8) While driving on a vacation, the Nguyen family traveled at an average speed of 60 miles per hour. Make a table to show the relationship between the total distance d the family traveled in h hours.
D.
9
Percent (over Chapter 8) While driving on a vacation, the Nguyen family traveled at an average speed of 60 miles per hour. Write an equation to find the total distance d that the Nguyen family traveled in h hours.
A.
d = 30h2 B.
d = 60h C.
d = 20h3
9
Percent (over Chapter 8) While driving on a vacation, the Nguyen family traveled at an average speed of 60 miles per hour. How many miles did the Nguyen family travel in 4 hours?
A.
120 miles B.
100 miles C.
240 miles
9
Percent (over Lesson 9-1) Write 35% as a fraction or a mixed number in simplest form.
7 A. 20 B. 3 5 C. 1 3 D. 1 3 4
9
Percent (over Lesson 9-1) Write 4% as a fraction or a mixed number in simplest form.
4 A. 10 B.
40 100 C. 1 3 5 1 D. 25
9
Percent (over Lesson 9-1) Write 175% as a fraction or a mixed number in simplest form.
A. 1 3 4 B.
17 150 C. 1 5 6 D. 2 3
9
Percent Write as a percent.
5 A.
25% B.
40% C.
35% D.
2 1 5 (over Lesson 9-1)
9
Percent Write as a percent.
25 A.
15% B.
2 5 C.
40% D.
12% (over Lesson 9-1)
9
Percent Write 2 as a percent.
5 A.
260% B.
35% C.
125% D.
3 2 5 (over Lesson 9-1)
9
Percent (over Lesson 9-2) Sketch a circle graph of this data: In a survey of preferences of four careers, 14% of students chose teacher, 25% chose doctor, 25% chose lawyer, and 36% chose musician.
A.
9
Percent (over Lesson 9-2) Sketch a circle graph of this data: In a survey of preferences of four careers, 14% of students chose teacher, 25% chose doctor, 25% chose lawyer, and 36% chose musician.
B.
9
Percent (over Lesson 9-2) Sketch a circle graph of this data: In a survey of preferences of four careers, 14% of students chose teacher, 25% chose doctor, 25% chose lawyer, and 36% chose musician.
C.
9
Percent (over Lesson 9-2) Sketch a circle graph of this data: In a survey of preferences of four careers, 14% of students chose teacher, 25% chose doctor, 25% chose lawyer, and 36% chose musician.
D.
9
Percent (over Lesson 9-2) Sketch a circle graph of this data: In a survey of preferences of four careers, 14% of students chose teacher, 25% chose doctor, 25% chose lawyer, and 36% chose musician.
B.
9
Percent Write 98% as a decimal.
A.
0.98
B.
1.98
C.
0.02
D.
0.20
(over Lesson 9-3)
9
Percent Write 7% as a decimal.
A.
0.70
B.
1.03
C.
0.07
D.
0.93
(over Lesson 9-3)
9
Percent Write 135% as a decimal.
A.
13.5
B.
1.035
C.
1.35
D.
0.65
(over Lesson 9-3)
9
Percent Write 0.79 as a percent.
A.
21% B.
79% C.
7.9% D.
0.79% (over Lesson 9-3)
9
Percent Write 0.03 as a percent.
A.
3% B.
93% C.
30% D.
1.3% (over Lesson 9-3)
9
Percent Write 1.09 as a percent.
A.
1.9% B.
19% C.
0.19% D.
109% (over Lesson 9-3)
9
Percent (over Lesson 9-4) Use the solve a simpler problem strategy to solve this problem. A team needs to assemble 1,200 boxes. They can assemble 45 boxes every 30 minutes. If they work 8 hours a day, can they assemble all the boxes in one day? Explain.
A.
No; they can make only 720 boxes in one day.
B.
Yes; they can make 1,200 boxes.
9
Percent Estimate 19% of $78.
(over Lesson 9-5) A.
1 5 of $80; $16 B.
1 6 of $70; $15 C.
2 8 of $90; $20
9
Percent Estimate 53% of 220.
(over Lesson 9-5) A.
2 5 of 200; 150 B.
3 5 of 250; 225 C.
1 2 of 200; 100
9
Percent Estimate 69% of 20.
A.
7 10 of 20; 14 B.
6 10 of 20; 16 C.
8 10 of 20; 8 (over Lesson 9-5)
9
Percent Estimate 4% of 20.
A.
1 20 of 20; 1 B.
4 5 of 20; 16 C.
1 4 of 20; 6 (over Lesson 9-5)
9
Percent Find 50% of 786.
A.
409 B.
343 C.
410 D.
393 (over Lesson 9-6)
9
Percent Find 100% of 150.
A.
75 B.
150 C.
100 D.
1,500 (over Lesson 9-6)
9
Percent Find 8% of 25.
A.
2 B.
12 C.
4 D.
20 (over Lesson 9-6)
9
Percent Find 75% of 84.
A.
75 B.
24 C.
63 D.
76 (over Lesson 9-6)
9
Percent Find 105% of 40.
A.
42 B.
65 C.
60 D.
105 (over Lesson 9-6)
9
Percent (over Lesson 9-7) Use any strategy to solve this problem. Explain how you used the strategy. Tickets for a town fair cost $25 for adults and $10 for students. The town collected $2,045 for 107 tickets. How many student tickets were sold? A.
107 student tickets B.
2,045 student tickets C.
42 student tickets D.
35 student tickets
9
Percent (over Lesson 9-8) Find each probability for a spinner with 8 sections that are marked 1, 2, 3, 4, 5, 6, 7, and 8.
P(even number) A.
1 3 B.
C.
1 7 1 8 D.
1 2
9
Percent (over Lesson 9-8) Find each probability for a spinner with 8 sections that are marked 1, 2, 3, 4, 5, 6, 7, and 8.
P(number > 3) A.
1 9 B.
3 8 C.
5 8 D.
6 8
9
Percent (over Lesson 9-8) Find each probability for a spinner with 8 sections that are marked 1, 2, 3, 4, 5, 6, 7, and 8.
P(not an even number) A.
3 8 B.
3 5 C.
1 2 D.
3 7
9
Percent (over Lesson 9-8) Find each probability for a spinner with 8 sections that are marked 1, 2, 3, 4, 5, 6, 7, and 8.
P(number not > 3) A.
3 8 B.
1 2 C.
3 8 D.
1 3
9
Percent (over Lesson 9-9) An ice cream wagon offers chocolate, strawberry, and vanilla ice cream cones. You can have a waffle cone or a sugar cone with one scoop of ice cream. Find the sample space and tell how many outcomes are possible.
A.
3 outcomes: WC, WS, WV B.
3 outcomes: SC, SS, SV C.
6 outcomes: WC, WS, WV, SC, SS, SV
9
Percent (over Lesson 9-9) You roll a number cube twice. You record one number from the first roll and another number from the second roll. Tell how many outcomes are possible.
A.
24 outcomes B.
36 outcomes C.
12 outcomes
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