Course 1
Chapter XResource Masters
Course 1
Chapter 10Resource Masters
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved.Printed in the United States of America. Permission is granted to reproduce thematerial contained herein on the condition that such material be reproduced only forclassroom use; be provided to students, teacher, and families without charge; andbe used solely in conjunction with Glencoe Mathematics: Applications andConcepts, Course 1. Any other reproduction, for use or sale, is prohibited withoutprior written permission of the publisher.
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240
Mathematics: Applications and Concepts, Course 1ISBN: 0-07-860073-1 Chapter 10 Resource Masters
1 2 3 4 5 6 7 8 9 10 024 12 11 10 09 08 07 06 05 04 03
Consumable Workbooks
Many of the worksheets contained in the Chapter Resource Mastersbooklets are available as consumable workbooks in both English andSpanish.
Study Guide and Intervention Workbook 0-07-860085-5
Study Guide and Intervention Workbook (Spanish) 0-07-860091-X
Practice: Skills Workbook 0-07-860086-3
Practice: Skills Workbook (Spanish) 0-07-860092-8
Practice: Word Problems Workbook 0-07-860087-1
Practice: Word Problems Workbook (Spanish) 0-07-860093-6
Reading to Learn Mathematics Workbook 0-07-861057-5
Answers for Workbooks The answers for Chapter 10 of theseworkbooks can be found in the back of this Chapter Resource Mastersbooklet.
Spanish Assessment Masters Spanish versions of forms 2A and 2C ofthe Chapter 10 Test are available in the Glencoe Mathematics: Applicationsand Concepts Spanish Assessment Masters, Course 1 (0-07-860095-2).
iii
Vocabulary Builder .............................vii
Family Letter............................................ix
Family Activity ........................................x
Lesson 10-1Study Guide and Intervention ........................491Practice: Skills ................................................492Practice: Word Problems................................493Reading to Learn Mathematics......................494Enrichment .....................................................495
Lesson 10-2Study Guide and Intervention ........................496Practice: Skills ................................................497Practice: Word Problems................................498Reading to Learn Mathematics......................499Enrichment .....................................................500
Lesson 10-3Study Guide and Intervention ........................501Practice: Skills ................................................502Practice: Word Problems................................503Reading to Learn Mathematics......................504Enrichment .....................................................505
Lesson 10-4Study Guide and Intervention ........................506Practice: Skills ................................................507Practice: Word Problems................................508Reading to Learn Mathematics......................509Enrichment .....................................................510
Lesson 10-5Study Guide and Intervention ........................511Practice: Skills ................................................512Practice: Word Problems................................513Reading to Learn Mathematics......................514Enrichment .....................................................515
Lesson 10-6Study Guide and Intervention ........................516Practice: Skills ................................................517Practice: Word Problems................................518Reading to Learn Mathematics......................519Enrichment .....................................................520
Lesson 10-7Study Guide and Intervention ........................521Practice: Skills ................................................522Practice: Word Problems................................523Reading to Learn Mathematics......................524Enrichment .....................................................525
Lesson 10-8Study Guide and Intervention ........................526Practice: Skills ................................................527Practice: Word Problems................................528Reading to Learn Mathematics......................529Enrichment .....................................................530
Chapter 10 AssessmentChapter 10 Test, Form 1 ........................531–532Chapter 10 Test, Form 2A......................533–534Chapter 10 Test, Form 2B......................535–536Chapter 10 Test, Form 2C......................537–538Chapter 10 Test, Form 2D......................539–540Chapter 10 Test, Form 3 ........................541–542Chapter 10 Extended Response
Assessment .................................................543Chapter 10 Vocabulary Test/Review...............544Chapter 10 Quizzes 1 & 2..............................545Chapter 10 Quizzes 3 & 4..............................546Chapter 10 Mid-Chapter Test .........................547Chapter 10 Cumulative Review......................548Chapter 10 Standardized Test Practice..549–550
Standardized Test Practice Student Recording Sheet ..............................A1
Standardized Test Practice Rubric...................A2ANSWERS .............................................A3–A32
CONTENTS
iv
Teacher’s Guide to Using the Chapter 10 Resource Masters
The Fast File Chapter Resource system allows you to conveniently file the resources youuse most often. The Chapter 10 Resource Masters includes the core materials needed forChapter 10. These materials include worksheets, extensions, and assessment options. Theanswers for these pages appear at the back of this booklet.
All of the materials found in this booklet are included for viewing and printing in theGlencoe Mathematics: Applications and Concepts, Course 1, TeacherWorks CD-ROM.
Vocabulary Builder Pages vii-viiiinclude a student study tool that presentsup to twenty of the key vocabulary termsfrom the chapter. Students are to recorddefinitions and/or examples for each term.You may suggest that students highlight orstar the terms with which they are notfamiliar.
When to Use Give these pages to studentsbefore beginning Lesson 10-1. Encouragethem to add these pages to theirmathematics study notebook. Remind themto add definitions and examples as theycomplete each lesson.
Family Letter and Family ActivityPage ix is a letter to inform your students’families of the requirements of the chapter.The family activity on page x helps themunderstand how the mathematics studentsare learning is applicable to real life.
When to Use Give these pages to studentsto take home before beginning the chapter.
Study Guide and InterventionThere is one Study Guide and Interventionmaster for each lesson in Chapter 10.
When to Use Use these masters asreteaching activities for students who needadditional reinforcement. These pages canalso be used in conjunction with the StudentEdition as an instructional tool for studentswho have been absent.
Practice: Skills There is one master foreach lesson. These provide practice thatmore closely follows the structure of thePractice and Applications section of theStudent Edition exercises.
When to Use These provide additionalpractice options or may be used ashomework for second day teaching of thelesson.
Practice: Word Problems There is onemaster for each lesson. These providepractice in solving word problems that applythe concepts of the lesson.
When to Use These provide additionalpractice options or may be used ashomework for second day teaching of thelesson.
Reading to Learn Mathematics Onemaster is included for each lesson. The firstsection of each master asks questions aboutthe opening paragraph of the lesson in theStudent Edition. Additional questions askstudents to interpret the context of andrelationships among terms in the lesson.Finally, students are asked to summarizewhat they have learned using variousrepresentation techniques.
When to Use This master can be used as astudy tool when presenting the lesson or asan informal reading assessment afterpresenting the lesson. It is also a helpful toolfor ELL (English Language Learner)students.
v
Enrichment There is one extensionmaster for each lesson. These activities mayextend the concepts in the lesson, offer anhistorical or multicultural look at theconcepts, or widen students’ perspectives onthe mathematics they are learning. Theseare not written exclusively for honorsstudents, but are accessible for use with alllevels of students.
When to Use These may be used as extracredit, short-term projects, or as activitiesfor days when class periods are shortened.
Assessment OptionsThe assessment masters in the Chapter 10Resources Masters offer a wide range ofassessment tools for intermediate and finalassessment. The following lists describe eachassessment master and its intended use.
Chapter AssessmentChapter Tests
• Form 1 contains multiple-choice questionsand is intended for use with basic levelstudents.
• Forms 2A and 2B contain multiple-choicequestions aimed at the average levelstudent. These tests are similar in formatto offer comparable testing situations.
• Forms 2C and 2D are composed of free-response questions aimed at the averagelevel student. These tests are similar informat to offer comparable testingsituations. Grids with axes are providedfor questions assessing graphing skills.
• Form 3 is an advanced level test withfree-response questions. Grids withoutaxes are provided for questions assessinggraphing skills.
All of the above tests include a free-responseBonus question.
• The Extended-Response Assessmentincludes performance assessment tasksthat are suitable for all students. Ascoring rubric is included for evaluationguidelines. Sample answers are providedfor assessment.
• A Vocabulary Test, suitable for allstudents, includes a list of the vocabularywords in the chapter and ten questionsassessing students’ knowledge of thoseterms. This can also be used inconjunction with one of the chapter testsor as a review worksheet.
Intermediate Assessment• Four free-response quizzes are included
to offer assessment at appropriateintervals in the chapter.
• A Mid-Chapter Test provides an optionto assess the first half of the chapter. It iscomposed of both multiple-choice and free-response questions.
Continuing Assessment• The Cumulative Review provides
students an opportunity to reinforce andretain skills as they proceed through theirstudy of Glencoe Mathematics:Applications and Concepts, Course 1. Itcan also be used as a test. This masterincludes free-response questions.
• The Standardized Test Practice offerscontinuing review of pre-algebra conceptsin various formats, which may appear onthe standardized tests that they mayencounter. This practice includes multiple-choice, short response, grid-in, andextended response questions. Bubble-inand grid-in answer sections are providedon the master.
Answers• Page A1 is an answer sheet for the
Standardized Test Practice questions thatappear in the Student Edition on pages 422–423. This improves students’familiarity with the answer formats theymay encounter in test taking.
• Detailed rubrics for assessing theextended response questions on page 423are provided on page A2.
• The answers for the lesson-by-lessonmasters are provided as reduced pageswith answers appearing in red.
• Full-size answer keys are provided for theassessment masters in this booklet.
© Glencoe/McGraw-Hill vii Mathematics: Applications and Concepts, Course 1
This is an alphabetical list of new vocabulary terms you will learn inChapter 10. As you study the chapter, complete each term’s definitionor description. Remember to add the page number where you foundthe term. Add these pages to your math study notebook to reviewvocabulary at the end of the chapter.
NAME ________________________________________ DATE ______________ PERIOD _____
Reading To Learn MathematicsVocabulary Builder
Vocabulary TermFound
Definition/Description/Exampleon Page
cross products
equivalent ratios
percent
proportion
rate
ratio
scale
scale drawing
scale model
unit rate
Vo
cab
ula
ry B
uild
er
© Glencoe/McGraw-Hill ix Mathematics: Applications and Concepts, Course 1
Family LetterNAME ________________________________________ DATE ______________ PERIOD _____
Signature of Parent or Guardian ________________________________________DATE ________
Dear Parent or Guardian:
Ratios, rates, percents, and proportions help us to make
decisions. We can use them to make models of objects and to
determine distances on a map. We can also use them to make
budget decisions, to determine the better buy at a grocery
store, and to calculate sales tax.
In Chapter 10: Ratio, Proportion, and Percent, your child
will learn how to express ratios and rates as fractions, to solve
proportions, and to solve problems by drawing a diagram. Your
child will also learn how to express percents as fractions and
decimals and to find the percent of a number. Your child will
complete a variety of daily classroom assignments and activities
and possibly produce a chapter project.
By signing this letter and returning it with your child, you
agree to encourage your child by getting involved. Enclosed is
an activity you can do with your child that also relates the
math we will be learning in Chapter 10 to the real world. You
may also wish to log on to the Online Study Tools for
self-check quizzes, Parent and Student Study Guide pages, and
other study help at www.msmath1.net. If you have any
questions or comments, feel free to contact me at school.
Sincerely,
Fam
ily L
ette
r
© Glencoe/McGraw-Hill x Mathematics: Applications and Concepts, Course 1
Family ActivityNAME ________________________________________ DATE ______________ PERIOD _____
Cars, Trucks, and PercentsWork with a family member to answer the following questions. Askten family members or friends what kind of cars they drive: sportsutility, truck, sedan, van, convertible, or other. Record the results inthe space below.
1. a. What percent of these people drive sports utility vehicles?
b. Express the percent as a decimal.
2. a. What percent of these people drive trucks?
b. Express the percent as a decimal.
3. a. What percent of these people drive sedans?
b. Express the percent as a decimal.
4. a. What percent of these people drive vans?
b. Express the percent as a decimal.
© Glencoe/McGraw-Hill 491 Mathematics: Applications and Concepts, Course 1
Refer to the diagram at the right.
Write the ratio that compares the number of circles tothe number of triangles.
�45� The GCF of 4 and 5 is 1.
So, the ratio of circles to triangles is �45�, 4 to 5, or 4:5.
For every 4 circles, there are 5 triangles.
Write the ratio that compares the number of circles to the total number of figures.� 2
�140�
� �25� The GCF of 4 and 10 is 2.
� 2
The ratio of circles to the total number of figures is �25�, 2 to 5, or 2:5.
For every two circles, there are five total figures.
Write the ratio 20 students to 5 computers as a unit rate.
� 5
�520
cosmtu
pduetnetrss� �1
4csotmud
peunttesr� Divide the numerator and the denominator by 5 to get a denominator of 1.
� 5
The ratio written as a unit rate is 4 students to 1 computer.
Write each ratio as a fraction in simplest form.
1. 2 guppies out of 6 fish 2. 12 puppies to 15 kittens 3. 5 boys out of 10 students
Write each ratio as a unit rate.
4. 6 eggs for 3 people 5. $12 for 4 pounds 6. 40 pages in 8 days
A rate is a ratio of two measurements having different kinds of units. When a rate is simplified so thatit has a denominator of 1, it is called a unit rate.
circles ➝total figures ➝
circles ➝triangles ➝
A ratio is a comparison of two numbers by division. A common way to express a ratio is as a fraction
in simplest form. Ratios can also be written in other ways. For example, the ratio �23
� can be written as
2 to 3, 2 out of 3, or 2:3.
NAME ________________________________________ DATE ______________ PERIOD _____
Study Guide and InterventionRatios
�
�
�
�
Less
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1
Write each ratio as a fraction in simplest form.
1. 3 sailboats to 6 motorboats 2. 4 tulips to 9 daffodils
3. 5 baseballs to 25 softballs 4. 2 days out of 8 days
5. 6 poodles out of 18 dogs 6. 10 yellow eggs out of 12 colored eggs
7. 12 sheets of paper out of 28 8. 18 hours out of 24 hours
9. 16 elms out of 20 trees 10. 15 trumpets to 9 trombones
11. 5 ducks to 30 geese 12. 14 lions to 10 tigers
13. 6 sodas out of 16 drinks 14. 20 blue jays out of 35 birds
Write each ratio as a unit rate.
15. 14 hours in 2 weeks 16. 36 pieces of candy for 6 children
17. 8 teaspoons for 4 cups 18. 8 tomatoes for $2
19. $28 for 4 hours 20. 150 miles in 3 hours
21. $18 for 3 CDs 22. 48 logs on 6 trucks
23. Write the ratio 21 wins to 9 losses as a fraction in simplest form.
24. Write the ratio $12 dollars for 3 tickets as a unit rate.
NAME ________________________________________ DATE ______________ PERIOD _____
Practice: SkillsRatios
© Glencoe/McGraw-Hill 492 Mathematics: Applications and Concepts, Course 1
© Glencoe/McGraw-Hill 493 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
Practice: Word ProblemsRatios
1. FOOTBALL In the NFL 2001–2002season, the Miami Dolphins won 11 games and the Oakland Raiderswon 10 games. What is the ratio ofwins for the Dolphins to wins for theRaiders?
2. GARDENING Rod has 10 rosebushes, 2 ofwhich produce yellow roses. Write theratio 2 yellow rosebushes out of 10 rosebushes in simplest form.
�15
�
3. TENNIS Nancy and Lisa played 20 setsof tennis. Nancy won 12 of them. Writethe ratio of Nancy’s wins to the totalnumber of sets in simplest form.
4. AGES Oscar is 16 years old and hissister Julia is 12 years old. What willbe the ratio of Oscar’s age to Julia’s agein 2 years? Write as a fraction insimplest form.
�97
�
5. MOVIES Four friends paid a total of $32for movie tickets. What is the ratio $32for 4 people written as a unit rate?
6. WORKING At a warehouse, theemployees can unload 18 trucks in 6 hours. What is the unit rate forunloading trucks?
7. ANIMALS A reindeer can run 96 milesin 3 hours. At this rate, how far can areindeer run in 1 hour? Explain.
8. SHOPPING Jenny wants to buy cerealthat comes in large and small boxes.The 32-ounce box costs $4.16, and the14-ounce box costs $2.38. Which box isless expensive per ounce? Explain.
Less
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© Glencoe/McGraw-Hill 494 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
Pre-Activity Read the introduction at the top of page 380 in your textbook.Write your answers below.
1. Write a sentence that compares the number of navy socks to the numberof white socks. Use the word less in your sentence.
2. Write a sentence that compares the number of black socks to the number of white socks. Use the word half in your sentence.
3. Write a sentence comparing the number of white socks to the totalnumber of socks. Use a fraction in your sentence.
Reading the Lesson4. A ratio compares amounts of two different things by division. Tell what
different things are compared in the examples in your textbook.
Example 1
Example 2
5. Write the ratio of 2 pens out of a total of 3 pens 4 different ways.
6. What is the denominator in a unit rate?
Helping You Remember7. Go to your local grocery store and make a list of unit rates that are used to
price items in the store. Also, compare prices for different brands of acertain product. How can you find out which brand provides the best value?Does the store help you to make the comparison? If so, how?
Reading to Learn MathematicsRatios
© Glencoe/McGraw-Hill 495 Mathematics: Applications and Concepts, Course 1
Ratios and Rectangles1. Use a centimeter ruler to measure the width and the
length of each rectangle. Then express the ratio of thewidth to the length as a fraction in simplest form.
2. Similar figures have the same shape, but not necessarily the same size.Two rectangles are similar if the ratio of the width to the length is thesame for each. Which rectangles in Exercise 1 are similar?
3. For centuries artists and architects have used a shape called the goldenrectangle because people seem to find it most pleasant to look at. In agolden rectangle, the ratio of the width to the length is a little less than
�58�. Which rectangle in Exercise 1 is most nearly a golden rectangle?
E
D
C
BA
EnrichmentNAME ________________________________________ DATE ______________ PERIOD _____
Enrichment
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© Glencoe/McGraw-Hill 496 Mathematics: Applications and Concepts, Course 1
Solve �25� � �n
4�. Solve �
34� � �1
b2�.
2 � n � 5 � 4 Cross products 3 � 12 � 4 � b Cross products2n � 20 Multiply. 36 � 4b Multiply.
�22n� � �
220� Divide each side by 2. �
346� � �
44b� Divide each side by 4.
n � 10 9 � bThe solution is 10. The solution is 9.
Determine whether each pair of ratios form a proportion. Explainyour reasoning.
1. �35�, �1
60�
2. �29�, �1
46�
Solve each proportion.
3. �23� � �n
8� 4. �
34� � �
1x2� 5. �
24� � �8
y�
6. �35� � �1
b5�
7. �19.2� � �1
c.5�
8. �1d6�
� �38�
9. �2x.6�
� �11..53�
10. �2y� � �
69� 11. �
02..16�
� �0z.5�
A proportion is an equation stating that two ratios are equivalent. For example, the ratios �12
� and �36
� are
equivalent, so the equation �12
� � �36
� is a proportion. In order for two ratios to form a proportion, their
cross products must be equal.
When one value in a proportion is unknown, you can use cross products to solve the proportion.
NAME ________________________________________ DATE ______________ PERIOD _____
Study Guide and InterventionSolving Proportions
12
�1 � 6 is onecross product
1 � 6 � 2 � 36 � 6
The cross products are equal
2 � 3 is the othercross product
36
© Glencoe/McGraw-Hill 497 Mathematics: Applications and Concepts, Course 1
Solve each proportion.
1. �25� � �
8x� 2. �
27� � �
4y� 3. �
35� � �3
b0�
4. �29� � �3
c6�
5. �45� � �2
d5�
6. �240� � �
1f0�
7. �2g
� � �2184�
8. �2x� � �
1205�
9. �43� � �1
h8�
10. �1300�
� �2r� 11. �1
t8�
� �36� 12. �
23� � �m
6�
13. �92� � �6
s� 14. �3
n6�
� �26� 15. �u
4� � �
1221�
16. �56� � �1
m2�
17. �2d7�
� �49� 18. �
58� � �
1q5�
19. �1257�
� �5k� 20. �
4x� � �
2300�
21. �b3� � �
294�
22. �3z5�
� �47� 23. �
6c� � �
2248�
24. �68� � �2
x4�
25. �1146�
� �b8� 26. �
8r� � �
2247�
27. �1366�
� �9t�
28. �12..24�
� �2n.4� 29. �
01..58�
� �9s
� 30. �1w.6� � �1
86�
31. What is the solution of �35� � �
2k�? Round to the nearest tenth.
32. Find the solution of �43.3� � �2
n.2�
to the nearest tenth.
NAME ________________________________________ DATE ______________ PERIOD _____
Practice: SkillsSolving Proportions
Less
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© Glencoe/McGraw-Hill 498 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
Practice: Word ProblemsSolving Proportions
1. SCHOOL The ratio of boys to girls inhistory class is 4 to 5. How many girlsare in the class if there are 12 boys inthe class? Explain.
2. FACTORIES A factory produces 6 motorcycles in 9 hours. Write aproportion and solve it to find howmany hours it takes to produce 16 motorcycles.
�69
� � �1x6�; 24 h
3. READING James read 4 pages in a bookin 6 minutes. How long would youexpect him to take to read 6 pages?
4. COOKING A recipe that will make 3 pies calls for 7 cups of flour. Write aproportion and solve it to find howmany pies can be made with 28 cups of flour.
�37
� � �2p8�; 12 pies
5. TYPING Sara can type 90 words in4 minutes. About how many wordswould you expect her to type in 10 minutes?
6. BASKETBALL The Lakewood Wildcatswon 5 of their first 7 games this year.There are 28 games in the season.About how many games would youexpect the Wildcats to win this season?Explain your reasoning.20 games; Sample answer: If
the season, �57
� � �2x8�.
7. FOOD Two slices of Dan’s FamousPizza have 230 Calories. How manyCalories would you expect to be in 5 slices of the same pizza?
8. SHOPPING Andy paid $1.40 for 4 grapefruits. Write a proportion andsolve it to find how many grapefruitshe can purchase for $2.10.
�$1
4.40� � �
$2x.10�; 6 grapefruits
© Glencoe/McGraw-Hill 499 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
Pre-Activity Complete the Mini Lab at the top of page 386 in your textbook.Write your answers below.
1. Complete each ratio so that the ratios comparing the areas are equivalent.a. b.
2. How did you find which figure made the ratios equivalent?
3. Suppose a green block equals 2, a blue block equals 4, a yellow block equals 6, and a red block equals 3. Write a pair of equivalent ratios.
4. What relationship exists in these equivalent ratios?
Reading the Lesson5. Look at the arithmetic example in the Key Concept box on page 386.
What is the significance of the two instances of � 3?
6. If two ratios are equivalent, and therefore form a proportion, what do youknow about the cross products?
7. Look at the final sentence in Example 3 on page 387—‘‘So, 375 students can be expected to prefer gel toothpaste.’’ Why is it important to use can be expected in this answer?
Helping You Remember8. Work with a partner. Study Example 1 on page 387. Write a proportion
that needs to be solved for an unknown value. Exchange proportions andsolve for the unknown value. Explain how you arrived at your solution.
�?
�?
Reading to Learn MathematicsSolving Proportions
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Ada
Did you know that a woman wrote the firstdescription of a computer programming language?She was the daughter of a famous English lord andwas born in 1815. She had a deep understanding ofmathematics and was fascinated by calculatingmachines. Her interests led her to create the firstalgorithm. In 1843, she translated a French versionof a lecture by Charles Babbage. In her notes to thetranslation, she outlined the fundamental concepts ofcomputer programming. She died in 1852. In 1979,the U.S. Department of Defense named the computerlanguage Ada after her.
To find out this woman’s full name, solve theproportion for each letter.
1. �A7
� � �2480�
2. �54� � �3
B6�
3. �13� � �1
C5�
4. �D5
� � �3653�
5. �25� � �2
E0�
6. �128�
� �2L7�
7. �N6
� � �1124�
8. �191�
� �4O4�
9. �28� � �
R4�
10. �V5
� � �2350�
11. �74� � �2
Y8�
Now look for each solution below. Write the corresponding letter onthe line above the solution. If you have calculated correctly, theletters will spell her name.
�10
� �9� �
10� �
45� �
49� �
1� �
36� �
7�
�3
� �36
� �6
� �8
� �3
� �10
� �5� �
8�
NAME ________________________________________ DATE ______________ PERIOD _____
Enrichment
© Glencoe/McGraw-Hill 500 Mathematics: Applications and Concepts, Course 1
© Glencoe/McGraw-Hill 501 Mathematics: Applications and Concepts, Course 1
RACE CARS A model of a race car has a width of 3.5 inches. The scaleis 1 inch � 2 feet. Find the actual width of the race car.
Let w represent the actual width.
Scale Race Car
�12� � �
3w.5�
1 � w � 2 � 3.5 Find the cross products.w � 7 Multiply.
The actual width of the race car is 7 feet.
HIKING On a map, the distance between Round Lake and June Lakeis 6 inches. The scale on the map is 3 inches � 5 miles. Find theactual distance between the two lakes.
Let d represent the actual distance.
Map Scale Actual Distance
�35� � �d
6�
3 � d � 5 � 6 Find the cross products.3d � 30 Multiply.
�33d� � �
330� Divide.
d � 10
The distance between the two lakes is 10 miles.
DRAFTING For Exercises 1–4, use the following information.
On a set of drawings, the scale is 2 inch � 4 feet. Find the actual measurements.
5. MAPS A map has a scale of 2 inches � 7 miles. The distance betweenPirate’s Cove and Midnight Lagoon on themap is 12 inches. What is the actualdistance between the two places?
map distanceactual distance
map distance ➝actual distance ➝
model width
actual widthmodel width ➝actual width ➝
Scale drawings and scale models are used to represent objects that are too large or too small to be drawn or built at actual size. The scale gives the ratio that compares the measurements on thedrawing or model to the measurements of the real object. The measurements on a drawing or modelare proportional to the measurements of the actual object.
NAME ________________________________________ DATE ______________ PERIOD _____
Study Guide and InterventionScale Drawings and Models
Object Drawing Actual Sizedoor 4 incheswall 6 inchestree 12 inchescomputer 1 inch
1.2.3.4.
➝
➝
➝➝
Less
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© Glencoe/McGraw-Hill 502 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
Practice: SkillsScale Drawings and Models
DRAFTING On a set of drawings, the scale is 2 inches 5 3 feet. Find theactual measurements.
LIZARDS Models of lizards were made using the given scales. Find theactual measurements.
Scale: 1 inch � �12� inch
Scale: 2 inches � 3 inches
Scale: 4 inches � 5 inches
MAPS A map has a scale of 3 inches � 7 miles. Find the actual distancebetween the cities with the map distances given.
13. 8.4 inches between Fall City and Summit
14. 2 inches between Potter and Green River
Object Drawing Actual Sizetable 4 incheswall 10 inchesroad 18 inchesdoor 5 inchescomputer 1 inchlamp 0.5 inch
1.2.3.4.5.6.
Ground Gecko Model Actual Sizebody length 3.6 inchestail length 2 inches
Desert Iguana Model Actual Sizebody length 9 inchestail length 18 inches
11.12.
9.10.
Whiptail Lizard Model Actual Sizebody length 6 inchestail length 12 inches
7.8.
© Glencoe/McGraw-Hill 503 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
1. MAPS On a map with a scale of 1 inch � 9 miles, the distance betweentwo towns is 3 inches. What is theactual distance between the two towns?
2. BLUEPRINTS On an architect’s blueprint,the front of a building measures 27 inches. The scale of the blueprint is1 inch � 2 feet. How wide will the frontof the actual building be?
3. MODELS The model of an airplane hasa wingspan of 20 inches. The model hasa scale of 1 inch � 4 feet. What is thewingspan of the actual airplane?
4. ARCHITECTURE The drawing for abuilding has a scale of 1 inch � 3 feet.The building in the drawing has aheight of 14 inches. How tall will theactual building be?
5. ROCKETS A model of the Saturn Vrocket has a scale of 1 inch � 12 feet.If the model rocket is 30 inches tall,how tall was the actual Saturn Vrocket?
6. CARS Ron took a photograph of his carand then measured the length of thecar in the photograph. The length was
4�12� inches. If the scale of the
photograph is 1 inch � 4 feet, how longis Ron’s actual car?
7. MODELS A model of a 4-cylinder gasoline engine is built on a scale of 1 inch � 6 inches. If the length of the model engine is 9 inches, how longis the actual engine?
8. PHOTOGRAPHY A photo lab technicianis going to reduce a photograph that is 9 inches wide using a scale of
1 inch � �23� inch. How wide will the
reduced photo be? 6 in.
Practice: Word ProblemsScale Drawings and Models
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Pre-Activity Read the introduction at the top of page 391 in your textbook.Write your answers below.
1. Explain how you would use a ruler to find the number of miles between any two cities on the map.
2. Use the method you described in Exercise 1 to find the actual distancebetween Haletown and Jasper.
3. What is the actual distance between Kimball and Signal Mountain?
Reading the Lesson4. Look up the word scale in a dictionary. Write the meaning that matches
the way the word is used in this lesson.
5. Look at Example 1 at the bottom of page 391. Then tell what ishappening at each step of the process below.
�18� � �
2h3�
1 � h � 8 � 23
h � 184
6. Look at Example 2 at the top of page 392. What do you need to know inorder to solve for d, the actual distance?
7. Bring a map or set of maps to school (for example, maps of the world asfound in an almanac). Using the scale on the map, practice measuringdistances between objects on the map.
Helping You Remember8. Make a scale drawing of some object with which you are familiar. Take
the actual measurements of the object. Decide on a scale. Create thedrawing. Be sure to put the scale somewhere on your drawing so a readerwill be able to tell the size of the actual object.
NAME ________________________________________ DATE ______________ PERIOD _____
Reading to Learn MathematicsScale Drawings and Models
© Glencoe/McGraw-Hill 504 Mathematics: Applications and Concepts, Course 1
© Glencoe/McGraw-Hill 505 Mathematics: Applications and Concepts, Course 1
Planning a RoomBefore moving furniture into a room, many people plan an arrangement bymaking a scale drawing. This makes it possible to find the best arrangementfor the room without actually moving heavy furniture.
For each piece of furniture, actual measurements are given. Computescale measurements using the scale �
12� inch � 1 foot.
1. bed: 6�12� feet long, 3 feet wide
2. bedside table: 1�12� feet long, 1�
12� feet wide
3. bookcase: 3�12� feet long, 1 foot wide
4. desk: 42 inches long, 18 inches wide
5. chest of drawers: 39 inches long, 18 inches wide
6. Use your answers from Exercises 1–5. Show how the furniture might bearranged in the bedroom shown below.
WINDOW
DOOR
Scale: inch = 1 foot12
EnrichmentNAME ________________________________________ DATE ______________ PERIOD _____
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© Glencoe/McGraw-Hill 506 Mathematics: Applications and Concepts, Course 1
Model 10%. Model 78%.10% means 10 out of 100. 78% means 78 out of 100.So, shade 10 of the 100 squares. So, shade 78 of the 100 squares.
Identify each percent that is modeled.
There are 30 out of 100 squares There are 43 out of 100 squares shaded.shaded. So, the model shows 30%. So, the model shows 43%.
Model each percent.
1. 20% 2. 55% 3. 12%
Identify each percent that is modeled.
4. 5. 6.
You can use what you know about decimal models and percents to identify the percent of a model thatis shaded.
Ratios like 41 out of 100, 25 out of 100, or 2 out of 100 can be written as percents. A percent (%) is aratio that compares a number to 100. Since the word percent means out of one hundred, you can usea 10 � 10 grid to model percents.
NAME ________________________________________ DATE ______________ PERIOD _____
Study Guide and InterventionModeling Percents
© Glencoe/McGraw-Hill 507 Mathematics: Applications and Concepts, Course 1
Model each percent.
1. 15% 2. 50% 3. 75%
4. 80% 5. 21% 6. 48%
Identify each percent that is modeled.
7. 8. 9.
10. 11. 12.
13. 14. 15.
Practice: SkillsModeling Percents
NAME ________________________________________ DATE ______________ PERIOD _____
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NAME ________________________________________ DATE ______________ PERIOD _____
Practice: Word ProblemsModeling Percents
© Glencoe/McGraw-Hill 508 Mathematics: Applications and Concepts, Course 1
1. FOOTBALL In the 2001–2002 season,the Dallas Cowboys football team won 45% of their games. Make a model to show 45%.
2. LANDSCAPING Jacob is making a 10 footby 10 foot patio in his backyard usingpaving stones that are 1 foot square.The shaded area of the model indicatesthe finished part of the patio. Whatpercent of the patio has Jacob finished?
55%
3. ART Lydia is making a collage using100 photographs arranged in a squarepattern. The shaded area in the modelindicates the part of the collage alreadycovered by photos. What percent of thecollage is finished?
4. ENERGY In the year 2000, nuclearenergy accounted for 8% of the energy used in the U.S. Make a model to show 8%.
5. GAMES The figure shows the startingposition for a game played on a 10 by10 board. The shaded squares containgame pieces. What percent of thesquares on the board contain gamepieces?
6. MUSIC In the school chorus, 52% of thegirls sing soprano and 44% sing alto.Which of these two sections of thechorus has more girls? Explain usingmodels.
Sample answer: There are more
© Glencoe/McGraw-Hill 509 Mathematics: Applications and Concepts, Course 1
Pre-Activity Read the introduction at the top of page 395 in your textbook.Write your answers below.
1. What ratio compares the number of students who prefer grape flavored lollipops to the total number of students?
2. What decimal represents this ratio?
3. Use a decimal model to represent this ratio.
Reading the Lesson4. Explain why a 10 � 10 grid is a good way to model percents.
5. Complete the table.
6. Look at the model in Example 3 on page 396. What is another way tomodel 25%?
Helping You Remember7. Look at the nutrition facts on any food label. Which item contains the
highest percent of daily value per serving? Make a model to representthat amount. Label the model to indicate what the model shows.
Reading to Learn MathematicsModeling Percents
NAME ________________________________________ DATE ______________ PERIOD _____
75%
37 out of 100
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© Glencoe/McGraw-Hill 510 Mathematics: Applications and Concepts, Course 1
We the People
Who are the people of the United States? Thegraphs at the right show just a small part ofthe data gathered in the 2000 Census of thePopulation. Using the data shown on thesegraphs, decide whether each statement is trueor false.
1. About 12% of all the people counted inthe census responded that they are black.
2. About 5% of all the people counted in the census identified their national origin as Cuban.
3. About 58% of the Hispanic Americans counted in the census identified their national origin as Mexican.
4. The number of people who identified themselves aswhite is about 120 million.
5. How well can you picture data? In the space at the right, sketch a circle graph to show the data below.
Americans Region of Residence, 2000
,
Hispanic or Latino Americans:National Origin, 2000
Total Population: 35,305,818
Mexico58%
Other28%
Puerto Rico10%
Cuba4%
Population of the United States, 2000
White75%
Total Population: 281,421,906
Black12%
Other Races8%
Asian andPacific Islander
4%
American Indian,Eskimo, and Aleut
1%
NAME ________________________________________ DATE ______________ PERIOD _____
Enrichment
Americans’ Region of Residence, 2000
NortheastMidwestSouthWest
19%23%35%23%
© Glencoe/McGraw-Hill 511 Mathematics: Applications and Concepts, Course 1
Write 15% as a fraction in simplest form.
15% means 15 out of 100.
15% � �11050�
Write the percent as a fractionwith a denominator of 100.
� or �230�
Simplify. Divide the numerator and denominator by the GCF, 5.
Write 180% as a fraction in simplest form.
180% means 180 out of 100.
180% � �118000�
Write the percent as a fractionwith a denominator of 100.
� or 1�45� Simplify.
Write �25� as a percent. Write �
98� as a percent.
�25� � �1
n00�
Set up a proportion. �98� � �1
p00�
Set up a proportion.
2 � 100 � 5 � n Write the cross products. 9 � 100 � 8 � p Write the cross products.200 � 5n Multiply. 900 � 8p Multiply.
�2050
� � �55n� Divide each side by 5. �
9080
� � �88p� Divide each side by 8.
40 � n 112.5 � p
So, �25� is equivalent to 40%. So, �
98� is equivalent to 112.5%.
Write each percent as a fraction in simplest form.
1. 20% 2. 35% 3. 70%
4. 60% 5. 150% 6. 225%
Write each fraction as a percent.
7. �130�
8. �1200�
9. �85�
10. �15� 11. �
180� 12. �1
1030�
You can also write fractions as percents. To write a fraction as a percent, write a proportion and solve.
1804��100
5�
153��100
20�
To write a percent as a fraction, write it as a fraction with a denominator of 100. Then simplify.
NAME ________________________________________ DATE ______________ PERIOD _____
Study Guide and InterventionPercents and Fractions
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Write each percent as a fraction in simplest form.
1. 40% 2. 30% 3. 55%
4. 75% 5. 140% 6. 175%
7. 24% 8. 68% 9. 44%
10. 92% 11. 110% 12. 155%
13. 18% 14. 74% 15. 43%
Write each fraction as a percent.
16. �45� 17. �2
30�
18. �170�
19. �35� 20. �
32� 21. �
54�
22. �65� 23. �2
90�
24. �1230�
25. �1270�
26. �95� 27. �
1110�
28. �1290�
29. �1130�
30. �12010�
NAME ________________________________________ DATE ______________ PERIOD _____
Practice: SkillsPercents and Fractions
© Glencoe/McGraw-Hill 512 Mathematics: Applications and Concepts, Course 1
© Glencoe/McGraw-Hill 513 Mathematics: Applications and Concepts, Course 1
Practice: Word ProblemsPercents and Fractions
NAME ________________________________________ DATE ______________ PERIOD _____
1. TOYS The Titanic Toy Company has a4% return rate on its products. Writethis percent as a fraction in simplestform.
2. MUSIC There are 4 trombones out of 25instruments in the Landers town band.What percent of the instruments aretrombones?
3. SHOPPING Alicia’s favorite clothingstore is having a 30% off sale. Whatfraction represents the 30% off sale?
4. FOOD At Ben’s Burger Palace, 45% ofthe customers order large soft drinks.What fraction of the customers orderlarge soft drinks?
�290�
5. BASKETBALL In the 2001–2002 NBAseason, Shaquille O’Neal of the LosAngeles Lakers made 60% of his fieldgoals. What fraction of his field goalsdid Shaquille make?
6. SCHOOL In Janie’s class, 7 out of 25 students have blue eyes. Whatpercent of the class has blue eyes?
7. TESTS Michael answered �1270�
questions
correctly on his test. What percent ofthe questions did Michael answercorrectly?
8. RESTAURANTS On Saturday afternoon,
�4510�
telephone calls taken at The
Overlook restaurant were for dinnerreservations. What percent of thetelephone calls were for dinnerreservations?
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Pre-Activity Read the introduction at the top of page 400 in your textbook.Write your answers below.
1. What was the second most popular reason?
2. What percent represents this section of the graph?
3. Based on the meaning of 22%, make a conjecture as to how you would write this percent as a fraction.
Reading the Lesson4. Write the two steps to use to write a percent as a fraction.
5. Look at the graphic at the top of page 400. What is the sum of the percents? Look at the table at the top of page 401. What is the sum of the percents? Why is this important?
6. Look at Example 2 on page 400. Why is 125% written a mixed number?
Helping You Remember7. Write a fraction as a percent using the steps shown in Examples 4 and 5
on page 401. Choose any fraction you like different from those in theExamples.
NAME ________________________________________ DATE ______________ PERIOD _____
Reading to Learn MathematicsPercents and Fractions
© Glencoe/McGraw-Hill 514 Mathematics: Applications and Concepts, Course 1
Step Equation(s)
Set up a proportion.
Write the crossproducts.
Multiply.
Divide.
Conclusion. So, ___________ is equivalent to ____________.
© Glencoe/McGraw-Hill 515 Mathematics: Applications and Concepts, Course 1
Percent and the Hundred Chart The chart at the right shows all the whole numbers from 1 through 100.
This page challenges you to connect percents to what you know about number theory—factors, multiples, divisibility,and so on. Whenever you can, use a pattern in the chart to make your work easier.
For example, the multiples of 5 make uptwo columns of the chart—the fifth column and the tenth. So, 20 out of 100 numbers, or 20% of the numbers, are multiples of 5.
Use the hundred chart above. Find the percent of the numbers that:
1. are even numbers. 2. are odd numbers.
3. are multiples of 9. 4. are multiples of 11.
5. are divisible by 5. 6. are divisible by 3.
7. are divisible by 2 and 8. are divisible by 2 anddivisible by 5. divisible by 3.
9. contain only even digits. 10. contain only odd digits.
11. have digits whose sum is 10. 12. have digits whose sum is 5.
13. contain the digit 0. 14. contain the digit 5.
15. are factors of 100. 16. are factors of 101.
17. are prime. 18. are composite.
EnrichmentNAME ________________________________________ DATE ______________ PERIOD _____
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
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© Glencoe/McGraw-Hill 516 Mathematics: Applications and Concepts, Course 1
Write 23% as a decimal.
23% � �12030�
Rewrite the percent as a fraction with a denominator of 100.
� 0.23 Write the fraction as a decimal.
Write 127% as a decimal.
127% � �112070�
Rewrite the percent as a fraction with a denominator of 100.
� 1.27 Write the fraction as a decimal.
Write 0.8% as a decimal.
0.8% � �100.80�
Rewrite the percent as a fraction with a denominator of 100.
� � Multiply by �1100� to eliminate the decimal in the numerator.
� 0.008 Write the fraction as a decimal.
Write 0.441 as a percent.
0.441 � �14,04010� Write the decimal as a fraction.
� �14,04010��
1100� Divide by 10 to get a denominator of 100.
� �4140.01
� or 44.1% Write the fraction as a percent.
Write each percent as a decimal.
1. 39% 2. 57% 3. 82%
4. 135% 5. 112% 6. 0.4%
Write each decimal as a percent.
7. 0.86 8. 0.36 9. 0.65
10. 0.2 11. 0.148 12. 0.217
To write a decimal as a percent, first write the decimal as a fraction with a denominator of 100. Thenwrite the fraction as a percent.
101��10
0.8�100
10�
To write a percent as a decimal, first rewrite the percent as a fraction with a denominator of 100. Thenwrite the fraction as a decimal.
NAME ________________________________________ DATE ______________ PERIOD _____
Study Guide and InterventionPercents and Decimals
© Glencoe/McGraw-Hill 517 Mathematics: Applications and Concepts, Course 1
Write each percent as a decimal.
1. 5% 2. 8%
3. 37% 4. 12%
5. 29% 6. 54%
7. 48% 8. 79%
9. 0.1% 10. 0.6%
11. 0.2% 12. 0.5%
13. 123% 14. 102%
15. 135% 16. 310%
Write each decimal as a percent.
17. 0.3 18. 0.7
19. 0.19 20. 0.74
21. 0.66 22. 0.52
23. 0.21 24. 0.81
25. 0.13 26. 0.362
27. 0.528 28. 0.245
29. 0.194 30. 0.334
31. 0.426 32. 0.059
Practice: SkillsPercents and Decimals
NAME ________________________________________ DATE ______________ PERIOD _____
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NAME ________________________________________ DATE ______________ PERIOD _____
Practice: Word ProblemsPercents and Decimals
© Glencoe/McGraw-Hill 518 Mathematics: Applications and Concepts, Course 1
1. COMMUTING According to the 2000 U.S.census, 76% of U.S. workers commuteto work by driving alone. Write 76% asa decimal.
2. BASEBALL Barry Bonds’s battingaverage for the 2002 season was 0.370.Write 0.370 as a percent.
3. ELECTIONS In the 2002 U.S. midtermelections, 39% of eligible adults voted.What is 39% written as a decimal?
4. BASKETBALL In the 2001–2002 season,Jason Kidd of the New Jersey Nets hada field goal average of 0.391. What is0.391 written as a percent?
5. SPORTS When asked to choose theirfavorite sport, 27% of U.S. adults whofollow sports selected professionalfootball. What decimal is equivalent to27%?
6. AGE Lawrence is 18 years old and hisbrother Luther is 12 years old. Thismeans that Lawrence is 1.5 times olderthan Luther. What percent isequivalent to 1.5?
7. WATER About 5% of the surface area ofthe U.S. is water. What decimalrepresents the amount of the U.S.surface area taken up by water?
8. POPULATION China accounts for 0.207of the world’s population. What percentof the world’s population lives inChina?
© Glencoe/McGraw-Hill 519 Mathematics: Applications and Concepts, Course 1
Pre-Activity Read the introduction at the top of page 404 in your textbook.Write your answers below.
1. What percent does the circle graph represent?
2. What fraction represents the section of the graph labeled rent?
3. Write the fraction from Exercise 2 as a decimal.
Reading the LessonComplete each of the following sentences.
4. To rewrite a fraction with a denominator of 100 as a decimal, move thedecimal point of the numerator __________ places to the __________.
5. To rewrite a fraction with a denominator of __________ as a decimal,move the decimal point of the numerator 3 places to the left.
6. Look at Example 3 on page 404. Why does the denominator change from100 to 1,000?
Helping You Remember7. Look at Example 5 on page 405. Explain why the first fraction has a
denominator of 1,000. Then explain what happens at the next step.
Reading to Learn MathematicsPercents and Decimals
NAME ________________________________________ DATE ______________ PERIOD _____
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Percent and Per MillA percent is a ratio that compares a number to 100.
�18030�
� 83 percent � 83% � 0.83
A ratio that compares a number to 1,000 is called a per mill. Just likepercent, the ratio per mill has a special symbol, ‰.
�1,80300� � 83 per mill � 83‰ � 0.083
Throughout the world, the ratio that is used most commonly is percent.However, in some countries, you will find both ratios in use.
Express per mill as a decimal.
1. 325‰ 2. 71‰ 3. 6‰
4. 900‰ 5. 20‰ 6. 100‰
Express each per mill as a fraction in simplest form.
7. 47‰ 8. 400‰ 9. 100‰
10. 25‰ 11. 150‰ 12. 30‰
Express each fraction as a per mill.
13. �17,02090� 14. �1
5080�
15. �170�
16. �12� 17. �
34� 18 �
58�
19. �45� 20. �
1270�
21. �13�
22. CHALLENGE In the United States, you will sometimes find the mill usedas a monetary unit. What amount of money do you think is representedby 1 mill?
NAME ________________________________________ DATE ______________ PERIOD _____
Enrichment
© Glencoe/McGraw-Hill 520 Mathematics: Applications and Concepts, Course 1
© Glencoe/McGraw-Hill 521 Mathematics: Applications and Concepts, Course 1
Find 70% of 40.
Method 1 Write the percent as a fraction. Method 2 Write the percent as a decimal.
70% � �17000�
or �170�
70% � �17000�
or 0.7
�170�
of 40 � �170�
� 40 or 28 0.7 of 40 � 0.7 � 40 or 28
So, 70% of 40 is 28. Use a model to check the answer.
The model comfirms that 70% of 40 is 28.
Find 120% of 25.
Method 1 Write the percent as a fraction. Method 2 Write the percent as a decimal.
120% � �112000�
or �65� 120% � �
112000�
or 1.2
�65� of 25 � �
65� � 25 or 30 1.2 of 25 � 1.2 � 25 or 30
So, 120% of 25 is 30.
Find the percent of each number.1. 10% of 120 2. 60% of 25 3. 75% of 24
4. 90% of 40 5. 120% of 20 6. 150% of 2
7. 15% of 40 8. 30% of 70 9. 150% of 6
10. 165% of 20 11. 8% of 15 12. 6% of 6
0%
0
10%
4
20%
8
30%
12
40%
16
50%
20
60%
24
70%
28
80%
32
90%
36 40
100%
NAME ________________________________________ DATE ______________ PERIOD _____
Study Guide and InterventionPercent of a Number
One way to find the percent of a number is to write the percent as a fraction and then multiply. Anotherway is to write the percent as a decimal and then multiply.
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Find the percent of each number.
1. 25% of 16 2. 50% of 70 3. 10% of 30
4. 60% of 40 5. 75% of 20 6. 20% of 90
7. 30% of 110 8. 50% of 140 9. 25% of 80
10. 4% of 100 11. 75% of 36 12. 90% of 120
13. 125% of 40 14. 8% of 25 15. 150% of 22
16. 110% of 50 17. 125% of 60 18. 0.4% of 5
19. 6.5% of 40 20. 0.5% of 14 21. 0.1% of 29
22. 130% of 80 23. 4.5% of 60 24. 0.5% of 34
25. 14.5% of 60 26. 14% of 30 27. 24% of 15
28. 140% of 30 29. 6% of 55 30. 160% of 22
NAME ________________________________________ DATE ______________ PERIOD _____
Practice: SkillsPercent of a Number
© Glencoe/McGraw-Hill 522 Mathematics: Applications and Concepts, Course 1
© Glencoe/McGraw-Hill 523 Mathematics: Applications and Concepts, Course 1
Practice: Word ProblemsPercent of a Number
NAME ________________________________________ DATE ______________ PERIOD _____
1. SCHOOL There are 520 students atNorthridge High School. 80% of thesestudents take the bus. How manystudents take the bus?
2. AGE Theresa is 60% as old as her sisterMala, who is 20 years old. How old isTheresa?
3. TIPPING Charlie wants to leave a 15%tip for a meal that costs $40. Howmuch should Charlie leave for a tip?
4. SALES TAX Charmaine wants to buy ashirt for $15. If the sales tax is 4% of$15, how much will she pay in salestax?
5. FOOTBALL In the 2001–2002 regularseason, the Green Bay Packers won75% of their games. There were 16regular season games. How manygames did Green Bay win?
6. BASEBALL During the 2002 WorldSeries, Rich Aurilia of the SanFrancisco Giants had a batting averageof 250 or 25%. He was at bat 32 times.How many hits did he get?
7. RUNNING Thomas finished the race in120 minutes. James took 95.5% as longas Thomas to finish the race. How longdid it take James to finish the race?
8. SHOPPING A DVD player that normallycosts $160 is on sale for 70% of itsnormal price. What is the sale price ofthe DVD player?
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Pre-Activity Read the introduction at the top of page 409 in your textbook.Write your answers below.
1. What percent of the cars were traveling 20 miles per hour over the speed limit?
2. Write a multiplication sentence that involves a percent that could be usedto find the number of cars out of 300 that were traveling 20 miles an hourover the speed limit.
Reading the Lesson3. What are two different methods you can use to find the percent of a
number?
4. Complete the statement: 12% of 48 has the same meaning as 12% 48.
Helping You Remember5. Work with a partner. Make up a problem in which you can find the
percent of a number as in Examples 1 and 2. One person uses Method 1,writing the percent as a fraction. The other person uses Method 2, writingthe percent as a decimal. Compare your results. Make up anotherproblem and have each person use the other method. Again, compare yourresults. Do you prefer one method over the other? Explain.
NAME ________________________________________ DATE ______________ PERIOD _____
Reading to Learn MathematicsPercent of a Number
© Glencoe/McGraw-Hill 524 Mathematics: Applications and Concepts, Course 1
© Glencoe/McGraw-Hill 525 Mathematics: Applications and Concepts, Course 1
Estimating Sales TaxMany states charge a sales tax on purchases. To be sure that you have enough money, you should be able toestimate the amount of sales tax and the total cost of an item. For example,this is how you can estimate the total cost of the purchase shown at the right.
First, round the Multiply the rounded numbers.price and the rate. 11 dollars$10.95 ➝ $11
�� 7
7¢7¢
pe�r
8d0o¢llar
� 7% means 7¢ per 100¢,6.75% ➝ 7% or 7¢ per dollar.
So, the total cost is close to $11 � 80¢, or $11.80.
Estimate the total cost of each purchase.
1. 2. 3.
sales tax sales tax sales taxrate: 5% rate: 5.75% rate: 4.255%
4. 5. 6.
sales tax sales tax sales taxrate: 6�
12�% rate: 8�
14�% rate: 6.25%
Will $50 be enough money to make such purchase?
7. 8. 9.
sales tax sales tax sales taxrate: 3% rate: 4.75% rate: 8�
14�%
10. CHALLENGE The price marked on a cassette tape is $8.99. With the salestax, the total cost of the tape is $9.37. Estimate the sales tax rate.
$46.99$46.99
$48.95
$117.99
$79.00
$29.95
$19.88$11.97
$6.98
$10.95
sales taxrate: 6.75%
EnrichmentNAME ________________________________________ DATE ______________ PERIOD _____
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The table below shows some commonly used percents and their fraction equivalents.
Estimate each percent.
20% of 58 76% of 25.
20% is �15�. 76% is close to 75% or �
34�.
Round 58 to 60 since it is divisible by 5. Round 25 to 24 since it is divisible by 4.
�15� � 60 � � �
34� � 24 � �
� 12 � 18So, 20% of 58 is about 12. So, 76% of 25 is about 18.
Estimate the percent of the figure that is shaded.
2 out of 9 circles are shaded.
�29� is about �
39� or �
13�
�13� � 33�
13�%
So, about 33�13�% of the figure is shaded.
Estimate each percent.1. 49% of 8 2. 62% of 20 3. 40% of 51
4. 24% of 27 5. 81% of 32 6. 19% of 46
Estimate the percent that is shaded in each figure.7. 8. 9.
246��1
3�41�
6012��1
1�51�
© Glencoe/McGraw-Hill 526 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
Study Guide and InterventionEstimating with Percents
Percent-Fraction Equivalents
20% � �15
� 50% � �12
�
30% � �130� 60% � �
35
�
40% � �25
� 70% � �170� 100% � 1
90% � �190�
80% � �45
�
75% � �34
�
25% � �14
�
66�23
�% � �23
�
33�13
�% � �13
�
© Glencoe/McGraw-Hill 527 Mathematics: Applications and Concepts, Course 1
Estimate each percent.
1. 58% of 5 2. 41% of 10 3. 75% of 17
4. 50% of 39 5. 24% of 13 6. 82% of 24
7. 19% of 31 8. 73% of 61 9. 62% of 34
10. 49% of 71 11. 38% of 42 12. 27% of 81
13. 79% of 16 14. 52% of 118 15. 19% of 94
16. 33% of 61 17. 91% of 82 18. 67% of 241
Estimate the percent of the figure that is shaded.
19. 20. 21.
NAME ________________________________________ DATE ______________ PERIOD _____
Practice: SkillsEstimating with Percents
Less
on
10–
8
© Glencoe/McGraw-Hill 528 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
Practice: Word ProblemsEstimating with Percents
1. SCHOOL At Westside High School, 24%of the 225 sixth grade students walk toschool. About how many of the sixthgrade students walk to school?
2. BASKETBALL In the 2002 regular seasonthe WNBA Cleveland Rockers won31.25% of their games. They had 32games in their regular season. Abouthow many games did they win?
�130� � 30 � 9 games
3. SALES TAX The sales tax rate in Laconis 9%. About how much tax would youpay on an item that costs $61?
4. SPORTS The concession stand at afootball game served 178 customers. Ofthose, about 52% bought a hot dog.About how many customers bought ahot dog?
�12
� � 180 � 90 customers
5. READING Max has completed 39% of hisreading assignment. If there are303 pages in the assignment, abouthow many pages has Max read?
6. SHOPPING A store is having a 20% sale.That means the customer pays 80% ofthe regular price. About how muchwould you pay for an item thatregularly sells for $44.99?
answer: �45
� � 45 � $36
7. SLEEP A recent study shows that peoplespend about 31% of their time asleep.About how much time will a personspend asleep during an average 78 yearlifetime?
8. BIOLOGY The human body is 72%water, on average. About how muchwater will be in a person that weighs138 pounds?
�170� � 140 � 98 lb water
© Glencoe/McGraw-Hill 529 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
Reading to Learn MathematicsEstimating with Percents
Pre-Activity Read the introduction at the top of page 415 in your textbook.Write your answers below.
1. What would be the cost of the notebook at 10% off?
2. What would be the cost of the pencils at 25% off? Round to the nearest cent.
3. Explain how you might estimate the cost of the notebook at 10% off andthe cost of the pencils at 25% off.
Reading the Lesson4. Write the fraction for each percent.
5. Complete the sentence.When you estimate with percents, you round to numbers that are_______________.
Helping You Remember6. Work with a partner. Using the fractions and percents in the table you
completed for Exercise 4, take turns saying either a fraction or percent. Ifyou say a fraction, your partner writes the corresponding percent. If yousay a percent, your partner writes the corresponding fraction. Make sureyour partner cannot see the table above. Continue with your practiceuntil you can remember all the fractions and percents.
20% � 40% � 60% � 80% �
25% � �14
� 50% � �12
� 75% � �34
� 100% � 1
33�13�% � �
13
� 66�23�% � �
23
�
Less
on
10–
8
Using 100%, 10%, and 1%Many people think of 100%, 10%, and 1% as key percents.
100% is the whole. 100% of 24 � 1 � 24, or 24.
10% is one tenth of the whole. 10% of 24 � 0.1 � 24, or 2.4.
1% is one hundredth of the whole. 1% of 24 � 0.01 � 24, or 0.24.
Find the percent of each number.
1. 100% of 8,000 2. 10% of 8,000
3. 1% of 8,000 4. 10% of 640
5. 100% of 720 6. 1% of 290
7. 1% of 50 8. 100% of 33
9. 10% of 14 10. 100% of 2
11. 1% of 9 12. 10% of 7
This is how you can use the key percents to make some computations easier.
3% of 610 � . 5% of 24 � .
1% of 610 � 6.1, 10% of 24 � 2.4,
so 3% of 610 � 3 � 6.1, or 18.3. so 5% of 24 � �12� of 2.4, or 1.2.
Find the percent of each number.
13. 2% of 140 14. 8% of 2,100
15. 4% of 9 16. 20% of 233
17. 70% of 90 18. 30% of 4,110
19. 5% of 160 20. 5% of 38
21. 50% of 612 22. 25% of 168
23. 2.5% of 320 24. 2.5% of 28
??
NAME ________________________________________ DATE ______________ PERIOD _____
Enrichment
© Glencoe/McGraw-Hill 530 Mathematics: Applications and Concepts, Course 1
Write the letter for the correct answer in the blank at the right of each question.
Write each ratio as a fraction in simplest form.
1. 20 out of 35 people
A. �2305�
B. �3250�
C. �184�
D. �47� 1.
2. 6 DVDs to 4 tapes
F. �32� G. �
23� H. �
64� I. �
46� 2.
Write each ratio as a unit rate.
3. 6 miles in 2 hoursA. 3 miles B. 3 miles per hour
C. �13� mile D. �
13� mile per hour 3.
4. $2.40 for a dozen pencilsF. $2.40 per dozen pencils G. $20 per pencilH. $0.20 per pencil I. $2 per pencil 4.
Solve each proportion.
5. �3m2�
� �68�
A. 192 B. 48 C. 24 D. 43.7 5.
6. �32� � �
2y1�
F. 7 G. 31.5 H. 63 I. 14 6.
ARCHITECTURE For Questions 7 and 8, use the following information.On a set of architectural drawings, the scale is 1 inch � 8 feet.
7. If the length of the living room is 3 inches on the drawing, what is the actual length of the living room?A. 8 feet B. 16 feet C. 24 feet D. �
38� inches 7.
8. If the length of the dining room is 2 inches on the drawing, find the actuallength of the dining room.
F. 8 feet G. 16 feet H. �14� inch I. 4 feet 8.
9. Identify the percent that is modeled.A. 10% B. 20%C. 2% D. 80% 9.
Chapter 10 Test, Form 1
© Glencoe/McGraw-Hill 531 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
Ass
essm
ent
10. In which model is 48% of the figure shaded?F. G. H. I. 10.
11. Write 60% as a fraction in simplest form.
A. �16000�
B. �3500�
C. �1255�
D. �35� 11.
12. Write �230�
as a percent.
F. 18% G. 60% H. 15% I. 66.7% 12.
13. MONEY What percent of a dollar is a dime?A. 1% B. 5% C. 10% D. 0.10% 13.
14. Write 15% as a decimal.F. 0.015 G. 150 H. 0.15 I. 15 14.
15. Write 0.02 as a percent.A. 0.0002% B. 2% C. 20% D. 0.02% 15.
16. Which is a true statement?F. 97% � 79% G. 4.3% � 3.4% H. 5.3% � 53% I. 6.9% � 6.1% 16.
17. Find 10% of 25.A. 2.5 B. 25 C. 250 D. 0.25 17.
18. LAWN James made $120 last week mowing lawns. He put 15% of that amount into his savings account. How much did James put into his savings account?F. $18 G. $1.80 H. $180 I. $12.50 18.
Estimate each percent.
19. 25% of 395A. 10 B. 100 C. 1,000 D. 1,600 19.
20. 48% of 60F. 3,000 G. 300 H. 3 I. 30 20.
Bonus What percent of the rectangle B:is shaded?
NAME ________________________________________ DATE ______________ PERIOD _____
Chapter 10 Test, Form 1 (continued)
© Glencoe/McGraw-Hill 532 Mathematics: Applications and Concepts, Course 1
Write the letter for the correct answer in the blank at the right of each question.
Write each ratio as a fraction in simplest form.
1. 42 girls out of 56 people
A. �43� B. �
4526�
C. �68� D. �
34� 1.
2. 15 apples to 10 oranges
F. �23� G. �
32� H. �
1150�
I. �1105�
2.
Write each ratio as a unit rate.
3. 350 kilometers in 5 hours
A. 70 kilometers B. �70 k1ilhoomuerters
� C. D. �3505k
hil
ooum
resters
� 3.
4. $80 for 10 tickets
F. �10 t$i8c0kets� G. 8 tickets H. �1 t
$ic8ket� I. �
8 ti$c1kets� 4.
Solve each proportion.
5. �1287�
� �1x8�
A. 12 B. 324 C. �23� D. 27 5.
6. �2y8� � �
47�
F. 16 G. 50 H. 49 I. 196 6.
ARCHITECTURE For Questions 7 and 8, use the following information.On a set of architectural drawing plans, the scale is 1 inch � 8 feet.
7. Find the actual length of a room if the length of the room measures 3 incheson the plans.A. 6 feet B. 24 feet C. 5 feet D. 22 inches 7.
8. Find the actual width of a room if the width is 1�34� inches on the plans.
F. 3�12� feet G. 22 feet H. 6 feet I. 14 feet 8.
9. Identify the percent modeled at the right.A. 60% B. 49%C. 51% D. 40% 9.
�17� kilometer��1 hour
Chapter 10 Test, Form 2A
© Glencoe/McGraw-Hill 533 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
Ass
essm
ent
10. In which model is 27% of the figure shaded?F. G. H. I. 10.
11. Write 154% as a fraction in simplest form.
A. �110504�
B. �5707�
C. 1�2570�
D. �2570�
11.
12. Write �1270�
as a percent.
F. 85% G. 17% H. 34% I. 95% 12.
13. MONEY What percent of a dollar is a quarter?A. 0.025% B. 0.25% C. 2.5% D. 25% 13.
14. Write 141% as a decimal.F. 14.1 G. 1.41 H. 0.141 I. 141 14.
15. Write 0.054 as a percent.A. 5.4% B. 54% C. 0.00054% D. 0.54% 15.
16. Which percent is greater than 0.4?F. 29% G. 42% H. 39% I. 25% 16.
Find the percent of each number.
17. 12% of 84A. 1,008 B. 7 C. 10.08 D. 100.8 17.
18. 30% of 242F. 726 G. 7.26 H. 72.6 I. 8.07 18.
Estimate each percent.
19. 49% of 598A. 3 B. 30 C. 300 D. 3,000 19.
20. 21% of 387F. 80 G. 0.8 H. 800 I. 8 20.
Bonus A 300-gram candle burns 45% of its weight. Find the B:mass of the remaining candle.
NAME ________________________________________ DATE ______________ PERIOD _____
Chapter 10 Test, Form 2A (continued)
© Glencoe/McGraw-Hill 534 Mathematics: Applications and Concepts, Course 1
Write the letter for the correct answer in the blank at the right of each question.Write each ratio as a fraction in simplest form.
1. 64 red cars out of 80 cars
A. �6840�
B. �8604�
C. �54� D. �
45� 1.
2. 16 pens to 12 brushes
F. �1162�
G. �43� H. �
1126�
I. �34� 2.
Write each ratio as a unit rate.
3. 180 miles on 10 gallons
A. 1.8 miles B. �118gmal
illoens
� C. D. �11080
gamlliolenss� 3.
4. $120 for 12 calculators
F. �1 cal$c1u0lator� G. �10 ca
$lc1u2lators� H. �12 ca
$l1cu20
lators� I. 10 calculators 4.
Solve each proportion.
5. �m8� � �
1250�
A. 6 B. 60 C. 10.7 D. 1.5 5.
6. �1584�
� �1x0�
F. 30 G. 3 H. 540 I. 5.4 6.
MAP For Questions 7 and 8, use the following information.On a map of California the scale is 2 inches � 100 kilometers.
7. Find the actual distance between two cities if the distance on the map is
5�12� inches.
A. 11 kilometers B. 275 kilometersC. 550 kilometers D. 200 kilometers 7.
8. Find the actual length of a river if the length on the map is 1�14� inches.
F. 0.025 kilometer G. 125 kilometersH. 2.5 kilometers I. 62.5 kilometers 8.
9. Identify the percent modeled at the right.A. 70% B. 30%C. 28% D. 72% 9.
�118�
mile�1 gallon
Chapter 10 Test, Form 2B
© Glencoe/McGraw-Hill 535 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
Ass
essm
ent
10. In which model is 64% of the figure shaded?F. G. H. I. 10.
11. Write 172% as a fraction in simplest form.
A. �117020�
B. �285�
C. 1�2158�
D. 1�1285�
11.
12. Write �1275�
as a percent.
F. 17% G. 34% H. 50% I. 68% 12.
13. MONEY What percent of a dollar is a dime?A. 10% B. 1% C. 0.01% D. 0.001% 13.
14. Write 3.8% as a decimal.F. 0.038 G. 380 H. 0.38 I. 38 14.
15. Write 2.4 as a percent.A. 2.4% B. 24% C. 0.024% D. 240% 15.
16. Which percent is greater than 0.19?F. 25% G. 18% H. 0.2% I. 10% 16.
Find the percent of each number.
17. 15% of 30A. 45 B. 450 C. 2 D. 4.5 17.
18. 125% of 400F. 4 G. 50 H. 500 I. 320 18.
Estimate each percent.
19. 24% of 398A. 10 B. 100 C. 1,000 D. 0.1 19.
20. 48% of 159F. 80 G. 8 H. 0.8 I. 8,000 20.
Bonus A 500-gram candle burns off 35% of its mass. Find the B:mass of the remaining candle.
NAME ________________________________________ DATE ______________ PERIOD _____
Chapter 10 Test, Form 2B (continued)
© Glencoe/McGraw-Hill 536 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
© Glencoe/McGraw-Hill 537 Mathematics: Applications and Concepts, Course 1
Write each ratio as a fraction in simplest form.
1. 16 blue-eyed people out of 50 people 1.
2. 18 rectangles to 4 circles 2.
Write each ratio as a unit rate.
3. 424 kilometers in 8 hours 3.
4. $60 for 12 months 4.
Solve each proportion.
5. �2c5�
� �21060�
5.
6. �1105�
� �1x8� 6.
7. �1m8� � �
2370�
7.
MAPS For Questions 8 and 9, use the following information.On a map, the scale is 1 centimeter � 10 miles.
8. The distance on a map between two cities is 1.6 centimeters. 8.Find the actual distance.
9. The distance on a map between two cities is 3.8 centimeters. 9.Find the actual distance.
10. Model 45%. 10.
Chapter 10 Test, Form 2C
Ass
essm
ent
© Glencoe/McGraw-Hill 538 Mathematics: Applications and Concepts, Course 1
11. Identify the percent modeled at the right. 11.
12. Write 82% as a fraction in simplest form. 12.
13. Write �45� as a percent. 13.
14. Write 6% as a decimal. 14.
15. Write 0.046 as a percent. 15.
Find the percent of each number.
16. 30% of 80 16.
17. 51% of 63 17.
18. 3% of 500 18.
Estimate each percent.
19. 48% of 61 19.
20. 74% of 21 20.
Bonus SHIP The mast on a model ship is 6�78� inches tall. B:
The scale is �18� inch � 1 foot. Find the length of the
actual mast on the ship.
NAME ________________________________________ DATE ______________ PERIOD _____
Chapter 10 Test, Form 2C (continued)
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
© Glencoe/McGraw-Hill 539 Mathematics: Applications and Concepts, Course 1
Write each ratio as a fraction in simplest form.
1. $25 out of every $500 collected 1.
2. 12 children to 20 adults 2.
Write each ratio as a unit rate.
3. 240 miles on 8 gallons of gasoline 3.
4. 180 students for 6 classes 4.
Solve each proportion.
5. �1m8�
� �3207�
5.
6. �d6
� � �1281�
6.
7. �1146�
� �7f�
7.
MAPS For Questions 8 and 9, use the following information.On a map, the scale is 1 centimeter � 10 kilometers.
8. The distance on a map between Montgomery and Indian Hill 8.is 2.3 centimeters. Find the actual distance.
9. The distance on a map between two cities is 0.75 centimeter. 9.Find the actual distance.
10. Model 85%. 10.
Chapter 10 Test, Form 2D
Ass
essm
ent
© Glencoe/McGraw-Hill 540 Mathematics: Applications and Concepts, Course 1
11. Identify the percent modeled at the right. 11.
12. Write 12% as a fraction in simplest form. 12.
13. Write �35� as a percent. 13.
14. Write 9% as a decimal. 14.
15. Write 0.931 as a percent. 15.
Find the percent of each number.
16. 15% of 140 16.
17. 64% of 25 17.
18. 110% of 55 18.
Estimate each percent.
19. 41% of 203 19.
20. 52% of 248 20.
Bonus BICYCLE Marko buys a bike marked $400. He receives B:a 20% employee discount and pays 8% sales tax on the discounted price. How much does Marko pay for the bike?
NAME ________________________________________ DATE ______________ PERIOD _____
Chapter 10 Test, Form 2D (continued)
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
© Glencoe/McGraw-Hill 541 Mathematics: Applications and Concepts, Course 1
Write each ratio as a fraction in simplest form.
1. 60 fish to 440 frogs 1.
2. 35 shots made out of 55 attempted 2.
Write each ratio as a unit rate.
3. 162 heartbeats in 60 seconds 3.
4. 135 push-ups in 6 minutes 4.
Solve each proportion.
5. �1z4�
� �14688�
5.
6. �6y0� � �1
8200�
6.
7. �61..46�
� �0b.4�
7.
CONSTRUCTION For Questions 8–10, use the following information.On a scale drawing of a swimming pool, �
18� inch � 4 feet.
Find the actual length of each dimension.
8. 8.
9. 9.
10. 10.
Identify each percent modeled.
11. 11.
12. 12.
Chapter 10 Test, Form 3
Dimension Drawing Length
length 1�58� inches
width �34� inch
depth �136�
inch
Ass
essm
ent
© Glencoe/McGraw-Hill 542 Mathematics: Applications and Concepts, Course 1
13. Model 29%. 13.
Write each percent as a decimal and as a fraction in simplest form.
14. 6% 14.
15. 0.8% 15.
16. 230% 16.
Write each fraction or decimal as a percent.
17. �1265�
17.
18. �2580�
18.
19. 0.15 19.
Find the percent of each number.
20. 35% of 105 20.
21. 6% of 300 21.
22. 96% of 85 22.
Estimate each percent.
23. 32% of 19 23.
24. 76% of 123 24.
25. SALES TAX The sales tax is 8.5%. Estimate how much tax 25.will be charged for a purchase totaling $42.99.
Bonus SHIRT A sweatshirt is on sale for $15. This is 80% of the B:regular price. What was the regular price of the sweatshirt?
NAME ________________________________________ DATE ______________ PERIOD _____
Chapter 10 Test, Form 3 (continued)
Demonstrate your knowledge by giving a clear, concise solution toeach problem. Be sure to include all relevant drawings and justifyyour answers. You may show your solution in more than one way orinvestigate beyond the requirements of the problem. If necessary,record your answer on another piece of paper.
1. a. Tell in your own words the meaning of ratio.
b. Give an example of a ratio. Write the ratio in four ways.
c. Tell in your own words the meanings of rate and unit rate. Give anexample of a unit rate and an example of a rate that is not a unit rate.
d. Tell in your own words the meaning of proportion.
e. Write a word problem that uses a scale drawing and proportions.
f. Solve the word problem in part e. Explain each step.
2. A store is marking merchandise down for the back-to-school sale.Clothing is to be marked down 30%. School supplies are to be on sale for�14� off, and sporting goods prices will be reduced 20%.
a. Tell how to write a percent as a fraction and as a decimal.
b. Find the sale price of a $35 basketball in two ways.
c. Estimate the sale price of a jacket regularly priced $40. Explain yourreasoning.
d. Find the sale price of the jacket in part c.
e. Tell how to write a fraction as a percent.
f. Write �14� as a percent. Show your work.
g. On which item would a customer save more money, the $35 basketballor a $32 book for school? Explain your reasoning.
Chapter 10 Extended Response Assessment
© Glencoe/McGraw-Hill 543 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
Ass
essm
ent
Choose the correct term to complete each sentence.
1. A unit rate is a ratio that always has a (denominator, 1.numerator) of 1.
2. Equivalent ratios are ratios that have the same 2.(denominator, value)
3. A (proportion, rate) is an equation showing that two ratios 3.are equivalent.
4. A (scale, percent) gives the ratio that compares the 4.measurements on a scale drawing of an object to the measurements of the real object.
5. A (cross product, ratio) is a comparison of two numbers by 5.division.
6. A (unit rate, rate) best tells the quantity per unit measure. 6.
7. A scale drawing is a drawing of an object in which the 7.measurements are (proportional, identical) to themeasurements on the actual object.
8. 50 miles in 2 hours is an example of a (rate, scale). 8.
9. In order for two ratios to form a proportion, their 9.(cross products, unit rates) must be equal.
10. A (percent, rate) is a ratio that compares a number to 100. 10.
In your own words, define the term.
11. cross product
Chapter 10 Vocabulary Test/Review
© Glencoe/McGraw-Hill 544 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
cross products (p. 386)equivalent ratios (p. 381)percent (%) (p. 395)proportion (p. 386)rate (p. 381)
ratio (p. 380)scale (p. 391)scale drawing (p. 391)scale model (p. 391)unit rate (p. 381)
Write each ratio as a fraction in simplest form. 1.
1. 12 cats to 15 dogs 2. 4 eggs to 22 ounces 2.
3. 16 girls out of 40 students 3.
Write each ratio as a unit rate. 4.
4. 75 miles in 60 minutes 5. $11.97 for 3 rental DVDs 5.
Solve each proportion. 6.
6. �a6� � �1
50�
7. �6x� � �1
9.5�
7.
8. �34� � �6
c� 9. �
45� � �
2z0�
8.
9.
10. GROCERIES Suppose you buy 3 pounds of bananas for $0.99. 10.How many pounds can you buy for $4.95?
BRIDGE On a scale model of the Golden Gate Bridge, the scale is 1 inch � 100 meters. Find the actual measurements.
1. 1.
2. 2.
For Questions 3 and 4, model each percent. 3.
3. 72%
4. 12% 4.
5. Identify the percent modeled. 5.
Chapter 10 Quiz(Lessons 10-1 and 10-2)
Chapter 10 Quiz(Lessons 10-3 and 10-4)
© Glencoe/McGraw-Hill 545 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
Dimension Model Measurement
width �14� inch
length 27 inches
Ass
essm
ent
Write each percent as a fraction in simplest form. 1.
1. 5% 2. 130% 2.
Write each fraction as a percent. 3.
3. �290�
4. �52� 4.
Write each percent as a decimal. 5.
5. 21% 6. 0.4% 6.
Write each decimal as a percent. 7.
7. 0.35 8. 0.812 8.
Replace each � with �, �, or � to make a true sentence. 9.
9. 13% � 1.3% 10. 5.1% � 15% 10.
Find the percent of each number.
1. 20% of 150 1.
2. 0.4% of 88 2.
Estimate each percent.
3. 69% of 140 3.
4. 26% of 119 4.
5. MULTIPLE-CHOICE TEST ITEM Which of the following is a reasonable percent for the percent of the figure that is shaded?A. 25% B. 30%C. 50% D. 65% 5.
Chapter 10 Quiz(Lessons 10-5 and 10-6)
Chapter 10 Quiz(Lessons 10-7 and 10-8)
© Glencoe/McGraw-Hill 546 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
Write the letter for the correct answer in the blank at the right of each question.
1. Write the ratio 45 boys out of 60 students as a fraction in simplest form.
A. �43� B. �
34� C. �
37� D. �
4650�
1.
2. Write the ratio 180 miles on 10 gallons of gas as a unit rate.
F. 18 miles G. �181gmal
illoens� H. �
118gmal
illoens
� I. �181gmal
illoens
� 2.
For Questions 3 and 4, solve each proportion.
3. �8m0�
� �1250�
A. 6 B. 60 C. 1,200 D. �610�
3.
4. �1584�
� �1x0�
F. 30 G. 3 H. 540 I. �13� 4.
5. Identify the percent modeled.A. 20% B. 80% 5.C. 64% D. 36%
For Questions 6 and 7, solve each proportion.
6. �1m8� � �1
5000�
6.
7. �2376�
� �1x6�
7.
STATES For Questions 8 and 9, use the following information.On a map of Texas, the scale is 4 inches � 100 miles.
8. The distance between two cities is 2�12� inches. Find the 8.
actual distance.
9. A river measures 5 inches. Find the actual distance. 9.
10. Model 42%. 10.
Chapter 10 Mid-Chapter Test(Lessons 10-1 through 10-4)
© Glencoe/McGraw-Hill 547 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
Ass
essm
ent
1. Find the value of 4a � 5 � b � 2c if a � 10, b � 3, and c � 4. 1.(Lesson 1-6)
2. SCHOOL Thirty students take a math test. The highest 2.score is 97 points, and the range is 29. What is the lowest score? (Lesson 2-7)
3. SHOPPING Pete buys a CD for $12.39. If he pays with 3.a $20 bill, how much change will he get back? (Lesson 3-5)
4. Evaluate d � c if c � 4 and d � 28.5. (Lesson 4-3) 4.
5. Write 3.065 as mixed number in simplest form. (Lesson 5-6) 5.
6. Find 6�1112�
� 2�16�. Write in simplest form. (Lesson 6-5) 6.
Multiply or divide. Write in simplest form.
7. �25� �
78� (Lesson 7-2) 7.
8. �67� � �1
94�
(Lesson 7-4) 8.
9. Write the opposite of �8. (Lesson 8-1) 9.
10. Rewrite 5 74 20 so that it is easy to calculate mentally. 10.Then mentally find the product. (Lesson 9-1)
Solve each equation.
11. 3 � m � 5 (Lesson 9-2) 11.
12. 15 � �3n (Lesson 9-4) 12.
13. Complete the function table. 13.(Lesson 9-6)
14. Write the ratio 30 shots made out of 45 attempted as afraction in simplest form. (Lesson 10-1) 14.
15. Solve �6z� � �
3305�
. (Lesson 10-2) 15.
16. Write �1590�
as a percent. (Lesson 10-5) 16.
17. Write 0.29% as a decimal. (Lesson 10-6) 17.
18. Find 80% of 320. (Lesson 10-7) 18.
Chapter 10 Cumulative Review(Chapters 1–10)
© Glencoe/McGraw-Hill 548 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
Input(x) Output(x � 3)
�1
0
2
1. The line graph shows Ravi’s savings from January through May. What is the best prediction for Ravi’s July balance?(Lesson 2-4)
A. $300 B. $350 1.C. $400 D. $500
2. Twenty out of twenty-five students in Martin’s class own a pet. What is the fraction of the class that own pets? Write in simplest form. (Lesson 5-2)
F. �2205�
G. �18000�
H. �45� I. �
49� 2.
3. Find 7�18� � 3�2
54�
in simplest form. (Lesson 6-6)
A. 3�1112�
B. 4�1112�
C. 3�2224�
D. 4�14� 3.
4. What number is missing from the sequence 128, 64, 32, , 8? (Lesson 7-6)
F. 10 G. 24 H. 16 I. 12 4.
5. Which list is in order from greatest to least? (Lesson 8-1)
A. 3, 0, �4, �2 B. �4, 3, �2, 0C. 3, 0, �2, �4, D. �4, �2, 0, 3 5.
6. There are 4 more white roses in a bouquet than there are red roses. If there are 8 white roses, how many red roses are in the bouquet? (Lesson 9-2)
F. �4 G. 4 H. 12 I. �12 6.
For Questions 7 and 8, solve each equation.
7. 7 � n � 1 (Lesson 9-3)
A. 8 B. �8 C. 6 D. �6 7.
8. 4m � 7 � 9 (Lesson 9-5)
F. �12� G. ��
12� H. 4 I. �4 8. DCBA
IHGF
IHGF
DCBA
IHGF
?
DCBA
IHGF
DCBA
Jan.
Feb.
Mar. Apr.
May
300
200
100
400
500
Amou
nt ($
)
Month
0
Ravi s Savings,
Part 1: Multiple Choice
Instructions: Fill in the appropriate oval for the best answer.
© Glencoe/McGraw-Hill 549 Mathematics: Applications and Concepts, Course 1
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____Standardized Test Practice(Chapters 1–10)
Ass
essm
ent
9. Five of the first 25 presidents were born in March. What percent of the first 25 presidents were born in March?(Lesson 10-5)
A. 20% B. 5% C. 25% D. 50% 9.
10. What is the least common multiple 10. 11.of 4 and 14? (Lesson 5-4)
11. A board that is 10�12� feet long will be
cut into pieces that are each �78� feet long.
How many pieces of board will there be?(Lesson 7-5)
12. Find the product of 4 and �7. (Lesson 8-4) 12.
13. Solve �2n5�
� �1360�
. (Lesson 10-2) 13.
14. a. Identify the percent that is modeled. (Lesson 10-4)
b. Write this percent as a fraction in simplest form. Explain eachstep of your solution. (Lesson 10-5)
c. Write this percent as a decimal. Explain your solution. (Lesson 10-6)
Part 3: Extended Response
Instructions: Write your answers below or to the right of the questions.
0 0 0 0 01 1 1 1 12 2 2 2 23 3 3 3 34 4 4 4 45 5 5 5 56 6 6 6 67 7 7 7 78 8 8 8 89 9 9 9 9
0 0 0 0 01 1 1 1 12 2 2 2 23 3 3 3 34 4 4 4 45 5 5 5 56 6 6 6 67 7 7 7 78 8 8 8 89 9 9 9 9
Part 2: Short Response/Grid In
Instructions: Enter your grid in answers by writing each digit of the answer in acolumn box and then shading in the appropriate circle that corresponds to that entry.Write answers to short answer questions in the space provided.
DCBA
© Glencoe/McGraw-Hill 550 Mathematics: Applications and Concepts, Course 1
Standardized Test Practice (continued)
(Chapters 1–10)
An
swer
s
© Glencoe/McGraw-Hill A1 Mathematics: Applications and Concepts, Course 1
Standardized Test PracticeStudent Recording Sheet (Use with pages 422–423 of the Student Edition.)
NAME ________________________________________ DATE ______________ PERIOD _____
SCORE _____
Part 1:
Solve the problem and write your answer in the blank.
For grid in questions, also enter your answer by writing each number or symbolin a box. Then fill in the corresponding circle for that number or symbol.
8. (grid in) 8. 11. 14.
9.
10.
11. (grid in)
12.
13.
14. (grid in) 15. 16. 18.
15. (grid in)
16. (grid in)
17.
18. (grid in)
19. (grid in)
20. 19.
0 0 0 0 01 1 1 1 12 2 2 2 23 3 3 3 34 4 4 4 45 5 5 5 56 6 6 6 67 7 7 7 78 8 8 8 89 9 9 9 9
0 0 0 0 01 1 1 1 12 2 2 2 23 3 3 3 34 4 4 4 45 5 5 5 56 6 6 6 67 7 7 7 78 8 8 8 89 9 9 9 9
0 0 0 0 01 1 1 1 12 2 2 2 23 3 3 3 34 4 4 4 45 5 5 5 56 6 6 6 67 7 7 7 78 8 8 8 89 9 9 9 9
0 0 0 0 01 1 1 1 12 2 2 2 23 3 3 3 34 4 4 4 45 5 5 5 56 6 6 6 67 7 7 7 78 8 8 8 89 9 9 9 9
0 0 0 0 01 1 1 1 12 2 2 2 23 3 3 3 34 4 4 4 45 5 5 5 56 6 6 6 67 7 7 7 78 8 8 8 89 9 9 9 9
0 0 0 0 01 1 1 1 12 2 2 2 23 3 3 3 34 4 4 4 45 5 5 5 56 6 6 6 67 7 7 7 78 8 8 8 89 9 9 9 9
0 0 0 0 01 1 1 1 12 2 2 2 23 3 3 3 34 4 4 4 45 5 5 5 56 6 6 6 67 7 7 7 78 8 8 8 89 9 9 9 9
Select the best answer from the choices given and fill in the corresponding oval.
Multiple Choice
1.
2.
3.
4.
5.
6.
7. DCBA
IHGF
DCBA
IHGF
DCBA
IHGF
DCBA
Part 2: Short Response/Grid in
Record your answer forQuestion 21 on the back of this paper.
Part 3: Extended Response
An
swer
s
© Glencoe/McGraw-Hill A2 Mathematics: Applications and Concepts, Course 1
General Scoring Guidelines• If a student gives only a correct numerical answer to a problem but does not show how he or she
arrived at the answer, the student will be awarded only 1 credit. All extended response questionsrequire the student to show work.
• A fully correct answer for a multiple-part question requires correct responses for all parts of thequestion. For example, if a question has three parts, the correct response to one or two parts of thequestion that required work to be shown is not considered a fully correct response.
• Students who use trial and error to solve a problem must show their method. Merely showing thatthe answer checks or is correct is not considered a complete response for full credit.
Exercise 21 Rubric
Standardized Test PracticeRubric (Use to score the Extended Response question on page 423 of the Student Edition.)
Score Specific Criteria
4 A proportion equivalent to �322�
� �1x� is written. The proportion is correctly solved to
determine that one foot on the model represents 16 ft. Another proportion is used to
determine that a branch that is 4 ft long should be �14� ft or 3 in. on the model.
3 The proportions are correct, but one computational error is made in solving one ofthe proportions. OROne of the proportions and its solution are correct. The other proportion is incorrect,but the solution of the given proportion is correct.
2 One of the proportions and its solution are correct, but the other proportion and itssolution is incorrect. ORBoth of the proportions are correct, but the solutions are incorrect.
1 Only one of the proportions is correct, and neither solution is correct. OROne or both of the solutions is correct, but the proportions are not given.
0 Response is completely incorrect.
© Glencoe/McGraw-Hill A3 Mathematics: Applications and Concepts, Course 1
An
swer
s
Wri
te e
ach
rat
io a
s a
frac
tion
in
sim
ple
st f
orm
.
1.3
sail
boat
s to
6 m
otor
boat
s�1 2�
2.4
tuli
ps t
o 9
daff
odil
s�4 9�
3.5
base
ball
s to
25
soft
ball
s�1 5�
4.2
days
ou
t of
8 d
ays
�1 4�
5.6
pood
les
out
of 1
8 do
gs�1 3�
6.10
yel
low
egg
s ou
t of
12
colo
red
eggs
�5 6�
7.12
sh
eets
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pape
r ou
t of
28
�3 7�8.
18 h
ours
ou
t of
24
hou
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9.16
elm
s ou
t of
20
tree
s�4 5�
10.
15 t
rum
pets
to
9 tr
ombo
nes
�5 3�
11.
5 du
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to 3
0 ge
ese
�1 6�12
.14
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gers
�7 5�
13.
6 so
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out
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6 dr
inks
�3 8�14
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blu
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5 bi
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�4 7�
Wri
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it r
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15.
14 h
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2 w
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16.
36 p
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or 6
ch
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6 p
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17.
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18.
8 to
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for
$22
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tom
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es p
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19.
$28
for
4 h
ours
20
.15
0 m
iles
in
3 h
ours
$7 p
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r50
mile
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21.
$18
for
3 C
Ds
22.
48 l
ogs
on 6
tru
cks
$6 p
er C
D8
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s p
er t
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23.
Wri
te t
he
rati
o 21
win
s to
9lo
sses
as a
fra
ctio
n i
n s
impl
est
form
.�7 3�
24.
Wri
te t
he
rati
o $1
2 d
olla
rs f
or 3
tic
kets
as a
un
it r
ate.
$4 p
er t
icke
t
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Prac
tice:
Ski
llsR
atio
s
©G
lenc
oe/M
cGra
w-H
ill49
2M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
©G
lenc
oe/M
cGra
w-H
ill49
1M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Ref
er t
o th
e d
iagr
am a
t th
e ri
ght.
Wri
te t
he
rati
o th
at c
ompa
res
the
nu
mbe
r of
cir
cles
to
the
nu
mbe
r of
tri
angl
es.
�4 5�T
he G
CF
of
4 an
d 5
is 1
.
So,
th
e ra
tio
of c
ircl
es t
o tr
ian
gles
is
�4 5�, 4
to
5, o
r 4:
5.
For
eve
ry 4
cir
cles
, th
ere
are
5 tr
ian
gles
.
Wri
te t
he
rati
o th
at c
ompa
res
the
nu
mbe
r of
cir
cles
to
the
tota
l n
um
ber
of f
igu
res.
�2
� 14 0��
�2 5�T
he G
CF
of
4 an
d 10
is 2
.
�2
Th
e ra
tio
of c
ircl
es t
o th
e to
tal
nu
mbe
r of
fig
ure
s is
�2 5�, 2
to
5, o
r 2:
5.
For
eve
ry t
wo
circ
les,
th
ere
are
five
tot
al f
igu
res.
Wri
te t
he
rati
o 20
stu
den
ts t
o 5
com
pu
ters
as a
un
it r
ate.
�5
� 520co
s mtupd ue tn et rs s�
� 14cs ot mu
d pe un tt es r�
Div
ide
the
num
erat
or a
nd t
he d
enom
inat
or b
y 5
to g
et a
den
omin
ator
of
1.
�5
Th
e ra
tio
wri
tten
as
a u
nit
rat
e is
4 s
tud
ents
to
1 co
mpu
ter.
Wri
te e
ach
rat
io a
s a
frac
tion
in
sim
ple
st f
orm
.
1.2
gupp
ies
out
of 6
fis
h2.
12 p
upp
ies
to 1
5 ki
tten
s3.
5 bo
ys o
ut
of 1
0 st
ude
nts
�1 3��4 5�
�1 2�
Wri
te e
ach
rat
io a
s a
un
it r
ate.
4.6
eggs
for
3 p
eopl
e5.
$12
for
4 po
un
ds6.
40 p
ages
in
8 d
ays
2 eg
gs
per
per
son
$3 p
er p
ou
nd
5 p
ages
per
day
A r
ate
is a
rat
io o
f tw
o m
easu
rem
ents
hav
ing
diffe
rent
kin
ds o
f un
its.W
hen
a ra
te is
sim
plifi
ed s
o th
atit
has
a de
nom
inat
or o
f 1,
it is
cal
led
a u
nit
rat
e.
circ
les
➝to
tal f
igur
es➝
circ
les
➝tr
iang
les
➝
A r
atio
is a
com
paris
on o
f tw
o nu
mbe
rs b
y di
visi
on.A
com
mon
way
to
expr
ess
a ra
tio is
as
a fr
actio
n
in s
impl
est
form
.Rat
ios
can
also
be
writ
ten
in o
ther
way
s.F
or e
xam
ple,
the
rat
io �2 3�
can
be w
ritte
n as
2 to
3,
2 ou
t of
3,
or 2
:3.
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Stud
y Gu
ide
and
Inte
rven
tion
Rat
ios ��
��
Lesson 10–1
Answers (Lesson 10-1)
© Glencoe/McGraw-Hill A4 Mathematics: Applications and Concepts, Course 1
©G
lenc
oe/M
cGra
w-H
ill49
4M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Pre-
Act
ivit
yR
ead
th
e in
tro
du
ctio
n a
t th
e to
p o
f p
age
380
in y
ou
r te
xtb
oo
k.
Wri
te y
ou
r an
swer
s b
elo
w.
1.W
rite
a s
ente
nce
th
at c
ompa
res
the
nu
mbe
r of
nav
y so
cks
to t
he
nu
mbe
rof
wh
ite
sock
s. U
se t
he
wor
d le
ssin
you
r se
nte
nce
.S
amp
le a
nsw
er:
Th
ere
are
10 le
ss n
avy
sock
s th
an w
hit
e so
cks.
2.W
rite
a s
ente
nce
th
at c
ompa
res
the
nu
mbe
r of
bla
ck s
ocks
to
the
nu
mbe
r of
wh
ite
sock
s. U
se t
he
wor
d h
alf
in y
our
sen
ten
ce.
Sam
ple
an
swer
:T
her
e ar
e h
alf
as m
any
bla
ck s
ock
s th
an t
her
e ar
e w
hit
eso
cks.
3.W
rite
a s
ente
nce
com
pari
ng
the
nu
mbe
r of
wh
ite
sock
s to
th
e to
tal
nu
mbe
r of
soc
ks. U
se a
fra
ctio
n i
n y
our
sen
ten
ce.
Sam
ple
an
swer
:O
f th
e so
cks
in t
he
dra
wer
, �3 5�
are
wh
ite
sock
s.
Rea
din
g t
he
Less
on
4.A
rati
o co
mpa
res
amou
nts
of
two
diff
eren
t th
ings
by
divi
sion
. Tel
l w
hat
diff
eren
t th
ings
are
com
pare
d in
th
e ex
ampl
es i
n y
our
text
book
.
Exa
mpl
e 1
nu
mb
er o
f fo
otb
alls
to
th
e n
um
ber
of
ten
nis
bal
ls
Exa
mpl
e 2
nu
mb
er o
f p
retz
els
to t
he
tota
l nu
mb
er o
f sn
acks
5.W
rite
th
e ra
tio
of 2
pen
s ou
t of
a t
otal
of
3 pe
ns
4 di
ffer
ent
way
s.
6.W
hat
is
the
den
omin
ator
in
a u
nit
rat
e?1
Hel
pin
g Y
ou
Rem
emb
er7.
Go
to y
our
loca
l gr
ocer
y st
ore
and
mak
e a
list
of
un
it r
ates
th
at a
re u
sed
topr
ice
item
s in
th
e st
ore.
Als
o, c
ompa
re p
rice
s fo
r di
ffer
ent
bran
ds o
f a
cert
ain
pro
duct
. How
can
you
fin
d ou
t w
hic
h b
ran
d pr
ovid
es t
he
best
val
ue?
Doe
s th
e st
ore
hel
p yo
u t
o m
ake
the
com
pari
son
? If
so,
how
?S
ee s
tud
ents
’wo
rk.
2:3
2 o
ut
of
32
to 3
�2 3�Read
ing
to L
earn
Mat
hem
atic
sR
atio
s
©G
lenc
oe/M
cGra
w-H
ill49
3M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Prac
tice:
Wor
d Pr
oble
ms
Rat
ios
1.FO
OTB
ALL
In t
he
NF
L20
01–2
002
seas
on, t
he
Mia
mi
Dol
phin
s w
on
11 g
ames
an
d th
e O
akla
nd
Rai
ders
won
10 g
ames
. Wh
at i
s th
e ra
tio
of w
ins
for
the
Dol
phin
s to
win
s fo
r th
e R
aide
rs?
�1 11 0�
2.G
AR
DEN
ING
Rod
has
10
rose
bush
es, 2
of w
hic
h p
rodu
ce y
ello
w r
oses
. Wri
teth
e ra
tio
2 ye
llow
ros
ebu
shes
ou
t of
10
ros
ebu
shes
in s
impl
est
form
.
�1 5�
3.TE
NN
ISN
ancy
an
d L
isa
play
ed 2
0 se
tsof
ten
nis
. Nan
cy w
on 1
2 of
th
em. W
rite
the
rati
o of
Nan
cy’s
win
s to
th
e to
tal
nu
mbe
r of
set
s in
sim
ples
t fo
rm.
�3 5�
4.A
GES
Osc
ar i
s 16
yea
rs o
ld a
nd
his
sist
er J
uli
a is
12
year
s ol
d. W
hat
wil
lbe
th
e ra
tio
of O
scar
’s a
ge t
o Ju
lia’
s ag
ein
2 y
ears
? W
rite
as
a fr
acti
on i
nsi
mpl
est
form
.
�9 7�
5.M
OV
IES
Fou
r fr
ien
ds p
aid
a to
tal
of $
32fo
r m
ovie
tic
kets
. Wh
at i
s th
e ra
tio
$32
for
4 pe
ople
wri
tten
as
a u
nit
rat
e?$8
per
per
son
6.W
OR
KIN
GA
t a
war
ehou
se, t
he
empl
oyee
s ca
n u
nlo
ad 1
8 tr
uck
s in
6
hou
rs. W
hat
is
the
un
it r
ate
for
un
load
ing
tru
cks?
3 tr
uck
s p
erh
ou
r
7.A
NIM
ALS
Are
inde
er c
an r
un
96
mil
esin
3 h
ours
. At
this
rat
e, h
ow f
ar c
an a
rein
deer
ru
n i
n 1
hou
r? E
xpla
in.
32 m
i; S
amp
le a
nsw
er:
If it
tak
esa
rein
dee
r 3
ho
urs
to
ru
n 9
6 m
i,it
mu
st t
ake
3�
3�
1 h
to
ru
n
96�
3�
32 m
i.
8.SH
OPP
ING
Jen
ny
wan
ts t
o bu
y ce
real
that
com
es i
n l
arge
an
d sm
all
boxe
s.T
he
32-o
un
ce b
ox c
osts
$4.
16, a
nd
the
14-o
un
ce b
ox c
osts
$2.
38. W
hic
h b
ox i
sle
ss e
xpen
sive
per
ou
nce
? E
xpla
in.
Th
e la
rger
bo
x is
less
exp
ensi
ve. I
t co
sts
$0.1
3 p
er o
z,an
d t
he
smal
ler
bo
x co
sts
$0.1
7p
er o
z.
Lesson 10–1
Answers (Lesson 10-1)
© Glencoe/McGraw-Hill A5 Mathematics: Applications and Concepts, Course 1
An
swer
s
©G
lenc
oe/M
cGra
w-H
ill49
6M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Sol
ve �2 5�
�� n4 �.
Sol
ve �3 4�
�� 1b 2�
.
2 �
n¬�
5 �
4C
ross
pro
duct
s3
�12
¬�4
�b
Cro
ss p
rodu
cts
2n¬�
20M
ultip
ly.
36¬�
4bM
ultip
ly.
�2 2n �¬�
�2 20 �D
ivid
e ea
ch s
ide
by 2
.�3 46 �
¬��4 4b �
Div
ide
each
sid
e by
4.
n¬�
109¬
�b
Th
e so
luti
on i
s 10
.T
he
solu
tion
is
9.
Det
erm
ine
wh
eth
er e
ach
pai
r of
rat
ios
form
a p
rop
orti
on. E
xpla
inyo
ur
reas
onin
g.
1.�3 5�,
� 16 0�2.
�2 9�, � 14 6�
Yes
; th
e cr
oss
pro
du
cts
are
No
; th
e cr
oss
pro
du
cts
are
no
teq
ual
.eq
ual
.
Sol
ve e
ach
pro
por
tion
.
3.�2 3�
�� n8 �
124.
�3 4��
�1 x2 �16
5.�2 4�
�� 8y �
4
6.�3 5�
�� 1b 5�
97.
�1 9.2 ��
� 1c .5�0.
28.
� 1d 6��
�3 8�6
9.� 2x .6�
��1 1. .5 3�
310
.�2 y�
��6 9�
311
.�0 2. .1 6�
��0 z.5 �
13
A p
rop
ort
ion
is a
n eq
uatio
n st
atin
g th
at t
wo
ratio
s ar
e eq
uiva
lent
.For
exa
mpl
e, t
he r
atio
s �1 2�
and
�3 6�ar
e
equi
vale
nt,
so t
he e
quat
ion
�1 2��
�3 6�is
a p
ropo
rtio
n.In
ord
er fo
r tw
o ra
tios
to fo
rm a
pro
port
ion,
the
ir
cros
s pr
oduc
ts m
ust
be e
qual
.
Whe
n on
e va
lue
in a
pro
port
ion
is u
nkno
wn,
you
can
use
cro
ss p
rodu
cts
to s
olve
the
pro
port
ion.
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Stud
y Gu
ide
and
Inte
rven
tion
So
lvin
g P
rop
ort
ion
s 1 2�
1 �
6 is
one
cros
s pr
oduc
t
1 �
6 �
2 �
36
� 6
The
cros
s pr
oduc
ts a
re e
qual2
� 3
is th
e ot
her
cros
s pr
oduc
t3 6
©G
lenc
oe/M
cGra
w-H
ill49
5M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Rat
ios
and
Rec
tan
gle
s1.
Use
a c
enti
met
er r
ule
r to
mea
sure
th
e w
idth
an
d th
ele
ngt
h o
f ea
ch r
ecta
ngl
e.T
hen
exp
ress
th
e ra
tio
of t
he
wid
th t
o th
e le
ngt
h a
s a
frac
tion
in
sim
ples
t fo
rm.
2.S
imil
ar f
igu
res
hav
e th
e sa
me
shap
e,bu
t n
ot n
eces
sari
ly t
he
sam
e si
ze.
Tw
o re
ctan
gles
are
sim
ilar
if
the
rati
o of
th
e w
idth
to
the
len
gth
is
the
sam
e fo
r ea
ch.W
hic
h r
ecta
ngl
es i
n E
xerc
ise
1 ar
e si
mil
ar?
C a
nd
D
3.F
or c
entu
ries
art
ists
an
d ar
chit
ects
hav
e u
sed
a sh
ape
call
ed t
he
gold
enre
ctan
gle
beca
use
peo
ple
seem
to
fin
d it
mos
t pl
easa
nt
to l
ook
at.I
n a
gold
en r
ecta
ngl
e,th
e ra
tio
of t
he
wid
th t
o th
e le
ngt
h i
s a
litt
le l
ess
than
�5 8�.W
hic
h r
ecta
ngl
e in
Exe
rcis
e 1
is m
ost
nea
rly
a go
lden
rec
tan
gle?
B
E
D
C
BA
C:
wid
th �
4 cm
len
gth
�6
cmra
tio
��2 3�
Enric
hmen
tN
AM
E__
____
____
____
____
____
____
____
____
____
__D
ATE
___
____
____
___
PE
RIO
D
____
_
Enric
hmen
t
A:
wid
th �
2 cm
len
gth
�4
cmra
tio
��1 2�
B:
wid
th �
3 cm
len
gth
�5
cmra
tio
��3 5�
D:
wid
th �
6 cm
len
gth
�9
cm
rati
o �
�2 3�
E:
wid
th �
4.8
cmle
ng
th �
4.8
cmra
tio
��1 1�
Lesson 10–1
Answers (Lessons 10-1 and 10-2)
© Glencoe/McGraw-Hill A6 Mathematics: Applications and Concepts, Course 1
©G
lenc
oe/M
cGra
w-H
ill49
8M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Prac
tice:
Wor
d Pr
oble
ms
So
lvin
g P
rop
ort
ion
s
1.SC
HO
OL
Th
e ra
tio
of b
oys
to g
irls
in
his
tory
cla
ss i
s 4
to 5
. How
man
y gi
rls
are
in t
he
clas
s if
th
ere
are
12 b
oys
inth
e cl
ass?
Exp
lain
.
15 g
irls
; S
amp
le a
nsw
er:
If t
he
rati
o is
4 b
oys
fo
r ev
ery
5 g
irls
in t
he
clas
s, t
he
equ
ival
ent
rati
om
ust
be
12 b
oys
to
an
un
kno
wn
n
um
ber
of
gir
ls, �
4 5��
�1 g2 �. S
ince
12
�3
�4,
g�
3 �
5 o
r 15
.
2.FA
CTO
RIE
SA
fact
ory
prod
uce
s 6
mot
orcy
cles
in
9 h
ours
. Wri
te a
prop
orti
on a
nd
solv
e it
to
fin
d h
owm
any
hou
rs i
t ta
kes
to p
rodu
ce
16 m
otor
cycl
es.
�6 9��
�1 x6 �;
24 h
3.R
EAD
ING
Jam
es r
ead
4 pa
ges
in a
boo
kin
6 m
inu
tes.
How
lon
g w
ould
you
expe
ct h
im t
o ta
ke t
o re
ad 6
pag
es?
9
min
4.C
OO
KIN
GA
reci
pe t
hat
wil
l m
ake
3 pi
es c
alls
for
7 c
ups
of
flou
r. W
rite
apr
opor
tion
an
d so
lve
it t
o fi
nd
how
man
y pi
es c
an b
e m
ade
wit
h 2
8 cu
ps
of f
lou
r.
�3 7��
� 2p 8�;
12 p
ies
5.TY
PIN
GS
ara
can
typ
e 90
wor
ds i
n4
min
ute
s. A
bou
t h
ow m
any
wor
dsw
ould
you
exp
ect
her
to
type
in
10
min
ute
s?22
5 w
ord
s
6.B
ASK
ETB
ALL
Th
e L
akew
ood
Wil
dcat
sw
on 5
of
thei
r fi
rst
7 ga
mes
th
is y
ear.
Th
ere
are
28 g
ames
in
th
e se
ason
.A
bou
t h
ow m
any
gam
es w
ould
you
expe
ct t
he
Wil
dcat
s to
win
th
is s
easo
n?
Exp
lain
you
r re
ason
ing.
20 g
ames
; S
amp
le a
nsw
er:
Ifth
ey h
ave
alre
ady
wo
n 5
ou
t o
f7
gam
es, t
hey
will
pro
bab
lyco
nti
nu
e to
win
in t
he
sam
ep
rop
ort
ion
fo
r th
e re
mai
nd
er o
f
the
seas
on
, �5 7�
�� 2x 8�
.
7.FO
OD
Two
slic
es o
f D
an’s
Fam
ous
Piz
za h
ave
230
Cal
orie
s. H
ow m
any
Cal
orie
s w
ould
you
exp
ect
to b
e in
5
slic
es o
f th
e sa
me
pizz
a?57
5 C
alo
ries
8.SH
OPP
ING
An
dy p
aid
$1.4
0 fo
r 4
grap
efru
its.
Wri
te a
pro
port
ion
an
dso
lve
it t
o fi
nd
how
man
y gr
apef
ruit
sh
e ca
n p
urc
has
e fo
r $2
.10.
�$14.4
0�
��$2
x.10
�;
6 g
rap
efru
its
©G
lenc
oe/M
cGra
w-H
ill49
7M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Sol
ve e
ach
pro
por
tion
.
1.�2 5�
��8 x�
202.
�2 7��
�4 y�14
3.�3 5�
�� 3b 0�
18
4.�2 9�
�� 3c 6�
85.
�4 5��
� 2d 5�20
6.�2 40 �
��1 f0 �
2
7.� 2g �
��2 18 4�
48.
�2 x��
�1 20 5�5
9.�4 3�
�� 1h 8�
24
10.
�1 30 0��
�2 r�6
11.
� 1t 8��
�3 6�9
12.
�2 3��
� m6 �9
13.
�9 2��
� 6s �27
14.
� 3n 6��
�2 6�12
15.
� u4 ��
�1 22 1�7
16.
�5 6��
� 1m 2�10
17.
� 2d 7��
�4 9�12
18.
�5 8��
�1 q5 �24
19.
�1 25 7��
�5 k�9
20.
�4 x��
�2 30 0�6
21.
�b 3��
�2 94 �8
22.
� 3z 5��
�4 7�20
23.
�6 c��
�2 24 8�7
24.
�6 8��
� 2x 4�18
25.
�1 14 6��
�b 8�7
26.
�8 r��
�2 24 7�9
27.
�1 36 6��
� 9t �4
28.
�1 2. .2 4��
�2 n.4 �4.
829
.�0 1. .5 8�
�� 9s �
2.5
30.
�1 w.6 ��
� 18 6�3.
2
31.
Wh
at i
s th
e so
luti
on o
f �3 5�
��2 k�?
Rou
nd
to t
he
nea
rest
ten
th.
3.3
32.
Fin
d th
e so
luti
on o
f �4 3.3 �
�� 2n .2�
to t
he
nea
rest
ten
th.
3.2
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Prac
tice:
Ski
llsS
olv
ing
Pro
po
rtio
ns
Lesson 10–2
Answers (Lesson 10-2)
© Glencoe/McGraw-Hill A7 Mathematics: Applications and Concepts, Course 1
An
swer
s
Ad
a
Did
you
kn
ow t
hat
a w
oman
wro
te t
he
firs
tde
scri
ptio
n o
f a
com
pute
r pr
ogra
mm
ing
lan
guag
e?S
he
was
th
e da
ugh
ter
of a
fam
ous
En
glis
h l
ord
and
was
bor
n i
n 1
815.
Sh
e h
ad a
dee
p u
nde
rsta
ndi
ng
ofm
ath
emat
ics
and
was
fas
cin
ated
by
calc
ula
tin
gm
ach
ines
. Her
in
tere
sts
led
her
to
crea
te t
he
firs
tal
gori
thm
. In
184
3, s
he
tran
slat
ed a
Fre
nch
ver
sion
of a
lec
ture
by
Ch
arle
s B
abba
ge. I
n h
er n
otes
to
the
tran
slat
ion
, sh
e ou
tlin
ed t
he
fun
dam
enta
l co
nce
pts
ofco
mpu
ter
prog
ram
min
g. S
he
died
in
185
2. I
n 1
979,
the
U.S
. Dep
artm
ent
of D
efen
se n
amed
th
e co
mpu
ter
lan
guag
e A
da
afte
r h
er.
To f
ind
out
this
wom
an’s
fu
ll n
ame,
sol
ve t
he
prop
orti
on f
or e
ach
let
ter.
1.� A7 �
��2 48 0�
2.�5 4�
�� 3B 6�
3.�1 3�
�� 1C 5�
4.� D5 �
��3 65 3�
5.�2 5�
�� 2E 0�
6.� 12 8�
�� 2L 7�
7.� N6 �
��1 12 4�
8.� 19 1�
�� 4O 4�
9.�2 8�
��R 4�
10.
� V5 ��
�2 35 0�11
.�7 4�
�� 2Y 8�
Now
loo
k f
or e
ach
sol
uti
on b
elow
. Wri
te t
he
corr
esp
ond
ing
lett
er o
nth
e li
ne
abov
e th
e so
luti
on. I
f yo
u h
ave
calc
ula
ted
cor
rect
ly, t
he
lett
ers
wil
l sp
ell
her
nam
e.
� 1A 0��D 9�
� 1A 0�� 4B 5�
� 4Y 9��R 1�
� 3O 6��N 7�
�L 3�� 3O 6�
�V 6��E 8�
�L 3�� 1A 0�
�C 5��E 8�
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Enric
hmen
t
©G
lenc
oe/M
cGra
w-H
ill50
0M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
©G
lenc
oe/M
cGra
w-H
ill49
9M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Pre-
Act
ivit
yC
om
ple
te t
he
Min
i Lab
at
the
top
of
pag
e 38
6 in
yo
ur
text
bo
ok.
Wri
te y
ou
r an
swer
s b
elo
w.
1.C
ompl
ete
each
rat
io s
o th
at t
he
rati
os c
ompa
rin
g th
e ar
eas
are
equ
ival
ent.
a.b
.
2.H
ow d
id y
ou f
ind
wh
ich
fig
ure
mad
e th
e ra
tios
equ
ival
ent?
Sam
ple
answ
er:
Th
e re
d b
lock
is p
art
of
the
yello
w s
o I
aske
d m
ysel
fw
hat
was
par
t o
f th
e b
lue
and
3 t
rian
gle
s m
ake
up
hal
f o
f th
eye
llow
hex
ago
n s
o w
hat
wo
uld
2 t
rian
gle
s m
ake.
3.S
upp
ose
a gr
een
blo
ck e
qual
s 2,
a b
lue
bloc
k eq
ual
s 4,
a y
ello
w b
lock
eq
ual
s 6,
an
d a
red
bloc
k eq
ual
s 3.
Wri
te a
pai
r of
equ
ival
ent
rati
os.
�6 4��
�3 2�an
d �4 6�
��2 3�
4.W
hat
rel
atio
nsh
ip e
xist
s in
th
ese
equ
ival
ent
rati
os?
Sam
ple
an
swer
:T
he
nu
mb
ers
in t
he
firs
t ra
tio
can
be
div
ided
by
the
sam
en
um
ber
to
get
th
e se
con
d r
atio
.
Rea
din
g t
he
Less
on
5.L
ook
at t
he
arit
hm
etic
exa
mpl
e in
th
e K
ey C
once
pt b
ox o
n p
age
386.
Wh
at i
s th
e si
gnif
ican
ce o
f th
e tw
o in
stan
ces
of �
3?S
amp
le a
nsw
er:
Th
e n
um
erat
or
and
den
om
inat
or
in t
he
firs
t ra
tio
are
mu
ltip
lied
by
the
sam
e n
um
ber
to
get
th
e eq
uiv
alen
t ra
tio
.6.
If t
wo
rati
os a
re e
quiv
alen
t, a
nd
ther
efor
e fo
rm a
pro
port
ion
, wh
at d
o yo
ukn
ow a
bou
t th
e cr
oss
prod
uct
s?T
hey
are
eq
ual
.
7.L
ook
at t
he
fin
al s
ente
nce
in
Exa
mpl
e 3
on p
age
387—
‘‘So,
375
stu
den
ts
can
be
expe
cted
to
pref
er g
el t
ooth
past
e.’’
Wh
y is
it
impo
rtan
t to
use
can
be
exp
ecte
din
th
is a
nsw
er?
Sam
ple
an
swer
: B
ecau
se t
his
is a
pre
dic
tio
n;
ther
e is
no
way
of
kno
win
g f
or
sure
th
e p
refe
ren
ceo
f al
l 500
stu
den
ts u
nle
ss e
ach
on
e is
qu
esti
on
ed in
div
idu
ally
.
Hel
pin
g Y
ou
Rem
emb
er8.
Wor
k w
ith
a p
artn
er. S
tudy
Exa
mpl
e 1
on p
age
387.
Wri
te a
pro
port
ion
that
nee
ds t
o be
sol
ved
for
an u
nkn
own
val
ue.
Exc
han
ge p
ropo
rtio
ns
and
solv
e fo
r th
e u
nkn
own
val
ue.
Exp
lain
how
you
arr
ived
at
you
r so
luti
on.
See
stu
den
ts’w
ork
.
�?
�?
Read
ing
to L
earn
Mat
hem
atic
sS
olv
ing
Pro
po
rtio
ns
Lesson 10–2
Answers (Lesson 10-2)
© Glencoe/McGraw-Hill A8 Mathematics: Applications and Concepts, Course 1
©G
lenc
oe/M
cGra
w-H
ill50
2M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Prac
tice:
Ski
llsS
cale
Dra
win
gs
and
Mo
del
sD
RA
FTIN
GO
n a
set
of
dra
win
gs, t
he
scal
e is
2 i
nch
es5
3 fe
et. F
ind
th
eac
tual
mea
sure
men
ts.
LIZA
RD
SM
odel
s of
liz
ard
s w
ere
mad
e u
sin
g th
e gi
ven
sca
les.
Fin
d t
he
actu
al m
easu
rem
ents
.
Sca
le: 1
in
ch�
�1 2�in
ch
Sca
le: 2
in
ches
�3
inch
es
Sca
le: 4
in
ches
�5
inch
es
MA
PSA
map
has
a s
cale
of
3 in
ches
�7
mil
es. F
ind
th
e ac
tual
dis
tan
ceb
etw
een
th
e ci
ties
wit
h t
he
map
dis
tan
ces
give
n.
13.
8.4
inch
es b
etw
een
Fal
l C
ity
and
Su
mm
it19
.6 m
i
14.
2 in
ches
bet
wee
n P
otte
r an
d G
reen
Riv
er4 �
2 3�m
i
Ob
ject
Dra
win
gA
ctu
al S
ize
tabl
e14
in
ches
6 ft
wal
l10
in
ches
15 f
tro
ad18
in
ches
27 f
tdo
or15
in
ches
7.5
ftco
mpu
ter
1 in
ch.
1.5
ftla
mp
10.5
in
ch0.
75 f
t
1. 2. 3. 4. 5. 6.
Gro
un
d G
eck
oM
odel
Act
ual
Siz
ebo
dy l
engt
h3.
6 in
ches
4.5
in.
tail
len
gth
2 in
ches
2.5
in.
Des
ert
Igu
ana
Mod
elA
ctu
al S
ize
body
len
gth
9 in
ches
13.5
in.
tail
len
gth
18 i
nch
es27
in.
11.
12.9. 10.
Wh
ipta
il L
izar
dM
odel
Act
ual
Siz
ebo
dy l
engt
h6
inch
es3
in.
tail
len
gth
12 i
nch
es6
in.
7. 8.
©G
lenc
oe/M
cGra
w-H
ill50
1M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
RA
CE
CA
RS
Am
odel
of
a ra
ce c
ar h
as a
wid
th o
f 3.
5 in
ches
. Th
e sc
ale
is 1
in
ch�
2 fe
et. F
ind
th
e ac
tual
wid
th o
f th
e ra
ce c
ar.
Let
wre
pres
ent
the
actu
al w
idth
.
Sca
leR
ace
Car
�1 2�¬�
�3 w.5 �
1 �
w¬�
2 �
3.5
Fin
d th
e cr
oss
prod
ucts
.w
¬�7
Mul
tiply
.
Th
e ac
tual
wid
th o
f th
e ra
ce c
ar i
s 7
feet
.
HIK
ING
On
a m
ap, t
he
dis
tan
ce b
etw
een
Rou
nd
Lak
e an
d J
un
e L
ake
is 6
in
ches
. Th
e sc
ale
on t
he
map
is
3 in
ches
�5
mil
es. F
ind
th
eac
tual
dis
tan
ce b
etw
een
th
e tw
o la
kes
.
Let
dre
pres
ent
the
actu
al d
ista
nce
.
Map
Sca
leA
ctu
al D
ista
nce
�3 5�¬ � � d6 �
3 �
d¬�
5 �
6F
ind
the
cros
s pr
oduc
ts.
3d¬�
30M
ultip
ly.
�3 3d �¬�
�3 30 �D
ivid
e.
d¬�
10
Th
e di
stan
ce b
etw
een
th
e tw
o la
kes
is 1
0 m
iles
.
DR
AFT
ING
For
Exe
rcis
es 1
–4, u
se t
he
foll
owin
g in
form
atio
n.
On
a s
et o
f dr
awin
gs, t
he
scal
e is
2 i
nch
�4
feet
. Fin
d th
e ac
tual
mea
sure
men
ts.
5.M
APS
Am
ap h
as a
sca
le o
f 2
inch
es�
7 m
iles
. Th
e di
stan
ce b
etw
een
Pir
ate’
s C
ove
and
Mid
nig
ht
Lag
oon
on
th
em
ap i
s 12
in
ches
. Wh
at i
s th
e ac
tual
dist
ance
bet
wee
n t
he
two
plac
es?
42 m
i
map
dis
tanc
eac
tual
dis
tanc
em
ap d
ista
nce
➝ac
tual
dis
tanc
e➝
mod
el w
idth
actu
al w
idth
mod
elw
idth
➝ac
tual
wid
th➝
Sca
le d
raw
ing
san
d sc
ale
mo
del
sar
e us
ed t
o re
pres
ent
obje
cts
that
are
too
larg
e or
too
sm
all
to b
e dr
awn
or b
uilt
at a
ctua
l siz
e.T
he s
cale
give
s th
e ra
tio t
hat
com
pare
s th
e m
easu
rem
ents
on
the
draw
ing
or m
odel
to
the
mea
sure
men
ts o
f th
e re
al o
bjec
t.T
he m
easu
rem
ents
on
a dr
awin
g or
mod
elar
e pr
opor
tiona
l to
the
mea
sure
men
ts o
f th
e ac
tual
obj
ect.
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Stud
y Gu
ide
and
Inte
rven
tion
Sca
le D
raw
ing
s an
d M
od
els
Ob
ject
Dra
win
gA
ctu
al S
ize
door
4 in
ches
8 ft
wal
l6
inch
es12
ft
tree
12 i
nch
es24
ft
com
pute
r1
inch
2 ft
1. 2. 3. 4.
➝ ➝
➝➝
Lesson 10–3
Answers (Lesson 10-3)
© Glencoe/McGraw-Hill A9 Mathematics: Applications and Concepts, Course 1
An
swer
s
Pre-
Act
ivit
yR
ead
th
e in
tro
du
ctio
n a
t th
e to
p o
f p
age
391
in y
ou
r te
xtb
oo
k.W
rite
yo
ur
answ
ers
bel
ow
.
1.E
xpla
in h
ow y
ou w
ould
use
a r
ule
r to
fin
d th
e n
um
ber
of m
iles
bet
wee
n
any
two
citi
es o
n t
he
map
.S
amp
le a
nsw
er:
Use
a r
ule
r to
mea
sure
th
ed
ista
nce
bet
wee
n a
ny
two
cit
ies
and
th
en m
ult
iply
th
at m
easu
re b
y 14
.
2.U
se t
he
met
hod
you
des
crib
ed i
n E
xerc
ise
1 to
fin
d th
e ac
tual
dis
tan
cebe
twee
n H
alet
own
an
d Ja
sper
.ab
ou
t 7
mile
s
3.W
hat
is
the
actu
al d
ista
nce
bet
wee
n K
imba
ll a
nd
Sig
nal
Mou
nta
in?
abo
ut
21 m
i
Rea
din
g t
he
Less
on
4.L
ook
up
the
wor
d sc
ale
in a
dic
tion
ary.
Wri
te t
he
mea
nin
g th
at m
atch
es
the
way
th
e w
ord
is u
sed
in t
his
les
son
.S
amp
le a
nsw
er:
the
pro
po
rtio
n t
hat
am
ap, m
od
el, e
tc. b
ears
to
th
e th
ing
th
at it
rep
rese
nts
; ra
tio
bet
wee
n t
he
dim
ensi
on
s o
f a
rep
rese
nta
tio
n a
nd
th
at o
f th
e o
bje
ct
5.L
ook
at E
xam
ple
1 at
th
e bo
ttom
of
page
391
. Th
en t
ell
wh
at i
sh
appe
nin
g at
eac
h s
tep
of t
he
proc
ess
belo
w.
�1 8��
�2 h3 �W
rite
th
e p
rop
ort
ion
.
1 �
h�
8 �
23F
ind
th
e cr
oss
pro
du
cts.
h�
184
Mu
ltip
ly.
6.L
ook
at E
xam
ple
2 at
th
e to
p of
pag
e 39
2. W
hat
do
you
nee
d to
kn
ow i
nor
der
to s
olve
for
d, t
he
actu
al d
ista
nce
?Yo
u n
eed
to
kn
ow
th
esc
ale
and
th
e d
ista
nce
on
th
e m
ap.
7.B
rin
g a
map
or
set
of m
aps
to s
choo
l (f
or e
xam
ple,
map
s of
th
e w
orld
as
fou
nd
in a
n a
lman
ac).
Usi
ng
the
scal
e on
th
e m
ap, p
ract
ice
mea
suri
ng
dist
ance
s be
twee
n o
bjec
ts o
n t
he
map
.S
ee s
tud
ents
’wo
rk.
Hel
pin
g Y
ou
Rem
emb
er8.
Mak
e a
scal
e dr
awin
g of
som
e ob
ject
wit
h w
hic
h y
ou a
re f
amil
iar.
Tak
eth
e ac
tual
mea
sure
men
ts o
f th
e ob
ject
. Dec
ide
on a
sca
le. C
reat
e th
edr
awin
g. B
e su
re t
o pu
t th
e sc
ale
som
ewh
ere
on y
our
draw
ing
so a
rea
der
wil
l be
abl
e to
tel
l th
e si
ze o
f th
e ac
tual
obj
ect.
See
stu
den
ts’w
ork
.
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Read
ing
to L
earn
Mat
hem
atic
sS
cale
Dra
win
gs
and
Mo
del
s
©G
lenc
oe/M
cGra
w-H
ill50
4M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
©G
lenc
oe/M
cGra
w-H
ill50
3M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
1.M
APS
On
a m
ap w
ith
a s
cale
of
1 in
ch�
9 m
iles
, th
e di
stan
ce b
etw
een
two
tow
ns
is 3
in
ches
. W
hat
is
the
actu
al d
ista
nce
bet
wee
n t
he
two
tow
ns?
27 m
i
2.B
LUEP
RIN
TSO
n a
n a
rch
itec
t’s b
luep
rin
t,th
e fr
ont
of a
bu
ildi
ng
mea
sure
s 27
in
ches
. Th
e sc
ale
of t
he
blu
epri
nt
is1
inch
�2
feet
. How
wid
e w
ill
the
fron
tof
th
e ac
tual
bu
ildi
ng
be?
54 f
t
3.M
OD
ELS
Th
e m
odel
of
an a
irpl
ane
has
a w
ings
pan
of
20 i
nch
es. T
he
mod
el h
asa
scal
e of
1 i
nch
�4
feet
. Wh
at i
s th
ew
ings
pan
of
the
actu
al a
irpl
ane?
80 f
t
4.A
RC
HIT
ECTU
RE
Th
e dr
awin
g fo
r a
buil
din
g h
as a
sca
le o
f 1
inch
�3
feet
.T
he
buil
din
g in
th
e dr
awin
g h
as a
hei
ght
of 1
4 in
ches
. How
tal
l w
ill
the
actu
al b
uil
din
g be
?42
ft
5.R
OC
KET
SA
mod
el o
f th
e S
atu
rn V
rock
et h
as a
sca
le o
f 1
inch
�12
fee
t.
If t
he
mod
el r
ocke
t is
30
inch
es t
all,
how
tal
l w
as t
he
actu
al S
atu
rn V
rock
et?
360
ft
6.C
AR
SR
on t
ook
a ph
otog
raph
of
his
car
and
then
mea
sure
d th
e le
ngt
h o
f th
eca
r in
th
e ph
otog
raph
. Th
e le
ngt
h w
as
4 �1 2�
inch
es. I
f th
e sc
ale
of t
he
phot
ogra
ph i
s 1
inch
�4
feet
, how
lon
gis
Ron
’s a
ctu
al c
ar?
18 f
t
7.M
OD
ELS
Am
odel
of
a 4-
cyli
nde
r ga
soli
ne
engi
ne
is b
uil
t on
a s
cale
of
1 in
ch �
6 in
ches
. If
the
len
gth
of
the
mod
el e
ngi
ne
is 9
in
ches
, how
lon
gis
th
e ac
tual
en
gin
e?54
in.
8.PH
OTO
GR
APH
YA
phot
o la
b te
chn
icia
nis
goi
ng
to r
edu
ce a
ph
otog
raph
th
at
is 9
in
ches
wid
e u
sin
g a
scal
e of
1 in
ch �
�2 3�in
ch. H
ow w
ide
wil
l th
e
redu
ced
phot
o be
?6
in.
Prac
tice:
Wor
d Pr
oble
ms
Sca
le D
raw
ing
s an
d M
od
els
Lesson 10–3
Answers (Lesson 10-3)
© Glencoe/McGraw-Hill A10 Mathematics: Applications and Concepts, Course 1
©G
lenc
oe/M
cGra
w-H
ill50
6M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Mod
el 1
0%.
Mod
el 7
8%.
10%
mea
ns
10 o
ut
of 1
00.
78%
mea
ns
78 o
ut
of 1
00.
So,
sh
ade
10 o
f th
e 10
0 sq
uar
es.
So,
sh
ade
78 o
f th
e 10
0 sq
uar
es.
Iden
tify
eac
h p
erce
nt
that
is
mod
eled
.
Th
ere
are
30 o
ut
of 1
00 s
quar
es
Th
ere
are
43 o
ut
of 1
00 s
quar
es s
had
ed.
shad
ed. S
o, t
he
mod
el s
how
s 30
%.
So,
th
e m
odel
sh
ows
43%
.
Mod
el e
ach
per
cen
t.
1.20
%2.
55%
3.12
%
Iden
tify
eac
h p
erce
nt
that
is
mod
eled
.
4.60
%5.
45%
6.70
%
You
can
use
wha
t yo
u kn
ow a
bout
dec
imal
mod
els
and
perc
ents
to
iden
tify
the
perc
ent
of a
mod
el t
hat
is s
hade
d.
Rat
ios
like
41 o
ut o
f 10
0, 2
5 ou
t of
100
, or
2 o
ut o
f 10
0 ca
n be
writ
ten
as p
erce
nts.
A p
erce
nt
(%)
is a
ratio
tha
t co
mpa
res
a nu
mbe
r to
100
.Sin
ce t
he w
ord
perc
ent
mea
ns o
ut o
f on
e hu
ndre
d, y
ou c
an u
sea
10 �
10 g
rid t
o m
odel
per
cent
s.
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Stud
y Gu
ide
and
Inte
rven
tion
Mo
del
ing
Per
cen
ts
©G
lenc
oe/M
cGra
w-H
ill50
5M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Plan
nin
g a
Ro
om
Bef
ore
mov
ing
furn
itu
re i
nto
a r
oom
, man
y pe
ople
pla
n a
n a
rran
gem
ent
bym
akin
g a
scal
e dr
awin
g. T
his
mak
es i
t po
ssib
le t
o fi
nd
the
best
arr
ange
men
tfo
r th
e ro
om w
ith
out
actu
ally
mov
ing
hea
vy f
urn
itu
re.
For
eac
h p
iece
of
furn
itu
re, a
ctu
al m
easu
rem
ents
are
giv
en. C
omp
ute
scal
e m
easu
rem
ents
usi
ng
the
scal
e �1 2�
inch
�1
foot
.
1.be
d: 6
�1 2�fe
et l
ong,
3 f
eet
wid
e3 �
1 4�in
. lo
ng
, 1�1 2�
in. w
ide
2.be
dsid
e ta
ble:
1�1 2�
feet
lon
g, 1
�1 2�fe
et w
ide
�3 4�in
. lo
ng
, �3 4�
in. w
ide
3.bo
okca
se: 3
�1 2�fe
et l
ong,
1 f
oot
wid
e1 �
3 4�in
. lo
ng
, �1 2�
in. w
ide
4.de
sk: 4
2 in
ches
lon
g, 1
8 in
ches
wid
e1 �
3 4�in
. lo
ng
, �3 4�
in. w
ide
5.ch
est
of d
raw
ers:
39
inch
es l
ong,
18
inch
es w
ide
1 �5 8�
in. l
on
g, �
3 4�in
. wid
e
6.U
se y
our
answ
ers
from
Exe
rcis
es 1
–5. S
how
how
th
e fu
rnit
ure
mig
ht
bear
ran
ged
in t
he
bedr
oom
sh
own
bel
ow.
Arr
ang
emen
ts m
ay v
ary.
des
k
WIN
DO
Wb
edsi
de
tab
le
bed
ches
t o
f d
raw
ers
bo
okc
ase
DO
OR
Scal
e: in
ch =
1 f
oo
t1 2
Enric
hmen
tN
AM
E__
____
____
____
____
____
____
____
____
____
__D
ATE
___
____
____
___
PE
RIO
D
____
_
Lesson 10–3
Answers (Lessons 10-3 and 10-4)
© Glencoe/McGraw-Hill A11 Mathematics: Applications and Concepts, Course 1
An
swer
s
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Prac
tice:
Wor
d Pr
oble
ms
Mo
del
ing
Per
cen
ts
©G
lenc
oe/M
cGra
w-H
ill50
8M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
1.FO
OTB
ALL
In t
he
2001
–200
2 se
ason
, th
e D
alla
s C
owbo
ys f
ootb
all
team
w
on 4
5% o
f th
eir
gam
es. M
ake
a m
odel
to
show
45%
.
2.LA
ND
SCA
PIN
GJa
cob
is m
akin
g a
10 f
oot
by 1
0 fo
ot p
atio
in
his
bac
kyar
d u
sin
gpa
vin
g st
ones
th
at a
re 1
foo
t sq
uar
e.T
he
shad
ed a
rea
of t
he
mod
el i
ndi
cate
sth
e fi
nis
hed
par
t of
th
e pa
tio.
Wh
atpe
rcen
t of
th
e pa
tio
has
Jac
ob f
inis
hed
?
55%
3.A
RT
Lyd
ia i
s m
akin
g a
coll
age
usi
ng
100
phot
ogra
phs
arra
nge
d in
a s
quar
epa
tter
n. T
he
shad
ed a
rea
in t
he
mod
elin
dica
tes
the
part
of
the
coll
age
alre
ady
cove
red
by p
hot
os. W
hat
per
cen
t of
th
eco
llag
e is
fin
ish
ed?
33%
4.EN
ERG
YIn
th
e ye
ar 2
000,
nu
clea
ren
ergy
acc
oun
ted
for
8% o
f th
e en
ergy
use
d in
th
e U
.S. M
ake
a m
odel
to
show
8%
.
5.G
AM
EST
he
figu
re s
how
s th
e st
arti
ng
posi
tion
for
a g
ame
play
ed o
n a
10
by10
boa
rd. T
he
shad
ed s
quar
es c
onta
inga
me
piec
es. W
hat
per
cen
t of
th
esq
uar
es o
n t
he
boar
d co
nta
in g
ame
piec
es?
20%
6.M
USI
CIn
th
e sc
hoo
l ch
oru
s, 5
2% o
f th
egi
rls
sin
g so
pran
o an
d 44
% s
ing
alto
.W
hic
h o
f th
ese
two
sect
ion
s of
th
ech
oru
s h
as m
ore
girl
s? E
xpla
in u
sin
gm
odel
s.
Sam
ple
an
swer
: T
her
e ar
e m
ore
sop
ran
os.
As
the
mo
del
s sh
ow
,52
% is
gre
ater
th
an 4
4%.
©G
lenc
oe/M
cGra
w-H
ill50
7M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Mod
el e
ach
per
cen
t.1–
6.S
amp
le a
nsw
ers
giv
en.
1.15
%2.
50%
3.75
%
4.80
%5.
21%
6.48
%
Iden
tify
eac
h p
erce
nt
that
is
mod
eled
.
7.20
%8.
60%
9.90
%
10.
55%
11.
40%
12.
15%
13.
25%
14.
50%
15.
35%
Prac
tice:
Ski
llsM
od
elin
g P
erce
nts
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Lesson 10–4
Answers (Lesson 10-4)
© Glencoe/McGraw-Hill A12 Mathematics: Applications and Concepts, Course 1
©G
lenc
oe/M
cGra
w-H
ill51
0M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
We
the
Peo
ple
Wh
o ar
e th
e pe
ople
of
the
Un
ited
Sta
tes?
Th
egr
aph
s at
th
e ri
ght
show
just
a s
mal
l pa
rt o
fth
e da
ta g
ath
ered
in
th
e 20
00 C
ensu
s of
th
eP
opu
lati
on.U
sin
g th
e da
ta s
how
n o
n t
hes
egr
aph
s,de
cide
wh
eth
er e
ach
sta
tem
ent
is t
rue
or f
alse
.
1.A
bou
t 12
% o
f al
l th
e pe
ople
cou
nte
d in
the
cen
sus
resp
onde
d th
at t
hey
are
bla
ck.
tru
e
2.A
bou
t 5%
of
all
the
peop
le c
oun
ted
in t
he
ce
nsu
s id
enti
fied
th
eir
nat
ion
al o
rigi
n a
s C
uba
n.
fals
e
3.A
bou
t 58
% o
f th
e H
ispa
nic
Am
eric
ans
cou
nte
d in
th
e ce
nsu
s id
enti
fied
th
eir
nat
ion
al o
rigi
n a
s M
exic
an.
tru
e
4.T
he
nu
mbe
r of
peo
ple
wh
o id
enti
fied
th
emse
lves
as
wh
ite
is a
bou
t 12
0 m
illi
on.
fals
e
5.H
ow w
ell
can
you
pic
ture
dat
a? I
n t
he
spac
e at
th
e ri
ght,
sket
ch a
cir
cle
grap
h
to s
how
th
e da
ta b
elow
.
Am
eric
ans
Reg
ion
of
Res
iden
ce, 2
000
Wes
t23
%
Sou
th35
%
Nor
thea
st19
%
Mid
wes
t23
%
,
His
pan
ic o
r La
tino
Am
eric
ans:
Nat
iona
l Ori
gin
, 200
0
Tota
l Pop
ulat
ion:
35,
305,
818
Mex
ico
58%
Oth
er28
%
Pue
rto
Ric
o10
%C
uba
4%
Po
pu
lati
on
of
the
Un
ited
Sta
tes,
200
0
Whi
te75
%
Tota
l Pop
ulat
ion:
281
,421
,906
Bla
ck12
%
Oth
er R
aces
8%
Asi
an a
ndP
acifi
c Is
land
er4%
Am
eric
an In
dian
,E
skim
o, a
nd A
leut
1%
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Enric
hmen
t
Am
eric
ans’
Reg
ion
of
Res
iden
ce,2
000
Nor
thea
stM
idw
est
Sou
thW
est
19%
23%
35%
23%
©G
lenc
oe/M
cGra
w-H
ill50
9M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Pre-
Act
ivit
yR
ead
th
e in
tro
du
ctio
n a
t th
e to
p o
f p
age
395
in y
ou
r te
xtb
oo
k.W
rite
yo
ur
answ
ers
bel
ow
.
1.W
hat
rat
io c
ompa
res
the
nu
mbe
r of
stu
den
ts w
ho
pref
er g
rape
fla
vore
d lo
llip
ops
to t
he
tota
l n
um
ber
of s
tude
nts
?
� 14 05 0�
2.W
hat
dec
imal
rep
rese
nts
th
is r
atio
?0.
45
3.U
se a
dec
imal
mod
el t
o re
pres
ent
this
rat
io.
Sam
ple
an
swer
:
Rea
din
g t
he
Less
on
4.E
xpla
in w
hy
a 10
�10
gri
d is
a g
ood
way
to
mod
el p
erce
nts
.S
amp
lean
swer
: B
ecau
se a
10
�10
gri
d c
on
tain
s 10
0 sq
uar
es a
nd
bec
ause
per
cen
t m
ean
s “o
ut
of
100,
”th
e n
um
ber
of
squ
ares
shad
ed in
on
a 1
0 �
10 g
rid
ind
icat
es a
cer
tain
per
cen
t.
5.C
ompl
ete
the
tabl
e.
6.L
ook
at t
he
mod
el i
n E
xam
ple
3 on
pag
e 39
6. W
hat
is
anot
her
way
to
mod
el 2
5%?
Sam
ple
an
swer
: S
had
e 2
and
a h
alf
row
s o
f 10
.
Hel
pin
g Y
ou
Rem
emb
er7.
Loo
k at
th
e n
utr
itio
n f
acts
on
an
y fo
od l
abel
. Wh
ich
ite
m c
onta
ins
the
hig
hes
t pe
rcen
t of
dai
ly v
alu
e pe
r se
rvin
g? M
ake
a m
odel
to
repr
esen
tth
at a
mou
nt.
Lab
el t
he
mod
el t
o in
dica
te w
hat
th
e m
odel
sh
ows.
See
stu
den
ts’w
ork
.
Read
ing
to L
earn
Mat
hem
atic
sM
od
elin
g P
erce
nts
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
75%
75 o
ut
of
100
37%
37 o
ut
of 1
00
Lesson 10–4
Answers (Lesson 10-4)
© Glencoe/McGraw-Hill A13 Mathematics: Applications and Concepts, Course 1
An
swer
s
Wri
te e
ach
per
cen
t as
a f
ract
ion
in
sim
ple
st f
orm
.
1.40
%�2 5�
2.30
%� 13 0�
3.55
%�1 21 0�
4.75
%�3 4�
5.14
0%1 �
2 5�6.
175%
1 �3 4�
7.24
%� 26 5�
8.68
%�1 27 5�
9.44
%�1 21 5�
10.
92%
�2 23 5�11
.11
0%1 �
11 0�12
.15
5%1 �
1 21 0�
13.
18%
� 59 0�14
.74
%�3 57 0�
15.
43%
� 14 03 0�
Wri
te e
ach
fra
ctio
n a
s a
per
cen
t.
16.
�4 5�80
%17
.� 23 0�
15%
18.
� 17 0�70
%
19.
�3 5�60
%20
.�3 2�
150%
21.
�5 4�12
5%
22.
�6 5�12
0%23
.� 29 0�
45%
24.
�1 23 0�65
%
25.
�1 27 0�85
%26
.�9 5�
180%
27.
�1 11 0�11
0%
28.
�1 29 0�95
%29
.�1 13 0�
130%
30.
� 12 01 0�21
%
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Prac
tice:
Ski
llsP
erce
nts
an
d F
ract
ion
s
©G
lenc
oe/M
cGra
w-H
ill51
2M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
©G
lenc
oe/M
cGra
w-H
ill51
1M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Wri
te 1
5% a
s a
frac
tion
in
sim
ple
st f
orm
.
15%
mea
ns
15 o
ut
of 1
00.
15%
¬�� 11 05 0�
Writ
e th
e pe
rcen
t as
a f
ract
ion
with
a d
enom
inat
or o
f 10
0.
¬�or
� 23 0�S
impl
ify.
Div
ide
the
num
erat
or a
nd
deno
min
ator
by
the
GC
F, 5
.
Wri
te 1
80%
as
a fr
acti
on i
n s
imp
lest
for
m.
180%
mea
ns
180
out
of 1
00.
180%
¬��1 18 00 0�
Writ
e th
e pe
rcen
t as
a f
ract
ion
with
a d
enom
inat
or o
f 10
0.
¬�or
1�4 5�
Sim
plify
.
Wri
te �2 5�
as a
per
cen
t.W
rite
�9 8�as
a p
erce
nt.
�2 5�¬�
� 1n 00�S
et u
p a
prop
ortio
n.�9 8�¬
�� 1p 00�
Set
up
a pr
opor
tion.
2 �
100¬
�5
�n
Writ
e th
e cr
oss
prod
ucts
.9
�10
0¬�
8 �
pW
rite
the
cros
s pr
oduc
ts.
200¬
�5n
Mul
tiply
.90
0¬�
8pM
ultip
ly.
�20 50 �¬�
�5 5n �D
ivid
e ea
ch s
ide
by 5
.�90 80 �
¬��8 8p �
Div
ide
each
sid
e by
8.
40¬�
n11
2.5¬
�p
So,
�2 5�is
equ
ival
ent
to 4
0%.
So,
�9 8�is
equ
ival
ent
to 1
12.5
%.
Wri
te e
ach
per
cen
t as
a f
ract
ion
in
sim
ple
st f
orm
.
1.20
%�1 5�
2.35
%� 27 0�
3.70
%� 17 0�
4.60
%�3 5�
5.15
0%1 �
1 2�6.
225%
2 �1 4�
Wri
te e
ach
fra
ctio
n a
s a
per
cen
t.
7.� 13 0�
30%
8.� 12 00�
2%9.
�8 5�16
0%
10.
�1 5�20
%11
.�1 80 �
125%
12.
� 11 03 0�13
%
You
can
also
writ
e fr
actio
ns a
s pe
rcen
ts.T
o w
rite
a fr
actio
n as
a p
erce
nt,
writ
e a
prop
ortio
n an
d so
lve.
180
4 � � 100
5�153 � � 100
20�
To w
rite
a pe
rcen
t as
a f
ract
ion,
writ
e it
as a
fra
ctio
n w
ith a
den
omin
ator
of
100.
The
n si
mpl
ify.
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Stud
y Gu
ide
and
Inte
rven
tion
Per
cen
ts a
nd
Fra
ctio
ns
Lesson 10–5
Answers (Lesson 10-5)
© Glencoe/McGraw-Hill A14 Mathematics: Applications and Concepts, Course 1
Pre-
Act
ivit
yR
ead
th
e in
tro
du
ctio
n a
t th
e to
p o
f p
age
400
in y
ou
r te
xtb
oo
k.W
rite
yo
ur
answ
ers
bel
ow
.
1.W
hat
was
th
e se
con
d m
ost
popu
lar
reas
on?
a g
reat
ro
le m
od
el
2.W
hat
per
cen
t re
pres
ents
th
is s
ecti
on o
f th
e gr
aph
?22
%
3.B
ased
on
th
e m
ean
ing
of 2
2%, m
ake
a co
nje
ctu
re a
s to
how
you
wou
ld
wri
te t
his
per
cen
t as
a f
ract
ion
.S
ince
22%
mea
ns
22 o
ut
of
100,
wri
te 2
2 o
ut
of
100
as t
he
frac
tio
n � 12 02 0�
. Th
en w
rite
th
e fr
acti
on
in s
imp
lest
fo
rm. I
n
sim
ple
st f
orm
, �12 02 0�
is w
ritt
en �1 51 0�
. So
, 22%
can
be
wri
tten
as
�1 51 0�.
Rea
din
g t
he
Less
on
4.W
rite
th
e tw
o st
eps
to u
se t
o w
rite
a p
erce
nt
as a
fra
ctio
n.
Wri
te t
he
per
cen
t as
a f
ract
ion
wit
h a
den
om
inat
or
of
100.
Th
en s
imp
lify.
5.L
ook
at t
he
grap
hic
at
the
top
of p
age
400.
Wh
at i
s th
e su
m o
f th
e pe
rcen
ts?
Loo
k at
th
e ta
ble
at t
he
top
of p
age
401.
Wh
at i
s th
e su
m o
f th
e pe
rcen
ts?
Wh
y is
th
is i
mpo
rtan
t?10
0; 1
00;
Sam
ple
an
swer
: T
he
sum
of
the
per
cen
ts is
alw
ays
100.
Oth
erw
ise
you
kn
ow
th
atso
met
hin
g is
mis
sin
g o
r th
at t
her
e is
so
met
hin
g e
xtra
.6.
Loo
k at
Exa
mpl
e 2
on p
age
400.
Wh
y is
125
% w
ritt
en a
mix
ed n
um
ber?
Sam
ple
an
swer
: B
ecau
se t
he
per
cen
t is
gre
ater
th
an 1
00;
assh
ow
n in
th
e m
od
els,
100
fill
s o
ne
10 �
10 f
orm
an
d 2
5 fi
llso
ne
fou
rth
of
a se
con
d 1
0 �
10 f
orm
.
Hel
pin
g Y
ou
Rem
emb
er7.
Wri
te a
fra
ctio
n a
s a
perc
ent
usi
ng
the
step
s sh
own
in
Exa
mpl
es 4
an
d 5
on p
age
401.
Ch
oose
an
y fr
acti
on y
ou l
ike
diff
eren
t fr
om t
hos
e in
th
eE
xam
ples
.S
ee s
tud
ents
’wo
rk.
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Read
ing
to L
earn
Mat
hem
atic
sP
erce
nts
an
d F
ract
ion
s
©G
lenc
oe/M
cGra
w-H
ill51
4M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Ste
pE
qu
atio
n(s
)
Set
up
a pr
opor
tion
.
Wri
te t
he
cros
spr
odu
cts.
Mu
ltip
ly.
Div
ide.
Con
clu
sion
.S
o, _
____
____
__ i
s eq
uiv
alen
t to
___
____
____
_.
©G
lenc
oe/M
cGra
w-H
ill51
3M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Prac
tice:
Wor
d Pr
oble
ms
Per
cen
ts a
nd
Fra
ctio
ns
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
1.TO
YS
Th
e T
itan
ic T
oy C
ompa
ny
has
a4%
ret
urn
rat
e on
its
pro
duct
s. W
rite
this
per
cen
t as
a f
ract
ion
in
sim
ples
tfo
rm.
� 21 5�
2.M
USI
CT
her
e ar
e 4
trom
bon
es o
ut
of 2
5in
stru
men
ts i
n t
he
Lan
ders
tow
n b
and.
Wh
at p
erce
nt
of t
he
inst
rum
ents
are
trom
bon
es?
16%
3.SH
OPP
ING
Ali
cia’
s fa
vori
te c
loth
ing
stor
e is
hav
ing
a 30
% o
ff s
ale.
Wh
atfr
acti
on r
epre
sen
ts t
he
30%
off
sal
e?
� 13 0�
4.FO
OD
At
Ben
’s B
urg
er P
alac
e, 4
5% o
fth
e cu
stom
ers
orde
r la
rge
soft
dri
nks
.W
hat
fra
ctio
n o
f th
e cu
stom
ers
orde
rla
rge
soft
dri
nks
?
� 29 0�
5.B
ASK
ETB
ALL
In t
he
2001
–200
2 N
BA
seas
on, S
haq
uil
le O
’Nea
l of
th
e L
osA
nge
les
Lak
ers
mad
e 60
% o
f h
is f
ield
goal
s. W
hat
fra
ctio
n o
f h
is f
ield
goa
lsdi
d S
haq
uil
le m
ake?
�3 5�
6.SC
HO
OL
In J
anie
’s c
lass
, 7 o
ut
of
25 s
tude
nts
hav
e bl
ue
eyes
. Wh
atpe
rcen
t of
th
e cl
ass
has
blu
e ey
es?
28%
7.TE
STS
Mic
hae
l an
swer
ed �1 27 0�
ques
tion
s
corr
ectl
y on
his
tes
t. W
hat
per
cen
t of
the
ques
tion
s di
d M
ich
ael
answ
erco
rrec
tly?
85%
8.R
ESTA
UR
AN
TSO
n S
atu
rday
aft
ern
oon
,
�4 51 0�te
leph
one
call
s ta
ken
at
Th
e
Ove
rloo
k re
stau
ran
t w
ere
for
din
ner
rese
rvat
ion
s. W
hat
per
cen
t of
th
ete
leph
one
call
s w
ere
for
din
ner
rese
rvat
ion
s?82
%
Lesson 10–5
Answers (Lesson 10-5)
© Glencoe/McGraw-Hill A15 Mathematics: Applications and Concepts, Course 1
An
swer
s
©G
lenc
oe/M
cGra
w-H
ill51
6M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Wri
te 2
3% a
s a
dec
imal
.
23%
¬�� 12 03 0�
Rew
rite
the
perc
ent
as a
fra
ctio
n w
ith a
den
omin
ator
of
100.
¬�0.
23W
rite
the
frac
tion
as a
dec
imal
.
Wri
te 1
27%
as
a d
ecim
al.
127%
¬��1 12 07 0�
Rew
rite
the
perc
ent
as a
fra
ctio
n w
ith a
den
omin
ator
of
100.
¬�1.
27W
rite
the
frac
tion
as a
dec
imal
.
Wri
te 0
.8%
as
a d
ecim
al.
0.8%
¬�� 10 0.8 0�
Rew
rite
the
perc
ent
as a
fra
ctio
n w
ith a
den
omin
ator
of
100.
¬��
Mul
tiply
by
�1 10 0�to
elim
inat
e th
e de
cim
al in
the
num
erat
or.
¬�0.
008
Writ
e th
e fr
actio
n as
a d
ecim
al.
Wri
te 0
.441
as
a p
erce
nt.
0.44
1 ¬�
� 14 ,04 01 0�
Writ
e th
e de
cim
al a
s a
frac
tion.
¬�� 14 ,04 01 0� �
1 10 0�
Div
ide
by 1
0 to
get
a d
enom
inat
or o
f 10
0.
¬��4 14 0. 01 �
or44
.1%
Writ
e th
e fr
actio
n as
a p
erce
nt.
Wri
te e
ach
per
cen
t as
a d
ecim
al.
1.39
%0.
392.
57%
0.57
3.82
%0.
82
4.13
5%1.
355.
112%
1.12
6.0.
4%0.
004
Wri
te e
ach
dec
imal
as
a p
erce
nt.
7.0.
8686
%8.
0.36
36%
9.0.
6565
%
10.
0.2
20%
11.
0.14
814
.8%
12.
0.21
721
.7%
To w
rite
a de
cim
al a
s a
perc
ent,
first
writ
e th
e de
cim
al a
s a
frac
tion
with
a d
enom
inat
or o
f 10
0.T
hen
writ
e th
e fr
actio
n as
a p
erce
nt.
101 � � 100.
8� 10
010�
To w
rite
a pe
rcen
t as
a d
ecim
al,
first
rew
rite
the
perc
ent
as a
fra
ctio
n w
ith a
den
omin
ator
of
100.
The
nw
rite
the
frac
tion
as a
dec
imal
.
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Stud
y Gu
ide
and
Inte
rven
tion
Per
cen
ts a
nd
Dec
imal
s
©G
lenc
oe/M
cGra
w-H
ill51
5M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Perc
ent
and
th
e H
un
dre
d C
har
t
Th
e ch
art
at t
he
righ
t sh
ows
all
the
wh
ole
nu
mbe
rs f
rom
1 t
hro
ugh
100
.
Th
is p
age
chal
len
ges
you
to
con
nec
t pe
rcen
ts t
o w
hat
you
kn
ow a
bou
t n
um
ber
theo
ry—
fact
ors,
mu
ltip
les,
div
isib
ilit
y,
and
so o
n. W
hen
ever
you
can
, use
a p
atte
rn i
n
the
char
t to
mak
e yo
ur
wor
k ea
sier
.
For
exa
mpl
e, t
he
mu
ltip
les
of 5
mak
e u
ptw
o co
lum
ns
of t
he
char
t—th
e fi
fth
col
um
n
and
the
ten
th. S
o, 2
0 ou
t of
100
nu
mbe
rs, o
r 20
% o
f th
e n
um
bers
, are
mu
ltip
les
of 5
.
Use
th
e h
un
dre
d c
har
t ab
ove.
Fin
d t
he
per
cen
t of
th
e n
um
ber
s th
at:
1.ar
e ev
en n
um
bers
.50
%2.
are
odd
nu
mbe
rs.
50%
3.ar
e m
ult
iple
s of
9.
11%
4.ar
e m
ult
iple
s of
11.
9%
5.ar
e di
visi
ble
by 5
.20
%6.
are
divi
sibl
e by
3.
33%
7.ar
e di
visi
ble
by 2
an
d8.
are
divi
sibl
e by
2 a
nd
divi
sibl
e by
5.
10%
divi
sibl
e by
3.
16%
9.co
nta
in o
nly
eve
n d
igit
s.24
%10
.co
nta
in o
nly
odd
dig
its.
30%
11.
hav
e di
gits
wh
ose
sum
is
10.
9%12
.h
ave
digi
ts w
hos
e su
m i
s 5.
6%
13.
con
tain
th
e di
git
0.10
%14
.co
nta
in t
he
digi
t 5.
19%
15.
are
fact
ors
of 1
00.
9%16
.ar
e fa
ctor
s of
101
.1%
17.
are
prim
e.25
%18
.ar
e co
mpo
site
.74
%
Enric
hmen
tN
AM
E__
____
____
____
____
____
____
____
____
____
__D
ATE
___
____
____
___
PE
RIO
D
____
_
12
34
56
78
910
1112
1314
1516
1718
1920
2122
2324
2526
2728
2930
3132
3334
3536
3738
3940
4142
4344
4546
4748
4950
5152
5354
5556
5758
5960
6162
6364
6566
6768
6970
7172
7374
7576
7778
7980
8182
8384
8586
8788
8990
9192
9394
9596
9798
9910
0
Lesson 10–5
Answers (Lessons 10-5 and 10-6)
© Glencoe/McGraw-Hill A16 Mathematics: Applications and Concepts, Course 1
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Prac
tice:
Wor
d Pr
oble
ms
Per
cen
ts a
nd
Dec
imal
s
©G
lenc
oe/M
cGra
w-H
ill51
8M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
1.C
OM
MU
TIN
GA
ccor
din
g to
th
e 20
00U
.S. c
ensu
s, 7
6% o
f U
.S. w
orke
rsco
mm
ute
to
wor
k by
dri
vin
g al
one.
Wri
te 7
6% a
s a
deci
mal
.0.
76
2.B
ASE
BA
LLB
arry
Bon
ds’s
bat
tin
gav
erag
e fo
r th
e 20
02 s
easo
n w
as 0
.370
.W
rite
0.3
70 a
s a
perc
ent.
37.0
% o
r37
%
3.EL
ECTI
ON
SIn
th
e 20
02 U
.S. m
idte
rmel
ecti
ons,
39%
of
elig
ible
adu
lts
vote
d.W
hat
is
39%
wri
tten
as
a de
cim
al?
0.39
4.B
ASK
ETB
ALL
In t
he
2001
–200
2 se
ason
,Ja
son
Kid
d of
th
e N
ew J
erse
y N
ets
had
a fi
eld
goal
ave
rage
of
0.39
1. W
hat
is
0.39
1 w
ritt
en a
s a
perc
ent?
39.1
%
5.SP
OR
TSW
hen
ask
ed t
o ch
oose
th
eir
favo
rite
spo
rt, 2
7% o
f U
.S. a
dult
s w
ho
foll
ow s
port
s se
lect
ed p
rofe
ssio
nal
foot
ball
. Wh
at d
ecim
al i
s eq
uiv
alen
t to
27%
?0.
27
6.A
GE
Law
ren
ce i
s 18
yea
rs o
ld a
nd
his
brot
her
Lu
ther
is
12 y
ears
old
. T
his
mea
ns
that
Law
ren
ce i
s 1.
5 ti
mes
old
erth
an L
uth
er. W
hat
per
cen
t is
equ
ival
ent
to 1
.5?
150%
7.W
ATE
RA
bou
t 5%
of
the
surf
ace
area
of
the
U.S
. is
wat
er. W
hat
dec
imal
repr
esen
ts t
he
amou
nt
of t
he
U.S
.su
rfac
e ar
ea t
aken
up
by w
ater
?0.
05
8.PO
PULA
TIO
NC
hin
a ac
cou
nts
for
0.2
07of
th
e w
orld
’s p
opu
lati
on. W
hat
per
cen
tof
th
e w
orld
’s p
opu
lati
on l
ives
in
Ch
ina?
20.7
%
©G
lenc
oe/M
cGra
w-H
ill51
7M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Wri
te e
ach
per
cen
t as
a d
ecim
al.
1.5%
0.05
2.8%
0.08
3.37
%0.
374.
12%
0.12
5.29
%0.
296.
54%
0.54
7.48
%0.
488.
79%
0.79
9.0.
1%0.
001
10.
0.6%
0.00
6
11.
0.2%
0.00
212
.0.
5%0.
005
13.
123%
1.23
14.
102%
1.02
15.
135%
1.35
16.
310%
3.1
Wri
te e
ach
dec
imal
as
a p
erce
nt.
17.
0.3
30%
18.
0.7
70%
19.
0.19
19%
20.
0.74
74%
21.
0.66
66%
22.
0.52
52%
23.
0.21
21%
24.
0.81
81%
25.
0.13
13%
26.
0.36
236
.2%
27.
0.52
852
.8%
28.
0.24
524
.5%
29.
0.19
419
.4%
30.
0.33
433
.4%
31.
0.42
642
.6%
32.
0.05
95.
9%
Prac
tice:
Ski
llsP
erce
nts
an
d D
ecim
als
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Lesson 10–6
Answers (Lesson 10-6)
© Glencoe/McGraw-Hill A17 Mathematics: Applications and Concepts, Course 1
An
swer
s
Perc
ent
and
Per
Mill
Ap
erce
nt
is a
rat
io t
hat
com
pare
s a
nu
mbe
r to
100
.
� 18 03 0��
83 p
erce
nt
�83
% �
0.83
Ara
tio
that
com
pare
s a
nu
mbe
r to
1,0
00 i
s ca
lled
a p
er m
ill.
Ju
st l
ike
perc
ent,
th
e ra
tio
per
mil
lh
as a
spe
cial
sym
bol,
‰.
� 1,8 03 00�
�83
per
mil
l �
83‰
�0.
083
Th
rou
ghou
t th
e w
orld
, th
e ra
tio
that
is
use
d m
ost
com
mon
ly i
s pe
rcen
t.H
owev
er, i
n s
ome
cou
ntr
ies,
you
wil
l fi
nd
both
rat
ios
in u
se.
Exp
ress
per
mil
l as
a d
ecim
al.
1.32
5‰0.
325
2.71
‰0.
071
3.6‰
0.00
6
4.90
0‰0.
95.
20‰
0.02
6.10
0‰0.
1
Exp
ress
eac
h p
er m
ill
as a
fra
ctio
n i
n s
imp
lest
for
m.
7.47
‰� 1,
4 07 00�8.
400‰
�2 5�9.
100‰
� 11 0�
10.
25‰
� 41 0�11
.15
0‰� 23 0�
12.
30‰
� 13 00�
Exp
ress
eac
h f
ract
ion
as
a p
er m
ill.
13.
� 17 ,02 09 0�
729‰
14.
� 15 08 0�58
0‰15
.� 17 0�
700‰
16.
�1 2�50
0‰17
.�3 4�
750‰
18�5 8�
625‰
19.
�4 5�80
0‰20
.�1 27 0�
850‰
21.
�1 3�33
3 �1 3�‰
22.
CH
ALL
ENG
EIn
th
e U
nit
ed S
tate
s, y
ou w
ill
som
etim
es f
ind
the
mil
lu
sed
as a
mon
etar
y u
nit
. Wh
at a
mou
nt
of m
oney
do
you
th
ink
is r
epre
sen
ted
by 1
mil
l?$0
.001
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Enric
hmen
t
©G
lenc
oe/M
cGra
w-H
ill52
0M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
©G
lenc
oe/M
cGra
w-H
ill51
9M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Pre-
Act
ivit
yR
ead
th
e in
tro
du
ctio
n a
t th
e to
p o
f p
age
404
in y
ou
r te
xtb
oo
k.W
rite
yo
ur
answ
ers
bel
ow
.
1.W
hat
per
cen
t do
es t
he
circ
le g
raph
rep
rese
nt?
100%
2.W
hat
fra
ctio
n r
epre
sen
ts t
he
sect
ion
of
the
grap
h l
abel
ed r
ent?
� 13 05 0�
3.W
rite
th
e fr
acti
on f
rom
Exe
rcis
e 2
as a
dec
imal
.0.
35
Rea
din
g t
he
Less
on
Com
ple
te e
ach
of
the
foll
owin
g se
nte
nce
s.
4.To
rew
rite
a f
ract
ion
wit
h a
den
omin
ator
of
100
as a
dec
imal
, mov
e th
ede
cim
al p
oin
t of
th
e n
um
erat
or _
____
____
_ pl
aces
to
the
____
____
__.
2; le
ft
5.To
rew
rite
a f
ract
ion
wit
h a
den
omin
ator
of
____
____
__ a
s a
deci
mal
,m
ove
the
deci
mal
poi
nt
of t
he
nu
mer
ator
3 p
lace
s to
th
e le
ft.
1,00
0
6.L
ook
at E
xam
ple
3 on
pag
e 40
4. W
hy
does
th
e de
nom
inat
or c
han
ge f
rom
100
to 1
,000
?S
amp
le a
nsw
er:
In o
rder
to
ch
ang
e 0.
3 to
aw
ho
le n
um
ber
, yo
u n
eed
to
mu
ltip
ly t
he
nu
mer
ato
r an
dd
eno
min
ato
r b
y 10
.
Hel
pin
g Y
ou
Rem
emb
er7.
Loo
k at
Exa
mpl
e 5
on p
age
405.
Exp
lain
wh
y th
e fi
rst
frac
tion
has
ade
nom
inat
or o
f 1,
000.
Th
en e
xpla
in w
hat
hap
pen
s at
th
e n
ext
step
.S
amp
le a
nsw
er:
Fo
r th
e fi
rst
frac
tio
n, i
n o
rder
to
ch
ang
e0.
189
to a
wh
ole
nu
mb
er y
ou
nee
d t
o m
ove
th
e d
ecim
alp
oin
t
3 p
lace
s to
th
e ri
gh
t. �0.
1 189 ��
� 11 ,08 09 0�
. To
wri
te a
fra
ctio
n
Read
ing
to L
earn
Mat
hem
atic
sP
erce
nts
an
d D
ecim
als
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Lesson 10–6
Answers (Lesson 10-6)
© Glencoe/McGraw-Hill A18 Mathematics: Applications and Concepts, Course 1
Fin
d t
he
per
cen
t of
eac
h n
um
ber
.
1.25
% o
f 16
2.50
% o
f 70
3.10
% o
f 30
435
3
4.60
% o
f 40
5.75
% o
f 20
6.20
% o
f 90
2415
18
7.30
% o
f 11
08.
50%
of
140
9.25
% o
f 80
3370
20
10.
4% o
f 10
011
.75
% o
f 36
12.
90%
of
120
427
108
13.
125%
of
4014
.8%
of
2515
.15
0% o
f 22
502
33
16.
110%
of
5017
.12
5% o
f 60
18.
0.4%
of
555
750.
02
19.
6.5%
of
4020
.0.
5% o
f 14
21.
0.1%
of
292.
60.
070.
029
22.
130%
of
8023
.4.
5% o
f 60
24.
0.5%
of
3410
42.
70.
17
25.
14.5
% o
f 60
26.
14%
of
3027
.24
% o
f 15
8.7
4.2
3.6
28.
140%
of
3029
.6%
of
5530
.16
0% o
f 22
423.
335
.2
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Prac
tice:
Ski
llsP
erce
nt
of
a N
um
ber
©G
lenc
oe/M
cGra
w-H
ill52
2M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
©G
lenc
oe/M
cGra
w-H
ill52
1M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Fin
d 7
0% o
f 40
.
Met
hod
1W
rite
th
e pe
rcen
t as
a f
ract
ion
.M
eth
od 2
Wri
te t
he
perc
ent
as a
dec
imal
.
70%
¬�� 17 00 0�
or� 17 0�
70%
¬�� 17 00 0�
or 0
.7
� 17 0�of
40¬
�� 17 0�
�40
or
280.
7 of
40¬
� 0
.7�
40 o
r 28
So,
70%
of
40 i
s 28
. Use
a m
odel
to
chec
k th
e an
swer
.
Th
e m
odel
com
firm
s th
at 7
0% o
f 40
is
28.
Fin
d 1
20%
of
25.
Met
hod
1W
rite
th
e pe
rcen
t as
a f
ract
ion
.M
eth
od 2
Wri
te t
he
perc
ent
as a
dec
imal
.
120%
¬��1 12 00 0�
or�6 5�
120%
¬��1 12 00 0�
or1.
2
�6 5�of
25¬
��6 5�
�25
or
301.
2 of
25¬
� 1
.2�
25 o
r 30
So,
120
% o
f 25
is
30.
Fin
d t
he
per
cen
t of
eac
h n
um
ber
.1.
10%
of
120
2.60
% o
f 25
3.75
% o
f 24
1215
18
4.90
% o
f 40
5.12
0% o
f 20
6.15
0% o
f 2
3624
3
7.15
% o
f 40
8.30
% o
f 70
9.15
0% o
f 6
621
9
10.
165%
of
2011
.8%
of
1512
.6%
of
633
1.2
0.36
0% 0
10% 4
20% 8
30% 12
40% 16
50% 20
60% 24
70% 28
80% 32
90% 36
40
100%
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Stud
y Gu
ide
and
Inte
rven
tion
Per
cen
t o
f a
Nu
mb
erO
ne w
ay t
o fin
d th
e pe
rcen
t of
a n
umbe
r is
to
writ
e th
e pe
rcen
t as
a f
ract
ion
and
then
mul
tiply
.Ano
ther
way
is t
o w
rite
the
perc
ent
as a
dec
imal
and
the
n m
ultip
ly.
Lesson 10–7
Answers (Lesson 10-7)
© Glencoe/McGraw-Hill A19 Mathematics: Applications and Concepts, Course 1
An
swer
s
Pre-
Act
ivit
yR
ead
th
e in
tro
du
ctio
n a
t th
e to
p o
f p
age
409
in y
ou
r te
xtb
oo
k.W
rite
yo
ur
answ
ers
bel
ow
.
1.W
hat
per
cen
t of
th
e ca
rs w
ere
trav
elin
g 20
mil
es p
er h
our
over
th
e sp
eed
lim
it?
5%
2.W
rite
a m
ult
ipli
cati
on s
ente
nce
th
at i
nvo
lves
a p
erce
nt
that
cou
ld b
e u
sed
to f
ind
the
nu
mbe
r of
car
s ou
t of
300
th
at w
ere
trav
elin
g 20
mil
es a
n h
our
over
th
e sp
eed
lim
it.
5% �
300
Rea
din
g t
he
Less
on
3.W
hat
are
tw
o di
ffer
ent
met
hod
s yo
u c
an u
se t
o fi
nd
the
perc
ent
of a
nu
mbe
r?W
rite
th
e p
erce
nt
as a
fra
ctio
n a
nd
th
en m
ult
iply
, or
wri
te t
he
per
cen
t as
a d
ecim
al a
nd
th
en m
ult
iply
.
4.C
ompl
ete
the
stat
emen
t: 1
2% o
f 48
has
th
e sa
me
mea
nin
g as
12
%
48.
Hel
pin
g Y
ou
Rem
emb
er5.
Wor
k w
ith
a p
artn
er. M
ake
up
a pr
oble
m i
n w
hic
h y
ou c
an f
ind
the
perc
ent
of a
nu
mbe
r as
in
Exa
mpl
es 1
an
d 2.
On
e pe
rson
use
s M
eth
od 1
,w
riti
ng
the
perc
ent
as a
fra
ctio
n. T
he
oth
er p
erso
n u
ses
Met
hod
2,
wri
tin
g th
e pe
rcen
t as
a d
ecim
al. C
ompa
re y
our
resu
lts.
Mak
e u
p an
oth
erpr
oble
m a
nd
hav
e ea
ch p
erso
n u
se t
he
oth
er m
eth
od. A
gain
, com
pare
you
r re
sult
s. D
o yo
u p
refe
r on
e m
eth
od o
ver
the
oth
er?
Exp
lain
.S
eest
ud
ents
’wo
rk.
�
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Read
ing
to L
earn
Mat
hem
atic
sP
erce
nt
of
a N
um
ber
©G
lenc
oe/M
cGra
w-H
ill52
4M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
©G
lenc
oe/M
cGra
w-H
ill52
3M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Prac
tice:
Wor
d Pr
oble
ms
Per
cen
t o
f a
Nu
mb
er
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
1.SC
HO
OL
Th
ere
are
520
stu
den
ts a
tN
orth
ridg
e H
igh
Sch
ool.
80%
of
thes
est
ude
nts
tak
e th
e bu
s. H
ow m
any
stu
den
ts t
ake
the
bus?
416
stu
den
ts
2.A
GE
Th
eres
a is
60%
as
old
as h
er s
iste
rM
ala,
wh
o is
20
year
s ol
d. H
ow o
ld i
sT
her
esa?
12 y
ears
old
3.TI
PPIN
GC
har
lie
wan
ts t
o le
ave
a 15
%ti
p fo
r a
mea
l th
at c
osts
$40
. How
mu
ch s
hou
ld C
har
lie
leav
e fo
r a
tip?
$6.0
0
4.SA
LES
TAX
Ch
arm
ain
e w
ants
to
buy
ash
irt
for
$15.
If
the
sale
s ta
x is
4%
of
$15,
how
mu
ch w
ill
she
pay
in s
ales
tax?
$0.6
0
5.FO
OTB
ALL
In t
he
2001
–200
2 re
gula
rse
ason
, th
e G
reen
Bay
Pac
kers
won
75%
of
thei
r ga
mes
. Th
ere
wer
e 16
regu
lar
seas
on g
ames
. How
man
yga
mes
did
Gre
en B
ay w
in?
12 g
ames
6.B
ASE
BA
LLD
uri
ng
the
2002
Wor
ldS
erie
s, R
ich
Au
rili
a of
th
e S
anF
ran
cisc
o G
ian
ts h
ad a
bat
tin
g av
erag
eof
250
or
25%
. He
was
at
bat
32 t
imes
.H
ow m
any
hit
s di
d h
e ge
t?8
hit
s
7.R
UN
NIN
GT
hom
as f
inis
hed
th
e ra
ce i
n12
0 m
inu
tes.
Jam
es t
ook
95.5
% a
s lo
ng
as T
hom
as t
o fi
nis
h t
he
race
. How
lon
gdi
d it
tak
e Ja
mes
to
fin
ish
th
e ra
ce?
114.
6 m
in
8.SH
OPP
ING
AD
VD
pla
yer
that
nor
mal
lyco
sts
$160
is
on s
ale
for
70%
of
its
nor
mal
pri
ce. W
hat
is
the
sale
pri
ce o
fth
e D
VD
pla
yer?
$112
Lesson 10–7
Answers (Lesson 10-7)
© Glencoe/McGraw-Hill A20 Mathematics: Applications and Concepts, Course 1
The
tab
le b
elow
sho
ws
som
e co
mm
only
use
d pe
rcen
ts a
nd t
heir
frac
tion
equi
vale
nts.
Est
imat
e ea
ch p
erce
nt.
20%
of
5876
% o
f 25
.
20%
is
�1 5�.76
% i
s cl
ose
to 7
5% o
r �3 4�.
Rou
nd
58 t
o 60
sin
ce i
t is
div
isib
le b
y 5.
Rou
nd
25 t
o 24
sin
ce i
t is
div
isib
le b
y 4.
�1 5��
60¬
��
�3 4�
�24
¬��
¬� 1
2¬�
18S
o, 2
0% o
f 58
is
abou
t 12
.S
o, 7
6% o
f 25
is
abou
t 18
.
Est
imat
e th
e p
erce
nt
of t
he
figu
re t
hat
is
shad
ed.
2 ou
t of
9 c
ircl
es a
re s
had
ed.
�2 9�is
abo
ut
�3 9�or
�1 3�
�1 3��
33�1 3�%
So,
abo
ut
33�1 3�%
of
the
figu
re i
s sh
aded
.
Est
imat
e ea
ch p
erce
nt.
1–6.
Sam
ple
an
swer
s g
iven
.1.
49%
of
8 2.
62%
of
203.
40%
of
51
�1 2��
8�
4�3 5�
�20
�12
�2 5��
50�
20
4.24
% o
f 27
5.81
% o
f 32
6.19
% o
f 46
�1 4��
28�
7�4 5�
�30
�24
�1 5��
45�
9
Est
imat
e th
e p
erce
nt
that
is
shad
ed i
n e
ach
fig
ure
.7.
abo
ut
25%
8.ab
ou
t 75
%9.
abo
ut
50%
246 � � 13 � 4 1�
6012 � � 11 � 5 1�
©G
lenc
oe/M
cGra
w-H
ill52
6M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Stud
y Gu
ide
and
Inte
rven
tion
Est
imat
ing
wit
h P
erce
nts
Per
cen
t-F
ract
ion
Eq
uiv
alen
ts
20%
��1 5�
50%
��1 2�
30%
�� 13 0�
60%
��3 5�
40%
��2 5�
70%
�� 17 0�
100%
�1
90%
�� 19 0�
80%
��4 5�
75%
��3 4�
25%
��1 4�
66�2 3�%
��2 3�
33�1 3�%
��1 3�
©G
lenc
oe/M
cGra
w-H
ill52
5M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Esti
mat
ing
Sal
es T
axM
any
stat
es c
har
ge a
sal
es t
axon
pu
rch
ases
. To
be s
ure
th
at y
ou h
ave
enou
gh m
oney
, you
sh
ould
be
able
to
esti
mat
e th
e am
oun
t of
sal
es t
ax a
nd
the
tota
l co
st o
f an
ite
m. F
or e
xam
ple,
th
is i
s h
ow y
ou c
an e
stim
ate
the
tota
l co
st o
f th
e pu
rch
ase
show
n a
t th
e ri
ght.
Fir
st, r
oun
d t
he
Mu
ltip
ly t
he
rou
nd
ed n
um
ber
s.p
rice
an
d t
he
rate
.11
dol
lars
$10.
95 ➝
$11
��7 7¢ 7¢
pe�r
8d 0o ¢llar
�7%
mea
ns 7
¢ pe
r 10
0¢,
6.75
%
➝7%
or 7
¢ pe
r do
llar.
So,
th
e to
tal
cost
is
clos
e to
$11
�80
¢, o
r $1
1.80
.
Est
imat
e th
e to
tal
cost
of
each
pu
rch
ase.
Est
imat
es m
ay v
ary.
1.2.
3.
sale
s ta
xsa
les
tax
sale
s ta
xra
te: 5
%$7
.35
rate
: 5.7
5%$1
2.72
rate
: 4.2
55%
$20.
80
4.5.
6.
sale
s ta
xsa
les
tax
sale
s ta
xra
te: 6
�1 2�%$3
2.10
rate
: 8�1 4�%
$86.
40ra
te: 6
.25%
$127
.20
Wil
l $5
0 b
e en
ough
mon
ey t
o m
ake
such
pu
rch
ase?
7.8.
9.
sale
s ta
xsa
les
tax
sale
s ta
xra
te: 3
%n
ora
te: 4
.75%
yes
rate
: 8�1 4�%
no
10.
CH
ALL
ENG
ET
he
pric
e m
arke
d on
a c
asse
tte
tape
is
$8.9
9. W
ith
th
e sa
les
tax,
th
e to
tal
cost
of
the
tape
is
$9.3
7. E
stim
ate
the
sale
s ta
x ra
te.
a lit
tle
mo
re t
han
4%
$46.
99$4
6.99
$48.
95
$117
.99
$79.
00
$29.
95
$19.
88$1
1.97
$6.9
8
$10.
95
sale
s ta
xra
te: 6
.75%
Enric
hmen
tN
AM
E__
____
____
____
____
____
____
____
____
____
__D
ATE
___
____
____
___
PE
RIO
D
____
_
Lesson 10–7
Answers (Lessons 10-7 and 10-8)
© Glencoe/McGraw-Hill A21 Mathematics: Applications and Concepts, Course 1
An
swer
s
©G
lenc
oe/M
cGra
w-H
ill52
8M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Prac
tice:
Wor
d Pr
oble
ms
Est
imat
ing
wit
h P
erce
nts
1.SC
HO
OL
At
Wes
tsid
e H
igh
Sch
ool,
24%
of t
he
225
sixt
h g
rade
stu
den
ts w
alk
tosc
hoo
l. A
bou
t h
ow m
any
of t
he
sixt
hgr
ade
stu
den
ts w
alk
to s
choo
l?S
amp
le a
nsw
er:
�1 4��
220
�55
stu
den
ts
2.B
ASK
ETB
ALL
In t
he
2002
reg
ula
r se
ason
the
WN
BA
Cle
vela
nd
Roc
kers
won
31.2
5% o
f th
eir
gam
es. T
hey
had
32
gam
es i
n t
hei
r re
gula
r se
ason
. Abo
ut
how
man
y ga
mes
did
th
ey w
in?
Sam
ple
an
swer
:
� 13 0��
30�
9 g
ames
3.SA
LES
TAX
Th
e sa
les
tax
rate
in
Lac
onis
9%
. Abo
ut
how
mu
ch t
ax w
ould
you
pay
on a
n i
tem
th
at c
osts
$61
?S
amp
le a
nsw
er:
� 11 0��
60�
$6
4.SP
OR
TST
he
con
cess
ion
sta
nd
at a
foot
ball
gam
e se
rved
178
cu
stom
ers.
Of
thos
e, a
bou
t 52
% b
ough
t a
hot
dog
.A
bou
t h
ow m
any
cust
omer
s bo
ugh
t a
hot
dog
?S
amp
le a
nsw
er:
�1 2��
180
�90
cu
sto
mer
s
5.R
EAD
ING
Max
has
com
plet
ed 3
9% o
f h
isre
adin
g as
sign
men
t. I
f th
ere
are
303
page
s in
th
e as
sign
men
t, a
bou
th
ow m
any
page
s h
as M
ax r
ead?
Sam
ple
an
swer
:
�2 5��
300
�12
0 p
ages
6.SH
OPP
ING
Ast
ore
is h
avin
g a
20%
sal
e.T
hat
mea
ns
the
cust
omer
pay
s 80
% o
fth
e re
gula
r pr
ice.
Abo
ut
how
mu
chw
ould
you
pay
for
an
ite
m t
hat
regu
larl
y se
lls
for
$44.
99?
Sam
ple
answ
er:
�4 5��
45�
$36
7.SL
EEP
Are
cen
t st
udy
sh
ows
that
peo
ple
spen
d ab
out
31%
of
thei
r ti
me
asle
ep.
Abo
ut
how
mu
ch t
ime
wil
l a
pers
onsp
end
asle
ep d
uri
ng
an a
vera
ge 7
8 ye
arli
feti
me?
Sam
ple
an
swer
:
� 13 0��
80�
24 y
ears
8.B
IOLO
GY
Th
e h
um
an b
ody
is 7
2%w
ater
, on
ave
rage
. Abo
ut
how
mu
chw
ater
wil
l be
in
a p
erso
n t
hat
wei
ghs
138
pou
nds
?S
amp
le a
nsw
er:
� 17 0��
140
�98
lb w
ater
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athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
Est
imat
e ea
ch p
erce
nt.
1–18
. Sam
ple
an
swer
s g
iven
.
1.58
% o
f 5
2.41
% o
f 10
3.75
% o
f 17
�3 5��
5�
3�2 5�
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�4
�3 4��
16�
12
4.50
% o
f 39
5.24
% o
f 13
6.82
% o
f 24
�1 2��
40�
20�1 4�
�12
�3
�4 5��
25�
20
7.19
% o
f 31
8.73
% o
f 61
9.62
% o
f 34
�1 5��
30�
6�3 4�
�60
�45
�3 5��
35�
21
10.
49%
of
7111
.38
% o
f 42
12.
27%
of
81
�1 2��
70�
35�2 5�
�40
�16
�1 4��
80�
20
13.
79%
of
1614
.52
% o
f 11
815
.19
% o
f 94
�4 5��
15�
12�1 2�
�12
0�
60�1 5�
�95
�19
16.
33%
of
6117
.91
% o
f 82
18.
67%
of
241
�1 3��
60�
20� 19 0�
�80
�72
�2 3��
240
�16
0
19–2
1. S
amp
le a
nsw
ers
giv
en.
Est
imat
e th
e p
erce
nt
of t
he
figu
re t
hat
is
shad
ed.
19.
20.
21.
abo
ut
50%
abo
ut
75%
abo
ut
50%
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Prac
tice:
Ski
llsE
stim
atin
g w
ith
Per
cen
ts
Lesson 10–8
Answers (Lesson 10-8)
© Glencoe/McGraw-Hill A22 Mathematics: Applications and Concepts, Course 1
Usi
ng
100
%, 1
0%, a
nd
1%
Man
y pe
ople
th
ink
of 1
00%
, 10%
, an
d 1%
as
key
perc
ents
.
100%
is
the
wh
ole.
100%
of
24 �
1 �
24, o
r 24
.
10%
is
one
ten
thof
th
e w
hol
e.10
% o
f 24
�0.
1 �
24, o
r 2.
4.
1% i
s on
e h
un
dre
dth
of t
he
wh
ole.
1% o
f 24
�0.
01 �
24, o
r 0.
24.
Fin
d t
he
per
cen
t of
eac
h n
um
ber
.
1.10
0% o
f 8,
000
8,00
02.
10%
of
8,00
080
0
3.1%
of
8,00
080
4.10
% o
f 64
064
5.10
0% o
f 72
072
06.
1% o
f 29
02.
9
7.1%
of
500.
58.
100%
of
3333
9.10
% o
f 14
1.4
10.
100%
of
22
11.
1% o
f 9
0.09
12.
10%
of
70.
7
Th
is i
s h
ow y
ou c
an u
se t
he
key
perc
ents
to
mak
e so
me
com
puta
tion
s ea
sier
.
3% o
f 61
0 �
.5%
of
24 �
.
1% o
f 61
0 �
6.1,
10%
of
24 �
2.4,
so 3
% o
f 61
0 �
3�
6.1,
or
18.3
.so
5%
of
24 �
�1 2�of
2.4
, or
1.2.
Fin
d t
he
per
cen
t of
eac
h n
um
ber
.
13.
2% o
f 14
02.
814
.8%
of
2,10
016
8
15.
4% o
f 9
0.36
16.
20%
of
233
46.6
17.
70%
of
9063
18.
30%
of
4,11
01,
233
19.
5% o
f 16
08
20.
5% o
f 38
1.9
21.
50%
of
612
306
22.
25%
of
168
42
23.
2.5%
of
320
824
.2.
5% o
f 28
0.7
??
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Enric
hmen
t
©G
lenc
oe/M
cGra
w-H
ill53
0M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
©G
lenc
oe/M
cGra
w-H
ill52
9M
athe
mat
ics:
App
licat
ions
and
Con
cept
s, C
ours
e 1
NA
ME
____
____
____
____
____
____
____
____
____
____
DAT
E _
____
____
____
_P
ER
IOD
__
___
Read
ing
to L
earn
Mat
hem
atic
sE
stim
atin
g w
ith
Per
cen
ts
Pre-
Act
ivit
yR
ead
th
e in
tro
du
ctio
n a
t th
e to
p o
f p
age
415
in y
ou
r te
xtb
oo
k.W
rite
yo
ur
answ
ers
bel
ow
.
1.W
hat
wou
ld b
e th
e co
st o
f th
e n
oteb
ook
at 1
0% o
ff?
3.78
2.W
hat
wou
ld b
e th
e co
st o
f th
e pe
nci
ls a
t 25
% o
ff?
Rou
nd
to t
he
nea
rest
cen
t.$1
.49
3.E
xpla
in h
ow y
ou m
igh
t es
tim
ate
the
cost
of
the
not
eboo
k at
10%
off
an
dth
e co
st o
f th
e pe
nci
ls a
t 25
% o
ff.
Sam
ple
an
swer
: To
fin
d t
he
sale
pri
ce o
f th
e n
ote
bo
ok,
ro
un
d $
4.20
to
$4.
Th
en u
se m
enta
lm
ath
to
su
btr
act
10%
of
$4, w
hic
h is
$0.
40 f
rom
$4
to g
et
an e
stim
ate
of
$3.6
0.
Rea
din
g t
he
Less
on
4.W
rite
th
e fr
acti
on f
or e
ach
per
cen
t.
5.C
ompl
ete
the
sen
ten
ce.
Wh
en y
ou e
stim
ate
wit
h p
erce
nts
, you
rou
nd
to n
um
bers
th
at a
re__
____
____
____
_.ea
sy t
o m
ult
iply
Hel
pin
g Y
ou
Rem
emb
er6.
Wor
k w
ith
a p
artn
er. U
sin
g th
e fr
acti
ons
and
perc
ents
in
th
e ta
ble
you
com
plet
ed f
or E
xerc
ise
4, t
ake
turn
s sa
yin
g ei
ther
a f
ract
ion
or
perc
ent.
If
you
say
a f
ract
ion
, you
r pa
rtn
er w
rite
s th
e co
rres
pon
din
g pe
rcen
t. I
f yo
usa
y a
perc
ent,
you
r pa
rtn
er w
rite
s th
e co
rres
pon
din
g fr
acti
on. M
ake
sure
you
r pa
rtn
er c
ann
ot s
ee t
he
tabl
e ab
ove.
Con
tin
ue
wit
h y
our
prac
tice
un
til
you
can
rem
embe
r al
l th
e fr
acti
ons
and
perc
ents
.S
ee s
tud
ents
’w
ork
.
20%
��1 5�
40%
��2 5�
60%
��3 5�
80%
��4 5�
25%
��1 4�
50%
��1 2�
75%
��3 4�
100%
�1
33�1 3�%
��1 3�
66�2 3�%
��2 3�
Lesson 10–8
Answers (Lesson 10-8)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
B:
1.
2.
3.
4.
5.
6.
7.
8.
9. C
I
B
H
A
H
B
G
D
37.5%
I
B
F
A
I
B
H
C
H
D
G
B
G
C
I
C
H
B
F
D
Chapter 10 Assessment Answer KeyForm 1 Form 2APage 531 Page 532 Page 533
(continued on the next page)
© Glencoe/McGraw-Hill A23 Mathematics: Applications and Concepts, Course 1
An
swer
s
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
B:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
B: 325 g
F
B
H
D
F
D
F
A
I
D
G
C
I
B
F
A
F
B
G
D
165 g
F
C
H
C
G
A
G
D
F
C
H
Chapter 10 Assessment Answer KeyForm 2A (continued) Form 2BPage 534 Page 535 Page 536
© Glencoe/McGraw-Hill A24 Mathematics: Applications and Concepts, Course 1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
B: 55 feet
75% � 20 � 15
50% � 60 � 30
15
32.13
24
4.6%
0.06
80%
�4510�
15%
38 miles
16 miles
20
27
2
�1 m
$o5nth�
�53
1khm
�
�92
�
�285�
Chapter 10 Assessment Answer KeyForm 2CPage 537 Page 538
© Glencoe/McGraw-Hill A25 Mathematics: Applications and Concepts, Course 1
An
swer
s
Sample answer:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
B: $345.60
50% � 250 � 125
40% � 200 � 80
60.5
16
21
93.1%
0.09
60%
�235�
44%
7.5 km
23 km
8
7
20
�30
1st
culadsesnts
�
�30
1mga
ilels
�
�35
�
�210�
Chapter 10 Assessment Answer KeyForm 2DPage 539 Page 540
© Glencoe/McGraw-Hill A26 Mathematics: Applications and Concepts, Course 1
Sample answer:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
B: $18.75
10% � $40 � $4
75% � 120 � 90
30% � 20 � 6
81.6
18
36.75
15%
56%
64%
2.3; 2�130�
0.008; �1125�
0.06; �530�
76%
37%
6 ft
24 ft
52 ft
1.6
90
4
�22.5
1pu
msihn-ups
�
�2.7 he
1ar
stbeats�
�171�
�232�
Chapter 10 Assessment Answer KeyForm 3Page 541 Page 542
© Glencoe/McGraw-Hill A27 Mathematics: Applications and Concepts, Course 1
An
swer
s
Sample answer:
© Glencoe/McGraw-Hill A28 Mathematics: Applications and Concepts, Course 1
Level Specific Criteria
4 The student demonstrates a thorough understanding of the mathematicsconcepts and/or procedures embodied in the task. The student hasresponded correctly to the task, used mathematically sound procedures,and provided clear and complete explanations and interpretations. Theresponse may contain minor flaws that do not detract from thedemonstration of a thorough understanding.
3 The student demonstrates an understanding of the mathematics conceptsand/or procedures embodied in the task. The student’s response to thetask is essentially correct with the mathematical procedures used and theexplanations and interpretations provided demonstrating an essential butless than thorough understanding. The response may contain minor errorsthat reflect inattentive execution of the mathematical procedures orindications of some misunderstanding of the underlying mathematicsconcepts and/or procedures.
2 The student has demonstrated only a partial understanding of themathematics concepts and/or procedures embodied in the task. Althoughthe student may have used the correct approach to obtaining a solution ormay have provided a correct solution, the student’s work lacks an essentialunderstanding of the underlying mathematical concepts. The responsecontains errors related to misunderstanding important aspects of the task,misuse of mathematical procedures, or faulty interpretations of results.
1 The student has demonstrated a very limited understanding of themathematics concepts and/or procedures embodied in the task. Thestudent’s response to the task is incomplete and exhibits many flaws.Although the student has addressed some of the conditions of the task, thestudent reached an inadequate conclusion and/or provided reasoning thatwas faulty or incomplete. The response exhibits many errors or may beincomplete.
0 The student has provided a completely incorrect solution oruninterpretable response, or no response at all.
Chapter 10 Assessment Answer KeyPage 543, Extended Response Assessment
Scoring Rubric
An
swer
s
© Glencoe/McGraw-Hill A29 Mathematics: Applications and Concepts, Course 1
Chapter 10 Assessment Answer Key Page 543, Extended Response Assessment
Sample Answers
1. a. A ratio is the comparison of twonumbers by division.
b. 3 out of 4, 3:4, 3 to 4, �34�
c. A rate is a ratio that compares twodifferent units of measure. A unitrate is a rate that is in the per unitform. A unit rate is written with adenominator of 1. An example of aunit rate is 50 miles in 1 hour or 50miles per hour. An example of ratethat is not a unit rate is 50 miles in 2 hours.
d. A proportion is a statement that tworatios are equivalent.
e. A scale drawing of the classroom hasa scale of 2 inches � 5 feet. Thewidth of the classroom in thedrawing is 14 inches. What is thewidth of the actual classroom?
f. 2 inches � 5 feet�25� � �
1w4� Write the proportion.
2w� 70 Write the cross products.w� 35 Solve for w.
The classroom is 35 feet wide.
2. a. To write a percent as a fraction,write it with a denominator of 100and simplify.To write a percent as a decimal,rewite the percent as a fraction witha denominator of 100. Then write thefraction as a decimal, or move thedecimal point two places to the left.
b. 20% � � 0.20
0.20 � $35 � $7 or �15� � $35 � $7
The sale price is $35 � $7 � $28.
c. 30% is about �13�, $40 is about 39,
�13� � 39 � $13, 40 � $13 � $27
The sale price of the jacket is about $27.
d. 30% of 40 � 0.30 � $40 � $12,$40 � $12 � $28
e. To write a fraction as a percent, writea proportion with a fraction equal to �1
n00�
. Then solve for n and write as n%.
f. �14� � �1
n00�
; 4n � 100; n � 25; �14� � 25%
g. 20% of 35 � $7; �14� of $32 � $8.
A customer would save more money on the book, since $8 � $7.
1�5
In addition to the scoring rubric found on page A28, the following sample answersmay be used as guidance in evaluating extended response assessment items.
An
swer
s
1. denominator
2. value
3. proportion
4. scale
5. ratio
6. unit rate
7. proportional
8. rate
9. cross products
10. percent
11. The product of thenumerator of onefraction and thedenominator of theother fraction in aproportion; aproportion has twoequal crossproducts.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Quiz (Lessons 10-3 and 10-4)
Page 545
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Page 544 Page 545 Page 546
© Glencoe/McGraw-Hill A30 Mathematics: Applications and Concepts, Course 1
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Chapter 10 Assessment Answer KeyMid-Chapter Test Cumulative ReviewPage 547 Page 548
© Glencoe/McGraw-Hill A31 Mathematics: Applications and Concepts, Course 1
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Chapter 10 Assessment Answer KeyStandardized Test PracticePage 549 Page 550
© Glencoe/McGraw-Hill A32 Mathematics: Applications and Concepts, Course 1
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