ARITHMETIC 1.

Integers
Here in this page we are going to discuss about math integers concept. We already know several properties of whole numbers and four fundamental operations namely addition, subtraction, multiplication and division. But, we have not studied the differences such as 5 7, 6 10, 20 30 etc. in the whole number system. This shows the need to extend our whole number system to represent such differences as well. It leads us to the study of integers. To enable us to study such numbers we shall see the new idea of representing the numbers with direction. These numbers are known as directed numbers.

Notation of Integers
Positive numbers zero and negative numbers all are the combination of integers. We denote the set of integers by Z. Therefore, Z: . . . . . . . 3, 2, 1, 0, + 1, + 2, + 3. . . . . . . . . Here, + 1, + 2, + 3 are called positive integers. 1, 2, 3 are called negative integers. Thus, Z = { 3, 2, 1, 0, 1, 2, 3 } On the number line, we find that the number values increase as we move to the right and decrease as we move to the left. The number line extends to infinity in both directions which is denoted by the arrows. Whole numbers more than zero are known as positive integers. These numbers are found to the right of zero on the number line. Whole numbers smaller than zero are known as negative integers. These numbers are found to the left of zero on the number line. The integer 0 is neutral. Zero has no sign - positive or negative. The sign of an integer is plus for positive numbers or minus for negative numbers, excluding zero, which has no sign.

Two integers are opposites if they are the same distance away from zero, but on opposite directions of the number line. One of the number will have positive sign, the other a negative sign. + In the number line above, 5 and 5 are opposites. To add a positive number and a negative number we can subtract the smaller number from the greater number without taking the sign into account and to the result, give the sign of the greater number. To add positive number plus positive number gives a positive numbers. The negative number plus negative number gives the negative number.

Even Numbers:
Even numbers are whole numbers that can be divided evenly by 2. Example of even numbers are: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18

Odd Numbers:
Odd numbers are whole numbers that cannot be divided evenly by 2. Example of odd numbers are: 1, 3, 5, 7, 7, 9, 9, 11, 13, 15, 17, 19...

Rules for when you add, subtract, or multiply even and odd numbers.
Adding Even and Odd Numbers Even + even = even 4+2=6 Even + odd = odd 4+3=7 Odd + odd = even 5+3=8 Subtracting Even and Odd Numbers Even - even = even 4-2=2 Even - odd = odd 4-3=1 Odd - odd = even 5-3=2 Multiplying Even and Odd Numbers Even x even = even 4x2=8 Even x odd = even 4 x 3 = 12 Odd x odd = odd 5 x 3 = 15

Prime Numbers and Composite Numbers

A prime number can be divided, without a remainder, only by itself and by 1. For example, 17 can be divided only by 17 and by 1. The only even prime number is 2. All other even numbers can be divided by 2. If the sum of a number's digits is a multiple of 3, that number can be divided by 3.

No prime number greater than 5 ends in a 5. Any number greater than 5 that ends in a 5 can be divided by 5. Zero and 1 are not considered prime numbers. Except for 0 and 1, a number is either a prime number or a composite number. A composite number is defined as any number, greater than 1, that is not prime.

Prime Numbers

So, 13 is a prime number since it has only two different factors, 1 and 13.

Composite Numbers
A composite number is a number that has more than two factors.

So, 10 is a composite number as it has more than two factors .

Least Common Multiple (LCM) &Highest Common Factor (HCF)

Least Common Multiple (L.C.M.) A common multiple is a number that is a multiple of two or more
numbers. The common multiples of 3 and 4 are 0, 12, 24... The least common multiple (LCM) of two numbers is the smallest number (not zero) that is a multiple of both. Example: L.C.M. = the product of the divisors and the undivided numbers = 4 x 3 x 2 x 3 x 5 = 360. The process is shown below. 4| 24 36 40 ----------------------3| 6 9 10 ----------------------2| 2 3 10 ----------------------1 3 5

L.C.M. = 4 x 3 x 2 x 3 x 5 = 360.

Highest Common Factor (abbreviated H.C.F.) of two natural numbers is the largest common
factor (or divisor) of the given natural numbers. In other words, H.C.F. is the greatest element of the set of common factors of the given numbers. H.C.F. is also called Greatest Common Divisor (abbreviated G.C.D.) Example: Find the H.C.F. of 72, 126 and 270. Solution. Using Prime factorization method 3 2 72 = 2 x 2 x 2 x 3 x 3 = 2 x 3 1 2 1 126 = 2 x 3 x 3 x 7 = 2 x 3 x 7 270 = 2 x 3 x 3 x 3 x 5 = 1 3 1 2 x3 x5 H.C.F. of the given numbers = the product of common factors with least index 1 2 =2 x3

Using Division method First find H.C.F. of 72 and 126 72|126|1 72 54| 72|1 54 18| 54| 3 54 0 H.C.F. of 72 and 126 = 18 similarly calculate H.C.F. of 18 and 270 as 18 Hence H.C.F. of the given three numbers = 18

Rules of LCM and HCF:

HCF divides the numbers and numbers divides the LCM. Product of LCM*HCF = L.C.M * H.C.F = The Product of the two numbers. L.C.M is always multiple of H.C.F. LCM & HCF of Fractions:

LCM of fractions = LCM of numerators/HCF of denominators. HCF of fractions = HCF of numerators/LCM of denominators.

Co-prime numbers: Two natural numbers are called co-prime numbers if they have no common factor
other than 1. In other words, two natural numbers are co-prime if their H.C.F. is 1. Some examples of co-prime numbers are: 4, 9; 8, 21; 27, 50.

Relation between L.C.M. and H.C.F. of two natural numbers

The product of L.C.M. and H.C.F. of two natural numbers = the product of the numbers. Note. In particular, if Two natural numbers are co-prime then their L.C.M. = The product of the numbers.

2. Fractions
A fraction is a number a/b, of the form where a and b are integers and b 0.the integer a is called the numerator of the fraction, and b is called the denominator. For example,-7/5 is fraction in which -7 is the numerator and 5 is the denominator. Such numbers are called rational numbers. Numerator - The top number of a fraction. For example, in the fraction /5, the numerator is 2. Denominator - The bottom number of a fraction. For example, in the fraction /5, the denominator is 5. Proper Fraction - A fraction whose numerator is less than its denominator. For example, the fraction /4 is a proper fraction since the numerator is less than the denominator (i.e., 3 < 4). But, the fraction /3 is not a proper fraction since the numerator is greater than the denominator (i.e., 4 > 3). Improper Fraction - A fraction whose numerator is greater than or equal to its denominator. For example, the fraction /6 is an improper fraction because the numerator is greater than the denominator (i.e., 7 > 6). But, the fraction /7 is not an improper fraction since the numerator is less than the denominator (i.e., 6 < 7).
6 7 4 3 2 2

Mixed Fraction (aka Mixed Number) - The combination of a whole number and a proper fraction. For example, the fraction 1 /8 is a proper fraction since it combines a whole number (i.e., 1) and a proper fraction (i.e., /8).
3 3

Equivalent Fraction - A fraction that has the same numerical value (i.e., decimal value) as another fraction (although the numerator and denominator of the equivalent fractions may not be the exact same number). For example, the following fractions are all equivalent fractions since their values are equal to 0.5: /2 = /4 = /6 = /8 = /10
1 2 3 4 5

Common Denominator - A denominator that is equivalent between two (or more) fractions. For example, the fractions /9 and /9 share a common denominator (i.e., 9) while the fractions /10 and /11 do not share a common denominator since 10 11
7 7 7 5

Reduced Form Fraction - A fraction whose numerator and denominator share no common factors. Said differently, a fraction whose numerator and denominator are smaller than any other equivalent fraction. For example, the fraction /2 is in reduced form since it cannot be simplified any further while /4 can be reduced further since the number 2 is a common factor.
2 1

Multiplying & Dividing Fractions

Multiplying Fractions
In order to multiply two fractions, begin by multiplying the numerators together. Then, multiply the denominators together.

Dividing Fractions
In order to divide two fractions, invert (i.e., flip) the second fraction (i.e., divisor) and then multiply the two fractions together.

Complex Fraction Equality

Consider the following example:

3. Exponents and Roots

Base - The number that is raised to a power. In " 7 ", 7 is the base. 3 Cube - A number times it times itself. 5 cubed = 5 = 555 = 125. Cube Root - A number that, when cubed, is equal to the given number. 4 Exponent - The power to which a number is raised; the number of times a number is multiplied. In " 7 ", 7 has an exponent of 4, and 7 is multiplied 4 times (7777). Fractional Exponent - An exponent in which the numerator is the power to which the number should be taken and the denominator is the root which should be taken. Mean - The sum of two numbers, divided by 2 (sometimes called an average). This yields the number directly between the two numbers. Negative Exponent - An exponent that takes the base number to the positive opposite of the exponent (the exponent with the negative sign removed), and places the result in the denominator of a fraction whose numerator is 1. Perfect Square - the Square of a whole number. 1, 4, 9, 16, 25, 36, 49, ... are all perfect squares. Simplify (Square Root) - To remove all factors that are perfect squares from inside the square root sign and place their square roots outside the sign. 2 Square - A number times itself. 5 squared = 5 = 55 = 25. Square Root - A number that, when squared (multiplied by itself), is equal to the given number. N
th Root 4

of X - the number that, when multiplied together N times, yields X.

For example, the N = 2 root (also called the square root) of 9 is the number, 3, that when multiplied together 2 times yields 9.

Square Root of X - the number that, when multiplied together two times, yields X. For example, the square root of 16 is 4 because four multiplied together two times (i.e., 4*4) is 16.

Cube Root of X - the number that, when multiplied together three times, yields X. For example, the cube root of 64 is 4 because four multiplied together three times (i.e., 4*4*4) is 64.

Radical - the sign used to denote the square or n root of a number. For example, the value of "radical 4" is 2 and the value of "radical 9" is 3.

th

Radicand - the number that is beneath the radical sign and from which the square root (or n root) is derived. For example, when saying, "2 is the square root of 4," the number 4 is the radicand.
th

Relationship to Exponents
The relationship between roots and exponents is effectively an inverse relationship. If M = Z, then the N root of Z is M As will be shown shortly in the formulas section of this study guide, roots relate to exponents through this extremely important formulaic relationship.
N th

Rules of Roots & Radicals

Examples of the Rules of Roots & Radicals

The rules defining the exponential expression

, where

for all rational values of n, are given in Table 1.

Table 1 Definition of a (a > 0) Integer exponent: If n is a positive integer, then

n

Example

Definition of a (a > 0) Fractional exponent: a. If n is a positive integer, then

Example

=4

or Zero exponent: If n is equal to zero, then denotes the nth root of a. b. If m and n are positive integers, then

is not defined.)

Negative exponent: Ifn is a positive integer,then

c. If m and n are positive integers, then

The first three definitions in Table 1 are also valid for negative values of a, whereas the fourth definition is valid only for negative values of a when n is odd. Thus,

(n is odd)

has no real value (n is even)

Finally, note that it can be shown that with a " " key, we see that

has meaning for all real numbers n. For example, using a pocket calculator

The five laws of exponents are listed in Table 2.

Table 2

Law 1.

Example

2.

3.

4.

5.

These laws are valid for any real numbers, a, b, m, and n whenever the quantities are defined.

CAUTION Remember,

The correct equation is

EXAMPLE 1 Simplify the expressions:

a. Solution

b.

c.

d.

e.

a.

(Law 1)

b.

(Law 2)

c.

(Law 3)

d.

(Law 4)

e.

(Law 5) +

We can also use the laws of exponents to simplify expressions involving radicals, as illustrated in the next example. EXAMPLE 2 Simplify the expressions. (Assume x, y, and n are positive.)

a. Solution

b.

c.

a.

Useful Radicals to Memorize

In order to improve your ability to work mathematics questions successfully and quickly, it is extremely helpful to memorize a few commonly used exponents and roots:

Radicals and the Sign of the Radicand

There are four different cases that encompass the world of radicals.

Case 1: Positive Radicand and Even Root

In Case 1, it is common mathematical convention that there is only one solution and this solution is positive. For example, the square root of 4 is only positive 2, even though (technically speaking) -2 is a root since (-2)(-2)=+4. Consequently, when asked, "what is the square root of 25?" the correct answer is

"only positive 5." Similarly, if asked, "What is the 4th root of 16?" the correct answer is "only positive 2"
even though (-2) = 16 too.
4

Case 2: Positive Radicand and Odd Root

In Case 2, there is only one possible answer. By comparison and for clarification's sake, in Case 1, there were two possible answers, although mathematical convention agreed that only one of those answers (i.e., the positive one) was correct. Due to the nature of how negative numbers behave when multiplied together an odd number of times (i.e., they retain their negative sign), it is impossible to have a negative answer in Case 2.

Case 3: Negative Radicand and Odd Root

In Case 3, there is only one possible answer. Since the only way to have a negative product is by multiplying a negative number an odd number of times, the answer in Case 3 is always negative. In order to more clearly see this, notice that multiplying together a negative number an even number of times produces a positive number. Similarly, multiplying a positive number by itself an odd number of times produces a positive number.

Case 4: Negative Radicand and Even Root

In Case 4, there is no answer to this type of question within the domain of what are called real numbers. Technically, this Case can be answered using what are known as imaginary numbers--but this is well

beyond the scope of what is tested. If you encounter a question such as "what is the square root of -4" the correct answer is "there is no real solution."

4. Decimals
Decimal fraction is a result of dividing of unit by ten, hundred, thousand parts etc. These fractions are very comfortable in calculations, because they are based on the same system, that calculus and record of integers are built. Due to this both record and rules of operations with decimal fractions are actually the same as for integers. At recording decimal fractions it isnt necessary to mark parts ( as denominator ); this is known by place, that the corresponding digit occupies. At first the integer part of a number is written; to the right of it the decimal point is put; the first digit after the point means a number of tenths ( a number of tenth parts of unit ), the second a number of hundredths, the third thousandths, and so on. Digits, located after decimal point, are called decimal places.

E x a m p l e.
One of advantages of decimals they are easily reduced to the shape of vulgar fractions: a number after a decimal point ( 5047 in our case ) is a numerator, and the n-th power of 10 ( n a quantity of decimal places, in our case n = 4 ) is a denominator:

If a decimal doesnt contain an integer part, zero is put before a decimal point:

Properties of decimals.

1. A decimal fraction isnt changed, if to add some zeros to the right of it:
13.6 =13.6000. 2. A decimal fraction isnt changed, if to reject zeros, located in the end: 0.00123000 = 0.00123. Note: its prohibited to reject zeros, located not in the end of a decimal! 3. A decimal fraction will be increased by 10, 100, 1000 ,times, if to transfer a decimal point to one,

two, three, places to the right:

3.675 ---> 367.5 (it increases by 100 times). 4. A decimal fraction will be decreased by 10, 100, 1000 ,times, if to transfer a decimal point to one, two, three, places to the left:

1536.78 ---> 1.53678 (it decreases by 1000 times). These properties permit quickly to multiply and to divide decimal fractions by 10, 100, 1000 and so on.

Repeating decimal is a decimal in which a digit or a group of digits repeats endlessly in a pattern. This
group of repeating digits is called a period of decimal and is written in brackets. For instance, E x a m p l e. If to divide 47 by 11, then the result is 4.27272727 = 4. (27).

5. Real Numbers
The real numbers are the numbers that can be written in decimal notation, including those that require an infinite decimal expansion. The set of real numbers includes all integers, positive and negative; all fractions; and the irrational numbers, those whose decimal expansions never repeat. Examples of irrational numbers are

= 1.414213562373...

= 3.141592653589... It is very useful to picture the real numbers as points on the real line, as shown here.

Note that larger numbers appear to the right: if a < b then the point corresponding to b is to the right of the one corresponding to a.

Intervals
Some subsets of the set of real numbers, called intervals, show up quite often and so we have a compact notation for them.

Interval Notation

Here is a list of types of intervals along with examples. Interval Description Picture Example

Closed

[a, b]

Set of numbers x with a x b

[0, 10] (includes end points) (-1, 5) (excludes end points) (-3, 1]

Open

(a, b)

Set of numbers x with a<x<b

Half-Open

(a, b]

Set of numbers x with a<x b Set of numbers x with a x<b Set of numbers x with a x Set of numbers x with a<x Set of numbers x with x b Set of numbers x with x<b

[a, b)

[-4, -1)

Infinite

[a, + )

[0, + )

(a, + )

(-3, + )

(- , b]

(- , 0]

(- , b)

(- , 8)

(- , + ) Set of all real numbers

(- , + )

6. Ratio and Proportion

A "ratio" is just a comparison between two different things. For instance, someone can look at a group of people, count noses, and refer to the "ratio of men to women" in the group. Suppose there are thirty-five people, fifteen of whom are men. Then the ratio of men to women is 15 to 20. Notice that, in the expression "the ratio of men to women", "men" came first. This order is very important, and must be respected: whichever word came first; its number must come first. If the expression had been "the ratio of women to men", then the numbers would have been "20 to 15".

Expressing the ratio of men to women as "15 to 20" is expressing the ratio in words. There are two other notations for this "15 to 20" ratio: Odds notation: 15: 20 Fractional notation:
15

/20

You should be able to recognize all three notations; you will probably be expected to know them for your test. Given a pair of numbers, you should be able to write down the ratios. For example: There are 16 ducks and 9 geese in a certain park. Express the ratio of ducks to geese in all three formats.

Consider the above park. Express the ratio of geese to ducks in all three formats.

The numbers were the same in each of the above exercises, but the order in which they were listed differed, varying according to the order in which the elements of the ratio were expressed. In ratios, order is very important.

Let's return to the 15 men and 20 women in our original group. I had expressed the ratio as a fraction, 15 3 namely, /20. This fraction reduces to /4. This means that you can also express the ratio of men to 3 women as /4, 3 : 4, or "3 to 4". This points out something important about ratios: the numbers used in the ratio might not be theabsolute measured values. The ratio "15 to 20" refers to the absolute numbers of men and women, respectively, in the group of thirty-five people. The simplified or reduced ratio "3 to 4" tells you only that, for every three men, there are four women. The simplified ratio also tells you that, in any representative 3 set of seven people (3 + 4 = 7) from this group, three will be men. In other words, the men comprise /7of the people in the group. These relationships and reasoning are what you use to solve many word problems: In a certain class, the ratio of passing grades to failing grades is 7 to 5. How many of the36 students failed the course? Copyright Elizabeth Stapel 2001-2011 All Rights Reserved The ratio, "7 to 5" (or 7 : 5 or /5 ), tells me that, of every 7 + 5 = 12 students, five failed. That 5 5 is, /12 of the class flunked. Then ( /12 )(36) = 15 students failed. In the park mentioned above, the ratio of ducks to geese is 16 to 9. How many of the300 birds are geese? The ratio tells me that, of every 16 + 9 = 25 birds, 9 are geese. That is, /25 of the birds are geese. 9 Then there are ( /25 )(300) = 108 geese.
9 7

Generally, ratio problems will just be a matter of stating ratios or simplifying them. For instance: Express the ratio in simplest form: $10 to $45 This exercise wants me to write the ratio as a reduced fraction: . /45 = /9. This reduced fraction is the ratio's expression in simplest fractional form. Note that the units (the "dollar" signs) "canceled" on the fraction, since the units, "$", were the same on both values. When both values in a ratio have the same unit, there should generally be no unit on the reduced form. Express the ratio in simplest form: 240 miles to 8 gallons When I simplify, I get (240 miles) / (8 gallons) = (30 miles) / (1 gallon), or, in more common language, 30 miles per gallon.
10 2

Proportion: A proportion is an equation relating two ratios; for example,9/12=3/4.to solve a problem
involving ratios, you can often write a proportion and solve it by cross multiplication. Example: to find a number x so that the ratio of x to 49 is the same as the ratio of 3 to 21,you can write X/49=3/21 Then cross multiply to get 21x=(3)(49),and solve for x to get x=(3)(49)/21=7.

7. percent
The term percent means per hundred or hundredths.percents are ratios that are often used to represent parts of a whole, where the whole is considered as having 100 parts.

Finding What Percent One Number Is of Another Number

Example: 10 is what percent of 40? Translation: 10 is means 10 is equal to (10 =). What percent is the unknown quantity, so let's use to stand for it. (The variable w is written as a fraction over 100 because the word percent means per 100,or over 100.) of 40 means multiply by 40 ( 40). Put it all together as an equation and solve: Write 10 and 40 as fractions:

Multiply fractions: Reduce: 10 5 = w 2 25 = w

Cross multiply:

Solve by dividing both sides by 2: Thus, 10 is 25% of 40 For example:

Let's look at our comparison table again. This time the table includes percents. Comparing Shaded Boxes to Total Boxes Grid 1 2 3 Ratio 96 to 100 09 to 100 77 to 100 Fraction Percent 96% 09% 77%

Let's look at some examples in which we are asked to convert between ratios, fractions, decimals and percents. Example 1: Write each ratio as a fraction, a decimal, and a percent: 4 to 100, 63 to 100, 17 to 100 Solution Ratio Fraction Decimal Percent

04 to 100 63 to 100 17 to 100

.04 .63 .17

04% 63% 17%

Example 2: Write each percent as a ratio, a fraction in lowest terms, and a decimal: 24%, 5%, 12.5% Solution Percent 24% 05% 12.5% Ratio 24 to 100 05 to 100 12.5 to 100 Fraction Decimal .240 .050 .125

Let's solve some more percent problems using proportions. Since percent statements always involve three numbers, given any two of these numbers, we can find the third using the proportion above. Let's look at an example of this.

Problem 1: If 8 out of 20 students in a class are boys, what percent of the class is made up of boys? Analysis: In this problem, you are being asked 8 is what percent of 20? You are given two numbers from the proportion above and asked to find the third. The percent is the unknown quantity in this problem. We need to find this unknown quantity. The phrase 8 is means that 8 is the part. The phrase what percent tells us that percent is the unknown quantity. This unknown quantity will be represented by x in our proportion. The phrase of 20 means that 20 is the whole. Substitute: Now we can substitute these values into our proportion.

Identify:

becomes

Solve:

Cross multiply and we get: 20x = 800 Divide both sides by 20 to solve for x and we get: x = 40

Solution:

8 is 40% of 20. Therefore, 40% of the class is made up of boys.

Note that in Problem 1 we did not have to cross multiply to solve the proportion. We could have used equivalent fractions instead (i.e., since 20 multiplied by 5 equals 100, we get that 8 multiplied by 5 equals x, so x equals 40).

In Problem 1 we were asked 8 is what percent of 20? and we found the solution by substituting into a proportion. But how would we solve this problem: 18 is 40% of what number? and how would we solve this problem: What is 20% of 45? We will look at these last two problems below.

Problem 2: 18 is 40% of what number? Identify: The phrase 18 is means that 18 is the part. 40% means that 40 will replace percent in our proportion. The phrase of what number represents the whole and is the unknown quantity. We will let variable x represent this unknown quantity in our proportion. Substitute: Now we can substitute these values into our proportion.

becomes

Solve:

Cross multiply and we get: 40x = 18(100) or 40x = 1800 Divide both sides by 40 to solve for x and we get: x = 45

Solution:

18 is 40% of 45

Problem 3: What is 20% of 45? Identify: The phrase what is means represents the part and is the unknown quantity. We will let variable x represent this unknown quantity in our proportion. 20% means that 20 will replace percent in our proportion. The phrase of 45 means that 45 is the whole. Substitute: Now we can substitute these values into our proportion. becomes Solve: Cross multiply and we get: 100x = 45(20) or 100x = 900 Divide both sides by 100 to solve for x and we get: x = 9 Solution: 9 is 20% of 45

In Problems 1, 2 and 3 we are given two numbers and asked to find the third by using a proportion. However, the unknown quantity was different for each problem. Let's compare these problems in the table below. Red is used for the unknown quantity in each problem.

Problem 1 8 is what percent of 20? 8 x = what percent 20

Problem 2 18 is 40% of what number? 18 40% x = of what number

Problem 3 What is 20% of 45? x = What is 20% 45

statement

part percent whole

In Problem 1 we let x represent the unknown quantity "what percent"; in Problem 2 we let x represent the unknown quantity "of what number"; and

in Problem 3 we let xrepresent the unknown quantity "What is." Thus, we solved three different percent problems, where in each problem, two numbers were given and we were asked to find the third. We did this by letting a variable represent the unknown quantity and then substituting the given values into a proportion to solve for the unknown quantity.

Note that in all three percent statements, the whole always follows the word "of" and the part always precedes the word "is". This is not surprising since our original statement is, "One number is some percent of another number." Thus, we can revise our proportion as follows:

becomes

Problem 4: Identify:

What is 25% of 52? 25% means that 25 will replace PERCENT in our proportion. 52 is the whole and will replace OF in our proportion. The part is the unknown quantity and will be represented by p in our proportion.

Substitute:

Now we can substitute these values into our proportion. becomes

Solve: Solution:

Cross multiply and we get: 100p = 52(25) or 100p = 1300 Divide both sides by 100 to solve for p and we get: p = 13 13 is 25% of 52

Note that we could restate this problem as, "Find 25% of 52", and get the same answer. However, in the interest of consistency, we will use proportions to solve percent problems throughout this lesson. In Problems 5 through 7, we will use n to represent the unknown quantity. Problem 5: Identify: What percent of 56 is 14? 56 is the whole and will replace OF in our proportion. 14 is the part and will replace IS in our proportion. PERCENT is the unknown quantity in our proportion, to be represented by n. Substitute: becomes

Solve: Solution: Problem 6: Identify:

Cross multiply and we get: 56n = 14(100), or 56n = 1400 Divide both sides by 56 and we get: n = 25 25% of 56 is 14 18 is 75% of what number? 18 is the part and will replace IS in our proportion. 75% means that 75 will replace PERCENT in our proportion. The whole is the unknown quantity in our proportion, to be represented by n.

Substitute: Solve: Solution: Problem 7: Identify:

becomes Cross multiply and we get: 75n = 18(100) or 75n = 1800 Divide both sides by 75 and we get: n = 24 18 is 75% of 24 What is 15% of 200? 15% means that 25 will replace PERCENT in our proportion. 200 is the whole and will replace OF in our proportion. The part is the unknown quantity in our proportion, to be represented by n

Substitute: Solve: Solution:

becomes Cross multiply and we get: 100n = 200(15) or 100n = 3000 Divide both sides by 100 and we get: n = 30 30 is 15% of 200