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Presentation on theme: "Splash Screen Chapter 9 Percent Click the mouse or press the space bar to continue. Chapter 9 Percent Click the mouse or press the space bar to continue."— Presentation transcript:

1 Splash Screen Chapter 9 Percent Click the mouse or press the space bar to continue. Chapter 9 Percent Click the mouse or press the space bar to continue.

2 Chapter Menu Lesson 9-1Lesson 9-1Percents and Fractions Lesson 9-2Lesson 9-2Circle Graphs Lesson 9-3Lesson 9-3Percents and Decimals Lesson 9-4Lesson 9-4Problem-Solving Strategy: Solve a Simpler Problem Lesson 9-5Lesson 9-5Estimating with Percents Lesson 9-6Lesson 9-6Percent of a Number Lesson 9-7Lesson 9-7Problem-Solving Investigation: Choose the Best Strategy Lesson 9-8Lesson 9-8Probability Lesson 9-9Lesson 9-9Sample Spaces Lesson 9-10Lesson 9-10Making Predictions 9 9 Percent

3 Lesson 1 Menu Five-Minute Check (over Chapter 8) Main Idea and Vocabulary California Standards Key Concept: Percent Example 1: Write Percent as a Fraction Example 2: Write Percent as a Fraction Example 3: Real-World Example Example 4: Write a Fraction as a Percent Example 5: Real-World Example 9-1 Percents and Fractions

4 9-1 Percents and Fractions Lesson 1 MI/Vocab I will express percents as fractions and fractions as percents. percent

5 9-1 Percents and Fractions Lesson 1 Standard 1 Standard 5NS1.2 Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number. Standard 5SDAP1.3 Use fractions and percentages to compare data sets of different sizes.

6 Lesson 1 Key Concept Percents and Fractions

7 Lesson 1 Ex1 Write 60% as a fraction in simplest form. 9-1 Percents and Fractions 60% means 60 out of 100. Definition of percent 60% = or Simplify. Divide the numerator and the denominator by the GCF, Answer:

8 A. 3 4 B. 1 2 Lesson 1 CYP1 9-1 Percents and Fractions Choose the fraction in simplest form that represents 75%. C D

9 Lesson 1 Ex2 9-1 Percents and Fractions Write 140% as a mixed number in simplest form. 140% means 140 for every 100. Definition of percent 140% = Write as a mixed number. = Divide the numerator and denominator by the GCF, 20. = or

10 Lesson 1 Ex2 9-1 Percents and Fractions Answer: 1 2 5

11 Lesson 1 CYP2 9-1 Percents and Fractions Choose 160% as a mixed number in simplest form. A C B D. 2

12 Lesson 1 Ex3 Use the table below. What fraction of the class members preferred spaghetti for the school lunch? 9-1 Percents and Fractions The table shows that 25% of those surveyed prefer spaghetti.

13 Lesson 1 Ex3 9-1 Percents and Fractions Answer: So, of those surveyed prefer spaghetti. 1 4 Definition of percent 25% = Simplify. = 1 4

14 Lesson 1 CYP3 9-1 Percents and Fractions Use the table below. What fraction of the fifth graders preferred football? A C. 1 2 D B. 1 5

15 Lesson 1 Ex4 9-1 Percents and Fractions 7 Write as a percent = n 100 Write an equation using ratios. One ratio is the fraction. The other is an unknown value compared to = Since 10 × 10 = 100, multiply 7 by 10 to find n. Answer: So, = or 70%

16 Lesson 1 CYP4 9-1 Percents and Fractions Write as a percent A.50% B.60% C.56% D.14%

17 Lesson 1 Ex5 9-1 Percents and Fractions At Boulder Middle School, of the students study Spanish. At Foothills Middle School, of the students study Spanish. Which school has the greater percent of students that study Spanish? Write each fraction as a percent. Then compare.

18 Lesson 1 Ex5 9-1 Percents and Fractions 42 Boulder MS 600 Answer: Since 7% > 5%, Boulder MS has the greater percent of students that study Spanish. Foothills MS = n = n = = or 7% or 5%

19 Lesson 1 CYP5 9-1 Percents and Fractions A.Franklin Heights HS; 15% > 10% B.Franklin Heights HS; 20% > 15% C.Grove City HS; 15% > 10% D.Grove City HS; 20% > 15% At Franklin Heights High School, of the students has their driver’s license. At Grove City High School, of the students has their driver’s license. Which school has the greater percent of students with their driver’s license and with what percent?

20 End of Lesson 1

21 Lesson 2 Menu Five-Minute Check (over Lesson 9-1) Main Idea and Vocabulary California Standards Click here to continue the Lesson Menu 9-2 Circle Graphs

22 Lesson 2 Menu Example 1: Sketch Circle Graphs Example 2: Analyze Circle Graphs Example 3: Analyze Circle Graphs Example 4: Analyze Circle Graphs 9-2 Circle Graphs

23 9-2 Circle Graphs Lesson 2 MI/Vocab I will sketch and analyze circle graphs. circle graph

24 9-2 Circle Graphs Lesson 2 Standard 1 Standard 5SDAP1.2 Organize and display single-variable data in appropriate graphs and representations (e.g., histogram, circle graphs) and explain which types of graphs are appropriate for various data sets. Standard 5SDAP1.3 Use fractions and percentages to compare data sets of different sizes.

25 Lesson 2 Ex1 The table shows how many hours a group of teenagers spent playing video games in one week. Sketch a circle graph to display the data. 9-2 Circle Graphs

26 Lesson 2 Ex1 Write a fraction for each percent. 9-2 Circle Graphs 35% = or % = or % = or % = or Use a compass to draw a circle with at least a 1-inch radius.

27 Lesson 2 Ex1 9-2 Circle Graphs Since 30% is about of the circle, shade about a third of the circle for 3 or more. 1 3 Since 25% is of the circle, shade of the circle for 2– Since 35% is a little more than, shade a little more than of the circle for 0– Shade the remaining small piece or 10% for 1–2.

28 Lesson 2 Ex1 9-2 Circle Graphs Label each section of the circle graph. Then give the graph a title.

29 Lesson 2 CYP1 9-2 Circle Graphs Choose the circle graph that represents the data in the table.

30 Lesson 2 CYP1 9-2 Circle Graphs A.B.

31 Lesson 2 CYP1 9-2 Circle Graphs D.C.

32 Lesson 2 CYP1 9-2 Circle Graphs Answer: C.

33 Lesson 2 Ex2 9-2 Circle Graphs Use the circle graph at the right that shows the method of transportation students use to get to Martin Luther King, Jr., Middle School. Which method of transportation do most students use? Method of Transportation Used by Students to Arrive at School

34 Lesson 2 Ex2 The largest section of the graph is the section that represents taking the bus. 9-2 Circle Graphs Answer: So, most students arrive at school by bus.

35 Lesson 2 CYP2 9-2 Circle Graphs Use the graph at the right that shows the favorite fruit of students in Ms. Bradley’s fifth-grade class to determine the fruit most students prefer. A.orange B.banana C.mango D.apple Favorite Fruits

36 Lesson 2 Ex3 Use the circle graph at the right that shows the method of transportation students use to get to Martin Luther King, Jr., Middle School. Which two methods of transportation are used by the fewest students? 9-2 Circle Graphs Method of Transportation Used by Students to Arrive at School

37 Lesson 2 Ex3 9-2 Circle Graphs The smallest section of the graph represents riding a moped. The next smallest section of the graph represents walking to school. Answer: So, the fewest number of students arrive at school by moped and by walking.

38 Lesson 2 CYP3 9-2 Circle Graphs Use the graph at the right that shows the favorite fruit of students in Ms. Bradley’s fifth-grade class to determine the fruit the fewest number of students prefer. Favorite Fruits A.orange B.banana C.mango D.apple

39 Lesson 2 Ex4 Use the circle graph at the right that shows the method of transportation students use to get to Martin Luther King, Jr., Middle School. How does the number of students who ride mopeds compare to the number of students who take the bus? 9-2 Circle Graphs Method of Transportation Used by Students to Arrive at School

40 Lesson 2 Ex4 9-2 Circle Graphs The section representing taking the bus is about 5 times larger than the section representing riding a moped. Answer: So, 5 times as many students take the bus.

41 Lesson 2 CYP4 9-2 Circle Graphs Use the graph at the right that shows the favorite fruit of students in Ms. Bradley’s fifth-grade class to compare the number of students who preferred mango to the number of students who preferred apple. Favorite Fruits

42 Lesson 2 CYP4 9-2 Circle Graphs A.4 times as many students prefer apples. B.4 times as many students prefer mangoes. C.3 times as many students prefer apples. D.3 times as many students prefer mangoes.

43 End of Lesson 2

44 Lesson 3 Menu Five-Minute Check (over Lesson 9-2) Main Idea California Standards Example 1: Write a Percent as a Decimal Example 2: Write a Percent as a Decimal Example 3: Write a Percent as a Decimal Example 4: Write a Decimal as a Percent Example 5: Write a Decimal as a Percent Example 6: Write a Decimal as a Percent Example 7: Real-World Example 9-3 Percents and Decimals

45 9-3 Percents and Decimals Lesson 3 MI/Vocab I will express percents as decimals and decimals as percents.

46 9-3 Percents and Decimals Lesson 3 Standard 1 Standard 5NS1.2 Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number.

47 Lesson 3 Ex1 Write 86% as a decimal. 86% = 9-3 Percents and Decimals Rewrite the percent as a fraction with a denominator of 100. = 0.86 Write 86 hundredths as a decimal. Answer: 86% = 0.86

48 Lesson 3 CYP1 9-3 Percents and Decimals Write 75% as a decimal. A.7.5 B C.0.75 D.7.05

49 Lesson 3 Ex2 Write 1% as a decimal. 9-3 Percents and Decimals 1% = Rewrite the percent as a fraction with a denominator of 100. = 0.01 Write 1 hundredths as a decimal. Answer: 1% = 0.01

50 Lesson 3 CYP2 9-3 Percents and Decimals Write 7% as a decimal. A.0.7 B C.7.0 D.0.07

51 Lesson 3 Ex3 Write 110% as a decimal. 9-3 Percents and Decimals 110% = Rewrite the percent as a fraction with a denominator of 100. = Write as a mixed number. = 1.10 Write 1 and 10 hundredths as a decimal. = 1.1 Answer: 110% = 1.1

52 Lesson 3 CYP3 9-3 Percents and Decimals Write 130% as a decimal. A.1.3 B.13.0 C D.1.13

53 Lesson 3 Ex4 Write 0.44 as a percent = 9-3 Percents and Decimals Write 44 hundredths as a fraction. = 44% Write the fraction as a percent. Answer: 0.44 = 44%

54 Lesson 3 CYP4 9-3 Percents and Decimals Write 0.65 as a percent. A.65% B.6.5% C.650% D.0.65%

55 Lesson 3 Ex5 Write 1.81 as a percent. 9-3 Percents and Decimals 1.81 = Write 1 and 81 hundredths as a mixed number. = Write the mixed number as an improper fraction. = 181% Write the fraction as a percent. Answer: 1.81 = 181%

56 Lesson 3 CYP5 9-3 Percents and Decimals Write 2.37 as a percent. A.2.37% B.23.7% C.237% D.23%

57 Lesson 3 Ex6 Write 0.09 as a percent. 9-3 Percents and Decimals 0.09 = Write 9 hundredths as a fraction. = 9% Write the fraction as a percent. Answer: 0.09 = 9%

58 Lesson 3 CYP6 9-3 Percents and Decimals Write 0.03 as a percent. A.30% B.300% C.3% D.0.3%

59 Lesson 3 Ex7 During a particularly rainy June in Boston, it rained 0.8 of the days in the month. Write 0.8 as a percent. 9-3 Percents and Decimals 0.8 = 8 10 Write 8 tenths as a fraction. = 8 × × 10 Multiply the numerator and denominator by 10 so that the denominator is 100. = Simplify. = 80% Write the fraction as a percent. Answer: It rained 80% of the days.

60 Lesson 3 CYP7 9-3 Percents and Decimals Write 0.5 as a percent. A.5% B.50% C.0.5% D.500%

61 End of Lesson 3

62 Lesson 4 Menu Five-Minute Check (over Lesson 9-3) Main Idea California Standards Example 1: Problem-Solving Strategy 9-4 Problem-Solving Strategy: Solve a Simpler Problem

63 9-4 Problem-Solving Strategy: Solve a Simpler Problem Lesson 4 MI/Vocab I will solve problems by solving a simpler problem.

64 9-4 Problem-Solving Strategy: Solve a Simpler Problem Lesson 4 Standard 1 Standard 5MR2.2 Apply strategies and results from simpler problems to more complex problems. Standard 5NS1.2 Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number.

65 Lesson 4 Ex 1 A total of 400 students at Liberty Elementary voted on whether a tiger or a dolphin should be the new school’s mascot. The circle graph shows the results. How many students voted for the tiger for the school mascot? 9-4 Problem-Solving Strategy: Solve a Simpler Problem

66 Lesson 4 Ex1 Understand What facts do you know? 400 students voted. 70% of the students voted for the tiger. What do you need to find? How many students voted for the tiger for the school mascot? 9-4 Problem-Solving Strategy: Solve a Simpler Problem

67 Lesson 4 Ex1 Plan Solve a simpler problem by finding 10% of the number of students that voted. Then use that result to find 70% of the number of students that voted. 9-4 Problem-Solving Strategy: Solve a Simpler Problem

68 Lesson 4 Ex1 Solve 9-4 Problem-Solving Strategy: Solve a Simpler Problem Since 10% = or, 1 out of every 10 students voted for the tiger. Answer: So, 280 students voted for the tiger. 400 ÷ 10 = 40 students Since 70% is equal to 7 times 10%, multiply 40 by × 7 = 280 students

69 Lesson 4 Ex1 Check 9-4 Problem-Solving Strategy: Solve a Simpler Problem Look back at the problem. You know that 70% is close to 75%, which is. Since of 400 is 100, of 400 is 300. So, 280 is a reasonable answer.

70 End of Lesson 4

71 Lesson 5 Menu Five-Minute Check (over Lesson 9-4) Main Idea California Standards Key Concept: Percent-Fraction Equivalents Click here to continue the Lesson Menu 9-5 Estimating with Percents

72 Lesson 5 Menu Example 1: Estimate the Percent of a Number Example 2: Estimate the Percent of a Number Example 3: Real-World Example Example 4: Real-World Example 9-5 Estimating with Percents

73 9-5 Estimating with Percents Lesson 5 MI/Vocab I will estimate the percent of a number.

74 9-5 Estimating with Percents Lesson 5 Standard 1 Standard 5MR2.2 Apply strategies and results from simpler problems to more complex problems. Standard 5NS2.5 Compute and perform simple multiplication and division of fractions and apply these procedures to solving problems.

75 Lesson 5 Key Concept 9-5 Estimating with Percents

76 Lesson 5 Ex1 Estimate 49% of Estimating with Percents 49% is close to 50% or. Round 302 to of 300 is or half means to divide by Answer: So, 49% of 302 is about 150.

77 Lesson 5 CYP1 9-5 Estimating with Percents Estimate 51% of 599. A.300 B.250 C.350 D.200

78 Lesson 5 Ex2 Estimate 80% of Estimating with Percents 80% is. Round 42 to 40 since it is divisible by of 40 = × 40 or Answer: Thus, 80% of 42 is about 32.

79 Lesson 5 CYP2 9-5 Estimating with Percents Estimate 75% of 41. A.40 B.35 C.30 D.32

80 Lesson 5 Ex3 A CD that originally cost $11.90 is on sale for 30% off. If you have $7, would you have enough money to buy the CD? 9-5 Estimating with Percents To determine whether you have enough money to buy the CD, you need to estimate 30% of $11.90.

81 Lesson 5 Ex3 9-5 Estimating with Percents One Way: Use an equation. 30% is about and $11.90 is about $ = x 12 Write the equation. 1 3 = x 12 Since 3 × 4 = 12, multiply 1 by 4. x = 4

82 Lesson 5 Ex3 9-5 Estimating with Percents Another Way: Use mental math. 30% is about and $11.90 is about $ of $12 is about $ Answer: Since 30% off or $12 – $4 = $8 is more than $7, you would not have enough money for the CD.

83 Lesson 5 CYP3 9-5 Estimating with Percents Admission to the theme park was originally $50. Lou has a coupon for 25% off. His mom gave him $40. Does he have enough money to buy the ticket? A.yes B.no C.maybe D.not enough information

84 Lesson 5 Ex4 Claire surveyed her classmates about their favorite national park in California. Predict the number of students out of 234 who prefer the Redwood National Forest. 9-5 Estimating with Percents

85 Lesson 5 Ex4 You need to estimate the number of students out of 234 that preferred Redwood National Forest. 26% of the students surveyed chose Redwood National Forest. 9-5 Estimating with Percents 26% is about 25% or. 1 4 Round 234 to 240 since it is divisible by 4. of 240 = × 240 or Answer: So, about 60 students would prefer Redwood National Forest.

86 Lesson 5 CYP4 9-5 Estimating with Percents Claire surveyed her classmates about their favorite national park in California. Predict the number of students out of 234 who prefer the Yosemite National Park. A.80 students B.75 students C.60 students D.85 students

87 End of Lesson 5

88 Lesson 6 Menu Five-Minute Check (over Lesson 9-5) Main Idea California Standards Example 1: Find the Percent of a Number Example 2: Find the Percent of a Number Example 3: Real-World Example 9-6 Percent of a Number

89 9-6 Percent of a Number Lesson 6 MI/Vocab/Standard 1 I will find the percent of a number.

90 9-6 Percent of a Number Lesson 6 Standard 1 Standard 5NS1.2 Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number.

91 Lesson 6 Ex1 Find 7% of Percent of a Number One Way: Write the percent as a fraction. 7% = of 400 = × 400 or 28

92 Lesson 6 Ex1 9-6 Percent of a Number Another Way: Write the percent as a decimal. 7% = or of 400 = 0.07 × 400 or 28 Answer: So, 7% of 400 is 28.

93 Lesson 6 CYP1 9-6 Percent of a Number Find 5% of 400. A.20 B.25 C.22 D.30

94 Lesson 6 Ex2 Find 130% of Percent of a Number

95 Lesson 6 Ex2 9-6 Percent of a Number One Way: Write the percent as a fraction. 130% = or of 80 = × × 80 1 or 104

96 Lesson 6 Ex2 9-6 Percent of a Number Another Way: Write the percent as a decimal. 130% = or of 80 = 1.3 × 80 or 104 Answer: So, 130% of 80 is 104.

97 Lesson 6 CYP2 9-6 Percent of a Number Find 140% of 20. A.30 B.28 C.70 D.15

98 Lesson 6 Ex3 The Adams School raised money for a field trip by selling the items shown in the circle graph. If the school collected $596, how much did the school raise with the book sale? 9-6 Percent of a Number

99 Lesson 6 Ex3 You need to find 28% of $ Percent of a Number 28% = Definition of a percent = 0.28 Write 28 hundredths as a decimal of $596 = 0.28 × 596 = Multiply. Answer: So, the school raised $ with the book sale.

100 Lesson 6 CYP3 9-6 Percent of a Number If the school raised $455, how much did the school raise with the baked goods sale? A.$ B.$110 C.$ D.$111.15

101 End of Lesson 6

102 Lesson 7 Menu Five-Minute Check (over Lesson 9-6) Main Idea California Standards Example 1: Problem-Solving Investigation 9-7 Problem-Solving Investigation: Choose the Best Strategy

103 9-7 Problem-Solving Investigation: Choose the Best Strategy Lesson 7 MI/Vocab I will choose the best strategy to solve a problem.

104 9-7 Problem-Solving Investigation: Choose the Best Strategy Lesson 7 Standard 1 Standard 5MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. Standard 5NS1.2 Interpret percents as a part of a hundred;... compute a given percent of a whole number.

105 Lesson 7 Ex1 TYRA: I’m going to the mall with $75 to buy a shirt, a pair of jeans, and a hat. The hat costs $15, which is 50% of the cost of one shirt. The shirt costs $10 less than the jeans. If I spend more than $50, I get a 15% discount off of the total price. YOUR MISSION: Determine if Tyra has enough money to buy all three items. 9-7 Problem-Solving Investigation: Choose the Best Strategy

106 Lesson 7 Ex1 Understand What facts do you know? Tyra has $75 to spend. What do you need to find? You need to determine if Tyra has enough money to buy all three items. 9-7 Problem-Solving Investigation: Choose the Best Strategy

107 Lesson 7 Ex1 Plan You can work backward to find the amount that each item costs. Then find out how much she spent. 9-7 Problem-Solving Investigation: Choose the Best Strategy

108 Lesson 7 Ex1 Solve 9-7 Problem-Solving Investigation: Choose the Best Strategy The hat is 50% of the cost of one shirt. So, one shirt costs $15 × 2 or $30. The cost of the jeans is $10 more than the cost of the shirt. So, the jeans cost $30 + $10 or $40. So, Tyra spent $15 + $30 + $40 or $85.

109 Lesson 7 Ex1 Solve 9-7 Problem-Solving Investigation: Choose the Best Strategy Answer: So, Tyra spent $85 – $12.75 or $ Since $72.25 is less than $75, Tyra has enough money. Since she spent a total of $85, she gets a 15% discount. 85 × 15% → 85 × 0.15 = $12.75 The discount is $12.75.

110 Lesson 7 Ex1 Check 9-7 Problem-Solving Investigation: Choose the Best Strategy Start with the cost of the jeans. The jeans cost $40. The shirt costs are $40 – $10 or $30. The hat is 50% of the cost of the shirt, so the hat is $30 ÷ 2 or $15.

111 End of Lesson 7

112 Lesson 8 Menu Five-Minute Check (over Lesson 9-7) Main Idea and Vocabulary California Standards Key Concept: Probability Example 1: Find Probability Example 2: Find Probability Example 3: Find Probability of the Complement Example 4: Real-World Example 9-8 Probability

113 9-8 Probability Lesson 8 MI/Vocab I will find and interpret the probability of a simple event. outcomes simple event probability random complementary events

114 9-8 Probability Lesson 8 Standard 1 Preparation for Standard 6SDAP3.3 Represent probabilities as ratios, proportions, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable; know that if P is the probability of an event, 1 – P is the probability of an event not occurring.

115 Lesson 8 Key Concept 9-8 Probability

116 Lesson 8 Ex1 There are six equally likely outcomes on the spinner to the right. Find the probability of landing on Probability There is one section of the spinner labeled 1.

117 Lesson 8 Ex1 P(1) = 9-8 Probability number of favorable outcomes number of possible outcomes 1 6 = Answer: The probability of landing on 1 is, …, or about 16.7%. 1 6

118 Lesson 8 CYP1 9-8 Probability There are six equally likely outcomes on the spinner below. Find the probability of landing on an even number. A.50% B.40% C.25% D.75%

119 Lesson 8 Ex2 9-8 Probability There are six equally likely outcomes on the spinner to the right. Find the probability of landing on 2 or 4. The word or indicates that the favorable outcomes are the 2 and 4 sections. There is one section of the spinner that is a 2 and one section that is a 4.

120 Lesson 8 Ex2 9-8 Probability P(2 or 4) = number of favorable outcomes number of possible outcomes 2 6 = 1 3 = Simplify. Answer: The probability of landing on 2 or a 4 is, 0.333…, or about 33%. 1 3

121 Lesson 8 CYP2 9-8 Probability There are six equally likely outcomes on the spinner below. Find the probability of landing on a number greater than 2. A. 3 4 B. 1 4 C. 3 6 D. 2 3

122 Lesson 8 Ex3 The spinner is spun once. Find the probability of not landing on a Probability The probability of not landing on a 6 and the probability of landing on a 6 are complementary.

123 Lesson 8 Ex3 9-8 Probability P(6) + P(not 6) = 1 The sum of the probabilities is 1. + P(not 6) = Replace P(6) with. 1 6 Subtract from each side. 1 6 P(not 6) = 5 6 – 1 6 = 1 6 – Answer: So, the probability of not landing on 6 is, …, or about 83.3%. 5 6

124 Lesson 8 CYP3 9-8 Probability The spinner is spun once. Find the probability of not landing on an even number. A.30% B.50% C.40% D.25%

125 Lesson 8 Ex4 A sportscaster predicted that the Tigers have a 75% chance of winning tonight. Describe the complement of the event and find its probability. 9-8 Probability The complement of winning is not winning. The sum of the probabilities is 100%.

126 Lesson 8 Ex4 9-8 Probability P(winning) + P(not winning) = 100% Replace P(winning) with 75%. Answer: So, the probability that the Tigers will not win is 25%,, or % + P(not winning) = 100% Subtract 75% from each side. – 75%= – 75% P(not winning) = 25%

127 Lesson 8 CYP4 9-8 Probability The weathercaster reported a 40% chance of thunderstorms. Identify the complement. Then find its probability. A.60% chance of not storming B.40% chance of not storming C.50% chance of not storming D.45% chance of not storming

128 End of Lesson 8

129 Lesson 9 Menu Five-Minute Check (over Lesson 9-8) Main Idea and Vocabulary California Standards Example 1: Use a List to Find Sample Space Example 2: Use a Tree Diagram to Find 9-9 Sample Spaces Example 3: Use a Tree Diagram to Find Probability Sample Space

130 9-9 Sample Spaces Lesson 9 MI/Vocab I will construct sample spaces using tree diagrams or lists. sample space tree diagram

131 9-9 Sample Spaces Lesson 9 Standard 1 Preparation for Standard 6SDAP3.1 Represent all possible outcomes for compound events in an organized way (e.g. tables, grids, tree diagrams) and express the theoretical probability of each outcome.

132 Lesson 9 Ex1 While on vacation, Carlos can snorkel, boat, and paraglide. In how many ways can Carlos do the three activities? 9-9 Sample Spaces Make an organized list to show the sample space. Use S for snorkel, B for boat, and P for paraglide. SBP SPB BPS BSP PBS PSB Answer: So, there are 6 ways to do the three activities.

133 Lesson 9 CYP1 9-9 Sample Spaces While shopping at the store, Louisa must get toilet paper, milk, bread, and cat food. How many different ways can she collect these items? A.16 ways B.64 ways C.24 ways D.30 ways

134 Lesson 9 Ex2 A car can be purchased with either two doors or four doors. You may also choose leather, fabric, or vinyl seats. Use a tree diagram to find all the buying options. List each door choice. Then pair each door choice with each seat choice. 9-9 Sample Spaces

135 Lesson 9 Ex2 9-9 Sample Spaces Car Seat Outcome 2-door (2) leather (L)2L fabric (F)2F vinyl (V)2V 4-door (4) leather (L)4L fabric (F)4F vinyl (V)4V Answer: There are 6 possible combinations.

136 Lesson 9 CYP2 9-9 Sample Spaces At the ice cream store, you can order either a sugar cone or a waffle cone. You may also choose from chocolate, strawberry, vanilla, or orange sherbet ice cream flavors. How many combinations of cone and ice cream are there? A.6 combinations B.8 combinations C.10 combinations D.16 combinations

137 Lesson 9 Ex3 Dayo rolls two number cubes. What is the probability that she will roll a 5 on the first cube and a 2 on the second cube? 9-9 Sample Spaces Use a tree diagram to find all of the possible outcomes.

138 Lesson 9 Ex3 9-9 Sample Spaces Notice there is only one combination of 5 first then 2. Answer: Since there are 36 possible outcomes and only one favorable outcome, the probability of rolling a 5 on the first cube and a 2 on the second is

139 Lesson 9 CYP3 9-9 Sample Spaces Joy rolls two number cubes. What is the probability that she will roll a 3 and a 4? A B C D. 1 63

140 End of Lesson 9

141 Lesson 10 Menu Five-Minute Check (over Lesson 9-9) Main Idea and Vocabulary California Standards Example 1: Make Predictions Example 2: Make Predictions 9-10 Making Predictions

142 9-10 Making Predictions Lesson 10 MI/Vocab I will predict the actions of a larger group using a sample. survey population sample

143 9-10 Making Predictions Lesson 10 Standard 1 Standard 5AF1.2 Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable by substitution.

144 Lesson 10 Ex1 Bonne asked every sixth person in the school cafeteria to name the kind of activity he or she would like to do for the school’s spring outing. What is the probability that a student will prefer an amusement park? 9-10 Making Predictions

145 Lesson 10 Ex Making Predictions P(amusement park) = number of students that prefer the amusement park number of students surveyed = Answer: So, the probability that a student will prefer an amusement park is. 5 8 or 5 8

146 Lesson 10 CYP Making Predictions Corbin surveyed every fifth person in the school cafeteria to name his or her favorite flavor of ice cream. What is the probability that a student prefers chocolate ice cream?

147 Lesson 10 CYP Making Predictions A B. 2 5 C D

148 Lesson 10 Ex2 There are 400 students at Bonne’s school. Predict how many students prefer going to an amusement park Making Predictions Let s represent the number of students that prefer going to an amusement park.

149 Lesson 10 Ex Making Predictions = s = s = Write an equation. Since 40 × 10 = 400, multiply 15 by 10 to find s. s = 150 Answer: Of 400 students, about 150 will prefer the amusement park.

150 Lesson 10 CYP Making Predictions There are 550 students at Corbin’s school. Predict how many of the students will prefer chocolate. A.170 students B.220 students C.130 students D.155 students

151 End of Lesson 10

152 9 9 Percent 9 9 CR Menu Five-Minute Checks Math Tool Chest Image Bank Circle Graphs Estimating with Percents

153 9 9 Percent IB Instructions To use the images that are on the following four slides in your own presentation: 1.Exit this presentation. 2.Open a chapter presentation using a full installation of Microsoft ® PowerPoint ® in editing mode and scroll to the Image Bank slides. 3.Select an image, copy it, and paste it into your presentation.

154 9 9 Percent IB 1

155 9 9 Percent IB 2

156 9 9 Percent IB 3

157 9 9 Percent IB 4

158 9 9 Percent 9 9 5Min Menu Lesson 9-1Lesson 9-1(over Chapter 8) Lesson 9-2Lesson 9-2(over Lesson 9-1) Lesson 9-3Lesson 9-3(over Lesson 9-2) Lesson 9-4Lesson 9-4(over Lesson 9-3) Lesson 9-5Lesson 9-5(over Lesson 9-4) Lesson 9-6Lesson 9-6(over Lesson 9-5) Lesson 9-7Lesson 9-7(over Lesson 9-6) Lesson 9-8Lesson 9-8(over Lesson 9-7) Lesson 9-9Lesson 9-9(over Lesson 9-8) Lesson 9-10Lesson 9-10(over Lesson 9-9)

159 9 9 Percent 5Min 1-1 (over Chapter 8) While driving on a vacation, the Nguyen family traveled at an average speed of 60 miles per hour. Make a table to show the relationship between the total distance d the family traveled in h hours.

160 9 9 Percent 5Min 1-1 (over Chapter 8) B. A.

161 9 9 Percent 5Min 1-1 (over Chapter 8) D. C.

162 9 9 Percent 5Min 1-1 (over Chapter 8) Answer: D.

163 9 9 Percent 5Min 1-2 (over Chapter 8) While driving on a vacation, the Nguyen family traveled at an average speed of 60 miles per hour. Write an equation to find the total distance d that the Nguyen family traveled in h hours. A. d = 30h2 B. d = 60h C. d = 20h3 D. d = h 60

164 9 9 Percent A. 120 miles B. 100 miles C. 240 miles D. 320 miles 5Min 1-3 (over Chapter 8) While driving on a vacation, the Nguyen family traveled at an average speed of 60 miles per hour. How many miles did the Nguyen family travel in 4 hours?

165 9 9 Percent A Min 2-1 (over Lesson 9-1) Write 35% as a fraction in simplest form. B. 3 5 C. 1 3 D

166 9 9 Percent D C Min 2-2 (over Lesson 9-1) A Write 4% as a fraction in simplest form B.

167 9 9 Percent 5Min 2-3 (over Lesson 9-1) C Write 175% as a mixed number in simplest form B. A D. 2 3

168 9 9 Percent 5Min 2-4 A. 25% (over Lesson 9-1) B. 40% C. 35% D Write as a percent. 2 5

169 9 9 Percent 5Min 2-5 (over Lesson 9-1) Write as a percent A. 15% C. 40% D. 12% B

170 9 9 Percent 5Min 2-6 (over Lesson 9-1) A. 260% B. 35% C. 125% D Write 2 as a percent. 3 5

171 9 9 Percent 5Min 3-1 (over Lesson 9-2) Sketch a circle graph of this data: In a survey of preferences of four careers, 14% of students chose teacher, 25% chose doctor, 25% chose lawyer, and 36% chose musician. A.

172 9 9 Percent 5Min 3-1 (over Lesson 9-2) B.

173 9 9 Percent 5Min 3-1 (over Lesson 9-2) C.

174 9 9 Percent 5Min 3-1 (over Lesson 9-2) D.

175 9 9 Percent 5Min 3-1 (over Lesson 9-2) Answer: B.

176 9 9 Percent 5Min 4-1 (over Lesson 9-3) A Write 98% as a decimal. B C D. 0.20

177 9 9 Percent C Min 4-2 (over Lesson 9-3) A Write 7% as a decimal. B D. 0.93

178 9 9 Percent C Min 4-3 (over Lesson 9-3) A Write 135% as a decimal. B D. 0.65

179 9 9 Percent B. 79% 5Min 4-4 (over Lesson 9-3) C. 7.9% A. 21% Write 0.79 as a percent. D. 0.79%

180 9 9 Percent A. 3% 5Min 4-5 (over Lesson 9-3) C. 30% Write 0.03 as a percent. B. 93% D. 1.3%

181 9 9 Percent D. 109% 5Min 4-6 (over Lesson 9-3) C. 0.19% A. 1.9% Write 1.09 as a percent. B. 19%

182 9 9 Percent 5Min 5-1 (over Lesson 9-4) Use the solve a simpler problem strategy to solve this problem. A team needs to assemble 1,200 boxes. They can assemble 45 boxes every 30 minutes. If they work 8 hours a day, can they assemble all the boxes in one day? Explain.

183 9 9 Percent A.No; They can make only 720 boxes in one day. B.No; They can only make 1,000 boxes in one day. C.Yes; They can make 1,200 boxes in one day. D.Yes; They can make 1,500 boxes in one day. 5Min 5-1 (over Lesson 9-4)

184 9 9 Percent 5Min 6-1 (over Lesson 9-5) Estimate 19% of $78. A. of $80; $ B. of $70; $ C. of $90; $ D. of $80; $20 1 4

185 9 9 Percent 5Min 6-2 (over Lesson 9-5) Estimate 53% of 220. C. of 200; B. of 250; A. of 200; D. of 240;

186 9 9 Percent 5Min 6-3 (over Lesson 9-5) Estimate 69% of 20. A. of 20; B. of 20; C. of 20; D. of 30;

187 9 9 Percent 5Min 6-4 (over Lesson 9-5) Estimate 4% of 20. B. of 20; C. of 20; A. of 20; D. of 20; 4 1 5

188 9 9 Percent D Min 7-1 (over Lesson 9-6) C. 410 A. 409 Find 50% of 786. B. 343

189 9 9 Percent B Min 7-2 (over Lesson 9-6) D. 1,500 C. 100 A. 75 Find 100% of 150.

190 9 9 Percent A. 2 5Min 7-3 (over Lesson 9-6) B. 12 D. 20 C. 4 Find 8% of 25.

191 9 9 Percent C. 63 5Min 7-4 (over Lesson 9-6) B. 24 D. 76 A. 75 Find 75% of 84.

192 9 9 Percent 5Min 7-5 (over Lesson 9-6) A. 42 B. 65 D. 105 C. 60 Find 105% of 40.

193 9 9 Percent A.107 student tickets B.2,045 student tickets C.42 student tickets D.35 student tickets 5Min 8-1 (over Lesson 9-7) Use any strategy to solve this problem. Tickets for a town fair cost $25 for adults and $10 for students. The town collected $2,045 for 107 tickets. How many student tickets were sold?

194 9 9 Percent D Min 9-1 (over Lesson 9-8) Find the probability for a spinner with 8 sections that are marked 1, 2, 3, 4, 5, 6, 7, and 8. P(even number) A. 1 3 B. 1 7 C. 1 8

195 9 9 Percent C Min 9-2 (over Lesson 9-8) Find the probability for a spinner with 8 sections that are marked 1, 2, 3, 4, 5, 6, 7, and 8. P(number > 3) A. 1 9 B. 3 8 D. 6 8

196 9 9 Percent 5Min 9-3 (over Lesson 9-8) Find the probability for a spinner with 8 sections that are marked 1, 2, 3, 4, 5, 6, 7, and 8. P(not an even number) A. 3 8 B. 3 5 C. 1 2 D. 3 7

197 9 9 Percent A Min 9-4 (over Lesson 9-8) B. 1 2 C. 5 8 D. 1 3 Find the probability for a spinner with 8 sections that are marked 1, 2, 3, 4, 5, 6, 7, and 8. P(number not > 3)

198 9 9 Percent 5Min 10-1 (over Lesson 9-9) An ice cream wagon offers chocolate, strawberry, and vanilla ice cream cones. You can have a waffle cone or a sugar cone with one scoop of ice cream. Find the sample space and tell how many outcomes are possible. A.3 outcomes: WC, WS, WV B.3 outcomes: SC, SS, SV C.6 outcomes: WC, WS, WV, SC, SS, SV D.4 outcomes: WC, SW, VW, WV

199 9 9 Percent 5Min 10-2 (over Lesson 9-9) A.24 outcomes B.36 outcomes C.12 outcomes D.18 outcomes You roll a number cube twice. You record one number from the first roll and another number from the second roll. Tell how many outcomes are possible.

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