Download presentation

Presentation is loading. Please wait.

Published byCullen Murrin Modified over 3 years ago

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

Splash Screen

2
**Lesson 9-1 Percents and Fractions Lesson 9-2 Circle Graphs **

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

3
**Five-Minute Check (over Chapter 8) Main Idea and Vocabulary **

9-1 Percents and Fractions 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 Lesson 1 Menu

4
**I will express percents as fractions and fractions as percents.**

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

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

6
9-1 Percents and Fractions Lesson 1 Key Concept 1

7
**Write 60% as a fraction in simplest form.**

9-1 Percents and Fractions Write 60% as a fraction in simplest form. 60% means 60 out of 100. 60 Definition of percent 60% = 100 Simplify. Divide the numerator and the denominator by the GCF, 20. 3 60 100 3 5 or 5 3 5 Answer: Lesson 1 Ex1

8
**Choose the fraction in simplest form that represents 75%.**

9-1 Percents and Fractions Choose the fraction in simplest form that represents 75%. A. 3 4 B. 1 2 C. 75 100 D. 15 20 Lesson 1 CYP1

9
**Write 140% as a mixed number in simplest form.**

9-1 Percents and Fractions Write 140% as a mixed number in simplest form. 140% means 140 for every 100. 140 140% = Definition of percent 100 40 = 1 Write as a mixed number. 100 2 Divide the numerator and denominator by the GCF, 20. = 1 40 100 or 1 2 5 5 Lesson 1 Ex2

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

11
**Choose 160% as a mixed number in simplest form.**

9-1 Percents and Fractions Choose 160% as a mixed number in simplest form. A. 1 60 100 B. 1 30 50 C. 1 3 5 D. 2 Lesson 1 CYP2

12
**The table shows that 25% of those surveyed prefer spaghetti.**

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

13
**Answer: So, of those surveyed prefer spaghetti. 1 4**

9-1 Percents and Fractions 25 Definition of percent 25% = 100 1 4 Simplify. = Answer: So, of those surveyed prefer spaghetti. 1 4 Lesson 1 Ex3

14
9-1 Percents and Fractions Use the table below. What fraction of the fifth graders preferred football? A. 20 100 B. 1 5 C. 1 2 D. 1 20 Lesson 1 CYP3

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

16
**14 Write as a percent. 25 50% 60% 56% 14% 9-1 Percents and Fractions**

Lesson 1 CYP4

17
**Write each fraction as a percent. Then compare.**

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? 42 600 24 480 Write each fraction as a percent. Then compare. Lesson 1 Ex5

18
**Boulder MS Foothills MS 42 n 28 n = = 600 100 480 100 42 600 7 28 480**

9-1 Percents and Fractions Boulder MS Foothills MS 42 n 28 n = = 600 100 480 100 42 600 7 28 480 5 = or 7% = or 5% 100 100 Answer: Since 7% > 5%, Boulder MS has the greater percent of students that study Spanish. Lesson 1 Ex5

19
**Franklin Heights HS; 15% > 10% Franklin Heights HS; 20% > 15% **

9-1 Percents and Fractions 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? 45 300 36 360 Franklin Heights HS; 15% > 10% Franklin Heights HS; 20% > 15% Grove City HS; 15% > 10% Grove City HS; 20% > 15% Lesson 1 CYP5

20
End of Lesson 1

21
**Five-Minute Check (over Lesson 9-1) Main Idea and Vocabulary **

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

22
**Example 1: Sketch Circle Graphs Example 2: Analyze Circle Graphs **

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

23
**I will sketch and analyze circle graphs.**

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

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

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

26
**Write a fraction for each percent.**

9-2 Circle Graphs Write a fraction for each percent. 35% = or 35 100 7 20 10% = or 10 100 1 25% = or 25 100 1 4 30% = or 30 100 3 10 Use a compass to draw a circle with at least a 1-inch radius. Lesson 2 Ex1

27
**Since 25% is of the circle, shade of the circle for 2–3. 1 4**

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 2–3. 1 4 Since 35% is a little more than , shade a little more than of the circle for 0–1. 1 3 Shade the remaining small piece or 10% for 1–2. Lesson 2 Ex1

28
**Label each section of the circle graph. Then give the graph a title.**

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

29
**Choose the circle graph that represents the data in the table.**

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

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

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

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

33
**Method of Transportation Used by Students to Arrive at School**

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 Lesson 2 Ex2

34
**Answer: So, most students arrive at school by bus.**

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

35
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. Favorite Fruits orange banana mango apple Lesson 2 CYP2

36
**Method of Transportation Used by Students to Arrive at School**

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 two methods of transportation are used by the fewest students? Method of Transportation Used by Students to Arrive at School Lesson 2 Ex3

37
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. Lesson 2 Ex3

38
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 orange banana mango apple Lesson 2 CYP3

39
**Method of Transportation Used by Students to Arrive at School**

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. How does the number of students who ride mopeds compare to the number of students who take the bus? Method of Transportation Used by Students to Arrive at School Lesson 2 Ex4

40
**Answer: So, 5 times as many students take the bus.**

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

41
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 Lesson 2 CYP4

42
**4 times as many students prefer apples. **

9-2 Circle Graphs 4 times as many students prefer apples. 4 times as many students prefer mangoes. 3 times as many students prefer apples. 3 times as many students prefer mangoes. Lesson 2 CYP4

43
End of Lesson 2

44
**Five-Minute Check (over Lesson 9-2) Main Idea California Standards **

9-3 Percents and Decimals 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 Lesson 3 Menu

45
**I will express percents as decimals and decimals as percents.**

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

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

47
**Write 86% as a decimal. 86 86% = 100 = 0.86 Answer: 86% = 0.86 9-3**

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

48
**Write 75% as a decimal. 7.5 0.075 0.75 7.05 9-3 Percents and Decimals**

Lesson 3 CYP1

49
**Write 1% as a decimal. 1 1% = 100 = 0.01 Answer: 1% = 0.01 9-3**

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

50
**Write 7% as a decimal. 0.7 0.007 7.0 0.07 9-3 Percents and Decimals**

Lesson 3 CYP2

51
**Write 110% as a decimal. 110 110% = 100 10 = 1 100 = 1.10 = 1.1**

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

52
**Write 130% as a decimal. 1.3 13.0 0.113 1.13 9-3 Percents and Decimals**

Lesson 3 CYP3

53
**Write 0.44 as a percent. 44 0.44 = 100 = 44% Answer: 0.44 = 44% 9-3**

Percents and Decimals Write 0.44 as a percent. 44 Write 44 hundredths as a fraction. 0.44 = 100 = 44% Write the fraction as a percent. Answer: = 44% Lesson 3 Ex4

54
**Write 0.65 as a percent. 65% 6.5% 650% 0.65% 9-3 Percents and Decimals**

Lesson 3 CYP4

55
9-3 Percents and Decimals Write 1.81 as a percent. 81 Write 1 and 81 hundredths as a mixed number. 1.81 = 1 100 181 100 Write the mixed number as an improper fraction. = = 181% Write the fraction as a percent. Answer: = 181% Lesson 3 Ex5

56
**Write 2.37 as a percent. 2.37% 23.7% 237% 23% 9-3**

Percents and Decimals Write 2.37 as a percent. 2.37% 23.7% 237% 23% Lesson 3 CYP5

57
**Write 0.09 as a percent. 9 0.09 = 100 = 9% Answer: 0.09 = 9% 9-3**

Percents and Decimals Write 0.09 as a percent. 9 0.09 = Write 9 hundredths as a fraction. 100 = 9% Write the fraction as a percent. Answer: = 9% Lesson 3 Ex6

58
**Write 0.03 as a percent. 30% 300% 3% 0.3% 9-3 Percents and Decimals**

Lesson 3 CYP6

59
**Answer: It rained 80% of the days.**

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

60
**Write 0.5 as a percent. 5% 50% 0.5% 500% 9-3 Percents and Decimals**

Lesson 3 CYP7

61
End of Lesson 3

62
**Five-Minute Check (over Lesson 9-3) Main Idea California Standards **

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

63
**I will solve problems by solving a simpler problem.**

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

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

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

66
**Understand What facts do you know? 400 students voted.**

9-4 Problem-Solving Strategy: Solve a Simpler Problem 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? Lesson 4 Ex1

67
9-4 Problem-Solving Strategy: Solve a Simpler Problem 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. Lesson 4 Ex1

68
**Solve Since 10% = or , 1 out of every 10 students voted for the tiger.**

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

69
9-4 Problem-Solving Strategy: Solve a Simpler Problem Check 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. Lesson 4 Ex1

70
End of Lesson 4

71
**Estimating with Percents**

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

72
**Estimating with Percents**

9-5 Estimating with Percents 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 Estimating with Percents Lesson 5 Menu

73
**I will estimate the percent of a number.**

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

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

75
9-5 Estimating with Percents Lesson 5 Key Concept

76
**49% is close to 50% or . Round 302 to 300. 1 2**

9-5 Estimating with Percents Estimate 49% of 302. 49% is close to 50% or . Round 302 to 300. 1 2 of 300 is 150. 1 2 or half means to divide by 2. 1 2 Answer: So, 49% of 302 is about 150. Lesson 5 Ex1

77
**Estimate 51% of 599. 300 250 350 200 9-5 Estimating with Percents**

Lesson 5 CYP1

78
**80% is . Round 42 to 40 since it is divisible by 5. 4 5**

9-5 Estimating with Percents Estimate 80% of 42. 80% is Round 42 to 40 since it is divisible by 5. 4 5 of 40 = × 40 or 32 4 5 Answer: Thus, 80% of 42 is about 32. Lesson 5 Ex2

79
**Estimate 75% of 41. 40 35 30 32 9-5 Estimating with Percents**

Lesson 5 CYP2

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

81
**One Way: Use an equation.**

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

82
**Another Way: Use mental math.**

9-5 Estimating with Percents Another Way: Use mental math. 30% is about and $11.90 is about $12. 1 3 of $12 is about $4. 1 3 Answer: Since 30% off or $12 – $4 = $8 is more than $7, you would not have enough money for the CD. Lesson 5 Ex3

83
**not enough information**

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? yes no maybe not enough information Lesson 5 CYP3

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

85
**Round 234 to 240 since it is divisible by 4.**

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

86
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. 80 students 75 students 60 students 85 students Lesson 5 CYP4

87
End of Lesson 5

88
**Five-Minute Check (over Lesson 9-5) Main Idea California Standards **

9-6 Percent of a Number 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 Lesson 6 Menu

89
**Lesson 6 MI/Vocab/Standard 1**

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

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

91
**One Way: Write the percent as a fraction.**

9-6 Percent of a Number Find 7% of 400. One Way: Write the percent as a fraction. 7 7% = 100 7 7 of 400 = × 400 or 28 100 100 Lesson 6 Ex1

92
**Another Way: Write the percent as a decimal.**

9-6 Percent of a Number Another Way: Write the percent as a decimal. 7 7% = or 0.07 100 0.07 of 400 = 0.07 × 400 or 28 Answer: So, 7% of 400 is 28. Lesson 6 Ex1

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

94
9-6 Percent of a Number Find 130% of 80. Lesson 6 Ex2

95
**One Way: Write the percent as a fraction.**

9-6 Percent of a Number One Way: Write the percent as a fraction. 130 13 130% = or 100 10 13 13 of 80 = × 80 10 10 13 80 × or 104 10 1 Lesson 6 Ex2

96
**Another Way: Write the percent as a decimal.**

9-6 Percent of a Number Another Way: Write the percent as a decimal. 130 130% = or 1.3 100 1.3 of 80 = 1.3 × 80 or 104 Answer: So, 130% of 80 is 104. Lesson 6 Ex2

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

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

99
**Answer: So, the school raised $166.88 with the book sale.**

9-6 Percent of a Number You need to find 28% of $596. 28 28% = Definition of a percent 100 = 0.28 Write 28 hundredths as a decimal. 0.28 of $596 = 0.28 × 596 = Multiply. Answer: So, the school raised $ with the book sale. Lesson 6 Ex3

100
9-6 Percent of a Number If the school raised $455, how much did the school raise with the baked goods sale? $109.20 $110 $108.98 $111.15 Lesson 6 CYP3

101
End of Lesson 6

102
**Five-Minute Check (over Lesson 9-6) Main Idea California Standards **

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

103
**I will choose the best strategy to solve a problem.**

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

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

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

106
**Understand What facts do you know? Tyra has $75 to spend.**

9-7 Problem-Solving Investigation: Choose the Best Strategy 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. Lesson 7 Ex1

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

108
9-7 Problem-Solving Investigation: Choose the Best Strategy Solve 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. Lesson 7 Ex1

109
**Solve Since she spent a total of $85, she gets a 15% discount.**

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

110
9-7 Problem-Solving Investigation: Choose the Best Strategy Check 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. Lesson 7 Ex1

111
End of Lesson 7

112
**Five-Minute Check (over Lesson 9-7) Main Idea and Vocabulary **

9-8 Probability 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 Lesson 8 Menu

113
**I will find and interpret the probability of a simple event.**

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

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

115
9-8 Probability Lesson 8 Key Concept

116
**There is one section of the spinner labeled 1.**

9-8 Probability There are six equally likely outcomes on the spinner to the right. Find the probability of landing on 1. There is one section of the spinner labeled 1. Lesson 8 Ex1

117
**number of favorable outcomes P(1) = number of possible outcomes**

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

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

119
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. Lesson 8 Ex2

120
**number of favorable outcomes P(2 or 4) = number of possible outcomes**

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

121
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 Lesson 8 CYP2

122
**The spinner is spun once. Find the probability of not landing on a 6.**

9-8 Probability The spinner is spun once. Find the probability of not landing on a 6. The probability of not landing on a 6 and the probability of landing on a 6 are complementary. Lesson 8 Ex3

123
**Answer: So, the probability of not landing on 6 is **

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

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

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

126
**P(winning) + P(not winning) = 100%**

9-8 Probability P(winning) + P(not winning) = 100% Replace P(winning) with 75%. 75% + P(not winning) = 100% – 75% = – 75% Subtract 75% from each side. P(not winning) = 25% Answer: So, the probability that the Tigers will not win is 25%, , or 0.25. 1 4 Lesson 8 Ex4

127
**60% chance of not storming 40% chance of not storming **

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

128
End of Lesson 8

129
**Five-Minute Check (over Lesson 9-8) Main Idea and Vocabulary **

9-9 Sample Spaces 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 Sample Space Example 3: Use a Tree Diagram to Find Probability Lesson 9 Menu

130
**I will construct sample spaces using tree diagrams or lists.**

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

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

132
**Answer: So, there are 6 ways to do the three activities.**

9-9 Sample Spaces While on vacation, Carlos can snorkel, boat, and paraglide. In how many ways can Carlos do the three activities? Make an organized list to show the sample space. 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. Lesson 9 Ex1

133
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? 16 ways 64 ways 24 ways 30 ways Lesson 9 CYP1

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

135
**Answer: There are 6 possible combinations.**

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

136
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? 6 combinations 8 combinations 10 combinations 16 combinations Lesson 9 CYP2

137
**Use a tree diagram to find all of the possible outcomes.**

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

138
**Notice there is only one combination of 5 first then 2.**

9-9 Sample Spaces 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 Notice there is only one combination of 5 first then 2. Answer: Since there are 36 possible outcomes and only one favorable outcome, the probability of rolling a 5 on the first cube and a 2 on the second is 1 36 Lesson 9 Ex3

139
9-9 Sample Spaces Joy rolls two number cubes. What is the probability that she will roll a 3 and a 4? A. 1 36 B. 1 18 C. 2 36 D. 1 63 Lesson 9 CYP3

140
End of Lesson 9

141
**Five-Minute Check (over Lesson 9-9) Main Idea and Vocabulary **

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

142
**I will predict the actions of a larger group using a sample.**

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

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

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

145
**number of students that prefer the amusement park**

9-10 Making Predictions number of students that prefer the amusement park P(amusement park) = number of students surveyed 15 5 8 = or 40 Answer: So, the probability that a student will prefer an amusement park is . 5 8 Lesson 10 Ex1

146
9-10 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? Lesson 10 CYP1

147
**22 A. 55 2 B. 5 11 C. 25 22 D. 50 9-10 Making Predictions**

Lesson 10 CYP1

148
9-10 Making Predictions There are 400 students at Bonne’s school. Predict how many students prefer going to an amusement park. Let s represent the number of students that prefer going to an amusement park. Lesson 10 Ex2

149
**Answer: Of 400 students, about 150 will prefer the amusement park.**

9-10 Making Predictions 15 40 s 400 = Write an equation. 15 40 s Since 40 × 10 = 400, multiply 15 by 10 to find s. = 400 15 40 150 400 = s = 150 Answer: Of 400 students, about 150 will prefer the amusement park. Lesson 10 Ex2

150
9-10 Making Predictions There are 550 students at Corbin’s school. Predict how many of the students will prefer chocolate. 170 students 220 students 130 students 155 students Lesson 10 CYP2

151
End of Lesson 10

152
**9 Five-Minute Checks Math Tool Chest Image Bank Circle Graphs**

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

153
**1. Exit this presentation. **

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. IB Instructions

154
IB 1

155
IB 2

156
IB 3

157
IB 4

158
**Lesson 9-1 (over Chapter 8) Lesson 9-2 (over Lesson 9-1) **

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

159
(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. 5Min 1-1

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

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

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

163
(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 5Min 1-2

164
(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 hours? A miles B miles C miles D miles 5Min 1-3

165
**Write 35% as a fraction in simplest form.**

(over Lesson 9-1) Write 35% as a fraction in simplest form. A. 7 20 B. 3 5 C. 1 3 D. 1 3 4 5Min 2-1

166
**Write 4% as a fraction in simplest form.**

(over Lesson 9-1) Write 4% as a fraction in simplest form. A. 4 10 40 100 B. C. 1 3 5 D. 1 25 5Min 2-2

167
**Write 175% as a mixed number in simplest form.**

(over Lesson 9-1) Write 175% as a mixed number in simplest form. A. 1 3 4 17 150 B. C. 1 5 6 D. 2 3 5Min 2-3

168
**2 Write as a percent. 5 A. 25% B. 40% C. 35% 2 D. 1 5**

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

169
**3 Write as a percent. 25 A. 15% 3 B. 2 5 C. 40% D. 12%**

(over Lesson 9-1) Write as a percent. 3 25 A. 15% B. 2 3 5 C. 40% D. 12% 5Min 2-5

170
**3 Write 2 as a percent. 5 A. 260% B. 35% C. 125% 3 D. 2 5**

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

171
(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. 5Min 3-1

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

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

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

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

176
**Write 98% as a decimal. A. 0.98 B. 1.98 C. 0.02 D. 0.20**

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

177
**Write 7% as a decimal. A. 0.70 B. 1.03 C. 0.07 D. 0.93**

(over Lesson 9-3) Write 7% as a decimal. A B C D 5Min 4-2

178
**Write 135% as a decimal. A. 13.5 B. 1.035 C. 1.35 D. 0.65**

(over Lesson 9-3) Write 135% as a decimal. A B C D 5Min 4-3

179
**Write 0.79 as a percent. A. 21% B. 79% C. 7.9% D. 0.79%**

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

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

5Min 4-5

181
**Write 1.09 as a percent. A. 1.9% B. 19% C. 0.19% D. 109%**

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

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

183
**No; They can make only 720 boxes in one day. **

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

184
**Estimate 19% of $78. 1 A. of $80; $16 5 1 B. of $70; $15 6 2**

(over Lesson 9-5) Estimate 19% of $78. A of $80; $16 1 5 B of $70; $15 1 6 C of $90; $20 2 8 D of $80; $20 1 4 5Min 6-1

185
(over Lesson 9-5) Estimate 53% of 220. A of 200; 150 2 5 B of 250; 225 3 5 C of 200; 100 1 2 D of 240; 160 2 3 5Min 6-2

186
**Estimate 69% of 20. 7 A. of 20; 14 10 6 B. of 20; 16 10 8 C. of 20; 8**

(over Lesson 9-5) Estimate 69% of 20. A of 20; 14 7 10 B of 20; 16 6 10 C of 20; 8 8 10 D of 30; 18 6 10 5Min 6-3

187
**Estimate 4% of 20. 1 A. of 20; 1 20 4 B. of 20; 16 5 1 C. of 20; 6 4 1**

(over Lesson 9-5) Estimate 4% of 20. A of 20; 1 1 20 B of 20; 16 4 5 C of 20; 6 1 4 D of 20; 4 1 5 5Min 6-4

188
**Find 50% of 786. A. 409 B. 343 C. 410 D. 393 (over Lesson 9-6)**

5Min 7-1

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

5Min 7-2

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

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

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

193
(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? 107 student tickets 2,045 student tickets 42 student tickets 35 student tickets 5Min 8-1

194
(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 D. 1 2 5Min 9-1

195
(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 C. 5 8 D. 6 8 5Min 9-2

196
(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 5Min 9-3

197
(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 not > 3) A. 3 8 B. 1 2 C. 5 8 D. 1 3 5Min 9-4

198
**6 outcomes: WC, WS, WV, SC, SS, SV 4 outcomes: WC, SW, VW, WV**

(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. 3 outcomes: WC, WS, WV 3 outcomes: SC, SS, SV 6 outcomes: WC, WS, WV, SC, SS, SV 4 outcomes: WC, SW, VW, WV 5Min 10-1

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

200
**This slide is intentionally blank.**

End of Custom Shows

Similar presentations

OK

Welcome to Interactive Chalkboard Mathematics: Applications and Concepts, Course 1 Interactive Chalkboard Copyright © by The McGraw-Hill Companies, Inc.

Welcome to Interactive Chalkboard Mathematics: Applications and Concepts, Course 1 Interactive Chalkboard Copyright © by The McGraw-Hill Companies, Inc.

© 2018 SlidePlayer.com Inc.

All rights reserved.

To ensure the functioning of the site, we use **cookies**. We share information about your activities on the site with our partners and Google partners: social networks and companies engaged in advertising and web analytics. For more information, see the Privacy Policy and Google Privacy & Terms.
Your consent to our cookies if you continue to use this website.

Ads by Google

Ppt on principles of object oriented programming Free ppt on business communication Ppt on event driven programming in visual basic Ppt on sports day at school Ppt on regional trade agreements signed Ppt on loan against property Ppt on content development pros Ppt on switching networking Ppt on indian railway reservation system Ppt on needle stick injury product