1. 302A final exam review

2. What is on the test?
From book: 1.2, 1.3, 1.4, 1.7; 2.3; 3.1, 3.2, 3.3, 3.4; 4.2, 4.3; 5.2, 5.3, 5.4; 6.1, 6.2
From Explorations: 1.1#2, 1.4#1; 2.8, 2.9; 3.1; 3.13, 3.15, 3.19, 3.20, 4.2, 4.3, 5.8, 5.9, 5.10, 5.12, 5.13, 5.15, 6.3, 6.5, 6.7
From Class Notes: Describe/Use the strategies used by the students--don’t need to know the names.

3. Chapter 1
A factory makes 3-legged stools and 4-legged tables. This month, the factory used 100 legs and built 3 more stools than tables. How many stools did the factory make?
16 stools, 13 tables

4. Chapter 1
Fred Flintstone always says “YABBADABBADO.” If he writes this phrase over and over, what will the 246th letter be? D

5. Chapter 2 Explain why 32 in base 5 is not the same as 32 in base 6.
32 in base 5 means 3 fives and 2 ones, which is 17 in base 10.
32 in base 6 means 3 sixes and 2 ones, which is 20 in base 10. So, 32 in base 5 is smaller than 32 in base 6.

6. Chapter 2 Why is it wrong to say 37 in base 5?
In base 5, there are only the digits 0, 1, 2, 3, and in base 5 is written 12.

7. Chapter 2
What error is the student making? “Three hundred fifty seven is written ”
The student does not understand that the value of the digit is found in the place: is actually 3 hundred-thousands plus 5 hundreds and 7 ones. Three hundred fifty seven is written hundreds plus 5 tens plus 7 ones.

8. Chapter 2 True or false? 578 + 318 = 1008 24015 – 4325 > 20005
139 < 228 < 417
False: = 1108; False: – 4325 = 14145; True: 12 < 18 < 29

9. Chapter 2 In what base is 44 + 65 + 26 = 201?
Decompose: = =
Need = ?1 (why?)
so = 1510 =
The base = 7 or 14 (why?)

10. In what base is 44 + 65 + 26 = 201? Continued:
Check base 7:
= = = =
= 201 in base 7.

11. Chapter 3 List some common mistakes that children make in addition.
Do not line up place values.
Do not regroup properly.
Do not account for 0s as place holders.

12. Chapter 3 Is this student correct? Explain.
“ : add one to each number and get = 408.”
No: is the same as because = , and = 0. The answer is 406.

13. Chapter 3 Is this student correct?
“ = = = 456.”
No, the student is not correct because = (497) - (40 - 1) = (497) = An easier way to think about this is = 460, and then subtract the 2 from 499, to get 458.

14. Chapter 3 Is this student correct?
“ is the same as So, = = 363.”
Yes, this student is correct. This is analogous to 390 = = 27; = Note: to avoid this negative situation, we regroup.

15. Chapter 3
Multiply 39 • 12 using at least 5 different non-traditional strategies.
Lattice Multiplication
Rectangular Array/Area Model
Egyptian Duplation
Repeated Addition, Use a Benchmark
39 • • 2
40 • • 12
30 • • • • 2 = (30 + 9)(10 + 2)

16. Chapter 3 Divide 259 ÷ 15 using at least 5 different strategies.
Scaffold
Repeated subtraction
Repeated addition
Use a benchmark
Partition (Thomas’ strategy)

17. Chapter 3 Models for addition:
Put together, increase by, missing addend
Models for subtraction:
Take away, compare, missing addend
Models for multiplication:
Area, Cartesian Product, Repeated addition, measurement, missing factor/related facts
Models for division:
Partition, Repeated subtraction, missing factor/related facts

18. Chapter 3 Vocabulary: Addition: addend + addend = sum
Subtraction: minuend - subtrahend = difference
Multiplication: multiplier • factor = product
Division: dividend ÷ divisor = quotient
Dividend = quotient • divisor + remainder

19. Chapter 4
An odd number:
An even number:
• • •

20. Chapter 4 Prime numbers: 2, 3, 5, 7, 11, 13, 17, 19, … 2 factors
ONE IS NOT PRIME.
Composite numbers: 4, 6, 8, 9, 10, 12, 14, 15, 16, 18, … at least 3 factors
Square numbers: 1, 4, 9, 16, 25, 36, 49, 64, 81, … an odd number of factors

21. Chapter 4
Prime factorization: many ways to get the factorization, but only one prime factorization for any number.
Find the prime factorization of 84.
2 • 2 • 3 • 7, or 22 • 3 • 7

22. Chapter 4
Greatest Common Factor: The greatest number that can divide evenly into a set of numbers.
The GCF of 50 and 75 is 25.
You try: Find the GCF of 60, 80, and 200.
20: 60 = 20 • 3, 80 = 20 • 4, 200 = 20 • 10.

23. Chapter 4
The Least Common Multiple is the smallest number that is divisible by a set of numbers.
The LCM of 50 and 75 is 150.
You try: Find the LCM of 60, 80, and 200.
1200: 60 • 20 = 1200, 80 • 15 = 1200,
200 • 6 = 1200.

24. Chapter 4
What is the largest square that can be used to fill a 6 x 10 rectangle?
2 x 2: You can draw it to see why. (Which is involved here, GCF or LCM?)

25. Language Ch. 3-4
Explain mathematically what we mean when talking about operations using an example:
Carry (+)
Borrow (–)
(Does or does not) go into (÷)
Bring down (÷)
Move over (x)

26. Chapter 5 Fractions models: Part of a whole Ratio Operator Quotient
Make up a real-world problem for each model above for 6/10.

27. Chapter 5 Name the model for each situation of 5/6.
I have 5 sodas for 6 people--how much does each person get?
Out of 6 grades, 5 were As.
I had 36 gumballs, and I lost 5/6 of them. How many are left?
In a room of students, 50 wore glasses and 10 did not wear glasses.
Answers: quotient (5/6 soda per person); part-whole (5/6 As); operator (5/6 of 36 gumballs, or 30 are gone--6 remain); ratio (5:1)

28. Chapter 5
There are three ways to represent a fraction using a part of a whole model: part-whole discrete, number line (measurement)
Represent 5/8 and 11/8 using each of the pictorial models above.

29. Chapter 5
If represents 12/25, show what 2 will look like.

30. Chapter 5
If these rectangles represent 12 of something, then each rectangle represents 3 of something. One third of a rectangle represents the unit fraction.
So, we need to show 50/25, which is 16 full rectangles, and 2/3 of another rectangle.

31. Chapter 5 Errors in comparing fractions: 2/6 > 1/2
Look at the numerators: 2 > 1
Two pieces is more than one piece.
Look at the denominators: 6 > 2
We need 6 to make a whole rather than 2.
There are more pieces not shaded than shaded.
If we look at what is not shaded, then there are more unshaded pieces.
The pieces are smaller in sixths than in halves.

32. Chapter 5 Appropriate ways to compare fractions:
Rewrite decimal equivalents.
Rewrite fractions with common denominators.
Place fractions on the number line.
Sketch parts of a whole, with the same size whole

33. Chapter 5 More ways to compare fractions:
Compare to a benchmark, like 1/2 or 3/4.
Same numerators: a/b > a/(b + 1) 2/3 > 2/4
Same denominators: (a + 1)/b > a/b 5/7 > 4/7
Look at the part that is not shaded: 5/9 < 8/12 because 4 out of 9 parts are not shaded compared with 4 out of 12 parts not shaded.
Multiply by a form of 1.

34. Chapter 5
Compare these fractions without using decimals or common denominators.
37/ and 51/90 691/ and /7 200/213 and /214 7/ and 14/39
<; >; >; >

35. Chapter 5 Remember how to compute with fractions. Explain the error:
2/5 + 5/8 = 7/13
3 4/7 + 9/14 = 3 13/14
2 7/ /8 = 7 11/8 = 8 1/8
5 4/6 + 5/6 = 5 9/6 = 5 1/2

36. Chapter 5 Explain the error: 3 - 4/5 = 2 4/5 5 - 2 1/7 = 3 6/7
3 7/ /4 = 1 6/4 = 2 1/2
9 1/ /4 = 9 2/ /8 = / /8 = 1 4/8 = 1 1/2

37. Chapter 5 Explain the error: 3/7 • 4/9 = 7/16 2 1/4 • 3 1/2 = 6 1/8
7/12 • 4/5 = 35/48
4/7 • 3/5 = 20/35 • 21/35 = 420/1225 = 84/245 = 12/35

38. Chapter 5
Explain the error:
3/5 ÷ 4/5 = 4/3
12 1/4 ÷ 6 1/2 = 2 1/2

39. Chapter 5
Decimals:
Name a fraction and a decimal that is closer to 4/9 than 5/11.
4/9 = 0.44…; 5/11 = … ex: is closer to 4/9 than 5/11
Explain what is wrong:
3.45 ÷ .05 = …
This is 0.5 ÷ If we divide by a number less than one, than our quotient is bigger than the dividend.

40. Chapter 5 True or false? Explain. 3.69/47 = 369/470
5.02/30.04 = 502/3004
Multiply by 1, or n/n. 3.69/47 = 36.9/470, not 369/470; 5.02/30.04 = 502/3004.

41. Chapter 5 Order these decimals: 3.95, 4.977, 3.957, 4.697, 3.097
3.097, 3.95, 3.957, 4.697, 4.977
Round to the nearest tenth. Explain in words, or use a picture.
Is closer to 4.9 or 5.0? Put on a number line, and see it is closer to 5.0.

42. Chapter 6
An employee making $24,000 was given a bonus of $ What percent of his take home pay was his bonus?
1000/25,000 = x/100
100,000 = 25,000x x = 4%

43. Chapter 6 Which is faster?
11 miles in 16 minutes or 24 miles in 39 minutes? Explain.
Use the rate miles/minutes. Then 11miles/16 minutes compared to 24/ miles per minute > … miles per minute. So the first rate is faster, or more miles per minute.

44. Chapter 6
Ryan bought 45 cups for $ “0.07! That’s a great rate!” What rate does 0.07 represent? Describe this situation with a different rate--and state what this different rate represents.
$3.15/45 cups = $0.07 per cup. Another rate would be 45/$3.15 = cups per dollar.

45. Chapter 6
Which ratio is not equivalent to the others? (a) : 49 (b) 12 : 21 (c) : 58.8 (d) 294 : 343
(b)

46. Chapter 6
Write each rational number as a decimal and a percent. 3 4/5 1/ /3
3: 3.0 or 3, 300% 4/5: 0.8, 80% 1/11: 0.09…, 9.09% 2 1/3: 2.3, %

47. Chapter 6
Write each decimal as a fraction in simplest form and a percent
4.9: 4 9/10; 490% 3.005: 3 5/1000 = 3 1/200; % 0.073: 73/1000; 7.3%

48. Chapter 6
Write each percent as a fraction and a decimal. 48% 39.8% 2 1/2% 0.841%
48%: 48/100 = 12/25; %: 39.8/100 = 398/1000 = 199/500; /2% = 2.5%: 2.5/100 = 25/1000 = 1/40; %: 841/100000;

49. Chapter 6
A car travels 60 mph, and a plane travels 15 miles per minute. How far does the car travel while the plane travels 600 miles?
(Hint: you can set up one proportion, two proportions, or skip the proportions entirely!)
Answer is the car travels 40 miles--the car travels 1 miles for each 15 miles the plane travels. 1/15 = x/600.

50. Chapter 6
DO NOT set up a proportion and solve: use estimation instead.
(a) Find 9% of 360.
(b) Find 5% of 297.
(c) Find 400% of 35.
(d) Find 45% of 784.

51. Chapter 6
DO NOT set up a proportion and solve: use estimation instead.
(e) What percent of 80 is 39? (f) What percent of 120 is 31? (g) 27 is what percent of 36? (h) 87 is 20% of what number?
Now, go back and set up proportions to find the exact values of (a) - (h). Were you close?

52. Chapter 6
Iga Tahavit has 150 mg of fools’ gold. Find the new amount if:
She loses 30%?
She increases her amount by 90%?
She decreases her amount by 40%?
105 mg; 285 mg; 90 mg

53. Percent & Proportion Questions
In Giant World, a giant tube of toothpaste holds one gallon. If a normal tube of toothpaste holds 4.6 ounces and costs $2.49, how much should the giant tube cost?
One gallon is 128 ounces.
Ounces = = Dollars $ x 4.6x = 128 • About $69.29

54. Estimate
In Giant World, a giant tube of toothpaste holds one gallon. If a normal tube of toothpaste holds 4.6 ounces and costs $2.49, how much should the giant tube cost?
If we round, we can think: 4 ounces is about $ Since we want to know how much 128 ounces is, think: 4 • 32 = 128, so $2.50 times 32 is $80. (or, $2.50 • 30 = $75)

55. Try this one
The admissions department currently accepts students at a 7 : 3 male/female ratio. If they have about 1000 students in the class, how many more females would they need to reduce the ratio to 2 : 1?
Currently: 7x + 3x = 1000, so x = 100; 700 males and 300 females. To keep 100 students in class, they want 2y + 1y = 1000, so y = 333; 666 males and 333 females. They need to accept = 33 more females to achieve this ratio. OR, with 700 males, they need 350 females, or 50 more.

56. Try this one
Lee’s gross pay is $1840 per paycheck, but $370 is deducted. Her take-home pay is what percent of her gross pay?
Part = percent = = x Whole
370 • 100 = 1840x; About 20% is taken out, so about 80% for take-home pay.
Could also do: = 1470: = x

57. Last one Estimate in your head: 16% of 450
10% of 450 = 45; 5% = 22.5, about OR 10% of 450 = 45; 1% of 450 = 4.5, or about 5; 6 • 1% = 6 • 5 = 30; = 75.
123 is approximately what percent of 185?
Approximate: 120 is approximately what percent of 200; 120/200 = 60/100, so about 60%.

58. Good Luck!
Remember to bring pencil, colored pencils or markers, and calculator to the exam.
Study hard!
Show up on time!!!
11: :15 section: 16 Dec at 11:00 AM
12:30 - 1:45 section: 18 Dec at 11:00 AM