Professional Documents
Culture Documents
Properties of Numbers
Systems of Numbers
All of the numbers that are used in the mathematics sections of the
SSAT^SEE are real numbers.In order to understand the real number
system, it is easiest to begin by looking at some familiar systems of
numbers that lie within the real number system.
The numbers that are used for counting
1,2,3,4,5,....
natural numbers, the counting numbers, or, most
commonly, the positiue integers. The positive integers, together with
the number O, afe called the set of tttbole numbers. Then, the
positive integers, together with O and the negatiue integers
2-5
5
-16-.
--3'6'_ .0. 25. 12 8,
ffie rational numbers. Cleady, then, all integers and fractions are
rational numbers. Percents and decimal numbers afe tatronal as well,
since they can also be written as the ratio of fwo integers. For
example,
25%o
.8
,, at:Ld 9.125: 9:.
4'
SUBJECT REVIEWS
Exomple
The number -257 is an integer. It is also rational since it can be
_257
written
, and is, of course, real.
"r 1
The number
1ff
i"
Rounding of Numbers
From time to time, a test question will ask you to round an answef to
a specific decimal place. The des for the rounding of numbers are
very simple. In the case of whole numbers, begin by locating the
digit to which the number is being rounded. Then, if the digit just ro
the right is 0, 1, 2, J, or 4,leave the located digit alone. Otherwise,
increase the located digit by 1. In either case, replace all digits to the
right of the one located with O's.
\illhen rounding decimal numbers, the rules are similar. Again,
begin by locating the digit to which rhe number is being rounded. As
before, if the digit just to the right is O, 1, 2, 3, or 4, leave the located
digit alone. Otherwise, increase the located digit by 1. Finally, drop
all the digits to the right of the one located.
Exomple
Round the following numbers as indicated.
6,342 to the nearest 10
Begin by locating the ten's digit, which is a 4. The number to
the right of the 4 is a 2. Thus, drop tl:re 2 and replace it with a
0, yielding 6.340.
Pete rso
n's SSAT/IS E E
Su
ccess
MATHEMATICS REVIEW
L.
a. -7
1
b.=
c. 5.)
2.
d.
e.
\TG
a.
b.
c.
d.
,l
l
rf
'lrl
57,38O
Solufions
ri
rl
b.
P eterson's
1.D1.t)u.peters ons.
com
'i
tl
SUBJECT REVIEWS
can use numeration to repfesent the set as C: ll1, 13, 15, 17,l9l.
The other is called set-builder notation. In this notation, a short
vertical bar is used to stand for the phrase ,,such that." For example,
the set of all integers less than 15 can be written as
{X I X
Exomple I
Use numeration
lo, 1,2, 3, 4, 5, . . .l
Exomple 2
use set-builder notation to express the set of integers that arc
greater than or equal to 200.
{X I X > 200, 1 is an integer}
MATHEMATICS REVIEW
Exomple I
List all of the subsets of {2, 4,61.
I2\, {4\,
161,
Exomple 2
If U :
{7
l/'
l/'
,^y'.
Thus,
ON
Pe ters on's
: uww.Petersons. com
SUBJECT REVIEWS
11,2,3,4,6,8,10)
{z,4l.rf A oB:
and
A,
thenl
andB
^B:
are said to be disjoint.
The venn diagrams below represent the operations of union and
intersection.
A^B
/--x\
(f;*J)
\-_jz -/
AB
Sef Problems
1'.
2.
3.
4.
If A
{2, 4, 6}, B
A v B, A tt
5.
C,
Ao
C,
A a B,
and
A o (B
v a.
findV.
6. {XlXe DandxeB
7. {XlXe ForyeE}
8. {XlXe DandxeE}
9. {X I X e D and X is not an elemenr of either E ot fl
1-0. Draw a Venn
aDn
C.
MATHEMATICS REVIEW
Solufions
L. lXl 12 < 1 (
2.
48, y is an integer)
-rI
3. A, la|, {b}, {c}, {d}, {a, b}, {a, c}, {a, d}, {b, c}, {b, d}, {c, d}, {a, b,
c), {a, b, d}, {a, c, d}, {b, c, d}, {a, b, c, d}.
12,3, 4,51,A
{2,41.
AnrHmrnc
whole Numbers
Definitions
we have already seen, the set of positive integers (natural
numbers, counting numbers) can be written as the set
11,2,3, 4, 5, . . .). The set of positive integers, together with the
number O, are called the set of ubole nLtmbers, and can be written
as {0, 1, 2,3, 4, . . .1.
As
Plqce Volue
Exomple I
237 means:
(2.100)+(3.10)+(7.1)
The digit 2 has face value 2 but place value of 200.
SUBJECT REVIEWS
Exomple 2
35,412 can be written
(3'
10,000) +
as:
(5'
1,000) +
(4'
100) + (1 . 10) +
(2. t)
The digit in the last place on the right is said to be in the units
or ones place, the digit to the left of that in the tens place, the
next digit to the left of that in the hundreds place and so on.
rVhen we take a whole number and write it out as in
the two
examples above, it is said to be written in expanded form.
Exomple
2, 4, 6,8, and 320 arc even numbers; 3, 7, 9,
Zl,
numbers.
Prime Numbers
The positive integerp is said to be a prime number (or simply a
prinxe) tt p + 1 and the only positive divisors of p are itself and 1.
The first ten primes are 2,3, 5,7, ll, 13, 17, 19,23, and 29. Nl
other positive integers tr'at are neither 1 nor prime are composite
numbers. Composite numbers can be factored, that is, expressed
as products of their divisors or factors; for example,
56 = 7 . 8 = 7 . 4' 2. In particular, composite numbers can be
expressed as products of thefu prime factors in just one way (except
for order).
To factor a composite number into its prime factofs, proceed as
follows. First try to divide the number by the prime number 2. If this
is successful, continue to divide by 2 until an odd number is obtained. Then attempt to divide the last quotient by the prime number
3 and by 3 again, as many times as possible. Then move on to
dividing by the prime number 5, and other successive primes until a
prime quotient is obtained. Express the original number as a product
of all its prime divisors.
Exomple
Find the prime factors of 2lO.
2 )2tO
3 )105
5) 35
7
MATHEMATICS REVIEW
Therefore:
2LO
and
=2.
3' 5'
Exomples
7, 8, 9, 10, and 11 are consecutive whole numbers.
Number line
P e te rs o n's :
u wu. Pete
rs o ns. co
rrl
SUBJECT REVIEWS
a1b,
a.=b,
of
alb,
and b coincide on
Operations with
Whole Numbers
Exomples
awholenumber
3+ 4=7
3 = 12 a whole number
2- 5 = -3 not a whole number
3
o-1
): o-g
notawholenumber
4.
Addition
If addition is a binary operation, how are three numbets-say, J, 4,
and 8-added? One way is to write:
6+4;+8=7+8=15
Another way is to write:
3+G+8)=3+12=15
The parentheses merely group the numbers together. The fact that
the same answer, 15, is obtained either way illustrates the associatiue
property of addition:
(r+s)*t=r+(s+t)
The order in which whole numbers are added is immaterial-that is,
3 + 4 = 4 + 3. This principle is called the commutatiue property of
addition. Most people use this properry without rcalizing it when
they add a column of numbers from the top down and then check
their result by beginning over again from the bottom. (Even though
EE
Serccess
MATHEMATICS REVIEW
Subtrqction
Subtraction is the inverse of addition. The order in which the
numbers are written is important; thefe is no commutative properry
for subtraction.
4-3+3-4
Tlre
Multiplicorion
Multiplication is a commutative operation:
43.73=73.43
The result or answer in a multiplication problem is called the
product.
If a number is multiplied by 1, the number is unchanged; the
identity element for multiplication is 1.
Zero times any number is
O:
42'O = O
Multiplication can be expressed with several different symbols:
9.7.3=9x7x3=9Q)G)
Besides being commutative, multiplication is associatiue:
Q'7)'3=63'3=789
and
38.
10 = 380
and
IOO.76=7,6OO
P e te rs o n's :
utplu, P eterso
n s. co
SUBJECT REVIEWS
Division
Division is the inverse of multiplication. It is not commutative:
8+4*4+g
The parts of a division example are named as follows:
quotient
divisorfdir.idend
If a number is divided by
0+56=O
Divisors ond Multiples
The whole number b diuides the whole number a tf therc efsts a
whole number k such that a = bk, The whole number a is then said
to be an integer multiple of b, and b is called a diuisor (ot .factor)
of a.
Exomples
3 divides 15 because 15 = 3. 5. Thus, 3 is a divisor of 15 (and
so is 5), and 15 is an integer multiple of 3 (and of 5).
I,
Mnltiples of 3 arc
3,6,9,
+ 3k for a whole
number k.
8.
MATHEMATICS REVIEW
9.
10.
a. -I2 +
(,
13
b. t6 + o.o625
1
,. 3t #1-2)
7
Solutions:
1,. 78=2.39=2'3'13
2. The divisors of 56 are L, 2, 4,7, 8, L4, 28, 56
3. The Associative Property of Addition
4. The Commutative Property of Multiplication
5. 7, 14,2r,28,35
6. 3Ocanbefactored as2x3 x 5.105 canbefactoredas
3x5x
7. 4-5+5-4
8.
9.
l2
c.3=)3=
2t
Pe te rs o n's :
5(100) +
SUBJECT REVIEWS
Fractions
Definirions
If a and b are whole numbers and b
0, the symbol
(or a/b) is
called a fraction. The upper part, A, is called tlire numerator, and tlrre
lower parl, b, is called tlre denominator. The denominator indicates
into how many parts something is divided, and the numerator tells
how many of these parts are taken. A fraction indicates division:
a
':8)7
8',
If the numerator of a fraction is 0, the value of the fraction is 0. If the
denominator of a fraction is 0, the fraction is not defined (has no
meaning):
t7
t7
--0
of
-=l
7
Equivolenf Frqctions
Fractions that represent the same numbef are said to be equiualent.
because-=landlx
ln
aa
bb
a fraction, then:
*'?
mxb=2b
Exomple
246
369t2
MATHEMATICS REVIEW
lnequoliry of Frocfions
If two fractions are not equivalent, one is smaler than
the other. The
ideas of "less than" and "greater than" were previousry
defined and
used for whole numbers.
For the fractions
bb^na
9,
AC
ba
brf
alc
Exomple I
srhich is smalk
=tt ror -?
8 . 7 = 56 = common denominator
57354832
7 56 -x--7"8-55
:X-=----,
8
Since 32
32
---56
< 35.
( 354s
*andjt
Exomple 2
which of the
4
fr'actrons, 2 j,3
t. ", -.
is the largest?
211315r
:
:
we can see that j it uigg.r. Now, we
1 Ji and j
;'
3 4: : 33 , 4 :- 2g
compare
Since
",^^^3
7," lt.
;and ;
;,we can see rhar
J
{r
SUBJECT REVIEWS
rnxa
*"b=
a
b
1.
Exomple I
30
30 2.3.5
42 2.3.7
--:-=-=
l'I
5
7
'-=-
In practice, this can be done even more quickly by dividing numefator and denominator by any number, prime or not, that will divide
both evenly. Repeat this process until there is no prime factor
remaining that is common to both numefatof and denominator:
30155
422t7
Exomple 2
Reduce
77
197 3x5x13
MATHEMATICS REVIEW
A proper
1:
357270
481321
An improper fraction is a fraction with numerator equal to of gfeatef
than the denominator. Improper fractions always have a value equal
to or greater than 1:
317
217114
915
7t3 5311
'4
-8
t4
77
The svmbol 3: means J + ;
8-8
Exomple
Write 9
4
o_'
11
,,
as an improper fraction:
(71x9)+4_99+4=103
11
11
11
Pe
Ie
rso
n's: u u u.pete
rso
s.co
SUBJECT REVIEWS
20'- 6 2
7)2O
-3 = -':'8 -6-J
- remainder
Multiplication
3t545
8 11 88
1226610
875656
numefatof.
The product in the multiplication of fractions is usually expressed in lowest terms.
Conceling
In multiplying fractions, if any of the numerators and denominators
have a common divisor (factor), divide each of them by this common
factor and the value of the fraction remains the same. This process is
Exomple
910
96
,-n
.+8^-N-'
-v--2
2 100
2790279
18 300 18
30
10
10
MATHEMATICS REVIEW
9r
-4r'
*a 26
2to
9xl
2x1O
3O
20
Another method:
J)
-fl ,/ 3x3
36 2xlo
-tA
2to
20
common factot
9 and 3O have
Mixed Numbers
Mixed numbers should be changed to improper fractions before
multiplying. Then multiply as described above.
Exomple
multiply
4\
-x3:
7"8
change
rt
_5 (8x3)+5 21+5
"8888
29
Multiply
1
.( 2g_ 29
7 yt4
2
number
27
ll
SUBJECT REVIEWS
37
2t
-X7=-x------=544144
Note: When any fraction is multiplied by l, its value remains unchanged. V/hen any fraction is multiplied by 0, the product is 0.
Division
Reciprocols
Division of fractions involves reciprocals. One fraction is the reciprocal of another if the product of the fractions is 1.
Exomple I
74
and: are reciprocals since
,
43
11
Z ,( lxl
-X-=
A',1
11
Ix
Exomple 2
1
;)
1,/
--x .5
1
Exomple
9497
The reciprocal
'7474of
-*-=-X-:
2724
4/+/
;is;becauSe:x;-
63
8
7
-/g
Pe te rso
n's SSAT4
SE
E S u ccess
MATHEMATICS
REVIEW
?
i
1919197197
77719'719
=1x1=1
tddition
3 2 | 3+2+I 6
8'8
=?
rl!
lt!
Exomple
51
6' 4-'
-L--?
5420
16 6
1x_ =--- and -:X-=--64244624
t20 6
5
-*
6
4- 24' 24
---f-
2O+5
24
26
24
13
t2
1
=l- T2
P eterson's:
uww.petersons. com
lll
SUBJECT REVIEWS
it
unneces-
5t
64
-t--2
12+6=2
multiolv2r?=!
"6 2 t2
t2+4=3
multiply]><1=A
'43t2
Then:
5110
3
6- 4- 12- 12
t3
t2
I
=1-l2
Second Method: By Foctoring
This method can be used when the LCD is not recognized by
inspection. Factor each denominator into its prime factors. The
LCD is the product of the highest power of each separate factor,
where poluer refers to the number of times a factot occufs.
Exomple
5r
-L--2
6' 4-'
Factoring denominators gives:
MATHEMATICS REVIEW
Convert to LCf):
t3
5210
-X-=12
43
=X-=6212
5 | 10
J
641272
---I-
13
12
-1-t2
The denominators 4 and6 factot into 2'2 and2.i,respectively. Although the factor 2 appears three times, its power is 22
from factoring 4. Ttre factor 3 appearc once, so its power is 31.
Therefore, the LCD as a producf of the bigbest pouer of eacb
separate factor is 2 x 2 x 3.
The factoring method of adding fractions can be extended to
three or more fractions.
Exomple
131
*-*--?
4812
--
4=2.2
8=2.2.2
LCD = 2.2.2.3
=24
Convert to
LCD:
{tt
16 6 33
46248324
_--
_v_--
1))
12224
13 t 6 9 t
--:+_f-=------+
4A12242424
6+9+2
24
17
24
12=2.2.3
SUBJECT REVIEWS
Exomple
212
2-+5-+1-=?
329
Factoring denominators gives:
3=3
2=2
9=3'3
2'3.3
LCD =
=18
Convert to LCD:
8 648
11999
2 918
3618
2I
281111
2-+5-+
'2 1---
11 2 22
9 278
93 2 9
48 99 22
=-+
18 18 18
48+99+22
18
=#=e*
Subtraction
If
Exomple
192
___=7
33
19-2
3
t7
t
2
=J-J
MATHEMATICS REVIEW
Exomple
73
---=7
84
Factoring denominators gives:
8=2.2.2
LCD =
4=2'2
2'2.2
=$
Conveft to LCD:
77
326
88
42
7376
---=--8 4 8 8
7
-6
8
Mixed Numbers
To subtract mixed numbers, change each mixed number to a
fraction. Find the LCD for the fractions. Write each fraction as an
equivalent fraction whose denominator is the cofilmon denominator.
Find the difference between the numerators.
Exomple
t1-22=t
-8
6
LCD = 24
352717
7--1"8-686
81
24
68
24
73
24
3_ 1l - 3 03
4 "-4 4-4
fll
SUBJECT REVIEWS
Fr<rcfion Problems
In the following problems, perform the indicated operations and
reduce the answers to lowest tems.
>+
t2 t5
t3
) --:2'8
52
3.
t23
25
4.
3tt
t4
3-x"3
5
47
6. '7'5 - )--3
1..
9.
't1
):- + 1:
55
632
_X_X_
743
,25
6x-x2=
36
)-7
10.
2-+l39
Solutions
11
l.
3.
5 4 t /
t2 15=-r(
w*7
33
13181,8
2423233
9
4
4
-:---v---
525813
123t21212
2522157
311333333
1l2
-f_-_f
4.
141041{482
t. 3t*t=Trt=T^-ft=21
1
4 1397 tt7 35 82 _7
- -__?_-:_:___6.
-\I5
15- t5-'t5
5353
Peterson's SSAT/ISEE
Succs
MATHEMATICS REVIEW
)
313 +-:38
72-+
5
5
5
5
8.
53 x-2
-x/4
)
9.
2
6217
6x- x2-65 :-x-x---;136
10.
Decimals
:a:
7.
113113
x-x-:-x-x-:217117
37
2
36
x;x
4
10-
34
99
163
2
78168
2-+ 1-:-:---x
9393
)
11;
:)
X-:
r6
3t3
-x-:122
bundred.tlts' place. The third digit to the right of the decimal point is
in the tlsousandtlts' place, and so on.
Exomple I
.3 is a decimal fraction that means
r3
3x_-_
"1010
read "three-tenths."
Exomple 2
The decimal fraction of .37 means
1110
"3x-+ix-=Jx-*7x10
100 - 100
30737
100 100
100
I-
100
Exomple 3
The decimal fraction .372 means
300 70
r.000 1,000
--T--
1,000
372
1,000
Peterson'S : Luwtt
).p
etersons, COm
SUBJECT REVIEWS
Note: Adding zeros to the right:of a decimal after the last digit
does not change the value of the decimal.
Decimals a'flld
Fractions
Exomple
Change 2.14 to a fraction or mixed number. Observe that 4 is
the last digit and is in the hundredths' place.
147
.74--=
100 50
Therefore:
2.14 =
2-
50
rl
Li
Exomple
'l
:
Chanse:toadecimal.
"8
Divide
.375
8E.ooo
24
60
56
<o
40
'When
Pete rso
MATHEMATICS REVIEW
First Method
.833
6Eroo
48c
-20
18
zo
18
2
Second Mefhod
Divide until there are two decimal places in the quotient and then
write the remainder over the divisor.
Exomple
Change
;o to a decimal.
.833
6/5.000
-l48)
.83;
zo
18
zo
Addition
Exomple
43+2.73+.9+3.OI=?
43.
-77
.9
3.ol
4%4
SUBJECT REVIEWS
Subtraction
For subtraction, the decimal points must be aligned under each other.
Add zeros to the right of the decimal point if desired. Subtract as
with whole numbers.
Exomples
Multiplication
21.567
21.567
39.00
-9.4
12:t67
-9.48
13.087
-17.48
2L52
j.39x.O4=.O4x5.39
(.7 x .O2) x .1 = .7 '(.O2x .7)
Multiply the decimals as if they were whole numbers. The total
number of decimal places in the product is the sum of the number of
places (to the right of the decimal point) in all of the numbers
multiplied.
Exomple
8.64 x.003 =
8.64 2
.003 + 3
.02592
before wriring
the decimal point to ensure that there would be five decimal
places in the product.
Division
MATHEMATICS REVIEW
Exomple
Divide 7.6 by .32.
23.75
a2F so = 3zF6aoo
64
no
96
uo
224
16-0
160
^#
If this fracrion
loo
whole number in the denominator:
with
Speciol Coses
If the dividend has a decimal point and the divisor does not, divide as
with whole numbers and place the decimal point of the quotient
above the decimal point in the divisor.
If both dividend and divisor are whole numbers but the quotient
is a decimal, place a decimal point after the last digit of the dividend
and add zeros as necessary to get the required degree of accuracy.
(See Changing a Fraction to a Decimal, page 162.)
Note: To divide any number by 10, simply move its decimal point
(understood to be after the last digit for a whole number) one place
to the left; to divide by 100, move the decimal point two places to
the left; and so on.
Ir
il
SUBJECT REVIEWS
Decimol Problems
L.
a.
b.
2.
1.76
15.a5
)
8
b.; 5
3. 3.762 + 23.43
4. 1.358 - .559
5. 8.7 x .8
6. .o4j + .j
7. 73 - .46
8. 5.43 + .r54 +
9. 7.2 x .OO2
10. 2.2 + 8
17
Solufions
1.
L.
,1684
l.16=1-=1--l100 50
b.
15.05
25
5r
= 15100= 1520
lr-I = 8)3.000
.375
2.
a.
-24
?o
-)()
-40
b.
2 .666...
_
= il2.O0
a
"18
-io
-18
-20
MATHEMATICS REVIEW
3.
3.762
+23.43
zl tgz
4.
1.368
-.559
.809
5.
8.7
x.8
5.96
5.
7.
o.09
.5.8.o.4s
(.c
73.OO
.46
72.54
8.
5.43
.154
+ 17.OOO
22.584
9.
7.2
.002
- .u44
10.
o.275
8D2
1L.
Percents
Exomple
25% = fwenty_five hundredths
zj
100
=z
SUBJECT REVIEWS
Relationship with
Fractions
and Decimals
.3O
l%o
.O1
37.5%
.OOl
= .l%
Exomples
2oo/o
36.5v"
2021
100 10 5
36.5 365
100 I,000
73
200
Firsf Mefhod
change the fraction into an equivalent fraction with a denominator of
100. Drop rhe denominator (equivalent to multiplying by 100) and
add the % sign.
Exomple
6
Express_asapercent.
'20
6530
20 5 100
:-: X:
MATHEMATICS REVIEW
Second Merhod
Divide the numerator by the denominator to get a decimal with two
places (express the remainder as a fuaction if necessary). Change the
decimal to a pefcent.
Exomple
Express
a percent.
^as
'30
= 3O%
20= 2O)6.O0
60
Percent Problems
l.
L.
b.
2.
a.
b.
3.
37.5%
o.5%
O.625
3.75
a'8
b'
4.
a.
b.
73
2oo
87.5%
o.o2%
1
).
6.
Vrite
Write
j11
8.
V;rite 1.25
9.
16
as
as
er , ot .628?
SUBJECT REVIEWS
Solutions
1,. a.
b.
37.5% = O.375
OO.5%
= 0.005
J
2. a. O.625 = 62.5%
(:
b. 3.75
(: = 375%
3.
a.
= 8F.ooo -- 87.j%
o.165
/J
b.
4.
0.875
2OO=
200,)73.000 = 36.5%
87.5%= 0.875
L.
b.
O.O2%
/s:
12 .
6.
.O7%:0.0007
7.
11
r6
875
1,000=3:=7
40 g
O.OO02 =
5.
10,000
5,000
12.25%: O.1225
10,000
.6875
r5Et.oooo :68.75%
:2
8. 1.25: I25%:125
lo0 4
9.
MATHEMATICS REVIEW
ttle base, the percent we take is called tl;'e rate, and the result is
called the part. If we let B represent the base, R represent the rate,
and P represent the part, the relationship between these three
quantities can be expressed by the following formula
P: RxB
All percent problems can be solved with the help of this formula.
The first four examples below show how to solve all types of
generic percent problems. The remaining examples involve specific
financial applications.
Exomple I
In a class of 24 students,
25%o
received an A?
The number of students (24) is thebase, and 25% is tlrre rate. Change
the rate to a fraction for ease of handling and apply the formula.
='5 =!
-1004
P=RxB
25o/n
L21
r'1
1
= 6 students
To choose between changing the percent (rate) to a decimal or a
fraction, simply decide which would be easier to work with. In
Example 1, the fraction is easier to work with because cancellation is possible. In Example 2, the situation is the same except for
a different rate. This time the decimal form is easier.
Exomple 2
In a class of 24 students, 29.17% received an A. How many
students received an A? Changing the rate to a fraction yields
29.17 2917
100 10,000
You can quickly see that the decimal is the better choice.
29.17%
.2917
P=RxB
= .2917 x 24
= 7 students
.29t7
x24
r.1668
5.834
7.0008
SUBJECT RFVIEWS
Exomple 3
\[hat percent of
16=Rx4O
t6
-=R
40
2
:=R
4O%=R
Exomple 4
A woman paid $15,000 as a down payment on a house. If this
amount was 2O% of the price, what did the house cost?
The part (or percentage) is $15,000, the fate is 2o%, and we
must find the base. Change the rate to a fraction.
1
=:
P=RxB
2O%o
$1i.000--xB
5
5.
Exomple 5
A salesperson sells a new car for $Z4,SOO and receive s a
commission. How much commission does he receive?
5%
The cost of the car ($24,8O0) is the base, and the rate is 5%. S[e
are looking for the amount of commission, which is the part.
MATHEMATICS REVIEW
Exomple 6
Janet buys alaptop computer for $1,199 and has to pay 7% sales
tax. Vhat is the amount of sales tax she owes, and what is the
total price of the computer?
The cost of the computer ($1,199) is the base, and the rate is7%o.
We are looking for the amount of sales tax, which is the part.
P:7%o x $1,199
.O7
x $1,199:
$83.93
Thus, the sales tax is $83.93, and the total cost of the computer
is $1,199 + $83.93 : $t,282.93.
Discounf
The amount of discount is the difference between the original price
and the sale, or discount, price. The rate of discount is usually given
as a ftaction or as a percent. Use the formula of the percent problems
P = R x fl but now P stands for the part or discount, R is the rate,
and B, the base, is the original price.
Exomple 7
A table listed at $160 is marked 20% off. What is the sale price?
P=RxB
=
.2O
x $160 =
$32
This is the amount of discount, or how much must be subtracted from the original price. Then:
$160
Exomple 8
A car priced at $9,000 was sold for $7,200. What was the rate of
discount?
Amount of discount
$9,OOO
$7,ZOO
$1,800
$1,800=Rx$9,000
Divide each side of the equation by $9,000:
20
*,EO1
----.
-yfr60
100
P eterson's:
20
100
=R=2Oo/o
SUBJECT REVIEWS
Successive Discounting
rillhen an item is discounted more than once,
it is called successive
discounting.
Exomple 9
In one store, a dress tagged at $40 was discounted 15%. When it did
not sell at the lowerprice, itwas discounted afl additionallo%.what
was the final selling price?
$34
Exomple
IO
lnferest
Interest problems are similar to discount and percent problems. If
money is left in the bank for a year and the interest is calculated at
the end of the year, the usual formula p = R x B can be used, where
P is the interest, R is the rate, and B is the principat (original amount
of money borrowed or loaned).
Exomple I I
A certain bank pays interest on savings accounts at the rate of
4% per year.If a mafl has $6,700 on deposit, find the interest
earned aftet 1 yeat.
P=RxB
Intefest = fat\.. principal
P = .o4 x $6,700 = $z6s inrerest
Interest problems frequently involve more or less time than
year. Then the formula becomes:
Intefest = tate x principal x time
MATHEMATICS REVIEW
Exomple
l2
If the money is left in the bank for 3 yearc at simple interest (the
kind we are discussing), the interest is
3x$.268=$go4
Exomple
l3
ll
4%o
rate is
+=,
!4 = 16,
Exomple
I4
$20,000 = $8,000
P=RxB
$8,000=Rx$20,000
Divide each side of the equation by $20,000. Then:
40
8OO 40
=zrp6o-loo-"-n-4o%increase
100
Pe t ers o n's
tr
1l
SUBJECT REVIEWS
Exomple
l5
P:RxB
14:Rx56.Thus,
t4
R:-;:,:25o/o'
)b4
The percent of increase in the closing price of the stock is 25%.
1.
2.
School bus fares rose from $25 per month to $30 per month.
Find the percent of increase.
3.
4.
5.
6.
7.
8.
An industrial plant reduces its number of employees, which was originally 3,76O,by 5%. How many employees now work at the plant?
9.
1-0.