Math 6A (Periods 1 & 2)

Mathematical Expressions 1-1

A variable is a symbol used to represent one or more numbers. The numbers are called the values of the variable.


An expression, such as 3 x n, that involves a variable is called a variable expression.


Expressions, such as 3 x 2, that name a certain number are called numerical expressions


When we write a product that involves a variable, we usually omit the multiplication symbol (whether that be written as x or as ∙ or even with parentheses). Thus, 3 x n is written as 3n
and 2 x a x b is written as 2ab

In numerical expressions for products a multiplication symbol must be used to avoid confusion.

9 x 7 may be written as 9 ∙ 7 or even 9(7)

When a mathematical sentence uses an equal sign, it is called an equation. An equation tells us that two expressions name the same number. The expression to the left of the equals sign is called the left side of the equation and the expression to the right of the equals sign is called the right side.
expression = expression

When a number is substituted for a variable in the variable expression and the indicated operation is carried out, we say that the variable expression has been evaluated. For example, if n has the value 6 in the variable expression 3 x n, then 3 x n has the value 3 x 6, or 18
Example: Evaluate the expression 6a when the variable has the following values:
6a; 2, 4, 6, 8
You would substitute in each value for the variable a
6(2) = 12
6(4) = 24
6(6) = 36
6(8) = 48

148 ÷ 4 =
148/4
37


if m = 3 and n = 18
n ÷ m
substitute in
n/m or 18/3 = 6


If y = 18 and x = 8
4y ÷ 3x immediately set this up as
4y/3x

Now substitute in your values
4(18) / 3(8)
72/24 = 3

Algebra Honors (Periods 6 & 7)

Chapter 1 Highlights
Variable→ symbol used to represent one or more numbers
Variable expression contains a variable
Numerical expression names a particular number
Simplifying the expression→Replacing a numerical expression by the simplest name for its value
Grouping symbols→ parentheses, brackets, fraction bar, etc used to enclose an expression that should be simplified first.
Equation→ two numerical or variable expressions that are equal. Represented by an equals sign placed between the two sides of the equation.
Open Sentences→ contain variables, such as 5x – 1 =9
or y + 2 = 2 + y

The given set of numbers that a variable represents is called the domain of the variable.
Use brackets { } to show a set of numbers. A short way to write “the set whose members are 1, 2, and 3” is {1, 2, 3}
Any value of a variable that turns an open sentence into a true sentence is a solution or root of the sentence.
The set of all solutions of an open sentence is called the solution set of the sentence.
Some equations have only one solution, and some equation have no solutions. The sentence y + 2 = 2 + y has an infinite number. The solution set is the set of all numbers. If, however, you are asked to solve of the domain {0,1,2,3}, you state that the solution set is the domain itself {0, 1, 2, 3}.

Another way to express this is

Read the above as
“y belongs to the set whose members are 0, 1, 2, 3”

Real Numbers
Natural Numbers or Counting Numbers→ 1, 2, 3, 4, 5….
Whole Numbers (Natural Numbers + 0) → 0, 1,2, 3, 4, 5 …
Integers (Natural Numbers , their opposites, + 0) → …-4, -3, -2, -1, 0, 1, 2, 3, 4, …
Rational Numbers (quotient of two integers)
So any number that is either positive, negative, or zero is called a real number.

Each number is a pair, such as 4 and -4 is called the opposite of the other number. The opposite of a is written –a.
The numerals -4(lowered minus sign) and ^-4 (raised minus sign) name the same number.
Caution –a read “the opposite of a” is NOT necessarily a negative number.
For example, if a= -2 then –a would be –(-2) = 2

Absolute value is a distance concept. It my be thought of as the distance between the graph of a number and the origin on a number line. The graphs of -4 and 4 are both 4 units from the origin.

Welcome to Math... Welcome to Room K101

Our Class Blog
Welcome to our class blog... where you can earn extra credit by adding your own relevant comments about our class notes for the day.. or where you can find answers from others in your class. Check here often, especially if you have been absent. You might just find out the math strategy that works for you!!

Email me if you are interested in adding notes and/or comments to this blog-- for extra credit!!

Algebra Honors ( Periods 5 & 6)

Inequalities in One Variable
Solving Problems Involving  Inequalities 10-3

For practice, we went through the examples in our textbook on Page 469
We discovered that reading and re-reading the problem was critical to make sure we answered the exact question.  As noted in Example 1: the question asked what is the minimum total distance, to the nearest mile, that she will have to travel...?"  The critical part, was "to the nearest mile."  Please read the problem and then realize  why re arrived at the following:
Let d = the distance fro the sign to home
d - 16 > 25
solving that open sentence we get
d > 41
Since the distance needs to be greater than 41, the next whole number is 42 so the answer is
The minimum distance she will travel is 42 miles.

To translate phrases such as "is at least" and "is no less than"  you will need   ≥ 
...think I want at least $200 when going to Disneyland. I obviously want more.. but I will be happy with $200.

To translate phrases such as "is at most" and "is no more than"  you will need   ≤
...think I want at most 7 problems of homework. I really want fewer than 7 but I'll be okay with 7.

Algebra Honors (Periods 5 & 6)

Inequalities in One Variable
Order of Real Numbers 10-1

This sections should be review... you have been working with less than and greater than symbols since 6th grade. A number line shows order relationships among all real numbers. The value of a variable may be unknown but you may know that is either greater than or equal to another number.
For example,
x ≥ 5 is read "x is greater than or equal to 5."
x ≥ 5 is another way of writing " x >5 or x = 5"

Translating statements into symbols is a critical concept. Practice these as review
-3 is greater than -5.    -3 > -5
and
x is less than or equal to 8  x    ≤   8

To show that x is between -4 and 2 you write
-4 < x < 2
which is read 
"-4 is less than x and x is less than 2."
or you could read it as
" x is greater than -4 AND less than 2."

The same comparisons are stated in the sentence  2 > x  > -4

When all the numbers are know you can classify the statement as true or false.
Thus,
-4 < 1 < 2   is true
but
-4 < 8 < 2 is false

An inequality is formed by placing an inequality symbol (  > ,  < ,     ≤ , or    ≥) between numerical pr variable expressions-- called the SIDES of the inequality
You solve an inequality by finding the values from the domain of the variable which make the inequality a true statement.   Such values are called the solutions of the inequality. All the solutions make up the solution set of the inequality.

Algebra Honors (Periods 5 & 6)

Puzzle  Problems  9-7

This includes digit, age, and fraction problems

Example 1: Digit problem
The sum of the digits in a 2 digit number is 12. The new number obtained when the digits are reversed is 36 more than the original number. Find the original number.

Let t = the ten's digit of the original number
Let u = the unit's digit of the original number

then the quantity relationship is t + u = 12

The value expression of the original number is 10t +u so when the digits are reversed the value would be 10u+ t

SO, the value equation becomes
10u + t = 10t + u + 36 or
9u - 9t = 36 Now, divide by 9

u - t = 4
So the two equations are
u - t = 4
u + t = 12

2u = 16
u = 8
If u = 8 then t= 4
and the original number is {48}

EXAMPLE 2: Age Problem

Mini is 4 years older than Ronald
5 years ago she was twice as old as he was. Find their ages now.

Let m = Mimi's age now
Let r = ronald's age now
The two equations created from this information are the following:
m = r + 4
and
m-5 = 2(r-5)

m -5 = 2r - 10 -->I would use substitution with this one so
(r+4) - 5 = 2r - 10
r-1 = 2r - 10
9 = r
Since Ronald is 9 years old
Mimi is 13 years old

Example 3: Fraction Problem

The numerator of a fraction is 3 less than the denominator
If the numerator and the denominator are each increased by 1, the value of the resulting fraction is 3/4 What was the original fraction?

Let n = the numerator
Let d = the denominator

n/d is the fraction

n = d -3
which can be translated to n - d = -3

and
n+1=3
d+1 4

4(n+1) = 3(d+1)
4n + 4 = 3d+ 3

4n-3d = -1
n - d = -3

Using the addition/subtraction method and multiplying the 2nd equation by (-4)

4n-3d = -1
-4n - (-4)d = -3(-4)

4n-3d = -1
-4n+4d = 12
d = 1

Since d = 11
n = 8
and the fraction is 8/11
{8/11}

We then turned to Page 447 and completed several even problems # 8-16 even.
Here are a few of the problems worked out. TUrn to our textbook to read the actual wording of each problem.

#8. Let t = ten's digit
Let u = unit's digit

t = u-5

t + u = (1/3)(10t + u)
3t + 3u = 10t + u
-7t + 2u = 0

Using substitution

-7(u-5) + 2u + 0
-7u + 35 + 2u = 0
-5u = -35
u = 7

Since u = 7 t = 2 and the number is 27
{27}

10.
Let t = ten's digit
Let u = unit's digit

The original number would be 10t + u and the reverse would be 10u + t

so 10u + t = 10t + u -54
9u -9t = -54
divide that by 9
u - t = -6
so
u - t = -6
u + t = 8
2u =2
u = 1
so the number must be 71
{71}

12.
Cecelia is 24 years younger than Joe
Let c = Cecelia's age NOW
:et j = Joe's age now
c + 24 = j
c - 6 = (1/2)(j - 6)

2c - 12 = j- 6

2c - j = 6
c - j = -24

Becomes
2c - j = 6
- c + j = 24
c = 30

So Cecelia's age is 30 years old and Joe is 54 years old

Math 6A ( Periods 2 & 4)

 Simple Interest 9-7
When you borrow money you pay the lender INTEREST for the use of the money. The amount of interest you pay is usually a percent of the amount borrowed figured on a yearly basis. This percent is called the annual rate.

When interest is computed year by year we call it
SIMPLE INTEREST
The formula is I= Prt

Let I = simple interest charges
P = principal ( amount borrowed)
r= annual rate
t = time in years

I = Prt

simple interest is calculated just on the principal.
Let's work through a few examples

How much simple interest would you owe if you borrowed $640 for 3 years at atan annual rate of 15%?

I = Prt
I = (640)(.15)(3)
I = (1920)(.15)
I = 288
$288 in interest

Sarah borrowed $3650 for 4 years at 16% How much must she repay.
Remember she will oe the amount she borrowed as well as the the interest.
I = Prt
I = (3650)(.16)(4)

I =14600(.16)
I = 2336.
Principal + Interest = 3650 + 2336
Sarah owes $5986.


$150 borrowed at 12% annual rate for 1 year

I = Prt

I = (150)(.12)(1)
I = 18
so you would owe $18 in interest after 1 year.
The total due would be $150 + 18 = $168

What if instead you borrowed the same amount but for 2 years... nothing was due until the end of two years
I = Prt
I = 150(.12)(2) = 36
You would owe $36 in interest .. so the total due was 150 + 36 = $ 186.

What if you borrowed the same amount for 3 years...
I = 150(.12)(3) = 54 or $54 in interest.
You would owe 150 + 54 = $ 204 after three years...

However, let's say you could only borrow that amount for 6 months...
I = Prt
I = (150)(.12)(.5)
Why 0.5? that is 1/2 a year.
Now you can always multiply by 1/2 as well.. in fact, sometimes that is easier
I = 150(.12)(1/2) = 9 or $ 9.00

After 6 months you would owe $159.


Dylan paid $375 in interest on a loan of $1500 principal at 12.5% interest.
What was the length of time?

Look at what it is asking and see which of the variables you have...
I= Prt
We have the interest paid, the principal and the annual rate so
375= (1500)(.125)(t)

375 = 187.5t
solve this one step equation by dividing both sides by 187.5

375 = 187.5t
187.5 187.5

t = 2

so 2 years

divide carefully...

Alexis paid $ 585 simple interest on a $6500 loan for 6 months.

what was the annual rate?

What do we know?
I = 585
P = 6500
t= 6 months ( which is 0.5 or 1/2)

I = Prt
585 = 6500 (r)(.5)
585 = 3250r
divide both sides by 3250

585 = 3250r
3250 3250

r = 0.18
which means 18%



annual--> once a year
6 months --> 1/2 or 0.5
4 months--> 1/3
3 months --> 1/4 or 0.25
8 month --> 2/3

(We did not get to this yet... but I thought I would post it... read this..it is interesting to see the difference. We will go over this after STAR testing)
Compound Interest 9-8

Compound interest is ALWAYS more than simple interest.

interest is compounded on the interest!!

$100 savings earning $10 interest/ annual.. [this only happens NOW if your dad is the one paying you... :)]

I = Prt
at the end of the first year
I = 100(.10)(1) = 10 or $10
add that to the 100
$110.
Now for the 2nd year,
$110 is your principal
so
I = Prt
I = 110(.10)(1) = 11 or $11
so at the end of 2 years you have $110 + 11 or $121

Now for the 3rd year
I = Prt
I = 121(10)(1) = $12.10
So at the end of three years you have $121 + 12.10 = $133.10

What if you had $500 at 8% compounded quarterly for one year.

quarterly means 1/4 or .25

I = Prt
I = 500(.08) (1/4)
calculate the 08(1/4) because that will be the constant you will multiply your principal by each time
(.08)(1/4) = .02
so I = 500(.02) = 10
after the first quarter it is 510
I = Prt for the 2nd quarter
I = 510 (.02) = 10.20
so after the 2nd quarter $510 + 10.20 = $520.20
I = Prt for the third quarter
I = 520.20 (0.02) = about $10.40 ( round to the nearest penny)
so after the third quarter
$520.20 + 10.40 = $530.60
I = Prt
I = 530.60(.02) = about $10.61
So at the end of 4 quarters -- or one year
530.60 + 10.61 = $541.21

compounding terms:
annually--> once a year
semiannually --> twice a year
quarterly--> four times a year
monthly--> 12 times a year
daily--> 365 times a year

Math 6A (Periods 2 & 4)

Commission And Profit 9-6 

Some sales jobs pay an amount based on how much you sell. This amount is called a commission.

Like a discount, the commission can be expressed as a percent or as an amount of money.

amount of commission = percent of commission X total sales.

Using the examples from our textbook,

Maria sold $42,000 word of insurance in January. If her commission is 3% of the total sales, what was the amount of her commission in January?

amount of commission = percent X total sales
0.03 X 42,000 = 1260
Her commission was $1,260.

Profit is the difference between total income and total operating costs.

profit = total income – total costs

The percent of profit is the percent of total income that is profit

percent of profit = profit/total income
A shoe store had an income of $8600 and operating costs of $7310. What percent of the store's income was profit?

profit= income- total costs = 8600 -7310 = 1290

percent of profit = profit/total income = 1290/8600 = 0.15
So the percent of profit was 15%.

Practice finding 10%-- its easy--- just move the decimal over one place.
We practiced finding 20%. Just double what you got for 10%.



MATH AT WORK:
Caterer
A caterer provides food for parties, weddings, bar/bat mitzvahs, and other events. Caterers plan the menu, buy the ingredients, and cook the food. Often they provide seating and music as well. For each event, a caterer determines the cost per guest. The catering business requires a thorough knowledge of ratios, proportions, and percents.

Algebra Honors (Periods 5 & 6)

Solving Problems with Two Variables 9-3

Although the textbook uses charts and tables for these word problems, I think they work easily without the charts...

John has 15 coins -- all dimes and quarters , worth $2.55 How many dimes and quarters does he have?
let d = the number of dimes and let q = the number of quarters
we know d + q = 15 and we know 10d + 25q = 255
using a system of equations and the substitution method
since d + q = 15 we know d = 15- q
10d + 25q - 255
10(15-q) + 25 q = 255
150 -10q + 25q = 255
150 + 15q = 255
15q = 105
q = 7
He has 7 quarters and 8 dimes


Ann and Betty together have $ 60. Ann has $9 more than twice Betty's amount. How much money does each have?
Let a = the amount Ann has and let b = the amount Betty has.
we know
a + b = 60
and we know
a= 2b + 9
so using a + b = 60
(2b+9) + b = 60
3b = 51
b = 17
Betty has $17 and Ann has (60-17) = $43

Joan Wu invested $8000 in stocks and bonds. the stocks pay 4% interest and the onds pay 7% interest . The annual interest from the stocks and bonds is $500.
How much is invested in bonds?
let s = the amount invested in stocks
let b = amount invested in bonds
s + b = 8000
0.04s + 0.07b = 500
clear the decimals
4s + 7b = 50000
but we know s + b = 8000 or s = 8000 -b
4(8000 -b) + 7b = 50000
32000 - 4b + 7b = 50000
3b = 18000
b = 6000
She invested $6000 in bonds.

Math 6A (periods 2 and 4)

 Discount & Markup 9-5

A discount is a decrease in the price of an item. A markup is an increase in the price of an item. Both of these changes can be expressed as an amount of money or as a percent of the original price of the item. A store may announce a discount of $3 off the original price of $30 basketball, or a discount of 10%

A warm-up suit that sold for $42.50 is on sale at a 12% discount. What is the sale price?

Method 1: Use the formula

amount of change = percent of change X original amount
= 12% X $42.50

therefore the discount is 0.12 X 42.50 or 5.10
The amount of discount is $5.10
The sale price is 42.50 – 5.10 = $37.40

Method 2: Since the discount is 12%, the sale price is 100% - 12% = 88%.
The sale price is 0.88 X 42.50 = $ 37.40

When you know the amount of discount you subtract to find the new price. When dealing with a markup you add to find the new price.

The price of a new car model was marked up 6% over the previous year’s model. If the previous year’s model sold for $7800, what is the cost of the new car? {and what kind of a car could that be?}
Method 1: Use the formula
amount of change = percent of change X original amount

= 6% X 7800

Therefore the markup is 0.06 X7800= $468
The new price is 7800 + 468 = $8268

Method 2: Since the markup is 6% the new price is 100% + 6% or 106% of the original price. so the new price is 1.06 X7800 = $8268

This year a pair of ice skates sells for $46 after a 15% mark up over last year’s price. What was last year’s price?

This year’s price is 100 + 15 or 115% of last year’s price. Let n present last year’s price
46 = (115/100)n

46 = 1.15n
46/.15 = 1.15n/1.115
40 = n

So last year’s price was $40.

A department store advertised eclectic shavers at a sale price of $36.
If this is a 20% discount, what was the original price?
The sale price is 100 - 20 or 80% of the original price. Let n represent the original price.
36 = (80/100)n
36 = .8n
36/.8 = .8n/.8

45 = n
The original price was $45.
Check to see that your answers are logical and reasonable.

Try these: A service station (that’s gas station, now—they no longer provide service!!) give cash customers a 5% discount on the price of gasoline. If gasoline regularly sells for $3.00 a gallon, what is the discounted price?


A store marks up the price of a $5 item to $12. What is the percent of markup?

Algebra Honors ( Periods 5 & 6)

Solving Systems of Linear Equations
The Graphing Method 9-1
Two or more equations in the same variables form a system of equations. The solution of a system of two equations in two variables is a pair of values x and y that satisfies each equation in the system. The point corresponding to the ordered pair (x, y) must lie on the graph of both equations.
Solve the system by graphing
2x - y = 8
x + y = 1

Solution:
Graph both 2x - 7 = 8 and x + y = 1 in the same coordinate plane.
We did this in class by transforming both equations to slope-intercept form (y = mx +b)
and then graphed them. We noticed that the only point on BOTH lines is the intersection point ( 3, -2)
The only solution of both equations is (3, -2).
You can check that ( 3, -2) is a solution fof the system by substituting x = 3 and y = -2 in BOTH eqquations.

Solve the system by graphing
x - 2y = -6
x -2y = 2

When you graph the equations in the same coordinate plane, you see that the lines have the same slope but different y-intercepts. The graphs are parallel lines. SInce the lines do not intersect, there is no point that represents a solution of both equations.
Therefore, the system has NO SOLUTION.

Solve the system by graphing
2x + 3y = 6
4x + 6y = 12

When you graph the equations in the same coordinate plane, you see that the graphs coincide. The equations are equivalent. Every point on the line represents a solution of BOTH equations.
Therefore, the system has infinitely many solutions.

The Graphing Method in review:
To solve a system of linear equations in two variables, draw the graph of each linear equation in the same coordinate plane...
--> if the lines interset there is only one solutions, namely the intersection point.
--> if the lines are parallel, there is no solution
--> if the lines coincide, there are infinitely many solutions.

The Substitution Method 9-2

There are several ways to solve a system of equations, In the substitution method we use either equation to solve for one variable in terms of the other.
Solve
x + y = 15
4x + 3y = 38

Solve the first equation for y
x + y = 15
becomes
y = -x + 15
Substitute this expression for y in the other equation, and solve for x
4x + 3y = 38
4x + 3(-x+15) = 38
4x -3x + 45 = 38
x + 45 = 38
x = -7

Substitute the value of x in the equation in your first step and solve for y
y = -x + 15
y = -(-7) + 15
y = +7 +15
y = 22
CHeck x = -7 and y = 22 on BOTH equations
x + y = 15
(Here let ?=? represent having a ? above the equals sign)

-7 + 22 ?=? 15
15 = 15
and
4x + 3y = 38
4(-7) + 3(22) ?=? 38
-28 + 66 ?=? 38
38 = 38

It checks for both equations so the solution is (-7, 22)

Solve
2x - 3y = 4
x + 4y = -9

Using the 2nd equation is easier to manipulate so solve for x since x has a coefficient of 1
x = -4y - 9
substitute this expression for x in the other equation and solve for y
2x - 3y = 4
2(-4y-9) - 3y = 4
-8y -18 -3y = 4
-11y = 22
y = -2
Substitute the value of y in the equation in step 1 and solve for x
x = -4y -9
x = -4(-2) -9
x = 8 -9 = -1
Check both equations... and you discover that the solution is ( -1, -2)

The substitution method is most convenient to use when the coefficient of one of the variables is 1 or -1.

The Substitution Method in review:
To solve a system of linear equations in two variables:
--> Solve one equation for one of the variables
--> Substitute this expression in the other equation and solve fore the other variable.
--> Substitute this value n the equation in step 1 and solve
--> Check the alues in BOTH equations.


Solve by the substitution method
2x -8y = 6
x - 4y = 8

x = 4y + 8

2x-8y = 6
2(4y+8) - 8y = 6
8y + 16 -8y = 6
16= 6 WAIT that's FALSE

The false statement indicates that there is NO ordered pair (x, y) that satisfies BOTH equations. If you had graphed the equations you would see that these lines are actually parallel.

Solve by substitution method
y/2 = 2 -x
6x + 3y = 12

The first equation is easy to change to y = 4 - 2x by multiplying both sides by 2 to solve for y

6x + 3y = 12
6x + 3(4-2x) = 12
6x + 12 - 6x = 12
12 = 12 WAIT THat's TRUE... always
Every ordered pair (x, y) that satisfies one of the equations aso satisfies the other. IF you graph these two equations you will see that the lines coincide

Therefore, the system has infinitely many solutions.

Math 6A ( Periods 2 & 4)

 Percent of Increase or Decrease 9-4

Let's say we have an iPod that originally sold for $260. It is on sale for $208. What is the amount of change? "How much did you save?"
Just subtract
260-208 = 52
$52.
What is the percent of change?
The percent of change = amount of change/original
52/260 - x/100
or just divide 52 by 260 = .2
which is 20%
REMEMBER: The denominator in the formula is ALWAYS the ORIGINAL AMOUNT.
Amount of change = percent of change X the original amount.
Find the new number when 75 is decreased by 26%
Amount of change - 26% (75
= .26(75)
=19.5
Now take the difference (the amount of change) and subtract THAT from 75
75- 19.5 = 55.5

Remember the circle with the various parts of this formula?

Difference or amount of change
% of change X original amount

Difficult to show here so if you missed these notes make sure to ask a fellow student to see this!! IT is a great way to remember what to do!!

State the increase or decrease. Tell what the amount of change is and the percent of change.
from:
10 to 12
increase
amount of increase: 2
% of change : 20%

4 to 3
decrease
amount of decrease:
% of change : 25%

2 to 5
increase
amount of increase: 3
% of change : 3/2 = 1.5 = 150%

12 to 6
decrease
amount of decrease: 6
% of change : 50%

6 to 12
increase
amount of increase: 6
% of change : 6/6 = 1 = 100%

Find the new number produced when the given number is increased or decrease by the given percent.

120; 20% decrease
120(.20) = 24 120 -24 = 96

30; 10% decrease
30(.10) = 3 30 -3 = 27

48: 50% increase
48(.50) = 24 48 + 24 = 72

128: decrease by 25%, then increased by 25%
What... why multiply by .25 if you can use a fraction and work smarter?
128(1/4) = 32
128 - 32 = 96
then 96 ( 1/4) = 24
96 + 24 = 120

Did you think it would be the starting number? Why wasnn't it?

Math 6A (periods 2 & 4)

Computing with Percents 9-3
The statement 20% of 300 is 60 can be translated into the following equations
20/100(300) = 60 or 0.20 •300 = 60

EQUATION METHOD:
Notice the following relationship between the words and the symbols
20% of 300 is 60
0.20 • 300 = 60

WRITE THE PROBLEM OUT AND THEN DIRECTLY UNDER THE "IS" WRITE AN EQUAL SIGN. DIRECTLY UNDER THE WORD 'OF" WRITE A MULTIPLICATION SIGN. iF YOU ARE GIVEN A % CHANGE IT FIRST TO A DECIMAL. THEN BRING DOWN ALL THE OTHER NUMBERS GIVEN IN YOUR PROBLEM. LET x OR n REPRESENT YOUR VARIABLE... THAT IS THE "WHAT " PART OF YOUR PROBLEM.

A similar relationship occurs whenever a statement or a question involves a number that is a percent of another number

What is 8% of 75?
Let n represent the number asked for
What number is 8% of 75?
n = 0.08 • 75

solve
What percent of 40 is 6?
let n represent the percent asked for.

What percent of 40 is 6?
n% • 40 = 6
n% • 40 = 6
n% (40)/40 = 6/40
n% = 6/40
n/100 = 6/40
(100) n/100 = (100) 6/40
n=15 so 15% of 40 is 6

140 is 35 % of what number?
let n represent the number asked for
140 is 35% of what number?
140 = 0.35 • n
140 = 0.35n
140/0.35 = 0.35n/0.35 divide carefully!! Watch those decimals!!
400 = n
so 140 is 35% of 400

Always check to see if your answer is logical.

PROPORTION METHOD

In these types of percent problems you are always know three parts of the following proportion

n/1oo = a/b
or better yet
n/100 = is/ of

The n represents the %

Read the problems carefully and you can easily determine which is the "is" and which represents the 'of"
For example:
What percent of 40 is 6?
What percent -- from the problem above indicates that we DO NOT know the n
of 40-- hmm... then 40 must be the 'of' and
similarly is 6 means that 6 represents the 'is'

n/100 = 6/40 solve as a proportion
and you get n= 15 but since it asked us to state the 5 your answer is 15%

140 is 35 % of what number?
In this problem I notice 35% right away so that is the n!!
Then I read the problem again and notice 140 is... hmmm.. THat says 140 must be the is

35/100 = 140/ x I do not know the 'of'

Solve again
x = 400

Algebra Honors (Periods 5 & 6)

Scientific Notation 7-10 Scientific Notation 7-10
Scientific notation makes it easier to work with either very large numbers or very small numbers. To write a positive number in scientific notation, you express it as the product of a number greater than or equal to 1 BUT less than 10 AND an integral power of 10.
When a positive number greater than or equal to 10 is written in scientific notation, the power of 10 is positive. When the number is less than 1, the power of 10 will be negative.

Scientific notation consists of two parts
1≤ x< 10 × POWER¹⁰
for example
58,120,000,000
Move the decimal point left 10 spaces to between the 5 and the 8 to get a number BETWEEN 1 and 10
5.8
so 5.8 × 10¹⁰
0.00000072
Move the decimal point 7 places to the right to get a number between 1 and 10
7.2
7.2 × 10^-7

Numbers written in scientific notation can be multiplied and divided easily by using the rules of exponents
Simplify. Keep your answers in scientific notation
3.2 × 10⁷/2.0 × 10⁴
= 3.2/2.0 ×10⁷/10⁴
=1.6 × 10^7-4
=1.6 × 10³

(2.5 × 10³)(6.0 × 10²)
=(2.5 ×6.0) × (10³ × 10²) Add exponents
= (15)(10³⁺²)
=15 × 10⁵
But wait 15 is not between 1 and 10
15 itself is 1.5 × 10¹
so it becomes
1.5 ×10¹× 10⁵
1.5 × 10¹⁺⁵
=1.5 × 10⁶
The distance from the sun to Mercury is approximately 6 × 10⁸ km.
The distance from the sun to Pluto is approximately 5.9 × 10⁹ km
Find the ratio of the first distance to the second distance
Distance from sun to Mercury
Distance from sun to Pluto
6 × 10⁸
5.9 × 10⁹
= 6/5.9 × (10⁸)/10⁹

= 6/5.9 ×10^8-9
6/5.9 ×10^-1
=6/5.9 ×1/10
= 6/59

You learned expanded notation in 6th grade... but a review of writing numbers in expanded notation using powers of 10 follows:
8572 = 8000 + 500 + 70 + 2
=8(10³) + 5(10²) + 7(10¹) + 2(10⁰)

0.3946 = 0.3 + 0.09 + 0.004 + 0.0006
= 3(10^-1) + 9(10^-2) +4(10^-3) + 6(10^-4)

25.03 = 2(10¹) +5(10⁰) + 0(10^-1) + 3(10^-2)

The metric system is also based on powers of TEN.
To change from one metric unit to another, you simply multiply by a power of 10.
Remember:
King Henry Died By Drinking Chocolate Milk
1 km = 10³m = 1000m
1mL =10^-3 L = 1/1000 L