Back to Lesson 3-1

Name

3-1A Lesson Master

Questions on SPUR Objectives See pages 199–201 for objectives.

SKILLS Objective A In 1–3, order from least to greatest. 1. 1.009, 1.0098, 1.098, 1.0089

2. −3.021, 3.021, −3.21, 3.21

3. 135.7, −14.13, −14.1, 13.5

In 4 and 5, compare using < or >. 4. 4.505

4.550

REPRESENTATIONS

5. −0.8223

−0.823

Objective N

In 6–8, graph on a number line. 6. 0.16, 0.48, 0.2           

7. −5, 3, 0 ļ5

ļ4

ļ3 ļ2

ļ1

0

1

2

3

4

5

8. −0.7, 0.5, −1 ļ£ ļä°n ļä°È ļä°{ ļä°Ó ä ä°Ó ä°{ ä°È ä°n £

9. Use the number line at the right.

Ź7

Ź6

a. What is the distance between consecutive tick marks? b. List two numbers that would exist within the highlighted portion. 10. Use the ordered pairs R = (−2.3, −4.2), A = (−1.5, 3.3), and T = (3.8, 0.6). Locate R, A, and T by estimation.

Þ x { Î Ó £ x { Î Ó £ £

£

Ó Î { x Ý

Ó Î { x

Transition Mathematics

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5/23/07 11:48:46 AM

Back to Lesson 3-2

Name

3-2A Lesson Master

Questions on SPUR Objectives See pages 199–201 for objectives.

SKILLS Objective A In 1–8, compare, using >, <, or =. 16 __ 3

1. 5 9 3. __ 12

24

2.7 ___ 3.6

3 5. − __ 32

10 − __ 96

25 7. __ 24

− __46

16 2. − __

35 __ 36

PROPERTIES

4. 3 __38

13 __ 4

7 6. __ 31

28 ___ 124

4 8. __ 64

3 __ 32

Objective G

9. a. Find the prime factorization of 144. b. Find the prime factorization of 560. 144 c. Rewrite ___ in lowest terms. 560

In 10–13, a. write the greatest common factor of the numerator and denominator, then b. rewrite the fraction in lowest terms. 9 a. 10. __ 21

56 11. __ a. 35

b.

25 12. ___ a. 675

47,000 13. _____ 1,000

b.

b. a.

b.

20 44 14. Does ___ = __ ? Justify your answer. 187 85

15. −__29

434 16. ___ 196

,

,

17. Fill in the blanks with the smallest whole numbers possible. If 548 out of 685 dentists recommend Slide Floss for their patients, then you could say that recommend it.

160

out of

dentists

In 15 and 16, write two fractions equivalent to the given fraction.

Transition Mathematics

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5/23/07 11:48:53 AM

Back to Lesson 3-3

Name

3-3A Lesson Master

Questions on SPUR Objectives See pages 199–201 for objectives.

SKILLS Objective B In 1 and 2, a. write the mixed number as a sum, and b. as a simple fraction. 1. 9 __38 a.

2. 58 __14 a.

b.

b.

In 3–12, write the sum or difference as a simple fraction in lowest terms. 3 10 3. __ + __ 32 96

7 27 4. __ − ___ 31 124

17 5. __ + __45 24

29 58 6. __ − __ 8 16

16 7. 5 − __ 3

10 1 8. 1 __ − __ 60 24 1

9. 3 __38 − 3 __14 11. 1 __78 − __23 + __15

USES

2

__ 10. 1 __ 12 + 3 3 1 12. __2 + __13 + __14 + __15

Objective J

In 13–16, use the following information. During the 1700s, the Captain, officers, and crew of the British Navy were awarded prize money equal to the value of any ship they captured, minus an initial cut to the commanderin-chief. This prize money was based on eight shares. The commander-in3 1 money. The Captain received __ chief received __ 8 of the prize__ 8 of the prize 1 money, the officers shared 4 of the prize money, and the crew split the 1 remaining __ 4. 13. How much of the prize money was paid to the Captain and crew, not including the ofﬁcers?

14. The ofﬁcers’ share was split equally between two groups—the ofﬁcers and the warrant ofﬁcers. How much of the prize money did the warrant ofﬁcers receive? 15. How much of the prize money did the Captain and the warrant ofﬁcers receive? 16. How much of the total prize money was not given to the commander-in-chief?

Transition Mathematics

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Back to Lesson 3-4

Name

3-4A Lesson Master

Questions on SPUR Objectives See pages 199–201 for objectives.

SKILLS Objective C 1. Truncate 348.79 in the units place. 2. Round 5.5982 up to the next half. 3. Round 378 down to the preceding hundred. 4. Round −7.86 up to the next integer. 5. Round −0.04837 to the nearest hundredth. 6. Round −437 down to the preceding ten. 7. Estimate 64.2789 + 37.7825 to the nearest integer. 8. Estimate 3.51348 + 2.38776 to the nearest tenth.

USES

Objective J

9. Esther is planning a big brunch and wants to make 90 slices of French toast. If each slice requires __13 egg, how many cartons of a dozen eggs should she buy? 10. Maria, Harold, Roy, and Sylvia are splitting sandwiches for lunch at a restaurant. Maria wants __12 of a sandwich, Harold wants __23 of a sandwich, Roy wants 1 __13 sandwiches, and Sylvia wants __34 of a sandwich. How many whole sandwiches do they need to order?

USES

Objective K

12. The 2005 population of Illinois was 12,763,371. The 2005 population of Iowa was 2,966,334. To the nearest million, approximately how many more people lived in Illinois than in Iowa in 2005?

166

11. Estimate the cost of 7 CDs if each retails for \$9.87.

Transition Mathematics

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Back to Lesson 3-5

Name

3-5A Lesson Master

Questions on SPUR Objectives See pages 199–201 for objectives.

SKILLS Objective A In 1–3, order from least to greatest. 5 7 1. 2 __12 , 2 __ , 2 __ 12 20

;

2. −__53 , −__49 , −1 __28 ;

3. 8.75, 8, __23 , 8 __58

;

;

;

;

4. Write the decimal for each fraction from memory. 2 a. __3

5 c. __8

7 b. __ 10

d. __34

SKILLS Objective D In 5–7, find a simple fraction equal to the given number. 5. 6.3

6. 0.84

0.072 7. _____ 2.88

2 8. Convert __ to a decimal. 33 9 9. Find the decimal equal to 7 ___ . 80

PROPERTIES

Objective H

10. Give the digit in the 14th decimal place in 1.3785. 11. Write 3.5030303… in raised bar notation. 12. Write 101 __16 as a decimal using the raised bar.

USES

Objective J

13. A marathon is a race that is 26.22 miles long. Erin is running a marathon and passes a sign that says “12 __12 miles remaining.” How far has Erin run so far? 14. A recipe calls for 1 __14 pounds of carrots. If you buy a bag of carrots weighing 2.13 pounds, how many pounds of carrots will you have left over after making the recipe?

Transition Mathematics

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Back to Lesson 3-6

Name

3-6A Lesson Master

Questions on SPUR Objectives See pages 199–201 for objectives.

SKILLS Objective D In 1–6, write the percent for the fraction from memory. 2 1. __3

7 2. __ 10

3 3. __8

3 4. __5

2 5. __4

1 6. __8

In 7–10, write the decimal as a percent. 7. 0.17

8. 2.87

9. 0.0007

10. 12.1

3 11. Rewrite the sentence using a percent instead of the fraction. A bank account pays __ interest. 80

In 12–15, write the percent as a decimal and as a fraction in lowest terms. 12. 0.37%

13. 1.5%

14. 325%

15. 4 __34 %

In 16 and 17, convert to a percent. 114 16. ___ 100

17. 3 __12

Objective I

6 18. Name two numerical expressions that can be substituted for __ . 16

19. Which of the following can be substituted for 3.87%? (There may be more than one answer.)

172

A 38.7 × 10−3

B 3.87

C 0.387

387 D ___ 100

387 E ___4

F 0.0387

10

PROPERTIES

Transition Mathematics

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Back to Lesson 3-7

Name

3-7A Lesson Master

Questions on SPUR Objectives See pages 199–201 for objectives.

SKILLS Objective D In 1–3, convert the percent to a decimal. 1. 20%

SKILLS

2. 5%

3. 103%

Objective E

In 4–9, rewrite the problem as a decimal multiplication and evaluate. 5. Evaluate 3 __12 % of 15.

4. What is 25% of 160? =

=

6. Find 6% of 750.

7. Calculate 0.85% of 1,000. =

=

8. What is 4.8% of 520?

9. If p = 14, what is 300% of p? =

=

10. Travis received a 15% year-end bonus at work. If his annual salary was \$37,850, how much was his bonus? 11. During a sale on tennis shoes, a store offered a 25% discount. Connor bought a pair of shoes that normally cost \$79.00. How much did he save? 12. Robin invested \$3,600 into a money market account that pays interest monthly at a simple interest rate of 1.75% a year. She takes the interest out as soon as it is posted. How much interest will she earn in 8 months?

PROPERTIES

Objective I

13. How is the Substitution Principle used to calculate 60% of 300?

1 = 14. Fill in the blanks. According to the Substitution Principle, __38 + __ 16

0.

+ 0.

or

%+

%.

Transition Mathematics

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5/23/07 11:48:58 AM

Back to Lesson 3-8

Name

Questions on SPUR Objectives

3-8A

See pages 199–201 for objectives.

SKILLS Objective F In 1 and 2, answer without using a calculator. 1. Between which two consecutive whole numbers is √ 105 ? 2. Between which two consecutive whole numbers is √ 59 ? In 3 and 4, estimate the square root to the tenths place. 3. √ 8

4. √ 63

USES Objective L 5. The legs of a right triangle are 1 cm and 1.7 cm. Find the length of the hypotenuse to the nearest tenth of a centimeter. 6. Two cars leave Scruffville. One travels 60 miles due east. The other travels 45 miles due north. How far apart are the two cars? 45 mi Scruffville

60 mi

7. Bob can run faster than Brenda. They agree to a race from one corner of the football ﬁeld to the opposite corner. As a handicap, Bob agreed to run along the length and width of the ﬁeld while Brenda cuts diagonally across the middle. The ﬁeld is 160 feet wide and 360 feet long. About how much farther does Bob have to run than Brenda?

REPRESENTATIONS

Objective O

a. What is the area of the larger square?

b. What is the area of the smaller square?

c. What is the exact length of the side of the smaller square? d. Approximate the length of the smaller square to the nearest hundredth of a unit.

178

18

8. At the right, the large square has sides of 18 units. The midpoints of its sides have been connected to create a smaller square.

Transition Mathematics

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Back to Lesson 3-8

Name

Questions on SPUR Objectives

3-8A

See pages 199–201 for objectives.

SKILLS Objective F In 1 and 2, answer without using a calculator. 1. Between which two consecutive whole numbers is √ 105 ? 2. Between which two consecutive whole numbers is √ 59 ? In 3 and 4, estimate the square root to the tenths place. 3. √ 8

4. √ 63

USES Objective L 5. The legs of a right triangle are 1 cm and 1.7 cm. Find the length of the hypotenuse to the nearest tenth of a centimeter. 6. Two cars leave Scruffville. One travels 60 miles due east. The other travels 45 miles due north. How far apart are the two cars? 45 mi Scruffville

60 mi

7. Bob can run faster than Brenda. They agree to a race from one corner of the football ﬁeld to the opposite corner. As a handicap, Bob agreed to run along the length and width of the ﬁeld while Brenda cuts diagonally across the middle. The ﬁeld is 160 feet wide and 360 feet long. About how much farther does Bob have to run than Brenda?

REPRESENTATIONS

Objective O

a. What is the area of the larger square?

b. What is the area of the smaller square?

c. What is the exact length of the side of the smaller square? d. Approximate the length of the smaller square to the nearest hundredth of a unit.

178

18

8. At the right, the large square has sides of 18 units. The midpoints of its sides have been connected to create a smaller square.

Transition Mathematics

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5/23/07 11:48:59 AM

Back to Lesson 3-9

Name

3-9A Lesson Master

Questions on SPUR Objectives See pages 199–201 for objectives.

USES Objective M 1. Complete the table describing the probability. In Words

As a Decimal As a Percent

As a Fraction

cannot happen

0 __

is certain to happen

N __ N

N

has a “50-50” chance will happen about 3 times out of 4 has 2 chances in 3 of happening

In 2–7, write the probability as a percent of randomly selecting a black marble from a jar containing the following marbles: 2. 5 black and 5 white

3. 7 white and 3 black

4. 10 black and 0 white

5. 10 white and 0 black

6. 15 black and 5 white

7. 43 white and 3 black

8. If there is a 60% chance of rain tomorrow, what is the probability that it will not rain? 9. Abel, Mabel, and Gable are playing a game. Abel has won 11 rounds, Mabel has won 8 rounds, and Gable has won 1 round. Write the relative frequency of Abel not winning a round as a percent.

In 10–13, a fly lands randomly on one of the squares on the diagram shown at the right. Write the probability, as a percent, that the fly will land on a square containing the given type of number.

5

14

9

140

112

39

105

35

40

245

49

154

50

70

77

133

10. a multiple of 7 11. a multiple of 5 12. a multiple of 5 or 7 13. a multiple of both 5 and 7

Transition Mathematics

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