Practical Problems And Simple Interest
AR Remediation Plan – Practical Applications-Rational Number and Proportional ReasoningPractical Problems and Simple InterestSTRAND: Computation and EstimationSTRAND CONCEPT: Practical Applications-Rational Number and Proportional ReasoningSOL 8.4Remediation Plan SummaryStudents practice solving practical problems, including simple interest, involving rational numbers.Common Misconceptions Students may mix up the whole and the part when trying to write the proportion for thepractical problem.Students will incorrectly set up the proportions by always putting the variable as thenumerator in the second ratio or over 100.Students may forget to convert a percent to a decimal or fraction before solving theequation.Materials Warm Up with Percents handoutWalking Through Practical Problems recording sheetPractical Problems handoutSolving Simple Interest handoutIntroductory ActivityCopy and cut out the Warm Up with Percents cards. Give each student one card. The object of thewarm up is for students to find their match. Fractions are given as images and numbers so studentswill be in groups of 3.Plan for Instruction1. Distribute copies of the “Walking Through Practical Problems” recording sheet to students.Begin a discussion with students about what they should do when they encounter a practicalproblem involving rational numbers. Below are strategies that will be used to solve practicalproblems.a. Read the problem twice.b. Highlight the important pieces of information.c. Decide on a strategy.d. Decide whether you need to use an operation(s), and if so, why? (Allow students to justifytheir reasoning and encourage class discussion about student reasoning.)e. Solve the problem.f. Go back and check the answer to the problem.2. Have the students apply steps 1 and 2 individually to the problem on the worksheet. Discuss asa whole group.3. Have the students decide on a strategy in step 3. Students may have different strategies.Discuss the strategies they chose and how they are similar.
AR Remediation Plan – Practical Applications-Rational Number and Proportional Reasoning4. Allow students to solve the problem using the strategy they chose. Display and discuss thesolutions as a group.5. Discuss how important it is to check your answer. Ask students to complete this last step anddiscuss as a group.6. Based upon the discussions with students, decide whether you need repeat this process forproblem 2, or whether the students are ready to work on their own. You may want to recreatea sheet with the steps listed for students to use as a checklist.7. Pass out the “Solving Simple Interest Problems work sheet to students. Walk through the stepsfor simple interest problems with the class. Be sure to include in the discussion the need tochange months to years or years to months in the interest formula when necessary. Allowstudents to work on the two problems with a partner answering any questions they may have.Once the students are done, go over the answers as a group.Pulling It All TogetherExit Ticket: Ask students to write a practical problem on their own and solve it. Have themexchange problems with a partner and solve.Note: The following pages are intended for classroom use for students as a visual aid to learning.Virginia Department of Education 2018Virginia Department of Education 20182
Name:Warm Up with Percents40%2580%4530%310
AR Remediation Plan – Practical Applications-Rational Number and Proportional Reasoning75%3494%4750133 %313Virginia Department of Education 20182
AR Remediation Plan – Practical Applications-Rational Number and Proportional Reasoning10%11044%1125Virginia Department of Education 20183
Walking Through Solving ProblemsSolve the following problem using the steps below. Show your work.On a map of Virginia, Tammy sees that the distance between Richmond and Virginia Beach is 31inches. The scale of the map is 2 in. 20 mi. What is the actual distance in miles betweenRichmond and Virginia Beach?Step 1: Read the problem twice.Step 2: Highlight the important pieces of information.Step 3: Decide on a strategy.Strategy:Step 4: Decide whether you need to use an operation(s), and if so, which one(s).Operation(s):Step 5: Solve the problem.Step 6: Go back and check the answer to the problem.
AR Remediation Plan – Practical Applications-Rational Number and Proportional ReasoningName:Practical ProblemsSolve each of the following problems. Show your work.1.2.On a map of Virginia, Tammy sees that the distance between Richmond and Virginia Beach is13 inches. The scale of the map is 2 in. 20 mi. What is the actual distance in miles betweenRichmond and Virginia Beach?1The Gap is having a sale. They advertise 5 off everything in the store. What percent is equal to15?3.1Jamie is 4 as old as his father. If his father is 36, how old is Jamie?4.1Miles filled 3 of his gas tank. His gas tank holds 12 gallons. How many gallons of gas did he putin his tank?5.2Macy’s is having a sale in which everything is 5 off. At the same time, The Gap is having a salein which everything is 30% off. Which store is giving the greater percent off?6.2Michelle bought 3 yards of ribbon to make bows. Each bow requires 3 yard of ribbon. Howmany bows can Michelle make?Virginia Department of Education 20182
AR Remediation Plan – Practical Applications-Rational Number and Proportional ReasoningSolving Simple Interest ProblemsWhen money is borrowed or invested, interest is paid or earned on the money. Simple interest iscomputed using this formula:Interest Principal Rate Time (I p r t)The principal is the amount of money borrowed or invested. The rate is the percent of interest peryear. The time is the number of years the money is borrowed or invested.Example 1Julian invested 2,000 at 4% simple interest. How much is his investment worth after one and ahalf years?1.2.3.List the values, and write percents and fractions as decimals.p 2,000r 4% .041t 12 1.5Substitute the values into the formula for simple interest (I p r t) and solve.I 2,000 .04 1.5I 120Add the simple interest to the principal.2,000 120 2,120Julian’s investment is worth 2,120 after one and a half years.Example 2Ashley invested 200 at 7% for 3 years. How much simple interest did her money earn?1.2.List the values, and write percents and fractions as decimals.p 200r 7% .07t 3Substitute the values into the formula for simple interest (I p r t) and solve.I 200 .07 3I 42Her money earned 42 in simple interest.Practice1. Martin invested the 800 he made at a summer job at 6% for one and a half years. How muchsimple interest did he earn on his investment?2.Beth borrowed 350 at 10% simple interest for two and three-fourths years. How muchinterest did she have to pay?Virginia Department of Education 20183
Solving Simple Interest Problems When money is borrowed or invested, interest is paid or earned on the money. Simple interest is computed using this formula: Interest Principal Rate Time (I p r t) The principal is the amount of money borrowed or invested. The r
7.4 Worked problems on partial fractions with quadratic factors 58 8 Simple equations 60 8.1 Expressions, equations and identities 60 8.2 Worked problems on simple equations 60 8.3 Further worked problems on simple equations 62 8.4 Practical problems involving simple equations 64 8.5 Further practical problems involving simple equations 65 .
254 Chapter 6 Percents 6.7 Lesson Interest is money paid or earned for the use of money. The principal is the Key Vocabulary amount of money borrowed or deposited. interest, p. 254 principal, p. 254 simple interest, p. 254 Simple Interest Words Simple interest is money paid or earned only on the principal. Algebra I Prt Principal Time (in years)
1.2 Simple Interest – let the interest amountearned each year on an investment of X be constant where the annual rate of interest is i: AV t X(1 ti), where (1 ti) is a linear function – simple interest has the property that interest is NOT reinvested to earn additional interest
1 Problems: What is Linear Algebra 3 2 Problems: Gaussian Elimination 7 3 Problems: Elementary Row Operations 12 4 Problems: Solution Sets for Systems of Linear Equations 15 5 Problems: Vectors in Space, n-Vectors 20 6 Problems: Vector Spaces 23 7 Problems: Linear Transformations 28 8 Problems: Matrices 31 9 Problems: Properties of Matrices 37
WEYGANDT FINANCIAL ACCOUNTING, IFRS EDITION, 2e CHAPTER 10 LIABILITIES Number LO BT Difficulty Time (min.) BE1 1 C Simple 3–5 BE2 2 AP Simple 2–4 BE3 3 AP Simple 2–4 BE4 3 AP Simple 2–4 BE5 4 AP Simple 6–8 BE6 5 AP Simple 4–6 BE7 5 AP Simple 3–5 BE8 5 AP Simple 4–6 BE9 6 AP Simple 3–5
A12 Appendix B Financial Literacy Lesson Tutorials B.1 Lesson Key Vocabulary compound interest, p. A13 Balance in a Simple Interest Account The balance B of an account that earns simple interest is Remember B P(1 rt). Interest is money paid or earned f
The theory of compound interest handles this problem by assuming that the interest earned is automatically reinvested. With compound interest the total investment of principal and interest earned to date is kept invested at all times. A constant rate of compound interest implies a constant effective rate of interest, and, moreover, that .
know not: Am I my brother's keeper?” (Genesis 4:9) 4 Abstract In this study, I examine the protection of human rights defenders as a contemporary form of human rights practice in Kenya, within a broader socio-political and economic framework, that includes histories of activism in Kenya. By doing so, I seek to explore how the protection regime, a globally defined set of norms and .
