ATENEO DE ILOILO
Santa Maria Catholic School High School Department
Mathematics Program School Year 2012 2013
Worksheet No.: 1 First Quarter SCORE
Basic Skills: Fraction, Decimal, Percent
Instruction: Write your answers on the space provided in every item. Have your solutions be written on a separate piece of paper. Use one whole sheet of paper. A. Complete the table below by writing on the appropriate boxes all of the missing parts or numbers. These parts or numbers must be equivalent for every column. First column is the fraction form; second column is the decimal form of the fraction in the first column. Fraction Form a. b. c. d. 0.75 Decimal Form
B. Answer the following. Write your answers on the space provided before each item. _____1. What is 15% of 150? _____2. On the first day of class, 25% of the students was absent on their Geometry class. if there are 48 students in the class, how many students probably were absent? _____3. Twenty is 40% of what number? _____4. Lorilyn missed six items on her periodical exam. This was 20% of the total items. How many items were on the test? _____5. Sixty is what percent of 15? _____6. Trisha had 45 correct answers on a 50-question test. What percent on her answers were correct assuming that she had answered all of the items?
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C. Fill the empty boxes with appropriate fractions satisfying the mathematical statements with the indicated operations.
+ = 2 = +
= + = 1 = =
Inequalities: Systems and Graphs Solving Inequalities Solving Inequalities Example: Determine the graphical representation of the solution set of the given system of inequalities. Note: When dealing with system of inequalities, the usual representation of the solution set is a graph. Eq. 1 Eq. 2 Solution: a. Change both inequalities to equalities, i.e., changing the inequality symbols to equal sign. Eq. 3 Eq. 4 (for Eq.1) (for Eq.2)
b. Graph Eq. 3 and Eq. 4 in the Cartesian coordinate plane. Figure 1 The figure on the left, Figure 1, is the graph of Eq. 3. Here, the line is still unbroken since Eq.3 is equality. After graphing Eq.3, have a glimpse again on the original inequality, Eq.1.
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Figure 2
The figure on the left, Figure 2, is the graph of Eq. 1. Here, the line is broken since Eq.1 is inequality. The graph of Eq. 1 and Eq. 3 are somewhat the same. The only difference is that Eq. 1 has a graph which is a broken line since it is an inequality using the symbol >, but if the symbol is , the line is unbroken.
c. To identify where we are to shade, either above or below the broken line, choose two points not on the line; one point above the line and another point below the line. Say, the points we chose are (0,-3) and (0,0). Substitute the values of the coordinates of each point to the given inequality. For (0,3); xy>2 0 (-3) >2 +3>2 xy>2 0 0 >2 0>2
(which is true)
For (0,0)
(which is false)
d. Between the two points, Eq. 1 holds true for (0,-3). Thus, shade the region where the said point belongs (which is the area below the broken line). In general, shade the region where the chosen point belongs if the inequality holds true for that certain point.
Figure 3
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e. Same procedure to be used for Eq.2. The graph is;
Figure 4
f.
Combine the graphs of the two inequalities in one Cartesian coordinate plane. Figure 5 shows the graphical representation of the solution set of the given system of inequalities. The solution set is signified by the intersection of the solutions of the two given inequalities, i.e., represented by the darker shade.
Figure 5
Solution Set
Solve for the solution set of the following systems of inequalties. Use graphs. Show the final graph only. 1. x + y > 4 xy>2 2. 2x + 3y 6 x 4y 5
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Sets and Operations on Sets
A. List the elements of the following sets to Roster form. 1. 2. 3. 4. 5. {x|x is a vowel in the English alphabet} {x|x is divisible by 3, 0x25} {x|x is an even integer between -10 and 10} {x|x is a letter in the word Geometry } {x|x is a factor of 120}
B. Write the following sets to rule form. You may use any letter to represent the elements of the set (i.e. you may use y instead of x or you may also use the letter z). 1. 2. 3. 4. 5. {3, 6, 9, 12, 15, } {1, 4, 9, 16, 25, 36, 49, 64, 81, 100} {11, 22, 33, } {1, 2, 3, 4, 6, 8, 12, 24} {4, 6, 8, 9, 10, 12, 14, 15}
C. Express the relationship of the following sets by writing the symbol , , ~, or =. 1. 2. 3. 4. 5. {1, 2, 3, 6} ____ {1, 2, 3, 4, 6, 12} the set of the letters of the word Philippines ____ the set of colors of a rainbow {} ____ {1} set of whole numbers between 0 and 5 ____ {1, 2, 3, 4} {xx is a multiple of 10} ____ {xx is a multiple of 5}
D. Tell whether the set is finite or infinite. 1. 2. 3. 4. 5. set of sands in the sea set of molecules of water set of students in Ateneo de Iloilo set of strands of hair set of keys in a keyboard
E. Given the following sets; U={1, 2, 3, 4, 5, 6, 7, 8, 9, 10}, where U is the universal set, A={1, 2, 3, 4, 5}, B={2, 4, 6, 8, 10}, C={1, 3, 5, 7, 9}. Find the following: 1. 2. 3. 4. 5. 6. A B (A B) B C AC (A B) C Worksheet in Geometry 5km
