Proportions Problems Worksheet - Practical Questions

A proportion is a set of 2 fractions that equal each other. This article focuses on how to use proportions to solve real life problems. Real World Uses of Proportions Modifying a budget for a restaurant chain that is expanding from 3 locations to 20 locationsCreating a skyscraper from blueprintsCalculating tips, commissions, and sales tax Modifying a Recipe On Monday, you are cooking enough white rice to serve exactly 3 people. The recipe calls for 2 cups of water and 1 cup of dry rice. On Sunday, you are going to serve rice to 12 people. How would the recipe change? If you’ve ever made rice, you know that this ratio — 1 part dry rice and 2 parts water  Ã¢â‚¬â€ is important. Mess it up, and you’ll be scooping a gummy, hot mess on top of your guests crawfish à ©touffà ©e. Because you are quadrupling your guest list (3 people * 4 12 people), you must quadruple your recipe. Cook 8 cups of water and 4 cups of dry rice. These shifts in a recipe demonstrate the heart of proportions: use a ratio to accommodate lifes greater and smaller changes. Algebra and Proportions 1 Sure, with the right numbers, you can forgo setting up an algebraic equation to determine the amounts of dry rice and water. What happens when the numbers are not so friendly? On Thanksgiving, youll be serving rice to 25 people. How much water   do you need?Because the ratio of 2 parts water and 1 part dry rice applies to cooking 25 servings of rice, use a proportion to determine the quantity of ingredients. Note: Translating a word problem into an equation is super important. Yes, you can solve an incorrectly set up equation and find an answer. You can also mix rice and water together to create food to serve at Thanksgiving. Whether the answer or food is palatable depends on the equation. Think about what you know: 3 servings of cooked rice 2 cups of water; 1 cup of dry rice25 servings of cooked rice ? cups of water; ? cup of dry rice3 servings of cooked rice/25 servings of cooked rice 2 cups of water/x cups of water3/25 2/x Cross multiply. Hint: Write these fractions vertically to get the full understanding of cross multiplying. To cross multiply, take the first fractions numerator and multiply it by the second fractions denominator. Then take the second fractions numerator and multiply it by the first fractions denominator.3 * x 2 * 253x 50Divide both sides of the equation by 3 to solve for x.3x/3 50/3x 16.6667 cups of waterFreeze- verify that the answer is correct.Is 3/25 2/16.6667?3/25 .122/16.6667 .12Whoo hoo! The first proportion is right.   Algebra and Proportions 2 Remember that x will not always be in the numerator. Sometimes the variable is in the denominator, but the process is the same. Solve the following for x. 36/x 108/12 Cross multiply:36 * 12 108 * x432 108xDivide both sides by 108 to solve for x.432/108 108x/1084 xCheck and make sure the answer is right. Remember, a proportion is defined as 2 equivalent fractions:Does 36/4 108/12?36/4 9108/12 9It’s right! Practice Exercises Instructions: For each exercise, set up a proportion and solve. Check each answer.1. Damian is making brownies to serve at the family picnic. If the recipe calls for 2  ½ cups of cocoa to serve 4 people, how many cups will he need if there will be 60 people at the picnic? 2. A piglet can gain 3 pounds in 36 hours. If this rate continues, the pig will reach 18 pounds in _________ hours. 3. Denise’s rabbit can eat 70 pounds of food in 80 days. How long will it take the rabbit to eat 87.5 pounds? 4. Jessica drives 130 miles every two hours. If this rate continues, how long will it take her to drive 1,000 miles?

Preventing Hispanic Teenage Mothers From Being Able For...

There are many barriers which prevent Hispanic teenage mothers from being able to graduate high school. However, there are many ways they can overcome those obstacles, such as receiving their education and having educational, family, health, and economical support. School/Education Staying in school and receiving their education is important so teenage mothers can remain resilient and graduate high school. In a study conducted, 69.7% of adolescents in the study were either enrolled, or graduated from high school. 78.7% of those adolescents received passing grades, and 76.7% of them saw finishing high school as essential (SIaDAPA). Most of the adolescents in this study saw the importance of staying in school and education, and they graduated. They know that eventually their hard work will pay off. This shows that graduating high school is related to the students’ value of how important high school is (SIaDAPA). Along with their cultural and social norms, a teen’s personal values may be reflected by their educational decisions in life (School Importance and Dropout Among Pregnant Adolescents). If they desire positive educational desires, they’ll have positive personal values such as being courageous, staying motivated, and being committed. If teenage mothers do not have high expectations for themselves academically, we can assume that they may not have positive personal values in order to persevere and graduate high school. Therefore, they are less likely to graduate highShow MoreRelatedEffects Of Teen Pregnancy On Teens1643 Words   |  7 PagesEvery teen has dream about how they want to graduate from high school and then go to college, but some teens are not willing to take the challenge. Some of these teens want to drop out of high school and other teens want to keep furthering their education. For some there are obstacle that life throw at them to be able to accomplish their goals. 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The Matrix Free Essays

Buddhism: In-Class Essay Assignment Choose one (1) of the following seven (7) options and compose a 5 paragraph in-class essay of approximately 3-4 pages in length. Please double space and use both sides of the page. Option 1: Morpheus and the crew of the Nebuchadnezzar are often viewed as examples of Arhats and Bodhisattvas. We will write a custom essay sample on The Matrix or any similar topic only for you Order Now Do you think this is an accurate portrayal? Explain your answer using three criteria. Option 2: Individual choices are highlighted throughout the movie and are an example of the Buddhist goal to eliminate ignorance. Choose three characters in the movie and discuss the choices that they were faced with and how these choices illustrate key Buddhist concepts. Option 3: Names are highlighted throughout the film and are used to further explain religious concepts as well as deepen the plot. Choose three names from the movie and explain the religious concepts that they are illustrating. Option 4: While The Matrix borrows heavily from Buddhist philosophy certain elements of the film seem out of place in that they directly contradict Buddhist ideas. Write an essay that highlights three of these elements and explain how they contradict the beliefs of Buddhism. Option 5: Throughout the movie, Neo/Mr. Thomas Anderson is often cast in a saviour role. Explain how Neo/Mr. Thomas Anderson is similar to and/or different from various saviour figures in the religions we have studied (i. e. Siddhartha Guatama, The Buddha, Jesus, Vishnu/Krishna etc. ). Option 6: Which branch of Buddhism (Mahayana, Theravada or Vajrayana) seems to have inspired this film? Explain your answer using three different arguments. Option 7: Create your own question. Write out the question in clear language and have it approved by your teacher before you begin answering. How to cite The Matrix, Essay examples

Still Image and Thoughts Aloud Essay Example For Students

Still Image and Thoughts Aloud Essay To explore the play further and to show our understanding we had to develop a still-image and thoughts aloud, taken from a key moment in the play. I decided to pick a moment which isnt so much physical-theatre, because then our facial expressions and body language would have to very well thought-out to show the characters to the audience. For the still-image to work effectively we firstly decided to put each character into the frame, separately whilst the rest of the group directed their position and expression. After putting everyone in position, we acted out the small scene before the freeze, so that we could understand what was happening in the frame. The moment we decided to show was the beginning of the story telling, when Polly, Natasha and Carol are trying to get the boys interested in the story and take their minds off Jake. This part of the play is significant to the play, because it shows the audience the social status and relationships between the characters before there is any major change. Also our frame is just after a part which I felt was important; Shane had just overruled Russells idea to dangle Jake over the edge, and instead had asked to hear the story. This shows the audience that although Russell has the strong faà ¯Ã‚ ¿Ã‚ ½ade, Shane has the final say. It also shows that Shane cares more than Russell and doesnt want to hurt Jake. I was Russell, so I had to show a still arrogant, but defeatist attitude because I have just been overruled in front of a group of a group of girls I was previously showing off too. At the time I am dangling Jake with one arm and looking back and trying to persuade Shane to change his mind. I did this by having a disappointed yet surprised facial expression, with wide eyes a slightly open, but down turning mouth. I showed defeat by slightly hunching over and looking to the floor. I was slightly more uncomfortable because I had just been humiliated, so I used my body language and turned my torso from full view of the group, yet at the same time Russell wouldnt have shown his discomfort to the group and he would have maintained quite high status so we used levels to show the status and Russell was centre stage on a table, dangling Jake over it, which showed that Russell had major influence and status over the other characters. We thought it best not to rehearse the thought aloud, because that is critical of the major idea, to look further into the character. When I had to improvise my thoughts aloud I decided to just focus on what is happening on stage, why, and how my character would feel. Russell had just been overruled by someone he has respect for and his fun has been spoiled, but because he is so arrogant and full of self-importance he wouldnt want the group to know that it bothers him. So I said Whatever, but its gonna take more than some crappy story to save his ass? The thoughts aloud and still-image conveyed the relationship issue within the play, to the audience. The particular part we chose showed the variety in status and the attitude that the characters have towards each other. All of these strategies were useful in helping us develop our understanding further and come up with material and techniques that we could use in our performance. Some were more effective than others and I personally felt that the hot-seating was the most useful because not only did it make the person in the seat think more and look deeper into the play, it made the questioners think about what they didnt quite know or understand and ask the question to find a possible solution. It also developed my improvisational skills, because I had to come up with an answer in character, with no real preparation time. A Clockwork Orange: Moral freedom is one of the most if not the most important of any freedoms available to humans EssayWe worked together experimenting with voice, movement, tone and expression until we were happy with the outcome. We firstly tried the use of broad east-end accent however the stamina and ability to keep it up fluctuated so we didnt use a particular accent. We spent time discussing and experimenting saying the same things, however with a different tone of voice and movement to show our characters personalities. This made us stop and think about how to express our characters. My line, And whats that? There look in the lake, dolphins splashing and playing together! Oh yes! Yes! Yes! Yes! was really annoying me because I couldnt say it effectively and it sounded either flat or over exaggerated. I tried shouting it but it sounded manic, and then I got the idea to actually go with it and really camp it up, after all I was telling a story and at that point my character was playing a character, so I made it sound deliberate and it worked. I also struggled to make, Look! Im going to wear it in my hair, sound effective because it sounded childish and out of context however I said it. So I decided to play around with the words and changed it to Wow! It looks so good in my hair, that way it worked well in context to the play, however I felt more confident saying it. It was important to use rehearsal time efficiently and plan things out, so that we could polish our performance and also develop our initial ideas. To improve our performance and connection to the characters we looked at some of Stanislavskis points on method acting and used them in a lesson to stay in role and think as we perceived our character would. I understood that reacting is a very important part of acting, so to incorporate reacting into my performance I reacted as if it was the first time that I had heard any of the lines, and to make this convincing, when an immediate reaction was needed I would start my line as the person before me was saying their last word. However this idea wasnt relevant to every line because sometimes a hesitant reaction was required. Although Sparkleshark is a contemporary piece, it was still written twelve years ago, so we decided to make it more relevant to today by using modern costume. Basically we decided that Russell and his gang should be dressed in tracksuit bottoms and Rockport shoes, to compare them to Chavs. They wore well regognised labels and styles that are associllers wife, we showed this by dressing her in orange make-up, designer makes etc. In the play Carol tries to be like Natasha, we dressed her in a similar short skirt to Natasha, however made her look less-presentable by making her slightly gothic. Polly and Jakes costumes deliberately contrasted those of the other group members. They were dressed in the average uniform; however Jakes geek-like personality is shown, with heavy rimmed glasses and perfect uniform. I was wearing; a white cotton open-neck blouse; black, polyester school jumper with embossed school logo; tailored black trousers; flat, black, leather sandals and I was carrying a plain, black satchel. My costume showed the audience that I was presentable however I wasnt rebellious. The costumes helped the audience to identify the characters and also made the play more relevant to now.