Practice Tests

Chapter 11: Ratio, Rate and Percent

1. Why is it important to bring students’ attention to both part–to–part and part–to–whole relationships within the same situation?
2. Some people would suggest that only part–to–whole ratios relate to fractions. How could you show that you could also think about fractions meaningfully to describe part–to–part situations?
3. Describe a situation where it would make sense to compare ratios.
4. Describe a ratio problem and show three different strategies students could use to solve it.
5. How would you help students see that rate problems can be solved using the same strategies used for solving ratio problems?
6. What might be the advantage of using a hundredths grid rather than a pie chart to model percents?
7. How could you encourage students to be flexible in the strategies they use to solve percent problems? Be specific.
8. A student says that 0.5% of 300 is 150. How would you respond?