ATENEO DE MANILA HIGH SCHOOL | TULONG-DUNONG TUTORING

MATH 6 LESSON GUIDE NO. 10

Rate & Base

1. Define correctly the rate and base in a given problem 2. Identify the rate, base, and percentage in a given problem 3. Compute for the rate given the percentage and the base; compute for the base given the percentage and the rate. 4. olve !ord problems involving rate and base NOTE TO THE TD TUTOR" The last lesson discussed was on percent and percentage. Make sure that the students are able to correctly define and identify the percentage in a given problem. It would help to clarify once again the difference between percent and percentage before proceeding with this lesson. ormally, the lesson on rate should be a separate lesson from the lesson on base. !owever, due to time constraints, they shall be included in one lesson. Depending on the pace of your kids, you may proceed faster or more slowly than what is prescribed in this lesson guide.

REVIEW O !REVIOUS LESSON " MOTIVATIONAL ACTIVIT# OR NEW LESSON

LESSON !RO!ER
#. $resent the follo!ing problem to the %ids" Your school constitution states that during school-wide elections for the Student Council, at least two-thirds of the student body must participate in order for the election to be considered valid. On election day, there were 65 ballots cast all-in-all. !f the e"pected voting population is #5 , $a% were there enough votes to ma&e the election valid' $b% !f on another school year, it was computed that the minimum number of students that should vote is (6 , how large is the voting population' 1. #s% the students to read the problem out loud. $oint out to them that there are actually t!o related !ord problems given. &hen instruct them to ans!er the problems in their o!n noteboo%s. 2. #fter '() minutes, as% the %ids to sho! their solutions and ans!ers. * T$e %&''e%t a(s)e' *s as +&,,&)s- .a/ T$e e,e%t*&( *s 0a,*1. T$e 2*(*232 (324e' &+ 0&te's s$&3,1 4e 6567 )$*%$ *s ,ess t$a( 680. .4/ T$e 0&t*(9 :&:3,at*&( 23st 4e 6;0.+ Chec% if the students !ere able to ans!er the problem correctly. 3. Demonstrate ho! to solve the above problem by )'*t*(9 a(1 t$e( s&,0*(9 a( e<3at*&( using the follo!ing steps" a+ ,irst, THIN=*1+ #bout )$at *s 4e*(9 as>e1" The problem is asking for two things" #a$ whether %&' is

greater than two(thirds of )&', and #b$ *%' is two(thirds of what number. #If the kids do not understand how these statements were derived, e+plain to them more slowly.$
*2+ &hen, thin% about )$at *s a,'ea1? 9*0e(" ,or the election to be considered valid, at

least two(thirds of the voting population must vote on election day. ,or -uestion a, the percentage #%&'$ is given as well as the base #)&'$. ,or -uestion b, the percentage #*%'$ and rate #two(thirds$ are given.

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ATENEO DE MANILA HIGH SCHOOL | TULONG-DUNONG TUTORING

b+ -e.t, !LAN ho! you can ans!er the problem" .ou can represent the problem by using this e-uation, based on the /01 e-uation given last lesson" a+ /'0 1 R 950 !here 2 is the 2#&3 *or percent+ b+ 4/0 1

2 B !here 4 is the 4# 3 3

c+ SOLVE the e5uations one at a time" *a+ S&,0e +&' t$e RATE"

/'0 1 R 950

650 950 650 = R = R 0./64 1 2 950 950 950

ince, t!o(thirds is e5ual to 0.66 !hich is less than 0./64, !e can thus conclude that the minimum number of voters !as met. &he election is therefore valid. *b+ S&,0e +&' t$e BASE" 4/0 1

2 3 2 3 3 B 460 = B 460 = B /70 1 4 3 2 3 2 2

If 4/0 is t!o(thirds of a number, that number must be /70. &herefore, the total voting population is actually /70. d+ 8astly, LOO= BAC= and chec% if the ans!er is correct. *a+ 9ou can chec% by getting t!o(thirds of 7'0. :hen you compute this, you !ill get the number 633.33 or /33 and one(third. ince there is no such thing as one(third of a voter, the correct minimum number of voters should be /34. *b+ Chec% the ans!er by multiplying /70 to t!o(thirds. 9ou !ill get [Link] 4/0. 4. 4riefly revie! the %ey concepts of this lesson, focusing more on the topics or s%ills that you notice the %ids find more difficult or confusing" 1. !e'%e(ta9e is percent of a number or amount. It is computed by multiplying the RATE *or percent+ and the BASE *the number or amount+ using the e5uation $ 1 2 ;4. 2. Rate is e5ual to the percentage divided by the base. &he e5uation is as follo!s"

R= P B

or R =

P !here 2 is [Link] in percent form B R P = 100 B

In proportion form, the e5uation is

ome of the applications of computing the rate are the follo!ing" solving for the rate of discount #or rate of decrease$, solving for the rate of ta+, or solving for the rate of commission. 3. Base is the original number or amount. &o compute for the base, the follo!ing may be used"

B= P R

or B =

P !here 2 is [Link] in percent form R P R P 100 = B= B 100 R

In proportion form, the e5uation is

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ATENEO DE MANILA HIGH SCHOOL | TULONG-DUNONG TUTORING

C. <ive the %ids [Link] on the follo!ing s%ills" solving for the rate *[Link] #+, !ord problems involving rate *[Link] 4+, solving for the base *[Link] C+, and !ord problems involving base *[Link] D+. D. #fter doing the [Link], give the %ids a 5ui= on rate and base *3valuation+.

E@ERCISES
#. olve for the rate" 1. :hat > of 100 is 30? 2. :hat > of 30 is 24? 3. :hat > of )' is 2'? 4. :hat > of 60 is 40? '. :hat > of 120 is 30? 4. /. 42 is !hat > of 200? ). )7 is !hat > of )7? 6. 70 is !hat > of 30? 7. 23 is what 4 of 3' 10. 2' is what 4 of 32'

olve the follo!ing !ord problems. 8abel your ans!ers in complete sentences. 1. # udo%u pu==le boo% originally priced at $hp 300.00 is sold !ith a discount of $hp /0.00. :hat is the discount rate? 2. 8ast year, @ang Dino !as able to harvest 200 %ilos of rice in a given farm area. &his year, than%s to a ne! hybrid of rice and more favorable !eather conditions, he !as able to harvest 260 %ilos of rice in the same given area. :hat percent is the increase in his production or output? 3. &eacher Cathy got her income ta. statement from the personnel office. 4ased on the statement, it appears that her total income for one school year amounted to $hp 2/0,000.00 and the total amount of income ta. she paid *deducted from her salary+ amounted to $hp 47,400.00. :hat !as the rate of ta.?

C.

olve for the base" 1. 10> of n is ) 2. 2'> of n is 14 3. 1'0> of n is 46 4. )0> of n is 3' '.
33.33 > of n is 40

/. 7'> of n is //.' ).
66.66 > of n is 6

6. 4> of n is 32 7. 2'> of n is 23 10. ))4 of what is 2)5

D.

olve the follo!ing !ord problems. 8abel your ans!ers in complete sentences. 1. It !as computed that /6> of <rade 1 students start school as non(readers *i.e. students !ho do not yet %no! ho! to read+. If in the entire batch of <rade 1 students, 3)4 !ere identified as non( readers, ho! many <rade 1 students are there all(in(all? 2. @andy !as able to buy a Aac%et !ith a total discount of $hp 1/0.00 at a discount rate of 2'>. :hat !as the original price of the Aac%et? 3. ,rom the same store, Carlo !as able to buy a Aac%et for $hp 441.00 after he !as given a 2'> discount. :hat !as the original price of the Aac%et?

ENRICHMENT
#s a mnemonic device *or memory aid+, the triangular diagram belo! is usually given to help students memori=e the $24 formulas" $age 3 of 4

P R B

ATENEO DE MANILA HIGH SCHOOL | TULONG-DUNONG TUTORING

&o understand the diagram, remember that if t!o elements are on the same level *or adAacent to each other+, the elements must be multiplied. If t!o elements are one on top of the other, the top element is the dividend *or numerator+ !hile the bottom element is the divisor *or denominator+. &hus, to get $, 2 and 4 must be multiplied. &o get 2, $ must be divided by 4. &o get 4, $ must be divided by 2.

EVALUATION
#. olve the follo!ing. 4eside each final ans!er identify if it is a base or a rate" 1. :hat > of 2' is 10? 2. '> of !hat number is 23? 3. :hat > of 100 is 13)? 4. :hat > of 400 is 2? '. 0.2'> of n is 13 4. /. '6 is !hat > of 60? ). 6> of n is 22 6. 0.2' is !hat > of 0.)'? 7. 3'> of !hat number is 21? 10. 14'> of n is '/0

olve the follo!ing !ord problems. 8abel your ans!ers in complete sentences. 1. 2ey got a commission !orth $hp 1,30'.00 at a commission rate of ).2'>. Bo! much !as his total sales? 2. In <rade /, there !ere 1/4 &ulong(Dunong %ids. If there are 600 <rade / students in your school, !hat percent of the <rade / students are not &D %ids? 3. 2o.y !as able to buy a boo% at $hp 22/.20 after a 3'> discount. :hat !as the original price of the boo%?

ASSIGNMENT
This part will be prepared by the TD tutors. SOURCES
anche= et al. 6ssential Math 7onnections 8 7ommunication. CC" Dane $ublishing Bouse, Inc. 2004.

$age 4 of 4