/*! This file is auto-generated */ .wp-block-button__link{color:#fff;background-color:#32373c;border-radius:9999px;box-shadow:none;text-decoration:none;padding:calc(.667em + 2px) calc(1.333em + 2px);font-size:1.125em}.wp-block-file__button{background:#32373c;color:#fff;text-decoration:none} Problem 1 Give three examples of proportio... [FREE SOLUTION] | 91Ó°ÊÓ

91Ó°ÊÓ

Give three examples of proportions.

Short Answer

Expert verified
Proportions show equivalent ratios in examples like recipes, scale models, and financial ratios.

Step by step solution

01

Understanding Proportions

A proportion is an equation that states that two ratios are equivalent. For example, if the ratio of cups of flour to cups of sugar in a recipe is the same as the ratio of 2:1, we have a proportion.
02

Example 1 - Direct Recipe Proportion

In a cookie recipe, the ratio of cups of flour to cups of sugar is 3:1. This is a proportion because for every 3 cups of flour, there is 1 cup of sugar. Mathematically, it can be written as 3/1 = 6/2.
03

Example 2 - Scale Model Proportion

An architect creates a scale model of a building where 1 inch represents 10 feet. If the model is 5 inches tall, the proportion is 1/10 = 5/50. This ensures the ratios are equivalent between the model and the real building.
04

Example 3 - Business Profit Proportion

A company has a profit-to-expense ratio of 4:5. This means that for every $4 of profit, there are $5 of expenses. If this ratio remains constant at different scales, such as 800:1000, the situation is a proportion, as the ratios are equivalent.

Unlock Step-by-Step Solutions & Ace Your Exams!

  • Full Textbook Solutions

    Get detailed explanations and key concepts

  • Unlimited Al creation

    Al flashcards, explanations, exams and more...

  • Ads-free access

    To over 500 millions flashcards

  • Money-back guarantee

    We refund you if you fail your exam.

Over 30 million students worldwide already upgrade their learning with 91Ó°ÊÓ!

Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Understanding Ratios
Ratios are fundamental in understanding proportions. They express the relationship between two numbers by showing how many times one value contains or is contained within another. Think of them as the essence of sharing or comparing quantities. For example, the ratio of apples to oranges in a basket could be 3:2 if there are 3 apples for every 2 oranges.

Ratios can be written in three different ways:
  • As a fraction, such as \( \frac{3}{2} \)
  • Using a colon, like 3:2
  • In words, as "3 to 2"
Ratios serve as a building block for understanding more complex concepts such as proportions and are widely applicable in areas like cooking, geometry, and finance.
Equivalent Ratios
Equivalent ratios are like cousins who love matching outfits. They have the same relationship between numbers but might look a little different at first glance. Essentially, two ratios are equivalent if they represent the same relationship. For example, the ratios 2:3 and 4:6 are equivalent because when simplified or scaled, they describe the same proportion.

To check if two ratios are equivalent, cross-multiply the terms. If the products are equal, the ratios are equivalent.
  • For example, check 2:3 and 4:6: \( 2 \times 6 = 12 \) and \( 3 \times 4 = 12 \).
Both products are the same, confirming that 2:3 and 4:6 are indeed equivalent ratios. This principle helps in simplifying fractions, comparing quantities, and solving real-life problems.
Scale Models
Scale models allow us to create representations of objects that are either too large or too small to be easily understood or handled directly. By maintaining proportionality, scale models accurately reflect every dimension of the real object but in a different size. Architects and engineers frequently use scale models to visualize and design buildings.

For example, consider a model where 1 inch on the model represents 10 feet on the actual building. If the model is 5 inches tall, then the real building is 50 feet tall because the scale ensures that proportions remain consistent:
  • \( \frac{1 \text{ inch}}{10 \text{ feet}} = \frac{5 \text{ inches}}{50 \text{ feet}} \).
This proportion helps ensure accuracy during the planning and design phases, allowing creators to clearly communicate their visions.
Profit Ratios
Profit ratios are a key financial metric for assessing a company’s performance. They show the relationship between different financial elements like profits and expenses. Understanding these ratios can help businesses maintain healthy finances by ensuring that they are making enough profit in relation to their expenses.

A common type of profit ratio is the profit-to-expense ratio. For instance, a business may have a profit-to-expense ratio of 4:5, meaning for every \(4 of profit, there are \)5 in expenses. If the company's expenses rise to \(1000, maintaining this ratio means profits should be \)800 to remain consistent:
  • \( \frac{4 \text{ profit}}{5 \text{ expense}} = \frac{800 \text{ profit}}{1000 \text{ expense}} \).
Such ratios are crucial not only for internal financial management but also for reporting to stakeholders and making informed business decisions.

One App. One Place for Learning.

All the tools & learning materials you need for study success - in one app.

Get started for free

Most popular questions from this chapter

For Exercises 7 through \(23,\) perform each of the following steps. a. State the hypotheses and identify the claim. b. Find the critical value(s). c. Find the test value. d. Make the decision. e. Summarize the results. Use the traditional method of hypothesis testing unless otherwise specified. Assume that the population is approximately normally distributed. Cell Phone Call Lengths The average local cell phone call length was reported to be 2.27 minutes. A random sample of 20 phone calls showed an average of 2.98 minutes in length with a standard deviation of 0.98 minute. At \(\alpha=0.05,\) can it be concluded that the average differs from the population average?

For Exercises 5 through \(20,\) perform each of the following steps. a. State the hypotheses and identify the claim. b. Find the critical value(s). c. Compute the test value. d. Make the decision. e. Summarize the results. Use the traditional method of hypothesis testing unless otherwise specified. Stocks and Mutual Fund Ownership It has been found that \(50.3 \%\) of U.S. households own stocks and mutual funds. A random sample of 300 heads of households indicated that 171 owned some type of stock. At what level of significance would you conclude that this was a significant difference?

For Exercises I through 25, perform each of the following steps. a. State the hypotheses and identify the claim. b. Find the critical value(s). c. Compute the test value. d. Make the decision. e. Summarize the results. Use diagrams to show the critical region (or regions), and use the traditional method of hypothesis testing unless otherwise specified. Telephone Calls A researcher knew that before cell phones, a person made on average 2.8 calls per day. He believes that the number of calls made per day today is higher. He selects a random sample of 30 individuals who use a cell phone and asks them to keep track of the number of calls that they made on a certain day. The mean was \(3.1 .\) At \(\alpha=0.01\) is there enough evidence to support the researcher's claim? The standard deviation for the population found by a previous study is \(0.8 .\) Would the null hypothesis be rejected at \(\alpha=0.05 ?\)

For Exercises 7 through \(23,\) perform each of the following steps. a. State the hypotheses and identify the claim. b. Find the critical value(s). c. Find the test value. d. Make the decision. e. Summarize the results. Use the traditional method of hypothesis testing unless otherwise specified. Assume that the population is approximately normally distributed. Television Viewing by Teens Teens are reported to watch the fewest total hours of television per week of all the demographic groups. The average television viewing for teens on Sunday from 1: 00 to 7: 00 P.M. is 58 minutes. A random sample of local teens disclosed the following times for Sunday afternoon television viewing. At \(\alpha=0.01,\) can it be concluded that the average is greater than the national viewing time? (Note: Change all times to minutes.) $$ \begin{array}{llll}{2: 30} & {2: 00} & {1: 30} & {3: 20} \\ {1: 00} & {2: 15} & {1: 50} & {2: 10} \\ {1: 30} & {2: 30} & {}\end{array} $$

For Exercises 5 through \(20,\) assume that the variables are normally or approximately normally distributed. Use the traditional method of hypothesis testing unless otherwise specified. Distances to Supermarkets A random sample of the distances in miles 8 shoppers travel to their nearest supermarkets is shown. Test the claim at \(\alpha=0.10\) that the standard deviation of the distance shoppers travel is greater than 2 miles. $$ \begin{array}{llll}{3.6} & {4.2} & {1.7} & {1.3} \\ {5.1} & {9.3} & {2.9} & {6.5}\end{array} $$

See all solutions

Recommended explanations on Math Textbooks

View all explanations

What do you think about this solution?

We value your feedback to improve our textbook solutions.

Study anywhere. Anytime. Across all devices.