Percent Problems: Free Response
5 questions in parts, 48 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.
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1. The one equation, three unknowns . Foundational, 9 points. Question 1 of 5.
Every percent question is the same relationship, part equals rate times whole, , just solved for a different letter. This question runs that equation two ways, once for the part and once for the whole, and then asks what decides which operation you use.
- Part A.
Find the part: of .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
A part of is of an unknown whole. Find the whole.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Parts A and B both start from , yet one multiplies by the rate and the other divides by it. Explain the rule that decides which operation to use, stated in terms of which of the three quantities is missing.
Explain why it works A sentence or two. Reasons, not steps. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Every percent question boils down to one equation, part equals rate times whole. Before doing any arithmetic, decide which of the three quantities you are given and which one you are missing.
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Hint 2 of 4 · Part A
Convert the percent to a decimal first. Once that is done, this part is a single multiplication with nothing left to isolate.
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Hint 3 of 4 · Part B
Write the sentence part equals rate times whole with the rate and the part filled in, and notice that the whole is now multiplied by a known decimal.
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Hint 4 of 4 · Part C
Look at whether the missing letter in each part sat alone already, or was multiplied by something else, and let that decide the operation rather than the words of the problem.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
.
Part B
.
Part C
Multiply by the rate when the whole is known and the part is missing; divide by the rate when the part is known and the whole is missing. Whichever letter sits alone gets solved for, and whichever letter is multiplied by a known number gets divided out.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Convert the percent to a decimal rate, , and substitute into with :
So of is .
Part B
The rate and the part are known, and the whole is unknown. Substitute into :
Divide both sides by the rate:
Check it forward: of is , the part given.
Part C
In , whichever letter is missing is isolated by ordinary algebra, and that choice is what decides the operation.
In part A, and were both known and was missing, so the equation was already solved for : just multiply. In part B, and were known and was missing, so sat multiplied by inside , and isolating meant dividing both sides by . The rule is not about the story in the problem, it is about which letter the algebra has left alone: whenever the missing letter is multiplied by a known one, undo that multiplication with a division.
In one line
of is ; a part of that is of a whole makes the whole ; and whether you multiply or divide by the rate depends only on which of the three quantities, part, rate, or whole, is the one that is missing.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Converts the percent to a decimal rate before multiplying, rather than multiplying by . . Worth 1 point.
Carries out the multiplication correctly. . Worth 1 point.
Reports a part smaller than the whole , consistent with a rate under . . Worth 1 point.
Part B 3 points
Writes before attempting to solve, rather than guessing an operation. . Worth 1 point.
Divides both sides by the rate to isolate the whole. . Worth 1 point.
Recognizes the whole must exceed the part, since the rate is less than . . Worth 1 point.
Part C 3 points
States the correct general rule linking which quantity is missing to which operation is used, not a rule tied to one example. . Worth 2 points. needs an explanation, not just an answer
Ties the explanation back to parts A and B specifically, naming which letter was missing in each. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Find of , and then find the whole if a part of is of it.
The answer
of is , and the whole is .
For the first, .
For the second, , so
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2. From wholesale to retail, and back . Application, 10 points. Question 2 of 5.
A furniture wholesaler sells items to a retailer at a wholesale cost, and the retailer marks each one up to set the price a customer sees.
- Part A.
A marked-up bookshelf sells for dollars. Write an equation for the wholesale cost using the markup factor, and solve for .
Model the situation Name your unknown first, then write every other quantity in terms of that one letter. 4 points
- Part B.
A matching lamp is marked up the same and sells for dollars. Find its wholesale cost.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Both parts recovered the wholesale cost by dividing by the markup factor. Explain why dividing, rather than subtracting of the shelf price, is what undoes a markup.
Explain why it works A sentence or two. Reasons, not steps. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
A markup is one multiplication by the factor plus the rate. Whenever you are given the result of that multiplication and asked for the original amount, you need to undo an operation, not repeat one.
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Hint 2 of 4 · Part A
Write the relationship as the markup factor times the wholesale cost equals the shelf price, then isolate the cost.
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Hint 3 of 4 · Part B
This runs the exact same equation as part A, just with a different shelf price plugged in.
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Hint 4 of 4 · Part C
Ask which quantity the markup was actually taken of when the shelf price was first set. Was it ever taken of the shelf price itself?
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
, so dollars.
Part B
dollars.
Part C
The markup multiplied the cost by to produce the shelf price, so undoing it takes the matching division by that factor. Subtracting of the shelf price treats the shelf price as the base, but the markup was always a percent of the wholesale cost, not of the shelf price.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
A markup multiplies the wholesale cost by the factor to reach the shelf price, so
Divide both sides by the factor:
The wholesale cost was dollars.
Part B
The markup factor is again . With shelf price and wholesale cost :
The lamp's wholesale cost was dollars.
Part C
The shelf price was produced by one multiplication,
To recover , undo that single multiplication with the matching division,
exactly as parts A and B did. Subtracting of the shelf price instead treats the shelf price, rather than the wholesale cost, as the base. That is not what a markup means: the was always a percent of the wholesale cost, so reversing it has to divide the shelf price by the factor built from that same original base, not carve a percent off the result.
In one line
The bookshelf's wholesale cost is dollars and the lamp's is dollars, both found by dividing the shelf price by the markup factor . Dividing works because the markup itself was a single multiplication by that factor, so undoing it divides by the same factor rather than subtracting a percent of the shelf price.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 4 points
Writes the markup as a single factor, , multiplying the unknown wholesale cost, rather than as a separate addition step. . Worth 2 points.
Divides by the factor to isolate the wholesale cost. . Worth 1 point.
States the result as a dollar cost, not a bare number. . Worth 1 point.
Part B 3 points
Divides by the same factor rather than reusing the bookshelf's numbers from part A. . Worth 1 point.
Carries out the division correctly. . Worth 1 point.
States the result as a dollar cost. . Worth 1 point.
Part C 3 points
Connects the reversal to undoing a multiplication with a division by the identical factor. . Worth 2 points. needs an explanation, not just an answer
Names why subtracting a percent of the shelf price uses the wrong base, rather than only asserting that it is wrong. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A rug is marked up and sells for dollars. Find its wholesale cost.
The answer
The rug's wholesale cost was dollars.
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3. An estimate that used the right numbers and the wrong base . Application, 9 points. Question 3 of 5.
During a sale, a jacket marked " off" is bought by a shopper named Priya for dollars. Wanting to know the original price, she reasons: "The discount was , so the original price must be more than what I paid." She computes of dollars, gets dollars, adds it to the dollars she paid, and announces, "The original price was dollars."
- Part A.
Priya's arithmetic, of is and , is correct. Say precisely what quantity her should have been taken of instead, and why the dollars she paid is the wrong base for that percentage.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 3 points
- Part B.
Find the jacket's actual original price, and confirm it produces the dollar sale price under a genuine discount.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
By how much did Priya's method miss the true original price, and is her number too high or too low? Explain why her method is guaranteed to land on that side, not just the wrong number.
Carry your own answer forward Use whichever original price you found in part B, even if it is not the one intended: the point here is comparing your own number to Priya's dollars and explaining the direction of the gap, not reproducing one particular figure.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Every number Priya wrote down is arithmetically correct. The mistake is not a computation, it is a choice about which quantity the should have been taken of.
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Hint 2 of 4 · Part A
Ask what the word "off" is measuring of: the price before the discount, or the price after it.
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Hint 3 of 4 · Part B
Set up the same relationship this lesson has used every time a sale price is given: the retained factor times the original equals the sale price, then solve for the original.
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Hint 4 of 4 · Part C
Compare the two bases, the dollar sale price and the true original, and ask which one gives the bigger number when you take of it. That comparison alone tells you which direction the error has to run.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
The discount is a percent of the original price, not of the dollars she paid. Taking of the sale price uses the wrong base, because the sale price is what is left after the discount, not the amount the discount was measured against.
Part B
dollars.
Part C
Priya's dollars is dollars too low. Her method is guaranteed to undershoot, because of the smaller sale price is always a smaller dollar amount than of the larger original price, so adding back too little can never reach the true original.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
A percent statement always names its base, the number the percent is a fraction of, and " off" means of the original price is removed, so
not the other way around. Priya took of , the amount she paid after the discount, so her is of the wrong number entirely. The original price is the base the was always measured against, and it is exactly the quantity she does not yet know, so it cannot also be the number she takes of.
Part B
A discount multiplies the original price by the factor , so with sale price and original :
Divide by the factor:
Check it forward: of is , and , the price Priya actually paid.
Part C
Compare your original price from part B to Priya's number: the gap is
dollars, so Priya's answer is too low. This is not a coincidence of these particular numbers. A percent is always a fraction of its base, so a bigger base gives a bigger dollar amount for the same rate. Since the dollar sale price is smaller than the true dollar original, of the sale price is necessarily smaller than of the original would have been. Adding back a too-small amount to can only land short of , never past it, so the direction of Priya's error is forced by which of the two bases is larger, not by any arithmetic slip.
In one line
Priya's dollars used the wrong base: her was taken of the dollars she paid, not of the original price. The true original price is dollars, found from . Priya's answer is dollars too low, and it has to be low, because of the smaller sale price is always less than of the true, larger original.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Names both prices at issue: the one Priya took her percent of, and the one the discount was actually measured against. . Worth 2 points. needs an explanation, not just an answer
Explains why the base she used cannot be the one the discount was measured against, rather than only asserting that it is wrong. . Worth 1 point.
Part B 3 points
Writes using the retained factor, rather than the removed factor . . Worth 1 point.
Divides correctly to recover the original price. . Worth 1 point.
Reports the result in dollars and states that it is the original price. . Worth 1 point.
Part C 3 points
Computes the numeric gap between the correct original price and Priya's dollars, and states that her number is too low. . Worth 1 point.
Explains why the direction of the error is forced by which of the two bases is larger, not merely that it happens to come out low here. . Worth 2 points. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A friend pays dollars for a shirt marked " off" and reasons the same way Priya did, adding of back to . Find the friend's wrong answer, the true original price, and say which way the friend's error runs.
The answer
The friend's method gives dollars; the true original price is dollars, so the friend's answer is dollars too low.
The friend's method: of is , so the friend announces dollars.
The true original solves :
The friend's is dollars too low, the same direction as Priya's error and for the same reason.
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4. The rise that a smaller fall undoes . Reasoning, 10 points. Question 4 of 5.
A quantity of is increased to . A second percent change is then applied to , chosen so that it brings the result back down to exactly .
- Part A.
Confirm that increasing by gives , and then find the single percent decrease that, applied to , returns the result to exactly .
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Start instead from a quantity of , increase it , and again find the single percent decrease that returns the result to . Compare this decrease to the one from part A.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Parts A and B both landed on the same reversing rate despite different starting quantities. Explain, using the factor and its reciprocal, why that rate cannot depend on the starting quantity, as long as that quantity is positive.
Explain why it works A sentence or two. Reasons, not steps. 3 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
A percent increase and the percent decrease that undoes it are not the same number. Track what multiplies what in each direction, rather than the two percents themselves.
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Hint 2 of 4 · Part A
Write the reversing step as its own equation, one minus the unknown rate, times the risen amount, equals the original, and solve for the rate the same way you would solve for a whole.
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Hint 3 of 4 · Part B
Run the identical two steps as part A, just starting from a different quantity, and see what changes and what does not.
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Hint 4 of 4 · Part C
Write the reversing rate as one minus the reciprocal of , and check whether the starting quantity appears anywhere in that expression at all.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
checks out; the needed decrease is .
Part B
Also : , and gives .
Part C
The reversing rate comes from , a relationship between the two factors alone, so it never mentions the starting quantity. Any positive start divides out of , leaving the same rate every time. A start of is the exception: nothing divides out, and every decrease returns to .
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Check the increase first:
Now find the decrease factor that reverses it. Let be the needed rate:
Divide by :
so . A decrease on returns it to .
Part B
The increase: . To reverse it, solve
The needed decrease is again , the same rate as part A even though the starting quantity is different.
Part C
A increase always multiplies the starting quantity, call it , by . Reversing it means multiplying that increased amount by some factor to land back on :
For any positive , divide both sides by . That division is the whole move, and it is legal exactly because . What is left mentions the two factors and nothing else:
The starting quantity has vanished from the equation, so the answer cannot depend on it: and describe the relationship between the two amounts, not either amount itself. Scaling the start up or down scales the increased amount and the target by the identical factor, so their ratio, which is exactly what computes, stays fixed at . That is why parts A and B, with starting quantities of and , both needed the same . The one starting quantity this argument cannot reach is : there is nothing to divide out, rises to , and every decrease brings it straight back, so no single rate is forced.
In one line
A increase on any positive starting quantity is reversed by a decrease: and both need , because the reversing rate is , a relationship between the two factors alone. The starting quantity divides out of , which is why it never appears, and also why a start of , where nothing divides out, is the one case the argument leaves over.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Sets up for the reversing step, rather than guessing a percent. . Worth 1 point.
Solves correctly for the reversing rate. . Worth 1 point.
Reports the result as a percent decrease, not as a bare decimal. . Worth 1 point.
Part B 4 points
Sets up the reversing equation correctly for the new starting quantity. . Worth 1 point.
Solves correctly for the reversing rate from the new starting quantity. . Worth 2 points.
Notices explicitly that the rate matches part A despite the different starting quantity. . Worth 1 point.
Part C 3 points
Identifies that the reversing rate is determined by the ratio of the two factors alone, not by either starting quantity. . Worth 2 points. needs an explanation, not just an answer
Ties the explanation explicitly back to why parts A and B agreed despite starting from different quantities. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A quantity of is increased to . Find the single percent decrease that returns to , and check it also works starting from increased to .
The answer
The reversing decrease is in both cases, since .
Solve :
Starting from : increased gives , and gives the same .
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5. Which account really earns more . Reasoning, 10 points. Question 5 of 5.
Investor A lends dollars at annual simple interest for years. Investor B lends a larger sum, dollars, at a lower rate, annual simple interest, for years.
- Part A.
Find the simple interest each investor earns.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Investor B put in dollars more than Investor A, yet earns less interest. Show why Investor A comes out ahead by comparing the three ingredients, principal, rate, and time: say which investor each one favors and by how much, then weigh them against each other.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 3 points
- Part C.
What rate would Investor B need, keeping the same dollar principal and years, to earn exactly the same interest as Investor A? Solve for it, and justify whether it is higher or lower than the Investor B actually used.
Carry your own answer forward Use whichever interest amount you found for Investor A in part A, even if it is not the one intended: solve for the rate that would let Investor B match YOUR number, and still say whether that rate is higher or lower than the actually used.
Justify your claim State the claim, then give the reason it has to be true. 4 points
Hints
One at a time, each one a step further than the last. Take only as many as you need.
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Hint 1 of 4
Simple interest multiplies three separate quantities together, principal, rate, and time. When one account has a bigger number in one slot and a smaller number in another, you cannot compare the totals without doing the multiplication.
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Hint 2 of 4 · Part A
Use directly for each investor, keeping each investor's own three numbers together.
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Hint 3 of 4 · Part B
Compare the two accounts one ingredient at a time, principal against principal, rate against rate, time against time, before drawing any conclusion about the totals.
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Hint 4 of 4 · Part C
Set equal to the target interest with Investor B's principal and time held fixed, and solve for the one quantity left unknown, the rate.
That is every hint for this question.
Answer and solution
Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.
The answer
Part A
Investor A earns dollars; Investor B earns dollars.
Part B
No single ingredient explains it. B's principal edge, , is the biggest single factor, but A's rate edge, , and time edge, , multiply to , which beats . Since multiplies all three, A finishes ahead by , exactly the ratio .
Part C
Investor B would need a rate of , which is higher than the actually used.
Not what you got? Look for the slip on your own paper before you open the solution. Finding it yourself is worth more than reading it.
Worked solution
Part A
Use for each.
Investor A, with , , :
Investor B, with , , :
Part B
Compare the three ingredients across the two accounts.
Principal favors Investor B by a factor of . Rate favors Investor A by a factor of . Time also favors Investor A, years against , a factor of . So B holds the single biggest edge, and neither of A's edges beats it on its own. Since multiplies all three together, though, A's two edges multiply as well:
and beats . That is the whole story of the gap: , which is exactly , the ratio of the two interest totals. A ends up ahead despite lending less money because two multiplied edges outrun one larger edge.
Part C
Solve for , using your interest total from part A for Investor A, with and :
So Investor B would need a rate, higher than the actually used. That direction makes sense: with the same larger principal and the same shorter time, only a bigger rate can make up the gap that part B's comparison identified.
In one line
Investor A earns dollars and Investor B earns dollars, even though B lent more, because A's advantage in rate and time outweighs B's advantage in principal. Matching A's dollars with B's principal and time fixed would require a rate, higher than the B actually used.
Rubric
Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.
Part A 3 points
Identifies , , and correctly for each investor before computing. . Worth 1 point.
Computes both interest amounts correctly. . Worth 1 point.
Reports both results in dollars. . Worth 1 point.
Part B 3 points
Correctly ranks the three ingredients and states which investor each one favors. . Worth 2 points.
Connects the ranking to why the product ends up favoring Investor A overall. . Worth 1 point.
Part C 4 points
Sets up equal to Investor A's interest, using solved for . . Worth 1 point.
Solves correctly for the needed rate. . Worth 1 point.
States and justifies that the needed rate is higher than , connecting it to which ingredient part B found was short. . Worth 2 points. needs an explanation, not just an answer
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
Investor C lends dollars at simple interest for years. Find the interest earned, and find the rate Investor B (principal , time years) would need to match it.
The answer
Investor C earns dollars; Investor B would need a rate of to match it.
Investor C: .
For Investor B to match dollars: .
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