Ratios, Percents, and Proportion: Chapter Test
20 multiple-choice questions and 10 free-response questions, drawn from across the chapter and mixed together.
Multiple choice
Answer in any order and change your mind as often as you like. When you submit, your answers lock and every question shows its worked solution.
Free response
10 questions in parts, 91 points in total. Work them out on paper. There are no hints here: reveal each question's answer, worked solution, and rubric when you are ready to mark that one.
Reset the free-response section?
This re-seals every answer you have revealed and clears your flags.
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1. A difference, not a total, splits two collections . 10 points. Question 1 of 10.
A bookstore shelves paperbacks and hardcovers in the ratio . The store has more paperbacks than hardcovers.
- Part A.
Let one part be . Write the number of paperbacks and hardcovers in terms of , and use the stated difference to find .
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Using your value of , report the number of paperbacks and the number of hardcovers, and check that they differ by .
Carry your own answer forward Use the value of you found in part A, whatever it was, to compute both counts.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
One might reason that since paperbacks outnumber hardcovers to , the store must have exactly times as many paperbacks as hardcovers. Using your counts from part B, decide whether that is exactly true, and explain what the ratio actually guarantees.
Carry your own answer forward Use the two counts you found in part B, whatever they came out to be, to test the claim.
Justify your claim State the claim, then give the reason it has to be true. 3 points
The answer
Part A
, so .
Part B
Paperbacks: ; hardcovers: ; checks.
Part C
False. , not . The ratio guarantees the counts are proportional to and (so paperbacks are times the hardcovers, since ), not that one is literally times the other.
Worked solution
Part A
Write both counts with the one multiplier: paperbacks are and hardcovers are . Their difference is , with paperbacks the larger group.
Part B
Both counts check against the stated difference.
Part C
Divide the two counts directly:
not . The ratio states that the two quantities are proportional to and ; the actual multiplicative factor between them is , here , not the numerator alone. A ratio's first term is times ITS OWN unit part , not times the second term.
In one line
With , the store has paperbacks and hardcovers, whose difference is as required. The claim that paperbacks are exactly times the hardcovers is false: , not ; the ratio fixes the proportionality, not a literal multiplicative factor of .
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 two counts as and , sharing one multiplier, and sets their difference equal to . . Worth 2 points.
Combines the like terms and solves for correctly. . Worth 1 point.
States as a plain number, the size of one part, not confused with either book count. . Worth 1 point.
Part B 3 points
Multiplies back through and to get both counts. . Worth 1 point.
Reports both counts labeled in books, not bare numbers. . Worth 1 point.
Verifies the two counts actually differ by . . Worth 1 point.
Part C 3 points
Divides the two counts to get the actual factor between them, and states plainly that the claim (paperbacks are exactly times hardcovers) is false. . Worth 2 points. needs an explanation, not just an answer
Explains what the ratio actually guarantees: that the multiplicative factor between the two counts is the quotient of the ratio's own terms, not its bare numerator. . Worth 1 point.
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2. Two units in one rate . 10 points. Question 2 of 10.
A tap fills bottles at a steady liters per minute. Use hour minutes and liter milliliters.
- Part A.
Convert this rate to liters per hour, changing only the time unit.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Starting again from liters per minute, convert it to milliliters per minute, changing only the volume unit.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A plain duration of minutes converts to the SMALLER number hours, yet the very same fact h min turns a rate given per minute into a LARGER number when it is rewritten per hour. Explain why one conversion shrinks the number while the other grows it.
Explain why it works A sentence or two. Reasons, not steps. 4 points
The answer
Part A
liters per hour.
Part B
milliliters per minute.
Part C
In minutes the minutes ARE the quantity, so the factor divides by . In a per-minute rate the minutes sit in the denominator, so cancelling them takes , which multiplies by . Where the unit sits decides, not the fact.
Worked solution
Part A
The minutes sit in the DENOMINATOR of the rate, so the factor that cancels them has to carry minutes on top.
Part B
This time the unit being replaced sits on top, so its factor carries liters underneath, and the time unit is left alone.
Part C
Both conversions use the same equality, but the minutes sit in different places, and a factor is always oriented to cancel the unit where it actually is.
In the first, minutes are the quantity itself, in the numerator, so the factor must carry minutes on the bottom and the number is divided by . In the second, minutes are already on the bottom, so the factor must carry them on top and the number is multiplied by . The two conversions are reciprocals of each other, which is exactly why one shrinks the number and the other grows it.
In one line
L/min is L/h, and the same rate is also mL/min: a rate carries two units, and each is converted by its own factor. Because a unit in the denominator is cancelled by the fact turned the other way up, h min divides a plain duration by while multiplying a per-minute rate by .
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
Orients the time factor to cancel minutes where they actually sit, in the denominator of the rate. . Worth 2 points.
Reports the result with the unit liters per hour. . Worth 1 point.
Part B 3 points
Converts the numerator's unit with its own factor and leaves the time unit untouched. . Worth 2 points.
Reports the result with the unit milliliters per minute. . Worth 1 point.
Part C 4 points
Explains that the factor is oriented to cancel the unit where it sits, so a unit in the denominator takes the same fact the other way up, dividing in one case and multiplying in the other. . Worth 3 points. needs an explanation, not just an answer
Ties this to the general rule: a rate carries two units, and each is converted by its own factor, oriented independently of the other. . Worth 1 point.
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3. Working the interest formula in reverse . 8 points. Question 3 of 10.
An account grows under simple interest according to . After years at an annual rate of , the total amount is dollars.
- Part A.
Write an equation for the unknown principal , and solve for it.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Using your principal from part A, find the simple interest earned over the years.
Carry your own answer forward Use the principal you found in part A, whatever it was, to compute the interest.
Solve and show your work Write each step out, and end with the value and its units. 2 points
- Part C.
A second account has the SAME principal and the SAME rate as this one, but runs for only years instead of . Without recomputing from scratch, state what fraction of this account's total interest the second account earns, and explain why that fraction follows directly from the formula .
Carry your own answer forward Use the interest amount you found in part B, whatever it was, as the account this new one is compared against.
Justify your claim State the claim, then give the reason it has to be true. 3 points
The answer
Part A
, so dollars.
Part B
dollars.
Part C
Half. Since and are unchanged, is directly proportional to alone; halving from to years halves , regardless of the numeric values of and .
Worked solution
Part A
Part B
Check: , matching the given total.
Part C
With and fixed, makes a constant multiple of : doubling or halving doubles or halves in exact proportion, because simple interest never lets one year's interest change the base for the next.
Since years is half of years, the second account's interest is exactly half of this account's dollars, namely dollars, without recomputing at all.
In one line
The account's principal is dollars, earning dollars of simple interest over years. Because is directly proportional to when and are fixed, an account with the same principal and rate over half the time, years, earns exactly half the interest, dollars.
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
Forms the equation from . . Worth 1 point.
Divides through by the bracketed factor and solves correctly for the principal. . Worth 1 point.
Reports the principal in dollars. . Worth 1 point.
Part B 2 points
Computes correctly from the principal found in part A. . Worth 1 point.
Checks that principal plus interest reproduces the stated total of . . Worth 1 point.
Part C 3 points
States that the interest halves and ties this to being directly proportional to when and are fixed. . Worth 2 points. needs an explanation, not just an answer
Gives the specific new interest amount (half of part B's value) consistently with the general claim. . Worth 1 point.
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4. One price, two changes in a row . 8 points. Question 4 of 10.
A jacket is priced at dollars. The price is first raised by , and the following week the new price is cut by .
- Part A.
Find the price after the first change (the rise).
Solve and show your work Write each step out, and end with the value and its units. 2 points
- Part B.
Using your result from part A, find the price after the second change (the cut).
Carry your own answer forward Apply the second change to the price you found in part A, whatever it was, not to the original price.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Find the single percent change that takes the price straight from dollars to the price you reached in part B, and say whether it is a rise or a fall. Then explain why that net change is not the that subtracting the two rates would suggest, and show the multiplication that DOES connect the three percents.
Carry your own answer forward Compare the original dollars with the final price you found in part B, whatever it was.
Explain why it works A sentence or two. Reasons, not steps. 3 points
The answer
Part A
dollars.
Part B
dollars.
Part C
A RISE. Percent changes combine by MULTIPLYING their factors, not by adding or subtracting their rates: . Each factor acts on the amount the one before it produced, so the cut was taken of the raised price, never of the original.
Worked solution
Part A
Part B
Part C
The two factors multiply:
a net rise of exactly , matching . Subtracting the rates, , does not match, because the was taken of the RAISED price, not of the original dollars, so the two rates are percentages of different bases and cannot be combined by arithmetic on the rates alone. Percent changes compose by multiplying the factors that produced them.
In one line
The price rises to dollars after the increase, then the cut brings it to dollars. The two factors multiply, , a net rise of , not the that subtracting the two rates would suggest, because the cut was a percent of the raised price rather than of the 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 2 points
Multiplies by the factor rather than adding directly. . Worth 1 point.
Reports the result in dollars. . Worth 1 point.
Part B 3 points
Takes the second change of the price found in part A, not of the original price. . Worth 1 point.
Multiplies by the retained factor rather than subtracting directly. . Worth 1 point.
Reports the result in dollars as the price after BOTH changes. . Worth 1 point.
Part C 3 points
Forms the net factor as the product and explains that factors multiply rather than rates adding or subtracting. . Worth 2 points. needs an explanation, not just an answer
Explicitly contrasts this with the that subtracting the two rates would wrongly suggest, naming the base each rate was taken of. . Worth 1 point.
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5. One equation, two variables . 9 points. Question 5 of 10.
Suppose varies directly with and inversely with .
- Part A.
When and , . Find the constant and write the completed equation for .
Write the expression An equation or an expression is enough here. Show how you built it. 3 points
- Part B.
Using your equation, find when and .
Carry your own answer forward Use the constant and equation you found in part A; if it came out differently, use your own equation here.
Solve and show your work Write each step out, and end with the value and its units. 2 points
- Part C.
Now freeze one variable at a time at its ORIGINAL value. First hold at : what kind of variation then relates to , and what is its constant? Then instead hold at : what kind relates to , and what is that constant? Compare the two constants with each other and with .
Carry your own answer forward Use the equation you found in part A, whatever its constant came out to be, and freeze one variable at a time.
Compare the two methods Say what each one costs you, and when you would reach for it. 4 points
The answer
Part A
, so .
Part B
.
Part C
Holding at leaves , direct variation with constant . Holding at leaves , inverse variation with constant . Neither is : each new constant has swallowed the frozen variable, one by dividing by it and the other by multiplying by it.
Worked solution
Part A
Part B
Part C
Freezing leaves
direct variation, because the ratio is now fixed. Freezing instead leaves
inverse variation, because the product is now fixed. Both agree with the original triple: and . Neither constant equals , because each has absorbed the value that was frozen: the direct constant is divided by the frozen , and the inverse constant is multiplied by the frozen . Which side of the fraction a variable sits on is exactly what decides whether freezing it divides the constant or multiplies it.
In one line
, so , giving when . Holding at turns the relationship into direct variation, ; holding at turns it into inverse variation, . Neither constant is itself, because each one has absorbed the frozen variable's value.
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
Substitutes the known triple into before solving for . . Worth 1 point.
Computes the constant correctly and writes the completed equation. . Worth 2 points.
Part B 2 points
Substitutes , into the equation from part A correctly. . Worth 1 point.
Reports a value consistent with the equation from part A. . Worth 1 point.
Part C 4 points
Names the kind of variation in each case, direct in one and inverse in the other, and computes the matching constant for each. . Worth 2 points.
Explains that each new constant has absorbed the frozen variable's value, dividing in one case and multiplying in the other, so neither equals . . Worth 2 points.
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6. Finishing the job without the second worker's own time . 8 points. Question 6 of 10.
Two clerks, working together, can process a shipment of packages in hours. Working alone, the first clerk would take hours to process the same shipment.
- Part A.
Find the second clerk's rate, as a fraction of the shipment per hour.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
How long would the second clerk take to process the shipment alone?
Carry your own answer forward Take the reciprocal of the rate you found in part A, whatever it was.
Solve and show your work Write each step out, and end with the value and its units. 2 points
- Part C.
One shortcut guesses that since the pair together take hours and the first clerk alone takes , the second clerk alone must take the difference, hours. Using your answer from part B, decide whether that shortcut is right, and explain the flaw in reasoning that produced it.
Carry your own answer forward Compare the shortcut's guess against the solo time you found in part B, whatever it was.
Justify your claim State the claim, then give the reason it has to be true. 3 points
The answer
Part A
shipment per hour.
Part B
hours.
Part C
The shortcut is wrong: the second clerk actually takes hours alone, not . Subtracting the two TIMES treats times as if they combined the way rates do; only rates add and subtract this way, and a time is not a rate.
Worked solution
Part A
Part B
Part C
The shortcut computes hours, but part B found the true solo time is hours, nowhere close. The flaw is treating TIMES as if they combine by subtraction the way rates do. Rates measure work per unit time and genuinely add or subtract when contributors combine; a time is the reciprocal of a rate, and reciprocals do not subtract the way the underlying rates do. The only valid path is to work in rates throughout, subtract there, and flip back to a time only at the very end, exactly as parts A and B did.
In one line
The second clerk's rate is shipment per hour, found by subtracting the first clerk's rate from the combined rate, so alone the second clerk takes hours. The shortcut's guess of hours is wrong: it subtracts the two TIMES directly, but only rates combine by addition and subtraction; a time is not a rate and cannot be handled the same way.
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
Subtracts the RATES ( and ), not the times, to isolate the second clerk's contribution. . Worth 2 points.
Computes the correct fraction with its units (shipment per hour). . Worth 1 point.
Part B 2 points
Takes the reciprocal of the rate found in part A. . Worth 1 point.
Reports the result with the unit hours. . Worth 1 point.
Part C 3 points
States the shortcut is wrong, measuring it against the solo time found in part B, and identifies the flaw as subtracting times instead of rates. . Worth 2 points. needs an explanation, not just an answer
Explicitly notes that reciprocals (times) do not subtract the way the underlying rates do. . Worth 1 point.
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7. Three quantities, two ratios, one total . 10 points. Question 7 of 10.
Three quantities are linked by two ratios: and .
- Part A.
Combine these into one ratio .
Write the expression An equation or an expression is enough here. Show how you built it. 4 points
- Part B.
If , find .
Carry your own answer forward Use the combined ratio you found in part A, whatever its three numbers came out to be, to find how many units one part is worth.
Solve and show your work Write each step out, and end with the value and its units. 2 points
- Part C.
What percent of the total is accounted for by and TOGETHER, to the nearest tenth of a percent? Then say how that percent must be related to 's own percent share, and explain why either one can be read directly from your combined ratio, without the total or being known at all.
Carry your own answer forward Use your own combined ratio from part A, whatever its three numbers came out to be, to work out the share.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points
The answer
Part A
.
Part B
(with ).
Part C
and together are of the total, leaving the other ; the two shares must add to because the three quantities are the whole. Each share is its own ratio terms over the sum of all three, since the shared multiplier cancels.
Worked solution
Part A
The shared term is in the first ratio and in the second; scale each so reaches their least common multiple, .
Combined: .
Part B
Part C
Every term is the SAME multiple of its ratio number, so cancels out of any share and the percent depends only on the ratio's own numbers, never on the total: the same would come out of a total of or of any other. 's share is the remaining , and the two must total because , and between them make up the whole,
In one line
Combining the two ratios gives ; with , and . Together and are of the total, and is the remaining . Both percents can be read straight off the combined ratio, since the shared multiplier cancels out of every share.
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
Finds the least common multiple of and and identifies the correct scale factor for each ratio. . Worth 2 points.
Produces the correctly scaled three-term combined ratio. . Worth 2 points.
Part B 2 points
Adds the three scaled terms, sets that sum equal to the stated total, and solves for correctly. . Worth 1 point.
Reports the value of specifically, not merely . . Worth 1 point.
Part C 4 points
Computes the combined percent share of and correctly, whether from the actual amounts or from the ratio's own terms. . Worth 2 points.
Explains why the shared multiplier cancels out of a share, so the percents are readable from the combined ratio alone, and why the two shares must total . . Worth 2 points. needs an explanation, not just an answer
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8. A shipping fee and a rate rise . 8 points. Question 8 of 10.
A courier service charges a delivery fee that varies directly with a package's weight; a kg package costs dollars to ship. The service then raises ALL its per-kilogram rates by .
- Part A.
Find the original constant of proportionality (dollars per kg), and write the completed direct-variation equation.
Write the expression An equation or an expression is enough here. Show how you built it. 2 points
- Part B.
After the rate rise, what does it cost to ship a kg package?
Carry your own answer forward Apply the rise to the rate you found in part A, then use the new rate for kg.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Work out what that same kg package would have cost at the ORIGINAL rate, and compare it with the cost you found in part B. Explain why the two are bound to differ by exactly , even though the was applied to the RATE rather than to a cost.
Carry your own answer forward Use the original rate from part A and the raised-rate cost from part B, whatever they came out to be.
Justify your claim State the claim, then give the reason it has to be true. 3 points
The answer
Part A
dollars per kg, so .
Part B
dollars.
Part C
At the original rate the package would cost dollars, and the raised-rate cost is exactly times that. Because cost , multiplying by multiplies the whole product by too, since never changes: .
Worked solution
Part A
Part B
Part C
At the original rate the same package costs
Cost is the product . Raising to and leaving untouched gives a new cost of , and multiplication lets the constant factor be pulled out:
So the new cost is always exactly times the OLD cost, for any weight , which is exactly why : the rise on the rate passes straight through to an equal rise on every cost the rate produces.
In one line
dollars per kg; after the rate rise, a kg package costs dollars. That is exactly more than the old dollar cost, because raising the rate by a factor of raises the whole product by the same factor, for any weight.
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 2 points
Sets up from the given pair. . Worth 1 point.
Computes the constant correctly, in dollars per kilogram, and writes the completed equation. . Worth 1 point.
Part B 3 points
Applies the factor to the rate before multiplying by the weight. . Worth 2 points.
Reports the result in dollars. . Worth 1 point.
Part C 3 points
Shows algebraically that , for any weight . . Worth 2 points. needs an explanation, not just an answer
Ties the general argument to the two specific costs, checking that the raised-rate one is times the original-rate one. . Worth 1 point.
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9. Two segments and one clock . 10 points. Question 9 of 10.
A delivery route is miles long and is driven in two segments whose DISTANCES are in the ratio . The whole route takes hours, and the first segment is driven at mph.
- Part A.
Let one part be . Find the length of each segment.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Using your two lengths, find the time spent on each segment and the speed of the SECOND segment.
Carry your own answer forward Use the two segment lengths you found in part A, whatever they came out to be, together with the stated total time.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Find the average speed for the whole route. Then consider a driver who instead blends the two segment speeds by their DISTANCE shares, and . Explain why that blend does not give the average speed, and say what the two speeds have to be weighted by instead.
Carry your own answer forward Use the second segment's speed from part B, whatever it came out to be, when you test the driver's blend.
Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points
The answer
Part A
miles on the first segment and miles on the second.
Part B
First segment: hours. Second segment: hours, driven at mph.
Part C
The average speed is mph. Blending by distance share gives mph, which is not it. Average speed is total distance over total TIME, so each speed carries the share of the TIME its own segment took, here and , not the share of the distance it covered.
Worked solution
Part A
Part B
Part C
Weighting the two speeds by their TIME shares reproduces that exactly, while weighting them by their DISTANCE shares does not:
The reason is in the definition. Average speed is total distance divided by total TIME, and writing that out as hands each speed a weight of its own segment's share of the clock. A segment that runs longer counts for more however far it goes: here the slower segment holds of the time but only of the distance, and it is the time share that does the weighting.
In one line
The two segments are and miles long, taking hours and hours, so the second is driven at mph. The whole route averages mph, not the mph that blending the two speeds by distance share would give: average speed weights each speed by its share of the TIME, never by distance.
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
Writes the two segment lengths as and and sets their sum equal to the stated miles. . Worth 1 point.
Solves for correctly. . Worth 1 point.
Reports both segment lengths labeled in miles. . Worth 1 point.
Part B 3 points
Gets the first segment's time from using the length from part A and the speed given in the stem. . Worth 1 point.
Subtracts that time from the total to get the second segment's time, then divides its length by that time to get its speed. . Worth 1 point.
Reports the times in hours and the speed in miles per hour. . Worth 1 point.
Part C 4 points
Computes the average speed as total distance over total time, and shows that the distance-weighted blend gives something else. . Worth 2 points.
Explains that average speed weights each speed by its segment's share of the TIME, and why that follows from the definition rather than from the distances. . Worth 2 points. needs an explanation, not just an answer
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10. Two hoses, two clocks . 10 points. Question 10 of 10.
Two hoses fill the same tank. The first hose's rate is given as tank every minutes. The second hose's rate is given as tank per hour.
- Part A.
Convert the first hose's rate into tanks per HOUR (use h min), to match the second hose's rate.
Solve and show your work Write each step out, and end with the value and its units. 2 points
- Part B.
Add the two hoses' rates (now both in tanks per hour) to find the combined rate, then find how long the two hoses together take to fill the tank, in hours and minutes.
Carry your own answer forward Add your converted rate from part A to the second hose's tank/h rate; if your part A rate differed, use it here.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part C.
Suppose the two figures and had been added directly. Explain what is wrong with that, and identify the step it skips.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 4 points
The answer
Part A
min h, so the first hose's rate is tank per hour.
Part B
Combined rate tank/h; time together h h min.
Part C
It skips converting minutes-per-tank into tanks-per-hour before combining. Adding and directly mixes a TIME (minutes per tank) with a RATE (tanks per hour); rates only add when they measure the same thing in the same units, and a raw is not a rate at all.
Worked solution
Part A
Part B
Part C
The first hose's number, , is minutes PER TANK, a TIME, while the second hose's number, , is tanks PER HOUR, a RATE.
These are not even the same KIND of quantity, let alone the same unit, so combining them directly produces a number with no meaning: it is neither a rate nor a time, and it does not answer the question. The skipped step is converting the first hose's time-per-tank into the reciprocal rate, tanks per hour, so that both hoses are measured the same way before anything is combined. This is the same discipline conversion factors always demand: quantities can only combine once they are expressed in matching units, and here the mismatch is not just a wrong UNIT but a wrong KIND of quantity, a time instead of a rate.
In one line
Converting minutes into hours gives the first hose a rate of tank/h, matching the second hose's tank/h; the combined rate is tank/h, so together the hoses fill the tank in hours, that is hour minutes. Adding and directly, without converting, would combine a TIME with a RATE, two different kinds of quantity, and produce a number that means nothing.
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 2 points
Converts minutes to hours before finding the rate. . Worth 1 point.
Computes the correct rate in tanks per hour, labeled with its units. . Worth 1 point.
Part B 4 points
Adds the two rates correctly, both expressed in the SAME unit (tank per hour). . Worth 2 points.
Takes the reciprocal of the combined rate and reports the time converted into hours and minutes. . Worth 2 points.
Part C 4 points
Identifies the specific missing step: converting the time-per-tank figure into a rate before combining. . Worth 2 points.
Explains why a time and a rate cannot be meaningfully combined even if the units were forced to match. . Worth 2 points. needs an explanation, not just an answer
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