Percent Increase and Decrease: Free Response
5 questions in parts, 61 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. Two programmes, and the figure each move is compared with . Foundational, 10 points. Question 1 of 5.
A leisure centre reports each spring on how its two swimming programmes have moved over the year, and it reports every move as a percent rather than as a raw count, so that a small programme and a large one can be set side by side. Weekly places on the swim school went from last spring to this spring. Weekly places in the lane sessions went from down to .
- Part A.
Find the amount of change in the swim school's weekly places and express that change as a percent. State which of the two figures you divided by, and say why the report treats that figure as the baseline.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part B.
Find the percent decrease in the lane sessions' weekly places. Then set the two programmes beside each other and say which of them moved by the larger number of places, counting a rise and a fall alike, and which moved by the larger percent.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
A duty manager writes the lane sessions up as a drop of about , having divided the number of places lost by . Say what that figure does measure, explain why the report measures a drop against the earlier figure instead, and give the figure that should have been published.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 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 3
Every percent here is a comparison, and what it compares with is a moment in time rather than the bigger of two figures. Work out the raw change on a programme first, then settle which spring that change should be measured against.
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Hint 2 of 3 · Part B
A programme can move by more places than the other and still be the smaller move once the size of the programme is taken into account. Work out both of the lane sessions' figures before deciding which comparison to make.
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Hint 3 of 3 · Part C
Only the denominator has gone astray, so ask what question the duty manager's ratio does answer. A ratio with a real amount underneath it always answers something.
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 change is places, an increase of . The baseline is last spring's figure of , because the change is being reported as a part of what the programme already had.
Part B
The lane sessions fell by places, a decrease of . The lane sessions moved by the larger number of places, while the swim school moved by the larger percent.
Part C
Dividing by compares the loss with the figure the programme ended the year on, which says the places lost are about of those still running. The baseline the report asks for is the figure from before the change, so the published figure should be the decrease.
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
The amount of change is the new figure minus the earlier one:
The number of places rose, so this is an increase. Percent change measures that rise against the figure the programme started the year on, so the goes over the earlier , and the ratio is rescaled to a denominator of one hundred:
The swim school rose by , a gain of weekly places. The is the right baseline because the change grew out of it: the rise is being reported as a part of what was already there. Dividing by this spring's would answer a question nobody asked, namely what share of this year's places the gain accounts for.
Part B
Subtract to find the change:
The programme lost weekly places, so this is a decrease, and its size is compared with last spring's figure of :
The lane sessions fell by . Now set the two programmes side by side, and they disagree about which move was bigger. The lane sessions lost places while the swim school gained , so counting a rise and a fall alike the lane sessions moved by more places. But the swim school moved by against the lane sessions' , so the swim school moved by far the larger percent.
Both statements are true at once, and that is the whole reason the centre reports percents. The lane sessions began the year on places against the swim school's , more than three times as many, so each place lost from the lane sessions is a much smaller share of its programme than each place gained by the swim school.
Part C
The duty manager's arithmetic is sound; only the denominator is wrong. Dividing the loss by the figure the programme ended the year on gives
which says the places lost are about a seventh of the places still running. That is a genuine fact about this spring's timetable, but it is not a measure of how big the move was.
Percent change compares a change with the amount that was there before it, because that is the amount the change happened to. The programme ran weekly places and lost of them, so the fair measure is
The two figures differ because they sit over different denominators, and with the same change on top, the smaller denominator always produces the larger percent. Publishing would make the lane sessions look like a steeper decline than they suffered, which matters most in a report whose purpose is to set one programme against another.
In one line
The swim school gained places, and , so it rose by against last spring's figure of . The lane sessions lost places, and , so the lane sessions moved by the larger number of places while the swim school moved by the larger percent. The duty manager's comes from dividing by this spring's , which measures the loss against what remains rather than against what was there before; the baseline is last spring's , so the correct report is a decrease 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 3 points
Subtracts to find the amount of change, then divides it by the figure the programme started the year on. . Worth 2 points.
Reports the change with its unit and the percent with a direction attached, and names the figure used as the baseline. . Worth 1 point.
Part B 3 points
Finds the size of the drop and divides it by the figure the programme started the year on, reporting the result as a decrease. . Worth 2 points.
Answers both halves of the comparison separately, rather than naming one programme as the larger move overall. . Worth 1 point.
Part C 4 points
Says what the duty manager's division actually compares, and why the figure from before the change is the baseline the report calls for. . Worth 3 points. needs an explanation, not just an answer
States the corrected figure with its direction attached. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
The centre's aqua-fitness programme rises from weekly places to . Find the percent increase, and say what a duty manager who divided the rise by would have reported instead.
The answer
The rise is places, an increase of . Dividing by this spring's would have given about , a figure that compares the rise with what the programme ended the year on rather than with what it started from.
The rise is places. Measured against the figure the programme started the year on,
Dividing by this spring's figure instead gives
which measures the rise against what the programme ended the year on rather than what it began with, and so understates the move.
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2. What a multiplier is made of . Foundational, 12 points. Question 2 of 5.
A print shop keeps its prices in a spreadsheet that stores each repricing as a single number to multiply by, rather than as a percent with an instruction attached to it. A poster currently listed at dollars is going up by . A frame listed at dollars has the number recorded against it, with no note saying what was done.
- Part A.
Work out the poster's new price twice: once by finding the increase and adding it on, and once with a single multiplication. Write down the number the spreadsheet should store for this repricing, and confirm that the two routes agree.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
The frame's stored number is . Say what percent change that number records and in which direction, then find the frame's new price.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Explain why multiplying by the poster's stored number gives the same result as finding the increase and adding it on, saying what each of the two pieces of that number is doing. Then say what a shopper would be computing if they multiplied the listed price by instead, and why that is not the new price.
Explain why it works A sentence or two. Reasons, not steps. 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 3
A percent change always involves two amounts: the one you already had, and the one being added or taken away. Ask how a single multiplication could be made to carry both of them at once.
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Hint 2 of 3 · Part B
A stored number below one shrinks whatever it touches. Compare it with one, ask what share of the old price is left standing, and turn that share into the percent that was removed.
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Hint 3 of 3 · Part C
Write the two-step calculation out on one line and leave it unsimplified. The old price will appear in it twice, and whatever multiplies it in both places can be gathered together.
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 increase is dollars, so the poster comes to dollars by either route. The spreadsheet should store .
Part B
It records a decrease of , since leaves of the price standing. The frame's new price is dollars.
Part C
The stored number is . The keeps the whole price already being charged, which is of itself, and the supplies the part being added, so one multiplication carries both. Multiplying by alone returns only the increase, not the price after the increase.
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
Take the two-step route first. A rise of means finding of the current price and adding it on, and :
Now the one-step route. The poster keeps the whole of its old price and gains more, so it ends on of what it was, and the number to store is
Both routes land on dollars, because the multiplier is the two-step calculation packed into a single number.
Part B
A stored number below shrinks whatever it multiplies, so this is a decrease. Read off how much of the price survives. Since , the frame keeps of what it cost, and what was taken off is the rest:
So the record describes a decrease. Applying it,
The frame's new price is dollars. Checking by the two-step route, of is dollars off, and , the same price.
Part C
Write the two-step calculation on one line, before simplifying anything:
The old price appears twice. Once it appears whole, because the shop keeps every dollar it was already charging, and once it appears multiplied by , because that is the part being added. Anything that multiplies the same amount in two places can be collected:
That is what the stored number is made of. The is the price you keep, which is of itself, and the is the extra laid on top, so a single multiplication carries the old price and the increase together. It is not a new rule, only the two-step calculation written without the intermediate stop.
Multiplying by alone throws away the first of those two pieces. It returns dollars, which is the increase by itself rather than the price after the increase, and it is why a shopper who reaches for the bare percent gets an answer far too small to be a price.
In one line
The poster rises by dollars to dollars, and gives the same figure, so the spreadsheet stores . The frame's leaves of the price standing, so it records a decrease of , and dollars. The multiplier works because the two-step calculation holds the old price twice, once whole and once multiplied by , and collecting them gives ; multiplying by alone would return the increase rather than the increased 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 5 points
Carries out the two-step route, finding the increase and adding it to the price the poster starts at. . Worth 2 points.
Builds the single multiplier for a rise of this percent and multiplies the starting price by it. . Worth 2 points.
Gives the new price in dollars, and states that the two routes agree. . Worth 1 point.
Part B 3 points
Interprets the stored number as a reading of the old price, and converts that reading into a percent change with a direction attached. . Worth 2 points.
Multiplies to reach the new price and gives it in dollars. . Worth 1 point.
Part C 4 points
Accounts for both pieces of the multiplier, saying what each of the two pieces contributes to the new price. . Worth 3 points. needs an explanation, not just an answer
Says what multiplying by the decimal part on its own would produce, and why that is not a price. . Worth 1 point.
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3. A trade discount and the tax that follows it . Application, 12 points. Question 3 of 5.
A cabinetmaker orders a router listed at dollars. A trade account takes off the listed price, and sales tax of is then charged on the amount actually being paid rather than on the list price.
- Part A.
Find the price after the trade discount. Build the multiplier from the share of the list price that survives the discount, and state what that share is.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Tax of is charged on the discounted amount. Find the total the cabinetmaker pays, to the nearest cent.
Carry your own answer forward The tax is charged on the discounted amount you found in part A, whatever your figure for it came to, and not on the list price. Carry your own value forward.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
An apprentice claims the whole transaction is the same as a straight off the list price, since taken off and put back leaves . Work out the single number the shortcut multiplies the list price by, and the single number the discount and the tax together multiply it by. Compare them, say which route charges more, and explain what about the two percents makes the shortcut fail.
Compare the two methods Say what each one costs you, and when you would reach for it. 5 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 3
Each of the two changes carries its own multiplier, and a multiplier acts on whatever amount reaches it. Decide what amount each percent is charged on before doing any arithmetic at all.
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Hint 2 of 3 · Part B
A tax multiplier is built the same way a discount multiplier is, except that the percent is laid on top of the whole amount rather than taken out of it, so the number you multiply by lands above one rather than below it.
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Hint 3 of 3 · Part C
Two multipliers applied one after the other can be gathered into a single number by multiplying them together. Put that number next to the one the shortcut uses, and see which of the two is smaller.
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 trade price is dollars. The discount leaves of the list price standing, so the multiplier is .
Part B
The cabinetmaker pays dollars.
Part C
The shortcut multiplies by , while the discount and the tax together multiply by . The smaller multiplier belongs to the real route, so the shortcut charges more. The two percents are taken of different amounts, so they cannot be combined by subtracting.
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 discount is a percent decrease, so what matters is the share of the list price that survives it. Taking off leaves
so the multiplier is and the trade price is
The router costs dollars on the trade account. As a check by the two-step route, of is dollars off, and , the same price.
Part B
Tax is an increase, and it is charged on the money actually changing hands, which is the trade price rather than the list price. Adding leaves the bill at of that amount, a multiplier of :
The total is dollars. Step by step this is dollars of tax, and , which agrees.
Charging the tax on the list price instead would have added dollars, so the cabinetmaker would have paid tax on dollars that were never spent.
Part C
Give each route its single multiplier and the comparison settles itself.
The shortcut takes off the list price and stops there, so it multiplies by
The real transaction multiplies by and then by , and two multiplications in a row can be gathered into one number:
Since is smaller than , the real route charges less than the shortcut on any list price at all. On this one,
a difference of dollars in the cabinetmaker's favour.
The shortcut fails because it adds and subtracts percents that are not taken of the same amount. The comes off the list price of dollars, where it is worth dollars; the is charged on the discounted dollars, where it is worth only dollars. Subtracting from would be legitimate only if both percents sat on the same base, and the entire effect of the discount is that they do not.
In one line
The trade discount leaves of the list price, so dollars. Tax is charged on that amount, and dollars is what the cabinetmaker actually pays. The apprentice's shortcut multiplies the list price by , while the real route multiplies it by ; the smaller multiplier is the real one, so the shortcut charges more, dollars against dollars. The percents cannot be combined by subtracting because the comes off dollars while the is charged on 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 4 points
Turns the discount into the share of the list price that remains, rather than using the discount percent itself as the multiplier. . Worth 1 point.
Multiplies the list price by that share to reach the discounted price. . Worth 2 points.
States the discounted price in dollars. . Worth 1 point.
Part B 3 points
Applies the tax to the discounted amount rather than to the list price, using a multiplier above one. . Worth 2 points.
Gives the total in dollars, rounded to the nearest cent. . Worth 1 point.
Part C 5 points
Produces a single multiplier for each of the two routes, gathering the discount and the tax into one number. . Worth 2 points.
Names the amount each of the two percents is taken of, and says why that stops them being combined by subtracting. . Worth 2 points. needs an explanation, not just an answer
States which of the two routes charges more. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A saw is listed at dollars. A clearance discount takes off, and tax is charged on what is actually paid. Find the total, work out what a straight off the list price would have charged, and say which route is cheaper and by how much.
The answer
The clearance route charges dollars, from and then . A straight off would charge dollars, so the clearance route is cheaper by dollars, exactly as the combined multiplier against predicts.
The clearance discount leaves of the list price, so
Tax is charged on that amount, at a multiplier of :
A straight off would multiply the list price by :
The clearance route is cheaper by dollars. The single multipliers predict that on their own, since , which sits below the shortcut's .
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4. Reading a changed amount backwards . Application, 13 points. Question 4 of 5.
A bike shop lost its records in a flood. Two figures survive on paper: a helmet's shelf label reading dollars, written after a reduction, and a workshop invoice for dollars, written after a surcharge had been added to the fee that was quoted. The shop needs the amount each of those started from.
- Part A.
Find the helmet's price before the reduction. Say what percent of that earlier price the shelf label represents, and check your answer by running the reduction forward.
Solve and show your work Write each step out, and end with the value and its units. 4 points
- Part B.
Find the fee that was quoted before the surcharge, and state what percent of that quoted fee the invoice total is.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
An assistant recovers earlier prices by adding the percent back on: for the helmet he takes of , which is dollars, and records dollars. Show that his figure fails its own test by reducing it by , say which amount the shop's was actually taken of, and explain why division is what undoes the reduction.
Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 6 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 3
Each surviving figure is a known percent of an amount that no longer appears on the paper, so in both cases you are holding a part and hunting for the whole. Settle what percent of the earlier amount each figure represents before any arithmetic.
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Hint 2 of 3 · Part B
Division is what undoes the surcharge, so the only decision left is which figure goes underneath. Put the amount that already carries the surcharge on top, and the number that put it there below.
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Hint 3 of 3 · Part C
Put his figure back through the change it claims to have undone, and see whether the label comes back. Then ask which of the two amounts was large enough for the shop's percent to have been taken of it.
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 helmet was dollars before the reduction, and the shelf label is of that price. Running the reduction forward on returns the label.
Part B
The quoted fee was dollars, and the invoice total is of it.
Part C
Reducing his dollars by gives about dollars, not the on the label, so the figure fails. The shop's was taken of the larger earlier price, so of the label puts back too little; only dividing by the multiplier undoes the reduction.
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 reduction of leaves the rest of the price standing, so the shelf label is
of the price the helmet carried before. That makes dollars a known part of the whole we are after, and a whole is recovered from a known part by dividing:
The helmet was dollars. Check it forward: of is dollars off, and , the figure on the label. No equation was needed anywhere, only the observation that the label is a known share of the amount we want.
Part B
A surcharge is an increase, so the invoice sits above the fee that was quoted. Adding leaves the total at
of the quoted fee, which is a multiplier of . Dividing the invoice by that multiplier undoes the surcharge:
The fee quoted was dollars. Check it forward: of is dollars, and , the invoice total.
Part C
Test his figure the way any answer is tested, by putting it back through the change it claims to have undone. A reduction keeps of whatever it acts on, so
That is not the dollars on the label, so dollars cannot be the price the helmet started from.
The reason is the base. The shop's was taken of the earlier, larger price, where it was worth dollars. The assistant takes of the label instead, where the same percent is worth only dollars, so he puts back dollars less than was removed and his answer lands exactly dollars short.
Adding a percent back on can never undo taking that percent off, because the two percents are charged on different amounts, and the smaller amount always yields the smaller adjustment. What does undo it is division. The label is a fixed share of the price we want, namely of it, so dividing the label by recovers the whole from the part, every time and without any guesswork.
In one line
The label is of the helmet's earlier price, so dollars, checked by . The invoice is of the quoted fee, so dollars, checked by . The assistant's dollars fails its own test, since rather than : the shop's was worth dollars off the larger price, while of the label is only dollars, so he restores dollars too little. Only dividing by the multiplier that produced the label undoes the reduction.
Another way: Recover the original with a proportion
The label is of the price you want, and percent means per hundred, so the two comparisons can be written as a proportion and solved the way any other proportion is solved: cross-multiply, then divide.
Cross-multiplying gives , and dividing by gives dollars, the same price the multiplier produced.
When it is worth it When the multiplier is not a tidy decimal, or when you would rather keep the percent in the form it was quoted in than convert it first.
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
Turns the reduction into the share of the earlier price that the label represents, and divides by that share rather than subtracting. . Worth 2 points.
Carries the division out to reach the earlier price. . Worth 1 point.
States the earlier price in dollars and checks it by running the reduction forward. . Worth 1 point.
Part B 3 points
Builds the multiplier the surcharge produced and divides the invoice total by it. . Worth 2 points.
States the quoted fee in dollars, and the percent of it that the invoice represents. . Worth 1 point.
Part C 6 points
Runs the assistant's figure back through the reduction and compares what comes out with the label. . Worth 3 points. needs an explanation, not just an answer
Names the amount the shop's percent was taken of, and says why taking that percent of the label instead falls short. . Worth 2 points.
States the operation that does undo the reduction. . Worth 1 point.
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5. Two changes in a row, and what they come to . Reasoning, 14 points. Question 5 of 5.
Two rules of thumb about percents circulate widely. The first says that a rise and a fall of the same percent leave you where you began. The second says that two increases in a row add up, so a raise followed by a raise is a raise. Two sets of figures are enough to test them: a town of residents that grows by one year and shrinks by the next, and a salary of dollars that receives those two raises in successive years.
- Part A.
Follow the town's population through both years and report the figure at the end of each. Compare the final figure with the starting one, and give the overall percent change across the two years.
Solve and show your work Write each step out, and end with the value and its units. 5 points
- Part B.
Follow the salary through both raises and report it after each. Work out what a single raise on the same starting salary would have paid, and give the difference between the two outcomes.
Solve and show your work Write each step out, and end with the value and its units. 3 points
- Part C.
Decide whether either rule of thumb survives, and support the decision from what each percent is taken of. For the town, name the amount the second year's was taken of and say how it differs from the amount the first year's was added to. For the salary, say where the extra above a single raise comes from, and name the amount that extra is of. Then state the one condition under which two percents may simply be added.
Justify your claim State the claim, then give the reason it has to be true. 6 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 3
A percent means nothing until you say what it is a percent of, so before judging either rule, write down the amount that each individual percent is taken of. In both pairs those amounts turn out to differ.
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Hint 2 of 3 · Part A
Apply each year's change to the population that year actually begins with rather than to the original figure, and compare the far end with the near end only once both years are done.
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Hint 3 of 3 · Part C
The two raises and the single raise agree about everything but one piece. Ask what the later raise is charged on that a single raise on the original salary would never have reached.
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 population is after the first year and after the second, which is below the start. Across the two years that is a decrease of .
Part B
The salary reaches dollars and then dollars. A single raise would have paid dollars, so the two raises pay dollars more.
Part C
Neither survives. The town's second was taken of , larger than the the first was added to, so the fall outweighs the rise. The salary's extra is the second raise landing on the first raise as well, namely of . Percents add only when both are taken of the same amount.
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
Take the years one at a time, and apply each change to the population that year actually begins with.
The first year is a rise of , a multiplier of :
The second year is a fall of , which leaves standing, and it acts on the residents the town now has:
The town ends on residents, which is fewer than it began with. Measured against the starting population,
so the two years together come to a decrease of rather than a return to the start.
Part B
Apply each raise to the salary in force when it is awarded. The first multiplies by :
The second raise is of the new salary, a multiplier of :
A single raise of on the original salary would instead have paid
The two raises therefore pay dollars more than the single raise, so they are worth slightly more than , not exactly .
Part C
Neither rule survives, and in both cases the reason is the amount the second percent is taken of.
For the town, the first was added to residents while the second was taken off :
The same percent is worth more when it is taken of a larger amount, so the fall removes more than the rise had added, which is exactly the shortfall found in part A. A rise and a fall of the same percent always land below the start for this reason, and the shortfall has a tidy description: it is that percent of itself, since of is .
For the salary, the first raise is worth dollars. A single raise charges its whole against the original salary. The second raise instead charges against a salary that already contains that , so it collects of the raise as well:
That single line is the whole of the difference, and it is why two raises in a row come to , a rise of rather than .
The condition is the one both examples break: percents may be added only when both are taken of the same amount. A tax and a tip each figured on the same menu price add without any trouble, because there is one base and it never moves. A second raise figured on an already raised salary does not, because by the time it is applied the base has changed underneath it.
In one line
The town reaches and then , which is below the start, an overall decrease of . The salary reaches dollars and then dollars, against dollars for a single raise, a difference of dollars. Neither rule survives: the town's second was taken of rather than , so it removed where the rise had added , and the salary's extra dollars is of the first raise of . Percents may be added only when both are taken of the same amount.
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 5 points
Applies each year's multiplier to the population that year actually starts with, in turn. . Worth 2 points.
Measures the two-year move against the starting population and reports it as a percent with a direction. . Worth 2 points.
Reports the population at the end of each of the two years. . Worth 1 point.
Part B 3 points
Applies the second raise to the raised salary rather than to the original one, and reports both figures. . Worth 2 points.
Reports the difference between the two routes as an amount of money. . Worth 1 point.
Part C 6 points
Names the amount each of the town's two percents was taken of, and uses the difference between those amounts to settle the first rule. . Worth 3 points. needs an explanation, not just an answer
Traces the salary's extra to a specific amount that the second raise is charged on and a single raise on the original salary never reaches, and names that amount. . Worth 2 points. needs an explanation, not just an answer
States the condition under which two percents may be added. . Worth 1 point.
Try a similar problem (Optional)
Same idea, different numbers. Work it on paper, then check yourself the same way.
A gallery's annual visitor count of rises by one year and falls by the next. Find the count at the end of each year, and give the overall percent change across the two years.
The answer
The count reaches and then , which is below the start, an overall decrease of . The fall was taken of the larger , so it removed more than the rise had added.
Apply each year's change to the count that year begins with. The rise multiplies by :
The fall leaves of that larger count:
The gallery ends visitors down, and measured against the starting count that is
The fall was taken of the larger , so it removed more than the rise had added, and the shortfall is again the percent of itself: of is .
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