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CLEP General Mathematics: Percentage And Measurement

Subjects : clep, math, measurement
Instructions:
  • Answer 50 questions in 15 minutes.
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  • Match each statement with the correct term.
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This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. To change a decimal to percent multiply the decimal by 100 and annex the percent sign (%). Since multiplying by 100 has the effect of moving the decimal point two places to the right - the rule is sometimes stated as follows:






2. Drop the percent sign and divide the number by 100. Mechanically - the decimal point is simply shifted two places to the left and the percent sign is dropped.






3. Since hundredths were used so frequently - the decimal point was dropped and the symbol % was placed after the number and read


4. Depends upon the relative size of the probable error when compared with the quantity being measured.






5. Percentage divided by base






6. How much to round off must be decided in terms of






7. Common fractions are changed to percent by flrst expressmg them as






8. It is important to realize that precision refers to






9. Is the number of hundredths parts taken. This is the number followed by the percent sign.






10. Deals with the group of decimal fractions whose denominators are 100-that is fractions of two decimal places.






11. The accuracy of a measurement is determined by the ________






12. To flnd the bue when the rate and percentage are known






13. Has no bearing on the accuracy of the number. For example - 1.25 dollars represents exactly the same amount of money as 125 cents. These are equally accurate ways of representing the same quantity - despite the fact that the decimal point is placed d






14. Relative error is the ratio between the _________________. This ratio is simply the fraction formed by using the probable error as the numerator and the measurement itself as the denominator.






15. In order to multiply or divide two approximate numbers having an equal number of significant digits






16. Can be a significant digit if it is not the first digit in the number because it is a part of the number specifying how many hundredths are in the measurement.






17. The word 'percent' is derived from Latin. It was originally 'per centum -' which means 'by the hundred.' Thus the statement is often made that 'percent' means






18. When a common fraction is used in recording the results of measurement






19. A larger number of decimal places means a smaller






20. Before adding or subtracting approximate numbers - they should be






21. Relative error is usually expressed as






22. The maximum probable error is found when the denominator of the fraction expressing the error ratio is divided into the numerator or






23. Form the basis for the rules which govern calculation with approximate numbers (numbers resulting from measurement).






24. There are three cases that usually arise in dealing with percentage - as follows:






25. In a number such as 49.30 inches - it is reasonable to assume that the 0 in the hundredths place would not have been recorded at all if it were not a






26. To add or subtract numbers of different orders






27. The base corresponds to the multiplicand - the rate corresponds to the multiplier - and the percentage corresponds to the product...We then divide the product (percentage) by the multiplicand (base) to get the other factor (rate).






28. After performing the' multiplication or division






29. It is possible to round off a repeating decimal at any desired point - the degree of precision desired should be determined and:






30. 0.01 X 840 = 8.40 Therefore - 1/4% of 840 = 8.40 x 1/4 = 2.10






31. Is the part of the base determined by the rate.






32. Percent is used in discussing






33. To find the percentage of a number - multiply the base by the rate. The rate must be changed from a percent to a decimal before multiplying can be done.






34. Closely associated with the study of decimals is a measuring instrument known as a micrometer.






35. It can also be shown that the precision of a difference is no greater than the all numbers should first be rounded off to






36. The more precise numbers are all rounded to the precision of the






37. To find the rate when the percentage and base are known






38. One-thousandth of an inch. One-thousandth of an inch is about the thickness of a human hair or a thin sheet of paper.






39. May be considered as special types of decimals (for example - 4 may be written as 4.00) and thus may be expressed interms of percentage.






40. A rule that is often used states that the significant digits in a number






41. Can never be more precise than the least precise number in the calculation.






42. The 'of' has the same meaning as it does in fractional examples - such as 1/4 of 16 = ?






43. The accuracy of a measurement is often described in terms of the number of






44. FRACTIONAL PERCENTS.-A fractional percent represents a part of 1 percent.






45. To to find the percentage of a number when the base and rate are known.






46. Is the whole on which the rate operates.






47. Experience has shown that the best the average person can do with consistency is to decide whether a measurement is more or less than halfway between marks. The correct way to state this fact mathematically is to say that a measurement made with an i






48. The maximum probable error is






49. The extra digit protects the answer from






50. The probable error in any measurement is how precisely the instrument is marked - The precision of a measurement depends upon