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sir in the below questions, how to know that whose percentage we have to find with respect to whom, because it isn't mentioned clearly Q.1. In a group of people, 28% of the members are young while the rest are old. If 65% of the members are literates, and 25% of the literates are young, then the percentage of old people among the illiterates is nearest to Q.2. In a class, 60% of the students are girls and the rest are boys. There are 30 more girls than boys. If 68% of the students, including 30 boys,pass an examination, the percentage of the girls who do not pass is
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sir in the below questions, how to know that whose percentage we have ...
In order to determine whose percentage we have to find with respect to whom, we need to carefully read and analyze the given information in the question. Sometimes, it may not be explicitly mentioned and we need to infer it from the context.

For Q.1, we can infer that the percentage of old people among the illiterates is to be found with respect to the total number of illiterates. This is because the information given in the question relates to the percentage of literates and young people, and we need to determine the percentage of old people among the illiterates.

For Q.2, we need to find the percentage of girls who do not pass the examination. This can be inferred from the fact that the given information relates to the percentage of girls and boys in the class, and the percentage of students who pass the examination, including a certain number of boys.

Therefore, it is important to carefully read and analyze the given information in order to determine whose percentage we need to find with respect to whom.
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Direction: Read the following passage and answer the question that follows:There are several key difficulties surrounding the topic of percentages. Research has shown that there has been one difficulty which is more common than others; the meaning of the terms ‘of’ and ‘out of’. Hansen (2011) states that both terms represent an operator which needs explaining. Teachers need to address these before the topic is introduced to stop any confusion. ‘Of’ represents the multiplication operator, for example: 60% of 70 means 0.6 multiplied by 70; ‘out of’ represents the division operator, for example 30 out of 50 means 30 divided by 50. The teaching of these terms needs to be clear prior to teaching, so that children are confident in what these terms represent.Killen and Hindhaugh (2018) believe that once children understand that 1/10 is equal to 10% they will be able to use their knowledge of fractions to determine other multiples of 10. For example; Find 40% of 200. If children are aware that 10% is 20, then it will become obvious to them that 40% must be 80. This method enlightens many other practical ways to find other percentages of a quantity. Once children know 10%, they may also start finding half percent’s, such as; 5% or 25%. However, Killen and Hindhaugh (2018) state that a difficulty could occur when they are asking for a percentage of a quantity. If children are being asked to find the percentage, they may believe that the answer is always in percent. For example; find 60% of £480. Children may be capable of calculating the answer of 288 but instead of writing down £288, they may write down 288%. Teachers will need to explain this issue and address to children that once calculating the answer, it must be in the same units as the given quantity.Hansen also comments that the key to succession in the understanding of percentages is the relationship and understanding the children have with fractions and decimals. For example: they should be aware that 50% is equivalent to ½ and 0.5, and 25% is equivalent to ¼ and 0.25. Teaching these topics in isolation of each other should be strictly avoided as this may destroy a child’s deep mathematical understanding. Killen and Hindhaugh agree with this as they noted that children need to continually link decimals, fractions and percentages to their knowledge of the number system and operations that they are familiar with. Reys, et al (2010) believes however that percentages are more closely linked with ratios and proportions in mathematics and how important it is for teachers to teach these other topics to a high level. This is to later reduce the amount of errors a child has over percentages. However, these theorists also agree that understanding percentages requires no more new skills or concepts beyond those used in identifying fractions, decimals, ratios and proportions. Reys, et al states that an effective way of starting these topics is to explore children’s basic knowledge of what percentage means to them.Barmby et al noted that a misconception occurs whenever a learner’s outlook of a task does not connect to the accepted meaning of the overall concept. Ryan and Williams state that it is more damaging for children to have misconceptions of mathematical concepts than difficulties calculating them. Killen and Hindhaugh begin to talk how the use of rules and recipes are commonly used more so by teachers that are not fully confident with percentages. The main point of the argument is that if children are taught these rules linked to percentages, misconceptions can occur. This could be caused if the child forgets or misapplies the rule to their working out.This method is not the most reliable for children but can be a quick alternative for teachers to teach their class, if they are not fully confident in the topic themselves. This links to one of the most common misconceptions in the primary classroom. Killen and Hindhaugh state that it is the teacher’s responsibility for their children’s successes in that subject area. If the teaching is effective, then the child will become more confident and develop more links revolving around the topic of percentages. This will result in the child having a high level of understanding. However, if the teaching is not up to standard the child may lose confidence in themselves and end up being confused with the simplest of questions.Q. Which of the following statements best describes the relationship between percentages, fractions, decimals, ratios, and proportions according to the passage?

Direction: Read the following passage and answer the question that follows:There are several key difficulties surrounding the topic of percentages. Research has shown that there has been one difficulty which is more common than others; the meaning of the terms ‘of’ and ‘out of’. Hansen (2011) states that both terms represent an operator which needs explaining. Teachers need to address these before the topic is introduced to stop any confusion. ‘Of’ represents the multiplication operator, for example: 60% of 70 means 0.6 multiplied by 70; ‘out of’ represents the division operator, for example 30 out of 50 means 30 divided by 50. The teaching of these terms needs to be clear prior to teaching, so that children are confident in what these terms represent.Killen and Hindhaugh (2018) believe that once children understand that 1/10 is equal to 10% they will be able to use their knowledge of fractions to determine other multiples of 10. For example; Find 40% of 200. If children are aware that 10% is 20, then it will become obvious to them that 40% must be 80. This method enlightens many other practical ways to find other percentages of a quantity. Once children know 10%, they may also start finding half percent’s, such as; 5% or 25%. However, Killen and Hindhaugh (2018) state that a difficulty could occur when they are asking for a percentage of a quantity. If children are being asked to find the percentage, they may believe that the answer is always in percent. For example; find 60% of £480. Children may be capable of calculating the answer of 288 but instead of writing down £288, they may write down 288%. Teachers will need to explain this issue and address to children that once calculating the answer, it must be in the same units as the given quantity.Hansen also comments that the key to succession in the understanding of percentages is the relationship and understanding the children have with fractions and decimals. For example: they should be aware that 50% is equivalent to ½ and 0.5, and 25% is equivalent to ¼ and 0.25. Teaching these topics in isolation of each other should be strictly avoided as this may destroy a child’s deep mathematical understanding. Killen and Hindhaugh agree with this as they noted that children need to continually link decimals, fractions and percentages to their knowledge of the number system and operations that they are familiar with. Reys, et al (2010) believes however that percentages are more closely linked with ratios and proportions in mathematics and how important it is for teachers to teach these other topics to a high level. This is to later reduce the amount of errors a child has over percentages. However, these theorists also agree that understanding percentages requires no more new skills or concepts beyond those used in identifying fractions, decimals, ratios and proportions. Reys, et al states that an effective way of starting these topics is to explore children’s basic knowledge of what percentage means to them.Barmby et al noted that a misconception occurs whenever a learner’s outlook of a task does not connect to the accepted meaning of the overall concept. Ryan and Williams state that it is more damaging for children to have misconceptions of mathematical concepts than difficulties calculating them. Killen and Hindhaugh begin to talk how the use of rules and recipes are commonly used more so by teachers that are not fully confident with percentages. The main point of the argument is that if children are taught these rules linked to percentages, misconceptions can occur. This could be caused if the child forgets or misapplies the rule to their working out.This method is not the most reliable for children but can be a quick alternative for teachers to teach their class, if they are not fully confident in the topic themselves. This links to one of the most common misconceptions in the primary classroom. Killen and Hindhaugh state that it is the teacher’s responsibility for their children’s successes in that subject area. If the teaching is effective, then the child will become more confident and develop more links revolving around the topic of percentages. This will result in the child having a high level of understanding. However, if the teaching is not up to standard the child may lose confidence in themselves and end up being confused with the simplest of questions.Q. On the basis of the information in the passage, all of the following are potential problems children might face when learning percentages EXCEPT that they

InstructionsComprehension:A large store has only three departments, Clothing, Produce, and Electronics. The following figure shows the percentages of revenue and cost from the three departments for the years 2016, 2017 and 2018. The dotted lines depict percentage levels. So for example, in 2016, 50% of stores revenue came from its Electronics department while 40% of its costs were incurred in the Produce department.In this setup, Profit is computed as (Revenue - Cost) and Percentage Profit as Profit/Cost × 100%.It is known that1. The percentage profit for the store in 2016 was 100%.2. The store’s revenue doubled from 2016 to 2017, and its cost doubled from 2016 to 2018.3. There was no profit from the Electronics department in 2017.4. In 2018, the revenue from the Clothing department was the same as the cost incurred in the Produce department.Q.What was the percentage profit of the store in 2018? Correct answer is '25'. Can you explain this answer?

A large store has only three departments, Clothing, Produce, and Electronics. The following figure shows the percentages of revenue and cost from the three departments for the years 2016, 2017 and 2018. The dotted lines depict percentage levels. So for example, in 2016, 50% of store's revenue came from its Electronics department while 40% of its costs were incurred in the Produce department.In this setup, Profit is computed as (Revenue - Cost) and Percentage Profit as Profit/Cost × 100%.It is known that 1. The percentage profit for the store in 2016 was 100%. 2. The store’s revenue doubled from 2016 to 2017, and its cost doubled from 2016 to 2018. 3. There was no profit from the Electronics department in 2017. 4. In 2018, the revenue from the Clothing department was the same as the cost incurred in the Produce department.Q. What was the percentage profit of the store in 2018? Correct answer is '25'. Can you explain this answer?

A large store has only three departments, Clothing, Produce, and Electronics. The following figure shows the percentages of revenue and cost from the three departments for the years 2016, 2017 and 2018. The dotted lines depict percentage levels. So for example, in 2016, 50% of store's revenue came from its Electronics department while 40% of its costs were incurred in the Produce department.In this setup, Profit is computed as (Revenue - Cost) and Percentage Profit as Profit/Cost × 100%.It is known that 1. The percentage profit for the store in 2016 was 100%. 2. The store’s revenue doubled from 2016 to 2017, and its cost doubled from 2016 to 2018. 3. There was no profit from the Electronics department in 2017. 4. In 2018, the revenue from the Clothing department was the same as the cost incurred in the Produce department.Q. What was the percentage profit of the store in 2018? Correct answer is '25'. Can you explain this answer?

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sir in the below questions, how to know that whose percentage we have to find with respect to whom, because it isn't mentioned clearly Q.1. In a group of people, 28% of the members are young while the rest are old. If 65% of the members are literates, and 25% of the literates are young, then the percentage of old people among the illiterates is nearest to Q.2. In a class, 60% of the students are girls and the rest are boys. There are 30 more girls than boys. If 68% of the students, including 30 boys,pass an examination, the percentage of the girls who do not pass is Related: CAT Previous Year Questions: Percentages?
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sir in the below questions, how to know that whose percentage we have to find with respect to whom, because it isn't mentioned clearly Q.1. In a group of people, 28% of the members are young while the rest are old. If 65% of the members are literates, and 25% of the literates are young, then the percentage of old people among the illiterates is nearest to Q.2. In a class, 60% of the students are girls and the rest are boys. There are 30 more girls than boys. If 68% of the students, including 30 boys,pass an examination, the percentage of the girls who do not pass is Related: CAT Previous Year Questions: Percentages? for CAT 2024 is part of CAT preparation. The Question and answers have been prepared according to the CAT exam syllabus. Information about sir in the below questions, how to know that whose percentage we have to find with respect to whom, because it isn't mentioned clearly Q.1. In a group of people, 28% of the members are young while the rest are old. If 65% of the members are literates, and 25% of the literates are young, then the percentage of old people among the illiterates is nearest to Q.2. In a class, 60% of the students are girls and the rest are boys. There are 30 more girls than boys. If 68% of the students, including 30 boys,pass an examination, the percentage of the girls who do not pass is Related: CAT Previous Year Questions: Percentages? covers all topics & solutions for CAT 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for sir in the below questions, how to know that whose percentage we have to find with respect to whom, because it isn't mentioned clearly Q.1. In a group of people, 28% of the members are young while the rest are old. If 65% of the members are literates, and 25% of the literates are young, then the percentage of old people among the illiterates is nearest to Q.2. In a class, 60% of the students are girls and the rest are boys. There are 30 more girls than boys. If 68% of the students, including 30 boys,pass an examination, the percentage of the girls who do not pass is Related: CAT Previous Year Questions: Percentages?.
Solutions for sir in the below questions, how to know that whose percentage we have to find with respect to whom, because it isn't mentioned clearly Q.1. In a group of people, 28% of the members are young while the rest are old. If 65% of the members are literates, and 25% of the literates are young, then the percentage of old people among the illiterates is nearest to Q.2. In a class, 60% of the students are girls and the rest are boys. There are 30 more girls than boys. If 68% of the students, including 30 boys,pass an examination, the percentage of the girls who do not pass is Related: CAT Previous Year Questions: Percentages? in English & in Hindi are available as part of our courses for CAT. Download more important topics, notes, lectures and mock test series for CAT Exam by signing up for free.
Here you can find the meaning of sir in the below questions, how to know that whose percentage we have to find with respect to whom, because it isn't mentioned clearly Q.1. In a group of people, 28% of the members are young while the rest are old. If 65% of the members are literates, and 25% of the literates are young, then the percentage of old people among the illiterates is nearest to Q.2. In a class, 60% of the students are girls and the rest are boys. There are 30 more girls than boys. If 68% of the students, including 30 boys,pass an examination, the percentage of the girls who do not pass is Related: CAT Previous Year Questions: Percentages? defined & explained in the simplest way possible. Besides giving the explanation of sir in the below questions, how to know that whose percentage we have to find with respect to whom, because it isn't mentioned clearly Q.1. In a group of people, 28% of the members are young while the rest are old. If 65% of the members are literates, and 25% of the literates are young, then the percentage of old people among the illiterates is nearest to Q.2. In a class, 60% of the students are girls and the rest are boys. There are 30 more girls than boys. If 68% of the students, including 30 boys,pass an examination, the percentage of the girls who do not pass is Related: CAT Previous Year Questions: Percentages?, a detailed solution for sir in the below questions, how to know that whose percentage we have to find with respect to whom, because it isn't mentioned clearly Q.1. In a group of people, 28% of the members are young while the rest are old. If 65% of the members are literates, and 25% of the literates are young, then the percentage of old people among the illiterates is nearest to Q.2. In a class, 60% of the students are girls and the rest are boys. There are 30 more girls than boys. If 68% of the students, including 30 boys,pass an examination, the percentage of the girls who do not pass is Related: CAT Previous Year Questions: Percentages? has been provided alongside types of sir in the below questions, how to know that whose percentage we have to find with respect to whom, because it isn't mentioned clearly Q.1. In a group of people, 28% of the members are young while the rest are old. If 65% of the members are literates, and 25% of the literates are young, then the percentage of old people among the illiterates is nearest to Q.2. In a class, 60% of the students are girls and the rest are boys. There are 30 more girls than boys. If 68% of the students, including 30 boys,pass an examination, the percentage of the girls who do not pass is Related: CAT Previous Year Questions: Percentages? theory, EduRev gives you an ample number of questions to practice sir in the below questions, how to know that whose percentage we have to find with respect to whom, because it isn't mentioned clearly Q.1. In a group of people, 28% of the members are young while the rest are old. If 65% of the members are literates, and 25% of the literates are young, then the percentage of old people among the illiterates is nearest to Q.2. In a class, 60% of the students are girls and the rest are boys. There are 30 more girls than boys. If 68% of the students, including 30 boys,pass an examination, the percentage of the girls who do not pass is Related: CAT Previous Year Questions: Percentages? tests, examples and also practice CAT tests.
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