Learn on PengiSaxon Math, Course 1Chapter 8: Advanced Topics in Geometry and Number Operations

Lesson 77: Finding Unstated Information in Fraction Problems

In this Grade 6 Saxon Math Course 1 lesson, students learn how to extract both directly and indirectly stated information from fractional-parts statements, using diagrams to identify the number of parts, the size of each part, and the quantities represented by both the numerator and the remaining fraction. The lesson also connects this skill to probability by having students determine complementary event probabilities and verify that the probabilities of an event and its complement sum to 1. These techniques help students interpret fraction-based word problems more completely and accurately.

Section 1

๐Ÿ“˜ Finding Unstated Information in Fraction Problems

New Concept

Often fractional-parts statements contain more information than what is directly stated.

Whatโ€™s next

Next, you will diagram these statements and answer questions to find all the hidden information.

Section 2

Finding Unstated Information

A fractional-parts statement, such as 'Three fourths of the 28 students are boys,' indirectly provides information about the remaining part. The denominator indicates the total number of equal parts, while the numerator specifies the number of parts belonging to one group, allowing you to deduce the size and composition of the other group.

Three fifths of 30 students are girls. How many are boys? 35ร—30=18\frac{3}{5} \times 30 = 18 girls. Total students 30โˆ’18=1230 - 18 = 12 boys. In a bag of 48 marbles, 58\frac{5}{8} are blue. How many are not blue? 58ร—48=30\frac{5}{8} \times 48 = 30 blue. Total marbles 48โˆ’30=1848 - 30 = 18 not blue. Of 40 little engines, 38\frac{3}{8} could climb. How many could not? 38ร—40=15\frac{3}{8} \times 40 = 15 could climb. Total engines 40โˆ’15=2540 - 15 = 25 could not climb.

Think of a fraction problem as a detective clue! When it says 'three-fourths of students are boys,' itโ€™s not just about the boys. The denominator (4) tells you the whole group is split into four equal teams, and the numerator (3) says three teams are boys. This secretly reveals there is one team of girls, letting you find their exact number!

Section 3

Probability and Complements

The probability of an event and its complement (the event not happening) always sum to 1. If the probability of an event is P(A)P(A), the probability of its complement is P(notย A)=1โˆ’P(A)P(\text{not } A) = 1 - P(A). For example, if P(red)=25P(\text{red}) = \frac{2}{5}, then P(notย red)=1โˆ’25=35P(\text{not red}) = 1 - \frac{2}{5} = \frac{3}{5}.

The probability of rain is 310\frac{3}{10}. What is the probability of no rain? 1โˆ’310=7101 - \frac{3}{10} = \frac{7}{10}. A spinner has a 14\frac{1}{4} chance of landing on blue. What is the chance of not landing on blue? 1โˆ’14=341 - \frac{1}{4} = \frac{3}{4}. If the probability of winning is 27\frac{2}{7}, the probability of not winning is 1โˆ’27=571 - \frac{2}{7} = \frac{5}{7}.

Imagine you have a bag of mystery jellybeans. The chance of picking a gross flavor is one thing, and the chance of picking anything but a gross flavor is its 'complement,' or opposite. Since those are the only two outcomes, their probabilities must add up to a perfect 1 (or 100%). Itโ€™s a handy shortcut to find the odds of something not happening!

Book overview

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Chapter 8: Advanced Topics in Geometry and Number Operations

  1. Lesson 1

    Lesson 71: Parallelograms

  2. Lesson 2

    Lesson 72: Fractions Chart

  3. Lesson 3

    Lesson 73: Exponents

  4. Lesson 4

    Lesson 74: Writing Fractions as Decimal Numbers

  5. Lesson 5

    Lesson 75: Writing Fractions and Decimals as Percents, Part 1

  6. Lesson 6

    Lesson 76: Comparing Fractions by Converting to Decimal Form

  7. Lesson 7Current

    Lesson 77: Finding Unstated Information in Fraction Problems

  8. Lesson 8

    Lesson 78: Capacity

  9. Lesson 9

    Lesson 79: Area of a Triangle

  10. Lesson 10

    Lesson 80: Using a Constant Factor to Solve Ratio Problems

  11. Lesson 11

    Investigation 8: Geometric Construction of Bisectors

Lesson overview

Expand to review the lesson summary and core properties.

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Section 1

๐Ÿ“˜ Finding Unstated Information in Fraction Problems

New Concept

Often fractional-parts statements contain more information than what is directly stated.

Whatโ€™s next

Next, you will diagram these statements and answer questions to find all the hidden information.

Section 2

Finding Unstated Information

A fractional-parts statement, such as 'Three fourths of the 28 students are boys,' indirectly provides information about the remaining part. The denominator indicates the total number of equal parts, while the numerator specifies the number of parts belonging to one group, allowing you to deduce the size and composition of the other group.

Three fifths of 30 students are girls. How many are boys? 35ร—30=18\frac{3}{5} \times 30 = 18 girls. Total students 30โˆ’18=1230 - 18 = 12 boys. In a bag of 48 marbles, 58\frac{5}{8} are blue. How many are not blue? 58ร—48=30\frac{5}{8} \times 48 = 30 blue. Total marbles 48โˆ’30=1848 - 30 = 18 not blue. Of 40 little engines, 38\frac{3}{8} could climb. How many could not? 38ร—40=15\frac{3}{8} \times 40 = 15 could climb. Total engines 40โˆ’15=2540 - 15 = 25 could not climb.

Think of a fraction problem as a detective clue! When it says 'three-fourths of students are boys,' itโ€™s not just about the boys. The denominator (4) tells you the whole group is split into four equal teams, and the numerator (3) says three teams are boys. This secretly reveals there is one team of girls, letting you find their exact number!

Section 3

Probability and Complements

The probability of an event and its complement (the event not happening) always sum to 1. If the probability of an event is P(A)P(A), the probability of its complement is P(notย A)=1โˆ’P(A)P(\text{not } A) = 1 - P(A). For example, if P(red)=25P(\text{red}) = \frac{2}{5}, then P(notย red)=1โˆ’25=35P(\text{not red}) = 1 - \frac{2}{5} = \frac{3}{5}.

The probability of rain is 310\frac{3}{10}. What is the probability of no rain? 1โˆ’310=7101 - \frac{3}{10} = \frac{7}{10}. A spinner has a 14\frac{1}{4} chance of landing on blue. What is the chance of not landing on blue? 1โˆ’14=341 - \frac{1}{4} = \frac{3}{4}. If the probability of winning is 27\frac{2}{7}, the probability of not winning is 1โˆ’27=571 - \frac{2}{7} = \frac{5}{7}.

Imagine you have a bag of mystery jellybeans. The chance of picking a gross flavor is one thing, and the chance of picking anything but a gross flavor is its 'complement,' or opposite. Since those are the only two outcomes, their probabilities must add up to a perfect 1 (or 100%). Itโ€™s a handy shortcut to find the odds of something not happening!

Book overview

Jump across lessons in the current chapter without opening the full course modal.

Continue this chapter

Chapter 8: Advanced Topics in Geometry and Number Operations

  1. Lesson 1

    Lesson 71: Parallelograms

  2. Lesson 2

    Lesson 72: Fractions Chart

  3. Lesson 3

    Lesson 73: Exponents

  4. Lesson 4

    Lesson 74: Writing Fractions as Decimal Numbers

  5. Lesson 5

    Lesson 75: Writing Fractions and Decimals as Percents, Part 1

  6. Lesson 6

    Lesson 76: Comparing Fractions by Converting to Decimal Form

  7. Lesson 7Current

    Lesson 77: Finding Unstated Information in Fraction Problems

  8. Lesson 8

    Lesson 78: Capacity

  9. Lesson 9

    Lesson 79: Area of a Triangle

  10. Lesson 10

    Lesson 80: Using a Constant Factor to Solve Ratio Problems

  11. Lesson 11

    Investigation 8: Geometric Construction of Bisectors