11% is 11 hundredths, which we can represent as the decimal. We saw this in Lesson 10 and in Lesson 14.Įxample 9. How can we find the Amount when we know theĪmount = Base × Percent or Percent × Base If you tip at the rate of 15%, and the bill is $40, how much do you leave? Answer.
![20% of 12 20% of 12](https://hi-static.z-dn.net/files/d8d/f73826cc412ead9da952b17bdb650131.jpg)
See Lesson 4, Question 7: How can we take 10%?Įxample 8.
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Therefore, three eighths will be one quarter plus half of one quarter: $150 + $75 = $225.Įxample 7. Therefore three eighths are three times $75: $225.Įquivalently, one quarter - $150 - is two eighths. (The student should know the eighths they come up frequently.)įirst, a quarter of $600 is half of $300: $150. Upon recognizing that 37.5% means three eighths ( Lesson 24), this is not a difficult problem. Half of 56 = Half of 50 + Half of 6 = 25 + 3 = 28.Īnswer. Half of 112 = Half of 100 + Half of 12 = 56.Īnswer. How can we find 25% or a fourth of a number? But a week later it reduced that price by 10%. ( Per means for each.) A percent is a number of hundredths.Įxample 1. For as we saw in Lesson 4, percent is an abbreviation for the Latin per centum, which means for each 100.
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And in Section 3 we will see how to find the Base. Here, we will continue those problems - we will see how to find the Amount with a minimum amount of writing. In Lesson 28 we saw how to solve percent problems by understanding that a percent is a ratio. While from 10% we can easily calculate 20%, 30% and any multiple of 10%. What is more, from 1% we can calculate 2%, 3%, and so on. In Lesson 4 we saw how to take 1% and 10% of a number simply by placing the decimal point. We have already seen how to solve any percent problem with a calculator. The same procedures apply in a written calculation, in which we would typically change the percent to a decimal. In a percent problem, we are given two of those numbers and we are asked to find the third.
![20% of 12 20% of 12](https://chinesenewyear.imgix.net/assets/images/21-things-you-didnt-know-about-chinese-new-year/chinese-new-year-calendar.jpg)
The Base always follows "of." What you see above is the standard form of any statement of percent.
![20% of 12 20% of 12](https://study.com/cimages/videopreview/percentfractionnotation_121361.jpg)
Moreover, sprint-resisted training with ML and HL would enhance vertical jump and leg strength in moderately trained subjects.Every statement of percent involves three numbers. It would seem that to improve the initial phase of acceleration up to 30 m, loads around 20% of BM should be used, whereas to improve high-speed acceleration phases, loads around 5-12.5% of BM should be preferred. The results show that depending on the magnitude of load used, the related effects will be attained in different phases of the 40 m. As regards, the untrained exercises, CMJ and SQ for ML and HL (p ≤ 0.05) and JS for HL were improved. Time intervals in 20-30 m and 20-40 m (p ≤ 0.05) were statistically reduced in ML. Paired t-tests demonstrated statistical improvements in 0-40 m sprint times for the 3 groups (p ≤ 0.05), and in 0-20 m (p ≤ 0.05) and 0-30 m (p < 0.01) sprint times for HL. Significant differences between groups only occurred between LL and ML in CMJ (p ≤ 0.05), favoring ML.
![20% of 12 20% of 12](https://cdn.shopify.com/s/files/1/0355/1805/files/annual-pass_square_poster_1600x.png)
The 3 groups followed the same training program consisting in maximal effort sprint accelerations with the respective loads assigned.
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Besides, the effects on untrained exercises: countermovement jump (CMJ), loaded vertical jump squat (JS), and full squat (SQ) were analyzed. This investigation has evaluated the effects of a 7-week, 14-session, sled-resisted sprint training on acceleration with 3 different loads according to a % of body mass (BM): low load (LL: 5% BM, n = 7), medium load (ML: 12.5% BM, n = 6), and high load (HL: 20% BM, n = 6), in young male students. The optimal resisted load for sprint training has not been established yet, although it has been suggested that a resistance reducing the athlete's velocity by more than 10% from unloaded sprinting would entail substantial changes in the athlete's sprinting mechanics.