Operations with Fractions - PSAT Math
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Sally bought five computers for her office that cost $300, $405, $485, $520, and $555 respectively. She made a down payment of 2/5 the total cost and paid the rest in nine equal payments over the next nine months. Assuming no tax and no interest, what is the value of each of the nine payments?
Sally bought five computers for her office that cost $300, $405, $485, $520, and $555 respectively. She made a down payment of 2/5 the total cost and paid the rest in nine equal payments over the next nine months. Assuming no tax and no interest, what is the value of each of the nine payments?
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The total cost of the 5 computers is 2265.
2/5 of 2265 = 906, which is what Sally pays up front.
2265 – 906 = 1359, which is what Sally still owes.
1359/9 = 151, which is the value of each of the 9 equal payments.
The total cost of the 5 computers is 2265.
2/5 of 2265 = 906, which is what Sally pays up front.
2265 – 906 = 1359, which is what Sally still owes.
1359/9 = 151, which is the value of each of the 9 equal payments.
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The price of a computer is reduced by 1/8. The new price is then reduced by 1/6. What fraction of the original price is the current price?
The price of a computer is reduced by 1/8. The new price is then reduced by 1/6. What fraction of the original price is the current price?
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Let the original price = p.
After the first reduction, the price is (7/8)p
After the second reduction, the price is (5/6)(7/8)p = (35/48)p
Let the original price = p.
After the first reduction, the price is (7/8)p
After the second reduction, the price is (5/6)(7/8)p = (35/48)p
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If a car travels at 30 mph, how many feet per second does travel?
If a car travels at 30 mph, how many feet per second does travel?
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30 miles / 1 hour * 5280 ft / 1 mile * 3600 seconds / 1 hour = 44 ft/sec
30 miles / 1 hour * 5280 ft / 1 mile * 3600 seconds / 1 hour = 44 ft/sec
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Remember, when you multiply fractions, you can directly multiply their denominators and their numerators; therefore, you can begin this problem by making it into one large fraction:

Now, you could multiply all of this out and then divide. However, you can cancel things immediately. The
goes into the
and the
into the
. Thus, you have:

Remember, when you multiply fractions, you can directly multiply their denominators and their numerators; therefore, you can begin this problem by making it into one large fraction:
Now, you could multiply all of this out and then divide. However, you can cancel things immediately. The goes into the
and the
into the
. Thus, you have:
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Simplify:

Simplify:
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First, begin by remembering that
is the same as
:

Next, recall that you multiply fractions by multiplying the numerators and denominators by each other. It is very simple. This would give you:

Now, you can cancel the
and the
:

Next, you can reduce the
and the
:

You can also reduce the resulting
and the
:

First, begin by remembering that is the same as
:
Next, recall that you multiply fractions by multiplying the numerators and denominators by each other. It is very simple. This would give you:
Now, you can cancel the and the
:
Next, you can reduce the and the
:
You can also reduce the resulting and the
:
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In a group of 20 children, 25% are girls. How many boys are there?
In a group of 20 children, 25% are girls. How many boys are there?
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Since
of the children are girls, this totals to
girls in the group.
boys.
Since of the children are girls, this totals to
girls in the group.
boys.
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Jesse has a large movie collection containing X movies. 1/3 of his movies are action movies, 3/5 of the remainder are comedies, and the rest are historical movies. How many historical movies does Jesse own?
Jesse has a large movie collection containing X movies. 1/3 of his movies are action movies, 3/5 of the remainder are comedies, and the rest are historical movies. How many historical movies does Jesse own?
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1/3 of the movies are action movies. 3/5 of 2/3 of the movies are comedies, or (3/5)*(2/3), or 6/15. Combining the comedies and the action movies (1/3 or 5/15), we get 11/15 of the movies being either action or comedy. Thus, 4/15 of the movies remain and all of them have to be historical.
1/3 of the movies are action movies. 3/5 of 2/3 of the movies are comedies, or (3/5)*(2/3), or 6/15. Combining the comedies and the action movies (1/3 or 5/15), we get 11/15 of the movies being either action or comedy. Thus, 4/15 of the movies remain and all of them have to be historical.
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If x = 1/3 and y = 1/2, find the value of 2_x_ + 3_y_.
If x = 1/3 and y = 1/2, find the value of 2_x_ + 3_y_.
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Substitute the values of x and y into the given expression:
2(1/3) + 3(1/2)
= 2/3 + 3/2
= 4/6 + 9/6
= 13/6
Substitute the values of x and y into the given expression:
2(1/3) + 3(1/2)
= 2/3 + 3/2
= 4/6 + 9/6
= 13/6
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Solve
.
Solve .
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Finding the common denominator yields
. We can then evaluate leaving
.
Finding the common denominator yields . We can then evaluate leaving
.
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What is the solution, reduced to its simplest form, for
?
What is the solution, reduced to its simplest form, for ?
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What is the sum of
and
?
What is the sum of and
?
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We can begin by eliminating the obviously wrong answers. We know that the sum of the two fractions will be more than 1, so the answer choices
and
are out. Now, let's add the two fractions:
Begin by converting
to
.
Now find the common denominator of
and
. The least common multiple of 5 and 6 is 30, so 30 is the common denominator. Now alter both fractions so that they use the common denominator:


Now we can easily add the two fractions together:

The answer is
.
We can begin by eliminating the obviously wrong answers. We know that the sum of the two fractions will be more than 1, so the answer choices and
are out. Now, let's add the two fractions:
Begin by converting to
.
Now find the common denominator of and
. The least common multiple of 5 and 6 is 30, so 30 is the common denominator. Now alter both fractions so that they use the common denominator:
Now we can easily add the two fractions together:
The answer is .
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Simplify:

Simplify:

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Division is the same as multiplying by the reciprocal. Thus, a/b ÷ c/d = a/b x d/c = ad/bc
Division is the same as multiplying by the reciprocal. Thus, a/b ÷ c/d = a/b x d/c = ad/bc
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If p is a positive integer, and 4 is the remainder when p-8 is divided by 5, which of the following could be the value of p?
If p is a positive integer, and 4 is the remainder when p-8 is divided by 5, which of the following could be the value of p?
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Remember that if x has a remainder of 4 when divided by 5, xminus 4 must be divisible by 5. We are therefore looking for a number p such that p - 8 - 4 is divisible by 5. The only answer choice that fits this description is 17.
Remember that if x has a remainder of 4 when divided by 5, xminus 4 must be divisible by 5. We are therefore looking for a number p such that p - 8 - 4 is divisible by 5. The only answer choice that fits this description is 17.
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If
and
, then what is the value of
?
If and
, then what is the value of
?
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Dividing by a number (in this case
) is equivalent to multiplying by its reciprocal (in this case
). Therefore:

Dividing by a number (in this case ) is equivalent to multiplying by its reciprocal (in this case
). Therefore:
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Evaluate the following:

Evaluate the following:
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First we will evaluate the terms in the parentheses:



Next, we will square the first fraction:


We can evaluate the division as such:

First we will evaluate the terms in the parentheses:
Next, we will square the first fraction:
We can evaluate the division as such:
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Simplify: 
Simplify:
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Start by rewriting this fraction as a division problem:

When dividing fractions, you multiply by the reciprocal of the second fraction, so you can rewrite your problem like this:

Multiply across the numerators and then across the denominators to get
. The x's cancel, and you can reduce the fraction to be
.
Start by rewriting this fraction as a division problem:
When dividing fractions, you multiply by the reciprocal of the second fraction, so you can rewrite your problem like this:
Multiply across the numerators and then across the denominators to get . The x's cancel, and you can reduce the fraction to be
.
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Define an operation
as follows:
For all real numbers
,
.
Evaluate
.
Define an operation as follows:
For all real numbers ,
.
Evaluate .
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Define an operation
as follows:
For all real numbers
,
.
Evaluate
.
Define an operation as follows:
For all real numbers ,
.
Evaluate .
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,
or, equivalently,






,
or, equivalently,
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Define an operation
as follows:
For all real numbers
,
.
Evaluate
.
Define an operation as follows:
For all real numbers ,
.
Evaluate .
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