 # Work Keys Applied Mathematics Level 5 Individuals with

• Slides: 7 Work. Keys Applied Mathematics Level 5 Individuals with Level 5 skills can set up and solve problems with several steps of logic and calculation involving a mixture of whole numbers, fractions, decimals, or percentages. 1. As a laboratory assistant, you measure chemicals using the metric system. For your current research, you need to measure out 45 grams of sodium chloride. The bottle you are using lists the amount in ounces. About how many ounces of sodium chloride will you need? A. 0. 1 B. 1. 6 C. 28. 4 D. 720. 0 E. 1, 275. 8 Answer to Level 5 Sample Item 1: Using the value given on the formula sheet, divide the number of grams by the number of grams per ounce to find the number of ounces needed. A. Incorrect: 45 ÷ 453. 592 = 0. 099208, rounded up to 0. 1 (divided by the number of grams/pound instead of the number of grams/ ounce) B. Correct: 45 grams ÷ 28. 350 grams/ounce = 1. 58730, rounded up to 1. 6 ounces C. Incorrect: Approximate number of grams/ounce (28. 350 on the formula sheet, rounded up to 28. 4; no calculation was done on the amount given in the problem) D. Incorrect: 45 × 16 = 720. 0 (multiplied by the number of ounces/pound instead of dividing by the number of grams/ounce) E. Incorrect: 45 × 28. 350 = 1, 275. 75, rounded up to 1, 275. 8 (multiplied by the number of grams/ounce instead of dividing) 2. You are making a welding fixture and must cut down a length of steel tubing from 193/8 inches to 119/16 inches. When you cut the tubing, you will waste 1/16 inch of it because of the width of the saw cut. If the leftover piece is long enough, you will use it in another fixture. How long will this leftover piece be? A. 73/4 B. 713/16 C. 77/8 D. 81/4 E. 83/4 Answer to Level 5 Sample Item 2: Subtract the new length as well as the width of the saw cut from the total length to get the length of the leftover piece. A. Correct: A. Incorrect: (didn’t account for the saw cut width) C. Incorrect: (subtracted the saw cut from the piece cut instead of the total length) D. Incorrect: (wrong order of fractions) E. Incorrect: (subtracted in both the numerator and the denominator) 3. You are doing marketing research to find out the purchasing potential of students in the community. Based on the latest census, there are 9, 860 students in a population of 62, 400 people. What percent of the total population do students make up? A. 6. 3 B. 7. 3 C. 15. 8 D. 52. 5 E. 84. 2 Answer to Level 5 Sample Item 3: Divide the number of students by the total population, then multiply by 100 to find the percentage of students in the total population. A. Incorrect: 62, 400 ÷ 9, 860 = 6. 3 (divided the wrong way and did not change to a percent) B. Incorrect: (62, 400 + 9, 860) ÷ 9, 860 = 7. 3 (added students to the total population, then divided by the number of students) C. Correct: 9, 860 ÷ 62, 400 × 100 = 15. 8% (the number of students divided by the total number of people multiplied by 100 to get a percentage) D. Incorrect: (62, 400 – 9, 860) ÷ 1, 000 = 52. 5 (subtracted the number of students from the total population, then divided by 1, 000 to make the answer seem reasonable) E. Incorrect: (62, 400 – 9, 860) ÷ 62, 400 × 100 = 84. 2 (found the percent of nonstudents)