yego.me
💡 Stop wasting time. Read Youtube instead of watch. Download Chrome Extension

Finding percentages with a double number line


2m read
·Nov 10, 2024

We're told that Omar's class has 28 students in it. 21 of them take the bus to school. What percentage of the students in Omar's class take the bus to school? Pause this video and see if you can figure that out.

All right, well, I'm going to try to visualize this with what we call a dub and a double number line. So let's say that is 0, and 28 is the total number of students in this classroom right over here. It's a double number line because I'm going to make another number line right below it, but I'm going to write these points in terms of percentages. So 0 students would be 0 of the students in Omar's class, and 28 students would be 100 of the students in Omar's class.

And so what we really need to do now is we know that 21 of them take the bus. 21 is going to be roughly around here, so that's 21. So we really just need to figure out: what percentage is this going to be? One way to think about it is: what fraction is 21 of 28? Well, if I write 21 over 28, we know that we can divide both the numerator and the denominator by 7. They're both divisible by 7. 21 divided by 7 is 3, and 28 divided by 7 is 4. So 21 is 3/4 of 28.

So let's divide this number line from 0 to 28 into fourths. So that would be halfway, and now we have it divided into fourths. We can see that 21 is one, two, three of these fourths. Well, if 21 is three-fourths of the way to 28, then whatever percentage this is here, that would be three-fourths of the way to a hundred.

So let's divide this into fourths as well. Now we know that one-fourth of a hundred is twenty-five percent, two-fourths of a hundred is fifty percent, and three-fourths of a hundred is seventy-five percent. So what percentage of the students in Omar's class take the bus to school? 75 percent.

More Articles

View All
Mr. Freeman, part 61 CENSORED
There was a man who was constantly suffering. He was too hot, then too cold. He had too much, then too little. He wanted to scream from joy, then wanted to hide in the corner from angst. The stress was making his heart grow callous, his body deteriorate, …
Interpreting equations graphically (example 2) | Mathematics III | High School Math | Khan Academy
Let F of T be ( e^{2T} - 2T^2 ) and H of T be ( 4 - 5T^2 ). The graphs of Y = F(T) and Y = H(T) are shown below. So, Y = F(T) is here in green, so this is really ( Y = e^{2T} - 2T^2 ). We see F(T) right over there, and Y = H(T) is shown in yellow. Alrigh…
Rediscovering Youth on the Colorado River | Short Film Showcase
[Music] When I was born in the summer of ‘86, my dad wrote me these words: “The important places, child of mine, come as you grow. In youth you will learn the secret places: the cave behind the waterfall, the arms of the oak that hold you high, the stars…
See How Life Has Changed in the Middle East Over 58 Years | Short Film Showcase
That’s right across the Lebanese Syrian border. I stopped, pulled out my camera because I had resolved that the entire time I was in the Middle East, that I was going to keep a detailed photographic record of all my landscapes and have a real collection o…
CGP Grey was WRONG
As Mark Twain once quipped, “If I had more time I would have written a shorter letter.” There’s a pair of videos on my channel that were in the works for over a year. The Tekoi Videos. One exploration and one explanation. And while the exploration video …
Bringing Power to Villages | Years of Living Dangerously
[Music] I want this. Who drove in? In this, find out what it’ll take for let’s just see if we can’t close this deal. [Music] Now, David Letterman is visiting a village that has no power. The number that we hear about Indians living off the grid is usually…