Corrosion studies on 304 stainless steel containing one percent boron-10 /

"U.S. Atomic Energy Commission Contract AT(29-1)-1106."

A computer program to convert gas analysis data from units of volume percent to molar quantities /

A computer program has been prepared, for use on the ASI-210 digital computer, which will convert gas analysis data from units of volume percent to molar quantities.

Homogeneity characterization of NBS spectrometric standards IV; Preparation and microprobe characterization of W-20 percent Mo alloy fabricated by powder metallurgical methods

Mode of access: Internet.

Government salary tables, 1936, showing basic salaries in accordance with the provisions of the Classification Act approved March 4, 1923, as amended by the acts approved may 28, 1928 and July 3, 1930; three and one-half percent deduction in accordance with the amendments to the Civil Service Retirement Act approved July 3, 1926, and May 29, 1930 as well as basic salaries less three and one-half percent. Issued February 26, 1936.

At head of title: General Accounting Office. Office of the comptroller general of the United States.

The troublesome ten percent, a report of a demonstration of school social work,

Mode of access: Internet.

1960 government program shipments total 30 percent of agricultural exports /

Caption title.

Managing the ten percent set-aside /

"December 1983."

Managing the six percent set-aside /

"December, 1983."

Getting 100 percent results from the eight percent education set-aside under the Job Training Partnership Act : a policy options report /

"Prepared for the National Commission for Employment Policy by the National Governors' Association."

Employment and unemployment in China : results from 10-percent sample tabulation of 1982 population census /

Mode of access: Internet.

Factors at 10 percent involving one and two lives : actuarial values II.

Mode of access: Internet.

Study of temporary 100 percent ratings for service-connected disabilities requiring inpatient treatment /

Item 985

Percent in a Nutshell …

Ironically, the “learning of percent” is one of the most problematic aspects of school mathematics. In our view, these difficulties are not associated with the arithmetic aspects of the “percent problems”, but mostly with two methodological issues: firstly, providing students with a simple and accurate understanding of the rationale behind the use of percent, and secondly - overcoming the psychological complexities of the fluent and comprehensive understanding by the students of the sometimes specific wordings of “percent problems”. Before we talk about percent, it is necessary to acquaint students with a much more fundamental and important (regrettably, not covered by the school syllabus) classical concepts of quantitative and qualitative comparison of values, to give students the opportunity to learn the relevant standard terminology and become accustomed to conventional turns of speech. Further, it makes sense to briefly touch on the issue (important in its own right) of different representations of numbers. Percent is just one of the technical, but common forms of data representation: p% = p × % = p × 0.01 = p × 1/100 = p/100 = p × 10-2 "Percent problems” are involved in just two cases: I. The ratio of a variation m to the standard M II. The relative deviation of a variation m from the standard M The hardest and most essential in each specific "percent problem” is not the routine arithmetic actions involved, but the ability to figure out, to clearly understand which of the variables involved in the problem instructions is the standard and which is the variation. And in the first place, this is what teachers need to patiently and persistently teach their students. As a matter of fact, most primary school pupils are not yet quite ready for the lexical specificity of “percent problems”. ....Math teachers should closely, hand in hand with their students, carry out a linguistic analysis of the wording of each problem ... Schoolchildren must firmly understand that a comparison of objects is only meaningful when we speak about properties which can be objectively expressed in terms of actual numerical characteristics. In our opinion, an adequate acquisition of the teaching unit on percent cannot be achieved in primary school due to objective psychological specificities related to this age and because of the level of general training of students. Yet, if we want to make this topic truly accessible and practically useful, it should be taught in high school. A final question to the reader (quickly, please): What is greater: % of e or e% of Pi