When comparing two numbers in mathematics, the symbol < (less than) is used to indicate that the first number is smaller than the second number. For example, 3 < 5 means "3 is less than 5".

**Understanding the Symbol:**The symbol < represents "less than". It is used to compare two numbers and determine which is smaller.**Using the Symbol:**When comparing numbers, the smaller number is written on the left side of the < symbol, and the larger number is written on the right side. For example, 2 < 7 means "2 is less than 7".**Number Line:**Understanding the concept of "less than" can be visualized using a number line. Numbers located to the left are smaller than numbers to the right. For example, on a number line, 3 is to the left of 5, so 3 < 5.**Practice Problems:**Work on practice problems to reinforce understanding. For example:- 4 < 9
- 1 < 6
- 5 < 10
- 2 < 2 (This statement is false because 2 is not less than 2, it is equal to 2.)

Understanding the concept of "less than" is important as it forms the basis for comparing and ordering numbers in mathematics.

.Study GuideIntroduction to Percent Worksheet/Answer key

Introduction to Percent Worksheet/Answer key

Introduction to Percent Worksheet/Answer key

Introduction to Percent Worksheet/Answer keyIntroduction to Percent

Number and Operations (NCTM)

Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

Work flexibly with fractions, decimals, and percents to solve problems.

Develop meaning for percents greater than 100 and less than 1.

Grade 7 Curriculum Focal Points (NCTM)

Number and Operations and Algebra and Geometry: Developing an understanding of and applying proportionality, including similarity

Students extend their work with ratios to develop an understanding of proportionality that they apply to solve single and multi-step problems in numerous contexts. They use ratio and proportionality to solve a wide variety of percent problems, including problems involving discounts, interest, taxes, tips, and percent increase or decrease. They also solve problems about similar objects (including figures) by using scale factors that relate corresponding lengths of the objects or by using the fact that relationships of lengths within an object are preserved in similar objects. Students graph proportional relationships and identify the unit rate as the slope of the related line. They distinguish proportional relationships (y/x = k, or y = kx) from other relationships, including inverse proportionality (xy = k, or y = k/x).

Number and Operations and Algebra: Developing an understanding of operations on all rational numbers and solving linear equations

Students extend understandings of addition, subtraction, multiplication, and division, together with their properties, to all rational numbers, including negative integers. By applying properties of arithmetic and considering negative numbers in everyday contexts (e.g., situations of owing money or measuring elevations above and below sea level), students explain why the rules for adding, subtracting, multiplying, and dividing with negative numbers make sense. They use the arithmetic of rational numbers as they formulate and solve linear equations in one variable and use these equations to solve problems. Students make strategic choices of procedures to solve linear equations in one variable and implement them efficiently, understanding that when they use the properties of equality to express an equation in a new way, solutions that they obtain for the new equation also solve the original equation.

Connections to the Grade 7 Focal Points (NCTM)

Number and Operations: In grade 4, students used equivalent fractions to determine the decimal representations of fractions that they could represent with terminating decimals. Students now use division to express any fraction as a decimal, including fractions that they must represent with infinite decimals. They find this method useful when working with proportions, especially those involving percents. Students connect their work with dividing fractions to solving equations of the form ax = b, where a and b are fractions. Students continue to develop their understanding of multiplication and division and the structure of numbers by determining if a counting number greater than 1 is a prime, and if it is not, by factoring it into a product of primes.