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Chapter 01 - Fractions
Chapter 01
Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Remember
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
Difficulty: 1 Easy
Learning Outcome: 1.1 Produce fractions and mixed numbers in the proper form.
Learning Outcome: 1.3 Determine the simplest form of a fraction.
Topic: Fractions and Mixed Numbers
2. The smallest number that is a common multiple of all the denominators in a group of
fractions is the
A. numerator.
B. least common denominator.
C. equivalent fraction.
D. prime number.
The smallest number that is a common multiple of all the denominators in a group of
fractions is the least common denominator.
1-1
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Remember
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
Difficulty: 1 Easy
Learning Outcome: 1.3 Determine the simplest form of a fraction.
Learning Outcome: 1.4 Find the least common denominator.
Topic: Finding Common Denominators
1-2
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
3. A(n) is a number other than 1 that can be evenly divided only by itself.
A. numerator
B. mixed number
C. equivalent fraction
D. prime number
Prime numbers are numbers other than 1 that can be evenly divided only by themselves.
Blooms: Remember
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
Difficulty: 1 Easy
Learning Outcome: 1.3 Determine the simplest form of a fraction.
Topic: Reducing Fractions
4. The top number on a fraction, which represents parts of the whole, is the
A. numerator.
B. least common denominator.
C. equivalent fraction.
D. denominator.
The top number on a fraction represents parts of the whole and is called the numerator.
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Remember
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
Difficulty: 1 Easy
Learning Outcome: 1.1 Produce fractions and mixed numbers in the proper form.
Learning Outcome: 1.3 Determine the simplest form of a fraction.
Topic: Fractions and Mixed Numbers
1-3
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
5. are two fractions that are written differently and have the same value.
A. Mixed numbers
B. Least common denominators
C. Equivalent fractions
D. Prime numbers
Equivalent fractions are two fractions that are written differently and have the same value.
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Remember
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
Difficulty: 1 Easy
Learning Outcome: 1.2 Identify and produce equivalent fractions.
Learning Outcome: 1.3 Determine the simplest form of a fraction.
Topic: Equivalent Fractions
The bottom number of a fraction represents the whole and is called the denominator.
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Remember
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
Difficulty: 1 Easy
Learning Outcome: 1.1 Produce fractions and mixed numbers in the proper form.
Learning Outcome: 1.3 Determine the simplest form of a fraction.
Topic: Fractions and Mixed Numbers
1-4
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Remember
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
Difficulty: 1 Easy
Learning Outcome: 1.1 Produce fractions and mixed numbers in the proper form.
Learning Outcome: 1.3 Determine the simplest form of a fraction.
Topic: Fractions and Mixed Numbers
8. To reduce a fraction to its lowest terms, find the largest that divides evenly into both
the numerator and denominator.
A. mixed number
B. whole number
C. prime number
D. proper fraction
To reduce a fraction to its lowest terms, find the largest whole number that divides evenly
into both the numerator and denominator.
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Remember
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
Difficulty: 1 Easy
Learning Outcome: 1.3 Determine the simplest form of a fraction.
Topic: Reducing Fractions
1-5
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.6 Add fractions.
Topic: Adding Fractions
1-6
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.6 Add fractions.
Topic: Adding Fractions
1-7
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.7 Subtract fractions.
Topic: Subtracting Fractions
1-8
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.7 Subtract fractions.
Topic: Subtracting Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.8 Multiply fractions.
Topic: Multiplying Fractions
1-9
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.8 Multiply fractions.
Topic: Multiplying Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.9 Divide fractions.
Topic: Dividing Fractions
1-10
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.9 Divide fractions.
Topic: Dividing Fractions
40 is the smallest number all the denominators will divide into equally.
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.4 Find the least common denominator.
Topic: Finding Common Denominators
1-11
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
12 is the smallest number all the denominators will divide into equally.
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 1 Easy
Learning Outcome: 1.4 Find the least common denominator.
Topic: Finding Common Denominators
Multiply the original numerator by the denominator of the new fraction and divide the
product by the original denominator:
5 × 12 = 60
60 ÷ 6 = 10
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
Difficulty: 1 Easy
Learning Outcome: 1.2 Identify and produce equivalent fractions.
Topic: Equivalent Fractions
1-12
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
20. The sum of written in the proper form and reduced to lowest terms is
.
A.
B.
C.
D.
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 3 Hard
Learning Outcome: 1.6 Add fractions.
Topic: Adding Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.8 Multiply fractions.
Topic: Multiplying Fractions
1-13
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 1 Easy
Learning Outcome: 1.7 Subtract fractions.
Topic: Subtracting Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 1 Easy
Learning Outcome: 1.7 Subtract fractions.
Topic: Subtracting Fractions
1-14
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 1 Easy
Learning Outcome: 1.9 Divide fractions.
Topic: Dividing Fractions
7 × 3 = 21; 8 × 3 = 24
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.3 Determine the simplest form of a fraction.
Topic: Reducing Fractions
1-15
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
13 × 3 = 39; 19 × 3 = 57
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.3 Determine the simplest form of a fraction.
Topic: Reducing Fractions
27. On the advice of his physician, a patient purchases a bottle of over-the-counter cough
syrup to treat the cough associated with his cold. The bottle contains 16 tablespoons (tbsp) of
medication, and 1 dose of the medication is tbsp. After the patient takes 3 doses of the
medication, how many tablespoons of medication are left in the bottle?
A. 12 tbsp
B.
C.
D. 9 tbsp
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.7 Subtract fractions.
Learning Outcome: 1.8 Multiply fractions.
Topic: Multiplying Fractions
Topic: Subtracting Fractions
1-16
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
28. An elderly patient on a weight-gain diet weighed pounds (lb) on admission to the
retirement home. She was then weighed at 1-week intervals. During the first week she gained
pounds, during the next week she gained pounds, and during the following week she
gained pounds. How much did the patient weigh at the end of the 3 weeks?
A.
B.
C.
D.
Then add the total weight gain to the patient’s original weight:
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 3 Hard
Learning Outcome: 1.6 Add fractions.
Topic: Adding Fractions
1-17
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
If the answer results in a mixed number be sure to include a space between the whole
number and the fraction. Example: 1 1/4 (read as one and one-fourth).
3 4/5
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 1 Easy
Learning Outcome: 1.1 Produce fractions and mixed numbers in the proper form.
Topic: Fractions and Mixed Numbers
30.
If the answer results in a mixed number be sure to include a space between the whole
number and the fraction. Example: 1 1/4 (read as one and one-fourth).
4 5/13
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 1 Easy
Learning Outcome: 1.1 Produce fractions and mixed numbers in the proper form.
Topic: Fractions and Mixed Numbers
1-18
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
31.
Convert to a fraction:
If the answer results in a mixed number be sure to include a space between the whole
number and the fraction. Example: 1 1/4 (read as one and one-fourth).
195/8
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 1 Easy
Learning Outcome: 1.1 Produce fractions and mixed numbers in the proper form.
Topic: Fractions and Mixed Numbers
1-19
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
32.
If the answer results in a mixed number be sure to include a space between the whole
number and the fraction. Example: 1 1/4 (read as one and one-fourth).
9 1/8
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 1 Easy
Learning Outcome: 1.1 Produce fractions and mixed numbers in the proper form.
Topic: Fractions and Mixed Numbers
1-20
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
33.
28
Multiply the original numerator by the denominator of the new fraction and divide the product by the original denominator:
7 × 32 = 244
244 ÷ 8 = 28
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.2 Identify and produce equivalent fractions.
Topic: Equivalent Fractions
1-21
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
34.
120
Convert the mixed fraction: . Multiply the original numerator by the denominator of the new fraction and divide
the product by the original denominator:
20 × 18 = 360
360 ÷ 3 = 120
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.2 Identify and produce equivalent fractions.
35.
12
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.4 Find the least common denominator.
Topic: Finding Common Denominators
1-22
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
36.
56
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.4 Find the least common denominator.
Topic: Finding Common Denominators
>
is larger than
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.2 Identify and produce equivalent fractions.
Learning Outcome: 1.5 Compare the values of fractions.
Topic: Comparing Fractions
1-23
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
38.
The sum of = . Write the answer as a mixed number reduced to lowest terms.
If the answer results in a mixed number be sure to include a space between the whole
number and the fraction. Example: 1 1/4 (read as one and one-fourth).
4 11/13
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.6 Add fractions.
Topic: Adding Fractions
1-24
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
39.
The sum of = . Write the answer as a mixed number reduced to lowest terms.
If the answer results in a mixed number be sure to include a space between the whole
number and the fraction. Example: 1 1/4 (read as one and one-fourth).
1 5/9
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.6 Add fractions.
Topic: Adding Fractions
1-25
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
40.
The sum of = . Write the answer as a mixed number reduced to lowest terms.
If the answer results in a mixed number be sure to include a space between the whole
number and the fraction. Example: 1 1/4 (read as one and one-fourth).
1 8/15
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.6 Add fractions.
Topic: Adding Fractions
1-26
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
41.
If the answer results in a mixed number be sure to include a space between the whole
number and the fraction. Example: 1 1/4 (read as one and one-fourth).
9/22
No conversions necessary. Subtract the numerators (15 ‒ 6 = 9); denominators do not change.
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 1 Easy
Learning Outcome: 1.7 Subtract fractions.
Topic: Subtracting Fractions
1-27
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
42.
No conversion is necessary because both the fractions have the same numerator. Subtract the fractions:
13 ‒ 10 = 3
0+3=3
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 1 Easy
Learning Outcome: 1.7 Subtract fractions.
Topic: Subtracting Fractions
1-28
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
43.
If the answer results in a mixed number be sure to include a space between the whole
number and the fraction. Example: 1 1/4 (read as one and one-fourth).
1 13/14
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 2 Medium
Learning Outcome: 1.7 Subtract fractions.
Topic: Subtracting Fractions
Worksheet Questions
44. The patient's chart indicates that he weighed 175 pounds at the end of September. He then
gained pounds in October and lost pound in November. He weighed
at the end of November.
If the answer results in a mixed number be sure to include a space between the whole
number and the fraction. Example: 1 1/4 (read as one and one-fourth).
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
1-29
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Chapter 01 - Fractions
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 3 Hard
Learning Outcome: 1.6 Add fractions.
Learning Outcome: 1.7 Subtract fractions.
Topic: Adding Fractions
Topic: Subtracting Fractions
45.
If the answer results in a mixed number be sure to include a space between the whole
number and the fraction. Example: 1 1/4 (read as one and one-fourth).
15/32
ASHP: 12.1.a Explain the use of Roman numerals, Arabic numbers, fractions, decimals, and apothecary symbols.
ASHP: 28.3.a Correctly solve mathematical problems using Roman numerals, Arabic numbers, fractions, apothecary symbols, and decimals.
Blooms: Apply
CAAHEP: II.C.1 Demonstrate knowledge of basic math computations
CAAHEP: II.C.2 Apply mathematical computations to solve equations
Difficulty: 1 Easy
Learning Outcome: 1.8 Multiply fractions.
Topic: Multiplying Fractions
1-30
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Another random document with
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Gerrit staan. Z’n afgeknaagd, smerig vest stak boven z’n pilow
clownig-gelapte, zakkerige broek uit, met drie knoopen-open-naar-
voren, en z’n groenige rots-kale jekker bobbelde losjes over z’n
lange blauwe kiel. Z’n smoezelig vuil-geel gezichtsvel, stond over
den heelen vergrijsden kop tot diep in de halskuil gebarsten van
scherpe groefjes en zwartige rimpels. En z’n groezelige
stoppelbaard haardotte verwaarloosd over ’t heele gelaat als was ie
ingewreven met turfmolm. Als ’n gekerfde lijnden nijdig de barsten
en ruitrimpels over ’t vel-geel van kaken en knevel-zware brauwen
gromden donker-dreigend boven kleine flauw-grijze oogjes.
Zwaar dofklankte z’n stem, als baste ’t geluid uit z’n neusgaten òp
met ’n brom-nasalen nadreun. [8]
Hassel uit z’n hoog rug-krommige lengte keek bar neer op den
sjofelen daglooner, die zoo plots zich kwam opdringen. Zonder
antwoord van Hassel af te wachten nasaalde z’n stem dreunend
weer uit z’n platten polypen-neus:
Nou ook bij ouë Gerrit.… niks!.… alleen kon ie nog vragen of ie
iemand wist, die ’m wat aardbei-mandjes wou laten vlechten. Maar
lieve heer.… wà’ kon hij uitvoere mi’ s’n bevende hande.… Vroeger
sestig, sevetig op ’n dag, nou geen tien.… wa’ kon ie hale.… vaif
sent.… En boompies make.… nee dat gong heelegoàr nie.… da
bukke.… da bukke.… ure achter malkaer.… de tieme rondvlechte.…
en stoan mi s’n poote op de boompies, gebukt.… nee, dan was ie
zoo roar in z’n ouë dop.… of d’r al moar bloed noar z’n hangende
kop droaide.… Verlede jaar hattie ’t prebeerd.. Maar bòns, was ie
tege den muur gesmakt, duizelig en tollerig en z’n stuut voelde ie
gebroke.… Wa hadde se’n pret had, ’t jonge goed.… nee, nee da
gong nie.… sou ie maor nie eens mee ankomme.… da gong nie.…
En dan.… se [13]woue ’m nie eens hewwe.… da jonge goed was ’m
de baas, da speelsche tuig.
Wà nou, wà’ nou, joeg ’t, jammer-knaagde ’t in ’m. Was ’t moar t’ met
somer.… moar lieve Heer!.… December.… begin December.…
goeie God.… wà’ mos da na-toe!—van wà’ nou vrete.…
De ouë Bolk had eerst nog voor zich heengekeken, stug, met
oogengraagte, de kalme zekere spithouwen van Dirk in z’n hei
bestarend,.… met jaloersche lust den kerel daar te verdringen.…
want dà kon ie, as de beste.… Maar toen inéén had ouë Gerrit ’m
aan ’t verstand gebracht dat ie gosommooglik ies veur ’m hat, dat ie
alleen die paar roe hat diep te spitte—miskien in ’t veurjaor, tegen
Moart, as de grond nie nog te hard was.…
—Hoho!.… Bolkie, schraapte de Ouë eruit, je skiet of’r, je bin nie
f’rtuunelik.… ’t spait me duuf’ls daa’k segge mot.… tug is ’t puur
woar.… je skiet of’r.… d’r is op heede van alderlei volk te veul.… j’
bin te veul.… d’r is nies.. puur nies omhande.… ’t wort allegoar
dàan, allegoar deur hullie.… verjenne.… ’t spait me.… huu!.. huu.…
—Wa skeel je.… oud k’nijn! giftte ie met halve stem woedend.…
—Aa’s je nou d’rs de vaifde steek ommekeert Dirk, je zie nou water
hee?.… teemde goeig ouë Gerrit.
Nooit had ouë Bolk kinderen gehad; geen jongen, geen meid; z’n
grootste, stille smart.… En zóó maar grienbalke [16]kon ie as se d’r
van begonne.… nou weer die lamme kerel, had ie ze moar.…
—Bars jai, gromde Bolk, met tranen van windkou in z’n oogen,.…
godskristes.… koebeeste,.… ha’k moar koot’rs..
Weer kwam er schrei-droefnis in z’n stem, die stil, voor hem alleen
uit weende z’n smart.
Bolk draaide zich nijdig om, met z’n rug naar Piet. Dirk zwoegde
door, spraakloos.—Rondom was grauwer, late middag-somberte
over de velden aan ’t verdroeven.… Op akkerverten, hier en daar,
was drukker beweeg van spitters dan in ochtend, silhouettig, zwart-
vagelijk toch, in het wazig winterdroeve grijs-grauw. De lucht dromde
zwaarder van regenwolken, en windstooten loeiden op, bulderend
rondgierend in dollendans, op de leege wijdte van ’t bronzen land.
Schimmiger uit alle hemelhoeken woei áán, scheemrige wolkenjacht.
aansliertend, wijd-alom, in reuze-donkering naar horizon, grauwiger
opgeblaas van vale wolkenkoppen, monsterlijk verwrongen met àl
droeviger schemerschijn op angst-looien wolk-gezichten. En stiller
nu, in roerlooze effenheid stonden de donkere erfjes en achteruitjes
van Bikkerstraat, vertriestend vaal, in barren grijns.
—Hep je bai Neelis de Borstel niks.… niks te hakke?.…, informeerde
schuintjes, nog eens de Ouë, onverschillig toch [17]voor ’t antwoord,
kijkend met gretigheid naar Dirk, die weer zwaar-zwellend in kracht,
door panderige aardplaten heen moest bonken.
—Wâ hakke?.… die raize, da’s louw, die hakke se omm’rs selfers
—Wa jonge kop.… de heule tait m’r gaintjes.… neegtien jaor t’met.…
—Nou, mag nie?.… wa ken main jou mikmak skeele.… mo’k nou al
griene, wa jou Dirk?
—’n Herberg, rejaal in anbouw, lolde Piet met ’n slag van pret op z’n
been,—d’r hang ’n droppel an je kokkert!.…
—Nou gaat-ie bai Ronk, f’rek, die stong, van morge t’met an seve
uur op ’t land.… f’rek, hai hep g’n hand veur ooge sien-en kenne,
hep sain noodig.…..
—Half seeve? vroeg ouë Gerrit ’n beetje ongeloovig.… wie hep saìn
sien?
—Wa sel ’t dan hier bloase hewwe, bibberde ouë Gerrit in elkaar
schokkerend van kou, dieper handen z’n broekzakken indringend,
opsjortend z’n kleeren, in nauwe kreukels om z’n lijf. En plots voelde
ie wat lekker ’t voor hem was, zoo vroeg, in winterkilte dat Piet de
koebeesten voerde. Donderemente wa’ koud kreeg ie ’t nou.…
Piet was weer zingend naar z’n hei gestapt.
In de woonkamer, aan den weg, zat vrouw Hassel, met ’r rug naar de
kachel, dof omgonsd in ’r ooren, vol van dreunslagen van bekken,
versuft toch, als sliep ze met oogen open. Achter haar stoeltje rookte
’t benauwd, lichtelijk in brandlucht. Bij ’t kamer-instappen zag ouë
Gerrit dadelijk dat haar schort aan ’t branden was, over de kachel te
drogen gehangen.
Met schrik-gezicht, draaide vrouw Hassel om, wild grijpend naar d’r
schort. Ze had ook even wel iets vreemds geroken, iets smeulerigs,
maar ’t was ’r weer door d’r hoofd gegaan, omdat ze niet begreep
wàt ’t kon zijn, heelemaal niet meer wetend dat ze d’r schort voor de
kachel had gehangen.
—Wa vergat ze leste taid tug alles en alles.… Hoe was ’t gods-in-d’r
leve mogelik. Nou had se d’r eige nog so gesait …. Nou dènk je d’r
an.… en nou, na ’n paar menuute allegoar rejaal vergete.…
vergete.… Tranen kreeg ze in ’r oogen. ’t Maakte ’r zoo bang, zoo
huilerig en zenuwachtig. Ze voelde wel onrustig dat er al ’n poos
lang wat mals met ’r gebeurde, in ’r kop vooral, maar ze kon niet
vatten wàt, wàt.
Ouë Gerrit was op z’n kousen door den stal heengesjokt, had even
naar z’n beesten gekeken, en was moe-huiverig op [23]z’n biezen
kaal-korten gemakstoel bij den kachel geschoven. Z’n jekker had ie
aangehouen en met ingezakt bovenlijf zat-ie zich behaag-zwaar te
schurken, zoekend naar meer broeiing en warmte. Toch voelde ie
zich brommerig op zijn wijf dat al ’n jaar lang temet alles vergat. En
dàn, dat huilen van ’r, dat nare drenzerige grienen, met halve smart-
zinnetjes er tusschen gekermd, waarvan ie niks begreep, dàt, dàt
maakte ’m helsch. F’r wa griende da waif tug?.… Wier se soo fèl
geslage?.… godskristus, wa g’luk da Guurtje d’r was, s’ maid van
twintig, sain eenige maid goddank. Versakrementeele, aa’s die d’r
nie was, krege temet de jonges nie eens d’r buik vol. Dan vergat se
te koke.… snôverjenne.… wa’ malle f’rduufeling tug.…
Wa wou dat mormel tug, die laileke trien?.… Wà sat se nou weer?
van de skrik te griene.… ja verdomd!.… op ’t achterend weer.…