3Rd 9Wks Math Problems

Total Page:16

File Type:pdf, Size:1020Kb

3Rd 9Wks Math Problems PROBLEMS & TASKS 4 DISTANCE, RATE, & TIME Where am I? DISTANCE-1 (A-34): From the dock, Tommy paddled his canoe upstream against the current at 3 miles per hour for 40 minutes. Then Tommy paddled downstream for 36 minutes at 5 miles per hour. Where was he in relation to the dock? ============================================================== ==== DISTANCE-2 (A-41): The distance from Hillpoint to Plain is 148 miles. It is 115 miles from Jonestown to Plain. Smallville is 123 miles from Hillpoint. How far is it from Jonestown to Smallville? ============================================================== ==== DISTANCE-3 (C-33): A helicopter flies 16 miles from the airport to a downtown hotel in 10 minutes. At this rate, how far could the helicopter fly in 2 hours? =============================================================== === DISTANCE-4 (C-41): It is 85 miles from Kansas City to Camden. The distance from Camden to Bern is 40 miles. If Bern is on the road between Kansas City and Camden, how far is it from Kansas City to Bern? =============================================================== === DISTANCE-5 (D-32): Tony did 150 push-ups in 10 minutes. Eric can do push-ups at a rate of 2 every 10 seconds. How long, would it take Eric to do as many push-ups as Tony? =============================================================== === DISTANCE-6 (71-AA): A truck and a car are each traveling 60 miles per hour. About 5 how far apart will they be in 5 minutes? =============================================================== === DISTANCE-7 (88-BB): It takes Misty 12 minutes to walk the 0.7 of a mile from her house to the school. How long would it take Misty to walk a mile at the same speed? =============================================================== === DISTANCE-8 (148-BB): How long will it take a train 1 mile long traveling 60 miles per hour to go through a tunnel 1/2 mile long? =============================================================== === DISTANCE-9 (151-BB): When Mr. Abshire was painting the gutters of his house, he found that he could paint about 25 feet in 1 hour. At this rate, how long would it take Mr. Abshire to paint 185 feet of gutter? DISTANCE-10 (162-BB): The distance between two airports is 18 miles. A helicopter flies the distance in 10 minutes. At this rate, how many miles could the helicopter fly in 1 hour? =============================================================== ===DISTANCE-11: A freight train and a passenger train are stopped on adjacent tracks. The engine of the freight train is 1000 yards ahead of the engine of the passenger train. The end of the caboose of the freight train is 400 yards ahead of the end of the caboose of the passenger train. The freight train is three times as long as the passenger train. How long are the trains? =============================================================== === DISTANCE-12: How long will it take a person to make a journey of 50 miles if he rides half of the time at the rate of 9 miles an hour and walks the rest of the time at 3 1/2 miles an hour? =============================================================== === DISTANCE-13: On no! Buzzy’s powerboat is caught in the current and is being sucked towards the waterfall. The boat can run at 16 mph, but the current is pulling him towards the falls at 9 mph. Buzzy’s motor uses 5 gallons of gas an hour, he has 16 gallons left and the first safe landing is 21 miles back up river. Will he make it? =============================================================== === DISTANCE-14: In my driver’s education class last week, my teacher was talking about driving on the freeway. He said that you should stay 1 car length behind the car in front of you for every 10 miles per hour that you drive. (So if you were driving 60 miles per hour, you should be 6 car lengths behind.) I went home and told my dad, and he said that his driver education teacher told him that he should stay 2 seconds behind the car in front of him. Assuming that a car length is 20 feet and you are traveling 60 miles per hour, how many car lengths behind should you stay, using dad’s 2-second rule? =============================================================== === DISTANCE-15: An outdoor grill uses its gas in 195 minutes when it is on low. It uses 6 about 7 1/2 times as much gas when it is on high. The stove was on low for 30 minutes. How much time remains if the stove must be run on high to boil water? =============================================================== ===DISTANCE-16: Two candles are lit at the same time. One is 12-inches tall and burns 1/2 inch per hour and the other is 6 inches tall and burns 1/4 inch per hour. Which candle will burn down first? Explain your answer? =============================================================== === DISTANCE-17 (CP-91): Colonel Crackham says that his friend, Mr. Wilkinson, walks from his country house into the neighboring town at the rate of five miles per hour, and, because he is a little tired, he makes the return journey a the rate of three miles per hour. The double journey takes him exactly seven hours. Can you tell the distance from his house to the town? RATIONAL NUMBERS CONCEPTS What part of know don’t you understand? FRACTIONS-1 (54-AA): What fraction can you multiply times 2/3 and get an answer of 1? =============================================================== === FRACTIONS-2 (63-AA): One-fourth of the garden was filled with rose bushes. The remaining 12 square feet of the garden were filled with mums. What is the area of the garden? =============================================================== === FRACTIONS-3 (70-AA): One-third of my number is 12. One-fourth of my number is 9. What's my number? =============================================================== === FRACTIONS-4 (74-AA): A dining room has 27 tables. Two-thirds of the tables each have 4 chairs. There are 6 chairs at each of the remaining tables. What is the greatest number of people that can be seated at tables in the dining room? =============================================================== === FRACTIONS-5 (75-AA): What fraction of the perfect squares less than 100 are odd numbers? =============================================================== === FRACTIONS-6 (82-AA): One-seventh of what number is the same as two-thirds of 24? =============================================================== === FRACTIONS-7 (84-AA): Rita's car holds 21 gallons of gasoline when full and 7 averages 16 miles per gallon. The gas tank is 3/4 full. Is there enough gasoline for Rita to drive the 188 miles from Chicago to Indianapolis? =============================================================== === FRACTIONS-8 (94-AA): The number of hours that were left in the day was one- third of the number of hours that had already passed. How many hours were left in the day? =============================================================== === FRACTIONS-9 (72-BB): Mr. and Mrs. Green received a discount of $87 on a new electric stove. The discount was the result of a 1/4 off sale. What was the sale price of the stove? =============================================================== === FRACTIONS-10 (74-BB): There are about 3/4 as many calories in a piece of lemon pie as in a piece of apple pie. If there are 120 more calories in a piece of apple pie, how many calories are in a piece of lemon pie? =============================================================== === FRACTIONS-11 (77-BB): Cut a cake into fourths. Now cut each fourth into three equal pieces. Each piece is what fraction of the cake? =============================================================== === FRACTIONS-12 (88-BB): A recipe for meatloaf serves eight people and uses 3 1/2 pounds of ground meat. How many pounds of ground meat are needed for a meatloaf that will serve twelve people? FRACTIONS-13 (97-BB): A rubber ball is dropped from a height of 100 meters. Each time it hits the ground, it bounces up 3/4 of the height it dropped. How many meters will the ball have traveled when it hits the ground for the fourth time? =============================================================== === FRACTIONS-14 (98-BB): A pizza is cut into five pieces. Four of the pieces are the same size, and the fifth piece is 1/2 the size of each of the others. What fraction of the pizza is the smallest piece? =============================================================== === FRACTIONS-15 (110-BB): Five-eighths of the cars that started the race finished the race. Twenty cars finished. How many cars started the race? =============================================================== === FRACTIONS-16 (126-BB): Ellen said she spent half her money for lunch and half of what was left for a movie. She now has $1.20. How much did she spend for lunch? =============================================================== === FRACTIONS-17 (127-BB): We drove 240 miles in 4 1/3 hours, stopped for 40 minutes for lunch, and then drove 170 miles in 3 1/4 hours. What was our average speed for the total time of the trip? =============================================================== === FRACTIONS-18 (178-BB): The sum of two rational numbers is 25. Their difference is 6. What are the two numbers? =============================================================== 8 === FRACTIONS-19 (185-BB): The sum of two number is 21. The product of the numbers is 110. What is the sum of their reciprocals? =============================================================== === FRACTIONS-20 (A-28): Susan's age this year is a multiple of 3. Next year her age will be a multiple of 4. If
Recommended publications
  • Probability and Counting Rules
    blu03683_ch04.qxd 09/12/2005 12:45 PM Page 171 C HAPTER 44 Probability and Counting Rules Objectives Outline After completing this chapter, you should be able to 4–1 Introduction 1 Determine sample spaces and find the probability of an event, using classical 4–2 Sample Spaces and Probability probability or empirical probability. 4–3 The Addition Rules for Probability 2 Find the probability of compound events, using the addition rules. 4–4 The Multiplication Rules and Conditional 3 Find the probability of compound events, Probability using the multiplication rules. 4–5 Counting Rules 4 Find the conditional probability of an event. 5 Find the total number of outcomes in a 4–6 Probability and Counting Rules sequence of events, using the fundamental counting rule. 4–7 Summary 6 Find the number of ways that r objects can be selected from n objects, using the permutation rule. 7 Find the number of ways that r objects can be selected from n objects without regard to order, using the combination rule. 8 Find the probability of an event, using the counting rules. 4–1 blu03683_ch04.qxd 09/12/2005 12:45 PM Page 172 172 Chapter 4 Probability and Counting Rules Statistics Would You Bet Your Life? Today Humans not only bet money when they gamble, but also bet their lives by engaging in unhealthy activities such as smoking, drinking, using drugs, and exceeding the speed limit when driving. Many people don’t care about the risks involved in these activities since they do not understand the concepts of probability.
    [Show full text]
  • A FIRST COURSE in PROBABILITY This Page Intentionally Left Blank a FIRST COURSE in PROBABILITY
    A FIRST COURSE IN PROBABILITY This page intentionally left blank A FIRST COURSE IN PROBABILITY Eighth Edition Sheldon Ross University of Southern California Upper Saddle River, New Jersey 07458 Library of Congress Cataloging-in-Publication Data Ross, Sheldon M. A first course in probability / Sheldon Ross. — 8th ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-13-603313-4 ISBN-10: 0-13-603313-X 1. Probabilities—Textbooks. I. Title. QA273.R83 2010 519.2—dc22 2008033720 Editor in Chief, Mathematics and Statistics: Deirdre Lynch Senior Project Editor: Rachel S. Reeve Assistant Editor: Christina Lepre Editorial Assistant: Dana Jones Project Manager: Robert S. Merenoff Associate Managing Editor: Bayani Mendoza de Leon Senior Managing Editor: Linda Mihatov Behrens Senior Operations Supervisor: Diane Peirano Marketing Assistant: Kathleen DeChavez Creative Director: Jayne Conte Art Director/Designer: Bruce Kenselaar AV Project Manager: Thomas Benfatti Compositor: Integra Software Services Pvt. Ltd, Pondicherry, India Cover Image Credit: Getty Images, Inc. © 2010, 2006, 2002, 1998, 1994, 1988, 1984, 1976 by Pearson Education, Inc., Pearson Prentice Hall Pearson Education, Inc. Upper Saddle River, NJ 07458 All rights reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher. Pearson Prentice Hall™ is a trademark of Pearson Education, Inc. Printed in the United States of America 10987654321 ISBN-13: 978-0-13-603313-4 ISBN-10: 0-13-603313-X Pearson Education, Ltd., London Pearson Education Australia PTY. Limited, Sydney Pearson Education Singapore, Pte. Ltd Pearson Education North Asia Ltd, Hong Kong Pearson Education Canada, Ltd., Toronto Pearson Educacion´ de Mexico, S.A.
    [Show full text]
  • Bedford Reservation and Cuyahoga Valley National Park
    Bedford Reservation - Cuyahoga Valley National Park Historic Sites in our Parks Elijah Nobles Mills Comstock Family Distillery Ma Parker's Tavern Roads in Little Egypt World's End Gleeson Family - Astors - Astorhurst James Egbert Homestead, Farm, Hannah Egbert Grave Oxen Lanes - Sandstone Quarries Cleaveland Hill Farm and Quarry Mars Wager Quarry Boy Scout Cabin - Hermit - Hermit Hollow Picnic Area Sagamore Hills Beer Garden Also see: Life in the Community of Little Egypt album New York Central Freight Line Also see: Trains, Trolleys and Planes album Bedford Glens Powers Mill, Mills Viaduct Park Field Trip Guide to Selected Sites in CVNP Also see: Tinkers Creek Cemetery Album A Mounted Park Patrolman oversaw Bedford Reservation in 1929 Park Ranger Gonyol and Park Ranger Mills shared the work schedule ·" f J. ' ' lt::s·..: · e'.4..........P ........,- 2 firlfiwi<*tir# '*IMI' s ..; 64 *:Mid#,15, FELy<tr,4-».1.6&4-44,&#T*T'; 6,4.:.:i- : -4,1 ."'. 6 1 44 0- ..,hj,W . --· :.9. 4.. 01.:..., ...1.,..7 8.6<1&:'t»:9: ·7· .24 ..' R:" F: ; 4:..'..,1...2.5*'..i,- K ·.;El Ji,f'd:2· ':.. ,/1.' /,,, 4.." .- ·, :. 2: 'i--p , ft «.,fr -- 41'2 · _I,-,·., 6·'i·k..i.1., 4."11't r A #44*1·' F I v#Li -„S, r ' .. 't... -„:......3, 4 ......'.-. b...1.*-7: . '1, e ..... 1-*'..7.... .. :.....¢M: . 4: .. tr,.. 112*196.1.. »' -<r 3*Wbr '; « .-, 9,· di ·'.' •,f' 41/. ' :1. A:*:I /... ..7,1.'law.... ,6 ' ·· - ·· ..,-.M< 4 1-I.,Viki- - *"0 --%r.. -rr : , . ..4, ...2'.*. ':-1,- . A' r f:/'C. : 4/.'.1/..
    [Show full text]
  • Solving Words Problems (+ - ÷ ×) Name: Use Addition, Subtraction, Multiplication Or Division to Solve Each Problem
    Solving Words Problems (+ - ÷ ×) Name: Use addition, subtraction, multiplication or division to solve each problem. Answers 1) Robin had 17 math problems for homework. If she finished 8 of them on the bus ride home, how many more did she have to do? 1. 9 2) Carol needs to buy 16 apples for apple bobbing. If each bag contains 4 apples, how many 2. 4 bags will she need? 3) Tom bought 4 boxes of candy. Later he bought 2 more boxes. How many boxes did he 3. 6 have total? 4. 4 4) For a potluck lunch Katie brought 6 bottles of soda. If everyone only drank 2 of the sodas, how many did she have to take back home? 5. 16 5) Victor played 8 games of basketball with his friends. If Victor scored 2 points each game, 5 how many points did he score total? 6. 6) While playing basketball Team A scored 35 points. If each person scored 7 points, how 7. 36 many people were playing? 8. 9 7) A pet store had 4 cages of snakes with 9 snakes in each cage. How many snakes did the pet store have total? 9. 12 8) Ned bought 17 books at the book fair. If he gave 8 of them to his brother, how many books 3 did he have left? 10. 9) Edward was drawing super heroes on a sheet of scrap paper. He drew 4 heroes on the front 11. 6 and 8 heroes on the back. How many heroes did he draw total? 12.
    [Show full text]
  • A Study of the Drilling of Advanced Carbon Fibre
    A STUDY OF THE DRILLING OF ADVANCED CARBON FIBRE COMPOSITES ZAPFAR M. EHAN, B.Eng., M.S. THESIS SUBMITTED FOR THE DEGREE OF DOCTOR OF PHILOSOPHY DEPARTMENT OF AERONAUTICAL AND MECHANICAL ENGINEERING UNIVERSITY OF SALFORD, ENGLAND APRIL 1991 TO MY DEAREST PARENTS WHO TAUGHT ME HOW TO READ AND WRITE AND TO MY LOVING WIFE FOR HER PATIENCE DURING THE COURSE OF PHD RESEARCH. CONTENTS PageNo 1.1ST OF FIGtIRES ...................................II LISTOF 'TABIJES ....................................XI ACNOWI.EDGEMENTS ........• ........................ XIII ABSTR.ACT .......................................... 1. CHAPTERONE: INTRODUCTION .........................1 1 .1 Research Objectives ............................3 1. 2 of Thesis ..............................4 2. CHAPTER TWO: GENERAL SURVEY OF COMPOSITE MATERIALS. 6 2.]. Evolution of Composite Materials...............6 2.2 Structure of Composite Materials ...............7 2 . 2 . 1 The Epoxy Matrix............................• 11 2 . 2 . 2 The Carbon Fibre.............................15 2 .2.3 The Interphase............................. .18 2.3 The Properties of Carbon Fibre Composites RelativetoholeGeneration....................19 2.3.1 The Properties of Epoxy Matrix..............20 2.3.2 The Properties of Carbon Fibre.............. .22 2.4 The Fabrication of Composite Materials .......24 2.5 The Drilling of Carbon Fibre Composites ......25 2.5.1 Basic Aspects of Drilling of Carbon Fibre Composites...................................27 2.5.2 Drilling Defects in Carbon Fibre Composites .......
    [Show full text]
  • Living Abroad Then the Fifth Tie (More Time in the UK Than in Any Other Country) Tie Can Be Ignored
    TAX GUIDES Residence and Domicile Alliotts, Chartered Accountants & Business Advisors Imperial House, 15-19 Kingsway, London, WC2B 6UN T: +44 (0)20 7240 9971 F: +44 (0)20 7240 9692 E: [email protected] Friary Court, 13-21 High Street, Guildford, Surrey, GU1 3DL A Worldwide Alliance of Independent T: +44 (0)1483 533 119 F: +44 (0)1483 537 339 E: [email protected] www.alliotts.com RESIDENCE AND DOMICILE Planning to leave While the thought of going abroad to work or retire may be exciting, the months prior to departure are likely to be highly stressful. Finding somewhere to live in your chosen country, arranging the necessary visas and booking a suitable removal firm are just some of the issues you are likely to have to deal with. Nevertheless, during this mad rush, it is vital that you pay adequate attention to financial planning. In particular, the tax consequences of leaving the UK are quite complex so it is essential that you seek professional advice. Your residence status will be the main factor in determining your continuing liability to UK tax. Previously, it could be quite difficult to become non-UK resident for tax purposes, but since 6 April 2013 a set of statutory tests have made it much easier to establish your residence status. It is worth gaining a basic understanding of these concepts if you are thinking of leaving the UK to live abroad - or if you have been abroad and are now returning to the UK. For both situations you can minimise the amount of UK tax that you will have to pay if you plan well ahead.
    [Show full text]
  • 2021 Summer Learning Activities
    2021 SUMMER LEARNING ACTIVITIES June 2021 Dear Secondary Parents / 亲爱的中学部家长 / 친애하는 중고등학교 학부모님께 As we step into another summer after a wonderful school year, we wanted to provide your students with some resources to keep the learning going as they prepare for the coming 2021-2022 school year. 在一个美好的学年结束后,我们将迎来又一个暑假,我们希望为您的孩子提供一些资源让他们继续学习,为 即将到来的 2021-2022 学年做准备。 이번 학년도가 끝나고 여름 방학에 들어가기 전에 학생들이 방학 동안에도 계속해서 공부하면서 2021-2022 신학기를 준비할 수 있도록 몇 가지 학습 자료를 제공하고자 합니다. In this workbook, we have grade-appropriate English and Math resources, designed to help your student keep the learning fresh and going. We would also recommend students use the following websites as needed in areas where they need more support or would like to further investigate a subject-area: 在本练习册中,我们有适合各年级的英语和数学资料,旨在帮助您的孩子保持学习动力和持续性。我们也建 议学生在需要更多支持或希望在某一学科领域更精深探讨时,使用以下网站的帮助: 제공되는 워크북 안에는 학생들이 배운 내용을 계속 기억하고, 배울 수 있도록 학년 별로 적합하게 고안된 영어 및 수학 학습 자료들이 들어가 있습니다. 또한 학생들이 도움이 필요한 부분이 있거나, 과목 별 영역에서 더 공부하기를 원하는 경우, 아래의 웹 사이트를 활용하는 것을 권장합니다. - www.ixl.com - https://www.khanacademy.org/ The English resources enclosed to do not have an answer key provided. We would encourage students to use IXL as needed to measure their growth and confidence in those topic areas. The math resources do include answer keys. 附上的英文资料中没有提供参考答案。我们鼓励学生根据需要使用 IXL 来衡量他们在这些主题领域所取得的 进步和信心。数学资料有提供参考答案。 영어 자료에는 답안지가 들어가 있지 않습니다. 학생들이 필요에 따라 IXL 을 활용하여 해당 영역에서의 향상도와 자신감을 측정하기를 권장합니다. 수학 자료에는 답안지가 포함되어 있습니다. Students may turn in completed workbooks at the start of the 2021-2022 school year to give teachers an idea of their progress and understanding of skills, but no grades will be given.
    [Show full text]
  • Determining Objects of Observation for the Accuracy of the Singing Assessment Instrument
    Advances in Social Science, Education and Humanities Research, volume 335 1st International Conference on Education, Social Sciences and Humanities (ICESSHum 2019) Determining Objects of Observation for the Accuracy of the Singing Assessment Instrument Udi Utomo1(*) , Suharto2 1,2 Drama, Dance and Music Arts Study Program, Faculty of Language and Arts, Universitas Negeri Semarang, Sekaran Campus, Gunungpati, Semarang, Indonesia,, (*) (e-mail) [email protected] Abstract Learning to sing in junior high schools based on the 2013 curriculum can be implemented by setting at least three important aspects as benchmarks for their assessment. Based on this matter, this study aims to determine the object of observation and scoring techniques in assessing aspects of the accuracy of the tone (pitch and duration), phrasing, and articulation. The study was conducted using a combination of qualitative and quantitative methods (mix methods). The use of these two methods is expected to be complementary. Results of the study show that: (1) the object of observation in assessing aspects of the accuracy of the tone (pitch and duration) is the students' skills in singing all parts of the melody of the song; (2) the object of observation in assessing the phrasing aspect is the students' skills in singing songs in accordance with the fragments of existing song sentences; (3) the object of observation in assessing the articulation aspect is the students' skills in singing the lyric in accordance with the existing pronunciation (4) scoring techniques for three aspects of singing assessment are performed using a range of scores based on the number of song bars, parts of song sentence, and the number of syllables specified in all parts of the lyric; and (5) the results of the trial conducted prove that the singing assessment instrument developed is accurate and meets the established criteria.
    [Show full text]
  • Statutory-Residence-Test-Flowchart-And-Glossary.Pdf
    THE POWER OF BEING UNDERSTOOD AUDIT | TAX | CONSULTING STATUTORY RESIDENCE TEST FLOWCHART Please use this flowchart for an indication of your residence status. For information on key terms used, please refer to the glossary overleaf. Non-Resident Ye s Ye s Resident in the UK for 1 or Not resident throughout the Always Resident if 183 days more of the previous 3 tax whole of the previous 3 tax Start or more spent in the UK in No No years and spend < 16 days in years and spend < 46 days in the tax year. the UK in the tax year the UK in the tax year Ye s No Work full time overseas Have or had a home in the UK without any significant breaks Work full time in the UK No during all or part of the tax No in the tax year and spend < 91 year days in the UK and work in the UK for < 31 days No Ye s Ye s Resident LEAVER CONNECTIONS RESIDENCE STATUS DAYS IN UK UK Resident Family Always Resident 183 or more Available Accommodation in the UK Resident if 1 connection 121-182 Ye s Substantive UK Employment Resident if 2 connections 91-120 Present in the UK > 90 days in either or both of Resident if 3 connections 46-90 the previous 2 Tax Years Resident if at least 4 connections 16-45 Resident in Spent more days in UK than any other Country the UK in one Always Non-Resident 15 or less TOTAL CONNECTIONS or more of the previous 3 tax years? ARRIVER CONNECTIONS RESIDENCE STATUS DAYS IN UK UK Resident Family Always Resident 183 or more Available Accommodation in the UK Resident if 2 connections 121-182 No Substantive UK Employment Resident if 3 connections 91-120 Present in the UK > 90 days in either or both of the Resident if 4 connections 46-90 previous 2 Tax Years Always Non-Resident 45 or less TOTAL CONNECTIONS 2 GLOSSARY TERM DEFINITION A day in the UK A day is treated as being spent in the UK if you were present in the UK at midnight, however, this is subject to the deeming rule which will count certain days even though you were not here at midnight, transit days and time spent in the UK due to exceptional circumstances.
    [Show full text]
  • UK Tax Residence Rules March 2013 Welcome
    UK tax residence rules March 2013 Welcome “My accountants have told me that I can have one foot in Jersey, my left elbow in the Isle of Man and my right foot in Zurich and pay little or no tax” Lord Alan Sugar PwC 2 Welcome Overview • Why are residence rules important? • Current rules • New rules • Potential issues • How can we help PwC 3 UK taxes Why are residence rules important? Impact on.... • Income tax • Capital gains • Inheritance tax • Corporate situations - Sole director of corporate? PwC 4 Residence for individuals Current rules Contentious and subjective Guidance in HMRC 6 • Resident • Breaking residence • “Ordinarily Resident” PwC 5 PwC 6 Residence for individuals - resident Current rules No statutory definition of residence Guidance in HMRC 6 • Day counts tests. • 183 days or more in UK in tax year. • 91 days or more in UK on average over a 4 year rolling period. • ‘Cinderella test’ and ‘transit rule’. • Year of departure and ‘split – year’ treatment (IT not CGT unless short term resident 4 of 7 rule). PwC 7 Residence for individuals - breaking residence Current rules Breaking UK residence 1. Working full-time abroad. 2. Evidence of a definite break. PwC 8 Residence for individuals Current rules Ordinarily resident Limited concept • “Your residence is typical of you, not casual”. • Settled purpose – business employment and family. • Regular and habitual mode of your life for time being, if come to UK with intention of staying 3 years or more. • Voluntarily (employment is voluntary). • Pattern of presence important factor. • Can be ordinarily resident in two jurisdictions. PwC 9 Residence for individuals New rules • Statutory test to come into force from 6 April 2013.
    [Show full text]
  • Questionnaire Version 3.9.4 St001a CHECK IF PROXY IWER:Please
    Sharelife: 50+ in Europe - Questionnaire version 3.9.4 ST001a CHECK IF PROXY IWER:Please check. Who answers the questionnaire? 1. Respondent only 2. Respondent and proxy 3. Proxy only IF ST001a (CHECK IF PROXY) = 3. Proxy only | | ST001b VALIDATE PROXY | | IWER:Are you sure that the respondent is not capable of answering the questionnaire? | 1. Yes | 5. No | ENDIF ST002 START OF INTERVIEW Welcome to the life history interview. I am going to ask you some questions about things that have happened during your life.Before we start, I'd like to check a few details you gave us last time we interviewed you. IWER:Press 1 and <ENTER> to continue. 1. Continue IF Preload.W3_CV005_Gender = EMPTY | | ST011 GENDER OF RESPONDENT | | IWER:Code respondents' sex (ask if unsure) | 1. Male | 2. Female | ENDIF IF Preload.W3_CV004_FirstName = EMPTY | | ST003 NAME OF RESPONDENT | What is your name? | | ___________ | | ELSE | | ST004 CHECK IF NAME IS CORRECTLY RECORDED | We have your name recorded as [{name of respondent}]. Is this correct? | | 1. Yes 1 | 5. No | | IF ST004 (CHECK IF NAME IS CORRECTLY RECORDED) = 5. No OR ST004 (CHECK IF NAME IS CORRECTLY RECORDED) = NONRESPONSE | | | | ST005 NAME OF RESPONDENT | | What is your name? | | | | ___________ | | | ENDIF | ENDIF IF Preload.W3_CV006_MoBirth = EMPTY OR Preload.W3_CV007_YrBirth = EMPTY | | ST006 MONTH OF BIRTH OF RESPONDENT | In which month were you born? | | 1. January | 2. February | 3. March | 4. April | 5. May | 6. June | 7. July | 8. August | 9. September | 10. October | 11. November | 12. December | | ST007 YEAR OF BIRTH OF RESPONDENT | In which year were you born? | | (1900..2009) | ELSE | | ST008 CHECK IF DATE OF BIRTH IS CORRECTLY RECORDED | We have recorded that you were born in [{month of birth}] of [{year of birth}].
    [Show full text]
  • Math 10 11-20 45 40 35 30 25 20 15 10 5 0
    Multiplying Multiples of 10 Name: Solve each problem. Answers 1) 4 × 60 = 240 1. 240 2) 5,000 × 5,000 = 25,000,000 2. 25,000,000 3) 40 × 40 = 1,600 3. 1,600 4) 60 × 2,000 = 120,000 4. 120,000 5) 100 × 500 = 50,000 5. 50,000 6) 400 × 300 = 120,000 6. 120,000 7) 5 × 100 = 500 7. 500 8) 900 × 6,000 = 5,400,000 8. 5,400,000 9) 6,000 × 8 = 48,000 9. 48,000 10) 200 × 4,000 = 800,000 10. 800,000 11) 4 × 1,000 = 4,000 11. 4,000 12) 2,000 × 50 = 100,000 12. 100,000 13) 90 × 5,000 = 450,000 13. 450,000 14) 80 × 900 = 72,000 14. 72,000 15) 30 × 4,000 = 120,000 15. 120,000 16) 200 × 7,000 = 1,400,000 16. 1,400,000 17) 3,000 × 6 = 18,000 17. 18,000 18) 3,000 × 800 = 2,400,000 18. 2,400,000 19) 90 × 2,000 = 180,000 19. 180,000 20) 20 × 300 = 6,000 20. 6,000 1-10 95 90 85 80 75 70 65 60 55 50 Math www.CommonCoreSheets.com 10 11-20 45 40 35 30 25 20 15 10 5 0 Multiplying Multiples of 10 Name: Answer Key Solve each problem. Answers 1) 4 × 60 = 240 1. 240 2) 5,000 × 5,000 = 25,000,000 2. 25,000,000 3) 40 × 40 = 1,600 3. 1,600 4) 60 × 2,000 = 120,000 4.
    [Show full text]