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'f'r:r'Lrrinologics
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I li:a srrrt':; r il tletrtra.l'i'eudeucv

Uxercises

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It.n)A e 60
.Tot"t r4ii
 LVI Ll\)l z-vr-o

lht trrcalr ilr) l+l'f )drlcd

ls ('\;rit

Iirtr nrprlr,r I llusl ra ti.,,e examp le

lt
.71
Z60+L58+I(t ++209+2lO
5
1001
_
5
-= 200.2
Ii. L4ake coitclusions and reasons liom the given statements.
1, Given: ZA is a riglrt angle.
Conulusiou:
R-eason:

2. Gven: z1 arrd t-2 are complementary.

ConcJusiotr:
Reason:

Go Omurrve:
To firrther enhance your proving skill, try to read Proofs Involving Congruent
Triangles which can be fouud cn . http://www.letspracticegeometry.com/wp-
content/uploads/2O 1 1,'1 I /proofs-involving-congruent-triangles.pdf.

Edamples are gi.ren then try to artswer number I rn wnitrng analysis and numbers 1, 3
and 5 in filling out tht: statements and reasons

Lesson 3-4 ?crfya's 4 SteJes lm, hobterw So{virq

ce. And, by teaching

shrrlents this discipliue of solving probleurs the students will be better
equipped,to reach their goals in the future because they will learn that there

are different ways to approach a problern and if gets .

shrr:k they can try to look at the problem fom a dif,ferent perspective and

attr;mpt a different method ro reach a solution. Ai

rrffi&& @W
ich is tn he

ide ntifies Ihis is

69 lPage
 $-

Polya.'s Four Steps in Ilroblenr Solving

1. Prr:paralion: thrderstand the problcm

This is the fust step in engaging studcnts to anykind of problems.
Souretimes, sflrdents are oftcn confi.rsed on how to solve thc given
prolllems simply because ihey don't understand it fully, ol'qven in part.
To understand the problem, you rnust know how to:
a. Stf,td tUt problem in 1'our olwn words;

' iJ. Determine exactly what is beiug asked;

c. Identify the unknov,'ns, data and condition;
d. Separate the various parts of the conditir:rr; and
e. Figure out what rh.e probleru tells you is important.
2. Ttrinking tinae: Devise a plan
There are maly ways io solvc problems. lt'he skill on choosing an
appropriate strategy is best leamed by solving many problems. A partial
list of sffategies are included as follows:
o }rlake a tablg diagram, chart or organized list;
r Write an cquation;
r Workbackwards;
. Irind connection bctween data and unknown;
o r.Ise a model; aud

r IJse guessing and checking.

3.Lrsi6.[t: Carry out the Plan

this step is usually easier than devising ttre pla^. In geneial, all
yourreed is patience, diligence, ?td care,given that you have the necessary

skill in solving a problem. Carry on to the plan that ycru have chosen. If rt
oontinues oot to work, find and choose arrother plan. Iu carrying out the
plan of the solution. can you see clearly that the step is correct? Can v..or

prore that the solution is conect?

..+, I
70[eage
4.Veri,f,rcati on: Ilok back
The key is to keep trying until something works. This step is gained

by taking the time to reflect, examine, and look back at what you have
done, what workcd and what ditln't. Dolng this will emble you to predict

whal. shategy to use to solve future problems. In any kind of problems that
you will encouurter and sotrve, always look back and check the solution
i*',i" made and oUtarir6cl.

Consider the following examples to berter understand Polya's 4-

step in proble;.r solving:

Examplc 3.?7: lhe sum of 3 consecutive integers is 318. Find the

integers.

Solution:

Step l.Understand the problem.

We are looking for 3 consecutive integers whose sum is 318.

Step 2. Devise a plan

For this kind of probleru, we can use the "write an equation

stral:egy-." Let us assume that

x: 1st integcr

x * 7 =2ndconsecutiveinteger
x I 2 =3rdconsecutiveinteger
Thr sum of 3 consecutive intcgers is 31 8.

x1-(x+1)+(x+2)=318

Step 3. Carry out the plan

x+(x*1)+(x*Z)=31g
3.r+3=3LB
3x*3-J=318-3
3x = 315

33-
-3.- -31i

z=105

7l I Page
 Step 4. Look back

The sum of 105, 106, and 107 is 318. Hence, it is correcr.

Final Answer: The consecutive integers are [05, 106, and 107-

Exatnple 3.28: The cost I to produce .r nunrbel,of D\E's is A = 200 +

5x, The DVD'I'are sold wholesaio fur Php25 eacli., so revenue
^R is given
by R - 25x. Find how many DVD's the manufachrer needs to produce
and iiell in order to break even.

Solution:
Siep 1. llnderstand the problem

We are looking for the nurnber of DVD's needed to be sold to

breal< even.

Step 2. Devise a plan

In this kird of problem, we ca.o use the "write an equation
stratr:gr." I-et us assuftre x = lhe rrumbff of DVD's- To breakeven means
the c,ost is equal to the revEtrue, thus we have 200 + Sx = 2Sx.

Step 3 Carry out the plan

200 t- 5x =.25x
200 + 5x - 5; =25x-Sx
200 = 2Ox
200 zox
a
20 20
r=10
Step 4. I-ook back

Wben x is 10 the cost and thc revenue both cqual to 250.

Final Answer: 10 DVD's

Example 3.29: The cost of two pair of stroes and two pairs of socks is
Php180.00. The cost of 1 pair of shoes is fwice as much as rhe cost of I

pair of socks. Find the cost of I pajr of shoes.

eal.
'
T2leage
Solution:
Step 1: Understand the Problem

V/e are lo find the cost of 1 parr of shoes. The cost of 1 pair of
shoes is twice as gruch that of a pair of socks.

Step 2: Devise a Plan

YJ.. can use a model/rJiagra:n to solve this problern. We need to

oreate lwo boxes for the pair of shoes and another lwo for the pair of
socks. But, we need to add one box f,or eacb of'shoes since the cost. is

twice as much. Thus, we have 4 boxes for the pair of shoes and two
boxes for the pair of socks.

Step 3: Carry Out thE Plan

1't Pair of Shoes:

2"d Per-ir of Shoe

l't Pair of Socks

2"dPairofsocks E
The c,lst of each box is 480 +6: oct . But the pair of slmcs contain two
boxes, thus the cost is B0 .2 = Php160.00

Step 4: Look Back

Each pair of shoes is Php 160,00 and each par of soohs is phpg0.00.
Thus, the cost of two pairs of shoes and two pafus of socks is 2(160) +
2(80) = 480. Hence, the solution is correct.

Final Answer: The cost of 1 pair of shoes is lhpit0,00

73 leage
 EF

nr"o,pt. ,.r0, Lola Azon decided ro iake all her chiloren and
granclchildren in a camival. T'he entrance tickets cost Php25.00 tbr
children and Php50.00 for adults. She spent Pl'p500.00 in their entrafl,ce
fees. Ilow,many children and how many adults went to the carnival if they
are 20 in all?

sdhltion:
Step 1; Understand the Problem

We are to find how many adults and children rrrent to the camivai
givetr the cost ofthe tickets and total arnount ofenkance fees.

Step 2: Devise a Plan

For this problem. we will make use of guess and check sh'ategy.

Step 3; Cany Out the Plan

Total Remorks

1 750 Higher than actual expenses.

15 625 Higher thari actual oxpenses
J 650 Fligher than actual expenses
t_-r_ 600

Step 4: Look Back

The total enftance fee for 16 chiidren and 4 adults is 16(25) +

4(50) = Php600.00. Hcnoe, the solutiou is correct.

Final;rnswer. There are 15 ehildren and 4 adults

Exanrxrle 3.31: Mike, Eny, Alvin and Gerald are siblings. Mike is half as old
as Alvin. Alvin is three years older than Gerald. Gerald's and Alvin's a.ges

addcd together equal 17 years. Eny is eight. Who is the youngest?

ryo
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6

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t
t

Solution:
Step 1: Understand the Problem
the four siblings' given
We, are to tletermirre the youngest among
some ch,':rl and the age of Eny
whicn is 8'

Step 2: Devise a Plan'

can use it to identifu the ages
of
'' Si;rce Eny's age is given, we
strategy "
others using the "use backrvartls

Siep 3: Carry Out the Plan

E,nY is 8 Years Old'

AJvin'sandGerald'sagestotall?yearsand'{vinis3yearsolder
thanGerairi, So, i7- 3 - 14and
74+2= 7' So' GeraldisT andAlvin
is7*l=10.
lvtike is half of Alvin's age' so
10 + 2 = 5'
'[hus, Mike is 5, Getald is ?' Eny is E and Alvin is 10' Therefore'

Mjke is the Youngest'

SteP 4: Look Back

is hatf as old as Alvin'
Mike is 5 anri Alvin is 10' Thus' Mik-e
Alvin is 3 years older than
Alvin is l0 and Gerald is 7' Thus'
together equals 1'l'
Gerald and their age when arldod
Allcluesweresatisfierl.Hetrce,theanswgriscorrect.

Final r\nswer: Vfitte is the Youngeit

gyt at fi ernntic af W o b feru lnn o {v tng P att erns

Lesson 3-5
use of certain strategies in
The preceding examples show the
that a ce'rtain problem may be
solvirrg word problems' This goes to show
solved differentlY.
stratory is more appropriate
However, in most cases a ceflain
thantheothers,sinrpiybecatrseitwiltleatlyoufastertosolvingit'Thus"
to identif, which sirategy best'
fits with a cettain problem'
there is a neett
n?. T5 leage

-3.d4
 For mathematical problems irrvolvrng patterns, the folicwing
examples will help you better undersrand hour to solve such,

Exanrple 3.32: Robert is organizing his books and putting them on the
shelvss, He put 3 books on the first shelf, 5 books on the second shelf, 9
bookri on the third shelf, and 12 books on the fourth shelf. If this pattern
"niake an :

ole,ani;eJ li'3t" corrtinues, hcw man1, hooks will Robert put on the frfth shelf?
str:ltegy ifl. .,

solving i

ploblem,s Solution:
involving
Fust, look for a pattern

Tbe above information clearly shows that 3 books are addeC onthe
next shelf. Hence, Robert put 15 books in the tjfth shelf.

Exatnple 3.33: On her celi phone plan, Armie used 10 minutes in Junq
11 rLinutes in July, 14 rninutes in August, and 19 minutes in September.
If tliis oattern continues, hcw many minutes will Armis use in Ociober?

Solution:
F-irst, loirk for a pattern.'Notice the amount increases by 2 e ach tirrc.

Month
June t0
July l1
August t4
September

Notice that the change in usage increases by 2 minutes each time.

Hence, we need to add 7 minutes to the September usage to get the Cctober

usagle. Therefore, Arrnie will use 26 rninutes in October.

76lP aee
 Id
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&

Exannple 3.34: Wlile orgamzing her CD collection, Jessa put 2 CDs on

the first rack, 6 CDs on the second rack, L8 CDs on the third rack, 54 Cds

on the fourth rack, and 162 CDs on the fitlt rack, If r-his pattern continues,
how nrany CDs will Jessa put on the sixth rack?

Solutton:
First, look for a pattern.

Number of CD's

6'3 = 1B
18'3 = 54
54'3 = 1ti2

Notice that the number of CD's is rnultiplied by 3 each time. As

such, to get the number of CD's that Jessa will place inthe sixth rack, we

need to rnultiple 162 with 3.

'Iherefore, iessa wiil put 486 CEs on the sixth rack.

Example 3.35: In a dancing compeiitich all the contestanls started

dancing together. Alter three minutes half the people wcre eliminated.
Durilrg the next ten rninrrtes haif of the remaining was elimrnated. At the
lS-minute mark, half again were eliminated, aftd at the 20-minuJe mark,
half irf those still femaining were eliminated Ir the last trvo minutes one
riore corrtestunl ryas eliminated lonving a wiuner in the competition. How
man,v dancers were there in the beginning?

Sohttion:
You know that there is one wimer and that the number of
cont(istants .ryas halil3d at certain interuaLs.,IJsilg this information, it is
possrble to wotk backwards and find out how many dancers entered the

competition.

TTlPage
 Start. with the winner i person dancing

Last 2 minutes 1+1 2 dancers

After'20 minutes DouLrle 4 dancers

Afte,r 15 minutes Double 3 dancers

Aftrr 10 mintrtes I)ouble 16 dancers

Aftor 3 rnirrutes Double 32 dancers

l\nswer: 32 clencers startcd

Lesson 3-G Recreati.onaf Wobfems Usiry Svlatficmatl.cs

Games, pwles and other recreational activities involvittg
rnal.hematics are widely spread to catch the attention of students. In fact,

the\/ aiso use it in deaiing with some problems so thai students wili enjoy
and have firn in solving.

Try to examine the following problems:

Example 3.36: "Lrropy Ntrnbe,r Loops"

Talce any 2-digit number and perfonn the following operation:
1. Mrrltiply the unit cligit by four.
2. Theri, add tire tens digit.
Take a look at itis:
Strrrting with 14.

4'4+\,=77 23@14
4'7+1.=29
/ \
354'9*2=38l.Z
|
4.8*3=35
rl'5+3=23 \t
38n.*29
|

r['3+2=4-4 | ' o r-
For this, you rehrn to 14 which is a LOOP.

T8 leage
 Challenge 3-1:

Taku r Find out how many loops oalr be dravm.

challenges
3-l and3-2
. I; it possible to display all of yoru result in one diagram containing
and lrave
the loops you are able to discover'l
hn
r f )o self-generating mrmber exist?

Exarnple 3.37: Suppose that we have 25 identical coins, The coins ate all
the sarne except that one coin is a oou.nterfeit and is heavier than the others.

Hoq car one determine, in thlee weighing 9n a balance scale, wtrich coin
is a r;ounterfeit?

Solu'tion: (Try this)

Divide the 25 coins up in tkee groups, say R, O, Y sttch that R and
O huve B coius and Y has 7 coins. Put ihe R coins on the left side of the
scal: atd the O coins on the right side of the sclle. If R. is heavier, then it

http://www.usagold.
coilaixs the countert'eit coin.
co uVimages/usagold cor.irl.erfeit coin. If both
corns.jpg
So, we lbund a set
courrterfeit. We rnay tahe
If O is heavier, then O contains the
sides baliince , Lhe Y has Lhe counterfeil. coin.
of 7 and E coins of rvhich we know that ole is
(fer convenicnce) I or 2 coins from the

remaining genuine coins so that we have 9 coins. We have to find out, with
two renraining welghing's which is the cu.unterfeit coin among these 9
coirLs. Split the 9 coins up in three groul)s, A, B, C, such that each group
hcs exactly 3 coirrs. Put A coins on the left arrci B on the right of the scale.

Agrrin, we find out which of ttre groups A, B, C oontains the counterfeit

htt pi// inra g es. al l- free-
coirt.
dow.lnlou d, conv'image
s,/graph i ol arge/set_of We now have 3 coins [eft. Put one ccrin on the left and one coin
- scales_dcsign_elem
en ts _vecto,-_523 3 94.j on lhe right of the scale. The coin that is heaviest is the counterfeit. Ifboth
pg
cohs-weigh the same, then tle tdirrl is the courterfeit one.

Chriiienge 3-2: Horv about if you have 30 coins?

T9lPage
 \h PRacrrcE YouR Sxrlr- 3.4:
\
I. Solv'e the following prriblerns by looking for a patten_i.
1. A carrteenused 5 rnions on Monday, 8 onlons on Tuesday- 13 onions on S/ednesday,
. and 20 onions otL Thursday. If this patrenr cortiuues, how many onions will tire
restaurant use on liaturday?

2. On a rnui.al art paintrng, there are 4 blue dots in the tirst rolv, 1 6 blue dots in thd second
row. 64 blue dots in the third ro'w, and 256 in the lbuith row. If the pattem contiuues,
how many blue dc,ts will there be in the fifih rov.,'/

Ii. Solve using Polya's nrethod.

1. The sum of the mr:asrues of'rwo anglcs is i50'. lf Lhe measu'e of one angle is six more
tlian twice the other, find the angles.
I

2. Ll a general assenrbly, chairs are orgzurized ui equal rows. Kaye sits in the chair that is
sixth from the fro:rt and fifth fiom tbe back. 'I'here are 5 chairs on the right and 4
chairs on the left of Kaye's chair. How many chairs are in ,Jre assembly?

D YCUR KTqCWUEDGE:
hat.
Gcorge Polya, a Hungarian ntathematician also rrrade
contributions nct only in problem solring bur also in number
theory, combinatorics, g;ometn', algebra, and probabilirr,. He is

also rrcltcd for hrs works in heuristics and rnathematics etlusation.

.a
ln How lo ,Solve fi, Folya provides general heunstics for
solvng many problems, ilcluding both mathentatical and uon-
mathematical problems. 'Ihe book includes advice for teaching students of rna[hematics and a

minj-encvclopedia of heuristic terms. It -was translated into several langrrages and has sold over
a million oopies. k . .

80 lPage
 m

E ssE r.triu [-p".qRN I N G :

When -we talk abor'rt problem solving, rrrany pe(rple r'mmediately think about
maLhenlatics. Holr,'ever, problem solving skiils are not col1, a mathematical
slrill, but also a skill
used rn every suLrject and in all aspects of life.

Tilere are many ways in solving and tlelrring a problerr in rnatbematics. Some problems
can be soll'ed by looking flcrr a pattern. oLher problerrs give erloyment and serue ai recreational
aotivities in order to get the altswer. However, in or,fcr to easily solve
a probtrem, a Hlngarian
mathematician named George Polya identlflecl tbur steps in solving
a problem. These are:
itirdersland the problem, ,Jevise a pian, cany o,.rt ttidplan, and look back.

['' /fioo"crrcE ExencrsEs , .4:

_\E3:'
I. .\iolve thc lollowurg prrrbleurs:

Leo got a new game on his phone. He played lrd scored 5U points on the first level, 56
points on the second level, 62 points on f.he il-rird level, 68 points
orr the fourth level,
and 74 points flre fifth level. If this pattem corrtirues, how many points
will 6o score
on Lhe siylh level? (Hrnt: l_ook- for a pattern)
2. The ages of 3 sis ters are 3 consecutive even inregers. If thc sr.rm of twice the 1st even
inleger, 3 tirues tlre 2nd even integer, an,.r trre 3r.t1 even infeger is 34, tind each age. (llse
Polya's method).
3 James Enriques lras a plot of eggplant on his backyar,J. There are l0 eggplants in the
first row, 14 eglplants in the second row, 20 eggplants in the third row, and 2g
cggplants in the lourth row. If ihrs pattern coliinues, how urany eggplants
are there on
th; ilftli row? (IJmt: l.ook for a pattern)
4 Tlte area of a rec,tan8lets 24 crn2. The width is two iess than tLe len$h. What
is the
length arrd width of the rectangle? (Use polya,s methorl)"

Go Oruurue:
Pro6iem solvirrg is very mu.h iriportant in the worjd of mathematicsrTo
flu:lier enlance
your problem solving sb'ategies, try to read Unit 13: Word Problems
in mathematics: identiqring
k"y ter,,s and rnaking connecrions that can bc found in
h t tp : // wrv w.-19[gi!!a_.q1gj
fi&Lpdf. This givcs you tips in
dealing with problems. rhen try to answer the odd'.,umbered activities givcn
in the unit.

H).
81 leage
 I EM SOLWFIG ST:R,eTmclEs

EX,A]\{FX,E 1:
't baseba, tearn won two of their last four gafnes. In how many
'ut
c{ifferenr orders courd rhey
51ames?
have two wins #;;;;ses in four
SffiE-I.l?-[{lJ:ia,i;

Lr Um,,Jer$iasld
What are the given fech?
tlre Fruhlerur
A baseball team won two out of their
last four garnes.
Tflh*t ereyoil asked to find?

Find the number of di t orders they coulcl have with two

'*,ins and two losses in four games.

There are mavty difibrent oraeni-

The teqru may have won tv.,o
straight games and lost the rast
ttwo gat Mi (Frwzl). or rnaybe
lc,st tltefirst tuta games andwon they
the lt rLlww)' af course
are other possihlrilies, such there
as ww:'twg
Devise youlr
"ir Choose a Sfrategy
.FIam
wi'^4AIG A-FI AftG,4 NrzEDZl,S,"of
we
alr the possibre
orders. An, organizsd trist is
a list that is produced using
a systern that
that each ofthe crifferent orders
ff:I- w,r be risted ,o..'*i;Ji'
C Camy Out the
Each enty in our list urust contain
FIam trvo Ws and two Ls.
Make sT e each order is considered,
with no duprications. By
lising itproduces the six aiff..*rt
orJers shown below.

n. 'WUILL (Start with two wins)

3.'WLS& (Startwi.tJr one wiu)
3.'MLL\4/ i

/$" LWWL (Start with one loss)

5. r,wl,w
6" II-WW (Stam wiflr two losses)
. Ll- [,ook Bactr<
we have made an organi2ed tist. The
rist has no duplicates and
the list considers ail possibirities,
so we are confident ilrat therre are
six differemt ordens in which a
basebail tearn can win exactry
of f,:ur gnrnes. two o*t
 trX,&PtrPLE 2;
The product of the ages, in-y-ears,
the teens are the sarne age. What
of three te
agers ir*590. None of
*r
rh* agr" of tl" t*rlg"rsZ
sol-Ut'd0h[:

tl Umdex.staprcfl
Whatare t&re givem fac{s?
tilae Pnoblerm
''frrere are three
teenagers with difrerent ages
product of their ages is 4590. and the

What ere you askcd to frnd?

Find the ages of the three teenagers.

We need to detenryine three

distitrct counting numbers,f,ram
tlee trist 13, 14, tS, 16, lT,
lB, and 19, that have a product of 4590.
U Devise your Choose a Stratery.
FXsm
If,we represent the ages by n, yo
and. z, thenxyz 45g0.We
unable to sorve this equatiolr, are
but we notice that 4590 ends
Flence, 4590 has a f,actor in a zero.
of 2 and u a*q of, 5, which means
least ode of the ntrmbers that at
one illmber mnst have
we seek,,_.tt,; *;r"' ;;illloau, t""u*
5 as a faotor.,
er ln our list that
nas 5 as a factor is ls. Thus
15 is oue
*f th" 'and at Ieast one
rrunhers nrust rre an even other
number" At this poi,t we hy
to sorve by

Carry Out the

Show that x.ya = 4Sg0
F[am

x 16 x tr8: 4.320
X.5
No. This product is too small.
15x16x19:z[560 No. lhis prbduct is too small.
$5x17xlS= 4598
il f,ootc Eiclr Yes" Ttrris is the eorrect prodtrct

Because 15 x 17 x 1g':45g0
and each of the ages represents
tlte age of a teenagef" we know
our solution is correct. None of
.urmbers 13, 14, 16, and the
lg is afactor (divisor) of 45g0, so thore
nrl other solutions. ,
are
 EXAI\{PLE 3: The trength ,cf the rectangular svl.irnn:ingpr:ol [r-r Jatrre,s yard is 2ft p,o_re than twice
its widltri. Flnd the dimensions c,f the poor
if the perirreter is r24 ft.
so{-,UTLON;
rl Llurde$-starud nVh*t given fmats?
ml'e tftne
tfre Fro[r{em,n The length of, a recfengular" pooi is 2 ft. more
tiran twiae its
width and its perinreter is 124 ft.

What are you asked to filld?

TXre problern is to find the tength
and width of the pool.
l.i De,vise your Choose a Strategr.
F[as]
.A tfrawing can be used to
illustrate the cnnilitions of the problem-
Assign vadables to re,present the
unknown ntmbers. Let x represents the
9r+9

Carry out thE' Solve the equation

F[*m
;

Twice rk1u*rof the length antlwidlh: the perimeter

J(t+rP J = F 2 [Qx+ 2) +,";] : tz4
2(3x + '2): 124
6x + 4 :12,4
6x: tr20
x:20
Therefore width - x 20 ft whiXe iemgth :2x+ :
-- Z 42 ft
ii l-ook Baclr l$tate your answer.
The pool is 42 ft. long an 20 ft. wide.
Checkyour &nswer.
Is the lengtk 2 ft. more than Da the dimensions give a
tutice i[s width? perimeter of l2a fi-?
42--2x+ 2 2(L + W): 124
42=2eD+.2 2{42+ 2A7:120
42:42 84 + +0 :124
124 = tZA
 dX.AMF}.E 4: a*d her brotrrer Lurry Ieft their
"nenny horae at the sams {ims fbF.their
vacations- Jenny drove east separate
at aD average rate of 75 t.-/h and
west at an average rate of 50 Larry drove
kri/h. In h.w many hours will trrey be gtrO
apart"l trun
ij Uurdersfaud the What are the given facts?
FrohlerB
Jenny and her brother La.,y
left their home at the same tirne.
nenny trrove east at a' average
rate of, 7.5 kn/h and Larry drove
at ara average rate of 60 west
kmrh.
'[4rhat
e.re you asked fo fimd?
The prolilern is [o find horv
long it will take Jenny and Larry
lo be 810 km apart.
n Devise youl. {lleoose a Strategy
ts[aro

Chganize the rates, tifires, and

distatces in a table. Let x
r,:presents the time, in hours,
that it takes Jenny and Larry to
km apart_ Since, they left at the same be gl0
tirne; they travel the sarne
riuumtrer of trrours-

vvrrr' a wor$equatiofl rmd franslate it into an

algebraic
erluation' The sun of the distance
trovered by Jenny and Larry is the
tctal distance eqrutl ta gt0 tern.

Carry o:rt the Srlve the equati<on

Plam
Jenny's dlstance * Larry,s distance : totai disfunce
75x+ 50x: 810
l35x = 910
x=6
Ttnenefonerx-5hours.
n Loon< tsack Stnte your an$tyer.
Jenny and Larry will be gl0 krn apa.rt in 6 hours.
Check your atrswer.
Find the distance of each person
drives in 6 hours and check
that the surm of these distances is gl0
lsn.
**rT:
!u:y.!*::^-km I Distatrce
- Jenny drives
75x = 7s (6) = 450
;A; :u,iiiiJl iuo ,*,
Total distamce = 4S0 tinn + SiO l,rm gtrO
= m
 EX,A.MtrT,E 5;
Find the sum ofthe first 100 natural
numbers. ---.,r
SOLUTXOII:

I {Inderstand
the Firoblern The surn ofthe first 100 natural
numbers is represented by:
1+ 2 t_ 3 +....r g8 + gg + 100

U Devise your
Choose a Strategy.
i

FXan

;s!,*
be tim,e
101, anilthat 3 and gg havea
loo.nanuallumberl from left to right would
trfii:lTt'ff:,i1Tf;;,*T::H",
sun of 101. Thus the 100 numbers
could be thought of as 50 pairs, -rJ*i* a sum of r01.

l+

Carry-()mr the
Ftrarn
To find **.1** of the 50 pa\s,
each with a sum of l0t, we
have 50 x I0l = S0S0.

n LookBack
Erecause the addenrs in
an adcrition problem oan be placed
arr5', .rder without changing the sum. in
we are confident that we have
the correct solution.

An Ertension
The sum I r Z+3+ + n,can be found by
---us ing the following formula:
t

L- L+2,+a+.,"*m= *(1tq
a