Scribd
Upload
12 views4 pages

Question 01

The document provides solutions to four math questions involving savings, rock collection, and ratios. It includes equations for Joe and Steve's savings, Mike and Sarah's rock collection, and the ratio of boys to girls in a classroom. Each question is broken down into steps for clarity, leading to final answers for each scenario.

Uploaded by

namhoainguyen24
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
12 views4 pages

Question 01

The document provides solutions to four math questions involving savings, rock collection, and ratios. It includes equations for Joe and Steve's savings, Mike and Sarah's rock collection, and the ratio of boys to girls in a classroom. Each question is broken down into steps for clarity, leading to final answers for each scenario.

Uploaded by

namhoainguyen24
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Question 01:

Suggestions/Hints

1. Variables:
o Since we're dealing with money and weeks, let's use 'm' to represent the total
amount of money saved and 'w' to represent the number of weeks.
2. Equations:
o Joe: He starts with $105 and adds $5 every week. Set up an equation to represent
his total savings (m) after 'w' weeks. Equation 01
o Steve: He starts with $5 and adds $15 every week. Set up a similar equation to
represent his total savings (m) after 'w' weeks. Equation 02.
3. Solving for variable:
o The problem asks when their savings ('m') will be the same. This means we want to
find 'w' when the 'm' in Equation 01 is equal to the 'm' in Equation 02.

Solution:

1. Setting up Equations:
o Equation 01 (Joe): m = 105 + 5w (Starting amount plus savings per week)
o Equation 02 (Steve): m = 5 + 15w
2. Equating for 'm':
o As suggested in the hint, we want the 'm' in Equation 01 to be equal to the 'm' in
Equation 02. So we set the right sides of the equations equal:
105 + 5w = 5 + 15w
3. Solving for 'w':
o Subtract 5w from both sides: 100 = 10w
o Divide both sides by 10: w = 10
4. Answer:
o Joe and Steve will have saved the same amount of money after 10 weeks.

Optional: Finding the total amount saved (m)

 We can now substitute w = 10 into either Equation 01 or Equation 02 to find 'm'. Let's use
Equation 01 (Joe's equation):
m = 105 + 5(10) = 155
 Therefore, after 10 weeks, they will each have saved $155.
Question 02:

Suggestions/Hints

 Variables:
o Choose letters to represent the unknowns. Let's use:
 'm' for the number of rocks Mike collected.
 's' for the number of rocks Sarah collected.
 Equations:
o Equation 01 (Total rocks): Write an equation representing the total number of rocks
Mike and Sarah collected together.
o Equation 02 (Mike's extra rocks): Write an equation representing the fact that Mike
collected 10 more rocks than Sarah.
 Solving:
o You now have two equations and two unknowns. It can be solved by substitution or
elimination method, please pick the fastest one

Solution

1. Setting up the Equations:


o Equation 01 (Total Rocks): m + s = 50
o Equation 02 (Mike's Extra Rocks): m - s = 10 (Rearranged for elimination)
2. Choosing a Solution Method: Elimination
o Notice that the 's' terms in the two equations already have opposite signs. This
makes elimination very convenient.
3. Adding the Equations to Eliminate 's' and solving for m:

o Add Equation 01 and Equation 02:

Eq1: m + s = 50

Eq2: m - s = 10

2m = 60
o Divide both sides by 2: m = 30
4. Solving for 's':
o Substitute the value of 'm' (30) back into either Equation 01 or Equation 02. Let's use
Equation 01:
30 + s = 50
s = 20

Answer:

 Mike collected 30 rocks.


 Sarah collected 20 rocks.

Why Elimination is Faster in This Case

 Direct Elimination: The 's' variables already had opposite signs in the original equations
(after a minor rearrangement of Equation 02). This allowed for immediate elimination without
the need to multiply equations.
 Fewer Steps: Elimination solved for 'm' directly, which we then substituted back to find 's'.
Substitution would have involved solving for one variable in terms of the other first,
potentially leading to more steps.
 Clearer Path: Sometimes, seeing the variables lined up with opposite signs can make the
solution path more obvious.

While both substitution and elimination are valid methods, recognizing when one might be faster can
save time and effort.

Question 03:

Suggestions/Hints:

 Ratios and Parts:


o Remember that a ratio (like 2:3) represents parts of a whole. How many "parts" in
total are there in the ratio 2:3? How might these parts relate to the total number of
students?
 Finding the Value of One Part:
o If the total number of students represents all the "parts" in the ratio, how can you
calculate how many students a single "part" represents?
 Calculating for Girls:
o The ratio tells us that for every 2 boys, there are 3 girls. Once you know how many
students one "part" represents, how can you use this information and the ratio to
calculate the number of girls?
Solution

1. Understanding the Ratio:


o The ratio 2:3 means for every 2 boys, there are 3 girls.
o This represents a total of 2 + 3 = 5 "parts" in the class.
2. Finding the Value of One Part:
o Divide the total number of students by the total number of "parts":
25 students / 5 parts = 5 students per part
3. Calculating the Number of Girls:
o Since the ratio of boys to girls is 2:3, girls represent 3 out of the 5 "parts."
o Multiply the value of one part by the number of parts representing girls:
5 students/part * 3 parts = 15 girls

Answer: There are 15 girls in the classroom.

Question 04:

You might also like