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2.2 Models and Applications

Learning Objectives

In this section you will:

  • Approach word problems with a positive attitude
  • Use a problem solving strategy for word problems
  • Set up a linear equation to solve a real-world application.
  • Use a formula to solve a real-world application.
  • Solve number problems

Approach Word Problems with a Positive Attitude

The world is full of word problems. How much money do I need to fill the car with gas? How much should I tip the server at a restaurant? How many socks should I pack for vacation? How big a turkey do I need to buy for Thanksgiving dinner, and what time do I need to put it in the oven? If my sister and I buy our mother a present, how much will each of us pay?

Now that we can solve equations, we are ready to apply our new skills to word problems. Do you know anyone who has had negative experiences in the past with word problems? Have you ever had thoughts like the student in Figure 1 below?

Cartoon girl holding books with four thought bubbles expressing negative thoughts about solving word problems.
Figure 1. Negative thoughts about word problems can be barriers to success.

When we feel we have no control, and continue repeating negative thoughts, we set up barriers to success. We need to calm our fears and change our negative feelings.

Start with a fresh slate and begin to think positive thoughts like the student in Figure 2 below. Read the positive thoughts and say them out loud.

Cartoon girl with four thought bubbles showing growing confidence about solving word problems. “It may take time, but I can begin to solve word problems.”
Figure 2. When it comes to word problems, a positive attitude is a big step toward success.

If we take control and believe we can be successful, we will be able to master word problems.

Think of something that you can do now but couldn't do three years ago. Whether it's driving a car, snowboarding, cooking a gourmet meal, or speaking a new language, you have been able to learn and master a new skill. Word problems are no different. Even if you have struggled with word problems in the past, you have acquired many new math skills that will help you succeed now!

Use a Problem-Solving Strategy for Word Problems

In earlier chapters, you translated word phrases into algebraic expressions, using some basic mathematical vocabulary and symbols. Since then, you've increased your math vocabulary as you learned about more algebraic procedures, and you've had more practice translating from words into algebra.

You have also translated word sentences into algebraic equations and solved some word problems. The word problems applied math to everyday situations. You had to restate the situation in one sentence, assign a variable, and then write an equation to solve. This method works as long as the situation is familiar to you and the math is not too complicated.

Now we'll develop a strategy you can use to solve any word problem. This strategy will help you become successful with word problems. We'll demonstrate the strategy as we solve the following problem.

Using a Problem-Solving Strategy

Pete bought a shirt on sale for $18, which is one-half the original price. What was the original price of the shirt?

Show Solution Step 1. Read the problem. Make sure you understand all the words and ideas. You may need to read the problem two or more times. If there are words you don't understand, look them up in a dictionary or on the Internet.
  • In this problem, do you understand what is being discussed? Do you understand every word?

Step 2. Identify what you are looking for. It's hard to find something if you are not sure what it is! Read the problem again and look for words that tell you what you are looking for!

  • In this problem, the words “what was the original price of the shirt” tell you that what you are looking for: the original price of the shirt.

Step 3. Name what you are looking for. Choose a variable to represent that quantity. You can use any letter for the variable, but it may help to choose one that helps you remember what it represents.

  • Let [latex]p[/latex] = the original price of the shirt

Step 4. Translate into an equation. It may help to first restate the problem in one sentence, with all the important information. Then translate the sentence into an equation.

“18 is one‑half of the original price." sub in values to get

Step 5. Solve the equation using good algebra techniques. Even if you know the answer right away, using algebra will better prepare you to solve problems that do not have obvious answers.

Explanation

Steps

Write the equation.

[latex]18=\frac{1}{2}p[/latex]

Multiply both sides by 2.

[latex]\textcolor{red}{2}\cdot 18=\textcolor{red}{2}\cdot \frac{1}{2}p[/latex]

Simplify.

[latex]36=p[/latex]

Step 6. Check the answer in the problem and make sure it makes sense.

  • We found that p=36, which means the original price was $36. Does $36 make sense in the problem? Yes, because 18 is one-half of 36, and the shirt was on sale at half the original price.

Step 7. Answer the question with a complete sentence.

  • The problem asked “What was the original price of the shirt?”  The answer to the question is: “The original price of the shirt was $36."

If this were a homework exercise, our work might look like this:

A sample of an organization method for handwritten work.

Try It

Joaquin bought a bookcase on sale for $120, which was two-thirds the original price. What was the original price of the bookcase?

Show Solution

[latex]$ 180[/latex]

Try It

Two-fifths of the people in the senior center dining room are men. If there are 16 men, what is the total number of people in the dining room?

Show Solution

[latex]40 \text{ people}[/latex]

We list the steps we took to solve the previous example.

Problem-Solving Strategy

  • Step 1. Read the word problem. Make sure you understand all the words and ideas. You may need to read the problem two or more times. If there are words you don't understand, look them up in a dictionary or on the internet.
  • Step 2. Identify what you are looking for.
  • Step 3. Name what you are looking for. Choose a variable to represent that quantity.
  • Step 4. Translate into an equation. It may be helpful to first restate the problem in one sentence before translating.
  • Step 5. Solve the equation using good algebra techniques.
  • Step 6. Check the answer in the problem. Make sure it makes sense.
  • Step 7. Answer the question with a complete sentence.

Let's use this approach with another example.

Using a Problem-Solving Strategy

Yash brought apples and bananas to a picnic. The number of apples was three more than twice the number of bananas. Yash brought 11 apples to the picnic. How many bananas did he bring?

Show Solution
Explanation Steps
Step 1. Read the problem.
Step 2. Identify what you are looking for. How many bananas did he bring?
Step 3. Name what you are looking for.
Choose a variable to represent the number of bananas.
Let b=number of bananas
Step 4. Translate. Restate the problem in one sentence with all the important information.
Translate into an equation.

Sentence: The number of apples was 3 more than twice the number of bananas. This translates to: Equation: Eleven equals three plus two multiplied by b
Step 5. Solve the equation.

[latex]11 = 3 + 2b[/latex]

Subtract 3 from each side.

[latex]11 - 3  = 3 + 2b - 3[/latex]

Simplify.

[latex]8= 2b[/latex]

Divide each side by 2.

[latex]\frac{8}{2} = \frac{2b}{2}[/latex]

Simplify.

[latex]4 = b[/latex]

Step 6. Check: First, is our answer reasonable? Yes, bringing four bananas to a picnic seems reasonable. The problem says the number of apples was three more than twice the number of bananas. If there are four bananas, does that make eleven apples? Twice 4 bananas is 8. Three more than 8 is 11.
Step 7. Answer the question. Yash brought 4 bananas to the picnic.

Try It

Guillermo bought textbooks and notebooks at the bookstore. The number of textbooks was 3 more than the number of notebooks. He bought 5 textbooks. How many notebooks did he buy?

Show Solution

[latex]2 \text{ notebooks}[/latex]

Try It

Gerry worked Sudoku puzzles and crossword puzzles this week. The number of Sudoku puzzles he completed is seven more than the number of crossword puzzles. He completed 14 Sudoku puzzles. How many crossword puzzles did he complete?

Show Solution

[latex]7 \text{ crossword puzzles} [/latex]

In Section 0.6: Percentages, we learned how to translate and solve basic percent equations and used them to solve sales tax and commission applications. In the next example, we will use our Problem Solving Strategy in more applications of percent.

Finding Original Price Before Markup

Nga's car insurance premium increased by $60, which was 8% of the original cost. What was the original cost of the premium?

Show Solution
Explanation Steps
Step 1. Read the problem. Remember, if there are words you don't understand, look them up.
Step 2. Identify what you are looking for. the original cost of the premium
Step 3. Name. Choose a variable to represent the original cost of premium. Let c=the original cost
Step 4. Translate. Restate as one sentence. Translate into an equation.
Sentence: $60 was 8% of the original cost. This translates to: Equation: sixty equals 0.08 multiplied by c
Step 5. Solve the equation.

[latex]60 = 0.08 c[/latex]

Divide both sides by 0.08.

[latex]\frac{60}{0.08} = \frac{0.08 c}{0.08}[/latex]

Simplify.

[latex]c=750[/latex]

Step 6. Check: Is our answer reasonable? Yes, a $750 premium on auto insurance is reasonable. Now let's check our algebra. Is 8% of 750 equal to 60?

[latex]\begin{array}{cc} \hfill 750 &= c \hfill \\ \hfill 0.08(750) &= 60 \hfill \\ \hfill 60 &= 60 \checkmark \hfill \end{array}[/latex]

Step 7. Answer the question. The original cost of Nga's premium was $750.

Try It

Pilar's rent increased by 4%. The increase was $38. What was the original amount of Pilar's rent?

Show Solution

[latex]\$ 950  [/latex]

Try It

Steve saves 12% of his paycheck each month. If he saved $504 last month, how much was his paycheck?

Show Solution

[latex]\$ 4{,}200  [/latex]

Access the online resource below for additional instruction and practice with solving word problems:

Khan Academy. Word Problem Solving Plan 1. YouTube, https://youtu.be/Xz6rT9k8ftg

Setting up a Linear Equation to Solve a Real-World Application

Josh is hoping to get an A in his college algebra class. He has scores of 75, 82, 95, 91, and 94 on his first five tests. Only the final exam remains, and the maximum of points that can be earned is 100. Is it possible for Josh to end the course with an A? A simple linear equation will give Josh his answer.

 

Many students studying in a large lecture hall
Figure 3
Many real-world applications can be modeled by linear equations. For example, a cell phone package may include a monthly service fee plus a charge per minute of talk-time; it costs a widget manufacturer a certain amount to produce x widgets per month plus monthly operating charges; a car rental company charges a daily fee plus an amount per mile driven. These are examples of applications we come across every day that are modeled by linear equations. In this section, we will set up and use linear equations to solve such problems.

To set up or model a linear equation to fit a real-world application, we must first determine the known quantities and define the unknown quantity as a variable. Then, we begin to interpret the words as mathematical expressions using mathematical symbols. Let us use the car rental example above. In this case, a known cost, such as $0.10/mi, is multiplied by an unknown quantity, the number of miles driven. Therefore, we can write [latex]0.10x.[/latex] This expression represents a variable cost because it changes according to the number of miles driven.

If a quantity is independent of a variable, we usually just add or subtract it, according to the problem. As these amounts do not change, we call them fixed costs. Consider a car rental agency that charges $0.10/mi plus a daily fee of $50. We can use these quantities to model an equation that can be used to find the daily car rental cost [latex]C.[/latex]

[latex]C=0.10x+50[/latex]

When dealing with real-world applications, there are certain expressions that we can translate directly into math. Table 1 lists some common verbal expressions and their equivalent mathematical expressions.

Table 1

Verbal Translation to Math Operations
One number exceeds another by a [latex]x,\text{​}x+a[/latex]
Twice a number [latex]2x[/latex]
One number is a more than another number [latex]x,\text{​}x+a[/latex]
One number is a less than twice another number [latex]x,2x-a[/latex]
The product of a number and a, decreased by b [latex]ax-b[/latex]
The quotient of a number and the number plus a is three times the number [latex]\frac{x}{x+a}=3x[/latex]
The product of three times a number and the number decreased by b is c [latex]3x\left(x-b\right)=c[/latex]

How To

Given a real-world problem, model a linear equation to fit it.

  1. Identify known quantities.
  2. Assign a variable to represent the unknown quantity.
  3. If there is more than one unknown quantity, find a way to write the second unknown in terms of the first.
  4. Write an equation interpreting the words as mathematical operations.
  5. Solve the equation. Be sure the solution can be explained in words, including the units of measure.

Writing a Linear Equation to Solve a Problem

Find a linear equation to solve for the following unknown quantities: One number exceeds another number by [latex]17[/latex] and their sum is [latex]31.[/latex] Find the two numbers.

Show Solution

Let [latex]x[/latex] equal the first number. Then, as the second number exceeds the first by [latex]17[/latex], we can write the second number as [latex]x+17.[/latex] The sum of the two numbers is [latex]31[/latex]. We usually interpret the word is as an equal sign.

[latex]\begin{array}{ccc}\hfill x+\left(x+17\right)& =& 31\hfill \\ \hfill 2x+17& =& 31\phantom{\rule{2em}{0ex}}\text{Simplify and solve}\text{.}\hfill \\ \hfill 2x& =& 14\hfill \\ \hfill x& =& 7\hfill \\ \hfill\phantom{\rule{1em}{0ex}} x+17& =& 7+17\hfill \\ & =& 24\hfill \end{array}[/latex]

The two numbers are [latex]7[/latex] and [latex]24.[/latex]

Try It

Find a linear equation to solve for the following unknown quantities: One number is three more than twice another number. If the sum of the two numbers is 36, find the numbers.

Show Solution

11 and 25

Mathispower4u. Ex 2: Number Problem: Find a Number given a Relationship. YouTube, https://youtu.be/U2jQ7M642Uw

Writing Linear Equations to Compare Two Options

There are two cell phone companies that offer different packages. Company A charges a monthly service fee of $34 plus $.05/min talk-time. Company B charges a monthly service fee of $40 plus $.04/min talk-time.

  1. Write a linear equation that models the packages offered by both companies.
  2. If the average number of minutes used each month is 1,160, which company offers the better plan?
  3. If the average number of minutes used each month is 420, which company offers the better plan?
  4. How many minutes of talk-time would yield equal monthly statements from both companies?
Show Solution to (a)

The model for Company A can be written as [latex]A=0.05x+34.[/latex] This includes the variable cost of [latex]0.05x[/latex] plus the monthly service charge of [latex]\$34[/latex]. Company B’s package charges a higher monthly fee of [latex]\$40[/latex], but a lower variable cost of [latex]0.04x.[/latex] Company B’s model can be written as [latex]B=0.04x+\text{\$}40.[/latex]

Show Solution to (b)

If the average number of minutes used each month is [latex]1{,}160[/latex], we have the following:

[latex]\begin{array}{ccc}\hfill \text{Company }A& =& 0.05\left(1{,}160\right)+34\hfill \\ & =& 58+34\hfill \\ & =& 92\hfill \\ \phantom{\rule{1em}{0ex}}\hfill \text{Company }B& =& 0.04\left(1{,}160\right)+40\hfill \\ & =& 46.4+40\hfill \\ \hfill & =& 86.4\hfill \end{array}[/latex]

So, Company B offers the lower monthly cost of [latex]\$86.40[/latex] as compared with the [latex]\$92[/latex] monthly cost offered by Company A when the average number of minutes used each month is [latex]1{,}160[/latex].

Show Solution to (c)

If the average number of minutes used each month is [latex]420[/latex], we have the following:

[latex]\begin{array}{ccc}\hfill \text{Company }A& =& 0.05\left(420\right)+34\hfill \\ & =& 21+34\hfill \\ & =& 55\hfill \\ \phantom{\rule{1em}{0ex}}\hfill \text{Company }B& =& 0.04\left(420\right)+40\hfill \\ & =& 16.8+40\hfill \\ & =& 56.8\hfill \end{array}[/latex]

If the average number of minutes used each month is [latex]420[/latex], then Company A offers a lower monthly cost of [latex]\$55[/latex] compared to Company B’s monthly cost of [latex]\$56.80[/latex].

Show Solution to (d)

To answer the question of how many talk-time minutes would yield the same bill from both companies, we should think about the problem in terms of [latex]\left(x,y\right)[/latex] coordinates: At what point are both the [latex]x[/latex]-value and the [latex]y[/latex]-value equal? We can find this point by setting the equations equal to each other and solving for [latex]x[/latex].

[latex]\begin{array}{ccc}\hfill 0.05x+34& =& 0.04x+40\hfill \\ \hfill 0.01x& =& 6\hfill \\ \hfill x& =& 600\hfill \end{array}[/latex]

Check the [latex]x[/latex]-value in each equation.

[latex]\begin{array}{ccc}\hfill 0.05\left(600\right)+34& =& 64\hfill \\ \hfill 0.04\left(600\right)+40& =& 64\hfill \end{array}[/latex]

Therefore, a monthly average of [latex]600[/latex] talk-time minutes renders the plans equal. See Figure 4.

Coordinate plane with the x-axis ranging from 0 to 1200 and the y-axis from 0 to 90. The functions A = 0.05x + 34 and B = 0.04x + 40 are graphed.
Figure 4

Try It

Find a linear equation to model this real-world application: It costs ABC electronics company $2.50 per unit to produce a part used in a popular brand of desktop computers. The company has monthly operating expenses of $350 for utilities and $3,300 for salaries. What are the company’s monthly expenses?

Show Solution

[latex]C=2.5x+3{,}650[/latex]

Mathispower4u. Problem Solving with Equations. YouTube, https://youtu.be/fsI2-rL9_rM

Using a Formula to Solve a Real-World Application

Many applications are solved using known formulas. The problem is stated, a formula is identified, the known quantities are substituted into the formula, the equation is solved for the unknown, and the problem’s question is answered. Typically, these problems involve two equations representing two trips, two investments, two areas, and so on. Examples of formulas include the area of a rectangular region, [latex]A=LW[/latex]; the perimeter of a rectangle, [latex]P=2L+2W[/latex], and the volume of a rectangular solid, [latex]V=LWH[/latex]. When there are two unknowns, we find a way to write one in terms of the other because we can solve for only one variable at a time.

Using a Formula to Find Distance

It takes Andrew 30 min to drive to work in the morning. He drives home using the same route, but it takes 10 min longer, and he averages 10 mi/h less than in the morning. How far does Andrew drive to work?

Show Solution

This is a distance problem, so we can use the formula [latex]d=rt[/latex] where distance equals rate multiplied by time. Note that when rate is given in mi/h, time must be expressed in hours. Consistent units of measurement are key to obtaining a correct solution.

First, we identify the known and unknown quantities. Andrew’s morning drive to work takes 30 min, or [latex]\frac{1}{2}[/latex] h at rate [latex]r.[/latex] His drive home takes 40 min, or [latex]\frac{2}{3}[/latex] h, and his speed averages 10 mi/h less than the morning drive. Both trips cover distance [latex]d.[/latex] A table, such as Table 2, is often helpful for keeping track of information in these types of problems.

Table 2

[latex]d[/latex] [latex]r[/latex] [latex]t[/latex]
To Work [latex]d[/latex] [latex]r[/latex] [latex]\frac{1}{2}[/latex]
To Home [latex]d[/latex] [latex]r-10[/latex] [latex]\frac{2}{3}[/latex]

Write two equations, one for each trip.

[latex]\begin{array}{cccc}\hfill d& =& r\left(\frac{1}{2}\right)\hfill & \phantom{\rule{2em}{0ex}}\text{To work}\hfill \\ \hfill d& =& \left(r-10\right)\left(\frac{2}{3}\right)\hfill & \phantom{\rule{2em}{0ex}}\text{To home}\hfill \end{array}[/latex]

As both equations equal the same distance, we set them equal to each other and solve for [latex]r[/latex].

[latex]\begin{array}{cc}\hfill r\left(\frac{1}{2}\right)& = \left(r-10\right)\left(\frac{2}{3}\right)\hfill \\ \hfill \frac{1}{2}r& = \frac{2}{3}r-\frac{20}{3}\hfill \\ \hfill \frac{1}{2}r-\frac{2}{3}r& = -\frac{20}{3}\hfill \\ \hfill -\frac{1}{6}r& = -\frac{20}{3}\hfill \\ \hfill r& = -\frac{20}{3}\left(-6\right)\hfill \\ \hfill r& = 40\hfill \end{array}[/latex]

We have solved for the rate of speed to work, 40 mph. Substituting 40 into the rate on the return trip yields 30 mi/h. Now we can answer the question. Substitute the rate back into either equation and solve for [latex]d[/latex].

[latex]\begin{array}{cc}\hfill d& = 40\left(\frac{1}{2}\right)\hfill \\ & = 20\hfill \end{array}[/latex]

The distance between home and work is 20 mi.

Analysis

Note that we could have cleared the fractions in the equation by multiplying both sides of the equation by the LCD to solve for [latex]r.[/latex]

[latex]\begin{array}{cc}\hfill r\left(\frac{1}{2}\right)& = \left(r-10\right)\left(\frac{2}{3}\right)\hfill \\ \hfill 6\text{ }×\text{ }r\left(\frac{1}{2}\right)& = 6\text{ }×\text{ }\left(r-10\right)\left(\frac{2}{3}\right)\hfill \\ \hfill 3r& = 4\left(r-10\right)\hfill \\ \hfill 3r& = 4r-40\hfill \\ \hfill -r& = -40\hfill \\ \hfill r& = 40\hfill \end{array}[/latex]

Try It

On Saturday morning, it took Jennifer 3.6 h to drive to her mother’s house for the weekend. On Sunday evening, due to heavy traffic, it took Jennifer 4 h to return home. Her speed was 5 mi/h slower on Sunday than on Saturday. What was her speed on Sunday?

Show Solution

45 mi/h

Using a Formula to Solve a Problem

The perimeter of a rectangular outdoor patio is [latex]54[/latex] ft. The length is [latex]3[/latex] ft greater than the width. What are the dimensions of the patio?

Show Solution

The perimeter formula is standard: [latex]P=2L+2W[/latex]. We have two unknown quantities, length and width. However, we can write the length in terms of the width as [latex]L=W+3[/latex]. Substitute the perimeter value and the expression for length into the formula. It is often helpful to make a sketch and label the sides, as in Figure 5.

A rectangle with the length labeled as: L = W + 3 and the width labeled as: W.
Figure 5

Now we can solve for the width and then calculate the length.

[latex]\begin{array}{cc}\hfill P& = 2L+2W\hfill \\ \hfill 54& = 2\left(W+3\right)+2W\hfill \\ \hfill 54& = 2W+6+2W\hfill \\ \hfill 54& = 4W+6\hfill \\ \hfill 48& = 4W\hfill \\ \hfill 12& = W\hfill \\ \hfill \left(12+3\right)& = L\hfill \\ \hfill 15& = L\hfill \end{array}[/latex]

The dimensions are [latex]L=15\text{ ft}[/latex] and [latex]W=12\text{ ft}[/latex].

Try It

Find the dimensions of a rectangle given that the perimeter is [latex]110\text{ cm}[/latex] and the length is 1 cm more than twice the width.

Show Solution

[latex]L=37\text{ cm, }W=18\text{ cm}[/latex]

Using a Formula to Solve an Area Problem

The perimeter of a tablet of graph paper is 48 in. The length is 6 in. more than the width. Find the area of the graph paper.

Show Solution

The standard formula for area is [latex]A=LW[/latex]; however, we will solve the problem using the perimeter formula. The reason we use the perimeter formula is because we know enough information about the perimeter that the formula will allow us to solve for one of the unknowns. As both perimeter and area use length and width as dimensions, they are often used together to solve a problem such as this one.

We know that the length is 6 in. more than the width, so we can write length as [latex]L=W+6.[/latex] Substitute the value of the perimeter and the expression for length into the perimeter formula and find the length.

[latex]\begin{array}{cc}\hfill P& = 2L+2W\hfill \\ \hfill 48& = 2\left(W+6\right)+2W\hfill \\ \hfill 48& = 2W+12+2W\hfill \\ \hfill 48& = 4W+12\hfill \\ \hfill 36& = 4W\hfill \\ \hfill 9& = W\hfill \\ \hfill \left(9+6\right)& = L\hfill \\ \hfill 15& = L\hfill \end{array}[/latex]

Now, we find the area given the dimensions of [latex]L=15\text{ in.}[/latex] and [latex]W=9\text{ in.}[/latex]

[latex]\begin{array}{cc}\hfill A& = LW\hfill \\ \hfill A& = 15\left(9\right)\hfill \ & = \hfill 135\text{ in}{\text{.}}^{2}\end{array}[/latex]

The area is [latex]135\text{ in}^2.[/latex]

Try It

A game room has a perimeter of 70 ft. The length is five more than twice the width. How many ft2 of new carpeting should be ordered?

Show Solution

250 ft2

Mathispower4u. Ex: Find the Dimensions and Area of a Field Given the Perimeter. YouTube, https://youtu.be/VyK-HQr02iQ

Using Formulas to Solve a Volume Problem

Find the dimensions of a shipping box given that the length is twice the width, the height is [latex]8[/latex] inches, and the volume is [latex]1{,}600 \text{ in.}^3[/latex]

Show Solution

The formula for the volume of a box is given as [latex]V=LWH[/latex]: the product of length, width, and height. We are given that [latex]L=2W[/latex] and [latex]H=8.[/latex] The volume is [latex]1{,}600[/latex] cubic inches.

[latex]\begin{array}{cc}\hfill \ V = LWH\hfill \\ \hfill 1{,}600& = \left(2W\right)W\left(8\right)\hfill \\ \hfill 1{,}600& = 16{W}^{2}\hfill \\ \hfill 100& = {W}^{2}\hfill \\ \hfill 10& = W\hfill \end{array}[/latex]

The dimensions are [latex]L=20\text{ in., } W=10\text{ in.,}[/latex] and [latex]H=8\text{ in.}[/latex]

Analysis

Note that the square root of [latex]{W}^{2}[/latex] would result in a positive and a negative value. However, because we are describing width, we can use only the positive result.

Solve Number Problems

Now we will translate and solve number problems. In number problems, you are given some clues about one or more numbers, and you use these clues to build an equation. Number problems don't usually arise on an everyday basis, but they provide a good introduction to practicing the Problem Solving Strategy. Remember to look for clue words such as difference, of, and and.

Solving a Number Problem

The difference of a number and six is 13. Find the number.

Show Solution
Explanation Steps
Step 1. Read the problem. Do you understand all the words?
Step 2. Identify what you are looking for. the number
Step 3. Name. Choose a variable to represent the number. Let n=the number
Step 4. Translate. Restate as one sentence.
Translate into an equation.
Sentence: The difference of a number and 6 is 13. This translates to: Equation: n minus six equals thirteen
Step 5. Solve the equation.
Add 6 to both sides.
Simplify.

[latex]\begin{array}{cc} \hfill n-6 &= 13 \hfill \\ \hfill n-6\textcolor{red}{+6} &= 13\textcolor{red}{+6}\hfill \\ \hfill n &= 19\hfill \end{array}[/latex]

Step 6. Check:
The difference of 19 and 6 is 13. It checks.
Step 7. Answer the question. The number is 19.

Try It

The difference of a number and eight is 17. Find the number.

Show Solution

[latex]25  [/latex]

Try It

The difference of a number and eleven is −7. Find the number.

Show Solution

[latex]4  [/latex]

Solving a Number Problem

The sum of twice a number and seven is 15. Find the number.

Show Solution
Explanation Steps
Step 1. Read the problem.
Step 2. Identify what you are looking for. the number
Step 3. Name. Choose a variable to represent the number. Let n = the number
Step 4. Translate. Restate the problem as one sentence.
Translate into an equation.
Sentence: The sum of twice a number and 7 is 15. This translates to: Equation: two multiplied by n plus seven equals fifteen
Step 5. Solve the equation.

[latex]2n+7=15[/latex]

Subtract 7 from each side and simplify.

[latex]2n=8[/latex]

Divide each side by 2 and simplify.

[latex]n=4[/latex]

Step 6. Check: is the sum of twice 4 and 7 equal to 15?

[latex]\begin{array}{cc} \hfill 2\cdot 4+7 &=15 \hfill \\ \hfill 8+7 &= 15 \hfill \\ \hfill 15 &= 15 \checkmark\hfill \end{array}[/latex]

Step 7. Answer the question. The number is 4.

Try It

The sum of four times a number and two is 14. Find the number.

Show Solution

[latex]3  [/latex]

Try It

The sum of three times a number and seven is 25. Find the number.

Show Solution

[latex]6  [/latex]

Some number word problems ask you to find two or more numbers. It may be tempting to name them all with different variables, but so far we have only solved equations with one variable. We will define the numbers in terms of the same variable. Be sure to read the problem carefully to discover how all the numbers relate to each other.

Solving a Number Problem

One number is five more than another. The sum of the numbers is twenty-one. Find the numbers.

Show Solution
Explanation Steps
Step 1. Read the problem.
Step 2. Identify what you are looking for. You are looking for two numbers.
Step 3. Name.
Choose a variable to represent the first number.
What do you know about the second number?
Translate.

Let n=1st numbern=1st number
One number is five more than another.

n+5=2ndnumbern+5=2ndnumber

Step 4. Translate.
Restate the problem as one sentence with all the important information.
Translate into an equation.
Substitute the variable expressions.
The sum of the numbers is 21.
The sum of the 1st number and the 2nd number is 21.
Sentence: first number plus second number equals 21. This translates to: Equation: n plus n plus five equals twenty-one
Step 5. Solve the equation.
Combine like terms.
Subtract five from both sides and simplify.
Divide by two and simplify.
Find the second number too.
Substitute n = 8.

[latex]\begin{array}{ccr} \hfill n+n+5 &= 21 \hfill & \hfill \\ \hfill 2n+5 &= 21 \hfill & \hfill \\ \hfill 2n &= 16 \hfill & \hfill \\ \hfill n &=8\hfill & \hfill 1^{\text{st}}\text{ number}\\ \hfill n+5 &=8+5 \hfill & \hfill 2^{\text{nd}}\text{ number}\\ \hfill & 13\hfill & \hfill \end{array}[/latex]

Step 6. Check:
Do these numbers check in the problem?
Is one number 5 more than the other?
Is thirteen, 5 more than 8? Yes.

Is the sum of the two numbers 21?
[latex]\begin{array}{cc}\hfill 13 &\overset{?}{=} 8+5 \hfill \\ \hfill 13 &= 13\checkmark \hfill \\ \hfill 8+13 &\overset{?}{=} 21 \hfill \\ \hfill 21 &= 21 \checkmark \hfill \end{array}[/latex]
Step 7. Answer the question. The numbers are 8 and 13.

Try It

One number is six more than another. The sum of the numbers is twenty-four. Find the numbers.

Show Solution

[latex]9, 15  [/latex]

Try It

The sum of two numbers is fifty-eight. One number is four more than the other. Find the numbers.

Show Solution

[latex]27,  31  [/latex]

Solving a Number Problem

The sum of two numbers is negative fourteen. One number is four less than the other. Find the numbers.

Show Solution
Explanation  Steps
Step 1. Read the problem.
Step 2. Identify what you are looking for. two numbers
Step 3. Name. Choose a variable.
What do you know about the second number?
Translate.

Let n = 1st number
One number is 4 less than the other.
n - 4 = 2nd number
Step 4. Translate.
Write as one sentence.
Translate into an equation.
Substitute the variable expressions.

The sum of two numbers is negative fourteen.
Sentence: first number plus second number equals negative 14. This translates to: Equation: n plus n minus 4 equals -14.[latex]n+n-4=-14[/latex]
Step 5. Solve the equation.
Combine like terms.
Add 4 to each side and simplify.
Divide by 2.
Substitute n=−5 to find the 2nd number.

[latex]\begin{array}{ccr}\hfill 2n-4 &= -14 \hfill & \hfill \\ \hfill 2n &= -10\hfill & \hfill \\ \hfill n &= -5 \hfill & \hfill 1^{\text{st}}\text{ number} \\ \hfill n - 4 &= -5-4 \hfill & \hfill 2^{\text{nd}}\text{ number}\\ \hfill & =-9 \hfill & \hfill \end{array}[/latex]

Step 6. Check:
Is −9 four less than −5?


Is their sum −14?

[latex]\begin{array}{cc} \hfill -5-4 &\overset{?}{=} -9 \hfill \\ \hfill -9 &= -9\checkmark \hfill \\ \hfill -5+(-9) &\overset{?}{=} -14 \hfill \\ \hfill -14 &=-14 \checkmark \hfill \end{array}[/latex]

Step 7. Answer the question. The numbers are −5 and −9.

Try It

The sum of two numbers is negative twenty-three. One number is 7 less than the other. Find the numbers.

Show Solution

[latex]-8, -15  [/latex]

Try It

The sum of two numbers is negative eighteen. One number is 40 more than the other. Find the numbers.

Show Solution

[latex]-29, 11  [/latex]

Solving a Number Problem

One number is ten more than twice another. Their sum is one. Find the numbers.

Show Solution
Explanation Steps
Step 1. Read the problem.
Step 2. Identify what you are looking for. two numbers
Step 3. Name. Choose a variable.
One number is ten more than twice another.
Let x = 1st number
2x + 10 = 2nd number
Step 4. Translate.
Restate as one sentence.
Translate into an equation.
Their sum is one.Sentence: The sum of the two numbers is 1. This translates to: Equation: x plux two times x plus ten equals one
Step 5. Solve the equation.
Combine like terms.
Subtract 10 from each side.
Divide each side by 3 to get the first number.
Substitute to get the second number.

[latex]\begin{array}{ccc}\hfill x + ( 2x +10) &= 1 & \hfill \\ \hfill 3x +10 &= 1 &\hfill \\ \hfill 3x &= -9 & \hfill \\ \hfill x &= - 3 & \text{1st number}\hfill \\ \hfill 2x + 10 &= 2 ( -3) +10 &\hfill \\ \hfill &= 4 & \text{2nd number} \end{array}[/latex]

Step 6. Check.
Is 4 ten more than twice −3?



Is their sum 1?

[latex]\begin{array}{cc}\hfill 2(-3)+10 &\overset{?}{=}4 \hfill \\ \hfill -6+10 &\overset{?}{=} 4\hfill \\ \hfill 4 &= 4\checkmark \hfill \\ \hfill -3+4 &\overset{?}{=} 1\hfill \\ \hfill 1 &= 1\checkmark \hfill \end{array}[/latex]

Step 7. Answer the question. The numbers are −3 and 4.

Try It

One number is eight more than twice another. Their sum is negative four. Find the numbers.

Show Solution

[latex]-4, 0  [/latex]

Try It

One number is three more than three times another. Their sum is negative five. Find the numbers.

Show Solution

[latex]-2, -3  [/latex]

Consecutive integers are integers that immediately follow each other. Some examples of consecutive integers are:

[latex]\cdots 1, 2, 3, 4, \cdots[/latex]

[latex]\cdots -10, -9, -8, -7, \cdots[/latex]

[latex]\cdots 150, 151, 152, 153, \cdots[/latex]

Notice that each number is one more than the number preceding it. So if we define the first integer as [latex]n[/latex], the next consecutive integer is [latex]n+1[/latex]. The one after that one more than [latex]n+1[/latex], so it is [latex]n+1 +1[/latex] or [latex]n+2[/latex].

[latex]\begin{array}{cc}\hfill n   &\text{ 1st integer}\hfill \\ \hfill n +1 &\text{ 2nd consecutive integer}\hfill \\ \hfill n +2 &\text{ 3rd consecutive integer}\hfill\end{array}[/latex]

Solving a Number Problem

The sum of two consecutive integers is 47. Find the numbers.

Show Solution
Explanation Steps
Step 1. Read the problem.
Step 2. Identify what you are looking for. two consecutive integers
Step 3. Name. Let n = 1st integer
n + 1 = next consecutive integer
Step 4. Translate.
Restate as one sentence.
Translate into an equation.
Sentence: The sum of the integers is 47. This translates to: Equation: n plus n plus one equals forty seven
Step 5. Solve the equation.
Combine like terms.
Subtract 1 from each side.
Divide each side by 2.
Substitute to get the second number.

[latex]\begin{array}{ccc} \hfill n + n +1 &= 47 & \hfill \\ \hfill 2n +1 &= 47 &\hfill \\ \hfill 2n  &= 46 &\hfill \\ \hfill n  &= 23  &    \text { 1st integer}\hfill \\ \hfill n +1  &= 23 + 1 &   \text { 2nd integer}\hfill \\  \hfill &= 24 &\hfill \end{array}[/latex]

Step 6. Check:

[latex]\begin{array}{cc} 23+24 &\overset{?}{=} 47 \hfill \\ \hfill 47 &= 47\checkmark \hfill \end{array}[/latex]

Step 7. Answer the question. The two consecutive integers are 23 and 24.

Try It

The sum of two consecutive integers is 95. Find the numbers.

Show Solution

[latex]47, 48  [/latex]

Try It

The sum of two consecutive integers is −31. Find the numbers.

Show Solution

[latex]-15, -16  [/latex]

Khan Academy. Solving a Consecutive Integer Problem Algebraically | Linear Equations | Algebra I. YouTube, https://youtu.be/8CJ6Qdcoxsc

Solving a Number Problem

Find three consecutive integers whose sum is 42.

Show Solution
Explanation Steps
Step 1. Read the problem.
Step 2. Identify what you are looking for. three consecutive integers
Step 3. Name. Let n = 1st integer
n + 1 = 2nd consecutive integer
n + 2 = 3rd consecutive integer
Step 4. Translate.
Restate as one sentence.
Translate into an equation.
Sentence: The sum of the three integers is 42. This translates to: Equation: n plus n plus one n plus two equals fourty two
Step 5. Solve the equation.
Combine like terms.
Subtract 3 from each side.
Divide each side by 3.
Substitute to get the second number.

Substitute to get the third number.

[latex]\begin{array}{ccc}\hfill n + n +1 + n + 2&= 42 \hfill & \hfill \\ \hfill  3n + 3&= 42\hfill &\hfill \\ \hfill 3n &= 39\hfill & \hfill \\ \hfill n  &= 13 \hfill &    \text { 1st integer}\hfill \\ \hfill  n  +1 &= 13+1 \hfill &       \text { 2nd integer}\hfill \\ \hfill &= 14\hfill & \hfill \\ \hfill n  +2 &= 13+2 \hfill &       \text { 3rd integer} \hfill \\ \hfill &= 15\hfill & \hfill \end{array} [/latex]

Step 6. Check:

[latex]\begin{array}{cc} \hfill 13+14+15 &\overset{?}{=} 42 \hfill \\ \hfill 42 &= 42\checkmark \hfill \end{array}[/latex]

Step 7. Answer the question. The three consecutive integers are 13, 14, and 15.

Try It

Find three consecutive integers whose sum is 96.

Show Solution

[latex]31, 32, 33  [/latex]

Try It

Find three consecutive integers whose sum is −36.

Show Solution

[latex]-11, -12, -13  [/latex]

Key Concepts

Problem-Solving Strategy

  • Step 1. Read the word problem. Make sure you understand all the words and ideas. You may need to read the problem two or more times. If there are words you don't understand, look them up in a dictionary or on the internet.
  • Step 2. Identify what you are looking for.
  • Step 3. Name what you are looking for. Choose a variable to represent that quantity.
  • Step 4. Translate into an equation. It may be helpful to first restate the problem in one sentence before translating.
  • Step 5. Solve the equation using good algebra techniques.
  • Step 6. Check the answer in the problem. Make sure it makes sense.
  • Step 7. Answer the question with a complete sentence.

A linear equation can be used to solve for an unknown in a number problem.

Section Exercises

Verbal

  1. To set up a model linear equation to fit real-world applications, what should always be the first step?
Show Solution

We should define in words what our variable is representing.

  1. Use your own words to describe this equation where [latex]n[/latex] is a number:

[latex]5\left(n+3\right)=2n[/latex]

  1. If the total amount of money you had to invest was [latex]\$2,000[/latex] and you deposit [latex]x[/latex] amount in one investment, how can you represent the remaining amount?
Show Solution

[latex]2{,}000-x[/latex]

  1. If a man sawed a 10-ft board into two sections and one section was [latex]n[/latex] ft long, how long would the other section be in terms of [latex]n[/latex]?
  1. If Bill was traveling [latex]v[/latex] mi/h, how would you represent Daemon’s speed if he was traveling 10 mi/h faster?
Show Solution

[latex]v+10[/latex]

Use a Problem-solving Strategy for Word Problems

6. Three-fifths of the members of the school choir are women. If there are [latex]24[/latex] women, what is the total number of choir members?

7. Zachary has [latex]25[/latex] country music CDs, which is one-fifth of his CD collection. How many CDs does Zachary have?

Show Solution

Zachary has [latex]125[/latex] CDs.

8. One-fourth of the candies in a bag of are red. If there are [latex]23[/latex] red candies, how many candies are in the bag?

9. There are [latex]16[/latex]  girls in a school club. The number of girls is [latex]4[/latex] more than twice the number of boys. Find the number of boys in the club.  

Show Solution

There are [latex]6[/latex] boys in the club.

10. There are [latex]18[/latex] Cub Scouts in Troop 645. The number of Scouts is [latex]3[/latex] more than five times the number of adult leaders. Find the number of adult leaders. 

11. Lee is emptying dishes and glasses from the dishwasher. The number of dishes is [latex]8[/latex] less than the number of glasses. If there are [latex]9[/latex] dishes, what is the number of glasses?

Show Solution

There are [latex]17[/latex] glasses.

12. The number of puppies in the pet store window is twelve less than the number of dogs in the store. If there are [latex]6[/latex] puppies in the window, what is the number of dogs in the store?
13. After [latex]3[/latex] months on a diet, Lisa had lost [latex]12 \%[/latex] of her original weight. She lost [latex]21[/latex] pounds. What was Lisa's original weight? 
Show Solution

Lisa's original weight was [latex]175[/latex] pounds.

14. Tricia got a [latex]6 \%[/latex] raise on her weekly salary. The raise was [latex]30\%[/latex] per week. What was her original salary?

15. Tim left a [latex]\$ 9[/latex] tip for a [latex]\$ 50[/latex] restaurant bill. What percent tip did he leave?

Show Solution

[latex]18 \%[/latex]

16. Rashid left a [latex]\$ 15[/latex] tip for a [latex]\$ 75[/latex] restaurant bill. What percent tip did he leave?

17. Yuki bought a dress on sale for [latex]\$ 72[/latex]. The sale price was [latex]60 \%[/latex] of the original price. What was the original price of the dress?

Show Solution

The original price was [latex]\$120[/latex].

18. Kim bought a pair of shoes on sale for [latex]\$ 40.50[/latex]. The sale price was [latex]45 \%[/latex] of the original price. What was the original price of the shoes?

In the following exercises, use the problem-solving strategy for word problems to solve. Answer in complete sentences.

19. Two-thirds of the children in the fourth-grade class are girls. If there are [latex]20[/latex] girls, what is the total number of children in the class?

Show Solution

There are [latex]30[/latex] children in the class.

Solve Number Problems

In the following exercises, solve each number word problem.

20. The sum of a number and nine is [latex]17[/latex]. Find the number.

21. The difference of a number and twelve is [latex]3[/latex]. Find the number. 

Show Solution

[latex]15[/latex]

22. The difference of a number and eight is [latex]4[/latex]. Find the number.

23. The sum of three times a number and eight is [latex]23[/latex]. Find the number.

Show Solution

[latex]5[/latex]

24. The sum of twice a number and six is [latex]14[/latex]. Find the number. 

25. The difference of twice a number and seven is [latex]17[/latex]. Find the number. 

Show Solution

[latex]12[/latex]

26. The difference of four times a number and seven is [latex]21[/latex]. Find the number. 
27. Three times the sum of a number and nine is [latex]12[/latex]. Find the number. 
Show Solution

[latex]-5[/latex]

28. Six times the sum of a number and eight is [latex]30[/latex]. Find the number.

29. One number is six more than the other. Their sum is forty-two. Find the numbers.

Show Solution

[latex]18, 24[/latex]

30. One number is five more than the other. Their sum is thirty-three. Find the numbers.

31. The sum of two numbers is twenty. One number is four less than the other. Find the numbers.

Show Solution

[latex]8, 12[/latex]

32. The sum of two numbers is twenty-seven. One number is seven less than the other. Find the numbers.

33. A number is one more than twice another number. Their sum is negative five. Find the numbers.

Show Solution

[latex]-2, -3[/latex]

34. One number is six more than five times another. Their sum is six. Find the numbers.

35. The sum of two numbers is fourteen. One number is two less than three times the other. Find the numbers.

Show Solution

[latex]4, 10[/latex]

36. The sum of two numbers is zero. One number is nine less than twice the other. Find the numbers.

37. One number is fourteen less than another. If their sum is increased by seven, the result is [latex]85[/latex]. Find the numbers. 

Show Solution

[latex]32, 46[/latex]

38. One number is eleven less than another. If their sum is increased by eight, the result is [latex]71[/latex]. Find the numbers. 

39. The sum of two consecutive integers is [latex]77[/latex]. Find the integers.

Show Solution

[latex]38, 39[/latex]

40. The sum of two consecutive integers is [latex]89[/latex]. Find the integers. 

41. The sum of two consecutive integers is [latex]-23[/latex]. Find the integers. 

Show Solution

[latex]-11, -12[/latex]

42. The sum of two consecutive integers is [latex]-37[/latex]. Find the integers. 

43. The sum of three consecutive integers is [latex]78[/latex]. Find the integers. 

Show Solution

[latex]25, 26, 27[/latex]

44. The sum of three consecutive integers is [latex]60[/latex]. Find the integers. 

45. Find three consecutive integers whose sum is [latex]-36[/latex].

Show Solution

[latex]-11, -12, -13[/latex]

46. Find three consecutive integers whose sum is [latex]-3[/latex].

47. The sum of a number and eight is [latex]12[/latex]. Find the number.

Show Solution

[latex]4[/latex]

Everyday Math

48. Shopping Travis bought a pair of boots on sale for [latex]\$ 25[/latex] off the original price. He paid [latex]\$ 60[/latex] for the boots. What was the original price of the boots?

49. Shopping Minh spent [latex]\$6.25[/latex] on [latex]5[/latex] sticker books to give his nephews. Find the cost of each sticker book.

Show Solution

Each sticker book cost [latex]\$1.25[/latex].

50. Shopping Alicia bought a package of [latex]8[/latex] peaches for [latex]\$ 3.20[/latex]. Find the cost of each peach. 

51. Shopping Tom paid [latex]\$ 1{,}166.40[/latex] for a new refrigerator, including [latex]\$ 86.40[/latex] tax. What was the price of the refrigerator before tax?

Show Solution

The price of the refrigerator before tax was [latex]\$1,080[/latex].

52. Shopping Kenji paid [latex]\$ 2{,}279[/latex] for a new living room set, including [latex]\$ 129[/latex] tax. What was the price of the living room set before tax? 

53. Shopping Patty paid [latex]\$35[/latex] for a purse on sale for [latex]\$ 10[/latex] off the original price. What was the original price of the purse? 

Show Solution

The original price was [latex]\$45[/latex].

Real-World Applications

For the following exercises, use the information to find a linear algebraic equation model to use to answer the question being asked.

  1. Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
  1. Beth and Ann are joking that their combined ages equal Sam’s age. If Beth is twice Ann’s age and Sam is 69 yr old, what are Beth and Ann’s ages?
Show Solution

Ann is 23 years old; Beth: [latex]46[/latex]

  1. Ben originally filled out 8 more applications than Henry. Then each boy filled out 3 additional applications, bringing the total to 28. How many applications did each boy originally fill out?

For the following exercises, use this scenario: Two different telephone carriers offer the following plans that a person is considering. Company A has a monthly fee of $20 and charges  $.05/min for calls. Company B has a monthly fee of $5 and charges $.10/min for calls.

  1. Find the model of the total cost of Company A’s plan, using [latex]m[/latex] for the minutes.
Show Solution

[latex]20+0.05m[/latex]

  1. Find the model of the total cost of Company B’s plan, using [latex]m[/latex] for the minutes.
  1. Find out how many minutes of calling would make the two plans equal.
Show Solution

300 min

  1. If the person makes a monthly average of 200 min of calls, which plan should the person choose?

For the following exercises, use this scenario: A wireless carrier offers the following plans that a person is considering. The Family Plan: $90 monthly fee, unlimited talk and text on up to 8 lines, and data charges of $40 for each device for up to 2 GB of data per device. The Mobile Share Plan: $120 monthly fee for up to 10 devices, unlimited talk and text for all the lines, and data charges of $35 for each device up to a shared total of 10 GB of data. Use [latex]P[/latex] for the number of devices that need data plans as part of their cost.

  1. Find the model of the total cost of the Family Plan.
Show Solution

[latex]90+40P[/latex]

  1. Find the model of the total cost of the Mobile Share Plan.
  1. Assuming they stay under their data limit, find the number of devices that would make the two plans equal in cost.
Show Solution

6 devices

  1. If a family has 3 smart phones, which plan should they choose?

For exercises 17 and 18, use this scenario: A retired woman has $50,000 to invest but needs to make $6,000 a year from the interest to meet certain living expenses. One bond investment pays 15% annual interest. The rest of it she wants to put in a CD that pays 7%.

  1. If we let [latex]x[/latex] be the amount the woman invests in the 15% bond, how much will she be able to invest in the CD?
Show Solution

[latex]50{,}000-x[/latex]

  1. Set up and solve the equation for how much the woman should invest in each option to sustain a $6,000 annual return.
  1. Two planes fly in opposite directions. One travels 450 mi/h and the other 550 mi/h. How long will it take before they are 4,000 mi apart?
Show Solution

4 h

  1. Ben starts walking along a path at 4 mi/h. One and a half hours after Ben leaves, his sister Amanda begins jogging along the same path at 6 mi/h. How long will it be before Amanda catches up to Ben?
  1. Fiora starts riding her bike at 20 mi/h. After a while, she slows down to 12 mi/h, and maintains that speed for the rest of the trip. The whole trip of 70 mi takes her 4.5 h. For what distance did she travel at 20 mi/h?
Show Solution

She traveled for 2 h at 20 mi/h, or 40 miles.

  1. A chemistry teacher needs to mix a 30% salt solution with a 70% salt solution to make 20 qt of a 40% salt solution. How many quarts of each solution should the teacher mix to get the desired result?
  1. Paul has $20,000 to invest. His intent is to earn 11% interest on his investment. He can invest part of his money at 8% interest and part at 12% interest. How much does Paul need to invest in each option to get a total 11% return on his $20,000?
Show Solution

$5,000 at 8% and $15,000 at 12%

For the following exercises, use this scenario: A truck rental agency offers two kinds of plans. Plan A charges $75/wk plus $.10/mi driven. Plan B charges $100/wk plus $.05/mi driven.

  1. Write the model equation for the cost of renting a truck with plan A.
  1. Write the model equation for the cost of renting a truck with plan B.
Show Solution

[latex]B=100+.05x[/latex]

  1. Find the number of miles that would generate the same cost for both plans.
  1. If Tim knows he has to travel 300 mi, which plan should he choose?
Show Solution

Plan A

Writing Exercises

102. Write a few sentences about your thoughts and opinions of word problems. Are these thoughts positive, negative, or neutral? If they are negative, how might you change your way of thinking in order to do better?

103. When you start to solve a word problem, how do you decide what to let the variable represent?

Glossary

area
in square units, the area formula used in this section is used to find the area of any two-dimensional rectangular region: [latex]A=LW[/latex]
perimeter
in linear units, the perimeter formula is used to find the linear measurement, or outside length and width, around a two-dimensional regular object; for a rectangle: [latex]P=2L+2W[/latex]
volume
in cubic units, the volume measurement includes length, width, and depth: [latex]V=LWH[/latex]

License

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2.2 Models and Applications Copyright © by LOUIS: The Louisiana Library Network is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.