An Introduction to

Problem Solving
 Strategy for Problem Solving
General Strategy for Problem Solving
1) Understand the problem
 Read and reread the problem
 Choose a variable to represent the unknown
 Construct a drawing, whenever possible
 Propose a solution and check
2) Translate the problem into an equation
3) Solve the equation
4) Interpret the result
 Check proposed solution in problem
 State your conclusion

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 2
Objective - To translate English words and phrases into
mathematical symbols and expressions.

+
_  
plus minus times divide
add subtract multiply quotient
increased by decreased by product
sum diminished by …of...
total difference twice ( 2)
less
more than less than
added to subtracted from
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 3
 Tricky Ones!
5 plus x 5+x
add 5 and x 5+x
the sum of 5 and x 5+x
5 increased by x 5+x

5 more than x x+5

5 added to x x+5

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 4
 Tricky Ones!
5 minus x 5-x
5 less x 5-x
the difference of 5 and x 5-x
5 decreased by x 5-x

5 less than x x-5

5 subtracted from x x-5

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 5
Translate each phrase into a mathematical expression.

1) 5 subtract x 5-x

2) the product of 10 and y 10y

3) 20 decreased by a number t 20 - t

4) 6 added to the product of 11 and m 11m + 6

5) the quotient of y and 9 y ÷9

6) 8 less than 7 times k 7k - 8

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 6
 A special word in each column refers not to the
operation itself but the outcome of the operation.

+
_  
plus minus times divide
add subtract multiply quotient
increased by decreased by product
sum diminished by …of...
total difference twice ( 2)
less
more than less than
added to subtracted from
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 7
Translate each phrase into a mathematical expression.

1) six less than twice a number x

2x - 6
2) five times the sum of y and 4
5(y + 4)
3) twice the difference of m and 3
2(m - 3)
4) the quotient of 7 and a number x less 2
7 x-2
5) the difference of 6 and k divided by 9
(6 - k) 9
6) 4 times the sum of 12 and y
4(12 + y)
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 8
Match each phrase with its variable expression.

d 1) Twice the sum of x and 3 a) 2x − 3

e 2) Two less than the product b) 3 ( x − 2 )
of 3 and x c) 3x + 2
b 3) Three times the difference d) 2 ( x + 3)
of x and 2
e) 3x − 2
a 4) Twice a number x less 3

c 5) Two more than 3 times a

number x
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 9
Define a variable to represent the unknown and write the
phrase as a variable expression.
1) 10 mph faster than the Honda
Let x = the speed of the Honda
x + 10
2) 7 inches shorter than Jill’s brother
Let b = the height of Jill’s brother
b-7
3) 5 acres larger than twice the size of my lot
Let k = the size of my lot
2k + 5
4) $7.50 times the number of people plus a $20
group registration
Let y = the number of people
$7.5y + $20
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 10
 Finding an Unknown Number

Example
The product of twice a number and three is the same as the
difference of five times the number and ¾. Find the number.
1.) Understand
Read and reread the problem. If we let
x = the unknown number, then “twice a number” translates to 2x,
“the product of twice a number and three” translates to 2x · 3,
“five times the number” translates to 5x, and
“the difference of five times the number and ¾” translates to 5x – ¾.
Continued
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 11
 Finding an Unknown Number
Example continued
2.) Translate

The product of the difference of

twice a is the same as
5 times the
number and 3 and ¾
number

2x · 3 = 5x – ¾

Continued
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 12
 Finding an Unknown Number
Example continued
3.) Solve
2x · 3 = 5x – ¾
6x = 5x – ¾ (Simplify left side)
6x - 5x = – ¾
x=–¾ (Simplify both sides)
4.) Interpret
Check: Replace “number” in the original statement of the problem
with – ¾. The product of twice – ¾ and 3 is 2(– ¾)(3) = – 4.5. The
difference of five times – ¾ and ¾ is 5(– ¾) – ¾ = – 4.5. We get the
same results for both portions.
State: The number is – ¾.
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 13
 Solving a Problem

Example
A car rental agency advertised renting a Buick Century for $24.95
per day and $0.29 per mile. If you rent this car for 2 days, how
many whole miles can you drive on a $100 budget?
1.) Understand
Read and reread the problem. Let’s propose that we drive a total of
100 miles over the 2 days. Then we need to take twice the daily rate
and add the fee for mileage to get 2(24.95) + 0.29(100) = 49.90 + 29
= 78.90. This gives us an idea of how the cost is calculated, and also
know that the number of miles will be greater than 100. If we let
x = the number of whole miles driven, then
0.29x = the cost for mileage driven Continued
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 14
 Solving a Problem
Example continued
2.) Translate

Daily costs mileage costs maximum budget

plus is equal to

2(24.95) + 0.29x = 100

Continued
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 15
 Solving a Problem
Example continued
3.) Solve
2(24.95) + 0.29x = 100
49.90 + 0.29x = 100 (Simplify left side)
0.29x = 100 – 49.90 (Transpose 49.90 to the right side)

0.29x = 50.10 (Simplify both sides)

0.29 x 50.10
= (Divide both sides by 0.29)
0.29 0.29

x  172.75 (Simplify both sides)

Continued
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 16
 Solving a Problem
Example continued
4.) Interpret
Check: 2(24.95) + 0.29x = 100

49.90 + 0.29(173) = 100.07, which is over our budget.

However, 49.90 + 0.29(172) = 99.78, which is within the
budget.
State: The maximum number of whole number miles is 172.

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 17
 Solving Application Problems
Involving Consecutive Integers
⧫ If x represents an integer, the next integer is x +1,
and the next is x + 2, etc

⧫ If x represents an even integer, the next even integer

is x + 2, and the next is x + 4, etc

⧫ If x represents an odd integer, the next odd integer is

x + 2, and the next is x + 4, etc

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 18
 Example of Solving a Consecutive
Integer Application Problem
1. Find two consecutive odd integers such that three
times the smaller is thirteen less than twice the larger
⧫ List of unknowns
⧫ smaller odd integer x
⧫ next larger odd integer x+2
Which do we know least about? First odd integer
⧫ What else does the problem tell us that we haven’t
used?
Three times smaller is 13 less than twice larger
⧫ What equation says this?

3x = 2(x + 2) − 13
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 19
 Example Continued

3x = 2(x + 2) − 13
⧫Solve the equation:

3x = 2 x + 4 − 13
3x = 2 x − 9
x = −9
⧫Answer to question?
The smaller odd integer is x = − 9
The larger odd integer is x + 2 = −7

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 20
 Number Problem #1

Find three consecutive even

integers whose sum is 72.

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 21
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 22
 Number Problem #2

Ten more than 6 times a number is 4

less than 4 times the same number.

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 23
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 24
 Number Problem #3

If one number is three times as large as another

number, and the smaller number is increased by
19, the result is 6 less than twice the larger
number. What is the larger number?

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 25
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 26
 Number Problem #4

The sum of two numbers is 15 and

their difference is 7. Find the
numbers.

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 27
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 28
Percentage Problems
 Percentage Problems
Percent is "part of a whole".
The part is the numerator and the whole is the
denominator.
17% means 17 parts per 100 or
We are going to solve problems involving percents.
There are 3 types of problems:
1. Find the part. What number is 54% of 34?
2. Find the whole. 4 is 60% of what number?
3. Find the percent . 18 is what percent of 28?
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 30
 Percentage Problems
Two words that will occur in these types of problems
are "is" and "of” .
These words have specific meanings in math.
"Is" means equals (=)
"Of" means multiply
To solve a percent problem, translate the words into an equation.
Change the following:
1. Percent into a decimal
2. "is" to "="
3. "of" to “ ● "
4. Unknown to "x"

Then, solve the equation.

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 31
Finding the Part...

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 32
Examples:
Find
Write a mathematical sentence

40% of 60
.40 60 = 24
Click

20% of 90 Write a mathematical sentence

.20 90Click
= 18

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 33
 What is 10% of 88?

Write a mathematical
X = .10 88
sentence
X = 8.8
Try these:

Find 12% of 70 What is 40% of 28?

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 34
Another Method:

You can also solve percent problems by setting

up a proportion.

Since percents are parts of a whole, you can

create the following proportion:

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 35
When figuring out which is the "part" and
which is the "whole", remember that you
take a percent of the whole and the answer
is the part. In other words, the whole is
with the word "of" and the part is with the
word "is".

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 36
Proportion Method

is %
Steps
1. Set up the proportion as shown. of
= 100

Note: You can use this box to solve many problems

involving percents!

2. Substitute given values into the proportion.

Note: Try to find the numbers that are attached to the

words/symbols: is, of, or percent.
3. Solve the proportion.
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 37
Example: What is 25% of 400?

is ? 25 %
Steps
of 400
= 100 100
1. Set up the proportion.
Click on each box to see if
you substituted correctly.
2. Substitute.
What is 25% of 400?
400 x 25 = 100w
10,000 = 100w
10,000/100 = w
3. Solve.
Click
100 = w
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 38
Example: What is 32% of 300?

is ? 32 %
Steps
of 300
= 100 100
1. Set up the proportion.
2. Substitute. Click on each box to see if
you substituted correctly.
What is 32% of 300?

3. Solve. 300 x 32 = 100w

9,600 = 100w
9600/100 = w
Click
96 = w
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 39
Try it: What is 20% of 180?

is %
Steps
1. Set up the proportion. of
= 100

2. Substitute.

3. Solve.

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 40
Finding the Whole...

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 41
Remember, you can solve this by:
1. Translating into an equation
2. Setting up a proportion

40% of what number is 50?

.40 ● X = 50
X = 50
.40
X = 125

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 42
Try This:

100 is 20% of what number?

100 = .20 x
100 = x
.20

x = 500

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 43
Finding the Percent...

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 44
Remember, you can solve this by:

1. Translating into an equation

2. Setting up a proportion
What percent of 80 is 24?
x 80 = 24

X = 24
80

X = .30
X = 30%

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 45
60 is what percent of 15?

60 = X 15

60 = X
15
4=X
400% = X

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 46
Ratio and Proportion
 Ratio

⧫A ratio is the comparison of two numbers by

division.

⧫A classroom has 16 boys and 12 girls.

⧫ Also written as 16 boys, 16:12 or 16 to 12

12 girls
⧫ Generally, ratios are in lowest terms:
16 = 16/4 = 4
12 12/4 3

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 48
 Ratio, continued

⧫Ratios can compare two unlike things:

⧫Joeearned $40 in five hours
⧫The ratio is 40 dollars or 8 dollars
5 hours 1 hour

⧫When the denominator is one, this is called a

unit rate.

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 49
 Ratio, continued

Let’s look at a classroom:

⧫Ratios can be part-to-part
⧫16 boys
15 girls

⧫Ratios can be part-to-whole

⧫16 boys
31 students

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 50
 Ratio, continued

⧫Ifa ratio is part-to-whole, you can divide

and find a decimal or a percent.

⧫16 boys
31 students

31/16.00 = .516, or 51.6% are boys

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 51
 What are proportions?
⧫An equation in which two ratios are equal is
called a proportion
⧫A proportion can be written using colon
notation like this
⧫a : b :: c : d
⧫oras the more recognizable (and useable)
equivalence of two fractions.
⧫_ a__ = _ c__
b d
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 52
 Proportions
⧫Ina proportion the product of the means is
equal to product of the extremes.

3 : 5 = 6 : 10

Means

Extremes

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 53
 Proportions

3 6
=
5 10
Means Extremes
6 x 5 = 3 x 10
30 = 30
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 54
 Proportions

Determine if the following are proportions.

1)
5 60 2)
8 4
= =
3 36 15 8

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 55
 Proportions

5 60 8 4
= =
15 8
3 36
3 x 60 = 5 x 36 4 x 15 = 8 x 8
180 = 180 60  64
Yes, it is a proportion. No, it is not a proportion.
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 56
 3 Types of Proportion

Direct Proportion : both 𝑥1 𝑥2

quantity increase or both =
𝑦1 𝑦2
decrease

Inverse Proportion : one

quantity increases, the other 𝑥1 𝑦1 = 𝑥2 𝑦2
decrease and vice versa

Partitive Proportion : one

quantity is being partitioned into
3x + 5x = 40
different proportions
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 57
 The water stored is enough to quench 25 thirsty
athletes in 6 days. How many days would it last
for 30 athletes?
𝑥1 𝑦1 = 𝑥2 𝑦2
A. 5
𝑥1 & 𝑥2 = no. of thirsty athletes Inverse Proportion
B. 6 𝑦1 & 𝑦2 = no. of days : one quantity
C. 7.2 25(6) = 30x
increases, the other
decrease and vice
D. 8.1 150 = 30x versa
30 30
𝑥1 𝑦1 = 𝑥2 𝑦2
5=x
Ans: A

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 58
 If 2 inches of snow falls in 5 hours, how many inches
will fall in 8 hours, if the snow continues to fall at the
same rate?
A. 3 hours 2 𝑥 Direct Proportion : both
= quantity increase or both
B. 3.2 hours 5 8
decrease
C. 3.21 hours 5x = 16
𝑥1 𝑥2
D. 3.3 hours 5 5 =
𝑦1 𝑦2
x = 3.2

Ans: B

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 59
In a class of 45 students, the ratio of boys to girls is 4:5.
How many girls are there?

20 25
A. 5 4x + 5x = 45
B. 25 9𝑥 = 45
C. 30 9
D. 35 x=5

Ans: B

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 60
 Solving Proportions

⧫ 4 = 24 ⧫ 1. Cross Multiply

y 30
⧫ 2. Solve for the
4(30) = 24y variable.
120 = 24y
120 = 24y
24 24
5=y
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 61
 Solving Proportions

 10 = 5  1. Cross Multiply
 2. Solve for the
y 8 variable
8(10) = 5y
80 = 5y
80 = 5y
5 5
16 = y

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 62
 Proportions
⧫Recallthat a fraction is always used for part-to
whole comparison, but a ratio can be used for

⧫part-to-part comparison
⧫part-to-whole comparison

⧫other comparisons such as length-to-width.

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 63
 Proportion Word Problems
⧫If you can buy one can of pineapple chunks
for $2 then how many can you buy with $10?
⧫First set up a proportion then solve for your
variable.
⧫Remember proportions are two equivalent ratios
set equal to each other.
⧫1 can = x

$2 $10

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 64
 Solving the proportion
⧫1 can = x cans
$2 $10

⧫1(10) = 2x
⧫ 10 = 2x
⧫ 10 = 2x
2 2
⧫ 5 = x: You can buy 5 cans with $10.
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 65
 Proportion Word Problems
⧫Ming was planning a trip to Western Samoa.
Before going, she did some research and
learned that the exchange rate is 6 Tala for $2.
How many Tala would she get if she
exchanged $6?
⧫First set up a proportion then solve for your
variable.
⧫Remember proportions are two equivalent ratios
set equal to each other.
⧫6 Tala = x Tala

$2 $6
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 66
 Solving the proportion
⧫6 Tala = x Tala
$2 $6

⧫6(6) = 2x
⧫ 36 = 2x
⧫ 36 = 2x
2 2
⧫ 18 = x: She would get 18 Tala.
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 67
 Example of Solving an
Application Problem With
Multiple Unknowns

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 68
 Solve the Application Problem
⧫ A 31 inch pipe needs to be cut into three pieces in
such a way that the second piece is 5 inches longer
than the first piece and the third piece is twice as
long as the second piece. How long should the third
piece be?
1. Read the problem carefully taking notes, drawing
pictures, thinking about formulas that apply, making
charts, etc.
Perhaps draw a picture of a pipe that is labeled as
31 inches with two cut marks dividing it into 3
pieces labeled first, second and third
1st 2nd 3rd
31
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 69
 Example Continued

2. Read problem again to make a “word list” of

everything that is unknown
What things are unknown in this problem?
The length of all three pieces (even though the
problem only asked for the length of the third).
Word List of Unknowns:
Length of first
Length of second
Length of third
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 70
 Example Continued

3. Give a variable name, such as “x” to the “most

basic unknown” in the list (the thing that you
know least about)
What is the most basic unknown in this list?
Length of first piece is most basic, because
problem describes second in terms of the first,
and third in terms of second
Give the name “x” to the length of first

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 71
 Example Continued

4. Give all other unknowns in the word list an algebraic

expression name that includes the variable, “x”
How would the length of the second be named?
x+5
How would the length of the third be named?
2(x + 5)
Word List of Unknowns: Algebra Names:
Length of first x
Length of second x+5
Length of third 2(x + 5)

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 72
 Example Continued

5. Read the problem one last time to determine what

information has been given, or implied by the problem, that
has not been used in giving an algebra name to the
unknowns and use this information to write an equation
about the unknowns
What other information is given in the problem that has not
been used?
Total length of pipe is 31 inches
How do we say, by using the algebra names, that the total
length of the three pieces is 31?
x + (x + 5) + 2(x + 5) = 31

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 73
 Example Continued
6. Solve the equation and answer the original
question
This is a linear equation so solve using the
appropriate steps:
x + (x + 5) + 2(x + 5) = 31
x + x + 5 + 2x + 10 = 31
4x + 15 = 31
4x = 16
x=4
Is this the answer to the original question?
No, this is the length of the first piece.
How do we find the length of the third piece?
The length of the third piece is 2(x + 5):
2(4 + 5) = (2)(9) = 18 inches = length of third piece

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 74
 Age Problems
2 Types of Age Problems
1. Basic – 1 timeline
▪ Determine the unknown Things to Remember!
▪ Use variable to represent the unknown ✓ Present age can be found
▪ Set up an equation. in the first sentence.
▪ Solve. ✓ Past timeline – subtraction
2. Complex - more than 1 timelines ✓ Future timeline - addition
▪ Determine the unknown
▪ Use variable to represent the unknown
▪ Use table to organized the information
▪ Set up an equation
▪ Solve.
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 75
Age Problems

A mother’s age is 4 years more than

twice her daughter’s age. The sum of
their ages is 76. What is the mother’s
age?

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 76
Age Problems
⧫ List of unknowns Which do we know least about?
⧫ Mother’s age 2x + 4 Daughter's age
⧫ Daughter’s age x
⧫ What else does the problem tell us that we haven’t
used?
Sum of their ages is 76

⧫ What equation says this? x + 2 x + 4 = 76

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 77
 Example Continued

x + 2 x + 4 = 76
⧫Solve the equation:
3x + 4 = 76
3x + 4 − 4 = 76 − 4
3x = 72
x = 24

⧫Answer to question?
2(24) + 4 = 52
Mother’s age is 2x + 4:

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 78
 Complex Age Problems
1. Understand the problem.

2. Complete the table.

1st Timeline 2nd Timeline
Person A
Person B

3. Set up an equation.

4. Solve for x.

Note:
Past timeline – subtract the past years from the present ages
Future timeline – add the future timeline from the present ages 79

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 79
 AGE PROBLEM #1

Fred is 4 years older than

Barney. Five years ago, the sum
of their ages was 48. How old
are they now?

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 80
 Solution:
PRESENT AGES 5 YEARS AGO

FRED B+4 B+4-5

BARNEY B B-5

B + 4 – 5 + B – 5 = 48 2B = 54
2B – 6 = 48 2
2B = 48 + 6
B = 27
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 81
 AGE PROBLEM #2

A man’s age is 36 and that of his

daughter is 3 years. In how many
years will the man be 4 times as old
as his daughter?

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 82
 Solution:

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 83
 AGE PROBLEM #3

The sum of Clyde and Wendy’s age is 64.

In four years, Wendy will be three times
as old as Clyde. How old are they now?

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 84
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 85
 AGE PROBLEM #4

A father is three times as old as his son,

and his daughter is 3 years younger than
the son. If the sum of their ages 3 years
ago was 63 years, find the present age of
the father.

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 86
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 87
 AGE PROBLEM #5

Ching is 5 years more than 4 times

her son’s age. In 5 years, she will be
3 times her son’s age then. How old
is the son now?

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 88
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 89
 Solving Mixture Problems

Example
The owner of a candy store is mixing candy worth $6 per pound with
candy worth $8 per pound. She wants to obtain 144 pounds of candy
worth $7.50 per pound. How much of each type of candy should she
use in the mixture?
1.) Understand
Let n = the number of pounds of candy costing $6 per pound.
Since the total needs to be 144 pounds, we can use 144 − n for
the candy costing $8 per pound.

Continued
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 90
 Solving Mixture Problems
Example continued
2.) Translate
Use a table to summarize the information.
Number of Pounds Price per Pound Value of Candy
$6 candy n 6 6n
$8 candy 144 − n 8 8(144 − n)
$7.50 candy 144 7.50 144(7.50)

6n + 8(144 − n) = 144(7.5)

# of # of # of
pounds of pounds of pounds of
$6 candy $8 candy $7.50
candy Continued
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 91
 Solving Mixture Problems
Example continued
3.) Solve
6n + 8(144 − n) = 144(7.5)
6n + 1152 − 8n = 1080 (Eliminate the parentheses)
1152 − 2n = 1080 (Combine like terms)
−2n = −72 (Transpose 1152 to the right side)
n = 36 (Divide both sides by −2)
She should use 36 pounds of the $6 per pound candy.
She should use 108 pounds of the $8 per pound candy.
(144 − n) = 144 − 36 = 108
Continued
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 92
 Solving Mixture Problems
Example continued
4.) Interpret
Check: Will using 36 pounds of the $6 per pound candy and
108 pounds of the $8 per pound candy yield 144 pounds of
candy costing $7.50 per pound?
?
6(36) + 8(108) = 144(7.5)
?
216 + 864 = 1080
?
1080 = 1080 ✓

State: She should use 36 pounds of the $6 per pound candy and
108 pounds of the $8 per pound candy.

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 93
 MIXTURE PROBLEM #1

How many pounds of chocolate worth $1.20 a

pound must be mixed with 10 pounds of
chocolate worth 90 cents a pound to produce a
mixture worth $1.00 a pound?

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 94
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 95
 MIXTURE PROBLEM #2

How many liters of 20% alcohol solution

should be added to 40 liters of a 50% alcohol
solution to make a 30% solution?

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 96
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 97
 MIXTURE PROBLEM #3

A store owner wants to mix cashews and

almonds. Cashews cost 2 dollars per pound
and almonds cost 5 dollars per pound. He
plans to sell 150 pounds of a mixture. How
many pounds of each type of nuts should be
mixed if the mixture will cost 3 dollars?

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 98
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 99
 MIXTURE PROBLEM #4

John wants to make a 100 mL of 5% alcohol

solution mixing a quantity of a 2% alcohol
solution with a 7% alcohol solution. What
are the quantities of each of the two
solutions (2% and 7%) he has to use?

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 100
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 101
 MIXTURE PROBLEM #5

A local grocery store mixed 5 pounds of

chocolate with 2 pounds of cashews to create
their own bars of chocolate. If the chocolate
costs $2.50/lb and the cashews cost $6/lb,
how much will the new mixture cost per
pound?

Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 102
Martin-Gay,
Martin-Gay,Developmental
Introductory Algebra,
Mathematics
3ed 103