Improve Your Math Fluency

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 CONTENTS
INTRODUCTION
1 STRATEGIES AND TIPS
2 ALGEBRA REFRESHER
3 EXAMPLES
4 WORD PROBLEMS
ABOUT THE AUTHOR
 INTRODUCTION
This workbook is designed to help practice solving standard word
problems. Every problem is fully solved using algebra: Simply turn the
page to check the solution.
The first chapter offers some tips for solving word problems, the
second chapter provides a quick refresher of essential algebra skills, and
the third chapter includes several examples to help serve as a guide for how
to solve algebra word problems.
A variety of problems are included, such as:
• age problems
• problems with integers
• relating the digits of a number
• fractions, decimals, and percentages
• average values
• ratios and proportions
• problems with money
• simple interest problems
• rate problems
• two moving objects
• mixture problems
• people working together
• problems with levers
• perimeter and area
May you (or your students) find this workbook useful and become more
fluent with algebra word problems.
 1 STRATEGIES AND TIPS
Read the Problem Carefully
First read the entire problem. Be sure to read every word. A single written
word can make a big difference in the solution. It’s a common mistake for
students to focus so much on the numbers that they don’t notice a very
important word. As you read the problem, circle or underline what you
believe will be key information:
• numbers like 12 years, $3.75, or 25%
• written numbers like two, one-third, or none
• key words that relate to mathematical operations like total, increased
by, or tripled
• what you are solving for, like Anna’s age or the number of apples in
the cart

Identify the Given Information

The information given in the problem is used to solve for the desired
unknown, so the first step is to gather the information that you know. You
can do this by circling or underlining the numerical information in the
problem, or you could make a table of this information.
• First identify all of the numbers like 3 bananas or 5 days.
• Beware that some numbers are stated using words, like writing
“five” instead of 5, a “dozen” instead of 12, or “doubled” instead of 2
times.
• The number “zero” is often disguised. For example, if a problem
states “there are no grapes left,” this is equivalent to stating that there
are zero grapes.

What Are You Solving for?

Read carefully to determine what the problem is asking you to find. Some
problems ask a question like, “What is Julie’s age?” or “How far did Pat
walk?” Other problems state the question in a sentence like, “Determine the
number of apples in the barrel.” Some questions ask for more than one
answer, like “How old are Liz and Tim?”
Indicate What Each Unknown Represents

In the beginning of the solution, it helps to write a phrase like the example
below in order to remind you what each unknown represents. The unknown
should usually represent what you are trying to solve for. That way, your
solution will be complete once you solve for the unknown.

x = the original number of cookies

Multiple Unknowns
If there are two (or more) unknowns, try to let one variable represent the
smallest unknown. For example, suppose that Melissa is three years older
than Doug. In this case, Doug is younger, so you could let x represent
Doug’s age:

x = Doug’s age
x + 3 = Melissa’s age

If there are two (or more) unknowns, but it is difficult or inconvenient to

express both unknowns in terms of a single variable (as we did above), it is
possible to use two different variables. If you use multiple variables, you
will need to write down more than one equation. If there are two variables,
you will need two equations.

x = bananas
y = oranges

3x – 2y = 14
4x + 5y = 57
Relating the Unknowns to the Given Information

Write down an equation to help you solve for the variable. (If there are two
different variables, you will need to write down two different equations.)
The language in the problem helps you relate the variables to the given
information. Translate the words into symbols by looking for words that
relate to mathematical operations. Note that the examples in the following
tables are designed to help with common expressions, but do not account
for every possible way for the English language to describe each
mathematical operation: You need to think about the wording of every
problem.
Beware of Possible Extraneous Information

Occasionally, a problem includes extraneous information that isn’t needed

to solve a problem. Although most problems give you only the information
that is needed, it is a good habit to ask, “Which information is needed to
solve the problem?” Remember that a rare problem may include numbers
that aren’t relevant to the solution.

Be Confident and Determined

Successful students know that a solution exists. They are determined to
figure it out.
Working with Integers

The following features are common in word problems:

• Represent two consecutive integers with x and (x + 1). A third
consecutive integer would equal (x + 2), and so on.
• Represent two consecutive even or odd integers with x and (x + 2).
(The two numbers will have a difference of 2 whether they are both
odd or both even.) If there is a third consecutive even or odd integer,
that equals (x + 4).
• To solve for the digits of a two-digit number, multiply the tens digit
by 10 and the units digit by 1. For example, if the problem states that
the units digit is 5 times the tens digit, let the tens digit equal x, the
units digit equals 5x, and the number equals 10(x) + 1(5x) = 10x + 5x
= 15x. Suppose that you solve the problem and obtain x = 1. In this
example, the tens digit is 1, and the units digit is 5. The number is
10(1) + 1(5) = 15.
• To solve for the digits of a three-digit number, multiply the hundreds
digit by 100, the tens digit by 10, and the units digit by 1. For
example, if the problem states that the tens digit is twice the units
digit and that the hundreds digit is triple the tens digit, let the units
digit equal x, the tens digit equals 2x, the hundreds digit equals 3(2x)
= 6x, and the number equals 100(6x) + 10(2x) + 1(x) = 600x + 20x + x
= 621x. Suppose that you solve the problem and obtain x = 1. In this
example, the units digit is 1, the tens digit is 2, and the hundreds digit
is 6. The number is 100(6) + 10(2) + 1(1) = 621.
• To reverse the digits of a two-digit number, swap the place of the
tens and units digit. For example, if a problem states that the units
digit is x and the tens digit is x + 2, the number is 10(x + 2) + 1(x) =
10x + 20 + x = 11x + 20 and the reversed number is 10(x) + 1(x + 2) =
10x + x + 2 = 11x + 2. Suppose that you solve the problem and obtain
x = 5. In this example, the units digit is 5, the tens digit is 7, the
number is 10(7) + 1(5) = 75 and the reversed number is 10(5) + 1(7) =
57. Observe that 75 and 57 indeed have their digits reversed.
Sum, Product, Difference, and Ratio

If you know the sum, product, difference, or ratio of two numbers, but
aren’t told what either number equals, let the following examples serve as a
guide:
• If the sum of two numbers equals 42 (for example), let one number
be x and the other number will be (42 – x).
• If the product of two numbers equals 36 (for example), let one
number be x and the other number will be 36/x.
• If the difference between two numbers is 5 (for example), let one
number be x and the larger number will be (x + 5).
• If the ratio of two numbers is 3 (for example), let one number be x
and the larger number will be 3x.
Fractions, Decimals, and Percentages

Following are some tips for dealing with fractions, decimals, and
percentages:
• Divide by 100 to convert a percent into a decimal.

40% = 40/100 = 0.4

• When there are decimals in an equation, multiply the entire equation

by the power of 10 needed in order to remove all of the decimals.

0.24x + x = 6
multiply by 100
24x + 100x = 600

• When there are fractions in an equation, multiply the entire equation

by the lowest common denominator.

x/2 – 1/x = 1/3

multiply by 6x
3x2 – 6 = 2x

• The phrases “increased by” or “decreased by” are compared to 100%

(or 1).
* If x increases by 20%, this means 1.2x (since 120% = 1.2).
* If x decreases by 1/4, this means 3x/4 or 0.75x (since 1 – 1/4 = 3/4 =
0.75).
Ratios and Proportions

A ratio expresses a fixed relationship in the form of a fraction. For

example, if there are 300 girls and 200 boys in a particular school, the ratio
of girls to boys attending that school is 3 to 2. We could express this ratio
with a colon (3:2), as a fraction (3/2), as a decimal (since 3/2 = 1.5), or as a
percent (150%).
When a problem gives you the ratio, but not the quantity of each, if
you let x be the quantity represented by the denominator, multiply the ratio
by x to get the quantity represented by the numerator. For example, if the
ratio of white cars to black cars is 5:4, if you let x represent the number of
black cars (since black corresponds to the denominator), the number of
white cars will be 1.25x (since 5:4 = 5/4 = 1.25).
A proportion expresses an equality between two ratios. For example, if
the ratio of apples to oranges is 4:3 and there are 64 apples, if we let x
represent the number of oranges, we can use the following proportion to
solve for x. Check for consistency when setting up a proportion: On both
sides of the following equation, apples are on top and oranges are on the
bottom.

4/3 = 64/x

Cross multiply in order to remove the variable from the denominator.

4x = 3(64) = 192
x = 192/4 = 48

In this example, there are x = 48 oranges and (4/3)x = 4/3 (48) = 64 apples.
As a check, note that 64/48 = 4/3, such that the ratio of apples to oranges is
indeed 4:3.
Money and Interest

For problems with money expressed in decimals, like $3.25, after you write
down the equation, if you multiply both sides of the equation by 100, it will
remove all of the decimals from the problem. See the example below.

2.25x – 42.97 = 12x

225x – 4297 = 1200x

For problems that involve US coins, it is often convenient to express the

money in terms of cents. For example, 5x + 10y is the amount of cents
contained in x nickels and y dimes, since each nickel is worth 5 cents and
each dime is worth 10 cents.

For problems that involve simple interest calculations, note that the interest
(I) is equal to the principal (P) times the interest rate (r) in decimal form.
In the formula below, note that P is multiplying r.
 I = Pr

For example, suppose that a student invests $500 in a savings account that
earns interest at a rate of 3%. The principal is the original amount invested:
P = $500. Divide the interest rate by 100% to convert it into a decimal: r =
(3%)/(100%) = 0.03. Use the formula above to determine the interest
earned.

I = Pr = ($500)(0.03) = $15

If the account earns 3% interest per year, after one year, the new balance
will be $515 (add the original principal to the interest to determine this). To
determine the interest earned after two years, for the second year use $515
as the new principal.
Average Values

For simple averages (defined as the arithmetic mean), apply the following
formula. Add up all of the values (V1,V2,…,VN) and divide by the number
of values (N).

For example, consider the values 18, 22, and 23. In this example, N=3 since
there are 3 different values. According to the formula, the average value of
these numbers is:

Vavg = (18 + 22 + 23)/3

Vavg = 63/3 = 21

Check that your average value lies somewhere in between the smallest and
greatest values. In this example, the smallest value is 18, the greatest value
is 23, and the average value of 21 lies in between them.

Constant Rates

When the rate is constant, the rate (r) equals the distance (d) traveled
divided by the time (t) taken. The units must be consistent. For example, if
the rate is given in kilometers per hour, you want the distance to be in
kilometers (not meters or miles) and the time to be in hours (not minutes or
seconds), but if the rate is given in feet per second, you want the distance to
be in feet and the time to be in seconds. If the given units aren’t consistent,
you will need to perform a unit conversion before you solve the problem. It
may help to recall that there are 60 seconds in one minute, 60 minutes in
one hour, 3 feet in one yard, 1760 yards in one mile, and 1000 meters in
one kilometer.
Two Moving Objects

If there are two objects moving with constant rates, first organize the
information for each object into a table. Some of this information will be
numerical values stated in the problem. The rest will be expressed in terms
of a variable (such as x). Define precisely in words what each variable (like
x) represents, and express any unknown quantities in terms of this variable.
For example, suppose that a boy and a girl are initially 25 m apart and
begin walking towards one another at the same moment. The boy walks
with a constant speed of 2 m/s while the girl walks with a constant speed of
3 m/s. They continue walking until they meet. We organized this
information in the table below. The boy and girl travel for the same amount
of time in this example (since they start and finish at the same time). The
speeds are the rates. Since rate equals distance divided by time (r = d/t), it
follows that distance equals rate times time (d = rt). Therefore, the boy
travels 2t and the girl travels 3t. In this example, 2t + 3t = 25 is the total
distance traveled.

Don’t memorize how the table looks, since the table will look somewhat
different for different problems. Instead, try to learn how to read a problem
and reason out how to enter the information in the table. Study the table
above and study Examples 15-17 in Chapter 3.
Do the two objects travel the same distance, or do they travel for the
same amount of time? Usually, one of these is the same for both objects,
but not both.
Do two objects travel the same distance?
• If both objects begin in the same place and also finish in the same
place, and if both objects also travel along the same path, then the two
objects travel the same distance.
 • If the objects start in different positions, finish in different places, or
travel along different paths, the distance traveled may be different for
each object.
• If the objects travel for the same time, the distances are usually
different.

Does one object have a head start?

• If one object starts before the other object, the time traveled will be
shorter for the object that starts last.
• For example, suppose that a son starts running 2 seconds before his
father starts running. If you let t represent the time that the father runs,
then t + 2 will be the time that the son runs (since the son spends more
time running).

Do two objects travel for the same amount of time?

• If both objects begin moving at the same time (or if both objects are
already moving when the problem begins) and also finish (or meet up)
at the same time, then the total time is the same for both objects.
• If one object starts before the other object, then the time traveled is
different for each object.
• If the objects travel the same distance, the times are usually
different.

It often helps to draw a diagram. Draw and label the following:

• the initial and final points for each object
• the path that each object takes
• given information, such as distance, time, or rate for each object
Mixtures

The amount (P) of pure substance contained in a given amount (M) of a

mixture is given by the following formula, where the concentration (c) is
the decimal form of a percentage. Divide by 100% to convert a percentage
to a decimal.

P = cM

For example, suppose that 20 liters of a solution is 25% ethanol (by

volume). In this example, c = 0.25 (in decimal form), M = 20 liters, and the
amount of pure ethanol is P = cM = (0.25)(20) = 5 liters. (Note that in
chemistry, concentration may be expressed as volume/volume,
mass/volume, moles/volume, mass/mass, etc. That is, the amounts P and M
do not always have units of volume. Don’t worry: You won’t need to know
any chemistry to solve the word problems in this book. We will focus on
the algebra, not on the science.)

Combining Two Mixtures Together

The following formulas apply when two different solutions are mixed
together. The first formula states that the total amounts of the two solutions
add up to the total amount of the combined solution. The second formula
states that the total amount of pure substance in the two solutions add up to
the total amount of pure substance in the combined solution. (Beware that
the percentages do not add up like this.)

M1 + M2 = M3
P1 + P2 = P3

The formula P = cM applies to each solution (1, 2, or 3). For example,

when it is applied to the 3rd solution (the combined solution), we get P3 =
c3M3. Since there are 3 different solutions, the subscripts 1, 2, and 3 help
you distinguish between them. The example on the following page shows
you how to apply these formulas to a problem involving a mixture of
solutions.
 If two solutions are mixed together, first organize the information for
each solution into a table. Some of this information will be numerical
values stated in the problem. The rest will be expressed in terms of a
variable (such as x). Define precisely in words what each variable (like x)
represents, and express any unknown quantities in terms of this variable.
For example, suppose that 4 liters of 15% sulfuric acid is mixed with 2
liters of 10% sulfuric acid. We organized this information in the table
below. We let x represent c3 (the percent of sulfuric acid in the mixed
solution, but in decimal form). Note that M1 + M2 = M3 becomes 4 + 2 = 6
and P1 + P2 = P3 becomes 0.6 + 0.2 = 6x. The last row was made by
applying the formula P = cM to each solution: Multiply the second row by
the third row to get the bottom row.

We will explore how to make and apply the above table in Examples 19-21
of Chapter 3. The tables will vary somewhat from one problem to another,
though the reasoning for how to complete and apply the table is essentially
the same. Strive to understand the logic behind making the table. Don’t try
to memorize each table.
If a problem adds water to a solution to dilute the solution, note that
c will be zero for water. If a problem adds a pure substance (like pure
sulfuric acid) to a mixture, note that c will be 1 (for 100%) for a pure
substance.
People Working Together

Suppose that two (or more) people are doing the same job, but that one
person does the work faster than the other. First organize the information
for each worker into a table. Some of this information will be numerical
values stated in the problem. The rest will be expressed in terms of a
variable (such as x). Define precisely in words what each variable (like x)
represents, and express any unknown quantities in terms of this variable.
The key to solving such problems is to work with fractions. Begin with
the time it would take each person to complete the job individually. Next
take the reciprocal of these times to determine the fraction of the work that
each worker could complete in a single time period. For example, if Jenny
can complete a job in 5 hours, then in a single hour she could complete 1/5
of the job. (The reciprocal of a number is found by dividing 1 by that
number.)
Be sure to use the same units of time, like hours or minutes, for each
worker. Don’t mix and match the units. Recall that there are 60 seconds in
one minute, 60 minutes in one hour, 24 hours in one day, 7 days in one
week, 52 weeks in one year, and 12 months in one year.
For example, suppose that Fred can eat a whole pie in 12 minutes
while Ryan can eat a whole pie in 9 minutes. We organized this information
in the table below. We let x represent the time it would take for Fred and
Ryan to finish one pie together.

The reason for working with fractions is that the fractions add up: In the
previous example, 1/12 + 1/9 = 1/x. To perform the algebra, first make a
common denominator. The lowest common denominator of 1/12 and 1/9 is
1/36. Note that
Now take the reciprocal of both sides to get 36/7 = x/1 = x (since x/1 = x).
Alternatively, after we found the common denominator we could have cross
multiplied to solve for x. We would still get x = 36/7.
Check that your answer makes sense: If two people work on a project
together, they will finish the project sooner than if either person worked on
the project alone.
Torque and Levers

A torque is exerted when a force is applied that would tend to cause

rotation. The formula for torque is force times lever arm. The equation for
torque explains why it would be difficult to open a door if the handle were
located near the hinges: In that case, the lever arm would be smaller,
resulting in less torque.
The lever illustrated below consists of a long bar. The lever is resting
on a fulcrum: This is the balancing point, illustrated as a small triangle in
the figure. Two boxes are placed on the bar. The boxes have different
weights (w1 and w2) and are different distances from the fulcrum (r1 and
r2).

For a lever in static equilibrium, the sum of the clockwise torques equals
the sum of the counterclockwise torques. In the figure above, the right box
exerts a clockwise torque and the left box exerts a counterclockwise torque.
Note that each torque is equal to weight times lever arm (where lever arm
is the distance from the fulcrum).
For the example shown on the previous page:

w1r1 = w2r2

If there are only two weights in a lever problem, the heavier object will be
closer to the fulcrum. That is, a larger value of w has a corresponding
smaller value of r.
If there are additional weights on either side of the lever, add
additional torques to the corresponding side of the equation. For example,
with two weights on the left and one on the right, the equation would be:

w1r1 + w2r2 = w3r3

Strictly speaking, weight (w) is a force measured in Newtons or pounds
(where lb. is the symbol for the pound), whereas mass is measured in
grams. However, for lever problems it is okay to work with mass instead of
weight. Why? Weight equals mass times gravitational acceleration, where
gravitational acceleration is 9.81 m/s2 near earth’s surface. Every term in
the lever equation includes this same numerical value, so the equation will
still be true if we divide the entire equation by 9.81 m/s2. What does this
mean? It means that it doesn’t matter whether the problem gives weights in
Newtons or pounds or whether it gives masses in grams or kilograms:
Either way, you can still use the same lever equation (and there is no reason
to use the number 9.81 m/s2 in the calculations, since it would just cancel
out anyway).
Examples 25-27 in Chapter 3 involve lever problems.
Note: In this book, we will neglect the weight of the lever (the bar or
rod) unless the problem specifically states otherwise.
Perimeter and Area

The following formulas may be helpful for problems involving common

geometric shapes. Note that the height (h) of a triangle is perpendicular to
the base (b), the diameter (D) of a circle passes through its center, the
radius (r) of a circle extends from its center, and the circumference (C) of a
circle is the distance around its edge. The constant π equals the ratio of the
circumference of a circle to its diameter, and is approximately equal to
3.14159.
Solve for the Unknown

Once you translate the word problem into one or more equations, all that
remains is to apply your algebra skills in order to solve for the unknown(s).
You should know from an algebra class how to isolate an unknown, how to
distribute, how to factor, how to apply the quadratic equation, and how to
solve a system of equations. The chapter that follows provides a quick
review of essential algebra skills.

Strategy for Solving Word Problems

To solve a word problem, follow these steps:
• Read the problem carefully. Circle or underline key information.
• Identify the given information (including any numbers that may be
written in the form of words).
• What are you solving for?
• Indicate clearly what each unknown represents. Write this out in
words, like “x = Mark’s age” or “t = time.”
• If there are two (or more) people, objects, or mixtures in a problem,
make a table to help organize the information.
• Relate the unknowns to the given information. Look for signal words
(like “difference” for subtraction or “makes” for equals).
• If necessary, review the relevant sections from this chapter. For
example, if a problem involves interest, review the section called
Money and Interest.
• Some problems involve specific formulas. For example, for a
moving object apply the rate equation, or to find the area of a triangle
use A = ½ bh.
• Study the relevant examples from Chapter 3. These serve as a helpful
guide.
• Once you have one equation with a single unknown (or 2 equations
with 2 unknowns), apply algebra to solve for the unknown (see
Chapter 2).
• Think about your answer. Check that your answer makes sense.
 2 ALGEBRA REFRESHER
Combine Like Terms
Terms with the same variable raised to the same power are like terms. For
example, 3x and 2x are like terms, x2 and 5x2 are like terms, and 2y and –y
are like terms.

x2 + 3x + 2y + 2x + 5x2 – y
= 6x2 + 5x + y

Numerical constants like 5, 18, and –6 are like terms.

x2 + 5 + 18 + 3x – 6
= x2 + 23 + 3x – 6
= x2 + 3x + 17
Isolate the Unknown

In some algebraic equations, it is possible to isolate the unknown by

combining like terms with the variables on one side and the constants on
the other side. Apply the same operation to both sides of the equation. This
is shown in the example below.

8x – 60 = 5x – 12

Add 60 to both sides. Subtract 5x from both sides.

8x – 5x = 60 – 12
3x = 48

Divide both sides by 3.

x = 48/3 = 16
Distributing

When two (or more) terms in parentheses multiply (or divide by) an
algebraic term, the operation (multiplication or division) distributes to each
term, like the examples below. This is the distributive property of
multiplication.
The f.o.i.l. Method

The abbreviation f.o.i.l. stands for first, outside, inside, last. This
abbreviation helps to remember how to multiply an expression like this:

(w + x)(y + z) = wy + wz + xy + xz

The following identity is often useful.

(x + y)(x – y)
= x2 – xy + yx – y2
= x2 – y2

That little minus makes a big difference. Compare with the following.

(x + y)(x + y)
= x2 + xy + yx + y2
= x2 + 2xy + y2
Factoring

When you apply the distributive property backwards, it is called factoring.

Powers

Recall the following rules concerning powers (or exponents).

Fractional Powers

Recall the following rules concerning fractional powers (or exponents).

Squareroots

Recall the following rules concerning squareroots.

Negative Numbers

Recall the following rules concerning negative numbers.

The Quadratic Formula

An equation of the form ax2 + bx + c = 0 can be solved via the quadratic

formula:

Factoring the Quadratic

The example below shows how a quadratic equation can sometimes be
factored.

3x2 – 10x – 8 = 0
(3x + 2)(x – 4) = 0
3x + 2 = 0 or x – 4 = 0
x = –2/3 or x = 4
Common Denominator

The way to add or subtract fractions is to make a common denominator.

This is true even when there is a variable involved.

Dividing by Fractions
To divide by a fraction, multiply by its reciprocal. The reciprocal of x/y is
y/x. (Note that the reciprocal of x is 1/x because x/1 = x.)
Cross Multiply

The following example illustrates how to cross multiply.

Variable in a Denominator

If there are 3 (or more) terms, solve for the unknown term and take a
reciprocal.

Now take the reciprocal of both sides of 1/x = 1/4.

x=4
Systems of Equations

If there are 2 equations with 2 unknowns (or 3 equations with 3 unknowns),

one way to solve the system is by substitution, like the example below.

2x + y = 12 (first eq.)
4x – 3y = 14 (second eq.)

Isolate y in the first equation.

y = 12 – 2x

Substitute y = 12 – 2x into the second equation.

4x – 3(12 – 2x) = 14
4x – 36 + 6x = 14
10x = 50
x = 50/10 = 5

Plug x = 5 into the first equation.

y = 12 – 2x = 12 – 2(5)
y = 12 – 10 = 2

A system of equations can also be solved simultaneously, like the example

below.

5x – 4y = 19 (first eq.)
3x + 6y = 45 (second eq.)

Multiply the first equation by 3 and multiply the second by 2.

15x – 12y = 57
6x + 12y = 90

Add the equations.

15x + 6x = 57 + 90
21x = 147
 x = 147/21 = 7

Plug x = 7 into the second equation.

3(7) + 6y = 45
21 + 6y = 45
6y = 24
y = 24/6 = 4

Factor Perfect Squares

When an answer involves a squareroot, if there are any perfect squares

inside of the squareroot, it is customary to factor them out like the example
below.

Rationalize the Denominator

When there is a squareroot in the denominator of an answer, it is

conventional to rationalize the denominator like the example below.
 3 EXAMPLES
These examples are designed to help serve as a guide for how to apply
algebra to solve a variety of standard word problems. Each topic included
in this workbook has examples in this chapter.
Note that there is more to solving problems than simply finding the
right example and changing the numbers. A good problem-solver must
learn to think through the problems and learn not to rely too much on the
examples. It isn’t practical to include an example of every possible type of
problem because the book would be thousands of pages long.
Good problem-solvers don’t try to copy, mimic, or memorize
examples. Rather, they read through the examples and try to understand the
logic, reasoning, and ideas that are involved in the solution. Once they
understand how to solve a few representative examples, good problem-
solvers can adapt the logical reasoning to other problems that are not quite
the same as the examples.
Anybody can become a good problem-solver. The “trick” is to think
your way through the examples and solutions. Try to understand the “why”
and the “how.” Try to follow the logic, reasoning, and underlying ideas.
Study the solution to each problem. Learn from any mistakes that you
made. Practice solving a variety of problems. Approach each problem
confidently, but with open-mindedness.
Beware that a problem may apply something that you know in a new
way. The more you understand a concept, the better your chances of
recognizing it out of its usual context. Being able to solve problems that are
applied in different ways is a valuable skill, which is why exam-makers
frequently employ this tactic.
 EXAMPLE #1
Two numbers have a sum of 25 and a product of 136. What are the
numbers?
 SOLUTION TO EXAMPLE #1
Define the variable clearly:

x = the first number

The sum equals 25. This means that the two numbers add up to 25. Since
the first number is x, it follows that:

25 – x = the second number

The product equals 136. When the numbers are multiplied together, they
make 136.

x(25 – x) = 136

Distribute the x.

25x – x2 = 136

This is a quadratic equation. Reorder the terms.

–x2 + 25x – 136 = 0

Compare this to the standard form, ax2 + bx + c = 0, to see that a = –1, b =

25, and c = –136. Plug these values into the quadratic formula.
There are two possible answers corresponding to the plus and minus signs.

If the first number is x = 8, then the second number is 25 – 8 = 17. Thus, we

see that the two numbers are 8 and 17.

Final answers: 8 and 17.

Check the answers: 8 and 17 have a sum of 8 + 17 = 25 and have a product

of (8)(17) = 136.
 EXAMPLE #2
One number is five times another number. The numbers have a difference of
36. What are the numbers?
 SOLUTION TO EXAMPLE #2
Define the variable clearly:

x = the smaller number

The difference equals 36. This means that one number is 36 more than the
other number. Since the smaller number is x, it follows that:

x + 36 = the larger number

The larger number is five times the smaller number. Multiply the smaller
number (x) by 5 and set this product equal to the larger number (x + 36).

5x = x + 36

Isolate the unknown. Combine like terms: Subtract x from both sides.

5x – x = 36
4x = 36
x = 36/4 = 9

The smaller number is x = 9 and the larger number is x + 36 = 9 + 36 = 45.

The two numbers are 9 and 45.

Final answers: 9 and 45.

Check the answers: The difference between 45 and 9 is 36, and 9 times 5
makes 45.
 EXAMPLE #3
Three consecutive odd numbers add up to 99. What are the numbers?
 SOLUTION TO EXAMPLE #3
Define the variable clearly:

x = the smallest number

Consecutive odd numbers have a difference of 2. Since the smaller number

is x, it follows that:

x + 2 = the middle number

x + 4 = the largest number

The three numbers add up to 99. Add the three numbers together.

x + (x + 2) + (x + 4) = 99

Isolate the unknown. Combine like terms.

x + x + 2 + x + 4 = 99
3x + 6 = 99
3x = 99 – 6
3x = 93
x = 93/3 = 31

The smallest number is x = 31, the middle number is x + 2 = 31 + 2 = 33,

and the largest number is x + 4 = 31 + 4 = 35. The three numbers are 31, 33,
and 35.

Final answers: 31, 33, and 35.

Check the answers: 31, 33, and 35 are consecutive odd numbers and their
sum is 31 + 33 + 35 = 99.
 EXAMPLE #4
William is three times as old as Susan. Six years from now, William will be
twice as old as Susan. What are their ages now?
 SOLUTION TO EXAMPLE #4
Define the variable clearly. Susan is younger than William.

x = Susan’s age now

William is three times as old as Susan. This involves multiplication.

3x = William’s age now

The second sentence refers to their ages six years from now. Add 6 to their
current ages to find their ages 6 years from now.

x + 6 = Susan’s age 6 years from now

3x + 6 = William’s age 6 years from now

Six years from now, William will be twice as old as Susan. Multiply
Susan’s age by 2, but use their ages 6 years from now.

(3x + 6) = 2(x + 6)

Distribute the 2.

3x + 6 = 2x + 12

Combine like terms.

3x – 2x = 12 – 6
x=6

Susan is x = 6 years old now and William is 3x = 3(6) = 18 years old now.

Final answers: William is 18 years old now and Susan is 6 years old now.
Check the answers: Presently, William (18) is three times as old as Susan
(6). In 6 years, Susan will be 6 + 6 = 12 years old and William will be 18 +
6 = 24 years old. In 6 years, William (24) will be twice as old as Susan
(12).
 EXAMPLE #5
Diana is 18 years older than Cara. Ten years ago, the sum of their ages was
24. What are their ages now?
 SOLUTION TO EXAMPLE #5
Define the variable clearly. Cara is younger than Diana.

x = Cara’s age now

Diana is 18 years older than Cara. This involves addition.

x + 18 = Diana’s age now

The second sentence refers to their ages ten years ago. Subtract 10 from
their current ages to find their ages 10 years ago.

x – 10 = Cara’s age 10 years ago

(x + 18) – 10 = x + 18 – 10
= x + 8 = Diana’s age 10 years ago

Ten years ago, the sum of their ages was 24. Using their ages 10 years ago,
their ages add up to 24.

(x – 10) + (x + 8) = 24

Combine like terms.

x – 10 + x + 8 = 24
2x – 2 = 24
2x = 26
x = 13

Cara is x = 13 years old now and Diana is x + 18 = 13 + 18 = 31 years old

now.

Final answers: Diana is 31 years old now and Cara is 13 years old now.
Check the answers: Presently, Diana (31) is 18 years older than Cara (13).
Ten years ago, Cara was 13 – 10 = 3 years old and Diana was 31 – 10 = 21
years old. Ten years ago, their ages added up to 3 + 21 = 24.
 EXAMPLE #6
The digits of a two-digit number add up to 8. When the digits are reversed,
the reversed number is smaller than the original number by 18. What is the
number?
 SOLUTION TO EXAMPLE #6
Define the variable clearly. The units digit must be smaller than the tens
digit because the number is smaller when the digits are reversed.

x = the units digit of the original number

The digits add up to 8. Since the units digit is x, it follows that:

8 – x = the tens digit of the original number

To make the original number, multiply the tens digit by 10 and the units
digit by 1.

10(8 – x) + 1(x) = 80 – 10x + x

= 80 – 9x = the original number

To make the reversed number, swap the tens digit with the units digit.

8 – x = the units digit of the reversed number

x = the tens digit of the reversed number

10(x) + 1(8 – x) = 10x + 8 – x

= 9x + 8 = the reversed number

The reversed number is smaller than the original number by 18. Subtract
18 from the original number to make the reversed number.

(80 – 9x) – 18 = 9x + 8
80 – 9x – 18 = 9x + 8
62 = 18x + 8
54 = 18x
54/18 = 3 = x
The units digit is x = 3 and the tens digit is 8 – x = 8 – 3 = 5. The original
number is 10(5) + 3 = 50 + 3 = 53.

Final answer: 53.

Check the answer: The reversed number is 10(3) + 5 = 35. The original
number minus the reversed number is 53 – 35 = 18.
 EXAMPLE #7
There are 350 students at a school where the ratio of girls to boys is 4:3.
How many girls and how many boys attend the school?
 SOLUTION TO EXAMPLE #7
Define the variable clearly. There are fewer boys than girls.

x = the number of boys

The ratio of girls to boys is 4:3. This ratio can be expressed as the fraction
4/3. Multiply the number of boys by this fraction to get the number of girls.

4x/3 = the number of girls

The total number of students is 350. Add the number of boys to the number
of girls to get the total number of students.

x + 4x/3 = 350

Would you prefer not to have fractions in the equation? If so, multiply both
sides of the equation by the lowest common denominator. In this case, the
lowest common denominator is 3 (it’s easy when that’s the only
denominator in the equation). We will multiply both sides of the previous
equation by 3.
There are x = 150 boys and 4x/3 = 4(150)/3 = 600/3 = 200 girls.

Final answers: 200 girls and 150 boys.

Check the answers: The total number of students is 150 + 200 = 350, and
the ratio of girls to boys is 200/150 = 4/3.
 EXAMPLE #8
A piggy bank contains quarters, nickels, and pennies. There are eight more
quarters than nickels, and there are twice as many pennies as quarters. The
total value of the money in the piggy bank is $6. How many coins of each
kind are in the piggy bank?
 SOLUTION TO EXAMPLE #8
Define the variable clearly. There are fewer nickels than quarters or
pennies.

x = the number of nickels

There are eight more quarters than nickels.

x + 8 = the number of quarters

There are twice as many pennies as quarters.

2(x + 8) = 2x + 16 = the number of pennies

Since 1 quarter is worth 25 cents, multiply the number of quarters by 25 to

find the value of the quarters. Since 1 nickel is worth 5 cents, multiply the
number of nickels by 5. Since 1 penny is worth 1 cent, multiply the number
of pennies by 1.

25(x + 8) = 25x + 200 = the value of the quarters

5(x) = 5x = the value of the nickels

1(2x + 16) = 2x + 16 = the value of the pennies

The total value of the piggy bank is $6. Multiply $6 by 100 to convert this
to 600 cents. Add up the values of the coins and set this equal to 600 cents.

(25x + 200) + 5x + (2x + 16) = 600

32x + 216 = 600
32x = 600 – 216 = 384
x = 384/32 = 12
There are x + 8 = 12 + 8 = 20 quarters, x = 12 nickels, and 2(20) = 40
pennies.

Final answers: 20 quarters, 12 nickels, and 40 pennies.

Check the answers: The total value of the coins is 25(20) + 5(12) + 1(40) =
600.
 EXAMPLE #9
A salesman sold hot dogs for $3.25 each and sodas for $1.75 each. The
salesman sold three times as many hot dogs as sodas. The total amount paid
was $161. How many hot dogs and how many sodas did the salesman sell?
 SOLUTION TO EXAMPLE #9
Define the variable clearly. Fewer sodas were sold than hot dogs.

x = the number of sodas sold

Three times as many hot dogs were sold compared to the number of sodas
sold.

3x = the number of hot dogs sold

To find the amount paid for the sodas in dollars, multiply the number of
sodas (x) by 1.75. To find the amount paid for the hot dogs in dollars,
multiply the number of hot dogs (3x) by 3.25.

1.75(x) = 1.75x = the amount paid for the sodas

3.25(3x) = 9.75x = the amount paid for the hot dogs

The total amount paid was $161. Add the amounts paid for hot dogs and
sodas.

1.75x + 9.75x = 161

Would you prefer not to have decimals in the equation? If so, multiply both
sides of the equation by a number that would remove the decimal. It is
usually convenient to multiply by 100 for problems that involve dollars and
cents (though in this case it would also work to multiply by 4 instead). We
will multiply by 100.

175x + 975x = 16,100

1150x = 16,100
x = 16,100/1150 = 14

The salesman sold x = 14 sodas and 3x = 3(14) = 42 hot dogs.

Final answers: 42 hot dogs and 14 sodas.

Check the answers: The total amount paid is $1.75(14) + $3.25(42) = $24.5
+ $136.5 = $161.
 EXAMPLE #10
A woman pays $480 for a laptop. The laptop was on sale for 25% off. There
is no sales tax where the purchase was made. What was the regular price of
the laptop?
 SOLUTION TO EXAMPLE #10
Define the variable clearly.

x = the regular price of the laptop in dollars

The laptop was on sale for 25% off. Note that saving 25% off is equivalent
to paying 75%. That is, 100% – 25% = 75%. Divide 75% by 100% to
convert it to a decimal: (75%)/(100%) = 0.75. The purchase price in dollars
equals 0.75 times the regular price.

480 = 0.75x

If you multiply both sides by 100, it removes the decimal point.

(Alternatively, you could write 0.75 as 3/4. In that case, when you divide by
3/4, it is equivalent to multiplying by 4/3. If you do the math correctly, you
will get the same answer either way.)

48,000 = 75x
48,000/75 = 640 = x

The regular price of the laptop is x = 640 dollars.

Final answer: $640.

Check the answer: 25% of $640 is 0.25($640) = $160, such that 25% off of
$640 equals $640 – $160 = $480.

Note: It would be incorrect to find 25% of $480. The discount of 25% is

applied to $640, not to $480. Compare 480 = 0.75(640) = (3/4)(640) with
640 = (4/3)(480). From one perspective, $480 is 25% less than $640, but
from the opposite perspective, $640 is 33 and 1/3% more than $480. One
calculation involves the fraction 3/4 (which equals 75%); the opposite
perspective involves the fraction 4/3 (which equals 133 and 1/3%).
 EXAMPLE #11
A boy pays $1.35 for a bag of candy, including 8% sales tax. What is the
price of the bag of candy before tax?
 SOLUTION TO EXAMPLE #11
Define the variable clearly.

x = the sales price in dollars before tax

There is an 8% sales tax. Note that the total cost equates to 108% of the
sales price: 100% + 8% = 108% since the sales tax is in addition to the
sales price. Divide 108% by 100% to convert it to a decimal:
(108%)/(100%) = 1.08. The purchase price in dollars equals 1.08 times the
sales price.

1.35 = 1.08x

If you multiply both sides by 100, it removes the decimal point.

135 = 108x

Divide both sides by 108. Note that the fraction 135/108 reduces to 5/4 if
you divide both the numerator and denominator by 27.

135/108 = 5/4 = 1.25 = x

The sales price of the bag of candy before tax is x = 1.25 dollars.

Final answer: $1.25.

Check the answer: The sales tax is 8% of $1.25, which works out to
0.08($1.25) = $0.10. Add the sales tax to the sales price to get the purchase
price: $1.25 + $0.10 = $1.35.

Note: It would be incorrect to find 8% of $1.35. The sales tax of 8% is

applied to $1.25, not to $1.35.
 EXAMPLE #12
A businesswoman invested a total of $8000 in two different stocks. One
stock returned 4% of its investment and the other stock returned 6% of its
investment. The total return was $370. How much money did she invest in
each stock?
 SOLUTION TO EXAMPLE #12
Define the variable clearly.

x = the amount invested in the stock that paid a 4% return

The total amount invested was $8000. Part of this was invested in the stock
that paid a 4% return and the remainder was invested in the stock that paid
a 6% return. The two investments add up to $8000. It follows that:

8000 – x = the amount invested in the stock that paid a 6% return

The interest earned (I) equals the principal invested (P) times the interest
rate (r): I = Pr. Apply this formula to each investment. Divide by 100% to
convert 4% and 6% into decimals: (4%)/(100%) = 0.04 and (6%)/(100%) =
0.06.

0.04x = the return from the stock that paid 4%

0.06(8000 – x) = 480 – 0.06x = the return from the stock that paid 6%

The total return was $370. Add the two returns together.

0.04x + (480 – 0.06x) = 370

Multiply by 100 to remove all of the decimals.

4x + 48,000 – 6x = 37,000
11,000 = 2x
11,000/2 = 5500 = x

The woman invested x = 5500 dollars in the stock that returned 4% and
8000 – 5500 = 2500 dollars in the stock that returned 6%.
Final answers: $5500 in the stock that returned 4% and $2500 in the stock
that returned 6%.

Check the answers: The total return is 0.04($5500) + 0.06($2500) = $220 +

$150 = $370.
 EXAMPLE #13
Two numbers have an average value of 21. One number is twice the other
number. What are the numbers?
 SOLUTION TO EXAMPLE #13
Define the variable clearly.

x = the smaller number

One number is twice the other number.

2x = the larger number

The average value is 21. To find the average value of two numbers, add the
numbers together and divide by two.

Combine like terms.

3x/2 = 21

Multiply both sides of the equation by 2.

3x = 2(21) = 42

Divide both sides of the equation by 3.

x = 42/3 = 14

The smaller number is x = 14 and the larger number is 2x = 2(14) = 28.

Final answers: 14 and 28.

Check the answers: The average value is:
 EXAMPLE #14
A dog travels 5 m/s for 100 m and then travels 8 m/s for 120 m. For how
much time does the dog travel?
 SOLUTION TO EXAMPLE #14
Define the variables clearly.

t1 = the time for the first part of the trip

t2 = the time for the second part of the trip

Distance (d) equals rate (r) times time (t): d = rt. The rates are 5 m/s and 8
m/s. Apply the rate equation to each part of the trip. For the first part of the
trip:

100 = 5t1
100/5 = 20 = t1

For the second part of the trip:

120 = 8t2
120/8 = 15 = t2

Add the two times together in order to determine the total time traveled:
The dog travels for t1 + t2 = 20 + 15 = 35 seconds.

Final answer: 35 seconds.

Check the answer: The distances are 5t1 = 5(20) = 100 and 8t2 = 8(15) =
120.
 EXAMPLE #15
Wendy and Virginia are initially 200 m apart. At the same moment, Wendy
begins traveling 4 m/s towards Virginia, and Virginia begins traveling 6 m/s
towards Wendy. When will Wendy and Virginia meet?
 SOLUTION TO EXAMPLE #15

Define the variable clearly.

t = the amount of time in seconds that has passed since they began traveling

Distance (d) equals rate (r) times time (t): d = rt. The rates are 4 m/s and 6
m/s. Apply the rate equation to each girl. Organize the information in a
table.

Wendy and Virginia are initially 200 m apart. The distances add up to 200
m.

4t + 6t = 200
10t = 200
t = 200/10 = 20

The girls travel for t = 20 seconds before they meet.

Final answer: 20 seconds.

Check the answer: Wendy travels 4t = 4(20) = 80 meters and Virginia

travels 6t = 6(20) = 120 meters. The total distance traveled is 80 + 120 =
200 meters.
 EXAMPLE #16
A father and child are initially standing together. The child begins to run
away from the father with a speed of 5 ft./s. Three seconds after the child
began running, the father begins to chase the child with a speed of 8 ft./s.
When is the child caught?
 SOLUTION TO EXAMPLE #16

Define the variable clearly.

t = the amount of time in seconds that has passed since the child began
running

The father begins running three seconds after the child began running. This
means that the father spends less time running.

t – 3 = the amount of time that has passed since the father began running

Distance (d) equals rate (r) times time (t): d = rt. The rates are 5 ft./s and 8
ft./s. Apply the rate equation to each person. Organize the information in a
table.

The father and child travel the same distance. Set their distances equal.

5t = 8t – 24
24 = 8t – 5t = 3t
24/3 = 8 = t
The child is caught t = 8 seconds after the child starts.

Final answer: 8 seconds after the child begins running.

Check the answer: The distances are d = 5t = 5(8) = 40 ft. and d = 8(t – 3) =
8(8 – 3) = 8(5) = 40 ft.
 EXAMPLE #17
A motorboat travels 24 km/hr in still water. A man travels in the motorboat
along a river downstream from one town to another in 30 minutes. When he
returns along the same route upstream, it takes 45 minutes. What is the
river current?
 SOLUTION TO EXAMPLE #17

Define the variable clearly.

r = the river current in kilometers per hour (km/hr)

The motorboat travels faster downstream than upstream. Add or subtract

the river current (r) to 24 km/hr to find the speeds downstream and
upstream. Convert the times to hours since the rates are in km/hr: 30 min. =
1/2 hr and 45 min. = 3/4 hr.

The boat travels the same distance each way. Set the distances equal to each
other.

Multiply both sides of the equation by 4.

48 + 2r = 72 – 3r
 5r = 24
r = 24/5 = 4 and 4/5 = 4.8

The river current is r = 4.8 km/hr.

Final answer: 4.8 km/hr.

Check the answer: The distance downstream is (24 + 4.8)(1/2) = 28.8/2 =

14.4 km and upstream it is (24 – 4.8)(3/4) = 57.6/4 = 14.4 km.
 EXAMPLE #18
If 5 liters of a solution contains 1.5 liters of pure ethanol, what is the
concentration of ethanol in the solution?
 SOLUTION TO EXAMPLE #18
Define the variable clearly.

c = the concentration of ethanol in the solution

The volume of pure ethanol (P) equals the decimal value of the
concentration (c) times the volume of the mixture (M): P = cM. The
volume of pure ethanol is P = 1.5 liters and the volume of the mixture
(which is the solution) is M = 5 liters.

P = cM
1.5 = c5
1.5/5 = 3/10 = 0.3 = c

Multiply by 100% to convert a decimal to a percent. The concentration of

ethanol in the solution is c = (0.3)100% = (30%).

Final answer: 30%.

Check the answer: P = cM = (0.3)(5) = 1.5.

Notation: We are using P for the amount of “pure substance,” M for the
amount of “mixture,” and c for “concentration” in decimal form. When you
think of the words “pure” and “mixed,” the symbols P and M make sense.
However, the notation for the mixture equations isn’t standard in math and
science. You might see A and B, or you might see V1 and V2, or even a
variety of other symbols instead of P and M. The beautiful thing about
algebra is that it doesn’t matter which symbols you use for the unknowns,
provided that you are consistent and that you define your symbols clearly.
 Mixture Equations

Multiply row c times row M to make row P.

Add M1 and M2 to make M3.

Add P1 and P2 to make P3.

 Example with Numbers

In this example:

15c3 = 6
c3 = 6/15 = 0.4 = 40%

Multiply by 100% to convert 0.4 from a decimal into a percent.

 EXAMPLE #19
When 6 liters of 40% hydrochloric acid is mixed with 4 liters of 20%
hydrochloric acid, what percent of the resulting mixture is hydrochloric
acid?
 SOLUTION TO EXAMPLE #19
Define the variable clearly.

x = the percent of hydrochloric acid in the mixture, expressed as a decimal

The amount of hydrochloric acid (P) equals the decimal value of the
percentage (c) times the volume of the mixture (M): P = cM. Apply this
formula to each mixture. Divide the given percentages by 100% in order to
convert them to decimals: (40%)/(100%) = 0.4 and (20%)/(100%) = 0.2.
Organize the information in a table. The volume of the mixture is the sum
of the volumes of the two solutions: M1 + M2 = M3 becomes 6 + 4 = 10.

The amount of pure stuff in the mixture is the sum of the amounts of the
pure stuff in the two solutions: Add the values in the bottom row of the
table.

2.4 + 0.8 = 10x

3.2 = 10x
3.2/10 = 0.32 = x

Multiply by 100% to convert this to a percent: x = (0.32)100% = (32%).

Final answer: 32%.

Check the answer: P3 = c3 M3 = (0.32)(10) = 3.2 agrees with P1 + P2 = 2.4 +

0.8 = 3.2 = P3.
 EXAMPLE #20
A 10% ethanol solution is mixed with a 25% ethanol solution. How much of
each solution should be combined in order to make a 12-gallon mixture that
is 15% ethanol?
 SOLUTION TO EXAMPLE #20
Define the variable clearly.

x = the volume in gallons of 10% ethanol solution

The amount of ethanol (P) equals the decimal value of the percentage (c)
times the volume of the solution (M): P = cM. Apply this formula to each
mixture. Organize the information in a table. The volume of the mixture is
the sum of the volumes of the two solutions: M1 + M2 = M3 becomes M2 =
12 – x.

The amount of pure stuff in the mixture is the sum of the amounts of the
pure stuff in the two solutions: Add the values in the bottom row of the
table.

0.1x + 0.25(12 – x) = 1.8

0.1x + 3 – 0.25x = 1.8

Multiply both sides of the equation by 100.

10x + 300 – 25x = 180

120 = 15x
120/15 = 8 = x

The volumes are x = 8 gallons of 10% ethanol and 12 – x = 12 – 8 = 4

gallons of 25% ethanol.
Final answers: 8 gallons of 10% ethanol and 4 gallons of 25% ethanol.

Check the answers: P1 + P2 = 0.1(8) + 0.25(4) = 0.8 + 1 = 1.8 = P3.

 EXAMPLE #21
Approximately, how much water must be added to 80 cc of a 35%
antifreeze solution in order to dilute the antifreeze solution down to 25%?
 SOLUTION TO EXAMPLE #21
Define the variable clearly.

x = the volume of water in cubic centimeters that needs to be added

The amount of pure antifreeze (P) equals the decimal value of the
percentage (c) times the volume of the mixture (M): P = cM. Apply this
formula to each mixture. Divide the given percentages by 100% in order to
convert them to decimals: (35%)/(100%) = 0.35 and (25%)/(100%) = 0.25.
Organize the information in a table. The volume of the mixture is the sum
of the volumes of the two solutions: M1 + M2 = M3. Water is 0%
antifreeze.

The amount of pure stuff in the mixture is the sum of the amounts of the
pure stuff in the two solutions: Add the values in the bottom row of the
table.

28 + 0 = 0.25(80 + x)
28 = 20 + 0.25x
8 = 0.25x
8/0.25 = 32 = x

The volume of water needed is x = 32 cc.

Final answer: 32 cubic centimeters.

Check the answer: P1 + P2 = 28 + 0 = 28 agrees with P3 = c3 M3 = 0.25(80 +
x) = 0.25(80 + 32) = 0.25(112) = 28.
 EXAMPLE #22
Nancy could paint a house in 6 hours. Larry could paint the same house in 8
hours. If they work together to paint the house, about how long would it
take?
 SOLUTION TO EXAMPLE #22
Define the variable clearly.

t = the time it takes Nancy and Larry to paint the house together

Find the reciprocal of each given time in order to determine how much
work each person could complete in one hour.

When people work together, add the reciprocals from the bottom row of the
table.

The lowest common denominator of 6, 8, and t is 24t. Multiply both sides

by 24t.
Nancy and Larry could paint the house in about

hours if they work together.

Final answer: 24/7 hours (or 3 and 3/7 hours) or approximately 3.4 hours.

Check the answer: The fraction of the work that each person does is 3.4÷6
and 3.4÷8. These should approximately add up to one: 3.4÷6 + 3.4÷8 = 1.
 EXAMPLE #23
Paul could vacuum a house in 18 minutes by himself. If Paul and Kelly
work together, it takes them 12 minutes to vacuum the house. How long
would it take for Kelly to vacuum the house by himself? (Paul and Kelly
each have their own vacuum cleaner.)
 SOLUTION TO EXAMPLE #23
Define the variable clearly.

t = the time it takes Kelly to vacuum the house by himself

Find the reciprocal of each given time in order to determine how much
work each person could complete in one minute.

When people work together, add the reciprocals from the bottom row of the
table.

The lowest common denominator of 18, t, and 12 is 36t. Multiply both

sides by 36t.
Kelly could vacuum the house by himself in about t = 36 minutes.

Final answer: 36 minutes.

Check the answer: The fraction of the work that each person does is 12/18
and 12/36. (Divide the time it takes to work together, 12 minutes, by each
time it takes to work alone.) These fractions should add up to one: 12/18 +
12/36 = 2/3 + 1/3 = 3/3 = 1.
 EXAMPLE #24
An empty sink could fill up in 3 minutes when the drain is plugged. When
the same sink is full, it could drain completely in 4 minutes. If the sink is
empty to begin with and the drain is unplugged, how long would it take for
the sink to fill up?
 SOLUTION TO EXAMPLE #24
Define the variable clearly.

t = the time it takes the sink to fill up when the drain is unplugged

Find the reciprocal of each given time in order to determine how much
work is done each minute.

Since the faucet and drain work against each other (instead of working
together), we subtract the reciprocals from the bottom row of the table
(instead of adding).

The lowest common denominator of 3, 4, and t is 12t. Multiply both sides

by 12t.
The sink will take t = 12 minutes to fill up when the drain is unplugged.

Final answer: 12 minutes.

Check the answer: The fraction of the work done by the faucet and drain is
12÷3 and 12÷4. Since the drain works against the faucet, subtract these to
make one: 12/3 – 12/4 = 4 – 3 = 1.
 EXAMPLE #25
If the system below is in static equilibrium, what is the value of r2?
 SOLUTION TO EXAMPLE #25
Define the variable clearly.

r2 = the distance from the fulcrum to the center of the 8-kg box

When a lever is in static equilibrium, the counterclockwise torques and

clockwise torques are equal. (Note that the weights are not equal.) Set the
sum of the counterclockwise torques equal to the sum of the clockwise
torques, where each torque equals weight times lever arm. (See the side
note below regarding weight.)

The 8-kg box is r2 = 15/4 = 3.75 meters from the fulcrum.

Final answer: 3.75 meters from the fulcrum.

Check the answer: The counterclockwise torque is (5)(6) = 30 and the

clockwise torque is (8)(3.75) = 30.

Side notes: Strictly speaking, weight equals mass times gravity (9.81
m/s2). However, since every term in the equation includes weight, gravity
cancels out. This means that we may choose to work with mass instead of
weight (so there is no reason to multiply all of the masses by 9.81 m/s2).
Also, the diagram is not drawn to scale.
 EXAMPLE #26
If the system below is in static equilibrium, what is the value of w3?
 SOLUTION TO EXAMPLE #26
Define the variable clearly.

w3 = the weight of the box on the right side of the fulcrum

When a lever is in static equilibrium, the counterclockwise torques and

clockwise torques are equal. (Note that the weights are not equal.) Set the
sum of the counterclockwise torques equal to the sum of the clockwise
torques, where each torque equals weight times lever arm.

w1r1 + w2r2 = w3r3

(40)(8) + (50)(4) = (w3)(5)
320 + 200 = 5 w3
520 = 5 w3
520/5 = 104 = w3

The box on the right side of the fulcrum has a weight of w3 = 104 Newtons.

Final answer: 104 Newtons.

Check the answer: The counterclockwise torque is (40)(8) + (50)(4) = 320 +

200 = 520 and the clockwise torque is (104)(5) = 520.

Side note: Unlike the previous example, this example works with weight in
Newtons instead of mass in kilograms. The only difference the units make
for this example is what units the answer for w3 has.
 EXAMPLE #27
The system below is in static equilibrium. The two boxes have a combined
weight of 200 lbs. How much does each box weigh?
 SOLUTION TO EXAMPLE #27
Define the variables clearly.

w1 = the weight of the box on the left side of the fulcrum

w2 = the weight of the box on the right side of the fulcrum

The system is in static equilibrium. Apply the torque equation.

w1r1 = w2r2
4 w1 = 12 w2 (first eq.)

The combined weight of the boxes is 200 lbs.

w1 + w2 = 200 (second eq.)

Isolate one of the unknowns. Divide both sides of the first equation by 4.

w1 = 3w2

Substitute this expression in for w1 into the second equation.

3w2 + w2 = 200
4 w2 = 200
w2 = 200/4 = 50

The box on the right side of the fulcrum has a weight of w2 = 50 lbs. and
the box on the left side of the fulcrum has a weight of w1 = 3 w2 = 3(50) =
150 lbs.

Final answers: The left box weighs 150 lbs. and the right box weighs 50
lbs.
Check the answers: The two torques are 4(150) = 600 and (12)(50) = 600.
 EXAMPLE #28
A rectangle has a perimeter of 40 cm and an area of 96 cm2. What are the
width and height of the rectangle?
 SOLUTION TO EXAMPLE #28
Define the variables clearly.

w = the width of the rectangle in centimeters

h = the height of the rectangle in centimeters

Plug the given area and perimeter into the formulas for the area and
perimeter of a rectangle, which are A = wh and P = 2w + 2h.

96 = wh (area eq.)

40 = 2w + 2h (perimeter eq.)

Isolate h in the area equation. Divide both sides by w.

96/w = h

Substitute this expression for h into the perimeter equation.

40 = 2w + 2(96/w)

Multiply both sides of the equation by w.

40w = 2w2 + 192

Rearrange the terms.

–2w2 + 40w – 192 = 0

Apply the quadratic formula.

The width of the rectangle is w = 12 cm and the height is h = 96/w = 96/12
= 8 cm.

Final answers: The width is 12 cm and the height is 8 cm.

Check the answers: The perimeter is P = 2w + 2h = 2(12) + 2(8) = 24 + 16 =

40 cm and the area is A = wh = (12)(8) = 96 cm2.
 EXAMPLE #29
The base of a triangle is twice its height. The area of the triangle is 9 in.2
What are the base and height of the triangle?
 SOLUTION TO EXAMPLE #29
Define the variable clearly.

b = the base of the triangle in inches

h = the height of the triangle in inches

Plug the given area into the formula for the area of a triangle, which is A =
½ bh.

9 = ½ bh (area eq.)

The base is twice the height.

b = 2h (base eq.)

Substitute this expression for the base into the area equation.

Squareroot both sides of the equation.

The height of the triangle is h = 3 in. and the base is b = 2h = 2(3) = 6 in.

Final answers: The base is 6 in. and the height is 3 in.

Check the answers: The area is A = ½ bh = ½ (6)(3) = 9 in.2

 EXAMPLE #30
A circle has a diameter of 6 cm. What is the area of the circle?
 SOLUTION TO EXAMPLE #30
Define the variables clearly.

r = the radius of the circle in centimeters

A = the area of the circle in square centimeters

Use the formula for the diameter of a circle to determine the radius.

D = 2r
6 = 2r
6/2 = 3 = r

Now use the formula for the area of a circle.

The area of the circle is:

Final answer: 28 square centimeters (approximately).

Check the answer: Rewrite D = 2r as r = D/2 and substitute this into

to get
 4 WORD PROBLEMS
The problems start out easy and grow in difficulty. The first several
problems are very similar to the examples. Later in the book, the problems
will start to differ from the examples. The same general strategies apply to
the problems as they do to the examples. When the problems become
somewhat different from the examples, you may need to think your way
through the problems more.
First try to solve each problem on your own. If you need help, review
Chapters 1-3. Try to find similar examples in Chapter 3 to help guide your
reasoning.
For the harder problems, it won’t be sufficient to merely copy an
example. Rather, you will need to try to understand the logic and reasoning
involved.
Approach each problem with self-confidence and determination.
Students often become good problem-solvers by being confident that the
solution exists and by being very determined to figure out the answer. Try
not to give up. Think you can. Think you can. Yes, you can.
On the page following each problem, you can find the full solution.
When you are ready to check your answer, simply turn the page and read
the solution. Be careful not to turn the page until you are ready to check
your answer. If your answer turns out to be wrong, try to learn from your
mistakes. Students often become good problem-solvers by learning to
avoid mistake that they have made in the past.
The end of each solution will show you how to check the answer to the
problem. Being able to check your answer for consistency is a valuable
skill. Try to learn how to check your own answer before you check the
solution on the back of the page. Believe in yourself. You can do it.
 PROBLEM #1
One number is ten times another number. The numbers have a sum of 825.
What are the numbers?
 SOLUTION TO PROBLEM #1
x = the smaller number

The larger number is ten times the smaller number.

10x = the larger number

The sum equals 825. The two numbers add up to 825.

x + 10x = 825
11x = 825
x = 825/11 = 75

The smaller number is x = 75 and the larger number equals 10x = 10(75) =
750.

Final answers: 75 and 750.

Check the answers: 75 + 750 = 825 and 75(10) = 750.

 PROBLEM #2
Four consecutive even numbers add up to 244. What are the numbers?
 SOLUTION TO PROBLEM #2
x = the smallest number

Consecutive even numbers have a difference of 2. Since the smaller number

is x, it follows that:

x + 2 = the second number

x + 4 = the third number

x + 6 = the largest number

The four numbers add up to 244. Add the four numbers together.

x + (x + 2) + (x + 4) + (x + 6) = 244

Isolate the unknown. Combine like terms.

x + x + 2 + x + 4 + x + 6 = 244
4x + 12 = 244
4x = 244 – 12
4x = 232
x = 232/4 = 58

The first number is x = 58, the second number is x + 2 = 58 + 2 = 60, the

third number is x + 4 = 58 + 4 = 62, and the last number is x + 6 = 58 + 6 =
64.

Final answers: 58, 60, 62, and 64.

Check the answers: 58, 60, 62, and 64 are consecutive even numbers and
their sum is 58 + 60 + 62 + 64 = 244.
 PROBLEM #3
Tracy is 16 years younger than Sarah. Twelve years from now, Sarah will be
twice as old as Tracy. What are their ages now?
 SOLUTION TO PROBLEM #3
Tracy is younger than Sarah.

x = Tracy’s age now

Tracy is 16 years younger than Sarah. Therefore, Sarah is 16 years older

than Tracy.

x + 16 = Sarah’s age now

The second sentence refers to their ages 12 years from now. Add 12 to their
current ages to find their ages 12 years from now.

x + 12 = Tracy’s age 12 years from now

(x + 16) + 12 = x + 28 = Sarah’s age 12 years from now

12 years from now, Sarah will be twice as old as Tracy. Multiply Tracy’s
age by 2, but use their ages 12 years from now.

(x + 28) = 2(x + 12)

Distribute the 2.

x + 28 = 2x + 24

Combine like terms.

28 – 24 = 2x – x
4=x

Tracy is x = 4 years old now and Sarah is x + 16 = 4 + 16 = 20 years old

now.

Final answers: Tracy is 4 years old now and Sarah is 20 years old now.
Check the answers: Presently, Tracy (4) is 16 years younger than Sarah
(20). In 12 years, Tracy will be 4 + 12 = 16 years old and Sarah will be 20 +
12 = 32 years old. In 12 years, Sarah (32) will be twice as old as Tracy (16).
 PROBLEM #4
The sum of the digits of a two-digit number is 11. When the digits are
reversed, the reversed number is larger than the original number by 45.
What is the number?
 SOLUTION TO PROBLEM #4
The tens digit must be smaller than the units digit because the number is
larger when the digits are reversed.

x = the tens digit of the original number

The sum of the digits is 11. Since the tens digit is x, it follows that:

11 – x = the units digit of the original number

To make the original number, multiply the tens digit by 10 and the units
digit by 1.

10(x) + 1(11 – x) = 10x + 11 – x

= 9x + 11 = the original number

To make the reversed number, swap the tens digit with the units digit.

11 – x = the tens digit of the reversed number

x = the units digit of the reversed number

10(11 – x) + 1(x) = 110 – 10x + x

= 110 – 9x = the reversed number

The reversed number is larger than the original number by 45. Add 45 to
the original number to make the reversed number.

(9x + 11) + 45 = 110 – 9x

9x + 11 + 45 = 110 – 9x

Add 9x to both sides. Note that 9x doesn’t cancel: Instead, you get 9x + 9x
= 18x.

18x + 56 = 110
 18x = 110 – 56
18x = 54
x = 54/18 = 3

The tens digit is x = 3 and the units digit equals 11 – x = 11 – 3 = 8. The

original number is 10(3) + 8 = 30 + 8 = 38.

Final answer: 38.

Check the answer: The reversed number is 10(8) + 3 = 83. The original
number is related to the reversed number by 38 + 45 = 83.
 PROBLEM #5
At a large gathering, the ratio of children to adults is 5:3. There are 50
more children than adults. How many children and how many adults are
there?
 SOLUTION TO PROBLEM #5
There are fewer adults than children.

x = the number of adults

The ratio of children to adults is 5:3. This ratio can be expressed as the
fraction 5/3. Multiply the number of adults by this fraction to get the
number of children. (Note: If instead you defined the variable as the
number of children, then you need to multiply by 3/5 to get the number of
adults in the next step.)

5x/3 = the number of children

There are 50 more children than adults. Add 50 to the number of adults to
get the number of children.

5x/3 = x + 50

Multiply both sides of the equation by 3. This eliminates the denominator.

5x = 3(x + 50)
5x = 3x + 150
2x = 150
x = 150/2 = 75

There are x = 75 adults and 5x/3 = 5(75)/3 = 375/3 = 125 children.

Final answers: 125 children and 75 adults.

Check the answers: There are 125 – 75 = 50 more children than adults, and
the ratio of children to adults is 125/75 = (125÷25)/(75÷25) = 5/3.
 PROBLEM #6
A computer store sold half as many desktops as laptops. The desktops sold
for $400 each and the laptops sold for $600 each. There is no sales tax
where the purchases were made. The total amount paid was $48,000. How
many desktops and how many laptops did the store sell?
 SOLUTION TO PROBLEM #6
Fewer desktops were sold than laptops.

x = the number of desktops sold

Half as many desktops were sold compared to the number of laptops sold.
This means that twice as many laptops were sold as desktops. (If you define
x as the number of laptops, then the number of desktops would be x/2. If
you do the math correctly, you will get the same two answers, except that x
would be the number of laptops instead of the number of desktops.)

2x = the number of laptops sold

To find the amount paid for the desktops in dollars, multiply the number of
desktops (x) by 400. To find the amount paid for the laptops in dollars,
multiply the number of laptops (2x) by 600.

400(x) = 400x = the amount paid for the desktops

600(2x) = 1200x = the amount paid for the laptops

The total amount paid was $48,000. Add the amounts paid for desktops and
laptops.

400x + 1200x = 48,000

1600x = 48,000
x = 48,000/1600 = 30

The store sold x = 30 desktops and 2x = 2(30) = 60 laptops.

Final answers: 30 desktops and 60 laptops.

Check the answers: The total amount paid is $400(30) + $600(60) =

$12,000 + $36,000 = $48,000.
 PROBLEM #7
A girl pays $4.77 for her lunch, including 6% sales tax. What is the price of
the lunch before tax?
 SOLUTION TO PROBLEM #7
x = the price in dollars of the lunch before tax

There is a 6% sales tax. Note that the total cost equates to 106% of the
sales price: 100% + 6% = 106% since the sales tax is in addition to the
sales price. Divide 106% by 100% to convert it to a decimal:
(106%)/(100%) = 1.06. The purchase price in dollars equals 1.06 times the
sales price.

4.77 = 1.06x

Multiply both sides of the equation by 100 in order to remove the decimal
point.

477 = 106x

Divide both sides by 106.

477/106 = (477÷53)/(106÷53)
= 9/2 = 4.5 = x

The price of the lunch before tax is x = 4.50 dollars.

Final answer: $4.50.

Check the answer: The sales tax is 6% of $4.50, which works out to
0.06($4.50) = $0.27. Add the sales tax to the sales price to get the purchase
price: $4.50 + $0.27 = $4.77.

Note: It would be incorrect to find 6% of $4.77. The sales tax of 6% is

applied to $4.50, not to $4.77.
 PROBLEM #8
The total value of coins in a purse is $44. There are twice as many dimes as
nickels, 16 fewer quarters than nickels, and five times as many pennies as
dimes. How many coins of each kind are in the purse?
 SOLUTION TO PROBLEM #8
There are fewer quarters than pennies, nickels, or dimes.

x = the number of quarters

There are 16 fewer quarters than nickels. This means that there are 16 more
nickels than quarters.

x + 16 = the number of nickels

There are twice as many dimes as nickels.

2(x + 16) = 2x + 32 = the number of dimes

There are five times as many pennies as dimes.

5(2x + 32) = 10x + 160 = the number of pennies

Since 1 quarter is worth 25 cents, multiply the number of quarters by 25 to

find the value of the quarters. Since 1 dime is worth 10 cents, multiply the
number of dimes by 10. Since 1 nickel is worth 5 cents, multiply the
number of nickels by 5. Since 1 penny is worth 1 cent, multiply the number
of pennies by 1.

25(x) = 25x = the value of the quarters

10(2x + 32) = 20x + 320 = the value of the dimes

5(x + 16) = 5x + 80 = the value of the nickels

1(10x + 160) = 10x + 160 = the value of the pennies

The total value of the coins is $44. Multiply $44 by 100 to convert this to
4400 cents. Add up the values of the coins and set this equal to 4400 cents.
 25x + (20x + 320) + (5x + 80) + (10x + 160) = 4400
60x + 560 = 4400
60x = 4400 – 560 = 3840
x = 3840/60 = 64

There are x = 64 quarters, 2x + 32 = 2(64) + 32 = 128 + 32 = 160 dimes, x +

16 = 64 + 16 = 80 nickels, and 10x + 160 = 10(64) + 160 = 640 + 160 = 800
pennies.

Final answers: 64 quarters, 160 dimes, 80 nickels, and 800 pennies.

Check the answers: The total value of the coins is 25(64) + 10(160) + 5(80)
+ 800(1) = 1600 + 1600 + 400 + 800 = 4400.
 PROBLEM #9
A company invested $50,000. Part of the investment was put into a savings
account that paid 3% interest, and the remainder of the investment was put
into stocks that paid a return of 9%. The total return was $2700. How much
money was put into the savings account and how much money was invested
in stocks?
 SOLUTION TO PROBLEM #9
x = the amount invested in the savings account that paid a 3% return

The total amount invested was $50,000. Part of this was put into a savings
account and the remainder was invested in stocks. The two investments add
up to $50,000. It follows that:

50,000 – x = the amount invested in the stocks that paid a 9% return

The interest earned (I) equals the principal invested (P) times the interest
rate (r): I = Pr. Apply this formula to each investment. Divide by 100% to
convert 3% and 9% into decimals: (3%)/(100%) = 0.03 and (9%)/(100%) =
0.09.

0.03x = the interest earned from the savings account that paid 3%

0.09(50,000 – x) = 4500 – 0.09x = the return from the stocks that paid 9%

The total return was $2700. Add the two returns together.

0.03x + (4500 – 0.09x) = 2700

Multiply by 100 to remove all of the decimals.

3x + 450,000 – 9x = 270,000
180,000 = 6x
180,000/6 = 30,000 = x

The company invested x = 30,000 dollars in a savings account that paid 3%

interest and 50,000 – 30,000 = 20,000 dollars in stocks that paid a return of
9%.

Final answers: $30,000 in savings and $20,000 in stocks.

Check the answers: The total return equals 0.03($30,000) + 0.09($20,000) =
$900 + $1800 = $2700.
 PROBLEM #10
Two numbers have an average value of 283 and a difference of 56. What are
the numbers?
 SOLUTION TO PROBLEM #10
x = the smaller number

The numbers have a difference of 56. This means that one number is 56
more than the other number. It follows that:

x + 56 = the larger number

The average value is 283. To find the average value of two numbers, add
the numbers together and divide by two. (In general, divide by how many
numbers you are adding together. In this case, we are adding two numbers,
so we divide by two.)

Combine like terms.

Multiply both sides of the equation by 2.

2x + 56 = 566
2x = 510
x = 510/2 = 255
The smaller number is x = 255 and the larger number is x + 56 = 255 + 56 =
311.

Final answers: 255 and 311.

Check the answers: The average value is (255 + 311)/2 = 566/2 = 283.
 PROBLEM #11
Kevin and Carly are initially 40 km apart. At the same moment, Kevin
rides a bicycle 20 km/hr towards Carly, and Carly rides a bicycle 30 km/hr
towards Kevin. When and where do Kevin and Carly meet?
 SOLUTION TO PROBLEM #11

t = the amount of time in hours that has passed since they began traveling

d1 = the distance in kilometers that Kevin travels before he meets Carly

Distance (d) equals rate (r) times time (t): d = rt. The rates are 20 km/hr
and 30 km/hr. Apply the rate equation to each person. Organize the
information in a table.

Kevin and Carly are initially 40 km apart. The distances add up to 40 km.

20t + 30t = 40
50t = 40
t = 40/50 = 4/5 = 0.8

This is only one of the two answers. We also need to determine where they
meet. Plug this time into the rate equation for Kevin to determine how far
Kevin travels.

d1 = r1t = (20)(0.8) = 16

Kevin and Carly travel for t = 0.8 hours before they meet, and they meet d1
= 16 kilometers from Kevin’s starting position. If you would prefer to
express the time in minutes, the time is t = 48 minutes since 1 hour equals
60 minutes and (0.8)(60) = 48. If you would prefer to determine the
distance Carly travels, her distance is d2 = r2t = (30)(0.8) = 24 kilometers.

Final answers: 0.8 hours and 16 km from where Kevin begins.

Check the answers: The total distance traveled equals 16 + 24 = 40

kilometers.
 PROBLEM #12
A solution contains 6 quarts of 40% ethanol. (The concentration was
measured by comparing the volume of ethanol to the volume of the
solution.) What is the volume of pure ethanol contained in the solution?
 SOLUTION TO PROBLEM #12
P = the volume of pure ethanol contained in the solution

The volume of pure ethanol (P) equals the decimal value of the
concentration (c) times the volume of the mixture (M): P = cM. The
volume of the mixture (which is the solution) is M = 6 quarts. Divide by
100% to convert the concentration from a percent to a decimal: c =
(40%)/(100%) = 0.4.

P = cM
P = (0.4)(6) = 2.4

The solution contains P = 2.4 quarts of pure ethanol.

Final answer: 2.4 quarts.

Check the answer: c = P/M = 2.4/6 = 0.4 = 40%.

(Why is there a note in parentheses in the problem? It wasn’t intended to

confuse you. The reason for the note is that in chemistry there are multiple
ways of measuring concentration. For example, concentration is often
expressed as the mass of the pure substance divided by the volume of the
solution, but when a solution contains two liquids the concentration is
sometimes expressed as the volume of the pure substance divided by the
volume of the solution. You would have no way of knowing how the
concentration was measured unless the problem stated this. That’s why this
problem included a note in parentheses. Don’t worry: You won’t need to
know any chemistry to solve the problems in this book. You just need to be
able to tell which substance is the pure substance and which is the mixture.
You won’t need to worry about whether to express the amount of pure
substance as a mass or a volume. Just be consistent with the units that are
given. For example, in this problem, the amounts are volumes in quarts.)
 PROBLEM #13
When 200 mL of 25% sulfuric acid is mixed with 400 mL of 10% sulfuric
acid, what percent of the resulting mixture is sulfuric acid?
 SOLUTION TO PROBLEM #13
x = the percent of sulfuric acid in the mixture, expressed as a decimal

The amount of sulfuric acid (P) equals the decimal value of the percentage
(c) times the volume of the mixture (M): P = cM. Apply this formula to
each mixture. Divide the given percentages by 100% in order to convert
them to decimals: (25%)/(100%) = 0.25 and (10%)/(100%) = 0.1. Organize
the information in a table. The volume of the mixture is the sum of the
volumes of the two solutions: M1 + M2 = M3 becomes 200 + 400 = 600.

The amount of pure stuff in the mixture is the sum of the amounts of the
pure stuff in the two solutions: Add the values in the bottom row of the
table.

50 + 40 = 600x
90 = 600x
x = 90/600 = 3/20 = 0.15

Multiply by 100% to convert this to a percent: x = (0.15)100% = 15%.

Final answer: 15%.

Check the answer: P3 = c3M3 = (0.15)(600) = 90 agrees with P1 + P2 = 50 +

40 = 90 = P3.
 PROBLEM #14
Pete could wallpaper a room in 3 hours. Brenda could wallpaper the same
room in 2 hours. If they work together to wallpaper the room, about how
long would it take?
 SOLUTION TO PROBLEM #14
t = the time it takes Pete and Brenda to wallpaper the house together

Find the reciprocal of each given time in order to determine how much
work each person could complete in one hour.

When people work together, add the reciprocals from the bottom row of the
table.

The lowest common denominator of 3, 2, and t is 6t. Multiply both sides by

6t.
Pete and Brenda could wallpaper the room in about t = 1.2 hours if they
work together. Since there are 60 minutes in one hour and (1.2)(60) = 72,
the answer could alternatively be expressed as 72 minutes.

Final answer: 1.2 hours.

Check the answer: To find the fraction of the work that each person does,
divide 1.2 hours by the time it would take each person to work alone. For
Pete, the fraction of the work done is 1.2÷3, and for Brenda the fraction of
the work done is 1.2÷2. If you add these fractions together, the sum must
add up to one (because all of the work gets done): 1.2÷3 + 1.2÷2 = 0.4 + 0.6
= 1. It should also make sense that the work gets done in less time (1.2
hours) when they work together than it would if either worked alone (3
hours or 2 hours).
 PROBLEM #15
If the system below is in static equilibrium, what is the value of w2?
 SOLUTION TO PROBLEM #15
w2 = the weight of the box on the right side of the fulcrum

When a lever is in static equilibrium, the counterclockwise torques and

clockwise torques are equal. (Note that the weights are not equal.) Set the
sum of the counterclockwise torques equal to the sum of the clockwise
torques, where each torque equals weight times lever arm. (See the side
note below regarding weight.)

w1r1 = w2r2
(60)(20) = (w2)(30)
1200 = 30w2
1200/30 = 40 = w2

The box on the right side of the fulcrum has a “weight” of w2 = 40 kg.

Final answer: 40 kg (but see the side note below).

Check the answer: The counterclockwise torque is (60)(20) = 1200 and the
clockwise torque is (40)(30) = 1200.

Side note: Strictly speaking, the weight (in Newtons) equals the mass (in
kilograms) times gravity (9.81 m/s2). However, since every term in the
equation includes weight, gravity cancels out. This means that we may
choose to work with mass instead of weight (so there is no reason to
multiply all of the masses by 9.81 m/s2). The answer given of 40 kg is
technically the “mass” of the box on the right, and the weight of the box on
the right is technically w2 = (40)(9.81) = 392.4 N. However, it’s not
uncommon for people to use the words “mass” and “weight”
interchangeably. In this book, we will focus on the algebra. It isn’t
necessary to have any prior knowledge of science in order to solve the
problems in this book. (However, in a science course you better be careful
to distinguish between mass and weight.)
 PROBLEM #16
A rectangle has a perimeter of 21 in. The width of the rectangle is twice as
long as the height of the rectangle. What are the width and height of the
rectangle?
 SOLUTION TO PROBLEM #16
h = the height of the rectangle in inches

The width of the rectangle is twice as long as the height of the rectangle. It
follows that:

w = 2h = the width of the rectangle in inches

Plug the given perimeter into the formula for the perimeter of a rectangle.

P = 2w + 2h
21 = 2w + 2h

Substitute the equation w = 2h into the equation for the perimeter.

21 = 2(2h) + 2h
21 = 4h + 2h
21 = 6h
21/6 = 7/2 = 3.5 = h

The height of the rectangle is h = 3.5 in. The width of the rectangle is w =
2h = 2(3.5) = 7 in.

Final answers: The width is 7 inches and the height is 3.5 inches.

Check the answers: The perimeter is P = 2w + 2h = 2(7) + 2(3.5) = 14 + 7 =

21 in.
 PROBLEM #17
One number is four times another number. The numbers have a product of
324. If both numbers are positive, what are the numbers?
 SOLUTION TO PROBLEM #17
x = the smaller number

The larger number is four times the smaller number. It follows that:

4x = the larger number

The product equals 324. Multiply the two numbers together.

(x)(4x) = 324

Recall that a variable times itself equals the variable squared: xx = x2.

4x2 = 324

Divide both sides of the equation by 4.

x2 = 324/4
x2 = 81

Squareroot both sides of the equation.

The smaller number is x = 9 and the larger number equals 4x = 4(9) = 36.
The two numbers are 9 and 36.

Final answers: 9 and 36.

Check the answers: The product is (9)(36) = 324 and 9 times 4 equals 36.
 PROBLEM #18
A girl writes down three consecutive odd numbers. The sum of the first two
numbers is greater than the third number by 75. What are the numbers?
 SOLUTION TO PROBLEM #18
x = the smallest number

Consecutive odd numbers have a difference of 2. Since the smallest number

is x, it follows that:

x + 2 = the second number

x + 4 = the largest number

The sum of the first two numbers is greater than the third number by 75.
Add up the first two numbers and set that equal to the third number plus 75.
(Alternatively, you could subtract 75 from the sum and set that expression
equal to the third number.)

x + (x + 2) = (x + 4) + 75

Isolate the unknown. Combine like terms.

x + x + 2 = x + 4 + 75
2x + 2 = x + 79
2x – x = 79 – 2
x = 77

The first number is x = 77, the second number is x + 2 = 77 + 2 = 79, and

the last number is x + 4 = 77 + 4 = 81.

Final answers: 77, 79, and 81.

Check the answers: 77, 79, and 81 are consecutive odd numbers. The sum
of the first two numbers is 77 + 79 = 156, and 156 is larger than 81 by 75
since 156 – 75 = 81 (or 156 = 81 + 75).
 PROBLEM #19
Sheila is 15 years older than Jackie. Five years ago, Sheila was four times
as old as Jackie. What are their ages now?
 SOLUTION TO PROBLEM #19
Jackie is younger than Sheila.

x = Jackie’s age now

Sheila is 15 years older than Jackie.

x + 15 = Sheila’s age now

The second sentence refers to their ages 5 year ago. Subtract 5 from their
current ages to find their ages 5 years ago.

x – 5 = Jackie’s age 5 years ago

(x + 15) – 5 = x + 10 = Sheila’s age 5 years ago

5 years ago, Sheila was four times as old as Jackie. Multiply Jackie’s age
by 4, but use their ages 5 years ago.

(x + 10) = 4(x – 5)

Distribute the 4.

x + 10 = 4x – 20

Combine like terms.

10 + 20 = 4x – x
30 = 3x
30/3 = 10 = x

Jackie is x = 10 years old now and Sheila is x + 15 = 10 + 15 = 25 years old

now.

Final answers: Sheila is 25 years old now and Jackie is 10 years old now.
Check the answers: Presently, Sheila (25) is 15 years older than Jackie (10).
Five years ago, Sheila was 25 – 5 = 20 years old and Jackie was 10 – 5 = 5
years old. Five years ago, Sheila (20) was four times as old as Jackie (5).
 PROBLEM #20
The sum of the digits of a three-digit number is 16. The tens digit is two
more than the units digit, and the units digit is triple the hundreds digit.
What is the number?
 SOLUTION TO PROBLEM #20
The hundreds digit must be smaller than the units digit and the tens digit.

x = the hundreds digit of the number

The units digit is triple the hundreds digit. Since the hundreds digit is x, it
follows that:

3x = the units digit of the number

The tens digit is two more than the units digit. Since the units digit is 3x, it
follows that:

3x + 2 = the tens digit of the number

The sum of the digits is 16. Add the three digits together.

x + 3x + (3x + 2) = 16
7x + 2 = 16
7x = 14
x = 14/7 = 2

The hundreds digit is x = 2, the tens digit is 3x + 2 = 3(2) + 2 = 6 + 2 = 8,

and the units digit is 3x = 3(2) = 6. The number is 100(2) + 10(8) + 1(6) =
200 + 80 + 6 = 286.

Final answer: 286.

Check the answer: The digits add up to 2 + 8 + 6 = 16, the tens digit is two
more than the units digit (since 8 – 6 = 2), and the units digit is triple the
hundreds digit (since 6 equals 3 times 2).
 PROBLEM #21
1200 female students attend a college where the ratio of female students to
male students is 8:5. How many students attend the college?
 SOLUTION TO PROBLEM #21
x = the number of male students attending the college

This problem tells us the number of female students.

1200 = the number of female students attending the college

The ratio of female students to male students is 8:5. This ratio can be
expressed as the fraction 8/5. Multiply the number of male students by this
fraction to get the number of female students.

8x/5 = 1200

Multiply both sides of the equation by 5.

8x = (5)(1200)
8x = 6000
x = 6000/8 = 750

The question asked for the total number of students attending the college.
Add the number of male students (750) to the number of female students
(1200) to get the total number of students.

x + 1200 = 750 + 1200 = 1950

There are 1950 students attending the college (1200 female students and
750 male students).

Final answer: 1950.

Check the answer: The ratio of female students to male students is

1200/750 = (1200÷150)/(750÷150) = 8/5.
 PROBLEM #22
A wallet contains twenty-dollar bills, ten-dollar bills, five-dollar bills, and
one-dollar bills. There are nine times as many one-dollar bills as ten-dollar
bills, there are two more twenty-dollar bills than ten-dollar bills, and the
value of the five-dollar bills is twice the value of the twenty-dollar bills.
The total value of the money in the wallet is $357. How many bills of each
kind are in the wallet?
 SOLUTION TO PROBLEM #22
There are fewer ten-dollar ($10) bills than twenty-dollar ($20) bills, five-
dollar ($5) bills, or one-dollar ($1) bills.

x = the number of ten-dollar ($10) bills

There are nine times as many one-dollar ($1) bills as ten-dollar ($10) bills.

9x = the number of one-dollar ($1) bills

There are two more twenty-dollar ($20) bills than ten-dollar ($10) bills.

x + 2 = the number of twenty-dollar ($20) bills

Since one ten-dollar bill is worth $10, multiply the number of ten-dollar
bills by 10. Since a one-dollar bill is worth $1, multiply the number of one-
dollar bills by 1. Since one twenty-dollar bills is worth $20, multiply the
number of twenty-dollar bills by 20.

10x = the value of the ten-dollar ($10) bills

1(9x) = 9x = the value of the one-dollar ($1) bills

20(x + 2) = 20x + 40 = the value of the twenty-dollar ($20) bills

The value of the five-dollar ($5) bills is twice the value of the twenty-dollar
($20) bills. It would be incorrect to multiply the number of twenty-dollar
($20) bills by two: We must work with the value of the bills, not the
number of bills.

2(20x + 40) = 40x + 80 = the value of the five-dollar ($5) bills

The total value of the money in the wallet is $357. Add up the values of the
bills.
 10x + 9x + (20x + 40) + (40x + 80) = 357
79x + 120 = 357
79x = 237
x = 237/79 = 3

There are 9x = 9(3) = 27 one-dollar ($1) bills, (40x + 80)/5 = (40(3) + 80)/5
= 200/5 = 40 five-dollar ($5) bills, x = 3 ten-dollar ($10) bills, and x + 2 = 3
+ 2 = 5 twenty-dollar ($20) bills. Note: We divided the value of the five-
dollar ($5) bills by 5 to get the number of five-dollar bills.

Final answers: 5 twenty-dollar bills, 3 ten-dollar bills, 40 five dollar bills,

and 27 one-dollar bills.

Check the answers: The total value of the bills comes to 27($1) + 40($5) +
3($10) + 5($20) = $27 + $200 + $30 + $100 = $357.
 PROBLEM #23
A saleslady sold necklaces for $75 each and bracelets for $25 each in a
state where the sales tax was 10%. The saleslady sold 30 more bracelets
than necklaces. The total amount paid was $2145. How many necklaces and
how many bracelets did the saleslady sell?
 SOLUTION TO PROBLEM #23
Fewer necklaces were sold than bracelets.

x = the number of necklaces sold

30 more bracelets were sold than necklaces.

x + 30 = the number of bracelets sold

To find the amount paid for the necklaces in dollars, multiply the number
of necklaces (x) by 75. To find the amount paid for the bracelets in dollars,
multiply the number of bracelets (x + 30) by 25.

75(x) = 75x = the amount paid for the necklaces (before tax)

25(x + 30) = 25x + 750 = the amount paid for the bracelets (before tax)

The subtotal equals total amount paid before tax.

75x + (25x + 750) = 100x + 750 = the subtotal (before tax)

A 10% tax was paid. Multiply the subtotal by 1.1 (for 110%). Why? The
total amount paid was 100% + 10% = 110% because the tax adds 10% to
the total cost. The total amount paid was $2145.

(100x + 750)1.1 = 2145

110x + 825 = 2145
110x = 1320
x = 1320/110 = 12

The saleslady sold x = 12 necklaces and x + 30 = 12 + 30 = 42 bracelets.

Final answers: 12 necklaces and 42 bracelets.

Check the answers: The subtotal is $75(12) + $25(42) = $900 + $1050 =
$1950, the 10% tax comes to (0.1)($1950) = $195, and the total with tax is
$1950 + $195 = $2145.
 PROBLEM #24
An investor purchased two different stocks. He paid a total of $4000. One
stock made a profit of 15%, while the other stock suffered a loss of 6%.
The net gain from the stocks was $243. How much money was invested in
each stock?
 SOLUTION TO PROBLEM #24
x = the amount invested in the stock that made a profit of 15%

The total amount invested was $4000. Part of this was invested in the stock
that made a profit of 15% and the remainder was invested in the stock that
suffered a loss of 6%. The two investments add up to $4000. It follows that:

4000 – x = the amount invested in the stock that suffered a loss of 6%

The interest earned (I) equals the principal invested (P) times the interest
rate (r): I = Pr. Apply this formula to each investment. Divide by 100% to
convert 15% and 6% into decimals: (15%)/(100%) = 0.15 and (6%)/(100%)
= 0.06.

0.15x = the profit from the stock that gained 15%

0.06(4000 – x) = 240 – 0.06x = the loss from the stock that lost 6%

The total return was $243. The profit minus the loss equals $243. (If they
were both profits, we would add them, but one was a loss, so we subtract
the loss. You might think of the loss as a negative profit.)

0.15x – (240 – 0.06x) = 243

Distribute the minus sign. Note that –1(–0.06x) = +0.06x. The minus signs
cancel.

0.15x – 240 + 0.06x = 243

Multiply by 100 to remove all of the decimals.

15x – 24,000 + 6x = 24,300

21x = 48,300
x = 48,300/21 = 2300
The investor purchased the stock that returned a 15% profit for x = 2300
dollars and purchased the stock that suffered a 6% loss for 4000 – 2300 =
1700 dollars.

Final answers: $2300 in the stock that made a profit and $1700 in the stock
that suffered a loss.

Check the answers: The profit from the first stock is (0.15)($2300) = $345.
The loss from the second stock is (0.06)($1700) = $102. The profit of $345
minus the loss of $102 yields a total return of $345 – $102 = $243.
 PROBLEM #25
Two numbers have an average value of 22 and a product of 475. What are
the numbers?
 SOLUTION TO PROBLEM #25
x = the first number

The numbers have a product of 475. It follows that:

475/x = the second number

The average value is 22. To find the average value of two numbers, add the
numbers together and divide by two. (In general, divide by how many
numbers you are adding together. In this case, we are adding two numbers,
so we divide by two.)

Multiply both sides of the equation by 2.

x + 475/x = 44

Multiply both sides of the equation by x.

x2 + 475 = 44x

This is a quadratic equation. Reorder the terms.

x2 – 44x + 475 = 0
Compare this to the standard form, ax2 + bx + c = 0, to see that a = 1, b = –
44, and c = 475. Plug these values into the quadratic formula.

There are two possible answers corresponding to the plus and minus signs.

The first number is x = 19 and the second number is 475/19 = 25.

Final answers: 19 and 25.

Check the answers: The average value is (19 + 25)/2 = 44/2 = 22 and the
product is (19)(25) = 475.
 PROBLEM #26
A brother and sister are initially standing together. The brother grabs the
sister’s toy and begins running away with a speed of 2 m/s. Four seconds
later, the sister realizes what happened and chases her brother with a speed
of 3 m/s. Where does she catch her brother?
 SOLUTION TO PROBLEM #26

t = the amount of time in seconds that has passed since the brother began
running

d = the distance that the brother has traveled when he is caught by his sister

The sister begins running four seconds after the brother began running.
This means that the sister spends less time running.

t – 4 = the amount of time that has passed since the sister began running

Distance (d) equals rate (r) times time (t): d = rt. The rates are 2 m/s and 3
m/s. Apply the rate equation to each person. Organize the information in a
table.

The brother and sister travel the same distance. Set their distances equal.

2t = 3t – 12
12 = 3t – 2t
12 = t
So far, we have found “when” the brother gets caught, but the question
asked “where” the brother gets caught. The rate equation tells us how far
the brother travels.

d = 2t = 2(12) = 24

The brother has traveled a distance of d = 24 meters when his sister catches
him.

Final answer: 24 meters.

Check the answer: The distance traveled by the sister is d = 3(t – 4) = 3(12
– 4) = 3(8) = 24 meters, which agrees with the distance traveled by the
brother. Since they both start in the same place and both finish in the same
place, the distance must be the same for each.
 PROBLEM #27
A solution of 60% hydrochloric acid is mixed with a solution of 35%
hydrochloric acid. How much of each solution should be combined in order
to make a 5-L mixture that is 50% hydrochloric acid?
 SOLUTION TO PROBLEM #27
x = the volume in liters of the solution that is 60% hydrochloric acid

The amount of hydrochloric acid (P) equals the decimal value of the
percentage (c) times the volume of the solution (M): P = cM. Apply this
formula to each solution. Divide the given percentages by 100% in order to
convert them to decimals: (60%)/(100%) = 0.6, (35%)/(100%) = 0.35, and
(50%)/(100%) = 0.5. Organize the information in a table. The volume of
the mixture is the sum of the volumes of the two solutions: M1 + M2 = M3
becomes M2 = 5 – x.

The amount of pure stuff in the mixture is the sum of the amounts of the
pure stuff in the two solutions: Add the values in the bottom row of the
table.

0.6x + 0.35(5 – x) = 2.5

0.6x + 1.75 – 0.35x = 2.5

Multiply both sides of the equation by 100 in order to remove the decimal
point.

60x + 175 – 35x = 250

25x + 175 = 250
25x = 75
x = 75/25 = 3
The volumes are x = 3 liters of 60% hydrochloric acid and 5 – x = 5 – 3 = 2
liters of 35% hydrochloric acid.

Final answers: 3 liters of 60% HCl and 2 liters of 35% HCl.

Check the answers: P1 + P2 = 0.6(3) + 0.35(2) = 1.8 + 0.7 = 2.5 = P3 agrees

with P3 = c3M3 = (0.5)(5) = 2.5.
 PROBLEM #28
Eileen could rake the leaves in a yard in 3 hours by herself. If Eileen and
Yvonne work together, it takes them 2 hours to rake the leaves in the yard.
How long would it take for Yvonne to rake the yard by herself?
 SOLUTION TO PROBLEM #28
t = the time it takes Yvonne to rake the yard by herself

Find the reciprocal of each given time in order to determine how much
work each person could complete in one hour.

When people work together, add the reciprocals from the bottom row of the
table.

The lowest common denominator of 3, t, and 2 is 6t. Multiply both sides by

6t.
Yvonne could rake the leaves in the yard by herself in about t = 6 hours.

Final answer: 6 hours.

Check the answer: The fraction of the work that each person does equals 2
hours (the time it takes to work together) divided by the time it takes to
work alone. Eileen does 2/3 of the work and Yvonne does 2/6 of the work.
Since all of the work gets done, these fractions must add up to one: 2/3 +
2/6 = 2/3 + 1/3 = 1 (because 2/6 = 1/3). It should also make sense that the
work gets done in less time (2 hours) when they work together than it
would if either worked alone (3 hours or 6 hours).
 PROBLEM #29
If the system below is in static equilibrium, what is the value of r3?
 SOLUTION TO PROBLEM #29
r3 = the distance from the fulcrum to the center of the 120-lb.box

When a lever is in static equilibrium, the counterclockwise torques and

clockwise torques are equal. (Note that the weights are not equal.) Set the
sum of the counterclockwise torques equal to the sum of the clockwise
torques, where each torque equals weight times lever arm.

w1r1 + w2r2 = w3r3

(30)(16) + (40)(12) = (120)(r3 )
480 + 480 = 120r3
960 = 120r3
960/120 = 8 = r3

The center of the box on the right side of the fulcrum is r3 = 8 ft. from the
fulcrum.

Final answer: 8 feet from the fulcrum.

Check the answer: The counterclockwise torque is (30)(16) + (40)(12) =

480 + 480 = 960 and the clockwise torque is (120)(8) = 960.

Note: Most math problems are intentionally not drawn to scale. Don’t try
to guess a distance from a picture. Illustrations label distances that are
given. If a distance isn’t given in a diagram, you need to solve for the
distance using algebra (as we have done here).
 PROBLEM #30
A circle has a circumference of 42 in. What is the area of the circle?
 SOLUTION TO PROBLEM #30
r = the radius of the circle in inches

A = the area of the circle in square inches

Use the formula for the circumference of a circle to determine the radius.

Now use the formula for the area of a circle.

The area of the circle is A = 140 in.2

Final answer: 140 square inches.

Check the answer:

 PROBLEM #31
Two positive numbers have a product of 275 and a difference of 14. What
are the numbers?
 SOLUTION TO PROBLEM #31
x = the smaller number

The difference is 14. This means that one number is larger than the other
number by 14. Since the smaller number is x, it follows that:

x + 14 = the larger number

The product equals 275. When the numbers are multiplied together, they
make 275.

x(x + 14) = 275

Distribute the x.

x2 + 14x = 275

This is a quadratic equation. Subtract 275 from both sides in order to

express this equation in standard form.

x2 + 14x – 275 = 0

Compare this to the standard form, ax2 + bx + c = 0, to see that a = 1, b =

14, and c = –275. Plug these values into the quadratic formula.
There are two possible answers corresponding to the plus and minus signs.

We must discard –25 as a possible solution since the problem specifically

stated that the numbers are “positive.” (Although it turns out that 25 is one
of the answers, –25 is not one of the answers.) If the first number is x = 11,
then the second number is x + 14 = 11 + 14 = 25. Thus, we see that the two
numbers are 11 and 25.

Final answers: 11 and 25.

Check the answers: 11 and 25 have a difference of 25 – 11 = 14 and have a

product of (11)(25) = 275.
 PROBLEM #32
Two consecutive multiples of 12 have a sum of 420. What are the numbers?
 SOLUTION TO PROBLEM #32
x = the smaller number

Multiples of 12 include 12, 24, 36, 48, and so on. Any two consecutive
multiples of 12 will have a difference of 12. For example, if the numbers
are 36 and 48, or if the numbers are 72 and 84, the difference is 12. Since
the smaller number is x, it follows that:

x + 12 = the larger number

The sum of the numbers is 420. Add the numbers together.

x + (x + 12) = 420

Isolate the unknown. Combine like terms.

x + x + 12 = 420
2x + 12 = 420
2x = 408
x = 408/2 = 204

The smaller number is x = 204 and the larger number is x + 12 = 204 + 12 =

216. The two numbers are 204 and 216.

Final answers: 204 and 216.

Check the answers: 204 and 216 are multiples of 12 since 204÷12 = 17 and
216÷12 = 18 (and they are consecutive multiples because 204 is the 17th
multiple and 216 is the 18th multiple). The sum of 204 and 216 equals 204
+ 216 = 420.
 PROBLEM #33
Jamie is currently 25 years older than Alex. In four years, Jamie will be
three times as old as Alex was five years ago. What are their ages now?
 SOLUTION TO PROBLEM #33
Alex is younger than Jamie.

x = Alex’s age now

Jamie is currently 25 years older than Alex. It follows that:

x + 25 = Jamie’s age now

The problem is asking about Alex’s age five years ago. Subtract 5 from
Alex’s age to find Alex’s age five years ago.

x – 5 = Alex’s age 5 years ago

The problem is also asking about Jamie’s age in four years. Add 4 to
Jamie’s age to find Jamie’s age in four years.

(x + 25) + 4 = x + 29 = Jamie’s age in 4 years

Jamie’s age in 4 years (which will be x + 29) will be 3 times how old Alex
was 5 years ago (which was x – 5). The problem is saying that (x + 29) is 3
times (x – 5).

(x + 29) = 3(x – 5)

Distribute the 3.

x + 29 = 3x – 15

Combine like terms.

29 + 15 = 3x – x
44 = 2x
44/2 = 22 = x
Alex is x = 22 years old now and Jamie is x + 25 = 22 + 25 = 47 years old
now.

Final answers: Jamie is 47 years old now and Alex is 22 years old now.

Check the answers: Presently, Jamie (47) is 25 years older than Alex (22).
In 4 years, Jamie will be 47 + 4 = 51 years old. Five years ago, Alex was 22
– 5 = 17 years old. The problem asked us to compare Jamie’s age in 4 years
(which will be 51) to Alex’s age 5 years ago (which was 17): Observe that
51 = 3(17).
 PROBLEM #34
The digits of a two-digit number differ by four. When the digits are
reversed, the reversed number is 75% larger than the original number. What
is the number?
 SOLUTION TO PROBLEM #34
The tens digit must be smaller than the units digit because the number is
larger when the digits are reversed.

x = the tens digit of the original number

The digits differ by 4. Since the units digit is larger than the tens digit, it
follows that:

x + 4 = the units digit of the original number

To make the original number, multiply the tens digit by 10 and the units
digit by 1.

10(x) + 1(x + 4) = 10x + x + 4 = 11x + 4 = the original number

To make the reversed number, swap the tens digit with the units digit.

x + 4 = the tens digit of the reversed number

x = the units digit of the reversed number

10(x + 4) + 1(x) = 10x + 40 + x

= 11x + 40 = the reversed number

The reversed number is 75% larger than the original number. This means
that the reversed number equals the original number times 175%. That’s
because the original number corresponds to 100%, and 75% more than that
makes 175%. Divide 175% by 100% in order to convert it to a decimal:
(175%)/(100%) = 1.75.

11x + 40 = 1.75(11x + 4)
11x + 40 = 19.25x + 7
Multiply both sides of the equation by 4 to remove the decimal point. (You
could multiply by 100 instead if you wish, but you will need to work with
larger numbers.)

44x + 160 = 77x + 28

160 – 28 = 77x – 44x
132 = 33x
132/33 = 4 = x

The tens digit is x = 4 and the units digit equals x + 4 = 4 + 4 = 8. The

original number is 10(4) + 8 = 48.

Final answer: 48.

Check the answer: The reversed number is 10(8) + 4 = 84. The ratio 84/48 =
7/4 = 1.75 = 175% shows that 84 is 75% larger than 48.
 PROBLEM #35
A bottle contains quarters, dimes, nickels, and pennies. The ratio of
quarters to dimes is 8:3, the ratio of nickels to quarters is 9:5, and the ratio
of pennies to quarters is 7:2. The total value of the coins in the bottle is
$16.50. How many coins of each kind are in the bottle?
 SOLUTION TO PROBLEM #35
x = the number of dimes

The ratio of quarters to dimes is 8:3. The ratio of nickels to quarters is 9:5.
The ratio of pennies to quarters is 7:2. These ratios can be expressed as the
fractions 8/3, 9/5, and 7/2. Multiply the coin in the denominator by this
fraction to get the number of coins in the numerator. For example, in
“quarters to dimes,” the dimes are in the denominator.

Multiply by the value of each coin. For example, the value of a quarter is
25 cents.
The total value of the coins in the bottle is $16.50. Multiply $16.50 by 100
to convert this to 1650 cents. Add up the values of the coins and set this
equal to 1650 cents.

Multiply both sides of the equation by 3.

200x + 30x + 72x + 28x = 4950

330x = 4950
x = 4950/330 = 15

There are 8x/3 = 8(15)/3 = 40 quarters, x = 15 dimes, 24x/5 = 24(15)/5 = 72

nickels, and 28x/3 = 28(15)/3 = 140 pennies.

Final answers: 40 quarters, 15 dimes, 72 nickels, and 140 pennies.

Check the answers: The total value of the coins in the bottle is 25(40) +
10(15) + 5(72) + 1(140) = 1650.
 PROBLEM #36
A website sold t-shirts. Some of the t-shirts sold at a regular price of $15,
while other t-shirts were sold at a 20% discount. Two-thirds of the
purchases were made using the 20% discount. No sales tax was charged.
The total amount paid was $7020. How many t-shirts were sold at regular
price and how many were sold at a discount?
 SOLUTION TO PROBLEM #36
Fewer t-shirts were sold at regular price than were sold at a discount.

x = the number of t-shirts sold at the regular price

Two-thirds of the t-shirts were sold at a 20% discount. This means that one-
third of the t-shirts were sold at regular price. Since one-third were sold at
regular price and two-thirds were sold at a discount, it should be clear that
twice as many were sold at a discount than were sold at regular price.

2x = the number of t-shirts sold at a 20% discount

To find the amount paid for the t-shirts that were sold at regular price,
multiply the number of t-shirts sold at regular price (x) by 15 (since the
regular price is $15).

15x = the amount paid for t-shirts purchased at the regular price

The other t-shirts were purchased at a 20% discount. Divide 20% by 100%
in order to convert it to a decimal: (20%)/(100%) = 0.2. Multiply $15 by
0.2 to determine the discount: (0.2)($15) = $3. Subtract the discount ($3)
from the regular price ($15) to determine the sale price: $15 – $3 = $12. To
find the amount paid for the t-shirts that were sold at a discount, multiply
the number of t-shirts sold at the discount (2x) by 12.

12(2x) = 24x = the amount paid for t-shirts purchased at a 20% discount

The total amount paid was $7020. Add the amounts paid together.

15x + 24x = 7020

39x = 7020
x = 7020/39 = 180
The website sold x = 180 t-shirts at the regular price of $15 each and 2x =
2(180) = 360 t-shirts at a sale price of $12 (which is a 20% discount).

Final answers: 180 at the regular price and 360 at the sale price.

Check the answers: The total amount paid is $15(180) + $12(360) = $2700
+ $4320 = $7020. The total number of t-shirts sold is 180 + 360 = 540.
Two-thirds of the total number of t-shirts sold equals (2/3)(540) = 360,
which shows that two-thirds of the t-shirts sold were sold at a 20%
discount.
 PROBLEM #37
A businessman invested $6400 in a stock and $3200 in a savings account.
The interest rate earned by the stock was triple the interest rate earned by
the savings account. The total return was $1120. What interest rate was
earned from the stock and what interest rate was earned from the savings
account?
 SOLUTION TO PROBLEM #37
The interest rate was smaller for the savings account than for the stock.

x = the interest rate (in decimal form) earned from the savings account

The stock’s interest rate was triple the savings account’s interest rate.

3x = the interest rate (in decimal form) earned from the stock

The interest earned (I) equals the principal invested (P) times the interest
rate (r): I = Pr. Apply this formula to each investment. The principal
invested in the stock was $6400 and the principal invested in the savings
account was $3200.

6400(3x) = 19,200x = the interest earned from the stock

3200x = the interest earned from the savings account

The total return was $1120. Add the two returns together.

19,200x + 3200x = 1120

22,400x = 1120
x = 1120/22,400 = 0.05

The interest earned from the savings account was x = 0.05 = 5% and the
interest earned from the stock was 3x = 3(0.05) = 0.15 = 15%. (Multiply by
100% in order to convert from a decimal to a percentage.)

Final answers: 15% for the stock and 5% for the savings.

Check the answers: The total return is 0.05($3200) + 0.15($6400) = $160 +

$960 = $1120.
 PROBLEM #38
A girl is traveling to her grandma’s house, which is 180 miles away. The
girl wishes to reach her grandma’s house in 4 hours. The girl spends the
first 3 hours of her trip traveling 40 mph. How fast does the girl need to
drive for the remainder of the trip in order to arrive on time?
 SOLUTION TO PROBLEM #38
r2 = the rate for the second part of the trip

d1 = the distance for the first part of the trip

d2 = the distance for the second part of the trip

Distance (d) equals rate (r) times time (t): d = rt. We will apply the rate
equation to each part of the trip. For the first part of the trip, the time is t1 =
3 hours and the rate is r1 = 40 mph. The distance traveled for the first part
of the tip is:

d1 = r1t1 = (40)(3) = 120

The total distance traveled (for both trips combined) is dtotal = 180 miles,
and the total time for the trip (for both trips combined) is ttotal = 4 hours.
Therefore, the distance and time for the second part of the trip are:

d2 = dtotal – d1 = 180 – 120 = 60

t2 = ttotal – t1 = 4 – 3 = 1

Now apply the rate equation to the second part of the trip.

d2 = r2t2
60 = r2(1)
60 = r2

In order to reach her grandma’s house on time, the girl needs to travel r2 =
60 mph for the second part of the trip.

Final answer: 60 mph.

Check the answer: The distances are d1 = r1t1 = (40)(3) = 120, d2 = r2t2 =
(60)(1) = 60, and dtotal = d1 + d2 = 120 + 60 = 180. The times are t1 = 3, t2 =
1, and ttotal = t1 + t2 = 3 + 1 = 4.
 PROBLEM #39
Approximately, how much water must be added to 360 mL of a solution of
60% nitric acid in order to dilute the solution down to 40%?
 SOLUTION TO PROBLEM #39
x = the volume of water in milliliters that needs to be added

The amount of pure nitric acid (P) equals the decimal value of the
percentage (c) times the volume of the mixture (M): P = cM. Apply this
formula to each mixture. Divide the given percentages by 100% in order to
convert them to decimals: (60%)/(100%) = 0.6 and (40%)/(100%) = 0.4.
Organize the information in a table. The volume of the mixture is the sum
of the volumes of the two solutions: M1 + M2 = M3. Water is 0% nitric
acid.

The amount of pure stuff in the mixture is the sum of the amounts of the
pure stuff in the two solutions: Add the values in the bottom row of the
table.

216 + 0 = 0.4(360 + x)
216 = 144 + 0.4x
72 = 0.4x

If you wish to remove the decimal, multiply both sides of the equation by
10.

720 = 4x
720/4 = 180 = x

The volume of water needed is x = 180 mL.

Final answer: 180 mL.

Check the answer: P1 + P2 = 216 + 0 = 216 agrees with P3 = c3M3 = 0.4(360

+ x) = 0.4(360 + 180) = 0.4(540) = 216.

Side note: Why does the problem say “approximately”? It has to do with
chemistry. When two solutions are mixed together, the volume isn’t exactly
equal to the sum of the volumes. The equation M1 + M2 = M3 is
approximately true, but not exact.
 PROBLEM #40
Warren could wash a truck in 33 min. Lisa could wash the same truck in 22
min. Sam could wash the same truck in 11 min. If they work together to
wash the truck, about how long would it take?
 SOLUTION TO PROBLEM #40
t = the time it takes Warren, Lisa, and Sam to wash the truck together

Find the reciprocal of each given time in order to determine how much
work each person could complete in one minute.

When people work together, add the reciprocals from the bottom row of the
table.

The lowest common denominator of 33, 22, 11, and t is 66t. Multiply both
sides by 66t.
Warren, Lisa, and Sam could wash the truck in about t = 6 minutes if they
work together.

Final answer: 6 minutes.

Check the answer: The fraction of the work that each person does equals 6
minutes (the time it takes to work together) divided by the time it takes to
work alone. Warren does 6/33 of the work, Lisa does 6/22 of the work, and
Sam does 6/11 of the work. Since all of the work gets done, these fractions
must add up to one: 6/33 + 6/22 + 6/11 = 12/66 + 18/66 + 36/66 = 66/66 =
1. It should also make sense that the work gets done in less time (6 min.)
when they work together than it would if either worked alone (33 min., 22
min., or 11 min.).
 PROBLEM #41
If the system below is in static equilibrium, what is the value of w2?
 SOLUTION TO PROBLEM #41
w2 = the weight of the second box on the left side of the fulcrum

When a lever is in static equilibrium, the counterclockwise torques and

clockwise torques are equal. (Note that the weights are not equal.) Set the
sum of the counterclockwise torques equal to the sum of the clockwise
torques, where each torque equals weight times lever arm.

w1r1 + w2r2 = w3r3

(40)(50) + (w2)(20) = (90)(40)
2000 + 20 w2 = 3600
20 w2 = 1600
w2 = 1600/20 = 80

The second box on the left side of the fulcrum has a weight of w2 = 80
Newtons.

Final answer: 80 Newtons.

Check the answer: The counterclockwise torque is (40)(50) + (80)(20) =

2000 + 1600 = 3600 and the clockwise torque is (90)(40) = 3600.
 PROBLEM #42
The base of a triangle is 4 cm longer than its height. The area of the
triangle is 48 cm2. What are the base and height of the triangle?
 SOLUTION TO PROBLEM #42
b = the base of the triangle in centimeters

h = the height of the triangle in centimeters

Plug the given area into the formula for the area of a triangle, which is A =
½ bh.

48 = ½ bh (area eq.)

The base is 4 cm longer than the height. Add 4 cm to the height to make the
base.

b = h + 4 (base eq.)

Substitute this expression for the base into the area equation.

48 = ½ (h+4)h

Multiply both sides of the equation by 2.

96 = (h + 4)h

Distribute.

96 = h2 + 4h

This is a quadratic equation. Reorder the terms in order to express this

equation in standard form.

– h2 – 4h + 96 = 0

Compare this to the standard form, ax2 + bx + c = 0, to see that a = –1, b = –

4, and c = 96. Plug these values into the quadratic formula.
There are two possible answers corresponding to the plus and minus signs.

The height of the triangle is h = 8 cm and the base is b = h + 4 = 8 + 4 = 12

cm.

Final answers: The base is 12 cm and the height is 8 cm.

Check the answers: The area is A = ½ bh = ½ (12)(8) = 48 cm2.

 PROBLEM #43
Violet had four times as many grapes as Zack. After Violet gave 27 grapes
to Zack, they had the same number of grapes. How many grapes did they
each have to begin with?
 SOLUTION TO PROBLEM #43
In the beginning, Zack had fewer grapes than Violet.

x = the number of grapes that Zack had to begin with

In the beginning, Violet had four times as many grapes as Zack. It follows
that:

4x = the number of grapes that Violet had to begin with

Violet gave 27 grapes to Zack. Add 27 grapes to Zack’s number and

subtract 27 from Violet’s number to determine how many grapes each has
now.

x + 27 = the number of grapes that Zack has now

4x – 27 = the number of grapes that Violet has now

Now that Violet has given 27 grapes to Zack, they have the same number of
grapes. Set the current number of grapes for Zack and Violet equal to each
other.

x + 27 = 4x – 27

Combine like terms. Subtract x from both sides and add 27 to both sides.
Note that 27 doesn’t cancel: Instead, you get 27 + 27 = 54.

27 + 27 = 4x – x
54 = 3x
54/3 = 18 = x

Zack had x = 18 grapes to begin with and Violet had 4x = 4(18) = 72 grapes
to begin with.
Final answers: In the beginning, Violet had 72 grapes and Zack had 18
grapes.

Check the answers: After Violet gave 27 grapes to Zack, Violet had 72 – 27
= 45 grapes and Zack had 18 + 27 = 45 grapes.
 PROBLEM #44
Amy wrote down two consecutive odd numbers on a sheet of paper. Amy
squared each of the numbers. When she subtracted the squared numbers,
she got 88. What are the numbers?
 SOLUTION TO PROBLEM #44
x = the smaller number

Consecutive odd numbers have a difference of 2. Since the smaller number

is x, it follows that:

x + 2 = the larger number

Amy squared each number.

x2 = the square of the smaller number

(x + 2)2 = the square of the larger number

Multiply (x + 2) by itself. Apply the f.o.i.l. method.

(x + 2)2 = (x + 2)(x + 2) = x2 + 2x + 2x + 4 = x2 + 4x + 4

Therefore, we may write:

(x + 2)2 = x2 + 4x + 4 = the square of the larger number

When Amy subtracted the squared numbers, she got 88.

(x2 + 4x + 4) – x2 = 88
x2 + 4x + 4 – x2 = 88
4x + 4 = 88
4x = 84
x = 84/4 = 21

The smaller number is x = 21 and the larger number is x + 2 = 21 + 2 = 23.

The two numbers are 21 and 23.

Final answers: 21 and 23.

Check the answers: 232 – 212 = (23)(23) – (21)(21) = 529 – 441 = 88.
 PROBLEM #45
Theresa is 23 years old. Her grandmother is 71 years old. How many years
ago was her grandmother five times as old as Theresa?
 SOLUTION TO PROBLEM #45
x = the number of years ago that her grandmother was 5 times as old as
Theresa

Their current ages are:

23 = Theresa’s age now

71 = her grandmother’s age now

Subtract x from their current ages to find their ages x years ago.

23 – x = Theresa’s age x years ago

71 – x = her grandmother’s age x years ago

Set her grandmother’s age equal to 5 times Theresa’s age, but use their ages
x years ago.

5(23 – x) = 71 – x

Distribute the 5.

115 – 5x = 71 – x

Combine like terms.

115 – 71 = –x + 5x
44 = 4x
44/4 = 11 = x

x = 11 years ago, her grandmother was five times as old as Theresa.

Final answer: 11 years ago.

Check the answer: Presently, Theresa is 23 years old and her grandmother
is 71 years old. Going back 11 years, Theresa was 23 – 11 = 12 years old
and her grandmother was 71 – 11 = 60 years old. 11 years ago, her
grandmother was 60/12 = 5 times as old as Theresa.
 PROBLEM #46
A number has two digits. When the digits are reversed, the reversed
number is larger than the original number by 27. The reversed number and
the original number have a sum of 99. What is the number?
 SOLUTION TO PROBLEM #46
It is convenient to work with two variables. We will need two equations.
(The last four examples of Chapter 3 and the last page of Chapter 2 involve
two variables.)

x = the tens digit of the original number

y = the units digit of the original number

To make the original number, multiply the tens digit by 10 and the units
digit by 1.

10x + y = the original number

To make the reversed number, swap the tens digit with the units digit.

10y + x = the reversed number

The reversed number is larger than the original number by 27.

(10y + x) = (10x + y) + 27
9y – 9x = 27 (first eq.)

The reversed number and the original number have a sum of 99.

(10y + x) + (10x + y) = 99
11y + 11x = 99 (second eq.)

Divide the first equation by 9 and the second equation by 11. See the last
page of Chapter 2 (but note that for this problem it turns out to be simpler
to divide).

y–x=3
y+x=9
Add the equations together. The –x and +x terms cancel out in the addition.

y – x + y + x = 12
2y = 12
y = 12/2 = 6

Plug y = 6 into the equation y + x = 9 from earlier.

y+x=9
6+x=9
x=9–6=3

The tens digit is x = 3 and the units digit is y = 6. The original number is
10(3) + 6 = 30 + 6 = 36.

Final answer: 36.

Check the answer: The reversed number is 10(6) + 3 = 63. The sum is 36 +
63 = 99 and the difference is 63 – 36 = 27.
 PROBLEM #47
At a movie theater, the ratio of children’s ticket sales to the total ticket
sales is 7:9. The movie theater sold 360 more children’s tickets than adult
tickets. How many children’s tickets and how many adult tickets did the
movie theater sell?
 SOLUTION TO PROBLEM #47
Fewer adult tickets were sold than children’s tickets.

x = the number of adult tickets sold

The movie theater sold 360 more children’s tickets than adult tickets.

x + 360 = the number of children’s tickets sold

We will need to work with the total number of tickets sold (based on how
the ratio is worded). Add the number of children’s tickets sold to the
number of adult tickets sold to find the total number of tickets sold.

x + (x + 360) = 2x + 360 = the total number of tickets sold

The ratio of children’s tickets sold to the total number of tickets sold is 7:9.
This ratio can be expressed as the fraction 7/9. Multiply the total number of
tickets sold by this fraction to get the number of children’s tickets sold. (It
would be incorrect to multiply x by 7/9 because x represents the number of
adult tickets sold, but the denominator of the ratio involves the total
number of tickets, not just the adult tickets.) Recall that the number of
children’s tickets sold equals x + 360.

Multiply both sides of the equation by 9.

7(2x + 360) = 9(x + 360)

Distribute the 7 and the 9.

 14x + 2520 = 9x + 3240
5x = 720
x = 720/5 = 144

The theater sold x = 144 adult tickets and x + 360 = 144 + 360 = 504
children’s tickets.

Final answers: 504 children’s tickets and 144 adult tickets.

Check the answers: The total number of tickets sold is 144 + 504 = 648, and
the ratio of children’s tickets sold to the total number of tickets sold equals
504/648 = (504÷72)/(648÷72) = 7/9.
 PROBLEM #48
Chang’s purse just has dimes and Tammy’s purse just has nickels. Chang
has four times as much money as Tammy. If Chang gives 51 dimes to
Tammy, then Tammy will have four times as much money as Chang. How
many dimes did Chang have and how many nickels did Tammy have in the
beginning?
 SOLUTION TO PROBLEM #48
Originally, Tammy had fewer nickels than Chang had dimes.

x = the number of nickels that Tammy had in the beginning

Multiply the number of nickels by 5 to determine the value of Tammy’s

money.

5x = the amount of money that Tammy had in the beginning

Originally, Chang had four times as much money as Tammy. Multiply the
value of Tammy’s money by 4 to determine the value of Chang’s money in
the beginning.

20x = the amount of money that Chang had in the beginning

Divide the value of Chang’s money by 10 to determine how many dimes

she had.

20x/10 = 2x = the number of dimes that Chang had in the beginning

The problem asks about Chang giving 51 dimes to Tammy. The value of 51
dimes is (51)(10) = 510 cents. Adjust Chang’s and Tammy’s amounts of
money by 510 cents.

5x + 510 = the amount of money that Tammy had after receiving 51 dimes

20x – 510 = the amount of money that Chang had after giving 51 dimes

Afterward, Tammy has four times as much money as Chang.

5x + 510 = 4(20x – 510)

5x + 510 = 80x – 2040
510 + 2040 = 80x – 5x
 2550 = 75x
2550/75 = 34 = x

In the beginning, Tammy had x = 34 nickels and Chang had 2x = 2(34) = 68

dimes.

Final answers: 68 dimes and 34 nickels.

Check the answers: In the beginning, Tammy had (34)(5) = 170 cents and
Chang had (68)(10) = 680 cents. In the beginning, (170)(4) = 680. After
Chang gave 510 cents to Tammy, Tammy had 170 + 510 = 680 cents and
Chang had 680 – 510 = 170 cents. Afterward, 680 = (170)(4).
 PROBLEM #49
Rachel and Karen went to a store where there was no sales tax. Rachel paid
$5.30 for eight apples and three oranges. Karen paid $1.80 for one apple
and two oranges. How much did the store charge for apples and how much
did the store charge for oranges?
 SOLUTION TO PROBLEM #49
We will define two variables and solve this problem using two equations.
(This is convenient, but not necessary. If you define y to be the price of an
orange in cents, from the third sentence you could determine that the
number of apples equals 180 – 2y. Then you would not need to use x.)

x = the price of one apple in cents

y = the price of one orange in cents

Rachel paid $5.30 for eight apples and three oranges. Multiply by 100 to
get 530 cents.

8x + 3y = 530 (first eq.)

Karen paid $1.80 for one apple and two oranges. Multiply by 100 to get 180
cents.

x + 2y = 180 (second eq.)

Subtract 2y from both sides of the second equation.

x = 180 – 2y

Substitute 180 – 2y in place of x in the first equation.

8(180 – 2y) + 3y = 530

1440 – 16y + 3y = 530
1440 – 13y = 530
1440 – 530 = 13y
910 = 13y
910/13 = 70 = y
x = 180 – 2y = 180 – 2(70) = 180 – 140 = 40
The store charged x = 40 cents for each apple and y = 70 cents for each
orange.

Final answers: 40 cents per apple and 70 cents per orange.

Check the answers: The cost for 8 apples and 3 oranges is 8($0.40) +
3($0.70) = $3.20 + $2.10 = $5.30, and the cost for 1 apple and 2 oranges is
$0.40 + 2($0.70) = $0.40 + $1.40 = $1.80.
 PROBLEM #50
A man paid $352 for a rug, including 10% sales tax. The rug was on sale.
The regular price of the rug was $400. What percentage discount did the
man receive?
 SOLUTION TO PROBLEM #50
x = the discount expressed as a decimal

Here is how the purchase works:

1. Begin with the regular price, which is $400.

2. Multiply the regular price ($400) by the decimal form of the

discount (x) to get 400x. This is the amount of the discount in dollars.

3. Subtract the discount from the regular price to get 400 – 400x,
which could also be expressed as 400(1 – x). This is the sale price.

4. Figure the tax. Divide 10% by 100% to convert the tax to a decimal:
(10%)/(100%) = 0.1. Multiply 0.1 by the sale price to get (0.1)(400)(1
– x) = 40(1 – x). This is the amount of the tax.

5. Add the tax to the sale price to get the purchase price. The purchase
price is 400(1 – x) + 40(1 – x) = 400 – 400x + 40 – 40x = 440 – 440x,
which can also be expressed as 440(1 – x). According to the problem,
the purchase price was $352. Set the purchase price equal to 352
dollars.

440(1 – x) = 352
1 – x = 352/440
1 – x = (352÷88)/(440÷88)
1 – x = 4/5 = 0.8
1 = 0.8 + x
1 – 0.8 = x
0.2 = x

The discount was x = 0.2 = (20%).

Final answer: 20%.

Check the answer: 20% of $400 is 0.2($400) = $80, such that 20% off of
$400 equals $400 – $80 = $320. The tax is 10% of $320, which is 0.1($320)
= $32. Add the tax of $32 to the sale price of $320 to determine the
purchase price: $320 + $32 = $352.
 PROBLEM #51
A man invested one-fourth of his money in stocks and put the rest of his
money in a savings account. The stocks paid a return of 9% and the savings
earned 2% interest. The total return was $600. How much was the total
investment?
 SOLUTION TO PROBLEM #51
x = the amount invested in stocks

The man invested one-fourth of his money in stocks and put the rest of his
money in a savings account. This means that he invested three-fourths of
his money in savings. Since x was invested in stocks, it follows that 3x was
put into a savings account. The total investment is x + 3x = 4x. Observe
that x is one-fourth of 4x and that 3x is three-fourths of 4x.

3x = the amount invested in a savings account

The interest earned (I) equals the principal invested (P) times the interest
rate (r): I = Pr. Apply this formula to each investment. Divide by 100% to
convert 9% and 2% into decimals: (9%)/(100%) = 0.09 and (2%)/(100%) =
0.02.

0.09x = the interest earned from the stocks at 9%

0.02(3x) = 0.06x = the interest earned from the savings account at 2%

The total return was $600. Add the two returns together.

0.09x + 0.06x = 600

Multiply by 100 to remove all of the decimals.

9x + 6x = 60,000
15x = 60,000
x = 60,000/15 = 4000

The man invested x = 4000 dollars in stocks and 3x = 3(4000) = 12,000

dollars in a savings account. The total investment was 4000 + 12,000 =
16,000 dollars (which equals 4x).
Final answer: $16,000.

Check the answer: The total return is 0.09($4000) + 0.02($12,000) = $360 +

$240 = $600.
 PROBLEM #52
A woman travels in a motorboat along a river downstream from one town
to another in 90 minutes. When she returns along the same route upstream,
it takes 2 hours. The river current is 8 mph. What would be the speed of the
motorboat in still water?
 SOLUTION TO PROBLEM #52

r = the speed of the motorboat in still water in miles per hour (mph)

The motorboat travels faster downstream than upstream. Going

downstream, add the river current (8 mph) to the boat speed. Going
upstream, subtract the river current from the boat speed. Note that one time
is given in minutes, whereas all other times include hours. You need to
convert 90 minutes to hours in order to have consistent units: 90 min. = 1.5
hr.

The boat travels the same distance each way. Set the distances equal to each
other.

1.5(r + 8) = 2(r – 8)
1.5r + 12 = 2r – 16

Multiply both sides of the equation by 2 in order to remove the decimal

point.

3r + 24 = 4r – 32
24 + 32 = 4r – 3r
 56 = r

The motorboat would have a speed of r = 56 mph in still water.

Final answer: 56 mph.

Check the answer: The distance downstream is 1.5(r + 8) = 1.5(56 + 8) =

1.5(64) = 96 miles and the distance upstream is 2(r – 8) = 2(56 – 8) = 2(48)
= 96 miles.
 PROBLEM #53
How much pure sulfuric acid must be added to 5 quarts of a solution of
80% sulfuric acid in order to strengthen the solution to 90%?
 SOLUTION TO PROBLEM #53
x = the volume of pure sulfuric acid in quarts that needs to be added

The amount of pure sulfuric acid (P) equals the decimal value of the
percentage (c) times the volume of the mixture (M): P = cM. Apply this
formula to each mixture. Divide the given percentages by 100% in order to
convert them to decimals: (80%)/(100%) = 0.8 and (90%)/(100%) = 0.9.
Organize the information in a table. The volume of the mixture is the sum
of the volumes of the two solutions: M1 + M2 = M3. Note that pure sulfuric
acid is 100% sulfuric acid: As a decimal, 100% equals 1.

The amount of pure stuff in the mixture is the sum of the amounts of the
pure stuff in the two solutions: Add the values in the bottom row of the
table.

4 + x = 0.9(5 + x)
4 + x = 4.5 + 0.9x

If you wish to remove the decimal, multiply both sides of the equation by
10.

40 + 10x = 45 + 9x
10x – 9x = 45 – 40
x=5

The volume of pure sulfuric acid needed is x = 5 quarts.

Final answer: 5 quarts.

Check the answer: P1 + P2 = 4 + 5 = 9 = P3 agrees with P3 = c3M3 = 0.9(5 +

x) = 0.9(5 + 5) = 0.9(10) = 9.
 PROBLEM #54
An empty bathtub could fill up in 12 minutes when the drain is plugged.
The same empty bathtub takes an hour to fill up when the drain is
unplugged. When the bathtub is full, the faucet is turned off, and the drain
is unplugged, how long does it take for the bathtub to drain completely?
 SOLUTION TO PROBLEM #54
t = the time it takes for the bathtub to drain completely

Find the reciprocal of each given time in order to determine how much
work is done each minute. Note that one hour equals 60 minutes.

Since the faucet and drain work against each other (instead of working
together), we subtract the reciprocals from the bottom row of the table
(instead of adding).

The lowest common denominator of 12, t, and 60 is 60t. Multiply both

sides by 60t.
The bathtub drains completely in t = 15 minutes.

Final answer: 15 minutes.

Check the answer: To find the fraction of the work done, divide 60 minutes
by the time it would take to work alone. The fraction of the work done by
the faucet is 60÷12 and the fraction of the work done by the drain is 60÷15.
When you subtract the fraction for the drain (since it works against the
faucet), the result must be one (because all of the work gets done): 60/12 –
60/15 = 5 – 4 = 1. (Each “fraction” is bigger than one because if the faucet
or drain worked alone, it would finish in less than 60 minutes.)
 PROBLEM #55
The system below is in static equilibrium. How far is the center of each box
from the fulcrum?
 SOLUTION TO PROBLEM #55
r1 = the distance from the fulcrum to the center of the left box

r2 = the distance from the fulcrum to the center of the right box

The system is in static equilibrium. Apply the torque equation.

w1r1 = w2r2
90r1 = 60r2 (first eq.)

From the diagram, we see that r1 and r2 add up to 24 feet.

r1 + r2 = 24 (second eq.)

Isolate one of the unknowns. Subtract r1 from both sides of the second
equation.

r2 = 24 – r1

Substitute this expression for r2 into the first equation.

90r1 = 60(24 – r1)

90r1 = 1440 – 60 r1
90r1 + 60r1 = 1440
150r1 = 1440
r1 = 1440/150 = 9.6

The center of the box on the left side of the fulcrum is r1 = 9.6 feet from the
fulcrum and the center of the box on the right side of the fulcrum is r2 = 24
– r1 = 24 – 9.6 = 14.4 feet from the fulcrum.
Final answers: The center of the left box is 9.6 feet from the fulcrum and
the center of the right box is 14.4 feet from the fulcrum.

Check the answers: The two torques are (90)(9.6) = 864 and (60)(14.4) =
864.

Note: Don’t try to guess the answers based on how far the distances look in
the diagram because the diagram is not drawn to scale.
 PROBLEM #56
Originally, the ratio of the width of a rectangle to the height of the
rectangle is 4:3. The rectangle is altered such that its width and height each
increase by 5 inches. The area of the new rectangle is greater than the area
of the old rectangle by 200 square inches. What are the width and height of
the original rectangle?
 SOLUTION TO PROBLEM #56
w = the width of the original rectangle in inches

h = the height of the original rectangle in inches

Originally, the ratio of the width of the rectangle to the height of the
rectangle is 4:3. This ratio can be expressed as the fraction 4/3. Multiply
the height by this fraction in order to get the width.

The width and height each increase by 5 inches.

w + 5 = the width of the altered rectangle in inches

h + 5 = the height of the altered rectangle in inches

The area of a rectangle equals the width times the height. Apply this to the
original rectangle and to the altered rectangle.

wh = the area of the original rectangle

(w + 5)(h + 5) = wh + 5w + 5h + 25
= the area of the altered rectangle

The new area is greater than the old area by 200 square inches.

wh + 5w + 5h + 25 = wh + 200
Subtract wh and 25 from both sides of the equation.

The height of the original rectangle is h = 15 inches and the width is w =

(4/3) h = (4/3)(15) = 60/3 = 20 inches.

Final answers: The width was 20 inches and the height was 15 inches.

Check the answers: The original area is wh = (20)(15) = 300 in.2 and the
new area is (w + 5)(h + 5) = (25)(20) = 500 in.2 The new area is greater
than the old area by 500 – 300 = 200 square inches.
 PROBLEM #57
Originally, Natalie had three times as many bracelets as Annette, and
Annette had 12 more bracelets than Linda. After Natalie gave 24 bracelets
to Linda and Natalie gave 12 bracelets to Annette, all three girls had the
same number of bracelets. How many bracelets did each girl have in the
beginning?
 SOLUTION TO PROBLEM #57
In the beginning, Linda had fewer bracelets than Natalie or Annette.

x = the number of bracelets that Linda had to begin with

In the beginning, Annette had 12 more bracelets than Linda.

x + 12 = the number of bracelets that Annette had to begin with

In the beginning, Natalie had three times as many bracelets as Annette. It

follows that:

3(x + 12) = 3x + 36 = the number of bracelets that Natalie had to begin with

Natalie gave 24 bracelets to Linda and Natalie gave 12 bracelets to Annette.

Subtract 36 bracelets from Natalie (since 24 + 12 = 36), add 24 bracelets to
Linda, and add 12 bracelets to Annette.

(3x + 36) – 36 = 3x = the number of bracelets that Natalie has now

x + 24 = the number of bracelets that Linda has now

(x + 12) + 12 = x + 24 = the number of bracelets that Annette has now

After Natalie gave bracelets to the other girls, they have the same number
of bracelets now. Set the current number of bracelets for Natalie and the
others equal.

3x = x + 24

Combine like terms. Subtract x from both sides.

3x – x = 24
2x = 24
x = 24/2 = 12
In the beginning, Linda had x = 12 bracelets, Annette had x + 12 = 12 + 12
= 24 bracelets, and Natalie had 3(x + 12) = 3(12 + 12) = 3(24) = 72
bracelets.

Final answers: Natalie had 72 bracelets, Annette had 24 bracelets, and

Linda had 12 bracelets.

Check the answers: After Natalie gave 36 bracelets to the other girls,
Natalie had 72 – 36 = 36 bracelets. After Linda received 24 bracelets, Linda
had 12 + 24 = 36 bracelets. After Annette received 12 bracelets, Annette
had 24 + 12 = 36 bracelets.
 PROBLEM #58
Nine years ago, Miguel was twice as old as Carlos and Sylvia was four
times as old as Miguel. In two years, the sum of their ages will be 99. What
are their ages now?
 SOLUTION TO PROBLEM #58
Carlos is younger than Miguel and Sylvia. Note that we are defining our
variable to be 9 years ago (instead of now).

x = Carlos’s age 9 years ago

Nine years ago, Miguel was twice as old as Carlos and Sylvia was four
times as old as Miguel.

2x = Miguel’s age 9 years ago

4(2x) = 8x = Sylvia’s age 9 years ago

The second sentence refers to their ages two years from now. Since we
defined our ages to be 9 years ago, we need to add 11 years to those ages to
make them 2 years from now. That is, it takes 9 years to get to now and an
additional 2 years makes 11.

x + 11 = Carlos’s age 2 years from now

2x + 11 = Miguel’s age 2 years from now

8x + 11 = Sylvia’s age 2 years from now

In two years, the sum of their ages will be 99.

(x + 11) + (2x + 11) + (8x + 11) = 99

11x + 33 = 99
11x = 66
x = 66/11 = 6

The question asks for their current ages. Since we defined x to be 9 years
ago, we must add 9 to their ages to find their current ages. Carlos is x + 9 =
6 + 9 = 15 years old now, Miguel is 2x + 9 = 2(6) + 9 = 21 years old now,
and Sylvia is 8x + 9 = 8(6) + 9 = 57 years old now.

Final answers: Miguel is 21, Carlos is 15, and Sylvia is 57.

Check the answers: Nine years ago, Carlos was 15 – 9 = 6, Miguel was 21 –
9 = 12, and Sylvia was 57 – 9 = 48. Nine years ago, Miguel (12) was twice
as old as Carlos (6) and Sylvia (48) was four times as old as Miguel (12). In
two years, Carlos will be 15 + 2 = 17, Miguel will be 21 + 2 = 23, and
Sylvia will be 57 + 2 = 59. In two years, the sum of their ages will be 17 +
23 + 59 = 99.
 PROBLEM #59
The sum of the digits of a three-digit number is 18. The tens digit is 4 more
than the hundreds digit. When the digits of the three-digit number are
reversed, the reversed number is smaller than the original number by 99.
What is the number?
 SOLUTION TO PROBLEM #59
x = the units digit of the original number

y = the hundreds digit of the original number

The tens digit is 4 more than the hundreds digit.

y + 4 = the tens digit of the original number

The sum of the digits of the three-digit number is 18.

y + (y + 4) + x = 18
2y + x = 14 (first eq.)

To make the original number, multiply the hundreds digit by 100, the tens
digit by 10, and the units digit by 1.

100y + 10(y + 4) + 1x = 110y + x + 40 = the original number

To make the reversed number, swap the hundreds digit with the units digit.

y = the units digit of the reversed number

x = the hundreds digit of the reversed number

100x + 10(y + 4) + 1y = 100x + 11y + 40 = the reversed number

The reversed number is smaller than the original number by 99.

100x + 11y + 40 = (110y + x + 40) – 99

99x = 99y – 99

Divide both sides of the equation by 99.

x = y – 1 (second eq.)
Substitute the second equation into the first equation.

2y + (y – 1) = 14
3y = 15
y = 15/3 = 5

The hundreds digit is y = 5, the tens digit is y + 4 = 5 + 4 = 9, and the units

digit is x = y – 1 = 5 – 1 = 4. The original number is 100(5) + 10(9) + 1(4) =
500 + 90 + 4 = 594.

Final answer: 594.

Check the answer: The digits add up to 5 + 9 + 4 = 18 and the tens digit is 4
more than the hundreds digit (since 9 – 5 = 4). The reversed number is 495.
The original number minus the reversed number is 594 – 495 = 99.
 PROBLEM #60
A gumball machine has red, green, and blue gumballs in the ratio of 7:3:8.
There are 450 gumballs in the machine. How many gumballs of each color
are there?
 SOLUTION TO PROBLEM #60
There are fewer green gumballs than red or blue gumballs.

x = the number of green gumballs

The red, green, and blue gumballs come in the ratio of 7:3:8. This means
that the ratio of red gumballs to green gumballs is 7:3, and the ratio of blue
gumballs to green gumballs is 8:3 (it is equivalent to saying that the ratio
of green gumballs to blue gumballs is 3:8, but we wish to put green in the
denominator). These ratios can be expressed as the fractions 7/3 and 8/3.
Multiply the number of green gumballs by these fractions to get the
number of red gumballs and the number of blue gumballs.

7x/3 = the number of red gumballs

8x/3 = the number of blue gumballs

There are 450 gumballs in the machine. Add up the numbers of gumballs.

x + 7x/3 + 8x/3 = 450

Multiply both sides of the equation by 3.

3x + 7x + 8x = 1350
18x = 1350
x = 1350/18 = 75

There are x = 75 green gumballs, 7x/3 = 7(75)/3 = 525/3 = 175 red

gumballs, and 8x/3 = 8(75)/3 = 600/3 = 200 blue gumballs.

Final answers: 175 red, 75 green, and 200 blue.

Check the answers: The total number of gumballs is 75 + 175 + 200 = 450.
The ratio of red gumballs to green gumballs equals 175/75 =
(175÷25)/(75÷25) = 7/3, and the ratio of green gumballs to blue gumballs
equals 75/200 = (75÷25)/(200÷25) = 3/8 (so the ratio of blue gumballs to
green gumballs is 8/3). The ratio of red to green to blue gumballs is 7:3:8
(which combines the ratios 7:3 and 3:8 together, with 3 being the
middleman).
 PROBLEM #61
Joey and Oscar only have five-dollar ($5) and ten-dollar ($10) bills in their
wallets. Joey has four times as many ten-dollar ($10) bills as Oscar, but
Oscar has eight more five-dollar ($5) bills than Joey. If they combine their
money together, Joey and Oscar have $560. If they keep their money
separate, Joey has $200 more than Oscar. How much money does each man
have in his wallet?
 SOLUTION TO PROBLEM #61
x = the number of five-dollar ($5) bills in Oscar’s wallet

y = the number of ten-dollar ($10) bills in Oscar’s wallet

Joey has four times as many $10 bills as Oscar. Since Oscar has y $10 bills:

4y = the number of ten-dollar ($10) bills in Joey’s wallet

Oscar has eight more $5 bills than Joey. This means that Joey has eight
fewer $5 bills than Oscar. Since Oscar has x $5 bills:

x – 8 = the number of five-dollar ($5) bills in Joey’s wallet

If they combine their money together, Joey and Oscar have $560. Add up
the money that each man has. Multiply the number of $5 bills by 5 and the
number of $10 bills by 10 in order to determine the value of the money in
dollars.

5x + 5(x – 8) + 10y + 10(4y) = 560

5x + 5x – 40 + 10y + 40y = 560
10x + 50y = 600

Divide both sides of the equation by 10.

x + 5y = 60
x = 60 – 5y (first eq.)

Joey has $200 more than Oscar. Determine how much money Oscar has and
how much money Joey has, and add $200 to Oscar’s money to get Joey’s
money.

5x + 10y + 200 = 5(x – 8) + 10(4y)

5x + 10y + 200 = 5x – 40 + 40y
Subtract 5x and 10y from both sides of the equation, and add 40 to both
sides. Note that 5x cancels out.

240 = 30y
240/30 = 8 = y (second eq.)

Plug y = 8 into the first equation.

x = 60 – 5y = 60 – 5(8) = 60 – 40 = 20

Oscar has x = 20 five-dollar bills and y = 8 ten-dollar bills. Oscar has 5x +

10y = 5(20) + 10(8) = 100 + 80 = 180 dollars. Joey has x – 8 = 20 – 8 = 12
five-dollar bills and 4y = 4(8) = 32 ten-dollar bills. Joey has 5(12) + 10(32)
= 60 + 320 = 380 dollars.

Final answers: Joey has $380 and Oscar has $180.

Check the answers: $380 + $180 = $560 and $380 – $180 = $200.
 PROBLEM #62
Gary, Keith, and Olivia went to a restaurant where there was no sales tax.
Gary paid $4.25 for large fries and a large soda. Keith paid $8.00 for a
hamburger, large fries, and a large soda. Olivia paid $5.50 for a hamburger
and a large soda. How much did the restaurant charge for hamburgers, for
large fries, and for large sodas?
 SOLUTION TO PROBLEM #62
x = the price of one hamburger in cents

y = the price of one order of large fries in cents

z = the price of one large soda in cents

Multiply by 100 to make cents. Gary paid 425 cents for large fries and a
large soda.

y + z = 425 (first eq.)

Keith paid $8.00 for a hamburger, large fries, and a large soda.

x + y + z = 800 (second eq.)

Olivia paid $5.50 for a hamburger and a large soda.

x + z = 550 (third eq.)

Isolate y in the first equation.

y = 425 – z

Replace y with 425 – z in the second equation. Note that z cancels in this
equation.

x + 425 – z + z = 800
x + 425 = 800
x = 800 – 425 = 375

Plug x = 375 into the third equation.

375 + z = 550
z = 550 – 375 = 175
Plug z = 175 into the equation y = 425 – z from earlier.

y = 425 – z = 425 – 175 = 250

The restaurant charged x = $3.75 for one hamburger, y = $2.50 for one
order of large fries, and z = $1.75 for one large soda.

Final answers: $3.75 per hamburger, $2.50 per large fries, and $1.75 per
large soda.

Check the answers: The cost for one large fries and one large soda is $2.50
+ $1.75 = $4.25. The cost for one hamburger, one large fries, and one large
soda is $3.75 + $2.50 + $1.75 = $8.00. The cost for one hamburger and one
large soda is $3.75 + $1.75 = $5.50.
 PROBLEM #63
A woman purchases groceries and household items from a store. Before
tax, the cost of the groceries is $25 more than the cost of the household
items. She is charged 3% tax on the groceries and 7% tax on the household
items. She paid a total of $103.45. What was the cost of the groceries and
the cost of the household items before tax?
 SOLUTION TO PROBLEM #63
x = the cost of the groceries in dollars before tax

y = the cost of the household items in dollars before tax

Before applying tax, the cost of the groceries is $25 more than the cost of
the household items.

x = y + 25 (first eq.)

She is charged 3% tax on the groceries and 7% tax on the household items.
Add 100% to get 103% and 107% (since the tax is in addition to the cost).
Divide by 100% to convert these percents to decimals: (103%)/(100%) =
1.03 and (107%)/(100%) = 1.07. Multiply by these values to figure the cost
of the groceries and household items after tax.

1.03x = the cost of the groceries in dollars after tax

1.07y = the cost of the household items in dollars after tax

The woman paid a total of $103.45.

1.03x + 1.07y = 103.45

Multiply both sides of the equation by 100 in order to remove the decimals.

103x + 107y = 10,345 (second eq.)

Substitute the first equation (from earlier) into the second equation.

103(y + 25) + 107y = 10,345

103y + 2575 + 107y = 10,345
210y = 7770
y = 7770/210 = 37
Plug y = 37 into the first equation.

x = y + 25 = 37 + 25 = 62

Before tax, the cost of the groceries was x = 62 dollars and the cost of the
household items was y = 37 dollars.

Final answers: $62 for groceries and $37 for household items.

Check the answers: 3% tax on $62 is (0.03)($62) = $1.86 and 7% tax on

$37 is (0.07)($37) = $2.59. The total amount paid comes to $62 + $37 +
$1.86 + $2.59 = $103.45.
 PROBLEM #64
An investor paid a total of $6000 for two different stocks. One stock made
a profit of 8%, while the other stock suffered a loss of 12%. The net profit
from the stocks was exactly zero. How much money was invested in each
stock?
 SOLUTION TO PROBLEM #64
x = the amount invested in the stock that made a profit of 8%

The total amount invested was $6000. Part of this was invested in the stock
that made a profit of 8% and the remainder was invested in the stock that
suffered a loss of 12%. The two investments add up to $6000. It follows
that:

6000 – x = the amount invested in the stock that suffered a loss of 12%

The interest earned (I) equals the principal invested (P) times the interest
rate (r): I = Pr. Apply this formula to each investment. Divide by 100% to
convert 8% and 12% into decimals: (8%)/(100%) = 0.08 and (12%)/(100%)
= 0.12.

0.08x = the profit from the stock that gained 8%

0.12(6000 – x) = 720 – 0.12x = the loss from the stock that lost 12%

The total return was $0. The profit minus the loss equals $0. (If they were
both profits, we would add them, but one was a loss, so we subtract the
loss. You might think of the loss as a negative profit.)

0.08x – (720 – 0.12x) = 0

Add (720 – 0.12x) to both sides of the equation.

0.08x = (720 – 0.12x)

0.08x = 720 – 0.12x

Multiply both sides of the equation by 100 in order to remove all of the
decimals.

8x = 72,000 – 12x
 20x = 72,000
x = 72,000/20 = 3600

The investor purchased the stock that returned an 8% profit for x = 3600
dollars and purchased the stock that suffered a 12% loss for 6000 – 3600 =
2400 dollars.

Final answers: $3600 in the stock that made a profit and $2400 in the stock
that suffered a loss.

Check the answers: The profit from the first stock is (0.08)($3600) = $288.
The loss from the second stock is (0.12)($2400) = $288. The profit of $288
minus the loss of $288 yields a total return of $288 – $288 = $0.
 PROBLEM #65
Jasmine writes down three numbers on a piece of paper. The average of the
smallest two numbers is 88, the average of all three numbers is 200, and the
largest number minus the smallest number equals 383. What are the
numbers?
 SOLUTION TO PROBLEM #65
x = the smallest number

y = the middle number

z = the largest number

The largest number minus the smallest number equals 383.

z – x = 383 (first eq.)

The average of the smallest two numbers is 88. To find the average value of
two numbers, add the numbers together and divide by two.

Multiply both sides of the equation by 2.

x + y = 176 (second eq.)

The average of all three numbers is 200. To find the average value of three
numbers, add the numbers together and divide by three.
Multiply both sides of the equation by 3.

x + y + z = 600 (third eq.)

Plug the second equation into the third equation: Replace x + y with 176.

176 + z = 600
z = 600 – 176 = 424

Plug z = 424 into the first equation.

424 – x = 383

Add x to both sides of the equation and subtract 383.

424 – 383 = 41 = x

Plug x = 41 into the second equation.

41 + y = 176

y = 176 – 41 = 135

The smallest number is x = 41, the middle number is y = 135, and the
largest number is z = 424.

Final answers: 42, 135, and 424.

Check the answers: The average of the smallest two numbers is

the average of all three numbers is

and the largest number minus the smallest number equals 424 – 41 = 383.
 PROBLEM #66
A boy and a dog are initially 2400 feet apart. The dog begins moving 25
ft./s towards the boy. Eight seconds later, the boy begins moving 15 ft./s
towards the dog. Where do the boy and dog meet?
 SOLUTION TO PROBLEM #66

t = the amount of time in seconds that has passed since the dog began
moving

The boy begins moving eight seconds after the dog began moving. This
means that the boy spends less time moving.

t – 8 = the amount of time that has passed since the boy began moving

Distance (d) equals rate (r) times time (t): d = rt. The rates are 15 ft./s and
25 ft./s. Apply the rate equation to the boy and the dog. Organize the
information in a table.

The boy and the dog are initially 2400 feet apart. The distances add up to
2400 ft.

15(t – 8) + 25t = 2400

15t – 120 + 25t = 2400
40t = 2520
t = 2520/40 = 63

This isn’t the final answer because the question asked where they meet (not
when they meet). Use the rate equation to determine how far the boy and
dog have traveled.

db = rbtb = 15(t – 8) = 15(63 – 8) = 15(55) = 825

dd = rdtd = 25t = 25(63) = 1575

The boy has traveled db = 825 feet and the dog has traveled dd = 1575 feet
from their respective starting points when they meet.

Final answer: 825 feet from the boy’s starting point and 1575 feet from the
dog’s starting point.

Check the answer: The total distance traveled is 825 + 1575 = 2400 feet.
 PROBLEM #67
A 600 mL solution of hydrochloric acid (of unknown concentration) is
mixed with a 300 mL solution of 70% hydrochloric acid. The resulting
mixture is 40% hydrochloric acid. What percent of the 600 mL solution is
hydrochloric acid?
 SOLUTION TO PROBLEM #67
x = the percent of hydrochloric acid in the 600 mL solution, expressed as a
decimal

The amount of hydrochloric acid (P) equals the decimal value of the
percentage (c) times the volume of the solution (M): P = cM. Apply this
formula to each solution. Divide the given percentages by 100% in order to
convert them to decimals: (70%)/(100%) = 0.7 and (40%)/(100%) = 0.4.
Organize the information in a table. The volume of the mixture is the sum
of the volumes of the two solutions: M1 + M2 = M3.

The amount of pure stuff in the mixture is the sum of the amounts of the
pure stuff in the two solutions: Add the values in the bottom row of the
table.

Multiply by 100% to convert this to a percent: x = (0.25)100% = 25%.

Final answer: 25%.

Check the answer: P3 = c3M3 = (0.4)(900) = 360 agrees with P1 + P2 =

(600)(0.25) + 210 = 150 + 210 = 360 = P3.
 PROBLEM #68
Two monkeys are using buckets and a nearby lake to fill up a tub of water.
If the tub didn’t have a leak, one of the monkeys could fill up the tub in 6
hours if he worked alone, and the other monkey could fill up the tub in 8
hours if he worked alone. If the tub were full of water and the monkeys
weren’t working, the leak would cause the tub to completely drain in 12
hours. If the two monkeys work together, how long will it take for them to
fill up the tub (assuming that the monkeys don’t repair the leak)?
 SOLUTION TO PROBLEM #68
t = the time it takes for the monkeys to fill the tub (while there is a leak)

Find the reciprocal of each given time in order to determine how much
work is done each hour.

The monkeys work together, but the leak works against the monkeys.
Therefore, we add the reciprocals for the monkeys, but subtract the
reciprocal for the leak.

The lowest common denominator of 6, 8, 12, and t is 24t. Multiply both

sides by 24t.
The monkeys fill the tub completely in t = 4.8 hours despite the fact that
the tub is leaking.

Final answer: 4.8 hours.

Check the answer: To find the fraction of the work done, divide 4.8 hours
by the time it would take to work alone. For the first monkey, the fraction
of the work done is 4.8÷6, and for the second monkey the fraction of the
work done is 4.8÷8. For the leak, the fraction of the work is 4.8÷12. If you
add the fractions for the monkeys together and subtract the fraction for the
leak (because it works against the monkeys), the sum must add up to one
(because all of the work gets done):
 PROBLEM #69
A girl cuts a square and a circle out of a sheet of paper such that the square
and the circle have the exact same area. What is the ratio of the diameter of
the circle to the length of the square?
 SOLUTION TO PROBLEM #69
L = the length of the square

r = the radius of the circle

D = the diameter of the circle

The formula for the area of a square is A = L2 (since all four sides of a
square have the same length). The formula for the area of a circle is:

The square and the circle have the same area. Set these areas equal to one
another.

Squareroot both sides of the equation.

Recall from algebra that

Recall that
Also note that the order of multiplication doesn’t matter.

The problem asks about diameter, not radius. Recall that radius is half the
diameter: r = D/2. Replace the radius with D/2 in the previous equation.

The ratio of the diameter to the length is:

Note that many algebra teachers would want you to multiply by

in order to rationalize the denominator, in which case the answer is:

Final answer: 1.13 to 1.

Check the answer:

 PROBLEM #70
The mallet illustrated below consists of a 60-cm long handle and a 4-cm
wide end. The mallet is in static equilibrium. The mallet has a total weight
of 80 N (including both the handle and the end). If we cut the mallet into
two pieces at the point where it is currently balanced (54 cm from the left
end), how much will each end weigh?
 SOLUTION TO PROBLEM #70
w1 = the weight of the left part of the handle (measuring 54 cm)

w2 = the weight of the right part of the handle (measuring 6 cm)

w3 = the weight of the end of the mallet (measuring 4 cm)

When a lever is in static equilibrium, the counterclockwise torques and

clockwise torques are equal. Note that the weights are not equal. You can
see this, for example, in Example 25 in Chapter 3. The right end (which
includes the end of the mallet plus part of the handle) will weigh more than
the left end because the right end is closer to the fulcrum. We will divide
the mallet into three pieces as illustrated below.

The handle is 60 cm long. The part of the handle called w1 measures 54 cm

long and the part of the handle called w2 measures 6 cm long. Since w1 is
54/6 = 9 times longer than w2, w1 must be 9 times heavier than w2
(assuming that the handle is uniform).

w1 = 9w2 (first eq.)

The mallet has a total weight of 80 N.

w1 + w2 + w3 = 80 (second eq.)
Set the sum of the counterclockwise torques equal to the sum of the
clockwise torques, where each torque equals weight times lever arm.
Compare the diagram above with the given diagram to see that r1 = 54/2 =
27 cm, r2 = 6/2 = 3 cm, and r3 = 6 + 4/2 = 8 cm. Note that each r is
measured from the center of each piece to the fulcrum.

w1r1 = w2r2 + w3r3

27w1 = 3w2 + 8w3 (third eq.)

Substitute the first equation into the second equation.

9w2 + w2 + w3 = 80
10w2 + w3 = 80

Substitute the first equation into the third equation.

27(9w2) = 3w2 + 8w3

243w2 = 3w2 + 8w3
240w2 = 8w3
30w2 = w3

Substitute 30w2 = w3 into the equation 10w2 + w3 = 80 above.

10w2 + 30w2 = 80
40w2 = 80
w2 = 80/40 = 2
Plug w2 = 2 into the equation w1 = 9w2 (which was our first equation).

w1 = 9w2 = 9(2) = 18

Plug w1 = 18 and w2 = 2 into w1 + w2 + w3 = 80 (which was our second

equation).

18 + 2 + w3 = 80
w3 = 80 – 20 = 60

The left end (the part of the handle to the left of the fulcrum) has a weight
equal to w1 = 18 N, and the right end (including both the end of the mallet
and the part of the handle to the right of the fulcrum) has a combined
weight equal to w2 + w3 = 2 + 60 = 62 N.

Final answers: The left end weighs 18 N and the right end (including both
the mallet and the part of the handle to the right of the fulcrum) weighs 62
N.

Check the answers: The counterclockwise torque is (27)(18) = 486 and the
clockwise torque is (3)(2) + (8)(60) = 6 + 480 = 486. It should also make
sense that the right end (weighing 62 N) is heavier than the left end
(weighing 18 N), since the right end is closer to the fulcrum than the left
end. (If you have any experience with a playground seesaw, you should
know that the heavier person should sit closer to the fulcrum – or hinge – in
order to balance the seesaw.)
 WAS THIS BOOK HELPFUL?
A great deal of effort and thought was put into this book, such as:
• Detailed explanations to help understand the ideas.
• Breaking down the solutions to help make the math easier to
understand.
• Careful selection of problems for their instructional value.
• Ample examples to help illustrate the strategies and concepts.

If you appreciate the effort that went into making this book possible, there
is a simple way that you could show it:

Please take a moment to post an honest review.

For example, you can review this book at Amazon.com or Barnes &
Noble’s website at BN.com.

Even a short review can be helpful and will be much appreciated. If you’re
not sure what to write, following are a few ideas, though it’s best to
describe what’s important to you.
• Did you enjoy the selection of problems?
• Were you able to understand the solutions and explanations?
• Do you appreciate the handy formulas on the back cover of the print
edition?
• How much did you learn from reading and using this workbook?
• Would you recommend this book to others? If so, why?

Do you believe that you found a mistake? Please email the author, Chris
McMullen, at [email protected] to ask about it. One of two things
will happen:
• You might discover that it wasn’t a mistake after all and learn why.
• You might be right, in which case the author will be grateful and
future readers will benefit from the correction. Everyone is human.
 ABOUT THE AUTHOR
Dr. Chris McMullen has over 20 years of experience teaching university
physics in California, Oklahoma, Pennsylvania, and Louisiana. Dr.
McMullen is also an author of math and science workbooks. Whether in the
classroom or as a writer, Dr. McMullen loves sharing knowledge and the art
of motivating and engaging students.
The author earned his Ph.D. in phenomenological high-energy physics
(particle physics) from Oklahoma State University in 2002. Originally
from California, Chris McMullen earned his Master’s degree from
California State University, Northridge, where his thesis was in the field of
electron spin resonance.
As a physics teacher, Dr. McMullen observed that many students lack
fluency in fundamental math skills. In an effort to help students of all ages
and levels master basic math skills, he published a series of math
workbooks on arithmetic, fractions, long division, algebra, trigonometry,
and calculus entitled Improve Your Math Fluency. Dr. McMullen has also
published a variety of science books, including introductions to basic
astronomy and chemistry concepts in addition to physics workbooks.
www.amazon.com/author/chrismcmullen

Author, Chris McMullen, Ph.D.

 ALGEBRA
For students who need to improve their algebra skills:
• Isolating the unknown
• Quadratic equations
• Factoring
• Cross multiplying
• Systems of equations
• Straight line graphs
• Word problems

www.improveyourmathfluency.com
 MATH
This series of math workbooks is geared toward practicing essential math
skills:
• Algebra and trigonometry
• Calculus
• Fractions, decimals, and percentages
• Long division
• Multiplication and division
• Addition and subtraction

www.improveyourmathfluency.com
 PUZZLES
The author of this book, Chris McMullen, enjoys solving puzzles. His
favorite puzzle is Kakuro (kind of like a cross between crossword puzzles
and Sudoku). He once taught a three-week summer course on puzzles. If
you enjoy mathematical pattern puzzles, you might appreciate:

Number Pattern Recognition & Reasoning:

• Pattern recognition
• Visual discrimination
• Analytical skills
• Logic and reasoning
• Analogies
• Mathematics

300+ Mathematical Pattern Puzzles

 SCIENCE
Dr. McMullen has published a variety of science books, including:
• Basic astronomy concepts
• Basic chemistry concepts
• Balancing chemical reactions
• Calculus-based physics textbook
• Calculus-based physics workbooks
• Calculus-based physics examples
• Trig-based physics workbooks
• Trig-based physics examples
• Creative physics problems

www.monkeyphysicsblog.wordpress.com
 THE FOURTH DIMENSION
Are you curious about a possible fourth dimension of space?
• Explore the world of hypercubes and hyperspheres.
• Imagine living in a two-dimensional world.
• Try to understand the fourth dimension by analogy.
• Several illustrations help to try to visualize a fourth dimension of
space.
• Investigate hypercube patterns.
• What would it be like to be a four-dimensional being living in a four-
dimensional world?
• Learn about the physics of a possible four-dimensional universe.