Supposedly Difficult Arithmetic Word Problems

Keep It Simple for Students (KISS)

By Jerome Dancis

Executive Summary, Introduction and Conclusions

An important part of math instruction is to demystify mathematics; thereby making it accessible

to more students. This report will present simple, conceptual-understanding based arithmetic
methods that will allow students to solve a wide variety of problems. These better methods of
instruction are in the spirit of my version of KISS , that is "Keep It Simple for Students", while
emphasizing conceptual-understanding.
This will include several problems, which are normally solved using Algebra; including five of
the more difficult problems on the Maryland High School Assessment on Functions, Algebra,
Data Analysis and Probability (MD Algebra) sample test, an about-to-be-implemented high
school graduation requirement in MD. The arithmetic solutions presented herein, provide more
conceptual-understanding of the problems than the expected Algebraic solutions.
We will be solving these types of problems:
(i) Simple Rate problems, without mentioning the words "ratio" or "proportion". Grade 4.
(ii) Ratio and Proportion problems done arithmetically without having to deal with the full
sophistication of proportional reasoning. This will including a "Data Analysis" problem on the
MD HSA sample Algebra test, that was solved by few students. Grade 5.
(iii) Catch-up and Overtake problems. Simple arithmetic solutions are presented for four of the
more difficult problems on the MD HSA sample Algebra test. Grade 5 or 6.
(iv) Work problems, which were the most difficult word problems in Algebra I courses. Grade 7
or 8.
(v) A sophisticated average problem

These sets of problems epitomize spiral learning, in that they will build a "problem" staircase, in
which, doing each set of problems provides useful, if not crucial background for the later sets,
including complicated algebraic word problems.
Appendix. Algebraic Word Problems.Translatingawordproblemintoalgebraicequations.A
problemthatstumpscollegeseniors,majoringinengineering:butshouldbeaccessibleinhigh
school.
Slogan.AllelementaryschoolstudentscanlearntosolvetheseArithmeticWordProblems.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~EndofExecutiveSummary

Animportantpartofmathinstructionistodemystifymathematics;therebymakingitaccessible
tomorestudents.Thisreportwillpresentsimple,conceptualunderstandingbasedarithmetic
methodsthatwillallowstudentstosolveawidevarietyofproblems.Thesebettermethodsof
instructionareinthespiritofmyversionofKISS,thatis"KeepItSimpleforStudents",while
emphasizingconceptualunderstanding.
(i)SimpleRateProblems:The"UnitaryAnalysis"methodwillbeusedtosolvemanyproblems
thatinvolveproportions,withoutmentioningtheword"proportion".(ThisisthemethodthatI
wastaughtinGrade4atmylocalP.S.139inBrooklyn,NewYorkCity,ahalfcenturyagowhen
Dr.Dickler,wasprincipal.)Infact,suchproblemscanandshouldserveasbackgroundfor
formalproportionalthinking.
Problem1.ThreeTshirtscost15dollars.Howmuchdo5Tshirtscost?
MethodofUnitaryAnalysis,
Number of T-shirts

Cost

$15

25

Inthesamemanner,onecansolvethenext2problems,fromtwoothercontexts,whichthehave
thesamemathematicalstructure,andhaveessentiallythesamesolution.
Remark.Ofcourse,thisproblemshouldbepresentedonlyafterthestudentsarefluentwiththe
parts,namely,*IfoneTshirtcost5dollars,howmuchdo5Tshirtscost?And*IfthreeT
shirtscost15dollars,howmuchdoesoneTshirtscost?Otherwise,thechartwillbeamystery.

Problem2.Achildcanrun5blocksin2minutes.Howlongdoesittakethechildtorun8
blocks,atthesamespeed.
Problem3.Making5applepiesrequires2poundsofapples.Howmanypoundsofapplesare
neededtomake8pies?
Blocks-run/pies

minutes/pounds-of-apples

2.00

.40

3.20

Problems1,2and3providegoodbackgroundformanyproblemsthatfollow.
Problem4.Aballdroppedfromatallbuilding,falls16feetinthefirstsecond.Howfardoesit
fallintwoseconds?(Ignorefriction)
Warning.Multiplying2x16=32whetherdirectlyorbysettingupatableasinProblems1,2
and3,willproduceawronganswer.Whilethefallingdistanceisafunctionoftime,itisnota
linearfunction;itisnotproportionaltotime.Itiscrucialchecktothatthecalculationsbeing
donearethecorrectcalculations.Oneneedsareasonwhymultiplyingaline,inoneofthese
tables,isavalidoperation.Thiswillincreaseinstructionaltimefortheseproblems.Ifstudents
goonautomaticpilot,whilesettingupthesetables,theywillsometimesdoitwhenitisnot
valid.Correctly,multiplyingnumberswhenmultiplicationisnotjustifiediswrong.
DarcyConantwrote:"Manystudentseven'good'highschoolstudentshavedifficultywithrate
problems.Also,many"good"highschoolstudentshavedifficultyindealingwithtimes(hours
andminutes).Lookatthetypesofrateproblemsina'regular'(i.e.notwatereddown)HS
Geometrytext(10thgrade)":
Problem5.(Time)Achildcanrun4blocksin2minutes.Howlongdoesittakethechildtorun
12blocks?
Problem6.(Rate)Achildcanrunatarateof21/2blocksperminutes.Howlongdoesittake
thechildtorun7blocks?
Remark.Studentsshouldhavemasteredtheseinelementaryschool.Botharethesametypeas
Problems1,2and3.Studentswillneedtobetoldthat"21/2blocksperminutes"means"21/2
blockseachminute".Itisabsurdthattheyarebeingtaughtinhighschool.Itisdoublyabsurd
thattheyappearina"regular"HSGeometryclass,wheretheyarediversionary.

DecimalstoPercentsandCentimeterstoMeters."Whenabiologyteacherhadtoteach[a
chemistryclass]atHowardHighSchool,howtochangecentimeterstometers,hejusttoldthem
tomovethedecimaltwoplacesratherthanillustratingtheconcept....'Fortyfiveminuteslater,
onlythreeofthemgotit.'".("RightTeacher,WrongClass",WashingtonPost,February15,
1999)
AstudentinaGeorgiahighschoolAlgebraclassnoted:"Iknowhowtochangecentimetersto
meters[Ilearneditinmiddleschool],justremindme,doImovethedecimalleftorright?"
It'spredictablethatstudentswillforget,overthesummer,whentomovethedecimalleftorright.
Proceduralinstructions,aboutmovingthedecimalpoint,skiptheconceptualunderstanding.
Namely:Since100centimetersmakeameter,justlike100centsmakeadollar,notsurprisingly
236centimetersmake2.36meters,justlike236centsmake$2.36.Similarly236percentof777
is2.36x777.
Thisinstructionto"movethedecimaltwoplaces"mayalsobemisusedtoteachtheconversion
ofdecimalstopercents;itwillbeforgottenorgarbledoverthesummer.
Thisinstruction(above)to"movethedecimaltwoplaces"iswhatIcallan"Avoidthinkingby
excessivememorizationofoverlyspecializedprocedures"methodofmiseducation.Itis
popularwithtraditionaltextbooksbecauseitisaneasywaytoteach.Itavoidsallthinking.It
bringsshorttermsuccess.Thatstudentsforgetmuch,overthesummer,isagoodexcuseforthe
nextgrade'sbooktobelargelyacopyofthisgrade's.
Formorecomplicatednumbers,weusetheMethodofUnitaryAnalysis.
Problem7.Change236.5centimeterstometers.
Start:
Divide by 100:
Multiply by 236.5:

100 centimeters = 1 meter.

1 centimeter = 1/100 meter.
236.5 centimeters = 236.5/100 m. = 2.365 m.

Similarly, 236.5 (236 and a half) cents and 236.5% can be converted to 2.365 dollars and 2.365,
resp. Now, lets convert back:
It is absurd that a high school biology teacher had not learned how to change centimeters to
meters; -- unless he too, had been taught by the rule for idiots: "move the decimal two places", in
which case, it is predictable. The new 1999 California Standards require that students learn this
in Grade 4.
Problem 8. Change 2.365 to a percentage.

Start:

100% = 1

Multiply by 2.365:

236.5% = 2.365

Similarly, 2.365 dollars and 2.365 can be converted to 236.5 cents and 236.5%, resp.
(ii) Ratio and Proportion problems.
"Ratio" and "Proportion" basically, mean that we can set up tables, (as in the previous problems)
and then it is valid to multiply or divide a line by a number.
Problem 9. Jack and Jill went up the hill to pick apples and pears. Jack picked 10 apples 15
pears and Jill picked 20 apples and some pears. The ratio of apples to pears picked by both Jack
and Jill were the same. Determine how many pears Jill picked.
Solution

Apples
Jack

10

Pears
15

To obtain the 20 apples, Jill picked , we need simply double the 10 apples Jack picked. So we
multiply the chart by two.
Apples

Pears

Jack

10

15

Jill

20

30

Thus, Jill picked 30 pears.

Let's redo this problem with less nice numbers:
Problem 10. Jack picked 12 apples 15 pears and Jill picked 16 apples and some pears. The ratio
of apples to pears picked by Jack and Jill were the same. Determine how many pears Jill picked.
Solution

Apples
Jack

12

Pears
15

To obtain the 16 apples, Jill picked , we need to find what number multiplied by 12 will yield 16.
This is one meaning of division: 16/ 12 = 4/3. So multiply the one-line chart by 4/3:
Apples

Pears

Jack

12

15

Jill

16

20

Thus, Jill picked 20 pears.

Next, we present another solution in the spirit of unitary analysis. First divide the one-line chart
by 12, then multiply by 16:
Alternate Solution
Jack

Jill

Apples

Pears

12

15

15/12

16

16 x 15/12 = 20

Remark. Of course, these ratio problems should be presented only after the students are fluent
with the rate problems in the previous section. Otherwise, multiplying a chart line will be like
waving a magic wand, and there will be little understanding as to why the answer that emerges
should be correct.
Next is the same type of problem, except that the word "proportion" is used instead of the word
"ratio".
Problem 11. Physics tells us that weights of objects on the moon are proportional to their
weights on Earth. Suppose an 180 lb man weighs 30 lb on the moon. What will a 60 lb boy
weigh on the moon?
Solution:

Earth Weight
Man

180

Moon Weight
30

To obtain a 60 lb. Earth weight, we divide the 180 lb. Earth weight by 3; so we divide the line on
the chart by 3:
Earth Weight
Man
Boy

180
60

Moon Weight
30
10

Remark. Of course, elementary school children should have been taught that the weight of an
object is fixed. A bag of apples or a child has the same weight, no matter on which scale [on
Earth] the weightings occur. The parenthetical phrase "[on Earth]" is (of course) omitted from
instruction. It must be a complete mystery to them as to why a weight on the moon should be any
different than the weight on Earth. This is why, Problem 11 should be presented in a science

lesson, not in a math lesson. It should be presented only after a long discussion as to why weights
on the moon are a fraction of weights on Earth and then why it is always the same fraction.
Either is a sophisticated topic for middle school students.
As stated, Problem 11 is a straight-forward and correct proportion problem (albeit an unfortunate
one). In contrast, here is a similar, but impossible problem that should not be inflicted on
unsuspecting students:
Problem 12. (Impossible) Suppose an 180 lb man weighs 30 lb on the moon. What will a 60 lb
boy weigh on the moon?
Remark. There is no way for a student to know about this proportionality of weights of objects
on the moon and on Earth Nevertheless, rumor has it that this not an uncommon type of problem.
There is the expectation that students will make the completely unwarranted assumption that the
weights of objects on the moon are proportional to their weights on Earth. This is training
students to make completely unwarranted and sometimes completely incorrect assumptions of
proportional in many situations. Just as Problem 4 tempts students. Highly counterproductive!
Problem 13. A sample of 96 light bulbs consisted of 4 defective ones. Assume that today's batch
of 6,000 light bulbs has the same proportion of defective bulbs as the sample. Determine the total
number of defective bulbs made today. (Ignore the fact that the assumption of exact
proportionality is highly unlikely)
Number of Defective Bulbs
4

Total Bulbs
96

Having the "same proportion" means that it is valid to multiply the chart by a number. There will
be 6000 total bulbs. What number do we need to multiply 96 by to obtain 6000? The number
6000 divided by 96 which is 62.5. Thus 62.5 x 96 = 6000. We multiply the chart by 62.5:
Number of Defective Bulbs
4
62.5 x 4 = 250

Total Bulbs
96
62.5 x 96 = 6000

The answer is 250 Defective Bulbs out of a total of 6000 bulbs.

An "advanced" ratio problem. At least one Grade 8 textbook would refer to the next problem as
an "advanced" ratio problem, because of the additional addition involved.
Problem 14. A very small sample of light bulbs consisted of 4 defective ones and 96 good bulbs.
Assume that today's batch of 6,000 light bulbs has the same proportion of defective bulbs as the
sample. Determine the total number of defective bulbs made today. (Ignore the fact that the
assumption of exact proportionality is highly unlikely)

The difference, in this problem is that 96 is the number of good (Non-Defective) Bulbs in the
sample, not the total number. So one adds 4 + 96 =100, to obtain the total number of bulbs in the
sample. This yields this table:
Number of Defective Bulbs
4

Number of Nondefective Bulbs

96

Total Bulbs
100

Again, having the "same proportion" means it is valid to multiply the chart by a number. Here it
is useful to multiply by 60, since 60 x 100 is 6,000.
Number of Defective Bulbs
4
60 x 4 = 240

Number of Nondefective Bulbs

96
60 x 96

Total Bulbs
100
60 x 100 = 6000

The answer is 240 defective bulbs out of a total of 6000 bulbs.

Here is how this arithmetic problem appeared on the sample MD Algebra test. Therein, it is listed
as Item 15, a Data Analysis item.
MD Algebra Item 15. For quality control, a light bulb company conducted a random sampling
of their light bulbs. The results are shown below.
Number of Defective Bulbs 4; Number of Nondefective Bulbs 96
The light bulb company makes 6,000 light bulbs in a day. Based on this sample, how many
defective light bulbs can the company expect to make in a day?
A 240, B 250, C 1, 500, D 2, 400
A statistician colleague told me that on 70% of the days, the number of defective light bulbs will
range from 225 to 255, but only if it is true that light bulb production is described by a "binomial
distribution". Otherwise less is known. Rumors have it that more lemons are, or were, produced
on Mondays and Fridays at car factories than during midweek days. (A higher absentee rate
being the culprit). The same proportion does not always hold.
As a standarized test-taking tactic, students should think of the "key" word "expect" as if it is
basically a synonym to the phrase "when the same ratio/proportion occurs" This converts Item 15
into Problem 14; the same table and calculation yield the same correct answer A 240.
This Item 15 is on the web at
http://www.mdk12.org/mspp/high_school/look_like/algebra/v15.html.Clickingonaboxonthe
upperrightside,youwillreadthat:
"ThisitemwasfieldtestedinJanuaryandMayof2000.[Oneineightstudents]12.5%omitted
thisitem.Thechartshowsthepercentageofstudentresponsestoeachchoice.

A35.20%B23.20%C29.10%D12.50%"
StudentswhosolvedthisItem15asifitwereProblem13wouldcalculate(ontheirhand
calculators)theincorrectanswerB250.Itisamysterytomewhatthealmost30%,whochoseC
1,500mighthavebeenthinking?
Asnoted,thisshouldbeaGrade5levelproportionproblem.Itisabsurdthatonlyaboutonein
threestudentsdidthisproblemcorrectly(inthefieldtestingofmostlyGrade9students).Itis
doublyabsurdthatthenumberchoosingtheabsurdanswerC1,500,wasnotthatmuchlessthan
thenumberchoosingthecorrectanswer.Itookthetimetowritethisreportinthehopeof
reducingtheseabsurdities.
Clickingonanotherboxontheupperrightside,youwillreadthat:Item15
"Indicator3.2.1:Thestudentwillmakeinformeddecisionsandpredictionsbaseduponthe
resultsofsimulationsanddatafromresearch."
The"prediction",thatthestudentisexpectedtomake,isthatthereisthesameproportionof
defectivebulbsinanyday'soutputastherewasinthesample.Thestudentisnotexpectedto
justifythisprediction.Infact,thisisthestandardpredictionthatthestudentshouldmakeon
manyastandardizedtestdataanalysisitem.
Inreality,itwillbearareday,whenthepercentofdefectivebulbsisexactlythesameasinthe
sample,evenifallthesamplebulbsweremadeonthesameday.Theword"expect"isbeing
misusedinthewordingoftheproblem.Itisusedbecauseitisconnectedtothetechnical
statisticalterm"expectation".Instatistics,the"expectation"(basedonasample)isthebest
estimateoftheaveragepercentageofdefectivebulbsovermanydays.This"expectation"willbe
thesameasthepercentageofthesample,eventhoughthedailynumberofdefectivebulbswill
varyconsiderably.
Wehighlighttheproblemwithusingtheword"expect":
Remark.ConsiderItem15whenthesamplehas97goodbulbsandstill4defectiveones.
Redoingthesamecalculationyieldsan"expectation"of237.6,whichisfine,sinceexpectationis
anaverage.Butwhatdoesitmeanto"expect"237.6defectivebulbs?
Remark.Yes,thisisquitesophisticatedevenforGrade9;thisiswhyIthinkitisilladviseto
includeproblemslikethisItem15,inaGrade9levelcourse.Problem14isnotsophisticated,it
couldbetaughtinGrade5.
Problem15.Itcosts90centsforTheStripedToothpasteCompanytomake,packageandshipa
tubeoftoothpaste.Thecompanyalsohas"overheadcosts"of$3000permonth.Thecompany
sells(atwholesale)cartonsoftoothpasteatthepriceof$2.50pertube.Thismonth,thecompany
sold5000tubesoftoothpaste.Whatisthismonth'sprofit?

Remark.First,writingdown"verbalequations"isaverygoodwaytounderstand,explainand
justifycalculations;theyalsoleadthestudenttomakingappropriatecalculations.Theyarealso
usefullaterinsettingupAlgebraicwordproblems(Asintheappendix,"AlgebraicWord
Problems").
Solution.
{Thesalepriceof1tube}?{Thecostofmaking1tube}={Theprofitforeachtube}
=$2.50$0.90=$1.60.
{Thetotalgrossprofitonsaleofmanytubes}={Numberoftubes}x{Theprofitfor1tube}
=5000x$1.60=$8000.
{Thismonth'snetprofit}=
{Thismonth'sgrossprofitonsaleof5000tubes}{Monthlyoverheadcosts}=
$8000$3000=$5000.
(ii)CatchupandOvertakeproblems.Iamastrongproponentofandpractitionerofthe
"KISS"slogan,thatis"KeepItSimpleforStudents".Thesearithmeticsolutionsaresimplerand
providefarmoreconceptualunderstandingthanthealgebraicsolutionsexpectedontheMD
HSAsampleAlgebratest.Infact,theuseofAlgebratherein,getsinthewayofconceptual
understanding.
TheUnitaryAnalysisMethodtrainsstudentstothinkintermsof"perunit".Thisisaflexible
techniquethatmaybemodifiedtoprovidetheconceptualunderstandingforsolvingawide
varietyofproblemsincludingProblems16,17,18and19,below.
Problem16.Itcosts90centsforTheStripedToothpasteCompanytomake,packageandshipa
tubeoftoothpaste.Thecompanyalsohas"overheadcosts"(machineryorrentorwhatever)of
$3000.TheStripedToothpasteCompanysells(atwholesale)cartonsoftoothpasteatthepriceof
$2.50pertube.Howmanytubesoftoothpastedoesthecompanyneedtoselltocover/balance
outthefixedcosts?
Problem15wascrucialbackgroundforthethisproblem;usefulifithadbeenpresentedinthe
precedinggrade.
Thefixedcostsof$3000willbepaidforbythetotalgrossprofitonsaleofmanytubes.Weneed
$3000={fixedcosts}={Thetotalgrossprofitonsaleofmanytubes}.
{Theprofitforeachtube}={Thesalepriceof1tube}?{Thecostofmaking1tube}
=$2.50$0.90=$1.60.
{Thetotalgrossprofitonsaleofmanytubes}={numberoftubes}x{Theprofitfor1tube}.

Hence,
{Thenumberoftubes}={Thetotalgrossprofitonsaleofmanytubes}/{Theprofitfor1tube}
=$3000/1.60=1875.
Thus,thecompanywillneedtosell1875tubestocover/balanceouttheoverhead.
Problem16isanarithmeticversionofItem#32onthesampleMDAlgebraTest(onthewebat
http://www.mdk12.org/mspp/high_school/look_like/algebra/v32.html). Problem16requiresthe
studenttoprovidetheentiresolution.Incontrast,Item#32requiresthestudenttoprovideonlya
smallpartofthesolutiontoProblem16.WhenItem#32wasfieldtested,70%ofthestudents
omittedit.
Itookthephrase"CatchupandOvertake"fromthenextproblem:
Problem17.Astheclockstrikesnoon,JoggerJis2500yardsandWalkerWis4000yards
downtheroad(fromhere).JoggerJjogsattheconstantpaceof10yard/sec.WalkerWwalksat
theconstantpaceof5yard/sec.HowlongwillittakeJoggerJtocatchuptoWalkerB?
Solution:WalkerWstartsout1500yardsahead.
JoggerJisgainingatarateof105=5yard/sec.
JoggerJwillcatchuptoWalkerWin1500/5=300sec.
Wewillusethesamemethodtosolveacarrentalproblem(withthesamenumbers).
Problem18.(SampleMDHSAAlgebratestItem#23"AceCarRentalsadvertisesthatarental
carcosts$25perdayplusachargeof$0.10permile.Forthesamecar,BetterCarRental
advertisesapriceof$40perdayplus$0.05permile.
Forwhatnumberofmilesisthecostofrentingacarthesameatbothcompanies?
Solution.Tobeginwith(beforedriving),theonedaypriceforBetterCaris$15=1500cents
more(ahead)forasingleday.
AceCarischarging5centspermilemorethanBetterCar.
AceCar'spricewillovertakeBetterCar'spricein1500/5=300miles.
ThusAceCarandBetterCarchargethesamefora300mileday.
Incontrast,theskippedpart,ofthetextforItem#23ofthesampleMDAlgebratest,actually
presentsthebulkofanalgebraicsolutiontoProblem18usingthegraphsoftwolines.Lefttothe

studentistoreadthenumberwherethetwolinescross.(Seeitonthewebat
http://www.mdk12.org/mspp/high_school/look_like/algebra/v23.html)
(Whenthisitemwasfieldtested,about2ofevery3studentsfoundthecorrectanswer.)
Problem19."Twobicycleshopsbuildcustommadebicycles.BicycleCitycharges$160plus
$80foreachdaythatittakestobuildthebicycle.BikeTowncharges$120foreachdaythatit
takestobuildthebicycle.Forwhatnumberofdayswillthechargebethesameateachstore?"
(ThisisessentiallyItem#18onthesampleMDAlgebratest.Seeitonthewebat
http://www.mdk12.org/mspp/high_school/look_like/algebra/v18.html))WhenItem18wasfield
tested,almost60%ofthestudentsomittedit.Item#18isnota"realworld"problem;bicycles
areassembledinhoursnotdays.
Calculations.Foreachday,BikeTowncharges$120$80=$40morethanBicycleCity.But
BicycleCitystartsouthigherbythe$160charge.Ittakes160/40=4daysforthepricesto
equilize.
MDAlgebrasampletestItem#44isanother"CatchupandOvertakeproblem".Itcanbedone
withthesamearithmeticmethod.WhenItem44wasfieldtested,aboutahalfofthestudents
obtainedthecorrectanswer.
Thesefour"CatchupandOvertake"problemsItems#18,23,32,44areamongtheharder
problemsonthesampleMDAlgebratest.
Items#18and44canalsobedonebymakingasimplechartofthetwosetsofprices.ForItem
#18(Problem19),thechartis:
Total Days
Bike. City
Bike Town

2
240
120

4
320
240

400
360

480
480

Thechargewillbethesameateachstoreforafourdaybike.
ThekindsofskillsusedintheseProblems1619areofreallifebenefitandshouldbedeveloped.
Therefore,problemsofthisnatureshouldbeonaMDstatemathexamwithouttheextensive
hintsgivenintheMDHSAsampletest.TheMethodof"UnitaryAnalysis"allowsadownto
earthapproachtoallofthem.
(iv)Workproblems.Itseemslogicaltomethatmiddleschoolstudents,whohavebeentrained
tothinkintermsofamountperunit,wouldbeabletolearntodotheclassic(algebraic)work
problems,likeProblem20.

Problem20.(Work)SupposethatittakesSally3hourstomowalawn,andittakesTom4
hourstomowthesamelawn;Tom'smowerislesspowerfulthanSally's.Withoutusingalgebra
(xorothervariables)determinehowlongitwouldtakeSallyandTomtomowthelawnifthey
workedtogether(usingbothlawnmowers)?(Assumethateachworksathis/herstandardspeed
andtheynevergetineachothersway.)
MethodofUnitaryAnalysis.
Person Hours worked
Sally
3
Sally
1
Tom
4
Tom
1
Sally and Tom
1
Sally and Tom
12
Sally and Tom
12/7

Fraction of job done

1
1/3
1
1/4
1/3 + 1/4 = 7/12
12(7/12) = 7
7/7 = 1

Answer.ItwouldtakeSallyandTom12/7hourstomowthelawniftheyworkedtogether.
Hereisthesamemathematicalproblem,butinadifferentsetting:
Problem21.
IttakesSally3hourstowalkfromherhometoTom'shome.IttakesTom4hourstowalkfrom
hishometoSally'shome.Theywalkthesameroad.Supposetheybothleavetheirownhomesat
noon,walkingattheirstandardconstantspeedstowardeachother.Atwhattimedotheymeet?
(Thedistancebetweentheirhomes,wholivesuphillfromtheotherandtheirstandardconstant
speedsshallremainunknown.)
Person
Hours walked
Sally
3
Sally
1
Tom
4
Tom
1
Sally and Tom
1
Sally and Tom
12
Sally and Tom
12/7

Fraction of road walked

1
1/3
1
1/4
1/3 + 1/4 = 7/12
12(7/12) = 7
7/7 = 1

WhiletheworkproblemwasastandardhighschoolAlgebrawhenIattendedschool;ithasbeen
droppedfromthecurriculum.ThesearithmeticProblems20and21aremoredifficultthanany
AlgebraicproblemsonthesampleMDAlgebraTest.AworkproblemwhichrequiresAlgebrais
includedintheappendix.
Nowforaslightlydifferenttypeofworkproblem,wherethesametypeofideasareused,butin
whichmultiplyinganentirerowofthetable,byanumberisincorrect:

Problem22.SupposethatittakesTomandDick2hourstodoacertainjob.But,today,afriend
joinsthemandworksatthesamerateasTomandDick.Howlongwillittakeforthethreemen,
togethertodothesamejob?
Workers
2
2
1
3
3

Hours worked
2
1
1
1
4/3

Fraction of job done

1
1/2
1/4
3/4
1

Answer:ItwouldittakeTom,Dickandfriend4/3hourstodothesamejobtogether.
(v)AsophisticatedaverageproblemAverageproblems,mainly,requiretheuseofthedefining
formulaforan"average",namely:
Average[ofasetofnumbers]=Total[orsumofthenumbers]/{numberof
numbers};
Or,inshorthand:Average=Total/{numberofnumbers},
Andhence:Total=Averagex{numberofnumbers}
Similarlyforgasmileage:{Averagempg}={Totalmileage}/{Totalgallons},
Andhence:{Totalmileage}={Averagempg}x{Totalgallons}.
Hereisasophisticatedaverageproblem,butitssolutionisbasicallyjustrepeateduseofthe
definingformulaforan"average":
Problem23.In1999,supposethatU.S.familysmalltrucksaveraged20mpgandourfamily
carsaveraged28mpg.AlsosupposethatU.S.familiesdrove100billionmilesintheirsmall
trucksandourfamiliesdrove84billionmilesintheircars.Findtheaveragemileageoffamily
vehicles,alltogether.
Solution.
{Truckmpg[average]}={Totaltruckmileage}/{Totaltruckgas}.
Hence:{Totaltruckmileage}={Totaltruckgas}x{Truckmpg[average]}
Thus:{Totaltruckgas}={Totaltruckmileage}/{Truckmpg[average]}
=100billion/20=5billiongal.

{Carmpg[average]}={Totalcarmileage}/{Totalcargas}.
Hence:{Totalcarmileage}={Totalcargas}x{Carmpg[average]}
Thus:{Totalcargas}={Totalcarmileage}/{Carmpg[average]}
=84billion/28=3billiongal.
Averagemileagealltogether={Totalmileage}/{Totalgas}=184billion/8billion=23mpg.
1999CAstandardsGrades37MathReasoningStandard#1.2or1.3states:
"Determinewhenandhowtobreakaproblemintosimplerparts."Allofthesolutionspresented
inthisreportaredemonstratinghowtodothis.
Thesesetsofproblemsepitomizespirallearning,inthattheywillbuilda"problem"staircase,in
whichdoingeachsetofproblemsprovidesuseful,ifnotcrucialbackgroundforthelatersets.
Havingmasteryoverarepertoireoftheseproblemscanhelpstudentswithmorecomplicated
algebraicwordproblemsforwhichvarioustypesof"rates"areidealchoicesforunknown
variables("Rates"areunits.)Infact,suchproblemscanandshouldserveasanentrytoalgebraic
wordproblemsincluding,butnotlimitedto,theonesintheappendix:"AlgebraicWord
problems".