(i)SimpleRateProblems:The"UnitaryAnalysis"methodwillbeusedtosolve

manyproblemsthatinvolveproportions,withoutmentioningtheword"proportion".
(ThisisthemethodthatIwastaughtinGrade4atmylocalP.S.139inBrooklyn,
NewYorkCity,ahalfcenturyagowhenDr.Dickler,wasprincipal.)Infact,such
problemscanandshouldserveasbackgroundforformalproportionalthinking.
Problem1.ThreeTshirtscost15dollars.Howmuchdo5Tshirtscost?
MethodofUnitaryAnalysis,
Number of T-shirts

Cost

$15

25

Inthesamemanner,onecansolvethenext2problems,fromtwoothercontexts,
whichthehavethesamemathematicalstructure,andhaveessentiallythesame
solution.
Remark.Ofcourse,thisproblemshouldbepresentedonlyafterthestudents
arefluentwiththeparts,namely,*IfoneTshirtcost5dollars,howmuchdo5T
shirtscost?And*IfthreeTshirtscost15dollars,howmuchdoesoneTshirtscost?
Otherwise,thechartwillbeamystery.
Problem2.Achildcanrun5blocksin2minutes.Howlongdoesittakethechildto
run8blocks,atthesamespeed.
Problem3.Making5applepiesrequires2poundsofapples.Howmanypoundsof
applesareneededtomake8pies?
Blocks-run/pies

minutes/pounds-of-apples

2.00

.40

3.20

Problems1,2and3providegoodbackgroundformanyproblemsthatfollow.
Problem4.Aballdroppedfromatallbuilding,falls16feetinthefirstsecond.How
fardoesitfallintwoseconds?(Ignorefriction)
Warning.Multiplying2x16=32whetherdirectlyorbysettingupatableasin
Problems1,2and3,willproduceawronganswer.Whilethefallingdistanceisa
functionoftime,itisnotalinearfunction;itisnotproportionaltotime.Itiscrucial
checktothatthecalculationsbeingdonearethecorrectcalculations.Oneneedsa
reasonwhymultiplyingaline,inoneofthesetables,isavalidoperation.This
willincreaseinstructionaltimefortheseproblems.Ifstudentsgoonautomaticpilot,
whilesettingupthesetables,theywillsometimesdoitwhenitisnotvalid.Correctly,
multiplyingnumberswhenmultiplicationisnotjustifiediswrong.
DarcyConantwrote:"Manystudentseven'good'highschoolstudentshave
difficultywithrateproblems.Also,many"good"highschoolstudentshavedifficulty
indealingwithtimes(hoursandminutes).Lookatthetypesofrateproblemsina
'regular'(i.e.notwatereddown)HSGeometrytext(10thgrade)":
Problem5.(Time)Achildcanrun4blocksin2minutes.Howlongdoesittakethe
childtorun12blocks?
Problem6.(Rate)Achildcanrunatarateof21/2blocksperminutes.Howlong
doesittakethechildtorun7blocks?
Remark.Studentsshouldhavemasteredtheseinelementaryschool.Botharethe
sametypeasProblems1,2and3.Studentswillneedtobetoldthat"21/2blocksper
minutes"means"21/2blockseachminute".Itisabsurdthattheyarebeingtaughtin
highschool.Itisdoublyabsurdthattheyappearina"regular"HSGeometryclass,
wheretheyarediversionary.
DecimalstoPercentsandCentimeterstoMeters."Whenabiologyteacherhadto
teach[achemistryclass]atHowardHighSchool,howtochangecentimetersto
meters,hejusttoldthemtomovethedecimaltwoplacesratherthanillustratingthe
concept....'Fortyfiveminuteslater,onlythreeofthemgotit.'".("RightTeacher,
WrongClass",WashingtonPost,February15,1999)
AstudentinaGeorgiahighschoolAlgebraclassnoted:"Iknowhowtochange
centimeterstometers[Ilearneditinmiddleschool],justremindme,doImovethe
decimalleftorright?"

It'spredictablethatstudentswillforget,overthesummer,whentomovethedecimal
leftorright.
Proceduralinstructions,aboutmovingthedecimalpoint,skiptheconceptual
understanding.Namely:Since100centimetersmakeameter,justlike100centsmake
adollar,notsurprisingly236centimetersmake2.36meters,justlike236centsmake
$2.36.Similarly236percentof777is2.36x777.
Thisinstructionto"movethedecimaltwoplaces"mayalsobemisusedtoteachthe
conversionofdecimalstopercents;itwillbeforgottenorgarbledoverthesummer.
Thisinstruction(above)to"movethedecimaltwoplaces"iswhatIcallan"Avoid
thinkingbyexcessivememorizationofoverlyspecializedprocedures"methodof
miseducation.Itispopularwithtraditionaltextbooksbecauseitisaneasywayto
teach.Itavoidsallthinking.Itbringsshorttermsuccess.Thatstudentsforgetmuch,
overthesummer,isagoodexcuseforthenextgrade'sbooktobelargelyacopyof
thisgrade's.
Formorecomplicatednumbers,weusetheMethodofUnitaryAnalysis.
Problem7.Change236.5centimeterstometers.
Start:
Divide by 100:
Multiply by 236.5:
m.

100 centimeters = 1 meter.

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

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:
Multiply by 2.365:

100% = 1
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 oneline 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
6000

Number of Nondefective Bulbs

96
60 x 96

Total Bulbs
100
60 x 100 =

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.Clickingon
aboxontheupperrightside,youwillreadthat:
"ThisitemwasfieldtestedinJanuaryandMayof2000.[Oneineightstudents]
12.5%omittedthisitem.Thechartshowsthepercentageofstudentresponsestoeach
choice.
A35.20%B23.20%C29.10%D12.50%"
StudentswhosolvedthisItem15asifitwereProblem13wouldcalculate(ontheir
handcalculators)theincorrectanswerB250.Itisamysterytomewhatthealmost
30%,whochoseC1,500mighthavebeenthinking?
Asnoted,thisshouldbeaGrade5levelproportionproblem.Itisabsurdthatonly
aboutoneinthreestudentsdidthisproblemcorrectly(inthefieldtestingofmostly
Grade9students).ItisdoublyabsurdthatthenumberchoosingtheabsurdanswerC
1,500,wasnotthatmuchlessthanthenumberchoosingthecorrectanswer.Itookthe
timetowritethisreportinthehopeofreducingtheseabsurdities.
Clickingonanotherboxontheupperrightside,youwillreadthat:Item15
"Indicator3.2.1:Thestudentwillmakeinformeddecisionsandpredictionsbased
upontheresultsofsimulationsanddatafromresearch."
The"prediction",thatthestudentisexpectedtomake,isthatthereisthesame
proportionofdefectivebulbsinanyday'soutputastherewasinthesample.The
studentisnotexpectedtojustifythisprediction.Infact,thisisthestandardprediction
thatthestudentshouldmakeonmanyastandardizedtestdataanalysisitem.
Inreality,itwillbearareday,whenthepercentofdefectivebulbsisexactlythesame
asinthesample,evenifallthesamplebulbsweremadeonthesameday.Theword
"expect"isbeingmisusedinthewordingoftheproblem.Itisusedbecauseitis

connectedtothetechnicalstatisticalterm"expectation".Instatistics,the"expectation"
(basedonasample)isthebestestimateoftheaveragepercentageofdefectivebulbs
overmanydays.This"expectation"willbethesameasthepercentageofthesample,
eventhoughthedailynumberofdefectivebulbswillvaryconsiderably.
Wehighlighttheproblemwithusingtheword"expect":
Remark.ConsiderItem15whenthesamplehas97goodbulbsandstill4defective
ones.Redoingthesamecalculationyieldsan"expectation"of237.6,whichisfine,
sinceexpectationisanaverage.Butwhatdoesitmeanto"expect"237.6defective
bulbs?
Remark.Yes,thisisquitesophisticatedevenforGrade9;thisiswhyIthinkitisill
advisetoincludeproblemslikethisItem15,inaGrade9levelcourse.Problem14is
notsophisticated,itcouldbetaughtinGrade5.
Problem15.Itcosts90centsforTheStripedToothpasteCompanytomake,package
andshipatubeoftoothpaste.Thecompanyalsohas"overheadcosts"of$3000per
month.Thecompanysells(atwholesale)cartonsoftoothpasteatthepriceof$2.50
pertube.Thismonth,thecompanysold5000tubesoftoothpaste.Whatisthismonth's
profit?
Remark.First,writingdown"verbalequations"isaverygoodwaytounderstand,
explainandjustifycalculations;theyalsoleadthestudenttomakingappropriate
calculations.TheyarealsousefullaterinsettingupAlgebraicwordproblems(Asin
theappendix,"AlgebraicWordProblems").
Solution.
{Thesalepriceof1tube}?{Thecostofmaking1tube}={Theprofitforeachtube}
=$2.50$0.90=$1.60.
{Thetotalgrossprofitonsaleofmanytubes}={Numberoftubes}x{Theprofitfor
1tube}
=5000x$1.60=$8000.
{Thismonth'snetprofit}=
{Thismonth'sgrossprofitonsaleof5000tubes}{Monthlyoverhead

costs}=
$8000$3000=$5000.
(ii)CatchupandOvertakeproblems.Iamastrongproponentofandpractitionerof
the"KISS"slogan,thatis"KeepItSimpleforStudents".Thesearithmeticsolutions
aresimplerandprovidefarmoreconceptualunderstandingthanthealgebraic
solutionsexpectedontheMDHSAsampleAlgebratest.Infact,theuseofAlgebra
therein,getsinthewayofconceptualunderstanding.
TheUnitaryAnalysisMethodtrainsstudentstothinkintermsof"perunit".Thisisa
flexibletechniquethatmaybemodifiedtoprovidetheconceptualunderstandingfor
solvingawidevarietyofproblemsincludingProblems16,17,18and19,below.
Problem16.Itcosts90centsforTheStripedToothpasteCompanytomake,package
andshipatubeoftoothpaste.Thecompanyalsohas"overheadcosts"(machineryor
rentorwhatever)of$3000.TheStripedToothpasteCompanysells(atwholesale)
cartonsoftoothpasteatthepriceof$2.50pertube.Howmanytubesoftoothpaste
doesthecompanyneedtoselltocover/balanceoutthefixedcosts?
Problem15wascrucialbackgroundforthethisproblem;usefulifithadbeen
presentedintheprecedinggrade.
Thefixedcostsof$3000willbepaidforbythetotalgrossprofitonsaleofmany
tubes.Weneed$3000={fixedcosts}={Thetotalgrossprofitonsaleofmany
tubes}.
{Theprofitforeachtube}={Thesalepriceof1tube}?{Thecostofmaking1tube}
=$2.50$0.90=$1.60.
{Thetotalgrossprofitonsaleofmanytubes}={numberoftubes}x{Theprofitfor1
tube}.
Hence,
{Thenumberoftubes}={Thetotalgrossprofitonsaleofmanytubes}/{Theprofit
for1tube}
=$3000/1.60=1875.
Thus,thecompanywillneedtosell1875tubestocover/balanceouttheoverhead.

Problem16isanarithmeticversionofItem#32onthesampleMDAlgebraTest(on
theweb
athttp://www.mdk12.org/mspp/high_school/look_like/algebra/v32.html

). Problem16
requiresthestudenttoprovidetheentiresolution.Incontrast,Item#32requiresthe
studenttoprovideonlyasmallpartofthesolutiontoProblem16.WhenItem#32
wasfieldtested,70%ofthestudentsomittedit.
Itookthephrase"CatchupandOvertake"fromthenextproblem:
Problem17.Astheclockstrikesnoon,JoggerJis2500yardsandWalkerWis4000
yardsdowntheroad(fromhere).JoggerJjogsattheconstantpaceof10yard/sec.
WalkerWwalksattheconstantpaceof5yard/sec.HowlongwillittakeJoggerJ
tocatchuptoWalkerB?
Solution:WalkerWstartsout1500yardsahead.
JoggerJisgainingatarateof105=5yard/sec.
JoggerJwillcatchuptoWalkerWin1500/5=300sec.
Wewillusethesamemethodtosolveacarrentalproblem(withthesamenumbers).
Problem18.(SampleMDHSAAlgebratestItem#23"AceCarRentalsadvertises
thatarentalcarcosts$25perdayplusachargeof$0.10permile.Forthesamecar,
BetterCarRentaladvertisesapriceof$40perdayplus$0.05permile.
Forwhatnumberofmilesisthecostofrentingacarthesameatbothcompanies?
Solution.Tobeginwith(beforedriving),theonedaypriceforBetterCaris$15=
1500centsmore(ahead)forasingleday.
AceCarischarging5centspermilemorethanBetterCar.
AceCar'spricewillovertakeBetterCar'spricein1500/5=300miles.
ThusAceCarandBetterCarchargethesamefora300mileday.
Incontrast,theskippedpart,ofthetextforItem#23ofthesampleMDAlgebratest,
actuallypresentsthebulkofanalgebraicsolutiontoProblem18usingthegraphsof
twolines.Lefttothestudentistoreadthenumberwherethetwolinescross.(Seeit
onthewebathttp://www.mdk12.org/mspp/high_school/look_like/algebra/v23.html)

(Whenthisitemwasfieldtested,about2ofevery3studentsfoundthecorrect
answer.)
Problem19."Twobicycleshopsbuildcustommadebicycles.BicycleCitycharges
$160plus$80foreachdaythatittakestobuildthebicycle.BikeTowncharges$120
foreachdaythatittakestobuildthebicycle.Forwhatnumberofdayswillthe
chargebethesameateachstore?"
(ThisisessentiallyItem#18onthesampleMDAlgebratest.Seeitontheweb
athttp://www.mdk12.org/mspp/high_school/look_like/algebra/v18.html))WhenItem
18wasfieldtested,almost60%ofthestudentsomittedit.Item#18isnota"real
world"problem;bicyclesareassembledinhoursnotdays.
Calculations.Foreachday,BikeTowncharges$120$80=$40morethanBicycle
City.ButBicycleCitystartsouthigherbythe$160charge.Ittakes160/40=4days
forthepricestoequilize.
MDAlgebrasampletestItem#44isanother"CatchupandOvertakeproblem".Itcan
bedonewiththesamearithmeticmethod.WhenItem44wasfieldtested,aboutahalf
ofthestudentsobtainedthecorrectanswer.
Thesefour"CatchupandOvertake"problemsItems#18,23,32,44areamong
theharderproblemsonthesampleMDAlgebratest.
Items#18and44canalsobedonebymakingasimplechartofthetwosetsofprices.
ForItem#18(Problem19),thechartis:
Total Days
Bike. City
Bike Town

2
240
120

4
320
240

400
360

480
480

Thechargewillbethesameateachstoreforafourdaybike.
ThekindsofskillsusedintheseProblems1619areofreallifebenefitandshouldbe
developed.Therefore,problemsofthisnatureshouldbeonaMDstatemath
examwithouttheextensivehintsgivenintheMDHSAsampletest.TheMethodof
"UnitaryAnalysis"allowsadowntoearthapproachtoallofthem.
(iv)Workproblems.Itseemslogicaltomethatmiddleschoolstudents,whohave
beentrainedtothinkintermsofamountperunit,wouldbeabletolearntodothe
classic(algebraic)workproblems,likeProblem20.

Problem20.(Work)SupposethatittakesSally3hourstomowalawn,andittakes
Tom4hourstomowthesamelawn;Tom'smowerislesspowerfulthan
Sally's.Withoutusingalgebra(xorothervariables)determinehowlongitwouldtake
SallyandTomtomowthelawniftheyworkedtogether(usingbothlawnmowers)?
(Assumethateachworksathis/herstandardspeedandtheynevergetineachothers
way.)
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.ItwouldtakeSallyandTom12/7hourstomowthelawniftheyworked
together.
Hereisthesamemathematicalproblem,butinadifferentsetting:
Problem21.
IttakesSally3hourstowalkfromherhometoTom'shome.IttakesTom4hoursto
walkfromhishometoSally'shome.Theywalkthesameroad.Supposetheyboth
leavetheirownhomesatnoon,walkingattheirstandardconstantspeedstowardeach
other.Atwhattimedotheymeet?(Thedistancebetweentheirhomes,wholives
uphillfromtheotherandtheirstandardconstantspeedsshallremainunknown.)
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;
ithasbeendroppedfromthecurriculum.ThesearithmeticProblems20and21are
moredifficultthananyAlgebraicproblemsonthesampleMDAlgebraTest.Awork
problemwhichrequiresAlgebraisincludedintheappendix.
Nowforaslightlydifferenttypeofworkproblem,wherethesametypeofideasare
used,butinwhichmultiplyinganentirerowofthetable,byanumberisincorrect:
Problem22.SupposethatittakesTomandDick2hourstodoacertainjob.But,
today,afriendjoinsthemandworksatthesamerateasTomandDick.Howlongwill
ittakeforthethreemen,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,requiretheuseof
thedefiningformulaforan"average",namely:
Average[ofasetofnumbers]=Total[orsumofthenumbers]/{number
ofnumbers};
Or,inshorthand:Average=Total/{numberofnumbers},
Andhence:Total=Averagex{numberofnumbers}
Similarlyforgasmileage:{Averagempg}={Totalmileage}/{Total
gallons},
Andhence:{Totalmileage}={Averagempg}x{Total
gallons}.
Hereisasophisticatedaverageproblem,butitssolutionisbasicallyjustrepeateduse
ofthedefiningformulaforan"average":

Problem23.In1999,supposethatU.S.familysmalltrucksaveraged20mpgandour
familycarsaveraged28mpg.AlsosupposethatU.S.familiesdrove100billionmiles
intheirsmalltrucksandourfamiliesdrove84billionmilesintheircars.Findthe
averagemileageoffamilyvehicles,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."Allofthesolutions
presentedinthisreportaredemonstratinghowtodothis.
Thesesetsofproblemsepitomizespirallearning,inthattheywillbuilda"problem"
staircase,inwhichdoingeachsetofproblemsprovidesuseful,ifnotcrucial
backgroundforthelatersets.
Havingmasteryoverarepertoireoftheseproblemscanhelpstudentswithmore
complicatedalgebraicwordproblemsforwhichvarioustypesof"rates"areideal
choicesforunknownvariables("Rates"areunits.)Infact,suchproblemscanand
shouldserveasanentrytoalgebraicwordproblemsincluding,butnotlimitedto,the
onesintheappendix:"AlgebraicWordproblems".

January,2003