365 Problems and Solutions (Day 70)

365 Math Problems
and Solutions
Mastering Math the Sage Way
Sage Review Group

Ms. Cris Anne Joy Martin Perez
365 Math Problems and Solutions
DAY 1
P ROBLEM
Similar Problems You Might
Her age two years from now is one half of her current age more than 12. What
Want to Work On:
is her present age?
1. Half of Fabrizia’s
current age is five
S OLUTIONS more than one-fourth
of her age ten years
In dealing with age problems, the construction of the “past, present and future”
from now. What is
table never fails. Once you get a stable grip on problems like this, you can Fabrizia’s current
eliminate this first step (construction of time table) and create a working age?
equation right away, but if you are still quite confused and not very confident, I 2. One-seventh of
Tiffany’s present age
strongly encourage you to do this unfailing step. Here are the procedures in
plus one-half of her
solving this problem: age ten years ago is
thirty less than her
1. Construct a time table.
current age. How old
PAST PRESENT FUTURE (two years from is Tiffany currently?
now) 3. One-sixth of
Legendre’s age ten
years from now is
2. Construct variables. twenty less than his
his current age. What
Let 𝑥 be the present age of the person.
is one-half of his
After this, we update the table as follows. current age?
4. Baby Cyrel’s age
PAST PRESENT FUTURE (two years from eighteen years from
now) now is five times his
X X+2 age two years from
now. What is his
current age?
Note that we don’t have anything in the problem which tells us about
5. One-third of Cheska’s
the past age of the person, thus, we leave the row under “past” blank. age plus one-half of
Also, we put 𝑥 + 2 under the “future”. We add 2 because the problem her age seven years
said that the future is referring to the time two years from now. from now is her
current age. How old
is she now?
3. Interpret the problem.
In other words, the problem says that:
1
𝑎𝑔𝑒 𝑡𝑤𝑜 𝑦𝑒𝑎𝑟𝑠 𝑓𝑟𝑜𝑚 𝑛𝑜𝑤 = 𝑐𝑢𝑟𝑟𝑒𝑛𝑡 𝑎𝑔𝑒 + 12
2
In mathematical terms, the problem says that:
1
𝑥+2 = 𝑥 + 12
2
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1 1 1
Note that 2 𝑥 + 12 is not the same as 2 (𝑥 + 12). If the problem wants us to write 2 (𝑥 + 12), it
will say “one-half of her age twelve years from now”, but it didn’t.
4. Solve the problem.

Given:
1
𝑥+2 = 𝑥 + 12
2
A problem-solving strategy is we transpose all the terms with 𝑥’s in one side and the other
terms in the other:
1
𝑥 − 𝑥 = 12 − 2
2
1
𝑥 = 10
2
𝑥 = 20.
5. Interpret the answer you got.

Since we let 𝑥 be the present age of the person, her present age is 20. This is also what the
problem is asking for.
Therefore, her present age is 20 years old.
6. Check the result you got by recalling the problem.

During entrance examinations, usually, checking your answer is not very advisable since the
exam is time-pressured, but we are not just talking about college entrance examinations here.
We are talking about how you can improve your Math skills so we check the answer we got.
The problem said that “Her age two years from now is one-half of her current age more than
12”. If we let the present age to be 20, the age two years from now is 22. Also, if we let the
present age to be 20, one-half of her current age is 10, plus 12 is 22. Therefore, it is right that
the present age is 20. ∎
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DAY 2
P ROBLEM Similar Problems You Might
The difference between two numbers is 12. Twice the smaller plus four times Want to Work On:
the larger is 108. What are the numbers? 1. The difference

between two
numbers is −45 .
S OLUTIONS Twice the smaller of
A problem like this one is very straightforward. Unlike other kinds of problem, the numbers plus the
larger is 72. What are
we only need to assign variables then start solving right away. Here are the
the numbers?
procedures in solving this problem: 2. The difference
between two
1. Assign variables.
numbers is 28. Seven
For this problem, we assign two variables because that is what the times the smaller less
problem gave us. Let 𝐿 and 𝑆 be two numbers, 𝐿 being the larger of the than twice the larger
two. Note that it is advisable to assign variables which will give you clues is 56. What are the
numbers?
on what it represents. In this problem, 𝐿 is the larger number and 𝑆 is
3. The difference
the smaller. between two
numbers is 60. Twice
2. Translate words into mathematical symbols. the smaller plus twice
“The difference between two numbers is 12” only says that: the larger is 164.
What are the
numbers?
𝐿 − 𝑆 = 12 EQUATION A 4. The difference
between two
Note that the difference is 12, a positive number, so it should be 𝐿 − 𝑆. numbers is −17 .
Three times the larger
If in case, the problem said that the difference is −12, we should
number plus two
interpret it as 𝑆 − 𝐿 because a smaller number minus a larger one yields times the smaller
a negative number. Next, the problem said that “twice the smaller plus number is 201. What
four times the larger is 108”. In mathematical symbols, this is: are the numbers?
2𝑆 + 4𝐿 = 108 EQUATION B 5. Two numbers have a
difference of 23. Five
A rule of the thumb says that we should get 2 equations if we have 2
times the smaller plus
variables or 2 unknowns. After acquiring equation A and B, we are now twice the larger is
ready to solve. 130. What are the
two numbers?
3. Solve the problem using the data you gathered earlier.

In solving systems with two variables, we have several ways. For this
problem, I will use substitution. I will be using the other ways in other
problems in this compilation.
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Equation A: 𝐿 − 𝑆 = 12
Rewriting this: 𝐿 = 12 + 𝑆 EQUATION C
We then plug in equation C to Equation B:

2𝑆 + 4 12 + 𝑆 = 108
Distributing: 2𝑆 + 4 12 + 4 𝑆 = 108
Simplifying: 2𝑆 + 48 + 4𝑆 = 108
2𝑆 + 4𝑆 = 108 − 48
6𝑆 = 60
𝑆 = 10.
Plugging this in Equation C: 𝐿 = 12 + 10
𝐿 = 22.

Since the problem is asking for the two numbers, we answer both the values of 𝑆 and 𝐿.
Therefore, the two numbers are 10(smaller) and 22(larger).
5. Evaluate the result.

We let the two numbers to be 10 as the smaller, and 22 as the larger. Their difference is
22 − 10 = 12. Then twice the smaller number (10) is 2 10 = 20. Four times the larger number
(22) is 4 22 = 88, and 88 + 20 = 108. Well, it seems like we got the correct answer. ∎
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DAY 3
P ROBLEM Similar Problems You Might
Want to Work On:
On a bank account of $1600, how much yearly interest will be paid annually if
the rate is 5%? 1. Gerald invested
$3400 in a bank. How
much interest will he
S OLUTIONS gain after two years if
Investment problems’ complicatedness can range from very easy to quite the rate is 8%
annually?
difficult. This one is quite easy. We only need to remember the equation for
2. How much money did
simple interest which is 𝐼 = 𝑃𝑅𝑇, where 𝐼 is the interest, 𝑃 is the principal Mr. Hull invested on a
money, 𝑅 is the rate and 𝑇 is the time that your money was left in the bank. A bank with rate 6%
common mistake in solving this problem is students substitute right away the semiannually if the
interest he got after
values they have in hand. We still need to convert the time and rate to a similar
one year is $60,000?
unit (they should be both in terms of year, months or even days) if they differ. 3. How long did Lucy
Here are the procedures in solving this problem: invested her $50,000
in a bank which yields
1. Identify the given information and identify the unknown. 7% interest
The problem is asking for the yearly interest. It means that 𝐼 in 𝐼 = 𝑃𝑅𝑇 semiannually if the
must be missing. The money left in the bank to grow must be $1600. This interest she got after
is the principal money. So 𝑃 = $1600. The rate is often easily identified. that span of time is
$3,500?
It is usually the one with the percentage sign. So the rate must be 5%.
4. Moira decided to
0.05 5
𝑅 = 5% 𝑝𝑒𝑟 𝑦𝑒𝑎𝑟 𝑜𝑟 1 𝑌𝐸𝐴𝑅 . Note that 5% = 100 or 0.05 . Always invest her $15,000 in
a bank. After a year
remember that 0.05 is not equal to 0.5. This is also a common mistake
and a half she got
that you should be careful of. Lastly, the problem asks about the “yearly $3,375 interest. What
interest”. It is also a way of saying “how much interest will be paid after is the rate of the
a year?” So 𝑇 = 1 𝑦𝑒𝑎𝑟. The 𝑇 and 𝑅 are both in terms of “year” so we bank?
need not convert. Now that we identified the values we need, we are 5. On a bank account of
$45,000, how much
now ready to solve.
interest will be paid
2. Substitute the given and solve. after four months if
𝐼 = 𝑃𝑅𝑇 the rate is 4% per
0.05 year?
𝐼 = $1600 (1 𝑦𝑒𝑎𝑟)
1 𝑦𝑒 𝑎𝑟
𝐼 = $1600 0.05
𝐼 = $80
Since we are looking for the interest, and we found the value of 𝐼, this must be the answer.
Therefore, the yearly interest is $80.
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The easiest way to check this is to perform the multiplication again and see if you got the same
result as your answer. Take note that the “year” unit was canceled while we were solving. This
leaves us the unit “$”, which is right because the interest must have a unit of a money. Also,
remember that the interest is always less than the principal money. So if ever you got a value for
𝐼 greater than 𝑃, there must be something wrong in your solutions. ∎
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DAY 4
Want to Work On:
P ROBLEM
1. How much water
How many peanuts should be mixed with a nut mixture that is 40% peanuts to
must be added to a
produce 36 ounces of a 60% peanut mixture? 100% alcohol in order
to produce 10 liters of
60% alcohol?
S OLUTIONS 2. Mila’s juice stand is
Just like in age problems, the unfailing step in solving mixture problems is so famous for its
constructing a diagram that will contain the data you need in solving. True Summer-flavored
juice. Its recipe says
enough, there are some difficulties in solving mixture problems because you
that its 72.5% is made
need the skill to identify certain values just by analyzing the problem, yet this up of pineapple juice.
skill can be acquired from continuous practice. Here are the procedures in How much pineapple
solving this problem: juice must be mixed
with a 45% pineapple
1. Construct a diagram. mixture in order to
produce 2 liters of the
popular fruit juice?
3. One alloy contains
MIXTURE 1 MIXTURE 2 PRODUCT 80% gold and another
+ =
alloy contains 55%
gold. The two alloys
are combined to
make 40 grams of an
We construct a diagram which is
alloy that is 70% gold.
composed of mixture 1, mixture 2 and the product. The sign between How many grams of
mixtures 1 and 2 depends on what the problem said. In this case, the the 80% alloy are
problem said that mixture 1 will be mixed with mixture 2. So we add used?
them. If in case the problem said that mixture 2 will be removed from 4. How much salt must
be added to 20% salt
mixture 1, we use subtraction instead.
solution in order to
2. We fill in the diagram with the necessary information. produce 20 ounces of
25% salt solution?
A convenient way for this is we put both the amount and percentage in
5. Each mixture is
the diagram, careful enough as not to put the data in the wrong place. composed of gummy
Also, we should always remember that the amount can be added and worms and gummy
subtracted, but not the percentage. It doesn’t follow that if mixture 1 is bears. How much
gummy worms must
20% and mixture 2 is 30%, the product is 50%. It is NOT correct to think
be added to a candy
of it that way. In the problem, it said, “How many peanuts…”, so mixture mixture composed of
1 must be pure peanut or 100% peanut. The problem continued with 40% gummy worms in
“…must be mixed with a nut mixture that is 40% peanuts…” so mixture 2 order to produce 72
must be 40% peanuts. The problem ended with “…to produce 36 ounces grams of 60% gummy
worms mixture?
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of a 60% peanut mixture?” so we are given both how much and what percentage the product is.
We then update the diagram:
? ? 36 ounces
100% + 40% = 60%
It is always best to assign the variable to the value we want to find. Let 𝒙 be the amount present
in the first mixture. Like what I’ve said in the previous steps, we can add or subtract the amount
present in the mixtures. So 𝒙+? = 𝟑𝟔. The second mixture must have 36 − 𝑥 ounces of
peanut. If we are going to check it, 𝑥 + 36 − 𝑥 = 𝑥 + 36 − 𝑥 = 36, which agrees to the
amount in the product. We then update the diagram again:
X ounces (36 – x) ounces 36 ounces
100% 40% 60%

+ =
4. Solve the problem using the data above.

We multiply the percentage of each mixture to their respective amounts:
𝑥 100% + 36 − 𝑥 40% = 36 60%
𝑥 1.00 + 36 − 𝑥 0.40 = 36 0.60
𝑥 + 36 0.40 − 𝑥 0.40 = 36 0.60
𝑥 + 14.4 − 0.40𝑥 = 21.6
𝑥 − 0.40𝑥 = 21.6 − 14.4
0.60𝑥 = 7.2
𝑥 = 12
Since we let 𝑥 be the amount present in the first mixture which contain pure peanuts, this is the
answer.
Therefore, 12 ounces of peanuts must be added.
We let 𝑥 = 12 and we check if the equation below will be satisfied:
𝑥 1 + 36 − 𝑥 0.4 = 36 0.60
12 1 + 36 − 12 0.4 = 36 0.60
12 + 24 0.4 = 36 0.60
12 + 9.6 = 36 0.60
21.6 = 21.6 ∎
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DAY 5
Want to Work On:
P ROBLEM
1. Bapor Tabo is
Lori starts jogging from a certain point and runs 5kph. Jeffrey jogs from the
traveling at 7 kph.
same point 15 minutes later at a rate of 8kph. How long will it take Jeffrey to Star Ferry started to
catch up to Lori? sail 5 hours after
Bapor Tabo left the
port. Star Ferry;s rate
S OLUTIONS is 12 kph. How long
Motion problems range to very easy to quite difficult ones. This belongs to the will Star Ferry catch
up Bapor Tabo?
average questions. In dealing with this, we only need to remember that 𝐷 = 𝑅𝑇,
2. Ella and Yori had a
where 𝐷 is the total distance traveled, 𝑅 is the rate of the one in motion and 𝑇 is little misunderstand-
the time that it took the traveling object to complete the distance. It is always ding. Ella started
best to write the given data down and analyze the problem, translate it to a walking away from
language which you master in order to come up with the right working equation, Yori at a rate of 2 kph.
After 4 minutes of
and always remember that you won’t be given a problem with no sufficient
thinking and making
given data. The data in the problem will always be enough. Here are the his mind up, Yori
procedures in solving this problem: realized that he really
was wrong and he
1. Write down the data given in the problem. should chase Ella as
𝐿𝑜𝑟𝑖 ′ 𝑠 𝑟𝑎𝑡𝑒 = 5𝑘𝑝𝑕 fast as possible. He
𝐽𝑒𝑓𝑓𝑟𝑒𝑦 ′ 𝑟𝑎𝑡𝑒 = 8 𝑘𝑝𝑕 walked at a rate of 10
kph. How long will it
𝐽𝑒𝑓𝑓𝑟𝑒𝑦 𝑙𝑒𝑓𝑡 15 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 𝑎𝑓𝑡𝑒𝑟 𝐿𝑜𝑟𝑖 𝑙𝑒𝑓𝑡.
take Yori to catch up
2. Analyze the problem.
to Ella?
Although Lori left earlier, Jeffrey’s rate is bigger. That means, Jeffrey is 3. A delivery truck is
faster than Lori. But Lori has this 15-minute advantage because he left traveling at a rate of 5
earlier. This means that we add 15 to his time. Also, since we are looking kph. It was 7 minutes
after it left that the
for the time that Jeffrey will catch up Lori, we set their distances to be
owner realized that it
equal, since if you catch someone, it means that you have the same was delivering a
distance with him/her. package to the wrong
3. Assign variables. place so he sent a
Let 𝒙 be the time after Jeffrey left, that he will catch up Lori. motorcycle to catch
the truck as fast as
This is not the same for the both of them. 𝑥 + 15 will be the time after
possible. The
Lori left that Jeffrey will catch him, since he has that 15-minute motorcycle traveled
advantage. for 75 kph. How long
4. Create a working equation and solve. will it take the
motorcycle to catch
Since we agreed earlier that Lori and Jeffrey have the same distances, we
the truck?
start by equating them:
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒𝐿𝑜𝑟𝑖 = 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒𝐽𝑒𝑓𝑓𝑟𝑒𝑦
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𝑟𝑎𝑡𝑒𝐿𝑜𝑟𝑖 𝑡𝑖𝑚𝑒𝐿𝑜𝑟𝑖 = 𝑟𝑎𝑡𝑒𝐽𝑒𝑓𝑓𝑟𝑒𝑦 𝑡𝑖𝑚𝑒𝐽𝑒𝑓𝑓𝑟𝑒𝑦

5 𝑥 + 15 = 8 𝑥
5𝑥 + 5 ∙ 15 = 8𝑥
5𝑥 + 75 = 8𝑥
75 = 8𝑥 − 5𝑥
75 = 3𝑥
75
𝑥= 3
𝑥 = 25
Since we let 𝑥 be the time after Jeffrey, such that he will catch Lori, we can consider the answer
we got to be the final answer.
Therefore, Jeffrey will catch Lori 25 minutes after Jeffrey left.
Also, we can consider 𝑥 + 15 to be the final answer, taking necessary
4. A criminal was
precautions that this time is in terms of Lori, unlike the other one which traveling at a rate of 5
is in terms of Jeffrey. Since 𝑥 = 25, 𝑥 + 15 = 25 + 15 = 40. kph. After 2 minutes,
Therefore, Jeffrey will catch Lori 40 minutes after Lori left. the police went to
6. Evaluate the result. chase him. They were
traveling at a rate of
Suppose, 𝑥 = 25. Then, after 25 minutes of traveling in 8 𝑘𝑝𝑕, Jeffrey
15 kph. How long will
traveled: it take the police to
𝐷 = 𝑅𝑇 catch the criminal?
8 𝑘𝑚 5. Pepe and Nene are
𝐷= 25 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 playing hide-and-
60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
10 seek. Nene runs at a
𝐷 = 𝑘𝑚.
3 rate of 3 kph. After 15
10
Jeffrey traveled 3
𝑘𝑚. minutes of singing
“Tagutaguan
On the other hand, after 40 minutes of traveling in 5 𝑘𝑝𝑕, Lori traveled:
Maliwanag ang
𝐷 = 𝑅𝑇 Buwan”, Pepe began
5 𝑘𝑚 searching for her at a
𝐷= 40 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 rate of 8 kph. How
10 long will Pepe catch
𝐷= 𝑘𝑚.
3 Nene if Nene did not
10 change her position?
Lori traveled 𝑘𝑚.
3
They have the same distance traveled. Meaning, Jeffrey really caught up
Lori after the 25 minutes for Jeffrey and after 40 minutes for Lori. ∎
CAJMP Page 11
DAY 6
Want to Work On:
P ROBLEM
1. The total number of
I have both cows and chickens and their sum is 30. I found out that the total
dogs and trainers is
number of head is 5/2 of the number of chickens’ legs less than the number of 30. Twice the total
the legs of the cows. How many cows do I have? number of heads is
twice the number of
human legs more
S OLUTIONS 4
than of the number
6
This problem only needs you to remember that chickens have two legs and cows of dogs. How many
have four. If you take this in consideration, you will get the answer. Also, this is dogs are there?
an example of a problem which needs two variables in solving, unlike the others 2. I have both horses
and chickens. There
which require only one, but there is no extra step in solving this. We assign
are 34 legs. 5 times
variables right away and we don’t need to construct any diagram or table. Here the number of
are the procedures in solving this problem: chickens’ head is 5
less than 8 times the
1. Assign variables. number of horses’
Let 𝑥 be the number of cows and let 𝑦 be the number of chickens. Since heads. How many
chickens and cows both have a single head, the number of chickens’ horses are there?
3. I have both polar
heads is 𝑦 and the number of cows’ heads is 𝑥. On the other hand, cows
bears and penguins.
have 4 legs. So in order to look for the number of cows’ legs, we multiply The total number of
𝑥 by 4. Similarly, the number of chickens’ legs is 𝑦 multiplied by 2, since their heads is 29.
chickens have two legs. Thrice the number of
penguins’ legs plus
2. Construct the working equations.
four times the
Like what I’ve said from the previous days, since we have two variables, number of polar
there must also be two working equations. First, it said that “I have both bears’ legs is 9 times
cows and chickens and their sum is 30”. In mathematical terms, this the total number of
must be: their heads more
than 53. How many
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑜𝑤𝑠 + 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑕𝑖𝑐𝑘𝑒𝑛𝑠 = 30
penguins do I have?
𝑥 + 𝑦 = 30 EQUATION A 4. The total number of
5 my ducks and cats is
Then it said that the total number of head (𝑥 + 𝑦) is of the number of 35. The total number
2
chickens’ legs (2𝑦) less than the number of the legs of the cows (4𝑥). In of their legs is 80.
mathematical terms, this must be: How many ducks are
there?
5 5. The total number of
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑕𝑒𝑎𝑑𝑠 = 𝑙𝑒𝑔𝑠 𝑜𝑓 𝑐𝑜𝑤𝑠 − 𝑙𝑒𝑔𝑠 𝑜𝑓 𝑐𝑕𝑖𝑐𝑘𝑒𝑛𝑠 my pigs and ducks is
2
16. The total number
5
𝑥 + 𝑦 = 4𝑥 − 2 2𝑦 EQUATION B of their legs is 56.
How many pigs do I
have?
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3. Simplify the equations and solve.

We first simplify Equation B because it is the more complicated expression:
5
𝑥 + 𝑦 = 4𝑥 − 2𝑦
2
10𝑦
𝑥 + 𝑦 = 4𝑥 −
2
𝑥 + 𝑦 = 4𝑥 − 5𝑦
5𝑦 + 𝑦 = 4𝑥 − 𝑥
6𝑦 = 3𝑥
6
𝑦=𝑥
3
2𝑦 = 𝑥 EQUATION C
Equation A is 𝑥 + 𝑦 = 30, we can also write is as 𝑥 = 30 − 𝑦 and we plug it in to Equation C.
2𝑦 = 𝑥
2𝑦 = 30 − 𝑦
2𝑦 + 𝑦 = 30
3𝑦 = 30
𝑦 = 10
Since 𝑥 = 30 − 𝑦 and 𝑦 = 10 as we found it, we substitute it to 𝑥.
𝑥 = 30 − 𝑦
𝑥 = 30 − 10
𝑥 = 20
Since we have two values, 𝑥 and 𝑦, we have to choose between them. The problem is asking for
the number of cows, and in step 1, we let that to be 𝑥. Thus, we choose 𝑥.
Therefore, the number of cows is 20.
If we let 20 to be the number of cows and 10 to be the number of chicken, we try to substitute it
to the problem. The sum of 10 and 20 is 30, so that agrees with the first statement of the
problem. The total number of heads is also 30. The number of cows’ legs is 4𝑥 = 4 20 = 80,
5 5 10 100
minus the of the number of chicken’s legs will be 2 10 = 10 = = 50. 80 − 50 =
2 2 2 2
30. Our acquired values agree with the problem, making the result we got correct. ∎
CAJMP Page 13
DAY 7 Similar Problems You Might

Want to Work On:
P ROBLEM 1. Mr. Go sells gadgets

by raising the
A discount store prices its blank videotapes by raising the wholesale price by
wholesale price by
40% and adding $0.20. What must be the tape’s wholesale price be if the tape 30% and adding
sells for $3.00? P1500. If a laptop sells
P14500, what must be
its wholesale price?
S OLUTIONS 2. What will be the price
This problem is just a simple percentage one but with a twist. The only crucial of 4 shirts if the
wholesale price is at
part here is the identification of the given data. We always have to be very
P200 and the selling
careful so as not to mismatch the data we have at hand. We use the price is gained by
formula 𝑃 = 𝑅𝐵, where 𝑃 is the percentage or the discounted price, 𝑅 is the raising the whole
rate or the one easily identified because of the percentage symbol and 𝐵 is the price by 50% and
base or the original money. If 𝑅 is less than 1 or less than 100%, 𝑃 is less than 𝐵, adding P50?
3. Beatrice spent P234
but if 𝑅 is greater than 1 or greater than 100%, 𝑃 is greater than 𝐵. Here are the
on an online shop.
procedures in solving this problem: She bought a
necklace. The owner
1. Assign variables. said that the selling
Since the problem is asking for the wholesale price or the original price, price of her items is
we let 𝑥 be the whole price of the tape. This assigning is quite easy for acquired by raising
this problem because the problem is straightforward and is asking for the wholesale price by
30% and adding P50
only one value.
handling fee. What
2. Translate the problem into mathematical terms. must be the
The problem said that the wholesale price is raised by 40%. If 𝑥 is the wholesale price of the
wholesale price of the tape, that will be 40%𝑥 + 𝑥. Take note that it is necklace?
4. Another store prices
not just 40%𝑥 since this is just a discounted price and lesser than 𝑥. The
its dresses by raising
problem said that the price was raised, so we still have to add 40%𝑥 to the wholesale price by
𝑥. Next, it said that the “raised price” is then added to $0.20. So we add 40% and adding $10.
40%𝑥 + 𝑥 to $0.20, then we equate all of this to $3.00 because the What must be the
problem said that $3.00 is the selling price, meaning, this is the product dress’s wholesale
price be if the dress
of all the increments. From all of these, the working equation will be:
sells for $73?
40%𝑥 + 𝑥 + $0.20 = $3.00 5. What will be the price
3. Solve. of an iPod if the
40%𝑥 + 𝑥 + $0.20 = $3.00 wholesale price is at
0.40𝑥 + 𝑥 + $0.20 = $3.00 P18000 and the
selling price is made
0.40𝑥 + 𝑥 = $3.00 − $0.20
by raising the whole
1.40𝑥 = $2.80 price by 20% and
𝑥 = $2.00 adding P500?
CAJMP Page 14

Since we let 𝑥 be the wholesale price, this must be the final answer.
Therefore, the wholesale price is $2.00.
We work backwards in order to check if we got the correct answer. For instance, $2.00 is the
wholesale price of a blank videotape. 40% of $2.00 is 0.8. So if we raise the price by 40%, this
will be $2.00 + $0.8 = $2.8. Then, if we add $0.2 like what the problem is saying, the new price
will be $2.8 + $0.2 = $3.00. This agrees with the value given in the problem, so our answer
must be correct. ∎
CAJMP Page 15
DAY 8
P ROBLEM
𝟐𝟖+𝟕𝟐×[𝟖+𝟔 𝟑𝟐÷𝟐𝟒 − 𝟒𝟐 ÷𝟖 −𝟐×𝟑]
Simplify: .
𝟒𝟑
S OLUTIONS
Unlike word problems which we commonly solve, numerical problems like the one given above are very
straightforward and requires less analysis and less steps in solving than word problems. We only need to
be extra careful because those problems often confuse students. Here are the
procedures in solving this problem:
1. Simplify. Want to Work On:
We simplify this by means of writing the original problem then Simplify the following
performing the operation little by little until we arrive at the answer. expressions:
Take note that we also solve using MDAS (Multiplication or Division then
1. 28 × 37 +
Addition or Subtraction). We begin solving by solving the innermost part
16 64 ÷ 42 −
of the expression, regardless if it is inside a brace, parentheses or 23 − 4 − 7 ×
brackets: 3 +7
28 + 72 × [8 + 6 32 ÷ 24 − 42 ÷ 8 − 2 × 3]
43 2. {56 ×
76 + 5 × 4 ÷
28 + 72 × [8 + 6 32 ÷ 24 − 16 ÷ 8 − 2 × 3] 10 − 8 } + 83
43
3. 47 + 13 × [96 +
28 + 72 × [8 + 6 32 ÷ 24 − 2 − 2 × 3]
123{83 ÷ 162 −
43
44 ÷ 128 − 2 ×
9]
28 + 72 × [8 + 6 32 ÷ 16 − 2 − 2 × 3]
43
4. 19 + 21 × [87 +
5{64 ÷ 42 −
28 + 72 × [8 + 6 2 − 2 − 2 × 3]
44 ÷ 128 − 2 ×
43
3]
28 + 72 × [8 + 6 0 − 2 × 3]
43 5. 7 + 2 × [3 +
7{44 ÷ 128 −
28 + 72 × 8 + 0 − 2 × 3 63 ÷ 216 − 2 ×
43 5]
28 + 72 × 8 + 0 − 6
43
CAJMP Page 16
28 + 72 × 2
43
28 + 144
43
172
=4
43
Since there is no variable and the problem is asking us to simplify the expression, our result
must already be the final answer.
Therefore, the answer is 4.
In checking the result you got, there is no other way except to run through your solutions and
check one-by-one if all operations are perfectly performed. We cannot go backwards so this is
the only way. ∎
CAJMP Page 17

Want to Work On:
P ROBLEM 1. In a farm, the ratio of
In a pet shop, the ratio of hamsters to birds is 8:5 and the ratio of birds to fishes chickens to cows is
is 3:16. What is the ratio of hamsters to fishes? 3:4. The ratio of cows
to goats is 16:17.
What is the ratio of
S OLUTIONS chickens to goats?
2. In my purse, I found
In proportion problems, whenever there are four quantities, two of which are the
out that the ratio of
same, we make those two equal in value. Unlike the other problems, proportion my 10-peso coins to
problems also require less analysis, only accurate jotting down of the important my 1-peso coins is
data found in the problem. Here are the procedures in solving this problem: 3:11. The ratio of my
1-peso coins to my
1. List down the ratios found in the problem. five-peso coins is 4:9.
𝑕𝑎𝑚𝑠𝑡𝑒𝑟𝑠 𝑡𝑜 𝑏𝑖𝑟𝑑𝑠 − 8: 5 RATIO A What is the ratio of
𝑏𝑖𝑟𝑑𝑠 𝑡𝑜 𝑓𝑖𝑠𝑕𝑒𝑠 − 3: 16 RATIO B my 10-peso coins to
my 5-peso coins?
Note that the second quantity in Ratio A and the first quantity in Ratio B
3. In a bookstore, the
are birds. So what we do is acquire the LCM of 5 and 3. ratio of the black
2. Obtain the LCM of the same quantity (in this problem, it is the quantity pens to red pens is
of birds). 7:5. The ratio of red
pens to blue pens is
3 – 3, 6, 9, 12, 15, 18 …
also 7:5. What is the
5 – 5, 10, 15, 20 … ratio of the blue pens
15 is the LCM of 3 and 5. We get 15 by multiplying 3 by 5. Also, we get 15 to the black pens?
by multiplying 5 by 3. So we multiply the ratio to those numbers. 4. On a flight to New
3. Alter the ratio. York, the ratio of the
passengers who are
We multiply Ratio A by 3, in order to make the ‘5’, 15.
babies to those who
are young adults is
8: 5
1:9. The ratio of
8: 5 3 young adults to
adults is 12:5. What
24: 15 is the ratio of the
babies to adults?
On the other hand, we multiply Ratio B by 5, in order to make the ‘3’, 15. 5. On a box, it was said
that the ratio of blue
3: 16
balls to black balls is
3: 16 5 8:7. The ratio of
black balls to red
15: 80 balls is 3:10. What is
the ratio of red balls
to blue balls?
CAJMP Page 18
Now, since the second quantity in Ratio A is the same with the first quantity in Ratio B, we can
put into ratio the first quantity of Ratio A (24) and the second quantity of Ratio B (80).
𝑕𝑎𝑚𝑠𝑡𝑒𝑟𝑠 𝑡𝑜 𝑓𝑖𝑠𝑕𝑒𝑠 − 24: 80.

We got the ratio 24: 80 for hamsters to fishes, but always remember that ratios should always
be in their lowest term. So we divide 24:80 by their GCF which is 8. So 24:80 will be 3:10.
Therefore, the ratio of hamsters to fishes is 3:10.
Like the previous number, the best way to check this is to go over your solution and check each
step if all operations are perfectly executed and all logic applied are valid. If yes, then your result
CAJMP Page 19

Want to Work On:
P ROBLEM 1. Savannah can paint a
Jake takes 45 minutes to mow the lawn. His friend, Mark, takes 30 minutes to room in 105 minutes.
mow the lawn. If they work together, how long will it take for them to mow the Jordan can paint the
lawn? same room in 70
minutes. How long
will it take for both
Savannah and Jordan
S OLUTIONS to paint the room if
The problem above seems like the most common variation of work problems. If they are working
they are “helping” each other, work problems solutions are usually in the together?
1 1 1 1 2. It takes Shelby and
form 𝑥
+ 𝑦 𝑧 = 1, where 𝑥 is the rate of person 1, 𝑦 is the rate of person 2 and 28 minutes to cut the
𝑧 is the time of completion if they work together. We equate this to 1 because grass. Abigail needs
70 minutes to cut the
there is only one job. In this case, there is only one lawn to mow. Here are the
grass. If they work
procedures in solving this problem: together, how long
will it take them to
1. Identify 𝒙, 𝒚 and 𝒛. cut the grass?
1 𝑙𝑎𝑤𝑛 3. Joshua can do a
If we let Jake be the person 1, his rate is . If we let Mark be the
45 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 particular typing job
1 𝑙𝑎𝑤𝑛
person 2, his rate is . The problem is asking for the time that in 24 hours and Levi
30 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
can do the same job
they will finish mowing if they work together. This must be 𝑧.
in 40 hours. If they
2. Assign variables. work together, how
Let 𝑧 be the time that Jake and Mark will finish mowing together. many hours will it
3. Solve. take them to finish
1 1 the job?
We begin by substituting the values we acquired earlier to + 𝑧 = 1. 4. Peter can mow the
𝑥 𝑦
1 𝑙𝑎𝑤𝑛 1 𝑙𝑎𝑤𝑛 lawn in 40 minutes
+ 𝑧 = 1 𝑙𝑎𝑤𝑛 and John can mow
45 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 30 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 the lawn in 60
1 𝑙𝑎𝑤𝑛 1 𝑙𝑎𝑤𝑛
+ 𝑧 = 1 𝑙𝑎𝑤𝑛 90 minutes. How long
45 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 30 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 will it take for them
𝑧 𝑙𝑎𝑤𝑛 𝑧 𝑙𝑎𝑤𝑛 to mow the lawn
+ = 1 𝑙𝑎𝑤𝑛 90
45 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 30 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 together?
90𝑧 𝑙𝑎𝑤𝑛 90𝑧 𝑙𝑎𝑤𝑛 5. Shawna can pour a
+ = 90 𝑙𝑎𝑤𝑛 large concrete
45 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 30 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
2𝑧 𝑙𝑎𝑤𝑛 3𝑧 𝑙𝑎𝑤𝑛 driveway in 36
+ = 90 𝑙𝑎𝑤𝑛 minutes. Dan can
𝑚𝑖𝑛𝑢𝑡𝑒𝑠 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
5𝑧 𝑙𝑎𝑤𝑛 pour the same
= 90 𝑙𝑎𝑤𝑛 driveway in 45
𝑚𝑖𝑛𝑢𝑡𝑒𝑠 minutes. Find how
90 𝑙𝑎𝑤𝑛 ∙𝑚𝑖𝑛𝑢𝑡𝑒𝑠
𝑧= 5 𝑙𝑎𝑤𝑛
long it would take
them if they worked
𝑧 = 18 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
together.
CAJMP Page 20
Some remarks:
 In the second line of the solving process, we multiplied everything by 90 because it is the
LCM of 45 and 30 which are in the denominator of the fractions.
 We then distribute the 𝑧 to the rates of Jake and Mark.
 We cancel the unit “lawn”, leaving us with the unit “minutes” which seems appropriate
because the problem is asking “how long” so our answer must contain a unit for time.
Since we are looking for the value which will answer “how long will it take Jake and Mark to
mow the lawn if they work together?” and apparently, we let that value to be 𝑧 and we found
the value for 𝑧, this must be the answer that we are solving for.
Therefore, if Jake and Mark work together, it will take them 18 minutes to mow the lawn.
18 minutes is less than the time it takes Jake to mow the lawn and also less than the time it
takes Mark to mow the same lawn. One indication that your answer is correct is that the time
you obtained must be less than the time of the two people who worked together. They worked
together, meaning, the work will be faster, thus, the time will be lesser. We check by working
backwards and letting 𝑧 = 18 𝑚𝑖𝑛𝑢𝑡𝑒𝑠. We simplify and we should get ‘1’ as the answer.
+ 18 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
1 𝑙𝑎𝑤𝑛 ∙ 18 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 1 𝑙𝑎𝑤𝑛 ∙ 18 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
+
+
45 30
9 2 𝑙𝑎𝑤𝑛 6 3 𝑙𝑎𝑤𝑛
+
9 5 6 5
+
5 5
2 𝑙𝑎𝑤𝑛 + 3 𝑙𝑎𝑤𝑛
5
5 𝑙𝑎𝑤𝑛
5
= 1 𝑙𝑎𝑤𝑛
We know from the first part of the solution that this is equal to 1. We got the same result from
working backwards. So our answer must be correct. ∎
CAJMP Page 21
DAY 11
P ROBLEM
𝟏 𝟏 𝟏
Simplify: 𝟐
𝟔𝟐 + 𝟖𝟖 − 𝟕𝟓 + 𝟑 𝟔𝟐 + 𝟖𝟖 − 𝟕𝟓 + 𝟔 𝟔𝟐 + 𝟖𝟖 − 𝟕𝟓 .
S OLUTIONS
Because this is, again, a numerical problem, there is no step which will involve analysis. The problem is
very straightforward and requires only carefulness in order to arrive at the correct answer. Here are the
1. Solve.
We first write the given expression down and perform the operations
Want to Work On:
one-at-a-time.
1 1 1 Simplify the following
62 + 88 − 75 + 62 + 88 − 75 + 62 + 88 − 75 expressions:
2 3 6
Note that the expressions inside the parentheses are just the same for 1
1. 47 + 31 − 57 +
7
each term: (62 + 88 − 75). This is just equal to 75, after evaluation, so 1
47 + 31 − 57 +
we write it: 2
1
1 1 1 (47 + 31 − 57)
14
75 + 75 + (75) 2.
1
78 + 35 − 50 +
2 3 6 7
Now, we surely can perform addition, but to solve easier, it is better to 1
78 + 35 − 40 −
3
factor out 75 first so that we will only be left with simpler fractions: 1
(78 + 35 − 50)
9
1 1 1 1
75 + + 3.
6
26 + 58 − 49 +
2 3 6 1
3+2+1 26 + 58 − 49 +
3
= 75 1
6 2
(26 + 58 − 49)
1
4. 41 + 63 − 74 +
Note that we acquired the GCF of 2, 3 and 6 in order to simplify the 4
1
fractions. Now, we can add them: 41 + 63 − 74 +
6
1
41 + 63 − 74
12
6 1
= 75 6
= 75 1 = 75. 5. 76 + 47 − 43 +
3
1
2. Interpret the answer you got. 6
76 + 47 − 43 −
Since the problem only asked us to simplify the given expression and 1
(76 + 47 − 43)
4
there are no variables or any of the like, our final answer must be 75.
Therefore, 75 is the answer.
The best way to check this is to go over your solutions and look for mistakes. You run through
each part and each operation, making sure that all operations are carried out smoothly. Also,
instead of factoring out 75, you can add right away, and check if you will arrive at the same
answer. ∎
CAJMP Page 22
DAY 12
P ROBLEM Want to Work On:
In a class of 35 students, 20 like Math and 22 like Chemistry. How many
1. In a class of 40
students like Chemistry only?
students, 25 like
Math and 23 like
S OLUTIONS Philosophy. How

many like both Math
This is a problem which can be answered through logic, but there is an algebraic and Philosophy?
way of solving this problem. We create a Venn diagram and fill it in with the 2. In a café, there are
important data found in the problem. Here are the procedures in solving this 25 customers. 18 of
problem: them like their coffee
ice cold while 13 like
1. Construct a Venn diagram. their coffee hot. How
We label those who like both Math and Chemistry. Now, we are looking many of them like
their coffee hot only?
for those who like Chemistry only, meaning, the part of that 22 which
3. In a PE class of 55
doesn’t include those who like Math. Note that there are only 35 students, 40 like
students in all. Table Tennis while 25
like Swimming. How
Math Chemistry many of them like
Table Tennis only?
4. 50 respondents were
asked in a survey
22 about their dream
20 vacation. 42 said that
35 they want to spend it
in Baguio. 25 want to
2. Assign variables. spend it in Batangas.
Let 𝒙 be the number of students who like both Math and Chemistry. In How many of the
the Venn diagram, this is the portion where the two circles overlap. Let 𝒚 respondents like to
spend their vacation
be the number of students who like Chemistry only, and let 𝒛 be the
on both places?
number of students who like Math only. We then update the Venn 5. In a pet shop, there
diagram: were 20 customers.
13 of them like
Hamsters for their
Math Chemistry
pets. 15 of them like
dogs for their pets.
How many of them
z x y like dogs only as their

pets?
35
CAJMP Page 23
Take note that we have values for those who like Math and those who like Chemistry. Since
there are 20 students who like Math, 𝑧 + 𝑥 = 20. So 𝑧 = 20 − 𝑥 (EQUATION A). On the other
hand, there are 22 students who like Chemistry, 𝑥 + 𝑦 = 22. So 𝑦 = 22 − 𝑥 (EQUATION
B).Since there are 35 students in all, it means that 𝑧 + 𝑥 + 𝑦 = 35 (EQUATION C). It should
occur to you that since there are three unknowns, there must also be three equations.
3. Solve.
𝑧 + 𝑥 + 𝑦 = 35
20 − 𝑥 + 𝑥 + 𝑦 = 35
20 − 𝑥 + 𝑥 + 𝑦 = 35
20 − 𝑥 + 22 = 35 (x+y=22 from Equation B)
20 + 22 − 𝑥 = 35
42 − 𝑥 = 35
42 − 35 = 𝑥
𝑥=7
We plug 𝑥 = 7 to Equation A:
𝑧 = 20 − 𝑥
𝑧 = 20 − 7 = 13
𝑧 = 13
We plug 𝑥 = 7 to Equation B:
𝑦 = 22 − 𝑥
𝑦 = 22 − 7 = 15
𝑦 = 15
We arrived at three answers, 𝑥, 𝑦 and 𝑧. The problem is asking for the number of students who
like Chemistry only. We assigned it to be 𝑦.
Therefore, there are 15 students who like Chemistry only.
We check our answer by means of updating the Venn diagram and check each value:
Math Chemistry
13 7 15
35
Those who like Math is 20 according to the problem. According to our Venn diagram, there are
13+7 students or 20. Correct. According to the problem, there are 22 students who like
Chemistry. According to our Venn diagram, there are 7+15 students or 22. Correct. Lastly, the
problem said that there are 35 students in all. According to our Venn diagram, there are
13+7+15 students or 35 students. All of the values be obtained are correct. ∎
CAJMP Page 24
DAY 13
P ROBLEM
If a man can run ‘a’ km in ‘y’ hours, how long will it take to run ‘b’ km at the same rate?
S OLUTIONS
A typical student is always expecting numerical values whenever there are
Want to Work On:
problems given to him/her. This might create confusion if you are always
expecting numerical values, when in fact, this problem is very easy. Here are the 1. If a truck can travel
“y” km in “x” hours,
how long will it take
1. Write the given data found in the problem. the vehicle to travel
2
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 “y ” km at the same
The rate is given by . Since the problem gave us both the distance rate?
𝑡𝑖𝑚𝑒
per hour, we can obtain the rate. After obtaining the rate, we are given 2. A plane can travel “c”
another distance then we are asked for the time. km in “h” hours. At
the same rate, how
2. Solve.
long will it take the
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑟𝑎𝑡𝑒 = plane to travel “a”
𝑡𝑖𝑚𝑒 km at the same rate?
𝑎 𝑘𝑚
𝑟𝑎𝑡𝑒 = 3. A runner can run “c”
𝑦 𝑕𝑜𝑢𝑟𝑠 miles in “a” hours.
𝑎 How many miles can
𝑟𝑎𝑡𝑒 = 𝑘𝑝𝑕
𝑦 she run in “j” hours
Now, we are given ‘b’ km, then we are asked to find the time: at the same rate?
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 4. If a swimmer can
𝑡𝑖𝑚𝑒 = swim “a” miles in “f”
𝑟𝑎𝑡𝑒
𝑏 𝑘𝑚 hours. How hours
𝑡𝑖𝑚𝑒 = 𝑎 will it take him to
𝑦 𝑘𝑝𝑕 swim “m” miles at
𝑎 𝑘𝑚 the same rate?
𝑡𝑖𝑚𝑒 = 𝑏 𝑘𝑚 ÷ 5. A plane can travel “c”
𝑦 𝑕𝑟
𝑦 𝑕𝑟 km in “h” hours. At
𝑡𝑖𝑚𝑒 = 𝑏 𝑘𝑚 × 𝑎 𝑘𝑚 the same rate, how
𝑏𝑦 many kilometers will
𝑡𝑖𝑚𝑒 = 𝑕𝑟
𝑎 it travel in “a” hours
3. Interpret the answer you got. at the same rate?
𝒃𝒚
Therefore, there 𝒂
𝒉𝒐𝒖𝒓𝒔 is needed to travel ‘b’ km.
The best way to check is we got the correct result is go over each step. We have letters instead
of numbers so we have to be extra careful. Also, check the unit because this will indicate if we
what we really did is right. ∎
CAJMP Page 25
DAY 14
P ROBLEM
−𝟐 −𝟐
(−𝟑𝒙 ) is equivalent to:
S OLUTIONS
Again, this numerical problem requires no additional analysis. It is very
straightforward. It only asks us to simplify the expression or in other words, Want to Work On:
eliminate the negative exponents of the factors. Aside from being careful in
Simplify the following
dealing with this kind of problem, we only need to remember some law of
expressions:
1
exponents which says, 𝑛−𝑥 = . We get the reciprocal whenever there is a
𝑛𝑥
1. −2𝑥 −3 −3 is
negative exponent. Here are the procedures in solving this problem: equivalent to?
2. −3𝑥 −3 −4 is
1. Solve.
equivalent to?
We first reciprocate the term in order to make the outermost exponent 3. −𝑥 −7 −5 is
positive: equivalent to?
−𝟐 𝟏 4. −𝑥 −7 −6 is
−𝟑𝒙−𝟐 =
−𝟑𝒙−𝟐 𝟐 equivalent to?
Then, we distribute 2 to each of the factors and simplify those who have 5. −6 −𝑥 −4 −2 is
positive exponents: equivalent to?
6. −6 −𝑥 −4 −3 is
1 1 1
−2 2
= 2 −4
= equivalent to?
−3𝑥 (−3) 𝑥 9 (𝑥 −4 ) −2 0
7. −4 (−𝑥 −7 ) is
In here, note that (−3)2 became 9 and not – 9. It is because the
equivalent to?
exponent 2 is distributed even to the negative sign, making it positive.
8. −5 (−𝑥 −2 ) 1 is
Now, note that we have a negative exponent again (−4 in 𝑥). Since it is equivalent to?
in the denominator, we simply put it to the numerator in order to make 9. −5 (−𝑥 −2 ) −1 is
the exponent positive: equivalent to?
1 𝑥4 10. (−5𝑥 −2 )2 is
= equivalent to?
9 (𝑥 −4 ) 9
11. −6𝑥 −3 −2 is
equivalent to?
Since we did not have any variables, our result must already be the final 12. −2)(−𝑥 −3 −7 is
answer. equivalent to?
𝒙𝟒 13. −2)(−𝑥 −3 −8 is
Therefore, the answer is 𝟗
.
equivalent to?
The only way to evaluate this is, again, to go over the solutions and check
if all operations are carried out perfectly and see if none of the steps is missing. Also, check for
irregularities. For instance, a number was raised to a negative exponent and yet, it was
evaluated. If all of these are considered, then the answer must be correct. ∎
CAJMP Page 26
DAY 15
P ROBLEM
In four exams, Angel’s scores are as follows: 85, 79, 91 and 87. What should Want to Work On:
she get in her fifth exam to have an average of 87?
1. In four exams,
Robert’s scores are 87,
S OLUTIONS 93, 83 and 85. What
should be his grade in
This is a simple algebraic problem which requires some Statistical information.
his fifth exam if his
First, the problem spoke about average. The average being referred to in this target average is 90?
problem is the common average which we add all the terms (in this case, the 2. In order to qualify to
terms are scores) then we divide the sum by the number of terms which we the next round, a
added (in this case, there are 5). In the problem, the average is given and also team must have an
average of 85 in their
four out of five of the scores. We are asked to find the fifth score. Here are the
ten games. Their
procedures in solving this problem: scores in the first 9
games are 70, 75, 83,
90, 85, 80, 87, 84 and
Since we are looking for the fifth score, and it seems that all the other 82. What must be
values which we need is present, we let 𝑥 be the fifth score of Angel. their score in their
2. Construct a working equation. tenth game in order to
87 = 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 qualify to the next
round?
3. In order to pass Math,
5 𝑠𝑐𝑜𝑟𝑒𝑠
87 = one must have an
5 average of 60. Vangie
got 57, 60, 61 and 55
85 + 79 + 91 + 87 + 𝑥 in her first four exams.
87 =
5 What must be her
grade in her 5th exam
3. Solve. if she wants to pass
We simply simplify the working equation we obtained and look for 𝑥. her Math subject?
85 + 79 + 91 + 87 + 𝑥 4. In two games, team
87 = A’s scores are 63 and
5
342 + 𝑥 70. What should their
87 =
5 third score be if they
We then cross-multiply five to the other side: want an average of
87 5 = 342 + 𝑥 68?
Simplify: 5. In three exams, Nica’s
435 = 342 + 𝑥 scores are 65, 75 and
70. What should her
We transpose: th
4 score be if she
435 − 342 = 𝑥
wants an average of
𝑥 = 93
80?
CAJMP Page 27
Since we are looking for Angel’s fifth score and we let this to be equal to 𝑥, this must be the
answer.
Therefore, Angel needs to get 93 in her fifth exam in order to get an average of 87.
To check this, we let 93 be the grade of Angel in her fifth exam. We get the average and see if it
will match the given average in the problem which is 87.
85 + 79 + 91 + 87 + 93
𝑎𝑣𝑒 =
5
435
𝑎𝑣𝑒 =
5
𝑎𝑣𝑒 = 87
This is matched with the given average in the problem. Therefore, our answer must be correct.
∎
CAJMP Page 28
DAY 16
P ROBLEM
In January of the year 2000, my husband John was eleven times as old as my Similar Problems You Might
son William. In January of 2012, he will be three times as old as my son. How Want to Work On:
old was my son in January 2000? 1. In October of the year

2018, Jessa is twice as
old as her sister
S OLUTIONS Jessica. In October of
We construct a time table in order to maximize understanding. It seems like the the year 2003, Jessa is
thrice as old as Jessica.
problem is not specific if 2000 or 2012 is the present, so we will define the
How old is Jessica is
present year. If we choose 2012 as the present, 2000 will be part of the past.
2003?
Also, we need two variables here, one for the husband and the other one for the 2. In 2000, Clint is six
son, William. Here are the procedures in solving this problem: times as old as
Michael. In 2016, he
1. Construct a time table. will be twice as old as
PAST (twelve years ago) PRESENT Michael. How old is
husband Michael in the year
Wiiliam 2016?
3. Twenty years from
now, I will be twice as
old as my daughter.
Let 𝑕 be the present age of the husband, and let 𝑤 be the present age of Today, I am six times
William. After this, we update the table as follows: as old as her. How old
PAST (twelve years ago- PRESENT (2012) am I now?
2000) 4. In February 2012, my
grandfather will be
husband h – 12 h
thrice as old as my
William w – 12 w
cousin Bea. In
February 2002, he was
four times as old as
Note that we did not put the column future because there will be no
Bea. How old is Bea in
entry in it. Also, we put 𝑤 − 12 under the “past” of William and 𝑕 − 12 2012?
under the “past” of the husband. We subtracted 12 because the 5. In February 2012, my
problem said that the past is referring to the time twelve years ago. grandfather will be
thrice as old as my
3. Interpret the problem. other cousin Bingo. In
In other words, the problem says that: February 1997, he was
𝑕𝑢𝑠𝑏𝑎𝑛𝑑′ 𝑠 𝑝𝑎𝑠𝑡 = 11 𝑊𝑖𝑙𝑙𝑖𝑎𝑚′ 𝑠 𝑝𝑎𝑠𝑡 five times as old as
Bingo. How old is my
𝑕 − 12 = 11(𝑤 − 12) EQUATION A
grandfather in 1997?
Also, the problem said that “In January 2012, he will be three times as
old as my son William”. In other words, the problem says that:
𝑕𝑢𝑠𝑏𝑎𝑛𝑑′ 𝑠 𝑝𝑟𝑒𝑠𝑒𝑛𝑡 = 3 𝑊𝑖𝑙𝑙𝑖𝑎𝑚′ 𝑠 𝑝𝑟𝑒𝑠𝑒𝑛𝑡
CAJMP Page 29
𝑕 = 3(𝑤) EQUATION B
4. Solve the problem.
We simplify Equation A:
𝑕 − 12 = 11(𝑤 − 12) EQUATION A
𝑕 − 12 = 11𝑤 − 11 12
𝑕 − 12 = 11𝑤 − 132
𝑕 − 11𝑤 − 12 + 132 = 0
𝑕 − 11𝑤 + 120 = 0
We plug in Equation B to the equation above:
𝑕 − 11𝑤 + 120 = 0
3𝑤 − 11𝑤 + 120 = 0
−8𝑤 + 120 = 0
8𝑤 = 120
𝑤 = 15
Since 𝑕 = 3𝑤, 𝑕 = 3 15 = 45. 𝑕 = 45.

Since we let 2012 to be the present age of the husband and William, 𝑕 and 𝑤 will be their
present age, respectively. To avoid confusion and just to be sure, we also take note of their ages
during the year 2000, which is 12 years ago. The ages of William and the husband in 2000 is 3
and 33, respectively. We write both for clarity.
Therefore, the ages of William in 2012 is 15. His age in the year 2000 is 3.
The problem said that “in the year 2000, my husband John was eleven times as old as my son
William”. We said that during this year, William is 3 and John is 33. 33 is eleven times as 3. So
these values must be correct. Also, the problem said that “In January of 2012, he will be three
times as old as my son”. We said that during this year, William is 15 and John is 45. 45 is three
times as old as 15. So these values must be correct. ∎
CAJMP Page 30
DAY 17
Jenny used 2/3 of her savings in paying for her tuition fee and ¼ of the 1. Rachel used
1
of her
4
remaining money in buying books. What part of her savings was left? salary to buy some
1
clothes. of the
4
remaining money was
S OLUTIONS put to investment.
This is a typical algebraic expression but very confusing. Most of the students What part of her
will solve this without thinking carefully and without interpreting the problem salary was left?
correctly. Here are the procedures in solving this problem: 2. Crista spent 1/3 of her
allowance to pay her
1. Assign variables. tuition fee. She spent
Let 𝑥 be the part of Jenny’s savings that was left, after all, this is what ½ of the remaining
money to buy some
we are asked to solve.
books. What part of
2. Construct a working equation. her allowance was
2
Jenny used 3 of her savings in paying for her tuition fee. This means that left?
1 3. Jhett won on a
3
is left for her other expenses. Then, the problem said that one-fourth competition. 2/5 of his
of the remaining money was used to buy books. We then write this cash prize was
donated to a charity.
information:
½ of the remaining
2 1 1
+ +𝑥 =1 money was saved for
3 4 3 his future education.
2 1
We equate it to 1 because 3, one-fourth of 3 and 𝑥 are all parts of a What part of his prize
was left?
whole. Meaning, if we add them, they will be equal to a whole or to one.
4. Matthew is a thief. ½
3. Solve. of his stolen money
We then solve for 𝑥 from the working equation: was spent for the food
2 1 1 of his family. ¼ of the
+ +𝑥 =1
3 4 3 remaining money was
2 1 for his children’s
+ +𝑥 =1 education. He was
3 12
2 1 then arrested by the
+ + 𝑥 = 1 12 police. What part of
3 12
2 12 12 the money was left?
+ + 𝑥 12 = 12 5. Michelle used
1
of her
3 12 3
24 allowance to buy
+ 1 + 12𝑥 = 12 1
3 some clothes. of the
4
8 + 1 + 12𝑥 = 12 remaining money was
9 + 12𝑥 = 12 spent for shoes. What
12𝑥 = 12 − 9 part of her allowance
was left?
CAJMP Page 31
12𝑥 = 3
3
𝑥 = 12
1
𝑥=
4
Since we let 𝑥 to be the part of Jenny’s savings thaw was left and this is precisely what the
problem is asking us, this must already be our final answer.
𝟏
Therefore, 𝟒 of Jenny’s savings was left.
1 3
Note that we chose 4 instead of 12 because although the latter is also correct, we prefer answers
1
in lowest term. In that case, we choose 4.
1
We let the part which was left of Jenny’s savings to be equal to . Then we add all the parts and
4
check if the sum will be equal to 1.
2 1 1 1
= + +
3 4 3 4
2 1 1
= + +
3 12 4
8 1 3
= + +
12 12 12
12
=
12
=1
Our obtained value agrees with what the problem said. Therefore, our answer must be correct.
∎
CAJMP Page 32
DAY 18
P ROBLEM
What is the solution set of the equation 𝟐𝒙 + 𝟓 − 𝟑=0?

S OLUTIONS Want to Work On:
Asking about the solution set of an equation is just another way of asking for the
Determine the solution set of
value/s of 𝑥 that will satisfy the given equation. Often, students use trial and
the following equations:
method in determining the solution set, but this can be very misleading. You
might miss out some of the other values which are also part of the solution set. 1. 𝑝 − 1 = 4.
2. 𝑝 − 3 = 3.
Here are the procedures in solving this problem:
3. −6 + 𝑎 − 9 = 0.
4. −1 + 𝑛 − 5 = 0.
1. Look for special functions.
5. 6 + 5𝑝 − 14 = 0.
Special functions are those which can be radicals, absolute values or 6. 5 − 𝑏 − 2 = 0.
greatest integral factor. In this case we have an absolute value function. 7. 9𝑥 − 4 = 86.
So we isolate it in one side. 8. 3 + 7𝑥 − 73 = 0.
2𝑥 + 5 = 3 9. −5𝑥 + 4 = −11.
𝑥+4
2. Solve. 10. = −1
10
𝑥
There are two parts in solving this problem. First we set 2𝑥 + 5 equal to 11. 3 + 7 = 8.
9
3, and the other is we set 2𝑥 + 5 equal to −3. We do this because if 12. −4 𝑏 − 2 − 9 = −37
13. 10 7𝑥 + 3 = 0.
3 = 3 and −3 = 3. We first set it to be equal to 3:
14. −8 3 − 8𝑘 = 40.
2𝑥 + 5 = 3 15. 10 − 10 −8𝑘 + 4 =
2𝑥 = 3 − 5 10.
2𝑥 = −2 16. 4 − 9 6 − 𝑏 = −14
𝑥 = −1 17. −3 9𝑚 + 2 + 10 =
10.
Next, we set 2𝑥 + 5 to be equal to −3.
18. 6 − 3 −8𝑟 − 9 =
2𝑥 + 5 = −3 −15.
2𝑥 = −3 − 5 19. 2𝑥 + 5 + 3 = 0.
2𝑥 = −8 20. 2𝑥 + 5 + 3 = 3.
𝑥 = −4
Since the problem is asking for the solution set of the values of 𝑥, both −1 and −4 are answers.
We write the solution set in such a way that we enclose them in braces.
Therefore, the solution set of the equation is {−𝟏, −𝟒}.
We evaluate by means of checking the values and see if they will satisfy 2𝑥 + 5 − 3 = 0. We
try −1, 2 −1 + 5 − 3 = 3 − 3 = 0. We also try −4, 2 −4 + 5 − 3 = −3 − 3 = 3 − 3 =
0. ∎
CAJMP Page 33
DAY 19
P ROBLEM
What is the last digit of 𝟑𝟏𝟑𝟓𝟏 ?
Want to Work On:
S OLUTIONS What is the last digit of the

At a glance, the problem seemed very difficult to solve. It seems that the only following:
way to solve this one is to evaluate the expression by expanding it, but 1. 32435
remember that this kind of problem only needs a pattern. Remember that we 2. 31981
are just looking for the last digit of 31351 . Here are the procedures in solving this 3. 31000
problem: 4. 298
1. Look for a pattern. 5. 2192
We look for a pattern by evaluating the first few terms: 6. 4107
7. 43281
30 = 1 34 = 81 (last digit is 1)
8. 59864
31 = 3 35 = 243 (last digit is 3)
32 = 9 9. 56651
36 = 729 (last digit is 9)
33 = 27 (last digit is 7) 10. 6743
37 = 2187 (last digit is 7)
11. 69854
It seems like the last digit just revolves from 1, 3, 9, and 7. After that, it 12. 71351
will go back at 1. 13. 72342
14. 78654
2. Solve.
15. 89865
What we do now, after discovering the pattern, is we divide 1351 by 4. If
16. 87543
it is divisible by 4, then the last digit of the expression is 7. If it is not
17. 81122
divisible by 4, we count the remainder.
18. 9100
1351 ÷ 4 = 337 𝑟𝑒𝑚𝑎𝑖𝑛𝑑𝑒𝑟 3.
19. 93245
We count 3 in (1, 3, 9, 7). Making the first number 1, second number 3
20. 9540
and the third number 9. This must be the last digit of 31351 .
The problem is asking for the last digit of 31351 and this is what we got from the previous step.
Therefore, the last digit of 𝟑𝟏𝟑𝟓𝟏 is 9.
Aside from evaluating the expression, the best way to check if you got the correct answer is to
go over your solutions and check if the division and counting were performed flawlessly. Also,
make sure that you included 30 in the process of looking for the pattern and you did not start at
31 right away. After checking these things and still arriving at the same answer, then it must be
correct. ∎
CAJMP Page 34
DAY 20
P ROBLEM
½ of the number plus the number is 3. What is the number?
S OLUTIONS
The problem above is an example of an easy “finding the number” problem. The Similar Problems You Might
only crucial part here is the construction of a working equation, which isn’t that Want to Work On:
difficult in this case. Here are the procedures in solving this problem: 1. Six less than four
times the number is 6.
What is the number?
Let 𝑥 be the number referred in the problem. 2. Two more than the
number is twice the
2. Translate the problem to mathematical terms. number. What is the
number?
The problem said that ½ of the number plus the number is 3. In other
3. One-third of the
words, it says that: number plus one-fifth
1 of the number is
𝑛𝑢𝑚𝑏𝑒𝑟 + 𝑛𝑢𝑚𝑏𝑒𝑟 = 3
2 seven less than the
Since we let 𝑥 be the number, we insert 𝑥 in the expression above: number. What is the
1 number?
𝑥+𝑥 =3 4. One-eighth of the
2
3. Solve. number plus one-third
of the number plus
We solve for 𝑥 from the working equation above:
one-sixth of the
1
𝑥+𝑥 =3 number is 15. What is
2 the number?
1 5. One-third of the
𝑥+𝑥 =3 2
2 number plus one-fifth
2𝑥 of the number is
+ 2𝑥 = 2 3
2 fourteen less than the
𝑥 + 2𝑥 = 6 number. What is the
3𝑥 = 6 number?
𝑥=2
The problem is asking for the number which if added to the half of it is 3. We let that number be
𝑥.
Therefore, the number is 2.
We let the number be 2. We then check if we will get 3 if we add 2 and the half of 2:
1
2
2 + 2 = 1 + 2 = 3. Therefore, the answer we obtained must be correct. ∎
CAJMP Page 35
DAY 21
A passenger bus traveled from town A to town B at an average rate of 150 kph.
1. A delivery truck
At what speed did it travel on its way back if town A and town B are 600 km
delivers perishable
apart and the average speed for the whole trip is 240 kph? goods from Bulacan to
Pampanga, which are
360 km apart. From
S OLUTIONS Bulacan to Pampanga,
This motion problem requires only some identification of the given data in the it raveled at a rate of
problem. We also need to remember that the average speed is given by the 120 kph. At what
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡 𝑎𝑛𝑐𝑒 speed did it travel on
equation: 𝑎𝑣𝑒 𝑠𝑝𝑒𝑒𝑑 = , where total distance is the distance its return trip if the
𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒
traveled by a vehicle from its starting point to the destination back to the average speed for the
starting point and the total time is the whole time it took a vehicles to travel whole trip is 180 kph?
2. A plane went 3000 km
back and forth. After this, we are ready to solve. Here are the procedures in
from country A to
solving this problem: country B at an
average rate of 750
1. Identify the given data.
kph. At what speed
Rate (town A to town B) = 150 kph did it travel on the
Distance of town A to town B = 600 km way back if its average
Average speed for the whole trip = 240 kph speed for the whole
trip is 500 kph?
3. A car traveled at a
Note that in this problem, we are not looking for the average speed for rate of 240 kph from
the whole trip. Also, we are given the distance of town A to town b. this mountain A to
must also be the distance of town B to town A since it’s just the same mountain B, which are
path. Then, 𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 600𝑘𝑚 + 600𝑘𝑚 = 1200𝑘𝑚. To solve 2400 km apart. At
what speed did it
for the total time, on the other hand, we need the time it took the
travel on the way back
vehicle to travel from town A to town B and also, the time it took the if its average speed for
vehicle to travel from town B to town A. we are given the distance and the whole trip is 300
rate of the car from town A to town B. Since 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 𝑟𝑎𝑡𝑒 × 𝑡𝑖𝑚𝑒, kph?
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 4. Superman flew from
we can get the time by dividing both sides by the rate: 𝑡𝑖𝑚𝑒 = 𝑟𝑎𝑡𝑒
. country A to country B
Therefore, the time it took the car to travel from town A to town B is which are 400 km
600𝑘𝑚 apart. He flew back at
𝑡𝑖𝑚𝑒 = = 4𝑕𝑟𝑠.
150𝑘𝑝 𝑕 a rate of 50 kph. What
2. Assign variables. must be his speed
Note that we just have the total distance and the time it took the car to from country A to B is
the average speed for
travel from town A to town B, but we still don’t have the time for the
his entire trip is 50
return trip. We then 𝑙𝑒𝑡 𝑥 𝑏𝑒 𝑡𝑕𝑒 𝑟𝑎𝑡𝑒 𝑜𝑓 𝑡𝑕𝑒 𝑐𝑎𝑟 𝑖𝑛 𝑖𝑡𝑠 𝑟𝑒𝑡𝑢𝑟𝑛 𝑡𝑟𝑖𝑝. kph?
CAJMP Page 36
After all, this is what the problem is asking. Therefore, the time it will take the car to complete
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 600𝑘𝑚 600
his return trip is 𝑡𝑖𝑚𝑒 = 𝑟𝑎𝑡𝑒
= 𝑥 𝑘𝑝 𝑕
. The total time will be 𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 = 4𝑕𝑟𝑠 + 𝑥
𝑕𝑟𝑠.
3. Create a working equation.
We simply plug all the values we got from the previous step to the general form of the average
speed:
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑠𝑝𝑒𝑒𝑑 =
𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒
1200 𝑘𝑚 5. A river connects city A and

240 𝑘𝑝𝑕 =
600 city B which measures 3000 km
4 + 𝑥 𝑕𝑟𝑠 apart. A boat traveled from city
A to city B at an average rate of
1200 600 kph. At what speed did it
240 = travel on the way back if the
4𝑥 + 600
𝑥 average of its entire trip is 60
kph?
1200𝑥
240 =
4𝑥 + 600
4. Solve.
We cross multiply the working equation:
240 4𝑥 + 600 = 1200𝑥
960𝑥 + 144000 = 1200𝑥
144000 = 1200𝑥 − 960𝑥
144000 = 240𝑥
122000 240𝑥
=
240 240
𝑥 = 600
Since we let 𝑥 be the rate of the car for its return trip (town A to town B), and we let that value
have 𝑘𝑝𝑕 as its unit, this must be the answer.
Therefore, the average rate of the car for its return trip is 600 kph.
1200 𝑘𝑚
We let 𝑥 = 600 and we substitute it to 600 and check if it will yield an answer which
4+ 𝑕𝑟𝑠
𝑥
agrees with the value we have for the average speed of the entire trip:
1200 𝑘𝑚 1200 𝑘𝑚 1200 𝑘𝑚
600 = 4+1 𝑕𝑟𝑠
= 5𝑕𝑟𝑠
= 240𝑘𝑝𝑕. According to the problem, the average speed for the
4+ 𝑕𝑟𝑠
600
entire trip is, indeed, 240 kph. The answer we got it correct. ∎
CAJMP Page 37
DAY 22
P ROBLEM
How much 60% acid solution should be added to 8 liters of 25% acid solution to produce a 40% acid
solution?

Like what I’ve said in Day 4, mixture problems are always in the form: 1. How many liters of
70% alcohol should be
added to 20% of 10
liters alcohol in order
MIXTURE 1 + MIXTURE 2 = PRODUCT to produce a 50% of
the solution?
2. How many quarts of
70% salt solution
should be added to 12
The signs and the labels are only the ones which vary. Here are the procedures quarts of a 25% salt
solution in order to
in solving this problem:
produce a mixture
1. Identify the data in the problem. that is 60% salt?
3. How many gallons of a
First of all, the problem said that a solution will be mixed with another
70% milk-choco
solution. This means that the operation between mixtures 1 and 2 is, solution should be
indeed, addition. We then update the diagram: added to a 10-liter of
10% solution in order
8 liters ? ? to produce a solution
which is 40% milk
25% + 60% = 40%
solution?
4. How many grams of
80% red candy should
be added to a 25-gram
In the diagram above, we have two unknown quantities: the amount of
8% red candy in order
the second mixture and the amount of the product. Since we are looking to produce a sweet
for the amount of the 60% acid solution, we assign a variable to it. which is 40% red
𝐿𝑒𝑡 𝑥 𝑏𝑒 𝑡𝑕𝑒 𝑎𝑚𝑜𝑢𝑛𝑡 𝑝𝑟𝑒𝑠𝑒𝑛𝑡 𝑖𝑛 𝑡𝑕𝑒 60% 𝑎𝑐𝑖𝑑 𝑠𝑜𝑙𝑢𝑡𝑖𝑜𝑛. If this is so, candy?
5. How many gallons of a
the amount present in the product must be 8 𝑙𝑖𝑡𝑒𝑟𝑠 + 𝑥 . Remember
70% acid solution
that the amount can be added or subtracted but not the percentage. We must be mixed with
then update the diagram above: 50 gallons of a 14%
solution to obtain a
8 liters x (x+8 liters) solution that is 60%
acid?
25% + 60% = 40%
CAJMP Page 38

We create a working equation by means of multiplying the amount by its percentage:
8 𝑙𝑖𝑡𝑒𝑟𝑠 25% + 𝑥 60% = 𝑥 + 8 𝑙𝑖𝑡𝑒𝑟𝑠 (40%)
8 𝑙𝑖𝑡𝑒𝑟𝑠 0.25 + 𝑥 0.60 = 𝑥 + 8 𝑙𝑖𝑡𝑒𝑟𝑠 (0.40)
4. Solve.
From the working equation above, we solve for the unknown value which is 𝑥:
8 𝑙𝑖𝑡𝑒𝑟𝑠 0.25 + 𝑥 0.60 = 𝑥 + 8 𝑙𝑖𝑡𝑒𝑟𝑠 (0.40)
2 𝑙𝑖𝑡𝑒𝑟𝑠 + 0.60𝑥 = 0.40𝑥 + 3.2 𝑙𝑖𝑡𝑒𝑟𝑠
2 𝑙𝑖𝑡𝑒𝑟𝑠 + 0.60𝑥 − 0.40𝑥 = 3.2 𝑙𝑖𝑡𝑒𝑟𝑠
0.60𝑥 − 0.40𝑥 = 3.2 𝑙𝑖𝑡𝑒𝑟𝑠 − 2 𝑙𝑖𝑡𝑒𝑟𝑠
0.20𝑥 = 1.2 𝑙𝑖𝑡𝑒𝑟𝑠
0.20𝑥 = 1.2 𝑙𝑖𝑡𝑒𝑟𝑠 10
2𝑥 = 12 𝑙𝑖𝑡𝑒𝑟𝑠
2𝑥 12
2
= 2
𝑙𝑖𝑡𝑒𝑟𝑠
𝑥 = 6 𝑙𝑖𝑡𝑒𝑟𝑠
The problem is asking for the amount of the 60% acid solution. We let this to be equal to 𝑥, so
this must already be the answer.
Therefore, 6 liters of a 60% solution should be added to an 8-liter 25% acid solution in order to
obtain a solution which is 40% acid.
In order to check the result that we obtained, we plug in 6 liters to the working equation:
8 𝑙𝑖𝑡𝑒𝑟𝑠 0.25 + 𝑥 0.60 = 𝑥 + 8 𝑙𝑖𝑡𝑒𝑟𝑠 (0.40) and check if it satisfies the equation. If it does,
then our answer must be correct.
8 𝑙𝑖𝑡𝑒𝑟𝑠 0.25 + 𝑥 0.60 = 𝑥 + 8 𝑙𝑖𝑡𝑒𝑟𝑠 (0.40)
8 𝑙𝑖𝑡𝑒𝑟𝑠 0.25 + 6 𝑙𝑖𝑡𝑒𝑟𝑠 0.60 = 6 𝑙𝑖𝑡𝑒𝑟𝑠 + 8 𝑙𝑖𝑡𝑒𝑟𝑠 0.40
2 𝑙𝑖𝑡𝑒𝑟𝑠 + 3.6 𝑙𝑖𝑡𝑒𝑟𝑠 = 14 𝑙𝑖𝑡𝑒𝑟𝑠 0.40
5.6 𝑙𝑖𝑡𝑒𝑟𝑠 = 5.6 𝑙𝑖𝑡𝑒𝑟𝑠
We verified that our value satisfies the working equation. Therefore, our answer must be
correct. ∎
CAJMP Page 39
DAY 23
The sum of three numbers is 124. The second number is 4 more than twice
1. The sum of three
the first. The third number is 2 less than half of the second number. Among integers is 60. The
the three numbers, which is the greatest and what is its value? second number is 8 less
than half of the first.
The third number is
S OLUTIONS four more than the
The problem is very straightforward and requires no additional step like second. What is the
value of the second
constructing a diagram or a table. We only need to master the skill of
number?
representing values in order to answer problems like this. Here are the 2. The sum of three
procedures in solving this problem: numbers is 46. The
second number is 5.25
1. Assign variables. more than half the
Since the first part of the problem told us that there are three numbers, third. The first number
we assign 3 variables. 𝐿𝑒𝑡 𝑥 𝑏𝑒 𝑡𝑕𝑒 𝑓𝑖𝑟𝑠𝑡 𝑛𝑢𝑚𝑏𝑒𝑟 , is 11 more than half
the second. What is the
𝑦 𝑏𝑒 𝑡𝑕𝑒 𝑠𝑒𝑐𝑜𝑛𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 and 𝑧 𝑏𝑒 𝑡𝑕𝑒 𝑡𝑕𝑖𝑟𝑑 𝑛𝑢𝑚𝑏𝑒𝑟. Note that we
third number?
are still not sure about which among the numbers is the greatest. 3. The sum of three
2. Translate to mathematical terms. numbers is 89. The
The second number is 4 more than twice the first is: second number is 7 less
𝑠𝑒𝑐𝑜𝑛𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 = 2 𝑓𝑖𝑟𝑠𝑡 + 4 than four times the
first. The third number
𝑦 = 2𝑥 + 4
is 33 less than twice
The third number is 2 less than half of the second number: the second. What is the
1 first number?
𝑡𝑕𝑖𝑟𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 = 𝑠𝑒𝑐𝑜𝑛𝑑 − 2
2 4. The sum of three
1 numbers is 240. The
𝑧 = 𝑦−2
2 second number is 79
1 less than twice the
𝑧 = 2𝑥 + 4 − 2
2 first. The third number
1 1 is 52 more than 1/3 of
𝑧 = 2𝑥 + 4 − 2 the second. What are
2 2
𝑧 =𝑥+2−2 the three numbers?
𝑧=𝑥 5. The sum of three
numbers is 64. The
We were able to represent both 𝑦 and 𝑧 in terms of 𝑥.
second number is one
3. Create a working equation. less than five times the
The problem said that the sum of the three numbers is 124. So we first. The third is six
more than half the
simply add the three numbers:
second. What is the
𝑓𝑖𝑟𝑠𝑡 𝑛𝑢𝑚𝑏𝑒𝑟 + 𝑠𝑒𝑐𝑜𝑛𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 + 𝑡𝑕𝑖𝑟𝑑 𝑛𝑢𝑚𝑏𝑒𝑟 = 124 value of the first
𝑥 + 𝑦 + 𝑧 = 124 number?
CAJMP Page 40
4. Solve.
From the working equation above and from step 2, we solve for 𝑥 first:
𝑥 + 𝑦 + 𝑧 = 124
𝑥 + 2𝑥 + 4 + 𝑥 = 124
𝑥 + 2𝑥 + 𝑥 = 124 − 4
4𝑥 = 120
4𝑥 120
4
= 4
𝑥 = 30
Now, since we got 𝑥, we solve for 𝑦. Take note that 𝑦 = 2𝑥 + 4:
𝑦 = 2𝑥 + 4
𝑦 = 2 30 + 4
𝑦 = 60 + 4
𝑦 = 64
Now, note that 𝑧 = 𝑥. Since 𝑥 = 30, 𝑧 = 30.
The problem is asking for the largest value among the three numbers. We found out that
𝑦 = 64 is larger than both 𝑧 and 𝑥. Since 𝑦 is equivalent to the second number, this must be the
answer.
Therefore, among the three values, the second number is the largest. Its value is 64.
We let the first, second and the third number be equal to 30, 64 and 30, respectively. We add
those three and check if the sum will be the same as what the problem told us:
𝑥 + 𝑦 + 𝑧 = 30 + 64 + 30 = 124
which agrees with the value given in the problem. We also check if the second number is 4 more
than twice the first number which is 30. 2 30 + 4 = 60 + 4 = 64. Correct. We check if the
third number is 2 less than half of the second. Half of the second number (which is 64) is
64
= 32, subtract 2 from it, we get 30, which is the same as our value. Therefore, our answer
2
CAJMP Page 41
DAY 24
P ROBLEM
𝟏
What is the range of 𝒚 = 𝒙+𝟏 ?
S OLUTIONS
To solve this problem, we need to be familiar to the two terms which are almost inseparable. These are
domain and range. In simple terms, domain is the set of values in which we can
plug in to the equation in order to make our function defined. The common
rules applied are we cannot divide by zero, so there should be a zero in the
Want to Work On:
denominator of a fraction and the inside of a radical is always positive. Here are
Determine the ranges of the
the procedures in solving this problem:
following:
1. Determine the domain of the function.
1. 𝑦 = 3𝑥 + 6
Before we can determine the range of a function, we must determine 2. 𝑦=
1
2𝑥+6
the domain first. We just have to remember that the denominator of 3. 𝑦 = 2𝑥 + 1
the given function cannot be zero. Therefore, 𝑑𝑜𝑚 𝑦 = 𝑥 ∈ ℝ 𝑥 ≠ 4. 𝑦=5
−1} or all real numbers except negative one, for negative one will make 5. 𝑦 = (3 + 𝑥)𝑥
1
the denominator zero, thus making 𝑦 undefined. 6. 𝑦=
𝑥+3
2. Determine the possible values for 𝒚. 7. 𝑦=
𝑥
𝑥
Since we now know that we can plug any values for 𝑥 except -1, we will 8. 𝑦=
𝑥−5
2
try values as to observe 𝑦: 9. 𝑦=
1
1 1 6+𝑥
If 𝑥 = 0, 𝑦 = 1. If 𝑥 = 1, 𝑦 = 2, If 𝑥 = 2, 𝑦 = 3. Note that if we keep on 2𝑥+1
10. 𝑦 =
6𝑥+3
letting 𝑥 be a positive integer, 𝑦’s value ranges from 0 to 1, but
11. 𝑦 = 𝑥 + 𝑥2
excluding zero. Now, we try negative values. If 𝑥 = −2, 𝑦 = −1. If 12. 𝑦 = 𝑥 2 + 2𝑥 + 1
1 1
𝑥 = −3, 𝑦 = − 2. If 𝑥 = −4, 𝑦 = − 3. Note that if we keep on letting 𝑥 13. 𝑦 = 2𝑥
14. 𝑦 = 2𝑥 + 1
be a negative integer, 𝑦’s value ranges from 0 to -1, but excluding zero. 6𝑥+3
1 2 1 3 15. 𝑦 =
−3
Now, we try to insert fractions. If 𝑥 = ,𝑦 = . If 𝑥 = ,𝑦 = . If
2 3 3 4 16. 𝑦 = 𝑒 𝑥
1 4 1 2 3
𝑥 = 4 , 𝑦 = 5. If 𝑥 = − 2 , 𝑦 = 2. If 𝑥 = − 3 , 𝑦 = 3. If 𝑥 = − 2 , 𝑦 = −2. If 17. 𝑦 = 8𝑥 + 5
𝑥+4
4 18. 𝑦 =
3
𝑥 = − 3 , 𝑦 = −3. This seems that we can always get values except 3
19. 𝑦 =
𝑥+4
zero.
20. 𝑦 = 6𝑥 − 8
In the previous step, we were able to get possible values for 𝑦.
Therefore, the range of 𝒚 is all real numbers except zero or 𝒓𝒂𝒏 𝒚 = {𝒚 ∈ ℝ ∶ 𝒚 ≠ 𝟎}
The best way to check the result is to go over again the logic and check again. ∎
CAJMP Page 42
DAY 25
P ROBLEM
If the endpoints of the diameter of a circle is at (5, 0) and (-1, 8), then the radius of the circle measures
what?
S OLUTIONS
A typical student will plot the points and measure the diameter then divide it by 2 in order to obtain the
radius of the circle. Note that this is always confusing and very harmful. We cannot draw accurately,
most of the times. So we should have alternatives in solving this problem.
Whenever we are given two points, remember to consider the possibility of Similar Problems You Might
Want to Work On:
using the distance formula or 𝑑 = (𝑥1 − 𝑥2 )2 + (𝑦1 − 𝑦2 )2 . Here are the
procedures in solving this problem: 1. If the endpoints of the
diameter of a circle is
1. Assign variables. at (8, 4) and (-8, -8),
Let 𝑑 be the diameter of the circle. We can acquire 𝑑 because this is the then what is the
measure of the radius
distance between the two points, and so we use the distance formula.
of the circle?
Let 5 and 0 be 𝑥1 , 𝑦1 , respectively and let – 1 and 8 be 𝑥2 , 𝑦2 2. If the endpoints of the
respectively. diameter of a circle is
2. Solve. at (27, -4) and (23, -4),
what is the length of its
𝑑= 𝑥1 − 𝑥2 2 + 𝑦1 − 𝑦2 2
radius?
2 2 3. If the endpoints of the
𝑑= 5 − −1 + 0−8
diameter of a circle is
𝑑= 6 2 + −8 2 at (5, -15) and (-10, 5),
what the radius of the
𝑑 = 36 + 64 circle measures what?
𝑑 = 100 4. If the diameter of a
𝑑 = 10 circle ends in the points
3. Interpret the answer you got. (-14, 10) and (10, -8),
what is the length of
We got 𝑑 = 10, which is the length of the diameter of the circle, but
the radius of the circle?
note that the problem is not asking for the diameter. It is asking for the 5. If the endpoints of the
radius of the circle. We should always remember that 𝑟𝑎𝑑𝑖𝑢𝑠 = diameter of a circle is
𝑑𝑖𝑎𝑚𝑒𝑡𝑒𝑟 10 at (2, -8) and (2, 8),
2
.𝑟 = 2
= 5.
what is the measure of
Therefore, the radius of the circle is 5 linear units. its radius?
The best way to evaluate this is to go over the solutions and check each step if all the operations
are perfectly performed. Also, note that the “linear units” is attached to 5. The unit for the
diameter and radius is always in some linear units while the area is in square units. ∎
CAJMP Page 43
DAY 26
P ROBLEM
Twice the smaller of two numbers is four less than twice the larger. Three sum
of three times the smaller and four times the larger is 99. What are the Similar Problems You Might
Want to Work On:
numbers?
1. Twice the larger of two
numbers is four more
S OLUTIONS than fifteen times the
This finding the number problem is quite confusing than the ordinary finding smaller. The sum of the
larger and ten times
the number problem where there is only one unknown number. In here, there
the smaller is 37. What
are two numbers, in which one is greater than the other. Nevertheless, the skill are the numbers?
needed here is the translation to mathematical terms. Here are the procedures 2. The larger number is
in solving this problem: one less than thrice the
smaller. Three times
1. Assign variables. the smaller plus twice
Since it seems that we have two unknowns, we assign two variables. the larger is 61. What
are the numbers?
Let 𝐿 be the larger of the two numbers and let 𝑆 be the smaller of two
3. Thrice the smaller of
numbers. Note that we assigned variables in a way which will help us two numbers is ten
remember what value they are representing. more than twice the
2. Translate to mathematical terms. smaller. The sum of
Because we have two unknowns, we should also develop two working twice the larger and
thrice the smaller is 86.
equations. To say that twice the smaller of two numbers is four less
What are the numbers?
than twice the larger, means: 4. Seven times the larger
2 𝑠𝑚𝑎𝑙𝑙𝑒𝑟 = 2 𝑙𝑎𝑟𝑔𝑒𝑟 − 4 of two numbers is 2
2𝑆 = 2𝐿 − 4 less than ten times the
2𝑆 2𝐿 4 smaller. Ten times the
= − smaller plus five times
2 2 2
the larger is 50. What
𝑆 = 𝐿 − 2 EQUATION A
are the two numbers?
On the other hand, to say that the sum of three times the smaller and 5. Seven times the
smaller of two numbers
four times the larger is 99, means:
is 3 less than the larger.
3 𝑠𝑚𝑎𝑙𝑙𝑒𝑟 + 4 𝑙𝑎𝑟𝑔𝑒𝑟 = 99 Six times the smaller is
two more than the
3𝑆 + 4𝐿 = 99 EQUATION B larger. What are the
two numbers?
3. Solve.
Now that we have two working equations now, we plug in equation A
to Equation B:
3𝑆 + 4𝐿 = 99
CAJMP Page 44
3 𝐿 − 2 + 4𝐿 = 99
3𝐿 − 6 + 4𝐿 = 99
3𝐿 = 4𝐿 = 99 + 6
7𝐿 = 105
7𝐿 105
=
7 7
𝐿 = 15
From Equation A, the smaller number is given by 𝑆 = 𝐿 − 2
𝑆 = 𝐿−2
𝑆 = 15 − 2
𝑆 = 13
The problem is asking for the value of the two unknown numbers. We let that to be 𝐿 and 𝑆.
These numbers must be the answer.
Therefore, the larger number is 15 and the smaller is 13.
We let the larger number be 15 and the smaller to be 13. The problem said that twice the
smaller (that will be 26) is 4 less than twice the larger (that will be 30). So 26 = 30 − 4. 26 =
26. So far, our values agree with what the problem is describing. Also, thrice the smaller (that
will be 39) plus 4 times the larger (that will be 60) has a sum of 99. 39 + 60 = 99. Therefore,
our result agrees with the problem. This must be correct. ∎
CAJMP Page 45
DAY 27
P ROBLEM
A man drives 200km in an early hour drive for 2 hours and returns home Similar Problems You Might
Want to Work On:
during rush hours in 3 hours. What is his average speed for the round trip?
1. A truck traveled 150
km from town A to
S OLUTIONS town B for 26 hours. It
The problem above is an easier kind of an average motion problem. This is a lot traveled back for 24
hours. What is its
easier than those problems which ask for the rate of the car on the return trip.
average speed for the
It is kind of straightforward and needs only a formula to be answered correctly, entire trip?
provided that you are careful enough while solving. Remember that 2. A jogger ran 10 km in
𝑡𝑜𝑡 𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 his early stroll for 1
𝑎𝑣𝑒 𝑠𝑝𝑒𝑒𝑑 = . Total distance refers to the distance it traveled from
𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 hour and he returned
the origin to the destination back to the origin again. On the other hand, the home for 3 hours
total time is the time it took the moving object to reach its destination and back because of exhaustion.
to the origin again. In other words, total distance and total time is the distance What is his average
speed for his entire
and time for the round trip. Here are the procedures in solving this problem:
trip?
1. Identify the given data in the problem. 3. A plane traveled from
Country A to Country B
The problem said that the man traveled 200 km when he was about to
which are 30 miles
go to his destination. So 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒1 = 200𝑘𝑚. Note that the distance apart, for 6 hours. On
that he traveled on his way back is just the same so 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒2 = its way back, it traveled
200𝑘𝑚. This makes the total distance equal to 400𝑘𝑚. The time it took for 4 hours. How is the
the man to drive towards his destination is 2 hours. His return trip took average speed of the
plane for the entire
3 hours. This makes the total time 5 𝑕𝑜𝑢𝑟𝑠.
trip?
2. Solve. 4. A boat cruised 20 miles
We simply use the formula for average speed: from an island to
400 𝑘𝑚 another for 2 hours. It
𝑎𝑣𝑒 𝑠𝑝𝑒𝑒𝑑 = traveled back for 2
5 𝑕𝑜𝑢𝑟𝑠
𝑎𝑣𝑒 𝑠𝑝𝑒𝑒𝑑 = 80𝑘𝑝𝑕 hours again. What is
the average speed of
the boat?
Since the average speed is what is asked from the problem and we got 5. A car traveled 60 km
it from the previous step, this must already be the answer. for 7 hours. It traveled
Therefore, the average speed of the man for his round trip is 80kph. back the same path for
5 hours. What is the
average speed of the
In this problem, the best way to check if we got the correct answer is to car for the entire trip?
go over the solutions again and check if all the operations are perfectly
performed. If yes, then, the result we got must be correct. ∎
CAJMP Page 46
DAY 28
𝟏 1. On Bertha’s diary, it
Jan was a lady with a very interesting life. 𝟓 of her life was dedicated to
1
says that of her life
studying; then she spent two years of her life finding a job, but she found a 12
was devoted to
man instead. One-twentieth of her life she devoted to this man but they 1
childhood, was for
broke up and she spent three years of her life regaining herself and mending 1
4
studies, for her
her broken heart. After this span of time, she met Luis and they got along just 6
marriage life when she
fine. Luis courted her for years equivalent to 1/25 of Jan’s life and he became
finally had a child, who
Jan’s boyfriend for three years before they decided to get married. They spent
attained half the age of
𝟏
2 years more than 𝟐𝟓 of Jan’s life waiting for their dearest child. When at last, her mother then they
it came. The adorable baby attained half her mother’s age when she died, and both died at the same
year. How old was
Jan wrote the story of her life for 7 years. How old was she when she died?
Bertha when she died?
1
2. Peter spent of his life
20
S OLUTIONS in his childhood days,

1
8
This kind of age problem usually scare students off. It’s long and seems to of his life practicing his
profession, after
contain too many fractions, but actually, this is very easy to solve and very 1
spending in a
straightforward. Here are the procedures in solving this problem: 10
medicine school. He
1. Assign variables. met Rosalie, to whom
he spent half his life
Note that we are looking for Jan’s age when she died. This is equivalent
with. Rosalie was then
to her total years. So we let 𝑥 to be this value.
murdered and Peter
𝐿𝑒𝑡 𝑥 𝑏𝑒 𝑡𝑕𝑒 𝑎𝑔𝑒 𝑜𝑓 𝐽𝑎𝑛 𝑤𝑕𝑒𝑛 𝑠𝑕𝑒 𝑑𝑖𝑒𝑑. spent 16 more years of
2. Identify the numerical values found in the problem. investigating his wife’s
1 1 death before he died.
− studying, 2 𝑦𝑒𝑎𝑟𝑠 − finding a job, − first boyfriend,
5 20 How old was Peter
1
3 𝑦𝑒𝑎𝑟𝑠 − mending her broken heart, 25 − courting of Luis, when he died?
1
1 3. Alessandra spent of
3 𝑦𝑒𝑎𝑟𝑠 −Luis is Jan’s boyfriend, 2 𝑦𝑒𝑎𝑟𝑠 + −waiting for the child, 14
25 her life in her
1
−age of the child, 7 𝑦𝑒𝑎𝑟𝑠 −Jan wrote the story of her life. 1
childhood, in studying
2 6
1
and in family life,
4
Note that all this values equate to the total age of Jan or to 𝑥. when at last she bore a
3. Construct a mathematical equation. child, who attained half
1 of her age and met an
We may ask the question, of what? Then the problem will say that
5 accident. She spent 1
1 1 year in curing her
5
𝑜𝑓 𝑕𝑒𝑟 𝑙𝑖𝑓𝑒, but her total years is equal to 𝑥, so this will be 5 𝑥.
depression then she
1 1 1 1 1
𝑥 +2+ 𝑥 +3+ 𝑥 +3+2+ 𝑥 + 𝑥 +7=𝑥 died eventually. How
5 20 25 25 2 old was Alessandra
4. Solve. when she died?
CAJMP Page 47
1 1 1 1 1
5
𝑥 + 2 + 20 𝑥 + 3 + 25 𝑥 + 3 + 2 + 25 𝑥 + 2 𝑥 + 7 = 𝑥 4. James spent
1
of his
16
1 1 1 1 1 life playing around the
𝑥 +2+ 𝑥 +3+ 𝑥 +3+2+ 𝑥 + 𝑥 +7
5 20 25 25 2 corners of their home,
in which after he spent
= 𝑥 100 1
of his total years in
4
20𝑥 + 200 + 5𝑥 + 300 + 4𝑥 + 300 + 200 + 4𝑥 + 50𝑥 + 700 = 100𝑥 studying and getting a
200 + 300 + 300 + 200 + 700 = 100𝑥 − 20𝑥 − 5𝑥 − 4𝑥 − 4𝑥 − 50𝑥 degree. We then had a
1700 = 17𝑥 child who attained only
1700 17𝑥 half of his age then
17
= 17 died afterwards. He
𝑥 = 100 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑. spent
1
of his life
8
5. Interpret the answer you got. grieving for his dear
Since we let 𝑥 to be Jan’s total years or her age when she died, this son. He spent 4 more
must be the answer. years then died
Therefore, Jan was 100 years old when she died. afterwards. How old
was James when he
died?
We will be working backwards. Let 100 be Jan’s age when she died. 5. Jackie was a great
This means that this is her total life span or total years she lived. mathematician that she
We compute for: described her present
1 1 1 1 age algebraically. She
100 + 2 + 100 + 3 + 100 + 3 + 2 + 100 said that
1
of her life
5 20 25 25 18
1 was devoted in her
+ 100 + 7 1
2 playful childhood;
6
in
= 20 + 2 + 5 + 3 + 4 + 3 + 2 + 4 + 50 + 7 = 100. between knowledge of
1
From our mathematical equation, we know that all these values equate books;
12
she spent
to 𝑥 or 100. Our answer must be correct. ∎ writing Math books,
her passion; she then
met Ron, to whom she
spent half of her life;
1
after of her life,
36
Jackie bore a child who
1
is currently of her
6
age. What is Jackie’s
present age?
CAJMP Page 48
DAY 29
Anna and Thomas each invested money in a one-year CD at Bagel Bank. The 1. Joana and Jeff each
bank pays 5.15% yearly interest, compounded annually. Thomas invested six invested their money in
a bank which pays 7%
hundred dollars less than three times the amount that Anna invested. Bagel
interest per annum.
Bank will pay Anna and Thomas a total of $381.10 in interest for the year. Jeff invested $1000 less
How much money will be in Anna's account after it matures in 1 year? than half the amount
that Joana invested. At
the end of the year, the
S OLUTIONS bank paid them a total
In dealing with investment problems, the key formula is 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡 = of $980 in interest for
the year. How much
𝑝𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑙 𝑟𝑎𝑡𝑒 (𝑡𝑖𝑚𝑒). In this problem, the interest is accumulated by two
money will be in Jeff’s
people. This makes the formula 𝑝𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑙 𝐴 𝑟𝑎𝑡𝑒 𝐴 𝑡𝑖𝑚𝑒 𝐴 + account after it
𝑝𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑙 𝐵 𝑟𝑎𝑡𝑒 𝐵 𝑡𝑖𝑚𝑒 𝐵 = 𝑡𝑜𝑡𝑎𝑙 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡, where A is the first person matures in 1 year?
and B is the second person. Here are the procedures in solving this problem: 2. Bernard and Neil each
bought mobile phones
1. Identify the given data in the problem. using a credit card
Anna and Thomas invested in the same bank. This means that their rate which puts 2% interest
per year. The amount
is the same and is equal to 5.15% compounded annually. Thomas’
of Neil’s phone is
principal is not given, and so is Anna’s. The total interest is $381.10, and $4000 less than twice
the time is both equal to 1 year. the cost of Bernard’s
2. Assign variables. phone. After a year, the
credit card company
Since we are not given Thomas and Anna’s principal, we choose Anna’s
said that the total
principal to be 𝑥. This makes Thomas’ principal 3𝑥 − $600. interest that they are
3. Create a working equation. going to pay is $640.
We simply substitute the data we had earlier and the variables we How much is Bernard’s
formulated to the formula of total interest: phone?
3. An insurance company
$381.10 = 𝑥 0.0515 1 + 3𝑥 − $600 0.0515 1
pays 4% simple interest
$381.10 = 0.0515𝑥 + 0.1545𝑥 − $30.9 per quarter year. Julius
$381.10 + $30.9 = 0.0515𝑥 + 0.1545𝑥 invested $5000 less
$412 = 0.206𝑥 than twice the amount
$412 0.206𝑥 that Pauline invested.
= After 4 months, the
0.206 0.206
𝑥 = $2000 company paid them
$1000 in interest for
the period. How much
Note that 𝑥 is the principal of Anna, and is equal to $2000. Note that money will be in
this is not what the problem is asking for. It is asking for the amount in Pauline’s account after
it matures in 1 year?
CAJMP Page 49
Anna’s account after it matured in a year. We first compute for the 4. Cedric and Fluer each
interest that it will earn: borrowed money from
a pawnshop which has
𝐼 = $2000 0.0515 1 = $103. The amount in Anna’s account is
10% interest per
total to her principal and the interest that it earned. So it will be equal month. Fleur borrowed
to $2000 + $103 = $2103. an amount which is
$1800 less than twice
Therefore, the amount in Anna’s account after it matures in 1 year is $2103. the amount that Cedric
borrowed. After a
month, the total
Let $2000 be the principal of Anna. If this is so, Thomas’ principal, given interest they have to
by 3𝑥 − $600 = 3 $2000 − $600 = $6000 − $600 = $5400. Then, pay is $210. How much
we compute the interest that they will earn after a year, in the rate did Cedric borrowed?
How much did Fleur
5.15% per annum:
borrowed?
𝐴𝑛𝑛𝑎′ 𝑠 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡 = $2000 0.0515 1 = $103 5. Victor and Hera both
𝑇𝑕𝑜𝑚𝑎𝑠 ′ 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡 = $5400 0.0515 1 = $278.1 invested their money in
Their total interest is the sum of their individual interest given by: a trust bank which pays
$103 + $278.1 = $381.1, which is exactly the total interest given in 7.5% simple interest
per year. Hera invested
the problem. Therefore, our obtained value must be correct. ∎
$3000 less than twice
of the amount that
Victor invested. At the
end of the year, the
bank paid them a total
of $1350 in interest for
the year. How much
money will be in
Victor’s account after it
matures for a year?
CAJMP Page 50
DAY 30
P ROBLEM
If a 5m rubber band can be stretched up to 8m, how long can a 10m rubber Similar Problems You Might
band be stretched? Want to Work On:
1. A spring, 7 cm can be
stretched up to 16 cm.
S OLUTIONS How long can a 21 cm
Proportion and ratio problems are usually easily solved by writing them in this spring of the same
form: 𝑎: 𝑏 = 𝑐: 𝑑. Because the means are equal to the extremes, 𝑎𝑑 = 𝑏𝑐. Here material be stretched?
are the procedures in solving this problem: 2. If a 3 m rubber band
can be stretched up to
1. Write the proportion. 7 m, how long can a 1.5
Since a 5m rubber band can be stretched up to 8m, we can write 5:8 m rubber band be
stretched?
(RATIO A). Note that we are dealing with the same rubber band, so we
3. Louie found out that
can equate the next ratio and equate the two. his 5m garter can be
2. Assign variables. stretched up to 11 m.
Let 𝑥 be the length of the 10m stretched rubber band. Now, we can How long can a 15 m of
the same material be
write the ratio 10: 𝑥, and equate it to the first ratio (ratio A).
stretched?
3. Construct a working equation. 4. A 50 cm rubber band in
5𝑚: 8𝑚 = 10𝑚: 𝑥 a slingshot can be
Since means are always equal to the extremes, we get: 5𝑚 𝑥 = stretched up to 60 cm.
10𝑚 (8𝑚) or (5𝑚)𝑥 = 80𝑚2 . How long can a 10 cm
of the same material be
4. Solve.
stretched?
(5𝑚)𝑥 = 80𝑚2 5. A 75 cm wire on
(5𝑚)𝑥 80𝑚2 Joseph’s bow can be
=
5𝑚 5𝑚 stretched up to 66 cm.
𝑥 = 16 𝑚 He decided to buy
5. Interpret the answer you got. another one for his
son. He bought a junior
Since we let 𝑥 be the length of the 10m stretched rubber band, this
version of the same
may already be the answer. bow, which wire is only
Therefore, the 10m rubber band can be stretched up to 16m. 50 cm. How long can
6. Evaluate the result. this wire be stretched?
5
Note that ratios can be written as fractions. So we write 5:8 as 8 and we
10 5 10
write 10: 16 as . Because 5: 8 = 10: 16, we can write them as = . We cross-multiply,
16 8 16
𝑦𝑖𝑒𝑙𝑑𝑠
5 16 = 10 8 80 = 80. Also, note that from 5 m, we considered a 10 m rubber band.
It was multiplied by 2, so we expect 8 m to be multiplied by 2, too. Our answer must be correct.
∎
CAJMP Page 51
DAY 31
P ROBLEM
If the radius of a circle is increased by 10%, what would be the expected Similar Problems You Might
percent of increase in its circumference? Want to Work On:
1. If the radius of a circle
S OLUTIONS is increased by 50%,

what would be the
In solving this problem, the only formula that we need to remember is 𝐶 = expected percent of
2𝜋𝑟, where 𝐶 is the circumference of the circle and 𝑟 is its radius. What we are increase in its
going to do is we will increase the radius by 10%, then we will subtract it with circumference?
2. If the diameter of a
the original and see their difference. Here are the procedures in solving this
circle is increased by
problem: 10%, what would be
the expected percent
1. Make two circles.
of increase in its
We will be constructing two circles, the one with the original radius and circumference?
the one, whose radius is increased by 10%. 3. If the sides of a square
𝐶1 = 2𝜋𝑟; 𝐶2 = 2𝜋 𝑟 + 0.10𝑟 are all increased by
This makes the second circle equal to 𝐶2 = 2𝜋 1.1𝑟 . 30%, what would be
2. Solve.
of increase in its area?
We will subtract the two circles, circle 2 being the subtrahend: 4. If the sides of a square
𝐶2 − 𝐶1 = 1.1 2𝜋𝑟 − 2𝜋𝑟 = 0.1 2𝜋𝑟 are all increased by
Note that this is just equal to 𝐶1 . 20%, what would be
So we substitute it: 𝐶2 − 𝐶1 = (0.1)𝐶1 . This means that the expected of increase in its
increase in the circumference is 0.1 or 10%. perimeter?
5. If the length of a
3. Interpret the answer you got. rectangle is increased
Like what we’ve said in step 2, the value we got is already the final by 15% and its width is
increased by 10%, what
answer.
would be the expected
Therefore, the expected increase in the circumference is 10%. percent of increase in
4. Evaluate the result. its perimeter?
In here, we increased the radius by 10% and so the circumference
followed with the same factor. Note that it is not correct to generalize this for all values. For
instance, if we increase the radius by 10% and we are asked for the percent increase the area, it
is not 10% because the formula for the area is quadratic (𝑡𝑕𝑒 𝑟𝑎𝑑𝑖𝑢𝑠 𝑖𝑠 𝑟𝑎𝑖𝑠𝑒𝑑 𝑡𝑜 2), while the
formula for circumference is linear. Whenever confused, it is always safe to do all these steps.
They may be quite long, but you will have higher chances of getting this right. Also, the best way
to check is to go over the solutions and check if every step was carried out smoothly. ∎
CAJMP Page 52
DAY 32
P ROBLEM
The time required for an elevator to lift a weight varies directly with the Similar Problems You Might Want
to Work On:
weight of the load and the distance travelled and inversely as the power of
the motor. It takes thirty seconds for a 10hp motor to lift 100 lbs through 1. Time varies directly with
10ft. How much power is required to lift 250 lbs in 1 min through 40ft? the weight and the
distance and inversely as
the power. It takes 70 sec
S OLUTIONS for a 2 hp motor to lift 70
kg through 14 m. How
This is a combination of variation and work concepts. We only need to recall
much power is required
how to write variations (inverse and direct) then we can solve right away. To to lift 140 kg in 1 min
say that x varies directly with y, we have 𝑥 = 𝑘𝑦, where 𝑘 is a proportionality through 15 m?
constant. On the other hand, to say that 𝑥 varies inversely with 𝑦, we have 2. 𝑥 varies directly with the
𝑘 square of 𝑎 and the cube
𝑥 = , where 𝑘 is again some proportionality constant. Here are the
𝑦 of 𝑏 and inversely with 𝑐.
procedures in solving this problem: If 𝑥 = 4 when 𝑎 = 2, 𝑏 =
1 𝑎𝑛𝑑 𝑐 = 3 , what is 𝑐
1. Assign variables. when 𝑥 = 4, 𝑎 =
Let 𝑡 be the time, 𝑤 be the weight of the load, 𝑑 be the distance and 5 𝑎𝑛𝑑 𝑐 = 2?
3. 𝑥 varies directly with
𝑝 be the power of the motor.
𝑐 and 𝑕 and inversely
2. Create a working equation. with 𝑎 . If 𝑥 = 10 when
𝑡 varies directly with 𝑤 and 𝑑, and is inversely proportional to 𝑝. So 𝑐 = 8, 𝑕 = 5 and 𝑎 = 2 ,
𝑘𝑤𝑑 what is 𝑕 when
we have: 𝑡 = .
𝑝
𝑥 = 5, 𝑎 = 7 and 𝑐 =
3. Solve. 10?
This is a 2-step process. For the first one, we look for 𝑘. After finding 4. 𝑥 varies directly with 𝑎
it, we look for 𝑝. and the square of 𝑏 and
inversely with the cube of
𝑘𝑤𝑑
𝑡= 𝑐 . If 𝑥 = 135, 𝑎 = 5, 𝑏 =
𝑝
3 𝑎𝑛𝑑 𝑐 = 1 , what is 𝑎
Given 𝑡 = 30 𝑠𝑒𝑐𝑜𝑛𝑑𝑠, 𝑝 = 10𝑕𝑝, 𝑤 = 100𝑙𝑏𝑠 and 𝑑 = 10𝑓𝑡. when 𝑏 = 8, 𝑐 = 4 and
𝑘 100𝑙𝑏𝑠 10𝑓𝑡 𝑥 = 2?
30 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 = 10𝑕𝑝
5. The force varies directly
𝑘 100𝑙𝑏𝑠 𝑓𝑡 with the masses of object
30 𝑠𝑒𝑐 =
𝑕𝑝 1 and 2 and inversely
30 𝑠𝑒𝑐 𝑘 100 𝑙𝑏𝑠 𝑓𝑡 with the square of the
= distance between them.
100 𝑙𝑏𝑠 𝑕𝑝 100 𝑙𝑏𝑠
If the force = 16 N,
30 𝑠𝑒𝑐 𝑘 𝑓𝑡
= distance = 9, mass 1 = 2
100 𝑙𝑏𝑠 𝑕𝑝
kg and mass 2 = 3 kg, find
30 𝑠𝑒𝑐 ∙ 𝑕𝑝 the proportionality
𝑘=
100 𝑙𝑏𝑠 ∙ 𝑓𝑡 constant.
CAJMP Page 53
3 𝑠𝑒𝑐 ∙ 𝑕𝑝
𝑘=
10 𝑙𝑏𝑠 ∙ 𝑓𝑡
Now that we found 𝑘, we answer the real question in the problem. We are asked to find 𝑝, given
𝑤 = 250 𝑙𝑏𝑠, 𝑡 = 1 𝑚𝑖𝑛 = 60 𝑠𝑒𝑐 and 𝑑 = 40 𝑓𝑡.
𝑘𝑤𝑑
𝑡=
𝑝
3 𝑠𝑒𝑐 ∙ 𝑕𝑝
60 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 = 250 𝑙𝑏𝑠 40 𝑓𝑡 ÷ 𝑝
10 𝑙𝑏𝑠 ∙ 𝑓𝑡
60 𝑠𝑒𝑐 = 3 𝑠𝑒𝑐 ∙ 𝑕𝑝 25 40 ÷ 𝑝
3 𝑠𝑒𝑐 ∙ 𝑕𝑝 25 40
60 𝑠𝑒𝑐 =
𝑝
3 𝑠𝑒𝑐 ∙ 𝑕𝑝 25 40
𝑝=
60 𝑠𝑒𝑐
25 40 𝑕𝑝
𝑝= 20
𝑝 = 50 𝑕𝑝

Since the problem is asking for the power needed to lift a 250 lbs load in 1 min at the height of
40 ft, this must already be the answer.
Therefore, the elevator needs a power with a value of 50 hp.
3
We let 𝑘 = ,𝑤 = 250, 𝑑 = 40 𝑎𝑛𝑑 𝑝 = 50. We will check if 𝑡 will be equal to the value given
10
in the problem:
3
10 250 (40) 3 3
𝑡= = 5 40 = 40 = 3 20 = 60
50 10 2
As we know, the given time in the problem is 60 seconds or 1 minute. We got the same result.
Therefore, our obtained must be correct. ∎
CAJMP Page 54
DAY 33
P ROBLEM Similar Problems You Might Want
𝟕 to Work On:
Rationalize the denominator of 𝟐 𝒙− 𝒚
.
Rationalize the denominators of
the following:
S OLUTIONS 1.
2
The main goal of rationalizing the denominator is to have no radicals in the 2 𝑥−1
𝑥
denominator. We do it by multiplying both numerators and denominators by 2.
1− 𝑥
it conjugate. For instance, the conjugate of 1 + 𝑥 is 1 − 𝑥. It is often easy to 7
3. −
determine the conjugate of an expression. We simply copy the terms and 𝑥+1
2
then take the opposite sign of the second term, that is if the term only have 4. −
2 𝑥+1
two terms. Here are the procedures in solving this problem: 15
5.
3 𝑥𝑦 −3
1. Determine the conjugate of the denominator.
17
Like what we’ve said in the introduction of this problem, we obtain 6.
3+4 𝑥 𝑦
the conjugate by writing the terms and just reverse the sign of the 1
7.
second term. The conjugate of `2 𝑥 − 𝑦 is therefore 2 𝑥 + 𝑦. 2 𝑥𝑦 + 𝑦
𝑥− 𝑦
2. Multiply both the numerator and the denominator by the conjugate. 8.
𝑥+2
A student must always remember that we are to multiply both the 𝑥+2
numerator and the denominator by the conjugate which is 2 𝑥 + 𝑦.
9.
𝑥− 𝑦
7 2 𝑥+ 𝑦 3
In other words, we multiply by . Note that we are just 10.
2 𝑥− 𝑦 2 𝑥+ 𝑦 2 𝑥− 𝑦
multiplying by 1, the multiplicative identity of multiplication.
7 2 𝑥+ 𝑦 7(2 𝑥 + 𝑦) 7(2 𝑥 + 𝑦)
∙ = =
(2 𝑥 − 𝑦) (2 𝑥 + 𝑦) 4𝑥 + 2 𝑥𝑦 − 2 𝑥𝑦 − 𝑦 4𝑥 − 𝑦
For the multiplication of the numerators, there is no problem since 7 is just a constant. For the
multiplication of the denominators, one should always remember that we always use FOIL (first,
outer, inner, last) in multiplying polynomials like this.
Note that the answer we got doesn’t contain any radicals in the denominator. This is the main
goal of rationalizing. This must be the already be the answer.
𝟕(𝟐 𝒙+ 𝒚)
Therefore, the answer is 𝟒𝒙−𝒚
.
The best way to check if the answer is correct is to go over each step and confirm if all the
operations are perfectly performed. If yes, then the result must be correct. ∎
CAJMP Page 55
DAY 34 Similar Problems You Might Want

to Work On:
P ROBLEM 1. The product of two

The product of two consecutive negative even integers is 24. Find the consecutive positive odd
numbers. integers is 399. What are
the two numbers?
2. The product of two
S OLUTIONS consecutive negative even
integers is 960. What is
One of the twists in finding the number problems is the mentioning of two the value of the larger
consecutive even integers (or sometimes consecutive odd numbers). If we let number of the two
the first number be 𝑛, automatically, its consecutive even integer is 𝑛 + 2. numbers?
Note that 𝑛 + 1 is not even if 𝑛 is even and so we add ‘1’ in order to arrive at 3. The product of two
consecutive positive even
an even integer. One characteristic of this problem is the mentioning of two
integers is 624. What are
negative even integers. We don’t alter 𝑛 in such a way that it will be – 𝑛. The those two numbers?
problem mentioned that we are looking for negative integers as a guide if 4. The product of two
ever we came up with two possible answers. Here are the procedures in consecutive negative odd
solving this problem:
the two numbers?
1. Assign variables. 5. The product of two
consecutive negative even
We let 𝑛 be the first negative integer and 𝑛 + 2 be the second
integers is 288. What is
negative integer. the value of the larger of
2. Construct a working equation. the two numbers?
The problem said that the product of the two consecutive negative 6. The product of two
consecutive positive even
even integers is 24. Since we let these integers to be equal to 𝑛 and
integers is 168. Find the
𝑛 + 2, we multiply them and equate it to 24. two numbers.
𝑛 𝑛 + 2 = 24 7. The product of two
This will be the working equation which we will alter in order to consecutive positive odd
arrive at the answer. integers is 575. What are
those two numbers?
3. Solve.
8. The product of two
From the working equation: 𝑛 𝑛 + 2 = 24 consecutive negative odd
𝑛2 + 2𝑛 = 24 integers is 63. What are
𝑛2 + 2𝑛 − 24 = 0 the numbers?
We factor them out, but if we are not very skillful with the easier 9. The product of two
consecutive positive odd
factoring, we can try to use the quadratic equation where 𝑎 = 1, 𝑏 =
2 𝑎𝑛𝑑 𝑐 = −24. the numbers?
−𝑏 ± 𝑏2 − 4𝑎𝑐−2 ± 4 − 4 1 (−24) −2 ± 4 + 96 10. The product of two
= = consecutive positive even
2𝑎 2 2
integers is 10200. What
−2 ± 100 −2 ± 10 are the two numbers?
= =
2 2
CAJMP Page 56
We have two possible solutions. First, we add 10 to – 2:

−2 + 10 8
= =4
2 2
Second, we subtract 10 from – 2:
−2 − 10 12
=− = −6
2 2
Since we have two answers, we will have to choose between 4 and – 6. In the first part of our
discussion, I’ve mentioned that the condition that 𝑛 is a negative number is important and very
useful. We are going to let 𝑛 = −6 since 4 is positive. If this is so, 𝑛 + 2 = −6 + 2 = −4.

The problem is actually asking for the two numbers. We let this to be equal to 𝑛 and 𝑛 + 2,
which we found out to be equal to −6 𝑎𝑛𝑑 = 4.
Therefore, the two numbers are −𝟔 and −𝟒.
We will work backwards in order to check our answer. Let −6 and −4 be two consecutive even
negative integers. We obtain the product of those two numbers. −6 −4 = 24, which is
exactly the value given in the problem. Our result must be correct. ∎
CAJMP Page 57
DAY 35
to Work On:
Two cars started at the same point and travels on different directions. One
travels at 80 km/hr while the other travelled 100 km/hr. In how many 1. Jim and Sarah who are
hours would they be 540 km apart? hiking in wilderness,
decide to leave their tent
and walk around a lake.
S OLUTIONS They start going in the
opposite directions. Jim
We only need to remember that 𝑑 = 𝑟𝑡, where 𝑑 is the distance traveled, 𝑟 is hikes at the rate of 3 miles
the rate and 𝑡 is the time it took the vehicle to travel the distance. However, per hour. Sarah hikes at
analyzing the problem, one must recognize the fact that the distance the rate of 2 miles per
hour. The perimeter of
(540 𝑘𝑚) is not done by one car alone. It is the distance in between two
the lake is 10 miles. How
cars. We can imagine that a car made 500 𝑘𝑚 and the other one made long will it be before they
40 𝑘𝑚 or the first car made 250 𝑘𝑚 and the other made 290 𝑘𝑚, as long as meet?
the distance was shared. In solving this, we should note that 2. Two jets leave an airport
at the same time in
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 𝑟𝑎𝑡𝑒1 𝑡𝑖𝑚𝑒1 + 𝑟𝑎𝑡𝑒2 (𝑡𝑖𝑚𝑒2 ), where the subscripts opposite directions. The
distinguish the first car to another. Here are the procedures in solving this first jet is traveling at
problem: three hundred seventy-
seven mph and the other
1. Identify the given data in the problem. at two hundred seventy-
The problem said that the first car travelled 80 km/hr while the other five mph. How long will it
take the jets to be 2,608
travelled for 100km/hr. it also said that the distance between the miles apart?
80𝑘𝑚
two cars is 540 km. This means that 𝑟𝑎𝑡𝑒1 = 𝑕𝑟
, 𝑟𝑎𝑡𝑒2 = 3. Two cyclists start at the
100𝑘𝑚
same time from opposite
𝑕𝑟
𝑎𝑛𝑑 𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 540𝑘𝑚. Since both cars left the same ends of a course that is 90
point at the same time, 𝑡𝑖𝑚𝑒1 = 𝑡𝑖𝑚𝑒2 and we will just denote it by miles long. One cyclist is
riding at 14 mph and the
𝑡. second cyclist is riding at
2. Construct a working equation. 16 mph. How long after
From the equation in the introduction of this problem, we simply they begin will they meet?
4. Chelsea left the White
plug in the values we obtained from step 1:
House and travelled
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 𝑟𝑎𝑡𝑒1 𝑡𝑖𝑚𝑒1 + 𝑟𝑎𝑡𝑒2 𝑡𝑖𝑚𝑒2 toward the capital at an
𝑘𝑚 𝑘𝑚 average speed of 34
540 𝑘𝑚 = 80 𝑡 + 100 (𝑡)
𝑕𝑟 𝑕𝑟 km/hr. Jasmine left at the
We factor out 𝑡 on the right side of the equation: same time and travelled in
𝑘𝑚 𝑘𝑚 the opposite direction
540 𝑘𝑚 = 𝑡 80 + 100 with an average speed of
𝑕𝑟 𝑕𝑟 65 km/hr. Find the
3. Solve. number of hours Jasmine
From the working equation we obtained earlier, we simply simplify: needs to travel before
they are 594 km apart.
CAJMP Page 58
𝑘𝑚
540 𝑘𝑚 = 𝑡 180
𝑕𝑟
𝑘𝑚
We divide both sides by 180 𝑕𝑟 : 5. Two planes left the airport
at the same time. The
𝑘𝑚
540 𝑘𝑚 𝑡 180 domestic plane is
= 𝑕𝑟
travelling at a constant
𝑘𝑚 𝑘𝑚
180 180 rate of 150 miles per hour.
𝑕𝑟 𝑕𝑟
The international plane is
travelling at an opposite
540 𝑘𝑚 ∙ 𝑕𝑟 direction at a constant
=𝑡
180 𝑘𝑚 rate of 190 miles per hour.
After some time, it was
𝑡 = 3 𝑕𝑟𝑠 reported that they are
already at their respective
destinations which are
Since we are looking for the time that the cars will be 540 𝑘𝑚 apart 1700 miles apart. How
and we obtained 3 𝑕𝑟𝑠from our solution above, this must already be long did it take the planes
the answer. to reach their
destinations?
Therefore, it will take 3 hours for the cars to be 540 km apart.
We will be working backwards in order to check if we arrived at a correct answer. We let
𝑘𝑚 𝑘𝑚
𝑟𝑎𝑡𝑒1 = 80 𝑕𝑟 , 𝑟𝑎𝑡𝑒2 = 100 𝑕𝑟 and 𝑡 = 3 𝑕𝑟𝑠. We will check if the total distance will agree
with the value given in the problem:
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 𝑟𝑎𝑡𝑒1 𝑡 + 𝑟𝑎𝑡𝑒2 𝑡
𝑘𝑚 𝑘𝑚
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 80 3 𝑕𝑟𝑠 + 100 3 𝑕𝑟𝑠
𝑕𝑟 𝑕𝑟
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 80 𝑘𝑚 3 + 100 𝑘𝑚 3
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 240 𝑘𝑚 + 300 𝑘𝑚
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 = 540 𝑘𝑚
This agrees with the value of the total distance given in the problem. Therefore, our answer
CAJMP Page 59
DAY 36
P ROBLEM
If 𝟑𝒙 − 𝟓 : 𝟏𝟓 = 𝒙 + 𝟏𝟑 : 𝟏𝟓, find 𝒙𝟐 − 𝟐𝒙 + 𝟏.
Similar Problems You Might Want

S OLUTIONS to Work On:
The problem looks difficult at a glance. We are given a proportion then we
1. If 3𝑥 − 5 : 10 =
are asked to solve a quadratic equation. This is actually just a two-step
2𝑥 + 5 : 15 , find
problem which looks a little complicated. Here are the procedures in solving 2
𝑥 + 2𝑥 + 1.
this problem: 2. If 2𝑥 + 3 : 7 =
3𝑥 − 2 : 4 , find
1. Solve the proportion. 𝑥 2 − 5𝑥 + 6.
We are to maximize all the data given to us. Take note that we 3. If 2𝑥 + 2 = 16 =
2𝑥 − 10 : 4 , find
cannot use the quadratic equation since we do not have any value
𝑥 2 + 5𝑥 − 9.
given for 𝑥. So we focus on the proportion first, remembering the 4. If 2𝑥 − 6 : 10 =
basic rule for proportions: the means are equal to the extremes. 𝑥 − 3 :5 , find
3𝑥 − 5 : 15 = 𝑥 + 13 : 15 𝑥 3 + 3𝑥 + 2.
5. If 3𝑥 − 2 : 7 =
15 3𝑥 − 5 = 15 𝑥 + 13
2𝑥 + 2 : 8 , find
45𝑥 − 75 = 15𝑥 + 195 2𝑥 2 − 3𝑥 + 10.
45𝑥 − 15𝑥 = 195 + 75 6. If 3𝑥 − 10 : 20 =
30𝑥 = 270 2𝑥 − 5 : 15 , find
30𝑥 270 𝑥 2 − 4𝑥 − 5.
= 7. If 2𝑥 + 5 : 45 =
30 30
2𝑥 − 10 : 30, find
𝑥=9
𝑥 3 + 2𝑥 2 − 10𝑥 − 50.
2. Solve the quadratic equation. 8. If 7𝑥 − 3 : 25 =
Given 𝑥 = 9 which we acquired from solving the proportion, we 6𝑥 + 3 : 27 , find
substitute it to the quadratic equation: 3𝑥 2 − 2𝑥 + 10.
9. If 3𝑥 − 3 : 15 =
𝑥 2 − 2𝑥 + 1
5𝑥 − 6 : 24 , find
92 − 2 9 + 1 𝑥 2 − 𝑥 − 10.
81 − 18 + 1 10. If 𝑥 − 7 : 2 = 𝑥 − 4 : 5 ,
= 64 find 𝑥 2 − 9𝑥 + 1.

Since the major or final question in this problem is find 𝑥 2 − 2𝑥 + 1,
our evaluation in the second step must be the answer.
Therefore, the answer is 64.
We do not have any shortcut in checking whether we got the correct answer or not. The best
way to check is to go over all the steps and check if everything is perfectly performed. ∎
CAJMP Page 60
DAY 37
P ROBLEM
A local television company currently charges $36 per month. It plans to
increase in its monthly charge by 15%. What will the new rate be? Similar Problems You Might Want
to Work On:
1. Since it’s Christmas

S OLUTIONS season, a supermarket
Percentage problems are usually easily to solve. We only need to remember decided to increase the
the formula 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 𝑝𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑙 × 𝑟𝑎𝑡𝑒. Then, if we are looking for price of their ham by 10%.
the new rate, it will be given by 𝑛𝑒𝑤 𝑟𝑎𝑡𝑒 = 𝑝𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑙 + If the ham originally cost
Php 356, what will the
𝑟𝑎𝑡𝑒 (𝑝𝑟𝑖𝑛𝑐𝑖𝑝𝑎𝑙). Here are the procedures in solving the problem:
new rate be?
1. Create a working equation. 2. A paper company plans to
increase the price of all
The new rate will be 𝑛𝑒𝑤 𝑟𝑎𝑡𝑒 = $36 + $36 (15%). Note that it is
their items by 8.9%. If a
not given by $36 (15%) alone because this is just the percentage yellow pad costs Php
or the increase in the new rate. We still have to add it by the original 24.50, how much will it
charge in order to get the whole new rate and not just the increase. cost after its price has
been increased?
2. Solve.
3. A credit card company
Our problem is very straightforward. We are just looking for the new plans to increase their
rate which we have earlier. monthly charge from 2%
𝑛𝑒𝑤 𝑟𝑎𝑡𝑒 = $36 + $36 15% to 3.5%. If Daryl normally
𝑛𝑒𝑤 𝑟𝑎𝑡𝑒 = $36 + $36 0.15 pays Php 1500 every
month, how much will he
𝑛𝑒𝑤 𝑟𝑎𝑡𝑒 = $36 + $5.4
pay after the increase?
𝑛𝑒𝑤 𝑟𝑎𝑡𝑒 = $41.4 4. A credit card company
3. Interpret the answer you got. charges $20 monthly for
The problem is asking for the new rate, which is what we found in all its card-holders. It
the solutions above. plans to increase its rate
from 2% to 5%. What will
Therefore, the new rate will be $41.4.
the new rate be?
4. Evaluate the result. 5. In a university, tuition fee
The first thing to check is that the new rate should be greater than is Php 300 per unit. It
the original rate since the problem said that it was increased. Since plans to increase its fee by
we got something greater than the original rate, we are still not sure 300%. If Jerome has 21
units this semester, how
if this is correct. The best way to check this is to go over all the steps
much is he going to pay?
in the solutions and see if everything went out and was carried out
smoothly. If yes, then the answer must be correct. ∎
CAJMP Page 61
DAY 38
Three numbers have a sum equal to 50. The second number is 5 less than to Work On:
twice the first. The third number is 5 more 1/5 of the second. What is the 1. Three numbers have a
first number? sum equal to 45. The
second number is 5 less
than the third. The first
S OLUTIONS number is seven more
The problem is quite similar to the other “finding the number” problems we than one-fifth of the
second. What is the third
solved the other days. The problem is very straightforward and the only
number?
crucial part here is how to express correctly those algebraic phrases. It is 2. The sum of three numbers
partly skill and partly practice, for if we solve similar problems, we eventually is 70. The second number
learn and get used with the techniques in solving. Here are the procedures in is five less than twice the
solving this problem: first. The third number is
2
one more than of the
5
1. Assign variables. second. What is the first
Let 𝑥 , 𝑦 and 𝑧 be the first, second and the third number, number?
respectively. The second statement says that the second number is 5 3. Three numbers have a
sum equal to 85. The
less than twice the first. We write it as:
second number is
𝑠𝑒𝑐𝑜𝑛𝑑 = 2 𝑓𝑖𝑟𝑠𝑡 − 5 or fourteen less than the
𝑦 = 2𝑥 − 5 first. The third number is
The third statement describes the third number as follows: two more than the second
1 number. What are the
𝑡𝑕𝑖𝑟𝑑 = 5 + 5 𝑠𝑒𝑐𝑜𝑛𝑑 or
three numbers?
1 4. Three numbers have a
𝑧 =5+ 𝑦
5 sum equal to 60. The third
1 number is one less than
𝑧 =5+ 2𝑥 − 5
5 twice the first number.
2𝑥 The third number is twice
𝑧 =5+ −1
5 the second. What is the
2𝑥 second number?
𝑧 =4+ 5. Three numbers have a
5
2. Construct a working equation. sum equal to 160. The
second number is three
The first part of the problem says that the sum of three numbers
more than the first
have a sum of 50. In other words, 𝑥 + 𝑦 + 𝑧 = 50. Since we are able number. The third number
to express both 𝑦 and 𝑧 in terms of the variable 𝑥, we express is ten more than thrice
𝑥 + 𝑦 + 𝑧 = 50 in terms of 𝑥 only: the first number. What
2𝑥 are the three numbers?
𝑥 + 2𝑥 − 5 + 4 + = 50
5
Here is the working equation which we will solve.
CAJMP Page 62
3. Solve.
2𝑥
We solve 𝑥 + 2𝑥 − 5 + 4 + 5
= 50
2𝑥
𝑥 + 2𝑥 − 5 + 4 +
= 50 5
5
5𝑥 + 10𝑥 − 25 + 20 + 2𝑥 = 250
5𝑥 + 10𝑥 + 2𝑥 = 250 + 25 − 20
17𝑥 = 255
17𝑥 255
=
17 17
𝑥 = 15
Because 𝑦 = 2𝑥 − 5 and 𝑥 = 15, 𝑦 = 2 15 − 5 = 30 − 5 = 25.
2𝑥 2 15
Also, since 𝑧 = 4 + and 𝑥 = 15, 𝑧 = 4 + = 4 + 6 = 10.
5 5
We found out that 𝑥 = 15, 𝑦 = 25 and 𝑧 = 10.
The problem is actually asking for the first number. When we assigned variables, we let this first
number be 𝑥, which we found out to be equal to 15.
Therefore, the first number is 15.
Since we have sufficient given data in the problem, we have two ways of checking if the result
we got is correct. First, let the three numbers be 15, 25 and 10. Note that it satisfies the first
statement which says that the sum of three numbers is 50. 15 + 25 + 10 = 50. Next, the
problem said that the second number is 5 less than twice the first. Indeed, 25 is 2(15) – 5. Lastly,
the problem said that the third number is five more than one-fifth the second. Indeed,
1
10 = 5 + 5 (25). The values that we attained satisfied the data in the problem. Therefore, our
results must be correct. ∎
CAJMP Page 63
DAY 39
P ROBLEM
𝒙+𝟐 Similar Problems You Might Want
Given 𝒇 𝒙 = 𝟐
𝒂𝒏𝒅 𝒈 𝒙 = 𝒙𝟐 − 𝟗. Find 𝒈 ∘ 𝒇 −𝟗 .
to Work On:
𝑥+2
1. Given 𝑓 𝑥 = and
2
S OLUTIONS 𝑔 𝑥 = 𝑥2 −9 . Find
The composition of a function sometimes creates confusion to students. 𝑓 ∘ 𝑔 (−9).
"𝑓 𝑜𝑓 𝑔 𝑜𝑓 𝑥" is usually written as 𝑓 ∘ 𝑔 (𝑥) or 𝑓(𝑔 𝑥 ). To solve this, we 2. Given 𝑓 𝑥 = 𝑥 3 − 8 and
𝑔 𝑥 = 2𝑥 + 1. Find
first evaluate 𝑔(𝑥) and then “insert” it to 𝑓(𝑥). The result will be the final
𝑔 ∘ 𝑓 (2).
answer. In this problem, we are asked to find 𝑔 ∘ 𝑓 (−9). So what we do is 3. Given 𝑓 𝑥 = + 5 and
𝑥
2
we evaluate 𝑓 at 9 then substitute the evaluation at 𝑔. 𝑔 ∘ 𝑓 (−9) can also 𝑔 𝑥 = 𝑥2 − 1 . Find
be written as 𝑔(𝑓 −9 ). Here are the procedures in solving this problem: 𝑓 ∘ 𝑔 (0).
4. Given 𝑓 𝑥 =
1. Solve for 𝒇(−𝟗). 𝑥 2 − 40 and 𝑔 𝑥 =
We simply substitute −9 to 𝑥 in 𝑓(𝑥): 2𝑥 + 7. Find 𝑔 ∘ 𝑓 −7 .
𝑥+2 5. Given 𝑓 𝑥 =
𝑥 2 +6
and
𝑓 𝑥 = 5
2 𝑔 𝑥 = 4𝑥 − 3 . Find
−9 + 2 7 𝑓 ∘ 𝑔 (−5).
𝑓 −9 = =−
2 2 6. Given 𝑓 𝑥 = 𝑥 + 9 and
2. Solve for 𝒈(𝒇 −𝟗 ). 𝑔 𝑥 = 𝑥 4 − 2𝑥 + 10 .
Since we found the solution to 𝑓(−9), we simply substitute it: Find 𝑔 ∘ 𝑓 (7).
𝑔 𝑓 −9 = 𝑥2 − 9 7. Given 𝑓 𝑥 =0 and
𝑔 𝑥 =0 . Find
7 7 2 𝑓 ∘ 𝑔 (15).
𝑔 − = − −9
2 2 8. Given 𝑓 𝑥 = 17𝑥 + 3
7 49 and 𝑔 𝑥 = 3𝑥 2 − 2. Find
𝑔 − = −9
2 4 𝑔∘𝑓
1
.
7 49 − 36 13 34
𝑔 − = = 9. Given 𝑓 𝑥 = 17𝑥 + 3
2 4 4 and 𝑔 𝑥 = 3𝑥 2 − 2. Find
3. Interpret the answer you got. 1
𝑓∘𝑔 − .
3
During the introduction of this problem, we said that the final
10. Given 𝑓 𝑥 = 2𝑥 + 3 and
answer will be the evaluation of 𝑔 using the details about 𝑓. 3
𝑔 𝑥 =− . Find
𝟏𝟑 2
Therefore, 𝒈 ∘ 𝒇 −𝟗 = 𝟒
. 𝑔∘𝑓 −
1
.
2
One way to check if we got the correct answer is to substitute 𝑓 𝑥 to the 𝑥 in 𝑔(𝑥). So,
𝑥+2 2 𝑥 2 +4𝑥+4 𝑥 2 +4𝑥+4−36 𝑥 2 +4𝑥−32
𝑔 𝑓 𝑥 = −9= −9= = . Now, we substitute −9 to 𝑥.
2 4 4 4
2
(−9) +4 −9 −32 81−36−32 13
This will give us 𝑔 𝑓 −9 = 4
= 4
= 4 . We got the same result by trying
a different method. Therefore, our answer must be correct. ∎
CAJMP Page 64
DAY 40
What is the 𝐱-intercept of the line 𝟐𝐱 + 𝟕𝐲 + 𝟏𝟓 = 𝟎? to Work On:
Find the x-intercept of the following

lines:
S OLUTIONS
The analytic geometry problem above is quite easy. To ask for the 1. 𝑥 + 2𝑦 − 15 = 0
2. 7𝑥 + 3𝑦 + 14 = 0
𝑥 −intercept of a line is just another way of asking about value of 𝑥 when we 3. 3𝑥 + 5𝑦 + 7 = 0
set the other variable to zero. In this case, this “other variable” is 𝑦. So what 4. 5𝑥 + 3𝑦 = 0
we do is simply set 𝑦 equal to zero then we solve for 𝑥. Though the problem 5. 4𝑥 + 𝑦 − 2 = 0
6. 2𝑥 − 7𝑦 − 3 = 0
may appear quite easy, most of the students take for granted the signs and
7. 6𝑥 − 9𝑦 − 9 = 0
the arithmetic itself, thus resulting to an incorrect result. One should always 8. 𝑥 + 2𝑦 − 2 = 0
remember to be extra careful with easy problems so as to be sure of the 9. 7𝑥 − 9𝑦 + 7 = 0
answer. Here are the procedures in solving this problem: 10. 8𝑦 − 8𝑥 + 4 = 0
1
11. 𝑥 + 3𝑦 − 7 = 0
2
1. Set 𝒚 = 𝟎 then solve for 𝒙. 1
12. 3𝑥 + 𝑦 − 7 = 0
2
2𝑥 + 7𝑦 + 15 = 0 13. 5𝑥 + 8 = 0
When 𝑦 = 0: 14.
1
𝑥 + 10𝑦 − 20 = 0
7
2𝑥 + 7 0 = 15 15.
1 1
𝑥 + 𝑦 + 21 = 0
5 7
2𝑥 = −15
2𝑥 15 Find the y-intercept of the following
2
=− 2 lines:
15
𝑥=− 1. 3𝑥 + 2𝑦 − 15 = 0
2
2. Interpret the answer you got. 2. 7𝑥 + 3𝑦 + 14 = 0
3. 5𝑥 + 3𝑦 + 6 = 0
It is very tempting to conclude right away that the final answer must 4. 𝑥 + 5𝑦 = 0
15
be “Therefore, 𝑥 = − 2
,” but one should take note that the problem 5. 𝑥 + 9𝑦 − 2 = 0
6. 10𝑥 − 21𝑦 − 3 = 0
is asking for the 𝑥 −intercept of the given line. An 𝑥 −intercept is a 7. 6𝑥 − 9𝑦 − 9 = 0
point at which a line intersects the x-axis. Therefore, we give the 8. 3𝑥 + 2𝑦 + 2 = 0
15 9. 7𝑥 − 5𝑦 − 7 = 0
coordinates. Take note that when 𝑦 = 0, 𝑥 = − 2
.
10. 8𝑦 − 8𝑥 + 4 = 0
1
𝟏𝟓 11. 𝑥 + 3𝑦 − 7 = 0
Therefore, the x-intercept is (− 𝟐
, 𝟎). 2
1
12. 3𝑥 + 𝑦 − 7 = 0
2
3. Evaluate the result. 13. 3𝑦 + 8 = 0
1 1
We can graph the line but then, this may be very prone to inaccuracy 14. 𝑥+ 𝑦=0
3 4
1 1
so we will just go over our solutions and check if each of the steps 15.
3
𝑥+ 𝑦−9=0
4
were carried out correctly. If yes, then the result we obtained must
be correct. ∎
CAJMP Page 65
DAY 41
P ROBLEM
The ratio of adult tickets to student tickets for the school play was four to Similar Problems You Might Want
five. If the sum of the adult tickets and one-half of the student tickets is to Work On:
260, how many adult tickets were sold?
1. The ratio of the birds and
hamsters in a pet shop is
3:5. If the sum of the total
S OLUTIONS number of birds and one-
What students fail to remember when faced with ratio problems is the fact half of the total number of
that this ratio has a common term. For instance, the ratio 3: 5 is actually the hamsters is 825, how
same as 3𝑥: 5𝑥, with 𝑥 as the common term and since it is common, we many hamsters are there?
2. The ratio of boys to girls in
cancel it in order to express the ratio in its lowest term. So to solve, we only
a school is six to five. If
have to let a variable be the common term which when multiplied with the the sum of the total
ratio, will represent the total number of adult tickets or student tickets. After numbers of boys and one-
acquiring a working equation, we will find the value of this variable and we fourth of the total number
simply multiply it to the ratio in order to get the original number of adult and of girls is 116, what is the
total population of
student tickets sold. Here are the procedures in solving this problem:
students in that school?
3. The ratio of red to white
roses in a flower shop is
Let 𝑥 be the common factor such that the original ratio is 4𝑥: 5𝑥. three to five. If the sum of
Therefore, the total number of adult tickets is 4𝑥 and the total the white roses and one
number of student tickets is 5𝑥. third of the red roses is
2. Construct a working equation. 600, how many white
roses are there?
The second statement in the problem says that the sum of adult
4. In a farm, it was sound out
1
tickets (4𝑥) and one-half of the student tickets (2 5𝑥 ) is 260. So we that the ratio of chicken to
simply add the quantities: cows is eight to five. One
day, Matthew, the farmer,
1
4𝑥 + 5𝑥 = 260 counted the total number
2 of animals and he found
then we can solve for 𝑥. out that it is 195. How
3. Solve. many cows are there?
We simply solve the working equation above: 5. In a boutique, the ratio of
1 ladies’ wear to man’s
4𝑥 + 5𝑥 = 260 wear is eight to three. It
2
1 was known that the sum
4𝑥 + 5𝑥 = 260 2 of the ladies’ wear and
2
one-fifth of the man’s
8𝑥 + 5𝑥 = 520
wear is 86. How many
13𝑥 = 520 man’s wear is there?
13𝑥
= 520
13
CAJMP Page 66
𝑥 = 40
Since we now found out the common term in the ratio, we can now get the original number of
adult tickets and student tickets which were sold. In the step 1 of our solutions, we said that the
total number of adult tickets sold is 4𝑥. Since 𝑥 = 40, 4𝑥 = 160. Therefore, there are 160 adult
tickets sold. Similarly, the total number of student tickets sold is 5𝑥. Since 𝑥 = 40, 5𝑥 = 200.
Therefore, there are 200 adult tickets sold.
We found 𝑥, the total number of adult tickets sold and the total number of student tickets sold,
but take note that the problem is actually asking for the total number of adult tickets sold.
Therefore, the total number of adult tickets sold is 160.
We will be working backwards again here. First, we let 160 be the total number of adult tickets
sold and let 200 be the total number of student tickets sold. This means that the ratio of adult
tickets to student tickets is:
160: 200
We divide then by 40:
160 200
: = 4: 5
40 40
The problem told us that their ratio is indeed 4:5. Now, we add the total number of adult tickets
sold and one-half of the student tickets sold:
200
160 + = 160 + 100 = 260
2
Indeed, the problem told us that their sum is 260. We get the correct result by working
backwards. Our answer must be correct. ∎
CAJMP Page 67
DAY 42
P ROBLEM
The time for two students to solve a problem a problem differs by two
to Work On:
minutes. Together, they can solve 32 problems in one hour. How long will it
take the slower student to solve a problem? 1. The time for two people
to bind a book differs by
four minutes. Together,
S OLUTIONS they can bind 26 books in
165 minutes. How long
The basic rule in work problems like the one above is to remember that will it take the slower
when they help each other, we add their rates and when they delay each person to bind a book?
other, we subtract them. In the problem, it was mentioned that the two 2. The time for two students
students solved together. That should give us a clue that we are going to add to read a page of a book
differs by three minutes.
their rates, but what are those rates? Here are the procedures in solving this
Together, they can read
problem: 42 pages in an hour. How
long will it take the faster
student to read a page of
Since there are two students with two different time required to a book?
solve a particular problem, we assign two variables then later on try 3. The time required for
to express one variable in terms of the other. Lalaine and Lian to finish a
puzzle differs by 2
Let 𝑆 be the time required for the slower student to solve a problem.
minutes. Together, they
Let 𝐹 be the time required for the faster student to solve a problem. can finish 24 puzzles in an
Intuition tells us that 𝑆 ≥ 𝐹 since a slower student will need more hour and ten more
time in answering a problem. Also, the problem said that the time minutes. How long will it
differs by two minutes. This means that 𝑆 = 𝐹 + 2 𝑚𝑖𝑛𝑢𝑡𝑒𝑠. The take Lian to finish a puzzle
if she is faster than
observation that 𝑆 ≥ 𝐹 is very important since 𝐹 = 𝑆 + 2 will mean
Lalaine?
a different thing. 4. The time for two
2. Construct a working equation. carpenters to finish
In the problem, we are given the data that if we add the rates of the fencing a house differs by
32 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑠 32 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑠 an hour. Together, they
two students, it will be equal to 𝑕𝑜𝑢𝑟
= 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
. Since 𝑆 is can fence 11 houses in
1 𝑝𝑟𝑜𝑏𝑙𝑒𝑚 1.25 days. How long will it
the time of the slower student, his/her rate must be 𝑆
.
take the slower carpenter
1 𝑝𝑟𝑜𝑏𝑙𝑒𝑚
Similarly, the rate of the faster student must be 𝐹
. We now to fence a house?
add those: 5. The time for two cooks to
prepare a dish differs by
1 𝑝𝑟𝑜𝑏𝑙𝑒𝑚 1 𝑝𝑟𝑜𝑏𝑙𝑒𝑚 32 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑠
+ = 30 minutes. Together,
𝑆 𝐹 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 they can cook 7 dishes in 6
3. Solve. hours. How long will it
We alter the working equation and solve for the unknowns: take the faster cook to
prepare a dish?
CAJMP Page 68

+ =
𝑆 𝐹 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
But we know that 𝑆 = 𝐹 + 2. So,
+ =
𝐹+2 𝐹 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
Then we multiply the whole expression by the denominators of each of the fractions in order to
get rid of the denominators:

+ = 𝐹 + 2 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 𝐹 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
𝐹 + 2 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 𝐹 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 𝐹 1 𝑝𝑟𝑜𝑏𝑙𝑒𝑚 + 𝐹 + 2 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 1 𝑝𝑟𝑜𝑏𝑙𝑒𝑚
= 32 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑠 𝐹 + 2 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 (𝐹)
We cancel the unit “problem” since it is common to all of the terms:
60𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 + 60𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 + 120 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 2 = 32𝐹 2 + 64𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
120𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 + 120 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 2 = 32𝐹 2 + 64𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠
120𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 − 64𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 + 120 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 2 − 32𝐹 2 = 0
120 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 2 + 56𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 − 32𝐹 2 = 0
We divide each term by 8 because it is common:
15 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 2 + 7𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 − 4𝐹 2 = 0
We factor this into: 3 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 − 𝐹 5 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 + 4𝐹 = 0

5
So 3 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 − 𝐹 = 0. So 𝐹 = 3 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 or 5 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 + 4𝐹 = 0 so 𝐹 = − 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 , but
4
this is impossible because there is no negative time. So we choose 𝐹 = 3 𝑚𝑖𝑛𝑢𝑡𝑒𝑠. Since
𝑆 = 𝐹 + 2 𝑚𝑖𝑛𝑢𝑡𝑒𝑠, 𝑆 = 5 𝑚𝑖𝑛𝑢𝑡𝑒𝑠.

We got two answers, the one which is represented by 𝐹 and the one represented by 𝑆. The
problem is asking for the time of the slower student. In the first part of our solution, we
represented it as 𝑆.
Therefore, the time required for the slower student to finish is 5 minutes.
We work backwards. We let 3 minutes be the time required for the faster student to finish and 5
minutes be the time required for the slower student. We then add their respective rates:
1 1 5+3 8 4 8 4 32
3
+5 = 15
= 15 . We multiply the fraction by 1, in the form 4. So 15 4
= 60. According to
the problem, if the two students worked together, they will finish 32 problems in an hour or 60
minutes. We got the same result so our answer must be correct. ∎
CAJMP Page 69
DAY 43
P ROBLEM to Work On:
Brian has a credit card from Party Bank and another from Bagel Bank. He 1. Jenna has a total of Php
has a total of $1,570 charged on his credit cards. Party Bank charges 9% 5000 to deposit on two
banks. Bank A charges 7%
simple interest per year and Bagel Bank charges 16% per year. The yearly
simple interest per year
interest charge Brian needs to pay is $194.50. How much money does Brian
while Bank B charges 10%
owe Bagel Bank before interest charges? per year. After a year,
Jenna discovered that the
interest that her money
S OLUTIONS gained is Php 440. How
In solving investment problems, we need to evaluate the problem first. First, much did she out to Bank
does it involve simple interest or compound interest? Second, does it involve A?
2. You have $50,000 to
a single or multiple accounts? Third, we should identify the given data in the
invest, and two funds that
problem and maximize it by remembering 𝐼 = 𝑃𝑅𝑇, 𝐼 is the interest earned, you'd like to invest in. The
𝑃 is the principal or the original money, 𝑅 is the rate per term and 𝑇 is the You-Risk-It Fund (Fund Y)
time that a money was left. Here are the procedures in solving this problem: yields 14% interest. The
Extra-Dull Fund (Fund X)
1. Identify the given data in the problem. yields 6% interest.
It seems like we have a handful of data given in the problem. For the Because of college
financial-aid implications,
sake of order, we first write them down:
you don't think you can
a. Brian has a total of $1,570. afford to earn more than
b. One bank chargers 9% simple interest and the other at 16% $4,500 in interest income
interest. This may tells us that the money in (a) is not left in one this year. How much
should you put in each
account. This involves multiple accounts.
fund?
c. The yearly interest is $194.50.
3. An investor deposited an
2. Assign variables. amount of money into a
Let 𝑥 be the amount invested at Party Bank which charges 9% simple high-yield mutual fund
interest per year. If this is so, $1570 − 𝑥 will be the amount invested that returns a 9% annual
simple interest rate. A
at Bagel Bank which charges 16% per year.
second deposit, $2,500
3. Construct a working equation. more than the first, was
The interest is not done only by a single account, so what we do is placed in a certificate of
we add the principal, rate and time in the two accounts and equate it deposit that returns a 5%
annual simple interest
to the total interest earned:
rate. The total interest
𝐼 = 𝑃1 𝑅1 𝑇1 + 𝑃2 𝑅2 𝑇2
earned on both
$194.50 = 𝑥 0.09 1 + $1570 − 𝑥 0.16 1 investments for one year
$194.50 = 0.09𝑥 + $251.2 − 0.16𝑥 was $475. How much
0.16𝑥 − 0.09𝑥 = $251.2 − $194.50 money was deposited in
0.07𝑥 = $56.7 the mutual fund?
CAJMP Page 70
0.07𝑥 $56.7
=
0.07 0.07
𝑥 = $810
In step 2, we said that 𝑥 represents the amount of money invested at
Party Bank while ($1570 − 𝑥), on the other hand, is the amount of
4. Walt made an extra
money invested at Bagel Bank. Now, it will be $1570 − $810 = $10,000 last year from a
$760. part-time job. He invested
part of the money at 8%
and the rest at 7%. He
The problem is actually asking for the amount of money invested at made a total of $760 in
interest. How much was
Bagel Bank.
invested at 7%?
Therefore, Brian invested $760 in Bagel Bank. 5. You have $1000 to be
5. Evaluate the result. invested at a bank with
5% simple interest per
We let the amount of money invested at Party Bank be $810 and the
year and the rest at 7.5%
amount of money invested at Bagel Bank be $760. We now compute
per year. After two years,
the individual interest that they will give: the interest earned is
𝐼1 = $810 0.09 1 = $72.9 $110. How much was
𝐼2 = $760 0.16 1 = $121.6 invested at 7.5%?
𝑡𝑜𝑡𝑎𝑙 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡 = 𝐼1 + 𝐼2 = $194.50

We got the same result. Therefore, our answer must be correct. ∎
CAJMP Page 71
DAY 44
P ROBLEM
The average television viewer watches television for 2.6 hours per day.
How many minutes will he watch television in a week?
to Work On:
S OLUTIONS 1. An average student goes
The problem above only checks the skill of the student in conversions. We to school for 37.5 hours in
only need to know the conversion factors and how we set-up the given data five days. How many
minutes does he/she stay
in the problem. First, we were given some data in hours. Then a statement in
in school in a day?
the problem hints us that we should convert it to minutes. Lastly, the
2. An average worker works
question is in terms of week, meaning, we should convert it lastly, to weeks. 8 hours a day for 5 days.
Here are the procedures in solving this problem: How many minutes will he
work in a month, given
1. Know the conversion factors. that he has a 2-day
We know that there are 60 minutes in an hour, 24 hours in a day and weekend?
7 days a week. Aside from being careful, this is all that we need to 3. An average newborn
sleeps for 12 hours in a
know in order to solve this problem correctly.
day. How many minutes
2. Solve. will she/he sleep in a
In solving, or converting, we only need to be careful in setting-up the week?
working equation. We should set the data that we have in such a 4. Maria works 40 hours a
week. Her boss told her to
way that we cancel the units which we don’t really need:
take two hours overtime
2.6 𝑕𝑜𝑢𝑟𝑠 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 7 𝑑𝑎𝑦𝑠
× × every week. How many
1 𝑑𝑎𝑦 1 𝑕𝑜𝑢𝑟 1 𝑤𝑒𝑒𝑘 minutes will Maria work in
Observing the pattern, we can see that the 𝑕𝑜𝑢𝑟 and the 𝑑𝑎𝑦 will July?
𝑚𝑖𝑛𝑢𝑡𝑒𝑠 5. Cecile is a student. She
cancel out, leaving us with only , which is precisely what we
𝑤𝑒𝑒𝑘 studies for 10 hours in
need. We now multiply and divide the given values: school and still goes to the
2.6 𝑕𝑜𝑢𝑟𝑠 60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 7 𝑑𝑎𝑦𝑠 1092 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 library for 45 minutes
× × =
1 𝑑𝑎𝑦 1 𝑕𝑜𝑢𝑟 1 𝑤𝑒𝑒𝑘 𝑤𝑒𝑒𝑘 everyday. In a week, she
3. Interpret the answer you got. goes to school for 6 days.
How many hours does she
The problem is asking for the amount of minutes that an average
go to school in June?
person watches television in a week. This must already be our final
answer.
Therefore, an average television watcher watches 1092 minutes in a week.
The clue here is the answer must be greater than 2.6. If not, then there must be something
wrong with the division. Still, the best way to check is to go over the solutions once more and
see to it that all the operations are well-performed. ∎
CAJMP Page 72
DAY 45
P ROBLEM
If 𝐚 + 𝐛 = 𝟓 and 𝐚 − 𝐛𝟐 = 𝟑𝟎, what is the value of 𝐚 − 𝐛?
𝟐

to Work On:
S OLUTIONS
1. If 𝑎2 − 𝑏 2 = 51 and
The problem appears to be difficult in a glance because it seems to be 𝑎 − 𝑏 = 17 , what is
insufficient of the data for solving. Whenever we think of this, we should 𝑎 + 𝑏?
always remember that there will be no problem given to us which is 2. If 𝑎 + 𝑏 = 64 and
insufficient. What’s there is always enough. For the problem, we only need 𝑎 − 𝑏 = 8 , what is
𝑎2 − 𝑏2 ?
to remember the identity: 𝑎2 − 𝑏 2 = 𝑎 − 𝑏 (𝑎 + 𝑏). Then we are ready to
3. If 𝑎2 − 𝑏 2 = 78 and
solve. The problem is so straight forward and there is no need to construct a 𝑎 + 𝑏 = 13 , what is
working equation or diagram. Here are the procedures in solving this 𝑎 − 𝑏?
problem: 4. If 𝑎 + 𝑏 = 10 and
𝑎 − 𝑏 = 2 , what is
1. Solve. 𝑎2 − 𝑏2 ?
𝑎2 − 𝑏 2 = 𝑎 − 𝑏 𝑎 + 𝑏 5. If 𝑎2 − 𝑏 2 = 57 and
𝑎 + 𝑏 = 3, what is 𝑎 − 𝑏?
30 = 𝑎 − 𝑏 (5)
6. If 𝑎 + 𝑏 = 24 and
Because we are looking 𝑎 − 𝑏, there will be no sense to distribute 5. 𝑎 − 𝑏 = 12, find 𝑎 − 𝑏 2 .
2
7. If 𝑎2 − 𝑏 2 = 119 and
So what we do is we divide the whole expression by 5:
𝑎 − 𝑏 = 7, find 𝑎 + 𝑏.
30 𝑎−𝑏 5 8. If 𝑎 + 𝑏 = 50 and
= 𝑎 − 𝑏 = 25, what is the
5 5
value of 𝑎2 − 𝑏 2 ?
𝑎−𝑏 =6 9. If 𝑎 − 𝑏 = 13 and
𝑎2 − 𝑏 2 = 143, what is
2. Interpret the answer you got. 𝑎 + 𝑏?
Now, we solved for 𝑎 − 𝑏 without even solving for 𝑎 and 𝑏 , 10. If 𝑎 + 𝑏 = 34 and
individually. 𝑎 − 𝑏 = 12, what is
𝑎2 − 𝑏2 ?
Therefore, 𝒂 − 𝒃 = 𝟔.
We simply let 𝑎 − 𝑏 = 6 and from the problem, 𝑎 + 𝑏 = 5. If we multiply the two, we get the
value of 𝑎2 − 𝑏 2 = 5 6 = 30. From the problem, we know that this is really equal to 30.
Therefore, our obtained value must be correct. ∎
CAJMP Page 73
DAY 46
P ROBLEM to Work On:
You put $1000 into an investment yielding 6% annual interest; you left the 1. Johnny have Php 36, 000
money in for two years. How much interest do you get at the end of those to put into an investment
which yields 8% interest
two years?
per semi-annum. He left
his money for two years.
How much interest will he
S OLUTIONS get at the end of those
The investment problem above should be quite easy for an average high two years? Assume simple
school student. This simply involves the equation 𝐼 = 𝑃𝑅𝑇, where 𝐼 is the interest.
interest earned, 𝑃 is the principal or the base money, 𝑅 is the rate and 𝑇 is 2. Ann put $200 in a fund in
a bank. That bank pays 2%
the period that the money was left to grow. The challenge shallowly lies on
simple interest per
the identification of the data in the problem. Here are the procedures in annum. Ann left her
solving this problem: money there for 15 years.
After that period, how
1. Identify the data in the problem. much interest will she
Analyzing the question, we are asked to find the interest. That must earn?
be 𝐼. So, we are to find 𝑃, 𝑅 and 𝑇. Take note that 𝑃 here should be 3. Paul invested Php 500,000
in a bank that pays 3%
an amount of money. In the problem, there is no other amount of
simple interest per
money except $1000. That must be the principal. Next, the rate is
quarter. After 5 years,
usually the one with the percentage sign. In the problem, it is given how much interest will
by 6% annual interest or 0.06. Lastly, for the period, the problem the bank pay him?
mentioned that the money will be left for two years. So we set 4. How much interest will a
Php 1000 earn at 15%
𝑇 = 2 𝑦𝑒𝑎𝑟𝑠. Because the problem did not mention the kind of
simple interest per year
interest, it is safe to assume that it is talking about simple interest. after seven years?
Now, we are ready to solve. 5. Martha invested $5600 in
2. Solve. a bank which pays 0.80 %
per month. If she left her
We simply substitute the data we gathered in the formula:
money there for 5 years,
0.06
𝐼 = 𝑃𝑅𝑇 = $1000 2 𝑦𝑒𝑎𝑟𝑠 = $120 how much interest will it
𝑦𝑒𝑎𝑟 earn?
After two years, the $1000 left at 6% interest per year will yield $120.
Therefore, the interest that the money will earn is $120.
To check, the interest earned should be less than the principal for values of time which are not
that long. The best way to check if the answer is correct is to go over the steps in answering this
problem. Check if all the values are correct and check if the operations are perfectly performed.
∎
CAJMP Page 74
DAY 47
P ROBLEM
An 8m pole casts a shadow 20m long at 8 o’clock in the morning. How tall is Similar Problems You Might Want
a man if he casts a shadow 15 m long at the same time? to Work On:
1. At six in the morning, a

S OLUTIONS 10ft house casts a shadow
with a length of 28ft. A
The problem above can be treated as a ratio problem. We have three given
nearby house casts a 14ft
data and we are looking for one unknown. The only crucial part here is the shadow. How high is this
decision about where to put the values that we have at hand (whether in the nearby house?
numerator or in the denominator). Here are the procedures in solving the 2. A fifty feet building casts
an 85 feet shadow at eight
problem:
in the morning. How high
1. Visualize the problem. is the restaurant beside it
if it casts a shadow which
The first statement says that a 8m pole casts a shadow 20m long at 8
is 34 feet in length?
o’ clock in the morning. We can draw it as follows: 3. An 8m pole casts a
shadow 26m long at seven
o’ clock in the morning. a
12m pole casts a shadow
at the same time. Find the
an 8m pole
length of its shadow.
4. Suppose a person, 6.5 feet
in height casts a shadow
which is 20.5 at nine
o’clock in the morning.
a 20m shadow of the pole
Beside the person, there
Now, the problem also said that a man casts a 15m shadow at the stood a pole, x feet in
height, which casts a 41m
same time. We are looking for the height of the man:
shadow. Find x.
5. A 6m pole casts a 8m
shadow at a certain time
Height of the man in the morning. At the
same time, a 3m pole
casts a shadow too. How
long will this shadow be?
a 15m shadow of the man
Like what we’ve said in the introduction of this problem, we have three given data and one
unknown. We then assign a variable which will represent this unknown. Let 𝑥 be the height of
the man.
CAJMP Page 75
3. Establish the proportion.

𝑕𝑒𝑖𝑔𝑕𝑡 𝑜𝑓 𝑡𝑕𝑒 𝑝𝑜𝑙𝑒 𝑕𝑒𝑖𝑔𝑕𝑡 𝑜𝑓 𝑡𝑕𝑒 𝑚𝑎𝑛
=
𝑠𝑕𝑎𝑑𝑜𝑤 𝑜𝑓 𝑡𝑕𝑒 𝑝𝑜𝑙𝑒 𝑠𝑕𝑎𝑑𝑜𝑤 𝑜𝑓 𝑡𝑕𝑒 𝑚𝑎𝑛
8𝑚 𝑥
=
20𝑚 15𝑚
4. Solve.
We solve for 𝑥. Take note that one of the “meter” unit will just be cancelled.
8𝑚 𝑥
=
20𝑚 15𝑚
8𝑚 15𝑚 = 20𝑚 𝑥
8𝑚 15𝑚
=𝑥
20𝑚
𝑥 = 6𝑚.
In the previous step, we were able to solve for the value of 𝑥. We let this to be the height of the
man who casted a 15m shadow. This is precisely what the question is asking for.
Therefore, the height of the man is 6m.
To check if we got the answer correctly, we suppose that the height of the man is 6m. We now
check if it will satisfy the proportion which we established.
8𝑚 6𝑚
=
20𝑚 15𝑚
We divide the right side by 3 and the left side by 4:
2 2
=
5 5
The value we got satisfied the proportion which we acquired. Our answer must be correct. ∎
CAJMP Page 76
DAY 48
P ROBLEM
The hypotenuse of a triangle is 17 units. Find the area of the triangle if one
of its legs is longer than the other by 7 units. Similar Problems You Might Want
to Work On:
1. The hypotenuse of a
S OLUTIONS triangle is 5 units. Find the
The problem above lies on the difficult part of Math problems for high area of the triangle if one
school. It involves several steps but the key here is to know what the of its legs is shorter than
the other by a unit.
problem is looking for and know the possible ways on how to solve for it.
Here are the procedures in solving this problem: triangle is 13 units. Find
the area of the triangle if
one of its legs is longer
Sometimes, it is difficult to assign 𝑥 to a quantity, especially when we than the other by seven
were given too many questions to answer that we cannot identify units.
what to look first. If we are going to analyze the problem, it says that 3. The hypotenuse of a
triangle is 25 units. If one
the hypotenuse is 17 units. Also, one of its leg is longer that the
of its legs is seventeen
other by 7 units. This should give you a clue on what 𝑥 should be units longer than the
about. Let 𝑥 be the length of one of the legs. If this is so, the other other, what is the area of
leg will be 𝑥 + 7 units since it is longer than the other by 7 units. the mentioned triangle?
2. Construct a diagram. 4. The hypotenuse of a
triangle is 29 units. One of
For students who have some difficulties in solving and creating a
its legs is one unit longer
working equation, a diagram always helps. Again, this step can be than the other leg. What
skipped if one knows what to do exactly. is its area given that the
above conditions are all
satisfied?
17 units
triangle is 37 units. The
length of one of its legs is
x units 23 units longer than the
other. If this is so, what is
the area of the described
triangle?
x + 7 units
Note that we are looking for the area of the triangle with such description. By definition, the
𝑏𝑎𝑠𝑒 𝑕𝑒𝑖𝑔 𝑕𝑡
area of a triangle is 2
. If we will identify 𝑥 and 𝑥 + 7, we can compute for the area.
CAJMP Page 77
To solve for 𝑥 and 𝑥 + 7, one should be hinted that we are dealing with right triangles here, and
so the Pythagorean Theorem must be put into use.
17 = 𝑥 2 + 𝑥 + 7 2
We square both sides in order to eliminate the radicals:
289 = 𝑥 2 + (𝑥 + 7)2
This will be the equation that we will work in order to solve for 𝑥, and the area of the triangle,
eventually.
4. Solve.
We first alter the working equation we found in the previous step:
289 = 𝑥 2 + (𝑥 + 7)2
(expanding) 289 = 𝑥 2 + 𝑥 2 + 14𝑥 + +49
(transposing) 2𝑥 2 + 14𝑥 − 240 = 0
(dividing all terms by 2) 𝑥 2 + 7𝑥 − 120 = 0
Now, we solve the quadratic equation by factoring or by using the quadratic equation. Since
factoring is a skill, I would want to use this technique in solving this problem.
𝑥 2 + 7𝑥 − 120 = 0
𝑥 + 15 𝑥 − 8 = 0
This means that 𝑥 = −15 or 𝑥 = 8. Since we let 𝑥 to be the length of one leg of a right triangle,
we disregard the value of 𝑥 which is negative since there is never a negative length. Therefore,
𝑥 = 8. This means that the height of the triangle, from the figure is 8 units, while its base is 15
units. Take note that our solution should not end there since we are looking for the area of the
mentioned triangle.
𝑏𝑎𝑠𝑒 𝑕𝑒𝑖𝑔𝑕𝑡
𝐴𝑟𝑒𝑎 =
2
15𝑢𝑛𝑖𝑡𝑠 8𝑢𝑛𝑖𝑡𝑠
𝐴𝑟𝑒𝑎 =
2
𝐴𝑟𝑒𝑎 = 30 𝑠𝑞𝑢𝑎𝑟𝑒 𝑢𝑛𝑖𝑡𝑠.
We got quite a handful of answers for this problem but our final answer should be the one
asked in the problem. One should not be confused.
Therefore, the area of the triangle is 30 square units.
To check if we got the correct answer, we can go on the solution once more. We can also let one
of the legs be 𝑥 and the other to be 𝑥 − 7 instead of 𝑥 + 7 since this will still mean that the
other leg is longer than the other by 7 units. This should still give an equal area, not necessarily
and equal value for 𝑥. Also, instead of factorization, you can use the quadratic formula in order
to find 𝑥. This should still give rise to an equal final answer. If all the values still agree with each
other, then our answer must be correct. ∎
CAJMP Page 78
DAY 49
P ROBLEM
The larger of two positive numbers is three times the smaller. Their Similar Problems You Might Want
absolute difference is 16. What is the midpoint of the two numbers? to Work On:
1. The larger of two positive

S OLUTIONS numbers is four times the
smaller. Their absolute
The problem above sounds difficult because it is looking for the midpoint of difference is 12. What is
the numbers and their absolute difference is 16. What is absolute the midpoint of the two
difference? It is the difference between two numbers which is enclosed on numbers?
absolute value bars. This means that we get their positive difference. The 2. The larger of two negative
numbers is one third of
midpoint, on the other hand, is given by the formula: 𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 =
the smaller. Their
1𝑠𝑡 𝑛𝑢𝑚𝑏𝑒𝑟 +2𝑛𝑑 𝑛𝑢𝑚𝑏𝑒𝑟
. Now that we have cleared some of the terms, we are absolute difference is 18.
2
What is the midpoint of
now ready to solve. Here are the procedures in solving this problem:
the two numbers?
1. Assign variables. 3. The larger of two positive
numbers is three times
We have two unknowns: the larger and the smaller number. So we
the smaller. Their
assign two variables for them. For convenience, let 𝐿 be the larger absolute difference is 16.
number and let 𝑆 be the smaller of the numbers. What is the midpoint of
2. Create working equations. the two numbers?
The first statement says that the larger of two numbers is three 4. The larger of two negative
numbers is one fourth the
times the smaller. This can be represented as: 𝐿 = 3𝑆. The second
smaller. Their absolute
statement says that their absolute difference is 16. This can be difference is 9. What is
represented as 𝐿 − 𝑆 = 16 or 𝑆 − 𝐿 = 16, since we are enclosing the midpoint of the two
them on absolute value bars. For simplicity, we choose 𝐿 − 𝑆 = 16 numbers?
5. The larger of two positive
since their difference is already positive (because L is greater than S).
integers is three times the
Now, we have two working equations in two unknowns: 𝐿 − 𝑆 = smaller. If their absolute
16 EQUATION A and 𝐿 = 3𝑆 EQUATION B. difference is 12, what is
3. Solve. the midpoint of the two
What we do is we plug in Equation B to Equation A. Doing this, we numbers?
will have:
𝐿 − 𝑆 = 16
3𝑆 − 𝑆 = 16
2𝑆 = 16
2𝑆 16
=
2 2
𝑆=8
We plug in 𝑆 = 8 to Equation B, which is 𝐿 = 3𝑆:
CAJMP Page 79
𝐿=3 8
𝐿 = 24
Take note that we are still not done in solving the problem. The problem is asking for the
mispoint of the two numbers:
𝐿+𝑆
𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 =
2
24 + 8
2
32
2
𝑚𝑖𝑑𝑝𝑜𝑖𝑛𝑡 = 16
Like the previous problem, we got so many values along the solution. Yet, our answer must be
the one which is asked from the problem.
Therefore, the midpoint of the two numbers is 16.
The best way to check if the answer is to go over the solutions and check step-by-step. Also, we
can use the alternative Equation A which is 𝑆 − 𝐿 = 16 but there is an additional step here.
After plugging in equation A to this, we weill get: 𝑆 − 3𝑆 = 16 −2𝑆 = 16. Because 𝑆 is

assumed to be a positive number, | − 2𝑆| will become simply 2𝑆. Now, it should give rise to the
same answer. Then we are done. ∎
CAJMP Page 80
DAY 50
Similar Problems You Might Want to
P ROBLEM Work On:
Two cars left a gasoline station at the same time and travelled in opposite
1. Two cars left the same point
directions. One travelled at a rate of 50 kph while the other at 15 kph at the same time and
faster. In how many hours will they be 460 km apart? travelled in opposite
directions. One travelled at
a rate of 65 kph while the
S OLUTIONS other at 25 kph faster. In
The problem above is quite classic. It has been a popular twist of some how many hours will they
motion problems. Here are the procedures in solving this problem: be 775 km apart?
2. Two planes started at the
1. Assign variables. same point and travelled at
different directions. One
Let 𝑡 be the time that the two cars are 460 apart. Since they left the
travelled at the rate of 45
station at the same time, they share the same time 𝑡. miles per hour. The other
2. Construct a diagram. traveled 20 miles per hour
faster than the other plane.
In how many hours will they
50𝑘𝑝𝑕 + 15𝑘𝑝𝑕 gasoline station 50 𝑘𝑝𝑕 be 660 miles apart?
3. Two cars left the same point
at the same time and
travelled at different
460 km
directions. One travelled 40
kph. The other one traveled
Analyzing this diagram, we can see that the 460 km apart is like a
15 kph slower than the
collective effort of the two cars. One part of that 460 km is from other. How many hours will
the car who is travelling at 65 𝑘𝑝𝑕 while the smaller part is caused they be 715 km apart?
by the car who is travelling at 50 𝑘𝑝𝑕. 4. After breaking up, Achel and
Daniel left the same point
3. Create a working equation. and walked at different
From the previous step, we can gather the analysis and tranform it directions. Achel walked 10
into some mathematical expression: kph. Daniel walked 5 kph
faster than Achel. In how
460 𝑘𝑚 = 65𝑘𝑝𝑕 𝑡 + 50𝑘𝑝𝑕 𝑡
many hours will they be 44
We are going to solve this and eventually find 𝑡. km apart?
4. Solve. 5. Two bikers left the same
Solve the working equation: point at the same time and
traveled at different
460 𝑘𝑚 = 65𝑘𝑝𝑕 𝑡 + 50𝑘𝑝𝑕 𝑡
directions. One of the bikers
460 𝑘𝑚 = 115 𝑘𝑝𝑕 𝑡
traveled 25 kph. The other
115𝑘𝑝𝑕 𝑡 = 460𝑘𝑚 one traveled 10 kph faster
115𝑘𝑝𝑕 𝑡 460𝑘𝑚 than the other. In how
=
115𝑘𝑝𝑕 115𝑘𝑝𝑕 many hours will they be 360
𝑡 = 4 𝑕𝑜𝑢𝑟𝑠 km apart?
CAJMP Page 81

Since we are looking for the time that the two cars are 460 km apart and we let that time to be
𝑡, it must already be the final answer.
Therefore, it will take them 4 hours to be 460km apart.
To check, we let the time be 4 hours. Take note that the other car is travelling at 65 kph. Since
𝑑 = 𝑟𝑡, the distance it will travel in 4 hours is 𝑑1 = 65 𝑘𝑝𝑕 4 𝑕𝑜𝑢𝑟𝑠 = 260 𝑘𝑚. Similarly,
the other car is travelling at a rate of 50 𝑘𝑝𝑕. In four hours, the distance it will travel will be
𝑑2 = 50 𝑘𝑝𝑕 4 𝑕𝑜𝑢𝑟𝑠 = 200 𝑘𝑚. Now, the total distance will be 𝑑1 + 𝑑2 = 260𝑘𝑚 +
200𝑘𝑚 = 460𝑘𝑚. This means that given their respective rates, the distance between them
after 4 hours is 460km. This is precisely what the problem told us. Our answer must be correct.
∎
CAJMP Page 82
DAY 51
P ROBLEM
An isosceles trapezoid is a trapezoid whose pair of non-parallel sides is congruent. Find the perimeter
of an isosceles trapezoid with bases equal to 10cm and 20cm and height is 12 cm.
S OLUTIONS
An isosceles trapezoid is like a regular trapezoid that we see. In case it created some ambiguity, its
definition was given again in the problem. We are asked to find the
perimeter of this isosceles trapezoid given some information. Recall that a Similar Problems You Might Want
to Work On:
perimeter of a polygon is just the sum of all its sides. Now, the problem lies
on identifying the data given. One should know what bases are being 1. Find the perimeter of an
referred to and where is the height of the trapezoid. Also, a student only isosceles trapezoid with
bases equal to 15cm and
needs to be creative in order to solve the problem above. Here are the
21cm and height is 4cm.
procedures in solving this problem: 2. Find the perimeter of an
isosceles trapezoid with
bases equal to 20cm and
Since we are trying to find the perimeter, it seems that we just lack a 30cm and height is 12 cm.
data: the length of the nonparallel sides. Because this seems to be 3. An isosceles trapezoid has
the unknown, we represent it by a variable. Let 𝑥 be the length of bases equal to 13cm and
27cm and height 24cm.
one of the nonparallel sides of the trapezoid.
find the perimeter of this
2. Construct a diagram. trapezoid.
The second step is, again, optional. We only need to do this in order 4. An isosceles trapezoid has
to maximize learning: bases equal to 7cm and
------------10 cm--------
--
trapezoid.
5. An isosceles trapezoid has
x
12cm bases equal to 11cm and
trapezoid.
---------------------------20 cm--------------------------

𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 10𝑐𝑚 + 20𝑐𝑚 + 𝑥 + 𝑥
Note that we cannot solve this if we do not have the value for 𝑥. So what we do is we look at the
other given which we haven’t used yet. This is the height of the trapezoid. Also, we write the
base 20 cm as follows:
CAJMP Page 83
------------10 cm--------
--
x
12cm
------5 cm---- ------------10 cm-------- ------5 cm----
Now, we focus on this part: x

12cm
-------------5 cm--------
---- 12𝑐𝑚, base 5𝑐𝑚 and hypotenuse equal to 𝑥. We use
This is just a right triangle with height
Pythagorean Theorem to solve for 𝑥. 𝑥 = (5𝑐𝑚)2 + (12𝑐𝑚)2 .
4. Solve.
We first solve for 𝑥:
𝑥= (5𝑐𝑚)2 + (12𝑐𝑚)2
𝑥= 25𝑐𝑚2 + 144𝑐𝑚2
𝑥 = 169𝑐𝑚2 = 13𝑐𝑚
We are now ready to solve the perimeter:
𝑝𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 10𝑐𝑚 + 20𝑐𝑚 + 13𝑐𝑚 + 13𝑐𝑚
𝑝𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 56𝑐𝑚
The problem is asking for the perimeter of the trapezoid.
Therefore, the perimeter of the trapezoid is 56 cm.
The only good way of checking if your answer is correct is to go over the solutions and check
each step. ∎
CAJMP Page 84
DAY 52
P ROBLEM
What is the equation of the line passing through the y-intercept of the line 𝟒𝐱 − 𝟓𝐲 = 𝟏𝟓 and is
perpendicular to the same line?
S OLUTIONS Similar Problems You Might Want

to Work On:
The analytical geometry question above is quite simple if you know the basic.
Recall that the 𝑦-intercept is the value of 𝑦 that we get when we set 𝑥 equal 1. What is the equation of
the line passing through
to 0. Also, if we are given an equation of a line, if another line is
the y-intercept of the line
perpendicular to it, we simply get its slope and solve for the negative 2𝑥 + 15𝑦 = 45 and is
reciprocal. This will be the slope of the line that we are looking for. Our perpendicular to the
solution involves many steps. First, we get the 𝑦-intercept. Next, we get the same line?
2. What is the equation of
slope of the given equation of the line and lastly, we setup the equation of
the line passing through
the new line. Here are the procedures in solving this problem:
the y-intercept of the line
11𝑥 + 4𝑦 = −8 and is
1. Solve.
perpendicular to the
I. Solve for the 𝑦-intercept of the given line: 4𝑥 − 5𝑦 = 15 same line?
To do this, we set 𝑥 = 0 and the value that we will get for 𝑦 3. What is the equation of
is its 𝑦-intercept: the line passing through
4 0 − 5𝑦 = 15 the y-intercept of the line
𝑥 − 2𝑦 = −10 and is
−5𝑦 = 15
5𝑦 15
− = same line?
−5 −5 4. What is the equation of
𝑦 = −3 the line passing through
II. Solve for the slope of the given line. the y-intercept of the line
To solve for the slope, we have to express the equation in its −𝑥 + 3𝑦 = 5 and is
slope-intercept form: 𝑦 = 𝑚𝑥 + 𝑏:
same line?
4𝑥 − 5𝑦 = 15 5. What is the equation of
5𝑦 = 4𝑥 − 15 the line passing through
5𝑦 4𝑥 15 the y-intercept of the line
= −
5 5 5 −6𝑥 + 5𝑦 = −12 and is
4 perpendicular to the
𝑦 = 𝑥−3
5 same line?
4
The slope is 5.
Since the problem said that we are looking for the line which is perpendicular to the
5
given line, we get its negative reciprocal which is − 4.
CAJMP Page 85
III. Write the equation of the unknown line.

To find an equation of a line, we only need to find the slope and the 𝑦-intercept of this
line. Since we got it already, we can now write the equation of the unknown line:
𝑦 = 𝑚𝑥 + 𝑏
5
𝑦 = − 𝑥−3
4
Notice that our solution doesn’t look so attractive and formal. We multiply by 4 in order
to eliminate fractions:
5
𝑦 = − 𝑥−3 4
4
4𝑦 = −5𝑥 − 12
4𝑦 + 5𝑥 = −12
Since we are simply asked about the equation of the line which satisfies the given condition in
the problem, this must already be the answer.
Therefore, the equation of the line is 𝟒𝒚 + 𝟓𝒙 = −𝟏𝟐.
Yes, we can graph the lines and check but in case that an accurate graphing material is not
available, we can just go over the steps again and see if the answer is really correct. ∎
CAJMP Page 86
DAY 53
P ROBLEM
John got the following scores in his Math exams: 88, 90, 92, 91 and 87. His Similar Problems You Might Want to
target grade is 90. What must be his scores in the remaining two exams to Work On:
get his target grades? Assume that his scores must be equal. 1. Janna got the following
scores in his exams: 78, 88,
98, 84 and 82. What is his
S OLUTIONS score in his last examination
Simple average problems are usually present on College Entrance of his average is 85?
Examinations. We simply use the fact about average. That simple. Here are 2. Von got the following scores
in her Math exams: 78, 88,
the procedures in solving this problem:
76, 80, 77, 81 and 78. If her
1. Assign variables. target grade is 90, what
must be her grade in her
If we are going to look at problem closely, the question is quite
last exam? Will she be able
straightforward. We are asked to find the score of John in his to get her target grade?
remaining two Math exams. We represent it by a variable. Let 𝑥 be 3. Jessica scored the following
the score of John in one of the two exams. The problem said that on her periodical exams: 88
his scores for the remaining two exams are equal. on English, 95 on Filipino, 92
on Science and 90 on her
2. Construct a working equation.
Math. What should be her
We use the definition of average in order to create a working MAKABAYAN grade in order
equation: to have an average of 93?
88 + 90 + 92 + 91 + 87 + 𝑥 + 𝑥 4. Louie reviewed his past
90 = examinations and got the
7
We have a denominator 7 because we are adding seven terms. following information: 98,
100, 92, 98, 93, 97 and 94.
3. Solve.
His next exam is on
From the working equation above, we solve for 𝑥 Monday. What should his
88 + 90 + 92 + 91 + 87 + 𝑥 + 𝑥 score be in order to get a 95
90 =
7 as an average?
630 = 88 + 90 + 92 + 91 + 87 + 2𝑥 5. Ara got the following scores
630 = 448 + 2𝑥 in her English exams: 88, 88,
90, 80, 77, 81 and 78. If her
630 − 448 = 2𝑥
target grade is 90, what
2𝑥 = 182
must be her grade in her
2𝑥 182
2
= 2
last exam?
𝑥 = 91
We got 𝑥 = 91. From the previous steps, we let 𝑥 to be the score of John in his remaining two
exams.
Therefore, John needs to get 91 in order to get 90 as an average.
CAJMP Page 87

We let 91 be the score of the two remaining exams. We solve for the average of his seven
exams:
88 + 90 + 92 + 91 + 87 + 91 + 91
𝑎𝑣𝑒𝑟𝑎𝑔𝑒 =
7
624
𝑎𝑣𝑒𝑟𝑎𝑔𝑒 = ≈ 90
7
We got the correct average. So our answer must be correct. ∎
CAJMP Page 88
DAY 54
P ROBLEM
Find the area of a triangle which the line 𝐱 + 𝟐𝐲 = 𝟔 forms with the
coordinate axes.
Work On:
1. Find the area of the triangle

S OLUTIONS which the line 2𝑥 + 3𝑦 =
The problem may seem very difficult and impossible to solve at first. We 12 forms with the
coordinate axes.
were given an equation of a line, which is a side of the triangle, and we are
asked to find its area. We should always maximize the given data and think which the line 2𝑥 − 𝑦 = 8
about the other data that we can acquire from this. Remember that if we forms with the coordinate
are given a line, we can determine its 𝑥 and 𝑦 intercepts. Here are the axes.
procedures in solving this problem: 3. Find the area of the triangle
which the line 5𝑥 + 7𝑦 =
1. Solve for the 𝒙- and 𝒚- intercept of the given line. 35 forms with the
If 𝑥 = 0, coordinate axes.
𝑥 + 2𝑦 = 6
which the line 3𝑥 − 5𝑦 =
2𝑦 = 6 15 forms with the
𝑦=3 coordinate axes.
If 𝑦 = 0, 5. Find the area of the triangle
𝑥 + 2𝑦 = 6 which the line 𝑥 − 𝑦 = 10
forms with the coordinate
𝑥=6
axes.
2. Construct a diagram.
This is optional, but very advisable, especially if a student cannot
see what to do next.
From the diagram, we can see that the triangle that we are looking for is actually a right triangle.
This means that we will just need its height and base in order to solve for the area. By looking at
the diagram, we can figure out the values that we are looking for.
3. Solve.
The hypotenuse of the triangle intersects the 𝑦- axis at (0,3). This means that the height, the
distance of the intersection to the y- axis, is 3. This is also the height of the right triangle. It also
CAJMP Page 89
intersects the 𝑥- axis at (6, 0). This means that the base, the distance of the intersection to the
𝑥- axis, is 6.
𝑏𝑎𝑠𝑒 × 𝑕𝑒𝑖𝑔𝑕𝑡
𝑎𝑟𝑒𝑎 =
2
6 3
𝑎𝑟𝑒𝑎 = =9
2
We are looking for the area of the triangle given the initial conditions in the problem. This must
already be the final answer.
Therefore, the area of the triangle is 9 square units.
To check the result you got, you must go over the solutions and check each step. ∎
CAJMP Page 90
DAY 55
P ROBLEM
Divide $80 among three people so that the second will have twice as
Work On:
much as the first, and the third will have $5 less than the second.
1. Divide $56 among three
people so that the second
S OLUTIONS will have three more than
twice the first and the third
The first word in the problem “divide” is the main confusion in the
will have $5 less than the
problem. Remember that this problem wants us to produce sums and not
second.
products. The main skill here is to express words into mathematical terms. 2. Divide $90 among three
Here are the procedures in solving this problem: people so that the second
will have thrice as much as
1. Assign variables. the first and the third will
Let the first number be 𝑓, second number be 𝑠, and the third have $1 less than the
number be 𝑡. second.
2. Create mathematical equations.
The problem said that we divide $80 into 3. This will be 𝑓 + 𝑠 + 𝑡 = will have ten more than
80 in mathematical terms. It said that the second will have twice as twice the first and the third
the first: 𝑠 = 2𝑓 and the third will have $5 less than the second: will have $5 less than the
second.
𝑡 = 𝑠 − 5. We combine these equations in order to solve the
problem. people so that the second
3. Solve. will have five as much as the
𝑓 + 𝑠 + 𝑡 = $80 first and the third will have
𝑓 + 2𝑓 + 𝑠 − $5 = $80 $2 less than the second.
𝑓 + 2𝑓 + 2𝑓 − $5 = $80
5𝑓 − $5 = $80
will have five more than the
5𝑓 = $85 first and the third will have
5𝑓 $85 $10 more than the second.
5
= 5
𝑓 = $17
𝑠 = 2𝑓 = 2 $17 = $34. Similarly, 𝑡 = 𝑠 − $5 = $34 − $5 = $29.
The problem asks us to divide $80 into three in such a way that these three numbers satisfy the
conditions stated.
Therefore, we divide $80 into $17, $34 and $29.

To check, we simply try to add the three numbers and see if their sum adds to $80. $17 + $34 +
$29 = $80. ∎
CAJMP Page 91
DAY 56
P ROBLEM
A group of 266 persons consists of men, women, and children. Four times Similar Problems You Might Want to
the men are the children, and there are two times as many women as Work On:
children. How many of each is there? 1. In a farm, there are 153
animals consisting of cows,
horses and chickens. Three
S OLUTIONS times the chicken are the
The problem above is a direct application of the problem yesterday. In cows, and there are five
here, instead of $80, we use 266 people with three categories again, times as many horses as
cows. How many of each is
namely: men, women and children. We follow the procedures in the
there?
problem yesterday. This must not be difficult because we already 2. In a candy shop, there are
encountered a similar problem before. Here are the procedures in solving 60 candies available `some
this problem: are chocolate, vanilla and
fruit-flavored. Two times as
1. Assign variables. vanilla candies are the
Let 𝑚 be the number of men, 𝑤 be the number of women and 𝑐 be chocolate ones. Three times
the number of children. Sometimes, students are confused with so the fruit-flavored candies
are the chocolate ones.
many variables. Remember to assign variables which is convenient
How many of each is there?
to you and will help you remember the value it represents. 3. There are 138 pens in a
2. Create mathematical equations. shop. Seven times the blank
If we add 𝑚, 𝑤 and 𝑐, it must be equal to 266 since the problem pens are the blue ones, and
fifteen times the red pens
said that there are 266 people in all. In mathematical terms, this is
are the blue pens. How
𝑚 + 𝑤 + 𝑐 = 266. Also, if we transform the succeeding statements many pens are there?
into mathematical terms, we will come up with the following: 4. In Gela’s flower shop, there
There are four times as many men as children: 𝑐 = 4𝑚 are 399 flowers. Ten times
There are two times as many women as children: 𝑐 = 2𝑤 the roses are the tulips.
𝑐 𝑐 Eight times the carnations
We are to express 𝑚 and 𝑤 in terms of 𝑐. So 𝑚 = 4 and 𝑤 = 2. are the tulips. How many of
3. Solve. each flower is there?
Using the data we gathered, we solve: 5. In a bookstore, there are
782 books for sale. Seven
𝑚 + 𝑤 + 𝑐 = 266
times the mystery books are
𝑐 𝑐
+ + 𝑐 = 266 the romance ones and nine
4 2 times the adventure books
𝑐 𝑐
+ + 𝑐 = 266 4 are the romance books.
4 2
How many of each book is
𝑐 + 2𝑐 + 4𝑐 = 1064
there?
7𝑐 = 1064
7𝑐 1064
=
7 7
CAJMP Page 92
𝑐 = 152
𝑐 152 𝑐 152
This means that 𝑚 = = 4 4
= 38 and 𝑤 = 2 = 2
= 76.
Since we found the values of 𝑐, 𝑚 and 𝑤, these must be the answers.
Therefore, there are 152 children, 38 men and 76 women.
In order to check if the answer is correct, we add the three values we get. If the sum is equal to
266, we have a correct answer. 152 + 38 + 76 = 266. ∎
CAJMP Page 93
DAY 57
P ROBLEM Similar Problems You Might Want to
A rectangle and a square have the same area. The length of the rectangle Work On:
is forty-eight inches more than two times its width. The length of a side
1. A rectangle and a square
of the square is forty-eight inches. This side is 72 inches less than five
have the same area. The
times the width of the rectangle. What are the dimensions of the length of the rectangle is 5
rectangle? inches more than eight times
its width. The length of a side
of the square is 15 inches.
S OLUTIONS This side is 5 inches less than
The problem above lies on the average questions in the category four times the width of the
rectangle. What are the
geometry. One good thing about geometry problems is that you can
dimensions of the rectangle?
always visualize things by means of drawing them or creating a diagram. In 2. A rectangle and a square
this problem, we will eliminate this step but remember that a student can have the same area. The
always do this whenever in confusion. Here are the procedures in solving length of the rectangle is 24
inches more than five times
this problem:
its width. The length of a side
1. Assign variables. of the square is 18 inches.
This side is 6 inches less than
It seems like we have many unknowns. We assign a variable to
four times the width of the
each of these. Let 𝐴 be the area of the rectangle and the square. rectangle. What are the
The problem said that they have the same areas. We assigned 𝐴 dimensions of the rectangle?
for it. Next, we let 𝐿 be the length of the rectangle and 𝑊 be its 3. A rectangle and a square
width. Lastly, we let 𝑆 be the side of the square. Note that these have the same area. The
width of the rectangle is 5
three values are different from each other and so we assign
inches more than twenty-
different variables for them. four times its length. The
2. Create mathematical equations. length of a side of the square
𝐴𝑠𝑞𝑢𝑎𝑟𝑒 = 𝐴𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙 𝑒 is 25 inches. This side is 100
inches less than the width of
Now, we use the formula for these values and equate them:
the rectangle. What are the
𝐴𝑠𝑞𝑢𝑎𝑟𝑒 = 𝑠 2 and 𝐴𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 = 𝐿𝑊 dimensions of the rectangle?
𝑠 2 = 𝐿𝑊 EQUATION A 4. A rectangle and a square
From the problem, we were informed that the length of the have the same area. The
length of the rectangle is 24
rectangle is 48in more than twice the width. This is 𝐿 = 48𝑖𝑛 +
inches more than twice its
2𝑊 in Math. Also, it was mentioned that the side is 72in less than
width. The length of a side of
five times the width of the rectangle. This is 𝑆 = 5𝑊 − 72𝑖𝑛 in the square is 35 inches. This
Math. We now substitute it to Equation A. side is 15 inches less than
(5𝑊 − 72𝑖𝑛)2 = 48𝑖𝑛 + 2𝑊 (𝑊) EQUATION B twice the width of the
rectangle. What are the
3. Solve.
dimensions of the rectangle?
We now solve Equation B: (5𝑊 − 72𝑖𝑛)2 = 48𝑖𝑛 + 2𝑊 (𝑊)
CAJMP Page 94
25𝑊 2 − 720𝑖𝑛 𝑊 + 5184𝑖𝑛2 = 48𝑖𝑛 𝑊 + 2𝑊 2

25𝑊 2 − 2𝑊 2 − 720𝑖𝑛 𝑊 − 48𝑖𝑛 𝑊 + 5184𝑖𝑛2 = 0
23𝑊 2 − 768𝑖𝑛 𝑊 + 5184𝑖𝑛2 = 0
Now, to solve this, we use quadratic formula:
− −768𝑖𝑛 ± −768𝑖𝑛 2 − 4 23 5184𝑖𝑛2 5. A rectangle and a square
𝑊=
2 23 have the same area. The
length of the rectangle is 6
768𝑖𝑛 ± 589824𝑖𝑛2 − 476928𝑖𝑛2
𝑊= inches more than two
46 times its width. The length
768𝑖𝑛 ± 112896𝑖𝑛2 768𝑖𝑛 ± 336𝑖𝑛 of a side of the square is 36
𝑊= =
46 46 inches. This side is 12
216
𝑊 = 24 𝑖𝑛𝑐𝑕𝑒𝑠 or𝑊 = 23 𝑖𝑛𝑐𝑕𝑒𝑠 inches less than twice the
width of the rectangle.
It seems like we got two potential values for the width of the
What are the dimensions
rectangle. We eliminate one of these by using one of the data in the of the rectangle?
problem: “This side is 72 inches less than five times the width of the
rectangle”. In Math, this is: 𝑆 = 5𝑊 − 72 𝑖𝑛𝑐𝑕𝑒𝑠. 𝑊 = 24 𝑖𝑛𝑐𝑕𝑒𝑠
216
satisfies the given equation while 𝑊 = 23
does not. We choose 𝑊 = 24 𝑖𝑛𝑐𝑕𝑒𝑠.
The problem is asking for the dimensions of the rectangle. We only got 𝑊. This means that we
still have to solve 𝐿 = 48𝑖𝑛 + 2𝑊 = 48𝑖𝑛 + 2 24𝑖𝑛 = 96 𝑖𝑛𝑐𝑕𝑒𝑠.
Therefore, the dimensions of the rectangle are 24 inches (width) and 96 inches (length).
In order to check if we got the correct values, we let 𝑊 = 24 𝑖𝑛𝑐𝑕𝑒𝑠 and 𝐿 = 96 𝑖𝑛𝑐𝑕𝑒𝑠. We
compute for the area of the rectangle, which, according to the problem, is equal to the area of
the square with side equal to 48 inches.
𝐴𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 = 96 𝑖𝑛𝑐𝑕𝑒𝑠 24 𝑖𝑛𝑐𝑕𝑒𝑠 = 2304 𝑖𝑛𝑐𝑕𝑒𝑠2
𝐴𝑠𝑞𝑢𝑎𝑟𝑒 = (48 𝑖𝑛𝑐𝑕𝑒𝑠)2 = 2304 𝑖𝑛𝑐𝑕𝑒𝑠2
We got the correct answer.
One should notice that this is the long hand of solving this problem. The shortcut is solve for 𝑊
in the equation 𝑆 = 5𝑊 − 72 𝑖𝑛 then substitute this 𝑊 to 𝐿 = 48 𝑖𝑛 + 2𝑊 in order to know
the dimensions. We can always do this shortcut. The reason why I showed the long hand is that
there may be problems which may not include sufficient data to make the shortcut possible and
so one should still know how to solve problems like this. ∎
CAJMP Page 95
DAY 58
P ROBLEM
A rectangle, whose perimeter is one hundred seventy-six feet, has a
length that is six feet longer than its width. What is the area of the Similar Problems You Might Want to
Work On:
rectangle?
1. A rectangle, whose
perimeter is 86 inches, has a
S OLUTIONS length 1 inch more than
The geometric question above only tests your basic knowledge about twice its width. What is the
area of the rectangle?
formulas in geometry such as area and perimeter. This is comparatively
2. A rectangle, whose
easier than the problem yesterday but involves two steps in order to solve perimeter is 92 inches, has a
completely. Here are the procedures in solving this problem: length 1 inch more than
four times its width. What is
1. Assign variables. the area of the rectangle?
We are given four mathematical terms in the problem: perimeter, 3. A rectangle, whose
length, width and area. If we will read the problem closely, we will perimeter is 52 inches, has a
find out that the perimeter is given (176 ft) and so we don’t need a length 4 inches less than
five times its width. What is
variable for it. Let 𝐿 be the length of the rectangle, 𝑊 be its width
the area of the rectangle?
and 𝐴 be its area. 4. A rectangle, whose
2. Create mathematical equations. perimeter is 128 inches, has
Before we solve the area, we first need to know the values of 𝐿 and a length 5 inches less than
twice its width. What is the
𝑊. We will need the perimeter to solve this. As we all know,
perimeter is equal to twice the length plus twice the width. 5. A rectangle, whose
𝑃𝐸𝑅𝐼𝑀𝐸𝑇𝐸𝑅𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 = 2𝐿 + 2𝑊. We simply substitute the value perimeter is 294 inches, has
of the perimeter to this formula. a length 27 inches more
than its width. What is the
176 𝑓𝑡 = 2𝐿 + 2𝑊
Also, since the problem said the length of the rectangle is six feet
longer than its width. In mathematical terms, this is 𝐿 = 6𝑓𝑡 + 𝑊.
So, 176𝑓𝑡 = 2 6𝑓𝑡 + 𝑊 + 2𝑊. Here is our working equation.
3. Solve.
176𝑓𝑡 = 2 6𝑓𝑡 + 𝑊 + 2𝑊
176 𝑓𝑡 = 12 𝑓𝑡 + 2𝑊 + 2𝑊
176 𝑓𝑡 − 12𝑓𝑡 = 2𝑊 + 2𝑊
164 𝑓𝑡 = 4𝑊
164 𝑓𝑡 4𝑊
4
= 4
𝑊 = 41 𝑓𝑡
𝐿 = 6 𝑓𝑡 + 𝑊 = 6𝑓𝑡 + 41 𝑓𝑡 = 47 𝑓𝑡
CAJMP Page 96
Even though we solved for 𝑊 and 𝐿, we are still not done. We are asked to find the area of the
triangle. 𝐴 = 𝐿𝑊 = 47 𝑓𝑡 41 𝑓𝑡 = 1972 𝑓𝑡 2
We are asked to find the area of the described triangle and not the dimensions.
Therefore, the area of the rectangle is 𝟏𝟗𝟕𝟐 𝒔𝒒𝒖𝒂𝒓𝒆 𝒇𝒆𝒆𝒕.
To check our answer, we make use of the values we got for the dimensions of the rectangle. Let
the width be 41 ft and the length be 47 ft. we compute for the perimeter.
𝑃 = 2 47 𝑓𝑡 + 2 41 𝑓𝑡
𝑃 = 94 𝑓𝑡 + 82 𝑓𝑡 = 176 𝑓𝑡.
We got the same value for the perimeter. This means that our values for the dimensions are
correct. To check the value for the area, check the multiplication. ∎
CAJMP Page 97
DAY 59
If the reciprocal of 𝒙 + 𝟏 is 𝒙 − 𝟏, then what is 𝒙? Work On:
1. If the reciprocal of 𝑥 + 2 is
S OLUTIONS 𝑥 − 2, what is 𝑥?
We only need the information about reciprocal in order to solve this 𝑥 − 3, what is 𝑥?
problem, but yes, I know, it appears quite difficult at a glance. Here are the 3. If the reciprocal of 𝑥 + 4 is
procedures in solving this problem: 𝑥 − 4, what is 𝑥?
1. Construct a mathematical equation. 𝑥 − 5, what is 𝑥?
The problem says that the reciprocal of 𝑥 + 1 is 𝑥 − 1 . In 5. If the reciprocal of 𝑥 + 6 is
𝑥 − 6, what is 𝑥?
mathematical terms, this will be:
1
=𝑥−1 𝑥 − 7, what is 𝑥?
𝑥+1 7. If the reciprocal of 𝑥 + 8 is
1
Or = 𝑥 + 1, but for simplicity, we will just choose the equation 𝑥 − 8, what is 𝑥?
𝑥−1
above.
2. Solve.
One should always remember that if we see fractions, we can 𝑥 − 10, what is 𝑥?
always cross multiply it. This will be our first step in solving. The 10. If the reciprocal of 𝑥 + 2 is
second step is to expand or solve completely the expression that 𝑥 − 1, what is 𝑥?
we will be arriving and just isolate 𝑥 on one side. Here are the
steps: 12. If the reciprocal of 𝑥 + 4 is
1 𝑥 − 3, what is 𝑥?
=𝑥−1
𝑥+1 13. If the reciprocal of 𝑥 + 5 is
1= 𝑥−1 𝑥+1 𝑥 − 1, what is 𝑥?
1 = 𝑥2 − 1 14. If the reciprocal of 𝑥 + 3 is
𝑥 + 3, what is 𝑥?
𝑥2 = 2
15. If the reciprocal of 𝑥 − 4 is
𝑥=± 2 𝑥 − 2, what is 𝑥?
We got two values for 𝑥, which we are asked to solve for. Since
these two values are feasible, we answer both of these and just recheck later on.
Therefore, 𝒙 = 𝟐 and 𝒙 = − 𝟐.
To check if we got the correct answer, we go over all the steps again. Also, we can substitute the
two values in the working equation and see if they satisfy the expressions. If yes, then our
answer must be correct. ∎
CAJMP Page 98
DAY 60
In the figure, if AO = 5 and OB = 3, what is the area of the shaded region? Work On:
Consider the figure on the right.
1. If 𝐴𝑂 = 7 and 𝑂𝐵 = 10 ,
what is the area of the
shaded region?
A O B
2. If 𝐴𝑂 = 2 and 𝑂𝐵 = 2 ,
shaded region?
3. If 𝐴𝑂 = 12 and 𝑂𝐵 = 8 ,
shaded region?
S OLUTIONS 4. If 𝐴𝑂 = 5 and 𝑂𝐵 = 6 ,
The ultimate reminder in problems like this is to remember that the shaded
shaded region?
region is usually a sum or difference of some areas. In this case, it’s the
5. If 𝐴𝑂 = 1 and 𝑂𝐵 = 1 ,
area of the circle with radius 𝐴𝐵 minus the area of the circle with radius what is the area of the
𝐴𝑂. Take note that the shaded region is not a circle but a disk. In that case, shaded region?
we cannot compute for it alone. Here are the procedures in solving this 6. If 𝐴𝑂 = 14 and 𝑂𝐵 = 20 ,
problem:
shaded region?
1. Create a working equation. 7. If 𝐴𝑂 = 11 and 𝑂𝐵 = 13 ,
As we said in the introduction, the area of the region that we are
shaded region?
looking for is the difference between two circles. Here it is: 8. If 𝐴𝑂 = 4 and 𝑂𝐵 = 15 ,
𝐴𝑟𝑒𝑎 = 𝐴𝑟𝑒𝑎𝐴𝐵 − 𝐴𝑟𝑒𝑎𝐴𝑂 what is the area of the
From the given data in the problem, AO=5 and OB=3. This means shaded region?
that AB=8. We substitute this length to the equation above: 9. If 𝐴𝑂 = 3 and 𝑂𝐵 = 7 ,
𝐴𝑟𝑒𝑎 = 𝜋 82 − 𝜋 52
shaded region?
2. Solve. 10. If 𝐴𝑂 = 16 and 𝑂𝐵 = 8 ,
There are no special techniques in solving the mathematical what is the area of the
equation above. We just need to evaluate it: shaded region?
𝐴𝑟𝑒𝑎 = 64𝜋 − 25𝜋

𝐴𝑟𝑒𝑎 = 39𝜋
Our steps are quite straightforward. The value we obtained must already be the answer.
Therefore, the area of the shaded region is 𝟑𝟗𝝅 square units.
The best way to check if we got the correct answer is to go over all the solutions and check each
steps if all the operations are performed. ∎
CAJMP Page 99
DAY 61
Mark Caguioa scored an average of 29 for his first three games and an Work On:
average of 32 for his next four games; then his average so far is about? 1. John scored an average of
35 for his first four games
and an average of 15 for his
S OLUTIONS last two games. What is his
The problem again involves knowledge about basic Statistics. We only have present average?
to remember the definition of average. Here are the procedures in solving 2. Chris scored an average of
75 for his first 6 exams and
this problem:
an average of 80 for his last
1. Set-up a working equation. four exams. What is his
present average?
The problem said that the average of Mark for his first three games
3. Ernest scored an average of
is equal to 29. This is equivalent to: 90 for his first seven exams
1𝑠𝑡 𝑔𝑎𝑚𝑒 + 2𝑛𝑑 𝑔𝑎𝑚𝑒 + 3𝑟𝑑 𝑔𝑎𝑚𝑒 and an average of 75 for his
29 =
3 last four exams. What is his
For simplicity, we let 1𝑠𝑡 𝑔𝑎𝑚𝑒 + 2𝑛𝑑 𝑔𝑎𝑚𝑒 + 3𝑟𝑑 𝑔𝑎𝑚𝑒 = 𝑥 . present average?
Next we know that his next four games has an average of 32. 4. Ron scored an average of 25
for his first eight games and
Similarly, we can write that phase into:
an average of 30 for his last
4𝑡𝑕 𝑔𝑎𝑚𝑒 + 5𝑡𝑕 𝑔𝑎𝑚𝑒 + 6𝑡𝑕 𝑔𝑎𝑚𝑒 + 7𝑡𝑕 𝑔𝑎𝑚𝑒 five games. What is his
32 =
4 present average?
and 4𝑡𝑕 𝑔𝑎𝑚𝑒 + 5𝑡𝑕 𝑔𝑎𝑚𝑒 + 6𝑡𝑕 𝑔𝑎𝑚𝑒 + 7𝑡𝑕 𝑔𝑎𝑚𝑒 = 𝑦 . Take 5. Jerry scored an average of
note that we are asked to find his average so far. This is equal to: 12 for his first ten games
𝑥+𝑦 and an average of 15 for his
𝑎𝑣𝑒𝑟𝑎𝑔𝑒 = last five games. What is his
7
Now, we are ready to substitute and solve. present average?
2. Solve.
From the first expression that we acquired, we can verify that 𝑥 = 29 3 = 87. Also, from the
second expression, we can confirm that 𝑦 = 32 4 = 128. Substituting this to the expression
for the average:
87 + 128 215
𝑎𝑣𝑒𝑟𝑎𝑔𝑒 = = ≈ 30.71
7 7
Unfortunately, the answer we got is just an approximation since 215 is not divisible by 7.
Anyway, in college entrance examinations, there is no problem that will need you to bring
calculator.
Therefore, the average of Mark for his seven games is approximately 30.71.
Check the answer you obtained by means of going over the solutions again. ∎
CAJMP Page 100

DAY 62
P ROBLEM
Elena spent 2 minutes and 3 minutes in walking from point A and B vice- Similar Problems You Might
versa, respectively. The distance between points A and B is 20 meters. Find Want to Work On:
the average walking speed of Elena in m/s.
1. Patty spent 5 hrs and 3
hrs walking from point
S OLUTIONS A and B, back to point

A. Points A and B are
The problem suggests that Elena did a roundtrip from point A to point B then 80 km apart. Find the
back to point A again. In getting the average speed for the entire trip, we average speed of Patty
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 for the whole trip.
always use the formula 𝑎𝑣𝑒 = and this is NOT equal to
𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 2. James spent 2 hrs and
𝑠𝑝𝑒𝑒𝑑 1+𝑠𝑝𝑒𝑒𝑑 2
. Here are the procedures in solving this problem: 7 hrs traveling from
2
point A and B, back to
1. Create a working equation. point A. Points A and B
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 are 45 km apart. Find
As we said in the introduction, 𝑎𝑣𝑒 = we simply try
𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 the average speed of
getting the total distance and the total time and simply substitute James for the whole
those. Note that total distance that Elena traveled is the distance from trip.
3. Ara spent 3 min and 4
point A to point B, added with the distance from point B to point A. The
min walking from point
problem said that the distance between points A and B is 20 meters. A and B, back to point
This means that the total distance is 40 meters. On the other hand, to A. Points A and B are
acquire the total time, we simply add the time it took Elena to travel 35 m apart. Find the
from point A to point B, with the time it took Elena to travel back (point average speed of Ara
for the whole trip.
B to point A). We do not have any problem with this since the problem
4. Sarah spent 7 hrs and 6
provided us with these data. It is 2 minutes and 3 minutes, hrs traveling from point
respectively, making the total time equal to 5 minutes. A and B, back to point
2. Solve. A. Points A and B are
65 km apart. Find the
From the information we gathered in the first part of the problem, we
average speed of Sarah
simply substitute and solve: for the whole trip.
𝑡𝑜𝑡𝑎𝑙 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 40 𝑚𝑒𝑡𝑒𝑟𝑠 𝑚𝑒𝑡𝑒𝑟𝑠 5. JR spent 11 min and 9
𝑎𝑣𝑒 = = =8
𝑡𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 5 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 min traveling from
3. Interpret the answer you got. point A and B, back to
The question is quite straightforward. We obtained the answer which point A. Points A and B
are 100 m apart. Find
we need.
the average speed of JR
Therefore, the average walking speed of Elena is 8 meters/minutes. for the whole trip.
The correct way of checking this is to go over the solutions and check if the steps are performed
properly. ∎
CAJMP Page 101

DAY 63
to Work On:
Christina and Julia were running for mayor in a small town. Christina
received thirty percent of the votes. Julia received four thousand, sixty 1. Michael received 40% of
the votes for the class
votes. How many votes were casted in the town, assuming that everybody
president. His only
in the town voted for either Christina or Julia?
opponent Marco
received 27 votes. How
many students voted?
S OLUTIONS 2. Laurene received 80% of
The problem above involves knowledge about percentage and skills on the votes for the student
transforming phrases into mathematical equations. Let’s do a bit of analysis body president. Her only
before starting formally the outline for our solution. First, the problem said opponent Cheska
received 54 votes. How
that Christina received thirty percent of the votes. This should hint you that
many students voted in
Julia received seventy percent of the votes. This seventy percent, the problem the election?
said, is numerically equal to 4060. Now, it seemed that what we know not is 3. Christian and Al were
the number of all people in town, which is obviously equal to the number of running for a mayor in a
small town. Al received
votes casted in the town. Here are the procedures in solving this problem:
45% of the votes while
1. Assign variables. Christian received 9680
votes. How many votes
We have one unknown, which is the number of votes casted in the
were counted?
town. Let this be 𝑥.
Because we said that seventy percent of the votes is numerically
equal to 4060, we simply transform it into a mathematical equation,
remembering that seventy percent is 0.70:
0.70 𝑥 = 4060
3. Solve.
0.70 𝑥 = 4060
0.70𝑥 4060
0.70
= 0.70
𝑥 = 5800
Since we are looking for the total number of votes casted on the
town, and we assigned 𝑥 to it, it must be the answer.
The total number of votes casted on town is 5800.
In checking, we look for the thirty percent of 5800 and add it with 4060. The sum should be
equal to 5800 because it is the total number of votes. Verifying this, you’ll see that the answer is
correct. ∎
CAJMP Page 102

DAY 64
to Work On:
Lew, Pau and Menandro can finish a program code in 10 days. Lew and Pau
can finish it in 12 days. Lew and Menandro can finish it in 20 days. How 1. Ariana, Bella and Charlie
can finish 19 particular
many days will it take Lew to finish the code alone?
jobs in 20 days. Ariana
and Bella can finish
seven of those jobs in
S OLUTIONS ten days. Ariana and
This problem belongs to the difficult kind of work problems. This involves Charlie can finish three
some skill in transforming the data we have at hand into mathematical terms. of those jobs in four
days. How many days
Also, this involves some techniques in solving work problems. Here are the
will it take Ariana to
procedures in solving this problem: finish the job alone?
2. Arabella, Bea and
Charice can do thirteen
Because Lew, Pau and Menandro helped each other in finishing a bags in sixty days.
program code, we add their rates. Let 𝐿, 𝑃 and 𝑀 be the rates of Lew, Arabella and Bea can
Pau and Menandro, respectively. finish a bag in six days.
2. Construct mathematical expressions. Arabella and Charice can
finish three bags in
It says that Lew, Pau and Menandro can finish a program code in 10
twenty days. How long
days. This means that: will it take Charice to do
1 𝑐𝑜𝑑𝑒 the job alone?
𝐿+𝑃+𝑀 =
10 𝑑𝑎𝑦𝑠 3. Aya, Bellatrix and
We call the equation above Equation A. Catherine can finish 11
program codes in
Next, it says that Lew and Pau can finish it in 12 days. This means that:
eighteen days. Aya and
1 𝑐𝑜𝑑𝑒 Bellatrix can finish 5 of
𝐿+𝑃 =
12 𝑑𝑎𝑦𝑠 those codes in eighteen
We call this Equation B. days. Bellatrix and
Lastly, the problem said that Lew and Menandro can finish it in 20 Catherine can finish four
codes in nine days. How
days. This means that:
many days will it take
1 𝑐𝑜𝑑𝑒
𝐿+𝑀 = Bellatrix to do the job
20 𝑑𝑎𝑦𝑠 alone?
This is Equation C. 4. Art, Ben and Calel can
3. Solve. bind 7 books in eight
Using Equation A, B, we can solve for M. Take note that Equation B days. Art and Ben can
bind 3 of those books in
contains an expression which involves L and P, which are present in
eight days. Ben and Calel
the Equation A. we simply substitute 𝐿 + 𝑃 to Equation A: can bind five books in
1 𝑐𝑜𝑑𝑒 1 𝑐𝑜𝑑𝑒 eight days. How many
+𝑀 =
12 𝑑𝑎𝑦𝑠 10 𝑑𝑎𝑦𝑠 days will it take Calel to
do the job alone?
CAJMP Page 103

1 𝑐𝑜𝑑𝑒 1 𝑐𝑜𝑑𝑒
𝑀= −
10 𝑑𝑎𝑦𝑠 12 𝑑𝑎𝑦𝑠
6 𝑐𝑜𝑑𝑒𝑠 − 5 𝑐𝑜𝑑𝑒𝑠 1 𝑐𝑜𝑑𝑒
𝑀= =
60 𝑑𝑎𝑦𝑠 60 𝑑𝑎𝑦𝑠
We got Menandro’s rate, which is not exactly what we need. Menandro’s rate says that he can
finish 1 code in 60 days. This is what the question is asking, how long can Menandro finish a
code.
We make the time (in days) our final answer since that is what the
5. Len, Sha and Nica can
problem is asking for.
bake thirteen cakes in
Therefore, Menandro can finish a code in 60 days.
sixty days. If only Len
5. Evaluate the result. and Sha will function,
Note that we were not able to use Equation C. We can, in fact, use it, but they can bake seven
we are studying about the fastest and most effective way in solving a cakes in sixty days. If
only Len and Nica will
particular problem. In this case, Equation C is not of much use. A student
function, they can
should develop this skill of eliminating the data in the problem which are bake a cake in six
not very useful or not very effective in solving. We can also check the days. How long will it
answer we got by using Equation C, but still, the most effective way of take Sha to do the job
alone?
solving this problem is to go over the solutions and check if each of the
steps are properly performed. ∎
CAJMP Page 104

DAY 65
P ROBLEM
If x is equal to 1 more than the product of 3 and z, and y is equal to 1 less than Similar Problems You Might
the product of 2 and z, then 2x is how much greater than 3y when z=4? Want to Work On:
1. 𝑥 is equal to 2 more
S OLUTIONS than the product of 3
and 𝑧, and 𝑦 is equal to
The problem above involves little skill about representation of variables. At a
1 less than the product
glance, it might seem that we are dealing with three unknown 𝑥, 𝑦 and 𝑧 but of 5 and 𝑧 . Then 𝑦 is
the value for 𝑧 is given at the end of the problem. As we go on, I hope to how much greater than
emphasize that this will just need simple substitution. Here are the procedures 𝑥 when 𝑧 = 2?
in solving this problem:
than the product of 2
1. Assign variables. and 𝑧, and 𝑦 is equal to
2 less than the product
Although we said that the value for 𝑧 is given, we still need to make a
of 2 and 𝑧. Then 2𝑥 is
variable stand for its value. Let 𝑥, 𝑦 and 𝑧 be the three unknowns in our how much greater than
problem. 3𝑦 when 𝑧 = 5?
2. Create working equations. 3. 𝑥 is equal to 2 more
In the first statement of the problem, it says that 𝑥 is equal to 1 more
and 𝑧, and 𝑦 is equal to
than the product of 3 and 𝑧. By now, we should all be able to 4 less than the product
confidently represent this statement as 𝑥 = 1 + 3𝑧 . The second of 2 and 𝑧. Then 3𝑥 is
statement says that 𝑦 is equal to 1 less than the product of 2 and 𝑧. In how much greater than
mathematical terms, this is 𝑦 = 2𝑧 − 1. 5𝑦 when 𝑧 = 7?
3. Solve.
We are asked to find the difference between 2𝑥 and 3𝑦. For this to be and 𝑧, and 𝑦 is equal to
possible, we should first identify the values for 𝑥 and 𝑦 when 𝑧 = 4. 1 less than the product
𝑥 = 1 + 3 4 = 13 of 6 and 𝑧 . Then 𝑦 is
𝑦 =2 4 −1=7 how much greater than
𝑥 when 𝑧 = 6?
Now, we solve for 2𝑥 and 3𝑦 and subtract them:
2𝑥 = 2 13 = 26 than the product of 3
3𝑦 = 3 7 = 21 and 𝑧, and 𝑦 is equal to
Finally, 2𝑥 − 3𝑦 = 26 − 21 = 5. 3 less than the product
4. Interpret the answer you got. of 6 and 𝑧. Then 4𝑥 is
how much greater than
Therefore, 𝟐𝒙 is 5 more than 𝟑𝒚 when 𝒛 = 𝟒.
2𝑦 when 𝑧 = 3?
The best way to check if the answer is correct is to go over the
solutions once more. However, I should note that we should put "𝑤𝑕𝑒𝑛 𝑧 = 4" in the final
answer. This is because of the fact that 2𝑥 doesn’t always differ by 5 to 3𝑦. ∎
CAJMP Page 105

DAY 66
P ROBLEM
Three years ago, Maris was 3 times as old as Lloyd. Three years, hence, she’ll be twice as old. What is
Maris’s present age?

For the above age problem, we will again construct time tables in order to 1. Three years ago, Nikko
maximize learning. We will still follow all the other usual steps in solving age is three times as old as
problems. Here are the procedures in solving this problem: Philip. At the present,
Nikko is twice as old.
1. Assign variables. What will be the ages
For convenience, we usually assign variables for the present age of the of Nikko and Philip, five
people given in the problem. This is recommended for problems which years from now?
2. Four years ago, Kessiah
includes both past and future (like the one above). Let 𝑚 be the
was twice as old as
present age of Maris and 𝑙 be the present age of Lloyd. Anna. In four years,
2. Construct a time table. hence, Kessiah will be
PAST (3 years ago) PRESENT FUTURE (3 years from now) twice as old. What are
the present ages of
MARIS 𝑚−3 𝑚 𝑚+3
Kessiah and Anna?
LLOYD 𝑙−3 𝑙 𝑙+3
3. Last year, Mico was
The knowledge that Maris and Lloyd are 𝑚 − 3 and 𝑙 − 3 years old in
three times as old as
the past in due to the fact that the problem told us that we are dealing Paula. Next year,
with the time which is three years ago. The same argument works for hence, he will be twice
the future. as old. How old is Mico
at the present?
3. Construct working equations.
4. Last year, Yael is six
We have two unknowns: 𝑚 and 𝑙, so we need to create two working times as old as Jethro.
equations. First, the problem said that three years ago, Maris was 3 In five years, hence, he
times as old as Lloyd. In mathematical terms, this is: will be thrice as old.
𝑚 − 3 = 3(𝑙 − 3) How old is Jethro at the
present?
We simplify the expressions: 5. Two years ago,
Michelle was ten times
𝑚 − 3 = 3𝑙 − 9 as old as Michael. At
the present, she is
𝑚 − 3𝑙 = −6 (EQUATION 1) seven times as old as
the latter. How old will
Next, the problem also said that in three years, Maris will be twice as
Michael be in eight
old as Lloyd. We translate it and simplify it as: years?
𝑚+3 =2 𝑙+3
CAJMP Page 106

𝑚 + 3 = 2𝑙 + 6
𝑚 − 2𝑙 = 3 (EQUATION 2)
We now have two equations: Equation 1 and 2.
4. Solve.
We use the method of substitution in order to solve for our two unknowns. We manipulate
equation 1 and substitute it in equations 2:
𝑚 − 3𝑙 = −6
𝑚 = −6 + 3𝑙
𝑚 − 2𝑙 = 3
−6 + 3𝑙 − 2𝑙 = 3
3𝑙 − 2𝑙 = 3 + 6
𝑙=9
We now substitute it to the value of 𝑚:
𝑚 = −6 + 3𝑙
𝑚 = −6 + 3 9
𝑚 = 21
Since we let 𝑚 and 𝑙 be the the present ages of Maris and Lloyd, respectively, these values must
already be the asnwer.
Therefore, Maris is 21 years old at the present.
To check if we got the correct answer, we check if our values coincide with the data given in the
problem. Suppose that Maris is currently 21 years old and Lloyd, on the other hand, is 9 years
old in the present. Then they are 18 and 6 three years ago, respectively. Maris, back then is
three times as old as Lloyd. Also, three years from now, Maris and Lloyd will be 24 and 12,
repectively. Indeed, in that time, Maris will be twice as old as Lloyd. This means that our
obtained values are matched with the values given in the problem. ∎
CAJMP Page 107

DAY 67
to Work On:
P ROBLEM
A group of students equally shouldered the price of a broken laboratory 1. A group of athletes
shouldered the price of
instrument which is Php 600. If there had been three more students in their
a chess clock which is
group, the cost of each share would have been Php 10 less. How many
Php 1500. If there were
students were in the group? five more athletes, the
cost would have been
Php 50 less. How many
S OLUTIONS athletes were in the
The problem above is quite difficult. It involves quite a skill in interpretation group?
and also in computation. Also, the problem may appear too long that ordinary 2. A group of children
bought a gift for their
students may think that there are insufficient data to solve this problem. Here
parents which is Php
are the procedures in solving this problem: 900. If there had been
four more children, the
cost of each share would
Since we are looking for the original number of students in the group, have been Php 60 less.
we assign a variable to it. How many children are
𝐿𝑒𝑡 𝑥 𝑏𝑒 𝑡𝑕𝑒 𝑜𝑟𝑖𝑔𝑖𝑛𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑖𝑛 𝑡𝑕𝑒 𝑔𝑟𝑜𝑢𝑝. there?
3. A group of students
shouldered a broken
Now, this is the tricky part. We start the construction by interpreting laboratory instrument
the first statement in the problem. To say that the group shouldered which is Php 500. If
600 there had been five less
the price of a broken laboratory equipment equally is to say that 𝑥 students, the cost will
do not have a remainder. This is the price that they will each pay. have to be Php 5 more.
Now, if there has been three more students in their group, the How many students
number of students will now be 𝑥 + 3. The cost of each share would were in the group?
4. A class bought a cabinet
have been Php 10 less. This means that the price that they will pay will
for their room which
600
be − 10. We only have to combine these: costs Php 800. If there
𝑥
600 600 were ten more students
= − 10 in that class, the original
𝑥+3 𝑥
cost will be Php 4 less.
3. Solve.
How many students are
From the mathematical equation above, we only have to solve for 𝑥: in that class?
600 600 5. An organization bought
= − 10
𝑥+3 𝑥 a printer which costs
Multiply each term by 𝑥 (𝑥 + 3) in order to get rid of the Php 2400. If there were
denominator: ten more people in
600 600 there, the original cost
= − 10 𝑥 𝑥 + 3 will be Php 8 less. How
𝑥+3 𝑥
many people are in that
600𝑥 = 600 𝑥 + 3 − 10 𝑥 (𝑥 + 3)
organization?
6.
CAJMP Page 108

Distribute and transpose:
600𝑥 = 600𝑥 + 1800 − 10𝑥 2 − 30𝑥
10𝑥 2 + 30𝑥 + 600𝑥 − 600𝑥 − 1800 = 0
10𝑥 2 + 30𝑥 − 1800 = 0
Notice that each term is divisible by 10. We divide each by 10 for simplicity:
𝑥 2 + 3𝑥 − 180 = 0
If you are already at ease with factorization, you can do so, but for this problem, we are going to use
quadratic formula with 𝑎 = 1, 𝑏 = 3 and 𝑐 = −180:
−3 ± 32 − 4(−180) −3 ± 9 + 720 −3 ± 729 −3 ± 27

𝑥= = = =
2 2 2 2
We have two options: the one with addition as the operation, and the one with subtraction. We choose
addition since it will give us a positive answer and it is what we’re looking for since 𝑥 symbolizes the
number of students in the group:
−3+27 24
𝑥= 2
= 2
= 12
𝑥 = 12

Since we let 𝑥 be the original number of students, this must be our answer.
Therefore, there are 12 students in the group.
600
To check, we let 12 be the original number of students. If that is so, each of them will pay 12
or
600
Php 50. If there are three more people in the group, 15 students, they will each pay or Php
15
40. This is Php 10 less than the original payment if there are just 12 of them. Since the values
agreed, our answer must be correct. ∎
CAJMP Page 109

DAY 68
P ROBLEM
In a blueprint of a rectangular room, the length is 2 inches less than 4 times Similar Problems You Might
Want to Work On:
the width. Find the dimensions if the perimeter is 46 inches.
1. In a blueprint of a
rectangular room, the
S OLUTIONS length is 5 inches less
The problem above involves a little knowledge about Geometry. We have to than thrice the
width. Find the
know about the perimeter of a rectangle in order to solve this problem. dimensions if the
Whenever we forget about the formulas, we just have to remember that perimeter is 22
perimeter is just the sum of sides of a polygon. Here are the procedures in inches.
solving the problem:
1. Assign variables. length is 3 inches less
than seven times the
Let 𝑊 be the width of the rectangle. Note that we need not assign a width. Find the
variable for the length and perimeter since we can represent it in terms dimensions if the
of the width. perimeter is 26
inches.
First, we find for the length. The length is 2 inches less than 4 times the rectangular room, the
width. In symbols, this is: 𝐿𝑒𝑛𝑔𝑡𝑕 = 4𝑊 − 2 𝑖𝑛𝑐𝑕𝑒𝑠. Now that we have length is 3 inches less
the length and width, we can write the formula for perimeter and than the width. Find
the dimensions if the
substitute the values that we have:
perimeter is 26
𝑃 = 2𝐿 + 2𝑊 inches.
𝑃 = 2 4𝑊 − 2 𝑖𝑛𝑐𝑕𝑒𝑠 + 2𝑊 4. In a blueprint of a
46 𝑖𝑛𝑐𝑕𝑒𝑠 = 2 4𝑊 − 2 𝑖𝑛𝑐𝑕𝑒𝑠 + 2𝑊 rectangular room, the
length is 12 ft less
3. Solve.
than twice the
From the working equation above, we simply solve for 𝑊 . After width. Find the
acquiring 𝑊, we also solve for the length: dimensions if the
46 𝑖𝑛𝑐𝑕𝑒𝑠 = 2 4𝑊 − 2 𝑖𝑛𝑐𝑕𝑒𝑠 + 2𝑊 perimeter is 36 ft.
46 𝑖𝑛𝑐𝑕𝑒𝑠 = 8𝑊 − 4 𝑖𝑛𝑐𝑕𝑒𝑠 + 2𝑊
46 𝑖𝑛𝑐𝑕𝑒𝑠 + 4 𝑖𝑛𝑐𝑕𝑒𝑠 = 8𝑊 + 2𝑊 length is an inch less
50 𝑖𝑛𝑐𝑕𝑒𝑠 = 10𝑊 than nine times the
𝑊 = 5 𝑖𝑛𝑐𝑕𝑒𝑠 width. Find the
dimensions if the
𝐿𝑒𝑛𝑔𝑡𝑕 = 4𝑊 − 2 𝑖𝑛𝑐𝑕𝑒𝑠 = 4 5 𝑖𝑛𝑐𝑕𝑒𝑠 − 2 𝑖𝑛𝑐𝑕𝑒𝑠
perimeter is 18
𝐿𝑒𝑛𝑔𝑡𝑕 = 18 𝑖𝑛𝑐𝑕𝑒𝑠 inches.
We are asked to find the dimensions of the described rectangle. So we have the length and
width as our final answer.
CAJMP Page 110

Therefore, the length of the rectangle is 18 inches and the width is 5 inches.
To check, we let the length of the rectangle be 18 inches and the width be 5 inches. We want to
verify if the perimeter is 46 inches, just like what the problem said.
𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 2 18 𝑖𝑛𝑐𝑕𝑒𝑠 + 2 5 𝑖𝑛𝑐𝑕𝑒𝑠 = 36 𝑖𝑛𝑐𝑕𝑒𝑠 + 10 𝑖𝑛𝑐𝑕𝑒𝑠 = 46 𝑖𝑛𝑐𝑕𝑒𝑠.
Our obtained value agrees with the data in the problem. This means that our answer must be
correct. ∎
CAJMP Page 111


Want to Work On:
P ROBLEM 1. The length of a
The length of a rectangle is 54 feet more than the length of a square. The rectangle is 17 cm more
width of the rectangle is 8 feet less than 15 times the width of the square. than the width of a
The area of the square is 25 square feet. Find the dimensions of the square. The width of
rectangle. the rectangle is 9 cm
less than thrice the
length of the square.
S OLUTIONS Find the dimensions of
the rectangle if the area
At first, the problem will appear difficult since it is quite long and seems to
of the square is 49 𝑐𝑚2 .
involve too many variables, but analyzing it, we will find out that this simply 2. The length of a
involves substitution. We also need to remember that the length and width of rectangle is 23 ft more
a square is just equal. Here are the procedures in solving this problem: than the length of a
square. The width of
1. Assign variables. the rectangle is 3 ft less
Since the length and width of a square is just equal, we will just refer to than twice the width of
the square. Find the
it as the side of the square. 𝐿𝑒𝑡 𝑠 𝑏𝑒 𝑡𝑕𝑒 𝑠𝑖𝑑𝑒 𝑜𝑓 𝑡𝑕𝑒 𝑠𝑞𝑢𝑎𝑟𝑒. It also
dimensions of the
seems like we need to assign variables for the length and width of the rectangle if the area of
rectangle. 𝐿𝑒𝑡 𝑙 𝑏𝑒 𝑡𝑕𝑒 𝑙𝑒𝑛𝑔𝑡𝑕 𝑜𝑓 𝑡𝑕𝑒 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒 . the square is 81 𝑓𝑡 2 .
𝐿𝑒𝑡 𝑤 𝑏𝑒 𝑡𝑕𝑒 𝑤𝑖𝑑𝑡𝑕 𝑜𝑓 𝑡𝑕𝑒 𝑟𝑒𝑐𝑡𝑎𝑛𝑔𝑙𝑒. 3. The length of a
rectangle is 19 cm more
2. Construct working equations.
than the length of a
The length of the rectangle is 54 feet more than the length of the square. The width of
square. In Math, this is: 𝑙 = 54 𝑓𝑡 + 𝑠. Also, the width of the rectangle the rectangle is 7 cm
is 8 feet less than 15 times the width of the square. In Math, this can less than ten times the
be written as: 𝑤 = 15𝑠 − 8 𝑓𝑡. length of the square.
Find the dimensions of
3. Solve.
First, we have to solve for 𝑠. The problem said that the area of the of the square is 625
square is 25 𝑠𝑞𝑢𝑎𝑟𝑒 𝑓𝑒𝑒𝑡 . Since 𝐴𝑟𝑒𝑎 = (𝑠𝑖𝑑𝑒)2 , the side of the 𝑐𝑚2 .
square is equal to 𝑠 = 5 𝑓𝑡. Now, we simply substitute this to the 4. The length of a
rectangle is 75 cm more
working equations above:
than the width of a
𝑙 = 54 𝑓𝑡 + 𝑠 = 54 𝑓𝑡 + 5𝑓𝑡 = 59 𝑓𝑡 square. The width of
𝑤 = 15𝑠 − 8 𝑓𝑡 = 15 5 𝑓𝑡 − 8 𝑓𝑡 = 67 𝑓𝑡 the rectangle is 2 cm
4. Interpret the answer you got. less than five times the
Since we are asked to find the dimensions, this must be the final length of the square.
Find the dimensions of
answer.
Therefore, the length of the rectangle is 59 ft and the width is 67 ft. of the square is 64 𝑐𝑚2 .
The best way to is to go over your solutions and check each step. ∎
CAJMP Page 112

DAY 70
P ROBLEM
Determine all possible ordered pairs (a, b) such that:
𝒂−𝒃=𝟏
𝟐𝒂 + 𝒂𝒃 − 𝟑𝒃𝟐 = 𝟐𝟐
𝟐
Want to Work On:
Determine all possible ordered

S OLUTIONS pairs (a,b) such that:
To determine all possible ordered pairs (a, b), we simply solve the system of 1. 𝑎−𝑏 =2
equations by means of substitution. Here are the procedures in solving this 2𝑎2 − 𝑎𝑏 + 3𝑏 2 = 18
problem: 2. 𝑎 − 𝑏 = 3
𝑎2 − 𝑎𝑏 + 𝑏 2 = 49
1. Solve. 3. 𝑎 − 𝑏 = 9
𝑎2 − 𝑎𝑏 + 7𝑏 2 = 81
From 𝑎 − 𝑏 = 1, we can obtain 𝑎 = 1 + 𝑏 (𝐴) by transposition. This will
4. 𝑎 − 𝑏 = 10
be our first equation. Next, we simply substitute (𝐴) to 2𝑎2 + 𝑎𝑏 − 2𝑎2 + 𝑎𝑏 − 10𝑏 2
3𝑏 2 = 22: = 143
2 1 + 𝑏 2 + 1 + 𝑏 𝑏 − 3𝑏 2 = 22 5. 𝑎 − 𝑏 = 2
3𝑎2 − 2𝑎𝑏 − 2𝑏 2
2 1 + 2𝑏 + 𝑏 2 + 𝑏 + 𝑏 2 − 3𝑏 2 = 22
= 27
2 + 4𝑏 + 2𝑏 2 + 𝑏 + 𝑏 2 − 3𝑏 2 = 22 6. 𝑎 − 𝑏 = 2
2 + 5𝑏 = 22 2𝑎2 − 2𝑎𝑏 + 𝑏 2 = 85
5𝑏 = 22 − 2 7. 𝑎 − 𝑏 = 5
5𝑏 = 20 𝑎2 − 𝑎𝑏 − 𝑏 2 = 25
8. 𝑎 − 𝑏 = 7
𝑏=4 5𝑎2 − 𝑎𝑏 − 10𝑏 2
We substitute 𝑏 = 4 to 𝑎 = 1 + 𝑏: = 302
𝑎 =1+𝑏 9. 𝑎 − 𝑏 = 3
𝑎 =1+4 𝑎2 − 𝑎𝑏 + 𝑏 2 = 37
10. 𝑎 − 𝑏 = 5
𝑎=5
𝑎2 − 4𝑎𝑏 + 13𝑏 2
2. Interpret the answer you got. = 25
We only got single values for both 𝑎 and 𝑏.
Therefore, the only possible ordered pair that will satisfy the equations
is (𝟓, 𝟒).
In order to check, we let 𝑎 = 5 and 𝑏 = 4 then we substitute these values to the equations
above:
5−4=1
2 5 + 5 4 − 3 42 = 2 25 + 20 − 3 16 = 22
2
Our values agree with the information on the problem. ∎
CAJMP Page 113

CAJMP Page 114

365 Problems and Solutions (Day 70)

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365 Problems and Solutions (Day 70)

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365 Math Problems

Sage Review Group

4. Solve the problem.

5. Interpret the answer you got.

Therefore, her present age is 20 years old.

6. Check the result you got by recalling the problem.

the larger is 108. What are the numbers? 1. The difference

3. Solve the problem using the data you gathered earlier.

We then plug in equation C to Equation B:

4. Interpret the answer you got.

Therefore, the two numbers are 10(smaller) and 22(larger).

5. Evaluate the result.

Therefore, the yearly interest is $80.

4. Evaluate the result.

100% + 40% = 60%

X ounces (36 – x) ounces 36 ounces

100% 40% 60%

4. Solve the problem using the data above.

𝑟𝑎𝑡𝑒𝐿𝑜𝑟𝑖 𝑡𝑖𝑚𝑒𝐿𝑜𝑟𝑖 = 𝑟𝑎𝑡𝑒𝐽𝑒𝑓𝑓𝑟𝑒𝑦 𝑡𝑖𝑚𝑒𝐽𝑒𝑓𝑓𝑟𝑒𝑦

3. Simplify the equations and solve.

DAY 7 Similar Problems You Might

P ROBLEM 1. Mr. Go sells gadgets

4. Interpret the answer you got.

DAY 9 Similar Problems You Might

𝑕𝑎𝑚𝑠𝑡𝑒𝑟𝑠 𝑡𝑜 𝑓𝑖𝑠𝑕𝑒𝑠 − 24: 80.

4. Interpret the answer you got.

DAY 10 Similar Problems You Might

S OLUTIONS Philosophy. How

z x y like dogs only as their

old was my son in January 2000? 1. In October of the year

5. Interpret the answer you got.

Similar Problems You Might

S OLUTIONS What is the last digit of the

1200 𝑘𝑚 5. A river connects city A and

Similar Problems You Might

3. Create a working equation.

P ROBLEM Want to Work On:

S OLUTIONS in his childhood days,

P ROBLEM Want to Work On:

1. If the radius of a circle

S OLUTIONS is increased by 50%,

4. Interpret the answer you got.

DAY 34 Similar Problems You Might Want

P ROBLEM 1. The product of two

We have two possible solutions. First, we add 10 to – 2:

4. Interpret the answer you got.

Similar Problems You Might Want

3. Interpret the answer you got.

1. Since it’s Christmas

Find the x-intercept of the following

1 𝑝𝑟𝑜𝑏𝑙𝑒𝑚 1 𝑝𝑟𝑜𝑏𝑙𝑒𝑚 32 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑠

1 𝑝𝑟𝑜𝑏𝑙𝑒𝑚 1 𝑝𝑟𝑜𝑏𝑙𝑒𝑚 32 𝑝𝑟𝑜𝑏𝑙𝑒𝑚𝑠

We cancel the unit “problem” since it is common to all of the terms:

60𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 + 60𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 + 120 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 2 = 32𝐹 2 + 64𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠

120𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 + 120 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 2 = 32𝐹 2 + 64𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠

120𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 − 64𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 + 120 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 2 − 32𝐹 2 = 0

120 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 2 + 56𝐹 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 − 32𝐹 2 = 0

We divide each term by 8 because it is common:

We factor this into: 3 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 − 𝐹 5 𝑚𝑖𝑛𝑢𝑡𝑒𝑠 + 4𝐹 = 0

4. Interpret the answer you got.

P ROBLEM to Work On:

𝑡𝑜𝑡𝑎𝑙 𝑖𝑛𝑡𝑒𝑟𝑒𝑠𝑡 = 𝐼1 + 𝐼2 = $194.50

Similar Problems You Might Want