Solving word problems by forming equations
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Suppose that at the start of spring, a youth volunteer team in a commune plans to plant trees along the road to the school, the same number every day. When the work begins, some students join in, so the team plants more trees per day than planned and finishes day early. How many trees per day did the team plan to plant?
Three quantities in this problem are tied together: trees per day, number of days and the total number of trees (). Forming an equation means writing this link in the language of algebra, and then letting quadratic equations (lesson quadratic equations in one unknown) do the rest.
The steps for solving a problem by forming an equation
Going deeper. An equation is a model of a real situation, and a model is often "wider" than reality: it can have a negative root even though no length is negative. So the condition in Step 1 is not a formality: it lets Step 3 filter the roots. We usually choose the quantity the problem asks for as the unknown; if the equation becomes messy, choose another quantity.
Geometry problems
In geometry problems, perimeter, area and Pythagoras' theorem are the "bridges" between the unknown and the data; a figure with the dimensions written in terms of makes the equation quicker to form.
Rate of work and motion problems
These two types have the same structure: and . The time is written as a fraction, so the equation has the unknown in a denominator (lesson equations reducible to linear equations).
The next motion problem has more data, so we go through all four steps.
Percentage growth problems
If a quantity grows by (written as a decimal) each year, then each year it is multiplied by ; after two years it is multiplied by . This is the common law behind compound interest, population growth and rising prices.
Connections. This lesson gathers the tools of the chapter: the quadratic formula, Viète's theorem and equations with the unknown in a denominator; it also links to forming simultaneous equations in chapter I. When you meet a problem, ask yourself: which quantities depend on each other, and which relation between them is an "equals"?
Key terms
Summary
- Three steps: form the equation (unknown, condition, express, equation) → solve → check against the condition and reality (positive lengths, natural numbers, …), then conclude.
- Geometry: use perimeter, area and Pythagoras' theorem; draw a figure with dimensions in terms of .
- Rate of work and motion: or ; make the units consistent.
- Growth: after two years a quantity is multiplied by .
Practice
Each exercise comes with what you need and some steps to start. Try it yourself first, then open the solution.
Find two consecutive even natural numbers whose product is .
What you need: two consecutive even numbers differ by .
Steps:
- Let the smaller number be and the larger .
- Solve .
Show solution
Let the smaller number be ( an even natural number). We have the equation . We have , so (satisfies the condition) or (rejected).
So the two numbers are and .
Answer. and .
A right-angled triangle has hypotenuse cm, and its two shorter sides differ by cm. Find the lengths of the two shorter sides.
What you need: Pythagoras' theorem.
Steps:
- Let the shortest side be (cm), ; the other is .
- Solve .
Show solution
Let the shortest side be (cm), . By Pythagoras' theorem we have
We have , so (satisfies the condition) or (rejected).
So the two shorter sides are cm and cm.
Answer. cm and cm.
According to plan, a production team must make products, the same number each day. Thanks to a technical improvement, the team makes more products each day and finishes days ahead of plan. How many products per day did the plan require?
What you need: .
Steps:
- Let the planned rate be (products per day), .
- Form the equation .
Show solution
Let the planned number of products per day be (). From the problem we have the equation
We have and , so (satisfies the condition) or (rejected).
So the plan required products per day.
Answer. products.
A motorboat travels km downstream and then km upstream, taking hours in total (not counting stops). The current flows at km/h. Find the speed of the boat in still water.
What you need: speed downstream , speed upstream .
Steps:
- Let the speed in still water be (km/h), .
- Form the equation and solve it.
Show solution
Let the speed of the boat in still water be (km/h), . From the problem we have the equation
We have and , so (satisfies the condition) or (rejected).
So the speed of the boat in still water is km/h.
Answer. km/h.
Suppose the price of a mobile phone falls from million dong to million dong after two reductions, each by the same percentage of the price just before it. By what percentage is the price reduced each time?
What you need: each reduction by multiplies the price by .
Steps:
- Form the equation with .
- Solve it as .
Show solution
Let the rate of each reduction be (). From the problem we have the equation
Hence .
So the price is reduced by each time.
Answer. .
A rectangular photo measuring cm cm is put in a frame with a border of constant width. The total area of the frame and photo is cm². Find the width of the border. (Revise finding roots mentally.)
What you need: the whole frame is a rectangle ; find the roots mentally when .
Steps:
- Let the width of the border be (cm), .
- Form the equation, simplify it, then find the roots mentally.
Show solution
Let the width of the border be (cm), . We have the equation
We have , so (satisfies the condition) and (rejected).
So the border is cm wide.
Answer. cm.
(2.0 marks)
a) Solve the equation .
b) Solve the following problem by forming an equation: A group of students hires a coach for a trip for million dong, shared equally. On the day of the trip, more students join, so each student pays thousand dong less than expected. How many students were in the group at first?
c) How much does each student actually pay?
What you need: the reduced discriminant; the amount per student .
Steps:
- a) Work out .
- b) Work in thousands of dong: million thousand. Let the original number of students be and form .
- c) Divide the total cost by .
Show solution
a) We have , so or .
b) Let the original number of students be (). We work in thousands of dong. From the problem we have the equation
We have and , so (satisfies the condition) or (rejected).
c) In fact there are students, and each pays (thousand dong).
So a) , ; b) there were students at first; c) each student pays thousand dong.
Answer. a) ; . b) students. c) thousand dong.
Suppose a cinema sells tickets a day at a price of thousand dong. A survey shows that for every thousand dong cut from the price, it sells more tickets a day. The cinema wants a daily revenue of million dong and chooses the option that sells more tickets. What is the new ticket price?
What you need: revenue price number of tickets; the number of tickets and the price depend on each other.
Steps:
- Let the number of thousand dong cuts be (, ).
- The price is and the number of tickets is ; form the equation with revenue thousand dong.
- Choose the root that gives more tickets.
Show solution
Let the number of thousand dong cuts be (, ). Then the price is (thousand dong) and the number of tickets sold is . From the problem we have the equation
We have , so or (both satisfy the condition). With : price thousand dong, tickets; with : price thousand dong, tickets. The cinema chooses the option with more tickets, so .
So the new ticket price is thousand dong.
Remark. With (price thousand dong, tickets), the revenue is million dong, which is higher; the quadratic functions of grade 10 will help find the best price.
Answer. thousand dong.
Mini test
Marked like the Vietnamese graduation exam: Part I 0.25 points per question; Part II up to 1 point per question (1, 2, 3, 4 correct statements give 0.1, 0.25, 0.5, 1 point); Part III 0.5 points per question.
Part I. Multiple choice
The next number is and their product is . B and D use the sum, and C confuses with .
The original time is longer, so . B subtracts the wrong way round, C adds instead of subtracting, and D multiplies instead of dividing.
The condition rejects ; C and D wrongly drop the minus sign.
, so , that is . B is the total increase, C divides by , and D takes by mistake.
Part II. True or false
| a) The length of the garden is (m). | ||
| b) We have the equation . | ||
| c) The width of the garden is m. | ||
| d) The perimeter of the garden is m. |
a) True. b) True: . c) False: , . d) True: .
Part III. Short answer
, , ; the larger number is .
, so , that is .
Show answers and explanations
- Part I, question 1: A. The next number is and their product is . B and D use the sum, and C confuses with .
- Part I, question 2: A. The original time is longer, so . B subtracts the wrong way round, C adds instead of subtracting, and D multiplies instead of dividing.
- Part I, question 3: A. The condition rejects ; C and D wrongly drop the minus sign.
- Part I, question 4: A. , so , that is . B is the total increase, C divides by , and D takes by mistake.
- Part II, question 1: a) True; b) True; c) False; d) True. a) True. b) True: . c) False: , . d) True: .
- Part III, question 1: 18. , , ; the larger number is .
- Part III, question 2: 2. , so , that is .