Jose Barrera

MAT 143

Test Average

Problem statement: Blairs average on the first five in-class tests in 67. What is the lowest score

Blair can get on last test to get at least an average score of 70. Each test is out of 100.

Strategy: The way I did this problem was put that he got 67 on all five test and guessed the score

he got on the last test. I guessed 75 which getting the average by adding the six numbers and

dividing it by 6 got me 68.35. Then I went up on the last score, I guessed 80, then 81, then 85.

When I went through the process of the last score being 85 I got the average at 70.

Solution: The solution is 85 for the final score to get an average of 70. I am certain this is the

answer because plugging it back into the problem and averaging out the set of scores got me an

overall of 70.

Reflection: I liked this problem because there are more than one way to find the solution. I also

liked this problem because it relates to every student. This problem was a bit challenging because

I kept having to guess and there are easier ways to get the answer without having to guess. One

way was using a variable. Another way was adding all the differences of 70 and 67 which was 15

and adding that to 70. Another way was working backwards starting with the average of 70. This

problem could be modified, but doesnt really have to because this problem is great and having

many ways one can do it.

Jose Barrera

MAT 143

Eight Letters to Integers

Problem statement: The letters A through H all represent a different integer value from 2 to 9

inclusive. Figure out the value of each given the following partial sums. A+B=11, B+C=6,

C+D=10, D+E=14, E+F=9, F+G=8, G+H=14, and H+A=16

Strategy: At first I came to the conclusion that there is no answer to the question starting with

A+H=16, then A+H=9+7 because you cannot repeat integers. I went thorough it anyways to see

what was going on. If A was 9 then B=2, if B=2 then C=4, D=6, E=8, F=1; however that wasnt

possible because the smallest was 2 and I continued to plug in to complete the equation. If

F=1then G=7, if G=7 then H=9. The next day I realized I did not try the opposite, A=7 and H=9.

Solution: The solution is that A=7 and H=9, by plugging them in satisfies all conditions, different

number and all 2-9. If A=7 then B=4, C=2, D=8, E=6, F=3, G=5, H=9. A+H=7+9 which is also

equal to 16.

Reflection: I liked this problem because even a first grader can do this its logical thinking and

plugging in. This surprisingly was challenging because at first I thought there was no solution

and the next day I realized I did it only one way. This problem doesnt have to be modified, it

shows that a slight difference makes a huge change. I selected this problem because I thought

here was no solution, then a light bulb went off questioning if I plugged in the integers in the

other variable.
Jose Barrera

MAT 143

The Suv at a discount

Problem Statement: Maria purchased a new suv at 18% off $25,000 and Jose decided to get a car

there too. Jose was offered 15% off the price of 25,000 he complained and then got 3% off the

already discounted price. Did Jose and Maria get the same deal? If they didnt get the same deal

who paid more and by how much?

Strategy: The way I solved this problem was taking $25,000 and multiplying it by .82 that way it

takes away an extra step of multiplying 25,000 by .18 and then subtracting that answer from the

25,000. Once you go through the multiplication you get $20,500 which is what Maria paid. For

Jose you multiply 25,000 by .85 which is 21,250. Then you multiply 21,250 by .95 for the

additional 5% taken from the discounted price, which comes out to 20,612.50. then you can see

that Jose paid just a little bit more.

Solution: The solution is that Jose paid a little more, paid $112.50 more than Maria, by

subtracting what Maria paid from what Jose paid. You can also work backwards and it will go

back to 25,000 to each. This wasnt the original percentages, but as you can see you can switch

the percentages so it doesnt seem so round or easy.

Reflection: I liked this problem because you can do it the long way or use the shortcut. It also

shows when it comes to percentages you have to be careful not all deals are that great or equal.

Just because the percentages add up to the greater percentages does not mean their solution is the

same. This helps students connect to the outside world like foods at a grocery store or games at

stores that are a percent off the original price.

Jose Barrera

MAT 143

The Taxmen

Problem Statement: A farmer sold his crops at the market. He met the taxman for the federal

government who took half of what he made plus 2 pieces of gold. Next, he met another taxman

who took half of what he had left over plus 2 pieces of gold. A last taxman took half of what he

got left and 2 pieces of gold he was left with 2 pieces, how much did he make in the beginning.

Strategy: the way I solved this problem was simple, I worked backwards. I started with 2, then I

put it into the equation (2+2)2. After that I got 8 and did then same, (8+2)2. Then one last time

with the answer of the last equation which is 20. (20+2)2 is 44, which is the number of gold

pieces the farmer got.

Solution: The solution of the problem is 44. I believe it is correct because when you plug in 44 at

the beginning you end up with 2. 44/2 is 22 minus 2 is 20. Then 20/2 is 10 minus 2 is 8. 8/2 is 4,

4 minus 2 is 2 which is what the farmer was left over with.

Reflection: This was my favorite problem of the entire semester because it opened my eyes to a

very simple way of solving problem, which was working backwards. Before this problem I

would not have thought of going backwards I might have just given up or plugged in some

random numbers for guess and test which might not have gotten me the answer.This problem

could be better by not repeating the equation, using different numbers like 1/3 minus 4 or other

combinations.
Jose Barrera

MAT 143

Night Lines

Problem Statement: Mike notices 20 girls leaving the dance as soon as he got there so that meant

there are twice as many boys than girls. Right after 20 boys leave chasing the 20 girls, now there

are 3 times as many girls than boys. How many boys and girls were at the dance when mike

arrived.

Strategy: This problem forced me to do guess and test, at first I started with an equation X-20=Y

and solved for X. After I would put this equation into another question that was the second even

that happened in the story. The new equation was Y-20+3(Y+20) then I got 40 that would mean I

got 20 for the other group. I then realized using the equation did not work. I worked it by

plugging in random numbers. I would first subtract 20 from the guessed number of girls, then I

doubled that answer to get the amount of boys, then the numbers of buys I subtracted 20 then

compared to see if the number of girls at the end was 3 times as more as the boys at the end. I

kept guessing until I guessed 32 for girls, I worked out my process and endued up with 12 girls

and 4 boys. 12 is three times as much as 4 which is what the end of the problem stated. In the end

the answer was 32 girls and 24 boys at the beginning of the night.

Solution: The solution to this question is, there was 32 girls and 24 boys at the beginning. I am

certain this is the answer because if you take away 20 from 32 you get 12 and 24 is double that

which is the amount of boys to start. Then you take away 20 from 24 is 4. Then you realized 12

is 3 times as much as 4. The amounts satisfy the problem.

Reflection: The reason I chose this problem because it was the first problem I really struggled

with, before I would just quit because the problem seemed impossible and I didnt have time to
solve the problem. This problem forces you to do the guess and test method. It was challenging

for me because an equation did not work. I had to tediously guess at numbers and think higher or

lower. I was surprised I didnt give up and moved on, I kept going an di finally prevailed. I dont

think I would do anything different because it makes you keep guessing.