APPENDIX A

Solving Word Problems

Drill-type problems require a working knowledge of the methods presented, and some
algebraic steps to change the algebraic form may be required to complete the solution.
Word problems, however, require a proper interpretation of the statement of the prob-
lem before they can be put in a form for solution.
We have to put word problems in symbolic form in order to solve them, and it is this
procedure that most students find difficult. Because such problems require more than
going through a certain routine, they demand more analysis and appear to be more dif-
ficult. Among the reasons for the student’s difficulty at solving word problems are
(1) unsuccessful previous attempts at solving word problems, leading the student to be-
lieve that all word problems are “impossible,” (2) a poorly organized approach to the
solution, and (3) failure to read the problem carefully, thereby having an improper and
incomplete interpretation of the statement given. These can be overcome with proper
attitude and care.
NOTE ! A specific procedure for solving word problems is shown on page 41, when word
problems are first covered in our study of algebra. There are over 120 completely
worked examples of word problems (as well as numerous other examples that show a
similar analysis) throughout this text, illustrating proper interpretations and approaches
to these problems.

RISERS
The procedure shown on page 41 is similar to that used by most instructors and texts.
One of the variations that a number of instructors use is called RISERS. This is a word
formed from the first letters (an acronym) of the words that outline the procedure.
These are Read, Imagine, Sketch, Equate, Relate, and Solve. We now briefly outline this
procedure here.
Read the statement of the problem carefully.
Imagine. Take time to get a mental image of the situation described.
Sketch a figure.
Equate, on the sketch, the known and unknown quantities.
Relate the known and unknown quantities with an equation.
Solve the equation.
There are problems where a sketch may simply be words and numbers placed so that
we may properly equate the known and unknown quantities. For example, in Example 2
on page 42, the sketch, equate, and relate steps might look like this:
sketch 34 lights 1000 W
25-W lights 40-W lights
equate x 34 - x
power (watts) 25x 40134 - x2 1000
relate 25x + 40134 - x2 = 1000
If you follow the method on page 41, or this RISERS variation, or any appropriate
NOTE ! step-by-step method, and write out the solution neatly, you will find that word prob-
lems lend themselves to solution more readily than you have previously found.

A.1

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