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Jasmine Davis

Professor Delaby

MAT 143

5 Formal Problem Write-Ups

1) SUVs at a Discount

Problem statement: Restate the problem in your own words.

The problem involves two different friends purchasing an SUV from a salesman. The

first person, Maria, told the her friend, Jose, she had purchased a new SUV at her local car

dealership. She received 25% off the $25,000 sticker price. Jose decided to see if he can get the

same or better deal. The dealer at first offered Jose 15% off the $25,000 list price. Jose didn’t

like this deal telling the salesman a friend had received 25% off. Fearing he would lose the sale

the salesman offered Jose an additional 10% off the discounted price. Jose excitedly took the

deal, proud that he had been able to get the same deal as Maria. Our goal is to figure out if Jose

had received the same deal as his friend Maria of 25% off the sticker price. If not, we need to

figure out the pricing he paid for the car, who had paid more and exactly how much more that

person had paid.

Strategy: Here you will clearly explain how you solved the problem. Explain what you tried

(what worked and what didn’t) and how these efforts eventually lead you to a solution.

I need to figure out how much each person paid for their car, so I began with trying to

figure out how much Maria had paid for her car. So I wrote down

25% off $25,000 =Maria

15% off $25,000 + 10% off Discounted $ = Jose

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I started to solve for Maria’s because I realized it will be easier to find Maria’s first. I

decided to set up a proportion.

Format of Proportion

% "is" the amount paid

100
= "of " total amount

Maria
25 x
100
= 25,000
Solve for x.

(25,000) • 25= 100x Cross multiply.

(25,000)•25 100x
100
= 100
Divide both sides by 100 to isolate x. Cancel

out the 100s on the right hand side of the

equation sign. Perform the algebra on the

left hand side of the equation.

6,250 = x Solution

At this point we have found x, however, we are not done. Maria did not pay $6,250, this

is the amount that was discounted from the original price of $25,000. We need to subtract 6,250

from 25,000.

$25,000-$6,250 = $18,750

Maria has paid the amount of $18,750.

Now we need to figure out Jose’s purchase price. So I decided to set up a proportion again.
15 x
100
= 25,000
Solve for x.

(25,000) • 15= 100x Cross multiply.

(25,000)•15 100x
100
= 100
Divide both sides by 100 to isolate x. Cancel
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out the 100s on the right hand side of the

equation sign. Perform the algebra on the

left hand side of the equation.

3,750 = x Solution

At this point we have found x, however, we are not done. Jose did not pay $3,750, this is

the amount that was discounted from the original price of $25,000. We need to subtract 3,750

from 25,000.

$25,000-$3,250 = $21,250

Now, Jose received an additional 10% off the discounted price we have just found. So I set up

another proportion.
10 x
100
= 21,250
Solve for x.

(21,250) • 10= 100x Cross multiply.

(21,250)•10 100x
100
= 100
Divide both sides by 100 to isolate x. Cancel

out the 100s on the right hand side of the

equation sign. Perform the algebra on the

left hand side of the equation.

2,125 = x Solution

At this point we have found x, however, we are still not done with Jose’s price. We need

to subtract 2,125 from 21,250.

$21,250-$2,125 = $19,125

Jose has paid the total amount of $19,125.

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So, we see Maria paid a total of $18,750 and Jose paid a total of $19,125. We answer the

following questions:

1) Had Jose really received the same deal? No, Jose did not receive the

same deal.

2) Did they pay the same price for the car? No, Jose paid $19,125

Maria paid $18,750

3) If not, who paid more, and how much more? Jose paid $375 more than

Maria paid.

The use of proportions was the only method I used and it worked.

Solution: Here you will state your solution and explain why you think that it is either correct or

incorrect.

The solution to this problem is listed clearly above. Jose paid $375 more than Maria.

Maria paid a total of $18,750 < Jose paid a total of $19,125.

I know this solution is correct because I checked my work using a calculator, I entered

the percentages for Maria and was able to calculate the same values and the same for Jose’s

price. Not only the calculator check but, because Maria’s discount was higher off of a the

original price she will receive a higher discount. Jose received a smaller amount off the original

price resulting in a higher total. However by discounting the new price point at a lower

percentage, it was discounted even less than the original discounted price Jose was offered. It

appeared that he received the same amount of 25% (which would have resulted in a discount of

$6,250 off ) like Maria but he actually received about 23.5% discount off the original amount

(which is $5,875). An 11.765% is what Jose needed additional to the 15% discount to receive
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that same discount as Maria.

Reflection: Here you will discuss what you liked about the problem. How challenging was the

problem for you? How it might be modified to make it better? Why did you select this problem?

I enjoyed this problem because it was simple in terms of execution. There was a lot of

steps and because I was able to set up a proportion, I did not find it too difficult. I liked that the

numbers presented in the problem were not too complicated, they were reasonable numbers and

very “real-world like”. I did not find this problem challenging. I think this problem is very

doable how it is presented. I did not find it confusing nor do I feel like any adjustments need to

be made to “improve” this problem. I selected this problem because I work with problems like

this in my line of work. I work as a sales manager at The Men’s Wearhouse and often times I

have to do markdowns on top of the original pricing or additional clearance markdowns. These

markdowns are not automatically set in the system so all the other employees and managers call

me to come and do these markdowns. I like problems like this as I work with them on a daily

basis.
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2) The Eraser

Problem statement: Restate the problem in your own words.

We had to write down a list provided of numbers consisting of: ​6, 7, 29, 4, 13, 5, 2, 8, 9.

The directions were to erase numbers in the list according to the information provided. The

information would provide us with a solution, which will be the number we erase from the initial

set. The information provided is as follows: Erase two numbers with a sum of 12 and a

difference of 2. Then erase two numbers with a sum of 12 and a product of 32. Next, erase two

numbers with a difference of 7 and a product of 78. At the end, erase two numbers such that,

when dividing the first by the second, the quotient is 3 and the remainder is 2. What is the

remaining number?

Strategy: Here you will clearly explain how you solved the problem. Explain what you tried

(what worked and what didn’t) and how these efforts eventually lead you to a solution.

I used process of elimination. As I completed the statements and was able to find a

solution I eliminated that solution from the set. I did not try to use any other method, as this led

to the solution. Each statement provided left us with one logical or best solution fit; which in turn

provided me with the correct answer. I will provide step by step process of my work below:

​6, 7, 29, 4, 13, 5, 2, 8, 9

1: Erase two numbers with a sum of 12 and a difference of 2.

5+7=12 and 7-5=2

2: Erase two numbers with a sum of 12 and a product of 32.

4+8=12 and 4x8=32

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3: Erase two numbers with a difference of 7 and a product of 78.

13-6=7 and 13x6=78

4: Erase two numbers such that, when dividing the first by the second, the quotient is 3 and the

remainder is 2.

29​ ÷ 9 = 3 Remainder 2 or 29/9 = 3 92

By process of elimination, the remaining number for the solution is 2.

Solution: Here you will state your solution and explain why you think that it is either correct or

incorrect.

By process of elimination, the remaining number for the solution is 2. I know this

solution is correct because all the math checks out and for each possible statement, only one

statement, for the numbers provided, hold true. There was in no cases, did there exists 2 solutions

for the set of numbers provided.

Reflection: Here you will discuss what you liked about the problem. How challenging was the

problem for you? How it might be modified to make it better? Why did you select this problem?

I enjoyed this problem because of its simplicity. I appreciate problems that allow my

mind to breathe in between the problem solving skill set we have to display in order to solve

some of the problems provided in this class. I enjoyed doing this problem because not only was it

simple, but I was allowed to see if the statements provided had more than one solution. I asked,

were there any tricks or mathematical errors that might have slipped my calculations. I was glad

to see, once we presented it to the class, that it was meant to be a breather. I wouldn’t change this

problem or modify it. If I wanted to make it more difficult then I might add a number that holds
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true for one statement that may cause some margin of error. But I chose this problem because I

enjoyed the arithmetic. It was simple and I was relieved.

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3) The Hike

Problem statement: Restate the problem in your own words.

We need to calculate the distance, or how many miles, Dale hiked in total for his

mountain trip. We are provided the rate for Dale’s hike up the mountain trail, which is 2 mph.

And we were also provided Dale’s rate downhill, which is 4 mph. We were also given the time it

took Dale to travel downhill which is 30 minutes less than his trip uphill. Lastly, we were

provided a distance of the downhill trail being 3 miles longer than the uphill trail.

Strategy: Here you will clearly explain how you solved the problem. Explain what you tried

(what worked and what didn’t) and how these efforts eventually lead you to a solution.

In order to solve this problem, I drew a picture before attempting any mathematical

equations, even though I notice we are provided a rate, distance and time; I know this is an

equation I may have to use to solve this problem. After I drew a small illustration, I noticed I had

to write two separate equations, one for uphill and a second for downhill. I also realized that in

order to find a solution I needed to find one piece, downhill, in order to find the uphill. I

attempted to find uphill first, but I got stuck because there was not enough information provided.

After solving for the downhill portion, I was able to plug in the solution found in the downhill

equation for time into the first equation for the uphill equation. Then, I had to go back and plug

the solution for the distance into a third equation, for the distance for the downhill portion of the

trail, which led me to my solution. I will provide a step-by-step process of my work below:
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UPHILL

1) 2 = xt

2) 2t = x

DOWNHILL

(x+3)
1) 4= (t−0.5)

(2t+3)
2) 4= (t−0.5)

3) 4t - 2 = 2t +3

4) 4t = 2t +5

5) 2t = 5

6) t = 2.5

UPHILL

X = 2 (2.5)

X = 5 miles This is the distance traveled uphill

DOWNHILL

5+3=8 This is the distance traveled downhill

The total distance traveled uphill and downhill is 5 miles + 8 miles = 13 miles total.
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Solution: Here you will state your solution and explain why you think that it is either correct or

incorrect.

My solution was, the trip was 13 miles. I think this solution is correct because after

working out the the problem, it made sense mathematically. I used the formulas for distance and

was able to calculate and the rest was simple arithmetic.

Reflection: Here you will discuss what you liked about the problem. How challenging was the

problem for you? How it might be modified to make it better? Why did you select this problem?

I liked this connection to real life, the hiking aspect and I liked that I was able to brush up

on my algebra skills. It took some reasoning and it was a little challenging at first but once i was

able to notice that we were looking for 2 variables and they were distance and time, I knew what

I had to do to solve this problem. Once I figured out what I needed, it was not challenging at all.

I would not change anything about this problem. I selected this problem because I remember

presenting this to other students in class. They struggled with it and I enjoyed helping them find

the solution. So I figured since I presented it once, then I can do it again here, just in words.
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4) Sports Sale

Problem statement: Restate the problem in your own words.

A sports store was holding a clearance sale. Each item was priced at specials: buy a

football and a baseball for $15; buy a baseball and a basketball for $23; buy a basketball and a

softball for $25; buy a softball and a soccer ball for $22; buy a soccer ball and a volleyball for

$32; and buy a volleyball and a baseball for $18. We had to find the pricing of each individual

ball.

Strategy: Here you will clearly explain how you solved the problem. Explain what you tried

(what worked and what didn’t) and how these efforts eventually lead you to a solution.

I used the guess and check method to solve this problem. I started with the order of

equipment that was provided. Starting with the football, I assumed the pricing was $13.The

reason I started with the football being $13 because I know the pricing of a football realistically

is about $19.99, but since the total for both the football and baseball was $15, I figured the

football was more expensive and the baseball was less. So the baseball would be two dollars.

After calculating the numbers out for the rest of the balls the volleyball ended up being too high

of a price. Then I decided to make the football one dollar less because I realize the number at the

end was not too hot. By making a football $12 and the baseball $3, I was able to get a total of

$15 for those two combined. Then the baseball being the price of $3, the basketball had to be the

price of $20 giving us a total of $23. Next, the basketball is $20 that leaves the softball to equal

$5, giving a total of $25 for the basketball the softball. Now, since the softball was $, that leaves

the soccer ball to be $17 giving us a total of $22 for those two items combined. Next, since the
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soccer ball is $17, then the volleyball would be $15 to get a total of $32 for those two items

combined. Lastly, since the volleyball is now $15 and we can now plug in the number we started

with for the baseball of $3 to give us a total of $18 for the volleyball in the baseball combined. I

was able to get the solutions by guessing and checking but by using addition equations. I was

able to get the second item by subtracting the total price of the two items combined, which was

provided, minus the variable that I got for the initial ball to get the missing variable to complete

the equation.

Solution: Here you will state your solution and explain why you think that it is either correct or

incorrect.

My solution is: the football cost $12, the baseball cost $3, the basketball cost $20, the

softball cost $5, the soccer ball cost $17, and the volleyball cost $15. I know this solution is

correct because I used to guess and check method. When I started with a higher number for the

football pricing ($13) and a lower number for the baseball pricing ($2) for my first trial I did the

simple arithmetic to try to get the rest of the numbers and the pricing for the volleyball and

baseball at the end ended up being too high of a price. Once I changed my number for the

football for my second trial the number still into place so I know this is the only solution and the

solution is correct.

Reflection: Here you will discuss what you liked about the problem. How challenging was the

problem for you? How it might be modified to make it better? Why did you select this problem?

I like this problem because of its simplicity. It wasn’t difficult once I was able to use a

little common sense about what I knew about football pricing and make conclusions based on

that knowledge. I don’t think this problem needs to be modified. I’m not necessarily sure if there
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is any equation to solve, but I did use a simple arithmetic or addition equations to find the

variables that were missing. I selected this problem because when I started with a couple of

different numbers for the football I began to realize I should used rational thinking about the

pricing of a football. Once I did that, I was able to get the correct numbers. Initially I had started

with the football being $5, which was much less than the baseball, but then I realized realistically

the football should be more expensive than the baseball. After I figured that out, the solution

became very easy to solve.

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5) Test Average

Problem statement: Restate the problem in your own words.

Our goal was to find what is the lowest score Blair can afford to make on the last in-class

test? Blair's average (avg. = the total weighted score divided by the total number of tests taken)

on the first five in-class tests is 67. The next test needs to be at least what, to give an average of

70? Note: assume that all tests carry equal weight.

Strategy: Here you will clearly explain how you solved the problem. Explain what you tried

(what worked and what didn’t) and how these efforts eventually lead you to a solution.

This is what I did to find the solution for the problem. I started with the information that

was given:

First 5 tests avg. = 67

Needs an avg. = 70

I assumed all tests carry equal weight, so:

67 x 5 = 335 The 335 gives me the total weighted score prior to taking the mean.

I need to calculated a new weighted score prior to dividing by the total number of test taken,

which will now be 6 tests.

TRIALS AVG CHECK

1. 335 + 100 = 435 435/6 = 72.5 Avg. = 72.5 (Too High)

2. 335 + 95 = 430 430/6 = 71.6 Avg. = 71.6 (Too High)

3. 335 + 90 = 425 425/6 = 70.83 Avg. = 70.83 (Too High)

4. 335 + 85 = 420 420/6 = 70 Avg. = 70 (Exact)

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Solution: Here you will state your solution and explain why you think that it is either correct or

incorrect.

The solution for this problem is the next test needs to be a score of 85 in order for her

average of the six test to equal 70. I know the solution is correct because I was able to calculate

multiple test scores in order to calculate different averages. This is the only test score Blair can

get in order to get a minimum of 70 on her average. Considering the question, she could get other

scores, that are higher, to make the average higher but the goal was to look for 70 as the average

and I was able to find that once I did the work above.

Reflection: Here you will discuss what you liked about the problem. How challenging was the

problem for you? How it might be modified to make it better? Why did you select this problem?

I selected this problem because I was able to use simple mathematics and it was a relief

to get something that I use in the day-to-day basis. I have similar calculations when trying to

figure out my average in a class, especially towards the end of the year. I would modify the

problem by asking how many different test scores can she gets to make the average above 70.

That would leave the limit for the solution to be wider and possibly set up a problem for a more

generalized equation. I did not find a problem challenging at all and I would be glad to see

something like this on the exam.

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