do my math homework word problems

Strategies for Solving Math Word Problems

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do my math homework word problems

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The goal of this chapter is to lay the foundation for solving the types of math word problems students will encounter most often, those involving a single operation. Word problems are a way to see math in real life. They can be frustrating when you don’t know how to solve them. The goal is to get across that word problems in general are just as easy to solve as “regular” math problems; the only difference is that they contain extra, non-essential words. Students will learn a three-step plan that will make the translation process easier. This process involves reading the problem more than once, breaking the problem down into solvable parts, and then translating it into an equation. An example will be worked through and broken down step by step. Students will also learn how to check their answer, and how to know if their answer makes sense with the given problem. Finally, by teaching students how to write story problems themselves, it puts math in a language they understand and makes it more relevant to their own experiences. This is a life-long skill they can apply to any kind of math they encounter. A good thorough understanding of this chapter will make the rest of word problem solving much easier.

A frog is at the bottom of a 10-meter well. Each day he climbs up 3 meters, but at night he slips down 2 meters. How many days does it take the frog to get out of the well? This problem can be solved in a variety of ways (some quite elaborate), but there is a very simple solution. Often it is useful to consider the problem in a less mathematical way before attempting to solve it. This problem is easily understood if one tells it to a friend and then asks, “What is the simplest way to look at this problem?” The simplest way to look at the problem is to recognize that the frog climbs 1 meter every day, since his 3 meter progress up is offset by his 2 meter slip down. The problem can now be solved by dividing 10 (the depth of the well) by 1 (the number of meters the frog climbs each day). The final answer is 10 ÷ 1 = 10, it takes the frog 10 days to crawl out of the well. This method of finding a simplified problem is a useful first step in problem solving, the Singaporean method, before moving on to the more complex algebraic method often used in math classes in western countries.

Remember that math word problems often contain extraneous information; that is, facts or details that are not necessary for solving the problem. The trick is being able to recognize what’s essential. Consider the following example:

Identifying the strategies to use for solving all sorts of math word problems is the key to getting the correct solution. After students understand the operation the problem is calling for, they must then decide on a systematic way to solve the problem. All too often, students try to solve a problem with one step. This can work for very simple problems, but it will not be effective in the long run. Students must learn to use more than one method to solve the problem. Usually these involve pattern finding or creating a logical argument. Students often think that the first method they find is the only way to solve the problem or that it is the only correct method. They may also spend a great deal of time using one method to find out that it won’t work. It is often a good idea therefore, to brainstorm some other possible method once one method is selected. These methods may involve writing and using symbolic language and notation. The advantage of writing an equation to solve a problem lies in the fact that it narrows a problem that may seem to be very complex down to a small, easy to solve equation. A student must however, be able to determine the meaning of an equation, so that he or she can write it. To “let x be the…” takes word problems practice! Illustrations and diagrams are useful tools in creating an argument or determining the method that one will take to solve a problem. Creating a data table with only one entry that changes for each subsequent case is one way of organizing the method that one will take to solve a problem. Summarizing an argument builds the skill of our students. It is at this point that they can safely say that they understand what they are doing and can find any errors if they make a mistake. The ultimate goal is to always leave students with some tool or method found in abstract problems that is also suited to a word problem.

So the time in hours in the form of the 2nd train is also 110A for 2. Combined with the fact that the 2nd train is also 110A, we see that the two trains are the same distance intended for the first ½ of the trip time.

Let A be the time in hours after noon. The distance each train is from Toronto at time is 110A and the total distance is 110A for 2. The 2nd train starts at noon, so: Train A: 110A (Starts at n=0+0=0) 2nd Train: 110A for 2 (Starts at n=0)

From an equation: Train A leaves Toronto for Montreal at noon traveling at 110 km/h. At the same time, Train B leaves Montreal for Toronto also traveling at 110 km/h. It is known that they passed at 4:00 pm. How far from Toronto did they pass?

As the context of the problem situations becomes more complex, it is essential that students learn to check and verify the solutions they have obtained. In order to accomplish this, it is important for students to develop good record keeping habits by writing down the steps they have used to translate, solve and answer the word problem. When the solution is the answer to the word problem, there is a chance that the correct answer may just be written down in the wrong form. Students should develop the habit of reading the word problem and the solution, with the thought, “Does this make sense? Did I answer the question that was asked?” In some instances, and these are probably the most important, the student should use logical reasoning and judgement to determine the correctness of the answer.

For you to solve a problem, you must first realize that there is a problem. And then you must understand and grasp what the problem is all about. After that, you have to figure out what info is being given to you and what is it that you need to find. With that information, you can select the best way to solve the problem. After you have found the answer, you should also know if it is the most reasonable solution by asking yourself if it makes sense. Always go back to the beginning of the problem and the info you’ve gathered to see if you’ve answered the question.

The general plan for solving a word problem is a series of steps. It requires identifying the question, gathering information from the problem, finding the answer, and then checking to make sure the answer makes sense. It is always a good idea to check to make sure the first solution method works with the other methods.

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