Appendix 697

Strategies for
problem solving

Introduction to problem solving ................................... 698

Strategies for investigation and problem solving ........ 699
Questioning skills............................................................ 699
Create a table, then look for a pattern or
a result ......................................................................... 700
Draw a diagram, then look for a pattern or
a result ......................................................................... 702
Use a pattern of numbers, making use of technology
such as a computer spreadsheet................................ 703
Work backwards from the answer ........................... 704
Use a process of elimination ...................................... 706
Look at similar but simpler problems...................... 706
Use trial and error (guess and check), making use of
technology such as a computer spreadsheet ............ 708
Communicating, reasoning and reflecting ................... 710
698 Maths Quest 8 for Victoria

Introduction to problem solving

In mathematics classes and in our everyday lives, we are presented with many problems
and situations that can be solved using mathematical processes. When we ‘solve
problems’, there are five main processes that we can use:
1. questioning
2. applying strategies
3. communicating
4. reasoning
5. reflecting.
To solve a simple problem, we may need to apply only two or three of the processes.
For example, imagine you are asked to write a simple formula to use on a scale map of
the world to convert from d (cm on a map) into k (km on Earth). You are told that the
map requires a scale of 1 : 2 000 000.
First you might question the purpose of the formula and whether to make the subject
of the formula d or k. You may think about the ratio 1 to 2 000 000 and make a sample
conversion using it to write down a possible conversion formula, say k = d × 20 or
k
d = ------ . To test your formula you may generate a few conversions and then check with
20
the ratio 1 : 2 000 000 to see whether the results produced appear to be reasonable. Per-
haps you will question the advantages of using pencil and paper versus a spreadsheet
when generating a few conversions. Once you are happy with your first formula, you
may communicate your answer. You may then reflect on the two versions of the for-
mula with different subjects d or k. You may realise that one conversion formula
involves multiplying by the reciprocal of the number used in the other.
In this way, you would have focused on three processes:
1. questioning. What will be the subject of the formula? How best to generate and
display a set of conversions? Is my formula correct?
2. applying a strategy. In the process described above, a strategy was applied that
arrived at a formula and confirmed your findings.
3. reflecting. From sets of results produced by both conversion formulas, you observed
a connection between the two formulas.
The five processes in working mathematically are interrelated. By practising the
skills involved in using all five processes, you will learn to tackle new mathematics
problems with confidence and arrive at the correct and complete solution using the
most appropriate methods.

Questioning
Why do you think that teachers often say, ‘Read through the question a number of
times before you begin’? What does this achieve? The aim is to make you think
about the information that is needed and what will be the best approach to the
problem. You are questioning and looking ahead to what may be produced by certain
strategies. Be clear about the problem and the solution that is required. Consider
whether you have come across a similar problem before that could be useful. Is there
more than one method that you could use? Which method would be best to solve this
problem?
 Strategies for problem solving 699
Applying strategies
To apply a strategy when problem solving is to follow a plan or a method. The goal is
to complete an investigation, answer a question or find a solution to a problem. Exam-
ples of strategies that can be used to achieve this include:
1. drawing up tables and diagrams
2. finding patterns of numbers
3. making use of technology, such as a computer spreadsheet
4. working backwards from the answer
5. using a process of elimination
6. looking at similar but simpler problems
7. using trial and error (guess and check).
Communicating
Another person who reads your work should be able to follow your method or strategy.
It is important to learn to present data, explanations and solutions in a clear and concise
form, using correct mathematical terms and appropriate diagrams.
Reasoning
When you reach a solution to a particular problem, make sure that you check it and can
prove with mathematical reasoning that it is correct and that the method was appro-
priate.
Reflecting
Whenever you use the processes of problem solving, there is an opportunity to reflect
on what you did and why, and to improve your understanding of the strategies and
concepts. Consider whether the solution could have been obtained in a different or
better way. Learn from the experience and look forward with confidence to using the
knowledge gained when you are faced with the next problem or situation.

Throughout this textbook there are many questions and problems that can be
answered using the five processes. On the following pages, some examples and prac-
tice questions are supplied. These will help you to focus on improving your skills
relating to each process. The examples will also help you to become aware of the
need to use all the processes to arrive at the correct solution in the most appropriate
and efficient way.

Strategies for investigation and

problem solving
Questioning skills
Before beginning work on a problem, devise some questions that ensure you set off on
an effective path to solving it. Questions can help us to organise the information, test an
idea, add another key piece of information and/or decide what to do next. There may be
more than one question that could be asked.
The first important question is, ‘What is this problem asking me to do or find?’ In
order to answer this question, it is good practice to read the question at least twice.
700 Maths Quest 8 for Victoria

Create a table, then look for a pattern or a result

A table is a way of organising or grouping numbers. You should consider the number of
rows and columns that will be needed and label them appropriately. A well-designed
table helps you to see any patterns or results in the numbers you have organised and
also demonstrates to others how you were able to arrive at your solution. There are
many different ways of presenting information in a table.

WORKED Example 1
Sallie makes long telephone calls to her relatives overseas. The duration of each call made
last week is listed below. Use a table to calculate the total time spent on the telephone,
expressed in hours and minutes.
2 h 23 min, 1 h 57 min, 3 h 16 min, 59 min, 3 h 21 min, 44 min, 52 min.
THINK WRITE/DISPLAY
1 Read the question at least twice and take The duration of each of the seven individual
note of all the important facts. calls is listed.
2 Identify the solution required. The question asks to determine the total time,
expressed in hours and minutes, spent on the
phone.
3 Decide how the ‘amounts’ of time
can be arranged in a table.
Set up a spreadsheet and enter each
‘amount’ of time into separate columns.
Enter the hours in cells A2, A3, A4, A5,
A6, A7, A8; enter the minutes in cells
C2, C3, C4, C5, C6, C7, C8. Place the
heading ‘Hours’ in cell A1 and ‘Minutes’
in cell C1.
4 We need to total the hours column and
the minutes column.
In the cell at the bottom of the A column,
cell A9, enter =sum(A2:A8). This will total
the hours. Similarly, for the minutes
column in cell C9, enter =sum(C2:C8).
5 For the total of the minutes column, in
cell C9, we need to calculate the number
of whole hours (integer value of hours).
Alongside the total of the minutes, in cell
E9, enter =int(C9/60).
6 We need to know what’s left from the
amount in cell C9 when the whole hours,
expressed as minutes, are subtracted
from the current total of the minutes.
In cell G9 enter =C9-60*int(C9/60), and
then in cells D9, F9, H9 enter =, hours,
minutes.
 Strategies for problem solving 701
THINK WRITE/DISPLAY
7 We need to add all the hours and then
make a conclusion about time spent on
the telephone this week.
In cell A12 enter
=A9+E9&‘HOURS’&G9&‘MINUTES’ spent on
the telephone this week.
Your spreadsheet should appear as
shown. Notice that your table is an
active spreadsheet; if you change an
amount in columns A or C, the final
values will adjust accordingly.
The total time spent on the telephone this week
8 Answer the question.
is 13 hours and 32 minutes.

Try these
Construct an active spreadsheet to solve each of the following problems.
1 A small drapery store had a stocktake. The lengths of cloth in the store were recorded
in feet and inches as shown below. We are advised that 12 inches equals 1 foot. Use a
table to calculate the total length of material in the store. Express your answer in feet
and inches.
14 feet 56 inches 9 feet 64 inches 12 feet 36 inches
24 feet 22 feet 56 inches 14 feet 53 inches
5 feet 8 inches 16 feet 23 inches 4 feet 54 inches
98 inches 5 feet 20 inches 5 feet 62 inches
2 A sports reporter was researching some famous football stars from the 1950s. The
football players were weighed and records kept. The weights were recorded in stones
and pounds. We are advised that 14 pounds equals 1 stone. From the following
records, construct a table to find the total weight of the 12 players. Express your answer
in stones and pounds.
18 stone 8 pounds 19 stone 4 pounds 13 stone 12 pounds
18 stone 13 pounds 17 stone 8 pounds 17 stone 4 pounds
18 stone 5 pounds 14 stone 11 pounds 18 stone 10 pounds
18 stone 2 pounds 14 stone 11 pounds 17 stone 13 pounds
3 Your school is conducting a ‘Get fit’ campaign. Students are organised into groups of
12. Each student wears a pedometer and records the distance walked in a week. The
results for one group are recorded as follows. Find the total distance this group walked,
expressing your answer in kilometres and metres.
6.8 km 10.3 km 12.4 km
5.9 km 8.8 km 16.5 km
8.4 km 11.9 km 9.3 km
13.7 km 15.7 km 10.2 km
4 In a retirement village there are 9 residents who are over the age of 90. Their ages are:
90 years 6 months 92 years 1 month 94 years 3 months
91 years 2 months 96 years 4 months 90 years 5 months
90 years 11 months 95 years 10 months 97 years 7 months
What is the total age of these residents? Express your answer in years and months.
702 Maths Quest 8 for Victoria

5 Peta is a great cook and buys her flour in 20 kg bags. Over the last few weeks she has
had a baking spree and recorded the quantities of flour used in her dishes.
1.2 kg, 750 g, 1.25 kg, 275 g, 125 g, 1 kg, 800 g, 2.2 kg, 950 g, 1.3 kg, 950 g, 1.8 kg
How much flour is left in her 20 kg bag? Express your answer in kilograms and grams.

Draw a diagram, then look for a pattern or a result

When information is represented in the form of a diagram, it can be easier to study all
of the information at once. There are many types of diagrams, so no single diagram is
necessarily the best.

WORKED Example 2
The Rowe family currently have one male and one female guinea pig. Assume each litter of
guinea pigs will produce two females and two males. Also assume that a mating pair of
guinea pigs will have three litters per year and that new guinea pigs will be mature enough
to have their own litter when they are just 3 months old. Use a drawing to represent
growing numbers of guinea pigs and calculate how many guinea pigs there will be after
the second litter.
THINK WRITE
1 Read the question at least twice and take A pair of male (M1) and female (F1) guinea
note of all the important facts. pigs produce 2 female and 2 male (F2, F3, M2,
M3) guinea pigs in each litter. Each mating pair
produces 3 litters per year. New guinea pigs are
mature enough to mate at 3 months of age.
2 Identify the solution required. The question asks to find the number of guinea
pigs after the second litter.
3 Start a diagram by showing the original F1, M1
female as F1, and original male as M1.
4 Connect F1, M1 to each member of the F2
litter, F2, F3, M2, M3. F3
F1, M1 M2
M3
5 Start a new diagram because now there F4
are three mating pairs, each producing F5
F1, M1
another litter of four. M4
M5
F6
F2, M2 F7
M6
M7
F8
F3, M3 F9
M8
M9
6 The total number of guinea pigs must There are 18 guinea pigs after two litters.
be counted for a conclusion to be made.
Remember to include F1 and M1.
7 Answer the question.
 Strategies for problem solving 703
Try these
1 Nigel has one mating pair of rabbits. Assume that each litter of rabbits produces three
males and three females. Rabbits are mature enough to have their own litter by the time
their parents have another litter. How many rabbits will Nigel have after the second litter?
2 If the rabbits in question 1 produce only two males and two females per litter, how
many rabbits would Nigel have after the third litter?
3 There are six faces on a normal die, numbered 1 to 6. If such a die is rolled twice, how
many different combinations of numbers can result?
4 Jocelyn and Bernard have three children. They are all married and each has a daughter
and a son. The daughters are all married, each with one child. The sons do not have
children as yet. How many people are in Jocelyn and Bernard’s extended family?
5 A medical laboratory is studying the growth of a bacterium. A single bacterium splits
into two bacteria in 30 seconds. These two cells then each split in two in 30 seconds. If
this pattern continues, how many bacteria will there be after 5 minutes?
Use a pattern of numbers, making use of technology
such as a computer spreadsheet
Repetitive tasks are well suited to spreadsheets because once a spreadsheet is set up,
the repetitive tasks are achieved in an instant.
A spreadsheet can list patterns of numbers from which a result can be found.

WORKED Example 3
Paul has been asked to demonstrate that the decimal number 5.462 multiplied by 29 can
be calculated by repeated addition using a spreadsheet.
THINK WRITE/DISPLAY
1 Read the question at least twice and take note Using a spreadsheet, calculate 5.462 × 29
of all the important facts. by repeated addition; that is, add 29
amounts of 5.462.
2 Identify the solution required. The question asks to obtain a spreadsheet
solution to 5.462 × 29 using repeated
addition.
3 Set up a spreadsheet and write a heading in
the first cell.
In cell A1 enter repeated addition.
4 We need to enter 5.462 in 29 cells from A2 to
A30 and add them up.
In cells A2, A3, A4 enter 5.462 then select
these cells and drag the mouse down all the
way to A30.
5 Add the numbers in the cells automatically.
In cell A31, enter =sum(A2:A30).
6 We need to multiply 5.462 and 29
automatically on the spreadsheet.
In cell C31 enter =5.462*29.
7 We need a heading for this cell.
In cell C30 enter Multiplication 5.462 x 29.
8 Answer the question. 5.462 × 29 = 158.398
704 Maths Quest 8 for Victoria

Try these
1 Verity wants to use a spreadsheet to show that $783.57 × 43 can be calculated by
repeated addition using a spreadsheet.

2 Phillip wants to use a spreadsheet to show that 3

------ × 43 can be calculated by repeated
57
addition using a spreadsheet. (Hint: First format the cells to accept fractions with three
digits in numerator and denominator, and enter the fraction by typing 3/57.)

3 Amelia wants to use a spreadsheet to show that 144 ÷ 3 can be calculated by repeated
subtraction of 3 from 144 using a spreadsheet. (Hint: Enter 144 in a cell A1, then enter
=A1–3 in cell A2, and enter =A2–3 in cell A3. Carefully select just cells A2 and A3 and
then drag downwards.)

8
1
4 Sonja wants to use a spreadsheet to show that   can be calculated using repeated
 2
1
multiplication by --- . (Hint: Enter 1/2 in cell A1; then enter =A1*(1/2) in cell A2. Drag
2
this formula down from A2 to A8.)

5 It is common to use shortcuts when performing calculations. Consider the following

case: 6.293 × 9 = 6.293 × 10 – 6.293 × 1.
Use a spreadsheet to calculate the first term of the right-hand side by repeated
addition; then subtract the second term. Confirm that your answer is the same as the
left-hand side value. Set out your spreadsheet so that it is logical and clear.

Work backwards from the answer

If there is a sequence of steps for which we know the final result, then a useful strategy
may be to work backwards from this final result or answer. We start with the last step
of the sequence.

WORKED Example 4
Milo arrived at his desk on Monday morning to find that his in-tray was full of reports. He
spent all day processing and filing 25 of these reports. Overnight the clerical staff added
an extra 7 reports. On Tuesday Milo processed and filed 19 reports, but there were still 56
reports left in his in-tray. How many reports were in Milo’s in-tray on Monday morning?
THINK WRITE
1 Read the question at least twice and Milo filed 25 reports on Monday. Seven reports
take note of all the important facts. were then added to the in-tray that evening.
Nineteen reports were filed Tuesday, leaving 56
reports in the in-tray that evening.
2 Identify the solution required. The question asks to determine how many
reports were originally in the in-tray Monday
morning.
 Strategies for problem solving 705
THINK WRITE
3 The last facts we know are that on 56 + 19 = 75 at the start of Tuesday
Tuesday, Milo took 19 reports from his
in-tray and there were 56 reports left.
This means that 56 + 19 gives the
number at the start of Tuesday.
4 Overnight from Monday to Tuesday, 75 − 7 = 68 at the end of the day on Monday
the clerical staff added 7 reports.
Before that there must have been 7
fewer reports in the in-tray.
5 Milo removed, processed and filed 25 68 + 25 = 93 at the start of Monday
reports on Monday.
6 Answer the question. There were 93 reports in the in-tray at the start
of Monday.

Try these
1 Mike works on a cattle station. At the start of the year 2005 there were a certain number
of cattle. Due to the drought, 15 cattle perished during summer. Fortunately there were
18 healthy calves born that year. Just before the cattle were rounded up to be counted,
3 strayed on to a major highway and were killed. When the cattle were finally counted
later in 2005, there were 245 animals. How many were there at the start of the year 2005?
2 Rae opened a savings account with a certain amount of money earning interest
monthly. During October, $2.65 interest was added. In November, Rae withdrew $450
for Christmas gifts and other expenses. The November interest added was $2.44. Rae
was paid $1048 for a week’s work during December and this money was deposited into
the account. By Christmas, Rae had $1393 in the account. How much was there when
the account was opened?
3 Grace sells tropical fish. Last week Grace counted the fish and then she added 3 dozen
new fish. She sold 17 fish the next day. Over the following week fin rot claimed 13 fish,
which had to be thrown away. The next week Grace added another 10 fish. When she
then counted the fish in the tank there were 223. How many were in the tank when she
first counted them?
4 Diana had always wanted to have a large rose garden. When the local garden nursery
had a special on roses, she purchased as many as she could fit in her car. Unfortunately,
4 of the plants died during the first week. In anticipation of further losses, Diana pur-
chased another dozen. A harsh winter claimed the life of another 5 roses. Her six chil-
dren came to the rescue by each giving her a rosebush for her birthday. The number of
roses in the garden now totalled 57. How many plants did Diana buy initially?
5 Dan constantly struggled to deal with all his email at work, trying to answer his client’s
queries as quickly as possible. Monday morning he arrived at work to find his inbox
needing urgent attention. He started by deleting all the spam email — 57 in all. By the
end of the day he had answered 35 genuine work enquiries. He also answered 10 per-
sonal emails. During the day he received another 15 emails, 5 of which were spam
emails, which he immediately deleted. Tuesday morning he arrived at work to find
another 18 emails had been received overnight. Dan now had 38 emails in his inbox.
How many emails were in Dan’s inbox on Monday morning?
706 Maths Quest 8 for Victoria

Use a process of elimination

When using a process of elimination we remove or eliminate possible solutions that do
not match the given information. We first write all the possible combinations or solu-
tions in a grid or table. From the information supplied, we cross out (eliminate) those
combinations that do not match.

WORKED Example 5
Harvey is solving a riddle. He needs to find a number between 20 and 30 that is not odd,
is not a multiple of 4, and is not a multiple of 13.
THINK WRITE
1 Read the question at least twice and take The clues concerning the required number
note of all the important facts. are: it is between 20 and 30; it is not odd; it
is neither a multiple of 4 nor a multiple of
13.
2 Identify the solution required. The question asks to find the required
number.
3 List the numbers from between 20 and 30. 21, 22, 23, 24, 25, 26, 27, 28, 29
4 Eliminate (strike through) the odd 21, 22, 23, 24, 25, 26, 27, 28, 29
number(s) that are odd.
5 Eliminate the number(s) that are multiples 21, 22, 23, 24, 25, 26, 27, 28, 29
of 4; that is, 24, 28.
6 Eliminate the number(s) that are multiples 21, 22, 23, 24, 25, 26, 27, 28, 29
of 13; that is, 26.
7 The remaining number is the answer. The answer is 22.
8 Answer the question.

Try these
1 Mr Bateaux will give away a diamond ring to the first person that correctly guesses its
value. Here are the clues. The amount is a multiple of $50 and is more than $500 but
less than $2000. It is not a multiple of $200, and it is not a multiple of $350. The first
digit is a prime number. One of the digits is repeated.
2 Find the terminating decimal that has three digits after the decimal point and lies
between 0.5 and 0.6. No digits are repeated. The first two digits are prime. The digits
are increasing in value from left to right. The third digit is a multiple of 3.
3 Find an integer between 50 and 80 that is both a perfect square and a perfect cube.
4 What two numbers multiply to give –12 and add to give –11?
5 Triangular numbers are those whose dots form the pattern of a triangle, for example,
1, 3, 6, 10, … Find a triangular number below 50 that is also a square number.

Look at similar but simpler problems

If you are overwhelmed by the size of the numbers involved in a question, try to solve
a similar but simpler question. This can be achieved by changing the numbers in the
original question to smaller numbers. After finding the answer to the simpler question,
the same method can be used to solve the original problem.

WORKED Example 6
After 57 days, a team installed 153.6 km of fibre-optic cable. How much longer would it
take to reach the target of 170 km?
THINK
1 Read the question at least twice and
take note of all the important facts.
2 Identify the solution required.
3 Consider a similar but much easier
question.
4 Calculate the time taken to install 1 km
of cable in the simplified problem.
Strategies for problem solving 707
WRITE
It takes 57 days to install 153.6 km of cable; a
total of 170 km must be installed.
The question asks to find the time taken to
reach the target length of 170 km.
Consider a team that takes 2 days to install
6 km of cable with a target of completing 8 km.
Time to install 1 km of cable
= 2
--- day
6

= 1
--- day
3
5 Calculate the remaining length of cable Remaining length of cable to install
still to be installed. =8−6
= 2 km
6 Use the time taken to install 1 km of Time to install 2 km of cable
cable to calculate the time needed to = 1
--- ×2
3
install the remaining length of cable.
= 2
--- day
3
7 Repeat the same method to work out In 57 days, 153.6 km of cable is installed. Need
the answer for the original question. to install a total of 170 km of cable.
First list the given information.
8 Calculate the time taken to install 1 km Time to install 1 km of cable
of cable. = ------------
57
- day
153.6
= 570
------------ day
1536
= 95
--------- (or approximately
0.37 day)
256
9 Calculate the remaining length of cable Remaining length of cable to install
still to be installed. = 170 − 153.6
= 16.4 km
10 Use the time taken to install 1 km of Time to install 16.4 km of cable
cable to calculate the time needed to = --------
95
- × 16.4
256
install the remaining length of cable. = 6.0859375 days
11 Answer the question. To reach the target of installing 170 km of
cable, approximately 6 more days are needed.

Try these
1 After 73 days, a sailing boat had travelled 1264 nautical miles. How much longer
would it take to reach the target of 2000 nautical miles?

2 In a random sample of 64 823 cars, exactly 1741 had defective brake lights. How many
cars would you expect to have defective brake lights in a sample of 68 cars?
708 Maths Quest 8 for Victoria

3 A popular website has been visited a total of 15 670 234 times in 28 hours. How many
times might the website be visited every 5 seconds?
4 On a charity walk, Gordon covered the 150 km distance in 22 hours 12 minutes. At this
rate, how far did Gordon walk every 15 minutes?
5 The school’s Building Fund hopes to raise $2 000 000 for a new swimming pool and
sporting complex. During one month $24 892 was raised. How long would it take to
raise the $2 000 000 at this contribution rate?

Use trial and error (guess and check), making use of

technology such as a computer spreadsheet
Sometimes it may not be easy to solve a problem directly; in this case we can use a
strategy by which we guess at the solution. We test this value (guess), using the avail-
able information supplied in the problem, to check whether it is the solution. Even if it
is not the solution to the problem, this process provides us with further information that
we can use to try another, better-informed guess.
We can continue to guess and check until we reach the solution. Since this can be a
lengthy process, we can use technology such as a spreadsheet to provide instant feed-
back on our checking.

WORKED Example 7
Chocolates were distributed among three groups of children. The second group received 4
times the number of chocolates of the first group. The third group received 10 more
chocolates than the second group. One hundred and nine chocolates were distributed
altogether. How many chocolates did the first, the second and the third group receive?

THINK
1 Read the question at least twice and
take note of all the important facts.
WRITE/DISPLAY
Three groups of children receive chocolates.
Group 2 receives 4 times as many chocolates as
group 1.
Group 3 receives 10 more chocolates than
group 2.
In total 109 chocolates are distributed.

2 Identify the solution required. The question asks to find the number of
chocolates group 1, group 2 and group 3 have
received.
3 Since the number of A B C D
chocolates received by 1 First group chocolates Second group chocolates Third group chocolates Sum of chocolates
the first group is an 2 = A2*4 = B2 + 10 = A2 + B2 + C2
unknown value, guess 3 20 80 90 190
any number (say 20). In
4 10 40 50 100
a spreadsheet, type the
5 11 44 54 109
heading 1st group
chocolates in cell A1.
Enter 20 in cell A2.
 Strategies for problem solving 709

THINK WRITE/DISPLAY
4 The second group’s number of
chocolates is 4 times the first group’s
number of chocolates; so type the
heading second group chocolates in cell
B1 and enter =A2*4 in cell B2.
5 The third group’s number of chocolates
is 10 more than the second group’s
number of chocolates so type the
heading third group chocolates in cell C1
and enter =B2+10 in cell C2.
6 As we know that the sum of the
chocolates is 109, type the heading sum
of chocolates in cell D1 and enter
=A2+B2+C2 in cell D2.
7 Highlight the cells A2 to D2, and drag The first group has 11 chocolates, the second
down to copy. Enter the first guess — group has 44 chocolates and the third group has
20 — and check cell D3. This answer is 54 chocolates.
not 109; so, in the next cell down, enter
a smaller number and repeat until 109
appears in column D.
8 Answer the question.

Try these
1 Chocolates were distributed among three groups of children. The second group
received 4 more chocolates than the first group. The third group received 3 times the
number of chocolates of the second group. One hundred and one chocolates were dis-
tributed altogether. How many chocolates did the first, the second and the third group
receive?
2 Toula observed the number of times she saw a red car, white car or blue car pass
through an intersection. She kept a tally of these colours. She ignored all other colours.
Out of 219 cars, there were 13 more white cars than red cars, and the number of blue
2
cars was --- the number of white cars. What was the most popular colour, and how
3
many did Toula see of that colour?
3 Four people, Max, Kim, Lilla and Harvey, decided to pool their money and hire a taxi.
They each contributed $1 or $2 coins. Together they had $66. Kim had $5 less than
Max. Lilla had $3 more than Max and Harvey had half as much as Lilla. How much
did Harvey contribute?
4 Three integers have a sum of 50. The second integer is four times as large as the first
integer and the third integer is 4 less than the second integer. What are the three inte-
gers?
5 Each digit in a four-digit number is a prime number. The first digit is the smallest digit.
The third digit is two smaller than the last digit and the number is a multiple of 5. What
is the four-digit number?
710 Maths Quest 8 for Victoria

Communicating, reasoning and

reflecting
Once you have applied a strategy, there remains the task of communicating your find-
ings. (You are usually expected to support your findings with some reasoning.) It is
important to understand that solving problems involves much more than just writing
numbers on a page. When you solve a problem, you reason, or think in a rational way,
and the words and numbers that you use should accurately show the reasoning you fol-
lowed to solve the problem. Your words should be in an appropriate form of English
and use correct mathematical terms. Remember, however, that communicating well is
important in general, not only when solving mathematical problems! After providing
your solution, it is good practice to review it to see whether another person could
understand your work without first reading the question.
Finally, if you take the time to reflect on your work, you may increase your under-
standing of the problem and the strategies you used to solve it. You may be able to con-
nect this to previous experiences as well as to future problems you will have to tackle.
Let us review the processes suggested last year. To solve problems successfully, the
following steps should be followed.
1. Read the question at least twice and take note of all the important facts.
2. Identify the solution required.
3. Decide on and apply an appropriate strategy (for example, create a table, draw a dia-
gram, use technology, work backwards, use a process of elimination, look at similar
but simpler problems, use trial and error).
4. Communicate the whole solution using appropriate language and mathematical
terms.
5. Support the solution with mathematical reasoning.
6. Reflect on the solution — does it answer the question and does it make sense?

WORKED Example 8
Abdul is updating prices on all the stationery items in the shop. He adds a 20% profit
margin and a further 10% GST. How can he easily update the price in one calculation?
THINK WRITE
1 Read the question at least A 20% profit margin is to be added on all items fol-
twice and take note of all the lowed by a further 10% GST.
important facts.
2 Identify the solution required. The question asks to find the percentage equivalent to
these two percentages.
3 Consider an appropriate Let x = original price of a stationery item.
strategy. In this case, define a
pronumeral to be used to
represent the original price.

THINK
4 Perform the first of the two
separate calculations.
5 Perform the second of the two
separate calculations.
6 Devise a question that will lead
Abdul to the required
equivalent single calculation.
7 First express 1.32 as an
improper fraction and then as
an equivalent percentage.
Hence, find the required
percentage increase.
8 Communicate the answer with
reasoning.
9 Reflect on the solution.
Strategies for problem solving 711
WRITE
Adding a 20% profit margin:
120
x + 20% of x or 120% of x = --------- × x
100
20
= x + --------- × x = 1.2 × x
100
= x + 0.2x = 1.2x
= 1.2x
Adding a further 10% GST:
110
1.2x + 10% of 1.2x or 110% of 1.2x = --------- × 1.2x
100
10
= 1.2x + --------- × 1.2x = 1.1 × 1.2x
100
= 1.2x + 0.1 × 1.2x = 1.32x
= 1.2x + 0.12x
= 1.32x
How can I relate 1.32x as a percentage increase?
132
so x1.32 = ---------
100
so x1.32 = 132%
so 1.32x = 132% of x.
This means that x has been increased by 32%.
Abdul can easily update the price of any stationery item
by increasing the price by 32%. This he can do by multi-
plying the price by 1.32.
We can check this by considering an item that costs
$5.00. Applying a 20% increase gives
1.2 × $5.00 = $6.00; then a further increase of 10%
gives 1.1 × $6.00 = $6.60. A single calculation of
applying a 32% increase gives 1.32 × $5.00 = $6.60.
It would be tempting to think that successive increases
of 20% and then 10% would be the same as increasing
by 30%. Performing each calculation separately with a
pronumeral to represent the original price lets us work
back to the single calculation shortcut.

Try these
1 Ten children were using buckets to fill a drum with water from a creek. On their first
trip they brought the following quantities.
6.8 L, 8.5 L, 7.7 L, 8.9 L, 9.5 L, 7.6 L, 8.4 L, 9.3 L, 8.1 L, 7.9 L
They tipped their buckets of water into the drum. Use a spreadsheet to determine the
volume of water in the drum at this stage. Express your answer in litres and millilitres.
2 The canteen sells sandwiches on white, brown or grain bread. The filling can be either
egg, cheese, chicken or ham. These can be served with tomato sauce, BBQ sauce or
no sauce. How many different types of sandwiches are available at the canteen?
712 Maths Quest 8 for Victoria

3 Use a spreadsheet to show that 48 can be calculated by repeated multiplication.

4 At the beginning of the year, Sue noticed that her cupboard was overflowing with
shoes, many of which she hadn’t worn for some time. This prompted her to clear out
eight pairs of unwanted summer shoes and buy two pairs in the latest style. As winter
approached, Sue purchased two new pairs of boots and discarded four pairs of old
winter shoes. With the Christmas holidays approaching, Sue treated herself to three
new pairs of sandals. She now had eleven pairs of shoes. How many shoes were in
Sue’s cupboard at the beginning of the year?
5 Ken’s house number is a number between 50 and 100. It is a multiple of 3 and has a
prime number as one of its factors. The sum of its digits is 15 and the first digit is
larger than the second digit. Use a spreadsheet to determine Ken’s house number.
6 John’s pedometer showed that he had taken 65 423 paces and travelled a distance of
42.5 km. At this rate, how far would John travel every 100 paces?
7 Three numbers have a product of 400. The second number is the cube of the first and
the third number is a square number between 20 and 30. Use a spreadsheet to
determine the three numbers.
8 Julius was asked to use a single calculation that will increase the selling price by 5%
and then add GST of 10%. How can he easily update the price in one calculation?
9 Gemma was asked to use a single calculation that will decrease the pre-GST selling
price of a car by 10% and then add GST of 10%. Find this single calculation.
10 Alfie had $x in the bank. He was given 5% interest and then charged $1. How can a
single calculation be made to obtain the final balance?
11 Jeff left a sum of money in a bank for exactly 3 years. The interest (8% p.a.) was
added to the account at the end of each 12 months. How can a single calculation be
made to obtain the final balance?
12 Write a simple formula to use on a house plan for converting millimetres on the plan
(d) into metres on the land (m). You are told that the plan has a scale of 1 : 2000.
13 Write a simple formula to calculate the number of pages (p) of writing that can be
stored on a writable CD with memory (d) (assume that one writable CD can store
approx 750 megabytes). Assume 1 page uses approx 40 kilobytes of memory.
14 Write a simple formula to calculate the number of millilitres of oil (m) to add to the
number of litres of petrol (p) when mixing lawnmower petrol. You are told that the
ratio of oil to petrol is 1 to 250.
15 Write a formula to calculate, V (the value in dollars and cents of a quantity of coins)
if we know the number of A (of 5 cent coins) and B (of 10 cent coins) and C (of
20 cent coins) and D (of 50 cent coins).