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2-9 Problem Solving

2-9 Problem Solving. Objective: To explore problem situations, and to translate verbal sentences and problems into equations or formulas and vice versa. Drill #30. 1. 2. 3. 4. Explore the problem.

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2-9 Problem Solving

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  1. 2-9 Problem Solving Objective: To explore problem situations, and to translate verbal sentences and problems into equations or formulas and vice versa.

  2. Drill #30 1. 2. 3. 4.

  3. Explore the problem Shane has 4 dimes more than quarters and 7 fewer nickels than dimes. If Shane has 28 coins total, how many nickels dimes and quarters does he have?

  4. Problem Solving Plan **(24.) • Explore the problem • What is the problem asking • What information are you given • Plan the solution • Define variables • Set up equations • Solve the problem • Examine the Solution • Does the answer makes sense? • Check your answer

  5. Explore the problem Strategies for working out problems • Draw a diagram • Make a table • Guess and check • Look for a pattern • Work backwards • Solve a simpler problem

  6. Example 1 pg 127

  7. Defining the Variable **(25.) Definition: choosing a variable to represent one of the unspecified numbers in the problem. Example: Sam is ten years older than Mary. Sam = s Mary = m m + 10 = s

  8. Words that indicate equality • Is • Equals • Is equal to • Is the same as • Is as much as • Is identical

  9. Formula**(26.) Definition: an equation that states a rule or relationship between certain quanities. NOTE: Examples: A = ½ bh V = l(w)(h) d = rt P = 2l + 2w

  10. Exercise 9,13 pg 130

  11. Write a problem b = Brittany’s height b + 5 = Tatiana’s height 2b + (b + 5) = 194 Write a problem based on this information.

  12. Write an expression to represent the area of the shaded region b 5. 6. a 3 c t 2 s d

  13. Write an equation that represents the situation below if the two lines are the same length. 7. 30 x x 8 x

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