Math

Percentage Problem
When you learned how to translate simple English statements into mathematical expressions, you
learned that "of" can indicate "times". This frequently comes up when using percentages.
If you need to find 16% of 1400, you first convert the percentage "16%" to its decimal form; namely, the
number "0.16". (When you are doing actual math, you need to use actual numbers. Always convert the
percentages to decimals!) Then, since "sixteen percent OF fourteen hundred" tells you to multiply
the 0.16 and the1400, you get: (0.16)(1400) = 224. This says that 224 is sixteen percent of 1400.
Percentage problems usually work off of some version of the sentence "(this) is (some percentage) of
(that)", which translates to "(this) = (some decimal) (that)". You will be given two of the values, or at
least enough information that you can figure two of them out. Then you'll need to pick a variable for the
value you don't have, write an equation, and solve for that variable.
What percent of 20 is 30?
We have the original number (20) and the comparative number (30). The unknown in this
problem is the rate or percentage. Since the statement is "(thirty) is (some percentage) of
(twenty)", then the variable stands for the percentage, and the equation is:
30 = (x)(20)
30 20 = x = 1.5
Since x stands for a percentage, I need to remember to convert this decimal back into a
percentage:

1.5 = 150%
Thirty is 150% of 20.
What is 35% of 80?
Here we have the rate (35%) and the original number (80); the unknown is the comparative
number which constitutes 35% of 80. Since the exercise statement is "(some number) is (thirty-
five percent) of (eighty)", then the variable stands for a number and the equation is:
x = (0.35)(80)
x = 28
Twenty-eight is 35% of 80.
45% of what is 9?
Here we have the rate (45%) and the comparative number (9); the unknown is the original
number that 9 is 45% of. The statement is "(nine) is (forty-five percent) of (some number)", so the
variable stands for a number, and the equation is:
9 = (0.45)(x)
9 0.45 = x = 20
Nine is 45% of 20.
The format displayed above, "(this number) is (some percent) of (that number)", always holds true for
percents. In any given problem, you plug your known values into this equation, and then you solve for
whatever is left.
Suppose you bought something that was priced at $6.95, and the total bill was $7.61.
What is the sales tax rate in this city? (Round answer to one decimal place.)
The sales tax is a certain percentage of the price, so I first have to figure what the actual tax was.
The tax was:
7.61 6.95 = 0.66
Then (the sales tax) is (some percentage) of (the price), or, in mathematical terms:
0.66 = (x)(6.95)
Solving for x, I get:
0.66 6.95 = x = 0.094964028... = 9.4964028...%
The sales tax rate is 9.5%.
In the above example, I first had to figure out what the actual tax was. Many percentage problems are
really "two-part-ers" like this: they involve some kind of increase or decrease relative to some original
value. Warning: Always figure the percentage of change relative to the original value.
Suppose a certain item used to sell for seventy-five cents a pound, you see that it's been
marked up to eighty-one cents a pound. What is the percent increase?
First, I have to find the absolute increase: Copyright Elizabeth Stapel 1999-2011 All Rights Reserved
81 75 = 6
The price has gone up six cents. Now I can find the percentage increase over the original price.
Note this language, "increase/decrease over the original", and use it to your advantage: it will remind you
to put the increase or decrease over the original value, and then divide.
This percentage increase is the relative change:
6
/
75
= 0.08
...or an 8% increase in price per pound.


Practice
Percent Math Problems



Several word problems on percentage with detailed solutions are presented.

Problem 1:

The original price of a shirt was $20. It was decreased to $15 . What is the
percent decrease of the price of this shirt.

Solution to Problem 1:

The absolute decrease is

20 - 15 = $5

The percent decrease is the absolute decrease divided by the the original price
(part/whole).

percent decease = 5 / 20 = 0.25

Multiply and divide 0.25 to obtain percent.

percent decease = 0.25 = 0.25 * 100 / 100 = 25 / 100 = 25%

Problem 2:

Mary has a monthly salary of $1200. She spends $280 per month on food.
What percent of her monthly salary does she spend on food?

Solution to Problem 2:

The part of her salary that is spent on food is $280 out of her monthly salary of
$1200

percent = part / whole = 280 / 1200 = 0.23 (rounded to 2 decimal places)

Multiply and divide 0.23 by 100 to convert in percent

percent = 0.23 * 100 / 100 = 23 / 100 = 23%

Problem 3:

The price of a pair of trousers was decreased by 22% to $30. What was the
original price of the trousers?

Solution to Problem 3:

Let x be the original price and y be the absolute decrease. If the price was
decreased to $30, then

x - y = 30

y is given by

y = 22% of x = (22 / 100) * x = 0.22 x

Substitute y by 0.22 x in the equation x - y = 30 and solve for x which the
original price.

x - 0.22 x = 30

0.78 x = 30

x = $38.5

Check the solution to this problem by reducing the origonal price found $38.5
by 22% and see if it gives $30.

Problem 4:

The price of an item changed from $120 to $100. Then later the price decreased
again from $100 to $80. Which of the two decreases was larger in percentage
term?

Solution to Problem 4:

First decrease in percent

part / whole = (120 - 100) / 120 = 0.17 = 17%

Second decrease in percent

part / whole = (100 - 80) / 100 = 0.20 = 20%

The second decrease was larger in percent term. The part were the same in both
cases but the whole was smaller in the second decrease.

Problem 5:

The price of an item decreased by 20% to $200. Then later the price decreased
again from $200 to $150. What is the percent of decrease from the original
price to the final price of $150?

Solution to Problem 5:

We first need to find the original price x. The first decrease gives

x - 20% x = 200

0.8 x = 200

x = 200 / 0.8 = 250

The percentage decrease fro the original price 250 to 150 is given by

part / whole = (250 - 150) / 250 = 0.4 = 40%

Problem 6:

A number increases from 30 to 40 and then decreases from 40 to 30. Compare
the percent of increase from 30 to 40 and that of the decrease from 40 to 30.

Solution to Problem 6:

Percent increase from 30 to 40 is given by

(40 - 30) / 30 = 10 / 30 = 0.33 = 33% (2 significant digits)

Percent decrease from 40 to 30 is given by

(40 - 30) / 40 = 0.25 = 25%

In absolute term, the percent decrease is less than the percent increase.

Problem 7:

A family had dinner in a restaurant and paid $30 for food. They also had to pay
9.5% sale tax and 10% for the tip. How much did they pay for the dinner?

Solution to Problem 7:

They paid for food, sales tax and tip, hence

total paid = $30 + 9.5% * 30 + 10% * 30 = $35.85

Problem 8:

A shop is offering discounts on shirts costing $20 each. If someone buys 2
shirts, he will be offered a discount of 15% on the first shirt and another 10%
discount on the reduced price for the second shirt. How much would one pay
for two shirts at this shop?

Solution to Problem 8:

The reduced price for the first shirt

20 - 15% * 20 = $17

The reduced price for the second shirt. The 10% discount will be on the already
reduced price, hence the price of the second shirt is given by

17 - 10% * 17 = $15.3 The total cost for the two shirts is

17 + 15.3 = $32.3

Problem 9:

Smith invested $5000 for two years. For the first year, the rate of interest was
7% and the second year it was 8.5%. How much interest did he earn at the end
of the two year period?

Solution to Problem 9:

Interest at the end of the first year

7% * 5000 = $350

Interest at the end of the second year

8.5% * (5000 + 350) = $454.75

Total interest at the end of the two year period is

$350 + $454.75 = $804.75

Problem 10:

Janette invested $2000 at 5% compounded annually for 5 years. How much
interest did she earn at the end of the 5 year period?

Solution to Problem 10:

At the of the first year, she has the principal plus the interest on the principal

P1 = 2000 + 5% * 2000 = 2000(1 + 5%)

At the of the second year, she has the principal P1 plus the interest on P1

P2 = P1 + 5% * P1 = P1(1 + 5%)

Substitute P1 by 2000(1 + 5%) found above to find

P2 = 2000 * (1 + 5%) 2

Continuing with this process, it can easily be shown that a the end of the 5th
year, the principal is given by

P5 = 2000 * (1 + 5%) 5

= 2000 * (1 + 0.05) = $2552.56

The interest earned at the end of 5 years is

$2552.56 - $2000 = $552.56

Problem 11:

Tom borrowed $600 at 10% per year, simple interest, for 3 years. How much
did he have to repay (principal + interest) at the end of the 3 year period?

Solution to Problem 11:

The interest to pay is given by

Interest = 600 * 10% * 3 = $180

Total to repay

600 + 180 = $780

Problem 12:

Out of a world population of approximately 6.6 billion, 1.2 billion people live
in the richer countries of Europe, North America, Japan and Oceania and is
growing at the rate of 0.25% per year, while the other 5.4 billion people live in
the lees developed countries and is growing at the rate of 1.5%. What will be
the world population in 5 years if we assume that these rates of increase will
stay constant for the next 5 years. (round answer to 3 significant digits)

Solution to Problem 12:

Let us first calculate the population PR in 5 years in the richer countries

PR = (1.2 + 0.25% * 1.2) = 1.2(1 + 0.25%) after one year

PR = 1.2(1 + 0.25%) + 0.25% * 1.2(1 + 0.25%)

= 1.2(1 + 0.25%) 2after two years

Continue with the above and after 5 years, PR will be

PR = 1.2(1 + 0.25%) 5 after 5 years

Similar calculations can be used to find the population PL in less developed
countries after 5 years.

PL = 5.4(1 + 1.5%) 5 after 5 years

The world population P after 5 years will be

P = PR + PL = 1.2(1 + 0.25%) 5 + 5.4(1 + 1.5%) 5 = 7.03 billion.

Problem 13:

Cassandra invested one part of her $10,000 at 7.5% per year and the other part
at 8.5% per year. Her income from the two investment was $820. How much
did she invest at each rate?

Solution to Problem 13:

Let x and y be the amount invested at 7.5% and 8.5% respectively

Income = $820 = 7.5% * x + 8.5% * y

The total amount invested is also known

10,000 = x + y

Solve the system of the equations to find x and y.

x = $3000 and y = $7000

As a practice check that 7.5% of $3000 and 8.5% of $7000 gives $820.

Problem 14:

The monthly salary S of a shop assistant is the sum of a fixed salary of $500
plus 5% of all monthly sales. What should the monthly sales be so that her
monthly salary reaches $1500?

Solution to Problem 14:

Let S be the total monthly salary and x be the monthly sales, hence

S = 500 + 5% * x

Find sales x so that S = 1500, hence

1500 = 500 + 5% * x = 500 + 0.05 x

Solve for x

x = (1500 - 500) / 0.05 = $20000

Problem 15:

A chemist has a 20% and a 40% acid solutions. What amount of each solution
should be used in order to make 300 ml of a 28% acid solution?

Solution to Problem 14:

Let x be the solution at 20% and y be the solution at 40%, hence

x + y = 300 ml

We now write an equation that expresses that the total acid in the final 300 ml
is equal to the sum of the amounts of acid in x and y

28% * 300 = 20% * x + 40% * y

Solve the above system of equations to find

x = 180 and y = 120

Problem 16:

What percent of the total area of the circular disk is colored red?

percent_16
Solution to Problem 16:

Total area of disk

Ad = pi * r 2

Angle t in radians of central angle of red sector

t = (360-120)* pi / 180 = (4/3) pi

Area of red sector

As = (1/2) t * r 2

Percentage of total area in red

P = [ (1/2) t * r 2 ] / [ pi * r 2 ]

= 4 / 6 = 66.7% (3 significant digits)

THINK: compare 66.7% to 240 / 360, why are they equal?

Problem 17:

What percent of the total area of the rectangle is colored red?

percent_17
Solution to Problem 17:

Total area of rectangle

Ar = L * W

Area of triangle

At = (1/2) base * height = (1/2) [ L * (1/2) W ]

Percentage of area in red

P = (1/2) [ L * (1/2) W ] / [L*W] = 1/4
= 25%
Percentage word problems


Before you learn about percentage word problems, review Formula for percentage or you can use
the approach that I use here.


Example #1:


A test has 20 questions. If peter gets 80% correct, how many questions did peter missed?

The number of correct answers is 80% of 20 or 80/100 20

80/100 20 = 0.80 20 = 16

Recall that 16 is called the percentage. It is the answer you get when you take the percent of a
number

Since the test has 20 questions and he got 16 correct answers, the number of questions he missed
is 20 16 = 4

Peter missed 4 questions



Example #2:


In a school, 25 % of the teachers teach basic math. If there are 50 basic math teachers, how many
teachers are there in the school?

I shall help you reason the problem out:

When we say that 25 % of the teachers teach basic math, we mean 25% of all teachers in the school
equal number of teachers teaching basic math

Since we don't know how many teachers there are in the school, we replace this with x or a blank

However, we know that the number of teachers teaching basic or the percentage = 50

Putting it all together, we get the following equation:

25% of ____ = 50 or 25% ___ = 50 or 0.25 ____ = 50

Thus, the question is 0.25 times what gives me 50

A simple division of 50 by 0.25 will get you the answer

50/0.25 = 200

Therefore, we have 200 teachers in the school

In fact, 0.25 200 = 50



Example #3:


24 students in a class took an algebra test. If 18 students passed the test, what percent do not
pass?

Set up the problem like this:

First, find out how many student did not pass.

Number of students who did not pass is 24 18 = 6

Then, write down the following equation:

x% of 24 = 6 or x% times 24 = 6

To get x%, just divide 6 by 24

6/24 = 0.25 = 25/100 = 25%

Therefore, 25% of students did not pass

If you really understand the percentage word problems above, you can solve any other similar
percentage word problems.

If you still do not understand them, I strongly encourage you to study them again and again until you
get it. The end result will be very rewarding!


How to Solve Percent Problems
By Mark Zegarelli from Basic Math and Pre-Algebra For Dummies
A lot of percent problems turn out to be easy to solve when you give them a little thought. In many cases, just
remember the connection between percents and fractions and youre halfway home:
Solve simple percent problems
Some percents are easy to figure. Here are a few.
Finding 100% of a number: Remember that 100% means the whole thing, so 100% of any number is simply
the number itself:
100% of 5 is 5
100% of 91 is 91
100% of 732 is 732
Finding 50% of a number: Remember that 50% means half, so to find 50% of a number, just divide it by 2:
50% of 20 is 10
50% of 88 is 44

Finding 25% of a number: Remember that 25% equals 1/4, so to find 25% of a number, divide it by 4:
25% of 40 is 10
25% of 88 is 22

Finding 20% of a number: Finding 20% of a number is handy if you like the service youve received in a
restaurant, because a good tip is 20% of the check. Because 20% equals 1/5, you can find 20% of a number by
dividing it by 5. But you can use an easier way:
To find 20% of a number, move the decimal point one place to the left and double the result:
20% of 80 = 8 2 = 16
20% of 300 = 30 2 = 60
20% of 41 = 4.1 2 = 8.2
Finding 10% of a number: Finding 10% of any number is the same as finding 1/10 of that number. To do this,
just move the decimal point one place to the left:
10% of 30 is 3
10% of 41 is 4.1
10% of 7 is 0.7
Finding 200%, 300%, and so on of a number: Working with percents that are multiples of 100 is easy. Just
drop the two 0s and multiply by the number thats left:
200% of 7 = 2 7 = 14
300% of 10 = 3 10 = 30
1,000% of 45 = 10 45 = 450
Make tough-looking percent problems easy
Heres a trick that makes certain tough-looking percent problems so easy that you can do them in your head. Simply
move the percent sign from one number to the other and flip the order of the numbers.
Suppose someone wants you to figure out the following:
88% of 50
Finding 88% of anything isnt an activity that anybody looks forward to. But an easy way of solving the problem is to
switch it around:
88% of 50 = 50% of 88
This move is perfectly valid, and it makes the problem a lot easier. As you learned above, 50% of 88 is simply half of
88:
88% of 50 = 50% of 88 = 44
As another example, suppose you want to find
7% of 200
Again, finding 7% is tricky, but finding 200% is simple, so switch the problem around:
7% of 200 = 200% of 7
Above, you learned that to find 200% of any number, you just multiply that number by 2:
7% of 200 = 200% of 7 = 2 7 = 14
Solve more-difficult percent problems
You can solve a lot of percent problems using the tricks shown above. But what about this problem?
35% of 80 = ?
Ouch this time, the numbers youre working with arent so friendly. When the numbers in a percent problem
become a little more difficult, the tricks no longer work, so you want to know how to solve all percent problems.
Heres how to find any percent of any number:
1. Change the word of to a multiplication sign and the percent to a decimal.
Changing the word of to a multiplication sign is a simple example of turning words into numbers. This change
turns something unfamiliar into a form that you know how to work with.
So, to find 35% of 80, you would rewrite it as:
35% of 80 = 0.35 80
2. Solve the problem using decimal multiplication.
Heres what the example looks like:

So 35% of 80 is 28.
As another example, suppose you want to find 12% of 31. Again, start by changing the percent to a decimal and the
word of to a multiplication sign:
12% of 31 = 0.12 31
Now you can solve the problem with decimal multiplication:

So 12% of 31 is 3.72.

1. If a discount of 25% off the retail price of a desk saves Mark $45, how much did he pay for
the desk?
A. $135
B. $160
C. $180
D. $210
E. $215
2. A customer pays $1,100 in state taxes on a newly purchased car. What is the value of the car
if state taxes are 8.9% of the value?
A. $9.765.45
B. $10,876.90
C. $12,359.55
D. $14,345.48
E. $15,745.45
3. How many years does Steven need to invest his $3,000 at 7% to earn $210 in simple interest?
A. 1 year
B. 2 years
C. 3 years
D. 4 years
E. 5 years
4. Sabrina's boss states that she will increase Sabrina's salary from $12,000 to $14,000 per year
if she enrolls in business courses at a local community college. What percent increase in salary
will result from Sabrina taking the business courses?
A. 15%
B. 16.7%
C. 17.2%
D. 85%
E. 117%
5. 35% of what number is 70?
A. 100
B. 110
C. 150
D. 175
E. 200
6. What number is 5% of 2000?
A. 50
B. 100
C. 150
D. 200
E. 250
7. What percent of 90 is 27?
A. 15%
B. 20%
C. 30%
D. 33%
E. 41%
8. Jim works for $15.50 per hour for a health care facility. He is supposed to get a 75 cent per
hour raise at one year of service. What will his percent increase in hourly pay be?
A. 2.7%
B. 3.3%
C. 133%
D. 4.8%
E. 105%
9. If 45 is 120% of a number, what is 80% of the same number?
A. 30
B. 32
C. 36
D. 38
E. 41
10. How long will Lucy have to wait before her $2,500 invested at 6% earns $600 in simple
interest?
A. 2 years
B. 3 years
C. 4 years
D. 5 years
E. 6 years
11. What is 35% of a number if 12 is 15% of a number?
A. 5
B. 12
C. 28
D. 33
E. 62
12. A computer is on sale for $1600, which is a 20% discount off the regular price. What is the
regular price?
A. $1800
B. $1900
C. $2000
D. $2100
E. $2200
13. A car dealer sells a SUV for $39,000, which represents a 25% markup over the dealer's
cost. What was the cost of the SUV to the dealer?
A. $29,250
B. $31,200
C. $32,500
D. $33,800
E. $33,999
14. After having to pay increased income taxes this year, Edmond has to sell his BMW.
Edmond bought the car for $49,000, but he sold it for a 20% loss. What did Edmond sell the
car for?
A. $24,200
B. $28,900
C. $35,600
D. $37,300
E. $39,200
15. At a company fish fry, in attendance are employees. Employees' spouses are 1/3 of the
attendance. What is the percentage of the people in attendance who are not employees or
employee spouses?
A. 10.5%
B. 16.7%
C. 25%
D. 32.3%
E. 38%
16. If 6 is 24% of a number, what is 40% of the same number
A. 8
B. 10
C. 15
D. 20
E. 25
17. 25% of 400 =
A. 100
B. 200
C. 800
D. 10,000
E. 12,000
18. 22% of $900 =
A. 90
B. 198
C. 250
D. 325
E. 375
19. Which of the following percentages is equal to 0.45?
A. 0.045%
B. 0.45%
C. 4.5%
D. 45%
E. 0.0045%
20. Which of these percentages equals 1.25?
A. 0.125%
B. 12.5%
C. 125%
D. 1250%
E. 1250.5%
Answers & Explanations
1. A: The original price of the desk may be found by solving the equation, 0.25x = 45. Thus, x = 180.
However, this is the original price of the desk. Since he saves $45, he pays $45 less, or $135.
2. C: The following equation may be used to find the value of the car: 1,100 = 0.089x. Solving
forx gives x 12,359.55. Thus, the value of the car is $12,359.55.
3. A: The formula, I = Prt, represents the amount of interest earned, for a particular principal, interest
rate, and amount of time. Substituting 210 for I, 3000 for P and 0.07 for r gives: 210 = 3000(0.07)t.
Solving for t gives t = 1. Thus, he will earn $210 in interest, after 1 year.
4. B: The percent increase may be modeled by the expression, (14,000-12,000)/12,000, which equals
16.7%.
5. E: The equation, 0.35x = 70, may be used to solve the problem. Dividing both sides of the
equation by 0.35 gives x = 200.
6. B: The problem may be modeled as x = 0.05(2000). Thus, 100 is 5% of 2000.
7. C: The problem may be modeled as 90x = 27. Dividing both sides of the equation by 90 gives x=
0.3 or 30%.
8. D: The percent increase may be modeled by the expression, 0.75/15.50, which is approximately
0.048, or 4.8%.
9. A: The first part of the problem may be modeled with the equation, 45 = 1.2x. Solving
for xgives x = 37.5. 80% of 37.5 may be written as 0.80(37.5), which equals 30.
10. C: The formula, I = Prt, represents the amount of interest earned, for a particular principal,
interest rate, and amount of time. Substituting 600 for I, 2500 for P and 0.06 for r gives: 600 =
2500(0.06)t. Solving for t gives t = 4. Thus, she will have to wait 4 years to earn $600 in interest.
11. C: The second part of the problem may be modeled with the equation, 12 = 0.15x. Solving
forx gives x = 80. Thus, the number is 80. 35% of 80 may be written as 0.35(80), which equals 28.
12. C: The sale price of the computer is 80% of the regular price. Thus, the following equation may
be used to solve the problem: 1600 = 0.80x. Solving for x gives x = 2000. Thus, the regular price of
the computer is $2000.
13. B: The following equation may be used to solve the problem: 0.25=(39,000-x)/x. Multiplying
both sides of the equation by x gives 0.25x = 39,000 - x. Adding x to both sides of the equation gives
1.25x = 39,000, where x = 31,200. Thus, the cost of the SUV to the dealer was $31,200.
14. E: The problem may be modeled by the expression, 49,000 - (0.20(49,000)), which equals
39,200. Thus, he had to sell the car for $39,200.
15. B: The attendance of employees and spouses may be modeled as 1/2+1/3, or 5/6. Thus, 1/6 of
those, in attendance, who are not employees or spouses, is approximately 16.7%.
16. B: The first part of the problem may be modeled with the equation, 6 = 0.24x. Solving
for xgives x = 25. Thus, the number is 25. 40% of this number may be written as 0.40(25), which
equals 10.
17. A: The problem may be modeled as 0.25(400), which equals 100.
18. B: The problem may be modeled as 0.22(900), which equals 198.
19. D: The percentage may be obtained by multiplying 0.45 by 100. Doing so gives 45%.
20. C: The percentage may be obtained by multiplying 1.25 by 100. Doing so gives 125%.



AP GP and HP
-pdf
Prime Numbers
All numbers can be divided by themselves and by one.
Prime numbers can ONLY be divided by themselves and by one.
Composite numbers can be divided by something else, also.

Trial division:
Trial division is the simplest of all factorization techniques. It represents a
brute-force method, in which we are trying to divide n by every number i not
greater than the square root of n. (Why don't we need to test values larger
than the square root of n?) The procedure factor prints the factorization of
number n. The factors will be printed in a line, separated with one space. The
number n can contain no more than one factor, greater than n.
void factor(int n)
{
int i;
for(i=2;i<=(int)sqrt(n);i++)
{
while(n % i == 0)
{
printf("%d ",i);
n /= i;
}
}
if (n > 1) printf("%d",n);
printf("\n");
}
Or
int FindSol(int n)
{
int i,res=0;
for(i=2;i<=n/2;i++)
if (primes[i] && primes[n-i]) res++;
return res;
}

Speed Problems

'Distance/Speed/Time' Word Problems Made Easy

This post is a part of [GMAT MATH BOOK]

created by: sriharimurthy
edited by: bb, walker, Bunuel

--------------------------------------------------------

NOTE: In case you are not familiar with translating word problems into equations please go through this
post first : word-problems-made-easy-87346.html

What is a D/S/T Word Problem?

Usually involve something/someone moving at a constant or average speed.

Out of the three quantities (speed/distance/time), we are required to find one.

Information regarding the other two will be provided in the question stem.

The D/S/T Formula: Distance = Speed x Time

Im sure most of you are already familiar with the above formula (or some variant of it). But how many
of you truly understand what it signifies?

When you see a D/S/T question, do you blindly start plugging values into the formula without really
understanding the logic behind it? If then answer to that question is yes, then you would probably have
noticed that your accuracy isnt quite where youd want it to be.

My advice here, as usual, is to make sure you understand the concept behind the formula rather than
just using it blindly.

So whats the concept? Lets find out!

The Distance =Speed x Timeformula is just a way of saying that the distance you travel depends on the
speed you go for any length of time.

If you travel at 50 mph for one hour, then you would have traveled 50 miles. If you travel for 2 hours at that
speed, you would have traveled 100 miles. 3 hours would be 150 miles, etc.

If you were to double the speed, then you would have traveled 100 miles in the first hour and 200 miles at the
end of the second hour.

We can figure out any one of the components by knowing the other two.

For example, if you have to travel a distance of 100 miles, but can only go at a speed of 50 mph, then you
know that it will take you 2 hours to get there. Similarly, if a friend visits you from 100 miles away and tells
you that it took him 4 hours to reach, you will know that he AVERAGED 25 mph. Right?

All calculations depend on AVERAGE SPEED.

Supposing your friend told you that he was stuck in traffic along the way and that he traveled at 50
mph whenever he could move. Therefore, although practically he never really traveled at 25 mph, you can see
how the standstills due to traffic caused his average to reduce. Now, if you think about it, from the information
given, you can actually tell how long he was driving and how long he was stuck due to traffic (assuming; what
is false but what they never worry about in these problems; that he was either traveling at 50 mph or 0 mph). If
he was traveling constantly at 50 mph, he should have reached in 2 hours. However, since he took 4 hours, he
must have spent the other 2 hours stuck in traffic!

Now lets see how we can represent this using the formula.

We know that the total distance is 100 miles and that the total time is 4 hours. BUT, his rates were
different AND they were different at different times.However, can you see that no matter how many different
rates he drove for various different time periods, his TOTAL distance depended simply on the SUM of each
of the different distances he drove during each time period?

E.g., if you drive a half hour at 60 mph, you will cover 30 miles. Then if you speed up to 80 mph for another
half hour, you will cover 40 miles, and then if you slow down to 30 mph, you will only cover 15 miles in the
next half hour. But if you drove like this, you would have covered a total of 85 miles (30 + 40 + 15). It is fairly
easy to see this looking at it this way, but it is more difficult to see it if we scramble it up and leave out one of
the amounts and you have to figure it out going "backwards". That is what word problems do.

Further, what makes them difficult is that the components they give you, or ask you to find can involve
variable distances, variable times, variable speeds, or any two or three of these. How you "reassemble" all this
in order to use the d = s*t formula takes some reflection that is "outside" of the formula itself.You have to
think about how to use the formula.

So the trick is to be able to understand EXACTLY what they are giving you and EXACTLY what it is that is
missing, but you do that from thinking, not from the formula, because the formula only works for the
COMPONENTS of any trip where you are going an average speed for a certain amount of time.ONCE
the conditions deal with different speeds or different times, you have to look at each of those components and
how they go together. And that can be very difficult if you are not methodical in how you think about the
components and how they go together. The formula doesn't tell you which components you need to look at and
how they go together. For that, you need to think, and the thinking is not always as easy or straightforward as it
seems like it ought to be.

In the case of your friend above, if we call the time he spent driving 50 mph, T1; then the time he spent
standing still is (4 - T1) hours, since the whole trip took 4 hours. So we have 100 miles = (50 mph x T1) + (0
mph x [4 - T1]) which is equivalent then to: 100 miles = 50 mph x T1

So, T1 will equal 2 hours. And, since the time he spent going zero is (4 - 2), it also turns out to be 2 hours.

Sometimes the right answers will seem counter-intuitive, so it is really important to think about the
components methodically and systematically.

There is a famous trick problem: To qualify for a race, you need to average 60 mph driving two laps around a
1 mile long track. You have some sort of engine difficulty the first lap so that you only average 30 mph during
that lap; how fast do you have to drive the second lap to average 60 for both of them?

I will go through THIS problem with you because, since it is SO tricky, it will illustrate a way of looking at
almost all the kinds of things you have to think about when working any of these kinds of problems FOR THE
FIRST TIME (i.e., before you can do them mechanically because you recognize the TYPE of problem it is).
Intuitively it would seem you need to drive 90, but this turns out to be wrong for reasons I will give in a
minute.

The answer is that NO MATTER HOW FAST you do the second lap, you can't make it. And this SEEMS
really odd and that it can't possibly be right, but it is. The reason is that in order to average at least 60 mph over
two one-mile laps, since 60 mph is one mile per minute, you will need to do the whole two miles in two
minutes or less. But if you drove the first mile at only 30, you used up the whole two minutes just doing IT. So
you have run out of time to qualify.

To see this with the d = s*t formula, you need to look at the overall trip and break it into components, and that
is the hardest part of doing this (these) problem(s), because (often) the components are difficult to figure out,
and because it is hard to see which ones you need to put together in which way.

In the next section we will learn how to do just that.

Resolving the Components

When you first start out with these problems, the best way to approach them is by organizing the data in
a tabular form.

Use a separate column each for distance, speed and time and a separate row for the different components
involved (2 parts of a journey, different moving objects, etc.). The last row should represent total distance,
total time and average speed for these values (although there might be no need to calculate these values if the
question does not require them).
Attachment:

General.png [ 17.44 KiB | Viewed 408212 times ]

Assign a variable for any unknown quantity.

If there is more than one unknown quantity, do not blindly assign another variable to it. Look for ways in
which you can express that quantity in terms of the quantities already present. Assign another variable to it
only if this is not possible.

In each row, the quantities of distance, speed and time will always satisfy d = s*t.

The distance and time column can be added to give you the values of total distance and total time but
you CANNOT add the speeds.
Think about it: If you drive 20 mph on one street, and 40 mph on another street, does that mean you averaged
60 mph?

Once the table is ready, form the equations and solve for what has been asked!

Warning: Make sure that the units for time and distance agree with the units for the rate. For instance,
if they give you a rate of feet per second, then your time must be in seconds and your distance must be
in feet. Sometimes they try to trick you by using the wrong units, and you have to catch this and
convert to the correct units.

A Few More Points to Note

Motion in Same Direction (Overtaking): The first thing that should strike you here is that at the time of
overtaking, the distances traveled by both will be the same.

Motion in Opposite Direction (Meeting): The first thing that should strike you here is that if they start at the
same time (which they usually do), then at the point at which they meet, the time will be the same. In addition,
the total distance traveled by the two objects under consideration will be equal to the sum of their individual
distances traveled.

Round Trip: The key thing here is that the distance going and coming back is the same.

Now that we know the concept in theory, let us see how it works practically, with the help of a
few examples.
Note for tables : All values in black have been given in the question stem. All values in blue have been
calculated.

Example 1.
To qualify for a race, you need to average 60 mph driving two laps around a 1-mile long track. You
have some sort of engine difficulty the first lap so that you only average 30 mph during that lap; how
fast do you have to drive the second lap to average 60 for both of them?

Solution:
Let us first start with a problem that has already been introduced. You will see that by clearly listing
out the given data in tabular form, we eliminate any scope for confusion.

Attachment:

Eg.1.png [ 17.55 KiB | Viewed 408594 times ]


In the first row, we are given the distance and the speed. Thus it is possible to calculate the time.

Time(1) = Distance(1)/Speed(1) = 1/30

In the second row, we are given just the distance. Since we have to calculate speed, let us give it a
variable 'x'. Now, by using the 'D/S/T' relationship, time can also be expressed in terms of 'x'.

Time(2) = Distance(2)/Speed(2) = 1/x

In the third row, we know that the total distance is 2 miles (by taking the sum of the distances in row 1
and 2) and that the average speed should be 60 mph. Thus we can calculate the total time that the two
laps should take.

Time(3) = Distance(3)/Speed(3) = 2/60 = 1/30

Now, we know that the total time should be the sum of the times in row 1 and 2. Thus we can form the
following equation :

Time(3) = Time(1) + Time(2) ---> 1/30 = 1/30 + 1/x

From this, it becomes clear that '1/x' must be 0.

Since 'x' is the reciprocal of 0, which does not exist, there can be no speed for which the average
can be made up in the second lap.


Example 2.
An executive drove from home at an average speed of 30 mph to an airport where a helicopter was
waiting. The executive boarded the helicopter and flew to the corporate offices at an average speed of
60 mph. The entire distance was 150 miles; the entire trip took three hours. Find the distance from the
airport to the corporate offices.

Solution:
Let us see what the table looks like.



Since we have been asked to find the distance from the airport to the corporate office (that is the
distance he spent flying), let us assign that specific value as 'x'.

Thus, the distance he spent driving will be '150 - x'
Now, in the first row, we have the distance in terms of 'x' and we have been given the speed. Thus we
can calculate the time he spent driving in terms of 'x'.

Time(1) = Distance(1)/Speed(1) = (150 - x)/30
Similarly, in the second row, we again have the distance in terms of 'x' and we have been given the
speed. Thus we can calculate the time he spent flying in terms of 'x'.

Time(2) = Distance(2)/Speed(2) = x/60
Now, notice that we have both the times in terms of 'x'. Also, we know the total time for the trip.
Thus, summing the individual times spent driving and flying and equating it to the total time, we can
solve for 'x'.

Time(1) + Time(2) = Time(3) --> (150 - x)/30 + x/60 = 3 --> x = 120 miles
Answer : 120 miles
Note: In this problem, we did not calculate average speed for row 3 since we did not need it.
Remember not to waste time in useless calculations!


Example 3.
A passenger train leaves the train depot 2 hours after a freight train left the same depot. The freight
train is traveling 20 mph slower than the passenger train. Find the speed of the passenger train, if it
overtakes the freight train in three hours.

Solution:
Let us look at the tabular representation of the data :


Since this is an 'overtaking' problem, the first thing that should strike us is that the distance traveled by
both trains is the same at the time of overtaking.

Next we see that we have been asked to find the speed of the passenger train at the time of
overtaking. So let us represent it by 'x'.

Also, we are given that the freight train is 20 mph slower than the passenger train. Hence its speed in
terms of 'x' can be written as 'x - 20'.

Moving on to the time, we are told that it has taken the passenger train 3 hours to reach the freight
train. This means that the passenger train has been traveling for 3 hours.

We are also given that the passenger train left 2 hours after the freight train. This means that the
freight train has been traveling for 3 + 2 = 5 hours.

Now that we have all the data in place, we need to form an equation that will help us solve for 'x'.
Since we know that the distances are equal, let us see how we can use this to our advantage.

From the first row, we can form the following equation :

Distance(1) = Speed(1) * Time(1) = x*3
From the second row, we can form the following equation :

Distance(2) = Speed(2) * Time(2) = (x - 20)*5
Now, equating the distances because they are equal we get the following equation :

3*x = 5*(x - 20) --> x = 50 mph.
Answer : 50 mph.

Example 4.
Two cyclists start at the same time from opposite ends of a course that is 45 miles long. One cyclist is
riding at 14 mph and the second cyclist is riding at 16 mph. How long after they begin will they meet?

Solution:
Let us see what the tabular representation look likes :



Since this is a 'meeting' problem, there are two things that should strike you. First, since they are
starting at the same time, when they meet, the time for which both will have been cycling will be the
same. Second, the total distance traveled by the will be equal to the sum of their individual distances.

Since we are asked to find the time, let us assign it as a variable 't'. (which is same for both cyclists)

In the first row, we know the speed and we have the time in terms of 't'. Thus we can get the following
equation :

Distance(1) = Speed(1) * Time(1) = 14*t
In the second row, we know the speed and again we have the time in terms of 't'. Thus we can get the
following equation :

Distance(2) = Speed(2) * Time(2) = 16*t
Now we know that the total distance traveled is 45 miles and it is equal to the sum of the two
distances. Thus we get the following equation to solve for 't' :

Distance(3) = Distance(1) + Distance(2) --> 45 = 14*t + 16*t --> t = 1.5 hours
Answer : 1.5 hours.

Example 5.
A boat travels for three hours with a current of 3 mph and then returns the same distance against the
current in four hours. What is the boat's speed in calm water?

Solution:
Let us see what the tabular representation looks like :



Since this is a question on round trip, the first thing that should strike us is that the distance going and
coming back will be the same.

Now, we are required to find out the boats speed in calm water. So let us assume it to be 'b'. Now if
speed of the current is 3 mph, then the speed of the boat while going downstream and upstream will
be 'b + 3' and 'b - 3' respectively.

In the first row, we have the speed of the boat in terms of 'b' and we are given the time. Thus we can
get the following equation :

Distance(1) = Speed(1) * Time(1) = (b + 3)*3
In the second row, we again have the speed in terms of 'b' and we are given the time. Thus we can get
the following equation :

Distance(2) = Speed(2) * Time(2) = (b - 3)*4
Since the two distances are equal, we can equate them and solve for 'b'.

Distance(1) = Distance(2) --> (b + 3)*3 = (b - 3)*4 --> b = 21 mph.
Answer : 21 mph.

--
olving Problems Involving Distance, Speed/Rate and Time
Become a Problem Solver
By Deb Russell

When you are solving problems for distance, speed and time, you will find it helpful to use diagrams
and/or charts to organize the information and help you solve the problem. You will also apply
theformula that solves distance, speed/rate and time which is distance = speed/rate times time. OR
d = rt
Let's begin with an example:
A train leaves Deb's house and travels at 50 miles per hour. Two hours later, another train leaves from Deb's house on the track
beside or parallel to the first train but it travels at 100 miles per hour. How far away from Deb's house will the faster train pass
the other train?
Remember, d will represent the distance in miles from Deb's house and t will represent the time that the slower train has been
travelling.
It is helpful to draw a diagram to show what is happening, see the Train Diagram image.
Organize the information you have in a chart if you haven't solved these types of problems before. Organize your chart by giving
the equation information and the formula:
distance= speed x time
.See the image.
Now you can solve the system of equations:
50t = 100 (t - 2)
50t = 100t - 200
200 = 50t
&nbsp &nbsp t = 4
Now substitute t = 4 into train 1
d =50t
&nbsp &nbsp=50(4)
&nbsp &nbsp=200
Now you can write your statement. "The faster train will pass the slower train 200 miles from Deb's house.
Now try solving similar problems:
Question 1:
A train left Chicago and traveled towards Dallas. Five hours later another train left for Dallastraveling at 40 miles per hour with a
goal or catching up with the first train bound for Dallas. The second traing finally caught up with the first train after traveling for
three hours. How fast was the train that left first going?
Remember to use a diagram to arrange your information. Then write the 2 equations to solve your problem.
Question 2:
One train left the station and traveled toward its destination at a speed of 65 miles per hour. Later, another train left the station
traveling in the opposite direction of the first train, it was going at a speed of 75 miles per hour. After the first train had traveled
for 14 hours it was 1960 miles apart from the second train. How long did the second train travel?
Answers here.
Remember to use the formula that supports what you're looking for - distance? speed/rate? time?
d = rt (Multiply)
r = d/t (Divide)
t = d/r (Divide)

Age Problems

-pdf

This worksheet is based on age word problems which come under equations in one
variable. Intermediate Algebra, Algebra I and Algebra II students can practice
these questions.
1. Miguel is 46 years old. He is 4 years older than thrice his sons age. Find the age
of his son.
Solution:
Age of Miguel = 46 years
Age of Son = x years
So, 46 = 4 +3x
Subtracting 4 on both sides,
42 =3x
Dividing by 3 on both sides,
X =14
Therefore, the Son is 14 years old.
2. Pete, Bryan and Philip are cousins. Petes age is one-third of Bryan and Philip is
five years elder than Bryan. If the sum of the age of the cousins is 40, find the
ages of each.
Solution:
From the statement,
Age of Bryan= x
Age of Pete =x/3
Age of Philip = x+5
Sum of the ages=40.
X/3 + x+x+5= 40
(7x+15)/3 =40
Multiplying by 3 on both sides,
7x +15=120
Subtracting 15 on both sides,
7x=105
Dividing by 7 on both sides,
X=15
Therefore, age of Pete=15/3=5
Age of Bryan =15
Age of Philip =15+5=20
3. Ana is 5 years more than Jack. The sum of their ages is 29. Find the ages of Ana
and Jack.
4. Tina is 3 years younger than Tom. The ages are in the ratio 2:3. Find their ages.
5. George is 8 years more than Christopher and Ford is 2 years younger than
Christopher. The sum of their ages is 60. Find the ages of George, Christopher and
Ford.
6. Devon is 12 years old. His age is 2 more than half the age of Steven. Find the
age of Steven.
7. Mrs. Smith is 8 years more than twice the age of his son. The ages of son is
12.Find the age of mother and find the difference between their ages.
8. Kate is 12 years old. His age is 4 times the age of Robbie. Find the age of
Robbie.
9. The sum of present age of Abe and the age before 7 years is 31. Find the
present age of Abe. What will be his age after 7 years?
10. George is 8 years more than Christopher and Ford is 2 years younger than
Christopher. The sum of their ages is 60. Find the ages of George, Christopher and
Ford.
11. Margaret is 8 years more than twice the age of his son. The age of son is 12.
Find the age of mother and find the difference between their ages.
12. Miguel is 46 years old. He is 6 years older than thrice his sons age. Find the
age of his son.
13. Nick and Kane were born on consecutive years and on same date. Nick is
younger. The sum of their ages is 11. Find the age of the brothers.
14. The ages of Ashley and Mary are in the ratio 4:7. The sum of their ages is 22.
Find the ages of Ashley and Mary.
15. The ages of Peter, Margaret and Jack are consecutive odd numbers. The sum
of the ages of Peter and Margaret equals Jacks age before 5 years. Find the ages
of Peter, Margaret and Jack.
16. The sum of the ages of Tony and Teddy equals thrice their mothers age. Tony
is two years younger than Teddy. If the age of the mother is 42, find the ages of
Tony and Teddy?
17. At present Allen is 10 years younger than Scott. Five years from now, Scotts
age will be 2 times the present age of Allen. Find the present age of Allen and
Scott.
18. The present ages of Lewis and Brown are in the ratio 1:2. Three years from
now, the ages will be in the ratio 3:5. Find the present ages of Lewis and Brown.

Profit and Loss

some important definitions
Cost price(C.P): Price at which an item is purchased.

Selling price(S.P): Price at which an item is sold.

Profit: When the selling price is greater than the cost price, it is called profit.

Loss: When the selling price is less than the cost price, it is called as loss.

Profit or loss percent: Profit or Loss after selling an item of Rs. 100(C.P).

Discount: Discount is the reduction in the market price.

Market Price: Retailer marks the price on a label and attaches it to the articles.



Profit or Gain = selling price(S.P) - cost price(C.P)
Example:
S.P = 150, C.P = 20
Profit OR Gain = (150-120) = 30
Loss = Cost price(C.P) - Selling price(S.P)
Example:
C.P = 100, S.P = 90
Loss = (100-90) = 10


Note: Profit or Loss percent is always calculated on cost price(C.P).




Formulas:
(i) % of Profit =

Profit x 100

Cost price
(ii) % of Loss =

Loss x 100

Cost price
(iii) In case of profit:
S.P = C.P

100 + % of profit

100
C.P =

S.P x 100

100 + % of profit
(iv) In case of Loss:
S.P = C.P

100 - % of Loss

100
C.P =

S.P x 100

100 - % of Loss



Ratio and Proportion
-bookmark and video


What is Compound Interest? (Compound Interest Calculator)
When you borrow money from a bank, you pay interest. Interest is really a fee charged for
borrowing the money, it is a percentage charged on the principle amount for a period of a
year - usually.
If you want to know how much interest you will earn on your investment or if you want to
know how much you will pay above the cost of the principal amount on a loan or mortgage,
you will need to understand how compound interest works.
* Compound interest is paid on the original principal and on the accumulated past interest.
Formula:
P is the principal (the initial amount you borrow or deposit)
r is the annual rate of interest (percentage)
n is the number of years the amount is deposited or borrowed for.
A is the amount of money accumulated after n years, including interest.
When the interest is compounded once a year:
A = P(1 + r)n
However, if you borrow for 5 years the formula will look like:
A = P(1 + r)
5

This formula applies to both money invested and money borrowed.
Frequent Compounding of Interest:
What if interest is paid more frequently?
Here are a few examples of the formula:
Annually = P (1 + r) = (annual compounding)
Quarterly = P (1 + r/4)
4
= (quarterly compounding)
Monthly = P (1 + r/12)
12
= (monthly compounding)