Naheed Ali

Professor Romero
Math 204
November 27, 2017

POW #4

Purpose and Planning of the Problem:

This problem begins with a chart that explains the number of large and small cups with
the cent cost. The chart reads that 3 small cups and 2 large cups cost 500 cents. The chart
also shows another cent total of 680 that is represented by 2 small cups and 4 large cups
which is actually already written in the right hand corner as a guide in order to understand
how to read the chart accurately. The problem is being asked to figure out the total of
large cups of coffee and small with the information provided in both totals. I knew right
away this problem could potentially be solved using the x/y set up method since we have
the total and are also given the cup quantities for each total. We are given the problem set
up, by using the number of each cup size that can be identified as the x/y and equaling
that to the cent cost. I remember when I had learned about the system of equations and
the main concept behind elimination method is to create terms with opposite coefficients
because they cancel each other during addition. Doing this in the end, the problem
becomes simpler equation to solve.

Process:
Using the system of equations with using elimination and multiplication made this
process very easy. I started off by making two equations for both cent totals that was
provided in the chart. For my first problem I set it up by writing 2x+3y=500 and the
second problem stating 4x+2y=680. The x represents large cups while the y is the small
cups. On my paper I placed both equations top to bottom with the variable’s in the same
placement in order to solve each easier. The placement of variables also allows you to see
exactly what you can do and whether you want to cancel out the x or y’s. You can cancel
out either variable and by multiplying each equation by the opposite numbers in order to
generate coefficients with opposite signs. I decided to use the numbers of the y variable,
which was (3y/2y). I then multiplied the first problem by 2 and the bottom by a negative
3 (-3). I knew that I would have to make one of the numbers a negative in order to easily
cancel out both numbers because if we add both numbers we wouldn’t be able to isolate
the x’s and get the total. Multiplying and eliminating the y’s allowed me to solve for x,
which concluded 130 cents for large cups. Having the first part of the answer solved I can
then just apply 130 into the equation in place of x in order to solve for just y. By doing
this I get 80 cents for small cups. As I finished doing this method I began to wonder if
there could possibly be another way to solve this and substitution came to mind. Instead
of multiplying the y variables as I did above I could simplify one of the equations such as
the (4x+2y=680) by diving the equation by 2 in order to get smaller numbers then
2x+y=340 which you can then use subtraction in order to isolate the x by subtracting the
y to get it to the other side to get x=340-2y. Plugging this into the second equation we get
3(340-2y)+4y=500, and when solved using multiplication and subtraction you get 130
and with that you can then plug in to the first equation which you then get the second
answer of 80 for small cups.

Solution:
Listed below I used both methods I talked about which were system of equations with the
use of elimination and substitution. I believe both methods can be used by all grade levels
however, the substitution does require using division and then plugging in the numbers
back in while the elimination requires multiplying with a negative to cancel out the same
variables.
Reflection:
Reading the problem the first time I was pretty confused as which formula I would use or
how to get the total for both sizes. But rereading it the second time I realized I could
easily plug in the information provided and solve for x/y. Once I had the formula down, it
was a matter of cancelling out and plugging in my answer back into the equation to solve
for the other variable. The substitution method allowed me to view the problem
differently by simplifying the problem first then going back in and solving. The
substitution method was a little more confusing and required me to think more outside of
the box by simplifying and what to simplify with in order to get smaller numbers to work
with. As a teacher I would implement both ways in order to showcase that there are
numerous ways to solve this problem. Students all have different ways of thinking and
problem solving so introducing both can allow different learning outcomes for different
learners. I would even ask the students to come up with their own strategies in going
about this problem once we have done both these together.