Module 12

The Real Thing of XYZ

What this module is all about

Teachers usually compute their students’ final grades by taking the average of the
quarter grades. Suppose your grades in the first three quarters were 85, 90, and 87. What
minimum grade should you get in the fourth quarter to stay in the honor’s group?

Practical problems like the one above will be studied in this module. Here, we will
learn some methods and techniques on how to solve problems that involve first degree
equations and inequalities in one variable.

What you are expected to learn

At the end of this module, the student is expected to apply first degree equations and
inequalities in one variable to solve various word problems in mathematics. We classify
these problems according to their type, and some methods and techniques on how to solve
each kind of problem are presented in the following lessons:

Lesson 1 Solving Number Problems

Lesson 2 Solving Geometry Problems
Lesson 3 Solving Coin Problems
Lesson 4 Solving Distance Problems
Lesson 5 Solving Age Problems
Lesson 6 Solving Problems Involving Inequalities in One Variable

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 How to learn from this module

This is your guide for the proper use of the module:

1. Read the items in the module carefully.

2. Follow the directions as you read the materials.
3. Answer all the questions that you encounter. As you go through the module, you
will find help to answer these questions. Sometimes, the answers are found at the
end of the module for immediate feedback.
4. To be successful in undertaking this module, you must be patient and industrious
in doing the suggested tasks.
5. Take your time to study and learn. Happy learning!

The following flowchart serves as your quick guide in using this module.

Start

Take the Pretest

Check your paper and count

your correct answers.

Is your score Yes Scan the items you

80% or missed.
above?

No

Study this module

What to do before (Pretest)
Proceed to the next
Takeand
the choose module/STOP.
Posttestthe letter that corresponds to the correct
Directions: Solve the problem
answer.

2
1. One number is five less than another. If their sum is 101, what is the smaller number?

a. 43 b. 45 c. 46 d. 48

2. The difference between two numbers is 19. The larger number is 23 less than three
times the smaller number. What is the smaller number?

a. 21 b. 22 c. 23 d. 24

3. The sum of three consecutive odd numbers is 39. What is the middle number?

a. 11 b. 13 c. 15 d. 17

4. I am thinking of two numbers. The larger number is 18 more than the smaller number.
Two times the smaller number is 5 less than the larger number. What is the larger
number?

a. 13 b. 15 c. 31 d. 33

5. Every afternoon, Roger deposits in a box whatever remains of his daily allowance. At the
end of one month, he found out that the number of 1-peso coins was twice the number
of the 25-centavo coins, and the number of 5-peso coins was two more than the number
of the 25-centavo coins. He counted the coins and had a total of P82.50. How many 1-
peso coins did Roger have?

a. 20 b. 15 c. 10 d. 5

6. I only have 1-peso and 5-peso coins in my pocket. Their total value is P35.00. If the
number of the 5-peso coins is 1 more than the number of the 1-peso coins, how many 5-
peso coins do I have?

a. 3 b. 4 c. 5 d. 6

7. The length of a rectangle is three less than twice its width. If the perimeter of the
rectangle is 36 units, what is its length?

a. 13 b. 12 c. 11 d. 10

8. The perimeter of a square is 100 cm. What is the length of its side?

a. 20 b. 25 c. 35 d. 50

9. What is the largest counting number that satisfies this condition: the sum of 5 less than
the number and 3 more than the number is less than 62?

a. 30 b. 31 c. 32 d. 33

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10. Richard’s grades in Math during the first three quarters were 78, 87, and 83. What is the
least grade Richard must get during the last quarter so that he can have an average
grade of at least 85 for all quarters?

a. 90 b. 91 c. 92 d. 93

Answer Key on page 21

What you will do

Read the following lessons carefully in order to enhance your skill in solving word
problems.

Lesson 1 Solving Number Problems

The following steps are recommended in solving word problems in mathematics:

READ, KNOW, PLAN, SOLVE, and CHECK. There may be many ways to solve a problem,
but for our purpose, we will adhere to these steps as much as we can. If we do this, solving
word problems becomes easier. Later, when you have mastered these steps, you may
develop your own more effective way of solving a problem.

Do I know the
meaning of all the  Read the problem carefully. Get a
1.1.READ
READ words? general idea of what is required.

What am I
asked to find?
Which key
facts do I need
to consider?
4
  Determine what is asked and what are
the given facts in the problem. Think
2.2.KNOW
KNOW what previously learned formula or
concept may be helpful to solve the
problem.

How do I represent the  Represent the unknown/s using a

unknown, and what variable and translate phrases into
operation, strategy, or symbols.
3.3. technique should I use to
PLAN solve the problem?
PLAN

 Set up the equation and solve for

the unknown variable.
What is the
equation and
4.4.SOLVE
SOLVE what is the
required
answer?

Is my answer  Check the value obtained by

reasonable? Does it substituting it back into the original
answer the question
5.5. equation. Also, verify if the answer
correctly?
CHECK
CHECK satisfies all conditions in the problem.

We illustrate these steps of solving word problems as follows:

Lesson 1 Solving Number Problems

The first kind of word problems that we will solve is number problems. In the two
examples that follow, we illustrate in detail the steps in solving word problems as outlined
earlier. On your own, explore how these steps are undertaken.

Exploration

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Example 1. The sum of two numbers is 119. The second number is eight more than twice
the first number. What are the numbers?

To solve the problem, we follow these steps:

a. Read. Analyze the problem carefully and get a general idea of what is required.

b. Know. Determine what is asked and what are given in the problem.
The problem asked for two numbers. The sum of the two numbers is 112.
The second number is eight more than twice the first.

c. Plan. Make representation of the unknown.

Let x = the first number
2x + 8 = the second number

d. Solve. Set up the equation and solve for the unknown.

x + 2x + 8 = 119

Solution: x + 2x + 8 = 119
3x + 8 – 8 = 119 – 8 (APE)
3x = 111
1 1
(3x) = (111) (MPE)
3 3
x = 37 → the first number
2x + 8 = 2(37) + 8 = 82 → the second number

d. Check. We only check whether the sum of the two numbers is 119.
?
37 + 82 = 119
119 = 119 which is true!

Therefore, the required numbers are 37 and 82.

The next problem requires the concept of even and odd numbers. In this case, we
are actually dealing with positive integers or the counting numbers. These are numbers in
the set {1, 2, 3, 4, 5, …}.

What are examples of even numbers?

2, 4, 6, 8, … are even numbers. All of them can be divided by 2.

What are examples of odd numbers?

1, 3, 5, 7,… are odd numbers. Their remainder is 1 when divided by 2.

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 Before we solve the next number problem, we first practice our skill of translating
words into symbol.

Did you know?

1. Consider the even number 20.

What is the next even number after 20? It is 22.

How do we get 22? By adding 2 to 20, that is, 20 + 2=22.
What is the next even number after 22? It is 24.
What number do you add to 20 to get 24? It is 4 because 20 + 4=24.

2. If the first even number is x, what will be the next even number after x? It is x + 2.
What is the next even number after x + 2? It is (x + 2 )+ 2 or x + 4.
We are now ready to solve the next problem.

Example 2. If the sum of three consecutive even numbers is 48, find the numbers.

We now solve the problem by following the enumerated steps given earlier.

a. Read. Analyze the problem carefully and get a general idea of what is required.

b. Know. Determine what is asked and what are given in the problem.
Three consecutive even numbers whose sum is 48.

c. Plan. Make representation of the unknown.

let x = the first even number
x + 2 = the second even number
x + 4 = the third even number

e. Solve. Set up the equation and solve for the unknown.

x + x + 2 + x + 4 = 48

Solution: x + x + 2 + x + 4 = 48
3x + 6 = 48
3x + 6 – 6 = 48 – 6
3x = 42

7
 1 1 
 3 x   42 
3 3 
42
x
3

x = 14 the first even number

x + 2 = 14 + 2 = 16 the second even number

x + 4 = 14 + 4 = 18 the third even number

f. Check. We check whether the three numbers add up to 48.

?
14 + 16 + 18 = 48
48 = 48 which is correct!

Therefore, the required numbers are 14, 16, and 18.

Self-check 1

Solve the following word problems.

1. The sum of two numbers is 91. If one number is 9 less than the other number
what are the numbers?

2. The larger of two numbers is 2 more than twice the smaller number. The
difference between the two numbers is 8. Find the numbers.

3. The sum of 2 consecutive odd numbers is 104. What are the numbers?

4. The sum of three consecutive even numbers is 102. Find the middle number.

5. Twice the sum of two consecutive odd numbers is 30 more than twice the smaller
number. Find the numbers.

Answer Key on page 21

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Lesson 2 Solving Geometric Problems

Exploration

In Lesson 1, we solved problems involving counting numbers. This time, let us try to
solve some geometric problems. First, let us explore the properties of some geometric
figures.

The perimeter of a geometric figure is the distance around it. The perimeter is
denoted by P.

A square is a closed figure with four equal sides and four right angles.
s

s s P = 4s

A rectangle is a closed figure with four sides that form four right angles. This
definition means that its opposite sides are also equal and parallel. The length l of a
rectangle is the measure of the longer side, while its width w is the measure of a shorter
side.

P = 2l + 2w
w w

l
Now, we are ready to consider the following problem in Geometry.

Example 3. The length of a rectangle is one less than three times its width. If the perimeter
of the rectangle is 46 units, find the length and width of the rectangle.

We solve the problem, by following the following steps.

a. Read. Analyze the problem carefully and get a general idea of what is required.
b. Know. Determine what is asked and what are given in the problem.
The perimeter of the rectangle is 46.
The length is one less than three times its width.

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 c. Plan. Make a representation of the unknown.
let w = width
3w– 1 = length

d. Solve. Set up the equation and solve for the unknown.

We recall that the formula for the perimeter of a rectangle is P = 2l + 2w where l

is the length and w is the width. By substitution, we have the following equation:
2(3w – 1) + 2w =46

Solution: 2(3w – 1) + 2w = 46
6w – 2 + 2w = 46 Distributive Property
8w – 2 + 2 = 46 + 2 APE
8w = 48
1
 8w  1  48 MPE
8 8
48
w
8

w=6 → the width

3w – 1 = 3(6) – 1 = 17 → the length

e. Check. We verify whether the perimeter of the rectangle is 46.

?
46 = 2(6) + 2(17)
?
46 = 12 + 34
46 = 46 which is correct!

Self-check 2

Directions: Read each of the following problems carefully. Then do the tasks that follow.

A. A rope 25 meters long is cut into 2 pieces such that the length of the longer piece is 13
metres more than twice the length of the shorter piece.

Answer the following questions based on the given problem.

10
 1.What is asked in the problem?
__________________________________________________________________

2.How long is the rope?

__________________________________________________________________

3.If x represents the length of the shorter piece, how do you represent the length of the
longer piece?
__________________________________________________________________

4.Form the equation from the questions 2 and 3.

__________________________________________________________________

5.Solve the equation then check the solution.

__________________________________________________________________

6.What is now the length of the longer piece?

__________________________________________________________________

B. Solve the following problems. Check your solution.

1. The width of the playground is 45 metres less than its length. The perimeter is 594
meters. What are the dimensions of the playground?

2. A rope is 10 metres long. It is cut into 2 pieces such that the length of the longer
piece is one more than twice the length of the shorter piece. Find the length of
the shorter piece.

Answer Key on page 21

Lesson 3 Solving Coin Problems

Exploration

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 In explorations 1 and 2, you were exposed to a very detailed process in solving word
problems. Now, try to make your solution short. To do this, study the following illustrative
examples.

The problems that follow are coin problems

Problem: Every afternoon, Jowell keeps in a box whatever is left from his daily allowance.
At the end of one week, he found out that he had twice as many as 10 centavos
and the twenty-five centavo coins were two more than the five centavo coins.
He counted a total of P4.50. How many of each kind did he have?

To solve the problem, you have to determine:

Unknowns:
a. number of 5-centavo coins
b. number of 10-centavo coins
c. number of 25-centavo coins

Given:
The value of the money is P4.50

Representation:
Let x = the number of 5-centavo coins
2x = the number of 10-centavo coins
x + 2 = the number of 25-centavo coins
0.05(x) = the value of the 5-centavo coins
0.1(2x) = the value of the 10-centavo coins
0.25(x + 2) = the value of the 25-centavo coins

Equation:
0.05x + 0.10(2x) + 0.25(x + 2) = 4.50
0.25x + 0.25x + 0.50 = 4.50
0.50x + 0.50 – 0.50 = 4.50 – 0.50
0.50x = 4.00
1/0.50(0.50x) = 1/0.50(4.00)
x = 4/0.5
x=8 5-centavo coin
2x = 2(8) = 16 10-centavo coin
x + 2 = 8 + 2 = 10 25-centavo coin

Check:
8 x 0.05 = 0.40
16 x 0.10 = 1.60
10 x 0.25 = 2.50
P 4.50 It’s correct!

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 Self-check 3

Solve the following problems. Check your solutions.

1. Mark has 22 coins. It is composed of 1-peso coins and 5-peso coins. If the
number of 5-centavo coins is four more than the number of 1-peso coins, how
much money does he have?

2. Jimmy’s money is P24.00. It is composed of 25-centavo coins and 1-peso coins. If

the number of 25-centavo coins is four times the number of 1-peso coins, how
many 1-peso coins does he have?

Answer Key on page 22

Lesson 4 Solving Distance Problems

Exploration

Consider the following problem. This is a problem on uniform motion.

Problem: Two cars leave Manila at the same time and travel in opposite directions. After 3
hours, they are 396 km apart. If the average speed of one car is 12 km/hr less
than the other. What is the average speed of each?

You will note that the problem mentioned above is about distance.

Do you remember the distance formula?

Did you know?

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 D = rt where d = the distance
r = the rate/average speed
t = the time

To solve the problem in this lesson, you determine the following;

Unknown: average speed of each car

Known/ Given: 396 km – the total distance

3 hours – time

Representation:
for the speed
Let x = the average speed of the first car
x – 12 = the average speed of the second car

for the distance

3x = the distance covered by the first car after 3 hours
3(x – 12) = the distance covered by the second car after 3 hours

Equation:
distance traveled by the first car + distance traveled by the second car = total distance
3x + 3(x – 12) = 396
3x + 3x – 36 = 396
6x – 36 + 36 = 396 + 36
6x = 432
1/6(6x) = 1/6(432)
x = 432/6
x = 72 km/h → average speed of the first car
x – 12 = 72 – 12 = 60 km/h → average speed of the second car
?
Check: 3(72) + 3(60 ) = 396
?
216 + 180 = 396

396 = 396 It’s correct!

Self-check 4

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 Solve the following problems.

1. Two trucks traveled the same distance. The first truck traveled at 60 km/h and the
second truck at 50 km/h. It took truck B one hour longer to make the trip. How
long did it take each truck to make the trip?

2. Two boys start running at the same time and at the same place. They run in
opposite directions. The average speed of the first boy is 2 m/s less than twice
the average speed of the second boy. After 15 seconds, the two boys are 150
metres apart. Find the average speed of each boy.

Answer Key on page 22

Lesson 5 Solving Age Problems

Exploration

Take a look at this problem and solve. This is a problem on age.

Problem:
Six years ago, Mrs. Dela Cruz was five times as old as her daughter. How old is
Sheila now if her age is one-third of her mother’s present age?

Unknown: the ages of Sheila and her mother now

Known: the mother’s age was 5 times of Sheila’s age six years ago
Sheila’s age now is one-third the age of her mother’s present age

Representation: Let x = the age of Mrs. Dela Cruz now

1/3x = the age of Sheila now

What is the age of each six years ago?

x – 6 = the age of Mrs. Dela Cruz six years ago
1/3x – 6 = the age of Sheila six years ago

Equations:
How do you relate the age of Sheila and her mother six years ago?
[Mrs. Dela Cruz age was 5 times Sheila’s age six years ago]

15
 x – 6 = 5(1/3 x – 6)
x – 6 = 5/3 x – 30
x – 5/3 x – 6 = 5/3 x – 5/3 x – 30
-2/3 x – 6 = -30
-2/3 x – 6 + 30 = -30 + 6
-2/3 x = -24
-3/2(-2/3 x) = - 3/2(-24)
x = 72/2
x = 36 → Mrs. Dela Cruz’s age
1/3 x = 1/3(36) = 36/3 = 12 → Sheila’s age

Check: x – 6 = 5(1/3 x – 6)
?
36 – 6 = 5[1/3(36) – 6]
?
30 = 5(12 – 6)
?
30 = 5(6)

30 = 30

Self-check 5

1. Roger is 8 years older than Jose. If five years ago the age of Roger was 1 year
more than twice the age of Jose, how old is he?

2. The sum of Japi’s age and Jimmy’s age is 40. Japi is 4 year older than Jimmy.
Hoe old is Japi?

Answer Key on page 23

Lesson 6 Solving Problem Involving Inequalities in One Variable

Exploration 6

In explorations 1 to 5, you were introduced to five types of word problems where you
made use of your skill in solving first degree equations in one variable applying the
properties of real numbers and equality. Let us now solve problems involving first degree
inequalities in one variable.

16
Consider the following problems:

1. Find the largest counting number such that the sum of twice the number and thrice the
number is less than 65.

Representation:

Let x = the counting number

2x = twice the counting number
3x = thrice the counting number

Inequality:
2x + 3x < 65
5x < 65
1/5(5x) < 1/5(65)
x < 13

Check: Try x = 12

2x + 3x < 65
2(12) + 3(12) < 65
24 + 36 < 65
60 < 65 It’s true!

Note that x could be any counting number less than 13. Among these counting
numbers, 12 is the largest. Therefore, the answer is 12.

2. Janno’s score on the first three of four 50-item tests were 44, 46, and 41. Determine
what should be the largest score of Janno on the fourth test so he could have an
average score of at least 43 for all the tests.

The word “at least” means in Mathematics “not less than” which implies
“more than or equal to” while “at most” means “not more than” which also
implies “less than or equal to”.

Representation:

Let x = the score in the fourth test

Inequality:

44 + 46 + 41 + x  43

17
 4

131 + x  43
4

4(131 + x)  4(43)
4

131 + x  172

131 + (-131) + x  172 + (-131)

x  41

Check:

44 + 46 + 41 + 41  43
4

172  43
4

43  43

Note that x could be greater than or equal to 41 but not exceeding 50 since it is a 50-
item test. Therefore, the score is 50.

Self-check 6

Solve the following problems.

1. The three Garcia girls were born in consecutive years. The sum of their ages is
more than 39 decreased by the age of the youngest. What are the least possible
ages of the girls?

2. The average of two numbers is greater than 35. One number is 4 more than twice
the other. Find the smallest number.

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 Answer Key on page 24

Let’s summarize

 First degree equations and inequalities is very useful in solving problems on relations
among numbers, geometry, uniform motion, money problems, age problems and others.

 To solve problems, you will undertake the following steps:

1. READ – Read and understand carefully the problem.
2. KNOW – Determine what is asked
3. PLAN – Make a representation.
4. SOLVE – Form an equation and solve.
5. CHECK – Substitute the answer to the original equation to check whether or not
you arrived at the correct answer.

 
What to do after (Posttest)

Multiple Choice. Choose the letter of the correct answer.

1. The sum of 2 numbers is 98. If one number is eight less than the other, find the larger
number.
a. 50 b. 51 c. 52 d. 53

2. The sum of three consecutive odd numbers is 99. Find the largest number.
a. 33 b. 35 c. 37 d. 39

3. A car traveled 711 km in 3 hrs. What was his average speed?

19
 a. 217 b. 227 c. 237 d. 247

4. The sum of the ages of Jose and his father is 43. if his father’s age is one more than five
times the age of Jose, how old is his father?

a. 36 b. 37 c. 38 d. 39

5. What is the smallest number such that the sum of thrice of it and five times of it is greater
than 80?

a. 11 b. 12 c. 13 d. 14

Answer Key on page 24

Answer Key

Pretest page 3

1. d 4. b
2. a 5. c
3. c

Lesson 1 Self-Check 1 page 8

1. Representation: Let x = the first number

x – 9 = the second number
Equation: x + x – 9 = 91
Solve: x + x – 9 = 91
2x = 92 + 9
2x = 100

20
 x = 50 the first number
x – 9 = 41 the second number
Check: 50 + 41 ≟ 91

91 = 91 It’s correct!

2. Representation: Let x = the first odd number

x + 2 = the second number
Equation: x + x + 2 = 104
2x = 104 – 2
2x = 102
x = 51 the first odd number
x + 2 = 53 the second number
Check: 51 + 53 ≟104

104 = 104

Lesson 2 Self-Check 2 page 11

A. 1. the length of the shorter piece

2. 25 metres
3. x + 13
4. x + x + 13 = 25
5. x + x + 13 = 25
2x + 13 = 25
2x = 25 – 13
2x = 12
x = 6 metres length of the shorter piece
x + 13 = 19 metres length of the longer piece

Check: 6 + 19 = 25
25 = 25 It’s correct!
6. 6 metres

Lesson 3 Self-Check 3 page 13

1. Representation: Let x = the number of 1-peso coin

x + 4 = the number of 5-peso coin
1(x) = the value of 1-peso coins
5(x + 4) = the value of 5-peso coins
Equation: x + x + 4 = 22
2x = 22 – 4
2x = 18
x = 9 the number of 1-peso coins
x + 4 = 13 number of 5-peso coins
9(1) = P 9.00

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 13(5) = 65.00
P 74.00 the amount of money he has
Check: 9(1) + 13(5) ≟ 74

9 + 65 = 74

74 = 74 It’s correct!
9 + 13 ≟ 22
22 = 22 It’s correct!

2. Representation: Let x = the number of 1-peso coins

4x = the number of 25-centavo coins
1(x) = the value of the 1-peso coins
0.25(4x) = the value of the 25-centavo coins
Equation: 1(x) + 0.25(4x) = P24.00
1x + 1 = 24
2x = 24
x = 12 the number of 1-peso coins
4x = 48 the number of 25-centavo coins
Check: 12(1) + 0.25(48) ≟ P24

P12 + P12 = 24

24 = 24

Lesson 4 Self-Check 4 page 15

1. Representation: Let x = the number of hours for A to make the trip

x + 1 = the number of hours for B to make the same trip
60(x) = distance covered by truck A
50(x + 1) = distance covered by truck B
Equation: 60x = 50(x + 1), since they traveled the same distance
60x = 50x + 50
-60x – 50x = 50
10x = 50
x = 5 hours for truck A
x + 1 = 6 hours for truck B
Check: 60(5) ≟ 50(5 + 1)

300 = 300

2. Let x = the average speed of the second boy

2x – 2 = the average speed of the first boy
15(x) = the distance covered by the second boy
15(2x – 2) = the distance covered by the first boy

22
 15x + 15(2x – 2) = 150
15x + 30x – 30 = 150
45x = 150 + 30
45x = 180
x = 4 m/s — second boy’s average speed
2x – 2 = 2(4) – 2 = 6 m/s — first boy’s average speed

Lesson 5 Self-Check 5 page 16

1. Let x = Jose’s age

x + 8 = Roger’s age
x – 5 = Jose’s age 5 years ago
x + 8 – 5 = Roger’s age 5 years ago

x + 8 – 5 = 2(x - 5) + 1
x + 3 = 2x – 10 + 1
2x – 10 + 1 = x + 3
2x – x = 9 + 3
x = 12 yrs — the age of Jose
x + 8 = 20 yrs — the age of Roger

2. Let x = the age of Jimmy

x + 4 = the age of Jopi

x + x + 4 = 40
2x = 40 – 4
2x = 36
x = 18 — age of Jimmy
x + 4 = 22 — age of Jopi

Lesson 6 Self-Check 6 page 19

1. Let x = age of the first girl

x + 1 = the age of the second girl
x + 2 = the age of the third girl

x + x + 1 + x + 2 > 39 – x
3x + 3 > 39 – x
3x + x > 39 – 3
4x > 36
x>9
The least possible ages of the girls are 9, 10, and 11.

2. Let x = the first number

2x + 4 = the second number

23
 x + 2x + 4 > 35
2
3x + 4 > 70
3x > 70 – 4
3x > 66
x > 22
The smallest possible number is 23.

Posttest page 20

1. d 4. a
2. b 5. a
3. c

END OF MODULE

BIBLIOGRAPHY

Fuller, G. (1977). College algebra. (4th ed). New York, NY: Van Nostrand Company.

Leithold, L. (1989). College algebra. USA: Addison-Wesley Publishing Company, Inc.

Mckeague, C.P. (1990). Intermediate slgebra: A text/workbook. (3rd ed). USA: Harcourt
Brace Jovanovich, Inc.

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