Algebra 1 Problems of the Week Ebook

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Algebra 1 (2010)

The Problem

A pentomino is an arrangement of 5 squares placed together

so that each square shares at least one side with another

square. In this problem, pretend that ants always crawl to the

right and down as they go from point A to point X. If each ant

must take a different path, determine which pentomino shape

below will permit the most ants to arrive at point X.

Strategies and Hints

1. Be certain that you understand the conditions of the

problem. Which two directions can ants travel?

Which directions can they not travel?

2. Try solving the problem using �easier� pentominoes such

as these.

3. Simplify the original problem by having the ants always

begin by following paths for which the beginning two

moves are down.

4. Number the corners as you go from 1 to the end with the

number of ways it is possible to get to each corner. Many

of the outside points will have the number 1.

Problem-of-the-WeekPuzzling Pentomino Paths

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Algebra 1

X

A

X

A

A

X

A

X

Problem-of-the-WeekA Disturbing Distribution

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Algebra 1

The Problem

There is a distributive property for multiplication over addition.

Do you think there is a distributive property for addition over

multiplication? Such a property would be represented by the

algebraic sentence, a + (b ⋅ c) = (a + b) ⋅ (a + c).

Does this property hold for whole numbers? Try it by letting

a = 2, b = 3, and c = 4.

Does the property hold for fractions? Try some and see. Now

test the property for a = , b = , and c = . Find other

combinations of fractions for which the statement is true. What

relationship must the fractions have for them to satisfy the

statement? Explain why the statement is true for fractions with

this relationship.


1. Express the fractions you use with common denominators.

2. What is the sum of each set of fractions that you can use in

the statement?

3. To explain why this happens, use fractions such as , ,

and to do the arithmetic.

Extensions

1. Do these fractions also satisfy a possible distributive

property of subtraction over multiplication?

2. Do these fractions satisfy possible distributive properties of

addition or subtraction over division?

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c__de__

f

a__b

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7__12

Problem-of-the-WeekBaffling Birthdays

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Algebra 1

The Problem

Suzanne was having a party at her house. The group was

discussing birthdays and talking about planning parties. After

listening for a while Suzanne said, �There is something

interesting about my birthday. Two days ago I was 13, but next

year I�ll be 16.� If Suzanne was telling the truth, what kind of

party was she having?


1. Read the problem carefully so you understand exactly what

Suzanne said.

2. List several kinds of parties Suzanne might be having.

3. Determine the dates of specific types of parties. For

example, a Valentine�s Day party would occur on February

14.

4. What important things would you list if you were making a

chart to solve this problem?

Problem-of-the-WeekPop Your Balloon

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Algebra 1

The Problem

The Fantasy Travel Agency is offering 25% off the

admission fee to an amusement park to people who can

win this contest against another player. The object is to pop

the last of 21 balloons that are tied together for the contest.

The rules are:

1. There are 21 balloons in a bunch.

2. Two players must take turns popping exactly 1 or 2

balloons on each of their turns.

3. The player who pops the last balloon is the winner of

the contest and gets the prize.

Can you figure out how to win the prize each time you

take part in the contest?


1. Can you make this an easier problem? Could you start

with fewer than 21 balloons?

2. Are there some �good� numbers of balloons you want

to use?

3. Are there some �bad� numbers of balloons you don�t

want your opponent to use?

4. What number is a �good� number for you just before

you get to 10? What would be a number that could help

you get to that number?

5. Do �good� numbers have a property that you can

describe?

Extensions

1. How would you win if there were 15 balloons and each

of you could pop exactly 1, 2, or 3 balloons?

2. How would your strategy change if the player who

pops the last balloon loses?

Problem-of-the-WeekBanner Bonanza

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Algebra 1

The Problem

The school band is making a large banner for its annual fall

concert. After the band members worked for one hour, the

band director entered the room and asked how many feet long

the completed banner would be. The trombone section leader

replied, �We�re not sure. The trombone section and the

clarinet section work at different rates, but we are sure that

the length of the banner will be 40 feet and the total

banner�s length.�

How long will the banner be?


1. If the band director told the group that the banner should

be more than 45 feet long, what would be their reply?

2. Could the algebra teacher have helped the band teacher

determine how long the banner would be? How?

3. Identify the variables for the problem and write an

equation.

Extension

If the length of another banner made by the clarinet section is

15 feet plus of the length of the total banner, how long is

their banner?

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Problem-of-the-WeekA Printer�s Problem

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Algebra 1

The Problem

A printing company agreed to publish a book about Western

history. When they were numbering the pages of the book,

they noticed that they had used 2989 digits. How many pages

long was the book they agreed to publish?


1. Simplify the problem.

2. See if you can identify the pattern for different numbers

of pages.

3. Try to estimate the solution.

Problem-of-the-WeekMovie Madness

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Algebra 1

The Problem

José and Mike are members of a school video club. They

were discussing sharing homemade videotapes. When

José asked to borrow Mike�s videos, Mike replied: �Each

video completely fills one videotape. I have just one

videotape at home. However, I used to have lots of

tapes. I gave of my videotapes plus a tape to JoAnne.

I gave of my remaining videotapes and a tape to

Maritza. Lastly, I gave of my remaining videotapes and

a tape to Jeff.�

How many videotapes did Mike have originally? Why

could JoAnne, Maritza, and Jeff watch all of the

videotapes that Mike gave them?


1. Be sure you understand the conditions of the problem.

Discuss with others how Mike can share a videotape.

2. Try to solve the problem using smaller numbers of

videotapes. For instance, you might try 7 or 8 tapes.

3. Make a chart using different numbers of videotapes.

Extension

If the video club used the procedure Mike followed and

gave videotapes to 12 students, how many tapes did they

have in their library?

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Problem-of-the-WeekSpooky Spelunking

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Algebra 1

The Problem

Travis and Maria are avid spelunkers (cave explorers). Most

of the caves they explore have many chambers with one, two,

or more openings in and out of them. The cave they just

entered is very strange. After they go through any opening, a

boulder or pile of rocks falls into the opening, closing the

pathway behind them. Travis and Maria are excellent

spelunkers and can eventually find their way out of any room

or chamber if all of the openings are not blocked. Determine

whether it will be possible for them to escape the spooky cave

shown or whether they will become trapped in one of the

chambers.


1. Look at a smaller problem. What if there are only one or

two chambers in the cave?

2. Consider a variety of possible number of openings into

each room.

Extensions

1. Make a general rule stating when a path always can or

cannot be found through a cave.

2. Draw a new cave from which a person could always

escape and another cave from which a person might not

escape.

Entrance

Exit

Problem-of-the-WeekAcross the Desert

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Algebra 1

The Problem

As a member of an archeology team, it is your task to check

the security of one of the sites your team wants to excavate.

The site is located 400 miles away from the base camp, across

a desolate desert. The pickup truck you will use can carry 400

miles worth of fuel. In order to make the round trip to and

from the site, you will need to make some partial trips to

deposit fuel along the way to replenish what you need on the

final trip. What is the most efficient trip you can plan and still

have fuel to return to the base camp? The most efficient trip

means that you should make the least number of partial trips

possible and travel the least number of total miles.


1. Draw a picture to illustrate the problem.

2. Try various combinations of distances you go and the

amounts you deposit.

3. Simplify the problem with smaller amounts.

Problem-of-the-WeekRunning Around

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Algebra 1

The Problem

The Big Spring School Board wants to build two separate

tracks, each 440 yards long, for the ninth- and tenth-grade

students. However, they have only a limited amount of land

available. They finally decide to build the track for the ninth

grade students inside the track for the tenth grade students.

Their athletic director presents the following diagram for their

consideration. Determine the length of x and y so that each

track is 440 yards long.


1. How are the lengths of x and y related?

2. Make charts for three more possible sets of tracks.

Consider the lengths of both the inside and outside tracks

and the given distances when making your new charts.

3. Writing an equation for each track would be useful.

Problem-of-the-WeekCollecting Creatures

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Algebra 1

The Problem

Jonathan and Tiana are collecting creatures for a science

project. So far they have spiders, flies, and worms. Mr. Logan,

their science teacher, asked them how many of each they had.

Having just come from algebra class, they said, �We have 18

creatures in all, and the total number of legs if 68.� Can Mr.

Logan determine how many spiders, flies, and worms

Jonathan and Tiana have? Is there more than one possible

solution to the problem? If so, find all possible solutions.


1. Identify what you know about all the creatures.

2. Break the problem into parts.

3. Making a table will be helpful.

Extension

Create a similar problem with other animals. For example,

suppose the creatures are mice, beetles, and spiders. How

many of each are there, if there were 8 animals in all with a

total of 44 legs?

Problem-of-the-WeekShall We Ride or Walk?

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Algebra 1

The Problem

A bus with 12 basketball players broke down in a town 20

miles from its destination. The coach�s car was available but

could carry only 4 players at a time. Also, it could travel only

20 miles per hour because of the traffic. The players said they

could walk at 4 miles per hour when they were not riding.

Suppose the coach took 4 of them part way, came back for 4

more and took them part way, and then came back for the last

4. How could they all get to their scheduled basketball game

at the same time?


1. Draw a diagram.

2. Work an easier problem where the coach�s car can

take of the players at a time, the distance is closer,

and the players can walk as fast as the car can travel.

3. Don�t forget the time for the return trips of the car.

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Problem-of-the-WeekDivide and Conquer

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Algebra 1

The Problems

A. George and Raphael work at a kennel. One day

they are told to move gates into a 20 ft × 20 ft

pen so that 9 dogs can be separated. The dogs

must also stay as far apart from each other as

possible (see diagram). When they check their

supplies, they find four gate sections 10 feet

long and four other fence sections that are a little

more than 14 feet long. If they are not allowed

to bend or cut the gates, and if some dogs can

have more space than others, how can they fence

in the dogs if they decide to build square fences?

B. If x = 2, evaluate the expressions and then draw

four straight lines to separate the square area

into 11 smaller areas such that the sum of the

expressions in each area is 14.


Problem A

1. Be sure to keep the dogs in their approximate positions.

2. Think about how squares could be drawn inside the total

area.

3. Try to solve the problem ignoring the given lengths.

Problem B

1. Find ways to divide a plane into 11 parts using three

straight lines.

2. Think about the location of lines in relationship to the

value of the algebraic expressions.

Problem-of-the-WeekMoney Counts

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Algebra 1

The Problem

The following cryptic message is perhaps one of the most

widely-known mathematical puzzles. The object is to

determine the digits represented by the letters.


1. Assign some values for the letters in the words �SEND�

and �MORE.� Try to identify patterns.

2. Write down the basic facts where the addends are different

and the sum is more than ten.

3. Keep track of which digits you have used.

4. Try this easier problem. It has more than one solution.

O N E+ S I X_______

7 7 7

Problem-of-the-WeekSouvenir Sale

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Algebra 1

The Problem

Teresa is taking a vacation in Mexico. She wants to buy

souvenirs that cost $10.00, $3.00, or $0.50. If she wants to

spend exactly $100.00 and buy at least one of each type of

souvenir, how many items at each price should she buy?


1. Write at least two equations to show the relationships.

2. It may be easier to work the problem with $ instead

of $0.50.

3. Consider only integer solutions.

4. Make a graph.

5. Try some possible combinations to see patterns.

Extension

Work the problem using souvenir prices of $7.00, $3.00,

and $0.25.

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Problem-of-the-WeekJohnny Appleseed Dilemmas

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Algebra 1

The Problems

1. Luis has 9 pecan trees, planted in a 3 by 3 array. He has a

machine that will help him pick the pecans, but it is large

and difficult to turn. Therefore, Luis wants to drive the

machine to every tree by driving it in only 4 straight lines.

Show him how he can do this.

2. The Peterson family has 9 fruit trees to plant in their yard.

In order to remember when the trees were planted, they

want to plant them in 10 rows, because Mr. and Mrs.

Peterson have been married 10 years. They have 3

children, so they want to plant the trees with 3 in each

row. Draw diagram to show how they can plant the trees.


1. Think creatively!

2. Are you being limited by the usual way that you look

at problems?

3. Think of unusual ways to satisfy the conditions of the

problem.

Problem-of-the-WeekCutting Corners

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Algebra 1

The Problem

The rhombus pictured can be divided into two congruent

shapes in two ways by the dashed lines in the accompanying

figure.

Below are four more figures that can each be divided into two

congruent shapes.

Trace each figure and draw lines that will divide the figure

into two congruent shapes.


1. Look for lines of symmetry.

2. Use more than one line to divide the figure.

3. Cut the shapes out of paper and then use scissors to

determine parts that are congruent.

��

��

��

��

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Problem-of-the-WeekFollow Along

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Algebra 1

The Problem

Robbie and Bret wanted to trace the figures pictured below

without lifting their pencil or retracing any path. After several

tries, they decided that some of the figures could not be traced

in this manner. Determine which of the figures could be

traced and which could not be traced, and show how to trace

the ones that are possible. Lastly, state a rule that may be used

to determine �traceable� figures.


1. Determine how many different starting places there are

in the figures.

2. Start at different places.

3. Make a chart listing the number of lines that must be

traced and the number of vertices in each figure.

4. Draw some figures of your own and add the data to

your chart.

Problem-of-the-WeekCalculated Cuts

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Algebra 1

The Problem

Susan has a very long piece of string. She wants to cut it into

pieces, and she wonders whether the way the string is laid out

will affect the number of pieces she will get. She is considering

laying the piece in a straight line (_____), in a circle (O), in a

half circle (O), or in the shape of an S. Each cut Susan makes

will be a vertical cut across the shape she makes, and it will be

parallel to the other cuts. If she does not care about the size of

the pieces, how many pieces will be made from each

configuration when she makes 100 cuts in each? For the circle

arrangement, you may assume the first cut passes through the

point where the ends of the string meet.


1. Think about making the problem simpler. What if Susan

makes fewer than 100 cuts?

2. Record what you know in a table.

3. Do you see patterns in the numbers in the table(s)? Can you

express these patterns in general, using a variable?

Extensions

1. Can the same number of pieces be made from both a line

arrangement and from a circular arrangement? Why or

why not?

2. If you want to make exactly 31 pieces, which

arrangement(s) could you use? Which one(s) could you

not use?

Problem-of-the-WeekCreative Map Coloring

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Algebra 1

The Problem

For geography class you are to draw and color a map of North

and South America. Before you start, you need to know

whether or not you have enough colored pencils to color the

map. You do not want to waste time shopping if you don�t

need to. In order to be sure others can read your map, you

must never color adjacent regions the same color. (Regions

are not considered adjacent if they have only one point in

common.) Consider the two simple maps below. How many

colors are needed for each of these? How many colors will

you need to color the map of North and South America?


1. Work on special cases, making them progressively more

complex.

2. Use as few colors as possible, adding a new color only

when it is necessary.

Problem-of-the-WeekCutting the Cube

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Algebra 1

The Problem

Mr. Lim had a large wooden cube that measured 4 inches

on each edge. He wanted to cut it into 64 smaller cubes that

measured 1 inch on each edge. If he rearranged the pieces

before each cut, what is the least number of cuts he would

have to make?


1. Simplify the problem.

2. Are there fewer cuts if Mr. Lim is allowed to restack

the cubes?

Problem-of-the-WeekTroublesome Toothpicks

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Algebra 1

The Problem

For this problem you actually will be solving several

problems by rearranging toothpicks into different

configurations with given properties. Good Luck!

1. In the figure shown, 13 toothpicks have made a

shape with 6 equal areas. Use 12 toothpicks to

create a shape that also has 6 regions of equal area.

a. Using the shape you formed above, remove 4

toothpicks to make 3 triangles.

2. With 9 toothpicks, make the figure at the right.

a. Remove 3 toothpicks to make 1 triangle.

b. Remove 6 toothpicks to make 1 triangle.

c. Remove 2 toothpicks to make 3 triangles.

d. Remove 3 toothpicks to make 2 triangles.

e. Remove 2 toothpicks to make 2 triangles.

f. Remove 4 toothpicks to make 2 triangles.

3. With 12 toothpicks, make 5 squares in such a way

that you can do the following.

a. Remove 4 toothpicks to make 1 square.

b. Remove 4 toothpicks to make 2 squares.

c. Remove 2 toothpicks to make 3 squares.

d. Remove 1 toothpicks to make 3 squares and 1

rectangle.

e. Remove 2 toothpicks to make 1 square and 2

rectangles.

4. With 6 toothpicks, make 4 equilateral triangles.


1. Use actual toothpicks to solve the problems.

2. Find other 5-square arrangements.

3. Consider different-sized squares.

Problem-of-the-WeekSharing the Royal Stallions

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Algebra 1

The Problem

The king of a small European monarchy wants to divide 11

horses in the royal stable among his three children. The oldest

child is to receive of the horses, the middle child is to

receive of the horses, and the youngest is to get of the

horses. The workers in the stable cannot think of a way to

divide the 11 horses among the three children according to the

king�s wishes. While they are working on the problem, the

king rides up on his own horse and says, �Now that I am here,

I can help you. If you think about it, now your problem

should be easy.�


1. How is the king able to help the workers?

2. Is it important that the king rode up on his horse?

3. How many horses are needed so that the worker can give

the children , , and of the total?

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Problem-of-the-WeekClass Collection

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Algebra 1

The Problem

Mrs. Muniz�s algebra class was collecting money for a party.

The class decided that each student should give the same

amount of money. They collected a total of $9.61. If everyone

used 5 coins, how many nickels were collected?


1. Try some possibilities.

2. What are the most nickels and the least nickels that could

have been collected?

3. Make up and solve an easier problem.

Problem-of-the-WeekTennis Tournament

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Algebra 1

Team 1

Team 2

Team 3

Bye

Team 1

Team 3

Team 1

The Problem

The intramural tennis club in South Bend, Indiana wants to

schedule a single elimination tournament to name their city�s

champion doubles team. There will be 17 teams in the

tournament. If each doubles team must either play or be

granted a �bye� in each round, how many games and byes

must be scheduled in order to produce one champion? How

many games and byes must be scheduled if Indianapolis had

72 tennis teams? The chart below shows the tournament

arrangement if there were 3 teams.


1. Draw a chart to show all the games scheduled.

2. If the teams just kept playing until all were eliminated

and no �byes� were granted, how many games would be

played?

3. How does the fact that teams must play or have a �bye� at

each level of elimination affect the total number of games?

Extensions

1. Find a pattern for the number of �byes� granted given

various numbers of teams.

2. Find a pattern for the number of games played given

various numbers of teams.

Problem-of-the-WeekALGEBRA Count

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Algebra 1

The Problem

In the diagram below, the world �ALGEBRA� is written in

the shape of a diamond. As you see, starting with either the

top or the middle A�s, there are many routes by which you can

spell �ALGEBRA.� Exactly how many routes are there?


1. Try drawing lines through the possibilities so that you do

not count one route twice or leave out one route.

2. Look for a pattern you can use.

3. Try the problem using a shorter word such as �MATH.�

Problem-of-the-WeekRectangle Rampage

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Algebra 1

The Problem

How many rectangles of any size are there in an 8-by-8

checkerboard?


1. Have you tried simplifying the problem? Start with a grid

that is smaller than 8-by-8.

2. Consider the squares separately from the other rectangles.

3. Record your data in a table or an organized listing.

4. Do you see any patterns in the numbers that can help you

determine the answer without counting all possibilities?

Problem-of-the-WeekA Principal�s Dilemma

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Algebra 1

The Problem

On the last day of school, Ms. Jones, the principal of George

Washington High School, wanted the school�s entire student

body to walk together from the school�s entrance to the

football stadium for an awards assembly. In planning the day,

she thought about having the students walk in rows of either

10, 9, 8, 7, 6, or 5 students each. But in each case, the last

row only has one student based on the average daily

attendance. Finally, the principal decided the students could

walk to the stadium any way they wanted. Assuming that the

enrollment of the high school is less than 3,000, what is the

average daily attendance?


1. How would you solve the problem if there had not been

one student extra each time?

2. Solve a simpler problem, in which the principal is

concerned only with rows of, say, 10 or 9?

3. Could the principal have had the students walk in pairs

with no one walking alone?

Problem-of-the-WeekThe Locker Problem

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Algebra 1

The Problem

A new high school has just been opened, with an enrollment

of 1000 students. The school has 1000 lockers, numbered 1 to

1000, to accommodate them. On the first day of school, all

1000 lockers are closed and all 1000 students are outside

waiting to be let into the building. The first student enters and

opens all of the lockers. The second student follows and

closes every second locker, beginning with the second locker.

The third student enters the school and reverses every third

locker beginning with locker 3 (i.e., if the locker is closed it is

opened and vice versa). This procedure is continued until all

1000 students have passed by all the lockers. When they

finish, which lockers will be open?


1. Simplify the problem by considering fewer than 1000

lockers.

2. Make a table to help organize your information.

3. Look for a pattern in the numbers.

Extensions

Explain why the lockers end up the way they do.

Problem-of-the-WeekA Weighty Problem

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Algebra 1

The Problem

Five thrifty, but ingenious, high

school girls want to weigh themselves

on a coin-operated scale. They want to

pay only once. Two of the girls climb

onto the scale, drop in the coin, and

record their combined weight. One

girl gets off the scale, another girl gets

on, and they record their combined

weight. This continues until the girls

have the following weights recorded:

188, 192, 196, 199, 203, 204, 207,

208, 212, and 219. Now they ask you

to tell them their individual weights.

Can you?


1. Create your own simpler problem with just 3 people. Can

you determine a method of solution for this simpler

problem?

2. Identify the girls by letter. How many possible pairs can

you make?

3. How many times is each girl weighed?

4. Can you calculate the girls� total weight?

Problem-of-the-WeekFeeding the Monkeys

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Algebra 1

The Problem

Your job is to feed the monkeys at the local zoo. There are 15

monkeys, and you have 39 bananas to share equally among

them. You may cut the bananas into pieces. What is the

minimum number of pieces you need to make? What is the

minimum number of cuts you can make to create these pieces?


1. Drawing a figure may help you.

2. Simplify the problem by using smaller numbers.

Problem-of-the-WeekKnight Moves

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Algebra 1

The Problem

The Champions Chess Club was

discussing the moves of the chess pieces

when their sponsor, Mr. Martinez, posed

the following problem: �We know that

in chess a knight moves to the opposite

corner of a 3 × 2 rectangle and that we

have two white and two black knights.

If we put the black and white knights on

the opposite corners of a 3 × 3 section

of checkerboard (see diagram), what is

the least number of moves it will take to

interchange their positions?


1. Make sure you know exactly how a knight in chess

moves.

2. Simulate the problem using pennies and nickels on a 3 × 3

piece of graph paper.

3. Describe the two different types of first moves. How many

different second moves are there for each of the two

different first moves?

4. Number the squares and assign letters to the knights.

Record your moves by a notation such as A-6, which

means knight A moves to square 6.

5. Simplify the problem by using only one white and one

black knight placed on diagonal corners of a 3 × 3 square.

6. Draw lines from the center of each square to the center of

the square where it might possibly move.

Problem-of-the-WeekHiking Trips

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Algebra 1

The Problem

Four couples on the faculty of Charlotte Public Schools hike

together in the Smoky Mountains every spring. The men�s

names are Ken, Ernesto, Charles, and Dan. The women�s

names are Carmen, Eva, Dawn, and Kate. Use the following

clues to determine each set of husbands and wives.

1. Dawn is Ken�s sister.

2. Kate has two brothers, but her husband is an only child.

3. Dan was best man at Dawn�s wedding.

4. The names of Carmen and her husband both begin with

the same initials.


1. List all of the possible combinations.

2. Make a table in which to record data.

3. State explicitly any assumptions you make.

4. Determine what is impossible as well as what is possible.

Problem-of-the-WeekEight Is Known

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Algebra 1

The Problem

Teresa and Sylvia were reviewing long division when they

came upon the following problem:

The �X�s� represent digits from 0-9, and any digit may be

used more than once. At first they thought that it would be

impossible to get only one answer for the problem, however

after working on it for quite a while, they were able to

determine all the numbers. See if you can solve the problem.


1. Look carefully at the problem. Do you notice anything

special? What?

2. Think about what you know about both division and

subtraction.

3. Is there anything special about �bringing down� two digits

at a time?

Problem-of-the-WeekNo Time to Waste

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Algebra 1

The Problem

Mr. Hansen wants to make 3 slices of French bread into Texas

toast. Only 2 slices of bread will fit into his pan at a time. It

takes him 5 seconds to put a slice of bread into the pan or

take it out of the pan, and it takes 1 minute to fry each slice of

bread. What is the shortest length of time Mr. Hansen needs

to fry 3 slices of bread?


1. Do you use the same units of measure throughout the

problem?

2. On which action (toasting, turning, moving) should you

concentrate?

3. All slices of bread can be toasted.

4. Flipping the toast is an important part of the problem.

Problem-of-the-WeekMoving Martians

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Algebra 1

The Problem

Three friendly Martians land in a vast open area, near a river.

Three campers find the Martians and want to take them to a

nearby city. However, before they can get to the campers�

trucks, they must cross a river in a small fishing boat. The

boat will hold only two �beings� (human or Martian) at a

time. How can the three campers and three Martians cross the

river? The number of Martians can never exceed the number

of campers (for obvious reasons!).


1. Draw a diagram or use objects to represent the people and

the Martians.

2. Make a table.

3. Try to make the total crossing in the least number of trips.

It can be done in less than 12 trips.

http://glencoe.mcgraw-hill.com/sites/0078884802/

Algebra 1 (2010)

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Documents

Algebra 1 Problems of the Week Ebook