<:#260,10224><:f240,QCourier New,0,0,0>Note that in all the following setups, SOA exercises can be printed
<:#260,10224><:f240,QCourier New,0,0,0>to the screen. Note! This is provided as a convenience only; to
<:#260,10224><:f240,QCourier New,0,0,0>allow the user a preview prior to printing. SOA exercises are not
<:#260,10224><:f240,QCourier New,0,0,0>interaction programs. These are printed exercises. The display
<:#260,10224><:f240,QCourier New,0,0,0>scrolls by very quickly, but a touch of the space bar will stop the
<:#260,10224><:f240,QCourier New,0,0,0>display. Touching it again will recommence the display.
<:#260,10224><:f240,QCourier New,0,0,0>
<:#260,10224><:f240,QCourier New,0,0,0>*********
<:#260,10224><:f240,QCourier New,0,0,0>SETUP ONE
<:#260,10224><:f240,QCourier New,0,0,0>*********
<:#520,10224><:f240,QCourier New,0,0,0>SOA is configured to print using HP IIIP, (PCL-4), printer codes. This is
<:f><:f240,QCourier New,0,0,0>pretty much an industry standard today. If your printer responds to
<:#260,10224><:f240,QCourier New,0,0,0>this standard, and if it is not a laser printer (see below), the
<:#260,10224><:f240,QCourier New,0,0,0>operating procedures are very brief:
<:#260,10224><:f240,QCourier New,0,0,0>
<:#780,10224><:f240,QCourier New,0,0,0> If SOA is on floppy disk, command Install origin space destination. For example, if the software is in B: drive and you wish to operate the programs from hard disk --
<:#780,10224><:f240,QCourier New,0,0,0>and follow directions. While in the SOA directory, command SOA, and you will be put into the MENU immediately. Use
<:f><:f240,QCourier New,0,0,0>the cursor up/down keys to highlight your choice and hit RETURN
<:f><:f240,QCourier New,0,0,0>(ENTER).
<:#260,10224><:f240,QCourier New,0,0,0>
<:#1040,10224><:f240,QCourier New,0,0,0>If operating from the Information systems version, (i,e., CompuServe), place the off-loaded ".EXE" file in a separate directory and expand. Then command SOAV9, (or whatever version is prevalent), and initial decompression an "un-a
rchiving" will take place. Then command --
<:#1560,10224><:f240,QCourier New,0,0,0>INSTALL C: C: or INSTALL C: D: or whatever origin and destination drives are applicable, and follow directions. The software will be decompressed into its final version and placed in appropriate directories. (Note that one direct
ory will be "DBASE," which, apparently, is not an uncommon name, so some care and/or "prevention" might be in order.)
<:#260,10224><:f240,QCourier New,0,0,0>
<:f240,QCourier New,0,0,0>You will be left in the destination drive, directory SOA. Command
<:f><:f240,QCourier New,0,0,0>SOA and the MENU will appear. <:f><:f240,QCourier New,0,0,0>Choose exercises by highlighting the appropriate program and hitting
<:f><:f240,QCourier New,0,0,0>RETURN, (Enter). Choices are prompted or are otherwise
<:f><:f240,QCourier New,0,0,0>self-explanatory. Difficulty level is adjusted by choosing lower or
<:f><:f240,QCourier New,0,0,0>higher coefficients, normally in the range of one to nine. Choose
<:f><:f240,QCourier New,0,0,0>"s" for Screen, if you wish to preview an exercise first. While
<:f><:f240,QCourier New,0,0,0>choosing a given exercise, accepting all the prompts unaltered -- by
<:f><:f240,QCourier New,0,0,0>merely hitting RETURN (ENTER) each time -- will yield a representative exercise.<:p<* >>
<:#260,10224><:f240,QCourier New,0,0,0>*********
<:#260,10224><:f240,QCourier New,0,0,0>SETUP TWO
<:#260,10224><:f240,QCourier New,0,0,0>*********
<:#260,10224><:f240,QCourier New,0,0,0>Wherein the printer is not HP PCL-4/5 compatible, or the user has a
<:#260,10224><:f240,QCourier New,0,0,0>non-laser printer, Command PSETUP, (that is, highlight the command and
<:#260,10224><:f240,QCourier New,0,0,0>press return). A listing will be provided. If the user's printer is
<:#260,10224><:f240,QCourier New,0,0,0>contained therein, or if there is one listed that has comparable
<:#260,10224><:f240,QCourier New,0,0,0>printer-codes; then choose "e," and input the printer filename with
<:#260,10224><:f240,QCourier New,0,0,0>or without the ".PRN" appendage. Those with laser printers, use
<:#260,10224><:f240,QCourier New,0,0,0>"HPLASER.PRN," notwithstanding IBM or Epson compatibility. The
<:#780,10224><:f240,QCourier New,0,0,0>reasons relate to proper spacing in the printed exercises. After choosing an appropriate printer, the user
<:f><:f240,QCourier New,0,0,0>will then be returned to the menu. Printer configuration is now
<:f><:f240,QCourier New,0,0,0>complete. Proceed as above.
<:#212,10800><:f200,QCourier New,0,0,0> 6x 4x a + b a - b
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<:#212,10800><:f200,QCourier New,0,0,0>34. The length of a rectangle is 11 35. Mary is five years older than
<:#212,10800><:f200,QCourier New,0,0,0> inches less than three times its Sue. 10 years ago, she was
<:#212,10800><:f200,QCourier New,0,0,0> width. If the perimeter is 154 twice as old as Sue. How old
<:#212,10800><:f200,QCourier New,0,0,0> inches, find the length and width. are the two girls now?
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<:#212,10800><:f200,QCourier New,0,0,0>36. One integer is two more than twice 37. If Brandon mows the lawn 3 hrs.,
<:#212,10800><:f200,QCourier New,0,0,0> another. If their sum is 53, and Larry does the same job in
<:#212,10800><:f200,QCourier New,0,0,0> Find the two integers. 5 hours, how long would it take
<:f200,QCourier New,0,0,0> both to mow the lawn together?<:f240,QCourier New,0,0,0><:p<* >><:f><:f200,QCourier New,0,0,0>wp.1a Algebra Word problems Name ____________________________ Period _______
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0> Word problems, single subject, single variable
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>1. Seven more than three times a number is 41 2. Six more than a number increased by
<:#212,10800><:f200,QCourier New,0,0,0> more than the number. Find the number. the number is 40. Find the number.
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<:f200,QCourier New,0,0,0> 3. Five less than two times a number is 261. 4. Three times the sum of four and an
<:f200,QCourier New,0,0,0> Find the number. integer is the same as18 increased by
<:f200,QCourier New,0,0,0> the integer. Find the integer.
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<:#212,10800><:f200,QCourier New,0,0,0>5. Three less than three times a number is the 6. Seven less than 6 times a number is
<:#212,10800><:f200,QCourier New,0,0,0> same as five less than twice the number. the same as the number decreased by
<:f200,QCourier New,0,0,0> Find the number. two. Find the number.<:p<* >><:f><:f200,QCourier New,0,0,0>wp.1a Name _____________________________ Period ________
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>7. Five more than the twice the sum of a 8. A certain number is 27 more than
<:#212,10800><:f200,QCourier New,0,0,0> number and 15 is 32 more than the four times itself. Findthe number.
<:#212,10800><:f200,QCourier New,0,0,0> number. Find the number.
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<:#212,10800><:f200,QCourier New,0,0,0>9. Six less than 4 times the sum of a number 10. Five times the difference: 16 minus a
<:#212,10800><:f200,QCourier New,0,0,0> and three is 6 times the number. Find number is 5 more thanten times the
<:#212,10800><:f200,QCourier New,0,0,0> number. Find the number. Find the number.
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<:#212,10800><:f200,QCourier New,0,0,0> 11. Seven times the sum of three times a 12. 6 times the difference: 7 minus two
<:#212,10800><:f200,QCourier New,0,0,0> number and four is 217. Find the two times the number is 55 plus the
<:f200,QCourier New,0,0,0> number. number. Find the number.<:p<* >><:f><:f200,QCourier New,0,0,0>wp.1b Name __________________________________ Period
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0> Word problems, single variable, multiple subject
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<:#212,10800><:f200,QCourier New,0,0,0>1. The sum of two consecutive integers is 2. The sum of three consecutive integers
<:#212,10800><:f200,QCourier New,0,0,0> -17. Find the integers. is 279. Find the integers.
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<:#212,10800><:f200,QCourier New,0,0,0>3. Find four consecutive integers whose sum 4. Find two consecutive integers whose
<:#212,10800><:f200,QCourier New,0,0,0> is -130. sum is -25.
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<:#212,10800><:f200,QCourier New,0,0,0>5. Find two consecutive integers such that four 6. Find three consecutive integers such
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> times the smaller minus three times the that the sum of the first and third
<:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0>larger is 0. is 40.<:p<* >><:f><:f200,QCourier New,0,0,0>Wp.1b Name _______________________________ Period ___________
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<:#212,10800><:f200,QCourier New,0,0,0>7. Find two consecutive integers such that 8. Find 3 consecutive odd integers such
<:#212,10800><:f200,QCourier New,0,0,0> twice the smaller decreased by the larger that their sum decreased by the second
<:#212,10800><:f200,QCourier New,0,0,0>9. The sum of two consecutive odd integers 10. Find 3 consecutive even integers such
<:#212,10800><:f200,QCourier New,0,0,0> is -76. Find the integers. that the sum of the first 2 is 10 more
<:#212,10800><:f200,QCourier New,0,0,0> than the third.
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<:#212,10800><:f200,QCourier New,0,0,0> 11. Find three consecutive odd integers if 12. Find 4 consecutive even integers if
<:#212,10800><:f200,QCourier New,0,0,0> the largest is nine more than twice the the largest is 2 less than twice the
<:f200,QCourier New,0,0,0> smallest. smallest.<:p<* >><:f><:f200,QCourier New,0,0,0>wp.1b Name ___________________________________ Period ___________
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<:#212,10800><:f200,QCourier New,0,0,0>13. Find four consecutive odd integers such 14. Find 3 consecutive even integers such
<:#212,10800><:f200,QCourier New,0,0,0> that twice the smaller decreased by the that the sum of the first and third
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> larger equals 53. is 272.
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<:#212,10800><:f200,QCourier New,0,0,0>15. The sum of three consecutive even inte- 16. Find 3 consecutive integers if twice the
<:#212,10800><:f200,QCourier New,0,0,0> gers is 240. Find the integers largest is four less than the smallest.
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<:#212,10800><:f200,QCourier New,0,0,0>17. The sum of three consecutive odd integ- 18. Find 4 consecutive odd integers if 3
<:#212,10800><:f200,QCourier New,0,0,0> gers is 243. Find the integers. times the smallest is five more than
<:f200,QCourier New,0,0,0> twice the largest.<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.2a Name _____________________________________ Period _________
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<:#212,10800><:f200,QCourier New,0,0,0> Word Problems, perimeters, double variable
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>1. The length of a rectangle is 7 times its 2. The perimeter of a triangle is 45 ins.
<:#212,10800><:f200,QCourier New,0,0,0> width. The perimeter is 64 centimeters. The second side is 13 more than the
<:#212,10800><:f200,QCourier New,0,0,0> Find the length and width. first. The third side is two times the
<:#212,10800><:f200,QCourier New,0,0,0> first. Find each side.
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<:#212,10800><:f200,QCourier New,0,0,0>3. The length of a rectangle is eight more 4. A football field is 12 yards less than
<:#212,10800><:f200,QCourier New,0,0,0> than twice its width. The perimeter is 112 twice as long as it is wide. If its
<:#212,10800><:f200,QCourier New,0,0,0> inches. Find the length and the width. perimeter is 456 yards, find the
<:#212,10800><:f200,QCourier New,0,0,0> length<:f><:f200,QCourier New,0,0,0> and width.<:f>
<:#212,10800><:f200,QCourier New,0,0,0>
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<:#424,10800><:f200,QCourier New,0,0,0>5. The length of a rectangle is three feet 6. The perimeter of a rectangle is 68 feet. less than 3 times its width. The peri- The length exceeds the width by two feet.
<:#212,10800><:f200,QCourier New,0,0,0> meter is 66 feet. Find the length and Find the length and width.
<:f200,QCourier New,0,0,0> width.<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.2a Name ___________________________________ Period _________
<:#212,10800><:f200,QCourier New,0,0,0>
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<:#212,10800><:f200,QCourier New,0,0,0>7. The base of an isosceles triangle is eight 8. One of two congruent sides of an isos-
<:#212,10800><:f200,QCourier New,0,0,0> inches. The perimeter is 30 inches. Find celes triangle is 7 ft. The perimeter
<:#212,10800><:f200,QCourier New,0,0,0> the lengths of the two congruent sides. is 24 feet. Find the base.
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<:#212,10800><:f200,QCourier New,0,0,0> 9. A square and an equilateral triangle have 10. Each side of an equilateral triangle
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> the same perimeter. Each side of the is two feet more than each side of a
<:#212,10800><:f200,QCourier New,0,0,0> square is 12 feet. Find the length of square. Their perimeters are the
<:#212,10800><:f200,QCourier New,0,0,0> each side of the triangle. same. Find the length of each side
<:#212,10800><:f200,QCourier New,0,0,0> of the triangle.
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<:#212,10800><:f200,QCourier New,0,0,0>11. The length of a rectangle is 6 feet less 12. The length of a rectangle is 2 feet more
<:#212,10800><:f200,QCourier New,0,0,0> than twice its width. The perimeter is than 3 times its width. The perimeter
<:f200,QCourier New,0,0,0> 126 feet. Find the length and width. is 156 feet. Find the length and width.<:p<* >><:f><:f200,QCourier New,0,0,0>wp.2a Name __________________________________ Period _____________
<:#212,10800><:f200,QCourier New,0,0,0>
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<:#212,10800><:f200,QCourier New,0,0,0>13. The base of an isosceles triangle is 13 14. A square has sides 2 feet less than the
<:#212,10800><:f200,QCourier New,0,0,0> inches. The perimeter is 33 inches. Find sides of an equilater triangle. If the
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> the lengths of the equal sides. perimeters are the same, find the
<:#212,10800><:f200,QCourier New,0,0,0> length of the sides of the square.
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<:#212,10800><:f200,QCourier New,0,0,0>15. The length of a rectangle is six feet 16. The length of a rectangle is two feet
<:#212,10800><:f200,QCourier New,0,0,0> greater than its width. The perimeter less than twice its width. If the
<:#212,10800><:f200,QCourier New,0,0,0> is 40 feet. Find the length and width. perimeter is 68 yards, find the
<:#212,10800><:f200,QCourier New,0,0,0> length and width.
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<:#212,10800><:f200,QCourier New,0,0,0>17. The base of an isosceles triangle is 8 18. One of two congruent sides of an isos-
<:#212,10800><:f200,QCourier New,0,0,0> inches. The perimeter is 30 inches. Find celes triangle is seven feet. The
<:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> the lengths of the two congruent sides. perimeter is 24 feet. Find the base.<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.2a Name ___________________________________ Period ___________
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>19. A square and an equilateral triangle have 20. Each side of an equilateral triangle is
<:#212,10800><:f200,QCourier New,0,0,0> the same perimeter. Each side of the two more than each side of a square.
<:#212,10800><:f200,QCourier New,0,0,0> square is 12 feet. Find the length of Their perimeters are the same. Find
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> each side of the triangle. thelength of each side of the triangle.
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<:#212,10800><:f200,QCourier New,0,0,0> 21. The length of a rectangle is six feet 22. The length of a rectangle is three feet
<:#212,10800><:f200,QCourier New,0,0,0> less than twice its width. The perimeter more than three times its width. The
<:#212,10800><:f200,QCourier New,0,0,0> is 126 feet. Find the length and width. perimeter is 158 feet. Find the length
<:#212,10800><:f200,QCourier New,0,0,0> and width.
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<:#212,10800><:f200,QCourier New,0,0,0>23. The base of an isosceles triangle is 11 24. A square has sides 3 feet less than
<:#212,10800><:f200,QCourier New,0,0,0> inches. The perimeter is 37 inches. the sides of an equilateral triangle.
<:#212,10800><:f200,QCourier New,0,0,0> Find the lengths of the sides If the perimeters are the same, find
<:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> the length of the sides of the square.<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.2b Name ______________________________________ Period ________
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<:#212,10800><:f200,QCourier New,0,0,0>1. Anna is four times as old as Ramon. In 2. Tom's age is twice Sue's age. Two years
<:#212,10800><:f200,QCourier New,0,0,0> four years, Anna will be only twice as ago, Tom was three times as old as Sue.
<:#212,10800><:f200,QCourier New,0,0,0> old as Ramon. How old are both today? How old are they now?
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<:#212,10800><:f200,QCourier New,0,0,0> 3. Johnny is 25 years older than Bob. In 15 4. June is 20 years older than Lea. 16
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0>years, Johnny will be twice as old as Bob. years ago, June was 3 times as old as
<:#212,10800><:f200,QCourier New,0,0,0> How old are they both now? Lea. How old are they both now?
<:#212,10800><:f200,QCourier New,0,0,0>
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<:#212,10800><:f200,QCourier New,0,0,0>5. George is 8 years older than his brother, 6. Pete is six years younger than Sue.
<:#212,10800><:f200,QCourier New,0,0,0> Sam. Five years ago, George was 3 times 9 years ago, Sue was twice Pete's Age.
<:f200,QCourier New,0,0,0> as old as Sam. How old are they now? How old are Pete and Sue today?<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.2b Name ____________________________________ Period _________
<:#212,10800><:f200,QCourier New,0,0,0>
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<:#212,10800><:f200,QCourier New,0,0,0>7. Lil is 5 years older than Mel. 6 years ago, 8. Joe is 18 years younger than Sammy.
<:#212,10800><:f200,QCourier New,0,0,0> Lil was twice as old as Mel. How old are In nine years, Joe will be one half
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> they now? Sammy's age. How old are they now?
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<:#212,10800><:f200,QCourier New,0,0,0>9. Mary is 16 years older than Jane. In nine 10. Bob is 10 years older than Tony. 17
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> years, Mary will be twice Jane's age. How years ago, Bob was 3 times Tony's
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> old are each now? age. How old are they now?
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<:#212,10800><:f200,QCourier New,0,0,0>11. Ella is one year more than 4 times May's 12. Six years hence, Able will be three
<:#212,10800><:f200,QCourier New,0,0,0> age. In seven years, Ella will be twice times Cain's age. Three years ago,
<:#212,10800><:f200,QCourier New,0,0,0> May's age. How old are each now? Able was 12 times Cain'sage. How
<:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> old are they now?<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.2c Name ____________________________________ Period ____________
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0> Word problems, wp.2c, two variable, mostly numbers
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>1. The sum of two numbers is 26. The se- 2. 7/10 of an audience was rotten. 129
<:#212,10800><:f200,QCourier New,0,0,0> cond number is 2 less than three times were okay. How many of the audience
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> the first. Find the numbers. were rotten?
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<:#212,10800><:f200,QCourier New,0,0,0> 3. The sum of two numbers is 21. One num- 4. One number is 7 more than twice
<:#212,10800><:f200,QCourier New,0,0,0> ber is three less than the other. Find another. The sum of the numbers is
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> the numbers. 55. Find the numbers.
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<:#212,10800><:f200,QCourier New,0,0,0> 5. The second of 2 numbers is 16 less than 6. The smaller of 2 numbers is 10 less than
<:#212,10800><:f200,QCourier New,0,0,0> three times the first. The sum of the 2 the larger. The sum of the numbers is
<:f200,QCourier New,0,0,0> numbers is 64. What are the numbers? 76. What are the numbers?<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.2c Name ____________________________________ Period __________
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>7. The second of two numbers is five times 8. The greater of two numbers is 3 more than
<:#212,10800><:f200,QCourier New,0,0,0> the first. Their sum is 42, find the twice the smaller. Their sum is 24.
<:#212,10800><:f200,QCourier New,0,0,0>17. There are 135 quarters and half-dollars 18. Paula had 7 times as many nickels as
<:#212,10800><:f200,QCourier New,0,0,0> in a tray. If there is $46.75 in all, quarters. If the value of her coins was
<:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> how many coins of each are in the tray? $1.80, how many quarters did she have?<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.2d Name ______________________________________ Period _________
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#424,10800><:f200,QCourier New,0,0,0>19. In changing a dollar bill, Ted received 20. Chris had five times as many nickels as three more dimes than quarters. How quarters. Their value was $1.50. How
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> How many quarters did he receive? many nickels did she have?
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<:#212,10800><:f200,QCourier New,0,0,0>21. A collection contains 70 coins in nickels 22. A cash box with quarters and half
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> and dimes. If there is $5.85 in total, dollars contains $7.75. If there are
<:#212,10800><:f200,QCourier New,0,0,0> how many nickels and dimes are there? a total of 24 coins in the box, how
<:#212,10800><:f200,QCourier New,0,0,0> many of each type of coin are there
<:#212,10800><:f200,QCourier New,0,0,0> in the box?
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<:#212,10800><:f200,QCourier New,0,0,0>23. John has a set of new nickels and pen- 24. Joseph has six more dimes than nickels.
<:#212,10800><:f200,QCourier New,0,0,0> nies. If he has 90 coins all told, He has twice as many quarters than dimes.
<:#212,10800><:f200,QCourier New,0,0,0> how many of each type did he have? If he has 46 coins in total, how many
<:f200,QCourier New,0,0,0> nickels, dimes and quarters does he have?<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.2e Name __________________________________ Period _______
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0> Word problems, two variables, rate
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<:#212,10800><:f200,QCourier New,0,0,0>1. A train left a city at 10 AM. A bus left 2. At Noon, Fred and Jim were 320 km apart &
<:#212,10800><:f200,QCourier New,0,0,0> at 2 PM in the opposite direction at 30 starting toward each other. If Jim was
<:#212,10800><:f200,QCourier New,0,0,0> mph. If they were 680 miles apart at doing 20 m/hr., and they met at 4 PM, how
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> 6 PM, at what speed was the train going? fast was Fred going?
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<:#212,10800><:f200,QCourier New,0,0,0> 3. Ann drove to Globe in 4 hrs. and came 4. A car made the trip in 12 hrs. The bus
<:#212,10800><:f200,QCourier New,0,0,0> back in three. Her speed coming back made the same trip in 16 hours. The bus
<:#212,10800><:f200,QCourier New,0,0,0> was 11 mph greater than her speed go- rate was 15 mph less than the car's. How
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> ing. What were her speeds each way? fast did the car go?
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<:#212,10800><:f200,QCourier New,0,0,0> 5. A plane flies 900 miles with a tail wind 6. A prop-driven aircraft flies 1800 miles
<:#212,10800><:f200,QCourier New,0,0,0> in two hours. The sam wind exist on the in six hours. It flies the return trip
<:f200,QCourier New,0,0,0> return trip, with the plane traveling at at the same TAS and with the same wind
<:f200,QCourier New,0,0,0> the same true Air Speed (TAS). What was in nine hours. What is the wind and
<:f200,QCourier New,0,0,0> the wind and the TAS? the True Air Speed?<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.2e Name ______________________________________ Period _________
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>7. A plane and a train make the same trip 8. Mary canoed upstream to Kiska in nine
<:#212,10800><:f200,QCourier New,0,0,0> The plane averages 420 mph; the train hours. Traveling at the same speed and
<:#212,10800><:f200,QCourier New,0,0,0> 60 mph. If the train takes 18 more hours with the same current, she returned in
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> for the trip, how far did they travel? three hours. How fast was the current?
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<:#212,10800><:f200,QCourier New,0,0,0> 9. A bus trip of 300 miles would take 4/5 as 10. A plane flies 120 mph in still air
<:#212,10800><:f200,QCourier New,0,0,0> long if its speed was increased by 15 (TAS). Going, the plane flew 700 miles
<:#212,10800><:f200,QCourier New,0,0,0> mph. What is the new speed of the bus? with a tail wind. Coming back, the
<:#212,10800><:f200,QCourier New,0,0,0> plane flew 500 miles in the same time.
<:#212,10800><:f200,QCourier New,0,0,0> What was the speed of the wind?
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<:#212,10800><:f200,QCourier New,0,0,0>11. A train left the station at 80 mph. A plane 12. Eddy motored upstream against the
<:#424,10800><:f200,QCourier New,0,0,0> traveling in the same direction left 12 current in six hours. He came down-
<:f><:f200,QCourier New,0,0,0> hours later and overtook the train in two
<:f><:f200,QCourier New,0,0,0>stream<:f><:f200,QCourier New,0,0,0> in two. If he could motor 4
<:#424,10800><:f200,QCourier New,0,0,0> hours. How fast did the airplane fly? mph in the absence of current, how far was it
<:f><:f200,QCourier New,0,0,0>upstream? <:f><:f200,QCourier New,0,0,0>What was the
<:#212,10800><:f200,QCourier New,0,0,0>
<:f><:f200,QCourier New,0,0,0>current?<:f>
<:f200,QCourier New,0,0,0>
<:f><:f200,QCourier New,0,0,0><:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.3a Name ___________________________________ Period _______
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<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0> Word problems, quadratics
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>1. The sum of two numbers is 16. The sum 2. A rectangle has a perimeter of 26 inches
<:#212,10800><:f200,QCourier New,0,0,0> of their squares is 130. Find the and an area of 40 square inches. Find
<:#212,10800><:f200,QCourier New,0,0,0> numbers. the sides.
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<:#212,10800><:f200,QCourier New,0,0,0>3. The length of a rectangle is 7 inches 4. The difference between two numbers is
<:#212,10800><:f200,QCourier New,0,0,0> more than its width. Its diagonal is 17 nine. The sum of their squares is 261.
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> inches. Find its length and width. Find the numbers.
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<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0> 5. The sum of two numbers is nine. The 6. The difference between two numbers is
<:#212,10800><:f200,QCourier New,0,0,0> The difference of their reciprocals is three. The difference between their
<:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> 1/20. Find the numbers. reciprocals is 3/28. Find the numbers.<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.3a Name ___________________________________ Period ________
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>7. The length of a rectangle is seven inches 8. A rectangle has an area of 104 square
<:#212,10800><:f200,QCourier New,0,0,0> more than its width. If its diagonal is inches and a perimeter of 42 inches.
<:#212,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> 13 inches, find the sides. Find the length and the width.
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0> 9. The difference between two numbers is 10. The sum of 2 numbers is 18. The sum of
<:#212,10800><:f200,QCourier New,0,0,0> five. The difference between their their squares is 170. Find the
<:#212,10800><:f200,QCourier New,0,0,0> squares is 95. Find the numbers. numbers.
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>11. The perimeter of a rectangle is 42 inches. 12. The difference between 2 numbers is 2.
<:#496,10800><:f200,QCourier New,0,0,0> <:f><:f200,QCourier New,0,0,0> The difference between the squares of The difference between their rec<:f><:f200,QCourier New,0,0,0>ipro-
<:f><:f200,QCourier New,0,0,0>sides is 105 inches. Find the sides.
<:f><:f200,QCourier New,0,0,0> cals<:f> <:f200,QCourier New,0,0,0>is 8/5. Find the two numbers.<:f>
<:f200,QCourier New,0,0,0><:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.4a Name __________________________________ Period ________
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0> Word problems, multiple subjects, fractional equations
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>1. Ellen does the kitchen alone in seven 2. Sam and Pete do the paint job in four
<:#212,10800><:f200,QCourier New,0,0,0> hours. It takes her husband two hours hours working together. It takes Pete
<:#212,10800><:f200,QCourier New,0,0,0> additional if he does it alone. How long nine hours to do it by himself. How long
<:#212,10800><:f200,QCourier New,0,0,0> would it take them to do the kitchen would it take Sam to do the paint job by
<:#212,10800><:f200,QCourier New,0,0,0> together?
<:f><:f200,QCourier New,0,0,0> himself?
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>3. Sam built his boat in six months. Joe built 4. May can clean the office in 5 hours.
<:#212,10800><:f200,QCourier New,0,0,0> a boat like it in three months. If they had Working together, Susan and May can
<:#212,10800><:f200,QCourier New,0,0,0> long would it have taken to build one boat. clean it in three hours. How long
<:#212,10800><:f200,QCourier New,0,0,0> would it take Susan to clean the
<:#212,10800><:f200,QCourier New,0,0,0> office
<:f><:f200,QCourier New,0,0,0>alone?<:f>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>5. Ed can paint the house in 3 days. Pat can 6. Elspeth can clean the house in seven
<:#212,10800><:f200,QCourier New,0,0,0> clean it in 5. Working together, Ed, Pat hours. Together with Calpernia and
<:#212,10800><:f200,QCourier New,0,0,0> and Sam can paint the house in 1 day. How Elspeth can clean the house in four
<:#212,10800><:f200,QCourier New,0,0,0> long would it take Sam to paint it alone? hours. How long would it take
<:f200,QCourier New,0,0,0> Calpernia to clean the house alone?<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.4a Name _______________________________ Period _________
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>7. Sister Kate can illuminate the manuscript 8. Battery A can police the field in 15
<:#212,10800><:f200,QCourier New,0,0,0> in nine days. Sr. Mary can do the same job minutes. Bat. B can do the same field
<:#212,10800><:f200,QCourier New,0,0,0> in eight days. The Prioress can do the same in 12 minutes. Battery C, the "Ace" of
<:#212,10800><:f200,QCourier New,0,0,0> illumination in six days. If they all work their Regiment, can police the field in
<:#212,10800><:f200,QCourier New,0,0,0> together, how long would it take to illumi- in eight minutes. How long would it
<:#212,10800><:f200,QCourier New,0,0,0> nate the manuscript? take all three batteries to police the
<:#212,10800><:f200,QCourier New,0,0,0> field together?
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0> 9. MOG-1 can bring down an office build- 10. Sam can put together 17 models in nine
<:#212,10800><:f200,QCourier New,0,0,0> ing in 18 hours. Working together with hours. Working with Alloysius, he can
<:#212,10800><:f200,QCourier New,0,0,0> MOG-3, he could do the same wrecking put together 17 models in just four hrs.
<:#212,10800><:f200,QCourier New,0,0,0> job in eight hours. How long would it How long would it take Aloysius to put
<:#212,10800><:f200,QCourier New,0,0,0> take MOG-3 to wreck the building, if he together 17 models if he was obliged to
<:#212,10800><:f200,QCourier New,0,0,0> was doing it alone? work by himself?
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>11. The Mace Const. Co. builds $10,000 12. Sam can paint a standard Mobil station
<:#212,10800><:f200,QCourier New,0,0,0> worth of widgets in seven days. Toge- in 10 days. Pete can do the job in
<:#212,10800><:f200,QCourier New,0,0,0> ther with the J. Kaye & Sons, they can eight days. Together, George, Sam and
<:#212,10800><:f200,QCourier New,0,0,0> build $10,000 worth of widgets in two Pete can do the job in three days. How
<:#212,10800><:f200,QCourier New,0,0,0> days. How long would it take J. Kay & long would it take George to paint the
<:f200,QCourier New,0,0,0> Sons to do $10,000 worth alone? station, if he worked alone?<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.5a Name _______________________________ Period __________
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0> Word problems, two variables, digit-reversal, etc.,...
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>1. The sum of the digits of a two-digit in- 2. The second digit of a 2 digit integer is
<:#212,10800><:f200,QCourier New,0,0,0> teger is 15. If the digits are reversed, twice the first. If the digits are
<:#212,10800><:f200,QCourier New,0,0,0> the new integer is 69 less than twice the reversed, the new integer is just 12 less
<:#212,10800><:f200,QCourier New,0,0,0> old. Find the original integer. than twice the old. Find the original
<:#212,10800><:f200,QCourier New,0,0,0> integer.
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>3. The sum of the digits of a two-digit inte- 4. The sum of the digits of a two-digit
<:#212,10800><:f200,QCourier New,0,0,0> ger is 13. If the digits are reversed, the integer is 12. If the digits of the
<:#212,10800><:f200,QCourier New,0,0,0> new integer is 27 less than the original. original integer are reversed, the new i
<:#424,10800><:f200,QCourier New,0,0,0> Find the original integer. integer is 15 more than twice the old. Find
<:f><:f200,QCourier New,0,0,0>the original integer.<:f>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>5. One digit of a two-digit integer is two 6. The difference between the digits of a
<:#212,10800><:f200,QCourier New,0,0,0> more than twice the other. If the digits positive, two-digit integer is one. If
<:#212,10800><:f200,QCourier New,0,0,0> are reversed, the resulting integer is 45 the digits are reversed, the resulting
<:#212,10800><:f200,QCourier New,0,0,0> more than the original. Find the ori- integer is 47 less than twice the
<:f200,QCourier New,0,0,0> ginal integer. original. Find the original integer.<:p<* >>
<:#212,10800><:f200,QCourier New,0,0,0>wp.5a Name _________________________________ Period ________
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>7. *The first digit of a three-digit integer is 8. *The sum of the digits of a 3 digit
<:#212,10800><:f200,QCourier New,0,0,0> twice the second. The sum of the digits integers 16. The third digit is three
<:#212,10800><:f200,QCourier New,0,0,0> is 15. If the digits are reversed, the resul-
<:f><:f200,QCourier New,0,0,0>more than the 1st. If the digits are
<:#212,10800><:f200,QCourier New,0,0,0> ting integer is 471 more than the original. reversed, the resulting integer is 241
<:#212,10800><:f200,QCourier New,0,0,0> Find the original integer. less than the original. Find the
<:#212,10800><:f200,QCourier New,0,0,0> original integer.
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0> Word Problems, quadratics
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>9. The length of a rectangle is two feet more 10. One side of a right triangle is two
<:#212,10800><:f200,QCourier New,0,0,0> than 3 times its width. If its area is 85 inches more than twice the other. If
<:#212,10800><:f200,QCourier New,0,0,0> square feet, what are its dimensions? its area is 30 square inches, how
<:#212,10800><:f200,QCourier New,0,0,0> large are the two sides?
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>
<:#212,10800><:f200,QCourier New,0,0,0>11. 221 barrels were set up in a rectangular 12. *Two pictures had the same shape with
<:#212,10800><:f200,QCourier New,0,0,0> array. If there were four more rows than their lengths twice their widths. The
<:#212,10800><:f200,QCourier New,0,0,0> columns, how many rows were there? length of the larger was 10 inches
<:#212,10800><:f200,QCourier New,0,0,0> more than the smaller. If their areas
<:#212,10800><:f200,QCourier New,0,0,0> differed by 250 square inches, what
<:f200,QCourier New,0,0,0> were their dimensions?<:p</@>3>
<:#212,3344><:f200,QCourier New,0,0,0>
<:h<*.>
<:f240,QCourier New,0,0,0>Skill-Oriented Algebra <:P181,78, Page > IBM PC & Compatibles<:f>
<:f200,QCourier New,0,0,0>ANSWER KEY
<:#212,3344><:f200,QCourier New,0,0,0>SF.1A
<:#212,3344><:f200,QCourier New,0,0,0>
<:#212,3344><:f200,QCourier New,0,0,0>1. {Q, R}
<:#212,3344><:f200,QCourier New,0,0,0>2. {N, W, I, Q, R}
<:#212,10512><:f200,QCourier New,0,0,0> y = mx + b
<:#212,10512><:f200,QCourier New,0,0,0>
<:#212,10512><:f200,QCourier New,0,0,0><[>lineqs] Linear equations, two variables. Options are as listed below:
<:#212,10512><:f200,QCourier New,0,0,0>
<:#424,10512><:f200,QCourier New,0,0,0> 1. Finding equations given the slopes or y-intercepts and one
<:f><:f200,QCourier New,0,0,0>ordered pair of integers with--
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<:#212,10512><:f200,QCourier New,0,0,0> a. Slopes or y-intercepts given directly.
<:#212,10512><:f200,QCourier New,0,0,0> b. Slopes or y-intercepts given indirectly.
<:#212,10512><:f200,QCourier New,0,0,0>
<:#212,10512><:f200,QCourier New,0,0,0> 2. Finding slopes or full equations given two ordered pairs of
<:#212,10512><:f200,QCourier New,0,0,0> integers.
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<:f200,QCourier New,0,0,0> 3. A two page test with all the options listed above.<:p<* >><:f><:f200,QCourier New,0,0,0><[>simeqs] Simultaneous equations, two variables. All equations are given in
<:#212,10512><:f200,QCourier New,0,0,0> standard form, e.g., Ax + By = C. *Options are as listed below:
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<:#212,10512><:f200,QCourier New,0,0,0> 1. Plotting two equations, finding "intersection".
<:#212,10512><:f200,QCourier New,0,0,0> 2. Finding intersections (solutions) by substitution.
<:#212,10512><:f200,QCourier New,0,0,0> 3. Finding intersections by addition and subtraction.
<:#212,10512><:f200,QCourier New,0,0,0> 4. Finding intersections by method of matrices.
<:#212,10512><:f200,QCourier New,0,0,0> 5. Sequenced mix of all exercises listed above.
<:#212,10512><:f200,QCourier New,0,0,0> 6. A two-page test with all the options listed above.
<:#212,10512><:f200,QCourier New,0,0,0>
<:#212,10512><:f200,QCourier New,0,0,0>*One further option is offered that generates equations in two, three or four
<:#212,10512><:f200,QCourier New,0,0,0>variables. Non-independent sets are sometimes generated. The user must command
<:#212,10512><:f200,QCourier New,0,0,0>small "coefficients" to increase this possibility. The program then checks for
<:#212,10512><:f200,QCourier New,0,0,0>linear dependence and identifies sets with non-independent equations: no
<:#212,10512><:f200,QCourier New,0,0,0>"solutions." Occasionally, these equations are used (at the board) to illustrate
<:#212,10512><:f200,QCourier New,0,0,0>the power of the "matrix" method. Discretion is advised.
<:#212,10512><:f200,QCourier New,0,0,0>
<:#212,10512><:f200,QCourier New,0,0,0>trifact] Quadratic equations, employing all variations except equations with
<:#212,10512><:f200,QCourier New,0,0,0> 4. Sequential mix, all types, one page.
<:#212,10512><:f200,QCourier New,0,0,0> 5. A two page test with all the options listed above.
<:#212,10512><:f200,QCourier New,0,0,0>
<:#212,10512><:f200,QCourier New,0,0,0>
<:#212,10512><:f200,QCourier New,0,0,0>
<:#212,10512><:f200,QCourier New,0,0,0><[>quad] Quadratic equations, standard forms, with real or complex solutions,
<:s><:#212,10512><:f200,QCourier New,0,0,0> user's choice. In the public schools, this subject area is often
<:f200,QCourier New,0,0,0> deferred to advanced algebra.<:f><:f240,QCourier New,0,0,0><:p</@>5>
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<:#260,10512><:f240,QCourier New,0,0,0>
<:#260,10512><:f240,QCourier New,0,0,0> A WORD OF CAUTION
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<:#2860,10512><:f240,QCourier New,0,0,0> SOA lends itself to individualization, obviously, since the exercises are self-contained with answers provided. Students can work directly on the exercise sheets. But the user (teacher) is strongly advised against "individua
lization," at least, as a classroom practice The author was in-class director of a two-year, Title 1 experiment with individualized instruction in Mathematics, Basic Skills. The test program was amply funded and staffed, and meticulously prepared. The tea
chers all worked very hard to make the program a <:f><:f240,QCourier New,0,0,0>success. But results were nil. After two years, standardized tests showed our students had not advanced at all. They did not even show the limited advancement that so-called l
ow achievers might be expected to attain in regular classes.
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<:#260,10512><:f240,QCourier New,0,0,0>
<:#1820,10512><:f240,QCourier New,0,0,0> That was long ago. In the intervening years, I have observed this phenomena repeatedly and discussed it with my associates at length. This was their experience too. Despite the assurances of academia, "individualization" do
es not work; at least, not in our public schools. This is particularly true with Computer Assisted In- struction, (CAI), wherein students interact directly with the computer. After an initial enthusiasm, lasting no more than one to two weeks, they all "tu
rn off."
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<:#1560,10512><:f240,QCourier New,0,0,0> The reason? Frankly I don't know. But I can hazard an educated guess. We are all social creatures. We all work best when we work together. Collaterally, we all -- young and old -- learn best when we learn together. This
is particularly true with young students, since there are no others so closely attached to their group as, for example, high school and junior high school students.
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<:#1040,10512><:f240,QCourier New,0,0,0> But by its very nature, "individualization" isolates students. Students are more or less "on their own" to work "at their own pace." In fact, they don't work at all. Some even openly rebel. This has been my experience in e
very case with "individualization."
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<:f240,QCourier New,0,0,0> Now contrast this with the military experience. The armed services teach "en masse." They have to. They have no choice. And yet, they routinely take high school drop-outs and make good soldiers of them. "Individualization
" was never an option for them, but they would not have pursued that course in any case. They had long since discovered that students (servicemen) learn best when they learn together.<:f><:f240,QCourier New,0,0,0><:p</@>2>
<:#520,10512><:f240,QCourier New,0,0,0>1. Micrsoft Corporation, for their very excellent Quick Basic Programming System and their free and easy licensing requirements.
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<:#1040,10512><:f240,QCourier New,0,0,0>2. The Honeywell Corporation in Phoenix, Arizona, for their equipment and the liberal allowance of central processor time on their new (at the time -- 1974-1976) 2,000 series computer. I still retain their or
iginal tapes.
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<:#260,10512><:f240,QCourier New,0,0,0>3. To my many associates who over the years gave<:f><:f240,QCourier New,0,0,0> valuable suggestions.
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<:#520,10512><:f240,QCourier New,0,0,0>4. To the Dysart School District in Peoria, Arizona, for allowing me a to "experiment" with my Algebra 1 classes.
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<:#1300,10512><:f240,QCourier New,0,0,0>5. To my mathematics students both at the Sunnyslope Elementary School in Phoenix, Arizona, where it all began in 1974; and to my algebra students at Dysart High School, who over the four years SOA "alg
ebra" was in process, made this old man look very good indeed.