Percent and Proportions In previous lessons, you were shown how to convert a decimal to a percent and a percent to a decimal.

Thus, if you were asked to Find 15% of 120, you would multiply .15 by 120, to get an answer of 18. But what would you do if you given this problem: 8 is what percent of 20? In this problem, the percent is the unknown quantity! We need to figure out how to find this unknown quantity. Every statement of percent can be expressed verbally as: "One number is some percent of another number." Percent statements will always involve three numbers. For example: ____ is ____ % of ____. In the problem, 8 is what percent of 20?, the number 8 is some percent of the number 20. Looking at this problem, it is clear that 8 is the part and 20 is the whole. Similarly, in the statement, "One number is some percent of another number.", the phrase "one number" represents the part and "another number" represents the whole. Thus the statement, " One number is some percent of another number.", can be rewritten: "One number is some percent of another number.", becomes, "The part is some percent of the whole."

From previous lessons we know that the word "is" means equals and the word "of" means multiply. Thus, we can rewrite the statement above: The "The part is some percent of the becomes the statement: whole.", equation: the some part = percent x the whole

Since a percent is a ratio whose second term is 100, we can use this fact to rewrite the equation above as follows: the part = some percent x the whole becomes: the part = x the whole

Dividing both sides by "the whole" we get the following proportion:

Since percent statements always involve three numbers, given any two of these numbers, we can find the third using the proportion above. Let's look at an example of this. Problem 1: If 8 out of 20 students in a class are boys, what percent of the class is made up of boys? Analysis: In this problem, you are being asked 8 is what percent of 20? You are given two numbers from the proportion above and asked to find the third. The percent is the unknown quantity in this problem. We need to find this unknown quantity. The phrase 8 is means that 8 is the part. The phrase what percent tells us that percent is the unknown quantity. This unknown quantity will be represented by x in our proportion. The phrase of 20 means that 20 is the whole. Substitute: Now we can substitute these values into our proportion.

Identify:

becomes Solve: Solution: Cross multiply and we get: 20x = 800 Divide both sides by 20 to solve for x and we get: x = 40 8 is 40% of 20. Therefore, 40% of the class is made up of boys.

Note that in Problem 1 we did not have to cross multiply to solve the proportion. We could have used equivalent fractions instead (i.e., since 20 multiplied by 5 equals 100, we get that 8 multiplied by 5 equals x, so x equals 40). In Problem 1 we were asked 8 is what percent of 20? and we found the solution by substituting into a proportion. But how would we solve this problem: 18 is 40% of what number? and how would we solve this problem: What is 20% of 45? We will look at these last two problems below. Problem 2: 18 is 40% of what number? Identify: The phrase 18 is means that 18 is the part. 40% means that 40 will replace percent in our proportion. The phrase of what number represents the whole and is the unknown quantity. We will let variablex represent this unknown quantity in our proportion. Substitute: Now we can substitute these values into our proportion. becomes Solve: Solution: Cross multiply and we get: 40x = 18(100) or 40x = 1800 Divide both sides by 40 to solve for x and we get: x = 45 18 is 40% of 45

Problem 3: What is 20% of 45? Identify: The phrase what is means represents the part and is the unknown quantity. We will let variablex represent this unknown quantity in our proportion. 20% means that 20 will replace percent in our proportion. The phrase of 45 means that 45 is the whole. Substitute: Now we can substitute these values into our proportion. becomes Solve: Solution: Cross multiply and we get: 100x = 45(20) or 100x = 900 Divide both sides by 100 to solve for x and we get: x = 9 9 is 20% of 45

In Problems 1, 2 and 3 we are given two numbers and asked to find the third by using a proportion. However, the unknown quantity was different for each problem. Let's compare these problems in the table below. Red is used for the unknown quantity in each problem. Problem 1 Problem 2 Problem 3

statement 8 is what percent of 20? 18 is 40% of what number? What is 20% of 45?

part percent whole

8 x = what percent 20

18 40% x = of what number

x = What is 20% 45

In Problem 1 we let x represent the unknown quantity "what percent"; in Problem 2 we let x represent the unknown quantity "of what number"; and in Problem 3 we let x represent the unknown quantity "What is." Thus, we solved three different percent problems, where in each problem, two numbers were given and we were asked to find the third. We did this by letting a variable represent the unknown quantity and then substituting the given values into a proportion to solve for the unknown quantity. Note that in all three percent statements, the whole always follows the word "of" and the part always precedes the word "is". This is not surprising since our original statement is, " One number is some percent of another number." Thus, we can revise our proportion as follows: becomes

Let's solve some more percent problems using proportions. Problem 4: Identify: What is 25% of 52? 25% means that 25 will replace PERCENT in our proportion. 52 is the whole and will replace OF in our proportion. The part is the unknown quantity and will be represented by p in our proportion. Now we can substitute these values into our proportion. becomes Solve: Solution: Cross multiply and we get: 100p = 52(25) or 100p = 1300 Divide both sides by 100 to solve for p and we get: p = 13 13 is 25% of 52

Substitute:

Note that we could restate this problem as, "Find 25% of 52", and get the same answer. However, in the interest of consistency, we will use proportions to solve percent problems throughout this lesson. In Problems 5 through 7, we will use n to represent the unknown quantity. Problem 5: Identify: What percent of 56 is 14? 56 is the whole and will replace OF in our proportion. 14 is the part and will replace IS in our proportion. PERCENT is the unknown quantity in our proportion, to be represented by n. becomes Cross multiply and we get: 56n = 14(100), or 56n = 1400 Divide both sides by 56 and we get: n = 25 25% of 56 is 14

Substitute: Solve: Solution:

Problem 6: Identify:

18 is 75% of what number? 18 is the part and will replace IS in our proportion. 75% means that 75 will replace PERCENT in our proportion. The whole is the unknown quantity in our proportion, to be represented by n. becomes Cross multiply and we get: 75n = 18(100) or 75n = 1800 Divide both sides by 75 and we get: n = 24 18 is 75% of 24 What is 15% of 200? 15% means that 25 will replace PERCENT in our proportion. 200 is the whole and will replace OF in our proportion. The part is the unknown quantity in our proportion, to be represented by n becomes Cross multiply and we get: 100n = 200(15) or 100n = 3000 Divide both sides by 100 and we get: n = 30 30 is 15% of 200

Substitute: Solve: Solution: Problem 7: Identify:

Substitute: Solve: Solution:

Now that we have solved a number of percent problems using proportions, we can go back to the type of problem presented at the beginning of this lesson: In Problems 8 through 10 we will solve real world problems, using different variables to represent the unknown quantity in each problem. Problem 8: At Little Rock School, 476 students ride their bike to school. If this number is 85% of the school enrollment, then how many students are enrolled? Identify: This problem can be rewritten as 476 is 85% of what number? 476 is the part and will replace IS in our proportion. The percent given is 85%. The whole is the unknown quantity, so y will represent the OF in our proportion. Substitute: becomes Solve: Solution: Cross multiply and we get: 85y = 47600 Divide both sides by 85 and we get: y = 560 There are 560 students enrolled at Little Rock School.

Problem 9: A football team won 75% of 120 games in a season. How many games is that? Identify: This problem can be rewritten as What is 75% of 120? 120 is the whole and will replace the OF in our proportion. The percent given is 75%. The part is the unknown quantity,

so p will represent the IS in our proportion. Substitute: Solve: Solution: becomes Cross multiply and we get: 100p = 9000 Divide both sides by 85 and we get: p = 90 The team won 90 games.

Problem 10: Jennie has $300 and she spends $15. What percent of her money is spent? Identify: This problem can be rewritten as $15 is what percent of $300? 15 is the part and will replace the IS in our proportion. 300 is the whole and will replace the OF in our proportion. Percent is the unknown quantity, so x will represent the PERCENT in our proportion. Substitute: becomes Solve: Solution: Summary: Cross multiply and we get: 300x = 1500 Divide both sides by 300 and we get: x = 5 Jennie spent 5% of her money. Every statement of percent can be expressed verbally as: "One number is some percent of another number." Percent statements will always involve three numbers. Given two of these numbers, we can find the third by substituting into one of the proportions below. OR In this lesson, we solved percent problems using proportions by following this procedure: 1. 2. 3. 4. 5. Read the percent problem. Identify what information is given. Identify what information is unknown. Use a variable to represent the unknown quantity. Set up a proportion for the problem by substituting the given information and the variable into one of the proportions listed above.

6. Evaluate and solve the proportion in Step 5 to find the unknown quantity. Exercises Directions: Solve each percent problem below using a proportion. If your answer is a percent, do NOT enter the percent symbol. Just enter the number. For each exercise below click once in the ANSWER BOX and then type in your answer; then click ENTER. Your answers should be given as whole numbers greater than zero. After you click ENTER, a message will appear in the RESULTS BOX to indicate whether your answer is correct or incorrect. To start over, click CLEAR. 1. What is 20% of 90?

ANSWER BOX: RESULTS BOX:

18

CLEAR

2. 14 out of 56 students got an A. What percent got an A?

25 CLEAR

ANSWER BOX: RESULTS BOX:

3. There are 18 girls in a class. If this is 40% of the class list, then how many students are in the class?
45 CLEAR

ANSWER BOX: RESULTS BOX:

4. In a school 25% of 312 students bring lunch from home. How many students is that?
78 CLEAR

ANSWER BOX: RESULTS BOX:

5. 12 out of 30 students studied Spanish. What percent studied Spanish?

40 CLEAR

ANSWER BOX: RESULTS BOX:

Adding To The Solution Mixture Problems: Example 1:

John has 20 ounces of a 20% of salt solution, How much salt should he add to make it a 25% solution? Solution: Step 1: Set up a table for salt.

original concentration amount

added

result

Step 2: Fill in the table with information given in the question. John has 20 ounces of a 20% of salt solution. How much salt should he add to make it a 25% solution? The salt added is 100% salt, which is 1 in decimal. Change all the percent to decimals Let x = amount of salt added. The result would be 20 + x.

original concentration amount 0.2 20

added 1 x

result 0.25 20 + x

Step 3: Multiply down each column.

original concentration amount multiply 0.2 20 0.2 20

added 1 x 1x

result 0.25 20 + x 0.25(20 + x)

Step 4: original + added = result 0.2 20 + 1 x = 0.25(20 + x) 4 + x = 5 + 0.25x Isolate variable x x 0.25x = 5 4

0.75x = 1

Answer: He should add

ounces of salt.

Removing From The Solution Mixture Problems: Example 2: John has 20 ounces of a 20% of salt solution. How much water should he evaporate to make it a 30% solution? Solution: Step 1: Set up a table for water. The water is removed from the original.

original concentration amount

removed

result

Step 2: Fill in the table with information given in the question. John has 20 ounces of a 20% of salt solution. How much water should he evaporate to make it a 30% solution? The original concentration of water is 100% 20% = 80% The resulted concentration of water is 100% 30% = 70% The water evaporated is 100% water, which is 1 in decimal. Change all the percent to decimals. Let x = amount of water evaporated. The result would be 20 x.

original concentration 0.8

removed 1

result 0.7

amount

20

20 x

Step 3: Multiply down each column.

original concentration amount multiply 0.8 20 0.8 20

removed 1 x 1x

result 0.7 20 x 0.70(20 x)

Step 4: Since the water is removed, we need to subtract original removed = result 0.8 20 1 x = 0.70(20 x) 16 x = 14 0.7x Isolate variable x x 0.7x = 16 14 0.3x = 2

Answer: He should evaporate 6.67 ounces of water.

Replacing The Solution Mixture Problems: Example 3: A tank has a capacity of 10 gallons. When it is full, it contains 15% alcohol. How many gallons must be replaced by an 80% alcohol solution to give 10 gallons of 70% solution? Solution: Step 1: Set up a table for alcohol. The alcohol is replaced i.e. removed and added.

original concentration

removed

added

result

amount Step 2: Fill in the table with information given in the question. A tank has a capacity of 10 gallons. When it is full, it contains 15% alcohol. How many gallons must be replaced by an 80% alcohol solution to give 10 gallons of70% solution? Change all the percent to decimals. Let x = amount of alcohol solution replaced.

original concentration amount 0.15 10

removed 0.15 x

added 0.8 x

result 0.7 10

Step 3: Multiply down each column.

original concentration amount multiply 0.15 10 0.15 10

removed 0.15 x 0.15 x

added 0.8 x 0.8 x

result 0.7 10 0.7 10

Step 4: Since the alcohol solution is replaced, we need to subtract and add. original removed + added = result 0.15 10 0.15 x + 0.8 x = 0.7 10 1.5 0.15x + 0.8x = 7 Isolate variable x 0.8x 0.15x = 7 1.5 0.65x = 5.5

Answer: 8.46 gallons of alcohol solution needs to be replaced. Mixing Quantities Of Different Costs Mixture Problems: Example 4:

How many pounds of chocolate worth $1.20 a pound must be mixed with 10 pounds of chocolate worth 90 cents a pound to produce a mixture worth $1.00 a pound? Solution: Step 1: Set up a table for different types of chocolate.

original cost amount

added

result

Step 2: Fill in the table with information given in the question. How many pounds of chocolate worth $1.20 a pound must be mixed with 10pounds of chocolate worth 90 cents a pound to produce a mixture worth $1.00 a pound? Let x = amount of chocolate added.

original cost amount 0.9 10

added 1.2 x

result 1 x + 10

Step 3: Multiply down each column.

original cost amount multiply 0.9 10 0.9 10

added 1.2 x 1.2 x

result 1 x + 10 1 (x + 10)

Step 4: original + added = result 0.9 10 + 1.2 x = 1 (x + 10) 9 + 1.2x = x + 10 Isolate variable x 1.2x x = 10 - 9

0.2x = 1

Answer: 5 pounds of the $1.20 chocolate needs to be added.

Ratio problems: Two-term Ratios Example 1: In a bag of red and green sweets, the ratio of red sweets to green sweets is 3:4. If the bag contains 120 green sweets, how many red sweets are there? Solution: Step 1: Assign variables : Let x = red sweets Write the items in the ratio as a fraction.

Step 2: Solve the equation Cross Multiply 3 120 = 4 x 360 = 4x Isolate variable x

Answer: There are 90 red sweets.

Example 2: John has 30 marbles, 18 of which are red and 12 of which are blue. Jane has 20 marbles, all of them either red or blue. If the ratio of the red marbles to the blue marbles is the same for both John and Jane, then John has how many more blue marbles than Jane? Solution:

Step 1: Sentence: Jane has 20 marbles, all of them either red or blue. Assign variables: Let x = blue marbles for Jane 20 x = red marbles for Jane We get the ratio from John John has 30 marbles, 18 of which are red and 12 of which are blue.

We use the same ratio for Jane.

Step 2: Solve the equation Cross Multiply 3 x = 2 (20 x) 3x = 40 2x Isolate variable x

John has 12 blue marbles. So, he has 12 8 = 4 more blue marbles than Jane. Answer: John has 4 more blue marbles than Jane.

Ratio problems: Three-term Ratios Example 1: A special cereal mixture contains rice, wheat and corn in the ratio of 2:3:5. If a bag of the mixture contains 3 pounds of rice, how much corn does it contain? Solution: Step 1: Assign variables : Let x = amount of corn

Write the items in the ratio as a fraction.

Step 2: Solve the equation Cross Multiply 2x=35 2x = 15 Isolate variable x

Answer: The mixture contains 7.5 pounds of corn.

Example 2: Clothing store A sells T-shirts in only three colors: red, blue and green. The colors are in the ratio of 3 to 4 to 5. If the store has 20 blue T-shirts, how many T-shirts does it have altogether? Solution: Step 1: Assign variables : Let x = red shirts y = green shirts Write the items in the ratios as fractions.

Step 2: Solve the equation Cross Multiply both equations 3 20 = x 4 60 = 4x x = 15

5 20 = y 4 100 = 4y y = 25 The total number of shirts would be 15 + 25 + 20 = 60 Answer: There are 60 shirts. The formula for Work Problems that involve two persons is

This formula can be extended for more than two persons. It can also be used in problems that involve pipes filling up a tank. "Work" Problems: Two Persons Example 1: Peter can mow the lawn in 40 minutes and John can mow the lawn in 60 minutes. How long will it take for them to mow the lawn together? Solution: Step 1: Assign variables: Let x = time to mow lawn together Step 2: Use the formula:

Step 3: Solve the equation The LCM of 40 and 60 is 120 Multiply both sides with 120

Answer: The time taken for both of them to mow the lawn together is 24 minutes.

Work Problems: More than Two Persons Example 1: Jane, Paul and Peter can finish painting the fence in 2 hours. If Jane does the job alone she can finish it in 5 hours. If Paul does the job alone he can finish it in 6 hours. How long will it take for Peter to finish the job alone? Solution: Step 1: Assign variables: Let x = time taken by Peter Step 2: Use the formula:

Step 3: Solve the equation Multiply both sides with 30x

Answer: The time taken for Peter to paint the fence alone is

hours.

Work Problems: Pipes Filling up a Tank Example 1: A tank can be filled by pipe A in 3 hours and by pipe B in 5 hours. When the tank is full, it can be drained by pipe C in 4 hours. if the tank is initially empty and all three pipes are open, how many hours will it take to fill up the tank? Solution: Step 1: Assign variables: Let x = time taken to fill up the tank Step 2: Use the formula: Since pipe C drains the water it is subtracted.

Step 3: Solve the equation The LCM of 3, 4 and 5 is 60 Multiply both sides with 60

Answer: The time taken to fill the tank is "Work" Problems: Two Persons Example:

hours.

Peter can mow the lawn in 40 minutes and John can mow the lawn in 60 minutes. How long will it take for them to mow the lawn together? Solution: Step 1: Assign variables: Let x = time to mow lawn together Step 2: Use the formula:

Step 3: Solve the equation The LCM of 40 and 60 is 120 Multiply both sides with 120

Answer: The time taken for both of them to mow the lawn together is 24 minutes. Work Problems: More than Two Persons Example: Jane, Paul and Peter can finish painting the fence in 2 hours. If Jane does the job alone she can finish it in 5 hours. If Paul does the job alone he can finish it in 6 hours. How long will it take for Peter to finish the job alone? Solution: Step 1: Assign variables: Let x = time taken by Peter Step 2: Use the formula:

Step 3: Solve the equation Multiply both sides with 30x

Answer: The time taken for Peter to paint the fence alone is Work Problems: Pipes Filling up a Tank Example 1:

hours.

A tank can be filled by pipe A in 3 hours and by pipe B in 5 hours. When the tank is full, it can be drained by pipe C in 4 hours. if the tank is initially empty and all three pipes are open, how many hours will it take to fill up the tank? Solution: Step 1: Assign variables: Let x = time taken to fill up the tank Step 2: Use the formula: Since pipe C drains the water it is subtracted.

Step 3: Solve the equation The LCM of 3, 4 and 5 is 60 Multiply both sides with 60

Answer: The time taken to fill the tank is

hours.

Distance Problems: Traveling At Different Rates Example: A bus traveling at an average rate of 50 kilometers per hour made the trip to town in 6 hours. If it had traveled at 45 kilometers per hour, how many more minutes would it have taken to make the trip? Solution: Step 1: Set up a rtd table.

r Case 1 Case 2

Step 2: Fill in the table with information given in the question. A bus traveling at an average rate of 50 kilometers per hour made the trip to town in 6 hours. If it had traveled at 45 kilometers per hour, how many more minutes would it have taken to make the trip? Let t = time to make the trip in Case 2.

Case 1 Case 2

50 45

6 t

Step 3: Fill in the values for d using the formula d = rt

r Case 1 Case 2 50 45

t 6 t

d 50 6 = 300 45t

Step 4: Since the distances traveled in both cases are the same, we get the equation: 45t = 300 Isolate variable t

Step 5: Beware - the question asked for how many more minutes would it have taken to make the trip, so we need to deduct the original 6 hours taken.

Answer: The time taken would have been 40 minutes longer. Distance Problems: Traveling At Different Rates Example: A bus traveling at an average rate of 50 kilometers per hour made the trip to town in 6 hours. If it had traveled at 45 kilometers per hour, how many more minutes would it have taken to make the trip? Solution: Step 1: Set up a rtd table.

r Case 1 Case 2

Step 2: Fill in the table with information given in the question. A bus traveling at an average rate of 50 kilometers per hour made the trip to town in 6 hours. If it had traveled at 45 kilometers per hour, how many more minutes would it have taken to make the trip? Let t = time to make the trip in Case 2.

r Case 1 Case 2 50 45

t 6 t

Step 3: Fill in the values for d using the formula d = rt

r Case 1 Case 2 50 45

t 6 t

d 50 6 = 300 45t

Step 4: Since the distances traveled in both cases are the same, we get the equation: 45t = 300 Isolate variable t

Step 5: Beware - the question asked for how many more minutes would it have taken to make the trip, so we need to deduct the original 6 hours taken.

Answer: The time taken would have been 40 minutes longer. Distance Problems: Traveling In Different Directions Example: A bus and a car leave the same place and traveled in opposite directions. If the bus is traveling at 50 mph and the car is traveling at 55 mph, in how many hours will they be 210 miles apart? Solution: Step 1: Set up a rtd table.

r bus car

Step 2: Fill in the table with information given in the question. If the bus is traveling at 50 mph and the car is traveling at 55 mph, in how many hours will they be 210 miles apart? Let t = time when they are 210 miles apart.

r bus car 50 55

t t t

Step 3: Fill in the values for d using the formula d = rt

r bus car 50 55

t t t

d 50t 55t

Step 4: Since the total distance is 210, we get the equation: 50t + 55t = 210 105t = 210 Isolate variable t

Answer: They will be 210 miles apart in 2 hours. Distance Problems: Given Total Time

Example: John took a drive to town at an average rate of 40 mph. In the evening, he drove back at 30 mph. If he spent a total of 7 hours traveling, what is the distance traveled by John? Solution: Step 1: Set up a rtd table.

r Case 1 Case 2

Step 2: Fill in the table with information given in the question. John took a drive to town at an average rate of 40 mph. In the evening, he drove back at 30 mph. If he spent a total of 7 hours traveling, what is the distance traveled by John? Let t = time to travel to town. 7 t = time to return from town.

r Case 1 Case 2 40 30

t t 7t

Step 3: Fill in the values for d using the formula d = rt

r Case 1 Case 2 40 30

t t 7t

d 40t 30(7 t)

Step 4: Since the distances traveled in both cases are the same, we get the equation: 40t = 30(7 t) Use distributive property 40t = 210 30t

Isolate variable t 40t + 30t = 210 70t = 210

Step 5: The distance traveled by John to town is 40t = 120 The distance traveled by John to go back is also 120 So, the total distance traveled by John is 240 Answer: The distance traveled by John is 240 miles. Formula for simple interest i = prt i represents the interest earned p represents the principal which is the number of dollars invested t represents the time the money is invested which is generally stated in years or fractions of a year. Formula for Amount A=p+i A represents what your investment is worth if you consider the total amount of the original investment ( p) and the interest earned (i)

Example: James needs interest income of $5,000. How much money must he invest for one year at 7%? (Give your answer to the nearest dollar) Solution: 5,000 = p(0.07)1 p = 71,428.57 He must invest $71,429

Interest Problems are word problems that use the formula for Simple Interest. There is also another type of interest called Compound Interest but we will not be discussing that in this lesson. The formula for Simple Interest is: i = prt i is the interest generated. p is the principal amount that is either invested or owed r is the rate at which the interest is paid t is the time that the principal amount is either invested or owed This type of word problem is not difficult. Just remember the formula and make sure you plug in the right values. The rate is usually given in percent, which you will need to change to a decimal value.

Example 1: John wants to have an interest income of $3,000 a year. How much must he invest for one year at 8%? Solution: Step 1: Write down the formula i = prt Step 2: Plug in the values 3000 = p 0.08 1 3000 = 0.08p p = 37,500 Answer: He must invest $37,500 Age Problems Involving A Single Person Example 1: Five years ago, Johns age was half of the age he will be in 8 years. How old is he now? Solution: Step 1: Let x be Johns age now. Look at the question and put the relevant expressions above it.

Step 2: Write out the equation.

Isolate variable x

Answer: John is now 18 years old.

Age Problems Involving More Than One Person Example 2: John is twice as old as his friend Peter. Peter is 5 years older than Alice. In 5 years, John will be three times as old as Alice. How old is Peter now? Solution: Step 1: Set up a table.

age now John Peter Alice

age in 5 yrs

Step 2: Fill in the table with information given in the question. John is twice as old as his friend Peter. Peter is 5 years older than Alice. In 5 years, John will be three times as old as Alice. How old is Peter now?

Let x be Peters age now. Add 5 to get the ages in 5 yrs.

age now John Peter Alice 2x x x5

age in 5 yrs 2x + 5 x+5 x5+5

Write the new relationship in an equation using the ages in 5 yrs. In 5 years, John will be three times as old as Alice. 2x + 5 = 3(x 5 + 5) 2x + 5 = 3x Isolate variable x x=5 Answer: Peter is now 5 years old.

Example 3: Johns father is 5 times older than John and John is twice as old as his sister Alice. In two years time, the sum of their ages will be 58. How old is John now? Solution: Step 1: Set up a table.

age now Johns father John Alice

age in 2 yrs

Step 2: Fill in the table with information given in the question.

Johns father is 5 times older than John and John is twice as old as his sister Alice. In two years time, the sum of their ages will be 58. How old is John now? Let x be Johns age now. Add 2 to get the ages in 2 yrs.

age now Johns father John Alice 5x x

age in 2 yrs 5x + 2 x+2

Write the new relationship in an equation using the ages in 2 yrs. In two years time, the sum of their ages will be 58.

Answer: John is now 8 years old. Age Problems Involving A Single Person Example 1: Five years ago, Johns age was half of the age he will be in 8 years. How old is he now? Solution: Step 1: Let x be Johns age now. Look at the question and put the relevant expressions above it.

Step 2: Write out the equation.

Isolate variable x

Answer: John is now 18 years old. Age Problems Involving More Than One Person Example: John is twice as old as his friend Peter. Peter is 5 years older than Alice. In 5 years, John will be three times as old as Alice. How old is Peter now? Solution: Step 1: Set up a table.

age now John Peter Alice

age in 5 yrs

Step 2: Fill in the table with information given in the question. John is twice as old as his friend Peter. Peter is 5 years older than Alice. In 5 years, John will be three times as old as Alice. How old is Peter now? Let x be Peters age now. Add 5 to get the ages in 5 yrs.

age now John 2x

age in 5 yrs 2x + 5

Peter Alice

x x5

x+5 x5+5

Write the new relationship in an equation using the ages in 5 yrs. In 5 years, John will be three times as old as Alice. 2x + 5 = 3(x 5 + 5) 2x + 5 = 3x Isolate variable x x=5 Answer: Peter is now 5 years old.

Example: Johns father is 5 times older than John and John is twice as old as his sister Alice. In two years time, the sum of their ages will be 58. How old is John now? Solution: Step 1: Set up a table.

age now Johns father John Alice

age in 2 yrs

Step 2: Fill in the table with information given in the question. Johns father is 5 times older than John and John is twice as old as his sister Alice. In two years time, the sum of their ages will be 58. How old is John now? Let x be Johns age now. Add 2 to get the ages in 2 yrs.

age now Johns father John Alice 5x x

age in 2 yrs 5x + 2 x+2

Write the new relationship in an equation using the ages in 2 yrs. In two years time, the sum of their ages will be 58.

Answer: John is now 8 years old. 10