A New Solution to an Old ProblemSolving Word Problems in Algebra

Author(s): JOHN S. THAELER

Source: The Mathematics Teacher, Vol. 79, No. 9 (DECEMBER 1986), pp. 682-689
Published by: National Council of Teachers of Mathematics
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A New Solution to an

Old Problem?Solving
Word Problems in Algebra
By JOHN S. THAELER, Weber State College, Ogden, UT 84408

do
high school and college students lometers an hour, respectively. When
dislike word or be the trains meet?
Many story problems
cause they have not been very successful in Students should be encouraged to make up
solving them. Teachers have had a difficult
their own questions. For example, they
time going beyond teaching students specif
might ask, "How far will each train travel
ic approaches to certain types of problems. or "If the slower train
until they meet?"
Students tend to memorize a certain way to to stop and the faster
took four kilometers
work each type of problem and then are ill to stop, when,
train took five kilometers
equipped to deal with new situations. after their departure, would a message have
Another reason why students dislike
to be sent to prevent a head-on collision?"
word problems is that too many teachers
avoid applications, either because they Step 1: Understand the problem. This
cannot do them well or they want to empha step is quite similar to the initial step pro
size the "easier" material. This article de posed by almost all problem-solving ap
scribes a general model that my students proaches. Have students read the problem
have found helpful in solving algebra word thoroughly until they have a clear mental
problems requiring a linear solution in one picture of the action involved in the prob
variable. lem. Encourage them to shut their eyes and
As a prerequisite, students should be try to see the trains moving toward each
able to solve equations having one variable. other. The exact speeds of the trains are not
They also should know or be able to create
as important as the action occurring in the
students draw a picture is
simple formulas, such as problem. Having
a helpful way of discovering whether they
doing something understand what is going on in the prob
rate =-;-:
certain time
lem. In a classroom setting, students might
or be asked to describe the action in their own
words.
percent solution
Step 2: List all the quantities that could
amount of pure chemical
conceivably be involved in the problem and
total amount of fluid a that be in
suggest formula might useful
working the problem. The two parts of this
Then they should be able to solve these for step are interactive. Sometimes making a
mulas for any of the variables. list helps suggest the formula. Other times,
the formula helps suggest additional quan
An Illustration tities to include in the list. All numerical
quantities in the problem should be listed,
To illustrate the model, we shall apply its
not just the so-called known quantities.
steps to the following situation :
Most students will list the speed of train A
Two trains are 500 kilometers apart. At (45 kph) and the speed of train (55 kph),
the same moment the trains depart, trav but they also need to include the distance
eling toward each other at 45 and 55 ki of train A, the distance of train B, the time

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of A, the time of B, the total distance (500 that of train A. Then the word equation
kilometers), and, possibly, the closing rate could have been
of the two trains. Students who have diffi
seven or eight quantities (time of train A) + 1 hour
culty getting =
should be encouraged to think of the formu (time of train B).
la involving distance, rate, and time Asking which quantity is smaller is often
=
(d rt). Each train has a distance, rate, helpful when students must make an equa
and time. Then the trains have some joint tion from two quantities that are similar
quantities like total distance and closing but not quite equal. As an alternative,
rate. Students who propose total time will when the two quantities are not quite alike,
soon realize that, in this problem, no time the following equation can be constructed
quantity exists that is the sum of the indi from the model :
vidual times. Joint time might be a more ?
larger smaller = difference
appropriate label, although it will turn out
to be equivalent to the time of each train. For the situation just mentioned, the word
In a class setting, suggestions to complete equation would look like this :
the list can be elicited from students, with ?
time of train time of train A = 1 hour
the instructor suggesting a look at the for
mula if quantities are not forthcoming. Step 4SS: Elaborate on the same-same
approach. Using the formula suggested in
Step 3: Choose "something" that each the words in the word
step 2, replace given
side of an equation will name. Remember
equation by the appropriate equivalent
that one interpretation of the equality sign words. For example, ifwe solve the formula
is that each side names the same thing. Two ?
basic approaches can be followed in looking distance = rate time
for "something" that each side will name. for time, we get
Each resulting approach will be followed
distance
through separately in later steps. In the fol time =-.
SS will be to the rate
lowing steps, appended
number of the step for the same-same ap
Now we usethis formula to transform our
proach and TP will be appended for the
original word equation
total-parts approach.
time of train A = time of train
Step 3SS: The same-same approach. Ask
into
what is the same or what can be made to be
the same for both trains (people, objects, or distance of train A distance of train

situations). At this point students should rate of train A rate of train

look back at the list created in step 2. (Note
For the same-same approach, we usually
the importance of a complete list.) Obvi need to elaborate only once, but on both
ously the rates and distances traveled by
sides of the original word equation. We
the trains are not the same, but the elapsed
seldom use or name a quantity on both
times from when the trains departed until
sides if a numerical value for this quantity
they met are the same. Thus the "word
has actually been given in the problem.
equation"
Step 5SS: Substitution and creation of
time of train A = time of train
the variable. Now substitute in any infor
can be written. mation you have or can easily calculate.
If train A had departed an hour later, When you run into a quantity that you do
then its elapsed time would have been not know or do not have, it is a good candi
shorter. The times of the two trains could date to be represented by a variable.
have been made to be the same, however, by Choose a letter for the variable that has
adding one hour to the shorter time, namely meaning, such as t for time or d for dis

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tance. Then when the equation is ulti then use kilometers per hour for rate; it is
mately solved, students won't be as likely to usually safer to use hours (or minutes) in
wonder what item stood for. both references to time.
Once you have decided to represent one
Step 7SS: Additional calculations. Some
unknown quantity with a variable, you will
times the solution to the equation is not the
sometimes need to figure out how to ex
answer to the original problem. When this
press other unknown quantities using this situation occurs, the answer can usually be
same variable. If you have trouble doing so,
found by substituting the solution into the
run through a series of numerical examples formula for the problem. In our example, if
(referred to as a numerical sequence) to de we want to find the time of train A,
termine how the quantities are related. It
helps to show how the second quantity is distance of train A
time of A =
calculated. Again, to return to our example, rate of train A
if d has been chosen as the distance of train 225 kilometers
A, then table 1 will help a student figure 45 kph
out how to represent the distance of train
= 5 hours.
B. When the substitution of known quan
tities and variables is completed, the equa
Step 8SS: Final checking.Check to see if
tionwill look like this: the proposed answer makes sense and
works in the original problem. If train A
d 500-d
travels for 5 hours, this will also be the
45 kph 55 kph
time for train B. Then train will travel
?
5 55, or 275, kilometers. Thus together the
trains will travel 225 + 275, or 500, kilome
ters as indicated in the original problem.
Having seen the same-same approach
through to its final step, let's look back at
step 3 and develop the second approach,
called the total-parts approach.

Step 3TP: The total-parts approach. Find

a quantity that can be viewed as a total or
Step 6SS: Solution of the equation. In
will find it whole but can also be seen as being made
solving for the variable, you
to indicate what numerical cal up of parts. Check to see if the total value
helpful only
culations need to be done, all of this quantity is actually given in the
leaving
so problem. (Usually it needs to be given for
actual multiplying, dividing, and on,
until the variable is by itself on one side of you to use this approach.) For example, in
the train problem the total distance is given
the equation. In our example, cross multi
as 500 miles, so total distance is a good can
plying is helpful : didate with which to try a total-parts ap
55d = 45 (500-d) proach. The equation basically says
55d = 45-500-45d = total distance.
total distance
100d = 45-500
45-500 Step 4TP: Elaboration of the total-parts
d = , or 225, kilometers approach. For the total-parts approach, elab
100 a given word by other
oration (replacing
Keeping track of units is not a crucial words equivalent to the given word) needs
task, particularly if a meaningful letter has to be done only on the parts side because an
been chosen for the variable. In most prob actual numerical value is already known
lems, the units will be self-evident as long for the total side. But, by way of compensa
as some precautions are taken. Be consis tion, we often have to elaborate twice on
tent. Don't express time in minutes and the parts side in this approach. We note

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that the total distance can be "broken" Step 9: Alternative solutions. One of the
into two parts: the distance of train A and encouraging features of this model for deal
the distance of train B. Now each distance ing with word problems is that it often
can be expressed as (rate)(time) using a leads students to try to solve problems in a
form of the formula we wrote down in step variety of ways. This approach not only
2. In summary, these steps look like this: gets rid of the stigma of "there is only one
way to do mathematics" but also allows for
total distance = total distance
various ability levels. Strong students
= distance of A + distance of
should be challenged to work the problem
= (rate ofA)(time ofA) in three or possibly four ways. Less able
+ (rate ofB)(time ofB) students should be encouraged to find at

and creation of least two approaches.

Step 5TP: Substitution
To continue, the train problem can be
the variable. Now substitute the given infor
viewed in at least a third way. Try letting
mation into the word equation. Since no
the closing rate be the "something" that is
value is given for the time of train A, time
named on each side of the equation. Then
is a candidate to be represented by a vari
elaborate on both sides, substitute the nu
able such as t'A moment's reflection will
merical values, and finally create a variable
suggest that t can also be used to represent
for time. Check your steps against those
the time of train B, since the elapsed time
for both trains is exactly the same. Carry given here.
= rate
ing out these steps produces the following closing rate closing
results : rate of train A + rate of train

= closing distance
total distance (rate of A)(time of A)
+ (rate ofB)(time ofB) closing time

500 = 45* + 55* 500

45 + 55 =
*
Step 6TP: Solution of the equation.
In the foregoing, * is the closing time. Solv
500 = 100*
ing for *gives us this :
500 500
~t ,
100 100 =
or *
5= * 100* = 500
*= 5
That is, the trains will meet in five hours.
So it will take five hours for the trains to
Step 7TP: Additional calculation. If the
meet.
question asked for time, then no additional Reflections on the Model
calculation would be needed. If, instead of
time, the distance that train A travels had 1. This approach to problem solving
been asked for, then a simple calculation evolved over a number of years. The insist
using the formula, ence in step 2 that all quantities having
distance = rate ?time, something to do with the problem be includ
ed in the list was done to help students find
would have produced this result : something that each side of the equation
can name in step 3. The numerical-sequence
distance of trainA = (45 kph)(5 hours)
= 225 kilometers routine in step 4 emerged to help students
express other quantities in terms of the
Step 8TP: Final checking. If train also chosen variable. As mentioned before, iden
travels for 5 hours, it would have gone tifying the formula in step 2 not only helps
5-55, or 275, kilometers. Together the students get eight or nine quantities to list
trains would have traveled 225 kilome in step 2 but also identifies the formula for
ters + 275 kilometers = 500 kilometers. later use in the elaboration step.

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 2. This approach to problem solving not 6. In several areas this problem-solving
only solves problems but it is also teach model seems to differ from other methods
able. After students have worked through suggested in current introductory algebra
the process several times with the guidance texts.
of the teacher, they realize that they could a. The choice of the variable is delayed
be asking the appropriate questions of until a need for a variable arises. Picking
themselves. In presenting the method ini the variable prematurely often forces stu
tially to students, I elicit most of the steps dents to set up the problem in a particular
merely by asking the right questions: way. Often the students end up frustrated
"What stays the same or could be made to because they can't discover this way.
be the same for each train?" "Do we have a
b. Emphasis is placed on identifying
total quantity with a numerical value that
what is to be named on each side of the
can be viewed as a total but also as made up
"In can we re equation. One of the fundamental meanings
parts?" the formula, what
of equality suggests that both sides name
place distance by?" "Do we know the
the same thing. It seems only sensible to
rate?"
ask what this same thing is. But how often
3. I give sheet 1 to students to help them have textbooks simply said, "Now write the
learn this method. They are expected to use equation" without suggesting the need to
the sheet in a step-by-step manner as they identify what each side of the equation was
solve each problem. Then the same sheet is naming?
used when this process is first tested. The c. Many methods of working the same
use of the sheet in a testing environment problem are encouraged. If a student can
encourages students to tackle word prob work a problem several different ways, the
lems. All students can do some of the steps. insight into that problem must be greater
Most students can do most of them. The than that of someone who happens to get
answer spaces on sheet 1 emphasize the pro the answer just one way. For homework,
cess, as opposed to the final answer to the assign only a few problems but ask students
problem. But the spaces can be weighted in to work each problem in two or three ways
any manner to bring out the emphasis de using sheet 1.
sired by the teacher. Only a fraction of the d. The same basic process seems to
credit needs to be given for the actual work for a great variety of problems. In
answer. stead of having to learn a collection of
model problems, such as those concerning
2 gives a collection
4. Sheet of word
distance, work, mixture, or chemistry, the
problems and some advice for deciding student can use the same basic steps in all
which approach might work well. Initially
these situations. As a result, the student
such advice might be included with the as
should be in a much better position to
signment to encourage students to try this handle new situations, not feeling that a
new approach.
previously memorized and possibly for
5. Studentsshould be cautioned that the gotten model is needed.
"something" that each side of the equation e. This
process encourages systematic
names is almost never the same as the thinking about solving word problems. Stu
quantity to be represented by a variable. dents now have a step-by-step process to
For example, if both sides of the equation follow in approaching word problems,
describe elapsed time, then elapsed time which gives them increased confidence in
probably won't be represented by a variable trying to work such problems. Although
in this approach, although it could be rep nobody will instantly become a super word
resented by a variable in a different ap problem solver, students have said that this
proach. Only one exception to this principle model has finally given them a tool to use
has been found in using this model with in becoming better word-problem solvers.
over a hundred word problems. This model allows the teacher to give
/.

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PROBLEM-SOLVING FORMAT FOR WORD PROBLEMS SHEET 1
Name _

1. Drawa sketch of the problem to help

you (and me) get a mental picture of it.
2. Make a list of all the numerical quantities in the problem, including
those for which you presently have incomplete information. You should fill in
most of the blanks. Also, what is the formula that relates most of these quan
tities ?
_ Formula

3. What either stays the same or can be made to be the same; or can be
viewed either as a whole or total thing or as composed of parts? (Remember that
this "thing" will almost never be the same quantity that you will eventually
represent by the variable.) _
4. Write what you just chose on both sides of the equation and then elabor
ate on one or both sides in words using the appropriate formula(s) or ideas. You
may need to do several steps of elaboration. (Replace the words in the word
equation with the appropriate equivalent words.)

5. Now substitute any data that you have and decide what will be repre
sented by a variable or some term containing a variable. Explain exactly what
the variable represents. Also tell what other quantities involving the variable
represent.

Substitution:

Letter representing the variable :_ Its meaning_

Another term involving the variable :_ Its meaning_

Another term involving the variable :_ Its meaning_

(The numerical-sequence technique can help you here.)

6. Now solve the equation generated in the first part of step 5.

7. Sometimes the solution to the equation is not exactly what was asked for
in the problem. If this happens, calculate what was asked for.

8. Test your final answer by showing the substitutions made in the original
word problem.

9. Look for alternative solutions.

From theMathematics Teacher, December 1986

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PRACTICE WORD PROBLEMS SHEET 2

Here are some word problems whose solutions can be obtained with the model
just described. Try working each problem at least two ways using the format
given on sheet 1.

1. A bus traveled from one city to another at an average rate of 50 kph. On

the return trip the average rate was 45 kph, and the elapsed time was a quarter
of an hour longer. (Keep the time in hours or fractions of an hour.) What was
the total distance traveled by the bus? This problem presents two ways to do a
same-same approach but no way to do a total-parts approach, since no total

quantity is given.
2. In grandma's cookie jar are 20 coins, all either dimes or quarters, with a
total value of $4.10. How many of each kind of coin are in the jar? (Remember
to keep your units consistent: either work the problem in cents or work the
problem in dollars.) If you get stuck, try a total-parts approach, either naming
the total value of money on each side or naming the total number of coins on
each side. In doing the problem, you will probably want to make use of the
home-grown formula for the monetary value of a pile of coins of one type :
value of coins of one type = (number of coins)(value of a single coin)
3. How much water must evaporate from 400 grams of a 15-percent salt
solution to obtain a solution having a salt concentration of 20 percent? One
approach is to note that the amount of pure chemical before and after evapora
tion remains unchanged. A more exotic approach makes use of the idea that the
amount of solution before evaporation is equal to the amount of solution after
evaporation plus the amount of water evaporated. Here you might need to use
three steps of word elaboration on the right side. For both approaches you may
want to use the chemical definition of percent solution :

=
amount of pure chemical
percent solution
total amount of solution
(water + pure chemical)
4. Jil can cut a lawn in 2 hours. (Thus her rate is 1 lawn in 2 hours.) Her
brother Bill takes 3 hours to cut the same lawn. If each had a mower, how long
would it take them working together to cut the lawn. See if you can find three
ways to solve this problem. You need to use the basic idea of rate applied to
this problem :
amount of grass cut
rate of cutting = ?
grass
time spent cutting grass

5. A boat is rowed upstream at the rate of 3 kph (relative to the bank of the
river) and returns downstream at the rate of 7 kph. If you take a trip up and
back down the river, returning to the same point in 5 hours, how far upstream
did you travel? Assume you spent a negligible amount of time turning around.
Both approaches will work nicely in this problem.
6. Two typists are working together on an important report. Ann could type
the entire report herself on her word processor in 10 hours, and Al could type it
in 12 hours. How long will it take them to complete the job working together?
See ifyou can find three ways to solve this problem.
From theMathematics Teacher, December 1986

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up trying to help students by showing them gebra courses. It has worked for me, and it
how to work word problems. Instead, the might encourage other algebra teachers to
teacher encourages students to work share their experiences in this area, so that
through the steps themselves. As has often together we can better help our students
been said, "Learning mathematics is not a learn to solve word problems.
spectator sport." Students learn best by To help you in learning and teaching
doing, not by being shown or by watching this approach, a brief summary of the steps
what the teacher can do. is included in table 2. W

Extending the Method

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Using more than one variable usually
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equation can be constructed using a same
same or a total-parts approach. THE ALGEBRA SYSTEM
2. When a
complete system of linear Have your students practice what you teach
equations needs to be created, the total with THE ALGEBRA SYSTEM. A neutral judge
parts approach is almost always the method of your students' responses, THE ALGEBRA
for developing most of the equations in the SYSTEM gives your students practice in set
system. Thus in the stu ting up and solving algebraic word problems.
creating equations,
Over 2000 different problems in the areas of
dents should be encouraged to look for
age, rate-time-distance, coin, and investment
total quantities whose numerical values are
problems. For the TRS-80 Models IIIand 4, the
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This model was developed to help stu APPLE He, and the IBM-PC. Write for details:
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