Committed to Truth; Enkindled by Charity

UNIVERSITY OF SANTO TOMAS HIGH SCHOOL MATHEMATICS II: INTERMEDIATE ALGEBRA

PROBLEM CHECKLIST NP CIP DP AP M/SP IP MonP GP MotP WP

First Quarter

PERFORMANCE TASK: Mathematical Colloquium: Flaunt of the true and genuine essence of Mathematics TOPIC: Money Problem
Group Number: ____6_____ Group Name:Cybertron Name: Danica Simbahan ____________

Section: St. Basil

COLOR CODE

Teacher: Remarks: Mr. Vincent V. Caparas _______________ Evaluator: _____________________________________ Date of Submission: August 4,2011

_____________

_______________

Problem: Danis wallet has 28 bills in 500php and 50php. The total amount of bills is 5,000php. How many of each kind were there? Representation: -let x be the quantity of the 50 peso bills Solution: 50(x)+500(28-x)=5,000 50x+14,000-500x=5,000 50x-500x=5,000-14,000 -450x=-9,000 -450 -450 x=20pcs. Solve for the amount of 500php bills 28-x if x=20 28-20 =8 pcs. Answer: 50php 20pcs 500php 8pcs.

Denomination 50php 500php Total

Quantity x 28-x 28

Total 50(x) 500 (28-x) 5,000

Conclusion: Therefore there are 20 pcs. of 50 peso bills and 8 pcs. of 500 peso bills inside Danis wallet.

Checking: 50(x)+500(28-x) if x=20 50(20)+500(28-20) 1,000+14,000-10,000=5,000 15,000-10,000=5,000 5,000=5,000

Reflection: In our world today, money is a source of problem. Perhaps examples of these problems might be poverty, corruption and paying someone to do bad things. Well here in math our problem with money would have to be the number of bills, coins or simply the quantity. Unlike some of real life problems, mathematical money problems are easier to solve.

Committed to Truth; Enkindled by Charity

UNIVERSITY OF SANTO TOMAS HIGH SCHOOL MATHEMATICS II: INTERMEDIATE ALGEBRA

PROBLEM CHECKLIST NP CIP DP AP M/SP IP MonP GP MotP WP

First Quarter

PERFORMANCE TASK: Mathematical Colloquium: Flaunt of the true and genuine essence of Mathematics TOPIC: Consecutive Integer Problem
Group Number: ____6_____ Group Name:Cybertron Name: Danica Simbahan ____________

Section: St. Basil

COLOR CODE

Teacher: Remarks: Mr. Vincent V. Caparas _______________ Evaluator: _____________________________________ Date of Submission: August 4,2011

_____________

_______________

Problem: The sum of two consecutive integers is 30. What are the values of the two integers? Representation: -let x be the value of the first integer First: x Second:x+2 Solution: x+x+2=30 2x+2=30 2x=30-2 2x=28 2 2 x=14 Solve for the second: x+2 if x=14 14+2 =16 Conclusion: Therefore the two consecutive even integers are 14 and 16. Answer: First: 14 Second: 16

Checking: x+x+2 if x=14 14+14+2=30 30=30

Reflection: In a story, we used to follow a sequence on what is the next scene. We can compare sequencing of events into consecutive integers. We must find the next consecutive integer right in order to have the correct answer. We must think critically, be logical enough and be patient just to know what would be the next.

Committed to Truth; Enkindled by Charity

UNIVERSITY OF SANTO TOMAS HIGH SCHOOL MATHEMATICS II: INTERMEDIATE ALGEBRA

PROBLEM CHECKLIST NP CIP DP AP M/SP IP MonP GP MotP WP

First Quarter

PERFORMANCE TASK: Mathematical Colloquium: Flaunt of the true and genuine essence of Mathematics TOPIC: number Problem
Group Number: ____6_____ Group Name:Cybertron Name: Danica Simbahan ____________

Section: St. Basil

COLOR CODE

Teacher: Remarks: Mr. Vincent V. Caparas _______________ Evaluator: _____________________________________ Date of Submission: August 4,2011

_____________

_______________

Problem: The sum of three numbers is 99. The first is twice the second and the third it three times the first. Find the three numbers. Representation: -Let d be the second number First number: 2d Second number: d Third number: 3 (2d) Solution: 2d+d+3 (2d)=99 2d+d+6d=99 9d= 99 9 9 d=11 Solve for the third: 3(2d) if d=11 3(2) (11) 3 (22) =66 Answer: First number: 22 Second number: 11 Third number: 66

solve for the first: 2d if d=11 2(11) =22

Conclusion: Therefore the numbers are 22, 11 and 66

Checking: 2d+d+3 (2d) if d=11 2(11)+11+3(2) (11) =99 2(11)+11+3(22)=99 22+11+66=99 99=99

Reflection: A lot of people in this world are afraid of numbers. It may be because of solving mathematical problems. Well in this lesson, numbers are our friends. We are looking for the right numbers which when added, the sum would be the given number on the problem. We must be patient in solving these problems and we must never give up looking for the clues in the problem in order for us to have the right answer.

Committed to Truth; Enkindled by Charity

UNIVERSITY OF SANTO TOMAS HIGH SCHOOL MATHEMATICS II: INTERMEDIATE ALGEBRA

PROBLEM CHECKLIST NP CIP DP AP M/SP IP MonP GP MotP WP

First Quarter

PERFORMANCE TASK: Mathematical Colloquium: Flaunt of the true and genuine essence of Mathematics TOPIC: Digit Problem
Group Number: ____6_____ Group Name:Cybertron Name: Danica Simbahan ____________

Section: St. Basil

COLOR CODE

Teacher: Remarks: Mr. Vincent V. Caparas _______________ Evaluator: _____________________________________ Date of Submission: August 4,2011

_____________

_______________

Problem: The units digit of a ten digit number is 7 more than the tens digit. If the sum of the digits is of the number, find the square of the number. Representation: Solution: Answer: -let x be the tens digits x+x+7=10x+x+7 Find the square 2 (1)=1 Units:8 Units: x+7 Tens:1 Tens: x Number:18 2 210x+x+7=10x+x+7 2 Number: 10x+x+7 2

2x+2x+14=10x+x+7 4x+14=11x+7 14-7=11x-4x 7=7x 7 7 X=1

Solve for the units digit: x+7 if x=1 1+7=8 Conclusion: Therefore the number is 18.

Checking: x+x+7=10x+x+7 if x=1 2

2 1+1+7=10(1)+1+7

2 2+2+14=10+1+7 18=18 Reflection: In this lesson, we learned about thinking critically and logically. We also learned on how to be practical because in math its better to make your life easier as long as you are not violating any rule.

Committed to Truth; Enkindled by Charity

UNIVERSITY OF SANTO TOMAS HIGH SCHOOL MATHEMATICS II: INTERMEDIATE ALGEBRA

PROBLEM CHECKLIST NP CIP DP AP M/SP IP MonP GP MotP WP

First Quarter

PERFORMANCE TASK: Mathematical Colloquium: Flaunt of the true and genuine essence of Mathematics TOPIC: Mixture Problem
Group Number: __6 _______ Group Name: Cybertron________ Name: Danica Simbahan __________ Evaluator: _____________________________________ Date of Submission: August 4, 2011

Section: St. Basil

Teacher: Mr. Vincent V. Caparas ____________

COLOR CODE
Remarks:

____________

Problem: A grocer mixes candy that costs 10php per pound and chocolates that cost 20php per pound to make 100 pound of mixture that costs 15php per pound. Representation: -let x be the amount of Candy 1 Solution: 10(x)+20(100-x)=15(100) 10x+2,000-20x=1,500 10x-20x=2,000-1,500 -10x = -500 -10 -10 x=50 lbs. Solve for Candy 2: 100-x if x=50 100-50 =50 lbs. Checking: 10(x)+20(100-x) if x=50 10(50)+20(100-50)=1,500 500+2,000-1,000=1,500 1500=1,500 Answer: Candy 1-50lbs. Candy 2- 50lbs.

Candy 1 Candy 2 Mixture

Amount x 100-x 100

Cost 10php 20php 15php

Value 10(x) 10(100-x) 15(100)

Conclusion: Therefore the grocer must add 50lbs. of each type of candy to make 1 100 pound mixture that costs 15php per pound.

Reflection: Mixture problems can be compared in cooking. Once you mixed the wrong ingredients, the taste would be different. Just like in solving, we need to concentrate in order to get the tight answer.

Committed to Truth; Enkindled by Charity

UNIVERSITY OF SANTO TOMAS HIGH SCHOOL MATHEMATICS II: INTERMEDIATE ALGEBRA

PROBLEM CHECKLIST NP CIP DP AP M/SP IP MonP GP MotP WP

First Quarter

PERFORMANCE TASK: Mathematical Colloquium: Flaunt of the true and genuine essence of Mathematics TOPIC: Geometry Problem
Group Number: __6 _______ Group Name: Cybertron________ Name: Danica Simbahan __________ Evaluator: _____________________________________ Date of Submission: August 4, 2011

Section: St. Basil

Teacher: Mr. Vincent V. Caparas ____________

COLOR CODE
Remarks:

____________

Problem: The perimeter of a triangle is 180 cm. Side AB is 10cm more than side BC, Side AC is 1cm more than side AB. Find the length of the three sides. Representation: Solution: Answer: -let x be the length of side BC Perimeter=a+b+c AB: x63cm Perimeter: 180 cm 180=x+10+1+x+10+x Solve for side AC AC:64cm AB: x+10 180=3x+21 1+x+10 if x=53cm BC: 53cm AC:1+x+10 180-21=3x x+53+10 BC:x 159 = 3x =64cm 3 3 x=53cm C Solve for side AB x+10 if x=53cm 53+10 =63cm B A Checking: x+10+1+x+10+x if x=53 180=53+10+1+53+10+53 180=180 Conclusion: Therefore the length of sides BC, AB and AC are 53cm, 63cm and 64cm respectively.

Committed to Truth; Enkindled by Charity

UNIVERSITY OF SANTO TOMAS HIGH SCHOOL MATHEMATICS II: INTERMEDIATE ALGEBRA

PROBLEM CHECKLIST NP CIP DP AP M/SP IP MonP GP MotP WP

First Quarter

PERFORMANCE TASK: Mathematical Colloquium: Flaunt of the true and genuine essence of Mathematics TOPIC: Age Problem
Group Number: ____6_____ Group Name: Cybertron___________ Name: Danica Simbahan __________ Evaluator: _____________________________________ Date of Submission: August 5, 2011

Section: St. Basil

Teacher: Mr. Vincent V. Caparas _____________

COLOR CODE
Remarks:

_______________

Problem: The sum of the ages of Marco and his sister is 36. Marco ist twice as old as her sister. What would be theit age 3 years from now? Representation: -let d be the present age of Marcos sister Solution:
2d+d = 36 3d = 36 3 3 d=12 years old Solve for the age of Marcos sister 3 years from now: d+3 if d=12 12+3 =15 years old Solve for the future age of Marco 2d+3 if d=12 2(12)+3 24+3 =27 years old

Answer: Marco: 27 y.o. Marcos sister: 15 y.o.

Marco Marcos sister

Present 2d d

Future 2d+3 d+3

Checking: 2d+d=36 if d=12 2(12)+12=36 24+12=36 36=36

Conclusion: Therefore, the age of Marco and his sister 3 years from now is 27 and 15 y.o. respectively.

Reflection: They say that age doesnt matter. In this topic, it does matter! Solving ages were easy as long as you get the logic. Finding the age is really important because it tells how old or young a person is. Concentration and patience is needed in order for us to get the right answers.

Committed to Truth; Enkindled by Charity

UNIVERSITY OF SANTO TOMAS HIGH SCHOOL MATHEMATICS II: INTERMEDIATE ALGEBRA

PROGRESS CHECKLIST NP CIP DP AP M/SP IP MonP GP MotP WP

First Quarter

PERFORMANCE TASK: Mathematical Colloquium: Flaunt of the true and genuine essence of Mathematics TOPIC: Investment Problem
Group Number: ___6______ Group Name: Cybertron Leader: Dither Nabor Members:

Section: St. Basil

COLOR CODE

__________________ _______________

Teacher: Remarks: Mr. Vincent Caparas

Danica Simbahan _______________ Kristine Cargullo______________________ Ivan Reyes____________________________ Jason Almariego _____________________

Date of Submission: August 3, 2011

Problem: The American Dream Foundation invested part of $5,000.00 at 8% and the remaining part at 6%. If the total interest gained after a year was $360.00, how much was invested at each rate. Representation: -let x be the principal invested at 8% Principal rate
Investment 1 Investment 2

Solution:
0.08 (x) + 0.06 (5,000-x) =360 100 [0.08 (x) + 0.06 (5,000-x) =360]100 8(x) + 6 (5,000-x) =36,000 8x+ 30,000- 6x=36,000 8x-6x=36,000-30,000 2x=6,000 2 2 x=$3,000.00 Solve for Investment 2 5,000-x if x=3,000 5,000-3,000 =$2,000.00

Answer:
Investment 1- $3,000.00 Investment 2- $2,000.00

Interest
0.08 (x)
0.06 (5,000-x)

x
5,000-x

0.08 0.06

Total

$360.00

Conclusion: Therefore the amount invested at 8% and 6% are $3,000.00 and $2,000.000 respectively.

Checking:
0.08 (3,000) + 0.06 (5,000-3,000) =360 100 [0.08 (3,000) + 0.06 (5,000-3,000) =360]100 8(3,000) + 6 (5,000-3,000) =36,000 24,000+ 30,000-18,000=36,000 36,000=36,000

Reflection: In life everybody wanted to be rich. Just imagine if you could exchange lives with Henry Sy or Lucio Tan, wouldnt that be amazing? Well these famous people became rich because of investment. What have they become now is because of investment, hardwork and perseverance. Who knows that if you will have an investment in the future, youll be as rich as them?