And they are even, so they could be 2 and 4, or 4 and 6, etc.
We will call the smaller integer n, and so the larger integer must be n 2 And we are told the product (what we get after multiplying) is 168, so we know: n(n 2) = 168 We are being asked for the integers Solve: That is a Quadratic Equation, and there are many ways to solve it.
Looking for more resources on 21st Century skills and social-emotional learning? Drawing a diagram or other type of visual representation is often a good starting point for solving all kinds of word problems.
It is an intermediate step between language-as-text and the symbolic language of mathematics.
The lessons provide coverage of Levels 1 to 6 of The New Zealand Curriculum.
The lessons are organised by level and curriculum strand.Here is an example of a problem that can be solved by making a table: This problem-solving strategy allows students to discover relationships and patterns among data.It encourages students to organize information in a logical way and to look critically at the data to find patterns and develop a solution.By combining this strategy with others, students can analyze the data that is given to find more complex relationships.We know there are seven days in the week, so: d e = 7 And she trains 27 hours in a week, with d 5 hour days and e 3 hour days: 5d 3e = 27 We are being asked for how many days she trains for 5 hours: d Solve: The number of "5 hour" days is 3 Check: She trains for 5 hours on 3 days a week, so she must train for 3 hours a day on the other 4 days of the week.Introduce a problem to students that will require them to make a table to solve the problem.For example: This strategy can be stretched when combined with other strategies such as looking for patterns or drawing a picture.The "draw a picture" strategy is a problem-solving technique in which students make a visual representation of the problem.This resource will help you help your students learn how to employ a fundamental problem-solving strategy that is easily grasped by learners of all abilities.By representing units of measurement and other objects visually, students can begin to think about the problem mathematically.Pictures and diagrams are also good ways of describing solutions to problems; therefore they are an important part of mathematical communication.