forestcadee:

Hi, need help on the following question. Thanks.


A company makes a record number of 979 000 toys when rounded to the nearest whole number. What would be the greatest possible number of toys made by the company?

May I know what is the meaning \"nearest whole number\" in the above question?

hi forestcadee

nearest whole number meaning without decimal points. Say 1.3 round to nearest whole number would be 1. But 1.6 round to nearest whole number would be 2.

generally the thing is if the number behind the decimal point is 5 or more we round up. 4 or less we round down.

though in the context of this qn... it is a bit strange because would there be a decimal point to the number of toys? like 1.2 toys? hmn.....

anyway , the greatest number possible number rounded to the nearest whole number for 979 000 would be 979 000.4 anything more will be rounded up to 979 001

hope this helps!

best regards
Kurt

mother777:

Hi I am confused by this question. Pls help


John was sitting for a maths test which had some questions. In the first 20mins he had completed 1/4 of the test. In the next hour, he completed another 33 questions and ratio of answered to unanswered questions became 4:1. How many questions were in the test?

My dd gets answer as 55 and the answer sheet working shows 60.

Hi

I am getting 60 too.

the first 20mins
Done qns : 1 unit
not done qns: 3 unit
total 4 unit.


next 30 mins
done qns : 4 unit
not done qns : 1 unit
total 5 units

total number of qns, not changed, just the 33 qns shift from being not done to done.

So when we get the two representation of the first 20 mins(total of 4 units) and next 30 mins(total of 5 units) to the same multiplier which is 20...we can see the different the 33 qns is in terms of units, so we have :

first 20 mins
done qns : 1u X 5 =5u
not done qns : 3u x 5 = 15 u
total of 20 units

next 30 mins
done qns : 4u x 4 = 16u
not done qns : 1u X 4 = 4u
total of 20 units


we can see done qns increase by 11u (5->16). And not done qns decreased by 11u (15->4) so 11u is 33.

And this point the p5 kids are able to solve
11u is 33, 1u is 3 so 20u(total) is 60.


sorry it might be kinda long winded, this is so that we parents are clear
then can go teach the kids

Wgh2005:

Thank you cyberstorm for your detailed explanations! I think I got it now!

your welcomed! :celebrate:

Wgh2005:

Hi, can someone help with the below question.

The solution from the book is using common multiples, but I can't understand how to find the common multiples fast.

Is there any easier way or can someone explain how to get the common multiples. Thanks.

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Hi

so common multiples are numbers which two individual numbers multiples to .... generally the fastest way to get one is via a X b .

Say 3,5 in this case, would be 15 (3x5). The rest would be 30 (3x10, 5x6) etc etc..

but if you have numbers 4 and 6, you can have the smallest being 12(4x3, 6x2). Again you can have 24(4x6) again the faster. But not might not be the smallest though.


there's a reason why they used multiples...I believe at level P5 they cannot use algebra yet , the 2x+1= 7 type of equations.


so initially we have :
boys 2u , gals 5u, so total of 7u.


after the +,- of 3 gals, 3 boys :
boys 1 units , gals 3 units, so total 4u.


We also know the total number of kids on the bus remains same. + 3, -3 they cancel each other off.

Here's where the common multiples comes in....when we make the total units of kids from the two representation 2/5 (7units), 1/3(4 units) the same, we can then tell the difference in units for the boys and gals each, caused by +3 gals,-3 boys.

so common multiples for 7u,4u is 28 (7x4).

we then have:

initially :
Total: 7u x 4 = 28u
boys: 2u x 4= 8u,
gals: 5u x 4 = 20u


after the +3 gals,-3 boys:
Total: 4u x7 = 28u
boys: 1u x7 = 7u
gals: 3u x7 = 21u


so we see now with the total the same (28u),
boys drop from 8u to 7u
gals increase from 20u to 21u

And we know it's +3 gals and - 3 boys.
so 1u is 3. thus 28u is 84.