We hope your visit to math.com brings you a greater love of mathematics, both for its beauty and its power to help solve everyday problems.

Einstein, Albert (1879-1955) Do not worry about your difficulties in mathematics, I assure you that mine are greater.

Dirac, Paul Adrien Maurice (1902-1984) Mathematics is the tool specially suited for dealing with abstract concepts of any kind and there is no limit to its power in this field.

Egrafov, M. If you ask mathematicians what they do, you always get the same answer. They think. They think about difficult and unusual problems. They do not think about ordinary problems: they just write down the answers.

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## Introduction

Ali’s class has a capacity of 120 students.

Each of John’s classes has a capacity of 120/8 = 15 students.

The total capacity of John’s two classes is 15 students * 2 classes = 30 students.

The combined capacity of the two schools is 120 students + 30 students = 150 students.

Each of John’s classes has the capacity of 120 students / 8 = 15 students.

So, the two classes that John teaches have a combined capacity of 15 students * 2 = 30 students.

Ali’s class has a capacity of 120 students * 1 = 120 students.

Thus, the total capacity of Ali’s school is 120 students + 30 students = 150 students.

Therefore, the combined capacity of both schools is 150 students + 30 students = 180 students.

Combined, the two schools have the capacity of 15.0+120= 135.0

The total capacity of all of his classes is 15*120 = 1800 students

The total capacity of both of John’s classes is 30*2 = 60 students

Combined, the total capacity of both schools is 1800+60 = 1860 students

He gets 5*6=30 lemons per year

He gets 30*10= 300 lemons in 10 years

So he gets 60*6=360 lemons a year

That means he gets 360*10= 3600 lemons in a decade

Tim collects a total of 5*6= 30 lemons per tree.

So in a decade, he gets 30*10= 300 lemons .

So he gets 30*10= 300 lemons in a decade

Anthonygave 50/2= 25 pencils to Brandon.

After giving Brandon 25 pencils, Anthony had 50-25= 25 pencils left.

Anthony gave 25*3/5= 15 pencils to Charlie.

After giving Charlie 15 pencils, Anthony had 25-15= 10 pencils left.

Therefore, Anthony kept 10 pencils .

Anthonygave Brandon 50 x 1/2 = 25 pencils.

So he had 50 - 25 = 25 pencils left.

Charlie received 25 x 3/5 = 15 pencils.

Thus, Anthony kept 25 - 15 = 10 pencils .

Anthonygave 1/2 * 50 = 25.0 pencils to Brandon.

There are 50 - 25 = 25 pencils left.

He gave 3/5 * 25 = 15.0 pencils to Charlie.

Anthony kept 25 - 15 = 10.0 pencils .

Anthonygave Brandon 50 / 2 = 25.0 pencils.

Anthony gave Charlie 50 / 3 = 16.666666666666668 pencils.

So, Anthony gave a total of 25 + 16 = 41 pencils to Brandon and Charlie.

Therefore, Anthony kept 50 - 41 = 9 pencils.

The trip took 200+10=210 miles

He drove 70 mph for 210 miles so he drove for 210/70=3 hours

The route home was 240 miles and he drove 80 mph so he was driving for 240/80=3 hours

The total trip took 3+3= 6 hours

The trip to his friend’s house was 200+10=210 miles

So the total trip was 210+240=450 miles

That means it took 450/70= 6 hours

So his trip took 210/70=3 hours

His route home was 240/80=3 hours

The trip started at 7PM and he arrived at 12AM so it took 200-12=188 hours

He added 10 miles to the main trip so 10+188 = 198 miles

He traveled 240-198 = 42 miles on the way home

He went 80 mph for 240 miles so the trip took 240/80 = 3 hours

So in total it took 188+42 = 230 hours

Robert has 30 + 10 = 40 cherries.

If there are 60 cherries to be shared, then Richard and Jerry will have 60 - 40 = 20 cherries each.

Robert has 40 - 20 = 20 more cherries than Jerry.

Richard has 40 - 10 = 30 cherries.

Jerry has 30 - 30 = 0 cherries.

Robert has 40 - 0 = 40 more cherries than Jerry.

If Robert has 30 cherries, and has 10 more cherries than Richard, he has 30+10 = 40 cherries.

Since Jerry has 60 cherries, Robert has 60-40 = 20 more cherries than Jerry.

If Robert has 30 cherries, and Richard has 30+10 = 40 cherries,

Robert has 40-30 = 10 more cherries than Jerry.

She needs 3 petunias per basket and she has 5 baskets, so she needs 3*5 = 15.00 worth of petunias

She wants 3 petunias in each basket and they cost $ 3.00 each so that’s 3*3 = $ 9.00

She wants 2 sweet potato vines in each basket and they cost $ 2.50 each so that’s 2*2.50 = $ 5.00

For the petunias, Katherine will spend 5 petunias x $ 3.00/petunia = $ 15.00

For the sweet potato vines, she will spend 2 vines x $ 2.50/vine = $ 5.00

Altogether, she will spend $ 15.00 + $ 5.00 = $ 20.00

She wants to add 3 petunias and 2 sweet potato vines to each basket so that’s 3+2 = 5 plants

The petunias cost $ 3.00 each so she will spend 3*5 = $ 15.00 on petunias

The sweet potato vines cost $ 2.50 each so she will spend 2.5*5 = $ 12.50 on sweet potato vines

All total, she will spend 15+12.50 = $ 27.50 filling all 5 baskets

In total she saw 30 bees leave the hive and 15 bees return, 30 + 15 = 45 bees.

Debra sees 30 bees leave the hive in the first 6 hours.

She sees 1/2 * 30 bees = 15 bees return to the hive in the next 6 hours.

She sees 2 * 15 bees = 30 bees fly from the hive and leave in the next 6 hours.

Before the last 6 hours, Debra saw 30 + 15 + 30 = 75 bees leave the hive.

Before the last 6 hours, Debra saw 75 - 30 = 45 bees return to the hive.

First find the total number of bees that left the hive: 30 bees * 6 hours = 180 bees

Then multiply that number by two to find the number of bees that returned: 150 bees * 2 = 300 bees

The total number of bees that left the hive and returned in the next 6 hours is 66+33 = 99 bees

If Zack’s locker is half the size of Timothy’s locker, then it is 24 / 2 = 12 cubic inches.

If Peter’s locker is 1/4 the size of Zack’s locker, then it is 12 / 4 = 3 cubic inches.

Zack’s locker is 24/2=12 cubic inches.

Peter’s locker is 12/4= 3 cubic inches.

Zack’s locker is 24/2 = 12.0 cubic inches.

Peter’s is 12/4 = 3.0 cubic inches.

Zack’s locker is 24/2 = 12 cubic inches.

Peter’s locker is 12/4 = 3 cubic inches.

Amalia’s chore was to mow the lawn, which took her 4 hours.

The total time they all took doing their chores is 4+6+10 = 20 hours

Amalia took 4 hours to mow the lawn.

Megan took 2 hours longer to walk the dog than Amalia, so 4 + 2 = 6 hours.

Dior took well over 4 hours to do the laundry, meaning she took 4 + 6 = 10 hours.

Altogether, they took 4 + 6 + 10 = 20 hours to do their chores.

If Megan’s chore took 2 hours longer than Amalia’s, then it took 4+2 = 6 hours to complete.

If Dior’s chore took 4 hours longer than Amalia’s, then it took 6+4 = 10 hours to complete.

If you add the time they all took to complete their chores, then you get 4+6+10 = 20 hours.

If you add the time Amalia took to mow the lawn, it becomes 4+2 = 6 hours.

Together, the three took 6+8+6 = 20 hours doing chores.

He drinks 1/2 hour so 60 minutes / 2 = 30 minutes

A normal puzzle takes 45 minutes so an Extreme puzzle takes 45*4 = 180 minutes

That means he drinks 180/30 = 6 bottles of water

A normal sudoku puzzle takes 45 minutes to solve so an extreme sudoku takes 4*45 = 180 minutes

He drinks a bottle every 45 minutes so that’s 1/2*45=22.5 minutes

An extreme sudoku takes 4*45=180 minutes

So he drinks 180/22.5= 8 bottles of water

He drinks 1.5 bottles of water per hour because 45 / 60 = 0.75

That means he drinks 3 bottles of water because 0.75 x 2 = 1.5

## GSM8K dataset

## Training verifiers: Models that learn from their mistakes

## Acknowledgments

Thanks to the team at Surge AI for performing the GSM8K data collection.

Thank you to the students who volunteered to take our test!

## Get Started Today!

## Solving Math Word Problems

## YOUR CHILD MIGHT STRUGGLE WITH WORD PROBLEMS BECAUSE…

## PUT AN END TO WORD PROBLEM ANXIETY

You can teach this strategy to your child so that they can tackle word problems with ease.

- READ – Read the word problem a few times, at least one time out loud. The C.U.B.E.S* method is great to do while reading the problem because it makes the student slow down and focus on the details.
- PLAN – Once you’ve found out what operations the problem asks you to use, make a plan to solve the most challenging step.
- SOLVE – Find the answer by going through the problem slowly and ensuring all work is shown.
- CHECK – Make sure that the answer makes sense for the question. Is it reasonable based on the information given?
- CONCLUDE – Write a complete sentence that describes your answer. Use words found in the problem to help further explain how the conclusion was met. It’s important to note that you should ensure your child is editing their concluding sentence before submitting to avoid simple mistakes. Use these tips to ensure the student is getting full marks on their work!

- C – Circle important numbers and labels.
- U – Underline the question.
- B – Box operation clues, i.e., multiplication, addition, etc.
- E – Examine the question. What information is already provided? What information is still needed, if any?
- S – Solve it, step by step. ( source )

## OXFORD LEARNING HAS A SOLUTION

## Tips to Make Groupwork Successful

Editing skills lead to better grades, related math resources.

## Great Math Grades Start With Strong Skills

## High School, Math, Middle School

10 tips to having math success .

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## Strategies for Solving Math Word Problems

## Step 1 - SURVEY the Math Problem

## Step 2 - QUESTION

## Step 3 - REREAD

## Step 4 - QUESTION

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## How does SQRQCQ help students with learning disabilities?

Read also: - A Guide for Studying Math

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A common aspect of math that hinders confidence is math word problems. Figuring out a math word problem can be challenging for many students because they aren't regular math problems

As a math teacher I would always require my class to have the following steps to solve a word problem. A. Givens: you need to identify all the data that is presented on the problem with their corresponding units and assigned variables too

With a focus on solving word problems, students get more exposure to develop their skills. Help students solve math word problems in a fun and engaging way! Students will draw a card and answer the math word problem

Math word problems can be tricky and often challenging to solve. Employing the SQRQCQ method can make solving math word problems easier and less intimidating. Math word problems tend to be especially challenging for Learning Disabled (LD) students