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Week 7 Assignment Math Proof

The document summarizes solving a math proof problem about the number of fruits in a fruit salad. It states there are 280 total pieces of fruit with specific relationships between the amounts of blueberries, raspberries, grapes, and cherries. The writer sets up equations to represent the relationships and solves for the number of cherries through trial and error. They reflect that carefully reading the entire problem and identifying the goal is important, and that taking things step-by-step and tracking answers can help overcome struggles in solving similar problems.

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352 views

Week 7 Assignment Math Proof

The document summarizes solving a math proof problem about the number of fruits in a fruit salad. It states there are 280 total pieces of fruit with specific relationships between the amounts of blueberries, raspberries, grapes, and cherries. The writer sets up equations to represent the relationships and solves for the number of cherries through trial and error. They reflect that carefully reading the entire problem and identifying the goal is important, and that taking things step-by-step and tracking answers can help overcome struggles in solving similar problems.

Uploaded by

api-549067802
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Week 7 - Assignment: Math Proof

Solve the following problem:


A fruit salad consists of blueberries, raspberries, grapes, and cherries. The fruit salad has a
total of 280 pieces of fruit. There are twice as many raspberries as blueberries, three times as
many grapes as cherries, and four times as many cherries as raspberries. How many cherries
are there in the fruit salad?
The first step I did was writing down my initial equation that illustrates the total number
of fruits and labelling each fruit with its first initial: b+r+g+c=280
Second, I read through the problem and wrote the exact information I was given.
Twice as many “r” as “b” which is r=2b
Three times as many “g” as “c” which is g=3c
Four times as many “c” as “r” which is c=4r
Once I had that down, through trial and error I started solving for one of the three
equations. I solved for c=4r by dividing both sides by 4 and got r=c/4 as my first answer.
Then I took a second equation being r=2b and plugged-in c/4 into r. Meaning that I now
have c/4=2b. I then divided both sides by 2 and was left with c/8=b. Now that I know
what r and b are equaled to, I now can plug them into my original equation of
b+r+g+c=280.
c/8 + c/4 + 3c + c= 280 Here I solved by simplifying the equation. I first added 3c + c
and got 4c. Then I simplified c/8 + c/4 + 4c and was left with 3c/8 + 32c/8= 280. Later I
multiplied both sides by 8 and after divided them by 35 as shown 35c/35=2240/35
Which helped me eliminate the fraction. I was left with cherries = 64.
Reflect, in one-to two-paragraphs, on your experience writing the Math Proof:

Going through this exercise helped me better understand the concept of Math Proofs as
it made me realize how attentive I should be when reading a word problem. Initially, I
didn’t read the entire problem and started writing key points down. When I realized I had
to find how many cherries, I knew that I had wasted some time. This can help me teach
the concept of math proofs a lot better by identifying what the problem is asking me to
solve for. A few struggles I encountered was figuring out which equation to start solving
for first. I first began solving for g=3c but then got stuck, so I decided to get rid of that
and try on a new sheet of paper a new equation. The equation I went for is c=4r, this
one seemed a little friendlier and it helped me figure out the rest of the problem. A
second struggle I encounter was keeping track of the answers I was getting. I had to
circle my answers in order to not lose track of what was equaled to what. I think I can
help my future student overcome the struggles by taking things one step at a time. This
can help my students identify what we are solving for and understanding the information
that is given to us. By using the information given correctly, my students can solve the
problem accordingly. Even through trial and error like I did.

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