MHB Are you smarter than a Singaporean 10 year old?

  • Thread starter Thread starter GLONE007
  • Start date Start date
  • Tags Tags
    Year
AI Thread Summary
The discussion revolves around a math problem from The Guardian that challenges readers to determine the length of remaining string after specific cuts. The problem states that Mary cut off 2/5 of a string and later removed another 14 meters, with the remaining string's length to the total cut off being in a ratio of 1:3. A step-by-step breakdown of the solution is provided, leading to the conclusion that the original length of the string is 40 meters, resulting in 10 meters remaining after the cuts. Participants express confusion and seek clarification on the solution process, emphasizing a desire for a clearer understanding. The thread illustrates the challenge of grasping mathematical concepts presented in a problem-solving context.
GLONE007
Messages
1
Reaction score
0
So i was looking through The Guardian(newspaper) and found this question, Titled 'are you smarter then a 10 year old?' and as you can guess i had no clue what to do. Also i thought if i looked at the answer maybe i would realize how it worked. Oh. how wrong was I! Is anyone able to break it down even more?. so that someone like 'me' can understand how it is done and how it works.

1. Mary cut off 2/5 of a piece of string. Later, she cut off another 14 m. The ratio of the length of string remaining to the total length cut off is 1 : 3. What is the length of the remaining string?

A. 5 m
B. 7 m
C. 10 m
D. 14 m
Solution is C.

I saw two ways of doing this yet they both through me off, i was wondering if someone could. in a sense talk it through step by step.As i am determined to understand how it works.

Many thanks.
 
Mathematics news on Phys.org
Re: Are you smarter then a Singaporean 10 year old?

what we wind up with is (where $\ell$ is the original length in m):

$$0.6\ell-14=\frac{1}{3}\left(0.4\ell+14\right)$$

$$1.8\ell-42=0.4\ell+14$$

$$1.4\ell=56$$

$$\ell=40$$

Hence:

$$\frac{3}{5}40-14=24-14=10$$

edit: I've moved this thread here, as it's a better fit.
 
I believe I can explain it well, because tbh is quite easy to understand if you check out my way. The simplest thing you could've done is to express the total length of the string. You can use any letter you want, but usually l stands for length in Maths as Mark has used.

\ell=
 
Last edited:
Thread 'Video on imaginary numbers and some queries'
Hi, I was watching the following video. I found some points confusing. Could you please help me to understand the gaps? Thanks, in advance! Question 1: Around 4:22, the video says the following. So for those mathematicians, negative numbers didn't exist. You could subtract, that is find the difference between two positive quantities, but you couldn't have a negative answer or negative coefficients. Mathematicians were so averse to negative numbers that there was no single quadratic...
Insights auto threads is broken atm, so I'm manually creating these for new Insight articles. In Dirac’s Principles of Quantum Mechanics published in 1930 he introduced a “convenient notation” he referred to as a “delta function” which he treated as a continuum analog to the discrete Kronecker delta. The Kronecker delta is simply the indexed components of the identity operator in matrix algebra Source: https://www.physicsforums.com/insights/what-exactly-is-diracs-delta-function/ by...
Thread 'Unit Circle Double Angle Derivations'
Here I made a terrible mistake of assuming this to be an equilateral triangle and set 2sinx=1 => x=pi/6. Although this did derive the double angle formulas it also led into a terrible mess trying to find all the combinations of sides. I must have been tired and just assumed 6x=180 and 2sinx=1. By that time, I was so mindset that I nearly scolded a person for even saying 90-x. I wonder if this is a case of biased observation that seeks to dis credit me like Jesus of Nazareth since in reality...
Back
Top