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### Course: Pre-algebra > Unit 7

Lesson 6: One-step equation word problems# Modeling with one-step equations

Anna wants to throw a pizza party for her birthday. She has $42.50 to spend on pizza boxes that cost $8.50 each. To figure out how many pizzas she can buy, she divides the total money by the cost per box. This concept can also be applied to other situations, like a class selling candy boxes for a fundraiser.

## Want to join the conversation?

- if this guy could just explain how to do it instead of all the extra i wouldnt be so confused.(14 votes)
**you dare insult this random guy's teaching abilities**?(62 votes)

- What is a quotient?(10 votes)
- A quotient is the answer to a division problem!(16 votes)

- the video tutorial🥰😀

the actual work💀💀(20 votes)- OMG!soooooooooo true!(1 vote)

- I still need help because i got a question its 10 less than j is 35.like what dose that supposed to mean?(3 votes)
- ★To model, (
*to write*), the equation for…

"Ten less than j is 35"**Ten***less than*

means**to subtract****10**

Ten**less than j**

means to*subtract 10***from j**

j - 10**is**35

"is" means**equals**

so…

Ten less than j is 35

=←equation made!**j - 10 = 35**

★If the**answer form**:

Needs to be**with j isolated**,

(*to equal j*)…**j - 10 = 35**

add 10 to both sides

=**j -10 +10 = 35 + 10**

=**j = 35 + 10**←equation = j

=

j = 45

(≧▽≦) I hope this helps!**More in Comments**(12 votes)

- For the question 'Write an equation to represent the following statement.

The quotient of 36 and 3 is j.' I put 3 x _j_ = 36.

Then it said 'wrong. The answer is 36/3 = j."

Isn't that the same thing?(5 votes)- While the equations are equivalent, it does not directly interpret the words. Quotient is divide, and you show no divide, verbs are generally =, and j is isolated on the right. You did not represent the statement, you changed the equation for some reason.(5 votes)

- i can,t do it crying right now(5 votes)
- I think you divide the total amount of money they have, by the number it costs for one.

ex. 100$ and 2$ per item.

(100/2=50 | 50 = # amount of items that can be bought)(1 vote)

- its very confusing its not helping with my problem!(4 votes)
- what is your problem exactly?(2 votes)

- yay i tottaly love this

jk(4 votes) - is product multiplication or division(2 votes)
- A product is when two or more numbers are multiplied together. For example, when 12 and 5 are multiplied together, the product is 60.(5 votes)

- At2:35Sal says divide by 8.5.Don't you need to multiply?(2 votes)
- Actually, you need to divide because that's how to get p by itself.(4 votes)

## Video transcript

- [Voiceover] Anna wants
to celebrate her birthday by eating pizza with her friends. For $42.50 total, they
can buy p boxes of pizza. Each box of pizza costs $8.50. Select the equation that
matches this situation. So before I even look at these, let's see if I can make
sense of the sentence here. So for $42.50 total, and
I'll just write 42.5, especially because in all these choices they didn't write 42.50,
they just wrote 42.5 which is equivalent. So 42.50 that's the total
amount they spent on pizza and if I wanted to
figure out how many boxes of pizza they could buy, I could divide the total amount they
spend, I could divide that by the price per box. That would give me the number of boxes. So this is the total, total dollars. This right over here is the dollar per box and then this would give
me the number of boxes. # of boxes. Now other ways that I
could think about it. I could say, well what's
the total that they spend? So 42.50, but what's another way of thinking about the total they spend? Well you could have the amount they spend per box, times the number of boxes. So this is the total they spend and this another way of thinking about the total they spend, so these
two things must be equal. So let's see, if I can see anything here that looks like this, well
actually this first choice, this, is exactly, is exactly
what I wrote over here. Let's see this choice right over here. P is equal to 8.5 x 42.5. Well we've already been
able to write an equation that has explicitly, that
has just a p on one side and so when you solve
for just a p on one side, you get this thing over here, not this thing, so we could rule that out. Over here it looks kind of like this, except the p is on the wrong side. This has 8.5p is equal to 42.5, not 42.5p is equal to 8.5. If we try to get the p
on the other side here, you could divide both sides by p, but then you would get
p divided by p is one. You would get 42.5 is equal
to 8.5/p which is not true. We have 8.5 times p is equal to 42.5, so this is, this is not
going to be the case. One thing to realize, no
matter what you come up with, if you came up with this
first, or if you came up with this first, you
can go between these two with some algebraic manipulations. So for example, to go from this blue one to what I wrote in red up here, you just divide both sides by 8.5. So you divide by 8.5 on the left, you divide 8.5 on the right. Obviously to keep the equal sign you have to do the same
thing to the left and right, but now you would have 42.5/8.5 is equal to, is equal to p. Which is exactly what we have over there. Let's do one more of these. Good practice. Mr. Herman's class is selling
candy for a school fundraiser. The class has a goal of raising $500 by selling c boxes of candy. For every box they sell, they make $2.75. Write an equation that
the students could solve to figure out how many boxes of candy they need to sell. How many boxes of candy they need to sell. Well there's a couple of ways
you could think about it. They have a goal of raising
$500 and so they want to get a total of $500,
and if each box is $2.75, divide the total by the amount they get each per box and then this is going to be equal to the number of
boxes that they need to sell. So this we've done. This is an equation that
the students could solve to figure out how many boxes of candy they need to sell. Another way you could think about it, it's 2.75 per box times c boxes. This is the total amount
of money they will raise. Whoops, this is the amount. So this is the amount that they will raise and their goal is that,
their goal is to raise $500. So they want this to be equal to $500. So this also could be an equation that the students could
solve to figure out how many boxes of candy they need to sell.