Word Problems (Part 2)

Added: 2026-05-07

[00:00:45]Right. You're welcome to another live session.

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[00:02:26]your name, the state you're streaming from, and your class.

[00:02:37]Tell me your name, the state you're streaming from, and your class.

[00:03:00]Right. Adachida is streaming from Abuja. She's in J3.

[00:03:07]Good. Good. Angel from Nigeria. JS2.

[00:03:14]Who else?

[00:03:15]Who else is in this class? Vivian JS1 Anra stage just two Lagos, Nigeria, J3. Abraham just one Mario.

[00:03:55]An amra states just three juu.

[00:04:06]Do you mean kata? Like kata is a country or is there a place in Nigeria called Qatar?

[00:04:15]Okay.

[00:04:17]Victories from Edo State. Emmanuela from Nigeria. JS3.

[00:04:24]JS2.

[00:04:25]Lagos. That is Cynthia or here. Gosh lights state. JS1.

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[00:04:41]Tell me your state or your country and then your class and your name.

[00:04:56]Jose Mario from Anra State. J one treasure Lagos, Nigeria. J two. Oh, okay.

[00:05:05]Jumi says Kata as a country. All right, that's nice.

[00:05:12]Vivian Nigeria.

[00:05:15]Okay, these are um uchi anra just one.

[00:05:25]You guys are welcome.

[00:05:28]All right, like we always do, I remind you that this is a math class and you should be with your pen and your notebook.

[00:05:40]Samantha Peter streaming from FCT Abuja in JS1. David streaming from Delta State in JS1.

[00:05:53]Vitric is in JS2. Fit WS is in JS3.

[00:06:04]Um JS2 Amber is in JS2.

[00:06:12]Well, keeping the video I can't guarantee that for how long, but if she comes back immediately and go straight, then it's likely the video will still be live.

[00:06:27]But I can't guarantee that it will be live after today. for Lauren Shu is for Lauren Shaw right is Lego is in Lagos in J2.

[00:06:42]Faith wins Lagos J3. David from Lagos JS 3. Okay.

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[00:07:03]Abd Abdalai just two from Saudi Arabia streaming from Saudi Arabia. You're welcome.

[00:07:13]This is great. So, we've had someone from We have someone from Qatar. We have someone from Saudi Arabia. Awesome.

[00:07:20]Awesome. Awesome. Grace from Delta State JS1. Orani Pun from Aun State JS3.

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[00:09:56]Good. All right, let's get started. In our last last class, what did we talk about?

[00:10:05]In our last class, we talked about word problems, right? And that's word problems part one.

[00:10:22]We talked about word problems, right?

[00:10:24]That is part one. Today we'll be going on with word problems part two.

[00:10:31]Okay.

[00:10:33]So let's get started.

[00:10:36]Some of the things that we talked about I will just refresh our me memory.

[00:10:43]I'll just refresh our memory. We talked about um terms like sum. We said that sum is what? I believe those who joined us last week will remember what we said about sum. We said sum is the answer you get when you add. So if you add if you want to get the sum of five and 9 that will be 5 + 9 which is 14. Then we talked about difference. We said we difference is the answer you get when you subtract. And we have two types positive difference and then negative difference. Positive difference is when you subtract a smaller number from what?

[00:11:26]From a bigger one. And then negative difference is when you subtract the smaller from you subtract the bigger one from the smaller one. All right.

[00:11:36]Then uh we talked about product. We say product is the answer you get when you multiply. Good. So we are still on that.

[00:11:47]We would now move on to expressions that have fractions in them. Last week we didn't deal with any expression that had fractions. So we'll deal with that this week.

[00:12:02]Let's start with this question. If you are asked to find 1/3 of the difference between 29 and the sum of 11 and 6, you will see that we have fraction in this particular expression.

[00:12:18]So how do we go about this? You know, we would we would interpret this word problem or this sentence into numbers. So/3 is like this. You write 1/3 like this. 1 / 3 of of is like multiplication.

[00:12:43]So we want to find one/ird of something and we can put that thing that we want to find a third of it in bracket.

[00:12:51]One/3 of what? Of the difference. So what we want to find one/ird of is the difference between two things between this and this. Do you understand one/ird of the difference between 29 and the sum of 11 and 6? So we write 29 and then here the sum of what? 11 and six.

[00:13:20]So we've interpreted this sentence.

[00:13:24]We've translated it into numbers.

[00:13:28]And in this particular class, I'm going to show you how to go from numbers to word because if you can go interchangeably from numbers to word or from word to numbers, then this topic will be like a walkover for you. So we are going to do that um in today's class. So with this once you can bring this from word to numbers you're almost at the answer.

[00:13:58]Do you get that? So we want to get 1/3 of first of all we have to deal with what's inside the bracket. So 29 - 11 + 6 is what is 17. So it will be 1/3 of 29 - 17 that will be 12 right. So 1/3 of 12. 3 will go into 12 how many times?

[00:14:32]Four times. So 4 * 1 is still 4. So your answer is four.

[00:14:42]Okay. So how did we come about this?

[00:14:44]First of all, I told you when you are dealing with word problems, you first read through the sentence, the entire script. Then once you understand what the story is talking about or the sentence is talking about, then you change it from words to numbers. And if you accurately change it from words to numbers, there's almost 100% chance that you're going to get the answer.

[00:15:11]So the big issue is changing from words to numbers or changing from numbers to words. This is where the issue lies with most students.

[00:15:25]All right, let's move on. We still we are still looking at expressions that have fractions in them. So with what I have shown you, let's attempt this as well.

[00:15:40]to -9 we want to add -1.

[00:15:45]Then we divide the result by the product of -2 and 5. So let's interpret this and change it from words to numbers. Are you ready? So we are told to add 11 - 11.

[00:16:05]We are adding - 11 to what? to minus 9.

[00:16:10]So we are done with this first sentence.

[00:16:12]Okay. Then whatever we get we are to divide by the product of -2 and 5.

[00:16:21]So we have to divide whatever we get here by the product. You know what is product right? Multiplication.

[00:16:29]Product of minus2 and five. So what would this give us?

[00:16:37]very easy. So we've changed from words or sentence to numbers and I'm sure everyone in this class will be able to get the answer from this point. I'm sure of that. So let's do it. - 9 + - -1 is the same thing as - 9 + - right? Same thing as - 9 - 11. then divide by -2 * 5 that will be -10.

[00:17:13]So what is - 9 - 11 - 9 - 11 that will be -20 right? If you say -2 - 1 that will be -3.

[00:17:29]So this will be - 20 over -10.

[00:17:38]So minus will cancel minus 20 / 10 is 2.

[00:17:43]Good. Don't worry. I'm going to give you exercises that you do uh from for me, you know, after showing you some examples.

[00:17:57]All right. Now, I said in this video or in this class, I'm going to show you how to go from numbers to words. So, you've seen how to go from words like this to numbers. Let's now see how to go from numbers to words. Are you ready? Good.

[00:18:14]So, from numbers to words. Let's start with this question.

[00:18:20]So, we want to change the following numerical expression or number expressions into word statements. Let's start with this - 5 minus in bracket - 20. Let me even ask it as a question. If you know how to change this from numbers, it's in numbers now. It's a numerical expression from what it is right now to a word statement. Let me see what you can do in the comments.

[00:18:55]Let me see what you can do in the comments. Can someone tell me what - 5 minus in bracket minus 20 would be if you are speaking it if you are saying it as a word statement right anyone No, no, no. I'm not asking for the answer. I'm saying how would you change this from a numerical expression to a word statement.

[00:19:42]Okay, someone says subtract minus 20 from -5. Awesome. That's good. If your name is not what is appearing on like your username, you always write your name after you answer. Okay, that's na right na says subtract -20 from -5. That is correct. But there's another way. Someone else can say it in another way. Can someone say it in a way that is equally correct but different from what Nick have said?

[00:20:19]M ma aba says subtract minus20 from minus5 that's correct but can someone say it in another way you know I can make a particular sentence and it has a particular meaning and someone makes the same with the same meaning and says it in a different way do you understand so I can say for instance that Um, how do I say it? That the boy came to class by 5:00 p.m. Everyone understands that the boy came to class by 5:00 p.m. And then someone says, um, the boy came to class after we have prayed and maybe oh sorry, so the boy came to class by prayer time.

[00:21:17]For instance, if everybody agrees that prayer time is 5:00 p.m., then that sentence means the same thing.

[00:21:24]Do you understand? So, I want to get someone else say this in a different way.

[00:21:34]Nobody have said it. Nobody have given me another way to express this. Okay.

[00:21:40]How about how about the positive difference between -5 and -20?

[00:21:55]Nobody thought of that. The positive difference, remember that positive difference is what you get when you subtract the smaller number from the bigger one. And you know that between -5 and -20 the smaller one is what? -20.

[00:22:11]-20 is smaller than -5. So the positive difference between -20 and -5.

[00:22:23]That's another way to say it. But the way you guys said it in the comments is also correct.

[00:22:30]Good. Now you I know you can solve this - 5 - - 20 that will be + 20 right - 5 + 20 will give us - give us + 15 - 5 + 20 is same as 20 - 5 which is 15.

[00:22:52]Right?

[00:22:54]Good. Now we are still changing from numerical expression to word statement.

[00:22:58]So, can someone do this for me? Tell me what this would be as a statement, as a word statement.

[00:23:08]5 * 4 - in brackets 8 + 11.

[00:23:22]Okay, Christian says the positive difference between -5 and -20.

[00:23:28]I think I said that before you right.

[00:23:32]Someone is asking how is -20 smaller than -5 cuz it's smaller. If you are owing 20 naira and someone else is owing 5 NRA, who has more money?

[00:23:51]you are owing 20 NRA someone else is owing five NRA among the two who have who has more money of course is the one that is owing only 5 NRA because if I give them both like 20 NRA they are owing 20 one is owing 20 NRA the other one is owing 5 NRA and I'll give them both 20 NRA when they pay their debts who will have more money the one that is owing 20 we have no money then the one that is owing five we have what 15 naira so it shows that -5 is greater than -20 do you understand good all right someone is answering someone is answering and saying the product of 5 and 4 minus the sum of 8 and 11 The product of five and four minus the sum of 8 and 11. That's correct. That is correct.

[00:25:00]Find the difference between the product of 5 and 4 and the sum of 8 and 11.

[00:25:08]Good. So, Christian, you got it correct.

[00:25:10]And then Adenic Solomon, you also got it correct.

[00:25:18]Okay. which love it says find the product of 8 and 11 and subtract the sum okay and subtract the sum of 8 and 11 from it.

[00:25:36]You didn't add from it but then if you did add from it then it should be correct. Subtract minusm.

[00:25:44]Find the product of five and four.

[00:25:46]Multiply the result by 8 + 11. No.

[00:25:54]No. That's not correct. There's a minus.

[00:25:58]Okay.

[00:26:01]The product of five and four minus the sum of 8 and 11. Amaka. That is correct.

[00:26:08]That is correct.

[00:26:11]Mua says find the difference between the product of five and four and the sum of 8 and 11. That is also correct.

[00:26:21]All right. Cher says find the positive difference between the product of 5 and 4 and the sum of 8 and 11. Absolutely correct.

[00:26:33]absolutely correct because you know this one is even more correct than the others like if we want to if I'm marking it and I'm giving maybe marking over 10 then this one will get 10 / 10 that is cherry right because 8 + 11 gives you 19 and you're subtracting it from 5 * 4 which is 20 so 19 is smaller than 20 so the you'll be getting will be positive difference.

[00:27:05]Awesome. Awesome.

[00:27:09]Na. Yeah. Says, okay, Angel says, "What about you?" Yeah, you got it.

[00:27:16]You got it.

[00:27:19]I I think I mentioned your name. Okay, let's let's let's go ahead and write this. So you can write in your notes that this means you find the positive difference. Why positive difference?

[00:27:35]Because if you add 8 + 11, what will you get? You get 19, right? Then if you multiply 5 by 4, you get 20.

[00:27:46]So 20 - 19 is 1. Is positive difference because you are subtracting the smaller one from the bigger one. So you can write in your note that this numerical expression can be written as a word statement like this.

[00:28:03]The positive difference between between the products of five and four that is this one.

[00:28:26]and the sum of 8 and 11 that is this one. Do you understand? But the way we wrote it like other people wrote it is also correct.

[00:28:44]So someone can say subtract the sum of 8 and 11 from the product of five and four. It is also correct. So it doesn't have to be one way. We can speak in different ways like the way I'm saying this now is not exactly the same way another person will say it even though we might be saying the same thing. You understand what I mean? All right, let's do another one.

[00:29:16]We are still changing from numbers to what to words.

[00:29:22]So change 9 + 14 in bracket minus 8 over 3. Change it from number to word statement. I will be in the comments.

[00:29:38]I'll be in the comments.

[00:29:49]All right, I will be in the comments any Mary or go back and watch from the beginning.

[00:30:09]Okay.

[00:30:16]So who is who is converting this from number to words?

[00:30:39]I'm still waiting.

[00:30:44]All right. Angel says, "Find the sum of 9 and 14, then subtract eight from the results, then divide three with your final result." Good. It's okay. It's a good um way to express that.

[00:31:06]So, shout out to Angel Mu. Mufida Bimbala says, "Subtract 8 from the sum of 9 and 14 and divide the results by three." Awesome. I think this is more like brief or a brief way to to say that and that is correct. Amber says the positive difference of the sum of 9 and 14 - 8 / 3.

[00:31:40]Yeah, it's correct. But you would have said the positive difference of the sum of 9 and 14 and the number eight. You don't need to say minus again since you've said positive difference. Do you understand?

[00:31:56]Because we all know that positive difference means you are subtracting two things. So you you should have said the positive difference of the sum of 9 and 14 and the number eight then divided by 3.

[00:32:14]All right. So treasure says find the positive difference between the sum of 9 and 14 - 8 / 3. So both of you said minus 8. Okay. But you're correct. I'm just saying you repeated.

[00:32:29]It's like tautology in in um English we call it. You are repeating yourself in a single sentence.

[00:32:39]Find the sum of 9 and 14 - 8 minus 8 from it and divide by three.

[00:32:47]Okay, Sabira. All right. That's that's nice.

[00:32:52]Okay. Okay. I think we are doing good. I think we are doing good. Awesome.

[00:32:57]Awesome. We are all doing good. All right. So, if I was going to change this from numerical expression to word statement, this is what I'm going to say.

[00:33:08]I'm going to say find because 1/3 is like 1 / 3 of something.

[00:33:14]So, this over three is a third of what is at the numerator. Do you understand?

[00:33:23]So I can say find one/3 of the positive difference positive difference between the sum of 9 and 14. The sum of 9 and 14 that is this one.

[00:33:55]and the number eight.

[00:34:02]Good. So if you say it this way, it's a very nice expression of this numerical statement. But you don't have to say it this way. Another person can say it in a different way like this. Let me let me write another way. said it which is the way most of us have said in the comments.

[00:34:25]So another person can say subtract eight subtract 8 from the sum of 9 and 11.

[00:34:36]9 and 14 sorry 9 and 14.

[00:34:44]Then divide the results then divide the result by three.

[00:34:56]So either way you say it, we are still saying the same thing. I think this is a wonderful class. You guys are doing so well. Now let's move on to um more about word problems. We have we have gone from words to numbers and now we've done numbers to words. Now let's look at where we have an equation. What what's even an equation? So far, what we have looked at are what we call expressions.

[00:35:30]Okay, expression. What's an expression? It's just like saying 2x + 3. This is an expression.

[00:35:42]But once you bring in an equal sign and you say 2x + 3 is equal to let's say 9.

[00:35:52]This automatically becomes an equation.

[00:35:55]Equation because of this equal sign. You understand? So so far you've seen that we've not done equal to something or equal to anything. So this is where we introduce it.

[00:36:08]Word problems involving equations. Are you ready? Good. So, let's go ahead and see some word problems involving equation.

[00:36:21]Look at the question on the board. When 8 is added to a certain number and the sum is multiplied by three, the result is 57.

[00:36:34]We want to find the number. Normally when we deal with equation there's always a missing number or an unknown that we are trying to find and you must have done algebra. So in algebra we use letters to represent the unknown. The thing we don't know we use a letter to represent it. You can use any letter.

[00:36:58]Some like to use X. Some like to use Y.

[00:37:02]Some like to use A, B. Any letter you use doesn't matter. Okay. So let's go through this. Interpret this sentence into numbers. Are you ready? Let's go sentence by sentence. When 8 is added to a certain number. So you have eight here. We have added. Added means plus, right? A certain number, you don't know the number. So we are going to introduce a letter and let's use X. Okay.

[00:37:35]And okay, let's write that first. When 8 is added to a certain number x. Okay.

[00:37:41]So, we are done. From here to here, we are done.

[00:37:45]And the sum is multiplied by 3. So, this sum now 8 + x is multiplied by 3. So, we multiply this by three. So, we are done to this point.

[00:38:02]The result is the result means it is equal to this particular thing. Now the result is what? 57.

[00:38:12]Find the number. So at this point you are almost at the answer. I'm sure almost all of us here in this class will be able to get what X will be from this point. So the bulk of the work lies in going from word or statement or sentence to numbers. That is where the bulk of the work lie. That is why you don't need to rush when you are trying to go from word to numbers. You don't rush because that's the most important junction or the most important point.

[00:38:48]If you rush at the most important point and you miss a particular thing, it doesn't matter what else you are doing. Like just imagine we miss this equation at this point. It doesn't matter what we are solving after this point. We will get the answer wrong.

[00:39:08]That is why this is the most critical point. You don't rush. Okay. So let's go ahead and find the number. This will now be a walk over. So to clear this three here, I'll just divide both sides by 3.

[00:39:20]3 will cancel three. On the left hand side, I'm left with 8 + x. So this is equal to 57 / by 3. 3 will go into five.

[00:39:31]How many times? 1 time remainder 2. So I put a two here. 3 into 27 will be 9. So we have 19.

[00:39:41]So x will be equal to what?

[00:39:44]To get x I will have to move 8 to the right hand side of the equation and it is positive here. So as is crossing the equal sign it becomes negative. So we have 19 - 8. So that x will be equal to what? 11. Good.

[00:40:06]So we have successfully dealt with a word problem involving equation.

[00:40:16]I will give you one to do. Let me know if you've gotten it. If you've not, that's not a problem. I will explain it to you. So test this for me. I'll be in the comments waiting for your answer.

[00:40:30]One/ird of a number is divided by five.

[00:40:34]Remember you have to read through the sentence. Understand what the story is talking about before you start interpreting to numbers. Okay. One/ird of a certain of a number. You don't know the number. So what do you do? You represent it with a letter. Then all of those things is divided by what? Five.

[00:40:59]Sorry. It's added to five. added. You know what is added is plus, right? It's added to five. The result that is everything you get from doing this first sentence is equal to is means is equal to right is 1 and a half times the original number that is whatever you represented that number with is equal to 1 and a half times of that number. So we are now to find the number. So, I will go to the comments and see if we get the answer and I'll give a shout out to whoever gets it. But if you don't get it, it's still not a problem. Okay, I'll explain to you right. I'm waiting.

[00:41:54]I am waiting. Who is getting the answer for us?

[00:41:59]I am waiting.

[00:42:11]I am waiting. I'm waiting.

[00:42:24]Anybody getting it for us?

[00:42:27]Okay, 30 more seconds and I will solve it.

[00:42:41]I will explain it.

[00:42:43]I will explain it. But let me know if someone understood to this point.

[00:42:50]We have 10 more seconds and I will have to explain it.

[00:42:57]Okay.

[00:43:09]Okay.

[00:43:11]You're saying I should explain again.

[00:43:16]I hope you're not saying I should explain this one again. I hope you're talking about this. Okay, let's go ahead and explain this.

[00:43:25]one/ird of a number. So let's go sentence by sentence, right?

[00:43:31]You see, let me say this about word problem. What problem is supposed to be the simplest topic in maths, but students find it difficult?

[00:43:42]I believe it's because there's already a fear in your mind when it comes to maths.

[00:43:48]But I want you to take that fear and drop like take it away. The reason is this is just like plain English but it's just because it's put in maths and then you're finding it difficult. Many times people go to the market and they don't cheat them in the market because this is real life like they know how to do add and subtract. They know how to they don't want to be cheated. This money now money is involved. But it's the same thing they doing in class and they are failing. Why is that? is because they they they feel like math is one abstract thing, one difficult thing like that. No, it's it's like normal life, normal English, normal everything that you are conversant with. Okay? So, I want you to take fear away and let's do this. One/ird of a number one of a number. You don't know the number.

[00:44:48]So, what will you do? You will represent it with a letter. Let's call that letter, let's say, is x. Okay? 1/3 of x of, you know, is times. So I don't need to always write times here. 1 / 3x is the same thing as 1 / 3 of x. Do you get? So I don't need to write of.

[00:45:11]So 1/3 of x is added to five. So this thing now is added. You know what is added now? It's addition. added to five.

[00:45:22]Good.

[00:45:24]What you get here the next sentence? So we are done with the first sentence. Is that not so? The next sentence is the result is 1 and a half times the original number.

[00:45:38]So the result is meaning equal to. So when you see is most times in in word problem it just means equal to. So you can represent this is with equal to most of the time is 1 and 12 * 1 and half is like this 1 and 1/2 times the original number times the original number is what is x right so you've gotten the the equation the what is left for you is just to solve it so once you can come from this point here from this word to numbers you are most likely going to get the answer good so let's go and get the answer we have 1 / 3 x + 5 = what 1/2 * x will be 1/2 x so 1 3x + 5 is equal to when you are dealing with when you are dealing with mixed number like this is better if you change it to improper fraction. So 2 * 2 * 1 is 2 + 1 is 3. So we have 3 / 2 x. Then we now we are looking for x, right? So we can bring the collect like terms. We can bring what have x to one side. Anything that have x to one side and those things that don't have x, we keep it on one side. So let me take this 1 / 3x to the right hand side. So we have 5 is equal to 3 / 2 x then - 1 / 3x.

[00:47:43]Do you understand? So five will be equal to what? You are subtracting 3 1 / 3 from 3 /2. What would that give you?

[00:47:54]If you subtract 1 / 3 from 3 over2.

[00:48:01]Okay. One one another way I can do this might be to multiply through an easier way would be to multiply through by the to cancel the fraction.

[00:48:13]If I want to cancel the fraction, I will just multiply through by the LCM of the denominator. That is one way to solve it. Another way is to subtract like this subtraction here and then once you subtract, you can find x. But if I'm to teach you equation with fraction, normally I would tell you to clear the fraction. It's easier to work with equations that don't have fraction than to work with equations that has fraction. Do you understand? So how do you clear the fraction? You just look at the denominator. We have two here. We have three here. Okay. And to get the LCM of the denominator, LCM of denominator is six. LCM of 2 and 3 is what? Is six. So I'll multiply everything by six. You will see that there will be no fraction anymore.

[00:49:08]So 6 * 5 is 30.

[00:49:11]This is equal to 6 * 3 / 2. 2 will go into 6 3 times.

[00:49:19]Then 3 * 3 is 9. So we have 9 x.

[00:49:24]Then 6 * 1 / 3x. 3 will go into 6 that will be two times.

[00:49:33]2 * 1 is still 2. So we have 2 x. So from here you can see that we have cleared the fraction. There's no more denominator anywhere. And so this is a a simpler fraction to I mean equation to work with than this particular one here.

[00:49:52]Good. So 30 will be equal to 9x - 2x is 7 x. To get x, I'll divide both side by 7.

[00:50:02]So 30 / 7 7 will go into 30 that will be four times remainder how many two which seven we still share. So our x is four whole number 2 over 7.

[00:50:16]Our x is four whole number 2 over 7.

[00:50:23]Let me see what's happening in the comments.

[00:50:29]four whole number 2 over 7.

[00:50:36]Okay, David say 30 / 7 is the correct answer which is true.

[00:50:42]But normally we change from improper fraction to improper fraction to mixed number. Okay.

[00:50:56]All right. Let's move on. I will bring out some quiz since we have covered today's lesson. I'll bring out some quiz and the first person to get it gets a shout out. We just have few minutes left and we'll just take one or two or three more quiz and then we'll be done. So, let's get into it. It's quiz time.

[00:51:18]Question number one.

[00:51:21]Quickly, quickly, quickly. Find 17th of the sum of 19 and the product of 4 and 11.

[00:51:30]Find 17th of the sum of 19 and the product of 4 and 11.

[00:51:39]I will be in the comments to give a shout out to whoever gets it.

[00:51:49]Okay. Nami says, I got 4.29. That is that should also be correct like you change it to decimal.

[00:51:57]Okay. Olua says 30 / 7. Um yeah that is correct but you know you change it to mixed number.

[00:52:09]You normally you should always change your improper fraction to mixed number except if it's an objective and the answers or the options are in uh written as improper fraction. Okay. All right.

[00:52:27]People are already answering. Mua says nine. Muida thank you very much. That is correct. Na says nine. That's correct.

[00:52:36]Mazi says nine. Awesome, awesome, awesome, awesome. Uchi love it says nine. Angel and Nato says nine. Correct.

[00:52:47]Jima says nine. Amber says nine. You guys are awesome. So, how did you get nine? Let's go and get it together.

[00:52:58]Find 177 is like this of the sum of his times.

[00:53:06]Now of the sum of what?

[00:53:09]19 and the sum of what? 19 and the product of 4 and 11.

[00:53:20]Great. Calm down. Let me write go over this line by line. Find 17th of so I can put this times instead of times I can write it in brackets like 17th of now in bracket okay the sum sum is addition h sum of what two things this on one side and this on the other side. So we are looking for the sum of 19 and the product of 4 and 11. So these are the two things we want to find the sum of. Do you understand?

[00:54:09]So once you write it this way, there's no way you not get the answer especially if you are in this like from just one to just three. From here I'm sure almost all of us will get it. But the problem the problem is usually the getting it to this point. And that's what I've been trying to explain. So if you don't understand how to go from here to here, don't worry.

[00:54:34]You don't need to be following us.

[00:54:37]That's why this is a video. Like you don't need to be going.

[00:54:41]This is not like your regular class where there's no way you can go back to what I've said. But this is a video. So you can always go back. You don't need to be like present with us at this point. So you can always go back or maybe watch through and then later before I take it down, you can go back and do it. Go through the lesson again.

[00:55:09]Don't leave this lesson without understanding this particular topic because I can assure you you will hardly get a simpler explanation than what you are getting right here.

[00:55:26]So the problem is not with the explanation. The problem is with the maybe the speed I am using to explain is a little bit faster than what you can cope with. So what will you do?

[00:55:39]Since it's a video, you can go back and rewatch it. Do you understand? Good. So the main issue is coming to this point.

[00:55:48]So if you can learn how to go from word to numbers, word problem will be the simplest topic for you. Okay. So 17th of let's do what's inside the bracket. You know how we do it. B mass you have to deal with multiplication first, right?

[00:56:08]So we have 19 + 4 * 11 is 44.

[00:56:14]Again, we still have the bracket. So we still deal with what's inside the bracket. So we have 1 7 * 19 + 44.

[00:56:25]19 + 44.

[00:56:29]This will give us 63, right? So 1 / 7 * 63. 7 will go into 63 nine times. 9 * 1 is still 9. So our answer is what? 9.

[00:56:46]Awesome. Let's move on to the next one.

[00:56:48]We just have few seconds.

[00:56:52]Change this into words. Change 20 minus in bracket 3 + 9 into words.

[00:57:00]Do that as quickly as you can possibly do.

[00:57:06]I will give a shout out to whoever gets it first.

[00:57:10]Change that into word. We just have one minute for this particular question.

[00:57:19]Anybody?

[00:57:28]Yeah, I can see many of us are saying 999 to the previous question. You guys are awesome. Thank you very much. You are doing well. So, who can change 20 minus in bracket 3 + 9 into words?

[00:57:46]Okay, someone is trying to do that.

[00:57:50]Amber says the positive difference of 20 and the sum of three and nine. Positive difference of 20 and the sum of three and 9. Well done Amber. That is awesome.

[00:58:06]That is correct. Angel says find the sum of three and 9 then subtract from 20.

[00:58:13]That is also correct. Awesome. 20 minus the sum of three and nine.

[00:58:21]Correct. Correct. Correct. 20 minus the sum of three and nine. David, correct.

[00:58:29]Love it. Correct.

[00:58:31]Um, I didn't ask you to find to give us the answer. I'm just saying change it from numbers to words. Okay.

[00:58:42]ABC adjaces positive difference between 20 and the sum of three and 9 that is Jima correct find the sum of three and 9 and subtract the results from 20 Elijah you are correct so that's it why do we say positive difference positive difference because this number here 3 + 9 is smaller than 20 when you do the subtraction it will be positive So when you are subtracting a smaller number from a bigger one is positive difference. So we can say positive difference between the sum or between 20 and the sum of three and 9. You can say between 20 and the sum of three and nine. So this is a way to change this numerical expression to what? Another person can say it in a different way. Another person can see subtract subtract the sum of three and 9 from 20. You are all correct. Okay. So like I said you can express something you can say something in different ways but they have the same meaning. Okay, how about this one? Who can tell me how to change this into words? 4 over 9 + 2 into words.

[01:00:36]Who will tell me that?

[01:00:40]Okay, we are all getting that answer. Do well. You're doing well. Thank you very much. You guys are awesome. Now tell me this one that is on the screen.

[01:01:02]Who will tell me first?

[01:01:04]The first person gets a shout out.

[01:01:09]I'm waiting.

[01:01:11]Find the sum of four and 9 then divide by 4.

[01:01:21]Really? Not really. That's not correct.

[01:01:27]20. No. 4ided by the sum of 9 and two.

[01:01:32]Correct. That is fumi liar. Filio says four divided by the sum of 9 and two.

[01:01:41]Which beloved says four divided by the sum of 9 and two. Correct. Correct.

[01:01:46]Correct. The division of four and the sum of 9 and two. Jima that is also correct. Amber says four divided by the sum of 9 and two. Four divided by the sum of 9 and two. You guys are good. You guys are good. All right. two. That is correct.

[01:02:08]Four. Look at it. He's he's just staring at us. Four divided by the sum of 9 and two.

[01:02:18]Okay.

[01:02:21]So, it's just the answer is staring at us. Or someone else can say divide four by the sum of 9 and two. divide 4 by the sum of 9 and two. Good.

[01:02:41]And then this question, I subtract 14 from a certain number. I multiply the result by three.

[01:02:52]The final answer is three. What was the number? So this is an equation. So in 1 minute who can tell me what the answer is? I subtract 14 from a certain number.

[01:03:04]I multiply the result by three.

[01:03:08]So I'm subtracting 14 from a particular number. Then I whatever I get there I put it in bracket then multiply everything by three. Then the final answer final answer means it is equal to equal to what? Three. What number did I what number am I looking for?

[01:03:34]Who can tell me the answer?

[01:03:41]This is our last question because of time. So who can tell me the answer?

[01:03:57]15. Vivian says 15. Vivian or here says 15. Vivian, that is correct.

[01:04:08]The number is 13 at DBC. Really? Check it again.

[01:04:15]Um, protect something something protect the west.

[01:04:22]15. If your name is like appearing, if what's your like what's appearing on your username is not your name, always write your name after your answer. Okay.

[01:04:32]Mida says 15. That's correct. N says 11.

[01:04:39]11.

[01:04:40]It's not really 11.

[01:04:44]Okay. Abraham says the answer is one.

[01:04:48]Really? Not really.

[01:04:51]Nelson says the answer is 15. That's correct. Emmanuel says the answer is 15.

[01:04:56]All correct. All correct. Nami says the answer is 15.

[01:05:00]Um, Asma says the answer is 15.

[01:05:06]Palumi says the answer is is that 14 to 15? Like is it a range?

[01:05:14]Okay, let's let's let's do it together.

[01:05:18]I subtract 14 from a certain number. So look at the number right. I don't know what the number is. So I'm representing it with x. Then I subtract 14 from it.

[01:05:31]That is the first sentence. We are done with this first sentence.

[01:05:37]Let's move to the next sentence. I multiply the result by three. So whatever I get here, I multiply it by what? Three.

[01:05:47]That is the second part of the f of the second the first part of the second sentence. We are done with this.

[01:05:56]Now let's move on. The final answer is three. So it means this whole thing is equal to what? Three.

[01:06:08]What was the number?

[01:06:11]So I've gotten to this point. I've converted this whole expression into numbers like this and with this I can easily get what the answer is. So how do I do it? First let me clear this three here by dividing both sides by 3.

[01:06:32]So this will cancel out. 3ide by 3 is what? 1. So x -4 is equal to what? 1. So from here I will know what x will be.

[01:06:46]How? I will just move this minus14 to the right hand side of the equation. So we have 1 as -4 crosses the equal sign what what will it become? It become +4.

[01:07:00]So x = 1 + 14 which is 15. And that brings us to the end of today's class.

[01:07:09]Like I said, if there's something you don't understand, I will leave this video till the end of today so you can always go back and watch it again at your own pace. Okay?

[01:07:22]And um if you still have questions, then I would suggest that you join our I'll suggest you join our class.

[01:07:36]M even though we don't we are not currently taking in students but I don't know how we will do this we're not currently taking students okay anyway let me see uh okay I'll put a number just chat that number if you you really really really really wants to you want to join the class just chat this number on WhatsApp.

[01:08:13]081579 0 07 81 is correct right?

[01:08:23]Yeah. Okay. This is correct. So if you really want to join our class even though we are not taking people now but we can make allowance for you since you are in this live class and you you feel like you need to ask me some questions because of our time we can't attend to all questions here. So join that class and then you can ask questions any kind of question you watch our lessons you don't understand something you can ask a particular question there do you understand? So that is for that. I hope you enjoyed today's class. I did. And so this is where we say goodbye. Okay. So tell me quickly, our time is already up.

[01:09:05]Tell me quickly um how was your experience? Okay. Some people already putting it here. It was fun. This class was awesome. Gosh light said this was awesome. I enjoyed it. I love it. I so much love this class.

[01:09:22]Someone says he don't he doesn't understand algebra you see. So don't worry just chat that number on the screen and you'll be you'll be given you'll be told how to join our class.

[01:09:37]So someone says the explanation made sense. Okay. So you guys understood this class. I also enjoyed it. All right.

[01:09:47]Until next time, I will see you again.

[01:09:53]Okay, until next time.

[01:09:57]I love you all and bye-bye.