Bob used 1/5 of eggs Monday, 1/7 of remainder on Tues; bought 132 more Wed, equalling initial amt on Monday

Why? Teacher absent?

What grade are you in?
This was posted in arithmetic. Still, the OP did not bother to read


Nor did he bother to answer questions posed at the very start.
 
Now I’m getting 420 …
Did you check 420? The spoiler button in post #3 outlines the steps for that. Please try.

If you don't understand something in a reply, you need to tell us. Otherwise, we won't know where you're stuck. Is there something specific about the steps in post #3 you don't understand?

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Meechee, have you learned how to take 4/5ths of a given number? For example, can you find 4/5ths of 420?

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Meechee

We have started off on the wrong foot. Your answer of 420 is correct. I at least did not even notice it because then you subtracted 132 and seemed to say 288.

Please continue to use this site. Read carefully the summary of the guidelines previously given to you. Answer our questions. We do want to help you by teaching you how to think mathematically.

Do you see that the proportion of the number of eggs used on Monday and Tuesday relative to the number of eggs available at the start of Monday was

(1/5) + {1/7 * (1 - 1/5)} = (1/5) + {(1/7) * (4/5)} =

(1/5) + (4/35) = (7/35) + (4/35) = 11/35.

So we are looking for a number such that if you multiply it by 11/35 you get 132. But that means the number we are looking for is just

132 / (11/35) = (132/1) * (35/11) = 35 * 12 = 420.
 
Meechee, this will help you "see" what went on:
Code:
DAY          EGGS
Sun           420
Mon   -84     336 (420 * 1/5 = 420 / 5 = 84)
Tue   -48     288 (336 * 1/7 = 336 / 7 = 48)
Wed  +132     420
 
Thank you all for the help
You're welcome. Four different approaches to solve the exercise appear in this thread, so far. My guess-and-check method uses arithmetic. Once we realize that the beginning number of eggs must be divisible by 5 and 7, we start guessing -- knowing that the beginning number of eggs must be a multiple of 35. Eventually, we would try checking 12×35 (which is 420). Here's how the check goes:

1/5th of 420 eggs were used on Monday, so 4/5ths of 420 eggs remain.

\(\displaystyle \dfrac{4}{5} × \dfrac{420}{1} \;\; = \;\; \dfrac{4}{\cancel{5}_{1}} × \dfrac{\cancel{420}^{84}}{1} \;\; = \;\; \dfrac{4×84}{1×1} \; = \; \dfrac{336}{1} \; = \; 336\)

336 eggs remain, at the end of Monday.

1/7th of those eggs were used on Tuesday, so 6/7ths of 336 eggs remain, at the end of Tuesday.

\(\displaystyle \dfrac{6}{7} × \dfrac{336}{1} \;\; = \;\; \dfrac{6}{\cancel{7}_{1}} × \dfrac{\cancel{336}^{48}}{1} \;\; = \;\; \dfrac{6×48}{1×1} \; = \; \dfrac{288}{1} \; = \; 228\)

288 eggs remain, at the end of Tuesday.

Now, we know from the given information that there's 132 less eggs remaining on Tuesday than the starting number on Monday. So we check, to see whether adding 132 eggs to those remaining on Tuesday gives us the starting number.

\(\displaystyle 288 + 132 = 420\)

It checks! The answer must be 420 eggs.

You may have noticed that Denis did his arithmetic a different way. If 1/5th of 420 eggs is used, we could find the remaining number of eggs by (1) calculating 1/5th of 420 and (2) subtracting that amount from 420.

(1) 1/5th of 420 is: \(\displaystyle \dfrac{1}{5} \times \dfrac{420}{1} = 84\)

(2) We subtract, to find what's left of 420, after 1/5th has been used: \(\displaystyle 420 - 84 = 336\)

See how that works? Subtracting 1/5th from 420 gives the same result as taking 4/5ths of 420. That's because the "whole" (in terms of fifths) can be viewed as five fifths, or 5/5.

5/5 - 1/5 = 4/5 left over. Cheers!

EDIT: Changed "Subtracting 1/5th of 420" to "Subtracting 1/5th from 420"

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I think it is much simpler than that. Bob used 1/5 of the eggs on Monday and he used 1/7 of "the remainder", so 1/7 of 4/5= 4/35 of the eggs, on Tuesday. That is, he used a total of 1/5+ 4/35= 7/35+ 4/35= 11/35 of the eggs. "11/35 of the eggs" was 132.
 
I think it is much simpler than that …

… "11/35 of the eggs" was 132.
Well, of course there are simpler ways. (Jeff already posted your method.) I have acknowledged four ways, thus far. I also volunteered that my approach could itself be simplified a bit. The OP seems confused with some basics, so I'm trying to not pile-on.

I think tutors ought to keep things simple, when working with a fourth-grader who hasn't yet learned how to calculate 1/5th or 4/5ths of a number (in the latter case, the OP's guess was to divide by 4/5).

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Well, of course there are simpler ways. (Jeff already posted your method.) I have acknowledged four ways, thus far. I also volunteered that my approach could itself be simplified a bit. The OP seems confused with some basics, so I'm trying to not pile-on.

I think tutors ought to keep things simple, when working with a fourth-grader who hasn't yet learned how to calculate 1/5th or 4/5ths of a number (in the latter case, the OP's guess was to divide by 4/5).

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Because the OP did not read the guidelines and did not answer the reasonable questions posed, we the tutors went in many directions. The result was a confusing thread. What I learned from this thread is that we, or at least I, need to remember that posts in Arithmetic may be initiated by fairly young children with no mathematical sophistication. On the other hand, post after post went by before the OP said that he was in fourth grade.

Upon reflection, however, this problem does not strike me as a reasonable problem to attack without algebra. It can be done without algebra, but it is basically a problem in simultaneous linear equations.

[MATH]y = \dfrac{1}{5} * x \implies 5y = x.[/MATH]
[MATH]z = \dfrac{1}{7} * (x - y).[/MATH]
[MATH]y + z = 132 \implies z = 132 - y. [/MATH]
[MATH]\therefore 132 - y = \dfrac{1}{7} * (x - y) \implies[/MATH]
[MATH]924 - 7y = x - y \implies 924 - 6y = x = 5y \implies [/MATH]
[MATH]11y = 924 \implies y = 84 \implies[/MATH]
[MATH]x = 5 * 84 = 420 \implies [/MATH]
[MATH]z = \dfrac{1}{7} * (420 - 84) = \dfrac{1}{7} * 336 = 48.[/MATH]
And of course 48 + 84 = 132.

It is hard for tutors to forget years of training.
 
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… does not strike me as a reasonable problem to attack without algebra …
Word problems just like it are common, in arithmetic classrooms. I've seen them at different schools (working with adult students, no less).

It is hard for tutors to forget years of training.
I didn't know you went to tutor school.

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A couple posts showed good ways to do this without algebra, just using a solid knowledge of fractions. One fairly common way is to use a bar or strip to represent the whole (original amount). You might mark off 1/5, then 1/7 of what's left, leaving 6/7 of the 4/5, which is 24/35. Since it takes 132 to bring it back up to the original amount, 11/35 of the original is 132, and we divide by 11/35 to get the original, 35/11 * 132 = 420.

Code:
+-----+-----------------------+
| 1/5 |          4/5          |
+-----+-----------------------+
+-----+---+-------------------+
|     |1/7|       24/35       |
+-----+---+-------------------+
+---------+-------------------+
|  [132]  |       24/35       |
+---------+-------------------+
 
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