На основании Вашего запроса эти примеры могут содержать грубую лексику.
На основании Вашего запроса эти примеры могут содержать разговорную лексику.
проработать проблемные
решить эту задачу
I’m going to work out the problem by myself.
If you cannot work out the problem, you had better try a different method.
Если ты не можешь решить проблему, тебе следует попробовать иной способ.
If you cannot work out the problem, you had better try a different method.
It will also enable to work out the problem of how many of them are considered missing.
Также он позволит проработать вопрос о отом, сколько из них считаются пропавшими без вести.
Active circular movements need to work out the problem areas on the legs.
He accordingly applied to a noted astrologer to work out the problem for him.
Sometimes people just want you to listen so that they can work out the problem themselves.
Иногда люди просто хотят, чтобы их выслушали, а потом сами принимают решение как действовать.
It called for both communities to work out the problem without interference from outsiders.
Она также призвала обе общины найти решение без постороннего вмешательства.
As much as possible, we do not interfere and let the children work out the problem themselves.
Постарайтесь не вмешиваться и позвольте детям самим уладить конфликт.
Though I am obliged to withhold if you should work out the problem by yourself, it will be my duty to tell you so.
Хотя я и обязан скрывать наши сведения… но, если всё-таки Вам удастся решить эту задачу самостоятельно, то я сочту своим долгом подтвердить Вам это .
Using this method of reasoning, we must try to find as many magnitudes, expressed in two different ways, as there are unknown terms, which we treat as known in order to work out the problem in the direct way.
Путем такого метода вычислений нужно отыскивать столько величин, выраженными двумя различными способами, сколько неизвестных терминов мы предполагаем известными, для того чтобы исследовать трудность прямым путем.
On March 27, town head Denis Lebedev visited the protesters and promised to work out the problem.
27 марта к протестующим приехал глава города Денис Лебедев, пообещавший решить проблему.
The new models were delayed to a January 1955 introduction, «as American Motors engineers work out the problem of making two completely different looking automobiles with identical body shells.»
Новая модель была введена в январе 1955 года из-за проблем инженеров AMC с разработкой «двух совершенно разных машин на одинаковой платформе».
Work out the problem with the factory.
Work out the problem creatively.
The new models were delayed to a January 1955 introduction, «as American Motors engineers work out the problem of making two completely different looking automobiles with identical body shells.»
Новая модель была введена в январе 1955 года из-за проблем инженеров AMC с разработкой «двух совершенно разных машин на одинаковой платформе».
Результатов: 16. Точных совпадений: 16. Затраченное время: 119 мс
Documents
Корпоративные решения
Спряжение
Синонимы
Корректор
Справка и о нас
Индекс слова: 1-300, 301-600, 601-900
Индекс выражения: 1-400, 401-800, 801-1200
Индекс фразы: 1-400, 401-800, 801-1200
1
word problem
The English-Russian dictionary general scientific > word problem
2
word problem
Универсальный англо-русский словарь > word problem
3
word problem
Англо-русский толковый словарь терминов и сокращений по ВТ, Интернету и программированию. > word problem
4
word problem
Большой англо-русский и русско-английский словарь > word problem
5
word problem
Англо-русский технический словарь > word problem
6
word problem
English-Russian dictionary of technical terms > word problem
7
word problem
English-Russian scientific dictionary > word problem
8
real-word problem
Универсальный англо-русский словарь > real-word problem
9
real-word problem
English-Russian information technology > real-word problem
10
problem
English-Russian scientific dictionary > problem
11
problem
Англо-русский технический словарь > problem
12
problem
1) задача, вопрос
2) проблема, трудность
3) дефект, ошибка
4) проблемный, трудный, сложный
Англо-русский толковый словарь терминов и сокращений по ВТ, Интернету и программированию. > problem
13
word
Англо-русский технический словарь > word
14
problem space
1. пространство состояний
2. область решения проблемы
English-Russian big polytechnic dictionary > problem space
15
a household word
1) имя, ставшее широко известным [шекспировское выражение; см. цитату]
King Henry: «…Then shall our names, Familiar in his mouth as household words, — Harry the King, Bedford and Exeter, Warwick and Talbot, Salisbury and Gloucester, — Be in their flowing cups freshly remember’d. » (W. Shakespeare, ‘King Henry V’, act IV, sc. 3) — Король Генрих: «…И будут наши имена На языке его средь слов привычных — Король наш Гарри, Бедфорд, Эксетер, Граф Уорик, Толбот, Солсбери и Глостер — Под звон стаканов поминаться.»
With her fourth novel and her two hundred and fiftieth Sunday paper article, Pearl Bellairs was well on her way to becoming a household word. (A. Huxley, ‘Limbo’, ‘Richard Greenow’) — Опубликовав четвертый роман и двухсотпятидесятую статью в воскресных газетах, Перл Беллерс стала знаменитостью.
He saw himself for weeks on end surrounded by eager reporters, their notebooks at the ready; he saw his name familiar in men’s mouths as a household word. (Berkeley, ‘Mr. Priestley’s Problem’, Kenk) — Он жил эти недели, отражая натиск ненасытных репортеров с блокнотами в руках; имя его было у всех на устах.
2) широкоизвестное, ходячее выражение; поговорка
They… have taken rank among the quotations from English poetry that are familiar in our mouths as household words. (Lyall, ‘Tennyson’, Kenk) — Эти цитаты… заняли место в ряду известных цитат из английской поэзии, ставших крылатыми словами.
Large English-Russian phrasebook > a household word
16
проблема эквивалентности
Большой англо-русский и русско-английский словарь > проблема эквивалентности
17
MWP
Универсальный англо-русский словарь > MWP
18
MWp
Универсальный англо-русский словарь > MWp
19
mwp
Универсальный англо-русский словарь > mwp
20
last
̈ɪlɑ:st I
1. прил.
1) превосх. от late
1.
2) а) последний to come in last ≈ приходить последним (на скачках) She was the last to finish. ≈ Она закончила последней We refer to your letter of( the) 15th May last. ≈ Мы ссылаемся на Ваше письмо от 15 мая текущего года. last but one Syn: final
3) завершающий, заключительный, окончательный There is no last answer to the problem. ≈ Для этой проблемы еще не найдено окончательного решения. Syn: conclusive
4) а) прошлый, недавний last century ≈ прошлый век;
в прошлом веке б) самый современный the last word in technology ≈ последнее слово в технике Syn: latest
5) а) крайний, чрезвычайный Syn: supreme, ultimate б) каждый, отдельный( используется в качестве усиления) every last piece of food ≈ каждый божий кусок еды Syn: distinct, separate
6) а) занимающий самое низкое положение (в какой-либо иерархии) Syn: worst
1. б) самый неподходящий, нежелательный You are the last person I might agree to marry. ≈ Ты последний человек, за которого я соглашусь выйти замуж. ∙ on one’s last legs разг. ≈ при последнем издыхании;
в полном изнеможении last but not least last rites
2. нареч.
1) превосх. от late
2.
2) а) после всех at last ≈ в конце концов at long last ≈ в конце концов to come in last ≈ приходить последним (на скачках) She was the last to finish. ≈ Она закончила последней б) на последнем месте, в конце ( при перечислении и т. п.)
3) в последний раз
4) в заключение Last, let’s consider a philosophical aspect of this problem. ≈ И в заключение давайте обсудим философский аспект этой проблемы. Syn: in conclusion
3. сущ.
1) что-л. последнее по времени when my last was born ≈ когда родился мой младший (сын) the last
2) а) конец the last of summer ≈ конец лета to hold on to the last ≈ держаться до конца to breathe one’s last ≈ испустить последнее дыхание see the last of smb./smth. at last б) заключительная часть чего-л., итог Syn: conclusion в) разг. разрыв в отношениях( с кем-л.) I shall be thankful to see the last of you! ≈ Я буду очень благодарен тебе, если мы никогда больше не увидимся. II
1. гл.
1) продолжаться, тянуться, длиться( for;
from;
to, until) The meeting lasted from one to three. ≈ Встреча продолжалась с часу до трех. The examination lasted two hours. ≈ Экзамен шел два часа. This winter seems to last for ever. ≈ Кажется, эта зима не кончится никогда. Syn: continue, endure, go on
2) а) сохраняться;
выдерживать (о здоровье, силе) ;
носиться (о ткани, обуви и т. п.) б) редк. длиться (о жизни человека) в) хватать, быть достаточным (тж. last out) (на какой-то промежуток времени) Those shoes didn’t last (me) for a month, and I’m going to take them back to the shop ≈ Этих ботинок не хватило мне и на месяц, пойду отнесу их обратно в магазин.
2. сущ.
1) редк. длительность, продолжительность the last of 50 years ≈ продолжительностью полвека Syn: continuance, duration
2) выдержка;
выносливость Syn: endurance, staying power III
1. сущ. колодка (для изготовления обуви;
делается из металла или пластика) to measure smb.’s foot by one’s own last ≈ мерить кого-л. на свой аршин to stick to one’s last ≈ заниматься своим делом, не вмешиваться в чужие дела
2. гл. натягивать на колодку;
придавать форму колодки (материалу, из которого делается верх обуви) IV сущ. ласт (мера, различная для разного груза: 10 квартеров зерна, 12 мешков шерсти, 12 дюжин кож, 24 бочонка пороха и т. п.;
как мера веса составляет ок. 4000 англ. фунтов)
последний, последнее — the * Stuart Kings последний король династии Стюартов — the /this/ * последний из упомянутых — as we said in our * как мы указывали в нашем последнем письме — her * ее младьший (ребенок) остаток — the * of wine остатки вина — these are the * of our apples вот все что осталось от наших яблок конец — the * of конец (года, месяца, недели и т. п.) — to see the * of smb., smth. видеть кого-л., что-л. в последний раз — we have seen the * of him мы его больше не увидим конец, смерть;
последний час — to be faithful to the * быть верным до последнего часа /до гроба/ — he remained impenitent to the * он не раскаялся до самого конца /до последнего вздоха/ шутка, выдумка, каламбур, оставленные под конец > at * наконец > at (the) long * в конце концов > till the * до конца > to hold on to the * держаться до конца > to fight to the * сражаться до конца > we shall never hear the * of it этому никогда не будет конца > to breathe one’s * испустить последний вздох, умереть последний — the * page of book последняя страница книги — the * carriage of a train последний вагон поезда последний (по времени) — * but one предпоследний — * but two третий с конца — the * day of the year последний день в году — to see smb. fo the * time видеть кого-л. в последний раз — in the * 2 years за последние два года единственный, последний — * crust /resource/ единственный оставшийся источник существования — to give one’s * shilling отдать последний шиллинг последний, предсмертный — * rites /sacrament/ (церковное) соборование прошлый — * year прошлый год;
в прошлом году — the week before * позапрошлая неделя — * night прошлая ночь;
прошлой ночью;
вчера вечером — * night I slept badly прошлой ночью я плохо спал — * night we got home late вчера вечером мы вернулись домой поздно — * March март этого года (если это говорится в апреле-декабре) ;
март прошлого года (если это говорится в январе-феврале) — in the * chapter в предидущей главе самый новый, самый последний, самый свежий — the * news we received самое последнее полученое нами сообщение — the * thing in motor cars самая последняя /новейшая/ модель автомобиля самый неподходящий, самый нежелательный;
неожиданный — the * person to be accused человек, которого никак нельзя обвинить — the * man we wanted to see человек, которого мы меньше всего хотели бы видеть — he is the * man to consult in such matters он самый неподходящий человек для совета по такому делу — that’s the * thing I would have expected этого я никак не ожидал — she is the * person to help от нее меньше всего можно ожидать помощи крайний, чрезвычайный — of the * importance чрезвычайно важный > * but not least последний, но тем не менее важный;
последний, но не самый худший > the * day светопреставление, конец света > the * great change смерть > on one’s * legs при последнем дыхании, в полном изнеможении > to be on its * legs быть шатким /ветхим/;
еле-еле держаться > this firm is on its * legs эта фирма находится на грани банкротства после всех — who came * ? кто пришел последним — he spoke * он говорил последним в последний раз — when did you see him * ? когда вы в последний раз видели его — whеn did you get a * letter from him? когда вы в последний раз получили письмо от него на последнем месте (в конце при перечислении и т. п.) выдержка, выносливость продолжаться, длиться — war *ed four years война длилась четыре года — as long as my life *s пока я жив — the frost has *ed a month морозы стояли /держались/ целый месяц — will they marriage *? прочен ли /не развалится ли/ их брак выдерживать, оставаться в живых — he can’t * till morning он не доживет до утра — certain flowers * but a day некоторые цветы живут только один день сохраняться (в хорошем состоянии) ;
носиться (о ткани и т. п.) — good woolen cloth *s long хорошая шерстяная ткань носится долго — this suit has *ed well этому костюму сносу нет выдерживать (о здоровье, силах) — his strength *ed to the end of the journey силы не изменяли ему до конца путешествия быть достаточным, хватать (тж. * out) — how many days will our food *? на сколько дней нам хватит продуктов? — to have enough tobacco to * for a month иметь запас табака на месяц — you must make your money * till you get home постарайся растянуть деньги до приезда домой — our supply of coal will hardly * (out) the winter нашего запаса угля с трудом хватит на зиму колодка (сапожная) > to stick to one’s * заниматься своим делом и не вмешиваться в то, чего не понимаешь;
всяк сверчок знай свой шесток натягивать на колодку ласт (мера, различная для разного товара: 80 бушелей зерна, 12 мешков шерсти, 24 бочонка пороха и т. п.) (морское) (устаревшее) единица грузоподьемности (2т)
~ (что-л.) последнее по времени;
as I said in my last как я сообщал в последнем письме
at ~ наконец;
at long last в конце концов;
to the last до конца
at ~ наконец;
at long last в конце концов;
to the last до конца
to breathe one’s ~ испустить последний вздох, умереть
~ после всех;
he came last он пришел последним
~ самый неподходящий, нежелательный;
he is the last person I want to see его я меньше всего хотел бы видеть
~ сохраняться;
выдерживать (о здоровье, силе) ;
носиться (о ткани, обуви и т. п.) ;
he will not last till morning он не доживет до утра
to hold on to the ~ держаться до конца;
I shall never hear the last of it это никогда не кончится
to hold on to the ~ держаться до конца;
I shall never hear the last of it это никогда не кончится
~ хватать, быть достаточным (тж. last out) ;
it will last (out) the winter этого хватит на зиму;
this money will last me three weeks мне хватит этих денег на три недели
last быть достаточным ~ в последний раз;
when did you see him last? когда вы его видели в последний раз? ~ выдержка;
выносливость ~ длиться ~ колодка (сапожная) ;
to measure (smb.’s) foot by one’s own last = мерить (кого-л.) на свой аршин;
to stick to one’s last заниматься своим делом, не вмешиваться в чужие дела ~ конец;
the last of амер. конец (года, месяца и т. п.) ~ крайний, чрезвычайный;
of the last importance чрезвычайной важности ~ ласт (мера, различная для разного груза: 10 квартеров зерна, 12 мешков шерсти, 12 дюжин кож, 24 бочонка пороха и т. п.;
как весовая единица — ок. 4000 англ. фунтов) ~ на последнем месте, в конце (при перечислении и т. п.) ~ натягивать на колодку ~ окончательный ~ превосх. ст. от late ~ после всех;
he came last он пришел последним ~ (что-л.) последнее по времени;
as I said in my last как я сообщал в последнем письме ~ последний ~ последний ~ продолжаться, длиться ~ продолжаться ~ прошлый ~ прошлый;
last year прошлый год;
в прошлом году ~ самый неподходящий, нежелательный;
he is the last person I want to see его я меньше всего хотел бы видеть ~ самый новый ~ самый современный;
the last word in science последнее слово в науке;
the last thing in hats самая модная шляпа ~ сохраняться ~ сохраняться;
выдерживать (о здоровье, силе) ;
носиться (о ткани, обуви и т. п.) ;
he will not last till morning он не доживет до утра ~ хватать, быть достаточным (тж. last out) ;
it will last (out) the winter этого хватит на зиму;
this money will last me three weeks мне хватит этих денег на три недели
~ but not least не самый худший;
last but one предпоследний ~ but not least хотя и последний, но не менее важный
~ конец;
the last of амер. конец (года, месяца и т. п.)
~ самый современный;
the last word in science последнее слово в науке;
the last thing in hats самая модная шляпа
~ самый современный;
the last word in science последнее слово в науке;
the last thing in hats самая модная шляпа
~ прошлый;
last year прошлый год;
в прошлом году year: last ~ в прошлом году last ~ последний год last ~ прошлый год
~ превосх. ст. от late late: late бывший ~ недавний, последний;
of late years за последние годы;
my late illness моя недавняя болезнь ~ недавний ~ недавно, за последнее время (тж. of late) ~ a (later, latter;
latest, last) поздний;
запоздалый;
I was late (for breakfast) я опоздал (к завтраку) ~ поздний ~ adv (later;
latest, last) поздно;
to sit late засидеться;
ложиться поздно;
I arrived late for the train я опоздал на поезд;
better late than never лучше поздно, чем никогда ~ последний ~ прежний, бывший;
a late developer ребенок с запоздалым развитием ~ прежний ~ умерший, покойный;
the late president покойный (редк. бывший) президент
~ колодка (сапожная) ;
to measure (smb.’s) foot by one’s own last = мерить (кого-л.) на свой аршин;
to stick to one’s last заниматься своим делом, не вмешиваться в чужие дела
~ крайний, чрезвычайный;
of the last importance чрезвычайной важности
on one’s ~ legs разг. при последнем издыхании;
в полном изнеможении
to see the ~ (of smb., smth.) видеть (кого-л., что-л.) в последний раз to see the ~ (of smb., smth.) покончить( с кем-л., чем-л.)
~ колодка (сапожная) ;
to measure (smb.’s) foot by one’s own last = мерить (кого-л.) на свой аршин;
to stick to one’s last заниматься своим делом, не вмешиваться в чужие дела
~ хватать, быть достаточным (тж. last out) ;
it will last (out) the winter этого хватит на зиму;
this money will last me three weeks мне хватит этих денег на три недели
at ~ наконец;
at long last в конце концов;
to the last до конца
~ в последний раз;
when did you see him last? когда вы его видели в последний раз?
when my ~ was born когда родился мой младший (сын)
Большой англо-русский и русско-английский словарь > last
См. также в других словарях:
-
Word problem — The term word problem has several meanings: * word problem (mathematics education) is a type of textbook problem designed to help students apply abstract mathematical concepts to real world situations * word problem (mathematics) is the word… … Wikipedia
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Word problem for groups — In mathematics, especially in the area of abstract algebra known as combinatorial group theory, the word problem for a recursively presented group G is the algorithmic problem of deciding whether two words represent the same element. Although it… … Wikipedia
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Word problem (mathematics education) — Abstract algebra has an unrelated term word problem for groups. In mathematics education, the term word problem is often used to refer to any mathematical exercise where significant background information on the problem is presented as text… … Wikipedia
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Word problem (mathematics) — In mathematics and computer science, a word problem for a set S with respect to a system of finite encodings of its elements, is the algorithmic problem of deciding whether two given representatives represent the same element of the set.… … Wikipedia
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Word problem (computability) — In computability theory, the word problem is a decision problem concerning formal languages. The problem is to construct an algorithm to decide for a given word if it belongs to a formal language or not.Word problemGiven a formal language L… … Wikipedia
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word problem — noun Mathematics the problem of determining whether two different products are equal, or two sequences of operations are equivalent … English new terms dictionary
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word problem — noun a) A mathematics question that states verbally what is usually written using symbols (or, for geometry, in a picture). b) A question of whether an element of a certain group ( … Wiktionary
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word problem — … Useful english dictionary
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Word (group theory) — In group theory, a word is any written product of group elements and their inverses. For example, if x , y , and z are elements of a group G , then xy , z 1 xzz , and y 1 zxx 1 yz 1 are words in the set { x , y , z }. Words play an important role … Wikipedia
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Word wrap — or line wrap is the feature, supported by most text editors, word processors, and web browsers, of automatically replacing some of the blank spaces between words by line breaks, such that each line fits in the viewable window, allowing text to be … Wikipedia
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Word error rate — (WER) is a common metric of the performance of a speech recognition system.The general difficulty of measuring performance lies in the fact that the recognized word sequence can have a different length from the reference word sequence (supposedly … Wikipedia
1. A
The ratio between black and blue pens is 7 to 28 or 7:28. Bring to the lowest terms by dividing both sides by 7 gives 1:4.
2. A
At 100% efficiency 1 machine produces 1450/10 = 145 m of cloth.
At 95% efficiency, 4 machines produce 4 * 145 * 95/100 = 551 m of cloth.
At 90% efficiency, 6 machines produce 6 * 145 * 90/100 = 783 m of cloth.
Total cloth produced by all 10 machines = 551 + 783 = 1334 m
Since the information provided and the question are based on 8 hours, we did not need to use time to reach the answer.
3. D
The turnout at polling station A is 945 out of 1270 registered voters. So, the percentage turnout at station A is:
(945/1270) × 100% = 74.41%
The turnout at polling station B is 860 out of 1050 registered voters. So, the percentage turnout at station B is:
(860/1050) × 100% = 81.90%
The turnout at polling station C is 1210 out of 1440 registered voters. So, the percentage turnout at station C is:
(1210/1440) × 100% = 84.03%
To find the total turnout from all three polling stations, we need to add up the total number of voters and the total number of registered voters from all three stations:
Total number of voters = 945 + 860 + 1210 = 3015
Total number of registered voters = 1270 + 1050 + 1440 = 3760
The overall percentage turnout is:
(3015/3760) × 100% = 80.12%
Therefore, the total turnout from all three polling stations is 80.12% — rounding to 80%.
4. D
This is a simple direct proportion problem:
If Lynn can type 1 page in p minutes, then she can type x pages in 5 minutes
We do cross multiplication: x * p = 5 * 1
Then,
x = 5/p
5. A
This is an inverse ratio problem.
1/x = 1/a + 1/b where a is the time Sally can paint a house, b is the time John can paint a house, x is the time Sally and John can together paint a house.
So,
1/x = 1/4 + 1/6 … We use the least common multiple in the denominator that is 24:
1/x = 6/24 + 4/24
1/x = 10/24
x = 24/10
x = 2.4 hours.
In other words; 2 hours + 0.4 hours = 2 hours + 0.4•60 minutes
= 2 hours 24 minutes
6. D
The original price of the dishwasher is $450. During a 15% off sale, the price of the dishwasher will be reduced by:
15% of $450 = 0.15 x $450 = $67.50
So the sale price of the dishwasher will be:
$450 – $67.50 = $382.50
As an employee, the person receives an additional 20% off the lowest price, which is $382.50. We can calculate the additional discount as:
20% of $382.50 = 0.20 x $382.50 = $76.50
So the final price that the employee will pay for the dishwasher is:
$382.50 – $76.50 = $306.00
Therefore, the employee will pay $306.00 for the dishwasher.
7. D
Original price = x,
80/100 = 12590/X,
80X = 1259000,
X = 15,737.50.
8. D
We are given that each of the n employees earns s amount of salary weekly. This means that one employee earns s salary weekly. So; Richard has ‘ns’ amount of money to employ n employees for a week.
We are asked to find the number of days n employees can be employed with x amount of money. We can do simple direct proportion:
If Richard can employ n employees for 7 days with ‘ns’ amount of money,
Richard can employ n employees for y days with x amount of money … y is the number of days we need to find.
We can do cross multiplication:
y = (x * 7)/(ns)
y = 7x/ns
9. B
The distribution is done at three different rates and in three different amounts:
$6.4 per 20 kilograms to 15 shops … 20•15 = 300 kilograms distributed
$3.4 per 10 kilograms to 12 shops … 10•12 = 120 kilograms distributed
550 – (300 + 120) = 550 – 420 = 130 kilograms left. This 50
amount is distributed in 5 kilogram portions. So, this means that there are 130/5 = 26 shops.
$1.8 per 130 kilograms.
We need to find the amount he earned overall these distributions.
$6.4 per 20 kilograms : 6.4•15 = $96 for 300 kilograms
$3.4 per 10 kilograms : 3.4 *12 = $40.8 for 120 kilograms
$1.8 per 5 kilograms : 1.8 * 26 = $46.8 for 130 kilograms
So, he earned 96 + 40.8 + 46.8 = $ 183.6
The total distribution cost is given as $10
The profit is found by: Money earned – money spent … It is important to remember that he bought 550 kilograms of potatoes for $165 at the beginning:
Profit = 183.6 – 10 – 165 = $8.6
10. B
We check the fractions taking place in the question. We see that there is a “half” (that is 1/2) and 3/7. So, we multiply the denominators of these fractions to decide how to name the total money. We say that Mr. Johnson has 14x at the beginning; he gives half of this, meaning 7x, to his family. $250 to his landlord. He has 3/7 of his money left. 3/7 of 14x is equal to:
14x * (3/7) = 6x
So,
Spent money is: 7x + 250
Unspent money is: 6×51
Total money is: 14x
Write an equation: total money = spent money + unspent money
14x = 7x + 250 + 6x
14x – 7x – 6x = 250
x = 250
We are asked to find the total money that is 14x:
14x = 14 * 250 = $3500
11. D
First calculate total square feet, which is 15 * 24 = 360 ft2. Next, convert this value to square yards, (1 yards2 = 9 ft2) which is 360/9 = 40 yards2. At $0.50 per square yard, the total cost is 40 * 0.50 = $20.
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#1
1. we are trying to work out a problem.
2. we are trying to work out a solution.
Are these 2 lines correct?
Do they have the same meaning? (Are they equivalent?)
Which one is better, if I want to say we are trying to find a solution to this problem / trying to resolve the problem? Thank you very much for your help!
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#2
I prefer option 2, though I can’t tell you why. Just seldom seen the collocation in option 1.
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#3
I’m not a native, but I’ll never say option 1.
It sounds to me that you are trying to create a problem, as opposed to working on a solution.
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#4
Thanks for the help, but here is what I found in the dictionary and that’s why I raised this question here:
Work Out
Meaning: If you work out problems, or problems in a relationship it means that you try to find a positive solution to them.
Example sentence: I thought the project could never succeed, but the team worked out all of the problems.
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#5
it is correct to say
«to work
out
a problem» and
«to work
on
a solution»
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#6
Thanks for the explanation James!
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#7
You «work out the meaning of a word», which means understand the meaning, but the dictionaries say that you «work our a solution», not «a problem». What’s correct?
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#8
Maybe this will help somewhat:
In general, to work on something = to continue work on xproject that is not yet finished.
(And which often implies time durations of starts, stops, and continuing*)
Mom to Boy: «Have you finished painting the fence?»
Boy to Mom: «No, but I’m working on* it.»
In general, to work out something = be in the process of figuring out what something is, or trying to tackle it, trying to understand it so that you could then proceed further.
They really are not the same.
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#9
Last edited: Jan 23, 2018
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#10
So both are possible @nike20008 .
Though as @Dale Texas says in his post above, «work on a solution» is also possible. I wouldn’t know to pinpoint the difference.
If you want to be better at word problems, you need to practice doing word problems.
There’s no way around this unless you know of some way to download that skill onto a microchip and implant it in your brain. Of course, even if you do know of a way to do that, you’ll need to wait for the download, schedule a time for the operation, two to three weeks of recovery time, and so on. Too much hassle. Better to learn it our way.
As with any other acquired skill in the world, it’s all about practice. If you want to become fluent in Spanish, you need to practice speaking Spanish. If you want to become fluent in math, you need to practice doing math. If you want to become fluent in doing a Christopher Walken impression, you need to start practicing your Christopher Walken impression. By the way, you get 0 points for originality with that one. We would’ve been much more impressed if you impersonated someone slightly more obscure like Nick Offerman.
Who? Exactly.
Math is also a lot like art, which incidentally takes a ton of practice as well. You can watch an artist draw a tree and understand that she’s shading to indicate where the shadow is, unless she’s drawing one of those shadowless trees, which are so much easier to draw albeit less grounded in reality. In order to draw a good tree yourself, though, you’ll probably need to get out a pencil and practice first. Don’t be alarmed if your first several attempts look more like spears of broccoli.
Watching someone else, such as your teacher, a tutor, or Shmoop, work out a problem is a good start toward understanding mathematical concepts. Most of us learn best by example, which is our story and we’re sticking to it. But we’re going off-topic.
While having access to examples is nice, when it comes time for the test, it’s whether you can do the problems on your own that counts. Understanding a problem when someone else goes through the steps is different from being able to do the problem yourself. See how we repeated that point and bolded it twice? Hm. Might be an important distinction.
While we’re going through examples, have your paper and pencil at the ready—or your pen, if you’re feeling cocky. Try to work out the examples on your own. Then, if your answers match ours, you can rest assured that you know your stuff, because we’re pretty sure we did these right.
As you do more word problems, you’ll notice similarities between some of them. You’ll find that many word problems can be grouped into «types» that are solved in similar ways. Not every word problem will fit obviously into a certain type, and some will fit into more than one type. Unlike with people, you can quickly pinpoint what type of word problem you’re dealing with. Stereotyping someone in real life like this is a terrible, terrible idea, but fortunately, it works great with word problems. Besides, some of our best friends are word problems.
So let’s talk about word problems, shall we? What is it about them that just messes kids up? Is it the need to read while doing math? Maybe it’s just too many words to dig through? Whatever it is, there’s just something about word problems that causes panic in my students’ eyes. That is until I started teaching them this simple word problem strategy.
Circle, Circle, Underline
So what’s the strategy? Well, it’s simple really… it’s a little chant I like to call, “Circle, Circle, Underline!” After reading the word problem, I have my students work to find the important information and underline what they want us to do (or the question). We call this “circle, circle, underline!” and I’ve found it does amazingly well at helping my beginning mathematicians make sense of all those words!
Looking for a strategy to help with multi-step word problems? Check out this post!
Introducing the Word Problem Strategy
To introduce this strategy, I first give students an example of a word problem. We talk about how all word problems have the same parts to them. They have information given and a question that needs to be answered using that information.
From there, I show them how I go through and find these important parts and “circle, circle, underline” them as I go through. I’ve found it’s best to make notes in our math interactive student notebooks (or math isns) so we can reference back to these steps anytime we need.
So, after introducing the concept whole group, I have students head back to their seats and pull out their math isns and we start gluing in some reference pages together. I tell my students, these are the pages we’ll use anytime we forget what to do!
Trying it Together
Now that we’ve had a chance to make a reference page, the students are ready to use the strategy in guided practice. Here’s where I really hit home the chant of “circle, circle, underline.” I’ve found my kids remember things when there’s a song involved. Seriously, these kids can quote me some of the most school inappropriate lyrics! So, I’m using that to my advantage and made this a chant!
For the guided practice, students work to rewrite the steps to the word problem strategy. This way they will remember it, always! Remember: writing things helps our brains remember! From there, we then work to circle, circle, underline a word problem together. This way I can guide their practice and spot check their understanding of our strategy.
Practice Time
Now that the students have made their own reference pages, they’re ready to move on to using this strategy on their own. I pass out a page for them to work on using the “circle, circle, underline” word problem strategy. Here’s where I walk around and make sure all my students are understanding how to use this strategy.
This is also a great time for students to work in pairs if needed. That collaborative discussion can help your students better understand the concept!
And that’s it… it is seriously one of the easiest strategies to teach but it is so powerful! It works so well, in fact, I taught it to my 1st-grade son who was really struggling with sorting out word problems on his math homework. Now, I hear him chanting away as he dives right in! PTL!
My students always need practice with word problems, so I love putting them in our math center tubs. Be sure to check out these Differentiated Word Problem Task Cards
Word Problem Strategy Free Download
To make it easier for you to teach this strategy to your students, be sure to grab the math isn pages I used in the form below! Just add your name and email and POOF! This little freebie will be sent right to your inbox! Don’t use math ISNs? Don’t worry! You can print out the sheets and use them as if needed!
It’s one thing to solve a math equation when all of the numbers are given to you but with word problems, when you start adding reading to the mix, that’s when it gets especially tricky.
The simple addition of those words ramps up the difficulty (and sometimes the math anxiety) by about 100!
How can you help your students become confident word problem solvers? By teaching your students to solve word problems in a step by step, organized way, you will give them the tools they need to solve word problems in a much more effective way.
Here are the seven strategies I use to help students solve word problems.
1. Read the Entire Word Problem
Before students look for keywords and try to figure out what to do, they need to slow down a bit and read the whole word problem once (and even better, twice). This helps kids get the bigger picture to be able to understand it a little better too.
2. Think About the Word Problem
Students need to ask themselves three questions every time they are faced with a word problem. These questions will help them to set up a plan for solving the problem.
Here are the questions:
A. What exactly is the question?
What is the problem asking? Often times, curriculum writers include extra information in the problem for seemingly no good reason, except maybe to train kids to ignore that extraneous information (grrrr!). Students need to be able to stay focused, ignore those extra details, and find out what the real question is in a particular problem.
B. What do I need in order to find the answer?
Students need to narrow it down, even more, to figure out what is needed to solve the problem, whether it’s adding, subtracting, multiplying, dividing, or some combination of those. They’ll need a general idea of which information will be used (or not used) and what they’ll be doing.
This is where key words become very helpful. When students learn to recognize that certain words mean to add (like in all, altogether, combined), while others mean to subtract, multiply, or to divide, it helps them decide how to proceed a little better
Here’s a Key Words Chart I like to use for teaching word problems. The handout could be copied at a smaller size and glued into interactive math notebooks. It could be placed in math folders or in binders under the math section if your students use binders.
One year I made huge math signs (addition, subtraction, multiplication, and divide symbols) and wrote the keywords around the symbols. These served as a permanent reminder of keywords for word problems in the classroom.
If you’d like to download this FREE Key Words handout, click here:
C. What information do I already have?
This is where students will focus in on the numbers which will be used to solve the problem.
3. Write on the Word Problem
This step reinforces the thinking which took place in step number two. Students use a pencil or colored pencils to notate information on worksheets (not books of course, unless they’re consumable). There are lots of ways to do this, but here’s what I like to do:
- Circle any numbers you’ll use.
- Lightly cross out any information you don’t need.
- Underline the phrase or sentence which tells exactly what you’ll need to find.
4. Draw a Simple Picture and Label It
Drawing pictures using simple shapes like squares, circles, and rectangles help students visualize problems. Adding numbers or names as labels help too.
For example, if the word problem says that there were five boxes and each box had 4 apples in it, kids can draw five squares with the number four in each square. Instantly, kids can see the answer so much more easily!
5. Estimate the Answer Before Solving
Having a general idea of a ballpark answer for the problem lets students know if their actual answer is reasonable or not. This quick, rough estimate is a good math habit to get into. It helps students really think about their answer’s accuracy when the problem is finally solved.
6. Check Your Work When Done
This strategy goes along with the fifth strategy. One of the phrases I constantly use during math time is, Is your answer reasonable? I want students to do more than to be number crunchers but to really think about what those numbers mean.
Also, when students get into the habit of checking work, they are more apt to catch careless mistakes, which are often the root of incorrect answers.
7. Practice Word Problems Often
Just like it takes practice to learn to play the clarinet, to dribble a ball in soccer, and to draw realistically, it takes practice to become a master word problem solver.
When students practice word problems, often several things happen. Word problems become less scary (no, really).
They start to notice similarities in types of problems and are able to more quickly understand how to solve them. They will gain confidence even when dealing with new types of word problems, knowing that they have successfully solved many word problems in the past.
If you’re looking for some word problem task cards, I have quite a few of them for 3rd – 5th graders.
This 3rd Grade Math Task Cards Bundle has word problems in almost every one of its 30 task card sets.
There are also specific sets that are dedicated to word problems and two-step word problems too. I love these because there’s a task card set for every standard.
CLICK HERE to take a look at 3rd grade:
This 4th Grade Math Task Cards Bundle also has lots of word problems in almost every single of its 30 task card sets. These cards are perfect for centers, whole class, and for one on one.
CLICK HERE to see 4th grade:
This 5th Grade Math Task Cards Bundle is also loaded with word problems to give your students focused practice.
CLICK HERE to take a look at 5th grade:
Want to try a FREE set of math task cards to see what you think?
3rd Grade: Rounding Whole Numbers Task Cards
4th Grade: Convert Fractions and Decimals Task Cards
5th Grade: Read, Write, and Compare Decimals Task Cards
Thanks so much for stopping by!
разработать, разрабатывать, вырабатывать, отрабатывать, решать, срабатывать
глагол ↓
- высчитать, вычислить, определить путём вычисления
to work out a problem — разрабатывать проблему 
to work out the range [the position] — определить дальность [местоположение]
to work out a code message — расшифровать (зашифрованное) сообщение
- разрабатывать (план); составлять, вырабатывать (документ и т. п.)
- истощать
that mine is now worked out — этот рудник сейчас истощён
the emotion worked itself out — чувство исчерпало себя /иссякло/
- добиться, получить в результате упорного труда
work out your own salvation — добивайтесь своего собственными силами; ни на кого не надейтесь
he worked out his own destiny — он творец своей судьбы
- отработать
to work out a debt — отработать долг
- удаваться, получаться
this sum won’t work out — задача не выходит
the plan worked out badly — план провалился
it worked out very well for me — всё кончилось для меня очень хорошо
it is impossible to tell how the situation will work out — пока нельзя сказать, к чему это приведёт
- вылезать, выбиваться
your shirt has worked out — у тебя вылезает рубашка (из-под пояса и т. п.)
- составлять какое-л. количество или сумму
the cost works out to /at/ £6 a day — издержки составляют 6 ф.ст. в день
- спорт. тренироваться
- работать по найму за пределами постоянного места жительства
Мои примеры
Словосочетания
Примеры с переводом
The plan worked out.
План сработал.
It will all work out somehow.
Всё как-нибудь образуется.
It’ll work out right in the end.
В конце концов, всё получится как надо. / Всё закончится хорошо.
I can’t work out how to put this table together.
Я не могу разобраться /понять/, как собрать этот стол.
We need to work out how we’re going to get there.
Нужно придумать, как нам туда попасть /добраться/.
Use your head to work out the answer.
Чтобы найти ответ, хорошо подумайте.
Our mission was to work out a trade agreement.
Нам было поручено разработать торговое соглашение.
ещё 15 примеров свернуть
Примеры, ожидающие перевода
I’ll have to juggle my schedule a bit to get this all to work out. 
…by putting our heads together, we were able to work out the problem…
Для того чтобы добавить вариант перевода, кликните по иконке ☰, напротив примера.
I’ve never really enjoyed teaching word problems. I mean, they can be so stinkin’ difficult to get and let’s face it, they just aren’t fun to teach. I can never find enough word problems that are written in a way that will cover the standards I need to address, or the wording is just all off. So, I’m not gonna lie… solving word problems hasn’t always been a top priority of mine in the classroom. We do them, but I tend to hold my students’ hands for far too long because I’m scared they will fail when working independently. But, this year, I’ve noticed that my kids aren’t going to fail… they may not get it the first time, but if given the right tools they will get it eventually… maybe not every word problem they tackle, but the tools give them a means to at least get started.
So, after needing word problems for literally FIVE years, I decided to make a pack designed just for my kiddos. Does it cover every single standard? NO! But, I have taken five concepts to start with, and hope to continue doing packs like this in the future to cover even more word problem types that address a variety of skills. I had to start somewhere 🙂 So, let’s take a closer look at what I’ve included:
Each concept: Basic Addition, Basic Subtraction, Word Problems with Extra Info, Regrouping, and Multi-Step Word Problems has TEN word problems. So, that’s 50 pages that look like the ones below. Print out the amount of pages you need for your class, cut into strips, and let your students glue into their math spirals OR onto scratch paper to solve.
Each concept also has a Scoot with EIGHT additional word problems. So, that’s NINETY different word problems in all. If you wanted to mix operations, you could take a couple problems from each category and spread them around the room, like shown below. Or, just focus on one operation at a time like you’ll see in a minute!
Below you will see how each concept is broken down. I’ve also included examples of the problems that we glue into our math spirals. My way of solving problems may not be your cup of tea. That’s what I love about this pack… I don’t tell you how to teach problem solving, I just give you some tools to implement in your classroom. You can still teach the steps the way your school or district requires… or maybe the way that you’ve found successful in the past. You’ll also see posters that I’ve included throughout the pack… resources to help drive those skills home!
For each concept, I did try to include a variety of difficulty levels and I worded each one very differently so that my students have exposure to a number of problems. I took into account what I thought they could do independently, and then tried to stretch it a little further. I always like my kids to show their work/thinking because it helps me see what’s going on in their sweet little brains! Of course, that takes quite a bit of modeling at first, but once you get the ball rolling they will take off and surprise you!
Word problems can be intimidating and overwhelming for children and parents alike. They require children to read at grade level while solving a complex puzzle. Empower your child to tackle those tricky problems by teaching a systematic approach for solving them. Whether it’s a one-step or multi-step word problem, the simple strategies listed below will take the guesswork out of the equation. 😉
3-Step System
1. Read: Read the problem and decide what the question is asking.
- Read the problem 2 times or more.
- Underline or circle key words, phrases, and numbers. Draw a line through irrelevant information.
2. Plan: Think about what the story is asking you to do. What information are you given, and what do you need to find out?
- Draw a picture.
- Circle or underline key words. (Use highlighters or crayons to color-code key numbers and phrases.)
- Write out the question in your own words.
3. Solve: What strategy could you use to find the missing information: addition, subtraction, multiplication, or division?
- Write a number sentence and solve.
- Use counters.
- Create charts.
Check your work by explaining your reasoning. Does your answer make sense?
Download this free strategy checklist from Math Fundamentals to help your child solve word problems. 
Different Strategies to Solve Word Problems
Everyone learns in a different way. What makes sense to one individual often isn’t the easiest option for another. Incorporating different strategies to solve word problems can help your child discover what strategy works best for him or her. A few tips to use are:
1. Circle numbers in a story and underline key phrases.
Color coding is a fun method to incorporate to help children decide what operation the question is asking for. Assign a color to each operation and highlight the phrase that identifies it. For example, red links to addition and blue links to subtraction.
2. Incorporate a key word list.
Key word lists are best used for teaching younger children how to solve word problems. As math curriculum advances, children should not be dependent on a key word list to solve a problem. The questions get trickier.
Addition
In all
Together
Total
Altogether
Combine
Sum
Join
Subtraction
Difference
Fewer
How many more
How much more
Left
Remain
Less
3. Visuals
If your child is a visual learner, drawing a picture or using counters can help him or her understand what the problem is asking. Use number lines, charts, or counters or draw a picture.
4. Write your own word problem.
Knowing what is needed to write a word problem is the first step in identifying key words to solve a story. Take turns writing your own word problems with your child and exchange them to solve.
5. Stay organized.
It is important to write clearly and keep work space neat so children can read and follow their own computations. Many children need a separate piece of paper to allow them enough space to solve and understand their answer. Graphing paper is a great option to help students record neat work.
Download this free sample word problem from Math Fundamentals, grade 1.
How to solve a two-step word problem
In a two-step word problem children are being asking to solve two related equations. These can get tricky for children to understand when they transition from one-step to two-step problems. Help your child understand his or her relationships within two-step word problems with these strategies:
1. Circle important information.
Circle numbers and important phrases that ask questions. The number sentences needed to solve these equations are hidden in those asking questions. Identify the first and second questions needed to solve.
2. Distinguish the two parts of the problem.
First identify the first step of the first part of the word problem. Write a number sentence and solve.
3. Use the answer from the first-step solution to the whole problem.
Use the answer from the first question to help you solve the next equation. What operation does the second question require?
Check your work by explaining your reasoning. What was the question answered? Is the answer reasonable for the question being asked?
Download this free sample two-strategy word problem from Math Fundamentals, grade 2
Download this free sample multi-strategy word problem from Math Fundamentals, grade 4
Evan-Moor’s Math Fundamentals is a great resource for training students how to solve word problems in 3 simple steps. It provides step-by-step directions for solving questions and guides children with helpful visuals and key phrases.
Check out Daily Word Problems for consistent practice solving word problems.
For more fun math tips and strategies check out our Math- Ideas, Activities and Lessons Pinterest Board.
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Heather Foudy is a certified elementary teacher with over 7 years’ experience as an educator and volunteer in the classroom. She enjoys creating lessons that are meaningful and creative for students. She is currently working for Evan-Moor’s marketing and communications team and enjoys building learning opportunities that are both meaningful and creative for students and teachers alike.