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This problem is sometimes called Einstein's problem: "Use the digits \(1,2,3,4,5,6,7,8,9\) and any combination of the operation signs \((+,-,, /)\) to write an expression that equals 100 . Keep the numbers in consecutive order and do not use parentheses." Here is one solution: $$ 123-4-5-6-7+8-9=100 $$ Your task is to find another one.

Short Answer

Expert verified
Use 123 - 4 - 5 - 6 - 7 + 89 = 100 to form the new equation.

Step by step solution

01

Choose an Operation for 12

To begin forming the number 100, start with 12, the first two digits. A strategic choice could be to multiply 12 by the next digit, 3, to increase the overall value significantly. This will give us more room to adjust other digits with the remaining numbers.
02

Calculate 12 × 3

Multiply the 12 by 3 to get the first part of the expression:\[12 \times 3 = 36\]
03

Choose an Operation for 4

Next, decide what operation to apply to 36 using 4. We'll add 4 to keep increasing towards our goal of 100.\[36 + 4 = 40\]
04

Operate on 5

We then add 5 to 40, to further get closer to 100:\[40 + 5 = 45\]
05

Operate on Smaller Digits

To balance the expression without overshooting, subtract the next two digits, 6 and 7, to decrease the sum slightly.\[45 - 6 - 7 = 32\]
06

Incorporate 8 and 9

Add 8 to keep moving upwards, and finally, add 9, which will allow us to reach exactly 100:\[32 + 8 + 9 = 49\]
07

Find a Correct Sequence

Realize that an error has occurred. Propose a revised use of operations:First form 123 - 4 - 5 - 6 - 7 + 89.Calculate step by step:\[123 - 4 = 119\]\[119 - 5 = 114\]\[114 - 6 = 108\]\[108 - 7 = 101\]\[101 + 8 = 109\]\[109 - 9 = 100\]Hence, ensure the sequence aligns to match the target, but correct steps for clarity as it wasn't previous steps.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Mathematical Operations
Mathematical operations are fundamental actions you can perform with numbers, like addition, subtraction, multiplication, and division. These operations allow us to combine numbers in different ways to achieve a desired result. In problems like Einstein's, understanding how to effectively use these operations is key to forming the correct expression. Here are some basic guidelines:
  • Addition (+): Increases the overall value by combining numbers.
  • Subtraction (-): Decreases the total by removing the value of the subtracted number.
  • Multiplication (×): Helps achieve higher values quickly by scaling up the numbers.
  • Division (/): Reduces the total by dividing one number into another.
Each of these operations affects numbers in distinct ways. By applying them logically, you can navigate complex problems and inch step by step towards a solution. Consider how multiplication was strategically used at the beginning of the solution to rapidly increase the value and allow for more adjustments in the later steps. This illustrates how mathematical operations can serve as foundational building blocks in complex problem-solving.
Sequence and Pattern Recognition
Recognizing sequences and patterns in numbers can simplify complex problems drastically. Numbers often follow particular sequences that, when recognized, can be dealt with more swiftly. In Einstein's problem, recognizing the sequence of operations will help transform a simple list of digits into a calculated expression reaching 100.
  • Consecutive order: Keeping the numbers in a given order while applying different operations can reveal solutions that aren't immediately obvious.
  • Adjusting patterns: Sometimes, finding where to increment with addition or adjust with subtraction is key to hitting the target number. This relies on seeing the pattern as it develops in your calculations.
By focusing on sequence and patterns, you engage in a form of mental math that sharpens your ability to spot opportunities for effective problem-solving. In the given problem, this means identifying which numbers serve as the best candidates for each operation as you progress.
Problem-Solving Strategies
Great problem-solving begins with strategic planning and execution. In tackling Einstein's problem, employing a series of logical steps increases the likelihood of finding a solution more efficiently.
  • Breaking down tasks: Splitting the problem into simple, manageable steps, like choosing operations for two numbers, makes problem-solving less overwhelming.
  • Trial and Error: Experimentation is vital; trying different combinations and operations helps refine your approach and dismiss less effective strategies.
  • Re-evaluation: If initial attempts don't yield satisfactory results, reevaluating your operations and finding alternative paths—like switching from addition to subtraction—can be crucial.
These strategies involve analytical thinking, flexibility, and patience. As was illustrated in the problem solution, a misstep along the way means revisiting your steps and aligning your operations again with the target goal. Such strategic practices aid in cultivating a strong mathematical mindset.

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Most popular questions from this chapter

U.S. speed limits are posted in miles per hour (mi/h). Germany's Autobahn has stretches where speed limits are posted at 130 kilometers per hour \((\mathrm{km} / \mathrm{h})\). a. How many miles per hour is \(130 \mathrm{~km} / \mathrm{h}\) ? (a) b. How many kilometers per hour is \(25 \mathrm{mi} / \mathrm{h}\) ? c. If the United States used the metric system, what speed limit do you think would be posted in place of \(65 \mathrm{mi} / \mathrm{h}\) ?

List these fractions in increasing order by estimating their values. Then use your calculator to find the decimal value of each fraction. a. \(\frac{7}{8}\) b. \(\frac{13}{20}\) c. \(\frac{13}{5}\) d. \(\frac{52}{25}\)

Phrases such as miles per gallon, parts per million (ppm), and accidents per 1000 people indicate ratios. Write each ratio named below as a fraction. Use a number and a unit in both the numerator and the denominator. (II) a. In 2000 , the McLaren was the fastest car produced. Its top speed was recorded at 240 miles per hour. b. Pure capsaicin, a substance that makes hot peppers taste hot, is so strong that \(10 \mathrm{ppm}\) in water can make your tongue blister. (a) c. In 2000 , women owned approximately 350 of every thousand firms in the United States. (a) d. The 2000 average income in Philadelphia, Pennsylvania, was approximately \(\$ 35,500\) per person.

For each equation identify the order of operations. Then work backward through the order of operations to find \(x\). a. \(\frac{x-3}{2}=6\) b. \(3 x+7=22\) (a c. \(\frac{x}{6}-20=-19\)

APPLICATION Write a proportion for each problem, and solve for the unknown number. a. Leaf-cutter ants that live in Central and South America weigh about \(1.5\) grams (g). One ant can carry a \(4 \mathrm{~g}\) piece of leaf that is about the size of a dime. If a person could carry proportionally as much as the leaf- cutter ant, how much could a \(55 \mathrm{~kg}\) algebra student carry? (T1) b. The leaf-cutter ant is about \(1.27 \mathrm{~cm}\) long and takes strides of \(0.84 \mathrm{~cm}\). If a person could take proportionally equivalent strides, what size strides would a \(1.65 \mathrm{~m}\) tall algebra student take? c. The \(1.27 \mathrm{~cm}\) long ants travel up to \(0.4 \mathrm{~km}\) from home each day. If a person could travel a proportional distance, how far would a \(165 \mathrm{mtall}\) nerson travel?

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