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Simple Algebra Problems – Easy Exercises with Solutions for Beginners

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Understanding Algebraic Expressions

Breaking down algebra problems, solving algebraic equations, tackling algebra word problems, types of algebraic equations, algebra for different grades.

For instance, solving the equation (3x = 7) for (x) helps us understand how to isolate the variable to find its value.

I always find it fascinating how algebra serves as the foundation for more advanced topics in mathematics and science. Starting with basic problems such as ( $(x-1)^2 = [4\sqrt{(x-4)}]^2$ ) allows us to grasp key concepts and build the skills necessary for tackling more complex challenges.

So whether you’re refreshing your algebra skills or just beginning to explore this mathematical language, let’s dive into some examples and solutions to demystify the subject. Trust me, with a bit of practice, you’ll see algebra not just as a series of problems, but as a powerful tool that helps us solve everyday puzzles.

Simple Algebra Problems and Strategies

When I approach simple algebra problems, one of the first things I do is identify the variable.

The variable is like a placeholder for a number that I’m trying to find—a mystery I’m keen to solve. Typically represented by letters like ( x ) or ( y ), variables allow me to translate real-world situations into algebraic expressions and equations.

An algebraic expression is a mathematical phrase that can contain ordinary numbers, variables (like ( x ) or ( y )), and operators (like add, subtract, multiply, and divide). For example, ( 4x + 7 ) is an algebraic expression where ( x ) is the variable and the numbers ( 4 ) and ( 7 ) are terms. It’s important to manipulate these properly to maintain the equation’s balance.

Solving algebra problems often starts with simplifying expressions. Here’s a simple method to follow:

• Combine like terms : Terms that have the same variable can be combined. For instance, ( 3x + 4x = 7x ).
• Isolate the variable : Move the variable to one side of the equation. If the equation is ( 2x + 5 = 13 ), my job is to get ( x ) by itself by subtracting ( 5 ) from both sides, giving me ( 2x = 8 ).

With algebraic equations, the goal is to solve for the variable by performing the same operation on both sides. Here’s a table with an example:

Algebra word problems require translating sentences into equations. If a word problem says “I have six less than twice the number of apples than Bob,” and Bob has ( b ) apples, then I’d write the expression as ( 2b – 6 ).

Understanding these strategies helps me tackle basic algebra problems efficiently. Remember, practice makes perfect, and each problem is an opportunity to improve.

In algebra, we encounter a variety of equation types and each serves a unique role in problem-solving. Here, I’ll brief you about some typical forms.

Linear Equations : These are the simplest form, where the highest power of the variable is one. They take the general form ( ax + b = 0 ), where ( a ) and ( b ) are constants, and ( x ) is the variable. For example, ( 2x + 3 = 0 ) is a linear equation.

Polynomial Equations : Unlike for linear equations, polynomial equations can have variables raised to higher powers. The general form of a polynomial equation is ( $a_nx^n + a_{n-1}x^{n-1} + … + a_2x^2 + a_1x + a_0 = 0$ ). In this equation, ( n ) is the highest power, and ( $a_n$ ), ( $a_{n-1} $), …, ( $a_0$ ) represent the coefficients which can be any real number.

• Binomial Equations : They are a specific type of polynomial where there are exactly two terms. Like ($ x^2 – 4 $), which is also the difference of squares, a common format encountered in factoring.

To understand how equations can be solved by factoring, consider the quadratic equation ( $x^2$ – 5x + 6 = 0 ). I can factor this into ( (x-2)(x-3) = 0 ), which allows me to find the roots of the equation.

Here’s how some equations look when classified by degree:

Remember, identification and proper handling of these equations are essential in algebra as they form the basis for complex problem-solving.

In my experience with algebra, I’ve found that the journey begins as early as the 6th grade, where students get their first taste of this fascinating subject with the introduction of variables representing an unknown quantity.

I’ve created worksheets and activities aimed specifically at making this early transition engaging and educational.

6th Grade :

Moving forward, the complexity of algebraic problems increases:

7th and 8th Grades :

• Mastery of negative numbers: students practice operations like ( -3 – 4 ) or ( -5 $\times$ 2 ).
• Exploring the rules of basic arithmetic operations with negative numbers.
• Worksheets often contain numeric and literal expressions that help solidify their concepts.

Advanced topics like linear algebra are typically reserved for higher education. However, the solid foundation set in these early grades is crucial. I’ve developed materials to encourage students to understand and enjoy algebra’s logic and structure.

Remember, algebra is a tool that helps us quantify and solve problems, both numerical and abstract. My goal is to make learning these concepts, from numbers to numeric operations, as accessible as possible, while always maintaining a friendly approach to education.

I’ve walked through various simple algebra problems to help establish a foundational understanding of algebraic concepts. Through practice, you’ll find that these problems become more intuitive, allowing you to tackle more complex equations with confidence.

Remember, the key steps in solving any algebra problem include:

• Identifying variables and what they represent.
• Setting up the equation that reflects the problem statement.
• Applying algebraic rules such as the distributive property ($a(b + c) = ab + ac$), combining like terms, and inverse operations.
• Checking your solutions by substituting them back into the original equations to ensure they work.

As you continue to engage with algebra, consistently revisiting these steps will deepen your understanding and increase your proficiency. Don’t get discouraged by mistakes; they’re an important part of the learning process.

I hope that the straightforward problems I’ve presented have made algebra feel more manageable and a little less daunting. Happy solving!

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Solving an equation is the process of getting what you're looking for, or  solving for , on one side of the equals sign and everything else on the other side. You're really sorting information. If you're solving for  x , you must get x  on one side by itself.

Addition and subtraction equations

Some equations involve only addition and/or subtraction.

Solve for  x .

x  + 8 = 12

To solve the equation  x  + 8 = 12, you must get  x  by itself on one side. Therefore, subtract 8 from both sides.

To check your answer, simply plug your answer into the equation:

Solve for  y .

y  – 9 = 25

To solve this equation, you must get  y  by itself on one side. Therefore, add 9 to both sides.

To check, simply replace  y  with 34:

x  + 15 = 6

To solve, subtract 15 from both sides.

To check, simply replace  x  with –9 :

Notice that in each case above,  opposite operations  are used; that is, if the equation has addition, you subtract from each side.

Multiplication and division equations

Some equations involve only multiplication or division. This is typically when the variable is already on one side of the equation, but there is either more than one of the variable, such as 2  x , or a fraction of the variable, such as

In the same manner as when you add or subtract, you can multiply or divide both sides of an equation by the same number,  as long as it is not zero , and the equation will not change.

Divide each side of the equation by 3.

To check, replace  x  with 3:

To solve, multiply each side by 5.

To check, replace  y  with 35:

Or, without canceling,

Combinations of operations

Sometimes you have to use more than one step to solve the equation. In most cases, do the addition or subtraction step first. Then, after you've sorted the variables to one side and the numbers to the other, multiply or divide to get only one of the variables (that is, a variable with no number, or 1, in front of it:  x , not 2  x ).

2  x  + 4 = 10

Subtract 4 from both sides to get 2  x  by itself on one side.

Then divide both sides by 2 to get  x .

To check, substitute your answer into the original equation:

5x  – 11 = 29

Add 11 to both sides.

Divide each side by 5.

To check, replace  x  with 8:

Subtract 6 from each side.

To check, replace  x  with 9: 

Add 8 to both sides.

To check, replace  y  with –25: 

3  x  + 2 =  x  + 4

Subtract 2 from both sides (which is the same as adding –2).

Subtract  x  from both sides.

Note that 3  x  –  x  is the same as 3  x  – 1  x .

Divide both sides by 2.

To check, replace  x  with 1:

5  y  + 3 = 2  y  + 9

Subtract 3 from both sides.

Subtract 2  y  from both sides.

Divide both sides by 3.

To check, replace  y  with 2:

Sometimes you need to simplify each side (combine like terms) before actually starting the sorting process.

 Solve for  x .     

3  x  + 4 + 2 = 12 + 3

First, simplify each side.

Subtract 6 from both sides.

To check, replace  x  with 3: 

4  x  + 2  x  + 4 = 5  x  + 3 + 11

Simplify each side.

6  x  + 4 = 5  x  + 14

Subtract 4 from both sides.

Subtract 5  x  from both sides.

To check, replace  x  with 10: 

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Overview of the Problem-Solving Mental Process

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Rachel Goldman, PhD FTOS, is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in eating behaviors, stress management, and health behavior change.

• Identify the Problem
• Define the Problem
• Form a Strategy
• Organize Information
• Allocate Resources
• Monitor Progress
• Evaluate the Results

Frequently Asked Questions

Problem-solving is a mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue.

The best strategy for solving a problem depends largely on the unique situation. In some cases, people are better off learning everything they can about the issue and then using factual knowledge to come up with a solution. In other instances, creativity and insight are the best options.

It is not necessary to follow problem-solving steps sequentially, It is common to skip steps or even go back through steps multiple times until the desired solution is reached.

In order to correctly solve a problem, it is often important to follow a series of steps. Researchers sometimes refer to this as the problem-solving cycle. While this cycle is portrayed sequentially, people rarely follow a rigid series of steps to find a solution.

The following steps include developing strategies and organizing knowledge.

1. Identifying the Problem

While it may seem like an obvious step, identifying the problem is not always as simple as it sounds. In some cases, people might mistakenly identify the wrong source of a problem, which will make attempts to solve it inefficient or even useless.

Some strategies that you might use to figure out the source of a problem include :

• Asking questions about the problem
• Breaking the problem down into smaller pieces
• Looking at the problem from different perspectives
• Conducting research to figure out what relationships exist between different variables

2. Defining the Problem

After the problem has been identified, it is important to fully define the problem so that it can be solved. You can define a problem by operationally defining each aspect of the problem and setting goals for what aspects of the problem you will address

At this point, you should focus on figuring out which aspects of the problems are facts and which are opinions. State the problem clearly and identify the scope of the solution.

3. Forming a Strategy

After the problem has been identified, it is time to start brainstorming potential solutions. This step usually involves generating as many ideas as possible without judging their quality. Once several possibilities have been generated, they can be evaluated and narrowed down.

The next step is to develop a strategy to solve the problem. The approach used will vary depending upon the situation and the individual's unique preferences. Common problem-solving strategies include heuristics and algorithms.

• Heuristics are mental shortcuts that are often based on solutions that have worked in the past. They can work well if the problem is similar to something you have encountered before and are often the best choice if you need a fast solution.
• Algorithms are step-by-step strategies that are guaranteed to produce a correct result. While this approach is great for accuracy, it can also consume time and resources.

Heuristics are often best used when time is of the essence, while algorithms are a better choice when a decision needs to be as accurate as possible.

4. Organizing Information

Before coming up with a solution, you need to first organize the available information. What do you know about the problem? What do you not know? The more information that is available the better prepared you will be to come up with an accurate solution.

When approaching a problem, it is important to make sure that you have all the data you need. Making a decision without adequate information can lead to biased or inaccurate results.

5. Allocating Resources

Of course, we don't always have unlimited money, time, and other resources to solve a problem. Before you begin to solve a problem, you need to determine how high priority it is.

If it is an important problem, it is probably worth allocating more resources to solving it. If, however, it is a fairly unimportant problem, then you do not want to spend too much of your available resources on coming up with a solution.

At this stage, it is important to consider all of the factors that might affect the problem at hand. This includes looking at the available resources, deadlines that need to be met, and any possible risks involved in each solution. After careful evaluation, a decision can be made about which solution to pursue.

6. Monitoring Progress

After selecting a problem-solving strategy, it is time to put the plan into action and see if it works. This step might involve trying out different solutions to see which one is the most effective.

It is also important to monitor the situation after implementing a solution to ensure that the problem has been solved and that no new problems have arisen as a result of the proposed solution.

Effective problem-solvers tend to monitor their progress as they work towards a solution. If they are not making good progress toward reaching their goal, they will reevaluate their approach or look for new strategies .

7. Evaluating the Results

After a solution has been reached, it is important to evaluate the results to determine if it is the best possible solution to the problem. This evaluation might be immediate, such as checking the results of a math problem to ensure the answer is correct, or it can be delayed, such as evaluating the success of a therapy program after several months of treatment.

Once a problem has been solved, it is important to take some time to reflect on the process that was used and evaluate the results. This will help you to improve your problem-solving skills and become more efficient at solving future problems.

A Word From Verywell​

It is important to remember that there are many different problem-solving processes with different steps, and this is just one example. Problem-solving in real-world situations requires a great deal of resourcefulness, flexibility, resilience, and continuous interaction with the environment.

Get Advice From The Verywell Mind Podcast

Hosted by therapist Amy Morin, LCSW, this episode of The Verywell Mind Podcast shares how you can stop dwelling in a negative mindset.

Follow Now : Apple Podcasts / Spotify / Google Podcasts

You can become a better problem solving by:

• Practicing brainstorming and coming up with multiple potential solutions to problems
• Being open-minded and considering all possible options before making a decision
• Breaking down problems into smaller, more manageable pieces
• Asking for help when needed
• Researching different problem-solving techniques and trying out new ones
• Learning from mistakes and using them as opportunities to grow

It's important to communicate openly and honestly with your partner about what's going on. Try to see things from their perspective as well as your own. Work together to find a resolution that works for both of you. Be willing to compromise and accept that there may not be a perfect solution.

Take breaks if things are getting too heated, and come back to the problem when you feel calm and collected. Don't try to fix every problem on your own—consider asking a therapist or counselor for help and insight.

If you've tried everything and there doesn't seem to be a way to fix the problem, you may have to learn to accept it. This can be difficult, but try to focus on the positive aspects of your life and remember that every situation is temporary. Don't dwell on what's going wrong—instead, think about what's going right. Find support by talking to friends or family. Seek professional help if you're having trouble coping.

Davidson JE, Sternberg RJ, editors.  The Psychology of Problem Solving .  Cambridge University Press; 2003. doi:10.1017/CBO9780511615771

Sarathy V. Real world problem-solving .  Front Hum Neurosci . 2018;12:261. Published 2018 Jun 26. doi:10.3389/fnhum.2018.00261

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Solving Inequalities

Sometimes we need to solve Inequalities like these:

Our aim is to have x (or whatever the variable is) on its own on the left of the inequality sign:

We call that "solved".

Example: x + 2 > 12

Subtract 2 from both sides:

x + 2 − 2 > 12 − 2

x > 10

How to Solve

Solving inequalities is very like solving equations , we do most of the same things ...

... but we must also pay attention to the direction of the inequality .

Some things can change the direction !

< becomes >

> becomes <

≤ becomes ≥

≥ becomes ≤

Safe Things To Do

These things do not affect the direction of the inequality:

• Add (or subtract) a number from both sides
• Multiply (or divide) both sides by a positive number
• Simplify a side

Example: 3x < 7+3

We can simplify 7+3 without affecting the inequality:

But these things do change the direction of the inequality ("<" becomes ">" for example):

• Multiply (or divide) both sides by a negative number
• Swapping left and right hand sides

Example: 2y+7 < 12

When we swap the left and right hand sides, we must also change the direction of the inequality :

12 > 2y+7

Here are the details:

Adding or Subtracting a Value

We can often solve inequalities by adding (or subtracting) a number from both sides (just as in Introduction to Algebra ), like this:

Example: x + 3 < 7

If we subtract 3 from both sides, we get:

x + 3 − 3 < 7 − 3    

And that is our solution: x < 4

In other words, x can be any value less than 4.

What did we do?

And that works well for adding and subtracting , because if we add (or subtract) the same amount from both sides, it does not affect the inequality

Example: Alex has more coins than Billy. If both Alex and Billy get three more coins each, Alex will still have more coins than Billy.

What If I Solve It, But "x" Is On The Right?

No matter, just swap sides, but reverse the sign so it still "points at" the correct value!

Example: 12 < x + 5

If we subtract 5 from both sides, we get:

12 − 5 < x + 5 − 5    

That is a solution!

But it is normal to put "x" on the left hand side ...

... so let us flip sides (and the inequality sign!):

Do you see how the inequality sign still "points at" the smaller value (7) ?

And that is our solution: x > 7

Note: "x" can be on the right, but people usually like to see it on the left hand side.

Multiplying or Dividing by a Value

Another thing we do is multiply or divide both sides by a value (just as in Algebra - Multiplying ).

But we need to be a bit more careful (as you will see).

Positive Values

Everything is fine if we want to multiply or divide by a positive number :

Example: 3y < 15

If we divide both sides by 3 we get:

3y /3 < 15 /3

And that is our solution: y < 5

Negative Values

Well, just look at the number line!

For example, from 3 to 7 is an increase , but from −3 to −7 is a decrease.

See how the inequality sign reverses (from < to >) ?

Let us try an example:

Example: −2y < −8

Let us divide both sides by −2 ... and reverse the inequality !

−2y < −8

−2y /−2 > −8 /−2

And that is the correct solution: y > 4

(Note that I reversed the inequality on the same line I divided by the negative number.)

So, just remember:

When multiplying or dividing by a negative number, reverse the inequality

Multiplying or Dividing by Variables

Here is another (tricky!) example:

Example: bx < 3b

It seems easy just to divide both sides by b , which gives us:

... but wait ... if b is negative we need to reverse the inequality like this:

But we don't know if b is positive or negative, so we can't answer this one !

To help you understand, imagine replacing b with 1 or −1 in the example of bx < 3b :

• if b is 1 , then the answer is x < 3
• but if b is −1 , then we are solving −x < −3 , and the answer is x > 3

The answer could be x < 3 or x > 3 and we can't choose because we don't know b .

Do not try dividing by a variable to solve an inequality (unless you know the variable is always positive, or always negative).

A Bigger Example

Example: x−3 2 < −5.

First, let us clear out the "/2" by multiplying both sides by 2.

Because we are multiplying by a positive number, the inequalities will not change.

x−3 2 ×2 < −5  ×2  

x−3 < −10

Now add 3 to both sides:

x−3 + 3 < −10 + 3    

And that is our solution: x < −7

Two Inequalities At Once!

How do we solve something with two inequalities at once?

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How to Solve a Problem

Last Updated: April 3, 2023 Fact Checked

This article was co-authored by Rachel Clissold . Rachel Clissold is a Life Coach and Consultant in Sydney, Australia. With over six years of coaching experience and over 17 years of corporate training, Rachel specializes in helping business leaders move through internal roadblocks, gain more freedom and clarity, and optimize their company’s efficiency and productivity. Rachel uses a wide range of techniques including coaching, intuitive guidance, neuro-linguistic programming, and holistic biohacking to help clients overcome fear, break through limitations, and bring their epic visions to life. Rachel is an acclaimed Reiki Master Practitioner, Qualified practitioner in NLP, EFT, Hypnosis & Past Life Regression. She has created events with up to 500 people around Australia, United Kingdom, Bali, and Costa Rica. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,310,767 times.

How you deal with challenges will often determine your success and happiness. If you’re stuck on how to solve a problem, try defining it and breaking it into smaller pieces. Choose whether to approach the problem logically or whether you should think about how the outcome might make you feel. Find ways to creatively approach your problems by working with other people and approaching the problem from a different perspective.

Approaching the Problem

• For example, if your room is constantly messy, the problem might not be that you’re a messy person. It might be that you lack containers or places to put your items in an organized way.
• Try to be as clear and thorough as possible when defining the problem. If it is a personal issue, be honest with yourself as to the causes of the problem. If it is a logistics problem, determine exactly where and when the problem occurs.
• Determine whether the problem is real or self-created. Do you need to solve this problem or is this about something you want? Putting things in perspective can help you navigate the problem-solving process.

• For example, you might have several problems to solve and need to decide which ones to tackle first. Solving one problem may ease tension or take stress off of another problem.
• Once you make a decision, don’t doubt yourself. Be willing to look forward from that point on without wondering what would have happened had you chosen something else.

• For example, if you need to turn in many assignments to pass a class, focus on how many you have to do and approach them one by one.
• Try to combine and solve problems together whenever possible. For example, if you're running out of time to study, try listening to a recorded lecture while walking to class or flip through note cards as you're waiting for dinner.

• For example, if you’re trying to pass a cumulative test, figure out what you already know and what you need to study for. Review everything you already know, then start learning more information from your notes, textbook, or other resources that may help you.

• Pay attention to know these scenarios make you feel.

• For example, if you have a deadline, you may skip cooking dinner or going to the gym so that you can give that time to your project.
• Cut down on unnecessary tasks whenever possible. For example, you might get your groceries delivered to you to save on shopping time. You can spend that time instead on other tasks.

Taking a Creative Approach

• If you’re making a complex decision, write down your alternatives. This way, you won’t forget any options and will be able to cross off any that aren’t plausible.
• For example, you might be hungry and need something to eat. Think about whether you want to cook food, get fast food, order takeout, or sit down at a restaurant.

• Problems like accepting the job across the country that offers good pay but takes you away from your family may require different ways of approach. Consider the logical solution, but also consider your thoughts, feelings, and the way the decision affects others.

• For example, if you’re buying a home and not sure how to make your final decision, talk to other homeowners about their thoughts or regrets about buying a home.

• For example, if you’re having financial difficulties, notice how your efforts are affecting the money coming in and the money you’re spending. If keeping a budget helps, keep with it. If using cash exclusively is a headache, try something else.
• Keep a journal where you record your progress, successes, and challenges. You can look at this for motivation when you are feeling discouraged.

Managing Your Emotions While Confronting Difficulties

• The first step is often the scariest. Try doing something small to start. For example, if you're trying to become more active, start going for daily walks.

• For example, if you’re overwhelmed by having a long to-do list, maybe the problems isn’t the list, but not saying “no” to things you can’t do.
• If you're feeling stressed, angry, or overwhelmed, you may be burned out. Make a list of things that cause stress or frustration. Try to cut down on these in the future. If you start feeling overwhelmed again, it may be a sign that you need to cut back.

• Find a therapist by calling your local mental health clinic or your insurance provider. You can also get a recommendation from a physician or friend.

Expert Q&A

• If you start feeling overwhelmed or frustrated, take a breather. Realize that every problem has a solution, but sometimes you're so wrapped up in it that you can't see anything but the problem. Thanks Helpful 0 Not Helpful 0
• Don't turn away from your problems. It will come back sooner or later and it will be more difficult to solve. Common sense can help to reduce the size of the problem. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ https://hbr.org/2017/06/how-you-define-the-problem-determines-whether-you-solve-it
• ↑ https://www.cuesta.edu/student/resources/ssc/study_guides/critical_thinking/106_think_decisions.html
• ↑ https://au.reachout.com/articles/a-step-by-step-guide-to-problem-solving
• ↑ Rachel Clissold. Certified Life Coach. Expert Interview. 26 August 2020.
• ↑ https://serc.carleton.edu/geoethics/Decision-Making
• ↑ https://www.psychologytoday.com/blog/positive-psychology-in-the-classroom/201303/visualize-the-good-and-the-bad
• ↑ https://www.britannica.com/topic/operations-research/Resource-allocation
• ↑ https://www.niu.edu/citl/resources/guides/instructional-guide/brainstorming.shtml
• ↑ https://www.healthywa.wa.gov.au/Articles/N_R/Problem-solving
• ↑ https://www.collegetransfer.net/Home/ChangeSwitchTransfer/I-want-to/Earn-My-College-Degree/Overcoming-Obstacles
• ↑ https://psychcentral.com/lib/5-ways-to-solve-all-your-problems/
• ↑ https://www.apa.org/topics/psychotherapy/understanding

About This Article

To solve a problem, start by brainstorming and writing down any solutions you can think of. Then, go through your list of solutions and cross off any that aren't plausible. Once you know what realistic options you have, choose one of them that makes the most sense for your situation. If the solution is long or complex, try breaking it up into smaller, more manageable steps so you don't get overwhelmed. Then, focus on one step at a time until you've solved your problem. To learn how to manage your emotions when you're solving a particularly difficult problem, scroll down. Did this summary help you? Yes No

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How to Solve Probability Problems? (+FREE Worksheet!)

Do you want to know how to solve Probability Problems? Here you learn how to solve probability word problems.

Related Topics

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Step by step guide to solve Probability Problems

• Probability is the likelihood of something happening in the future. It is expressed as a number between zero (can never happen) to \(1\) (will always happen).
• Probability can be expressed as a fraction, a decimal, or a percent.
• To solve a probability problem identify the event, find the number of outcomes of the event, then use probability law: \(\frac{number\ of \ favorable \ outcome}{total \ number \ of \ possible \ outcomes}\)

The Absolute Best Books to Ace Pre-Algebra to Algebra II

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Probability problems – example 1:.

If there are \(8\) red balls and \(12\) blue balls in a basket, what is the probability that John will pick out a red ball from the basket?

There are \(8\) red balls and \(20\) a total number of balls. Therefore, the probability that John will pick out a red ball from the basket is \(8\) out of \(20\) or \(\frac{8}{8+12}=\frac{8}{20}=\frac{2}{5}\).

Probability Problems – Example 2:

A bag contains \(18\) balls: two green, five black, eight blue, a brown, a red, and one white. If \(17\) balls are removed from the bag at random, what is the probability that a brown ball has been removed?

If \(17\) balls are removed from the bag at random, there will be one ball in the bag. The probability of choosing a brown ball is \(1\) out of \(18\). Therefore, the probability of not choosing a brown ball is \(17\) out of \(18\) and the probability of having not a brown ball after removing \(17\) balls is the same.

Exercises for Solving Probability Problems

The Best Book to Help You Ace Pre-Algebra

Pre-Algebra for Beginners The Ultimate Step by Step Guide to Preparing for the Pre-Algebra Test

• A number is chosen at random from \(1\) to \(10\). Find the probability of selecting a \(4\) or smaller.
• A number is chosen at random from \(1\) to \(50\). Find the probability of selecting multiples of \(10\).
• A number is chosen at random from \(1\) to \(10\). Find the probability of selecting of \(4\) and factors of \(6\).
• A number is chosen at random from \(1\) to \(10\). Find the probability of selecting a multiple of \(3\).
• A number is chosen at random from \(1\) to \(50\). Find the probability of selecting prime numbers.
• A number is chosen at random from \(1\) to \(25\). Find the probability of not selecting a composite number.

Download Probability Problems Worksheet

• \(\color{blue}{\frac{2}{5}}\)
• \(\color{blue}{\frac{1}{10}}\)
• \(\color{blue}{\frac{1}{2}}\)
• \(\color{blue}{\frac{3}{10}}\)
• \(\color{blue}{\frac{9}{25}}\)

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by: Effortless Math Team about 4 years ago (category: Articles , Free Math Worksheets )

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3 Simple Strategies to Improve Students’ Problem-Solving Skills

These strategies are designed to make sure students have a good understanding of problems before attempting to solve them.

Research provides a striking revelation about problem solvers. The best problem solvers approach problems much differently than novices. For instance, one meta-study showed that when experts evaluate graphs , they tend to spend less time on tasks and answer choices and more time on evaluating the axes’ labels and the relationships of variables within the graphs. In other words, they spend more time up front making sense of the data before moving to addressing the task.

While slower in solving problems, experts use this additional up-front time to more efficiently and effectively solve the problem. In one study, researchers found that experts were much better at “information extraction” or pulling the information they needed to solve the problem later in the problem than novices. This was due to the fact that they started a problem-solving process by evaluating specific assumptions within problems, asking predictive questions, and then comparing and contrasting their predictions with results. For example, expert problem solvers look at the problem context and ask a number of questions:

• What do we know about the context of the problem?
• What assumptions are underlying the problem? What’s the story here?
• What qualitative and quantitative information is pertinent?
• What might the problem context be telling us? What questions arise from the information we are reading or reviewing?
• What are important trends and patterns?

As such, expert problem solvers don’t jump to the presented problem or rush to solutions. They invest the time necessary to make sense of the problem.

Now, think about your own students: Do they immediately jump to the question, or do they take time to understand the problem context? Do they identify the relevant variables, look for patterns, and then focus on the specific tasks?

If your students are struggling to develop the habit of sense-making in a problem- solving context, this is a perfect time to incorporate a few short and sharp strategies to support them.

3 Ways to Improve Student Problem-Solving

1. Slow reveal graphs: The brilliant strategy crafted by K–8 math specialist Jenna Laib and her colleagues provides teachers with an opportunity to gradually display complex graphical information and build students’ questioning, sense-making, and evaluating predictions.

For instance, in one third-grade class, students are given a bar graph without any labels or identifying information except for bars emerging from a horizontal line on the bottom of the slide. Over time, students learn about the categories on the x -axis (types of animals) and the quantities specified on the y -axis (number of baby teeth).

The graphs and the topics range in complexity from studying the standard deviation of temperatures in Antarctica to the use of scatterplots to compare working hours across OECD (Organization for Economic Cooperation and Development) countries. The website offers a number of graphs on Google Slides and suggests questions that teachers may ask students. Furthermore, this site allows teachers to search by type of graph (e.g., scatterplot) or topic (e.g., social justice).

2. Three reads: The three-reads strategy tasks students with evaluating a word problem in three different ways . First, students encounter a problem without having access to the question—for instance, “There are 20 kangaroos on the grassland. Three hop away.” Students are expected to discuss the context of the problem without emphasizing the quantities. For instance, a student may say, “We know that there are a total amount of kangaroos, and the total shrinks because some kangaroos hop away.”

Next, students discuss the important quantities and what questions may be generated. Finally, students receive and address the actual problem. Here they can both evaluate how close their predicted questions were from the actual questions and solve the actual problem.

To get started, consider using the numberless word problems on educator Brian Bushart’s site . For those teaching high school, consider using your own textbook word problems for this activity. Simply create three slides to present to students that include context (e.g., on the first slide state, “A salesman sold twice as much pears in the afternoon as in the morning”). The second slide would include quantities (e.g., “He sold 360 kilograms of pears”), and the third slide would include the actual question (e.g., “How many kilograms did he sell in the morning and how many in the afternoon?”). One additional suggestion for teams to consider is to have students solve the questions they generated before revealing the actual question.

3. Three-Act Tasks: Originally created by Dan Meyer, three-act tasks follow the three acts of a story . The first act is typically called the “setup,” followed by the “confrontation” and then the “resolution.”

This storyline process can be used in mathematics in which students encounter a contextual problem (e.g., a pool is being filled with soda). Here students work to identify the important aspects of the problem. During the second act, students build knowledge and skill to solve the problem (e.g., they learn how to calculate the volume of particular spaces). Finally, students solve the problem and evaluate their answers (e.g., how close were their calculations to the actual specifications of the pool and the amount of liquid that filled it).

Often, teachers add a fourth act (i.e., “the sequel”), in which students encounter a similar problem but in a different context (e.g., they have to estimate the volume of a lava lamp). There are also a number of elementary examples that have been developed by math teachers including GFletchy , which offers pre-kindergarten to middle school activities including counting squares , peas in a pod , and shark bait .

Students need to learn how to slow down and think through a problem context. The aforementioned strategies are quick ways teachers can begin to support students in developing the habits needed to effectively and efficiently tackle complex problem-solving.

March 12, 2024

The Simplest Math Problem Could Be Unsolvable

The Collatz conjecture has plagued mathematicians for decades—so much so that professors warn their students away from it

By Manon Bischoff

Mathematicians have been hoping for a flash of insight to solve the Collatz conjecture.

James Brey/Getty Images

At first glance, the problem seems ridiculously simple. And yet experts have been searching for a solution in vain for decades. According to mathematician Jeffrey Lagarias, number theorist Shizuo Kakutani told him that during the cold war, “for about a month everybody at Yale [University] worked on it, with no result. A similar phenomenon happened when I mentioned it at the University of Chicago. A joke was made that this problem was part of a conspiracy to slow down mathematical research in the U.S.”

The Collatz conjecture—the vexing puzzle Kakutani described—is one of those supposedly simple problems that people tend to get lost in. For this reason, experienced professors often warn their ambitious students not to get bogged down in it and lose sight of their actual research.

The conjecture itself can be formulated so simply that even primary school students understand it. Take a natural number. If it is odd, multiply it by 3 and add 1; if it is even, divide it by 2. Proceed in the same way with the result x : if x is odd, you calculate 3 x + 1; otherwise calculate x / 2. Repeat these instructions as many times as possible, and, according to the conjecture, you will always end up with the number 1.

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For example: If you start with 5, you have to calculate 5 x 3 + 1, which results in 16. Because 16 is an even number, you have to halve it, which gives you 8. Then 8 / 2 = 4, which, when divided by 2, is 2—and 2 / 2 = 1. The process of iterative calculation brings you to the end after five steps.

Of course, you can also continue calculating with 1, which gives you 4, then 2 and then 1 again. The calculation rule leads you into an inescapable loop. Therefore 1 is seen as the end point of the procedure.

Following iterative calculations, you can begin with any of the numbers above and will ultimately reach 1.

Credit: Keenan Pepper/Public domain via Wikimedia Commons

It’s really fun to go through the iterative calculation rule for different numbers and look at the resulting sequences. If you start with 6: 6 → 3 → 10 → 5 → 16 → 8 → 4 → 2 → 1. Or 42: 42 → 21 → 64 → 32 → 16 → 8 → 4 → 2 → 1. No matter which number you start with, you always seem to end up with 1. There are some numbers, such as 27, where it takes quite a long time (27 → 82 → 41 → 124 → 62 → 31 → 94 → 47 → 142 → 71 → 214 → 107 → 322 → 161 → 484 → 242 → 121 → 364 → 182 → 91 → 274 → ...), but so far the result has always been 1. (Admittedly, you have to be patient with the starting number 27, which requires 111 steps.)

But strangely there is still no mathematical proof that the Collatz conjecture is true. And that absence has mystified mathematicians for years.

The origin of the Collatz conjecture is uncertain, which is why this hypothesis is known by many different names. Experts speak of the Syracuse problem, the Ulam problem, the 3 n + 1 conjecture, the Hasse algorithm or the Kakutani problem.

German mathematician Lothar Collatz became interested in iterative functions during his mathematics studies and investigated them. In the early 1930s he also published specialist articles on the subject , but the explicit calculation rule for the problem named after him was not among them. In the 1950s and 1960s the Collatz conjecture finally gained notoriety when mathematicians Helmut Hasse and Shizuo Kakutani, among others, disseminated it to various universities, including Syracuse University.

Like a siren song, this seemingly simple conjecture captivated the experts. For decades they have been looking for proof that after repeating the Collatz procedure a finite number of times, you end up with 1. The reason for this persistence is not just the simplicity of the problem: the Collatz conjecture is related to other important questions in mathematics. For example, such iterative functions appear in dynamic systems, such as models that describe the orbits of planets. The conjecture is also related to the Riemann conjecture, one of the oldest problems in number theory.

Empirical Evidence for the Collatz Conjecture

In 2019 and 2020 researchers checked all numbers below 2 68 , or about 3 x 10 20 numbers in the sequence, in a collaborative computer science project . All numbers in that set fulfill the Collatz conjecture as initial values. But that doesn’t mean that there isn’t an outlier somewhere. There could be a starting value that, after repeated Collatz procedures, yields ever larger values that eventually rise to infinity. This scenario seems unlikely, however, if the problem is examined statistically.

An odd number n is increased to 3 n + 1 after the first step of the iteration, but the result is inevitably even and is therefore halved in the following step. In half of all cases, the halving produces an odd number, which must therefore be increased to 3 n + 1 again, whereupon an even result is obtained again. If the result of the second step is even again, however, you have to divide the new number by 2 twice in every fourth case. In every eighth case, you must divide it by 2 three times, and so on.

In order to evaluate the long-term behavior of this sequence of numbers , Lagarias calculated the geometric mean from these considerations in 1985 and obtained the following result: ( 3 / 2 ) 1/2 x ( 3 ⁄ 4 ) 1/4 x ( 3 ⁄ 8 ) 1/8 · ... = 3 ⁄ 4 . This shows that the sequence elements shrink by an average factor of 3 ⁄ 4 at each step of the iterative calculation rule. It is therefore extremely unlikely that there is a starting value that grows to infinity as a result of the procedure.

There could be a starting value, however, that ends in a loop that is not 4 → 2 → 1. That loop could include significantly more numbers, such that 1 would never be reached.

Such “nontrivial” loops can be found, for example, if you also allow negative integers for the Collatz conjecture: in this case, the iterative calculation rule can end not only at –2 → –1 → –2 → ... but also at –5 → –14 → –7 → –20 → –10 → –5 → ... or –17 → –50 → ... → –17 →.... If we restrict ourselves to natural numbers, no nontrivial loops are known to date—which does not mean that they do not exist. Experts have now been able to show that such a loop in the Collatz problem, however, would have to consist of at least 186 billion numbers .

The length of the Collatz sequences for all numbers from 1 to 9,999 varies greatly.

Credit: Cirne/Public domain via Wikimedia Commons

Even if that sounds unlikely, it doesn’t have to be. In mathematics there are many examples where certain laws only break down after many iterations are considered. For instance,the prime number theorem overestimates the number of primes for only about 10 316 numbers. After that point, the prime number set underestimates the actual number of primes.

Something similar could occur with the Collatz conjecture: perhaps there is a huge number hidden deep in the number line that breaks the pattern observed so far.

A Proof for Almost All Numbers

Mathematicians have been searching for a conclusive proof for decades. The greatest progress was made in 2019 by Fields Medalist Terence Tao of the University of California, Los Angeles, when he proved that almost all starting values of natural numbers eventually end up at a value close to 1.

“Almost all” has a precise mathematical meaning: if you randomly select a natural number as a starting value, it has a 100 percent probability of ending up at 1. ( A zero-probability event, however, is not necessarily an impossible one .) That’s “about as close as one can get to the Collatz conjecture without actually solving it,” Tao said in a talk he gave in 2020 . Unfortunately, Tao’s method cannot generalize to all figures because it is based on statistical considerations.

All other approaches have led to a dead end as well. Perhaps that means the Collatz conjecture is wrong. “Maybe we should be spending more energy looking for counterexamples than we’re currently spending,” said mathematician Alex Kontorovich of Rutgers University in a video on the Veritasium YouTube channel .

Perhaps the Collatz conjecture will be determined true or false in the coming years. But there is another possibility: perhaps it truly is a problem that cannot be proven with available mathematical tools. In fact, in 1987 the late mathematician John Horton Conway investigated a generalization of the Collatz conjecture and found that iterative functions have properties that are unprovable. Perhaps this also applies to the Collatz conjecture. As simple as it may seem, it could be doomed to remain unsolved forever.

This article originally appeared in Spektrum der Wissenschaft and was reproduced with permission.

Easy Finger Math Tricks to Help Kids Solve Problems

While using your fingers isn't the fastest way to recall a multiplication fact while doing a problem, finger math tricks can help kids figure out how to answer the problem at hand — and as they work on their math, they will eventually learn all the facts by repetition.

Note that before your child can understand other finger tricks, they must be able to count by 2s, 5s, and 10s and multiply by 2s, 3s, and 4s.

Quick Finger Math Tricks for Threes and Fours

The tricks for multiplying by threes and fours are really a matter of counting out the answer on your fingers. As your children count out the answer repeatedly, they'll memorize it and then be able to move on to larger numbers.

Multiplying by Three

Did you realize that all of your fingers have three segments? Therefore, you can figure out anything from 3 x 1 to 3 x 10 by counting the segments on each finger. To start:

• Hold up the number of fingers you're going to multiply by 3. For example, if the problem is 3 x 4 — hold up four fingers.
• Count each segment on each finger you're holding up, and you should come up with 12 — which is the correct answer.

Multiplying by Four

Multiplying by four is the same as multiplying by two — twice. To start:

• Hold up the number of fingers to correspond with the number you are multiplying by four. For example, if you are multiplying 4 x 6 — hold up six fingers.
• Count each finger by two, moving from left to right. Then count each finger again, continuing to count by twos, until you've counted every finger twice.

Helpful Hack To keep track of the fingers you've counted twice, sometimes it's easier to put your finger down as you count the first time, and back up as you count the second time.

Finger Math Tricks for Multiplying by 6, 7, 8, and 9

While numbers one through five are easy for most kids to remember, six and up often pose a problem. This handy trick will make it a little easier to work those problems out.

Multiplying 6, 7, 8, and 9 by Hand

To begin, assign each finger a number. For example, your thumbs represent 6, your index fingers each represent 7, etc. This will remain the same throughout the finger math hack.

Your left hand will represent the first number that you are multiplying and your right hand will represent the second number you are multiplying. In this example, we are multiplying 7 x 8. 

To Determine the Part of Your Answer:

• On your left hand, put down the finger that represents the number you are multiplying as well as any fingers whose number value is less than this figure. In this example, you are multiplying 7 x 8, so the left hand will represent 7. You will drop your index finger (number 7) and your thumb (number 6).
• Similarly, the right hand will represent eight, so you will drop down your middle finger (number 8), your index finger (number 7), and your thumb (number 6).
• Now, just multiply the fingers that are still pointed upwards. In this case, you will have three fingers on your left hand and two on your right, so you will multiply 3 x 2 to get 6. This is the first part of your answer!

To Determine the Second Part of Your Answer:

• Keeping your fingers in the same positions, count how many fingers are folded down. In the 7 x 8 example, you should have five fingers folded. 
• You will count each of these in quantities of ten. So, 10, 20, 30, 40, 50.
• 50 is your answer.

To Determine Your Final Answer:

• Add your two numbers together. In this example, you would add 6 + 50, which gives you 56!

Another Finger Math Trick Just for Nine

There is a trick that works separately, just for multiplying by the number nine.

• To start, hold up all ten fingers, with your palms facing you.
• Assign each finger a number, starting with your left-hand thumb and ending with your right-hand thumb. The left-hand thumb will be one, the left-hand index finger will be two, and so on until you reach the number 10 for your right-hand thumb.
• To tackle a problem, put down the corresponding finger of the number you're multiplying by nine. For example, if you are multiplying 9 x 8, you'd put down the eighth finger (which will be on your right hand).
• Count all the fingers to the left of the finger you have folded down. This will give you 7. This is the first digit of your answer.
• Count all the fingers to the right of the finger you have folded down. This will give you 2. This is the second digit of your answer.
• Put the numbers together! Your answer is 72.

Finger Multiplication Tricks Can Make Math Easy and Fun

While the hope is that your kids will eventually memorize their multiplication charts , using some quick hand tricks for multiplication and letting them count things out on their fingers is not a bad way to learn. It keeps frustration at bay since the answer is always a fingertip away, and the repetition of having to figure it out will help cement those facts into their brains.

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Entertainment And News

3 Simple Ways To Solve Some Of The Most Common Problems Life Throws At You — Almost Immediately

We're all looking for a simple fix..

By Zayda Slabbekoorn Written on Mar 30, 2024

We’re all just doing our best — crafting morning routines, rushing to work, running errands. 

Of course, there’s always something that comes up. We’re inevitably faced with problems throughout our day, it’s only normal. While some people ignore them or try to avoid them, others make a point to brainstorm solutions. 

Productivity and mindset creator Benjamin Bailey , took to Instagram to suggest  several common solutions for “quick and easy” relief from typical life struggles. 

From burnout to sadness — here are 3 key solutions that can help to solve some of life’s common problems almost immediately:

1. introduce healthy people and activities into your routine to stay on track with goals, promote healthy habits, and combat low energy levels .

Being that our realities are strongly influenced by our mindset, one way to directly navigate daily struggles is to change your perspective. Whether it’s boosting your confidence or taking a more positive approach to every part of your day, changing your inner monologue can be the key. 

RELATED:  4 Small Behaviors Of People With Incredible Inner Peace

If you’re feeling doubtful or insecure in your life choices, consider mindfulness activities that shift your mindset — or introduce new people into your life that can provide new insights and advice. 

Sometimes, all we need to restructure our mindsets is the influence of healthy habits, practices, and people in our inner circle.

2. Seek out intentional social interaction to help bolster confidence and promote healthier moods 

With a modern-day  epidemic of loneliness , many are struggling with feeling alone in their daily lives, affecting things like productivity at work, self-confidence, and interpersonal connections. “Calling a friend can offer support and a sense of connection,” Bailey suggested. “Or send me a DM.” 

Meaningful social interaction or even something like connecting with a friend can feel overwhelming, especially if you spend most of your time alone. Instead of taking on the commitment of the latter, others suggest implementing a “daily kindness rule” — where you give out compliments or strike up a conversation with a stranger. 

As social creatures, we’re inherently yearning for connection. So, if you’re feeling exhausted, lonely, or upset, try getting out of the house for a little bit. Of course, if you're feeling anxious — Bailey suggested looking for the closest dog and giving them a pet . “They can release calming hormones like oxytocin,” which help to stabilize your mood and promote a happier attitude. 

RELATED:  I Asked 'Tony Robbins AI' 8 Deeply Personal Questions & The Answers Were Surprisingly Thoughtful

3. Move your body, practice mindfulness activities, and eat specific foods to stay balanced mentally, emotionally, and physically

If you’re feeling unfocused or overwhelmed at work, Bailey suggested going for a run or walk outside to help boost endorphins. UC Davis Health studies noted that not only is going outside helpful for increasing concentration, but it can also promote a happier attitude throughout the day. 

If burnout continues in your life, consider taking a longer break from work to get intentional rest, while still incorporating the daily habit of immersing yourself in “the tranquility” of nature. With 73% of adults admitting stress affects their overall mental health, it’s essential to promote this intentional rest — setting the reset button on your daily obligations. 

For other daily struggles — like waves of sadness, an upset stomach, or insatiable hunger — there are several quick fixes that can be simple solutions. If you’re feeling sad, Bailey suggested playing some happy music to improve your mood — something research studies on musical therapy strongly agree with. 

For an upset stomach, deep intentional breaths can help to cultivate the body’s natural relaxation response, and insatiable hunger can be simply targeted by a more habitual snack routine throughout the day. 

Ultimately, most of life's problems can be instantaneously solved by a mindset shift. 

Ultimately, everyone’s struggles are uniquely different and not one specific solution will work for everyone, but these suggestions might be a great start to finding targeted fixes that work for you.

Consider changing your mindset to cultivate a more healthy inner monologue and daily routine — something that can directly fix all of the problems above. 

RELATED:  16 Tiny Ways To Trick Your Mind Into Feeling ‘Normal’

Zayda Slabbekoorn is a news and entertainment writer at YourTango focusing on pop culture and human interest stories. 

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Solving the ‘3 Body Problem’

Unpacking netflix’s new hit with the times’s cosmic affairs correspondent..

Produced by Alex Barron

Edited by Lynn Levy

Engineered by Efim Shapiro

Featuring Dennis Overbye

The show “3 Body Problem” premiered on March 21 and quickly became one of Netflix’s most-watched titles. It is an adventure story about a group of scientists contending with an extraterrestrial threat. But despite its science fiction trappings, the show is often based in real — and complex — scientific concepts, whether string theory or nanomaterials. In this episode, Dennis Overbye, The Times’s cosmic affairs correspondent, breaks down some of the more brain-bending science behind “3 Body Problem.”

On today’s episode

Dennis Overbye is the cosmic affairs correspondent for The Times, covering physics and astronomy.

The New York Times Audio app is home to journalism and storytelling, and provides news, depth and serendipity. If you haven’t already, download it here — available to Times news subscribers on iOS — and sign up for our weekly newsletter.

Dennis Overbye is the cosmic affairs correspondent for The Times, covering physics and astronomy. More about Dennis Overbye

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Research: How Different Fields Are Using GenAI to Redefine Roles

• Maryam Alavi

Examples from customer support, management consulting, professional writing, legal analysis, and software and technology.

The interactive, conversational, analytical, and generative features of GenAI offer support for creativity, problem-solving, and processing and digestion of large bodies of information. Therefore, these features can act as cognitive resources for knowledge workers. Moreover, the capabilities of GenAI can mitigate various hindrances to effective performance that knowledge workers may encounter in their jobs, including time pressure, gaps in knowledge and skills, and negative feelings (such as boredom stemming from repetitive tasks or frustration arising from interactions with dissatisfied customers). Empirical research and field observations have already begun to reveal the value of GenAI capabilities and their potential for job crafting.

There is an expectation that implementing new and emerging Generative AI (GenAI) tools enhances the effectiveness and competitiveness of organizations. This belief is evidenced by current and planned investments in GenAI tools, especially by firms in knowledge-intensive industries such as finance, healthcare, and entertainment, among others. According to forecasts, enterprise spending on GenAI will increase by two-fold in 2024 and grow to $151.1 billion by 2027 .

• Maryam Alavi is the Elizabeth D. & Thomas M. Holder Chair & Professor of IT Management, Scheller College of Business, Georgia Institute of Technology .

Partner Center

Posted by Richard Willett - Memes and headline comments by David Icke Posted on 31 March 2024

‘make the lie big, make it simple, keep saying it, and eventually they will believe it’ – nazi propaganda chief joseph goebbels. this is the insanity the cult and its foot soldier ‘environmentalists’ seek to impose upon us to ‘solve a problem’ that is pure manipulated fantasy.

‘Human-caused climate change’ exists not in reality, but only in the minds of those who fall for the repetition of the lie. Goebbels must be saying – ‘See, I told you so.’

Mount Aso, Japan: The intrinsic natural beauty of mountains and forests―and the plant and animal habitats that reside within them―are replaced by 200,000 hideous solar panels, as a sacrificial offering by the Net Zero cult to the “climate change” gods. pic.twitter.com/cRyXs4t1zn — Wide Awake Media (@wideawake_media) March 30, 2024

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