Math 8 Supplemental Text

SSIS Math 8 12-13
Gary Bertoia
Jen Kershaw
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Printed: December 1, 2013
AUTHORS
Gary Bertoia
Jen Kershaw
iii
Contents www.ck12.org
Contents
1 Single Variable Equations 1
1.1 Simplifying Algebraic Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 Expressions and the Distributive Property . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.3 Translate Verbal Phrases into Variable Expressions . . . . . . . . . . . . . . . . . . . . . . . . . 13
1.4 One-Step Equations and Inverse Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
1.5 Solve Equations Involving Inverse Properties of Addition and Multiplication . . . . . . . . . . . 21
1.6 Solve Equations Involving Inverse Properties of Addition and Division . . . . . . . . . . . . . . 27
1.7 Solve Equations Involving Inverse Properties of Subtraction and Multiplication . . . . . . . . . 32
1.8 Solve Equations Involving Inverse Properties of Subtraction and Division . . . . . . . . . . . . . 36
1.9 Solve Equations Involving Combining Like Terms . . . . . . . . . . . . . . . . . . . . . . . . . 41
1.10 Solve Equations with the Distributive Property . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
1.11 Solve Equations with the Distributive Property and Combining Like Terms . . . . . . . . . . . . 52
1.12 Section Break . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
1.13 Solve Equations with a Variable on Both Sides . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
1.14 Solve Multi-Step Equations Involving Decimals . . . . . . . . . . . . . . . . . . . . . . . . . . 65
1.15 Solve Multi-Step Equations Involving Fractions . . . . . . . . . . . . . . . . . . . . . . . . . . 71
1.16 Applications of One-Step Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
1.17 Solve Multi-Step Equations Involving Rational Numbers . . . . . . . . . . . . . . . . . . . . . 81
1.18 Problem-Solving Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
1.19 Comparison of Problem-Solving Models . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
1.20 Distributive Property for Multi-Step Equations . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
1.21 Solving Real-World Problems Using Multi-Step Equations . . . . . . . . . . . . . . . . . . . . 110
2 Solving Inequalities 114
2.1 Inequalities that Describe Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
2.2 Inequalities with Addition and Subtraction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
2.3 Inequalities with Multiplication and Division . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
2.4 Solve Inequalities by Using the Distributive Property . . . . . . . . . . . . . . . . . . . . . . . 127
2.5 Multi-Step Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
2.6 Applications with Inequalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
2.7 Inequality Expressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
iv
www.ck12.org Chapter 1. Single Variable Equations
CHAPTER
1
Single Variable Equations
Chapter Outline
1.1 SIMPLIFYING ALGEBRAIC EXPRESSIONS
1.2 EXPRESSIONS AND THE DISTRIBUTIVE PROPERTY
1.3 TRANSLATE VERBAL PHRASES INTO VARIABLE EXPRESSIONS
1.4 ONE-STEP EQUATIONS AND INVERSE OPERATIONS
1.5 SOLVE EQUATIONS INVOLVING INVERSE PROPERTIES OF ADDITION AND MUL-
TIPLICATION
1.6 SOLVE EQUATIONS INVOLVING INVERSE PROPERTIES OF ADDITION AND DIVI-
SION
1.7 SOLVE EQUATIONS INVOLVING INVERSE PROPERTIES OF SUBTRACTION AND
MULTIPLICATION
1.8 SOLVE EQUATIONS INVOLVING INVERSE PROPERTIES OF SUBTRACTION AND
DIVISION
1.9 SOLVE EQUATIONS INVOLVING COMBINING LIKE TERMS
1.10 SOLVE EQUATIONS WITH THE DISTRIBUTIVE PROPERTY
1.11 SOLVE EQUATIONS WITH THE DISTRIBUTIVE PROPERTY AND COMBINING LIKE
TERMS
1.12 SECTION BREAK
1.13 SOLVE EQUATIONS WITH A VARIABLE ON BOTH SIDES
1.14 SOLVE MULTI-STEP EQUATIONS INVOLVING DECIMALS
1.15 SOLVE MULTI-STEP EQUATIONS INVOLVING FRACTIONS
1.16 APPLICATIONS OF ONE-STEP EQUATIONS
1.17 SOLVE MULTI-STEP EQUATIONS INVOLVING RATIONAL NUMBERS
1.18 PROBLEM-SOLVING MODELS
1.19 COMPARISON OF PROBLEM-SOLVING MODELS
1.20 DISTRIBUTIVE PROPERTY FOR MULTI-STEP EQUATIONS
1.21 SOLVING REAL-WORLD PROBLEMS USING MULTI-STEP EQUATIONS
Introduction
Here you will focus on solving equations. You will start with basic equations that can be solved in one step and
then move to more complicated equations that will require combining like terms and the distributive property. You
will also learn how to solve equations with variables on both sides and multi-step equations that might have rational
numbers in them.
1
1.1. Simplifying Algebraic Expressions www.ck12.org
1.1
SimplifyingAlgebraic Expressions
Here youll learn to combine like terms within an expression.
Corey has a bowl of fruit that consists of 5 apples, 4 oranges, and 3 limes. Katelyn went to the farmers market
and picked up 2 apples, 5 limes, and an orange. How many apples, oranges, and limes do Corey and Katelyn have
combined?
Combining like terms is much like grouping together different fruits, like apples and oranges.
Watch This
MEDIA
Click image to the left for more content.
James Sousa: Combining Like Terms
Guidance
You might have noticed from the previous concept, that sometimes variables and numbers can be repeated within an
expression. If the same variable is in an expression more than once, they can be combined by addition or subtraction.
This process is called combining like terms.
Example A
Simplify 5x 123x +4.
Solution: Reorganize the expression to group together the xs and the numbers. You can either place the like terms
next to each together or place parenthesis around the like terms.
5x 123x +4
5x 3x 12+4 or (5x 3x) +(12+4)
2x 8
Notice that the Greatest Common Factor (GCF) for 2x and 8 is 2. Therefore, you can and use the Distributive
Property to pull out the GCF to get 2(x 4).
Example B
Simplify 6a5b+2a10b+7
2
Solution: Here there are two different variables, a and b. Even though they are both variables, they are different
variables and cannot be combined. Group together the like terms.
6a5b+2a10b+7
(6a+2a) +(5b10b) +7
(8a15b+7)
There is only one number term, called the constant, so we leave it at the end. Also, in general, list the variables in
alphabetical order.
Example C
Simplify w
2
+94w
2
+3w
4
7w11.
Solution: Here we have one variable, but there are different powers (exponents). Like terms must have the same
exponent in order to combine them.
w
2
+94w
2
+3w
4
7w11
3w
4
+(w
2
4w
2
) 7w+(911)
3w
4
3w
2
7w2
When writing an expression with different powers, list the powers from greatest to least, like above.
Intro Problem Revisited Lets rewrite Coreys bowl of fruit as 5a+4o+3l, where a represents apples, o represents
oranges, and l represents limes. Then Katelyns bowl of fruit can be represented as 2a +5l +o. Combining like
terms, we have:
(5a+4o+3l) +(2a+5l +o)
(5a+2a) +(4o+o) +(3l +5l)
7a+5o+8l
Together they have 7 apples, 5 oranges, and 8 limes.
Guided Practice
Simplify the expressions below.
1. 6s 7t +12t 10s
2. 7y
2
9x
2
+y
2
14x +3x
2
4
Answers
1. Combine the ss and the ts.
3
1.1. Simplifying Algebraic Expressions www.ck12.org
6s 7t +12t 10s
(6s 10s) +(7t +12t)
4s +5t
2. Group together the like terms.
7y
2
9x
2
+y
2
14x +3x
2
4
(9x
2
+3x
2
) +(7y
2
+y
2
) 14x 4
6x
2
+8y
2
14x 4
Notice in #1, we did not write (6s 10s) (7t +12t) in the second step. This would lead us to an incorrect answer.
Whenever grouping together like terms and one is negative (or being subtracted), always change the operator to
addition and make the number negative.
In #2, we can also take out the Greatest Common Factor of -2 from each term using the Distributive Property. This
would reduce to 2(3x
2
4y
2
+7x +2). In this case, we take out a -2 so that the rst term is positive.
Vocabulary
Constant
A number that is added or subtracted within an expression. In the expression 3x
2
8x15, -15 is the constant.
Greatest Common Factor (GCF)
The largest number or variable that goes into a set of numbers.
Practice
Simplify the following expressions as much as possible. If the expression cannot be simplied, write cannot be
simplied.
1. 5b15b+8d +7d
2. 611c +5c 18
3. 3g
2
7g
2
+9+12
4. 8u
2
+5u3u
2
9u+14
5. 2a5 f
6. 7pp
2
+9p+q
2
165q
2
+6
7. 20x 613x +19
8. 8n25n
2
+9n+14
Find the GCF of the following expressions and use the Distributive Property to simplify each one.
9. 6a18
10. 9x
2
15
11. 14d +7
12. 3x 24y +21
4
Challenge We can also use the Distributive Property and GCF to pull out common variables from an expression.
Find the GCF and use the Distributive Property to simplify the following expressions.
13. 2b
2
5b
14. m
3
6m
2
+11m
15. 4y
4
12y
3
8y
2
5
1.2. Expressions and the Distributive Property www.ck12.org
1.2
Expressions andthe Distributive Property
Here youll use the distributive property to write and evaluate equivalent numerical and algebraic expressions.
Have you ever been starving after physical activity?
One day after diving, Cameron and some of the kids that he has met at the resort decide to eat some hotdogs on the
beach. Cameron takes everyones order and heads to the hot dog stand. He gures that he will get a tray. Each of
the kids has given him a few dollars and Cameron thinks that he has enough money to get everything.
When he gets to the stand, he checks the prices. Cameron needs to buy 9 hotdogs. The hotdogs are $1.50 for a plain
dog plus 1.00 for cheese and sauce. Everyone wants cheese and sauce, so Cameron needs to buy nine hotdogs with
cheese and sauce.
Given these numbers, how much will Cameron spend?
Cameron isnt sure. He takes a napkin and asks for a pen so that he can gure it all out. He has $25.00. Does he
have enough?
The Distributive Property will be very helpful to Cameron.
What is the Distributive Property? Well, this is the Concept that will teach you all about it. Pay attention and
at the end of this Concept you will help Cameron to get some lunch.
Guidance
The Distributive Property states that when a factor is multiplied by the sum of two numbers, we can multiply each
of the two numbers by that factor and then add them. You will see a term outside of the parentheses and then you
will know that we are dealing with the Distributive Property.
6(3+5)
5(x +3)
You can use the Distributive Property to write equivalent expressions. You know that equivalent means equal. Well,
we can write equivalent numerical and algebraic expressions using the Distributive Property.
6
How do we write an equivalent numerical expression?
You write an equivalent numerical expression by writing the expression without the parentheses. To do this,
we multiply the term outside the parentheses with both terms inside the parentheses.
5(2+3)
Here we multiply ve times 2 and times 3. Because this is over addition, the addition sign stays between the two
terms.
5(2+3) = 5(2) +5(3)
This is an equivalent numerical expression.
How do we write equivalent algebraic expressions?
Well, an algebraic expression is going to involve numbers, operations, variables and sometimes exponents too.
We simply take the term outside the parentheses and multiply it with both of the terms inside the parentheses.
4(x +3)
Here we multiply four times x and four times 3. Because this is over addition, the addition sign stays in the middle.
4(x +3) = 4(x) +4(3)
This is an equivalent algebraic expression.
Take a few minutes to write down the steps in using the Distributive Property.
You can also use the Distributive Property to evaluate an expression. You might have caught yourself trying
to do that in the last Concept. Well, the rst step is to write an equivalent expression as we did in the last
section and then we can simplify our work.
Lets start with a numerical expression. Because a numerical expression does not contain a variable, we will be
able to gure out an answer for the expression.
7(2+3)
First, we write an equivalent expression.
7(2+3) = 7(2) +7(3)
Next, we multiply each part and then we add the products.
14+21
Our answer is 35.
This works the same way if there was subtraction involved.
3(32)
3(3) 3(2)
7
Next, we evaluate the expression.
96
Our answer is 3.
How does this work with an algebraic expression?
We can follow the same procedure, but keep in mind that an algebraic expression will have variables in it. Therefore,
we can simplify the expression, but not necessarily solve it.
2(x +6)
2(x) +2(6)
Next, we simplify each part of the expression.
2x +12
This is our answer.
5(y 2)
5(y) 5(2)
Next, we simplify each part of the expression.
5y 10
This is our answer.
Write an equivalent expression for each using the Distributive Property.
Example A
6(5+2)
Solution: 42
Example B
3(x 5)
Solution: 3x 15
Example C
8(9+y)
Solution: 72+8y
8
Here is the original problem once again.
One day after diving, Cameron and some of the kids that he has met at the resort decide to eat some hotdogs on the
beach. Cameron takes everyones order and heads to the hot dog stand. He gures that he will get a tray. Each of
the kids has given him a few dollars and Cameron thinks that he has enough money to get everything.
When he gets to the stand, he checks the prices. Cameron needs to buy 9 hotdogs. The hot dogs are $1.50 for a plain
dog plus 1.00 for cheese and sauce. Everyone wants cheese and sauce, so Cameron needs to buy nine hot dogs with
cheese and sauce.
Given these numbers, how much will Cameron spend?
Cameron isnt sure. He takes a napkin and asks for a pen so that he can gure it all out. He has $25.00. Does he
have enough?
The Distributive Property will be very helpful to Cameron.
Think about the Distributive Property. Lets use it to write an expression to help Cameron.
9(1.50+1.00)
Next, we can distribute the 9.
9(1.50) +9(1.00)
91.50 = 13.50
91 = 9
13.50+9.00
= $22.50
Cameron will spend $22.50 on the hotdogs. Out of $25.00, he will have $2.50 change.
Vocabulary
The Distributive Property
this property states that when a term is outside of the parentheses, that you multiply the term outside the
parentheses with terms inside the parentheses. The property can be over addition or subtraction.
Equivalent
equal. Equivalent expressions are equal expressions.
9
Guided Practice
Here is one for you to try on your own.
Liam has a rectangular backyard that is 20 yards long and 18 yards wide. He wants to use a part of his yard that is
20 yards by 8 yards for a vegetable garden. If he does this, what will be the area of the section of the yard that will
not be used as a garden?
Lets start by drawing a diagram of Liams backyard to help us understand this problem better.
Answer
One way we can nd the area of the section that will not be used as a garden is by subtracting the area of the garden
from the total area of the yard.
Remember, to nd the area of any rectangle, including a rectangular yard, multiply the length times the width.
(area of entire yard) (area of garden) = (area of section not used as a garden)
(2018) (208) =?
We can make the computation easier by using the distributive property. Since the factor 20 is multiplied by both of
the other numbers, we can rewrite the expression as the product of 20 and the difference of the other two numbers.
(2018) (208) = 20(188) = 2010 = 200
10
Video Review
MEDIA
- This is a James Sousa video on the distributive property.
Practice
Directions: Use the Distributive Property to write an equivalent expression for each numerical expression.
1. 6(3+4)
2. 5(4+1)
3. 12(3+5)
4. 6(7+8)
5. 2(4+5)
6. 3(52)
7. 6(73)
8. 5(42)
9. 7(51)
10. 6(93)
Directions: Use the Distributive Property to write an equivalent expression for each variable expression.
11. 5(x +3)
12. 6(y 2)
13. 5(x +9)
14. 8(a+b)
11
15. 7(x y)
Directions: Use the Distributive Property to evaluate each numerical expression.
16. 6(3+4)
17. 5(4+1)
18. 12(3+5)
19. 6(7+8)
20. 2(4+5)
12
1.3
Translate Verbal Phrases intoVariable Ex-
pressions
Here youll learn to translate verbal phrases into variable expressions.
Have you ever had to gure out a math problem that was described in words? Look at this dilemma.
Kerry and her brother sold smoothies and cookies at the PTA Family Fun Day. In two hours they sold the lemonade
for 50,000 VND per glass and the cookies for 20,000 VND a piece. When nished, Kelly realized that they had sold
fty glasses of lemonade and twenty cookies. She said this to her brother.
"We sold fty times 50,000 VND and twenty times 20,000 VND."
Jamie, Kerrys brother isnt sure how to write this expression. Pay attention and you will be able to help him at the
end of the Concept.
Guidance
Do you know how to take a verbal phrase and write it as a variable expression?
To accomplish this task, you will need to think about what different words mean. A verbal expression is a mathe-
matical statement that is expressed in words.
You will have to work as a detective to gure out what different words mean. Once you know what those words
mean, you will be able to write different variable expressions.
TABLE 1.1: Lets start by looking at some mathematical operations written as words.
Addition Subtraction Multiplication Division
Sum Difference Product Quotient
Plus Less than Times Split up
Increased by Take away Of Per
More Decreased by Multiplied by Ratio of
Total of Minus
added to Fewer Than
13
1.3. Translate Verbal Phrases into Variable Expressions www.ck12.org
This list does not include ALL of the ways to write the operations, but it will give you a good place to start.
Take a few minutes and write these words down in your notebook.
Now we can look at the following chart which starts with a verbal phrase and writes it as a variable expression.
TABLE 1.2:
Verbal Phrase Variable Expression
Three minus a number 3x
A number increased by seven n+7
The difference between an unknown quantity and
twenty-six
s 26
A number decreased by nine w9
Ten times a number plus four 10f +4
Notice that words like a number and an unknown quantity let us know that we need to use a variable.
Example A
Write a variable expression that reads The product of a number and six plus four.
Solution: 6x +4
Example B
Write a variable expression that reads Ninety divided by a number minus eight.
Solution:
90
b
8
Example C
Write a variable expression that reads Two less than a number, multiplied by thirty-six.
Solution: 36(n2)
14
Now lets go back to the dilemma from the beginning of the Concept. Kelly explained the sales to her brother in this
way.
"We sold fty times 50,000 VND and twenty times 20,000 VND."
First, use the information in the statement to write an expression.
50(50, 000) +20(20, 000)
Notice that we have fty times two dollars plus twenty times one dollar and fty cents. This shows the number of
glasses of lemonade and cookies times each price.
Next, we can gure out how much money they made.
2, 900, 000
So Kerry and Jamie made 2.9 million VND in two hours.
Vocabulary
Variable Expression
a group of numbers, operations and variables without an equal sign.
Variable
a letter used to represent an unknown number.
Constant
a number in an expression that does not have a variable.
Verbal Expression
using language to write a mathematical expression instead of numbers, symbols and variables.
Guided Practice
Write a variable expression that reads Eighty-ve divided by a number minus thirteen.
Solution
We could do this in several different ways. We could use a symbol, , to show division or we could use a fraction
bar to show division.
Because you are moving toward Algebra, lets use a fraction bar.
The answer is
85
a
13.
Video Review
MEDIA
15
1.3. Translate Verbal Phrases into Variable Expressions www.ck12.org
Writing Basic Algebraic Expressions
Practice
Directions: Write a variable expression for each verbal expression.
1. The sum of a number and twelve.
2. The difference between a number and eight.
3. Three times a number
4. A number squared plus ve
5. A number divided by two plus seven
6. Four times the quantity of a number plus six
7. A number times two divided by four
8. A number times six plus the same number times two
9. A number squared plus seven take a way four
10. A number divided by three plus twelve
More Practise
From IXL do Write variable expressions and Write Variables to Represent Diagrams (Make sure you go past
problems where you are combining like terms and adding or subtracting, this will make sense when you try a few).
16
1.4
One-StepEquations andInverse Opera-
tions
Here youll learn how to isolate variables using inverse operations in order to solve equations in one step.
On the pretest you have all shown me that you can solve simple questions like x +4 = 16 or nd the solution to
the equation 9x = 72 in one step. However, you also have shown me that you try to solve all problems through
inspection. Trying a number out then seeing if it works or just evaluating, yes 12+4 = 16 . This works well for the
examples I gave before but not so well for something like 2(3x +2) 6x =(x +4) +16. So we will start from the
beginning and move towards more complicated equations!
Guidance
Its Easier than You Think
You have been solving equations since the beginning of this textbook, although you may not have recognized it. For
example, in a previous Concept, you determined the answer to the pizza problem below.
$20.00 was one-quarter of the money spent on pizza.
1
4
m = 20.00 What divided by 4 equals 20.00?
The solution is 80. So, the amount of mo So weney spent on pizza was $80.00.
By working through this question mentally, you were applying mathematical rules and solving for the variable m.
Denition: To solve an equation means to write an equivalent equation that has the variable by itself on one side.
This is also known as isolating the variable.
In order to begin solving equations, you must understand three basic concepts of algebra: inverse operations,
equivalent equations, and the Addition Property of Equality.
Inverse Operations and Equivalent Equations
In another Concept, you learned howto simplify an expression using the Order of Operations: Parentheses, Exponents,
Multiplication and Division completed in order fromleft to right, and Addition and Subtraction (also completed from
left to right). Each of these operations has an inverse. Inverse operations undo each other when combined.
For example, the inverse of addition is subtraction. The inverse of an exponent is a root.
Denition: Equivalent equations are two or more equations having the same solution.
The Addition Property of Equality
Just like Spanish, chemistry, or even music, mathematics has a set of rules you must follow in order to be successful.
These rules are called properties, theorems, or axioms. They have been proven or agreed upon years ago, so you can
apply them to many different situations.
For example, the Addition Property of Equality allows you to apply the same operation to each side of an equation,
or what you do to one side of an equation you can do to the other.
The Addition Property of Equality
For all real numbers a, b, and c:
If a = b, then a+c = b+c.
Solving One-Step Equations Using Addition or Subtraction
Because subtraction can be considered adding a negative, the Addition Property of Equality also works if you need
17
1.4. One-Step Equations and Inverse Operations www.ck12.org
to subtract the same value from each side of an equation.
Example A
Solve for y :
16 = y 11.
Solution: When asked to solve for y, your goal is to write an equivalent equation with the variable y isolated on one
side.
Write the original equation: 16 = y 11.
Apply the Addition Property of Equality: 16+11 = y 11+11.
Simplify by adding like terms: 27 = y.
The solution is y = 27.
Example B
Solve for z :
5 = z +12
Solution:
Apply the Addition Property of Equality:
5 = z +12
512 = z +1212
512 = z
7 = z
The solution is 7 = z.
Equations that take one step to isolate the variable are called one-step equations. Such equations can also involve
multiplication or division.
Solving One-Step Equations Using Multiplication or Division
The Multiplication Property of Equality
For all real numbers a, b, and c:
If a = b, then a(c) = b(c).
Example C
Solve for k : 8k =96.
Solution: Because 8k = 8 k, the inverse operation of multiplication is division. Therefore, we must cancel
multiplication by applying the Multiplication Property of Equality.
Write the original equation: 8k =96.
Apply the Multiplication Property of Equality: 8k 8 =968.
The solution is k = 12.
18
Video Review
MEDIA
Guided Practice
1. Determine the inverse of division.
2. Solve
1
8
x = 1.5.
Solutions:
1. To undo division by a number, you would multiply by the same number.
2. The variable x is being multiplied by one-eighth. Instead of dividing two fractions, we multiply by the reciprocal
of
1
8
, which is 8.
8
x
= 8(1.5)
x = 12
Practice
Sample explanations for some of the practice exercises below are available by viewing the following video. Note
that there is not always a match between the number of the practice exercise in the video and the number of the
practice exercise listed in the following exercise set. However, the practice exercise is the same in both. CK-12 Ba
sic Algebra: One-Step Equations (12:30)
MEDIA
Solve for the given variable.
1. x +11 = 7
2. x 1.1 = 3.2
3. 7x = 21
4. 4x = 1
5.
5x
12
=
2
3
6. x +
5
2
=
2
3
7. x
5
6
=
3
8
8. 0.01x = 11
19
1.4. One-Step Equations and Inverse Operations www.ck12.org
9. q13 =13
10. z +1.1 = 3.0001
11. 21s = 3
12. t +
1
2
=
1
3
13.
7 f
11
=
7
11
14.
3
4
=
1
2
y
15. 6r =
3
8
16.
9b
16
=
3
8
20
1.5
Solve Equations InvolvingInverse Proper-
ties of AdditionandMultiplication
Here youll solve equations involving the inverse properties of addition and multiplication.
The marching band at Floyd Middle School is excellent and well respected throughout the community. Each year
the band continues to grow, and the students who participate make a huge commitment to practices, football games
and parades.
When the students gathered for their rst rehearsal, Mrs. Kline the band director gathered them altogether for a few
announcements.
We will be marching in the big parade this year once again, she said smiling from ear to ear.
I am so glad, Keri said leaning over to Anica. I was hoping that we would.
We will also be adding four new students this year. We started with 140 students and we will add four. This means
that we need to redo our formation for the big nale. We need to reorganize the band into eight even rows. Lets
take a look at what this will look like. Please take out a piece of paper and a pencil, Mrs. Kline said turning to the
blackboard.
I can gure out the number of students in each row with an equation, Anica said smiling.
Yes, and dont forget to count Jake as the Drum Major in the lead, Keri added.
Do you know what this equation needs to look like? We have been given the sum of the students, a Drum
Major and we know that we need eight even rows. As Anica said, we will need an equation to gure out the
number of students in each row. This Concept will teach you all that you need to know about equations so
that you will know how to solve this in the end.
Guidance
What do you know about equations?
An equation is a statement with an equal sign where the quantity on one side of the equals is the same as the
quantity on the other side of the equals.
21
1.5. Solve Equations Involving Inverse Properties of Addition and Multiplication www.ck12.org
Here is a simple equation.
x +11 = 15
Here we have an equation with a variable where x is the unknown quantity. To solve this, the natural thing to do is
to perform an inverse operation or opposite operation. We subtract eleven from 15 which leaves us with 4. That is
the value of the variable.
Most of the time, you dont even think about performing an inverse operation, your mind naturally solves the
problem in this way.
When you have an equation with one variable, it is called a one-step equation. It only takes one operation or
one inverse operation to solve it. You have had a lot of practice solving one-step equations.
To solve a two-step equation, we will need to use more than one inverse operation.
Lets take a look at how to solve a two-step equation.
When we perform inverse operations to nd the value of a variable, we work to get the variable alone on one side
of the equals. This is called isolating the variable. It is one strategy for solving equations. You can use isolating the
variable whether you are solving one-step or two-step equations.
Here is a two-step equation.
Solve for a: 3a+12 = 45.
We can call each piece of the equation a term. There is a term with a variable and there is a term without a variable.
Notice that there are two terms on the left side of the equation, 3a and 12.
Our rst step is to use inverse operations to get the term that includes a variable, 3a, by itself on one side of
the equal (=) sign. Because the three is connected to the variable, we perform the other inverse operation rst.
We work with the number connected with the variable last.
In the equation, 12 is added to 3a. So, we can use the inverse of additionsubtraction. We can subtract 12
from both sides of the equation.
Lets see what happens when we subtract 12 from both sides of the equation.
3a+12 = 45
3a+1212 = 4512
3a+0 = 33
3a = 33
Now, the term that includes a variable, 3a, is by itself on one side of the equation.
We can now use inverse operations to get the a by itself. Since 3a means 3 a, we can use the inverse of
multiplicationdivision. We can divide both sides of the equation by 3. Lets see what happens when we
divide both sides of the equation by 3.
3a = 33
3a
3
=
33
3
1a = 11
a = 11
The value of a is 11.
22
Lets review our steps to solving this two-step equation.
Take a few minutes to write these steps in your notebook.
Example A
4x +5 = 29
Solution: x = 6
Example B
3y +7 = 43
Solution: y = 12
Example C
6x +8 = 71
Solution: x = 9
23
Now lets go back to the dilemma from the beginning of the Concept.
First, lets look at the given information.
There are 144 students in the band.
There is also one Drum Major.
We need to organize the students into eight even rows.
Here is our equation.
8x = 144
Now you may be wondering why we didnt include the Drum Major. Well, as Keri points out, the Drum Major
is in the lead. In this case, Jake is not included in the equation since he is not in the rows.
We have a one-step equation here. We can solve the equation now.
x = 18 students
There will be 18 students in each row.
Vocabulary
Equation
a mathematical statement with an equal sign where the quantity on one side of the equation is equal to the
quantity on the other side.
Variable
a letter used to represent an unknown quantity.
Algebraic Equation
An equation with at least one variable in it.
One-Step Equation
An algebraic equation with one operation in it.
Two-Step Equation
An algebraic equation with two operations in it.
Guided Practice
A gardener charges $20 for each gardening job plus $15 for each hour worked. He charged $80 for a gardening job
he did yesterday.
a. Write an algebraic equation to represent h, the number of hours that the gardener worked on that $80 job.
b. Find the number of hours that the gardener worked on that $80 job.
Solution
Consider part a rst.
Use a number, an operation sign, a variable, or an equal sign to represent each part of the problem. The gardener
earned $15 for each hour worked on that job, so you could multiply $15 by h, the number of hours worked, to nd
how much money the gardener charged for his worktime.
24
$20 f or each gardening job plus $15 f or each hour worked . . . charged $80 f or one. . . job.

20 + 15h = 80
So, this equation, 20+15h = 80, represents h, the number of hours the gardener worked on the $80 job.
Next, consider part b.
Solve the equation to nd the number of hours the gardener worked on that job.
Since 20 is added to the term that includes a variable, 15h, we can use the inverse of additionsubtraction. We can
subtract 20 from both sides of the equation, like this:
20+15h = 80
2020+15h = 8020
0+15h = 60
15h = 60
Since 15 is multiplied by the variable, h, we can use the inverse of multiplicationdivision. We can divide both
sides by 15 to solve for h, like this:
15h = 60
15h
15
=
60
15
1h = 4
h = 4
The gardener worked four hours on the job he did yesterday.
Video Review
MEDIA
Khan Academy Two-Step Equations
Practice
Directions: Solve the following two-step equations that have addition and multiplication in them.
1. 3x +4 = 22
25
2. 4y +3 = 15
3. 6x +5 = 35
4. 7x +2 = 16
5. 9y +8 = 80
6. 12x +15 = 51
7. 14y +2 = 30
8. 7y +5 = 40
9. 2x +4 = 48
10. 6x +3 = 39
11. 8x +2 = 10
12. 8x +7 = 95
13. 9x +9 = 90
14. 3x +5 = 50
15. 7x +12 = 61
26
1.6
ties of AdditionandDivision
Here youll solve equations involving the inverse properties of addition and division.
Jessica and Casey worked at a bakery during school vacation. One day Casey was asked to divide up many pounds
of our. She divided the amount she was given by three. Then she added four more pounds to one of these portions.
Jessica was given the largest portion. If Jessica received 8 pounds of our, how many pounds of our did Casey
begin with?
Do you know how to solve this problem? To gure it out, you will need to write and solve a two-step equation. Pay
attention to this Concept and you will know how to solve it by the end of the Concept.
Guidance
You are going to learn how to solve two-step equations. Lets begin.
To solve a two-step equation, we will need to use more than one inverse operation. Lets take a look at how to solve
a two-step equation now. When we perform inverse operations to nd the value of a variable, we work to get the
variable alone on one side of the equals. This is called isolating the variable. It is one strategy for solving equations.
You can use isolating the variable whether you are solving one-step or two-step equations.
Solve for c: 5+
c
4
= 15.
Notice that there are two terms on the left side of the equation, 5 and
c
4
.
Our rst step should be to use inverse operations to get the term that includes a variable,
c
4
, by itself on one
side of the equal (=) sign.
In the equation, 5 is added to
c
4
. So, we can use the inverse of additionsubtraction. We can subtract 5 from
both sides of the equation.
5+
c
4
= 15
55+
c
4
= 155
0+
c
4
= 10
c
4
= 10
Now, the term that includes a variable,
c
4
, is by itself on one side of the equation.
We can now use inverse operations to get the c by itself. Since
c
4
means c 4, we can use the inverse of
divisionmultiplication. We can multiply both sides of the equation by 4.
c
4
= 10
c
4
4 = 104
c
4
4
1
= 40
27
1.6. Solve Equations Involving Inverse Properties of Addition and Division www.ck12.org
The number 4, or
4
1
, is the multiplicative inverse, or reciprocal, of
1
4
. You can nd the multiplicative inverse of a
number by ipping its numerator and its denominator. So, the multiplicative inverse of
4
1
is
1
4
. When a number is
multiplied by its multiplicative inverse, the product is 1.
c
4
4
1
= 40
c
1
4
4
1
= 40
c 1 = 40
c = 40
The work above shows how multiplying each side of the equation by 4 isolates the variable.
Because 4 is the multiplicative inverse, or reciprocal, of
1
4
, we could also have solved this problem by canceling out
the 4s like this:
c
A
4
A
4
1
= 40
c
1
= 40
c = 40
The answer is that c is equal to 40.
28
Example A
x
5
+6 = 10
Solution: x = 20
Example B
x
9
+12 = 28
Solution: x = 144
Example C
x
11
+12 = 18
Solution: x = 66
Think about what we know. We know that Casey divided the pounds of our by three, but we dont know how many
pounds she started with, so this our variable.
x
3
Next, we know that Casey added four pounds to one of the portions.
x
3
+4
Jessica ended up with 8 pounds.
x
3
+4 = 8
Now we can solve the equation. Start by subtracting four from both sides of the equation.
x
3
+44 = 84
x
3
= 4
29
1.6. Solve Equations Involving Inverse Properties of Addition and Division www.ck12.org
Next we use the inverse of division, multiplication, and multiply three times four.
x = 12
Casey started with twelve pounds of our.
Vocabulary
Equation
Variable
Algebraic Equation
One-Step Equation
Two-Step Equation
Guided Practice
y
19
+6 = 10
Solution
First, we have to subtract 6 from each side of the equation.
y
19
= 106
y
19
= 4
Now we can multiply 19 times 4. This will give us the value of y.
(19)(4) = 76
y = 76
This is our solution.
Video Review
MEDIA
Solving Two-Step Equations
30
Practice
Directions: Solve the following two-step equations that have addition and division in them.
1.
x
3
+4 = 8
2.
x
5
+8 = 10
3.
a
6
+7 = 13
4.
a
9
+4 = 30
5.
b
8
+6 = 15
6.
c
12
+9 = 18
7.
x
7
+7 = 21
8.
x
11
+5 = 12
9.
x
12
+9 = 16
10.
a
14
+6 = 8
11.
x
22
+9 = 12
12.
y
2
+14 = 18
13.
x
7
+24 = 38
14.
x
8
+15 = 30
15.
x
9
+11 = 28
31
1.7. Solve Equations Involving Inverse Properties of Subtraction and Multiplication www.ck12.org
1.7
ties of SubtractionandMultiplication
Here youll solve equations involving inverse properties of subtraction and multiplication.
Have you ever looked at a homework problem and wondered how to solve it? Look at this situation that Henry faced.
Henry looked at the rst problem on his homework page.
14x 9 = 19
Even though hed been paying attention in class, Henry had no idea how to solve this problem.
Do you know how to solve it? This is a two-step equation involving subtraction and multiplication. This Concept
will teach you the steps for solving equations like this one.
Guidance
You are going to learn how to solve two-step equations with subtraction and multiplication in them. Lets begin.
Solve for x: 2x 9 = 17.
Notice that there are two terms on the left side of the equation, 2x and 9. Our rst step should be to use inverse
operations to get the term that includes a variable, 2x, by itself on one side of the equal (=) sign.
In the equation, 9 is subtracted from 2x. So, we can use the inverse of subtractionaddition. We can subtract
9 from both sides of the equation.
2x 9 = 17
2x(9+9) = 17+9
2x = 26
Notice how we rewrote the problem above. Since we are adding a positive number, 9, to a number that is
being subtracted from 2x, we can represent this as adding 9 to -9 as we did above: (-9 + 9).
The number 9 is the additive inverse, or opposite, of -9.
We can now use inverse operations to get the x by itself. Since 2x means 2 x, we can use the inverse of
multiplicationdivision. We can divide both sides of the equation by 2.
2x = 26
2x
2
=
26
2
x = 13
The value of x is 13.
Lets review our steps for solving this two-step equation.
32
Example A
9x 5 = 40
Solution: x = 5
Example B
9y 6 = 66
Solution: y = 8
Example C
12a4 = 44
Solution: a = 4
Here is the problem that Henry saw on his page.
33
1.7. Solve Equations Involving Inverse Properties of Subtraction and Multiplication www.ck12.org
14x 9 = 19
To solve this problem, we can rst add nine to both sides of the equation.
14x 9+9 = 19+9
14x = 28
Now Henry can solve this as a one-step equation by dividing both sides by 14.
x = 2
This is the answer to this problem.
Vocabulary
Equation
Variable
Algebraic Equation
One-Step Equation
Two-Step Equation
Guided Practice
Eight times a number minus four is equal to ninety - two.
Write a two-step equation and solve for the missing variable.
Solution
First, walk through the words to write the equation.
8x 4 = 92
Now solve the for the variable. First, add four to both sides of the equation.
8x 4+4 = 92+4
8x = 96
Now divide both sides by 8.
x = 12
This is our answer.
34
Video Review
MEDIA
[www.youtube.com/watch?v=9ITsXICV2u0 Solving Two-Step Equations]
Practice
Directions: Solve each two-step equation that has multiplication and subtraction in it.
1. 4x 3 = 13
2. 5y 8 = 22
3. 7x 11 = 31
4. 8y 15 = 25
5. 9x 12 = 42
6. 12y 9 = 99
7. 2y 3 = 23
8. 3x 8 = 19
9. 5y 2 = 28
10. 7x 11 = 38
11. 5y 9 = 51
12. 6a12 = 30
13. 9x 14 = 13
14. 12x 23 = 49
15. 13y 3 = 23
16. 18x 12 = 42
35
1.8. Solve Equations Involving Inverse Properties of Subtraction and Division www.ck12.org
1.8
ties of SubtractionandDivision
Here youll solve equations involving inverse properties of subtraction and division.
Did you ever solve a dilemma about wrapping paper? Take a look at this one.
Brandon and Felicia sold rolls of wrapping paper for a school fundraiser. Brandon sold 3 less than half the number
of rolls that Felicia sold. Brandon sold a total of 9 rolls of wrapping paper.
Write an algebraic equation to represent f , the number of rolls of wrapping paper that Felicia sold. Then, nd the
number of rolls of wrapping paper that Felicia sold.
Do you know how to solve this dilemma? Notice that there will be two parts to your answer. Pay attention to this
Concept and you will know how to gure out this problem.
Guidance
You are going to learn how to solve two-step equations with subtraction and division. Lets begin.
Solve for z:
z
6
7 = 3.
Notice that there are two terms on the left side of the equation,
z
6
and 7. Our rst step should be to use inverse
operations to get the term that includes a variable,
z
6
, by itself on one side of the equal (=) sign.
In the equation, 7 is subtracted from
z
6
. So, we can use the inverse of subtractionaddition. We can add 7 to
both sides of the equation, like this:
z
6
7 = 3
z
6
7+7 = 3+7
z
6
+(7+7) = 10
z
6
+0 = 10
z
6
= 10
z
6
We can now use inverse operations to get the z by itself. Since
z
6
means z 6, we can use the inverse of divi-
sionmultiplication. We can multiply both sides of the equation by 6, like this:
36
z
6
= 10
z
6
6 = 106
z
A
6
A
6
1
= 60
z
1
= 60
z = 60
The value of z is 60.
Example A
x
3
8 = 9
Solution: x = 51
37
Example B
y
7
2 = 13
Solution: y = 105
Example C
a
7
2 = 12
Solution: a = 98
Now lets go back to the dilemma at the beginning of the Concept.
Use a number, an operation sign, a variable, or an equal sign to represent each part of that problem. Since Brandon
sold 9 rolls of wrapping paper, represent the number of rolls Brandon sold as 9. Use the key words from the chart
to help you translate the rest of the problem into an equation. For example, you can translate half the number of
rolls...Felicia sold as
f
2
.
Brandon sold 3 less than hal f the number . . . Felicia sold.

9 =
f
2
3
So, this equation, 9 =
f
2
3, represents f , the number of rolls of wrapping paper that Felicia sold.
Solve the equation for f to nd the number of rolls that Felicia sold.
Our rst step should be to use inverse operations to get the term that includes a variable,
f
2
, by itself on one side of
the equal (=) sign. In the equation, 3 is subtracted from
f
2
. So, we can use the inverse of subtraction and add 3 to
both sides of the equation, like this:
9 =
f
2
3
9+3 =
f
2
3+3
12 =
f
2
+(3+3)
12 =
f
2
+0
12 =
f
2
f
2
We can now use inverse operations to get the f by itself. Since
f
2
means f 2, we can use the inverse of division
and multiply both sides of the equation by 2, like this:
38
12 =
f
2
122 =
f
2
2
24 =
f
A
2
A
2
1
24 =
f
1
24 = f
The value of f is 24, so Felicia sold 24 rolls of wrapping paper for the fundraiser.
Vocabulary
Equation
Variable
Algebraic Equation
One-Step Equation
Two-Step Equation
Guided Practice
x
6
9 = 8
Solution
To solve this problem, rst we have to add nine to both sides of the equation.
x
6
9+9 = 8+9
x
6
= 17
Next, multiply 6 times 17.
x = 102
This is the answer.
Video Review
39
MEDIA
Solving Two-Step Equations
Practice
Directions: Solve each two-step equation that has division and subtraction in it.
1.
x
5
4 = 8
2.
y
6
3 = 8
3.
x
7
7 = 10
4.
x
8
4 = 12
5.
y
7
5 = 11
6.
x
4
10 = 12
7.
y
4
8 = 2
8.
x
3
12 = 9
9.
a
5
3 = 11
10.
b
4
1 = 15
11.
x
2
8 = 4
12.
a
7
4 = 9
13.
b
4
7 = 3
14.
x
8
1 = 12
15.
y
6
8 = 5
16.
x
2
15 = 12
40
1.9
Solve Equations InvolvingCombiningLike
Terms
Here youll learn to solve equations involving combining like terms.
Have you ever had a long rehearsal for something? Take a look at what is happening at band practice.
Wow, that was quite a day rehearsal, Jake said as he put his things away in the band room.
I agree. Im beat, Anica said.
We rehearsed for longer today than we did yesterday, Jake said.
Yes, 45 minutes longer. So we rehearsed for a total of ve hours counting yesterday and today, Anica said.
Wait a minute you left me in the dust. How many minutes did we rehearse yesterday, and how many did we rehearse
today? Jake asked sitting down in a band chair.
Okay, let me show you. You need an equation, Anica said taking out a piece of paper and a pencil.
Do you know how Anica can gure this out? You will once you know how to work with multi-step equations.
Pay attention to this Concept and you will be able to gure out how long the rehearsals were at the end of it.
41
1.9. Solve Equations Involving Combining Like Terms www.ck12.org
Guidance
Consider this simple problem.
Suppose you bought 3 yellow peaches, 5 white peaches and 2 red apples at a fruit stand.
You could also say that you bought 8 peaches and 2 apples because:
3 peaches +5 peaches +2 apples = 8 peaches +2 apples.
However, you couldnt say that bought 10 peaches. When you determine how many peaches you bought, you can
add 3 yellow peaches to 5 white peaches, but you cannot add the 2 red apples to that total. That is because apples
and peaches are different kinds of fruit.
When you add or subtract the terms in an expression, you can only combine like terms.
Consider this expression:
3p+5p+2a
This expression represents the problem above. The variable p stands for peaches. The variable a stands for apples.
Just as you can combine the yellow peaches with the white peaches because they are both peaches, you can combine
3p and 5p because they are like terms. Each of those terms includes the same variable, p. However, you could not
combine 5p with 2a, because they are not like terms. Each of those terms has a different variable.
Like terms are terms that contain the same variable, and these terms can be combined.
This shows how you could simplify the expression above by combining like terms:
3p+5p+2a = 8p+2a.
Lets take a look at how we can apply what we know about combining like terms to solving algebraic equa-
tions.
Solve for r: 5r r 9 = 15.
First, combine the like terms5r and r on the left side of the equation. It may help to remember that r = 1r.
5r r 9 = 15
(5r 1r) 9 = 15
4r 9 = 15
42
Notice that 9 cannot be combined with 4r because they are not like terms.
Now that we have combined like terms, we can solve the equation as we would solve any two-step equation.
Our next step is to isolate the term with the variable, 4r, on one side of the equation. Since 9 is subtracted from
4r, we should add 9 to both sides of the equation to isolate that term.
4r 9 = 15
4r 9+9 = 15+9
4r +(9+9) = 24
4r +0 = 24
4r = 24
Since 4r means 4r, we should divide each side of the equation by 4 to get the r by itself on one side of the equation.
4r = 24
4r
4
=
24
4
1r = 6
r = 6
The value of r is 6.
Solve for n: 6n+3+8n+2 = 33.
First, combine the like terms on the left side of the equation. The terms 6n and 8n are like terms since each
has the same variable, n. The numbers 3 and 2 are also like terms, so they can be combined as well.
Use the commutative property of addition to help you reorder the terms being added. This property states that terms
can be added in any order. Then use the associative property of addition to group the terms so like terms are being
added. The associative property of addition states that the grouping of terms being added does not matter.
6n+3+8n+2 = 33
6n+(3+8n) +2 = 33
6n+(8n+3) +2 = 33
(6n+8n) +(3+2) = 33
Now, that the like terms are grouped together with parentheses, combine them.
(6n+8n) +(3+2) = 33
14n+5 = 33
Now, we can solve as we would solve any two-step equation.
The next step is to isolate the term with the variable, 14n, on one side of the equation. Since 5 is added to 14n,
we should subtract 5 from both sides of the equation to do this.
43
14n+5 = 33
14n+55 = 335
14n+0 = 28
14n = 28
Since 14n means 14 n, we should divide each side of the equation by 14 to get the n by itself on one side of
the equation.
14 = 28
14n
14
=
28
14
1n = 2
n = 2
The value of n is 2.
Example A
3p+5p+2 = 18
Solution: p = 2
Example B
13x +6x +14a9a
Solution: 19x +5a
Example C
3x +5x +9x 7 = 44
Solution: x = 3
First, we need to name the variable. We are looking to gure out times, so we can use t as our variable.
t =time
Next, we can write an equation. We know that there are two times.
t +t
But also, one day was 45 minutes longer.
t +t +45
The total sum of time is 5 hours. We need to make sure both our units are the same, so we convert 5 hours
into minutes and write 300 minutes.
t +t +45 = 300
44
Next, we solve it for the two times.
t +t +45 = 300
2t = 30045
2t = 255
t = 127.5 minutes
This is the time that the band rehearsed yesterday. They rehearsed 45 more minutes today. We add 45 to the
total time from yesterday.
127.5+45 = 172.5 minutes
Vocabulary
Like Terms
terms that include a common variable.
Commutative Property of Addition
states that the order that you add different numbers does not change the sum.
Guided Practice
Yesterday, Tanya biked 3 more miles than she biked today. She biked a total of 13 miles on both days.
a. Let t stand for the number of miles Tanya biked today. Write an algebraic equation to represent the number of
miles Tanya biked on both days.
b. Find the number of miles Tanya biked today.
c. Find the number of miles Tanya biked yesterday.
Solution
You know that t represents the number of miles Tanya biked today. Use that variable to write an expression for the
number of miles Tanya biked yesterday.
Yesterday, Tanya biked 3 more. . . than she biked today.

3 + t
So, you know that Tanya biked t miles today and 3+t miles yesterday. You also know that she biked a total of 13
miles on both days. Use this information to write an addition equation for this problem.
(miles biked today) +(miles biked yesterday) = (total miles biked)

t + 3+t = 13
45
So, this problem can be represented by the equation, t +3+t = 13.
The variable t represents the number of miles Tanya biked today. So, solve the equation for t.
First, use the commutative property of addition to rearrange the terms being added so it is easier to see how to add
the like terms.
t +(3+t) = 13
t +(t +3) = 13
Now, add the like terms on the left side of the equation.
t +t +3 = 13
(t +t) +3 = 13
2t +3 = 13
Solve the equation for t as you would solve any two-step equation. Subtract 3 from both sides of the equation.
2t +3 = 13
2t +33 = 133
2t +0 = 10
2t = 10
Then, divide both sides of the equation by 2.
2t = 10
2t
2
=
10
2
1t = 5
t = 5
The value of t is 5, so Tanya biked 5 miles today.
Consider part c next.
In part a, you determined that Tanya biked 3+t miles yesterday. Since t = 5, substitute 5 for t in the expression to
nd how many miles she biked yesterday.
3+t = 3+5 = 8
Tanya biked 8 miles yesterday.
Video Review
46
MEDIA
Solving Multi-Step Equations
Practice
Directions: Practice combining like terms as you simplify each expression.
1. 8x +3x +2
2. 5y 3y +8
3. 6x +9x +x 4
4. 9x +4x 8+2x
5. 2y 10y +16
6. 3x +4x +56+2x
Directions: Combine like terms and solve each equation.
7. 8x +3x +2 = 24
8. 5y +2y +6 = 48
9. 4x 6x +3 = 13
10. 7y 10y +6 = 9
11. 5x +8x +4 = 30
12. 9a+3a4 = 44
13. 7a+4a+6 = 83
14. 12x 14x +3 = 19
15. 10y 16y +5 = 35
47
1.10. Solve Equations with the Distributive Property www.ck12.org
1.10
Solve Equations withthe Distributive Prop-
erty
Here youll learn to solve equations with the distributive property.
Have you ever needed the distributive property to solve a problem? Well, Trevor has a dilemma. He is having
difculty guring out this problem.
7(x +2) = 28
Do you know how to solve this equation? To gure it out, you will have to apply the distributive property. Take a
look at this Concept and you will know how to solve this equation by the end of it.
Guidance
You already know that some number properties can help you solve equations.
The distributive property may also help you solve some equations.
This property states that when a factor is multiplied by the sum of two numbers, we can multiply each of the two
numbers by that factor and then add them.
7(4+k) = (74) +(7k) = 28+7k
2(a+3) = (2a) +(23) = 2a+6
Multiplication can also be distributed over subtraction.
Here are two situations that show the distributive property.
7(4k) = (74) (7k) = 287k
2(a3) = (2a) (23) = 2a6
Lets see how the distributive property can help us solve some multi-step equations.
Solve for k: 5(3+k) = 45
Apply the distributive property to the left side of the equation. Multiply each of the two numbers inside the
parentheses by 5 and then add those products.
5(3+k) = 45
(53) +(5k) = 45
15+5k = 45
Now, solve as you would solve any two-step equation. To get 5k by itself on one side of the equation, subtract 15
from both sides.
15+5k = 45
1515+5k = 4515
0+5k = 30
5k = 30
48
To get k by itself on one side of the equation, divide both sides by 5.
5k = 30
5k
5
=
30
5
1k = 6
k = 6
The value of k is 6.
Lets look at another one.
2(y 9) = 40
Now we can distribute the two by multiplying it by both of the terms inside the parentheses. Notice that the second
term has a subtraction sign in front of it. Remember to include that sign when we multiply.
2y 18 = 40
Next, we solve this for y as we would with any two step equation.
2y 18 = 40
2y 18+18 = 40+18
2y = 58
y = 29
The value of y is 29.
Example A
6(x +4) = 42
Solution: x = 3
Example B
4(y 8) = 16
Solution: y = 12
Example C
12(x 2) = 48
Solution: x = 6
7(x +2) = 28
This is the equation that needs to be solved.
First, we have to simplify the left side of the equation by getting rid of the parentheses. We do this by multiply both
of the terms inside the parentheses by 7.
49
1.10. Solve Equations with the Distributive Property www.ck12.org
7x +14 = 28
Next, we solve this two-step equation. Subtract 14 from both sides of the equation.
7x +1414 = 2814
7x = 14
Now we can solve the one-step equation by dividing both sides of the equation by 7.
x = 2
This is our nal answer.
Vocabulary
Distributive Property
states that you can multiply a term outside of a set of parentheses with the terms inside the parentheses to
simplify the set of parentheses.
Guided Practice
Solve for x: 3(3x) = 12
Solution
parentheses by 3 and then subtract those products. It may help you to remember that x = 1x.
3(3x) = 12
3(31x) = 12
(3 3) (3 1x) = 12
93x = 12
Now, solve as you would solve any two-step equation. We need to rst get the term that includes a variable, 3x, by
itself on one side of the equation. In the equation, 3x is subtracted from 9. Subtracting 93x is the same as adding
9+(3x). Rewrite the left side of the equation to show that 9 is being added to 3x, and then subtract 9 from both
sides.
93x = 12
9+(3x) = 12
99+(3x) = 129
0+(3x) = 3
3x = 3
To get x by itself on one side of the equation, divide both sides by -3. You will need to use what you know about
dividing integers to help you. For example, you know that when you divide two negative integers, the quotient will
be positive. Since you know that 3(3) = 1, you also know that 3x (3) = 1x. To review how to compute
with integers, look back at Lessons 2.5 and 2.6.
50
3x = 3
3x
3
=
3
3
1x =1
x =1
The value of x is -1.
Video Review
MEDIA
Khan Academy The Distributive Property
Practice
Directions: Use the distributive property to solve each equation.
1. 2(x +3) = 10
2. 5(x +4) = 25
3. 9(x 3) = 27
4. 7(x +5) = 70
5. 5(x 6) = 45
6. 8(y 4) = 40
7. 7(x +3) =7
8. 8(x 2) = 8
9. 9(y +1) = 90
10. 3(y +4) = 24
11. 2(y 4) = 16
12. 4(x 1) = 8
13. 9(y 4) = 36
14. 7(y 3) = 21
15. 9(y 2) = 27
51
1.11. Solve Equations with the Distributive Property and Combining Like Terms www.ck12.org
1.11
Solve Equations withthe Distributive Prop-
erty andCombiningLike Terms
Here youll solve equations with the distributive property and combining like terms.
Do you like candy? Take a look at this yummy dilemma.
Eight children were given some candy. Then six different children were given the same unknown amount of candy.
Next, two children were that same unknown amount of candy plus three additional pieces of candy. The total number
of pieces of candy given out was thirty -eight.
If this is the case, what is the unknown amount of candy?
Do you know how to solve this problem? Write an equation and then solve it for the unknown amount of candy. Pay
attention and you will see this dilemma at the end of the Concept.
Guidance
To solve some multi-step equations you will need to use the distributive property and combine like terms. When this
happens, you will see that there is more than one term with the same variable or there is more than one number in
the equation. You always want to combine everything that you can before moving on to solving the equation.
Lets apply this to the following situation.
Solve for m: 6(1+2m) 3m = 24
parentheses by 6 and then add those products.
6(1+2m) 3m = 24
(61) +(62m) 3m = 24
6+12m3m = 24
Next, subtract the like terms12m and 3mon the left side of the equation.
6+12m3m = 24
6+(12m3m) = 24
6+9m = 24
Finally, solve as you would solve any two-step equation. Subtract 6 from both sides of the equation.
6+9m = 24
66+9m = 246
0+9m = 18
9m = 18
Now, divide both sides of the equation by 9.
52
9m = 18
9m
9
=
18
9
1m = 2
m = 2
The value of m is 2.
Here is another one.
Solve for b: 4(2+3b) +5b = 13
parentheses by -4 and then add those products.
4(2+3b) +5b = 13
(42) +(43b) +5b = 13
8+(12b) +5b = 13
Next, add the like terms on the left side of the equation. To add those like terms, 12b and 5b, you will need to use
what you know about adding integers. To review how to add and subtract integers, look back at Lesson 2.5.
8+(12b) +5b = 13
8+(12b+5b) = 13
8+(7b) = 13
Finally, solve as you would solve any two-step equation. Since -8 is added to (7b), you can subtract -8 from both
sides of the equation to solve it.
8+(7b) = 13
8(8) +(7b) = 13(8)
(8+8) +(7b) = 13+8
0+(7b) = 21
7b = 21
Now, divide both sides of the equation by -7.
7b = 21
7b
7
=
21
7
1b =3
b =3
The value of b is -3.
53
Example A
6(x +4) +3x 2 = 54
Solution: x = 4
Example B
6y +3(y 4) = 33
Solution: y = 5
Example C
5(a+3) +6(a+1) +8a = 40
Solution: a = 1
Eight children were given some candy. Then six different children were given the same unknown amount of candy.
Next, two children were that same unknown amount of candy plus three additional pieces of candy. The total number
of pieces of candy given out was thirty -eight.
First, write an equation. Break down the problem a piece at a time. We will use c for the unknown amount of candy
given.
8c +6c +2(c +3) = 38
This is our equation.
Now solve the equation by rst getting rid of the parentheses.
8c +6c +2c +6 = 38
Next, combine like terms.
16c +6 = 38
Now subtract six from both sides of the equation.
16c +66 = 386
16c = 32
c = 2
The unknown amount of candy was two pieces.
Vocabulary
Like Terms
terms that include a common variable.
Commutative Property of Addition
states that the order that you add different numbers does not change the sum.
Associative Property of Addition
states that you can change the groupings of numbers being added without changing the sum.
54
states that you can multiply a term outside of a set of parentheses with the terms inside the parentheses to
simplify the set of parentheses.
Guided Practice
Solve for x.
5x +3(x +1) 4x = 45
Solution
First, distribute the three and get rid of the parentheses.
5x +3x +34x = 45
Now combine like terms.
2x +34x = 45
Combine again because there are many terms to combine in this problem.
6x +3 = 45
Next subtract three from both sides of the equation.
6x +33 = 453
6x = 42
x =7
This is our answer.
Video Review
MEDIA
Khan Academy Solving Linear Equations 2
Practice
Directions: Distribute and combine like terms and then solve each equation.
1. x +8(x +2) = 52
2. 2y +6(y +3) = 34
3. 4y +2(y 2) = 8
4. 9y +3(y 6) = 30
5. 6(x +2) 4x = 30
55
6. 3(y 1) +2(y +3) = 13
7. 4(a+3) 2(a+6) = 20
8. 6(x +2) 4x +6 = 36
9. 9(x +3) +4x =2
10. 4(y +3) 2y = 24
11. 4(a+2) 9 = 11
12. 8(y +2) 16 = 16
13. 5(a+4) 6a+1 = 12
14. x +3x +2x +3(x +1) = 30
15. 2x +4x +6x 2(x +3) = 34
56
1.12
SectionBreak
Well we have completed our rst section. Solving equations with variables on one side. We will have a quiz next
class to see if anyone needs extra practice with this section.
You can use these questions to get ready for the quiz. For each of the following solve the equation then substitute
your answer into the equation to see if it is correct.
Practice Problems
20 = 16+4x
r
16
+3 = 11
6n+135n+13 = 2
2(6n5) =26
Find the value for x in the diagram below if the perimeter is 24.
Perimeter = 24
FIGURE 1.1
A student made an error when solving the equation below. Tell me what the error is and solve the equation correctly.
7x 3(2x +5) = 63
7x 6x 15 = 63
(7x 6x) 15 = 63
13x 15 = 63
13x = 48
57
1.12. Section Break www.ck12.org
x =
48
3
Post Quiz Groups. These are some of the areas some of you had difculty with. Those of you that need extra help
will be assigned to one of the groups below.
Group One
Those of you in group One. Please watch the video below and complete the problems below.
MEDIA
Group One Practice Problems. Solve then check
x
7
+28 =22
a
4
+12 =28
16 =
y
5
+24
58
1.13
Solve Equations witha Variable onBoth
Sides
Here youll solve equations with a variable on both sides of the equation.
Student Council is selling popcorn for the Phillipines Disaster fund.
I really hope that we make enough to send a lot of money MK said to Adam and Tina at lunch.
Me too, Tina said.
I was sick a lot of the time, so I didnt sell as many boxes as Id hoped to, Adam sighed.
Thats okay Adam. Those things happen, Karen said smiling.
That afternoon after practice, Tina went to sort through the orders that had come in. She began counting all of the
sales that the students had made. She discovered that she and MK had sold the same amount of boxes. MK sold
thirty-six more boxes than Adam after all, Adam had been sick. She sold three times as many as Adam did. Karen
began to gure out how many boxes MK had sold.
Can you gure this out? You will need to understand how to work with variables in a new way to write an
equation and solve it. You will learn how to do this in the following Concept.
Guidance
Do you remember how to solve a basic equation?
Consider the problem, 12+t = 30.
The strategy for solving this equation is to use inverse operations to isolate the variable, t, on one side of the
equation. Since 12 is added to t, you would subtract 12 from both sides of the equation to get t by itself.
59
1.13. Solve Equations with a Variable on Both Sides www.ck12.org
12+t = 30
1212+t = 3012
0+t = 18
t = 18
What if you needed to solve an equation like this?
12+t = 30+3t
How do we solve an equation with variables on both sides of the equation?
To solve an equation that has the same variable on both sides of it, you will use the same basic strategy you already
know. You will use inverse operations to isolate the variables on one side of the equation. You will do this by using
inverse operations to get all the terms that include variables on one side of the equation and using inverse operations
to get all the numerical terms on the other side. Once you do this, you will be able to solve for the variable.
Think about it logically and it makes perfect sense. You get the variables together on one side of the equation,
and then you get the numbers together on the other side of the equation. Once you have done this, you can
combine like terms and solve for the value of the variable.
Solve for t: 12+t = 30+3t.
The variable, t, is on both sides of the equation. We can treat terms with variables the same as we treat numbers.
That is, we can use inverse operations to get all of the terms with the variable, t, on one side of the equation. So,
just as we could subtract 12 from both sides of the equation to get all of the numerical terms on the right side of the
equation, we could subtract t from both sides of the equation to get all of the terms with variables on the right side
of the equation.
Alternatively, we could subtract 3t from both sides of the equation to get all of the terms with variables on the
left side of the equation. It does not matter which of these steps we take. Either will result in the correct answer.
However, since it is easier to subtract 3t t than it is to subtract t 3t, lets subtract t from both sides of the equation.
Remember, t = 1t.
12+t = 30+3t
12+t t = 30+3t t
12+0 = 30+2t
12 = 30+2t
Now, the only variable is on the right side of the equation. So, lets get all the numerical terms on the left side of
the equation. Since 30 is added to 2t, we can get 2t by itself on the right side of the equation by subtracting 30 from
both sides of the equation. Remember, subtracting 30 from 12 is the same as adding -30 to 12.
12 = 30+2t
1230 = 3030+2t
12+(30) = 0+2t
18 = 2t
Now, we can use inverse operations to get the t by itself on one side of the equation. Lets divide both sides by 2 to
do that. Doing so involves dividing a negative integer, -18, by a positive integer, 2.
60
18 = 2t
18
2
=
2t
2
9 = 1t
9 =t
The value of t is -9.
Sometimes, an equation will have a set of parentheses and variables on both sides of the equation. The distributive
property is very helpful in solving these equations.
Solve for a: 4a+16 = 13a(2a+3a)
Our rst step should be to simplify the expression on the right side of the equation. According the order of
operations, we should combine the like terms inside the parentheses rst. Then we can simplify the rest of
that expression, like this:
4a+16 = 13a(2a+3a)
4a+16 = 13a5a
4a+16 = 8a
Now, we notice that the variable, a, is on both sides of the equation. We can use inverse operations to get all
of the terms with the variable, a, on one side of the equation. Since there is a number on the left side of the
equation and there is no number on the right side of the equation, it is easier to try to get all of the variable
terms on the right side of the equation. We can get all of the variable terms on the right side of the equation
by subtracting 4a from both sides.
4a+16 = 8a
4a4a+16 = 8a4a
0+16 = 4a
16 = 4a
Now, the only term with a variable, 4a, is on the right side of the equation. The only numerical term, 16, is on
the left side of the equation. To solve for a, we can divide both sides of the equation by 4.
16 = 4a
16
4
=
4a
4
4 = 1a
4 = a
The value of a is 4.
Example A
6x +3 = 9x +6
Solution: x =1
61
Example B
4x +x +2 = 10x 13
Solution: x = 3
Example C
8y +2y = 20y +10
Solution: y =1
First, we write an equation.
x =the number of boxes Adam sold-this is our unknown quantity.
x +36 =the number of boxes MK sold.
3x =the number of boxes Tina sold
x +36 = 3x
Now we solve it for x.
x x +36 = 3x x
36 = 2x
18 = x
Adam sold 18 boxes of popcorn.
Tina and MK sold the same amount. We can use Karens information that she sold three times as many boxes
as Adam did.
3x
3(18) = 54
Josie and Karen each sold 54 boxes of popcorn.
Vocabulary
states that we can simplify an expression with parentheses by multiply a term outside of the parentheses with
each of the terms inside the parentheses.
Inverse Operation
the opposite operation
Guided Practice
62
6x +1 = 8x +3
Lets break down working on this problem. First, we need to move the terms with variables to the same side of the
equation. Lets move the 6x. We can do this by using an inverse operation. We subtract 6x from both sides of the
equation.
6x +6x +1 = 8x 6x +3
1 = 2x +3
Here we performed the inverse operation and then simplied the equation. Now we can solve this just as we would
any other two step equation. Take a look and be sure to watch out if you end up working with negative numbers.
Dont mix up the signs!
1 = 2x +3
13 = 2x +33
2 = 2x
1 = x
The value of x is -1.
Video Review
MEDIA
Brain Genie
Log into Brain Genie and complete the Solving Equations WIth Variables on Both Siders of the Equation Goal.
Moodle
From Moodle Check to see how you are doing.
Practice
Directions: Solve each equation with variables on both sides.
1. 6x = 2x +16
63
2. 5y = 3y +12
3. 4y = y 18
4. 8x = 10x +20
5. 7x = 4x +24
6. 9y = 2y 21
7. 6x +22 = 5x
8. 15y = 9y +36
9. 14x = 10x 40
10. 19y = 4y 30
11. 18x = 2x 32
12. 4x +1 = 2x +5
13. 6x +4 = 4x +10
14. 8x +3 = 5x +9
15. 10y 4 = 6y 12
16. 8x 5 = 10x 13
17. 12y 8 = 14y +14
18. 18x 5 = 20x +19
19. 20y +8 =8y 4
Directions: Solve each equation with variables on both sides, by simplifying each equation rst by using the
distributive property.
20. 2(x +3) = 8x
21. 3(x +5) =2x
22. 9y = 4(y 5)
64
1.14
Solve Multi-StepEquations InvolvingDeci-
mals
Here youll solve multi-step equations involving decimals.
Have you ever counted change? Take a look at this situation involving many different coins.
Sam found a bunch of change under his bed. He has a pile of quarters, a pile of dimes and a pile of nickels. He has
the same number of quarters, dimes and nickels. When he adds it all up, he has eight dollars and eighty cents.
How many of each coin does Sam have?
To gure this out, you will need to write an equation and solve it. This Concept will show you how to work with
equations that have decimals in them.
Guidance
Did you know that you can solve equations with rational numbers in them? Do you know what a rational number
is? What does this have to do with integers? Did you know that they are connected?
First, think about integers.
Integers include positive whole numbers (1, 2, 3, 4, 5, . . .), their opposites (-1, -2, -3, -4, -5, . . .), and zero.
Integers are rational numbers.
A rational number is any number that can be written as the ratio of two integers or you can think of this in
fraction form. So, an integer such as -3, which can be written as the ratio
3
1
, is a rational number.
What are some other rational numbers?
A fraction, such as
1
4
, can obviously be written as the ratio of two integers. So, fractions are rational numbers.
A terminating decimal, such as 0.1, is also rational because it can be written as the ratio
1
10
. A repeating decimal,
such as 0.3, is rational because even though the digit 3 repeats over and over in the decimal form, it can be expressed
as the ratio of two integers:
1
3
.
All integers, fractions, terminating decimals and repeating decimals are rational numbers.
You can solve equations with other rational numbers in them.
Lets start by looking at solving equations involving decimals.
You will use the same strategy to solve a multi-step equation that includes decimals that you would use to solve
any other multi-step equation. You will rst combine like terms or use the distributive property to simplify
the equation. Then, you will use inverse operations to isolate the variable on one side of the equation.
65
1.14. Solve Multi-Step Equations Involving Decimals www.ck12.org
Remember back, you will need to remember howto performoperations involving decimals to be effective at solving
equations with decimals.
Solve for x: 3x 2.5x +0.5 = 4.5
First, subtract the like terms3x and 2.5xon the left side of the equation. It may help to remember that
3x = 3.0x.
3x 2.5x +0.5 = 4.5
(3.0x 2.5x) +0.5 = 4.5
0.5x +0.5 = 4.5
Notice that 0.5 cannot be combined with 0.5x because they are not like terms.
Now, we can solve as we would solve any two-step equation.
The next step is to isolate the term with the variable, 0.5x, on one side of the equation. Since 0.5 is added to 0.5x,
we should subtract 0.5 from both sides of the equation.
0.5x +0.5 = 4.5
0.5x +0.50.5 = 4.50.5
0.5x +0 = 4.0
0.5x = 4
Since 0.5x means 0.5 x, our next step is to divide each side of the equation by 0.5 to get the x by itself on one side
of the equation.
66
0.5x = 4
0.5x
0.5
=
4
0.5
1x = 8
x = 8
The value of x is 8.
Exactly, the trickiest part is to remember the rules for adding, subtracting, multiplying and dividing decimals.
Once you remember those rules, you can apply the rules to working with the equations themselves.
Example A
.7x = 4.90
Solution: x = 7
Example B
.3x +10 = 31
Solution: x = 70
Example C
.18x +.2x +4 = 4.76
Solution: x = 2
67
Sam found a bunch of change under his bed. He has a pile of quarters, a pile of dimes and a pile of nickels. He has
the same number of quarters, dimes and nickels. When he adds it all up, he has eight dollars and eighty cents.
We want to gure out how many of each coin Sam has collected. Lets use c as the unknown for coin.
.25c +.05c +.10c = 8.80
Quarters are worth twenty-ve cents, nickels are worth ve cents and dimes are worth ten cents. Our operation is
addition because Sam gured out the total amount of money.
Now that we have an equation, our next step is to combine like terms.
.4c = 8.80
Next, we divide both sides by .4</math>
c = 22
Sam has 22 of each type of coin.
Vocabulary
Integer
the set of whole numbers and their opposites.
Rational Numbers
a set of numbers that includes integers, decimals, fractions, terminating and repeating decimals. These
numbers can be written in fraction form.
Fraction
a part of a whole written using a numerator and a denominator.
Decimal
a part of a whole written using place value and a decimal point.
Repeating Decimal
a decimal where the digits repeat in a pattern and eventually end.
Terminating Decimal
a decimal where the digits eventually end, but where numbers do not repeat in a pattern.
Guided Practice
Solve for x: 0.1(z 4.2) = 0.48
Solution
First you can see that we have parentheses in this equation. Apply the distributive property to the left side
of the equation. Multiply each of the two numbers inside the parentheses by 0.1 and then subtract those
products.
68
0.1(z 4.2) = 0.48
(0.1z) (0.14.2) = 0.48
0.1z 0.42 = 0.48
Now, solve as you would solve any two-step equation. To get 0.1z by itself on one side of the equation, add 0.42
to both sides.
0.1z 0.42 = 0.48
0.1z 0.42+0.42 = 0.48+0.42
0.1z +(0.42+0.42) = 0.9
0.1z +0 = 0.9
0.1z = 0.9
To get z by itself on one side of the equation, divide both sides by 0.1.
0.1z = 0.9
0.1z
0.1
=
0.9
0.1
1z = 9
z = 9
The value of z is 9.
Video Review
MEDIA
Solving Two-Step Equations with Decimals
Practice
Directions: Solve each equation to nd the value of the variable.
1. 3.2n+6.5n = 38.8
2. 0.2(3+ p) = 4.6
3. 0.09y 0.08y = 1.2
4. .06x +.05x = .99
69
5. .9x = 81
6. .6x +1 = 19
7. 9.05x = 27.15
8. .16x +3 = 3.48
9. 2.3a+4 = 15.5
10. 2(a+4) +.5a = 23
11. .54y +.16y +.22y = 3.68
12.
x
.6
= .8
13.
y
.25
= 9
14. .6x .5x +11 = 12.1
15. .26x +.18x =3.08
70
1.15
Solve Multi-StepEquations InvolvingFrac-
tions
Here youll solve mult-step equations involving fractions.
Have you ever tried to gure out a problem involving mileage? Take a look at this situation.
On Sunday, Leah walked 4 miles. On Monday, Leah walked one-third as many miles as she walked on Tuesday. She
walked a total of 12 miles on those 3 days.
Let t represent the number of miles Leah walked today. Write an algebraic equation to represent the total number of
miles she walked on all 3 days. Find the number of miles Leah walked on Tuesday. Find the number of miles Leah
walked on Monday.
Pay attention to this Concept. It will help you to work with fractions. Then you can solve this dilemma successfully.
Guidance
Do you know how to solve this equation that has fractions in it?
Solve for n: n
n
2
1
12
=
5
6
Lets look at how to do this.
First, subtract the like terms n and
n
2
on the left side of the equation. It may help to remember that
n
2
=
1
2
n and
that n = 1n =
2
2
n.
n
n
2
1
12
=
5
6
2
2
n
1
2
n
1
12
=
5
6
n
2
1
12
=
5
6
The next step is to isolate the term with the variable,
n
2
, on one side of the equation. Since
1
12
is subtracted
from
n
2
, you should add
1
12
to both sides of the equation.
In doing this step, you will need to add
1
12
and
5
6
, two fractions with unlike denominators. Before you add those
fractions, you will need to give them a common denominator. That means you will need to nd a common multiple
of those two denominators and rewrite each fraction as an equivalent fraction with that denominator. Since the least
common multiple of 12 and 6 is 12, you will need to rewrite
5
6
as an equivalent fraction with a denominator of 12.
You do not need to rewrite
1
12
since it already has a denominator of 12.
71
1.15. Solve Multi-Step Equations Involving Fractions www.ck12.org
n
2
1
12
=
5
6
n
2
1
12
+
1
12
=
5
6
+
1
12
n
2
+
1
12
+
1
12
=
5
6
+
1
12
5
6
=
52
62
=
10
12
n
2
+0 =
10
12
+
1
12
n
2
=
11
12
Since
n
2
means n 2, we should multiply each side of the equation by 2, or
2
1
, to get n by itself on one side of
the equation.
n
2
=
11
12
n
A
2
A
2
1
=
11
12
2
1
n
1
=
22
12
n =
11
6
= 1
5
6
The value of n is 1
5
6
.
Some equations with fractions will also have a set of parentheses in them. To work with these problems, you will
need to use the distributive property to simplify the equation.
Solve for r:
2
3
(r +
3
5
) = 2
parentheses by
2
3
and then add those products.
2
3
r +
3
5
= 2
2
3
r
2
A
3
A
3
5
= 2
2
3
r +
2
5
= 2
Now, solve as you would solve any two-step equation. To get the term with the variable,
2
3
r, by itself on one
side of the equation, subtract
2
5
from both sides. To do this, it will help to rename 2 as
10
5
.
2
3
r +
2
5
= 2
2
3
r +
2
5
2
5
= 2
2
5
2
3
r +0 =
10
5

2
5
2
3
r =
8
5
72
Since
2
3
r means
2
3
r, use the inverse of multiplicationdivisionand divide both sides of the equation by
2
3
. This
will involve dividing
2
3
r
2
3
on the left side of the equation. Remember, to divide two fractions, take the reciprocal
of the divisor (the second fraction) and multiply that reciprocal by the dividend (the rst fraction). So,
2
3
r
2
3
r
3
2
.
Since you will be multiplying the left side of the equation by the reciprocal of
2
3
, which is
3
2
, you will need to
multiply the right side of the equation by
3
2
also.
2
3
r =
8
5
2
3
r
2
3
=
8
5
2
3
2
3
r
3
2
=
8
5
3
2
A
2
A
3
r
A
3
A
2
=
24
10
1r =
12
5
r = 2
2
5
The value of r is 2
2
5
.
Solve each for the unknown variable. Be sure your answer is in simplest form.
Example A
1
3
+
4
5
n =
2
15
Solution: 1
Example B
3
6
1
3
+x = 1
1
2
Solution: 1
1
3
Example C
1
2
+
7
8
+x = 2
Solution:
5
8
You know that t represents the number of miles Leah walked on Tuesday. Use that variable to write an expression
for the number of miles Leah walked on Monday.
On Monday, Leah walked one third as many miles as. . . on Tuesday.
t
3
or
1
3
t
73
So, you know that Leah walked 4 miles on Sunday, t miles on Monday, and
1
3
t miles on Tuesday. You also know that
she walked a total of 12 miles on all three days. Use this information to write an addition equation for this problem.
(miles walked Sun.) +(miles walked Mon.) +(miles walked Tues.) = (total miles walked)

4 +
1
3
t + t = 12
So, this problem can be represented by the equation, 4+
1
3
t +t = 12.
The variable t represents the number of miles Leah walked today. So, solve the equation for t. Start by adding the
like terms on the left side of the equation.
4+
1
3
t +t = 12
4+
1
3
t +
3
3
t = 12
4+
4
3
t = 12
Solve the equation for t as you would solve any two-step equation. Subtract 4 from both sides of the equation.
4+
4
3
t = 12
44+
4
3
t = 124
0+
4
3
t = 8
4
3
t = 8
Finally, you must divide both sides of the equation by
4
3
. Remember, that is the same as multiplying both sides of
the equation by
3
4
.
4
3
t = 8
4
3
t
3
4
= 8
3
4
A
4
A
3
t
A
3
A
4
=
8
1
3
4
1t =
24
4
t = 6
The value of t is 6, so Leah walked 6 miles on Tuesday.
Consider part c next.
74
In part a, you determined that Leah walked
1
3
t miles on Monday. Since t = 6, substitute 6 for t in the expression to
nd how many miles she walked yesterday.
1
3
t =
1
3
6 =
1
3
6
1
=
6
3
= 2
Leah walked 2 miles on Monday.
Vocabulary
Integer
Rational Numbers
Fraction
Decimal
Repeating Decimal
Terminating Decimal
Guided Practice
Solve for the unknown variable. Be sure that your answer is in simplest form.
12
13
+
11
13
x =
6
13
Solution
First, add the numerators of the two fractions with a common denominator.
23
13
x =
6
13
Now we have to gure out what quantity is taken away from
23
13
to have
6
13
.
We can convert
23
13
to a mixed number.
1
10
13
Our work is simpler now.
104 = 6
Our answer is x = 1
4
13
.
75
Video Review
MEDIA
Solving Two-Step Linear Equations with Fractions
Practice
Directions: Solve each equation.
1.
1
3
x = 9
2.
1
2
x +
1
3
x = 10
3.
3
5
y +1 = 7
4.
3
4
x = 6
5.
1
3
+
4
6
x =
1
2
6.
4
7
+
2
7
x =
2
7
7.
5
8
x = 10
8.
1
4
y +7 = 31
9.
1
3
a4 = 12
10.
6
7
27+x = 1
1
7
11.
4
5
y
3
5
y = 10
12.
2
3
x = 8
13.
5
6
x =
1
6
14.
3
4
y =
3
4
15.
6
8
2
3
+x =
1
3
76
1.16
Applications of One-StepEquations
Here youll learn how to write equations representing real-world scenarios and how to solve them with just one step.
Suppose you have 115 connections on a social networking website, which is 28 more than your friend has. If you
represented the number of your friends connections with the variable c, could you write an equation to represent
this situation and solve it in only one step? How about if you had 3 times as many connections as your friend? After
completing this Concept, youll be able to write equations for both of these scenarios and solve each of them in a
single step.
Guidance
Many careers base their work on manipulating linear equations. Consider the botanist studying bamboo as a
renewable resource. She knows bamboo can grow up to 60 centimeters per day. If the specimen she measured
was 1 meter tall, how long would it take to reach 5 meters in height? By writing and solving this equation, she
will know exactly how long it should take for the bamboo to reach the desired height. In this Concept, you will see
examples where one-step linear equations are used to solve real-world problems.
Example A
One method to weigh a horse is to load it into an empty trailer with a known weight and reweigh the trailer. A
Shetland pony is loaded onto a trailer that weighs 2,200 pounds empty. The trailer is then reweighed. The new
weight is 2,550 pounds. How much does the pony weigh?
Solution: Choose a variable to represent the weight of the pony, say p.
Write an equation: 2550 = 2200+ p.
Apply the Addition Property of Equality: 25502200 = 2200+ p2200.
Simplify: 350 = p.
The Shetland pony weighs 350 pounds.
Example B
In good weather, tomato seeds can grow into plants and bear ripe fruit in as few as 19 weeks. Lorna planted her
seeds 11 weeks ago. How long must she wait before her tomatoes are ready to be picked?
Solution: The variable in question is the number of weeks until the tomatoes are ready. Call this variable w.
Write an equation: w+11 = 19.
Solve for w by using the Addition Property of Equality.
w+1111 = 1911
w = 8
77
1.16. Applications of One-Step Equations www.ck12.org
It will take as few as 8 weeks for the plant to bear ripe fruit.
Example C
In 2004, Takeru Kobayashi of Nagano, Japan, ate 53
1
2
hot dogs in 12 minutes. He broke his previous world record,
set in 2002, by three hot dogs. Calculate:
a) How many minutes it took him to eat one hot dog.
b) How many hot dogs he ate per minute.
c) What his old record was.
Solution:
a) Write an equation, letting m represent the number of minutes to eat one hot dog: 53.5m = 12.
Applying the Multiplication Property of Equality:
53.5m
53.5
=
12
53.5
m = 0.224 minutes
It took approximately 0.224 minutes, or 13.44 seconds, to eat one hot dog.
Questions b) and c) are left for you to complete in the exercises.
Video Review
MEDIA
78
MEDIA
Guided Practice
In a previous Concept, we calculated that Mayra could run 6.5 miles per hour. If Mayra runs for 2-and-a-quarter
hours, how far will she have gone?
Solution:
We can use the formula for speed: speed =
distance
time
.
Substituting in speed = 6.5 and time = 2.25 we get:
6.5 =
distance
3.25
.
Now we use the Multiplication Property of Equality:
6.52.25 =
distance
2.25
2.25
6.52.25 =
distance
2.25

2.25
6.52.25 = distance
13.5 = distance
Mayra can run 13.5 miles in 2-and-a-quarter hours.
Practice
sic Algebra: One-Step Equations (12:30)
MEDIA
1. Peter is collecting tokens on breakfast cereal packets in order to get a model boat. In eight weeks he has
collected 10 tokens. He needs 25 tokens for the boat. Write an equation and determine the following
information.
a. How many more tokens he needs to collect, n.
b. How many tokens he collects per week, w.
79
1.16. Applications of One-Step Equations www.ck12.org
c. How many more weeks remain until he can send off for his boat, r.
2. Juan has baked a cake and wants to sell it in his bakery. He is going to cut it into 12 slices and sell them
individually. He wants to sell it for three times the cost of making it. The ingredients cost him $8.50, and he
allowed $1.25 to cover the cost of electricity to bake it. Write equations that describe the following statements.
a. The amount of money that he sells the cake for (u).
b. The amount of money he charges for each slice (c).
c. The total prot he makes on the cake (w).
3. Solve the remaining two questions regarding Takeru Kobayashi in Example C.
Mixed Review
4. Simplify

48.
5. Classify 6.23 according to the real number chart.
6. Reduce
118
4
.
7. Graph the following ordered pairs: (2, 2), (4, 1), (5, 5), (3, 2).
8. Dene evaluate.
9. Underline the math verb in this sentence: m minus n is 16.
10. What property is illustrated here? 4(a+11.2) = 4(a) +4(11.2)
80
1.17
Solve Multi-StepEquations InvolvingRa-
tional Numbers
Here youll learn to solve multi-step equations involving rational numbers.
Jose has been playing the French horn for many years and until now, everything has been easy. Now Mrs. Kline, the
band director has assigned him a new piece of music to work on and it is very tricky. Jose has been practicing the
new piece.
His best rehearsal was on Saturday, when he practiced for 90 minutes. On Sunday, he had a birthday party to go to,
so he did not practice as long. On Monday, he had a math test to study for and so he practiced for half as long as he
did on Monday.
When Jose went to band practice on Tuesday afternoon, he struggled through the piece.
How long did you practice? Mrs. Kline asked him.
Well, from Saturday to Tuesday I practiced a total of 3 hours, Jose said.
If this is true, how long did Jose practice on Monday and Tuesday? You will need to write an equation and
solve it to gure out the answer to this problem. Jose needs to practice his French horn a bit more and you
will need to use the information taught in this Concept to help you gure out each dilemma.
Guidance
Rational numbers include integers, fractions, and terminating decimals. Some equations may require you to work
with a combination of these kinds of numbers. If you know how to solve an equation, you can apply the same rules
when you work with rational numbers.
Take a look at this dilemma.
Solve for b: 6
1
b
12
=
2
3
This problem involves two different kinds of rational numbers: integers (-6 and 1) and fractions

b
12
and
2
3
.
You will need to know how to compute with fractions as well as how to compute with integers in order to solve
this.
81
1.17. Solve Multi-Step Equations Involving Rational Numbers www.ck12.org
parentheses by -6 and then subtract those products.
6
1
b
12
=
2
3
(61)
6
b
12
=
2
3
6
6
1

1
12
b
=
2
3
6
6
12
b
=
2
3
6
6
12
b
=
2
3
6+
6
12
b
=
2
3
You may recognize immediately that the variable term,
6
12
b, could be simplied as
1
2
b or
b
2
. You can wait until the
problem is nished before simplifying, but if you recognize this fact, it makes sense to simplify that now. It will
only make the computation easier, so simplify the variable term as
1
2
b.
6+
6
12
b =
2
3
6+
1
2
b =
2
3
Now, we can solve as we would solve any two-step equation. To get
1
2
b by itself on one side of the equation, we
can subtract -6 from both sides.
6+
1
2
b =
2
3
6(6) +
1
2
b =
2
3
(6)
6+6+
1
2
b =
2
3
+6
0+
1
2
b = 6
2
3
1
2
b = 6
2
3
To get b by itself, you will need to divide each side of the equation by
1
2
. Remember, that is the same as multiplying
each side by
2
1
. Also, keep in mind that you will need to rewrite the mixed number 6
2
3
as an improper fraction

20
3
before multiplying by
2
1
.
82
1
2
b = 6
2
3
1
2
b
2
1
= 6
2
3
2
1
A
1
A
2
b
A
2
A
1
=
20
3

2
1
1b =
40
3
b = 13
1
3
The value of b is 13
1
3
.
Now, lets solve an algebraic equation that includes both decimals and fractions.
Solve for k: 0.4k +0.2k +
3
10
=
9
10
.
First, add the like terms 0.4k and 0.2k on the left side of the equation.
0.4k +0.2k +
3
10
=
9
10
0.6k +
3
10
=
9
10
The next step is to isolate the term with the variable, 0.6k, on one side of the equation. We can do this by
subtracting
3
10
from both sides of the equation.
0.6k +
3
10
=
9
10
0.6k +
3
10
3
10
=
9
10
3
10
0.6k +0 =
6
10
0.6k =
6
10
Since 0.6k means 0.6k, we should divide each side of the equation by 0.6 to get the k by itself on one side of
the equation. This will involve dividing a fraction,
6
10
, by a decimal, 0.6. To do this, you will need to convert both
numbers to the same form. One way to do this would be to convert the fraction
6
10
to a decimal.
6
10
is read as six
tenths, so the decimal form of
6
10
is 0.6.
0.6k =
6
10
0.6k = 0.6
0.6k
0.6
=
0.6
0.6
1k = 1
k = 1
The value of k is 1.
83
Example A
8.7n3.2n+4.5 = 37.5
Solution: n = 6
Example B
x
.9
=72
Solution: x =64.8
Example C
17x 22.3x +4 =33.1
Solution: x = 7
First, write an equation to show what you know and what you dont know.
Saturday = 90 minutes
Monday =t missing time
Tuesday =
1
2
t half the time of Monday
Total time = 3 hours
90+t +
1
2
t = 3 hours
First, convert hours to minutes.
90+t +
1
2
t = 180 minutes
Now we can solve the equation.
Mondays time = 60 minutes
Tuesdays time = 30 minutes
Vocabulary
Integer
Rational Numbers
Fraction
Decimal
Repeating Decimal
84
Terminating Decimal
Guided Practice
For a long-distance call, Guillermos phone company charges $0.10 for the rst minute and $0.05 for each minute
after that. Guillermo was charged $1.00 for a long distance call he made last Friday.
a. Write an algebraic equation that could be used to represent m, the length in minutes of Guillermos $1.00 long-
distance call.
b. Determine how many minutes his $1.00 long-distance call lasted.
Solution
You know that the phone company charges $0.10 for the rst minute and $0.05 for each minute after that. How
could you represent that? If the company charged $0.05 for each minute the call lasted, you could represent that as
0.05m. However, the company charges $0.10 for the rst minute and $0.05 for each minute after that rst minute.
So, a 1-minute call will cost: $0.10+($0.050) = $0.10+$0.00 = $0.10.
A 2-minute call will cost: $0.10+($0.051) = $0.10+$0.05 = $0.15.
A 3-minute call will cost: $0.10+($0.052) = $0.10+$0.10 = $0.20.
Notice that the number you multiply by $0.05 is always 1 less than the length of the call, in minutes. If m represents
the length of a call in minutes, then this could be represented as: $0.10+$0.05(m1).
Write an equation that could be used to represent the cost of Guillermos $1.00 call.
(cost of rst minute) +(cost of each minute after rst minute) = (total cost)

0.10 + 0.05(m1) = 1.00
So, the equation 0.10 +0.05(m1) = 1.00 represents the number of minutes that Guillermos $1.00 phone call
lasted.
To nd the length of the $1.00 call in minutes, solve the equation for m. First, apply the distributive property to the
right side of the equation.
0.10+0.05(m1) = 1.00
0.10+(0.05m) (0.051) = 1.00
0.10+0.05m0.05 = 1.00
Use the commutative property to rearrange the terms being added so it is easier to see how to combine the like terms.
Then combine the like terms.
85
(0.10+0.05m) 0.05 = 1.00
(0.05m+0.10) 0.05 = 1.00
0.05m+(0.100.05) = 1.00
0.05m+0.05 = 1.00
Now, solve as you would solve any two-step equation. First, subtract 0.05 from both sides of the equation.
0.05m+0.05 = 1.00
0.05m+0.050.05 = 1.000.05
0.05m+0 = 0.95
0.05m = 0.95
Next, divide both sides of the equation by 0.05.
0.05m = 0.95
0.05m
0.05
=
0.95
0.05
1m = 19
m = 19
The value of m is 19, so the $1.00 call lasted for 19 minutes.
Video Review
MEDIA
Practice
Directions: Solve each equation to nd the value of the variable.
1. 7n3.2n+6.5 = 17.9
2. 0.2(3+ p) =5.6
3. s +
3
5
+
1
5
= 1
2
5
4. j +
5
7
1
7
= 9
4
7
5.
3
4
g
1
2
=
1
8
86
6. 2
1
a
4
=
1
8
7. 0.09y 0.08y = .005
8. .36x +2.55x =8.55
9.
1
3
y +
1
3
y = 8
10.
1
4
x +
1
3
=
2
3
11.
1
2
x = 18
12. .9x = 56
13. .6x +1 = 19
14.
1
4
x +2 = 19
15. 9.05x = 27.15
87
1.18. Problem-Solving Models www.ck12.org
1.18
Problem-SolvingModels
Here youll learn a variety of problem-solving strategies you can use to solve a problem situation. Once youve
devised a plan, youll then solve problems and check your results.
What if you were given a word problem like "A taxi cab charges $3 plus $0.75 per quarter mile. If you take a
3-mile cab ride, how much do you owe?" How could you devise a plan to solve this problem? After completing this
Concept, youll be able to compare alternative approaches to solving problems like this one.
Watch This
MEDIA
CK-12 Foundation: 0116S Problem Solving Plan
Check This Out
The problem-solving plan used here is based on the ideas of George P olya, who describes his useful problem-
solving strategies in more detail in the book How to Solve It. Some of the techniques in the book can also be found
on Wikipedia, in the entry http://en.wikipedia.org/wiki/How_to_Solve_It.
Guidance
We always think of mathematics as the subject in school where we solve lots of problems. Problem solving is
necessary in all aspects of life. Buying a house, renting a car, or guring out which is the better sale are just a few
examples of situations where people use problem-solving techniques. In this book, you will learn different strategies
and approaches to solving problems. In this section, we will introduce a problem-solving plan that will be useful
throughout this book.
Read and Understand a Given Problem Situation
The rst step to solving a word problem is to read and understand the problem. Here are a few questions that you
should be asking yourself:
What am I trying to nd out?
What information have I been given?
Have I ever solved a similar problem?
This is also a good time to dene any variables. When you identify your knowns and unknowns, it is often useful
to assign them a letter to make notation and calculations easier.
Make a Plan to Solve the Problem
88
The next step in the problem-solving plan is to develop a strategy. How can the information you know assist you
in guring out the unknowns?
Here are some common strategies that you will learn:
Drawing a diagram.
Making a table.
Looking for a pattern.
Using guess and check.
Working backwards.
Using a formula.
Reading and making graphs.
Writing equations.
Using linear models.
Using dimensional analysis.
Using the right type of function for the situation.
In most problems, you will use a combination of strategies. For example, looking for patterns is a good strategy for
most problems, and making a table and drawing a graph are often used together. The writing an equation strategy
is the one you will work with the most in your study of algebra.
Solve the Problem and Check the Results
Once you develop a plan, you can implement it and solve the problem, carrying out all operations to arrive at the
answer you are seeking.
The last step in solving any problem should always be to check and interpret the answer. Ask yourself:
Does the answer make sense?
If you plug the answer back into the problem, do all the numbers work out?
Can you get the same answer through another method?
Compare Alternative Approaches to Solving the Problem
Sometimes one specic method is best for solving a problem. Most problems, however, can be solved by using
several different strategies. When you are familiar with all of the problem-solving strategies, it is up to you to
choose the methods that you are most comfortable with and that make sense to you. In this book, we will often use
more than one method to solve a problem, so we can demonstrate the strengths and weakness of different strategies
for solving different types of problems.
Whichever strategy you are using, you should always implement the problem-solving plan when you are solving
word problems. Here is a summary of the problem-solving plan.
Step 1:
Understand the problem
Read the problem carefully. Once the problem is read, list all the components and data that are involved. This is
where you will be assigning your variables.
Step 2:
Devise a plan - Translate
Come up with a way to solve the problem. Set up an equation, draw a diagram, make a chart or construct a table as
a start to solve your problem solving plan.
Step 3:
Carry out the plan - Solve
89
This is where you solve the equation you developed in Step 2.
Step 4:
Look - Check and Interpret
Check to see if you used all your information. Then look to see if the answer makes sense.
The most difcult parts of problem-solving are most often the rst two steps in our problem-solving plan. You need
to read the problem and make sure you understand what you are being asked. Once you understand the problem,
you can devise a strategy to solve it.
Lets apply the rst two steps to the following problem.
Example A
Six friends are buying pizza together and they are planning to split the check equally. After the pizza was ordered,
one of the friends had to leave suddenly, before the pizza arrived. Everyone left had to pay $1 extra as a result. How
much was the total bill?
Solution
Understand
We want to nd how much the pizza cost.
We know that ve people had to pay an extra $1 each when one of the original six friends had to leave.
Strategy
We can start by making a list of possible amounts for the total bill.
We divide the amount by six and then by ve. The total divided by ve should equal $1 more than the total divided
by six.
Look for any patterns in the numbers that might lead you to the correct answer.
In the rest of this section you will learn how to make a table or look for a pattern to gure out a solution for this type
of problem. After you nish reading the rest of the section, you can nish solving this problem for homework.
Develop and Use the Strategy: Make a Table
The method Make a Table is helpful when solving problems involving numerical relationships. When data is
organized in a table, it is easier to recognize patterns and relationships between numbers. Lets apply this strategy to
the following example.
Example B
Josie takes up jogging. On the rst week she jogs for 10 minutes per day, on the second week she jogs for 12 minutes
per day. Each week, she wants to increase her jogging time by 2 minutes per day. If she jogs six days each week,
what will be her total jogging time on the sixth week?
Solution
Understand
We know in the rst week Josie jogs 10 minutes per day for six days.
We know in the second week Josie jogs 12 minutes per day for six days.
Each week, she increases her jogging time by 2 minutes per day and she jogs 6 days per week.
We want to nd her total jogging time in week six.
90
Strategy
A good strategy is to list the data we have been given in a table and use the information we have been given to nd
new information.
We are told that Josie jogs 10 minutes per day for six days in the rst week and 12 minutes per day for six days in
the second week. We can enter this information in a table:
TABLE 1.3:
Week Minutes per Day Minutes per Week
1 10 60
2 12 72
You are told that each week Josie increases her jogging time by 2 minutes per day and jogs 6 times per week. We
can use this information to continue lling in the table until we get to week six.
TABLE 1.4:
Week Minutes per Day Minutes per Week
1 10 60
2 12 72
3 14 84
4 16 96
5 18 108
6 20 120
Apply strategy/solve
To get the answer we read the entry for week six.
Answer: In week six Josie jogs a total of 120 minutes.
Check
Josie increases her jogging time by two minutes per day. She jogs six days per week. This means that she increases
her jogging time by 12 minutes per week.
Josie starts at 60 minutes per week and she increases by 12 minutes per week for ve weeks.
That means the total jogging time is 60+125 = 120 minutes.
The answer checks out.
You can see that making a table helped us organize and clarify the information we were given, and helped guide us
in the next steps of the problem. We solved this problem solely by making a table; in many situations, we would
combine this strategy with others to get a solution.
Develop and Use the Strategy: Look for a Pattern
Looking for a pattern is another strategy that you can use to solve problems. The goal is to look for items or
numbers that are repeated or a series of events that repeat. The following problem can be solved by nding a pattern.
Example C
You arrange tennis balls in triangular shapes as shown. How many balls will there be in a triangle that has 8 rows?
91
Solution
Understand
We know that we arrange tennis balls in triangles as shown.
We want to know how many balls there are in a triangle that has 8 rows.
Strategy
A good strategy is to make a table and list how many balls are in triangles of different rows.
One row: It is simple to see that a triangle with one row has only one ball.
Two rows: For a triangle with two rows, we add the balls from the top row to the balls from the bottom row. It is
useful to make a sketch of the separate rows in the triangle.
3 = 1+2
Three rows: We add the balls from the top triangle to the balls from the bottom row.
6 = 3+3
Now we can ll in the rst three rows of a table.
TABLE 1.5:
Number of Rows Number of Balls
1 1
2 3
3 6
92
We can see a pattern.
To create the next triangle, we add a new bottom row to the existing triangle.
The new bottom row has the same number of balls as there are rows. (For example, a triangle with 3 rows has 3
balls in the bottom row.)
To get the total number of balls for the new triangle, we add the number of balls in the old triangle to the number of
balls in the new bottom row.
Apply strategy/solve:
We can complete the table by following the pattern we discovered.
Number of balls = number of balls in previous triangle + number of rows in the new triangle
TABLE 1.6:
Number of Rows Number of Balls
1 1
2 3
3 6
4 6+4 = 10
5 10+5 = 15
6 15+6 = 21
7 21+7 = 28
8 28+8 = 36
Answer There are 36 balls in a triangle arrangement with 8 rows.
Check
Each row of the triangle has one more ball than the previous one. In a triangle with 8 rows,
row 1 has 1 ball, row 2 has 2 balls, row 3 has 3 balls, row 4 has 4 balls, row 5 has 5 balls, row 6 has 6 balls, row 7
has 7 balls, row 8 has 8 balls.
When we add these we get: 1+2+3+4+5+6+7+8 = 36 balls
Notice that in this example we made tables and drew diagrams to help us organize our information and nd a pattern.
Using several methods together is a very common practice and is very useful in solving word problems.
Watch this video for help with the Examples above.
MEDIA
CK-12 Foundation: Problem Solving Plan
Vocabulary
93
Step 1:
Step 2:
Step 3:
Step 4:
Guided Practice
Casey is twice as old as Marietta, who is two years younger than Jake. If Casey is 14, how old is Jake?
Solution:
Let C be the age of Casey, M be the age of Marietta and J be the age of Jake. We can write the following equations:
C = 2M
and
M = J 2.
We can substitute the second equation into the rst, getting:
C = 2M = 2(J 2) = 2J 4.
This gives us C = 2J 4.
What are possible ages for Jake that would make Caseys age 14? We can make a table based on the equation:
J 2 3 4 5 6 7 8 9
C 0 2 4 6 8 10 12 14
Looking at the table, when Caseys age is 14, Jakes age is 9.
To check the answer, evaluate the equation for J = 9:
94
C = 2J 4 Start with the equation.
C = 2(9) 4 Substitute in J=9 .
C = 184 Simplify.
C = 14 Its correct!
Practice
1. A sweatshirt costs $35. Find the total cost if the sales tax is 7.75%.
2. This year you got a 5% raise. If your new salary is $45,000, what was your salary before the raise?
3. Mariana deposits $500 in a savings account that pays 3% simple interest per year. How much will be in her
account after three years?
4. It costs $250 to carpet a room that is 14 ft by 18 ft. How much does it cost to carpet a room that is 9 ft by 10
ft?
5. A department store has a 15% discount for employees. Suppose an employee has a coupon worth $10 off any
item and she wants to buy a $65 purse. What is the nal cost of the purse if the employee discount is applied
before the coupon is subtracted?
6. To host a dance at a hotel you must pay $250 plus $20 per guest. How much money would you have to pay
for 25 guests?
7. Yusefs phone plan costs $10 a month plus $0.05 per minute. If his phone bill for last month was $25.80, how
many minutes did he spend on the phone?
8. It costs $12 to get into the San Diego County Fair and $1.50 per ride.
a. If Rena spent $24 in total, how many rides did she go on?
b. How much would she have spent in total if she had gone on ve more rides?
9. An ice cream shop sells a small cone for $2.95, a medium cone for $3.50, and a large cone for $4.25. Last
Saturday, the shop sold 22 small cones, 26 medium cones and 15 large cones. How much money did the store
earn?
10. In Lises chemistry class, there are two midterm exams, each worth 30% of her total grade, and a nal exam
worth 40%. If Lise scores 90% on both midterms and 80% on the nal exam, what is her overall score in the
class?
11. The sum of the angles in a triangle is 180 degrees. If the second angle is twice the size of the rst angle and
the third angle is three times the size of the rst angle, what are the measures of the angles in the triangle?
12. A television that normally costs $120 goes on sale for 20% off. What is the new price?
13. A cake recipe calls for 1
3
4
cup of our. Jeremy wants to make four cakes. How many cups of our will he
need?
14. Kylie is mowing lawns to earn money for a new bike. After mowing four lawns, she still needs $40 more to
pay for the bike. After mowing three more lawns, she has $5 more than she needs to pay for the bike.
a. How much does she earn per lawn?
b. What is the cost of the bike?
15. Jared goes trick-or-treating with his brother and sister. At the rst house they stop at, they collect three pieces
of candy each; at the next three houses, they collect two pieces of candy each. Then they split up and go down
different blocks, where Jared collects 12 pieces of candy and his brother and sister collect 14 each.
a. How many pieces of candy does Jared end up with?
b. How many pieces of candy do all three of them together end up with?
16. Marcos daughter Elena has four boxes of toy blocks, with 50 blocks in each one. One day she dumps them
all out on the oor, and some of them get lost. When Marco tries to put them away again, he ends up with 45
blocks in one box, 53 in another, 46 in a third, and 51 in the fourth. How many blocks are missing?
95
17. A certain hour-long TV show usually includes 16 minutes of commercials. If the season nale is two and a
half hours long, how many minutes of commercials should it include to keep the same ratio of commercial
time to show time?
18. Karen and Chase bet on a baseball game: if the home team wins, Karen owes Chase fty cents for every run
scored by both teams, and Chase owes Karen the same amount if the visiting team wins. The game runs nine
innings, and the home team scores one run in every odd-numbered inning, while the visiting team scores two
runs in the third inning and two in the sixth. Who owes whom how much?
19. Kelly, Chris, and Morgan are playing a card game. In this game, the rst player to empty their hand scores
points for all the cards left in the other players hands as follows: aces are worth one point, face cards ten
points, and all other cards are face value. When Kelly empties her hand, Morgan is holding two aces, a king,
and a three; Chris is holding a ve, a seven, and a queen. How many points does Kelly score?
20. A local club rents out a social hall to host an event. The hall rents for $350, and they hope to make back the
rental price by charging $15 admission per person. How many people need to attend for the club to break
even?
21. You plan to host a barbecue, and you expect 10 friends, 8 neighbors, and 7relatives to show up.
a. If you expect each person (including yourself) to eat about two ounces of potato salad, how many half-
pound containers of potato salad should you buy?
b. If hot dogs come in ten-packs that cost $4.80 apiece and hot dog buns come in eight-packs that cost
$2.80 apiece, how much will you need to spend to have hot dogs and buns for everyone?
96
1.19
Comparisonof Problem-SolvingModels
Here youll learn how to devise and compare various problem-solving strategies. Youll then use the best approach
to solve real-world problems.
What if you were given a real-world problem with two unknowns like "You have only dimes and nickels in your
pocket that total $1.25. You have a total of 14 coins in your pocket. How many nickels and dimes do you have?"
How could you devise a problem-solving plan to solve it? After completing this Concept, youll be able to make a
table or look for patterns to help you solve problems like this one.
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MEDIA
CK-12 Foundation: 0117S Compare Strategies for Solving
Guidance
In this section, we will use the problem solving methods learned in the last Concept. We will also compare the
methods of Making a Table and Looking for a Pattern by using each method in turn to solve a problem.
Example A
A coffee maker is on sale at 50% off the regular ticket price. On the Sunday Super Sale the same coffee maker is
on sale at an additional 40% off. If the nal price is $21, what was the original price of the coffee maker?
Solution
Step 1: Understand
We know: A coffee maker is discounted 50% and then 40%. The nal price is $21.
We want: The original price of the coffee maker.
Step 2: Strategy
Lets look at the given information and try to nd the relationship between the information we know and the
information we are trying to nd.
50% off the original price means that the sale price is half of the original or 0.5 original price.
So, the rst sale price = 0.5 original price
A savings of 40% off the new price means you pay 60% of the new price, or 0.6 new price.
0.6(0.5original price) = 0.3original price is the price after the second discount.
We know that after two discounts, the nal price is $21.
97
1.19. Comparison of Problem-Solving Models www.ck12.org
So 0.3original price = $21.
Step 3: Solve
Since 0.3original price = $21, we can nd the original price by dividing $21 by 0.3.
Original price = $210.3 = $70.
The original price of the coffee maker was $70.
Step 4: Check
We found that the original price of the coffee maker is $70.
To check that this is correct, lets apply the discounts.
50% of $70 = .5$70 = $35 savings. So the price after the rst discount is original price savings or $7035 =
$35.
Then 40% of that is .4$35 = $14. So after the second discount, the price is $3514 = $21.
Example B
Andrew cashes a $180 check and wants the money in $10 and $20 bills. The bank teller gives him 12 bills. How
many of each kind of bill does he receive?
Solution
Method 1: Making a Table
Understand
Andrew gives the bank teller a $180 check.
The bank teller gives Andrew 12 bills. These bills are a mix of $10 bills and $20 bills.
We want to know how many of each kind of bill Andrew receives.
Strategy
Lets start by making a table of the different ways Andrew can have twelve bills in tens and twenties.
Andrew could have twelve $10 bills and zero $20 bills, or eleven $10 bills and one $20 bill, and so on.
We can calculate the total amount of money for each case.
TABLE 1.7:
$10 bills $ 20 bills Total amount
12 0 $10(12) +$20(0) = $120
11 1 $10(11) +$20(1) = $130
10 2 $10(10) +$20(2) = $140
9 3 $10(9) +$20(3) = $150
8 4 $10(8) +$20(4) = $160
7 5 $10(7) +$20(5) = $170
6 6 $10(6) +$20(6) = $180
5 7 $10(5) +$20(7) = $190
4 8 $10(4) +$20(8) = $200
3 9 $10(3) +$20(9) = $210
2 10 $10(2) +$20(10) = $220
98
TABLE 1.7: (continued)
$10 bills $ 20 bills Total amount
1 11 $10(1) +$20(11) = $230
0 12 $10(0) +$20(12) = $240
In the table we listed all the possible ways you can get twelve $10 bills and $20 bills and the total amount of money
for each possibility. The correct amount is given when Andrew has six $10 bills and six $20 bills.
Answer: Andrew gets six $10 bills and six $20 bills.
Check
Six $10 bills and six $20 bills 6($10) +6($20) = $60+$120 = $180
Lets solve the same problem using the method Look for a Pattern.
Method 2: Looking for a Pattern
Understand
Andrew gives the bank teller a $180 check.
The bank teller gives Andrew 12 bills. These bills are a mix of $10 bills and $20 bills.
We want to know how many of each kind of bill Andrew receives.
Strategy
Lets start by making a table just as we did above. However, this time we will look for patterns in the table that can
be used to nd the solution.
Lets ll in the rows of the table until we see a pattern.
TABLE 1.8:
$10 bills $20 bills Total amount
12 0 $10(12) +$20(0) = $120
11 1 $10(11) +$20(1) = $130
10 2 $10(10) +$20(2) = $140
We see that every time we reduce the number of $10 bills by one and increase the number of $20 bills by one, the
total amount increases by $10. The last entry in the table gives a total amount of $140, so we have $40 to go until
we reach our goal. This means that we should reduce the number of $10 bills by four and increase the number of
$20 bills by four. That would give us six $10 bills and six $20 bills.
6($10) +6($20) = $60+120 = $180
Answer: Andrew gets six $10 bills and six $20 bills.
Check
Six $10 bills and six $20 bills 6($10) +6($20) = $60+120 = $180
You can see that the second method we used for solving the problem was less tedious. In the rst method, we
listed all the possible options and found the answer we were seeking. In the second method, we started by listing
99
the options, but we found a pattern that helped us nd the solution faster. The methods of Making a Table and
Looking for a Pattern are both more powerful if used alongside other problem-solving methods.
Solve Real-World Problems Using Selected Strategies as Part of a Plan
Example C
Anne is making a box without a lid. She starts with a 20 in. square piece of cardboard and cuts out four equal squares
from each corner of the cardboard as shown. She then folds the sides of the box and glues the edges together. How
big does she need to cut the corner squares in order to make the box with the biggest volume?
Solution
Step 1:
Understand
Anne makes a box out of a 20 in20 in piece of cardboard.
She cuts out four equal squares from the corners of the cardboard.
She folds the sides and glues them to make a box.
How big should the cut out squares be to make the box with the biggest volume?
Step 2:
Strategy
We need to remember the formula for the volume of a box.
Volume = Area of base height
Volume = widthlengthheight
Make a table of values by picking different values for the side of the squares that we are cutting out and calculate
the volume.
Step 3:
Lets make a box by cutting out four corner squares with sides equal to 1 inch. The diagram will look like this:
100
You see that when we fold the sides over to make the box, the height becomes 1 inch, the width becomes 18 inches
and the length becomes 18 inches.
Volume = widthlengthheight
Volume = 18181 = 324 in
3
Lets make a table that shows the value of the box for different square sizes:
TABLE 1.9:
Side of Square Box Height Box Width Box Length Volume
1 1 18 18 18181 = 324
2 2 16 16 16162 = 512
3 3 14 14 14143 = 588
4 4 12 12 12124 = 576
5 5 10 10 10105 = 500
6 6 8 8 886 = 384
7 7 6 6 667 = 252
8 8 4 4 448 = 128
9 9 2 2 229 = 36
10 10 0 0 0010 = 0
We stop at a square of 10 inches because at this point we have cut out all of the cardboard and we cant make a box
any more. From the table we see that we can make the biggest box if we cut out squares with a side length of three
inches. This gives us a volume of 588 in
3
.
Answer The box of greatest volume is made if we cut out squares with a side length of three inches.
Step 4:
Check
We see that 588 in
3
is the largest volume appearing in the table. We picked integer values for the sides of the squares
that we are cut out. Is it possible to get a larger value for the volume if we pick non-integer values? Since we get
the largest volume for the side length equal to three inches, lets make another table with values close to three inches
that is split into smaller increments:
TABLE 1.10:
2.5 2.5 15 15 15 15 2.5 =
562.5
101
TABLE 1.10: (continued)
2.6 2.6 14.8 14.8 14.8 14.8 2.6 =
569.5
2.7 2.7 14.6 14.6 14.6 14.6 2.7 =
575.5
2.8 2.8 14.4 14.4 14.4 14.4 2.8 =
580.6
2.9 2.9 14.2 14.2 14.2 14.2 2.9 =
584.8
3 3 14 14 14143 = 588
3.1 3.1 13.8 13.8 13.8 13.8 3.1 =
590.4
3.2 3.2 13.6 13.6 13.6 13.6 3.2 =
591.9
3.3 3.3 13.4 13.4 13.4 13.4 3.3 =
592.5
3.4 3.4 13.2 13.2 13.2 13.2 3.4 =
592.4
3.5 3.5 13 13 13 13 3.5 =
591.5
Notice that the largest volume is not when the side of the square is three inches, but rather when the side of the
square is 3.3 inches.
Our original answer was not incorrect, but it was not as accurate as it could be. We can get an even more accurate
answer if we take even smaller increments of the side length of the square. To do that, we would choose smaller
measurements that are in the neighborhood of 3.3 inches.
Meanwhile, our rst answer checks out if we want it rounded to zero decimal places, but a more accurate answer
is 3.3 inches.
MEDIA
CK-12 Foundation: Compare Strategies for Solving Real-World Problems
Vocabulary
Step 1:
102
Step 2:
Step 3:
Step 4:
Guided Practice
Tickets to an event go on sale for $20 six weeks before the event, and go up in price by $5 each week. What is the
price of tickets one week before the event?
Solution:
We want to know the price one week before the event. We know the price six weeks before the event is $20, and that
it goes up $5 each week.
TABLE 1.11:
Weeks before event. Price of tickets.
6 $20
5 $20+$5 = $25
4 $25+$5 = $30
3 $30+$5 = $35
2 $35+$5 = $40
1 $40+$5 = $45
One week before the event, the tickets will cost $45.
Practice
1. Britt has $2.25 in nickels and dimes. If she has 40 coins in total, how many of each coin does she have?
2. Jeremy divides a 160-square-foot garden into plots that are either 10 or 12 square feet each. If there are 14
plots in all, how many plots are there of each size?
3. A pattern of squares is put together as shown. How many squares are in the 12
th
diagram?
103
4. In Harrisville, local housing laws specify how many people can live in a house or apartment: the maximum
number of people allowed is twice the number of bedrooms, plus one. If Jan, Pat, and their four children want
to rent a house, how many bedrooms must it have?
5. A restaurant hosts childrens birthday parties for a cost of $120 for the rst six children (including the birthday
child) and $30 for each additional child. If Jadens parents have a budget of $200 to spend on his birthday
party, how many guests can Jaden invite?
6. A movie theater with 200 seats charges $8 general admission and $5 for students. If the 5:00 showing is sold
out and the theater took in $1468 for that showing, how many of the seats are occupied by students?
7. Oswald is trying to cut down on drinking coffee. His goal is to cut down to 6 cups per week. If he starts with
24 cups the rst week, then cuts down to 21 cups the second week and 18 cups the third week, how many
weeks will it take him to reach his goal?
8. Taylor checked out a book from the library and it is now 5 days late. The late fee is 10 cents per day. How
much is the ne?
9. Mikhail is lling a sack with oranges.
a. If each orange weighs 5 ounces and the sack will hold 2 pounds, how many oranges will the sack hold
before it bursts?
b. Mikhail plans to use these oranges to make breakfast smoothies. If each smoothie requires
3
4
cup of
orange juice, and each orange will yield half a cup, how many smoothies can he make?
10. Jessamyn takes out a $150 loan from an agency that charges 12% of the original loan amount in interest each
week. If she takes ve weeks to pay off the loan, what is the total amount (loan plus interest) she will need to
pay back?
11. How many hours will a car traveling at 75 miles per hour take to catch up to a car traveling at 55 miles per
hour if the slower car starts two hours before the faster car?
12. Grace starts biking at 12 miles per hour. One hour later, Dan starts biking at 15 miles per hour, following the
same route. How long will it take him to catch up with Grace?
13. A new theme park opens in Milford. On opening day, the park has 120 visitors; on each of the next three days,
the park has 10 more visitors than the day before; and on each of the three days after that, the park has 20
more visitors than the day before.
a. How many visitors does the park have on the seventh day?
b. How many total visitors does the park have all week?
14. Lemuel wants to enclose a rectangular plot of land with a fence. He has 24 feet of fencing. What is the largest
possible area that he could enclose with the fence?
15. Quizzes in Keikos history class are worth 20 points each. Keiko scored 15 and 18 points on her last two
quizzes. What score does she need on her third quiz to get an average score of 17 on all three?
16. Mark is three years older than Janet, and the sum of their ages is 15. How old are Mark and Janet?
17. In a one-on-one basketball game, Jane scored 1
1
2
times as many points as Russell. If the two of them together
scored 10 points, how many points did Jane score?
18. Scientists are tracking two pods of whales during their migratory season. On the rst day of June, one pod is
120 miles north of a certain group of islands, and every day thereafter it gets 15 miles closer to the islands.
The second pod starts out 160 miles east of the islands on June 3, and heads toward the islands at a rate of 20
miles a day.
a. Which pod will arrive at the islands rst, and on what day?
b. How long after that will it take the other pod to reach the islands?
c. Suppose the pod that reaches the islands rst immediately heads south from the islands at a rate of 15
miles a day, and the pod that gets there second also heads south from there at a rate of 25 miles a day.
On what day will the second pod catch up with the rst?
d. How far will both pods be from the islands on that day?
104
Texas Instruments Resources
In the CK-12 Texas Instruments Algebra I FlexBook, there are graphing calculator activities designed to supple-
ment the objectives for some of the lessons in this chapter. See http://www.ck12.org/exr/chapter/9611.
105
1.20. Distributive Property for Multi-Step Equations www.ck12.org
1.20
Distributive Property for Multi-StepEqua-
tions
Here youll learn how to use the Distributive Property to solve problems with multiple steps.
Suppose you were a contestant on a game show where they gave you the answer and you had to think of the
corresponding question. If the answer were, "M(N+K) = MN+MK or M(NK) = MNMK," what would you
give for the question? How about, "What is the Distributive Property?" In this Concept, you will learn all about the
Distributive Property and how to use it to solve equations with multiple steps.
Guidance
Solving Multi-Step Equations by Using the Distributive Property
When faced with an equation such as 2(5x +9) = 78, the rst step is to remove the parentheses. There are two
options to remove the parentheses. You can apply the Distributive Property or you can apply the Multiplication
Property of Equality. This Concept will show you how to use the Distributive Property to solve multi-step equations.
Example A
Solve for x : 2(5x +9) = 78.
Solution: Apply the Distributive Property: 10x +18 = 78.
Apply the Addition Property of Equality: 10x +1818 = 7818.
Simplify: 10x = 60.
Apply the Multiplication Property of Equality: 10x 10 = 6010.
The solution is x = 6.
Check: Does 10(6) +18 = 78? Yes, so the answer is correct.
Example B
Solve for n when 2(n+9) = 6n.
Solution:
2(n+9) = 5n
2 n+2 9 = 5n
2n+18 = 5n
2n+2n+18 =2n+5n
18 = 3n
1
3
18 =
1
3
3n
6 = n
Checking the answer:
106
2(6+9) = 5(6)
2(15) = 30
30 = 30
Example C
Solve for d when 3(d +15) 18d = 0.
Solution:
3(d +15) 18d = 0
3 d +3 1518d = 0
3d +4518d = 0
15d +45 = 0
15d +4545 = 045
15d =45
1
15
15d =
1
15
45
d = 3
Checking the answer:
3(3+15) 18(3) = 0
3(3+15) 18(3) = 0
3(18) 18(3) = 0
5454 = 0
0 = 0
Video Review
MEDIA
107
1.20. Distributive Property for Multi-Step Equations www.ck12.org
MEDIA
Guided Practice
Solve for x when 3(2x +5) +2x = 7.
Solution:
Step 1: Apply the Distributive Property.
3(2x +5) +2x = 7
3 2x +3 5+2x = 7
6x +15+2x = 7
Step 2: Combine like terms.
6x +15+2x = 7
8x +15 = 7
Step 3: Isolate the variable and its coefcient by using the Addition Property.
8x +15 = 7
8x +1515 = 715
8x =8
Step 4: Isolate the variable by applying the Multiplication Property.
8x =8
1
8
8x =8
1
8
1
8
8x =8
1
8
x =1
Step 5: Check your answer.
Substitute x =1 into 3(2x +5) = 7.
3(2(1)x +5) +2(1) = 3(2+5) 2 = 3(3) 2 = 92 = 7.
Therefore, x =1.
108
Practice
sic Algebra: Multi-Step Equations (15:01)
MEDIA
In 1 22, solve the equation.
1. 3(x 1) 2(x +3) = 0
2. 7(w+20) w = 5
3. 9(x 2) = 3x +3
4. 2
5a
1
3
=
2
7
5.
2
9
i +
2
3
=
2
5
6. 4
v +
1
4
=
35
2
7. 22 = 2(p+2)
8. (m+4) =5
9. 48 = 4(n+4)
10.
6
5
v
3
5
=
6
25
11. 10(b3) =100
12. 6v +6(4v +1) =6
13. 46 =4(3s +4) 6
14. 8(1+7m) +6 = 14
15. 0 =7(6+3k)
16. 35 =7(2x)
17. 3(3a+1) 7a =35
18. 2
n+
7
3
=
14
3
19.
59
60
=
1
6
4
3
r 5
20.
4y+3
7
= 9
21. (c +3) 2c (13c) = 2
22. 5m3[7(12m)] = 0
109
1.21. Solving Real-World Problems Using Multi-Step Equations www.ck12.org
1.21
SolvingReal-WorldProblems UsingMulti-
StepEquations
Here youll learn how to translate words into to multi-step equations. Youll then solve such equations for their
unknown variable.
What if you were told that 10 less than
3
2
a number plus the number was equal to 5? How could you nd the
number? After completing this Concept, youll be able to solve real-world problems like this one that involve
multi-step equations.
Watch This
MEDIA
CK-12 Foundation: 0308S Solving Real-World Problems Using Multi-Step Equations
Guidance
We can now use strategies for solving multi-step equations to solve real world equations.
Example A
A growers cooperative has a farmers market in the town center every Saturday. They sell what they have grown
and split the money into several categories. 8.5% of all the money taken in is set aside for sales tax. $150 goes to
pay the rent on the space they occupy. What remains is split evenly between the seven growers. How much total
money is taken in if each grower receives a $175 share?
Lets translate the text above into an equation. The unknown is going to be the total money taken in dollars. Well
call this x.
8.5% of all the money taken in is set aside for sales tax." This means that 91.5% of the money remains. This is
0.915x.
$150 goes to pay the rent on the space they occupy. This means that whats left is 0.915x 150.
What remains is split evenly between the 7 growers. That means each grower gets
0.915x150
7
.
If each growers share is $175, then our equation to nd x is
0.915x150
7
= 175.
First we multiply both sides by 7 to get 0.915x 150 = 1225.
Then add 150 to both sides to get 0.915x = 1375.
Finally divide by 0.915 to get x 1502.7322. Since we want our answer in dollars and cents, we round to two
decimal places, or $1502.73.
The workers take in a total of $1502.73.
110
Ohms Law
The electrical current, I (amps), passing through an electronic component varies directly with the applied voltage, V
(volts), according to the relationship V = I R where R is the resistance measured in Ohms ().
Example B
A scientist is trying to deduce the resistance of an unknown component. He labels the resistance of the unknown
component x . The resistance of a circuit containing a number of these components is (5x +20). If a 120
volt potential difference across the circuit produces a current of 2.5 amps, calculate the resistance of the unknown
component.
Solution
To solve this, we need to start with the equation V = I R and substitute in V = 120, I = 2.5, and R = 5x +20. That
gives us 120 = 2.5(5x +20).
Distribute the 2.5 to get 120 = 12.5x +50.
Subtract 50 from both sides to get 70 = 12.5x.
Finally, divide by 12.5 to get 5.6 = x.
The unknown components have a resistance of 5.6 .
Distance, Speed and Time
The speed of a body is the distance it travels per unit of time. That means that we can also nd out how far an object
moves in a certain amount of time if we know its speed: we use the equation distance = speedtime.
Example C
Shanices car is traveling 10 miles per hour slower than twice the speed of Brandons car. She covers 93 miles in 1
hour 30 minutes. How fast is Brandon driving?
Solution
Here, we dont know either Brandons speed or Shanices, but since the question asks for Brandons speed, thats
what well use as our variable x.
The distance Shanice covers in miles is 93, and the time in hours is 1.5. Her speed is 10 less than twice Brandons
speed, or 2x 10 miles per hour. Putting those numbers into the equation gives us 93 = 1.5(2x 10).
First we distribute, to get 93 = 3x 15.
Then we add 15 to both sides to get 108 = 3x.
Finally we divide by 3 to get 36 = x.
Brandon is driving at 36 miles per hour.
We can check this answer by considering the situation another way: we can solve for Shanices speed instead of
Brandons and then check that against Brandons speed. Well use y for Shanices speed since we already used x for
Brandons.
The equation for Shanices speed is simply 93 = 1.5y. We can divide both sides by 1.5 to get 62 = y, so Shanice is
traveling at 62 miles per hour.
The problem tells us that Shanice is traveling 10 mph slower than twice Brandons speed; that would mean that 62
is equal to 2 times 36 minus 10. Is that true? Well, 2 times 36 is 72, minus 10 is 62. The answer checks out.
In algebra, theres almost always more than one method of solving a problem. If time allows, its always a good idea
111
1.21. Solving Real-World Problems Using Multi-Step Equations www.ck12.org
to try to solve the problem using two different methods just to conrm that youve got the answer right.
Speed of Sound
The speed of sound in dry air, v, is given by the equation v = 331+0.6T, where T is the temperature in Celsius and
v is the speed of sound in meters per second.
Example D
Tashi hits a drainpipe with a hammer and 250 meters away Minh hears the sound and hits his own drainpipe.
Unfortunately, there is a one second delay between him hearing the sound and hitting his own pipe. Tashi accurately
measures the time between her hitting the pipe and hearing Mihns pipe at 2.46 seconds. What is the temperature of
the air?
This is a complex problem and we need to be careful in writing our equations. First of all, the distance the sound
travels is equal to the speed of sound multiplied by the time, and the speed is given by the equation above. So
the distance equals (331 +0.6T) time, and the time is 2.46 1 (because for 1 second out of the 2.46 seconds
measured, there was no sound actually traveling). We also know that the distance is 250 2 (because the sound
traveled from Tashi to Minh and back again), so our equation is 2502 = (331+0.6T)(2.461), which simplies
to 500 = 1.46(331+0.6T).
Distributing gives us 500 =483.26+0.876T, and subtracting 483.26 from both sides gives us 16.74 =0.876T. Then
we divide by 0.876 to get T 19.1.
The temperature is about 19.1 degrees Celsius.
MEDIA
CK-12 Foundation: Solving Real-World Problems Using Multi-Step Equations
Vocabulary
If dividing a number outside of parentheses will produce fractions, it is often better to use the Distributive
Property to expand the terms and then combine like terms to solve the equation.
Guided Practice
A factory manager is packing engine components into wooden crates to be shipped on a small truck. The truck is
designed to hold sixteen crates, and will safely carry a 1200 lb cargo. Each crate weighs 12 lbs empty. How much
weight should the manager instruct the workers to put in each crate in order to get the shipment weight as close as
possible to 1200 lbs?
Solution:
The unknown quantity is the weight to put in each box, so well call that x.
Each crate when full will weigh x +12 lbs, so all 16 crates together will weigh 16(x +12) lbs.
We also know that all 16 crates together should weigh 1200 lbs, so we can say that 16(x +12) = 1200.
112
To solve this equation, we can start by dividing both sides by 16: x +12 =
1200
16
= 75.
Then subtract 12 from both sides: x = 63.
The manager should tell the workers to put 63 lbs of components in each crate.
Practice
For 1-6, solve for the variable in the equation.
1.
s4
11
=
2
5
2.
2k
7
=
3
8
3.
7x+4
3
=
9
2
4.
9y3
6
=
5
2
5.
r
3
+
r
2
= 7
6.
p
16
2p
3
=
1
9
7. An engineer is building a suspended platform to raise bags of cement. The platform has a mass of 200 kg, and
each bag of cement is 40 kg. He is using two steel cables, each capable of holding 250 kg. Write an equation
for the number of bags he can put on the platform at once, and solve it.
8. Ascientist is testing a number of identical components of unknown resistance which he labels x. He connects
a circuit with resistance (3x+4)to a steady 12 volt supply and nds that this produces a current of 1.2 amps.
What is the value of the unknown resistance?
9. Lydia inherited a sum of money. She split it into ve equal parts. She invested three parts of the money in
a high-interest bank account which added 10% to the value. She placed the rest of her inheritance plus $500
in the stock market but lost 20% on that money. If the two accounts end up with exactly the same amount of
money in them, how much did she inherit?
10. Pang drove to his mothers house to drop off her new TV. He drove at 50 miles per hour there and back, and
spent 10 minutes dropping off the TV. The entire journey took him 94 minutes. How far away does his mother
live?
Summary
You started by learning how to solve basic equations that required subtraction or addition and then multiplication
or division to solve. These were examples of basic two-step equations. Next, you learned how to solve more
complicated equations by rst simplifying each side of the equation as much as possible. To simplify, you used the
distributive property and combined like terms. You learned that if decimals or fractions were in the equations, you
could still solve just as if these rational numbers were a whole number. Finally, you learned how to solve equations
with variables on both sides by rst getting all of the variables together on the same side of the equation. The big
idea to remember when solving equations was: If you perform an operation to one side of an equation, you must
also perform that same operation to the other side of the equation.
113
www.ck12.org
CHAPTER
2
Solving Inequalities
Chapter Outline
2.1 INEQUALITIES THAT DESCRIBE PATTERNS
2.2 INEQUALITIES WITH ADDITION AND SUBTRACTION
2.3 INEQUALITIES WITH MULTIPLICATION AND DIVISION
2.4 SOLVE INEQUALITIES BY USING THE DISTRIBUTIVE PROPERTY
2.5 MULTI-STEP INEQUALITIES
2.6 APPLICATIONS WITH INEQUALITIES
2.7 INEQUALITY EXPRESSIONS
Introduction
Here you will focus on solving inequalitiies. You will start with basic equations that can be solved in one step and
then move to more complicated inequalities that will require combining like terms and the distributive property.
114
www.ck12.org Chapter 2. Solving Inequalities
2.1
Inequalities that Describe Patterns
Here you will learn how to read about a real-life situation and write an inequality that represents this situation. You
will then solve the inequality and plug the answer back into the inequality to check your work.
What if you were driving a car at 45 miles per hour and you knew that your destination was less than 150 miles
away? What inequality could you set up to solve for the number of hours that you have left to travel? After youve
solved the inequality, how could you check to make sure that your answer is correct? Once youve completed this
Concept, youll be able to nd and verify solutions to inequalities representing scenarios like these.
Guidance
Sometimes Things Are Not Equal
In some cases there are multiple answers to a problem or the situation requires something that is not exactly equal to
another value. When a mathematical sentence involves something other than an equal sign, an inequality is formed.
Denition: An algebraic inequality is a mathematical sentence connecting an expression to a value, a variable, or
another expression with an inequality sign.
Listed below are the most common inequality signs.
> greater than
greater than or equal to
less than or equal to
< less than
,= not equal to
Below are several examples of inequalities.
3x < 5 x
2
+2x 1 > 0
3x
4

x
2
3 4x 2x
Example A
Translate the following into an inequality: Avocados cost $1.59 per pound. How many pounds of avocados can be
purchased for less than $7.00?
Solution: Choose a variable to represent the number of pounds of avocados purchased, say a.
1.59(a) < 7
You will be asked to solve this inequality in the exercises
115
2.1. Inequalities that Describe Patterns www.ck12.org
Checking a Solution to an Inequality
Unlike equations, inequalities have more than one solution. However, you can check whether a value, such as x = 6,
is a solution to an inequality the same way as you would check if it is the solution to an equation - by substituting it
in and seeing if you get a true algebraic statement.
The following two examples show you how this works.
Example B
Check whether m = 11 is a solution set to 4m+30 70.
Solution:
Plug in m = 11, to see if we get a true statement.
4(11) +30 70
44+30 70
74 70
Since m = 11 gives us a false statement, it is not a solution to the inequality.
Example C
Check whether m = 10 is a solution to 4m+30 70.
Solution:
Substitute in m = 10:
4(10) +30 70
40+30 70
70 70
For 70 70 to be a true statement, we need 70 < 70or 70 = 70. Since 70 = 70, this is a true statement, so m = 10
is a solution.
116
Video Review
MEDIA
MEDIA
Guided Practice
1. Check whether x = 3 is a solution to 2x 5 < 7.
2. Check whether x = 6 is a solution to 2x 5 < 7.
Solutions:
1. Substitute in x = 3, to see if it is a solution to 2x 5 < 7.
2(3) 5 < 7
65 < 7
1 < 7
Since 1 is less than 7, we have a true statement, so x = 3 is a solution to 2x 5 < 7.
2. Check if x = 6 is a solution to 2x 5 < 7.
2(6) 5 < 7
125 < 7
7 < 7
Since 7 is not less than 7, this is a false statement. Thus x = 6 is not a solution to 2x 5 < 7.
Practice
sic Algebra: Equations and Inequalities (16:11)
117
2.1. Inequalities that Describe Patterns www.ck12.org
MEDIA
1. Dene solution.
2. What is the difference between an algebraic equation and an algebraic inequality? Give an example of each.
3. What are the ve most common inequality symbols?
In 4 7, dene the variables and translate the following statements into algebraic equations.
4. A bus can seat 65 passengers or fewer.
5. The sum of two consecutive integers is less than 54.
6. An amount of money is invested at 5% annual interest. The interest earned at the end of the year is greater
than or equal to $250.
7. You buy hamburgers at a fast food restaurant. A hamburger costs $0.49. You have at most $3 to spend. Write
an inequality for the number of hamburgers you can buy.
For exercises 8 11, check whether the given solution set is the solution set to the corresponding inequality.
8. x = 12; 2(x +6) 8x
9. z =9; 1.4z +5.2 > 0.4z
10. y = 40;
5
2
y +
1
2
<18
11. t = 0.4; 80 10(3t +2)
In 12-14, nd the solution set.
12. Using the burger and French fries situation from the previous Concept, give three combinations of burgers and
fries your family can buy without spending more than $25.00.
13. Solve the avocado inequality from Example A and check your solution.
14. On your new job you can be paid in one of two ways. You can either be paid $1000 per month plus 6%
commission on total sales or be paid $1200 per month plus 5% commission on sales over $2000. For what
amount of sales is the rst option better than the second option? Assume there are always sales over $2000.
Mixed Review
15. Translate into an algebraic equation: 17 less than a number is 65.
16. Simplify the expression: 3
4
(93) +62.
17. Rewrite the following without the multiplication sign: A =
1
2
b h.
18. The volume of a box without a lid is given by the formula V = 4x(10x)
2
, where x is a length in inches and
V is the volume in cubic inches. What is the volume of the box when x = 2?
118
2.2
Inequalities withAdditionandSubtraction
Here youll learn how to use addition and subtraction to nd the solutions to one-step inequalities.
Suppose your favorite baseball team had w wins last year, and this year it vows to win 10 more games. It also
promises that the number of its wins this year will be greater than or equal 85. Could you determine how many wins
the team had last year? In this Concept, youll learn to solve inequalities such as the one representing this scenario
by using addition and subtraction.
Guidance
Inequalities Using Addition or Subtraction
To solve inequalities, you need some properties.
Addition Property of Inequality: For all real numbers a, b, and c:
If x < a, then x +b < a+b.
If x < a, then x c < ac.
The two properties above are also true for or .
Because subtraction can also be thought of as add the opposite, these properties also work for subtraction
situations.
Just like one-step equations, the goal is to isolate the variable, meaning to get the variable alone on one side of the
inequality symbol. To do this, you will cancel the operations using inverses.
Example A
Solve for x : x 3 < 10.
Solution: To isolate the variable x, you must cancel subtract 3 using its inverse operation, addition.
x 3+3 < 10+3
x < 13
Now, check your answer. Choose a number less than 13 and substitute it into your original inequality. If you choose
0, and substitute it you get:
03 < 10 =3 < 10
What happens at 13? What happens with numbers greater than 13?
Example B
Solve for x : x +4 > 13
119
2.2. Inequalities with Addition and Subtraction www.ck12.org
Solution:
x +4 > 13
Subtract 4 from both sides of the inequality. x +44 > 134
Simplify. x > 9
The solution is shown below in a graph:
Example C
Solve for x: x +
2
3

1
3
.
Solution:
x +
2
3

1
3
Subtract
2
3
from both sides of the inequality. x +
2
3
2
3

1
3
2
3
Simplify. x 1
Video Review
MEDIA
MEDIA
Guided Practice
Solve for y: 5.6 > y 3.4.
120
Solution:
5.6 > y 3.3
Add 3.3 to both sides of the inequality. 5.6+3.3 > y 3.3+3.3
Simplify. 8.9 > y
Practice
sic Algebra: Inequalities Using Addition and Subtraction (7:48)
MEDIA
Solve each inequality and graph the solution on a number line.
1. x 1 >10
2. x 1 5
3. 20+a 14
4. x +2 < 7
5. x +8 7
6. 5+t
3
4
7. x 5 < 35
8. 15+g 60
9. x 2 1
10. x 8 >20
11. 11+q > 13
12. x +65 < 100
13. x 32 0
14. x +68 75
15. 16+y 0
Mixed Review
16. Write an equation containing (3, 6) and (2, 2).
17. Simplify: [2113[+1.
18. Graph y =5 on a coordinate plane.
19. y varies directly as x. When x =1, y =
4
5
. Find y when x =
16
3
.
20. Rewrite in slope-intercept form: 2x +7y = 63.
121
2.3. Inequalities with Multiplication and Division www.ck12.org
2.3
Inequalities withMultiplicationandDivi-
sion
Here youll learn how to use multiplication and division to nd the solutions to one-step inequalities.
What if the distance in miles of a bowling alley from your house is
1
5
of the distance of a roller-skating rink from
your house? The distance of the roller-skating rink is represented by r, and you know that the bowling alley is less
than or equal to 6 miles from your house. How far is the roller-skating rink from your house? After completing
this Concept, youll be able to solve inequalities like the one representing this scenario by using multiplication and
division.
Watch This
Multimedia Link: For help with solving inequalities involving multiplication and division, visit Khan Academys
website: http://khanexercises.appspot.com/video?v=PNXozoJWsWc.
Guidance
Equations are mathematical sentences in which the two sides have the same weight. By adding, subtracting,
multiplying, or dividing the same value to both sides of the equation, the balance stays in check. However,
inequalities begin off-balance. When you perform inverse operations, the inequality will remain off-balance. This is
true with inequalities involving both multiplication and division.
Before we can begin to solve inequalities involving multiplication or division, you need to know two properties: the
Multiplication Property of Inequality and the Division Property of Inequality.
Multiplication Property of Inequality: For all real positive numbers a, b, and c:
If x < a, then x(c) < a(c).
If x > a, then x(c) > a(c).
Division Property of Inequality: For all real positive numbers a, b, and c:
If x < a, then x (c) < a(c).
If x > a, then x (c) > a(c).
Example A
Consider the inequality 2x 12. To nd the solutions to this inequality, we must isolate the variable x by using the
inverse operation of multiply by 2, which is dividing by 2.
2x 12
2x
2

12
2
x 6
This solution can be expressed in four ways. One way is already written: x 6. Below are the three remaining ways
to express this solution:
122
x[x 6
[6, )
Using a number line:
Example B
Solve for y :
y
5
3. Express the solution using all four methods.
Solution: The inequality above is read, y divided by 5 is less than or equal to 3. To isolate the variable y, you must
cancel division using its inverse operation, multiplication.
y
5
5
1
3
5
1
y 15
One method of writing the solution is y 15.
The other three are:
(, 15]
y[y 15
Multiplying and Dividing an Inequality by a Negative Number

Notice that the two properties in this Concept focused on c being only positive. This is because those particular
properties of multiplication and division do not apply when the number being multiplied (or divided) is negative.
Think of it this way. When you multiply a value by 1, the number you get is the negative of the original.
6(1) =6
Multiplying each side of a sentence by 1 results in the opposite of both values.
5x(1) = 4(1)
5x =4
When multiplying by a negative, you are doing the opposite of everything in the sentence, including the verb.
x > 4
x(1) > 4(1)
x <4
This concept is summarized below.
123
Multiplication/Division Rule of Inequality: For any real number a, and any negative number c,
If x < a, then x c > a c
If x < a, then
x
c
>
a
c
As with the other properties of inequalities, these also hold true for or .
Example C
Solve for r : 3r < 9.
Solution: To isolate the variable r, we must cancel multiply by 3 using its inverse operation, dividing by 3.
3r
3
<
9
3
Since you are dividing by 3, everything becomes opposite, including the inequality sign.
r >3
Example D
Solve for p : 12p <30.
Solution: To isolate the variable p, we must cancel multiply by 12 using its inverse operation, dividing by 12.
12p
12
<
30
12
Because 12 is not negative, you do not switch the inequality sign.
p <
5
2
.
In set notation, the solution would be:

,
5
2
.
Video Review
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124
Guided Practice
Solve for m :
m
3
< 2.4.
Solution:
To isolate the variable m, we must cancel divide by 3 using its inverse operation, multiplying by 3. We must also
cancel out the negative, so we would multiply by -1. Multiplying by 3 and -1 means multiplying by -3.
3
m
3
<3 2.4
Because -3 is negative, you need to switch the inequality sign.
m >7.2
.
In set notation, the solution would be: (7.2, ).
This means that m must be greater than -7.2, but not equal to it.
Practice
sic Algebra: Inequalities Using Multiplication and Division (10:27)
MEDIA
1. In which cases do you change the inequality sign?
Solve each inequality. Give the solution using inequality notation and with a solution graph.
2. 3x 6
3.
x
5
>
3
10
4. 10x > 250
5.
x
7
5
6. 9x >
3
4
7.
x
15
5
8. 620x > 2400
9.
x
20

7
40
10. 0.5x 7.5
11. 75x 125
125
12.
x
3
>
10
9
13.
k
14
1
14.
x
15
< 8
15.
x
2
> 40
16.
x
3
12
17.
x
25
<
3
2
18.
x
7
9
19. 4x < 24
20. 238 < 14d
21. 19m 285
22. 9x
3
5
23. 5x 21
Mixed Review
25. Traceys checking account balance is $31.85. He needs to deposit enough money to pay his satellite T.V. bill,
which is $97.12.
(a) Write an inequality to represent this situation.
(b) Write the solutions as an algebraic sentence.
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2.4
Solve Inequalities by Usingthe Distributive
Property
Here youll solve inequalities by using the distributive property.
Have you ever tried to build a deck? Take a look at this situation.
Ms. Layne wants to build a rectangular deck in her back yard. She wants the length of the deck to be exactly 9 feet.
She wants the perimeter of her deck to be, at most, 28 feet. The perimeter of any rectangle can be found by using
the expression P = 2(l +w), where l represents the length and w represents the width.
Write an inequality that could be used to represent w, the possible widths, in feet, she could use for her deck.Would
a deck with a width of 6 feet result in a deck with the perimeter she wants?
This Concept will teach you how to use the distributive property to solve inequalities. It is exactly what you will
need to gure out the deck dilemma.
Guidance
The inequalities that you will see in this Concept involve parentheses. We can simplify an equation with parentheses
by using the distributive property. We can do this with inequalities as well. Using the distributive property can help
you to simplify an inequality so that it is easier to solve.
Solve for q: 9(q+3) < 45
Apply the distributive property to the left side of the inequality. Multiply each of the two numbers inside the
parentheses by -9 and then add those products.
9(q+3) < 45
(9q) +(93) < 45
9q+(27) < 45
Now, solve as you would solve any two-step inequality. Since -27 is added to 9q, we can get 9q by itself on
one side of the inequality by subtracting -27 from both sides. Remember, subtracting -27 from a number is the same
as adding its opposite, 27, to that number.
9q+(27) < 45
9q+(27) (27) < 45(27)
9q+(27+27) < 45+27
9q+0 < 72
9q < 72
To get q by itself on one side of the inequality, we need to divide both sides by -9. Since we are dividing both
sides by a negative number, you need to reverse the inequality symbol.
127
2.4. Solve Inequalities by Using the Distributive Property www.ck12.org
9q < 72
9q
9
>
72
9
1q >8
q >8
The solution is q >8.
1
2
(x +4) 10
First, we use the distributive property to multiply one-half with both of the terms inside the parentheses.
1
2
x +2 10
Next, we subtract two from both sides of the inequality.
1
2
x 8
Now we can multiply both sides by the reciprocal of one-half which will cancel out the one-half leaving our variable
alone. This is an example of the multiplicative inverse property.
2
1
1
2
x 8
2
1
The answer is that x 16.

Example A
5(x +2) > 15
Solution: x <5
Example B
6(x 4) 24
Solution: x 8
Example C
2(y +3) 12
Solution: y 9
You know that the length is 9 feet, so substitute 9 for l into the expression 2(l +w). This expression represents the
actual perimeter of the deck.
actual perimeter = 2(l +w) = 2(9+w)
Since she wants the perimeter to be at most 28 feet, you should use the less than or equal to () symbol.
Translate this problem into an inequality.
128
She wants the perimeter of her deck to be, at most, 28 f eet.

2(9+w) 28
So, this problem can be represented by the inequality 2(9+w) 28.
To nd all the possible values of w, solve the inequality. First, apply the distributive property to the right side.
2(9+w) 28
(29) +(2w) 28
18+2w 28
Now, solve as you would solve any two-step inequality. First, subtract 18 from both sides of the inequality.
18+2w 28
1818+2w 2818
0+2w 10
2w 10
Next, divide both sides of the inequality by 2. Since you are dividing by a positive number, the inequality symbol
should stay the same.
2w 10
2w
2

10
2
1w 5
w 5
The value of w must be less than or equal to 5.
Since 6 is greater than, not less than, 5, it is not a possible value of w. So, if she built her deck so it was 6 feet
wide, it would have a larger perimeter than she wants.
Vocabulary
Inequality
a mathematical statement where one quantity can be less than, greater than or equal to another quantity.
Inverse Operation
the opposite operation. Inverse operations are used to solve equations.
Like Terms
terms in an equation or inequality that have common variables or no variables.
129
2.4. Solve Inequalities by Using the Distributive Property www.ck12.org
a term outside of a set of parentheses can be multiplied by each of the terms inside the parentheses. This
simplies the parentheses.
Guided Practice
Solve for w: 2(8+w) +18 < 28.
Solution
First, we should apply the distributive property to the left side of the inequality. We can multiply each of the
two numbers inside the parentheses by -2 and then add those products.
2(8+w) +18 < 28
(28) +(2w) +18 < 28
16+(2w) +18 < 28
Next, we can add the like terms (-16 and 18) on the left side of the inequality. Using the commutative and
associative properties to reorder the terms on the left side of the equation can make it easier to see how to do this.
16+(2w) +18 < 28
16+[(2w) +18] < 28
16+[18+(2w)] < 28
(16+18) +(2w) < 28
2+(2w) < 28
Finally, we solve as you would solve any two-step inequality. Since 2 is added to 2w, our rst step should be
to subtract 2 from both sides of the inequality.
2+(2w) < 28
22+(2w) < 282
0+(2w) < 26
2w < 26
Now, we can isolate the variable, w, by dividing both sides of the inequality by -2. Since we are dividing both
sides by a negative number, we need to reverse the inequality symbol.
2w < 26
2w
2
>
26
2
1w >13
w >13
The solution is w >13.
130
Video Review
MEDIA
Khan Academy Solving Multi-step Inequalities
Practice
Directions: Solve each inequality.
1. 3(x +4) > 21
2. 4(x 1) < 8
3. 5(y +7) < 70
4. 4(x +2) > 8
5. 3(x 9) 30
6. 2(y +4) 16
7. 5(x +2) 100
8. 2(y 3) +12y > 16
9. 4(x +2) 10x > 38
10. 3(x 2) +5x 42
11. 2(y +4) 2y > 8
12. 5(x +2) +6(x 2) 10
13. 3(x +4) 2(x +1) > 5
14. 2(y 4) +8y +2 < 16
15. 8(x +2) 9x +2x 14
131
2.5. Multi-Step Inequalities www.ck12.org
2.5
Multi-StepInequalities
Here youll learn how to use the distributive, addition, subtraction, multiplication, and division properties to nd the
solutions to multi-step inequalities.
Suppose that you know that 10 less than 3 times the number of coins in your piggy bank is greater than 200. If the
number of coins in your piggy bank is represented by c, how would you go about nding the value of this variable?
In this Concept, youll learn how to solve multi-step inequalities such as the one representing this scenario by using
the distributive, addition, subtraction, multiplication, and division properties.
Guidance
The previous two Concepts focused on one-step inequalities. Inequalities, like equations, can require several
steps to isolate the variable. These inequalities are called multi-step inequalities. With the exception of the
Multiplication/Division Property of Inequality, the process of solving multi-step inequalities is identical to solving
multi-step equations.
Procedure to Solve an Inequality:
1. Remove any parentheses by using the Distributive Property.
2. Simplify each side of the inequality by combining like terms.
3. Isolate the ax term. Use the Addition/Subtraction Property of Inequality to get the variable on one side of the
inequality sign and the numerical values on the other.
4. Isolate the variable. Use the Multiplication/Division Property of Inequality to get the variable alone on one
side of the inequality.
a. Remember to reverse the inequality sign if you are multiplying or dividing by a negative number.
5. Check your solution.
Example A
Solve for w : 6x 5 < 10.
Solution: Begin by using the checklist above.
1. Parentheses? No
2. Like terms on the same side of inequality? No
3. Isolate the ax term using the Addition Property.
6x 5+5 < 10+5
Simplify.
6x < 15
4. Isolate the variable using the Multiplication or Division Property.
132
6x
6
<
15
6
= x <
5
2
5. Check your solution. Choose a number less than 2.5, say 0, and check using the original inequality.
6(0) 5 < 10?
5 < 10
Yes, the answer checks. x < 2.5
Example B
Solve for x : 9x <5x 15.
Solution: Begin by using the checklist above.
1. Parentheses? No
2. Like terms on the same side of inequality? No
9x +5x <5x +5x 15
Simplify.
4x <15
4x
4
<
15
4
Because the number you are dividing by is negative, you must reverse the inequality sign.
x >
15
4
x > 3
3
4
5. Check your solution by choosing a number larger than 3.75, such as 10.
9(10) <5(10) 15?
90 <65
Identifying the Number of Solutions to an Inequality
Inequalities can have innitely many solutions, no solutions, or a nite set of solutions. Most of the inequalities you
have solved to this point have an innite number of solutions. By solving inequalities and using the context of a
problem, you can determine the number of solutions an inequality may have.
133
Example C
Find the solutions to x 5 > x +6.
Solution: Begin by isolating the variable using the Addition Property of Inequality.
x x 5 > x x +6
Simplify.
5 > 6
This is an untrue inequality. Negative ve is never greater than six. Therefore, the inequality x 5 > x +6 has no
solutions.
Example D
Previously we looked at the following sentence: The speed limit is 65 miles per hour. Use inequalities and set
notation to describe the set of possible speeds at which a car could drive under the speed limit.
Solution:
The speed at which you drive cannot be negative, which means 0 s, and it must be less than 65 miles per hour, so
s 65.. Combining these we get 0 s 65. Therefore, the set of possibilities using interval notation is [0, 65].
This solution set has innitely many solutions, since there are innitely many real numbers between 0 and 65.
Video Review
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MEDIA
Guided Practice
Solve for x : 4x 2(3x 9) 4(2x 9).
Solution: Begin by using the previous checklist.
1. Parentheses? Yes. Use the Distributive Property to clear the parentheses.
134
4x +(2)(3x) +(2)(9) 4(2x) +(4)(9)
Simplify.
4x 6x +18 8x +36
2. Like terms on the same side of inequality? Yes. Combine these.
2x +18 8x +36
2x +8x +18 8x +8x +36
Simplify.
6x +18 36
6x +1818 3618
6x 18
6x
6

18
6
x 3
5. Check your solution by choosing a number less than 3, such as 5.
4(5) 2(3 59) 4(2 59)
28 < 76
Practice
sic Algebra: Multi-Step Inequalities (8:02)
MEDIA
135
In 1 15, solve each of the inequalities and graph the solution set.
1. 6x 5 < 10
2. 9x <5x 15
3.
9x
5
24
4.
9x
5
7 3x +12
5.
5x1
4
>2(x +5)
6. 4x +3 <1
7. 2x < 7x 36
8. 5x > 8x +27
9. 5x < 9+x
10. 46x 2(2x +3)
11. 5(4x +3) 9(x 2) x
12. 2(2x 1) +3 < 5(x +3) 2x
13. 8x 5(4x +1) 1+2(4x 3)
14. 2(7x 2) 3(x +2) < 4x (3x +4)
15.
2
3
x
1
2
(4x 1) x +2(x 3)
136
2.6
Applications withInequalities
Here youll learn how to use inequalities to solve real-world problems.
Suppose that a companys budget requires it to spend at least $20,000 but no more than $30,000 on training for its
employees. The cost of training is the combination of a at fee of $5,000 plus $500 per employee. If the company has
m employees, how much is it required to spend per employee? In this Concept, youll learn how to solve real-world
problems such as this one by using inequalities.
Guidance
As you saw with equations, inequalities are also useful for solving real-world problems. In this Concept, you will
see some examples of how to set up and solve real-world problems.
Example A
In order to get a bonus this month, Leon must sell at least 120 newspaper subscriptions. He sold 85 subscriptions in
the rst three weeks of the month. How many subscriptions must Leon sell in the last week of the month?
Solution: The number of subscriptions Leon needs is at least 120. Choose a variable, such as n, to represent the
varying quantitythe number of subscriptions. The inequality that represents the situation is n+85 120.
Solve by isolating the variable n: n 35.
Leon must sell 35 or more subscriptions to receive his bonus.
Example B
The width of a rectangle is 12 inches. What must the length be if the perimeter is at least 180 inches? (Note:
Diagram not drawn to scale.)
Solution: The perimeter is the sum of all the sides.
12+12+x +x 180
Simplify and solve for the variable x:
137
2.6. Applications with Inequalities www.ck12.org
12+12+x +x 180 24+2x 180
2x 156
x 78
The length of the rectangle must be 78 inches or greater.
Video Review
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MEDIA
Practice
For problems 1-5, write the inequality given by the statement. Choose an appropriate letter to describe the unknown
quantity.
1. You must be at least 48 inches tall to ride the Thunderbolt Rollercoaster.
2. You must be younger than 3 years old to get free admission at the San Diego Zoo.
3. Charlie needs more than $1,800 to purchase a car.
4. Cheryl can have no more than six pets at her house.
5. The shelter can house no more than 16 rabbits.
6. The width of a rectangle is 16 inches. Its area is greater than 180 square inches.
(a) Write an inequality to represent this situation.
(b) Graph the possible lengths of the rectangle.
7. Ninety percent of some number is at most 45.
(a) Write an inequality to represent the situation.
(b) Write the solutions as an algebraic sentence.
8. Doubling Marthas jam recipe yields at least 22 pints.
(a) Write an inequality to represent the situation.
(b) Write the solutions using interval notation.
138
For problems 9-15, write the inequality and use it solve the problem.
9. At the San Diego Zoo, you can either pay $22.75 for the entrance fee or $71 for the yearly pass, which entitles
you to unlimited admission. At most, how many times can you enter the zoo for the $22.75 entrance fee before
spending more than the cost of a yearly membership?
10. Proteeks scores for four tests were 82, 95, 86, and 88. What will he have to score on his last test to average at
least 90 for the term?
11. Raul is buying ties and he wants to spend $200 or less on his purchase. The ties he likes the best cost $50.
How many ties could he purchase?
12. Virenas Scout Troop is trying to raise at least $650 this spring. How many boxes of cookies must they sell at
$4.50 per box in order to reach their goal?
13. Using the golf ball example, nd the times in which the velocity of the ball is between 50 ft/sec and 60 ft/sec.
14. Using the pick-up truck example, suppose Williams truck has a dirty air lter, causing the fuel economy to
be between 16 and 18 miles per gallon. How many hours can William drive on a full tank of gas using this
information?
15. To get a grade of B in her Algebra class, Stacey must have an average grade greater than or equal to 80 and
less than 90. She received the grades of 92, 78, and 85 on her rst three tests. Between which scores must her
grade fall on her last test if she is to receive a grade of B for the class?
139
2.7. Inequality Expressions www.ck12.org
2.7
Inequality Expressions
Here youll learn how to express inequalities in various forms, as well as how to graph inequalities on a number line.
Suppose youre having a party, and you know that the number of people attending will be greater than or equal to
25. How would you write this inequality? If you had to graph the solutions to this inequality on a number line,
could you do it? After completing this Concept, youll not only be able to express inequalities such as this one with
a graph, but youll also be able to look at a graph and determine what inequality it represents.
Guidance
Verbs that translate into inequalities are:
> greater than
greater than or equal to
< less than
less than or equal to
,= not equal to
Denition: An algebraic inequality is a mathematical sentence connecting an expression to a value, a variable, or
another expression with an inequality sign.
Solutions to one-variable inequalities can be graphed on a number line or in a coordinate plane.
Example A
Graph the solutions to t > 3 on a number line.
Solution: The inequality is asking for all real numbers larger than 3.
You can also write inequalities given a number line of solutions.
Example B
Write the inequality pictured below.
Solution: The value of four is colored in, meaning that four is a solution to the inequality. The red arrow indicates
values less than four. Therefore, the inequality is:
x 4
140
Inequalities that include the value are shown as or . The line underneath the inequality stands for or equal to.
We show this relationship by coloring in the circle above this value on the number line, as in the previous example.
For inequalities without the or equal to, the circle above the value on the number line remains unlled.
Four Ways to Express Solutions to Inequalities
1. Inequality notation: The answer is expressed as an algebraic inequality, such as d
1
2
.
2. Set notation: The inequality is rewritten using set notation brackets { }. For example,

d[d
1
2
is read, The set

of all values of d, such that d is a real number less than or equal to one-half.
3. Interval notation: This notation uses brackets to denote the range of values in an inequality.
1. Square or closed brackets [ ] indicate that the number is included in the solution
2. Round or open brackets ( ) indicate that the number is not included in the solution.
Interval notation also uses the concept of innity and negative innity . For example, for all values of d that
are less than or equal to
1
2
, you could use set notation as follows:

,
1
2
.
4. As a graphed sentence on a number line.
Example C
Describe the set of numbers contained by the given set notation for the following:
a) (8, 24)
b) [3, 12)
Solution:
(8, 24) states that the solution is all numbers between 8 and 24 but does not include the numbers 8 and 24.
[3, 12) states that the solution is all numbers between 3 and 12, including 3 but not including 12.
Video Review
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MEDIA
Guided Practice
Describe and graph the solution set expressed by (, 3.25).
Solution:
141
2.7. Inequality Expressions www.ck12.org
The solution set contains all numbers less than 3.25, not including 3.25.
The graph on the number line is:
Practice
1. What are the four methods of writing the solution to an inequality?
Graph the solutions to the following inequalities using a number line.
2. x <3
3. x 6
4. x > 0
5. x 8
6. x <35
7. x >17
8. x 20
9. x 3
Write the inequality that is represented by each graph.
10.
11.
12.
13.
14.
15.
16.
17.
Summary
You started by learning how to solve basic inequalities that required subtraction or addition and then multiplication
or division to solve. These were examples of basic two-step inequalities. Next, you learned how to solve more
complicated equations by rst simplifying each side of the inequality as much as possible. To simplify, you used the
distributive property and combined like terms.
The big idea to remember when solving inequalities was:
142
If you perform an operation to one side of an equation, you must also perform that same operation to
the other side of the equation.
if you multiply or divide both sides of the inequalty by a negative number the inequality signs are ipped
143

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SSIS Math 8 12-13

Multiplying and Dividing an Inequality by a Negative Number

The answer is that x 16.

is read, The set

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