ALGEBRA

1 Introduction to Set Theory

1.1 Sets and Its Elements
Definition:
A set is any collection of objects. The objects in the set are called elements or members of the set.
The set should be well-defined as it describes clearly its elements as to identify if an object does or
does not belong to a set. A set is usually denoted by a capital letter such as A, B, or C.

When an element 𝑥 is contained in a set 𝐴, then we can say that 𝑥 ∈ 𝐴.

On the other hand, when 𝑥 is not contained in 𝐴, then we say that 𝑥 ∉ 𝐴.
Description of a Set
A set is enclosed with a pair of curly brackets. Capital letters of the English Alphabet are used to
denote a set. The following are used to describe a set:
A. Verbal Description
 Describing the elements in a set into words
Examples:
o The students of the graduating batch with a grade point average of not less than
90%.
o The employees of Company XYZ with a birth month of April.
B. Roster Method
 Listing of all elements in the set
 An ellipsis(… ) is used when there are too many elements and if a pattern is followed
Examples:
o 𝐴 = {𝑎, 𝑏, 𝑐, 𝑑, 𝑒, … }
o 𝐴 = {apple, orange, mango, guava}
C. Set-builder Notation
 The symbol | which means “such that” is used to define the elements of the set.
Examples:
o 𝐴 = {𝑥| 𝑥 is a letter of the English Alphabet}
o 𝐴 = {𝑥|𝑥 is an odd integer}
Kinds of Sets
A. Empty Set
 The set that has no elements
 It is denoted by Ø or {}

B. Finite Set
 The set which contains a finite number of elements
 Example: 𝐴 = {1,2,3,4,5}

C. Infinite Set
 The set which contains an infinite number of elements
 It starts with a few elements of the set then followed by an ellipsis (… ) which indicates that
the sequence continues indefinitely.
 Example: the set of integers denoted by ℤ = {… , −3, −2, −1,0,1,2,3, … }

D. Subset
 Given sets 𝐴 and 𝐵, set 𝐴 ⊂ 𝐵, read as “𝐴 is a subset of 𝐵”, when every element of set 𝐴
is contained in set 𝐵.
 In finding the number of subsets of a set, you’ll have to raise 2 to the power of the
number of elements in the set.
 Examples:
o 𝐴 = {1,2, }, 𝐵 = {1,2,3}. Since every element of set 𝐴 is contained in set 𝐵, then we
can say that 𝐴 ⊂ 𝐵.
o Find all the subsets of 𝐴 = {𝑟, 𝑠, 𝑡}. The subsets are:
∅, {𝑟}, {𝑠}, {𝑡}, {𝑟, 𝑠}, {𝑟, 𝑡}, {𝑠, 𝑡}, {𝑟, 𝑠, 𝑡}
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 o {a, b, c, d} has elements 𝑛 = 4 . Thus, we have 24 = 16 subsets
o { } has no element 𝑛 = 0. Thus we have 20 = 1 subset

E. Superset
 If 𝐴 is a subset of 𝐵, 𝐴 ⊆ 𝐵, then 𝐵 is the superset of 𝐴, 𝐵 ⊇ 𝐴.
 Example: 𝐴 = {1,2,3}, 𝐵 = {1}. Since the element of 𝐵 is contained in 𝐴, then 𝐴 ⊇ 𝐵.

F. Power Set
 The power set is the set of all subsets of the given set 𝑆.
 It is denoted by 𝑃(𝑆), where 𝑆 is the given set.
 Example: 𝑆 = {𝑎, 𝑏, 𝑐}, then 𝑃(𝑆) are all the subsets of set 𝑆. Since the set 𝑆 has 3
elements, then there are 23 = 8 subsets. Hence, 𝑃(𝑆) =
{∅, 𝑆, {𝑎}, {𝑏}, {𝑐}, {𝑎, 𝑏}, {𝑎, 𝑐}, {𝑏, 𝑐}}.
Elements vs. Subsets
Remember that given a set 𝐴 = {𝑎, 𝑏, 𝑐}, 𝒂 ∈ 𝑨 and {𝒂} ⊆ 𝑨.
Example:
Given 𝑋 = {1,2,3,4,5},
a.) Is 1 ∈ 𝑋? Yes, since 1 is an element of 𝑋 from the given.
b.) Is {1} ∈ 𝑋? No, since {1} is not contained in the set 𝑋.
c.) Is {1} ⊆ 𝑋? Yes, since {1} is contained in 𝑃(𝑋).
d.) Is 1 ⊆ 𝑋? No, since 1 is not in 𝑃(𝑋).
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Lesson Exercise:
1. Which of the following is a set?
(A) The tall people in the room.
5. Which of the following is a subset of
(B) The beautiful models of 2012.
set 𝐴 = {1,2,3, … }
(C) The graduating people of the
(A) 𝐵 = {0,1,2}
batch.
(B) The set of negative integers
(D) The excellent people of the
(C) The set of irrational numbers
company.
(D) 𝐵 = {𝑥|𝑥 ∈ ℤ, and 3 ≤ 𝑥 ≤ 5}
2. Which of the following is a set?
(A) {} 6. Given 𝐴 = {−1, −2, −3, … }, which of
(B) a, b, c, d the following is/are true?
(C) (Anne, Bert, Cole) i. Set 𝐴 is the set of all complex
(D) A = 1, 2, 3 numbers.
ii. 𝐴 = {𝑎|𝑎 ∈ ℤ}
3. Which of the following is NOT a set? iii. Set 𝐴 is the set of all negative
(A) 𝐴 = {𝑥|𝑥 is a letter in the English integers.
alphabet} iv. 𝐴 = {𝑦|𝑦 is any number}
(B) The short-haired employees in a (A) iii only
company. (B) i and ii
(C) 𝐴 = {1,2,3, … ,100} (C) ii and iii
(D) The set containing the integers (D) ii, iii, iv
from 1 to 10.
7. Given 𝐵 = {1,3,5,7}, which of the
4. Which of the following is NOT a set? following is/are true?
(A) ℕ = {1,2,3, … } i. Set 𝐵 is the set of odd
(B) ∅ = {1,2,3} integers.
(C) The set of real numbers. ii. Set 𝐵 contains all the real
(D) The set of rational numbers. numbers.
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 iii. 𝐵 = {𝑏|𝑏 is a whole number} (A) 𝐵 = {1,2,3,4,5,6,7,8}
iv. B = {𝑏|𝑏 is an odd integer and (B) 𝐵 = {𝑏|𝑏 ∈ ℤ}
1 ≤ 𝑏 ≤ 7} (C) 𝐵 = {0,2,4,6,8,10}
(A) i and ii (D) 𝐵 = {𝑏|𝑏 ∈ ℕ}
(B) ii and iii
(C) iii only
(D) iv only 10. Given 𝑆 = {𝑠𝑡, 𝑢𝑣, 𝑤𝑥}, which of the
following is/are true?
8. What is the power set of 𝑆 = {𝑚, 𝑛, 𝑜}? i. {𝑤𝑥} ⊆ 𝑆
(A) 𝑃(𝑆) = {∅, 𝑚, 𝑛, 𝑜} ii. {𝑠𝑡} ∈ 𝑆
(B) 𝑃(𝑆) = {∅, {𝑚}, {𝑛}, {𝑜}} iii. 𝑠𝑡 ⊆ 𝑆
(C) 𝑃(𝑆) = iv. 𝑢𝑣 ∈ 𝑆
{∅, {𝑚}, {𝑛}, {𝑜}, {𝑚, 𝑛}, {𝑚, 𝑜}, {𝑛, 𝑜}} (A) i and ii
(D) 𝑃(𝑆) = (B) i and iii
{∅, 𝑆, {𝑚}, {𝑛}, {𝑜}, {𝑚, 𝑛}, {𝑚, 𝑜}, {𝑛, 𝑜}} (C) i and iv
(D) iii and iv
9. Which of the following is the superset
of the set 𝐴 = {2,4,6,8, … }?

1.2 Set Operations

Terms such as subsets and operations on sets are better understood with the use of Venn diagrams.
In this lesson, we will be discussing more about the different operations on sets and its
representations in Venn diagrams.

Two or more sets can be combined in more than one way to produce a different set. In order to do
this, we use different kinds of operations on sets. As we discuss the operations on sets, we represent
each operation in Venn diagrams in order to understand clearly these operations.
Definition:
Venn or Euler diagram was invented by John Venn. It is used as a graphical representation of sets
and their relationships.

In the diagram, it is assumed that there is a universal set that is the superset of all sets relating each
other. This is usually represented as a rectangle that encloses all the given sets which in turn is
represented by circles.

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 The Venn diagram can have shaded areas to represent relationships
between the sets given.
Shaded area represents the elements that are part of set A and also
part of set B.

The Operations on Sets

The following are the different kinds of operations on sets:

A. Disjoint Sets –These are two or more sets that have no
common elements.
Example:
A = {1, 2, 3, 4, 5}
B = {6, 7, 8, 9, 10}
Sets A and B have no common elements so
they are called disjoint sets.

B. Union – The union of sets A and B, denoted by A ∪ B, is the set which contain elements that
belong to either A or B or to both.
Example:
A = {1, 2, 3}
B = {3, 4, 5}
A ∪ B = {1, 2, 3, 4, 5}

C. Intersection – The intersection of sets A and B, denoted

by A ∩ B, is the set of all common elements of A and B.
Example:
A = {1, 2, 3}
B = {3, 4, 5}
A ∩ B = {3}

D. Complement – The complement of set A, written as A’, is

the set of all elements in the universal set, U, that are not
in A.
Example:
U = {x | x is a letter of the English alphabet}
A = {x | x is a vowel of the English alphabet}
A’ = {x | x is not a vowel of the English alphabet}

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E. Difference – The set difference (or relative compliment)
of set B from set A, written as A – B, is the set of all
elements in A that are not in B.
Example:
A = {1, 2, 3}
B = {3, 4, 5}
A – B = {1, 2}
The Number of Elements in the Set
The number of elements in a set can be easily determined by counting it. But when you have to
count the total number of elements from a union of multiple sets without including redundant
elements, it is easier to use the Inclusion-Exclusion Principle. Let 𝑛 denote the number of
elements of the set.

 If 𝐴 and 𝐵 are any sets, then

𝐧(𝑨 ∪ 𝑩) = 𝐧(𝑨) + 𝐧(𝑩) − 𝐧(𝑨 ∩ 𝑩)
Example:
Ten students were surveyed on their preferred sport and it came out that 3 likes basketball,
5 likes tennis, and 2 likes both basketball and tennis. How many students did not like any of
the two sports?
Solution:
Using the formula above, we let: n(𝐴) − the number of students who likes basketball
n(𝐵) − the number of students who likes tennis
n(𝐴 ∩ 𝐵) − the number of students who like the two sports
Now, we have:
n(𝐴 ∪ 𝐵) = n(𝐴) + n(𝐵) − n(𝐴 ∩ 𝐵)
n(𝐴 ∪ 𝐵) = 3 + 5 − 2
n(𝐴 ∪ 𝐵) = 6
Thus, six students liked any of the two sports which mean that 10 − 6 = 4 students did not
like any of the two sports.
 If A, B and C are any sets, then
𝐧(𝑨 ∪ 𝑩 ∪ 𝑪) = 𝐧(𝑨) + 𝐧(𝑩) + 𝐧(𝑪)– 𝐧(𝑨 ∩ 𝑩)– 𝐧(𝑨 ∩ 𝑪)– 𝐧(𝑩 ∩ 𝑪) +
𝐧(𝑨 ∩ 𝑩 ∩ 𝑪)
Example:
Twenty kids were asked on their preference of ice cream flavors and the results are as
follows:

Flavor Preferred Number of Kids

Mango 8
Chocolate 9

5
 Vanilla 5
Mango and Chocolate 3
Mango and Vanilla 4
Chocolate and Vanilla 2

If all twenty kids chose at least one flavor, how many kids chose all three flavors?
Solution:
Using the formula above, we let: n(𝐴) − number of kids who chose mango
n(𝐵) − number of kids who chose chocolate
n(𝐶) − number of kids who chose vanilla
n(𝐴 ∩ 𝐵) − number of kids who chose both mango and chocolate
n(𝐴 ∩ 𝐶) − number of kids who chose both mango and vanilla
n(𝐵 ∩ 𝐶) −
number of kids who chose both vanilla and chocolate
Now, we have:
n(𝐴 ∪ 𝐵 ∪ 𝐶) = n(𝐴) + n(𝐵) + n(𝐶)– n(𝐴 ∩ 𝐵)– n(𝐴 ∩ 𝐶)– n(𝐵 ∩ 𝐶) + n(𝐴 ∩ 𝐵 ∩ 𝐶)
20 = 8 + 9 + 5 − 3 − 4 − 2 + n(𝐴 ∩ 𝐵 ∩ 𝐶)
20 = 13 + n(𝐴 ∩ 𝐵 ∩ 𝐶)
20 − 13 = n(𝐴 ∩ 𝐵 ∩ 𝐶)
n(𝐴 ∩ 𝐵 ∩ 𝐶) = 7
Therefore, seven kids liked all the three flavors of ice cream.
 If A and B are disjoint sets, then
𝐧(𝑨 ∪ 𝑩) = 𝐧(𝑨) + 𝐧(𝑩)
Example:
A hundred people were asked about the subject that they like. Fifty-five chose Mathematics
while thirty-four chose Science. No one liked both Math and Science. How many people chose
at least one subject?
Solution:
Using the formula, we let: n(𝐴) − number of people who chose Math
n(𝐵) − number of people who chose Science
Now, we have:
n(𝐴 ∪ 𝐵) = n(𝐴) + n(𝐵)
n(𝐴 ∪ 𝐵) = 55 + 34
n(𝐴 ∪ 𝐵) = 89
Therefore, 89 people chose at least one subject.
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Lesson Exercise:
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Answer numbers 1-5 from the given below:
𝑈 = {1,2,3, … ,10}
A = {1,2,3,4,5}
B = {2,4,6,8,9}
C = {3,7,10}
1. What is 𝐴 ∪ 𝐶?
(A) 𝐴 ∪ 𝐶 = {1,2,3,4,5,7,9} 6. What are the elements of set 𝐴?
(B) 𝐴 ∪ 𝐶 = {3} (A) 𝐴 = {1,2}
(C) 𝐴 ∪ 𝐶 = {1,2,3,4,5,7,10} (B) 𝐴 = {1,2,7}
(D) 𝐴 ∪ 𝐶 = {1,3,5} (C) 𝐴 = {1,2,7,10}
(D) 𝐴 = {1,2,7,8,10}
2. What is 𝐴 ∩ 𝐵?
(A) 𝐴 ∩ 𝐵 = {1,2,3,4,5,6,7,8,9} 7. What is 𝐴 ∩ (𝐵 ∪ 𝐶)?
(B) 𝐴 ∩ 𝐵 = {2,4} (A) 𝐴 ∩ (𝐵 ∪ 𝐶) = {7,8}
(C) 𝐴 ∩ 𝐵 = {1,2,3,4,5,6,8,9} (B) 𝐴 ∩ (𝐵 ∪ 𝐶) = {7,8,10}
(D) 𝐴 ∩ 𝐵 = {1,3,5} (C) 𝐴 ∩ (𝐵 ∪ 𝐶) = {8,10}
3. What is 𝐶 ∩ (𝐴 ∪ 𝐵)? (D) None of the above
(A) 𝐶 ∩ (𝐴 ∪ 𝐵) = {1,2,3,9}
(B) 𝐶 ∩ (𝐴 ∪ 𝐵) = {3} 8. What is 𝐴 ∩ 𝐵 ∩ 𝐶?
(C) 𝐶 ∩ (𝐴 ∪ 𝐵) = {1,9} (A) 𝐴 ∩ 𝐵 ∩ 𝐶 = {8,10}
(D) 𝐶 ∩ (𝐴 ∪ 𝐵) = {3,7} (B) 𝐴 ∩ 𝐵 ∩ 𝐶 = {7,10}
(C) 𝐴 ∩ 𝐵 ∩ 𝐶 = {10}
4. What is 𝐴′? (D) 𝐴 ∩ 𝐵 ∩ 𝐶 = {9}
(A) 𝐴′ = Ø
(B) 𝐴′ = {6,7} 9. What is (𝐴 ∪ 𝐵)′ ?
(C) 𝐴′ = {6,7,8,9} (A) (𝐴 ∪ 𝐵)′ = {5,6,7,9,10}
(D) 𝐴′ = {6,7,8,9,10} (B) (𝐴 ∪ 𝐵)′ = {5,6}
(C) (𝐴 ∪ 𝐵)′ = {7,9,10}
5. What is 𝐴 − 𝐶? (D) (𝐴 ∪ 𝐵)′ = {5,6,9}
(A) 𝐴 − 𝐶 = Ø
(B) 𝐴 − 𝐶 = {1,2,4,5} 10. In a class of 30 students, 12 are in the
scrabble club, 13 are in the chess club,
(C) 𝐴 − 𝐶 = {3}
and 5 are both in the chess and scrabble
(D) 𝐴 − 𝐶 = {1,2,3,4,5,7,10}
club. How many students did not join in
any of the two clubs?
For numbers 6-9, use the given Venn diagram (A) 5
below. (B) 7
(C) 10
(D) 12
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Chapter Exercise: ii. 𝑥⊆𝐶
iii. {𝑦} ⊆ 𝐶
1. Which of the following is a set?
(A) {𝑥|𝑥 is unknown} iv. 𝑧∈𝐶
(B) {𝑥|𝑥 are all tall people} (A) i and ii
(B) i and iii
(C) {𝑥|𝑥 are all small things}
(C) ii and iii
(D) {𝑥|𝑥 is an irrational number}
(D) iii and iv
2. Which of the following is a subset of
𝐴 = {1, 1.5, 2, 2.5, … } 8. What is the power set of 𝑌 =
(A) {𝑥|𝑥 > 5} {𝑎𝑏, 𝑏𝑐}?
(B) The set of real numbers (A) 𝑃(𝑌) = {∅, 𝑎𝑏, 𝑏𝑐, 𝑎𝑏𝑐}
(C) 𝐵 = {3, 3.5, 4, 4.5} (B) 𝑃(𝑆) = {∅, 𝑌, 𝑎𝑏, 𝑏𝑐, 𝑎𝑏𝑐}
(D) The set of odd numbers (C) 𝑃(𝑆) = {∅, 𝑌, {𝑎𝑏}, {𝑏𝑐}}
(D) 𝑃(𝑆) = {∅, 𝑌, 𝑎𝑏, 𝑏𝑐}
For numbers 3-4, express the following sets 9. Which of the following is a subset of
in roster form: set 𝐴 = {−1, −2, −3, … }
3. The set ℕ2𝑘 of all even natural (A) 𝐵 = {0, −1, −2}
numbers. (B) The set of negative integers
(A) ℕ2𝑘 = {2,4,6} (C) The set of irrational numbers
(B) ℕ2𝑘 = {0,2,4} (D) 𝐵 = {𝑥|𝑥 ∈ ℤ, and 0 ≤ 𝑥 ≤ −5}
(C) ℕ2𝑘 = {2,4,6, … }
(D) ℕ2𝑘 = {2,4,6,8,10} 10. Which of the following is the
superset of the set 𝐴 =
4. The set 𝐵 of all letters in the word {−3, −2, −1,0,1,2, … }?
𝑚𝑎𝑡ℎ𝑒𝑚𝑎𝑡𝑖𝑐𝑠. (A) 𝐵 = {𝑏|𝑏 ∈ ℤ 𝑎𝑛𝑑 𝑏 ≥ −5}
(A) 𝐵 = {𝑚, 𝑎, 𝑡, ℎ, 𝑒, 𝑚, 𝑎, 𝑡, 𝑖, 𝑐, 𝑠, … } (B) 𝐵 = {𝑏|𝑏 ∈ ℤ− }
(B) 𝐵 = {𝑚, 𝑎, 𝑡, ℎ, 𝑒, 𝑡, 𝑖, 𝑐, 𝑠} (C) 𝐵 = {0,2,4,6,8,10}
(C) 𝐵 = {𝑎, 𝑐, 𝑒, ℎ, 𝑖, 𝑚, 𝑠, 𝑡} (D) 𝐵 = {𝑏|𝑏 ∈ ℝ− }
(D) 𝐵 = {𝑚, 𝑎, 𝑡, ℎ}
For numbers 11-14, refer on the given
For numbers 5-6, express the following sets below.
in set-builder notation: 𝐴 = {𝑎, 𝑏, 𝑐, 𝑑}
5. The set 𝑋 of all years with 367 days. 𝐵 = {𝑎, 𝑏, 𝑑, 𝑒}
(A) 𝑋 = {1991,1992,1993} 𝐶 = {𝑏, 𝑐, 𝑑, 𝑓}
(B) 𝑋 = {∅} 11. What is 𝐴 ∪ 𝐵 ∪ 𝐶?
(C) 𝑋 = {2014} (A) 𝐴 ∪ 𝐵 ∪ 𝐶 = {𝑎𝑏, 𝑐𝑑, 𝑒𝑓}
(D) 𝑋 = ∅ (B) 𝐴 ∪ 𝐵 ∪ 𝐶 = {𝑎, 𝑏, 𝑐, 𝑑, 𝑒, 𝑓}
(C) 𝐴 ∪ 𝐵 ∪ 𝐶 = {𝑎, 𝑏, 𝑐, 𝑑, 𝑒}
6. The set 𝑌 of all vowels in the word (D) 𝐴 ∪ 𝐵 ∪ 𝐶 = {𝑎, 𝑏, 𝑑, 𝑐}
𝑃ℎ𝑖𝑙𝑖𝑝𝑝𝑖𝑛𝑒𝑠.
(A) 𝑌 = {𝑖, 𝑒} 12. What is (𝐴 − 𝐶)′?
(B) 𝑌 = {𝑖, 𝑖, 𝑒} (A) (𝐴 − 𝐶)′ = {𝑎, 𝑒, 𝑓}
(C) 𝑌 = {𝑖, 𝑖, 𝑖, 𝑒} (B) (𝐴 − 𝐶)′ = {𝑏, 𝑐, 𝑑, 𝑒, 𝑓}
(D) 𝑌 = {𝑝, ℎ, 𝑙, 𝑛, 𝑠} (C) (𝐴 − 𝐶)′ = {𝑎}
(D) (𝐴 − 𝐶)′ = {𝑒, 𝑓}
7. Given 𝐶 = {𝑥, 𝑦, 𝑧}, which of the
following is/are true? 13. What is ((𝐴 ∪ 𝐵) ∩ 𝐶)′?
i. {𝑥} ∈ 𝐶
 ′
(A) ((𝐴 ∪ 𝐵) ∩ 𝐶) = {𝑎, 𝑒, 𝑓} (A) 𝐴 ∪ 𝐵 ∪ 𝐶
′ (B) (𝐴 ∪ 𝐵) ∩ 𝐶
(B) ((𝐴 ∪ 𝐵) ∩ 𝐶) = {𝑏, 𝑐, 𝑑}
′ (C) (𝐴 ∩ 𝐵) ∪ 𝐶
(C) ((𝐴 ∪ 𝐵) ∩ 𝐶) = {𝑎, 𝑏, 𝑒, 𝑓} (D) (𝐴 ∩ 𝐵) − 𝐶
′
(D) ((𝐴 ∪ 𝐵) ∩ 𝐶) = {𝑎, 𝑏, 𝑒}
18. What is the shaded region in the
14. What is 𝐵 ∩ 𝐴′? Venn diagram below?
(A) 𝑈 = {𝑒, 𝑓}
(B) 𝑈 = {𝑐, 𝑑, 𝑒}
(C) 𝑈 = {𝑒}
(D) 𝑈 = {𝑎, 𝑒}

Refer to the Venn diagram below for (A) (𝐴 − 𝐶)′

numbers 15-16. (B) 𝐴 − 𝐵 − 𝐶
(C) (𝐶 − 𝐴) − 𝐵
(D) (𝐵 − 𝐶) − 𝐴

Refer to the problem below for numbers 19-

20.

A survey of 100 students showed that 55

15. What are the elements of the set 𝐶? played scrabble, 30 played chess, 15 played
(A) 𝐶 = {𝑒, 𝑓, 𝑔, ℎ, 𝑖, 𝑗} chess and draughts, 25 played draughts and
(B) 𝐶 = {𝑓, ℎ, 𝑔} scrabble, 13 played scrabble and chess, and
(C) 𝐶 = {𝑖, 𝑗, 𝑒} 5 played all three games.
(D) 𝐶 = {𝑓, ℎ, 𝑗}
19. How many students played chess
16. What is 𝐴 ∪ 𝐶? only?
(A) 𝐴 ∪ 𝐶 = {𝑎, 𝑏, 𝑐, 𝑑, 𝑒, 𝑓, 𝑔, ℎ, 𝑖, 𝑗} (A) 0
(B) 𝐴 ∪ 𝐶 = {𝑎, 𝑏, 𝑑, 𝑒, 𝑓, 𝑔, ℎ, 𝑖, 𝑗} (B) 7
(C) 𝐴 ∪ 𝐶 = {𝑎, 𝑐, 𝑑, 𝑒, ℎ, 𝑖, 𝑗} (C) 11
(D) 𝐴 ∪ 𝐶 = {𝑎, 𝑏, 𝑐, 𝑑, 𝑒, 𝑓, 𝑗} (D) 8

17. What is the shaded region in the 20. How many students played draughts
Venn diagram below? only?
(A) 28
(B) 23
(C) 32
(D) 30

9
2 Real Numbers
2.1 Set of Real Numbers
The set of real numbers are composed of the following:
A. Natural Numbers ℕ
This set is also commonly known as the “Counting Numbers”
1, 2, 3, 4, 5, …

B. Whole Numbers ℕ0
These are the natural numbers together with the number zero.
0, 1, 2, 3, 4, …

C. Integers ℤ
This is the set of whole numbers including its negatives
… , −3, −2, −1, 0, 1, 2, 3, …

D. Rational Numbers ℚ
a
These are all numbers of the form b , where a and b are integers (but b cannot be zero).
The decimals are either repeating or terminating.
… , −1.75, −1.333333, −1, −0.5, 0, 0.5, 1, 1.33333, 1.75, …

E. Irrational Numbers
This is the set of numbers that cannot be expressed in the ratio of integers and decimals that
do not repeat nor terminate.
√2 = 1.41421356 … , 𝜋 = 3.14159265 …

To clearly picture out the different kinds of real numbers, Figure 2.1 shows the subsets of the set
of real numbers enclosed in every circle and 2.2 shows a graphic tree of the distinction of the
subsets of real numbers.

10
 Rational
Numbers

Integers 1
Whole 2
Numbers −1, −2, −3, …
Natural 0. 3̅
Numbers 0
1, 2, 3, … 1.75 Irrational
Numbers
3 √2
− 𝜋
4 1
√3

Figure 2.1. The Set of Real Numbers

Figure 2.2. The Distinction of the Real Numbers

The Real Number Line
The real number system can be visualized as a horizontal line that extends from a special point
called the origin in both directions towards infinity. (See Figure 2.3) Also associated with the line
is a unit of length. The origin corresponds to the number 0. A positive number 𝑥 corresponds to a
point 𝑥 units away from the origin to the right, and a negative number −𝑥 corresponds to a point
on the line 𝑥 units away from the origin to the left

11
 Figure 2.3. The Real Number Line
____________________________________________________________________________

Lesson Exercise:
Identify which set each number belongs to.
1. 𝜋
(A) Rational Numbers 6. 3.5
(B) Irrational Numbers (A) Rational Numbers
(C) Integers (B) Irrational Numbers
(D) Whole Numbers (C) Integers
(D) Whole Numbers
2. √3.3
1
(A) Rational Numbers 7.
3
(B) Irrational Numbers (A) Rational Numbers
(C) Integers (B) Irrational Numbers
(D) Whole Numbers (C) Integers
(D) Whole Numbers
5
3. − 1
3 8. √2
(A) Rational Numbers
(B) Irrational Numbers (A) Rational Numbers
(C) Integers (B) Irrational Numbers
(D) Whole Numbers (C) Integers
(D) Whole Numbers
4. 0
(A) Negative Integers 9. √25
(B) Irrational Numbers (A) Fractions
(C) Positive Integers (B) Irrational Numbers
(D) Whole Numbers (C) Negative Integers
(D) Whole Numbers
1
10. 2 π
5. −10
(A) Repeating Decimal (A) Rational Numbers
(B) Irrational Numbers
(B) Irrational Numbers
(C) Integers (C) Integers
(D) Fraction (D) Whole Number

12
2.2 Inequality
Some mathematical statements involve the symbols <, >, ≥, or ≤. These symbols are referred to
as inequalities.

Definition:
A mathematical statement indicating that two algebraic expressions are not equal is called an
inequality.
If 𝑎 and 𝑏 are two numbers and 𝑎 is on the left of 𝑏 on the real number line, then 𝑎 is less than
b. This is written as 𝑎 < 𝑏.

𝑎 𝑏
𝒂<𝒃

Moreover, if 𝑎 is on the right of 𝑏 on the real number line, then 𝑎 is greater than 𝑏. This is written
as 𝑎 > 𝑏.

𝑏 𝑎
𝒂>𝒃
There are also inequality symbols for less than or equal to (≤) and greater than or equal to (≥).
Examples:
 7 ≤ 8, 7 is less than or equal to 8. This is true since 7 < 8.
 7 ≤ 7, 7 is less than or equal to 7. This is also true since 7 = 7.
_______________________________________________________________________________
Lesson Exercise:
1. Which of the following inequalities is 3. Which of the following inequalities is
true? false?
(A) 15 > 14 (A) 5 > −1
(B) −15 < −16 (B) −6 ≤ −8
(C) −2 > −1 (C) −2 > −3
(D) 0 ≤ −1 (D) 1 ≥ 1

2. Which of the following inequalities is 4. Which of the following inequalities is

true? false?
(A) 11 ≤ 11 (A) −3 ≤ −2
(B) 5 ≥ 5.000001 (B) 2 ≥ −3
(C) −6 > −4 (C) 5 > −4
(D) 10 > 10.000001 (D) 0 > 0

5. Fill in the blank: −15 ____ − 13

13
 (A) > 8. 83____103
(B) = (A) >
(C) ≤ (B) =
(D) ≥ (C) ≤
(D) ≥
6. −10____12
(A) > 9. −52____ − 63
(B) = (A) >
(C) ≤ (B) =
(D) ≥ (C) ≤
(D) <
7. 240____ − 100
(A) > 10. 11____ − 11
(B) = (A) >
(C) ≤ (B) <
(D) < (C) ≤
(D) =

2.3 Absolute Value

The absolute value of any integer 𝑎, denoted by |𝑎|, is the distance of 𝑎 from zero on the
number line. It is always a positive number or a zero.

−𝑎, 𝑎 ≤ 0
The formal definition of absolute value is: |𝑎| = {
𝑎, 𝑎 > 0
Examples:
|5| = 5; |−1| = 1; |0| = 0
Two numbers with the same absolute value but on the opposite sides of zero are opposite
numbers, or opposites. This is also called additive inverse.
Examples:

The integers 2 and −2 have the same absolute value which is 2.

Lesson Exercise:
1. |5| = ____ (A) −8
(A) 0 1
(B) 8
1
(B) 5 (C) 8
1
(C) −5 (D) − 8
(D) 5

2. |−8| = ____

14
 2
3. |− 5| = ____
4 7. −|−10| = ____
(A) − 10
4 (A) 10
(B) 20 (B) −10
2
(C) − 5 (C) ±10
2 (D) None of the above
(D)
5

8. −|−134| = ____
4. −|−1.25| = ____ (A) 134
(A) −1.25 (B) −134
(B) 1.25 (C) ±134
(C) 1.00 (D) None of the above
(D) 0.25

9. −|4| = ____
5. |−11| = ____ (A) −4
(A) 11 (B) 4
(B) −11 (C) ±4
1
(C) − 11 (D) None of the above
1
(D) 11
10. |−1| = ____
(A) 1
6. −|−20| = ____ (B) −1
(A) 20 (C) ±1
(B) ±20 (D) None of the above
(C) −20
(D) None of the above

2.4 Operations Involving Real Numbers

There are four operations involving real numbers. These are the following:
A. Addition of Real Numbers
Addition is the process of finding the 𝑠𝑢𝑚 of numbers. The numbers to be added are called
𝑎𝑑𝑑𝑒𝑛𝑑𝑠.

𝐴𝑑𝑑𝑖𝑛𝑔 𝑅𝑒𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑆𝑎𝑚𝑒 𝑆𝑖𝑔𝑛

To add real numbers with the same sign, directly add the numbers without regarding the
signs. Then copy the common sign of the numbers.
Example 1:
10 + 5 = +(10 + 5) = +15

Example 2:
−10 + (−5) = −(10 + 5) = −15

15
 𝐴𝑑𝑑𝑖𝑛𝑔 𝑅𝑒𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟𝑠 𝑜𝑓 𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑆𝑖𝑔𝑛𝑠
To add real numbers with different signs, subtract the smaller number from the larger
number. The sign of the larger number will be the sign of the difference.
Example 3:
−10 + 5 = −(10 − 5) = −5
Example 4:
10 + (−5) = +(10 − 5) = +5

Example 5:
−4 + 7 = +(7 − 4) = +3

B. Subtraction of Real Numbers

Subtraction is the process of finding the 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 of numbers. The number that comes first
is the 𝑚𝑖𝑛𝑢𝑒𝑛𝑑 and the number that will be subtracted from the minuend is called the
𝑠𝑢𝑏𝑡𝑟𝑎ℎ𝑒𝑛𝑑, i.e.,
𝑚𝑖𝑛𝑢𝑒𝑛𝑑 − 𝑠𝑢𝑏𝑡𝑟𝑎ℎ𝑒𝑛𝑑 = 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒

𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡𝑖𝑛𝑔 𝑅𝑒𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑆𝑎𝑚𝑒 𝑆𝑖𝑔𝑛

To subtract real numbers of the same sign,
i. Both positive:
Example 6:
+5 − (+6)
= +5 − 6 𝑇ℎ𝑒 − 𝑎𝑛𝑑 + 𝑠𝑖𝑔𝑛𝑠 𝑖𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 − 5 𝑎𝑛𝑑 6 𝑖𝑠 𝑐ℎ𝑎𝑛𝑔𝑒𝑑 𝑡𝑜 − 𝑜𝑛𝑙𝑦.
= −(6 − 5) 𝐶𝑜𝑝𝑦 𝑡ℎ𝑒 𝑠𝑖𝑔𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑎𝑟𝑔𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟,
6. 𝐺𝑒𝑡 𝑡ℎ𝑒 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑜𝑓 6 𝑎𝑛𝑑 5.
= −1 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

Example 7:
+11 − (+5)
= +11 − 5 𝑇ℎ𝑒 − 𝑎𝑛𝑑 + 𝑠𝑖𝑔𝑛𝑠 𝑖𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 − 11 𝑎𝑛𝑑 5 𝑖𝑠 𝑐ℎ𝑎𝑛𝑔𝑒𝑑 𝑡𝑜 − 𝑜𝑛𝑙𝑦.
= +(11 − 5) 𝐶𝑜𝑝𝑦 𝑡ℎ𝑒 𝑠𝑖𝑔𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑎𝑟𝑔𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟,
11. 𝐺𝑒𝑡 𝑡ℎ𝑒 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑜𝑓 11 𝑎𝑛𝑑 5.
= +6 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

ii. Both negative:

Example 8:
−10 − (−2)
= −10 + 2 𝑇ℎ𝑒 − 𝑎𝑛𝑑 − 𝑠𝑖𝑔𝑛𝑠 𝑖𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 − 10 𝑎𝑛𝑑 − 2 𝑖𝑠 𝑐ℎ𝑎𝑛𝑔𝑒𝑑 𝑡𝑜 + 𝑜𝑛𝑙𝑦.
= −(10 − 2)
𝐶𝑜𝑝𝑦 𝑡ℎ𝑒 𝑠𝑖𝑔𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑎𝑟𝑔𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟, 10. 𝐺𝑒𝑡 𝑡ℎ𝑒 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑜𝑓 10 𝑎𝑛𝑑 2.
= −8 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

16
 Example 9:
−3 − (−6)
= −3 + 6 𝑇ℎ𝑒 − 𝑎𝑛𝑑 − 𝑠𝑖𝑔𝑛𝑠 𝑖𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 − 3 𝑎𝑛𝑑 − 6 𝑖𝑠 𝑐ℎ𝑎𝑛𝑔𝑒𝑑 𝑡𝑜 + 𝑜𝑛𝑙𝑦.
= +(6 − 3) 𝐶𝑜𝑝𝑦 𝑡ℎ𝑒 𝑠𝑖𝑔𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑎𝑟𝑔𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟,
6. 𝐺𝑒𝑡 𝑡ℎ𝑒 𝑑𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑐𝑒 𝑜𝑓 6 𝑎𝑛𝑑 3.
=3 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡𝑖𝑛𝑔 𝑅𝑒𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟𝑠 𝑜𝑓 𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑆𝑖𝑔𝑛𝑠

Example 10:
+5 − (−6)
= +5 + 6 𝑇ℎ𝑒 − 𝑎𝑛𝑑 − 𝑠𝑖𝑔𝑛𝑠 𝑖𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 + 5 𝑎𝑛𝑑 − 6 𝑖𝑠 𝑐ℎ𝑎𝑛𝑔𝑒𝑑 𝑡𝑜 + 𝑜𝑛𝑙𝑦.
= +(5 + 6) 𝐶𝑜𝑝𝑦 𝑡ℎ𝑒 𝑠𝑖𝑔𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑎𝑟𝑔𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟, 6. 𝐺𝑒𝑡 𝑡ℎ𝑒 𝑠𝑢𝑚 𝑜𝑓 6 𝑎𝑛𝑑 5.
= +11 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

Example 11:
−7 − (+2)
= −7 − 2 𝑇ℎ𝑒 − 𝑎𝑛𝑑 − 𝑠𝑖𝑔𝑛𝑠 𝑖𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 + 5 𝑎𝑛𝑑 − 6 𝑖𝑠 𝑐ℎ𝑎𝑛𝑔𝑒𝑑 𝑡𝑜 + 𝑜𝑛𝑙𝑦.
= −(7 + 2) 𝐶𝑜𝑝𝑦 𝑡ℎ𝑒 𝑠𝑖𝑔𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑙𝑎𝑟𝑔𝑒𝑟 𝑛𝑢𝑚𝑏𝑒𝑟, 7. 𝐺𝑒𝑡 𝑡ℎ𝑒 𝑠𝑢𝑚 𝑜𝑓 7 𝑎𝑛𝑑 2.
= −9 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

C. Multiplication of Real Numbers

Multiplication is the process of finding the 𝑝𝑟𝑜𝑑𝑢𝑐𝑡 of two numbers.
The following are the symbols representing multiplication:
 1 × 2 = 10
 1 • 2 = 10
 (1)(2) = 10
 (1)2 = 10
 1(2) = 10

𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦𝑖𝑛𝑔 𝑅𝑒𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑆𝑎𝑚𝑒 𝑆𝑖𝑔𝑛𝑠

In multiplying real numbers of the same signs, their product is always positive.
Example 12:
(12)(10) = 120

Example 13:
(−3)(−6) = 18

𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦𝑖𝑛𝑔 𝑅𝑒𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟𝑠 𝑜𝑓 𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑆𝑖𝑔𝑛𝑠

In multiplying real numbers of different signs, their product is always negative.
Example 14:

17
 (12)(−10) = −120

Example 15:
(−3)(6) = −18

D. Division of Real Numbers

Division is the process of finding the quotient.

15 ÷ 3 = 5
quotient
dividend
divisor

The following are ways to represent division:

15
 3
= 5
 15 ÷ 3 = 5

𝐷𝑖𝑣𝑖𝑑𝑖𝑛𝑔 𝑅𝑒𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟𝑠 𝑜𝑓 𝑡ℎ𝑒 𝑆𝑎𝑚𝑒 𝑆𝑖𝑔𝑛𝑠

In dividing real numbers of the same signs, their quotient is always positive.
Example 16:
15
= 5
3

Example 17:
−15
= 5
−3

𝐷𝑖𝑣𝑖𝑑𝑖𝑛𝑔 𝑅𝑒𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟𝑠 𝑜𝑓 𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑆𝑖𝑔𝑛𝑠

In dividing real numbers of different signs, their quotient is always negative.
Example 18:
−15
= −5
3

Example 19:
15
=−5
−3

𝑍𝑒𝑟𝑜 𝑎𝑛𝑑 𝑂𝑛𝑒 𝑖𝑛 𝐷𝑖𝑣𝑖𝑠𝑖𝑜𝑛

i. Zero divided by any number other than zero is 0.

18
 0
= 0
𝑥
ii. Division by zero is not defined
𝑥
= undefined
0

iii. Any number other than zero divided by itself is 1

𝑥
= 1, 𝑥 ≠ 0
𝑥
iv. Any number divided by 1 is equal to the number.
𝑥
= 𝑥
1
______________________________________________________________________
Lesson Exercise:
1. (354) + (−252) = ____ 6. Melanie’s internet bill is ₱990.00 for
(A) 102 the month of October. She paid
(B) 112 ₱1,500 for her October bill and
(C) 132 received another bill for November
(D) 152 amounting to ₱1,020. How much
should she pay for her current bill if
she has an excess payment last
2. (−1544) + (567) = ____ October?
(A) −954 (A) ₱550
(B) −977 (B) ₱450
(C) −988 (C) ₱510
(D) −985 (D) ₱610

7. Darren is an ice cream vendor. He

3. (2341) − 1725 = ____ needs ₱1,500.00 in order to make 1
(A) 606 drum of ice cream. He sells one drum
(B) 633 of ice cream every day. On his first
(C) 616 day, he was able to earn ₱1,850.00.
(D) 622 He earned ₱1,940.00 on the second
day and on the third day, he earned
₱1,680.00. How much was Darren’s
4. (−4138) − (237) = ____ net profit for three days?
(A) −4355 (A) ₱875
(B) −4573 (B) ₱587
(C) −4375 (C) ₱785
(D) −4475 (D) ₱970

8. In Indiana, one of the states in

5. (155 + 172) − (254 − 173) + America, the temperature (in Celsius)
(387 − 133) = ____ was recorded for a week. The results
(A) 450 are as follows:
(B) 480 −1°, 3°, −5°, 8°, 4°, 0°, and − 2°
(C) 500 What is the average temperature in
(D) 510 Indiana for the entire week?
(A) 1.5℃
(B) 1℃

19
 (C) −1℃ 10. One of the coldest place on Earth,
(D) 0.5℃ Antartica, has a recorded
temperature of −92 ℃ while one of
9. Mt. Apo has an elevation of 2,954 the hottest place on Earth, Ethiopia,
meters while Mt. Pulag has an has a recorded temperature of 37 ℃.
elevation of 2,922 meters. How much Find the difference between the
higher is Mt. Apo than Mt. Pulag? temperature of Antartica and
(A) 27 meters Ethiopia.
(B) 28 meters (A) 55
(C) 32 meters (B) 76
(D) 34 meters (C) 109
(D) 129

2.5 Order of Operations

In dealing with numerical expressions like 2 + 5 × 4 or 2 − 3 ÷ 3(4 + 1), we oftentimes get
confused on what operation to use. Sometimes, we even get different answers as we try to
evaluate these. In this lesson, we will learn how to evaluate and get a single value from the
numerical expressions.
Expressions like 3 − 5 × 5 and 25 ÷ 5 + 2 are called numerical expressions. These contain a
combination of numbers with operations such as addition, subtraction, multiplication, division, and
some with exponents.
In evaluating numerical expressions, the goal is to find its numerical value. And to avoid confusion,
mathematicians have agreed upon the following order of operations.

Simplify the expressions inside the grouping symbols or expressions inside

Step 1
parentheses.

Step 2 If there are any exponents, simplify them.

Step 3 Do the operation multiplication and/or division from left to right.

Step 4 Do the operation addition and/or subtraction from left to right.

Table 2.5.1
Numerical expressions have only one value.
Example 1:
Consider: 10 + 5 × 2

10 + 5 × 2 10 + 5 × 2
= 10 + 10 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦, 𝑎𝑛𝑑 𝑡ℎ𝑒𝑛 𝑎𝑑𝑑. = 15 × 2 𝐷𝑜 𝑛𝑜𝑡 𝑎𝑑𝑑 𝑡ℎ𝑒𝑛 𝑚𝑢𝑙𝑡𝑖𝑝𝑙𝑦 .
= 20 = 20

Which is the correct value, 20 or 30? Following the order of operations given in Table 2.5.1, the
correct value of 10 + 5 × 2 is 20.
Example 2:
Consider: 24 ÷ 8 + 5 × 22

20
 24 ÷ 8 + 5 × 22
= 24 ÷ 8 + 5 × 4 𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑒 𝑡ℎ𝑒 𝑒𝑥𝑝𝑜𝑛𝑒𝑛𝑡𝑠 𝑓𝑖𝑟𝑠𝑡.
= 24 ÷ 8 + 5 × 4 𝐷𝑖𝑣𝑖𝑑𝑒/𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑓𝑟𝑜𝑚 𝑙𝑒𝑓𝑡 𝑡𝑜 𝑟𝑖𝑔ℎ𝑡.
= 3 + 20
= 23

Example 3:
Consider: 6(22 − 18) − 4 ∙ 5

6(22 − 18) − 4 ∙ 5
= 6(4) − 4 ∙ 5 𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑒 22 𝑎𝑛𝑑 18 𝑓𝑖𝑟𝑠𝑡.
= 24 − 4 ∙ 5 6(4)𝑚𝑒𝑎𝑛𝑠 6 × 4
= 24 − 20 4 ∙ 5 𝑚𝑒𝑎𝑛𝑠 4 𝑡𝑖𝑚𝑒𝑠 5
=4 𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 20 𝑓𝑟𝑜𝑚 24.
Example 4:
23−12÷4
Consider:
9−2×2

23 − 12 ÷ 4
9−2×2
= (23 − 12 ÷ 4) ÷ (9 − 2 × 2) 𝑅𝑒𝑤𝑟𝑖𝑡𝑒 𝑎𝑠 𝑎 𝑑𝑖𝑣𝑖𝑠𝑖𝑜𝑛 𝑒𝑥𝑝𝑟𝑒𝑠𝑠𝑖𝑜𝑛.
= (23 − 3) ÷ (9 − 4) 𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑒 12 ÷ 4 𝑓𝑖𝑟𝑠𝑡 𝑎𝑛𝑑 2 × 2.
= 20 ÷ 5 𝐸𝑣𝑎𝑙𝑢𝑎𝑡𝑒 23 − 3 𝑎𝑛𝑑 9 − 4.
=4 𝐷𝑖𝑣𝑖𝑑𝑒 20 𝑏𝑦 5.

______________________________________________________________________

Lesson Exercise:
1. Evaluate 3 + 4 × 5 (A) 40
(A) 35 (B) 45
(B) 24 (C) 50
(C) 21 (D) 55
(D) 23
40−25
2. Evaluate 20 ÷ 4 × 6 5. Evaluate
5 10÷2
(A) 6 (A) 1
(B) 30 (B) 2
(C) 45 (C) 3
(D) None of the above (D) 4

3. Evaluate 3(2 + 5) ÷ 7 6. Which expression has a value of 11?

(A) 1 (A) 2(3 − 4) + 32
(B) 2 (B) 15 ÷ 3 − 52 − 22
(C) 3 (C) 75 ÷ (2 + 3) − 4
(D) 4 (D) 5 − 2[−3(2 − 4)]

4. Evaluate 5[3 − (12 ÷ 4) + 9]

21
 7. Which expression has a value of
121?
(A) −13 + 4(40 + 15 − 26)
(B) 11(5 ∙ 2 + 1)
(C) 12 ÷ 4 × 2 − 132
(D) 20 − 15 × 3 + 16 × 2
8. Which expression has a value of 18?
(A) (20 ÷ 2) − 10 × 3
(B) 2[2(6 − 3)] + 5
(C) 27 ÷ 3 + (12 − 4)
(D) (9 × 3) − 63 ÷ 7
9. James had ₱1,000.00 and withdrew
₱500.00 from his bank account. He
bought a pair of socks for ₱85.00, 3
polo shirts for ₱265.00 each, and 2
pairs of shoes for ₱308.00 each.
After shopping, James discovered a
defect in one of his polo shirt and one
pair of shoes and was able to get a
full refund of the defected items. How
much money did James have after
returning the defected items?
(A) ₱310.00
(B) ₱577.00
(C) ₱512.00
(D) ₱516.00
10. To generate income, high school
students make 12 boxes of buko pie
where each box contains 14 slices
and sell each slice for ₱25.00. They
also sell 8 dozens of munchkins and
sells each munchkin for ₱4.50. If the
students were able to sell all of the
buko pie and munchkin, how much
money were they able to generate?
(A) ₱4,632.00
(B) ₱3,560.00
(C) ₱4,514.00
(D) ₱3,156.00

2.6 Properties of Real Numbers

The six properties of real numbers are listed below.

A. Closure Property
If 𝑎 and 𝑏 are real numbers then (𝑎 + 𝑏), (𝑎 – 𝑏), and (𝑎 ∙ 𝑏) are real numbers. The
𝑎
form 𝑏 , where 𝑏 ≠ 0 is also a real number.
Example 1:
Given 𝑎 = −6, 𝑏 = 9 and 𝑎, 𝑏 are both real numbers. Then,
 𝑎 + 𝑏 = −6 + 9 = 3 is a real number
 𝑎 − 𝑏 = −6 − 9 = −15 is a real number
 𝑎 ∙ 𝑏 = −6 ∙ 9 = −54 is a real number
𝑎 −6 −2
 𝑏
= 9 = 3 is a real number

B. Commutative Property
a.) Addition: 𝑎 + 𝑏 = 𝑏 + 𝑎
b.) Multiplication: 𝑎𝑏 = 𝑏𝑎
Example 2:
Given 𝑎 = 2 and 𝑏 = −3:
2 + (−3) = (−3) + 2 2(−3) = (−3)2
−1 = −1 −6 = −6

22
C. Associative Property
a.) Addition: (𝑎 + 𝑏) + 𝑐 = 𝑎 + (𝑏 + 𝑐)
b.) Multiplication: (𝑎𝑏)𝑐 = 𝑎(𝑏𝑐)
Example 3:
Given 𝑎 = 4, 𝑏 = 2 and 𝑐 = −1:
(4 + 2) + (−1) = 4 + (2 + (−1)) (4 ∙ 2)(−1) = 4(2 ∙ (−1))
6 + (−1) = 4 + 1 8(−1) = 4(−2)
5 = 5 −8 = −8

D. Distributive Property
𝑎(𝑏 + 𝑐) = 𝑎𝑏 + 𝑎𝑐 or (𝑏 + 𝑐)𝑎 = 𝑏𝑎 + 𝑐𝑎
Example 4:
Given 𝑎 = 2, 𝑏 = 4 and 𝑐 = 5:
2(4 + 5) = 2(4) + (5) (4 + 5)2 = (4)2 + (5)2
2(9) = 8 + 10 (9)2 = 8 + 10
18 = 18 18 = 18

E. Identity Property
a.) Addition: 𝑎 + 0 = 𝑎; 0 is the identity element for addition
b.) Multiplication: 𝑎(1) = 𝑎; 1 is the identity element for multiplication
Example 5:
Given 𝑎 = 10:
 10 + 0 = 10
 10(1) = 10

F. Inverse Property
a.) Addition: 𝑎 + (−𝑎) = 0
1
b.) Multiplication: 𝑎 ∙ 𝑎 = 1, 𝑎 ≠ 0
Example 6:
Given 𝑎 = 5:
 5 + (−5) = 0
1
 5∙5=1
Lesson Exercise:
Identify the properties of numbers shown in (D) Inverse Property
the equations below:
2. 12(5) = 5(12)
1. 100 + 0 = 100
(A) Distributive Property
(A) Distributive Property
(B) Commutative Property
(B) Commutative Property
(C) Associative Property
(C) Identity Property

23
 (D) Inverse Property (D) Inverse Property

3. (𝑝𝑞)𝑟 = 𝑝(𝑞𝑟) 7. 3 (1) = 3

(A) Associative Property (A) Associative Property
(B) Commutative Property (B) Commutative Property
(C) Distributive Property (C) Identity Property
(D) Inverse Property (D) Inverse Property

1 2 8. (2 + 3) + 4 = 2 + (3 + 4)
4. (2) (1) = 1
(A) Associative Property
(A) Distributive Property
(B) Commutative Property
(B) Commutative Property
(C) Identity Property
(C) Identity Property
(D) Inverse Property
(D) Inverse Property
1
3 3 3 9. 10 (10) = 1
5. (𝑎 + 8) = 4 𝑎 + 8 (8)
4
(A) Associative Property
(A) Associative Property
(B) Commutative Property
(B) Commutative Property
(C) Identity Property
(C) Distributive Property
(D) Inverse Property
(D) Inverse Property
10. 0.25 + (−0.25) = 0
6. 0.98 + (−0.98) = 0
(A) Associative Property
(A) Associative Property
(B) Commutative Property
(B) Commutative Property
(C) Identity Property
(C) Distributive Property
(D) Inverse Property
______________________________________________________________________
Chapter Exercise:
1. Which set does 4𝜋 belong?
(A) Rational Numbers 4. A typical jeepney has a capacity of 22
(B) Irrational Numbers passengers. From JY Mall, the
(C) Integers jeepney was full of passengers.
(D) Whole Numbers When it stopped in Ayala, 12 people
got off while 5 people got on. In the
next stop in SM, 15 people got off
2. Which of the following inequalities is while 8 people got on. How many
true? passengers were left?
(A) 10 > 15 (A) 5 passengers
(B) −10 > −11 (B) 7 passengers
(C) −5 > −1 (C) 10 passengers
(D) 2 ≤ −2 (D) 8 passengers

1 3
3. |1 4 − 2 4| = ____ −101+19 352÷2
2 5. ( )−( ) = ____
(A) 2 4
5 (A) −3
3
(B) 2 (B) 85
1 (C) 3
(C) 4
3 (D) −85
(D) 5

24
 13. Maria went to the wet market to buy
8 some fruits. She bought 8 apples for
6. Which set does 3 belong? P8 each, 12 pieces of mangoes
(A) Positive Integers which costs P14 each and 7 pieces
(B) Irrational Numbers of bananas which costs P2.50 each.
(C) Negative Integers If her money is P500, how much
(D) Rational Numbers would be left after buying the fruits?
(A) P250.5
7. 4____ − 10 (B) P249.5
(A) = (C) P259.5
(B) < (D) P241.5
(C) ≤
(D) ≥ 14. Which of the following inequalities is
true?
8. Evaluate 5[56 ÷ (7 ∙ 2)] − 42 (A) 12 ≤ 11
(A) 4 (B) 5.001 ≥ 5.000001
(B) 8 (C) −5 > −3
(C) 12 (D) 9.01 < 9.0001
(D) 16
15. (52 + 3) ÷ (14 ÷ 2) + (−1 + 3 × 4) =
9. Which of the following inequalities is ____
false? (A) 15
(A) 5.0 > 5.001 (B) 12
(B) −23 ≤ −8 (C) −18
2 2
(C) 5 > 5 (D) −20
(D) 1 ≥ 1
16. Which set does −24 belong?
10. What property is used in this (A) Rational Numbers
equation: (B) Irrational Numbers
1 2 3 1 3 (C) Fractions
( + )= + (D) Whole Numbers
2 3 4 3 8
(A) Inverse Property
(B) Distributive Property 17. −2 + (3 + 3) = (−2 + 3) + 3
(C) Commutative Property (A) Inverse Property
(D) Associative Property (B) Distributive Property
(C) Commutative Property
11. Which set does 4.333 … belong? (D) Associative Property
(A) Rational Numbers
(B) Irrational Numbers 18. −3____ − 5
(C) Integers (A) =
(D) Whole Numbers (B) <
(C) ≤
3 8 (D) ≥
12. (− 4) ____ (− 4)
(A) = 19. |104 − 83| = ____
(B) < (A) 187
(C) ≤ (B) −187
(D) ≥ (C) −21
(D) 21

25
20. |−105 + 100| = ____ (D) Whole Numbers
(A) 5
12
(B) 205 28. Which set does 2 belong?
(C) −5 (A) Zero
(D) −205 (B) Irrational Numbers
(C) Negative Integers
21. Which set does −3 belong? (D) Whole Numbers
(A) Positive Integers
(B) Irrational Numbers 29. −|−56| = ____
(C) Negative Integers (A) 56
(D) Whole Numbers (B) −56
(C) ±56
22. Which set does 10 belong? (D) None of the above
(A) Positive Integers
(B) Irrational Numbers
(C) Negative Integers 30. −|32| + |−32| = ____
(D) Zero (A) 64
(B) −32
23. |−11 + 12 − 8| = ____ (C) 0
(A) 7 (D) 32
(B) 8
(C) 9 31. Evaluate 10[9(2 + 4) − 6 ∙ 2]
(D) 10 (A) 300
Answer: a (B) 400
(C) 450
(D) 420
24. |2.11 + 3.22 − 5.55| = ____
(A) 0.11 32. |5.8 − 2.3 − 1.4| = ____
(B) 0.22 (A) 1.1
(C) 0.33 (B) 1.5
(D) 0.44 (C) 2.1
(D) 2.5
312 −155
25. ( 4 ) ( 5 ) = ____
33. Which expression has a value of 17?
(A) 2418
(A) (20 ÷ 2) − 10 × 3
(B) −2418
(B) 2[2(6 − 3)] + 5
(C) −2245
(C) 27 ÷ 3 + (12 − 3)
(D) −2345
(D) (9 × 3) − 63 ÷ 7

253−103 169÷13 30 34. Which set does √5 belong?

26. ( 10 ) ( 13
)+(6) = ____ (A) Rational Numbers
(A) 15 (B) Irrational Numbers
(B) 20 (C) Integers
(C) 25 (D) Whole Numbers
(D) 30
35. Which of the following inequalities is
27. Which set does 15 belong? false?
(A) Negative Numbers 3 5
(A) − 2 ≤ − 2
(B) Irrational Numbers
(C) Fractions (B) 2.5 ≥ −3.33

26
 5 4 (C) ≤
(C) ≥
10 12
(D) ≥
(D) 0 > −1.5

42. Baguio City has the following

36. −17____24
temperature for one week:
(A) =
Friday 170
(B) <
(C) >
Saturday 180
(D) ≥
210
Sunday
170
Monday
37. Mt. Apo, the tallest mountain in the
Philippines has an elevation of 2956 Tuesday 180
meters. The next tallest mountain 210
which is Mt. Dulang-Dulang has an Wednesday
elevation of 18 meters less than Mt. Thursday 180
Apo. The third tallest mountain is Mt.
Pulag which is 16 meters less than What is the average temperature of
Mt. Dulang-Dulang. What is the Baguio City for the entire week?
elevation of Mt. Pulag? (Round off your answer to the
(A) 2938 meters nearest tenth)
(B) 2922 meters (A) 18.10
(C) 2899 meters (B) 18.30
(D) 2890 meters (C) 18.50
(D) 18.60

38. 30____ − 15
(A) = 43. −|0.33 − 3.33| = ____
(B) < (A) 3.33
(C) ≤ (B) −3.33
(D) ≥ (C) 3
(D) −3
39. (𝑥𝑦)𝑧 = 𝑥(𝑦𝑧)
(A) Inverse Property 3
44. Which set does 4 belong?
(B) Distributive Property
(C) Commutative Property (A) Rational Numbers
(D) Associative Property (B) Irrational Numbers
(C) Integers
(D) Whole Numbers
40. (5 + 1)4 = 5(4) + 1(4)
(A) Inverse Property
(B) Distributive Property
(C) Commutative Property 45. −|54 − 12| = ____
(D) Associative Property (A) 42
(B) 66
(C) −66
41. −42____ − 36 (D) −42
(A) =
(B) > Answer: d

27
 (B) Distributive Property
342 256 (C) Commutative Property
46. (101 − 31 + 54) + − = ____ (D) Associative Property
3 4
(A) 238 10−4
54. 5 − + 10 = ____
(B) 256 5−2
(A) 15
(C) 255
(B) −25
(D) 174
(C) 13
1 (D) −12
47. 2 (2) = 1
(A) Inverse Property
(B) Distributive Property 55. (8 − 9 ÷ 3 × 3) − 15 = ____
(C) Commutative Property (A) −8
(D) Associative Property (B) −16
(C) 9
(D) 18
48. −2 + 2 = 0
(A) Inverse Property 56. 20 ÷ |10 − 23 | + (−5 ÷ 1 × 5) = ____
(B) Distributive Property (A) −15
(C) Commutative Property (B) −20
(D) Associative Property (C) −35
(D) 40
49. 10 ÷ [−2 − 2(1 + 3)] + 52 = ____
(A) -24
(B) 30 57. 5(3 + 2) = 15 + 10
(C) 36 (A) Distributive Property
(D) 24 (B) Identity Property
(C) Inverse Property
50. 10(5𝑥) = 5𝑥(10) (D) Associative Property
(A) Identity Property
(B) Distributive Property 58. A public elementary school has
(C) Commutative Property approximately 1250 students. On the
(D) Inverse Property first week of class, one-fifth of the
population was absent. On the
51. (1244 − 1568) + (−3568 + 2561) = second week, one-tenth of the
____ students were absent. And on the
(A) −1007 1
third week, 25 of the population was
(B) −1324
(C) −1331 absent. What is the average number
of students who were absent for the
(D) −1332
three weeks? (Round off your answer
to the nearest whole number.)
52. 7 + 0 = 7 (A) 139 students
(A) Distributive Property (B) 140 students
(B) Identity Property (C) 141 students
(D) 142 students
(C) Inverse Property
(D) Associative Property
59. Evaluate 9[(22 − 17) + 5(1 + 2)]
(A) 150
53. (2 + 5) + (−3) = 2 + (5 + (−3)) (B) 180
(A) Inverse Property (C) 200

28
 (D) 220 (C) 15
(D) 20
60. Evaluate 33 − 2{[5(11 − 3) + 5] ÷ 5}
(A) 5
(B) 10

3 Fundamentals of Algebra
3.1 Variables, Constants, and Exponents
Definition:
A variable is a symbol or letter of the alphabet used to represent unknown quantities.

Example 1: Let 𝑥 be an integer that lies between 6 and 10.5. What are the numbers that 𝑥
represents?
Solution: The integers between 6 and 10.5 are 7, 8, 9, and 10.

In Example 1, 𝑥 is called a variable and the set containing {7, 8, 9, and 10}, also called the
𝑟𝑒𝑝𝑙𝑎𝑐𝑒𝑚𝑒𝑛𝑡 𝑠𝑒𝑡, are the numbers that 𝑥 represents.

Definition:
A constant is a number or a symbol that contains a single value and does not contain any
variable.

Example 2: The number 8 is a constant since it has a single value. The same is true with √5
since it also has a unique value. Also, the Greek letter 𝜋 is widely known to have
a value of approximately 3.14. Thus, it is also called a constant.

Definition:
An exponent represents the number of times a number or symbol is multiplied to itself.

Example 3: Write the product of 𝑥 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥 using exponents.

Solution: The variable 𝑥 is multiplied four times. In writing the product, 𝑥 will be the base
and the number of times 𝑥 is multiplied is the exponent. Thus, we have 𝑥 4 .
Laws of Exponents:
A. Product Rule – when multiplying powers with the same base, just add the exponents
and keep the common base.

𝒂𝒎 ∙ 𝒂𝒏 = 𝒂𝒎+𝒏 , for positive integers 𝑚 and 𝑛.

Example 4:
𝑥 2 ∙ 𝑥 3 = 𝑥 2+3 = 𝑥 5

29
B. Quotient Rule – when dividing powers with the same base, just subtract the exponents
and keep the common base.

𝒂𝒎
𝒂𝒏
= 𝒂𝒎−𝒏 , if 𝑎 ≠ 0 and if 𝑚 > 𝑛.
Example 5:
𝑥 10
= 𝑥 10−5 = 𝑥 5
𝑥5

C. Power Rule – when raising power to a power, just multiply the exponents and keep the
base.

(𝒂𝒎 )𝒏 = 𝒂𝒎𝒏 , for positive integers 𝑚 and 𝑛.

Example 6:
(𝑥 2 )3 = 𝑥 2 (3) = 𝑥 6

D. Product to a Power Rule – when raising product to a power, just raise each factor to
the power.

(𝒂𝒃)𝒎 = 𝒂𝒎 𝒃𝒎 , for positive integers 𝑚.

Example 7:
(𝑥 4 𝑦 2 )2 = 𝑥 4∙2 𝑦 2∙2 = 𝑥 8 𝑦 4
E. Quotient to a Power Rule – when raising a quotient to a power, raise the numerator
and the denominator to the power.

𝒂 𝒏 𝒂𝒏
(𝒃) = 𝒃𝒏 , if 𝒃 ≠ 𝟎.
Example 8:
3
𝑥3 𝑥 3∙3 𝑥9
( 4 ) = 4∙3 = 12
𝑦 𝑦 𝑦

F. Zero Exponents – any number raised to zero power is equal to “1”.

𝒂𝟎 = 𝟏
Example 9:
(5𝑥 3 )0 = 1

G. Exponent of One - any number raised to the power of “1” is equal to itself.

𝒂𝟏 = 𝒂
Example 10:
(𝑥 2 )1 = 𝑥 2

H. Negative Exponent – When raising a number to negative power, get the reciprocal of
that number and change the sign of the exponent from negative to positive.
1 1
𝑎−𝑛 = 𝑎𝑛 or 𝑎−𝑛
= 𝑎𝑛
Example 11:

30
 1 1
5−2 = 2
=
5 25

Example 12:
3
= 3𝑥 2
𝑥 −2

Lesson Exercise:
1. Give the replacement set of the given (C) 10𝑔4 ℎ
5
variables: 𝑥 is an integer between − (D) 30𝑔4 ℎ2
7
7
and 3
(A) 𝑥 = {−1, 0, 1} 5. Use exponents to rewrite the
𝑥∙𝑥∙𝑥∙𝑥∙𝑦∙𝑦
(B) 𝑥 = {0, 1, 2} expression 𝑧∙𝑧∙𝑧
(C) 𝑥 = {−1, 0, 1, 2} 𝑥𝑦
(A)
(D) 𝑥 = {0, 1, 2, 3} 𝑧
𝑥 3𝑦2
(B) 2
𝑧
𝑥 4𝑦2
2. Which among the choices is a (C) 𝑧3
constant? 𝑥 3𝑦2
(D) 𝑧2
(A) 𝑃, where 𝑃 stands for the
exchange rate of Philippine peso
to US dollar in one week 6. Which among the choices is TRUE?
(B) 𝐻, where 𝐻 stands for the height (A) (−3)299 = 3299
of the Eiffel Tower (B) (−2)1000 = −21000
(C) 𝑆, where 𝑆 stands for the number (C) (−1)250 = 1
of students in Cebu International (D) (−1)341 = 1
School for one decade
(D) 𝐶, where 𝐶 stands for the cost of
one kilo of rice in five different 7. Simplify 𝑎3 𝑏 3 𝑐 2 𝑎2 𝑏 3 𝑐 4
grocery stores (A) 𝑎5 𝑏 6 𝑐 6
(B) 𝑎4 𝑏 5 𝑐 6
3. Which among the choices is NOT a (C) 𝑎5 𝑏 6 𝑐 5
constant? (D) 𝑎5 𝑏 5 𝑐 5
(A) 𝐴, where 𝐴 stands for the age of
Dr. Jose Rizal when he died. 8. Which among the choices is TRUE?
(B) 𝐶, where 𝐶 stands for the cost of 𝑥 3 +𝑥 𝑥4
(A) = 2
gasoline/litre for one month. 𝑥2 𝑥
𝑎 2 +𝑎4 1+𝑎 2
(C) 𝑁, where 𝑁 stands for the (B) = 3
𝑎5 𝑎
number of days in a leap year. 𝑦 7 +𝑦 4 𝑦 3 +1
(C) =
(D) 𝑇, where 𝑇 stands for the angle 𝑦4 𝑦
5
𝑧 +𝑧 5
sum of any triangle. (D) =1
𝑧 10

4. What is the product of 2 × 5 × 3 ×

𝑔 × 𝑔 × 𝑔 × 𝑔 × ℎ × ℎ using 1 2
exponents? 9. Simplify − (3)
(A) 15𝑔2 ℎ3 (A)
1
(B) 30𝑔3 ℎ2 9

31
 −1
(B) 10. Simplify (𝑥 3 )4 ∙ 𝑥 5 ∙ 𝑥 2
5
−1 (A) 𝑥 19
(C) 9 (B) 𝑥 20
−1
(D) (C) 𝑥 14
8
(D) 𝑥 22

3.2 Algebraic Expression

Definition:
An algebraic expression is an expression that contains a variable, constant, or a combination
of both.
It is also composed of the following:

 Term  Each algebraic expression that is separated by a plus or minus sign

 Variable Term  A term together with a variable
 It is composed of the variable and the number together with this is
called a coefficient

Example 1:
Numerical Coefficients

2𝑥 2 + 11𝑥𝑦 − 3𝑦 + 4𝑥 + 13

Terms

In Example 1, the numerical coefficients are 2, 11, −3, 4, and 13. The terms are
2𝑥 2 , 11𝑥𝑦, −3𝑦, 4𝑥 and 13 while the variable terms are all the terms except 13.
Evaluating Algebraic Expressions
To evaluate algebraic expressions, substitute the given value of the variable to the algebraic
expression and simplify the resulting numerical expression.

Example 2: Evaluate 3𝑥 2 − 15 when 𝑥 = −2

Solution: 3(−2)2 − 15
= 3(4) − 15
= 12 − 15
= −3

−2𝑎 2 𝑏3 𝑐 4
Example 3: Evaluate 3𝑏+2𝑐
when 𝑎 = 2, 𝑏 = −1, and c = 3
−2(2)2 (−1)3 (3)4
Solution: 3(−1)+2(3)

32
 −2(4)(−1)(81)
=
−3 + 6
8(81)
=
3
= 8(27)
= 216

Simplifying Algebraic Expressions

Like Terms – are terms in an algebraic expression that have the same variable parts. Constants
are also like terms.
Example 4:

Like terms (constant)

11𝑥 + 4𝑥 2 − 2 + 5𝑥 + 3

Like terms (with 𝑥)

To easily remember which are like terms in an algebraic expression during simplification, use
the commutative property to group them together.
From the example,
11𝑥 + 4𝑥 2 – 2 + 5𝑥 + 3 = 4𝑥 2 + 11𝑥 + 5𝑥 – 2 + 3
From then, combine the like terms using the distributive property, 𝑏𝑎 + 𝑐𝑎 = (𝑏 + 𝑐)𝑎 to add
the coefficients. Or simply, add or subtract the coefficients of like terms and the result would
retain the variable part.
4𝑥 2 + 11𝑥 + 5𝑥 – 2 + 3
= 4𝑥2 + (11 + 5)𝑥 + ( – 2 + 3)
= 4𝑥2 + 16𝑥 + 1

You may also use other properties of real numbers to easily simplify more complicated
expressions.
Example 5:
Simplify (𝑥 2 𝑦 3 + 3𝑥 3 𝑦 2 ) − 4𝑥 3 𝑦 2 using the Associative Property.
(𝑥 2 𝑦 3 + 3𝑥 3 𝑦 2 ) − 4𝑥 3 𝑦 2
= 𝑥 2 𝑦 3 + (3𝑥 3 𝑦 2 − 4𝑥 3 𝑦 2 )
= 𝑥2𝑦3 − 𝑥3𝑦2

Note: Evaluating algebraic expressions are easier when one simplifies the expression before
substituting the given values of the variable.
Example 6:
Simplify and evaluate 5𝑥 3 − 2𝑥 3 − 4𝑥𝑦 − 10 given 𝑥 = −1 and 𝑦 = 2

33
Step 1: Simplify the like terms in the given algebraic expression.
5𝑥 3 − 2𝑥 3 − 4𝑥𝑦 − 10 = 3𝑥 3 − 4𝑥𝑦 − 10
Step 2: Substitute the given values.
3(−1)3 − 4(−1)(2) − 10
= 3(−1) + 8 − 10
= −3 − 2
= −5

Lesson Exercise:
For numbers 1-5, simplify the given −14
(D) 3
ℎ + 7𝑘
algebraic expressions.
1. 2𝑥 − 5[𝑥 − 3𝑥(2 − 𝑥)] + 3
(A) −10𝑥 2 + 37𝑥 + 3 For numbers 6-10, simplify and evaluate the
(B) −15𝑥 2 + 27𝑥 + 3 given algebraic expressions.
(C) 15𝑥 3 − 20𝑥 + 3 6. 10𝑤 3 − 2𝑤 2 + (3𝑤 3 − 7𝑤 2 − 𝑤)
(D) 13𝑥 2 + 37𝑥 + 3 given 𝑤 = 2
(A) 54
(B) −72
2. 5𝑏 − 3𝑐 2 + 2𝑏𝑐 − 10𝑏 + 𝑐 2 − 3𝑏𝑐 (C) 65
(A) −5𝑏 − 2𝑐 2 − 𝑏𝑐 (D) 66
(B) −3𝑏𝑐 + 2𝑐 2 − 9𝑏
(C) 5𝑏𝑐 − 10𝑏 + 2𝑐 2
(D) 10𝑐 2 − 7𝑏𝑐 − 3𝑏 7. −10(−2𝑥 − 8) given 𝑥 = −2
(A) 30
(B) 40
3. 3𝑥 − 2(5𝑥 − 4) (C) 45
(A) 10𝑥 − 8 (D) 53
(B) −7𝑥 + 8
(C) 15𝑥 + 6
(D) 12𝑥 − 8 8. 5𝑥(3𝑦 − 5𝑦) − 3𝑦(2𝑥 − 7𝑥)
given 𝑥 = −1 and 𝑦 = 1
(A) −10
4. 2𝑚 − 3𝑛 − 10𝑚𝑛 − 5(3𝑚 + 5𝑛 − (B) −15
𝑚𝑛) (C) −5
(A) 12𝑚 − 15𝑛 + 10𝑚𝑛 (D) 5
(B) −15𝑚 − 13𝑛 − 8𝑚𝑛
(C) −13𝑚 − 28𝑛 − 5𝑚𝑛
(D) −10𝑚 + 15𝑛 − 10𝑚 9. 8𝑎2 − 2𝑏 2 + 2𝑎2 − 3𝑎𝑏 + 4𝑏 2
given 𝑎 = 2 and 𝑏 = 1
(A) 66
1 1
5. 2 (3 ℎ − 2 𝑘) − 5ℎ + 10𝑘 (B) −104
−13 (C) 36
(A) ℎ + 9𝑘
3 (D) −56
−15
(B) 6
ℎ
+ 5𝑘
(C) 9ℎ − 10𝑘

34
 3 1 14
10.
5
[5𝑞 − 10𝑞 2 (𝑞 − 3)] given 𝑞 = − 2 (C) 3
15 16
(A) (D) 3
4
13
(B) 5

3.3 Translating Verbal Expression to Algebraic Expression

The greatest challenge in Algebra is to understand and translate verbal expressions into algebraic
expression especially when given word problems. Table 3.3.1 shows mathematical symbols and
their meanings.

Symbol Meaning

+ add, plus, sum, more than, the total of,

increased by

− minus, subtract from, the difference of, take

away, less than, decreased by, the remainder
of, diminished by

⋅,(),𝑥 multiply, times, the product of, multiplied by

÷,/ divided by, the quotient of, over

√ the square root of

Table 3.3.1 Some mathematical symbols and their corresponding meanings.

A group of symbols which does not express a complete mathematical thought is called a
mathematical phrase.

English Phrases Mathematical Phrases

1. the sum of four and three 4+3

2. the square of nine (9)2

3. two times the difference between twenty 2(20 – 5)

and five

4. the quotient of twenty-four and twelve 24

12

5. eight is subtracted from 20 20 − 8

35
 6. a certain number diminished by six 𝑥-6

7. twice a number increased by seven 2𝑥 + 7

8. the cube of a number 𝑥3

9. the square root of a number √𝑥

10. the square root of a number plus the √𝑥 + 𝑥

number itself

11. a certain number minus its square root 𝑥 − √𝑥

12. a certain number added to its square 𝑥 + 𝑥2

13. one-half the square of a number 1 2

2
𝑥

14. the product of the sum and difference of (𝑥 + 2)(𝑥 − 2)

a certain number and two
3
15. the difference between the cube root of √𝑥 − 𝑥2
a number and its square

Table 3.3.2 Examples of some English phrases and their translation in the language of
mathematics.
Lesson Exercise:
Write an algebraic expression for the
phrases. 4. The square root of the product of a
number and its square
1. Thrice of 𝑥 decreased by 5
(A) 3𝑥 − 5 (A) 𝑥 2 √𝑥
(B) 5 − 3𝑥 (B) √𝑥(𝑥 2 )
(C) 5𝑥 − 3 (C) 𝑥√𝑥 2
(D) 3 − 5𝑥 (D) 𝑥 2 √𝑥 2

2. Five more than the sum of a number 5. A number plus 10 multiplied to the
and 11 quotient of 10 and thrice the number
(A) (𝑥 + 11) + 5 (A) (𝑥 + 10)10 ÷ 3𝑥
(B) (𝑥 − 11) + 5 (B) 3𝑥 ÷ 10(𝑥 + 10)
(C) 5 − (𝑥 + 11) (C) 3𝑥(𝑥 + 10) ÷ 10
(D) 5 − (𝑥 − 11) (D) (𝑥 + 10)(10 ÷ 3𝑥)

3. 𝑥 minus the quotient of 15 and 5 6. The square root of the product of 4

15
(A) 5 − 𝑥 and 𝑥 2 is added to the cube root of
(B) 15(5) + 𝑥 the product of 9 and 𝑥 3.
3
15
(C) 𝑥 − 5 (A) 4𝑥 2 + 9√𝑥 3
3
15 (B) 4√𝑥 2 + 9√𝑥 3
(D) 𝑥 +
5

36
 3
(C) √(4𝑥)2 + √(9𝑥)3 9. The sum of the square root of 𝑥 and
3
(D) √4𝑥 2 + √9𝑥 3 the quotient of 3 and 𝑥
(A) √𝑥 + 3𝑥
3
7. The square of the difference of twice (B) √𝑥 +
𝑥
of 𝑥 and 10 𝑥
(C) √𝑥 + 3
(A) √2𝑥 + 10 𝑥
(D) √𝑥 −
(B) (2𝑥 − 10)2 3
(C) (10 − 2𝑥)2
(D) (2𝑥)2 − 10 10. One-fourth of the cube of 𝑥
1
(A) 𝑥 3
4
8. The difference between the square 1
(B) 4 √𝑥
of the product of 5 and 𝑥, and 3 13
(A) 3 − 5𝑥 2 (C) √𝑥
4
(B) 5𝑥 2 − 3 3 1
(C) (5𝑥)2 − 3 (D) √ 𝑥 3
4
(D) 3 − (5𝑥)2

Chapter Exercise:
1. Give the replacement set of the (C) {0, 1, 2, 3, 4 ,5 ,6}
given variables: 𝑥 is an integer (D) {−1, 0, 1, 2, 3, 4, 5, 6}
12 18
between − 3 and 6 inclusive.
5. The sum of 5 and thrice of 𝑥
(A) {−3, −2, −1, 0, 1, 2, }
(A) 5 − 3𝑥
(B) {−4, −3, −2, −1, 0, 1, 2}
(B) 3𝑥 − 5
(C) {−4, −3, −2, −1, 0, 1, 2, 3}
(C) 5 + 3𝑥
(D) {−3, −2, −1, 0, 1, 2, 3}
(D) 3 + 5𝑥
2. The product of the sum and
difference of 𝑥 and 8
6. (3𝑏 2 − 2𝑏 + 5) − (5𝑏 2 − 4𝑏 + 10) =
(A) (𝑥 − 8)(𝑥 − 8)
__________
(B) (𝑥 + 8)(𝑥 − 8)
(A) 3𝑏 2 − 3𝑏 + 5
(C) (𝑥 + 8)(𝑥 + 8)
(B) 5𝑏 2 − 2𝑏 − 5
(D) (𝑥 + 8 + 𝑥 − 8)
(C) 2𝑏 2 − 2𝑏 − 5
(D) −2𝑏 2 + 2𝑏 − 5
3. 10(𝑎 + 2) + 3𝑎(5 − 2𝑎) = __________ Answer: d
(A) 3𝑎2 − 10𝑎 + 15
(B) −6𝑎2 + 25𝑎 + 20
(C) −15𝑎2 − 10𝑎 + 20 7. Which among the choices is a
(D) 10𝑎2 − 15𝑎 + 15 constant?
(A) 𝐴, where 𝐴 stands for the
allowance of John every week
4. Give the replacement set of the which is ₱1,000.00.
given variables: 𝑦 is a whole number (B) 𝐵, where 𝐵 stands for the branch
between −1 and 3 .
20 managers’ salary in five different
restaurants in Cebu
(A) {1, 2, 3 ,4 ,5}
(B) {1, 2, 3, 4 ,5 ,6 }

37
 (C) 𝐶, where 𝐶 stands for the cost of Answer: b
a can of corned beef from 1990
to 2014.
13. Rewrite using equations: 𝑥 ∙ 𝑥 ∙ 𝑥 ∙ 𝑥 ∙
(D) 𝐷, where 𝐷 stands for the
𝑦∙𝑦∙𝑦∙𝑦∙𝑦∙𝑦∙𝑧∙𝑧
diameter of 3 different sizes of
(A) 𝑥 3 𝑦 4 𝑧 2
balloons.
(B) 4𝑥 ∙ 6𝑦 ∙ 2𝑧
(C) 𝑥 4 𝑦 6 𝑧 2
8. Ten more than the quotient of 𝑞 and
3 (D) 𝑥 4 𝑦 5 𝑧 2
𝑞
(A) 10 + 3
𝑞
14. Five less than four times a number
(B) 10 − 3 (A) 5 − 4𝑥
𝑞 (B) 5𝑥 − 4
(C) 10 + −3
3 (C) 4𝑥 − 5
(D) 10 − 𝑞 (D) 4𝑥 + 5

15. −12[2𝑘 − 5(5𝑘 − 3)]

9. −3 + 15𝑥 − 10 + 10𝑥 − 5 − 3𝑥 = (A) 276𝑘 − 180
__________ (B) 110𝑘 2 − 350
(A) 53𝑥 − 10 (C) 267𝑘 − 382
(B) 20𝑥 − 16 (D) 380𝑘 − 177
(C) 22𝑥 − 18
(D) −24𝑥 + 20 16. Rewrite using exponents and
simplify:
3∙3∙5∙5∙5∙𝑘∙𝑘∙𝑚∙𝑚∙𝑚∙𝑚
10. Which among the choices is NOT a 3 ∙ 5 ∙ 5. 𝑘 ∙ 𝑚
constant? (A) 15𝑘𝑚2
(A) 𝑚, where 𝑚 is an integer from 1 3
(B) 5 𝑘𝑚3
to 10.
(C) 15𝑘𝑚3
(B) 𝑛, where 𝑛 is the area of a 5
triangle with base of 3 cm and (D) 3 𝑘𝑚2
height of 6 cm.
(C) 𝑜, where 𝑜 is the number of days 17. The cube of 𝑥 decreased by the
in a month on a leap year product of five and twice of 𝑥
(D) 𝑝, where 𝑝 is the angle measure (A) 5𝑥 2 − 𝑥 3
of a right triangle. (B) 𝑥 2 − 5𝑥 3
(C) 5𝑥 3 − 𝑥 2
11. Eight times the difference of twice a (D) 𝑥 3 − 5(2𝑥)
number and 7
(A) 8(2𝑥 − 7)
(B) 8(2𝑥) − 7 18. (2𝑘 + 3) − (5𝑘 − 4) + (2 − 2𝑘)
(C) (2𝑥 − 7) + 8 given 𝑘 = 3
(D) 8(7 − 2𝑥) (A) −6
(B) −8
(C) −9
12. 10{−3[5𝑝 − 3(10 − 𝑝)]} = __________ (D) −10
(A) 300𝑝 − 800
(B) −240𝑝 + 900
(C) −180𝑝 − 750 19. Use the rules of exponents to
(D) 200𝑝 − 760 simplify the expression:

38
 2
2−5 ∙ 24 24. Solve for the expression: (5𝑥 2 −
( 3 −5 ) 2𝑥 + 5) − (10𝑥𝑦 + 5𝑥) + (𝑥𝑦 + 𝑥)
2 ∙2
given 𝑥 = 2 and 𝑦 = −2
(A) 512 (A) 36
1 (B) 48
(B) 32
(C) 49
(C) 2
(D) 52
(D) 4
25. Which of the following expressions
20. Three more than the sum of the
are equal?
square root of 𝑏 and 3 𝑥 5 +𝑥 4
(A) (√𝑏 + 3) + 3 (A) 𝑥2
= 𝑥3 + 𝑥
𝑦2 1
(B) 3(√𝑏 + 3) (B) 3 5 =
𝑦 +𝑦 𝑦+𝑦 3
(C) 3(√𝑏) + 3 𝑧 5 +𝑧 3
(C) 𝑧3 = 𝑧 2 + 𝑧
(D) 3 + √𝑏 + 𝑏
𝑎5 𝑎3
(D) 𝑎2 +𝑎3 = 1+𝑎2

21. Solve for the expression: (10𝑎 + 26. A jeepney has a rate of 10kph slower
11𝑏 − 13𝑐) + (5 − 𝑎 + 𝑏 − 𝑐) − than a taxi cab. Write an algebraic
(2𝑏 + 3𝑐 − 5𝑎) given 𝑎 = 1, 𝑏 = 2, expression for the jeepney’s rate if
and 𝑐 = 3 the taxi cab has a rate of 𝑥 kph.
(A) 10 (A) 10 − 𝑥
(B) −12 (B) 𝑥 + 10
(C) 18 (C) 𝑥 − 10
(D) −16 (D) None of the above

22. Use the rules of exponents to 27. Solve for the expression:
simplify the expression: [𝑚 + 𝑛(𝑚 − 𝑛)] − (𝑚 − 𝑛) given 𝑚 =
2𝑥 6 𝑦 7 −2 and 𝑛 = 3
32𝑥 2 𝑦 4 (A) −12
1
(A) 16 𝑥 8 𝑦11 (B) 18
1 (C) −30
(B) 16 𝑥 6 𝑦 7
(D) −24
1 4 3
(C) 𝑥 𝑦
16
1 2 4
(D) 𝑥 𝑦
16 28. Let 𝑥 be a negative number. Which
of the following is positive?
23. A worker is paid P8000 per month (A) 𝑥 37
and an additional P60 for every hour (B) −(𝑥)20
of overtime worked. Write an (C) 𝑥 15
algebraic expression for the salary of (D) 𝑥 48
the worker who works overtime for
𝑥 hours. 29. Write an algebraic expression on the
(A) 8000𝑥 + 60 sum of two consecutive odd
(B) 8000 + 60(30) integers.
(C) 8000 + 60𝑥 (A) 𝑥 + 𝑥 + 2
(D) 8000(60𝑥) (B) 𝑥 + 𝑥 + 1
(C) 2𝑥 + 3
(D) 𝑥 + 𝑥

39
 30. Solve for the expression:
2𝑝 − 3𝑞 − (5 − 𝑝) + (𝑞 − 5)
given 𝑝 = 1 and 𝑞 = −1
(A) −5
(B) 8
(C) −10
(D) −12

4 Equations and Inequalities in One Variable

4.1 Equations and Properties of Equality
Definition:
Equations are mathematical statements that express equality between two algebraic
expressions. The symbol “ = ” denotes equality. Most equations contain variables and constants.
From the previous chapter, variables were defined as symbols, often letters, which stand for
numbers.
Example 1:
(a) 2 + 9 = 11
(b) 5𝑥 = 3
(c) 𝐴𝑥 + 𝐵𝑦 – 𝐶 = 0

Writing Sentences into Equations

In writing sentences into equations, it is important to look for the quantities and the relationship
between them. We follow two steps in writing sentences into equations.

Step 1: Identify your variables.

Identify and define the variables in the given statement. Then find out what the statement is
asking for.

Step 2: Translate and Combine.

The problem will be giving phrases that will aid us in the formulation of our equation. We
translate the given phrases in the problem to mathematical expressions and combine them to
form the equation.

Example 2: The sum of two numbers is 20. The second number is thrice the first
number.
Solution: Step 1:
Let 𝑥 be the first number. The second number is thrice the first number thus
having 3𝑥 as our second number.
Step 2:

40
 𝑥 + 3𝑥 = 20
Example 3: I am thrice as old as Eric. The difference of our ages is 10.
Solution: Step 1:
Let 𝑦 be the age of Eric. The person is thrice as old as Eric so we have 3𝑦 as his
age.
Step 2:
3𝑦 − 𝑦 = 10

Example 4: A spherical tank has a radius twice the height of Tony. What is the volume
of the tank?
Solution: Step 1:
Let ℎ be the height of Tony. The radius of the tank would be 2ℎ since it is twice the
height of Tony which is ℎ.
Step 2:
4
The formula for the volume of a sphere is 𝑉 = 3 𝜋𝑟 3 . Then replacing 𝑟 with 2ℎ, the
4
equation for the volume of the spherical tank is 𝑉 = 3 𝜋(2ℎ)3 .
Properties of Equality

Properties of Equality

For all real numbers 𝑥, 𝑥 = 𝑥.

Reflexive Property
A number is always equal to itself.

For all real number 𝑥 and 𝑦, if 𝑥 = 𝑦, then 𝑦 = 𝑥.

Symmetric Property
In equality, order does not matter.

For all real numbers 𝑥, 𝑦, and 𝑧, if 𝑥 = 𝑦 and 𝑦 = 𝑧, then 𝑥 = 𝑧.

Transitive Property If two numbers are equal to a number then they are equal to each
other.

For all real numbers 𝑥, 𝑦, and 𝑧, if 𝑥 = 𝑦, then 𝑥 + 𝑧 = 𝑦 + 𝑧.

Addition Property A number can be added to each side of the equation without
changing the solution of the equation.

For all real numbers 𝑥, 𝑦, and 𝑧, if 𝑥 = 𝑦, then 𝑥 − 𝑧 = 𝑦 − 𝑧.

Subtraction Property A number can be subtracted to each side of the equation without
changing the solution of the equation.

For all real numbers 𝑥, 𝑦, and 𝑧, if 𝑥 = 𝑦 and 𝑧 ≠ 0, then 𝑥𝑧 = 𝑦𝑧.

Multiplication
Property A nonzero can be multiplied to each side without changing the
solution of the equation.

41
 𝑥 𝑦
For all real numbers 𝑥, 𝑦, and 𝑧, if 𝑥 = 𝑦 and 𝑧 ≠ 0, then 𝑧
= 𝑧.
Division Property
A nonzero can be divided to each side without changing the solution
of the equation.

Distributive Property For all real numbers 𝑥, 𝑦, and 𝑧, 𝑧(𝑥 + 𝑦) = 𝑥𝑧 + 𝑦𝑧.

For all real numbers 𝑥 and 𝑦, if 𝑥 = 𝑦, then 𝑦 can replace 𝑥 in any

Substitution Property
mathematical expression.

Table 4.1.1 Properties of Equality

Lesson Exercise:
From 1-5, write the appropriate equation (C) 𝐴 = 𝜋𝑟 2
provided that
(D) 𝐴 = 𝜋63
1. Five multiplied by 𝑦 is 200.
(A) 5𝑦 = 200
5. The distance travelled by a car with a
(B) 5𝑥𝑦 < 200 speed of 20 mi/hr.
(C) 5 + 𝑦 = 200 (A) 𝑑 = 20𝑡
(D) 5𝑦 < 200 (B) 𝑑 = 20
20
(C) 𝑑 = 𝑡
2. The perimeter of a rectangular
(D) 𝑑 = 20𝑡 2
garden with a length of 10 meters and
a width 𝑤. 6. Given 2𝑎 = 6, Anna came up with
2𝑎 6
(A) 𝑃 = 10𝑙 + 𝑤 this statement = . What property
2 2
was applied?
(B) 𝑃 = 10 + 𝑤
(A) Addition Property of Equality
(C) 𝑃 = 2(10 + 𝑤)
(B) Multiplication Property of Equality
(D) 𝑃 = 2(10𝑤)
(C) Subtraction Property of Equality
(D) Division Property of Equality
3. The quotient of 𝑠 and 36 added to 1
gives 4.
𝑠 7. What property is illustrated in this
(A) =4
36+1
statement? If 3𝑥 = 9, then 9 = 3𝑥.
𝑠
(B) 36
−1 < 4 (A) Substitution Property of Equality
(C) 36𝑠 + 1 = 4 (B) Reflexive Property of Equality
(C) Symmetric Property of Equality
𝑠
(D) 36 + 1 = 4 (D) Addition Property of Equality

4. The area of a circle with a radius 6. 8. If 𝑧 = 7 and 5𝑧 + 6 = 0, then by

substitution property 5𝑧 is equal to?
(A) 𝐴 = 𝜋𝑟 3
(A) 12
(B) 𝐴 = 𝜋62

42
 (B) −2
(C) 35 10. By Reflexive Property of Equality,
5
286𝑡⁄ is equal to?
(D) 𝑔ℎ
7
(A) 286𝑡⁄𝑔ℎ
2
9. If 8𝑡 + 7 = 𝑥 and 𝑥 = 4𝑠 + , (B) 𝑔ℎ
3
2
then 8𝑡 + 7 = 4𝑠 + By . what (C) 286𝑡
3
property of equality is the given (D) 0
statement true?
(A) Addition Property of Equality
(B) Transitive Property of Equality
(C) Reflexive Property of Equality
(D) Distributive Property of Equality

4.2 Solving Equations of Different Forms

Equations of the form 𝒂𝒙 + 𝒃 = 𝒄
In order to solve equations of the form 𝑎𝑥 + 𝑏 = 𝑐, the goal is to manipulate the equation to get
the form 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒 = 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡. To do this, the properties of equality are used.
(a)
−3𝑎 + 40 = −2
−3𝑎 + 40 + (−40) = −2 + (−40) 𝐴𝑑𝑑 − 40 𝑡𝑜 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.
−3𝑎 −42 𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 − 3.
−3
= −3 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝑎 = 14

(b)
12 = 5𝑥 − 3
12 + 3 = 5𝑥 − 3 + 3 𝐴𝑑𝑑 3 𝑡𝑜 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.
15 = 5𝑥 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
15 5𝑥 𝐷𝑖𝑣𝑖𝑑𝑒 5 𝑡𝑜 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.
5
= 5
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
3 = 𝑥

Equations of the form 𝒂𝒙 + 𝒃 = 𝒄𝒙 + 𝒅

In order to solve equations of the form 𝑎𝑥 + 𝑏 = 𝑐𝑥 + 𝑑, the goal is to manipulate the equation to
get the form 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒𝑠 = 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡𝑠 and then simplify the constants and variables. To do this, the
properties of equality are still used.
(a)
3𝑥 + 5 = 2𝑥 − 6
3𝑥 + (−2𝑥) +5 = 2𝑥 + (−2𝑥) − 6 𝐴𝑑𝑑 − 2𝑥 𝑡𝑜 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.
𝑥+5−5 = −6 − 5 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦. 𝑇ℎ𝑒𝑛, 𝑎𝑑𝑑 − 5 𝑡𝑜 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝑥 = −11
43
(b)
−10𝑟 − 2 = 4𝑟 − 7
−10𝑟 − 4𝑟 − 2 = 4𝑟 − 4𝑟 − 7
−14𝑟 − 2 + 2 = −7 + 2
−14𝑟 −5
−14
= −14
5
𝑟 = 14

Equations containing grouping symbols

In order to solve equations containing grouping symbols, the distributive property of equality is
used.

(a)
−10(3𝑚 − 5) = 25
−30𝑚 + 50 = 25 𝐷𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑒 − 10 𝑡𝑜 𝑡ℎ𝑒 𝑏𝑖𝑛𝑜𝑚𝑖𝑎𝑙 (3𝑚 − 5).
−30𝑚 + 50 − 50 = 25 − 50 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦. 𝑇ℎ𝑒𝑛 𝑠𝑢𝑏𝑡𝑟𝑎𝑐𝑡 50 𝑡𝑜 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.
−30𝑚 −25 𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 − 30.
−30
= −30
5 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝑚 = 6

(b)
2𝑛 − 7(𝑛 − 1) = 3(𝑛 − 4)
2𝑛 − 7𝑛 + 7 = 3𝑛 − 12
−5𝑛 + 7 − 7 = 3𝑛 − 12 − 7
−5𝑛 − 3𝑛 = 3𝑛 − 3𝑛 − 19
−8𝑛 −19
=
−8 −8
19
𝑛 =
8

Equations containing fractions and decimals

In order to solve equations containing fractions, it is suggested to multiply both sides of the
equation by the least common denominator or LCD of these fractions.

44
(a)
1 2
2ℎ − 3 = 5
+ℎ
1 2
1 2 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑤𝑖𝑡ℎ 𝑡ℎ𝑒 𝐿𝐶𝐷 𝑜𝑓 𝑎𝑛𝑑 𝑤ℎ𝑖𝑐ℎ 𝑖𝑠 15.
(15) (2ℎ − ) = (15) ( + ℎ) 3 5
3 5 𝐷𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑒 15 𝑡𝑜 𝑒𝑎𝑐ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑏𝑖𝑛𝑜𝑚𝑖𝑎𝑙𝑠.
30ℎ − 5 = 6 + 15ℎ 𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 15ℎ 𝑡𝑜 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.
30ℎ − 15ℎ − 5 = 6 + 15ℎ − 15ℎ 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦. 𝑇ℎ𝑒𝑛 𝑎𝑑𝑑 5 𝑡𝑜 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.
15ℎ − 5 + 5 = 6+5
15ℎ 11 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦. 𝑇ℎ𝑒𝑛 𝑑𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 15.
15
= 15
11
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
ℎ = 15

(b)
2 4
(2𝑘 + 1) = (𝑘 − 3)
3 9
2 4
(9) [ (2𝑘 + 1)] = (9) [ (𝑘 − 3)]
3 9
6(2𝑘 + 1) = 4(𝑘 − 3)
12𝑘 + 6 = 4𝑘 − 12
12𝑘 − 4𝑘 = −12 − 6
8𝑘 = −18
8𝑘 18
8
= −8
9
𝑘 = −4

In order to solve equations containing decimals, it is suggested to multiply both sides by 101 = 10
if the number of decimal places is one, 102 = 100 if the number of decimal places is two, 103 =
1000if the number of decimal places is three, and so on. In general, if there are 𝑛 number of
decimal places, then multiply both sides of the equation by 10𝑛 .
(c)
0.25(5𝑥 − 2) = 3.25
100[0.25(5𝑥 − 2)] = 100(3.25) 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑤𝑖𝑡ℎ 102 = 100.
25(5𝑥−2) 325 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦. 𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 25 𝑡𝑜 𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑦 𝑡ℎ𝑒 𝑓𝑟𝑎𝑐𝑡𝑖𝑜𝑛𝑠.
25
= 25 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
5𝑥 − 2 = 13 𝐴𝑑𝑑 2 𝑡𝑜 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.
5𝑥 − 2 + 2 = 13 + 2
5𝑥 15 𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦. 𝑇ℎ𝑒𝑛 𝑑𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 5.
5
= 5
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝑥 = 3

45
(6)
2(1.2 + 𝑥) − 3.2 = 4.15
100[2(1.2 + 𝑥) − 3.2] = 100(4.15)
200(1.2 + 𝑥) − 320 = 415
240 + 200𝑥 − 320 = 415
200𝑥 = 415 − 240 + 320
200𝑥 495
=
200 200
99
𝑥 =
40

Lesson Exercise:
Solve the following equations.
6. 5(3𝑧 − 1) + 2(1 − 𝑧) = 3𝑧 − 4
1. −8𝑟 + 11 = 43
2
(A) 𝑟 = −4 (A) 𝑧 = − 5
1
(B) 𝑟 = 7 (B) 𝑧 = − 10
(C) 𝑟 = 4 3
(D) 𝑟 = −7 (C) 𝑧 = − 7
(D) None of the above
2. 5𝑠 − 2 = −17
2 4𝑦−3 2 𝑦−5
(A) 𝑠 = 25 7. 5
( 3 ) = 15 ( 3
)
(B) 𝑠 = −3 1
(C) 𝑠 = 5 (A) 𝑦 = 12
3
(D) 𝑠 = 3 (B) 𝑦 = 11
4
(C) 𝑦 = 11
3. 3𝑎 − 2 + 10𝑎 − 4 = −2𝑎 − 6
(D) None of the above
(A) 𝑎 =4
(B) 𝑎 = −3 𝑐−4 1 3𝑐−5
8. ( ) =4+
(C) 𝑎 =0 3 2
(D) 𝑎 =1 11
(A) 𝑐 = 14
13
4. −18𝑏 + 3 + 5𝑏 + 5 = 7𝑏 − 2 (B) 𝑐 =
8
13
(A) 𝑏 = 2 (C) 𝑐 = 14
1
(B) 𝑏 = (D) None of the above
2
1
(C) 𝑏 = −
2
(D) 𝑏 = −2 9. 2𝑧 − 3.2𝑧 + 4.15 = 5.25
13
(A) 𝑧 = 54
(B) 𝑧 = 1.54
5. 2[3𝑥 + 5(−2𝑥 − 1)] = 7𝑥 − 4 11
(C) 𝑧 = 52
5
(A) 𝑥 = − 4 (D) None of the above
3
(B) 𝑥 = − 4
2
(C) 𝑥 = − 7 10. 𝑚 − 1.5(3 − 1.5𝑚) = 3
7
(D) 𝑥 = 2
(A) 𝑚 = 3

46
 (B) 𝑚 = 1.5 (D) None of the above
(C) 𝑚 = 4.5

4.3 Literal Equations

Definition:
Literal equations are equations that contain more than one variable. These equations can be
manipulated in order to solve for the value of one variable in terms of the other.

Examples:
(a)
Given the equation 3𝑥 + 2𝑦 = 12, solve for 𝑥. To do this, leave the variable 𝑥 on one side and
transfer all other variables and constants on the other side.
Solution:
𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 2𝑦 𝑡𝑜 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 3.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

(b)
Given the same equation in (a), solve for y.
Solution:
𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 3𝑥 𝑡𝑜 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 2.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
(c)
Given the equation 3𝑚𝑛 + 𝑚 = −5, solve for 𝑚.
Solution:
𝑈𝑠𝑒 𝑡ℎ𝑒 𝐷𝑖𝑠𝑡𝑖𝑏𝑢𝑡𝑖𝑣𝑒 𝑃𝑟𝑜𝑝𝑒𝑟𝑡𝑦.
𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 (3𝑛 + 1) 𝑎𝑛𝑑 𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

In the case that the variable to be solved is contained in both sides of the equation, use the
properties of equality to transfer all terms containing the variable on one side and use the
distributive property to extract the variable to be solved.
(d)
Given the equation 3𝑎𝑏 − 2 = 5𝑏 − 2𝑎, solve for 𝑎.

47
Solution:

𝑃𝑢𝑡 𝑎𝑙𝑙 𝑡𝑒𝑟𝑚𝑠 𝑐𝑜𝑛𝑡𝑎𝑖𝑛𝑖𝑛𝑔 𝑎 𝑜𝑛 𝑡ℎ𝑒 𝑙𝑒𝑓𝑡 𝑠𝑖𝑑𝑒.

𝑈𝑠𝑒 𝑡ℎ𝑒 𝐷𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑖𝑣𝑒 𝑃𝑟𝑜𝑝𝑒𝑟𝑡𝑦.
𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 (3𝑏 + 2) 𝑎𝑛𝑑 𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

Given the equation−2𝑟𝑠 + 5𝑠 − 2𝑟 = −10 − 5𝑟𝑠 + 2𝑠, solve for 𝑠.

Solution:

𝑃𝑢𝑡 𝑎𝑙𝑙 𝑡𝑒𝑟𝑚𝑠 𝑐𝑜𝑛𝑡𝑎𝑖𝑛𝑖𝑛𝑔 𝑠 𝑜𝑛 𝑡ℎ𝑒 𝑙𝑒𝑓𝑡 𝑠𝑖𝑑𝑒.

𝑈𝑠𝑒 𝑡ℎ𝑒 𝐷𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑖𝑣𝑒 𝑃𝑟𝑜𝑝𝑒𝑟𝑡𝑦.

𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 3𝑟 + 3.

Lesson Exercise:
1. Given: 2𝑥𝑦 − 2𝑦 + 15𝑥 = −25, solve 1
4. Given: 𝑉 = 𝜋𝑟 2 ℎ, solve for ℎ.
3
for 𝑦.
3𝑉
5(2𝑥−3) (A) ℎ = 𝜋𝑟2
(A) 𝑦 = 𝑉
2𝑥−2
2(2𝑥−5) (B) ℎ = 3𝜋𝑟2
(B) 𝑦 = 3𝑥−2 𝑉
5(5+3𝑥) (C) ℎ = −3𝜋𝑟2
(C) 𝑦 = 2(1−𝑥) (D) None of the above
(D) None of the above
5 1
5. Given: 2𝑘 + 4 − ℎ = − ℎ − 10,
2. Given: −8𝑚 + 3𝑛 − 15𝑝𝑚 = −3𝑚𝑛, 2 2
solve for 𝑚. solve for ℎ.
−3𝑛 (A) ℎ = 7 − 𝑘
(A) 𝑚 = 3𝑛−15𝑝−8
(B) ℎ = 7 + 𝑘
−2𝑛
(B) 𝑚 = 15𝑝−3𝑛+8 (C) ℎ = 𝑘 − 7
3𝑛 (D) None of the above
(C) 𝑚 = 15𝑝+3𝑛−8
(D) None of the above 6. Given: −5𝑦𝑧 − 18𝑧 = 13𝑧 − 11, solve
for 𝑧.
3. Given: 𝑉 = 𝑙 ∙ 𝑤 ∙ ℎ, solve for 𝑤. 11
(A) 𝑧 = −5𝑦−31
𝑉𝑙
(A) 𝑤 = 11
ℎ (B) 𝑧 = 5𝑦−31
𝑉ℎ
(B) 𝑤 = 11
𝑉
𝑙 (C) 𝑧 = 5𝑦+31
(C) 𝑤 = 𝑙ℎ (D) None of the above
(D) None of the above

48
 7. Given: 3𝑑 − 2𝑒 = 11𝑓 − 2𝑒𝑓 + 15, 1
9. Given: 𝐴 = ℎ(𝑏1 + 𝑏2 ), solve for 𝑏1.
2
solve for 𝑓.
𝐴−𝑏2 ℎ
2𝑑−3𝑒 (A) 𝑏1 =
(A) 𝑓 = 11−2𝑒
𝑏2
𝑏2ℎ−𝐴
3𝑑−2𝑒+15 (B) 𝑏1 =
(B) 𝑓 = 2𝑒−11
ℎ
𝐴−𝑏2ℎ
(C) 𝑓 =
15+3𝑑−2𝑒 (C) 𝑏1 = ℎ
−2𝑒+11
(D) None of the above
(D) None of the above
4
8. Given: 3𝑝 − 3𝑞 = 9𝑞 + 5𝑝, solve 10. Given: 𝑉 = 𝜋𝑟1 𝑟2 𝑟3 , solve for 𝑟3 .
3
for 𝑝. 3𝑉𝑟
(A) 𝑟3 = 4𝜋𝑟 1𝑟
(A) 𝑝 = −6𝑞 1 2
3𝑉
(B) 𝑝 = 6𝑞 (B) 𝑟3 = 4𝜋𝑟
1 𝑟2
(C) 𝑝 = 9𝑞 (C) 𝑟3 =
3𝑉𝑟2
(D) None of the above 4𝜋𝑟1 𝑟2
(D) None of the above

4.4 Inequalities and Properties of Inequality

Definition:
Inequalities are mathematical statements like equations but instead of equality, inequalities state
inequality between algebraic expressions. The following symbols are used to express inequality
between expressions.

Symbol Meaning

< “is less than”

> “is greater than”

≤ “is less than or equal to”

≥ “is greater than or equal to”

Table 4.4.1 Symbols of inequality and their corresponding meaning

Example 1:
(a) 2𝑥 < 8
(b) 𝑎 – 𝑏 ≥ 0
(c) 3𝑠 + 2𝑡 – 9 > 5

Writing Sentences into Inequalities

We have learned from the previous lesson about the steps in writing sentences into equations.
When writing sentences into inequalities, the same process is also used.

Step 1: Identify your variables.

49
 Identify and define the variables in your world problems. Ask yourself what the problem is
looking for.

Step 2: Translate and Combine.

The problem will be giving phrases that will aid us in the formulation of our inequality. We
translate the given phrases in the problem to mathematical expressions and combine them to
form the inequality.

Example 2:
The difference of two numbers is less than 10. The second number is twice the first number.
Solution:
Step 1: Let 𝑥 be the first number. The second number is twice the first so we have 2𝑥.
Step 2: 𝒙 − 𝟐𝒙 < 10

Example 3:
The absolute value of a number is greater than or equal to 1
Solution:
Step 1: Let 𝑦 be the number.
Step 2: |𝒚| ≥ 𝟏

Example 4:
A rectangular prism has length equal to the size of Marc’s feet. Half of it is the width of the prism
and twice of the size of Marc’s feet is the height. What is the volume of the rectangular prism?
Solution:
1
Step 1: Let 𝑓 be the size of Marc’s feet. The width is half the size of his feet so we have 2 𝑓 while
the height is twice the size of his feet so we have 2𝑓.
Step 2: The formula for the volume of a rectangular prism is 𝑉 = 𝑙 × 𝑤 × ℎ. We then replace 𝑙
1
with 𝑓, replace 𝑤 with 2 𝑓 and replace ℎ with 2𝑓. Thus, the volume of the rectangular prism is 𝑽 =
𝟏
(𝒇) ( 𝒇) (𝟐𝒇).
𝟐

Properties of Inequality

Properties of Inequality

For all real numbers 𝑥 and 𝑦, only one of the following holds
Property of Comparison true:
𝑥 < 𝑦, 𝑥 = 𝑦, or 𝑥>𝑦

50
 For all real numbers 𝑥, 𝑦, and 𝑧:
Transitive Property of Order (a) If 𝑥 < 𝑦 and 𝑦 < 𝑧, then 𝑥 < 𝑧;
(b) If 𝑧 > 𝑦 and 𝑦 > 𝑥, then 𝑧 > 𝑥.

For all real numbers 𝑥, 𝑦, and 𝑧:

Addition Property of Order (a) If 𝑥 < 𝑦, then 𝑥 + 𝑧 < 𝑦 + 𝑧;
(b) If 𝑥 > 𝑦, then 𝑥 + 𝑧 > 𝑦 + 𝑧.

For all real numbers 𝑥, 𝑦, and 𝑧 such that

Multiplication Property of 𝑧 is positive: 𝑧 is negative:
Order
(a) If 𝑥 < 𝑦, 𝑡ℎ𝑒𝑛 𝑥𝑧 < 𝑦𝑧; (a) If 𝑥 < 𝑦, 𝑡ℎ𝑒𝑛 𝑥𝑧 > 𝑦𝑧;
(b) If 𝑥 > 𝑦, 𝑡ℎ𝑒𝑛 𝑥𝑧 > 𝑦𝑧. (b) If 𝑥 > 𝑦, 𝑡ℎ𝑒𝑛 𝑥𝑧 < 𝑦𝑧.

Lesson Exercise:
Look for the correct inequality of the following statements:
1. Half of 𝑚 decreased by 20 is less
than 6. 5. Six more than twice the number 𝑛 is
(A) 2𝑚 − 20 < 6 greater than or equal to 0.
1 (A) 6𝑛 + 2 > 0
(B) 2 𝑚 − 20 = 6
1 (B) 6 + 2𝑛 ≥ 0
(C) 2 𝑚 − 20 < 6 (C) 6(2𝑛) = 0
1
(D) 2 𝑚 − 20 > 6 (D) 6 + 2 + 𝑛 < 0

2. Anna’s age (𝑥) is greater than twice 6. What property is illustrated in this
Chelsea’s age (𝑦). statement? Given that 𝑎 = 3, if 𝑥 <
(A) 𝑥 > 𝑦 𝑦, then 3𝑥 < 3𝑦.
(B) 𝑥 > 2𝑦 (A) Property of Comparison
(C) 𝑦 > 2𝑥 (B) Transitive Property of Order
(D) 𝑥 ≥ 2𝑦 (C) Addition Property of Order
(D) Multiplication Property of Order
3. The average of 3 consecutive
integers is less than 50. 7. For all real numbers 𝑎 and 𝑏, one
𝑥+𝑦+𝑧 holds true, except what?
(A) 2 = 50 (A) 𝑎 = 𝑎
𝑥𝑦𝑧
(B) < 50 (B) 𝑎 > 𝑏
2
(C)
𝑥+𝑥+1+𝑥+2
< 50 (C) 𝑎 < 0
2
𝑥+𝑥+1+𝑥+2
(D) 𝑎 < 𝑏
(D) 3
< 50
8. Fill in the blanks: By the transitive
4. Five times the difference of 8 and a property of order, if 𝑥 < 1 and 1 <
number is less than or equal to 2. 3, then, _____.
(A) 5𝑥 − 8 = 7 (A) 1 < 𝑥
(B) 5 − 8𝑥 < 2 (B) 𝑥 < 3
(C) 5(8 − 𝑥) ≤ 2 (C) 𝑥 > 3
(D) 5(8 − 𝑥) = 2 (D) 𝑥 ≤ 1

51
 10. Given that 𝑎 = −2, 𝑎𝑛𝑑 𝑏 > 4, 𝑡ℎ𝑒𝑛 −
9. If 𝑥 < 10, 𝑡ℎ𝑒𝑛 𝑥 + 2 < 10 + 2. What 2𝑏 < −8. What property is used in
property is used in the statement? the statement?
(A) Property of Comparison (A) Property of Comparison
(B) Transitive Property of Order (B) Transitive Property of Order
(C) Addition Property of Order (C) Addition Property of Order
(D) Multiplication Property of Order (D) Multiplication Property of Order

4.5 Solving General Linear Inequalities

The solution set of an inequality is the set of numbers or values which when substituted to the
variable makes the inequality true.

The properties of inequality are most useful in solving inequalities and the process of solving this
is almost the same as solving equations. The only difference is that when multiplying a negative
number or expression, the inequality symbol changes from “<” to “>” or vice versa or from “≤” to
“≥” or vice versa. This is also stated in the multiplication property of order.

Example 1:
Solve: 𝑥 + 10 < 2
Solution:

𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 10 𝑜𝑛 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.

𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

The graph of this inequality is:

The open circle means that−8 is not included in the solution set.

Example 2:
Solve: 3𝑥 + 6 ≥ 15
Solution:

𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 6 𝑜𝑛 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.

𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 3.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

52
The graph of this inequality is:

The shaded circle means that 3 is included in the solution set.

Example 3:
Solve: −2𝑎 + 14 < 5𝑎
Solution:

𝑆𝑢𝑏𝑡𝑟𝑎𝑐𝑡 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 5𝑎.

𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 − 7.
𝑈𝑠𝑒 𝑡ℎ𝑒 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑖𝑐𝑎𝑡𝑖𝑜𝑛 𝑃𝑟𝑜𝑝𝑒𝑟𝑡𝑦 𝑜𝑓 𝑂𝑟𝑑𝑒𝑟 𝑡ℎ𝑒𝑛 𝑠𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

Note that when the inequality was divided by −7, the inequality changed from “<” to “>”.
The graph of this inequality is:

Example 4:
Solve: −𝑚𝑛 + 2 ≥ 3𝑚𝑛 + 10
Solution:

𝑃𝑢𝑡 𝑎𝑙𝑙 𝑡𝑒𝑟𝑚𝑠 𝑐𝑜𝑛𝑡𝑎𝑖𝑛𝑖𝑛𝑔 𝑚𝑛 𝑜𝑛 𝑡ℎ𝑒 𝑙𝑒𝑓𝑡 𝑠𝑖𝑑𝑒.

𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 −
4 𝑎𝑛𝑑 𝑢𝑠𝑒 𝑡ℎ𝑒 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑖𝑐𝑎𝑡𝑖𝑜𝑛 𝑃𝑟𝑜𝑝𝑒𝑟𝑡𝑦.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

The graph of this inequality is:

Tips:
In solving general linear inequalities,
i. The rules in solving equations of the form 𝑎𝑥 + 𝑏 = 𝑐 hold true.
Example:
Solve: 5𝑥 − 4 > −9

53
 𝐴𝑑𝑑 4 𝑜𝑛 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 5.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

ii. The rules in solving equations of the form 𝑎𝑥 + 𝑏 = 𝑐𝑥 + 𝑑 also hold true.
Example:
Solve: −10𝑎 + 6 ≤ −2𝑎 − 2

𝑃𝑢𝑡 𝑎𝑙𝑙 𝑡𝑒𝑟𝑚𝑠 𝑐𝑜𝑛𝑡𝑎𝑖𝑛𝑖𝑛𝑔 𝑎 𝑜𝑛 𝑡ℎ𝑒 𝑙𝑒𝑓𝑡 𝑠𝑖𝑑𝑒.

𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 −
8 𝑎𝑛𝑑 𝑢𝑠𝑒 𝑡ℎ𝑒 𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑖𝑐𝑎𝑡𝑖𝑜𝑛 𝑃𝑟𝑜𝑝𝑒𝑟𝑡𝑦.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
iii. The rules in solving equations containing grouping symbols also hold true.
Example:
Solve: 5(𝑟 + 2) > −3(2 − 𝑟)

𝑈𝑠𝑒 𝑡ℎ𝑒 𝐷𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑖𝑣𝑒 𝑃𝑟𝑜𝑝𝑒𝑟𝑡𝑦.

𝑃𝑢𝑡 𝑎𝑙𝑙 𝑡𝑒𝑟𝑚𝑠 𝑐𝑜𝑛𝑡𝑎𝑖𝑛𝑖𝑛𝑔 𝑟 𝑜𝑛 𝑡ℎ𝑒 𝑙𝑒𝑓𝑡 𝑠𝑖𝑑𝑒.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 2.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
iv. The rules in solving equations containing fractions and decimals also hold true.
Example:
1
Solve: 2 (𝑥 + 1) ≥ 1.5(3 − 𝑥)

𝑀𝑢𝑙𝑡𝑖𝑝𝑙𝑦 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 2 𝑎𝑛𝑑 10 𝑡𝑜 𝑐𝑎𝑛𝑐𝑒𝑙 𝑡ℎ𝑒 𝑓𝑟𝑎𝑐𝑡𝑖𝑜𝑛 𝑎𝑛𝑑 𝑑𝑒𝑐𝑖𝑚𝑎𝑙.

𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝑈𝑠𝑒 𝑡ℎ𝑒 𝐷𝑖𝑠𝑡𝑟𝑖𝑏𝑢𝑡𝑖𝑣𝑒 𝑃𝑟𝑜𝑝𝑒𝑟𝑡𝑦.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝑃𝑢𝑡 𝑎𝑙𝑙 𝑡𝑒𝑟𝑚𝑠 𝑐𝑜𝑛𝑡𝑎𝑖𝑛𝑖𝑛𝑔 𝑥 𝑜𝑛 𝑡ℎ𝑒 𝑙𝑒𝑓𝑡 𝑠𝑖𝑑𝑒.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.
𝐷𝑖𝑣𝑖𝑑𝑒 𝑏𝑜𝑡ℎ 𝑠𝑖𝑑𝑒𝑠 𝑏𝑦 40.
𝑆𝑖𝑚𝑝𝑙𝑖𝑓𝑦.

54
Lesson Exercise:
Solve for the following inequalities.
1. 10𝑘 − 5 < −20𝑘 + 25
6. 10(𝑥𝑦 − 3) ≥ 5𝑥𝑦 + 15
(A) 𝑘 < 1
(B) 𝑘 < 2 (A) 𝑥𝑦 ≤ 9
(C) 𝑘 < −1 (B) 𝑥𝑦 ≥ 9
(D) None of the above (C) 𝑥𝑦 ≥ 15
(D) None of the above
2. 5𝑏 − 3 ≥ 8𝑏 + 6
3 1
(A) 𝑏 ≤ 3 7. (𝑡 + 4) < (2𝑡 − 4)
4 3
(B) 𝑏 ≥ 3
(A) 𝑡 < −48
(C) 𝑏 ≤ −3 (B) 𝑡 < −50
(D) None of the above
(C) 𝑡 < −52
(D) None of the above
3. 2𝑎 − 4 ≤ 16
3 2
(A) 𝑎 ≤ 10 8. 𝑦 − ≥ 𝑦 − 3
2 5
(B) 𝑎 ≤ 20
15
(C) 𝑎 ≥ 10 (A) 𝑦 ≥
6
(D) None of the above 5
(B) 𝑦 ≤ − 2
2
4. −3 − 5𝑧 > 17 (C) 𝑦 ≥ 5
(A) 𝑧 > 4 (D) None of the above
(B) 𝑧 < −4
(C) 𝑧 > −4 9. 0.45𝑝 + 3.1 < 2.3𝑝 − 1.7
(D) None of the above 96
−3 − 5𝑧 > 17 (A) 𝑝 >
37
24
−5𝑧 > 17 + 3 (B) 𝑝 > 7
−5𝑧 > 20 31
20 (C) 𝑝 >
47
𝑧 < (D) None of the above
−5
𝑧 < −4
10. 1.1𝑞 − 3.2(𝑞 − 3) ≥ 1.5𝑞
5. −2(3𝑠 − 2) ≤ −12𝑠 + 16 14
(A) 𝑞 ≤ 5
(A) 𝑠 ≤ −2 18
(B) 𝑠 ≤ 2 (B) 𝑞 ≤ 3
8
(C) 𝑠 ≥ 2 (C) 𝑞 ≤ 3
(D) None of the above (D) None of the above

Chapter Exercise:

55
1. Find the equation in the statement: Four multiplied to a number and then added with nine
is equal to five.
(A) 9𝑥 + 4 = 5
(B) 4𝑥 + 9 = 5
(C) 5𝑥 + 9 = 4
(D) 4𝑥 + 9 = 4

2. Solve for 𝑥: − 2𝑥 + 5 = −31

(A) 𝑥 = −24
(B) 𝑥 = −20
(C) 𝑥 = 18
(D) 𝑥 = 21

3. Given 2𝑥 − 3𝑦 = 5𝑦 − 4, solve for 𝑦.

−𝑥−2
(A) 𝑦 =
4
2+𝑥
(B) 𝑦 =
4
2−𝑥
(C) 𝑦 =
4
2
(D) 𝑦 =
𝑥−4

4. Find the inequality in the statement: Thrice a number is less than five times the sum of the
number and two.
(A) 5(2 + 𝑥) < 3𝑥
(B) 5(2 + 𝑥) > 3𝑥
(C) 3𝑥 > 5(𝑥 − 2)
(D) 3𝑥 < 5(𝑥 − 2)

5. Solve for the inequality: −3𝑚 + 2 ≤ 2𝑚 + 7

(A) 𝑚 ≤ −1
(B) 𝑚 ≥ −1
(C) 𝑚 > 1
(D) 𝑚 < 1

6. A number multiplied by three and added to the product of the number and ten is twenty.
(A) 3𝑥 + 10𝑥 = 10
(B) 3𝑥 + 20𝑥 = 10
(C) 3𝑥 + 10𝑥 < 20
(D) 3𝑥 + 10𝑥 > 20

7. Solve for the equation: 12𝑦 − 3 = −39

(A) 𝑦 = −2
(B) 𝑦 = −4
(C) 𝑦 = −6
(D) 𝑦 = −3

8. Given −3𝑏 + 2𝑐 = 2𝑏𝑐 − 3𝑐, solve for 𝑐.

3𝑏
(A) 𝑐 = 5−2𝑏
−3𝑏
(B) 𝑐 = 2𝑏+5

56
 3𝑏
(C) 𝑐 = 2𝑏−5
5
(D) 𝑐 = 2𝑏−3

9. Five subtracted from ten times a number is less than or equal to three.
(A) 10𝑥 − 5 < 3
(B) 10𝑥 − 5 ≥ 3
(C) 3 ≥ 10𝑥 − 5
(D) 3 > 10𝑥 − 5

10. −8𝑘 + 3 > −2𝑘 + 15

(A) 𝑘 < 2
(B) 𝑘 > −2
(C) 𝑘 < −2
(D) 𝑘 ≤ 2

11. The difference of the cube and the square of a number is 100.
(A) 𝑥 2 − 𝑥 3 = 100
(B) 𝑥 3 − 𝑥 2 ≤ 100
(C) 𝑥 3 − 𝑥 2 ≥ 100
(D) 𝑥 3 − 𝑥 2 = 100

12. 5𝑧 − 3 = 4𝑧 + 5
(A) 𝑧 = 5
(B) 𝑧 = 8
(C) 𝑧 = 11
(D) 𝑧 = 5

13. 2𝑘 + 3𝑗 = 5 − 5𝑘𝑗 for 𝑘

3𝑗−5
(A) 𝑘 = 5𝑗−2
5+3𝑗
(B) 𝑘 = 2+5𝑗
5−3𝑗
(C) 𝑘 = 2+5𝑗
3𝑗+5
(D) 𝑘 = 2𝑗−5

14. A The temperature in the Arctic can be written in this inequality: twenty subtracted from
twice a number is less than one
(A) 20 − 2𝑥 < 1
(B) 2𝑥 − 20 > 1
(C) 2𝑥 − 20 ≥ 1
(D) 2𝑥 − 20 < 1

15. 𝑎𝑏 − 3 ≥ −2𝑎𝑏
(A) 𝑎 ≥ 𝑏
(B) 𝑎𝑏 ≥ 3
(C) 𝑎𝑏 ≥ −1
(D) 𝑎𝑏 ≥ 1

57
16. The product of seven and a number subtracted from one is negative ten.
(A) 7𝑒 − 1 = −10
(B) 7𝑒 + 1 = 10
(C) 1 − 7𝑒 = −10
(D) 1 + 7𝑒 = −10

17. −3𝑥𝑦 − 2𝑥𝑦 + 5 = 12𝑥𝑦 − 4 + 𝑥𝑦

1
(A) 𝑥𝑦 = 3
(B) 𝑥𝑦 = 2
1
(C) 𝑥𝑦 =
2
(D) 𝑥𝑦 = −2
3 3ℎ 2
18. 4 (𝑘 − 2) + 5
= − 5 ℎ for ℎ
3
(A) ℎ = 4 (2 + 𝑘)
−3
(B) ℎ = (𝑘 + 2)
4
3
(C) ℎ = (−2 − 𝑘)
4
(D) None of the above

19. The top of the hill is five times higher than the plateau. Write an inequality for the
statement.
(A) 5𝑥 > 𝑥
(B) 5𝑥 > 𝑦
(C) 5𝑦 > 𝑥
(D) 𝑥 > 5𝑥

20. −2ℎ + 3(ℎ − 5) < −5(3 − ℎ)

(A) ℎ < 0
(B) ℎ > 0
(C) ℎ > −0
(D) None of the above

21. Half of a number plus one third of it is equal to fifteen.

𝑥 𝑥
(A) 2 + 3 = 15
1 1
(B) 2 + 3 = 15
𝑥 1
(C) + = 15
2 3
1 𝑥
(D) + = 15
2 3

22. −10[2 + 3(4 − 𝑎)] = 5(𝑎 − 3)

(A) 𝑎 = 5
(B) 𝑎 = −5

58
 (C) 𝑎 = 8
(D) None of the above

23. 0.25𝑚𝑛 + 2𝑚 = 3.5𝑛 for 𝑛

−4𝑚
(A) 𝑛 = 𝑚+14
4𝑚
(B) 𝑛 = 14−𝑚
−4𝑚
(C) 𝑛 =
14−𝑚
(D) None of the above

24. Jed’s pocket money for a trip is five times greater than twice the pocket money of his
sister. Write an inequality for the statement.
(A) 2(5𝑥) > 2
(B) 2(5𝑥) > 2𝑥
(C) 5(2𝑥) > 5𝑥
(D) 5(2𝑥) > 𝑥

25. −10(𝑝 − 4) + 5(2𝑝 + 1) ≤ 20 + 𝑝

(A) 𝑝 ≥ 25
(B) 𝑝 ≤ 25
(C) −25 ≤ 𝑝
(D) None of the above

26. What property is used in this statement: If 5𝑥 = 2 then 2 = 5𝑥.

(A) Substitution Property of Equality
(B) Reflexive Property of Equality
(C) Symmetric Property of Equality
(D) Addition Property of Equality

27. 2(3𝑏 − 7) + 5(𝑏 − 4) = −8(3 − 𝑏)

2
(A) 𝑏 = 3
4
(B) 𝑏 = 5
10
(C) 𝑏 = 4
(D) None of the above

28. 2𝑝𝑞 − 3𝑝 = 5𝑞 − 10 for 𝑞

3𝑝+10
(A) 𝑞 = 2𝑝+5
3𝑝+10
(B) 𝑞 = 2𝑝−5
3𝑝−10
(C) 𝑞 = 2𝑝+5
(D) None of the above

29. What property is used in the statement: If 𝑚 < 3, then 𝑚 − 2 < 3 − 2.

(A) Property of Comparison
(B) Transitive Property of Order
(C) Addition Property of Order
(D) Multiplication Property of Order

59
 30. −7𝑠 − 40 > −11𝑠
(A) 𝑠 > 10
(B) 𝑠 > 12
(C) 𝑠 < −12
(D) None of the above

31. What property is used in this statement: If 3𝑎 = −5, 𝑡ℎ𝑒𝑛 𝑎 = −5/3.

(A) Addition Property of Equality
(B) Multiplication Property of Equality
(C) Subtraction Property of Equality
(D) Division Property of Equality

5 Word Problems Involving One Variable

5.1 Translating Sentences into Equations
Applications of Algebra in solving real-life problems are usually presented in words or in text
form. We need to translate English phrases and sentences into mathematical phrases and
sentences.
Lesson Proper:

A mathematical sentence is a group of symbols that expresses a complete mathematical

thought. Whether numerical or algebraic, it expresses either an equality or inequality
between numbers. They are either equations or inequalities depending on the symbol, =
used for equations and the symbols < , > , ≤ , and ≥ for inequalities.

English Sentences Mathematical

Sentences

1. Four plus thirteen equals seventeen. 4 + 13 = 17

2. The square of three is not equal to one 32 ≠ (2) (5)

times eight.

3. The average of two, three, and four is 2+3+4

< 10
lesser than ten. 3

4. Eight increased by seven is greater than 8 + 7 > 12

twelve.

5. Nine minus eight equals one. 9−8=1

Table 5.1.3 English Sentences to Mathematical Sentences

Notice that all mathematical statements above are true. Now, consider the English
translations of the following mathematical sentences:

60
 Mathematical Sentences English Sentences

1. 2(4 + 1) = 10 Twice the sum of 4 and 1 is 10.

9+3 The sum of 9 and 3 divided by 4 is greater
2. 4
>2
than 2.
40+20 The sum of 40 and 20 divided by the
3. =3
40−20
difference of 40 and 20 is equal to 3.

4. 122 − 44 = 100 The square of 12 decreased by 44 equals

100.

5. √36 < 8 The square root of 36 is less than 8.

Table 5.1.4 English translations of the following mathematical sentences.

We use variables or letters in the alphabet to represent definite but unknown numbers. For
example, “a certain number diminished by 5” may be written as “𝑥 − 5”, where 𝑥 represents
the variable.
Lesson Exercise:
Translate the following English phrases and sentences into mathematical phrases and
sentences:

11. The product of 18 and z

18
a.
𝑧
b. √18𝑧
c. 18 ∙ 𝑧
d. 18 < 𝑧
Correct answer: C
Explanation:

Symbol Meaning

∙ the product of

12. The average of p, q, and r

𝑝+𝑞+𝑟
a. 3
b. 𝑝 + 𝑞 + 𝑟
𝑝
c. 𝑞+𝑟
d. 𝑟√𝑝𝑞

61
 Correct answer: A
Solution or Explanation:
Average is the sum of the item values divided by the number of items.
13. The area A of a square whose side is b cm long
a. 𝐴 = 𝑏 2
b. 𝐵 = 𝑎2
c. 2 = 𝑎𝑏
d. 𝐴 = 2𝑏
Correct answer: A
Solution or Explanation:
The area of the square is obtained by getting the product of its length and width.
Since the length and width of the square are equal, its area is given by: 𝑨𝒔𝒒𝒖𝒂𝒓𝒆 =
(𝒔)(𝒔) = 𝒔𝟐 , where 𝑠 is the length of the side of the square or 𝑠 = 𝑙 = 𝑤.
14. The quotient of a certain number and 5 increased by 16 is equal to 34.
𝑥
a. 16 + 5 = 𝑥
34
b. 𝑥
+ 16 = 5
16
c. 34
+5 = 𝑥
𝑥
d. 5
+ 16 = 34
Correct answer: D
Solution or Explanation:

Symbol Meaning

+ increased by

= is equal to

/ the quotient
of

15. The difference between 24 and thrice a given number is 10.

a. 24 − 10 = 3𝑥
b. 24 − 3𝑥 = 10
c. 24 − 3𝑥 = 10
d. 10 − 3𝑥 = 24
Correct answer: B
Solution:

Symbol Meaning

− the difference
of

62
 = is equal to, is

16. Twice a certain number increase by 31 gives 55.

a. 3𝑥 + 55 = 31
b. 2𝑥 + 55 = 31
c. 2𝑥 + 31 = 55
d. 3𝑥 + 31 = 55
Correct answer: C
Solution:

Symbol Meaning

+ increased by

= gives

17. Five less than four times a number m

a. 5𝑚 − 4
b. 5 − 4𝑚
c. (5 − 4)𝑚
d. 4 − 5𝑚
Correct answer: C
Solution:

Symbol Meaning

− less than

∙ times

18. The perimeter P of a square of side s

a. 𝑃 = 4𝑠
b. 𝑃 = 𝑠 4
c. 𝑆 = 4𝑝
d. 𝑆 = 4𝑝
Correct answer: A
Solution:
Perimeter of a square: 𝑷 = 𝟒𝒔, where 𝑠 is the length of the side.
19. Three times the sum of 5 and a certain number equals 27.
a. 3𝑥 + 5 = 27
b. 3 + 5𝑥 = 27
c. 3 + 5 = 27𝑥

63
 d. 3(5 + 𝑥) = 27
Correct answer: D
Solution:

Symbol Meaning

+ the sum of

∙ times

= equals

20. One-half the sum of the numbers m and a

𝑚 1
a. 𝑎 + 2
𝑚+𝑎
b. 2
2
c. 𝑚+𝑎
𝑚
d. 2+𝑎

Correct answer: B
Solution:

Symbol Meaning

+ the sum of

21. Arvin’s age 5 years ago if he is 𝑥 years old now

a. 𝑥 − 5
b. 5 − 𝑥
c. 5𝑥
𝑥
d. √5
Correct answer: A
Explanation:
Subtract 5 from his present age, 𝑥, because of “5 years ago”
22. Three less than the product of 𝑎 and 𝑏
a. 3 − 𝑎𝑏
b. 3𝑎𝑏
2
c. √3𝑎𝑏
d. 3𝑎𝑏
Correct answer: A
Explanation:

Symbol Meaning

64
 − less than

∙ the product of

23. Five less than four times a number 𝑚

4
a. 5 −
𝑚
b. 5 + 4𝑚
c. 5 − 4𝑚
d. 5 ∙ 4𝑚
Correct answer: C
Explanation:

Symbol Meaning

− less than

∙ times

24. The perimeter 𝑃 of a rectangle (𝑥 + 3)cm long and (𝑦 + 4)cm wide

a. 𝑃 = (𝑥 + 3)2 + (𝑦 + 4)2
b. 𝑃 = (𝑥 + 3)2 − (𝑦 + 4)2
c. 𝑃 = (𝑥 + 3)2 ∙ (𝑦 + 4)2
d. 𝑃 = 2(𝑥 + 3) + 2(𝑦 + 4)
Correct answer: D
Explanation:
The perimeter 𝑃 of a rectangle is equal to the sum of twice its length 𝑙 and twice
its width 𝑤.
25. The difference of (2𝑎 + 6) and 7𝑐
a. 7𝑐(2𝑎 + 6)
b. (2𝑎 + 6) − 7𝑐
c. 7𝑐√2𝑎 + 6
2𝑎+6
d. 7𝑐
Correct answer: B
Explanation:

Symbol Meaning

− the difference
of

Translate each of the following mathematical sentences to English sentences.

26. 43 = 12
a. The cube of four is equal to twelve.
b. The square of four is equal to twelve.
c. The cube of four is not equal to twelve.

65
 d. The cube of four is greater than twelve.
Correct answer: A

Explanation:

Symbol Meaning
= is equal to
𝑥3 cube

27. 11 + 7 > 11 − 7
a. Eleven decreased by seven is greater than eleven increased by seven.
b. Eleven increased by seven is less than eleven decreased by seven.
c. Eleven increased by seven is greater than or equal to eleven decreased by
seven.
d. Eleven increased by seven is greater than eleven decreased by seven.
Correct answer: D

Explanation:

Symbol Meaning

> is greater
than

+ increased by

− decreased by

12
28. 12 = 1
a. Twelve plus twelve is equal to one.
b. Twelve diminished by itself is equal to one.
c. Twelve divided by itself is equal to one.
d. The square root of twelve is equal to one.
Correct answer: C
Explanation:

Symbol Meaning

/ divided by

= is equal to

66
 29. 2 ∙ 𝑚
a. the product of 2 and 𝑚
b. the quotient of 2 and 𝑚
c. the sum of 2 and 𝑚
d. the difference of 2 and 𝑚
Correct answer: A
Explanation:

Symbol Meaning

∙ the product of

30. 2 + 4 ≠ 4 + 3
a. The sum of two and four is not equal to the sum of four and three.
b. The difference of two and four is equal to the difference of four and three.
c. The sum of two and four is equal to the sum of four and three.
d. The sum of two and four is less than or equal to the sum of four and three.
Correct answer: A
Explanation:

Symbol Meaning

+ the sum of

≠ is not equal
to

5.2 Integer Problems

Lesson Proper
Any word problems that ask for finding the integers are integer word problems.
If the following statements are present in the word problems:
a. What are the values of the integers?
b. Find the integers.
c. Find the consecutive integers.

Consecutive integers are integers that follow in sequence, each number being 1 more than the
previous number, represented by n, n +1, n + 2, n + 3, ..., where n is any integer.
For example: 23, 24, 25, …
There are two tuypes of consecutive integers.
(a) Consecutive Even Integers - starts with an even number and each number in the
sequence is 2 more than the previous number then we will get consecutive even
integers.
For example: 16,18, 20, …
(b) Consecutive odd integers - starts with an odd number and each number in the sequence
is 2 more than the previous number then we will get consecutive odd integers.

67
For example: 33, 35, 37, …
In solving integer word problems identify the variable and express the other integers in terms of
that variable. Specifically, when solving consecutive odd or even integers, the expressions
always differ by 2 and are in this form:
𝑛, 𝑛 + 2, 𝑛 + 4, … , 𝑤ℎ𝑒𝑟𝑒 𝑛 ∈ 𝑍

Lesson Exercise:
Solve the following word problems:
1. The sum of the least and greatest of 3 consecutive integers is 60. What are the values of the
3 integers?
Solution:
Step 1: Assign variables :
Let x = least integer
x + 1 = middle integer
x + 2 = greatest integer
Translate sentence into an equation.
Sentence: The sum of the least and greatest is 60.
Rewrite sentence:
x + (x + 2) = 60
Step 2: Solve the equation
Combine like terms
2x + 2 = 60
Isolate variable x
2x =58

Step 3: Check your answer

29 + 29 + 2 = 60
The question wants all the 3 consecutive numbers: 29, 30 and 31
Answer: The 3 consecutive numbers are 29, 30 and 31.

2. The lengths of the sides of a triangle are consecutive odd numbers. What is the length of the
longest side if the perimeter is 45?
Solution:
Step 1: Being consecutive odd numbers we need to add 2 to the previous number.
Assign variables :

68
Let x = length of shortest side
x + 2 = length of medium side
x + 4 = length of longest side
Sketch the figure

Step 2: Write out the formula for perimeter of triangle.

P = sum of the three sides
Step 3: Plug in the values from the question and from the sketch.
45 = x + x + 2 + x + 4
Combine like terms
45 = 3x + 6
Isolate variable x
3x = 45 – 6
3x = 39
x =13
Step 3: Check your answer
13 + 13 + 2 + 13 + 4 = 45
Be careful! The question requires the length of the longest side.
The length of longest = 13 + 4 =17
Answer: The length of longest side is 17

3. John has a board that is 5 feet long. He plans to use it to make 4 shelves whose lengths are
to be a series of consecutive even numbers. How long should each shelf be in inches?
Solution:
Step 1: Being consecutive even numbers we need to add 2 to the previous number.
Assign variables :
Let x = length of first shelf
x + 2 = length of second shelf
x + 4 = length of third shelf
x + 6 = length of fourth shelf
Step 2: Convert 5 feet to inches

69
5 × 12 = 60
Step 3: Sum of the 4 shelves is 60
x + x + 2 + x + 4 + x + 6 = 60
Combine like terms
4x + 12 = 60
Isolate variable x
4x = 60 – 12
4x = 48
x = 12
Step 3: Check your answer
12 + 12 + 2 + 12 + 4 + 12 + 6 = 60
The lengths of the shelves should be 12, 14, 16 and 18.
Answer: The lengths of the shelves in inches should be 12, 14, 16 and 18.

4: The sum of two consecutive integers is -29. Find the two integers.
Solution:
Let x = first integer
Let x + 1 = second integer.

Equation setup:
x + (x + 1) = -29
x = -15
Answer: -15 and -14

5. The sum of three consecutive integers is 15. Find the three integers.
Solution:
Let x = first integer
Let x + 1 = second integer.
Let x + 2 = third integer.

Equation setup:
x + (x + 1) + (x + 2) = 15
x=4
Answer: 4, 5 and 6
6. The sum of two consecutive integers is 55. Find the two integers.
Solution:
Let x = first integer
Let x + 1 = second integer.

70
Equation setup:
x + (x + 1) = 55
x = 27
Answer: 27 and 28

7. The sum of three consecutive integers is -21. Find the smallest integer.
Solution:
Let x = first integer
Let x + 1 = second integer.
Let x + 2 = third integer.

Equation setup:
x + (x + 1) + (x + 2) = -21
x = -8
The smallest integer is x = -8

8. The sum of two odd consecutive integers is -16. Find the two integers.
Solution:
Let x = first integer
Let x + 2 = second odd integer.

Equation setup:
x + (x + 2) = -16
x = -9,
x + 2 = -9 + 2 = -7, second odd integer.
Answer: -9 and -7

9. The sum of three even consecutive integers is -36. Find the three integers.
Solution:
Let x = first integer
Let x + 2 = second even integer.
Let x + 4 = third even integer.

Equation setup:
x + (x + 2) + (x + 4) = -36
x = -14
Answer: -14, -16 and -18

10. The sum of three odd consecutive integers is 99. Find the largest integer.
Solution:
Let x = first integer
Let x + 2 = second odd integer.

71
Let x + 4 = third odd integer.

Equation setup:
x + (x + 2) + (x + 4) = 99
x = 31
The largest integer is x + 4 = 35
CHAPTER TEST:
1. The sum of an integer and three more than three times the next consecutive integer is
30. Find the integers.
a) 5 and 6
b) 6 and 7
c) 7 and 8
d) 8 and 9
SOLUTION:
Let x = first integer
X + 1 = second integer
X + 3 + 3(x + 1) = 30
X + 3 + 3x + 3 = 30
4x + 6 = 30
4x = 24
X=6
X+1=7
2. The sum of two consecutive integers is 99. Find the value of the smaller integer.
a) 54, 55
b) 44, 45
c) 40, 59
d) 49, 50
SOLUTION:
Let x = first number, x + 1 = second number;
X + x + 1 = 99
2x + 1 = 99
2x + 1 – 1 = 99 – 1
2x = 98
X = 49
X + 1 = 50
Answer: 49, 50

72
 3. The sum of two consecutive odd integers is 40. What are the integers?
a) 17, 19
b) 11, 29
c) 17, 23
d) 19, 21
SOLUTION:
Let x = first number
X + 2 = second number
X + (x + 2) = 40
2x + 2 = 40
2x = 38
X = 19
X + 2 = 21
4. The sum of three consecutive even integers is 30. Find the integers.
a) 12, 14, 16
b) 10, 12, 14
c) 6, 10, 14
d) 8, 10, 12
SOLUTION:
Let x = first number
X + 2 = second number
X + 4 = 3rd number
X + (x + 2) + (x + 4) = 30
3x + 6 = 30
3x = 24
X=8
X + 2 = 10
X + 4 = 12
Answer: 8, 10, 12

5. The square of an integer minus three times the integer is 18. Find all possible solutions.
a) 3, 6
b) 3, -6
c) -3, -6
d) -3, 6

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 SOLUTION:
Let x = an integer
Equation setup:
x2 - 3x = 18
x 2 - 3x - 18 = 0
Solve to get x = 6,-3
6. The product of two consecutive negative even integers is 24. Find the numbers.
a) -8, -3
b) -8, 3
c) -4, 6
d) -6, -4
Solution: Let x = first number, x + 2 = second number.
x(x+2) = 24
x2 + 2x = 24
x2 + 2x – 24 = 0, the given expression can be factored to
(x + 6) (x – 4) = 0
X + 6 = 0 or x – 4 = 0
X = -6 and x = 4
Since we were asked for negative integers, we take x = -6.
And x + 2 = -6 + 2 = -4
The answer is -6 and -4.

7. Twice the larger of two numbers is three more than five times the smaller, and the
sum of four times the larger and three times the smaller is 71. What are the numbers?
a) 6, 12
b) 7, 13
c) 8, 15
d) 5, 14
Solution:
The best first step is to start labelling:
the larger number: x
the smaller number: y
twice the larger: 2x
three more than five times the smaller: 5y + 3
relationship between ("is"): 2x = 5y + 3

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four times the larger: 4x
three times the smaller: 3y
relationship between ("sum of"): 4x + 3y = 71
Now I have two equations in two variables:
2x = 5y + 3
4x + 3y = 71
I will solve, say, the first equation for x:
x = (5/2)y + (3/2)
Then I'll plug the right-hand side of this into the second equation in place of the "x":
4[ (5/2)y + (3/2) ] + 3y = 71
10y + 6 + 3y = 71
13y + 6 = 71
13y = 65
y = 65/13 = 5
Now that I have the value for y, I can solve for x:
x = (5/2)y + (3/2)
x = (5/2)(5) + (3/2)
x = (25/2) + (3/2)
x = 28/2 = 14
As always, I need to remember to answer the question that was actually asked. The solution
here is not "x = 14", but is the following sentence:
The larger number is 14, and the smaller number is 5.
8.) When 4 times a number is increased by 40, the answer is the same as when 100 is
decreased by the number. Find the number.
A) 10
b) 11
c) 12
d) 13
Solution:
Let x be the number.
“4 times a number is increased by 40” is equivalent to 4x + 40
“100 is decreased by the number” to algebraic notation, 100 – x
“the same” means 4x + 40 = 100 – x
4x + x = 100 – 40
5x = 60
X = 12
Therefore, 12 is the number.

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 9). One number is twice another number. If the 12 is subtracted from the larger number the
result is 7 more than the smaller number. Find the numbers.
a) 17, 34
b) 18, 36
c) 19, 38
d) 20, 40
Solution: Let x be the first number and 2x be the second number.
2x – 12 = x + 7
2x – x = 7 + 12
X = 19, 2x = 38

10) The smaller of two numbers is 18 less than the larger number. If 5 times the larger
number exceeds 4 times the smaller number by 100. Find the numbers.
a) 48, 30
b) 38, 20
c) 28, 10
d) 36, 18
Solution:
Let x = larger number
Since smaller number is 18 less than the larger number, then
x – 18 is the smaller number
5x – 4(x – 18) = 100
5x – 4x + 72 = 100
X = 100 – 72
X = 28
X – 18 = 28 – 18 = 10
The numbers are 28 and 10.

5.3 Age Problems

Lesson Proper
Any word problems that ask or discuss about age of people is age problems.
There are three different ways in solving age problems.
(a) If the age problem involves a single person, then it is similar to solving an Integer Problem.
When the problem involves ages in the past, present, and future, it is recommended to
make a table to organize the given data in the problem.
(b) If the age problem involves the ages of two or more people, then using a table is
recommended. A table will help you in organizing the information and in writing down the
equation.

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 Example:
1) Eight years from now Peter will be 26 years old. The current sum of the ages of
Peter and Paul is 53. How old is Paul right now.
2) Five years ago, John’s age was half of the age he will be in 8 years. How old is he
now?
3) John is twice as old as his friend Peter. Peter is 5 years older than Alice. In 5 years,
John will be three times as old as Alice. How old is Peter now?

Lesson Exercise:
Solve the following word problems:
1. Five years ago, John’s age was half of the age he will be in 8 years. How old is he now?
Solution:
Step 1: Let x be John’s age now. Look at the question and put the relevant expressions above
it.

Step 2: Write out the equation.

Isolate variable x

Answer: John is now 18 years old.

2. Mary is 44 years old. The sum of the ages of Mary and John is 52. How old is John?
SOLUTION: Let x be John’s age:
“sum of the ages of Mary and John” is equivalent to 44 + x = 52
X = 52 – 44 = 8
John’s age is 8.

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3. 8 years from now Peter will be 26 years old. The current sum of the ages of Peter
and Paul is 53. How old is Paul right now?
SOLUTION: Let x be Paul’s age.
“8 years from now Peter will be 26 years old” means Peter’s current age is 26 – 8 = 18
Now 8 years from now
Peter’s age 18 26
Paul’s age x
X + 18 = 53
X = 35
Therefore, Paul’s age is 35.

4. 6 years from now John will be 15 years old. In 9 years, the sum of the ages of John and
Pearl will be 38. How old is Pearl right now?
SOLUTION: Let x be Pearl’s age.
Now 6 years from now In 9 years
Pearl’s age x x+6 x+9
Paul’s age 9 15 18

x + 9) + 18 = 38
X + 27 = 38
X = 38 – 27 = 11
Pearl’s age is 11.

5. 15 years from now Peter will be twice as old as Miguel. The current sum of the ages of Peter
and Miguel is 18. How old is Miguel right now?
Solution

Let x = Miguel’s age

y = Peter’s age
Now In 15 years
Miguel’s age X X + 15
Peter’s age Y Y + 15

‘15 years from now Peter will be twice as old as Miguel’ to algebraice expression (y + 15) = 2(x+
15)
‘the current sum of the ages of Peter and Miguel is 18’ to algebraic expression y + x = 18.
We have 2 equations:

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y + x = 18
y + 15 = 2(x+15) => y + 15 = 2x + 30
we solve this by substitution, y = 18 – x
y + 15 = 2x + 30
(18 – x ) + 15 = 2x + 30
33 – x = 2x + 30
-x – 2x = 30 – 33
-3x = -3 divide by -3 both sides
X=1
Miguel’s age = 1

6. 9 years from now Sharon will be 18 years old. In 6 years, the sum of the ages of Sharon and
Paul will be 71. How old is Paul right now?
SOLUTION:
Let x be Paul’s current age
Now In 6 years In 9 years
Paul’s age x X+6
Sharon’s age 18 – 9 = 9 9+6 = 15 18

“In 6 years, the sum of the ages of Sharon and Paul will be 71” means (x + 6) + 15 = 71
X + 21 = 71
X = 50
Paul’s age is 50.

7. In three more years, Miguel's grandfather will be six times as old as Miguel was last year.
When Miguel's present age is added to his grandfather's present age, the total is 68. How old is
each one now?
Let x = grandfather’s present age
y = miguel’s present age
Now In 3 more years
Grandfather’s age X X+3
Miguel’s age Y Y+3

“In three more years, Miguel's grandfather will be six times as old as Miguel was last year”
means
(x + 3) = 6(y - 1)
x + 3 = 6y – 6

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x – 6y = -6 – 3
x – 6y = -9
“Miguel's present age is added to his grandfather's present age, the total is 68” means
x + y = 68
we have 2 equations:
x – 6y = -9
x + y = 68
We solve this by eliminating x:
(x – 6y) – (x + y) = -9 – 68
X – 6y –x – y = - 77
-7y = -77
Y = 11
X + y = 68
X = 68 – y = 68 – 11 = 57
Hence, Miguel’s age is 11 and Grandfather’s age is 57.

8. One-half of Heather's age two years from now plus one-third of her age three years ago is
twenty years. How old is she now?
This problem refers to Heather's age two years in the future and three years in the past.
So I'll pick a variable and label everything clearly:
age now: H
age two years from now: H + 2
age three years ago: H – 3
Now I need certain fractions of these ages:
one-half of age two years from now: ( 1/2 )(H + 2) = H/2 + 1
one-third of age three years ago: ( 1/3 )(H – 3) = H/3 – 1
The sum of these two numbers is twenty, so I'll add them and set this equal to 20:
H
/2 + 1 + H/3 – 1 = 20
H
/2 + H/3 = 20
3H + 2H = 120
5H = 120
H = 24
Heather is 24 years old.
9. Bob is currently twice as old as Steve. Twenty years ago Bob was 6 times as old as Steve.
What are their current ages?
Let x be Steve’s age
2x be Bob’s age
(2x – 20) = 6(x – 20)

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2x – 20 = 6x – 120
2x -6x = -120 + 20
-4x = -100
X = 25
2x = 2(25) = 50
Hence, Steve’s age is 25 and Bob’s age is 50.

10. Let x = Pol’s age

X + 10 = Greg’s age
In 7 years,
(X + 7) – 10 = ½ (x + 10 + 7)
X - 3= ½ x + 17/2, to avoid fractions we multiply both sides by 2
2(x – 3) = x + 17
2x – 6 = x + 17
2x – x = 17 + 6
X = 23
X + 10 = 23 + 10 = 33
Hence, Pol’s age is 23 and Greg’s age 33.

CHAPTER TEST:
1. Mike is 18 years old. The sum of the ages of Mike and Peter is 39.
How old is Peter?
e) 18
f) 19
g) 20
h) 21
Solution:
Let x = Peter’s age
X + 18 = 39
X = 39 - 18
X = 21
Therefore, Peter’s age is 21

2. 9 years from now Maria will be 17 years old. The current sum of the ages of Maria and
Jose is 41.
How old is Jose right now?

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 e) 23
f) 32
g) 33
h) 34

SOLUTION:
Let x = Jose’s age;
17 – 9 = 8 Maria’s age
X + 8 = 41
X = 41 -8 = 33
Answer: Jose’s age is 33
3. 5 years from now Kate will be 48 years old. In 10 years, the sum of the ages of Kate and
Sharon will be 90.
How old is Sharon right now?
a. 25
b. 26
c. 27
d. 28
SOLUTION:
Let x = Sharon’s age
Current’s age 5years from now 10 years
Sharon x X+5 X + 10
Kate 48 – 5 = 43 48 43 + 10 = 53

(x + 10) + 53 = 90, In 10 years, the sum of the ages of Kate and Sharon will be 90.
X + 63 = 90
X = 90 – 63 = 27
Answer: Sharon’s age is 27 years old.

4. 6 years from now Peter will be 43 years old.

In 13 years, the sum of the ages of Peter and Steven will be 87.
How old is Steven right now?
a) 22
b) 23
c) 24
d)25

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Solution: Let x be Steven’s age
Current’s age 6 years from now 13 years from now
Peter 43-6 = 37 43 37 + 13 = 50
Steven X X+6 X + 13

(x + 13) + 50 = 87
X + 63 = 87
X = 87 – 63 = 24
Answer: Steven’s age is 24.

5.) 12 years from now Tiffany will be twice as old as Maria.

The current sum of the ages of Tiffany and Maria is 57.
How old is Maria right now?
a) 12
b) 13
c) 14
d) 15
Solution: Let x be Maria’s age.
Current’s age In 12 years
Tiffany 2x + 24 – 12 = 2x + 12 2(x+12) = 2x + 24
Maria X X + 12

2x + 12 + x = 57
3x = 57 – 12
3x = 45
X = 15

6.) John is twice as old as his friend Peter. Peter is 5 years older than Alice. In 5 years, John will
be three times as old as Alice. How old is Peter now?
a) 5
b) 10
c) 15
d) 20
Solution:

83
Step 1: Set up a table.
age now age in 5 yrs
John
Peter
Alice
Step 2: Fill in the table with information given in the question.
John is twice as old as his friend Peter. Peter is 5 years older than Alice. In 5 years, John will be
three times as old as Alice. How old is Peter now?
Let x be Peter’s age now. Add 5 to get the ages in 5 yrs.
age now age in 5 yrs
John 2x 2x + 5
Peter x x+5
Alice x–5 x–5+5
Write the new relationship in an equation using the ages in 5 yrs.
In 5 years, John will be three times as old as Alice.
2x + 5 = 3(x – 5 + 5)
2x + 5 = 3x
Isolate variable x
x=5
Answer: Peter is now 5 years old.

5.4 Money or Cost Problems

Word problems that deal with the value, number of pieces of bills or coins, and denomination of
money are called money problems.
Frequently asked questions on money problems are:
(a) How many bills of each type does he have?
(b) How many P5 coins did she get?
(c) How much money did she pay?
In order to properly solve money problems, it is recommended that a table is constructed which
includes the kind of denomination, the number of pieces of coins or bills, and its value. But in
other cases, these will be changed depending on the specific problem given. To better
understand this, a few examples are provided below.
Examples:
(a) A man’s wallet contains 9 bills in P500 and P100. His total money is P2900. How many
P500 and P100 does he have?
Solution:
Let x: x – number of P500 bills
(9 – x) – number of P100 bills
Remember that the (kind of denomination x number of pieces of money) = value

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 Denomination Number of Value
Pieces
P100 9–x 100(9 – x)
P500 x 500x
Total P2900
Looking at the table, adding the two values and equating it to the total gives us:
100(9 – x) + 500x = 2900
900 – 100x + 500x = 2900
400x = 2900 – 900
x = 2000
4000
x = 5
9-x = 4
Therefore, there are 5 P500 bills and 4 P100 bills.
(b) A debtor borrowed P1000 and P200 bills in a loan company. The number of P200 bills is
two less than thrice the number of P1000 bills. If he borrowed a total of P6000, how
many P1000 and P200 bills did he borrow?
Solution:
Let: x – number of P1000 bills
(3x – 2) – number of P200 bills
Denomination Number of Pieces Value
P200 3x - 2 200(3x – 2)
P1000 x 1000x
Total P6000
Looking at the table, adding the two values and equating it to the total give us:
200(3x – 2) + 1000x = 6000
600x – 400 + 1000x = 6000
1600x = 6400
x = 6400
1600
x = 4
x = 10
Therefore, he borrowed 4 P1000 bills and 10 P200 bills.
(c) In order to play in the park’s playground, children who are 15 years old and below need
to pay P5 and P10 for those above 15. In a day, a total of 50 get in the playground. If
they can collect a total of P340 in a day, how many children below 15 years old enter the
playground?
Solution:
Let: x – number of people above 15 years old
(50 – x) – Number of children 15 years old and below
Age Brackets Entrance Fee Number of People Sales
15 years and below P5 50 – x 50(50 – x)
Above 15 P10 x 10x
Total P340
Looking at the table, adding the sales and equating it to the total gives us:
50(50 – x) +10x = 340
250 – 5x + 10x = 340
5x = 340 – 250

85
 X = 90
5
X = 18
50 – x = 32

Therefore, there are 32 children aged 15 years old and below who enter the playground in a day.
Exercises:
1. A cashier remitted her sales which sums up to P15,800. She forgot how many P1000, P500
and P100 bills she gave but she can still remember that there are equal numbers of P1000 and
P500 bills and the number of P100 bills is two less than the number of P500 bills. How many
P100 bills did she remit?
a. 5
b. 6
c. 7
d. 8
Solution:
Denomination Number of Pieces Value
P100 x-2 100(x – 2)
P500 x 500x
P100 x 100x
Total P15, 800
100(x – 2) + 500x + 1000x = 15800
100x – 200 + 1500x = 15800
1600x = 16000
x = 16000
1600
x = 10
x–2 = 8
Therefore, there are 8 P100 bills.
2. You have P20 and P50 bills. There are 15 more P20 bills than twice the P50 bills. The
total money you have is P1, 200. How many P20 bills do you have?
a. 25
b. 35
c. 45
d. 60
Solution:
Denomination Number of Value
Pieces
P5 15 + 2x 20(15 + 2x)
P10 x 50 x
Total P1,200

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20(15 + 2x) + 50x = 1200
300 + 40x + 50x = 1200
90x = 1200 – 300
x = 900
90
x = 10
15 + 2x = 15 + 2(10)
15 + 2x = 35
Therefore, you have 35 P20 bills.
3. Mimi has twice as many P5 coins than P10 coins. The total value of her money is P100.
How many P5 coins did she have?
a. 5
b. 9
c. 10
d. 12
Solution:
Denomination Number of Pieces Value
P5 2x 10x
P10 x 10x
Total P100
10x + 10x = 100
20x = 100
x = 100
20
x = 5
2x = 10
Therefore, Mimi has 10 P5 coins.
4.Charles dropped P1 and P5 coins in a vending machine in order to buy a certain snack. If
he dropped 3 more P1 coins than twice the P5 coins, and the snack costs P17, how many
P1 coins did he drop?
a. 2
b. 5
c. 7
d. 8
Solution:
Denomination Number of Pieces Value
P1 3 + 2x 3 + 2x
P5 x 5x
Total P17
3 + 2x + 5x = 17

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 7x = 17 – 3
7x = 14

x = 14
7
x = 2
3 + 2x = 7
Therefore, Charles dropped 7 P1 coins to the vending machine.
5. A bank teller received P100, 550 to be deposited to the client’s account. She received
P1000, P100, and P50 bills. If the P100 bills are seven more than 5 times the P50 bills and
12 more than twice the P100 bills are the number of pieces of P1000 bills, then how many
P1000 bills are there?
a. 84
b. 96
c. 98
d. 102
Solution:
Denomination Number of Value
Pieces
P1000 2(5x + 7) + 12 1000[2(5x + 7) +
12]
P100 5x + 7 100(5x + 7)
P50 x 50x
Total P100,550
1000[2(5x + 7) + 12] + 100(5x + 7) + 50x = 100 550
1000[2(5x + 7) + 12] + 500x + 100 + 50x = 100 550
10 000x + 26 000 + 550x + 700 = 100 550
10 550x + 26 700 = 100 550
10 550x = 100 550 – 26 700
x = 73 850
10 550
x = 7
2(5x + 7) + 12 = 2[5(7) + 7] + 12
2(5x + 7) + 12 = 2[42] + 12
2(5x + 7) + 12 = 96

Therefore, the teller received 96 pieces of P1000 bills.

6. Marie wants to buy a pair of shoes that costs P560. She has a P100, P50 and P20 bills.
If there are equal number of P100 and P20 bills and the number of P50 bills is two less
than twice the number of P100 bills, how many P50 bills does Marie have?
a. 4
b. 3
c. 2

88
 d. 1

Denomination Number of Value

Pieces
P20 x 20x
P50 2x - 2 50(2x – 2)
P100 x 100x
Total P560
20x + 50(2x – 2) + 100 = 560
120x + 100x – 100 = 560
220x = 560 + 100
220x = 660
x = 660
220
x = 3
2x – 2 = 4
Therefore Marie has 4 P50 bills.
7. Ten thousand tickets were sold out for Katy Perry’s concert in Manila. VIP seat were
sold at P5000 each and the regular seats were sold at P2500 each. If they collected a
total P32,500,000, how many VIP’s watched the concert?
a. 2500
b. 3000
c. 7000
d. 7500
Number of Rate per Sales
tickets sold Ticket
VIP X 5 000 5 000x
Regular 10, 000 - x 2 500 2 500(10 000 –
x)
Total P32, 500, 000

5 000x + 2 500(10 000 – x) = 32 500 000

1 1
(5 000x + 25 000 000 – 2500x) = (32 500 000)
100 100
50x + 250 000 – 25x = 325 000
25x = 325 000 – 250 000
75 000
x =
25
x = 3000

Therefore, there are a total of 3 000 VIP’s who watched Katy Perry’s concert.
8. On the first day of showing of a film, 856 tickets were sold. Tickets were priced
differently for students and non-students. Regular rate is P100 and a 20% discount is

89
 given to students. If the total sales for the day are P73, 480, how many of each type of
ticket were sold?
a. regular ticket – 250; student’s ticket – 606
b. regular ticket – 300; student’s ticket – 556
c. regular ticket – 350; student’s ticket – 506
d. regular ticket – 400; student’s ticket – 456

Number of Rate per Ticket Sales

tickets sold
Regular x 100 100x
Students 856 - x 100 – (20% of 100) 80(856 – x)
= 100 – (.20)
= (100 – 20)
= 80
Total P73 480
100x + 80(856 – x) = 73 480
100x + 68480 – 80x = 73 480
20x = 73 480 – 68 480
20x = 5 000
5 000
x = 20

x = 250
856 – x = 606
Therefore, there are 250 regular tickets sold and 606 student tickets were sold.
9. Karl’s piggy band contains P486 with P1, P5 and P10 coins. If the number of P1 coins is
10 more than the P5 coins and the number of P5 coins is 10 more than the P10 coins,
how many coins does Karl have?
a. 16
b. 26
c. 36
d. 46
Denomination Number of Value
Pieces
P10 x 10x
P5 10 + x 5(10 + x)
P1 10 + 10 + x = 20 20 + x
+x
Total P486
10x + 5(10 + x) + 20 + x = 486
11x + 20 + 50 + 5x = 486
16x = 486 – 70
16x = 416
416
x = 16

90
 x = 26
Therefore, Karl has 26 P10 coins.

10. Don Juan’s farm which is worth P10 million is to be apportioned to his two sons John
1
and Jude. Each of them shall first receive 4 of the share and the rest shall be divided
such that John gets half a million more than twice the share of Jude. How much total
share will John receive?
a. P3, 500, 000
b. P1, 500, 000
c. P4, 000, 000
d. P6, 000, 000
Solution:
Since the two brothers will each have one-fourth of the 10 million, then they each get:
1
(10 000 000) = P2 500 000
4

Hence, the remaining money to be divided is P5 000 000.

Corresponding Share
John 500 000 + 2x
Jude x
Total P5 000 000
500 000 + 2x + x = 5 000 000
3x = 4 500 000
4 500 000
x = 3
x = 1 500 000
x = 3 500 000

Initially, John already received his share worth P2 500 000. Adding his other share, then he gets
a total P6 million worth of shares.
5.5 Geometry Problems
It requires a working knowledge of both Geometry and Algebra to solve Geometry-
related problems. We shall recall the formulas for finding the perimeter or area of simple
geometric figures.
Lesson Proper:
Recall the following concepts:
1. A line segment is the union of two points and all points between them. It has definite
length.
2. Two angles are complementary if the sum of their measures is 90°. Two angles are
supplementary if the sum of their measures is 180°. The sum of the measures of the
angles of a triangle is 180°.
3. The perimeter of a triangle is equal to the sum of the lengths of all its three sides. The
area of a triangle is equal to one-half the product of the base and the altitude.

91
4. The perimeter 𝑃 of a rectangle is equal to the sum of twice its length 𝑙 and twice its width 𝑤,
that is, 𝑷 = 𝟐𝒍 + 𝟐𝒘. The area 𝐴 of a rectangle is equal to the product of its length and
width, that is, 𝐴 = 𝑙𝑤.
5. A square is a rectangle with all sides congruent. The area 𝐴 of a square is equal to the
square of the length of its sides 𝑠, that is, 𝑨 = 𝒔𝟐 . The perimeter 𝑃 of a square is equal to
four times the length of its side 𝑠, that is, 𝑷 = 𝟒𝒔.
6. A rhombus is a parallelogram with all sides congruent. The area of a rhombus is equal to
half the product of its diagonals. The diagonal of a rhombus is the segment joining two
opposite vertices.
7. The area of a trapezoid is equal to one-half the product of its altitude and the sum of its
bases. In symbol, we write
𝒉(𝑩𝟏 + 𝒃𝟐 )
𝑨= , where 𝐵 = upper base
𝟐

𝑏 = lower base
ℎ = altitude
8. A circle is a set of points on the plane equidistant from a given fixed point. The area 𝐴 and
circumference 𝐶 of a circle having a radius 𝑟 are given by the following formulas:
22
𝑨 = 𝝅𝒓𝟐 and 𝐶 = 2𝜋𝑟, where 𝝅 = 𝟑. 𝟏𝟒𝟏𝟔 or
7

Example:
1. A piece of wooden rod, 48 cm long, is divided into three parts. The second part is
longer than the first part by 1 cm while the third part is 2 cm longer than the first. How
long is each part?
Solution: Let 𝑥 = first part
𝑥 + 1 = second part
𝑥 + 2 = third part
Equation: 𝑥 + (𝑥 + 1) + (𝑥 + 2) = 48
Solving the equation, we have
𝑥 + (𝑥 + 1) + (𝑥 + 2) = 48
3𝑥 + 3 = 48
3𝑥 = 45
𝑥 = 15 (first part)
𝑥 + 1 = 16 (second part)
𝑥 + 1 = 17 (third part)
Therefore, the lengths of the parts are 15cm, 16cm, and 17cm.
Checking, we obtain 15 + 16 + 17 = 48
48 = 48

2. The measure of a given angle is twice the measure of another. What are their
measures if they are complementary to each other?
Solution: Let 𝑥 = measure of the smaller angle
2𝑥 = measure of its complement
Equation: 𝑥 + 2𝑥 = 90
Solving the equation, we obtain
𝑥 + 2𝑥 = 90
3𝑥 = 90

92
 𝑥 = 30
2𝑥 = 60
Therefore, the measures of the angles are 30° and 60°.

3. If a square floor has a side of 2m, how many 2cm x 2cm tiles are needed to
completely cover this floor?
Solution: The square floor is 2m or 200cm on one side. Thus, its area is
𝐴 = (200 𝑐𝑚)2
= 40 000 𝑠𝑞 𝑐𝑚
Each tile has an area of (2 cm)2 or 4 sq cm. Therefore, the number of tiles
40 000
needed is or
4

10 000.
Lesson Exercise:
Solve the following Geometry word problems.
1. Each leg of an isosceles triangle is 11cm longer than the base. The perimeter of the
triangle is 64cm. Find the length of the base.
a. 20 cm
b. 18 cm
c. 14 cm
d. 10 cm
Correct answer: C
Solution:
An isosceles triangle has two congruent sides. Each of these sides is called a
leg. The third side of an isosceles triangle is called the base.
Let 𝑥 = length of the base
𝑥 + 11 = length of one leg
The perimeter is 64 cm. Hence,
𝑥 + (𝑥 + 11) + (𝑥 + 11) = 64
Solving the equation, we have
𝑥 + (𝑥 + 11) + (𝑥 + 11) = 64
3𝑥 + 22 = 64
3𝑥 = 42
𝑥 = 14
𝑥 + 11 = 25
Therefore, the length of the base is 14 cm.

93
 2. The perimeter of a rectangular vegetable garden is 54 m. If the length of the garden is
3m longer than its width, find the dimensions of the garden.
a. 15 m by 12 m
b. 10 m by 30 m
c. 8 m by 12 m
d. 15 m by 16 m
Correct answer: A
Solution:
Let 𝑥 = the width of the rectangular garden
𝑥 + 3 = the length of the rectangular garden
Equation: 54 = 2(𝑥 + 3) + 2𝑥 from the formula 𝑃 = 2𝑙 + 2𝑤
Solving the equation, we get 𝑥 = 12 and 𝑥 + 3 = 15.
Therefore, the width is 12 m and the length is 15 m. The rectangular garden has
dimensions by 15 m by 12 m.

3. A rhombus has an area of 100 sq cm. If its shorter diagonal is 10 cm, find the length of
the longer diagonal.
a. 14 cm
b. 16 cm
c. 12 cm
d. 20 cm
Correct answer: D
Solution:
Let 𝑥 = the length of the longer diagonal
Recall that the area of a rhombus is equal to one-half the product of its
diagonals. So,
1
(2) (10)(𝑥) = 100

Solving the equation, we obtain

1
(2) (10)(𝑥) = 100

5𝑥 = 100
𝑥 = 20
Therefore, the length of the longer diagonal is 20 cm.

4. If the circumference and area of a circle are numerically equal, find the circumference
and area of the circle.
a. 𝐴 = 3𝜋 sq units and 𝐶 = 3𝜋 units
b. 𝐴 = 4𝜋 sq units and 𝐶 = 4𝜋 units
c. 𝐴 = 5𝜋 sq units and 𝐶 = 5𝜋 units

94
 d. 𝐴 = 6𝜋 sq units and 𝐶 = 6𝜋 units
Correct answer: B
Solution:
Since 𝐶 = 𝐴,
2𝜋𝑟 = 𝜋𝑟 2
Solving for 𝑟, we obtain 𝑟 = 2.
Therefore, 𝐴 = 𝜋𝑟 2 = (𝜋)(2)2 = 4𝜋 sq units and
𝐶 = 2𝜋𝑟 = (2𝜋)(2) = 4𝜋 units.

5. The measures of the three angles of a triangle are in the ratio 3:4:5. What are the
measures of the angles?
a. 50°, 50°, 80°
b. 45°, 60°, 75°
c. 100°, 35°, 45°
d. 30°, 75°, 75°
Correct answer: B
Solution:
Let 3𝑥 = first angle
4𝑥 = second angle
5𝑥 = third angle
Since the sum of the angles in a triangle is 180°, we obtain
3𝑥 + 4𝑥 + 5𝑥 = 180
12𝑥 = 180
𝑥 = 15
3𝑥 = 45
4𝑥 = 60
5𝑥 = 75
Therefore, the measures of the angles are 45°, 60°, and 75° respectively.

6. The base of a triangle is 6 cm. If the area of a triangle is 30 sq cm, find its altitude.
a. 10 cm
b. 7 cm
c. 14 cm
d. 5 cm
Correct answer: A
Solution:
Let ℎ = the altitude of the triangle

95
 6ℎ 𝑏ℎ
Equation: 30 = from the formula 𝐴 =
2 2

Solving the equation, we get ℎ = 10.

Therefore, the altitude of the triangle is 10 cm.
7. The second angle of the triangle is three times the first angle, and the third angle is 5
times the first. Find the measure of each angle.
a. 20°, 80°, 80°
b. 30°, 60°, 90°
c. 20°, 60°, 100°
d. 110°, 35°, 35°
Correct answer: C
Solution:
Let 𝑥 = first angle
3𝑥 = second angle
5𝑥 = third angle
Since the sum of the angles in a triangle is 180°, we obtain
𝑥 + 3𝑥 + 5𝑥 = 180
9𝑥 = 180
𝑥 = 20
3𝑥 = 60
5𝑥 = 100
Therefore, the measure of each angle are 20°, 60°, and 100°.

8. The area of a triangle is 54 sq cm. Find its altitude if the measure of its base is 18 cm.
a. 4 cm
b. 7 cm
c. 8 cm
d. 6 cm
Correct answer: D
Solution:
Let ℎ = the altitude of the triangle
18ℎ 𝑏ℎ
Equation: 54 = 2
from the formula 𝐴 = 2

Solving the equation, we get ℎ = 6.

Therefore, the altitude of the triangle is 6 cm.

9. A triangle has a perimeter of 21 cm. What are its dimensions if the length of the second
side is 1 cm more than the length of the first and the third side is twice as long as the
first?
a. 4 cm, 5 cm, 9 cm

96
 b. 5 cm, 6 cm, 10 cm
c. 8 cm, 9 cm, 13 cm
d. 6 cm, 7 cm, 11 cm
Correct answer: B
Solution:
Let 𝑥 = length of the first side
𝑥 + 1 = length of second side
2𝑥 = length of third side
The perimeter is 21 cm. Hence,
𝑥 + (𝑥 + 1) + (2𝑥) = 21
Solving the equation, we have
𝑥 + (𝑥 + 1) + (2𝑥) = 21
4𝑥 + 1 = 21
4𝑥 = 20
𝑥=5
𝑥+1 =6
2𝑥 = 10
Therefore, the dimensions of the triangle are 5 cm, 6 cm, and 10 cm.

10. The length of a rectangle is 3 cm more than twice the width. Find the area when its
perimeter is 30 cm.
a. 110 sq cm
b. 25 sq cm
c. 53 sq cm
d. 44 sq cm
Correct answer: D
Solution:
Let 𝑤 = width of the rectangle
2𝑤 + 3 = length of the rectangle
𝐴 = area of the rectangle
Equation 1: 30 = 2(2𝑤 + 3) + 2(𝑤) from the formula 𝑃 = 2𝑙 + 2𝑤
Solving the equation, we have
2(2𝑤 + 3) + 2(𝑤) = 30
6𝑤 + 6 = 30
6𝑤 = 24
𝑤=4
2𝑤 + 3 = 11

97
 Equation 2: 𝐴 = 11(4) from the formula 𝐴 = 𝑙𝑤
Therefore, the area of a rectangle is 44 sq cm.

11. What is the area and the perimeter of a square farm lot whose side measures 21 m?
a. 𝐴 = 336 sq m & 𝑃 = 45 m
b. 𝐴 = 225 sq m & 𝑃 = 36 m
c. 𝐴 = 441 sq m & 𝑃 = 84 m
d. 𝐴 = 121 sq m & 𝑃 = 50 m
Correct answer: C
Solution:
Let 𝐴 = area of the farm lot
𝑃 = perimeter of the farm lot
Equation 1: 𝐴 = 212 from the formula 𝐴 = 𝑠 2
Equation 2: 𝑃 = 4(21) from the formula 𝑃 = 4𝑠
Solving the equations, we have
𝐴 = 212
𝐴 = 441 sq m
𝑃 = 4(21)
𝑃 = 84 m
Therefore, the area of the square farm lot is 441 sq m & its perimeter is 84 m.

12. The area of a trapezoid is 72 sq cm. One base is 10 cm long and the other is 14 cm.
Find its altitude.
a. 6 cm
b. 7 cm
c. 5 cm
d. 10 cm
Correct answer: A
Solution:
Let ℎ = altitude
ℎ(10+ 14) ℎ(𝐵1 + 𝑏2 )
Equation: 72 = 2
from the formula 𝐴 = 2

Solving the equation, we have

ℎ(10+ 14)
72 =
2
ℎ(24)
72 = 2

98
 24ℎ
72 =
2

144 = 24ℎ
ℎ= 6
Therefore, the altitude of the trapezoid is 6 cm.

13. A trapezoid has an area of 240 sq cm and its altitude is 16 cm long. Find the length of its
two bases if one base is 3 cm longer than the other.
a. 13.5 cm & 16.5 cm
b. 5.5 cm & 20 cm
c. 7.5 cm & 17.5 cm
d. 11.5 cm & 15.5 cm
Correct answer: A
Solution:
Let 𝑥 = first base
𝑥 + 3 = second base
16[ (𝑥) +(𝑥+3) ] ℎ(𝐵1 + 𝑏2 )
Equation 1: 240 = 2
from the formula 𝐴 = 2

Solving the equation, we have

16[ (𝑥) +(𝑥+3) ]
240 = 2
16(2𝑥+3)
240 =
2
32𝑥+48
240 = 2

480 = 32𝑥 + 48
32𝑥 = 432
𝑥 = 13.5
𝑥 + 3 = 16.5
Therefore, the lengths of the bases of the trapezoid are 13.5 cm & 16.5 cm.

14. The sum of the measures of two angles is 180°. Three times the measure of one angle
is 24 less than the measure of the other angle. What is the measure of each angle?
a. 80° & 100°
b. 39° & 141°
c. 90° & 90°
d. 49° & 131°
Correct answer: B
Solution:
Let 𝑥 = the measure of the small angle
𝑦 = the measure of the large angle

99
 3𝑥 = 𝑦 − 24, the relationship between the two angles
The system of equations consists of:
𝑥 + 𝑦 = 180 (1)
{
3𝑥 = 𝑦 − 24 (2)
Solve for 𝑦 in terms of 𝑥 in equation (1).
𝑦 = 180 − 𝑥
Substitute 180 − 𝑥 for 𝑦 in equation (2).
3𝑥 = (180 − 𝑥) − 24
3𝑥 = 156 − 𝑥
4𝑥 = 156
𝑥 = 39
𝑦 = 180 − 39
𝑦 = 141
The solution of the system is (39, 141).
Therefore, the measure of the small angle is 39° and the measure of the large angle is 141°.

15. The circumference of a circle and the perimeter of a square are both 40 cm. Which has a
greater area, the circle or the square?
a. the same
b. square
c. circle
d. none of the above
Correct answer: C
Solution:
Recall that the circumference of a circle is,
𝐶 = 2𝜋𝑟
And the perimeter of a square is,
𝑃 = 4𝑠
Equation 1: 40 = 2𝜋𝑟 from the formula 𝐶 = 2𝜋𝑟
Solving the equation, we have
40 = 2𝜋𝑟
𝑟 = 20𝜋 cm
Equation 2: 40 = 4𝑠 from the formula 𝑃 = 4𝑠
Solving the equation, we have
40 = 4𝑠
𝑠 = 10 cm

100
 Substitute 𝑟 in the formula for the area of a circle.
𝐴 = 𝜋𝑟 2
𝐴 = 𝜋(20𝜋)2
𝐴 = 40𝜋 3 sq cm
Substitute 𝑠 in the formula for the area of a square.
𝐴 = 𝑠2
𝐴 = 102
𝐴 = 100 sq cm
Therefore, the circle has a greater area.

16. A triangle has a perimeter of 50. If 2 of its sides are equal and the third side is 5 more
than the equal sides, what is the length of the third side?
a. 20
b. 30
c. 40
d. 60
Correct answer: A
Solution:
Let 𝑥 = length of the equal sides
𝑥 + 5 = length of the third side
Recall that perimeter of a triangle is,
𝑃 = 𝑠𝑢𝑚 𝑜𝑓 𝑡ℎ𝑒 𝑡ℎ𝑟𝑒𝑒 𝑠𝑖𝑑𝑒𝑠
So, 50 = 𝑥 + 𝑥 + 𝑥 + 5
Solving the equation, we have
50 = 3𝑥 + 5
Isolate variable 𝑥,
3𝑥 = 50 − 5
3𝑥 = 45
𝑥 = 15
𝑥 + 5 = 20
Therefore, the length of the third side is 20.

17. A rectangle is 4 times as long as it is wide. If the length is increased by 4 inches and the
width is decreased by 1 inch, the area will be 60 square inches. What were the
dimensions of the original rectangle?
a. 3 in by 12 in
b. 4 in by 16 in

101
 c. 6 in by 24 in
d. 2 in by 8 in
Correct answer: B
Solution:
Let 𝑥 = original width of the rectangle
4𝑥 + 4 = length of the rectangle
𝑥 − 1 = width of the rectangle
Recall that the formula for area of rectangle is,
𝐴 = 𝑙𝑤
Plug in the values from the question and from the sketch.
60 = (4𝑥 + 4)(𝑥 − 1)
Simplifying we have,
60 = 4𝑥 2 − 4𝑥 + 4𝑥 − 4

Put in quadratic form

4𝑥 2 − 4 − 60 = 0
4𝑥 2 − 64 = 0
This quadratic can be rewritten as a difference of two squares
(2𝑥)2 − (8)2 = 0
Factor difference of two squares
(2𝑥)2 − (8)2 = 0
(2𝑥 − 8)(2𝑥 + 8) = 0
We get two values for 𝑥.
2𝑥 − 8 = 0 → 2𝑥 = 8 → 𝑥 = 4
2𝑥 + 8 = 0 → 2𝑥 = −8 → 𝑥 = −4
Since 𝑥 is a dimension, it would be positive. So, we 𝑥 = 4.
The question requires the dimensions of the original rectangle.
The width of the original rectangle is 4.
The length is 4 times the width → 4 × 4 = 16
Therefore, the dimensions of the original rectangle are 4 and 16.

18. In a quadrilateral two angles are equal. The third angle is equal to the sum of the two
equal angles. The fourth angle is 60° less than twice the sum of the other three
angles. Find the measures of the angles in the quadrilateral.
a. 85°, 85°, 70°, & 120°
b. 65°, 65°, 10°, & 220°
c. 45°, 45°, 70°, & 200°

102
 d. 35°, 35°, 70°, & 220°
Correct answer: D
Solution:
Let 𝑥 = size of one of the two equal angles
𝑥 + 𝑥 = third angle
20(𝑥 + 𝑥 + 𝑥 + 𝑥) − 60 = fourth angle
The sum of angles in a quadrilateral is 360°
Plug in the values from the question
360 = x + x + (x + x) + 2(x + x + x + x)– 60
Combine like terms
360 = 4x + 2(4x) – 60
360 = 4x + 8x – 60
360 = 12x − 60
Isolate variable 𝑥
12𝑥 = 420
𝑥 = 35
The question requires the values of all the angles.
Substituting x for 35, you will get: 35, 35, 70, 220.
Therefore, the values of the angles are 35°, 35°, 70°, & 220°.

19. A square has a perimeter of 24 inches. What is the area of the square?
a. 34 sq in
b. 32 sq in
c. 36 sq in
d. 38 sq in
Correct answer: C
Solution:
Let 𝑥 = area of the square
Recall that the perimeter of a square is,
𝑃 = 4𝑠
We obtain 𝑠 = 6 from the formula 24 = 4𝑠.
Substitute 𝑠 in the equation 𝐴 = 𝑠 2 ,
𝐴 = 𝑠2
𝐴 = 62
𝐴 = 36 in

103
 Therefore, the area of the square is 36 in.

20. A square kitchen has an area of 100 square feet. What is the kitchen’s perimeter?
a. 42 ft
b. 40 ft
c. 36 ft
d. 38 ft
Correct answer: B
Solution:
Let 𝑥 = kitchen’s perimeter
Recall that the area of a square is,
𝐴 = 𝑠2
We obtain 𝑠 = 10 from the formula 100 = 𝑠 2 .
Substitute 𝑠 in the equation 𝑃 = 4𝑠,
𝑃 = 4𝑠
𝑃 = 4(10)
𝑃 = 40
Therefore, the perimeter of the square kitchen is 40 ft.

5.6 Percent Problems

When you learned how to translate simple English statements into mathematical expressions,
you learned that "of" can indicate "times". This frequently comes up when using percentages.
If you need to find 16% of 1400, you first convert the percentage "16%" to its decimal form;
namely, the number "0.16". (When you are doing actual math, you need to use actual numbers.
Always convert the percentages to decimals!) Then, since "sixteen percent OF fourteen
hundred" tells you to multiply the 0.16 and the 1400, you get: (0.16)(1400) = 224. This says
that 224 is sixteen percent of 1400.
Percentage problems usually work off of some version of the sentence "(this) is (some
percentage) of (that)", which translates to "(this) = (some decimal) × (that)". You will be given
two of the values, or at least enough information that you can figure two of them out. Then you'll
need to pick a variable for the value you don't have, write an equation, and solve for that
variable.
 What percent of 20 is 30?
We have the original number (20) and the comparative number (30). The unknown in
this problem is the rate or percentage. Since the statement is "(thirty) is (some
percentage) of (twenty)", then the variable stands for the percentage, and the equation
is:
30 = (x)(20)
30 ÷ 20 = x = 1.5

104
 Since x stands for a percentage, I need to remember to convert this decimal back into a
percentage:

1.5 = 150%
Thirty is 150% of 20.

 What is 35% of 80?

Here we have the rate (35%) and the original number (80); the unknown is the
comparative number which constitutes 35% of 80. Since the exercise statement is
"(some number) is (thirty-five percent) of (eighty)", then the variable stands for a number
and the equation is:
x = (0.35)(80)
x = 28
Twenty-eight is 35% of 80.
 45% of what is 9?
Here we have the rate (45%) and the comparative number (9); the unknown is the
original number that 9 is 45% of. The statement is "(nine) is (forty-five percent) of (some
number)", so the variable stands for a number, and the equation is:
9 = (0.45)(x)
9 ÷ 0.45 = x = 20
Nine is 45% of 20.
The format displayed above, "(this number) is (some percent) of (that number)", always holds
true for percent. In any given problem, you plug your known values into this equation, and then
you solve for whatever is left.
 Suppose you bought something that was priced at $6.95, and the total bill
was $7.61. What is the sales tax rate in this city? (Round answer to one decimal
place.)
The sales tax is a certain percentage of the price, so I first have to figure what the actual
tax was. The tax was:
7.61 – 6.95 = 0.66
Then (the sales tax) is (some percentage) of (the price), or, in mathematical terms:
0.66 = (x)(6.95)
Solving for x, I get:
0.66 ÷ 6.95 = x = 0.094964028... = 9.4964028...%
The sales tax rate is 9.5%.
In the above example, I first had to figure out what the actual tax was. Many percentage
problems are really "two-part-ers" like this: they involve some kind of increase or decrease
relative to some original value. Warning: Always figure the percentage of change relative to
the original value.

105
  Suppose a certain item used to sell for seventy-five cents a pound, you see that
it's been marked up to eighty-one cents a pound. What is the percent increase?
First, I have to find the absolute increase: Copyright © Elizabeth Stapel 1999-2011 All
Rights Reserved
81 – 75 = 6
The price has gone up six cents. Now I can find the percentage increase over the
original price.
Note this language, "increase/decrease over the original", and use it to your advantage: it will
remind you to put the increase or decrease over the original value, and then divide.
This percentage increase is the relative change:
6
/75 = 0.08
...or an 8% increase in price per pound.
 Cost – the price that the business pays for the product.
 Selling price – price for which business sells a product to a customer
 Markup – the amount added to the cost to obtain the selling price
 Markup rate – the markup divided by the cost
 Discount – the amount subtracted by the retailer to the regular price of a product during
a promotional sale
 Discount rate – the discount divided by the regular price

Therefore, we have the following formula:

(1) 𝑆𝑒𝑙𝑙𝑖𝑛𝑔 𝑝𝑟𝑖𝑐𝑒 (𝑆) − 𝑀𝑎𝑟𝑘𝑢𝑝 (𝑀) + 𝐶𝑜𝑠𝑡(𝐶)
𝑀𝑎𝑟𝑘𝑢𝑝 (𝑀)
(2) 𝑚𝑎𝑟𝑘𝑢𝑝 𝑟𝑎𝑡𝑒 (𝑚) =
𝐶𝑜𝑠𝑡(𝐶)

𝑚∙𝐶 =𝑀
Since 𝑀 = 𝑚𝐶, we substituted this value of M to (1) hence, we have:
𝑆 =𝑀+𝐶
(3) 𝑆 = 𝑚𝐶 + 𝐶
𝑆 = 𝐶(𝑚 + 1)
(4) 𝑆𝑎𝑙𝑒 𝑃𝑟𝑖𝑐𝑒 (𝑆𝑃) = 𝑅𝑒𝑔𝑢𝑙𝑎𝑟 𝑃𝑟𝑖𝑐𝑒 (𝑅) − 𝐷𝑖𝑠𝑐𝑜𝑢𝑛𝑡 (𝐷)
𝐷𝑖𝑠𝑐𝑜𝑢𝑛𝑡 (𝐷)
(5) 𝑑𝑖𝑠𝑐𝑜𝑢𝑛𝑡 𝑟𝑎𝑡𝑒 (𝑑) =
𝑅𝑒𝑔𝑢𝑙𝑎𝑟 𝑃𝑟𝑖𝑐𝑒 (𝑅)
𝑑∙𝑅 =𝐷
Since 𝐷 = 𝑑 ∙ 𝑅, we substitute this value of D to (4) hence, we have:
𝑆𝑃 = 𝑅 − 𝐷
(6) 𝑆𝑃 = 𝑅 − 𝑑 ∙ 𝑅
𝑆𝑃 = 𝑅(1 − 𝑑)
Formulae (1) –(3) are used to markup problems and formulae (4) – (6) are used to discount
problems. Below, some examples of markup and discount problems are shown.

Examples:

106
  The markup of certain pair of shoes is P100. If the selling price is P699, how much is the
markup rate?
Solution:
Given: Selling Price – P699
Markup – P100
m-?
Using formula (1):
𝑆 =𝑀+𝐶
699 = 100 + 𝐶
599 = 𝐶

After getting the cost, use formula (3):

𝑆 = 𝐶(𝑚 + 1)
699 = 599(𝑚 + 1)
699 = 599𝑚 + 599
699 − 599 = 599𝑚
100
=𝑚
599
𝑚 ≈ 0.1669 𝑜𝑟 16.69%
Therefore, the markup rate is 16.69%.
 A jewelry vendor buys a ten-set jewelry which cost a total of P1 300 and sells each of
them for P190 each. What is the markup rate?
Solution:
Given: Selling Price – P190
Cost – P130
A ten-set jewelry was bought for a total of P1 300, for every jewelry item, the cost is P130.
To get the markup rate given the selling price and the cost, we use formula (3).
𝑆 = 𝐶(𝑚 + 1)
190 = 130(𝑚 + 1)
190 = 130𝑚 + 130
−130𝑚 = 130 − 190
−130𝑚 = −60
−60
𝑚=
−130
𝑚 ≈ 0.4615 𝑜𝑟 46.15%
Therefore, the markup rate is 46.15%
 In a back-to-school sale, notebooks were on sale and now cost only P8 each. If the
discount rate is 20%, what is the regular price?
Solution:
Given: Sale Price – P8
Discount rate – 20% or 0.20
Using formula (6):
𝑆𝑃 = 𝑅(1 − 𝑑)
8 = 𝑅(1 − 0.20)
8 = 𝑅(0.80)
8
=𝑅
0.80
𝑅 = 10
Therefore, the regular price of a notebook is P10.

107
  Designer bags sold by a mall are discounted by 50%. If Myra bought a designer bag for
only P30, 650, what was the original price?
Solution:
Given: Sale Price – P30, 650
Discount rate – 50% or 0.50
Using formula (6):
𝑆𝑃 = 𝑅(1 − 𝑑)
30 650 = 𝑅(1 − 0.50)
30 650 = 𝑅(0.50)
30 650
=𝑅
0.50
𝑅 = 61 300
Therefore the original price of the designer bag is P61 300.

Lesson Exercise:
1. What is 17% of 198?
a. 1164.71
b. 3366
c. 33.66
d. 197.83
Solution:
𝑥 = 0.17(198)
𝑥 = 33.66

2. Five hundred seventy is what percent of 200?

a. 2.85%
b. 258%
c. 0.285%
d. 28.5%
Solution:
570 = 𝑥(200)
570
=𝑥
200
𝑥 = 2.85 𝑜𝑟 285%

3. Two hundred sixty-four is 25% of what?

a. 66
b. 256
c. 1044
d. 1056
Solution
264 = 25%(𝑥)
264 = 0.25𝑥
264
=𝑥
0.25
𝑥 = 1 056

4. A coin collector bought a century old coin for P5 800 and sold it for P10 400. Find the markup
rate.
a. 68.31%
b. 79.31%

108
c. 84.29%
d. 86.79%
Solution:
Given: Cost – 5800
Selling Price – 10 400
𝑆 = 𝐶(𝑚 + 1)
100 400 = 5800(𝑚 + 1)
10 400 = 5800𝑚 + 5800
10 400 − 5800 = 5800𝑚
4600 = 4500𝑚
4600
=𝑚
5800
𝑚 ≈ 0.7931 𝑜𝑟 79.31%
Therefore, the coin collector used a markup rate of 79.31%.

5. Mr. Cruz bought two dozens of basketball for P4 200 and sold each of them. If the markup
rate is 10%, what is the selling price of each ball?
a. P192.50
b. P185.50
c. P200.50
d. P266.50
Solution:
4200
Given: 𝐶𝑜𝑠𝑡 − = 175
24
markup rate – 10% or 0.10
𝑆 = 𝐶(𝑚 + 1)
𝑆 = 175(0.10 + 1)
𝑆 = 192.50
Therefore, selling price for each basketball is P192.50.

6. A supermarket uses a 35% markup on cost. What is the cost of a canned good if it sells
P35.50?
a. P23.30
b. P22.50
c. P26.30
d. P27.50
Solution:
Given: markup rate – 35% or 0.35
Selling price – 35.50
𝑆 = 𝐶(𝑚 + 1)
35.50 = 𝐶(0.35 + 1)
35.50 = 1.35𝐶
35.50
=𝐶
1.35
𝐶 = 26. 296 ≈ 26.30
Therefore, the cost for a canned good is P26.30.

7. A cellular phone retailer uses a markup rate of 44%. What is the selling price of a cellular
phone that cost the retailer P3, 560?
a. P5126.60
b. P5126.40

109
c. P1566.40
d. P2472.22
Solution:
Given: markup rate – 0.44
Cost – 3560
𝑆 = 3560(0.44 + 1)
𝑆 = 3560(1.44)
𝑆 = 2 126.40
Therefore, the selling price of a cellular phone is P5 126.40.

8. Teddy got a 15% discount when he bought a coat and tie. If the coat and tie originally cost
P1680.50, how much discount did Teddy get?
a. P1120.33
b. P252.06
c. P112.03
c. P2520.75
Solution:
Given: discount rate – 15% or 0.15
Regular Price – 1 680.50
𝐷 =𝑑∙𝑅
𝐷 = 0.15(1680.5)
𝐷 = 252.08
Therefore, Teddy got a discount of P252.08.

9. Find the discount rate of a pair of shoes if its sale price is twenty pesos less than the regular
price which is equivalent to P 560.90.
a. 0.03%
b. 3.03%
c. 3.57%
d. 35.7%
Solution:
Given: Regular Price – 560.9
Sale Price – 560.9-20=540.9
𝑆 = 𝑅(1 − 𝑑)
540.9 = 560.9(1 − 𝑑)
540.9 = 560.9 − 560.9𝑑
560.9𝑑 = 560.9 − 540.9
20
𝑑=
560.9
𝑑 ≈ 0.0357 𝑜𝑟 3.57%
Therefore, the discount rate for a pair of shoes is 3.5%.

10. The sale price of a dining set is P15, 000 which is 18% off the original price. How much is
the discount?
a. P3 292.68
b. P18 292.68
c. P8 297.68
c. P13 292.68
Solution:
Given: Sale Price – 15 000
Discount rate – 18% or 0.18

110
𝑆𝑃 = 𝑅(1 − 𝑑)
15000 = 𝑅(1 − 0.18)
15000 = 𝑅(0.82)
15000
𝑅=
0.82
𝑅 = 18 292.68
After getting the regular price, now, we solve for the discount.
𝑆𝑃 = 𝑅 − 𝐷
15000 = 18,292.68 − 𝐷
𝐷 = 18,292.68 − 15,000
𝐷 = 3,292.68
Therefore, the discount is P3,292.68.
5.7 Investment Problems
Investment word problems usually deal with the following terms:

 Interest – the amount of money received by an investor from an investment ( in

investment problems, annual simple interest is usually used)
 Principal – the amount of money invested excluding the interest earned.
 Rate – the percentage by which an investor expects his investment to increase

To solve for investment word problems, the formula below is used.

Interest (I) = Principal (P) x rate (r)

In this lesson, multiple investments are discussed. Hence, a table containing the rate, principal,
and interest must be created in order to identify the given, and find out what is asked in the
problem and eventually formulate an equation which will be used in looking for the missing
information.

Examples:

(a) Ria deposited a certain amount of money in the bank with a 9% annual simple interest
and deposited in another bank P5,000 more than the first with a 7% annual simple interest.
If the total interest earned on both investments for a year is P8,560, how much was
deposited in each bank?

Solution:

Let: x – amount invested in the first bank

(x + 500) – amount invested in the second bank

P r I

Bank 1 x 0.09 0.09x

Bank 2 x + 5000 0.07 0.07(x + 5000)

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 Total x + x + 5000 ----- 8,560

amount of interest earned from Bank 1 + amount of interest earned from Bank2 = P8,560

0.09x + 0.07(x + 500) = 8560

0.09x + 0.07x + 350 = 8560
0.16x = 8560 – 350
8210
x = 0.16.
x = 51,312.50
x + 5000 = 56,312.50
Therefore, P51, 312.50 is invested in the first bank and P56,312.50 is invested in the second
bank.
(b) Mrs. De la Fuentes received her Christmas bonus of P15,000 and invested it in stocks
paying 9% annual simple interest and in bonds paying 12% annual simple interest. If she
receives P1,650 after a year, how much was invested at each rate?
Solution:
Let: x – amount invested in stocks
(15,000 – x) – amount invested in bonds
P r I

Stocks x 0.09 0.09x

Bonds 15000 - x 0.12 0.12(1500 – x)

Total 15,000 ----- 1,650

amount of interest in stocks + amount of interest in bonds = P1,650

0.09x + 0.12(1500 – x) = 1650
0.09x + 1800 – 0.12x = 1650
-0.03x = 1650 – 1800
−150
x = −0.03
x = 5000
1500 – x = 10000
Therefore, at 9% interest rate, Mrs. De la Fuentes receives an interest f P5,000 and she receives
P10,000 from the 12% interest rate.

(c) A manager invested his money in a trust bank paying 10% annual simple interest and
invested P3,000 less than twice his first investment in stocks paying 6% annual simple
interest. if the interest

0.10x = 0.06(2x – 3000)

0.10x = 0.12x – 180

112
0.10x – 0.12x = -180
-0.02x = -180
−180
x = −0.02
x = 9000
2x – 3000 = 2(9000) – 3000
2x – 3000 = 15,000

P r I

Stocks 2x – 3000 0.06 0.06(2x – 3000)

Bonds x 0.10 0.10x

Total 2x – 3000 + x ----- 0.06(2x – 3000) = 0.10x

amount of interest in the trust bank = amount of interest in stocks

0.10x = 0.06(2x – 3000)
0.10x = 0.12x – 180
0.10x – 0.12x = -180
-0.02x = -180
−180
x = −0.02
x = 9000
2x – 3000 = 2(9000) – 3000
2x – 3000 = 15,000
Therefore, the manager invested P15,000 in stocks.

Lesson Exercise:
1. A financial consultant deposited her commissions in two banks. The firs bank pays 8% annual
simple interest and the other bank pays 6.5% annual simple interest. If the financial consultant
invested P15, 000 more on the second bank and collected a total of P8,341 interest after a year,
how much was invested in the bank paying 6.5% interest?
a. P50, 800
b. P65, 800
c. P66, 400
d. P67, 800
Solution:
Let: x – Amount invested in the first bank
(x + 15, 000) – Amount invested in the second bank

P r I

Bank1 x 0.08 0.08x

Bank2 x + 15000 0.065 (x + 15000) 0.065(x + 15000)

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 Total x + x + 15000 ---- 8, 341

Amount of interest earned from Bank1 + amount of interest earned from Brank 2 = P8, 341
0.08x + 0.065(x + 15000) = 8341
0.08x + 0.065x + 975 = 8341
0.145x = 8341 – 975
7366
x =
0.145
x = 50, 800
x = 65, 800
Therefore, P65, 800 is invested in the second bank.

2.You have P50, 000 to invest in two investment banks. The first investment bank yields 7%
interest. You aim to receive P5, 000 interest income after a year for your tuition payment. How
much money should be invested in the second bank?
a. P25, 000
b. P28, 000
c. P30, 000
d. P32, 000
Solution:
Let: x – the amount invested in the first investment bank
(50, 000 – x) – the amount invested in the second investment bank

P r I

Investment Bank 1 x 0.13 0.13x

Investment Bank2 50,000 - x 0.07 0.07(50,000 – x)

Total 50,000 ---- 5,000

Amount of interest earned from Investment Bank 1 + amount of interest earned from Investment
Bank 2 = P5, 000
0.13x + 0.07(50,000 – x) = 5000
0.13x + 3500 – 0.7x = 5000
0.06x = 5000 – 3500
1500
x = 0.06
x = 25, 000
50,000 – x = 25, 000
Therefore, the amount invested in the two banks is equal and thus, P25, 000 is invested in the
second bank.

114
3.A business man invests a certain amount of money in bonds paying 11.5% interest and invests
thrice his first investment in bank accounts paying 8.5% interest. If he receives an annual income
of P7, 400, how much did he invest in bank accounts?
a. P20, 000
b. P25, 000
c. P35, 000
d. P60, 000
Solution:
Let: x – the amount invested in bonds.
3x – the amount invested in bank accounts
P r I

Bonds x 0.115 0.115x

Bank Accounts 3x 0.085 0.085(3x)

Total x + 3x ---- 7, 400

Amount of interest earned from bonds + amount of interest earned from bank accounts = P7, 400
0.115x + 0.085(3x) = 7, 400
0.115x + 0.255x = 7, 400
0.37x = 7, 400
7400
x = 0.37
x = 20, 000
3x = 60, 000
Therefore, the business man invested P60, 000 in bank accounts.
4. Bryan invested in stocks paying a 6.8% dividend while Mindy invested P4000 more
than Byran in tax-free bonds paying 7.2% annual simple interest. If Mindy’s income
from investment is P1, 200 more than Bryan’s, how much money did Mindy invest?
a. P228, 000
b. P235, 000
c. P232, 000
d. P218, 000
Solution:
Let x: x – the amount invested in stocks
(4000 + x) – the amount invested in bonds
P r I

Bryan (Stocks) x 0.068 0.068x

Mindy (Bonds) X + 4000 0.072 0.072(4000 + x)

Total x + x + 4000 ---- 0.072(4000 + x) = 0.068x + 1200

115
Solution:
Let:
x – the amount of interest earned by Bryan + 1, 200 = amount of interest earned by Mindy
0.072(4000 + x) = 0.068x + 1200
288 + 0.072x = 0.068x + 1200
0.072x – 0.068x = 1200 – 288
0.004x = 912
912
x = 0.004
x = 228, 000
4000 + x = 232, 000
Therefore, Mindy invested P232, 000 in bonds.
5. Carissa invested P3, 000 more in stocks than in bonds. The bonds paid 10.5% interest
and stocks paid 8%. If the income from each investment was the same, how much
interest did she receive from bonds?
a. P9, 600
b. P1, 008
c. P7, 250
d. P5, 340
Solution:
Let: x – the amount invested in bonds
(3000 – x) – the amount invested in stocks
P r I

Stocks 300 + x 0.08 0.08(3000 + x)

Bonds x 0.105 0.105x

Total x + x + 3000 ---- 0.08(3000 + x) = 0.105x

amount of interest earned from stocks = amount of interest earned from bonds
0.08(3000 + x) = 0.105x
240 + 0.08x = 0.105x
240 = 0.105x – 0.08x
240 = 0.025x
240
x = 0.025
x = 9, 600
0.105x = 1, 008
Therefore, Carissa received P1, 008 from bonds.
6. Half of Trisha’s money is invested at 10% interest, one-fourth at 9%, and the remaining
money at 8%. If she earns an annual income of P1, 850 from her investments, how
much money did Trisha invest?
a. P15, 000

116
 b. P18, 000
c. P20, 000
d. P25, 000
Solution:
Let:
x – the amount of money invested by Trisha to get the remaining money Trisha invested in 8%
interest rate, we have:
1 1 4𝑥−2𝑥−𝑥 𝑥
x - 2x - 4x = 4
=4

P r I
1 0.10 1
x 0.10( x)
2 2
1 0.09 1
4
x 0.09(4x)
1 0.08 1
4
x 0.08(4x)

Total x ---- 1, 850

sum of the interests of the three different investments = 1, 850
1 1 1
0.10 (2x) + 0.09(4x) + 0.08(4x) = 1, 850
0.05x + 0.225x + 0.02x = 1, 850
0.0925x = 1, 850
x = 20, 000
Therefore, Trisha invested P20, 000.
7. Sheila invested some of her money at 8.75% interest per year and half as much of her
money at 6.2%. How much money did she invest at the lesser interest rate if the total
annual interest was P4, 147.50?
a. P35, 000
b. P17, 500
c. P25, 500
d. P12, 250
Solution:
Let: x – the amount invested at a rate of 8.75%
1
2
x – the amount of money invested at a rate of 6.2%

P r I
x 0.0875 0.0875x
1 0.062 1
2
x 0.062(2x)
Total 1 ----
X + 2x
sum of the interests of the two different investments = 4, 147.50
1
0.0875x + 0.062(2x) = 4, 147.5
0.087x + 0.031x = 4, 147.5

117
 0.1185x = 4, 147.5
4,147.5
x = 0.1185
x = 35, 000
1
2
x = 17, 500

Therefore, Sheila invested P17, 500 at the lesser interest rate.

8. Carla invested P25, 000 in two different banks. Some of her was invested at 5%
interest rate and the rest at 11% interest rate. If in a year, the two investments yield
the same interest, how much interest did she receive from each bank?
a. P859.38
b. P1, 718.75
c. P3, 437.50
d. P17, 187.50
Solution:
Let: x – the amount of money invested at a rate of 15%
(25, 000 – x) – the amount of money invested at a rate of 12%

P r I

Bank 1 x 0.05 0.05x

Bank 2 2 5000 - x 0.11 0.11(25, 000 – x)

Total 25, 000 ---- 0.05x = 0.11(25, 000 – x)

amount of interest from Bank 1 = amount of interest from Bank 2

0.05x = 0.11(25, 000 – x)
0.05x = 2, 750 – 0.11x
0.05x + 0.11x = 2, 750
0.16x = 2, 750
2,750
x = 0.16
x = 17, 187.5
0.05x = 859.375 ≈ 859.38
Therefore, Carla received P859.38 out of her investments from each bank.
9. An investment of P8, 000 is made at an annual simple interest rate of 7%. How much
additional money must be invested at an annual simple interest rate of 10% so that
the total annual interest earned is 8% of the total investment?
a. P3, 550
b. P4, 000
c. P4, 500
d. P5, 000
Solution:

118
Let x be the additional investment made at 10% interest rate.
P r I

Bank 1 x 0.05 0.05x

Bank 2 2 5000 - x 0.11 0.11(25, 000 – x)

Total 25, 000 ---- 0.05x = 0.11(25, 000 – x)

amount of interest from 8, 000 investment + amount of interest from additional investment = 8%
of total investment
560 + 0.10x = 0.08(8000 + x)
560 + 0.10x = 640 – 0.08x
0.10x – 0.08x = 640 - 560
0.02x = 80
80
x = 0.02
x = 4, 000
Therefore, the additional investment made is P4, 000.
10. An investment of P15, 000 is made at an annual simple interest rate of 8.5%. How
much additional money must be invested at an annual simple interest rate of 13% so
that the total annual interest earned is one-tenth of the total investment?
a. P7, 000
b. P7, 500
c. P8, 500
d. P8, 850
Solution:
Let x be the additional investment made at 10% interest rate
P r I

15, 000 0.085 0.085(15,000) = 1, 275

x 0.13 0.13x

Total 15, 000 + x ---- 1

10
(15, 000 + x)

1
amount of interest from P15, 000 investment + amount of interest from additional investment = 10
of total investment
1
1, 275 + 0.13x = 10
(15, 000 + x)
1, 275 + 0.13x = 1, 500 + 0.10x
0.13x – 0.10x = 1, 500 – 1, 275
0.03x = 225
225
x = 7,500

119
 x = 7, 500
Therefore, the additional investment made is P7, 500.
5.8 Mixture Problems
Problems that deal with creating mixtures of two or more things and then identifying specific
quantities (such as percentage, weight, price, etc.) of the resulting mixture called mixture word
problems.

There are two kinds of mixture problems:

(a) Value mixture problems

- Deals with mixture problems that involve mixing ingredients with different prices into
one mixture
- uses the formula V = A x C where V is the value of the ingredient, A is the amount of
the mixture and C is the cost per unit of the mixture
(b) Percent mixture problems
-Deals with mixture problems that involve percentages of solutions such as chemicals,
alcohols, etc.
-Uses the formula Q = P x A where Q is the quantity of the substance in the solution, P is
the percent of concentration of the substance, and A is the amount of the solution.
Examples:
(a) A food store sells a mixture of cashew nuts and roasted nuts. Cashew nuts sell for
P200/kg and roasted nuts sell for P120/kg. How many kilograms of each should be
mixed to make 14kg of this snack worth P130/kg?
Solution:
The problem asks for the number of kilograms of cashew nuts and the number of kilograms
of roasted nuts.
Let x be the number of kilograms of raisins.
Then 14 – x is the number of kilograms of nuts.
Number of Kilograms Cost Value
Cashew nuts x P 200 200x
Roasted nuts 14 –x P 120 120(14 – x)
Total 14 P130 14(130) = 1, 820
value of cashews + value of nuts = total value of mixture
200x + 120(14 – x) = 1, 820
200x + 1, 680 – 120x = 1, 820
80x = 1, 820 – 1, 680
80x = 140
140
80x = 80
x = 1.75
14 – x = 12.25
Therefore, 1.75kg of cashew and 12.25kg of roasted nuts are needed.

120
 (b) A health food store sells a mixture of raisins and roasted nuts. Raisins sell for $3.50/kg
and nuts sell for $4.75/kg. How many kilograms of each should be mixed to make 20kg of
this snack worth $4.00/kg
The problem asks for the number of kilograms of raisins and the number of kilograms of nuts.
Let 𝑥 be the number of kilograms of raisins.
Then 20 − 𝑥 is the number of kilograms of nuts.
Number of kg × Price per kg = Cost
Raisins 𝑥 3.50 3.5𝑥
Nuts 20 − 𝑥 4.75 4.75(20 − 𝑥)
Total 20 4.00 80
Cost of raisins + cost of nuts = total cost of mixture
3.5𝑥 + 4.75(20 − 𝑥) = 80
350𝑥 + 475(20 − 𝑥) = 8000
350𝑥 + 9500 − 475𝑥 = 8000
−125𝑥 = −1500
𝑥 = 12
20 − 𝑥 = 8
∴ 12 kg of raisins and 8 kg of nuts are needed.
(c) A laboratory assistant was tasked to mix 30mL of a solution that is 60% acid with 45mL
solution that is 40% acid. What is the percent of the mixture?
Solution:
The problem asks for the percent of acid of the mixture.
Let x be the percent of acid of the mixture.
Number of milliliters Acid Percentage Amount of Acid
60% Solution 30 60% = 0.6 30(0.6) = 18
40% Solution 45 45% = 0.4 45(0.4) = 18
Total 75 x 75x
Amount of acid in the 60% solution + amount of acid in the 40% solution = total amount
of acid
18 + 18 = 75x
36 = 75x
36
x = 75
x = 0.48 or 48%
Therefore, the percent of acid of the mixture is 48%.
(d) If you were to mix a 600mL juice drink that is 10% orange juice, how much orange juice
should be added to make a drink that is 25% orange juice?
Solution:
The problem asks for the amount of orange juice added to the 10% orange juice drink.
Let x be the amount of orange juice added.
Amount of Juice Orange Juice Amount of Orange
Drink (in mL) Percentage Concentrate (in mL)
Original Juice Drink 600 10% = 0.10 600(0.10) = 60

121
 Orange Juice Added x 100% = 1 x(1) = x
New Juice Drink 600 + x 25% = 0.25 60 + x
amount of new juice drink orange juice % = amount of orange concentrate
(600 + x) (0.25) = 60 + x
150 + 0.25x = 60 + x
150 – 60 = x – 0.25x
90 = 0.75x
90
x =
0.75
x = 120
Therefore, 120 mL of orange juice should be added to make a drink that is 25% orange
juice.
Lesson Exercises:
1. An auto mechanic has 250mL of battery acid solution that contains 40% acid. The
mechanic needs to add water into the solution to dilute it so that it is only 25% acid. How
much water should be added?
a. 100mL
b. 150mL
c. 175mL
d. 200mL
Solution:
The problem asks for the amount of water to be added in the solution.
Let x be the amount of water to be added in the solution.
Amount (in mL) Acid Percentage Amount of Acid

Battery Acid Solution 250 40% = 0.40 250(0.40) = 100

Water x 0% x(0)

Total 250 + x 25% = 0.25 100 + 0 = 0

Note that the amount of acid in water is 0%.

Total amount of the two liquids acid percentage of the mixture = total amount of acid
0.25 (250 + x) = 100
62.50 + 0.25x = 100
0.25x = 100 – 62.50
37.50
x = 0.25
x = 150
Therefore, 150mL of water must be added to the batter acid solution.

2. A candy shop mixes different sweets in order to create unique snacks for the customers.
If the owner mixes mallows that sell for P100/kg and chocolate sprinkles that sells for
P80/kg, how many kilograms of mallows should be mixed to get a 5kg snack worth
P90/kg?
a. 1.75kg
b. 1.80kg
c. 2.20kg
d. 2.50kg
Solution:

122
The problem asks for the amount of mallows to be mixed.
Let x be the amount of mallows in the snack.
Number of Kilograms Cost Value

Mallows x P100 100x

Chocolate Sprinkles 5 -x P80 80(5-x)

Total 5 P90 5(90) = 450

value of mallows + value of chocolate sprinkles = total value of mixture

100x + 80(5 – x) = 450
100x + 400 – 80x = 450
20x = 450 – 400
50
x = 20
x = 2.5
Therefore, 2.5kg of mallows is mixed in the snack.

3. A mother makes a liter of juice drink that is 60% mango concentrate and mixes it with 2
liters of juice drink that 30% mango concentrate. What is the percentage of mango
concentrate in the new juice drink?
a. 40%
b. 45%
c. 50%
d. 90%
Solution:
The problem asks for the percentage of mango concentrate in the new juice drink.
Amount of Juice Mango Concentrate Amount of Mango
Drink (in Liters) Percentage Concentrate (in Liters

60% concentrate 1 60% = 0.60 1(0.60) = 0.60

30% concentrate 2 30% = 0.30 2(0.30) = 0.60

Total 3 x 0.60 + 0.60 = 1.20

total amount of juice drink mango juice% = amount of mango concentrate

3x = 1.20
1.20
x = 3
x = 0.40 or 40%
Therefore, the juice drink mixture contains 40% mango concentrate.

4. A chef creates a solution that contains 25% chicken broth and mixes it with a solution that
contains 70% chicken broth. If he made a mixture that is a total of 120 liters containing
38% chicken broth, how much of the 25% chicken broth solution should be mixed?
a. 80.5mL
2
b. 823
2
c. 833mL

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 1
d. 853mL
Solution:
The problem asks for the amount of 25% chicken broth solution.
Amount of Solution Chicken Broth Amount of Chicken Broth in
(in Liters) Percentage the Solution(in Liters)

25% chicken broth x 25% = 0.25 x(0.25) = 0.25x

70% chicken broth 120 – x 70% = 0.70 (120 – x)0.70

Total 120 38% = 0.38 0.25x + (120 – x) 0.70

Total amount of solution chicken broth % = amount of chicken broth in the solution
120(0.38) = 0.25x + (120 – x) 0.70
45.6 = 0.25x + 84 – 0.70x
0.70x – 0.25x = 84 – 45.6
0.45x = 38.4
38.4
x = 0.45
1
x = 853
1
Therefore, 853 of the 25% chicken broth solution should be mixed.
5. Ten gallons of regular gasoline is added to 15 gallons of premium gasoline and now costs
P60.50 per gallon. If premium gasoline costs P2.50 more than the regular gasoline, find
the price per gallon for the premium gasoline.
a. P59.00
b. P59.50
c. P61.50
d. P62.00
Solution:
The problem asks for the price per gallon of the premium gasoline.
Let x be the price of the regular gasoline and x + 2.50 be the price of the premium gasoline.
Amount of
Price per Liter Value
Gasoline (in Liters)

Regular Gasoline 10 x 10x

Premium Gasoline 15 x + 2.50 15(x + 2.50)

Total 25 60.50 10x + 15(x + 2.50)

Total amount of gasoline price per liter = value

25(60.50) = 10x + 15(x + 2.50)
1,512.50 = 10x + 15x + 37.5
1,512.50 – 37.50 = 25x
1,475 = 25x
1,475
x = 25

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 x = 59
x + 2.50 = 61.50
Therefore, premium gasoline is sold at P61.50/liter.
6. Pure silver that is 40% alloy is to be mixed with pure silver that is 60% alloy to obtain 20lbs
of silver that contains 44% alloy. How many pounds of pure silver which is 40% allow must
be mixed?
a. 14lbs
b. 16lbs
c. 17lbs
d. 18lbs
Solution:
The problem asks for the number of pounds of pure silver which is 40% alloy.
Let x be the price of the regular gasoline and x + 2.50 be the price of the premium gasoline.
Amount of Silver (in lbs) Alloy Percentage Amount of alloy

40% alloy x 40% = 0.40 0.40x

60% alloy 20 - x 60% = 0.60 0.60(20 – x)

Total 20 44% = 0.44 0.40x + 0.60(20 – x)

Total amount of pure silver alloy percentage = total amount of alloy

20(0.44) = 0.40x + 0.60(20 – x)
8.8 = 0.40x – 12 – 0.60x
8.8 - 12 = -0.20x
-3.20 = -0.20x
−3.20
x =
−0.20
x = 16
Therefore, 16lbs of pure silver containing 40% alloy should be mixed.

7. In a debut the waiter was tasked to mix 5 gallons of Brand X fruit punch and 3 gallons of
Brand Y fruit punch. If brand X has 35% fruit juice while Brand Y has 65% fruit juice, what
percent of the mixture is fruit juice?
a. 46.25%
b. 48.75%
c. 56.50%
d. 100%
Solution:
The problem asks for the percent of mixture of the fruit juice.
Let x be the percentage of fruit juice of the mixture.
Amount of Fruit Fruit Juice Amount of Fruit juice in
punch (in galloons) Percentage the Punch (in gallons)

Brand X Fruit Punch 5 35% = 0.35 5(0.35) = 1.75

125
 Brand Y Fruit Punch 3 65% = 0.65 3(0.65) = 1.95

Total 8 x 1.75 + 1.95

total amount of fruit punch fruit juice percentage = total amount of fruit juice in the mixture
8x = 1.75 + 1.95
8x = 3.7
3.7
x = 8
x = 0.4625
x = 46.25%
Therefore, 46.25% of the mixture is fruit juice.

8. A 30mg alloy containing 40% nickel is melted and mixed with another alloy weighing 12mg
containing 35% nickel. How many percent of nickel is the resulting alloy?
a. 75%
b. 49.36%
c. 33.79%
d. 38.57%
Solution:
The problem asks for the percent of nickel in the resulting alloy.
Let x be the nickel percentage of the resulting alloy.
Amount of Alloy (in mg) Nickel Percentage Amount of Nickel

Alloy 1 30 40% = 0.40 0.40(30) = 12

Alloy 2 12 35% = 0.35 0.35(12) = 4.2

Total 42 x 12 + 4.2

total amount of alloy nickel percentage = total amount of nickel

42x = 12 + 4.2
42x = 16.2
16.2
x =
42
x ≈ 0.3857
x ≈ 38.57%
Therefore, the resulting alloy contains 38.57% nickel.

9. A hundred milliliters of a 10% sugar solution is mixed with 150mL of a 58% sugar solution.
Find the concentration of the new mixture.
a. 29.2%
b. 38.8%
c. 43.5%
d. 68%
Solution:
The problem asks for concentration of the new mixture.

126
Let x be the percentage of sugar in the new mixture.
Amount of Sugar
Sugar Percentage Amount of Nickel
Solution (in mL)

10% sugar solution 100 10% = 0.10 0.10(100) = 10

58% sugar solution 150 58% = 0.58 0.58(150) = 87

Total 250 x 10 + 87

total amount of alloy nickel percentage = total amount of nickel

250x = 10 + 87
250x = 97
97
x = 250
x = 0.388
x = 38.8%
Therefore, the concentration of the new mixture is 38.8% sugar.

10. If 10kg of white sugar costing P60/kg is mixed with 15kg of brown sugar costing P55/kg,
how much is the cost of 8kg of the white and brown sugar mixture?
a. P57
b. P205
c. P315
d. P456
Solution:
The problem asks for the cost of 8kg of white and brown sugar mixture.
Let x be the cost of 8kg of white and brown sugar mixture.
Amount of Sugar (in kg) Price of Sugar Value

White sugar 10 60 10(60) = 60

Brown sugar 15 55 15(55) = 825

Total 25 x 600 + 825

total amount of sugar price of sugar mixture = value of the mixture\

25x = 600 + 825
25x = 1, 425
1,425
x = 25
x = 57
8x = 456
Therefore, 8kg of the brown and white sugar mixture costs P456.00.
5.9 Work Problems
Work requires the expenditure of time and effort. Some jobs take a shorter time to finish
than others.

127
Learning Objectives:
1. At the end of this lesson, students must be able to know the solution of some Work-
related word problems.
2. The student should be able to learn Work-related problems.
3. The student must be able to solve word problems involving work.
Lesson Proper:
The most important factor in work is the efficiency of each working unit. This refers to how
fast each worker can finish a given job. In more concrete terms, efficiency refers to the rate of
work done. This can be expressed as follows:
1
𝑊𝑜𝑟𝑘 𝑟𝑎𝑡𝑒 𝑜𝑓 𝑎𝑛 𝐼𝑛𝑑𝑖𝑣𝑖𝑑𝑢𝑎𝑙 =
𝑇𝑜𝑡𝑎𝑙 𝑇𝑖𝑚𝑒 𝑆𝑝𝑒𝑛𝑡 𝑡𝑜 𝐹𝑖𝑛𝑖𝑠ℎ 𝑡ℎ𝑒 𝐽𝑜𝑏
Moreover, we can determine the total time at which two or three individuals working together
at the same time can finish a given job. Under this arrangement, it is assumed that the rate of
work of each individual is known. Thus, if A can do a certain job alone in 3 hours and B can do
the same job alone in 4 hours, then the equation relating their work rates with the total time to
finish the job may be written as follows:
𝑊𝑜𝑟𝑘 𝑅𝑎𝑡𝑒 𝑜𝑓 𝐴 + 𝑊𝑜𝑟𝑘 𝑅𝑎𝑡𝑒 𝑜𝑓 𝐵 = 𝑊𝑜𝑟𝑘 𝑅𝑎𝑡𝑒 𝑜𝑓 𝐴 𝑎𝑛𝑑 𝐵 𝑇𝑜𝑔𝑒𝑡ℎ𝑒𝑟
1 1 1
+ =
𝑇𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝐴 𝑐𝑎𝑛 𝑇𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝐵 𝑐𝑎𝑛 𝑇𝑜𝑡𝑎𝑙 𝑡𝑖𝑚𝑒 𝑡ℎ𝑒 𝑗𝑜𝑏
𝑓𝑖𝑛𝑖𝑠ℎ 𝑡ℎ𝑒 𝑗𝑜𝑏 𝑎𝑙𝑜𝑛𝑒 𝑓𝑖𝑛𝑖𝑠ℎ 𝑡ℎ𝑒 𝑗𝑜𝑏 𝑎𝑙𝑜𝑛𝑒 𝑐𝑎𝑛 𝑏𝑒 𝑓𝑖𝑛𝑖𝑠ℎ𝑒𝑑 𝑏𝑦 𝐴 𝑎𝑛𝑑 𝐵 𝑡𝑜𝑔𝑒𝑡ℎ𝑒𝑟

Example:
1. Problem:
Mae can finish a project in 12 hours and Abi in 6 hours alone. How long will it take them
to finish the project together?
Solution:
Let 𝑥 = number of hours that will take Mae and Abi to finish the project together. Since
1
Mae can finish the project in 12 hours, he can do 12 of the project in 1 hour. Similarly, Abi
1
can do 6 of the project 1 hour. Then, if 𝑥 is the number of hours it will take both of them to
1
finish the project, they can do 𝑥 of the project in one hour. Thus, we have the equation
1 1 1
12
+6 = 𝑥

Multiplying both members by 36𝑥, the LCD, we have

1 1 1
36𝑥 (12 + 6 = 𝑥) which when simplified gives

3𝑥 + 6𝑥 = 36
Combining similar terms and performing the indicated operations, we find
9𝑥 = 36
36
𝑥= 9

128
 𝑥=4
Thus, Mae and Abi can finish the project in 4 hours.

2. Problem:
Justin can paint a house in two hours, and Aaron can paint the same house in 8 hours.
How long does it take for them to do it together?
Solution:
Let 𝑥 = number of hours that will take Justin and Aaron to finish painting together. Since
1
Justin can paint a house in 2 hours, he can do 2 of the project in 1 hour. Likewise, Aaron can
1
do of the project 1 hour. Then, if 𝑥 is the number of hours it will take both of them to finish
8
1
the project, they can do of the project in one hour. Thus, we have the equation
𝑥
1 1 1
2
+8=𝑥

Multiplying both members by 8𝑥, the LCD, we have

1 1 1
8𝑥 (2 + 8 = 𝑥) which when simplified gives

4𝑥 + 𝑥 = 8
Combining similar terms and performing the indicated operations, we find
5𝑥 = 8
8
𝑥=
5
8
Therefore, Justin and Aaron can paint a house together in 5 hours.

Lesson Exercise:
Solve the following work problems.

1. Arvin can finish building a fence for a vegetable garden in 6 hours and Mark can do the
same work in 8 hours. In how many hours can they finish building the fence if they will
work together?
3
e. 3 9 hours
5
f. 3 hours
7
3
g. 37 hours
3
h. 47 hours
Correct answer: C
Solution:
Let 𝑥 = number of hours they can finish building the fence together

129
 1
Since Arvin can finish building the fence in 6 hours, he can do 6 of the project in 1
1
hour. Also, Mark can do 8 of the project in 1 hour. Then, if 𝑥 is the number of hours it will
1
take both of them to finish building the fence, they can do of the project in one hour.
𝑥
Thus, we have the equation
1 1 1
6
+8=𝑥

Multiplying both members by 24𝑥, the LCD, we have

1 1 1
24𝑥 ( + = ) which when simplified gives
6 8 𝑥

4𝑥 + 3𝑥 = 24
7𝑥 = 24
3
𝑥=3
7
3
Therefore, Arvin and Mark can finish building the fence in 3 7 hours.

2. Jacob can finish typing the document in 8 hours and Michael can do the same work in 3
hours. If they will work together, how long will it take them to finish typing the document?
2
e. 2 11 hours
5
f. 2 7 hours
5
g. 4 hours
11
5
h. 7 7 hours
Correct answer: A
Solution:
Let 𝑥 = number of hours it will take them to finish typing together
1
Since Jacob can finish typing in 8 hours, he can do 8 of the project in 1 hour. Also,
1
Michael can do 3 of the project in 1 hour. Then, if 𝑥 is the number of hours it will take
1
both of them to finish typing, they can do 𝑥 of the project in one hour. Thus, we have the
equation
1 1 1
8
+3=𝑥

Multiplying both members by 24𝑥, the LCD, we have

1 1 1
24𝑥 (8 + 3 = 𝑥) which when simplified gives

3𝑥 + 8𝑥 = 24
11𝑥 = 24
2
𝑥 = 2 11
2
Therefore, Jacob and Michael can finish typing the document in 2 11 hours.

130
 3. Joshua, Matthew, and Daniel have decided to spray their mango farm with insecticide to
remove the pests from the farm. Working alone, Joshua needs 7 hours to spray the
farm, Matthew needs 6 hours, and Daniel needs 3 hours. How long will it take them to
spray their mango farm if they will work together?
12
e. 1 hours
14
11
f. 1 hours
13
11
g. 2 13 hours
18
h. 2 20 hours
Correct answer: B
Solution:
Let 𝑥 = number of hours it will them to spray the cornfield together
1
Since Joshua can finish spraying the farm in 7 hours, he can do 7 of the project in 1
1 1
hour. Also, Matthew can do and Daniel can do of the project in 1 hour. Then, if 𝑥 is
6 3
1
the number of hours it will take them to finish spraying the farm together, they can do
𝑥
of the project in one hour. Thus, we have the equation
1 1 1 1
7
+6+3=𝑥

Multiplying both members by 24𝑥, the LCD, we have

1 1 1 1
42𝑥 ( + + = ) which when simplified gives
7 6 3 𝑥

6𝑥 + 7𝑥 + 14𝑥 = 42
27𝑥 = 42
15
𝑥 = 1 27
Therefore, Joshua, Matthew, and Daniel can finish spraying their mango farm
15
together in 1 27 hours.

4. Chris can trim the grass in a garden in 6 hours. Ethan can do it in 5 hours. How long will
it take them to trim the grass if they work together?
7
e. 3 hours
12
11
f. 3 12 hours
12
g. 2 15 hours
11
h. 2 12 hours
Correct answer: D
Solution:
Let 𝑥 = number of hours they can finish trimming the grass together

131
 1
Since Chris can finish weeding a garden in 6 hours, he can do 6 of the project in 1
1
hour. Also, Ethan can do trimming in 5 of an hour. Then, if 𝑥 is the number of hours it will
1
take both of them to finish trimming the grass, they can trim the grass in of an hour.
𝑥
Thus, we have the equation
1 1 1
6
+5=𝑥

Multiplying both members by 30𝑥, the LCD, we have

1 1 1
30𝑥 ( + = ) which when simplified gives
6 5 𝑥

5𝑥 + 6𝑥 = 30
11𝑥 = 30
8
𝑥=2
11
8
Therefore, Chris and Ethan can together trim the grass in just 2 11 hours.

5. Joseph can paint the whole house in ten hours, and William in nine hours. How long
would it take the two of them to paint the entire house?
e. 4 hours
24
f. hours
5
24
g. hours
7
15
h. hours
5

Correct answer: B
Solution:
Let 𝑥 = number of hours it takes to them to paint the house together
1
Since Joseph can paint the entire house in 10 hours, he can do of the job per
10
1
hour. And William can do per hour. Then, if 𝑥 is the number of hours it will take both of
9
1
them to paint the whole house, they can paint the house in 𝑥 of an hour. Thus, we have
the equation
1 1 1
10
+9=𝑥
Simplifying the equation, we have
21 1
= which when simplified gives
90 𝑥
90
𝑥=
21
90
Therefore, they can complete their work together in just 21 hours.

132
 6. The first tube can fill a pool 2.25 times faster than the second tube. When both tubes are
opened, they fill the pool in five hours. How long would it take to fill the pool if only the
first tube is used?
e. 16.25 hrs
f. 11.5 hrs
g. 9 hrs
h. 11.25 hrs
Correct answer: A
Solution:
Let 𝑥 = hours to complete the job if the second tube is used
2.25𝑥 = hours to complete the job if the first tube is used
Completed per hour:
1
second tube: 𝑥
1
first tube: 2.25𝑥
1
together: 5
Adding their labor:
1 1 1
. + =
2.25𝑥 𝑥 5

Simplifying the equation:

3.25 1
=
2.25𝑥 5

2.25𝑥 = 16.25
𝑥 ≈ 7.22
Then, 2.25𝑥 = 16.25, therefore the first tube takes 16.25 hours.
7. If five girls can do a job in fifteen days, how many would it take to do the job in twenty-five
days?
e. 6
f. 5
g. 10
h. 3
Correct answer: D
Solution:
Convert this to man-days. If it takes five girls to do a job in twenty-five days, then:
(5 𝑔𝑖𝑟𝑙𝑠) × (15 𝑑𝑎𝑦𝑠) = 75 𝑚𝑎𝑛 − 𝑑𝑎𝑦𝑠
That is, the entire job requires 75 man-days.
(𝑥 𝑔𝑖𝑟𝑙𝑠) × (25 𝑑𝑎𝑦𝑠) = 75 𝑚𝑎𝑛 − 𝑑𝑎𝑦𝑠
Simplifying the equation,
25𝑥 = 75

133
 𝑥=3
Therefore, 3 girls are needed to do the job in twenty-five days.
8. Anthony can finish a job in 5 hours. When working at the same time as David, they can
finish the job in 4 hours. How long does it take for David to finish the job if he works alone?
e. 2 hours
f. 10 hours
g. 20 hours
h. 5 hours
Correct answer: C
Solution:
Let 𝑥 = number of hours Anthony needs to finish the job
𝑦 = number of hours David needs to finish the job
We already know that 𝑥is equal to 5. When working at the same time, they
need 4 hours. Using the formula,
1
1 1
𝑡𝑖𝑚𝑒= +
𝑥 𝑦

1
1 1
4= +
5 𝑦

Rearranging the terms, we get:

1 1 1
5
+𝑦 =4
1 1 1
𝑦
=4−5
1 1
𝑦
= 20

𝑦 = 20
Therefore, David needs 20 hours to complete the job alone.
9. A barrel can be filled by tube A in 2 hours and by tube B in 4 hours. When the barrel is
full, it can be drained by tube C in 3 hours. If the barrel is initially empty and all three tubes
are open, how many hours will it take to fill up the barrel?
2
e. 2 5 hours
7
f. 2 hours
16
10
g. 8 20 hours
3
h. 7 12 hours
Correct answer: A
Solution:
Let 𝑥 = time taken to fill up the barrel
Since tube C drains the water, it is subtracted.
1 1 1 1
2
+4−3=𝑥

134
 Multiplying both sides with 12
1 1 1 1
2
+4−3=𝑥
12
6+3−4= 𝑥
12
5=
𝑥

5𝑥 = 12
12 2
𝑥= =2
5 5
2
Therefore, the time taken to fill the barrel is 2 5 hours.
10. Alex can cultivate plants alone in 1 hour. It takes Nick 3 hours to cultivate the same
plants. If they work together, how long will it take them to cultivate the plants together?
3
e. 10
hour
3
f. 4
hour
1
g. 2
hour
2
h. 7
hour
Correct answer: B
Solution:
Let 𝑥 = time it takes to cultivate the plants together
Solving the problem,
1 1 1
1
+3=𝑥
Finding a common denominator
3 1 1
+ =
3 3 𝑥
4 1
3
=𝑥
Cross multiplying
4𝑥 = 3
3
𝑥=4
3
Therefore, it will take them 4 of an hour working together.
11. It takes Sophy 7 hours to clean her room if she works alone and it takes Issa 5 hours to
clean the same room if she works alone. How long will it take them to clean the room if they
work together?
2
e. 2 5 hours
2
f. 2 7 hours
11
g. 2 12 hours
3
h. 3 hours
5

135
 Correct answer: C
Solution:
Let 𝑥 = the amount of time it takes to clean the room (in hours) if the two work
together.
Sophy would need 7 hours if she did the entire job by herself, so her
1 1
working rate is 7 of the job in an hour. Likewise, Issa’s rate is 5 of the job in an hour.
1 1 1
7
+5=𝑥
Solving the equation, we have
5𝑥 + 7𝑥 = 35
12𝑥 = 35
35 11
𝑥 = 12 = 2 12
11
Therefore, the two females can clean the room in only 2 12 hours together.
12. Diego can dig a 20 ft by 20 ft den in six hours working alone. Max can dig the same den
in seven hours. How long would it take them if they worked together?
a. 5.90 hours
b. 4.12 hours
c. 2.45 hours
d. 3.23 hours
Correct answer: D
Solution:
Let 𝑥 = the amount of time it takes them if they worked together.
1
Diego would need 6 hrs to dig a den, so his working rate is 6 of the job in an hour.
1
Likewise, Max can dig a den in 7 hrs, his rate is 7 of the job in an hour.
1 1 1
+7=𝑥
6

Solving the equation, we have

7𝑥 + 6𝑥 = 42
13𝑥 = 42
42
𝑥 = 13 ≈ 3.23

Therefore, it takes 3.23 hours for them to dig the den together.
13. It takes Luis nine hours to clean the loft. Ian can clean the same loft in six hours. Find
how long it would take them if they worked together.
a. 3.6 hours
b. 2.40 hours
c. 4.3 hours
d. 3.12 hours

136
 Correct answer: A
Solution:
Let 𝑥 = the amount of time it would take them if they worked together.
1
Luis would need 9 hrs to clean an attic, so his working rate is 9 of the job in an
1
hour. Likewise, Ian can also clean the attic in 6 hrs, his rate is 6 of the job in an hour.
1 1 1
9
+6=𝑥
Solving the equation, we have
6𝑥 + 9𝑥 = 54
15𝑥 = 54
54
𝑥 = 15 = 3.6

Therefore, it takes 3.6 hours for them to clean the loft together.
14. Anna can pour a large concrete driveway in two hours. Owen can pour the same
driveway in four hours. Find how long it would take them if they worked together.
a. 1.12 hours
b. 1.33 hours
c. 8.73 hours
d. 1.21 hours
Correct answer: B
Solution:
Let 𝑥 = the amount of time it takes them if they worked together.
Anna would need 2 hrs to pour a large concrete driveway, so her
1
working rate is 2 of the job in an hour. Likewise, Owen can do the job in 4 hrs,
1
his rate is 4 of the job in an hour.
1 1 1
2
+4=𝑥
Solving the equation, we have
2𝑥 + 𝑥 = 4
3𝑥 = 4
4
𝑥 = 3 ≈ 1.33
Therefore, it takes 1.33 hours for them to pour a large concrete driveway
together.
15. Working alone, Thomas can change car’s oil in five hours. Kevin can change oil of the
same car in nine hours. If they worked together how long would it take them?
a. 3.21 hours
b. 9.8 hours
c. 8.54 hours
d. 11.21 hours

137
 Correct answer: A
Solution:
Let 𝑥 = the amount of time it takes them if they worked together.
1
Thomas would need 5 hrs to change car’s oil, so his working rate is 5 of the job in
1
an hour. Likewise, Kevin can oil the same car in 9 hrs, his rate is 9 of the job in an hour.
1 1 1
5
+9=𝑥
Solving the equation, we have
9𝑥 + 5𝑥 = 45
14𝑥 = 45
45
𝑥 = 14 = 3.21
Therefore, it takes 3.21 hours for them change car’s oil together.
16. Working alone, Eli can sweep a terrace in 30 minutes. Joe can sweep the same terrace
in 20 minutes. If they worked together how long would it take them?
a. 36.35 mins
b. 1.8 mins
c. 12.05 mins
d. 8.35 mins
Correct answer: C
Solution:
Let 𝑥 = the amount of time it takes them if they worked together.
1
Eli would need 30 mins to sweep a terrace, so his working rate is 30 of the job in
1
every minute. Likewise, Joe can sweep the same terrace in 20 mins, his rate is of the
20
job in every minute.
1 1 1
+ 20 = 𝑥
30

Solving the equation, we have

1
𝑥
= 0.083

0.083𝑥 = 1
𝑥 ≈ 12.05
Therefore, it takes 12.05 minutes for them to sweep a terrace together.
17. Caleb can tar a wall in 8 hours. One day his friend Hanna helped him and it only took 4
hours. How long would it take Hanna to do it alone?
a. 10.01 hours
b. 9 hrs
c. 6.5 hrs
d. 9.31 hours

138
 Correct answer: A
Solution:
Let 𝑥 = the amount of time it takes Hanna to do it alone
1
Caleb can tar a wall in 8 hrs, so his working rate is 8 of the job in an hour. With
1
Hanna help, it only took 4 hrs. So their working rate is 4 of the job in an hour.
1 1 1
8
+𝑥 =4
Solving the equation, we have
4𝑥 + 32 = 8𝑥
4𝑥 = 32
𝑥=8
Therefore, it takes 8 hrs too for Hanna to tar a wall alone.
18. Working alone, it takes Belle 11 hours to harvest the fruits. Tara can harvest the same
fruits in 16 hours. Find how long it would take them if they worked together.
a. 18 hours
b. 9.65 hrs
c. 4.35 hrs
d. 6.52 hours
Correct answer: D
Solution:
Let 𝑥 = the amount of time it takes them to finish the work together
1
Belle would need11 hrs to harvest the fruits, so her working rate is 11 of the job in an
1
hour. Likewise, Tara can harvest the same fruits in 16 hrs, her rate is 16 of the job in an
hour.
1 1 1
+ =
11 16 𝑥

Solving the equation, we have

16𝑥 + 11𝑥 = 176
27𝑥 = 176
176
𝑥= 27
= 6.52
Therefore, it takes 6.52 hours for them to harvest the fruits together.
19. Chasey can input data into the computer system in 40 minutes, and Bran can input the
same data in 60 minutes. How long will it take both of them, to input the data together?
a. 24mins
b. 12mins
c. 45mins
d. 32mins
Correct answer: A

139
 Solution:
Let 𝑡 = the amount of time it takes Hanna to do it alone
Chasey’s rate for doing the job is 1/40 of the job per minute. Bran’s rate is 1/60 of
the job per minute. Then the sum of the work that Chasey does and the work that Bran
does must equal one job:
1 1
(40) 𝑡 + (60) 𝑡 = 1

Simplifying, we get:
60𝑡 + 40𝑡 = 2400
𝑡 = 24
Therefore, it takes 24mins for them to input the data.
20. Faith and Lucy can type the article in 8 hours. Faith can type the same article alone in 20
hours. How long would it take Lucy to type the article?
a. 5hrs & 20mins
b. 6hrs & 30mins
c. 11hrs & 25mins
d. 13hrs & 20mins
Correct answer: D
Solution:
Let 𝑟 = the rate that Lucy works
1
The rate that Faith works is 20 of the job per hour. To do one job in 8 hours we
have
1
1 = (8) + 𝑟(8)
20
To solve for 𝑟, multiply by 20:
20 = 8 + 20𝑟(8)
12 = 8(20)𝑟
So,
12 3
𝑟 = 8(20) = 40 of the job per hour.
To type the entire article alone, Lucy takes
𝑤 1 40 1
𝑡= 𝑟
= 3/40 = 3
= 13 3
1
Therefore, it takes Lucy 13 3 hr to type the article.

5.10 Uniform Motion Problems

Uniform Motion problems are problems that deal with objects that move at a fixed rate. To solve
for a uniform motion problem, we use the equation:

𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 (𝑑) = 𝑟𝑎𝑡𝑒 (𝑟) 𝑥 𝑡𝑖𝑚𝑒(𝑡)

Examples:

140
 (a) Two swimmers leave at 6:00 am from two islands which are 1500 miles apart. If they
swam at speeds of 120mph and 130mph, at what time will the two swimmers meet?
Solution:
Let t be the time the two swimmers meet.
Rate Time Distance

Swimmer 1 120 mph t 120t

Swimmer 2 130mph t 130t

Total ------ ----- 1500

distance covered by Swimmer 1 + distance covered by Swimmer 2 = 1500

120t + 130t = 1500
250t = 1500
1500
t = 250
t = 6 hours
Therefore, after six hours, the two swimmers meet each other.

(b) Michelle walked from home towards the park at a rate of 10kph. Going back home, she
jogged at a rate of 15kph following the same route. If the trip from home to park then
back home took 5 hours, how long was Michelle’s house from the park?
Solution:
Let t be the time Michelle spent in walking from her home to the park.

Rate Time Distance

Walking 10 mph t 10t

Jogging 15mph 5-t 15(5 – t)

Total ------ ----- 10t = 15(5 – t)

distance Michelle walked = distance Michelle jogged

10t = 15(5 – t)
10t = 75 – 15t
10t + 15t = 75
25t = 75
75
t = 25
t = 3
10t = 30km
Therefore, Michele’s house is 30km away from the park.

(c) Jean traveled from her house toward the downtown area at an average speed of 60kph.
Her friend Sheena wanted to meet her there and left an hour after Jean left. Sheena
traveled a similar direction at a rate of 75kph. How long will it take Sheena to meet
Jean?
Solution:
Let t be the time it will take Sheen to meet Jean.

141
 Let t + 1 be the time for Jean to reach the downtown area.
Rate Time Distance

Sheena 75kph t 75t

Jean 60kph t+1 60(t + 1)

Total ------ ----- 75t = 60(t + 1)

distance Jean traveled = distance Sheena traveled

75t = 60(t + 1)
75t = 60t + 60
75 – 60t = 60
15t = 60
60
t = 15
t = 4 hours
Therefore, it will take Sheena four hours to meet Jean.

(d) Two jets depart from an airport and travel in opposite directions. If the first jet flies at a
rate of 120 miles faster than the second jet, and after four hours they are 3040 miles
apart, what is the rate of the first jet?
Solution:
Let x be the rate of the second jet.
Let x + 120 be the rate of the first jet.
Rate Time Distance

First Jet x + 120 4 4(x + 120)

Second Jet x 4 4x

Total ------ ----- 3,040

distance of first jet + distance of second jet = total distance

4(x + 120) + 4x = 3,040
4x + 480 + 4x = 3,040
8x = 3,040 – 480
8x = 2,560
2,560
x = 8
x = 320 miles
x + 120 = 440 miles
Therefore, the first jet has a rate of 440mph
Lesson Exercises:
1. A shipment carrier from the Philippines sent shipments to Singapore. The trip towards
Singapore took 4 hours and going back, it only took 3 hours. If the trip from Philippines to
Singapore averages 150mph, what is the rate traveled by the carrier from Singapore to
Philippines if it traveled the same route?
a. 150mph
b. 200mph
c.250mph
d. 300mph

142
Solution:
Let x be the rate of the carrier from Singapore to Philippines.
Rate Time Distance

Philippines to Singapore 150 4 150(4) = 600

Singapore to Philippines x 3 3x

Total ------ ----- 600 = 3x

distance traveled Phil. to Singapore = distance traveled from Singapore to Phil.

600 = 3x
600
3
= x
200mph = x
Therefore, the carrier flew at a rate of 200mph from Singapore to Philippines.

2. Pete left the park and drove towards the mall. Patrick left two hours later at a rate of 60kph in
an effort to catch up to Pete. In three hours, Patrick was able to meet Pete in the mall. What is
Pete’s average rate from the park to the mall?
a. 15kph
b. 18kph
c. 20kph
d. 23kph

Solution:
Let x be Pete’s rate from the park to the mall.
Rate Time Distance

Pete x 3 3x

Patrick 60kph 1 60

Total ------ ----- 3x = 60

Distance Pete travelled = distance Patrick travelled

3x = 60
60
x = 3
x = 20kph
Therefore, Pete traveled at a rate of 20kph.

3. A jeepney bound for Mandaue City leaves the Ayala Terminal and averages at a speed
of 45kph. Thirty minutes later, another jeepney averaging at 65 kph leaves the same
terminal. In how many hours will the second jeepney overtake the first?
a. 1.125 hours
c. 1.5 hours
c.1.25hours
d. 2.0 hours
Solution:
1
Let (2 + t) be the time of the first jeepney.

143
Let t be the time of the second jeepney.
Rate Time Distance

First Jeepney 45 1 1
+𝑡 45(2 + 𝑡)
2
Second Jeepney 65 t 65t

Total ------ ----- 1

45(2 + t) = 65t

distance of first jeepney = distance of second jeepney

1
45(2 + t) = 65t
45
+ 45t = 65t
2
45
2
= 65t – 45t
45
2
= 20t
45 = 40t
45
t = 40
t = 1.125 hours
Therefore, it takes 1.125 hours for the second jeepney to overtake the first.

4. Two Ceres buses leave the South Bus Terminal at 4:00am and travel in opposite
directions. The first bus travels at a rate of 62kph and the second at 48kph. At what time
will the two buses be 1210km apart?
a. 12:00 noon
b. 1:00 pm
c. 2.00 pm
d. 3:00 pm
Solution:
Let t be the time traveled by the two different buses.
Rate Time Distance

First Bus 62kph t 62t

Second Bus 48kph t 48t

Total ------ ----- 1210 km

distance traveled by first bus + distance traveled by second bus = total distance of 2 buses
62t + 48t = 1210
110t = 1210
1210
t = 110
t = 11
Therefore, after 11 hours or at exactly 3:00 pm, the two buses will be 1210 km apart.

5. A jet from Cebu flew to Davao for 3 hours in two different speeds. The first part of the trip
was flown at 85mph and then it flew at a speed of 95mph. If the jet flew a distance of
275 miles, how many hours did the first part of the trip last?
a. 30 minutes

144
b. 1 hour
c. 1 hour and 30 minutes
d. 2 hours
Solution:
Let t be the time spent for first part of the trip from Cebu to Davao.
Let (3 –t) be the time spent for the remaining time of the trip.
Rate Time Distance

First Part 85 mph t 85t

Second Bus 95 mph 3-t 95(3 – t)

Total ------ ----- 275 miles

distance traveled for the first part + distance traveled for the second part = total distance from
Cebu to Davao
85t + 95(3 – t) = 275
85t + 285 – 95t = 275
-10t = 275 – 285
−10
t =
−10
t = 1
Therefore, for 1 hour, the jet traveled at a rate of 85mph.

6. Therese and Shiela are having a road trip towards Moalboal. They rode their respective
cars and it turned out that Therese came 2 hours earlier than Shiela. If Shiela arrived in
Moalboal after 8 hours, and her rate is 2mph less than Therese’s rate, find Shiela’s rate.
a. 4 mph
b. 5 mph
c. 6 mph
d. 8mph
Solution:
Let x be the rate of Therese
(x – 2) be the rate of Shiela
Rate Time Distance

Therese X mph 6 6x

Shiela (x -2) mph 8 8(x -2)

Total ------ ----- 6x = 8(x – 2)

distance traveled by Therese = distance traveled by Shiela

6x = 8(x – 2)
6x = 8x – 16
6x – 8x = -16
−16
-2x = −2
x = 8
x–2 = 6
Therefore, Shiela traveled at a rate of 6 miles per hour.

145
7. Tom and Jerry wants to race towards the kitchen. Each of them is wearing their skate
shoes and they started at a distance of 200 meters apart. If Tom can skate at a speed of
2 meters per second while Jerry skates at 1.2 meters per second, how many seconds
will pass after they bump at each other?
a. 62.5 seconds
b. 64.5 seconds
c. 68.2 seconds
d. 70 seconds
Solution:
Let s be the number of seconds passed after they bump at each other.
Rate Time Distance

Tom 2 mps s 2s

Jerry 1.2 mps s 1.2s

Total ------ ----- 200

distance traveled by Tom + distance traveled by Jerry = total distance traveled by the two
2s + 1.2s = 200
3.2s = 200
200
s =
3.2
s = 62.5 seconds
Therefore, 62.5 seconds will pass after Tom and Jerry bump at each other.

8. Georgia left home and walked towards the playground at a speed of 0.54kph. An hour
later, her mom looks for her and upon knowing that Georgia is going to the playground,
her Mom ran in an effort to catch her up at a rate of 1.08kph. If her mom left at 5:00 in
the afternoon, what time did she find Georgia?
a. 5:45 pm
b. 6:00 pm
c. 6:28 pm
d. 6:35 pm
Solution:
Let t be the number of hours after the Mom found Georgia
Let (t + 1) be the time Georgia spent in walking through the playground.
Rate Time Distance

Mom 1.08 kph t 1.08t

Georgia 0.54 kph t +1 0.54(t + 1)

Total ------ ----- 1.08t = 0.54(t + 1)

distance ran by the Mom = distance Georgia walked

1.08t = 0.54(t + 1)
100(1.08t) = 100(0.54t + 0.54)
108t – 54t = 54
54t = 54
54
t = 54

146
 t = 1 hour
Therefore, after an hour, at exactly 6:00 pm, Georgia’s mom found Georgia.

9. Janine and Carina are in opposite ends of Cebu. They have missed each other for 3
months and they plane to meet up. Janine drove her car at an average speed of 35
miles per hour while Carina drove at 40mph. If both of them left their respective homes
at 9:00 am, around what time will they be seeing each other if they are 225 miles apart?
a. 12:00 noon
b. 11:45 am
c. 1:30 pm
d. 2:00 pm
Solution:
Let t be the number of hours they have to travel before they will meet.
Rate Time Distance

Janine 35 kph t 35t

Carina 40 kph t 40t

Total ------ ----- 225

distance drove by Janine + distance drove by Carina = total distance they are apart
35t + 40t = 225
75t = 225
225
t =
75
t = 3 hours
Therefore, Janine and Carina will be seeing each other after three hours or at exactly 12:00
noon.

10. Dandy needs to buy a sack of rice for this family’s consumption for the month. He left his
house, rode a jeepney, and travelled north. Meanwhile, his wife Sally rode a jeepney
which travelled down south to buy some garments and clothes for their kids. If the
jeepney rode by Dandy had an average speed of 66kph and the jeepney rode by Sally
had 74kph, at what time will they be 637 km apart?
a. 4.65 hours
b. 3.75 hours
c. 4.55 hours
d. 5.15 hours
Solution:
Let t be the number of hours they travelled where they are 637 km apart.
Rate Time Distance

Jeepney (Dandy 66 kph t 66t

Jeepney (Sally) 74 kph t 74t

Total ------ ----- 637

distance travelled by Dandy + distance travelled by Sally = total distance they are apart
66t + 74t = 637
140t = 637

147
 637
t = 140
t = 4.55 hours
Therefore, after 4.55 hours, Dandy and Sally are already 637 km apart.
5.11 Clock Problems
Clock angle problems are a type of mathematical problem which involve finding the
angles between the hands of an analog clock.
Lesson Proper:
Since there are 12 hours on a standard clock face we divided the total 360 degree
measurement by 12 to get 30. 360/12=30. This tells us that the space between any 2 hours is
30 degrees.

A clock's full measure is 360 degrees. Therefore, between each pair of numbers (i.e. 10
and 11) it is 30 degrees. We figured this out because there are 12 pairs, and 360 divided by 12
= equals 30. At 4:08, the clock looks something like this:

Clock angle problems relate two different measurements: angles and time.
A method to solve such problems is to consider the rate of change of the angle in degrees per
minute. The hour hand of a normal 12-hour analogue clock turns 360° in 12 hours (720 minutes)
or 0.5° per minute. The minute hand rotates through 360° in 60 minutes or 6° per minute.
Equation for the angle of the hour hand:
1 1
𝜃ℎ𝑟 = 𝑀𝐸 = (60𝐻 + 𝑀)
2 2
where
𝜃 is the angle in degrees of the hand measured clockwise from the 12
o’clock position.
𝐻 is the hours past 12 o’clock
𝑀 is the minutes past the hour

148
 𝑀𝐸 is the minutes past 12 o’clock
Equation for the degrees on the minute hand:
𝜃𝑚𝑖𝑛 = 6𝑀
where
𝜃 is the angle in degrees of the hand measured clockwise from the 12
o’clock position.
𝑀 is the minute
Example:
The time is 5:24. The angle in degrees of the hour hand is:

1
𝜃ℎ𝑟 = 2 (60 𝑥 50 + 24)=162
The angle in degrees of the minute hand is:
𝜃𝑚𝑖𝑛 = 6 𝑥 24 = 144
Equation for the angle between the hands
The angle between the hands can be found using the formula:
∆𝜃 = |𝜃ℎ𝑟 − 𝜃𝑚𝑖𝑛. |
1
= | (60𝐻 + 𝑀) − 6𝑀|
2
1
= | (60𝐻 − 11𝑀)|
2

Lesson Exercise:

1. An accurate clock shows 8 o'clock in the morning. Through how many degrees will the
hour hand rotate when the clock shows 2 o'clock in the afternoon?
i. 144º
j. 150º
k. 168º
l. 180º
Correct answer: D
Explanation:
360
Angle traced by the hour hand in 6 hours = ( 12 𝑥6) ° = 180°

2. The reflex angle between the hands of a clock at 10:25 is:

e. 180°
f. 192.5°
g. 195°
h. 197.5°
Correct answer: D
Solution or Explanation:

149
 125 360 125 º 1º
Angle traced by hour hand in hrs = x = 312 .
12 12 12 2

360 º
Angle traced by minute hand in 25 min = x 25 = 150º.
60

1 º 1º 1
Reflex angle = 360º - 312 - 150 = 360º - 162 = 197 .
2 2 2

3. A clock is started at noon. By 10 minutes past 5, the hour hand has turned through:
e. 145°
f. 150°
g. 155°
h. 160°
Correct answer: C
Solution or Explanation:
Angle traced by hour hand in 12 hrs = 360º.

31 360 31 º
Angle traced by hour hand in 5 hrs 10 min. i.e., hrs = x = 155º.
6 12 6

1. A watch which gains 5 seconds in 3 minutes was set right at 7 a.m. In the afternoon of
the same day, when the watch indicated quarter past 4 o'clock, the true time is:24 −
10 = 3𝑥
7
e. 59 12 𝑚𝑖𝑛. 𝑝𝑎𝑠𝑡 3
f. 4𝑝𝑚
7
g. 58 11 𝑚𝑖𝑛. 𝑝𝑎𝑠𝑡 3
7
h. 2 12
𝑚𝑖𝑛. 𝑝𝑎𝑠𝑡 4
Correct answer: B
Solution:

37
Time from 7 a.m. to 4.15 p.m. = 9 hrs 15 min. = hrs.
4

3 min. 5 sec. of this clock = 3 min. of the correct clock.

37 1
hrs of this clock = hrs of the correct clock.
720 20

150
 37 1 720 37
hrs of this clock = x x hrs of the correct clock.
4 20 37 4

= 9 hrs of the correct clock.

The correct time is 9 hrs after 7 a.m. i.e., 4 p.m.

5.How much does a watch lose per day, if its hands coincide every 64 minutes?
8
b. 32 11 𝑚𝑖𝑛.
c. 90𝑚𝑖𝑛
d. 36.5𝑚𝑖𝑛
e. 95𝑚𝑖𝑛
Correct answer: A
Solution:
55 min. spaces are covered in 60 min.

60 5
60 min. spaces are covered in x 60 = 65 min.
55 min. 11

5 16
Loss in 64 min. = 65 - 64 = min.
11 11

16 1 8
Loss in 24 hrs = x x 24 x 60 = 32 min.
11 64 min. 11

6. At what time between 7 and 8 o'clock will the hands of a clock be in the same straight line
but, not together?

2
A. 5 min. past 7 B. 5 min. past 7
11

3 5
C. 5 min. past 7 D. 5 min. past 7
11 11

Correct Answer: D
Explanation:

151
When the hands of the clock are in the same straight line but not together, they are 30 minute
spaces apart.
At 7 o'clock, they are 25 min. spaces apart.
Minute hand will have to gain only 5 min. spaces.
55 min. spaces are gained in 60 min.

60 5
5 min. spaces are gained in x5 =5 min.
55 min 11

5
Required time = 5 min. past 7.
11

7. At what time between 5.30 and 6 will the hands of a clock be at right angles?

5 7
A. 43 min. past 5 B. 43 min. past 5
11 11

C. 40 min. past 5 D. 45 min. past 5

Correct Answer: B
Explanation:
At 5 o'clock, the hands are 25 min. spaces apart.
To be at right angles and that too between 5.30 and 6, the minute hand has to gain (25 + 15) =
40 min. spaces.
55 min. spaces are gained in 60 min.

60 7
40 min. spaces are gained in x 40 = 43 min.
55 min 11

7 min. past 5.
Required time = 43
11

8. The angle between the minute hand and the hour hand of a clock when
the time is 4.20, is:

A. 0º B. 10º

152
 C. 5º D. 20º

Correct Answer: B
Explanation:

13 360 13 º
Angle traced by hour hand in hrs = x = 130º.
3 12 3

360 º
Angle traced by min. hand in 20 min. = x 20 = 120º.
60

Required angle = (130 - 120)º = 10º.

9. At what angle the hands of a clock are inclined at 15 minutes past 5?

1º
A. 58 B. 64º
2

1º 1º
C. 67 D. 72
2 2

Correct Answer: C
Explanation:

21 360 21 º 1º
Angle traced by hour hand in hrs = x = 157
4 12 4 2

360 º
Angle traced by min. hand in 15 min. = x 15 = 90º.
60

1º -1º
9
12 02
Required angle = 5 º
7 =
6
7

153
10. At 3.40, the hour hand and the minute hand of a clock form an angle of:

A. 120º B. 125º

C. 130º D. 135º

Correct Answer: C
Explanation:
Angle traced by hour hand in 12 hrs. = 360º.

11 360 11 º
Angle traced by it in hrs = x = 110º.
3 12 3

Angle traced by minute hand in 60 min. = 360º.

360 º
Angle traced by it in 40 min. = x 40 = 240º.
60

Required angle (240 - 110)º = 130º

11. How many times are the hands of a clock at right angle in a day?

A. 22 B. 24

C. 44 D. 48

Correct Answer: C
Explanation:
In 12 hours, they are at right angles 22 times.
In 24 hours, they are at right angles 44 times.

12. The angle between the minute hand and the hour hand of a clock when the time is 8.30,
is:

A. 80º B. 75º

C. 60º D. 105º

154
Correct Answer: B
Explanation:

17 360 17 º
Angle traced by hour hand in hrs = x = 255.
2 12 2

360 º
Angle traced by min. hand in 30 min. = x 30 = 180.
60

Required angle = (255 - 180)º = 75º.

13. How many times in a day, are the hands of a clock in straight line but opposite in
direction?

A. 20 B. 22

C. 24 D. 48

Correct Answer: B
Explanation:
The hands of a clock point in opposite directions (in the same straight line) 11 times in every
12 hours. (Because between 5 and 7 they point in opposite directions at 6 o'clcok only).
So, in a day, the hands point in the opposite directions 22 times.

14. At what time between 4 and 5 o'clock will the hands of a watch point in
opposite directions?

A. 45 min. past 4 B. 40 min. past 4

4 6
C. 50 min. past 4 D. 54 min. past 4
11 11

Correct Answer: D
Explanation:
At 4 o'clock, the hands of the watch are 20 min. spaces apart.
To be in opposite directions, they must be 30 min. spaces apart.

155
 Minute hand will have to gain 50 min. spaces.
55 min. spaces are gained in 60 min.

60 6
50 min. spaces are gained in x 50 min.
55 min. or 5411

6
Required time = 54 min. past 4.
11

15.

At what time between 9 and 10 o'clock will the hands of a watch be together?

A. 45 min. past 9 B. 50 min. past 9

1 2
C. 49 min. past 9 D. 48 min. past 9
11 11

Correct Answer: C
Explanation:
To be together between 9 and 10 o'clock, the minute hand has to gain 45 min. spaces.
55 min. spaces gained in 60 min.

60 1
45 min. spaces are gained in x 45 min.
55 min or 4911

1
The hands are together at 49 min. past 9.
11

16. At what time, in minutes, between 3 o'clock and 4 o'clock, both the needles will
coincide each other?

1" 4"
A. 5 B. 12
11 11

156
 4" 4"
C. 13 D. 16
11 11

Correct Answer: D
Explanation:
At 3 o'clock, the minute hand is 15 min. spaces apart from the hour hand.
To be coincident, it must gain 15 min. spaces.
55 min. are gained in 60 min.

60 4
15 min. are gained in x 15 = 16 min.
55 min 11

4
The hands are coincident at 16 min. past 3.
11

17. How many times do the hands of a clock coincide in a day?

A. 20 B. 21

C. 22 D. 24

Correct Answer: C
Explanation:
The hands of a clock coincide 11 times in every 12 hours (Since between 11 and 1, they
coincide only once, i.e., at 12 o'clock).
AM
12:00
1:05
2:11
3:16
4:22
5:27
6:33
7:38
8:44
9:49
10:55

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PM
12:00
1:05
2:11
3:16
4:22
5:27
6:33
7:38
8:44
9:49
10:55
The hands overlap about every 65 minutes, not every 60 minutes.
The hands coincide 22 times in a day.

18. How many times in a day, the hands of a clock are straight?

A. 22 B. 24

C. 44 D. 48

Correct Answer: C
Explanation:
In 12 hours, the hands coincide or are in opposite direction 22 times.
In 24 hours, the hands coincide or are in opposite direction 44 times a day.

19. A watch which gains uniformly is 2 minutes low at noon on Monday and is 4 min. 48 sec
fast at 2 p.m. on the following Monday. When was it correct?

A. 2 p.m. on Tuesday B. 2 p.m. on Wednesday

C. 3 p.m. on Thursday D. 1 p.m. on Friday

Correct Answer: B
Explanation:
Time from 12 p.m. on Monday to 2 p.m. on the following Monday = 7 days 2 hours = 170
hours.

The watch gains 2 + 44 or 34 min. in 170 hrs.

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 5 5
min.

34
Now, min. are gained in 170 hrs.
5

5
2 min. are gained in 170 x x2 = 50 hrs.
34 hrs

Watch is correct 2 days 2 hrs. after 12 p.m. on Monday i.e., it will be correct at 2 p.m. on
Wednesday.

20. What time between 2 and 3 o’clock will the angle between the hands of the clock be
bisected by the line connecting the center of the clock and the 3 o’clock mark?
A.2:18:27.6
B. 2:16:00.0
C. 2:17:56.3
D. 2:19:03.1
Correct answer: A
solution :

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5.12 Inequalities
In this course, you will learn how to solve inequalities. Solving an inequality means finding all of
its solutions. A solution of an inequality is a number which when substituted for the variable
makes the inequality a true statement.
Lesson Proper:

Symbol Meaning Implication

= equal equality between two
quantities
< less than strict inequality between
> greater than two quantities
≤ less than or equal to combination of equality and
≥ greater than or equal to inequality

In general, if variables x and y are any real numbers, 𝑥 < 𝑦 means that 𝑥 is to the left of 𝑦 on
the number line 𝑥 − 𝑦 < 0, and 𝑥 > 𝑦 means that x is to the right of y on the number line or𝑥 −
𝑦 > 0.
Here are some examples of inequalities expressed in algebraic symbols and in sentences.
Symbols Sentences
𝑥 + 8 > 10 𝑥 plus 8 is greater than 10.
2𝑥 − 6 < 20 2𝑥 minus 6 is less than 20.
4𝑥 ≤ 16 4𝑥 is less than or equal to 16.
5𝑥 − 1 ≥ 24 5𝑥 minus 1 is greater than or equal
12 + 𝑥 ≠ 10 to 24.
12 plus 𝑥 is not equal to 10.
To solve an inequality is to find values of the variable that will make the sentence true. In
solving an inequality, isolate the variable on one side of the inequality symbol. In doing so,
the following properties must be strictly observed:
Let a, b, and c be real numbers.
1. If a > b, then a+c > b+c.
2. If a>b, then a-c > b-c.
3. If a.b, then ac > bc when c > 0; ac < bc when c < 0.
4. If a > b, then a/c > b/c when c > 0; a/c < b/c when c < 0.
Inequalities are dealt within the same manner as equations. Consider the inequality x+8 > 5.
Adding -8 to both sides of the inequality, we have
x + 8 + (-8) > 5 + (-8)
x+0 > 5 - 8
x > -3
The addition property of inequality allows us to add the same number to both sides of the
inequality.

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Tip:
1. If A, B, and C are real numbers and A ≥ B, then A + C ≥ B + C

Lesson Exercise:
1. If 𝑥 + 5 < 2, then
m. 𝑥 <3
n. 𝑥 < −3
o. 𝑥 >3
p. 𝑥 > −3
Correct answer: B
Solution:
Transpose 5 to the right side making it -3.
2. If −3𝑥 < 6, then
i. 𝑥 < −2
j. 𝑥 > −2
k. 𝑥<2
l. 𝑥>2
Correct answer: A
Solution:
Divide both sides by -3.
3. If 3𝑥 + 4 < 7, then
e. 𝑥 < 1
f. 𝑥 < −1
g. 𝑥 > 1
h. 𝑥 > −1
Correct answer: A
Solution:
Transpose 4 to the right side and divide both sides by 3.
4. 𝑥 ≥ 𝑎 means that
i. 𝑥>𝑎
j. 𝑥 < 𝑎 or 𝑥 = 𝑎
k. 𝑥=𝑎
l. 𝑥 > 𝑎 or 𝑥 = 𝑎
Correct answer: D
Solution:
≥ means greater than or equal to

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5. Which of the following is/are true?
e. 5 > 3
f. -10 > 7
g. 0 ≤ 0
h. −8 ≤ −3
Correct answer: A
Solution:
Five is greater than 3.
6. The inequality -5< 𝑥 < 3 is equivalent to
i. (-5, 3)
j. [-5, 3)
k. {-5, 3]
l. (-5, 3]
Correct answer: A
Solution: ( , ) → lesser than or greater than
[ , ] → lesser than or equal to or greater than or equal to
7. [-4, 3) is equivalent to
i. -4 < x < 3
j. -4 ≤ 𝑥 < 3
k. -4 ≤ x ≤ 3
l. -4 < x ≤ 3
Correct answer: B
Solution:
( , ) → lesser than or greater than
[ , ] → lesser than or equal to or greater than or equal to
8. Which of the following is true?
i. −4 > 5
j. −8 > −22
1 1
k. >
3 2
l. 0.987 ≤ 0.876
Correct answer: B
Solution:
> → greater than
9. Which value of x is in the solution set of the inequality: -2x + 5 > 17?
i. -8
j. -6
k. -4
l. 12
Correct answer: B
Solution:

162
 Transpose 5 to the right side and divide both sides by -2
10. Solve: 2x - 5 > x - 2
i. 𝑥 <3
j. 𝑥 >3
k. 𝑥 < −5
l. 𝑥 >2
Correct answer: B
Solution:
Transpose -5 to the other side, and x to the left side.
11. Describe the solution of the inequality 𝑥 + 3 ≤ 7.
e. All real numbers less than 4
f. All real numbers less than or equal to 10
g. All real numbers less than or equal to 4
h. All real numbers less than or equal to -4
Correct answer: C
Solution:
Transpose 3 to the other side
12. Which inequality is equivalent to 2 - 3x ≥ -4?
i. x ≥ 2
j. x ≤ 2
2
k. x ≤ --3
l. none of the above
Correct answer: A
Solution:
Transpose 2 to the other side and divide both sides by -3
13. Describe the solution of the inequality -3x + 2 > 11.
i. All real numbers less than -3
j. All real numbers less than -3
k. All real numbers greater than -3
l. All real numbers less than 3
Correct answer: C
Solution:
Transpose 2 to the right side and divide both sides by -3
14. For which value of x is the inequality 5(3𝑥 + 4) ≤ 5𝑥 − 10 true?
i. x ≥ -3
j. x ≤ 1
k. x ≤ -1
l. x ≤ -3
Correct answer: D
Solution:
Simplify the equation by distributive property and transpose.

163
15. The solution of -3y - 1< -19 is:
a. y > - 6
b. y < 6
c. y < - 6
d. y > 6
Correct answer: B
Solution:
Transpose -1 to the other side and divide both sides by -3
16. The solution of -5x + 11 > 1 is:
a. x > -2
b. x > 2
c. x < 2
d. x < -2
Correct answer: B
Solution:
Transpose 11 to the other side and divide both sides by -5
𝑚
17. The solution of < -12 is:
3
a. m > 4
b. m > 36
c. m< -36
d. m < 4
Correct answer: C
Solution:
Multiply both sides by 3.
18. The solution of -2y>8 is:
a. y > -4
b. y > 4
c. y< -4
d. y < 4
Correct answer: A
Solution:
Divide both sides by -2
19. The solution of x + 17 < 8 is:
a. x > -9
b. x > 9
c. x< -9
d. x < -9
Correct answer: D

Solution:
Transpose 17 to the right side
20. Solve the inequality 3m + 3 > 9
a. m > 5

164
 b. m > 2
c. m < 4
d. m < -9
Correct answer: B
Solution:
Transpose 3 to the right side and divide both sides by 3

165