2 Algebra and equations

LEARNING SEQUENCE
2.1 Overview ................................................................................................................................................................. 100
2.2 Substitution ............................................................................................................................................................102
2.3 Adding and subtracting algebraic fractions .............................................................................................. 109
2.4 Multiplying and dividing algebraic fractions ..............................................................................................114
2.5 Solving simple equations ................................................................................................................................. 119
2.6 Solving multi-step equations .......................................................................................................................... 126
2.7 Literal equations ...................................................................................................................................................132
2.8 Review ..................................................................................................................................................................... 138
2.1 Overview
Why learn this?
Algebra is like the language of maths; it holds the key to understanding
the rules, formulae and relationships that summarise much of our
understanding of the universe. Every maths student needs this set of
skills in order to process mathematical information and move on to more
challenging concepts.
To some extent, this explains why those who want to pursue a career in
maths need algebra. Every maths teacher is faced with the question ‘Why
do I need to study algebra, I’m never going to use it?’ and yet no one asks
why a professional footballer would lift weights when they don’t lift any
weight in their sport. The obvious answer for the footballer is that they
are training their muscles to be fitter and stronger for upcoming matches.
Learning algebra is no different, in that you are training your mind to
better handle abstract concepts. Abstraction is the ability to consider
concepts beyond what we observe. Spatial reasoning, complex reasoning,
understanding verbal and non-verbal ideas, recognising patterns, analysing
ideas and solving problems all involve abstract thinking to some degree.
If some food were to fall on the ground, an adult would think about how
long the food has been there, whether the ground is clean, whether the food surface can be washed; whereas
a young child would just pick up the food and eat it off the ground, because they lack the ability to think
abstractly. Being able to think about all these considerations is just a simple example of abstract thinking. We
use abstract thinking every day, and develop this skill over our life. Those who have strong abstract reasoning
skills tend to perform highly on intelligence tests and are more likely to be successful in later life. Algebra helps
us develop our abstract reasoning skills and thus is of use to all students!

Where to get help

Go to your learnON title at www.jacplus.com.au to access the following digital resources. The Online
Resources Summary at the end of this topic provides a full list of what’s available to help you learn the
concepts covered in this topic.

Fully worked
Video Interactivities
solutions
eLessons
to every
question

Digital
eWorkbook
documents

100 Jacaranda Maths Quest 10 + 10A

Exercise 2.1 Pre-test
Complete this pre-test in your learnON title at www.jacplus.com.au and receive automatic marks,
immediate corrective feedback and fully worked solutions.
(−d)2 1
1. Evaluate , if c = and d = −6.
9c 3
√
2. If c = a2 + b2 , calculate c, if a = 4 and b = 3.

3. MC Given the integer values x = 3 and y = −2, state whether the Closure Law holds for 3y ÷ x.
A. Yes, the answer obtained is an integer value.
B. No, the answer obtained is a negative integer.
C. Yes, the answer obtained is a natural number.
D. No, the answer obtained is irrational.
E. No, the answer obtained is a terminating decimal.

4. Simplify the following:

y y
−
5 6

2 1
5. MC The expression − can be simplified to:
x + 1 (x + 1)2
1 1 x−1 2x 2x + 1
A. B. C. D. E.
2 2 2
x+1 (x + 1) (x + 1) (x + 1) (x + 1)2

5 1
6. MC The expression + simplified is:
2x 3x
6 17 18 5 17
A. B. C. D. E.
5x 6x 6x 6x2 6x2

7. Simplify the expression:

x −10
×
5 3y

8. If the side length of a cube is x cm, then the cube’s volume, V, is given by V = x3 . Calculate the side
length, in cm, of a cube that has a volume of 1 m3 .

2 (4r + 3) 3 (2r + 5)
9. Solve the equation = .
5 4

8x + 3 3 (x − 1) 1
10. Solve the equation − = .
5 2 2
√3
a
11. Solve the equation = −2.
4

12. At a charity fundraising event, three-eighths of the profit came from sales of tickets, one-fifth came
from donations. A third of the profit came from the major raffle and a pop up stall raised $2200.
Determine the amount of money raised at the event.

TOPIC 2 Algebra and equations 101

 “c02AlgebraAndEquations_PrintPDF” — 2021/12/14 — 5:44 — page 102 — #4

x+4 a b
13. MC If = + , the values of a and b respectively are:
(x + 1) (x − 2) x + 1 x − 2
A. a = x and b = 4 B. a = 1 and b = 2 C. a = −1 and b = 2
D. a = 1 and b = −2 E. a = −1 and b = −2

1 1 1
14. MC Solve the literal equation + = for a.
a b c
bc 1 bc
A. a = B. a = C. a =
b−c b−c b+c
D. a = c − b E. a = b + c

pa + qb
15. MC Rearrange the literal equation m = to make p the subject.
p−q
qb q (m − b) q (m + b)
A. p = B. p = C. p =
−a m+a m+a
q (m + b) a+b
D. p = E. p =
m−a m+q

2.2 Substitution
LEARNING INTENTION
At the end of this subtopic you should be able to:
• evaluate expressions by substituting the numeric values of pronumerals
• understand and apply the Commutative, Associative, Identity and Inverse laws.

2.2.1 Substituting values into expressions

eles-4696
• An expression can be evaluated by substituting the numerical value of pronumerals into an
algebraic expression.
• The substituted values are placed in brackets when evaluating an expression.

WORKED EXAMPLE 1 Substituting values into an expression

If a = 4, b = 2 and c = −7, evaluate the following expressions.

a. a − b b. a3 + 9b − c

THINK WRITE
a. 1. Write the expression. a. a − b

2. Substitute a = 4 and b = 2 into the expression. =4−2

3. Simplify and write the answer. =2
3
b. 1. Write the expression. b. a + 9b − c

2. Substitute a = 4, b = 2 and c = −7 into the expression. = (4)3 + 9 (2) − (−7)

3. Simplify and write the answer. = 64 + 18 + 7
= 89

102 Jacaranda Maths Quest 10 + 10A

 WORKED EXAMPLE 2 Substituting into the Pythagoras theorem
√
If c = a2 + b2 , calculate c if a = 12 and b = −5.

THINK WRITE
√
1. Write the expression. c= a2 + b2
√
2. Substitute a = 12 and b = −5 into the expression. = (12)2 + (−5)2
√
3. Simplify. = 144 + 25
√
= 169
4. Write the answer. = 13
TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE
√
In a new document, open a To type the equation, is on
calculator page. To substitute the Keyboard Math1 screen. The
values, use the symbol ∣. Press vertical line ∣ is on the Keyboard
CTRL and then = to bring up Math3 screen.
the palette; use the Touchpad Complete
√ the entry line as:
to select the ∣ symbol. Then c = a2 + b2 ∣ a = 12 and
type ‘and’ or find it in the b = −5
CATALOG. Then press EXE.
Complete
√ the entry line as:
c = a2 + b2 ∣ a = 12 and If a = 12 and b = −5, then
b = −5 √
c = a2 + b2 = 13.
Then press ENTER.
If a = 12√
and b = −5
then c = a2 + b2 = 13.

2.2.2 Number laws

eles-4697
• Recall from previous studies that when dealing with numbers and pronumerals, particular rules must be
obeyed. Before progressing further, let us briefly review the Commutative, Associative, Identity and
Inverse Laws.
• Consider any three pronumerals, y and z, where x, y and z are elements of the set of real numbers.

Commutative Law
• The Commutative Law holds true for addition and multiplication. That is, you can add or multiply in any
order, since the order in which two numbers or pronumerals are added or multiplied does not affect the
result.
• The Commutative Law does not hold true for subtraction or division.

Commutative Law

x+y=y+x For example: 3 + 2 = 5 and 2 + 3 = 5

x−y≠y−x For example: 3 − 2 = 1 but 2 − 3 = −1
x×y=y×x For example: 3 × 2 = 6 and 2 × 3 = 6
3 2
x÷y≠y÷x For example: 3 ÷ 2 = , but 2 ÷ 3 =
2 3

TOPIC 2 Algebra and equations 103

Associative Law
• The Associative Law holds true for addition and multiplication since grouping two or more numbers or
pronumerals and calculating them in a different order does not affect the result.
• The Associative Law does not hold true for subtraction or division.

Associative Law

x + (y + z) = (x + y) + z For example: 2 + (3 + 4) = 2 + 7 = 9 and (2 + 3) + 4 = 5 + 4 = 9

x − (y − z) ≠ (x − y) − z For example: 2 − (3 − 4) = 2 − −1 = 3 but (2 − 3) − 4 = −1 − 4 = −5
x × (y × z) = (x × y) × z For example: 2 × (3 × 4) = 2 × 12 = 24 and (2 × 3) × 4 = 6 × 4 = 24
3 4 8
x ÷ (y ÷ z) ≠ (x ÷ y) ÷ z For example: 2 ÷ (3 ÷ 4) = 2 ÷ = 2 × = but
4 3 3
2 2 1 2 1
(2 ÷ 3) ÷ 4 = ÷4= × = =
3 3 4 12 6

Identity Law
• Under the Identity Law, the sum of zero and any number is the number, and the product of 1 and any
number is the number. That is, x has not been changed (it has kept its identity) when zero is added to it or
it is multiplied by 1.
• The Identity Law does not hold true for subtraction or division.

Identity Law

x+0=0+x=x For example: 5 + 0 = 0 + 5 = 5

x−0≠0−x For example: 5 − 0 = 5 and 0 − 5 = −5
x×1=1×x=x For example: 7 × 1 = 1 × 7 = 7
1
x÷1≠1÷x For example: 8 ÷ 1 = 8 and 1 ÷ 8 =
8

Inverse Law
• The inverse of a real number x under addition is −x.
1
• The inverse of a real number x under multiplication is its reciprocal, .
x
• The Inverse Law states that in general:
• when the additive inverse of a number or pronumeral is added to itself, it equals 0.
• when the multiplicative inverse of a number or pronumeral is multiplied by itself, it equals 1.

Inverse Law
x + −x = −x + x = 0 For example: 5 + −5 = −5 + 5 = 0
1 1 1 1
x× = ×x=1 For example: 7 × = × 7 = 1
x x 7 7

• It is worth noting that the subtraction (5 − 2 = 3) is equivalent to adding an inverse (5 + (−2) = 3), and that
1
the division (10 ÷ 2 = 5) is equivalent to multiplication by an inverse (10 × = 5).
2

104 Jacaranda Maths Quest 10 + 10A

Closure Law
• The Closure Law states that, when an operation is performed on an element (or elements) of a set, the
result produced must also be an element of that set.
For example, addition is closed on natural numbers (that is, positive integers: 1, 2, 3, …) since adding a pair
of natural numbers produces a natural number.
• Subtraction is not closed on natural numbers.
For example, 5 and 7 are natural numbers and the result of adding them is 12, a natural number. However,
the result of subtracting 7 from 5 is −2, which is not a natural number.

WORKED EXAMPLE 3 Determining which operations with the integers are closed

Determine the value of the following expressions, given the integer values x = 4 and y = −12.
Comment on whether the Closure Law for integers holds for each of the expressions when these
values are substituted.
a. x + y b. x − y c. x × y d. x ÷ y

THINK WRITE
a. 1. Substitute each pronumeral into the expression. a. x + y = 4 + (−12)

2. Evaluate and write the answer. = −8

3. Determine whether the Closure Law holds; that is, The Closure Law holds for these substituted
is the result an integer? values.
b. Repeat steps 1–3 of part a. b. x − y = 4 − (−12)
= 16
The Closure Law holds for these substituted
values.
c. Repeat steps 1–3 of part a. c. x × y = 4 × (−12)
= −48
The Closure Law holds for these substituted
values.
d. Repeat steps 1–3 of part a. d. x ÷ y = 4 ÷ (−12)
4
=
−12
1
=−
3
The Closure Law does not hold for these
substituted values since the answer obtained
is a fraction, not an integer.

• It is important to note that, although a particular set of numbers may be closed under a given operation, for
example multiplication, another set of numbers may not be closed under that same operation.
For example, in part c of Worked example 3, integers were closed under multiplication. √ √
• In some cases, however, the set of irrational numbers is not closed under multiplication, since 3 × 3 =
√
9 = 3. In this example, two irrational numbers produced a rational number under multiplication.

TOPIC 2 Algebra and equations 105

 Resources
Resourceseses
eWorkbook Topic 2 Workbook (worksheets, code puzzle and project) (ewbk-2028)
Digital documents SkillSHEET Like terms (doc-5183)
SkillSHEET Collecting like terms (doc-5184)
SkillSHEET Finding the highest common factor (doc-5185)
SkillSHEET Order of operations (doc-5189)
Video eLesson Substitution (eles-1892)
Interactivities Individual pathway interactivity: Substitution (int-4566)
Substituting positive and negative numbers (int-3765)
Commutative Law (int-6109)
Associative Law (int-6110)
Identity Law (int-6111)
Inverse Law (int-6112)

Exercise 2.2 Substitution

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 8, 10, 13, 14, 17, 22 2, 5, 9, 11, 15, 18, 19, 23 3, 6, 7, 12, 16, 20, 21, 24

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE1 For questions 1 to 3, if a = 2, b = 3 and c = 5, evaluate the following expressions.
1. a. a + b b. c − b c. c − a − b d. c − (a − b)

a b c
2. a. 7a + 8b − 11c b. + + c. abc d. ab (c − b)
2 3 5

3. a. a2 + b2 − c2 b. c2 + a c. −a × b × −c d. 2.3a − 3.2b

For questions 4 to 6, if d = −6 and k = −5, evaluate the following.

4. a. d + k b. d − k c. k − d

5. a. kd b. −d (k + 1) c. d2

k−1
6. a. k3 b. c. 3k − 5d
d
1 1
7. If x = and y = , evaluate the following.
3 4
a. x + y b. y − x c. xy
x 9x
d. e. x2 y3 f.
y y2
8. If x = 3, determine the value of the following.
2
a. x2 b. −x2 c. (−x)
2 2 2
d. 2x e. −2x f. (−2x)

106 Jacaranda Maths Quest 10 + 10A

 9. If x = −3, determine the value of the following.
2
a. x2 b. −x2 c. (−x)
2
d. 2x2 e. −2x2 f. (−2x)

WE2 For questions 10 to 12, calculate the unknown variable in the following real-life mathematical formulas.
√
10. a. If c = a2 + b2 , calculate c if a = 8 and b = 15.
1
b. If A = bh, determine the value of A if b = 12 and h = 5.
2
c. The perimeter, P, of a rectangle is given by P = 2L + 2W. Calculate the perimeter, P, of a rectangle, given
L = 1.6 and W = 2.4.
C
11. a. If T = , determine the value of T if C = 20.4 and L = 5.1.
L
n+1
b. If K = , determine the value of K if n = 5.
n−1
9C
c. Given F = + 32, calculate F if C = 20.
5
12. a. If v = u + at, evaluate v if u = 16, a = 5, t = 6.
b. The area, A, of a circle is given by the formula A = 𝜋r2 . Calculate the area of a circle, correct to 1 decimal
place, if r = 6.
1
c. If E = mv2 , calculate m if E = 40, v = 4.
2 √
A
d. Given r = , evaluate A to 1 decimal place if r = 14.1.
𝜋
13. MC a. If p = −5 and q = 4, then pq is equal to:
5
A. 20 B. 1 C. −1 D. −20 E. −
4
b. If c2 = a2 + b2 , and a = 6 and b = 8, then c is equal to:

A. 28 B. 100 C. 10 D. 14 E. 44
c. Given h = 6 and k = 7, then kh2 is equal to:

A. 294 B. 252 C. 1764 D. 5776 E. 85

Understanding
14. Knowing the length of two sides of a right-angled triangle, the third side can be calculated using Pythagoras’
theorem. If the two shorter sides have lengths of 1.5 cm and 3.6 cm, calculate the length of the hypotenuse.
4 3
15. The volume of a sphere can be calculated using the formula 𝜋r . What is the
3
volume of a sphere with a radius of 2.5 cm? Give your answer correct to
2 decimal places.
2.5 cm
16. A rectangular park is 200 m by 300 m. If Blake runs along the diagonal of the park,
calculate how far he will run. Give your answer to the nearest metre.

Reasoning
17. WE3 Determine the value of the following expressions, given the integer values
x = 1, y = −2 and z = −1. Comment on whether the Closure Law for integers holds
true for each of the expressions when these values are substituted.
a. x + y b. y − z c. y × z

TOPIC 2 Algebra and equations 107

18. Determine the value of the following expressions, given the integer values x = 1, y = −2 and z = −1.
Comment on whether the Closure Law for integers holds true for each of the expressions when these values
are substituted.
a. x ÷ z b. z − x c. x ÷ y

19. For each of the following, complete the relationship to illustrate the stated law. Justify your reasoning.
a. (a + 2b) + 4c = _____________ Associative Law
b. (x × 3y) × 5c = _____________ Associative Law
c. 2p ÷ q ≠ _____________ Commutative Law
d. 5d + q = _____________ Commutative Law
20. Calculate the value of the following expressions, given the natural number values x = 8, y = 2 and z = 6.
Comment on whether the Closure Law for natural numbers holds true for each of the expressions.
a. x + y b. y − z c. y × z
d. x ÷ z e. z − x f. x ÷ y

21. For each of the following, complete the relationship to illustrate the stated law. Justify your reasoning.
a. 3z + 0 = _____________ Identity Law
b. 2x × _______ = ______ Inverse Law
c. (4x ÷ 3y) ÷ 5z ≠ _____________ Associative Law
d. 3d − 4y ≠ ____________ Commutative Law

Problem solving
1
22. s = ut + at2 where t is the time in seconds, s is the displacement
2
in metres, u is the initial velocity and a is the acceleration due
to gravity.
a. Calculate s when u = 16.5 m/s, t = 2.5 seconds and
a = 9.8 m/s2 .
b. A body has an initial velocity of 14.7 m/s and after t seconds
has a displacement of 137.2 metres. Determine the value of t
if a = 9.8 m/s2 .
√
1
23. Calculate the value of m if n = p 1 + , when n = 6 and p = 4.
m
√
L
24. The formula for the period (T) of a pendulum in seconds is T = 2𝜋 , where
g
L is the length in metres of the pendulum and g = 9.81 m/s2 is the acceleration
due to gravity.
Determine the period of a pendulum, to 1 decimal place, in a grandfather clock
with a pendulum length of 154 cm.

108 Jacaranda Maths Quest 10 + 10A

 2.3 Adding and subtracting algebraic fractions
LEARNING INTENTION
At the end of this subtopic you should be able to:
• determine the lowest common denominator of two or more fractions with pronumerals in the
denominator
• add and subtract fractions involving algebraic expressions.

2.3.1 Algebraic fractions

eles-4698
• In an algebraic fraction, the denominator, the numerator or both are algebraic expressions.
x 3x + 1 1
For example, , and 2 are all algebraic fractions.
2 2x − 5 x +5
• As with all fractions, algebraic fractions must have a common denominator if they are to be added or
subtracted, so an important step is to determine the lowest common denominator (LCD).

WORKED EXAMPLE 4 Simplifying fractions with algebraic numerators

Simplify the following expressions.

2x x x+1 x+4
a. − b. +
3 2 6 4

THINK WRITE
2x x
a. 1. Write the expression. a. −
3 2
2x 2 x 3
2. Rewrite each fraction as an equivalent = × − ×
fraction using the LCD of 3 and 2, which 3 2 2 3
is 6. 4x 3x
= −
6 6
4x − 3x
3. Express as a single fraction. =
6
x
4. Simplify the numerator and write the answer. =
6
x+1 x+4
b. 1. Write the expression. b. +
6 4
x+1 2 x+4 3
2. Rewrite each fraction as an equivalent = × + ×
fraction using the LCD of 6 and 4, which 6 2 4 3
is 12. 2(x + 1) 3(x + 4)
= +
12 12

2(x + 1) + 3(x + 4)
3. Express as a single fraction. =
12
2x + 2 + 3x + 12
4. Simplify the numerator by expanding =
brackets and collecting like terms. 12
5x + 14
5. Write the answer. =
12

TOPIC 2 Algebra and equations 109

 2.3.2 Pronumerals in the denominator
eles-4699
• If pronumerals appear in the denominator, the process involved in adding and subtracting the fractions is to
determine a lowest common denominator as usual.
• When there is an algebraic expression in the denominator of each fraction, a common denominator
can be obtained by writing the product of the denominators. For example, if x + 3 and 2x − 5 are in the
denominator of each fraction, then a common denominator of the two fractions will be (x + 3) (2x − 5).

WORKED EXAMPLE 5 Simplifying fractions with algebraic denominators

2 1
Simplify − .
3x 4x
THINK WRITE
2 1
1. Write the expression. −
3x 4x
2 4 1 3
2. Rewrite each fraction as an equivalent fraction = × − ×
using the LCD of 3x and 4x, which is 12x. 3x 4 4x 3
Note: 12x2 is not the lowest LCD. 8 3
= −
12x 12x

8−3
3. Express as a single fraction. =
12x
5
4. Simplify the numerator and write the answer. =
12x

WORKED EXAMPLE 6 Simplifying by finding the LCD of two algebriac expressions

x+1 2x − 1
Simplify + by writing it first as a single fraction.
x+3 x+2
THINK WRITE
x + 1 2x − 1
1. Write the expression. +
x+3 x+2
(x + 1) (x + 2) (2x − 1) (x + 3)
2. Rewrite each fraction as an equivalent fraction = × + ×
using the LCD of x + 3 and x + 2, which is the (x + 3) (x + 2) (x + 2) (x + 3)
product (x + 3)(x + 2). (x + 1) (x + 2) (2x − 1) (x + 3)
= +
(x + 3) (x + 2) (x + 3) (x + 2)

(x + 1) (x + 2) + (2x − 1) (x + 3)
3. Express as a single fraction. =
(x + 3) (x + 2)
( 2 ) ( )
x + 2x + x + 2 + 2x2 + 6x − x − 3
4. Simplify the numerator by expanding brackets =
and collecting like terms. (x + 3) (x + 2)
( )
Note: The denominator is generally kept in x2 + 3x + 2 + 2x2 + 5x − 3
factorised form. That is, it is not expanded. =
(x + 3) (x + 2)
2
3x + 8x − 1
5. Write the answer. =
(x + 3) (x + 2)

110 Jacaranda Maths Quest 10 + 10A

 WORKED EXAMPLE 7 Simplification involving repeated linear factors

x+2 x−1
Simplify + by writing it first as a single fraction.
x−3 (x − 3)2

THINK WRITE
x+2 x−1
1. Write the expression. +
x − 3 (x − 3)2
x+2 x−3 x−1
2. Rewrite each fraction as an equivalent fraction = × +
using the LCD of x − 3 and (x − 3)2 , which x − 3 x − 3 (x − 3)2
is (x − 3)2 . (x + 2) (x − 3) x−1
= 2
+
(x − 3) (x − 3)2
x2 − x − 6 x−1
= 2
+
(x − 3) (x − 3)2

x2 − x − 6 + x − 1
3. Express as a single fraction. =
(x − 3)2

x2 − 7
4. Simplify the numerator and write the answer. =
(x − 3)2

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

On a Calculator page, press On the Main screen, complete
CTRL and ÷ to get the fraction the entry(line as: )
template, and then complete the x+2 x−1
entry line as: combine +
x − 3 (x − 3)2
x+2 x−1
+ Then press EXE.
x − 3 (x − 3)2
Then press ENTER.

x+2 x−1 x2 − 7
+ =
x−3 (x − 3)2 (x − 3)2

x+2 x−1 x2 − 7
+ =
x−3 (x − 3)2 (x − 3)2

DISCUSSION
Explain why we can’t just add the numerators and the denominators of fractions, as shown in the incorrect
expression below:
a c a+c
+ =
b d b+d

TOPIC 2 Algebra and equations 111

 Resources
Resourceseses
eWorkbook Topic 2 Workbook (worksheets, code puzzle and project) (ewbk-2028)
Digital documents SkillSHEET Addition and subtraction of fractions (doc-5186)
SkillSHEET Writing equivalent algebraic fractions with the lowest common denominator
(doc-5190)
Interactivities Individual pathway interactivity: Adding and subtracting algebraic fractions (int-4567)
Adding and subtracting algebraic fractions (int-6113)
Lowest common denominators with pronumerals (int-6114)

Exercise 2.3 Adding and subtracting algebraic fractions

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 13, 16, 19 2, 5, 8, 11, 14, 17, 20 3, 6, 9, 12, 15, 18, 21

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
For questions 1 to 3, simplify each of the following.
4 2 1 5 3 6
1. a. + b. + c. +
7 3 8 9 5 15
4 3 3 2 1 x
2. a. − b. − c. −
9 11 7 5 5 6
5x 4 3 2x 5 2
3. a. − b. − c. −
9 27 8 5 x 3
WE4 For questions 4 to 6, simplify the following expressions.
2y y y y 4x x 8x 2x
4. a. − b. − c. − d. +
3 4 8 5 3 4 9 3
2w w y y 12y y 10x 2x
5. a. − b. − c. + d. +
14 28 20 4 5 7 5 15
x+1 x+3 x+2 x+6 2x − 1 2x + 1 3x + 1 5x + 2
6. a. + b. + c. − d. +
5 2 4 3 5 6 2 3
WE5 For questions 7 to 9, simplify the following.
2 1 3 1 5 1
7. a. + b. − c. +
4x 8x 4x 3x 3x 7x
12 4 1 1 9 9
8. a. + b. + c. −
5x 15x 6x 8x 4x 5x
2 7 1 5 4 3
9. a. + b. + c. −
100x 20x 10x x 3x 2x
WE6,7 For questions 10 to 12, simplify the following by writing as single fractions.
2 3x 2x 5 5 x 2x 3
10. a. + b. + c. + d. −
x+4 x−2 x+5 x−1 2x + 1 x − 2 x + 1 2x − 7

112 Jacaranda Maths Quest 10 + 10A

 “c02AlgebraAndEquations_PrintPDF” — 2021/12/14 — 5:44 — page 113 — #15

4x 3x x+2 x−1 x + 8 2x + 1 x+5 x−1

11. a. + b. + c. − d. −
x+7 x−5 x+1 x+4 x+1 x+2 x+3 x−2
x + 1 2x − 5 2 3 4 3 3 1
12. a. − b. − c.
2
+ d. −
x + 2 3x − 1 x−1 1−x (x + 1) x+1 x − 1 (x − 1)2

Understanding
13. A classmate attempted to complete an algebraic fraction subtraction problem.

a. Identify the mistake she made.

b. Determine the correct answer.

14. Simplify the following.

y−x 3 4
a. b. +
x−y x−2 2−x
15. Simplify the following.
3 3x 1 2x x2
a. + b. − +
3 − x (x − 3)2 x − 2 (2 − x)2 (x − 2)3

Reasoning
16. Simplify the following.
1 2 1
a. + +
x+2 x+1 x+3
1 4 2
b. + +
x−1 x+2 x−4
17. Simplify the following.
3 2 1
a. + −
x+1 x+3 x+2
2 3 5
b. − +
x−4 x−1 x+3
c. Explain why the process that involves determining the lowest
common denominator is important in parts a and b.

18. The reverse process of adding or subtracting algebraic fractions is quite complex. Use trial and error, or
7x − 4 a 3
technology, to determine the value of a if = + .
(x − 8) (x + 5) x − 8 x + 5

TOPIC 2 Algebra and equations 113

 Problem solving
3 1 2
19. Simplify
2
− 2 + 2 .
x + 7x + 12 x + x − 6 x + 2x − 8

x2 + 3x − 18 x2 − 3x + 2
20. Simplify − 2 .
x2 − x − 42 x − 5x + 4

x2 − 25 x2 + 12x + 32 2x2
21. Simplify + − .
x2 − 2x − 15 x2 + 4x − 32 x2 − x − 12

2.4 Multiplying and dividing algebraic fractions

LEARNING INTENTION
At the end of this subtopic you should be able to:
• cancel factors, including algebraic expressions, that are common to the numerator and denominator
of fractions
• multiply and divide fractions involving algebraic expression and simplify the result.

2.4.1 Multiplying algebraic fractions

eles-4700
• Algebraic fractions can be simplified using the index laws and by cancelling factors common to the
numerator and denominator.
• A fraction can only be simplified if:
• there is a common factor in the numerator and the denominator
• the numerator and denominator are both written in factorised form, that is, as the product of two or
more factors.

3ab 13 × 1a × b product of factors 3a + b 3 × a + b not a product of factors

= =
12a 4
12 × 1a product of factors 12a 12 × a product of factors
b
= Cannot be simplified
4

• Multiplication of algebraic fractions follows the same rules as multiplication of numerical fractions:
multiply the numerators, then multiply the denominators.

WORKED EXAMPLE 8 Multiplying algebraic fractions and simplifying the result

Simplify each of the following.

5y 6z 2x x+1
a. × b. ×
3x 7y (x + 1) (2x − 3) x

THINK WRITE
5y 6z
a. 1. Write the expression. a. ×
3x 7y

114 Jacaranda Maths Quest 10 + 10A

 2
5y1 6
z
2. Cancel common factors in the numerator and denominator. =
× 1
The y can be cancelled in the denominator and the
x 7
y
13

numerator. Also, the 3 in the denominator can divide into 5 2z

= ×
the 6 in the numerator. x 7

10z
3. Multiply the numerators, then multiply the denominators =
and write the answer. 7x
2x x+1
b. 1. Write the expression. b. ×
(x + 1) (2x − 3) x
2
x1 x +
  11
2. Cancel common factors in the numerator and the = ×
denominator. (x + 1) and the x are both common in the ( x +
1 
1) (2x − 3)
x
1

numerator and the denominator and can therefore be 2 1

= ×
cancelled. 2x − 3 1

2
3. Multiply the numerators, then multiply the denominators =
and write the answer. 2x − 3

2.4.2 Dividing algebraic fractions

eles-4701
• When dividing algebraic fractions, follow the same rules as for division of numerical fractions: write the
division as a multiplication and invert the second fraction.
• This process is sometimes known as multiplying by the reciprocal.

WORKED EXAMPLE 9 Dividing algebraic fractions

Simplify the following expressions.

3xy 4x 4 x−7
a. ÷ b. ÷
2 9y (x + 1) (3x − 5) x+1

THINK WRITE
3xy 4x
a. 1. Write the expression. a. ÷
2 9y
3xy 9y
2. Change the division sign to a multiplication sign and write = ×
the second fraction as its reciprocal. 2 4x

3y 9y
3. Cancel common factors in the numerator and denominator. = ×
The pronumeral x is common to both the numerator and 2 4
denominator and can therefore be cancelled.
27y2
4. Multiply the numerators, then multiply the denominators =
and write the answer. 8
4 x−7
b. 1. Write the expression. b. ÷
(x + 1) (3x − 5) x + 1
4 x+1
2. Change the division sign to a multiplication sign and write = ×
the second fraction as its reciprocal. (x + 1) (3x − 5) x − 7

TOPIC 2 Algebra and equations 115

 4 1
3. Cancel common factors in the numerator and denominator. = ×
(x + 1) is common to both the numerator and denominator 3x − 5 x − 7
and can therefore be cancelled.
4
4. Multiply the numerators, then multiply the denominators =
and write the answer. (3x − 5) (x − 7)

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

a. a. a-b. a-b.
On a Calculator page the On the Main screen used the
fraction template, twice to fraction template, twice to
complete the entry line as: complete the entry line as:
3xy 4x 3 × xy 4x
÷ ÷
2 9y 2 9y
Then press ENTER. 4 x−7
÷
(x + 1) (3x − 5) x + 1
Press EXE after each entry.
3xy 4x 27y2
÷ =
2 9y 8

b. b.
3xy 4x 27y2
On a Calculator page, use ÷ =
the fraction template twice to 2 9y 8
complete the entry line as: 4 x−7
÷
4 x−7 (x + 1) (3x − 5) x+1
÷
(x + 1) (3x − 5) x + 1 4
Then press ENTER. =
(x − 7) (3x − 5)

4 x−7
÷
(x + 1) (3x − 5) x+1
4
=
(x − 7) (3x − 5)

DISCUSSION
Explain how multiplying and dividing algebraic fractions is different to adding and subtracting them.

Resources
Resourceseses
eWorkbook Topic 2 Workbook (worksheets, code puzzle and project) (ewbk-2028)
Digital documents SkillSHEET Multiplication of fractions (doc-5187)
SkillSHEET Division of fractions (doc-5188)
SkillSHEET Simplification of algebraic fractions (doc-5191)
Interactivities Individual pathway interactivity: Multiplying and dividing algebraic fractions (int-4568)
Simplifying algebraic fractions (int-6115)
Multiplying algebraic fractions (int-6116)
Dividing algebraic fractions (int-6117)

116 Jacaranda Maths Quest 10 + 10A

Exercise 2.4 Multiplying and dividing algebraic fractions
Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 13, 16, 19 2, 5, 8, 11, 14, 17, 20 3, 6, 9, 12, 15, 18, 21

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE8a For questions 1 to 3, simplify each of the following.
x 20 x 12 y 16 x 9
1. a. × b. × c. × d. ×
5 y 4 y 4 x 2 2y

x −25 3w −7 3y 8z −y 6z
2. a. × b. × c. × d. ×
10 2y −14 x 4x 7y 3x −7y

x −9z 5y x −20y −21z y x

3. a. × b. × c. × d. ×
3z 2y 3x 8y 7x 5y −3w 2y
WE8b For questions 4 to 6, simplify the following expressions.
2x x−1 5x 4x + 7
4. a. × b. ×
(x − 1)(3x − 2) x (x − 3)(4x + 7) x
9x 5x + 1 (x + 4) x+1
c. × d. ×
(5x + 1)(x − 6) 2x (x + 1)(x + 3) x + 4

2x x−1 2 x(x + 1)
5. a. × b. ×
x + 1 (x + 1)(x − 1) x(2x − 3) 4
2x 3a 15c 21d
c. × d. ×
4(a + 3) 15x 12(d − 3) 6c

6x2 15(x − 2) 7x2 (x − 3) 3(x − 3)(x + 1)

6. a. × b. ×
20(x − 2)2 16x4 5x(x + 1) 14(x − 3)2 (x − 1)
WE9a For questions 7 to 9, simplify the following expressions.
3 5 2 9 4 12 20 20
7. a. ÷ b. ÷ c. ÷ d. ÷
x x x x x x y 3y

1 5 7 3 3xy 3x 2xy 5x
8. a. ÷ b. ÷ c. ÷ d. ÷
5w w 2x 5x 7 4y 5 y
6y 3x 8wx 3w 2xy 3xy 10xy 20x
9. a. ÷ b. ÷ c. ÷ d. ÷
9 4xy 5 4y 5 5 7 14y
WE9b For questions 10 to 12, simplify the following expressions.
9 x+3 1 x−9
10. a. ÷ b. ÷
(x − 1)(3x − 7) x − 1 (x + 2)(2x − 5) 2x − 5

12(x − 3)2 4(x − 3) 13 3(x + 1)

11. a. ÷ b.
2
÷
(x + 5)(x − 9) 7(x − 9) 6(x − 4) (x − 1) 2(x − 4)(x − 1)

TOPIC 2 Algebra and equations 117

 16 (x + 5) (x − 4)2 8 (x + 3) (x + 5) (x + 2) (x + 3) (x + 4) x2 + x − 12
12. a. ÷ b. ÷
(x + 3) (x + 4) (x − 4) (x + 4) (x − 2) (x + 3)2 x2 − 4

Understanding
For questions 13 to 15, determine the missing fraction.
x+2 3 1
13. a. × =5 b. ÷ =
3 x2 4

(x + 3) (x + 2) x−5 x2 (x − 3) 3x
14. a. × = b. ÷ =
(x − 4) x+2 (x + 4) (x − 5) 2 (x + 4)

x2 + 8x + 15 x2 − 25 x2 − 2x − 24 x2 + 12x + 36
15. a. × = b. ÷ =
x2 − 4x − 21 x2 − 11x + 28 x2 − 36 x2

Reasoning
3 1 1 1
16. Explain whether is the same as + + .
x+2 x+2 x+2 x+2
12xy + 16yz2 3 + 4z
17. Does simplify to ? Explain your reasoning.
20xyz 5
(x − 4) (x + 3) x2 − x
18. a. Simplify × .
4x − x2 (x + 3) (x − 1)
b. Identify and explain the error in the following reasoning.

(x − 4) (x + 3) x2 − x
×
4x − x2 (x + 3) (x − 1)
(x − 4) (x + 3) x (x − 1)
= × =1
x (4 − x) (x + 3) (x − 1)

Problem solving
x2 − 2x − 3 x2 + 4x − 5 x2 + 7x + 10
19. Simplify × 2 ÷ .
x4 − 1 x − 5x + 6 x4 − 3x2 − 4

x+1 x−1
20. Simplify x where a = x + 1 .
x− x
a
2
⎛ x +1 −x⎞ ⎛ ⎞
⎜ x−1 ⎟ ⎜ 2 ⎟
21. Simplify ⎜
2 ⎟ × ⎜1 − 1⎟
.
⎜ x − 1 + 1⎟ ⎜ 1+ ⎟
⎝ x+1 ⎠ ⎝ x⎠

118 Jacaranda Maths Quest 10 + 10A

 2.5 Solving simple equations
LEARNING INTENTION
At the end of this subtopic you should be able to:
• solve one- and two-step equations using inverse operations.
• solve equations with pronumerals on both sides of the equals sign.

2.5.1 Solving equations using inverse operations

eles-4702
• Equations show the equivalence of two expressions.
• Equations can be solved using inverse operations.
Inverse operations
• Determining the solution of an equation involves calculating the
value or values of a variable that, when substituted into that + and − are inverse operations
equation, produces a true statement.
• When solving equations, the last operation performed on the × and ÷ are inverse operations
pronumeral when building the equation is the first operation undone 2
and √ are inverse operations
by applying inverse operations to both sides of the equation.
For example, the equation 2x + 3 = 5 is built from x by:
First operation: multiplying by 2 to give 2x
Second operation: adding 3 to give 2x + 3.
• In order to solve the equation, undo the second operation of adding 3 by subtracting 3, then undo the first
operation of multiplying by 2 by dividing by 2.

2x + 3 = 5
−3
2x = 2
÷2
x=1

• Equations that require one step to solve are called one-step equations.

WORKED EXAMPLE 10 Solving equations using inverse operations

Solve the following equations.

d 1 √ 4
a. a + 27 = 71 b. =3 c. e = 0.87 d. f 2 =
16 4 25
THINK WRITE
a. 1. Write the equation. a. a + 27 = 71
2. 27 has been added to a resulting in 71. The addition of a + 27 − 27 = 71 − 27
27 has to be reversed by subtracting 27 from both sides a = 44
of the equation to obtain the solution.
d 1
b. 1. Write the equation. b. =3
16 4
1 d 13
2. Express 3 as an improper fraction. =
4 16 4

TOPIC 2 Algebra and equations 119

 d 13
3. The pronumeral d has been divided by 16 resulting =
×
16 4
×
16


16 1
4
13
in . Therefore the division has to be reversed d = 52
4
by multiplying both sides of the equation by 16 to obtain d.
√
c. 1. Write the equation. c. e =0.87
(√ )2
2. The square root of e has been taken to result in e = 0.872
0.87. Therefore, the square root has to be reversed
by squaring both sides of the equation to obtain e. e = 0.7569

4
d. 1. Write the equation. d. f2 =
25
√
4 4
2. The pronumeral f has been squared, resulting in . f =±
25 25
Therefore the squaring has to be reversed by taking 2
the square root of both sides of the equation to f =±
5
obtain f. Note that there are two possible solutions,
one positive and one negative, since two negative
numbers can also be multiplied together to produce
a positive result.

2.5.2 Two-step equations

eles-4704
• Two-step equations involve the inverse of two operations in their solutions.

WORKED EXAMPLE 11 Solving two-step equations

Solve the following equations.

4x
a. 5y − 6 = 79 b. =5
9

THINK WRITE
a. 1. Write the equation. a. 5y − 6 = 79
2. Step 1: Add 6 to both sides of the equation. 5y − 6 + 6 =79 + 6
5y =85

5y 85
3. Step 2: Divide both sides of the equation by 5 to =
obtain y. 5 5
4. Write the answer. y = 17
4x
b. 1. Write the equation. b. =5
9
4x
2. Step 1: Multiply both sides of the equation by 9. ×9 = 5×9
9
4x = 45

120 Jacaranda Maths Quest 10 + 10A

 4x 45
3. Step 2: Divide both sides of the equation by 4 to =
obtain x. 4 4
45
x=
4

1
4. Express the answer as a mixed number. x = 11
4

TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE

a. a. a-b. a-b.
On a Calculator page to solve On the Main screen, to solve the
equation press: equation tap:
• MENU • Action
• 3: Algebra • Advanced
• 1: Solve • slove
Then complete the line as: Then complete the entry
solve(5y − 6 = 79, y) line as:
The ‘comma y’ (,y) instructs solve(5y − 6 = 79, y)
the calculator to solve for the Then press EXE.
variable y. 5y − 6 = 79 The ‘comma y’ (,y) instructs
The press ENTER. ⇒ y = 17 the calculator to solve for the
b. b. variable y.
On a Calculator page, complete Then complete
( )the entry line as:
the entry 4x
( line as: ) solve =5
4x 9 5y − 6 = 79
solve = 5, x ⇒ y = 17
9 The result is given as an
The result is given as an improper fraction. 4x
=5
improper fraction. If required, to change to a y
To change to a proper fraction, proper fraction, tap: 1
⇒ x = 11
press: • Action 4
• MENU • Transformation
4x
• 2: Number =5 • Fraction
• 7: Fraction Tools y • propFrac
• 1: Proper Fraction 1
⇒ x = 11 Then complete as shown and
Then complete as shown and 4 press EXE.
press ENTER. If x is the only pronumeral, it is
not necessary to include x at the
end of the entry line.

2.5.3 Equations where the pronumeral appears on both sides

eles-4705
• In solving equations where the pronumeral appears on both sides, subtract the smaller pronumeral term so
that it is eliminated from both sides of the equation.

WORKED EXAMPLE 12 Solving equations with multiple pronumeral terms

Solve the following equations.

a. 5h + 13 = 2h − 2 b. 14 − 4d = 27 − d c. 2 (x − 3) = 5 (2x + 4)

THINK WRITE
a. 1. Write the equation. a. 5h + 13 = 2h − 2

2. Eliminate the pronumeral from the right-hand side 3h + 13 = −2

by subtracting 2h from both sides of the equation.

TOPIC 2 Algebra and equations 121

 3. Subtract 13 from both sides of the equation. 3h = −15

4. Divide both sides of the equation by 3 and write h = −5

the answer.
b. 1. Write the equation. b. 14 − 4d = 27 − d

2. Add 4d to both sides of the equation. 14 = 27 + 3d

3. Subtract 27 from both sides of the equation. −13 = 3d
13
4. Divide both sides of the equation by 3. − =d
3
1
5. Express the answer as a mixed number. −4 = d
3
1
6. Write the answer so that d is on the left-hand side. d = −4
3
c. 1. Write the equation. c. 2 (x − 3) = 5 (2x + 4)
2. Expand the brackets on both sides of the equation. 2x − 6 = 10x + 20
3. Subtract 2x from both sides of the equation. −6 = 8x + 20
4. Subtract 20 from both sides of the equation. −26 = 8x
26
5. Divide both sides of the equation by 8. − =x
8
13
6. Simplify and write the answer with the pronumeral x=−
on the left-hand side. 4

DISCUSSION
Describe in one sentence what it means to solve linear equations.

Resources
Resourceseses
eWorkbook Topic 2 Workbook (worksheets, code puzzle and project) (ewbk-2028)
Video eLessons Solving linear equations (eles-1895)
Solving linear equations with pronumerals on both sides (eles-1901)
Interactivity Individual pathway interactivity: Solving simple equations (int-4569)
Using algebra to solve problems (int-3805)
One-step equations (int-6118)
Two-step equations (int-6119)

122 Jacaranda Maths Quest 10 + 10A

Exercise 2.5 Solving simple equations
Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 13, 16, 18, 21, 25, 26, 2, 5, 8, 11, 14, 17, 19, 22, 23, 27, 3, 6, 9, 12, 15, 20, 24, 29, 32, 35,
30, 33, 36, 40, 43, 46 28, 31, 34, 37, 41, 44, 47 38, 39, 42, 45, 48

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE10a For questions 1 to 3, solve the following equations.
1. a. a + 61 = 85 b. k − 75 = 46 c. g + 9.3 = 12.2

2. a. r − 2.3 = 0.7 b. h + 0.84 = 1.1 c. i + 5 = 3

1 1
3. a. t − 12 = −7 b. q + = c. x − 2 = −2
3 2
WE10b For questions 4 to 6, solve the following equations.
f i
4. a. =3 b. = −6 c. 6z = −42
4 10
k 5
5. a. 9v = 63 b. 6w = −32 c. =
12 6
m 7 y 3
6. a. 4a = 1.7 b. = c. =5
19 8 4 8
WE10c, d For questions 7 to 12, solve the following equations.
√ √
7. a. t = 10 b. y2 = 289 c. q = 2.5
√ 4 9
8. a. f 2 = 1.44 b. h= c. p2 =
7 64
√ 15 196 7
9. a. g= b. j2 = c. a2 = 2
22 961 9
√ √
10. a. t−3=2 b. 5x2 = 180 c. 3 m = 12
√
d. −2t2 = −18 e. t2 + 11 = 111 f. m−5=0
√ √ 1
11. a. 3 x = 2 b. x3 = −27 c. 3 m =
2
3 27 √
3 3 5
d. x = e. m = 0.2 f. w = 15
64 8
√
12. a. x3 + 1 = 0 b. 3x3 = −24 c. 3 m + 5 = 6
√ √
3
d. −2 × 3 w = 16 e. t − 13 = −8 f. 2x3 − 14 = 2

WE11a For questions 13 to 20, solve the following.

13. a. 5a + 6 = 26 b. 6b + 8 = 44 c. 8i − 9 = 15

14. a. 7f − 18 = 45 b. 8q + 17 = 26 c. 10r − 21 = 33

TOPIC 2 Algebra and equations 123

15. a. 6s + 46 = 75 b. 5t − 28 = 21 c. 8a + 88 = 28

f g r
16. a. + 6 = 16 b. +4=9 c. +6=5
4 6 10
m n p
17. a. − 12 = −10 b. + 5 = 8.5 c. − 1.8 = 3.4
9 8 12

18. a. 6 (x + 8) = 56 b. 7 (y − 4) = 35 c. 5 (m − 3) = 7

19. a. 3 (2k + 5) = 24 b. 5 (3n − 1) = 80 c. 6 (2c + 7) = 58

20. a. 2 (x − 5) + 3 (x − 7) = 19 b. 3 (x + 5) − 5 (x − 1) = 12 c. 3 (2x − 7) − (x + 3) = −60

WE11b For questions 21 to 24, solve the following.

3k 9m 7p
21. a. = 15 b. = 18 c. = −8
5 8 10
8u 11x 4v
22. a. = −3 b. =2 c. = 0.8
11 4 15
x−5 2m + 1 3w − 1
23. a. =7 b. = −3 c. =6
3 3 4
t−5 6−x 3n − 5
24. a. =0 b. = −1 c. = −6
2 3 4
p
25. MC a. The solution to the equation + 2 = 7 is:
5
A. p = 5 B. p = 25 C. p = 45 D. p = 10 E. p = 1

b. If 5h + 8 = 53, then h is equal to:

1
A. B. 12.2 C. 225 D. 10 E. 9
5
c. The exact solution to the equation 14x = 75 is:

A. x = 5.357 142 857 B. x = 5.357 (to 3 decimal places)

5
C. x = 5 D. x = 5.4
14
E. x = 5.5

For questions 26 to 29, solve the following equations.

26. a. −5h = 10 b. 2 − d = 3 c. 5 − p = −2 d. −7 − x = 4

v r 1
27. a. −6t = −30 b. − =4 c. − = d. −4g = 3.2
5 12 4

28. a. 6 − 2x = 8 b. 10 − 3v = 7 c. 9 − 6l = −3 d. −3 − 2g = 1

3e k 4f
29. a. −5 − 4t = −17 b. − = 14 c. − −3=6 d. − +1=8
5 4 7
WE12a For questions 30 to 32, solve the following equations.
30. a. 6x + 5 = 5x + 7 b. 7b + 9 = 6b + 14 c. 11w + 17 = 6w + 27

31. a. 8f − 2 = 7f + 5 b. 10t − 11 = 5t + 4 c. 12r − 16 = 3r + 5

124 Jacaranda Maths Quest 10 + 10A

32. a. 12g − 19 = 3g − 31 b. 7h + 5 = 2h − 6 c. 5a − 2 = 3a − 2

WE12b For questions 33 to 35, solve the following equations.

33. a. 5 − 2x = 6 − x b. 10 − 3c = 8 − 2c c. 3r + 13 = 9r − 3

34. a. k − 5 = 2k − 6 b. 5y + 8 = 13y + 17 c. 17 − 3g = 3 − g

35. a. 14 − 5w = w + 8 b. 4m + 7 = 8 − m c. 14 − 5p = 9 − 2p

WE12c For questions 36 to 38, solve the following equations.

36. a. 3 (x + 5) = 2x b. 8 (y + 3) = 3y c. 6 (t − 5) = 4 (t + 3)

37. a. 10 (u + 1) = 3 (u − 3) b. 12(f − 10) = 4 (f − 5) c. 2 (4r + 3) = 3 (2r + 7)

38. a. 5 (2d + 9) = 3 (3d + 13) b. 5 (h − 3) = 3 (2h − 1) c. 2 (4x + 1) = 5 (3 − x)

39. MC a. The solution to 8 − 4k = −2 is:

1 1 1 1 2
A. k = 2 B. k = −2 C. k = 1 D. k = −1 E. k =
2 2 2 2 5
6n
b. The solution to − + 3 = −7 is:
5
1 1 1 1 1
A. n = 3 B. n = −3 C. n = D. n = 8 E. n = −8
3 3 3 3 3
c. The solution to p − 6 = 8 − 4p is:
2 4 2 2 4
A. p = B. p = 2 C. p = 4 D. p = E. p =
5 5 3 3 5

Understanding
40. If the side length of a cube is x cm, then its volume V is given by V = x3 . Calculate the
side length (correct to the nearest cm) of a cube that has a volume of:
a. 216 cm3 b. 2 m3 . x

41. The surface area of a cube with side length x cm is given by A = 6x2 . Determine the side
length (correct to the nearest cm) of a cube that has a surface area of:
a. 37.5 cm2 b. 1 m2 .
42. A pebble is dropped down a well. In time t seconds it falls a distance of d metres,
given by d = 5t2 .
a. Calculate the distance the pebble falls in 1 second.
b. Calculate the time the pebble will take to fall 40 m. (Answer in seconds correct
to 1 decimal place.)

Reasoning
43. The surface area of a sphere is given by the formula A = 4𝜋r2 , where r is the radius
of the sphere.
a. Determine the surface area of a sphere that has a radius of 5 cm. Show
your working.
b. Evaluate the radius of a sphere that has a surface area equal to 500 cm2 .
(Answer correct to the nearest mm.)
44. Determine the radius of a circle of area 10 cm2 . Show your working.

TOPIC 2 Algebra and equations 125

 4 3
45. The volume of a sphere is given by the formula V = 𝜋r , where r is the radius of the sphere. If the sphere
3
can hold 1 litre of water, determine its radius correct to the nearest mm. Show your working.
Problem solving
46. The width of a room is three-fifths of its length. When the width is increased by
2 metres and the length is decreased by 2 metres, the resultant shape is a square.
Determine the dimensions of the room.
47. Four years ago, Leon was one third of James’ age. In six years’ time, the sum of
their ages will be 60. Determine their current ages.
48. A target board for a dart game has been designed as three concentric circles
where each coloured region is the same area. If the radius of the blue circle is
r cm and the radius of the outer circle is 10 cm, determine the value of r.

2.6 Solving multi-step equations

LEARNING INTENTION
At the end of this subtopic you should be able to:
• expand brackets and collect like terms in order to solve a multi-step equation
• solve equations involving algebraic fractions by determining the LCM of the denominators.

2.6.1 Equations with multiple brackets

eles-4706
• Equations can be simplified by expanding brackets and collecting like terms before they are solved.

WORKED EXAMPLE 13 Solving equations with brackets

Solve each of the following linear equations.

a. 6 (x + 1) − 4 (x − 2) = 0 b. 7 (5 − x) = 3 (x + 1) − 10

THINK WRITE
a. 1. Write the equation. a. 6 (x + 1) − 4 (x − 2) = 0
2. Expand all the brackets. (Be careful with 6x + 6 − 4x + 8 = 0
the −4.)
3. Collect like terms. 2x + 14 = 0
4. Subtract 14 from both sides of the equation. 2x = −14
5. Divide both sides of the equation by 2 to x = −7
obtain the value of x.
b. 1. Write the equation. b. 7 (5 − x) = 3 (x + 1) − 10
2. Expand all the brackets. 35 − 7x = 3x + 3 − 10
3. Collect like terms. 35 − 7x = 3x − 7
4. Create a single pronumeral term by adding 7x 35 = 10x − 7
to both sides of the equation.
5. Add 7 to both sides of the equation. 42 = 10x

126 Jacaranda Maths Quest 10 + 10A

 42
6. Divide both sides of the equation by 10 to =x
solve for x and simplify. 10
21
=x
5
1
7. Express the improper fraction as a mixed 4 =x
number fraction. 5
1
8. Rewrite the equation so that x is on the x=4
left-hand side. 5
TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE
a−b. a–b. a−b. a−b.
On a Calculator page, complete On the Main screen, complete
the entry lines as: the entry lines as:
solve solve
(6(x + 1) − 4(x − 2) = 0, x) (6(x + 1) − 4(x − 2) = 0, x)
solve solve
(7(5 − x) = 3(x + 1) − 10, x) (7(5 − x) = 3(x + 1) − 10, x)
Press ENTER after each entry. Press EXE after each entry.
Convert b to a proper fraction. Convert b to a proper fraction.

6(x + 1) − 4(x − 2) = 0
⇒ x = −7
7(5 − x) = 3(x + 1) − 10 6(x + 1) − 4(x − 2) = 0
1 ⇒ x = −7
⇒x=4
5 7(5 − x) = 3(x + 1) − 10
1
⇒=4
5

2.6.2 Equations involving algebraic fractions

eles-4707
• To solve an equation containing algebraic fractions, multiply both sides of the equation by the lowest
common multiple (LCM) of the denominators. This gives an equivalent form of the equation
without fractions.

WORKED EXAMPLE 14 Solving equations with algebraic fractions

x−5 x+7
Solve the equation = and verify the solution.
3 4
THINK WRITE

x−5 x+7
1. Write the equation. =
3 4
4  (x − 5)

12 3  (x + 7)

12
2. The LCM is 3 × 4 = 12. Multiply both sides of =
1 1
the equation by 12. 3
4

3. Simplify the fractions. 4 (x − 5) = 3 (x + 7)

4. Expand the brackets. 4x − 20 = 3x + 21
5. Subtract 3x from both sides of the equation. x − 20 = 21

TOPIC 2 Algebra and equations 127

 6. Add 20 to both sides of the equation and write x = 41
the answer.
7. To verify, check that the answer x = 41 is
true for both the left-hand side (LHS) and
the right-hand side (RHS) of the equation by
substitution.
41 − 5
Substitute x = 41 into the LHS. LHS =
3
36
=
3
= 12

41 + 7
Substitute x = 41 into the RHS. RHS =
4
48
=
4
= 12
8. Write the answer. Because the LHS = RHS, the solution
x = 41 is correct.

WORKED EXAMPLE 15 Solving involving algebraic fractions

Solve each of the following equations.

5 (x + 3) 3 (x − 1) 4 1
a. = 4+ b. =
6 5 3 (x − 1) x+1

THINK WRITE
5 (x + 3) 3 (x − 1)
a. 1. Write the equation. a. =4+
6 5
25 (x + 3) 120 18 (x − 1)
2. The lowest common denominator of 5 and = +
6 is 30. Write each term as an equivalent 30 30 30
fraction with a denominator of 30.
3. Multiply each term by 30. This effectively 25 (x + 3) = 120 + 18 (x − 1)
removes the denominator.
4. Expand the brackets and collect like terms. 25x + 75 = 120 + 18x − 18
25x + 75 = 102 + 18x
5. Subtract 18x from both sides of the equation. 7x + 75 = 102
6. Subtract 75 from both sides of the equation. 7x = 27
27
7. Divide both sides of the equation by 7 to x=
solve for x. 7
6
8. Express the answer as a mixed number. x=3
7

128 Jacaranda Maths Quest 10 + 10A

 4 1
b. 1. Write the equation. b. =
3 (x − 1) x + 1
4 (x + 1) 3 (x − 1)
2. The lowest common denominator of 3, =
x + 1 and x − 1 is 3 (x − 1) (x + 1). Write each 3 (x − 1) (x + 1) 3 (x − 1) (x + 1)
term as an equivalent fraction with a common
denominator of 3 (x − 1) (x + 1).
3. Multiply each term by the common 4 (x + 1) = 3 (x − 1)
denominator.
4. Expand the brackets. 4x + 4 = 3x − 3
5. Subtract 3x from both sides of the equation. x + 4 = −3
6. Subtract 4 from both sides of the equation to x + 4 − 4 = −3 − 4
solve for x.
7. Write the answer. x = −7

DISCUSSION
Do the rules for the order of operations apply to algebraic fractions? Explain.

Resources
Resourceseses
eWorkbook Topic 2 Workbook (worksheets, code puzzle and project) (ewbk-2028)
Video eLesson Solving linear equations with algebraic fractions (eles-1857)
Interactivities Individual pathway interactivity: Solving multi-step equations (int-4570)
Expanding brackets: Distributive Law (int-3774)

Exercise 2.6 Solving multi-step equations

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 13, 17, 20 2, 5, 8, 11, 14, 18, 21 3, 6, 9, 12, 15, 16, 19, 22

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE13 1 to 3, solve each of the following linear equations.
1. a. 6 (4x − 3) + 7 (x + 1) = 9 b. 9 (3 − 2x) + 2 (5x + 1) = 0

2. a. 8 (5 − 3x) − 4 (2 + 3x) = 3 b. 9 (1 + x) − 8 (x + 2) = 2x

3. a. 6 (4 + 3x) = 7 (x − 1) + 1 b. 10 (4x + 2) = 3 (8 − x) + 6

TOPIC 2 Algebra and equations 129

WE14 For questions 4 to 6, solve each of the following equations and verify the solutions.
x+1 x+3 x−7 x−8 x−6 x−2
4. a. = b. = c. =
2 3 5 4 4 2
8x + 3 2x − 1 x − 3 4x + 1 x + 2
5. a. = 2x b. = c. =
5 5 4 3 4
6 − x 2x − 1 8 − x 2x + 1 2 (x + 1) 3 − 2x
6. a. = b. = c. =
3 5 9 3 5 4
For questions 7 to 9, solve each of the following linear equations.
x 4x 1 x x 3 x 4x −3x x 1
7. a. + = b. − = c. − =2 d. + =
3 5 3 4 5 4 4 7 5 8 4
2x x 3 5x 2x 2 x 3x 4 1 2
8. a. − =− b. −8= c. − = d. − =
3 6 4 8 3 7 8 8 x 6 x
15 2 1 4 5 2x − 4 x 4x − 1 2x + 5
9. a. −4= b. + = c. +6= d. − =0
x x 3 x x 5 2 2 3
WE15 For questions 10 to 12, solve each of the following linear equations.
3 (x + 1) 5 (x + 1) 2 (x + 1) 3 (2x − 5)
10. a. + =4 b. + =0
2 3 7 8
2 (4x + 3) 6 (x − 2) 1 8 (x + 3) 3 (x + 2)
c. − = d. =
5 2 2 5 4
5 (7 − x) 2 (2x − 1) 2 (6 − x) 9 (x + 5) 1
11. a. = +1 b. = +
2 7 3 6 3
−5 (x − 2) 6 (2x − 1) 1 9 (2x − 1) 4 (x − 5)
c. − = d. =
3 5 3 7 3

1 3 8 3 5 5
12. a. + = b. + =
x−1 x+1 x+1 x+1 x−4 x+1
1 3 −1 4 5 −1
c. − = d. − =
x−1 x x−1 2x − 1 x x

Understanding
13. Last week Maya broke into her money box. She spent
one-quarter of the money on a birthday present for her
brother and one-third of the money on an evening out
with her friends, leaving her with $75.
Determine the amount of money in her money box.
14. At work Keith spends one-fifth of his time in planning
and buying merchandise. He spends seven-twelfths of his
time in customer service and one-twentieth of his time
training the staff. This leaves him ten hours to deal with
the accounts.
Determine the number of hours he works each week.

130 Jacaranda Maths Quest 10 + 10A

15. Last week’s school fete was a great success, raising a good
deal of money. Three-eighths of the profit came from sales of
food and drink, and the market stalls recorded one-fifth of the
total. A third of the profit came from the major raffle, and the
jumping castle raised $1100.
Determine the amount of money raised at the fete.
16. Lucy had half as much money as Mel, but since Grandma gave
them each $20 she now has three-fifths as much. Determine the
amount of money Lucy has.

Reasoning
17. Answer the following question and justify your answer:
a. Determine numbers smaller than 100 that have exactly 3 factors (including 1 and the number itself).
b. Determine the two numbers smaller than 100 that have exactly 5 factors.
c. Determine a number smaller than 100 that has exactly 7 factors.

18. To raise money for a charity, a Year 10 class has decided

to organise a school lunch. Tickets will cost $6 each.
The students have negotiated a special deal for delivery of
drinks and pizzas, and they have budgeted $200 for drinks
and $250 for pizzas. If they raise $1000 or more, they qualify
for a special award.
a. Write an equation to represent the minimum number of
tickets required to be sold to qualify for the award.
b. Solve the equation to find the number of tickets they must
sell to qualify for the award. Explain your answer.

x+7 a 4
19. If ≡ − , explain why a must be equal to 5.
(x + 2) (x + 3) x + 2 x + 3
(Note: ‘≡’ means identically equal to.)

Problem solving
20. Solve for x:
2 5 2 7
(x − 1) − (x − 2) = (x − 4) −
9 8 5 12
2 (4x + 3) a b
21. If ≡ + , determine the values of a and b.
(x − 3) (x + 7) x − 3 x + 7
7x + 20 a b a+b
22. If
2
= + + 2 , determine the values of a and b.
x + 7x + 12 x + 3 x + 4 x + 7x + 12

TOPIC 2 Algebra and equations 131

 2.7 Literal equations
LEARNING INTENTION
At the end of this subtopic you should be able to:
• solve literal equations, which include multiple variables, by changing the subject of an equation to a
particular pronumeral
• determine any restriction on a variable in an equation due to limitations imposed by the equation or
context of the question.

2.7.1 Literal equations

eles-4708
• Literal equations are equations that include several pronumerals or variables. Solving literal equations
involves changing the subject of the equation to a particular pronumeral.
• A variable is the subject of an equation if it expressed in terms of the other variables. In v = u + at, the
subject of the equation is v as it is written in terms of the variables u, a and t.
• A formula is a literal equation that records an interesting or important real‐life relationship.

WORKED EXAMPLE 16 Solving literal equations

Solve the following literal equations for x.

a. ax2 + bd = c b. ax = cx + b

THINK WRITE

a. 1. Write the equation. a. ax2 + bd = c

2. Subtract bd from both sides of the equation. ax2 = c − bd

c − bd
3. Divide both sides by a. x2 =
a
√
c − bd
4. To solve for x, take the square root of both x=±
sides. This gives both a positive and negative a
result for x.
b. 1. Write the equation. b. ax = cx + b
2. Subtract cx from both sides. ax − cx = b
3. Factorise by taking x as a common factor. x (a − c) = b
b
4. To solve for x, divide both sides by a − c. x=
a−c

132 Jacaranda Maths Quest 10 + 10A

 TI | THINK DISPLAY/WRITE CASIO | THINK DISPLAY/WRITE
a−b. a–b. a−b. a−b.
In a new problem on a On the Main screen, complete
Calculator page, complete the entry lines as:
the entry lines as: solve (a × x2 + b × d = c, x)
solve (a × x2 + b × d = c, x) solve (a × x = c × x + b, x)
solve (a × x = c × x + b, x) Press EXE after each entry.
Press ENTER after each entry.

√
c − bd
x=±
a
b
x= √
a−c
c − bd
x=±
a
b
x=
a−c

WORKED EXAMPLE 17 Rearranging to make a variable the subject of an equation

√
Make b the subject of the formula D = b2 − 4ac.

THINK WRITE
√
1. Write the formula. D= b2 − 4ac

2. Square both sides. D2 = b2 − 4ac

3. Add 4ac to both sides of the equation. D2 + 4ac = b2

√
4. Take the square root of both sides. ± D2 + 4ac = b
√
5. Make b the subject of the formula by b = ± D2 + 4ac
solving for b.

2.7.2 Restrictions on variables

eles-4709
• Some variables may have implicit restrictions on the values that they may be assigned in an equation or
formula.
For example:
d
• if V = , then t cannot equal zero, otherwise the value of V would be undefined.
√t
• if d = x − 9, then:
• the value of d will be restricted to positive values or 0
• the value of x − 9 must be greater than or equal to zero because the square root of a negative number
cannot be found.
x−9 ≥0
x ≥9 (Hence x must be greater than or equal to 9)

TOPIC 2 Algebra and equations 133

 “c02AlgebraAndEquations_PrintPDF” — 2021/12/14 — 7:16 — page 134 — #36

• Other restrictions may arise once a formula is rearranged. For example, if we look at the formula V = ls2 ,
there are no restrictions on the values that the variables l and s can be assigned. (However, the sign of
V must always be the same as the sign of l because s2 is always positive.) If the formula is transposed to
make s the subject, then:

V = ls2
s
V
= s2
l √
V s
or s = ± l
l

V
This shows the restrictions that l ≠ 0 and≥ 0.
l
2
• If the formula V = ls represents the volume of the rectangular prism shown, additional restrictions become
evident: the variables
√ l and s represent a length and must be positive numbers. Hence, when we make s the
V
subject we get s = .
l

WORKED EXAMPLE 18 Identifying restrictions on variables

List any restrictions on the variables

√ in the equations below.
100 y + 4
a. The literal equation: x =
z − 10
bh
b. The area of a triangle: A = where b = base length and h = height
2

THINK WRITE
a. We cannot substitute a negative value into a square root. a. y + 4 ≥ 0
This affects the possible y ≥ −4
values for y.
A fraction is undefined if the denominator is z − 10 ≠ 0
equal to 0. This affects the possible values z ≠ 10
for z.
b. In this case the restrictions do not come from the b. b > 0 and h > 0
equation, but from the context of the equation. This also implies that A > 0.
Since b and h represent lengths of a shape, they
must have positive values or else the shape would
not exist.

DISCUSSION
Why is it important to consider restrictions on variables when solving literal equations?

134 Jacaranda Maths Quest 10 + 10A

 Resources
Resourceseses
eWorkbook Topic 2 Workbook (worksheets, code puzzle and project) (ewbk-2028)
Interactivities Individual pathway interactivity: Literal equations (int-4571)
Restrictions on variables (int-6120)

Exercise 2.7 Literal equations

Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 7, 10, 13, 16 2, 5, 8, 11, 14, 17 3, 6, 9, 12, 15, 18

To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.

Fluency
WE16 For questions 1 to 3, solve the following literal equations for x.
ax x √
1. a. =d b. − bc = d c. x+n=m
bc a
a b x+m
2. a. acx2 = w b. = c. =w
x y n

a b
3. a. ab (x + b) = c b. = +m
x c
x c
c. mx = ay − bx d. +a=
m d
WE17 For questions 4 to 6, rearrange each of the following literal equations to make the variable in brackets
the subject.
4. a. V = lbh [l] b. P = 2l + 2b [b]
1 √
c. A = bh [h] d. c = a2 + b2 [a]
2
9C
5. a. F = + 32 [C] b. A = 𝜋r2 [r] c. v = u + at [a]
5
PRN 1 2
d. I = [N] e. E = mv [m]
100 2
1 2
6. a. E = mv [v] b. v2 = u2 + 2as [a] c. v2 = u2 + 2as [u]
2
1 1 1 nx1 + mx2
d. = + [a] e. x = [x1 ]
x a b m+n
For questions 7 to 9, complete the following.
√
7. a. If c = a2 + b2 , calculate a if c = 13 and b = 5.
1
b. If A = bh, calculate the value of h if A = 56 and b = 16.
2
9C
c. If F = + 32, calculate the value of C if F = 86.
5

TOPIC 2 Algebra and equations 135

 8. a. If v = u + at, calculate the value of a if v = 83.6, u = 15 and t = 7.
b. If V = ls2 , calculate the value of s if V = 2028 and l = 12.
c. If v2 = u2 + 2as, calculate the value of u if v = 16, a = 10 and s = 6.75.
1
9. a. If A = h (a + b), calculate the value of a if A = 360, b = 15 and h = 18.
2
nx1 + mx2
b. If x = , calculate the value of x2 if x = 10, m = 2, n = 1 and x1 = 4.
m+n
Understanding
10. For the following equations:

i. WE18 list any restrictions on the variables in the equation.

ii. rearrange the equation to make the variable in brackets the subject.
iii. list any new restrictions on the variables in the equation formed in part ii.
2
a. y = x2 + 4 [x] b. y = [x] c. v = u + at [t]
x−3
11. For the following equations:
i. list any restrictions on the variables in the equation.
ii. rearrange the equation to make the variable in brackets the subject.
iii. list any new restrictions on the variables in the equation formed in part ii.
√ a pb + qa
a. c = a2 + b2 [b] b. s = [r] c. m = [b]
1−r p+q
12. For the following equations:
i. list any restrictions on the variables in the equation.
ii. rearrange the equation to make the variable in brackets the subject.
iii. list any new restrictions on the variables in the equation formed in part ii.
√
−b ± b2 − 4ac pb + qa 2 ( )2
a. x = [c] b. m = [p] c. E2 = (pc) + mc2 [m]
2a p+q

Reasoning
1
13. The area of a trapezium is given by A = (a + b) h, where a and b are the lengths of the top and the base and
2
h is the height of the trapezium.
a. State any restrictions on the variables in the formula. Justify your response.
b. Make b the subject of the equation.
c. Determine the length of the base of a trapezium with a height of 4 cm and top of 5 cm and a total area
of 32 cm2 . Show your working.
14. The volume of a cylinder is given by V = 𝜋r2 h, where r is the radius and h is the height of the cylinder.
a. State any restrictions on the values of the variables in this formula. Justify your response.
b. Make r the subject of the formula.
c. List any new restrictions on the variables in the formula. Justify your response.

15. T is the period of a pendulum whose length is l and g is the acceleration due to gravity. The formula relating
√
l
these variables is T = 2𝜋 .
g
a. State what restrictions are applied to the variables T and l. Justify your response.
b. Make l the subject of the equation.
c. Justify if the restrictions stated in part a still apply.
d. Determine the length of a pendulum that has a period of 3 seconds, given that g = 9.8 m/s2 . Give your
answer correct to 1 decimal place.
136 Jacaranda Maths Quest 10 + 10A
Problem solving
9
16. F = 32 + C is the formula relating degrees Celsius (C) to degrees Fahrenheit (F).
5
a. Transform the equation to make C the subject.
b. Determine the temperature when degrees Celsius is equal to degrees Fahrenheit.
m1 m2
17. Newton’s law of universal gravitation, F = G , tells us the gravitational force acting between two
r2
objects with masses m1 and m2 , at a distance r metres apart. In this equation, G is the gravitational constant
and has a fixed value of 6.67 × 10−11 .

a. Transform the equation to make m1 the subject.

b. Evaluate the mass of the Moon, to 2 decimal places, if the value of F between Earth and the Moon is
2.0 × 1020 N and the distance between Earth and the Moon is assumed to be 3.84 × 108 m. Take the mass
of Earth to be approximately 5.97 × 1024 kg.
18. Jing Jing and Pieter live on the same main road but Jing Jing lives a kilometres to the east of Pieter.
Both Jing Jing and Pieter set off on their bicycles at exactly the same time and both ride in a westerly
direction.
Jing Jing rides at j kilometres per hour and Pieter rides at p kilometres per hour. It is known that j > p.
Determine an equation in terms of a, j and p for the distance Jing Jing has ridden in order to catch up
with Pieter.

TOPIC 2 Algebra and equations 137

2.8 Review
2.8.1 Topic summary
Algebraic basics Substitution
• We can only add and subtract like terms: • When the numeric value of a pronumeral is known, it can
3x + 6y – 7x + 2z = 6y + 2z – 4x be substituted into an expression to evaluate the expression.
• Multiplying algebraic terms: 10x3y2 × 4x2z = 40x5y2z • It can be helpful to place substituted values inside brackets.
• Cancelling down fractions: only cancel what is common e.g. Evaluate the expression b2 – 4ac when a = –3,
to all terms in both the numerator and denominator. b = –2 and c = 4:
b2– 4ac = (–2)2 – 4 × (–3) × (4)
3ac + 5ab = 3ac + 5ab = 3c + 5b
– – – = 4 + 48
10abc 10abc 10bc = 52
• Expanding brackets: x(a + b) = ax + bx
Number laws
Solving equations
• Commutative law: the order in which an operation is
• Inverse operations are Solving complex carried out does not affect the result. It holds true for:
used to solve equations. equations • Addition: x + y = y + x
• Add (+) and subtract • Multiplication: x × y = y × x
(–) are inverses • Solving two-step and • Associative law: when calculating two or more numerals,
• Multiply (×) and multi-step equations will how they are grouped does not affect the result. It holds
divide (÷) are inverses involving the following. true for:
• Squares (x2) and • Using inverse • Addition: x + (y + z) = (x + y) + z
square roots ( x ) operations • Multiplication: x × (y × z)=(x × y) × z
are inverses • Expanding brackets • Identity law: an identity is any number the when applied
• One-step equations can • Collecting like terms
be solved using one • Finding the LCM of change the result.
inverse operation: algebraic fractions, • For Addition the identity is 0
e.g. x + 5 = 12 then multiplying by • For Multiplication the identity is 1
x + 5 – 5 = 12 – 5 the LCM to remove • Inverse law: an inverse is any number that when applied
x=7 all denominators to another number produce 0 for addition and 1 for
multiplication.
• Under addition, the inverse of x is –x as x + (–x) = 0
Literal equations 1 1
• Under multiplication, the inverse of x is – as x × – = 1
• Literal equations are equations that involve multiple x x
pronumerals or variables.
• The same processes (inverse operations etc.) are used
to solve literal equations. ALGEBRA & EQUATIONS
• Solving a literal equation is the same as making one
variable the subject of the equation. This means it is Closure
expressed in terms of the other variables.
nRT
e.g. P is the subject of the equation: P = –
V the result produced is also an element of the set.
PV e.g. For integers, multiplication is closed as the product
To make T the subject, transpose to get: T = –
nR of two integers is always an integer. (i.e. 3 × (–5) = –15)
For integers, division is not closed as
Algebraic fractions: + and – the quotient of two numbers is often
• Fractions can be added and Algebraic fractions: × not an integer.
3
subtracted if they have the same (i.e. 3 ÷ (–5) = – – )
• When multiplying fractions, multiply 5
common denominator.
e.g. the numerators together and the
5 4 15y 8x 15y + 8x denominators together. Algebraic fractions: ÷
–+–=– + –= – • Cancel any common factors in the
2x 3y 6xy 6xy 6xy
numerator and denominator. • When dividing two fractions, multiply
Or
3 2 3(x – 2) 2(x + 2) e.g.
––– =– –– 5y 7x2 (1)5y 7x2 7xy the second.
(x + 2) (x – 2) x2 – 4 x2 – 4 –×– = –× –= – a b
• The reciprocal of – is – .
3x – 6 – 2x – 4 12x 15z 12x (3)15z 36z b a
= – e.g.
x2 – 4 Cancel common factors from top
and bottom. 10x2 6x2 (5)10x2 (1)11y 5y
= –x – 10 – ÷ – = – × –2 = –
Write variables in alphabetical order. 33z 11y (3)33z (3)6x 9z
x2 – 4

138 Jacaranda Maths Quest 10 + 10A

2.8.2 Success criteria
Tick the column to indicate that you have completed the subtopic and how well you have understood it using the
traffic light system.
(Green: I understand; Yellow: I can do it with help; Red: I do not understand)

Subtopic Success criteria

2.2 I can evaluate an expression by substituting in values for each pronumeral.

I understand the Commutative, Associative, Identity and Inverse laws and

determine in which situations they apply.

2.3 I can determine the lowest common denominator of two or more fractions
with pronumerals in the denominator.

I can add and subtract fractions involving algebraic expressions.

2.4 I can cancel factors, including algebraic expressions, that are common to the
numerator and denominator of fractions.

I can multiply and divide fractions involving algebraic expression and simplify
the result.

2.5 I can solve one and two-step equations using inverse operations.

I can solve equations with pronumerals on both sides of the equals sign.

2.6 I can expand brackets and collect like terms in order to solve a multi-step
equation.

I can solve equations involving algebraic fractions by determining the LCM of

the denominators.

2.7 I can solve a linear literal equation, which include multiple variables, by
changing the subject of an equation to a particular pronumeral.

I can determine any restrictions on a variable in an equation due to limitations

imposed by the equation or context of the question.

2.8.3 Project
Checking for data entry errors

When entering numbers into an electronic device, or even writing numbers

down, errors frequently occur. A common type of error is a transposition
error, which occurs when two digits are written in the reverse order. Take
the number 2869, for example. With this type of error, it could be written as
8269, 2689 or 2896. A common rule for checking these errors is as follows.
If the difference between the correct number and the recorded number is
a multiple of 9, a transposition error has occurred.
We can use algebraic expressions to check this rule. Let the digit in the
thousands position be represented by a, the digit in the hundreds position
by b, the digit in the tens position by c and the digit in the ones position by d. So the real number can be
represented as 1000a + 100b + 10c + d.

TOPIC 2 Algebra and equations 139

 1. If the digits in the ones position and the tens position were written in the
reverse order, the number would be 1000a + 100b + 10d + c. The
difference between the correct number and the incorrect one would then
be: 1000a + 100b + 10c + d − (1000a + 100b + 10d + c).
a. Simplify this expression.
b. Is the expression a multiple of 9? Explain.
2. If a transposition error had occurred in the tens and hundreds position, the
incorrect number would be 1000a + 100c + 10b + d. Perform the
procedure shown in question 1 to determine whether the difference
between the correct number and the incorrect one is a multiple of 9.
3. Consider, lastly, a transposition error in the thousands and hundreds
positions. Is the difference between the two numbers a multiple of 9?
4. Comment on the checking rule for transposition errors.

Resources
Resourceseses
eWorkbook Topic 2 Workbook (worksheets, code puzzle and project) (ewbk-2028)
Interactivities Crossword (int-2830)
Sudoku puzzle (int-3589)

Exercise 2.8 Review questions

To answer questions online and to receive immediate corrective feedback and fully worked solutions for
all questions, go to your learnON title at www.jacplus.com.au.
Fluency
1
1. MC Given E = mv2 where m = 0.2 and v = 0.5, the value of E is:
2
A. 0.000625 B. 0.1 C. 0.005 D. 0.025 E. 0.0025

2. MC The expression −6d + 3r − 4d − r simplifies to:

A. 2d + 2r B. −10d + 2r C. −10d − 4r D. 2d + 4r E. −8dr

3. MC The expression 5 (2f + 3) + 6 (4f − 7) simplifies to:

A. 34f + 2 B. 34f − 4 C. 34f − 27 D. 34f + 14 E. 116f − 14

4. MC The expression 7 (b − 1) − (8 − b) simplifies to:

A. 8b − 9 B. 8b − 15 C. 6b − 9 D. 6b − 15 E. 8b + 1

5. MC If 14p − 23 = 6p − 7 then p equals:

A. −3 B. −1 C. 1 D. 2 E. 4

6. Simplify the following by collecting like terms.

a. 3c − 5 + 4c − 8 b. −3k + 12m − 4k − 9m
c. −d + 3c − 8c − 4d d. 6y2 + 2y + y2 − 7y

1
7. If A = bh, determine the value of A if b = 10 and h = 7.
2

140 Jacaranda Maths Quest 10 + 10A

 8. For each of the following, complete the relationship to illustrate the stated law.
a. (a + 3b) + 6c = _________ Associative Law
b. 12a − 3b ≠ _____________ Commutative Law
c. 7p × _____ = ___________ Inverse Law
d. (x × 5y) × 7z = __________ Associative Law
e. 12p + 0 = ______________ Identity Law
f. (3p ÷ 5q) ÷ 7r = _________ Associative Law
g. 9d + 11e = _____________ Commutative Law
h. 4a ÷ b ≠ _______________ Commutative Law

9. Determine the value of the following expressions given the natural number values x = 12, y = 8 and
z = 4. Comment on whether the Closure Law holds for each of the expressions when the values
are substituted.
a. x × y b. z ÷ x c. y − x

10. Simplify the following.

5y y x+4 x+2 5 1 x − 1 2x − 5
a. − b. + c. − d. +
3 2 5 2 3x 5x x+3 x+2

11. Simplify the following.

y 32 20y 35z x+6 5 (x + 1)
a. × b. × c. ×
4 x 7x 16y (x + 1) (x + 3) x+6

25 30 xy 10x 2x 9x + 1
d. ÷ e. ÷ f. ÷
x x 5 y (x + 8) (x − 1) x + 8

12. Solve the following equations.

a. p − 20 = 68 b. s − 0.56 = 2.45 c. 3b = 48
r √
d. = −5 e. x = 12 f. 2 (x + 5) = −3
7
y
g. − 3 = 12 h. a2 = 36 i. 5 − k = −7
4

13. Solve the following.

a. 42 − 7b = 14 b. 12t − 11 = 4t + 5 c. 2 (4p − 3) = 2 (3p − 5)

14. Solve each of the following linear equations.

a. 5 (x − 2) + 3 (x + 2) = 0 b. 7 (5 − 2x) − 3 (1 − 3x) = 1
c. 5 (x + 1) − 6 (2x − 1) = 7 (x + 2) d. 8 (3x − 2) + (4x − 5) = 7x
e. 7 (2x − 5) − 4 (x + 20) = x − 5 f. 3 (x + 1) + 6 (x + 5) = 3x + 40

15. Solve each of the following equations.

x x 3 x x 1 x x
a. + = b. − =3 c. − = −
2 5 5 3 5 21 7 6
3 2 5 2x − 3 3 x + 3 2 (x + 2) 3 5 (x + 1)
d. + = e. − = f. = +
x 5 x 2 5 5 3 7 3

d
16. a. Make x the subject of bx + cx = .
2
4 3
b. Make r the subject of V = 𝜋r .
3

TOPIC 2 Algebra and equations 141

 Problem solving
17. A production is in town and many parents are taking their children. An adult ticket costs $15 and a
child’s ticket costs $8. Every child must be accompanied by an adult and each adult can have no more
than 4 children with them. It costs the company $12 per adult and $3 per child to run the production.
There is a seating limit of 300 people and all tickets are sold.
a. Determine how much profit the company makes on each adult ticket and on each child’s ticket.
b. To maximise profit, the company should sell as many children’s tickets as possible. Of the 300
available seats, determine how many should be allocated to children if there is a maximum of 4
children per adult.
c. Using your answer to part b, determine how many adults would make up the remaining seats.
d. Construct an equation to represent the profit that the company can make depending on the number of
children and adults attending the production.
e. Substitute your values to calculate the maximum profit the company can make.

18. You are investigating prices for having business cards printed for your new games store. A local
printing company charges a flat rate of $250 for the materials used and $40 per hour for labour.
a. If h is the number of hours of labour required to print the cards, construct an equation for the cost of
the cards, C.
b. You have budgeted $1000 for the printing job. Determine the number of hours of labour you can
afford. Give your answer to the nearest minute.
c. The printer estimates that it can print 1000 cards per hour of labour. Evaluate the number of cards
that will be printed with your current budget.
d. An alternative to printing is photocopying. The company charges 15 cents per side for the first 10 000
cards and then 10 cents per side for the remaining cards. Justify which is the cheaper option for 18
750 single-sided cards and by how much.

19. A scientist tried to use a mathematical formula to predict people’s

moods based on the number of hours of sleep they had the previous
night. One formula that he used was what he called the ‘grumpy
formula’, g = 0.16(h − 8)2 , which was valid on a ‘grumpy scale’
from 0 to 10 (least grumpy to most grumpy).
a. Calculate the number of hours needed to not be grumpy.
b. Evaluate the grumpy factor for somebody who has had:
i. 4 hours of sleep
ii. 6 hours of sleep
iii. 10 hours of sleep.
c. Determine the number of hours of sleep required to be most grumpy.
Another scientist already had his own grumpy formula and claims that the scientist above stole his
idea and has just simplified it. The second scientist’s grumpy formula was

0.16 (h − 8) 2 (8 − h) 2h
g= × ÷
8−h 3 (h − 8) 3(h − 8)2

d. Write the second scientist’s formula in simplified form.

e. Are the second scientist’s claims justified? Explain.

To test your understanding and knowledge of this topic, go to your learnON title at
www.jacplus.com.au and complete the post-test.

142 Jacaranda Maths Quest 10 + 10A

Online Resources Resources

Below is a full list of rich resources available online for this topic. These resources are designed to bring ideas to life,
to promote deep and lasting learning and to support the different learning needs of each individual.

eWorkbook 2.3 Individual pathway interactivity: Adding and subtracting

algebraic fractions (int-4567) ⃞
Download the workbook for this topic, which includes Adding and subtracting algebraic fractions (int-6113) ⃞
worksheets, a code puzzle and a project (ewbk-2028) ⃞ Lowest common denominators with pronumerals
(int-6114) ⃞
Solutions 2.4 Individual pathway interactivity: Multiplying and dividing
Download a copy of the fully worked solutions to every algebraic fractions (int-4568) ⃞
question in this topic (sol-0736) ⃞ Simplifying algebraic fractions (int-6115) ⃞
Multiplying algebraic fractions (int-6116) ⃞
Digital documents Dividing algebraic fractions (int-6117) ⃞
2.5 Individual pathway interactivity: Solving simple equations
2.2 SkillSHEET Like terms (doc-5183) ⃞ (int-4569) ⃞
SkillSHEET Collecting like terms (doc-5184) ⃞ Using algebra to solve problems (int-3805) ⃞
SkillSHEET Finding the highest common factor One-step equations (int-6118) ⃞
(doc-5185) ⃞ Two-step equations (int-6119) ⃞
SkillSHEET Order of operations (doc-5189) ⃞ 2.6 Individual pathway interactivity: Solving multi-step
2.3 SkillSHEET Addition and subtraction of fractions equations (int-4570) ⃞
(doc-5186) ⃞ Expanding brackets: Distributive Law (int-3774) ⃞
SkillSHEET Writing equivalent algebraic fractions with the 2.7 Individual pathway interactivity: Literal equations
lowest common denominator (doc-5190) ⃞ (int-4571) ⃞
2.4 SkillSHEET Multiplication of fractions (doc-5187) ⃞ Restrictions on variables (int-6120) ⃞
SkillSHEET Division of fractions (doc-5188) ⃞ 2.8 Crossword (int-2830) ⃞
SkillSHEET Simplification of algebraic fractions Sudoku puzzle (int-3589) ⃞
(doc-5191) ⃞

Video eLessons Teacher resources

2.2 Substituting values into expressions (eles-4696) ⃞ There are many resources available exclusively for teachers
Number laws (eles-4697) ⃞ online.
Substitution (eles-1892) ⃞
2.3 Algebraic fractions (eles-4698) ⃞
Pronumerals in the denominator (eles-4699) ⃞
2.4 Multiplying algebraic fractions (eles-4700) ⃞
Dividing algebraic fractions (eles-4701) ⃞
2.5 Solving equations using inverse operations (eles-4702) ⃞
Two-step equations (eles-4704) ⃞
Equations where the pronumeral appears on both
sides (eles-4705) ⃞
Solving linear equations (eles-1895) ⃞
Solving linear equations with pronumerals on both sides
(eles-1901) ⃞
2.6 Equations with multiple brackets (eles-4706) ⃞
Equations involving algebraic fractions (eles-4707) ⃞
Solving linear equations with algebraic fractions
(eles-1857) ⃞
2.7 Literal equations (eles-4708) ⃞
Restrictions on variables (eles-4709) ⃞

Interactivities
2.2 Individual pathway interactivity: Substitution (int-4566) ⃞
Substituting positive and negative numbers (int-3765) ⃞
Commutative Law (int-6109) ⃞
Associative Law (int-6110) ⃞
Identity Law (int-6111) ⃞
Inverse Law (int-6112) ⃞

To access these online resources, log on to www.jacplus.com.au.

TOPIC 2 Algebra and equations 143

Answers 19. a.
b.
(a + 2b) + 4c = a + (2b + 4c)
( ) (
x × 3y × 5c = x × 3y × 5c
)

Topic 2 Algebra and equations c. 2p ÷ q ≠ q ÷ 2p

d. 5d + q = q + 5d
Exercise 2.1 Pre-test
20. a. 10; in this case, addition is closed on natural numbers.
1. 12
b. −4; in this case, subtraction is not closed on natural
2. c = ±5
numbers.
3. A
y c. 12; in this case, multiplication is closed on natural
4. numbers.
30 4
5. E d. ; in this case, division is not closed on natural numbers.
6. B 3
−2x e. −2; in this case, subtraction is not closed on natural
7. numbers.
3y
f. 4; in this case, division is closed on natural numbers.
8. 100 cm
1 21. a. 3z + 0 = 0 + 3z = 3z
9. 25 1 1
2 b. 2x × = × 2x = 1
10. x = −16 ( 2x ) 2x ( )
c. 4x ÷ 3y ÷ 5z ≠ 4x ÷ 3y ÷ 5z
11. a = −512
d. 3d − 4y ≠ 4y − 3d
12. $24 000
22. a. s = 71.875 metres b. t = 4 seconds
13. C 4
14. A 23. m =
5
15. D 24. 2.5 seconds

Exercise 2.2 Substitution Exercise 2.3 Adding and subtracting algebraic

1. a. 5 b. 2 c. 0 d. 6 fractions
26 5 49
2. a. −17 b. 3 c. 30 d. 12 1. a. or 1 b. c. 1
21 21 72
3. a. −12 b. 27 c. 30 d. −5 17 1 6 − 5x
2. a. b. c.
4. a. −11 b. −1 c. 1 99 35 30
5. a. 30 b. −24 c. 36 15x − 4 15 − 16x 15 − 2x
3. a. b. c.
6. a. −125 b. 1 c. 15 27 40 3x
5y 3y 13x 14x
7 1 1 4. a. b. − c. d.
7. a. b. − c. 12 40 12 9
12 12 12
1 1 3w y 89y 32x
d. 1 e. f. 48 5. a. b. − c. d.
3 576 28 5 35 15
7x + 17 7x + 30
8. a. 9 b. −9 c. 9 6. a. b.
d. 18 e. −18 f. 36 10 12
2x − 11 19x + 7
9. a. 9 b. −9 c. 9 c. d.
30 6
d. 18 e. −18 f. 36 5 5 38
7. a. b. c.
10. a. 17 b. 30 c. 8 8x 12x 21x
11. a. 4 b. 1.5 c. 68 8 7 9
8. a. b. c.
12. a. 46 b. 113.1 c. 5 3x 24x 20x
d. 624.6 37 51 1
9. a. b. c. −
100x 10x 6x
13. a. D b. C c. B
3x2 + 14x − 4 2x2 + 3x + 25
14. 3.9 cm 10. a. b.
(x + 4) (x − 2) (x + 5) (x − 1)
15. 65.45 cm3
2x2 + 6x − 10 4x2 − 17x − 3
16. 361 m c. d.
(2x + 1) (x − 2) (x + 1) (2x − 7)
17. a. −1; in this case, addition is closed on integers.
b. −1; in this case, subtraction is closed on integers. 7x2 + x 2x2 + 6x + 7
11. a. b.
c. 2; in this case, multiplication is closed on integers. (x + 7) (x − 5) (x + 1) (x + 4)
−x2 + 7x + 15 x−7
18. a. −1; in this case, division is closed on integers. c. d.
(x + 1) (x + 2) (x + 3) (x − 2)
b. −2; in this case, subtraction is closed on integers.
1
c. − ; in this case, division is not closed on integers.
2

144 Jacaranda Maths Quest 10 + 10A

 x2 + 3x + 9 5 − 5x 5 8y2 32xy 2
12. a. b. = 9. a. b. c. d. y2
(x + 2) (3x − 1) (x − 1) (1 − x) x − 1 9 15 3
3x + 7 3x − 4 9 1
c. d. 10. a. b.
2 2 (3x − 7) (x + 3) (x + 2) (x − 9)
(x + 1) (x − 1)
21 (x − 3) 13
13. a. The student transcribed the denominator incorrectly and 11. a. b.
wrote (x + 2) instead of (x − 2) in line 2. x+5 9 (x − 4) (x + 1)
Also, the student forgot that multiplying a negative 2(x − 4)3 (x + 2)2
12. a. b.
number by a negative number gives a positive number. (x + 3)2 (x + 3) (x − 3)
Line 3 should have +3 in the numerator, not −1. They
15 12
didn’t multiply. 13. a. b.
(x + 2) x2
x2 − 5x + 3
b. (x − 4) (x − 5) 2x (x − 3)
(x − 1) (x − 2) 14. a. b.
−1 (x + 3) (x + 2)2 3 (x − 5)
14. a. −1 b.
(x − 2) (x − 5) (x + 4) (x + 6)
15. a. b.
9 4 (x − 4) x2
15. a. b.
(x − 3)2 (x − 2)3 16. Yes, because all of the fractions have the same denominator
2 2 and therefore can be added together.
4x + 17x + 17 7x − 20x + 4
16. a. b. 17. No, x and z are not common to all terms so cannot be
(x + 2) (x + 1) (x + 3) (x − 1) (x + 2) (x − 4)
cancelled down.
( )
4x2 + 17x + 19 2 2x2 − 9x + 25 18. a. −1
17. a. b. b. 4 − x considered to be the same as x − 4.
(x + 1) (x + 3) (x + 2) (x − 4) (x − 1) (x + 3)
19. 1
c. The lowest common denominator may not always be (x + 1)2
the product of the denominators. Each fraction must 20.
be multiplied by the correct multiple. x2 + 1
−1
18. a=4 21.
x
4 (x − 1)
19.
(x + 3) (x + 4) (x − 2) Exercise 2.5 Solving simple equations
2 (x − 1) 1. a. a = 24 b. k = 121 c. g = 2.9
20.
(x − 7) (x − 4) 2. a. r=3 b. h = 0.26 c. i = −2
8(x − 1) 1
21.
(x − 4) (x + 3) 3. a. t=5 b. q = c. x=0
6
Exercise 2.4 Multiplying and dividing algebraic 4. a. f = 12 b. i = −60 c. z = −7
fractions 1
4y 5. a. v=7 b. w = −5 c. k = 10
4x 3x 9x 3
1. a. b. c. d.
y y x 4y 5 1
6. a. a = 0.425 b. m = 16 c. y = 21
−5x 3w 6z 2z 8 2
2. a. b. c. d.
4y 2x 7x 7x 7. a. t = 100 b. y = ±17 c. q = 6.25
−3x 5 12z −x 16 3
3. a. b. c. d. 8. a. f = ±1.2 b. h= c. p=±
2y 24 x 6w 49 8
2 5 9 1 225 14 2
4. a. b. c. d. 9. a. g= b. j = ± c. a = ±1
3x − 2 x−3 2 − 6)
(x x+3 484 31 3
2x x+1 10. a. t = 25 b. x = ±6 c. m = 16
5. a. b. d. t = ±3 e. t = ±10 f. m = 25
(x + 1)2 2 (2x − 3)
a 35d 1
c. d. 11. a. x=8 b. x = −3 c. m=
10 (a + 3) 8 (d − 3) 8
9 3x 3 1
6. a. b. d. x= e. m = 0.008 f. w = 2
32x2 (x − 2) 10 (x − 1) 4 2
3 2 1 12. a. x = −1 b. x = −2 c. m = 1
7. a. b. c. d. 3 d. w = −512 e. t = 125 f. x = 2
5 9 3
1 35 5 13. a. a=4 b. b=6 c. i=3
8. a. b. or 5
25 6 6 1 2
14. a. f=9 b. q = 1 c. r=5
4y2 2y2 8 5
c. d.
7 25

TOPIC 2 Algebra and equations 145

 “c02AlgebraAndEquations_PrintPDF” — 2021/12/14 — 5:44 — page 146 — #48

5 4 1
15. a. s=4 b. t=9 c. a = −7 46. Dimensions are 10 m by 6 m.
6 5 2
47. Leon
√ is 14 and James is 34.
16. a. f = 40 b. g = 30 c. r = −10
10 3
17. a. m = 18 b. n = 28 c. p = 62.4 48. cm
3
1 2
18. a. x=1 b. y=9 c. m=4 Exercise 2.6 Solving multi-step equations
3 5
1 2 1 20 5
19. a. k = 1 b. n=5 c. c = 1 1. a. x= b. x=3
2 3 3 31 8
1 29
20. a. x = 10 b. x=4 c. x = −7 2. a. x = b. x = −7
5 36
3 8 10
21. a. k = 25 b. m = 16 c. p = −11 3. a. x = −2 b. x=
7 11 43
1 8 4. a. x=3 b. x = 12 c. x = −2
22. a. u = −4 b. x= c. v=3
8 11 3 11 2
5. a. x= b. x=− or x = −3
25 2 3 3
23. a. x = 26 b. m = −5 c. w =
3 2
c. x =
19 13
24. a. t=5 b. x=9 c. n = −
3 5 7
6. a. x=3 b. x= c. x=
25. a. B b. E c. C 7 18
26. a. h = −2 b. d = −1 c. p=7 5
7. a. x= b. x = 15
d. x = −11 17
2 10
27. a. t=5 b. v = −20 c. r = −3 c. x = −6 d. x=−
9 19
d. g = −0.8
1
28. a. x = −1 b. v=1 c. l=2 8. a. x = −1 b. x = −192
2
d. g = −2 4
c. x = d. x = 12
1 7
29. a. t=3 b. e = −23 c. k = −36 1
3 9. a. x = 3 b. x=3
1 4
d. f = −12 5
4 c. x = 52 d. x=1
8
30. a. x=2 b. b=5 c. w=2
5 31
1 10. a. x= b. x=1
31. a. f=7 b. t=3 c. r = 2 19 58
3 11 15
1 1 c. x = 4 d. x = −3
32. a. g = −1 b. h = −2 c. a=0 14 17
3 5 20 10
2 11. a. x = 5 b. x = −1
33. a. x = −1 b. c=2 c. r=2 43 13
3 2 9
1 c. x = 1 d. x = −4
34. a. k=1 b. y = −1 c. g=7 61 26
8 1
1 2 12. a. x = 1.5 b. x = −4
35. a. w=1 b. m= c. p=1 3
5 3 c. x=3 d. x=1
4 13. $180
36. a. x = −15 b. y = −4 c. t = 21
5 14. 60 hours
5 1 1 15. $12000
37. a. u = −2 b. f = 12 c. r=7
7 2 2 16. $60
38. a. d = −6 b. h = −12 c. x=1 17. a. 4, 9, 25, 49 b. 16, 81 c. 64
39. a. A b. D c. B 18. a. 6x − 450 = 1000
1
40. a. 6 cm b. 1.26 m b. 241 tickets. This means they need to sell 242 tickets to
3
41. a. 2.5 cm b. 41 cm qualify, as the number of tickets must be a
42. a. 5m b. 2.8 s whole number.
2 19. Sample responses can be found in the worked solutions in
43. a. 314 cm b. 6.3 cm
the online resources.
44. 1.8 cm
20. 4
45. 6.2 cm
21. a = 3, b = 5
22. a = −8 and b = 15

146 Jacaranda Maths Quest 10 + 10A

Exercise 2.7 Literal equations b. i. p ≠ −q
bcd q (a − m)
1. a. x= b. x = a (d + bc) c. x = (m − n)2 ii. p =
a m−b
√ iii. m ≠ b
w ay ( )
2. a. x=± b. x= c. x = nw − m c. i. E > pc
ac b √
c ac E2 − (pc)2
3. a. x= −b b. x=
ab b + mc ii. m =
c2
ay mc − amd iii. c ≠ 0
c. x= d. x=
m+b d 13. a. No restriction, but all values must be positive for the
V P − 2l trapezium to exist.
4. a. l= b. b=
bh 2 2A
√ b. b= −a
2A h
c. h= d. a = ± c2 − b2 c. b = 11 cm
b
√ 14. a. No restrictions, all values must be positive for a cylinder
5 A
5. a. C= (F − 32) b. r=± to exist.
√
9 𝜋
V
v−u 100I b. r=
c. a= d. N= 𝜋h
t PR c. h ≠ 0, no new restrictions
2E 15. a. T and l must be greater c. The restrictions still
e. m= 2
v than zero. hold.
√
2E v2 − u2 T 2g d. 2.2 m
6. a. v=± b. a= b. l=
m 2s 4𝜋 2
√ xb 5
c. u = ± v2 − 2as d. a = 16. a. C= (F − 32)
b−x 9
x (m + n) − mx2 b. −40°
e. x1 =
n Fr2
17. a. m1 = b. 7.41 × 1022 kg
7. a. a = ±12 b. h=7 c. C = 30 Gm2
8. a. a = 9.8 b. s = ±13 c. u = ±11 ja
18. Distance Jing Jing has ridden is kilometres.
9. a. a = 25 b. x2 = 13 j−p
10. a. i. No restrictions on x
√ Project
ii. x=± y−4
1. a. 9 (c − d)
iii. y≥4
b. Yes, this is a multiple of 9 as the number that multiples
b. i. x≠3 the brackets is 9.
2
ii. x= +3 2. 90 (b − c) ; 90 is a multiple of 9 so the difference between the
y correct and incorrect one is a multiple of 9.
iii. y≠0
3. 900 (a − b); again 900 is a multiple of 9.
c. i. No restrictions
v−u 4. If two adjacent digits are transposed, the difference between
ii. t= the correct number and the transposed number is a multiple
a
iii. a≠0 of 9.
11. a. i. c≥0
√ Exercise 2.8 Review questions
ii. b = ± c2 − a2
1. D
iii. |c| ≥ |a|
2. B
b. i. r≠1
s−a 3. C
ii. r=
s 4. B
iii. s≠0 5. D
c. i. p ≠ −q 7c − 13 −7k + 3m
( ) 6. a. b.
m p + q − qa c. −5c − 5d d. 7y2 − 5y
ii. b=
p 7. 35
iii. p≠0 8. a. (a + 3b) + 6c = a + (3b + 6c)
12. a. i. a ≠ 0, b2 ≥ 4ac b. 12a − 3b ≠ 3b − 12a
b2 − (2ax + b)2 1 1
ii. c= or c = −ax2 − bx c. 7p × = × 7p = 1
4a 7p 7p
iii. No new restrictions ( ) ( )
d. x × 5y × 7z = x × 5y × 7z

TOPIC 2 Algebra and equations 147

 e. 12p + 0 = 0 + 12p = 12p
( ) ( )
f. 3p ÷ 5q ÷ 7r ≠ 3p ÷ 5q ÷ 7r
g. 9d + 11e = 11e + 9d
h. 4a ÷ b ≠ b ÷ 4a
9. a. 96; in this case, multiplication is closed on natural
numbers.
1
b. ; in this case, division is not closed on natural numbers.
3
c. −4; in this case, subtraction is not closed on natural
numbers.
7y 7x + 18
10. a. b.
6 10
22 3x2 + 2x − 17
c. d.
15x (x + 3) (x + 2)
8y 25z 5
11. a. b. c.
x 4x x+3
5 y2 2x
d. e. f.
6 50 (x − 1) (9x + 1)
12. a. p = 88 b. s = 3.01 c. b = 16
13
d. r = −35 e. x = 144 f. x = −
2
g. y = 60 h. a = ±6 i. k = 12

13. a. b=4 b. t=2 c. p = −2

1 1 3
14. a. x = b. x=6 c. x=−
2 5 14
2 1
d. x=1 e. x = 12 f. x = 1
9 6
6 1
15. a. x= b. x = 22 c. x=2
7 2
3 16
d. x=5 e. x=3 f. x=−
8 21
√
d 3 3V
16. a. x= b. r=
2 (b + c) 4𝜋
17. a. $3 per adult ticket; $5 per child’s ticket.
b. 240
c. 60
d. P = 3a + 5c, where a = number of adults and
c = number of children.
e. $1380
18. a. C = 250 + 40h
b. 18 hours 45 minutes
c. 18 750
d. Printing is the cheaper option by $1375.
19. a. 8 hours
b. i. 2.56
ii. 0.64
0.64
iii.
c.0.094 hours or 15.9 hours
0.16(h − 8)2
d. g =
h
e. No, the formula is not the same.

148 Jacaranda Maths Quest 10 + 10A