MTHS 119 BC

GRONDSLAG WISKUNDE VIR HANDEL I

FOUNDATION MATHEMATICS FOR
COMMERCE I
Fakulteit Natuur- en Landbouwetenskappe
Faculty of Natural and Agricultural Sciences

Studiegids saamgestel deur | Study guide compiled by: Miss D. Gerber

Kopiereg 2019-uitgawe | Copyright © 2019 edition. Hersieningsdatum | Review date 2022.
Noordwes-Universiteit | North-West University

Geen gedeelte van hierdie studiegids mag in enige vorm of op enige manier sonder skriftelike toestemming van die publiseerders weergegee word nie.
No part of this study guide may be reproduced in any form or in any way without the written permission of the publishers.
COURSE UNIT CONTENTS
Word of welcome iv
Lecturer iv
Prerequisite iv
Credits iv
Warning against plagiarism v
Equipment requirements v
General directives v
Important arrangements vi
How to study this module vi
Action words vii
Module outcomes viii
Critical Outcomes viii
Assessment ix
Module plan x
Icons x

Study unit 1 Number systems and algebraic notation 1

Study section 1.1 Number systems 2
Study section 1.2 Algebraic notation 7
Study unit 2 Mathematical preliminaries 10
Study section 2.1 Addition and subtraction 11
Study section 2.2 Exponential laws 13
Study section 2.3 Distributivity property 16
Study section 2.4 Currency conversions 20
Study section 2.5 Percentages 22
Study unit 3 Factoring 26
Study section 3.1 Common factors 27
Study section 3.2 Grouping 30
Study section 3.3 Difference between two squares 33
Study section 3.4 Trinomials 36
Study unit 4 Algebraic expressions with fractions 46
Study section 4.1 Simple expressions 47
Study section 4.2 Multiply and divide 49

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Study section 4.3 Add and subtract 51
Study unit 5 Equations and inequalities 55
Study section 5.1 Simple linear equations 56
Study section 5.2 Linear equations 58
Study section 5.3 Quadratic equations 60
Study section 5.4 Equations with fractions 63
Study section 5.5 Inequalities 65
Study unit 6 Straight line and applications 69
Study section 6.1 Straight line 70
Study section 6.2 Applications 78
Study unit 7 Simultaneous equations 82
Study unit 8 Linear inequalities 95
Study section 8.1 Linear inequalities in two variables 96
Study section 8.2 Linear programming 100
APPENDIX A 107
APPENDIX B 109

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WORD OF WELCOME
Welcome to the module MTHS 119 (Foundation Mathematics for Commerce I).

The objective of this module is to increase the learner’s ability to handle well known and well tried
mathematical techniques of calculation.

This module (MTHS 119) and the module for the second semester (MTHS 129) will also fill the gap
between school mathematics and first year mathematics for the B.Com programmes and it will help
you to prepare for the demands of studying at university.

LECTURER
You are most welcome to contact the lecturer during office hours. The office hours will be
communicated to you at the beginning of the semester. The contact particulars:

Lecturer:
Office:
Telephone:

PREREQUISITE
Mathematics Gr 12: At least 40%
Mathematical literacy: At least 70%

CREDITS
MTHS 119 is a 12-credit module. It means that you will need 120 hours (1 credit = 10 hours) to
study and complete this module.

iv
WARNING AGAINST PLAGIARISM
ASSIGNMENTS ARE INDIVIDUAL TASKS AND NOT GROUP ACTIVITIES. (UNLESS
EXPLICITLY INDICATED AS GROUP ACTIVITIES)
Copying of text from other students or from other sources (for instance the study guide, prescribed
material or directly from the internet) is not allowed – only brief quotations are allowed and then
only if indicated as such.
You should reformulate existing text and use your own words to explain what you have read. It is
not acceptable to retype existing text and just acknowledge the source in a footnote – you should
be able to relate the idea or concept, without repeating the original author to the letter.
The aim of the assignments is not the reproduction of existing material, but to ascertain whether
you have the ability to integrate existing texts, add your own interpretation and/or critique of the
texts and offer a creative solution to existing problems.
Be warned: students who submit copied text will obtain a mark of zero for the assignment
and disciplinary steps may be taken by the Faculty and/or University. It is also unacceptable
to do somebody else’s work, to lend your work to them or to make your work available to
them to copy – be careful and do not make your work available to anyone!

EQUIPMENT REQUIREMENTS
 A pocket calculator capable of performing numerical calculations, exponential functions and
logarithmic functions. Note: You may not use a programmable calculator.
 A notebook.
 A file for keeping notes, completed exercises and tests.

GENERAL DIRECTIVES
 Always remember to write your surname, initials, student number as well as the number
of the test on your tests and exam papers.
 Cellular telephones may not be switched on during lectures and tests, and they may
not even be brought into the examination room during the exam.

v
IMPORTANT ARRANGEMENTS
To avoid unnecessary mutual bad feelings between lecturer and student, the MTHS 119-lecturer
makes the following arrangements with students:
 Communication with the lecturer happens by landline-telephone conversation (during office
hours) or by personal conversation (during office hours) or class times.
 Sport, social and cultural activities are not classified as emergencies, therefore the lecturer is
under no moral or other obligation to accommodate or make any compromise with a student
by making special arrangements.
 A week consists of five working days and that includes the whole of Friday!
 The lecturer also requests seriously that students do not bother the lecturer unnecessarily
during examinations as large numbers of papers must be marked. The marks will be
available within seven working days after the paper was written.
 A participation mark is, according to the A-rules a mark that the student accumulates during
the semester. A lecturer cannot “give participation” nor can a lecturer give “conditional
examination entrance”.
 Dates for and arrangements concerning second opportunity examinations are outside the
parameters of the lecturer’s duties and tasks. Thus, no lecturer has the authority to change
any of these dates or arrangements. Hence, the lecturer respectfully suggests that travels
overseas, etc. be arranged only at the end of the second opportunity examination.
 Students must attend at least five SI classes.

HOW TO STUDY THIS MODULE

During theoretical periods, theory and applications will be discussed by means of examples. It is
important to note that the lecturer is not a “school teacher” who will do everything for you and
explain every example and exercise. It will be expected from you to be actively involved in the
learning process by working through the theory and examples with your lecturer. To be involved in
the learning process you will need your workbook and a notebook (or file) during EVERY class.
Learn the definitions – comprehension follows from knowledge! Therefore, you must condition
yourself to work hard. Your attitude towards your studies in general (and Mathematics in
particular) will play a major role in your success (or lack of success).

Make sure that you do ALL the exercises. Don’t surrender to the tendency to copy homework
(exercises) blindly – you lose all the way!!! Consider the examples and exercises as
preparation for the class tests, tests and for the examination.
Make sure that you are always prepared for class as it can be expected from you to write a class
test about the work covered during the previous class.

Parts of the work will be left for you for self study. This should also help you to prepare for the
demands of being a student at university. The work for self study is as important as the rest of
the work and will be covered in the class tests, tests and the exam.

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ACTION WORDS
 If asked to solve an equation, you have to determine or calculate the unknown or variable in
the equation.
 To define a concept means to supply the accurate meaning of a concept. (Example: Define
the concept “function”.)
 To translate a word problem into mathematical terms in order to solve the problem, a formula
for a function, or a system of equations, or a system of inequalities, has to be formulated.
 To determine an answer is to calculate something by using a formula.
 Graphical representation of a function implies that you must be able to sketch the function
on a number line or in the Cartesian plane.
 To identify a function is to be able to recognise the formula for the function or the shape of
the graph of the function (for example, linear functions, quadratic functions, exponential
functions etc.)
 To be able to apply a rule is to be able to apply your acquired theoretical knowledge about
the rule, to solve a problem. (Example: Differentiate the functions by applying the
differentiation rules.)

vii
MODULE OUTCOMES
After completing this module, the learner should:
 demonstrate knowledge (on an introductory level) of number systems and exponential laws;
 perform basic arithmetic operations and simplifications, solve simple equations and
inequalities, solve quadratic equations, convert currencies and calculate percentages;
 identify straight lines, formulate linear functions as simple models, apply these models to
represent demand, supply, cost and revenue functions and interpret the models of these
functions;
 solve and apply linear simultaneous equations in two variables and inequalities algebraically
and graphically.

CRITICAL OUTCOMES

The learner should attain the following critical outcomes:

1. Scientific knowledge and insight that extend over one or more fields of study:
 Factual knowledge, but especially also knowledge of and insight in concepts,
structures, procedures, models, theories and principles;
 Understanding that problem-solving does not exist in isolation.

2. Skills and abilities

The graduate must be able to:
 critically and creatively identify and solve problems
 independently acquire, control, apply, analyse, integrate and evaluate knowledge
 be an effective learner that realises the necessity of life-long learning
 be accurate and precise

3. Values
 pursuing of excellence
 dedication and integrity

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ASSESSMENT
 Formative assessment
Class tests, semester tests and assignments.

 Participation mark:
The calculation of the participation mark will be communicated to you by your lecturer.
You will be penalized if you do not attend at least five SI classes.
In order to qualify for proof of participation (admission to the exam), a participation mark of at
least 40% has to be attained.

 Summative assessment
Longer tests can also be written and will be communicated well in advance.
A test will also be written during the assessment week.
The duration of the exam paper is 3 hours and a sub minimum of at least 40% has to be
attained in this paper. The participation mark and the exam paper contribute equally to the
final mark. The final mark must be at least 50% to pass the module.
 Note that the special concession for bona fide first year students with regard to pass
requirements for first level modules only apply to first semester modules. A learner who has
obtained proof of participation receives two consecutive examination opportunities to write the
applicable module examination. The learner can use any one or both of these taking into
account that the marks attained in the second examination determines the module mark. A
learner, who has not passed the module after the second opportunity, whether or not both
opportunities were made use of, will be required to enrol for the module again. It is,
furthermore, imperative that Students take notice of the risk of ignoring the first examination
session. Such Students, if ill or absent at the second opportunity, will not be permitted to sit
for a third time and will be required to register, pay fees and attend classes to acquire proof of
participation in order to qualify for the next scheduled examination session.

ix
MODULE PLAN

Study unit Time Week Activity

Number systems and algebraic
1 3
notation
2 15 Mathematical Preliminaries
3 15 Factoring
Algebraic expressions with
4 11
fractions
5 20 Equations and inequalities
6 10 Straight lines and applications
7 15 Simultaneous equations
Linear inequalities and
8 11
applications

An additional 20 hours are to be spent on preparation for tests and the exam.

Icons

Time allocation Learning outcomes

Assessment /
Study material
Assignments

Individual exercise Group Activity

Example Reflection

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 Study unit 1

Study unit 1
NUMBER SYSTEMS AND ALGEBRAIC NOTATION

Study hours
3 hours

Learning outcomes
On completion of this study unit you should be able to demonstrate their
knowledge on number systems and algebraic notation.

Study Section 1.1 Number systems 2

Study Section 1.2 Algebraic notation 7

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 Study unit 1

Study section 1.1

Number systems
Study hours
2 hours

Learning outcomes
On completion of this study section you should be able to:
• identify the different number systems;
• explain the difference between the number systems;
• explain what a prime number is.

Students will be assessed on their knowledge of number systems.

Contents
Natural numbers
 Natural numbers are denoted by N and consist of the numbers
1, 2, 3, 4,
Integers
 Integers are denoted by Z and consist of the natural numbers together with negatives and 0,
therefore it will be the numbers
 ,  3,  2,  1, 0,1, 2, 3, 4,

 We can also write Z  {n n  N }  {0}  {n n N } .

Rational numbers
 Rational numbers are denoted by Q.
 We can define the set of Rational numbers as the subset of real numbers consisting of all
a
quotients with a, b  Z and b  0 .
b

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 Study unit 1

 Informally, we can say that Rational numbers are

 numbers which can be written as fractions
1 5 7 4
; ; ; 2 etc.
2 1 3 9
 numbers with a finite decimal representation
0,1; 0,81; 5,732 etc.
 numbers with a repeating decimal representation

0,7 ; 0,4 2 ; 5,78 ; 1, 285714 etc.

Irrational numbers
 Irrational numbers are denoted by I.
 Irrational numbers cannot be expressed as a ratio of integers.
 The decimal representation of an irrational number is nonrepeating and not finite:

 2  1,414213562 
   3,1415926535 89793 
 BEWARE!!!
22 22
 because  3,142857 and   3,1415926535 89793 
7 7
22
Also note the  3,142857 can be written as a fraction or a decimal representation which
7
22
is repeating, therefore is a rational number, where as the decimal representation of
7
  3,1415926535 89793  is nonrepeating and not finite, therefore  is an irrational
number.

Real numbers
 Real numbers are denoted by R.
 All the rational numbers and real numbers together form the real numbers and we can write
R Q  I.

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 Study unit 1

The number systems can be summarized as follows:

N Z Q R
R

Q I

Nonreal numbers
 Numbers such as  7 are nonreal numbers.
Properties of real numbers
 Commutative property:
ab  ba This means that when we add two numbers, the order doesn’t
matter.
Example: 2  3  5 and 3  2  5 , therefore 2  3  3  2 .
ab  ba : This means that when we multiply two numbers, the order
doesn’t matter.
Example: 2  3  6 and 3  2  6 , therefore 2  3  3  2 .
 Associative property:
(a  b )  c  a  ( b  c ) : If we add three numbers, it doesn’t matter which two we add
first.
Example: ( 2  3 )  4  5  4  9 and
2  (3  4 )  2  7  9
Therefore ( 2  3 )  4  2  ( 3  4 )
( ab )c  a ( bc ) : If we multiply three numbers, it doesn’t matter which two we
multiply first.
Example: ( 2  3 )  4  6  4  24 and
2  ( 3  4 )  2  12  24
Therefore ( 2  3 )  4  2  ( 3  4 )

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 Study unit 1

 Distributivity property:
a ( b  c )  ab  ac : When we multiply a number by the sum of two numbers, we
get the same result as multiplying the number by each of the
terms and then adding the result.
Example: 4( 2  3 )  4( 5 )  20 and
4  2  4  3  8  12  20
Therefore 4 ( 2  3 )  4  2  4  3
Prime numbers
 A natural number p  1 is said to be prime if it does not have any factors apart from 1 and
p.
2, 3 , 5 , 7 , 
 2 is the only even prime number.

Example 1.1:
Complete the following table as it is done in row 1:

Number N Z Q I R Non
real
1 √ √ √ √
0,7
4
5
0, 42
0

3
2
0,5

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 Study unit 1

Exercise 1:
Complete the following table:

Number N Z Q I R Non
real
7
5
0,13
5
2 2
1
2
0,74
9
9

Answers
For the answers of exercise 1, ask your lecturer or SI facilitator, that is, if you can show that you
completed the exercise.

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 Study unit 1

Study section 1.2

Algebraic notation

Study hours
1 hour

Learning outcomes
On completion of this study section you should be able to translate simple word
problems into mathematical form.

Students will be assessed on their ability to translate simple word problems into mathematical
form.

Contents

Examples:
Write the following as an algebraic expression:

1.2. Let x be a variable. Write a number that is 4 greater than x.

1.3. A certain number increased by 5.

1.4. The sum of 2 times a number and 4.

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 Study unit 1

Exercises

Write the following as an algebraic expression:

2. A certain number multiplied by 5.
3. Seven subtracted from three times a number.
4. The square of a certain number.
5. The sum of x and y .
6. The difference between x and 4, where 4 is greater than x .
7. The difference between x and 4, where x is greater than 4.
8. x is divided by 7 and added to the product of y and 7.
9. The square of a number y is decreased by 7.
10. The quotient as 3 is divided by x .
11. 6 times a number increased by 3.
Write an algebraic equation:
12. x is equal to the product of a and b .
13. x is two times the product of y and z .

Outcomes achieved?
Evaluate your progress after you have worked through the text and examples and
have done the exercises. Ask your lecturer or SI facilitator for some guidance if you
struggle to answer any of the following questions.

1. Can you identify the different number systems?

2. Can you explain the difference between the number systems?

3. Can you explain what a prime number is?

4. Can you give an example of a prime number?

5. Can you translate simple word problems in algebraic form?

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 Study unit 1

Revision Exercise 1
Evaluate your progress by working through this exercise.
The answers to these questions will be on e-fundi for one week after the work was
completed in class.

1. Write the following as an algebraic expression:

1.1 Subtract 5 from a certain number.
1.2 The sum of two numbers decreased by 8.

2. Write the following as an algebraic equation:

2.1 If a certain number is increased by 6, it is equal to 3 times the number.
2.2 x is 1 more than y .

3. Complete the following table:

Number N Z Q I R Non
real
2
 3
2
3
3
1
3
5,321

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 Study unit 2

Study unit 2
MATHEMATICAL PRELIMINARIES

Study hours
15 hours

Learning outcomes
On completion of this study unit you should be able to simplify expressions.

Study Section 2.1 Addition and subtraction 11

Study Section 2.2 Exponential laws 13
Study Section 2.3 Distributivity property 16
Study Section 2.4 Currency conversions 20
Study Section 2.5 Percentages 22

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 Study unit 2

Study section 2.1

Addition and subtraction
Study hours
2 hours

Learning outcomes
On completion of this study section you should be able to simplify expressions by
adding or subtracting.

Students will be assessed on their ability to simplify expressions by adding or subtracting.

Contents
 To add or subtract expressions it means that you must add or subtract like terms.

Example 2.1:

Simplify 2 xy  3 x  6 y  3 xy  5 x

Example 2.2:

Simplify 2 x 2  x  4  3 x  3 x 2  1

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 Study unit 2

Example 2.3:

Subtract 2 x  3 y from 5 x  8 y .

Exercises

1. Simplify: 5a  2b  3a  4b
2. Simplify: 5 xy  10 yz  6 yx  7 zy  xy
3. Simplify: 5 xyz  3 yz  2 xzy  yz
4. Simplify: 2 x  3 y  5 z  5 x  2 y  4 z
5. Simplify: 2 y  3 y  5  3 y  y  7  2 y  3
6. Simplify: 2 yx  3 x  6 y  3 xy  5 z

Questions 7 – 12: Add the following expressions:

7. 3 x  2y  7 ; 4 x  y  1; 6 x  2y  5
8. 3 x  2 xy  4 y ; x  3 xy  4 y ; x  5 xy  2 y
9. 4 x  2y  5 ; 3 x  3 y  3 ; x  6 y  5
10. 6 x  y  2z ; 2 x  4 y  3 z ; 3 x  2 y  z ;

11. x 2  3 x  5 ; 4 x 2  2x  4 ; 5 x 2  2 x  3
12. 3 x 2  5 x ; 5 x 2  6 ; 8x  7

13. Subtract 4 x 2  3 x  1 from  5 x 2  2 x  3 .

14. Subtract  3 x  10 x 2 from 4  5 x 2  3 x .
15. Add: 5 x  4 y  2 ; 3 x  3 y  1 ; 2 x  y  4
16. Subtract 2 x  y  3 from 4 x  2 y  10 .

17. Determine the sum of x 3  2 x 2  x ; 3 x 2  x and x 2  3 x .

18. Determine the sum of 4 xy  yz ; 5 yx  yz and zy  3 xy .
19. Determine the sum of 5 x  4 y  3 z ; 4 x  3 y  2 z and 3 x  2 y  z .
20. Determine the sum of xy  x  y ; 3 x  3 y and 3 xy .

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 Study unit 2

Study section 2.2

Exponential laws
Study hours
5 hours

Learning outcomes
On completion of this study unit you should be able to apply exponential laws to
simplify expressions.

Students will be assessed on their ability to apply the exponential laws to simplify expressions.

Contents
Exponents
 Remember: 5 4 means 5  5  5  5 .

54
exponent

base

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 Study unit 2

Exponential laws
 You should know the following exponential laws:
 a n  a m  a nm
Example:
Applying the rule we see that 5 3  5 4  5 7 .
Let’s check: 5 3  5 4  (5  5  5)  (5  5  5  5)  5 7
 (a n ) m  a nm
Example:
Applying the rule we see that (5 3 ) 2  5 32  5 6 .
Let’s check: (5 3 ) 2  (5 3 )  (5 3 )  (5  5  5)  (5  5  5)  5 6
 (ab ) m  a m b m
Example:
Applying the rule we see that (3  5) 2  3 2  5 2 .
Let’s check: (3  5) 2  15 2  225 and 3 2  5 2  9  25  225
 BEWARE! a.b m  (ab ) m
 Consider 2  3 2 and (2  3) 2 :
2  3 2  2  9  18 , but (2  3) 2  6 2  36
therefore 2  3 2  (2  3) 2

Simplify expressions
 Let’s apply the above mentioned exponential laws to simplify expressions.

Examples:
Simplify the following:

2.4 3x 2  5x 5 2.6 (5 x 2 y )(2 x 3 y 2 )( x 4 y 3 )

2.5 3 x 3 y 4  2x 6 y 5 2.7 4( 4 x 3 y 3 ) 2

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 Study unit 2

Exercises
Simplify the following expressions:

21. 10 3  10 7 37. (5 x 2 y 5 ) 2 (2 xy ) 2
22. 10 y 3  10 y 7 38. (3 x 3 y 3 ) 2 ( 4 xy ) 2
23. 6 x 2  2x 4  2x 3 39. (2 x )( x )  (3 x 2 )( x )
24. 5 y 2  3 y 3  2y 2 40. ( 2 x 3 ) 2 (3 x 4 ) 2
25. 4 xz 3  3 x 3 z 41. (5 x 2 )(3 x 3 )  (2 x 3 )(2 x )
26. 3 xy  2yz  4 zm
42. 4(5 x 2 y 2 )y 2
27. 3 x 4 y 4  2y 3 x 3
43. (2 x 2 )(3 x 2 y )  ( 4 x 4 y )
28. (2 xy 2 )(3 x 2 y )(5 xy )
44. 3 x 5 .2 xy  x 2 y .4 x 4
29. (2 x 3 y 4 )( y 2 z )( z 5 x 2 )
45. 7 y 2  2y 3  y  4 y 2  3 y 4
30. (2 xy )(3 x 2 y 2 )( 4 x 2 y )
46. 4 y 3  y 4  2y 4  3 y 3
31. (6 x 2 y 2 )(2 x 2 y 2 )(3 x 2 y 2 )
47. 5 xy  2 y  3 xy  4 y
32. 6 x y  2x y  3x y
2 2 2 2 2 2
48. 7 xy  2 x 2 y 2  3 xy  7 x 3 y 2
33. 3(3 x 2 ) 3 49. 4 xy  2zy  2 xy  yz
34. [2(3 xy )] 2 50. 3 x 3 y 2  2 xy 3  4 xy 3  7 x 3 y 2
35. [3(2 x 2 y 3 )] 3 51. 5 y 2  2y  y  7 y 4
36. ( 2 x 2 ) 3  (3 x 4 ) 3

Answers
Compare your answers to the answers given in appendix B.

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 Study unit 2

Study section 2.3

Distributivity property
Study hours
6 hours

Learning outcomes
On completion of this study section you should be able to simplify expressions by
using the distributivity property.

Students will be assessed on their ability to simplify expressions by using the distributivity property.

Contents
Distributivity property
 Can you still remember the distributivity property that we discussed in study unit 1? Let’s
refresh our memory:
Distributivity property:
a ( b  c )  ab  ac : When we multiply a number by the sum of two numbers, we
get the same result as multiplying the number by each of the
terms and then adding the result.

Examples:
Simplify the following:

2.8 x (a  b  1) 2.10 x 2 y 2 ( x  y )

2.11 xy ( x  y  xy )  ( xy ) 2
2.9 6( 2 x  3 y  4)

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 Study unit 2

Examples:
Simplify the following:

2.12 xy 2 ( x  y 2 )  x 2 y ( x 2 y )

2.13 ( 2 x  3 y )( x  4 y )

2.14 (5 x  7)( x 2  4 x  3)  2( x 2  x  5)

Examples:
Simplify the following:

2.15 ( x  y ) 2 2.17 ( x  y )( x  y )

2.16 ( x  y ) 2 2.18 ( x  y )( x  y )

17
 Study unit 2

 From the above we can remember the following formulas as it can make it easier to simplify
expressions.
 (a  b ) 2  a 2  2ab  b 2
 (a  b ) 2  a 2  2ab  b 2
 (a  b )(a  b )  a 2  b 2
Exercises
Simplify the following:

52. 3( x  y  z ) 75. 2[ x ( x  2y )  3]
53. 4( x  y  3 ) 76. 4[2(13 x  4 y )  3 x ]  5 y
54. 2(3 x  y )  5 x  y 77. x [ x ( x  a )  (3a  2 x ) x ]
55. x (2  y ) 78. xy  x [ y  x ( x  y )]
56. a( x  y )  ax  4ay 79. (3 x  4)(2 x 2  3 x  2)
57. 3 x ( 2a  3b  3) 80. ( 2 x  5 y )( 2 x  5 y )
58. 4( x  3 y )  2( x  6 y ) 81. (3 x  4 y )( x 2  2)
59. x ( x  3 )  4 x (5  6 x ) 82. ( x  2)( x  3 )(2 x  1)
60. (3 x  7 y ) 2
83. x ( x  1)  ( x  1)( x  3 )
61. (5 x  4 y ) 2 84. ( x  5) 2  ( x  5) 2
62. ( x  2)( x  2) 85. 2 x (3 x  4 y )  x (10 x  2 y )
63. 2 x 2 ( x 3  3 x 2  1) 86. x 2 (3 x  4 )  x (5 x 2  3 x )
64. (2 x  5 y ) 2 87. 2 x ( x  y )  2 y ( x  2 y )  3 xy

65. 2( 4 x  3 y ) 2 88.  3( x  y  z )  ( 2 x  3 y  z )  4 x

66. (2 x  5 y ) 2 89. (2 x 2  x  3)  x

67. ( x  5)( x  5 ) 90. (2 x 2  x  3)(  x )

68. (5 x  6 y ) 2 91. x( x 2  xy  y 2 )  y ( x 2  xy  y 2 )

69. (4 x  5y )2 92. x 2 y (5 x 3 y 2  4 x 2 y 3  5 x )
70. (2 x  y )( 2 x  y ) 93. ( x 2  3 xy  5 y 2 )(2 x  3 y )
71. ( 4 x  5 y )(2 x 2  10 xy  7 y 2 ) 94. ( 4 x  21 y )( 4 x 2  2 xy  6 y 2 )
72. 3 x 2 y (2 x  3 y  z ) 95. ( 4 x  y )( x 2  4 xy  3 y 2 )
73. 3 x( x  4 y )  5( x 2  7 xy ) 96. (3 x  y )(3 x  y )  (2 x  y ) 2
74. 2 x ( x  y  3)  3 x ( y  4) 97. ( x  2y )( x 2  3 xy  5 y 2 )

18
 Study unit 2

Simplify the following:

98. x( x  1)( x  2)  2 x ( x  3) 2

99. 6( x 2  3 xy  y 2 )  2( x 2  xy  4 y 2 )
100. x 2 ( x  2)  3 x 2 ( 4  3 x )  8 x 2

101. [3  2( x  4 y )]x  y (2  x 2 )
102. x 2 ( x  y  1)  y [ x 2  2( x 2  1)]

103.  5 x (3 x  2y  z )  (2 x 2  3 xy  2yz )  x ( x  y  z )

104. x( x 2  3 x  1)  2 x ( x 2  4 x )  3 x (5 x  2)

105. 4 x ( x  2y )  5( x 2  2 xy )  (3 x 2  4 xy )
106. (3 x  2y ) 2  4( x  2y )(8 x  y )  ( x  y ) 2
107. (3 x  2y ) 2  3( 4 x 2  2)  ( x  y )(3 x  y )
108. 2( x  3) 2  4(2 x  3)  ( x  4)(2 x  1)
109. ( x  7) 2  ( x  5) 2  2 x ( x  10)
110. 2( x  1)( x  2)( x  3)  x( x  1) 2  12
111. x ( x  y ) 2  2 x ( x  2y )( x  2y )  3 x ( x  y )( x  2y )

112.  2 x( x  1)( x  3)  2 x( x  2) 2  3 x( x  2)( x  2)

113. 2 x( x  2y ) 2  y ( x  2y )( x  y )  x( x  y ) 2
114. (3 x  5) 2  (3 x  4)(3 x  4)  ( x  1) 2
115.  2 x ( x  2)( x  3 )  3( x  6 )( x  2)

116. (2 x  3) 2  (3 x  4)(3 x  4)  2(3 x  1) 2

True or false?
117. ( x  p)2  x 2  p 2
118. ( x  2 p ) 2  x 2  4 xp  4 p 2
119. ( x  2 p )( x  2 p )  x 2  2 p 2
120. ( x  y ) 2  x 2  2 xy  y 2
121. (3  y 2 ) 2  9  9 y 2  y 4
122. (1  3 x ) 2  1  9 x 2

Answers
Compare your answers to the answers given in appendix B.

19
 Study unit 2

Study section 2.4

Currency conversions
Study hours
1 hour

Learning outcomes
On completion of this study section you should be able to convert between different
currencies.

Students will be assessed on their ability to convert between currencies.

Contents

Examples:

2.19 If one rand is equal to $0,4, how 2.21 If one rand is equal to £0,051,
many dollar will you get for R100? how
2.21.1 much is one pound in terms of
rand?
2.21.2 many rands will you get for 200
pounds?

2.20 If one rand is equal to $0,4, how

much is one dollar in terms of
rand?

20
 Study unit 2

Exercises

123. If one rand is equal to $0,15, how many dollars will I get for R1500?
124. If one rand is equal to $0,15, how much is one dollar worth in terms of
rand?
125. If one rand is equal to $0,07, how many dollars will I get for R2000?
126. If one rand is equal to $0,07, how many rand will I get for $250?
127. If one rand is equal to £0,051, how many rand will I get for £500?
128. If one rand is equal to €0,06, how many rand will I get for
128.1 €75?
128.2 €253?
128.3 €741?
129. If a flight on Air France is €317 and one euro is equal to R16,94, how
much will the flight cost in rand?

Answers
Compare your answers to the answers given in appendix B.

21
 Study unit 2

Study section 2.5

Percentages
Study hours
1 hour

Learning outcomes
On completion of this study section you should be able to determine percentages.

Students will be assessed on their ability to compute percentages.

Contents
Examples:
2.22 Lerato achieved the following marks for his four tests:
Test 1: 10 out of 15 Test 2: 20 out of 35
Test 3: 35 out of 50 (no calculator) Test 4: 43 out of 60

22
 Study unit 2

2.23 Determine 14% of R98.

Exercises

130. A group of students wrote a test with a total of 20 marks. Determine the
percentages each of the following students achieved, without using a
calculator:
130.1 Lerato: 15
130.2 Simphiwe: 4
130.3 David: 9
130.4 James: 19

131. A group of students wrote a test with a total of 45 marks. Determine the
percentages each of the following students achieved:
131.1 Thabo: 39
131.2 Jason: 41
131.3 Leroy: 24
131.4 Anne: 17

132. A group of students wrote a Mathematics exam paper with a total of 135
marks. Determine the percentages each of the following students achieved:
132.1 Lerato: 117
132.2 David: 123
132.3 Anne: 85
132.4 Danielle: 102

133. Determine the following:

133.1 20% of R700 (without using a calculator)
133.2 15% of R140
133.3 17% of R480
133.4 8% of R364

Answers
Compare your answers to the answers given in appendix B.

23
 Study unit 2

Inadmissible errors
You will be penalized with at least one mark in tests and the exam if one of the following
errors is made:
 omitting the  sign
 (a  b ) 2  a 2  b 2 in stead of (a  b ) 2  a 2  2ab  b 2
 (a  b ) 2  a 2  b 2 in stead of (a  b ) 2  a 2  2ab  b 2
 (a  b ) 2  (a  b )(a  b ) because (a  b ) 2  (a  b )(a  b )  a 2  2ab  b 2 and
(a  b )(a  b )  a 2  b 2

Outcomes achieved?
Evaluate your progress after you have worked through the text and examples and
have done the exercises. Ask your lecturer or SI facilitator for some guidance if you
struggle to answer any of the following questions.

1. Can you simplify expressions by adding and subtracting like terms?

2. Do you know the exponential laws?
3. Can you apply the exponential laws to simplify expressions?
4. Do you know how to simplify expressions by applying the distributivity
property?
5. Do you know how to convert between different currencies?
6. Can you compute a percentage of a given total?
7. Do you know how to compute the percentage that you achieved in a test?

24
 Study unit 2

Revision exercise 2
Evaluate your progress by working through this exercise.
The answers to these questions will be on e-fundi for one week after the work was
completed in class.

1. From  10  3a subtract 4a 2  1  a .
2. Simplify 5a  3b  4c  6a  3c  2b  4a  4b  6c .
3. Determine the sum of x 2 y  xy 2 ; 3 x 2 y  3 xy 2 and 2 x 2 y  2 xy 2 .
4. Determine the sum of 8 x  7 y and 7 x  8 y .
5. Simplify:
5.1 2( x  7)( x  7)  3(2 x  1) 2  4( x  7)
5.2 1
3
(3 x  6 y )(3 x  6 y )  41 ( 4 x  12 y ) 2

5.3 3 x( x  1)  2 x 2 ( x  7)  ( x 3  7 x 2  4 x  1)
5.4 2( x  3)( x  2)  3( x  2) 2  5( x  5)( x  5)
6. If a flight on British Airways is £297 and one pound is equal to R19,83, how much
will the flight cost in rand?
7. A group of students wrote a Mathematics exam paper with a total of 175 marks.
Determine the percentages each of the following students achieved:
7.1 Lerato: 117
7.2 David: 163
7.3 Anne: 88
7.4 Danielle: 121

8. Determine the following:

8.1 25% of R900 (without using a calculator)
8.2 18% of R372

25
 Study unit 3

Study unit 3
FACTORING

Study hours
15 hours

Learning outcomes
On completion of this study unit you should be able to factorize polynomials.

Study Section 3.1 Common factors 27

Study Section 3.2 Grouping 30
Study Section 3.3 Difference between two squares 33
Study Section 3.4 Trinomials 36

26
 Study unit 3

Study section 3.1

Common factors
Study hours
3 hours

Learning outcomes
On completion of this study section you should be able to factorize expressions by
taking out a common factor.

Students will be assessed on their ability to factorize expressions by taking out a common factor.

Contents
 In study unit 2 we applied the distributivity property to simplify algebraic expressions.
Sometimes we need to do the reverse of this process by factorizing an expression as a
product of simpler expressions.
 The easiest type of factoring occurs when the terms have a common factor.
 We always try to find the greatest common factor (gcf).
Examples:
Factorize the following:

3.1 3x 2  6x 3.3 8 x 4 y 2  6 x 3 y 3  2 xy 4

3.2 5 x  7 xy

27
 Study unit 3

Exercises
Factorize the following:

1. 2 xy  3 xz  4 xd  5 xm 13.  8 xy  8 xz  16 xyz
2. 3 x  3y  3 14. axy  4ax  4 xy

3. 7 x  14 x 2  21x 3 15. 12 x 2  4  16 x
4. 12 x 2 y  16 x 3 y 2  20 x 4 y 3 16. 2 xy  x 2 y  x
5. 2x 2  4 17. 4a 2 x 3  6a 3 x 2
6. 18 x 2  24 x 3 18. 3
4
x 2 y  34 xy 2
7. 4 xy  8 yz  12 xm
19. 3 x 2  12 x 2 y  9 xy 2
8. 5 xy 2  5 x 2 y  5 xy
20. 3 xy 3  9 xy 2  6 x 3 y
9. x 2 y  xy 2
21. 16 x 2  40 xy  25 xy 2
10. 22 x 11  11x 10  33 x 9 22. xy  xz  qz
11.  xy  by  cy
23. 4 x 2 y 3  8 x 3 y 2  16 x 4 y 5
12. 5 x 2  5 xy  y 2

 Remember: ( b  a )  (a  b )

Let’s check with an example: 2  3  1 but 3  2  1 therefore 2  3  (3  2) .

Examples:
Factorize the following:

3.4 (a  b ) x  (a  b )y 3.6 q( x  y )  p( y  x )

3.5 2 x (a  b ) 2  y (a  b )

28
 Study unit 3

Exercises
Factorize the following:

24. 3( x  1)  x ( x  1) 36. (d  e )( x  y )  (e  d )( 2 x  y )
25. ( x  2)  p( x  2) 37. m( x  y )  n ( y  x )
26. 2 x (a  2b )  (a  2b ) 38. ( x  2y )  ( x  2y ) 2
27. ( x  3) 2  ( x  3) 39. p( x  y )  q ( x  y )
28. 3 x ( x  3 )  2(3  x ) 40. x (m  n )  2y (m  n )
29. 2 x (a  2b )  y (2b  a ) 41. x ( p  q )  2(q  p )

30. ( x  y ) 2  5( x  y ) 42. x (a  b )  ( a  b )

31. (3 x  2 y )  2 p(3 x  2 y ) 43. ( m  n )  ( pn  pm )

32. 3
a( x  y )  41 b( x  y ) 44. 2a( x  y )  3b( x  y )  2z( x  y )
4

33. 0,6( x  y )  3,4( x  y ) 45. 3 x ( p  q )  7 y ( q  p )  8 z( p  q )

34. 2 x (a  2b )  (a  2b ) 46. x ( y  2 z )  m( y  2 z )  n ( 2 z  y )
47. ( m  n )( 2 p  2q )  (3 p  3q )
35. p 2 (2a  b )  p(b  2a )

Answers
Compare your answers to the answers given in appendix B.

29
 Study unit 3

Study section 3.2

Grouping
Study hours
3 hours

Learning outcomes
On completion of this study section you should be able to factorize expressions by
grouping terms.

Students will be assessed on their ability to group terms and then factorize.

Contents
 If an expression consists of 4 or 6 terms and you cannot find a common factor for all the
terms, try to make groups of 2 or 3 terms each to find common factors for each group.
 When 4 terms are given, make 2 groups of 2 terms each.
 Beware of sign errors when you group terms.

Example 3.7:

Factorize: ax  ay  bx  by
Can you find a common factor for all 4 terms? ……….
If we group the first two terms and the last 2 terms we get
ax  ay  bx  by


Now determine common factors for both groups and then continue as you did in study
section 3.1.

30
 Study unit 3

Example 3.7 continues:

ax  ay  bx  by
 (ax  ay )  ( bx  by )


You can also get to the same answer if you group the first and third terms together
and the second and fourth terms together.
ax  ay  bx  by
 (ax  bx )  (ay  by )


 BEWARE!
ax  ay  bx  by  (ax  ay )  ( bx  by ) , because (ax  ay )  ( bx  by ) will give
ax  ax  bx + by which is not the same as what we started with.
Also ax  ay  bx  by  (ax  ay )( bx  by ) , because (ax  ay )( bx  by ) will give
 abx 2  abxy  abxy  aby 2 .
 When 6 terms are given in the expression, you can either make 2 groups of 3 terms each or
3 groups of 2 terms each.

Example 3.8:

Factorize: 2mx 2  6m  3nx 2  9n  x 2  3

Can you find a common factor for all 6 terms? ……….
Let us first try to make 2 groups of 3 terms each:
2mx 2  6m  3nx 2  9n  x 2  3

31
 Study unit 3

Example 3.8 continues:

Factorize: 2mx 2  6m  3nx 2  9n  x 2  3

Let us now try to make 3 groups of 2 terms each:
2mx 2  6m  3nx 2  9n  x 2  3

Exercises
Factorize the following:

48. 3 x  3 y  x 2  xy 56. abc  abd  c 2 d  cd 2

49. xm  xn  ym  yn 57. 2a  ay  (2  y ) 2
50. kx  ky  3 x  3 y 58. 6ac  3ad  2bc  bd
51. pq 2  pqr  2 pq  2 pr 59. 3ab  abx  12b  4bx

52. 3m 2  2mn  6mx  4nx 60. x 3  2 x 2  xy  xz  2z  2y

53. bn  bm  cn  cm 61. p 2 x  2q 2 y  2 pqx  pqy

54. a  b  2a 2  2ab 62. 6 p 3  4q 3  3 p 2 q  8 pq 2
55. ax  x  ax 2  1 63. b 2 x 2  c 2 x 2  yb 2  yc 2

64. ax 3  2ax 2  3ax  bx 2  2bx  3b

65. x 3  3 x 2  x  2 x 2 y  6 xy  2y

66. 3 x 2 y  7 xy 2  6 x  12 xy  28 y 2  24
67. 15 x 2 z  15 yz  4 x 2 y  4 y 2
68. 2a 2  2ad  2ac  ab  bd  bc
69. 3ax  bx  3ax 2  bx 2  3ax 3  bx 3

Answers
Compare your answers to the answers given in appendix B.

32
 Study unit 3

Study section 3.3

Difference between two squares
Study hours
3 hours

Learning outcomes
On completion of this study section you should be able to recognize the difference
between two squares and be able to factorize the difference between two squares.

Students will be assessed on their ability to factorize an expression which are a difference between
two squares.

Contents
Simplify the following:

( x  3)( x  3 ) (2 x  y )( 2 x  y )

( 4 x  3 y )( 4 x  3 y )

33
 Study unit 3

 What conclusion can we make?

difference
(always –)

x 2  y 2  ( x  y )( x  y )

Squares different signs

 BEWARE!
x 2  y 2 cannot be factorized!

x 2  y 2  ( x  y )( x  y ) and x 2  y 2  ( x  y )( x  y )
Examples:
Factorize the following:

3.9 x 2  a2 3.10 x 4  1

Exercises
Factorize the following:

70. 9 x 2  4a 2 78. 81x 2  25 y 2

71. 9x 4  1 79. 121  49 y 2
72. x 4  16 80. 25 x 2  1
73. 1  16 x 4 81. 64 x 2  y 2 z 2
74. ( x  y )2  1
82. 100 x 2  y 2
75. ( x  y )2  4x 2
83. x 2y 2  4
76. p2  q 2
84. x 8  16
77. 16 x 2  49 85. 25  36 x 2

34
 Study unit 3

 We can now combine the methods in study sections 3.1 – 3.3.

Examples:
Factorize the following:

3.11 9 xy 2  16 x 3.12 3 xyz 2  12 xy

Exercises
Factorize the following:

86. xy 4  x 94. 2 x 3  18 x

87. x3  x 95. 8 x 4 y  18 x 2 y 3
88. x  4x 2 96. 2y 2 ( x  z )  18( z  x )
89. 5 x 2  20 97. x 2 ( p  q )  (q  p )
90. 25 x 2  50 98. 9(a  b )  x 2 (b  a )
91. 4b 5  16 b
99. 9( x  y ) 2  4
92. 2 x  32
2

100. 2b 2 ( x  y )  2 x  2y
93. 32 x  50 xy
3 6

Answers

Compare your answers to the answers given in appendix B.

35
 Study unit 3

Study section 3.4

Trinomials
Study hours
6 hours

Learning outcomes
On completion of this study section you should be able to factorize any trinomial.

Students will be assessed on their ability to factorize any trinomial.

Contents
Simplify the following:

( x  1)( x  6 ) ( x  3)( x  5)

( x  2)( x  3 ) ( x  2)( x  1)

36
 Study unit 3

 What conclusion can we make?

(  )(  )      
and
(  )(  )      
 How do we factorize a trinomial when the sign of the third term is positive (second sign of the
trinomial is positive)?
 If the second sign is + then the signs in the two brackets will be the same.
 If the first sign is + then both brackets will have + signs.
 If the first sign is – then both brackets will have – signs.
Example 3.13:
Factorize: x 2  7 x  6
Since the second sign is + the signs in the brackets will be the
same.
Since the first sign is + the signs will both be +.

We must find ∆  □  6 such that ∆+□  7 (the coefficient of the

middle term).
That means 1 6  6 (factors of 6 is 6 and 1) and 1  6  7 .
(The factors 3 and 2 will not work, since 3  2  7 )
Therefore
x 2  7x  6
 ( x  1)( x  6)
Example 3.14:
Factorize: x 2  11x  28
Since the second sign is + the signs in the brackets will be the
same.
Since the first sign is – the signs will both be –.

We must find ∆  □  28 such that ∆+□  11 (the coefficient of

the middle term).
That means 7  4  28 (factors of 28 is 7 and 4) and
7  4  11 .
(The factors 14 and 2 will not work, since 14  2  11 ).
(The factors 28 and 1 will not work, since 28  1  11).
Therefore
x 2  11x  28
 ( x  7)( x  4)
 Now you can try the following examples.

37
 Study unit 3

Examples:
Factorize the following:

3.15 x 2  6 x  8 3.16 x 2  12 x  27

Exercises
Factorize the following:

101. x 2  5 x  6 109. x 2  8 x  15
102. x 2  8 x  12 110. x 2  4 x  3
103. x 2  7 x  10 111. x 2  11x  10
104. x 2  8 x  15 112. x 2  14 x  49
105. x 2  5 x  6 113. x 2  24 x  63
106. x 2  10 x  21 114. x 2  9 x  8
107. x 2  8 x  16 115. x 2  15 x  36
108. x 2  13 x  12 116. x 2  3 x  2

 Simplify the following:

( x  3)( x  4) ( x  2)( x  7 )

( x  6)( x  2)

38
 Study unit 3

 Remember: in this case we considered two factors which are not the difference between two
squares.
 What conclusion can we make?
(  )(  )      
OR
(  )(  )      
 How do we factorize a trinomial when the sign of the third term is negative (second sign of
the trinomial is negative)?
 If the second sign is – then the signs in the two brackets will be different.
 If the first sign is + then the biggest factor will be in the bracket with the + sign.
 If the first sign is – then the biggest factor will be in the bracket with the – sign.

Example 3.17:

Factorize: x 2  5 x  6
Since the second sign is – the signs in the brackets will be
different.
Since the first sign is – the biggest factor will be in the bracket
with the – sign.

We must find ∆  □  6 such that ∆–□  5 (the coefficient of the

middle term).
That means 1 6  6 (factors of 6 is 6 and 1) and 6  1  5 .
(The factors 3 and 2 will not work since 3  2  5 ).
Since the first sign is – we will have the – sign with the biggest
factor, namely 6.
Therefore
x 2  5x  6
 ( x  1)( x  6)

39
 Study unit 3

Example 3.18:

Factorize: x 2  3 x  28
Since the second sign is – the signs in the brackets will be
different and the biggest factor will be in the bracket with the +
sign, because the first sign is +.
Remember to subtract the factors.
That means 7  4  28 (factors of 28 is 7 and 4) and 7  4  3
(coefficient of middle term)
x 2  3 x  28
 ( x  7)( x  4)

 Now you can try the following examples.

Examples:
Factorize the following:

3.19 x 2  x  6 3.20 x 2  2 x  15

Exercises
Factorize the following:
117. x 2  5 x  14 124. x 2  5 x  36
118. x 2  3 x  10 125. x 2  7 x  30
119. x 2  x  12 126. x 2  3 x  54
120. x 2  3 x  18 127. x 2  17 x  18
121. x 2  7 x  8 128. x 2  13 x  30
122. x 2  4 x  21 129. x 2  8 x  9
123. x 2  4 x  32

 The trinomials that we factorized so far is of the form 1 x 2  bx  c which means that the
coefficient of x 2 is 1, but we also need to factorize trinomials where the coefficient of x 2 is
not 1.

40
 Study unit 3

 The rules that we formulated about the signs are still applicable.
Example 3.21:

Factorize: 2 x 2  13 x  21
Are there any common factors? ……………..
Since the second sign is + the signs in the brackets will be the same.
Since the first sign is +, both brackets will have a + sign.
In this case we must use the factors of 2 (which are 2 and 1) and the factors
of 21 (which are either 21 and 1 or 7 and 3).
We must still + combinations of the factors to try to find 13 (the coefficient of
the middle term).
We write

2 21
1 1

Factors Factors
of 2 of 21

and cross multiply 2  1 and 1 21 and add and try to find 13. It does not
give 13 in this case, so we try

2 21
1 1

Factors Factors
of 2 of 21

but 2  21 and 1 1 still do not add to 13.

Now we try the other factors of 21:

41
 Study unit 3

2 7
1 3

Factors Factors
of 2 of 21

and cross multiply 2  3 and 1 7 and add and try to find 13. In this case it
does work, since
2  3  1 7  13
therefore we found the factors and we will have 2x  3 and 1x  7 .
Note that the 2 x and 3 cannot be in the same bracket, since we have to
multiply them.
2 x 2  13 x  21
 (2 x  7)( x  3)

Example 3.22:

Factorize: 6 x 2  13 x  15
Are there any common factors? ……………..
Since the second sign is – the signs in the brackets will be different and we
subtract to find the coefficient of the middle term. In this case the biggest
combination will have the + sign (first sign of given expression).
In this case we must use the factors of 6 (which are either 6 and 1 or 3 and
2) and the factors of 15 (which are either 15 and 1 or 5 and 3) and we must
subtract to try to find the 13 (coefficient of middle term).
We write

6 5
1 3

Factors Factors
of 15
of 6

42
 Study unit 3

and cross multiply 6  3 and 1 5 and subtract and try to find 13.
In this case it does work, since
6  3  1 5  13
The first sign is + (sign of middle term) and will be with the biggest
combination and 6  3 is bigger than 1 5 , therefore 6 x  ( 3) and
1x  ( 5) and we get

6 x 2  13 x  15
 (6 x  5)( x  3)
Remember that 6 x is multiplied by (3 ) , therefore they can’t be in the
same bracket.

 Now you can try the following examples.

Examples:
Factorize the following:

3.23 3 x 2  7 x  6 3.24 5 x 2  14 x  8

Exercises
Factorize the following:

130. 4 x 2  12 xy  9 y 2 137. 4 x 2  7 xy  2y 2

131. 20 x 2  24 x  9 138. 10 x 2  13 xy  3 y 2
132. 5 x 2  16 xy  3 y 2 139. 21x 2  43 x  20
133. 12 x 2  23 xy  10 y 2 140. 25 x 2  35 x  12

134. 8 x 2  34 xy  21y 2 141. 9 x 2  42 xy  49 y 2

135. 25 x 2  25 xy  6 y 2 142. 4 x 2  4 xy  y 2

136. 6 x 2  7 xy  2y 2

 Again, we can combine this method with common factors etc.

43
 Study unit 3

Examples:
Factorize the following:

3.25 2 x 3  2 x 2  12 x 3.26 3 x 2  21x  36

Exercises
Factorize the following:

143. 12 x 3  24 x 2  12 x 149. 5 x 2  30 xy  45 y 2
144. a 2 x 2  2ax  15 150. 10 x 2 y 2  14 xy  12
145. 3 x 3  6 x 2  3 x 151. 5 x 3  15 x 2  20 x
146. 2 x 2  10 xy  48 y 2 152. 6 x 2  38 xy  40 y 2
147. x 4  13 x 2  36 153. 36 x 2  18 x  2
148. 2 x 2  12 x  18 154. 9 x 4  13 x 2  4

Answers
Compare your answers to the answers given in appendix B.

44
 Study unit 3

Inadmissible errors
You will be penalised with at least one mark in the tests and the exam if the following
error is made:
 omitting  signs

Outcomes achieved?
Evaluate your progress after you have worked through the text and examples and
have done the exercises. Ask your lecturer or SI facilitator for some guidance if you
struggle to answer any of the following questions.
1. Can you factorize an expression by taking out a common factor?
2. Can you factorize an expression by grouping terms and then taking out
common factors?
3. Can you recognise the difference between two squares and factorize it?
4. Can you factorize any trinomial?

Revision exercise 3
Evaluate your progress by working through this exercise.
The answers to these questions will be on e-fundi for one week after the work was
completed in class.
Factorize:
1. 30 x 2 y 2  20 y 2
2. 6 x 3 (a  b )  x ( b  a )
3. x 2  29 x  54
4. 25 x 2  16 y 2
5. ax 4  bx 3  ax 2  cx 2  bx  c
6. 4 x 2 ( x  2)  36( x  2)
7. 3 x 2  9 xy  7 xz  21yz
8. 7 xy  7 yz  21yn

9. x 2  2 xy  15 y 2

10. 12 x 2  xy  35 y 2

45
 Study unit 4

Study unit 4
ALGEBRAIC EXPRESSIONS WITH FRACTIONS

Study hours
11 hours

Learning outcomes
On completion of this study unit you should be able to simplify expressions
with fractions.

Study Section 4.1 Simple expressions 47

Study Section 4.2 Multiply and divide 49
Study Section 4.3 Add and subtract 51

46
 Study unit 4

Study section 4.1

Simple expressions
Study hours
2 hours

Learning outcomes
On completion of this study section you should be able to simplify expressions with
fractions by applying exponential laws (without factoring).

Students will be assessed on their ability to simplify expressions by using exponential laws.

Contents
Example 4.1:

15 x 2  5 x
Simplify by dividing each term in
 5x
the numerator by the denominator.

15 x 2  5 x 15 x 2
 BEWARE!  (You cannot cancel the 5 x ).
 5x 1

47
 Study unit 4

Exercises
Simplify the following:

12 x 2 y 5  18 x 4 y 3  6x 3  3x 2
1. 7.
 6 xy 3 3x 2
15 x 2 y 5  20 x 5 yz 2  5 x 2 y 5 x 2  25 xy  125 x
2. 8.
 5x 2 y 5x
x 3  3x 2  6x
44 x 2 y 5  33 x 6 y 4 9.
3. 3x
11x 2 y 4
70 y 4  35 y 3  14 y 2
3 x  6 xy  12 x y
2 2 2
10.
4. 7y 2
 3x
x 10  x 7
4 x 4  12 x 3 y  2 x 3 11.
5. x6
2x 3
2 x 2  6 xy  10 y 2 3 x 2 y  3 xy 2  3 xy
12.
6. 3 xy
 2x 2

Answers
Compare your answers to the answers given in appendix B.

48
 Study unit 4

Study section 4.2

Multiply and divide
Study hours
4 hours

Learning outcomes
On completion of this study section you should be able to:
• simplify fractions by factorizing.

Students will be assessed on their ability to simplify fractions by factorizing.

Contents
Simplifying by factorizing
Examples:
Simplify the following by factorizing:

3a 2 b  3ab 2 x 2  2x  1 x5
4.2 4.4  2
3a 2  3b 2 x  6x  5 x  3x  2
2

2x 2  2x 1
4.3 
x x
2
x 1

49
 Study unit 4

Exercises
Simplify the following:

2 x 2  2 xy x2  y 2 x 2  2 xy  y 2
13. 23. 
4x 2  4y 2 2 x 2  2 xy 2 x 2  2yx

x 2  5x  6 (a  x ) 2
14. 24.
3x  6 a2  x 2
x 2  2 x  15 x 2  xy y 2  xy 2 x 2  2 xy
15. 25.  
x 2  25 y 2  xy x 2  xy 2x 2
x x2  4 x2  9 x 2  2x
16.  2 26. 
x2 x x x2  x  6 x2
x 4  81x 2 x 2  9 x 3m  3 p mp
17.  27. 
2x 6 x  3x  2 x  2
2

2 x 3  32 x x x2 3x  x 2
18.  2 28.  2
x x
2
x  4x x  4 x  5x  6
x 2  3x x 2  3x  2 4 x 2  9 ax 2  a
19.  29. 
x 2  5x  6 x 2  4x 6ax  9a 2 x  3
2x 2  8 x x2  4 2 x 2  18
20.  30.
x 2  6 x  8 x 2  2x x 3
x x 2  3x x 2  9 x 2  7 x  12
21.  2  31.
x  2 x  4 x 2  2x x 2  4x
x2  9 x 2  x  12
22. 32.
x 2  3 x  18 2x 2  6 x

Answers
Compare your answers to the answers given in appendix B.

50
 Study unit 4

Study section 4.3

Add and subtract
Study hours
5 hours

Learning outcomes
On completion of this study section you should be able to:
• add and/or subtract fractions.

Students will be assessed on their ability to add and/or subtract fractions.

Contents
Add and/or subtract fractions
 BEWARE! You cannot multiply by the LCD when you simplify an expression!

Examples:
Simplify:

a 1 a  3 4  a2 1 1 2x
4.5   4.6   2
3a 2 4a 6a 2 x 2 x 2 x 4

51
 Study unit 4

1 1 3
4.7  
x  x  12 9  x
2 2
8  2x

Exercises
Simplify the following:

x  2 x  1 x 2  2x  3 2x  1 x  1 3 x 2  x  1
33.   42.  
x 3x x2 x 2x x2
3x 2 3 3x 1 1 2x
34.   43.  
x  x 6 x 3 x 2
2 x  y y  x ( x  y )( x  y )
7x 3x 4 4 8x
35.  44.   2
2 x  2y 5 y  5 x 4  x 4  x x  16
2 xy x y 5x  6 1
36.   1 45. x 3 
x y
2 2
xy yx x 2 2x

6x 2 3 2 1 1
37.   46.  2  2
( x  2)( x  2) x  2 2  x x  3x  2 x  x  2 x  1
2

3 2 1
3x  4 4x 47.  2  2
38.  2 x  6x  9 x  9 x  6x  9
2
3 x  x  4 x  2x  3
2

3x 2 4
7 6 48.  
39.  2 2x  x  3 6 x  9 5 x  5
2
x  x  12 x  2 x  8
2

x4 x4
2x  3 x4 2x  1 49.  2
40.   x 4 x 4
2
2 x  1 (2 x  1)(2 x  3) 2 x  3
x 2 3 x  2y
2x  1 x  1 1 50.  
41.   xy  x xy xy  x
3x 2x 2

52
 Study unit 4

3 2 1 4
51.  2  
x  2x  1 x  1 1  2x  x
2 2
x 1
3 2 1 1
52.    3
4 x  4 x 3 x  3 2x  2 x  x
2 2 2

1 1 2y
53.  
2 x  y ( y  2 x )( y  2 x ) (2 x  y ) 2
3 4 1 6x 1
54. 2   
2 x  1 1  2 x ( 2 x  1) 2
(1  2 x ) 2
2x 3x  2 3
55.  
( x  5)( x  3) (5  x )(5  x ) 2(3  x )

Answers
Compare your answers to the answers given in appendix B.

Inadmissible errors
You will be penalized with at least one mark in tests and the exam if one of the following
errors is made:
 omitting the  sign
 (a  b ) 2  a 2  b 2 in stead of (a  b ) 2  a 2  2ab  b 2
 (a  b ) 2  a 2  b 2 in stead of (a  b ) 2  a 2  2ab  b 2
 (a  b ) 2  (a  b )(a  b ) because (a  b ) 2  (a  b )(a  b )  a 2  2ab  b 2 and
(a  b )(a  b )  a 2  b 2

Outcomes achieved?
Evaluate your progress after you have worked through the text and examples and
have done the exercises. Ask your lecturer or SI facilitator for some guidance if you
struggle to answer the following question.

1. Are you able to simplify expressions with fractions?

53
 Study unit 4

Revision exercise 4
Evaluate your progress by working through this exercise.
The answers to these questions will be on e-fundi for one week after the work was
completed in class.

Simplify the following:

 12 x 3  3 x 5  15 x 2
1.
 3x 3
4 x 2  64
2.
x 2  5x  4
x  2 x 2  5x  6
3. 
3 3 x 2  27
ax  b  x  ab
4.
ax 2  abx
x  2 2x  5 x 2  2x  1
5.  
x2 3x 4x 2
2x  1 x
6. 
x  2x  8 4  x 2
2

x 2  12 x  32 x 2  8 x  16 x 2  4 x
7.  
8x x 2  8x x 8
2 5 3
8.  2  2
x x x x
2 3
x 1

54
 Study unit 5

Study unit 5
E QUATIONS AND INEQUALITIES

Study hours
20 hours

Learning outcomes
On completion of this study unit you should be able to solve equations and
inequalities.

Study Section 5.1 Simple linear equations 56

Study Section 5.2 Linear equations 58
Study Section 5.3 Quadratic equations 60
Study Section 5.4 Equations with fractions 63
Study Section 5.5 Inequalities 65

55
 Study unit 5

Study section 5.1

Simple linear equations
Study hours
2 hours

Learning outcomes
On completion of this study section you should be able to solve simple linear
equations.

Students will be assessed on their ability to solve simple linear equations.

Contents
Example 5.1:

Solve for x : 4( x  2)  1  2( x  4)  0

56
 Study unit 5

Exercises
Solve for x :
1. 5  2( x  1)  5( x  1)
2. 3 x  2( 2 x  1)  (3 x  5 )
3. 2( x  3 )  ( x  2)  7  2(3 x  1)
4. 6(1  x )  x  14
5. x  2( x  4 )  4
6. 3  2( 4  x )  5( x  1)  2
7. 2 x  3( 2  4 x )  2  ( x  2)
8. 2( x  3 )  ( x  2)  2 x  3
9. 7( x  3 )  7  2(3 x  1)
10. 5( 2 x  3)  3( 2 x  9)
11. 2( x  5 )  4( 2 x  3)
12. 3(3 x  4 )  2(2 x  4)
13. 2( 4 x  5)  (3 x  6 )  2( x  3)
14.  4(3 x  1)  3(5 x  2)  (8 x  3)
15. 5( x  3 )  2(10 x  1)  4( 2 x  6)
16. 2( x  3 )  x  7  2( 2 x  9)  5( 4  x )  3

Answers
Compare your answers to the answers given in appendix B.

57
 Study unit 5

Study section 5.2

Linear equations
Study hours
3 hours

Learning outcomes
On completion of this study section you should be able to solve equations which
leads to linear equations.

Students will be assessed on their ability to solve equations that leads to linear equations.

Contents
Example 5.2:

Solve for x : (2 x  5)(3 x  2)  2(3 x 2  4 x  1)

58
 Study unit 5

Exercises
Solve for x :

17. 5  x 2  1  ( x  2)( x  2)
18. ( 2 x  3 )( x  7 )  ( 2 x  3 )( x  7 )  17

19. ( x  a)2  ( x  b)2  a  b

20. ( x  2)( x  5 )  x ( x  1)
21. 7 x  5 x ( x  3 )  6( x  3)( x  3 )  x ( x  3 )

22. ( x  1) 2  2 x  ( x  3)( x  2)  3
23. 3 x  2  x ( x  3 )  x ( x  2)

24. ( x  9) 2  ( x  4) 2
25. ( x  3)(3 x  1)  3 x 2  8
26. (2 x  3) 2  4( x  2) 2
27. x ( x  3)  ( x  3) 2  ( x  3)( x  3)  ( x  3) 2

28. x( x  3)  3 x( x  2)  2( x  4) 2  4

29. ( x  1) 2  2 x ( x  3)  3( x  5) 2  3
30. ( x  2)( x  3)  2( x  2)  ( x  4) 2  3 x  10
31. ( x  3)( x  4)  2 x ( x  4)  2 x  ( x  2) 2  4
32. ( x  1)( x  1)  ( x  2) 2  2( x  3)( x  2)  3( x  4)
33. ( x  2)( x  7)  ( x  5)( x  3)  (2 x  7) 2  2 x(11  x )
34. x 2  33  ( x  3) 2

35. (2 x  3)( x  3)  (2 x  1) 2  4 x  2( x  1) 2  5
36. ( 2 x  1)( 2 x  3)  2 x ( x  5 )  3 x ( 2 x  5)

37. ( x  4)( x  3)  ( x  2) 2  x( x  5)  ( x  1) 2
38. ( x  1) 2  ( x  2) 2  ( x  3) 2  ( x  4) 2  4 x
39. (3 x  1) 2  (5 x  3) 2  ( 4 x  2) 2
40. ( x  4 )(3 x  4)  ( x  2)(3 x  5)  12

41. ( x  4) 2  ( x  4) 2  32

Answers
Compare your answers to the answers given in appendix B.

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 Study unit 5

Study section 5.3

Quadratic equations
Study hours
4 hours

Learning outcomes
On completion of this study section you should be able to solve quadratic equations
by factorizing or by using the quadratic formula.

Students will be assessed on their ability to solve quadratic equations by factorizing or by using the
quadratic formula.

Contents
Solving equations by factorizing
 You must be able to solve equations by factorizing.

Examples:
Solve for x :

5.3 x 2  7 x  12  0 5.4 3 x 2  2x  8  0

Exercises
Solve for x :

42. x 2  13 x  12  0 46. 15 x 2  8 x  1  0
43. x 2  6x  8  0 47. 22 x 2  13 x  1  0
44. x 2  3x  4  0 48. 6x 2  3x  3  0
45. 3x 2  4x  1  0 49. 84 x 2  49 x  7  0

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 Study unit 5

Solve for x :
50. ( x  2)( x  7 )  ( x  1)( 2 x  1) 64. 3  10 x  8 x 2
51. 6x 2  2  x 65. ( x  3) 2  4( x  4)  0
52. x 2  13 x  12  0 66. 6 x 2  6  13 x
53. x2  x  2  0 67. 3 x 2  18 x  27  0
54. 8 x 2  2x  0 68.  6x 2  5x  6  0
55. x 2  8 x  15  0 69. 3x 2  7x  2  0
56. x 2  2x  1  0 70. x 2  2 x  15  0
57. x 2  4x  5  0 71. 21x 2  14 x  7 x
58. x 2  3 x  18 72. 20 x 2  9 x  18
59. 6 x 2  x  35 73. 18 x 2  24 x  10
60. ( x  8 )( x  1)  18  0 74. 4 x 2  22 x  12
61. 5 x 2  10 x  5  0 75. 3 x 2  21x  36  0
62. ( x  1)( 2 x  15 )  30 x 76. 5( x 2  3 x )  3( x 2  4)  4
63. 7 x 2  14 x  7  0 77. 3( x  1)( x  1)  3( x  1)  x

Answers
Compare your answers to the answers given in appendix B.

Formula
 You must be able to solve equations of the form ax 2  bx  c  0 by applying the formula
 b  b 2  4ac
x .
2a
Examples:
Solve for x by applying the quadratic formula (No calculator):

5.5 x 2  4x  2  0 5.6 (3 x  1)( x  2)  1

 Always write your answer in simplest surd form.

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 Study unit 5

Exercises
Solve for x by using the quadratic formula (No calculator):

78. x 2  3 x  10  0 86. 2x 2  x  1
79. 2x 2  7 x  3  0 87. x 2  6x  6  0
80. ( x  2)( 2 x  1)  4 88. x 2  6 x  12  0
81. ( x  1)( x  3)  ( x  1) 2  1 89. x 2  2x  4  0

82. 5  10 x  3 x 2  0 90. 2x 2  x  4  0

83. 7 x  3( x 2  1) 91. 2x 2  3 x  2  0

84. ( x  2)(3 x  1)  6 92. 3x 2  7x  2  0

85. x 2  7x  6 93.  x 2  6 x  14  0

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 Study unit 5

Study section 5.4

Equations with fractions
Study hours
4 hours

Learning outcomes
On completion of this study section you should be able to solve equations with
fractions.

Students will be assessed on their ability to solve equations with fractions.

Contents
Equations with fractions
 You must be able to solve equations with fractions. In this case you must multiply each term
with the LCD.

Examples:
Solve for x :

3x  5 3x  2 2x 5 3
5.7  20 5.8  
6 4 x  2x  8 4  x 2  x
2

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 Study unit 5

Exercises
Solve for x :

5x  2 x 3x  5 x 1 3 3
94.  x 98.  
3 5 15 x  x  6 x  3 2x  4
2

x2 3 1 x 4 x 5
95.   99. 
x  3x  4 x  4 2x  2
2
x 2 x 3
3 4 7 1 1 1
96.   100.  
2x  1 x  3 2x  7 x  3
2
6 x  x  15 9  4 x
2 2
6 x  19 x  15
2

2x  3 2x  3 17
97.   2
x 7 x 7 x  49

Answers
Compare your answers to the answers given in appendix B.

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 Study unit 5

Study section 5.5

Inequalities
Study hours
7 hours

Learning outcomes
On completion of this study section you should be able to:
• solve linear inequalities;
• solve quadratic inequalities.

Students will be assessed on their ability to solve linear inequalities and quadratic inequalities.

Contents
Linear inequalities
 You must be able to solve inequalities of the form ax  b  0 ; ax  b  0 ; ax  b  0 and
ax  b  0 . (An inequality looks just like an equation, except that in the place of the  sign
is one of the symbols , , ,  .)
 To solve an inequality that contains a variable means to find all values of the variable that
make the inequality true. An inequality generally has infinitely many solutions, which forms
an interval or a union of intervals on the real line.
 Rules for inequalities: (Keep in mind that all the results apply to , , ,  )
If A  B , then A  C  B  C and Adding or subtracting the same number or
A C  B C variable to each side of an inequality gives
Example: an equivalent inequality.
7  10 then 7  3  10  3 and
7  3  10  3

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 Study unit 5

If A  B and C  0 , then Multiplying or dividing each side of an

A B inequality by the same positive quantity
AC  BC and  gives an equivalent inequality.
C C
Example:
7  10 then 7  3  10  3 and
7 10

3 3
If A  B and C  0 , then Multiplying or dividing each side of an
A B inequality by the same negative quantity
AC  BC and  reverses the direction of the inequality.
C C
Example:
7  10 then 7  ( 3 )  10  ( 3 )
7 10
and 
3 3

Examples:
Solve for x :
5.9 3x  9x  4

Exercises
Solve for x :

101. 3 x  11  6 x  8 109. 5 x  3( x  1)  2  3 x
102. 4  3 x  (1  8 x ) 110. 3 x  2  10
103. 1
x  32  2 x 2 x 4 2
2 111.  1
4 6 3
104. 1
3
x  2  61 x  1
x 3 5x
105. 5 x  3  16 112. x   2,5 
2 6
106. 2(7 x  3 )  12 x  16
1 1 1  2x
113. ( x  2)  1 
4  3x 1 3 3 2
107. 
5 4 x
114. 1 3
2 x  13 1 3
108. 
12 6

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 Study unit 5

Solve for x :
115. 1  3 x  3 x  7 117. 2x  7  4 x  10
2 x 5 3 x
116.  x 4  5 118. 3 x   ( 2 x  1) 
3 4 6 2 3

Answers
Compare your answers to the answers given in appendix B.

Inadmissible errors
You will be penalised with at least one mark in the tests and the exam if one of the
following errors is made:
 omitting the  sign when solving equations or if  is used in stead of 
 (a  b ) 2  a 2  b 2 in stead of (a  b ) 2  a 2  2ab  b 2
 (a  b ) 2  a 2  b 2 in stead of (a  b ) 2  a 2  2ab  b 2
 (a  b ) 2  (a  b )(a  b ) because (a  b ) 2  (a  b )(a  b )  a 2  2ab  b 2 and
(a  b )(a  b )  a 2  b 2

b 2  4ac  b  b 2  4ac
 formula: x  b  in stead of x 
2a 2a
32 3 3 3 32 3 3 3
  in stead of  
4 2 4 4 2

Outcomes achieved?
Evaluate your progress after you have worked through the text and examples and
have done the exercises. Ask your lecturer or SI facilitator for some guidance if you
struggle to answer any of the following questions.

1. Can you solve linear equations?

2. Can you solve quadratic equations by factorizing?
3. Can you solve equations with fractions?
4. Can you solve linear inequalities?
5. Can you solve quadratic equations by using the formula?

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 Study unit 5

Revision exercise 5
Evaluate your progress by working through this exercise.
The answers to these questions will be on e-fundi for one week after the work was
completed in class.

Solve for x :
1. 8( x  1)  2(3 x  2)  7( x  2)  3( x  6 )  2 x

2. ( x  5) 2  ( x  4) 2
3. 2( x  3 )( x  1)  ( x  2)( x  4 )  x ( x  7 )
3 2x 4x  3
4. ( x  3)   2
2 3 6
5. 3x 2  4x  2  0
6. x 2  2 x  63  0
7. 3 x 2  15 x  252  0

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 Study unit 6

Study unit 6
STRAIGHT LINE AND APPLICATIONS

Study hours
10 hours

Learning outcomes
On completion of this study unit you should be able to solve equations and
inequalities.

Study Section 6.1 Straight line 70

Study Section 6.2 Applications 78

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 Study unit 6

Study section 6.1

Straight line
Study hours
8 hours

Learning outcomes
On completion of this study section you should be able to:
• represent the definitions of the slope of the line, parallel lines and perpendicular
lines;
• determine the slope of a straight line;
• determine the equation of a straight line;
• graph a straight line.

Assessment Criteria
Outcome 1
Students will be assessed on their knowledge of important terms.
Outcomes 2 and 3
Students will be assessed on their ability to find the slope and equation of a straight line.
Outcome 4
Students will be assessed on their ability to graph a straight line.

Contents
Slope of a line
 You must know the definition of the slope of a straight line.
Let ( x1; y 1 ) and ( x 2 ; y 2 ) be two different points on a nonvertical line. The slope of the line is
y 2  y1  vertical change 
m   
x2  x1  horizontal change 
 You must be able to compute the slope of a line. Work through the following example.

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 Study unit 6

Example 6.1:

Determine the slope of a straight line through the points ( 2;3 ) and (1, 7 ) .

 You must be able to represent a line with a zero slope, a line with a slope which is not
defined, as well as a line with a positive or negative slope.

Vertical line: x  constant Horizontal line: y  constant

slope  undefined slope  0
Y
Y x 3 y 4
4

3 X X

Negative slope Positive slope

The line is decreasing (from left to right). The line is increasing (from left to right).

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 Study unit 6

Equation of a line
 You must be able to compute the equation of a straight line when two points are given, as
well as when one point and the slope are given. You must be able to apply both the
following formulas:
y  mx  c (where m  slope and c  y-intercept)
y  y1  m( x  x1) (where m  slope and ( x1; y 1 ) is a point on the graph)

Example 6.2:

Determine the equation of a straight line with slope 7 that passes through the point
(1;1) .

Example 6.3:

Determine the equation of a straight line that passes through the points (3; 8 ) and
( 4;  2) .

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 Study unit 6

Parallel or perpendicular lines

 You must also know when two lines are parallel or perpendicular. You should be able to
represent the following definitions.
Two lines are parallel if and only if they have the same slope (m1  m2 ) or are vertical.
Two line with slopes m1 and m2 are perpendicular to each other if and only if
1
m1  m2  1 or m1   .
m2
 Note: a horizontal line and a vertical line are perpendicular to each other.
Example 6.4:

Determine the equation of a straight line which is parallel to y  3 x  1 and that

passes through (3;2) .

Example 6.5:

Determine the equation of a straight line which is perpendicular to y  3 x  1 and that

passes through (3;2) .

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 Study unit 6

Example 6.6:

Determine whether the lines are parallel, perpendicular or neither of the two.
y  7 x  2 and y  7 x  3 (Explain!)

Example 6.7:

Determine whether the lines are parallel, perpendicular or neither of the two.
3 x  y  4 and x  3 y  1  0 (Explain!)

Graph
 You must be able to graph a line without computing a table of values, therefore use a method
where you either determine the intercepts with the axes or by determining the slope and the
y  intercept.
 Remember to indicate the equation on the graph as well as other important information.

Example 6.8:
2
Graph y  x  4 by determining the intercepts with the axes.
3

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 Study unit 6

Example 6.9:

2
Graph y  x  4 by using the slope and the y-intercept.
3

Exercises

1. Determine the equation of the line that passes through (6;1) and (1; 4 ) .
2. Determine the equation of the line that passes through (3;1) and ( 2;  9 ) .
3. Determine the equation of the line that has a slope of 6 and that passes
through ( 2; 8 ) .
1
4. Determine the equation of the line that has a slope of  and that passes
4
through (2; 5 ) .
5. Determine the equation of the line that has a slope of 5 and y  intercept  7 .
6. Determine the equation of the horizontal line that passes through ( 3;  2) .
7. Determine the equation of the vertical line that passes through (1;4 ) .
8. Determine the equation of the vertical line that passes through ( 2;3 ) .

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 Study unit 6

9. Determine the equation of the horizontal line that passes through ( 2;  3 ) .

10. Determine the equation of the line which is parallel to y  4 x  5 and that
passes through (3;2) .
11. Determine the equation of the line which is parallel to 2 x  3 y  6  0 and that
passes through ( 7;5 ) .
12. Determine the equation of the line which is perpendicular to y  3 x  5 and that
passes through (3;4) .
13. Determine the equation of the line which is perpendicular to y  4 and that
passes through (7;4 ) .
14. A coordinate map of the university campus gives the coordinates ( x; y ) of three
7  1 
major buildings/points: the computer lab  ;1 ; the library  ;0  and the
2  2 
 9
security gate   1;  .
 2
14.1 Determine the equation of the straight line path from the computer lab to
the library.
14.2 Determine the equation of the straight line path from the library to the
security gate.
14.3 Show that these two paths are perpendicular.
15. Graph:
15.1 2 x  3 y  9 (use the slope and the y  intercept)
15.2 4 x  3 y  12 (use the intercepts with the axis)
16. Determine whether the lines are parallel, perpendicular or neither of the two:
y  4 x  3 and y  5  4 x .
17. Determine whether the lines are parallel, perpendicular or neither of the two:
x  3 and x  3 .
18. Determine whether the lines are parallel, perpendicular or neither of the two:
1
y  3 and x   .
3
19. Determine whether the lines are parallel, perpendicular or neither of the two:
x  2 y  1  0 and y  2 x .

Answers
Compare your answers to the answers given in appendix B.

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 Study unit 6

Exercises

Determine the slope and the y  intercept and graph the line:
20. y  3x  2
21. y  4x  1
22. y  34 x
23. y   x  21
24. y  3x  1
25. 2y  x  4
26. 2 x  31 y  5
27. y  x 2
28. y   34 x  4
29. y 1
10
x

Determine the x  intercept and the y  intercept and graph the line:
30. y  2 x  4
31. y  21 x  3
32. y  4x  2
33. 3 x  2 y  6
34. y  2x  2
35. y  x 5
36. y  3 x  3
37. y   31 x  1
38. 4y  x  8  0
39. 4 y  5 x  20  0

Graph the line:

40. y  3
41. x  2

Answers
For the answers of questions 20 – 41, ask your lecturer or SI facilitator, that is, if you can show that
you completed the exercise.

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 Study unit 6

Study section 6.2

Applications
Study hours
2 hours

Learning outcomes
On completion of this study section you should be able to:
• apply linear functions to real life situations;
• compute cost, revenue and profit functions.

Students will be assessed on their ability to compute the cost, revenue and profit functions.

Contents
Application of linear functions
 Applications of linear functions in real life situations are very important. Try the following
example.

Example 6.10:

In one season a major league baseball player has hit 14 home runs by the end of the
third month and 20 home runs by the end of the fifth month. Determine the equation
of the linear function that describes the above information of home runs as a function
of months.

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 Study unit 6

 Let q  quantity

 Total cost ( C (q ) ) = variable cost + fixed cost

 Total revenue ( R (q ) ) = (price per unit)(number of units sold)

 or Total revenue ( R (q ) ) = (demand function)(number of units sold)

 Total profit = Total revenue – total cost
  P ( q )  R (q )  C (q )

Example 6.11:

The variable cost for a product is R20 per unit and the fixed cost is R5000. The
product sells at R30 per unit. Determine the cost function, the revenue function and
the profit function.

Example 6.12:

1
The demand for a certain product is given by p   q  200 and the cost function is
3
given by C (q )  7200  60q . Determine the revenue function and the profit function in
terms of q.

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 Study unit 6

Exercises

42. The variable cost for a product is R500 per unit and the fixed cost is R50000.
The product sells at R750 per unit. Determine the cost function, the revenue
function and the profit function.
43. The variable cost for a product is R75 per unit and the fixed cost is R7000. The
product sells at R100 per unit. Determine the cost function, the revenue
function and the profit function.
44. The variable cost for a product is R500 per unit and the fixed cost is R85000.
The product sells at R950 per unit. Determine the cost function, the revenue
function and the profit function.
45. The variable cost for a product is R25 per unit and the fixed cost is R3000. The
product sells at R75 per unit. Determine the cost function, the revenue function
and the profit function.
1
46. The demand for a certain product is given by p   q  100 and the cost
2
function is given by C (q )  7000  60q . Determine the revenue function and
the profit function in terms of q .
1
47. The demand for a certain product is given by p   q  300 and the cost
4
function is given by C (q )  8500  30q . Determine the revenue function and
the profit function in terms of q .
1
48. The demand for a certain product is given by p   q  50 and the cost
6
function is given by C (q )  9000  85q . Determine the revenue function and
the profit function in terms of q .

Inadmissible errors
You will be penalised with at least one mark in the tests and the exam if one of the
following errors is made:
 omitting the  sign
 omitting the equation when a graph is drawn.

Outcomes achieved?
Evaluate your progress after you have worked through the text and examples and
have done the exercises. Ask your lecturer or SI facilitator for some guidance if you
struggle to answer any of the following questions.
1. Do you know how to draw the graph of any linear function?

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 Study unit 6

2. Can you extract information such as the slope or x  intercept or y  intercept

from the equation of a straight line?
3. Can you determine the equation of a straight line if its slope and one point on
the line are known to you?
4. Can you determine the equation of a straight line if two points are given?
5. Can you determine the equation of a horizontal line?
6. Can you determine the equation of a vertical line?
7. Can you determine the equation of a line which is parallel to a given line?
8. Can you determine the equation of a line which is perpendicular to a given line?
9. Can you determine the domain and the range of a linear function?
10. Can you determine the total cost function, the total revenue function and the
total profit function?

Revision exercise 6
Evaluate your progress by working through this exercise.
The answers to these questions will be on e-fundi for one week after the work was
completed in class.
1. Determine the equation of the line that passes through ( 2;4 ) and (3;1) .
2. Give the equation of the vertical line that passes through (1;7 ) .
3. Determine the slope of the line perpendicular to 6 x  3 y  4 .
4. Give the equation of the horizontal line that passes through ( 1;2) .
5. Determine the equation of the line through the point (2; 1) parallel to
4 x  2y  5 .

1
6. Determine the slope and the y  intercept and graph the line y   x 2.
2
7. Determine the x  intercept and the y  intercept and graph the line y  4 x  1.
8. The variable cost for a product is R273 per unit and the fixed cost is R37000.
The product sells at R750 per unit. Determine the cost function, the revenue
function and the profit function.
1
9. The demand for a certain product is given by p   q  310 and the cost
10
function is given by C (q )  12300  70q . Determine the revenue function and the
profit function in terms of q .

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 Study unit 7

Study unit 7
SIMULTANEOUS EQUATIONS

Study hours
15 hours

Learning outcomes
On completion of this study unit you should be able to:
• solve simultaneous equations by using
– graphs;
– elimination;
– substitution;
• explain when only one solution, no solution or infinitely many solutions
exist;
• compute the break-even points and the market equilibrium.

Students will be assessed on their ability to solve simultaneous equations.

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Contents
Graphs
 You must be able to solve for x and y by using graphs.
 Remember! Your graphs must be drawn to scale!
Example 7.1:

Solve for x and y by using graphs:

x  y  1
xy 3

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Elimination
 You must be able to solve for x and y by using the method of elimination.

Example 7.2:

Solve for x and y by using elimination:

x  y  1
xy 3

Substitution
 You must be able to solve for x and y by using the method of substitution.
Example 7.3:

Solve for x and y by using substitution:

x  y  1
xy 3

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No solution
 In examples 7.1 to 7.3, we saw that there is only one solution, which means the solution is
unique. Unfortunately every set of linear equations will not have a unique solution.
Example 7.4:

Solve for x and y by using graphs:

y  x  1
yx 2

Example 7.5:

Solve for x and y by using elimination:

y  x  1
yx 2

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 Study unit 7

Example 7.6:

Solve for x and y by using substitution:

y  x  1
yx 2

Infinitely many solutions

 In examples 7.1 to 7.3, we saw that there is only one solution. In examples 7.4 to 7.6, we
saw that there is no solution. It is also possible to have infinitely many solutions.

Example 7.7:

Solve for x and y by using graphs:

2x  3y  6
6 x  9 y  18

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 Study unit 7

Example 7.8:

Solve for x and y by using elimination:

2x  3y  6
6 x  9 y  18

Example 7.9:

Solve for x and y by using substitution:

2x  3y  6
6 x  9 y  18

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 Study unit 7

Non-linear equations
 The substitution method is also useful in finding the solution to non-linear equations.

Example 7.10:

Solve for x and y .

3 x  4y  5
x 2  xy  y  1

Example 7.11:

Consider two numbers. Three times the larger of the two numbers is 10 more than
twice the smaller. Five times the smaller is 11 less than four times the larger number.
What are the numbers?

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 Study unit 7

Exercises
Solve for x and y by using graphs:

xy 7 x  2 y  2
1. 7.
yx 5 y  x  7

xy 5 y  x 1 0
2. 8.
x  y 1 y  x 3  0

xy 4 2y  x  6  0
3. 9.
x  y 1 y  x 5  0

x  2y  3  0 y  2x  3  0
4. 10.
y  2x  1  0 y  x 6 0

2x  y  2 y  21 x  1
5. 11.
x  2 y  2 yx4

y  x  1
6.
yx 2

Solve for x and y by elimination:

2 x  5 y  12 3x  y  3  0
12. 18.
4 x  5y  6 7y  3 x  9  0

3 x  4 y  8 x  y 1
13. 19.
3 x  y  10 x  2y  1

5 x  2y  6 y  x 1
14. 20.
3 x  4 y  14 2y  2 x  3

3 x  2y  0 2 x  3 y  1
15. 21.
9 x  12 y  3 x  2y  2

5 x  6y  4 2 x  3 y  10
16. 22.
10 x  18 y  2 4 x  5 y  42

y  x  1 5y  4 x  9
17. 23.
yx 2 4 y  3 x  32

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 Study unit 7

Solve for x and y by using substitution:

x  2y  5 x  y 1
24. 29.
4 x  2y  10 x  2y  1

x  3y  2 x  2y  5
25. 30.
x  2y  12 xy 1
2

2 x  4 y  10 3 x  4 y  33
26. 31.
3 x  5 y  29 4 x  5 y  43
3 x  2y  8 x  y  36
27. 32.
5 x  3y  7 x  2y  12
3 x  y  26
28.
x  5y  4

Solve for x and y :

y  2x  2 xy  10
33. 37.
y 2  2x 2  3 xy x  2y  12

xy  1 2x  y  7
34. 38.
3 x  2 y  1 x 2  xy  21  y 2

x  4y ( x  5) 2  ( y  3) 2  8
35. 39.
x 2  y 2  10 xy 4

2x  y  1 y  3x 2  6x  4
36. 40.
x 2  2yx  2x  y 2  0 y  3x  2

41. Consider two integers. The first number is three more than five times the
second number. The difference of the squares of the two numbers is 45.
Determine the two numbers.
42. A grocer sells Brazilian coffee at R30 per kilogram and Colombian coffee at R51
per kilogram. How many kilograms of each should he mix in order to have a
blend of 50 kilograms that he can sell at R42,60 per kilogram?
43. During a game, a golfer scored only fours and fives per hole. If he played 18
holes and his total score was 80, how many holes did he play in four strokes
and how many in five?
44. A father is 24 years older than his son. In 8 years he will be twice as old as his
son. What are their present ages?

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 Study unit 7

Solve for x and y by using substitution:

4 x  3 y  12 5 x  2y  3
45. 46.
8 x  6 y  24 25 x  10 y  15  0

Break-even points and market equilibrium

 Break-even: Revenue = cost ( R ( x )  C ( x ) )

 Market equilibrium: supply=demand

Example 7.12:

1
The demand for a certain product is given by p   x  200 and the cost function is
3
given by C ( x )  7200  60 x . Determine the revenue function in terms of x and the
break-even point(s).

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 Study unit 7

Exercises

47. A company that manufactures washing machines, spends R60 000 each week
on overheads. The direct cost to manufacture one washing machine is R250.
Therefore, the company’s expenditure to produce x washing machines during
one week is C ( x )  60000  250 x . Each washing machine is sold for R400.
How many washing machines must the company manufacture to break-even?

48. A manufacturer sells a product at R8,35 per unit and the fixed cost is R2116 and
the variable cost is R7,20 per unit. Let q be the number of units. Determine:
48.1 the cost function in terms of q.
48.2 the revenue function in terms of q.
48.3 the profit function in terms of q.
48.4 the level of production when the manufacturer makes a profit of R4600.
48.5 the level of production when the manufacturer makes a loss of R1150.
48.6 the break-even point.

49. A company’s total cost is given by C (q )  6q  800 and the total revenue is
given by R (q )  7q . Determine the break-even point.

50. A video production company is planning to produce an instructional video. The

producer estimates that it will cost R84000 to shoot the video and R15 per unit
to copy and distribute. The selling price is R50 per video. Let q be the number
of units. Determine:
50.1 the cost function in terms of q.
50.2 the revenue function in terms of q.
50.3 the profit function in terms of q.
50.4 the break-even point.

51. The supply function for a certain company is given by

3q  200 p  1800  0 and the demand function is given by
3q  100 p  1800  0 . Determine the break-even point.

52. The supply function for a certain company is given by 125 p  q  2500  0 and
the demand function is given by 100 p  q  1100  0 . Determine the break-
even point.

1
53. The supply function for a certain company is given by p  q  8 and the
300
1
demand function is given by p   q  12 . Determine the break-even point.
180

Answers
Compare your answers to the answers given in appendix B.

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 Study unit 7

Inadmissible errors
You will be penalised with at least one mark in the tests and the exam if one of the
following errors is made:
 omitting equations of functions on the graphs.

Make sure that you use the method (graphs, substitution, elimination) that was
asked. If you use the wrong method, you will get 0.

Outcomes achieved?
Evaluate your progress after you have worked through the text and examples and
have done the exercises. Ask your lecturer or SI facilitator for some guidance if you
struggle to answer any of the following questions.
1. Can you solve a system of two linear equations in two variables graphically?
2. Can you solve a system of two linear equations in two variables by
substitution?
3. Can you solve a system of two linear equations in two variables by elimination?
4. Can you solve a system of two equations of which one equation is non-linear?
5. Can you explain when a system has a unique solution?
6. When can we say that a system does not have a solution?
7. When will a system have infinitely many solutions?
8. Can you write down a general solution for a system with infinitely many
solutions?
9. Can you determine the market equilibrium?
10. Can you determine the break-even point?

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 Study unit 7

Revision exercise 7
Evaluate your progress by working through this exercise.
The answers to these questions will be on e-fundi for one week after the work was
completed in class.
3x  y  7
1. Solve for x and y by using substitution:
2x  y  1

2x  y  7
2. Solve for x and y by using graphs:
x  2y  6

3 x  5 y  1
3. Solve for x and y by using elimination:
4 x  7y  4

x  2y  5
4. Solve for x and y :
x 2  xy  y 2  7

5. Ten years ago Jane was four times as old as Mary. Now Jane is only twice as
old as Mary. Determine their present ages.

1
6. The supply function for a certain company is given by p  q  1 and the
2
7
demand function is given by p   q  33 . Determine the break-even point.
2

1
7. The supply function for a certain company is given by p  q  10 and the
10
1
demand function is given by p   q  25 . Determine the break-even point.
20

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 Study unit 8

Study unit 8
LINEAR INEQUALITIES

Study hours
11 hours

Learning outcomes
On completion of this study unit you should be able to graphically represent
and solve systems of linear inequalities in two variables.

Study Section 8.1 Linear inequalities in two variable 96

Study Section 8.2 Linear programming 100

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 Study unit 8

Study section 8.1

Linear inequalities in two variables
Study hours
4 hours

Learning outcomes
On completion of this study section you should be able to:
• define a linear inequality in two variables;
• graphically represent and solve systems of linear inequalities in two variables.

Assessment Criteria
Outcome 1
Students will be assessed on their knowledge of the definitions of a linear inequality in two
variables.
Outcome 2
Students will be assessed on their ability to graphically represent and solve systems of linear
inequalities in two variables. Students must be able to interpret the solution.

Contents
Definition
 You must be able to represent the following definition of a linear inequality in two variables.
A linear inequality in the variables x and y is an inequality that can be written in one of
the forms
ax  by  c  0 ; ax  by  c  0 ; ax  by  c  0 ; ax  by  c  0
where a , b and c are constants with a, b  0 .

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 Study unit 8

Solving a system of linear inequalities

 If you have to solve a system of inequalities graphically, it means that you must graph all
the ordered pairs of real numbers ( x, y ) that simultaneously satisfy all the inequalities in the
system. [In some cases you must work with integers – see word problems in study section
8.2].
 The region satisfying all the conditions is called the solution region or feasible region. To
find the feasible region, you must graph each inequality in the system and then take the
intersection of all the regions.
 A corner point of a solution region is a point in the solution region that is the intersection of
two boundary lines.
Example 8.1:

8.1.1 Sketch the feasible region that is obtained from the following
constraints:
2 x 3
xy 4
x  2y  2
8.1.2 Determine the coordinates of the corner points.

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 Study unit 8

Example 8.2:

Sketch the feasible region that is obtained from the following constraints:
x  3 y  18
2 x  y  16

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 Study unit 8

Exercises
Sketch the feasible region that is obtained from the constraints and determine the
coordinates of the corner points.
xy 6 6. 4 x  3 y  48
1.
2x  y  0 2 x  y  24
y 9
2 x  y  10
2.
x  2y  8 7. 2 x  y  22
x  y  13
6 x  3 y  24 2 x  5 y  50
3.
3 x  6 y  30 x, y  0
4. 4 x  3 y  24 8. 5 x  y  20
3 x  4y  8 x  y  12
x, y  0 x  3 y  18
5. x  y  11 x, y  0
x  5 y  15
2 x  y  12

Answers
You may ask during the practical class to determine if your answers are correct, provided that you
can show your answers.

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 Study unit 8

Study section 8.2

Linear programming
Study hours
7 hours

Learning outcomes
On completion of this study section you should be able to:
• formulate a linear programming problem and solve it graphically.

Students will be assessed on their ability to solve real life problems by first translating the problem
to a system of linear inequalities in two variables and then solving the system graphically.
Students must also be able to interpret the solution.

Contents
 A linear programming problem is one that is concerned with finding the optimal value of
a linear objective function of the form z  c1x1  c 2 x 2    c n x n where the decision
variables x1, x 2 ,, x n are subject to problem constraints in the form of linear inequalities
and equations.
 An optimal value can be a minimum value (e.g. costs) or a maximum value (e.g. profit).
 You must also check for nonnegative constraints, like x1, x 2 ,, x n  0 as this will not be
clearly stated in the question.
 The number system that you should work with will also not be stated clearly. You should
decide whether to work with integers or real numbers.
 Fundamental Theorem of Linear Programming: If the optimal value of the objective
function in a linear programming problem exists, then that value must occur at one (or
more) of the corner points of the feasible region.

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 Study unit 8

Example 8.3:

Sketch the feasible region that is obtained from the following conditions:
1 x  8
0  y  10
4y  5 x
4 y  3 x  32
Suppose P  4 y  2 x is an objective function of the feasible region. Determine the
maximum- and minimum value of P algebraically.

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 Study unit 8

Example 8.4:

Let x be the number of articles of model A and y be the number of articles of model
B which can be manufactured daily by a factory, subject to the following constraints:
x 2
y 5
10 y  90  4 x
xy  14
2x  18  y
8.4.1 Represent all the constraints graphically. Clearly indicate the feasible
region and the co-ordinates of the corner points of the feasible region.
8.4.2 If it costs R300 to make each article of model A and R200 to make
each article of model B, write down an equation to represent the total cost T.
8.4.3 Determine the minimum cost and the number of articles of each model
which should be manufactured to ensure minimum cost.

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 Study unit 8

Example 8.5:

SOLVE GRAPHICALLY:
J Smith, who sells his products by phone, sells two electronic devices, the “zeta” and
the “gamma”. These devices are build by three friends, named A, B and C, each of
whom must do some of the work on each device. The time that each must spend in
the manufacture of each device is given in the following table:

Friend A Friend B Friend C

Zeta 2 hours 1 hour 1 hour
Gamma 1 hour 1 hour 3 hours

Smith’s friends have respectively 70, 50 and 90 hours available per month. Smith
makes a profit of R50 on each zeta and R70 on each gamma. How many of each
device should Smith have build each month to maximize profit? What is the maximum
profit?

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 Study unit 8

Exercises

9. Sketch the feasible region that is obtained from the following conditions:
x6
50 x  60 y  600
160 x  100 y  1600

10. Sketch the feasible region that is obtained from the following conditions:
x  10
y 8
2x  y  12
x  2y  12
Suppose K  5 x  2 y is an objective function of the feasible region.
Determine the minimum value of K.

11. Sketch the feasible region that is obtained from the following conditions:
x  60
y  40
x  y  70
5 x  10 y  500
Suppose W  15 x  25 y is an objective function of the feasible region.
Determine the maximum value of W.

12. Two alloys are made from copper and silver. The first alloy contains 50% of each
metal and the second alloy contains 75% copper and 25% silver. The suppliers
deliver daily 100 kg silver and 150 kg copper. Find the
maximum profit if 1 kg of the first alloys sells for a profit of R350 and 1 kg
of the second alloy sells for a profit of R250. SOLVE GRAPHICALLY!

13. A factory manufactures model A-washing machines and model B-

washing machines. The factory cannot manufacture more than 240
washing machines per month. The retailers require at least 90 model
B-washing machines per month. To manufacture a model A-washing
machine 60 hours are required and to manufacture a model B-washing
machine 30 hours are required. However a maximum of 9 000 hours are
available per month. The manufacturer makes a profit of R1 200 on each
model A-washing machine and R900 on each model B-washing machine.
Determine how many model A-washing machines and how many model
B-washing machines should be manufactured to obtain maximum profit.
What is the maximum profit? SOLVE GRAPHICALLY!

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 Study unit 8

14. A woollen mill manufactures two qualities of worsted fabric, fine worsted
and extra-fine worsted. Each fabric passes through two stages of
manufacture, weaving and finishing. Production of worsted is performed
according to the following criteria:
(a) Each bolt of fine worsted requires 20 hours of weaving and each
bolt of extra-fine worsted requires 10 hours of weaving. In any one
week no more than 400 hours of weaving time is available.
(b) Each bolt of fine worsted requires 10 hours of finishing and each
bolt of extra-fine worsted requires 20 hours of finishing. In any one
week no more than 500 hours of finishing time is available.
(c) Profit on a bolt of fine worsted is R400 and profit on each bolt of
extra-fine worsted is R300.
Determine the weekly production of each type of worsted to give a
maximum profit? SOLVE GRAPHICALLY!

Answers
Questions 9 – 11 will be discussed in the practical class. Questions 12 – 14: compare your
answers to the answers given in appendix B.

Inadmissible errors
You will be penalised with at least one mark in the tests and the exam if one of the
following errors is made:
 omitting equations/inequalities of functions on the graphs;
 not naming the axes.

Outcomes achieved?
Evaluate your progress after you have worked through the text and examples and
have done the exercises. Ask your lecturer or SI facilitator for some guidance if you
struggle to answer any of the following questions.
1. Do you know how to graph a linear inequality in two variables?
2. Do you know how to calculate the coordinates of a corner point of the solution
region of a set of linear inequalities?
3. Do you know how to translate the information given in a practical linear
programming problem into mathematical symbols in the form of a system of
linear inequalities and an objective function?
4. Do you know how to determine the solution of such a linear programming
problem graphically?

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 Study unit 8

Revision exercise 8
Evaluate your progress by working through this exercise.
The answers to these questions will be on e-fundi for one week after the work was
completed in class.

1. Sketch the feasible region that is obtained from the constraints and determine
the coordinates of the corner points.
x  y  10
5 x  3y  15
 2x  3y  15
2x  5y  6
2. Solve the following graphically:
A company manufactures regular and competition sails for boats. Each regular
sail takes 2 hours to cut and 4 hours to sew. Each competition sail takes 3 hours
to cut and 9 hours to sew. The company makes a profit of R1000 on each regular
sail and R2000 on each competition sail. If there are 150 hours available in the
cutting department and 360 hours in the sewing department, how many sails of
each type should the company manufacture to maximize their profit? What is the
maximum profit?

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 Appendix A

APPENDIX A

ANSWERS TO EXAMPLES:
Study unit 1:
1.2 x  4 1.3 x  5 1.4 2 x  4

Study unit 2:
2.1 5 xy  8 x  6 y 2.10 x 3 y 2  x 2 y 3 2.18 x 2  y 2
2.2 5 x 2  4 x  3 2.11 x 2 y  xy 2  2 x 2 y 2 2.19 $40
2.3 3 x  11y 2.20 R2,50
7
2.12 x 2 y 2  xy 4  x 4 y 2 2.21.1 R19,61
2.4 15x
2.13 2 x 2  5 xy  12 y 2 2.21.2 £200
2.5 6 x 9 y 9 2.22 Test 1: 67%
2.14 5 x 3  29 x 2  45 x  11
2.6 10 x 9 y 6 Test 2: 57%
2.15 x 2  2 xy  y 2 Test 3: 70%
2.7 64 x 6 y 6
2.16 x 2  2 xy  y 2 Test 4: 72%
2.8 ax  bx  x 2.23 R13,72
2.9 12 x  18 y  24 2.17 x 2  y 2

Study unit 3:
3.1 3 x ( x  2) 3.8 (2m  3n  1)( x 2  3) 3.19 ( x  3)( x  2)
3.2 x (5  7 y ) 3.9 ( x  a )( x  a ) 3.20 ( x  5)( x  3)
3.3 2 xy 2 ( 4 x 3  3 x 2 y  y 2 ) 3.10 ( x 2  1)( x  1)( x  1) 3.23 (3 x  2)( x  3)
3.4 (a  b )( x  y ) 3.11 x (3 y  4)(3 y  4) 3.24 (5 x  4)( x  2)
3.5 (a  b )[2 x(a  b )  y ] 3.12 3 xy ( z  2)( z  2) 3.25 2 x ( x  3)( x  2)
3.6 ( x  y )(q  p ) 3.15 ( x  2)( x  4) 3.26 3( x  4)( x  3)
3.7 ( x  y )(a  b ) 3.16 ( x  9)( x  3)

Study unit 4:
4.1  3 x  1 1 4.6 0
4.4
ab ( x  2) 3 x 2  25
4.2 4.7
(a  b ) a 2  13a  12 ( x  4)( x  3)( x  3)
4.3 2( x  1) 4.5
12a 2

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 Appendix A

Study unit 5:
5.1 x   21 5.4 x   34 or x  2 5.7 x  28
3
5.2 x  4 5.5 x  2  2 5.8 x   11
2
5.3 x  4 or x  3
7  37 5.9 x  32
5.6 x 
6

Study unit 6:
6.1  10 6.8 6.9
3
Y Y
6.2 y  7 x  8
6.3 y   10
7
x  26
7 6 X X
3
6.4 y  3 x  11
y  2x4
6.5 y   31 x  1 y  2x4 3
3 2

6.6 parallel -4 -4
6.7 perpendicular
6.10 y  3 x  5
6.11 C (q )  5000  20q
R (q )  30q
P (q )  10q  5000
6.12 R (q )   31 q 2  200q

Study unit 7:
7.1 x  1; y  2 7.7 x  k , y   32 k  2 , k  Z OR 7.10 x  1 and y  21
7.2 x  1; y  2 x   32 k  3 , y  k , k  Z or x  9 and y  8
7.3 x  1; y  2 7.8 x  k , y   32 k  2 , k  Z OR 7.11 1 and 4
7.4 No solution 7.12 60 or 360
x   32 k  3 , y  k , k  Z
7.5 No solution
7.6 No solution 7.9 x  k , y   32 k  2 , k  Z OR
x   32 k  3 , y  k , k  Z

Study unit 8:
8.1.2 3; 21  , (3;1) , ( 2;2 ) 8.4.2 T  300 x  200 y 8.5 24 Zeta and 22 Gamma
(2;6 ) 8.4.3 Min cost: 3200 Max Profit: R 2740
8.3 Min: 12, Max: 38 4 of A and 10 of B

108
 Appendix B

APPENDIX B

ANSWERS TO EXAMPLES:
Study unit 1:
2. 5 x 5. x  y 8. x
 7y 11. 6 x  3
7
3. 3 x  7 6. 4  x 12. x  ab
9. y2 7
4. x 2 7. x  4 13. x  2yz
3
10. x

Study unit 2:
1. 8a  6b 26. 6 xy 2 z  4zm 48. 14 x 3 y 3  21x 4 y 3
2. 12 xy  17 yz
27. 6 x 7 y 7 49. 6 xy 2 z
3. 7 xyz  4 yz
4. 7 x  5 y  9z 28. 30 x 4 y 4 50. 34 x 4 y 5
5. 11y  15 29. 2 x 5 y 6 z 6 51. 3y 4
6. 5 xy  3 x  6 y  5z 30. 24 x 5 y 4 52. 3 x  3 y  3z
7. 13 x  5 y  13 31. 36 x 6 y 6 53. 4 x  4 y  12
8. 5 x  10 xy  10 y 54. 11x  3 y
32. 11x 2 y 2
9. 8 x  7 y  3 55. 2 x  xy
33. 81x 6 56. 2ax  5ay
10. 11x  5 y  4z
34. 36 x 2 y 2 57. 6ax  9bx  9 x
11. 10 x 2  3 x  6
35. 216 x 6 y 9 58. 6 x  24 y
12. 8 x 2  13 x  1
36. 216x 18 59. 25 x 2  23 x
13.  9x 2  5x  2
14. 4  5x 2 37. 100 x 6 y 12 60. 9 x 2  42 xy  49 y 2
15. 10 x  8 y  7 38. 144 x 8 y 8 61. 25 x 2  40 xy  16 y 2
16. 2x  y  7 39. 2x 2  3 x 3 62. x 2  4
17. x 3  6x 2  5x 40. 36x 14 63. 2 x 5  6 x 4  2 x 2
18. 12 xy  3 yz 41. 15 x 5  4 x 4 64. 4 x 2  20 xy  25 y 2
19. 12 x  9 y  6z 42. 20 x 2 y 4 65. 32 x 2  48 xy  18 y 2
20. 4 x  4 y  4 xy
43. 10 x 4 y 66. 4 x 2  20 xy  25 y 2
10
21. 10
44. 2 x 6 y 67. x 2  25
22. 10 y 3  10 y 7
9
45. 26y 6 68. 25 x 2  60 xy  36 y 2
23. 24x
46. 10y 7 69. 16 x 2  40 xy  25 y 2
24. 30y 7
47. 22xy 2 70. 4 x 2  y 2
25. 12 x 4 z 4
 Appendix B

71. 8 x 3  50 x 2 y  78 xy 2  35 y 3 95. 4 x 3  15 x 2 y  16 xy 2  3 y 3
72. 6 x 3 y  9 x 2 y 2  3 x 2 yz 96. 5 x 2  4 xy  2y 2
73. 8 x 2  47 xy 97. x 3  5 x 2 y  xy 2  10 y 3
74. 2 x 2  5 xy  18 x
98.  x 3  15 x 2  16 x
2
75. 2 x  4 xy  6 99. 8 x 2  20 xy  14 y 2
76. 116 x  37
100. 10 x 3  22 x 2
77. 3 x 3  4ax 2
101. 3 x  2 x 2  8 xy  2y  x 2 y
78. 2 xy  x 3  x 2 y
102. x 3  4 x 2 y  x 2  2y
79. 6 x 3  17 x 2  18 x  8
103.  18 x 2  8 xy  4 xz  2yz
80. 4 x 2  25 y 2
104  x 3  10 x 2  7 x
81. 3 x 3  6 x  4 x 2 y  8 y
105. 6 x 2  2 xy
82. 2 x 3  3 x 2  11x  6
83.  3x  3 106.  24 x 2  70 xy  11y 2
84. 20 x 107.  10 xy  3 y 2  6
85. 16 x 2  10 xy 108.  27 x  34
86. 8x 3  7x 2 109.  24 x  74
110. 3 x 3  10 x 2  23 x
87. 2 x 2  3 xy  4 y 2
88.  9 x  4z 111.  4 x 3  x 2 y  15 xy 2
89. 2x 2  2x  3 112.  3 x 3  12 x 2  26 x
90.  2x 3  x 2  3x 113. 3 x 3  5 x 2 y  10 xy 2  2y 3
91. x3  y 3 114. x 2  28 x  42
5 3 4 4 3
92. 5 x y  4 x y  5 x y 115.  2 x 3  5 x 2  36 x  36
93. 2 x 3  9 x 2 y  19 xy 2  15 y 3 116. 13 x 2  27
94. 16 x 3  10 x 2 y  25 xy 2  3 y 3

117. False 128.1 R1250 132.1 87%

118. False 128.2 R4216,67 132.2 91%
119. False 128.3 R12350 132.3 63%
120. True 129. R5369,98 132.4 76%
121. False 130.1 75% 133.1 R140
122. False 130.2 20% 133.2 R21
123. $225 130.3 45% 133.3 R81,60
124. R6,67 130.4 95% 133.4 R29,12
125. $140 131.1 87%
126. R3571,43 131.2 91%
127. R9803,92 131.3 53%
131.4 38%
 Appendix B

Study unit 3:
1. x(2y  3z  4d  5m ) 40. (m  n )( x  2y ) 80. (5 x  1)(5 x  1)
2. 3( x  y  1) 41. ( p  q )( x  2) 81. (8 x  yz )(8 x  yz )
3. 7 x (1  2 x  3 x 2 ) 42. (a  b )( x  1) 82. (10 x  y )(10 x  y )
4. 4 x 2 y (3  4 xy  5 x 2 y 2 ) 43. (m  n )(1  p ) 83. ( xy  2)( xy  2)
44. ( x  y )(2a  3b  2z ) 84. ( x 4  4)( x 2  2)( x 2  2)
5. 2( x 2  2)
45. ( p  q )(3 x  7 y  8z ) 85. (5  6 x )(5  6 x )
6. 6 x 2 (3  4 x ) 46. ( y  2z )( x  m  n )
7. 4( xy  2yz  3 xm ) 86. x ( y 2  1)( y  1)( y  1)
47. ( p  q )(2m  2n  3) 87. x ( x  1)( x  1)
8. 5 xy ( y  x  1) 48. ( x  y )(3  x )
9. xy ( x  y ) 88. x(1  4 x )
49. (m  n )( x  y ) 89. 5( x  2)( x  2)
10. 11x 9 (2 x 2  x  3) 50. ( x  y )(k  3)
11. y (  x  b  c ) 90. 25( x 2  2)
51. p(q  r )(q  2)
12. 5 x 2  5 xy  y 2 52. (3m  2n )(m  2 x ) 91. 4b( b 2  2)(b 2  2)
13.  8 x ( y  z  2yz ) 53. (n  m )(b  c ) 92. 2( x  4)( x  4)
14. x(ay  4a  4 y ) 54. (a  b )(1  2a ) 93. 2 x( 4 x  5 y 3 )( 4 x  5 y 3 )
15. 4(3 x 2  1  4 x ) 55. ( x  1)(1  ax ) 94. 2 x ( x  3)( x  3)
16. x( 2y  xy  1) 56. (c  d )(ab  cd ) 95. 2 x 2 y (2 x  3 y )(2 x  3 y )
57. (2  y )(a  2  y ) 96. 2( x  z )( y  3)( y  3)
17. 2a 2 x 2 ( 2 x  3a )
58. (2c  d )(3a  b ) 97. ( p  q )( x  1)( x  1)
18. 3
xy ( x  y )
4
59. b(3  x )(a  4) 98. (a  b )(3  x )(3  x )
19. 3 x ( x  4 xy  3 y 2 ) 99. (3 x  3 y  2)(3 x  3 y  2)
60. ( x  2)( x 2  y  z )
2 2
20. 3 xy ( y  3 y  2 x ) 61. ( p  2q )( px  qy ) 100. 2( x  y )(b  1)(b  1)
21. x(16 x  40 y  25 y 2 ) 62. (2 p  q )(3 p 2  4q 2 ) 101. ( x  3)( x  2)
22. xy  xz  qz 102. ( x  6)( x  2)
63. (b 2  c 2 )( x 2  y )
2 2
23. 4 x y ( y  2 x  4 x y )2 3 103. ( x  5)( x  2)
64. ( x 2  2 x  3)(ax  b ) 104. ( x  3)( x  5)
24. ( x  1)(3  x )
65. ( x 2  3 x  1)( x  2y ) 105. ( x  3)( x  2)
25. ( x  2)(1  p )
26. (a  2b )(2 x  1) 66. (3 xy  7 y 2  6)( x  4) 106. ( x  7)( x  3)
27. ( x  3)( x  2) 67. ( x 2  y )(15z  4 y ) 107. ( x  4) 2
28. ( x  3)(3 x  2) 68. (a  d  c )(2a  b ) 108. ( x  12)( x  1)
29. (a  2b )(2 x  y ) 69. x(3a  b )(1  x  x 2 ) 109. ( x  5)( x  3)
30. ( x  y )( x  y  5) 70. (3 x  2a )(3 x  2a ) 110. ( x  3)( x  1)
31. (3 x  2y )(1  2 p ) 71. (3 x  1)(3 x  1) 111. ( x  10)( x  1)
32. 1
4
( x  y )(3a  b ) 72. ( x 2  4)( x  2)( x  2) 112. ( x  7) 2
33. 4( x  y ) 73. (1  4 x 2 )(1  2 x )(1  2 x ) 113. ( x  3)( x  21)
34. (a  2b )(2 x  1) 74. ( x  y  1)( x  y  1) 114. ( x  8)( x  1)
35. p(2a  b )( p  1) 75. (  x  y )(3 x  y ) 115. ( x  12)( x  3)
36. (d  e )(  x  2y ) 76. ( p  q )( p  q ) 116. ( x  2)( x  1)
37. ( x  y )(m  n ) 77. ( 4 x  7)( 4 x  7) 117. ( x  7)( x  2)
38. ( x  2y )(1  x  2y ) 78. (9 x  5 y )(9 x  5 y ) 118. ( x  5)( x  2)
39. ( x  y )( p  q ) 79. (11  7 y )(11  7 y ) 119. ( x  4)( x  3)
120. ( x  6)( x  3)
 Appendix B

121. ( x  8)( x  1) 133. ( 4 x  5 y )(3 x  2y ) 144. (ax  3)(ax  5)

122. ( x  7)( x  3) 134. ( 4 x  3 y )(2 x  7 y ) 145. 3 x( x  1) 2
123. ( x  8)( x  4) 135. (5 x  3 y )(5 x  2y ) 146. 2( x  3 y )( x  8 y )
124. ( x  9)( x  4) 136. (3 x  2y )(2 x  y ) 147. ( x  2)( x  2)( x  3)( x  3)
125. ( x  10 )( x  3) 137. ( 4 x  y )( x  2y ) 148. 2( x  3) 2
126. ( x  9)( x  6) 138. (5 x  y )(2 x  3 y )
149. 5( x  3 y ) 2
127. ( x  18)( x  1) 139. (7 x  5)(3 x  4)
150. 2(5 xy  3)( xy  2)
128. ( x  15 )( x  2) 140. (5 x  4)(5 x  3)
151. 5 x( x  4)( x  1)
129. ( x  9)( x  1) 141. (3 x  7 y ) 2 152. 2(3 x  4 y )( x  5 y )
130. (2 x  3 y ) 2 142. (2 x  y ) 2 153. 2(6 x  1)(3 x  1)
131. (10 x  3)(2 x  3) 143. 12 x( x  1) 2 154. (3 x  2)(3 x  2)( x  1)( x  1)
132. (5 x  y )( x  3 y )

Study unit 4:
1.  2 xy 2  3 x 3 2( x  2) 41x
20. 35.
4 3
2.  3 y  4 x z  1 2 x 2 10( x  y )
x 3 36. 2
3. 4 y  3 x 4 21.
x 1
4.  x  2y  4 xy 2 37.
x 3 x2
22.
5. x  6 y  1 x 6 5x  3
38.
3y 5y 2 23. 1 ( x  3 )( x  1)
6.  1   2 ax
x x 24. 1
39.
7.  2 x  1 ax ( x  3)( x  2)
8. x  5 y  25 x( x  y )  9 x  12
25.  40.
9. 1
x2  x  2 y2 (2 x  3 )(2 x  1)
3
x3  2x  1
10. 10 y 2  5 y  2 26. 41.
4
x 6x
11. x  x 3
12. x  y  1 27.  x2  x  2
x 1 42.
x 2x 2
13.  x ( x  2)
2( x  y ) 28. 4x
x4 43.
x 3 ( x  y )( x  y )
14. (2 x  3)( x 2  1) 44. 0
3 29.
3( 2 x  3) x2 1
x3 45.
15. 30. 2( x  3)
x5 x 2
x 3 5
x 2 31. 46.
16. x ( x  2)( x  1)( x  1)
x 1
17. 3( x  9) x4  24 x  36
32. 47.
2x
2( x  4) ( x  3) 2 ( x  3) 2
18. x 2  11x  9
x 1 33. 1
3x 2 48.
x 1 15(2 x  3 )
19. 6x  6
x4 34.  8 x  32
( x  3)( x  2) 49.
( x  4)( x 2  4)
2
 Appendix B

 2 xy 2  4 xy  2y 3  2 4 x 2  3y 2  2x  y
50. 53.
xy ( y  1)( y  1) (2 x  y )(2 x  y ) 2
 4 x 2  10 x  2 8 x 2  16 x  5
51. 54.
( x  1) 2 ( x  1) (2 x  1) 2
 5x  3 x 2  6 x  63
52. 55.
12 x ( x  1)( x  1) 2( x  5)( x  5)( x  3)

Study unit 5:
1. x  4 9. x  2 17. x  R 24. x  13 32. x 3
2
2. x  72 10. x  3 18. x  59 33. x  16
28 25. x   21
11. x   11 1 a  b 34. x 4
3. x  9 3
 41
7
12. x  4 19. x  26. x 35. x  3
4. x  20 2 36. x 3
7
13. x  10 27. x  1
 4 7 20. x   54  4
5. x 28. x 37. x   32
6. x  4 14. x   19
5
21. x   54 29. x  72
25 38. x 1
7. x   32 15. x  41
7 22. x  2 30. x  3 39. x  21
8. x  7 16. x  7 23. x  41 31. x 4 40. x  2

41. x  2 66. x  32 or x  32 84. No solution

42. x  12 or x  1 67. x  3 or x  3 7  73
43. x  4 or x  2 85. x 
44. x  4 or x  1 68. x   32 or x  32 6
86. No solution
45. x  31 or x  1 69. x   31 or x  2
87. x  3  3
46. x  1
or x  1 70. x  5 or x  3
3 5 88. No solution
71. x  0 or x   31
47. x   11
1
or x   21 89. x  1 5
72. x  3
or x   65
48. x  1 or x  2
1 4
 1 33
73. x   31 or x  5 90. x 
49. x  or x 
1
4
1
3
3
4
50. x  5 or x  3 74. x  21 or x  6
32 5
75. x  4 or x  3 91. x
51. x   32 or x  21 4
1
52. x  12 or x  1 76. x   or x  8 92. x   3 or x  2
1
2
53. x  2 or x  1 77. x   or x  0
2 93. No solution
3
54. x  0 or x   41 94. x   32
78. x  2 or x  5
55. x  5 or x  3 95. x  2
79. x   21 or x  3
56. x  1 or x  1 96. x  20
57. x  5 or x  1 3  57 11
80. x  97. x  1
58. x  6 or x  3 4 2
59. x  73 or x  25  6 98. x   71
81. x 
60. x  5 or x  2 2 99. x  1
61. x  1 or x  1 11
 5  10 100. x  
62. x  32 or x  5 82. x  3
3
63. x  1 or x  1 101. x  1
7  13 102. x  1
64. x   41 or x  32 83. x 
6 103. x  16
65. x  5 or x  5 3
 Appendix B

104. x  18 109. x  5 114. x  6

105. x   13 110. x   83 115. x  1
5
106. x  11 111. x  18 116. x  108
11

107. x  12
11 112. x  3 117. x  32
108. x  15 113. x   94 118. x  2
2

Study unit 6:
1. y  37 x  25
7
15.1 42. C (q )  50000  500 q
2. y  85 x  29 Y R (q )  750q
5
P (q )  250q  50000
3. y  6 x  4
43. C (q )  7000  75q
4. y   41 x  92 X
3 2x  3y  9 R (q )  100q
5. y  5 x  7 2
P (q )  25q  7000
6. y  2 -3
44. C (q )  85000  500 q
7. x  1
R (q )  950q
8. x  2
9. y  3 P (q )  450q  85000
15.2 45. C (q )  3000  25q
10. y  4 x  14
Y
11. y   32 x  29 R (q )  75q
3
4 P (q )  50q  3000
12. y   31 x  5
46. R (q )   21 q 2  100q
13. x  7 4 x  3 y  12
14.1 y   31 x  61 P (q )   21 q 2  40q  7000
14.2 y  3 x  32 X
47. R (q )   41 q 2  300q
3
16. Parallel P (q )   41 q 2  270 q  8500
17. Parallel
18. Perpendicular 48. R (q )   61 q 2  50q
19. Neither P (q )   61 q 2  35q  9000

Study unit 7:
1. x  1; y  6 15. x  1
3
; y 1
2
28. x  9 ; y  1
2. x  3 ; y  2 16. x  ; y   14 1 29. x  1; y  0
25 5
3. No solution 17. No solution 30. x  2 ; y  32
4. x  1; y  1 18. x   21 ; y  32 31. x  7 ; y  3
5. x  2 ; y  2 19. x  1; y  0 32. x  20 ; y  16
6. No solution 20. No solution 33. x  32 and y  32
7. x  4 ; y  3 21. x  8 ; y   5 or x  1
and y  1
8. x  2 ; y  1 22. x  8; y  2
2

9. x  4 ; y  1 34. x  2
and y  3
23. x  4 ; y  5 3 2

10. x  3 ; y  3 or x  1 and y  1
24. x  5 ; y  5
11. x  2 ; y  2 35. x  1 and y  3
25. x  8; y  2
12. x  1; y  2 or x  3 and y  1
26. x  3 ; y   4
13. x  163 ; y  6 36. x  71 and y   57
27. x  2 ; y  1
14. x  2 ; y  2 or x  1 and y  1
 Appendix B

37. x  22 and y  5 or x  14 and y  1 48.1 C (q )  2116  7,20q

38. x  4 and y  1 or x  1 and y  5 48.2 R (q )  8,35q
39. x  3 and y  1 or x  3 and y  1 48.3 P (q )  1,15q  2116
40. x  2 and y  4 or x  1 and y  5 48.4 5840
41.  7 and  2 48.5 840
42. 20 kg Brazilian coffee and 30 kg 48.6 1840
Colombian coffee 49. 800
43. 10 fours and 8 fives 50.1 C (q )  84000  15q
44. Son is 16 years and 50.2 R (q )  50q
father is 40 years 50.3 P (q )  35q  84000
45. x   34 k  3 ; y  k , k  Z 50.4 2400
46. x  52 k  35 ; y  k , k  Z 51. 200 units at R12
47. 400 52. 500 units at R6
53. 450 units at R9,50

Study unit 8:
12. 150 kg of alloy 1 and 13. 60 model A washing 14. 10 bolts of fine worsted
100 kg of alloy 2. machines and 180 fabric
Maximum profit: R77 500 model B washing 20 bolts of extra-fine
machines. worsted fabric
Maximum profit: R234 000 Maximum profit: R10 000