Chapter 2

Basic Algebra

2.1 Combining Like Terms

In every day life we often find repetition. A simple thing like going to the grocery store and deciding if you want 3 or 4
packs of gum which cost $0.60 each is a repetitive calculation. You may quickly calculate 3 packs of gum costs $1.80 while 4
packs of gum costs $2.40. This may help you decide how many packs to purchase. The number of packs you buy may change
but (at least for that visit) the price will not. An amount that may change can be represented by a variable. An amount
that does not change, is a constant. In this example, the number of packs of gum purchased is a variable and the cost of a
pack is a constant. Variables are typically represented by a letter. For instance, if x represents the number of packs of gum
purchased then the total purchase price for the gum could be represented by 0.60x.
In an algebraic expression such as 5x + 2 we have both variables and constants. x is a variable while 5 and 2 are
constants. This expression has 2 terms. Terms are separated by addition or subtraction. If a term does not have a variable
in it we call that the constant term. The constant 5 is called the coefficient of x.

Examples: Terminology

Example 1 Answer the following questions for the expression x − 3y + 9

1. How many terms does this expression have?
2. What is the constant term?
3. What is the coefficient of y?
4. What is the coefficient of x?
Solution:
1. There are 3 terms: x, −3y and 9. Notice the subtraction belongs to the constant its right, since x−3y+9 = x+(−3y)+9.
2. 9 is the constant term since it is the term with no variable.
3. −3 is the coefficient of y since it is the constant in the term which contains the y, −3y.
4. 1 is understood to be the coefficient of x since x = 1x.

Practice 2 Answer the following questions for the expression 2x − y − 5

1. How many terms does this expression have?
2. What is the constant term?
3. What is the coefficient of y?

4. What is the coefficient of x?

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 Solution: Click here to check your answer.

Terms are considered “like” terms when the variable is exactly the same (including the exponents on the variable) in the
terms. 7x − 5x2 + 2x − 1 presently has 4 terms but 7x and 2x are like terms since they have exactly the same variable. −5x2
is not like them since the variable has a power of 2. When we have like terms we can add their coefficients and just keep the
shared variable, 7x + 2x = 9x. (If x represented apples, this could be thought of as 7 apples plus 2 apples equaling 9 apples.)
Therefore, 7x − 5x2 + 2x − 1 = −5x2 + 9x − 1. This process is called combining like terms or simplifying the expression.

Examples: Combining Like Terms

Example 3 Simplify: 5x − 3x2 + 7x2 − 9x + 8 − 14

Solution: 5x − 3x + 7x2 − 9x + 8 − 14 = 4x2 − 4x − 6 since −3x2 , 7x2 ; 5x, −9x; 8, −14 are like terms we add the coefficients
2

of each yielding 4x2 ; −4x; −6.

Practice 4 Simplify: 7x + x2 − 9 − 11x2 − 3x − 10

Solution: Click here to check your answer.

Example 5 Simplify: 3(4m − 2) − 2(3m + 2n − 5)

Solution:
3(4m − 2) − 2(3m + 2n − 5) Change subtraction to addition
3(4m − 2)+(−2)(3m + 2n − 5) Distribute 3 across first parentheses and −2 across the second
3 · 4m − 3 · 2 + (−2) · 3m + (−2) · 2n − (−2) · 5
12m − 6 − 6m − 4n + 10 Combine like terms
6m − 4n + 4 notice n has no term to combine

Practice 6 Simplify: 5(2x + y + 1) − 3(x − 2y)

Solution: Click here to check your answer.

Example 7 Simplify: −2(3a − 5) − (a + 10)

Solution:
−2(3a − 5) − 1(a + 10) Multiply 1 by (a + 10) which does not change the problem
(−2)(3a − 5) + (−1)(a + 10) Change subtraction to addition
(−2)(3a) − (−2)(5) + (−1)(a) + (−1)(10) Distribute
−6a + 10 + (−a) + (−10)
−7a + 0 Combine like terms
−7a

Practice 8 Simplify: −4(2m − n) − (m + n)

Solution: Click here to check your answer.

Solutions for Practice Problems:

Practice 2
Solution:
1. There are 3 terms: 2x, −y and −5.
2. −5 is the constant term since it is the term with no variable.
3. −1 is the constant in the term which contains the y, −y = −1y.
4. 2 is the coefficient of x.

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Back to Text

Practice 4
Solution: 7x + x2 − 9 − 11x2 − 3x − 10 = −10x2 + 4x − 19 since −11x2 , x2 ; 7x, −3x; −9, −10 are like terms. Back to Text

Practice 6
Solution: 5(2x + y + 1) − 3(x − 2y) = 5(2x + y + 1) + (−3)(x − 2y) = 10x + 5y + 5 − 3x + 6y = 7x + 11y + 5 Back to Text

Practice 8
Solution: −4(2m − n) − (m + n) = −4(2m − n) + (−1)(m + n) = −8m + 4n − m − n = −9m + 3n Back to Text

2.1.1 Exercises 2.1

List (in order) the number of terms, coefficient of x, coefficient of y, and constant term for each expression. Click
here to see examples.
1. x − 2y + 1 2. 3y + 5z 3. w − x + 2z − 9

Combine like terms. Click here to see examples.

4. 5x − 3 + 2x2 − 3x + 1 5. (m + 3n − 4) − (4m − 3n + 1) 6. 2(x + 3) − 4(2x − 7)
7. 5(3m) + 6(2m2 − m) 8. 3(7x − 0.1y + 3.1) − (0.3y + 9.3) 9. 0.7(2 − 0.1x) − 0.3(x + 1)
10. 4( 21 x − 34 ) − 12( 23 x + 16 ) 11. 12 (4x − 3) + 23 (9x − 6) 12. ( 52 x + 12 ) − ( 52 x − 12 )

Click here to see the solutions.

2.2 Introduction to Solving Equations

Solving equations is something we naturally begin doing at a young age. If you know someone is 2 years older than you,
you automatically add 2 years onto your age. This is solving an equation. It is just a simple equation where the variable is
already isolated. Algebraically, if x represents your friend’s age and you are 20, x = 20 + 2 so x = 22.
The purpose of solving equations is to find out the values that you could plug into x for which the equation is true. An
effective way to get to obtain our goal is to isolate x on one side of the equation. For a simple example such as x + 5 = 15 we
can try different values. With little effort we can identify that if x = 10 then x + 5 = 10 + 5 = 15 so we found the solution
to be 10. The difficulty occurs when we have more complex problems such as x + 3.143 = 2.1 where a procedure would be
useful to help us find the solution.

Examples: Determining if x is a Solution

Example 1 Show that x = 3 is a solution for 4x − 3 = 12 − x while x = 1 is not.

Solution: To show x = 3 is a solution, substitute 3 in for x into the equation to see if we end up with a true statement. The
left side of the equation is 4(3) − 3 = 12 − 3 = 9. The right side is 12 − (3) = 9. Since the right side equals the left side
(9 = 9) when substituting 3, it is the solution.
For x = 1, substitute 1 in for x. On the left side 4(1) − 3 = 4 − 3 = 1. On the right side 12 − (1) = 11. Since the left
side does not equal the right side, 1 = 11 is not true, 1 is not a solution.

Practice 2 Show that x = 2 is a solution for 5x + 3 = 15 − x while x = −1 is not.

Solution: Click here to check your answer.

Example 3 Determine if 12 is a solution of 2 − (3x + 4) = 11x − 2(x + 4).

Solution: Substitute 12 in for x into the equation to see if we end up with a true statement. The left side of the equation is
2 − (3( 12 ) + 4) = 2 − ( 32 + 82 ) = 42 − 11 7 1 1 11 1 8 11 9 11 18 7
2 = − 2 . The right side is 11( 2 ) − 2( 2 + 4) = 2 − 2( 2 + 2 ) = 2 − 2( 2 ) = 2 − 2 = − 2 .
7 7
Since the right side equals the left side when substituting, − 2 = − 2 , it is the solution.

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Practice 4 Determine if 13 is a solution of x + 4 = 3 − (x + 35 ).
Solution: Click here to check your answer.

While the goal in solving equations is to get the variable by itself, the rule to help you achieve this is that you must do
the same thing to both sides to keep the equation balanced (equal). That is, if you add 2 to the left side you must add 2 to
the right side. If you subtract 3 you must do it to both sides. Similarly, multiplication and division work the same. The idea
is that we are going to undo the equation. Read through this first example.

3x − 4 = 11 Undo the subtraction of 4 on the same side as the variable by adding 4

+4 +4 Line up the addition under the constant terms
3x + 0 = 15 adding vertically
3x = 15
3x
3 = 15 3 Undo the multiplication of 3 by dividing by 3 on both sides
x = 5 Simplify
In this problem, did you notice how we “undid” the equation in the reverse order of the order of operations? We
performed the addition first, then we applied division. Below are the formalized properties we just used.

Properties of Equality

If a=b then a+c=b+c

If a=b then a−c=b−c
If a=b then a · c = b · c for c 6= 0
If a=b then a ÷ c = b ÷ c for c 6= 0

We will use these properties to first “gather” the variable terms on one side of the equation and the constant terms on
the other. Then we will isolate the variable by dividing by the coefficient of the variable. As a final step, check the solution.

Examples: Solving Equations

Example 5 Solve for m. −5m + 3 = 14

−5m + 3 = 14 Undo the addition by subtracting 3

−3 −3 Line the like terms up vertically
−5m + 0 = 11 Add like terms
−5m = 11 Undo the multiplication by dividing by −5
−5m 11
−5 = −5 Simplify
m = − 11 5 Convert to mixed number
m = −2 51
Check the solution:
Substitute − 11
5 into −5m + 3 = 14 to verify that it is the solution.
LHS: −5(− 115 ) + 3 = 11 + 3 = 14 (LHS stands for Left Hand Side)
RHS: 14 (RHS stands for Right Hand Side)
Since LHS=RHS, − 11 5 is the solution.

Practice 6 Solve for n. 7n + 9 = −12

Solution: Click here to check your answer.

Example 7 Solve for x. 2 − 9x = 4x + 8

2 − 9x = 4x + 8 Gather the x-terms on the LHS by subtracting 4x
−4x −4x Subtract like terms
2 − 13x = 0 + 8 RHS: simplify
2 − 13x = 8 Gather the constant terms on RHS by subtracting 2
−2 −2 Subtract like terms
0 − 13x = 6 LHS: simplify
−13x = 6 Isolate x by dividing by the coefficient of x
−13x 6
−13 −13 Simplify
6
x = − 13

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Check the solution:
6
LHS: 2 − 9(− 13 ) = 2 + 54 26 54
13 = 13 + 13 = 13
80
6
RHS: 4(− 13 ) + 8 = − 24
13 + 8 = − 24
13 + 104
13 =
80
13
6
Since LHS=RHS, − 13 is the solution.

Practice 8 Solve for x. −12 + 3x = 8x + 1

Solution: Click here to check your answer.

Equations are not always in such a nice form. Often, we must simplify the expressions on either side of the equality
before we begin the process of isolating the variable. This requires you to use the techniques discussed in the previous section.
The general procedures to follow when solving equations is now given.

Solving Equations

1. Simplify the expression on either side of the equation.

2. Gather the variable term on the left-hand side (LHS) by adding to both sides. the opposite of
the variable term on the right-hand side (RHS).
• Note: either side is fine but we will consistently place the variable on the LHS. when a
variable is present on both sides of the equation
3. Gather the constant terms on the RHS by adding to both sides the opposite of the constant
term on the LHS.
4. Divide both sides by the coefficient of the variable
5. Simplify if possible.
6. Check your solution.

Examples: Equations First Requiring Simplifying

Example 9 Solve for x. 2(x + 4) − 7 = 3 − 9x − 6

2(x + 4) − 7 = 3 − 9x − 6 Simplify both sides of the equation first

2x + 8 − 7 = −9x − 3 LHS: distribute the 2. RHS: combine constant terms
2x + 1 = −9x − 3 LHS: combine constant terms. RHS: copy
+9x = +9x Get x-term on LHS by adding 9x
11x + 1 = −3
−1 = −1 Get constant terms on RHS by subtracting 1
11x = −4
11x
11 = −4 11 Divide by coefficient of x
x = −4 11 Simplify
Check the solution:
LHS: 2( −4 −4 44 40 80 80 77 3
11 + 4) − 7 = 2( 11 + 11 ) − 7 = 2( 11 ) − 7 = 11 − 7 = 11 − 11 = 11
−4 36 36 36 33 3
RHS: 3 − 9( 11 ) − 6 = 3 + 11 − 6 = 11 − 3 = 11 − 11 = 11
Since LHS=RHS, −4 11 is the solution.

Practice 10 Solve for t. 3 − 2(2t + 1) = 3(t + 5)

Solution: Click here to check your answer.

Example 11 Solve for y. −1 − (y + 7) = 5y + 2(3y − 4)

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 −1 − (y + 7) = 5y + 2(3y − 4) LHS: change to subtraction to addition of −1
−1 + (−1)(y + 7) = 5y + 2(3y − 4) LHS & RHS: Distribute
−1 + (−1y) − 7 = 5y + 6y − 8 LHS & RHS: Combine like terms
−y − 8 = 11y − 8 Get y-terms on the LHS by −11y to both sides
−11y = −11y Combine like terms
−12y − 8 = −8 Get the constant terms on RHS by +8 to both sides
+8 = +8 Combine like terms
−12y = 0 Divide by the coefficient of the y-term
−12y 0
−12 = 12 Simplify
y = 0
Check the solution:
LHS: −1 − (0 + 7) = −1 − 7 = −8
RHS: 5(0) + 2(3(0) − 4) = 0 + 2(0 − 4) = 2(−4) = −8
Since LHS=RHS, 0 is the solution.

Practice 12 Solve for x. 2x − 2(x + 3) = 3 − (4x + 1)

Solution: Click here to check your answer.

There are two special cases for solution sets, both which happen when the variable zeros out. When the variables zero
out, this leaves constants only on both sides of the equation. One possibility is that you end up with a true statement such
as 2 = 2. When you have a statement that is always true, the solution is the set of all real numbers (or all reals). The
other possibility is that you end up with a false statement such as 2 = 0. When you have a statement that is always false,
the answer for the solution to the equation is no solution. Consider the examples below.

Examples: Equations - Special Cases

Example 13 Solve for x. 2(3x + 5) = 7 + 3(2x + 1)

2(3x + 5) = 7 + 3(2x + 1) LHS & RHS: Distribute

6x + 10 = 7 + 6x + 3 LHS: copy, RHS: combine constant terms
6x + 10 = 6x + 10 LHS: combine constant terms, RHS: copy
−6x = −6x Get x-term on LHS by subtracting 6x.
10 = 10 Combine like terms
Since 10 = 10 is a true statement, the solution is all real numbers.

Practice 14 Solve for x. 4x − (2x + 1) = 3 + 2(x − 2)

Solution: Click here to check your answer.

Example 15 Solve for x. 7x + 2(3x − 1) = 3x + 5(2x + 3)

7x + 2(3x − 1) = 3x + 5(2x + 3) Distribute

7x + 6x − 2 = 3x + 10x + 15 Combine like terms
13x − 2 = 13x + 15 Get x-terms on the LHS by −13x to both sides
−13x = −13x Combine like terms
−2 = 15
Since −2 = 15 is a false statement, there is no solution.

Practice 16 Solve for x. 8x − 2(x + 4) = 3 + 6(x + 2)

Solution: Click here to check your answer.

Solutions to Practice Problems:

Practice 2
Solution: Substituting x = 2 into 5x + 3 = 15 − x we get 5(2) + 3 = 10 + 3 = 13 on the left side and 15 − (2) = 13 on the
right side. Since the left side equals the right x = 2 is a solution. Likewise, substituting x = −1 into 5x + 3 = 15 − x we get
5(−1) + 3 = −5 + 3 = −2 on the left side and 15 − (−1) = 16 on the right side. Since these are not equal it is not a solution.

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Back to Text

Practice 4
Solution: Substitute x = 13 into x + 4 = 3 − (x + 35 ). On the left side, 13 + 4 = 13 + 12 13
3 = 3 . On the right side,
1 5 6 13 1
3 − ( 3 + 3 ) = 3 − 3 = 3 − 2 = 1. Since the left side does not equal the right side, 3 6= 1, 3 is not a solution. Back to Text

Practice 6
Solution:
7n + 9 = −12 Undo addition by subtracting 9
−9 −9 Line the like terms up vertically
7n + 0 = −21 Add like terms
7n
7 = −217 Undo the multiplication by dividing by 7
n = − 21 7
n = −3
Check the solution:
LHS: 7(−3) + 9 = −21 + 9 = −12
RHS: −12
Since LHS=RHS, −3 is the solution. Back to Text

Practice 8
Solution:
−12 + 3x = 8x + 1 Gather the x-terms on the LHS by subtracting 8x
−8x −8x Subtract like terms
−12 + (−5x) = 0 + 1 RHS: simplify
−12 + (−5x) = 1 Gather the constant terms on RHS by adding 12
12 12 add like terms
0 + (−5x) = 13 LHS: simplify
−5x = 13 Isolate x by dividing by the coefficient of x
−5x 13
−5 −5 Simplify
x = − 13
5 Convert to a mixed number
x = −2 35
Check the solution:
LHS: −12 + 3(− 13 39 60 39
5 ) = −12 − 5 = − 5 − 5 = − 5
99
13 104 104 5 99
RHS: 8(− 5 ) + 1 = − 5 − 1 = − 5 + 5 = − 5
Since LHS=RHS, −2 35 is the solution.
Back to Text

Practice 10
Solution:
3 − 2(2t + 1) = 3(t + 5) LHS: distribute −2, RHS: distribute 3
3 − 4t − 2 = 3t + 15 LHS: combine constant terms, RHS: copy
−4t + 1 = 3t + 15 Gather the x-terms on LHS by subtracting 3t both sides
−3t = −3t combine like terms
−7t + 1 = 15 Gather the constant terms on RHS by subtracting 1
−1 = −1 combine like terms
−7t = 14 Isolate t by dividing by the coefficient of t
−7t 14
−7 = −7 Simplify
t = −2
Check the solution:
LHS: 3 − 2(2(−2) + 1) = 3 − 2(−4 + 1) = 3 − 2(−3) = 3 + 6 = 9
RHS: 3(−2 + 5) = 3(3) = 9
Since LHS=RHS, −2 is the solution.
Back to Text

Practice 12
Solution:

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 2x − 2(x + 3) = 3 − (4x + 1) RHS: Change the subtraction to addition of −1
2x − 2(x + 3) = 3 + (−1)(4x + 1) LHS: distribute −2, RHS: distribute −1
2x − 2x − 6 = 3 − 4x − 1 LHS & RHS: combine like terms
−6 = 2 − 4x Gather the constant terms on LHS by subtracting 2
−2 = −2 combine like terms
−8 = 0 − 4x Isolate x by dividing by the coefficient of x
−8 −4x
−4 = −4 Simplify
2 = x
Check the solution:
LHS: 2(2) − 2(2 + 3) = 4 − 2(5) = 4 − 10 = −6
RHS: 3 − (4(2) + 1) = 3 − (8 + 1) = 3 − 9 = −6
Since LHS=RHS, 2 is the solution.
Note that this is a case when gathering the variables on the right hand side does not make sense since the variable had a
coefficient of zero when we simplified the right hand side.
Back to Text

Practice 14
Solution:
4x − (2x + 1) = 3 + 2(x − 2) RHS: Change the subtraction to addition of −1
4x + (−1)(2x + 1) = 3 + 2(x − 2) LHS: distribute −1, RHS: distribute 2
4x − 2x − 1 = 3 + 2x − 4 LHS & RHS: combine like terms
2x − 1 = 2x − 1 Gather the x-terms on LHS by subtracting 2x
−2x = −2x Combine like terms
−1 = −1 True
Since this is true, the solution set is all real numbers. Back to Text

Practice 16
Solution:
8x − 2(x + 4) = 3 + 6(x + 2) LHS: distribute −2, RHS: distribute 6
8x − 2x − 8 = 3 + 6x + 12 LHS & RHS: combine like terms
6x − 8 = 6x + 15 Gather the x-terms on LHS by subtracting 6x
−6x = −6x Combine like terms
−8 = 15 False
Since this is false, there is no solution to this equation. Back to Text

2.2.1 Exercises 2.2

Determine if the value is a solution to the equation preceding it. Click here to see examples.
1. 3x − 5 = 2(x + 4); −1 2. −2(x + 5) = 1 − (3x + 11); 0 3. 5x + 4 = 8x − 1; 1 23

Solve these equations. Click here to see examples.

4. 3x − 4 = 11 5. 11x + 9 = 9x − 21 6. 8x − 7 = 11x − 2

Solve these equations which require simplifying first. Click here to see examples.
7. 2(x − 1) = 3(2x + 1) + 7 8. 4 − (2x + 7) = x + 5(x + 1) 9. 3 − 4(x + 2) = 5x + 2(3x − 2)

Solve these equations which are special cases. Click here to see examples.
10. 3x + 1 = 3x 11. 2(x − 4) = 2x − 8 12. 5x − (1 − x) = 3(2x − 1) + 4

Solve the equations.

13. 4 − (x + 1) = 7x + 2x 14. 5x + 7 = 4x − (−x − 7) 15. 2x + 3(x + 2) = x − (4 − x)
16. −2(5x − 4) = 2 + (x − 11) 17. 2x + 4 = 8x − 1 18. 3x − 8 = 4x − 3(2x − 4)

Click here to see the solutions.

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2.3 Introduction to Problem Solving
Translating English into mathematics can be challenging especially if you do not know the mathematical meaning of words.
Developing techniques to help in this translation is the focus of this section.
An important part of problem solving is identifying the variable. The variable is always an unknown quantity. Often,
the variable is the item we are asked to find. In the cases below the unknown quantity is the number we are asked to find
and so we let the variable that number.
There are words we will consider “math” words when it comes to translation: sum (+), difference (-), product (·) and
quotient (÷). These words not only indicate a specific operation, but they also indicate grouping. They keep statements in
order. Consider the translation of these statements below.

• The sum of 2 and a number: (2 + x).

• The difference of a number and 3: (x − 3).
• The product of 2 and a number: (2 · x).
• The quotient of a number and 7: (x ÷ 7).

There are other words we use in every day language that translate into mathematical expressions. These words take
statements out of order when we express them in a mathematical sentence and they do not group.

• Three more than a number: x + 3

• Four less than a number: x − 4

Some other mathematically translated words are below.

• Double a number: 2 · x
• Twice a number: 2 · x
• Triple a number: 3 · x
• Subtract 5 from a number: x − 5

Examples: Translation of Phrases

Example 1 twice the sum of 4 and a number

Solution: Let x represent the number.
 

twice
| {z } the sum of |{z}
 4 and a number
|{z} | {z }
2· 4 + x

Therefore, it translates to 2(4 + x).

Practice 2 triple the difference of a number and 7

Solution: Click here to check your answer.

Example 3 the difference of twice a number and 8

Solution: Let x represent the number.
 

the difference of twice

| {z } a| number
{z } |and 8 
{z } |{z}
2· x − 8

Therefore, it translates to (2x−8) = 2x−8. In this problem the word “and” translated into − since we had the operator word
“difference”. Notice in this case the parentheses did not change the meaning of the translation but it is best to determine
that after the translation.

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Practice 4 the sum of triple a number and 1
Solution: Click here to check your answer.

Example 5 9 less than five times the number

Solution: This phrase does not get translated in the order that we say it. We can remember how this translation works by
imagining the “than” to be the pivot word that flips the sentence. Let x represent the number.

five
| times {z
the number} than |less
{z 9}
5x −9

Therefore, it translates to 5x − 9

Practice 6 11 more than three times the number

Solution: Click here to check your answer.

The last thing to build into an introduction of applications is the verb, that is, when we are no longer dealing with
just phrases. The verb (often times “is”) indicates an equality. With the incorporation of an equation we can get a specific
number which will answer the problem.

Examples: Number Applications

Example 7 Triple a number is the same as double the sum of a number and 3. Find the number.
Solution: Let x represent the number.
 

triple a number |is the{zsame} |double

{z } the sum of a| number

{z } |and 3 
{z } |{z}
| {z }
3x = 2· x + 3

This translates to 3x = 2(x + 3). Next, find x.

3x = 2(x + 3) RHS: distribute
3x = 2x + 6 subtract 2x from LHS & RHS
−2x = −2x combine like terms
x = 6

Practice 8 Seven less than a number is the same as triple the difference of 2 and the number. Find the number.
Solution: Click here to check your answer.

Example 9 The product of a number and 5 is the same as 8 more than 3 times the number. Find the number.
Solution: Let x represent the number.
 

The product of |a number

{z } |and 5  |is the{zsame} |3 times the
{z } |{z} {z number} 8| more
{z }
x · 5 = 3·x +8

This translates to 5x = 3x + 8. Next, find x.

5x = 3x + 8 subtract 3x from LHS & RHS
−3x = −3x combine like terms
2x = 8 divide by the coefficient of x
2x 8
2 = 2 simplify
x = 4

Practice 10 Twice the sum of a number and 4 is equal to the sum of triple the number and 8.
Solution: Click here to check your answer.

We also use these translations in what many refer to as story problems. Consider the examples below.

Examples: Story Applications

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Example 11 A 20 inch board is cut into three pieces. The first piece is 2 inches shorter than the middle piece and
the last piece is twice the sum of the middle piece and 1. Find the length of the middle piece.
Solution: Labeling is important in a story problem with multiple pieces. Often the variable will be what you are asked
to find. In this case the length of the middle piece. The length of the first and last pieces is also unknown but there are
descriptions of them. Look at each phrase as an individual problem of translation.
Let x = length of the middle piece.
“The first piece is 2 inches shorter than the middle piece” translates as seen below when you flip the sentence around
the word “than”.
The first piece is than the middle piece |2 inches{zshorter}
| {z } |{z} | {z }
−2
length of first piece = x

“The last piece is twice the sum of the middle piece and 1” is translated below.

the last piece is twice the sum of the middle piece and 1
| {z } |{z} | {z } | {z }
length of last piece = 2· (x+1)

Summing this up:

x−2 = the length of the first piece
x = the length of the middle piece
2(x + 1) = the length of the last piece
Now the length of the pieces when added together must equal the length of the board. That is,

the length of the first piece + the length of the middle piece + the length of the last piece = the length of the whole board
| {z } | {z } | {z } | {z }
x−2 x 2(x+1) 20

Next, solve the equation.

x − 2 + x + 2(x + 1) = 20 LHS: distribute
x − 2 + x + 2x + 2 = 20 LHS: combine like terms
4x = 20 divide by coefficient of x
4x 20
4 = 4 simplify
x = 5
Therefore the length of the middle piece is 5 inches.

Practice 12 There is a 15 foot board cut into three pieces. The middle piece is 1 foot longer than the first piece.
The last piece is twice the difference of the first piece and 1. Find the length of the first piece.
Solution: Click here to check your answer.

Example 13 The boss makes $40,000 more than the secretary. Together they make $130,000. How much does the
boss earn?
Solution: This is an example where it is easier to choose the variable to be something other than the question. When we
read this problem we notice that there is very little information about the secretary’s salary. This is a good indication that
you should let the variable be the secretaries salary.
x = secretary’s salary
x + 40000 = boss’s salary
The equation comes from
secretary’s salary + boss’s salary = salaries together
| {z } | {z } | {z }
x x+40000 130000

Next, solve x + x + 40000 = 130000 for x.

x + x + 40000 = 130000 LHS: combine like terms
2x + 40000 = 130000 Gather constant terms to RHS by subtracting 40000
−40000 = −40000 combine like terms
2x = 90000 divide by the coefficient of x
2x 90000
2 = 2 simplify
x = 45000
So the secretaries salary is $45,000. But, we were asked to find the boss’s salary which is x + 40000 = 45000 + 40000 =
85000 when we substitute in for x. Therefore, the boss makes $85,000.

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Practice 14 The janitor makes $10,000 less than the secretary. Together they make $70,000. How much does the
janitor earn?
Solution: Click here to check your answer.

Solutions to Practice Problems:

Practice 2
Solution: Let x represent the number.
 

triple the difference of a| number and |{z}

{z } |{z} 7 
| {z }
3· x − 7

Therefore, it translates to 3(x − 7). Back to Text

Practice 4
Solution: Let x represent the number.
 

the sum of triple a| number and |{z}

{z } |{z} 1 
| {z }
3· x + 1

Therefore, it translates to (3x + 1) = 3x + 1. Back to Text

Practice 6
Solution: Let x represent the number.
three
| times{zthe number} than |more
{z 11}
3x +11

Therefore, it translates to 3x + 11. Back to Text

Practice 8
Solution: Let x represent the number.
 

|than a{z
number} |Seven
{z less} |is the{zsame} |triple the difference of |{z}
2 |and
{z } the
| number

{z } {z }
x −7 = 3· 2 − x

This translates to x − 7 = 3(2 − x). Next, find x.

x − 7 = 3(2 − x) RHS: distribute
x − 7 = 6 − 3x add 3x to LHS & RHS
+3x = +3x combine like terms
4x − 7 = 6 add 7 to LHS & RHS
+7 = +7 combine like terms Back to Text
4x = 13 divide by 4 to LHS & RHS
4x
4 = 13 4 simplify
x = 13 4 convert to mixed number
x = 3 14
Practice 10
Solution: Let x represent the number.
   

|Twice
{z } the sum of |a number} |and 4  is equal to the sum of  triple the number |and 8 

{z {z } |{z} | {z } | {z } {z } |{z}
2· x + 4 = 3·x + 8

This translates to 2(x + 4) = (3x + 8). Next, find x.

2(x + 4) = 3x + 8 LHS: distribute
2x + 8 = 3x + 8 subtract 3x from LHS & RHS
−3x = −3x combine like terms
−x + 8 = 8 subtract 8 from LHS & RHS
Back to Text
−8 = −8 combine like terms
−x = 0 divide by the coefficient of x
−x 0
−1 = −1 simplify
x = 0

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 Practice 12
Solution: Let x = length of the first piece.
“The middle piece is 1 foot longer than the first piece.” translates as seen below when you flip the sentence around the
word “than”.
The middle piece is (than the first piece) 1 feet longer
| {z } |{z} | {z }| {z }
length of middle piece = x +1

“ The last piece is twice the difference of the first piece and 1.” is translated below.

the last piece is twice the difference of the first piece and 1
| {z } |{z} | {z } | {z }
length of last piece = 2· (x−1)

Summing this up:

x = the length of the first piece
x+1 = the length of the middle piece
2(x − 1) = the length of the last piece
Now the length of the pieces when added together must equal the length of the board. That is,

the length of the first piece + the length of the middle piece + the length of the last piece = the length of the whole board
| {z } | {z } | {z } | {z }
x x+1 2(x−1) 15

Next, solve the equation.

x + x + 1 + 2(x − 1) = 15 LHS: distribute
x + x + 1 + 2x − 2 = 15 LHS: combine like terms
4x − 1 = 15 LHS & RHS: +1
+1 = +1 LHS & RHS: combine like terms
4x = 16 divide by coefficient of x
4x 16
4 = 4 simplify
x = 4
Therefore the length of the first piece is 4 feet. Back to Text

Practice 14
Solution:
x = secretary’s salary
x − 10000 = janitor’s salary
The equation comes from
secretary’s salary + janitor’s salary = salaries together
| {z } | {z } | {z }
x x−10000 70000

Next, solve x + x − 10000 = 70000 for x.

x + x − 10000 = 70000 LHS: combine like terms
2x − 10000 = 70000 Gather constant terms to RHS by adding 10000
+10000 = +10000 combine like terms
2x = 80000 divide by the coefficient of x
2x 80000
2 = 2 simplify
x = 40000
So the secretaries salary is $40,000. But, we were asked to find the janitor’s salary which is x − 10000 = 40000 − 10000 =
30000 when we substitute in for x. Therefore, the janitor makes $30,000. Back to Text

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 2.3.1 Exercises 2.3
Translate the phrase into a mathematical expression. Click here to see examples.
1. triple the difference of 6 and double a number 2. the sum of twice a number and 4
3. five times the difference of 3 and double a number 4. 7 more than twice a number
5. 8 less than triple a number 6. subtract double a number from 9

Write an equation for the following problems and solve. Click here to see examples.
7. Triple the difference of a number and 4 is 6.

8. Three less than twice the sum of a number and 5 is 8 more than the number.

9. Subtracting 7 from triple a number yields three times the number.

10. The sum of twice a number and 4 is the same as 6 less than the number.

11. The difference of 3 and the sum of a number and 4 is 15.

12. Twice the sum of a number and 4 is equal to 6 less than triple the number.

Write an equation for the following problems and solve. Click here to see examples.
13. A 23 foot board is cut into two pieces. The second piece is 1 inch shorter than triple the length of the first piece.
Find the length of the larger piece.

14. A 52 inch string is cut into three pieces. The second piece is 3 inches shorter than twice the length of the first
piece and the third piece is 2 inches shorter than the second piece. Find the length of the smallest piece.

15. A 37 centimeter board is cut into four pieces. The first piece and the second piece are the same length. Similarly,
the third and the fourth piece are the same length. If the fourth piece is quadruple the difference of the first piece
and 1, find the length of the second piece.

16. The cook makes $7,000 more than the waitress. Together they make $57,000. How much does the cook earn?

17. The owner of a business earns twice as much as the secretary. Together they make $79,200. How much does the
owner earn?

18. The principal’s salary is twice the sum of the salary of the librarian and $5000. The teacher makes twice as
much as the librarian. If all together they make $145,000, how much does the principal earn?

Click here to see the solutions.

2.4 Computation with Formulas
Formulas are used constantly in our modern world. Buying carpeting requires a formula for area, filling a pool with water
requires a formula for calculating volume, even calculating taxes on your purchase requires a formula. These are just a few
that happen behind the scenes of our every day world. In this section our focus will not be on the development of the formulas
but on calculating given the formulas.

Examples: Evaluate a given Formula

Example 1 Given the formula, V = lwh, if V = 108, l = 4, h = 9, find w.

Solution: Substitute into the equation and solve.
V = lwh Substitute the values of the known variables
108 = (4)w(9) Use the commutative property and multiply
108 = 36w Divide by the coefficient of w
108 36w
36 = 36 Simplify
3 = w

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Practice 2 Given the formula, V = lwh, if V = 210, h = 7, w = 3, find l.
Solution: Click here to check your answer.

Example 3 Given the formula, A = 12 h(B + b), if A = 48, h = 8, b = 3 find B.

Solution: Substitute into the equation and solve.
A = 12 h(B + b) Substitute the values of the known variables
48 = 21 (8)(B + 3) RHS: Multiply
48 = 4(B + 3) RHS: distribute
48 = 4B + 12 LHS & RHS: −12
−12 −12 Combine like terms
36 = 4B Divide by the coefficient of B
36 4B
4 = 4 Simplify
9 = B

Practice 4 Given the formula, y − y1 = m(x − x1 ), if y = 1, y1 = −2, x = −3, x1 = −1, find m.

Solution: Click here to check your answer.

A perimeter is the length around an object. Perimeter is used to calculate such things as fencing around a yard, trimming
a piece of material, and the amount of baseboard needed for a room. While for a perimeter it is not necessary to have a
formula since it is always just calculated by adding the lengths of all sides, sometimes a formula can be useful. If we have
a rectangle with width w and length l, the formula for the perimeter is P = 2w + 2l. Consider the following perimeter
examples.

Examples: Perimeter

Example 5 Calculate how much fencing is needed for a rectangular garden with a width of 10 feet and a length of 15
feet.
Solution: The formula for the perimeter of a rectangle is P = 2w + 2l. In this example w = 10 and l = 15. Now, substitute
these numbers in for the variables. P = 2w + 2l = 2(10) + 2(15) = 20 + 30 = 50. That is, 50 feet of fencing is needed.

Practice 6 Calculate how much fencing is needed for a rectangular garden with a width of 8 feet and a length of 11
feet.
Solution: Click here to check your answer.

Example 7 Calculate how long a garden can be if the width is 6 feet and you have 26 feet of fencing to enclose the
garden.
Solution: The formula for the perimeter of a rectangle is P = 2w + 2l. In this example w = 6 and P = 26. Now, substitute
these numbers in for the variables. 26 = 2(6) + 2l. Solve for l.
26 = 2(6) + 2l RHS: simplify
26 = 12 + 2l Constant terms to the LHS: subtract 12
−12 = −12 Simplify
14 = 2l Divide by coefficient of l
14 2l
2 = 2 Simplify
7 = l
Therefore, the length is 7 feet.

Practice 8 Calculate how long a garden can be if the width is 8 feet and you have 36 feet of fencing to enclose the
garden.
Solution: Click here to check your answer.

Example 9 Calculate (to the nearest tenth) how much fencing is needed to enclose a round pool if the diameter of
the pool is 28 ft.
Solution: The formula for the perimeter of a rectangle is C = 2rπ where π is estimated using 3.14. In this example, the
diameter is 28f t therefore the radius is half the diameter so r = 28
2 = 14. Substituting we get the equation C = 2(14)π =
2(14)(3.14) = 87.92. Rounding to the nearest tenth, this pool requires 87.9f t of fencing.

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Practice 10 Calculate how much lace would be needed to trim a round tablecloth whose diameter is 5 feet. (Use
3.14 as an estimate for π.)
Solution: Click here to check your answer.

Example 11 A triangular shaped pool is known to have the length of the shortest side 2 ft less than the length of the
next to shortest side and the longest side is 1 ft more than the length of the next to the shortest side. If it took 71 ft of fencing
to enclose it, calculate the length of the shortest side.
Solution: For this problem we use the translations learned in the last section and then sum up the sides to get the perimeter.
x − 2 = length of the shortest side
x = length of the next to shortest side
x + 1 = length of the longest side
Adding all these up we get the perimeter is x − 2 + x + x + 1 = 3x − 1. Therefore the equation to solve is 3x − 1 = 71.
3x − 1 = 71 LHS & RHS: +1
+1 +1 combine like terms
3x = 72 divide by coefficient of x
3x
3 = 72 3 simplify
x = 24
Therefore, the length of the shortest side is x − 2 = 24 − 2 = 22 ft.

Practice 12 A horse pen has five sides and it takes 93 ft of fencing to enclose it. It is known that three sides are
all the same length and the remaining two sides also have the same length which is 4 ft more than the other sides. What are
the dimensions of the pen?
Solution: Click here to check your answer.

Area is used when discussing carpeting a room, painting a wall or covering any kind of surface. The formulas for area
that we will use are area of a rectangle A = lw, triangle A = 12 bh and circle A = πr2 where A represents area in each set and
is always expressed in square units. The pictures below show what the other variables represent in the formulas.

Examples: Area

Example 13 Calculate the width of a floor in a rectangular room, if the area of the carpet covering the floor is known
to be 105 ft2 (square feet) and the length is 15 ft.
Solution: The formula for the area of a rectangle is A = lw. In this example A = 105 ft2 and l = 15 ft. Substituting, we get
the equation 105 = 15w. Solve for w.
15w = 105 divide by coefficient of w
15w
15 = 10515 simplify
w = 7
Therefore, the width of the room is 7 ft.

Practice 14 Calculate the length of a rectangular pool, if the solar cover is 221 ft2 (square feet) and the width is 13
ft.
Solution: Click here to check your answer.

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Example 15 Calculate the base of a triangle, if the area of the triangle is 40 cm2 and the height is 10 cm.
Solution: The formula for the area of a triangle is A = 12 bh. In this example A = 40 cm2 and h = 10 cm. Substituting, we
get the equation 40 = 12 b(10). Solve for b.
1 1
2 b(10) = 40 2 · 10 using the commutative property
5b = 40 divide by coefficient of b
5b
5 = 40 5 simplify
b = 8
Therefore, the base of the triangle is 8 cm.

Practice 16 Calculate the height of a triangle, if the area of the triangle is 88 in2 and the base is 16 in.
Solution: Click here to check your answer.

Example 17 Calculate the area needed for a cover on a round pool if the diameter is 27 ft.
Solution: The formula for the area of a circle is A = πr2 where π is estimated using 3.14. Since the diameter is 27 ft the
radius is half the diameter 27 2
2 = 13.5. In this example r = 13.5. Substituting we get the equation A = (3.14)(13.5) . Solve
for A.
A = (3.14)(13.5)2 Order of operations requires exponents first
A = (3.14)(182.25) multiply
A = 572.265
Therefore, the area is 572.265 ft2 .

Practice 18 Calculate how much material would be needed to make a round tablecloth whose diameter is 5 feet.
(Use 3.14 as an estimate for π.)
Solution: Click here to check your answer.

Solutions to Practice Problems:

Practice 2
Solution: Substitute into the equation and solve.
V = lwh Substitute the values of the known variables
210 = l(3)(7) Multiply
210 = 21l Divide by the coefficient of l Back to Text
210 21l
21 = 21 Simplify
10 = l
Practice 4
Solution: Substitute into the equation and solve.
y − y1 = m(x − x1 ) Substitute the values of the known variables
1 − (−2) = m(−3 − (−1)) LHS & RHS: Combine like terms
3 = −2m Divide by the coefficient of m
3 −2m Back to Text
−2 = −2 Simplify
3
−2 = m Convert to a mixed number
−1 21 = m
Practice 6
Solution: The formula for the perimeter of a rectangle is P = 2w + 2l. In this example w = 8 and l = 11. Now, substitute
these numbers in for the variables. P = 2w + 2l = 2(8) + 2(11) = 16 + 22 = 38. That is, 38 feet of fencing is needed. Back
to Text

Practice 8
Solution: Solution: The formula for the perimeter of a rectangle is P = 2w + 2l. In this example w = 8 and P = 36. Now,
substitute these numbers in for the variables. 26 = 2(6) + 2l. Solve for l.
36 = 2(8) + 2l RHS: simplify
36 = 16 + 2l Constant terms to the LHS: subtract 12
−16 = −16 Simplify
20 = 2l Divide by coefficient of l
20 2l
2 = 2 Simplify
10 = l
Therefore, the length is 10 feet. Back to Text

Practice 10

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Solution: The formula for the perimeter of a rectangle is C = 2rπ where π is estimated using 3.14. In this example, the
diameter is 5 ft therefore the radius is half the diameter so r = 52 . Substituting we get the equation C = 2( 52 )π = 5(3.14) = 15.7
ft. Rounding to the nearest tenth, the requires 15.7 ft.
Back to Text

Practice 12
Solution:
x = length of first side
x = length of second side
x = length of third side
x + 4 = length of fourth side
x + 4 = length of fifth side
Adding all these up we get the perimeter is x + x + x + x + 4 + x + 4 = 5x + 8. Therefore the equation to solve is 5x + 8 = 93.
5x + 8 = 93 LHS & RHS: +1
−8 −8 combine like terms
5x = 85 divide by coefficient of x
5x
5 = 85 5 simplify
x = 17
Therefore, the length of the third and fourth sides is x + 4 = 17 + 4 = 21 ft. So the dimensions of the pen is 17 ft × 17
ft × 17 ft ×21 ft ×21 ft. Back to Text

Practice 14
Solution: The formula for the area of a rectangle is A = lw. In this example A = 221 ft2 and w = 13 ft. Substituting, we get
the equation 221 = l(13). Solve for w.
13l = 221 divide by coefficient of l
13l
13 = 221 13 simplify Therefore, the length of the pool is 17 ft. Back to Text
l = 17
Practice 16
Solution: The formula for the area of a triangle is A = 12 bh. In this example A = 88 in2 and b = 16 in. Substituting, we get
the equation 88 = 21 (16)h. Solve for h.
1
2 (16)h = 88 multiply
8h = 88 divide by coefficient of b
8h
8 = 88 8 simplify
h = 11
Therefore, the height of the triangle is 11 in.
Back to Text

Practice 18
Solution: The formula for the area of a circle is A = πr2 where π is estimated using 3.14. Since the diameter is 5 ft the
radius is half the diameter 25 = 2.5. In this example r = 2.5. Substituting we get the equation A = (3.14)(2.5)2 . Solve for A.
A = (3.14)(2.5)2 Order of operations requires exponents first
A = (3.14)(6.25) Multiply
A = 19.625
Therefore, the needed material is 19.625 ft2 . Back to Text

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2.4.1 Exercises 2.4
Solve for the indicated variable. Click here to see examples.

1. Given the formula, I = P rt, and P = $7000, r = 0.05, t = 3, find I.

2. Given the formula, d = rt, and d = 400, r = 55, find t.

3. Given the formula, d = rt, and d = 125, t = 2, find r.

4. Given the formula, y = mx + b, and y = 12, x = 3, b = −5, find m.

5. Given the formula, y = mx + b, and y = 15, m = −2, x = 4, find b.

Solve the problems. Click here to see examples.

6. A rectangular garden is 5 feet long and 4 feet wide. How much fencing is needed to completely enclose it?

7. If a rectangular room requires 66 feet of baseboard and the length is 18 feet, how wide is the room?

8. A square garden has length 7 feet. How much fencing is needed to completely enclose it?

9. Approximately (to the nearest tenth) how much lace is needed to trim a circular table cloth whose diameter is
10 feet? (Use 3.14 as an estimate for π.)

10. Approximately (to the nearest tenth) how much lace is needed to trim a circular table cloth whose diameter is
12 feet? (Use 3.14 as an estimate for π.)

11. A triangular shaped pig pen has 2 sides that are the same length the third side is 2 feet less than the sum of
the lengths of the other two sides. If 61 feet of fencing is needed how long is the longest side?

Solve the problems. Click here to see examples.

12. Determine how much carpeting would be needed for a 10 ft by 12 ft room.

13. What is the length of a room whose width is 5 ft and the amount of carpeting needed to cover the floor is 55 ft2 ?

14. Find the area of a triangle whose base is 7 in and height is 9 in.

15. A triangular shaped wall is used for partitioning a room. Determine the length of the base given that its height
is known to be 6 ft and 42 ft2 of wallpaper was used to cover it.

16. Find the area of a circle whose diameter is known to be 8 m. (Use π = 3.14 and round to the nearest tenth.)

17. Find the area of a circle whose radius is known to be 2.1 cm. (Use π = 3.14 and round to the nearest tenth.)

Click here to see the solutions.

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