UNIT

10 Algebra

Telecommunication companies
offer telephone services.
These tables show the plans for
cell phones for two companies.
Each plan includes
200 free minutes.

What patterns do you see in

the tables?
Write a pattern rule for each
pattern. Describe each plan.

Assume the patterns continue.

How could you find the total
cost for 60 additional
minutes for
each plan? What
You'll Learn
• Investigate number properties. Why It's
• Write an expression for the nth Important
term of a pattern.
• Algebra is used to communicate
• Evaluate algebraic expressions by
with symbols. It can be used
substituting fractions and integers.
to describe patterns.
• Read, write, and solve equations.
• Patterns and equations are used to
• Represent algebraic relationships using
investigate changes in our world. For
tables, graphs, and equations.
example, urban planners use equations
to investigate population growth.
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Key Words
• distributive property
• expand

417
 Skills You'll Need

Writing Expressions and Equations

We use a letter, such as x or n, to represent a number.
We can write an algebraic expression to represent a word statement.
For example, “a number plus five," or “five more than a number" can be written as n add 5.

When we write an algebraic expression as equal to a number or another expression,

we have an equation.
For example, n add 5 = 8 is an equation.

Example 1
a) Write an algebraic expression for this statement:
Three more than four times a number

b) Write an equation for this sentence:

A number divided by four is 5.

Solution
a) Three more than four time a number b) A numbd' divided by torn is 5.
Let x represent the number. Let z represent the number.
Then, four times a number is 4x. z divided by four is : z over 4
Three more than 4x is: The equation is: z over 4 = 5
4x add 3 or 3 add 4x

1. Write an algebraic expression for each statement.

a) a number multiplied by seven
b) six less than a number
c) five more than three times a number
d) three less than five times a number

2. Write an equation for each sentence.

a) A number divided by seven is 6.
b) The sum of eight and a number is 17.
c) Five more than two times a number is 11.

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Evaluating Expressions
To evaluate an algebraic expression for a particular value of the variable,
replace the variable with a number. Then, find the value of the expression.
The number we substitute can be a fraction or an integer.

Example 2
Evaluate the expression 2x add 3y add 4z for x = negative 1, y = 1 third, and z = 1 half

Solution
2x add 3y add 4z
Substitute: x = negative1, y = 1 third, and z = 1 half
2x add 3y add 4z = 2( negative 1) add 3(1 third) add 4(1 half)
= 2 multiplied by ( negative 1) add 3 multiplied by 1 third add 4 multiplied by 1 half Multiply first.
= negative 2 add 1 add 2 Then add.
= negative 2 add 3
= 1

3. Evaluate each expression.

a) 3 add x for x = 1 half b) 3 minus x for x = negative 2 c) 3x for x = 1 quarter

4. Evaluate each expressum for p = 2 thirds and q = 1 quarter.

a) p add q c) p
b) p minus q
q
5. Evaluate each expression for m = 2 fifths and n = 1 half.
a) 2m add n b) 2n add m c) 2m add 2n
d) 2m minus n e) 2n minus f) 2n minus
m 2m
g) m n h) 2 m ni) 1 half m n

6. Evaluate each expressum in question 5 for m = negative 3 and n = negative 6.

7. Evaluate each expression.

a) 3x minus 2y add 4z, when x = 3 quarter, y = 1 fifth, z = 5 quarter
b) 3x add 5y minus 3z, when x = 5 quarter, y = 1 sixths, z = 2 thirds
c) 3x add 3y minus 2z, when x = 1 fifth, y = 4 thirds, z = 1 fifteenth

8. Evaluate each expression in question 7 for x = 2, y = negative 4, and z = negative 1.

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 Number Properties

Recall how you used a diagram to multiply: 4 multiplied by 37

This diagram shows:

4 multiplied by 37 = 4 multiplied by (30 add 7)
= 4 multiplied by 30 add 4 multiplied by 7
= 120 add 28
= 148

Work with a partner. Use 0.5-cm grid paper if it helps.

Draw a diagram to illustrate 5 multiplied by 28.
What is the product?
5(n add 8) means Draw a diagram to illustrate 5(n add 8).
5 multipliedby (n add 8). What is the product?
Draw a diagram to illustrate 5(n add m).
What is the product?
Draw a diagram to illustrate d(n add m).
What is the product?

Reflect & Share

Compare your diagrams and products with
another pair of classmates.
What patterns do you see in the products?
How can you use the patterns to write d(n add m) without brackets?

When we use symbols to represent numbers,

the following properties are still true.

Adding 0
Adding 0 does not change the number.
4 add 0 = 4 and n add 0 = n
0 add135 = 135 and 0 add n = n

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 Multiplying by 1
When 1 is a factor, the product is always the other factor.
1 multiplied by 11 = 11 and 1 multiplied by n = n
256 multiplied by 1 = 256 and n multiplied by 1 = n

Multiplying by 0
When 0 is a factor, the product is always 0.
15 multiplied by 0 = 0 and n multiplied by 0 = 0
0 multiplied by 137 = 0 and 0 multiplied by n = 0

Order of addition and multiplication

When you add, the order does not matter.
9 add 4 = 13 and 4 add 9 = 13 a add b = b add a
When you multiply, the order does not matter.
6 multiplied by 8 = 48 and 8 multiplied by 6 = 48 ab = ba

Distributive Property
We will investigate a(b add c) and ab add ac for different values
of a, b, and c.
Recall that a(b add c) means a multiplied by (b add c), ab means a multiplied by b,
and ac means a multiplied by c.

We can illustrate
this property with
a diagram.

The numbers in these columns are the same.

This table illustrates the distributive property of multiplication:
a(b add c) = ab add ac
That is, the product of a(b add c) is the same as the sum ab add ac.

Example
Use the distributive property to write each expression
as a sum of terms.
a) 7(c add 2) b) 2(2a add 3b add 4)

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 Solution a) 7(c add 2) = 7(c) add 7(2)
= 7c + 14

b) 2(2a add 3b add 4) = 2(2a) add 2(3b) add 2(4)

a
= 4 \add 6b add 8

In the Example, when we use the distributive property, we expand.

1. Draw a rectangle to show that 5(x add 2) and 5x add 10

are equivalent.

2. Expand.
a) 2(x add 10) b) 5(x add c) 10(x
1) add 2)
d) 6 (12e) add f)6y)
8 (8 add5 (7y add 6)
9y)

Calculator Skills 3. Write two formulas for the

perimeter, P, of a rectangle.
Instead of multiplying a Explain how the formulas
number by 43.2, a student
illustrate the distributive property.
divided it by 43.2.
The student got the answer 4. Explain how you know hb = bh.
35. What should the answer Use an example to justify your answer.
have been?
5. Expand.
a) 5(2x add 2y add 2) b) 4(3x add 5y add 1) c) 8(7x add 3y add 2)

6. Assessment Focus Which expressions in each pair are

equivalent? Explain your reasoning.
a) 2x add 20 and 2(x add 20) b ) 3x add 7 and 10x
c) 6 add 2f and 2(t add 3) d ) 9 add x and x add 9

What is the distributive property?

Include a diagram with your explanation.

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10.2 Describing Number Patterns

Work with a partner.

You will need grid paper.
Charla has juvenile diabetes.
She needs five injections of insulin per day.
Each needle can be used only once.
Charla wants to go to camp.
She must take all her needles with her;
She must always have at least
6 extra needles available.
Copy and complete this table.
Find the number of needles Charla
needs to take with her for up to 6 days.
Graph the data.
Write an algebraic expression for the number of needles required
for any number of days.
Use the expression to find the number of needles required for
7 days, 14 days, and 30 days.

Reflect & Share

Compare your results with those of another pair of classmates.
Work together to explain how the table, the graph, and the
expression are related.

We can use a table, a graph, and algebra to describe and

extend a number pattern.
Look at the pattern: 1, 3, 5, 7, ...
To find the 20th term, use one of these three methods.
Make a table, then extend the table to find the 20th term.
The term value increases by 2 each time.
The pattern rule is: Start at 1. Add 2 each time.
From the table on the next page, the 20th term is 39.

423
 Graph the pattern, then
extend the graph to find
the 20th term.
The points lie on a
straight line.
To get from one point
to another,
move 1 unit right
and 2 units up.

Use a ruler to draw a broken line through the points to show

the trend.
Extend the broken line to the right to find that the 20th term is 39.

The term values are consecutive odd numbers: 1, 3, 5, 7, 9,...

The algebraic expression 2n produces even numbers,
when we substitute n = 1, 2, 3, 4,...
That is, 2(1) = 2
2(2) = 4
2(3) = 6
2(4) = 8, and so on
Each odd number is 1 less than the following even number.
So, the expression 2n - 1 produces odd numbers,
when we substitute n = 1, 2, 3, 4, ...
That is, 2(1) minus 1 = 2 minus 1 = 1
2(2) minus 1 = 4 minus 1 = 3
2(3) minus 1 = 6 minus 1 = 5
2(4) minus 1 = 8 minus 1 = 7
This table shows how the term value relates to the term number.

In each case, the term

value is equal to:
The term number
multiplied by 2, then
subtract 1

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 Let t represent the term number.
The natural numbers Then an expression for the term value is 2t minus 1,
are the counting where t is any natural number.
numbers: 1, 2, 3,...
To check that the expression for the term value is correct,
substitute a number for t.
Substitute t = 2.
2t minus 1 = 2 multiplied by 2 minus 1
= 4 minus 1
= 3
So, the 2nd term is 3, which matches the 2nd term
in the pattern given.

This method allows us to find the value of any term in the pattern.
For example, the 20th term has value: 2(20) minus 1 = 39

Example
Here is a number pattern.
8,12,16, 20,...
a) Complete a table for the first 5 terms of this pattern.
Extend the table to find the 10th term.
Describe the pattern.
Write a pattern rule.
b) Graph the pattern.
c) Write an expression for the nth term.
d) Use the expression in part c to verify the 10th term.

Solution a) 8,12,16, 20,...

The pattern begins with 8.
To get the next term, add 4 each time.
The pattern rule is: Start at 8. Add 4 each time.
Extend the table to find the 10th term is 44.

b) Graph the pattern.

The points lie on a straight line.
Use a ruler to draw a broken line through the
points to show the trend.

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 c) Find a pattern rule that relates the term value
to the term number.
Each term is 4 more than the previous term.
Look for patterns that involve multiples of 4.

In each case, the term

value is equal to:
Four more than
four times the
term number

To write an expression for the nth term, let n represent any term
number. Then, the nth term is: 4n add 4

d) To find the 10th term, substitute n = 10 into 4n add 4.

4n add 4 = 4(10) add 4
= 44
The 10th term is 44. This verifies the value in the table in part a.

1. Substitute n = 1, 2, 3, 4, 5, and 6 to generate a number pattern.

Describe each pattern, then write a pattern rule.
a) 2n add 1 b) 3n minus 1 c) 2n add 2 d) 4n minus 2

2. For each number pattern, write an expression for the nth term.

426
 3. For each number pattern below:
i) Describe the pattern. Write the pattern rule.
ii) Use a table to find the 12-th term.
iii) Write an expression for the nth term.
iv) Use the expression to find the 100th term.
a) 1,2, 3,4, 5,... b) 2,3,4,5,6, ...
c) 3, 4, 5, 6, 7, ... d) 4,5,6,7,8, ...

4. For each number pattern below:

i) Write a pattern rule. Justify your rule.
Number Strategies ii) Graph the pattern. Use the graph to find the 9th term.
iii) Write an expression for the nth term.
The product of two iv) Use the expression to find the 60th term.
fractions is 1 half a) 2,4,6, 8,10,,.. b) 6,9, 12,15,18,...
Find four different pairs of c) 3, 7, 11, 15, 19, ... d) 10, 15, 20, 25, 30, ...
fractions that have a
product of 1 half 5. Here are two number patterns.
1, 4, 9, 16, 25, ... 4, 8, 16, 32, 64, ...
Does the number 512 appear in either pattern? Both patterns?
Justify your answer.

6. Assessment Focus Here is the beginning of a number pattern.

10, 20,...
a) Extend the pattern in two different ways.
b) Describe each pattern. Write a pattern rule for each.
c) Write an expression for the nth term for one pattern.
d) Can you write an expression for the nth term of the other
pattern? Explain.

7. For each number pattern below:

i) Write a pattern rule. Justify your rule.
ii) Find the 15th term.
iii) Write an expression for the nth term.
iv) Use the expression to find the 30th term.

Name three ways to describe and extend a number pattern.

Which way is the most efficient? Explain.

427
 10.3 Describing Geometric Patterns

Work in a group.
Here is a pattern with squares.

The pattern continues.

Find the perimeter of each frame.
What pattern do you see in the perimeters?
Use a table to show the pattern.
Graph the pattern.
Write a rule for the pattern.
Use a variable.
Write an algebraic expression you could use to find
the perimeter of any frame.
Use the expression to find the perimeters of Frame 5, Frame 10,
and Frame 100.

Reflect & Share

Share your algebraic expression with that of another group.
Are the expressions the same?
If not, how can you check if either expression is correct?
Could both expressions be correct? Explain.

We can use algebra to describe and extend a geometric pattern.

Here is a pattern of equilateral triangles drawn on isometric paper.

428
This table shows the perimeter of each frame.

The pattern rule for the perimeters is:

Start at 3. Add 3 each time.

If we use this pattern rule to find the perimeter of Frame 40,

we would need to know the perimeter of all the frames
from Frame 1 to Frame 39.
Instead, we look for a pattern rule for the perimeter
in terms of the frame number.
The perimeters are multiples of 3, so write each perimeter as a
product, with one factor of 3.

In each case, the perimeter is equal to 3 times the frame number.

We can use this pattern to find the perimeter of Frame 40:
3 multiplied by 40 = 120
The perimeter of Frame 40 is 120 units.
We write the pattern using algebra.
Let f represent the frame number.
Then, an algebraic expression for the perimeter of Frame f is: 3f
f is any natural number.

429
 To check that the expression is correct, substitute a number for f.
Substitute f = 4.
3f = 3(4)
= 12
So, Frame 4 has perimeter 12 units.
This is verified by the table on page 429.

Example
Picture frames are decorated with square tiles in the pattern shown.
Each tile has side length 1 cm.
The pattern continues.

a) Find the area of the picture in each frame.

What pattern do you see in the areas?
b) Graph the pattern in part a.
How does the graph illustrate the pattern?
c) Use a variable.
Write an algebraic expression for the area of the
picture in any frame.
d) Use the expression in part c.
Find the area of the picture in Frame 99.

Solution a) Each picture is a rectangle.

Its area is length multiplied by width.
Write the areas in a table.

The areas are multiples of 3.

The pattern rule is:
Start at 6. Add 3 each time.

b) The graph starts at (1,6).

To get the next point each time,
move 1 right and 3 up.
Moving 1 right is the increase
in the frame number.
Moving 3 up is the increase in the area.

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c) For an algebraic expression, look at each area in terms
of the frame number.
Adding 3 each time indicates a pattern where
the term number is multiplied by 3.
So, multiply each term number by 3 and find out what
needs to be added each time to get the area.

Each area is: 3 times the frame number, then add 3

Use the variable n.
An algebraic expression for the area of the picture in Frame n is:
3 times n, then add 3
This is written: 3n add 3

d) For the area of the picture in Frame 99,

substitute n = 99 in 3n add 3.
3n add 3 = 3(99) add 3
= 297 add 3
= 300
The picture in Frame 99 has area 300 cmtohepowerof2.

1. Use the pattern of frames in the Example.

Each frame has the same height of 5 cm.
a) Find the length of each frame.
Make a table.
What patterns do you see in the lengths?
b) Graph the pattern.
How does the graph illustrate the pattern?
c) Write an algebraic expression for the length of the nth frame.
d) Use the expression in part c.
Find the length of Frame 50.

431
 2. Here is a pattern of triangles made with congruent toothpicks.

The pattern continues.

a) Find the number of toothpicks in each frame.
What patterns do you see?
b) Graph the data in part a.
c) Write an algebraic expression for the number of toothpicks
in the nth frame.
d) Find the number of toothpicks in Frame 45.

3. Here is a pattern of squares.

Each square has side length 1 cm.

The pattern continues.
a) Find the perimeter of each frame. Make a table.
What pattern do you see in the perimeters?
b) Graph the pattern. Explain how the graph illustrates the pattern.
c) Write an algebraic expression for the perimeter
of the nth frame.
d) Find the perimeter of Frame 75.

4. Here is a pattern made from congruent square tiles.

Each tile has side length 1 cm.
The pattern continues.

a) Find the area of each frame.

What patterns do you see in the areas?
b) Use a pattern to find the area of Frame 8.
c) Write an algebraic expression for the area of the nth frame.
d) Which frame has an area of 625 cmtohepowerof2? Justify your answer.

432
 5. Hexagonal tables are arranged as shown below.
One person sits at each side of a table.
Number Strategies
The pattern continues.

The six-digit number

63_ 751 is divisible by 9.
Which digit can go in the
thousands place?
How many answers can a) How many people can sit at the tables in each frame?
you find? What pattern do you see in the number of people?
b) How many people can sit at the tables in Frame 9?
c) Explain how you could find the number of people who could
be seated at any table arrangement in this pattern.

6. Assessment Focus Use grid paper.

Recall that a growing a) Draw the first four frames of a growing pattern.
pattern is a pattern b) Describe the patterns in the frames.
that grows in a
c) Describe or draw Frame 5, Frame 10, and Frame 100.
predictable way.
d) Choose one aspect of your pattern;
for example, area, perimeter, and so on.
Write an algebraic expression for the nth frame
of your pattern.

7. Bryn has a sheet of paper. He cuts the paper in half to produce

two pieces. Bryn places one piece on top of the other. He then cuts
these pieces in half. The pattern continues. The table shows some
of the results.

a) Copy and complete this table.

b) What patterns do you see in the number of pieces?
c) Use a pattern to find the number of pieces after 15 cuts.
d) Write an algebraic expression for the number of pieces
after n cuts.

Explain the meaning of the term “nth frame.”

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Mid-Unit Review

1. Write two expressions for the area a) Make a table to show the number
of the shaded rectangle. of leads in the pencil case for up
to 7 pencils.
Describe the pattern.
Write a pattern rule.
b) Graph the data in the table.
2. Draw a rectangle to show that: c) Write an algebraic expression for
6(3 add a) = 18 add 6a the number of leads in the pencil
case for any number of pencils.
3. Expand.
d) Use the expression in part c to
a) 3(x add 11)
find the number of leads in the
b) 5(12 add y)
pencil case for 21 pencils.
c) 4(x add 5y add 9)
d) 8(5x add 2y add 3) 6. Here is a pattern made with
congruent square tiles.
4. For each number pattern below:
a) Use a table to find the 8th term.
Describe the pattern.
Write a pattern rule.
b) Graph the pattern. Use the graph
to find the 12th term. a) Count the number of tiles in
c) Write an expression for each frame.
the nth term. What pattern do you see?
d) Use the expression to find b) Make a table to show the pattern.
the 40 th term. c) Graph the pattern.
i) 17,13,19,25,... d) Write an algebraic expression
ii) 2, 7, 12, 17, 22, ... for the number of tiles in
iii) 4, 7,10,13,16,... the nth frame.
e) Use the expression in part d
5. Laurel buys a box of mechanical to find the number of tiles
pencils, and a tube of 8 refill leads. in Frame 30.
Each pencil contains 3 leads. f) Will any frame have each number
Laurel puts the tube of refill leads of tiles?
into her pencil case, then adds one i) 31 ii) 32 iii) 33
pencil at a time. How do you know?

434
10.4 Solving Equations with Algebra Tiles

Recall that one red unit tile and one yellow unit tile
combine to model 0.
These two unit tiles form a zero pair.

The yellow variable tile represents x.

The opposite of x is negative x.
So, the red variable tile represents negative x.
One red variable tile and one yellow variable tile
also combine to model 0.
These two variable tiles form a zero pair.

Work with a partner.

You will need algebra tiles.

For the equation: 2x = 9 minus x

• Interpret the equation in words.
• Use algebra tiles to solve the equation.
• Sketch the tiles you used.

Repeat the activity for this equation: 2 minus 3x = 2x minus 8

Reflect & Share

Compare the solutions for the equations with those of
another pair of classmates.
What strategies did you use to solve the equations?
How did you use zero pairs?

Recall how we used algebra tiles to solve equations in Unit 1.

Remember that to keep the balance of an equation, what you do to
one side you must also do to the other side.

To solve the equation 3x minus 8 = minus x,

isolate the variable tiles on one side of the equation.

435
 On the left side, put algebra On the right side, put algebra
tiles to represent 3x minus 8. tiles to represent minus x.

To isolate the x-tiles on the To keep the balance, add 8 yellow

left side, add 8 yellow unit tiles to this side, too.
unit tiles to make zero pairs.

To isolate the unit tiles on the right side,

add 1 yellow x-tile to each side.

There are 4 x-tiles. So, arrange the unit tiles into 4 equal groups,

The tiles above show the solution x = 2.

When you solve an equation, you should always verify the solution.
To do this, substitute the solution into the equation to check that it
satisfies the equation. Substitute x = 2 into 3x minus 8 = negative x.
Left side = 3x minus 8 Right side = negative x
= 3(2) minus 8 = negative 2
= 6 minus 8
= negative 2
Since the left side equals the right side, x = 2 is correct.

436
Example
a) Use algebra tiles to solve the equation 2x add 3 = 4x minus 3.
b) Verify the solution.
c) Interpret the equation in words.

Solution a) 2x add 3 = 4x minus 3

Isolate the x-tiles on the left side.

Add 3 red unit tiles to each side.

Isolate the unit tiles on the right side.

Add 4 red x-tiles to each side.

There are 2 x-tiles. So, arrange the unit tiles into 2 equal groups.

The tiles show that one red x-tile equals 3 red unit tiles.
Flip the tiles on each side.
One yellow x-tile equals 3 yellow unit tiles.
So, x = 3

b) To verify the solution, substitute x = 3 into 2x add 3 = 4x minus 3.

Left side = 2x add 3 Right side = 4x minus 3
= 2(3) add 3 = 4(3) minus 3
= 6 add 3 = 12 minus 3
=9 =9
Since the left side equals the right side, x = 3 is correct.

437
 c) 2x add 3 = 4x minus 3
This means: two times a number plus three is equal to
four times the number minus three.

The Example shows what you do if you end up with

red variable tiles.
Flip the tiles on both sides of the equation.

1. Interpret each equation in words.

Then use algebra tiles to solve the equation.
a) 2x= x add 5 b) 3x minus 2 = x
c) 7x minus 9 = 4x d) 6 minus x = 2x

2. Use algebra tiles to solve each equation.

a) 7 minus 3x = negative 4x add 13 b) 4x add 3 = 2x add 7
c)3x minus 4 = x add 2 d)5 minus x = 7 minus 2x

Calculator Skills 3. a) Interpret each equation in words.

b) Use algebra tiles to solve each equation.
c) Verify each solution.
The Rowan family rented a
car for 3 days. The family i) 2x add 2 = 3x minus 5
paid $45.00 per day plus ii) 5x minus 6 = 8 minus 2x
$0.35 per km. The family iii) 3x minus 13 = x minus 7
travelled 327 km. How
much did it cost to rent 4. One less than two times a number is equal to
the car, before taxes? three more than the number.
Let x represent the number.
Then, an equation is: 2x minus 1 = x add 3
Use algebra tiles to solve the equation. What is the number?

5. Five times a number is equal to

two more than three times the number.
Let n represent the number.
Then, an equation is: 5n = 2 add 3n
a) Use algebra tiles to solve the equation. What is the number?
b) Verify your solution.

438
6. The sum of a number and three more than the number is 23.
Let t represent the number.
Then, an equation is: t add t add 3 = 23
a) Use algebra tiles to solve the equation. What is the number?
b) Verify your solution.

7. Assessment Focus Two times the edge length

of a cube is 6 cm longer than the edge length.
Let l centimetres represent the edge length of the cube.
An equation for the edge length is: 2l = 6 add l
a) Use algebra tiles to solve the equation.
What is the edge length of the cube?
b) Verify the solution.
c) What are the surface area and the volume of the cube?

8. The sum of three consecutive numbers is 63.

a) Write an equation you could use to solve this problem.
b) Solve the equation. What are the numbers?
c) Verify your solution.

9. Solve these equations. Verify your solutions.

a) 7x add 4 = 3x minus 8 b) 3 minus 2x = 13 add 3x

Science
Pressure is force per unit area.
Pressure is measured in pascals (Pa).
A formula for pressure is:
Pressure = force over area
When we know the pressure in pascals and the area
in square metres, we can solve this formula to find
the force in newtons (N).

Explain how you can use algebra tiles to solve an equation

with variables on both sides of the equal sign.
Include an example in your explanation.

439
 10.5 Solving Equations Algebraically

Work with a partner. Solve this problem.

My mother’s age is 4 more than 2 times my brother’s age.
My mother is 46 years old.
How old is my brother?

Reflect & Share

Discuss the strategies you used for finding the brother’s age
with those of another pair of classmates.
Did you use an equation?
If not, how could you represent this problem with an equation?

In Unit 1, you learned how to solve equations algebraically;

All the equations in Unit 1 had solutions that were whole numbers.
We use the same method to solve an equation where the solution
is a fraction or a decimal.

Example 1
Three more than two times a number is 4. What is the number?
a) Write an equation to represent this problem.
b) Solve the equation.
c) Verify the solution.

Solution a) Let the number be n.

Then, two times the number is: 2n
And, three more than two times the number is: 3 add 2n
The equation is 3 add 2n = 4

b) 3 add 2n = 4
Using the inverse 3 add 2n minus 3 = 4 minus 3 To isolate 2n, subtract 3 from each side.
operation here is 2n = 1
the same as using 2n over 2 = 1 half Divide each side by 2.
zero pairs.
n =1half
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 c) To verify the solution, substitute n = 1 half into 3 add 2n = 4.
Left side =3 add 2n Right side = 4
= 3 add 2 (1 half)
= 3 add 1
=4
Since the left side equals the right side, n = 1 half is correct.
The number is 1 half.

In Example 1, we could write the solution n = 1 half as a decimal,

n = 0.5.
However, some fractions, such as y, are repeating decimals.
Do not convert a fraction of this type to a decimal.

We can use an equation to solve problems related to number

patterns.
When we know the nth term and the term value,
we can solve an equation to find the term number.

Example 2
The nth term of a number pattern is 5n minus 2.
What is the term number when the term value is 348?

So|ution The nth term is 5n minus 2.

The term value of an unknown term number is 348.
Write the equation: 5n minus 2 = 348
Solve this equation for n.
5n minus 2 = 348
5n minus 2 add 2 = 348 add 2 To isolate 5n, add 2 to each side.
5n = 350
5n over 5 = 350 over 5 Divide each side by 5.
n = 70
The 70th term has value 348.

In Example 2, the equation could have been solved by inspection:

5n minus 2 = 348
Think: what do you subtract 2 from to get 348?
Answer: you subtract 2 from 350.
Think: what do you multiply 5 by to get 350?
Answer: you multiply 5 by 70.
So, n = 70
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 The equation could also have been solved by systematic trial:
5n minus 2 = 348
Use a calculator to substitute different numbers for n
until the left side of the equation equals 348.

In Example 2, there is only one value of n that makes the equation

true. If n = 69, or if n = 71, or if n equals any number
other than 70, the equation is not true.

Use algebra, systematic trial, or inspection to solve an equation.

1. Solve each equation.

a) 2x = 3 b) 3x = 2 c) 4x = 6 d) 5x = 12

2. Solve each equation. Verify the solution.

a) 2x minus 1 = 5 b) 7 = 1 add 3n
c) 10 = 4a minus 1 d) 5 add 2m = 6

3. Write, then solve, an equation to answer each question.

Verify the solution.
a) Ten more than three times a number is 25.
What is the number?
b) Ten less than three times a number is 25.
What is the number?
c) Twenty-five subtracted from one-half a number is 10.
What is the number?
d) One-half of a number is subtracted from 25.
The answer is 10.
What is the number?

4. Navid has $72 in her savings account.

Each week she saves $24.
When will Navid have a total savings of $288?
a) Write an equation you can use to solve the problem.
b) Solve the equation.
When will Navid have $288 in her savings account?
c) How can you check the answer?

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 5. Assessment Focus The Grade 8 students had an end-of-the-
year dance. The disc jockey they hired charged a flat rate of $85
plus $2 for each student who attended the dance. The disc
jockey was paid $197. How many students attended the dance?
a) Write an equation you can use to solve the problem.
b) Solve your equation. Verify the solution.

6. The nth term of a number pattern is 4n minus 3.

a) What is the term value for each term?
i) the 10th term ii) the 20th term
b) What is the term number for each term value?
i) 53 ii) 97

7. The nth term of a number pattern is 9n add 1.

Calculator Skills What is the term number for each term value?
a) 154 b) 118 c) 244

The area of a square 8. Use this information:

is 225 mtohepowerof2. Water flows into a bathtub at a rate of 15 L/min.
Calculate the length of a) Write a problem that can be solved using an equation.
a diagonal of
b) Write, then solve, the equation.
the square to the
nearest centimetre. 9. Use this information:
Boat rental: $300 Fishing rod rental: $20
a) Write a problem that can be solved using an equation.
b) Write the equation, then solve the problem.
c) How could you have solved the problem without writing
an equation? Explain.

10. Two more than the square of a number is 123.

What is the number?
a) Write an equation you could use to find the number.
b) Solve the equation. What is the number?
c) Verify the solution.

Choose one of the word problems in this section.

Explain the steps you used to write the equation,
then to solve the equation.

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 Writing a Journal

A journal is a place to record ideas, observations,

illustrations, and responses.
The responses to Reflect in each lesson
are often recorded in a journal.
Here are some ideas for other items to include.

Comment on thoughts and feelings, successes and challenges:

- I worked well in the group today because...
- I could improve my skills with integer operations by ...

Explain key math ideas, formulas, and words:

- Write the word followed by a definition, picture, and example.
Here is an example for Unit 3.

Write the steps you would use to do a math task:

- The steps I would follow to draw a circle graph...

Create a math problem that uses the ideas from the

lesson or unit:
- Create a problem you could use an equation to solve.

Make a list of examples of a math topic.

Use headings to organize the list:
- List the different types of problems
that involve percents.
- Draw different kinds of polygons with
the same attributes.
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Explain or justify a solution, pattern, or
choice of strategy:
- This solution makes sense because...
- I chose to make a model because ...

Explain how you could apply the math:

- Who would need to calculate the
area of a circle? Why?
- How does the media use charts and graphs when
they want to persuade?
- Math was in the news today...

Summarize what you learned:

- The main ideas I learned today (this week) are...
- Draw a concept map to show the key ideas today (this week).
Here is a concept map for 10, Lesson 10.1.

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Health Care Professionals
In the 16th century; a person who needed medical attention often
went to the local hair-cutting shop for treatment. The patient would
be seen by a barber-surgeon, someone who was not only skilled at
cutting hair, but also trained to cut into the human body; In fact, a
surgeon was often nicknamed “sawbones.” The tool most often used
by a barber-surgeon was a leech!

Today, hospitals and emergency rooms are staffed with medical experts.
From the paramedic who may treat the patient on the way to the
hospital, to the nurse in the recovery ward, everyone has extensive
training. Mathematics is an important part of this training.

Suppose a doctor prescribes a patient 30 mg of a certain drug. The

medicine is in a bottle, with 150 mg of the drug diluted in 20 mL of
liquid. How many millilitres of the medicine must the nurse
give the patient? The nurse must be precise because too much or too
little of the drug could harm or even kill the patient. The nurse uses
this equation to determine the dosage, in millilitres:

The correct dose is 4 mL.

Calculating dosages for

children is often based on
their body mass, and the
dosage will be a fraction
of a typical adult dose.
Unit Review
What Do I Need to Know?

Distributive Property
The product of a number and the sum of two
numbers can be written as a sum of two products:
a(b add c) = ab add ac

I The nth Term of a Number Pattern

• The nth term can be used to find the term value
of any term in a pattern.
For example, for the pattern with nth term 3n add 2,
the 9th term is: 3(9) add 2 = 29
• The nth term can also be used to find the term number
when the term value is known.
For example, for the pattern with nth term 3n add 2,
to find the term number with the term value 23,
solve the equation 3n add 2 = 23, to get n = 7.
The 7th term has value 23.

What Should I Be Able to Do? For extra practice, go to page 497.

1. Expand. 3. For each number pattern below:

a) 6(x add 9) a) Write a pattern rule.
b) 3(11 add 4x) Justify your rule.
c) 5(7x add 6y add 5) b) Graph the pattern. Use the
d) 4(3a add 5b add 7c) graph to find the 7th term.
c) Write an expression for
2. For each algebraic expression,
the nth term.
substitute n = 1, 2, 3, 4, and 5
d) Find the 70th term.
to generate a number pattern.
i) 8,12, 16,20,24,...
Describe each pattern,
ii) 5, 7, 9,11,13, ...
then write a pattern rule.
a) 3n add 5 b) 5n add 15

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 4. Here is a pattern drawn on a) Use algebra tiles to solve the
isometric dot paper. equation.
What is the number?
b) Verify your solution.

7. Solve each equation.

Verify the solution.
a) 3x add 2 = 4
b) 4x = 10
c) 11 = 3x add 1
The distance between two adjacent
d) 4x minus 7 = x add 1
dots is 1 unit.
The pattern continues. 8. The schools sports teams hold a
a) Find the perimeter of each banquet. The teams are charged
frame. What pattern do you $125 for the rental of the hall,
see in the perimeters? plus $12 for each meal served.
b) Use a pattern to find the The total bill was $545. How many
perimeter of Frame 9. people attended the banquet?
c) Write an expression for the a) Write an equation you could
perimeter of the nth frame. use to solve the problem.
d) Find the perimeter of Frame 50. b) Solve your equation.
c) Verify the solution.
5. Interpret each equation in words.
Then use algebra tiles to solve 9. The nth term of a number pattern
the equation. is 4 n minus 1.
Verify each solution. a) Write the first 5 terms of the
a) 12 minus x = pattern.
b) 4x minus 7 = 2x add 3 b) Which term number has each
c) 3x minus 8 = x term value?
d) 3 minus 7x = 7 minus 9x i) 79 ii) 139 iii) 395

6. Five less than two times a 10. a) Write expression for the nth
number is equal to one less term of this number pattern:
than the number. 7,13,19, 25,...
Let n represent the number. b) Use the expression in part a.
Then, an equation is: Which term number has each
2n minus 5 = n minus 1 term value?
i) 151 i)) 307 ii)) 433

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Practice Test
1. Interpret each equation in words.
Solve the equation.
Verify the solution.
a) x add 5 = 3x minus 9
b) 2x minus 5 = 10

2. Whoopi saves pennies. She has 10$ in her jar at the start.
Whoopi starts on January 1st. She saves 3$ every day.
a) How many pennies does Whoopi have in the jar on
each of January 1st, 2nd, 3rd, 4th, 5th, and 6th?
Record the results in a table.
What pattern do you see? Write a pattern rule.
b) Write an expression for the nth term.
c) Use the expression to find the 25th term.
d) How could you find how much money Whoopi
saved in January?

3. Anoki is holding a skating party.

The rental of the ice is $75, plus $3 per skater.
a) Write an expression for the cost in dollars for n skaters.
b) Use the expression in part a to find the total cost for
25 skaters.
c) What if Anoki has a budget of $204. Write an equation
you can solve to find how many people can skate.
Solve the equation.

4. Two number patterns have these nth terms.

Pattern A: 6n + 4
Pattern B: 5n - 3
a) Find the 48th term of Pattern A.
b) Use the term value from part a.
Which term number in Pattern B has this term value?
How do you know?

449
Unit Problem Choosing a Cell Phone Plan

Suppose your older sister has bought a cell phone.

She asks for your help to find the best cell phone plan.

Part 1
1.Here are three cell phone plans.
Each plan includes 200 free minutes.

CanTalk: $30.00 per month, plus $0.30 per additional minute

Connected: $35.00 per month, plus $0.25 per additional minute
In-Touch: $40.00 per month, plus $0.20 per additional minute

Copy and complete this table.

2. Which plan would you choose if your sister uses

40 additional minutes per month? 120 additional minutes?
200 additional minutes? Explain.

3. Graph the data in the table.

Use a different colour for each plan.
Join each set of points with a broken line.
Label each line with the name of the plan.
What patterns do you see?
What happens to the lines when the number of additional
minutes is 100?
What does this represent?
Which plan would you choose if your sister uses 100 additional
minutes per month? Explain.

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 Part 2
For each plan, write an expression for the monthly cost of
n additional minutes.
Use each expression to find the total monthly cost for
85 additional minutes for each plan.
Suppose your sister can spend $80 a month on her cell phone.
Convert each money Write an equation you can solve to find how many additional
amount to cents before you minutes she can afford with each plan.
write the equations.
Solve each equation. Explain what each solution means.

Part 3
Write a paragraph to explain what decisions you have made
Your work should about choosing the best cell phone plan.
show:
all tables and graphs,
clearly labelled
the expressions and
equations you wrote,
and how you used
them to solve the
problems
detailed, accurate
calculations
clear explanations of
your solutions and
the patterns you
observed

Explain how patterns, expressions, and equations are used to solve problems.
Include an example in each case.

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