Contemporary Mathematics made Easy

MODULE 1. LINEAR EQUATION

Rationale:
In this unit we give examples of simple linear equations and show you
how these can be solved. In any equation there is an unknown quantity, x say,
that we are trying to find. In a linear equation this unknown quantity will appear
only as a multiple of x, and not as a function of x such as x2, x3, x, sin(x) and so
on. Linear equations occur so frequently in the solution of other problems that a
thorough understanding of them is essential.
Objective: To equip the students of basic understanding of solving linear
equations through conceptual and practical approach.
Learning Outcomes: At the end of this module, the students are expected to:
1. Recognize simple linear equations;
2. Solve simple linear equations;
3. Check that solutions are correct by substitution.
Contents:
1.
2.
3.
4.
5.

Introduction
Solving Equations by collecting terms
Solving equations by removing brackets & collecting terms
Linear equations with fractional coefficients
Another form of linear equation in one variable

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1
3
4
7

1.1 Introduction
In this module, we are going to be looking at simple equations in one
variable, and the equations will be linear - that means there will be no x 2 terms
and no x3s, just xs and numbers. For example, we will see how to solve the
equation 3x + 15 = x + 25.
1.2 Solving Equations by collecting terms
Suppose we wish to solve the equation
3x + 15 = x + 25
The important thing to remember about any equation is that the equals sign
represents a balance. What an equals sign says is that whats on the left-hand
side is exactly the same as whats on the right-hand side. So, if we do anything
to one side of the equation we have to do it to the other side. If we dont, the
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balance is disturbed. Therefore, whatever operation we perform on either side

of the equation, so long as its done in exactly the same way on each side the
balance will be preserved.
Our first step in solving any equation is to attempt to gather all the xs together
and to gather all the numbers together.
From
3x + 15 = x + 25
we can subtract x from each side, because this will remove it entirely from the
right, to give
2x + 15 = 25
We can subtract 15 from each side to give
2x = 10
and finally, by dividing each side by 2 we obtain
x=5
So the solution of the equation is x = 5. This solution should be checked by
substitution into the original equation in order to check that both sides are the
same. If we do this, the left is 3(5) + 15 = 30. The right is 5 + 25 = 30. So the
left equals the right and we have checked that the solution is correct.
Example
Solve the equation 2x + 3 = 6 (2x 3).
Solution
From 2x + 3 = 6 (2x 3) we first remove the brackets on the right to give
2x + 3 = 6 2x + 3
so that
2x + 3 = 9 2x
We are now in the same position as we were in during the first Example. We
need to get the xs
together by adding 2x to each side.
4x + 3 = 9
Now take 3 away from each side:
4x = 6
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so that

x=

6
4

(by dividing both sides by 4)

3
2

When solving simple equations we should always check the solution by taking
our answer and substituting it in the original equation to check that the left- and
right- hand sides are the same.
Substituting x =

1
2

in the left-hand side gives:

3
2( )+3=3+3=6
2

Substituting

x=1

1
2

in the right-hand side gives:

3
6(2 ( )3)=60=6
2

So again, the left- and right- hand sides are equal - weve got that balance, so
we know that weve got the right answer.
Exercises 1.1
1. Solve the following equations.
a) x + 5 = 9

b) 12 x = 7

c) 5x =

3
d) 4x + 10 = 2

e) 5 3x = 4

g) 9 + 5x = 3x + 13

f) 2 + 14x = 30

h) 4 3x = 8 + x

i) 5 +

3(x 1) = 5x 6
1.3 Solving equations by removing brackets & collecting terms
Solve the equation
8(x 3) (6 2x) = 2(x + 2) 5(5 x)
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We begin by multiplying out the brackets, taking care, in particular, with any
minus signs.
8x 24 6 + 2x = 2x + 4 25 + 5x
Each side can be tidied up by collecting the x terms and the numbers together.
10x 30 = 7x 21
Now take 7x from each side, and then add 30 to each side:
3x 30 = 21
3x = 9
x=3
And again you should take the solution (x = 3), substitute it back into the
original equation to check that we have got the correct answer. On the left:
8(x 3) (6 2x) = 8(3 3) (6 2(3)) = 0 0 = 0.
On the right:
2(x + 2) 5(5 x) = 2(3 + 2) 5(5 3) = 10 10 = 0.
So both sides equal zero. The equation balances and so x = 3 is the solution.
Exercises 1.2
1. Solve the following equations.
a) 5(3 x) 2(4 3x) = 11 2(x 1)

b) 6 4(x + 3) =

2(x 1)
c) 5(1 2x) + 2(3 x) = 3(x + 4) + 14
1.3 Linear equations with fractional coefficients
Solve the equation
4 ( x +2 )
5x
=7+
5
13
Solution
In this Example the fractions are the cause of the difficulty. We want to try to
remove them and work with whole numbers. Multiplying both sides by 5 and

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then by 13 will remove the fractions. This is equivalent to multiplying both sides
by the lowest common denominator, which is 5 13 = 65.
4 ( x +2 )
5x
=7+
5
13
65

65

(13)65

4 ( x +2 )
5x
=65 (7+ )
5
13

4 ( x +2 )
5x
=65 7+ 65( )
5
13

4 ( x+2 )
5x
=65 7+(5)65 (
)
(1) 5
(1) 13

52(x + 2) = 455 + 25x

This is a much more familiar form, like the earlier examples. Multiply out the
brackets, collect
together x terms and collect together the numbers.
52 x +104=455=25 x
27 x=351

x=

351
27

13
We should go back and check this solution to make sure it is correct. So lets do
that.
On the left hand side:
4 ( x +2 ) 4 ( 13+2 ) 60
=
= =12
5
5
5

On the right:
7+

( 5 ) ( 13 )
5x
=7+
=7+5=12
13
13

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We see that the left and right sides are equal. So the solution x = 13 is correct.
Example
Solve

x +5 x+ 1 x +3

=
6
9
4

Solution
In this example there are no brackets. The thing you have to remember is that a

division line also acts as a bracket. For example,

x +5
6

means that all of

x+ 5

is divided by 6. So it is helpful to put brackets around these terms.

( x+ 5) ( x +1) (x+ 3)

=
6
9
4
Now we need a common denominator; we need a number into which all of the
individual denominator (6, 9 and 4) will divide exactly. The lowest number into
which they all divide is 36. So lets multiply throughout by 36.
36 (x+ 5) 36(x +1) 36 (x+3)

=
6
9
4
Notice that weve made it quite clear by using the brackets what the 36 is
multiplying. Each term can be simplified by dividing top and bottom by the
common factors.
(6)36 ( x+ 5) ( 4)36( x +1) (9)36( x+3)

=
(1) 6
(1) 9
(1) 4
6 (x+ 5) 4 ( x +1) 9(x +3)

=
1
1
1

from which
6x + 30 - 4x - 4 = 9x + 27
Simplifying the left and right hand sides separately
2x + 26 = 9x + 27
Then take 2x away from each side to give
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26 = 7x + 27
Take 27 away from each side
-1 = 7x
and finally
x=

So, the solution is

x=

1
7

1
7 . This should be checked by substitution into the

original equation as follows:

Substitution of

x=

1
7

into the left-hand side of the original equation we find:

1
1
+5
+1
7
7

6
9

which simplifies as follows:

1+ 35 1+7
7
7

6
9
and further to
34 6 17 2 15 5
= = =
42 63 21 21 21 7
Substitution of

x=

1
7

into the right hand side of the original equation we find

1
1+21 20
+3
7
7
7 20 5
=
= = =
4
4
4 28 7

We see that, with

x=

1
7

both sides are equal and so the solution is correct.

Exercise 1.3
A. Solve the equations.
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a)

x
5+ =7
3

b.

1
x1=5
2

c.

3
1
x2= x +3
4
3
d)

2
x6
4 x=
3
5

e)

x +2 12 x
=
3
5

f.

5 x +1 x 2 2 x+ 4

=
2
6
3
1.4 Another form of linear equation in one variable
In this final section we have a look at some equations which at first sight appear
not to be linear equations. However, with some algebraic manipulation they can
be recast in a more familiar form.
Example
Solve

3 6
=
5 x .

Solution
Again, we need a common denominator. We need a quantity that will be
divisible by 5 and by x.
The obvious choice is 5x. So lets multiply both sides by 5x and simplify.
(1)5 x

3
6
=(5) x 1
( 1) 5
(1) x

And so
3 x=30

Finally x must be equal to 10.

We now look at another way of solving this equation:
3 6
=
5 x
If two fractions are equal, they are also equal if we invert them.
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5 x
=
3 6
This makes it easier still because all we need to do now is multiply by the
common denominator and we can see what the common denominator is. Its
quite clearly 6. Multiply by the common denominator of 6 and simplify the
result.

(2)6

5
x
=( 1 ) 6
(1) 3
(1 ) 6

So that
10=x
from which x=10 as before.

Exercise 1.4
A. Solve the following equations.
a)

6 x+ 2=293 x

c)

3x 2
=
4 5

e)

7
=2
3x

b)

1
4 x1
x+ 4=
3
5

d)

3x 2
=
4 5

3
6
f) x +1 = 5 x 1

Summary: The important thing in dealing with these kinds of equations and
any kind of equations is to remember that the equals sign represents a balance.
What it tells you is that whats on the left-hand side is exactly equal to whats
on the right-hand side. So whatever you do to one side you have to do to the
other side and you must follow the rules of arithmetic when you do it.

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MODULE 2. SYSTEM OF LINEAR EQUATIONS

Rationale:
In the previous module, we discussed linear equations in one variable. In
this module we will expand it to two variables and two equations and its called
system of linear equations. We will show to you different methods of solving
system of linear equation in two variables. This is important to learn because of
its usefulness in real world problems.
Objective: To provide the students of basic concepts and information in dealing
system of linear equation in two variables.
Learning Outcomes: At the end of this module, the students are expected to:
1. Distinguish three cases of finding the solution(s) of system of linear
equations in two variables.
2. Solve the system employing different methods.
3. Solve word problems about system of linear equations.
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Contents:
1.
2.
3.
4.
5.
6.

Introduction
The three cases of finding the solution(s)
Graphical method
Elimination method
Substitution method
Word problems

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2.1 Introduction
In this module we are only limited in solving system of linear equations in two
variables only. In general, it is in the form of
a1 x+b 1 y +c 1=0
a2 x +b 2 y +c 2=0
where

a1 , b1 , c1 , a2 , b2

and

c2

are real numbers; x and y are the

variables/unknowns.
2.2 The three cases of finding the solution(s)
In each equation above has unlimited number of solutions (x,y) corresponding
to the unlimited number of points on the straight line which6 it represents. Our
problem is to find all solutions common to the two equations or the coordinates
of all points common to the two lines. These are the three cases:

Fig. 2.1

Fig. 2.2

Fig. 2.3

(1) The system has one and only one solution; that is, the two lines have one
and only one point in common. The equations are said to be consistent (have
common solutions) and independent. See Fig. 2.1, indicating two distinct
intersecting lines.
(2) The system has an unlimited number of solutions; that is, the two equations
are equivalent of the two lines are coincident. The equations are said to be
consistent and dependent. See Fig. 2.2, indicating that the two equations
represent the same line.
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(3) The system has no solution; that is the two lines are parallel and distinct.
The equations are said to inconsistent. See Fig. 2.3, indicating that the two
equations result in two parallel lines.
2.3 Graphical method
We plot the graphs of the two equations on the same axes and scale off the
coordinates of the point of intersection.
x+ 2 y =5
3 x y=1

Solve the system

First, find the x and y intercepts of both lines.

For

x+ 2 y =5 ,

Let y = 0, so we have

Let x = 0,
(0)+2y=5

x+ 2(0)=5

2 y=5

x+ 0=5

1
1
( 2 y )= 5
2
2

x=5
x-intercept at (5,0)

y=

5
2

5
y-intercept at (0, 2 )

Graph the line

For

x+ 2 y =5 .

3 x y=1 ,

Let y = 0, so we have

Let x = 0,
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3 x(0)=1

3(0) y=1

3 x+ 0=1

0 y=1

3 x=1

y =1

1
1
( 3 x ) = (1 )
3
3

y=1

y-intercept at (0, 1 )

1
x= 0.33
3
1
x-intercept at ( 3

,0)

Graph the second line

3 x y=1

and plot the intersection point between the

two lines.

In the graph above, the intersection point is (1,2). Therefore, the solution of the
system is (1,2) where x = 1 and y=2. We can check if the solution is correct by
substitution.
For

x+ 2 y =5 ,

(1)+2(2)=1+ 4=5
Substitution to the second equation,
3 ( 1 )( 2 )=32=1
After substitution, both of the equations are correct.
Graphical solution gives us a picture of the whole process. However, the defect
of graphical method is that, in general, only approximate solutions are obtained.
Exercise 2.1
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A. Solve the following system using graphical method and identify what type of
lines it represents.
a)

{2 xx ++3y=1
y=0

b)

y=10
{36 x6
x12 y =5

c)

x y=8
{42x2
y=16

2.4 Elimination method

System of linear equations in two variables may be solved algebraically by
eliminating one of the unknowns.
Solve

y =3
{23x
x + y=7

Add the two equations to eliminate y then solve x,

2 x y=3
+ 3 x+ y =7
5 x +0 y=10
5 x=10
1
1
( 5 x )= (10)
5
5
x=2

By substitution of x = 2 to 2x y = 3,
2 (2 ) y=3
4 y =3

4 y + (4 )=3+ (4 )
y =1

y=1
Hence, the solution to the system is (2,1).
We can check if the solution is correct by substitution of x = 2 and y = 1 to the
two equations.
For 2x y = 3,
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2 (2 )( 1 )=41=3
We do the same for 3x + y = 7.
3 ( 2 )+ ( 1 )=6+1=7
Both of the equations are correct after substitution.
The good thing about elimination method is that we can eliminate immediately
one variable and solve for the other variable applying the techniques we
discussed in Module 1. However, there are systems of linear equations on which
both addition and subtraction techniques are not immediately applied to
eliminate one variable.
Solve

y=2
{23x3
x + y=14

In this case, addition to eliminate one variable will not work unless both
equations have similar x terms or y terms. To make them similar in x terms,
we will multiply three (3) to the first equation and two (2) to the second
equation.
(3) ( 2 x3 y =2 ) 6 x9 y=6

( 2 ) ( 3 x + y =14 ) 6 x +2 y=28
The result is a new system after multiplying factors to each equation.
y=6
{66xx9
+2 y=28
We will subtract the two equations.
6 x 9 y=6
6 x +2 y=28
0 x 11 y=22
11 y =22
1
1
(11 y )= (22)
11
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y =2
y=2

Substitution of y = 2 to 2x 3y =2.
2 x 3 (2 )=2
2 x 6=2

2 x 6+6=2+6
2 x =8

1
1
( 2 x ) = (8)
2
2
x=4
Hence, the solution to the system is (4,2).
2.5 Substitution method
Substitution method is also the same with elimination method because the
result after substitution is a one variable linear equation but the process is
different.
Solve the system

y=9
{xy+2=x3

In this case, it is understood that y = x 3. So we can substitute the whole

expression of y in terms of x to the first equation.
x+ 2 ( x3 )=9
x+ 2 ( x ) +2 (3 ) =9
x+ 2 x6=9
3 x6=9

3 x6+6=9+6

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3 x+ 0=15
1
1
(3 x )= (15)
3
3
x=5

Substitution of x = 5 to the second equation.

y=( 5 ) 3
y=2

The solution to the system is (5,2).

Example
Solve the system

y=7
{x22x +5y =1

using substitution method.

Solve x in terms of y for the second equation.

x2 y=1

x2 y+ 2 y =1+2 y
x=1+ 2 y

Substitute

x=1+ 2 y

to the first equation.

2 (1+2 y ) +5 y=7
2+ 4 y +5 y=7
2+ 9 y=7

2+ 9 y+2=7+2
9 y=9

y=1
Substitute

y=1

to

x=1+ 2 y .

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x=1+ 2 ( 1 )=1+2=1
Therefore, the solution to the system is (1,1).
In solving systems of linear equations, the methods above are suggested. But it
can be argued that there is no best method for solving. The best method is the
one that works and suitable to a certain problem.
Exercise 2.2
A. Solve the following systems either of the two methods: elimination or
substitution.
a)

=20
{xx+yy=10

b)

y=3
{2 x3
x y =1

d)

b=32
{75a5
a=b15

e)

y =1
{0.2xx0.3
+ y=20

c)

x y=23
{3y=193
x

2.6 Word Problems

Solving system of linear equations has a wide application on real life problems.
In the field of many aspects such as business, engineering and medicine,
solving linear equations are highly considered. Although in this section, we
consider applications from variety of areas, all are approached with the same
five-step strategy presented here to begin the discussion.
Step by Step: Solving Applications
Step 1: Read the problem carefully to determine the unknown quantities.
Step 2: Choose a variable to represent the unknown.
Step 3: Translate the problem to the language of algebra to form a system of
equations.
Step 4: Solve the system of equations, and answer the question of the original
problem.
Step 5: Verify your solution by returning to the original problem.
Solving a Mixture Problem
A coffee merchant has two types of coffee beans, one selling for P9.00 per kilo
and the other for P15.00 per kilo. The beans are to be mixed to provide 100

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kilos of a mixture selling for P13.50 per kilo. How much of each type of coffee
bean should be used to form 100 kilos of the mixture?
Step 1

The unknowns are the amounts of the two types of beans.

Step 2

We use two variables to represent the two unknowns. Let x be the

amount of P9.00 beans and y the amount of P15.00 beans.

Step 3

We now want to establish a system of two equations. One equation

will be based on the total amount of the mixture, the other on the mixtures
value.
x+ y=100
9 x+ 15 y =135 0

The mixture must weigh 100 kilos.

9x (value of P9.00 beans), 15y (value of P15.00 beans)

and
P1350 (total value)
Step 4 The easy way approach for this system is to multiply the first equation by
-9 and add to second equation to eliminate x.
9 x9 y=900
+ 9 x+15 y =1350
0 x+ 6 y=450
6 y=450
y=75

kilos

By substitution in the first equation, we have

x+ 75=100
x=10075

x=25

kilos

Step 5 To check the result, show that the value of the P9.00 beans, added to the
value of the P15.00 beans, equal the desired value of the mixture.
Solving a Business-based problem
A manufacturer produces a standard model and deluxe model of a television
set. The standard model requires 12 hours of labor to produce, and the deluxe
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model requires 18 hours. The company has 360 hours of labor available per
week. The plants capacity is a total of 25 sets per week. If all available time
and capacity are to be used, how many of each type of set should be produced?
Step 1 The unknowns in this case are the number of standard and deluxe
models that can be produced.
Step 2 Let x be the number of standard models and y the number of deluxe
models.
Step 3 Our system will come from the two given conditions that fix the total
number of sets that can be produced and the total labor hours available.
x+ y=25

Total number of sets

12 x +18 y=360

12x (Labor hours standard sets), 18y (Labor hours deluxe

sets) and
360 (Total labor hours available)
Step 4 Solving the system in Step 3, we have
12 x12 y=300
+ 12 x +18 y=360
0 x +6 y=60
6 y=60
y=10

By substitution in the first equation, we have

x+ 10=25
x=15

Step 5 We leave the check of this result to you.

Solving Investment problem
Jason has investments totaling P8000 in two accounts one savings account
paying 6% interest, and the other paying 9% interest. If the annual interest from
two investments was P600, how much did he have invested at each rate?
Step 1 The unknowns of this problem are the investments for each rate.
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Step 2 Let x be the investment paying 6% and y be the investment paying 9%.
Step 3 Our system will come from the fix amount of investment which is P8000
and the annual interest of P600.
x+ y=8000
0.06 x+ 0.0 9 y=600

Step 4 Solve the system. The easy approach is substitution method.

y=8000x
Substitute it to the second equation.
0.06 x+0.09 ( 8000x )=600
0.06 x+ 7200.09 x=600
0.03 x +720=600

0.03 x=600720
0.03 x=120

x=

120
0.03

x=4000
Substitute it to the first equation.
y=80004000

y=4000
Step 5 The checking of the result is left to you.
Exercise 2.3
A. Solve the following problems employing the five-step approach.
a) One number is 4 less than 3 times another. If the sum of the numbers is 36,
what are the two numbers?

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b) Peanuts, which sell for P4.80 per kilo, and cashews, which sell for P12 per
kilo, are to be mixed to form a 60-kilo mixture selling for P6 per kilo. How much
of each type of nut should be used?
c) A manufacturer produces standard cassette players and compact disc
players. The cassette players require 2 h of electronic assembly and the CD
players 3 h. The cassette players require 4 h of case assembly and the CD
players 2 h. The company has 120 h of electronic assembly time available per
week and 160 h of case assembly time. How many of each type of unit can be
produced each week if all available assembly time is to be used?
d) Suppose a movie theater sold 200 adult and student tickets for a showing
with a revenue of P980. If the adult tickets were P6.50 and the student tickets
were P4.50, how many of each type of ticket were sold?
e) An order of 12 dozen roller-ball pens and 5 dozen ballpoint pens cost P116. A
later order for 8 dozen roller-ball pens and 12 dozen ballpoint pens cost P112.
What was the cost of 1 dozen of each type of pen?

MODULE 4: LINEAR INEQUALITIES

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