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Algebra

This document is a Junior Certificate Programme unit on Algebra from Botswana Open University, detailing the structure and content of Unit 9, which includes lessons on expressions, algebraic fractions, formulae, linear equations, and quadratic equations. It outlines the learning objectives, activities, and self-assessment exercises designed to enhance understanding of algebraic concepts. The unit emphasizes the importance of prior knowledge from previous units and includes acknowledgments for contributors to the material.

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0% found this document useful (0 votes)

6 views78 pages

Algebra

Uploaded by

stuffed2211

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

Botswana Open University

Junior Certificate Programme

Mathematics

Unit 9:Algebra
Acknowledgements

This unit is a product of many people who worked hard to see it ready for use by BOU
learners. BOU wishes to acknowledge contributions from the following.

Programme Development Coordinator

Dikeme Kgamanyane

Writer
Milca Jimbo

Content Editor
Bale Motlotle

Editor
Lobakeng Eric Setabo

Graphic Production
Gaolatlhe Masire

© 2018 BOU
All rights reserved. Reproduction, copying and all forms of transmission are only
in accordance with the national Copyright Laws that are in force.
Please, address correspondences to:
The Vice Chancellor
BOU
Private Bag BO 187
Tel. 3181470/3646000
Fax: 3181473
Gaborone, Botswana
Margin Icons
While working through this course material you will notice the frequent use of
margin icons. These icons serve to “signpost” a particular piece of text, a new task or
change in activity; they have been included to help you to find your way around this
course material.

A complete icon set is shown below. Familiarise yourself with the icons and their
meaning before starting your study.

Learning Objectives References

Glossary Bibliography

Activity Unit Aims

Time
Unit Outcomes

Unit Assessment
Introduction

Self-assessment Exercise Further Reading

Summary
JC: Mathematics Unit 9

Contents
Introduction to Unit 9 i

Lesson 1: Expressions 1
Lesson 2: Algebraic Fractions 18
Lesson 3: Formulae 29
Lesson 4: Linear Equations 45
Lesson 5: Quadratic Equations 65

Answers to Self-assessment Exercises

Self–assessment Exercise 1 70
Self–assessment Exercise 2 71
Self–assessment Exercise 3 72
Self–assessment Exercise 4 73
Self–assessment Exercise 5 73
JC: Mathematics Unit 9

Introduction to Unit 9
Algebra

Introduction

Welcome to Unit 9 of the 3-year Junior Secondary Mathematics Course. Before starting this
unit, make sure that you have completed other units which come before it, that is, Units 1 to
8 as we might refer you back to them somewhere in the unit, especially Unit 5 when we work
on graphs. So it is important to make sure that you have Unit 5 closer to you when you work
on lessons 4 and 5 of this unit.

The unit is on algebra, and it deals mainly with expressions, algebraic fractions and formulae.
Thereafter we will solve some equations. I hope you enjoy the lessons in this unit.

Unit Aims
By the end of this unit you should;
• acquire knowledge in working with variables
• acquire knowledge in expressions
• understand and use formulae
• acquire knowledge on formulae
• solve simultaneous equations
• solve quadratic equations.

Unit Structure
This unit has five lessons and they are as follows;
Lesson 1: Expressions
Lesson 2: Algebraic Fractions
Lesson 3: Formulae
Lesson 4: Linear Equations
Lesson 5: Quadratic Equations

i © 2018 BOU
JC: Mathematics Unit 9

Lesson 1
Expressions

Introduction

Algebra as you may already know is a branch of Mathematics in which letters and symbols
are used to represent quantities. These letters are called unknowns and they can represent
any number. In this unit you are going to work with algebraic expressions. But before we go
further here are some basic facts you need to remember.
• 3y means 3 multiplied by y
• x2 means x multiplied by x
• 6x2 means 6 multiplied by x then multiplied by x again, read as “6 x squared”.
The terms 3y, x2 and 6x2 are called algebraic expressions.

Learning Objectives
At the end of this lesson, you should be able to:
• simplify algebraic expressions
• expand and simplify binomial expressions
• factorise simple and quadratic expressions
• evaluate simple expressions by substitution.

Contents List
1.0 Simplifying expressions by collecting like terms 1
Summary 16
Self-assessment Exercise 1 16

1.0 Simplifying Expressions by Collecting Like

Terms
In the introduction we looked at a few terms. An expression is an addition and/or subtraction
of terms. Here are some examples of expressions containing more than one term
s+t
2x – y
7a + 2b – c
a – 6b + c – d

1 © 2018 BOU
JC: Mathematics Unit 9

Expressions can be long and therefore need to be simplified. Let us look at an example where
we simplify expressions.

Example 1
(a) 3x + 4y + 2x + 2y
Here we can collect like terms. Put the x terms and the y terms together as shown below.
3x + 4y + 2x + 2y = (3x + 2x) + (4y + 2y)
= 5x + 6y
In the next part group the a terms together and the b terms together.
(b) 5a + 3b - 4a – 2b = 5a – 4a + 3b - 2b
= (5a -4a) + (3b – 2b)
=a+b

Activity 1

Simplify the following expressions

(a) x + 2x + 3y – 2x
(b) 4 + 7 + 6x – 5x
(c) 3x – x + 4x – 2x
(d) 7x + 3y – 5x – 6y
(e) 2x + 4y – x – 5y

Answers

2 © 2018 BOU
JC: Mathematics Unit 9

__________________________________________________________________________
(d)_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(e)_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Feedback
You should have obtained the following;
(a) x + 2x + 3y – 2x = x + 2x – 2x + 3y
= 3x - 2x + 3y
= x + 3y
(b) 4 + 7 + 6x – 5x = (4 + 7) + (6x – 5x)
= 11 + x
(c) 3x – x + 4x – 2x = 4x
(d) 7x + 3y – 5x – 6y = (7x – 5x) + (3y – 6y)
= 2x – 3y
(e) 2x + 4y – x – 5y = (2x – x) + (4y – 5y)
=x–y

1.1 Multiplying out expressions and collecting like terms

Some expressions may contain brackets. To simplify them you need to remove brackets by
multiplying out then collect like terms as shown in the example below.
Example 2
(a) 2(a + 2b) = (2 × a) + (2 × 2b)
= 2a + 4b

(b) 3(2x + y) + 2(x + 2y) = (6x + 3y) + (2x + 4y)

= 6x + 2x + 3y + 4y
= 8x + 7y
So 3(2x + y) + 2(x + 2y) = 8x + 7y

(c) 3(x – 5) – 2(4 – 3x) = 3x – 15 – 8 + 6x

= 3x + 6x – 15 – 8
= 9x – 23

3 © 2018 BOU
JC: Mathematics Unit 9

So 3(x – 5) – 2(4 – 3x) = 9x – 23

Try to simplify a few expressions in the activity that follows.

Activity 2

Multiply out and simplify the following expressions

(a) 4(x + 2y)+ 2(x + y)

(b) 2(x – 3) + 3(x + 1)

(c) 5(p + 2q) – 5(p – q)

(d) 4(s + t) – 4(s – t)

(e) x(4x + 3) – x(2 – x)

Answers
(a)_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(b)_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(c)_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(d)_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(e)_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Feedback
You should have obtained the following;
(a) 4(x + 2y) + 2(x + y) = 4x + 8y + 2x + 2y
= (4x + 2x) + (8y + 2y)
= 6x + 10y
(b) 2(x – 3) + 3(x + 1) = 2x – 6 + 3x + 3
= (2x + 3x) – (6 - 3)
= 5x – 3
4 © 2018 BOU
JC: Mathematics Unit 9

(c) 5(p + 2q) – 5(p – q) = 5p + 10q – 5p + 5q

= 5p – 5p + 10q + 5q
= 15q
(d) 4(s + t) – 4(s – t) = 4s + 4t – 4s + 4t
= 4s – 4s + 4t + 4t
= 8t
(e) x(4x + 3) – x(2 – x) = 4x2 + 3x – 2x + x2
= 5x2 + x

1.2 Expand and simplify binomial expressions of the form

(a ± b)2
In this section we are going to multiply out two sets of brackets such as (x + 2) and
(x + 2). Such expressions are called binomials as they are made of two terms.
The process of multiplying out such expressions is called expansion.
(a + b)2 means (a + b) multiplied by itself.
Hence (a + b)2 = (a + b) (a + b)
= a(a + b) + b(a + b) separating the terms of the first bracket and
multiplying each one of them by the second bracket.
= (a × a) + (a × b) + (b × a) + (b × b)
= a2 + ab + ab +b2
= a2 + 2ab + b2
(a – b)2 = (a – b) (a – b)
= a(a – b) – b(a – b)
= (a × a) – (a × b) – (b × a) + (b × b)
= a2- ab – ab + b2
= a2 - 2ab + b2

Let us look at a few examples.

Example 3
(a) (x + 1)2 = (x + 1) (x + 1)
= x(x + 1) + 1(x + 1)
= (x × x) + (x × 1) + (1 × x) + (1 × 1)
= x2 + x + x + 1
= x2 + 2x + 1
(b) (y + 3)2 = (y + 3) (y + 3)

5 © 2018 BOU
JC: Mathematics Unit 9

= y(y + 3) + 3(y + 3)
= y2 + 3y + 3y + 9
= y2 + 6y + 9
(c) (x – 2)2 = (x – 2) (x – 2)
= x(x – 2) – 2(x – 2)
= x2 – 2x – 2x + 4
= x2 – 4x + 4
(d) (2p + 3)2 = (2p + 3) (2p + 3)
= 2p(2p + 3) + 3(2p + 3)
= 4p2 + 6p + 6p + 9
= 4p2 + 12p + 9

Activity 3

Expand and simplify the following:

(a) (x + 1)2

(b) (y – 4)2

(d) (a – b)2

(e) (4x + 1)2

6 © 2018 BOU
JC: Mathematics Unit 9

(e)_______________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________

Feedback
You should have obtained the following;
(a) (x + 1)2 = (x + 1)(x + 1)
= x2 + x + x + 1
= x2 + 2x + 1
(b) (y – 4)2 = (y - 4)(y – 4)
= y2 – 4y – 4y + 16
= y2 – 8y + 16
(c) (p + q)2 = p2 + pq + pq + q2
= p2 + 2pq + q2
= p2 + 2pq + q2
(d) (a – b)2 = a2 – ab – ab + b2
= a2 – 2ab + b2
= a2 – 2ab + b2
(e) 16x2 + 8x + 1

1.3 Factorising expressions

As already learned in Section 1.1, when removing brackets each of the terms inside must be
multiplied by the term outside. The reverse process, of inserting brackets is called factori-
sation. This means taking out the highest common factor of the terms of an expression as
shown in the example below.

Example 4
(a) Factorise 5p + 5y
5p may be written as 5 × p
5y may be written as 5 × y
So 5p + 5y = ( 5 × p) + (5 × y)
What do the two terms 5p and 5y have in common? If you said 5, that is correct. The number
5 is the highest common factor,
Therefore 5p + 5y = 5(p + y).

7 © 2018 BOU
JC: Mathematics Unit 9

(b) Factorise 9x + 12y

9x = 3 × 3× x
12y = 3 × 4 ×y
The common factor is 3
So 9x + 12y = 3(3x + 4y)

(c) Factorise 6x2y – 15xy2

6x2y = 2 × 3× x × x × y
15xy2 = 3 × 5 × x × y × y
The common factors are 3, x and y
So 6x2y – 15xy2 = 3xy(2x – 5y)

(d) Factorise xy + 5x + cy + 5c, in this example there is no common factor in all the
terms but,
x is the common factor for the first 2 terms
c is the common factor for the next 2 terms
xy + 5x + cy + 5c = x(y + 5) + c(y +5)
Now (y + 5) is a common factor so we factorise again
x(y + 5) + c( y + 5) = (y + 5)(x + c)
So xy + 5x + cy +5c = (y + 5)(x + c)

(e) Factorise a2 – 2ab + 6ac – 12bc

a2 – 2ab + 6ac – 12bc = ( a2 – 2ab) + (6ac – 12bc) grouping
= a(a – 2b) + 6c(a – 2b)
= (a – 2b)(a + 6c)
I hope you understand the concept, try the activity below that will help you understand this
much better.

Activity 4

Factorise the following

1. (a) 3x + 15
(b) 30a – 14b
(c) 6xy2 – 12xy
(d) 3ab + 6a2

8 © 2018 BOU
JC: Mathematics Unit 9

2. (a) 3ab + 5a + 3bc + 5c

(b) 3x2 – 7xy + 6xz – 14yz

(c) 2xy + 10x + 3y + 15

1. (a)______________________________________________________________________
__________________________________________________________________________
(b)________________________________________________________________________
___________________________________________________________________________
(c)________________________________________________________________________
___________________________________________________________________________
(d)________________________________________________________________________
___________________________________________________________________________
2. (a)_____________________________________________________________________
_________________________________________________________________________
___________________________________________________________________________
(b)_______________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
(c)_______________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________

Feedback
1. (a) 3x + 15 (3 is a common factor so you take 3 out of the brackets)
= 3(x + 5)
(b) 30a – 14b (2 is a common factor so must be taken outside brackets)
= 2(15a – 7b)
(c) 6xy2 – 12xy
6, x and y are common to both terms so the common factor 6xy. If we take
6xy outside brackets we get
6xy2 – 12xy = 6xy(y – 2)
(d) 3ab + 6a2 (3a is a common factor so must be taken outside brackets)
= 3a(b + 2a)

2. (a) 3ab + 5a + 3bc + 5c (start by grouping the terms)

= (3ab + 5a) + (3bc + 5c) (Take out a common factor in each brackets)

9 © 2018 BOU
JC: Mathematics Unit 9

= a(3b + 5) +c(3b + 5) (Now 3b + 5 is common to both terms so take it out)

= (3b + 5)(a + c)
So the final answer is (3b + 5)(a + c). Do the same for the next two questions and
get the following answers.
(b) (3x – 7y)(x – 2z)
(c) (y + 5)(2x + 3)

1.4 Factorising quadratic expressions

A quadratic expression is an expression of the form ax2 + bx + c where a, b and c are con-
stants (numbers) and the highest power is 2. An example of a quadratic expression is
3x2 + 4x + 6 where, a = 3, b = 4 and c = 6.
Quadratic equations generally have 3 terms, the x2 term, the x term and a constant. In the
above example the x2 term is 3x2, the x term is +4x and the constant is +6.
A quadratic expression may also be written in terms of any letter other than x.
Factorisation as we have learnt earlier is the reverse of expansion.
For example,
(x + 2)(x + 4) = x(x + 4) + 2(x + 4)
= x2 + 4x + 2x + 8
= x2 + 6x + 8
(x + 2) and (x + 4) are factors of x2 + 6x + 8, take note that 2 + 4 = 6 and 2 × 4 = 8
Now let us learn how to factorise such expressions.
Example 5
(a) In factorising x2 + 5x + 6, find two numbers that when you add together you get 5 and
when you multiply them you get 6.
In the expression x2 + 5x + 6,
• 5 is the sum of the two numbers and
• 6 is the product of the two numbers
Let us now write down all two pairs of numbers whose product is 6. They are (1, 6), (-1, -6),
(2 ,3)and (-2, -3). Then we find the pair whose sum is 5. The pair is (2, 3)
Using (2, 3) rewrite 5x as 2x + 3x in the expression to get
x2 + 5x + 6 = x2 + 2x + 3x + 6
= (x2 + 2x) + (3x + 6) (group the terms)
= x(x + 2) + 3(x + 2) (take out a common factor in each bracket)
= (x + 2)(x + 3) (Take out the common factor (x + 2))
So x2 + 5x + 6 = (x + 2)(x + 3)
(b) Factorise x2 – 5x + 4
• -5 is the sum and 4 is the product in the expression

10 © 2018 BOU
JC: Mathematics Unit 9

The pairs of numbers whose product is 4 are; (1, 4), (-1, -4), (2, 2) and (-2, -2).
We now find the pair whose sum is -5. If you chose (-1, -4), you are correct.
Using (-1, -4) to rewrite -5x in the expression as –x – 4x we get,
x2 – 5x + 4 = x2 – x -4x + 4
= x(x – 1) – 4(x – 1)
= (x – 1)(x – 4)
Hence x2 – 5x + 4 = (x -1)(x – 4)
Note: In the above example, since the middle term is negative and the last term(constant) is
positive, we consider negative factors only.

(c) Factorise x2 + 8x – 20
• 8 is the sum and -20 is the product in the expression
The pairs of numbers whose product is -20 are; (1, -20), (-1, 20), (2, -10), (-2, 10),
(-4, 5) and (4, -5)
The pair whose sum is 8 is (-2, 10)
Rewriting 8x as -2x + 10x in the expression, we get
x2 + 8x – 20 = x2 – 2x + 10x – 20
= x(x – 2) + 10(x – 2)
= (x – 2)(x + 10)
Therefore x + 8x – 20 = (x – 2)(x + 10)
2

Activity 5

Factorise the following quadratic expressions

(a) x2 + 9x + 14

(b) y2 – 12y + 35

(d) x2 – 2x – 15

(e) d2 – 3d – 40
(a)_______________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(b)_______________________________________________________________________
__________________________________________________________________________

11 © 2018 BOU
JC: Mathematics Unit 9

___________________________________________________________________________
___________________________________________________________________________
(c)_______________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(d)_______________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(e)_______________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Feedback
You should have obtained the following;
(a) x2 + 9x + 14 = x2 + 7x + 2x + 14
= (x2 + 7x) + (2x + 14)
= x(x + 7) + 2(x + 7)
= (x + 7)(x + 2)
(b) y2 – 12y + 35 = y2 – 7y – 5y + 35
= (y2 – 7y) – (5y – 35)
= y(y – 7) – 5(y – 7)
= (y – 7)(y – 5)
= (y -7 )(y – 5)
(c) (a – 11)(a – 2)
(d) (x + 3)(x – 5)
(e) (d – 8)(d + 5)

1.5 The difference of two squares

Consider the following expansions

(a) (x + 2)(x – 2) = x(x – 2) + 2(x – 2)
= x2 – 2x + 2x – 4
= x2 – 4

12 © 2018 BOU
JC: Mathematics Unit 9

(b) (y – 3)(y + 3) = y(y + 3) – 3(y + 3)

= y2 + 3y – 3y – 9
= y2 – 9
(c) (a – 3b)(a + 3b) = a(a + 3b) – 3b(a + 3b)
= a2 + 3ab – 3ab – 9b2
= a2 – 9b2
In each case above, the product consists of two squares and a subtraction sign between them.
Such quadratic expressions are called the difference of two squares (DOTS).
Now let us factorise x2 – 4.
Taking the square root of each term,
The square root of x2 is x and the square root of 4 is 2.
Using the same terms x and 2, in one bracket put a positive sign and in the other a negative
sign,
So x2 – 4 = (x + 2)(x – 2)
(d) Factorise 4x2 – 9
The square root of 4x2 = 2x and the square root of 9 = 3,
Once again using the square roots 2x and 3
4x2 – 9 = (2x + 3)(2x – 3)

Activity 6

Factorise the following

(a) a2 – 100

(b) x2 – 64

(d) 36 – 25x2

(e) y2 – 49

13 © 2018 BOU
JC: Mathematics Unit 9

___________________________________________________________________________
(d)________________________________________________________________________
___________________________________________________________________________
(e)________________________________________________________________________
___________________________________________________________________________

Feedback
You should have obtained the following;
(a) (a – 10)(a + 10)
(b) (x + 8)(x – 8)
(c) (4 – r)(4 + r)
(d) (6 – 5x)(6 + 5x)
(e) (y – 7)(y + 7)

1.6 Substitution in expressions

In a football game, Moloi got injured and Motsumi went in as his substitute. What does sub-
stitute mean? If you are thinking of “replacement” or “to take the place of” , you are right.
Motsumi replaced Moloi.
In the same way, replacing a letter by a number is called to substitute, after which you can
find the value of the expression.
Example 6
(a) Evaluate 2x – 5 if x = 3
2x – 5 = (2 × 3) – 5 (substitute x by 3)
=6–5
=1
(b) Given that a = 3, b = 2 and c = 5, find the value of:
(i) 3a + b = (3 × 3) + 2
=9+2
= 11
(ii) 4c – a = (4 × 5) – 3
= 20 – 3
= 17
(iii) ab + c = (3 × 2) + 5
=6+5
= 11
(c) If x = 3 and y = 2, evaluate the following:

14 © 2018 BOU
JC: Mathematics Unit 9

(i) 4y2 = 4(2)2 = 4 × 4 = 16

(ii) x2 + 3x + 5 = (3)2 + 3(3) + 5
=9+9+5
= 23
(iii) y – 2x
4
= (2)4 – 2(3)
= 16 – 6
= 10
(iv) 2x – 5x + y – y = 2(3)3 – 5(3) + 25 – 2
3 5

= (2 × 27) – 15 + 32 – 2
= 54 – 15 + 32 – 2
= 69
(d) (i) Mr. Pule has p goats and buys q more goats. What is the total number of goats he
now has?
p goats + q goats = p + q
(ii) What if he had 60 goats and bought 12 more, what would be the total number of
goats he has?
p + q = 60 + 12
= 72

Activity 7

(a) Evaluate pq + r if p = 4, q = 2 and r = 5

(b) Given that m = 2 and n = 4, evaluate 5 + 2n – m2

(d) Evaluate 4a5 – 2ab + b3 – 3a if a = 2 and b = 3

15 © 2018 BOU
JC: Mathematics Unit 9

Feedback
Your answers should be as follows;
(a) 3
(b) 9
(c) 20
(d) 137

Summary
Here are some points that you need to remember;
• An expression is a mathematical statement containing numbers and/or variables
(letters).
• An expression is made up of terms. If the terms have the same letters (variables)
they are called like terms. If the terms have different letters then they are called
unlike terms.
• An expression can be simplified by putting the like terms together,
• To expand an expression means removing brackets from the expression. When
removing brackets, you multiply all terms inside the brackets by the term outside.
• To factorise an expression is to introduce brackets and take out the common
factor(s).
• To factorise quadratic expressions, count the terms,
If there are two terms, try difference of two squares
If there are three terms, get the product and sum and then factorise
If there are four terms, group and then take out the common factors.
• Substitution is the replacement of letters by numbers,

Self–assessment Exercise 1

1. Simplify the following

(a) 6x + 5y + 2x – 3y
(b) 3p + 11 – 9p – 6
(c) 8 – 7x – 1 + 2x
(d) 2x – 4 + 3x + 9

2. Multiply out and simplify

(a) 2(x + 1) + 3(x + 3)
(b) 3(y – 4) + 2(y + 3)
(c) 5(x – 2) – 3(x + 2)

16 © 2018 BOU
JC: Mathematics Unit 9

3. Factorise the following

(a) 12x – 3
(b) 5ab – 10bc
(c) 2xy – 4yz + 8yw
(d) 8x2 + 12x

4. Expand and simplify the following squares

(a) (x + 4)2
(b) (y – 5)2
(c) (x + 7)2
(d) (2x – 1)2

5. Factorise the following

(a) ay + az + by + bz
(b) 6a – 2ax – 3d + dx
(c) 2mh – 2mk + nh – nk

6. Factorise the following quadratic expressions

(a) x2 + 7x + 10
(b) x2 – x -12
(c) x2 – 6x + 8
(d) y2 – 3y – 28

7. Factorise the following

(a) x2 – 16
(b) 25 – y2
(c) c2 – 144
(d) x2 – y2

8. Given that a = 5, b = 1, c = 2 and d = 3, evaluate

(a) 2a – c
(b) a2 + 2c + 3d
(c) b5 + c2 + 5d – a
d) 2d + 4c – 3b + 19

17 © 2018 BOU
JC: Mathematics Unit 9

Lesson 2
Algebraic Fractions

Introduction

Algebraic fractions are fractions containing letters, either the numerator or the denominator
may be represented by a letter or an expression. I hope you remember what the terms numer-
ator and denominator means from Unit 2 when we were dealing with fractions. In the previ-
ous lesson, the letters used are variables and can represent any number and we were looking
at expressions that do not contain fractions. In this lesson we shall look at expressions that
contain fractions.

Learning Objectives
At the end of the lesson, you should be able to;
• simplify algebraic fractions
• express two term algebraic fractions as single fractions.

Contents List
1.0 Addition and subtraction of algebraic fractions 18
2.0 Multiplication and division of algebraic fractions 20
3.0 Expressing two term algebraic fractions as single fractions 23
Summary 27
Self-assessment Exercise 2 27

1.0 Addition and Subtraction of Algebraic Fractions

We add or subtract algebraic fractions in a similar way to numerical fractions.
Here are some examples of algebraic fractions

a 3 a+2 5
, , ,
3 x 3 a+2

Example 1

18 © 2018 BOU
JC: Mathematics Unit 9

x x x + x 2x
(a) + = =
3 3 3 3

(b) a b 3a + 2b
+ =
2 3 6
x x 3x − 2x x
(c) − = =
2 3 6 6

2 1 4 +1 5
(d) − = =
3x 6x 6x 6x

As you can see in the examples above, the operations are similar to those of numerical frac-
tions, the only difference is that the algebraic fractions have letters.

Activity 1

Simplify the following

2x x
(a) +
3 4
5t t
(b) +
6 3
3p 4q
(c) −
5 15
3 2
(d) +
4x 3x
3 2
(e) −
4x 3x

19 © 2018 BOU
JC: Mathematics Unit 9

Feedback
(a) Find the lowest common multiple and write as a single fraction.

2x x 4(2x)+3(x)
+ =
3 4 12
8x+3x
=
12
11x
=
12

(b) 5t t 5t +2t 7t
+ = =
6 3 6 6

(d) 3 2 15+8 23
+ = =
4x 5x 20x 20x

(e) 3 2 9 −8 1
− = =
4x 3x 12x 12x

2.0 Multiplication and Division of Algebraic

Fractions

Just like addition and subtraction, you multiply and divide algebraic fractions in a similar
way to numerical fractions.

Example 2

x x x2
(a) × =
2 5 10
3x 2 x3 3x 5
(b) × =
2 5 10

20 © 2018 BOU
JC: Mathematics Unit 9

ab 8 8ab 2b
(c) × 2 = 2 =
4 a 4a a
1 2 1 b 1
(d) 2
÷ = 2 × =
b b b 2 2b

Remember that when we divide two fractions we change the division sign to multiplication
then take the inverse of the second fraction as shown above.

2ab a 2ab b 2ab 2 2b 2

(e) ÷ = × = =
5 b 5 a 5a 5

As is the case in numerical fractions, sometimes we need to simplify our answers as in exam-
ples (c), (d), and (e).

Activity 2
Simplify the following

1. (a) x + 3x
7 7

5x x
(b) +
8 4

2 1
−
(c) x x

3a
2. (a)
5a 2

(b) 7a ab
×
5 2

1 5
(c) ÷
x 3x

2y 2 4xy
(d) ÷
3 y

21 © 2018 BOU
JC: Mathematics Unit 9

2. (a) _____________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(b)_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(c)_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(d)_______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Feedback
You should have obtained the following;

x 3x x+3x 4x
1. (a) + = =
7 7 7 7
5x x 5x+2x 7x
(b) + = =
8 4 8 8

(c) 2 − 1 = 2 − 1 = 1

x x x x

3a 3
2. (a) 2
=
5a 5a
7a ab 7a×ab 7a 2b
(b) × = =
5 2 5×2 10
1 5 1 3x 3x 3
(c) ÷ = × = =
x 3x x 5 5x 5
2 2 2
(d) 2y ÷ 4xy = 2y × 9 = 18y = 3y
3 9 3 4xy 12xy 2x

22 © 2018 BOU
JC: Mathematics Unit 9

3.0 Expressing Algebraic Fractions With Two

Terms as a Single Fraction
Here we follow the same steps as when we add fractions as shown in the examples that fol-
low.
Example 3
Express the following as single fractions

2 1 2 +1 3
(a) + = = (LCM is a + 3)
a + 3 a + 3 a +3 a + 3
y 3
(b) + LCM is (y – 5)((y + 2)
y−5 y+2
y(y + 2) + 3(y − 5)
= cross multiplying to get the numerator
(y − 5)(y + 2)
y 2 + 2y + 3y − 15
= multiplying out the brackets
(y − 5)(y + 2)
y 2 + 5y − 15
= you do not need to expand the denominator
(y − 5)(y + 2)

5 2
(c) − LCM is (x + 3)(x – 1)
x + 3 x −1
5(x − 1) − 2(x + 3)
=
(x + 3)(x − 1)
5x − 5 − 2x − 6
= (x + 3)(x − 1)
3x − 11
= (x + 3)(x − 1)

7 3
(d) −
x + 1 x + 2 LCM is (x + 1)(x + 2)
7(x + 2) − 3(x + 1)
= (x + 1)(x + 2)
7x + 14 − 3x − 3
=
(x + 1)(x + 2)
4x + 11
= (x + 1)(x + 2)

Try doing a few questions yourself in the activity that follows.

23 © 2018 BOU
JC: Mathematics Unit 9

Activity 3

Express the following as single fractions

3 5y
−
(a) 4y − 3 4y − 3
6 5
−
(b) x+5 x−5
5 3
−
(c) x−2 x+3
3 2
−
(d) x +1 x + 4
x 3
+
(e) x+2 x−5

Feedback
You should have obtained the following;

3 5y 3 − 5y
(a) 4y − 3 − 4y − 3 = 4y − 3

6 5 6(x − 5) + 5(x + 5) 6x − 30 − 5x − 25 11x − 5

(b) − = = =
x+5 x−5 (x + 5)(x − 5) (x + 5)(x − 5) (x + 5)(x − 5)
5 3 5(x + 3) + 3(x − 2) 5x + 15 + 3x − 6 8x + 9
(c) − = = =
x−2 x+3 (x − 2)(x + 3) (x − 2)(x + 3) (x − 2)(x + 5)

24 © 2018 BOU
JC: Mathematics Unit 9

3 2 3(x + 4)−2(x + 1) 3x + 12−2x−2 x + 10

(d) − = = =
x +1 x + 4 (x + 1)(x + 4) (x + 1)(x + 4) (x + 1)(x + 3)

(e) x −2x+6
2

(x + 2)(x − 5)

In the last example that follows, we shall express as a single fraction, algebraic fractions with
2 terms with both numerator and denominators having two terms.

Example 4

Express as single fractions

x + 1 2x − 3 (x + 1) + (2x − 3)
(a) + =
x−3 x−3 x−3
3x − 2
=
x−3

x − 3 2x 2 + 1
(b) + LCM is 3(x + 3)
x + 3 3(x + 3)
3(x − 3) + 2x 2 + 1
=
3(x + 1)
3x − 9 + 2x 2 + 1
=
3(x + 1)
2x 2 + 3x − 8
= 3(x + 3)

(c) 2x −1 x +1 (2x +1) − (x +1)

− =
x+3 x+3 x+3
2x +1− x −1
=
x+3
x
=
x+3
2p−3 p−5 (2 p − 3) − ( p − 5)
(d) − =
4p+3 4p+3 4p+3

= 2 p − 3− p + 5
4p+3
P+2
=
4p+3

25 © 2018 BOU
JC: Mathematics Unit 9

Activity 4

Express the following as single fractions

x + 2 6x − 5
(a) +
x−4 x−4

(b) x − 2 + x − 3
x+3 x+3

(d) 3m − 2 − 2m + 5
3m + 5 3m + 5

(e) a + b + 5a − 2b
2a + b 2a + b

(a)_______________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(b)_______________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(c)_______________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(d)_______________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
(e)_______________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Feedback
You should have obtained the following;

x + 2 6x − 5 x + 2 + 6x − 5 7x − 3
(a) x − 4 + x − 4 = =
x−4 x−4

26 © 2018 BOU
JC: Mathematics Unit 9

x − 2 x − 3 x − 2 + x − 3 2x − 5
(b) + = =
x+3 x+3 x+3 x+3
m +1 m + 5 2(m +1) − (m + 5) 2m + 2 − m − 5 m−3
(c) − = = =
m − 2 2(m − 2) 2(m − 2) 2(m − 2) 2(m − 2)
m+3
(d)
3m+ 5
6a − b
(e)
2a + b

Summary

Here are some points that you need to remember

• When simplifying algebraic fractions, in addition and subtraction remember to get the
LCM and work out just like numerical fractions.
• In multiplication and division simplify just like numerical fractions.
• The answers must be reduced to their lowest terms.
• The only difference between algebraic fractions and numerical fractions is that the
algebraic ones have letters.

Self-assessment Exercise 2
1. Simplify the following

p 2q
(a) +
3 5
2x 5x
(b) +
3 6
5x 3
(c) −
7 14
2 3
(d) −
3x 2

2. Simplify

8ab 2
(a)
12ab
2y y
(b) ×
3 5

27 © 2018 BOU
JC: Mathematics Unit 9

3. Express the following as single fractions

5 2x
(a) +
2x − 5 2x − 5
2 5
(b) +
x + 3 x −1
7 m
(c) m − 3 − 3(m − 3)

2p 5
(d) −
p −1 p − 3
2x +1 x − 3
4. (a) +
x+5 x+5

(b) 3x −1 x + 3
−
2(x +1) x +1

(d) 2x − 3 x + 5
+
6x + 2 3x +1

28 © 2018 BOU
JC: Mathematics Unit 9

Lesson 3
Formulae

Introduction

Formulae are used in solving mathematical, scientific and real life problems. A formula
represents a relationship between quantities and letters are used to express this relationship.
For example, the area A of a triangle with base length b and height h is given by the formula,

1 1
A= × b × h = bh,
where b and h are in the same units.
2 2

The subject of the formula is the letter that stands alone usually on the left side of the equal
sign, as A in the above example.
By substituting various values of b and h into the formula, corresponding values of A can be
calculated.
Note: Formula – singular
Formulae – plural

Learning Objectives

By the end of this lesson, you should be able to:

• formulate a formula from a given situation
• evaluate formulae given values of the variables
• change the subject of the formula

Contents List
1.0 Formation of a formula 30
2.0 Substitute for variables in a given formula 31
3.0 Evaluate formulae consisting of square roots and cube roots 33
4.0 Changing the subject of a formula 35
Summary 43
Self – assessment Exercise 3 43

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JC: Mathematics Unit 9

1.0 Formation of a Formula

A formula is a shorter way of presenting mathematical information. In this section we are
going to learn how to form a formula from a given situation.

Example 1

(a) The perimeter of the square below is P. Write down a formula for P.
x

x x

P=x+x+x+x
P = 4x

(b) If g is the number of girls in a class and b is the number of boys. Write down a formula
for the total number, T, of students in the class.
Answer: T = g + b
(c) Pule buys p pens for 80 thebe each and m pencils for 35 thebe each. Write a formula C,
for the total cost of the p pens and m pencils.
Total cost of pens = p × 80 = 80p
Total cost of pencils = m × 35 = 35m
Total cost C = 80p + 35m
(d) A number w is equal to the sum of a number x and the product of y and z. Write down a
formula connecting the numbers w, x, y and z.
Answer: w = x + yz
(e) A car travels a distance of d km in t hours. Write a formula for the speed S of the car.

d
Answer: S =
t

Activity 1

(a) Apples cost 90 thebe each. Gontse buys n of these apples. Write down a formula for C
where C is the total cost of the apples.
(b) A rectangle is 3b metres long and c metres wide. Write down a formula for P where P is
the perimeter of the rectangle.

30 © 2018 BOU
JC: Mathematics Unit 9

(c) Pearl is 8 years older than Carol. Write down a formula that expresses Pearl’s age (p
years) in terms of Carol’s age (q years)
(d) A number p is equal to the sum of a number q and twice a number r. Write down a
formula for p in terms of q and r.

(a)________________________________________________________________________
__________________________________________________________________________
(b)________________________________________________________________________
__________________________________________________________________________
(c)________________________________________________________________________
__________________________________________________________________________
(d)________________________________________________________________________
__________________________________________________________________________

You should have obtained the following;

(a) C = 90n
(b) P = 6b + 2c
(c) P = 8 + q
(d) P = q + 2r

2.0 Substitute for Variables in a Given Formula

In Lesson 1 of this Unit, we substituted for different letters in an expression to find the value
of that expression.
In this section, you will learn how to substitute for different letters in a formula.

Example 2
(a) Given that y = x + 3, find y when x = 2.
y=x+3
y=2+3
y=5

(b) If C = rt, find C when r = -3 and t = -10.

C = (-3) × (-10)
C = 30
(c) Given that u = v + at, find u when v = 1, a = 3 and t = 7.
u = v = a+ at
u = 1 + (3 × 7)
u = 1 + 21
u = 22

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JC: Mathematics Unit 9

(d) If b + 2c = a, find b when a = 10 and c = 2.

b + 2c = a
b + 2(2) = 10
b + 4 = 10
b = 10 – 4
b=6

Activity 2

(a) If y = mx + c, find y when m = 3, x = 2 and c = 5.

(b) If c = 5a – 2b, find c when a = 3 and b = 4.

(c) Use the formula v = u + 10t to find v when u = 3 and t = 8.

(d) Given that P = q + 2r, find P when q = -4 and r = 3.

(e) Given that S = 2a + 3b, find S when a = -3 and b= 5.

32 © 2018 BOU
JC: Mathematics Unit 9

Feedback

You should have obtained the following;

(a) Y= 3x2 + 5 = 6 + 5 = 11
(b) c = 5x3 – 2x4 = 15 – 8 = 7
(c) v = 3 + 8x10 = 3 + 80 = 83
(d) P = -4 + 2x3 = -4 + 6 =2
(e) S = 2x-3 + 3x5 = -6 + 15 = 9

3.0 Evaluate Formulae Consisting of Square Roots

and Cube Roots
In Unit 8 we learned how to find square roots and cube roots. In this section we are going to
evaluate formulae requiring us to use square roots and cube roots.

Example 3
(a) Evaluate y = x when x = 64
y = 64
y=8
(b) If c = a + b , find c if a = 4 and b = 12.
c= 4 +12
c= 16
c=4

(c) If v = u2 + 2as , find v if u = 9, a = 0.25 and s = 38

2
v = 9 + ( 2 × 0.25 × 38)
v= 81+19
v= 100
v = 10

(d) If T = 3
m , find T if m= 8
3
T= 8 , this means finding the cube root of 8
T = 2, since if you multiply 2 by itself three times you get 8

33 © 2018 BOU
JC: Mathematics Unit 9

3
(e) If P = s − t ,find the value of P when s = 80 and t = 16
P= 3
80 −16
3
P= 64
P=4

Activity 3

(a) Evaluate R = m if m = 36.

(b) If w = z + y find w if z = 11 and y = 38.

(c) If d = a 2 + b2 find d if a = 4 and c = -3.

(d) Given that Q = 3 nd Q if p = 139 and t = 14.

p − t ,fi

(e) Evaluate F = 3 gh if g = 108 and h = 2.

Feedback
You should have obtained the following;
R= 36 = 6

34 © 2018 BOU
JC: Mathematics Unit 9

w = 11+ 38 = 49 = 7
d = 16 + 9 = 25 = 5
3
Q = 3 139 −14 = 125 = 5
3
F= 216 = 6

4.0 Changing the Subject of a Formula

It is often useful to rewrite a formula with a different subject. The process of doing this is
called, “changing the subject of the formula”. In changing the subject, think of the formula as
an equation and solve the equation for the letter that is to become the subject,
Example 4
(a) In the formula A = x + h, make x the subject of the formula.
A=x+h
A – h = x + h – h (subtract h from both sides)
A–h=x
Hence x = A – h
(b) If y = 4x + 3, make x the subject of the formula.
y = 4x + 3
y – 3 = 4x + 3 – 3 (subtract 3 from both sides)
y – 3 = 4x (divide both sides by 4)
y − 3 4x
=
4 4
y−3
=x
4

y−3
Hence x = (Now x is the subject of the formula)
4

(c) If A = πr2h, make h the subject.

A = πr2h (divide both sides by πr2h)
A π r 2h
=
π r2 π r2
A
=h
π r2
A
Hence h = 2
πr

(d) Given that v = u + 2t, make t the subject of the formula.

v = u + 2t
v – u = 2t (subtract u from both sides}

35 © 2018 BOU
JC: Mathematics Unit 9

v−u
= t (divide both sides by 2)
z
v−u
Hence t =
z

(e) If a = 2k + b, write b in terms of a and k.

a = 2k + b (subtract 2k from both sides)
a – 2k = b
Hence b = a – 2k

Activity 4

(a) If p = 2s - r, make s the subject of the formula.

(b) Given that y = 5x + 2, write x in terms of y.
(c) If c = 2(a + b), make b the subject of the formula.

x+3
(d) If y = ,make x the subject of the formula.
6
2t + 3
(e) Make g the subject of the formula in d =
g

Feedback
You should have obtained the following;
(a) p = 2s – r
p + r = 2s
p+r p+r
=sors =
2 2
(b) y = 5x + 2

36 © 2018 BOU
JC: Mathematics Unit 9

y – 2 = 5x
y−2 y−2
= xor x=
5 5

2t + 3
(e) g =
d

Let us continue and look at cases where the letter we want to make the subject appears in two
terms. In this case we have to group all the terms that contain that letter and then factorise.
In the cases that contain squares and cubes, we get the square roots and cube roots
respectively.
Example 5
(a) If c = b(p + q) make b the subject of the formula.
c = b(p + q) divide both sides by p + q
c
=b
p+q
c
Hence b =
p+q

(b) Given that T = xy – zx, make x the subject of the formula.

T = xy – zx
T = x(y – z) factorising
T
= x divide both sides by y – z
y−z
T
Hence x =
y−z
d + 2c
(c) If F =
,change the subject of the formula to c.
c

cF = d + 2c (multiplying both sides by c)

cF – 2c = d (collecting like terms together)
c(F – 2) = d (factorising)
d
c=
F −2

37 © 2018 BOU
JC: Mathematics Unit 9

2 (a) Make d the subject of the formula in a = cd2

s = cd2
a
= d2 ( divide both sides by c)
c
a
= d2
c (taking square root of both sides)

a
=d
c
a
Hence d = ± (remember to put both positive and negative signs)
c

p − r2
(b) Make p the subject of the formula in Q = 2

p − r2
Q= 2

2Q = p2 - r (multiply both sides by 2)

2Q + r = p2 (add r to both sides)
2Q + r = p
p = ± 2Q + r

(c) If x = 8 y ,change the subject of the formula to y.

x = 8 y (divide
both sides by 8)
x =
y (square both sides)
8
2
⎛x⎞
⎜ ⎟ =y
⎝8⎠
x2
=y
64
x2
Hence y = 64

b
(d) If a = ,write b in terms of a and c.
c
b
a=
c (square both sides)
b
a2 = ,( multiply both sides by c)
c
a2c = b
b = a2c

Note that to get rid of the squares you take the square root of both sides and to get rid of the
square root sign, you square both sides.
b3
3 (a) If T =r3, change the subject to r.
T = r3(take the cube root of both sides)
3
T=r
Hence r = 3 T

38 © 2018 BOU
JC: Mathematics Unit 9

(b) Given that A = b3 + 5c, make b the subject of the formula.

A = b3 + 5c (subtract 5c from both sides)
A – 5c = b3 (take the cube root of both sides)
3
A − 5c = 3 b3
3
A − 5c =b

Hence b = 3 A − 5c

m = n3

Try the following activity to check you understanding.

Activity 5

1. (a) Given that T = ac + bc, change the subject of the formula to c.

(b) If k = 3m – mn, make m the subject of the formula.

2x +1
(c) Make y the subject of the formula in g =
y

2. (a) Given that A = 4πr2, make r the subject of the formula.

(b) Make t the subject of the formula in p = 2t +1
3. (a) Given that S = 3t3, make t the subject of the formula.

a+b

(b) Make d the subject of the formula in M =
d3
1.(a)______________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
(b)_______________________________________________________________________
__________________________________________________________________________
________________________________________________________________________
(c)_______________________________________________________________________
__________________________________________________________________________
________________________________________________________________________
2.(a)______________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
(b)_______________________________________________________________________
__________________________________________________________________________

39 © 2018 BOU
JC: Mathematics Unit 9

__________________________________________________________________________
3.(a)______________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
(b)_______________________________________________________________________
__________________________________________________________________________
________________________________________________________________________

Feedback
You should have obtained the following;
T

1.(a) c = a + b
k

(b) m = 3− n
2x
(c) g = g −1
A
2.(a) ± 4π
p 2 −1
(b) t = 2

3
s
3.(a) t = 3
a+b
3
(b) d = M

Let us now finish the lesson by solving problems involving changing the subject of a formula
as shown in the examples that follow.
Example 6
(a) Rewrite the formula P = C with C as the subject, and calculate C when N = 20 and
N
P = 3.
C
P = (multiply both sides by N)
N
PN = C
Hence C = PN
C = 20 × 3 (substitution)
C = 60

(b) Make m the subject of the formula in P = am + b. Hence calculate m when P = 10,
a = 6 and b = 4.
P = am + b
P – b = am (subtracting b from both sides)

40 © 2018 BOU
JC: Mathematics Unit 9

P − b = m (divide both sides by a)

a
P−b
Therefore m =
a
10 − 4 6
m= = =1
6 6

(c) A number x is equal to the sum of a number y and twice a number z.

i. Find a formula for x in terms of y and z.
ii. Find x when y = 8 and z = 2.
iii. Make z the subject of the formula.
Solutions
x = y + 2z
x = 8 + (2 × 2) = 8 + 4 = 12
x = y + 2z
x – y = 2z

x−y
= z
z
x−y
Hence z =
z

1
(d) The area of a triangle is given by the formula A = bh. Change the subject to b, hence
find the value of b if A = 20 and h = 5. 2

1
A= bh
2

2A = bh
2A
=b
h
2A
Hence b =
h
2 × 20
b= = 8
5

Activity 6

(a) Make u the subject of the formula in v = u + at. Hence find u when v = 25, a = 2 and t = 5.

41 © 2018 BOU
JC: Mathematics Unit 9

(b) If Ft = mv – mu, write m in terms of F, t, v and u. Calculate m when F = 40, t = 0.5, v =

15 and u = 10.
1
(c) Make x the subject of the formula in z = x – 3t. Find x when z = 4 and t = 3.
2
PRT
(d) Given that I = ,make P the subject of the formula. Hence find P when I = 3,
100
R = 4 and T = 2.

Feedback
You should have obtained the following;
(a) u = v – at; u = 15

(b) m = Ft ; m = 4
v−u
(c) x = 2(z + 3t): x = 26

(d) P = 100I ; P = 37.5

42 © 2018 BOU
JC: Mathematics Unit 9

Summary
Substitution involves replacing the unknown values of the given quantity into the formula
and then finding the unknown value. The subject of the formula is the letter that stands alone
usually on the left side of the equal sign.
The subject of a formula can always be changed to another letter in the given formula. In
making a letter become the subject of a formula, you use the same method as for solving
equations.

Self-assessment Exercise 3
1. Pheto walks to school a distance of 6km at a speed of h km/h. Write a formula T, for the
time he takes to arrive at school.
2. A bag contains x ten thebe coins and y fifty thebe coins. The total value of the coins is R
thebe. Find a formula for R in terms of x and y.
3. A father is three times as old as his son. If the father’s age is H years and the son is x years
old. Write down a formula connecting H and x.
4. Copy the table and use the formula a= b + 7 to complete it.
b 1 2 3 4 5 6
a

5. The number of drawing pins (N) needed to pin up q paintings is given by the formula N =
2q + 3. How many pins are needed for 6 paintings.
6. If P = 2l + 2b, find P when l = 7.5 and b 2.4.
7. (a) If z = xy ,calculate z if x = 4 and y = 36.

(b) Given that E = 3 f + g ,calculate

E if f = 3 and g = 5.

(c) Given that r = 3V , calculate r if V = 36.

3
4

(d) If P = n − m ,find the value of P if n = 101 and m = 37.

8. (a) Given that y = 2x + 1, write x in terms of y.

(b) Make u the subject of the formula in v = u + at.
1
(c) Given that a = c + b, make c the subject of the formula.
2

11x
(d) Make y the subject of the formula in W =
y+2

(e) Make b the subject of the formula in G = a(b + c)

43 © 2018 BOU
JC: Mathematics Unit 9

9. (a) Given that a + bc = bd, make b the subject of the formula.

(b) Make t the subject of the formula in k = st + tu. Hence find t when k = 20, s = 4 and u = 1.

10. The area of a circle is given by the formula A = πr2. Make r the subject of the formula.
Hence find r if A = 154(Take π = 22 )
7

11. Given that P =100I ,make T the subject of the formula. Find T if I = 36, P = 200 and
R = 2. RT

12. The volume of a sphere is given by; V = 1 π r 3,

3
(a) Make r the subject of the formula.
(b) Hence find r if V = 904.32(Take π = 3.14)

13. The formula for converting temperature from degrees Fahrenheit to degrees Celsius is
given by F = 9 C + 32.
3

(a) Make C the subject of the formula.

(b) Find C when F = 86

Lesson 4
Linear Equations

Introduction
Linear is a word describing something in a straight line. Linear equations are equations
representing straight lines. The equations are solved to find an unknown quantity. In the
previous lesson we looked at expressions that are an addition and subtraction of terms. In
this lesson we are going to look at equations and the difference between expressions and
equations is that equations have an equal sign. This equal sign therefore means that an
equation have terms on the left hand side and on the right hand side. This then means that an
equation can be solved as we shall see in this lesson.

Learning Objectives
By the end of the lesson you should be able to;
• solve simple linear equations involving whole numbers, fractions, and decimals.
• solve problems involving applications of linear equations in real life situations.
• solve simultaneous linear equations using substitution and elimination methods.
• solve problems involving the use of simultaneous linear equations in practical life
situations.

Contents List
1.0 Linear Equations 45
2.0 Simultaneous Equations 52
Summary 63
Self-assessment Exercise 4 64

1.0 Linear Equations

An equation is like a scale pivoting on the equal sign. You have to maintain the balance,
which means that whatever is done to the left hand side of the equal sign must also be done to
the right hand side.
Example 1
Solve the following equations
(a) x + 4 = 10
x + 4 - 4 = 10 – 4
x=6

(b) 3x + 5 = 14
3x +5 -5 = 14 – 5
3x = 9 (divide both sides by 3)
x=3
(c) 5x – 7 + 7 = 13 + 7
5x = 20 (add 7 to both sides)
x=4
(d) 3x – 7 = -13
3x = -6 (add 7 to both sides)
x = -2 (divide both sides by 3)
(e) 9 + 5x = 4
5x = -5
x = -1

Activity 1

Solve the following equations

(a) 3x – 7 = 20
(b) 2x – 10 = -8
(c) 15 + 2x = 19
(d) 11x – 14 = 8
(e) 12 – 9x = 21

Feedback
You should have obtained the following;
(a) 3x – 7 = 20
3x = 27
x=9
(b) 2x – 10 = -8
2x = 2
x=1
(c) 15 + 2x = 19
2x = 4
x=2
(d) 11x – 14 = 8
11x = 22
x=2
(e) 12 – 9x = 21
- 9x = 9
x = -1
Linear equations can involve fractions and decimals. When solving equations with fractions it
is important to get rid of fractions to make your calculations easier as shown in the examples
that follow. To do that, you multiply each term by the lowest common multiple of the
denominators.
Example 2
Solve the following equations
x
(a) + 2 = 6
t
x
= 4 (subtract 2 from both sides)
4
x = 16 (multiply both sides by 4)
2
(b) x + 6 = 4
3
2x = -2(subtract 6 from both sides)

3
2x = -6(multiply both sides by 3)
x = -3

Alternative method
x/3 + ¼ = ½
x/3 = ½ - ¼
x/3 = ¼(cross multiplication)
4x = 3
x=¾
When solving equations with decimals, solve the equations as if you are dealing with whole
numbers as shown in the second part of the example below.
2. (a) 0.55x = 1.1
x = 1.1/0.55
x=2
(b) 4.2x + 3.1 = 24.1
4.2x = 24.1 – 3.1

x=

x=5
(c) 2.3 + 7.6x = 25.1
7,6x = 25.1 – 2.3
7.6x = 22.8
x=3
(d) 9.5x + 1.3 = 20.3
9.5x = 19
x=2
Try the activity below to check whether you have grasped the concept.

Activity 2

1. Solve the following equations

(a) 3a 2a
+ =4
7 3
(b)

3p p
(c) − = 10
4 3

(d) 2p− 7 = 9
3

2. Solve the following equations

(a) 3.7x + 1.2 = 16
(b) 0.5x + 2.4 = 8.9

(c) 6.3x + 4.5 = 36

(d) 1.2x + 4.3 = 6.7

1.(a)______________________________________________________________________
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(b)_______________________________________________________________________
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(c)_______________________________________________________________________
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(d)_______________________________________________________________________
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2. (a)_____________________________________________________________________
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(b)_______________________________________________________________________
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(c)_______________________________________________________________________
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(d)_______________________________________________________________________
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Feedback
You should have obtained
o the following;
1.(a)

15a + 14a = 140 (multiply

( each term by 35 which is the L.C.M. of the denominators)

a=
24
a= 4
29

(b)

8x + 3x = 3 (multiply each term by 12)

11x = 3

x=

2. (a) 3.7x + 1.2 = 16

3.7x = 16 – 1.2
3.7x = 14.8
x=4
(b) 0.5x + 2.4 = 8.9
0.5x = 6.5
x = 13
(c) x=5
(d) x=2

Let us look at the section that involves application of linear equations in real life situations, in
the examples that follow.
Example 3
(a) If I multiply a number x by 3 and then add 4, the answer is 13. Find the value of x.
3x + 4 =13 (forming an equation)
3x = 9
x=3
The number is 3.

(b) Two boys share P90 between themselves. One receives p Pula and the other P12 more
than p. Find the value of p.
p + p + 12 = 90
2p + 12 = 90
2p = 78
P = 39
p is P39.

(c) The width of a rectangle is x cm. Its length is 4cm more than its width. The perimeter of
the rectangle is 48cm. Find its width.

(c) The width is x cm so the length is (x + 4)cm

x + (x + 4) + x + (x + 4) = 48
4x + 8 = 48
4x = 40
x = 10
Hence the width is 10cm

Activity 3

(a) I think of a number, double it and then add 14. The result is 36. If x is the number, form an
equation and solve it to find x.
(b) The width of a rectangle is 5cm less than its length. If the perimeter of the rectangle is
18cm, find its length.
(c) The angles of a triangle are 320, x0 and (4x + 3)0. Find the value of x.
(d) Thito is x years old. His sister is 6 years older than him. If their ages add up to 32, find the
value of x.

Feedback
You should have obtained the following;
(a) 2x + 14 = 36: x = 11
(b) x + (x – 5) + x + (x – 5) = 18: x = 7; Length is 7cm
(c) x + 32 + (4x + 3) = 180 ; x = 29
(d) x + x + 6 = 32 ; x = 13

2.0 Simultaneous Equations

Simultaneous equations are a pair of equations with two unknowns. There are three methods
of solving simultaneous equations namely elimination, substitution, and graphical.
Here is an example of simultaneous equation
y=x+1
y = 2x – 1
There are two equations and each one has two unknowns x and y.

2.1 Substitution method

As we already learned, to substitute means to take the place of or to replace. So in this
method we are going to replace one of the unknowns so that we get a linear equation. We
then solve for the first unknown then the second one.
Example 4
Solve the following simultaneous equation
(a) y = 3x....................(1)
y = x + 8................(2)
We replace y in equation(2) by 3x so that we have 3x = x + 8.
Solving 3x = x + 8
2x = 8
x=4
To find the value of y, substitute x = 4 in any of the two equations
y = 3x
y = 3(4)
y = 12
OR y = x + 8
y=4+8
y = 12
Solution is x = 4 and y = 12
Note: You may use one of the equations to solve for the second unknown and use the other to
check your answer as shown in the next example.
(b) y = 3x -3........................(1)
y = x + 5.........................(2)
Since both equations are equal to y
3x – 3 = x + 5
2x = 8 (collecting like terms)
x=4
Using y = 3x – 3 (substitute for x)
y = 3(4) – 3
y = 12 – 3
y=9

Using y = x + 5 for checking

9=4+5
Solution is x = 4 and y = 9
(c) 4x + 6y = 33....................(1)
3x = y......................(2)
Substituting for y in equation (1)
4x + 6(3x) = 33
4x + 18x = 33
22x = 33
x = 1.5

Using equation (2) to solve for y

3x = y
3(1.5) = y
4.5 = y
y = 4.5
Solution is x = 1.5 and y = 4.5

(d) 2x + y = 5..........................(1)
x + 3y = 5.........................(2)
Making y the subject of the formula in equation (1)
y = 5 – 2x
Substituting for y in equation 2
x + 3(5 – 2x) = 5
x + 15 – 6x = 5
-5x + 15 = 5(collecting like terms)
-5x = -10
x=2

Activity 4

Solve the following simultaneous equations by substitution method.

(a) y = 5x – 17
y = 3x – 9
(b) y = 3x – 17
y = 2x – 12
(c) 5y = x
x – 3y = 6

(d) y=x+1
3x + 5y = 13
y = 1 – 3x
(e) 2x + 3y = -4
(a)_______________________________________________________________________
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(b)_______________________________________________________________________
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(c)_______________________________________________________________________
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(d)_______________________________________________________________________
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(e)_______________________________________________________________________
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Feedback
You should obtained the following;
(a) 5x + 17 = 3x – 9
2x = 8
x=4
x = 4 and y = 3 x 4 – 9
y=3
(b) 3x – 17 = 2x – 12
3x – 2x = 17 – 12
x=5
x = 5 and y = 2 x 5 – 12
= 10 - 12
= -2
54 © 2018 BOU
JC: Mathematics Unit 9

2.1 Elimination method

In this method, one of the unknowns is eliminated or removed by either adding or subtracting
the two equations. This can only be done if the coefficients of one of the unknowns are the
same.
In the equation 2x + 3y = 6,
2 is the coefficient of x
3 is the coefficient of y
The equations are added if the signs of the coefficients of the unknown to be eliminated are
different and subtracted if the signs are the same,(positive or negative)
Example 5
Solve the following simultaneous equations by elimination.
(a) 2x + y = 8............................(1)
x + y = 5.............................(2)
Since the coefficients of y are the same, we eliminate y by subtracting the equations as the
signs are the same.

2x + y = 8.......................(1)
- x + y = 5 ........................(2)
x=3
Using equation (1) to find y
2(3) + y = 8
6+y=8
y=2
Checking using equation(2)
x+y=5
3+2=5
Solutions are x = 3 and y = 2
(b) 2x – 3y = 4.......................(1)
5x + 3y = 31.....................(2)
Eliminating y by adding equations (1) and (2)

2x – 3y = 4
+ 5x + 3y = 31
7x = 35
x=5
Using equation (1) to solve for y
2x – 3y = 4
2(5) – 3y = 4
10 – 3y = 4
-3y = -6
y=2
Using equation (2) for checking
5x + 3y = 31
5(5) + 3(2) = 31
25 + 6 = 31

(c) 3x + 2y = 14...................(1)
x + 5y = 9......................(2)
Neither of the unknowns has the same coefficient so we cannot eliminate any of them. An
equation is not changed if both sides are multiplied by the same number.
We can eliminate x if we multiply equation (2) by 3 and subtract the two equations.
3x + 2y = 14....................(3)
- 3x + 15y = 27..................(4)
-13y = -13
y=1
Using equation (1) to solve for x
3x + 2(1) = 14
3x + 2 = 14
3x = 12
x=4
Using equation (2) for checking
x + 5y = 9
4 + 5(1) = 9
Solution is x = 4 and y = 1

(d) 3x + 2y = 7.....................(1)
2x – y = 0.......................(2)
Eliminate y by multiplying equation (2) by 2 and adding the two equations

3x + 2y = 7......................(3)
+ 4x – 2y = 0.......................(4)
7x = 7
x=1
Using equation (1) to solve for y
3(1) + 2y = 7
3 + 2y = 7
2y = 4
y=2

Using equation (2) for checking

2(1) – 2 = 0
2–2=0

(e) 3x + 4y = 24.....................(1)
2x + 5y = 23......................(2)
Once again neither of the unknowns has the same coefficient. In this case you decide which
unknown to eliminate and you change both equations.
Let us eliminate x by multiplying equation (1) by 2 and equation (2) by 3

6x + 8y = 48......................(3)
- 6x + 15y = 69.....................(4)
-7y = -21
y=3

Using (1) to solve for x

3x + 4(3) = 24
3x + 12 = 24
3x = 12
x=4

Using (2) for checking

2(4) + 5(3) = 23
8 + 15 = 23

Activity 5

Solve the following simultaneous equations by elimination

(a) 2x – y = 6
3x + y = 14
(b) 4x – 5y = 8
-4x + 7y = 8
(c) 4x + 3y = 25
x + 5y = 19
(d) 3x + 5y = 6
2x + 3y = 5
(e) 6x + 5y = 9
4x + 3y = 6
(f) 4x – 5y = 2
3x + y = 11
(a)_______________________________________________________________________
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(b)_______________________________________________________________________
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(c)_______________________________________________________________________
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(d)_______________________________________________________________________
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(e)_______________________________________________________________________
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(f)________________________________________________________________________
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___________________________________________________________________________

Feedback
You should have obtained the following;
(a) x = 4, y = 2
(b) x = 12; y = 8

2.3 Graphical method

As we have seen in the previous sections the solution of a simultaneous equation
is the ordered pair that is a solution to both equations. To solve a system of linear
equations graphically we graph both equations in the same coordinate system.
The solution to the system will be at the point where the two lines intersect. The
x-coordinate is the value of x and the y-coordinate is the value of y.
Example 6
Solve the following pair of simultaneous equations;
y=x+3
y = 2x + 1
I hope you still remember how to draw grahs. You can start by completing a table as
shown below. Pick any values of x, then calculate the values of y.
y=x+3
x 1 2 3 4
y 4 5 6 7

y = 2x + 1
x 0 1 2 3
y 1 3 5 7

Then draw the two lines on the same coordinates as shown below.

The lines meet at the point (2, 5) so the solution is x = 2 and y = 5. You can check your
answers using one of the methods used earlier on. If we use substitution;
2x + 1 = x + 3
x+1=3
x=2
y=x+3=2+3=5
Therefore x = 2 and y = 5.

2.4 Simultaneous linear equations in practical life situations

In this section we are going to be given real life situations then we form simultaneous
equations and solve them to answer the question.
Example 6
(a) Find two numbers with a sum of 15 and a difference of 4.

Solution
Let the numbers be x and y
x + y = 16 (sum of the numbers)
x – y = 4 (difference of the numbers)
At this stage you may use either substitution or elimination. We are going to use elimination.
x + y = 16..................(1)
x – y = 4.....................(2)
Eliminating y by adding the equations (1) and (2)
2x = 20
x = 10

Using equation (1) to solve for y

10 + y = 16
y=6
The two numbers are 6 and 10
Note that checking is optional.
(b) The equation of a straight line is given by y = mx + c.
When x = 1, y = 6 and when x = 3, y = 10. Form two equations for m and c hence find the
equation of the line.

Substituting for x and y

6 = m(1) + c
6=m+c

10 = m(3) + c
10 = 3m + c
The two equations are
m + c = 6........................(1)
3m + c = 10.....................(2)
Eliminating c by subtracting (2) from (1)
-2m = - 4
m=2
Using equation (1) to find c
2+c=6
c=4
Hence the equation of the line is y = 2x + 4

(c) If 2kg of apples and 3kg of oranges cost P2.80 and 5kg of apples and 2kg of oranges
cost P4.25, use simultaneous equations to find the cost of 1kg of apples and 1kg of oranges.
Let apples be x and oranges be y
2x + 3y = 280.................(1)
5x + 2y = 425.................(2)
Changing both equations to eliminate x by multiplying (1) by 5 and (2) by 2
10x + 15y = 1400...............(3)
10x + 4y = 850.................(4)
Subtracting equation (4) from (3)
11x = 550
x = 50

Using equation (1) to find y

2x + 3y = 280
2(50) + 3y = 280
100 + 3y = 280
3y = 180
y = 60

1kg of apples cost 50 thebe and 1kg of oranges cost 60 thebe

Activity 6

In the following problems, form simultaneous equations and solve them in order
to answer the questions.
(a) The extension, E cm, of a spring when an object of mass W kg is hung
from it is given by the formula E = aW + b. In an experiment when E = 18, W =
11 and when E = 6, W = 5. Calculate the values of a and b.
(b) The perimeter of a rectangle is 36cm. If the length is 6cm more than the
width, find the length and the width of the rectangle.
(c) The equation of a straight line is given by y = mx + c. When x = 2, y = 5
and when x = 4, y = 13. Find the equation of the line.
(d) The sum of two numbers is 32 and their difference is 6. Find the two num-
bers.

(a)_______________________________________________________________________
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(b)_______________________________________________________________________
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Feedback
(a) Here we start by forming two equations;
18 = 11a + b
6 = 5a + b
This gives a = 2 and b = -4

(b) The equations formed are;

2w + 2l = 36
l=w+6
Therefore, Length is 12cm and width is 6cm
(c) The equations formed are;
5 = 2m + c
13 = 4m + c
This gives, m = 4 and c = -3; equation is y = 4x – 3
(d) The equations formed are;
x + y = 32
x-y=6
The numbers are 13 and 19

Summary

In this lesson we have learnt that there are three methods of solving simultaneous equations
and these are;
• Substitution method where you make one unknown the subject of the formula
then substitute on the other equation
• Elimination method where you add or subtract the two equations in order to get
rid of one unknown
• Graphical method where you draw the two and the point of interception of the two
is the solution.

Self-assessment Exercise 4

x 1 1
1. (a) + =
3 4 2
7m
(b) - 4 = 17
2
(c) 3.8x + 5 = 12.6
(d) 2.2x + 3.3 = 5.5

2. Think of a number, multiply it by 3 and then add 4, the answer is 13. Form an equation and
solve it to find the number.

3. A father is 36 years older than his son. Ten years ago the father was three times as old as
his son. Find their ages.

4. Solve the following simultaneous equations

(a) y = 5x + 3
y = 3x + 1
(b) 6x + 2y = 19
x – 2y = 2
(c) y = 2x
3x + 4y = 22
(d) 5x + 3y = 21
2x + y = 3
(e) 3x + 2y = 4
4x + 5y = 10

5. The average of two numbers is 7 and three times the difference is 18. Find the numbers.

6. A television addict can buy either two television sets and three DVD players for P1750
or four television sets and one DVD player for P1250. Find the cost of each one.

7. A rolls shop sells bread rolls. Six brown rolls and six white rolls cost 132 thebe while
six brown rolls and three white rolls cost 102 thebe. Find the cost of each type of roll.

Lesson 5
Quadratic Equations
Introduction
Introduction
In Lesson 1, section 1.4 we learnt how to factorise quadratic expressions. By factorising
these expressions we have actually solved the equation if that expression was to be changed
into equation by equating it to zero. There is only one step left as we shall see in this lesson.
I hope you will enjoy the lesson.

Learning Objectives
At the end of this lesson, you should be able to:
• solve quadratic equations by factorisation
• solve quadratic equations by graphical method

Contents List

1.0 Factorisation method 65

2.0 Graphical method 67
Summary 69
Self-assessment Exercise 5 69

1.0 Factorisation Method

Factorisation as we have learnt earlier is the reverse of expansion. We have learnt that;
(x + 2)(x + 4) = x(x + 4) + 2(x + 4)
= x2 + 4x + 2x + 8
= x2 + 6x + 8
(x + 2) and (x + 4) are factors of x2 + 6x + 8, take note that 2 + 4 = 6 and 2 × 4 = 8
Now if we were to solve the equation;
x2 + 6x + 8 = 0
We start by factorising the left hand side and this gives;
(x + 2)(x + 4) = 0
If the product of two numbers a and b is zero, that is
ab = 0

Then a = 0 or b = 0 or both and b are equal to zero. So in our example,

Either,
x + 2 = 0 or x + 4 = 0
Therefore,
x = -2 or x = -4
These are the solutions for this quadratic equations. These solutions can also be called the
roots of the equation. The important thing to do when solving quadratic equations is to
factorise the quadratic expression just like we did in Lesson 1, then equate the factorised
expression to zero. Let us look at some more examples.

Example 1
Solve the equation x2 + 5x + 6 = 0
Start factorising the left hand side. In factorising x2 + 5x + 6, find two numbers that when
you add together you get 5 and when you multiply them you get 6.
In the expression x2 + 5x + 6,
• 5 is the sum of the two numbers and
• 6 is the product of the two numbers

Let us now write down all two pairs of numbers whose product is 6. They are (1, 6), (-1, -6),
(2 ,3)and (-2, -3). Then we find the pair whose sum is 5. The pair is (2, 3)
Using (2, 3) rewrite 5x as 2x + 3x in the expression to get
x2 + 5x + 6 = x2 + 2x + 3x + 6
= (x2 + 2x) + (3x + 6) (group the terms)
= x(x + 2) + 3(x + 2) (take out a common in each bracket)
= (x + 2)(x + 3) (Take out the common factor (x + 2))
So x2 + 5x + 6 = (x + 2)(x + 3)
Now we can solve the equation;
x2 + 5x + 6 = 0
(x+2)(x+3) = 0
Either x + 2 = 0 or x + 3 = 0
So x = -2 and x = -3
Now try an activity below.

Activity 1

Solve the equations

(a) x2 - 2x = 0
(b) x2 + 4x – 32 =0

Feedback
(a) x2 + 2x = 0
factorise the left hand side
x(x + 2) = 0
Either x = 0 or x + 2 = 0
x = 0 or x = -2
(b) x2 + 4x – 32 = 0
sum = 4 and product = -32, so the numbers are 8 and -4
(x + 8)(x – 4) = 0
Either
x + 8 = 0 or x – 4 = 0
x = -8 or x = 4

2.0 Graphical Method

The graph of a quadratic expression, as we have seen in Unit 5, is a smooth curve called a
parabola. To solve a quadratic equation graphically we must do the following;
• draw the curve representing the equation
• draw a straight line which will be on the right side of equation
Example 1

Solve the equation x2 – x – 6 = 0

We start by drawing the curve y = x2 – x – 6. I hope you still remember how to draw
quadratic graphs. If you don’t remember go back to Unit 5 lesson 2. You need to complete a
table by choosing a few values x then use those to get the y values. For this we come out with
table shown below.
x -4 -3 -2 -1 0 1 2 3 4 5
y 14 6 0 -4 -6 -6 -4 0 6 14

From this table we come up with a curve like the one shown below.

Remember that we are solving the equation x2 – x – 6 = 0. We have drawn the curve, now
the second step is to draw a line which is on the right side of the equation. We have zero on
the right side of the equation so we draw the line y = 0, and this is the x-axis. The values of x
where the parabola meets the x-axis are a solution for this equations and these are x = -2 and
x = 3.
Similarly, to solve the equation x2 – x – 6 = 6 we draw the line y = 6 on the same graph and
pick the points where this line meets the curve. These are x = -3 and x = 4.
So here the important thing is to make sure that you get the right curve.

Summary

When solving factorisation first make sure that all the terms are on the right hand side of the
equation. Then factorise the right hand side and equate the factors to zero and solve.
When solving the equations graphically;
• draw the curve representing the equation
• draw a straight line which will be on the right side of the equation

Self-assessment Exercise 5

1. Solve the quadratic equations

(a) x2 – 3x – 4 = 0
(b) x2 + 6x + 8 = 0
(c) x2 + x = 6
(d) 2x2 = 10x
(e) p2 – 15p + 56 = 0
(f) x2 – 8x – 9 = 0

2. Solve the following equations graphically

(a) x2 - 5x + 4 = 0
(b) x2 - 5x + 4 = 4

Answers to Self-assessment Exercises

Self assessment Exercise 1

1. (a) 8x + 2y
(b) – 6p + 5
(c) 7 – 5x
(d) 5x + 5

2. (a) 5x + 11
(b) 5y – 6
(c) 2x – 16

3. (a) 3(4x – 1)
(b) 5b(a – 2c)
(c) 2y(x – 2z + 4w)
(d) 4x(x + 3)

4. (a) x2 + 8x + 16
(b) y2 – 10y + 25
(c) x2 + 14x + 49
(d) 4x2 – 4x + 1

5. (a) (a + b)(y + z)
(b) (2a – d)(3 – x)
(c) (2m + n)(h – k)

6. (a) (x+ 2)(x + 5)

(b) (x – 4)(x + 3)
(c) (x – 2)(x – 4)
(d) (y – 7)(y + 4)

7. (a) (x – 4)(x + 4)
(b) (5 – y)(5 + y)
(c) (c – 12)(c +12)
(d) (x + y)(x – y)

8. (a) 8
(b) 38
(c) 15
(d) 30

Self assessment exercise 2

1. (a) 5p + 6q
15
(b) 3x
2

2. (a) 2b
3
2
(b) 2y
15
8
(c)
15
x
(d)
2y

3. (a) 5 + 2x
2x − 5

(b) 7x +13
(x + 3)(x −1)
21− m
(c)
3(m − 3)
2 p 2 −11p + 5
(d)
( p −1)( p − 3)

4. (a) 3x − 2
x+5
x−7
(b)
2(x +1)

Self assessment Exercise 3

6
1. T=
h

2. R = 10x + 50y
3. H = 3x
4. 8, 9, 10, 11, 12, 13
5. 15 pins
6. 19.8
7. (a) z = 12
(b) E=2
(c) r=3
(d) P=8
y −1
8. (a) x =
z

(b) u = v – at
(c) c = 2a – 2b

11x − Wz
(d) Y =
W

(e) b = 3G − ac
G
a

9. (a) b = d − c
k
(b) t =
s+u
A
10. r = ± ,r = ± 7
π
11. T = 100I ; T = 9
PR
12. (a) r = 3 3V
4π
(b) r = 6

13. (a)C = (F – 32) (b) 30

Self assessment Exercise 4

1. (a) x =

(b) m = 6
(c) x = 2
(d) x = 1

2. The number is 3
3. Father is 64years and son is 28years
4. (a) x = -1; y = -2
(b) x = 0.5; y = 3
(c) x = 2; y = 4
(d) x = -12; y = 27
(e) x = 0; y = 2
5. The numbers are 4 and 10
6. Television costs P200; DVD costs P450
7. Brown rolls costs 12 thebe; white rolls costs 10 thebe

Self assessment Exercise 5

(a) x = -1 or x = 4
(b) x = -4 or x = -2
(c) x = -3 or x = 2
(d) x = 0 or x = 5
(e) x = 7 or x = 8
(f) x = -1 or x = 9

(a) x = 1 or x = 4
(b) x = 0 or x = 5

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