Module 3: Basic Algebra

Module 3: Basic Algebra

3.01 Learning Objectives

Module 3: Learning Objectives
After completing this module, you should be able to:

1. Identify the inverse operation that corresponds to a given operation

2. Evaluate a given algebraic expression using the distributive property
3. Combine like terms to simplify a given algebraic expression
4. Evaluate a given algebraic expression using substitution
5. Identify an algebraic expression or equation that defines a given pattern of relationships for a given real world problem
6. Solve a given linear equation of a specified form
7. Predict solution to a real world problem given an algebraic equation
8. Solve a given linear equation with fraction coefficients and constants of the form

()
a c
b x= d

9. Solve a given linear inequality

10. Identify a graphical representation of the solution
11. Identify the graph of given coordinates on a coordinate plane
12. Identify the slope when given a graph of a linear equation
13. Identify the correct graph for a given linear equation of the formy = mx + b

3.02 Algebraic Conventions and Notation

Algebraic Conventions and Notation

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Before we can enjoy the fruits of algebra, we must first master the conventions that are really at the heart of it.

So much of algebra involves working with different values, manipulating numbers, and finding solutions. In the Number Systems module, we
broke down numbers into their most basic parts. The conventions and notations within algebra do the same thing — they help us better
understand the language of algebra.

Arithmetic Terminology

One may assume terminology is a trivial part of learning mathematics, however it is crucial when it comes to solving algebraic problems. To
understand arithmetic terminology is to understand all the different, small pieces that make up the big picture.

Operations

You may remember learning how to add, subtract, multiply, and divide in grade school. While these concepts may seem basic, an
understanding of algebra requires the ability to strictly define and master these concepts, known as operations.

An operation is a mathematical procedure which can generate a new value. Elementary operations are
the simplest and most common operations: addition, subtraction, multiplication, and division.

Constants

The word constant may seem intimidating at first, but you work with constants all of the time. A constant
is a number with a fixed value. All real numbers are constants, including 0, 1.5, -10, and π. Any of the
numbers we used in "Number Systems" are constants, regardless of whether they are prime or
composite, odd or even, rational or irrational!

Arithmetic Expressions

An arithmetic expression is a string of numbers connected by elementary operations. Arithmetic

expressions are the addition, subtraction, multiplication, and division problems you are probably familiar
with. These expressions can be of any length. They can be short and simple:

Or, an arithmetic expression can be longer:

Exponents

An exponent, sometimes called a power, is a quantity that represents repeated multiplication.

An exponent is written above and to the right of a number, known as a base. The exponent's value is
equal to the number of times the base is multiplied by itself. To the right, the base is 6
and the exponent 3
.
63
is equal to 6 × 6 × 6

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3.02.1 Understanding Variables
Understanding Variables
For many, the word "mathematics" conjures up images of arithmetic. Those who are familiar with
arithmetic, but unfamiliar with algebra, may only consider numbers, or constants, to be the language
of mathematics. This notion overlooks the important role variables play in the language of
mathematics.

In elementary algebra, a variable is a symbol that represents or holds the place of a numerical value.
Often, a variable will be a letter from the Western alphabet (
a,
b,
c, …) or Greek alphabet (α, β, γ, …). The actual letter or symbol being used as a variable is not important. The numerical value represented by
the symbol is what gives the variable its importance.

Substitution

When we know the value that a variable represents, we can simply"replace" the variable with its value. Then, we can evaluate the expression.

For example, if we know that variable a

represents a value of 1
, we can say that "
a equals "
1." Because we know that the value ofa
is 1
, we can replace the variable "
a" with the number "
1" in an expression. This is outlined in the examples below:

Example #1

Variable Value
a 1

Using the table above, we have a variable, a

, which represents the numerical value of1
. Therefore, the statement (a + 5)
is equivalent to (1 + 5)
. Because the variable a
represents the numerical value of 1
, we can simply replace the variablea
with the number 1
.

Example #2

Examine another table of variables, and their values, below:

Variable Value
b 1
C 3
d 2

Using the table above, we can substitute any variable with the numerical value it represents. For example:

b is equivalent to
1.

C is equivalent to
3.

d + 4 is equivalent to 2 + 4

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.

b - 5 is equivalent to
1 - 5.

C
2 is equivalent to
3
2.

Exercise

Using Variables
The following is another table of variables, and their values:

Variable Value
t 1
E 4
a 5

Using the table above, write out, but do NOT evaluate the expressions below. For example for the expression
"
t + 5," you would write "
1 + 5" but not "
6." Leave spaces between the numbers and operations as shown above ("
1 + 5" not "1
+ 5"). Use the keyboard x for multiplication and the / for division.

3.02.2 Algebraic Expressions

Algebraic Expressions

Career Connections

Algebraic Expressions

Algebraic expressions are useful whenever you want to perform a calculation multiple times. Algebra is a tool
that multiplies the power of our mental capacity the way a bicycle multiplies the power of our physical capacity.
You can do more, and more complex, math with algebra than you can on your own.

Some algebraic expressions are tools that have already been developed. Businesses make use of many
standard formulas, which are algebraic expressions. You might, for example, need to calculate the future value
of money in order to determine the benefit of taking in money in the current fiscal year versus deferring that
income to a later year. The future value is a standard formula that many businesses use.

FV = PV × (1 + r)n

Where:

FV = future value of money

PV = present value of money
r = interest rate
n = number of periods

You can draw on the formula and make different inputs every time you need to calculate the future value of a current income. This module will
teach you how to input the values associated with these kinds of formulas.

For example, a landscaping company can use an algebraic expression to calculate the price to charge customers to install plants. The formula
will account for shrubs with varying wholesale prices, and includes the percent markup plus labor costs. In this example, the number of each
type of shrub will be multiplied by its wholesale cost, then multiplied by 120 %
for markup; plus an additional $19. 50
per hour per worker, although the actual salary is $15
per hour.

Wholesale Plant Prices

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Arctostaphylos uva-ursi (bearberry) $10
Clethra alnifolia (sweet
$8. 50
pepperbush)
Daphne 'Carol Mackie' $54
Ilex glabra $32
Kalmia latifolia $42
Morella pensylvanica $10

The retail cost for the customer of installing any combination of these native shrubs is given by the algebraic expression:

1. 2(10A + 8. 5C + 54D + 32I + 42K + 10M) + 19. 5H

In the expression, "A

" represents the number of Arctostaphylos uva-ursi plants; "C
" represents the number of Clethra alnifolia plants; "D
" represents the number of Daphne 'Carol Mackie' plants, etc. "H
" represents the number of hours needed for the installation.

The expression can be used for any combination of plantings to quickly generate a quote. When the price for one of the shrubs changes, the
expression can be easily updated to incorporate the new information. If labor costs go up, the number in front of the H
can be increased.

Moreover, it would be easy to modify this expression to calculate your own costs. Combining what you are charging the customer and what
an installation costs you, would give you your profit on any particular job since:

Profit = Revenue– Expense

"Revenue" is what the customer is paying you and "expense" is what you are paying to the wholesale nursery for the plants and to your
workers for their labor. Subtracting the latter from the former gives you your profit on each job.

As the example above shows, algebraic expressions are a way of storing and mobilizing information. They provide a quick and accurate way
to aggregate information. Expressions allow us to perform the same calculation repeatedly with minimal effort. We just change the inputs to
account for the new situation.

Algebraic expressions also let us perform calculations that are too complicated to be done in our heads.

With our knowledge of variables and arithmetic terminology, we can begin to understand the pieces that make up the very crux of algebra.
Those pieces include coefficients, terms, and expressions.

Creating Terms: Multiplication

Multiplying Variables

Variables are simply symbols that represent numerical values. While these variables represent a value, we don't always know
which value it represents.

When multiplying variables, we remember that variables do in fact represent values, just like constants. We can perform operations
on variables without knowing their true values.

Multiplying Variables

Operations work similarly with variables and constants. Multiplication generates a product: a completely different operation than
addition or subtraction.

Take 2 · 6
for example. If we add 2
and 6
, the sum is 8
; but when multiplying 2
and 6
, the product is 12
. We're connecting these constants using multiplication in a different way than addition.

As with numbers, multiplication of variables is a wholly unique operation.

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For Example:

a·x

With multiplication, these variables form a product. Our product is a · x

.

Why Multiplication is Unique

Multiplication is the only elementary operation that can be denoted by variables and constants simply being written next to one
another: 3 · x
can be written as 3x
. In other words 3 · x
and 3x
mean the same thing. Similarly, -6 · a
can be written as -6a
, and 14 · d
can be written as 14d
.

If variables are being multiplied by one another, the same notation applies:a · b
can be written as ab
, for example.

Addition, subtraction, and division all require some type of sign (+ , - , ÷

) to denote that they're being performed. Not multiplication.

That's why we can connect two or more variables when multiplying them; simply being next to one another tells us that they're being
multiplied.

Example:

d·m

=
dm

The product is written as simply dm

. We don't know the values ofd
and m
, but seeing the variables directly next to one another tells us they're being multiplied.

Example:

g·y

=
gy

The product is gy
. Because the two variables are being multiplied, we can write them next to one another.

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Example:

x·w·z

=
xwz

This notation can be used with any number of variables!

Exponents

How about operations like a · a that involve two of the same variables being multiplied?

You may recognize this operation as repeated multiplication. This type of operation is best represented using exponents. Exponents
are used for repeated multiplication of a variable, the same as with repeated multiplication of a constant.

a·a

=
a2

This is written as a2
("
a squared"). As with constants, the number of times the variable is multiplied by itself determines the value of the exponent.

Example:

d·d·d

=
d3

Because d
is being multiplied by itself 3
times, the exponent is 3
("d
cubed").

Example:

x·y·y

=
xy2

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 Above, x
and y
are connected because they are being multiplied. Becausey
is being multiplied twice, it becomes y2
. The product is written as xy2
("xy
squared").

Example:

h·h·g

=
h2 g

Above, h
is being multiplied twice, and g
only once, so h
has an exponent of 2
("h
squared g
").

Coefficients

In algebra, constants often take the form of coefficients. A coefficient is a number by which a variable is being multiplied. Coefficients
are written in front of variables. So, in 16x
, 16
is the coefficient and x
is the variable.

If a variable is without a number in front of it, the coefficient is1

. Though it is not written, there is essentially an invisible 1
in front of any variable without a numerical coefficient.

Terms

One of the fundamental building blocks of algebra is a term. A term can be many things: a single constant, such as5
, a single variable, such as x
, or a term can also be any number of constants and variables multiplied together, such as7ab
.

So, terms can include:

Multiplication

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 Constants, which can be coefficients

Exponents

Variables

Writing variables and numbers next to one another indicates multiplication. So,15xy2
is equivalent to 15 · x · y · y
. Only multiplication is denoted by numbers and variables being next to one another — other operations like addition, subtraction, and
division require their corresponding operators.

Though the expression to the right appears to be just one entity, it is, in fact, an expression made up
of many terms. Each of the terms are circled in blue and are separated by either addition, subtraction,
or division operations. When deciphering terms within an expression, be mindful of the operators that
break each of them up.

Algebraic Expressions

An algebraic expression is a string of terms connected by division, addition, and subtraction. Consider
the expression below. We recognize the individual terms that are separated from each other by
division, addition and subtraction. These terms make up an algebraic expression.

Below are a few different examples of algebraic expressions:

(10 ÷ 2) - 22

2x2 + 9

6a2 b - π

4w3 z - wz + 8

Often, throughout this course, we will refer to algebraic expressions simply as "expressions."

Writing Algebraic Expressions

When writing an algebraic expression, you want to consider the order in which you write the terms that make up the expression.

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 Write the constants at the end of your expression.

6x + 11

Notice that the expression above has two terms: 6x

and 11
. One of these terms (11
) is a constant. Because this term is a constant, we place it at the end of the expression. Here are some more examples of
expressions with constants placed at the end of the expression:

y3 - 51

abc + 5

x + √8

Note: We have seen that within a term, constants are written in front of variables. These constants are known as coefficients. So,
while constants are written at the end of expressions, they are written at the beginning of terms. This can be a point of confusion, and
practice makes perfect with writing these terms and expressions!

Write the terms with the largest exponents first in your expression.

x3 - 8b2

This expression has two terms: x3

and 8b2
. Since x3
has an exponent of 3
and 8b2
has an exponent of 2
, we write x3
first in the expression because it has a larger exponent.

Always write expressions in descending order of exponent value with constants at the endof the expression. Here are some
examples:

y3 + 4x - 51

c2 + abc + 5

x3 - x + √ 8

3.02.3 Coefficients and Exponents

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Coefficients and Exponents
As we've learned, a coefficient is a constant written in front of a variable. A coefficient is written next to, specifically in front of, a variable
because it is being multiplied by that variable. In a term, an exponent is written as a superscript, above and to the right of a variable. While
we've seen that an exponent represents repeated multiplication, we can also think of multiplication as repeated addition. When a coefficient is
written next to a variable, we can interpret the coefficient as a prompt to add the variable that many times.

For example, 3y

is equivalent to y + y + y

The 3
indicates how many times the variable is meant to be added to itself — not to be mistaken with multiplied by itself, which is the job of
exponents.

Examples:

4x = x + x + x + x

The 4
indicates that x
is added 4
times.

-2b = -b + -b

It doesn't make sense to say that b

is added "-2 times." Instead, we consider that the -2
indicates that -b
is added 2
times.

It is crucial to be able to recognize and differentiate between coefficients and exponents. Exponents represent how many times a number
or variable is to be multiplied by itself — as opposed to added to itself.

The term on the left, 3x

, has a coefficient of
3. The term on the right, x3
, has an exponent of

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3.

3.03 Inverse Operations

Inverse Operations

An operation is a procedure which generates an output from one or more inputs. The four most common, basic elementary operations are
addition, subtraction, multiplication, and division.

Two operations are considered inverse operations if they undo one another. For example, addition is the inverse of subtraction. Examine the
image below:

In the first equation, we start with the number1

. Next, we add 2
, and the resulting sum is 3
.

To undo this operation, we want to go from 3

back to our original number of 1
. As you can see, this is achieved by subtracting 2
. Therefore, to undo an addition of 2
, we subtract the same number: 2
.

We can repeat this process with any number. If you add a number and then subtract that same number, you are left with the original number.
Therefore, subtraction is the inverse of addition.

Each of the elementary operations have an inverse operation:

Subtraction is the inverse of addition.

Addition is the inverse of subtraction.
Division is the inverse of multiplication.
Multiplication is the inverse of division.

Examples
Addition is the inverse of subtraction:

Examine the difference below:

5 - 2 = 3

To undo this subtraction, we use the inverse of subtraction, which is addition.

3 + 2 = 5

Subtraction is the inverse of addition:

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Examine the sum below:

1 + 7 = 8

To undo this addition, we use the inverse of addition, which is subtraction.

8 - 7 = 1

Division is the inverse of multiplication:

Examine the product below:

2 · 10 = 20

To undo this multiplication, we use the inverse of multiplication, which is division.

20
10
=2

Note: This process only works for nonzero real numbers. This process fails for multiplication and division if the number zero is
introduced.

Multiplication is the inverse of division:

Examine the quotient below:

8
4
=2

To undo this division, we use the inverse of division, which is multiplication.

2 · 4 = 8

Note: This process only works for nonzero real numbers. This process fails for multiplication and division if the number zero is
introduced.

3.04 Introduction to Combining Like Terms

Introduction to Combining Like Terms

In algebra, you will encounter expressions that have the same variable listed multiple times. For example, examine the following expression:

j + 2j

In the expression above, the variable j

appears twice. When the same variables, with the same exponents on those variables, appear in an expression more than once, they are
considered "like terms." "Like terms" in an expression should be combined, whenever possible, in order to simplify the expressions - a process
referred to as combining like terms. Simplifying an expression by combining like terms can be helpful for a number of reasons, including solving
equations.

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To understand how we can combine these terms, or why we even want to combine these terms, let's assign meaning to this variable. Let's say
the variable j
represents jars. Replacing j
with jars, the expression reads as follows:

(jar) + 2(jar)

In this example, we have one jar, plus two jars, which equals three jars:

one jar+two jars = three jars

(jar) + 2(jar) = 3(jar)

j + 2j = 3j

As shown above, combining like terms leaves us with a shorter, more desirable expression: 3" j
." This process of combining like terms can be completed with any "like" variable, even when there are other variables involved in an
expression. We can add a "cookie" to our jar example:

one jar+one cookie + two jars = three jars + one cookie

(jar) + (cookie) + 2(jar) = 3(jar) + (cookie)

j + c + 2j = 3j + c

In the example above, we only combine the like terms. The presence of "cookie" does not prevent us from combining the "jars," but also does
not get combined with "jars" because it's a different variable.

3.04.1 Identifying Like Terms

Identifying Like Terms

To combine like terms, we first need to identify which terms qualify as "like terms."

For terms to be like terms, they need to have the same variable(s) with the same exponent(s).

As a reminder, a term is comprised of a constant multiplied by variable(s) and their exponent(s).

When identifying whether two terms are like terms, we only need to examine the variable(s) and their exponent(s); we can ignore the
coefficient in the term.

Like Terms

The following pairs of terms are like terms:

Like Terms

a
and 2a
-4
and 7
3D 2
; and 6D 2

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 The terms a
and 2a
are like terms because they share the same variable: a
. After ignoring any coefficients in the terms a
and 2a
, we are left with the same variable:a
. There is no exponent written next to either variable, so the exponent is the same for both terms.

The terms -4
and 7
are like terms because they are both constants, and therefore they both lack a variable. This lack of a variable constitutes an
identical variable.

The terms D 2
and 6D 2
are like terms because they share the same variable (D
) raised to the same power (2
). For both terms, the "variable and its exponent" isD 2
.

Unlike Terms

To help identify like terms, you have to be careful not to mistakenly identify unlike terms. Here are a few examples of unlike terms:

Unlike Terms

Unlike Terms: a
and b

Here, the terms have two different variables: a

and b
. They are NOT like terms.

Unlike Terms: 7x
and 7y

Don't be confused by the matching coefficients! Here, the terms have two different variables once coefficients are removed:x
and y
. The variables do not match, so these are NOT like terms.

Unlike Terms: 3m
and 7m2

Be careful! Here, the terms have the same variable, m, but with different exponents. Once coefficients are removed, we are left
with m
and m 2
. While these may appear similar, the fact that the variables have different exponents ensures that they are NOT like terms.

Remember: like terms always have identical variables with identical exponents. Terms that have similar, but slightly different
variables are not like terms and cannot be combined. Similarly, terms that have the same variables, but slightly different exponents
on those variable are not like terms and cannot be combined.

Degree

The degree of an expression refers to the largest exponent in an expression.

Examples
Example #1

3x2

Degree = 2

For this expression, the degree is 2

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because the exponent is 2
.

Example #2

7a

Degree = 1

For this expression, the degree is 1

because the implied exponent is 1
:

7a = 7a1

Example #3

9m4 - 2z2

Degree = 4

In this expression, m
has an exponent of 4
and z
has an exponent of 2
. The degree of an expression is equal to the largest exponent, so the degree here is 4
.

Example #4

12

Degree = 0

For this expression, the degree is 0

because the constant can be imagined as having an implied variable with an exponent of
0
:

12 = 12x0

Expression Classification

Expressions are often classified by their degree. The following list shows the names of expressions based on their degree:

Names of Expressions Based on Their Degree

0. An expression of degree 0
is known as a constant
1. An expression of degree 1
is known as linear
2. An expression of degree 2
is known as quadratic
3. An expression of degree 3
is known as cubic

Game: Combining Like Terms

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3.04.2 Combining Like Terms
Combining Like Terms
It is very important to remember that we can only combine like terms using addition and subtraction. While it makes sense to add one jar to two
jars, leaving you with three jars, this concept is a bit more intricate with multiplication and division. For now, remember that like terms can only
be combined using addition and subtraction.

Combining Like Terms with Addition

We've seen how to identify like terms. Now, it is a matter of learning how to combine these like terms. Examine the expression with
like terms below.

We recognize that these are like terms by ignoring their coefficients. If we imaginatively remove their coefficients, these terms have
the same variable: h
.

How do we combine these like terms? That's when the coefficients come back into play. Like terms can be combined by adding the
coefficients of the terms. Take the expression 4h + 7h
. The coefficients of the like terms are4
and 7
.

Because the terms are being added to one another, we can simply add the coefficients:4 + 7 = 11
. The result is the combination of these terms:

Why can we simply add these terms? To answer this question, refer back to our "jar" example. We know that "one jar plus two jars
equals three jars." This concept can be extended to any variable. No matter what the variable h
represents, it is always true that "four h
plus seven h
equals eleven h
." Written numerically, 4h + 7h = 11h
.

Example #1

Simplify the following expression by combining like terms:

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 3gh + 13gh

In the expression above, we have coefficients 3

and 13
. Though the terms above contain more than one variable, because the terms have identical variables with the same exponents, they
are considered like terms. The two terms can be combined.

3gh + 13gh

= 16gh

After combining like terms, the expression above is equal to16gh

. As long as the variables and their exponents are identical, the terms can be combined.

Example #2

Simplify the following expression by combining like terms:

-4m3 + 25m3

In the expression above, we have coefficients,-4

and 25
. Because the variables (and the variables' exponents) paired with these coefficients are identical, the terms can be combined.

-4m3 + 25m3

= 21m3

Combining Like Terms with Subtraction

We can combine like terms using subtraction as well as addition. When using subtraction, be careful with the sign of the term! Always
include the sign when adding or subtracting coefficients. For example:

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Always use the coefficients of the term to combine like terms. Regardless of whether addition or subtraction is being used, like terms
are combined by performing the operation on the coefficients of the terms. For example, examine the expression above, 9y - 3y
. These like terms can be combined by operating upon the coefficients:

Because subtraction is being used on the terms, we use the same operation on the coefficients:9 - 3 = 6
. The result is the combination of these terms:

Example #1

Simplify the following expression by combining like terms:

5d2 - 14d2

In the expression above, we have coefficients,5

and -14
, and a pair of like terms, both containingd2
. Because the variables and their exponents are identical, the terms can be combined.

5d2 - 14d2

= - 9d2

The difference of the expression above is equal to-9d2

. Because the variables in the terms are like terms, they are combined and the coefficients are treated with basic arithmetic.

Example #2

Simplify the following expression by combining like terms:

6w - 18w

In the expression above, the terms 6w

and -18w
are like terms, so they can be combined using basic arithmetic.

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 6w - 18w

= -12w

Example #3

Simplify the following expression by combining like terms:

-. 5b - . 75b

In the expression above, we have coefficients,-. 5

and -. 75
. Because the variables paired with these coefficients are identical as are their exponents, the terms can be combined.

-.5b - .75b

= -1.25b

3.04.3 Combining Terms in Longer Expressions

Combining Terms in Longer Expressions
In algebra, we sometimes come across formidable looking expressions:

We can use our experience with combining like terms to simplify this expression into something more manageable!

Simplifying longer expressions by combining like terms becomes easier when we break the process up into steps:

Step 1. Identify Like Terms

While you may be more familiar with combining like terms in an expression that has only two terms, the same concept applies to
longer expressions.

Like terms can be combined in any expression. Even if all of the terms in an expression aren't like terms, we can still combine the
terms that are like terms. When simplifying this expression, the first thing to do, as always, is identify like terms. Which terms in our
expression are like terms?

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 As with any expression, we identify like terms by focusing on the variables and exponents. If we focus on the variables in each term
we find that there are two terms that share the same variable with the same exponent.

-8d
and -3d
have the same variable with the same exponent: d
.

10d2
isn't a like term because its variable has a different exponent. 5e
isn't a like term because it has a completely different variable!

There are four terms in our expression. Only two of these terms -( 8d
and -3d
) are like terms. Because these are the only two like terms, these are the only terms we can combine.

Step 2. Move the Like Terms Next to One Another

Combining like terms in a longer expression can become confusing. We are adding or subtracting coefficients, the same as in shorter
expressions, but it can be tricky to keep track of the signs of each coefficient. Here, we have a minus sign in front of both of our like
terms.

There is a helpful trick to keep track of the signs of each coefficient: move the like terms next to one another. When moving terms,
keep the sign and subsequent term together.

Step 3. Add or Subtract Coefficients

With the like terms (-8d

and -3d
) next to one another, we can more easily see how to add or subtract their coefficients.

Remember: always keep the sign with the proper term. The subtraction sign in front of8d
should stay in front of 8d
, and the subtraction sign in front of3d
should stay in front of 3d
.

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 With the signs in mind, we can add or subtract coefficients. Here, we perform the operation to combine the like terms:

-8d - 3d = -11d

The other two terms (10d2

and 5e
) aren't like terms, so they cannot be simplified or combined. Therefore, our final and simplified expression still includes these terms in
their original form:

10d2 - 11d + 5e

Examples

Example #1

Simplify the following expression by combining like terms:

2a2 - 6C + 8a2 - 14b - 18C

When working with expressions, there can be more than just one set of like terms. The expression above, for example, has two sets
of like terms. Identifying all the sets of like terms is key to properly simplifying an expression.

In the expression above, which sets of terms are like terms?

2a2
and 8a2

-6C
and -18C

Move these like terms next to one another in the expression, keeping each of the terms with their corresponding signs.

2a2 +8a2 - 6C - 18C - 14b

Above, we've rewritten the expression to see the sets of like terms together. Now,combine the like terms with addition or
subtraction of the coefficients.

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 10a2 - 24C - 14b

The final, simplified expression reads 10a2 - 24C - 14b

.

Example #2

Simplify the following expression by combining like terms:

8x - 11d - 9x3 + 4d - 7d + 15

Expressions can also have more than just two like terms in a set — the expression above has three like terms. When youidentify all
of the like terms, simplifying and further evaluating an expression becomes much easier.

What are the three like terms from the expression above?

-11d
, 4d
, and -7d

Move these like terms next to one another in the expression, keeping each of the terms with their corresponding signs.

8x-11d+4d-7d - 9x3 + 15

Above, we've transformed the expression to see all the like terms together. Now, combine the like terms with addition or subtraction
of the coefficients.

8x-14d - 9x3 + 15

Finally, reorder the expression so that the terms are written in descending order of value of exponents. The final, simplified expression
reads -9x3 + 8x - 14d + 15
.

Matching Exercise
Match the consolidated expressions on the right to the original expressions on the left. Type in the letter of the matching
term.
a. -148a5 - a2
b. 6a2 b9 c8 + 6a2 b2
c. 7xa + 16xb
d. -aeb4 - 80ab4
e. 0

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 f. 3ab + e
g. -20x4 z + 7xz4 + xz

3.05 Introduction to The Distributive Property

Introduction to The Distributive Property

In addition to combining like terms, another way to simplify expressions is with the concept of distribution:the distributive property.

The distributive property is a mathematical principle that is used to multiply a single term by multiple terms:

Term(Term + Term + · · · + Term)

If there are parentheses around multiple terms, which are in turn multiplied by a single term, we can use thedistributive property.

How the Distributive Property Works

The distributive property uses a process known as distribution. We can essentially distribute the term outside the parentheses to each
of the terms inside the parentheses. To see how this process works, let's first use distribution with constants.

2(4 + 3)

There are parentheses around multiple terms: (4 + 3)

. These terms are also being multiplied by a single term:2
. This expression is of the format with which we can use the distributive property. So, there are two different ways to evaluate this
expression: the distributive property or the regular order of operations that we know.

In the diagram below, the left column uses the distributive property to evaluate the expression. The right column evaluates the
expression without using the distributive property.

In the left column, we distribute the term that is outside of the parentheses (2
) to each of the terms that are inside of the parentheses 4(
and 3
), using multiplication. That is, we multiply 2
by both 4
and 3
, individually. In the right column, we use order of operations to evaluate the expression: performing the operation that is inside the
parentheses first.

Using either method, we see that the expression is equal to14

. This is not a fluke: the distributive property always works whenever there are parentheses around multiple terms which are in turn
being multiplied by a single term.

Why do we use the distributive property?

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 It is evident that the method on the left (using distribution) has one more step than the process on the right. There is an extra step on
the left because we are not combining like terms (4 + 3
) before performing any other operations, like happens when using the method on the right (order of operations).

Often, the terms inside of the parentheses are not like terms and therefore cannot be combined. Then, the distributive property will be
the only way to simplify the expression. When there are not like terms inside of the parentheses, or once you have finished combining
all possible like terms, distribution is the method you'll need to employ to simplify the expression.

Distributive Property with Subtraction

We have seen the distributive property work when an expression is written in the form:

Term(Term + Term + · · · + Term)

It is important to note that the distributive property can be applied when there is subtraction inside of the parentheses, as well:

Term(Term - Term - · · · - Term)

The distributive property can be applied regardless of whether the terms inside the parentheses are being added, subtracted, or even
both!

Term(Term - Term + Term - · · · - Term + Term)

3.05.1 The Distributive Property in Algebraic Expressions

The Distributive Property in Algebraic Expressions

Working with Variables

While combining like terms is a way of simplifying expressions by adding and subtracting terms, the distributive property deals with
simplifying expressions by multiplying terms.

Terms include constants and variables being multiplied by one another. So, when you multiply constants and variables, you end up with a term.
For example, y · 4 · y · w = 4y2 w
.

This concept of creating terms through multiplication can be extended even further. Rather than simply multiplying a term by another term, we
can also multiply a term by a longer expression:

2(y + 3)

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 (
7g · 3h2 - g )

(
S · 5S + x3 )

(-2a + 11b) · - 8

To simplify these expressions, we can use the distributive property.

For example, take the expression 2(y + 3)

. Because we do not know the value of y, there's no way to simplify the expression inside the parentheses, so we must usedistribution to
simplify the expression.

Above, we're distributing the 2

to everything inside the parentheses (just like in the examples with constants on the previous page). The parentheses indicate that we can use
the distributive property to multiply the outside term by each term inside the parentheses.

Because 2y
and 6
are not like terms, they cannot be combined, and the simplified expression is2y + 6
.

Use of Parentheses to Keep Track of New Terms Created by Distribution

Note: When working with more complicated expressions, it can be difficult to keep track of what term is being distributed and multiplied by
what other term. To help keep track, we can add parentheses around the new terms that are created through distribution.

Here, in the second line of the image above, we can place parentheses around 2( · y
) and (2 · 3
). Order of operations dictates that we perform these multiplication operations first. Therefore, these parentheses aren't necessary — but
they can be visually helpful.

Use the Distributive Property

The distributive property can be applied to any term: constants, variables, or any number of constants and variables being multiplied
by one another (including exponents).

Example:

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 Simplify the following expression:

5x(3y + 10)

We can simplify the expression using the distributive property.

5x(3y + 10)

= (5x · 3y) + (5x · 10)

Above, 5x
is distributed to the terms inside the parentheses. The sets of parentheses on the second line are just visual indicators of our new
terms.

= (5x · 3y) + (5x · 10)

= 5 · 3 · x · y + 5 · 10 · x

= 15xy + 50x

We distribute 5x
to the terms 3y
and 10
. We add parentheses to see the expression as two separate terms:(5x · 3y)
and (5x · 10)
. Then, we multiply the constants and variables within these terms. These terms become15xy
and 50x
, respectively. Because these two terms are not like terms, we cannot combine them. Our simplified expression is15xy + 50x
.

Distribution of Negative Numbers

As you delve further into working with the distributive property, it is crucial to understand the significance of signs. Just as you learned
to keep the signs with the corresponding terms when combining like terms, the same method applies when using distributive
property.

For example, the expression 3x(5y - 2)

can be simplified using distributive property. However, with the inclusion of a subtraction operation, properly translating the expression
can become tricky.

When in doubt, change all subtraction operations to the addition of negative numbers.

So 3x(5y - 2)
would become 3x(5y + (-2))
; we changed the -2
to plus negative 2
. The result is the same, but, like we learned in combining like terms, the sign is kept with the term that it precedes.

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Example #1:

Evaluating the expression 3 - g(h + 12f)

would also be made easier using this trick: change the subtraction operation to an addition operation of a negative.

3 - g(h + 12f)

= 3 + ( - g)(h + 12f)

= 3 + ( - g · h) + ( - g · 12f)

= 3 + ( - gh) + ( - 12gf)

= 3 - gh - 12gf

Above, the minus sign was kept with theg

(-g
) and the operations were separated by addition. To completely simplify the expression, we converted the addition of negative
numbers back to subtraction operations and ordered the terms accordingly.

Remember, constants should always be listed at the end of an expression. The simplified expression is-gh - 12gf + 3
.

Example #2:

Below, take the expression -6a(2b - 4)

. Because 2b
and 4
are not like terms, we must use distributive property to simplify.

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 As the graphic shows, we multiply the term-6a
by the terms 2b
and -4
.

With that multiplication, the resulting expression is -12ab + 24 a

. Since -12ab
and 24a
are not like terms, they cannot be combined, and so the simplified expression is-12ab + 24a
.

3.05.2 The Distributive Property in Longer Expressions and Fractions

The Distributive Property in Longer Expressions and Fractions

Algebraic expressions are not always in a short, simple form. Sometimes, you will be called upon to simplify longer algebraic expressions. We
will look at examples of these, as well as how to use the distributive property when fractions are involved.

Distributive Property: Longer Expressions

Here, we practice simplifying these expressions by working through a few examples, combining the skills we have been practicing
separately.

Example #1

Simplify the following expression:

5(-3x + y) - 15

In the expression above, 5

is to be distributed to the -3x
and the y
inside the parentheses. Because -15

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is not inside the parentheses, it is not multiplied by 5
.

5(-3x + y) - 15

= (5 · - 3x) + (5 · y) - 15

Now that the correct terms have been distributed, simplify the expression.

(5 · - 3x) + (5 · y) - 15

= 5 · - 3x + 5 · y - 15

= -15x + 5y - 15

There are no like terms in the expression above, so the simplified expression equals-15x + 5y - 15
. As in this problem, there can be expressions that are not fully encased in a set of parentheses and, to simplify them, may require
steps in addition to using the distributive property.

Example #2

Simplify the following expression:

11 - (C + 6) - 9

In the expression above, C + 6

is inside a set of parentheses. Though there is no number sitting in front of the parentheses, there is still an element of distributive
property present.

If ever there is an expression or equation without an integer visibly outside the parentheses, treat it as if there is an invisible1
outside the parentheses.

11 - (C + 6) - 9

= 11 - 1(C + 6) - 9

Now, simplify the expression normally.

11 - 1(C + 6) - 9

= 11 + - 1 · C + - 1 · 6 - 9

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 = 11 - C - 6 - 9

= -C - 4

There is always an invisible 1

in front of a parenthesis, whether you are adding or subtracting the terms in the parentheses however, it is particularly important to
remember to distribute a negative sign. It is crucial to be mindful of signs when utilizing the distributive property. If an expression
inside a set of parentheses is being subtracted (in other words, is being multiplied by -1
), make sure to apply that sign to every term in the expression. A common mistake is to forget to distribute the negative sign to a term.

Example #3

In the expression below, there are two instances in which distributive property can be applied:4(b + 3)
and -5(2 - 6b)
. Treat each separate instance individually and then proceed to simplify the expression.

In addition to the two instances of distributive property, we must also combine like terms to simplify the expression. The final
expression equals 34b + 2
.

Distributive Property: Fractions

We've seen how to use the distributive property for multiplication, but we can also use the distributive property to simplify fractions! For
example, examine the following fraction:

As we've learned, fractions represent division. However, we can alter a fraction to reflect a multiplication operation using the
distributive property:

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Dividing our numerator (4x + 2)
by 12
is the same as multiplying (4x + 2)
1
by 12

With the new multiplication operation, we can use the distributive property and simplify the expression.

() ()
1 1
The simplified expression is equal to 3 x+ 6

()
1x

. Through the regular methods of multiplication, 3

would also be acceptable. Both indicate a variable of x

()
1
coefficient of 3

Example:

Simplify the expression to the right using the distributive property.

- (3a +18)
6

-1

= 6 · (3a + 18)

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 -1
Now that the expression is in a form appropriate for the distributive property, we can distribute 6
to the 3a + 18
inside the parentheses.

-1
= 6 · (3a + 18)

( )( )
-1 -1
= 6 · 3a + 6 · 18

-1
Above, 6
is distributed to each of the terms inside the parentheses. To simplify completely, perform each of the multiplication operations and
simplify the fractions, if necessary.

( )( )
-1 -1
= 6 · 3a + 6 · 18

( )( )
-3a -18
= 6 + 6

()
-a
= 2 -3

-a
After simplifying both fractions, the final expression reads 2 - 3
-1
. This can be rewritten as 2 a - 3
, if desired.

Writing Expressions

When writing expressions, remember there are two significant elements regarding the order of terms:

terms are written in descending order according to exponents

constants are written at the end of the expression

Notice how in each of the examples above, the simplified expressions are written with the constants at the end.

3.06 Simplifying Longer Expressions

Simplifying Longer Expressions

Combine Like Terms before Distributing

When simplifying an expression, always combine like terms whenever possible. An expression may seem like a good candidate for using the
distributive property, but always be mindful that there could be like terms present. Be sure to combine all like terms before distributing
whenever it is possible to combine like terms.

Example:

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Simplify the following expression:

-4g(5a - 3a)

In the above expression, there's a set of like terms inside the parentheses 5( a
and 3a
). Remember to combine like terms first, whenever possible. Here, we combine the like terms before multiplying.

-4g(5a - 3a)

= - 4g(2a)

After combining our like terms, we continue to simplify the expression.

-4g(2a)

= - 4g · 2a

= -8ag

Our fully simplified expression is -8ag

.

If you do not combine like terms initially, you will still get the same answer, but with an extra step or two. To avoid making mistakes, the best
practice is to combine like terms whenever possible.

Always look for like terms before distributing.

Distributive Property with Exponents

One final consideration when using the distributive property is the presence of exponents. Often there will also be instances in which you're
asked to multiply the same variables by one another.

For example, an expression that reads 3x(x)

, would be simplified by multiplying 3x
by x
. The simplified expression would be written as 3x2
.

Because we're multiplying a variable by itself, the product results in an exponent. As we've seen elsewhere, the term3x2
can be broken up as 3 · x · x
. This concept is seen regularly when simplifying algebraic expressions.

Example:

We must use distributive property to simplify the expression below:2x(8y + 4x)

.

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An exponent is created in the term 8x2
because we are multiplying the x
in 2x
by the x
in 4x
. As we've seen, 2x · 4x = 2 · 4 · x · x = 8x2
.

3.07 The Substitution Method

The Substitution Method

As we've seen, a variable can be operated upon like a real number. Variables appear in simple expressions as well as in algebraic equations.
Examine the expression below:

x+2

In the expression above, "x + 2

" does not have a known value, because x
does not have a specified, known value. If the value of x
were specified, we could use the substitution method: replacing x
with its value. Substitution is a method used in algebra when a variable is substituted by its known value. After performing substitution, we can
evaluate the expression like any other.

For example, say we know that x = 3

. We can substitute the value 3
for the variable x
. Therefore, the expression "x + 2
" becomes "3 + 2
." It can easily be evaluated with a simple addition operation:3 + 2 = 5
.

Tip: when substituting a value for a variable, it is a good idea to enclose the value within parentheses. Using parentheses is a good visual way
to keep track of values that have replaced variables. This process is outlined below:

We know that x = 3
, therefore:

x+2

= (3) + 2

=5

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Using a Calculator for Operations with Known
Variables

When performing operations with known variables, a

calculator is a great resource to evaluate expressions
and to check your work. Input your operations, including
parentheses, to perform calculations.

If b = 20
(b+80)
, what is (5 +b)
?

Step 1: Re-write your expression with the knowledge

that b
is equal to 20
.

(b+80) (20+80)
(5 +b) = (5 +20)

Recall the order of operations (PEMDAS). We first

perform the operations that are within parentheses.

Step 2: Perform the operation 20 + 80

on your calculator by typing "20 + 80
" and then clicking the " =" button. Record the sum, 100
(100 )

. Now we see that our expression is equal to 5 +20

.

You need to clear the screen before entering more

information. So, after recording the sum, click the clear
button. Depending on your calculator, this button might
say AC, C, CE, or Clear.

Step 3: Perform the operation 5 + 20

on your calculator by typing " 5 + 20" and then clicking
=. Record the sum, 25
( 100 )
. Now we see that our expression is equal to ( 25 )
.
100
Step 4: Perform the final operation, 25
, on your calculator by entering "100 ÷ 25
." The final answer is 4
.

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Example #1

View the prompt below:

If y = 1
, evaluate the following expression:

14 - y

We can evaluate the expression "14 - y

" by replacing y
with its value, 1
:

14 - y

= 14 - (1)

= 13

We see that:

If y = 1
,

14 - y = 13

This process can be repeated in any situation where a variable's value is specified. Once a variable's value is known, we can replace the value
for the variable, and then evaluate the expression with the known value in place.

Example #2

View the prompt below:

If b = 20
, evaluate the following expression:

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 (b+80)
(5 +b)

(b +80)
We can evaluate the expression " (5 +b )
" by substituting the value, 20
, for the variable, b
.

(b+80)
(5 +b)

( (20) +80)
= (5 + (20) )

100
= 25

=4

Here, more steps were needed because the expression is more complicated. Also,b
appeared twice. After using substitution on both instances of b
, we see that:

If b = 20
,

(b+80)
(5 +b)
=4

Example # 3

To accurately evaluate the expression in this example, properly apply the order of operations.

View the prompt below:

If c = 4
, evaluate the following expression:

4+5·c

We can evaluate the expression by substituting the variable with its known value. Order of operations is important:

4+5·c

= 4 + 5 · (4)

= 4 + 20

= 24

We see that:

If c = 4
,

4 + 5 · c = 24

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3.08 Substitution for Multiple Variables
Substitution for Multiple Variables

We've seen mathematical expressions that have multiple variables. Some examples are:

Mathematical Expressions with Multiple Variables

x-y
-3a + 3b
3(P) · (3S) + 1
a2 + b2 + c2

Substitution for One Variable

We can use the substitution method on these expressions, similar to an expression containing only one variable. If a variable's value is
specified, we can substitute the variable with its value:

If b = 5
,

(-3a) + (3b)

= (-3a) + (3 · 5)

= (-3a) + 15

Using a Calculator for Operations with Multiple Variables

When performing operations with known variables, a calculator is a

great resource to evaluate expressions and to check your work. Input
your operations, including parentheses, to perform calculations.

If x = - 4
and y = 9
, what is 8(x) + (72 ÷ y)
?

Step 1: Re-write your expression with the knowledge thatx = - 4

and y = 9
.

8(x) + (72 ÷ y) = 8(-4) + (72 ÷ 9)

First perform the operation within the parentheses.

Step 2: Perform the operation 72 ÷ 9

on your calculator by typing "72 ÷ 9
" and then clicking the " =
" button. Record the quotient, 8
. Now we see that our expression is equal to8(-4) + (8)
.

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 You need to clear the screen before entering more information. So, after
recording the quotient, click the clear button. Depending on your
calculator, this button might say AC, C, CE, or Clear.

Step 3: Perform the operation 8(-4)

on your calculator by typing " 8 × -4" (using the minus sign for negative)
and then clicking =
. Record the product, -32
. Now we see that our expression is equal to-32 + (8)

Step 4: Perform the final operation, -32 + 8

, on your calculator by entering "-32 + 8
." The final answer is -24
.

Here, we see that after we substitute b

with its value, 5
, the expression is equal to "(-3a) + 15
." Notice that we did not substitute for the variablea
because we do not know the value of this variable. Therefore, the variable a
remains in the expression, even after evaluation. In the following section, we will explore how to evaluate an expression when multiple
variables have known values.

Substitution for Multiple Variables

When multiple variables each have specified values, we can substitute each variable with its respective value. For example:

If x = 2
and y = 3
,

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 x-y

= 2-3

= -1

Here, we evaluate the expression "x - y

," by substituting x
and y
with their respective values, 2
and 3
.

Let's look at a more complicated example

If x = - 3
and y = 6
, evaluate the following expression:

(x - y)3 + z2

= (-3 - 6)3 + z2

= (-9)3 + z2

= (-9) · (-9) · (-9) + z2

= - 729 + z2

One final example:

If w = - 1
and z = 0. 5
,

z2 (w - a) + 3z - 1

= 0. 52 (-1 - a) + 3(0. 5) - 1

= 0. 25(-1 - a) + 1. 5 - 1

= - 0. 25 - 0. 25a + 0. 5

There is still one more step: the two constants must be combined.

= - 0. 25a + 0. 25

Career Connections

Variables in Computers

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Computers do some wonderful things for us. It's complicated how computers do exactly what they do, but one
thing that is certain is that computers couldn't do these wonderful things without variables.

If you've ever changed the settings in a program, you've changed a variable. If you've ever altered hardware
settings on a computer, you've changed a variable. Everyday, we interact with computers and input variables
so that the computer can do something for us. For example, if you want to look up your bank account online,
you likely have a username and password through your bank — these are two variables that are both needed
to access your account information securely. Let's say you wanted to transfer some money from your savings
account to your checking account — this is another variable that you input (let's call it x
). Once you tell the computer how much you're transferring from savings to checking, your bank takes that number and has to do a few
calculations. First, your bank has to subtract the amount out of your savings — so something like (S - x
). Then, your bank has to add that amount to your checking account — so something likeC + x
. In this one situation, there are multiple variables that the bank deals with for you so you don't have to do anything. What's key here is
knowing how variables can help us work with quantities that change — especially if you want to make sure your bank is transferring your
money correctly!

3.09 Algebraic Equations

Algebraic Equations

Equations

An equation, denoted by the equals sign, =, represents a mathematical relationship. Following from it's name, equations denote that entities
are equal to one another. More specifically, equations represent that two expressions, lying on opposite sides of an equals sign, hold the same
value as each other. Examine the following equation:

a=3

The equation above is read as "a equals three." It represents an equality in which the expressions on either side of the equals sign,a
and 3
are equal to each other.

Linear Equations

An algebraic equation is any equation that contains variables, constants, or mathematical operations. A linear equation is an algebraic
equation with degree of 1
. This means that none of the terms in the equation have an exponent larger than1
. For example, examine the algebraic equations below. They are classified as either linear equations or non-linear equations below:

Linear Equations
b=2+x
d
b= 2
7 = 8D

Non-Linear Equations
b2 = 2
c = √d
D2
7= 2

Notice that a linear equation can have terms in which a variable is multiplied, or divided, by a constant. These terms can then be added or
subtracted from one another. However, a linear equation cannot have a term in which variables have exponents larger than 1
. Notice, too, that an algebraic equation in which a root of a variable is taken is also considered non-linear.

3.10 Linear Equations

Linear Equations

Solving algebraic equations is a fundamental cornerstone of algebra. The simplest algebraic equations are linear equations, which we will learn
how to solve in this assignment.

An equation, fundamentally, is simply two terms or expressions with an equals sign in between them. In algebra, we are often manipulating
these terms or expressions by adding, multiplying, or performing other operations.

For example, y = - 8
; this is considered the simplest form of an equation. This type of equation, in which the value of variable is found, is also your goal in solving

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algebraic equations; once you've found the value of variable, you've essentially found the solution.

It is important to remember that both sides of any equation are equal to one another. Therefore, whatever operation we perform to the
expression on one side of an equation, we must perform to that on the other side of the equation. This is known as the principle of equality:

The principle of equality - If you perform equivalent operations to both sides of an equation, the result will always be an equivalent
equation.

For example, examine the equation below:

4=4

Say we want to manipulate the four on the left side of the equation above. If we subtract2
on the left side, the expression now becomes 4-2
. Because we need to perform the same operations on the both sides of the equation, we also need to subtract2
from the right side of the equation.

4-2 = 4-2

2=2

So, subtracting 2
from the right side of the equation, the expression now becomes 2 = 2
.

On the other hand, consider what happens when we did not perform the same operation on both sides:

4=4

4-2 = 4

2≠4

Think of the equals sign as representing a balanced scale. If we subtract2

from one side, but not the other, that scale is out of balance.

This fact is at the heart of algebraic manipulation. It is what allows us to solve algebraic equations. Consider, therefore, the illustration below
with variables:

If b = x + 3

b-3 = x + 3

If b = x + 3

b-3 = x + 3-3

Principles of Equality

The principle of equality exists for each of the elementary operations (addition, subtraction, multiplication, and division) and they are used to
solve equations. We will study this in much more depth on subsequent pages, but to get a basic idea, let's start with some linear equations:

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x-3 = 4

If you subtract 3
from a number, you get 4
. You can probably do this problem in your head, but let's see how the principle of equality helps us solve it. If we add the same number to
both sides, that gives us an equivalent equation:

x-3 = 4

+3
+3

x - 3+3 = 4+3

Notice that -3 + 3 = 0

x-3 + 3 = 4 + 3

x=7

The fact that we can add the same number to both sides and the result is an equivalent equation is known as the addition principle of equality.

Let's continue with a subtraction example:

x+5=9

If we subtract the same number from both sides, that gives us an equivalent equation:

x+5=9

-5
-5
x + 5-5 = 9-5

x+5-5 = 9-5

x=4

The fact that we can subtract the same number to both sides and the result is an equivalent equation is known as the subtraction principle of
equality.

Exercises
Compare the second statement to the first. Does the second show the principle of equality? Write "yes" if it does; "no" if it does not.
1. 3y = 13z

3y - 12 = 13z - 12
2. x ÷ 49 = y - 16

x ÷ 49 - 7 = y - 9
3. 17w - 9 = 4w + 19

17w - 4 = 4w + 24
4. R(1 - z)

R(1 - z) - 4 - 4

( )
c
5. 23 = 87 w - 14 + 90

( )
c
23 + 7 = 87 w - 14 + 83

For each of the items below, write in the operation and value which must be performed on the right-hand side of the equation to
preserve the principle of equality. For example, if the answer is subtract three type in "Subtract
3" and if the answer is add four, type "Add
4."
6. a ÷ 23 = a + 14

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a ÷ 23 - 14
3b = a + 14
7. 24 = -17 + 34(1 - c)

3b
12 = -17 + 34(1 - c)
3x 9w -1
8. 2y = 2c-1

3x 9w -1
2y + 19 = 2c-1
9. 4(x - 7) + 39 = y(x - 4)

4(x - 7) = y(x - 4)
10. -4c - 54 = 56x + 89

-4c - 54 + 20 = 56x + 89

3.11 Case Study: Algebraic Equations

Case Study: Algebraic Equations

Suppose you are a network engineer at a growing software company. Your

manager has put you in charge of upgrading the current wifi network. You
recently completed an analysis of the wifi network and noticed that a
number of the wireless access point units will need to be replaced to
improve speed as well as provide outdoor access to wifi on the corporate
campus.

The office complex consists of 4

office suites and 1
outdoor courtyard that require wifi network coverage. You determine that
each space will require 2
wireless access point units. Out of the current inventory of routers, 3
units meet the speed specifications required for the new network. The other
units will need to be replaced.

How many more wireless access point devices do you need to purchase in
order to improve the performance of the wifi network?

This is a good time to apply our algebra skills by solving for the linear equation. On both sides of the equation will be the desired number of
wireless access point units. In total, we know we need 2a
wireless access point units (where a
is the total number of spaces that require wifi access). So, on one side of the equation we write 2a
. On the other side will be thex
number of units that you still need to purchase, plus the 3
units that you already have. Therefore, the equation reads:

x + 3 = 2a
,

where a = 5
, the total number of spaces that require wifi network access.

Solve for x
.

First, we use substitution to replace a

with its known value of 5
:

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 x + 3 = 2a

x + 3 = 2(5)

x + 3 = 10

Now, we use addition's inverse operation, subtraction, to undo the+3

operation. By the subtraction principle of equality, we subtract 3 from both sides of the equation:

x + 3 = 10

-3
-3

x=7

x=7
, which means you would need to purchase 7
wireless access point units in order to upgrade the wireless network.

Real World Example: Algebraic Equation

Let us examine another real world scenario where our algebra skills can be very helpful - calculating profit (or loss). You are an accountant
that works in the billing department at a medical technology company. Last quarter the company produced and sold 425
units of a surgical medical device at a cost of $550
per unit. The selling price per unit is $1, 000
. The company offers volume discounts according to the following schedule:

100
to 149
units earn a 10 %
volume discount.
150
to 199
units earn a 12 %
volume discount.
200
to 249
units earn a 15 %
volume discount.
250
to 299
units earn a 17 %
volume discount.
Over 300
units earns a 20 %
volume discount.

Sales from the last quarter are as follows:

Customer A purchased 140

units
Customer B purchased 225
units

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 Customer C purchased 60
units

What is the total profit that the company earned last quarter from the sales of this medical device. (knowing thatProfit = Revenues - Costs
)?

To solve this problem, we will work in steps.

**When entering your answers do not enter spaces or punctuation. For example$ 10, 000
would be entered as 10000
.

Step 1: Set up an equation to determine costs.

We begin with setting up an equation to determine total costs related to the production of the medical device units. On one side, we have the
number of units produced
(in this example indicated by the variable u
) multiplied by the cost per unit
(in this example indiciated by the variable c
). On the other side we haveTotal Costs
(in this example indiciated by the variable T
).

T=u×c

Step 2: Set up an equation to determine revenue from sales of this device.

We know revenue from sales is equal to the number of units sold.

The equation is Revenue = Units sold × Price

For this example we will represent revenue with the variableR

, units sold with the variable u
, and price with the variable p
.

R =u×p

To solve for R
we must substitute in the other known values. We know the value of u
, the number of units sold -425
, and we know the sales price per unitp
- $1, 000
. However, also know that the price per unit changes depending on the volume that is purchased, so we must be sure to account for these
discounts in our equation.

Solve for R
substituting in the known values for u
and for p
. (Be sure to set up your equation to account for the pricing structure discounts!)

Step 3: Solve for profit

Using the formula for profit given in the scenario, find the profit and enter it in the box below.

P=

Conclusion

The total profit your company earned this past quarter from sales of this particular medical device was$ 143, 500

3.12 Manipulating Equations with Addition and Subtraction

Manipulating Equations with Addition and Subtraction

Manipulating equations and solving for variables can come in many forms. Some of the problems you'll come across throughout this course
and in furthering your mathematical knowledge will test your understanding of basic arithmetic as well as complex concepts you learn along
the way.

The act of manipulating equations is often for the purpose of solving for a variable. We must first understand and learn the steps needed to find

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that final product in order to move forward.

Because addition and subtraction are inverse operations, they undo one another. We can use this fact when solving for a variable in an
algebraic expression.

The key is to manipulate the equation so that the variable is isolated on one side of the equals sign—that's how we can accurately solve for
the variable's value.

Equations are like mathematical scales—in order for them to be balanced, we must perform the same operations on each side of the equation.

In Multi-Step Expressions

Manipulating equations with addition and subtraction can feature multi-step expressions, as well. Using the Order of Operations, we
perform (in order): parentheses, exponents and square roots, multiplication and division, and then addition and subtraction. Take a
look at the problem below.

(7 · 2) - 6 + y = 18

In Multi-Step Expressions

We must first evaluate the expressions containing known values to find the value of y.

(7 · 2) - 6 + y = 18(14) - 6 + y = 188 + y = 18

Now that we've evaluated the expression on the left side of the equation, we can find
y's value.

8 + y = 18 - 8 - 8y = 18 - 8y = 10

Combining Like Terms to Solve Equations

Solve for x
.

4x + 8 - 3x = 2

In the above equation, there is a set of like terms:

4x and
-3x. Just like in an expression, we can also combine these in an equation to solve for x.

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 Combining Like Terms to Solve Equations

Combine
4x and
-3x first to simplify the expression on the left side.

4x + 8 - 3x = 2x + 8 = 2 - 8 - 8x = - 6

After combining the like terms, subtract 8

from the left and right sides of the equation. The final equation reads x = - 6
(2 - 8 = - 6)
.

Now let's look at some examples to see the principle of equality in action.

Examples

Example #1

If x + 4 = 10
, then what does x
equal?

To solve for x
, we must manipulate the equation so thatx
stands alone on one side of the equals sign. To do this, we need to undo the x
on the left side of the equation. We know, by inverse operations, that subtraction undoes addition. So, we can simply subtract
4 from the left side of the equation to isolatex
. But, we have to perform the same operation to both sides of the equation. So, using the subtraction principle of equality, we subtract
4
from both sides of the equation!

x + 4 = 10 -4 - 4x = 10 - 4x = 6

After we subtract 4
from both sides, x
is by itself. After some basic arithmetic, we can conclude that x
equals 6
.

Example #2

If 26 = a - 42
, then what does 26 = a - 42
equal?

For this equation, we need to undo the -42

by using the inverse of subtraction, which is addition. So, using the addition principle of equality, we add
42 to both sides of the equation in order to isolatea
.

26 = a - 42 + 42 + 4226 + 42 = a68 = a

Example #3

Solve for y
.
11 + y + 13 = 18

First do all the simplification you can before considering the variable. Notice the11
and 13
can be combined.

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 y + 11 + 13 = 18y + 24 = 18

To solve for y
, we must isolate the variable on one side of the equation.

y + 24 = 18 - 24 - 24y + 24 - 24 = 18 - 24y = 18 - 24 = - 6y = - 6

Example #4

Using the same principle, you can add and subtract variables. Since the variable represents a single value, it is the same as adding
and subtracting the value.

Solve for w
.
12 + w = 2w

Here we have w
on both sides of the equation. We need to get them on the same side. To do this, we add and subtract them.

12 + w = 2w -w - w12 + w - w = 2w - w

Now combine the like terms across the equal signs.

12 = w

3.13 Manipulating Equations With Multiplication and Division

Manipulating Equations With Multiplication and Division

The rule of performing the same operations to each side of the equation also applies to equations involving multiplication and division. Like the
addition and subtraction principles of equality, there are also multiplication and division principles of equality:

The multiplication principle of equality - If both sides of an equation are multiplied by the same non-zero number, the result is an
equivalent equation.

The division principle of equality - If both sides of an equation are divided by the same non-zero number, the result is an equivalent
equation.

Division Principle of Equality

Example

2x = 10

Solve for x
.

We want to solve for x

. On the left side of the equation is a multiplication operation:2 · x
. Therefore, we need to undo the multiplication operation · x
. Multiplication and division are inverse operations, so we can use division to undo the multiplication here and isolatex
. By the division principle of equality, we divide both sides of the equation by2
:

2x = 10 ÷ 2 ÷ 22x ÷ 2 = 10 ÷ 2x = 5

Often fractions are used rather than division signs. This allows the numerator and denominator to cancel:
2x 10 2x 10 5
2x = 10 2 = 2 2 = 2 x = 5

Above, we isolated x
by dividing both sides of the equation by 2
. Using arithmetic, we found that x = 5
.

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Multiplication Principle of Equality

Example

a÷4 = -3

Solve for a
.

Here, the equation features division, so we must use multiplication to isolate and solve for the variable. To isolatea
, we must use the inverse of ÷ 4
, which is to multiply by 4
: ·4
. Using the multiplication principle of equality, we multiply both sides by4
:

a÷4 = -3 ·4 · 4a = - 3 · 4a = - 12

Remember that division is often shown in the form of a fraction. The same multiplication principle of equality applies:
a a
4 = -3 ·4 · 4 4 · 4 = - 3 · 4a = - 12

Once a
is isolated, we find that its value is equal to -12
.

Note: In algebra, we can always check our answer by using substitution. Substitute-12
for a
into the original equation:

a ÷ 4 = - 3 - 12 ÷ 4 = - 3

✔-3 = - 3

After plugging in the value for a

, we were able to find that -12
did in fact correctly solve the equation.

Eliminating the Negative Sign

4 = 35 - d

Solve for d
.

For this equation, we must subtract

35 from either side to isolate d
.

4 = 35 - d - 35 - 354 - 35 = 35 - d - 35 - 31 = - d

Looking at the above example, we've solved for -d

. However, we want to solve for the value of positive
d. So, we must eliminate the negative sign to correctly evaluate the equation.

-d
can also be written as -1 · d
. So, to undo this multiplication (-1 ·
), we divide -d
by -1
. By the division principle of equality, we must perform this division on both sides of the equation:

-31 = - d - 31 ÷ - 1 = - d ÷ - 1 31 = d

We see that d
is equal to 31
.

To eliminate a negative sign in front of a variable, we can also multiply both sides by-1
. For example:

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 -p = 5 - p · - 1 = 5 · - 1 p = -5

Steps for Solving an Equation With Complex Expressions

1. Substitute any variable's known value for the variable itself

2. Simplify expressions on either side of the equation following order of operations:

Distribute
Combine Like terms
Add and subtract constants
Complete any other process that serves to simplify the expression

Move terms across the equation, using the Addition and Subtraction Principles of Equality:

Move all constants to one side of the equation

Get all terms with the variable to be solved on the opposite side of the equation

Simplify the expressions on either side of the equation:

Combine like terms on one side, if necessary

Add and subtract constants on the other side, if necessary

Isolate the lone variable on one side of the equation, using the Multiplication and Division Principles of Equality:

The variable will be across from its value

Check your answer:

Plug in your solution to the original equation. Perform the arithmetic on both sides of the equation. If the two sides of the equation are
equal, you have successfully solved the equation!

Example
Solve for
x:
3(x - 1) = - 1 + 3x - 2x + 8
Step 1: Substitute any variable's known value for the variable itself.

Since we do not have any known values, we can skip this step.

Step 2: Simplify both sides of the equations

3(x - 1) = - 1 + 3x - 2x + 8
Distribute the 3
.

3x - 3 = - 1 + 3x - 2x + 8
Combine like terms of 3x
and -2x
.

3x - 3 = - 1 + x + 8
Combine the -1
and 8
.

3x - 3 = x + 7

Step 3: Move terms across the equation, using the Addition and Subtraction Principles of Equality

3x - 3 = x + 7
Subtract x
from both sides to get all the terms with x
on one side.

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 -x
-x

2x - 3 = 7

2x - 3 = 7
Add 3
to both sides to get all the constants on the other side.
+3
+3

2x = 10

Step 4: Simplify the expressions on either side of the equation (if necessary)

We are finished with this step because we have all thex

's on one side and a number on the other side of the equation.

Step 5: Isolate the lone variable on one side of the equation, using the Multiplication and Division Principles of Equality.
2x 10
2 = 2x = 5

Step 6: Check your answer by plugging it in

3(5 - 1) ≟ - 1 + 3(5) - 2(5) + 83(4) ≟ - 1 + 15 - 10 + 812 ≟ 14 - 10 + 812 ≟ 4 + 812 = 12

This confirms that x = 5

.

3.14 Solving Longer Equations

Solving Longer Equations

Solving algebraic equations and working with variables goes hand-in-hand. Equations can contain multiple variables, as we've seen on
previous assignments. These variables' values can be either known or unknown. Here, we'll apply what we've learned, and use it to solve
equations that have multiple variables.

These equations often require a few steps to solve. Solving these equations, though, is less intimidating than it sounds. As with shorter
equations, we can simply apply the same principles we've learned:

Arithmetic
Inverse Operations
Combining Like Terms
Distribution
Substitution
Multiplication Principle of Equality
Division Principle of Equality
Addition Principle of Equality
Subtraction Principle of Equality

Let's see how these principles apply to longer algebraic equations:

Example

Find the correct values for the variables in the equation below, using the table to the right:
Variable Value
a 4
x -2
d 10
b 8

((5 · x) - b) + C = 6

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According to the table at the right, we know thatx = - 2
and that b = - 8
, but we don't know the value ofC
. So, here we need to use algebra to solve forC
.

((5 · x) - b) + C = 6

First, we use substitution to replace the known variables with their values. After this substitution is complete, our equation would read:

((5 · - 2) - 8) + C = 6

Now, we are ready to solve forC

. First, we perform arithmetic on the constants in the equation:

((5 · - 2) - 8) + C = 6(( - 10) - 8) C = 6( - 18) + C = 6 C - 18 = 6

Here, we have a familiar looking linear equation. As always, we want to isolate the variable. To do that, we undo the subtraction operation-18
(
) by using the inverse addition operation (+18
). Applying the addition principle of equality, we add 18
to both sides of the equation:

C - 18 = 6 + 18 + 18C - 18 + 18 = 6 + 18C = 24

So, C = 24
. We can check our work by substituting C
with its value.

((5 · - 2) - 8) + 24 = 6

Example

Find the correct values for the variables in the equation below, using the table to the right:
Variable Value
a 4
x -2
d 10
b 8

-40 ÷ b - (a · y) = 19

According to the table at the right, we know thatb = 8

and that a = 4
, but we don't yet know the value fory
. To solve for y
, we can use our algebraic tools.

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 -40 ÷ b - (a · y) = 19

We substitute the known values for their corresponding variables:

-40 ÷ 8 - (4 · y) = 19

Now, we can use arithmetic and the principles of equality to isolate

y:

-40 ÷ 8 - (4 · y) = 19

-5 - (4y) = 19 + 5 + 5 - (4y) = 19 + 5 - (4y) = 24

Finally, we divide both sides of the equation by

-4 to solve for
y.

-4y = 24 ÷ - 4 ÷ - 4y = 24 ÷ - 4y = - 6

So, y = - 6
. We can check our work by using substitution:

-40 ÷ 8 - (4 · - 6) = 19

3.14.1 Case Study: Solving Longer Equations

Case Study: Solving Longer Equations

Today, businesses use a number of different monetary measurements and formulas to calculate their financial health and success. One of
these measurements is a net margin. A net margin represents the percentage of revenue remaining after all expenses are paid — this
includes production expenses, labor costs, fixed costs, taxes, and more.

To calculate net margin, all expenses must be subtracted from revenue, or total money taken in, which will equal net income. Then, net
income is divided by revenue to accurately find the remaining value.

Net income = Revenue - (Cost of goods sold + Operating expenses + fixed costs)

Net margin = Net Income ÷ Revenue

Variable Value
Business Example Revenue (R
$60, 000, 000
)
For businesses to be successful, they must offer excellent products or services, Employee Salaries and Benefits Budget (
and have a good business model. Here, let's examine a business' financial x ?
situation, and apply some algebra skills. )
Cost of Supplies (y
Over the course of one month, TechnoServe has seen a revenue (R) $8, 500, 000
)
of $60, 000, 000
Other Monthly Expenses (a
. To calculate TechnoServe's profit, we must subtract from the revenue, the cost of $7, 500, 000
)
employee salaries and benefits (x )
, the $8, 500, 000 Net Income (N $28, 500, 000
) Goal

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cost of supplies (y)
, and the $7, 500, 000
in other monthly expenses (a)
.

TechnoServe has a financial goal for a Net Income (N)

of $28, 500, 000
. How much can TechnoServe afford to allocate for salaries and benefits(x)
, while still hitting its financial goal?

TechnoServer's equation now reads:

Net income = Revenue - (Salaries and Benefits + Cost of Supplies + Other Expenses)

N = R - (x + y + a)

If we replace the known variables with their values, the equation would read:

$28, 500, 000 = $60, 000, 000 - (x + $8, 500, 000 + $7, 500, 000)

To solve for x
, we must isolate the variable to one side of the equation. We use the algebraic principles we've learned to solve this equation.

Arithmetic to simplify the equation:

$28, 500, 000 = $60, 000, 000 - (x + $8, 500, 000 + $7, 500, 000)$28, 500, 000 = $60, 000, 000 - x - $8, 500, 000 - $7, 500, 000$28, 500, 000 = $44, 000, 000 - x

The subtraction principle of equality to isolate the variable:

$28, 500, 000 = $44, 000, 000 - x$28, 500, 000 - $44, 000, 000 = - x

More arithmetic, and finally the division principle of equality, allows us to solve forx
:

$28, 500, 000 - $44, 000, 000 = - x -$15, 500, 000 = - x -$15, 500, 000 ÷ - 1 = - x ÷ - 1 $15, 500, 000 = x

Our final answer is $15, 500, 000 = x

. So TechnoServe can spend $15, 500, 000
on employee salaries and benefits.

Employee Salaries and Benefits Budget

(x) = $15, 500, 000

Real World Example: Solving Longer Equations

Let us build upon the above example, and slightly revise it to focus on the net margin instead of the net profit. For this example, we will
assume the same financial situation: in a given month, the revenue (R) was $60, 000, 000
, the cost of employee salaries and benefits (x
) was $15, 500, 000
, and the cost of supplies (y
) was $8, 500, 000
.

TechnoServe has a financial goal for a net margin (M

) of 47. 5 %
. How much can the company afford to allocate for other monthly expenses (a), while still hitting this financial goal?

Variable Value
Revenue (R
$60, 000, 000
)
Employee Salaries and Benefits Budget (
x $15, 500, 000
)

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Cost of Supplies (y $8, 500, 000
)
Other Monthly Expenses (a
?
)
Net Margin (M
47. 5 %
) Goal
To solve this problem, we will work in steps.

Step 1: Convert the net margin from percent to decimal.

Step 2: Set up an equation.
Next, we need to set up an equation. For this, remember that the net income and the net margin are defined as follows:

Net Income = Revenue − (Salaries and Benefits+Cost of Supplies + Other Expenses)

Net Margin = Net Income ÷ Revenue

Using the variable M

for the net margin and the other variable letters provided previously, we can rewrite these equations using variables:

N = R - (x + y + a)M = N ÷ R

In the above equations, we know the values forR

,x
,y
, and M
, and we need to find a
. We do not know the value forN
, the net income, but we can substitute its equivalent expression from the first equation into the second equation. In other words, since we
know that N
equals R - (x + y + a)
, we can take its equivalent expressionR - (x + y + a)
and substitute it for N
in the second equation M = N ÷ R
.

Step 3: Substitute known values

We can now substitute the variables with their known values, distribute the negative sign before the parentheses, and combine like terms
using the following formula:

M = (R − (x + y + a)) ÷ R

Step 4: Solve the equation

Conclusion

We have a = $7, 500, 000

, which means the company can allocate $7, 500, 000
on other monthly expenses while still hitting this financial goal.

3.15 The Butterfly Method in Algebraic Equations

The Butterfly Method in Algebraic Equations

For constants, we have seen that the Butterfly Method is a way to cross-multiply two fractions to determine whether they are equal. We can
also use the Butterfly Method to cross-multiply and solve algebraic equations of the form:

()
a c
b x= d

, where a
,b
,c
, and d
are constants and x
is a variable.

Here are some examples of algebraic equations of this form:

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7 5 20 22 17 4
26 r = 12 9 b2 = 4 14 a = 12

The process for solving an algebraic equation of this form is very similar to the Butterfly Method that we saw for constants earlier.

Example
23 25
Solve the following algebraic equation: 21 j = 13
.

Step 1
ax c

Write the algebraic equation in the form b = d

:
a ax
Remember that b x = b
since x
x
can be converted into 1
.

Step 2

Now draw "butterfly wings" around the opposite terms.

In this example, group 23

and 13
, and 21
and 25
, like this:

Step 3

Multiply the numbers in each of the butterfly wings:

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 Write the products as an equation.

299j = 525

Divide both sides by 299

to isolate j

299j 525 226

299 = 299 j = 1 299

3.16 Graphing on the Coordinate Plane

Graphing on the Coordinate Plane

Just as we work with variables and integers in mathematics, so too we work with graphs and coordinate
points. Graphs are simply another way to organize and display our data. A graph, or coordinate plane,
consists of an x-axis and a y-axis; the x
-axis is the horizontal line that passes through the point wherey = 0
, while the y
-axis is the vertical line that passes through the point where x = 0
. We understand the points taken together to make up a graph. The graph can be the visual display of an
algebraic equation.

Points plotted on a graph are located via coordinates. The location on the
x
-axis is written first, and the location on they
-axis second — the x
-coordinate followed by the y
-coordinate. These two coordinates — also referred to as ordered pairs —
tell us the locations of each point and in which quadrant they fall.

All four quadrants meet at the point (0, 0)

. This point is known as the origin. The origin is also the point at which thex
-axis and y
-axis intersect.

Plotting Points

Examples
Plot the point
F
(3, - 3)

To plot this point, count 3

units to the right of the origin and then
3
units down.

Plot the point

C
( - 2, 1)
To plot this point, count 2
units to the left of the origin and 1
point up.

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 Plot the point D( - 7, - 4)
To plot this point, count 7
units to the left of the origin and 4
points down.

The graph below shows points plotted with their coordinates.

As you can see, each point is

identified by a letter and its
coordinates; point A
is located at (6, 6)
and point D
at ( - 7, - 4)
. Notice how the points fall in
each quadrant — if a point is in
Quadrant I
, both coordinates will be
positive; if a point is in Quadrant
II
, the x
-coordinate will be negative and
the y
-coordinate positive, and so on.

Quadrant I =
positive x
-coordinate, positive y
-coordinate
Quadrant II =
negative x
-coordinate, positive y
-coordinate
Quadrant III =
negative x

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 -coordinate, negative y
-coordinate
Quadrant IV =
positive x
-coordinate, negative y
-coordinate

3.17 Slope-Intercept Form

Slope-Intercept Form

Knowledge of the coordinate plane allows us to graph algebraic equations. The most basic to graph are those that generate a straight line —
also known as linear equations.

A linear equation is an equation that has a degree of1

. When drawn on a graph, a linear equation creates a straight line (hence the name linear). Essentially, any equation that does not contain
square roots or exponents greater than 1
is a linear equation. Below are a few different examples of graphed linear equations.

Each graph above includes a continuous, straight line. Below are examples of linear equations that will result in a straight line.

Examples of Linear Equations:

✔y = 8

✔ y = 4x + 10

✔ -6 + y = - 2x

y
✔3 =5

✔ x + 9 = 2y

Some contain one variable and others two — the key is that each forms a straight line on the coordinate plane.

Slope-Intercept Form

When working to plot linear equations, it is crucial to be familiar with slope-intercept form. Slope-intercept is a common format that a linear
equation can take that is helpful for graphing purposes. It is of the following form:

y = mx + b
,

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where m
is the slope of the line and b
is the y
-intercept.

Slope-intercept form simply manipulates and reorganizes an equation to make it easier to plot on a graph. Knowing how to manipulate
algebraic equations is imperative to graphing equations.

Slope-intercept form is made up of two unique parts: the slope and the y-
intercept. The slope, or m
, represents the steepness of the line drawn on a graph. They
-intercept, or b
, determines where on the y
-axis the line crosses.

Getting the Equation into Slope-Intercept Form

First, make sure the y

term is on the left side of the equation.
Put all x
's and constants on the right side of the equation.
Multiply or divide to make the coefficient of y
be 1
.

Let's get some linear equations in slope-intercept form.

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 Example #1
y = 4x + 10
This first example is written already in slope-intercept form; the slope is equal to4
and the y
-intercept is equal to 10
.

Example #2
-6 + y = - 2x
The example above is not written in slope-intercept form, however we can manipulate the equation algebraically.

-6 + y = - 2x + 6 +6

✔ y = - 2x + 6

Now, we have an equation we can easily graph; our slope is-2

and our y
-intercept 6
.

Example #3
x + 8 = 2y
This equation is not in slope-intercept form. We have to manipulate it.
First reverse the equation to get the y
on the left side.
2y = x + 8

Divide both sides by 2

2y x+8
2 = 2

x 8
y= 2 +2

Simplify the slope and intercepts as much as possible.

1
y = 2x + 4

1
Now, we have an equation we can easily graph; our slope is2
and our y
-intercept 4
.

Example #4
3
3x + 4 y = - 4x - 7
This equation is not in slope-intercept form. We have to manipulate it.
Get the x
's all on the right side.
3 3
3x - 3x + 4 y = - 4x - 3x - 7 4 y = - 7x - 7

3
Multiply both sides by the reciprocal of 4
:
4 4

( ) ( )
3 4 · -7 4 ·7 -28 28 1 1
3 4y = 3 - 7x - 7 y = 3 x - 3 y = 3 x - 3 y = - 93x - 93

1
Now, we have an equation we can easily graph; our slope is-9 3

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and our y
1
-intercept -9 3
.

Manipulating equations to fit slope-intercept form will make for an easy script when graphing.

Point-Slope Form

It is also possible to formulate a linear equation without being given all of the information upfront. You may only know one point and the slope
of the line, for example.

If all that is known about a line is one point and the slope of the line, point-slope form is a format that can be used to develop a linear equation
for the line. Point-slope takes the following form:

(
y - y1 = m x - x1 )
,

where m is the slope of the line and x1 , y1 ( )

are the coordinates of a known point.

Once an equation is written in point-slope form with the known information, it can then be manipulated into the slope-intercept form.

Example #5
A line has a slope of
5 and passes through the point
(3, 7). What is the equation of the line in slope-intercept form?
To find the equation, we start with the point-slope formula:

(
y - y1 = m x - x1 )
(
Next, we fill in the information that is known. Remember, m is the slope of the line and x1 , y1 )
are the coordinates of a known point (3, 7)

( )
y - y1 = m x - x1 y - 7 = 5 x - 3( )
Finally, we can use algebra to manipulate the equation into slope-intercept form:
y - 7 = 5(x - 3)y - 7 = 5x - 15y = 5x - 8

As you can see, starting with just a point and the slope of a line, we can express its linear equation in slope-intercept form.

Example #6
A line has a slope of
1
5 and passes through the point
( - 2, 0). What is the equation of the line in slope-intercept form?
To find the equation, we start with the point-slope formula:

(
y - y1 = m x - x1 )
Next, we fill in the information that is known. Remember, m

(
is the slope of the line and x1 , y1 )
are the coordinates of a known point ( - 2, 0)

( ) ( )
1
y - y1 = m x - x1 y - 0 = 5 x - - 2

Finally, we can use algebra to manipulate the equation into slope-intercept form:

( )
1 1 2 1 2
y = 5 x + 2 y = 5x + 5y = 5x + 5

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As you can see, starting with just a point and the slope of a line, we can express its linear equation in slope-intercept form.

Exercises
In the exercises below, when entering an equation, leave spaces between the variables or numbers and operations: for example,
y_ = _mx_ + _b
where underscores represent spaces.
1. What is the slope of the following linear equation: y = - 98x + 16
2. What is the slope of the following linear equation: y = 24x - 88
3. What is the y-intercept of the following linear equation: y = 26x + 6
4. What is the y-intercept of the following linear equation: y = - 39x + 96
5. Write the following equation in slope-intercept form: -9x + y - 1 = 0
6. Write the following equation in slope-intercept form: y = 2(x + 4)
7. What is the slope of the following linear equation: -5x + y + 8 = 0
8. What is the slope of the following linear equation: -4x + 2y - 10 = 0
9. What is the y-intercept of the following linear equation:y - 10x = 0
10. What is the y-intercept of the following linear equation: y = 2(2x + 5)

3.17.1 Slope
Slope

Career Connections

Saving for Retirement

Have you started saving for retirement yet? If not, it's something you should definitely consider. Many
Americans don't have enough saved for retirement. Many Americans actually haven't started a retirement
fund.

One piece of advice that retirement fund managers often give is to increase the amount of money you save
each year by 1 %
. This means you can use a linear equation to figure out how much you should be saving each year at your
job.

For example, let's say you decide to contribute 3 %

of your income to a retirement fund this year and will auto-increase your contributions by 1 %
each following year. Then the percentage of salary that you would contribute each year would be given by the equation R = 0. 01t + . 03
where t
is the number of years that have gone by and R
is the percentage of your income going to retirement. In this lesson, you'll learn that 0. 01
is the slope of this particular line, which tells you how much your contributions are increasing each year.

There are many real world applications beyond saving for retirement that involve using linear equations and their slopes andy
-intercepts. You'll also see in later modules how linear equations and their slopes are used in education research to measure how two
variables change with respect for one another (like how amount of time studying affects students' scores on an assessment).

The slope of a line is its pitch. A large coefficient in front of thex

creates a steep line while a small coefficient creates a gentle slope. Positive slopes create "uphill" slopes: imagine walking from left to right and
you will ascend. Compare the two positive slopes below:

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 The graph on the left above has a slope of 5
. The equation of that line is y = 5x
. The graph on the right above has a slope of0. 3
. It's equation is y = 0. 3x
.

Both of the lines have positive slopes. The same relationship between pitch and size of the coefficient
holds true with negative slopes. Negative slopes run "downhill". Compare the two negative slopes
below:

The graph on the left above has a large negative slope. Its equation isy = - 4x
. The graph on the right above has a small negative slope. Its equation isy = - 0. 2x
.

Once you begin graphing lines, you should keep these principles in mind so you can check the
slope you have graphed against the rubric "large positive," "small positive," "large negative," and
"small negative." That way if you have made a careless mistake you will be likely to catch it.
"Large" (far away from 0
) means "steep," whether steeply positive or steeply negative. "Small" (close to0
) means gently sloped, again either in a positive or negative direction.

Calculating Slope

How is slope actually calculated? The slope is a proportion. It is a consistent ratio of distance along the
y
-axis to distance along the x
-axis. Consider the equation y = 5x
. The coefficient 5
in front of the x
(the "m
" in y = mx + b
), tells us that for every additional 1
of x
-value, the y
-value will increase by 5
. When x = 1
,y = 5
. When x = 2
, y = 10
. The difference between the initial y
-value of 5
and the second y
-value of 10
is 5
. As x
increases by 1
,y
increases by 5
. We can see this graphically as well:

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There is a formula that captures this ratio which you should use to calculate the slope when given two points. When you have two points

(x1, y1 ) and
(x2, y2 ):

Slope =
( )
Rise: y2 -y1

Run: ( x -x )
2 1

In the graph above, the rise is 5

and the run is 1
5
.1
simplifies to just 5
. The slope is 5
.

In the formula above, the small numbers below the variables, called "subscripts," are just there to help you remember to keep the right order.

(
Either point can be x1 , y1 )
. Most people just let x1 , y1
be the first point they are given and x2 , y2
be the second point given. Let's look at an example to demonstrate this.

Example 1
Find the slope of the line that contains the points
(1, 5) and
(0, - 3)
Use the formula:

( )
Rise: y2 -y1

Run: ( x -x )
2 1

Using the two points we are given, we substitute them into the formula

-3 -5
0 -1

The slope equals

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 -8
-1
or 8

Now let's use the same formula with the points reversed:(0, - 3)
and (1, 5)

( )
Rise: y2 -y1

Run: ( x -x )
2 1

5 - ( -3 )
1 -0

This simplifies to

8
1
, which is just 8
.

The important thing is to remember to keep the same order for both thex
's and y
's within your calculation.

Exercises
Directions:

(
When given two points, let the first point listed be x1 , y1 )
(
and the second point listed be x2 , y2 )
.

Write all fractional answers as decimals.

1. If the rise = 5
and the run = 1
, what is the slope of the line?
2. If the rise = 18
and the run = - 3
, what is the slope of the line?
3. Using the formula rise over run, what is the rise of a line that has the following two coordinates:
(0, 0)
and (3, 6)
?
4. Using the formula rise over run, what is the run of a line that has the following two coordinates:
(0, 0)
and (3, 6)
?
5. What is the slope of a line that has the following two coordinates: (0, 0)
and (3, 6)
?
6. Using the formula rise over run, what is the rise of a line that has the following two coordinates:
(2, 2)

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and (7, - 13)
?
7. Using the formula rise over run, what is the run of a line that has the following two coordinates:
(2, 2)
and (7, - 13
)?
8. What is the slope of a line that has the following two coordinates: (2, 2)
and (7, - 13)
?
9. What is the slope of a line that has the following two coordinates: ( - 7, 2)
and ( - 5, 3)
?
10. A line has the coordinates of (2, 5)
and (3, - 5)
. Will the slope go uphill or downhill?

3.18 Graphing Linear Equations

Graphing Linear Equations

Take a look at the linear equation below. The slope is equal to3
and the y-intercept is equal to 2
.

These elements of the equation are crucial to drawing the linear equation on a graph.

The first step in drawing the linear equation is plotting they

-intercept. Y
-intercepts can be negative or positive, but they will always dictate where the line for the linear equation crosses they
-axis.

The y
-intercept for the following equation is 2
, which is plotted with a green point on they
-axis.

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Next, we work the slope along they
>-intercept. Slope on a graph works in an "up-and-over" fashion, and the larger the number, the steeper the slope.

For y = 3x + 2
, the slope is equal to 3
3
, or 1
. The rise is 3
, the run is 1
. This prompts us, when drawing the line, to plot points up (rise)
3 and over (run)
1. Use the y
-intercept as your starting point.

Once we reach the top of our coordinate plane, the next step is to plot the points going downward. The slope remains the same, so to create a
straight line, rather than moving up
3 and over (to the right)
1, the points travel down
3 and over (to the left)
1.

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This is necessary for the line to be perfectly straight on the graph.

Once all of the points are plotted, we can connect them with a line.

Check to see that the line is perfectly straight and reaches both ends of the coordinate plane. Because we have a slope of3
, the line is relatively steep.

More Examples of Graphing Linear Equations

Here are 2 additional examples. The first example below will show the steps for graphing the equations ofy = 5x - 6
1
and y = 3 x + 8
.

Example #1
The first step in graphing a linear function is graphing they
-intercept.

For y = 5x - 6
, the y

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-intercept is equal to -6
, which is plotted with a green point.

For y = 5x - 6
, the slope is equal to 5
5
, or 1
.

From the -6
-intercept, travel up
5 and over to the right
1. The first point is at (1, - 1)
; the next at (2, 4)
and so on.

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Lastly, connect the points from one end of the coordinate plane to the other. If the slope is plotted correctly, the line should pass
directly through each point.

1
In the second example below, we will show the steps for graphing the equations ofy = 3 x + 8

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.

Example #2
1
To graph y = 3 x + 8
, first graph the y
-intercept, 8
.

1
The slope for y = 3 x + 8
1
is equal to 3
.

From the 8
y
-intercept, travel up
1 and over to the right
3. The first point is at (3, 9)
; the next at (6, 10)
and so on.

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Lastly, connect the points from one end of the coordinate plane to the other. If the slope is plotted correctly, the line should pass
directly through each point.

It is key when plotting linear equations to see that signs — negative and positive — are properly reflected in the graph. A graph is
always read left to right. A linear equation with a positive slope will be increasing as it travels along the graph; a linear equation

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 with a negative slope will be decreasing as it travels (left to right) along the graph.

Graphing with Negative Slopes

Let's look at a couple of examples of graphing a linear function with a negative slope.

Example #1
The first step in graphing a linear function is graphing they
-intercept.

For y = - 4x + 4
, the y
-intercept is equal to 4
, which is plotted with a green point.

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For y = - 4x + 4
, the slope is equal to -4
. From the 4
y
-intercept, travel down
4 (because the slope is negative) and over to the right
1. The first point is at (1, 0)
; the next at (2, - 4)
and so on.

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Lastly, connect the points from one end of the coordinate plane to the other. If the slope is plotted correctly, the line should pass
directly through each point.

Example #2
To graph y = - 0. 5x - 5

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To graph y = - 0. 5x - 5
, first graph the y
-intercept, -5
.

The slope for y = - 0. 5x - 5

is equal to -0. 5
.

From the -5
y
-intercept, travel down
1 and over to the right
2. The first point is at (2, - 6)
; the next at (4, - 7)
and so on.

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 Lastly, connect the points from one end of the coordinate plane to the other. If the slope is plotted correctly, the line should pass
directly through each point.

x-Intercepts

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Like the y
-intercept, the x
-intercept is the point at which the line crosses the
x-axis. The y
-intercept is given to us in the standard formulay = m + b
. If you substitute 0
in for x
, then y = b
. This is the point at which x = 0
(the y
-axis) and the point along the y
-axis. To find the x
-intercept, substitute 0
in for y
. For example, in the equation y = x - 3
, when y = 0
, we have 0 = x - 3
. To solve for x
, add 3
to both sides. x = 3
. The line y = x - 3
crosses the x
axis at the point (3, 0)
.

We also now have the tools to describe and draw conclusions from graphs. For example, parallel lines drawn on a graph could be interpreted
as having the same slope and simply different y
-intercepts. Lines that also pass through the origin on a coordinate plane have ay
-intercept of zero.

1
The steeper lines are on a graph, the greater the slope. If a line on a graph is relatively flat, the slope is likely a fraction, like2
1
or 3
. All of these things are important to recognize when working with and interpreting information from algebraic graphs.

3.19 Linear Inequalities

Linear Inequalities

A large part of math and of algebra involves using the basic tools and concepts together to solve even more complex problems. Having
learned inequalities and linear functions, we can now combine the two to understand and solve linear inequalities.

A linear inequality works similarly to basic linear equations, but incorporates inequality signs, like
<,
>,
≤ , and
≥ , rather than equality signs ( =
).

Inequality Notation

When working with inequalities, there's a number of different ways we can write and interpret their values. Take a look at the chart
below. The first row displays the ways less than and greater than inequalities appear both in writing and when drawn on a number
line. The second row shows how less than or equal to and greater than or equal to intervals appear.

For example, what other ways can we write and displayx ≤ 2

?

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 In Writing

A parenthesis, (
, denotes that the value alongside it is not to be included (as in <
and >
). A bracket, ]
, means that the value alongside it is included (as in ≤
and ≥
). Use a comma between the two values to represent the interval.

To write x ≤ 2
, use an open parenthesis with -∞
and a closed bracket with 2
: ( - ∞, 2]
.

On a Number Line

An open circle denotes that the value is not to be included (as in <
and >
). A closed circle means that the value is included (as in ≤
and ≥
). Because an inequality is being represented, the graph drawn on the number line will represent a section of the number line, rather
than a point.

To draw x ≤ 2
, draw a closed circle over 2
on the number line to represent equal to and an arrow pointing left to represent less than.

Inequalities with One Variable

Solving an inequality with just one variable is like solving any other algebraic equation— with one important exception. Manipulate both
sides of the inequality to isolate the variable and find the solution.

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 Whenever you multiply or divide both sides of an inequality by a negative number you must switch the direction of the
inequality.

We will look at some examples below, which do not require switching the sign.

Example 1
For an example, an inequality reads x + 6 > 2
. To solve for x
, manipulate the inequality just like you would a regular equation.

x+6>2 -6 - 6x > 2 - 6x > - 4

Above, we've solved the inequality; x > - 4

. Though we do not know the exact numerical value ofx
, we do know that any value it does hold, in this case, is greater than-4
.

Example 2
Another inequality is a - 8 ≤ - 3
. Solve this inequality by manipulating both sides to isolate a.

a-8 ≤ -3 +8 + 8a ≤ - 3 + 8a ≤ 5

We manipulate both sides of the inequality to isolate a and find that a ≤ 5

.

Example 3
Solve the following inequality:

4x - 4 < 2(6x + 14)

Solve the inequality above by simplifying through distribution, manipulating both sides with addition and subtraction, and finally using
division to isolate x
.

4x - 4 < 2(6x + 14)

Distribute the 2
to both terms.

4x - 4 < 12x + 28

Now subtract 4x

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 from both sides.

-4 < 8x + 28

Subtract 28
from both sides.

-32 < 8x

Divide both sides by 8

.

-4 < x

When we solved this problem, we were careful to avoid dividing by a negative number. If your instinct was to solve it a different way
then you will likely need to change the direction of the inequality! The inequality -4 < x
can be rewritten as x > - 4
, so our variable is on the left (which is often prefefable).

Direction of the Inequality

Much of the time, we manipulate inequalities the same way we would manipulate equations. We can simplify any term or expression
on either side of the inequality. We can add or subtract values from both sides. We can multiply or divide both sides by a positive
number. There are actions, however, that affect inequalities in unique ways.

Multiplying or dividing both sides by a negative number will cause the direction of an inequality to [Link] the table
below to determine the reverse of each inequality sign:

Reverse Inequality Signs

if we multiply or divide by a negative

> becomes <
number
if we multiply or divide by a negative
≥ becomes ≤
number
if we multiply or divide by a negative
< becomes >
number
if we multiply or divide by a negative
≤ becomes ≥
number

To understand why this happens, see the following example:

-6 < - 4
. We can see this represented on the number line below:

If we divide both sides by -1

, we end up with 6

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 on the left side of the inequality and 4
on the right side of the inequality. But 6
is not less than 4
. In fact, 6
is greater than 4
. See the number line below:

So, after dividing both sides by -1

, the inequality '- 6 < - 4
' becomes the inequality '6 > 4
.' The direction of the inequality sign is reversed.

Double Inequalities

The previous examples had solutions where the variable was compared to a single number (for example,x > - 4
or a ≤ 5
). In some cases though, we have inequalities that say that the variable is between two values. These inequalities we call "double
inequalities". For example, say that x
is greater than -2
, but less than 4
. In separate inequalities, this would become:

x > -2
and x < 4

which we can write as a double inequality:

-2 < x < 4

On a number line we represent this as :

We solve double inequalities just as we do simple inequalities, manipulating all sides of the inequalities, and remembering to switch
the directions of both inequalities if multiplying or dividing by a negative number.

Example 1
Solve the following inequality:

-3 ≤ 2x + 5 < 11

Subtract 5 on every side of the inequality:

-3 - 5 ≤ 2x + 5 - 5 < 11 - 5

-8 ≤ 2x < 6

Now divide every side of the inequality by 2

. Since 2
is positive, we do not change the direction of the inequalities:
-8 2x 6
2 ≤ 2 < 2

which becomes

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 -4 ≤ x < 3

On a number line we represent this inequality as:

Example 2
Solve the following inequality:
-2x
-2 ≥ 3 ≥ - 4

To eliminate the denominator, we start by multiplying each side of the inequalities by3
:

-6 ≥ - 2x ≥ - 12

Now divide each side by -2

. Since this is a negative number, we need to reverse every inequality:

3≤x≤6

On a number line we represent this inequality as:

Inequalities with Two Variables

Inequalities can also consist of two variables. These types of inequalities, however, are solved graphically rather than just numerically.

For example, an equation reads y ≥ 2x + 5

. Because the inequality symbol is greater than or equal to, we can interpret the inequality in two ways:y = 2x + 5
or y > 2x + 5
.

Input values for x

to find what values y is either greater than or equal to. For example, if x = - 2
, then it follows that y ≥ 2(-2) + 5 = 1
, so y ≥ 1
.

Graphing inequalities is a large part of understanding their characteristics, and because they do not have defined values, rather than
just graphing a line like in a linear function, graphed linear equalities incorporate both plotted points and shaded regions.

Example 1
Solve the following inequality:

-5y ≥ - 30x + 30

Solve the inequality above by isolating y on one side of the inequality symbol. Remember to perform the same operations to each
side of the inequality symbol

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 -5y ≥ - 30x + 30

y ≤ ( - 30x + 30) ÷ - 5

Notice that in the step above, the direction of the inequality reversed from ≥
to ≤
. This is due to the fact that we divided both sides by a negative number. Whenever an inequality is divided by a negative number, the
direction of the sign is reversed.

y ≤ 6x - 6

Above, we isolated y
by dividing the left side by -5
and the entire right side by -5
.

Since the solution above is in slope-intercept form, we can now graph the inequality with a line that has a slope of6
and a y
-intercept of -6
. Because the inequality is less than or equal to, the line drawn will be solid to indicate that the line itself is included in the solution.
It is included in the solution because of the word "equal" in less than or equal to. Because
y is less than or equal to, all of the area below the liney = 6x - 6
will be shaded in.

Checking Solutions

We can also work with x

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and y
coordinates to determine elements of two-variable inequalities. It is important to note that checking must be done with the initial
inequality! So instead of plugging points into the simplified inequality, use the original one.

For example, a plotted point on the coordinate plane sits at(2, 7)

; as in x = 2
and y = 7
. Determine whether that ordered pair is a solution for the inequality -5y ≥ - 30x + 30
.

Checking Solutions Example

x = 2, y = 7

-5y ≥ - 30x + 30

-5(7) ≥ ? - 30(2) + 30

-35 ≥ - 30

This is a not solution, as the above inequality is FALSE. -35

is not greater than or equal to -30
.

After plugging in the value for x

and y
, we were able to find that the ordered pair(2, 7)
is NOT a solution for the inequality.

Try (2, - 4)
with the same inequality:

x = 2, y = - 4

-5y ≥ - 30x + 30

-5( - 4) ≥ ? - 30(2) + 30

20 ≥ - 30

This IS a solution, as the above inequality is true.

After plugging in the value for x

and y
, we were able to find that the ordered pair(2, - 4)
IS a solution for the inequality.

Notice in the graph below, we can see(2, 7)

slightly outside the shaded area, but (2, - 4)
is inside the shaded area. It is a solution.

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Strict Inequality

Plugging in solutions is actually a good way to verify that you have shaded the correct portion of the graph. If a point satisfies the
inequality (that is, leads to a true statement, such as 5 < 19
), then it needs to be in the shaded region. All sets of coordinate points that satisfy the inequality will be in the shaded region; all that
don't will be in the unshaded region.

When an inequality is strict, that is, either >

or <
1
, then the line is dotted. For example, consider the functiony < 2 x + 2
. The graph of this inequality is shown below.

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 Notice how the line is dotted. Like the earlier inequality,y
needs to be less than the value shown on the line, so every point below the line is shaded.

1
Finally, consider the function y > 3 x + 2
. We should have a dotted line because the y value cannot equal the line but must lie above it. The shaded region needs to show the
values greater than the y
values on the line.

3.20 Vocabulary Game

3.21 Flashcards
Module 3 Flashcards

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 Term Definition

3.22 Review Game: Basic Algebra

This assignment does not contain any printable content.

3.26 Module 3 Review Test

3.27 Module Feedback

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