MODULE 1 .

INTRODUCTION: GETTING TO KNOW YOUR COURSE

Welcome! In this module, you will be acquainted with the basic information about your
subject – Problem solving and mathematical investigations. This module is carefully
designed to help you, pre-service teachers, to be mathematically equipped and globally
competitive enhancing your skills in critical thinking, decision making, problem solving,
presenting, analyzing and forecasting quantitative data. It tries to help you expand your
content knowledge in problem solving as applied to many real-life situations.

This module also gives you the preliminary information about the subject like the
syllabus, course calendar, class policies, and the philosophy, vision, mission, quality policy
and goals of the university.

All topics were chopped into a chunk of small topics for you to do it one step at a time.
For this module, three hours is allotted for you to do all your reading and assessment
activities. For questions and clarifications, please do not hesitate to contact me, your
instructor in any medium provided in this module.

Self-Assessment Activity 1

1. Are you familiar with the philosophy, vision, mission, quality policy, goals, guiding
values, core principles of the university? Check your option.

o YES

o NO

2. If you answer in number one is YES, in what way familiarizing the philosophy, vision,
mission, quality policy, goals, guiding values, core principles of the university help you
as a student of this university? On the one hand, if your answer in number one is NO,
offer strategies on how the university can improve the promotion of its philosophy,
vision, mission, quality policy, goals, guiding values, and core principles.

____________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_______________________________________________________________________
 For this time, feel free to visit your course overview and calendar for your reference
and guidance.

Course Overview

This course is carefully designed to help you, pre-service teachers, to be

mathematically equipped and globally competitive enhancing your skills in critical thinking,
decision making, problem solving, presenting, analyzing and forecasting quantitative data. It
tries to help you expand your content knowledge in problem solving as applied to many real-
life situations.

Problem solving and mathematical investigations, integrated with real-life

situations, are the main features of this module. Each lesson is introduced and discussed
with numerous examples assimilated with real-life situations for mastery and appreciation.
Problem and practice exercises were carefully selected to illustrate connections between
mathematical concepts and reality. In addition, the following principles, were highly
considered in writing this module.

 Mathematics is useful.

 Mathematics is interesting.

 Mathematics is needed by all.

 Mathematics realistic and relevant

These personalized self-contained modules for problem solving are designed for self-
paced, emergency distant learning. You will not have to compete for grades. Instead, you
and your classmates will aim to build a community of peers who are learning from each
other through co-working, peer-reviews, and active participation, and who are responsible
and accountable of your learning and of your peers’ (CMO No. 20, series of 2013)

Learning Objectives

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

1. familiarize with the background, philosophy, vision, mission, quality policy,

goals, guiding values, and core principles of the university; and

2. determine the basic information of the course like the course overview,
course calendar, grading system, course guide, parts of the modules, the
 honor pledge, and the teaching team.

Now that you are already familiar with your instructor and the topics which you are
going to learn from this course and having read and signed the honor pledge, it is my
pleasure to introduce to you our University, The Central Bicol State University of Agriculture
– Calabanga Campus. Let me share with you its modest story from its humble beginning
until acquiring a high level of national accreditation status.

Through the years, the Central Bicol State University of Agriculture (CBSUA) - Calabanga Campus
underwent enormous transformations. Initially, established as a national secondary trade school for
boys on June 19, 1965, then Calabanga National School of Arts and Trades (CNSAT) endeavored
to respond to the occupational needs of that time. Its conversion to Calabanga Polytechnic College
(CPC) in 1995 prompted the school to offer technical and degree courses such as Diploma in
Industrial Technology leading to Bachelor of Science in Industrial Technology and Liberal Arts (AB),
respectively. In 1998, it paved the way for the pioneering of non- formal education. In 2001, CPC
was merged with the Camarines Sur State Agriculture College (CSSAC). In 2009, CSSAC was
renamed Central Bicol State University of Agriculture (CBSUA). As such, it provides more
opportunity to develop and prove its resilience and worthiness as an institution providing quality
service and education.

Currently, there are three (3) colleges in the campus offering relevant programs, all with CHED
Certificate of Program Compliance (COPC) and accredited by the Accrediting Agency of Chartered
Colleges and Universities of the Philippines (AACCUP). The College of Arts and Sciences is offering
Bachelor of Arts in English Language and Bachelor of Science in Mathematics with AACCUP Level
III and II Re-accredited status, respectively. Meanwhile, the Bachelor of Elementary Education of
the College of Education is Level III Re-accredited while its Bachelor of Secondary Education with
majors in English, Filipino, and Mathematics, is in Level II, currently complying with the mandatory
recommendations for Level III status. Furthermore, the College of Industrial Technology (CIT)
provides courses in Bachelor of Science in Hospitality Management (new program) and Bachelor of
 Let me share with you also the Philosophy, Vision, and Mission and goals of our
University.

Let me share with you also the Philosophy, Vision, and Mission and goals of our
University.
PHILOSOPHY

Education for Sustainable Human Development

VISION

An Agricultural Research University of Global Standards

MISSION

Leading innovations, building resilient and sustainable communities

QUALITY POLICY

Central Bicol State University of Agriculture is committed to lead innovations in

instruction, research, extension, and resource generation for clients' satisfaction, uphold its
core values and principles, and satisfy all applicable requirements and standards through
continual improvement of its quality management system.
 UNIVERSITY GOALS

1. Enable transformative and inclusive learning experiences

2. Generate new knowledge and technologies
3. Engage and empower communities
4. Intensify internationalization and resource generation initiatives
5. Establish one e-governance system
6. Enhance management of university resources

GUIDING VALUES CORE PRINCIPLES

 Quality and Excellence  Discipline

 Professionalism  Respect
 Teamwork and Unity  Care
 Liberalism
 Institutional Pride

During your stay in our university, specifically, in Calabanga Campus, you must know
about our Philosophy, Vision, and Mission because this will tell you what our University is
for, what our University is leading to. Likewise, internalizing what is stated in our University
goals and quality policy will keep on reminding us that since we are already part of this
institution, we will be part of its realization since entering the gate of the University as its
student means that you are already part of One CBSUA who is part of its pride, success,
failure and regaining power for its continues quest for quality and excellence. You will never
be lost as long as you have in you our institution’s core values and guiding principles.
With this, you are encouraged to familiarize, internalize, and own the PVMGO, Core
Values, Guiding Principles, and Quality Policy of our beloved CBSUA.
Are you still there? Are you still with this module? Now, can we pause for a while and
reflect on all those things that we read and know?
Can you imagine yourself as a student striving for your study not only because of your
future but because of CBSUA as your Alma Mater now?
Do you think familiarization or memorization of those is just enough manifestation of a
good Statean?

Now before you can proceed in the next module for our first lesson, please be
reminded of the following rules to be followed for our classes.
COURSE GUIDE
 1. Respect begets respect. If you want to be respected, give respect as well.
2. Committing a mistake is not a crime. It is okay to commit mistakes.
3. Read the instructions given in each module distributed weekly.
4. Be sure to answer the given preliminary assessment for each module for you to
access all the materials of the lesson for the week.
5. Be sure to complete all tasks of a given module before you move to the next one.
6. Be sure to be present during our online or face-to-face meetings.
7. You will be graded according to your performance for all the assessments stated in
your course calendar.
8. Be honest and sincere in answering all the given tasks.
9. If you have questions feel free to ask through text, messenger, or emails and during
our online meetings which will be announced a week before the schedule.

You are also reminded to accomplish all the requirements for you to receive a grade
for this subject. You are required to do all the class activities, pass each module’s self-
assessments and end of the module assessment, and; most importantly, you should
complete and pass the three (3) major assessments stated in your course calendar. One is a
pre-requisite of the other; hence, it is a must to comply with all the requirements before the
given time to avoid problems in the future. Please be guided also for the following grading
system:
Course Objectives/Parts

To carry out these goals and principles, we included in this module the following
components.

Introduction discusses the topic of the module, particularly, what you expect to learn in the
module, as well as the sessions and time covered.

Learning Objectives are set of behavioural statements that address the three domains of
Bloom’s Taxonomy of Education namely: cognitive, affective, and psychomotor.

Use of Technology: These are some helpful tips on how to use calculators and
computer algebra programs.

This section has analogous questions about the examples discussed. It may also
allow you to think critically and to assess your conceptual understanding. It also encourages
you to communicate well your mathematical thinking both orally and writing.

Activities in Boxes Mathematical investigations and explorations are included as

part of the learning activities. The activity boxes also illustrate the use of calculator for
selected topics. The activities are carefully designed to help you explore the lesson and to
work cooperatively with your peers.
 Practice Exercises At the end of each section or subsection, a set of questions and
activities is presented. It allows you to master the algorithm and to apply the concepts and
processes in solving real-life problems.

Historical Tidbits! This section includes historical events and famous

mathematicians with their contributions in relation to the mathematical concepts in the
discussion.

Chapter Exercises This part contains concepts-checking and problem solving

supplementary exercises covering topics discussed in each Chapter.

Chapter Key Concepts This part contains a summary of the important key concepts
discussed in each Chapter.

Chapter Test This part contains a set of multiple-choice type of questions covering
mathematical concepts and real-life applications discussed in each chapter.

Be Prepared for the LET Review questions for the Licensure Examinations for Teachers
(LET) are provided at the end of the book for synthesis of mathematical concepts and
applications that are covered. There are also an answer sheet for the questions.

Performance Tasks These are designed to encourage you to work cooperatively and to
help your asses and apply what you have learned in real life setting and other disciplines.
The task are carefully constructed to help you use the learned concepts even after many
years of being away from schooling. These are also Scoring Rubrics for the tasks for
genuine assessment. You may use the transmutation table below.

4 – 100 3 – 88 2 – 75
3.9 – 99 2.9 – 86 1.9 – 74
3.8 – 98 2.8 – 85 1.8 – 73
3.7 – 96 2.7 – 84 1.7 – 71
3.6 – 95 2.6 – 83 1.6 – 70
3.5 – 94 2.5 – 81 1.5 – 69
3.4 – 93 2.4 – 80 1.4 – 68
3.3 – 91 2.3 – 79 1.3 – 66
3.2 – 90 2.2 – 78 1.2 – 65
3.1 – 89 2.1 – 76 1.1 – 64

It is our great hope that you, future teachers, may come to realize that mathematics is
useful, realistic, relevant, interesting not only for the math wizards but for all!

Self and Module Evaluation requires you to rate the quality of the module to help
continuously improve the development of the module.
Literature Cited is a list of all the resources, printed or electronic, used in the module
development.

Grading System

Assessment 1 30%
Assessment 2 30%
Assessment 3 40%

TOTAL 100%

Course Guide

1. Respect begets respect. To earn respect for yourself, you also need to respect. No
one is allowed to talk shit in the portal.
2. Committing a mistake is not a crime. It is okay to committing mistakes.

3. Be professional. Much online posting is casual, with low standards of grammar and
tone. But this online classroom is an academic setting. Please write your posts by the
high standards you use in addressing a professor or fellow

4. Be concise. Everyone’s time is limited. If it helps you, draft your comments in Word
document, and edit them down before cutting and pasting into a post.

5. Be patient. It may take some time for the class, and for me, to address your
concerns. Ask again if you think you question has been forgotten, but please be
patient with all of us, as we work through the course material together.

6. Be forgiving. Remember that is easy to offend someone online without meaning to.
Please assume the best of me and of all your fellow students. If someone posts
something offensive or in poor taste, tell them plainly and politely and notify me.

7. Activity completion button should be marked complete after finishing a section

in each module to open restricted activities.

8. Synchronous learning shall be set two weeks before the schedule.

9. Committing academic dishonestly in Virtual Learning Portal would result to
failure. (based on CBSUA Students Handbook).

10. Updating the VLP shall be done on Mondays. Recent modules are available
starting Monday of each week.
 Trust, respect for each other, and honesty, are critical to the success of this class.
You are invited to commit to the Honor Pledge at CBSUA-Calabanga.

The Honor Pledge

As a future educator pursuing academic
excellence, I pledge to be honest and true in all
that I do. Accountable together we are stateans.

I also commit to providing a safe and

secure environment for everyone in the class.
Violent behavior is prohibited in any university
activity. See CBSUA policies on misconduct in the
Students Hand Book.

I have read and agreed with the terms and

reminders stated in the Course Guide.
___________________________
Student’s Signature over printed name
_______________________________
Parent’s/ Guardian’s Signature over printed name

About the Instructor

JOSEPH PEPITO S. ABALAYAN, M.A.T. earned his Bachelors of Secondary Education

major in Mathematics at the University of Nueva Caceres in 1990 and his Masters of Arts in
Teaching Mathematics in 2006 in the same university. He is also a graduate of two years
Technical Education major in Electronics at the Calabanga National School of Arts and
Trade. Presently he is teaching as a full-time Associate Professor at the Central Bicol State
University of Agriculture- Calabanga Campus in the College of Education.

If you want to know more about our institution, feel free to visit our webpage
[Link].

End of Module Assessment

A. How do you make sure that the ideals of the university as stated in its PVMG are in you
as a student? Explain in no more than five sentences.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

B. If you are going to rank the core values and principles of our institution according to your
values and principles as a person, which among them is/are the least? Now, that you are
part of One CBSUA, how do you live in this/these values/principles as Statean?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

🚀 Find and Enjoy!

What is mathematics for you? Can you find mathematics in all the things around us?
Or it is just mere numbers we use as a tool for computation? When did the concept of
Mathematics start? Find and enjoy!
 Congratulations on having completed module 1.
Just make sure that you have answered all the questions posted.
Before you leave, kindly evaluate this module using the evaluation table
found at the end of this module.

🚦 Self and Module Evaluation

How was your learning experience with module 1? Tell me about it by checking your
response below.
Self-Evaluation ❤4 3 2 1

I learned from this module.

I was honest in answering the self-assessment activities.
I took enough time and effort to accomplish the module.
Module Evaluation
The module is student-friendly, self-contained and aesthetically
appealing.
The module is effective, clear, correct, systematic, and broken
into digestible parts.
My expectations for the lesson were delivered by the module.
The length of the lesson is appropriate to me.

Self-Assessment
 1. Answers may vary

Rubrics for Self-Assessment Activity 1 items 3-4 and Self-Assessment Activity 2 item
5

4 3 2 1
Descriptors excellence Very Good Good Needs
improvement

Organization All thoughts A sentence is Two sentences Thoughts are

are organize. not connected are not disorganized.
with the others. connected with
the others.
Clarity The answer is There are few A number of The answer is
very clear. unclear statements in unclear.
statements in the answer are
the answer. unclear.
Grammar and No There is one There are two There are
grammatical grammatical to four more than five
Mechanics
error. error. grammatical grammatical
errors. errors.

Prepared by:

JOSEPH PEPITO S. ABALAYAN

Associate Professor III
Central Bicol State University of Agriculture-Calabanga
📧 [Link]@[Link]
09208005189

© 2020, Calabanga, Camarines Sur Bikol, Philippines

 COURSE OUTLINE IN MATH 111
PROBLEM SOLVING, MATHEMATICAL INVESTIGATION & MODELING

I. COURSE DESCRIPTION

This course offers to the students an opportunity to learn when and how mathematics can be
used in many different real life situations. Consequently; this course will help students expand their
content knowledge in mathematics through investigating, pattern finding, testing justifying
conjestures and making generalization.

II. OBJECTIVES

CONTENT :
Perform sequences of operations.
Solve word problems both actual routine and non-routine mathematical
problems

PROCESS:
To make generalizations.
To visualized and compare relationship.
Apply mathematical knowledge and skills in solving problems.

AFFECTIVE :
To show perseverance in solving problems.
To show interest and enjoyment of the pursuit of
mathematical knowledge.
To be confident in applying mathematics and gaining
knowledge about mathematics they need.

III. CONTENT

Module 1 : Management Science

Week 1.- 2 1.1 System of Linear Equations Involving Two Variables

Week 3 - 4 1.2 System of Linear Equations Involving One Variables
Week 5 - 6 1.3 Linear Inequalities
Week 7 1.4 Linear Programming

Chapter Test

Module 2: Probability

Week 7 2.1 Some Basic Terms in Probability

2.2 Theoretical Probability
Week 8 2.3 Experimental Probability
 Week 9 2.4 Same Space and Counting
Week10 2.5 Expected values
Week 11 2.6 Project Proposal preparation

Module 3: Statistics
Week 12 3.1 Some Basic Terms in Statistics
3.2 Collecting Data

Chapter test

Week 13 3.3 Methods of Organizing and Presenting Data

3.4 Measures of Central Tendency
Week 14 3.5 Other Measures of Position
3.6 Measures of Dispersion
Week 15 3.7 Distribution
3.8 Hypothesis Testing
3.9 Misuses and Statistical Fallacies

Module 4: Shapes, Similarity and Measurements

Week 16-17 4.1 Similar Shapes
4.2 Similar Triangles
4.3 Proportions with Perimeters, Areas, and Volumes

Module 5: Pattern, Series & Sequence

Week 18
Chapter test

REFERENCES:

Gloria Benigno, Basic Mathematics for College Students. Rev. ed., Manila: Rex Bookstore
Inc., 1993.
Elmer S. Orbita, Elementary & Intermediate Algebra, Naga City: TA-ORBIT’Z
publishing House, 2003
Cristobal Pagoso, et. al. Fundamental Statistics for College Students, Greenhills,
Manila 1992.

Daisy Marcelino, Shirlee Ocampo, Contemporary Mathematics, Cubao, Quezon

City, Metro Manila, Lorimar Publishing, Inc. 2011 Edition.

[Link]
[Link]
col_alg_tut17_quad.htm
Prepared by:

JOSEPH PEPITO S. ABALAYAN

Associate Professor III
Central Bicol State University of Agriculture-Calabanga
📧 [Link]@[Link]
09208005189

© 2020, Calabanga, Camarines Sur Bikol, Philippines

 B. Course Calendar
Week Begin Date Topics Assessment
Week 1 August 24, Module 1 : Management Science
2022 1.1 System of Linear Equations Involving
Two Variable Quiz

Virtual Meeting : Every Monday of the

week @ 1 – 3 pm

Week 2 August 31, Quiz

2022 1.2 System of Linear Equations Involving
One Variable
Week 3- September 7, 1.2 System of Linear Equations Involving Quiz
2022 One Variable

Week 4 September 28, 1.2 System of Linear Equations Involving One Quiz
2022 Variable
Week 5 October 12, 1.3 Linear Inequalities Quiz
2022

Week 6 October 19, Activity

2022 1.3 Linear Inequalities
Compilation of all activities and
1.4 Linear Programming
quizzes with outputs & solution.

Week 7 - 11 October 26, 1.4 Linear Programming Activity

2022
Module 2: Probability
Wk 7 2.1 Some Basic Terms in Probability
 2.2 Theoretical Probability Quiz
Wk 8 2.3 Experimental Probability Quiz
Wk 9 2.4 Same Space and Counting
Wk10 2.5 Expected values
Wk 11 2.6 Project Proposal preparation

P.T.
Week 12- 13 November 9, Module 3: Statistics Quiz
2022 Wk 12 3.1 Some Basic Terms in Statistics Activity
3.2 Collecting Data
3.3 Methods of Organizing and Compilation of all activities and
Presenting Data quizzes with outputs & solution.
3.4 Measures of Central Tendency
Wk 13 3.5 Other Measures of Position
3.6 Measures of Dispersion
3.7 Distribution
3.8 Hypothesis Testing
3.9 Misuses and Statistical Fallacies

November Quiz
23, 2022 Module 4 : Shapes, Similarity and Activity
Week 14 - 15 Measurements

Week 16 - 17 December 1, Module 5: Pattern, Series & Sequence Quiz

2022 Activity

 Summative Test/ Examination

 Compilation of all activities and
quizzes with outputs & solution.
Week 18 Disyembre 28, Summative Test/ Examination
2020
Problem solving, mathematical investigations & modeling

Introduction

Welcome to the first module of our lesson in Problem solving, mathematical investigations &
modeling. Are you ready to start our discussion? But before that let me ask you this question: Do
you know that mathematics is a part of our life’s daily endeavors? In three (3) to five (5) sentences
express your opinion or stand...

If you believe, what role does mathematics play in your world?

_____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

If you don't believe, cite an instance in your life that you did not bother to use mathematics in
anyways.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 This module is carefully designed to help you, pre-service teachers, to be mathematically
equipped and globally competitive enhancing your skills in critical thinking, decision making,
problem solving, presenting, analyzing and forecasting quantitative data. It tries to help you
expand your content knowledge in Problem Solving as applied to many real-life situations.
Moreover, it offers you to the opportunities to learn and to teach mathematical theories in systems
of linear equations and linear programming, probability, statistics, similarity and measurements, ,
sequences and series, pattern finding, integrated with reality thereby increasing your level of
mathematical literacy.

Problem solving, mathematical investigations & modeling, integrated with real-life

situations, are the main features of this module. Each lesson is introduced and discussed with
numerous examples assimilated with real-life situations for mastery and appreciation. Problem and
practice exercises were carefully selected to illustrate connections between mathematical
concepts and reality. In addition, the following principles, were highly considered in writing this
module.

 Mathematics is useful.
 Mathematics is interesting.
 Mathematics is needed by all. Thi
 Mathematics realistic and relevant.
To carry out these goals and principles, we included in this module the following
components.

Your Target
Challenge your
Mind

This contains a list of

desired results or behavioral Presenting prior knowledge before the
goals that you are expected to concepts allow you to connect it to the lessons
that are to be discussed. It presented after the
do at the end of the lesson.
discussion of the lessons. It is used to assess
However, these desired results your understanding of the lesson. In addition to
or goals are not exhausted so examples, this sections poses challenging
questions for enrichment.
that you will be limited with
the said goals.
Definitions and Concepts in Solid
Boxes.

The definitions and important

concepts are highlighted in solid
boxes for emphasis.

This section has analogous Activities in Boxes

questions about the examples discussed.
Mathematical investigations and
It may also allow you to think critically and
explorations are included as part of the
to assess your conceptual understanding.
learning activities. The activity boxes also
It also encourages you to communicate
 Performance Tasks

These are designed to encourage you to work cooperatively and to help your asses and
apply what you have learned in real life setting and other disciplines. The task are carefully
constructed to help you use the learned concepts even after many years of being away from
schooling. These are also Scoring Rubrics for the tasks for genuine assessment. You may use the
transmutation table below.
4 – 100 3 – 88 2 – 75
3.9 – 99 2.9 – 86 1.9 – 74
3.8 – 98 2.8 – 85 1.8 – 73
3.7 – 96 2.7 – 84 1.7 – 71
3.6 – 95 2.6 – 83 1.6 – 70
3.5 – 94 2.5 – 81 1.5 – 69
3.4 – 93 2.4 – 80 1.4 – 68
3.3 – 91 2.3 – 79 1.3 – 66
3.2 – 90 2.2 – 78 1.2 – 65
3.1 – 89 2.1 – 76 1.1 – 64
It is our great hope that you, future teachers, may come to realize that mathematics is
useful, realistic, relevant, interesting not only for the math wizards but for all!

1.1 Method of Solving Problem using one variable with different model

[Link] Number Problems

Of all the word problems, the Number Problems are the easiest to translate into equations
since the relationships among the numbers are directly stated in the problems.
Example 1. One number is two more than thrice another. Their sum is 30. Find the numbers.

Solution:
READ: By reading the problem thoroughly, we discover two things about the
numbers:
…their sizes: one of them is two more than thrice the other; and
…their sum: the sum is 30.
We can use one of these sentences to represent the numbers and the other
to form an equation.
REPRESENT: If we represent the numbers using the first sentence, we have;
Let x = the first number
Then 3x+2 = the other number
RELATE: The relationship between the numbers x and 3x+2 and the other number,
30 gives us an equation.
EQUATE: x+3x+2=30 (their sum is 30)
Solve: In solving the equation, we have
X+3x+2=30
4x+2=30
4x=28
x=7
Therefore, the first number is 7 and the other number is 3x+2=3(7)+2=23.
Answer: 7 and 23
Prove: To prove that the numbers satisfy the problem, we have
…their sum is 30: 7+23=30
…23 is more than thrice 7: 3(7)+2=21+2=23
The answers satisfy both the conditions of the problem.
Solve: Manipulating the equation, we have
x=3x+8
3x+8=x
 2x=-8
x=-4
3x=-12
Answers: -4 and -12

Example 2. The sum of the numbers is 29 and their difference is 5. Find the numbers.
Solution:
READ: Reading the problem thoroughly, we know two things about the numbers:
…their sum: the sum of two numbers is 29; and
…their difference: the difference of the two numbers is 5.
REPRESENT: Using the first sentence to represent the unknown’s numbers, we have:
Let x = one of the numbers
Then 29-x = the other number
RELATE: The second sentence gives us the equation.
EQUATE: x-(29-x)=5 (their difference is 5)
Solve:Solving the equation, we have
x-(29-x)=5
x-29+x=5
2x-29=5
2x=34
x=17
Prove: We must know that the numbers satisfy both sentences.
…their sum is 29: 17+12=29
…their difference is 5: 17-12=5

Quiz

A. Solve the following problems.

1. Twice a number increased by 8 is 22. Find the number.
2. The sum of five times a number and twelve is 32. Find the number.
3. One number is 40 more than another. Find the number if their sum is 48.
4. The sum of two numbers is 25. The larger number is 1 more than twice the smaller
number. Determine the two numbers.
5. The sum of two numbers is 28. Their measure of the large angle is 20 more than the
measure of the smaller angle. Give the measure of the two angles.

[Link] ODD, EVEN, AND CONSECUTIVE INTEGERS

The word consecutive means following in order without interruption. As we know, an
integer refers to a whole number. Hence, consecutive integers are whole numbers which
follow in order without interruption. Each consecutive integer exceeds the integer preceding
it by 1.
Even numbers are whole numbers divisible by 2 while whole numbers which are not
divisible by two are odd numbers. An odd number is either one more than or one less than
an even number. Consecutive even integers are even numbers in interrupted order which
is the same as when you count by two’s such as 2,4,6,8 and 10. Consecutive odd integers
are odd numbers in uninterrupted order, such as 7,9,11,13 and 15.
 If you know the sum of a certain number of consecutive integers or consecutive even
integers, then you have all the information you need to find the said integers.

Example 1. The sum of three consecutive integers is 90. Find the integers.
Solution:
Let x = first integer
Then x+1 = the next consecutive integer
And x+2 = the third consecutive integer
Their sum is 90:
x+(x+1)+(x+2)=90
Manipulating the equation, we have
x+(x+1)+(x+2)=90
x+x+1+x+2=90
3x+3=90
3x=87
x=29 1st integer
x+1=30 2nd integer
x+2=31 3rd integer
Answer: the consecutive integers are 29,30, and 31
Proof: 29+30+31=90

Example 2. Find three consecutive even numbers whose sum is 108.

Solution:
Let x = the first even number
Then x+2 = the second even integer
And x+4 = the third even integer

Their sum is 108:

x+x+2+x+4=108
3x+6=108
3x=102
x=34 1st even integer
x+2=36 2nd even integer
x+4=38 3rd even integer

Example 3. Find two consecutive integers such that if we triple the first and double the
second, the sum is 77.

Solution:
Let x = first integer
Then x+1 = the second integer

Triple the first plus double the second:

3(x)+2(x+1)=77
3x+2x+2=77
5x+2=77
5x=75
x=15 1st integer
 x+1=16 2nd integer

Answer: The consecutive integers are 15 and 16.

Proof: Triple 15: 45

Double 16: 32
Add: 77

Practice Exercises:
Write an equation to represent the relationship among the given integers then solve each problem.
1. The sum of two consecutive integers is 63.
2. The sum of three consecutive integers is 69.
3. The product of two consecutive even integers is 168.
4. The sum of three consecutive odd integers is 75.
5. Find the three consecutive odd integers whose sum is 57.
6. The greater of two consecutive even integers is twelve less than twice the smaller.

Quiz
Solve each problem.
1. The sum of two consecutive integers is 83. Find both integers.
2. Find two consecutive integers whose sum is 163.
3. Find two consecutive even integers whose sum is 174.
4. Find two consecutive odd integers whose sum is 188.
5. Is it possible to find two consecutive odd integers whose sum is 15? Why?

[Link] Digit Problems

The arithmetic numbers like integers, common fractions, decimal fractions, or mixed
numbers that we are combinations of the digits: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. As we know, each digit
differs in value from every other digit. Thus, 3 is less than 5 and 9 is greater than 8.

In finding the value of a number, the position of each digit must be considered. For example,

7 alone has a value of seven ones

7 in 75 have a value of seventy ones (seven tens)
7 in 753 have a value of seven hundred ones (seven hundreds)

Similarly, each digit in 753 contributes a different value to the number because of its
position. The number 753 means 7 groups of 100, 5 groups of 10, and 3 groups of 1 and could be
expressed as 7(100) +5(10) +3(1).

In fact, each position has a value ten times as great as the place on its right.

Suppose we have an unknown two-digit number. Instead of calling it simply n, we can let x
represent the tens digit and y the ones digit. Then the number may be represented as 10X + y.

If we want to write the number with the digit reversed, then the new number formed would
have y as the tens digit and x the ones digit. Hence, the number can be represented by 10y + x.
Example 1. The units digit in a two-digit number is one more than twice the tens digit. Find the
number if the sum of the digits is 7.

Let x = tens digit

then 2x+1= the units digit
and 10x+2x+1= the number
The sum of the digit is 7:

x+2x+1=7
3x+1=7
3x=6
x=2 tens digit
2x+1=2(2)+1=5 units digit

The number is 10x+2x+1=10(2)+2(2)+1=20+4+1=25

Proof: 5 is one more than twice 2: 5=2(2)+1

The sum of the digit is 7: 2+5=7

Example 2. The sum of the digit of a two-digit number is 9. The number is 12 times the tens digit.
Find the number.
Let x = the units digit
then 9-x= the units digit
and 10(9-x)+x= the number
The number is 12 times the tens digit:

10(9-x) +x=12(9-x)
90-10x+x=108-12x
-10x+x+12x=108-90
3x=18
X=6 units digit
9-x=9-6=3 tens digit
The number is 10(9-x) +x=10(9-6) +6
= 10(3) +6
= 30+ 6
= 36
Proof:The sum of the digits is 9: 6+3=9
The number is 12 times the tens digit: 36=12(3) 36=36

Example 3. The sum of digits of a two-digit is 6. The number with the digits interchanged is 3
times ten digit of the original number. Find the original number.

Let x = units digit

then 6-x= the ten digit
and 10(6-x)+x= the original number
10x+6-x= the reversed number
The number with the digits interchanged is 3 times the tens digit of the original number:
 10x+6-x=3(6-x)
10x+6-x=18-3x
10x-x+3x=18-6
12x=12
X=1 units digit
6-x=6-1=5 tens digit
The original number is 10(6-x) +x= 10(6-1) +1
= 10 (5) + 1
= 50+ 1
= 51
Proof: the sum of the digits is 6: 1+5=6
The reversed number is 3 times the tens digit of
the original number: 15=3(5)
15=15
Example 4. The tens digit of a three-digit number is 0. The sum of the other two- digits is 6.
Interchanged the units and hundreds digits decreases the number by 396. Find the original
number:
Let x = units digit
then 6-x= the hundreds digit
and 100(6-x)+ 10(0)+ x = the original number
100x+ 10(0) + 6 -x= the reversed number

Interchanging the units and the hundreds a digit decreases the number by 396:

100x+10(0) +6 – x = 100(6-x) +10(0) +x-396

100x +6 – x = 600 – 100x + x – 396
100x–x+100x – x = 600 -396 -6
198 x = 198
X=1
The original number is 100(6-x) +10(0) +x=100(6-1) +1 = 100(5) +1 = 500 + 1 = 501
Proof: the sum of the units and hundreds digits is 6: 1+5=6
The reversed number which is 105 decreases the original number by 396:
105 = 501 – 396 105 = 105

Practice Exercises:
Solve of the following problems.

1. The sum of the digits of a two-digit number is 12. The value of the number is equal
to 11 times the tens digit. Find the number.
2. The units digit of a two-digit number is 5 more than the tens digit. If the sum of the
digit is one-third of the number, find the number.
3. The tens digit of a two-digit number is 5 more than the units digit. The number is 8
times the sum of the digits. Find the number.
4. The sum of the digits of a two-digit number is 13. The units digit exceeds twice the
tens digit by 1. Find the number.
 5. The sum of the digits of a two-digit number is 8. The number with the digits
interchanged is 14 more than 8 times the units digit of the original number. Find the
original number.
6. The sum of the digits of a to-digit number is 6. The number with the digits in
reverse order is 6 less than twice the original number. Find the original number.
7. The units digit of a two-digit number is twice the tens digit. When the digits are
reversed, the new number is 36 more than the original number. Find the original
number.
8. The units digit of a two-digit number is one-third the tens digit. When the digits are
reversed, the new number is two more than four times the tens digit. Find the
original number.
9. The sum of the digits of a two-digit number is 8. When the digits are reversed, the
new number obtained is 54 less than the original number. Find the original number.
10. The sum of the digits of a two-digit number is 15. When the digits are reversed, the
new number obtained is 9 more than the original number. Find the original number.

Additional Practice Exercises:

11. The sum of the tens and hundreds digit of a three-digit number is 12. The units
digit is 0. If the tens and hundreds digits were interchanged, the number would
increase by 540. Find the original number.
12. The sum of the digits of a three-digit number is 11. The tens digit is three times the
hundreds digit and twice the units digit. Find the original number.
13. The sum of the digits of a three-digit number is 19. The hundreds digit is three
times the tens digit. The number is 198 more than the number reversed. Find the
original number.
14. A three-digit number between 300 and 400 is times the sum of its digits. The tens
digit is six more than the units digit. Find the number.
15. A three-digit number divisible by ten has a hundreds digit that is one less than its
tens digit. The number is 52 times the sum of the digits. Find the number.

Quiz

1. The units digit of a two-digit number exceeds thrice the tens digit by 1. The sum of
the digits is 9. Find the number.
2. The sum of the digits of a two-digit number is 15. One third of the number
diminished by 12 is 17. Find the number.
3. The tens digit of a to-digit number is 3 less than the units digit. The number is Four
times the sum of the digits. Find the number.
4. The sum of the digits of a two-digit number is 13. When 27 are added to the
original number, the result is the number with the digits interchanged. Find the
original number.
5. The tens digit of a three-digit number exceeds the hundreds digit by the same
amount that the units digits exceeds the tens digit. When the digits are reversed,
the new number exceeds the original number by 198. Find the original number.

[Link]. Age Problems

 In dealing with age problems, it is important to keep in mind that the ages of different
people change at the same rate. For example, after two years, all the people in the given
problem are two years older than they were at first. Four years ago, all the people in the
problem were four years younger. Also, it is easier if one makes a table showing the
representation for current ages in the problem, “future” ages ( a “ number of years from
now),and “past” ages ( a number of years ago). If possible, represent the youngest present age
by a single letter, then represent the other ages. This process is illustrated in the following
examples.

Example 1. Alvin is now 20 years older than his son. In 10 years, he will be twice as old as his
son’s age. What are their present ages?

Now Future(10 years from now)

Son X X + 10

Alvin X + 20 X + 30

READ: Reading the problem thoroughly, we find a relationship between the present ages of Alvin
and his son and the relationship of their ages 10 years from now.

REPRESENT: Using the relationship between the present ages, we have

Let x = the son’s present age
RELATE: Then, x + 20= Alvin’s present age
After 10 years, each age is increased by 10: x +10
and x + 30 as given in the table below.
EQUATE: Using the second relationship: in 10 years, Alvin’s age is twice his

Son’s, we have x + 30 = 2(x+10)

SOLVE: Manipulating the equation, we have

X + 30 =2(x +10)

X + 30 = 2x+20

X = 10

Answers: x = 10 Son’s age

X + 20 = 10 + 20 = 30 Alvin’s age

Proof: Alvin’s age is 20 years more than his son’s: 30=10+20

In 10 years:

Son: 10 + 10 = 20

Alvin: 30 + 10 = 40

Alvin’s age is twice his son’s

40 = 2(20) 40 = 40
Example 2. The sum of Richard’s age and Ruel’s age is 60. Nine years ago, Richard was twice as
old as Ruel then. How old is Ruel?

READ: We find that we have a relationship between the present ages and their ages 9
years ago.

REPRESENT: Let x = Ruel’s present age.

RELATE: then 60-x= Richard’s present age

We subtract 9 years from each as shown in the table below.

Now Past (9 years ago)

Ruel x X–9

Richard 60 - x 51 – x

EQUATE: The second relationship gives us our equation. Nine years ago, Richard
was twice as old as Ruel then. 51 – x = 2 (x - 9)

SOLVE: Manipulating the equation, we have:

51 – x = 2 (x - 9)

51 – x = 2x – 18

3x = 69

X = 23

Answer: X=23 Ruel’s age

60 – x =37 Richard’s age

Proof: The sum of their ages is 60: Ruel’s age = 23 Richard’s age = 37 Add 60

Nine years ago, Richard was twice as old as Ruel then:

37 – 9 = 2 (23 - 9) 28 = 2(14)

Example 3. Aris is twice as old as Rico while Jay is 24 years younger than Aris. If half of Aris’
age six years ago was three less than one-half the sum of Rico’s age in four years and
Jay’s present age, find the ages of each.

Let x = Rico’s present age

then 2x = Aris’ present age

and 2x-24 = Jay’s present age

Now Past (6 years ago) future (4 years from

now)
Rico x x–6 x+4
Aris 2x 2x – 6 2x + 4
 Jay 2x - 24 2x – 30 2x - 20

Half of Aris’ age 6 years ago was 3 less than one-half the sum of Rico’s age in 4 years and Jay’s
present age;

1 1
( 2 x−6 )= [ ( x + 4 ) + ( 2 x−24 ) ] −3
2 2

2x – 6 = x + 4 + 2x – 24 -6

2x – 6 = 3x – 26

x = 20

Answers: x = 20 Rico’s age

2x = 40 Aris’ age

2x – 24 = 16 Jay’s age

Proof: Aris is twice as old as Rico: 40 = 2(20)

40 = 40

Jay is 24 years younger than Aris: 16 = 40 -24 16 = 16

Half of Aris’s age 6 years ago was 3 less than one-half the sum of Rico’s age in 4 years and
Jay’s present age:

1 1
( 34 )= ( 24+16 )−3
2 2

17 = 20 – 3 17 = 17

Example 4. Mrs. Centeno is 40 years old and her eldest daughter is 12\. When will the mother be
twice as old as her eldest daughter?

Solution:
Let x= the number of years to come when mother will be twice as old as
her eldest daughter.
Then 40+x= mothers age in x years
And 12+x= daughters age in x years

Now Future (x years from

now)
Mother 40 40 + x

Daughter 12 12 + x

Mother will be twice as old as her eldest daughter.

40 + x = 2 (12+x)
 40 + x = 24 + 2x
X = 16 years
Proof: mothers age in 16 years: 40 + 16 = 56
Daughters age in 16 years: 12 + 16+ 28 56=2(28) 56=56

Quiz
Solve each of the following:

1. Mr. Reyes is 20 years older than his son. How old are the father and the son if Mr.
Reyes is 6 times as old as his son?
2. Edwin is 6 years older than his brother Alvin. In two years, Edwin will be twenty more
than one third of Alvin’s age. How old are the brother’s now?
3. A man is 27 years older than his son. In ten years, he will be twice as old as his son.
How old is each?
4. A father is 8 times as old as his son an 4 times as old as his daughter. If the
daughter is 4 years older than the son, how old is each?
4 3
5. Susan is as old as Ronald. Four years ago, she was as old as Ronald. How old
5 4
is each?

[Link] Work Problems

Among the kinds of verbal problems that are solved by fractional equations re work problems.
When several people of different forces are at work on particular job, it is important to know their
rates of work to determine how they will work together. If we are going to consider a task as one
job, then the rate of doing work can be represented as 1/X where x is the number of time units
required to complete units required to complete the job. That is, if Michael can do a job in 7 hours,
he does 1/7 of the job per hour. If a tailor sews a pair of pants in 3 hours 347 his rate of the job per
hour. If a faucet fills a tank in 35 minutes, its rate is 1/35 of the job per minute.
Another thing that we must know in doing work problems is that the amount of work problems is
that the amount of work done is the product of the rate and the time, that is,

Work=Rate x Time

EXAMPLE 1. Richard can build a doghouse by himself in 3 days. Alvin can build the same
doghouse in 6 days. How long will it take them together?

Solution:

We are looking for the number of days it will take Richard and Alvin if they work together. We can
represent the time for each by the same letter since they begin and end work at the same time.

Rate X time =Work

Richar 1/3 x x/3
 d
Alvin 1/6 x x/6

The work of Richard and Alvin did together equal one whole job.

X/3 + X/6 = 1

Manipulating the equation, we have

2x + x =6

3x=6

Answer: X=2 days

Proof: The work done by Richard is

1/3.2 =2/3 of the job

The work done by Alvin is

1/6.2=2/6=1/3 of the job

Together, they have done 2/3+ 1/3 =1 whole job. Therefore, the answer satisfies the conditions of
the problems

Example 2. Marivic can type a committee report in 5 hours. Maricar, who is a slower typist, helped
Marivic and together they finished the report in 3 hours. How long would it take Maricar had she
worked alone?

Solution:

Let t represent the time it would take Maricar to do the job herself. Then her rate=1/t

Rate X time = Work

Marivic 1/5 3 3/5
Maricar 1/t 3 3/t

The work they did together is equal to one whole work

3/5 + 3/t =1

Manipulating the equation, we have

3t+ 15=5t

2t=15

t=15/2 =7 ½ hours

Answer: It would take Maricar 7 hours and 30 minutes to do job.

Proof: In 3 hours, Maricar did 1/15.3=6/15=2/5 of the job.

 Marivic did 3/5 of the job.

2/5+ 3/5=1

Thus, the numbers satisfy the conditions of the problem.

Example 3. The San Beda High School swimming pool has two inlet pipes. One pipe can fill the pool;
in 6 hours, the other can fill it in 3 hours. The pool has one outlet pipe that can empty the pool in 4
hours. One day, when filling up the pool after it was cleaned, the outlet pipe was left open by
mistake. How long did it take to fill the pool?

Solution:

We now have three rates. Two are added (the inlet pipes) while the other pipe (the outlet
pipe) is subtracted. We can represent the time for each by the same letter since they begin
and work at the same time.

Rate X Time =Work

Input Pipe 1/6 x x/6
1
Input Pipe 1/3 x x/3
2
Outlet 1/4 x x/4
Pipe

x/6 + x/3- x/4=1

2x +4x -3x=12 multiplying by 12
3x=12
Answer: x= 4hours

Proof: In 4 hours, inlet pipe 1 fills 1/6 x 4= 2/3 of the pool

Inlet pipe 2 fills 1/3 x 4 = 4/3 of the pool

In 4 hours, outlet pipe empties ¼ x 4 = 1 of the pool

2/3 + 4/3- 1 = 1 whole pool

Example 4. Mr. Poly Nomial takes 8 hours to paint his room. After working for one hour, he called in
a painter to help him. Working together they finished the job in 3 more hours. How long the
whole job would be finished by the painter if he had worked alone?

Solution:

Let x represent the time it would take the painter to do the job by himself. Then his rate
equals 1/x. since they both finished the job in 3 hours, then Mr. Poly Nomial had worked for 4
hours.

Rate X time =Work

Poly 1/8 4 4/8
Nomial
Painte 1/x 3 3/x
r
 4/8 + 3/x = 1
4x + 24 =8x
4x= 24

Answer: x= 6 hours

Proof: In 3 hours, the painter did 1/6 X 3 = 3/6 or ½ of the job.

Mr. Poly Nomial did 4/8 or ½ of the job.

½+½=1

Thus, the numbers satisfy the conditions of the problems.

Practice Exercises:

A. Solve the following practical problems.

1. It takes Mario 1 hour to milk all of the carabaos, and it takes Cora 1.5 hours. How long will it
take them to do the job together?
2. Tony can load the truck in 40 minutes. If his son Paolo helps him, it takes them 15 minutes.
How long will it take Paolo to finish alone?
3. Noni can paint his garage in 3 ½ hours while his friend Anton can paint it in 4 hours. If they
work together, how long will it take them to complete the job?
4. A pipe can fill a pool in 12 hours. Another pipe can do the same job in 6 hours. How long it
will take to fill the tank if both pipes were used at the same time?
5. Mimie can do a job in 30 minutes, Marie can do it in 40 minutes, and Precy can do it in 60
minutes. How long it will take them if they work together?
6. Mr. Agbuya can mow a lawn in 3 hours. His sons, Michael and Ariel, can each do the job in
2 hours. If the father and the sons work together, how long will it take them to mow the
lawn?
7. A mother can rake a yard in 90 minutes and her daughter can do it in 60 minutes. If the
mother rakes for 15 minutes before her daughter joins her, how long will it take them to
finish the work?
8. Rowena can complete typing the report in 8 hours. After she has been working for 2 hours,
Florian, who is able to finish this job in 10 hours, is assigned to help her. In how many hours
will Rowena and Florian complete the job if they work together?
9. Ryan can do a job in 12 days. After he has worked for 4 days, he is joined by Sandy. They
finish the job together in 2more days. How long will it take Sandy to do the whole job by
herself?
10. A modern pump can empty a tank three times as fast as another. If they work together, they
can complete the job in 4 hours. Find the rate of each pump.
11. Alvin and Geraldine are addressing invitations to their wedding. Alvin can address one
every seconds and Geraldine can do one in 40 seconds. How long will it take them to
address 140 invitations?

Quiz : Solve the following problems.

1. Mr. Amador can mow his lawn in 2 hours. His son’ Arnel, can do the same job in 3 hours.
How long will it take them to do the job if they work together?
2. Max can finish repairing a machine in 4 hours. His helper can do the same job in 8 hours. Max
began the job alone and worked for 2 hours. His helper joined him until the job was completed.
How long did it take them to finish the job?
3. Jojo and Roy can paint an apartment in 5 hours working together. If Jojo can do the same
job alone in 7 hours, how long would it take Roy to finish it alone?

4. One pipe can fill a pool in 6 hours. The drain can empty the whole pool in 12 hours. With the pipe
on and the drain open, how long it will take the pool to be filled?

[Link] Distance Problems

When an object moves without changing its speed or rate, that object is said to be in
uniform motion. If we travel for 5 hours at 50 kilometers per hour, the distance traveled is 5 x
50=250 kilometers If we traveled 240 kilometers at 40 kilometers per hour, the time for our trip
is240÷ 40 =6 hours If we traveled 200 kilometers in 4 hours, our average speed is 200 ÷ 4 =50
kilometers per hour

The three relationships given above can be summarized as:

1. Rate x Time =Distance

2. Distance/ Rate= Time

3. Distance/Time =Rate

Example 1. Motion in opposite directions

Mr. Honda and Mr. Toyota arrange to meet on the high way connecting their
hometowns. Mr. Honda drives at 45 kph and Mr. Toyota at 35 kph. They leave their
homes which are 120 kilometers apart at the same time. In how many hours will they
meet?

Solution:

In this problem they both travel with the same length of time.

Let t= the number of hours before the men meet.

Rate X time =distance

Mr. Honda 45 t 45t
Mr. Toyota 35 t 35t

The distances they travel must add up to the 120 kilometers between the towns, that is

Mr. Honda’s distance + Mr. Toyota’s distance=Total distance

45 t + 35t = 120

Manipulating the equation, we have

45t+35t =120
 80t=120

T=3/2 or 1 ½ hours

Answer: They meet after 1 ½ hours driving.

Proof: After 1 ½ hours,

Mr. Honda has gone 3/2 x 45 = 67.5 km and Mr. Toyota has gone 3/2 x 35 =52.5 km

Total distance = 120 km.

Thus, our answers satisfy the conditions of the problem.

Example 2. Motion in the same direction

There are two trains. The rabbit heads north on the expressway at 45kph. Exactly 12 minutes
after, the panther follows at a steady speed of 54 kph. How long exactly it take the Panther to
overtake the Rabbit?

Solution:

The Panther travels for 12 minutes less than (12 min=1/5 hr.) the rabbit because it travels12
minutes later. It will be easier to represent the shorter time by a single literal number.

Let x= the Panther’s time

The n + 1/5=the Rabbit’s time

Rate X time =Distance

Rabbit 45 X + 1/5 45(x + 1/5)
Panther 54 x 54x

When the Panther overtakes the Rabbit, the distances will be equal.

45(x + 1/5) = 54x

45x + 9=54x

9x=9

X=1 hour

Answer: The panther overtakes the Rabbit in 1 hour

Proof: After 1 hour, the Rabbit has gone 45 ( 1 + 1/5 ) = 45 + 9= 54km and the

Panther has gone 54 (1) = 54 km.

Thus, the two trains have the same distance.

Example 3. Round trip

 While waiting for a train, Alvin takes a bus ride at 60 kph to a certain point and then walk
back leisurely at 10 kph. The bus ride takes 15 minutes less than his walking. How far does
he walk and for a how long?

Solution:

The problem asks for a walking distance and the time. Remember that 15 minutes=0.25 hr.

Let x=the walking time

Then 10x= the walking distance

Making a chart, we have

Rate X time =Distance

Walk 10 X 10x
Ride 60 x-0.25 60(x-0.25)

In a round-trip problem, the two distances are equal.

60(x-0.25) =10x

60x-15=10x

50x=15

X=3/10 or 0.3 hr.

10x=3 km

Answer: Alvin walks0.3 hour or 18minutes for a distance of 3 km.

Proof: after 18 minutes, Alvin has walked 10(0.3)=3 km and

Alvin has ridden 60(0.3-0.25) =3 km

Thus, the distances are equal.

Practice Exercises:

E. Solve the odd numbers only of the following problems

1. Two planes leave NAIA at 4 p.m. one traveling east at 480 kph and the other west at 750 kph.
At what time will they be 4000 km apart?

2. Two ships leave North Harbor and sail in opposite directions. If the faster ship travels at a rate
of 42kph and the slower ship sails at a rate of 34 kph, in how many hours will they be 190
kilometers apart?

3. Ruel can bike 5 kph faster than [Link] noon, each boy leaves the airport 8.5 hours after a ship
sailed. If it overtakes the ship in 1 hour and 30 minutes, find the rate of the ship.
4. A train left the station at 9 am traveling at 50 mph. At 11 am, an airplane left the same place in
the same direction at 175 mph. At what time did the plane overtake the train?

5. An airplane which travels 180 miles per hour leaves the airport 8.5 hours after a ship sailed. If it
overtakes the ship in 1 hour and 30 minutes, find the rate of the ship.

6. Rolly and Romy are 15 kilometers a part and are walking towards each other. If Rolly is walking
at a rate of 7 kph and Romy at a rate of 3 kph, in how many hours will they meet?

7. A freight train traveling at a rate of 60 kph leaves a city. Three hours later, an express train
whose average rate is 80 kph leaves the same city traveling in the same direction. How long will it
take the express train to overtake the freight train?

8. Mimie left home on her bicycle at an average rate of 6 kph, One hour later, her sister, Yolly set
out to overtake an average rate of kph. In how many hours will Yolly overtake Mimie?

9. Roy leaves for work at 7 a.m. Traveling at 40 kph. His sister Susan finds that he has forgotten
his briefcase, so she leaves at 7: 05 a.m. chasing him at 50 kph. At what time will Susan catch up
with Roy?

10. Albert sets out on a hike. After walking for a while at 6 kilometers an hour, he discovers that he
has forgotten his lunch. A passing bus takes him back home at 30 kilometers an hour. How far did
he walk?

Quiz

1. Two cars leave a hotel at the same time and travel in opposite directions. If one car travels a
rate of 45 kph and the other at 40 kph, how long will it take them to be 285 kilometers apart?

2. A freight train left the Tutuban station at 4 a.m. traveling 30 miles per hour. At 6 a.m. an express
train traveling 50 miles per hour left the same direction. When did the express train overtake the
freight train?

3. Bobby climbs a mountain at 10 kph and returns at 5 kph. If it took 1 hour to climb and to return,
how far did he climb?

4. In the last race, Lydia is 50 feet in front of Elma after 10 seconds .How fast can Lydia run if
Elma can run 20 feet per second?

5. Two cars start from the same point at the same time and travel in opposite directions. The faster
car travels in opposite directions. The faster car travels 12 miles per hour faster than the other. If
after 6 hours, the cars are 648 kilometers apart, what is the speed of each car?

[Link] Mixture Problems

 Example 1. A retail merchant has two kinds of tea, one priced at P15 per pound and the other
at P17 per pound to produce a mixture to sell at P15.80 per pound?

Solution: We represent each type of tea. The amount is shown inside the container and
the corresponding price below.

200 + x = 200+x Weight(pounds)

P17 P15 P15.80

We multiply vertically to form an equation

17(200) + 15(x)= 15.80(200+x)
34 000 + 15x = 31 600+158x
8x = 2 400
x = 300
Answer: 300 pounds of the P15 per pound tea must be mixed with 200 pounds of
the P17 per pound tea.

Proof: 200+300 = 500 pounds

200(17) = P3 400
300(15) = 4 500
P7 900 Total cost of the mixture

P 7 900
=P15.80
500
Thus, the answer satisfies the conditions of the problem.

Example 2. How many pounds of peanuts at P40 per pound should be added to 100 pounds of
cashew nuts at P100 per pound if the mixture is to be worth P60 per pound?

Solution:
The problem asks for the number of pounds of peanuts.
Let x = number of pounds of peanuts

We represent each type with the amount shown inside the container and the corresponding
price below.

cashew peanuts

100 + x = 100+x weight (pounds)

P100 P40 P60 Price

We multiply vertically to form an equation

100(100)+40(x) = 60(100+x)
10 000+40x = 6 000+60x
20x = 4 000
x = 200
Answer:200 pounds of peanuts must be mixed with 100 pounds of cashew nuts.
Proof: 100 + 200 = 300 lbs

100(100) = P10 000

40(200) = 8 000
 P18 000 Total cost of the mixture

P 18 000
=P 60
300
Thus, the answer satisfies the conditions of the problem.

Example 2. A confectioner finds that it is hard to sell chocolates worth P28.80 a pound of which he
has 6 pounds. He mixes them with candy which he usually sells at P16.80 a pound and
offers the resulting mixture at P21.60 a pound. How much P16.80 candy should he use?

Solution:
The problem asks for the amount of P16.80 candy.
Let x = amount of P16.80 candy

6 chocolate + x = 6+x

P28.80 P16.80 P21.60

Multiplying vertically and then multiplying the equation by 10 to eliminate decimals, we have
28.80(6) + 16.80(x) = 21.60(6+x)
1 728 + 168x = 1 296 + 216x
48x = 432
x =9
Answer: 9 pounds of P16.80 candy must be added to 6 pounds of chocolate worth
P28.80 per pound.
Proof: 6 + 9 = 15 pounds
28.80(6) = P172.80
16.80(9) = 151.20
P324.00 Total cost of mixture

P 324
=P 21.60
15

Thus, the answer satisfies the conditions of the problem.

Practice Exercises:

A. Solve the following problems.

1. As a Valentine Special, a grocer makes 120 pounds of candy to sell at ₱19.44 a pound.
He mixes candy which sells for ₱16.80 a pound with some which usually sells for
₱22.56 a pound. How many pounds of which does he use?
2. A dealer who blends his own teas mixes a variety which sells for ₱21.60 a pound with a
variety selling for ₱36 a pound. If he makes 20 pounds of a blend which he can sell at
₱28.80, how many pounds of each kind of tea will he use?
3. How many pounds of cashew nuts worth ₱43.20 per pound must be mixed with 50
pounds of peanuts worth ₱28.80 per pound so that the mixture may be sold at ₱33.60
per pound?
 4. A confectioner wishes to make a mixture of 30 pounds of candy to sell at ₱53.20 per
pound by mixing candy worth ₱42 a pound with another worth ₱58.80 per pound. How
many pounds of each kind must be used?
5. The SBC Bookstore sold 348 notebooks during the first day of school, some at ₱22.50
each and the rest at ₱34.20 each. The total amount taken in for the notebooks was
₱9 081.90. How many of each kind were sold?
6. When Red Cubs played against the Archers, 15 000 seats were sold. A reserved seat
cost ₱500, but admission to unreserved seats was ₱350. The total receipts were ₱6 000
000. How many reserved seats were sold?

Quiz
1. How many pounds of P20.16 per pound coffee must be blended with 24 pounds of
₱14.40 coffee if the mixture is to be sold at ₱16.32 a pound?

2. Corn syrup worth P44.80 a gallon and maple syrup worth P336 a gallon are mixed to form a
mixture worth P132.16 a gallon. How many gallons of each kind of syrup are needed to make 50
gallons of the mixture?
3. A chocolate bar is worth a quarter (25 cents) and a piece of gum costs a dime (10
cents). If Ariel bought 40 pieces of candy for $7.00, how many chocolate bars did he
buy?
4. A gasoline refinery mixes different types of gasoline. How many gallons of grade A worth ₱17.60
per gallon must be mixed with grade B worth ₱19.20 per gallon and grade C at ₱22.40 per gallon
to produce 10 gallons of gas that will sell for ₱19.52 per gallon if equal amounts of grade A and
grade C are mixed?

[Link] Solution Problems

A solution is a homogeneous mixture of two or more substances whose components are

uniformly distributed all throughout. We usually think one of the substances as being dissolved in
the other. The substance being dissolved is called the solute and the substance in which the
solute is dissolved is called the solvent. For example, we add coffee to hot water; we say that
coffee is dissolved in water. If we add iodine to alcohol, then the iodine is dissolved in alcohol. In
the preceding examples, coffee and iodine are the solutes while the water and alcohol are the
solvents. Usually, the solvent is greater in quantity than the solute.

Some solutions have special names. The most usual alloys are metals that have been
melted together. However, if the solvent is alcohol the mixture is called tincture.

Solutions are usually labeled by the percentage of the solutes. This refers to the strength
of the solution. That is, a solution that is 20% salt is twice as strong as a solution of 10% salt. If we
add water to the solution to strengthen or to increase its strength, the salt is 100% salt.

In solving solution problems, we label each solution by the percentage of the solute in it,
rather than by its value. When the amount of a given solution is multiplied by its strength, then we
get the amount of solute it contains. For example, if we have 500 grams of a 15% salt solution,
then we have 500 – 0.15= 75 grams of salt. Hence, to form an equation we use the fact that the
amount of the solute in each solution being added must be equal to the amount of solute in the
combined solution.

To summarize the steps in solving solution problems, we have to:

 1. Label each solution with its corresponding percentage.
2. Give the total amount of combined solution.
3. Form the equation by multiplying vertically.

Example 1. Chemist has 400g of salt solution that is 10% salt. How many grams of 20% salt
solution must be added to obtain 12% solution of salt?

Solution: The problem asks for the number of grams of 20% salt solution to be added.

Let x = the number of grams of 20% salt solution

400 g + = 400+x g
X g

10% 20% 12%

Multiply vertically, we obtain

0.10(400) + 0.20(x) =0.12(400+x)
Multiply equation by 100 to eliminate the decimals, we have
4000 + 20x = 12(400+x)
Manipulating the equation, we have
400+20x= 4800 + 12x
8x= 800
X= 100grams
364
Answer: x=50grams of 100% salt
Proof: The amount of salt in the 10% solution is
0.10(400) =40grams
The amount of salt in 100 grams of 20% solution is
0.20(100)= 20 grams
Adding the two solutions, we have 60grams of salt in a total solution of 400 + 100 =
500 grams.
60 12
= =12 %
500 100
Thus, the answer satisfies the conditions of the problem.

Example 2. How much salt be added to 800 grams of a solution that is 15% to obtain
a solution that is 20% salt?

Solution: The problem asks for the number of grams of 100% salt to be added.

Let x= the number of grams of 100% salt to be added.

800 g + X g = 800+x g

15% 100% 20%

 Multiplying vertically, we obtain
15 (800) + 100 (x) = 20 (800 + x)
Notice that we multiply the equation by 100 to eliminate the decimals.
Manipulating the equation, we have
12 000 + 100x = 16 000 + 20x
80x = 4 000
X = 50 grams
Answer: x= 50 grams of 100% salt
Proof:The amount of salt in 15% solution is
0.15 (800) = 120 grams
The amount of 100% salt is 50 grams.
Adding the two solutions, we have 170 grams of salt in a total
solution of 800 + 50 = 850 grams.
170
= 0.20 = 20%
850
Thus, the answer satisfies the conditions of the problem.

Example 3. What should be the alcohol content a wine maker must add to 10 gallons of wine that
is 12% alcohol to have 15 gallons of wine that is 14% alcohol?

Solution: The problem asks for the percentage of the wine that must be added. The
problem tells us that we must add 5 gallons of wine.

Let x = the percentage off the gallons of wine be added

10 gal 5 gal 15 gal

+ =

12% x% 14%

12(10) + x (5) = 14(15)

120 + 5x = 210
5x= 90
X= 18
Answer: x= 18% alcohol content for the added wine
Proof: in the 10 gallons of wine, the alcohol was
0.12 (10) = 12 gal
In the 5 gallons of wine, the alcohol was
0.18 (5) = 0.9 gal
Therefore, we have 2.1 gallons of alcohol in the 15 gallons of wine.
2.1 21
= =0.14=14 %
15 150
Thus, the answer satisfies the conditions of the problem.

Example 4. A chemist mixes a 200-L solution that is 60% acid with a 300-L solution that is 20%
acid. What is the acid percentage of the mixture?

Solution: The problem asks for the acid percentage f mixture.

Let x= the acid percentage of the mixture

200-L + 300-L = 500-L

60% 2
 60% 20% X%
Note that the problem tells us that we have a 500 L mixture.
60 (200) + 20 (300) = x (500)
12 000 + 6 000 = 500x
18 000 = 500x
X = 36
Answer: x = 36% acid

Example 5. How much water must be added to 20 L of a 10% solution of boric acid to reduce it to a 4%
solution?

Solution: The problem asks for the amount of water that must be added.

Let x = the amount of water that must be added

20 L
+ xL
= (20+x)L
+

1 0% 0% 4%

Multiplying vertically, we obtain

10(20) +0(x) = 4(20+x)
200 + 0= 80 + 4x
4x= 120
x= 30 L
Answer: x=30 L of water

Example 6. How many grams of water must be evaporated from 100 kg of a 40% salt solution to
produce a 50% salt solution?

Solution: The problem asks for the amount of water that must be evaporated. This implies
that instead of adding to a solution we are taking some solvent away from this solution?

Let x= the amount of water that must be evaporated from the solution

_ =
100kg - x kg = = (100-x) kg

40% 0% 50%

Note that the water that must be evaporated is 0% salt

Answer: x= 20 kg of water

Practice Exercises:

Solve the following:

1. How many grams of water must be added to 100 grams of 40 % acid solution in order to
produce a 20% acid solution?
 2. How many grams of salt must be added to 50 grams of a 20% salt solution in order to
increase the salt content to 25%?

3. How many litters of water must be added to 120 liters of a 60% iodine solution in order
to dilute it to a 30% iodine solution?

4. How much water and how much pure acid must be mix in order to produce 16 liters of a
solution that is 40% acid?

5. How many cubic centimeters of water must be evaporated from 100 cc of a 40% salt
solution to produce a 50% salt solution?

6. How many liters of water must be evaporated from 24 liters of a 20% salt solution to
produce a 30% salt solution?

7. An alloy which weighs 59 kilograms is 10% silver. How much silver must be added to
produce a metal that is 25% silver?

8. Sugar solution is composing of 40 grams of sugar and 200 grams of water. How many
grams of sugar must be added to make a 60% sugar solution?

9. How much water must be evaporated from 100 liters of an 8% brine to get a 10% brine?

10. Milk to be approved for sale must contain 3.2% butter fat. How much skimmed milk must
be added to 200 pounds of milk which contains 4.8% butter fat to produce milk that will
contain 3.2% butter fat?

Additional Practice Exercises:

1. A dealer wishes to mix cashew nuts selling at P192 per kilogram and peanuts selling at
P168 per kilogram. How much of each nut should be mixed to get 8 kilograms worth
P174 per kilogram?
2. The owner of the Coo Knots Food Shop mixes two kinds of nuts. How many kilograms
of nuts worth P50 per kilogram should the owner mix with the other nuts worth P58 per
kilogram to produce a mixture worth P55 per kilogram?
3. A grocer mixes two types of juice. At what price should he sell it if he mixes 24L of juice
at P19.20 per liter with 16L of juice worth P24 per liter?
4. A grocer has 60 gallons of Brand A oil worth P60 per gallon, 30 gallons of Brand B oil
worth P50 per gallon, and lots of Brand C oil worth P30 per gallon. How much Brand C
oil should be added to the other brands if the grocer wants to cut the cost of the mixture
to P45 per gallon?
5. How many pounds of Batangas coffee selling at P47.50 a pound must be mixed to a
foreign brand selling at P32.50 a pound to produce a 30-pound mixture that will sell for
P37.50?

Quiz
B. Solve the following problems.

1. How much water must be added to 500 g of a 30% acid solution in order to produce a
20% acid solution?
 2. How many grams of pure acid must be added to 36 grams of a 10% solution of acid to
make a 40% solution?

3. How many cubic centimeters of water must be evaporated from 32 cc of 4% solution

of salt and water to make a solution that is 16% salt?

4. A solution of water and alcohol is 80% alcohol. How much alcohol must be added to 50
gallons of this solution to make it 90% alcohol?

5. How much pure silver must be added to 80 grams of fine silver (an alloy of 90% silver)
to obtain a sterling silver (an alloy that is 92.5% silver)?

[Link] Investment Problem

Problem which are concerned with amounts of money invested at different rates of interest
are called investment problems. Investments problem are percent problem since interest rates
are expressed as percent. A percent is a fraction with a denominator of 100.

When we solve percent problems, we use formula

p = br

where p represents a part of whatever is being considered (percentage) ; b represents the base ;
that is, the whole of what is being considered; and r represents the rate which is expressed as
percent.

Example 1. THE Faculty Trust Fund is Php 200 000. Some of the money is invested at an annual
rate of 4 percent and the rest is invested at an annual rate of 6 percent. If the income from both
investments is Php 9 600 a year, how much is invested at each rate?

Solution:
Let x = the amount investment at 4%
and 200 000 – x = the amount invested at 6%
b • r = p
Some of the x .04 .04x
money
The rest of the 200 000 - x .06 .06(200 000 – x)
money

Income from + Income from the = Total income

One investment other investment = from both investment

0.04x + 0.06(200 000 – x) = Php 9 600

4x + 1 200 000 – 6x = 960 000
2x = 240 000
X = Php 120 000
200 000 – x = Php 80 000
Answer: Amount invested at 4%: Php 120 000
Amount invested at 6%: Php 80 000
 Proof: 4% of Php 120 000 = Php 4 800
6% of Php 80 000 = 4 800
Total Income = Php 9 600
Thus, the answer satisfies the conditions in the problem.

Example 2. Mr. Santos invested half of his money at 7 percent per year and half at 8 percent per year.
His annual income from the two investments was Php 7 500. How much did he invested at
each rate?

Solution: Let x = the amount of money invested at 7%

and x = the amount of money invested at 8%
b • r = p
Amount invested at x . .07 .07x
7%
Amount invested at x . .08 .08x
8%

Income from + Income from the = Total income

one investment other investment from both investment

0.07x + 0.08x = Php 7 500

0.15x = 7 500
x = Php 50 000 amount
invested at 7%
x = Php 50 000 amount
invested at 8%

Example 3. Anthony investment a certain amount of money at 5 percent per year and an amount twice
as large at 6 percent per year. The total annual income from the two investments was Php
4 250. Find the amount invested at each rate.

Solution: Let x = the amount invested at 5%

and x = the amount invested at 6%

b• r = p
Some of the money x .05 .05x
The rest of the 2x .06 .06(2x)
money

Income from + Income from the = Total income

one investment other investment from both investment
0.05x + 0.06(2x) = Php 4 250
0.05x + 0.12x = 4250
0.17x = 4250
x = Php 25 000
investment at 5%
x = Php 50 000 amount
invested at 6%

Practice Exercises:
Solve the following problems
1. How much of Php56, 000 should be invested at 5 ½ percent per year and how much at 4
percent in order that the annual returns from the Php56, 000 will be Php2, 615.36?
 2. Mr. Arce gave Php35, 000 to his son and daughter. His son invested his money at 6% and
his daughter at 8%. The two investments yielded an equal annual income. How much was
given to the son and the daughter?

3. A certain amount is invested at 5% per year, and Php7, 000 less than this amount is
invested at 6% per year. The investments yield Php8, 820 yearly. How much was each
investment?

4. A certain amount of money is invested at 6% per year. A second amount is Php5, 000
larger than the first is invested at 8% per year. The interest from the investment at the
higher rate exceeds the income from the lower investment by Php500. Find the investment
at each rate.

5. Bong invested part of Php6, 000 at 3.6% per year and the rest was invested at 6% per year.
The interest from the investment at the lower rate exceeded the income from the higher
investment by Php70.35. how much was invested at each rate?

Quiz

Solve the following problems

1. Rico invests some of his savings at 4 percent per year and an equal amount at 5 percent
per year. His income totals Php1,800 a year. How much did Rico invest at each rate?

2. Mr. Reyes invested part of his money at 8 percent per year and twice that that sum at 5
percent per year. If the return last year in the two investments was Php9, 000, how much
did Mr. Reyes invest at each rate?

3. Mrs. Agbuya invested Php10, 000 more than her husband did. If they both invested the
money at 5 percent per year and their combined income from the investments was Php4,
000, how much did each invest?

4. Mr. Centeno invested Php50, 000, part of which at 5% per year and the rest at 6% per year.
His annual income from the two investments was Php2, 000. How much did he invest at
each rate?

5. Michael and Elaine each has some money in the blank which pays invest at the rate of 4%
per year. They used the total interest each year which amounts to Php480 to buy a joint
birthday gift for their mother. If Elaine has Php200 more in the bank than Michael, how
much does each have?

[Link] Geometric Problem

Many problems involving geometric figure will also lead to linear equations. The following
examples illustrate.

Example 1. A rectangular is 5 cm longer than its width. If the perimeter of the rectangle is 66 cm, find
the dimensions of the rectangle.
 Solution: We want to find the dimensions (the width and length) of the rectangle.
Let x = the width of the rectangle

and x + 5 = the length of the rectangle

x+5

Since the perimeter of the rectangle is the sum of twice the length and twice the width, we
have

2L + 2W Substitution Law
=P
Clear parentheses
2(x +5) + 2(x) =6
Combine similar terms
2x + 10 + 2x = 66
SPE or Transposition
4x + 10 = 66

Therefore: x + 5 = 19

Thus, the width is 14 cm and the length is 19 cm.

Proof:The length is 5 cm longer than its width. (19 cm is 5 cm more than 14 cm)

Example 2. Two sides of a triangle are 2 cm longer and 6 cm longer than the shortest side. Find
the length of the sides of the triangle when its perimeter is 44 cm.

Solution: We want to find the lengths of the sides of a triangle.

Let x = length of the shortest side

Then x + 2 = length of the second side

and x + 6 = length of the longest side

x+2

x+6
 The perimeter of a triangle is P=a+b+c

44 = x + x + 2 + x + 6 Substitution Law
44 = 3x + 8 Combine similar terms
44 – 8 = 3x SPE/Transposition
36 = 3x
12 = x or
x = 12

x + 2 = 14
x + 6 = 18

Thus, the lengths of the sides of the triangle are 12 cm, 14 cm, and 18 cm.

Proof: P=a+b+c
44 = 12 + 14 + 18
44 = 44

Quiz:

A. Solve each of the following:

1. In triangle ABC, side AB is 2 cm shorter than side AC, while side BC is 1 cm longer than
AC. If the perimeter is 62 cm, find the lengths of the three sides?

2. The lengths in centimeters of the sides of a triangle are consecutive even integers. The
perimeter is 210 cm. How long are the sides?

3. The lengths in centimeters of the sides of a triangle are consecutive odd integers. The
perimeter is 171 cm. How long are the sides?

4. The lengths of the sides of a triangle are consecutive even integers. Find the length of the
longest side if it is 14 units shorter than the perimeter.

5. The lengths of the sides of a triangle are consecutive odd integers. Find the length of the
shortest if the perimeter is 19 units shorter than four times the length of that side.

Module 2
MANAGEMENT SCIENCE

How is our income related to our expenses? How can we

 1.1 Systems of Linear Equations Involving Two Variables
YOUR TARGET

At the end of this Sections, the

following are expected from you.

 Solve the gives system of

 In your fundamentals of Mathematics, you already learned how to solve linear equations
include variable. In real life, there are many situations that can be modeled by equations involving
two variables. In your fundamentals of Mathematics, you already learned how to solve linear
equations include variable. In real life, there are many situations that can be modeled by equations
involving one and two variables.

Challenge your Mind

A. Give the value of each of the following if x = 2 and y = -1.

1. 5x + 3y 2. 7x + 3y – 12 3. –x – 3y + 7

B. If I = 4 and w = 3, then what is the value of P in P = 2(I + w) ?

C. When f(x) = 2x + 5, determine the value of each of the following.

1. f (-1) 2. f (0) 3. f (1)

D. Two times the sum of a number and three is 20. What is the num

1.1.1 Some Basic Terms

A linear equation
Example 1 Below are some examples of linear
in two variables, x and
equations in two variables.
y, is an equation that
can be written in the Statements Linear Equations
form ax + by = c, in Two Variables
where a, ba. and c are
Ralph has P1 coins and P5 coins.
constants suchThe a ≠ number of coins is 50. Let x
thattotal X + y = 50
0 and b ≠ 0. and y be the numbers of P1 coins
and P5 coins, respectively.
b. There are m chairs and n tables in a
room. The total number of chairs and m + n = 36
tables is 36.

A. Why must a ≠ 0 or b ≠ 0 in ax + by = c so that the equation is a linear equations in two

variables?
B. Which of the following is a linear equation in two variables? Why?
1. x 2−−3 2. X = 0.4 3. x + y - 2 = 0 4. x 2+ y 2 = 1

Two or more linear equations involving two variables considered together from a system of
linear equations involving two variables.
Example 2 Below are some examples of systems of linear equations involving two variables.

System of Linear
Statements
Equation in Two Variables
a. Vince has P1 coins and P5 coins
amounting to P437. The total m + n = 50 and m + 5n = 437
number of coins is 50. Let m and n
be the numbers of P1 coins and
P5 coins, respectively

b. There are x chairs and y tables.

The total number of chairs and
tables is 23. The number of tables
is 12 less than the number of
{ x+y=x−12
y=23

chairs.
Remarks : In forming a system of equations, use either
“and” or the left brace” “ ⌊ ¿ ¿

1.1.2 Solving the System

There are different real life problems that can be solved using linear equations in two
variables.

Example 3 There are x chairs and y tables in a room. There are 8 chairs and tables in all. The
number of tables is 2 less than the number of chairs. How many chairs and tables
are there?

Solution: Let x and y be the numbers of chairs and tables, respectively. The system of linear
equations is given below.

{ x+y=x−2
y=8

Let the graph x + y = 8 using the Intercept Method. To solve for the x – intercept, we let y = 0.
Hence,

x + (0) = 8

x =8

To solve for the y – intercept, we let x = 0. Thus,

(0) + y = 8
y=8
Plotting and connecting the points (8.0) and (0.8), we can graph x + y = 8 as shown above.

Let us graph y = x – 2 using the Slope-Intercept Method. It is already in slope-intercept form

y = mx + b, where m is the slope and b is the y – intercept. m = 1

b = -2

What is the graph of y = x – 2 ? show at the space provided.

 To solve the system, graph both equations on the same Cartesian plane as shown below.

Observe that the point of intersection of the two graphs is (5.3). It means that x = 5
and y = 3 form the solution of the problem. Hence, there are 5 chairs and 3 tables.

In solving the problems, we used graphs. However there is a restrictions in the problem.
Note that it is impossible to have negative numbers of chairs and tables. Hence, x and y are none
negative integers. The system of linear equations that satisfies the given problem is given by

{ x+y=x−2
y=8

where x and y are non-negative integers.

What is graphical representation of the problem? Please use the space provided.

Note that the point of intersection of the two sets of points is (5,3) and it is the solution of
the problem.

Check:

X + y =8 y=x–2

5+3=8 3=5–2

8=8 3=3

[Link] Graphical Method

From the previous example, a pictorial representation of a system of linear equations in
two variables was used to solve the system. Note that the intersection of the two lines forms the
solution of the system.

To solve a system of
two linear equations Example 4 Solve
by graphing graphically the system of
1. Make a table of linear equations below.
values and sketch the
graph of each equation
on the same coordinate {42x x++3 y=8
y=18
system.
2. Find the values of Graph 2x + y = 8 using the Intercepts Method.
(x,y) that name the point
of intersection of the To solve for the x – intercept, let y = 0. Hence,
lines.
3. Check this point (x,y) 2x + (0) = 8
in both equations.
 X=4

To solve for the y – intercept, let x = 0. Thus,

2 (0) + y = 8
Y=8

Plotting and connecting the points (4, 0) and (0,8), we have the graph of 2x + y = 8 as
shown below

Let us graph 4x + 3y = 18 using the Intercept Method

To solve for the x – intercept, we let y = 0. Hence,
4x + 3(0) = 18
4x = 18
18 1
X- =4
48 2

To solve for the y – intercept, we let x = 0. Thus,

4(0) = 3y = 18
3y = 18
18
y=
3
y=6

Plotting and connecting the points (4.5,0) and (0,6), we can graph 4x + 3y = 18.

To solve the system, graph both equations on the same Cartesian plane.

Observe that the point of intersection of the two graphs is (3,2). It means that x = 3
and y = 2 form the solution of the problem.
Check 2x + y = 8 4x + 3y = 18

2(3) + 2 = 8 4(3) + 3(2) = 18

√ √

8=8 18 = 18

Example 5 Solve graphically the system of linear equations

{22xx++y=10
y=6

Let us graph 2x + y = 6 using the Intercept Method

To solve for the x-intercept, let y = 0. Hence,

2x + (0) = 6

X=3
 To solve for the y-intercept, let x = 0. Thus,

2(0) + y = 6

Y=6

Plotting and connecting the points (3,0) and (0,6), we can graph 2x + y = 6.

Let us graph 2x + y = 10 using the Intercept Method

To solve for the x-intercept, let x = 0. Hence,

2x + (0) = 10

X=5

To solve for the y-intercept, let y = 0. Thus,

2(0) + y = 10

y = 10

Plotting and connecting the points (5,0) and (0,10), we now have the graph 2x + y = 10.

To solve the system, graph both equations on the same Cartesian plane as shown below.

Observe that the two lines have no point of intersection. The two line are parallel. Thus,
there is no solution to the system.

Example 6 Solve graphically the system of linear equations below.

{−22xx+−yy=−4
=4

Let us graph the two equations by using the Intercept Method

To solve for the intercept, we have the following:

2x + y = 4 -2x –y = -4

If y = 0 then, x = 2 if y = 0 then, x = 2

If x = 0 then, y = 4 if x = 0 then, y = 4

x 2 0 x 2 0
y 0 4 y 0 4
 You plot the line on the same coordinate plane in the space provided. Observe the two
intercepts of the given equations are the same.

Notice that the lines coincide and the coordinates of the points in the line satisfy the two
equations. It means that every point on the line is a solution of the system.

From the earlier examples, observe that when two linear equations involving two variables
are graphed on the same Cartesian plane, there are three possibilities with regard to their
graphs. These are the following.

The lines may intersect. The lines may be parallel.

The lines may coincide

1. Independent equations The two lines intersect in a single point. In this case there is a unique
solution.

The example above was a system of independent equations.

2. Inconsistent equations The two lines are parallel. In this case there is no solution.

No matter how far these lines are extended, they will never intersect.

3. Dependent equations The two equations give the same line. In this case any solution of one
equation is a solution of the other.
In this case there will be infinitely many common solutions.

In later algebra courses, methods of recognizing inconsistent and dependent equations will be
learned. However, at this level we will deal only with independent equations. You can then expect
that all problems given in this chapter will have unique solutions.

This means the graphs of all systems in this chapter will intersect in a single point.

Example 7 Consider the system of linear equations below.

{x−
x+ y=5
y=3

Graph the equations of the system in the space provided. Notice that the point of
intersection of the two lines is (4,1). It means that the unique solution of the system is x = 4 and y
= 1.

Since the system has a unique solution, then it is, independent and consistent.

A. Without graphing, can you tell is a system of linear equations in two variables is
independent and consistent? How?

B. Which of the following is independent and consistent?

1. {x+2 y=12
x+3 y =1
2. {33xx− y=5
− y=−9
3. {4 x−4 y=12
x− y =3
__________________ ____________________ ____________________

Example 8 Consider the system of linear equations below

{x+x+ y=5
y=3

Graph the equations of the system in the space provided. Notice that the lines have no
point of intersection. It means that the system has no solution. It is an inconsistent system.
Think About This

A. By inspection,
how can you tell Example 9Consider the system of linear equations below. Graph the
if a system of
linear equations
system of equations in the space provided. {x + y=5
2 x +2 y=10
in two variables
is inconsistent?

B. Which of the
following system
of linear
equations is
inconsistent?

1. {x+2 y=12
x+3 y =1
2. Notice that the lines coincide. The system is consistent

{3 x− y=5
3 x − y=−9
and dependent.

3. A. Without graphing, how can you tell if a system of linear

equations in two variables is dependent and consistent?
{
4 x−4 y=12
x− y =3 B. Which of the following is dependent and consistent?

1. X + 2 y = 12 2. 3x–y=5 3. 4 x – 4 y = 12
X+3y=1 3 x – y = -9 x– y =3

Example 10 Find solution of the system of intersecting linear equations below then graph
it in space provided.

X + y = 5.
X – y = 4.
 ACTIVITY 1
Internet Charging
Materials: Calculator Pen

Directions: Form a group of eight. Consider the situation below.

A. Suppose a telecommunication company offers the following wireless internet connection fees.

Mode of Payment Plan Free Internet Hours per Internet Fees

Month
PREPAID None P 0.35 per minute
POSTPAID PLAN A 60 hours P 800 per month
POSTPAID PLAN B 75 hours P 1000 per month
POSTPAID PLAN C 120 hours P 1500 per month

For Postpaid Plans, usage beyond free internet hours is charged P0.30 per minute.

B. Graph the mode of payment and plans in the same coordinate plane with regard to the internet
fee that will be paid in a month. Let x be the time for browsing the internet and y be the internet
fee.

C. How many hours of internet usage in a month will cost the same charge for each of the following.
1. Prepaid and Postpaid Plan A
2. Prepaid and Postpaid Plan B
3. Prepaid and Postpaid Plan C

D. When is it practical to use a particular mode of payment or plan?

Observe that the coordinates of the point of intersection are

subject to approximation. We can magnify the graph or adjust the
scale of the axes to a smaller one to obtain accurate values.

From the two graphs above, the solution of the system is (4.5,
0.5).

In the graphical method, if the point of intersection of two lines

falls between two grid lines, the solutions are sometimes only
approximate in values. Hence, we need to have another method of
solving linear equations involving two variables

Use of technology!

There are many

availabble resources
that you can use the
graph certain functions.
Try to explore and use
any of the following.
 [Link] Substitution Method

Let us solve Example 10 by expressing x in terms of y in one of the equations and

substituting it for x in the other equation. Then, we solve the equation in terms of y only.
X+y=5 Equation (1)
X–y=4 Equation (2)

From Equation (1), we have x = 5 – y Equation (3)

Substitute the value of x in Equation (3) into Equation (2).

(5 – y) – y = 4
5 – 2y=4 Remove parenthesis. Combine like terms.
-2y=4 – 5 Add -5 on both hand sides of the equation.
-2y=-1 Addition of real numbers.
1
Y=2 or 0.5 Multiply both hand sides of the equation by -0.5

Substitute y= 0.5 into equation (3).

X = 5 – 0.5
X = 4.5

Hence the solution of the system is (4.5, 0.5).

Check:
X+y=5 X-y=4

4.5 – 0.5 – 4 4.5 – 0.5 = 4

5=5 4=4

The substitution method is a way of solving systems of equations. It is anchored on the

Transitive Property of Equality. The property states that if a, b and c are real numbers where a = b
and b = c, then a = c.
The property is illustrated with the use of balanced weighing scales shown below.

That is, if two expressions or quantities are equal then either may replace the other without
changing the equality:

Example 11 Solve the system 2X + y = 9

-2X – y + 9 = 0

Solution:
2x + y = 9 Equation (1)
-2x – y + 9 = 0 Equation (2)

From Equation (1)

Y = 9 – 2x Equation (3)

Substitute the value of y in Equation (3) into Equation (2).

-2X – (9- 2x) + 9 = 0
-2X – 9 + 2x + 9 = 0
0= 0. TRUE EQUATION
 Observe that a true equation is obtained when the x-terms drop out. It means that the
system is dependent. There is an infinite number of solutions to the given system. It can be
verified with the graphs of the equation as shown on the right.

Example 12 Solve x – 2y = 5
X – 2y = 5
Solution:
X – 2y = 5 Equation (1)
X – 2y = 4 Equation (2)

From Equation (1), x = 5 + 2y Equation (3)

Substitute the value of x in Equation (3) into Equation (2).

(5 + 2 y) – 2y = 4
5 + 2 y – 2y = 4
5=4 FALSE EQUATION

Observe that a false equation is obtained when the y-terms drop out. It means that the
system is inconsistent. By graphing the equations, we see that the lines do not intersect, Hence
there is no solution.

Example 13 Solve the system.

2x + 3y = 5
-3x + 4y = 7
Solution:

2x + 3y = 5 Equation (1)
-3X + 4Y = 7 Equation (2)

From Equation 1 2x = 5 – 3y
5 3y
X= - Equation (3)
2 2

Substitute the value of x in Equation (3) into Equation (2).

-3x + 4y = 7 Equation (2)

5 3y
-3 - + 4y = 7 Substitution.
2 2
5 - 3y
-3 + 4y = 7 Add similar fractions.
2

-3(5 – 3y) + 8y= 14 Multiply 2 on both hand sides of the equation.

-15 + 9y + 8y = 14 Multiplication Property of Real Numbers.

-15 + 17y = 14 Combine like terms.

17y = 14 + 15 Add 15 on both hand side of the equation.

 17y = 29 Addition of Real Numbers.
Y = 29 Multiply 1 on both hand sides of the equation.
17 17
Substitute = 29 into Equation (3).
17
5 3y
X= - Equation (3)
2 2

5 3 29
X= -
2 2 17

5 87 85 87
X= - - -
2 34 34 34

-2
X=
34

-1
X=
17
Check:
2x + 3y = 5 -3x + 4y = 7

-1 29 -1 29
2 +3 =5 (-3) +4 =7
17 17 17 17

-2 87 3 116
+ =5 + =7
17 17 17 17

85 119
=5 =7
17 17

5 =5 7=7

-1 29
Hence, the solution of the system is ,
17 17

From the previous example, we find that the substitution method may lead to long
calculation with fractions. Hence, there is a need for a simpler technique in solving systems
of linear equations.

[Link] Elimination Method

The elimination method is an algebraic way of solving a system of equations that is

anchored on a property of equality. That is, if a, b, c and d are real numbers where a = b and
c = d, then a+ c = b + d.
 The property can be illustrated with the use of balanced weighing scales as shown below.

That is, to solve a system of equalities, we may add or subtract the terms on the left sides
of the two equations and so with the terms on the right sides of the equations to eliminate
one variable. It may also require us to multiply both hand sides of the equations by a certain
number.

Historical Tidbits

In about 2000 B.C. , the Babylonians had devised algorithms for solving equations. Instead
of using variables, they used words to solve equations. In the 16th century, major advances in
finding solutions of equations took place. In our time, computers are used to approximate
solutions of complicated equations.
Example 14 Solve the system below.

3x + 8y = 5
-3x + 4y = 7
Solution:
3x + 8y = 5 Equation (1)
-3x + 4y = 7 Equation (2)

Let us add the terms on the left sides of the equations and so with the terms on the right
sides of the equations.

3x + 8y = 5 Equation (1)
-3x + 4y = 7 Equation (2)
12y = 12

Let us multiply both hand sides of the last equation by 1. Thus, y = 1.

12

To solve for x, we may substitute y = 1 to Equation (1) or Equation (2). In equation (2), we
have

-3x 4 (1) = 7
-3x = 7 – 4 Add -4 on both hand sides of the equation.
-3x = 3 Addition of Real Numbers
X = -1 Multiply -1 on both hand sides of the equation.
3
Check:
3x + 8y = 5 -3x + 4y = 7

3 (-1) + 8 (1) = 5 -3 (-1) + 4 (1) = 7

-3 + 8 = 5 3+4=7

5=5 7=7

Thus, (-1, 1) is the solution of the system.

Example 15 Solve the system below.

3x + 4y = 5
 6x + 8y = 10
Solution:
3x + 4y = 5 Equation (1)
6x + 8y = 10 Equation (2)
Let us multiply -2 on both hand sides of Equation (1).

6x + 8y = 10 Equation (2)
-6x + 8y = -10 Equation (3)

Let us add the terms on the left sides of the last two equations and so with the terms
on the right hand sides of the equations.

6x + 8y = 10 Equation (2)
-6x + 8y = -10 Equation (3)
0 =0 TRUE EQUATION
Note that a true equation was obtained when we solve the system. It means that the
system is dependent and has many solutions.

Example 16 Solve the system -2x + 2y = 1

-x + y = 1
Solution:

-2x + 2y = 1 Equation (1)

-x + y = 1 Equation (2)

Let us multiply -2 on both hand sides of Equation (2).

-2x + 2y = 1 Equation (1)

(-x + y) (-2) = (-1) (-2) Equation (3)

When now have the following.

-2x + 2y = 1 Equation (1)

2x – 2y = 2 Equation (3)

Let us add the terms on the left sides of the last two equations and so with the terms
on the right sides of the equations.

-2x + 2y = 1 Equation (1)

2 x−2 y=2
Equation (3)
0=−1

FALSE EQUATION

Observe that a false equation is obtained when we solved the system using the
elimination method. It means that the system is inconsistent and has no solution.

Example 17 Joy’s coin purse contains P27.75 in P0.25 and P1 coin. If there are 69 coins in all,
how many P1 coins are there?

Solution: Let x and y be the number of P0.25 and P1 coins, respectively. We now have
a system of linear equations involving two variables.
 0.25x + y = 27.25 Equation (1)

X + y = 69 Equation (2)

Let us multiply both hand of Equation (1) with -4 and add the terms on the left sides of the
two equations and so with the terms on the right sides of the equations.

-x -4y = -111 Equation (3)

X + y = 69 Equation (2)

-3y = -42

Solving for y, we multiply both hand sides of the last equation by _ 1 . Hence, y = 4 in
Equation (2) x + y = 69,

X + 14 = 69,

X = 55,

Remarks: When a linear equation has fractional or decimal coefficients, it is better to the
change the coefficients first so that the computation will be easier.

Check: 0.25x + y = 27.25, x + y =69,

0.25 (55) + 14 = 27.25, 55 + 14 = 69

13.75 + 14 = 27.25 √

27.25 = 27.25 69 = 69

Thus, the number of P1 coins is 14.

Example 18. The sum of two numbers is 25. The larger number is 1 more than twice the smaller
number. Determine the two numbers.

Solution: Let x and y be the larger and smaller numbers, respectively.

The system can also be written as

{xx=2
+ y =25
y+ 1
first condition

Let us multiply both hand sides of Equation (2) by -1 and add the terms on the left
sides of the equations and so with the terms on the right sides of the equations.

{x+ y =25 equation(1)

−x+ 2 y =−1 equation(2)

1
Solving for y, we multiply both sides of the last equation by , Hence, y = 8.
3

Solving for x, we have x + 8 = 25

 X = 17

Hence, the two numbers are 8 and 17.

Practice Exercises:
Directions: Read the following carefully. Do as indicated

A. Solve the given system graphically. State if the given system is consistent or inconsistent. If
it is inconsistent, state if the system is dependent or independent.
1. {
3 x + 4 y=12
3 x=3−4 y
2.{ 3 x +3 y=12
x+ y=4

3. {3 xx−+ 4y=3
y=12
4. {0.5
0.5 x + y=2
x− y=4

B. Solve each of the given systems is consistent or inconsistent. If it is consistent, state if the
system is dependent or independent.

1. _________________ 2. ___________________

{
x+2 y=13
y=2+ x {3 x+ 4 y =12
−6 x−8 y=−24

3 _________________ 4. ___________________

{x+y=2−x
y=10
{x−2
x−3+3=0
y−9=0

C. Solve each of the given system by using elimination method. State if the given system is
consistent or inconsistent, If it is consistent, state if it is dependent or independent.
1. __________________ 2. ___________________

{
x+ y=10
x − y=2 { y=3 x +5
2 x + y=0

3 __________________ 4. ____________________

{0.2x+x −2−0.2
y =10
y {3x−3 y +3=0
x −9 y−9=0

D. Solve each of the following problems

1. The sum of two numbers is 28. Their measure of the large angle is 20 more than the
measure of the smaller angle. Give the measure of the two angles.
 2. Two angles are complementary. The measure of the large angle is 20 more than the
measure of the smaller angle. Give the measure of the two angles.

3. The sum of the digits of a two-digit number is 13. If the units digit is 5 more than the tens
digit, determine the number.

4. Robert’s coin purse contains P27.75 in P0.25 and P1 coins. If there are 30 coins in all,
how many P1 coins are there?

5. Aling Elain sells each pack of mixed nuts for P6 per gram. Each gram of peanuts and
cashew nuts cost P3 and P8, respectively. If she needs to have a mixture of 120g, how
many grams of each of the nuts should she mix?

Quiz

1. Solve the given system graphically. State if the given system is consistent or
inconsistent. If it is inconsistent, state if the system is dependent or independent.
a. ____________ b. ___________

{ 3 x + 4 y=12
x− y=3 { x+ y=10
y=2−x

2. Solve each of the given system by using elimination method. State if the given system is
consistent or inconsistent, If it is consistent, state if it is dependent or independent.

___________________

{2y=3 x +5
x + y=0

Solve each of the following problems

3. The sum of two numbers is 28. Their measure of the large angle is 20 more than the
measure of the smaller angle. Give the measure of the two angles.

4. Robert’s coin purse contains P27.75 in P0.25 and P1 coins. If there are 30 coins in all,
how many P1 coins are there?

5. Aling Elain sells each pack of mixed nuts for P6 per gram. Each gram of peanuts and
cashew nuts cost P3 and P8, respectively. If she needs to have a mixture of 120g, how
many grams of each of the nuts should she mix?

1.1.4 LINEAR INEQUALITIES

 YOUR TARGET

At The end of this section, the

following are expected from you:
“Drink at least 8 glasses of water every day.”
1. Solve inequalities graphically.
“There are more than 7,000 islands in the Philippines. “ Vote
2. Solve system of inequalities more than 12.”
involving two variables.
Most of the time, we deal with statement stating that one
3. Solve problems involving quantity is not equal to another quantity. This section deals
inequalities. with these statements.

Challenge Your Mind

Express each of the

following by using an
inequality.

1. Glady’s average
grade (g%) is greater
than 90%.

2 Celia”s weight (x) is

less than 60 kg.

3. The present age of

Tere is y. Ten years
from now, she will be
more than 40.
Some Basic Terms
4. Lydia’s height (h)
Anexceeds 1.2 m. is a
inequality
statement formed by Example 1 The table below shows some examples of inequalities.
5. The
linking number
two of books
expressions
(b) an
with in the library is
unequal or at Statement
most 600.
inequality sign. Symbol
1. Nova’s height (h ft.) is not 5 ft.
6. Twice the monthly
Unequal/ h≠5
(s) of Robert
Inequality is at least
sign 2. Nelfe’s score (s) is greater the 25
₱100,000.
Possible Meaning s>25
≠ 3, Zeny’s salary (P) is less than ₱ 50,000 P<
₱ 50,000
4. Mina’s daily average amount of sleep (a) is at most 7 hours. a
not < 7
equal to 5. Edwin’s daily intake of vitamin C (C) must be at least 200 mg. C¿
< 200

less
than
>
A compound
inequality is a
compound statement Example 2 The weight (x) of a woman is less than 60 kg. It is
that says one quantity is represented by
less than ( or greater compound inequality in the form 0 < x < 60.
than) another but is
greater than ( or less
than ) a third one.
PROPERTIES OF INEQUALITY

Suppose a, b, and c are

real numbers.

A. Trichotomy, Only of GRAPHING LINEAR INEQUALITIES

the following is true:
a>b a=b a<b LINEAR INEQUALITIES A linear inequality is defined in a way
similar to a linear equation.
B. Transitive Property
1. If a < b A linear inequality in one variable is an inequality that can be written
and b < c, then a < c in the form

2. If a > b
and b > c, then a > c
where a <> 0.
C. Addition Property
1. If a < b Example 1 Solve the inequality -3x + 5 > -7.
then a + c < b + c Use the properties of inequality. Adding - 5 on both sides gives

2.
If
a
>
b Now multiply both sides by -1/3. (We could also divide by -3.) Since -
th 1/3 < 0, reverse the direction of the inequality symbol.
en
a
+c
>
b
+c
The original inequality is satisfied by any real number less than 4.
D. Multiplication The solution set can be written {x|x < 4}. A graph of the solution set is
Property 1. If shown in Figure 2.6, where the parenthesis is used to show that 4
a < b and c < 0, then itself does not belong to the solution set.
ac < bc

2. If a > b
and b c 0, then ac >
bc

The Multiplication
Property of Inequality
states that if both hand The set {x|x < 4}, the solution set for the inequality in Example 1, is
sides of an inequality
are multiplied by a
positive number, then
the sign of the inequality
an example of an interval. A simplified notation, called interval notation, is used for writing
intervals. With this notation, the interval in Example 1 can be written as (-oo, 4). The symbol -oo is
not a real number; it is used to show that the interval includes all real numbers less than 4. The
interval (-oo, 4) is an example of an open interval, since the endpoint, 4, is not part of the interval.
Examples of other sets written in interval notation are shown below. A square bracket is used to
show that a number is part of the graph, and a parenthesis is used to indicate that a number is not
part of the graph. Whenever two real numbers a and b are used to write an interval in the chart
that follows, it is assumed that a < b.

Example 2 Represent each of the following in number line

a. X > a b. a < x < b

c. x < b d. x > a

e. a < x < b f. a < x < b

g. x < b h. a < x < b

 Answer is in the box below.

Example 3 Solve 4 - 3y < 7 + 2y. Write the solution in interval notation and graph the solution on
a number line. Write the following series of equivalent inequalities.

In set-builder notation, the solution set is {y|y>=3/5}, while in interval notation the solution set is (-
3/5, oo). See Figure 2.7 for the graph of the solution set.

From now on, the solutions of all inequalities will be written with interval notation.

THREE-PART INEQUALITIES The inequality -2 < 5 + 3m < 20 in the next example says that 5 +
3m is between -2 and 20. This inequality can be solved using an extension of the properties of
inequality given above, working with all three expressions at the same time.
Solve -2 < 5 + 3m < 20.
Write equivalent inequalities as follows.

The solution is graphed in Figure 2.8

These were inequalities involving only one variable. We found that in all such cases the graph was
some portion of the number line. Since an equation in two variables gives a graph on the plane, it
seems reasonable to assume that an inequality in two variables would graph as some portion or
region of the plane. This is in fact the case. The solution of the inequality x + y < 5 is the set of all
ordered pairs of numbers {x,y) such that their sum is less than 5. (x + y < 5 is a linear inequality
since x + y = 5 is a linear equation.)

Example 4 Are each of the following pairs of numbers in the solution set of x + y < 5? (2,1), (3,-4),
(5,6), (3,2), (0,0), (-1,4), (-2,8).

Solution
The solution set
consists of all ordered
pairs that make the
statement true.

To summarize, the
following ordered pairs
give a true statement.
(2,1),(3,-4),(0,0),
(-1,4)

The following ordered

pairs give a false
statement. (5,6),
(3,2),(-2,8)
Example 5 The weight of a stone’s weight is greater than or equal to 40 kg. Determine the weight
of the stone.

Solution: The inequality is given by x/2 > 40 = x/2(2) > 40(2) = x > 80

Example 6 Mr. Peter’s monthly salary is less than the sum of half of his salary and ₱30,000.
Determine the monthly of Mr. Peter.

Solution: Let x represent the monthly salary of Mr. Peter in pesos.

The inequality is given by x < x/2 + 30,000
X(2)< (x/2 + 30,000)2 by Multiplication Property
2x < x + 60,000
2x – x < 60,000 by Addition Property
X < 60,000

Hence, the monthly salary of Mr. Peter is less than ₱ 60,000. However, it is not possible that he
will have a negative salary. Therefore, 0 < x < 60,000. Note that 60,000 is not part of the
solution set. On the other hand zero is part of the solution set.

Example 7 The sum of the two consecutive whole numbers is greater than 41. Give the least
value of the smaller number.

Solution: let m be the smaller number.

The inequality is given by m + (m +1) > 41
2m + 1 > 41
2m > 40
m > 20

Since m > 20. The next whole number is 21. Thus, the least value of the number is 21.

Example 8 Celine is twice as old as her daughter. If the sum of their ages is greater than 60,
what is the least possible age of her daughter?

Solution: Let z be the age of Celine’s daughter. The of Celine is 2z.

The inequality is given by 2z + z > 60
3z > 60
z > 20
Since the age of Celine’s daughter must be greater 20, the least possible age of her daughter is
21.

Example 9 A wire, whose length is at most 62 cm, is bend to form a rectangle. If the length of the
rectangle is 7 cm longer than the width, what is the maximum area of the rectangle?

Solution: Let w = be the width of the rectangle

Then w + 7 = the length
Perimeter of rectangle 2 w + 2 ( w + 7) < 62
2 w +2w + 14 < 62
4 w + 14 < 62
 4w < 62 - 14
4w < 48
W < 12
Since w 12, it means that the largest possible value of the width of the rectangle is 12 cm. The
largest possible area of a rectangle = w ( w + 7 )
= 12 ( 12 + 7 )
= 12 ( 19 )

= 228 cm2

Following is a graph of the line x + y = 5. The points from example are indicated on the graph with
answers to the question "Is x + y < 5?"

Notice that all the points

that satisfy the equation
are to the left and below
the line while all the
points that will not are
above and to the right.

Observe that all "yes" answers lie on the same side of the line x + y = 5, and all "no" answers lie
on the other side of the line or on the line itself.

The graph of the line x + y = 5 divides the plane into three parts: the line itself and the two sides of
the lines (called half-planes).

x + y < 5 is a half-plane
x + y < 5 is a line and a half-plane.

If one point of a half-plane is in the solution set of a linear inequality, then all points in that half-
plane are in the solution set. This gives us a convenient method for graphing linear inequalities.
 The solution of a Example 10 The weight of a stone’s weight is greater than or equal
linear inequality is an to 40 kg. Determine the weight of the stone.
element of domain of
the variable which make Solution: The inequality is given by x/2 > 40 = x/2(2) >
the inequality true. 40(2) = x > 80

Solving a Linear
inequality is the
process determining,
through the use of the
properties of inequality,
all the solutions of the
inequality. Example 11 Mr. Peter’s monthly salary is less than the sum of half
of his salary and ₱30,000. Determine the monthly of Mr. Peter.

Solution: Let x represent the monthly salary of Mr. Peter in pesos.

The inequality is given by x < x/2 + 30,000
X(2)< (x/2 + 30,000)2 by Multiplication Property
2x < x + 60,000
2x – x < 60,000 by Addition Property
X < 60,000

Hence, the monthly salary of Mr. Peter is less than ₱ 60,000. However, it is not possible that he
will have a negative salary. Therefore, 0 < x < 60,000. Note that 60,000 is not part of the
solution set. On the other hand zero is part of the solution set.

Example 12 The sum of the two consecutive whole numbers is greater than 41. Give the least
value of the smaller number.

Solution: let m be the smaller number.

The inequality is given by m + (m +1) > 41
2m + 1 > 41
2m > 40
m > 20

Since m > 20. The next whole number is 21. Thus, the least value of the number is 21.
Example 13 Celine is twice as old as her daughter. If the sum of their ages is greater than 60,
what is the least possible age of her daughter?

Solution: Let z be the age of Celine’s daughter. The of Celine is 2z.

The inequality is given by 2z + z > 60
3z > 60
z > 20
Since the age of Celine’s daughter must be greater 20, the least possible age of her daughter is
21.

Example 14 A wire, whose length is at most 62 cm, is bend to form a rectangle. If the length of
the rectangle is 7 cm longer than the width, what is the maximum area of the rectangle?

Solution: Let w = be the width of the rectangle

Then w + 7 = the length
Perimeter of rectangle 2 w + 2 ( w + 7) < 62
2 w +2w + 14 < 62
4 w + 14 < 62
4w < 62 - 14
4w < 48
W < 12
Since w 12, it means that the largest possible value of the width of the rectangle is 12 cm. The
largest possible area of a rectangle = w ( w + 7 )
= 12 ( 12 + 7 )
= 12 ( 19 )
= 228 cm2

Solving System of Linear Inequalities in two Variables

To graph a linear inequality

1. Replace the inequality symbol with an equal sign and graph the resulting line.
2. Check one point that is obviously in a particular half-plane of that line to see if it is in the solution
set of the inequality.
3. If the point chosen is in the solution set, then that entire half-plane is the solution set. If the point
chosen is not in the solution set, then the other half-plane is the solution set.

Why do we need to
check only one point?

Example 5 Sketch the graph of 2x 4- 3y > 7.

Solution Step 1: First sketch the graph of the line 2x + 3y = 7 using a table of values or the slope-
intercept form.
Step 2: Next choose a point that is not on the line 2x + 3y = 7. [If the line does not go through the
origin, then the point (0,0) is always a good choice.] Now turn to the inequality 2x + 3y> > 7 to see
if the chosen point is in the solution set.

Step 3: The point (0,0) is not in the solution set, therefore the half-plane containing (0,0) is not the
solution set. Hence, the other halfplane determined by the line 2x + 3y = 7 is the solution set.
Since the line itself is not a part of the solution, it is shown as a dashed line and the half-plane is
shaded to show the solution set.

The solution set is the

half-plane above and to
the right of the line.
Example 6 Graph the solution for the linear inequality 2x - y ≥ 4.

Solution Step 1: First graph 2x - y = 4. Since the line graph for 2x - y = 4 does not go through the
origin (0,0), check that point in the linear inequality.

Step 2:

Step 3: Since the point (0,0) is not in the solution set, the half-plane containing (0,0) is not in the
set. Hence, the solution is the other half-plane. Notice, however, that the line 2x - y = 4 is included
in the solution set. Therefore, draw a solid line to show that it is part of the graph.

The solution set is the

line and the half-plane
below and to the right of
the line.

Example 7 Graph x < y.

Solution First graph x = y. Next check a point not on the line. Notice that the graph of the line
contains the point (0,0), so we cannot use it as a checkpoint. To determine which half-plane is the
solution set use any point that is obviously not on the line x = y. The point ( - 2,3) is such a point.

Using this information, graph x < y.

 When the graph of the
line goes through the
origin, any other point
on the x- or y-axis
would also be a good
choice.

Example 8

Determine if the given ordered pair is a solution of y = -x + 6.

a. (1, 1)
b. (2, 5)

Solution
The ordered pair (1, 1) is a solution because, when 1 is substituted for x and 1 is substituted for y,
we get

(1) = -(1) + 6, or 1 = 5

which is a true statement. On the other hand, (2, 5) is not a solution because when 2 is substituted
for x and 5 is substituted for y, we obtain

(5) = -(2) + 6, or 5 = 4

which is a false statement.

To graph the inequality y = -x + 6, we first graph the equation y = -x + 6 shown in Figure 7.13.
Notice that (3, 3), (3, 2), (3, 1), (3, 0), and so on, associated with the points that are on or below
the line, are all solutions of the inequality y = -x + 6, whereas (3,4), (3, 5), and (3,6), associated
with points above the line are not solutions of the inequality. In fact, all ordered pairs associated
with points on or below the line are solutions of y = - x + 6. Thus, every point on or below the line
is in the graph. We represent this by shading the region below the line (see Figure 7.14).

In general, to graph a first-degree inequality in two variables of the form Ax + By = C or Ax + By =

C, we first graph the equation Ax + By = C and then determine which half-plane (a region above or
below the line) contains the solutions. We then shade this half-plane. We can always determine
which half- plane to shade by selecting a point (not on the line of the equation Ax + By = C) and
testing to see if the ordered pair associated with the point is a solution of the given inequality. If so,
we shade the half-plane containing the test point; otherwise, we shade the other half-plane. Often,
(0, 0) is a convenient test point.

Example 9 Graph 2x+3y = 6

Solution
We first graph the line 2x + 3y = 6 (see graph a). Using the origin as a test point, we determine
whether (0, 0) is a solution of 2x + 3y ≥ 6. Since the statement

2(0) + 3(0) = 6

is false, (0, 0) is not a solution and we shade the half-plane that does not contain the origin (see
graph b).
When the line Ax + By = C passes through the origin, (0, 0) is not a valid test point since it is on
the line.

Example 10 Graph y = 2x.

Solution
We begin by graphing the line y = 2x (see graph a). Since the line passes through the origin, we
must choose another point not on the line as our test point. We will use (0, 1). Since the statement

(1) = 2(0)

is true, (0, 1) is a solution and we shade the half-plane that contains (0, 1) (see graph b).

If the inequality symbol is '< or > , the points on the graph of Ax + By = C are not solutions of the
inequality. We then use a dashed line for the graph of Ax + By = C.

Example 11 In a supermarket, chicken is sold at ₱ 150 per kilo and pork is sold at ₱180 per kilo.
How many kilos of each can you buy if the total cost is not exceed ₱ 900? Give at least five
possible combinations.

Solution: Let x be the number of kilograms of chicken and

 y be the number of kilograms of pork

There are restrictions in the problem, the restrictions are called constraints. The
constraint and the corresponding inequalities are shown in he table below.

Constrain
t

Inequality

Let us graph each equality a. X > 0 b. y > 0 and c. 150x + 180y < 900 in one Cartesian
plane in the space provided. Shade feasible solution of three intersecting region of inequalities.

Note that the coordinates of the point in the shaded region satisfy the given inequality. The
The arrows indicate the endless continuity of the shaded region and the intercepts of
150x + 180y < 900 are the following if y = 0, x = 6 and if x = 0, y = 5
boundary line is solid since the total purchase may be less than or equal to ₱ 900.
The point of intersection of the three graphs form the solution of the problem.

Let us check by using of the points in the shaded region. It is logical to use whole numbers to have
simple computations.
1. (1,1) 150x + 180y < 900
X > 0 y > 0 150(1) + 180(1) < 900
√ √ √
1 > 0 1 > 0 330 < 900

Note that the (1,1) satisfies the three quantities. Hence it is a solution.

2. (2,1) 150x + 180y < 900

X > 0 y > 0 150(2) + 180(1) < 900
√ √ √
2 > 0 1 > 0 480 < 900

The point (2,1) satisfies the three quantities. Hence it is a solution.

 3. (3,2) 150x + 180y < 900
X > 0 y > 0 150(3) + 180(2) < 900
√ √ √
3 > 0 2 > 0 810 < 900

The point (3,2) satisfies the three quantities. Thus, it is a solution.

Therefore, The five possible ways that you can buy pork and chicken based on the restriction are
the following.

a. 1 kg of chicken: 1 kg of pork
b. 2 kg of chicken: 1 kg of pork
c. 3 kg of chicken: 2 kg of pork
d. 1.5 kg of chicken: 2.75 kg of pork
e. 4 kg of chicken: 0.63 kg of pork

Think about this

Given the graph of the

system of linear
equations and Practice Exercises:
inequalities, how do 1. Represent each of the following in a
you know if an number line
ordered pair is a
solution of the a. x< 2 b. x > 2
system?
c. -1 < x < 2 d. -1 < x < 2

2. Solve each of the following graphically.

a. y > x b. 1 < x < 2

y > 0 2 < y < 3

3. Aling Lourdez wants to buy sugar and salt such that the weight of sugar should
not be less than that of the salt. The price of sugar and salt, per kilogram, are ₱ 80 and ₱
40, respectively. Aling Lourdes can spent at most ₱ 240.

a. Give all the constraints.

b. Solve the problem graphically.

c. Give at least three possible combination of the number of kgs. Of sugar and
salt that Aling Lourdes can buy.

Quiz:

1. Represent this -1 < x < 2 in a number line.

 2. Solve each of the following graphically.

a. y < x b. 2 < x < 10

-2 < y < 2 0 < y < 4

3. Marlon needs to by notebooks and pens. Each notebook costs ₱ 25 and a pen costs
₱ 15. How many of each can he buy if the total cost is not to exceed ₱ 300. G

a. Give all the constraints.

b. Solve the problem graphically.

c. Give at least three possible combination of the number of notebook and pen that
Marlon can buy.

Linear Programming

In this section, we shall apply the systems of linear inequalities/equations to solve some real life
problems of system of inequalities in getting the maximum or minimum values of a certain
function.: A furniture dealer deals in only two items–tables and chairs. He has ₱ 50,000 to invest
and has storage space of at most 60 pieces. A table costs ₱ 2500 and a chair ₱ 500. He estimates
that from the sale of one table, he can make a profit of ₱250 and that from the sale of one chair a
profit of ₱ 75. He wants to know how many tables and chairs he should buy from the available
money so as to maximise his total profit. Such type of problems which seek to maximise (or,
minimise) profit (or, cost) form a general class of problems called optimisation problems.

Optimisation problem may involve finding maximum profit, minimum cost, or minimum use of
resources etc. A special but a very important class of optimisation problems is linear programming
problem.

The above stated

optimisation problem is
an example of linear Linear Programming Problem is one that is concerned with finding
programming problem. the optimal value (maximum or minimum value) of a linear function
Linear programming (called objective function) of several variables (say x and y), subject
problems are of much to the conditions that the variables are non-negative and satisfy a set
interest because of their of linear inequalities (called linear constraints).
wide applicability in
industry, commerce,
management science
etc.
Constraints The linear
inequalities or equations
or restrictions on the
variables of a linear
programming problem
are called constraints.
Optimal (feasible) solution: Any point in the feasible region that gives the optimal value (maximum
or minimum) of the objective function is called an optimal solution.

To solve problem involving a linear function P ( x , y ) with linear programming means to

determine the feasible solution subject to constraints. One way of obtaining the optimal solutions is
by finding the corresponding values of P ( x ,y ) at the vertices of the region representing the
solutions.

Guidelines for Solving a Linear Programming Problem

1. Sketch the region determined by the system of Inequalities.

2. Determine the vertices of the region.
3. Calculate the value of the linear function at each vertex of the region.
4. Select the minimum and maximum value of the linear function in 3

Example 1. Give the minimum and maximum values of P ( x , y ) = 2x – y subject to the

following constraints.

Y> 0
x > 0
x + y < 4

Solution: Shade the region representing the feasible solutions is shown in the closed
figure from the graph below.

The vertices of the region are (0,0), (4,0) and (0,4). Study the value of P ( x , y ) = 2x – y in
each of the vertices.

Vertex Value of P ( x , y ) = 2x – y

( 0,0) P ( 0 , 0 ) = 2(0) – (0) = 0

( 4,0) P ( 4 , 0 ) = 2(4) – (0) = 8
( 0,4) P ( 0 , 4 ) = 2(0) – (4) = -4

Therefore, the minimum value and maximum value of P ( x , y ) = 2x – y, subject to the

given constraints, are – 4 and 8, respectively.
Historical Tidbits

George Dantsig
invented the Example 2 .
method of
determining the What is the maximum values of P ( x , y ) = 160x + 170y
optimal values of subject to the following constraints.
linear function
subject to certain X > 0
constraints. The y > 0
method is known 150x + 180y < 900
as a linear X and y are non-negative integers.
programming. It
is has a great Solution: The above constraints are also equivalent to the
applications in constraints below.
economics and
research X > 0
y > 0
15x + 18y < 90
X and y are non-negative integers

The feasible solutions are represented by the dots inside the figure problem 1.

Near to Vertex Value of P ( x , y ) = 160x + 170y

( 5,0) P ( 5 , 0 ) = 160(5) + 170(0) = 800

( 4,1) P ( 4 , 1 ) = 160(4) + 170(1) = 810
( 0,5) P ( 0 , 5 ) = 160(0) + 170(5) = 850
( 1,4) P ( 1 , 5 ) = 160(1) + 170(4) = 840
( 3,2) P ( 3, 2 ) = 160(3) + 170(2) = 820

The value of P ( x , y ) is at its maximum x = 0 and y = 5 value is 850.

Q
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Z
M
ini
mu
m
 Congratulations for having completed module 1. Just
make sure though that you have answered on your
green book (answer sheet) all questions under End of
Module Assessment found in page 6 as well as
accomplished the Self and Module Evaluation found
in page 7 before you submit it.

🚦 Self and Module Evaluation

How was your learning experience with module 1? Tell me about it by checking your
response below.
Self-Evaluation ❤4 3 2 1

I learned from this module.

I was honest in answering the self-assessment activities.
I took enough time and effort to accomplish the module.
Module Evaluation
The module is student-friendly, self-contained and aesthetically
appealing.
The module is effective, clear, correct, systematic, and broken
into digestible parts.
My expectations for the lesson were delivered by the module.
The length of the lesson is appropriate to me.

Self-Assessment
2. Answers may vary

Rubrics for Self-Assessment Activity 1and Activity 2 .

4 3 2 1
 Descriptors excellence Very Good Good Needs
improvement

Organization All thoughts A sentence is Two sentences Thoughts are

are organize. not connected are not disorganized.
with the others. connected with
the others.
Clarity The answer is There are few A number of The answer is
very clear. unclear statements in unclear.
statements in the answer are
the answer. unclear.
Grammar and No There is one There are two There are
grammatical grammatical to four more than five
Mechanics
error. error. grammatical grammatical
errors. errors.

CHAPTER KEY CONCEPTS

 The Cartesian coordinate system is a method of naming points on a plane.

 Ordered pairs of numbers are used to designate points on a plane.
 A linear equation graphs a straight line.

 The slope from one point on a line to another is the ratio .

 The slope-intercept form of the equation of a line is y = mx + b.
 A linear inequality graphs as a portion of the plane.
 A system of two linear equations consists of linear equations for which we wish to find a
simultaneous solution.
 Independent equations have unique solutions.
 Inconsistent equations have no solution.
 Dependent equations have infinitely many solutions.
 A system of two linear inequalities consists of linear inequalities for which we wish to find
a simultaneous solution.
 The standard form of a linear equation is ax + by = c, where a, b, and c are real numbers.

Procedures

 To sketch the graph of a linear equation, find ordered pairs of numbers that are solutions to
the equation. Locate these points on the Cartesian coordinate system and connect them
with a line.
 To sketch the graph of a line using its slope:
Step 1 Write the equation of the line in the form y - mx + b.
Step 2 Locate the j-intercept (0,b).
Step 3 Starting at (0,b), use the slope m to locate a second point.
Step 4 Connect the two points with a straight line.
 To graph a linear inequality:
Step 1 Replace the inequality symbol with an equal sign and graph the resulting line.
Step 2 Check one point that is obviously in a particular half-plane of that line to see if it is in
 the solution set of the inequality.
Step 3 If the point chosen is in the solution set, then that entire half-plane is the solution
set. If the point chosen is not in the solution set, then the other half plane is the solution set.
 To solve a system of two linear equations by graphing, graph the equations carefully on the
same coordinate system. Their point of intersection will be the solution of the system.
 To solve a system of two linear inequalities by graphing, determine the region of the plane
that satisfies both inequality statements.
 To solve a system of two equations with two unknowns by substitution, solve for one
unknown of one equation in terms of the other unknown and substitute this quantity into the
other equation. Then substitute the numerical value thus found into either equation to find
the value of the other unknown. Finally, check the solution in both equations.
 To solve a system of two equations with two unknowns by addition, multiply one or both
equations by the necessary numbers such that when the equations are added together, one
of the unknowns will be eliminated. Solve for the remaining unknown and substitute this
value into one of the equations to find the other unknown. Check in both equations.
 To solve a word problem with two unknowns find two equations that show a relationship
between the unknowns. Then solve the system. Always check the solution in the stated
problem.
 A solution of an equation in two variables is an ordered pair of numbers. In the ordered pair
(x, y), x is called the first component and y is called the second component. For an equation
in two variables, the variable associated with the first component of a solution is called the
independent variable and the variable associated with the second component is called the
dependent variable. Function notation f(x) is used to name an algebraic expression in x.
When x in the symbol f(x) is replaced by a particular value, the symbol represents the value
of the expression for that value of x.

 The intersection of the two perpendicular axes in a coordinate systemis called the origin of
the system, and each of the four regions into which the plane is divided is called a
quadrant. The components of an ordered pair (x, y) associated with a point in the plane are
called the coordinates of the point; x is called the abscissa of the point and y is called the
ordinate of the point.
 The graph of a first-degree equation in two variables is a straight line. That is, every
ordered pair that is a solution of the equation has a graph that lies in a line, and every point
in the line is associated with an ordered pair that is a solution of the equation.
 The graphs of any two solutions of an equation in two variables can be used to obtain the
graph of the equation. However, the two solutions of an equation in two variables that are
generally easiest to find are those in which either the first or second component is 0. The x-
coordinate of the point where a line crosses the x-axis is called the x-intercept of the line,
and the y-coordinate of the point where a line crosses the y-axis is called they-intercept of
the line. Using the intercepts to graph an equation is called the intercept method of
graphing.

REFERENCES:

Elmer S. Orbita, Elementary & Intermediate Algebra, Naga City: TA-ORBIT’Z publishing
House, 2003

Cristobal Pagoso, et. al. Fundamental Statistics for College Students, Greenhills, Manila 1992.
How to Solve Word Problems in Algebra,Proven Techneques from an expert Dawn B. Sova, Ph.D.
International Edition, McGraw-Hill, New York San Francisco Washington, D.C.

Daisy de Borja-Marcelino, Contemporary Mathematics: Lorimar Publishing Inc. 2011

Richard G. Brown et. al.,Algebra and Trigonometry. U.S.A.: Houghton Mifflin_Company,

1990
Elmer S. Orbita, Elementary Algebra, Naga City: TA-ORBIT’Z publishing House, 2003
Lorina G. Salamat et. al., College Algebra Text/workbook, Mandaluyong City: National
Bookstore Inc., 1995

[Link]
[Link]
col_alg_tut17_quad.htm

Prepared by:

JOSEPH PEPITO S. ABALAYAN

Associate Professor III
Central Bicol State University of Agriculture-Calabanga
📧 [Link]@[Link]
09208005189

© 2020, Calabanga, Camarines Sur Bikol, Philippines