1. Elementary Algebra
Exam 2 Material

2. Equations Equation – a statement that two expressions are equal
Equations always contain an equal sign, but an expression does not have an equal sign
Like a statement in English, an equation may be true or false
Examples: .

3. Equations
Most equations contain one or more variables and the truthfulness of the equation depends on the numbers that replace the variables
Example:
What value of x makes this true?
A number that can replace a variable to make an equation true is called a solution

4. Types of Equations
In Algebra you will study many different types of equations
Learn the names of each type
Learn method for solving each type
The simplest type of equation is called a “linear equation”

5. Linear Equations
Linear equation – an equation where, after parentheses are gone, every term is either a constant, or of the form: cx where c is a constant and x is a variable with exponent1
Linear equations never have a variable in a denominator or under a radical (square root sign)
Examples of Linear Equations: .

6. Identifying Linear Equations
Identify linear equations:

7. Solving Linear Equations
Any equation that is a true statement has both sides with equal values. It is “balanced on both sides of the equal sign.”
In trying to find solutions to an equation we try to do things that will keep both sides of an equation balanced while progressing towards a goal of ending up with the variable alone on one side of the equal sign

8. Solving Linear Equations by Keeping Both Sides Balanced
If we assume that both sides of an equation really are equal and we add or subtract the same thing on both sides, then both sides will still be balanced
In the earlier example, ,what could we have done on both sides of original equation to get a new equation with “x” isolated?

9. Solving an Equation by Balancing with Addition or Subtraction
Solve the equation:
The solution to the original equation is:

10. Solving More Complicated Equations
In solving an equation, make sure that the expression on each side is simplified, before proceeding
Get rid of parentheses
Combine like terms
Next, choose which side will keep the variable and add or subtract terms on both sides, as necessary, to isolate the variable .

11. English Sentences that Translate to Equations
If an English sentence indicates that two numerical expressions are equal, it can be translated to an equation
The phrases: “the result is”, or “is equal to”, “equals” or “is”, can usually be translated into algebra as an equal sign, =
Translate: The sum of a number and three is 15.

12. Translating Sentences to Equations and Solving
The major reason for translating a sentence to an equation is to help us find the value of an unknown number described in the sentence
Find the unknown number in the previous example: “The sum of a number and 3 is 15”:

13. Other Examples of Translating English Sentences to Equations
Translate and Solve: The product of 3 and a number is equal to twice the number plus 7.

14. Other Examples of Translating English Sentences to Equations
Translate and Solve: Twice the sum of a number and 5 is the same as 8 less than the number. What is the number?

15. Homework Problems Section: 2.1 Page: 100
Problems: Odd: 5 – 43, 47 – 65,
All: 69 – 72
MyMathLab Section 2.1 for practice
MyMathLab Homework Quiz 2.1 is due for a grade on the date of our next class meeting

16. Another Way to Keep Equations Balanced
We have learned that equations that are true statements can be kept balanced by adding or subtracting the same thing on both sides of equal sign
We can also keep both sides balanced by multiplying or dividing both sides by any number that is not zero
Examples follow that show how multiplying or dividing can help solve an equation

17. Solving Equations Using Multiplication or Division
Solve:
The equation will be solved when we have
What could we multiply on both sides?

18. Solving Equations Using Multiplication or Division
Solve:
The equation will be solved when we have
What could we divide on both sides?

19. Other Examples of Translating English Sentences to Equations
Translate: The difference between 4 and a number equals the number plus 5.

20. Other Examples of Translating English Sentences to Equations
Translate: If 11 times a number is subtracted from 8 times the number, the result is -9.

21. Homework Problems Section: 2.2 Page: 107 Problems: Odd: 7 – 69,
All: 73 – 76
MyMathLab Section 2.2 for practice
MyMathLab Homework Quiz 2.2 is due for a grade on the date of our next class meeting

22. Solving Linear Equations
Simplify each side separately
Get rid of parentheses
Multiply by LCD to get rid of fractions and decimals
Combine like terms
Get the variable by itself on one side by adding or subtracting the same terms on both sides
If the coefficient of the variable term is not 1, then divide both sides by the coefficient

23. Determine if the equation is linear. If it is, solve it:

24. Determine if the equation is linear. If it is, solve it:

25. Determine if the equation is linear. If it is, solve it:

26. Determine if the equation is linear. If it is, solve it:
We can’t solve this equation yet. Later we will learn its name, and how to solve it!

27. Determine if the equation is linear. If it is, solve it:

28. Example
Solve:
LCD:
Multiply both sides by LCD:

29. Example
Solve:
LCD:
Multiply both sides by LCD:

30. Example
Solve:
LCD:
Multiply both sides by LCD:

31. Example with Fractions & Decimals
Solve:
LCD:
Multiply both sides by LCD:

32. Linear Equations with No Solution or All Real Numbers as Solutions
Many linear equations only have one number as a solution, but some have no solution and others have all numbers as solutions
In trying to solve a linear equation, if the variable disappears (same variable & coefficient on both sides) and the constants that are left make a statement that is:
false, the equation has “no solution” (no number can replace the variable to make a true statement)
true, the equation has “all real numbers” as solutions (every real number can replace the variable to make a true statement)

33. Solve the Linear Equation

34. Solve the Linear Equation

35. Homework Problems Section: 2.3 Page: 115 Problems: Odd: 7 – 45
MyMathLab Section 2.3 for practice
MyMathLab Homework Quiz 2.3 is due for a grade on the date of our next class meeting

36. Solving Application Problems
Some problems may involve more than one sentence and more than one unknown
Such problems may seem as overwhelming as trying to eat an elephant
How do you eat an elephant?
One bite at a time!
Application problems are solved easily if you memorize the steps and do them one at a time!

37. Steps in Solving Application Problems
Read the problem carefully trying to understand what the unknowns are (take notes, draw pictures, don’t try to write equation until all other steps below are done )
Make word list that describes each unknown
Assign a variable name to the unknown you know the least about (the most basic unknown)
Write expressions containing the variable for all the other unknowns
Read the problem one last time to see what information hasn’t been used, and write an equation about that
Solve the equation (make sure that your answer makes sense, and specifically state the answer)

38. Example of Solving an Application Problem
Three less than 5 times a number is equal to 9 less than twice the number. What is the number?
List of unknowns
A number
What else does the problem tell us that we haven’t used?
Three less than 5 times a number is equal to 9 less than twice the number.
What equation says this?

39. Example Continued Solve the equation: Answer to question?
The number described is:

40. Example of Solving an Application Problem With Multiple Unknowns
A mother’s age is 4 years more than twice her daughter’s age. The sum of their ages is 76. What is the mother’s age?
List of unknowns
Mother’s age
Daughter’s age
What else does the problem tell us that we haven’t used?
Sum of their ages is 76
What equation says this?

41. Example Continued Solve the equation: Answer to question?
Mother’s age is 2x + 4:

42. Solve the Application Problem
A 31 inch pipe needs to be cut into three pieces in such a way that the second piece is 5 inches longer than the first piece and the third piece is twice as long as the second piece. How long should the third piece be?
Read the problem carefully taking notes, drawing pictures, thinking about formulas that apply, making charts, etc.
Perhaps draw a picture of a pipe that is labeled as 31 inches with two cut marks dividing it into 3 pieces labeled first, second and third

43. Example Continued
2. Read problem again to make a “word list” of everything that is unknown
What things are unknown in this problem?
The length of all three pieces (even though the problem only asked for the length of the third).
Word List of Unknowns:
Length of first
Length of second
Length of third

44. Example Continued
Give a variable name, such as “x” to the “most basic unknown” in the list (the thing that you know least about)
What is the most basic unknown in this list?
Length of first piece is most basic, because problem describes second in terms of the first, and third in terms of second
Give the name “x” to the length of first

45. Example Continued
Give all other unknowns in the word list an algebraic expression name that includes the variable, “x”
How would the length of the second be named?
x + 5
How would the length of the third be named?
2(x + 5)
Word List of Unknowns: Algebra Names:
Length of first x
Length of second x + 5
Length of third 2(x + 5)

46. Example Continued
Read the problem one last time to determine what information has been given, or implied by the problem, that has not been used in giving an algebra name to the unknowns and use this information to write an equation about the unknowns
What other information is given in the problem that has not been used?
Total length of pipe is 31 inches
How do we say, by using the algebra names, that the total length of the three pieces is 31?
x + (x + 5) + 2(x + 5) = 31

47. Example Continued
6. Solve the equation and answer the original question
This is a linear equation so solve using the appropriate steps:
x + (x + 5) + 2(x + 5) = 31
x + x x + 10 = 31
4x + 15 = 31
4x = 16
x = 4
Is this the answer to the original question?
No, this is the length of the first piece.
How do we find the length of the third piece?
The length of the third piece is 2(x + 5):
2(4 + 5) = (2)(9) = 18 inches = length of third piece

48. Solving Application Problems Involving Angles
Angles are measured in units called degrees
A complete rotation of a ray from a starting position back to the starting position has a measure of 360o
Half of a rotation of a ray from a starting position to a position pointing the opposite direction has a measure of 180o and the angle is called a straight angle
One quarter of a rotation of a ray has a measure of 90o and the angle is called a right angle
Two angles whose sum makes a right angle (whose sum is 90o) are called complementary angles
Two angles whose sum makes a straight angle (whose sum is 180o) are called supplementary angles
If x represents the measure of an angle,
The measure of the complementary angle is:
The measure of the supplementary angle is:

49. Example of Solving an Angle Application Problem
Find the measure of an angle such that the supplement is 15o more than twice the complement
List of unknowns
Angle measure
Complement measure
Supplement measure
What else does the problem tell us that we haven’t used?
Supplement is 15o more than twice the complement
What equation says this?

50. Example Continued Solve the equation: Answer to question?
The measure of the angle is:

51. Solving Application Problems Involving Consecutive Integers
If an application problem involves consecutive integers, consecutive even integers, or consecutive odd integers, remember that consecutive integers differ by 1 and consecutive even, as well as consecutive odd, integers differ by 2
If x represents an integer, the next integer is x + 1, and the next is x + 2, etc
If x represents an even integer, the next even integer is x + 2, and the next is x + 4, etc
If x represents an odd integer, the next odd integer is x + 2, and the next is x + 4, etc

52. Example of Solving a Consecutive Integer Application Problem
Find two consecutive odd integers such that three times the smaller is thirteen less than twice the larger
List of unknowns
smaller odd integer
next larger odd integer
What else does the problem tell us that we haven’t used?
Three times smaller is 13 less than twice larger
What equation says this?

53. Example Continued Solve the equation: Answer to question?
The smaller odd integer is x =
The larger odd integer is x + 2 =

54. Homework Problems Section: 2.4 Page: 126 Problems: Odd: 11 – 57
MyMathLab Section 2.4 for practice
MyMathLab Homework Quiz 2.4 is due for a grade on the date of our next class meeting