Term 3

ALGEBRAIC METHODS AND TECHNIQUES

Introduction

Algebra is a mathematical device which enables individuals to determine the

unknown. Algebra throughout human existence has provided humanity with the
ability to determine such things from volumes, areas and measurements, to
fields as complex as calculating the orbits of planets and behaviours of animals.
As seen, algebra is of critical importance within the modern world today and with
this, has allowed individuals to understand and gain greater insight into the
complex universe which we all live in.
A Starting Point What Does Algebra Involve?
Algebra encapsulates the unknown; it is a mathematical process which assists us
in finding out what these unknowns are. Algebra, in essence, involves variables
(e.g. x, y, z ) and numerals (e.g. 1,-8,

1
, ), although there are two
2

distinctive systems within algebra, both of these systems coincide with the same
operations and rules such as addition, subtraction, multiplication and division.
Variables are a representation for a numeral that is unknown, it is no different to
any other number other than the fact it is unknown.
Observe the operations with both numerals and variables:
Operation
Addition

Numerals

Variables

3+3+3=3 3

x+ x + x=3 x

Subtraction

( 3 4 )4=2 4

3 xx=2 x

Multiplication

5 5=5

y y= y

Division

2 6
=6
2

2y
=y
2

As you can see, both variables and numerals experience the same effects when
operations are applied to them, they are identical in processes despite one being
known and the other unknown. These processes are the fundamentals into
mastering this mathematical art, with these four operations, an individual can
easily solve a variety of questions, some even applicable to real life.

The Theory behind Solving Equations - Inverse Operations

Inverse- Opposite or contrary in position, direction, order or effect
In mathematics, the term inverse implies an operation or function which reverts
or cancels a previous operation such that the original value is attained once
more.

1 | Page
By Damian Abood

Term 3

ALGEBRAIC METHODS AND TECHNIQUES

Mathematically:

f 1 ( f ( x ) )=x
Where

f (x)

is the function of

f 1 ( x )

and

is the inverse function of

Although this may sound quite abstract, it is indeed quite simple, if a number is
placed into a function, then the function will perform a specific function on the
number put into it (e.g. add 5 to it or multiply it by 3 etc.). The inverse
function must then apply an inverse function on the result of the function such
that we get the original number back (e.g. In the previous two examples, the
inverse function would be subtract five from it and divide it by 3).
Take this example:
Let

f ( x )=2 x+ 1

This means that for whatever number x we put into this function, the functions
function is to multiply it by two and then add one to it.

has been substituted for certain numbers below:

f ( 3 ) =2 ( 3 )+1=7

f (1 )=2 (1 ) +1=1

f ( 0 )=2 ( 0 ) +1=1

If the function multiplies its input by two and adds one, then the inverse function
must subtract one and divide it by two (specifically in that order) if the functions
output is put into it.
i.e.

f 1 ( x )=

( x 1 )
2

Lets see if what happens when we put the output of the function into the
inverse, take the first case where we put in 3, and then received 7 as an output.

( 7 )=

( ( 7 )1 )
2

=3

What do you know? We received the original output once more, you should now
be able to understand what

f 1 ( f ( x ) )=x

actually means whenever you apply

a series of operations to a number, by applying the inverse operations to the

2 | Page
By Damian Abood

Term 3

ALGEBRAIC METHODS AND TECHNIQUES

resulting number in the reverse order, you will receive the original output. For
this level, your inverse operations are as follows:

Operation

Inverse Operation

+
x

x2

x
x

Applying the Theory

Now that the theory has been stated, the underlying principle of solving
equations by algebraic means seems to become clearer. The principle behind
solving equations is to apply the inverse operation to both sides of the
equation in a specific order so you can identify and evaluate the values of the
unknowns.
Why do we need to perform the inverse operations of both sides of the
equation?
Well to answer that, we need to identify what is explicitly meant by the term
sides. The sides of an equation imply the two sides divided by the equals sign
in the equation. As seen below,

3 x+ 4=1
The left hand side of the equation (LHS) is

3 x+ 4

, whilst the right hand side of

the equation (RHS) is 1.

Equality or balance is of critical importance in equations, equality must hold on
both sides of the equation as you solve it, hence you must perform the same
inverse operations to both the LHS and the RHS of the equation. As seen below,
it is incorrect to perform an operation on one side only, always do it to both sides
as then the equation remains balanced throughout.
Correct Way (Operation to LHS AND
RHS)

Incorrect Way (LHS ONLY)

3 ( 5 ) +1=16

3 ( 5 ) +1=16

3 | Page
By Damian Abood

Term 3

ALGEBRAIC METHODS AND TECHNIQUES

3 ( 5 ) +11=161

3 ( 5 ) +11=16

3 ( 5 )=15

3 ( 5 )=16

3 ( 5 ) 15
=
3
3

3 ( 5)
=16
3

5=5

5=16

TRUE

FALSE

As you can see, the only way in which you will receive the answer to an equation
is if you apply the same operations to BOTH sides of the equation. Think of it as
a balanced scale

Solving Simple Algebraic Equations

Now using the techniques and theory stated throughout this document, it will
now be easier to understand how you can solve simple equations. In this section,
well do a step by step process in solving a variety of questions.
Example 1

3 x=9
The first step that must be taken is identifying the variables and the numerals, as
seen, the variable in this question is x . Hence, in order to solve this equation,
we need to reduce the equation down until it becomes a singular x , so that it
shows us what x s value truly is. In this case, the variables are on one side of
the equation (LHS) whilst the numerals are on the other (RHS), sometimes they
are not and you need to manually do this as we will see further on.

4 | Page
By Damian Abood

Term 3

ALGEBRAIC METHODS AND TECHNIQUES

The second step is to now treat the LHS as a function (as we explored in the
second page), in this case, the LHS function multiplies a certain number

by

3 to get 9. So in order to get the original number, we have to apply the INVERSE
OPERATION to this function to get the original value

x . As seen in the table on

page 2, the inverse of multiplication is division, so to get the original x , well

divide BOTH sides by 3 (as to keep equality, see on Page 3).

3x 9
=
3 3
x=3
Reasoning behind dividing by 3: As there are three lots of x s in
in Page 1s table), to receive a single

from

3x

3x

(see

we need to ask ourselves

how many people do I need to share 3 x s with so that each person gets an

each? Well if there are 3 people, I can give each of them an x , so to get

an individual
As

from 3 x , were going to divide it by 3.

is now singular, we have solved this equation as

we can check our answer is right by letting

equals a numeral,

= 3 in the top line and seeing if

it is true.

Example 2

2 x +1=3
In this example x

is not by itself on the LHS. A different method needs to be

applied to solve this question. Similarly to the first example, we will treat the LHS
as a function.
In plain English, the function of the LHS is to multiply

by 2 and add 1 to it,

so by the theory discussed on Page 2, in order to receive the original value

x ,

we need to apply the inverse operations of this function in the REVERSE

order that the LHS function had them. The inverse of multiplication is division,
and the inverse of addition is subtraction.

5 | Page
By Damian Abood

Term 3

ALGEBRAIC METHODS AND TECHNIQUES

So to receive the original

by 2 to get the original

from

2 x +1

, we will subtract 1 and then divide

x
Function: Multiply By 2 Add 1

Inverse Function: Subtract 1 Divide By 2

Remembering Page 3, we need to keep this balance on both the LHS and the
RHS, so we need to subtract 1 and divide by 2 to both the LHS AND the RHS.

2 x +1=3

2 x +11=31
2 x =2

2x 2
=
2 2
x=1
As you can see in line 3, the process becomes identical to example 1, so using
that method, we find that x=1 . The problem is solved.
Example 3

4 x2
=5
2
In this example, there is also a division step. First we will identify the function of
the LHS. In this case, the LHSs function multiplies

by 4, subtracts 2 from it

and then divides it by 2 to equal 5.

If we write this as a flowchart:
LHS Function for x :

Multiplies it by 4 Subtracts 2 Divides it by 2

So now we need to consider the inverse operations to perform on this function to

get

again. So the inverse operations are divides it by 4, add 2 to it and

multiply it by 2. As we want to receive the original value from this function, we

need to do these operations in the reverse order
To work out

from LHS:

Multiply it by 2 Add 2 to it Divide it by 4

6 | Page
By Damian Abood

Term 3

ALGEBRAIC METHODS AND TECHNIQUES

So now we can apply these operations to the equation, making sure to do these
on BOTH sides.

4 x2
=5
2
(4 x2)
2=5 2
2
4 x 2=10
4 x 2+ 2=10+2

4 x =12
4 x 12
=
4
4
x=3
Notice how these questions evolve into the previous examples with each step?
Not sounding so hard now I hope.
For three examples, and for the questions coming up, there is a pattern as to
how you solve these:
1. Identify the function (series of operations) which occur on the side
involving the variable and mentally write them out as a flowchart
2. Take the inverse operations of these and write them out as a similar
flowchart
3. Reverse the Inverse flowchart, these are now the steps you take to both
sides of the equation to solve it
4. Youre finished!

EXCERCISES
1. Solve for x:
5. d) 3 x=15

8. g) x98=0

3. b) x+ 19=3

6. e) x1=21

9. h) 4 x =128

4. c) 2 x =8

7. f) 3 x=27

10.i) x13=90

2. a)

x3=0

11.
7 | Page
By Damian Abood

Term 3

ALGEBRAIC METHODS AND TECHNIQUES

12.Solve for x:
13.a) 3 x4=1

16.d) 6 x2=16

19.g) 3 x7=2

14.b) 5 x+ 4=14

17.e) 4 x 3=1

20.h) 5 x +4=6

15.c) 2 y3=7

18.f) 3 x3=0

21.i) 12 x4=2

22.
23.
24.Solve for x:
25.a)

2 x5
=5
3

28.d)

92 x
=1
5

26.b)

3x
=24
4

29.e)

3 x +2 1
=
10
2

27.c)

3 x +8
=5
4

30.f)

5 x10
=5
8

8 | Page
By Damian Abood

Term 3

ALGEBRAIC METHODS AND TECHNIQUES

31.
32.
33.

Algebraic Equations Level 2

34.Having the knowledge to solve equations such as

2 x =2 is quite simple

now after learning the patterns and methods to perform them. When algebra
moves into different questions such as:
35. 5 x3=3 x1
36.It may seem impossible at first, but after leaning the right methods, you will
be able to solve these with ease.
37.

The Concept of Exchange

38.Revisiting Page 3, the idea of equality will hold as long as there is an equal
sign within the equation, the concept of exchange involves the method of
transferring terms from the LHS to the RHS or vice versa. In essence, it is
identical to the working out in the above examples; however, the steps will be
shortened and made much quicker.
39.Take the example above,
40. 5 x3=3 x1
41.As seen in the three examples above, you can only solve for

once the

variable is purely on one side of the equation, and the numerals on the other.
By convention, it is best to have the variable on the LHS and the numerals on
the RHS. Hence the first step in these types of questions is to move the
variables to the LHS, the numerals to the RHS.
42.Consider the steps taken in Page 3, replacing the 5 with an x
43. 3 ( x ) +1=16
44. 3 ( x ) +11=161
45. 3 ( x ) =15

46.

3 ( x ) 15
=
3
3

47. x=5

9 | Page

Term 3

ALGEBRAIC METHODS AND TECHNIQUES

48.Now in taking out some of the steps, you may begin to see a little trick
forming:
49. 3 ( x ) +1=16
50. 3 ( x ) =161
51. 3 ( x ) =15

15
x=
52.
3
53. x=5
54.
55.
56.If you notice in the first two steps, the +1 jumps from the LHS to the RHS,
becoming a -1 as it crosses over. In the third and fourth step, the x3 jumps
from the LHS to the RHS, leaving a single x and becoming a 3 on the RHS.
57.In general, you can allow numbers to cross over the equals sign, provided
they transform into their inverse operation as they pass over it (e.g. +
become - , x becomes and vice versa). This is a shorter way of performing
complex equations, increasing your speed and thinking rate. However, some
rules apply to this method:
1. Variables act just like any other number when applying these rules (they
are numbers after all)
2. In performing these jumps, always take care of the division first, ensure
there are no fractions in your equations
3. The rest of the jumps need to be taken care of in this order:
Addition/Subtraction, Multiplication and then Square Rooting
58.Example 1
59.

2 x 3=

x
2

60.The first thing to notice is there is a division sign here, so what we need to do
is ensure the 2 jumps under the equals sign first, becoming its inverse
operation (x2) on the LHS.

x
2
(
2
x3
)
=
61.
2

10 | P a g e

Term 3

ALGEBRAIC METHODS AND TECHNIQUES

62.
63.Make sure to put a big bracket around the LHS when you multiply it,
everything gets multiplied by 2 when you expand this
64. 4 x 6=x
65.Now that there are no fractions in the equation, for convenience, we now
want the variables on the LHS and the numerals on the RHS. Well make the

on the RHS jump first to the LHS, leaving nothing behind on the RHS.

66. 4 x x6=x
67. 3 x6=0
68.Similarly, we now want the -6 to jump over to the RHS, changing in sign as it
goes over.
69. 3 x6=0+6
70. 3 x=6
71.Now its an easy question! But to demonstrate how you can do the jumps with
multiplication too, all you do is make the x3 cross over to become a 3 on the
other side.
72.

3 x=

6
3

73.
74.

x=

6
3

75. x=2
76.The problem is solved
77.Example 2
78.Ok, lets take the first one I asked,
79. 5 x3=3 x1
80.Its nothing compared to the first example, however, were going to make a
few more jumps. Without the arrows now, I think you can visualise whats
11 | P a g e

Term 3

ALGEBRAIC METHODS AND TECHNIQUES

happening with each step, Ill still highlight the changes red though for this
one.
81. 5 x=3 x1+ 3
82. 5 x3 x=2
83. 2 x =2

84.

2
x= =1
2

85.Not too bad right? If youre building confidence in this field, I suggest now
looking at these examples, I will not be highlighting the changes made, think
you can see what I did?
86.
87.Example 3
88.

5 x +2
=2 x1
2

89. 5 x+2=2(2 x1)

90. 5 x+2=4 x2
91. x+ 2=2
92. x=4
93.
94.
95.
96.Example 4

4
5
x
=2 x +4
97.
3

98.

5 x2 x=4+

12 | P a g e

4
3

Term 3

3 x=

99.

ALGEBRAIC METHODS AND TECHNIQUES

16
3

100.

x=

16
9

101.
102. EXCERCISES
103.
104.

Solve for x: (refer to page 9 if you need assistance)

105.

4 x 2=3 x+ 6

110.

d) 3

=x2

106.

a)

107.

b) x4=3 x +2

111.

e) 5 x9=21+ 2 x

108.

c) 2 x 8=3 x +4

112.

f)

x 3
3 x+3= +
2 4

109.
113.
114.

Solve: (refer to page 8 if you need assistance)

115.

121.

x
x2=
116. a)
5

122.

117.

b)

3 x2=

x3
2

f) 4 x =64

15 x5
=2
123. g)
5

y 3
=2
118. c) y+ 3

124.

h)

119. d) 4 x 3=43 x

125.

i)

120.

e)

2 v9
=3
v

13 | P a g e

12 x15=

2 x 4=

x3
4

3x
2

126.
127.
128.
129.
130.
131.
132.
133.
134.
135.
136.
137.
138.
139.