Module 9
Module 9
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Yes
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above?
No
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c. x 1 > 10
d. x2 + 4x + 1
c. x2 3x x 2
d. x2 + 7x = -10
b. ii
c. i and ii
c. 18 > 2
d. 3 -
c. 2(5) + x = 13
d. 2x = 5 + 13
6. Translate this verbal sentence into an equation: Two less than a number
is twenty-one..
a. 2y = 21
b. 2 y = 21
c. y = 21 - 2
d. y 2 = 21
c. b + 9 = -3
d. 25a = 50
1/v2 3 = 4
a=n
c. x2 = 0
d. 3n 5 = r3
11. The following symbols are used in a first-degree inequality in one variable
EXCEPT
a. =
b. <
d.
c. >
b. ii
c. i and ii
13. What equation represents the distance d traveled by a car at the rate of
60 km/hr in 4 hours?
a. d = 60 + 4
b. 60 = 4d
c. 4 = 60d
d. d = 60 (4)
14. The amount of electricity consumed by Marks family is twice the amount
consumed by Joys family. If Marks family consumed an amount x
of electricity this month, what first-degree equation in one variable will be used to
model this situation if the total amount consumed by them is P1050?
a. x = 1050
b. x + 2x = 1050
c. 2x = 1050
d. x = 1050 + 2x
15. The perimeter p of a square is four times the length of its side s. If the
perimeter is 120 cm., what first-degree equation in one variable will relate the given
perimeter and the length of the side of the square?
a. s = 120/4
b. 4 (120) = s
c. s + 4s = 120
d. 120 = 4s
In the previous module, you learned about algebraic expressions. Let us recall its
definition.
Exploration
Let us now observe some algebraic expressions that are contained in the
mathematical phrases and mathematical sentences presented below.
Mathematical Phrases
Mathematical Sentences
20 12
2b
x+y
5s
3r + 4
-7c
e 4d
2v + w
20 12 = 8
2b = 4
7=x+y
5s = t
3+4<0
-7c 1
e 4d >
2v + w 9a
What do you observe? How do you compare a mathematical phrase with a mathematical
sentence?
_________________________________________
________________________________________________________________
You are correct! A mathematical phrase contains an algebraic expression that does not
express a complete thought. On the other hand, a mathematical sentence contains
algebraic expressions together with a relation symbol =, <, , > or and it expresses a
complete thought. We recall that these relation symbols are read as follows.
=
<
>
is equal to or equals
is less than
is less than or equal to
is greater than
is greater than or equal to
Now, let us look at the given mathematical sentences. The first four mathematical
sentences namely, 20 12 = 8, 2b = 4, 7 = x + y and
5s = t
are called equations. Can you give your own examples of equations?
________________________________________________________________
If your answers contain algebraic expressions together with the sign =, then you are right.
In your view, what is an equation? ____________________________________
________________________________________________________________
Good. An equation is a mathematical sentence that makes use of the symbol =. What do
you think does the symbol = imply? ____________________________
Yes, the symbol = implies that the two sides of the equation are equal. This means that
whatever is the value of the left side of the equation is also the value of the right side.
This time, let us focus on the last four mathematical sentences namely, 3 + 4 < 0,
-7c 1,
e 4d >
and
2v + w 9a. These mathematical sentences are called
inequalities.
Can
you
give
your
own
examples
of
inequalities?
____________________________________________________________
________________________________________________________________________
If your examples contain algebraic expressions together with the relation symbols <, , > or
, then you are correct.
How do you then define an inequality? _________________________________
________________________________________________________________
Very good. An inequality is a mathematical sentence that makes use of the relation
symbols <, , > or .
What do the symbols < and > imply? ___________________________________
________________________________________________________________Yes.
The
symbols < and > imply that the left side of the inequality is not equal to the right side of the
inequality. This means further that the symbol < is used when the value of the left side of
the inequality is less than the value of the right side, while the symbol > is used when the
value of the left side of the inequality is greater than the value of the right side.
The symbol means that the value of the left side of the inequality is either less than or
equal to the value of the right side, while the symbol means that the value of the left side
of the inequality is either greater than or equal to the value of the right side.
Again, let us go back to each of the given mathematical sentences and tell whether it
is true or false.
Mathematical sentence
1.
20 12 = 8
2.
2b = 4
3.
7=x+y
4.
5s = t
5.
3+4<0
6.
-7c 1
7.
e 4d >
8.
2v + w 9a
True or False?
_____
_____
_____
_____
_____
_____
_____
_____
If your answer is true for the first mathematical sentence, false for the 5 th mathematical
sentence, while may be true or false or neither true nor false, for the remaining
mathematical sentences, then you are correct.
Sentences 2, 3 4, 6, 7 and 8 may be true or false depending upon the value/s of the
variable/s. For example, in the equation
2b = 4
if b = 2 then
2(2) = 4
and the equation is true,
but if b = 1 then
2(-1) = 4
Remember
A mathematical phrase is an expression that does not express
a complete thought.
A mathematical sentence is an expression together with a
relation symbol =, <, , > or . It expresses a complete thought.
A mathematical sentence may be an equation or inequality.
An equation is a mathematical sentence that makes use of
the symbol =.
An inequality is a mathematical sentence that makes use
of the relation symbols <, , > or .
An open sentence is an equation or inequality that becomes true
or false when the variable is replaced by a value.
Self-check 1
6. 2x + 21 4
7. 4(c2 + d2)
8. 10 - x
9. 11 + 5x 3x -1
10. n (n+2) = 13
x + +2
3(x 2) = 2(x +5)
y57
y + 1/y
y2 + 5y
91
2(7 3)
3. (39 3) + 2
4. x + 6
5. 2m
6 +2(5 1)
13, if x is replaced by 7
6 + 9, if m is 1
Symbol
+
( )
or sometimes not written anymore
, /, __
=
<
>
Now, let us use the phrases and their corresponding symbols given in the chart to
translate verbal sentences into equations or inequalities.
Example 1. Translate each of the following into a mathematical sentences.
1.1 verbal sentence:
translation:
Three
times
a number
is
nine.
mathematical sentence: 3 n = 9
or
3n = 9
We note that the symbol for the operation multiplication may not be written
anymore.
10
The sum of
translation:
mathematical sentence:
a number
and seven
is
twelve.
12
b + 7 = 12
translation:
a number and
mathematical sentence:
one
is
eight.
c1=8
Let us see if you can do the same thing in the following sentences. Write the
corresponding symbols below.
1.4 verbal sentence:
A number
translation:
____
added to
six
___
is greater than
___
___
two.
__
x + 6 > 2,
translation:
___
___
__
___
___
five.
___
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If your answer is
What if you are to translate a mathematical equation into a verbal sentence? Let us
consider the following examples.
Example 2. Translate each mathematical sentence into a verbal sentence.
2.1 mathematical sentence:
verbal sentence:
x y = 16
The product of x and y is sixteen.
We note that the given mathematical sentence may also be translated as The
product of a number and another number is 16. or x times y is equal to 16.
2.2 mathematical sentence:
verbal sentence:
a+47
Now, let us see if you can translate the given mathematical sentence into a verbal
sentence.
2.3 mathematical sentence:
verbal sentence:
5 - 2y = -3
____________________________________________
3 (r + 9) < 10
___________________________________________
If your answer is Thrice the sum of a number and 9 is less than ten. or Three
multiplied by the sum of r and nine is less than ten., then you are very good. This means
that you already know how to translate mathematical sentences into verbal sentences.
Let us have a summary of our discussion.
Self-check 2
A. Translate each verbal sentence into a mathematical sentence.
1.
2.
3.
4.
5.
2x + 5 = 9
9 + 3x = 18
2x 16 4
2(x + 1) = 8
4m 3 16
Answer Key on page 21
In lesson 1, you learned the difference between an equation and inequality. Let us
study the following.
The equations below are first-degree equations in one variable.
x=1
5b = 4
2a + 7 = 0
6c 5 = -2
13
7 + 8y = 2
y2 = 1
5b r = 14
2a + 7b3 = 0
6c4 5 = -2
8y = 2x
x + 8 = 15
3a + 6h =
5r 1 = 4
5r 1 = 4 and
t = -7
t = -7
5b = 4
2a + 7 = 0
6c 5 = -2
7 + 8y = 2
If the symbol = is changed to any of the following relation symbols, <, , > or , then we
have first-degree inequalities in one variable. Some possible results are as follows.
x <1
5b > 4
2a + 7 0
6c 5 -2
7 + 8y < 2
14
Self-check 3
Determine whether each of the following is an example of a first-degree equation or a firstdegree inequality in one variable. Explain your answer.
1.
2.
3.
4.
5.
x+1=0
9/y2 = 3
4a2 + 4a + 1 > 0
m + n = 25
9 = 3c
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Equations and inequalities are used to model some real-life situations. This is
successfully done by using your knowledge in translating a verbal sentence into an equation
or inequality.
Let us study the following examples.
1. In 1994, twice the population of a barangay n in Cavite is 50 000. This is modeled by
an equation that is obtained by translating the verbal sentence Twice n is 50 000.
into an equation. Thus, we have 2n = 50 000.
2. The distance d that a vehicle travels is computed by multiplying the rate r by the time
t it consumes. In symbols, this is written as d = rt. What equation represents the
time consumed by a plane in traveling a distance of 1,468 miles at the rate of 400
mi/hr.? ___________________________
Correct. The equation is 1468 = 400t.
3. Patrick is 4 inches taller than Manny. The sum of their heights is less than 7 feet.
Represent
this
by
a
first-degree
inequality
in
one
variable.
___________________________________________________________
If you use the variable p for Patricks height, then Mannys height is p + 4. (You can
also use other variables.) Thus, your final answer must be
p + p + 4 < 7.
4. The amount earned by John is three times the amount earned by Armand. What
first-degree inequality in one variable will be used to model the situation if you use
the variable a to represent the amount earned by Armand and their total earnings is
at least P28,000?
___________________________________
You should have represented the amount earned by John as 3a and your final
answer must be a + 3a 28000.
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5. Connies age is half of Ians age. Suppose Ians age is represented by i. What firstdegree equation in one variable will represent the verbal sentence Ten years from
now, their total ages will be 54. ? ______________________
Let us check your answer. You should have used i for Connies age. Ten years
from now, Ians and Connies ages should be represented by
i + 10 and i + 10 respectively. Why? ___________________________
Yes, ten years from now is translated as + 10. Thus, your equation must be i + 10
+ i + 10 = 54.
Let us summarize what you learned in this lesson.
Self-check 4
17
variable f is used to represent the number of P5 coins, how will you represent the
following:
4.1
4.2
4.3
4.4
5. Let d be the distance ran by Henry. Diego ran a third as far as Henry. Write
the first-degree equation that models the statement The distance ran by
Henry is four times the distance ran by Diego..
c. x - 9
d. x2 + 4x + 4
c. 3x + 5 2x 7
d. x2 x = 2
c. x > y
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b. 2x y
d. 6 = a
Twice the sum of x and y less five is grater than or equal to twelve.
Twice x plus y minus five is greater than twelve.
Twice the sum of x and y less than five is greater than twelve.
Twice x plus y minus five is greater than or equal to twelve.
c. x + 8 = 13
d. x 8 > 13
8. Which of the following is the mathematical sentence for the verbal sentence
The product of a number n and sixteen added to another number m is 50.?
a. n + 16 + m = 50
b. 16n + m = 50
c. n + 16m = 50
d. 16nm = 50
b. <
c.
d. >
c. 3 -5x + 2
d. 7x 10 5x 1
11. If a is any nonzero real number and b is any real number, which of the
following represents a first-degree equation in x?
a. ax + b = 0
b. ax + by = 0
c. ax2 + b = 0
d. ax + b > 0
19
ii. v2 = 100
iii. 6 = 12 - v
a. i only
b. ii only
c. i and ii
d. i and iii
13. What equation represents the distance d traveled by a bus at the rate of 80
kph in 2 hours?
a. d = 80 (2)
b. 80 = 2d
c. 2 = 80d
d. d = 80 + 2
14. The number of P100-bills is 4 more than thrice the number of P50-bills. If
there are x-P50 bills, what first-degree equation in one variable will represent the
sentence The total number of bills is 28.?
a. x + 4 + 3x = 28
b. 28 = 4 + 3x
c. x = 28
d. x + 4 + x = 28
c. c + 15 = 2c 23
d. 15 + c = 23 2c
Answer Key on page 22
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Answer Key
Pretest page 3
1.
2.
3.
4.
5.
d
c
c
c
a
6.
7.
8.
9.
10.
d
c
d
a
b
11.
12.
13.
14.
15.
a
a
d
b
d
2. open
3. true
2. =
3. >
6. mathematical sentence
7. mathematical phrase
8. mathematical phrase
9. mathematical sentence
10. mathematical sentence
4. open
5. false
4. =
5. <
4. 7(8 + a) 10
5. 4 6y = 8
21
w 2 + w = 210
6 = 2(1 + w) + w
5(c + c + 20) = 8(c + 20)
4.1 5f
4.2 17 f
4d 2( 1/3) d
page 17
4.3 10(17-f)
Posttest page 18
1.
2.
3.
4.
5.
b
d
c
d
d
6.
7.
8.
9.
10.
c
a
b
a
a
11.
12.
13.
14.
15.
a
d
a
a
c
END OF MODULE
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BIBLIOGRAPHY
Fuller, Gordon. (1977). College algebra. 4th ed. New York, NY: Van Nostrand Company.
Leithold, Louis. (1989). College algebra. USA: Addison-Wesley Publishing Company, Inc.
Mckeague, C.P. (1990). Intermediate algebra: A text/workbook. 3rd ed. USA: Harcourt
Brace Jovanovich, Inc.
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