4

4a Review of index laws

4b Standard form and significant figures
4c Transposition
4d Solving linear equations and
simultaneous linear equations
4e Applications
4F Algebraic fractions
4G Linear literal equations

Algebra
AreAs of sTudy
• The construction of tables of values from a
• Applications of arithmetic involving natural given formula using technology
numbers, integers, rational numbers and real • Linear relations defined recursively and simple
numbers applications
• Substitution and transposition in linear relations, • The algebraic and graphical solution of
such as temperature conversion simultaneous linear equations in two variables
• The solution of linear equations, including • Solution of worded problems involving a linear
literal linear equations equation or simultaneous linear equations in
• Developing formulas from word two variables
descriptions, and substitution of values into • The construction of a table of values from a
formulas given formula using technology
eBook plus

Digital doc
10 Quick Questions

4A review of index laws

Index, power or exponent
23
Base number
You learned in earlier years that 23 means ‘multiply two by itself three times’, that is,
2 × 2 × 2 = 8. The index indicates the number of times the base is multiplied by itself.
34 = 3×
3× 3×3 = 81

In general, Index form Expanded form Basic numeral
a m = a×
a×
 … ×a
m times
In summary, the index laws are:
Multiplication: am × an = am + n
am
Division: am ÷ an = n = am - n
a
Raising to a power: (a ) = am × n
m n

Raising to the power of zero: a0 = 1

Raising to the power of one: a1 = a

88 maths Quest 11 Advanced General mathematics for the Casio Classpad

 n
 a an
Products and quotients: (a × b)m = am × bm;   = n
 b b
- 1
Negative powers: a m= m
a
m
a n = n am = ( n a )
m
Fractional powers:
When simplifying expressions and equations with indices, we generally use a combination of
these laws.

Worked Example 1

Simplify 3 x y × 2 x y z .
4 3 2 2

5 x 8 yz
Think write

3x 4 y3 × 2 x 2 y 2 z 6 x6 y 5z
1 Add the indices of x and the indices of y =
and multiply the constants together in the 5 x8 yz 5 x8 yz
numerator.
2 Subtract the indices of x, y and z in the
= 65 x - 2 y 4 z 0
denominator from those in the numerator.
6y4
3 Simplify to write answer with positive indices =
5x 2
and use the rule z0 = 1.

When numbers with an index are then raised to another index, the indices are multiplied.

Worked Example 2

Simplify
- - -2 a 7 b2
a   x 3y2 × (2x2y 1)3   b   ( a4 b3 ) ÷ - .
a3 b 4
Think Write
- -
a 1 Remove the brackets by multiplying the a x 3y2 × (2x2y 1)3
- -3
indices. = x 3y2 × 23x6y
-1
2 Add the indices of x and y. = 8x3y
8x3
3 Simplify to write answer with a positive =
index. y

-2 a7b2
b 1 Remove the brackets by multiplying the b (a 4 b 3 ) ÷ -4
indices. a3b
- -6 a7b2
= a 8b ÷ -4
a3 b
- -6 -
a 8b a3b 4
2 Change the division sign to a = ×
multiplication sign and write the 1 a7b2
reciprocal of the second term.

Chapter 4  Algebra 89
 - -
a 5b 10
3 Add the indices of a and b in the =
numerators. a7b2
-12 -8
4 Subtract the indices of a and b in the =a b
denominator from those in the numerator 1
=
and simplify to positive indices. a12 b8

Worked exAmple 3
eBook plus
Simplify
Tutorial
a 2n - 1 × 62n × 3n + 1 b 2n × 41 - n × 162n - 1. int-1039
Worked example 3
Think WriTe

a 1 Change the 6 into 2 × 3. a 2n - 1 × 62n × 3n + 1

= 2n - 1 × (2 × 3)2n × 3n + 1
2 Remove the brackets by multiplying the = 2n - 1 × 22n × 32n × 3n + 1
indices.
3 Add indices of numbers with base 2 and = 23n - 1 33n + 1
add indices of numbers with base 3.
b 1 Change all numbers to a base of 2. b 2n × (22)1 - n × (24)2n - 1
2 Remove the brackets by multiplying the = 2n × 22 - 2n × 28n - 4
indices.
3 Simplify by adding indices of numbers = 27n - 2
with base 2.

Worked exAmple 4

Simplify each of the following, expressing the answer with a positive index.
a 7
128 × 4 64 b
3 x 2 y6 ÷ x 3 y5

Think WriTe

a 1 Write the expression. a 7

128 × 4 64
1 1
2 Write using fractional indices. = 128 7 × 64 4
1 1
3 Write 128 and 64 in index form with a base of 2. = ( 2 7 ) 7 × ( 26 ) 4
6
4 Multiply the powers. = 21 × 2 4
3
5 Simplify and write the answer. = 21 × 2 2
5
= 22
b
b 1 Write the expression. 3 x 2 y6 ÷ x3 y 5
1 1
2 Write the expression using index notation. = (x 2 y6 ) 3 ÷ (x3 y 5 ) 2

90 maths Quest 11 Advanced General mathematics for the Casio Classpad

 2 3 5
3 Remove the brackets by multiplying the = x 3 y2 ÷ x 2 y 2

powers.
2 3 5
- 2-
4 Collect terms with the same base by = x3 2y 2
subtracting the powers.
- 5 -1
5 Simplify the powers. =x 6y 2

1
6 Rewrite with positive powers. = 5 1
x6y2

REMEMBER

A combination of the laws below can be used to simplify indicial equations.

- 1
a0 = 1 a1 = a a m= m
a
am
am × an = am + n am ÷ a n = = a m - n (am)n = am × n
m
an
= n am = ( n a )
m
an (a × b)m = am × bm

Exercise
4A Review of index laws
1   WE 1  Simplify the following expressions.
- a2b- 4
12a 2 b 8a3b 4
a b c
3a 2ab 2ab3
- 3a 3 b 2 3 1 1 -1 5
-1 -
d -2 e 2a 2 b 4 × 3a 2 b f 8 3 a 2 b3 ÷ 4 a 2 b 2
6a b
2   WE 2  Simplify the following expressions.
( x 3 y 2 )2 (2 xy 2 )3 (3 x 3 y 2 )2
a b c
2x4 y2 4 x 2 y3 4( x 2 y 2 ) 4
-
3 -2 2 - -
2( x 2 y 2 )3 e (m n ) ( 2m 1n - 2 ) 3
d f -
( 2 x 3 y )3 2mn 2(m 2 n 2 )4
- - -
(5m 2 n)2 3m 1 ( - 2 v 3 w )3 2 w 2 (4 v 1w 2 ) 2 2w2
g -2 2 3 × h - × i - -2 2 3 ÷ 2 -2 2
(3m n ) n2 (5v 2 w 1 )3 (vw)2 ( 3m n ) (v w )
( - 3v1w 2 )- 3 9w2
j 2 -1 2 ÷ - -
(2v w ) ( 2v 3 ) 2

3   MC  Expressing ab in index form gives:

3 -3
-3
a ab 2 b ab c (ab) 2
1 1
d ab 8 e (ab) 8

Chapter 4  Algebra 91
 4 We3 Simplify.
5n - 3 × 3n + 1
a 2n - 1 × 4n + 1 × 16n b 3n + 2 × 9n - 1 × 27 c
75n
27 4 n + 2 6n
d ÷ e - f 72m - 2 × 4 × 32m
16 3n -1 2 n + 23 n
5 We4 Simplify each of the following, expressing your answer with positive indices.

( )
4
2 1 5 1
3
a 9 × 81 b x3 × x6 c x2 ÷ x3
5 -1 -2 -1 2 -5
d 3 ( xy 3 ) ÷ ( x 2 y ) e 24 ×4 2 ×8 3 f 27 4 × 93 × 3 4

4
2 3

g ( 4 x 3 ) 3 × ( 3 x 4 )8 h
(64 m6 ) 3
-2 i
1
-4
4m x
( x + 1) 2 x
j k x+2+ l ( y - 4) y - 4
x +1 x+2

4B standard form and significant figures

standard form
Standard form (or scientific notation) involves a practical use of indices. A very large or very small
number can be expressed in standard form as a more convenient way of writing it. This notation
involves expressing the number as a number between one and ten multiplied by a power of 10.
a × 10n, where 1 ≤ a < 10
A computer may complete a basic operation in approximately 0.000 000 000 8 seconds. It is
-
easier to write a number such as this in standard form as 8 × 10 10 seconds.
Likewise, a light year is a measure of distance equal to 9 460 528 400 000 000 kilometres. In
standard form, this number can be expressed as 9.460 528 4 × 1015
Standard form is not only a more economical means of expressing these numbers, it also
makes calculations involving these numbers easier through the use of index laws.
To write a number in standard form :
•  Move the decimal point so that the number appears to be between 1 and 10
•   Count the number of decimal places the decimal point has been moved (positive if moving 
left or negative if moving right)
•  Multiply by the power of 10 equal to this number. 
•   The sign of the power will be positive if the magnitude of the original number is greater 
than 10
•   The sign of the power will be negative if the magnitude of the original number is between 
0 and 1.

Worked exAmple 5
eBook plus
350 000 × 0.04
Solve and express as a basic numeral. Tutorial
70 int-1040
Worked example 5
Think WriTe

350 000 × 0.04

1 Express the problem in standard form.
70
-
3.5 × 10 5 × 4 × 10 2
=
7 × 10

92 maths Quest 11 Advanced General mathematics for the Casio Classpad

 14 × 103
2 Simplify the numerator using index laws where possible. =
7 × 10
3 Divide using index laws where possible. = 2 × 102
4 Express as a basic numeral. = 200

Significant figures
Often we will be interested in all the figures in a particular number.
•  Significant figures are counted from the first non-zero digit (1–9). For example, 0.0092 has
two significant figures (9 and 2).
•  Any zeros at the end of the number after the decimal point are considered to be significant.
For example, 0.250 has three significant figures (2, 5 and 0), whereas 0.025 has two
significant figures (2 and 5).
•  The trailing zeros at the end of a number are not considered significant. For example, 1200
has two significant figures (1 and 2).
•  All zeros between two non-zero digits are always significant. For example, 102.587 has
6 significant figures (1, 0, 2, 5, 6 and 7).

Worked Example 6

State the number of significant figures in the following numbers.

a   3.205  60     b   20.01     c   0.0034     d   35  000

Think Write

a Significant figures are counted from the first non- a 3.205  60 has 6 significant figures.
zero digit (1–9). There are two zeros after the
decimal point, which are to the right of a non-zero
digit and so all digits are significant.
b Significant figures are counted from the first non- b 20.01 has 4 significant figures.
zero digit (1–9). All zeros between two non-zero
digits are always significant. All digits in this case
are significant.
c Significant figures are counted from the first non- c 0.0034 has 2 significant figures.
zero digit (1–9). The first non-zero digit in this case
is 3. Only 3 and 4 are significant.
d The trailing zeros at the end of a number are d 35000 has 2 significant figures.
not considered significant. Only 3 and 5 are
significant.

Calculations involving significant figures

When performing calculations associated with significant figures, the following rules apply.
•  When adding or subtracting numbers, count the number of decimal places to determine
the number of significant figures. The answer cannot contain more places after the decimal
point than the least number of decimal places in the numbers being added or subtracted.
•  When multiplying or dividing numbers, count the number of significant figures. The answer
cannot contain more significant figures than the number being multiplied or divided with
the least number of significant figures.

Chapter 4  Algebra 93
 Worked Example 7

Evaluate, expressing your answer to the appropriate number of significant figures:

a   345.87 + 20.1     b   23.020 × 0.023.
Think Write
a 1 This question involves addition; therefore, a 345.87 has 2 decimal places.
find the least number of decimal places of the 20.1 has 1 decimal place.
numbers in the question. The answer will have 1 decimal place.
2 Add the numbers. 347.87 + 20.1 = 367.97
3 Round the answer to 1 decimal place. 368.0
4 Interpret this answer. The answer has 1 decimal place and
4 significant figures.
b 1 The question involves multiplication; therefore, b 23.020 has 5 significant figures.
find the least number of significant figures of 0.023 has 2 significant figures.
the numbers in the question. The answer will have 2 significant figures.
2 Multiply the numbers. 23.020 × 0.023 = 0.529  46
3 Express the answer to 2 significant figures. 0.53

REMEMBER

1. To write a number in standard form:

•  Move the decimal point so that the number appears to be between 1 and 10.
•  Count the number of decimal places the decimal point has been moved
(left: +; right: –).
•  Multiply by the power of 10 equal to this number.
2. The number of significant figures in a number can be determined by considering each
of the following rules:
•  Significant figures are counted from the first non-zero digit (1–9).
•  Any zeros at the end of the number after the decimal point are considered to be
significant.
•  The trailing zeros at the end of a number are not considered significant.
•  All zeros between two non-zero digits are always significant.
3. When performing calculations associated with significant figures, the following rules
apply:
•  When adding or subtracting numbers, count the number of decimal places to
determine the number of significant figures. The answer cannot contain more places
after the decimal point than the least number of decimal places in the numbers being
added or subtracted.
•  When multiplying or dividing numbers, count the number of significant figures. The
answer cannot contain more significant figures than the number being multiplied or
divided with the least number of significant figures.

Exercise
4b Standard form and significant figures
  1 Express the following in standard form.
a 360  400 b 213.457 c 1 023.98
d 0.0324 e 0.000  100  31 f 570  201  009

94 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad

  2   WE5  Solve by expressing the numbers in standard form and simplifying using index laws.
Express your answer as a basic numeral.
28 000 420 000 11 200 000
a b c
350 1400 2800
80 000 000 3 100 000 7 500 000
d e f
16 000 1550 1500
0.000 24 0.000 018 0.000 056
g h i
0.3 0.06 0.0350
0.000 84 5 800 000 130 000
j k l
0.0021 0.02 0.0026
0.0066 0.000 095 18 000 × 0.0045
m n o
11 000 190 000 900
4900 × 0.001 75 750 000 00 × 0.000 025 25 600 000 × 0.000 000 004
p q r
35 1250 0.0064

  3   MC  10.0673 expressed in standard form is:

- -2
a 1.006  73 × 10 b 10.0673 × 10 4 c 0.100  673 × 10
-
d 0.100  673 × 102 e 1.006  73 × 10 1
  4   WE6  Specify the number of significant figures in the following:
a 0.023 b 10.21 c 3045
d 210.50 e 10.10 f 34  700.002
g 0.120  10 h 7620 i 190.00
j 0.000  002 k 4730.90 l 2  800  000
  5   WE 7  Calculate the following to the correct number of significant figures.
a 2.456 + 0.9 b 12.340 + 1.02 c 120.350 - 2.04
d 0.2507 - 0.120 e 1.903 × 230.576 f 28.1 × 2.1020
g 403.5 ÷ 5.1 h 2.01 ÷ 0.05080
  6   MC  The solution to 130.70 − 28.9913 with the correct number of significant figures is:
a 101.71 b 101.7090 c 101.7
d 101 e 101.709
  7   MC  The solution to 32.3695 ÷ 1.870 with the correct number of significant figures is:
a 17.3 b 17 c 17.309
d 17.31 e 17.3100
  8 Complete the following calculations, expressing your answer to the appropriate number of
significant figures.
a It is 1.35 kilometres from Jane’s house to school. Her average step length is 0.7 metres.
How many steps does it take for Jane to walk to school.
b If a container of sugar cubes has a mass of 250 g when full (excluding the mass of the
container), how many sugar cubes would be required to fill the container if they each have
a mass of 3.24 g?
  9 The outer ‘skin’ of a human cell, the cell membrane, is approximately 0.000  000  008  4 metres
thick. If the radius of the cell (including the cell membrane) is 0.000  004  2 metres, what
fraction of the radius does the cell membrane constitute?
10 An Olympic size swimming pool contains 2  500  000 litres of water. The average daily water
usage for a family of four is 625 litres. How long would it take for a family to use the volume
of water equivalent to an Olympic size pool.

Chapter 4  Algebra 95
 11 The Earth has a mass of approximately 5970 yottagrams (where a yottagram, Yg, is 1021 kg).
The mass of the Moon is 73500 zettagrams (where a zettagram, Zg, is 1018 kg). What
percentage of the mass of the Earth is the mass of the Moon?

4c Transposition
A formula is an equation or a rule that defines the relationship between two or more variables.
If a formula describes a relationship between two variables, both of which are to the power of 1,
and does not contain terms that include a product or quotient of those variables, then such a
relation is said to be linear.
The graph that represents a linear relation is a straight line, which is where the term linear is
derived from. For example:
x − 4y − 7 = 0  and  y = −3x + 6
are linear relations, whereas
x
x + y − xy = 3  or  x2 + y = 29  or  =7
y
are not (as explained previously).
Linear relations are often found in practical situations. For example, the formula for the
circumference of a circle, C = πD, and the formula for the conversion of temperature from
9
degrees Celsius to degrees Fahrenheit, F = 5 C + 32, both describe linear relations. If we wanted
to find many values of C given various values of F, it would be more convenient to have the
corresponding formula — the formula that would have C on one side and everything else on the
other side of the equals sign.
The variable that is by itself is called the subject of the formula (that is, a formula
describes its subject in terms of all other variables). In the formula I = 20R, I is the subject.
To make R the subject, we need to rearrange the formula. Such a rearrangement is called
transposition.

96 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad

 To transpose the equation I = 20R
I 20 R
divide both sides of the equation by 20. =
20 20
I
Simply. =R
20
I
Write the subject on the left-hand side.  R=
20
To rearrange or transpose a formula, we need to perform the same inverse operations to
both sides of the equation until the desired result is achieved.

Worked exAmple 8

Transpose the formula 4x = 2y - 3 to make y the subject.

Think WriTe

1 Write the given formula. 4x = 2y - 3

2 Add 3 to both sides of the equation. 4x + 3 = 2y - 3 + 3
4x + 3 = 2y
4 x 3 2y
3 Divide each term on both sides of the equation by 2. + =
2 2 2

4 Simplify both sides of the equation. 3

2x + =y
2
3
y = 2x +
2

To transpose the above formula, we use the same methods as those employed for solving
linear equations. The only difference is that in the end we do not obtain a unique (or specific)
numerical value for the required variable, but rather an expression in terms of other variables.
Most of the relations that describe real-life situations are non-linear. Consider, for example, 
any formula for area or volume. A few examples are the area of a circle A = π r2 (non-linear, 
1
since it contains r to the power of 2); the area of a triangle A = 2 bh (non-linear, since it contains
the product of two variables); and the volume of a cube V = s3 (non-linear, since s is cubed).
Non-linear formulas can be transposed by performing identical inverse operations to both 
sides of the equations.
The inverse of x2 is x, the inverse of x is x2 and so on.

Worked exAmple 9
eBook plus
Transpose each of the following formulas to make the pronumerals indicated
Tutorial
in brackets the subject.
int-1041
4 ab - ac Worked example 9
a A = 3 π r2 (r) b P= ( a) c m = pq - rs ( s)
d
Think WriTe

4
a 1 Write the equation. a A = 3 πr2
4
2 Multiply both sides of the equation 3 × A = 3 πr2 × 3
by 3. 3A = 4πr2

Chapter 4 Algebra 97
 Divide both sides by 4π. 3 A 4π r 2
3 =
4π 4π
3A
= r2
4π
3A
4 Take the square root of both sides. = r2
Note: From an algebraic point of view 4π
we should write ± in front of the root. 3A
r=
However, since r represents a physical 4π
quantity (radius of a sphere in this
case), it can take only positive values.
b 1 On the Main screen, tap: b
•  Action
•  Advanced
•  solve
Complete the entry line as:
 a×b-a×c 
solve  p = , a
 d 
Then press E.

dP
2 Write the answer. a=
b-c
Note: Capital P should be used in the answer.
c 1 Write the equation. c m= pq - rs
2 The inverse of x is x2 so square m2 = pq − rs
both sides.
3 Subtract pq from both sides. m2 − pq = pq − rs − pq
m2 − pq = −rs
m 2 - pq - rs
4 Divide both sides by −r. -r
= -
r
m 2 - pq
s= -r

pq - m 2
5 Multiply the numerator and s=
denominator by −1 (optional). r

REMEMBER

1. Transposition is the rearrangement of terms within a formula.

2. Relations can be transposed by performing identical inverse operations to both sides of
the equation that describes the relation.
3. The subject of the formula is the variable that is by itself on one side of the equals sign
while all other variables are on the other side.

98 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad

Exercise
4c Transposition
  1   WE8  Transpose each of the following formulas to make the pronumeral indicated in
brackets the subject. (Where two pronumerals are indicated, perform a separate transposition
for each.)
a 5y + 4x = 20 (x, y) b 3x − 4y + 12 = 0 (y)
c m = 3a − 14 (a) d 5p = 2 − 3k (k)
1 3
e 2 a = 4 b (a, b) f 10 − 3a = 2a − b (a, b)
2(a - 3)
g a = 3b − 0.5c (c) h = b (a)
5
7(a - 4 b) 5(b - 2a)
i 5(3 − 2d) = 6(f + 4) (d, f  ) j = (a, b)
3 4
3a 2(b + 3a) - 2x 3x - 6 y
k + = 1 (a, b) l -6= (x, y)
2 3 5 10
  2   WE9  Transpose each of the following formulas to make the pronumerals indicated in
brackets the subject. (Where two pronumerals are indicated, perform a separate transposition
for each.)
a v2 = u2 + as  (a, u) b S = 4πr2  (r)
1 1 1  r 
c = + ( R, R1 ) d A = A0  1 + (r )
R R1 R2  100 

t L
e s = (u + v ) (t, u) f T = 2π ( L , g)
2 g
1
g C = a 2 + b 2 (b) h s = ut + 2 at2  (a)

i P = I2R  (I, R) j R = mv2 - mv1 (m, v1 )

t
Questions 3 to 6 refer to the following information.
A gardener charges a $40 fixed fee for each visit plus $12 per hour of work.
  3   MC  Which of the following graphs represents the above information, where C represents the
total cost of a visit and t the time the gardener worked (in hours)?
a C b t c C
(4, 76)
40

12
40
40
0 t 0 C
0 t

d C e t
(5, 100) 12

40
0 t 0 40 C

  4   MC  Which of the following represents the relationship between t and C?

a C + 40 − 12t = 0 b 12t + C = 40 c 12t + 40 − C = 0
d t = 12C + 40 e 40 + 12t + C = 0

Chapter 4  Algebra 99
   5   MC  When the relationship between t and C is transposed to make t the subject, it is then
written as:
C + 40 C - 12
a t = b 12t + 40 = C c t =
12 40
C 3 C
d t = + e - 3 13 = t
40 10 12
  6   MC  If the total bill came to $79, for how long did the gardener work?
a 3 h b 3 h 15 min c 3 h 30 min
d 3 h 45 min e 4 h
Questions 7–10 refer to the following information. The volume of a square-based pyramid
1
with the side of the base s and the height h is given by the formula V = 3s2h.
  7   MC  The side length of the base of a square-based pyramid with the height h and volume V is
given by:
v 3h h V 3V
a s = 3 b s = c s = d s = e s =
h V 3V 3h h
  8   MC  The height of a square-based pyramid with the side of the base 5 cm and volume
75 cm3 is:
a 8 cm b 9 cm c 10 cm
D 11 cm E 12 cm
  9   MC  If both the side of the base and the height are doubled, the volume is:
A doubled b tripled C increased by 4 times
D increased by 6 times E increased by 8 times
10   MC  If the side of the base of a pyramid is doubled, but its volume remains unchanged, the
height:
1
A becomes twice as large B becomes 2 of the original size
1
C becomes 4 of the original size D becomes 4 times as large
3
E becomes 4 of the original size

11 The sum of the interior angles of a regular polygon is given by S = (n − 2) × 180°, where n is
the number of sides.
a Transpose the formula to make n the subject.
b Use the appropriate formulas to complete the following table:

Polygon Number of sides (n) Sum of interior angles (S)

Triangle  3
Hexagon  6
Dodecagon 12
Nonagon  9
Heptagon  7
1080°
  540°
  360°
1440°

100 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
 n
12 The sum of n terms of an arithmetic sequence is given by the formula S = [2a + ( n - 1)d ],
2
where a is the first number of the sequence and d is the common difference.
eBook plus a Transpose the formula to make a the subject and hence find the first term in a sequence
that has n = 26, d = 3 and S = 1079.
Digital doc b Transpose the formula to make d the subject and hence find the common difference of an
WorkSHEET 4.1 arithmetic sequence with 20 terms, a = 18 and S = -20.

4d solving linear equations and

simultaneous linear equations
A linear equation is an equation that contains a pronumeral (unknown value) raised to the power
of 1. Such an equation may also be called an equation of the first degree. Examples of linear or
first degree equations include:
x+5
2x - 4 = 8, y = 7x - 12 and y = .
3
Equations of the type:
1
y = , y = x , 2x2 - 4 = 8, x2 + y2 = 4 and y = x3 - 8
x
are not linear since they contain pronumerals that are raised to powers other than 1; in these
1
cases, -1, 2 , 2, 2 and 3, respectively.
A linear equation is an equation that contains a pronumeral raised to the power of 1. It
may also be called an equation of the first degree.

solving linear equations

When we are asked to solve an equation, we are to find the value of the pronumeral so that when
it is substituted into the original equation, it will make the equation a true statement.
Equations are solved by performing a number of inverse operations to both sides of the
equation until the value of the unknown is found.
When solving equations, the order of operations process, BODMAS (i.e. Brackets Of
Division, Multiplication, Addition, Subtraction) is reversed. We may therefore apply the
SAMDOB process (BODMAS in reverse). This means that the operations of subtraction and
addition are taken care of first, followed by multiplication and division. Brackets are dealt with
last.

Worked exAmple 10

Solve the following equations.

3x
a 2x - 3 = 4 b 10 - =5
2
Think WriTe

a 1 Write the given equation. a 2x - 3 = 4

2 (Optional step.) Rule up a table with two Operation Inverse
columns to the side of the equation. In the first
column, note each of the operations performed ×2 ÷2
on x in the correct order. In the second column, ↓ -3 +3 ↑
write the corresponding inverse operation. The
arrows indicate which operation to begin with.

Chapter 4 Algebra 101

 3 Solve the equation by making x the subject. 2x − 3 = 4
Add 3 to both sides of the equation. 2x − 3 + 3 = 4 + 3
2x = 7

2x 7
4 Divide both sides of the equation by 2. =
2 2

5 Simplify. 1
x = 3 2 (or 3.5)
3x
b 1 Write the given equation. b 10 - =5
2
2 (Optional step.) As in part a above. Operation Inverse
×-3 ÷-3
÷2 ×2
↓ + 10 - 10 ↑

3x
3 Solve the equation by making x the subject. 10 - =5
Subtract 10 from both sides of the equation. 2
3x
10 - 10 - = 5 - 10
2
- 3x
= -5
2
- 3x
4 Multiply both sides of the equation by 2. × 2 = -5× 2
2
-3x = - 10
-3x -10
5 Divide both sides of the equation by −3. -3
= -3

10
x=
3
6 Simplify. = 3 13

Step 2 in worked example 10 is an optional step that may be used initially to help you become
familiar with the process of solving equations.
The answers may be checked by substituting the values obtained back into the original
equation or using a CAS calculator.
If the pronumeral appears in the equation more than once, we must collect terms containing
the unknown on one side of the equation and all other terms on the other side.

Worked Example 11

Solve for x in the equation: 2x − 4 = 4x + 6.

Think Write

1 Write the given equation. 2x − 4 = 4x + 6

2 Transpose 4x to the LHS of the equation by subtracting 2x − 4x − 4 = 4x − 4x + 6
−2x − 4 = 6
it from both sides of the equation.

102 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
 −2x
3 Add 4 to both sides of the equation. −4+4=6+4
−2x = 10

-2x 10
4 Divide both sides of the equation by −2. -2
= -2

5 Simplify. x = −5

If the equation contains brackets, they should be expanded first. In some cases, however,
both sides of the equation can be divided by the coefficient in front of the brackets instead of
expanding.

Worked Example 12

Solve for x in 2(x + 5) = 3(2x - 6).

Think Write

Method 1: Using the rule

1 Write the given equation. 2(x + 5) = 3(2x − 6)
2 Expand each of the brackets on both sides of 2x + 10 = 6x − 18
the equation.
3 Transpose 6x to the LHS of the equation 2x − 6x + 10 = 6x − 6x − 18
−41x + 10 = −18
by subtracting it from both sides of the
equation.
−4x
4 Subtract 10 from both sides of the equation. + 10 − 10 = −18 − 10
−4x = −28

-4 x - 28
5 Divide both sides of the equation by −4.
-4
= -4

6 Simplify. x=7
Method 2: Using a CAS calculator
1 On the Main screen, tap:
•  Action
•  Advanced
•  solve
Complete the entry line as:
solve (p = 2(x + 5) = 3(2x - 6), x)
Then press E.

2 Write the answer. Solving 2(x + 5) = 3(2 x − 6) for x, gives x = 7.

Chapter 4  Algebra 103

 If an equation contains a fraction, we should first remove the denominators by multiplying each
term of the equation by the lowest common denominator (LCD).

Worked Example 13

x+2 x
Find the value of x that will make the following a true statement: = 5- .
3 2

Think Write

Method 1: Using the rule

1 Write the given equation. x+2 x
= 5-
3 2
2 Determine the LCD of 2 and 3. LCD of 2 and 3 is 6.
x+2 x
3 Multiply each term of the equation by the ×6 = 5×6- ×6
LCD. 3 2

6( x + 2) 6x
4 Simplify both sides of the equation. = 30 -
3 2
2(x + 2) = 30 − 3x
5 Expand the bracket on the LHS of the 2x + 4 = 30 − 3x
equation.
6 Add 3x to both sides of the equation. 2x + 3x + 4 = 30 − 3x + 3x
5x + 4 = 30
7 Subtract 4 from both sides of the equation. 5x + 4 − 4 = 30 − 4
5x = 26
5 x 26
8 Divide both sides of the equation by 5. =
5 5
1
9 Simplify. x = 5 5 (or 5.2)
Method 2: Using a CAS calculator
1 On the Main screen, tap:
•  Action
•  Advanced
•  solve
Complete the entry line as:
x+2 x 
solve  = 5 - , x
 3 2 
Then press E.

2 Write the answer. x+2 x 26 1

Solving = 5 - for x, gives x = or 5 5.
3 2 5

104 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
 Sometimes in equations containing fractions, a pronumeral appears in the denominator. Such
equations are solved in the same manner as those in the previous examples. However, care must
be taken to identify the value (or values) for which the pronumeral will cause the denominator to
be zero. If in the process of obtaining the solution the pronumeral is found to take such a value,
it should be discarded.
Even though the process of identifying the value of the pronumeral that causes the
denominator to be zero is at this stage merely a precaution, this process should be practised as it
will prove useful in future chapters.

Worked exAmple 14
eBook plus
2 3 1
Solve the following equation for x: + = . Tutorial
x 2x x - 1 int-1042
Worked example 14

Think WriTe

Method 1: Using the rule

1 Identify the values of x that will cause the First fraction: x=0
denominator to be zero. Second fraction: 2x = 0
Note: Once the equation has been solved, x=0
values that cause the denominator to be zero Third fraction: x - 1 = 0
will be discarded. x=1
x cannot assume the values of 0 and 1, since this will
cause the fraction to be undefined.

2 Write the given equation. 2 3 1

+ =
x 2x x - 1
3 Determine the LCD of x, 2x and x - 1. LCD of x, 2x and x - 1 is 2x(x - 1).

4 Multiply each term of the equation by the 2 3 1

× 2 x ( x - 1) + × 2 x ( x - 1) = × 2 x ( x - 1)
LCD. x 2x x -1

5 Simplify both sides of the equation. 4 x ( x - 1) 6 x ( x - 1) 2 x ( x - 1)

+ =
x 2x x -1
4(x – 1) + 3(x - 1) = 2x
6 Expand the brackets on the LHS of the 4x - 4 + 3x - 3 = 2x
equation. 7x - 7 = 2x

7 Collect like terms onto the LHS by 7x - 2x - 7 = 2x - 2x

subtracting 2x from both sides of the 5x - 7 = 0
equation.
8 Add 7 to both sides of the equation. 5x - 7 + 7 = 0 + 7
5x = 7
9 Divide both sides of the equation by 5. 5x 7
=
5 5
2
10 Simplify. x = 1 5 (or 1.4)
Note: The value of 1.4 is a valid solution.

Chapter 4 Algebra 105

 Method 2: Using a CAS calculator
1 On the Main screen, tap:
•  Action
•  Advanced
•  solve
Complete the entry line as:
2 3 1 
solve  + = ,x
 x 2 x x - 1 
Then press E.

2 3 1 7 2
2 Write the answer. Solving + = for x, gives x = or 1 5 .
x 2x x - 1 5

Simultaneous equations
It is impossible to solve one linear equation with two unknowns. There must be two equations
with the same two unknowns for a solution to be found.
Such equations are called simultaneous equations.
Graphical solution of simultaneous equations
If two straight lines intersect, the point of their intersection belongs to both lines and hence the
coordinates of that point (x, y) will represent the solution of two simultaneous equations that
define the lines.
When we are solving simultaneous equations graphically, the accuracy of the solution is
highly dependent on the quality of the graph. Therefore, all graphs must be drawn on graph
paper as accurately as possible.
It is good practice to verify any answer obtained from a graph by substituting it into the
original equations, or to check using a CAS calculator.

Worked Example 15

Solve the following pair of simultaneous equations graphically:

a x + 2y = 4 b y + 3x = 17
x - y = 1 2x - 3y = 4
Think Write
a 1 Rule up a set of axes. Label the a (See graph at step 7 on page 107.)
origin and the x and y axes.
2 Find the x-intercept for the x-intercept: when y = 0,
equation x + 2y = 4, by making x + 2y = 4
y = 0. x+2×0=4
x=4
The x-intercept is at (4, 0).
3 Find the y-intercept for the y-intercept: when x = 0,
equation x + 2y = 4, by making x + 2y = 4
x = 0. Divide both sides of the 0 + 2y = 4
equation by 2. 2y = 4
y=2
The y-intercept is at (0, 2).

106 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
 4 Plot the points on graph paper and (Refer to the graph at step 7.)
join them with the straight line.
Label the graph.
5 Find the x-intercept for the x-intercept: when y = 0,
equation x – y = 1, by making x−y=1
y = 0. x−0=1
x=1
The x-intercept is at (1, 0).
6 Find the y-intercept for the y-intercept: when x = 0,
equation x − y = 1, by making x−y=1
x = 0. Multiply both sides of the 0−y=1
equation by −1. −y = 1
−
y × 1 = 1 × −1
−

y = −1
The y-intercept is at (0, −1).
7 Plot the points on graph paper and y
join them with the straight line. x–y=1
Label the graph.
2 x + 2y = 4
1 (2, 1)

0 x
−1 1 2 4

8 From the graph, read the coordinates The point of intersection between the two graphs is
of the point of intersection. (2, 1).
9 Verify the answer by substituting Substitute x = 2 and y = 1 into x + 2y = 4.
the point of intersection into the LHS = 2 + 2 × 1 RHS = 4
original equations. =2+2
=4
LHS = RHS
Substitute x = 2 and y = 1 into x − y = 1
LHS = 2 − 1 RHS = 1
=1
LHS = RHS
In both cases LHS = RHS; therefore, the solution set
(2, 1) is correct.
b 1 Rearrange both equations to make y b
the subject. To do this, on the Main
screen, complete the entry lines as:
solve(y + 3x = 17, y)
solve(2x - 3y = 4, y)
Press E after each entry.

Chapter 4  Algebra 107

 2 On the Graph & Tab screen,
complete the function entry lines as:
y1 = 2( x - 2)
3
y2 = 17 - 3x
Tick the equation boxes and tap $.

3 To find the point of intersection, tap:

•  Analysis
•  G-Solve
•  Intersect

4 Write the answer. The point of intersection between the two graphs is
(5, 2).

Parallel lines
If two equations have the same gradient, they represent parallel lines. Such lines will never meet
and so never have a point of intersection (that is, there is no solution).
The following pair of equations, y = 2x + 3 and y = 2x + 5 define two y
parallel lines; hence, there is no solution. The graph at right demonstrates 5
that the straight lines never intersect. 5
+ 3
2x 3
y= +
2x
y=
0 x
Coincidental lines
If two lines coincide, then there are an infinite number of solutions. y 1
+
For example, consider the two straight lines given by the equations 2x −2
y = 2x + 1  and  4x − 2y = −2. y= y=
2
−
4x
Rearranging the second equation 4x − 2y = −2
we obtain the same line. 4x − 4x − 2y = −4x − 2
−2y = −4x − 2 0 x

-2y -4 x 2
-2
= -2
--
2
y = 2x + 1

108 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
 The two equations when graphed represent the same line — they coincide. Therefore, every
point on the line will represent the solution as there is not one unique point that satisfies both
equations.

Algebraic solution of simultaneous equations

When using algebra to solve simultaneous equations, the aim is to obtain one equation with one
unknown from two equations with two unknowns by various algebraic manipulations. This can
be done in two ways — substitution and elimination — as outlined below.
Substitution method
The method of substitution is easy to use when at least one of the equations represents one
unknown in terms of the other.
To solve simultaneous equations using the method of substitution:
1. Check that one of the equations is transposed so that one of the unknowns is expressed in
terms of the other.
2. Substitute the transposed equation into the second equation.
3. Solve for the unknown variable.

Worked Example 16

Use the method of substitution to solve the simultaneous equations y = 2x + 3 and 4x - y = 5.

Think Write

1 Write the equations one under the other, and number y = 2x + 3 [1]
them. 4x − y = 5 [2]
2 Substitute the expression for y (2x + 3) from Substituting (2x + 3) into [2]:
equation [1] into equation [2]. 4x − (2x + 3) = 5
Note: By substituting one equation into the other, we
are left with one equation and one unknown.
3 Solve for x. 4x − 2x − 3 = 5
(a)  Expand the brackets on the LHS of the equation. 2x − 3 = 5
(b) Simplify the LHS of the equation by collecting like 2x − 3 + 3 = 5 + 3
terms. 2x = 8
(c)  Add 3 to both sides of the equation. 2x 8
(d)  Divide both sides of the equation by 2. =
2 2
x=4

4 Substitute 4 in place of x into [1] to find the value of y. Substituting x = 4 into [1]:
y=2×4+3

5 Evaluate. =8+3
= 11

6 Answer the question. Solution: x = 4, y = 11 or solution

set (4, 11).
7 Verify the answer by substituting the point of The answer was checked using a CAS
intersection into the original equations or use a CAS calculator and found to be correct.
calculator.

If neither of the equations give one unknown in terms of the other, we can still use a method of
substitution by first transposing one of the equations.

Chapter 4  Algebra 109

 Elimination method
As the name suggests, the idea of the elimination method is to eliminate one of the variables.
This is done in the following way.
1. Choose the variable you want to eliminate.
2. Make the coefficients of that variable equal in both equations.
3. Eliminate the variable by either adding or subtracting the two equations.
Once this is done, the resulting equation will contain only one unknown which then can be
easily found.

Worked Example 17

Use the elimination method to solve the following simultaneous equations.

2x + 3y = 4
x - 3y = 2
Think Write

1 Write the equations one under the other, and number 2x + 3y = 4 [1]
them. x − 3y = 2 [2]
2 Add equations [1] and [2] to eliminate y. [1] + [2]:
Note: y is eliminated since the coefficients of y in both 2x + 3y = 4
equations are equal in magnitude and opposite in sign. + (x − 3y = 2)
3x = 6

3x 6
3 Divide both sides of the equation by 3. =
3 3
x=2
4 Substitute the value of x into equation [2]. Substituting x = 2 into [2]:
Note: x = 2 may be substituted in either equation. x − 3y = 2
5 Solve for y. 2 − 3y = 2
(a)  Subtract 2 from both sides of the equation. 2 − 2 − 3y = 2 − 2
(b)  Divide both sides of the equation by −3. −3y = 0

-3y 0
-3
= -
3
y=0
6 Answer the question. Solution: x = 2, y = 0 or solution
set (2, 0).
7 Verify the answer by substituting the point of The answer was checked using a CAS
intersection into the original equations or using a CAS calculator and found to be correct.
calculator.

If there is no pair of equal coefficients, we can make them the same by multiplying or dividing
one or both equations by an appropriate number.

Worked Example 18

Solve the following simultaneous equations using a CAS calculator.

2x + 3y = 4
3x + 2y = 10

110 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
 Think Write

1 On the Main screen, tap:

•  )
•  {N
Complete the entry line as shown.
Then press E.

2 Answer the question. 22 -8  22 - 8 

Solution: x = 5
, y= 5
or  5
,
5
.

REMEMBER

1. A linear equation is an equation that contains a pronumeral raised to the power of 1. It

may also be called an equation of the first degree.
2. Linear equations are solved by using inverse operations. When solving linear equations
the order of operations process, BODMAS, is reversed.
3. If the pronumeral appears more than once, the terms containing the unknown are
collected onto one side of the equation and the numbers onto the other.
4. If the equation contains brackets, either expand, or divide both sides by the coefficient
in front of the bracket.
5. If an equation contains fractions, multiply each term of the equation by the LCD.
Simultaneous linear equations can be solved either graphically or algebraically.
6. Graphical method:
– Draw the straight lines representing the equations and find the coordinates of the
point of intersection.
7. Algebraic methods:
(a) Substitution: Transpose one of the equations so that one of the unknowns is
expressed in terms of the other and substitute into the second equation.
(b) Elimination: Equate the coefficients of one unknown and eliminate it by either
adding or subtracting the two equations.

Exercise
4d Solving linear equations and simultaneous linear
equations
  1   WE 10  Solve the following equations.
a x + 3 = −16 b 3 − 2x = 10 c −0.2x = 10
- 6x x 1 3x
d = -5 e = f + 11 = 20
7 4 2 4

Chapter 4  Algebra 111

 - 2x x-9 6- x
g +3=-7 h =5 i =5
4 7 13
11x + 2 x 2x -
j =7 k 6 - = 15 l - 17 - = 20
5 2 3
  2   WE 11  Solve for x.
a 2x = 7 + 9x b 15x + 22 = −7x c 12 − 17x = −5x
−5x
d 3x + 4 = x − 6 e + 2 = 3x + 18 f 5x − 3 = −3 − 5x
g 2x − 7 = −2x + 1 h 15x + 2 = 13x − 10 i 8 − 3x = 4 − x
−9 + 11x = −3 − x
j 13 − 3x = 4 − 6x k
  3   WE 12  Solve for x.
a 4(x − 20) = 16 b −(5 + 6x) = 13
c −2(2x − 7) = 3x d 8(2x + 1) = −2(7 − 3x)
e 4(x + 3) = 2(7 − 4x) + 5 f 5(2x − 4) − 3 + 7(2 − x) = 0
  4   WE 13  For each of the following, find the value of x that will make the statement true.
x + 4 2x + 1 x
a = b - x = 12
3 2 7
2x 7 x - 1 2 - 3x
c x + -3= 0 d =
6 4 5
7 x 3(2 - 3 x ) 5 x 3x - 2 7 - x 2 x + 1 1
e = + f + - =
3 2 8 4 3 2 6
7- x 2(3 x - 6) 4(6 - 2 x ) 3( x + 7)
g -4= h = 5-
5 3 9 6
  5   WE 14  For each of the following:
a state which value (or values) of x will cause the equation to be undefined
b solve for x.
2 1 4 3 4 2
i - = ii + =
x +1 x x x - 1 x 3x
2(3 x - 6) 1 4 5 7
iii ( x - 1)( x + 1) + x + 1 = x - 1 iv -
2x 4 x
=1

3(7 x - 4) - 15 11 -3
v = 4 vi - =
x-2 4 x 8x x - 3
  6   WE 15  Solve the following pairs of simultaneous equations graphically. Verify your answer
with a CAS calculator.
a 3x + y = 6, x − 2y = 2 b −x + 3y = 3, 2x + 3y = 12
c x = y + 2, 2y − x = 0 d 3x + 2y = −6, y = 1 − x
  7   MC  The pair of simultaneous equations y = 5 − x and y = −x − 1 has:
A 1 solution B 2 solutions C no solutions
D an infinite number of solutions E none of these
  8   MC  The pair of simultaneous equations 2x − 2y = 4 and y − x + 2 = 0 has:
A 1 solution B 2 solutions C no solutions
D an infinite number of solutions E none of these
  9 Complete the following statements.
a If two lines with different gradients go through the origin, then the solution to the
pair of simultaneous equations defining those lines is _______________
(give coordinates).
b If two lines have the same gradients but different y-intercepts, then the pair of
simultaneous equations defining such lines will have _______________ solution(s).

112 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
 c If two lines are defined by the equation y = mx + c and have the same value of c but
different values of m, then the solution to the pair of simultaneous equations will be
_______________ (give coordinates).
10   WE 16  Solve the following pairs of simultaneous equations by the method of substitution.
a y = 2x + 3 b x = y c y = 3x − 6
6x + y = 11 6x − 2y = 10 y = 16 + 5x
d x = −y e 2y − 6 = x f x = 5 − 4y
3x − 6y = 36 7x + 3y = −25 2y − 3x = 13
11   WE 17  Use the method of elimination to solve each of the following:
a 2x + y = 3 b x − y = 7 c 3x − 2y = −1
− −
4x − y = 9 y+x= 1 3x − 6y = −9
d x + 3y = 7 e 2x + 4y = 24 f 2x − y = 0
5x − 3y = −19 −6x + 4y = 8 2x − 4y = −9
12   MC  Nathan is solving a pair of simultaneous equations 2x − 3y = 5 [1] and 3x + 4y = 10 [2]
using the elimination method. To eliminate one of the variables, he could multiply equation [1]
and equation [2] by:
A 2 and 3 respectively B 3 and 4 respectively C 3 and 2 respectively
D 5 and 10 respectively E 4 and 2 respectively
13   WE 18  Solve each of the following pairs of equations using the elimination method.
2 1
a 2x − 3y = 8 b x − 2y = −4 c 3 x + 3y = 5
3x + 4y = −5 3x + y = 9 2x − y = -3
1 3
d 2y − x = −10 e 5y − 2x = 4 f 5
x + 5y = 5
x + 3y = −5 6x + y = 4 2y + x = 20
4 2 1
14   MC  Without solving the equation + = we know that x will not be equal to:
x - 3 x +1 x
A 3 B −1 C 0 D 0 or −1 E −1 or 3 or 0
3( x - 1) 4 - 2x
15   MC  To solve -5= , each term of the equation could be multiplied by:
2 3
A 2 B 3 C 4 D 5 E 6
2x
16   MC  To solve the equation = 4, the operations that must be performed are:
3 2
A × both sides by 2, then ÷ by 3 B × both sides by 3
2
C ÷ both sides by 3 D × both sides by 3, then ÷ by 4
E × both sides by 4, then ÷ by 2
Question 17 refers to the diagram at right. y
[2] [1]

2
1
0 x
1 3
−1
−2

17   MC  a The equation of line [1] is:

2 1
A y = 3 x − 2 B y = 2x − 2 C y = 2 x − 2
D y = 2x + 1 E y = 2 + 2x

Chapter 4  Algebra 113

 b The equation of line [2] is:
2 2 -2
a y = 3x + 2 b y = 3x + 3 c y= 3
x-2
d 3y = 2x + 6 e 3y + 2x = 6
c The point of intersection of the two lines has the coordinates:

a (, )
3
2
1
2
 1
b  2, 2  c (2, 1) d
3 
 , 1
2
e
 3
 2, 
2

18 Find the value of z, such that the solution to the following equation is x = 1.
3 z 8x
- =
x - 2 x + 1 ( x - 2)( x + 1)
19 Solve the following equation.
5 4 6
= +
2x - 2 x - 1 x - 2
20 Find the values of x, y and z in the following three simultaneous equations with three
unknowns.
2x + 3y - z = -7 3x + 2y + z = 2 x - 4y + 2z = 15 eBook plus

Digital doc
Investigation
Comparing production costs

4e Applications
Linear equations can often be used to help us in problem solving. This is usually done in the
following way.
1. Identify the unknown and choose any convenient pronumeral (usually x) to represent it.
2. Use the information given in the problem to compose an equation in terms of the pronumeral.
3. Solve the equation to find the value of the pronumeral.
4. Interpret your result by relating the answer back to the problem.

Worked exAmple 19

If the sum of twice a certain number and 5 is multiplied by 3 and then divided by 7, the result is 9.
Find the number.
Think WriTe

1 Assign the pronumeral x to the unknown value. Let x = the unknown number.
2 Build the equation according to the information given.
(a) Twice the number — this means × 2, so write this. 2x
(b) The sum of twice the number and 5 — this means 2x + 5
2x + 5, so add this on.
(c) The sum is multiplied by 3 — this means 3(2x + 5). 3(2x + 5)
Add this on.
Note: We include brackets to indicate the order of
operations.

3(2 x + 5) 3(2 x + 5)
(d) The result is divided by 7 — this means .
Add this on. 7 7

(e) The result is 9 — which means that all of the 3(2 x + 5)

previous computations will equal 9. Write this. =9
7

114 maths Quest 11 Advanced General mathematics for the Casio Classpad
3 Solve for x.
3(2 x + 5)
(a)  Multiply both sides of the equation by 7. ×7= 9×7
7
3(2x + 5) = 63
3(2 x + 5) 63
(b) Divide both sides of the equation by 3 since they =
are both divisible by 3. 3 3
2x + 5 = 21
(c)  Subtract 5 from both sides of the equation. 2x + 5 − 5 = 21 − 5
2x = 16
2 x 16
(d)  Divide both sides of the equation by 2. =
2 2
(e)  Simplify. x=8
4 Answer the question. The unknown number is 8.

Sometimes the problem contains more than one unknown. In such cases one of the unknowns is
called x and the other unknowns are then expressed in terms of x.

Worked Example 20

Sarah is buying tulip bulbs. Red tulip bulbs cost $5.20 each, while yellow tulip bulbs cost $4.70 each.
If 22 bulbs cost Sarah $107.40, how many of each type did she buy?

Think Write
1 Define the variables. Let x = the number of red tulip bulbs.
Note: Since there are 22 bulbs altogether, the number of Let 22 − x = the number of yellow tulip
yellow tulip bulbs is 22 − the number of red tulip bulbs; bulbs.
that is, 22 − x.
2 Write an expression for the cost of the red tulips. Total cost of red tulip bulbs
Note: One red tulip costs $5.20; therefore x red tulips = 5.20 × x
cost 5.20 × x. = 5.2x

Chapter 4  Algebra 115

 3 Write an expression for the cost of the yellow tulips. Total cost of yellow tulip bulbs
Note: One yellow tulip costs $4.70; therefore 22 − x = 4.70 × (22 − x)
tulips cost 4.70 × (22 − x). = 4.7(22 − x)
4 Formulate an equation relating the total cost of the red The total cost of the red and yellow tulip
and yellow tulips and the expressions obtained in steps bulbs is $107.40.
2 and 3. Also the total cost of red and yellow tulip
bulbs is 5.2x + 4.7(22 − x).
Therefore, 5.2x + 4.7(22 − x) = 107.4
5 Solve the equation.
(a)  Expand the brackets on the LHS of the equation. 5.2x + 103.4 − 4.7x = 107.4
(b)  Collect the like terms on the LHS of the equation. 0.5x + 103.4 = 107.4
(c)  Subtract 103.4 from both sides of the equation. 0.5x + 103.4 − 103.4 = 107.4 − 103.4
0.5x = 4

(d)  Divide both sides of the equation by 0.5. 0.5 x 4

=
0.5 0.5
(e)  Simplify. x=8
6 Interpret the answer obtained. There are 8 red and 14 (that is, 22 − 8)
yellow tulip bulbs.
7 Answer the question. Sarah purchased 8 red and 14 yellow tulip
bulbs.

Worked Example 21

A train (denoted as train 1) leaves station A and moves in the direction of station B with an average
speed of 60 km/h. Half an hour later another train (denoted as train 2) leaves station A and moves in
the direction of the first train with an average speed of 70 km/h. Find:
a   the time needed for the second train to catch up with the first train
b   the distance of both trains from station A at that time.

Think Write
1 Define the variables. Let x = the time taken for train 2 to reach train 1.
Note: Since the first train left half an hour Therefore, the travelling time, t, for each
earlier, the time taken for it to reach the train is:
meeting point will be x + 0.5. Train 1: t1 = x + 0.5
Train 2: t2 = x
2 Write the speed of each train. Train 1: v1 = 60
Train 2: v2 = 70
3 Write the distance travelled by each of the Train 1: d1 = 60(x + 0.5)
trains from station A to the point of the Train 2: d2 = 70x
meeting.
(Distance = speed × time.)
4 Equate the two expressions for distance. When the second train catches up with the first train,
Note: When the second train catches up with d1 = d2.
the first train, they are the same distance from
station A — that is, d1 = d2.

116 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
5 Solve the equation. On the Main screen, tap:
•  Action
•  Advanced
•  solve
Then complete the entry line as:
solve(60(x + 0.5) = 70x, x)
Then press E.

6 Substitute 3 in place of x into either of the Substitute x = 3 into d2 = 70x

two expressions for distance, say into d2. d2 = 70 × 3
7 Evaluate. = 210
8 Answer the questions. a  The second train will catch up with the first train
3 hours after leaving station A.
b  Both trains will be 210 km from station A.

Simultaneous equations are used to solve a variety of problems containing more than one
unknown. Here is a simple algorithm that can be applied to any of them:
1. Identify the variables.
2. Set up simultaneous equations by transforming written information into algebraic sentences.
3. Solve the equations by using the substitution, elimination or graphical methods.
4. Interpret your answer by referring back to the original problem.

Worked Example 22

Find two consecutive numbers that add up to 99.

Think Write

1 Define the two variables. Let x = the first number.

Let y = the second number.
2 Formulate two equations from the information given x + y = 99 [1]
and number them. y = x + 1 [2]
Note: Consecutive numbers follow one another and
differ by 1. Hence, if x is the first number, the next
number will be x + 1 — that is, y = x + 1.
3 Substitute the expression (x + 1) from equation [2] for y Substituting (x + 1) into [1]:
into equation [1]. x + x + 1 = 99
4 Solve for x.
(a) Simplify the LHS of the equation by collecting like 2x + 1 = 99
terms.
(b)  Subtract 1 from both sides of the equation. 2x + 1 − 1 = 99 − 1
2x = 98

(c)  Divide both sides of the equation by 2. 2 x 98

=
2 2
x = 49

Chapter 4  Algebra 117

 5 Substitute 49 in place of x into equation [1] to find the Substituting x = 49 into equation [2]:
value of y. y=x+1
6 Evaluate. y = 49 + 1
= 50
7 Verify the answer by checking that the two values are 49 and 50 are consecutive numbers.
consecutive and that they sum 99. 49 + 50 = 99
The obtained values satisfy the problem.
8 Answer the question. The two consecutive numbers that add up
to 99 are 49 and 50.

Worked Example 23

Two hamburgers and a packet of chips cost $8.20, while one hamburger and two packets of chips
cost $5.90. Find the cost of a packet of chips and a hamburger.
Think Write
1 Define the two variables. Let x = the cost of one hamburger.
Let y = the cost of a packet of chips.
2 Formulate an equation from the first sentence 2x + y = 8.20 [1]
and call it [1].
Note: One hamburger costs $x, two
hamburgers cost $2x. Thus, the total cost of
cost of two hamburgers and one packet of
chips is 2x + y and it is equal to $8.20.
3 Formulate an equation from the second x + 2y = 5.90 [2]
sentence and call it [2].
Note: One packet of chips costs $y, two
packets cost $2y. Thus, the total cost of two
packets of chips and one hamburger is x + 2y
and it is equal to $5.90.
4 Solve for the simultaneous equations. On the
Main screen, tap:
•  )
•  {N
Complete the entry line as shown.
Then press E.

5 Answer the question and include appropriate A hamburger costs $3.50 and a packet of chips costs
units. $1.20.

It is extremely important to be consistent with the use of units while setting up equations.
For example, if the cost of each item is expressed in cents, then the total cost must also be
expressed in cents.

118 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
 REMEMBER

To solve worded problems using linear equations, follow these steps:

1. Identify the variables.
2. Set up an equation by transforming the written information into an algebraic statement
or statements.
3. Solve the equation.
4. Interpret the result by relating the answer back to the original problem.
To solve problems involving simultaneous equations, follow these steps:
5. Identify and define the variables.
6. Transform written information into algebraic statements.
7. Solve the pair of equations graphically or algebraically using the methods of
substitution or elimination.
8. Interpret the result by relating the answer back to the problem.
9. Always make sure the numbers in the equations are in the same units.

Exercise
4e Applications
  1   WE 19  The average of three consecutive odd numbers is −3. Find the largest number.
  2 Half of a certain number is subtracted from 26 and the result is then tripled, and the answer
is 18. Find the number.
  3 The sum of one-third of a number and 5 is 27. Find the number.
  4   WE20  Fiona is buying tulip bulbs. Red tulip bulbs cost $6.40 each, while yellow tulip bulbs
cost $5.20 each. If 28 bulbs cost Fiona $167.20, how many of each type did she buy?
  5 A rectangle is 2.5 times as long as it is wide. Find the dimensions of the rectangle if its
perimeter is 56 cm.
  6 In an isosceles triangle, two sides of equal length are together 8 cm longer than the third side.
If the perimeter of the triangle is 32 cm, what is the length of each side?
  7 In a scalene triangle the first angle is 3 times as large as the second, while the third angle is 20°
smaller than the second. Find the size of each angle; hence, name the triangle according to its
angles’ sizes.
  8 All items at a clothing store have been reduced by 15%. If Stephanie purchased a shirt at the
reduced price of $84.15, what was its original price?

Chapter 4  Algebra 119

   9   MC  a If 7 times a number subtracted from 52 gives 3, then the number is:
6
A −7 B 7 C 8 D 6 E 7 7
b The sum of one-quarter of a number and 10 is 15. The value of the number is:
A 100 B 50 C 40 D 20 E 10
1
10 a I am 3 times as old as my cousin Carla, who is 33 times as old as my daughter Nina. If our
total ages are 43 years, how old is my cousin?
b Another cousin, Zara, is Carla’s older sister. Zara is as many times as old as my daughter
Nina as the number of years that she is older than Carla. How old is my other cousin?
11 Simon is only 16 years old, but he has already lived in four different countries because of his
father’s job. He was born and spent a few years of his early childhood in the USA, then the
family moved to Germany, where he stayed one year longer than he had in the USA. After
that, he lived in London for twice as long as he had in Germany. Finally, they came to live in
Melbourne. So far, he has been in Australia for 2 years less than he lived in America.
a At what age did Simon leave his country of birth?
b For how long did Simon live in each country?
12 In the storeroom of a fruit shop there were two boxes of apples, one of Golden Delicious and
the other of Jonathans, which were to be sold at $2.80 and $3.50/kg, respectively. The apples,
however, were accidentally mixed together and, instead of sorting them out, the owner decided
to sell them as they were. So as not to make a loss, he sold the mixed apples at $3.10/kg. How
many kilograms of each type of apple were there if together they weighed 35 kg?
13   WE21  Alex and Nat are going for a bike ride.
Nat can ride at 10 km/h, while Alex can
develop a maximum speed of 12 km/h if he
needs to. Nat leaves home at 10 am, while
Alex stays behind for 15 minutes and then
sets out to catch up with Nat. When will
Alex reach Nat, assuming that both of them
are riding at their maximum speed?

14 Samuel is paddling with a constant speed towards a

certain place he has marked on his map. With the
aid of a current (which has a speed of 2 km/h) it
takes him only 1 h 20 min to reach his destination.
However, on the way back he has to paddle against the
current and it then takes him 4 h to reach his starting
point. Find Samuel’s speed on the still water.

15 One administrative assistant can type 1.5 times as fast

as another. If they both work together, they can finish
a certain job in 6 hours. However, the slower one
working alone will need 15 hours to finish the same
job. How many hours will the quicker assistant alone
need to complete the job?

120 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
16 Maya needs to renovate her house. She has enough money to pay a plumber for 28 days or
a carpenter for 21 days. For how many days can she pay the renovators if they both work at
the same time? If Maya’s next pay cheque will come in 2 weeks, can she afford to hire both
specialists until then?
17 In a particular school a number of VCE students obtained a tertiary entrance score higher than
99.4 and 15% more students obtained a score higher than 99.0, but lower than 99.4. If there
were 43 students whose tertiary entrance scores were above 99.0, how many of those obtained
a score above 99.4?
18   WE22  Find two consecutive numbers that add up to 89.
19 When three times the first number is added to twice the second number, the result is 13. Four
times the difference of those numbers is 44. Find the numbers.
20 Half of the sum of two numbers is 6 less than the first number. One-third of their difference is
one less than the second number. Find the numbers.
21 Five times the first number is twice as large as four times the second number. When the
difference of the two numbers is multiplied by 20, the result is 3. Find the numbers.
22 A rectangle’s length is 2 cm more than its width. If the perimeter of a rectangle is 24 cm, find
its dimensions and, hence, its area. (2x − 1) cm
23 In the rectangle at right, find the values of x and y.
Hence, determine the perimeter.
(x + 2) cm 10 cm

(5 + y) cm

24 The sides of an equilateral triangle have the following lengths: (x + y) cm, (2x − 3) cm and
(3y − 1) cm. Find the perimeter of the triangle.
25 The perimeter of a rhombus ABCD is 10 cm longer than the perimeter of an isosceles triangle
ABC. Find the length of AC, the diagonal of a rhombus, if it is 2 cm smaller than its side.
26 A table consists of 2 columns and 5 rows. Each of its cells is a rectangle with length x cm and
width y cm. The perimeter of the table is 70 cm and the total length of interior lines is 65 cm.
a Draw a diagram to represent the above information.
b Find the dimensions of each cell and comment on its shape.
27 Phuong conducts a survey. She asks 72 people whether or not they use the internet at home.
There were three times as many people who answered ‘Yes’ as those who answered ‘No’.
Find the number of people in each category and hence help Phuong to complete the following
statement: ‘According to the survey _______________ (insert fraction) of the population uses
the internet at home.’
28   WE23  At the end of the day, two shop assistants compare their sales. One sold 5 toasters and
2 sandwich-makers for a total of $149.65, while the other sold 3 of each for a total value of
$134.70. Find the price of each item.
29 In an aquatic centre, ‘pool and spa’ entry is $3.50, while ‘pool, spa, sauna and steam room’
entry is $5.20. At the end of the day, a cashier finds that she sold 193 tickets altogether and her
takings are 40c short of $800. How many of each type of ticket were sold?
30 Spiro empties his piggy bank. He has 42 coins, some of which are 5c coins and some of which
are 10c coins, to the total value of $2.50. How many 5c coins and how many 10c coins does he
have?
31 Maya and Rose are buying meat for a picnic. Maya’s family likes lamb more than pork, so she
buys 3 kg of lamb and only half as much pork. Rose’s family have different tastes, so she buys
4.5 kg of pork and one-third as much lamb. If Maya spends $13.50, which is $8.25 less than
Rose spends, what is the cost of 1 kg of each type of meat?

Chapter 4  Algebra 121

 32 Bella and Boris are celebrating their 25th wedding anniversary. Today, their combined age
is exactly 100. If Boris is 4 years older than Bella, how old was his bride on the day of their
wedding?
33 Interpreting Pty Ltd translates each English text into both French and Japanese. It takes a
French interpreter 0.6 hours to translate a page of any scientific text and 1 hour to translate a
page of fiction. A Japanese interpreter needs 0.95 hours to translate scientific text and 1.5 hours
for fiction. If the French interpreter works 8 hours a day, while the Japanese interpreter is
prepared to take some of her work home and spend up to 12.5 hours per day altogether, what
is the maximum number of pages of each type of text that can be translated each day by
Interpreting Pty Ltd?
34 Sasha is making dim sims and spring rolls for his guests. He is going to prepare everything first
eBook plus and then cook. On average it takes 0.2 hours to prepare one portion of dim sims and 0.25 hours
to prepare one portion of spring rolls. He needs 0.05 hours and 0.15 hours to cook each portion
Digital doc of dim sims and spring rolls respectively. If he spends 2 hours on preparation and 51 minutes
WorkSHEET 4.2
on cooking, how many portions of dim sims and spring rolls does Sasha make?

4f Algebraic fractions
Algebraic fractions are fractions that contain a pronumeral. Performing operations involving
these fractions involves the same rules as those for numerical fractions.

Addition and subtraction

Fractions can only be added or subtracted when they have a common denominator.

Worked exAmple 24

Simplify
x x x 3
a + b + .
2 5 2 x
Think WriTe

a 1 Find the lowest common denominator. a 2 × 5 = 10

Lowest common denominator = 10
5 5 x 2 x
2 Multiply the first term by 5 and the second × + ×
5 2 2 5
2
term by 2 . 5x 2 x
= +
10 10
7x
3 Add the numerators.
10
b 1 Find the lowest common denominator. b Lowest common denominator = 2x

x x2 6
2 Multiply the first term by and the second +
x 2x 2x
2
term by 2 .

x2 + 6
3 Add the numerators.
2x

122 maths Quest 11 Advanced General mathematics for the Casio Classpad
Worked exAmple 25
eBook plus
Simplify
Tutorial
3 2 2a 2 . int-1043
a - b -
x x-1 x+3 x-3 Worked example 25

Think WriTe

Method 1: Using the rule

a 1 Find the lowest common denominator. a Lowest common denominator = x(x - 1)
x -1 3( x - 1) 2x
2 Multiply the first term by and -
x -1 x ( x - 1) x ( x - 1)
the second term by x .
x
3( x - 1) - 2 x
3 Add the numerators.
x ( x - 1)
x-3
4 Expand and simplify the numerator.
x ( x - 1)
b 1 Find the lowest common b Lowest common denominator = (x + 3)(x - 3), or
denominator. x2 - 9
x-3 2a( x - 3) 2( x + 3)
2 Multiply the first term by and + 2
x-3 x2 - 9 x -9
the second term by x + 3 .
x+3
2a( x - 3) + 2( x + 3)
3 Add the numerators.
x2 - 9
2ax - 6a + 2 x + 6
4 Expand the numerator.
x2 - 9
Method 2: Using a CAS calculator
a 1 On the Main screen, tap: a
& •  Action &
b b
•  Transformation
•  combine
Complete the entry lines as:
combine  3 - 2 
 x x - 1

combine  2a - 2 
 x + 3 x - 3
Press E after each entry.

3 2 x-3
2 Write the answer. a - = 2
x x -1 x - x
2a 2 2ax - 2 x - 6a - 6
b - =
x+3 x-3 x2 - 9

Chapter 4 Algebra 123

 Multiplication and division
When multiplying, cancelling vertically or diagonally helps to simplify expressions before
multiplying top and bottom. This may involve factorising expressions to identify common
factors.

Worked Example 26

Simplify
3 x 2 20
a  ×
4 9x
x2 + 4 2y
b  × 2 .
6 y2 5 x + 20
Think Write
Method 1: Using the rule
a 1 Cancel common factors between a Common factors: 3, x, 4
numerators and denominators then 3 x 2 20 x 5
simplify. × = ×
4 9x 1 3
5x
2 Multiply numerators together and =
denominators together. 3

b
x2 + 4 2y
b 1 Factorise the denominator. ×
6y 2 5( x 2 + 4)
1 1
2 Cancel common factors and ×
simplify. 3y 5

1
3 Multiply numerators together and
denominators together. 15y

Method 2: Using a CAS calculator

a 1 On the Main screen, complete the a
& entry lines as: &
b b
3 x 2 20
×
4 9x
x +4
2 2y
× 2
6y2 5 x + 20
Press E after each entry.

3 x 2 20 5 x
2 Write the answers. a  × =
4 9x 3
x2 + 4 2y 1
b  × 2 =
6y 2 5 x + 20 15 y

124 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
 REMEMBER

1. To add or subtract algebraic fractions, first find a common denominator and solve by
adding or subtracting the numerator.
2. If the pronumeral is in the denominator, you can generally find the common
denominator by multiplying the denominators together.
3. When multiplying or dividing, cancel down before multiplying through numerators
and denominators.

Exercise
4f Algebraic fractions
1   WE24  Simplify the following expressions.
a 3a 2b 5b d 4d
a + b + c -
7 4 3 4 5 3
3g 4 g h 4 2k 5
d - e + f +
2 3 5 h 3 2
m 2 1 2n
g - h -
7 m 3n 3

2 Simplify the following expressions.

2 3 3 5 4 3
a + b + c +
p ( p + 2) 2q (q + 5) (r + 1) (r - 2)

1 7 3 2 3 5v
d - e - f +
(s - 3) (s + 4) (2t + 3) (t - 1) (2v - 3) 8

3w 5 5( x - 1) ( x + 3)
g - h +
2 ( w - 2) 3 2
3   WE25  Simplify the following expressions.
3 7 1 5 1 4
a - b + c +
( y + 3) ( y - 3) ( z + 2) ( z - 2) (3 - 2 x ) ( x - 2)
3 2 2 5 1 7
d + e + f -
(1 - y ) ( y + 3) (a + 3)2 (a + 3) (3b - 2) (3b - 2)2

2 2
4   MC  When simplifying the expression - , the lowest common denominator
is: ( x - 3) 2 3( x - 3)
a x - 3 b 3(x - 3) c (x - 3)2
d 3(x - 3)2 e 3(x - 3) 3

2a 2 - a 4 a 2 - 4 a + 1
5   MC  Simplifying ÷ gives:
2a 3 b 3 (2a 2 b) 2
2a 2 4a2 2a 2 b
a b c
b(2a - 1) b(2a - 1) (2a - 1)
- 2a 2 - 2a 2
d e
b(2a - 1) b(2a + 1)

Chapter 4  Algebra 125

 9 - e 2 2(e + 3)
6 mC Simplifying ÷ gives:
e2 e3
3- e 3- e e(3 - e) 3+ e 3+ e
a b c d e
2 2e 2 2 2e
7 We26 Simplify the following expressions.
2 x 3 2( x + 2) 3b 2(b + 5) d2 + 5 12d
a × b × c × 2
x+2 10 x 2 3(b + 5) 8b 2 3d 3 2d + 10
9 - e2 2e g 2 (2 - g) 3g 7h(h + 2) 12h 2
d × e × f × 3
e2 (3 + e) 6 4 - g2 2 7h + 14 h 2
8 Simplify the following expressions.
( j - 3)( j + 2) 12( j - 3)( j + 7) 2(k + 1)2 (k - 2) 15(k + 5)(k - 2)
a × - b ×
3( j + 7)2 2( j + 2)2 5(k + 5)3 3(k + 1)3
- ( n + 1) 2
2m 2 - m - 3 3m 9n
c × d ×
6(m - 1) 2m(2m - 3)2 6 n2 -1 n2
p + 3 3( p + 3) (q - 2)(q + 3) (q - 2)2
e ÷ f ÷
7 21 p q+5 3q + 15
3r 2 15r 3 3(s 2 - 4) 2s - 4
g ÷- h ÷
2(3r 2 + 5r + 2) (3r + 2) 18s - 27 - (4 s 2 - 9)

4G linear literal equations eBook plus

Interactivity
Literal equations are those that are written in terms of pronumerals int-0971
such that no unique numerical solution will be possible, but rather Linear literal equations
an expression containing these pronumerals. An equation such
as mx - n = p could be described as a linear literal equation in x, as it is linear and contains
pronumerals rather than numbers. (Note, that in this case x is defined as the variable.)
A solution to a literal equation can be determined algebraically by the use of inverse operations
just as a numerical equation can. The difference is that the solution will be a general one — that
is, in terms of the pronumerals.
In the example above, the solution to this equation will be obtained by isolating x as the subject
as follows:
mx - n = p (add n to both sides of the equation)
mx = p + n (divide by m on both sides of the equation)
p+ n
x=
m
Note that literal equations always contain at least one pronumeral (apart from the variable), but
they may also contain numerals.

Worked exAmple 27
Solve for x.
ax m 3n
a -c= d b =
b ( x - a) x
Think WriTe
ax
a 1 Add c to both sides. a -c = d
b
ax
=d+c
b

126 maths Quest 11 Advanced General mathematics for the Casio Classpad
 2 Multiply both sides by b. ax = b(d + c)
b ( d + c)
3 Divide both sides by a. x=
a
m 3n
b 1 Multiply both sides by x - a. b ( x - a) = x

3n( x - a)
m=
x
2 Multiply both sides by x. mx = 3n(x - a)
3 Expand. mx = 3nx - 3na
4 Collect x terms. 3nx - mx = 3na
5 Factorise. x(3n - m) = 3na
3na
6 Divide both sides by 3n - m. x=
3n - m

Solving simultaneous literal equations requires the same method as numerical linear equations,
namely, substitution or elimination methods. The solutions will be in terms of the pronumerals.

Worked exAmple 28
eBook plus
Solve for x and y.
Tutorial
ax - by = -4 int-1044
2ax - 3by = 6 Worked example 28

Think WriTe

1 Assign a number to each equation. ax - by = -4 [1]

2ax - 3by = 6 [2]
2 Multiply equation [1] by 2. Assign a number to the new 2ax - 2by = -8 [3]
equation.
3 Subtract equation [2] from equation [3] to eliminate the by = -14
x term.
-
4 Solve for y. 14
y=
b
5 Substitute this value of y into equation [1] and solve for x. ax + 14 = -4
ax = -18
-
18
x=
a
- -
18 14
6 State the solution. x= , y=
a b

rememBer

1. Solve linear literal equations by using inverse operations to obtain an equation with the
variable as the subject.
2. Solve simultaneous literal equations using elimination or substitution methods.
3. The solutions for literal equations will be in terms of the pronumerals.

Chapter 4 Algebra 127

 Exercise
4g Linear literal equations
1   WE27  Solve for x.
x 2x 2( x - m)
a =c b =y c =p
b w n
x+r d 3k
d = 3t e - f = g f +l = 4
s x x+l
1
g ax + b = h 2bx - c = 4a i a(b - x) = b - a
c
1 m 1
j - =m k r ( x - s) = l nx - p(x - q) = n(x + p)
x n b
1 1 bx cx c+ x d e
m +e= n + =n o + =
x+d f (x + d ) n m x 2 x 3x
dx
p x - = x- f
e
x y
2   MC  The solution to - = c in terms of x is:
a b
abc - ya a(c - a) ac(c - ay )
a b c
b b b
a(cb + y ) ac(c + ay )
d e
b b
3   WE28  Solve the following simultaneous equations.
a ax + by = a2 + b2 b ax + by = a2 - ab + 2b2
ax - by = a - b
2 2 ax - by = a2 - ab - 2b2
x y x y a+b
c + =1 d + = +1
a b a b a
x y x y a+b
- =3 + =
a b 2a b 2a
x a + b2 y
e + by = f (a - b) x + =4
a a b
x a2 + b2 y
+y= (b - a) x + =0
b ab 3b
-
x b
g a 2 x + by = ab - 2b 2 h - by =
a a
y b 2 - 2b
bx + = x a-b
a a + ay =
b b
n
4 The sum of n terms of an arithmetic sequence is given by the formula S = [2a + ( n - 1)d ],
2
where a is the first number of the sequence and d is the common difference.
a Transpose the formula to make a the subject and hence find the first term in a sequence
which has n = 26, d = 3 and S = 1079.
b Transpose the formula to make d the subject and hence find the common difference of an
arithmetic sequence with 20 terms, a = 18 and S = −20.

128 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
Summary
Review of index laws

a0 = 1
a1 = a
1
a- m =
am
am × an = am + n
am
am ÷ an = = am - n
an
(am)n = am × n
m
a n = n am = ( n a )
m

(a × b)m = am × bm

Standard form and significant figures

• The number of significant figures in a number can be determined by considering each of the following
rules:
1. Significant figures are counted from the first non-zero digit (1–9).
2. Any zeros at the end of the number after the decimal point are considered to be significant.
3. The trailing zeros at the end of a number are not considered significant.
4. All zeros between two non-zero digits are always significant.
• When performing calculations associated with significant figures, the following rules apply:
1. When adding or subtracting numbers, count the number of decimal places to determine the number of
significant figures. The answer cannot contain more places after the decimal point than the least number
of decimal places in the numbers being added or subtracted.
2. When multiplying or dividing numbers, count the number of significant figures. The answer cannot
contain more significant figures than the number being multiplied or divided with the least number of
significant figures.

Transposition
• Transposition is the rearrangement of terms within a formula.
• The subject of the formula is the variable that is by itself on one side of the equation, while all other
variables are on the other side.

Solving linear equations and simultaneous linear equations

• Linear equations can be solved by using inverse operations. When solving linear equations, the order of
operations process, BODMAS, is reversed.
• Simultaneous linear equations can be solved either graphically or algebraically.
1. Graphical method:
Draw the straight lines representing the equations and find the coordinates of the point of intersection.
2. Algebraic methods:
(a) Substitution: Transpose one of the equations so that one of the unknowns is expressed in terms of the
other and substitute into the second equation.
(b) Elimination: Equate the coefficients of one unknown and eliminate it by either adding or subtracting
the two equations.

Chapter 4  Algebra 129

 Applications using linear equations
• To solve worded problems using linear equations, follow these steps:
1. Identify the variables.
2. Set up an equation by transforming the written information into an algebraic statement or statements.
3. Solve the equation.
4. Interpret the result by relating the answer back to the original problem.

Applications using simultaneous equations

1. Identify and define the variables.
2. Transform written information into algebraic statements.
3. Solve the pair of equations graphically or algebraically using the methods of substitution or elimination.
4. Interpret the result by relating the answer back to the problem.
5. Always make sure the numbers in the equations are in the same units.

Algebraic fractions
• To add or subtract algebraic fractions, first find a common denominator and solve by adding or subtracting
the numerator.
• If the pronumeral is in the denominator, you can generally find the common denominator by multiplying the
denominators together.
• When multiplying or dividing, cancel down before multiplying through numerators and denominators.

Linear literal equations

• Linear literal equations are equations that have a variable, such as x, with constants and coefficients that are
either numbers or pronumerals.
• To solve linear literal equations, use the inverse operations to obtain an equation with the variable as the
subject in terms of the other pronumerals.
• The solution will be in terms of the pronumerals.
• Simultaneous linear literal equations can be solved using elimination or substitution methods. The solutions
will be in terms of the pronumerals.

130 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
chapter review

Short answer   9 A building company charges a $2300 set fee plus

$500 a day while it is working on a project within
2 -4 -1
the time limits that are specified by a contract.
-
  1 Simplify 5 x 5 y3 × (3 x 3 y 2 )2 .
If the project is completed earlier than the set time,
  2 Write the following in standard form and simplify: the company will still charge $500 for each of
a 450  000 ÷ 120  000  000 the remaining days. However, if the project is not
b 0.000012 × 0.34 completed by the due date, the company will pay
c 245 × 17  000 a $135 penalty for each extra day until the work is
done. From the given information, construct a set of
  3 Calculate the following to the correct number of
formulas for the total cost of work, T, the number
significant figures.
of days it takes to complete the job according to the
a 3.2418 + 103.27
contract, n, and the number of extra days, e.
b 1.0065 × 1  200
10 Jessica is 3 years older than Rebecca. In 5 years she
  4 Transpose each of the following formulas to make
will be 3 times as old as Rebecca was 2 years ago.
the pronumeral, indicated in brackets, the subject.
Find the girls’ present ages.
(If two pronumerals are indicated, make a separate
transposition for each.) 11 Simplify the following:
a 6x − 12y + 15 = 0 (x) 5m - 4 m + 6 1 4
a - b -
7(3 - 4 d ) 8(e + 7) 2 3 3x - 4 x
b = - 3 (d, e)
5 3 3 2
c +
  5 Solve for x. ( x + 1)( x - 2) ( x - 3)( x + 1)
2 x - 3 6 - 3x - 7x
- = 2+ 3( g - 2)( g + 3)2 12( g - 1)2 ( g + 3)5
5 4 3 12 Simplify × .
4( g - 1)4 ( g - 2)
6 a Find the equations of the two lines shown on the
diagram. 25w - 15 w2 - 9
13 Simplify ÷ .
y 2w - 8 4( w 2 - 16)
4 14 Solve for x.
b - ax
2 a = mn b px - w + x = pk
g 3 k
−1 0 x 15 Solve the following simultaneous equations for x
8 and y:
b Find the coordinates of the point of intersection y 5b
a 2ax - by = 1 + 2b2 b bx - =
(the diagram is not drawn to scale). a 2a
  7 Solve the following simultaneous equations.
Multiple choice
a 6x + 2y = 12
x − 2y = 2 3
 3m 2 
b 8y − 24 = 4x   1  is equal to:
 n4 
7x + 3y = −25
c 15 − 3x − 3y = 30 9m 5 27m6 3m3
a b c
2x + y = −4 n7 n12 n3
  8 Before opening the store, a cashier makes sure 6m 5 9m6
that his register contains at least $5 in change. He D E
n7 n12
counts a number of 10c coins, twice as many 5c
coins and 4 times as many 20c coins to the total 2 The number of significant figures in 20.034 is:
value of exactly $5. How many coins of each type a 2 b 3 c 4
does he count? D 5 E 6

Chapter 4  Algebra 131

   3 The solution to 1303.45 + 23000 with the correct D Subtract 12; multiply by 4; divide by −3
number of significant figures is: E Multiply by 4; subtract 12; divide by −3
a 24303.5 b 24303.50 c 24300 10 An equation that is the same as 2(3x − 1) = 5x + 3
D 24303 E 24000 is:
  4 The solution to 25.69 × 2.5040 with the correct a 6x = 5x + 1 b 11x = 5
number of significant figures is: c x − 2 = 3 D −2 = 11x + 3
a 64.3 b 64.33 c 64 E 11x − 2 = 3
D 64.373 E 64.3730
11 The value for x that satisfies the equation
2B + 3 1 - 2x x
  5 If A = is transposed to make B the subject, + = 2 is:
then: 4 3 4
3
3 4A + 3 a 4 b 3 c
a B = 2A − 2 b B = 4
2 D −4 E −3
3
c B = 2A − 3 D B = 4A − 2 12 The value for x that satisfies the equation
6 8 4
E B = 4A +
3 - = is:
2 x +1 x x
a 12 b 6
Questions 6 and 7 refer to the shape
c 2 D −2
at right. −
E 6
13 The sum of solutions of the pair of simultaneous
equations y + x = 12 and 2y − x = 6 is:
a 36 b 12
c 20 D 24
22 E 18
  6 Using π = , the perimeter of a certain shape is
7 14 If y = 3x − 4 and y = 5 + 4x, then the values of x and
11x y, respectively, are:
given by P = x + x + x + . When transposed
7 a −9 and −31 b 9 and 31 c −31 and −9
to make x the subject, x is: D −9 and 31 E 9 and -31
7P 32
a b 15 The point of intersection y
32 7P of the two lines in the
7P graph at right is: 4
c 7P − 14 D
14 2
7( P - 3)
E x
11 −2 −10 5
  7 If the perimeter of the above shape is 8 cm, then x
is equal to: 1 1 1 1
4
a (1, 3) b (1 2 , 32) c (1 5 , 3 5 )
a 7
cm b 42 cm c 4 cm
1 1
D (1 9 , 3 9 ) E (2, 3)
2
D 3 11
cm E 1.75 cm
16 Which statement below is not true for the pair of
2x simultaneous equations y + x = 22 and 3x − y = 26?
  8 The solution to the equation - 5 = - 1 is:
3 A The sum of the numbers is 22.
a 1 b 2 c 3 B Three times the first number is 26 larger than
D 5 E 6 the second number.
3x C Three times one number is 26 smaller than the
  9 To solve 12 - = 6, the following operations other number.
4
could be performed to both sides of the equation: D The difference between 3 times one number
A Add 12; multiply by 4; divide by −3 and the other is 26.
B Multiply by 4; divide by −3; subtract 12 E When one number is subtracted from 22, the
C Multiply by −4; divide by 3; subtract 12 other number is obtained.

132 Maths Quest 11 Advanced General Mathematics for the Casio ClassPad
 17 If 3 times a number subtracted from 6 gives 9, then 21 Ben is 1 year short of being twice as old as Esther.
the number is: If their ages total 20 years, Ben is:
a 5 b −1 c 1 a 11 b 12 c 13 D 14 E 15
1 5( x - 1) ( x + 3)
D 3
E 3 22 When - is expressed as
3 2x
18 The perimeter of a regular hexagon is 12.6 cm ax 2 + bx + c
, then a, b and c, respectively, are:
more than the perimeter of a square with the same 6x
side length. The length of the side of a hexagon is:
a 10, 13 and 9 b 10, −13 and 9
a 2.1 cm b 3.15 cm c 1.26 cm
c −10, 13 and −9 D 10, −13 and −9
D 12.6 cm E 6.3 cm
E 10, 13 and −9
19 When half a number is subtracted from 8, the result
9 - e 2 2(e + 3)
is the same as adding double that number to 2. The 23 Simplifying ÷ gives:
equation that matches this information is: e2 e3
x x 3- e 3- e e(3 - e)
a 2 x - 8 = + 2 b 8 - 2 x = 2 + a b c
2 2 2 2e 2
x x 3+ e 3+ e
c 8 - = 2 + 2 x D + 8 = 2 x + 2 D E
2 2 2 2e
mx
x 24 The solution to x - = x - 3 p in terms of x is:
E - 8 = 2 x + 2 2
2 -6
6 6p
20 The sum of two numbers is 42 and their difference a b c
m m m
is 4. The smaller of the numbers is:
a 23 b 17 c 18 -6p 6
D E
D 19 E 24 m p

Extended response

1 Adrian has begun a new job as a car salesperson. His fortnightly wage is calculated in two parts: a set amount
of $600 plus 2% of sales made each fortnight.
a Write the rule describing Adrian’s fortnightly wage.
b How much can Adrian expect to earn if his sales in a particular fortnight are:
i $20 000
ii $65 000
iii $100 000?
c How much must Adrian make in sales to obtain a fortnightly wage of:
i $1300
ii $1800
iii $2400?
Brett, also a salesperson in the motor vehicle industry, is paid a fortnightly salary of $860 regardless of
sales made.
d Compare Adrian’s fortnightly wage to Brett’s fortnightly salary.
e Write the rule describing Brett’s fortnightly salary.
f How much would Adrian have to make in sales in one fortnight to obtain the same amount as Brett
earns?
2 Joseph has $15 000 to invest. He does not want to ‘keep all of his eggs in the one basket’, so he decides to split
the money in the following ways. He puts some of his money in the bank, which offers an interest rate of 6%
p.a., and the remainder into a building society, which offers an interest rate of 11% p.a. If Joseph plans to take
a trip to Queensland, costing $1200, and he wants to pay for the trip using only the interest earned from his
investments after 1 year, how must he split his $15 000?

Chapter 4  Algebra 133

 3 Michael wishes to rent a car for a long weekend. The cost, C, of renting a Toyota Corolla from company A is
given by
C = 25 + 0.08n, and the cost of renting from company B
C = 40 + 0.05n, where n is the number of kilometres travelled.
C
[2]

Cost ($)
[1]
40
25
0 Number of km n

a Which company, A or B, does line [1] represent?

b What could the numbers 25 and 40 represent?
c What does the point of intersection of lines [1] and [2] represent?
d Find the coordinates of the point of intersection.
e If Michael decides to travel along the Great Ocean Road, which is about 350 km each way, from which
company, A or B, should he rent so that he pays less?
f Next long weekend, Michael is planning to go to Phillip Island, which is about 150 km each way. From
which company should he rent this time?
g Explain to Michael how he can decide from which company to rent, if he knows the approximate
distance he intends to travel, without doing any calculations.
h Write the formula for d, the difference between the cost of renting the car from the two companies
(A or B).
i Write the difference equation which corresponds to the equation in part h.
j Use the difference equation to generate a table of values for distances from 0 to 1000 km inclusive,
with increments of 100 km. Hence, find the distance for which the cost of renting from company A will
exceed the cost of renting from company B by more than $10.
4 Novak Novelties manufactures a variety of children’s 3-D puzzles. The director of the company has asked 
his assistants Caitlin, Bridget and Emese to prepare a report on production costs, expenses and returns on the
puzzles. Each puzzle costs the company $15 to produce. In addition, the company has monthly overheads of
$21 000. The selling price of each puzzle is $45.
a Write an equation describing the expenses; that is, the total cost, C, of producing n puzzles each month.
b Write an equation describing the selling price of n puzzles.
c Plot and label the graph of the equation obtained in part a. Does it commence at the origin? Explain.
d Plot and label the graph of the equation obtained in part b on the same axis. Does it commence at the
origin? Explain.
e The point of intersection of the two lines on your graph is called the break-even point. Explain what this
means in terms of the given problem.
f Find the coordinates of the break-even point (point of intersection).
g Shade the portion between the two lines to the left of the break-even point. Explain what this portion 
represents.
h Shade the portion between the two lines to the right of the break-even point. Explain what this portion 
represents.
Profit may be defined as the selling price minus the total cost.
i Write an equation describing the profit obtained, P, after selling n puzzles.
j Determine whether a profit or loss is made when:
i 400 ii 600 iii 800 iv 1000 puzzles are sold in a particular month.

eBook plus

Digital doc
Test Yourself
Chapter 4

134 maths Quest 11 Advanced General mathematics for the Casio Classpad
 eBook plus ACTiviTies

chapter opener
Digital doc
•  10 Quick Questions: Warm up with ten quick
questions on algebra. (page 88)
4a Review of index laws
Tutorial
•  We3 int-1039: Watch how to simplify expressions
involving indices. (page 90)
4b Standard form and significant figures
Tutorial
•  We5 int-1040: Watch how to simplify an expression
involving the product and quotient of numbers in
4F algebraic fractions
standard form. (page 92)
Tutorial
4c Transposition •  We25 int-1043: Watch how to simplify algebraic
Tutorial expressions involving fractions. (page 123)
•  We9 int-1041: Watch how to solve equations for
4G Linear literal equations
specific pronumerals. (page 97)
Digital doc Interactivity
•  WorkSHEET 4.1: Transpose simple equations, and •  Linear literal equations int-0971: Consolidate your
use transposition to solve worded problems. understanding of how to solve linear literal
(page 101) equations. (page 126)
Tutorial
4d Solving linear equations and simultaneous •  We28 int-1044: Watch how to solve literal
linear equations simultaneous equations. (page 127)
Tutorial
chapter review
•  We14 int-1042: Watch how to solve equations
involving fractions. (page 105) Digital doc
Digital doc •  Test Yourself: Take the end-of-chapter test to test 
•  Investigation: Comparing production costs. your progress. (page 134)
(page 114)
To access eBookPLUS activities, log on to
4e applications www.jacplus.com.au
Digital doc
•  WorkSHEET 4.2: Transpose equations with
algebraic fractions and apply this method to more
complex worded problems. (page 122)

Chapter 4 Algebra 135