Systems of Equations

and Inequalities
Chapter Overview and Pacing

PACING (days)
Regular Block
LESSON OBJECTIVES Basic/ Basic/
Average Advanced Average Advanced
Solving Systems of Equations by Graphing (pp. 110–115) 1 optional 0.5 optional
• Solve systems of linear equations by graphing.
• Determine whether a system of linear equations is consistent and independent,
consistent and dependent, or inconsistent.
Solving Systems of Equations Algebraically (pp. 116–122) 1 optional 0.5 optional
• Solve systems of linear equations by using substitution.
• Solve systems of linear equations by using elimination.
Solving Systems of Inequalities by Graphing (pp. 123–128) 2 optional 1 optional
• Solve systems of inequalities by graphing. (with 3-3
• Determine the coordinates of the vertices of a region formed by the graph of a system Follow-Up)
of inequalities.
Follow-Up: Systems of Linear Inequalities
Linear Programming (pp. 129–135) 1 optional 0.5 optional
• Find the maximum and minimum values of a function over a region.
• Solve real-world problems using linear programming.
Solving Systems of Equations in Three Variables (pp. 136–144) 3 2 1.5 1
Preview: Graphing Equations in Three Variables (with 3-5 (with 3-5 (with 3-5 (with 3-5
• Solve systems of linear equations in three variables. Preview) Preview) Preview) Preview)
• Solve real-world problems using systems of linear equations in three variables.
Study Guide and Practice Test (pp. 145–149) 1 2 0.5 0.5
Standardized Test Practice (pp. 150–151)
Chapter Assessment 1 1 0.5 0.5
TOTAL 10 5 5 2

Pacing suggestions for the entire year can be found on pages T20–T21.

108A Chapter 3 Systems of Equations and Inequalities

 Timesaving Tools
™

All-In-One Planner
and Resource Center
Chapter Resource Manager See pages T12–T13.

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119–120 121–122 123 124 GCS 32 3-1 3-1

125–126 127–128 129 130 163 SC 5, 3-2 3-2 5

SM 63–66

131–132 133–134 135 136 163, 165 SC 6 3-3 3-3 (Follow-Up: graphing calculator)

137–138 139–140 141 142 164 GCS 31 3-4 3-4 colored pencils

143–144 145–146 147 148 164 3-5 3-5 (Preview: isometric dot paper,
two cardboard boxes)

149–162,
166–168

*Key to Abbreviations: GCS
Graphing Calculator and Speadsheet Masters,

SC
School-to-Career Masters,
SM
Science and Mathematics Lab Manual

Chapter 3 Systems of Equations and Inequalities 108B

 Mathematical Connections
and Background
Continuity of Instruction Solving Systems of Equations
by Graphing
This lesson extends the relationship between
linear equations and graphed lines by dealing with sys-
Prior Knowledge tems of two linear equations. One main idea of the les-
son is that the intersection of the two lines represents a
Students have worked with two-variable lin- point that satisfies both equations, so the coordinates of
ear equations, representing an equation as a that point are the solution to the system. In the lesson,
line on a graph, testing whether an ordered students draw the graph for each equation, find the
pair satisfies the equation, and solving for one coordinates of the intersection, and confirm that those
coordinates satisfy both equations. A second idea in the
variable in terms of the other. Also, students
lesson uses the fact that, for any two lines in a plane, the
have manipulated one- and two-variable lines must be intersecting, parallel, or coincident. If the
linear inequalities using properties lines intersect, then the system has exactly one solution
of inequalities. and is called consistent and independent. If the lines are
parallel, then the system has no solution and is called
inconsistent. If the lines coincide, then the system has
infinitely many solutions and is called consistent and
dependent.
This Chapter
Students use graphical methods to represent
two equations as lines in a single plane,
Solving Systems of
identify points common to the two lines, Equations Algebraically
and explore when the two lines have points Students explore three algebraic properties as
in common. Also, they develop algebraic the basis for solving systems of two linear equations
(all three properties were discussed in Lesson 1-3). One
methods to solve systems of two equations property is substitution. Students solve one of two
in two variables and extend those skills to equations for one of the two variables and then substi-
solve systems of three equations. Students tute the resulting expression into the other equation.
represent linear inequalities as regions of That gives them a single equation in one variable which
the plane, find regions that represent they solve and then use that solution in either of the
solutions, and solve linear two-variable equations to solve for the other variable.
A second property is addition. Given two equa-
programming problems. tions in standard form such that one variable has co-
efficients that are additive inverses, students add the
two equations. The resulting equation is in one variable.
Students solve that equation and then solve for the
other variable.
Future Connections A third property is multiplication. Given a sys-
Students will relate equations and graphs tem of two linear equations in standard form, students
can select two numbers so that, after multiplying each
for circles, parabolas, and hyperbolas. They
equation by one of the numbers, the result is another
will develop algebraic techniques for using system of two equations in which one variable has co-
matrices and their inverses to represent and efficients that are additive inverses. This new system
solve systems of equations. They will also can then be solved by addition.
explore systems that involve nonlinear The method of solution based on addition or
equations and/or nonlinear inequalities. multiplication-and-addition is called solving by
elimination.

108C Chapter 3 Systems of Equations and Inequalities

 Solving Systems of Solving Systems of Equations
Inequalities by Graphing in Three Variables
This lesson combines two skills, modeling This lesson stresses graphical models to explore
inequalities as regions of the coordinate plane and four possibilities for the solution of a system as the
solving systems of linear inequalities. The region intersection of three planes. (1) The three planes can
modeled by an inequality has a boundary line. intersect in a point, and the ordered triple for that
Rewriting the inequality as an equality describes that point is the single solution to the system. (2) The three
boundary line algebraically. For a system of two planes can intersect in a line, and the system has an
inequalities, students identify the region that is com- infinite number of solutions, any point on that line.
mon to the two inequalities. Also, given a system (3) Two equations represent one plane, which inter-
with at least three inequalities, students identify the sects the third plane; the solution is any point on the
region bounded by the system. Then, using pairs of line of intersection. (4) The three planes have no point
boundary-line equations as a system of equations, in common, either because the planes are parallel or the
they find the coordinates of the vertices of the region. lines of intersection of pairs of planes are parallel, and
Two cases are explored for a system of two the solution is the empty set. (Another possibility, not
inequalities where the boundary lines are parallel. In mentioned, is that all three equations represent the
one case, the region common to the two inequalities same plane and the solution is any point on that plane.
is between the two parallel boundary lines. In the The lesson stresses algebraic manipulation for
other case, there is no region common to the two solving a system of three equations in three variables;
inequalities, so the solution to the system is ∅. selecting two of the equations and using elimination to
produce a system of two equations in two variables;
Linear Programming solving that two-equation, two-variable system and
finding the values of the two variables; substituting
Solving a linear programming problem adds the values of those two variables into any of the
two steps to the skills of the previous lesson, evaluat- three-variable equations and finding the value of the
ing a given function using the vertex coordinates and third variable.
then comparing the results to identify the point that During the algebraic process of solving for
maximizes or minimizes the function. In a linear pro- the variables, finding always-false statements such as
gramming problem, each of the inequalities in the 0
1 means that at least two of the planes are paral-
system is called a constraint. The region that repre- lel; that system can have no solution. Finding an
sents the system’s solution is called the feasible region, always-true statement such as 0
0 means at least
and the intersections of pairs of boundary lines are two of the planes coincide. If the third plane inter-
referred to as the vertices of the feasible region. The sects or coincides with that plane, then the number of
function to be evaluated usually describes net income solutions is infinite; if the third plane is parallel to the
or cost. A bounded feasible region is one whose out- first plane, then the system has no solution.
line is a polygon, and an unbounded feasible region is
one whose boundary is not closed. Students are given
the fact that for a bounded region, the maximum and
minimum values of the income or cost function always
occur at a vertex. For an unbounded feasible region,
the income or cost function may have no maximum www.algebra2.com/key_concepts
or minimum value. Additional mathematical information and teaching notes
are available in Glencoe’s Algebra 2 Key Concepts:
Mathematical Background and Teaching Notes,
which is available at www.algebra2.com/key_concepts.
The lessons appropriate for this chapter are as follows.
• Graphing Systems of Equations (Lesson 18)
• Substitution (Lesson 19)
• Elimination Using Addition and Subtraction (Lesson 20)
• Elimination Using Multiplication (Lesson 21)

Chapter 3 Systems of Equations and Inequalities 108D

 and Assessment

Type Student Edition Teacher Resources Technology/Internet

Ongoing Prerequisite Skills, pp. 109, 115, 5-Minute Check Transparencies Alge2PASS: Tutorial Plus
INTERVENTION

122, 127, 135 Quizzes, CRM pp. 163–164 www.algebra2.com/self_check_quiz

Practice Quiz 1, p. 122 Mid-Chapter Test, CRM p. 165 www.algebra2.com/extra_examples
Practice Quiz 2, p. 135 Study Guide and Intervention, CRM pp. 119–120,
125–126, 131–132, 137–138, 143–144
Mixed pp. 115, 122, 127, 135, 144 Cumulative Review, CRM p. 166
Review
Error Find the Error, pp. 119, 142 Find the Error, TWE pp. 119, 142
Analysis Common Misconceptions, Unlocking Misconceptions, TWE p. 140
pp. 118, 130 Tips for New Teachers, TWE p. 144
Standardized pp. 115, 117, 120, 122, 127, TWE p. 117 Standardized Test Practice
Test Practice 134, 144, 149, 150–151 Standardized Test Practice, CRM pp. 167–168 CD-ROM
www.algebra2.com/
standardized_test
Open-Ended Writing in Math, pp. 114, 121, Modeling: TWE pp. 115, 127
Assessment 127, 134, 144 Speaking: TWE pp. 122, 144
Open Ended, pp. 112, 119, 125, Writing: TWE p. 135
ASSESSMENT

132, 142 Open-Ended Assessment, CRM p. 161

Chapter Study Guide, pp. 145–148 Multiple-Choice Tests (Forms 1, 2A, 2B), TestCheck and Worksheet Builder
Assessment Practice Test, p. 149 CRM pp. 149–154 (see below)
Free-Response Tests (Forms 2C, 2D, 3), MindJogger Videoquizzes
CRM pp. 155–160 www.algebra2.com/
Vocabulary Test/Review, CRM p. 162 vocabulary_review
www.algebra2.com/chapter_test

Key to Abbreviations: TWE = Teacher Wraparound Edition; CRM = Chapter Resource Masters

Additional Intervention Resources TestCheck and Worksheet Builder

The Princeton Review’s Cracking the SAT & PSAT This networkable software has three modules for intervention
The Princeton Review’s Cracking the ACT and assessment flexibility:
• Worksheet Builder to make worksheet and tests
ALEKS • Student Module to take tests on screen (optional)
• Management System to keep student records (optional)
Special banks are included for SAT, ACT, TIMSS, NAEP, and
End-of-Course tests.

108E Chapter 3 Systems of Equations and Inequalities

 Reading and Writing
in Mathematics
Intervention Technology Glencoe Algebra 2 provides numerous opportunities to
Alge2PASS: Tutorial Plus CD-ROM offers a incorporate reading and writing into the mathematics
complete, self-paced algebra curriculum. classroom.

Algebra 2 Alge2PASS Lesson Student Edition

Lesson
• Foldables Study Organizer, p. 109
3-2 5 Solving a System of Simultaneous • Concept Check questions require students to verbalize
Equations
and write about what they have learned in the lesson.
(pp. 112, 119, 125, 132, 142, 145)
ALEKS is an online mathematics learning system that • Writing in Math questions in every lesson, pp. 114, 121,
adapts assessment and tutoring to the student’s needs. 127, 134, 144
Subscribe at www.k12aleks.com. • Reading Study Tip, pp. 124, 129
• WebQuest, p. 120

Intervention at Home Teacher Wraparound Edition

• Foldables Study Organizer, pp. 109, 145
Log on for student study help. • Study Notebook suggestions, pp. 113, 119, 125, 132,
• For each lesson in the Student Edition, there are Extra 136, 142
Examples and Self-Check Quizzes. • Modeling activities, pp. 115. 127
www.algebra2.com/extra_examples • Speaking activities, pp. 122, 144
www.algebra2.com/self_check_quiz • Writing activities, p. 135
• For chapter review, there is vocabulary review, test • Differentiated Instruction, (Verbal/Linguistic), pp. 125,
practice, and standardized test practice. 141
www.algebra2.com/vocabulary_review • ELL Resources, pp. 108, 114, 121, 125, 126, 134,
www.algebra2.com/chapter_test 141, 143, 145
www.algebra2.com/standardized_test
Additional Resources
• Vocabulary Builder worksheets require students to
For more information on Intervention and define and give examples for key vocabulary terms as
Assessment, see pp. T8–T11. they progress through the chapter. (Chapter 3 Resource
Masters, pp. vii-viii)
• Reading to Learn Mathematics master for each lesson
(Chapter 3 Resource Masters, pp. 123, 129, 135, 141,
147)
• Vocabulary PuzzleMaker software creates crossword,
jumble, and word search puzzles using vocabulary lists
that you can customize.
• Teaching Mathematics with Foldables provides
suggestions for promoting cognition and language.
• Reading and Writing in the Mathematics Classroom
• WebQuest and Project Resources

For more information on Reading and Writing in

Mathematics, see pp. T6–T7.
Chapter 3 Systems of Equations and Inequalities 108F
 Notes Systems of Equations
and Inequalities
Have students read over the list
of objectives and make a list of
any words with which they are
not familiar. • Lessons 3-1, 3-2, and 3-5 Solve systems of
Key Vocabulary
linear equations in two or three variables. • system of equations (p. 110)
• Lesson 3-3 Solve systems of inequalities. • substitution method (p. 116)
• Lesson 3-4 Use linear programming to find • elimination method (p. 118)
maximum and minimum values of functions. • linear programming (p. 130)
• ordered triple (p. 136)
Point out to students that this is
only one of many reasons why
each objective is important.
Others are provided in the Systems of linear equations and inequalities can be used to model
introduction to each lesson. real-world situations in which many conditions must be met. For
example, hurricanes are classified using inequalities that involve
wind speed and storm surge. Weather satellites provide images of
hurricanes, which are rated on a scale of 1 to 5. You will learn how to
classify the strength of a hurricane in Lesson 3-3.

NCTM Local
Lesson Standards Objectives
3-1 1, 2, 6, 8, 9, 10
3-2 1, 2, 6, 7, 8, 9,
10
3-3 1, 2, 6, 8, 9, 10
3-3 1, 2
Follow-Up
3-4 1, 2, 6, 8, 9, 10
108 Chapter 3 Systems of Equations and Inequalities
3-5 1, 2, 10
Preview
3-5 1, 2, 6, 7, 8, 9,
10
Vocabulary Builder ELL

The Key Vocabulary list introduces students to some of the main vocabulary terms
Key to NCTM Standards: included in this chapter. For a more thorough vocabulary list with pronunciations of
1=Number & Operations, 2=Algebra, new words, give students the Vocabulary Builder worksheets found on pages vii and
3=Geometry, 4=Measurement, viii of the Chapter 3 Resource Masters. Encourage them to complete the definition
5=Data Analysis & Probability, 6=Problem of each term as they progress through the chapter. You may suggest that they add
Solving, 7=Reasoning & Proof, these sheets to their study notebooks for future reference when studying for the
8=Communication, 9=Connections, Chapter 3 test.
10=Representation
108 Chapter 3 Systems of Equations and Inequalities
Prerequisite Skills To be successful in this chapter, you’ll need to master This section provides a review of
these skills and be able to apply them in problem-solving situations. Review the basic concepts needed before
these skills before beginning Chapter 3.
beginning Chapter 3. Page
For Lesson 3-1 Graph Linear Equations
references are included for
additional student help.
Graph each equation. (For review, see Lesson 2-2.) 1–6. See pp. 151A–151F.
1. 2y
x 2. y
x  4 3. y
2x  3
Prerequisite Skills in the Getting
4. x  3y
6 5. 2x  3y
12 6. 4y  5x
10 Ready for the Next Lesson section
at the end of each exercise set
For Lesson 3-2 Solve for a Specified Variable review a skill needed in the next
Solve each equation for y. (For review, see Lesson 1-3.) lesson.
7. 2x  y
0 y
2x 8. x  y
4 y
x  4 9. 6x  2y
12 y
6  3x
5 1 1 1 For Prerequisite
10. 8  4y
5x y
2  x 11. y  3x
1 y
2  6x 12. x  2y
8 y
x  4
4 2 3 6 Lesson Skill
3-2 Simplifying Expressions
For Lessons 3-3 and 3-4 Graph Inequalities
(p. 115)
Graph each inequality. (For review, see Lesson 2-7.) 13–18. See pp. 151A–151F.
3-3 Inequalities (p. 122)
13. y  2 14. x  y  0 15. y  2x  2
3-4 Functions (p. 127)
16. x  4y  3 17. 2x  y  6 18. 3x  4y  10
3-5 Evaluating Expressions (p. 135)

For Lesson 3-5 Evaluate Expressions

Evaluate each expression if x
3, y
1, and z
2. (For review, see Lesson 1-1.)
19. 3x  2y  z 9 20. 3y  8z 13 21. x  5y  4z 0
22. 2x  9y  4z 11 23. 2x  6y  5z 22 24. 7x  3y  2z 20

Make this Foldable to record information about systems of

linear equations and inequalities. Begin with one sheet of
11"  17" paper and four sheets of grid paper.

Fold and Cut Staple and Label

Fold the short sides of Insert 2 folded half- Equatio of

ns Systemsties

the 11"  17" paper to sheets of grid paper Inequali

meet in the middle. Cut in each tab. Staple at

Linear
each tab in half as edges. Label each Progra
m
System ns
tio
s of

ming - Equa e
re
shown. tab as shown. in Th es
Varia
bl

Reading and Writing As you read and study the chapter, fill the tabs with notes,
diagrams, and examples for each topic.

Chapter 3 Systems of Equations and Inequalities 109

TM

Paraphrasing or Summarizing After students make their

Foldable, have them label the tabs to correspond to the lessons in
this chapter, combining Lessons 3-1 and 3-2 on the first tab.
For more information Students use their Foldable to take notes, define terms, record
about Foldables, see concepts, and write examples. At the end of each lesson, ask
Teaching Mathematics students to paraphrase or write a summary of the main ideas and
with Foldables. supporting details presented in the lesson. Summaries are useful
for condensing data and realizing what is important.

Chapter 3 Systems of Equations and Inequalities 109

 Lesson Solving Systems of
Notes Equations by Graphing
• Solve systems of linear equations by graphing.

1 Focus • Determine whether a system of linear equations is consistent and

independent, consistent and dependent, or inconsistent.
Vocabulary
5-Minute Check can a system of equations
• system of equations
Transparency 3-1 Use as a • consistent
be used to predict sales?
y
quiz or review of Chapter 2. • inconsistent Since 1999, the growth of in-store sales 70
• independent for Custom Creations by Cathy can be y
4.2x  29

Sales (thousands of dollars)

60
Mathematical Background notes • dependent modeled by y
4.2x  29, and the growth
are available for this lesson on of her online sales can be modeled by 50 (6, 54)

p. 108C. y
7.5x  9.3, where x represents the

number of years since 1999 and y 40
represents the amount of sales in 30
Building on Prior thousands of dollars. The equations y
7.5x  9.3
y
4.2x  29 and y
7.5x  9.3 are 20
Knowledge called a system of equations.
10
In Chapter 2, students solved x
and graphed equations. In this 1 2 3 4 5 6 7 8 9 10
0
lesson, students use similar Years Since 1999
procedures to solve and graph
systems of equations.
GRAPH SYSTEMS OF EQUATIONS A system of equations is two or more
can a system of equations with the same variables. To solve a system of equations, find the ordered
equations be used to pair that satisfies all of the equations. One way to do this is to graph the equations
on the same coordinate plane. The point of intersection represents the solution.
predict sales?
Ask students: Example 1 Solve by Graphing
• Are in-store sales or online Solve the system of equations by graphing. y

sales growing at a faster rate? 2x  y
5 2x  y
5

online sales xy
1 (2, 1)

• How can you tell which type Write each equation in slope-intercept form. O x
of sales are growing at a faster 2x  y
5 → y
2x  5 xy
1
rate? The slope, 7.5, of the online xy
1→y
x1
sales graph is greater than the The graphs appear to intersect at (2, 1).
other slope of 4.2, which means
the line for online sales is steeper. Study Tip CHECK Substitute the coordinates into each equation.
Checking 2x  y
5 xy
1 Original equations
Solutions 2(2)  1
5 21
1 Replace x with 2 and y with 1.
When using a graph to
find a solution, always 5
5 ⻫ 1
1⻫ Simplify.
check the ordered pair in
both original equations.
The solution of the system is (2, 1).

Systems of equations are used in businesses to determine the break-even point. The
break-even point is the point at which the income equals the cost. If a business is
operating at the break-even point, it is neither making nor losing money.
110 Chapter 3 Systems of Equations and Inequalities

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters Graphing Calculator and 5-Minute Check Transparency 3-1
• Study Guide and Intervention, pp. 119–120 Spreadsheet Masters, p. 32 Answer Key Transparencies
• Skills Practice, p. 121
• Practice, p. 122 Technology
• Reading to Learn Mathematics, p. 123 Interactive Chalkboard
• Enrichment, p. 124
 Example 2 Break-Even Point Analysis
MUSIC Travis and his band are planning to record their first CD. The initial
start-up cost is $1500, and each CD will cost $4 to produce. They plan to sell their
2 Teach
CDs for $10 each. How many CDs must the band sell before they make a profit?
GRAPH SYSTEMS OF
Let x
the number of CDs, and let y
the EQUATIONS
y
4x  1500
number of dollars. y
3000
Cost of x CDs is cost per CD plus startup cost. In-Class Examples Power
Point®

Dollars

(250, 2500)
2000
y
4x  1500
1000 1 Solve the system of equations
y
10x
Income price number x by graphing.
from x CDs is per CD times of CDs.
x  2y
0

0 100 200 300 400 500

y
10  x Number of CDs
x  y
6 (4, 2)
The graphs intersect at (250, 2500). This is the break-even point. If the band sells y
Music fewer than 250 CDs, they will lose money. If the band sells more than 250 CDs, xy
6
Compact discs (CDs)
they will make a profit.
store music digitally.
The recorded sound is (4, 2)
converted to a series of 1s CLASSIFY SYSTEMS OF EQUATIONS Graphs of systems of linear
and 0s. This coded pattern equations may be intersecting lines, parallel lines, or the same line. A system of
can then be read by an equations is consistent if it has at least one solution and inconsistent if it has no O x  2y
0 x
infared laser in a CD player. solutions. A consistent system is independent if it has exactly one solution or
dependent if it has an infinite number of solutions. 2 A service club is selling copies
of their holiday cookbook to
Example 3 Intersecting Lines raise funds for a project. The
Graph the system of equations and describe it as consistent and independent, printer’s set-up charge is
consistent and dependent, or inconsistent. $200, and each book costs $2
1 y
x   y
5 to print. The cookbooks will
2 3y  2x
6
3y  2x
6 (3, 4) sell for $6 each. How many
Write each equation in slope-intercept form. cookbooks must the members
1 x sell before they make a
x  y
5 → y
2x  10 O
2 1
x 2y
5 profit? more than 50 cookbooks
2
3y  2x
6 → y
x  2 y
3
400
The graphs intersect at (3, 4). Since there is one
solution, this system is consistent and independent. y
2x  200
300 (50, 300)

Dollars
200
Example 4 Same Line
Graph the system of equations and describe it as consistent and independent, 100 y
6x
consistent and dependent, or inconsistent.
9x  6y
24 y 0 50 100 150 x
6x  4y
16 9x  6y
24
Number of Cookbooks
3
9x  6y
24 → y
x  4
2 O x
3
6x  4y
16 → y
x  4
2 CLASSIFY SYSTEMS OF
Since the equations are equivalent, their graphs are EQUATIONS
the same line. Any ordered pair representing a point 6x  4y
16
on that line will satisfy both equations.
In-Class Example Power
Point®
So, there are infinitely many solutions to this system. This system is consistent
and dependent.
3 Graph the system of equations
www.algebra2.com/extra_examples Lesson 3-1 Solving Systems of Equations by Graphing 111
and describe it as consistent
and independent, consistent and
dependent, or inconsistent.
xy
5 consistent and
Differentiated Instruction x  2y
4 independent
y
Interpersonal Have students work in pairs to write three systems of O x
equations, one that is consistent and independent, one that is
consistent and dependent, and another that is inconsistent. To simplify
(2, –3)
the activity somewhat, you might require that each system include the
xy
5
equation 2x  y
1. Pairs can exchange their systems with another
pair of students to have their work checked. x  2y
4

Lesson 3-1 Solving Systems of Equations by Graphing 111

In-Class Examples Power Example 5 Parallel Lines
Point®
Graph the system of equations and describe it as consistent and independent,
4 Graph the system of equations consistent and dependent, or inconsistent.
and describe it as consistent 3x  4y
12 y

and independent, consistent and Study Tip 6x  8y
16 3x  4y
12

3
dependent, or inconsistent. Parallel Lines 3x  4y
12 → y
x  3
4 x
9x  6y
6 consistent and Notice from their 3
6x  8y
16 → y
x  2 O
equations that the lines
6x  4y
4 dependent have the same slope and
4
The lines do not intersect. Their graphs are 6x  8y
16
y different y-intercepts.
parallel lines. So, there are no solutions that
6x  4y
4 satisfy both equations. This system is inconsistent.

9x  6y
6
The relationship between the graph of a system of equations and the number of its
solutions is summarized below.
O x

Systems of Equations
5 Graph the system of equations consistent and consistent and
and describe it as consistent independent dependent inconsistent
and independent, consistent and y y y
dependent, or inconsistent.
15x  6y
0
5x  2y
10 inconsistent
y O x O x O x

15x  6y
0

intersecting lines; same line; parallel lines;

5x  2y
10 one solution no solution
infinitely many
O x solutions

Concept Check
Ask students to describe the
slopes and y-intercepts of the
Concept Check 1. Explain why a system of linear equations cannot have exactly two solutions.
1. Two lines cannot 2. OPEN ENDED Give an example of a system of equations that is consistent and
graphs of the equations in a independent. Sample answer: x  y
4, x  y
2
system that is consistent and intersect in exactly
two points. 3. Explain why it is important to check a solution found by graphing in both of the
independent, a system that is original equations. A graph is used to estimate the solution. To determine that
consistent and dependent, and a the point lies on both lines, you must check that it satisfies both equations.
system that is inconsistent. Guided Practice Solve each system of equations by graphing. 4–6. See margin for graphs.
different slopes, different y-intercepts; 4. y
2x  9 5. 3x  2y
10 6. 4x  2y
22
GUIDED PRACTICE KEY
same slope, same y-intercept; same y
x  3 (2, 5) 2x  3y
10 (2, 2) 6x  9y
3 (4, 3)
Exercises Examples
slope, different y-intercepts
4–6 1 Graph each system of equations and describe it as consistent and independent,
7–9 3–5 consistent and dependent, or inconsistent. 7–9. See margin for graphs.
Teaching Tip Remind students 10–12 2
that the graphs of equations with 7. y
6  x cons. and ind. 8. x  2y
2 incon. 9. x  2y
8 cons. and
the same slope and different y
x4 2x  4y
8 1
 x  y
4 dep.
2
intercepts are, by definition, parallel.
112 Chapter 3 Systems of Equations and Inequalities

Answers
4. y 5. y 6. y 7. y
3x  2y
10 4x  2y
22
(2, 5) (1, 5)
y
x  3 y
x4
O
(2, 2) x
y
6x
y
2x  9 2x  3y
10
x x (4, 3)
O O 6x  9y
3 O x

112 Chapter 3 Systems of Equations and Inequalities

 Application PHOTOS For Exercises 10–12, use the Developing a Roll of Film
10. y
0.08x  3.2,
graphic at the right.
10. Write equations that represent the cost
3 Practice/Apply

24 EXP
o Lab
y
0.10x  2.6 of developing a roll of film at each lab. Th e P h o t
11. The cost is $5.60 11. Under what conditions is the cost to
for both stores to develop a roll of film the same for either $3.20 per roll plus
develop 30 prints. store? 8¢ per print Study Notebook
12. When is it best to use The Photo Lab
Have students—

24 EXP
and when is it best to use Specialty Photos
Spe c i a l t y
Photos? You should use Specialty • add the definitions/ examples of
Photos if you are developing less than
30 prints, and you should use The Photo $2.60 per roll plus the vocabulary terms to their
10¢ per print
Lab if you are developing more than 30 Vocabulary Builder worksheets for
prints.
Chapter 3.
★ indicates increased difficulty
• include any other items(s) that
Practice and Apply
they find helpful in mastering the
Homework Help Solve each system of equations by graphing. 13–24. See pp. 151A–151F for graphs. skills in this lesson.
For See 13. y
2x  4 14. y
3x  8 15. x  2y
6
Exercises Examples
13–24, 37, 38 1
y
3x  1 (1, 2) y
x  8 (0, 8) 2x  y
9 (4, 1)
25–36 3–5 16. 2x  3y
12 17. 3x  7y
6 18. 5x  11
4y
39–47 2 2x  y
4 (3, 2) x  2y
11 (5, 3) 7x  1
8y (7, 6)
1
Extra Practice 19. 2x  3y
7 20. 8x  3y
3 21. x  2y
5
4
See page 832. 2x  3y
7 (3.5, 0) 4x  2y
4 (1.5, 5) 2x  y
6 (4, 2) About the Exercises…
2
22. x  y
3 ★ 23. 12x  y
0 ★ 24. 43x  15y
3 Organization by Objective
3
1 1 1 • Graph Systems of
y  x
6 (9,
3
3) x  y
2
4 2
(4, 2) 23x  35y
5 (3, 5) Equations: 13–24, 37–47
Graph each system of equations and describe it as consistent and independent, • Classify Systems of
consistent and dependent, or inconsistent. 25–36. See pp. 151A–151F for graphs. Equations: 25–36, 48
25. y
x  4 incon. 26. y
x  3 cons. 27. x  y
4 cons.
Odd/Even Assignments
y
x4 y
2x  6 and ind. 4x  y
9 and ind.
Exercises 13–38 are structured
28. 3x  y
3 cons. 29. y  x
5 incon. 30. 4x  2y
6 cons.
6x  2y
6 and dep. 2y  2x
8 6x  3y
9 and dep. so that students practice the
31. 2y
x cons. and ind. 32. 2y
5  x incon. 33. 0.8x  1.5y
10 cons.
same concepts whether they
8y
2x  1 6y
7  3x 1.2x  2.5y
4 and ind. are assigned odd or even
34. 1.6y
0.4x  1 cons. 35. 3y  x
2 incon. 36. 2y  4x
3 cons. and problems.
0.4y
0.1x  0.25 and dep. y  1x
2 4
x  y
2
ind. Alert! Exercises 52–57 require a
3 3
graphing calculator.
37. GEOMETRY The sides of an angle are parts of two lines whose equations are
2y  3x
7 and 3y  2x
9. The angle’s vertex is the point where the two Assignment Guide
sides meet. Find the coordinates of the vertex of the angle. (3, 1)
Basic: 13–21 odd, 25–37 odd,
38. GEOMETRY The graphs of y  2x
1, 4x  y
7, and 2y  x
4 contain the 39–41, 48–51, 58–79
sides of a triangle. Find the coordinates of the vertices of the triangle.
See margin for graph; (1, 3), (2, 1),(2, 3). Average: 13–37 odd, 39–44,
TRAVEL For Exercises 39–41, use the following information. 48–51, 58–79 (optional: 52–57)
Adam and his family are planning to rent a midsize car for a one-day trip. In the
Standard Rental Plan, they can rent a car for $52 per day plus 23 cents per mile. In
Advanced: 14–38 even, 39–73
39. y
52  0.23x, the Deluxe Rental Plan, they can rent a car for $80 per day with unlimited mileage. (optional: 74–79)
y
80
40. See margin for 39. For each plan, write an equation that represents the cost of renting a car.
graph; (120, 80). 40. Graph the equations. Estimate the break-even point of the rental costs.
41. Deluxe Plan 41. If Adam’s family plans to drive 150 miles, which plan should they choose?
www.algebra2.com/self_check_quiz Lesson 3-1 Solving Systems of Equations by Graphing 113

Answers
8. y 9. y 38. y 40. 120
(1, 3) y
80
2x  4y
8 y  2x
1
(120, 80)
4x  y
7 80
Cost ($)

O x
x
40 y
52  0.23x
O O x
x  2y
8 2y  x
4
(2,
1)
x  2y
2
1
2
xy
4 (
2,
3) 0 40 80 120 160
Miles

Lesson 3-1 Solving Systems of Equations by Graphing 113

 Study
NAME ______________________________________________ DATE

Guide andIntervention
Intervention,
____________ PERIOD _____
ECONOMICS For Exercises 42–44, use the graph below that shows the supply
3-1 Study Guide and
p. 119 and demand curves for a new multivitamin.
Solving(shown) and p.by 120
Systems of Equations Graphing
Graph Systems of Equations A system of equations is a set of two or more
In Economics, the point at which the supply equals the demand is the equilibrium
equations containing the same variables. You can solve a system of linear equations by
graphing the equations on the same coordinate plane. If the lines intersect, the solution is price. If the supply of a product is greater than the demand, there is a surplus and
that intersection point.
prices fall. If the supply is less than the demand, there is a shortage and prices rise.
Example Solve the system of equations by graphing. x  2y
4

Write each equation in slope-intercept form.

x  y
2
42. Supply, 200,000; 42. If the price for vitamins is $8 a y
x 14
x  2y
4 → y
2
demand, 300,000; bottle, what is the supply of the

Lesson 3-1
2
y
x  y
2 → y
x  2
The graphs appear to intersect at (0, 2). prices will tend to rise. product and what is the demand? 12
CHECK Substitute the coordinates into each equation.
x  2y
4 x  y
2
O x
Will prices tend to rise or fall?

Price ($)
0  2(2)
4 0  (2)
2
(0, –2)
Equilibrium
10 Supply
4
4 ✓ 2
2 ✓
The solution of the system is (0, 2).
43. Supply, 300,000; 43. If the price for vitamins is $12 a Price

Exercises
demand, 200,000; bottle, what is the supply of the 8
Solve each system of equations by graphing. prices will tend to fall. product and what is the demand?
1. y
   1
x
2. y
2x  2 3. y
   3
x Will prices tend to rise or fall? 6 Demand
3 2
x x
y
  4 (6, 1)
2
y
x  4 (2, 2) y
 (4, 1)
4 44. At what quantity will the prices x
y y y

O x (2, 2)
(4, 1)
stabilize? What is the equilibrium 0 150 200 250 300 350
(6, –1)
O x O x price for this product? 250,000; $10 Quantity (thousands)

POPULATION For Exercises 45–47, use the graphic that shows 2000 state
y x
4. 3x  y
0 5. 2x  
7
3
6.   y
2
2 populations.
x
x  y
2 (1, 3) y
1 (4, 3) 2x  y
1 (2, 3)
2
y y y
(–4, 3)
(1, 3)
O x

Population Gains (as of April 1, 2000)

O x O x
(–2, –3) Rank 1

Gl NAME
/M G ______________________________________________
Hill 119 DATE ____________
GlPERIOD
Al _____
b 2

Skills
3-1 Practice,
Practice (Average)
p. 121 and
Practice, p. 122 (shown) Rank 2 Rank 4
Solving Systems of Equations By Graphing
Population
Solve each system of equations by graphing. CA TX Rank 3 Rank 5
1. x  2y
0 2. x  2y
4 3. 2x  y
3 In the United States there is Pop: Pop:
y
2x  3 (2, 1) 2x  3y
1 (2, 1)
1
y
 x   (3, 3)
9
NY FL IL
2 2 approximately one birth 33,872,000 20,852,000
y y y
Pop: Pop: Pop:
(2, 1) every 8 seconds and one
15,982,000 12,419,000
(2, 1)

O x O x
O x
death every 14 seconds. 18,976,000
(3, –3)

Source: U.S. Census Bureau Average

4. y  x
3 5. 2x  y
6 6. 5x  y
4
411,000 387,000 98,600 304,000 98,900
y
1 (2, 1) x  2y
2 (2, 2) 2x  6y
4 (1, 1)
Annual Gain:
y y y

O x (1, 1)
(–2, 1) O x
(2, –2)
Source: U.S. Census Bureau
O x

Graph each system of equations and describe it as consistent and independent, 45. y
304x  ★ 45. Write equations that represent the populations of Florida and New York x years
consistent and dependent, or inconsistent.
7. 2x  y
4 8. y
x  2 9. 2y  8
x
15,982, after 2000. Assume that both states continue to gain the same number of
xy
2
y
x  y
4
y
1
y
x  4
2
y
y
98.6x  18,976 residents every year. Let y equal the population in thousands.
O (2, 0) x
O x ★ 46. Graph both equations for the years 2000 to 2020. Estimate when the populations
of both states will be equal. See margin for graph; 2015.
O x

consistent and indep. inconsistent consistent and dep. 47. Sample answer: 47. Do you think Florida will overtake New York as the third most populous state
SOFTWARE For Exercises 10–12, use the following information.
Location Mapping needs new software. Software A costs $13,000 plus $500 per additional
FL will probably be by 2010? by 2020? Explain your reasoning.
site license. Software B costs $2500 plus $1200 per additional site license.
ranked third by 2020.
10. Write two equations that represent the cost of
each software. A: y
13,000  500x, 24,000
Software Costs
(15, 20,500) The graphs intersect 48. CRITICAL THINKING State the conditions for which the system below is:
B: y
2500  1200x 20,000

in the year 2015, so (a) consistent and dependent, (b) consistent and independent, (c) inconsistent.
Total Cost ($)

A
16,000
11. Graph the equations. Estimate the break-even 12,000

ax  by
c a. a
d, c
f b. a  d c. a
d, c  f
point of the software costs. B
15 additional licenses
8,000
4,000
NY will still have a
12. If Location Mapping plans to buy 10 additional 0 2 4 6 8 10 12 14 16 18 20
higher population in dx  ey
f b e b e b e b e b e
site licenses, which software will cost less? B Additional Licenses

Gl NAME
/M G ______________________________________________
Hill 122 DATE ____________
Gl PERIOD
Al _____
b 2 2010, but FL will have
Reading
3-1 Readingto
to Learn
Learn Mathematics a higher population in 49. WRITING IN MATH Answer the question that was posed at the beginning of
Mathematics, p. 123 ELL the lesson. See margin.
Solving Systems of Equations by Graphing 2020.
Pre-Activity How can a system of equations be used to predict sales?
Read the introduction to Lesson 3-1 at the top of page 110 in your textbook.
How can a system of equations be used to predict sales?
• Which are growing faster, in-store sales or online sales? online sales
Include the following in your answer:
• In what year will the in-store and online sales be the same? 2005
• an explanation of the real-world meaning of the solution of the system of
Reading the Lesson equations in the application at the beginning of the lesson, and
1. The Study Tip on page 110 of your textbook says that when you solve a system of
equations by graphing and find a point of intersection of the two lines, you must always • a description of what a business owner would learn if the system of equations
check the ordered pair in both of the original equations. Why is it not good enough to
check the ordered pair in just one of the equations? representing the in-store and online sales is inconsistent.
Sample answer: To be a solution of the system, the ordered pair must
make both of the equations true.
114 Chapter 3 Systems of Equations and Inequalities

2. Under each system graphed below, write all of the following words that apply: consistent,
inconsistent, dependent, and independent.
y y y
NAME ______________________________________________ DATE ____________ PERIOD _____
46.
Population (Thousands)

O x O x O x
Enrichment,
3-1 Enrichment p. 124 24,000
inconsistent consistent; consistent; Investments y
98.6x  18,976
dependent independent
The following graph shows the value of two different investments over time.
Helping You Remember Line A represents an initial investment of $30,000 with a bank paying 20,000
3. Look up the words consistent and inconsistent in a dictionary. How can the meaning of
passbook savings interest. Line B represents an initial investment of $5,000 in
a profitable mutual fund with dividends reinvested and capital gains accepted in
(15, 20,500)
these words help you distinguish between consistent and inconsistent systems of shares. By deriving the linear equation y
mx  b for A and B, you can predict
equations? the value of these investments for years to come.
Sample answer: One meaning of consistent is “being in agreement,” or y 16,000
“compatible,” while one meaning of inconsistent is “not being in
agreement” or “incompatible.” When a system is consistent, the 35
y
304x  15,982
A
equations are compatible because both can be true at the same time (for
30
the same values of x and y). When a system is inconsistent, the
12,000
Amount Invested (thousands)

equations are incompatible because they can never be true at the 25

B
same time.
20

15

10
0 4 8 12 16 20
Years After 1999
114 Chapter 3 Systems of Equations and Inequalities
 Standardized 50. What are the coordinates (x, y) at which the graphs of 2x  3y
12 and
Test Practice 2x  y
4 intersect? A
A (3, 2) B (2, 3) C (1, 2) D (3, 6)
4 Assess
51. Which equation has the same graph as 4x  8y
12? C Open-Ended Assessment
A xy
3 B 2x  y
3 C x  2y
3 D 2x  2y
6 Modeling Have students draw
and label graphs showing each
Graphing INTERSECT FEATURE To use a TI-83 Plus to solve a system of equations, graph of the three kinds of systems,
Calculator both equations on the same screen. Then, select intersect, which is option 5 under similar to the graphs in the
the CALC menu, to find the coordinates of the point of intersection. Solve each Concept Summary following
system of equations to the nearest hundredth. 54. (4, 3.42)
Example 5 on p. 112, but using
52. y
0.125x  3.005 53. 3.6x  2y
4 54. y
0.18x  2.7
y
2.58 (3.40, 2.58) 2.7x  y
3 (5.56, 12) y
0.42x  5.1 the line given by 2x  3y
4 in
1 1 each system.
55. 1.6x  3.2y
8 56. y  x
6 57. y  5x
8
4 2
1.2x  2.4y
4 1 1
2y  x
3 y  8x
7
no solution 2 3 Getting Ready for
(9, 3.75) (2.64, 42.43)
Lesson 3-2
PREREQUISITE SKILL Lesson 3-2
Maintain Your Skills presents solving systems of
Mixed Review Graph each inequality. (Lesson 2-7) 58–60. See margin. equations. The process of solving
58. y  5  3x 59. 2x  y 4 60. 2y  1  x
equations algebraically involves
simplifying algebraic expressions.
Identify each function as S for step, C for constant, A for absolute value, Exercises 74–79 should be used
or P for piecewise. (Lesson 2-6) to determine your students’
61. y 62. y 63. y familiarity with simplifying
expressions.

O x O x O x Answers
58. y

A C S y
5  3x
Solve each equation. Check your solutions. (Lesson 1-4)
64. x  5
8 {13, 13} 65. w  3
12 {15, 9} 66. 6a  4
2 
O x
67. 32t  1
15 {2, 3} 68. 4r  3  7
10 69. k  7
3k  11 {9}
7
5, 
2

Write an algebraic expression to represent each verbal expression. (Lesson 1-3)
70. the sum of 8 and 2 times a number 8  2n
71. six less than the square of a number x 2  6 59. y
72. four times the sum of a number and 5 4(a  5) 2x  y
4
z
73. the quotient of a number and 3 increased by 1   1
3
O x
Getting Ready for PREREQUISITE SKILL Simplify each expression.
the Next Lesson (To review simplifying expressions, see Lesson 1-2.)
74. (3x  5)  (2x  3) x  2 75. (3y  11)  (6y  12) 9y  1
76. (5x  y)  (8x  7y) 3x  6y 77. 6(2x  3y  1) 12x  18y  6
78. 5(4x  2y  x  2) 15x  10y  10 79. 3(x  4y)  2(x  4y) x  4y
60. y
Lesson 3-1 Solving Systems of Equations by Graphing 115

Answer
O x
49. You can use a system of equations to track sales and make predictions about future growth
based on past performance and trends in the graphs. Answers should include the following.
2y  1
x
• The coordinates (6, 54) represent that 6 years after 1999 both the in-store sales and
online sales will be $54,000.
• The in-store sales and the online sales will never be equal and in-store sales will
continue to be higher than online sales.

Lesson 3-1 Solving Systems of Equations by Graphing 115

 Lesson Solving Systems of
Notes Equations Algebraically
• Solve systems of linear equations by using substitution.

1 Focus • Solve systems of linear equations by using elimination.

Vocabulary can systems of equations be

5-Minute Check • substitution method used to make consumer decisions?
Transparency 3-2 Use as a • elimination method In January, Yolanda’s long-distance bill y
quiz or review of Lesson 3-1. was $5.50 for 25 minutes of calls. The bill
7
38x  y
6.54
was $6.54 in February, when Yolanda made 6
Mathematical Background notes 38 minutes of calls. What are the rate per
are available for this lesson on

Monthly Fee ($)

minute and flat fee the company charges? 5

p. 108C. Let x equal the rate per minute, and let 4

y equal the monthly fee. 25x  y
5.5
can systems of 3
January bill: 25x  y
5.5
equations be used to February bill: 38x  y
6.54 2
make consumer decisions?
It is difficult to determine the exact 1
Ask students: coordinates of the point where the lines
x
• What is represented by the intersect from the graph. For systems of
equations like this one, it may be easier to 0 0.02 0.04 0.06 0.08 0.10 0.12
point of intersection of the two solve the system by using algebraic methods. Per Minute Rate ($)
graphs? The x-coordinate of the
point of intersection is the per
SUBSTITUTION One algebraic method is the substitution method. Using this
minute rate she pays for all her long- method, one equation is solved for one variable in terms of the other. Then, this
distance calls and the y-coordinate expression is substituted for the variable in the other equation.
is the monthly fee she pays.
Example 1 Solve by Using Substitution

2 Teach Use substitution to solve the system of equations.

x  2y
8
1
x  y
18
2
SUBSTITUTION Solve the first equation for x in terms of y.
Study Tip
In-Class Example Power x  2y
8 First equation
Point® Coefficient of 1
It is easier to solve for x
8  2y Subtract 2y from each side.
1 Use substitution to solve the the variable that has a Substitute 8  2y for x in the second equation and solve for y.
coefficient of 1. 1
system of equations. x  y
18 Second equation
2
1
x  4y
26 (8  2y)  y
18
2
Substitute 8  2y for x.
x  5y
10 (10, 4) 4  y  y
18 Distributive Property
2y
14 Subtract 4 from each side.
Teaching Tip Ask students what y
7 Divide each side by 2.
they believe characterizes a TEACHING TIP
Now, substitute the value for y in either original equation and solve for x.
system of equations that is a Have the students
good candidate for solving by substitute the value for x  2y
8 First equation
substitution. Sample answer: y in the other original x  2(7)
8 Replace y with 7.
equation. Have them x  14
8 Simplify.
when one of the equations is
choose the equation that
easily solved for one of the is easier to solve. x
22 The solution of the system is (22, 7).
variables
116 Chapter 3 Systems of Equations and Inequalities

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters School-to-Career Masters, p. 5 5-Minute Check Transparency 3-2
• Study Guide and Intervention, pp. 125–126 Science and Mathematics Lab Manual, Answer Key Transparencies
• Skills Practice, p. 127 pp. 63–66
• Practice, p. 128 Teaching Algebra With Manipulatives Technology
• Reading to Learn Mathematics, p. 129 Masters, p. 222 Alge2PASS: Tutorial Plus, Lesson 5
• Enrichment, p. 130 Interactive Chalkboard
• Assessment, p. 163
 Standardized Example 2 Compare Values In-Class Example Power
Test Practice Point®
Quantitative Comparison Test Item
2 Compare the quantity in
Compare the quantity in Column A and the quantity in Column B. Then Column A and the quantity
determine whether:
in Column B. Then determine
A the quantity in Column A is greater, whether:
B the quantity in Column B is greater, A the quantity in Column A
C the two quantities are equal, or is greater,
D the relationship cannot be determined from the information given. B the quantity in Column B
2x  y
11 is greater,
x  3y
13 C the two quantities are
Column A Column B equal, or
x y D the relationship cannot be
determined from the
information given.
Read the Test Item
You are asked to compare the values of x and y. Since this is a system of equations, 3x  y
7
you may be able to find the exact values for each variable. x  4y
11

Solve the Test Item

Column A Column B
x y A
Step 1 Solve the first equation for y in terms of x since the coefficient of y is 1.
2x  y
11 First equation
y
11  2x Subtract 2x from each side.

Step 2 Substitute 11  2x for y in the second equation. Standardized

x  3y
13 Second equation Test Practice
x  3(11  2x)
13 Substitute 11  2x for y.
x  33  6x
13 Distributive Property
Example 2 The form of the
5x
20 Simplify. question and answer choices may
x
4 Divide each side by 5. be confusing for some students.
Test-Taking Tip Remind students to read the
Step 3 Now replace x with 4 in either equation to find the value of y.
Memorize the choices instructions and the answer choices
for A, B, C, and D in the 2x  y
11 First equation carefully and double-check that they
quantitative comparison 2(4)  y
11 Substitute 4 for x. have selected the answer they
questions. You will save 8  y
11 Multiply.
time by not having to refer meant to choose.
to them for every question. y
3 Subtract 8 from each side.

Step 4 Check the solution.

2x  y
11 Original equation x  3y
13
2(4)  3
11 Replace x with 4 and y with 3. 4  3(3)
13
8  3
11 ⻫ Simplify. 4  9
13 ⻫

Step 5 Compare the values of x and y to answer the original problem.

x
4 and y
3
4 3
So, x y.
The answer is A.

www.algebra2.com/extra_examples Lesson 3-2 Solving Systems of Equations Algebraically 117

This CD-ROM is a customizable Microsoft® PowerPoint®

Interactive
presentation that includes:
Chalkboard
• Step-by-step, dynamic solutions of each In-Class Example
PowerPoint®
Presentations
from the Teacher Wraparound Edition
• Additional, Your Turn exercises for each example
• The 5-Minute Check Transparencies
• Hot links to Glencoe Online Study Tools

Lesson 3-2 Solving Systems of Equations Algebraically 117

ELIMINATION ELIMINATION Another algebraic method is the elimination method. Using this
method, you eliminate one of the variables by adding or subtracting the equations.
In-Class Examples Power
Point®
When you add two true equations, the result is a new equation that is also true.

3 Use the elimination method to Example 3 Solve by Using Elimination

solve the system of equations. Use the elimination method to solve the system of equations.
x  2y
10 4a  2b
15
x  y
6 (2, 4) 2a  2b
7
Study Tip In each equation, the coefficient of b is 2. If one equation is subtracted from the
4 Use the elimination method to Common other, the variable b will be eliminated.
solve the system of equations. Misconception 4a  2b
15
You may find it confusing
2x  3y
12 to subtract equations. It
() 2a  2b
7
5x  2y
11 (3, 2) may be helpful to 2a
8 Subtract the equations.
multiply the second a
4 Divide each side by 2.
Teaching Tip Remind students equation by 1 and
Now find b by substituting 4 for a in either original equation.
then add the equations.
to take time to plan their solution
strategy before they start their 2a  2b
7 Second equation

calculations. Stress that a little 2(4)  2b
7 Replace a with 4.

forethought may show that it is 8  2b
7 Multiply.

easier to eliminate one of the 2b
1 Subtract 8 from each side.
variables rather than the other. 1
b
 Divide each side by 2.
2
The solution is 4, .
1
2

Concept Check
Ask students what they might Sometimes, adding or subtracting the two equations will not eliminate either
look for to help them plan their variable. You may use multiplication to write an equivalent equation so that one
of the variables has the same or opposite coefficient in both equations. When you
strategy for solving a system of multiply an equation by a nonzero number, the new equation has the same set of
equations by elimination. Sample solutions.
answer: Look to see if the coefficients
for one of the variables are already Example 4 Multiply, Then Use Elimination
the same or if they are opposites. If Use the elimination method to solve the system of equations.
so, that variable can be eliminated by
3x  7y
14
subtracting or adding the given 5x  2y
45
equations.
Study Tip Multiply the first equation by 2 and the second equation by 7. Then add the
equations to eliminate the y variable.
Alternative
Method 3x  7y
14 Multiply by 2. 6x  14y
28
You could also multiply
the first equation by 5 5x  2y
45 Multiply by 7. () 35x  14y
315
and the second equation
41x
287 Add the equations.
by 3. Then subtract to
eliminate the x variable. x
7 Divide each side by 41.
Replace x with 7 and solve for y.
3x  7y
14 First equation
3(7)  7y
14 Replace x with 7.
21  7y
14 Multiply.
7y
35 Subtract 21 from each side.
y
5 Divide each side by 7.

The solution is (7, 5).

118 Chapter 3 Systems of Equations and Inequalities

Teacher to Teacher
Vickie McGlohon DH Conley H.S., Greenville, NC
"I have students make up 10 word problems that can be solved using a system
of two or three equations. All problems must be related to a theme, such as
sports. The problems must be illustrated and bound for presentation."

118 Chapter 3 Systems of Equations and Inequalities

 If you add or subtract two equations in a system and the result is an equation
that is never true, then the system is inconsistent and it has no solution. If the In-Class Example Power
Point®
result when you add or subtract two equations in a system is an equation that is
always true, then the system is dependent and it has infinitely many solutions. 5 Use the elimination method to
solve the system of equations.
Example 5 Inconsistent System 3x  5y
12
Use the elimination method to solve the system of equations. 6x  10y
21
8x  2y
17 There are no solutions for this
4x  y
9 system of equations.
Use multiplication to eliminate x.
8x  2y
17 8x  2y
17
4x  y
9 Multiply by 2. 8x  2y
18
0
35 Add the equations.
3 Practice/Apply
Since there are no values of x and y that will make the equation 0
35 true, there
are no solutions for this system of equations.
Study Notebook
Have students—
• add the definitions/examples of
Concept Check 1. OPEN ENDED Give an example of a system of equations that is more easily
solved by substitution and a system that is more easily solved by elimination. the vocabulary terms to their
1. See students’ work;
one equation should 2. Make a conjecture about the solution of a system of equations if the result of Vocabulary Builder worksheets for
have a variable with a subtracting one equation from the other is 0
0. Chapter 3.
coefficient of 1. 3. FIND THE ERROR Juanita and Vincent are solving the system
2x  y
6 and 2x  y
10.
• add the tip for Example 2 to their
2. There are infinitely
many solutions. list of test-taking tips that they
Juanita Vincent
3. Vincent; Juanita can use to review before taking a
subtracted the two 2x – y = 6 2x – y = 6 2x – y = 6
standardized test.
equations incorrectly; (–)2x + y = 10 (–)2x + y = 10 2(4) – y = 6
y  y
2y, not 0. • include any other item(s) that they
0 = –4 4x = 16 8–y=6 find helpful in mastering the skills
The statement 0 = –4 is never true, x=4 y=2 in this lesson.
so there is no solution. The solution is (4,2).

Who is correct? Explain your reasoning.

Guided Practice Solve each system of equations by using substitution.

GUIDED PRACTICE KEY 4. y
3x  4 5. 4c  2d
10 FIND THE ERROR
Exercises Examples
y
4  x (4, 8) c  3d
10 (1, 3) Stress the use of
4, 5 1, 2 the Distributive
Solve each system of equations by using elimination.
6 3 Property when subtracting the
7 4 6. 2r  3s
11 7. 2p  4q
18
8–11 1–5 2r  2s
6 (4, 1) 3p  6q
3 (5, 2)
left sides of the equations using
12 2 Juanita’s method. Have students
Solve each system of equations by using either substitution or elimination. rewrite this subtraction as
8. a  b
2 9. 5m  n
10
2x  y  (2x  y) and then apply
2a  3b
3 (9, 7) 4m  n
4 (6, 20) the property to obtain the
1 7 expression 2x  y  2x  y,
10. 3g  2h
1 11. x  y

8h
5  12g no solution
4 2 which equals 2y and not 0.
1

1 2
x  2y
2 3, 2
3 3

Lesson 3-2 Solving Systems of Equations Algebraically 119

Differentiated Instruction
Logical Have students summarize the various algebraic methods for
solving a system of equations using if-then statements and examples.
Sample: “If one of the equations has a variable with a coefficient of 1
(such as x  3y
9 or 5x  y
13), consider the substitution method.”

Lesson 3-2 Solving Systems of Equations Algebraically 119

 Standardized 12. QUANTITATIVE COMPARISON Compare the quantity in Column A and the
Test Practice quantity in Column B. Then determine whether: C
About the Exercises… A the quantity in Column A is greater,
Organization by Objective B the quantity in Column B is greater,
• Substitution: 13–18, 25–36 C the two quantities are equal, or
• Elimination: 19–36 D the relationship cannot be determined from the information given.
Odd/Even Assignments 4x  3y
7
Exercises 13–38 are structured 2x  y
1
so that students practice the Column A Column B
same concepts whether they
2x  2y 6
are assigned odd or even
problems. ★ indicates increased difficulty
Practice and Apply
Assignment Guide
Basic: 13–33 odd, 37, 39–41, Homework Help Solve each system of equations by using substitution.
For See
43, 44, 48–70 Exercises Examples 13. 2j  3k
3 14. 2r  s
11 15. 5a  b
17
j  k
14 (9, 5) 6r  2s
2 (2, 7) 3a  2b
5 (3, 2)
Average: 13–37 odd, 41, 43–70 13–18
19–24
1, 2
3, 4
16. w  z
2 17. 6c  3d
12 18. 2x  4y
6
Advanced: 14–38 even, 42, 25–49 1–5
4w  5z
16 (6, 8) 2c
8  d no solution 7x
4  3y (1, 1)
43–66 (optional: 67–70) Extra Practice Solve each system of equations by using elimination.
All: Practice Quiz 1 (1–5) See page 832.
19. u  v
7 20. m  n
9 21. 3p  5q
6
2u  v
11 (4, 3) 7m  2n
9 (1, 8) 2p  4q
4 (2, 0)
22. 4x  5y
17 23. 2c  6d
14 24. 3s  2t
3
3x  4y
5 (3, 1) 1
c  3d
8 (10, 1) 1
s  t
4 (7, 9)
2 3

Solve each system of equations by using either substitution or elimination.

25. r  4s
8 26. 10m  9n
15 27. 3c  7d
3
3r  2s
6 (4, 3) 5m  4n
10 (6, 5) 2c  6d
34(8, 3)
28. 6g  8h
50 29. 2p
7  q 30. 3x
31  2y
4g  6h
22 (7, 1) 6p  3q
24 no solution 5x  6y
23 (5, 8)
31. 3u  5v
6 32. 3a  2b
3 33. s  3t
27
1 3
2u  4v
7 , 
2 2  
3a  b
3 1, 2
3   1
s  2t
19
2
(6, 11)
★34. f
6  2g ★ 35. 0.25x  1.75y
1.25 ★ 36. 0.4m  1.8n
8
A system of equations 1 1
 f  g
1 infinitely 0.5x  2.5y
2 (1.5, 0.5) 1.2m  3.4n
16 (2, 4)
can be used to compare 6 3
many
home loan options. Visit
www.algebra2.com/ 37. Three times one number added to five times another number is 54. The second
webquest to continue number is two less than the first. Find the numbers. 8, 6
work on your WebQuest
project. ★38. The average of two numbers is 7. Find the numbers if three times one of the
numbers is one half the other number. 2, 12

SKIING For Exercises 39 and 40, use the following information.

All 28 members in Crestview High School’s Ski Club went on a one-day ski trip.
Members can rent skis for $16.00 per day or snowboards for $19.00 per day. The club
paid a total of $478 for rental equipment.
39. Write a system of equations that represents the number of members who rented
the two types of equipment. x  y
28, 16x  19y
478
40. How many members rented skis and how many rented snowboards?
18 members rented skis and 10 members rented snowboards.
120 Chapter 3 Systems of Equations and Inequalities

Answer
51. You can use a system of equations to find the monthly fee and rate per minute charged
during the months of January and February. Answers should include the following.
• The coordinates of the point of intersection are (0.08, 3.5).
• Currently, Yolanda is paying a monthly fee of $3.50 and an additional 8¢ per minute. If
she graphs y = 0.08x + 3.5 (to represent what she is paying currently) and y = 0.10x + 3
(to represent the other long-distance plan) and finds the intersection, she can identify
which plan would be better for a person with her level of usage.

120 Chapter 3 Systems of Equations and Inequalities

 41. HOUSING Campus Rentals rents 2- and 3-bedroom apartments for $700 and Study
NAME ______________________________________________ DATE

Guide andIntervention
Intervention,
____________ PERIOD _____

3-2 Study Guide and

$900 per month, respectively. Last month they had six vacant apartments and p. 125
Solving(shown) and p.Algebraically
Systems of Equations 126
reported $4600 in lost rent. How many of each type of apartment were vacant? Substitution To solve a system of linear equations by substitution, first solve for one
4 2-bedroom, 2 3-bedroom variable in terms of the other in one of the equations. Then substitute this expression into
the other equation and simplify.

Example Use substitution to solve the system of equations. 2x  y
9

42. GEOMETRY Find the coordinates of the vertices of the parallelogram whose x  3y
6

sides are contained in the lines whose equations are 2x  y
12, 2x  y
8,
Solve the first equation for y in terms of x.
2x  y
9 First equation
y
2x  9 Subtract 2x from both sides.
2x  y  4
0, and 4x  2y
24. (5, 2), (4, 4), (2, 8), (1, 10) y
2x  9 Multiply both sides by 1.

Substitute the expression 2x  9 for y into the second equation and solve for x.
x  3y
6 Second equation
x  3(2x  9)
6 Substitute 2x  9 for y.
x  6x  27
6 Distributive Property
7x  27
6
INVENTORY For Exercises 43 and 44, use the following information. 7x
21
Simplify.
Add 27 to each side.
x
3 Divide each side by 7.
Heung-Soo is responsible for checking a shipment of technology equipment that

Lesson 3-2
Now, substitute the value 3 for x in either original equation and solve for y.
2x  y
9
contains laser printers that cost $700 each and color monitors that cost $200 each. 2(3)  y
9
First equation
Replace x with 3.
6y
9 Simplify.
He counts 30 boxes on the loading dock. The invoice states that the order y
3
y
3
Subtract 6 from each side.
Multiply each side by 1.

totals $15,000. 43. x  y
30, 700x  200y
15,000 The solution of the system is (3, 3).

Exercises
43. Write a system of two equations that represents the number of each item. Solve each system of linear equations by using substitution.

44. How many laser printers and how many color monitors were delivered? 1. 3x  y
7
4x  2y
16
2. 2x  y
5
3x  3y
3
3. 2x  3y
3
x  2y
2
18 printers, 12 monitors (1, 10) (2, 1) (12, 7)
4. 2x  y
7 5. 4x  3y
4 6. 5x  y
6
TEACHING For Exercises 45–47, use the following information. 6x  3y
14 2x  y
8 3x
0

no solution (2, 4) (3, 9)

Mr. Talbot is writing a test for his science classes. The test will have true/false
7. x  8y
2 8. 2x  y
4 9. x  y
2
questions worth 2 points each and multiple-choice questions worth 4 points each x  3y
20 4x  y
1 2x  3y
2

for a total of 100 points. He wants to have twice as many multiple-choice questions (14, 2) 12 , 3 (8, 6)

10. x  4y
4 11. x  3y
2 12. 2x  2y
4

as true/false. 2x  12y
13 4x  12 y
8 x  2y
0

5, 14  infinitely many 34 , 23 

45. Write a system of equations that represents the number of each type of
question. 2x  4y
100, y
2x Gl NAME
/M G ______________________________________________
Hill 125 DATE ____________
GlPERIOD
Al _____
b 2

Skills
3-2 Practice,
Practice (Average)
p. 127 and
46. How many true/false questions and multiple-choice questions will be on Practice, p. 128
Solving Systems (shown)
of Equations Algebraically
the test? 10 true/false, 20 multiple-choice Solve each system of equations by using substitution.
Teacher 1. 2x  y
4 2. x  3y
9 3. g  3h
8 no

Besides the time they 47. If most of his students can answer true/false questions within 1 minute and 3x  2y
1 (7, 10) x  2y
1 (3, 2)
1
g  h
9
3
solution

1 4. 2a  4b
6 infinitely 5. 2m  n
6 6. 4x  3y
6
spend in a classroom, multiple-choice questions within 1 minutes, will they have enough time to a  2b
3 many 5m  6n
1 (5, 4) x  2y
7 (3, 2)

teachers spend additional 2 1

7. u  2v
 8. x  3y
16 9. w  3z
1

time preparing lessons,

finish the test in 45 minutes? Yes; they should finish the test within 40 minutes. 2
u  2v
5 no solution 4x  y
9 (1, 5) 3w  5z
4
12 , 12 
grading papers, and Solve each system of equations by using elimination.
assessing students’
EXERCISE For Exercises 48 and 49, use the following information. 10. 2r  s
5 11. 2m  n
1 12. 6x  3y
6
progress. 3r  s
20 (5, 5) 3m  2n
30 (4, 9) 8x  5y
12 (1, 4)
Megan exercises every morning for 40 minutes. She does a combination of step 13. 3j  k
10 14. 2x  y
4 no 15. 2g  h
6
3g  2h
16 (4, 2)
Online Research aerobics, which burns about 11 Calories per minute, and stretching, which burns 4j  k
16 (6, 8) 4x  2y
6 solution
1
16. 2t  4v
6 infinitely 17. 3x  2y
12 18.  x  3y
11
For information about 4 Calories per minute. Her goal is to burn 335 Calories during her routine. t  2v
3 many 2
2
2x   y
14 (6, 3) 8x  5y
17 (4, 3)
3
about a career as a 48. Write a system of equations that represents Megan’s morning workout. Solve each system of equations by using either substitution or elimination.
teacher, visit:
49. How long should she participate in each activity in order to burn 335 Calories? 19. 8x  3y
5 20. 8q  15r
40 21. 3x  4y
12 infinitely
www.algebra2.com/ 10x  6y
13 12 , 3 4q  2r
56 (10, 8)
1 4 4
x  y
 many
25 min of step aerobics, 15 min of stretching 3 9 3

careers 22. 4b  2d
5 no 23. s  3y
4 24. 4m  2p
0

2b  d
1 solution s
1 (1, 1)
1 2
3m  9p
5  ,  3 3
50. CRITICAL THINKING Solve the system of equations. (4, 6) 25. 5g  4k
10 26. 0.5x  2y
5 27. h  z
3 no
3g  5k
7 (6, 5) x  2y
8 (2, 3) 3h  3z
6 solution
1 3 3
48. a  s
40,    

x y 4 SPORTS For Exercises 28 and 29, use the following information.
11a  4s
335 Hint: Let m
x and n
y.
1 1 Last year the volleyball team paid $5 per pair for socks and $17 per pair for shorts on a
total purchase of $315. This year they spent $342 to buy the same number of pairs of socks
3 2 5 and shorts because the socks now cost $6 a pair and the shorts cost $18.
  

x y 12 28. Write a system of two equations that represents the number of pairs of socks and shorts
bought each year. 5x  17y
315, 6x  18y
342

29. How many pairs of socks and shorts did the team buy each year?
socks: 12, shorts: 15
51. WRITING IN MATH Answer the question that was posed at the beginning Gl NAME
/M G ______________________________________________
Hill 128 DATE ____________
Gl PERIOD
Al _____
b 2

of the lesson. See margin. Reading

3-2 Readingto
to Learn
Learn Mathematics
Mathematics, p. 129 ELL
How can a system of equations be used to make consumer decisions? Solving Systems of Equations Algebraically
Pre-Activity How can systems of equations be used to make consumer
Include the following in your answer: decisions?
Read the introduction to Lesson 3-2 at the top of page 116 in your textbook.

• a solution of the system of equations in the application at the beginning • How many more minutes of long distance time did Yolanda use in
February than in January? 13 minutes

of the lesson, and • How much more were the February charges than the January charges?
$1.04
• an explanation of how Yolanda can use a graph to decide whether she should • Using your answers for the questions above, how can you find the rate
per minute? Find $1.04  13.
change to a long-distance plan that charges $0.10 per minute and a flat fee of
$3.00 per month. Reading the Lesson
4x  5y
7
www.algebra2.com/self_check_quiz Lesson 3-2 Solving Systems of Equations Algebraically 121
1. Suppose that you are asked to solve the system of equations

Lesson 3-2
at the right by the substitution method. 3x  y
9
The first step is to solve one of the equations for one variable
in terms of the other. To make your work as easy as possible,
which equation would you solve for which variable? Explain.
Sample answer: Solve the second equation for y because in that
equation the variable y has a coefficient of 1.
NAME ______________________________________________ DATE ____________ PERIOD _____

Enrichment,
3-2 Enrichment p. 130 2. Suppose that you are asked to solve the system of equations 2x  3y
2
at the right by the elimination method. 7x  y
39

Using Coordinates To make your work as easy as possible, which variable would
you eliminate? Describe how you would do this.
From one observation point, the line of sight to a downed plane is given by Sample answer: Eliminate the variable y; multiply the second equation by
y
x  1. This equation describes the distance from the observation point 3 and then add the result to the first equation.
to the plane in a straight line. From another observation point, the line of
sight is given by x  3y
21. What are the coordinates of the point at which
the crash occurred?
Helping You Remember

Solve the system of equations  yx
 x3y
121. 3. The substitution method and elimination method for solving systems both have several
steps, and it may be difficult to remember them. You may be able to remember them
x  3y
21
more easily if you notice what the methods have in common. What step is the same in
x  3(x  1)
21 Substitute x  1 for y.
both methods?
x  3x  3
21
4x
24
Sample answer: After finding the value of one of the variables, you find
the value of the other variable by substituting the value you have found
x
6
in one of the original equations.
x  3y
21
6  3y
21 Substitute 6 for x.
3y
15
y
5

Lesson 3-2 Solving Systems of Equations Algebraically 121

 Standardized 52. If x
y  z and x  y
6 and x
10, then z
C
4 Assess Test Practice A 4. B 8.
53. If the perimeter of the square shown at the
C 14.
2y
D 16.

Open-Ended Assessment right is 48 units, find the value of x. A

A 3 B 4
Speaking Have students look at 4x
C 6 D 8
a specific system of equations
and explain which method they
would use, how they decided on
that method, and what steps that
method will involve when they
are actually solving the system.
Maintain Your Skills
Mixed Review Graph each system of equations and describe it as consistent and independent,
Getting Ready for consistent and dependent, or inconsistent. (Lesson 3-1)
54–56. See margin 54. y
x  2 incon. 55. 4y  2x
4 cons. 56. 3x  y
1 cons.
Lesson 3-3 for graphs. y
x1 y  x
1 and dep.
1 y
2x  4 and ind.
PREREQUISITE SKILL Lesson 3-3 2
60. 7x  y
4;
presents the solving of systems 7, 1, 4 Graph each inequality. (Lesson 2-7) 57–59. See pp. 151A–151F.
of inequalities by graphing. 61. x  y
0; 57. x  y  3 58. 5y  4x  20 59. 3x  9y  15
Determining whether or not an 1, 1, 0
Write each equation in standard form. Identify A, B, and C. (Lesson 2-2)
ordered pair satisfies a system of 62. 3x  5y
2;
inequalities in two variables is 3, 5, 2 60. y
7x  4 61. x
y 62. 3x
2  5y
1 2
useful when checking the graph- 63. 2x  y
3; 63. 6x
3y  9 64. y
x  3
2
65. y  6
1  x
3
ing of a system of inequalities. 2, 1, 3
E
64. x  2y
6; 66. ELECTRICITY Use the formula I
 to find the amount of current I
Exercises 67–70 should be used Rr
to determine your students’ 1, 2, 6 (in amperes) produced if the electromotive force E is 1.5 volts, the circuit
65. 3x  2y
21; resistance R is 2.35 ohms, and the resistance r within a battery is 0.15 ohms.
familiarity with inequalities. (Lesson 1-1) 0.6 ampere
3, 2, 21
Assessment Options Getting Ready for PREREQUISITE SKILL Determine whether the given point satisfies each
Practice Quiz 1 The quiz the Next Lesson inequality. (To review inequalities, see Lesson 2-7.)
provides students with a brief 67. 3x  2y  10; (2, 1) yes 68. 4x  2y 6; (3, 3) no
review of the concepts and skills 69. 7x  4y  15; (4, 2) no 70. 7y  6x  50; (5, 5) yes
in Lessons 3-1 and 3-2. Lesson
numbers are given to the right of
exercises or instruction lines so
students can review concepts not P ractice Quiz 1 Lessons 3-1 and 3-2
yet mastered. Solve each system of equations by graphing. (Lesson 3-1) 1–2. See margin for graphs.
Quiz (Lessons 3-1 and 3-2) is 1. y
3x  10 2. 2x  3y
12
available on p. 163 of the Chapter 3 y
x  6 (1, 7) 2x  y
4 (3, 2)
Resource Masters.
Solve each system of equations by using either substitution or elimination. (Lesson 3-2)
3. y
x  5 4. 2x  6y
2
Answers (Practice Quiz 1) x  y
9 (2, 7) 3x  2y
10 (4, 1)
1. y
5. AIRPORTS According to the Airports Council International, the busiest airport
(1, 7) y
3x  10 in the world is Atlanta’s Hartsfield International Airport, and the second busiest
is Chicago’s O’Hare Airport. Together they handled 150.5 million passengers in
the first six months of 1999. If Hartsfield handled 5.5 million more passengers
than O’Hare, how many were handled by each airport? (Lesson 3-2) Hartsfield, 78 million;
O’Hare, 72.5 million
y
x  6 122 Chapter 3 Systems of Equations and Inequalities

O x
Answers
2. y
54. y 55. y 56. y

(3, 2) y
x2 4y  2x
4
2x  3y
12
x 3x  y
1
O
O x O x O x
2x  y
4
y
x1 y  12 x
1 y
2x  4 (1,
2)

122 Chapter 3 Systems of Equations and Inequalities

 Solving Systems of Lesson
Inequalities by Graphing Notes

• Solve systems of inequalities by graphing.

• Determine the coordinates of the vertices of a region formed by the
graph of a system of inequalities. 1 Focus
Vocabulary
• system of inequalities
can you determine whether your 5-Minute Check
blood pressure is in a normal range? Transparency 3-3 Use as a
During one heartbeat, blood pressure y quiz or review of Lesson 3-2.

Minimum Pressure (mm Hg)

reaches a maximum pressure (systolic) and 140
a minimum pressure (diastolic), which are 120 Mathematical Background notes
measured in millimeters of mercury (mm Hg). 100 are available for this lesson on
Blood pressure is expressed as the maximum 80 p. 108D.
pressure over the minimum pressure—for 60
example, 120/80. Normal blood pressure for 40 can you determine
people under 40 ranges from 100 to 140 mm
Hg for the maximum and from 60 to 90 mm
20 whether your blood
Hg for the minimum. This information can 0 60 80 100 120140160180 x
pressure is in a normal range?
be represented by a system of inequalities. Maximum Pressure Ask students:
(mm Hg)
• What do the letters Hg repre-
sent? Hg is the symbol for mercury.
GRAPH SYSTEMS OF INEQUALITIES To solve a system of inequalities, • Do you think the blood pres-
we need to find the ordered pairs that satisfy all of the inequalities in the system.
One way to solve a system of inequalities is to graph the inequalities on the same sure ranges for people over 40
coordinate plane. The solution set is represented by the intersection of the graph. are higher or lower than those
for people under 40? higher
Example 1 Intersecting Regions
Solve each system of inequalities by graphing.
a. y 2x  4 y
Region 1
2 Teach
y
x2 y
2x  4
Study Tip GRAPH SYSTEMS OF
solution of y 2x  4 → Regions 1 and 2
solution of y  x  2 → Regions 2 and 3
INEQUALITIES
Look Back O x
To review graphing The intersection of these regions is Region 2, y
x2
inequalities, see which is the solution of the system of inequalities.
Region 2 In-Class Example Power
Point®
Lesson 2-7. Notice that the solution is a region containing an Region 3
infinite number of ordered pairs. 1 Solve each system of
The green area represents where inequalities by graphing.
the yellow area of one graph
overlaps the blue area of the other. a. y  2x  3
b. y x  1 y
y  x  2
y
3
y
y
3
The inequality y  3 can be written as y  3 y
x  1
y
x  2
and y  3. O x O x
Graph all of the inequalities on the same y
2x  3
coordinate plane and shade the region or
regions that are common to all. y
3

(continued on the next page)

www.algebra2.com/extra_examples Lesson 3-3 Solving Systems of Inequalities by Graphing 123

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters School-to-Career Masters, p. 6 5-Minute Check Transparency 3-3
• Study Guide and Intervention, pp. 131–132 Teaching Algebra With Manipulatives Answer Key Transparencies
• Skills Practice, p. 133 Masters, pp. 223–224
• Practice, p. 134 Technology
• Reading to Learn Mathematics, p. 135 Interactive Chalkboard
• Enrichment, p. 136
• Assessment, pp. 163, 165

Lesson x-x Lesson Title 123

In-Class Examples Power
Study Tip It is possible that two regions do not intersect. In such cases, we say the solution is
Point®
the empty set
and no solution exists.
Reading Math
The empty set is also
1 (continued) called the null set. Example 2 Separate Regions
It can be represented
b. y  x  1 as
or { }.
Solve the system of inequalities by graphing. y

| x  1|  3 1
y x  1
2 y
12 x  1
y 1
y  x  3 x
2
y
x  1 O
Graph both inequalities. The graphs do not overlap,
x
2 so the solutions have no points in common.
The solution set is
. y
12 x  3

O x
x
4

Example 3 Write and Use a System of Inequalities

2 Solve the system of SPACE EXPLORATION When NASA chose the first astronauts in 1959, size
was important since the space available inside the Mercury capsule was very
inequalities by graphing. limited. NASA wanted men who were at least 5 feet 4 inches, but no more than
3 5 feet 11 inches tall, and who were between 21 and 40 years of age. Write and
y  x  1 graph a system of inequalities that represents the range of heights and ages
4
for qualifying astronauts.
3
y  x  2
Let h represent the height of an astronaut in a
a
40
4
inches. The acceptable heights are at least 40
y 5 feet 4 inches (or 64 inches) and no more than
h
64

Age (yr)
5 feet 11 inches (or 71 inches). We can write this 30
h
71
y
 34 x  1 information as two inequalities.
20
64  h and h  71 a
21
10
O x Let a represent the age of an astronaut. The
acceptable ages can also be written as two
Space inequalities. 0 64 66 68 70 h

Exploration Height (in.)

y
 34 x  2 a 21 and a  40
Today the basic physical
qualifications for an Graph all of the inequalities. Any ordered pair in the intersection of the graphs is a
astronaut are: solution of the system.
3 MEDICINE Medical profes- • blood pressure must be
sionals recommend that no greater than 140
over 90,
patients have a cholesterol • distant visual acuity no FIND VERTICES OF A POLYGONAL REGION Sometimes, the graph of
level below 200 milligrams greater than 20/100 a system of inequalities forms a polygonal region. You can find the vertices of the
per deciliter (mg/dL) of blood uncorrected, correctable region by determining the coordinates of the points at which the boundary lines
to 20/20, and intersect.
and a triglyceride level below • height can range from
150 mg/dL. Write and graph 60 inches to 76 inches.
a system of inequalities that Source: NASA Example 4 Find Vertices
represents the range of choles- Find the coordinates of the vertices of the
(4, 3)
y
12y  x
32
terol levels and triglyceride figure formed by x  y  1, x  y
6, and
12y  x
32.
levels for patients. Let c repre- (8, 2)
Graph each inequality. The intersection of the
sent the cholesterol levels and graphs forms a triangle. O x
t represent the triglyceride x  y
1
The coordinates (4, 3) and (8, 2) can be xy
6
levels. Source: American Heart Association determined from the graph. To find the
0
c  200, 0
t  150 coordinates of the third vertex, solve the
c system of equations x  y
1 and
Cholesterol Level (mg/dL)

x  y
6.
200
124 Chapter 3 Systems of Equations and Inequalities

150

100

50

0 50 100 150 t
Triglyceride Level (mg/dL)

124 Chapter 3 Systems of Equations and Inequalities

 Add the equations to eliminate y. FIND VERTICES OF A
x  y
1 POLYGONAL REGION
() x  y
6
2x
5 Add the equations. In-Class Example Power
Point®
5
x
 Divide each side by 2.
2
4 Find the coordinates of the
5
Now find y by substituting  for x in the first equation.
2
vertices of the figure formed
x  y
1 First equation by 2x  y  1, x  y  4,
5
  y
1 5 and x  4y  4.
Replace x with .
2 2 y
7 5
y
 Subtract  from each side.
2
2
2x  y
1
The vertices of the triangle are at (4, 3), (8, 2), and , .
5 7
2 2 (1, 3)
(0, 1) xy
4
(4, 0)
O x
x  4y
4

Concept Check 1. OPEN ENDED Write a system of inequalities that has no solution.
1. Sample answer: 2. Tell whether the following statement is true or false. If false, give a
y x  3, y  x  2 counterexample. A system of two linear inequalities has either no points or
infinitely many points in its solution. true
3. State which region is the solution of the y
3 Practice/Apply
following systems of inequalities. Region 1
a. y  x b. y  x
Region 4 Region 2
y  x 4 y  x 2
O x
Study Notebook
c. y  x d. y  x
y  x 1 y  x 3 Have students—
Region 3
• add the definitions/examples of
the vocabulary terms to their
Vocabulary Builder worksheets for
Guided Practice Solve each system of inequalities by graphing. 4–7. See pp. 151A–151F.
Chapter 3.
GUIDED PRACTICE KEY 4. x  4 5. y  x  2 6. x  1  2 7. x  1
y 2 y  2x  4 xy 2 y  2x  1 • include any other item(s) that they
Exercises Examples
x  2y  3 find helpful in mastering the skills
4–7 1, 2
8, 9 4 Find the coordinates of the vertices of the figure formed by each system of
in this lesson.
10, 11 3 inequalities.
8. y  x (3, 3), (2, 2), (5, 3) 9. y  x  3 (4, 3), (1, 2), (2, 9),
y  3 y  x  7 (7, 4)
3y  5x  16 x  y  11
x  y  1

Application SHOPPING For Exercises 10 and 11, use the following information.
About the Exercises…
Willis has been sent to the grocery store to purchase bagels and muffins for the Organization by Objective
11. Sample answer:
3 pkgs. of bagels, members of the track team. He can spend at most $28. A package of bagels costs • Graph Systems of
4 pkgs. of muffins; $2.50 and contains 6 bagels. A package of muffins costs $3.50 and contains 8 muffins. Inequalities: 12–23, 32–37
He needs to buy at least 12 bagels and 24 muffins.
4 pkgs. of bagels, • Find Vertices of a
4 pkgs. of muffins; 10. Graph the region that shows how many packages of each item he can Polygonal Region: 24–29
3 pkgs. of bagels, purchase. See pp. 151A–151F.
5 pkgs. of muffins 11. Give an example of three different purchases he can make. Odd/Even Assignments
Exercises 12–31 are structured
Lesson 3-3 Solving Systems of Inequalities by Graphing 125
so that students practice the
same concepts whether they
are assigned odd or even
Differentiated Instruction ELL problems.
Verbal/Linguistic Have students write a list of tips to help someone Assignment Guide
draw the graphs of systems of inequalities and find the vertices easily Basic: 13–27 odd, 33, 34, 38–54
and efficiently.
Average: 13–31 odd, 33, 34,
38–54
Advanced: 12–32 even, 33–48
(optional: 49–54)

Lesson 3-3 Solving Systems of Inequalities by Graphing 125

 ★ indicates increased difficulty
NAME ______________________________________________ DATE ____________ PERIOD _____

Study
3-3 Study Guide andIntervention
Guide and Intervention, Practice and Apply
p. 131
Solving(shown) and p.by132
Systems of Inequalities Graphing
Graph Systems of Inequalities To solve a system of inequalities, graph the inequalities
in the same coordinate plane. The solution set is represented by the intersection of the graphs. Homework Help Solve each system of inequalities by graphing. 12–23. See pp. 151A–151F.
Example Solve the system of inequalities by graphing. y For See 12. x  2 13. x  1 14. y  2  x
x
y
2x  1 and y   2 Region 1
Exercises Examples
y 3 y  4 y x4
3 Region 3
The solution of y  2x  1 is Regions 1 and 2.
x
The solution of y   2 is Regions 1 and 3.
12–23 1, 2
3
The intersection of these regions is Region 1, which is
O x 24–31 4 15. y x  3 16. 3x  2y  6 17. 4x  3y  7
4x  y  2 2y  x  6
the solution set of the system of inequalities. Region 2 32–37 3
y  2
Exercises Extra Practice 18. y  2x  3 19. 3y  2x  8 20. x  3
See page 833. 1 2
y  x  1 y  x  1 y 1
Solve each system of inequalities by graphing.

1. x  y  2
x  2y  1
2. 3x  2y  1
x  4y  12
3. y  1
x 2
2 3
y y y
21. x  1  3 22. y  2x  1 23. x  3y 2
O x
O x
O x x  3y  6 y  2x  2 2x  y  4
24. (0, 0), (0, 4), (8, 0) 3x  y  9 2x  4y  7

Lesson 3-3
x
4. y    3
2
x
5. y    2
3
6. y     1
x
4 25. (3, 4), (5, 4), Find the coordinates of the vertices of the figure formed by each system of
y  2x y  2x  1 y  3x  1
y y y (1, 4) inequalities.
O x

O x O x
26. (0, 4), (3, 0), (3, 5) 24. y  0 25. y  4 26. x  3
27. (6, 9), (2, 7), x0 y  2x  2 x  3y  12
7. x  y  4 8. x  3y  3 9. x  2y 6
(10, 1) x  2y  8 2x  y  6 4x  3y  12
2x  y 2 x  2y  4 x  4y  4
y y y

28. (11, 3), 27. x  y  9 ★ 28. y  3 ★ 29. y  x  5

x  2y  12 x6 y  2x  11
O x

(1, 3), (6, 4),

O x

y  2x  3 yx2 x  2y  12
O x

Gl NAME
/M G ______________________________________________
Hill 131 DATE ____________
GlPERIOD
Al _____
b 2 6, 512 2y  x  5 x  2y  2
Skills
3-3 Practice,
Practice p. 133 and
29. (4, 3), (2, 7), ★ 30. Find the area of the region defined by the system of inequalities y  x  3,
(Average)
Practice, p. 134
Solving Systems (shown)
of Inequalities by Graphing
y  x  3, and y  1. 16 units2
(4, 1), 7, 2
Solve each system of inequalities by graphing. 1 1
1. y  1  x 2. x 2 3. y  2x  3
1
3 3 ★ 31. Find the area of the region defined by the system of inequalities x  3,
y1 2y  3x  6 y  x  2
2
y y y
y  x  8, and y  x  2. 64 units2
O x O x O x
32. PART-TIME JOBS Bryan Clark makes $10 an hour cutting grass and $12 an
hour for raking leaves. He cannot work more than 15 hours per week. Graph
4. x  y 2 5. y  1 6. 3y 4x two inequalities that Bryan can use to determine how many hours he needs to
3x  y  2 yx1 2x  3y 6
y y y work at each job if he wants to earn at least $120 per week. See pp. 151A–151F.

O x O x
O x HURRICANES For Exercises 33 and 34, use the following information.
Hurricanes are divided into categories according to their wind speed and storm surge.
Find the coordinates of the vertices of the figure formed by each system of
inequalities.

7. y  1  x 8. x  y  2 9. y  2x  2
Saffir/Simpson Hurricane Scale
yx1
x3
xy2
x  2
2x  3y  6
y4
Atmospheric 131–155 over 155
(1, 0), (3, 2), (3, 2) (2, 4), (2, 4), (2, 0) (3, 4),  
3
, 1, (3, 4)
2 Scientist 111–130 (mph) (mph)
96–110 (mph)
DRAMA For Exercises 10 and 11, use the following information.
The best known use of Wind (mph)
The drama club is selling tickets to its play. An adult ticket
costs $15 and a student ticket costs $11. The auditorium will 400
Play Tickets
atmospheric science is Speed 74–95
seat 300 ticket-holders. The drama club wants to collect at 350
(mph)
least $3630 from ticket sales. 300
for weather forecasting.
Student Tickets

10. Write and graph a system of four inequalities that 250

describe how many of each type of ticket the club must 200 However, weather
sell to meets its goal. 150

x  0, y  0, x  y
300, 15x  11y  3630 100 information is also
50
11. List three different combinations of tickets sold that
satisfy the inequalities. Sample answer: 0 100 200 300 400
studied for air-pollution
250 adult and 50 student, 200 adult and Adult Tickets
control, agriculture, and 13–18 over 18
100 student, 145 adult and 148 student 9–12 (ft) (ft)
Gl NAME
/M G ______________________________________________
Hill 134 DATE ____________
Gl PERIOD
Al _____
b 2
transportation. Storm 4–5 6–8 (ft)
Reading
3-3 Readingto
to Learn
Learn Mathematics Surge (ft) (ft)
Mathematics, p. 135 ELL Online Research
Solving Systems of Inequalities by Graphing
Pre-Activity How can you determine whether your blood pressure is in a For information about 1 2 3 4 5
normal range?
a career as an Category
Read the introduction to Lesson 3-3 at the top of page 123 in your textbook.
Satish is 37 years old. He has a blood pressure reading of 135/99. Is his
blood pressure within the normal range? Explain.
atmospheric scientist,
Sample answer: No; his systolic pressure is normal, but his
diastolic pressure is too high. It should be between 60 and 90.
visit: www.algebra2. 33. Write and graph the system of inequalities that represents the range of wind
com/careers speeds s and storm surges h for a category 3 hurricane. See pp. 151A–151F.
Reading the Lesson
34. On September 16, 1999, Hurricane Floyd hit the United States with winds of
1. Without actually drawing the graph, describe the boundary lines x  3
for the system of inequalities shown at the right. y  5 140 mph. Classify Hurricane Floyd, and identify the heights of its storm surges.
Two dashed vertical lines (x
3 and x
3) and two solid horizontal
lines (y
5 and y
5) category 4; 13–18 ft
126 Chapter 3 Systems of Equations and Inequalities
2. Think about how the graph would look for the system given above. What will be the
shape of the shaded region? (It is not necessary to draw the graph. See if you can
imagine it without drawing anything. If this is difficult to do, make a rough sketch to
help you answer the question.)
a rectangle NAME ______________________________________________ DATE ____________ PERIOD _____

3. Which system of inequalities matches the graph shown

Enrichment,
3-3 p. 136
y
at the right? B Enrichment
A. x  y  2 B. x  y  2
xy 2 xy2
C. x  y  2 D. x  y 2 O x Tracing Strategy
xy 2 xy2 Try to trace over each of the figures below without tracing the same segment twice.
A B K

J P L
Helping You Remember Q

4. To graph a system of inequalities, you must graph two or more boundary lines. When
you graph each of these lines, how can the inequality symbols help you remember M
D C
whether to use a dashed or solid line?
Use a dashed line if the inequality symbol is or , because these The figure at the left cannot be traced, but the one at the right can. The rule is that
symbols do not include equality and the dashed line reminds you that a figure is traceable if it has no more than two points where an odd number of
the line itself is not included in the graph. Use a solid line if the symbol segments meet. The figure at the left has three segments meeting at each of the
is  or
, because these symbols include equality and tell you that the four corners. However, the figure at the right has only two points, L and Q, where
an odd number of segments meet.
line itself is included in the graph.

Determine if each figure can be traced without tracing the same segment
twice. If it can, then name the starting point and name the segments in
th d th h ld b t d

126 Chapter 3 Systems of Equations and Inequalities

 BAKING For Exercises 35 – 37, use the
recipes at the right.
The Merry Bakers are baking pumpkin
bread and Swedish soda bread for this
Pumpkin B
read 4 Assess
week’s specials. They have 24 cups of flour our Open-Ended Assessment
2 c. of fl
and at most 26 teaspoons of baking powder. r
powde Modeling Have students create
1 tsp. baking
35. See pp. 151A– 35. Graph the inequalities that represent
151F. how many loaves of each type of their own example of a system of
bread the bakers can make. three inequalities that bound a
Swedish Soda Bread region, writing the inequalities
36. Sample answer: 36. List three different combinations of breads
2 pumpkin, 8 soda; they can make. 1 1 c. of flour
2
and graphing them, and giving
4 pumpkin, 6 soda; ★ 37. Which combination uses all of the the coordinates of the vertices of
8 pumpkin, 4 soda 2 1 tsp. baking powder
available flour and baking soda? 2 the region.
6 pumpkin, 8 soda
38. CRITICAL THINKING Find the area of
the region defined by x  y  5
and x  y  2. 42 units2
Getting Ready for
Lesson 3-4
39. WRITING IN MATH Answer the question that was posed at the beginning of
the lesson. See margin. PREREQUISITE SKILL Lesson 3-4
How can you determine whether your blood pressure is in a normal range?
presents finding minimum and
Include the following in your answer:
maximum values of a function.
• an explanation of how to use the graph, and
Linear programming, the topic of
• a description of the regions that indicate high blood pressure, both systolic
Lesson 3-4, utilizes these extreme
and diastolic. values of a function. Exercises
49–54 should be used to deter-
Standardized 40. Choose the system of inequalities whose y
mine your students’ familiarity
Test Practice solution is represented by the graph. B
with evaluating functions.
A y  2 B y  2 O x
x  3 x 3
C x  2 D x  3 Assessment Options
y 3 y  3 Quiz (Lesson 3-3) is available
41. OPEN ENDED Create a system of inequalities for which the graph will be a on p. 163 of the Chapter 3
square with its interior located in the first quadrant. Sample answer: y
6, Resource Masters.
y  2, x
5, x  1
Mid-Chapter Test (Lessons 3-1
through 3-3) is available on
Maintain Your Skills p. 165 of the Chapter 3 Resource
Mixed Review Solve each system of equations by using either substitution or elimination. Masters.
(Lesson 3-2)
42. 4x  y
20 43. 3x  4y
2 44. 4x  5y
7
x  2y
13 (3, 8) 5x  2y
40 (6, 5) 3x  2y
34 (8, 5)

Solve each system of equations by graphing. (Lesson 3-1)

45–47. See margin for 45. y
2x  1 46. 2x  y
3 infinitely 47. 2x  y
6
graphs. 1 6x  3y
9 many x  8y
12 (4, 2)
y
x  4
2
(2, 3) Answers
48. Write an equation in slope-intercept form of the line that passes through (4, 4) 46. y
and (6, 9). (Lesson 2-4) y
1x  6
2 2x  y
3
Getting Ready for PREREQUISITE SKILL Find each value if f(x)
4x  3 and g(x)
5x  7.
the Next Lesson (To review functions, see Lesson 2-1.)
49. f(2) 5 50. g(1) 12 51. g(3) 8 O x
52. f(6) 27 53. f(0.5) 5 54. g(0.25) 8.25 6x  3y
9
www.algebra2.com/self_check_quiz Lesson 3-3 Solving Systems of Inequalities by Graphing 127

39. The range for normal blood pressure satisfies four 45. y 47. y
inequalities that can be graphed to find their intersection. x  8y
12
(4, 2)
Answers should include the following.
• Graph the blood pressure as an ordered pair; if the point y
2x  1
lies in the shaded region, it is in the normal range. (2, 3) O x O x
• High systolic pressure is represented by the region to y
 12 x  4
the right of x
140 and high diastolic pressure is
represented by the region above y
90. 2x  y
6

Lesson 3-3 Solving Systems of Inequalities by Graphing 127

Graphing
Calculator
A Follow-Up of Lesson 3-3
Investigation
A Follow-Up of Lesson 3-3

Getting Started Systems of Linear Inequalities

You can graph systems of linear inequalities with a TI-83 Plus calculator using the
Y
menu. You can choose different graphing styles to shade above or below a line.
Error Source One possible
source of an error message when
entering the expression in Step 1
Example Graph the system of inequalities in the standard viewing window.

is that the student used the y  2x  3

y
x5
subtract key rather than the
negative key ( ) .
• Enter 2x  3 as Y1. Since y is greater than • Enter x  5 as Y2. Since y is less than x  5,
2x  3, shade above the line. shade below the line.
Teach KEYSTROKES: 2 X,T,␪,n 3 KEYSTROKES: X,T,␪,n 5

• Use the left arrow key to move your cursor as • Use the arrow and ENTER keys to choose
• Explain to students that when far left as possible. Highlight the graph the shade below icon, .
they sketch the graph from style icon. Press ENTER until the shade above
their calculator window on icon, , appears.
paper, they need to draw the
axes, the intercepts, and the
points of intersection, as well • Display the graphs by pressing GRAPH .
as the lines.
Notice the shading pattern above the line
• Have students complete y
2x  3 and the shading pattern below the y
2x  3
Exercises 1–8. line y
x  5. The intersection of the graphs is
the region where the patterns overlap. This region y
x  5
includes all the points that satisfy the system
y  2x  3 and y  x  5.
Assess [10, 10] scl: 1 by [10, 10] scl: 1

Ask students:
• How many points are in the Exercises 1–8. See pp. 151A–151F.
solution set of a system of Solve each system of inequalities. Sketch each graph on a sheet of paper.
inequalities such as those in 1. y  4 2. y  2x
y  x y  3
this activity? infinitely many
3. y  1  x 4. y  x  2
• When is the point of inter-
yx5 y  2x  1
section of the two boundary
lines included in the solution 5. 3y  6x  15 6. y  3x  6
2y  x  3 y  2x  9
set? The point of intersection is in
the solution set when both boundary 7. 6y  4x  12
1
8. y  x  2
lines on the graph are solid and 4
5y  3x  10 1
when the symbol in both y  2x  4
3
inequalities is either  or
.
www.algebra2.com/other_calculator_keystrokes

128 Chapter 3 Systems of Equations and Inequalities

128 Chapter 3 Systems of Equations and Inequalities

 Linear Programming Lesson
Notes

• Find the maximum and minimum values of a function over a region.

• Solve real-world problems using linear programming.
1 Focus
Vocabulary is linear programming used in scheduling work?
• constraints 5-Minute Check
One of the primary tasks of the U.S.
• feasible region Coast Guard is to maintain the buoys Transparency 3-4 Use as a
• bounded that ships use to navigate. The ships quiz or review of Lesson 3-3.
• vertices that service buoys are called buoy
• unbounded tenders. They check the buoys in their Mathematical Background notes
• linear programming area, make repairs, and replace any are available for this lesson on
damaged buoys.
p. 108D.
Suppose a certain buoy tender can
carry up to 8 new buoys for making
replacements. Their crew can check Building on Prior
and repair a buoy in one hour. It takes Knowledge
1
the crew 2 hours to replace a buoy. The captain can use linear programming
2
to find the maximum number of buoys this buoy tender can repair or replace in In Lessons 3-2 and 3-3, students
24 hours at sea. graphed systems of equations
and inequalities. In this lesson,
MAXIMUM AND MINIMUM VALUES The buoy tender captain can students will use these graphing
use a system of inequalities to represent the limitations of time and the number of skills to determine a feasible
replacement buoys on the ship. If these inequalities are graphed, all of the points in the region.
intersection are the combinations of repairs and replacements that the buoy tender can
schedule. The inequalities are called the constraints. The intersection of the graphs is
called the feasible region. When the graph of a system
is linear programming
of constraints is a polygonal region like the one graphed
y used in scheduling
at the right, we say that the region is bounded. graph of work?
constraints
Sometimes it is necessary to find the maximum or feasible Ask students:
minimum values that a linear function has for the points region
in a feasible region. For example, the buoy tender captain • If none of the buoys need to be
wishes to maximize the total number of buoys serviced. replaced, how many buoys can
The maximum or minimum value of a related function O x be checked and repaired in
vertex
always occurs at one of the vertices of the feasible region.
24 hours? 24 buoys
Example 1 Bounded Region • If the crew of a buoy tender
Graph the following system of inequalities. Name the coordinates of the vertices uses all 8 of their replacement
Study Tip
of the feasible region. Find the maximum and minimum values of the function buoys in one 24-hour period,
Reading Math f(x, y)
3x  y for this region. how much time did they spend
The notation f(x, y) is used y
to represent a function
x1 x
1 making replacements? 20 h
with two variables x and y. y0 (1, 4)
It is read f of x and y. 2x  y
6 2x  y
6

Step 1 Find the vertices of the region. (3, 0)

Graph the inequalities. O (1, 0) x
y
0
The polygon formed is a triangle
with vertices at (1, 4), (3, 0), and (1, 0).
(continued on the next page)
Lesson 3-4 Linear Programming 129

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters Graphing Calculator and 5-Minute Check Transparency 3-4
• Study Guide and Intervention, pp. 137–138 Spreadsheet Masters, p. 31 Real-World Transparency 3
• Skills Practice, p. 139 Answer Key Transparencies
• Practice, p. 140
• Reading to Learn Mathematics, p. 141 Technology
• Enrichment, p. 142 Interactive Chalkboard
• Assessment, p. 164

Lesson x-x Lesson Title 129

 Step 2 Use a table to find the maximum and minimum values of f(x, y).
2 Teach Substitute the coordinates of the vertices into the function.

(x, y ) 3x  y f (x, y )
MAXIMUM AND (1, 4) 3(1)  4 7
MINIMUM VALUES (3, 0) 3(3)  0 9 ← maximum
(1, 0) 3(1)  0 3 ← minimum
In-Class Examples Power
Point®
The maximum value is 9 at (3, 0). The minimum value is 3 at (1, 0).
1 Graph the following system
of inequalities. Name the
coordinates of the vertices of Sometimes a system of inequalities forms a region that is open. In this case, the
region is said to be unbounded .
the feasible region. Find the
maximum and minimum Example 2 Unbounded Region
values of the function
Graph the following system of inequalities. Name the coordinates of the
f(x, y)
3x  2y for this vertices of the feasible region. Find the maximum and minimum values
region. of the function f(x, y)
5x  4y for this region.
x5 2x  y  3
y4 3y  x
9
xy2 2x  y
10 y
Study Tip
y Graph the system of inequalities. There are
y
4 Common only two points of intersection, (0, 3) and (3, 4). (0, 3) (3, 4)
(5, 4)
Misconception 2x  y
10
(–2, 4) Always test a point (x, y ) 5x  4y f (x, y ) 3y  x
9
x
5 contained in the feasible
(0, 3) 5(0)  4(3) 12 O x
region when the graph
is unbounded. Do not (3, 4) 5(3)  4(4) 31 2x  y
3
O x assume that there is
no minimum value if The maximum is 31 at (3, 4).
xy
2 the feasible region is
unbounded below the Although f(0, 3) is 12, it is not the minimum value since there are other points in the
(5, –3) solution that produce lesser values. For example, f(3, 2)
7 and f(20, 35)
40.
line, or that there is no
maximum value if It appears that because the region is unbounded, f(x, y) has no minimum value.
the feasible region is
The maximum value is 21 at unbounded above
(5, 3). The minimum value is the line.
REAL-WORLD PROBLEMS The process of finding maximum or minimum
14 at (2, 4). values of a function for a region defined by inequalities is called linear programming.
The steps used to solve a problem using linear programming are listed below.
2 Graph the following system
of inequalities. Name the
coordinates of the vertices of Linear Programming Procedure
the feasible region. Find the Step 1 Define the variables.
maximum and minimum Step 2 Write a system of inequalities.
values of the function Step 3 Graph the system of inequalities.
f(x, y)
2x  3y for this Step 4 Find the coordinates of the vertices of the feasible region.
region. Step 5 Write a function to be maximized or minimized.
x  2y  2
Step 6 Substitute the coordinates of the vertices into the function.
x  2y  4
Step 7 Select the greatest or least result. Answer the problem.
x  y  2
y
x  2y
2 Linear programming can be used to solve many types of real-world problems.
These problems have certain restrictions placed on the variables, and some function
(–2, 0) of the variable must be maximized or minimized.

x 130 Chapter 3 Systems of Equations and Inequalities

O
x  y
2 (0, –2) x  2y
4

Teaching Tip Help students see

that the constraints and feasible
region represent a way to model the
There is no maximum value. The facts in a complex situation. Within
minimum value is 6 at (0, 2). those constraints, the function
f(x, y) represents the relationship for
which you need to find a maximum
or minimum value.

130 Chapter 3 Systems of Equations and Inequalities

 Example 3 Linear Programming REAL-WORLD PROBLEMS
VETERINARY MEDICINE As a receptionist for a veterinarian, one
of Dolores Alvarez’s tasks is to schedule appointments. She allots In-Class Example Power
Point®
20 minutes for a routine office visit and 40 minutes for a surgery.
The veterinarian cannot do more than 6 surgeries per day. The office 3 LANDSCAPING A landscap-
has 7 hours available for appointments. If an office visit costs $55
and most surgeries cost $125, find a combination of office visits and ing company has crews who
surgeries that will maximize the income the veterinarian practice mow lawns and prune shrub-
receives per day. bery. The company schedules
1 hour for mowing jobs and
Step 1 Define the variables.
3 hours for pruning jobs.
v
the number of office visits Each crew is scheduled for no
s
the number of surgeries
more than 2 pruning jobs per
Step 2 Write a system of inequalities. day. Each crew’s schedule is
Since the number of appointments cannot be negative, set up for a maximum of
Veterinary v and s must be nonnegative numbers. 9 hours per day. On the aver-
Medicine
Surgeries are usually v  0 and s  0 age, the charge for mowing a
performed in the morning lawn is $40 and the charge for
An office visit is 20 minutes, and a surgery is 40 minutes.
so that the animal can
There are 7 hours available for appointments. pruning shrubbery is $120.
recover throughout the
day while there is plenty
Find a combination of mowing
20v  40s  420 7 hours
420 minutes
of staff to monitor its lawns and pruning shrubs
progress. The veterinarian cannot do more than 6 surgeries per day. that will maximize the income
Source: www.vetmedicine.
miningco.com s6 the company receives per day
for one of its crews. either
Step 3 Graph the system of inequalities. v
(0, 21) 3 mowings and 2 prunings, or
20
Step 4 Find the coordinates of the vertices 9 mowings and no prunings
of the feasible region. 16 s
6
From the graph, the vertices of the
12
feasible region are at (0, 0), (6, 0), (6, 9),
s
0 (6, 9)
and (0, 21). If the vertices could not be 8
read from the graph easily, we could 20v  40s
420
also solve a system of equations using 4
the boundaries of the inequalities. (0, 0) (6, 0)
O 4 8 12 s
Step 5 Write a function to be maximized or v
0
minimized.
The function that describes the income is f(s, v)
125s  55v. We
wish to find the maximum value for this function.

Step 6 Substitute the coordinates of the vertices into the function.

(s, v ) 125s  55v f (s, v )

(0, 0) 125(0)  55(0) 0
(6, 0) 125(6)  55(0) 750
(6, 9) 125(6)  55(9) 1245
(0, 21) 125(0)  55(21) 1155

Step 7 Select the greatest or least result. Answer the problem.

The maximum value of the function is 1245 at (6, 9). This means that the
maximum income is $1245 when Dolores schedules 6 surgeries and
9 office visits.

www.algebra2.com/extra_examples Lesson 3-4 Linear Programming 131

Differentiated Instruction
Visual/Spatial Have students use different colored pencils to shade
the different regions of a graph defined by the inequalities in a linear
programming problem. This should help students clarify the relationship
between the various regions in these graphs.

Lesson 3-4 Linear Programming 131

 3 Practice/Apply Concept Check 1. Determine whether the following statement is always, sometimes, or never true.
A feasible region has a minimum and a maximum value. sometimes
2. OPEN ENDED Give an example of a system of inequalities that forms a
bounded region. Sample answer: y  x, y  x  5, y
0
Study Notebook
Have students— Guided Practice Graph each system of inequalities. Name the coordinates of the vertices of the
feasible region. Find the maximum and minimum values of the given function
• add the definitions/examples of for this region. 3–8. See margin.
the vocabulary terms to their 3. y  2 4. x  3 5. y  2x  1
GUIDED PRACTICE KEY
Vocabulary Builder worksheets for Exercises Examples
x1 y1 1y3
x  2y  9 3x  y  6 x  2y  12
Chapter 3. 3, 5–8 1 f(x, y)
2x  3y f(x, y)
5x  2y f(x, y)
3x  y
• include any other item(s) that they 4 2
9–14 3 6. y  x  2 7. x  2y  6 8. x  3y  7
find helpful in mastering the skills 2x7 2x  y  7 5x  y  13
in this lesson. 1
y  2x  5 x  2, y  3 x  6y  9
f(x, y)
x  y 3x  2y  7
f(x, y)
8x  3y f(x, y)
x  y

Application MANUFACTURING For Exercises 9–14, use the following information.

The students in the Future Homemakers Club are making canvas tote bags and
About the Exercises… leather tote bags for a money making project. They will line both types of tote bags
with canvas and use leather for the handles of both bags. For the canvas tote bags,
Organization by Objective they need 4 yards of canvas and 1 yard of leather. For the leather tote bags, they
• Maximum and Minimum need 3 yards of leather and 2 yards of canvas. Their faculty advisor has purchased
Values: 15–30 56 yards of leather and 104 yards of canvas.
• Real-World Problems: 9. Let c represent the number of canvas tote bags and let
represent the number of
31–42 leather tote bags. Write a system of inequalities to represent the number of tote
bags that can be produced. c  0,
 0, c  3

56, 4c  2

104
Odd/Even Assignments 10. Draw the graph showing the feasible region. See margin.
Exercises 15–29 are structured 11. (0, 0), (26, 0), 11. List the coordinates of the vertices of the feasible region.
so that students practice the (20, 12), 0, 18
2 12. If the club plans to sell the canvas bags at a profit of $20 each and the leather
same concepts whether they 3 bags at a profit of $35 each, write a function for the total profit on the bags.
are assigned odd or even 12. f (c,
)
13. Determine the number of canvas and leather bags that they need to make for
problems. 20c  35
a maximum profit. 20 canvas tote bags and 12 leather tote bags
Alert! Exercise 37 involves 14. What is the maximum profit? $820
research on the Internet or
other reference materials. ★ indicates increased difficulty
Practice and Apply
Assignment Guide
Basic: 15–27 odd, 30–37, 43–62
Homework Help Graph each system of inequalities. Name the coordinates of the vertices of the
For See feasible region. Find the maximum and minimum values of the given function
Exercises Examples
Average: 15–29 odd, 30–41, for this region. 15–20. See pp. 151A–151F.
15–29 1, 2
43–62 31–36, 3 15. y  1 16. y  4 17. y  2
38–42 x6 x3 1x5
Advanced: 16–28 even, 30–56,
y  2x  1 y  3x  4 yx3
(optional: 57–62) Extra Practice f(x, y)
x  y f(x, y)
x  y f(x, y)
3x  2y
See page 833.
All: Practice Quiz 2 (1–5) 18. y  1 19. y  x  2 20. y  x  6
2x4 y  11  2x y  2x  6
x  2y  4 2x  y  7 2x6
Answers f(x, y)
3y  x f(x, y)
4x  3y f(x, y)
x  3y
3. y 132 Chapter 3 Systems of Equations and Inequalities

(1, 4)

(5, 2) 4.
5 
y
(1, 2)
vertices: (3, 1),  , 1 ;
3
no maximum;
O x (3, 1) ( 53 , 1) min: f(3, 1)
17
O x

vertices: (1, 2), (1, 4), (5, 2);

max: f(5, 2)
4,
min: f(1, 4)
10
132 Chapter 3 Systems of Equations and Inequalities
21–29. See pp. 151A– 21. x  y  3 22. y  7  x 23. y  x  3 Answers
151F. x  2y  4 3x  2y  6 y  6  2x
x  0, y  0 x  0, y  0 2x  y  3 7. y
f(x, y)
3y  4x f(x, y)
5x  2y f(x, y)
3x  4y (2, 4)

24. x  y  4 25. x  y  2 26. 2x  2y  4

(4, 1)
3x  2y  12 4y  x  8 2y  3x  6
x  4y  16 y  2x  5 4y  x  8
f (x, y)
x  2y f(x, y)
4x  3y f(x, y)
3y  x O x

27. 2x  3y  6 ★ 28. x  0 ★ 29. x  2 (2, 3)

3x  2y  4 y0 y1 (2, 3)
5x  y  15 x  2y  6 x  2y  4
f(x, y)
x  3y 2y  x  2 xy8
xy5 2x  y  7 vertices: (2, 4), (2, 3),
f(x, y)
3x  5y f(x, y)
x  4y (2, 3), (4, 1); max: f(2, 3)
5;
min: f(2, 4)
6
30. CRITICAL THINKING The vertices of a feasible region are A(1, 2), B(5, 2), and
C(1, 4). Write a function that satisfies each condition. Sample answers given. 8. y
a. A is the maximum and B is the minimum. f (x, y )
2x  y (1, 2) (2, 3)
b. C is the maximum and B is the minimum. f (x, y )
3y  2x
c. B is the maximum and A is the minimum. f (x, y )
x  y
d. A is the maximum and C is the minimum. f (x, y )
x  3y O x
e. B and C are both maxima and A is the minimum. f (x, y )
x  2y
(3, 1)
(3, 2)
PRODUCTION For Exercises 31–36, use the following information.
There are a total of 85 workers’ hours available per day for production at a
calculator manufacturer. There are 40 workers’ hours available for encasement and
quality control each day. The table below shows the number of hours needed in each vertices: (3, 1), (1, 2),
department for two different types of calculators. (2, 3), (3, 2); max: f(3, 2)
5,
min: f(1, 2)
3
Calculator Production Time
10. 28


Encasement and
Calculator Type Production Time
Quality Control
24
1

Leather Tote Bags

graphing calculator 1 2 hours 2 hours
20 (0, 18 23 )
computer-algebra 1
systems (CAS) 1 hour 2
hour
16
(20, 12)
12
31. Let g represent the number of graphing calculators and let c represent the number
of CAS calculators. Write a system of inequalities to represent the number of 8
calculators that can be produced. g  0, c  0, 1.5g  2c
85, g  0.5c
40
4
32. Draw the graph showing the feasible region. See margin. (0, 0) (26, 0)

0 4 8 12 16 20 24 28 c
33. (0, 0), (0, 42.5), 33. List the coordinates of the vertices of the feasible region.
Canvas Tote Bags
(30, 20), (40, 0)
34. If the profit on a graphing calculator is $50 and the profit on a CAS calculator
is $65, write a function for the total profit on the calculators. f (g, c)
50g  65c 32. g
Graphing Calculators

35. Determine the number of each type of calculator that is needed to make a 80
maximum profit. 30 graphing calculators, 20 CAS calculators
60 (0, 56.7)
36. What is the maximum profit? $2800
40
37. RESEARCH Use the Internet or other reference to find an industry that uses (0, 20) (80, 0)
20 (85, 0)
linear programming. Describe the restrictions or constraints of the problem and
explain how linear programming is used to help solve the problem. c

www.algebra2.com/self_check_quiz See students’ work. Lesson 3-4 Linear Programming 133

0 20 40 60 80
CAS Calculators

5. y 6. y vertices: (2, 0), (2, 6),

(7, 8.5) (7, 8.5), (7, 5);
(2, 6)
max: f(7, 8.5)
81.5,
(1, 3) (6, 3)
min: f(2, 0)
16

(0, 1) (10, 1)
O x O (2, 0) x

(7, 5)
vertices: (0, 1), (1, 3), (6, 3), (10, 1);
max: f(10, 1)
31, min: f(0, 1)
1 Lesson 3-4 Linear Programming 133
 NAME ______________________________________________ DATE ____________ PERIOD _____
FARMING For Exercises 38–41, use the following information.
Study
3-4 Guide
Study andIntervention
Guide and Intervention,
p. 137 (shown) and p. 138 Dean Stadler has 20 days in which to plant corn and soybeans. The corn can be
Linear Programming
Maximum and Minimum Values When a system of linear inequalities produces a
planted at a rate of 250 acres per day and the soybeans at a rate of 200 acres per day.
bounded polygonal region, the maximum or minimum value of a related function will occur
at a vertex of the region.
He has 4500 acres available for planting these two crops.
Example Graph the system of inequalities. Name the coordinates of the
vertices of the feasible region. Find the maximum and minimum values of the
38. c  0, s  0, 38. Let c represent the number of acres of corn and let s represent the number of
function f(x, y)
3x  2y for this polygonal region.
y
4 c  s
4500, acres of soybeans. Write a system of inequalities to represent the possible ways
y
x  6
1
y  x  
3 4c  5s
20,000 Mr. Stadler can plant the available acres.
2 2
y
6x  4
First find the vertices of the bounded region. Graph y
39. Draw the graph showing the feasible region and list the coordinates of the
the inequalities.
The polygon formed is a quadrilateral with vertices at
vertices of the feasible region. See pp. 151A–151F.
(0, 4), (2, 4), (5, 1), and (1, 2). Use the table to find the
maximum and minimum values of f(x, y)
3x  2y.
(x, y) 3x  2y f (x, y) x
40. 2500 acres corn, 40. If the profit on corn is $26 per acre and the profit on soybeans is $30 per acre,
(0, 4) 3(0)  2(4) 8
O
2000 acres soybeans; how much of each should Mr. Stadler plant? What is the maximum profit?
(2, 4) 3(2)  2(4) 14
(5, 1) 3(5)  2(1) 17 $125,000 41. How much of each should Mr. Stadler plant if the profit on corn is $29 per acre
(1, 2) 3(1)  2(2) 7

The maximum value is 17 at (5, 1). The minimum value is 7 at (1, 2). and the profit on soybeans is $24 per acre? What is the maximum profit?
Exercises 4500 acres corn, 0 acres soybeans; $130,500
Graph each system of inequalities. Name the coordinates of the vertices of the

★ 42. PACKAGING The Cookie Factory’s best selling items are chocolate chip cookies
feasible region. Find the maximum and minimum values of the given function for
this region.

1. y  2 2. y  2 3. x  y  2
1x5 y  2x  4 4y  x  8 and peanut butter cookies. They want to sell both types of cookies together in
yx3 x  2y  1 y  2x  5 Lesson 3-4
f(x, y)
3x  2y f(x, y)
4x  y f(x, y)
4x  3y combination packages. The different-sized packages will contain between 6 and
y
y y
12 cookies, inclusively. At least three of each type of cookie should be in each
O x
O x package. The cost of making a chocolate chip cookie is 19¢, and the selling price
is 44¢ each. The cost of making a peanut butter cookie is 13¢, and the selling
O x
price is 39¢. How many of each type of cookie should be in each package to
vertices: (1, 2), (1, 4), vertices: (5, 2), vertices (0, 2), (4, 3),
(5, 8), (5, 2); max: 11; (3, 2), (1, 2);
73 , 13  ; max: 25; min: 6 maximize the profit? 3 chocolate chip, 9 peanut butter
min; 5 max: 10; min: 18

Gl NAME
/M G ______________________________________________
Hill 137 DATE ____________
GlPERIOD
Al _____
b 2

Skills
3-4 Practice,
Practice (Average)
p. 139 and
Practice, p. 140 (shown) 43. WRITING IN MATH Answer the question that was posed at the beginning of the
Linear Programming
Graph each system of inequalities. Name the coordinates of the vertices of the
lesson. See pp. 151A–151F.
feasible region. Find the maximum and minimum values of the given function for
this region. How is linear programming used in scheduling work?
1. 2x  4  y 2. 3x  y  7 3. x  0
2x  4  y 2x  y  3 y0
y2 yx3 y6 Include the following in your answer:
f(x, y)
2x  y f(x, y)
x  4y y  3x  15
y y
(4, 5)
f(x, y)
3x  y
y
• a system of inequalities that represents the constraints that are used to
(–3, 2)
(3, 2)
(0, 6)
(3, 6) schedule buoy repair and replacement,
O x

O x
• an explanation of the linear function that the buoy tender captain would wish
(2, –1)
(0, –4) (0, –3) (0, 0)
O
(5, 0)
x
to maximize, and
max.: 8, min.: 4 max.: 12, min.: 16 max.: 15, min.: 0 • a demonstration of how to solve the linear programming problem to find the
4. x  0
y0
5. y  3x  6
4y  3x  3
6. 2x  3y  6
2x  y  2
maximum number of buoys the buoy tender could service in 24 hours at sea.
4x  y  7 x  2 x0
f(x, y)
x  4y f(x, y)
x  3y y0
f(x, y)
x  4y  3
Standardized
y y

(– –74, 0) O (0, 0) x
(– –75, 9–5)
y
44. A feasible region has vertices at (0, 0), (4, 0), (5, 5), and (0, 8). Find the maximum
(0, 2) (–23, 1) Test Practice and minimum of the function f(x, y)
x  3y over this region. A
(–2, 0)

maximum: f(0, 8)
24
O x O x
(0, –7) A

max.: 28, min.: 0 34

max.:  , no min. 17
no max., min.: 
minimum: f(0, 0)
0
5 2

PRODUCTION For Exercises 7–9, use the following information.

B minimum: f(0, 0)
0
A glass blower can form 8 simple vases or 2 elaborate vases in an hour. In a work shift of no
more than 8 hours, the worker must form at least 40 vases.
maximum: f(5, 5)
20
7. Let s represent the hours forming simple vases and e the hours forming elaborate vases.
Write a system of inequalities involving the time spent on each type of vase.
C maximum: f(5, 5)
20
s  0, e  0, s  e
8, 8s  2e  40
8. If the glass blower makes a profit of $30 per hour worked on the simple vases and $35
minimum: f(0, 8)
8
minimum: f(4, 0)
4
per hour worked on the elaborate vases, write a function for the total profit on the vases.
f(s, e)
30s  35e D
9. Find the number of hours the worker should spend on each type of vase to maximize
profit. What is that profit? 4 h on each; $260 maximum: f(0, 0)
0
Gl NAME
/M G ______________________________________________
Hill 140 DATE ____________
Gl PERIOD
Al _____
b 2
Reading
3-4 Readingto
to Learn
Learn Mathematics 45. What is the area of square ABCD? C y
Mathematics, p. 141 ELL
Linear Programming B
Pre-Activity How is linear programming used in scheduling work?
A 25 units2
Read the introduction to Lesson 3-4 at the top of page 129 in your textbook.
Name two or more facts that indicate that you will need to use inequalities
B 429 units2
A O x
to model this situation.
Sample answer: The buoy tender can carry up to 8 new buoys. C 29 units2
25  2 units2
There seems to be a limit of 24 hours on the time the crew has
at sea. The crew will want to repair or replace the maximum
number of buoys possible.
D C
Reading the Lesson
1. Complete each sentence.
D
a. When you find the feasible region for a linear programming problem, you are solving
a system of linear inequalities called constraints . The points
in the feasible region are solutions of the system.
134 Chapter 3 Systems of Equations and Inequalities
b. The corner points of a polygonal region are the vertices of the
feasible region.

2. A polygonal region always takes up only a limited part of the coordinate plane. One way
to think of this is to imagine a circle or rectangle that the region would fit inside. In the NAME ______________________________________________ DATE ____________ PERIOD _____
case of a polygonal region, you can always find a circle or rectangle that is large enough
to contain all the points of the polygonal region. What word is used to describe a region
that can be enclosed in this way? What word is used to describe a region that is too large Enrichment,
3-4 Enrichment p. 142
to be enclosed in this way? bounded; unbounded

3. How do you find the corner points of the polygonal region in a linear programming Computer Circuits and Logic
problem? You solve a system of two linear equations.
Computers operate according to the laws of logic. The circuits of a computer
can be described using logic.
4. What are some everyday meanings of the word feasible that remind you of the
mathematical meaning of the term feasible region?
1. With switch A open, no current flows. The value 0 is assigned
Sample answer: possible or achievable A to an open switch.

2. With switch A closed, current flows. The value 1 is assigned

A to a closed switch.
Helping You Remember
3. With switches A and B open, no current flows. This circuit
5. Look up the word constraint in a dictionary. If more than one definition is given, choose A B can be described by the conjunction, A  B.
the one that seems closest to the idea of a constraint in a linear programming problem.
A
How can this definition help you to remember the meaning of constraint as it is used in
4. In this circuit, current flows if either A or B is closed. This circuit
this lesson? Sample answer: A constraint is a restriction or limitation. The
can be described by the disjunction, A  B.
constraints in a linear programming problem are restrictions on the
variables that translate into inequality statements. B

A B AB Truth tables are used to describe the flow of current in a circuit.
0 0 0
The table at the left describes the circuit in diagram 4. According

134 Chapter 3 Systems of Equations and Inequalities

 Maintain Your Skills
Mixed Review Solve each system of inequalities by graphing. (Lesson 3-3) 46–47. See margin.
4 Assess
46. 2y  x  4 47. 3x  2y  6 Open-Ended Assessment
yx4 3
y  x  1
2 Writing Have students write a
summary of the steps they use to
Solve each system of equations by using either substitution or elimination.
(Lesson 3-2) approach, graph, and solve a
48. 4x  5y
20 49. 6x  y
15 50. 3x  8y
23 linear programming problem.
5x  4y
7 (5, 8) x  4y
10 (2, 3) 5x  y
24 (5, 1)
Getting Ready for
SCHOOLS For Exercises 51 and 52,
use the graph at the right. USA TODAY Snapshots®
Lesson 3-5
(Lesson 1-3) PREREQUISITE SKILL Lesson 3-5
51. c
average cost 51. Define a variable and write an Per-pupil spending is climbing presents systems of equations in
each year; 15c  equation that can be used to How annual per-pupil spending on public
elementary and secondary school students 2001 three variables. Verifying the solu-
3479
7489 determine on average how has risen: $7,489 tion to such a system involves
much the annual per-pupil
spending has increased from 1996 evaluating the three equations
1991 $5,689
1986 to 2001. for the solution. Exercises 57–62
$4,902
52. Solve the problem. 1986 should be used to determine
about $267 per year $3,479 your students’ familiarity with
Name the property illustrated by evaluating expressions involving
each equation. (Lesson 1-2) three variables.
53. 4n  (4n)
0 Add. Inv.
54. (2  5)  6
2  (5  6) Assoc. () Assessment Options

3
2
2
3
55.  
1 Mult. Inv. Source: National Center for Education Statistics (2001 figure is a projection.)

By Bob Laird, USA TODAY

Practice Quiz 2 The quiz
56. 6(x  9)
6x  6(9) Distributive provides students with a brief
review of the concepts and skills
Getting Ready for PREREQUISITE SKILL Evaluate each expression if x
2, y
6, and z
5. in Lessons 3-3 and 3-4. Lesson
the Next Lesson (To review evaluating expressions, see Lesson 1-1.) numbers are given to the right of
57. x  y  z 9 58. 2x  y  3z 5 exercises or instruction lines so
59. x  4y  2z 16 60. 5x  2y  z 3 students can review concepts not
61. 3x  y  4z 8 62. 2x  3y  2z 4 yet mastered.
Quiz (Lesson 3-4) is available
on p. 164 of the Chapter 3
P ractice Quiz 2 Lessons 3–3 and 3–4
Resource Masters.
Solve each system of inequalities by graphing. (Lesson 3-3) 1–3. See pp. 151A–151F.
1. y  x 0 2. y  3x  4 3. x  3y  15
yx4 yx3 4x  y  16 Answers
Graph each system of inequalities. Name the coordinates of the vertices of the 46. y
feasible region. Find the maximum and minimum values of the given function for
this region. (Lesson 3-4) 4–5. See pp. 151A–151F for graphs.
4. x  0 5. x  5
2y  x
4
y0 vertices: (0, 0), y  3x vertices: (1, 3),
y  2x  4 (0, 4), (1, 6), (3, 0); 2y  x  7 (1, 3), (5, 6), (5, 1); O x
3x  y  9 max: f (1, 6)
8, yx4 max: f (5, 1)
17,
f(x, y)
2x  y min: f (0, 0)
0 f(x, y)
4x  3y min: f (1, 3)
13 y
x4

Lesson 3-4 Linear Programming 135

47. y
3x  2y
6
Online Lesson Plans
USA TODAY Education’s Online site offers resources and O x
interactive features connected to each day’s newspaper.
Experience TODAY, USA TODAY’s daily lesson plan, is y
3x  1
2
available on the site and delivered daily to subscribers.
This plan provides instruction for integrating USA TODAY
graphics and key editorial features into your mathematics
classroom. Log on to www.education.usatoday.com.

Lesson 3-4 Linear Programming 135

Algebra
Activity A Preview of Lesson 3-5

A Preview of Lesson 3-5

Getting Started Graphing Equations in Three Variables

To graph an equation in three variables, it is necessary to add a third dimension to
Objective Discover how to graph our coordinate system. The graph of an equation of the form Ax  By  Cz
D,
equations in three variables. where A, B, C, and D can not all be equal to zero is a plane.

Materials When graphing in three-dimensional space, begin with the xy-coordinate plane in
a horizontal position. Then draw the z-axis as a vertical line passing through the
isometric dot paper origin. There are now three coordinate planes: the xy-plane, the xz-plane, and the
ruler yz-plane. These planes intersect at right angles and divide space into eight regions,
called octants.

Teach A point in space (three dimensions) has three coordinates and is represented by an
ordered triple (x, y, z).

• To help students visualize this

yz -plane 6 5
activity, consider cutting all
four bottom corners from each xz -plane
z z - axis
of two cardboard boxes and
y - axis
taping them together to model
is
the three-dimensional graph- origin (0, 0, 0) y ax
2 x- 1
8
ing system. The axes, planes, 4
3
and octants can then be labeled x xy -plane
7
to complete the model. The first octant contains the
points in space for which all
• Help students realize that the three coordinates are positive. The octants are numbered as shown.
ordered triple (x, y, z) is similar
to the familiar ordered pair
(x, y) in a coordinate plane.
• Have students complete Activity 1
Exercises 1–14. Use isometric dot paper to graph (3, 4, 2) on a three-dimensional coordinate
system. Name the octant in which it lies.
Answers (p. 137) Draw the x-, y-, and z-axes as shown. z

4. z Begin by finding the point (3, 4, 0) in

(0, 0, 6)
the xy-plane. 2
The z-coordinate is 2, so move the
O
point up two units parallel to the 4 y
z-axis.
3
The point lies in octant 1.

x
y
(0, 1, 0) To graph a linear equation in three variables, first find the intercepts of the graph.
(2, 0, 0)
Connect the intercepts on each axis. This forms a portion of a plane that lies in a
single octant.

x
5. z 136 Chapter 3 Systems of Equations and Inequalities

(0, 0, 5) Resource Manager

Teaching Algebra with Glencoe Mathematics Classroom
8
6 Manipulatives Manipulative Kit
4 • isometric dot grid stamp
(0, 4, 0) • p. 19 (master for isometric dot paper)
• p. 225 (student recording sheet) • ink pad
O y
• ruler
4
6
(10, 0, 0) 8
10
x

136 Chapter 3 Systems of Equations and Inequalities

 Activity 2 Assess
Graph 2x  3y  4z
12.
Begin by finding the x-, y-, and z-intercepts. In Exercises 1–12, students
x-intercept y-intercept z-intercept should be able to—
Let y
0 and z
0. Let x
0 and z
0. Let x
0 and y
0. • graph an ordered triple in a
2x
12 3y
12 4z
12 three-dimensional coordinate
x
6 y
4 z
3 system.
To sketch the plane, graph the intercepts, which have coordinates (6, 0, 0), (0, 4, 0), • graph equations and find the
and (0, 0, 3). Then connect the points. Remember this is only a portion of the plane three intercepts.
that extends indefinitely.
• write an equation of a plane
z
(0, 0, 3)
given its three intercepts.

(0, 4, 0)
O
O y
Study Notebook
You may wish to have students
( )
summarize this activity and what
x 6, 0, 0
they learned from it.

Model and Analyze ★ indicates increased difficulty Answers

Graph each ordered triple on a three-dimensional coordinate system.
Name the octant in which each point lies. 1–3. See pp. 151A–151F for graphs. 9. z

1. (5, 3, 6) 1 2. (2, 4, 3) 5 3. (1, 5, 7) 2

Graph each equation. Name the coordinates for the x-, y-, and z-intercepts.
4. 3x  6y  z
6 5. 2x  5y  4z
20 6. x  3y  6z
3 4. (2, 0, 0), (0, 1, 0),
7. 3x  5y  10z
15 8. 6x  9z
18 9. 4x  6y
24 (0, 0, 6)
(0, 4, 0) O y
4–9. See margin for graphs. 5. (10, 0, 0),
Write an equation of the plane given its x-, y-, and z-intercepts, respectively. (0, 4, 0), (0, 0, 5)
★ 10. 8, 3, 6 ★ 11. 10, 4, 5 ★ 12. 1, 4, 12 6. (3, 0, 0), (0, 1, 0),
2
3x  8y  4z
24 2x  5y  4z
20 24x  3y  z
12 (0, 0, 0.5)
x (6, 0, 0)
13. Describe the values of x, y, and z as either positive or negative for each octant. 7. (5, 0, 0), (0, 3, 0),
See margin. (0, 0, 1.5)
14. Consider the graph x
3 in one, two, and three dimensions. a–e. See pp.
8. (3, 0, 0), none,
a. Graph the equation on a number line. 151A–151F. 13. 1: x is positive, y is positive,
(0, 0, 2)
b. Graph the equation on a coordinate plane.
9. (6, 0, 0), and z is positive.
c. Graph the equation in a three-dimensional coordinate axis. (0, 4, 0), none 2: x is positive, y is negative,
d. Describe and compare the graphs in parts a, b, and c. 10–12. Sample and z is positive.
e. Make a conjecture about the graph of x 3 in one, two, and three dimensions. answers are 3: x is positive, y is negative,
given. and z is negative.
4: x is positive, y is positive,
Algebra Activity Graphing Equations in Three Variables 137
and z is negative.
5: x is negative, y is positive,
z and z is positive.
6. z 7. z 8.
6: x is negative, y is negative,
and z is positive.
(5, 0, 0) 7: x is negative, y is negative,
(0, 0, 2)
(0, 0, 0.5)
and z is negative.
(0, 1, 0) (0, 0, 1.5)
1
O y
8: x is negative, y is positive,
y
O y (3, 0, 0)
and z is negative.
(3, 0, 0) (0, 3, 0)
3 x

x x

Algebra Activity Graphing Equations in Three Variables 137

 Lesson Solving Systems of Equations
Notes in Three Variables
• Solve systems of linear equations in three variables.

1 Focus • Solve real-world problems using systems of linear equations in three variables.

can you determine the number and

5-Minute Check type of medals U.S. Olympians won?
Transparency 3-5 Use as a At the 2000 Summer Olympics in Sydney,
quiz or review of Lesson 3-4. Australia, the United States won 97 medals.
They won 6 more gold medals than bronze
Mathematical Background notes and 8 fewer silver medals than bronze.
are available for this lesson on You can write and solve a system of three
p. 108D. linear equations to determine how many of
each type of medal the U.S. Olympians won.
Let g represent the number of gold medals, let
Building on Prior s represent the number of silver medals, and
Knowledge let b represent the number of bronze medals.

In Lesson 3-2, students solved g  s  b
97 The U.S. won a total of 97 medals.

systems of two equations in two g
b6 They won 6 more gold medals than bronze.

variables using algebra. In this s
b8 They won 8 fewer silver medals than bronze.

lesson, they use many of the same

skills as they solve systems of
three equations in three variables. SYSTEMS IN THREE VARIABLES The system of equations above has three
variables. The graph of an equation in three variables, all to the first power, is a
plane. The solution of a system of three equations in three variables can have one
can you determine the solution, infinitely many solutions, or no solution.
number and type of
medals U.S. Olympians won? System of Equations in Three Variables
Ask students: One Solution Infinite Solutions
• planes intersect in one point • planes intersect in a line
• What do you know about the
• planes intersect in the same plane
values for each of the variables?
They are greater than or equal to
zero. (x, y, z)

• Did the U.S. Olympians win

more bronze medals or more
silver medals? bronze
No Solution
• planes have no point in common

138 Chapter 3 Systems of Equations and Inequalities

Resource Manager
Workbook and Reproducible Masters Transparencies
Chapter 3 Resource Masters Teaching Algebra With Manipulatives 5-Minute Check Transparency 3-5
• Study Guide and Intervention, pp. 143–144 Masters, pp. 226–227 Answer Key Transparencies
• Skills Practice, p. 145
• Practice, p. 146 Technology
• Reading to Learn Mathematics, p. 147 Interactive Chalkboard
• Enrichment, p. 148
• Assessment, p. 164
 Solving systems of equations in three variables is similar to solving systems
of equations in two variables. Use the strategies of substitution and elimination.
The solution of a system of equations in three variables x, y, and z is called an
ordered triple and is written as (x, y, z).
2 Teach
SYSTEMS IN THREE
VARIABLES
Example 1 One Solution
Solve the system of equations.
In-Class Example Power
Point®
x  2y  z
10
2x  y  3z
5 1 Solve the system of equations.
2x  3y  5z
27 5x  3y  2z
2
2x  y  z
5
Study Tip Step 1 Use elimination to make a system of two equations in two variables. x  4y  2z
16 (2, 6, 3)
Elimination Teaching Tip Suggest that
Remember that you can x  2y  z
10 Multiply by 2. 2x  4y  2z
20
when solving systems of
eliminate any of the three 2x  y  3z
5 () 2x  y  3z
5
variables. equations in three variables
5y  z
25 Subtract to
students should take a few
eliminate x.
moments before beginning their
2x  y  3z
5 Second equation
calculations to examine the
() 2x  3y  5z
27 Third equation equations and make a plan for
2y  8z
32 Subtract to eliminate x. solving the system. Also, remind
Notice that the x terms in each equation have been eliminated. The result
students that the three values of
is two equations with the same two variables y and z. the solution represent a point in
space that is contained in all
three planes, the x-plane, the
Step 2 Solve the system of two equations. y-plane, and the z-plane
5y  z
25 Multiply by 8. 40y  8z
200 discussed in the Algebra Activity
presented on pp. 136–137.
2y  8z
32 () 2y  8z
32
42y
168 Add to eliminate z.
y
4 Divide by 42.

Substitute 4 for y in one of the equations with two variables and solve
for z.
5y  z
25 Equation with two variables
5(4)  z
25 Replace y with 4.
20  z
25 Multiply.
z
5 Simplify.
The result is y
4 and z
5.

Step 3 Substitute 4 for y and 5 for z in one of the original equations with three
variables.
x  2y  z
10 Original equation with three variables
x  2(4)  (5)
10 Replace y with 4 and z with 5.
x  8  5
10 Multiply.
x
7 Simplify.

The solution is (7, 4, 5). You can check this solution in the other two original
equations.

www.algebra2.com/extra_examples Lesson 3-5 Solving Systems of Equations in Three Variables 139

Lesson 3-5 Solving Systems of Equations in Three Variables 139

In-Class Examples Power Example 2 Infinite Solutions
Point®
Solve the system of equations.
2 Solve the system of equations. 4x  6y  4z
12
2x  y  3z
5 6x  9y  6z
18
x  2y  4z
7 5x  8y  10z
20
6x  3y  9z
15 Eliminate x in the first two equations.
There are an infinite number of 4x  6y  4z
12 Multiply by 3. 12x  18y  12z
36
solutions. 6x  9y  6z
18 Multiply by 2. () 12x  18y  12z
36 Add the
equations.
Teaching Tip Ask students to 0
0
sketch a drawing of three planes The equation 0
0 is always true. This indicates that the first two equations
whose equations form a system represent the same plane. Check to see if this plane intersects the third plane.
with an infinite number of 4x  6y  4z
12 Multiply by 5. 20x  30y  20z
60
solutions. 5x  8y  10z
20 Multiply by 2. () 10x  16y  20z
40 Add the
equations.
3 Solve the system of equations. 10x  14y
20
3x  y  2z
4 5x  7y
10 Divide by
the GCF, 2.
6x  4y  8z
11 The planes intersect in the line. So, there are an infinite number of solutions.
9x  6y  12z
3
There is no solution of this system.
Teaching Tip Ask students to
Example 3 No Solution
sketch a drawing of three Solve the system of equations.
planes whose equations form a 6a  12b  8c
24
system with no solutions. 9a  18b  12c
30
4a  8b  7c
26
Eliminate a in the first two equations.

6a  12b  8c
24 Multiply by 3. 18a  36b  24c
72

9a  18b  12c
30 Multiply by 2. () 18a  36b  24c
60 Subtract the
equations.
0
12
The equation 0
12 is never true. So, there is no solution of this system.

Investments
A certificate of deposit REAL-WORLD PROBLEMS When solving problems involving three
(CD) is a way to invest variables, use the four-step plan to help organize the information.
your money with a bank.
The bank generally pays
higher interest rates on Example 4 Write and Solve a System of Equations
CDs than savings accounts.
However, you must invest INVESTMENTS Andrew Chang has $15,000 that he wants to invest in
your money for a specific certificates of deposit (CDs). For tax purposes, he wants his total interest per
time period, and there are year to be $800. He wants to put $1000 more in a 2-year CD than in a 1-year CD
penalties for early and invest the rest in a 3-year CD. How much should Mr. Chang invest in each
withdrawal. type of CD?

Number of Years 1 2 3
Rate 3.4% 5.0% 6.0%

Explore Read the problem and define the variables.

a
the amount of money invested in a 1-year certificate
b
the amount of money in a 2-year certificate
c
the amount of money in a 3-year certificate
140 Chapter 3 Systems of Equations and Inequalities

Unlocking Misconceptions
Systems in Three Variables Some students may think that any
ordered triple will be a solution to a system in three variables where
there are an infinite number of solutions (as in Example 2). Explain that
only the infinite set of ordered triples that names points on the line of
intersection contains solutions to the system of equations.

140 Chapter 3 Systems of Equations and Inequalities

Plan Mr. Chang has $15,000 to invest. REAL-WORLD PROBLEMS
a  b  c
15,000
In-Class Example Power
Point®
The interest he earns should be $800. The interest equals the rate times
the amount invested.
4 SPORTS There are 49,000 seats
0.034a  0.05b  0.06c
800 in a sports stadium. Tickets for
There is $1000 more in the 2-year certificate than in the 1-year the seats in the upper level sell
certificate. for $25, the ones in the middle
b
a  1000 level cost $30, and the ones in
the bottom level are $35 each.
Solve Substitute b
a  1000 in each of the first two equations. The number of seats in the
a  (a  1000)  c
15,000 Replace b with (a  1000).
middle and bottom levels
together equals the number of
2a  1000  c
15,000 Simplify.
seats in the upper level. When
2a  c
14,000 Subtract 1000 from each side.
all of the seats are sold for an
0.034a  0.05(a  1000)  0.06c
800 Replace b with (a  1000). event, the total revenue is
0.034a  0.05a  50  0.06c
800 Distributive Property $1,419,500. How many seats
0.084a  0.06c
750 Simplify. are there in each level? lower
level: 14,400 seats; middle level:
Now solve the system of two equations in two variables.
10,100 seats; upper level:
2a  c
14,000 Multiply by 0.06. 0.12a  0.06c
840 24,500 seats
0.084a  0.06c
750 () 0.084a  0.06c
750
0.036a
90
a
2500

Substitute 2500 for a in one of the original equations.

b
a  1000 Third equation

2500  1000 a
2500

3500 Add.

Substitute 2500 for a and 3500 for b in one of the original equations.
a  b  c
15,000 First equation
2500  3500  c
15,000 a
2500, b
3500
6000  c
15,000 Add.
c
9000 Subtract 6000 from each side.

So, Mr. Chang should invest $2500 in a 1-year certificate, $3500 in a

2-year certificate, and $9000 in a 3-year certificate.

Examine Check to see if all the criteria are met.

The total investment is $15,000.
2500  3500  9000
15,000 ⻫
The interest earned will be $800.
0.034(2500)  0.05(3500)  0.06(9000)
800
85  175  540
800 ⻫
There is $1000 more in the 2-year certificate than the 1-year certificate.
3500
2500  1000 ⻫

Lesson 3-5 Solving Systems of Equations in Three Variables 141

Differentiated Instruction ELL

Verbal/Linguistic Encourage students to explain to a partner their
explorations and plans for solving problems using systems of three
equations in three variables. Suggest that the listening partner take notes
about their partner’s strategies, asking questions as needed for
clarification.

Lesson 3-5 Solving Systems of Equations in Three Variables 141

 3 Practice/Apply Concept Check 1. Explain how you can use the methods of solving a system of two equations in
two variables to solve a system of three equations in three variables.
1. You can use
elimination or 2. FIND THE ERROR Melissa is solving the system of equations
substitution to r  2s  t
3, 2r  4s  2t
6, and 3r  6s  3t
12.
Study Notebook eliminate one of
Have students— the variables. Then r + 2s + t = 3 → 2r + 4s + 2t = 6
you can solve two
• complete the definitions/examples 2r + 4s + 2t = 6 → (–)2r + 4s + 2t = 6
equations in two
for the remaining terms on their variables. 0=0
Vocabulary Builder worksheets for 2. No; the first
two equations do The second equation is a multiple of
Chapter 3. represent the same the first, so they are the same plane.
• draw their own diagrams, similar plane, however they There are infinitely many solutions.
to those on p. 138, showing the do not intersect the
third plane, so there Is she correct? Explain your reasoning.
various possibilities for the is no solution of this
intersection of three planes. system. 3. OPEN ENDED Give an example of a system of three equations in three
variables that has (3, 5, 2) as a solution. Show that the ordered triple satisfies
• include any other item(s) that they all three equations. See margin.
find helpful in mastering the skills
in this lesson.
Guided Practice Solve each system of equations.
GUIDED PRACTICE KEY 4. x  2y
12 5. 9a  7b
30 6. r  3s  t
4
Exercises Examples
3y  4z
25 8b  5c
11 3r  6s  9t
5
x  6y  z
20 3a  10c
73 4r  9s  10t
9
4–9 1–3 (6, 3, 4) (1, 3, 7) infinitely many
10, 11 4 7. 2r  3s  4t
20 8. 2x  y  z
1 9. x  y  z
12
4r  s  5t
13 x  2y  4z
3 6x  2y  z
16
About the Exercises… 3r  2s  4t
15 4x  3y  7z
8 3x  4y  2z
28
Organization by Objective (5, 2, 1) no solution (4, 0, 8)
• Systems in Three Variables:
12–25 Application COOKING For Exercises 10 and 11, use the following information.
Jambalaya is a Cajun dish made from chicken, sausage, and rice. Simone is making a
• Real–World Problems: 26–30 large pot of jambalaya for a party. Chicken costs $6 per pound, sausage costs $3 per
1
Odd/Even Assignments pound, and rice costs $1 per pound. She spends $42 on 13 pounds of food. She
2
buys twice as much rice as sausage.
Exercises 12–25 are structured
so that students practice the 10. Write a system of three equations that represents how much food Simone
purchased. 6c  3s  r
42, c  s  r
131, r
2s
same concepts whether they 2
are assigned odd or even 11. How much chicken, sausage, and rice will she use in her dish?
1
problems. 4 lb chicken, 3 lb sausage, 6 lb rice
2

Assignment Guide ★ indicates increased difficulty

Basic: 13–19 odd, 25, 27, 28, Practice and Apply
31–44
Homework Help Solve each system of equations.
Average: 13–25 odd, 27–44 For See 12. 2x  y
2 13. 4a
8 14. 5x  2y
4 (2, 3, 6)
Exercises Examples
Advanced: 12–26 even, 27–44 3z
21 5a  2c
0 3x  4y  2z
6
12–23 1–3
24–30 4
4x  z
19 (3, 4, 7) 7b  3c
22 (2, 1, 5) 7x  3y  4z
29
15. 8x  6z
38 16. 4a  2b  6c
2 17. 2r  s  t
14
Extra Practice 2x  5y  3z
5 6a  3b  9c
3 r  3s  2t
2
See page 833.
x  10y  4z
8 8a  4b  12c
6 4r  6s  3t
5
FIND THE ERROR (4, 0, 1) no solution (1, 5, 7)
Make sure stu- 142 Chapter 3 Systems of Equations and Inequalities

dents realize their

work is not complete when
they have determined two equa- Answer
tions represent the same plane. 3. Sample answer: x  y  z
4,
Stress that they must determine 2x  y  z
9, x  2y  z
5;
that this plane intersects the 3  5  2
4, 2(3)  5  2
9,
plane represented by the third 3  2(5)  2
5
equation.

142 Chapter 3 Systems of Equations and Inequalities

18. (1, 2, 1) 18. 3x  y  z
4 19. 4a  2b  8c
30 ★ 20. 2r  s  t
7 Study
3-5
NAME ______________________________________________ DATE

Guide andIntervention
Intervention,
____________ PERIOD _____

Study Guide and

19. infinitely many 2x  2y  3z
3 a  2b  7c
12 r  2s  t
8 p. 143
Solving(shown) and p.in Three
Systems of Equations 144Variables
x  3y  2z
5 2a  b  4c
15 r  s  2t
11 Systems in Three Variables Use the methods used for solving systems of linear
1
2
20. ,
3 9
, 
2 2  ★ 21. 6x  2y  4z
2 ★ 22. r  s  t
5 ★ 23. 2a  b  3c
7
equations in two variables to solve systems of equations in three variables. A system of
three equations in three variables can have a unique solution, infinitely many solutions, or
no solution. A solution is an ordered triple.

3x  4y  8z
3 2r  7s  3t
13 4a  5b  c
29 Example Solve this system of equations. 3x  y  z
6

1
3
21. ,
1 1
, 
2 4  3x  6y  12z
5 1 1 2
r  s  t
1
2 3 3
a  2
3
b
 c
10
4
2x  y  2z
8
4x  y  3z
21
Step 1 Use elimination to make a system of two equations in two variables.
3x  y  z
6 First equation 2x  y  2z

22. (8, 3, 6)
8 Second equation
() 2x  y  2z
8 Second equation () 4x  y  3z
21 Third equation
24. The sum of three numbers is 20. The second number is 4 times the first, and the 5x  z
2 Add to eliminate y. 6x  z
13 Add to eliminate y.

23. (5, 9, 4) sum of the first and third is 8. Find the numbers. 3, 12, 5
Step 2 Solve the system of two equations.
5x  z
2
() 6x  z
13
11x
11 Add to eliminate z.
25. The sum of three numbers is 12. The first number is twice the sum of the second x
1 Divide both sides by 11.

and third. The third number is 5 less than the first. Find the numbers. 8, 1, 3 Substitute 1 for x in one of the equations with two variables and solve for z.
5x  z
2 Equation with two variables
5(1)  z
2 Replace x with 1.
5  z
2 Multiply.
z
7 Add 5 to both sides.
26. TRAVEL Jonathan and members of his Spanish Club are going to Costa Rica The result so far is x
1 and z
7.

over spring break. Before his trip, he purchases 10 travelers checks in Step 3 Substitute 1 for x and 7 for z in one of the original equations with three variables.
3x  y  z
6 Original equation with three variables
3(1)  y  7
6 Replace x with 1 and z with 7.
denominations of $20, $50, and $100, totaling $370. He has twice as many 3  y  7
6 Multiply.
y
4 Simplify.
$20 checks as $50 checks. How many of each type of denomination of travelers The solution is (1, 4, 7).

checks does he have? 1-$100, 3-$50, and 6-$20 checks Exercises

Solve each system of equations.

DINING For Exercises 27 and 28, use 1. 2x  3y  z
0

x  2y  4z
14
2. 2x  y  4z
11
x  2y  6z
11
3. x  2y  z
8
2x  y  z
0
the following information. Lunch Combo Meals 3x  y  8z
17

(4, 3, 1)

3x  2y 10z
11


1
2, 5,  
3x  6y  3z
24

infinitely many
Maka loves the lunch combinations 2 solutions

Lesson 3-5
at Rosita’s Mexican Restaurant. 4. 3x  y  z
5
3x  2y  z
11
5. 2x  4y  z
10
4x  8y  2z
16
6. x  6y  4z
2
2x  4y  8z
16
6x  3y  2z
12 3x  y  z
12 x  2y
5
Today however, she wants a different
3 , 2, 5 6, 2 , 4 
2 1 1
no solution
combination than the ones listed on 1. Two Tacos,
the menu. One Burrito ..............................$6.55 Gl NAME
/M G ______________________________________________
Hill 143 DATE ____________
GlPERIOD
Al _____
b 2

Skills
3-5 Practice,
Practice (Average)
p. 145 and
27. enchilada, $2.50; 27. Assume that the price of a combo 2. One Enchilada, One Taco, Practice, p. 146
Solving Systems (shown)
of Equations in Three Variables
taco, $1.95; burrito, meal is the same price as purchasing One Burrito................................$7.10 Solve each system of equations.

1. 2x  y  2z
15 2. x  4y  3z
27 3. a  b
3
$2.65 each item separately. Find the price x  y  z
3 2x  2y  3z
22 b  c
3
3x  y  2z
18 4z
16 a  2c
10
for an enchilada, a taco, and a burrito. 3. Two Enchiladas, (3, 1, 5) (1, 4, 4) (2, 1, 4)
Two Tacos ...................................$8.90 4. 3m  2n  4p
15 5. 2g  3h  8j
10 6. 2x  y  z
8
28. If Maka wants 2 burritos and mnp
3
m  4n  5p
0
g  4h
1
2g  3h  8j
5
4x  y  2z
3
3x  y  2z
5
1 enchilada, how much should (3, 3, 3) no solution (2, 3, 1)

she plan to spend? $7.80 7. 2x  5y  z
5

3x  2y  z
17
8. 2x  3y  4z
2
5x  2y  3z
0
9. p  4r
7
p  3q
8
4x  3y  2z
17 x  5y  2z
4 qr
1
(5, 1, 0) (2, 2, 2) (1, 3, 2)
10. 4x  4y  2z
8 11. d  3e  f
0 12. 4x  y  5z
9
3x  5y  3z
0 d  2e  f
1 x  4y  2z
2
2x  2y  z
4 4d  e  f
1 2x  3y  2z
21
infinitely many (1, 1, 2) (2, 3, 4)
BASKETBALL For Exercises 29 and 30, use the following information.
13. 5x  9y  z
20 14. 2x  y  3z
3 15. 3x  3y  z
10
In the 2000–2001 season, Minnesota’s Katie Smith was ranked first in the WNBA for 2x  y  z
21
5x  2y  2z
21
3x  2y  4z
5
6x  3y  9z
9
5x  2y  2z
7
3x  2y  3z
9
total points and three-point goals made. She scored 646 points making 355 shots, (7, 6, 1) infinitely many (1, 3, 2)
16. 2u  v  w
2 17. x  5y  3z
18 18. x  2y  z
1
including 3-point field goals, 2-point field goals, and 1-point free throws. She made 3u  2v  3w
7 3x  2y  5z
22 x  2y  z
6
u  v  2w
7 2x  3y  8z
28 4y  2z
1
27 more 2-point field goals than 3-point field goals. (0, 1, 3) (1, 2, 3) no solution
19. 2x  2y  4z
2 20. x  y  9z
27 21. 2x  5y  3z
7
29. Write a system of three equations that represents the number of goals Katie 3x  3y  6z
3
2x  3y  z
7
2x  4y  z
1
3x  6y  3z
27
4x  10y  2z
6
6x  15y  z
19
Smith made. x  y  z
355, x  2y  3z
646, y
z  27 (4, 5, 0) (2, 2, 3) (1, 2, 5)

22. The sum of three numbers is 6. The third number is the sum of the first and second
30. Find the number of each type of goal she made. 88 3-point goals, 115 2-point numbers. The first number is one more than the third number. Find the numbers.
4, 1, 3
goals, 152 1-point free throws
Basketball Online Research Data Update What are the current rankings for the
23. The sum of three numbers is 4. The second number decreased by the third is equal to
the first. The sum of the first and second numbers is 5. Find the numbers. 3, 2, 1

In 2001, Katie Smith was WNBA? Visit www.algebra2.com/data_update to learn more. 24. SPORTS Alexandria High School scored 37 points in a football game. Six points are
awarded for each touchdown. After each touchdown, the team can earn one point for the
ranked 1st in the WNBA extra kick or two points for a 2-point conversion. The team scored one fewer 2-point
conversions than extra kicks. The team scored 10 times during the game. How many
for points per game, 31. CRITICAL THINKING The general form of y touchdowns were made during the game? 5

three-point field goals, an equation for a parabola is y
ax2  bx  c, Gl NAME

/M G ______________________________________________
Hill 146 DATE ____________
Gl PERIOD
Al _____
b 2
(2, 9) Reading
3-5 Readingto
to Learn
Learn Mathematics
and minutes per game. where (x, y) is a point on the parabola. Mathematics, p. 147 ELL
She was also ranked 5th Solving Systems of Equations in Three Variables
Determine the values of a, b, c for the Pre-Activity How can you determine the number and type of medals U.S.
for free-throw percentage. Olympians won?
parabola at the right. Write the general form
Source: www.wnba.com Read the introduction to Lesson 3-5 at the top of page 138 in your textbook.
of the equation. At the 1996 Summer Olympics in Atlanta, Georgia, the United States won
101 medals. The U.S. team won 12 more gold medals than silver and 7
4 1 4 1 fewer bronze medals than silver. Using the same variables as those in the
a
, b
, c
3; y
x 2  x  3 (0, 3)
introduction, write a system of equations that describes the medals won for

3 3 3 3 the 1996 Summer Olympics.

g  s  b
101; g
s  12; b
s  7

x Reading the Lesson

O 1. The planes for the equations in a system of three linear equations in three variables
determine the number of solutions. Match each graph description below with the
description of the number of solutions of the system. (Some of the items on the right may

www.algebra2.com/self_check_quiz Lesson 3-5 Solving Systems of Equations in Three Variables 143

be used more than once, and not all possible types of graphs are listed.)

a. three parallel planes II I. one solution

b. three planes that intersect in a line III II. no solutions

c. three planes that intersect in one point I III. infinite solutions

NAME ______________________________________________ DATE ____________ PERIOD _____
d. one plane that represents all three equations III
Enrichment,
3-5 Enrichment p. 148 2. Suppose that three classmates, Monique, Josh, and Lilly, are studying for a quiz on this
lesson. They work together on solving a system of equations in three variables, x, y, and
z, following the algebraic method shown in your textbook. They first find that z
3, then
Billiards that y
2, and finally that x
1. The students agree on these values, but disagree
The figure at the right shows a billiard table. K R on how to write the solution. Here are their answers:
The object is to use a cue stick to strike the ball A Monique: (3, 2, 1) Josh: (2, 1, 3) Lilly: (1, 2, 3)
at point C so that the ball will hit the sides
(or cushions) of the table at least once before C a. How do you think each student decided on the order of the numbers in the ordered
triple? Sample answer: Monique arranged the values in the order in
hitting the ball located at point A. In playing
which she found them. Josh arranged them from smallest to largest.
the game, you need to locate point P. H
Lilly arranged them in alphabetical order of the variables.
T S
P
Step 1 Find point B so that BC  ST and
BH  CH. B is called the reflected B b. Which student is correct? Lilly
image of C in ST .
Lesson 3-5

Step 2 Draw AB . Helping You Remember

Step 3 AB intersects ST at the desired point P. 3. How can you remember that obtaining the equation 0
0 indicates a system with
infinitely many solutions, while obtaining an equation such as 0
8 indicates a system
with no solutions? 0
0 is always true, while 0
8 is never true.
For each billiards problem, the cue ball at point C must strike the indicated
cushion(s) and then strike the ball at point A. Draw and label the correct path
for the cue ball using the process described above.

Lesson 3-5 Solving Systems of Equations in Three Variables 143

 32. WRITING IN MATH Answer the question that was posed at the beginning
4 Assess of the lesson. See margin.
How can you determine the number and type of medals
U.S. Olympians won?
Open-Ended Assessment Include the following in your answer:
Speaking Ask students to state • a demonstration of how to find the number of each type of medal won by
the various ways that three the U.S. Olympians, and
planes can intersect, explaining • a description of another situation where you can use a system of three
what will occur when solving equations in three variables to solve a problem.
the system of equations in three
variables in each situation. Standardized 33. If a  b
16, a  c
4, and b  c
4, which statements are true? D
Test Practice I. b  c
12
II. a  b
8
III. a  c
20
Intervention
New Some students A I only B II only
have difficulty C I and II only D I, II, and III
visualizing 34. If x  y
1, y  z
10, and x  z
3, what is x  y  z? A
situations in A 7 B 8 C 13 D 14
three dimensions. Encourage
them to use paper, pencils,
and other objects to help them Maintain Your Skills
model the situations they
Mixed Review 35. PAPER Wood pulp can be converted to either notebook paper or newsprint.
encounter in this lesson. If The Canyon Pulp and Paper Mill can produce at most 200 units of paper a day.
you or some of your students Regular customers require at least 10 units of notebook paper and 80 units of
have access to computer newspaper daily. If the profit on a unit of notebook paper is $500 and the profit
on a unit of newsprint is $350, how many units of each type of paper should the
software that draws models in mill produce each day to maximize profits? (Lesson 3-4)
three dimensions, encourage 120 units of notebook paper and 80 units of newsprint
them to use this tool to Solve each system of inequalities by graphing. (Lesson 3-3) 36–38. See margin.
demonstrate what happens 36. y  x  2 37. 4y  2x 4 38. 3x  y  1
visually with these systems. y  7  2x 3x  y 3 2y  x  4

STAMPS For Exercises 39 and 40, use

the following information. Price of U.S. Stamps 33¢
34¢

Assessment Options The table shows the price for first-class

(First Class) 32¢

29¢
Quiz (Lesson 3-5) is available stamps since the U.S. Postal Service was
on p. 164 of the Chapter 3 created on July 1, 1971. (Lesson 2-5)
25¢

Resource Masters. 39. Sample answer 39. Write a prediction equation for this 22¢
using (7, 15) and relationship. 20¢
(14, 22): y
x  8 40. Predict the price for a first-class stamp 18¢

issued in the year 2010. about 47¢ 15¢

13¢

10¢
Answers 8¢

32. You can write a system of three 0 3 4 7 10 10 14 17 20 24 28 30

Age of U.S. Postal Service (years)
equations in three variables to
find the number of each type of Simplify each expression. (Lesson 1-2)
medal. Answers should include 41. 5x  2y  4x  y x  3y 42. (4z  1)  (6z  7) 2z  8
the following. 43. (8s  5t)  (9t  s) 9s  4t 44. 4(6a  5b)  2(3a  2b) 18a  16b
• You can substitute b  6 for g 144 Chapter 3 Systems of Equations and Inequalities
and b  8 for s in the equation
g  s  b
97. This equation is
now in terms of b. Once you find 36. y 37. y 38. y
b, you can substitute again to 3x  y
3 3x  y
1
find g and s. The U.S. Olympians y
x 2
won 39 gold medals, 25 silver
medals, and 33 bronze medals.
O x
• Another situation involving O x O x 2y  x
4
three variables is winning times y
7  2x 4y  2x
4
of the first, second, and third
place finishers of a race.

144 Chapter 3 Systems of Equations and Inequalities

 Study Guide
and Review
Vocabulary and Concept Check
Vocabulary and
bounded region (p. 129) elimination method (p. 118) linear programming (p. 130) system of inequalities (p. 123)
consistent system (p. 111) feasible region (p. 129) ordered triple (p. 139) unbounded region (p. 130)
Concept Check
constraints (p. 129) inconsistent system (p. 111) substitution method (p. 116) vertices (p. 129)
dependent system (p. 111) independent system (p. 111) system of equations (p. 110)
• This alphabetical list of
vocabulary terms in Chapter 3
Choose the letter of the term that best matches each phrase. includes a page reference
1. the inequalities of a linear programming problem c a. consistent system where each term was
2. a system of equations that has an infinite number of solutions b b. dependent system introduced.
3. the region of a graph where every constraint is met f c. constraints • Assessment A vocabulary
4. a method of solving equations in which one equation is solved d. inconsistent system test/review for Chapter 3 is
for one variable in terms of the other variable i e. elimination method available on p. 162 of the
5. a system of equations that has at least one solution a f. feasible region Chapter 3 Resource Masters.
6. a method of solving equations in which one variable is eliminated g. linear programming
when the two equations are combined e
h. ordered triple
7. the solution of a system of equations in three variables (x, y, z) h Lesson-by-Lesson
i. substitution method
8. a method for finding the maximum or minimum value of a function g Review
j. unbounded region
9. a system of equations that has no solution d
10. a region in which no maximum value exists j For each lesson,
• the main ideas are
summarized,
• additional examples review
concepts, and
3-1 Solving Systems of Equations by Graphing • practice exercises are provided.
See pages Concept Summary
110–115.
• The solution of a system of equations can be found by graphing the two
lines and determining if they intersect and at what point they intersect. Vocabulary
PuzzleMaker
Example Solve the system of equations by graphing. y
xy
3
xy
3 ELL The Vocabulary PuzzleMaker
(1, 2)
3x  y
1 software improves students’ mathematics
Graph both equations on the same coordinate plane. vocabulary using four puzzle formats—
O x
crossword, scramble, word search using a
The solution of the system is (1, 2). 3x  y
1
word list, and word search using clues.
Students can work on a computer screen
or from a printed handout.

Exercises Solve each system of equations by graphing. See Example 1 on page 110.
11–14. See 11. 3x  2y
12 12. 8x  10y
7 MindJogger
pp. 151A– x  2y
4 (4, 0) 4x  5y
7 no solution Videoquizzes
151F for 13. y  2x
8 14. 20y  13x
10
graphs. 1 0.65x  y
0.5 infinitely many
y
x  4 (8, 8) ELL MindJogger Videoquizzes
2
provide an alternative review of concepts
www.algebra2.com/vocabulary_review
presented in this chapter. Students work
Chapter 3 Study Guide and Review 145
in teams in a game show format to gain
points for correct answers. The questions
are presented in three rounds.
TM
Round 1 Concepts (5 questions)
Have students compare the length of their summaries for each Round 2 Skills (4 questions)
lesson. Discuss what might make a summary too long (excessive Round 3 Problem Solving (4 questions)
detail) and what might make it too short (entries without enough
For more information detail). Have students work in small groups to compare their
about Foldables, see summaries for each lesson.
Teaching Mathematics
Encourage students to refer to their Foldables while completing the
with Foldables.
Study Guide and Review and to use them in preparing for the
Chapter Test.

Chapter 3 Study Guide and Review 145

Study Guide and Review Chapter 3 Study Guide and Review

3-2 Solving Systems of Equations Algebraically

See pages Concept Summary
116–122.
• In the substitution method, one equation is solved for a variable and
substituted to find the value of another variable.
• In the elimination method, one variable is eliminated by adding or
subtracting the equations.

Examples 1 Use substitution to solve the system of equations.

x
4y  7
y
3  x
Substitute 3  x for y in the first equation.
x
4y  7 First equation
x
4(3  x)  7 Substitute 3  x for y.
x
12  4x  7 Distributive Property
5x
5 Add 4x to each side.
x
1 Divide each side by 5.

Now substitute the value for x in either original equation.

y
3  x Second equation
y
3  (1) or 2 The solution is (1, 2).

2 Use the elimination method to solve the system of equations.

3x  2y
8
x  y
9
Multiply the second equation by 2. Then add the equations to eliminate
the y variable.
3x  2y
8 3x  2y
8
Multiply by 2.
x  y
9 () 2x  2y
18
x
26 Add the equations.
Replace x with 26 and solve for y.
3x  2y
8 Original equation.
3(26)  2y
8 Replace x with 26.
78  2y
8 Multiply.
2y
70 Subtract 78 from each side.
y
35 The solution is (26, 35).

Exercises Solve each system of equations by using either substitution or

elimination. See Examples 1–4 on pages 116–119.
15. x  y
5 16. 2x  3y
9 17. 7y  2x
10
2x  y
4 (3, 2) 4x  2y
22 (3, 5) 3y  x
3 (9, 4)
18. 2x  6y
0 19. 3x  5y
13 20. x  y
4
3x  11y
4 (6, 2) 4x  2y
0 (1, 2) x  y
8.5 (6.25, 2.25)

146 Chapter 3 Systems of Equations and Inequalities

146 Chapter 3 Systems of Equations and Inequalities

 Chapter 3 Study Guide and Review Study Guide and Review

3-3 Solving Systems of Inequalities by Graphing Answers

See pages Concept Summary
123–127.
• A solution of a system of inequalities is found by graphing the 21. y
inequalities and determining the intersection of the graphs.
y
4
Example Solve the system of inequalities by graphing. y

y
x2 y
x 2
O x
1 y
3
y  4  x x
2 O
Graph each inequality and shade the intersection.

y
4  12 x
22. y

Exercises Solve each system of inequalities by graphing.

See Examples 1–3 on pages 123–124. 21–24. See margin.
y
3 x
1
21. y  4 22. y  3 23. y  x  1 24. y  x  4
y 3 x1 x 5 2y  x  3 O x
y
3

3-4 Linear Programming

See pages Concept Summary
129–135. 23. y
• The maximum and minimum values of a function are determined by
linear programming techniques. y
x1
Example The available parking area of a parking lot is 600 square meters. A car requires
6 square meters of space, and a bus requires 30 square meters of space. The attendant
can handle no more than 60 vehicles. If a car is charged $3 to park and a bus is
charged $8, how many of each should the attendant accept to maximize income?
x
5
Let c
the number of cars and b
the number of buses. b
80 b
0 O x
c  0, b  0, 6c  30b  600, and c  b  60
60 c  b
60
Graph the inequalities. The vertices of the feasible
6c  30b
600
region are (0, 0), (0, 20), (50, 10), and (60, 0). 40 24. y
(0, 20) (50, 10) c
0 8
The profit function is f(c, b)
3c  8b. The maximum 20
(60, 0)
value of $230 occurs at (50, 10). So the attendant (0, 0) c y
x4 4
should accept 50 cars and 10 buses. 0 20 40 60 80

8 4 O 4 x
Exercise See Example 3 on page 131.
4
25. MANUFACTURING A toy manufacturer is introducing two new dolls, My
First Baby and My Real Baby. In one hour, the company can produce 8 First 2y
x  3
Babies or 20 Real Babies. Because of demand, the company produces at least
twice as many First Babies as Real Babies. The company spends no more
than 48 hours per week making these two dolls. The profit on each First
Baby is $3.00, and the profit on each Real Baby is $7.50. Find the number and
type of dolls that should be produced to maximize profit. 160 My Real Babies,
320 My First Babies
Chapter 3 Study Guide and Review 147

Chapter 3 Study Guide and Review 147

 • Extra Practice, see pages 832–833.
Study Guide and Review • Mixed Problem Solving, see page 864.

3-5 Solving Systems of Equations in Three Variables

Answers (p. 149) See pages Summary
138–144.
10. y • A system of three equations in three variables can be solved algebraically
by using the substitution method or the elimination method.

Example Solve the system of equations.

y
x  1
x  3y  2z
1
O x 2x  y  z
2
xyz
2
y
x 3

Step 1 Use elimination to make a system of two equations in two variables.

x  3y  2z
1 2x  6y  4z
2 First equation
11. y 2x  y  z
2
Multiply by 2.
() 2x  y  z
2 Second equation
x  2y
7
5y  5z
0 Subtract.

x  3y  2z
1 First equation
x () x  y  z
2 Third equation
O 2y  z
1 Subtract to eliminate x.

3x  4y
12
Step 2 Solve the system of two equations.
5y  5z
0 5y  5z
0
Multiply by 5.
12. y 2y  z
1 () 10y  5z
5
5y
5 Subtract to eliminate z.

y
1 Divide by 5.
O x
3x  y
5 Substitute 1 for y in one of the equations with two variables and solve for z.
2x  4y
6 5y  5z
0 Equation with two variables
5(1)  5z
0 Replace y with 1.
5z
5 Add 5 to each side.
z
1 Divide each side by 5.

13. y
(0, 5) Step 3 Substitute 1 for y and 1 for z in one of the equations with three variables.
2x  y  z
2 Original equation with three variables
2x  (1)  1
2 Replace y with 1 and z with 1.
2x
4 Add 2 to each side.
O x x
2 Divide each side by 2.

(4, 3) (2, 3) The solution is (2, 1, 1).

Exercises Solve each system of equations. See Examples 2–4 on pages 140–141.
vertices: (4, 3), (0, 5),
26. x  4y  z
6 27. 2a  b  c
5 28. e  f
4
(2, 3); max: f(2, 3)
17,
3x  2y  3z
16 a  b  3c
9 2d  4e  f
3
min: f(0, 5)
15 2x  y  z
3 (1, 2, 3) 3a  6c
6 (4, 2, 1) 3e
3 (3, 1, 5)
14. y
148 Chapter 3 Systems of Equations and Inequalities
4
(10, 1) (4, 1)

12 8 4 O 4x
4 (2.4, 3.8)

(10, 6) 8
(2, 6)

vertices: (10, 1), (4, 1),

(2.4, 3.8), (2, 6),
(10, 6); max: f(2.4, 3.8)
1,
min: f(10, 6)
26
148 Chapter 3 Systems of Equations and Inequalities
 Practice Test

Vocabulary and Concepts

Assessment Options
Choose the word or term that best completes each statement or phrase.
Vocabulary Test A vocabulary
1. Finding the maximum and minimum value of a linear function subject to test/review for Chapter 3 can be
constraints is called ( linear , polygonal) programming.
found on p. 162 of the Chapter 3
2. The process of adding or subtracting equations to remove a variable and Resource Masters.
simplify solving the system of equations is called (substitution, elimination ).
3. If a system of three equations in three variables has one solution, the graphs Chapter Tests There are six
of the equations intersect in a ( point , plane). Chapter 3 Tests and an Open-
Ended Assessment task available
Skills and Applications in the Chapter 3 Resource Masters.
Solve each system of equations by graphing, substitution, or elimination. Chapter 3 Tests
4. 4x  y
5 5. x  y
8 6. 3x  2y
18
Form Type Level Pages
2x  y
7 (2, 3) 3x  2y
9 (5, 3) y
6x  6 (2, 6)
7. 6x  3y
33 8. 7x  6y
42 9. 2y
5x  1 1 MC basic 149–150
4x  y
16 (2.5, 6) 3x  4y
28 (0, 7)  1
7
6
x  y
1 , 
7  2A MC average 151–152
Solve each system of inequalities by graphing. 10–12. See margin. 2B MC average 153–154
10. y  x  3 11. x  2y  7 12. 3x  y  5 2C FR average 155–156
y  x  1 3x  4y  12 2x  4y  6
2D FR average 157–158
Graph each system of inequalities. Name the coordinates of the vertices of the
feasible region. Find the maximum and the minimum values of the given function. 13–14. See margin. 3 FR advanced 159–160
13. 5  y  3 14. x   10 MC = multiple-choice questions
4x  y  5 1  y  6
FR = free-response questions
2x  y  5 3x  4y  8
f(x, y)
4x  3y 2y  x  10
f(x, y)
2x  y
Open-Ended Assessment
Performance tasks for Chapter 3
MANUFACTURING For Exercises 15 and 16, use the following information.
A sporting goods manufacturer makes a $5 profit on soccer balls and a $4 profit on can be found on p. 161 of the
volleyballs. Cutting requires 2 hours to make 75 soccer balls and 3 hours to make Chapter 3 Resource Masters. A
60 volleyballs. Sewing needs 3 hours to make 75 soccer balls and 2 hours to make sample scoring rubric for these
60 volleyballs. Cutting has 500 hours available, and Sewing has 450 hours available. tasks appears on p. A22.
15. 5250 soccer balls,
15. How many soccer balls and volleyballs should be made to maximize the profit? 7200 volleyballs
16. What is the maximum profit the company can make from these two products? $55,050
Solve each system of equations. TestCheck and
17. x  y  z
1 18. x  z
7 Worksheet Builder
2x  4y  z
1 2y  z
3 This networkable software has
x  2y  3z
3 (4, 2, 1) x  3y  2z
11 (2, 3, 9)
three modules for assessment.
19. SHOPPING Carla bought 3 shirts, 4 pairs of pants, and 2 pairs of shoes for a
total of $149.79. Beth bought 5 shirts, 3 pairs of pants, and 3 pairs of shoes • Worksheet Builder to make
totaling $183.19. Kayla bought 6 shirts, 5 pairs of pants, and a pair of shoes for worksheets and tests.
$181.14. Assume that all of the shirts were the same price, all of the pants were
the same price, and all of the shoes were the same price. What was the price of
• Student Module to take tests
each item? shirt, $12.95; pants, $15.99; shoes, $23.49 on-screen.
20. STANDARDIZED TEST PRACTICE Find the point at which the graphs of • Management System to keep
2x  3y
7 and 3x  4y
2 intersect. (2, 1) student records.
www.algebra2.com/chapter_test Chapter 3 Practice Test 149

Portfolio Suggestion
Introduction Your portfolio represents the mathematics you have done in this
course. It shows you, your family, and your teacher a sampling of what you
have learned and accomplished.
Ask Students Select one of the assignments from this chapter that you found
especially challenging and place it in your portfolio. Write a short paragraph
explaining why you found the assignment challenging and discuss how you
were able to complete the assignment.

Chapter 3 Practice Test 149

 Standardized
Test Practice

These two pages contain practice 5. What is the area of y

Part 1 Multiple Choice the square ABCD? C B (1, 5)
questions in the various formats
that can be found on the most Record your answers on the answer sheet A 27 units2
provided by your teacher or on a sheet of 92 units2
frequently given standardized paper.
B A (4, 2) C (2, 2)
tests. C 18 units2
O x
1. What is the slope of any line parallel to the D 122 units2 D (1, 1)
A practice answer sheet for these graph of 6x  5y
9? B
two pages can be found on p. A1 A 6 B 
6
5
of the Chapter 3 Resource Masters. 2
C  D 6 6. Twenty-seven white cubes of the same size
3
NAME DATE PERIOD are put together to form a larger cube. The
Standardized
3 Standardized Test Practice
Test Practice larger cube is painted red. How many of the
Student Recording
Student Record Sheet,
Sheet (Use with pages 150–151 of p. A1Edition.)
the Student
smaller cubes have exactly one red face ? B
Part 1 Multiple Choice
Select the best answer from the choices given and fill in the corresponding oval.
2. In the figure, MOQ is similar to NOP. A 4 B 6
1 A B C D 4 A B C D 7 A B C D 9 A B C D
Q
What is the length of M ? D
2 A B C D 5 A B C D 8 A B C D 10 A B C D C 9 D 12
3 A B C D 6 A B C D O
Answers

Part 2 Short Response/Grid In 6 4.5

N P
7. Find the value of 43. D
Solve the problem and write your answer in the blank.
For Questions 14–18, also enter your answer by writing each number or symbol in 8 9 6
a box. Then fill in the corresponding oval for that number or symbol.

11 14 16 18 M Q A 12 B 1
12 / / / / / /

13
.

1
.
0
1
.
0
1
.
0
1
.

1
.
0
1
.
0
1
.
0
1
.

1
.
0
1
.
0
1
.
0
1
A 12 B 12.5 C 7 D 12
2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3

C 19 D 21
4 4 4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5 5 5
6 6 6 6 6 6 6 6 6 6 6 6
7 7 7 7 7 7 7 7 7 7 7 7
8 8 8 8 8 8 8 8 8 8 8 8
9 9 9 9 9 9 9 9 9 9 9 9

15 17 8. If two sides of a triangle measure 30 and 60,

/ / / /
which of the following cannot be the measure
. .
0
.
0
.
0
. .
0
.
0
.
0 of the third side? A
3. If 3x  y
3 and x  5y
15, what is the
1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4
5
6
7
5
6
7
5
6
7
5
6
7
5
6
7
5
6
7
5
6
7
5
6
7
value of y? D A 30 B 31
8 8 8 8 8 8 8 8
9 9 9 9 9 9 9 9

Part 3 Quantitative Comparison

A 3 B 0 C 40 D 60
Select the best answer from the choices given and fill in the corresponding oval.

19 A B C D 21 A B C D
C 1 D 3
20 A B C D 22 A B C D
9. Marcus tried to compute the average of his 8
test scores. He mistakenly divided the correct
total S of his scores by 7. The result was 12
4. When 3 times x is increased by 4, the result is more than what it should have been. Which
Additional Practice less than 16. Which of the following is a graph equation would determine the value of S? D
of the real numbers x that satisfy this
See pp. 167–168 in the Chapter 3 relationship? D S S  12
A 8S  12
7S B 

Resource Masters for additional 7 18
standardized test practice. A S S S S
C   12
 D   12

4 7 8 7 8
B
4
10. If x
2, then 15  3(x  1)
C
C
4
A 6. B 12.
D
4 C 18. D 21.
150 Chapter 3 Systems of Equations and Inequalities

TestCheck and
Log On for Test Practice
Worksheet Builder
The Princeton Review offers
additional test-taking tips and Special banks of standardized test
practice problems at their web site. Visit questions similar to those on the SAT,
www.princetonreview.com or ACT, TIMSS 8, NAEP 8, and Algebra 1
www.review.com End-of-Course tests can be found on
this CD-ROM.

150 Chapter 3 Systems of Equations and Inequalities

 Aligned and
verified by

17. Points A, B, C, and D lie in consecutive

Part 2 Short Response/Grid In 4
order on a line. If AC
AB and BD
6BC,
3
Record your answers on the answer sheet AB
then what is ? 3/5 or .6
provided by your teacher or on a sheet of CD
paper.
18. The average (arithmetic mean) of the test
11. Six of the 13 members of a club are boys, scores of a class of x students is 74, and the
and the rest are girls. What is the ratio of average of the test scores of a class of y
girls to boys in the club? 7:6 students is 88. When the scores of both
classes are combined, the average is 76.
x
12. The integer k is greater than 50 and less than What is the value of ? 6
y
100. When k is divided by 3, the remainder is
1. When k is divided by 8, the remainder is 2.
What is one possible value of k? 58 or 82 Part 3 Quantitative Comparison
Compare the quantity in Column A and the
13. The area of the base of the quantity in Column B. Then determine
rectangular box shown at whether:
c
the right is 35 square units.
The area of one of the faces A the quantity in Column A is greater,
is 56 square units. Each of
b B the quantity in Column B is greater,
the dimensions a, b, and c
is an integer greater than 1. a
C the two quantities are equal, or
What is the volume of the
rectangular box? 280 cubic units D the relationship cannot be determined
from the information given.

14. Four lines on a plane intersect in one Column A Column B

point, forming 8 equal angles that are
nonoverlapping. What is the measure, 19. the percent the percent
in degrees, of one of these angles? 45 increase from decrease from
75 to 100 100 to 75

15. What is the greatest of five consecutive A

20. 3x  12
5x  3
integers if the sum of these integers
equals 135? 29 2x 9
A
16. If the perimeter of a rectangle is 12 times the 21. the sum of two the sum of two
width of the rectangle, then the length of the different prime different positive
rectangle is how many times the width? 5 numbers if each even integers if each
number is less integer is less
than 8 than 8
D
22. Integers p, q, r, s, t, and u are equally spaced
Test-Taking Tip on the number line. D
Questions 8, 12, 16, and 17 If the question
involves a geometric object but does not include u  p
40
a figure, draw one. A diagram can help you see
p q r s t u
relationships among the given values that will help
you answer the question.
ts 8

www.algebra2.com/standardized_test Chapter 3 Standardized Test Practice 151

Chapter 3 Standardized Test Practice 151

 Page 109, Chapter 3 Getting Started Page 113, Lesson 3-1
1. y 2. y 13. y 14. y
O x

y
3x  1
O x
y
3x  8
O x O x
(1, 2)
2y
x y
x4 y
2x  4
(0, 8)
y
x8

3. y 4. y 15. y 16. y

x  3y
6 x  2y
6 2x  3y
12 (3, 2)
(4, 1)
O x x O x O x
O 2x  y
9 2x  y
4
y
2x  3

5. y 6. y 17. y 18. y (7, 6)

x  2y
11
7x  1
8y
Additional Answers for Chapter 3

(5, 3)
O x 3x  7y
6
O x

2x  3y
12 4y  5x
10 O x O x
5x  11
4y

13. y 14. y 19. y 20. y

4x  2y
4 (1.5, 5)
(3.5, 0)
2x  3y
7
x
y
2 O x x O
x  y
0 O
O x
2x  3y
7 8x  3y
3

15. y 16. y 21. y 22. y

y  13 x
6

1 (4, 2)
4
x  2y
5
x
O x O O x (9, 3)
x  4y
3
2x  y
6
y
2x  2 O x
2
3
x  y
3

17. y 18. y
23. y 24. y
3x  4y
10 4
O x 3
x  15 y
3
1
2
xy
0
O x O x
O x
(4, 2)
2x  y
6
(3, 5)
2
1
x  12 y
2 3
x  35 y
5
4

151A Chapter 3 Additional Answers

25. y 26. y Page 122, Lesson 3-2
y
x4
57. y 58. y
y
x3

(3, 0) x
O x O
O x
O x

y
x4 y
2x  6 xy
3

5y  4x
20
27. y 28. y

(1, 5) 3x  y
3 59. y
xy
4

O x 3x  9y
15
x
O x
O 6x  2y
6
4x  y
9

29. y 30. y
yx
5
4x  2y
6
Pages 125–127, Lesson 3-3

Additional Answers for Chapter 3

4. y 5. y
O x
x
O
6x  3y
9 y
2 y
2x  4
2y  2x
8
O x O x
x
4
31. y 32. y
y
x2
2y
x

2y
5  x
( 12 , 14 ) 6. y 7.
O x y
8y
2x  1 x
xy
2
O
y
2x  1
6y
7  3x x
1
O x x
x
1 O
x  2y
3
33. y 34. y x
3
1.6y
0.4x  1
0.8x  1.5y
10
(5, 4)
O x 10. 10 m
1.2x  2.5y
4
0.4y
0.1x  0.25
O x 8 b
2
Muffins

6 2.5b  3.5m
28

35. y 36. y 4
y  13 x
2 4
x  y
2 2
3 ( 34 , 3) m
3
b
O
0 2 4 6 8 10 12
x O x
Bagels
3y  x
2
2y  4x
3

Chapter 3 Additional Answers 151B

 12. y 13. y 32. 16 y
14

Hours Raking Leaves

x 12
O
10 x  y
15
y
3
8
O x 6
y
4
x
2 x
1 4
2 10x  12y
120 x
14. y 15. y
0 2 4 6 8 10 12 14 16
y
2 Hours Cutting Grass

y
2x 33. s  111, s  130, h  9, h  12

16
O y
2 x h
x
O
14
y
x4 y
x3 h
12

Storm Surge (ft)

12
16. y 17. y
s
130
4x  3y
7 h
9
10
3x  2y
6
Additional Answers for Chapter 3

O x

2y  x
6 8
O x
s
111
4x  y
2 s
0 80 100 120 140 160
Wind Speed (mph)

18. y 19. no solution 35. y

14 2x  1.5y
24

y
12 x  1 12
Swedish Soda

10
x  2.5y
26
O x 8
6
y
2x  3
4
2

20. y 21. y x
0 2 4 6 8 10 12 14
x
2 Pumpkin
y
1 x
3
x  3y
6
Page 128, Follow-Up of Lesson 3-3
O x O x Graphing Calculator Investigation
y
1 1.
x
3
x
4
y
4

22. no solution 23. y y
x

2x  y
4

2x  4y
7 [10, 10] scl: 1 by [10, 10] scl: 1

O
x 2.
y
2x
x  3y
2 y
3

[10, 10] scl: 1 by [10, 10] scl: 1

151C Chapter 3 Additional Answers

3. Pages 132–134, Lesson 3-4
y
1x 15. y 16. y
(3, 5)
y
x5 (6, 13)

[10, 10] scl: 1 by [10, 10] scl: 1 O x

4.
(0, 4)
y
x2 (3, 4)

y
2x  1 (0, 1) (6, 1)

vertices: (0, 4), (3, 5),
(3, 4);
O x
[10, 10] scl: 1 by [10, 10] scl: 1 max: f(3, 4)
7;
vertices: (0, 1), (6, 1), min: f(3, 5)
2
5.
3y
6x  15 (6, 13);
max: f(6, 13)
19;
2y
x  3 min: f(0, 1)
1
17. y 18. y

Additional Answers for Chapter 3

(5, 8)
[10, 10] scl: 1 by [10, 10] scl: 1 (2, 3) (4, 4)

6. (2, 1) (4, 1)
y  3x
6 (1, 4)
O x
y  2x
9 (1, 2) (5, 2)

O x
vertices: (2, 1), (2, 3),
[10, 10] scl: 1 by [5, 15] scl: 1 (4, 4), (4, 1);
7. vertices: (1, 4), (5, 8), max: f(4, 4)
16;
(5, 2), (1, 2); min: f(2, 1)
5
6y  4x
12 max: f(5, 2)
11;
min: f(1, 4)
5
5y  3x
10
19. y 20. y
(3, 5)
12 (6, 12)
[10, 10] scl: 1 by [10, 10] scl: 1 8 (2, 8)
8.
1 4
4
y  x
2 O x (2, 2)
(3, 1)
4 O 4 8 x
1
y  2x
4 4
3
(6, 6)
vertices: (3, 1), (3, 5); 8
[10, 10] scl: 1 by [10, 10] scl: 1 no maximum;
min: f(3, 1)
9 vertices: (2, 2), (2, 8),
(6, 12), (6, 6);
max: f(6, 12)
30;
min: f(6, 6)
24

Chapter 3 Additional Answers 151D

 21. y 22. y 29. y 39. (0, 0), (0, 4000),
(4, 4)
(0, 7) (2500, 2000), (4500, 0)
(2, 3)
(5, 3) S
(0, 2) (2, 1) (4, 3)
O x 4000
(0, 0) (3, 0) (2, 1) (4, 1)
x 3000
O
(0, 0) (0, 4000) (2500, 2000)
2000
O (2, 0) x
1000
(0, 0) (4500, 0)
vertices: (0, 0), (0, 2), vertices: (0, 0), (0, 7), vertices: (2, 1), (2, 3),
0 2000 4000 c
(2, 1), (3, 0); (4, 3), (2, 0); (4, 1), (4, 4), (5, 3);
max: f(0, 2)
6; max: f(4, 3)
14; max: f(4, 1)
0;
min: f(3, 0)
12 min: f(0, 7)
14 min: f(4, 4)
12
23. y 24. y 43. There are many variables in scheduling tasks. Linear
(8, 6) programming can help make sure that all the require-
ments are met. Answers should include the following.
(0, 4)
(3, 0)
• Let x
the number of buoy replacements and let
O x y
the number of buoy repairs. Then, x  0, y  0,
x  8 and x  2.5y  24.
(4, 0) • The captain would want to maximize the number of
(0, 3)
O x
buoys that a crew could repair and replace so
f(x, y)
x  y.
Additional Answers for Chapter 3

vertices: (3, 0), (0, 3); vertices: (0, 4), (4, 0), • Graph the inequalities and find the vertices of the
no maximum; (8, 6); intersection of the graphs. The coordinate (0, 24)
min: f(0, 3)
12 max: f(4, 0)
4; maximizes the function. So the crew can service the
min: f(0, 4)
8 maximum number of buoys if they replace 0 and
25. y 26. y
repair 24 buoys.

Page 135, Practice Quiz 2

(0, 2) (4, 3) (0, 2) (4, 3) 1. y 2. y
yx
0
(2, 0) y
x3
O x O x

( 73 ,  13 )
O x
y
3x  4
yx
4
vertices: (0, 2), (4, 3), vertices: (0, 2), (4, 3), O x


7 1
,  ;
3 3  (2, 0);
max: f(4, 3)
13;
max: f(4, 3)
25; 3. 4.
min: f(2, 0)
2 y
4x  y
16
y
min: f(0, 2)
6
27. y 28. y (1, 6)

(2, 5) (0, 4)
x  3y
15
(2, 2)

x (0, 0) (3, 0)
(3, 0) (0, 1) (4, 1) O
O x
O x x
(0, 0) O (5, 0)
5. y
(5, 6)

vertices: (2, 5), (3, 0); vertices: (0, 0), (0, 1),
no maximum; (2, 2), (4, 1), (5, 0);
no minimum max: f(5, 0)
15; (1, 3)
min: f(0, 1)
5 (5, 1)

O x

(1, 3)

151E Chapter 3 Additional Answers

Page 137, Preview of Lesson 3-5 14a.
Algebra Activity 6 3 0
1. z 14b. 14c.
y z

x
3

(
3, 0, 0)
(5, 3, 6) O x
O y
O y
x

14d. One is a point (one-dimensional), one is a line (two-

x
dimensional), and one is a plane (three-dimensional).
2. z 14e. The graph of x 3 in one dimension includes all of
(2, 4, 3) the numbers that lie to the right of the point x
3
on a number line. The graph of x 3 in two
dimensions is a half-plane and includes all of the
ordered pairs that lie to the right of the line x
3.
The graph of x 3 in three dimensions includes all

Additional Answers for Chapter 3

of the space that lies in front of the plane x
3.
O y

Page 145, Chapter 3 Study Guide and Review

11. y 12. y
3x  2y
12
x
8x  10y
7
(4, 0)
3. z
(1, 5, 7) O x O x

4x  5y
7
x  2y
4

13. 14.
y 20y  13x
10 y
O y x
O
y  2x
8 0.65x  y
0.5

x O x

1
y
x4
2
(8, 8)

Chapter 3 Additional Answers 151F