MU123

Discovering mathematics

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2.1
 Contents

Contents

Introduction 6

1 Why learn algebra? 6

1.1 Proving mathematical facts 6
1.2 Finding and simplifying formulas 7
1.3 Answering mathematical questions 8
1.4 How to learn algebra 10

2 Expressions 10
2.1 What is an expression? 11
2.2 What is a term? 13
2.3 Collecting like terms 16

3 Simplifying terms 20
3.1 Simplifying single terms 20
3.2 Simplifying two or more terms 23

4 Brackets 25
4.1 Multiplying out brackets 25
4.2 Algebraic fractions 30
4.3 Using algebra 32

5 Linear equations 35
5.1 Solutions of equations 35
5.2 How to solve linear equations 37
5.3 Linear equations with fractions and brackets 43
5.4 Using linear equations 45
Learning checklist 50

Solutions and comments on Activities 51

3
 Algebra

Introduction

The word ‘algebra’ is derived from the title of the treatise Al-kitab-al
mukhtasar fi hisab al-jabr (Compendium on calculation by completion
and reduction), written by the Central Asian mathematician
Muh.ammad ibn Mūsā Muh.ammad ibn Mūsā al-Khwārizmī in around 825. This treatise
al-Khwārizmī was a member deals with solving linear and quadratic equations, which you’ll learn
of the House of Wisdom in about in this module, starting with linear equations in this unit. The
Baghdad, a research centre
established by the Caliph
treatise doesn’t use algebra in the modern sense, as no letters or other
al-Ma’mūn. His name is the symbols are used to represent numbers. Modern algebra developed
origin of the word ‘algorithm’. gradually over time, and it was not until the sixteenth and
As you saw in Unit 2, an seventeenth centuries that it emerged in the forms that we recognise
algorithm is a procedure for and use today.
solving a problem or doing a
calculation.

1 Why learn algebra?

What’s the point of learning algebra? Why is it useful? In this section
you’ll see some answers to these questions.

1.1 Proving mathematical facts

This first activity is about a number trick.

Activity 1 Think of a number

Try the following number trick.

Choose a fairly small number, so Think of a number.
that the arithmetic is easy! Double it.
Add 7.
Double the result.
Add 6.
Divide by 4.
Take away the number you first thought of.
For example, if your number Find the corresponding letter of the alphabet.
is 3, then your letter is C, the Name an animal beginning with that letter.
third letter of the alphabet.
Now look at the solution on page 51.

6
 1 Why learn algebra?

Activity 2 Think of another number

Try the trick in Activity 1 again, choosing a different number to start with.
Look at the solution on page 51 and then read the discussion below.

In Activities 1 and 2 you probably found that with both your starting
numbers you obtained the number 5 in the third-last step (the last step
involving a mathematical calculation) and so each time you obtained the
letter E. If you didn’t, then check your arithmetic! When asked to name
an animal beginning with the letter E, nearly everyone thinks of ‘elephant’. You might like to try the trick
on a friend, or a child who’s old
The idea behind the trick is that the number 5 is obtained in the last enough to do the arithmetic.
mathematical step, no matter what the starting number is. But how can Write the word ‘elephant’ on a
you be sure that the trick works for every possible starting number? You piece of paper beforehand, ready
can’t test them all individually as there are infinitely many possibilities. to reveal at the end of the trick.

There’s a way to check this – using algebra. In this unit you’ll learn the
algebraic techniques that are needed, and you’ll see how to use them to
check that the trick always works.
As you saw earlier in the module, a demonstration that a piece of
mathematics always works is called a proof . Proofs of mathematical facts
are needed in all sorts of contexts, and algebra is usually the way to
construct them.

1.2 Finding and simplifying formulas

Suppose that a baker makes a particular type of loaf. Each loaf costs 69p
to make, and is sold for £1.24. The baker sells all the loaves that he makes.
On a particular day, the baker makes 30 loaves. Let’s calculate the profit
that he makes from them. The total cost, in £, of making the loaves is
30 × 0.69 = 20.70.
The total amount of money, in £, paid for the loaves by customers is
30 × 1.24 = 37.20.
So the profit in £ is given by
37.20 − 20.70 = 16.50.
That is, the profit is £16.50.
On a different day, the baker might make a different number of loaves. It
would be useful for him to have a formula to help him calculate the profit
made from any number of loaves. To obtain the formula, we represent the
number of loaves by a letter, say n, and work through the same calculation
as above, but using n in place of 30.
The total cost, in £, of making the loaves is
n × 0.69 = 0.69n. Remember that if a letter and a
number are multiplied together,
The total amount of money, in £, paid for the loaves by customers is then we omit the multiplication
sign, and we write the number
n × 1.24 = 1.24n.
first. So, for example, we write
So if we represent the profit by £P , then we have the formula n × 0.69
P = 1.24n − 0.69n. as
0.69n.

7
Algebra

Activity 3 Using a formula

Use the formula above to calculate the profit for 48 loaves.

The formula makes it easy to calculate the profit, because you don’t need
to think through the details of the calculation. You just substitute in the
number and do a numerical calculation. This is the advantage of using a
formula.
In fact, the task of calculating the profit can be made even more
straightforward. It’s possible to find a simpler formula for P , by looking at
the situation in a different way. The profit, in £, for each loaf of bread is
1.24 − 0.69 = 0.55.
So the profit, in £, for n loaves of bread is
n × 0.55 = 0.55n.
So we have the alternative formula
P = 0.55n.
This formula, like the first one, can be used for any value of n.

Activity 4 Using a better formula

Use the new formula above to find the profit for 48 loaves of bread.

The alternative formula for the profit is better because it is simpler and
using it involves less calculation.
In this case, a simpler formula was found by thinking about the situation
in a different way. However, it is often easier to find whatever formula you
can, and then use algebra to turn it into a simpler form. You’ll begin to
learn how to do this later in the unit.
Algebra can also help you to find formulas. The formula for the baker’s
profit was obtained directly from the situation that it describes, but it’s
often easier to obtain formulas by using other formulas that you know
already. Algebra is needed for this process, and it’s also needed to turn the
new formula into a simpler form. You’ll find out more about this in Unit 7.

1.3 Answering mathematical questions

Consider the following.
A school has stated that 30% of the children who applied for places at
the school were successful. It allocated 150 places. How many children
applied?
To help you to think clearly about questions like this, it helps to represent
the number that you want to find by a letter. Let’s use N to represent the
number of children who applied.

8
 1 Why learn algebra?

The next step is to write down what you know about N in mathematical
notation. We know that 30% of N is 150. That is,
30
× N = 150,
100
which can be written more concisely as
3
10 N = 150. (1)
This is an example of an equation. To answer the question about the You’ll learn exactly what
school places, you have to find the value of N that makes the equation ‘equation’ means in the next
correct when it’s substituted in. This is called solving the equation. section.

One way to solve the equation is as follows:

Three-tenths of N is 150, You’ll learn a different way to
so one-tenth of N is 150 ÷ 3 = 50, solve this equation in Section 5.

so N is 10 × 50 = 500.
So the number of children who applied was 500.
You can confirm that this is the right answer by checking that equation (1)
is correct when N = 500 is substituted in.

Activity 5 Using an equation

Two-fifths of the toddlers in a village attend the local playscheme.

Twenty-four toddlers attend the playscheme. Let the total number of
toddlers in the village be T .
(a) Write down an equation (similar to equation (1)) involving T .
(b) Find the value of T .

You could probably have answered the questions about the school places
and the toddlers without using equations. But now read the following.
Catherine wants to contribute to a charitable cause, using her credit
card and a donations website. The donations company states that
from each donation, first it will deduct a 2% charge for credit card use,
then it will deduct a charge of £3 for use of its website, and then the
remaining money will be increased by 22% due to tax payback. How
much money (to the nearest penny) must Catherine pay if she wants
the cause to receive £40?
This question is a bit harder! But it can be answered by writing the
information in the question as an equation and using algebra, as you’ll see
at the end of the unit.
The advantage of writing the information in a question as an equation is
that it reduces the problem of answering the question to the problem of
solving an equation. The equation may be more complicated than the two
that you’ve seen in this section, but there are standard algebraic
techniques for solving many equations, even complicated ones. You’ll learn
some of these techniques in this unit.
So now you’ve seen just the beginnings of what algebra can do. Algebra is
used in many different fields, including science, computer programming,
medicine and finance. For example, it’s used to create formulas so that
computer programs can carry out many different tasks, from calculating
utility bills to producing images on screens. And it’s used in mathematical

9
 Algebra

models, so that predictions, such as those about the economy and climate
change, can be made by solving equations. Algebra allows us to describe,
analyse and understand the world, to solve problems and to set up
procedures. Our lives would be very different if algebra had not been
invented!
You’ll learn more about the power of algebra if you take further modules
in mathematics.

1.4 How to learn algebra

Now that you’ve seen some reasons why algebra is useful, you should be
ready to learn more about it.
Algebraic notation is ‘the language of mathematics’, and it takes time to
learn, like any new language. So don’t worry if you don’t absorb some of
the ideas immediately. Allow yourself time to get to grips with them, and
keep practising the techniques. You learn a language by using it, not by
reading about it! Remember that any difficulties will often be quickly
sorted out if you call your tutor or post a question on the online forum.
The activities in this unit have been designed to teach you algebra in a
step-by-step manner. They give you the opportunity to practise, and
become familiar with, each new technique before you meet the next one –
this is important, because most of the techniques build on techniques
introduced previously. You should aim to do all the activities, and you
should do them in the order in which they’re presented.
Do the activities even if they look easy – many students find that there are
small gaps or misunderstandings in their skills that they’re unaware of
until they attempt the activities or check their answers against the correct
answers. This unit gives you the opportunity to identify and deal with
such problems, and so prevent them causing difficulties later. You may
even find that some activities throw new light on techniques with which
you’re familiar. Do all the parts of each activity – the parts are often
different in subtle ways, and frequently the later parts are more
challenging than the earlier ones.
Many activities are preceded by worked examples, which demonstrate the
techniques needed. Before you attempt each activity, read through any
Tutorial clips are available for relevant worked examples, or watch the associated tutorial clips if they’re
the more complex techniques. available, and try to make sure that you understand each step.
You will probably find that you
learn more effectively by Set out your solutions in a similar way to those in the worked examples.
watching the tutorial clips Remember that any green text within the think bubble icons
rather than by just reading isn’t part of the solutions, but any other words in the solutions are part of
through the worked examples.
them, and similar explanations should be included in your own solutions.
Enjoy learning the new skills!

2 Expressions
In this section you’ll learn some terminology used in algebra, and a useful
technique – collecting like terms.

10
 2 Expressions

2.1 What is an expression?

In the module you’ve worked with various formulas, such as
D H
P = 0.55n and T = + . The first formula here is the
5 600 ‘baker’s profit’ formula from
These formulas involve the elements Subsection 1.2, and the second is
D H Naismith’s Rule from Unit 2.
P, 0.55n, T and + ,
5 600
which are all examples of algebraic expressions. An algebraic
expression, or just expression for short, is a collection of letters,
numbers and/or mathematical symbols (such as +, −, ×, ÷, brackets, and
so on), arranged in such a way that if numbers are substituted for the
letters, then you can work out the value of the expression.
So, for example, 5n + 20 is an expression, but 5n + ÷20 is not an
expression, because ‘+ ÷’ doesn’t make sense.
To make expressions easier to work with, we write them concisely in the You saw how to write formulas
ways you saw earlier in the module. In particular, we usually omit concisely in Unit 2,
multiplication signs; things that are multiplied are just written next to Subsection 3.2.
each other instead. For example, 0.55 × n is written as 0.55n. But it’s
sometimes helpful to include some multiplication signs in an expression –
and a multiplication sign between two numbers can’t be omitted.
When you’re working with expressions, the following is the key thing to
remember.

Letters represent numbers, so the normal rules of arithmetic apply to

them in exactly the same way as they apply to numbers.

In particular, the BIDMAS rules apply to the letters in expressions. The BIDMAS rules were covered
in Unit 1, Subsection 2.1 and are
When you substitute numbers for the letters in an expression and work out summarised in the Handbook.
its value, you’re evaluating the expression.

Example 1 Evaluating an expression

Evaluate the expression

4x2 − 5y
when x = 2 and y = −3.
Solution
If x = 2 and y = −3, then
4x2 − 5y = 4 × 22 − 5 × (−3)
= 4 × 4 − (−15)
= 16 + 15
= 31.

Activity 6 Evaluating expressions

Evaluate the following expressions when a = −2 and b = 5. Remember to apply the

5 BIDMAS rules. Be particularly
(a) 2 +a (b) −a + ab (c) ab2 (d) b + 3(b − a) careful in part (d).

11
 Algebra

Expressions don’t have to contain letters – for example, (2 + 3) × 4 is an

expression.
Every expression can be written in many different ways. For example,
multiplication signs can be included or omitted. As another example, the
For instance, 3 + 3 means the expression x + x can also be written as 2x. That’s because adding a
same as 2 × 3. number to itself is the same as multiplying it by 2.
If two expressions are really just the same, but written differently, then we
say that they’re different forms of the same expression, or that they’re
equivalent to each other. We indicate this by writing an equals sign
between them. For example, because x + x is equivalent to 2x, we write
x + x = 2x.
If two expressions are equivalent, then, whatever values you choose for
their letters, the two expressions have the same value as each other.

Activity 7 Checking whether expressions are equivalent

Which of the following statements are correct?

(a) u + u + u = 3u (b) a2 × a = a3 (c) 2a ÷ 2 = a
(d) p2 × p3 = p6 (e) z + 2z = 3z (f) 6c ÷ 2 = 3c
(g) a − b − 2c = a + (−b) + (−2c) (h) 3n ÷ n = n

You saw another example of equivalent expressions in Subsection 1.2, when

two different formulas, P = 1.24n − 0.69n and P = 0.55n, were found for
the baker’s profit. Since the formulas must give the same values,
1.24n − 0.69n = 0.55n.
When we write an expression in a different way, we say that we’re
rearranging, manipulating or rewriting the expression. Often the aim of
doing this is to make the expression simpler, as with the formula for the
baker’s profit. In this case we say that we’re simplifying the expression.
The first known use of an We use equals signs when we’re working with expressions, but expressions
equals sign was by the Welsh don’t contain equals signs. For example, the statements
mathematician Robert
Recorde, in his algebra x + x = 2x and 1.24n − 0.69n = 0.55n
textbook The whetstone of
witte, published in 1557. He aren’t expressions – they’re equations. An equation is made up of two
justified the use of two expressions, with an equals sign between them.
parallel line segments to
indicate equality as follows: There’s a difference between the two equations above and the ones that
bicause noe 2 thynges can be arose from the questions about school places and toddlers in
moare equalle. Subsection 1.3. In that subsection, the number of children who applied to
a school was found using the equation
3
10 N = 150.
This equation is correct for only one value of N (it turned out to be 500).
In contrast, the equations
x + x = 2x and 1.24n − 0.69n = 0.55n
are correct for every value of x and n, respectively. Equations like these,
which are true for all values of the variables, are called identities. The
different types of equation don’t usually cause confusion in practice, as you
know from the context which type you’re dealing with.

12
 2 Expressions

There are similar differences in the use of letters to represent numbers.

3
When the equation 10 N = 150 was used in Subsection 1.3, the letter N
represented a particular number – it was just that we didn’t know what
that number was. This type of letter is called an unknown. In contrast,
in the equation x + x = 2x above, the letter x represents any number.
A letter that represents any number (or any number of a particular type,
such as any integer) is called a variable, as you saw in Unit 2. Usually
you don’t need to think about whether a letter is an unknown or a
variable. Both types represent numbers, so the same rules of arithmetic
apply in each case.

The first person to systematically use letters to represent numbers

was the French mathematician François Viète. His treatise In artem
analyticem isagoge (Introduction to the analytic art) of 1591 gives
methods for solving equations, including ones more complicated than
those in this course. Viete represented unknowns by vowels and
known numbers by consonants (he represented known numbers by
letters to help him describe the methods). However, he used words for
connectives such as plus, equals and so on, and also to indicate
powers. For example, he wrote ‘=’ as ‘aequatur’, a2 as ‘a quadratus’
and a3 as ‘a cubus’. So his algebra was still far from symbolic.
Viète also wrote books on astronomy, geometry and trigonometry, but
he was never employed as a professional mathematician. He was
trained in law, and followed a legal career for a few years before
leaving the profession to oversee the education of the daughter of a
local aristocratic family. His later career was spent in high public
office, apart from a period of five years when he was banished from
the court in Paris for political and religious reasons. Throughout his
life, the only time he could devote to mathematics was when he was
free from official duties.

2.2 What is a term?

Some expressions are lists of things that are all added or subtracted.
Here’s an example:
−2xy + 3z − y 2 .
The things that are added or subtracted in an expression of this sort are
called the terms. The terms of the expression above are
−2xy, +3z and −y 2 .
The plus or minus sign at the start of each term is part of the term. While
you’re getting used to working with terms, it can be helpful to mark them
like this:
−2xy + 3z − y 2 .

You need to make sure that the sign at the start of each term is included A sign after a term is part of the
along with the rest of the term. next term.

If the first term of an expression has no sign, then the term is added to the
other terms, so really it has a plus sign – it’s just that we normally don’t
write a plus sign in front of the first term of an expression. For example, if
you have the expression
√
4a + c − 7 b − 5,
13
 Algebra

then you could write a plus sign at the start and mark the terms like this:
√
+4a + c − 7 b − 5 .
Its terms are
√
+4a, +c, −7 b and −5.

Activity 8 Identifying terms of expressions

For each expression below, copy the expression, mark the terms and write
down a list of the terms.
Remember that when you (a) x3 − x2 + x + 1 (b) 2mn − 3r (c) −20p2 q 2 + 14 p − 18 − 13 q
handwrite a lower-case x in
mathematics, you should make
it look different from a
multiplication sign. One way to When we discuss the terms of an expression, we often omit the plus signs.
do this is to write it as a This is convenient in the same way that it’s convenient to write the
‘backwards c’ followed by a number +3 as 3. So, for example, we might say that the expression
‘normal c’, like this:
−2xy + 3z − y 2 (2)
has terms
−2xy, 3z and −y 2 .
We never omit the minus signs! And, of course, we never omit the plus
sign of a term when writing the term as part of an expression, unless it’s
the first term.
There’s a useful way to think of the relationship between an expression
and its terms.

Remember that a sum of An expression is equivalent to the sum of its terms.

numbers is what you get by
adding them. For example, the
sum of 1, 4 and 7 is For example, here is expression (2) written as the sum of its terms:
1 + 4 + 7 = 12.
−2xy + 3z − y 2 = −2xy + 3z + (−y 2 ).
The expression on the right is obtained by adding the terms of
expression (2) on the left. The two expressions are equivalent because
You saw in Unit 1 that subtracting y 2 is the same as adding the negative of y 2 .
subtracting a number is the
same as adding its negative. For You saw another example of an expression written as the sum of its terms
example, 1 − 3 is the same as in Activity 7(g):
1 + (−3).
a − b − 2c = a + (−b) + (−2c).
Because the order in which numbers are added doesn’t matter, you can
change the order of the terms in an expression however you like, and you
will obtain an equivalent expression, as long as you keep each term
together with its sign. For example, you can swap the order of the first two
terms in the expression
−2xy + 3z − y2
to give
3z − 2xy − y 2 .
Or you can reverse the original order of the terms to give
−y 2 + 3z − 2xy.
All three of these expressions are equivalent to each other.
14
 2 Expressions

When you do the next activity, you’ll probably find it helpful to begin by
marking the terms in the way shown on page 14, including their signs, of Remember that you may need to
course. Then think of moving the marked terms around. write a plus sign in front of the
first term.

Activity 9 Changing the order of terms

Write each of the following expressions with its terms in reverse order.
(a) −X + 20Y − 5Z (b) 2u − 3uv (c) 4i − j + 5
(d) a − b + c + d

Changing the order of the terms doesn’t simplify an expression, but some
methods for simplifying expressions are easier to apply if you rearrange the
terms first.
A term in an expression may be just a number, like 4, 12 or −5. If so, we
say that it’s a constant term, or just a constant for short. For example, It’s called a constant term
the expression because, unlike other terms, its
value doesn’t change when the
3pq − 2 + 5p2 values of the letters in the
expression are changed.
has one constant term, −2.
On the other hand, if a term is of the form
a number × a combination of letters,
then the number is called the coefficient of the term, and we say that the The word ‘coefficient’ was
term is a term in whatever the combination of letters is. For example, introduced by François Viète
(see page 13).
2xy has coefficient 2 and is a term in xy;
−3z has coefficient −3 and is a term in z;
2 2 2 2
3 c has coefficient 3 and is a term in c .
You may be tempted to think that terms like a and −a don’t have
coefficients. However, because they are equivalent to 1a and −1a,
respectively, they have coefficients 1 and −1, respectively. (We normally
write a rather than 1a, and −a rather than −1a, for conciseness.)
Here are some more examples:
y 3 has coefficient 1 and is a term in y 3 ;
−ab2 c has coefficient −1 and is a term in ab2 c.

Activity 10 Identifying coefficients

Write down the coefficient of:

(a) the third term in 2x2 + 3xy + 4y 2
√ √
(b) the second term in 2 p − 9 q − 7
√
(c) the third term in 2x + 5 2 + x2
(d) the first term in −a2 b + 2c
(e) the term in m2 in 1 + 2m − 3m2
(f) the term in b in ab + 2b + b2 .

15
 Algebra

Activity 11 Indentifying constant terms

For each of parts (a)–(f) in Activity 10 above, write down any constant
terms in the expression.

2.3 Collecting like terms

In this subsection you’ll learn the first of several useful techniques for
simplifying expressions: collecting like terms.
Let’s look first at how it works with numbers. If you have 2 batches of
4 dots, and another 3 batches of 4 dots, then altogether you have
2 + 3 batches of 4 dots, that is, 5 batches of 4 dots.
This is shown in Figure 2, and you can express it by writing
2 × 4 + 3 × 4 = 20 5 × 4 = 20
2 × 4 + 3 × 4 = 5 × 4.
Figure 2 Of course, this doesn’t work just with batches of four dots. For example,
Figure 3 illustrates that
2 × 7 + 3 × 7 = 5 × 7.
In fact, no matter what number a is,
2a + 3a = 5a.
2 × 7 + 3 × 7 = 35 5 × 7 = 35
This gives you a way to simplify expressions that contain a number of
Figure 3 batches of something, added to another number of batches of the same
thing. For example, consider the expresssion
5bc + 4bc.
Adding 4 batches of bc to 5 batches of bc gives 9 batches of bc:
5bc + 4bc = (5 + 4)bc = 9bc.
Terms that are ‘batches of the same thing’ are called like terms. For
terms to be like terms, the letters and the powers of the letters in each
term must be the same. So, for example,
√ √ √
7 A and 3 A are like terms because they are both terms in A;
2x2 and −0.5x2 are like terms because they are both terms in x2 .
However,
5c and 4c2 are not like terms because 5c is a term in c and 4c2 is a
term in c2 .

Activity 12 Identifying like terms

Which of the following are pairs of like terms?

(a) 3b and 6b2 (b) 5D and 5D (c) z and −z (d) 3 and 2m

Like terms can always be collected in a similar way to the examples above:
you just add the coefficients (including negative ones). You can add any
number of like terms.

16
 2 Expressions

Example 2 Collecting like terms

Simplify the following expressions.

(a) 12m + 15m − 26m (b) 0.5XY 2 + 0.1XY 2 (c) 5p − p
1
(d) 3d − 2d
Solution
(a) 12m + 15m − 26m = (12 + 15 − 26)m = 1m = m
(b) 0.5XY 2 + 0.1XY 2 = (0.5 + 0.1)XY 2 = 0.6XY 2
(c) 5p − p = 5p − 1p = (5 − 1)p = 4p
" $ " $
(d) 13 d − 2d = 13 − 2 d = 13 − 63 d = − 53 d

Notice that in the solution to Example 2(d), the fractional coefficients were
not converted to approximate decimal√ values. In algebra you should work
with exact numbers, such as 13 and 5, rather than decimal
approximations, wherever possible. However, if you’re using algebra to
solve a practical problem, then you may have to use decimal
approximations.

Activity 13 Collecting like terms

Simplify the following expressions.

(a) 8A + 7A (b) −5d + 8d − 2d (c) −7z + z
1 2
(d) 1.4pq + 0.7pq − pq (e) 2n − 13 n2

It’s easier to spot like terms if you make sure that all the letters in each
term are written in alphabetical order. For example, 5st and 2ts are like
terms – this is easier to see if you write the second one as 2st. You can always change the order
in which things are multiplied,
as this doesn’t affect the overall
result. For example,
Example 3 Recognising like terms 3 × 4 = 4 × 3, and ts = st.

Simplify the following expressions.

(a) 5st + 2ts (b) −6q 2 rp + 4prq 2
Solution
(a) 5st + 2ts = 5st + 2st = 7st
(b) −6q 2 rp + 4prq 2 = −6pq 2 r + 4pq 2 r = −2pq 2 r

The lower- and upper-case versions of the same letter are different symbols
in mathematics. So, for example, 4y and 9Y are not like terms.
Any two constant terms are like terms. They can be collected using the
normal rules of arithmetic.

17
 Algebra

Activity 14 Recognising like terms

Which of the following are pairs of like terms?

(a) 2ab and 5ab (b) −2rst and 20rst (c) 2xy and −3yx
(d) 4c2 a and 9ac2 (e) abc and cba (f) 8c2 d and 9d2 c
(g) 2A2 and 10a2 (h) 3f h and 3gh (i) 22 and −81

Often an expression contains some like terms and some unlike terms. You
can simplify the expression by first changing the order of its terms so that
the like terms are grouped together, and then collecting the like terms.
This leaves an expression in which all the terms are unlike, which can’t be
simplified any further. Here’s an example.

Example 4 Collecting more like terms

Simplify the following expressions.

(a) 2a + 5b − 7a + 3b (b) 12 − 4pq − 2q + 1 − qp − 2
Solution
(a) Group the like terms, then collect them.
2a + 5b − 7a + 3b = 2a − 7a + 5b + 3b
= −5a + 8b
(b) Write qp as pq, group the like terms, then collect them.
12 − 4pq − 2q + 1 − qp − 2 = 12 − 4pq − 2q + 1 − pq − 2
= 12 + 1 − 2 − 4pq − pq − 2q
= 11 − 5pq − 2q
The terms in the final expression can be written in any order. For
example, an alternative answer is 11 − 2q − 5pq.

Activity 15 Collecting more like terms

You may find it helpful to mark Simplify the following expressions.

the terms before rearranging
them. (a) 4A − 3B + 3C + 5A + 2B − A (b) −8v + 7 − 5w − 2v − 8
(c) 20y 2 + 10xy − 10y 2 − 5y − 5xy (d) −4ef + 8e2 f + 10f e − 3f 2 e
1
(e) 2a + 13 b + 2a + 14 b

As you become more used to working with expressions, you’ll probably

find that you can collect like terms without grouping them together first.
The worked examples in the module will usually do this, and you should
do so too, as soon as you feel comfortable with it.
Sometimes when you collect two or more like terms, you find that the result
is zero – that is, the terms cancel each other out. Here’s an example.

18
 2 Expressions

Example 5 Terms that cancel out

Simplify the expression

M + 2N + 3M − 2N.
Solution
M + 2N + 3M − 2N = 4M + 0 = 4M

In the example above, 2N is added and then subtracted, and the addition
and subtraction cancel each other out.

Activity 16 Terms that cancel out

Simplify the following expressions.

(a) 2a3 − 3a − 2a3 − 3a (b) 2m + n − 5m + 2n + 3m
(c) b + 2b + 3b − 6b

Earlier in the unit, the formula

P = 1.24n − 0.69n
was found for a baker’s profit, where P is the profit in £, and n is the
number of loaves. Then the simpler formula
P = 0.55n
was found for the profit, by thinking about the situation in a different way.
Notice that the simpler formula could have been obtained directly from the
first formula, by collecting the like terms on the right-hand side:
P = 1.24n − 0.69n = 0.55n.
In the next activity there is another formula that can be simplified in this
way.

Activity 17 Collecting like terms in a formula

A primary school parents’ group is organising an outing to a children’s

activity centre, for c children and a adults, travelling by train.
(a) The cost of a ticket for the activity centre is £10 for a child and £2 for Remember that you should not
an adult. Find a formula for A, where £A is the total cost of include units, such as £, in a
admission to the activity centre for the group. formula. However, if a quantity
found using a formula has units,
(b) The cost of a return train ticket to get to the activity centre is £7 for then these should be included in
a child and £14 for an adult. Find a formula for T , where £T is the the answer. For example, the
total cost of travel for the group. answer to part (e) of this
activity should include £.
(c) By adding your answers to parts (a) and (b), find a formula for C,
where £C is the total cost of the trip for the group.
(d) Simplify the formula found in part (c) by collecting like terms, if you
haven’t already done so in part (c).
(e) Use the formula found in part (d) to find the cost of the trip for
22 children and 10 adults.

19
 Algebra

In this section you have been introduced to some terminology used in

algebra, and you have learned the algebraic technique of collecting like
terms. In the next two sections you’ll learn some more algebraic techniques
that you will often need to use.

3 Simplifying terms
Sometimes the terms in an expression need to be simplified, to make the
expression easier to work with, and to make it easy to recognise any like
terms. You’ll learn how to do that in this section. We begin by looking at
terms individually, and later in the section we consider expressions with
more than one term.

3.1 Simplifying single terms

As you’ve seen, if a term consists of numbers and letters all multiplied
together, then it should be written with the coefficient first, followed by
the letters. It’s often useful to write the letters in alphabetical order – for
example, 3B 2 DA as 3AB 2 D – as this can help you to identify like terms in
a complicated expression. This is usually done in this module. (However,
there are some contexts where tradition requires a non-alphabetical order.)
If a term includes a letter multiplied by itself, then index notation should
be used. For example,
Remember that the 2 in p2 and p×p should be simplified to p2 ,
the 3 in p3 are called powers,
indices (the singular is index ) or and
exponents. As you saw in Unit 3, p×p×p should be simplified to p3 .
we also call p2 and p3 powers
of p, so the word ‘power’ has two
different, but related, meanings
in mathematics. Example 6 Simplifying terms

Write the following terms in their shortest forms.

(a) 3 × c × g × 4 × b (b) b × a × 5 × b × b
Solution
(a) 3 × c × g × 4 × b = 12bcg
(b) b × a × 5 × b × b = 5ab3

When you simplify a term you should normally use index notation only for
letters and not for numbers. For example,
3×3×a should be simplified to 9a, not 32 a.

Activity 18 Using index notation

Write the following terms in their shortest forms.

(a) y × z × 6 × x × 4 (b) 7p × 2qr (c) QR × G × 5F
(d) 2 × a × a × 3 × a (e) m × n × m × 4
(f) 5y × 2yx (g) 4AB × 4AB

20
 3 Simplifying terms

If a term contains more than one power of the same letter, multiplied
together, then the indices need to be added. For example, In Unit 3 you met the index law
3 2
x ×x =x . 5 am × an = am+n .

Remember that x is the same as x1 ; for example,

x × x7 = x8 .

Example 7 Multiplying powers

Write the following term in its shortest form:

2A5 B × 3A4 B 7 .
Solution
2A5 B × 3A4 B 7 = 2 × 3 × A5+4 B 1+7 = 6A9 B 8

Activity 19 Multiplying powers

Write the following terms in their shortest forms.

(a) 8P 8 × 5P (b) 2c10 d3 × 2c2 d3

If a term consists of numbers and letters multiplied together, and some of

these have minus signs, then the overall sign of the term can be worked out
using the rules below. The rest of the term can be simplified in the usual Similar rules were given for
way. numbers in Unit 1,
Subsection 3.1. The following
table might help you to
When multiplying or dividing: remember them.
two signs the same give a plus sign; + −
two different signs give a minus sign. + + −
− − +

Here are some examples to illustrate these rules. It indicates that a positive times
a positive is a positive, a
2 × (−3) = −6, (−2) × (−3) = 6, positive times a negative is a
negative, and so on.
a × (−b) = −ab, (−a) × (−b) = ab.

Example 8 Simplifying terms involving minus signs

Write the following terms in their shortest forms.

(a) 4q × (−2p) (b) −B 3 × (−5B) (c) −a × (−b) × (−a)
Solution
(a) A positive times a negative gives a negative. Instead of ‘a positive times a
negative gives a negative’, we
4q × (−2p) = −4q × 2p sometimes say, informally, ‘a
= −8pq plus times a minus gives a
minus’.
(b) A negative times a negative gives a positive.
−B 3 × (−5B) = +B 3 × 5B
= +5B 4
= 5B 4
21
 Algebra

(c) The first negative times the second negative gives a positive, then
that positive times the third negative gives a negative.
The overall sign is found in the −a × (−b) × (−a) = −a × b × a
same way as when you multiply
= −a2 b
several negative numbers
together. See Unit 1,
Subsection 3.1.
The box below summarises how to simplify a term.

Strategy To simplify a term

1. Find the overall sign and write it at the front.
2. Simplify the rest of the coefficient and write it next.
3. Write the letters in alphabetical order (usually), using index
notation as appropriate.

If the coefficient of a term is 1 or −1, then the 1 should be omitted. For

example,
1xy should be simplified to xy,
and
−1c2 should be simplified to −c2 .
In the next activity, try to simplify the terms in a single step, using the
strategy above. This skill will be helpful later, when you learn to simplify
more complicated expressions.

Activity 20 Simplifying terms involving minus signs

Write the following terms in their shortest forms.

(a) 9X × (−XY ) (b) 3s × 13 r (c) −3a3 × (−4a4 )
(d) −2pq × (−3qp2 ) (e) −0.5g × 2f 5 (f) −a × b × (−c) × (−d)
(g) (−x) × (−y) × (−x2 ) × (−4y) (h) (−3cd)2 (i) −(3cd)2
Hint for parts (h) and (i): something 2 = the something × the something.

Expressions can contain terms of the form

+ (− something) or − (− something).
These should be simplified by using the following facts.

You saw these rules for numbers • Adding the negative of something is the same as subtracting the
in Unit 1, Subsection 3.1. something.
• Subtracting the negative of something is the same as adding the
something.

Here are some examples:

+(−8) = −8, −(−5) = +5 = 5,
+(−2M 2 ) = −2M 2 , −(−x) = +x = x.

22
 3 Simplifying terms

Also, any unnecessary brackets in a term should usually be removed. For

example:
+(pq) = +pq = pq,
−(7z) = −7z.
The brackets in these terms aren’t needed, because by the BIDMAS rules
multiplication is done before addition and subtraction.
Before removing unnecessary brackets, check carefully that they really are
unnecessary! If you’re not sure, leave the brackets in.

Activity 21 Simplifying the signs of terms

Write the following terms in their shortest forms.

(a) +(−ab) (b) −(−6x2 ) (c) −(2M 4 ) (d) +(−7y)
" $
(e) +(5p) (f) − − 34 n

3.2 Simplifying two or more terms

So far in this section you’ve been simplifying single terms. To simplify an
expression with two or more terms, you need to simplify each term
individually, in the way that you’ve seen. Before you can do that, you need
to identify which bits of the expression belong to which term. The easiest
way to do that is to use the following fact.

Each term after the first starts with a plus or minus sign that
isn’t inside brackets.

Example 9 Identifying terms

Mark the terms in the following expressions.

(a) −2a − (−5a2 ) + (−4a) (b) 2x × 4xy − 2y × (−5x)
Solution
(a) Begin by marking the start of the first term.
−2a − (−5a2 ) + (−4a)

Extend the line under the first term until you reach a plus or minus
sign that isn’t inside brackets. That’s the start of the next term.
−2a − (−5a2 ) + (−4a)

Extend the line under the second term until you reach a plus or
minus sign that isn’t inside brackets. That’s the start of the next
term.
−2a − (−5a2 ) + (−4a)

Extend the line under the third term until you reach a plus or
minus sign that isn’t inside brackets. This time you don’t reach one –

23
 Algebra

you just reach the end of the expression. So this expression has three
terms, as marked.
−2a − (−5a2 ) + (−4a)

(b) Mark the start of the first term.

2x × 4xy − 2y × (−5x)

When you reach a plus or minus sign that isn’t inside brackets,
that’s the start of the next term.
2x × 4xy − 2y × (−5x)

You don’t reach another plus or minus sign that isn’t inside
brackets, so this expression has two terms.
2x × 4xy − 2y × (−5x)

Example 9 showed you how to carry out the first step in the following
strategy. The other two steps use techniques that you’ve seen already.

Strategy To simplify an expression with more than one term

1. Identify the terms. Each term after the first starts with a plus or
minus sign that isn’t inside brackets.
2. Simplify each term, using the strategy on page 22. Include the
As usual, a plus sign in front of sign (plus or minus) at the start of each term.
a first term can be omitted.
3. Collect any like terms.

In the next example, this strategy is used to simplify the expressions in

Example 9.

Example 10 Simplifying expressions with more than one term

Simplify the following expressions.

(a) −2a − (−5a2 ) + (−4a) (b) 2x × 4xy − 2y × (−5x)
Solution
(a) First identify the terms. Then simplify each term individually.
Finally, collect like terms.
−2a − (−5a2 ) + (−4a) = −2a + 5a2 − 4a
= 5a2 − 6a
This could also be written as −6a + 5a2 .
(b) Identify the terms, then simplify each term individually. Finally,
check for like terms – there are none here.
2x × 4xy − 2y × (−5x) = 8x2 y + 10xy

In the next activity, begin each part by marking the terms, as shown in
Example 9. As you become more used to manipulating expressions, you’ll
probably find that you can identify and simplify the terms without needing
to mark them.
24
 4 Brackets

Activity 22 Simplifying expressions

Simplify the following expressions. Don’t be concerned if you find

this activity difficult – it’s one of
(a) 5m × 2m − 2n × n2 (b) 3p × 2q + 2r × (−7p) the harder ones in the unit.
(c) 2P − (−3Q) + (−P ) + (2Q) (d) 3 × (−2a) − 1c2 + 9ac Take your time, and follow the
strategy carefully. Remember
(e) 4s × 12 rst − 2(− 12 s) (f) −5xy + (−3y × x2 ) − (−y 2 ) that some terms may not need
to be simplified, as they may
(g) −3r × (−2r) − (−2r × r) + (r2 × 9) already be in their simplest
forms.

4 Brackets
In this section you’ll learn how to rewrite expressions that contain brackets
as expressions without brackets, and you’ll also see some applications of
algebra, including how to prove that the number trick in Subsection 1.1
always works.

4.1 Multiplying out brackets

Any expression that contains brackets, such as
8a + 3b(b − 2a)
or
(2m + 3n) − (m + n − 3r),
can be rewritten without brackets. To see how to do this, let’s start by
looking at an expression that involves only numbers:
(2 + 3) × 4.
When you learned to collect like terms, you saw that 2 + 3 batches of
4 dots is the same as 2 batches of 4 dots plus 3 batches of 4 dots, as
illustrated in Figure 4. So (2 + 3) × 4 is equivalent to
2 × 4 + 3 × 4. (2 + 3) × 4 2×4+3×4

Here an expression containing brackets has been rewritten as an expression

without brackets: Figure 4
(2 + 3) × 4 = 2 × 4 + 3 × 4.
It’s usual to write numbers in front of brackets, so let’s write the 4 first in
each multiplication:
4(2 + 3) = 4 × 2 + 4 × 3.
Here you can see how to rewrite an expression with brackets as one
without brackets: you multiply each of the numbers inside the brackets
individually by the number outside the brackets. This is called
multiplying out the brackets, expanding the brackets, or simply
removing the brackets. The number outside the brackets is called the
multiplier. Here’s another example, with multiplier 7.
7(1 + 5) = 7 × 1 + 7 × 5

25
 Algebra

Multiplying out the brackets can be particularly helpful for expressions

that contain letters. The rule above applies in just the same way.

Strategy To multiply out brackets

Remember that you must Multiply each term inside the brackets by the multiplier.
multiply every term inside the
brackets, not just the first term.
Here are two examples, with multipliers a and 3, respectively.
a(b + c) = ab + ac

3(p + q 2 + r) = 3p + 3q 2 + 3r

It doesn’t matter whether the multiplier is before or after the brackets.

Here’s an example of multiplying out where the multiplier is after the
brackets:
(x + y)z = xz + yz.
If you prefer the multiplier to be before the brackets, then you can change
the order before multiplying out. For example,
(x + y)z = z(x + y) = zx + zy = xz + yz.
When you multiply out brackets, you often need to simplify the resulting
terms, as illustrated in the next example.

Example 11 Multiplying out brackets

Multiply out the brackets in the following expression:

2a(3a + 2b).
Solution
2a(3a + 2b) = 2a × 3a + 2a × 2b
= 6a2 + 4ab

Activity 23 Multiplying out brackets

Multiply out the brackets in the following expressions.

(a) 3p(pq + 4) (b) x2 (x + 2y)

Once you’re familiar with how to multiply out brackets, it’s usually best to
simplify the terms as you multiply out, instead of first writing down an
expression containing multiplication signs. This leads to tidier expressions
and fewer errors.
For example, if you look at the expression in Example 11,
2a(3a + 2b),
you can see that when you multiply out the brackets, the first term will be
2a times 3a. You simplify this to 6a2 , using the strategy of first finding the
sign, then the rest of the coefficient and then the letters, and write it

26
 4 Brackets

down. Then you see that the second term is 2a times +2b, simplify this
to +4ab, and write it down after the first term. This gives
2a(3a + 2b) = 6a2 + 4ab.
Try this shorter form of working in the following activity.

Activity 24 Multiplying out brackets efficiently

Multiply out the brackets in each of the following expressions.

(a) f (e + 5g) (b) 5(2A + B) (c) 3c(4c + 2d)
" $
(d) (a − b)c2 (e) 2y(x + 2y + 4z) (f) 2 12 A2 + 32
(g) a(x + y)z (h) 2b(b2 + 2b4 )

Simplifying the terms at the same time as multiplying out is particularly

helpful when some of the terms inside the brackets, or the multiplier, have
minus signs. For example, let’s multiply out the brackets in the expression
3m(−2m + 3n − 6).
The first term is 3m times −2m, which simplifies to −6m2 . Working out
the other terms in a similar way, we obtain
3m(−2m + 3n − 6) = −6m2 + 9mn − 18m.
Here’s another example. In this one the multiplier has a minus sign.

Example 12 Multiplying out brackets involving minus signs

Multiply out the brackets in the following expression:

−a(b − a + 7).
Solution
−a(b − a + 7) = −ab + a2 − 7a The terms are
−a × b = −ab,
−a × (−a) = +a2 ,
−a × 7 = −7a.
Activity 25 Multiplying out brackets involving minus signs

Multiply out the brackets in the following expressions, simplifying where

possible.
(a) p(q − r) (b) 7a(−4a + 3b) (c) 6(0.2a − 0.3b + 1.4)
(d) 10( 12 n + 15 ) (e) −3(x − 2y) (f) −b2 (−a + b)

An expression containing brackets may have more than one term. For
example, the expression
x(y + 1) + 2y(y + 3)
has two terms, each containing brackets, as follows:
x(y + 1) + 2y(y + 3) .

27
 Algebra

An expression like this can be dealt with term by term, using a similar
The strategy for simplifying strategy to the one for simplifying expressions.
expressions is on page 24.

Strategy To multiply out brackets in an expression with more than one

term
1. Identify the terms. Each term after the first starts with a plus or
minus sign that isn’t inside brackets.
Stage 2 usually increases the 2. Multiply out the brackets in each term. Include the sign (plus or
number of terms. minus) at the start of each resulting term.
3. Collect any like terms.

While you’re learning to multiply out brackets in expressions with more

than one term, you’ll probably find it helpful to mark the terms as you
identify them. This should help you to avoid errors.

Example 13 Expanding the brackets when there’s more than one term

Multiply out the brackets in the following expressions, simplifying where

possible.
(a) x(y + 1) + 2y(y + 3) (b) 2r2 − r(r − s)
Solution
(a) Identify the terms. Multiply out the brackets. Then check for like
terms – there are none here.
x(y + 1) + 2y(y + 3) = xy + x + 2y 2 + 6y

(b) Identify the terms. Multiply out the brackets. Collect like
terms.
2r2 − r(r − s) = 2r2 − r2 + rs
= r2 + rs

Activity 26 Expanding the brackets when there’s more than one term

Multiply out the brackets in the following expressions, simplifying where

possible.
(a) f + g(f + h) (b) x − y(x + 2y) (c) 2p − 3q(−3p + q)
(d) −2(a + b) + 4(a − b) (e) 2aE − 3E(−E − 5a) (f) (d − c)c − c2

Some expressions, such as

−(a + 2b − c),
contain brackets with just a minus sign in front.
You can remove these brackets by using the fact that a minus sign in front
is just the same as multiplying by −1:
−(a + 2b − c) = −1(a + 2b − c)
= −a − 2b + c.

28
 4 Brackets

You can see that the overall effect is that the sign of each term in the
brackets has been changed.
An expression may also contain brackets with just a plus sign in front.
These brackets can be removed by using the fact that a plus sign in front is
just the same as multiplying by 1. For example, the expression
2x + (y − 3z)
can be simplified as follows:
2x + (y − 3z) = 2x + 1(y − 3z)
= 2x + y − 3z.
This time you can see that the effect is that all the signs in the brackets
remain as they are.
Rather than introducing 1 or −1 into working, as was done above, it’s
better to remember the following strategy. This strategy applies even if
there’s just one term in the
brackets. For example,
Strategy To remove brackets with a plus or minus sign in front +(−2M 2 ) = −2M 2 ,
• If the sign is plus, keep the sign of each term inside the brackets and
the same. −(−x) = +x = x,
• If the sign is minus, change the sign of each term inside the as you know already from the
rules for adding and subtracting
brackets. negatives, which were given on
page 22.

Example 14 Plus and minus signs in front of brackets

Remove the brackets in the following expressions.

(a) −(−P 2 + 2Q − 3R) (b) a + (2bc − d)
Solution
(a) −(−P 2 + 2Q − 3R) = +P 2 − 2Q + 3R
= P 2 − 2Q + 3R
(b) a + (2bc − d) = a + 2bc − d

Activity 27 Plus and minus signs in front of brackets

Remove the brackets in each of the following expressions, and simplify

them where possible.
(a) −(4f − g 3 ) (b) −(−x + 7y − 8z + 6) (c) 2(a − b) + (c − 2d)
(d) r + (−2s − r) (e) −A + B − (−3A + 4B)
(f) −(−t − w) + (−t + w) (g) −(L + 2M ) − (−M )

Some expressions, such as

(x + 2)(x − 5),
contain two, or even more, pairs of brackets multiplied together. You’ll
learn how to multiply out brackets like these in Unit 9.

29
 Algebra

You’ve seen that you should usually write expressions in the simplest way
you can. For example, you should write
x + 2x + 3x as 6x.
The second form of this expression is clearly simpler than the first:
• it’s shorter and easier to understand, and
• it’s easier to evaluate for any particular value of x.
These are the attributes to aim for when you try to write an expression in
a simpler way.
However, sometimes it’s not so clear that one way of writing an expression
is better than another. For example,
x(x + 1) is equivalent to x2 + x.
Both these forms are reasonably short, and both are reasonably easy to
evaluate. So this expression doesn’t have a simplest form.
The same is true of many other expressions. You should try to write each
expression that you work with in a reasonably simple way, but often
there’s no ‘right answer’ for the simplest form. One form might be better
for some purposes, and a different form might be better for other purposes.
In Unit 7 you’ll see that there’s In particular, multiplying out the brackets in an expression doesn’t always
a reverse process to multiplying simplify it.
out the brackets: sometimes an
expression can be made simpler
or more useful by introducing 4.2 Algebraic fractions
brackets.
It’s usually best to use fraction notation, rather than a division sign, to
indicate division in algebraic expressions. For example, the expression
a+b÷c (3)
can be written as
b
a+ . (4)
c
This makes it easy to see which parts of the expression are divided by
which. In expression (3), it’s just b, not a + b, that’s divided by c, by the
BIDMAS rules. This is clearer in expression (4).
Similarly, the expression
(8a + 3) ÷ (2a)
can be written in fraction notation as
8a + 3
. (5)
2a
The brackets can be omitted because the fraction notation makes it clear
that the whole of 8a + 3 is divided by 2a.
Algebraic expressions written using fraction notation are called algebraic
fractions. The expressions above and below the line in an algebraic
fraction are called the numerator and denominator, respectively, just as
they are for ordinary fractions.
When you write an algebraic fraction, you must make sure that the
horizontal line extends to the full width of the numerator or denominator,
whichever is the wider. For example,
8a + 3 8a + 3
(8a + 3) ÷ (2a) should be written as , not .
2a 2a

30
 4 Brackets

This is because the line acts as brackets for the numerator and
denominator, as well as indicating division.
Try not to use division signs in expressions, or whenever you carry out If you need to type an algebraic
algebraic manipulation, from now on; use fraction notation instead. fraction in a line of text, for
However, occasionally it’s useful to use division signs in algebraic example when sending an email,
then use brackets and a slash.
expressions, just as occasionally it’s useful to use multiplication signs. For example,
8a + 3
2a
Activity 28 Using fraction notation can be typed as (8a + 3)/(2a).

Rewrite the following expressions using fraction notation.

(a) (a + b) ÷ 3 (b) a + b ÷ 3 (c) (x + 2) ÷ (y + 3)
(d) (x + 2) ÷ y + 3 (e) x + 2 ÷ (y + 3) (f) x + 2 ÷ y + 3

Activity 29 Working with fraction notation

Multiply out the brackets in the following expressions.

& ! & !
h 1+h
(a) 6 1 + (b) 6
2 2
Hint for part (b): First write the expression in the form ‘number × (1 + h)’.

There’s a technique, based on multiplying out brackets, that can be useful

when you’re working with algebraic fractions. As with multiplying out
brackets, this technique doesn’t necessarily simplify an expression; it just
gives a different way of writing it. It applies to algebraic fractions where
there’s more than one term in the numerator, such as
2a − 5b + c
. (6)
3d
Since dividing by something is the same as multiplying by its reciprocal,
you can write this expression as
1
(2a − 5b + c).
3d
You can then multiply out the brackets to give
2a 5b c
− + . (7)
3d 3d 3d
If you compare expressions (6) and (7), you can see that the overall effect
is that each term on the numerator has been individually divided by the
denominator. This is called expanding the algebraic fraction.
Once an algebraic fraction has been expanded, it may be possible to
simplify some of the resulting terms, as illustrated in the next example.

Example 15 Expanding an algebraic fraction

10x + x2 − 8
Expand the algebraic fraction .
x
Solution
10x + x2 − 8 10x x2 8 x2 ✑x×x
= + − Remember: = = x.
x x x x x x
✑
8
= 10 + x −
x
31
Algebra

Remember that an algebraic fraction can be expanded only if it has more

than one term in the numerator. The following fraction, which has more
than one term in the denominator, can’t be expanded:
a
.
2a + 5b − c

Activity 30 Expanding algebraic fractions

Expand the following algebraic fractions, and simplify the resulting

expressions where possible.
A − 6B 10z 2 + 5z − 20 3A2 + A
(a) (b) (c)
3 5 A

You’ll learn more about working with algebraic fractions in Unit 9.

4.3 Using algebra

You’ve now covered all the algebra needed to prove that the number trick
in Subsection 1.1 works for every possible starting number.
To do this, you carry out the trick starting with a letter (n, say), which
represents any number at all. After each step you simplify the resulting
expression.
Think of a number: n
Double it: 2n
Add 7: 2n + 7
Double the result: 2(2n + 7) = 4n + 14
Add 6: 4n + 14 + 6 = 4n + 20
4n + 20 4n 20
Divide by 4: = + =n+5
4 4 4
Take away the number
you first thought of: n+5−n=5
So, because n represents any number at all, you can see that you’ll always
end up with the answer 5.
Notice that it was important to include the brackets when the expression
2n + 7 was doubled in the above calculation. Doubling 2n + 7 does not
give 2 × 2n + 7 = 4n + 7; the correct calculation is
2(2n + 7) = 4n + 14.

Activity 31 Checking a number trick

Here’s another number trick.

Think of a number.
Multiply it by 3.
Add 2.
Double the result.
Add 2.
Divide by 6.
Take away the number you first thought of.

32
 4 Brackets

(a) Test the trick with whatever starting number you wish. What’s the
final answer?
(b) By starting with n, prove that the trick always gives the same answer.

In the next example you’ll see how multiplying out brackets can be useful
when you’re finding a formula.

Example 16 Finding and simplifying a formula

Each week Arthur works for at least 37 hours. He’s paid £15 per hour for
the first 37 hours, and £25 per hour for each additional hour. Find a
formula for P , where £P is Arthur’s pay for the week if he works for
n hours.
Solution
Arthur’s pay in £ for the first 37 hours is
37 × 15 = 555.
The number of additional hours that Arthur works is n − 37, so his pay
in £ for these additional hours is
(n − 37) × 25 = 25(n − 37).
The question states that Arthur works for at least 37 hours, so there’s
no need to worry about n − 37 going negative.
So a formula for Arthur’s pay is
P = 555 + 25(n − 37).
The formula can be simplified by multiplying out the brackets:
P = 555 + 25n − 925
= 25n − 370.
So the simplified formula is
P = 25n − 370.

Activity 32 Finding and simplifying a formula

A print company charges £175 to print 200 leaflets of a particular size,

plus an extra £0.25 per leaflet for any further leaflets.
(a) Find a formula for C, where £C is the cost of printing n leaflets, Remember that the units for C
assuming that n is at least 200. are pounds. Don’t convert any
of the costs to pence.
(b) Write the formula as simply as you can.
(c) Use the formula to find the cost of printing 450 leaflets.

Finally in this section, you’ll see some more examples of how algebra can
be used to prove mathematical facts. First try the following activity.

33
 Algebra

Activity 33 Adding three consecutive integers

Choose any three consecutive integers and add them together. Is the total
divisible by 3? Now try another three consecutive integers.

As with the number tricks you saw earlier, the property in Activity 33
seems to hold for any integers you choose. But how can you be sure that it
always holds? You can’t check all choices of three consecutive integers
individually, as there are infinitely many choices. The way to prove that
the property always holds is to use algebra.

Example 17 Proving a property of numbers

Prove that the sum of any three consecutive integers is divisible by 3.

Solution
Represent the first of the three integers by n. Then the other two integers
are n + 1 and n + 2. So their sum is
n + (n + 1) + (n + 2) = n + n + 1 + n + 2
To confirm that 3n + 3 is a = 3n + 3.
multiple of 3, you can either
divide by 3 and check that you Dividing by 3 gives
get an integer, as is done in the 3n + 3 3n 3
example, or you can argue as = +
follows. The number 3n is a 3 3 3
multiple of 3, since n is an = n + 1.
integer, so 3n + 3 must also be Now n + 1 is an integer, because n is an integer. So dividing the sum of
a multiple of 3, since adding 3
the three numbers by 3 gives an integer. That is, the sum is divisible by 3.
to a multiple of 3 gives another
multiple of 3.

Activity 34 Proving a property of numbers

(a) Choose any three integers such that the second and third are each
2 more than the one before (such as 5, 7 and 9, or 20, 22 and 24). Is
their sum divisible by 3?
(b) Choose another three integers of the same type, and check whether
their sum is divisible by 3.
(c) Prove that the same thing always happens. Write out your proof in a
similar way to the proof in Example 17.

You can use similar methods to prove many more properties of numbers.
Here are another two proofs for you to try.

Activity 35 Proving another property of numbers

Prove that if you add up any four consecutive integers, then the answer is
not divisible by 4.

34
 5 Linear equations

The facts that you saw in Example 17 and Activity 34 are particular cases
of the more general fact explored in the next activity.

Activity 36 Proving a more general property of numbers

In this activity you are asked to prove the following fact.

For example, the integers 15, 19
If you add up any three integers such that the second and third and 23 have this property, since
integers are each the same amount more than the one before, then the they have the following pattern:
answer is divisible by 3. + 4✲ + 4✲
15 19 23.
Do this by following the steps below. Similarly, the integers 107, 117
(a) Try a numerical example first – you could use one of the two examples and 127 have the property, since
in the margin, or choose your own example. Write down the first they have the following pattern:
integer, the amount by which the second and third integers are more + 10✲ + 10✲
107 117 127.
than the one before, and the sum of the three integers. Check that the
sum of the three integers is divisible by 3.
(b) Use the letter n to represent the first integer and the letter d to
represent the amount by which the second and third integers are more
than the one before. Write down expressions for the second and third
integers in terms of n and d.
(c) Use your answers to part (b) to find an expression for the sum of the
three integers, and hence prove the fact above.

5 Linear equations
In Section 1 you met the idea that some mathematical questions can be
answered by solving equations. In this section you’ll learn how to solve
equations of a particular type – linear equations in one unknown – and see
how to use them to answer some simple mathematical questions.
You’ll soon see that linear equations are common in mathematics and can
be extremely useful. Later in the module, you’ll see how they can be used
to model and solve some more complex real-world problems.

5.1 Solutions of equations

As you saw earlier, an equation consists of two expressions, with an equals
sign between them. Here’s an example:
2(r + 3) = 5r − 6. (8)
The expressions to the left and right of the equals sign in an equation are
referred to as the left-hand side (LHS) and right-hand side (RHS),
respectively. For equation (8) above,
LHS = 2(r + 3) and RHS = 5r − 6.
This section is about equations that contain an unknown – a letter
representing a number that you don’t know. For example, earlier you saw
the equation
3
10 N = 150, (9) This equation was in
Subsection 1.3 (see page 9).
where N is an unknown representing the number of children who applied

35
Algebra

to a school. It turned out that N = 500, because equation (9) is correct

when you substitute 500 for N :
3
10 × 500 = 150.
The process of finding the value of the unknown in an equation is called
solving the equation, and the value found is called a solution of the
equation. We also say that this value satisfies the equation.

Example 18 Checking a solution of an equation

Show that r = 4 is a solution of the equation

2(r + 3) = 5r − 6.
Solution
If r = 4, then
LHS = 2(4 + 3) = 2 × 7 = 14
and
RHS = 5 × 4 − 6 = 20 − 6 = 14.
Since LHS = RHS, r = 4 is a solution.

When you check whether a number is a solution of an equation, you should

set out your working in a similar way to Example 18. Evaluate the left-
and right-hand sides separately, and check whether each side gives the
same answer.
If one side of the equation is a constant term, then you just need to
evaluate the other side, and check whether you get the right number. You
can set out your working in the way shown in Example 19 below.

Example 19 Checking a solution of another equation

Show that x = −2 is a solution of the equation

1
2 (x + 8) = 3.
Solution
If x = −2, then
LHS = 12 (−2 + 8) = 1
2 × 6 = 3 = RHS.
Hence x = −2 is a solution.

Activity 37 Checking solutions of equations

Determine whether each of the following statements is true.

(a) The equation 4p = 12 has solution p = 3.
(b) The equation 10 − 2A = 1 + A has solution A = 2.
(c) The equation 4z + 2 = 3(z − 1) has solution z = −5.

36
 5 Linear equations

It’s possible for an equation to have more than one solution. For example,
the equation a2 = 4 has two solutions, a = 2 and a = −2, because 22 = 4
and (−2)2 = 4. It’s also possible for an equation to have no solution at all.
For example, the equation a2 = −1 has no solution, because squaring a
real number always gives a non-negative answer.
All the equations that you’ll be asked to solve in this unit have exactly one
solution. They’re all of a particular type – linear equations in one You’ll learn more about different
unknown – and each equation of this type has exactly one solution. The types of equations, and how
phrase ‘in one unknown’ means that there’s only one unknown in the many solutions they have, as
part of your work in the next
equation (though it can appear more than once). The word ‘linear’ means few units of the module.
that if the unknown is x, say, then after expanding any brackets or
fractions in the equation, each term is either a constant term or a number
times x. In particular, the equation doesn’t involve powers like x2 , x3
or x−1 , but only x itself. Linear equations are related to straight lines, as
you’ll see in the next unit.
It’s traditional to use the letter x for a single unknown. You can use any
letter, but x is often used in general discussions about equations.

Traditionally, unknowns have been represented by letters from near

the end of the alphabet. This convention was introduced by the
French philosopher and mathematician René Descartes.

5.2 How to solve linear equations

The method for solving linear equations that you’ll learn in this section is
based on a simple idea. Consider the following equation:
6 = 6. (10)
This equation may seem rather boring, but every equation is much like it!
In every equation, the expressions on each side of the equals sign represent
equal numbers.
If you’ve got two equal numbers, then you can do the same thing to each
of them and you’ll still have two equal numbers. For example, you can
add 4 to each side of equation (10) to obtain
6 + 4 = 6 + 4; that is, 10 = 10.
But if you do something to just one side of an equation, then things go
wrong. For example, if you add 4 to just the left-hand side of
equation (10), then you obtain 10 = 6, which is wrong.

If you do any of the following things to both sides of a correct You might find it helpful to
equation, then you obtain another correct equation. think of the two sides of an
equation as the two pans of a set
• Add a number. of weighing scales. To keep the
• Subtract a number. scales balanced, the same thing
must be done to the weights on
• Multiply by a number. each side.
• Divide by a non-zero number.

37
 Algebra

This fact can be used to solve equations. Let’s use it now to solve the
equation
7x 42 7x = 42. (11)
The idea is to do the same thing to both sides and end up with an
equation of the form
x = a number ,
since that will give the solution. So what should we do to both sides?
Multiplying by 7 and dividing Well, since x is multiplied by 7 in the equation, we need to divide by 7, to
by 7 are inverse operations – give x by itself. Dividing both sides by 7 gives
each undoes the effect of the
other. 7x 42
= .
7 7
7x 42 Simplifying gives
7 7
x = 6,
which is the solution.
Once you’ve found the solution to an equation, it’s a good idea to check it,
to make sure that you haven’t made a mistake. For equation (11), if x = 6,
then
LHS = 7 × 6 = 42 = RHS.
So the solution found above is correct.
Here’s another example, which illustrates how you should set out your
working when you solve an equation.

Example 20 Solving an equation

P − 33 48 Solve the equation P − 33 = 48.
Solution
The equation is: P − 33 = 48
P has 33 subtracted, so add 33. Add it to both sides.
Adding 33 is the inverse Add 33: P − 33 + 33 = 48 + 33
operation to subtracting 33.
Simplify: P = 81
The solution is P = 81.
P − 33 + 33 48 + 33 (Check: if P = 81, then
LHS = 81 − 33 = 48 = RHS,
so the solution is correct.)

Activity 38 Solving equations

Solve the following equations by doing the same thing to both sides.
(a) 5x = 20 (b) t − 6 = 7 (c) x + 4 = 1
z
In part (f), remember that it’s (d) =8 (e) x − 1.7 = 3 (f) 3X = 4
usually best to give exact 2
answers, so use fractions. c
(g) −2y = 10 (h) = −6 (i) −m = 12
−5

38
 5 Linear equations

You can use the idea of doing the same thing to both sides to solve more
complicated equations. Given a complicated equation, you first do the
same thing to both sides to obtain a simpler equation. Then you do the
same thing to both sides of the simpler equation to obtain an even simpler
equation, and so on, until eventually you end up with an equation of the
form
x = a number ,
which gives the solution.
The tricky bit is deciding what to do in each step! The best approach is to
first aim to obtain an equation of the form
a number × x = a number ,
that is, something like 5x = 20, 3x = −4 or −2x = 10. You can often
obtain an equation of this form by adding or subtracting terms on both
sides of the original equation. Once you’ve obtained an equation of this
form, you need to carry out just one further step – dividing both sides by
the coefficient of x – to obtain the solution. Here’s an example.

Example 21 Solving a more complicated equation

Solve the equation

5x = 3x + 10.
Solution
The equation is: 5x = 3x + 10
First aim to get an equation of the form ‘a number × x = a number’.
The equation is nearly in this form: the only problem is the 3x on the
right-hand side. To cancel out the 3x, subtract 3x from both sides.
Subtract 3x: 5x − 3x = 3x + 10 − 3x Since 3x represents a number,
it’s fine to subtract it from both
Simplify: 2x = 10 sides.
This is in the form wanted. To find the solution, divide both sides
by 2.
2x 10
Divide by 2: =
2 2
Simplify: x=5
The solution is x = 5.
(Check: if x = 5, then
LHS = 5 × 5 = 25
and
RHS = 3 × 5 + 10 = 15 + 10 = 25.
Since LHS = RHS, the solution is correct.)

39
Algebra

Activity 39 Solving more complicated equations

Solve each of the following equations by first adding or subtracting a term

on both sides to obtain an equation of the form ‘a number × x =
a number’, and then dividing both sides by the coefficient of x. Set out
your working in the way shown in Examples 20 and 21.
(a) 9x = 12 + 5x (b) 6x + 8 = 2 (c) 9x = 6 − 3x

When you’re solving an equation, you may need to first add or subtract
one term on both sides, and then add or subtract another term on both
sides, to obtain an equation of the form ‘a number × x = a number’. This
is illustrated in the next example.

Example 22 Solving an even more complicated equation

Solve the equation

7x − 4 = 2x − 14.
Solution
The equation is: 7x − 4 = 2x − 14
For the form ‘a number × x = a number’, there must be one term in x,
on the left-hand side. To cancel out the 2x on the right-hand side, subtract
2x from both sides.
Subtract 2x: 7x − 4 − 2x = 2x − 14 − 2x
Simplify: 5x − 4 = −14
For the form ‘a number × x = a number’, there must be one constant
term, on the right-hand side. To cancel out the −4 on the left-hand side,
add 4 to both sides.
Add 4: 5x − 4 + 4 = −14 + 4
Simplify: 5x = −10
This is in the form wanted. To find the solution, divide both sides
by 5.
5x −10
Divide by 5: =
5 5
Simplify: x = −2
The solution is x = −2.
(Check: if x = −2, then
LHS = 7(−2) − 4 = −14 − 4 = −18
and
RHS = 2(−2) − 14 = −4 − 14 = −18.
Since LHS = RHS, the solution is correct.)

40
 5 Linear equations

Activity 40 Solving even more complicated equations

Solve each of the following equations using the method illustrated in

Example 22. That is, first add or subtract a term on both sides, and then
add or subtract another term on both sides, to obtain an equation of the
form ‘a number × x = a number’. Then divide both sides by the coefficient
of x. Set out your working in the way shown in Example 22.
(a) 3x + 2 = x + 10 (b) 5x + 9 = −x − 3

Sometimes when you’re solving an equation, you can make the working
easier by swapping the sides. For example, suppose that you want to solve
the equation
x + 16 = 5x.
You could begin by swapping the sides, because that gives an equation
that’s closer to the form ‘a number × x = a number’:
5x = x + 16.
(Then you just need to subtract x from both sides to obtain the form you
want.)
You can swap the sides of an equation at any stage of your working.
An alternative to swapping the sides is to aim to get a term in x on the
right-hand side only, and a constant term on the left-hand side only,
instead of the other way round. Then you end up with a final equation of
the form
a number = x
instead of the usual
x = a number .
Here’s a summary of the method that you’ve seen for solving equations. It
can be used for any linear equation that doesn’t contain fractions or
brackets.

Strategy To solve a linear equation in one unknown with no fractions or

brackets
Carry out a sequence of steps. In each step, do one of the following:
• do the same thing to both sides
• simplify one side or both sides
• swap the sides.
Aim to do the following, in order.
1. Add or subtract terms on both sides to obtain an equation of the
form
a number × the unknown = a number .

2. Divide both sides by the coefficient of the unknown.

41
Algebra

As you get more used to solving equations, you’ll probably find that you
can do the same thing to both sides and simplify the resulting equation all
in one step. The worked examples in this unit will usually do this from
now on, and you should too, as soon as you feel comfortable with it. Don’t
try to do too much in one step, however – that can lead to mistakes, and it
can also make it hard for other people to follow your working.
Here’s an example illustrating this slightly shorter form of working.

Example 23 Solving an equation efficiently

Solve the equation

3x − 4 = 2 − x.
Solution
The equation is: 3x − 4 = 2 − x
Add x: 4x − 4 = 2
Add 4: 4x = 6
6 3
Divide by 4: x= =
4 2
The solution is x = 32 .
(Check: if x = 32 , then
3 9 9 8 1
LHS = 3 × 2 −4= 2 −4= 2 − 2 = 2
and
3 4 3
RHS = 2 − 2 = 2 − 2 = 12 .
Since LHS = RHS, the solution is correct.)

Try this shorter form of working in the following activity.

Activity 41 Solving equations efficiently

Solve the following equations.

(a) 4z + 7 = −2z + 6 (b) 18 = 60 − 7t

You’ve seen that, given any correct equation, you can do the same thing to
both sides, manipulate the expressions in the equation, or swap the sides of
the equation, and you’ll obtain another correct equation. If we do any of
these things, then we say that we’re rearranging or manipulating the
equation. If an equation can be obtained from another equation in this
way, then we say that the two equations are equivalent or different forms
of the same equation.

42
 5 Linear equations

The ancient Egyptians of around 1800 bc were able to solve linear

equations in one unknown. The Rhind papyrus, which dates from
about 1650 bc but is a copy of a text from about two centuries earlier,
contains a succession of mathematical problems and their solutions,
some of which are of this type. However, no general methods of
solving linear equations are given, and no letters or other symbols are
used to represent unknowns. The Rhind papyrus, which is in the
British Museum, is named after the antiquarian Alexander Henry
Rhind, who acquired it in Egypt in 1858. It is over five metres long
and was first translated in the late nineteenth century.
The ancient Babylonians of around the same time also developed
methods for solving linear equations, and for solving problems
involving more than one equation. (You’ll learn about problems of
this type in Unit 7.) Like the ancient Eygptians, the ancient
Babylonians didn’t use letters or symbols to represent unknowns. The
Babylonians lived in Mesopotamia, a region that is now largely Iraq.
Our knowledge of Babylonian mathematics is derived from a large
number of clay tablets unearthed since the 1850s.

5.3 Linear equations with fractions and brackets

Some linear equations contain fractions or brackets. You can solve an
equation like this by using the usual method of a sequence of steps, in each
of which you do the same thing to both sides, simplify one side or both
sides or swap the sides. In the first few steps you remove the fractions and Removing fractions isn’t
brackets, and then you continue as before. essential (if they’re numerical
rather than algebraic fractions),
Removing a fraction from an equation is often called clearing the fraction, but it makes equations easier to
and it can be done by multiplying both sides by a suitable number. But manipulate.
you must multiply the whole of each side. To see why, consider the
following equation, which involves only numbers:
1
2 + 3 = 72 . (12)
This equation is correct, as each side has value 72 .
If you multiply the whole of each side of the equation by 2, say, then you
obtain another correct equation:
" $
2 12 + 3 = 2 × 72 .
Each side of this new equation has value 7.
But if you multiply just part of one side by 2, then things go wrong. For
example, if you start with equation (12) and multiply the right-hand side
by 2, but multiply only the fraction on the left-hand side by 2, then you
obtain
1
2× 2 + 3 = 2 × 72 .
This equation is incorrect, because the left- and right-hand sides have
values 4 and 7, respectively.
So remember that when you do the same thing to both sides of an
equation, you must do it to the whole of each side.

43
Algebra

The next example illustrates how to solve an equation that contains

fractions and brackets. It’s usually best to consider the fractions first,
because when you clear a fraction you often need to introduce extra
brackets as part of the working. But there are are no hard-and-fast rules.
As you become more familiar with solving equations, you’ll begin to see
the best way to proceed for any particular equation.

Example 24 Solving an equation with fractions and brackets

Solve the equation

x
4(x − 5) = + 8.
2
Solution
x
The equation is: 4(x − 5) = +8
2
There’s a fraction with denominator 2, so multiply both sides by 2 to
clear it. The whole of each side must be multiplied by 2, so introduce
brackets on the right-hand side.
#x %
Multiply by 2: 2 × 4(x − 5) = 2 +8
2
#x %
Simplify: 8(x − 5) = 2 +8
2
Next multiply out the brackets. Multiply every term in brackets by the
appropriate multiplier.
Multiply out the brackets: 8x − 40 = x + 16
Now there are no fractions or brackets, so continue in the usual way.
Subtract x: 7x − 40 = 16
Add 40: 7x = 56
Divide by 7: x=8
The solution is x = 8.
(Check: if x = 8, then
LHS = 4(8 − 5) = 4 × 3 = 12
and
8
RHS = + 8 = 4 + 8 = 12.
2
Since LHS = RHS, the solution is correct.)

The strategy used in Example 24 is summarised in the box on the next

page. It’s just the strategy from the previous subsection, with the extra
stage of removing fractions and brackets.

44
 5 Linear equations

Strategy To solve a linear equation in one unknown

Carry out a sequence of steps. In each step, do one of the following:
• do the same thing to both sides
• simplify one side or both sides
• swap the sides.
Aim to do the following, in order.
1. Clear any fractions and multiply out any brackets. To clear
fractions, multiply both sides by a suitable number. When you multiply both sides
by a number, you must multiply
2. Add or subtract terms on both sides to obtain an equation of the the whole of each side.
form
a number × the unknown = a number .

3. Divide both sides by the coefficient of the unknown.

Activity 42 Solving equations with fractions and brackets

Solve the following equations.

2−x b
(a) x + 8 = 3(x − 2) (b) =3 (c) 3(b − 5) = + 17
7 3
# y% 1+a 3a
(d) 3 1 + = 2(y − 1) (e) =1+
2 2 5
Hint for part (e): In this part there are two fractions to be cleared. First
multiply both sides by a number that will clear one of the fractions, then
multiply out any brackets that you have introduced. Then do the same for
the other fraction. (A shortcut is to multiply both sides by a number that
will clear both fractions at once – the number has to be a common
multiple of the two denominators.)

5.4 Using linear equations

Earlier in the unit, you met the idea that some mathematical questions
can be answered by using equations. Here’s the strategy that can be used.

Strategy To find an unknown number

• Represent the number that you want to find by a letter.
• Express the information that you know about the number as an
equation.
• Solve the equation.

In this subsection you’ll see many different mathematical questions that

can be answered by using this strategy. Here’s the first example.

45
Algebra

Example 25 Finding an unknown number

The price of a packet of cereal on special offer has been reduced by 20%
and is now £1.80. What’s the normal price?
Solution
Represent the number that you want to find by a letter.
Let the normal price, in £, be c.
Express what you know about the number as an equation.
The price has been reduced by 20%, so the reduced price is 80% of the
normal price. That is, the reduced price, in £, is
80
× c, which simplifies to 0.8c.
100
We know that the reduced price is £1.80, so we obtain the equation
0.8c = 1.8.
Solve the equation.
We now solve this equation.
1.8
Divide by 0.8: c= = 2.25
0.8
State a conclusion in the context of the question.
So the normal price is £2.25.
(Check: 80% of £2.25 = 0.8 × £2.25 = £1.80.)

When you use the strategy given at the beginning of this subsection, it can
be helpful to choose a letter that reminds you of what the letter represents.
For example, in Example 25 the letter c stands for cost. But avoid letters
that resemble numbers, such as o and l, which look like 0 and 1,
respectively. And if the question involves money, then it’s best to avoid the
letter p, as it can be confused with ‘pence’.

Activity 43 Finding unknown numbers

Use equations to answer the following questions.

(a) Laura’s age, multiplied by four, is 92. How old is Laura?
(b) In a village raffle, 8% of the people who bought a ticket won a prize.
There were 16 prizes. How many people bought a ticket?
(c) Rahul celebrated his thirty-fourth birthday in 2008. In what year was
he born?
Hint: The equation needed here involves addition rather than
multiplication.
(d) Jakub’s house is valued at £175 000. House prices in his area have
increased by 25% over the last five years. If Jakub’s house is typical,
what was it worth five years ago?

46
 5 Linear equations

In the next example there’s more than one unknown number. Since the
unknown numbers are related, the question can still be answered by using
an equation.

Example 26 Finding related unknown numbers

Callum, Ewan and Finlay have helped out in their grandfather John’s
garden, and John has given them £90 to share between them. The money
is to be shared according to how much work each grandson has done:
Callum and Ewan are to receive three times as much and twice as much,
respectively, as Finlay. How much money should each grandson receive?
Solution
There are three numbers (Callum’s, Ewan’s and Finlay’s money) to be
found, but once one number has been found, it’ll be straightforward to find
the other two. So represent just one of the three numbers by a letter.
Let the amount of money that Finlay receives, in £, be m.
Express what you know about the number as an equation.
Then the amounts that Callum and Ewan receive, in £, are 3m and 2m,
respectively. The total amount, in £, is
m + 2m + 3m.
We know that the total amount of money is £90, so we obtain the equation
m + 2m + 3m = 90.
Solve the equation.
We now solve this equation.
Simplify: 6m = 90
Divide by 6: m = 15
State a conclusion in the context of the question.
So Finlay receives £15. Hence Callum receives
3 × £15 = £45,
and Ewan receives
2 × £15 = £30.
(Check: £15 + £30 + £45 = £90.)

Activity 44 Finding related unknown numbers

Use an equation to answer the following question.

Lydia and Meena share a flat. Meena has a larger bedroom than
Lydia, so they have agreed that the rent that Meena pays should be
1.25 times the rent that Lydia pays. The monthly rent for the flat
is £945. How much should each flatmate pay?

47
Algebra

Usually the most difficult part of the strategy on page 45 is finding the
equation that you need. It’s often helpful to write down a rough ‘word
equation’, and then find algebraic expressions to replace the words. This is
illustrated in the next example, which is about a ‘find-the-age’ number
puzzle. Puzzles like this aren’t so puzzling if you know how to solve
equations!

Example 27 Solving a find-the-age puzzle

In ten years’ time, Matthew will be four times the age he was eight years
ago. How old is Matthew?
Solution
Represent the number that you want to find by a letter.
Let Matthew’s age be a.
Write down a word equation. To do this, use the information given in
the puzzle to find two things that are equal to each other. It’s sometimes
helpful to look out for the word ‘is’ (or ‘was’ or ‘will be’) in a question or
puzzle: this can be the verbal equivalent of an equals sign.
We’re told that
Matthew’s age 10 years from now = 4 × Matthew’s age 8 years ago.
Now replace the words in the word equation by expressions involving
the unknown a. A table can help you to find the right expressions.

Time Matthew’s age

Now a
10 years from now a + 10
8 years ago a−8

Replacing the words in the word equation by the expressions from the
table gives the equation
a + 10 = 4(a − 8).
The brackets are essential: Matthew’s age eight years ago is a − 8, so
four times his age eight years ago is 4(a − 8), not 4a − 8.
Solve the equation.
We now solve this equation.
Multiply out the brackets: a + 10 = 4a − 32
Subtract a: 10 = 3a − 32
Add 32: 42 = 3a
Divide by 3: 14 = a
The solution is a = 14.
State a conclusion in the context of the question.
That is, Matthew’s age is 14.
(Check: In ten years’ time Matthew will be 24, and eight years ago he
was 6. So his age in ten years’ time will be four times the age he was eight
years ago.)

48
 5 Linear equations

Here are some find-the-age puzzles for you to solve. In each part of
Activity 45 you might find it easier to compile the age table before writing
down the word equation. Do whichever is easier for you.

Activity 45 Solving find-the-age puzzles

Solve the following puzzles.

(a) Mariko is four times the age she was 63 years ago. How old is Mariko?
(b) In four years’ time, Gregor will be three times the age he was six years
ago. How old is Gregor?
(c) Five years ago, Aisha was three times as old as her son Jamil was
then. Aisha is 47. How old is Jamil?
Hint: For part (c) you’ll need a table with two ‘age’ columns, one for
Aisha’s age and one for Jamil’s age.

Finally in this unit, we’ll use an equation to answer the seemingly

complicated question about a charitable donation that you saw in
Subsection 1.3. Here’s the question.
Catherine wants to contribute to a charitable cause, using her credit
card and a donations website. The donations company states that
from each donation, first it will deduct a 2% charge for credit card use,
then it will deduct a charge of £3 for use of its website, and then the
remaining money will be increased by 22% due to tax payback. How
much money (to the nearest penny) must Catherine pay if she wants
the cause to receive £40?
To answer this question, let’s begin by denoting the amount in £ that
Catherine must pay by m. Then we have the following word equation:
amount in £ paid to cause if £m is paid to company = 40.
The next step is to find an expression involving m to replace the left-hand
side of this word equation. This can be done by starting with m and using
successive steps – it’s just like following through a think-of-a-number trick.
In the next activity you are asked to do this, and then to solve the
resulting equation to find the answer to the question.

Activity 46 Finding another unknown number

(a) Follow the steps below to find an expression for the amount in £ paid
to the charitable cause if £m is paid to the donations company. Remember that:
Money paid to company (in £): m • if you deduct 2% of a
Multiply by 0.98 (because of the 2% reduction): quantity, then you end up
with 0.98 times what you
Subtract 3 (the charge for use of the website): started with
Multiply by 1.22 (because of tax payback): • if you increase a quantity by
22%, then you end up with
(b) Hence write down an equation whose solution gives the answer to the 1.22 times what you started
question above. with.
(c) Solve the equation found in part (b) and hence state the answer to the Percentage increases and
question. decreases were covered in Unit 1.

49
 Solutions and comments on Activities

Solutions and comments on Activities

Activity 1 (d) b + 3(b − a) = 5 + 3(5 − (−2))
Was your answer elephant? =5+3×7
= 5 + 21
Activity 2
= 26
Was your answer elephant again? Or perhaps elk,
or eel ? See the discussion in the text after the Activity 7
activity.
(a) This is correct. Adding three copies of a
Activity 3 number together is the same as multiplying it by 3.
Substituting n = 48 into the formula (b) This is correct, by an index law. (The index
P = 1.24n − 0.69n laws were covered in Unit 3.)
gives (c) This is correct. Multiplying a number by 2
P = 1.24 × 48 − 0.69 × 48 and then dividing by 2 results in the number you
= 59.52 − 33.12 started with.
= 26.4. (d) This is incorrect. By an index law,
p2 × p3 = p5 .
So the profit is £26.40.
(The statement is correct for p = 0 and p = 1, but
Activity 4 these are the only values for which it is correct, so
Substituting n = 48 into the formula the expressions aren’t equivalent.)
P = 0.55n (e) This is correct. 2z is the same as z + z, so
gives z + 2z is the same as z + z + z, which is the same
P = 0.55 × 48 = 26.4. as 3z.
So the profit is £26.40. (f ) This is correct. Since 6 = 3 × 2, multiplying a
number by 6 and then dividing by 2 results in
Activity 5 3 times the number you started with.
2
(a) 5T = 24 (g) This is correct. Adding the negative of a
(b) Two-fifths of T is 24, number is the same as subtracting the number.
(For example, 6 + (−3) is the same is 6 − 3. You
so one-fifth of T is 24 ÷ 2 = 12,
met this property of numbers in Unit 1.)
so T is 5 × 12 = 60.
(h) This is incorrect. Multiplying the number 3
So there are 60 toddlers in the village. by n and then dividing by n gives the result 3.
(You can confirm that this is the right answer by (The statement is correct for n = 3, but this is the
checking that the equation in part (a) is correct only value for which it’s correct, so the expressions
when T = 60 is substituted in.) aren’t equivalent.)
Activity 6
Activity 8
Substitute a = −2 and b = 5 in each case.
5 5
(a) The expression is
(a) +a= + (−2)
2 2 +x3 − x2 + x + 1 .
5
= 2 −2
5 4 Its terms are +x3 , −x2 , +x and +1.
= 2 − 2
1 (b) The expression is
= 2
+2mn − 3r .
(b) −a + ab = −(−2) + (−2) × 5
Its terms are +2mn and −3r.
= 2 + (−10)
= 2 − 10 (c) The expression is
= −8 −20p2 q 2 + 14 p − 18 − 13 q .
(c) ab2 = (−2) × 52 Its terms are −20p2 q 2 , + 14 p, −18 and − 13 q.
= −2 × 25
= −50
51
Algebra

Activity 9 Activity 13
(a) The expression is (a) 8A + 7A = (8 + 7)A = 15A
−X + 20Y − 5Z . (b) −5d + 8d − 2d = (−5 + 8 − 2)d = 1d = d
Reversing the order of the terms gives (1d is usually written as d.)
−5Z + 20Y − X. (c) −7z + z = −7z + 1z = (−7 + 1)z = −6z
(b) The expression is (d) 1.4pq + 0.7pq − pq = 1.4pq + 0.7pq − 1pq
+2u − 3uv . = (1.4 + 0.7 − 1)pq
Reversing the order of the terms gives = 1.1pq
" $
−3uv + 2u. (e) 12 n2 − 13 n2 = 36 n2 − 26 n2 = 36 − 26 n2 = 16 n2
(c) The expression is (You should give the exact answer, 16 n2 , not an
+4i − j + 5 . approximation such as 0.167n2 .)
Reversing the order of the terms gives Activity 14
5 − j + 4i. (a) These are like terms: both are terms in ab.
(d) The expression is (b) These are like terms: both are terms in rst.
+a − b + c + d . (c) These are like terms: both are terms in xy.
Reversing the order of the terms gives (The second term can be written as −3xy.)
d + c − b + a. (d) These are like terms: both are terms in ac2 .
(The first term can be written as 4ac2 .)
Activity 10
(e) These are like terms: both are terms in abc.
(a) The third term is 4y 2 , with coefficient 4. (The second term can be written as abc.)
√
(b) The second term is −9 q, with coefficient −9. (f ) These are unlike terms. If we write the second
2
(c) The third term is x , with coefficient 1. term with the letters in alphabetical order, then
it’s 9cd2 . So the first term is a term in c2 d (that is,
(d) The first term is −a2 b, with coefficient −1. c × c × d), and the second is a term in cd2 (that is,
(e) The term in m2 is −3m2 , with coefficient −3. c × d × d).
(f ) The term in b is 2b, with coefficient 2. (The (g) These are unlike terms: the first is a term
term b2 is a term in b2 , not b.) in A2 , and the second is a term in a2 .
(h) These are unlike terms: the first is a term
Activity 11
in f h, and the second is a term in gh.
(a) There is no constant term.
(i) These are like terms, as they’re both constant
(b) There is a constant term, −7. terms.
√
(c) There is a constant term, 5 2. Activity 15
(d) There is no constant term. (a) 4A − 3B + 3C + 5A + 2B − A
(e) There is a constant term, 1. = 4A + 5A − A − 3B + 2B + 3C
(f ) There is no constant term. = 8A − B + 3C
(b) −8v + 7 − 5w − 2v − 8
Activity 12
= −8v − 2v − 5w + 7 − 8
(a) These are unlike terms: the first is a term
= −10v − 5w − 1
in b, and the second is a term in b2 .
(c) 20y 2 + 10xy − 10y 2 − 5y − 5xy
(b) These are like terms: both are terms in D.
= 20y 2 − 10y 2 + 10xy − 5xy − 5y
(c) These are like terms: both are terms in z.
(The first term has coefficient 1, and the second = 10y 2 + 5xy − 5y
has coefficient −1.) (d) −4ef + 8e2 f + 10f e − 3f 2 e
(d) These are unlike terms: the first is a constant = −4ef + 8e2 f + 10ef − 3ef 2
term, and the second is a term in m. = −4ef + 10ef + 8e2 f − 3ef 2
= 6ef + 8e2 f − 3ef 2
52
 Solutions and comments on Activities

1
(e) 2a + 13 b + 2a + 14 b (e) −0.5g × 2f 5 = −1f 5 g = −f 5 g
= 12 a + 2a + 13 b + 14 b (f ) −a × b × (−c) × (−d) = −abcd
1 4 4 3
= 2a + 2 a + 12 b + 12 b (g) (−x) × (−y) × (−x2 ) × (−4y)
5 7
= 2a + 12 b = +4x3 y 2 = 4x3 y 2

Activity 16 (h) (−3cd)2 = (−3cd) × (−3cd) = +9c2 d2 = 9c2 d2

(a) 2a3 − 3a − 2a3 − 3a = −6a (i) −(3cd)2 = −(3cd × 3cd) = −9c2 d2

You could do parts (c), (d), (g) and (h) in one step
(b) 2m + n − 5m + 2n + 3m = 3n
if you prefer.
(c) b + 2b + 3b − 6b = 0
Activity 21
Activity 17
(a) +(−ab) = −ab
(a) The formula is
(b) −(−6x2 ) = +6x2 = 6x2
A = 10c + 2a.
(c) −(2M 4 ) = −2M 4
(b) The formula is
(d) +(−7y) = −7y
T = 7c + 14a.
(e) +(5p) = +5p = 5p
(c) The formula is " $
(f ) − − 34 n = 34 n
C = 10c + 2a + 7c + 14a.
(d) Collecting like terms gives Activity 22
C = 17c + 16a. (a) 5m × 2m − 2n × n2 = 10m2 − 2n3
(e) Substituting c = 22 and a = 10 in the formula
(b) 3p × 2q + 2r × (−7p) = 6pq − 14pr
found in part (d) gives
C = 17 × 22 + 16 × 10 = 374 + 160 = 534. (c) 2P − (−3Q) + (−P ) + (2Q)
The cost of the trip is £534. = 2P + 3Q − P + 2Q
Activity 18 = P + 5Q
(a) y × z × 6 × x × 4 = 24xyz (d) 3 × (−2a) − 1c2 + 9ac = −6a − c2 + 9ac
(b) 7p × 2qr = 14pqr (Only the first and second terms were simplified.
(c) QR × G × 5F = 5F GQR The third term was already in its simplest form.)

(d) 2 × a × a × 3 × a = 6a3 (e) 4s × 12 rst − 2(− 12 s) = 2rs2 t + s

(e) m × n × m × 4 = 4m2 n (f ) −5xy + (−3y × x2 ) − (−y 2 )

(f ) 5y × 2yx = 10xy 2
= −5xy − 3x2 y + y 2
2 2
(g) 4AB × 4AB = 16A B
(Only the second and third terms were simplified.
Activity 19 The first term was already in its simplest form.)

(a) 8P 8 × 5P = 40P 9 (g) −3r × (−2r) − (−2r × r) + (r2 × 9)

(b) 2c10 d3 × 2c2 d3 = 4c12 d6 = 6r2 + 2r2 + 9r2

= 17r2
Activity 20
(a) 9X × (−XY ) = −9X 2 Y Activity 23
(b) 3s × 13 r = 1rs = rs (a) 3p(pq + 4) = 3p × pq + 3p × 4 = 3p2 q + 12p
(c) −3a3 × (−4a4 ) = +12a7 = 12a7 (b) x2 (x + 2y) = x2 × x + x2 × 2y = x3 + 2x2 y
(d) −2pq × (−3qp2 ) = +6p3 q 2 = 6p3 q 2

53
Algebra

Activity 24 Activity 28
(a) f (e + 5g) = ef + 5f g a+b
(a) (a + b) ÷ 3 =
(b) 5(2A + B) = 10A + 5B 3
b
(c) 3c(4c + 2d) = 12c2 + 6cd (b) a + b ÷ 3 = a +
3
(d) (a − b)c2 = ac2 − bc2 x+2
(c) (x + 2) ÷ (y + 3) =
(e) 2y(x + 2y + 4z) = 2xy + 4y + 8yz 2 y+3
" $ x+2
(f ) 2 12 A2 + 32 = A2 + 3 (d) (x + 2) ÷ y + 3 = +3
y
(g) a(x + y)z = axz + ayz
2
(h) 2b(b2 + 2b4 ) = 2b3 + 4b5 (e) x + 2 ÷ (y + 3) = x +
y+3
Activity 25 2
(f ) x + 2 ÷ y + 3 = x + + 3
y
(a) p(q − r) = pq − pr
(b) 7a(−4a + 3b) = −28a2 + 21ab Activity 29
& !
(c) 6(0.2a − 0.3b + 1.4) = 1.2a − 1.8b + 8.4 h 6h
(a) 6 1 + =6+ = 6 + 3h
2 2
(d) 10( 12 n + 15 ) = 5n + 2 & !
1+h 6
(e) −3(x − 2y) = −3x + 6y (b) 6 = (1 + h) = 3(1 + h) = 3 + 3h
2 2
(f ) −b2 (−a + b) = ab2 − b3
Activity 30
Activity 26 A − 6B A 6B A
(a) = − = − 2B
(a) f + g(f + h) = f + f g + gh 3 3 3 3
10z 2 + 5z − 20 10z 2 5z 20
(b) x − y(x + 2y) = x − xy − 2y 2 (b) = + −
5 5 5 5
(c) 2p − 3q(−3p + q) = 2p + 9pq − 3q 2 = 2z 2 + z − 4
3A2 + A 3A2 A
(d) −2(a + b) + 4(a − b) = −2a − 2b + 4a − 4b (c) = + = 3A + 1
A A A
= 2a − 6b
Activity 31
(e) 2aE − 3E(−E − 5a) = 2aE + 3E 2 + 15aE
(a) For example, here’s the trick with starting
= 17aE + 3E 2 number 7.
(f ) (d − c)c −c2 = dc − c2 − c2 Think of a number: 7
= cd − 2c 2 Multiply it by 3: 21
Add 2: 23
Activity 27 Double the result: 46
(a) −(4f − g 3 ) = −4f + g 3 Add 2: 48
(b) −(−x + 7y − 8z + 6) = x − 7y + 8z − 6 Divide by 6: 8
Take away the number
(c) 2(a − b) + (c − 2d) = 2a − 2b + c − 2d you first thought of: 1
(d) r + (−2s − r) = r − 2s − r = −2s The answer is 1.
(b) Here’s the trick starting with n.
(e) −A + B − (−3A + 4B)
Think of a number: n
= −A + B + 3A − 4B = 2A − 3B
Multiply it by 3: 3n
(f ) −(−t − w) + (−t + w) = t + w − t + w Add 2: 3n + 2
= 2w Double the result: 2(3n + 2) = 6n + 4
(g) −(L + 2M ) − (−M ) = −L − 2M + M Add 2: 6n + 4 + 2 = 6n + 6
= −L − M 6n + 6 6n 6
Divide by 6: = + =n+1
6 6 6

54
 Solutions and comments on Activities

Take away the number the other three integers are n + 1, n + 2 and n + 3.
you first thought of: n+1−n=1 So their sum is
So the trick always gives the answer 1. n + (n + 1) + (n + 2) + (n + 3)
=n+n+1+n+2+n+3
Activity 32
= 4n + 6.
(a) The cost for the first 200 leaflets is £175. The
remaining number of leaflets is n − 200, and the Dividing by 4 gives
cost in £ for these leaflets is 4n + 6 4n 6
= + = n + 32 .
(n − 200) × 0.25 = 0.25(n − 200). 4 4 4
Since n is an integer, n + 32 is not an integer. So
The total cost in £ is
the sum is not divisible by 4.
175 + 0.25(n − 200).
So the formula is Activity 36
C = 175 + 0.25(n − 200). (a) For example, if you choose the first example in
(b) The formula can be simplified as follows: the margin, then the first integer is 15 and the
amount by which the second and third integers are
C = 175 + 0.25(n − 200) more than the one before is 4. The three integers
= 175 + 0.25n − 50 are 15, 19 and 23, and their sum is
= 125 + 0.25n. 15 + 19 + 23 = 57, which is divisible by 3, since
The formula is 57 ÷ 3 = 19.
C = 125 + 0.25n. (b) An expression for the second integer is n + d,
and an expression for the third integer is
(c) If n = 450, then
n + d + d, which simplifies to n + 2d.
C = 125 + 0.25 × 450
(c) An expression for the sum of the three
= 125 + 112.5 integers is
= 237.5. n + (n + d) + (n + 2d) = n + n + d + n + 2d
So the cost of printing 450 leaflets is £237.50. = 3n + 3d.
Activity 33 Dividing the expression in part (c) by by 3 gives
For example, the consecutive integers 1, 2 and 3 3n + 3d 3n 3d
= + = n + d.
add up to 6, which is divisible by 3. Then, for 3 3 3
example, the consecutive integers 7, 8 and 9 add Since n and d are both integers, so is n + d. So
up to 24, which is also divisible by 3. dividing the sum of the three integers by 3 gives an
integer. That is, the sum is divisible by 3.
Activity 34
(a) For example, 5 + 7 + 9 = 21, which is divisible Activity 37
by 3. (a) If p = 3, then
(b) For example, 20 + 22 + 24 = 66, which is LHS = 4 × 3 = 12 = RHS,
divisible by 3. so p = 3 is a solution. Hence the statement is true.
(c) Represent the first of the three integers by n. (b) If A = 2, then
Then the other two integers are n + 2 and n + 4.
So their sum is LHS = 10 − 2 × 2 = 10 − 4 = 6
n + (n + 2) + (n + 4) = n + n + 2 + n + 4 and
= 3n + 6. RHS = 1 + 2 = 3.
Dividing by 3 gives Thus the LHS and the RHS are not equal, so A = 2
is not a solution. Hence the statement is false.
3n + 6 3n 6
= + = n + 2. (c) If z = −5, then
3 3 3
Now n + 2 is an integer, because n is an integer. LHS = 4 × (−5) + 2 = −20 + 2 = −18
So dividing the sum of the three numbers by 3 and
gives an integer. That is, the sum is divisible by 3. RHS = 3(−5 − 1) = 3 × (−6) = −18.
Activity 35 Thus LHS = RHS, so z = −5 is a solution. Hence
the statement is true.
Represent the first of the four integers by n. Then

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Algebra

Activity 38 (Give the exact answer, 43 , not an approximation

(a) The equation is: 5x = 20 such as 1.33. You could convert the top-heavy
fraction 43 to the mixed number 1 13 , but you don’t
5x 20 have to do that.)
Divide by 5: =
5 5
(Check: if X = 43 , then
Simplify: x=4
LHS = 3 × 43 = 4 = RHS,
The solution is x = 4.
so the solution is correct.)
(Check: if x = 4, then
(g) The equation is: −2y = 10
LHS = 5 × 4 = 20 = RHS,
−2y 10
so the solution is correct.) Divide by −2: =
−2 −2
(b) The equation is: t − 6 = 7 Simplify: y = −5
Add 6: t−6+6=7+6
The solution is y = −5.
Simplify: t = 13
(Check: if y = −5, then
The solution is t = 13.
LHS = −2 × (−5) = 10 = RHS,
(Check: if t = 13, then so the solution is correct.)
LHS = 13 − 6 = 7 = RHS, c
(h) The equation is: = −6
so the solution is correct.) −5
(c) The equation is: x + 4 = 1 c
Multiply by −5: × (−5) = (−6) × (−5)
Subtract 4: x+4−4=1−4 −5
Simplify: c = 30
Simplify: x = −3
The solution is c = 30.
The solution is x = −3.
(Check: if c = 30, then
(Check: if x = −3, then
30
LHS = −3 + 4 = 1 = RHS, LHS = = −6 = RHS,
−5
so the solution is correct.) so the solution is correct.)
z
(d) The equation is: =8 (i) The equation is: −m = 12
2
z Multiply by −1: −m × (−1) = 12 × (−1)
Multiply by 2: ×2=8×2 Simplify: m = −12
2
Simplify: z = 16 The solution is m = −12.
The solution is z = 16. (Check: if m = −12, then
(Check: if z = 16, then LHS = −(−12) = 12 = RHS,
16 so the solution is correct.)
LHS = = 8 = RHS,
2
Activity 39
so the solution is correct.)
(a) The equation is: 9x = 12 + 5x
(e) The equation is: x − 1.7 = 3
Subtract 5x: 9x − 5x = 12 + 5x − 5x
Add 1.7: x − 1.7 + 1.7 = 3 + 1.7
Simplify: 4x = 12
Simplify: x = 4.7
4x 12
The solution is x = 4.7. Divide by 4: =
4 4
(Check: if x = 4.7, then Simplify: x=3
LHS = 4.7 − 1.7 = 3 = RHS, The solution is x = 3.
so the solution is correct.)
(Check: if x = 3, then
(f ) The equation is: 3X = 4 LHS = 9 × 3 = 27
3X 4 and
Divide by 3: =
3 3 RHS = 12 + 5 × 3 = 12 + 15 = 27.
Simplify: X = 43 Since LHS = RHS, the solution is correct.)
The solution is X = 43 .
56
 Solutions and comments on Activities

(b) The equation is: 6x + 8 = 2 Simplify: x = −2

Subtract 8: 6x + 8 − 8 = 2 − 8 The solution is x = −2.
Simplify: 6x = −6 (Check: if x = −2, then
6x −6 LHS = 5 × (−2) + 9 = −10 + 9 = −1
Divide by 6: =
6 6 and
Simplify: x = −1
RHS = −(−2) − 3 = 2 − 3 = −1.
The solution is x = −1. Since LHS = RHS, the solution is correct.)
(Check: if x = −1, then
LHS = 6 × (−1) + 8 = −6 + 8 = 2 = RHS,
Activity 41
so the solution is correct.) (a) The equation is: 4z + 7 = −2z + 6
Add 2z: 6z + 7 = 6
(c) The equation is: 9x = 6 − 3x
Subtract 7: 6z = −1
Add 3x: 9x + 3x = 6 − 3x + 3x
Simplify: 12x = 6 −1
Divide by 6: z= = − 16
6
12x 6
Divide by 12: = The solution is z = − 16 .
12 12
Simplify: x= 1 (Check: if z = − 16 , then
2
LHS = 4(− 16 ) + 7
The solution is x = 12 .
= − 23 + 7 = − 23 + 21
3 = 19
3
(Check: if x = 12 , then
and
LHS = 9 × 12 = 92
RHS = −2(− 16 ) + 6
and
= 13 + 6 = 13 + 18 19
3 = 3 .
RHS = 6 − 3 × 12 = 12 3 9
2 − 2 = 2. Since LHS = RHS, the solution is correct.)
Since LHS = RHS, the solution is correct.)
(b) The equation is: 18 = 60 − 7t
Activity 40 Swap the sides: 60 − 7t = 18
(a) The equation is: 3x + 2 = x + 10 Subtract 60: −7t = −42
Subtract x: 3x + 2 − x = x + 10 − x Divide by −7: t=6
Simplify: 2x + 2 = 10 The solution is t = 6.
Subtract 2: 2x + 2 − 2 = 10 − 2 (An alternative way to solve the equation is as
Simplify: 2x = 8 follows.
2x 8 The equation is: 18 = 60 − 7t
Divide by 2: =
2 2 Add 7t: 18 + 7t = 60
Simplify: x=4 Subtract 18: 7t = 42
The solution is x = 4. Divide by 7: t = 6)
(Check: if x = 4, then (Check: if t = 6, then
LHS = 3 × 4 + 2 = 12 + 2 = 14 RHS = 60 − 7 × 6 = 60 − 42 = 18 = LHS,
and so the solution is correct.)
RHS = 4 + 10 = 14. Activity 42
Since LHS = RHS, the solution is correct.)
(a) The equation is: x + 8 = 3(x − 2)
(b) The equation is: 5x + 9 = −x − 3 Multiply out the brackets: x + 8 = 3x − 6
Add x: 5x + 9 + x = −x − 3 + x Subtract x: 8 = 2x − 6
Simplify: 6x + 9 = −3 Add 6: 14 = 2x
Subtract 9: 6x + 9 − 9 = −3 − 9 Divide by 2: 7=x
Simplify: 6x = −12
The solution is x = 7.
6x −12
Divide by 6: = (Check: if x = 7, then LHS = 7 + 8 = 15 and
6 6 RHS = 3(7 − 2) = 3 × 5 = 15, so the solution is
correct.)
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Algebra

2−x 1+a 3a
(b) The equation is: =3 (e) The equation is: =1+
7 2 5
& !
Multiply by 7: 2 − x = 21 3a
Multiply by 2: 1+a=2 1+
Subtract 2: −x = 19 5
Multiply by −1: x = −19 Multiply out the 6a
brackets: 1+a=2+
The solution is x = −19. 5
& !
(Check: if x = −19, then 6a
Multiply by 5: 5(1 + a) = 5 2 +
2 − (−19) 21 5
LHS = = = 3 = RHS, Multiply out the
7 7
so the solution is correct.) brackets: 5 + 5a = 10 + 6a
b Subtract 5a: 5 = 10 + a
(c) The equation is: 3(b − 5) = + 17 Subtract 10: −5 = a
3
& ! The solution is a = −5.
b
Multiply by 3: 3 × 3(b − 5) = 3 + 17
3 (Check: if a = −5, then
& !
b 1 + (−5) 1−5 −4
Simplify: 9(b − 5) = 3 + 17 LHS = = = = −2
3 2 2 2
Multiply out the and
brackets: 9b − 45 = b + 51 3 × (−5) −15
RHS = 1 + =1+ = 1 + (−3) = −2.
5 5
Subtract b: 8b − 45 = 51
Since LHS = RHS, the solution is correct.)
Add 45: 8b = 96
(If instead you begin by multiplying by a number
Divide by 8: b = 12
that will remove both fractions, the working begins
The solution is b = 12. as follows.
1+a 3a
(Check: if b = 12, then The equation is: =1+
2 5
LHS = 3(12 − 5) = 3 × 7 = 21 & ! & !
1+a 3a
and Multiply by 10: 10 = 10 1 +
12 2 5
RHS = + 17 = 4 + 17 = 21. & !
3 3a
Since LHS = RHS, the solution is correct.) Simplify the LHS: 5(1 + a) = 10 1 +
5
# y% Multiply out the
(d) The equation is: 3 1 + = 2(y − 1) brackets: 5 + 5a = 10 + 6a
2
# y% The working continues as above.)
Multiply by 2: 2×3 1+
2
= 2 × 2(y − 1) Activity 43
# y% (a) Let Laura’s age be a. Then four times her age
Simplify: 6 1+ = 4(y − 1) is 4a. We’re told that this is equal to 92, so we
2
Multiply out the obtain the equation
brackets: 6 + 3y = 4y − 4 4a = 92.
Subtract 3y: 6=y−4 We now solve this equation.
Add 4: 10 = y 92
Divide by 4: a = = 23
The solution is y = 10. 4
(Check: if y = 10, then So Laura is 23.
& !
10 (Check: 4 × 23 = 92.)
LHS = 3 1 + = 3(1 + 5) = 3 × 6 = 18
2 (b) Let the number of people who bought a ticket
and be n. We’re told that 8% of this number is 16, so
RHS = 2(10 − 1) = 2 × 9 = 18. we obtain the equation
Since LHS = RHS, the solution is correct.) 8
× n = 16.
100

58
 Solutions and comments on Activities

We now solve this equation. Activity 45

Multiply by 100: 8n = 1600 (a) Let Mariko’s age be a.
Divide by 8: n = 200 We’re told that
So 200 people bought a ticket. Mariko’s age now = 4 × her age 63 years ago.
8
(Check: × 200 = 16.)
100 Time Mariko’s age
(The initial equation could have been simplified to
Now a
0.08n = 16. Then it could have been solved by
63 years ago a − 63
dividing both sides by 0.08.)
(c) Let the year of Rahul’s birth be y. Then the Replacing the words in the word equation by the
year in which he had his thirty-fourth birthday is expressions from the table gives the equation
y + 34. We’re told that this is 2008, so we obtain a = 4(a − 63).
the equation
We now solve this equation.
y + 34 = 2008.
Multiply out the brackets: a = 4a − 252
We now solve this equation.
Subtract a: 0 = 3a − 252
Subtract 34: y = 1974
Add 252: 252 = 3a
So Rahul was born in 1974.
Divide by 3: 84 = a
(Check: 1974 + 34 = 2008.) So Mariko is 84.
(d) Let the value, in £, of Jakub’s house five (Check: 63 years ago, Mariko’s age was
years ago be v. 84 − 63 = 21. Since 4 × 21 = 84, Mariko is four
Then its value now, in £, is times the age she was 63 years ago.)
125 (b) Let Gregor’s age be a.
× v = 1.25v.
100 We’re told that
We know that this value is £175 000, so we obtain
Gregor’s age in 4 years’ time
the equation
= 3 × his age 6 years ago.
1.25v = 175 000.
We now solve this equation.
Time Gregor’s age
175 000
Divide by 1.25: v = = 140 000 Now a
1.25
4 years from now a+4
So the value five years ago was £140 000.
6 years ago a−6
(Check: 1.25 × £140 000 = £175 000.)
Replacing the words in the word equation by the
Activity 44 expressions from the table gives the equation
Let Lydia’s share of the rent, in £, be r. Then a + 4 = 3(a − 6).
Meena’s share, in £, is 1.25r. The total rent, in £,
We now solve this equation.
is
Multiply out the brackets: a + 4 = 3a − 18
r + 1.25r.
Subtract a: 4 = 2a − 18
The total rent is £945, so we obtain the equation
Add 18: 22 = 2a
r + 1.25r = 945.
Divide by 2: 11 = a
We now solve this equation.
So Gregor is 11.
Simplify: 2.25r = 945
945 (Check: In four years’ time, Gregor will be 15, and
Divide by 2.25: r = = 420 six years ago he was 5. So his age in four years’
2.25
time will be three times the age he was six years
So Lydia’s share is £420. Hence Meena’s share is ago.)
1.25 × £420 = £525.
(Check: £420 + £525 = £945.)

59
Algebra

(c) Let Jamil’s age be a. Activity 46

We’re told that (a) Money paid to company
Aisha’s age 5 years ago (in £): m
= 3 × Jamil’s age 5 years ago. Multiply by 0.98 (because
of the 2% reduction): 0.98m
Time Aisha’s age Jamil’s age Subtract 3 (the charge
for use of the website): 0.98m − 3
Now 47 a Multiply by 1.22
5 years ago 42 a−5 (because of tax payback): 1.22(0.98m − 3)
= 1.1956m − 3.66
Replacing the words in the word equation by the
expressions from the table gives the equation (b) The equation is
42 = 3(a − 5). 1.1956m − 3.66 = 40.
We now solve this equation. (c) Start with the equation in part (b).
Multiply out the brackets: 42 = 3a − 15 Add 3.66: 1.1956m = 43.66
Add 15: 57 = 3a 43.66
Divide by 1.1956: m = = 36.52 (to 2 d.p.)
Divide by 3: 19 = a 1.1956
So Jamil is 19. So Catherine must donate £36.52.

(Check: Five years ago Aisha was 42, and Jamil (Check: 0.98 × £36.52 = £35.7896.
was 14. Since 3 × 14 = 42, at that time Aisha was £35.7896 − £3 = £32.7896.
three times as old as Jamil.) 1.22 × £32.7896 ≈ £40.)

60