Fundamentals of Linear Equations and

Word Problems
19/07/2022

Module 1: Linear Equations and Inequalities in Variables

Graphing Linear Equations

The following are some useful concepts in graphing linear equations:

o Every straight line contains an infinite number of points.

o Two points determine a straight line.
o Every point on the x-axis can be written in the form (x, 0).
o Every point on the y-axis can be written in the form (0, y).

One method used to graph a linear equation is to identify two coordinates or ordered pairs
that satisfy the equation. By plotting these points and drawing the line passing through these
points produces the graph of that equation. It is recommended that a third ordered pair be
found and plotted to confirm the accuracy of the first two points. All three points must
be collinear, i.e., they must lie on the same line.

Slopes
The slope represents the steepness of a line or line segment. Slope is the ratio of the
change in the horizontal distance to the change in the vertical distance, or rise/run. The
lowercase letter, m, is used to represent the slope. The slope can be referred to as the
gradient.

There are four types of slopes. Remember that we always look at the graph, reading it from
left to right.
 Type 1 – positive slope, where m > 0
 Type 2 – negative slope, where m < 0
 Type 3 – horizontal line, where m = 0
 Type 4 – vertical line, where m is undefined

The Formula for the slope is: The slope, m, of the line through point A (x1, y1) and point B
(x2, y2) is:
y 2− y 1
m=
x 2−x 1
Example: If a line passes through points (2, 5) and (4, 8), then the slope is found as follows:
Let (2, 5) be point C (x1, y1) and (4, 8) be point D (x2, y2).
Rise 8−5 3
Slope= = =
Run 4−2 2
Slope of a Horizontal Line: The slope of the line passing through point E (x1, y,1) and point
F (x2, y2) is 0. (The second coordinates are the same).
Example: Given points (2, 1) and (5, 1), the slope of the line containing these points is:
1−1 0
= =0
5−2 3
Slope of a Vertical Line: The slope of the line passing through the points G (x1, 7) and H
(x1, y2) is undefined (The first coordinates are the same). The slope of a vertical line is
undefined because the denominator in the slope formula results in zero.
Example: Given points (1, 3) and (1, 7). The slope of the line containing these points is
7−3 4
= =undefined
1−1 0
20/07/22
Parallel and Perpendicular Lines

You can use the slope of two lines to determine if the lines are parallel, perpendicular, or
neither.

Parallel lines: Two lines are parallel if and only if they lie in the same plane and they do not
and will never intersect no matter how far you extend the lines. It is denoted by the symbol ||

In a coordinate plane, two non-vertical lines are parallel if they have the same slope. All
vertical lines are parallel. And, all horizontal lines are parallel.

Perpendicular lines: Two lines are perpendicular if and only if the two lines intersect to form
right angles. It is denoted by the symbol ⊥

In a coordinate plane, two lines are perpendicular if the product of their slopes is -1
i.e., the slope of one line is the negative reciprocal of the slope of the other line. Any vertical
and any horizontal lines are always perpendicular to each other

Point-Slope Form
The point-slope equation of a line is generated when the slope and the coordinates of a
point on a line are given. By using the formula for the slope and letting (x, y) be any point on
that line, we get:
y− y 1
m=
x−x 1
The point-slope form is:
y− y 1=m( x−x 1)
Where (x1, y1) is any point on the line and m is the slope of the line.

–2
Example: Write the equation of the line whose slope is and which passes through (6, -5).
3
Solution: Use the point-slope equation, y− y 1=m( x−x 1)
−2
y− (−5 )= ( x−6 )
3
−2
y +5= x−4
3
−2
y= x−1
3

21/07/22

Two-Point Form

The two-point form is the equation of a line where two points whose coordinates are given.

Consider Point 1 (x1, y1) and Point 2 (x2, y2). To find the general equation of the line
passing through these points, one can use the point-slope equation of a line,
y 2− y 1
y− y 1=m( x−x 1), but replace m with the slope formula, m=
x 2−x 1

y 2− y 1
The equation becomes: y− y 1= ( x−x 1).
x 2−x 1

Example question: Find the equation for the line passing through points (1, 2) and (3, 3).

Solution: Label the ordered pairs (1, 2) and (3, 3) as (x1, y1) and (x2, y2) respectively. To find
the equation, we can use the two-point form:
3−2
y−2= (x−1)
3−1
1 1
y−2= x−
2 2
1 3
y= x +
2 2
Solving Graphically

To solve a system of equations graphically, graph the equations of both lines on the same
coordinate system and look for where the lines intersect. That point is the solution of both
lines.

Example question: Solve graphically:

x+y=6
2x + y = 8

First, solve each equation for y:

x + y = 6 ⟹ y = -x + 6
2x + y = 8 ⟹ y = -2x + 8

Now, graph each equation on coordinate axes.

The point that these lines intersect at is (2, 4). This is the solution for the system of
equations. 2 is the value for x and 4 is the value for y. To check, substitute 2 for x and 4 for y
in the original equations and see if they work.
x + y = 6 ⟹ 2 + 4 = 6 (true)
2x + y = 8 ⟹ 2(2) + 4 = 8 (true)

In some cases, the two linear equations represent the same line in the coordinate axis. In
this situation, there are infinitely many points common to both graphs and therefore there are
infinitely many solutions to the given equations. Any point on the line is a solution.
Also, in some cases, the two linear equations do not intersect at all, but are parallel. There is
no point common to both the lines and the simultaneous equations have no solution.

22/07/22
Solving Algebraically Using Substitution

The Substitution Method involves solving one of the given equations for either variable, and
then substituting that expression into the other equation to solve. Once the value for one
variable is found, substitute that into one of the equations to solve for the remaining variable.

Example question: Solve algebraically for x and y:

x + y=8
2 x+ y=13

First, solve either equation for one of the variables. In this case, we will solve the first
equation for y:
x + y=8 ⟹ y=8 – x

Substitute that expression for the variable ‘’y in the second equation:
2 x+ y=13 ⟹ 2 x +(8 – x)=13

Solve for the other variable ‘x’ in the equation:

2 x+(8 – x )=13
2 x – x+8=13
x +8=13
x=5

To find the value of ‘y’, substitute ‘x = 5’ into either equation and solve for y. Here, ‘x = 5’ is
being substituted into the first equation to solve for ‘y’:
x + y=8
5+ y =8
y=3

Therefore, the solution is (5, 3). To check, substitute x and y for their values:
x + y=8 ⟹ 3+5=8 ⟹ 8=8 (true)
2 x+ y=13 ⟹ 2(5)+3=13 ⟹ 10+3=13 ⟹ 13=13 (true)

Solving Algebraically Using Elimination

A second way to solve systems of equations algebraically is to use the Elimination Method.
This method involved multiplying one or both equations by the number(s) necessary, so that
when the equations are added/subtracted, one of the variables is eliminated.

Example question: Solve algebraically for x and y:

2 x+ y=8
x +3 y=19

By multiplying the first equation by 1, and the second by -2, the coefficients on x become 2
and -2. When the equations are added together, the x term is eliminated, as the two cancel
each other out.

1(2 x+ y=8)⟹2 x + y=8

−2(x +3 y=19)⟹−2 x−6 y=−38

Add the equations together:

2 x+ y – 2 x−6 y=8 – 38
−5 y=−30

Solve for y: y = 6

Once the value of y is known, substitute y = 6 into either equation and solve for x.
Using the first equation: 2 x+ y=8 ⟹ 2 x +6=8 and x=1.

Therefore, the solution is (1, 6).

2 x+ y=8 ⟹ 2(1)+6=8 ⟹ 8=8 (true)
x +3 y=19 ⟹ 1+ 3(6)=19 ⟹ 1+18=19 ⟹ 19=19 (true)

26/07/22
Solving Algebraically Using Second-Order Determinants

A system of linear equations in two variables is said to be in, ‘standard form’ if:
The variables are to the left of the equal sign
The order of the variables is the same in both equations
The constant terms are on the right

We have already seen how to solve systems of equations by graphing them, or using the
algebraic methods of substitution or elimination. Now, we are introducing a new method of
solving such a system: the method of second-order determinants.

Let us make a brief digression and use a traditional method of solving a system of literal
linear equations in two variables. [By literal system, we mean one in which the coefficients,
as well as the variables, are expressed by letters].

Example 1: ( ax+
cx +dy=f )
by=e

This system can be solved by using the methods mentioned previously. In this case, we will
use multiplication, followed by subtraction, to eliminate ‘y’ and solve for ‘x’.

If the first equation is multiplied by ‘d’, the equation will be:

dax +bdy=de

Likewise, if the second equation is multiplied by ‘b’, the equation will be:
bcx +bdy=bf

Therefore:
de−bf =( adx +bdy )− ( bcx+ bdy )
de−bf =adx +bdy−bcx – bdy
de−bf =adx−bcx
de−bf =x ( ad−bc )
de−bf
x=
ad−bc

de−bf
So, as long as ad −bc ≠ 0 , x=
ad−bc
In like manner, we can eliminate "x" and solve the system for "y"
af −ce
⟹ y=
ad −bc

27/07/22

The symmetric nature of the roots of a system, such as the one above, suggests an
interesting notation, which turns out to be extremely useful. We define a second-order
determinant as follows:

|ac db|=ad−bc
Note the following about the second-order determinant:

This is called a second-order determinant because there are two rows and two columns. It is
read by rows, i.e., “The second-order determinant a, b, c, d = ad – bc”. ‘a’, ‘b’, ‘c’, and ‘d’ are
called the elements of the determinant and ‘ad – bc’ is called its expression or value.
Second-order determinants are sometimes referred to as the second-order determinants of
2x2 matrices because of the similar arrangements of elements.
It is important to realise that a 2x2 matrix, unlike a second-order determinant, has no
arithmetic value. It is merely an arrangement or array of elements in a grid pattern.

Example 2: Write the expansion of the determinant:

|−43 −52 |

Solution:

|−43 −52 | ¿ 3(−5)−2(−4 )=−15+8=−7

Example 3: Write the solution to the system of equations in Example 1 in a determinant
form. (Assume that ad - bc ≠ 0).

Solution:
x=
de−bf
⟹ x=
| bd|
e
f
ad−bc
| db|
a
c

y=
af −ce
⟹ y=
|c f|
a e

ad −bc
|ac bd|

28/07/22

Using Second-Order Determinants to Solve Systems of Two Equations in Two Variables

The Swiss Mathematician, Cramer (1704 – 1752) described the following rules for solving a
system of linear equations in standard form using determinants:

 In a system of linear equations where the number of independent equations is equal

to the number of variables, and the determinant of the coefficients of the variables is
not equal to zero, the system will have a single solution.
 Each variable can be written as the quotient of two determinants.
 The denominator is the determinant formed by the coefficients of the variables.
 For any variable, the numerator is obtained from the denominator by replacing the
coefficients of the variable sought by the constant terms.

If Cramer’s analysis is applied directly to the system of Example 1, we obtain the correct
solutions:

|e b
f d | |c f|
a e

( cx +dy=f )
ax+ by=e ⟹ x= ∧ y=
|ac bd| |ac db|
Example 4:

Given the system, (2 x+−4

3 x+7 y =5 )
y=−14

o Solve the system by a traditional algebraic approach

o Apply the method of second-order determinants to the solution of the system

Solution (a)
Using Substitution:
First, solve the first equation for ‘x’ or ‘y’. In this case, we will solve for ‘x’:
2 x−4 y=−14 ⟹ 2 x=−14+ 4 y ⟹ x =−7+2 y

Then, substitute the expression for the variable ‘x’ in the second equation:
3 x+ 7 y=5 ⟹ 3 (−7 +2 y )+ 7 y=5

Solve for the other variable, ‘y’:

3 (−7+2 y ) +7 y=5
−21+6 y +7 y =5
−21+13 y=5
13 y=26
y=2

Substitute the value of ‘y’ back into one of the original equations:
2 x+ 4 ( 2 ) =−14
2 x+ 8=−14
2 x=−6
x=−3

Using Elimination:
Multiply the first equation by 3 and the second equation by 2.
6 x−12 y=−42
6 x +14 y=10

Subtract the second equation from the first.

−26 y=−52
y=2

Substitute the value of "y" back into one of the original equations:
3 x+ 7(2)=5
3 x+ 14=5
3 x=−9
x=−3

Solution (b)
Write the determinant solution for each variable and evaluate:

x=
|−14 −4
5 7 | −98+ 20 −78
= = =3
|3 7 |
2 −4 14+ 12 26

y=
|3 5 | 10+ 42 52
2 −14
= = =2
|3 7 |
2 −4 14 +12 26

29/07/22

At this point, there seems to be no particular advantage to using determinants to solve

systems of equations. Indeed, there may not be a benefit in using this technique in all cases,
but as the equations become more complex – particularly where the solutions are fractions,
or we’re dealing with literal systems as in the examples below, the benefit should become
more apparent.

Example 5: Evaluate the determinant. |24 −51 |

Solution:

|24 −51 |=2(−5 )−1 ( 4 )=−10−4=−14

Example 6: Solve the system using second-order determinants.

( 43x+x +8=0
7 y=5 )

Solution:
First, we need to put the system into the correct format:

( 43x+x +8=0
7 y=5 )=( 3 x+ 0 y=−8 )
4 x +7 y=5

Now, we can write the determinant solution for each variable.

x=
| 5 7| −−8 ( 7 )−5 ( 0 ) −56
−8 0
= =
|4 7|
3 0 3 ( 7 )−0 ( 4 ) 21
y=
|4 5 | 3 ( 5 ) +8 ( 4 ) 47
3 −8
= =
|4 7|
3 0 3 ( 7 )−0 ( 4 ) 21

Example 7: Solve the system using second-order determinants.

(bxcx−ay=1
+by=1
)
Solution:
The system is already in the correct format, so we can write the determinant solutions:

x=
|1 −a| −a−b
1 b
= =
a+b

|bc −ab | −ca−b ac+b

2 2

y=
|b 1|
c 1
=
c−b
=
b−c

|bc −ab | −ca−b ac+ b

2 2

We saw, in our introduction to Cramer's Rules, that a determinant solution of a system of two
linear equations requires that the determinant of the coefficients of the variables, i.e., the
denominator, not equal zero. However, we should also consider all of the following
possibilities:
The determinant of the numerator is zero (but not the denominator).
The determinant of the denominator, (coefficients of the variables) is zero, (but not the
numerator).
The determinants of both numerator and denominator are zero.

So long as the determinant of the denominator is not zero, we will get a unique solution to
our system. If the numerator is zero, it simply means that the value of the variable sought is
zero.

If the determinant of the denominator is zero, but the numerator is not zero, the system is
inconsistent. This means that, in effect, ax + by = c and, at the same time, ax + by =
d, where c ≠ d. This translates into a graph of two parallel lines, so no single ordered pair, (x,
y) will satisfy both equations at the same time.

If the determinants of both the numerator and denominator are zero, then one equation is a
multiple of the other and a graph of this system would produce the same line. In effect, all
ordered pairs, (x, y) will satisfy such a system, so we call this system dependent.
01/08/22
Solving a System of Three Equations in Three Unknowns –
Introduction

We have previously learnt how to solve systems of equations in two variables. We found
that, in order to find a unique solution to such a system, two independent equations were
needed. We learnt to solve these systems using methods of graphing, as well as the
algebraic solutions of substitution, elimination and second-order determinants.

Here, we are going to learn to solve systems of linear equations in three variables. To solve
such a system, we require three independent equations. While it is possible to solve a
system of three linear equations in three unknowns by graphing in three dimensions and by
the use of third-order determinants in 3x3 matrices, these techniques are too advanced to be
useful at this time.

Therefore, we will take a look at two different algebraic methods of solution:

 Substitution method
 Elimination method

Substitution Method

It would probably be useful to revisit the solution of a linear system of equations of two
variables by the substitution method: we can then expand on this technique and apply it to
the solution of a linear system of equations in three variables.

Example 1: Solve algebraically using substitution for ‘x’ and ‘y’:

x + y=8
2 x+ y=13

Step 1: Solve either equation for one of the variables. In this case we will solve for ‘y’:

x + y=8 ⟹ y=8−x
Step 2: Substitute this expression for ‘y’ in the other equation:
2 x+ y=13 ⟹ 2 x + ( 8−x )=13

Step 3: Solve for ‘x’ in this equation:

2 x+(8−x)=13
2 x−x+ 8=13
x=5

Step 4: Solve for ‘y’ by substituting the value of x into either one of the original equations.
For example, substitute ‘ x=5 ’ into the first equation to solve for ‘y’:
x + y=8
5+ y =8
y=3

It’s always important to check the solution in both original equations to confirm that the
values are correct:
x + y=8 ⟹ 3+5=8 ⟹ 8=8 (true)
2 x+ y=13 ⟹ 2(5)+3=13 ⟹ 10+3=13 ⟹ 13=13 (true)

Now, let’s see if we can apply a similar method of substitution to a system of linear equations
in three variables:

Example 2: Solve algebraically using substitution for ‘x’, ‘y’ and ‘z’:

x− y =−1
2 x−3 z=11
x +2 y+ z =13

Solution: For clarity, let’s first number the equations:

1) x− y =−1
2) 2 x−3 z=11
3) x +2 y+ z =13

Rewriting equation 1., we have:

4) y=x +1

Rewriting equation 2., we have:

2 x −11
5) z=
3

Substituting equations 4) and 5) Into equation 3), we get:

2 x−11
x +2( x +1)+ =13
3
On solving this equation, we get x=4 .

By substituting x=4 in equation 1), we can solve for y:

4− y=−1 ⟹ y =5.

Substituting x = 4 and y = 5 in equation 3), we can solve for z:

4 +2(5)+ z=13 ⟹ z=−1.

Therefore, the solution of this system is: x=4, y=5 , z=−1

The solution should be checked in the original equations:

x− y =−1⟹ 4−5=−1 ⟹−1=−1 (true)
2 x−3 z=11⟹ 2 ( 4 ) −3 (−1 )=11⟹ 8+3=11⟹11=11 (true)
x +2 y+ z =13⟹ 4+2 ( 5 ) + (−1 ) =13⟹ 4+10−1=13 ⟹ 13=13 (true)

02/08/22

Elimination Method:
This method depends on eliminating all but one of the variables from the systems in order to
solve for that variable. That value, once found, can be plugged back into the system and the
process repeated until all the variables have been found.

Eliminating variables requires the creation of equivalent systems of equations. These

equivalent systems can be found by:
 Adding or subtracting two equations of the system
 Multiplying or dividing by the same non-zero number on both sides of the
equation
Let’s look at a sample problem to see how this works:
Example 3: Solve algebraically for x, y and z using the elimination method:
x−2 y + z=0 ,
2 x+3 y −z=−5
5 x+ 2 y =−8

As in Example 2 above, we will label the equations for clarity:

 1) x−2 y + z=0 ,
2) 2 x+3 y −z=−5
3) 5 x+ 2 y =−8
If we add equations 1) and 2), we get:
4) 3 x+ y=−5
Multiplying equation 3) by 3, we get:
5) 15 x+ 6 y=−24
Multiplying equation 4) by 5, we get:
6) 15 x+ 5 y=−25
Subtracting equation 6) from equation 5), we get the value of y:
y=1

Substituting y=−1 into equation 3) gives us:

5 x+ 2(1)=−8
Therefore, x=−2
Now, we can substitute y=1 and x=−2 into equation 1):
−2 – 2(1)+ z=0
Therefore, z=4.
The solution of the system is x=−2, y=1 and z=4

Now to check the solution:

x−2 y + z=0 ⟹−2−2 ( 1 )+ 4=0 ⟹−2−2+4=0⟹ 0=0 (true)
2 x+3 y −z=−5 ⟹ 2 (−2 )+3 ( 1 )− ( 4 )=−5 ⟹−4+3−4=−5 ⟹−5=−5 (true)
5 x+ 2 y =−8 ⟹5 (−2 )+ 2 ( 1 )=−8 ⟹−10+2=−8 ⟹−8=−8 (true)

03/08/22
Graphing a Linear Equality
The graph of a linear equation divides the coordinate plane into three parts:
 The points on a line that satisfy the equation y=mx+c
 The region below the line whose points satisfy the equation y <mx+ c
 The region above the line whose points satisfy the equation y >mx+ c
Inequalities are written using the following symbols: <, ≤, >, ≥ and ≠. Solutions of these types
of equations are represented as a region in the coordinate plane.
Steps followed to graph a linear equality in the form y <mx+ c :
 On a coordinate plane, graph the equation y=mx+c
 The line splits the plane into two regions. Pick a point from either two of these
regions
 Substitute the coordinates into the inequality. If they satisfy the statement, then the
region containing this point is the solution set.
If the coordinates do not satisfy the inequality, the other region is the solution set.
Note: If either of the symbols ≤ or ≥ is in the inequality, then the points on the line are also
included in the solution set.
Example 1: Graph the inequality x + y <7
Solution: Rewrite x + y=7 in the y=mx+c form: y=− x+7
Using the information that m = –1 and the y-intercept, c = 7, graph the line. Since this is a
strict inequality, don’t draw a solid line, but a dotted line. Choose a point that is clearly in one
of the two regions of the plane determined by this line.

Let’s choose (0, 0). Substitute the

coordinates into the original inequality
and see if it’s true or false.
x + y <7

0+ 0<7

0<7
Since the statement is true, the region
that contains (0, 0) satisfies the inequality.
Label it as ‘S’

Solving Systems of Linear Inequalities Graphically

To solve a system of linear inequalities graphically, graph each inequality on the coordinate
plane and look for the region where their solution sets overlap, if it exists.
Example 1: Graph the solution set of the system of linear inequalities:
2 x+3 y > 6
y ≤2 x−1

−2
Solution: Consider 2 x+3 y =6 and rewrite in y=mx+c form: y= x +2
3
−2
Using m = and c = 2, graph the line. The points on the line are not included because of
3
the strict inequality. Determine which region should be shaded by checking the coordinates
of any point in the region.

Consider y=2 x−1

Using m = 2 and c = -1, graph the line on the same coordinate plane. The points of the line
are included because it is not a strict inequality. Determine which region should be shaded
by checking the coordinates of any point in the region.
The solution set for the original two inequalities in that region where the two shaded regions
overlap.

Example 2: Graph the solution set of the system of linear inequalities: −4< x <3 and
−2 ≤ y ≤ 1
Solution: Consider −4< x <3.
Separate this statement into: −4< x and x <3.
Graph the vertical lines (both should be dotted): −4=x and x=3 . Determine which region
should be shaded by checking the coordinates of any point in either of the three regions.

Consider −2 ≤ y ≤ 1.
Separate this statement into −2 ≤ y and y ≤1
Graph the horizontal lines (both should be solid) −2= y and y=1 . Determine which region
should be shaded by checking the coordinates of any point in either of the three regions. The
solution set for the original inequalities will be the area where those two shaded regions
overlap.
05/08/22
Quadratic Inequalities and Number Line Analysis
A quadratic expression can be written in the form, a x 2 +bx +c , a ≠ 0 . A quadratic inequality
contains one of the following symbols: <, >, ≤ or ≥.
Principles for solving a quadratic inequality:
 If ab< 0, then a< 0 and b> 0, or a> 0 and b< 0.
 If ab> 0 , then a< 0 and b< 0, or a> 0 and b> 0.
A quadratic inequality can be solved using the following method:
1. Set the inequality equal to zero
2. Factor the inequality, if possible, and solve for the values of the variable
3. Use either of the two principles above and solve for the variable
Example 1: Solve the quadratic inequality: x 2−9 ≤ 0
Solution: Factor the inequality: x 2−9 ≤ 0
( x +3 ) ( x−3 ) ≤0
As ab ≤ 0 , there are 2 possibilities:
Case 1: Case 2:
x +3 ≥0 and x−3 ≤ 0 x +3 ≤0 and x−3 ≥ 0
Solve so that ‘x’ is by itself Solve so that ‘x’ is by itself on one
on one side of the equation: side of the equation:
x ≤−3 and x ≥ 3 x ≤ 3 and x ≥−3
The intersection is −3 ≤ x ≤ 3 Here, the intersection is empty
Therefore, the value of ‘ x ’ lies in the closed internal [-3, 3]

Example 2: Solve the quadratic inequality x 2−3 x> 10

Solution: Set the inequality equal to 0: x 2−3 x−10>0
Factor the left-hand side: ( x−5 ) ( x +2 ) >0
As ab> 0, there are two possibilities:
Case 1: Case 2:
x−5> 0 and x +2>0 x−5< 0 and x +2<0
Solve so that ‘x’ is by itself Solve so that ‘x’ is by itself on one
on one side of the equation: side of the equation:
x >5 and x >−2 x <5 and x <−2
To simplify, x >5 To simplify, x ←2

Therefore, the solution to this quadratic inequality is x >5, or x ←2

09/08/22
Word Problems

Coin Word Problems

Coin word problems deal with amounts of money, the number of coins or bills and their
values. The examples below show how to solve a coin problem using a single variable and
then using two variables.
Example 1: A bank contains a total of $4.85 in nickels, dimes and quarters. There are 3
more dimes than nickels and twice as many quarters as nickels. Find the number of nickels,
dimes and quarters.
Hint: 1 nickel = $0.05, 1 dime = $0.10, 1 quarter = $0.25
Solution: Let ‘n ’ represent the number of nickels, and ‘0.05 n ’ represent the value of all the
nickels
Let ‘n+3 ’ represent the number of dimes, and ‘0.10( n+3)’ represent the value of all the
dimes.
Let ‘2 n’ represent the number of quarters, and ‘0.25( 2n) ’ represent the value of all the
quarters
The equation becomes: 0.05 n+ 0.10 ( n+3 ) +0.25 ( 2 n )=4.85
Multiplication Property of Equality: 5 n+10 ( n+3 )+ 25 (2 n )=485
Distributive Property: 5 n+10 n+30+ 50 n=485
Combine like terms: 65 n+30=485
Subtraction Property of Equality: 65 n=455
Division Property of Equality: n=7

Substitute the value of ‘n ’ to find the number of dimes and quarters.

n+3=10
2 n=14
Therefore, the bank contains 7 nickels, 10 dimes and 14 quarters.

Example 2: James gave Selma 30 coins totalling $4.70 in nickels and quarters. How many
nickels and quarters does Selma have?

Solution: Let ‘n ’ represent the number of nickels, and ‘0.05 n ’ represent the value of the
nickels.
Let ‘q ’ represent the number of quarters, and ‘0.25 q ’ represent the value of the quarters.
Now we have two equations:
n+ q=30
0.05 n+ 0.25 q=4.70

Solve for n in the first equation:

n=30−q
Substitute the value of n into the second equation:
0.05 ( 30−q ) +0.25 q=4.70

Solve for q :
Multiplication Property of Equality:
5 ( 30−q ) +25 q=470
Distributive Property:
150−5 q+25 q=470
Combine like terms:
150+20 q=470
Subtraction Property of Equality:
20 q=320
Division Property of Equality:
q=16

Substitute the value of q back into the first equation:

16+ n=30
n=14
Therefore, Selma has 16 quarters and 14 nickels.

10/08/22
Consecutive Integers Word Problems
Consecutive integers are integers that follow each other in counting order. For example, 4,5
and 6 are consecutive and -7, -8 and -9 are consecutive. Consecutive integers can be
represented as ‘ x ’, ‘ x +1’ ‘ x +2’ and so on, where ‘ x ’ is an integer.
 Consecutive even integers: e.g., 14, 16 and 18, or -4, -2 and 0 are consecutive even
integers. They can be represented as ‘ x ’, ‘ x +2’, ‘ x +4 ’ and so on, where ‘ x ’ is an
integer.
 Consecutive odd integers: e.g., 13, 15 and 17, or -5, -3, -1 and 1 are consecutive
odd integers. They can be represented and ‘ x ’, ‘ x +2’, ‘ x +4 ’ and so on, where ‘ x ’ is
an integer.

Example 1: The sum of two consecutive odd numbers is 28. Find the numbers.

Solution: Let ‘ x ’ and ‘ x +2’ represent the two consecutive odd numbers.
The equation becomes x + ( x+ 2 )=28
Combine like terms: 2 x+ 2=28
Subtraction Property of Equality: 2 x=26
Division Property of Equality: x=13
Therefore, the two consecutive odd numbers are x=13 , and x +2=15

Example 2: Find three consecutive integers so that the sum of the second and the third is 6
less than half of the first integer.

Solution: Let ‘x’, ‘x + 1’ and ‘x + 2’ represent the three integers.

The equation becomes ( x +1 ) + ( x+ 2 )=0.5 x−6
Combine like terms: 2 x+3=0.5 x−6
Subtraction Property of Equality: 1.5 x=−9
Division Property of Equality: x=−6
Therefore, the three consecutive integers are x=−6 , x +1=−5 and x +2=−4
Distance Word Problems
Distance word problems deal with time, speed or rate and distance. The relationship
between the three variables can be stated as D=s∗t , where ‘ D ’ is the distance, ‘ s’ is the
speed and ‘t ’ is the time. The examples below show how to solve a distance problem using a
single variable, and then two variables.

Example 1: New York City and Boston are 225 miles apart. Barbara and Carol want to meet
somewhere between the two cities for lunch. At 10:00, Barbara leaves Boston in her car and
Carol leaves New York City in her car driving 12.5 miles per hour faster than Barbara. If they
meet at 12:00, how far from Boston are they?

Solution: Let ‘ s’ represent the speed in miles per hour driven by Barbara. Then, ‘ s+12.5 ’
represents the speed in miles per hour driven by Carol. Each girl’s driving time is 2 hours.
(From 10.00 to 12.00)
Using D=s∗t , the distance travelled by Barbara + the distance travelled by Carol = 225.
2 s +2 ( s+ 12.5 )=225
Distributive Property: 2 s +2 s+ 25=225
Combine like terms: 4 s +25=225
Subtraction Property of Equality: 4 s=200
Division Property of Equality: s=50

Therefore, Barbara is travelling at 50 miles per hour, and Carol is travelling 62.5 miles per
hour. In two hours, Barbara would have travelled 2(50)=100 miles from Boston, thus, the
girls are 100 miles from Boston.

Example 2: A passenger plane travels 2000 miles between Los Angeles and Chicago. If the
plane takes 4 hours when flying against the jet stream to make the trip from LA to Chicago
and 3 hours 20 minutes to make the return flight flying with the jet stream, what is the speed
of the plane and the rate of the wind current?

Solution: Let ‘ s’ represent the speed of the plane in miles per hour and ‘ j ’ represent the jet
stream. Then, ‘ s− j ’ represents the speed of the plane when flying against the jet stream,
and ‘ s+ j’ represents the speed of the plane with the jet stream.
Distance from Los Angeles to Chicago = 2000 ⟹ 4 ( s− j ) =2000
1
Distance from Chicago to Los Angeles = 2000 ⟹ 3 ( s + j )=2000
3
Use the Division Property of Equality on each equation:
s− j=500
s+ j=600
When the two equations are added together, we get: s− j+s + j=1100
Combine like terms: 2 s=1100
Division Property of Equality: s=550

Therefore, the speed of the plane is 550 miles per hour.

To find the speed of the jet stream, substitute the value of s into either equation and solve for
j:
s+ j=600
550+ j=600
j=50
Therefore, the speed of the jet stream is 50 miles per hour.

12/08/22
Mixture Word Problems
Mixture problems involve combining two or more similar items having different costs. For
example, blends of coffee, candy, nuts, seeds, gasoline, flowers, etc. The examples below
show how to solve a mixture problem using a single variable, and then using two variables.
You may also find that using "buckets" to visualize the process and equation may be helpful.
Example 1: A health food store makes trail mix by combining three ingredients: granola,
costing $6.00 per pound; raisins, costing $3.00 per pound; and cashews, costing $8.00 per
pound. If there are twice as many pounds of cashews as raisins, and a 10-pound mixture of
trail mix costs $6.10 per pound, how much of each ingredient is used in the mix?

Solution: You can use three ‘buckets’ to represent the ingredients and one ‘bucket’ to
represent the trail mix.
Let ‘ R ’ represent the number of pounds of raisins. The value of the raisins is given as
‘ $ 3.00 R’
Therefore, ‘2 R’ represents the number of pounds of cashews, and its value is given as ‘
$ 8.00(2 R)’
Finally, the number of pounds of granola can be represented as ‘10 – 3 R ’, and its value is
given as ‘ $ 6.00 ¿)’.

The equation becomes: 3 R+8 ( 2 R ) +6 ( 10−3 R )=6.10 ( 10 )

Multiplication Property of Equality: 30 R+80 ( 2 R ) +60 ( 10−3 R )=61 (10 )
Distributive Property: 30 R+160 R+600−180 R=610
Combine like terms: 10 R+600=610
Subtraction Property of Equality: 10 R=10
Division Property of Equality: R=1
Therefore, there is 1 pound of raisins, 2 R=2 pounds of cashews and 10 – 3 R=7 pounds of
granola in the trail mix.

Example 2: Is it possible for 1000 people to pay $39,000 to attend a heavy metal concert if
adult tickets cost $50 each and teen tickets cost $40 each?

Solution: Let ‘a ’ represent the number of adult tickets. The proceeds from these tickets is
‘ $ 50 a ’.
Let ‘t ’ represent the number of teens. The proceeds from these tickets is ‘40 t ’.
The first equation for the number of people attending: a+ t .
50 a+ 40 t=39,000 is the second equation for the money collected from ticket sales.

Solve the equations simultaneously using elimination:

Multiply the first equation by 40: 40 a+40 t=40,000 (a)
Rewrite the second equation: 50 a+ 40 t=39,000 (b)
Subtract (b) from (a): −10 a=1000
Division Property of Equality: a=−100

Since ‘a ’ represents the number of adults, and so cannot be a negative number, there is no
solution. Therefore, the answer is ‘No, it is not possible’.

15/08/22
Number Word Problems
The examples below show how to solve a number problem using first one variable and then
two.
Example 1: When 10 times a number is increased by 9 the result is 59. What is the number?

Solution: Let ‘n’ represent the number. The equation becomes: 10 n+9=59
Subtraction Property of Equality: 10 n=50
Division Property of Equality: n=5

Example 2: One number is 18 more than another number. Seven times the smaller number
is 14 more than 3 times the larger number. Find the two numbers.

Solution: Let ‘n ’ represent the smaller of the numbers.

Then, ‘n+18 ’ represents the larger number.
The equation becomes: 7 n=3 ( n+18 ) +14
Distributive Property: 7 n=3 n+54+14
Combine like terms: 7 n=3 n+68
Subtraction Property of Equality: 4 n=68
Division Property of Equality: n=17

Therefore, the smaller number is 17, and the larger number is 17 + 18 = 35

Example 3: Separate 42 into two integers such that the larger integer is 6 more than three
times the smaller integer.

Solution: Let ‘L’ represent the larger number and ‘S’ represent the smaller number.
The equations become:
L+ S=42
L=3 S+6
Substitute the value of L into the first equation: ( 3 S +6 )+ S=42
Collect like terms: 4 S +6=42
Subtraction Property of Equality: 4 S=36
Division Property of Equality: S=9

Therefore, the smaller number is 9 and the larger number is 42 – 9 = 33.

16/08/22
Perimeter and Area Word Problems
Perimeter is the distance around the border of a closed figure.
Here are some formulae for finding the perimeters of common shapes:
 Perimeter of a rectangle: P=2 L+2 W , where L is the length and W is the width.
 Perimeter of a square: P=4 s, where s is the side length.
 Circumference of a circle: C=πd , where d is the diameter of the circle. An alternate
formula could be: C=2 πr , where r is the radius.
The area of a closed figure is the number of square units in its interior.
Formulae that may be helpful:
 Area of a rectangle: A=L∗W , where L is the length and W is the width.
 Area of a square: A=s 2, where s is the side length.
1
 Are of a triangle: A= bh, where b is the base and h is the perpendicular height.
2
 Area of a circle: A=π r 2 , where r is the radius of the circle.

The examples below show how to solve perimeter and area word problems using one and
then two variables.
Example 1: The circumference of a circular playground is 35m. Find its radius correct to the
nearest hundredth.
Solution: Let the radius of the circular playground be represented by r.
Use the formula C=2 πr
Since C is 35m, the equation becomes 35=2 πr .
35
Division Property of Equality: r = ≈ 5.57 m, to the nearest 100th.
2π
Therefore, the radius of the playground is approximately 5.57m, to the nearest 100th.

Example 2: The length of a kitchen is 4 feet more than twice its width. The perimeter of the
kitchen is 68 feet. Find the dimensions of the kitchen.

Solution: Let W represent the width of the rectangle. Then, 2W + 4 represents the length (L)
of the rectangle. Substitute the value for P and L into the equation:
P=2 L+2 W ⟹ 68=2 ( 2W +4 ) +2W
Distributive Property: 68=4 W +8+2 W
Collect like terms: 68=6 W +8
Subtraction Property of Equality: 60=6 W
Division Property of Equality: 10=W

Therefore, the width of the kitchen is 10 feet, and the length is 2(10) + 4 = 24.

17/08/22
Example 3: The length and width of a rectangular garden are 6 metres and 4 metres
respectively. The gardener wants to double the area of the garden by increasing the length
and the width by the same amount. How much must each dimension be increased?

Solution: The area for the rectangular garden is given by the formula A=L∗W
The area of the original garden: A=( 6 ) ( 4 )=24
The gardener wants to double the area of the garden to 48m2
Let x represent the amount that each dimension is increased.
The new length is 6 + x meters.
The new width is 4 + x meters.
Substitute the values into the formula for the area: 48=( 6+ x ) ( 4 + x )
Expand the brackets: 48=x 2+ 6 x+ 4 x +24
Collect like terms: 48=x 2+ 10 x +24
Subtraction Property of Equality: 0=x 2+10 x−24

Factor: 0=( x−2 ) ( x+12 )

Since the product of the two factors is 0, one of the factors must be equal to zero.
x−2=0 or x +12=0
Solve for x: x=2 or x=−12

Since the dimensions can’t be negative integers, 2 is the correct value of x. Therefore, the
new dimensions of the garden are 6 and 8 meters.

Example 4: The length of a rectangle is 4 cm longer than its width.

If the length of the rectangle is increased by 2 and its width is decreased by 1, the new
rectangle has an area that is 1cm2 more than the area of the original rectangle.
Find the dimensions of the original rectangle.

Solution: Let L represent the length of the original rectangle, and let W represent the width.
L + 2 represents the length of the new rectangle, and W – 1 represents the width.
The area for the first rectangle: A=L∗W
The area for the second rectangle: A=( L+ 2 )( W −1 )

Since the area for the new rectangle is 1 less than that of the first, the new equation is:
LW + 1=( L+2 ) ( W −1 ) (a)
The relationship between the length and width of the original rectangle is: L=W + 4 (b)
Substitute the value of L from equation (b) into equation (a): ( W + 4 )( W )+1=( W + 4+2 ) ( W −1 )

Simplify: ( W + 4 )( W )+1=( W +6 )( W −1 )
Multiply: W 2 + 4 W +1=W 2 +5 W −6
Subtraction Property of Equality: 7=W

Therefore, the width of the original rectangle is 7cm, and its length is 11cm.

19/08/22
Rectangular Frame Word Problems
A rectangle is a four-sided figure in which the opposite sides are congruent and parallel and
the four angles are right angles. In rectangular frame word problems, the rectangle is
surrounded by a larger rectangular frame. Examples of rectangular frames are borders
around photographs and paintings, walkways around pools and gardens and margins on a
printed page.
The examples below show how to solve rectangular frame word problems using a single
variable, and then using several variables.
Example 1: The art director at a museum wants to reframe a painting that measures 24
inches by 30 inches. The frame is to be of uniform width with an area of 640 square inches.
Find the width of the new frame.

Solution: The area of the rectangle is given by the formula A=L∗W

The area of the original painting: A=( 24 ) ( 30 )=720¿ 2
If x represents the width of the picture frame:
 The new width of the framed picture: 24 + 2x inches
 The new length of the framed picture: 30 + 2x inches

Area of framed picture: A=( 24+ x ) ( 30+ x )

Area of frame: Area of framed picture – Area of picture
Substitute the values into the formula: 640=( 24+2 x ) (30+ 2 x )−720

Expand the brackets: 640=720+48 x +60 x+ 4 x 2−720

Combine like terms: 640=108 x + 4 x 2
Subtraction Property of Equality: 0=108 x+ 4 x 2−640
Division Property of Equality: 0=27 x+ x2−160

Factor: 0=( x+ 32 )( x−5 )

Since the product of the two factors is 0, one of the factors must be equal to zero.
x +32=0 or x−5=0
Solve for x:
x=−32 or x=5

Since the width of the frame cannot be a negative integer, the art director should choose a
frame that is 5 inches wide.
Example 2: Henry bought a house whose footprint covered 2400 square feet. The length of
the house was 20 feet longer than its width. The house was located on a piece of property
so that the length of the back yard was three times the width of the side yards and the length
of the front yard was twice that of the side yard.
Find the dimensions of the house and the measures of the side, back and front yards if the
area covered by the house and yards is 9,450 square feet.

Solution: The area of the house is given by the formula:

A=L∗W
Let L represent the length of the house
Let W represent the width of the house
The area of the house: A=LW =2400 ft 2 (a)

Let y represent the width of the side yard

The length of the entire property is: L+5 y

The width of the entire property is: W +2 y

The area of the entire property is: A=( L+ 5 y )( W +2 y )=9450

(b)

As L = W + 20, equation (a) becomes A=( W +20 ) ( W ) =2400

Distributive Property: W 2 +20 W =2400

Subtraction Property of Equality: W 2 +20 W =2400=0

Factor: ( W +60 )( W −40 )=0

Since the product of the two factors is 0, one of the factors must be equal to zero.
W +60=0 or W −40=0
Solve for W: W =−60 or W =40
Since the width of the house cannot be a negative integer, The width of the house is 40 feet,
and the length is 40 + 20 = 60 feet

Substitute the values into equation (b): ( 60+5 y ) ( 40+ 2 y ) =9450

Expand the brackets: 2400+120 y +200 y +10 y 2=9450
Combine like terms: 2400+320 y +10 y 2=9450
Subtraction Property of Equality: 320 y +10 y 2−7050=0
Division Property of Equality: 32 y+ y 2−705=0

Factor: ( y + 47 ) ( y−15 )=0

Since the product of the two factors is 0, one of the factors must be equal to zero.
y + 47=0 or y−15=0
Solve for y:
y=−47 or y=15
Since the width of the side yards cannot be negative integers, the width of each side yard is
15 feet, the length of the back yard is 3(15) = 45 feet, and the length of the front yard is 2(15)
= 30 feet.

22/08/22
Work Word Problems
Work word problems deal with accomplishing a job by two or more people or machines
working at different rates. To solve work word problems algebraically, you need to know (or
find out) the following information:
 The amount of time each person or machine takes to finish the job alone
 The length of time each person or machine works on the job
 The portion of the job each person or machine completes during that time
Setting up a chart or table may be helpful in organizing the information. The examples below
show how to solve work word problems, using a single variable, and then using several.
Example 1: Trent earns money delivering newspapers in his neighbourhood. It usually takes
him 2 hours to complete the delivery. When it rains, his brother, George, helps; together,
they can deliver all the papers in 1 hour 12 minutes. How long would it take for George to
deliver the papers by himself?

Solution: Remember, 1 hour 12 minutes = 1.2 hours

Let t represent time it takes George to deliver the papers by himself.
Set up a chart to identify what is given and what is to be found:

Amount of time taken Portion of job done in Portion of job done in

to do job alone one hour (Rate) given time

Trent 2 hrs . 1 1
1.2( )
2 2

George t hrs . 1 1
1.2( )
t t

Equation: Trent’s portion of job + George’s portion of job = 1 complete job.

Substitute values from the chart into the equation:

1.2 ( 12 )+1.2( 1t )=1

1 1
Multiplication Property of Equality: 12( )+12( )=10
2 t
 12 12
Simplify: + =10
2 t
Multiplication Property of Equality: 12 t+24=20 t
Subtraction Property of Equality: 24=8 t
Division Property of Equality: 3=t

Therefore, it would have taken George 3 hours to deliver the papers on his own.

Example 2: Two hoses are used to fill a water trough. Hose #1 can fill the trough in 60
minutes and hose #2 can fill it in 80 minutes. Hose #1 is turned on 2 minutes before hose #2.
Unfortunately, the drain on the trough was left open and it can drain all the water from the
trough in 100 minutes. If the two hoses are filling the trough while the drain is open, how long
will it take to completely fill the trough?

Solution: let t represent the time taken to fill the trough.

Since Hose #2 started 2 minutes later than Hose #1, its time is t – 2.
Set up a chart to identify what is given and what is to be found:

Amount of time taken Portion of job done in Portion of job done in

to do job alone one minute (Rate) given time

Hose #1 60 mins . 1 t
60 60

Hose #2 80 mins . 1 t−2

80 80

Drain 100 mins . 1 t

100 100

Equation: Hose #1’s portion to fill + Hose #2’s portion to fill – Drain’s portion to empty = 1
complete job.
t t−2 t
Substitute values form the chart into the equation: + − =1
60 80 100
Multiplication Property of Equality: 20 t+ 15 ( t−2 )−12t=1200
Distributive Property: 20 t+ 15t−30−12 t=1200
Collect like terms: 23 t−30=1200
Addition Property of Equality: 23 t=1230
Division Property of Equality: t ≈ 53.48
Therefore, it takes approximately 53.5 minutes for the trough to fill while the two hoses are
running and the drain is left open.

24/08/22
Quadratic Equations and Inequalities

General Form of a Quadratic Equation

A quadratic function is of the form:
2
y=f ( x )=a x +bx +c , where a ≠ 0, and where all the exponents are whole numbers.
When we plot the graph of a quadratic function, the resulting figure is called a parabola. The
turning point of the parabola is called the vertex. If the leading coefficient, a> 0, then the
graph of the parabola opens upward, and the vertex is a minimum point of the graph. If the
leading coefficient, a< 0, then the graph of the parabola opens downward, ant the vertex is a
maximum point of the graph.
We will be studying the graphing of parabolas in further detail as well as other
representations of other quadratic functions in the chapter on conic sections. If we set the
quadratic function, f ( x)= y=a x 2 +bx +c=0 , we have a quadratic equation. The roots or
solutions of this quadratic equation can be found in several ways.
We already looked briefly at one method when we graphed the quadratic function (parabola)
and saw that the roots of the equation f (x)=0 could be found by determining where the
parabola intersects the x-axis, i.e., the line y=0.
In the sections that follow, we will be examining the graphical solution of quadratic equations
in more detail as well as other methods of solving quadratic equations.
Solving Quadratic Equations by Factoring
A quadratic equation, a x 2 +bx +c=0 . Can be solved easily if the quadratic expression can be
factored into integral factors.
Example 1: Given the quadratic expression: x 2−5 x+ 6=0, solve for x.

Solution:
1. Factor the quadratic expression into two binomial factors,
( x−3 )( x−2 ) =0
2. Set each factor equal to 0. (Remember, in a field, if a∗b=0 , then a=0 or b=0
x−3=0 OR x−2=0
3. Solve each equation for x.
x=3 , OR x=2
4. Check the roots by substituting back into the original equation.
If x=3 , then 9−15+6=0
If x=2, then 4−10+ 6=0
So, the solution of this equation is {2, 3}.

Example 2: Given the quadratic equation: 2 x 2+ 9 x−5=0 . Solve for x.

Solution: Follow the procedure above: 2 x 2+ 9 x−5=0 .
⇒(2 x−1)( x+5)=0
⇒2 x−1=0 or x +5=0
1
⇒ x= or x=−5
2

Check the solutions:

() () ()
2
1 1 1 1 9 1 9 10
If x= ,2 +9 −5=0 ⇒ 2 + −5=0 ⇒ + −5=0 ⇒ −5=0 ⇒ 5−5=0
2 2 2 4 2 2 2 2

If x=−5 , 2 (−5 )2 +9 (−5 )−5=0 ⇒ 2 ( 25 )−45−5=0 ⇒ 50−50=0

1
Therefore, the solution of this equation is ,−5
2
Example 3: The sum of the squares of two natural consecutive numbers is 313, what are the
numbers?

Solution: Let x represent the first natural number.

Then, x + 1 represents the second natural number.
The equation becomes: x 2+ ( x+1 )2 =313
⇒ x 2+ x2 +2 x+ 1=313
⇒2 x 2+2 x +1=313
⇒2 x 2+2 x−312=0
⇒ x 2+ x−156=0
⇒( x +13 ) ( x−12 )=0
⇒ x +13=0 or x−12=0
⇒ x=−13 or x=12

While this is a correct solution of the quadratic equation, note that the solution x=−13
doesn’t fit the conditions of the original problem, which specified consecutive natural
numbers. Therefore, we must eliminate the negative solution.
Therefore, the numbers are 12 and 13. (122 +132=144 +169=313 , as required by the
problem)
Example 4: Solve the quadratic equation: x 2−25=0

Solution: By using the method described above, we obtain the following:

x 2−25=0 ⇒ ( x+ 5 ) ( x −5 )=0 ⇒ x +5=0∨x−5=0 ⇒ x=−5∨x=5

However, in the case of an equation where a x 2 +c=0 , where the bx term is missing, (i.e.,
b=0) it may be simpler to just proceed as follows:
x −25=0 ⇒ x =25 ⇒ x=± √ 25 ⇒ x=± 5
2 2

This is particularly true in the following example where the quadratic is in the form x 2−a=0
where a< 0 so that the quadratic cannot be factored in the field of real numbers.

Example 5: Solve the quadratic equation: x 2+ 25=0

Solution: If x 2+ 25=0 , then x 2=−25 ,∧x=± √ 25=±5

Graphing a Quadratic Equation – Introduction to Parabolas

We were introduced to quadratic functions of the section about functions. You will recall that
a quadratic function is of the form:
y=f ( x )=a x 2+ bx+ c
At that time, we saw that the graph of a quadratic function is a figure called a parabola.
We learned that there is a vertical line that divides the parabola into two congruent halves,
and that this is called the axis of symmetry of the parabola. The axis of symmetry always
passes through the vertex or “turning point” of the parabola.

We learned that if a> 0, the parabola opens upward, and the vertex represents the minimum
point of the parabola. If a< 0, the parabola opens downward, and the vertex represents the
maximum point of the parabola.
−b
The equation for the axis of symmetry of a parabolic function is given by: x= .
2a
−b
Since the vertex for the parabola lies on the axis of symmetry, x= , also represents the x-
2a
−b
coordinate of the vertex. The y-coordinate of the vertex can be found by substituting x= ,
2a
into the equation of the parabola.
Example 1: