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Chapter 6: Equations and rearranging

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formulae

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Key words
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• Expansion
•

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Linear equation
•
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Solution
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Common factor

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•
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Factorisation

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• Variable
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• Subject
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In this chapter you

am

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will learn how to:
•
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expand brackets that

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have been multiplied by a

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negative number
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•
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solve a linear equation

• factorise an algebraic
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expression where all terms

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have common factors

Leonhard Euler (1707–1783) was a great Swiss mathematician. He formalised much of the algebraic
•
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rearrange a formula to
terminology and notation that is used today.
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change the subject.

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Equations are a shorthand way of recording and easily manipulating many problems. Straight
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lines or curves take time to draw and change but their equations can quickly be written. How
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to calculate areas of shapes and volumes of solids can be reduced to a few, easily remembered
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symbols. A formula can help you work out how long it takes to cook your dinner, how well your
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car is performing or how efficient the insulation is in your house.

br
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RECAP
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You should already be familiar with the following algebra work:

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Expanding brackets (Chapter 2)

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y(y – 3) = y × y – y × 3
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Solving equations (Year 9 Mathematics)

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Expand brackets and get the terms with the variable on one side by performing inverse operations.
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2(2x + 2) = 2x – 10
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4x + 4 = 2x – 10 Remove the brackets first

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4x – 2x = –10 – 4 Subtract 2x from both sides. Subtract 4 from both sides.

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2x = –14 Add or subtract like terms on each side

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x = –7 Divide both sides by 2 to get x on its own.

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6 Equations and rearranging formulae

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b Solve the equation 5x + 12 = 20 − 11x

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5x + 12=2
12 20
0 1 1x
11 This time add the negative x term to both sides.

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5x + 12 +1
12 111x = 20
20 − 11
11x 1
11x Add 11x to both sides.

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By adding 11x to both sides you
am 16 x + 12 = 20

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will see that you are left with a
positive x term. This helps you to 16 x + 12 − 12 = 20 − 12 Subtract 12 from both sides.
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avoid errors with ‘−’ signs! 16 x = 8

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16 x 8 Divide both sides by 16.
=
y

16 16

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1
x=

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An equation with brackets on at least one side:

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c Solve the equation 2(y − 4) + 4(y + 2) = 30

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2( y − 4 ) + 4( y + 2) = 30 Expand the brackets and collect like terms together.

C
2 y − 8 + 4 y + 8 = 30
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Expand.

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6y = 30 Collect like terms.
id

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br

6 y 30 Divide both sides by 6.

=
6 6
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y=5
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An equation that contains fractions:

es

6
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d Solve the equation p = 10

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7
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6 Multiply both sides by 7.

p × 7 = 10
10 7
7
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Unless the question asks you to

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6p = 70
give your answer to a specific
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degree of accuracy, it is perfectly 70 35 Divide both sides by 6.

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p= =
acceptable to leave it as a fraction. 6 3 Write the fraction in its simplest form.
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Exercise 6.2 1 Solve the following equations.

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a 4x + 3 = 31 b 8x + 42 = 2
c 6x −1 = 53 d 7x − 4 = − 66
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e 9y + 7 = 52 f 11n − 19 = 102
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g 12q − 7 = 14 h 206t + 3 = 106

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2x 1 2x
i =8 j +1= 8
3 3
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3 x+3
k x + 11 = 21 l =x
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5 2
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2x 1 3x
m = 3x n + 5 = 2x
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3 2
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2 Solve the following equations.

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a 12x + 1 = 7x + 11 b 6x + 1 = 7x + 11 c 6y + 1 = 3y − 8
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g

1 1
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d 11x + 1 = 12 − 4x e 8 − 8p = 9 − 9p f x −7 = x +8
2 4
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3 Solve the following equations.

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a 4(x + 1) = 12 b 2(2p + 1) = 14

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c 8(3t + 2) = 40 d 5(m − 2) = 15

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e −5(n − 6) = −20 f 2(p − 1) + 7(3p + 2) = 7(p − 4)

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am g 2(p − 1) − 7(3p − 2) = 7(p − 4) h 3(2x + 5) – (3x + 2) = 10

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4 Solve for x.
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a 7(x + 2) = 4(x + 5) b 4(x – 2) + 2(x + 5) = 14

Tip

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c 7x – (3x + 11) = 6 – (5 – 3x) d −2(x + 2) = 4x + 9
Some of the numbers in
e 3(x + 1) = 2(x + 1) + 2x f 4 + 2(2 − x) = 3 – 2(5 – x)
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each equation are powers
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of the same base number. 5 Solve the following equations for x E

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Re-write these as powers

a 33x = 27 b 23x+4 = 32
and use the laws of indices
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c 8.14x+3 = 1 d 52(3x+1) = 625

from chapter 2
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e 43x = 2x+1 f 93x+4 = 274x+3

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6.3 Factorising algebraic expressions

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You have looked in detail at expanding brackets and how this can be used when solving some

w
equations. It can sometimes be helpful to carry out the opposite process and put brackets back

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into an algebraic expression.

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Consider the algebraic expression 12x − 4. This expression is already simplified but notice that
am

REWIND
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If you need to remind yourself how 12 and 4 have a common factor. In fact the HCF of 12 and 4 is 4.
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to find HCFs, return to chapter 1.  Now, 12 = 4 × 3 and 4 = 4 × 1.

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So, 122 x − 4 = 4 × 3x − 4 1
y

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= 4(3x − 1)
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Notice that the HCF has been ‘taken out’ of the bracket and written at the front. The terms inside
are found by considering what you need to multiply by 4 to get 12x and −4.
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The process of writing an algebraic expression using brackets in this way is known as
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factorisation. The expression, 12x − 4, has been factorised to give 4(3x−1).

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Some factorisations are not quite so simple. The following worked example should help to make
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things clearer.
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Worked example 3
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Factorise each of the following expressions as fully as possible.

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a 15x + 12y b 18mn − 30m c 36p2q − 24pq2 d 15(x − 2) − 20(x − 2)3

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a 15x + 12y The HCF of 12 and 15 is 3, but x and y have no

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common factors.
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15x + 12y = 3(5x + 4y) Because 3 × 5x = 15x

and 3 × 4y = 12y.
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b 18mn − 30m The HCF of 18 and 30 = 6 and HCF of mn and m

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is m.
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18mn − 30m = 6m(3n − 5) Because 6m × 3n = 18mn and 6m × 5 = 30m.

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6 Equations and rearranging formulae

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c 36p2q − 24pq2 The HCF of 36 and 24 = 12 and p2q and pq2 have

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Make sure that you have taken common factor pq.
out all the common factors. If

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you don’t, then your algebraic 36p2q − 24pq2 = 12pq(3p − 2q) Because 12pq × 3p = 36p2q and

ev
br
expression is not fully factorised. 12pq × −2q = − 24pq2.
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Sometimes, the terms can have an expression in brackets that is common to
both terms.
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Take care to put in all the bracket d 15(x − 2) − 20(x − 2)3 The HCF of 15 and 20 is 5 and the HCF of

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symbols. (x − 2) and (x − 2)3 is (x − 2).
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15(x − 2) − 20(x − 2)3 = Because 5(x − 2) × 3 = 15(x − 2) and

5(x − 2)[3 − 4(x − 2)2] 5(x − 2) × 4(x − 2)2 = 20(x − 2)3.

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Exercise 6.3
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1 Factorise.

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a 3x + 6 b 15y − 12 c 8 − 16z d 35 + 25t

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e 2x − 4 f 3x + 7 g 18k − 64 h 33p + 22
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i 2x + 4y j 3p − 15q k 13r − 26s l 2p + 4q + 6r

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2 Factorise as fully as possible.

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a 21u − 49v + 35w b 3xy + 3x c 3x2 + 3x d 15pq + 21p

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Once you have taken a common

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e 9m2 − 33m f 90m3 − 80m2 g 36x3 + 24x5 h 32p2q − 4pq2
factor out, you may be left with
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an expression that needs to be

s

simplified further. 3 Factorise as fully as possible.

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a 14m2n2 + 4m3n3 b 17abc + 30ab2c c m3n2 + 6m2n2 (8m + n)

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1 3 3 4 7
d a b e x + x f 3(x − 4) + 5(x − 4)
2 2
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4 8
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g 5(x + 1)2 − 4(x + 1)3 h 6x3 + 2x4 + 4x5 i 7x3y – 14x2y2 + 21xy2
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j x(3 + y) + 2(y + 3)
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6.4 Rearrangement of a formula

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FAST FORWARD Very often you will find that a formula is expressed with one variable written alone on one side
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You will look again at rearranging of the ‘=’ symbol (usually on the left but not always). The variable that is written alone is known
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formulae in chapter 22.  as the subject of the formula.

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Consider each of the following formulae:

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1
s = ut + at 2 (s is the subject)
2
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F = ma (F is the subject)
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−b ± b2 − 4ac
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x= (x is the subject)
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2a
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Now that you can recognise the subject of a formula, you must look at how you change the
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subject of a formula. If you take the formula v = u + at and note that v is currently the subject,
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you can change the subject by rearranging the formula.

ie

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To make a the subject of this formula:

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Another word sometimes used

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for changing the subject is

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v = u + at Write down the starting formula.

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‘transposing’.
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v − u = at Subtract u from both sides (to isolate the term containing a).
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Cambridge IGCSE Mathematics

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v u

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Remember that what you do to =a Divide both sides by t (notice that everything on the left is divided by t).

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one side of the formula must t

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be done to the other side. This You now have a on its own and it is the new subject of the formula.

ie
id
ensures that the formula you
This is usually re-written so that the subject is on the left:

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br
produce still represents the same
relationship between the variables.
am v u
a=

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t
Notice how similar this process is to solving equations.
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Worked example 4

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Make the variable shown in brackets the subject of the formula in each case.
a b

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a x + y = c (y) b x + y = z (x) c = d (b)

c
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x+y=c

y
a
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⇒ is a symbol that can be used to
⇒y=c−x Subtract x from both sides.
mean ‘implies that’.
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b
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x+y=z

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⇒ x =z−y Subtract y from both sides.
id

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⇒ x = (z − )
br

2
Square both sides.
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c a b
=d
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c
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⇒ a − b = cd Multiply both sides by c to clear the fraction.

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⇒ a = cd + b Make the number of b’s positive by adding b to both sides.

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⇒ a − cd = b Subtract cd from both sides.

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So b = a − cd Re-write so the subject is on the left.

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Exercise 6.4 Make the variable shown in brackets the subject of the formula in each case.
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1 a a+b=c c fh = g
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(a) b p−q=r (r) (h)

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a
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=c
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d ab + c = d (b) e (a) f an − m = t (n)

b
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br

xy
2 a an − m = t b a(n − m) = t =t
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(m) (a) c (x)

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z
x a
d =c (x) e x(c − y) = d (y) f a−b=c (b)
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b
s
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r x a
3 a p− =t (r) b =c (b) c a(n − m) = t (m)
y

q b
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a c x a xy
d = (a) e =c (a) f =t (z)
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b d b z
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c a b =c
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4 a b c (b) b ab = c (b) (b)

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x
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b+c =c x −b = c =c
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d (b) e (b) f (y)

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e

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130 Unit 2: Algebra

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6 Equations and rearranging formulae

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Applying your skills

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5 A rocket scientist is trying to calculate how long a Lunar Explorer Vehicle will take to descend

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towards the surface of the moon. He knows that if u = initial speed and v = speed at time

ie
id
t seconds, then:

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br
am v = u + at

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where a is the acceleration and t is the time that has passed.
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If the scientist wants to calculate the time taken for any given values of u, v, and a, he must

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rearrange the formula to make a the subject. Do this for the scientist.
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6 Geoff is the Headmaster of a local school, who has to report to the board of Governors on
how well the school is performing. He does this by comparing the test scores of pupils across

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an entire school. He has worked out the mean but also wants know the spread about the

rs
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mean so that the Governors can see that it is representative of the whole school. He uses a
ie

well-known formula from statistics for the upper bound b of a class mean:
ve

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3s

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b=a+
n
R

C
where s = sample spread about the mean, n = the sample size, a = the school mean and
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b = the mean maximum value.

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If Geoff wants to calculate the standard deviation (diversion about the mean) from values of

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br

b, n and a he will need to rearrange this formula to make s the subject. Rearrange the formula
am

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to make s the subject to help Geoff.
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7 If the length of a pendulum is l metres, the acceleration due to gravity is g m s−2 and T is the
s
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period of the oscillation in seconds then:

y

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l
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T = 2π
g
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Rearrange the formula to make l the subject.

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Summary
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Do you know the following? Are you able to . . . ?

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• Expanding brackets means to multiply all the terms • expand brackets, taking care when there are
w

inside the bracket by the term outside. negative signs

ie
id

• • solve a linear equation

ev

A variable is a letter or symbol used in an equation or

br

formula that can represent many values. • factorise an algebraic expressions by taking
am

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• A linear equation has no variable with a power greater out any common factors
than one. •
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rearrange a formulae to change the subject by E

s

• Solving an equation with one variable means to find the treating the formula as if it is an equation.
es

value of the variable.

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• When solving equations you must make sure that you

always do the same to both sides.
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• Factorising is the reverse of expanding brackets.

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• A formula can be rearranged to make a different variable

ie

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the subject.
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• A recurring fraction can be written as an exact fraction. E

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Unit 2: Algebra 131

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