5.

EQUATIONS AND INEQUALITIES

SOLUTION OF EQUATIONS 3x = 6 x
Now, we draw reference to the additive and =5
Divide both sides by 3 4
multiplicative inverse, as it is used quite often in the 6 Multiply both sides by 4
solution of algebraic equations. x=
3 x = 5× 4
Additive Inverse x=2 x = 20

We know that Equations involving two inverses

3 + -3 = 0
-8 + 8 = 0 The following examples require two steps to isolate

m
In the first example, we refer to -3 as the additive the unknown. In these examples, both additive and
inverse of 3 (and vice versa), and in the second multiplicative inverses are used.

co
example, 8 as the additive inverse of -8.
x
-5 = 7
We refer to zero as the Additive Identity Element. 3x + 1 = 7 2

.
3x = 7 - 1 x
= 7+5

hs
Multiplicative Inverse 3x = 6 2
x
6 = 12
We know that x= 2
1
3´ = 1
3
at 3
x=2
x = 12 ´ 2
x = 24
m
1
´8 = 1
8 Equations with unknown on both sides
s
!
In the first example, " is the multiplicative inverse of When equations have unknowns on both sides, we
as

3 (and vice versa) and in the second example, 8 is the use the inverse properties to collect all the unknowns
!
multiplicative inverse of #. on one side and the constants on the other side.
sp

4x + 2 = x + 14 7x + 2 = 5x + 6
We refer to one as the Multiplicative Identity
Element. 4x − x = 14 − 2 7x − 5x = 6 − 2
3x = 12 2x = 4
.fa

12 4
Equations involving one inverse x= x=
3 2
x=4 x=2
w

Some simple types of these types of equations are

shown in the four examples below. They can be
Equations involving brackets
w

solved by one step.

When brackets are involved, expansion is usually

w

In solving the following equations, we use the

additive inverse to isolate the variable. necessary, before simplification can take place.

x+3=5 x−4=9 ( )
2 1− 3x = x + 4 -3 ( 2 x + 1) = 2 ( x - 4 )

-3 from both sides +4 to both sides - 6x - 3 = 2x - 8

2 − 6x = x + 4
- 3 + 8 = 2x + 6x
x = 5-3 x = 9+4 − 6x − x = 4 − 2
5 = 8x
x=2 x = 13 − 7x = 2 5
x=
2 8
In solving the following equations, we use the x=−
multiplicative inverse to isolate the variable. 7

33

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WORD PROBLEMS ALGEBRAIC FRACTIONS

We now have the necessary tools required to solve
word problems involving linear equations. We often
encounter situations in the real world where we have
to find an unknown quantity. In these situations, we
must formulate our own equation and then solve it.
Example 1
A number is doubled and then increased by 3. If the
resulting number is 73, find the original number.
Solution
Algebraic fractions, like arithmetical fractions, have a
numerator and a denominator. However, algebraic
fractions have symbols, rather than numerals in the
numerator or the denominator or in both the
numerator and the denominator.
We would have encountered algebraic fractions when
we were attempting to divide two algebraic terms.
For example,
5 3
8c5d 3 ÷ 2c 2 d , was written in fraction form, 8c 2d to
2c d
make it easier to perform the operation of division.

m
Let the original number be Solving the equation
represented by x 2x + 3 = 73 The following are examples of algebraic fractions.
The number is doubled: x ´ 2x = 73− 3

co
2 = 2x
2x = 70 a 5 3cd p2 (3m + 1) 1
Increasing 2x by 3 gives , , , , ,
2x + 3 . x = 35 3 b f 5 4 (n − 6)

.
Hence, we can equate to

hs
obtain When we performed the operations of addition and
2 x + 3 = 73 subtraction of arithmetic fractions we ensured that all
the fractions had the same denominator. This entailed
Example 2
A father divides a collection of 36 pearls among his at finding the LCM of all the numbers in the
denominators. When adding and subtracting
m
three daughters, Amy, Beth and Carolyn. The algebraic fractions, we do likewise, and so we must
youngest, Carolyn, gets 1 pearl less than the second be able to find the LCM of algebraic terms.
youngest daughter, Beth, who gets 1 less than the
s
eldest daughter Amy. How many pearls did each LCM of algebraic terms
as

daughter get?
We can apply the same procedure used in arithmetic
Solution to obtain the LCM of algebraic terms. It is easy to
check for divisibility in algebraic terms. For example,
sp

Let the number of pearls received by Amy be

represented by x.
The number of pearls received by Beth will be 3p
3p is a multiple of p because, = 3.
.fa

= x -1 p
The number received of pearls received by p3
Carolyn will be p3 is a multiple of p because, = p2 .
p
= ( x - 1) - 1 = x - 2
w

Since the total number of pearls is 36, we can now

w

write the equation Example 3

x + ( x − 1) + ( x − 2 ) = 36
w

3x − 3 = 36 Find the LCM of

(a) 𝑥 and 2𝑥 (b) 𝑥 * 𝑎𝑛𝑑 𝑥 . (c) 𝑎 and 𝑏
3x = 36 + 3
= 39
Solution
x = 13
(a) Since 2𝑥 is a multiple of 𝑥, the LCM is 2𝑥.
Therefore, Amy received, x which is 13.
Beth received x – 1 which is 13 – 1 = 12
Carolyn received x – 2 which is 13 – 2 = 11 (b) Since 𝑥 . is a multiple of 𝑥 * , the LCM is 𝑥 .

(c) There are no common factors of 𝑎 and 𝑏,

hence, the LCM is 𝑎𝑏

34

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Adding and subtracting algebraic fractions
(a) (b)
When the denominators are the same, we simply add The LCM is (m+2)2 There are no common factors
(or subtract) the numerators. because (m+2) is a in both denominators. Hence,
multiple of (m+2)2, the LCM is the product of the
Example 4 denominators.
m n 6 3
- -
Add m + 2 ( m + 2) 2 y +1 y -1
1 3 . " 5 *5 m( m + 2) + n 6( y - 1) - 3( y + 1)
(a) +" (b) +4 (c) 67* + 67* = =
" 4
( m + 2) 2 ( y + 1)( y - 1)
m 2 + 2m + n 6 y - 6 - 3y - 3
= =
Solution ( m + 2) 2 ( y + 1)( y - 1)

m
3y - 9
x y 5 3 b 2b =
+ − + ( y + 1)( y - 1)

co
3 3 a a c+2 c+2
x+ y 5− 3 b + 2b
= = =
3 a c+2

.
Multiplication and division of algebraic fractions
2 3b

hs
= =
a c+2 The procedure for multiplication and division of
algebraic fractions is the same as that for arithmetic

When the denominators are different, we compute the

LCM and use this as the common denominator at fractions. It is always best to reduce fractions to its
lowest terms in stating the answer.
m
Example 8
Example 5 2 p 5q t 5m
(a) Multiply ´ (b) Divide ÷
s
a b 2k n
Add
as

8 . ! * "
(a) + :; (b) + 1< + 1=
9: 1
Solution
sp

(a)
Solution 2 p 5q 2 p ´ 5q 10 pq
´ = =
a b a ´b ab
.fa

(a) The LCM of pq and (b) The LCM of x, x2,

qr is pqr. and x3 is x3 (b)
4 5 t 5m t n tn
+ ÷ = ´ =
w

pq qr 1 2 3 2k n 2k 5m 10km
+ 2+ 3
x x x
4r 5p
w

= + x2 + 2x + 3
pqr pqr =
x3 Example 9
w

4r + 5p
= a 2 5c 4
pqr Multiply ´
2c 2 ab
Example 6
Solution
Simplify
> @
(a) −
>7* (>7*)< a 2 5c 4 5 ´ a ´ a ´ c ´ c ´ c ´ c 5 ´ a ´ c ´ c 5ac 2
´ = = =
C " 2c 2 ab 2´c ´c ´a ´b 2´b 2b
(b) 37!
− 3D!

35

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Solving equations involving fractions Solution
Method 1 – Cross multiplication
If an equation has fractions we use algebraic 2x + 3 3x − 1
techniques to express the equations in a non- − =2
5 2
fractional form and solve accordingly. 2(2x + 3) − 5(3x − 1)
=2
10
𝒂 𝒄
Solving equations of the form = 4x + 6 − 15x + 5 = 2 × 10
𝒃 𝒅
−11x + 11 = 20
When we are solving an equation in the above form, −11x = 20 − 11
we can simplify the equation by using the principle of
−11x = 9
cross multiplication.
9
x=−
We know from arithmetic that 11

m
3 6
If = , then 3 ´ 10 = 6 ´ 5
5 10

co
Method 2 – Multiplying both sides by the LCM.
2x + 3 3x − 1
Cross multiplication is an efficient technique to − =2
eliminate fractions. Alternatively, we can multiply 5 2

.
both sides of an equation by the LCM of the 10(2x + 3) 10(3x − 1)

hs
− = 10 × 2
fractions. The following examples illustrate both 5 2
methods. 2(2x + 3) − 5(3x − 1) = 20

Cross multiplication Multiply both sides of the

equation by the LCM at 4x + 6 − 15x + 5 = 20
−11x + 11 = 20
m
2x 4 2x 4 −11x = 20 − 11 = 9
= =
3 5 3 5 9
x=−
2x ´ 5 = 4 ´ 3
s
2x 4 11
15 × = 15 ×
10 x = 12 3 5
as

12 5 × 2x = 3× 4 Example 11
x= Solve for x:
10 10x = 12
2𝑥 + 5 𝑥 5𝑥 − 1
sp

1 12 1 − =
x =1 x= =1 3 2 4
5 10 5
.fa

Solution
Method 1- Cross multiplication
2x + 5 x 5x − 1
w

Solving equations involving brackets and − =

3 2 4
fractions 2(2x + 5) − 3x 5x − 1
w

=
6 4
In these examples, we may choose to eliminate the
4x + 10 − 3x 5x − 1
w

fractions using either of the following methods: =

6 4
Method 1 - Cross multiplication or
Method 2 - Multiplying both sides by the LCM of the x + 10 5x − 1
=
fractions 6 4
6(5x − 1) = 4(x + 10)
Example 10 30x − 6 = 4x + 40
Solve for x: 30x − 4x = 6 + 40
2𝑥 + 3 3𝑥 − 1
− =2 26x = 46
5 2
46 23
x= =
26 13

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Method 2 – Multiplying both sides by the LCM. If x represents a whole number (W), then we can
describe the solution as members of the set
2 x + 5 x 5x - 1 𝑥 = {4, 5, 6, …}.
- =
3 2 4
2x + 5 x 5x - 1 If x represents a real number (R), it is impossible to
12 ´ - 12 ´ = 12 ´ list all the members because there will be fractions
3 2 4
and irrational numbers, for example, that belong to
4(2 x + 5) - 6 x = 3(5 x - 1)
the solution set. In such a case, there is an infinite
8 x + 20 - 6 x = 15 x - 3 number of solutions and we cannot list all of them. In
2 x - 15 x = -20 - 3 fact, we cannot even list the first or last one of them.
Hence, we express the answer by drawing a graph in
-13x = -23
one variable (number line) to illustrate the region in
-23 which the solution lies.
x=
-13

m
23
x= The graph of x > 3 The graph of x < 2
13

co
LINEAR INEQUALITIES

.
hs
If the equal sign of an equation is replaced by any of
the four signs shown below, then we have an To illustrate x > 3, the arrow is drawn to the right of 3
inequality or an inequality.

> Greater than at to illustrate that the solution set comprises numbers
that are greater than 3. We place a small un-shaded
circle around the point that specifies the position of 3,
m
which is the starting point of the solution. The un-
³ Greater than or equal to shaded circle indicates that 3 is not to be included in
s
the solution set.
< Less than
as

To illustrate x < 2, the arrow is drawn to the left of 2

£ Less than or equal to on the number line and this shows the set of solutions
are less than 2. The small un-shaded circle at 2
sp

indicates that 2 is not included in the solution set.

Inequalities differ from equations in that they do not The solution is written as, x < 2 or in set builder
have unique solutions. The variable (or unknown) notation, {x : x > 2}.
.fa

may have many solutions which are really restricted

to a specific range. So, when we solve an inequality,
we seek to determine the range of values that the When the inequality is of the type x ³ 2, we use a
variable can take. shaded circle at 2 to
w

to indicate that 2 is contained in the solution.

Solution of inequalities
w

Consider, 2x > 6 The graph of x ³ 2 The graph of x £ 4

w

Divide both sides by 2, x>3

In set builder notation, {x : x > 3}
The solution is expressed simply as x > 3 or we may
use set builder notation and write the solution as, The techniques for solving inequalities are the same
{x : x > 3}. as those for solving equations. However, we must be
To give a more precise description of the solution, we careful when using the multiplicative inverse as we
need to define the variable, x. If x is an integer, a shall soon see in the examples below.
natural number or a whole number, the solution is
restricted and it is best described by listing the
members.

37

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Example 12 4 >1 20 > 6
1 1
Solve for x (a) " + 1 ≥ 7 (b) * + 5 > 8 ×3 ÷2
3× 4 > 3× 1 20 6
>
12 > 3 2 2
Solution
10 > 3
x (b)
+1 ³ 7
3 x
+5>8
x 2 In each case, we started with a true statement and we
³ 7 -1
3 x ended up with a true statement. Now let us examine
>8−5
(a) x ³ 6 2 what happens when we multiply or divide an
x inequality by a negative quantity.
3 >3
´3 2 5>2 −6 < 10

m
x ³ 6´3 ×2
Multiply both sides by − 1 Divide both sides by − 2
x ³ 18 or { x : x ³ 18} x > 3× 2

co
LHS: − 1× 5 = −5 LHS:− 6 ÷ −2 = 3
x > 6 or {x : x > 6}
RHS: − 1× 2 = −2 RHS: 10 ÷ −2 = −5

When we are not given the number set from which But − 5 < −2 But 3 > −5

.
hs
the variable comes, solutions to inequalities are best
given using set builder notation. Hence, if we multiply or divide across an inequality
by a negative value, the inequality becomes false. To
Example 13 correct this, we change the direction of the inequality.
Solve for x
4𝑥 + 1 ≤ 𝒙 + 𝟏𝟑 at In the following examples, note how this rule is
applied in line 4.
m
3 - 4x < 9 2 + x > 3x + 8
Solution
s
- 4x < 9 - 3 x - 3x > 8 - 2
4x + 1 ≤ x + 13 - 4x < 6 - 2x > 6
as

4x − x ≤ 13− 1 ´ -1 ´ -1
3x ≤ 12
4 x > -6 2 x < -6
sp

÷3
÷4 ÷2
x ≤ 4 or {x : x ≤ 4}
1 x < -3
x > -1
.fa

2
Example 14
Solve for x
2(3𝑥 − 1) > 2(𝑥 + 5) Rules for solving linear inequalities
w

1. When multiplying or dividing both sides of an

w

Solution inequality by a positive quantity, the direction of

2 ( 3x - 1) > 2 ( x - 5) the inequality remains unchanged.
w

6 x - 2 > 2 x - 10 2. When multiplying or dividing both sides of an

4 x > -8
÷4
x > -2 or {x : x > -2}
In the above examples, we multiplied or divided
across the inequality by a positive number in
isolating the unknown, x. We can illustrate this
process using numbers as shown below.
inequality by a negative quantity we reverse its
direction.
3. Attempting to multiply or divide across an
inequality by a variable whose sign is unknown,
must be avoided at all times, for we are unsure as
to whether the sign of the inequality may or may
not be preserved.

38

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Sometimes in solving an inequality, it may be
convenient to avoid dividing by negative coefficients.
This is especially useful in examples such as:

2 - 5x ³ 7 12 + 3x < 9 + 4x 4 − 3(x + 2) > 7

2 - 7 ³ 5x 12 − 9 < 4x − 3x 4 − 3x − 6 > 7
-5 ³ 5 x 3< x −2 − 7 > 3x
5 x £ -5 x>3 −9 > 3x
x £ -1 3x < −9
x < −3

Notice that in each case we chose to transpose the

m
variable, x, to the right-hand side so that it is positive.
Note in the last line of the solution we prefer to

co
rewrite the inequality so that the variable is on the
left-hand side.

.
hs
at
s m
as
sp
.fa
w
w
w

39

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