M9 Equations and Inequalities T

YEAR 9
MATHEMATICS
EQUATIONS AND INEQUALITIES
THEORY BOOKLET
NAME: _____________
YEAR 9 EQUATIONS AND INEQUALITIES
MATHEMATICS THEORY BOOKLET
EQUIVALENT EQUATIONS
When solving an equation, we are really trying to find the value of the
pronumeral (i.e. the variable) that will make the equation true.
The correct value for the pronumeral will make both sides of the
equation balanced (equal), and thus, the solution satisfies the
equation.
To find the value of the pronumeral, we perform operations on the
equation to both sides. By performing the operation to both sides, the
equation does not change.
For example:
if we add three to both sides…
+3 +3
Likewise we can perform addition (+), subtraction (-), multiplication

(x) or division ( ) operations so long as it is to both sides.
For example:
if we divide both sides by 3…
3 3
Moreover solutions may also require multiple operations.

For example:
if we subtract three from both sides…
-3 -3
then if we divide both sides by 2…
2 2
Remember, if we only performed out operations to one side, the

equation would become unbalanced and the sides would no longer be
equal. Performing operations one at a time to both sides
carefully changes the equation to the solution!
E: contact@qededucation.com.au
W: qededucation.com.au
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Example: Solve the following equations.

i.
ii.
iii.
iv.
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Example: Using substitution, check if is the correct solution to

the equations.
i.
ii.
Exercise: Solve the following equations.

i.
ii.
iii.
iv.
T: 1300 044 066 p4
Exercise: Substitute the given solution to see if it satisfies the

equation. (i.e. check if it is the correct solution)
i.
ii.
So far all our solutions to equations have been positive whole

numbers, however, solutions can also be fractions or negative.
For example:
if we subtract six from both sides…
-6 -6
10 10
Moreover, our pronumerals don’t have to always be on the same side

of the equation.
When this is the case we must first move all the pronumerals to one
side and constants (numbers without a pronumeral) to the other side
and collect like terms.
For example:
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i.
ii.
iii.

i.
ii.
iii.
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i.
ii.
iii.
iv.
T: 1300 044 066 p7
1.1 EQUATIONS WITH GROUPING

SYMBOLS
If you remember how to expand grouping symbols, these equations
are no harder than the ones you have already seen
For example: ( ) ( )
if we expand the brackets on both sides…
and collect like terms (subtract 2x from and add 18 to both sides) …
-2x, +18 -2x, +18
4 4

i. ( )
ii. ( ) ( )
iii. ( ) ( )
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i. ( )
ii. ( ) ( )
iii. ( ) ( )
T: 1300 044 066 p9
Example: Solve the following equations. Be careful with negative

signs and decimals!
i. ( ) ( )
ii. ( ) ( )
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Exercise: Solve the following equations. Be careful with negative

signs and decimals!
i. ( ) ( )
ii. ( ) ( )
iii. ( ) ( )
T: 1300 044 066 p11
2.1 EQUATIONS WITH FRACTIONS

When working with equations containing with fractions, we can
remove the fractions by multiplying by the denominator.
But make sure you multiply each term on both sides by the same
number.
Be especially when dealing with fractions that contain multiple terms.
For example consider the two cases below.
Case 1: Case 2:
if we multiply both sides by 2… if we multiply both sides by 2…
x2 x2 x2 x2
( )
and then solve normally… and then solve normally…
Example: Find the value of the pronumeral in each of the following

equations.
i.
ii.
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Exercise: Find the value of the pronumeral in each of the following

equations.
i.
ii.
Example: Using substitution, show x=5 satisfies the equations.

i.
ii.
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Exercise: Using substitution, check whether the given values for x

satisfy the equations.
i. ( )
ii. ( )
iii. ( )
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Example: Solve:
i.
( )
ii. ( )
Exercise: Solve these equations with pronumerals on both sides.

i.
ii.
iii. ( )
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2.2 FURTHER EQUATIONS WITH

FRACTIONS
Previously we have only looked at equations with a single
denominator. However different terms in the equation can have
different denominators. In this case we must multiply by the
lowest common multiple of all the denominators. In other
words, we must multiply by a number that will cancel out every
denominator in the equation.
For example:
if multiply both sides by the lowest common multiple of 4 & 6 i.e. 12…
( ) ( )
and expand the brackets…
collect like terms…
and solve as normal…
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Example: Solve the following equations

i.
ii.
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Exercise: Solve the following equations. All solutions are integers.

Check your answer by substituting your solution into the equation.
i. iii.
ii. iv.
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Example: Solve these harder equations.

i. ( ) ( )
( ) ( ) ( )
ii.
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Exercise: Solve these harder equations.

i.
ii.
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3.1 SOLVING PROBLEMS USING

EQUATIONS
Using equations to solve worded problems requires some careful
planning. First, you have to analyse the written problem, translate it
to an equation and then solve it.
Approach
 Read the problem carefully and keep a look out for key words
 Be aware of what you are trying to find, and what the given
information is (i.e. numbers)
 Use the information to form an equation.
For example: “I multiple my age by 2 then add 6 giving me 30.”
2xa +6 =30
So the equation is…
Example: For each of the following problems, form an equation and
then solve it.
i. I think of a number, triple it, add 4 and the result is 19. What is
the number?
ii. I think of a number. If I subtract 10 and then divide by 3 the
result is -1. Find the number.
Example: My mother was 24 years old when I was born and is now
three times as old me. How old am I?
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Sometimes, to solve questions we may need to recall equations we

already know. E.g. the equation for the perimeter of a rectangle, or
the area of a rectangle.
Exercise: Answer the following.

i. A rectangle is three times longer than it is wide. If it has a
perimeter of 104m, what are its dimensions?
ii. A rectangle is 12 cm longer than it is wide. Find its dimensions
if the perimeter is 120 cm.
iii. Peter and James have $24 between them. If Peter has three
times as much money as James, how much does he have?
iv. In a group of 16 friends there are 4 more brunettes then
blondes. Assuming there are no other hair colours, how many
brunettes are there in the group?
v. If a father is four times as old as his son at the moment. How
old is he now if he was 32 years old when his son was 2 years
old?
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Example: A car leaves Brisbane travels at 80km/hr towards

Melbourne. Another car leaves two and a half hours after, traveling
along the same path at 120km/hr. After how much time will the
second car catch up to the first? And how far from Brisbane would the
two cars be at this time?
Exercise: Roberto starts riding his bike from UNSW toward

Parramatta at noon, and Peter starts riding his bike from Parramatta
to UNSW at the same time. UNSW and Parramatta are 60km apart. If
Roberto rides at 25km/h but Peter only at 15km/h, find the time
when they meet.
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Example: Peter has won 82/90 tennis games between himself and
James. If Peter beats James in 90% of the games, he gets bragging
rights. If there are 10 games left in their tournament, how many
more games must Peter win to maintain bragging rights?
Exercise: Two rivers feed a a lake which holds 100, 000 litres of
water. The first river is a rapidly flowing river with a speed 20 times
as fast as the other. One very hot summer the lake empties out
(evaporation), but refils over a course of 5 rainy days. At what rate
did water flow into the lake?
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Exercise: Prize money is divided between first, second and third

place such that first place gets a half, second place gets a third and
third place gets the remaining (a sixth). If first place receives $500
more than second place, what was the total prize money?
3.2 INEQUATIONS
An inequation is a number sentence where the 'equals' sign
has been replaced by an inequality sign.
The inequality signs are:

 > (greater than)
 < (less than)
 (greater than or equal to)
 (less than or equal to)
Inequations, unlike equations, usually have more than one

solution. For instance:
 the equation has one solution;
 the inequation has an infinite number of solutions.
The numbers are some solutions.
The full set of solutions is written as
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The solutions of inequations are often graphed on a number

line.
For example:
-2 0 2 4 6 8
Note that because the solution set does not include , we have
not included on the graph (open circle). Had the solution set
been we would have coloured in the circle to signify that is
a possible solution.
e.g.
-2 0 2 4 6 8
Example: Solve the following inequations and graph the solution on

a number line.
i.
ii. ( )
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Exercise: Solve the following inequations and graph the solution on a

number line.
i.
ii.
iii.
iv.
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When multiplying or dividing by a negative number, the inequality

sign flips. i.e. an becomes a , and a becomes a , and vice
versa.
Example: Solve the following inequation and graph the solution on a

number line. Be careful with negatives!
i.
ii.
iii.
Exercise: Solve the following inequations and graph the solution on a

number line. Be careful with negatives!
i.
ii.
iii.
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Exercise: Solve and graph your solution.

i. ( )
ii. ( )
iii. ( )
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Example: Solve these harder inequations.

i.
ii.
( )
iii.
( ) ( )
iv.
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Exercise: Solve these harder inequations.

i.
ii.
iii.
( )
iv. ( )
( ) ( )
v.
T: 1300 044 066 p31
3.3 QUADRATIC AND CUBIC EQUATIONS

So far we have only looked at linear equations, i.e. equations where
the variable is only to the power of 1. However this variable can have
a higher power.
Quadratic equations are equations where the variable is to the power

of 2.
These equations (and any others with an even power) typically have
two solutions.
There simplest form is: where is always positive (>0) and
has two solutions: √ .
To find these two solutions we must square root the given value
(using a calculator), and then consider both the positive and negative
cases.
For example:
if we square root both sides…
√ √
but considering the negative case, we know that ( ) also

gives 25. So our solution is .
Cubic equations are equations with a variable to the power of 3.
These have only one possible answer.
There simplest form is: and has the solution √ .
To find the solution we must cube root the given value (using a
calculator).
For example:
if we cube root both sides…
√ √
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i.
ii.
iii.

i.
ii.
iii.
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i.
ii.

i.
ii.
iii.
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4.1 FORMULAE: EVALUATING THE

SUBJECT
Formulae are special types of equations. A formula represents a
relationship between physical quantities.
For instance, the formula represents the connection between
the area of a rectangle and its length and breadth.
A formula is different from an equation in that it will always

have more than one pronumeral. However, to find the value of a
pronumeral in a formula we must be told the values of every other
pronumeral in the formula. So there should always only be one
unknown.
Example: The potential energy ( ) of a mass is given by the formula

where and are the mass and height above the ground of
the particle respectively. And is the gravitational acceleration. Find
if , and
( )
Example: Given the formula , find when and
T: 1300 044 066 p35
Exercise: The formula ( ) converts degrees Fahrenheit ( )

to degrees Celsius ( ). Find when:
i.
ii.
iii.
Exercise: The surface area ( ) of a sphere is given by the formula

. Find the surface area correct to the nearest square
centimetre if the radius ( ) is 5 cm.
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Exercise: If , evaluate when and .
Exercise: If [ ( ) ], find when and
Exercise: Given that ( ) and ( ) find

and when and
T: 1300 044 066 p37
4.2 EQUATIONS ARISING FROM

SUBSTITUTION
Highlights:
• The isolated pronumeral that is on the left-hand side of an
equation or formulae is called the subject.
• We sometimes know the value of the subject and are asked to
find the value of one of the other pronumerals.
• To do this we should first rearrange the equation to make the
unknown the new subject then substitute values in.
Example: Answer the following problems.

i. The area of a triangle is given by , find when ,
and .
ii. The area of a trapezium is given by ( ). Find the value
of correct to 1 decimal place when . and .
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Exercise: Given , find:

i. when
ii. when
Exercise: . Find:
i. when
ii. when
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Example: For , find when and
Exercise: For the formula evaluate given that and
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Exercise: Given that ( ), find when and
Exercise: If , find when and
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4.3 SOLVING LITERAL EQUATIONS

Thus far, when provided a formula such as we have
substituted in given values and evaluated the subject ( ). Or if there
was another unknown, substituted in values, and rearranged the
equation for the unknown and then evaluated.
However, at times we are not given values for the pronumerals. In
this case we solve for the specified pronumeral as normal by
performing operations to both sides of the equation and rearranging
the equation to make it the subject.
Example: After expanding, solve each literal equation for .

i. ( )
ii.
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Exercise: Solve each literal equation for the pronumeral shown in

the brackets.
i. [ ]
ii. ( )[ ]
iii. ( )[ ]
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Example: Make the subject of each formula.

i. √
ii. √
Exercise: Make the subject of each formula.

i. √ √
ii. √
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Example: Rewrite each equation making x the subject.

i.
ii.
iii.
T: 1300 044 066 p45
Exercise: Rewrite each equation making the subject.

i.
ii.
iii.
iv.
v.
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YEAR 9

Likewise we can perform addition (+), subtraction (-), multiplication

Moreover solutions may also require multiple operations.

then if we divide both sides by 2…

Remember, if we only performed out operations to one side, the

Example: Solve the following equations.

Example: Using substitution, check if is the correct solution to

Exercise: Solve the following equations.

Exercise: Substitute the given solution to see if it satisfies the

So far all our solutions to equations have been positive whole

then if we divide both sides by 10…

Moreover, our pronumerals don’t have to always be on the same side

Example: Solve the following equations.

Exercise: Solve the following equations.

Exercise: Solve the following equations.

1.1 EQUATIONS WITH GROUPING

then if we divide both sides by 4…

Example: Solve the following equations.

Exercise: Solve the following equations.

Example: Solve the following equations. Be careful with negative

Exercise: Solve the following equations. Be careful with negative

2.1 EQUATIONS WITH FRACTIONS

Example: Find the value of the pronumeral in each of the following

Exercise: Find the value of the pronumeral in each of the following

Example: Using substitution, show x=5 satisfies the equations.

Exercise: Using substitution, check whether the given values for x

Exercise: Solve these equations with pronumerals on both sides.

2.2 FURTHER EQUATIONS WITH

and expand the brackets…

collect like terms…

and solve as normal…

Example: Solve the following equations

Exercise: Solve the following equations. All solutions are integers.

Example: Solve these harder equations.

Exercise: Solve these harder equations.

3.1 SOLVING PROBLEMS USING

Sometimes, to solve questions we may need to recall equations we

Exercise: Answer the following.

Example: A car leaves Brisbane travels at 80km/hr towards

Exercise: Roberto starts riding his bike from UNSW toward

Exercise: Prize money is divided between first, second and third

The inequality signs are:

Inequations, unlike equations, usually have more than one

The solutions of inequations are often graphed on a number

Example: Solve the following inequations and graph the solution on

Exercise: Solve the following inequations and graph the solution on a

When multiplying or dividing by a negative number, the inequality

Example: Solve the following inequation and graph the solution on a

Exercise: Solve the following inequations and graph the solution on a

Exercise: Solve and graph your solution.

Example: Solve these harder inequations.

Exercise: Solve these harder inequations.

3.3 QUADRATIC AND CUBIC EQUATIONS

Quadratic equations are equations where the variable is to the power

but considering the negative case, we know that ( ) also

There simplest form is: and has the solution √ .

Example: Solve the following equations.

Exercise: Solve the following equations.

Example: Solve the following equations.