Integrated Algebra Chapter 2: Linear Equations & Inequalities

Linear Equations & Inequalities

What is a linear equation?

 A linear or first-degree equation is an equation in which no variable has an

exponent other than 1. When graphed it forms a line. We will discuss graphing at a
later time.

2.1 Solving One-Step Equations

I. Open Sentences & Solutions

The Equation: 3𝑥 + 1 = 22 is an open sentence because the truth of the statement can’t be
determined until the variable, x is defined.

Example: The Statement is true when 𝑥 = 7

𝟑 𝟕 + 𝟏 = 21 + 1 = 𝟐𝟐

On the other hand when 𝑥 = 8 it is false.

Therefore, the solution set of 3𝑥 + 1 = 22, is {7}.

II. Equivalent Equations

Equations with the same solution set are referred to as Equivalent Equations.

Here are some examples:

5𝑥
4𝑥 − 1 = 7, 3𝑥 = 6, =5
2
Because they all have the solution set of 𝑥 = 2, these are equivalent equations.

III. Properties of Equality

An equation can be changed into an equivalent equation by:

 Adding the same quantity to both sides.

 Subtracting the same quantity from both sides.
 Multiplying by the same nonzero quantity on both sides.
 Dividing by the same nonzero quantity on both sides.
 Interchanging the two sides: 4 = 𝑥 can be rewritten as 𝑥 = 4.

In short: Anything done to an equation must be done on both sides

Mr. Smith 1 Sachem High School North
Integrated Algebra Chapter 2: Linear Equations & Inequalities

Let’s take a look at this true statement: 𝒂=𝒃+𝒄

 Now, if we add a constant like 5 to both sides, notice the equation doesn’t change:

[𝒂] + 𝟓 = [𝒃 + 𝒄] + 𝟓 since 𝒂 = 𝒃 + 𝒄, if we substitute 𝒂 for (𝒃 + 𝒄) then: 𝒂 + 𝟓 = 𝒂 + 𝟓

 Next, let’s subtract a constant like 7, using the same logic:

𝒂 − 𝟕 = 𝒃 + 𝒄 − 𝟕 since 𝒂 = 𝒃 + 𝒄, if we substitute 𝒂 for (𝒃 + 𝒄) then: 𝒂 − 𝟕 = 𝒂 − 𝟕

 Multiplying by any constant such as 3:

𝟑 ∙ 𝒂 = 𝟑 ∙ 𝒃 + 𝒄 since 𝒂 = 𝒃 + 𝒄, if we substitute 𝒂 for (𝒃 + 𝒄) then: 3 ∙ 𝒂 = 𝟑 ∙ 𝒂

 Dividing by 8:
𝒂 𝒃+𝒄 𝒂 𝒂
= since 𝒂 = 𝒃 + 𝒄, if we substitute 𝒂 for (𝒃 + 𝒄) then: =
𝟖 𝟖 𝟖 𝟖

IV. Isolating a Variable in One-Step

When looking at an equation where there is only one arithmetic operation done to a variable,
we can isolate that variable by doing the inverse operation to both sides.

Practice:

𝑥 − 7 = −5 𝑥+8=3

𝑠 −3𝑦 = −21
= −1.5
4

Mr. Smith 2 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

Also let’s take a look at when a variable is being raised to a power, or multiplied by a quantity:

A. Suppose we have the equation where we are trying to solve for x:

𝑥 4𝑦 + 5 = 100

What would we do in this situation?

We could distribute the x and then get it on one side, but let’s save some time. In the above
example, think of the quantity (4y + 5) as some number multiplying x.

To undo multiplication we must divide, the entire quantity that is multiplied by x on both
sides. This gives us the solution:

100
𝑥=
4𝑦 + 5

Critical Thinking:

Given the statement: 𝑑 3 + 𝑥 = 10:

𝟏𝟎
Prove that d is equal in both cases: 𝒅 = 𝟑+𝒙 and 𝟑𝒅 + 𝒙𝒅 = 𝟏𝟎 when 𝑥 = 17 .

B. What about when raising x to a power? (Not a linear equation, but that’s okay.)

𝑥2 = 9

In this situation we must undo the x-squared (second power) we’ll do this by taking the
square root of both sides.

𝑥= 9

Always Remember: When taking the square root of a number, there are two answers.

In this case the answer is both positive and negative 3.

𝒙 = ±𝟑

Mr. Smith 3 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

2.2 Solving Multi-Step Equations

I. Solving Equations with Multiple Arithmetic operations.

There is not much of a difference between this and what we’ve been working on. This time though,
there are two or more operations done on a variable.

Let’s get right into an example:

1) 𝟒𝒙 + 𝟔 = 𝟑𝟎 Our objective is simple: Get x alone.

What’s the plan of attack?

1. Get rid of any addition or subtraction.

2. Reverse the division or multiplication.

This should make sense, because anything done to an

entire side must be done on the other side as well.

2) 𝟏𝟕𝟕𝟔 − 𝟐𝒚 = 𝟏𝟒𝟗𝟐 3) 𝟓𝟔𝒛 + 𝟑 = 𝟏𝟎

𝒔
4) 𝟎. 𝟏𝟐𝒃 − 𝟎. 𝟒 = 𝟎. 𝟑𝟐 5) + 𝟑𝟔 = 𝟒𝟐
𝟔

Mr. Smith 4 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

II. Solving Equations with Parentheses

These questions are similar to the ones that we took a look at earlier, except this time instead of
the variable outside the parenthesis, it is inside.

This time we have no choice, we’ll have to operate: 1) 𝟑 𝟐𝒙 − 𝟏 = 𝟏𝟑

1. Distribute the number on the outside.
2. Undo addition or subtraction.
3. Reverse multiplication or division.

𝒉 𝟏
2) 𝟐 𝟕 − =𝟑 3) 𝟓𝒙 − 𝟕 + 𝟑 = 𝟏𝟏
𝟒 𝟐

2.3 Solving Equations with Like Terms (“Let Statement” Problems)

I. Equations with Like Terms on the same side

When isolating the variable in an equation it sometimes becomes necessary to first combine like
terms. If 4𝑥 + 6𝑥 = 50, then 10𝑥 = 50, from this simpler equation it is easier to see that 𝑥 = 5.

1) Solve for y and check: 3 2𝑦 + 5 − 8𝑦 = 1

2) Two angles are supplementary; the measure of one angle is 6 more than five times the
measure of the other angle. Find the measure of degrees in the larger angle.

Mr. Smith 5 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

II. Equations with Like Terms on Both Sides

If like variable terms appear on both sides of an equation, collect the like variable terms on one
side of the equation and the number terms on the opposite side.

To solve: 𝟓𝒙 − 𝟗 = 𝟐(𝒙 + 𝟑)

 Distribute to remove the parentheses: 𝟓𝒙 − 𝟗 = 𝟐𝒙 + 𝟔

 Get values with a variable on 𝟑𝒙 = 𝟏𝟓

one side and numbers on the other:

𝟏𝟓
 Divide both sides by the coefficient: 𝒙= =𝟓
𝟑

1) In 7 years Maria will be twice as old as she was 3 years ago. What is Maria’s present age?

2) Three times the sum of number and 7 is the same as 9 times the difference obtained when 5 is
subtracted from the number. What is the number?

Mr. Smith 6 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

III. Consecutive Integer Problems

When examining a list of consecutive integers, it can be said that each number in this series, is
exactly one greater than the integer before it.

For example: …62, 63, 64, 65, 66, 67, 68…

In a general statement, this series can be represented as such, where n is any integer.

… n – 2 , n – 1 , n , n + 1 , n + 2 , n + 3 , n + 4 , n + 5, …
On the other hand, if we were examining only even or odd integers, the series goes in this pattern
where n is either an odd integer -or- an even integer:

… n – 4 , n – 2 , n , n + 2 , n + 2 , n + 4 , n + 8 , n + 10, …
For example, if we start at five, and want to see the series of every odd consecutive integer it
would look as such:

5, 7, 9, 11, 13, 15, 17, 19, 21, 23…

Likewise, if we were to examine all even consecutive integers following the number two:

2, 4, 6, 8, 10, 12, 14, 16, 18, 20…

1) Find three consecutive odd integers such that twice the sum of the second and third is 43
more than three times the first.

2) Find four consecutive integers whose sum in 15 less than 5 times the first.

Mr. Smith 7 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

IV. Solving Problems with Averages

The average (or mean) of a set of numbers is equal to the sum of the values divided by the total
Sum of Values
number of values. Average = Total Number of Values

1) On her last 5 exams, Jasmine received 87, 93, 76, 84, and 85. What is her average exam
score?

2) Jenny receives grades of 79, 83, and 86 on her first three Psychology tests. What does she
need to score on her forth exam to have an average grade of exactly 85?

3) In his math class, Jerry received grades of: 6, 8, 5, 9, and 7 on his math quizzes. If these
quizzes are all out of ten points, and there is only 1 quiz left, then what is the lowest
average score that he can receive? What is the highest average score?

4) Over the course of the semester, James received grades of 76 and 88 on two of the exams.
If he received a 92 on the final exam which has a weighting factor of 2, what was his final
grade?

5) In a geometry class, 12 students who attended an afterschool extra help session had an
average midterm grade of 92. The remaining 18 students in the class had an average
midterm grade of 76. What is the average grade for the entire class?

Mr. Smith 8 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

2.4 Algebraic Modeling (More “Let Statement” Problems)

A mathematical model is a representation of a real-world situation or process using tools such as

graphs, diagrams, tables, and equations. A mathematical model typically involves some
simplifying assumptions that reduce a complex situation to a form that can be studied further. An
algebraic model translates real-world equations into one of more related equations.

I. Algebraic Modeling

ALGEBRAIC MODELING RULES OF THE ROAD

Procedure for solving Algebraic Word Problems

STEP 1: Assign a Variable: After carefully reading the problem, identify the
unknown quantity that you are required to find, and represent it by a
variable. When two or more related quantities are unknown always try and
represent them in terms of the same variable.

STEP 2: Think of a relationship: Decide how the unknown quantity is related to the
other quantities or facts of the problem. (It may help to write the relationship
as an English sentence.)

STEP 3: Write an equation: Express this relationship as an algebraic equation, and

solve step-by-step.

STEP 4: Check: Always check the answer of the problem in order to make sure that
this answer not only makes sense but actually answers the question being
asked. Also it is imperative to check, because it is common to accidently
write an incorrect equation.

1) Hertz charges $35 for the first day of a car rental, and $22 for each additional day. If John’s
car rental bill is $189, for how many days did he rent the car?

Mr. Smith 9 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

II. Problems Involving a Fixed Sum

If we are given a word problem that describes the sum of several values, then we can write
each value related to the total sum and the other values.

Sound Confusing? Let’s look at an example:

The sum of two numbers is 20.

If we write one of these numbers as x, what is the other number?

Since the only information we are given is that the “sum of two numbers is 20,” this second
number can be expressed as: 20 − 𝑥

1) A postal clerk sold 50 stamps for $16.05. Some were 39-cent stamps and the rest were
24-cent stamps. How many 39-cent stamps were sold?

2) Regal Cinemas had a midnight premier for The Dark Knight. If they sold 295 tickets and
charged $10 for adults and $4 for children and the total amount collected was $2,440, then
how many tickets of each kind were sold?

Mr. Smith 10 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

III. Problems Involving a Comparison

When two or more quantities are being compared,

 First, set the variable equal to the quantity that everything is being compared to.
 Then, create a relationship between these other items to that variable
 Finally, express the relationship of all items involved to the total number of items

1) Marty is on a diet; yesterday, he calculated that of his day’s intake of 2156 calories, four times
as many calories were from carbohydrates as from protein, and twice as many were from fat
as from protein. How many calories were from carbohydrates?

2) A soda machine contains 20 coins. Some of the coins are nickels and the rest are quarters. If
the value of these coins totals $4.40, how many coins of each type are in the machine?

3) Kasey earns $9 per hour working at the West Babylon Public Library on weekdays and twice
as much on weekends. Last week she earned $378, including the weekend. Of the 35 hours
Kasey worked for that week, how many hours did she work on the weekend?

Mr. Smith 11 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

2.5 Working with Formulas

A Formula is an equation that defines how two or more variables are related.

For example: the formula for the perimeter of a square is the sum of all four (equal) sides.

𝑃 =4∙𝑠
I. Solving for variables in terms of other variables

When looking at equations with multiple variables, sometimes it is easier to isolate the
particular variable that you are looking for before solving the problem.

1) The formula to convert degrees Fahrenheit to degrees Celsius is such:

5
𝐶= (𝐹 − 32)
9
(a) Solve the equation for F in terms of C.

(b) How many degrees Fahrenheit is equivalent to 20℃ ?

2) Assume body weight and height are related by the formula: 𝑊 = 2𝐻 + 13, where W
represents weight in pounds and H represents height in inches.

(a) What is the weight of a person who is 5 feet 6 inches?

(b) According to this formula, how tall would somebody who weighs 250 lbs be to the
nearest foot?

Mr. Smith 12 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

II. Perimeter and Area Formulas

Perimeter is the distance around a figure. Area represents the number of 1-by-1-unit squares
that a figure can enclose.

1) The Perimeter and Area of a Rectangle:

a. A Rectangle is a type of 4-sided figure (Quadrilateral) where opposite sides are
equal length.
𝑙
Where: 𝑙 = length, 𝐴𝑟𝑒𝑎 = 𝑙 ∙ 𝑤
𝑤
𝑤 = width 𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 2𝑙 + 2𝑤

b. At Empire Carpet & Flooring, carpet costs $32 per square yard. Assuming no
waste, what is the cost of carpeting a rectangular room that is 12 feet wide and
14 feet long? Also, if we were looking to put in baseboard molding, what is the
perimeter of this room?

2) The Perimeter and Area of a Square:

a. A Square is a special type of Rectangle, where all sides are equal length.

Where: 𝑠 = side

𝐴𝑟𝑒𝑎 = 𝑠 ∙ 𝑠 = 𝑠2 Area = 𝑠 2
𝑠 Perimeter = 4𝑠
𝑃𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟 = 𝑠 + 𝑠 + 𝑠 + 𝑠 = 4𝑠

𝑠
Mr. Smith 13 Sachem High School North
Integrated Algebra Chapter 2: Linear Equations & Inequalities

III. Formulas for the Volume of a Rectangular Prism

Volume is the measure of the capacity and

corresponds to the number of 1-by1-by-1-unit
cubes a solid figure can hold.

Volume of a Rectangular Prism, can be

calculated by multiplying the Area of the ℎ
Base by its height.
𝑙
From this we get the equation:
𝑤
𝐕𝐨𝐥𝐮𝐦𝐞 = 𝒍 ∙ 𝒘 ∙ 𝒉

A Cube is a specific type of rectangular solid, where, like a square, the sides (or edges in this
case) are equal length.

The volume of a cube is all of the 3 edges multiplied together (𝑒 ∙ 𝑒 ∙ 𝑒).

This formula we can represent as:

𝐕𝐨𝐥𝐮𝐦𝐞 = 𝒆𝟑 where 𝑒 is the length of one of the edges.

1) What is the length of the edge of a cube that has the same volume as a rectangular prism of
dimensions 32 inches × 2 inches × 1 inch? (Hint: Always draw a diagram)

Mr. Smith 14 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

2.6 One Variable Linear Inequalities

We talked about Inequalities briefly last week and established that they are expressions to express
when numbers or quantities are not equal. For example:

Thermostats in cars cause a valve to open when the engine gets hot (say more than 95°C),
allowing water to circulate and cool the engine down. We can express this using an
inequality: T > 95°C. If the engine is getting too cool (say T ≤ 85°C), the thermostat closes
again, reducing the water circulation.

85℃ < 𝑇 ≤ 95℃

Graphically, we can represent this as such:

85 95
Notice on the graph how only the area between 85 and 95 is shaded and not the endpoints. This
should make sense because the temperature, T is greater than 85, but less than or equal to 95
degrees.

Like equations, there is a way that we can algebraically solve for the solution set of an inequality.

Here are the properties of Inequalities, which are virtually the same as the properties of equations
except one rule.

Let’s look at the true inequality: 5 < 6: 𝐹𝑖𝑣𝑒 is less than 𝑆𝑖𝑥
Property 1: Adding the same number to both sides:

5 + 𝟒 < 6 + 𝟒 → 9 < 10: This is still a true statement

Property 2: Subtracting the same number from both sides:

5 − 𝟐 < 6 − 𝟐 → 3 < 4: This is still a true statement

Property 3: Multiplying by the same Positive number on both sides:

𝟑 5 < 𝟑(6) → 15 < 18: This is still a true statement

Property 4: Dividing by the same Positive number on both sides:

5 6 1 1
< → < : This is still a true statement
𝟑𝟎 𝟑𝟎 6 5
Mr. Smith 15 Sachem High School North
Integrated Algebra Chapter 2: Linear Equations & Inequalities

Property 5: Taking each side to the same Positive exponent:

5𝟐 < 6𝟐 → 25 < 36: This is still a true statement

Property 6: Taking the square root of both sides:

5 < 6 → 2.24 … < 2.45 … : This is still a true statement

The previous properties are very general and make sense but rather than remembering all of these,
just remember what to do in the following 3 Cases.

Let’s continue to look at the true inequality: 5 < 6: 𝐹𝑖𝑣𝑒 is less than 𝑆𝑖𝑥
CASE A: Multiplying by a Negative Number on both sides.

−𝟐 5 < −𝟐 6 → −10 < −12: 𝐅𝐀𝐋𝐒𝐄 𝐒𝐓𝐀𝐓𝐄𝐌𝐄𝐍𝐓

CASE B: Dividing by a Negative Number on both sides.

5 6
< → −0.5 < −0.6: 𝐅𝐀𝐋𝐒𝐄 𝐒𝐓𝐀𝐓𝐄𝐌𝐄𝐍𝐓
−𝟏𝟎 −𝟏𝟎
CASE C: Raising to a Negative Exponent on both sides.

1 1 1 1
5−𝟐 < 6−𝟐 → < → < : 𝐅𝐀𝐋𝐒𝐄 𝐒𝐓𝐀𝐓𝐄𝐌𝐄𝐍𝐓
5 𝟐 6𝟐 25 36
Because we are arriving at False Conclusions then we must correct our procedure, and arrive at
these rules:

 Whenever Multiplying or Dividing by a Negative Number on both sides of an inequality,

we must “flip” the sign.

 Whenever taking both sides of an inequality to a Negative Exponent, we must “flip” the
sign.

This may seem confusing, but let’s take a look at some practice problems.

Mr. Smith 16 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

Inequalities Review:

1) 2𝑥 > 6 2) −4𝑑 > 8

3) 3𝑥 + 5 ≤ 7 4) 𝑥 2 + 5 > 30

𝑓
5) 4𝑠 > 3 + 3𝑠 6) ≤2
−6

7) 7𝑗 + 6𝑗 ≤ 13 8) −12𝑦 < −144

9) 8𝑚 ≥ 16 10) 𝑚 > 3

Mr. Smith 17 Sachem High School North

Integrated Algebra Chapter 2: Linear Equations & Inequalities

Okay, last thing, let’s take the answers from the previous section and graph them.

Just remember: ≤ and ≥ shaded circle; < and > open circle.
1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

Mr. Smith 18 Sachem High School North