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Algebra
Linear Equations
Summary: To solve equations, use the addition/multiplication principles.
1. Parentheses by using the distributive property. If no fractions, combine like terms.
2. Denominators: Multiply each side of equation by common denominator.
Decimals: Multiply each side of equation by 10, 100, 1000, etc. COMBINE LIKE TERMS.
BEFORE NEXT STEP EACH SIDE SHOULD BE NO MORE COMPLICATED THAN:
4x 8
3. Signs (addition or subtraction) by using the addition principle (add opposites).
Get variable terms on one side of the equation and all constant terms on the
other side. Goal: Each side of equation is no more complicated than
4x = -9.
4. Coefficients by dividing by coefficient (BY SAME NUMBER). Goal: x = number
Set of Exercises #1
Activity 1
Solve these equations (find the value of x):
a) 5x + 1 = 31
b) 3x 1 = 8
c) 7x = 60 + 2x
d) 3x = 72 3x
e) 6x + 4 = 20 2x
f) 6x + 3 = 23 + x
g) 5x + 4 = 2x + 17
h) 5x + 11 = 20x 64
i) 28 x = 17 + 3x
j) 6x + 7 = 8x 13
Activity 2
Solve these equations with brackets (multiply out the brackets first):
a) 5(x + 2) = 25
b) 2(2x + 10) = 40
c) 3(2x 5) = 21
d) 4(5x 3) = 7(2x + 3)
e) 3(4 + x) = 5(10 + x)
f) 2(3x 4) = 4x + 3
g) 4(2a 8) =
1
(49a + 70)
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Activity 3
Solve these equations with brackets (simplify common terms at first and multiply the
expressions times the LCD):
3n 2 7
5
10
a)
c)
1
1
w3 w
4
3
b)
3
1
yy4 y
2
2
d)
5
3
x
6
4
e)
1
1
x x 3 x
4
2
f) m
g)
1
3
2m m
3
2
h)
5
3
x
6
4
2 1
m 1
3 4
i)
3
2
t
4
3
j)
3
1
x
4
2
k)
3
2 x 1 2
4
l)
2
3x 1 5
3
m)
1 2
1
t 1 t t
2 5
5
n)
1
2
2
m 2 m
5
3
5
4x = 48
x = 48/4
x = 12
Therefore, 7x = 7 12 = 84
3x = 3 12 = 36
Therefore, the two numbers are 84 and 36.
c) The length of a rectangle is twice its breadth. If the perimeter is 72 meters, find the
length and width of the rectangle.
Solution:
Let the width of the rectangle be x,
Then the length of the rectangle = 2x
Perimeter of the rectangle = 72
Therefore, according to the question, 2(x + 2x) = 72
2 3x = 72
6x = 72
x = 72/6
x = 12
We know, length of the rectangle = 2x
= 2 12 = 24
Therefore, length of the rectangle is 24 m and breadth of the rectangle is 12 m.
d) Aaron is 5 years younger than Ron. Four years later, Ron will be twice as old as
Aaron. Find their present ages.
Solution:
Let Rons present age be x.
Then Aarons present age = x - 5
After 4 years Rons age = x + 4, Aarons age x - 5 + 4.
According to the question;
Ron will be twice as old as Aaron.
Therefore, x + 4 = 2(x - 5 + 4)
x + 4 = 2(x - 1)
x + 4 = 2x - 2
x + 4 = 2x - 2
x - 2x = -2 - 4
4
-x = -6
x=6
Therefore, Aarons present age = x - 5 = 6 - 5 = 1
Therefore, present age of Ron = 6 years and present age of Aaron = 1 year.
Activity 4
Extension Problems
a) The area of this rectangle is 10 cm2, find the value of x and use it to find the length
and the width of the rectangle.
4x + 2
10x 1
b) If the length of a rectangle is three times its width and its perimeter is 24cm, what
is its area?
c) Three times the greatest of three consecutive even integers exceeds twice the least
by 38. Find the integers.
d) The difference of two numbers is 12. Two fifths of the greater number is six more
than one third of the lesser number. Find both numbers.
e) Roberts father is 4 times as old as Robert. After 5 years, father will be three times
as old as Robert. Find their present ages.
f) The sum of two consecutive multiples of 5 is 55. Find these multiples.
g) My mother is 12 years more than twice my age. After 8 years, my mothers age will
be 20 years less than three times my age. Find my age and my mothers age.
h) Admans father is 49 years old. He is 5 years older than four times Admans age.
What is Admans age?
Geometry
Set of Points
Points, Lines and Planes
Picture (1) shows a hand with three fingers stretched in
different directions.
Picture (1)
Picture (2)
Picture (3)
Picture (4)
Picture (5)
Picture (6)
Points
A point indicates position it has no dimensions. To draw a point, we
generally draw a small, filled-in circle such as the graphic to the right. We
use capital letters of the alphabet to name and label a point. For example,
the point to the right is Point P. We usually use the letters P, R, Q, or A, B,
C, and X, Y, Z to name points; however, any capital letter of the alphabet
may be used.
Lines
A line only possesses length. Lines go forever and ever in both directions
but have no height. To draw a line, we draw a line that is very thin (to
represent no thickness) and we place arrows on each end of the line to
signify that lines go forever and ever in both directions (see the graphic to
the right). Another definition of a line is an infinite collection of collinear
points, but this definition is somewhat circular.
Lines can be named and labeled two different ways:
1. We use a lowercase, cursive letter of the alphabet to name and label
a line. We usually use the letters l, m, and n; however, any
lowercase, script letter of the alphabet may be used. The graphic to
the right shows line m.
2. We can identify any two points on the line to name and label a line.
We name the line by the two points. We use either the word line
or the double-headed arrow above the two named points to signify
the line. Note that any two points identify a unique line. Thus, the
graphic to the right shows line PQ, line QP, or .
Q
P
Planes
A plane is a flat surface consisting of infinitely many points. To draw a
plane, we generally draw a parallelogram such as the graphic to the right.
A sheet of paper is a good representation of a plane, as long as we
remember that a plane has no width and goes forever and ever in all
directions. We use lowercase, letters of the Greek alphabet to name and
label a plane. For example, the plane to the right is plane alpha ().
Example 1
Name Lines and Planes.
Example 2
Model Points, Lines and Planes.
Set of Exercises #2
Activity 1
a. Which are the possible names for the next line.
(2)
(3)
(4)
(5)
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Activity 2
Refer to the next diagram.
a) Name line
and line
(3) Line
and line
(4) Line
and line
(5) F, A, B, and C
(6) F, A, B, and D
(7) Plane Q and line
(8) Line
and line
Activity 3
a) Name a point that is collinear with the given points.
B and E: _________
C and H: _________
D and G: _________
A and C: _________
H and E: _________
G and B: _________
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Activity 4
a) Name a point that is coplanar with the given points.
M, N, R: ______
M, N, O: ______
M, T, Q: ______
Q, T, R: ______
T, R, S: ______
Q, S, O: ______
Activity 5
a) Find the intersection of the following lines and planes in the figure below.
(1) Line
and line
____________
___________
(5) Line
(6) Line
Activity 6
a) Refer to the next diagram:
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Are line
(8)
and line
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Geometry
Set of Points
Rays and Line Segments
RAY
A ray is a portion of a line with a distinct start but no end. Some people
define a ray as half of a line but this is not entirely correct because a line
goes on forever and ever (to infinity) in both directions. There is no such
number as half of infinity.
We name a ray by the one endpoint and any other point on the ray. We place a ray
symbol (a one-ended arrow ) above the two points. Be careful when writing the ray.
In line above, we could have written line , and we would be referring to the
same line. However, ray
and ray
are entirely different rays. It is best to use the
ray symbol above a rays name so it is clear which of the two points the rays endpoint
is. Thus, the graphic above shows ray PQ or
LINE SEGMENT
A line segment is a portion of a line with a distinct start and a distinct
end. Thus, a line segment has two endpoints. We name a line segment by
listing the two endpoints. We use either the word segment or a segment
line above the two endpoints.
The graphic to the right shows the line segment PQ or
Unlike a line, a line segment, or segment, can be measured because it has two
endpoints. A segment with endpoints A and B can be named as
or
. The
length or measure of
is written as AB. The length of a segment is only as
precise as the smallest unit on the measuring device.
13
Example 1
Length in Metric Units.
Example 2
Length in Customary Units.
Measures are real numbers, so all arithmetic operations can be used with
them. You know that the whole usually equals the sum of its parts. That is
also true of line segments in geometry.
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Example 3
Find Measurements.
15
Set of Exercises #3
Activity 1
a. Draw line segments with the next lengths.
(1) 5 cm
(2) 2 cm
(3) 6.5 cm
(4) 2.9 cm
(5) 2.1 cm
Example 4
Find Distance in a Number Line.
Example 5
Find Coordinates of Midpoint.
Activity 2
17
You can construct a line that bisects a segment without measuring to find
the midpoint of the given segment.
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Set of Exercises #4
Activity 1
By using compass and straightedge (without measuring), construct what is asked
below.
(1) Find the midpoint of the next line segments
respectively.
so
so
so
Activity 2
a. Answer the next statements.
(1)
_______________________________________________________________________________________
(2)
_______________________________________________________________________________________
(3)
_______________________________________________________________________________________
b. Find the length of the segment
the line segments)
(1)
(2)
(3)
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Activity 3
Make a list including the collinear points in the next picture. Make another list with
sets of three non-collinear points.
Collinear points
Activity 4
Match with a segment the same name points.
Activity 5
Draw in the space, by using perspective, a representation of at least four different
planes that intersect all in the same line.
20
Geometry
Angles
21
22
23
Set of Exercises #5
Activity 1
a. By using a protractor, draw the next angles.
(1) 45
(2) 27
(3) 180
(6) 15
(7) 150
(8) 270
(4) 106
(5) 95
(9) 360
(10) 60
PARALLEL LINES
Lines are parallel if they are always the same distance apart (called "equidistant"), and will never meet. Just remember: Always the same distance apart
and never touching. The red line is parallel to the blue line in both these cases:
Example 1
Example 2
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