Prepared by:

Mark Anthony C. Ochoa

Proponent

General Overview

This compilation is a printed instructional material in College Algebra prepared

by the mathematics instructor and professor for the College of Arts and Management
Freshmen Students of the Don Mariano Marcos Memorial State University, Mid – La
Union Campus. It has been developed primarily to remedy the difficulties encountered
by the freshmen students towards mathematical and analytical disciplines. In addition
and with good intention, it has been highly anticipated that this instructional material
will enhance the teaching and learning process and as well as improve the performance
of the students.

This compilation was presented with the following formats and components,
specific objectives of each topic, a discussion of the content with accompanying
illustrative examples and reinforcement exercises for each skill area or every lesson. At
the end of every topic, chapter test will also be given and administered to the freshmen
students.

Indeed, the compilation is quite similar to a work text or module because it

includes all relevant topics and compiled exercises that are well organized and
presented. To measure the know – how of the students for every chapter, freshmen
students will also be required to answer a summative test which is similar to a known
chapter test.

Learners in this discipline will be provided with opportunities to demonstrate

their understanding and their skill in a particular lesson through the presentation of
instructional tasks that are classified challenging and realistic. The success of this
instructional material will all depend to the sincerity and sense of responsibility of the
freshmen students, and nevertheless, dedication and commitment of the proponents
who are also aspiring to uplift the essence of quality education.

Table of Contents

2
Title…………………………………………………………………………………………… 1

General Overview…………………………………………………………….. ………….. 2

Table of Contents………………………………………………………………………….. 3

Chapter 1. Review of Elementary Algebra…………………………………………… 4

Chapter 2. Special Products and Factoring………………. …………………….. 18

Chapter 3. Rational Expressions…...…………………………………………………… 28

Chapter 4. Ratio and Proportion……………..………………………………………… 45

Chapter 5. Linear Equations and Inequalities in One Variable………………….. 49

Chapter 6. Systems of Linear Equations and Inequalities……….……………….. 72

Chapter 7. Quadratic Equations ……………………………………………………….. 110

References……………………………………………………………………… ……………….. 121

Chapter 1. Review of Elementary Algebra

Objectives

3
 The presentation of this chapter will deal with the introductory concepts
of algebra which include the lessons such as real number system,
classifications of number, symbols of grouping, and algebraic expressions.
After finishing the lessons, the students shall be able to:
 Differentiate algebra from arithmetic;
 Define and discuss the nature and concepts of algebra.
 Identify and differentiate classifications of number.
 Discuss and differentiate multiples and divisors;
 Discuss and illustrate operations of symbols of grouping; and
 Discuss and present the concepts of algebraic expression.

Definition of Algebra

Unlike arithmetic, which represents purely numerical values combined

with the four basic operations such as addition, subtraction, multiplication,
and division, it has been said that algebra describe as a good training ground for
analytical and mathematical thinking. Likewise, algebra may be to abstract to
figure out by the students than arithmetic because of the representations of
symbols combined not only by the four basic operations but also an additional
operation known as extraction of roots.
Hence, with their discrepancies, algebra may be defined as a branch of
mathematics in which symbols represent relationship. Classical algebra grew
out of methods of solving equations; it represents numbers with symbols that
combine according to the basic arithmetical operations of addition, subtraction,
multiplication, division, and extraction of roots.
With the influence of modern approach, modern algebra has evolved from
classical algebra by increasing its attention to the structures with mathematics.
Mathematicians consider modern algebra to be a set of objects with rules for
connecting or relating them. As such, in general form, algebra may fairly be
described as the language of mathematics.

Lesson I. The Real Number System

4
 The real number system is the basis of all mathematical operations. This
is so because the system is composed of all the symbols we call numbers which
we use in counting, in the four fundamental operations, and in expressing
quantitative values.

Classifications of Real Number

Real number may be classified according to its nature and purpose. The
following are concrete classifications of real number:
 Natural numbers
These are classified as counting numbers and used for successive
numerical enumeration.
Examples: 1, 2, 3, 4, 5, 6, …

 Integers
Numbers which are not a fraction nor has any fractional part are
whole numbers or integers. There may be a positive, negative or zero
whole numbers.
Examples: 25, 35, -10, -20, 0

 Rational Numbers
These are numbers which can be expressed as quotient of two
integers. It can be expressed as natural number, whole number, fraction,
decimal number, and repeating and unending decimal number as well.
Examples: 0, 2, 5/2, 0.75, 0.35

 Irrational Numbers
These are numbers which cannot be expressed as quotient of two
integers. It can be expressed in a continuous scale such as non-
repeating and unending decimal number.
Examples: , 2

 Signed Numbers

5
 These are numbers which can be prefixed with plus or minus
signs. Those prefixed with plus signs are called positive numbers and
prefixed with minus signs are called negative numbers.
Examples: 5, -8, 7, -11, 9, -14

Laws of Signed Numbers:

 The sum of two numbers of like signs can be obtained by getting
the sum of the numbers and simply prefix the common sign.
Examples: @ 12 + 10 = 22
@ -25 + -13 = -38
 The sum of two numbers of unlike signs can be obtained by getting
the difference of the numbers and simply prefix the sign which has
the greatest absolute value.
Examples: @ -47 + 15 = -32
@ -16 + 40 = 24
 The product of two numbers of like signs is positive and the product
of two numbers of unlike signs is negative.
Examples: @ -25 x -4 = 100
@ -13 x 7 = -91
 The quotient of two numbers of like signs is positive and the
quotient of two numbers of unlike signs is negative.
Examples: @ 25 ÷ 15 = 5/3
@ 30 ÷ -5 = -6

 Divisors and Multiples

If a, b and c are integers and a x b = c; then, a and b are called
divisors or factors of c and c is a multiple of a and b.
Examples: @ If 9 and 5 are integers and 9 x 5 = 45, then 9 and
5 are divisors or factors of 45, and 45 is a multiple of 9 and
5.
@ If 10 and 7 are integers and 10 x 7 = 70, then 10
and 7 are divisors of 70, and 70 is a multiple of 10 and 7.
 Greatest Common Factor

6
 It is the greatest number that can divide the number exactly.
Examples: @ The set of all exact divisors of 50 and 30 are 2, 5
and 10, and the greatest common divisor is 10.
50 = 2.5.5
30 = 2.5. 3
2.5 are common divisors, but the product of
2 and 5 which is 10 is the greatest common factor or
divisor.
@ Find the greatest common divisor of 45, 75 and
195.
45 = 3.3.5
75 = 3. 5.5
195 = 3. 5. 13
3. 5 are common divisors, but the greatest
common divisor or factor is 15.
 Least Common Multiple
It is the least number that can be divided exactly by the common
divisors.
Examples: @ The least common multiple of 2, 3, 5, and 6 is 30.
2=2
3= 3
5= 5
6 = 2.3
2.3.5, the product which is 30 is the least
common multiple of 2, 3, 5, and 6.
@ Find the least common multiple of 4, 8, 12 and 16.
4 = 2.2
8 = 2.2.2
12 = 2.2. 3
16 = 2.2.2. 2
2.2.2.3.2, the product which is 48 is the
least common multiple of 4, 8, 12 and 16.
Reinforcement Exercise

7
Directions: Solve each of the following problems. You will be asked to identify
and perform indicated operations.
A. Identify what is being asked in the given set.
M = {O, 1.75, 0.38 , 81 , 7 , 16}

1 - 3. These are elements in the set which are classified real numbers but not
integers.

4 – 5. These are elements in the set which are classifed rational numbers but
not integers.

B. Perform the indicated operations of signed numbers.

6. -5 + 7 – 6 - 8 + 12 =
7. 20 – 27 + 17 – 6 - 7 =
8. 13 + (-14) – 19 + 30 – 6 =
9. 22 – 30 + 17 – 13 + 11 =
10. -45 – 18 – 9 + 62 – 3 =

C. Determine the greatest common divisor of the following:

11. 3, 15, 45, 60 =
12. 6, 10, 12, 18 =
13. 12, 16, 20, 24 =
14. 15, 30, 45,60 =
15. 81, 135, 189, 216 =

D. Determine the least common multiple of the following common

divisors:
16. 2, 3, 6, 20 =
17. 3, 5, 10, 15 =
18. 4, 6, 8, 12 =
19. 3, 6, 7, 21 =
20. 4, 8, 24, 32 =

8
 Lesson 2. Algebraic Expressions

Let us begin with the definition of variable and constant. A variable is a

mathematical symbol which can assume a prescribed set of values, and
specifically these values are elements of the real number system. On the other
hand, a constant is an element of the real number system. In a particular
problem, a variable may have so many values but a constant can only have one
value in that problem. It is convenient to denote variables by x, y, z, … and
constants by the letters a, b, c,…
Therefore, an algebraic expression is a variable or a constant, or a finite
number of indicate operations involving variables and constants when
expressed by means of mathematical symbols.
6
Example: @ 8, @ 5x, @ 5x + 3y, @ 4 x  3 xy  y , @ 2 x  3y 
2 2

z
Classifications of a Term

When an algebraic expression is written as the sum or difference of other

expressions each of these is called a term of a given algebraic expressions
which may be classified:
 Monomial
It is an algebraic expression having only one term.
Examples: @ 5x, -3y, @ (2x – 3y)/z
 Binomial
It is an algebraic expression having exactly two terms.
Examples: @ ax + by, @ -7x + 5
 Multinomial
An algebraic expression having more than two terms.
x2 y2
Examples: @ 3 x 2  5 x  2, @  3 xy 
2 5

Symbols of Grouping

When expressions are combined with the operations of algebra, it is

customarily that grouping of terms using different symbols should be
considered such as the parentheses ( ), brackets [ ], and braces { }.

9
 Rules on Removing Symbols of Grouping:
 When groups occur within groups, we start by removing the
innermost symbols of grouping.
Examples: @ 5x + [3y – (2x – 6y)]
= 5x + [3y – 2x + 6y]
= 5x + 3y – 2x + 6y
= 3x + 9y
@ (2a – 3b) – [4 + (2a – 3b – a)]
= 2a – 3b – 4 – 2a + 3b + a
=a-4
 When terms are preceded by a plus sign, remove the symbol of
grouping without altering or changing the sign of a term enclosed.
Examples: @ 5x + (2y – z) + (x – 2y – z)
= 5x + 2y – z + x – 2y -z
= 4x – 2z
@ a + b + 2c + [2a + (b – 2c)]
= a + b + 2c + 2a + b – 2c
= 3a + 2b
 When terms are preceded by a minus sign, remove the symbols of
grouping and change the sign of the term enclosed.
Examples: @ 3a – (5b - c) – (-a – 5b – c)
= 3a – 5b + c + a + 5b + c
= 4a + 2c
@ (4x – 2y + z) – (3x – 3y + 5z)
= 4x – 2y + z – 3x + 3y – 5z
= x + y -4z

Operations on Polynomials

A polynomial is an algebraic expression in which each term is a constant,

or a constant times a positive integral power of a variable or a constant times
the product of positive integral powers of two or more variables.
Examples: @ 2x + 3y + 2z, @ 3a 2  2ab  b2
Rules on Operations on Polynomials:

10
 To add and subtract polynomials, combine like terms and follow the
rules concerning addition and subtraction law of signed numbers.
Examples: @ The sum of 3x – 5y + z and 2x - 3y - z is:
= (3x – 5y + z) + (2x - 3y - z)
= 3x – 5y + z + 2x – 3y - z
= 3x + 2x - 5y – 3y + z - z
= 5x – 8y

@ The difference between -5a + 7b – 9 & -7a + 7b + 8

is:
= (-5a + 7b – 9) – (-7a + 7b + 8)
= -5a + 7b – 9 + 7a – 7b – 8
= -5a + 7a + 7b – 7b – 9 - 8
= 2a – 17
 For any real numbers a and b and for any natural numbers n and
m. The following rules of exponents should be followed to multiply
polynomials with their integral powers.
m n
1. a m . a n  a

Examples : @ x5  x 4  x9
@ a 7  a 9  a 2
 
2. a m
n
 a mn

Examples : @ y3 5  y15


@ m 2  5
 m 10
3.  ab 
n
 an bn

@  3x   9x 2
2
Examples :

@ abc 2  3
 a 3b 3c 6
m
a am
4.    ;b 0
b bm
3
4 64
Examples : @   3
b b
2
 2x 2  4x 4
@   
 3y  9y 2

 To multiply a polynomial by a monomial, multiply each term of the

polynomial by the monomial.

11
 Examples: @ (5x) (-8y + x - 2)
= 5x 2  40xy  10x
@ (2x - 5y) (2x)
= 4x 2  10xy
 To multiply a polynomial by another polynomial, multiply each term
of one polynomial by each term of the other polynomial and combine
like terms.
Examples: @ (4x + 2y) (2x – y)
= 8x 2  2y 2
@ (a + 3b) (2a – b – 6)
= 2a 2  3b 2  5ab  6a  18b

 For any a  R, a  0, and for any natural number m and n. The

following rules of exponents should be followed to divide
polynomials with their integral powers.

@ a m n if m n
m 
a  1
n  @ n  m if m  n
a  a
@ 1 if m n

Examples:
x5
@ 2  x3
x
x4 1
@ 7  3
x x
5
x
@ 5 1
x

 To divide a polynomial by a monomial, divide each term of the

polynomial by the monomial.
Examples:

12
 36x 7 y 5 z 3
@
27x10 y 1z 3
4y 6

3x 3


@ Divide 21a 3 b3 c 3  7 a 2 b2 c 2  28 a b c by 7a b c 
21 a 3 b3 c 3 7 a 2 b2 c 2 28 a b c
  
7a bc 7a bc 7a bc
2 2 2
 3 a b c  abc  4

 To divide a polynomial by a polynomial:

1. Arrange the terms in both the divisor and the dividend in
descending order.
2. Divide the first term of the dividend by the first term of the divisor
to obtain the first term of the quotient.
3. Multiply the divisor by the first term of the quotient and subtract
the product from the di9vidend.
4. Using the remainder repeat the process, thus finding the second
term of the quotient.
5. Continue the process until the remainder is zero or it is of lower
degree than the divisor.
  6 x 2  13 x  2 
Example: @ Divide 10 x

3
 by 5 x  7


2 x2  4 x  3
5 x  7 10 x 3  6 x 2  13 x  2


10 x 3  14x 2

20 x 2  13 x  2
-
20 x 2  28 x
15 x  2
-
15 x  21
23  remainder 

2  23 
Therefore, 2x  4x  3   
 5x  7 

13
 If the dividend is a polynomial in a variable x and the divisor is of
the form x – a, the process of long division can be shortened by a
method known as synthetic division.
1. Arrange the terms in the dividend according to the descending
powers of the variable. If any one of the variables when arranged is
missing put zero as a numerical coefficient.
2. Write the numerical coefficients horizontally and separate the
value of a in x – a half rectangle on the right side.
3. Bring down the first numerical coefficient and multiply it by a
and write the product below the next numerical coefficient and add.
4. Continue the process up to the last coefficient.
5. The numbers obtained below represent the numerical coefficients
of the quotient including the remainder.
  6 x 2  13 x  2 
Example: @ Divide 10 x

3
 by

x  2

Let x = 2 (divisor)
x3 x2 x c r

10 6 -13 2
20 52 78
10 26 39 80
Therefore, the quotient is 10x 2  26x  39 and a remainder of 80.
Algebraically, it can be written as
80
10x 2  26x  39 + x  2
.

14
 Reinforcement Exercise

Directions: Solve each of the following problems concerning algebraic

expressions, removing symbols of grouping, and operations on polynomials.

A. Remove the symbols of grouping and combine like terms.

1. 2x – 3[- (4x + 3y) – 2(5x – y)]

2. 2{ 3x + 2[x – (4 – x) – 5(4x – 5y)]}

B. Combine and simplify the polynomials.

    
3. 3x 2  2xy  y 2  5x 2  4xy  3y 2   4x 2  7xy  4y 2 

15
4. 
 3x 2  2x  4


  2

 4x  5x  3 
2  
  7x


2
 8x  5 

C. Multiply and combine like terms.


5.  4a 2 a 2  3ab 2  7a 2b2 


6.  2a  b  a 2  4ab  b 2 

D. Perform the indicated divisions.

21 x 3 y 4  42 x 7 y 6
7.
7x 3 y 2

x 5  5x 4  7x 3  x 2  8x  7
8.
x 2

16
 Chapter II. Special Products and Factoring

Objectives

This chapter presented the topics on special products and its immediate
consequence known as factoring.
After finishing the lessons, the students shall be able to:
 Recognize both the product from the factors and vice – versa;
 Determine which formula is applicable to find the product of algebraic
expressions;
 Determine which formula is applicable to find the factors of algebraic
expressions; and
 Apply the processes of special products and factoring of algebraic
expressions.

Lesson 1. Special Products

The special products which occur so frequently in algebra are classified

in the following formulas. The letters in the formula may stand for any algebraic
expression. Students should not only verify each by actually carrying out the
steps and giving the reasons, but also to memorize them.
 Distributive Law
a(x + y) = ax +ay

Examples: @ 5(2m + n)
= 10m + 5n
@ 10x (2 – 3y + z)
= 20x -30y + 10z

 Product of the sum and difference of two numbers

17
 x  y  x  y  x2  y2

@  x  2y   x  2y 
Examples:
 x 2  4y 2

@  2a  3b   2a  3b 
 4a 2  9b 2

 Square of a binomial

x  y
2
 x 2  2xy  y 2
 x 2  2xy  y 2

Examples:

@  2a  3b 
2
 4a 2  12ab  9b 2
`
@  2a - 3b 
2
 4a 2  12ab  9b 2

 Product of two binomials with like terms

 ax  by   cx  dy   acx 2   ad  bc  xy  bdy 2

Examples:
@  3x  4y   2x  5y   6x 2  7xy  20y 2

@  5a  3b   7a  6b   35a 2  9ab  18b 2

 Square of a polynomial

 x  y  z 2   x  y  z 2
 x 2  y 2  z 2  2xy  2xz  2yz

 x  y  z  w  2    x  y  z   w 2
 x 2  y 2 z 2  w 2  2xy  2xz  2yz  2xw  2yw  2zw

Examples: @ Find the square of (2x – 3y – 5).

 4x 2  9y 2  25  12xy  20x  30y

@ Find the square of (3x – 2y – 3z + 2w).

2 2 2 2
 9x  4y  9z  4w  12xy  18xz  12xw  12yz  8yw  12zw

18
 Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to identify
and evaluate expressions concerning special products.

A. Identify what type of special product can be utilized and find the
product.

 
1. x 2  1  x x 2  1  x 

 
2. 3x 2  2y 2x 2  y 

2
3. 
 3x  5y 
2 2

 

19
 
4. 2a 2  5b2  7c 2 2

2
5. 
 4x  y  z  2w 
3 2 3 2

 

20
 Lesson 2. Factoring

The process of factoring an algebraic expression is similar to that of

finding the factors of a composite number. A polynomial is said to be
completely factored when one of its factors can be factored except one times
itself or one times its negative or known as prime factor. Hence, the following
are the simple types of factoring:

 Common Factors
ax + ay = a (x + y)
Examples:
@ 8 x 4 y 3  4 x 2 y 2  20 x y

 4 x y 2x 3 y 2  x y  5 
@ 20x 4 y  5x 3 y 2  10x 2 y 3

 5x 2 y 4x 2  xy  2y 2 

 Difference of Two Squares

x2  y2   x  y   x  y 

Examples:
@ 4 a 2  9b2
  2 a  3b   2a  3b 

@ 16 x 4  81y 2

 
 4 x  9y   4x  9y 
2 2
  

 Perfect Square Trinomial

x 2  2xy  y 2   x  y 
2

2
x 2  2xy  y 2   x  y 

Examples:

21
 @ 25 x 2  30 x  9
  5x   2  5x   3   3 
2 2

2
 5 x  3 
@ 9 x 2  12 x y  4 y 2
  3x   2 3x  - 2y    - 2y  2
2

2
  3x  2y 

 Sum and Difference of Two Cubes


x 3  y 3   x  y  x 2  xy  y 2 
x3  y3   x  y  x 2  xy  y2 

Examples:

@ 27 x 3  64 y 3
 3 x  4 y
3 3


  3 x  4 y  9 x 2  12 x y  16 y 2 
4 4
@ 2 x y  54 x y

 2 x y x 3  27 y 3 
 2 x y  x  3y  x  2
 3 x y  9 y2 

 Trinomials with Distinct Factors

a c x2   a d  b c  x y  b d y2   a x  b y   c x  d y 

Examples:
@ x 2  2x  15
 x  5   x  3
@ 12 x 2  11 x y  15 y
 4 x  3 y  3 x  5 y 

 Factoring by Grouping
ax + ay + bx + by = a(x + y) + b(x +y)
= (a + b) (x + y)
Examples:
@ mp - 2np + mq - 2nq

= p(m - 2n) + q(m - 2n)

= (p + q) (m - 2n)

22
 @ 9x 2  4w 2  20wy  25y 2

 9x 2  4w 2  20wy  25y 2 
  3x    2w  5y 
2 2

  3x   2w  5y   3x  2w  5y 

 Adding and Subtracting a Perfect Square

There is no standard formula to distinguish this special type of
factoring. But if the first and last terms can be expressed as perfect
squares, this type of factoring can be applied.
Examples:

@ x 4  64  x 2   2
  8 2

   16x   8 16x
 x2
2 2 2 2

  x  16x  64  16x 

4 2 2

  x  8    4x 
2 2
2

 x  8  4x x  8  4x 
2 2

@ x 4  13x 2  4
   
 x 4  4x 2  4  9x 2

  x 2  2   3x 
2 2

  x 2  2  3x  x 2  2  3x 

 Sum and Difference of Two Add Powers

x5  y5  x  y
 x - x y  x y  xy  y 
4 3 2 2 3 4

 
x5  y5  x  y
 x  x y  x y  xy  y 
4 3 2 2 3 4

 

Examples:

@ 32x 5  243y 5

  2x  3y  16x 4  24x 3 y  36x 2 y 2  54xy 3  81y 4 
@ 8a 3  b6
 
 2a  b 2 4a 2  2a 2 b 2  b 4 

23
 Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to identify
and evaluate expressions concerning types of factoring.
A. Identify what simple types of factoring can be applied and factor each
expression completely.

1. ab  b2  bz  a  b  z

24
2. 16x 8  9y 4

3.  2x  3y  2  10 2x  3y   25

4. 64x 3  y 9

25
5. 25a 4  16a 2b2  4b4

Chapter III. Rational Expressions

Objectives

This chapter deals with the entire concept of rational expressions

otherwise known as fractions. In reality, many of us are encountering basic or
complex approaches of fractions in our daily lives. Hence, it is important that
any individual should understand the concepts and principles of rational
expression.
After finishing the lessons, the students shall be able to:
 Reduce rational expressions to lowest terms;

26
  Perform indicated operations on a given rational expressions; and
 Simplify complex rational expressions.

Lesson 1. Fundamental Concepts of Fractions

A fraction is a quotient or ratio of two algebraic expressions. Its value is

unchanged if both numerator and denominator are multiplied or divided by the
same number except zero. A fraction has three signs associated wit it, the sign
of the numerator, the sign of the denominator, and the sign of the fraction
itself.
a a a
  
b b b

Any of these three signs maybe changed without altering the value of the
fraction.
Kinds of Fraction:
 Proper Fraction
It is a fraction in which the value of the numerator is less than the
value of the denominator.
Examples: @ 4/15, @ 150/360

 Improper Fraction
It is a fraction in which the value of the numerator is greater than
the value of the denominator.
Examples: @ 7/5, @ 78/56
 Complex Fraction
It is a fraction which has one or more fractions in its numerator or
in its denominator or in both numerator and denominator.
2  3
5  6 x y
7 , @
Examples: @
2  8 4  7
5 x y

Lesson 2. Reducing Fraction To Lowest Terms

To reduce the rational expressions to lowest terms, factor both

numerator and denominator and divide common factors to both. A fraction is

27
said to be in lowest terms if the numerator and denominator have no common
factor except 1 or -1.

24 a b2 c
Examples: @ Reduce the fraction to lowest terms.
18 a 2 b c 2

24 a b2 c

18 a 2 b c 2
4 b

3 a c

3 x 2  11 x  6
@ Reduce the fraction to lowest
3 x2  x  2

terms.
3 x 2  11 x  6

3 x2  x  2


3 x  2 x  3 
3 x  2 x  1
x  3

x  1

Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to evaluate
expressions concerning rational expressions.
A. Reduce each fraction to lowest terms.
6abc  18ab
1.
3a 2bc  9a 2b

28
 5x 3 y  5x 2 y 2
2.
x 2 y 2  xy 3

4a 2  b2
3.
4a 2  b2  2a  b

x3  y3
4.
x 2  xy  y 2

29
 25x 4  20x 2 y 2  4y 4
5.
10x 4  21x 2 y 2  10y 4

Lesson 3. Operations on Rational Expressions

Rules on Addition and Subtraction of Rational Expressions:

 To add and subtract rational expressions having a common
denominator, add or subtract the numerator and place the result
over the common denominator.
a b a  b
  x  0
x x x
2 x  3y 3 x  4y
Examples: @ Combine  and reduced to
3z 3z

lowest terms.

30
 2 x  3y 3 x  4y
 
3z 3z
2 x  3 y  3 x  4y

3z
5x  y

3z

x  y 5x  2y
@ Combine  and reduced to
x  6 x  6

lowest terms.
x  y 5x  2y
 
x  6 x  6
x  y  5x  2y

x  6
3y  4 x

x  6

 To add and subtract rational expressions having different

denominators, change them to equivalent fractions having a
common denominator by finding the Lowest Common Multiple
(LCM), and then add or subtract as indicated.
a b ay  bx
  x, y  0
x y xy

6a 2a 3a
Examples: @ Add fractions   and reduce to
5 4 2

lowest terms.
6a 2a 3a
  
5 4 2
6 a  4   2 a  5   3 a 10 

20
44 a

20
11 a

5

2 a 2  5 b2 a  2b a  2b
@ Add  
2 2 a  2b a  b
a  a b  2b

and reduce to lowest terms.

31
 2 a 2  5 b2 a  2b a  2b
  
a 2  a b  2b 2 a  2b a  b

 2 a 2  5 b2    a  2 b  a  b    a  2b  a  2b 
  
a  2b  a  b 

2 a 2  5 b2  a 2  3 a b  2 b2   a 2  4 b2 
  
a  2 b  a  b 
2 a 2  5 b2  a 2  3 a b  2 b2  a 2  4 b2

 a  2 b a  b 
2a 2  3 a b  b2

a  2 b  a  b 


 2 a  b  a  b
 a  2 b a  b
2a  b

a  2b

Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to evaluate
expressions concerning addition and subtraction of rational expressions.
A. Combine each fraction and reduce answer to lowest terms.
4 15 9 13
1.   
3x 3x 3x 3x

2x 2x  4 x2
2.  
x2  4 x2  4 x2  4

32
 x x  2 10
3.  
2 3 5

x  4 x  5 x  3
4.  
x  1 x  2 x  2

33
 2 5 y  10 y  4
5. 2
 2
 2
y  7 y  12 y  3y  4 y  2y  3

Rule on Multiplication of Rational Expressions:

 The product of two or more fractions is equal to the product of the
numerators divided by the product of the denominators. Reduce the
product to lowest terms.
a c ac
  b , d  0
b d bd

5a 4 x3 4b y
Examples: @ Find the product of  and reduce
2
8b y 15a 3 x 4

to lowest terms.
5 a 4 x3 4b y
 
2
8b y 15a 3 x 4
a

6b x

7 x  21 y x2  6 x y  9 y2
@ Find the product 
x2  9 y2 x2  2 x y  3 y2

and reduce to lowest terms.

34
 7 x  21 y x2  6 x y  9 y2
 2 2

x  9y x2  2 x y  3 y2
7 x  3 y   x  3 y   x  3 y 

x  3 y   x  3 y   x  3y   x  y 
7

x  y

Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to evaluate
expressions concerning multiplication of rational expressions.
A. Perform the indicated operations and express the result to lowest
terms.

4 x2 9 a5 b
1. 
3a2 b 2x

10 x y 3 6 x3 y
2. 
3 z3 5z4

35
 a 3  b3 x  y
3. 
2 2 a  b
x  y

4 x2  1 x 2  x  12 2 x2  3 x  9
4.  
2 x2  5 x  3 4 x2  8 x  3 x 2  7 x  12

2x 2  x  1 3x 2  10x  8 4
5.  2

6x  4 x  5x  4 2x  1

36
Rule on Division of Rational Expressions:
 The quotient of two fractions is equal to the dividend multiplied by
the inverted divisor and reduces the quotient to lowest terms .
a c a d ad
     b, d, c  0 
b d b c bc

x2  y2 x  y
Examples: @ Find the quotient of  and
x  2y 2x  4y

reduce to lowest terms

x2  y2 x  y
 
x  2y 2x  4y


x  y  x  y  2 x  2 y 
x  2 y  x  y 
 2x  2y

x2  6 x  9 x2  x  6
@ Di v ide by
x2  8 x  7 x2  x  2

and reduce to lowest terms.

37
 x2  6 x  9 x2  x  6
 by
x2  8 x  7 x2  x  2


x  3 x  3 x  2 x  1
x  7  x  1 x  3 x  2


x  3 x  2
x  7  x  2

x2  5 x  6

x 2  9 x  14

Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to evaluate
expressions concerning division of rational expressions.
A. Perform the indicated operations and express the result to lowest
terms.

2a 2 4a 3c 2
1.  
2 4
5b c 10b 2
ac 4

38
 15x 3 y 2z 2 3x 4 y 6 z 5
2. 
4a 3b2c 2a 4b5c 2

3.
2x 2  x y  6y 2

4x 
2  9y 2  4x  8y 

21x - 9y
2 2 2 2 10
25x  4y 70x  2xy  12y

5a 2  3ab  2b2 10a  4b 5a 2  6ab  b2

5.  
6a  8b 15a 2  17ab  4b2 10

39
Rule on Complex Rational Expressions:
 A complex rational expression is an expression which has one or
more fractions in its numerator or in its denominator or both. To
simplify a complex fraction, multiply both numerator and
denominator by the common multiple of the denominators of the
fraction to reduce the fraction to a simple fraction.
a a a a
 bc  
Examples: @ b c  b c

 a c  a b 
1
ab  ac b c  a b  ac  b c  a b  a c bc

@ Simplify and reduce answer to lowest terms.

3
1 
y  1
1
1 
y  1
 3 
y 1 1  y  1 
  
 1 
 y  1 1  
 y  1 
y  1  3

y  1  1
y  2

y

40
 Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to evaluate
expressions concerning complex rational expressions.
A. Perform the indicated operations and express the result to lowest
terms.
2 3

3 8
1.
3
1 
12

3 4
1  
2.
x x2
1 2
1  
x x2

41
 x  6
3  2
x  6x  8
3. x  7
2 
x2  2 x  8

1 5

x x  1
4. 3 2

x x  1

42
 Chapter IV. Ratio and Proportion

Objectives

In this chapter, freshmen students will learn more applications of ratio

and proportion in daily life.
After finishing the lessons, the students shall be able to:
 Define ratio and proportion;
 Understand the properties of ratio and proportion; and
 Solve practical and daily life problems concerning ratio and proportion.

Lesson 1. Definition of Ratio and Proportion

The ratio of a number a to a nonzero number b is defined to be the

quotient a/b. In other words, a ratio is a fraction and, conversely, a fraction is a
ratio. The ratio of a to b is expressed equivalently in any of the forms:
a
a b a:b
b

A statement of equality of two ratios is called a proportion. A proportion

may be expressed in either of the forms:

a c
 or a: b  c:d
b d

Lesson 2. Properties of Ratio and Proportion

43
 The following are the properties of ratio and proportion. These properties
are baselines to solve practical applications of ratio and proportion. Proving of
the properties shall be discussed by the concerned teachers.
 Property 1. In any proportion, the product of the means is equal to
the product of the extremes.
a c a b
 Property 2. If  , then 
b d c d

a c b d
 Property 3. If  , then 
b d a c

a c a  b c  d
 Property 4. If  , then 
b d b d

a c a  b c - d
 Property 5. If  , then 
b d b d

a c a  b c  d
 Property 6. If
b

d
, then
a - b

c - d

Examples: @ Express the ratio 4 feet to 18 inches as a fraction

in lowest terms.
Solution: Since 4 feet is equal to 48 inches, we have
48 8

18 3

@ Find the ratio of 200,000 pesos to 120 square

meter and interpret the result.
Solution:
200,000
 1,666.67
120
Php1,666.67 is the cost per square meter.

@ Given the proportion x:6 = 5:10, find x.

Solution: Applying property 1, we get
10x = 30
x=3
@ A triangle has sides of lengths 22, 17, and 12
inches. If the length of the shortest side of a similar triangle
is 8 inches, find the lengths of the other sides.

44
 Solution: We recall that the corresponding sides of
similar triangles are proportional, so we have
x:y:8 = 22:17:12
This extended proportion is equivalent to the two
proportions
x:8 = 22:12 and y:8 = 17:12
Hence,
x = 14 2/3 and y = 11 1/3
Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to evaluate
expressions concerning ratio and proportion.
A. Solve each of the following.
1. Express each ratio as a fraction in lowest terms.
a. 3 feet to 10 inches
b. 9 hours to 3 days
c. 76 days to 4 weeks

2. Find the value of each ratio and interpret the result.

a. 234 miles to 18 gallons

b. 560 eggs to 28 hens

c. 27 candy bars to 36 children d. 200 dollars to 8.5 hours

45
3. Find the value of the variable/s in each problem.
a. x:4 = 16:x

b. 3:(1 + x) = 2:5

c. x:3:y = -2:3:-4

4. Divide 126 into three parts which have the ratio 2:3:4.

5. Three men are employed to repair a roof for Php5,500. This sum is to be
distributed among the men in the ratio 2:3:4. Find the amount which each man
receives.

46
 Chapter V. Linear Equations & Inequalities in One Variable

Objectives

In this chapter, freshmen students will be exposed to numerous kinds of

linear equation in one unknown problems.
After finishing the lessons, the students shall be able to:
 Solve linear equations in one variable;
 Check the solutions of linear equations in one variable;
 Solve word problems using equation in one variable; and
 Solve inequalities in one variable.

Lesson 1. Equation

One of the most fundamental concepts of algebra is equation. The

customary way of forming an equation is to place a symbol “=” between two
algebraic expressions on the left and right member of an equation.

Definition of terms:

 Solution
This can be obtained when two members of an equation is
satisfied after substitution of numbers for the variables are made.
Examples: @ 2x + 5 = 7; solution is {1}
@ 3a + 12 = 9; solution is {-1}
 Solution Set
This refers to the totality of the solutions in an equation.

47
 Examples: @ x 2  7x  10   x  5   x  2 ;
Solution set is the set of all values of x such
that x is an element of real number.
@ 10a 2  5a  5a  2a  1
Solution set is the set of all values of x such
that x is an element of real number.

 Conditional Equation
An equation which is only satisfied by some, but not all, of the
values of the variables for which members of the equation are defined.
Examples: @ x – 3 = 5; solution is {8}.
@ x 2  5x  6  0 ; solutions are {2 & 3}.

 Identity
An equation which is satisfied by all the values of the variable for
which the members of the equation are defined.
Examples: @  2x  3 2  4x 2  12x  9
Solution set is the set of all values of x such
that x is an element of real number.
1 1 1
@ x  1  x  x  x  1

Solution set is the set of all values of x except

zero (0) such that x is an element of real number.

5. Equivalent Equation
These are two equations having the same solution set.
Examples: @ x – 6 = 3 is equivalent to 2x – 12 = 6
Because the two equations have the same solution {9}.
@ 2x + 3 = 15 is equivalent to x – 12 = -6
Because the two equations have the same solution {6}.

6. Extraneous Root

48
 A root of a derived equation is not the same as the root of the
original equation.
Example: @ 4x – 8 = 12 (original equation) multiplied by x, the

new equation now will be 4x 2  8x  12x (new equation).

The solution set of the original equation is {5} while the new
equation is {0, 5}. Zero is called the extraneous root.

Lesson 2. Linear Equation in One Variable

A linear equation in one variable is defined as ax + b = 0, where a and b

are real numbers or constants and x is the first degree variable. Finding the
root or roots of linear equation is known for solving the equation, where it
makes use of one or combination of principles of linear equations such as
follows:
 Axiom of Addition:
If the same quantity is added to both members of an equation, the
equation remains the same.
Examples: @ 4x + 5 = 9 is equivalent to 4x + 5 + (4) = 9 + (4)
where the solution set of the two equations is the same as
{1}.
@ 3a - 9 = 15 is equivalent to 3a – 9 + (10) = 15 + (10)
where the solution set of the two equations is the same as
{8}.

 Axiom of Subtraction
If the same quantity is subtracted from both members of an
equation, the equation remains the same.
Examples: @ 3x – 7 = -28 is equivalent to 3x – 7 – (5) = -28 – (5)
where the solution set of the two equations is the same as {-
7}.
@ 5a – 10 = 20 is equivalent to 5a – 10 – (5) = 20 – (5)
where the solution set of the two equations is the same as
{6)

49
 Axiom of Multiplication
If the same quantity is multiplied to both sides of an equation, the
equation remains the same.
Examples: @ 5x + 3 = 4 is equivalent to 2 (5x + 3) = 4 (2) where
the solution set of the two equations is the same as {1/5}.
@ 2a – 1 = 3 is equivalent to -3 (2a – 1) = 3 (-3) where
the solution set of the two equations is the same as {2}.
 Axiom of Division
If the same quantity is divided to both sides of an equation, the
equation remains the same.
Example: @ 4x + 10 = -20 is equivalent to
4 x  10  20
 where the solution set of the two
2 2

equations is the same as {-15/2).

@ 6a – 15 = -21 is equivalent to
6 a  15  21
 where the solution set of the two
5 5

equations is the same as {-1}.

Lesson 3. Guidelines in Solving Linear Equations

1. If an equation is in fractional form, clear the fractions by multiplying

both sides of the equation by the LCM of all the denominators and
simplify.
2 2 1 11
Examples: @ Solve for x in the equation   
x 5 x 10
2 2 1 11
  
x 5 x 10
2 2 1 11 
10 x       10 x
x 5 x 10 
20  4 x  10  11 x
11 x  4 x  20  10
15 x  10
2
x 
3

50
To check: if x = 2/3
2 2 1 11
  
x 5
x 10
?
2 2 1 11
  
2 5 2 10
3 3
6 2 ? 3 11
  
2 5 2 10
30  4 ? 15  11

10 10
13 13

5 5
x x  1 2x  1 1
@ Solve for x in the equation    .
7 3 21 3

x x  1 2x  1 1
  
7 3 21 3
x x  1  2x  1 1
21       21
 7 3   21 3
3x  7 x  7  2x  1  7
3x  7x  2x  1  7  7
8x  1
x  1
8

To check: if x = 1/8

51
 x x  1 2x  1 1
  
7 3 21 3
1
8 
1
8
 1 ? 2 1
8
 
 1

1

7 3 21 3

21
1
 8 
1  1 ?  2 1
8   8
 1


1
21
 
 7 3    21 3
   
3 ? 1
7

 7   1  7
8 8 4
3  7  56 ? 1  4  28

8 4
 46 ?  23

8 4
 23  23

4 4
2. If an equation is in decimal form, convert the decimal numbers into
whole numbers by multiplying both sides of the equation by the greatest
place value of the decimal numbers and simplify.
Examples: @ Solve for x in the equation 0.7x – 1 = 0.5x + 2
10 (0.7x – 1) = (0.5x + 2)10
7x – 10 = 5x + 20
7x – 5x = 20 + 10
2x = 30
x = 15
To check if x = 15
7x  10  5x  20
?
715   10  515   20
?
105  10  75  20
95  95

@ Solve for x in the equation

0.3 (x – 2) + 1 = 2 (0.4x – 1)

52
 10 [0.3 (x – 2) + 1 = (2 (0.4x – 1)]10
3x – 6 + 10 = 8x – 20
 5x  24

5 5
24
x 
5

To check if x = 24/5
3x  6  10  8x  20
?
 24   24 
3   6  10  8   20
 5   5 
72 ? 192
4   20
5 5
72  20 ? 192  100

5 5
92 92

5 5

Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to evaluate
and simplify expressions concerning fractional, decimal and literal linear
equations.
1. 2  x  7   5  3  2x   6  0

2x  4 5x 2x  4
2.  
4 8 6

53
3. 0.2 y  7 y  1  2 y  1  0.7 y  0.3 

x 2x  3 3  x2
4.  
x  2 x  3 x2  5 x  6

 1  i  n  1
5. Solve S  Rs   for n.
 i 

54
 Lesson 4. Solution of Word Problems

The solution of word problems involving ratio, percentage, numbers –

relation, distance – time – rate, work and other miscellaneous problems
becomes easy when systematic approach is utilized. The following are some
guidelines to follow in solving word problems:
1. Read and understand the problem carefully;
2. Represent the unknown by a variable;
3. Translate mathematical sentences or conditions to mathematical
symbols; and
4. Solve the equation and check against the given conditions.

Examples: (Number Relation Problems)

@ Find the four consecutive odd integers whose sum
is 32.
Given: Let x = 1st odd integer
x + 2 = 2nd odd integer
x + 4 = 3rd odd integer
x + 6 = 4th odd integer
Equation: x + (x + 2) + (x + 4) + (x + 6) = 32
4x + 12 = 32

55
 4x = 32 – 12
x = 5 (1st odd integer)
5 + 2 = 7 (2nd odd integer)
5 + 4 = 9 (3rd odd integer)
5 + 6 = 11 (4th odd integer)
To check: if x = 5
5 + 7 + 9 + 11 = 32
32 = 32
@ Find the five consecutive integers whose sum is
60.
Given: Let x = 1st integer
x + 1 = 2nd integer
x + 2 = 3rd integer
x + 3 = 4th integer
x + 4 = 5th integer
Equation: x + (x + 1) + (x + 2) + (x + 3) + (x + 4) = 60
5x + 10 = 60
5x = 60 – 10
x = 10 (1st integer)
10 + 1 = 11 (2nd integer)
10 + 2 = 12 (3rd integer)
10 + 3 = 13 (4th integer)
10 + 4 = 14 (5th integer)
To check: if x = 10
10 + 11 + 12 + 13 + 14 = 60
60 = 60

(Dimension and Area Problem)

@ If the sides of a square are increased by 5 meters, the
area will be increased by 175 square meters. What were the
original dimensions of the square?
Given: Let x = be the original sides of the square
x + 5 = be the new sides of the square

56
 Equation: A = 4s
175 = 4 (x + 5)
175 = 4x + 20
155 = 4x
x = 38.75 (the original sides of the
square)
To check: if x = 38.75
A = 4 (8.75)
A1 = 155 (original square)
A = 4 (38.75 + 5)
A2 = 175 (new square)

(Investment Problem)
@ Nestor invested Php20, 000 in Non-Teaching Association
Fund paying him 8% interest and in CAM-FAP Fund at 6%
interest. If the accumulated interest in the two ventures amounted
to Php1,500 annually. How much did he invest in each?

Given: Let x = be the amount invested at 8%.

20,000 – x = be the amount invested at 6%.

Amount Annual
Investment Rate
invested Income
NTA x .08 .08x
CAM-FAP 20,000 – x .06 .06 (20,000 – x)

Equation: 0.08x + 0.06 (20,000 – x) = Php1,500

100 [0.08x + 0.06 (20,000 – x)] = Php1,500 (100)
8x + 6 (20,000 – x) = Php150,000
8x + 120,000 – 6x = Php150,000
2x = Php150,000 – Php120,000

57
 2x = Php30,000
x = Php15,000 (invested at 8%)
Php20, 000 – Php15,000 = Php5,000 (invested at 6%)

To check: if x = Php15, 000

0.08 (Php15, 000)
= Php1, 200 (interest at 8% annually)
0.06 (Php5, 000)
= Php300 (interest at 6% annually)

(Mixture Problem)
@ How many ounces of pure silver must be added to 36 oz
of 60% pure silver to make an alloy that is 76% pure silver?

Given: Let x = number of ounces of silver to be added.

100% pure = x oz silver

36 oz 60% pure = 21.6 oz silver

(x + 36) oz 76% pure = 0.76 (x + 36) oz silver
Equation: x + 21.6 = 0.76x + 27.36
0.24x = 5.76
x = 24 oz
To check: if x = 24
24 + 21.6 = 0.76 (24) + 27.36
45.6 = 45.6

(Time or Work Problem)

@ Christine can do a certain task in 8 hours, Mark can do a
task in 10 hours, and Ienne can do a task in 12 hours. How long
will it take them to do the task if they worked together?

Given: Let x = be the total number of hours to take if

all of them will work together.

58
 1 1 1 1
Equation:   
8 10 12 x

1 1 1  1
120x      120x 
8 10 12  x
15x  12x  10x  120
37 x  120
9
x  3 hours
37

9
To check: if x  3
37

1 1 1 ? 1
  
8 10 12 120
37
1 1 1 37 ?
  
8 10 12 120
1 1 1  ?  37 
120       120
8 10 12   120 
?
15  12  10  37
37  37

(Age Problem)
@ John is three times as old as his nephew, Pete. Four
years ago, he was four times as old as Pete. How old is Pete now?

Given: Let x = be the age of Pete at present

3x = be the age of John now

Name Present Age Age 4 years ago

John 3x 3x – 4
Pete x x–4

Equation: 3x – 4 = 4 (x – 4)
3x - 4 = 4x – 16
x = 12 (present age of Pete)
3x = 36 (present age of John)
To check: if x = 12
Age of Pete four years ago is 12 – 4 = 8

59
 Age of John four years ago is 36 – 4 = 32
Four years ago, the age of John (32) is 4
times as old as Pete (8).

Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to evaluate
and simplify concerning word problems of linear equations in one variable.

1. A businessman invested Php16, 000, part at 9% and the rest at 4%. His total
interest from both investments was Php990. How much did he invest at each
rate?
Given:

Equation:

Checking:

60
2. The sum of three integers is 27. The second integer is 2 less than twice the
first integer, and the third integer is 5 greater than three times the first. Find
the numbers.
Given:

Equation:

To check:

61
3. A rectangle is 5 meters longer than it is width. If the length is shortened by
two meters, and the width is increased by one meter, the area will remain the
same. Find the length and width.
Given:

Equation:

To check:

62
4. A fraction has a numerator that is four less than the denominator. If the
numerator is increased by two and fifteen is added to the denominator, the
result is equal to ½. Find the original fraction.
Given:

Equation:

To check:

63
5. How many ounces of pure silver must be added to 18 ounces, 60% pure, to
make an alloy which is 76% pure silver.
Given:

Equation:

To check:

64
 Lesson 5. Inequalities in One Variable

An inequality is a statement that one expression is greater than, greater

than or equal to, less than, less than or equal to another quantity.
>, , <, , or 
If an inequality contains a variable, then a solution is a value of the
variable that makes the inequality a true statement. The set of all solutions is
called the solution set of the inequality. The objective is to isolate the variable
and solve for it.
Open interval (a, b) = {xa < x < b}
Closed interval [a, b] = {xa  x  b}

Properties of Linear Inequalities:

 The sense of an inequality is not changed when the same positive
or negative number is added to both members.
Example: @ Solve the inequality 7x – 4 > 3x – 8.
Solution: 7x - 4 > 3x – 8
7x – 3x > -8 + 4
4x > -4
x > -1
The solution is (-1, + ).
Suppose positive 10 is added to both members of the
inequality, then
7x – 4 + 10 > 3x – 8 + 10
7x + 6 > 3x + 2
7x – 3x > 2 – 6
4x > -4

65
 4x 4

4 4

x > -1
The solution is still (-1, + ).

 The sense of an inequality is not changed when both members are

multiplied by or divided by the same positive number.
7 1 1 1
Example: @ Solve the inequality x   x  .
8 2 4 8

7 1 1 1
Solution: x   x 
8 2 4 8

 8   7 x 
1 1
   x 
1
 8 
8 2 4 8
7x  4  2x  1
7 x  2x   1  4
5x   5
x  1

The solution is [-1, + ).

Suppose positive 5 is multiplied to both members of
the inequality, then
5  7x  4    2x  1 5
35x  20  10x  5
35x  10x   5  20
25x   25
25x  25

25 25
x  1

The solution is still [-1, + ).

 The sense of an inequality is reversed when both members are

multiplied by or divided by the same negative numbers.
1 1 1 2
Example: @ Solve the inequality x   x 
6 3 2 3
1 1 1 2
Solution: x   x 
6 3 2 3

66
  6  1 x 
1 1
   x 
2
 6 
6 3  2 3 
x  2  3x  4
x  3x  4  2
 2x  2
 2x 2

2 2
x  1

The solution is [-1, + ).

Suppose negative 5 is multiplied to both members of

the inequality, then
- 5  x  2   3x  4  5
- 5x  10   15x  20
- 5x  15x   20  10
10x   10
10x -10

10 10
x  1

The solution is still [-1, + ).

Reinforcement Exercise

67
Directions: Solve each of the following problems. You will be asked to evaluate
and simplify concerning linear inequalities in one variable.
3 1 2 1
1. x   x 
4 3 3 2

Solution:

2 3 1 7
2. x  x   x 
5 10 2 5

Solution:

3. 0.07 x  0.02 x  4   0 .08x  0.04

Solution:

68
4. .8 x  x  .5  2 x  7

Solution:

Chapter VI. Systems of Linear Equations and Inequalities

Objectives

69
 In this chapter, freshmen students will be able to learn more applications
on the systems of equations and inequalities.
Specifically, after finishing the lessons, the students shall be able to:
 Differentiate the graphical solutions of two linear equations;
 Solve systems of linear equations in two unknowns;
 Solve word problems involving systems of linear equations in two
unknowns;
 Solve systems of linear equations in three unknowns;
 Solve systems of linear inequalities in two unknowns; and
 Solve problems about linear programming using systems of linear
inequalities in two unknowns.

Lesson 1. Systems of Linear Equations in Two Unknowns

An equation of the form ax + b = c, where a, b, and c are constants and

a and b are not zero is a linear equation in two variables, x and y. A linear
equation in two unknowns has no unique solution since the coordinate of any
point on a line satisfies the equation of the line and an infinite number of points
lie on any line.
Apparently, a system of two linear equations has a unique solution, no
solution, or an undetermined number of solutions depending on whether the
graphs of the equations intersect, parallel, or are coincident.

Graph of System of Linear Equations:

 Consistent Equation
Two linear equations in which there is only one solution or
a unique solution and that the graph is intersection of two lines.

Illustration:

70
 Inconsistent Equation
Two linear equations in which there is no solution and that
the graph is parallel lines.
Illustration:

 Dependent
Two linear equations in which there is an indeterminate
number of solutions and that the graph is two coinciding lines.
Illustration:

71
 Four Ways in Finding the Solution of Systems of Two Linear
Equations:
 Graphing
This can be obtained by assigning values to x and y and
solving for the corresponding value of the other variable from the
equations representing each line, coordinates of points on each
line are obtained.
 Elimination
This method seeks to eliminate one of the unknowns and
solve the other variable.
Example: @ Solve the systems
3x + 2y = -8 (1)
2x – 3y = -1 (2)

Solution:
1. Choose 1 of the unknown variables to be eliminated. Let say,
eliminate y first. Since, coefficients of y are not equal, multiply
equation (1) by 3 and equation (2) by 2 and add the resulting
equation.
3[3x + 2y] = [-8] 3 (1)
2[2x – 3y] = [-1] 2 (2)
9x + 6y = -24 (1)
4x – 6y = -2 (2)
13x = -26
13x  26

13 13

x = -2
2. To solve for y, substitute the value of x in either equations (1) or
(2). Let say we use first equation,
3[-2] + 2y = -8
-6 + 2y = -8
2y = -8 + 6
y = -1
3. Check the computed roots to both equations.

72
 If x = -2 & y = -1, then

3[-2] + 2[-1] ?
 -8 first equation
-8 = -8 (True)

2[-2] – 3[-1] = -1 second equation

-4 + 3 = -1
-1 = -1 (True)
Therefore, the solutions are x = -2, & y = -1.

 Substitution
This method seeks to eliminate one of the unknowns by
substituting its value in any equation in terms of the other
unknown in the other equations, successively, until the given
equation is reduced to a linear equation in one unknown.
Example: @ Solve the systems
5x + 2y = 12 (1)
3x – 4y = 20 (2)

Solution:
1. Determine the value of one unknown in terms of the other, let
us say x in terms of y or y in terms of x from any given equations.
Solve for x in terms of y in equation 1 and substitute the resulting
expression in equation 2.
5x + 2y = 12 (1)
5x = 12 – 2y
12  2y
x 
5

73
 12  2y 
3   4 y  20  2
 5
 12  2y  
5 3 
   4y   20  5 
 5 
36  10y  4y  100
 14y  100  36
 14y  64
 14y 64

 14  14
32
y 
7

2. Substitute this expression in the other equation and solve the

resulting equation which is reduced to a linear equation in one
unknown. Substitute y = -1 in either equation 1 or 2.

 32 
5x  2     12 1
 7 
  32 
7 5x  2    12  7 
  7 
35x  64  84
35x  84  64
35x  148
35x 148

35 35
148
x 
35

3. Check the roots by substituting the values of the unknowns in

the given equations.

 Determinants
It denotes a square array of any four numbers a 1, a2, a3, and
a4 in two rows and two columns and defined by the relation:

74
 aa1 2
 1aa 4  3 aa 2
a3 a4
To solve the roots applying the determinants, we use:

75
 c1b a1c
c2 b a 2 c
x & y
a1b a1b
a2 b a 2 b
Example: @ Find the roots of
3x + 2y = -8 (1)
2x – 3y = -1 (2)

Solution:

76
 8 2 3  8
1 3 2  1
x y
32 32
2 3 2 3
  38 12   8213
 33  2  33  2
422 316
 
 49  49
2x 1y

77
 Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to evaluate
and simplify concerning word problems of the systems of linear equations in two
unknowns.
1. A cattleman sold 60 calves and 240 sheep for $17,160 and pricing the
animals in the same way, he sold 40 calves and 180 sheep to another buyer for
$12, 240. Find the price per head for each kind of animal.
Required:

Equations:

Solution:

Checking:

78
2. If the numerator and denominator of a certain fraction are each decreased by
2, the value of the new fraction is ½. But if the numerator of the original
fraction is increased by one and the denominator decreased by 2, the resulting
fraction is equal to ¾. Find the original fraction.
Required:

Equations:

Solution:

Checking:

79
3. A man and a boy perform task in 2 days. They completed one – half of the
task the first day with the man working 8 hours and the boy working 10 hours.
On the next day they finished the task with the man working 4 hours and the
boy working 15 hours. Find how many hours it would take for each working
alone to do the task.
Required:

Equations:

Solution:

Checking:

80
4. The sum of the reciprocals of two numbers is 11. Three times the reciprocal
of one of the numbers is 3 more than twice the reciprocal of the other numbers.
Find the numbers.
Required:

Equations:

Solution:

Checking:

81
5. The difference of two numbers is 14 and twice the smaller number is 5
less than the larger number. Find the numbers.
Required:

Equations:

Solution:

Checking:

82
 Lesson 2. Systems of Linear Equations in Three Unknowns

An equation of the form ax + by + cz + d = 0, where a, b, c, and d are

constants and a, b, c, are not equal to zero is a linear equation in three
unknowns x, y, and z. The solution of such an equation is an ordered triple
number (x, y, z) that satisfies ax + by + cz + d = 0.

Two Ways in Finding the Solution of Systems of Two Linear Equations:

 Elimination
The following are some guidelines in solving systems of linear

equations in three unknowns using elimination. These are similar

with the guidelines in solving two unknowns.

1. Choose two equations from the three given equations and decide

which one of the unknown variables to be eliminated;

2. If the coefficients of the unknown to be eliminated are not

numerically equal, multiply the given equation by the necessary constants

that will make them equal and proceed to elimination by addition or

subtraction. Let this resulting equation be named as the fourth equation

reduced into two variables;

3. Choose one of the used equations and combine it with the unused

equation and eliminate of the same variable produced in the first

procedure. And let the resulting equation be named as the fifth equation;

83
 4. Combine the fourth and fifth equation and apply the procedures as

in the guidelines presented in solving systems of linear equations in two

unknowns; and

5. Substitute the necessary solution variables and check against the

conditions.

Example: @ Solve the systems

x – 2y + 5z = 15 (1)
2x + 3y + z = 8 (2)
5x + 2y – 3z = -13 (3)
1. Choose the first and second equations and eliminate x by
subtraction.
2(x – 2y + 5z) = (15)2 (1)
2x + 3y + z = 8 (2)
2x – 4y + 10z = 30 (1)
-
2x + 3y + z = 8 (2)
-7y + 9z = 22 (4)

2. Choose of the used equations and combine it with the unused

and eliminate of the same variable done in the first procedure.
5(2x + 3y + z) = (8)5 (2)
(5x + 2y – 3z) = (-13)2 (3)
10x + 15y + 5z = 40 (2)
-
10x + 4y – 6z = 26 (3)
11y + 11z = 66 (5)

3. Combine the fourth and fifth equation and eliminate one of the
variables.
11(-7y + 9z) = (22)11 (4)
7(11y + 11z)7 = (66)7 (5)

84
 -77y + 99z = 242 (4)
+
77y + 77z = 462 (5)
176z = 704
z = 4

4. Substitute z = 4, in either of the fourth or fifth equation.

-7y + 9 (4) = 22 (4)
-7y + 36 = 22
-7y = 22 – 36
-7y = -14
y = 2

5. Substitute y = 2 and z = 4, in any of the three linear equations

in three unknowns.
x – 2y + 5z = 15 (1)
x – 2 (2) + 5 (4) = 15
x – 4 + 20 = 15
x = 15 - 16
x = -1

To check if x = -1, y = 2 and z = 4,

Equation 1: x – 2y + 5z = 15
-1 – 2 (2) + 5 (4) = 15
-5 + 20 = 15
15 = 15

Equation 2: 2x + 3y + z = 8
2 (-1) + 3 (2) + 4 = 8
-2 + 6 + 4 = 8
8=8

85
 Equation 3: 5x + 2y – 3z = -13
5 (-1) + 2 (2) – 3 (4) = -13
-5 + 4 -12 = -13
-13 = -13

 Determinants
It denotes an array defined by the relation:

a1 b1 c  d
1 1
a2 b2 c d  a1b2 c  b c d  c d a
2 2 3 12 3 12 3
a3 b c  d
3 3 3
 (a 3 b 2 c  b c d  c d a )
1 321 321
To solve the roots in three unknowns applying the
determinants, we use:

86
 d1 b1 c d b
1 11
d2 b2 c d b
2 22
d b c d b
333 33
x
a1 b1 c a b
1 11
a2 b2 c a b
2 22
a b c a b
333 33
 
d b c b c a c d b  d b c b c d c d b
 
 123 12 3 123 321 321 3 21
a b c b c a c a b  a b c b c a c a b
123 12 3 123 321 321 3 21

87
 a1 d1 c a d
1 11
a2 d2 c a d
2 22
a d c a d
333 33
y
a1 b1 c a b
1 11
a2 b2 c a b
2 22
a b c a b
333 33
 
a d c d c a c a d  a d c d c a c a d
 123 12 3 123 3 21 321 3 21
 
a b c b c a c a b  a b c b c a c a b
123 12 3 123 321 321 3 21

88
 a1 b1 d a b
1 11
a 2 b 2 d a b
2 22
a b d a b
333 33
z
a1 b1 c a b
1 11
a 2 b 2 c a b
2 22
a b c a b
333 33
 
a b d b d a d a b  a b d b d a d a b
 12 3 123 123 321 3 21 321
 
a b c b c a c a b  a b c b c a c a b
123 12 3 123 321 321 3 21

Example: @ Find the roots of

x – 2y + 5z = 15 (1)
2x + 3y + z = 8 (2)
5x + 2y – 3z = -13 (3)
Solution:

89
 15 -2 515 -2
8 3 1 8 3
-13 2- -3 13 2
x
1 -2 5 1 -2
2 3 1 2 3
5 2-3 5 2
153-3  -2 1-13  58 2  -1335  2115  -38-2

13-3  -215  522  535  211  -32-2
8

8
 1

90
 1 15 5 1 15
2 8 1 2 8
-5 13 -3 -5 13
y
1 -2 5 1 -2
2 3 1 2 3
5 2 - 3 5 2
18 -3  -15 15  5 2 -13  5 8 5  -13 11  -3 2 15

1  3  -3  - 2  1  5  5  2  2   5  3  5  2  1  1  - 3  2  - 2 
-176

8
2

91
 1 - 2 15  1 - 2
2 3 8 2 3
5 -2 13 5 2
z
1 -2 5 1 -2
2 3 1 2 3
5 2 - 3 5 2
13-13  -2 8 5 15 2 2  5 3 15  2 8 1  -13 2 -2

1  3  -3  - 2  1  5  5  2  2   5  3  5  2  1  1  - 3  2  -2 
-352

8
4
Note: The roots are the same as the method of elimination.

Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to evaluate
and simplify concerning word problems of the systems of linear equations in
three unknowns.

92
1. A and B can do a certain job in 9 days, A and C can do the job in 8 days, and
B and C can do the job in 12 days. Find how long it would take each person
working alone to do the job.

Required:

Equations:

Solution:

Checking:

93
2. Find the three numbers such that the sum of the first and second is 67, the
sum of the first and third is 80, and the sum of the second and third is 91.

Required:

Equations:

Solution:

94
 Checking:

3. A man takes three investments totaling $24, 000 with interest rates at 6%,
7%, and 8%. The total annual income is $1, 720, and the income from the 7%
investment is $40 less than the combined income from the other investments.
Find the amount of each investment.

Required:

Equations:

Solution:

95
 Checking:

4. The sum of the second and third digits of a three – digit number is equal to
the first digit. The sum of the first digit and the second digit is 2 more than the
third digit. If the second and third digits were interchanged, the new number
would be 54 more than the original number. Find the number.

96
 Required:

Equations:

Solution:

Checking:

Lesson 3. System of Linear Inequalities in Two Unknowns

A combination of at least two inequalities in one or more variables which

require a simultaneous solution is called system of inequalities. To solve a
system of inequalities means to find the ordered pairs which will satisfy all the

97
conditions imposed on the variable. The solution set is called the feasible
region.
Guidelines in Solving System of Linear Inequalities:
The following are some guidelines in solving systems of linear inequalities
in two unknowns. Here, we shall only consider the graphical solution of the
system of inequalities:
1. Take the corresponding equations and determine the x and y
intercepts;
2. Plot the points in the Cartesian coordinate system;
3. Sketch the graph and determine the half – plane which is the solution
set of inequalities;
4. Check if ordered pair zero is part of the solution in the given
inequalities; and
5. Find the intersection of two half – planes which are the solution set of
the system of inequalities.
Example: @ Solve the system x – y  1 and x + y  3.
Solution:
1.

Equations x – intercept y – intercept

x–y=1 (1, 0) (0, -1)
x+y=3 (3, 0) (0, 3)

2, 3 & 5.
x – y =1

0 x+y=3

4. If (0, 0), then

x–y<1 x+y<3
0–0<1 0+0<3
0 < 1 True 0 < 3 True

98
 @ Solve the system
x+y≤8
x+y≥2
x≤5
y≤6
x, y ≥ 0

1.

Equations x – intercept y – intercept

x+y=8 (8, 0) (0, 8)
x+y=2 (2, 0) (0, 2)
x=5 (5, 0)
y=6 (0,6)

2, 3 & 5.

y=6

x+y=2 x=5

x+y=8

4. If (0, 0), then

x+y<8 x+y>2
0+0<8 0+0>2
0 < 8 True 0 > 2 False

99
 x<5 y<6
0 < 5 True 0 < 6 True

Reinforcement Exercise

Directions: Solve each of the following problems. You will be asked to solve the
system and identify the feasible region in the plane concerning system of linear
inequalities in two unknowns.
1. 2x + 3y  12

100
 x+ y 4
x 0
y 0

Solution:
Intercepts:

Feasible region:

2. x + y  4
3x + 3y  18
x3
y0
Solution:
Intercepts:

101
 Feasible region:

3. 2x + 6y  24
6x + 3y  18
x+y4
x0
y0

Solution:
Intercepts:

Feasible region:

102
4. 7x + 5y  35
5x + 3y  30
4x + 5y  40
-x + y  2
x3
y5
x0

Solution:
Intercepts:

Feasible region:

Lesson 4. Linear Programming Model

Problems in business, economics and other sciences may require a

function to be maximized or minimized subject to conditions or constraints. If
such problem to be maximized or minimized is linear and the constraints are

103
linear equation or inequalities, then a problem is a linear programming
problem.
Thus, a linear programming model is planning or making schedules to
undertake in the future. It is also a mathematical technique for finding the best
uses of an organization’s resources.
Characteristics of a Linear Programming:
1. The firm or decision – maker must have an objective to achieve and
that is either to maximize profit or minimize the cost;
2. Resources must be in limited supply. That is, the action of the
decision maker must be constrained and the decision variables must not
violate one of the constraint or limitations in a firm;
3. All variables must have values greater than or equal to zero;
4. The relationship of variables could be expressed in terms of equations
and inequalities; and
5. There must have alternative courses of action.

Glossary:

 Linear relationship – A direct proportional relationship

between variables.
 Constrained resources – Organizational resources that are
limited in quantity.
 Extreme points – Corners of the feasible region.
 Feasible region – Area containing all possible solutions to
the problem, which satisfy all the conditions or constraints in the
problem.
 Inequality – A mathematical expression indicating that
minimum or maximum requirements must be met
 Infeasibility – The condition when there is no solution,
which satisfies all the constraints in a problem.
 Objective - Goal of the organization.
 Objective function – An expression, which shows the
relationship between the variables in the problem and the firm’s goal.

104
  Unboundedness – The condition when the objective of a
linear programming problem can be made infinitely large without
violating any of the constraints.
 Constraint – A limit on the availability of resources.
 Implicit constraint – Conditions that are already implied
in the problem.
 Explicit constraint – Conditions, which are to be
expressed in mathematical sentences.

Guidelines in Solving Linear Programming Problem:

1. Use variables to represent the unknown in the problem and tabulate;
2. Set up the problem in terms of a series of mathematical constraints
and objective function;
3. Convert the inequality explicit constraints to equations;
4. Graph each of the constraints equation and solve for the intersection if
necessary;
5. Determine the feasible region that is, the region containing all points
that satisfy the explicit constraints simultaneously;
6. Find the vertices of the feasible region and substitute to the objective
function; and
7. Choose with the highest profit in a maximization problem or lowest
cost in a minimization problem and formulate your decision.

Examples: @ Find the solution set/s and solve for the point of
intersection. Substitute the vertices or corners of the feasible
region and make your decision.

1. Minimize: C = 50x + 20y

Subject to:
x+y 5

105
 x + y  10
x1  2
x2  7
x 0
y 0
Solution:

4 & 5.

Equations x – intercept y – intercept

x+y=5 (5, 0) (0, 5)
x + y = 10 (10, 0) (0, 10)
x1 = 2 (2, 0)
x2 = 7 (7, 0)

x1 = 2 x2 = 7

x+y=5

x + y = 10

If (0, 0), then

x+y>5 x + y < 10
0+0>5 0 + 0 < 10

106
 0 > 5 False 0 < 10 True

x1 > 2 x2 < 7
0 > 2 False 0 < 7 True

6.
@ (7, 0) C1 = 50(7) + 20(0) = Php350
@ (5, 0) C2 = 50(5) + 20(0) = Php250
@ (2, 3) C3 = 50(2) + 20(3) = Php160
@ (2, 8) C4 = 50(2) + 20(8) = Php260
@ (7, 3) C5 = 50(7) + 20(3) = Php410

7. Decision:
@ (2, 3) in order to have the minimum cost of Php160.

2. A poultry raiser wants to mix two types of grain: A and B.

Each unit of grain A costs Php40 and contains 20 grams of fat, 10
grams of protein and 800 calories. Each unit of grain B costs
Php48 and contains 30 grams of fat, 30 grams of protein and 600
calories. Suppose that the poultry raiser wants each unit of the
final product to yield at least 180 grams of fat, at least 120 grams
of protein and at least 4,800 calories. How many units of each
type of grain should the poultry raiser use to minimize his cost?

Progress Checklist:
A. Set up a Linear Programming Model and solve each of the following.
1. Maximize: P = 6x + 3y (revenue)

107
 Subject to:
Material 20x + 5y  600 lbs.
Machinery 25x + 20y  1, 000 hours
Labor 20x + 30y  1, 200 hours
x, y 0
Intercepts:
Equations x – intercept y – intercept

Graph:

Corners of the feasible region:

Decision:

2. Minimize: C = 18x + 22y

Subject to:
Potassium 5x + 8y  200 grams

108
 Carbohydrate 25x + 6y  240 grams
Protein 4x + 12y  180 grams
x, y  0
Intercepts:
Equations x – intercept y – intercept

Graph:

Corners of the feasible region:

Decision:

3. The M and C Furniture makes two products: tables and chairs, which must
be processed through assembly and finishing departments. Assembly
department is available for 60 hours in every production period, while the

109
finishing department is available for 48 hours of work. Manufacturing one table
requires 4 hours in the assembly and 2 hours in the finishing. Each chair
requires 2 hours in the assembly and 4 hours in the finishing. One table
contributes Php180 to profit, while a chair contributes Php100. The problem is
to determine the number of tables and chairs to make production period in
order to maximize the profit.
Solution:
Objective Function:
Constraints:

Intercepts:
Equations x – intercept y – intercept

Graph:

Corners of the feasible region:

Decision:

4. A small generator burns two types of fuel: low sulfur and high sulfur to
produce electricity. For one hour, each galloon of low sulfur emits 3 units of
sulfur dioxide, generates 4 kilowatts electricity and costs Php160. Each galloon

110
of high sulfur emits 5 units of sulfur dioxide, generates 4 kilowatts and costs
Php150. The environmental protection agency insists that the maximum
amount of sulfur dioxide that can be emitted per hour is 15 units. Suppose that
at least 16 kilowatts must be generated per hour, how many galloons of high
sulfur and low sulfur must be utilized per hour in order to minimize the cost of
fuel?
Solution:
Objective Function:
Constraints:

Intercepts:
Equations x – intercept y – intercept

Graph:

Corners of the feasible region:

Decision:

111