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In the following exercises, solve the following equations with constants on both sides.

32 = −4 9 n

n = −4

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Solve an Equation with Variables on Both Sides

In the following exercises, solve the following equations with variables on both sides.

4 x 3 8 = 3 x

x = 3 8

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Solve an Equation with Variables and Constants on Both Sides

In the following exercises, solve the following equations with variables and constants on both sides.

5 n 20 = −7 n 80

n = −5

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5 8 c 4 = 3 8 c + 4

c = 32

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Section 2.4 Use a General Strategy for Solving Linear Equations

Solve Equations Using the General Strategy for Solving Linear Equations

In the following exercises, solve each linear equation.

9 ( 2 p 5 ) = 72

p = 13 2

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8 + 3 ( n 9 ) = 17

n = 12

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23 3 ( y 7 ) = 8

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1 3 ( 6 m + 21 ) = m 7

m = −14

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4 ( 3.5 y + 0.25 ) = 365

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0.25 ( q 8 ) = 0.1 ( q + 7 )

q = 18

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8 ( r 2 ) = 6 ( r + 10 )

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5 + 7 ( 2 5 x ) = 2 ( 9 x + 1 )
( 13 x 57 )

x = −1

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( 9 n + 5 ) ( 3 n 7 )
= 20 ( 4 n 2 )

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2 [ −16 + 5 ( 8 k 6 ) ]
= 8 ( 3 4 k ) 32

k = 3 4

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Classify Equations

In the following exercises, classify each equation as a conditional equation, an identity, or a contradiction and then state the solution.

17 y 3 ( 4 2 y ) = 11 ( y 1 )
+ 12 y 1

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9 u + 32 = 15 ( u 4 )
3 ( 2 u + 21 )

contradiction; no solution

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−8 ( 7 m + 4 ) = −6 ( 8 m + 9 )

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21 ( c 1 ) 19 ( c + 1 )
= 2 ( c 20 )

identity; all real numbers

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Section 2.5 Solve Equations with Fractions and Decimals

Solve Equations with Fraction Coefficients

In the following exercises, solve each equation with fraction coefficients.

1 3 x + 1 5 x = 8

x = 15

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3 4 a 1 3 = 1 2 a 5 6

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1 2 ( k 3 ) = 1 3 ( k + 16 )

k = 41

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5 y 1 3 + 4 = −8 y + 4 6

y = −1

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Solve Equations with Decimal Coefficients

In the following exercises, solve each equation with decimal coefficients.

0.8 x 0.3 = 0.7 x + 0.2

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0.36 u + 2.55 = 0.41 u + 6.8

u = −85

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0.6 p 1.9 = 0.78 p + 1.7

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0.6 p 1.9 = 0.78 p + 1.7

d = −20

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Section 2.6 Solve a Formula for a Specific Variable

Use the Distance, Rate, and Time Formula

In the following exercises, solve.

Natalie drove for 7 1 2 hours at 60 miles per hour. How much distance did she travel?

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Mallory is taking the bus from St. Louis to Chicago. The distance is 300 miles and the bus travels at a steady rate of 60 miles per hour. How long will the bus ride be?

5 hours

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Aaron’s friend drove him from Buffalo to Cleveland. The distance is 187 miles and the trip took 2.75 hours. How fast was Aaron’s friend driving?

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Link rode his bike at a steady rate of 15 miles per hour for 2 1 2 hours. How much distance did he travel?

37.5 miles

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Solve a Formula for a Specific Variable

In the following exercises, solve.

Use the formula. d = r t to solve for t
when d = 510 and r = 60
in general

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Use the formula. d = r t to solve for r
when when d = 451 and t = 5.5
in general

r = 82 mph ; r = D t

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Use the formula A = 1 2 b h to solve for b
when A = 390 and h = 26
in general

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Use the formula A = 1 2 b h to solve for h
when A = 153 and b = 18
in general

h = 17 h = 2 A b

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Use the formula I = P r t to solve for the principal, P for
I = $ 2 , 501 , r = 4.1 % ,
t = 5 years
in general

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Solve the formula 4 x + 3 y = 6 for y
when x = −2
in general

y = 14 3 y = 6 4 x 3

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Solve 180 = a + b + c for c .

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Solve the formula V = L W H for H .

H = V L W

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Section 2.7 Solve Linear Inequalities

Graph Inequalities on the Number Line

In the following exercises, graph each inequality on the number line.


x 4
x > 2
x < 1

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x > 0
x < 3
x −1


  1. This figure is a number line ranging from negative 5 to 5 with tick marks for each integer. The inequality x is greater than 0 is graphed on the number line, with an open parenthesis at x equals 0, and a dark line extending to the right of the parenthesis.

  2. This figure is a number line ranging from negative 5 to 5 with tick marks for each integer. The inequality x is less than negative 3 is graphed on the number line, with an open parenthesis at x equals negative 3, and a dark line extending to the left of the parenthesis.

  3. This figure is a number line ranging from negative 5 to 5 with tick marks for each integer. The inequality x is greater than or equal to 1 is graphed on the number line, with an open bracket at x equals 1, and a dark line extending to the right of the bracket.
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In the following exercises, graph each inequality on the number line and write in interval notation.


x < 1
x −2.5
x 5 4

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x > 2
x 1.5
x 5 3


  1. This figure is a number line ranging from negative 5 to 5 with tick marks for each integer. The inequality x is greater than 2 is graphed on the number line, with an open parenthesis at x equals 2, and a dark line extending to the right of the parenthesis. Below the number line is the solution written in interval notation: parenthesis, 2 comma infinity, parenthesis.

  2. This figure is a number line ranging from negative 5 to 5 with tick marks for each integer. The inequality x is less than or equal to negative 1.5 is graphed on the number line, with an open bracket at x equals negative 1.5, and a dark line extending to the left of the bracket. Below the number line is the solution written in interval notation: parenthesis, negative infinity comma negative 1.5, bracket.

  3. This figure is a number line ranging from negative 5 to 5 with tick marks for each integer. The inequality x is greater than or equal to 5/3 is graphed on the number line, with an open bracket at x equals 5/3, and a dark line extending to the right of the bracket. Below the number line is the solution written in interval notation: bracket, 5/3 comma infinity, parenthesis.
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Solve Inequalities using the Subtraction and Addition Properties of Inequality

In the following exercises, solve each inequality, graph the solution on the number line, and write the solution in interval notation.

Solve Inequalities using the Division and Multiplication Properties of Inequality

In the following exercises, solve each inequality, graph the solution on the number line, and write the solution in interval notation.

Solve Inequalities That Require Simplification

In the following exercises, solve each inequality, graph the solution on the number line, and write the solution in interval notation.

9 h 7 ( h 1 ) 4 h 23

At the top of this figure is the solution to the inequality: h is greater than or equal to 15. Below this is a number line ranging from 13 to 17 with tick marks for each integer. The inequality h is greater than or equal to 15 is graphed on the number line, with an open bracket at h equals 15, and a dark line extending to the right of the bracket. Below the number line is the solution written in interval notation: bracket, 15 comma infinity, parenthesis.

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5 n 15 ( 4 n ) < 10 ( n 6 ) + 10 n

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3 8 a 1 12 a > 5 12 a + 3 4

At the top of this figure is the solution to the inequality: a is less than negative 6. Below this is a number line ranging from negative 8 to negative 4 with tick marks for each integer. The inequality a is less than negative 6 is graphed on the number line, with an open parenthesis at a equals negative 6, and a dark line extending to the left of the parenthesis. Below the number line is the solution written in interval notation: parenthesis, negative infinity comma negative 6, parenthesis.

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Translate to an Inequality and Solve

In the following exercises, translate and solve. Then write the solution in interval notation and graph on the number line.

Five more than z is at most 19.

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Three less than c is at least 360.

At the top of this figure is the inequality c minus 3 is greater than or equal to 360. To the right of this is the solution to the inequality: c is greater than or equal to 363. To the right of the solution is the solution written in interval notation: bracket, 363 comma infinity, parenthesis. Below all of this is a number line ranging from 361 to 365 with tick marks for each integer. The inequality c is greater than or equal to 363 is graphed on the number line, with an open bracket at c equals 363, and a dark line extending to the right of the bracket.

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Nine times n exceeds 42.

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Negative two times a is no more than 8.

At the top of this figure is the inequality negative 2a is less than or equal to 8. To the right of this is the solution to the inequality: a is greater than or equal to negative 4. To the right of the solution is the solution written in interval notation: bracket, negative 4 comma infinity, parenthesis. Below all of this is a number line ranging from negative 6 to negative 2 with tick marks for each integer. The inequality a is greater than or equal to negative 4 is graphed on the number line, with an open bracket at a equals negative 4, and a dark line extending to the right of the bracket.

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Everyday math

Describe how you have used two topics from this chapter in your life outside of your math class during the past month.

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Chapter 2 practice test

Determine whether each number is a solution to the equation 6 x 3 = x + 20 .


5
23 5

no yes

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In the following exercises, solve each equation.

−8 x 15 + 9 x 1 = −21

x = −5

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10 y = −5 y 60

y = −4

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9 m 2 4 m m = 42 8

m = 9

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( d 9 ) = 23

d = −14

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1 4 ( 12 m 28 ) = 6 2 ( 3 m 1 )

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2 ( 6 x 5 ) 8 = −22

x = 1 3

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8 ( 3 a 5 ) 7 ( 4 a 3 ) = 20 3 a

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1 4 p 1 3 = 1 2

p = 10 3

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0.1 d + 0.25 ( d + 8 ) = 4.1

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14 n 3 ( 4 n + 5 ) = −9 + 2 ( n 8 )

contradiction; no solution

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9 ( 3 u 2 ) 4 [ 6 8 ( u 1 ) ] = 3 ( u 2 )

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Solve the formula x 2 y = 5 for y
when x = −3
in general

y = 4 y = 5 x 2

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In the following exercises, graph on the number line and write in interval notation.

In the following exercises,, solve each inequality, graph the solution on the number line, and write the solution in interval notation.

3 c 10 ( c 2 ) < 5 c + 16

This figure is a number line ranging from negative 2 to 3 with tick marks for each integer. The inequality c is greater than 1/3 is graphed on the number line, with an open parenthesis at c equals 1/3, and a dark line extending to the right of the parenthesis. Below the number line is the solution: c is greater than 1/3. To the right of the solution is the solution written in interval notation: parenthesis, 1/3 comma infinity, parenthesis

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In the following exercises, translate to an equation or inequality and solve.

4 less than twice x is 16.

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Fifteen more than n is at least 48.

n + 15 48 ; n 33

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Samuel paid $25.82 for gas this week, which was $3.47 less than he paid last week. How much had he paid last week?

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Jenna bought a coat on sale for $120, which was 2 3 of the original price. What was the original price of the coat?

120 = 2 3 p ; The original price was $180.

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Sean took the bus from Seattle to Boise, a distance of 506 miles. If the trip took 7 2 3 hours, what was the speed of the bus?

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Questions & Answers

it is the relatively stable flow of income
Chidubem Reply
what is circular flow of income
Divine Reply
branches of macroeconomics
SHEDRACK Reply
what is Flexible exchang rate?
poudel Reply
is gdp a reliable measurement of wealth
Atega Reply
introduction to econometrics
Husseini Reply
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hi
LEMLEM
hello
Sammol
hi
Mahesh
bi
Ruqayat
hi
Ruqayat
Hi fellas
Nyawa
hey
Sammol
hi
God
hello
Jahara
Good morning
Jorge
hi
abubakar
hi
Nmesoma
hi
Mahesh
Hi
Tom
Why is unemployment rate never zero at full employment?
Priyanka Reply
bcoz of existence of frictional unemployment in our economy.
Umashankar
what is flexible exchang rate?
poudel
due to existence of the pple with disabilities
Abdulraufu
the demand of a good rises, causing the demand for another good to fall
Rushawn Reply
is it possible to leave every good at the same level
Joseph
I don't think so. because check it, if the demand for chicken increases, people will no longer consume fish like they used to causing a fall in the demand for fish
Anuolu
is not really possible to let the value of a goods to be same at the same time.....
Salome
Suppose the inflation rate is 6%, does it mean that all the goods you purchase will cost 6% more than previous year? Provide with reasoning.
Geetha Reply
Not necessarily. To measure the inflation rate economists normally use an averaged price index of a basket of certain goods. So if you purchase goods included in the basket, you will notice that you pay 6% more, otherwise not necessarily.
Waeth
discus major problems of macroeconomics
Alii Reply
what is the problem of macroeconomics
Yoal
Economic growth Stable prices and low unemployment
Ephraim
explain inflationcause and itis degre
Miresa Reply
what is inflation
Getu
increase in general price levels
WEETO
Good day How do I calculate this question: C= 100+5yd G= 2000 T= 2000 I(planned)=200. Suppose the actual output is 3000. What is the level of planned expenditures at this level of output?
Chisomo Reply
how to calculate actual output?
Chisomo
how to calculate the equilibrium income
Beshir
Criteria for determining money supply
Thapase Reply
who we can define macroeconomics in one line
Muhammad
Aggregate demand
Mohammed
C=k100 +9y and i=k50.calculate the equilibrium level of output
Mercy Reply
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Amisha
money as unit of account means what?
Kalombe
A unit of account is something that can be used to value goods and services and make calculations
Jim
all of you please speak in English I can't understand you're language
Muhammad
I want to know how can we define macroeconomics in one line
Muhammad
it must be .9 or 0.9 no Mpc is greater than 1 Y=100+.9Y+50 Y-.9Y=150 0.1Y/0.1=150/0.1 Y=1500
Kalombe
Mercy is it clear?😋
Kalombe
hi can someone help me on this question If a negative shocks shifts the IS curve to the left, what type of policy do you suggest so as to stabilize the level of output? discuss your answer using appropriate graph.
Galge Reply
if interest rate is increased this will will reduce the level of income shifting the curve to the left ◀️
Kalombe
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Source:  OpenStax, Elementary algebra. OpenStax CNX. Jan 18, 2017 Download for free at http://cnx.org/content/col12116/1.2
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