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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

A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
Aislinn Reply
cm
tijani
what is titration
John Reply
what is physics
Siyaka Reply
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Jude Reply
Can you compute that for me. Ty
Jude
what is the dimension formula of energy?
David Reply
what is viscosity?
David
what is inorganic
emma Reply
what is chemistry
Youesf Reply
what is inorganic
emma
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
Krampah Reply
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
Sahid Reply
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
Samuel Reply
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Joseph Reply
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
Ryan
what's motion
Maurice Reply
what are the types of wave
Maurice
answer
Magreth
progressive wave
Magreth
hello friend how are you
Muhammad Reply
fine, how about you?
Mohammed
hi
Mujahid
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
yasuo Reply
Who can show me the full solution in this problem?
Reofrir Reply
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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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