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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

how does Neisseria cause meningitis
Nyibol Reply
what is microbiologist
Muhammad Reply
what is errata
Muhammad
is the branch of biology that deals with the study of microorganisms.
Ntefuni Reply
What is microbiology
Mercy Reply
studies of microbes
Louisiaste
when we takee the specimen which lumbar,spin,
Ziyad Reply
How bacteria create energy to survive?
Muhamad Reply
Bacteria doesn't produce energy they are dependent upon their substrate in case of lack of nutrients they are able to make spores which helps them to sustain in harsh environments
_Adnan
But not all bacteria make spores, l mean Eukaryotic cells have Mitochondria which acts as powerhouse for them, since bacteria don't have it, what is the substitution for it?
Muhamad
they make spores
Louisiaste
what is sporadic nd endemic, epidemic
Aminu Reply
the significance of food webs for disease transmission
Abreham
food webs brings about an infection as an individual depends on number of diseased foods or carriers dully.
Mark
explain assimilatory nitrate reduction
Esinniobiwa Reply
Assimilatory nitrate reduction is a process that occurs in some microorganisms, such as bacteria and archaea, in which nitrate (NO3-) is reduced to nitrite (NO2-), and then further reduced to ammonia (NH3).
Elkana
This process is called assimilatory nitrate reduction because the nitrogen that is produced is incorporated in the cells of microorganisms where it can be used in the synthesis of amino acids and other nitrogen products
Elkana
Examples of thermophilic organisms
Shu Reply
Give Examples of thermophilic organisms
Shu
advantages of normal Flora to the host
Micheal Reply
Prevent foreign microbes to the host
Abubakar
they provide healthier benefits to their hosts
ayesha
They are friends to host only when Host immune system is strong and become enemies when the host immune system is weakened . very bad relationship!
Mark
what is cell
faisal Reply
cell is the smallest unit of life
Fauziya
cell is the smallest unit of life
Akanni
ok
Innocent
cell is the structural and functional unit of life
Hasan
is the fundamental units of Life
Musa
what are emergency diseases
Micheal Reply
There are nothing like emergency disease but there are some common medical emergency which can occur simultaneously like Bleeding,heart attack,Breathing difficulties,severe pain heart stock.Hope you will get my point .Have a nice day ❣️
_Adnan
define infection ,prevention and control
Innocent
I think infection prevention and control is the avoidance of all things we do that gives out break of infections and promotion of health practices that promote life
Lubega
Heyy Lubega hussein where are u from?
_Adnan
en français
Adama
which site have a normal flora
ESTHER Reply
Many sites of the body have it Skin Nasal cavity Oral cavity Gastro intestinal tract
Safaa
skin
Asiina
skin,Oral,Nasal,GIt
Sadik
How can Commensal can Bacteria change into pathogen?
Sadik
How can Commensal Bacteria change into pathogen?
Sadik
all
Tesfaye
by fussion
Asiina
what are the advantages of normal Flora to the host
Micheal
what are the ways of control and prevention of nosocomial infection in the hospital
Micheal
what is inflammation
Shelly Reply
part of a tissue or an organ being wounded or bruised.
Wilfred
what term is used to name and classify microorganisms?
Micheal Reply
Binomial nomenclature
adeolu
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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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