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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 did you get 1640
Noor Reply
If auger is pair are the roots of equation x2+5x-3=0
Peter Reply
Wayne and Dennis like to ride the bike path from Riverside Park to the beach. Dennis’s speed is seven miles per hour faster than Wayne’s speed, so it takes Wayne 2 hours to ride to the beach while it takes Dennis 1.5 hours for the ride. Find the speed of both bikers.
MATTHEW Reply
420
Sharon
from theory: distance [miles] = speed [mph] × time [hours] info #1 speed_Dennis × 1.5 = speed_Wayne × 2 => speed_Wayne = 0.75 × speed_Dennis (i) info #2 speed_Dennis = speed_Wayne + 7 [mph] (ii) use (i) in (ii) => [...] speed_Dennis = 28 mph speed_Wayne = 21 mph
George
Let W be Wayne's speed in miles per hour and D be Dennis's speed in miles per hour. We know that W + 7 = D and W * 2 = D * 1.5. Substituting the first equation into the second: W * 2 = (W + 7) * 1.5 W * 2 = W * 1.5 + 7 * 1.5 0.5 * W = 7 * 1.5 W = 7 * 3 or 21 W is 21 D = W + 7 D = 21 + 7 D = 28
Salma
Devon is 32 32​​ years older than his son, Milan. The sum of both their ages is 54 54​. Using the variables d d​ and m m​ to represent the ages of Devon and Milan, respectively, write a system of equations to describe this situation. Enter the equations below, separated by a comma.
Aaron Reply
find product (-6m+6) ( 3m²+4m-3)
SIMRAN Reply
-42m²+60m-18
Salma
what is the solution
bill
how did you arrive at this answer?
bill
-24m+3+3mÁ^2
Susan
i really want to learn
Amira
I only got 42 the rest i don't know how to solve it. Please i need help from anyone to help me improve my solving mathematics please
Amira
Hw did u arrive to this answer.
Aphelele
hi
Bajemah
-6m(3mA²+4m-3)+6(3mA²+4m-3) =-18m²A²-24m²+18m+18mA²+24m-18 Rearrange like items -18m²A²-24m²+42m+18A²-18
Salma
complete the table of valuesfor each given equatio then graph. 1.x+2y=3
Jovelyn Reply
x=3-2y
Salma
y=x+3/2
Salma
Hi
Enock
given that (7x-5):(2+4x)=8:7find the value of x
Nandala
3x-12y=18
Kelvin
please why isn't that the 0is in ten thousand place
Grace Reply
please why is it that the 0is in the place of ten thousand
Grace
Send the example to me here and let me see
Stephen
A meditation garden is in the shape of a right triangle, with one leg 7 feet. The length of the hypotenuse is one more than the length of one of the other legs. Find the lengths of the hypotenuse and the other leg
Marry Reply
how far
Abubakar
cool u
Enock
state in which quadrant or on which axis each of the following angles given measure. in standard position would lie 89°
Abegail Reply
hello
BenJay
hi
Method
I am eliacin, I need your help in maths
Rood
how can I help
Sir
hmm can we speak here?
Amoon
however, may I ask you some questions about Algarba?
Amoon
hi
Enock
what the last part of the problem mean?
Roger
The Jones family took a 15 mile canoe ride down the Indian River in three hours. After lunch, the return trip back up the river took five hours. Find the rate, in mph, of the canoe in still water and the rate of the current.
cameron Reply
Shakir works at a computer store. His weekly pay will be either a fixed amount, $925, or $500 plus 12% of his total sales. How much should his total sales be for his variable pay option to exceed the fixed amount of $925.
mahnoor Reply
I'm guessing, but it's somewhere around $4335.00 I think
Lewis
12% of sales will need to exceed 925 - 500, or 425 to exceed fixed amount option. What amount of sales does that equal? 425 ÷ (12÷100) = 3541.67. So the answer is sales greater than 3541.67. Check: Sales = 3542 Commission 12%=425.04 Pay = 500 + 425.04 = 925.04. 925.04 > 925.00
Munster
difference between rational and irrational numbers
Arundhati Reply
When traveling to Great Britain, Bethany exchanged $602 US dollars into £515 British pounds. How many pounds did she receive for each US dollar?
Jakoiya Reply
how to reduced echelon form
Solomon Reply
Jazmine trained for 3 hours on Saturday. She ran 8 miles and then biked 24 miles. Her biking speed is 4 mph faster than her running speed. What is her running speed?
Zack Reply
d=r×t the equation would be 8/r+24/r+4=3 worked out
Sheirtina

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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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