Faculty of Mathematics Centre for Education in

Waterloo, Ontario N2L 3G1 Mathematics and Computing

Grade 6, Math Circles

6/7 March, [(3 × 4 + 103 ) − 3] × 2
Algebra

Introduction
Algebra is an extremely important topic in mathematics that plays a key part becoming a
fantastic mathematician. Today we are going to dive into some of the most important topics
in algebra, leaving you with an entirely new set of math skills.

Order of Operations
Did you notice that on today’s note there is an algebraic equation beside the date? Were
you able to figure out what it evaluates to? Since the expression is where the year usually
is, you may have guessed that [(3 × 4 + 103 ) − 3] × 2 = 2018. Here’s why:

= [(3 × 4 + 103 ) − 3] × 2
= [(12 + 1000) − 3] × 2
= [1012 − 3] × 2
= 1009 × 2
= 2018

Calculate the following equation: 3 × 4 + 103 − 3 × 2

Did you get the same answer?

Why did we get two different answers for the same question? It has to do with the order
in which we calculated each element of the equation. There is an acronym that can help us
follow the steps to ensure we get the right answer, it is called BEDMAS.

Brackets First Priority

Exponents Second Priority
Division Third Priority
Multiplication Third Priority
Addition Fourth Priority
Subtraction Fourth Priority

BEDMAS tells us that brackets are the highest priority, then exponents, then both division
and multiplication, and finally addition and subtraction. This means that we evaluate ex-
ponents before we multiply, divide before we subtract, etc.

Note: If an expression has two or more operations of the same priority, do those operations
from left to right.

Examples
• 10 + 2 ÷ 2 − 3 × 3 =? • (3 + 27 − 8 × 2) ÷ 7 =?

• 3 × (5 + 2 × 6 ÷ 6 + 8) + 10 =? • 42 ÷ 7 × 3 + 9 × 2 − 4 =?

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Exponents

Exponentiation (or using exponents) is simply repeated multiplication of a certain number.

exponent

{a
The base is the number that you are multiplying over and

power
b over again, and the exponent is the number of times that
you are multiplying the base. The entire expression is called
base a power.

There is also an important rule to remember when dealing with exponents:

Any number to the exponent 1 is itself

Any number to the exponent 0 is equal to 1

Examples
• 34 = 3 × 3 × 3 × 3 = 81 • 08 = 0
• 1362 = 1 • 25 = 2 × 2 × 2 × 2 × 2 = 32

Try it Out
(a) 43 = (b) 104 =

(c) 6271 = (d) 26 =

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Nested Brackets
We know that BEDMAS tells us to evaluate anything inside brackets first, but what if there
is a bracket inside a bracket? For example how would we solve the following equation?

[22 + (4 − 2) × 3]

Well we simply preform BEDMAS twice, going to the inner most bracket first, then working
our way outwards.

= [22 + 2 × 3]
= [22 + 6]
= 28

A bracket inside a bracket is called a nested bracket. There is no limit on how many sets
of brackets can be used in an equation so you always start at the inner most bracket and
work outwards. If there are two brackets that are equally nested, evaluate them from left to
right! There are different types of brackets including the commonly used parentheses (), the
square brackets [ ], and the curly brackets {}.

Examples
(10 − (3 + 2)) × 5 [((12 − 4) ÷ 4) + 5] × 2
= (10 − 5) × 5 = [(8 ÷ 4) + 5] × 2
=5×5 = [2 + 5] × 2
= 25 =7×2
= 14

Try it Out
(a) 14 − 3[10 − (1 + 2) × 3] + 4 = (b) 5 + 2 × {[3 + (2 × 4 − 1) + 4] − 2} =

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Notation
There is some new notation that I will introduce to you today that you will see a lot of as
you continue to learn more and more about math.

Variables
As you may already know, mathematicians often use letters in math to represent an un-
known quantity. We call these symbols variables. Variables can represent all sorts of
different things such as the height of a person, the price of an item, the distance you trav-
elled on your bike, etc. An equation with variables is called an algebraic equation.

Examples
• A rectangle has a length of 5cm and a width of x cm
• 16 + x = 22

Multiplication
Math equations can get very long and complicated so a lot of the time mathematicians will
use “hidden multiplication signs” to simplify their work. It is called a hidden multiplication
sign because instead of using x between two numbers or expressions they simply use brackets.

Examples
4(5 − 2) =⇒ 4 × (5 − 2) 7(4 × 5) =⇒ 7 × (4 × 5)

12(4) =⇒ 12 × 4 15(x + 3)(4) =⇒ 15 × (x + 3) × 4

Division
Division can also be re-written as a fraction with the dividend as the numerator (top) and
the divisor as the denominator (bottom).

Examples

18 x
=⇒ 18 ÷ 3 =⇒ x ÷ 10
3 10

21 1
=⇒ 21 ÷ x (6) =⇒ 1 ÷ 2 × 6
x 2

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Distributive Property

We just learned that 4(1 + 3) is the same as 4 × (1 + 3) but what happens when we have
a variable inside the bracket? For example, can we simplify 4(x + 6)? Well it turns out we
can! Notice that 4(1 + 3) = (4 × 1) + (4 × 3) = 4 + 12 = 16. When you have a number or
variable outside a bracket you can simply “distribute” it to each item inside the bracket.

Examples
3(x + 2) → (3 × x) + (3 × 2) = 3x + 6 5(2x + 3) → (5 × 2x) + (3 × 5) = 10x + 15

x(3 + x) → (3 × x) + (x × x) = 3x + x2 7(x − 4 + 2y) → 7x − 28 + 14y

Try it Yourself

14(2 + x) 8(3x + 2 − 4) x(x − 2)

Solving Equations

A lot of times in mathematics we are required to solve for an unknown variable, most
commonly x. What we as mathematicians must do is figure out what number x must be in
order for the equation to be true.

Example
x + 6 = 14

In order to figure out what x is, we can guess what number added to 6 equals 14, or we can
solve for x using algebra.

When using algebra to solve algebraic expressions it is important to remember one rule:

Whatever you do to one side of the equation, you must do to the other side

The key to solving for a variable is to isolate, or make the variable all alone, on one side of
the equation. Taking x + 6 = 14 we see that 6 is being added to x so in order to get x alone
we must subtract 6 from it but also from 14 because of our rule.

x + 6−6 = 14−6
x=8

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Try it Yourself

x − 12 = 5 120 + x + 15 = 142 x + 8 = 13

Most of the time there is more than just addition and subtraction involved when solving for
x, often we will have to multiply or divide to solve for x.

Examples
x
=6 3x = 9
4

In the first example we see x is being divided by 4, so to undo it we must multiply by 4. In

the second example we see x is being multiplied by 3, so to undo it we must divide by 3.

x 3x 9
(4) = 6(4) =
4 3 3
x = 24 x=3

Try it Yourself
x 2x
8x = 64 =7 =8
3 4

In general, when solving for a variable, we want to undo all of the operations being applied in
a reverse BEDMAS order. Fill out the following chart to show how to undo each operation.

Original Operation Opposite Operation

Addition +
Subtraction −
Division ÷
Multiplication ×

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Rarely in mathematics will you only have to undo one operation to solve for a variable, so
there are a few simple steps to follow when you have multiple operations being preformed
on a variable.

1. If possible, simplify each side of the equation. (Do all addition, subtraction, multipli-
cation and division that can be done.)

2. Look at the equation and determine what number(s) must be removed to get x by
itself.

3. Undo any addition or subtraction first

• Remember whatever you do to one side you must do to the other

4. Undo any multiplication or division

• Remember whatever you do to one side you must do to the other

Examples
x 8
(6 + 4 × 2) + x = 22 − 11 = 5 4x − 12( ) = 0
4 4
x
(6 + 8) + x = 22 − 11+11 = 5+11 4x − 12(2) = 0
4
x
14 + x = 22 = 16 4x − 24 = 0
4
x
14 + x−14 = 22−14 (4) = 16(4) 4x − 24+24 = 0+24
4
x=8 x = 64 4x = 24
4x 24
=
4 4
x=6

Try it Yourself

2x − 3 = 5 3x = 8 + 4 45 + 1 = 2x + 28

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Collecting Like Terms

When we say Collecting Like Terms, we mean adding or subtracting the same variables to-
gether, and doing the same for the numerical values. We then want to put all our variables
on one side of the equation and all of our numerical values on the other. This makes our
equations look nicer and will help us in solving them. Here is an example to illustrate:

x+x+y+y =1+1+1+2+2
2(x) + 2(y) = 3(1) + 2(2)

We treat variables the same way we treat regular numbers. Looking at the right side of the
equation, we can say there are three “1s” and two “2s,” (instead of adding the numbers right
away) just like the left side for x and y. We know that 1 + 1 + 1 is the same as 3 × 1, and
2 + 2 is the same as 2 × 2. Using this same logic, x + x is the same 2 × x, (2x), and y + y is
the same as 2 × y, (2y):

2x + 2y = 3 + 4
2x + 2y = 7
Try it Yourself

x+x−x=5−3 3x = 2x + 4 x + y + 2z + y + z = z − 4z + x + 8

x+2−1+x
2x − 103 + (3 + 2 × 2) = x(18 ÷ 9 − 2) =3
3

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Word Problems

Algebra is very useful in solving word problems and it can be helpful when the answer is not
obvious.

To solve a word problem with algebra, follow these simple steps:

1. Represent the unknown quantity with a variable.

2. Use the information given in the problem to set up an equation with the variable.

3. Solve the equation.

4. Write a conclusion.

Example
Hannah went to the grocery store and bought 18 pieces of fruit. She bought 6 apples, 4
pears, 3 bananas, 1 kiwi and the rest were peaches. How many peaches did Hannah buy?

1. Let x be the amount of peaches purchased.

2. 6 + 4 + 3 + 1 + x = 18

3. 14 + x = 18
14 + x − 14 = 18 − 14
x=4

4. Therefore Hannah bought 4 peaches

Try it Yourself
If you spent $30 at the store and spent $5 on pizza, $7 on cereal, and $4 on vegetables, and
the rest on two chicken breasts, how much did you spend on each chicken breast?

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Problem Set

1. Evaluate
43
46 + 20 ÷ 4 − 8 × (20 + 6 − 7 × 3) +
8

2. Evaluate
(7 × 3 − 2)2 − 4 × 2

3. Sandy is given the following equation without any brackets. Help Sandy figure out
where brackets need to be placed to make the equation true.
27 + 6 − 3 × 4 ÷ 7 + 8 = 11

4. Sam and Rhea are arguing over who answered a question on their test correctly. When
they get their tests back they realize they both have gotten the question wrong. Help
explain to Sam and Rhea what they did wrong and provide the correct solution.

The Question: 24(6 − 10 ÷ 2) + 8 ÷ [6 − 2(2)]

Sam’s Answer Rhea’s Answer

= 24(−4 ÷ 2) + 8 ÷ [6 − 2(2)] = 24(6 − 5) + 8 ÷ [6 − 2(2)]
= 24(−2) + 8 ÷ [6 − 2(2)] = 24(6 − 5) + 8 ÷ [4(2)]
= 24(−2) + 8 ÷ [6 − 4] = 24(6 − 5) + 8 ÷ [8]
= 24(−2) + 8 ÷ 4 = 24(1) + 8 ÷ 8
= −48 + 8 ÷ 4 = 25 + 8 ÷ 8
= −48 + 2 = 25 + 1
= −46 = 26
5. Evaluate the following expression:
 
0 97 + 5
(4)(2 + 1) − 7 + ((8)(9)) − (2) =?
51

6. Solve the following for x:

a) x + 4 − 2 = 12 b) 19(2) = 3x − 11 c) −27 = x − 15 − 34

d) 71 − 36 = x + 15 + 8 e) 14 + x = 6 − 20 − 3x f) 417 − 31 = 16 + x − 58 + x

27 x (10)(6) x (7)(12) x
g) 3
= 9 h) −x + 5
− 32 = 4
i) (6)(3) − 4
= 8
− (5)(2)

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 7. Simplify the following:
a) 4[x + 3(2x + 1)] b) 9 + 3[x + (3x + 2)] + 4

c) 4 + 10[x + (2x + 3)] + 12x d) 5 + 2[3 + (2x + 1) + x] − 2

8. Jessica has 8 nickels, 3 dimes, and 7 quarters in her pocket. What is the total amount
of money that she has in her pocket?

9. Gary bought an armadillo for $126.95. If he had three 50 dollar bills how much change
did Gary receive.

10. A classroom of 67 students is divided into two groups, with one of the groups having
9 students more than the other. What is the size of each group?

11. The area of a dog park is 1000m2 , with the width being 20m.

• What is the length of the dog park in meters?

• If a dog is 2 meters in length and a total of 500 dogs can fit in the pen exactly,
what is the width of each dog (assuming they are all the same size)?

12. A train consists of an engine and a number of freight cars. The engine is 18 meters
in length and each freight car is 8 meters in length. If the length of the train is 378
meters, then what is the number of cars in the train (including the engine)?

13. Julia went to the candy store with $32 to get jawbreakers. Each jawbreakers costs $2.
If Julia left the store with $16 how many jawbreakers did she buy?

14. $100 is to be split among three friends. Friend B gets double the amount of friend A,
and friend C gets $10 more than friend B. How much money does each friend get?

15. Try different values for the below sequence of steps to find a pattern. Explain the
number trick by showing the steps using algebra.
1) Pick a number. 5) Add 24.
2) Multiply the number by itself. 6) Subtract the original number.
3) Add the result to the original number. 7) Divide by 5.
4) Divide by the original number.

16. Ryan starts running at his top speed of 18km/hr. He slows down 3km/hr after every
17 minutes until he reaches 6km/hr which he can run at for 5 hours. Note: Ryan runs
at a constant rate during each interval. Today Ryan ran 41km training for a marathon.
How long did it take Ryan to finish his training?

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