ALGEBRA

ESSENTIALS PRACTICE
WORKBOOK
WITH ANSWERS
Linear A Quadratic Equations, Cross Mufbptpng. and Systems d Equations

2xs - 3x = -1
Improve Your Math Fluency Series
ILUDL0A6 A°ni yysip 1M) '
V
Chris McMullen, Ph.0. utxUlw’ jE
50 CHALLENGING
ALGEBRA PROBLEMS (Fully
Solved)
Improve Your Math Fluency
Chris McMullen, Ph.D.
Copyright © 2018 Chris McMullen, Ph.D.
www.improveyourmathfluency.com
All rights reserved. However, teachers or parents who purchase one
copy of this workbook (or borrow one physical copy from a library)
may make and distribute photocopies of selected pages for
instructional (non-commercial) purposes for their own students or
children only.

Zishka Publishing
ISBN: 978-1-941691-23-6
Textbooks > Math > Algebra
Study Guides > Workbooks> Math
Education > Math > Algebra
Contents
Problems 1-5
Problems 6-10
Problems 11-15
Problems 16-20
Problems 21-25
Problems 26-30
Problems 31-35
Problems 36-40
Problems 41-45
Problems 46-50
ABOUT THE AUTHOR
Problem 1
Directions: Solve for x in the equation below. (Don’t use guess and
check.)

• You can find the solution on the following page.

Solution to Problem 1
Subtract
V2
v from both sides of the equation in order to isolate the
unknown term.

Square both sides of the equation to get the variable out of the
squareroot.
Apply the rules
' On and (a - b)2= a2- 2ab + b2where

a= V32„,

b
Apply the rules

Note that 32 + 2 = 34 and (32)(2) = 64.

Note that

x = 34 - (2)(8)
x = 34 - 16
x = 18
Check the answer: Plug x = 18 into the original equation.

Use a calculator.
4.242640687 + 1.414213562 = 5.656854249
The answer checks out.
Common mistake: It’s incorrect to rewrite

as x + 2 = 32. You can easily verify that x doesn’t equal 30 by

plugging 30 in for x in the original equation with a calculator. You
can’t square each term individually in algebra. You can square both
sides of the equation, but then you get a cross term when you f.o.i.l.
it out:
That’s why x + 2 = 32 is incorrect. It should really be

Problem 2
Directions: Solve for x and y in the system of equations below.
• You can find the solution on the following page.

Solution to Problem 2
Subtract y from both sides of the first equation.
x = 16 - y
Substitute 16 - y in place of x in the second equation.
Add the left fractions by first making a common denominator.
Multiply
1
16-y.by

J and multiply
1
y by
16-y

To add fractions that share a common denominator, add their

numerators.
 y + 16 -y _ 1
16y — y2 3
16 _ 1
16y — y2 3
Cross multiply. Recall that multiply.
w _ y
X z
becomes wz = xy when you cross
(16)(3) = (1)(16y - y2)
48 = 16y - y2
This is a quadratic equation. First express the equation in standard
form.
y2- 16y + 48 = 0
Either factor this equation or apply the quadratic formula. We will
factor it.
(y - 4)(y - 12) = 0
The two solutions are y = 4 and y = 12. Plug each solution into x =
16 - y. The two corresponding solutions are x = 12 and x = 4.
Check the answers: Plug x = 4 and y = 12 into the original
equations.
 x+y - 4 + 12-16
1111 3 1 4 1
x+y ”4+12" 12 + 12" 12” 3
You will get the same thing using x = 12 and y = 4. The answers
check out.

Problem 3
Directions: Solve for x in the equation below, where x is a positive
real number.
2x4/3+ 5x3/4= 6x4/3- 3x3/4
• You can find the solution on the following page.

Solution to Problem 3
Combine like terms: Add 3x3/4to both sides and subtract 2x4/3from
both sides.
5x3/4+ 3x3/4= 6x4/3- 2x4/3
Note that 5x3/4+ 3x3/4= 8x3/4and 6x4/3- 2x4/3= 4x4/3. One way to see
this is to factor: For example, 5x3/4+ 3x3/4= (5 + 3) x3/4= 8x3/4.
8x3/4= 4x4/3
Divide both sides of the equation by 4.
2x3/4= x4/3

Divide both sides of the equation by x3/4. (The problem states that x
is positive, so we don’t need to worry about dividing by zero.) Note
that
Apply the rule

2 = X4/3-3/4
Subtract fractions by making a common denominator. Focus on the
exponent.

3 4 3 W 413/ 12 12
Since 4/3 - 3/4 equals 7/12, the previous equation can be expressed
as:
2 = x7/12
Raise both sides of the equation to the power of 12/7. Why? We will
apply the rule that (xm)n= xmnsuch that (xm)1/m= xm(1/m)= x1= x.
212/7= (x7/12)12/7
212/7= x

If you enter 212/7on a calculator, you will find that x ~ 3.281341424.

Check the answer: Plug x ~ 3.281 into the original equation. Use a
calculator.
2(3.281)4/3+ 5(3.281)3/4= 6(3.281)4/3- 3(3.281)3/4
9.751 + 12.189 ~ 29.252 - 7.314
Since this works out to 21.940 ~ 21.938, the answer checks out.
Directions: Determine the value of x in the equation below.
xx= 256
• You can find the solution on the following page. Solving for x by
applying algebraic operations to both sides of this equation would be
challenging. However, it turns out that this problem is numerically
simple enough to figure out if you understand what the problem
means conceptually.
The problem, xx= 256, is equivalent to asking, “What number can
you raise to the power of itself and obtain 256 as the result?”
Let’s try raising integers to the powers of themselves and see what
happens.
• 11= 1
• 22= 2 x 2 = 4
• 33= 3 x 3 x 3 = 27
• 44= 4 x 4 x 4 x 4 = 256
Hey, that happens to be the answer: 44= 256. This shows that x = 4
solves the equation xx= 256.
Check the answer: Plug x = 4 into the original equation.
xx= 256
44= 256
Enter 4A4 on a calculator to see that 44= 256. The answer checks out.
Directions: Determine the equation of a straight line that has a y-
intercept of 1 and which is perpendicular to the line that is
represented by the equation below.
y = 2x + 3
• You can find the solution on the following page. Compare the
given equation, y = 2x + 3, to the standard equation for a straight
line, which is y = mx + b. The given line has a slope of m = 2 and a
y-intercept of 3.
We wish to find a new line that is perpendicular to the given line.
Recall that lines are perpendicular if one slope is the negative of the
reciprocal of the other. That is,
m± = -
Whe where
m±
is the slope of the perpendicular line. Plug in m = 2.

Th perpendicular line has a slope of negative one-half. According

to the problem, the perpendicular line needs to have a y-intercept of
1, which we can express as
Plug the slope into the general equation for a straight line in order to
write an equation for the perpendicular line.

b
and y-intercept
Check the answer : Here is a trick that you may learn in a
trigonometry class that can help you check the answer to questions
like this using a calculator. (Be sure that the calculator is in degrees
mode and not in radians mode.) Take the inverse tangent of the
slope, tan-1(m), in order to determine the angle that the line makes
with the x-axis. Be sure to use a tan-1button or an arctangent (atan)
button. Don’t take 1/x of the tangent (because that would give you
cotangent instead of the inverse tangent: in trigonometry, tan-
1doesn’t mean one over the tangent). According to a calculator, for
the given line, tan-1(m) =
tan-1(2) ~ 63.435°, while for the perpendicular line, tan-1

(m±) = tan-1(-
1/2) —26.565°. One line is angled 63.435° above the x-axis, while
the other line is angled 26.565° below the x-axis (since the angle is
negative). Add these two angles to see that they make a right angle:
63.435° + 26.565° = 90°. If you have a graphing calculator, graph
each line.

Problem 6
Directions: Apply algebra to solve the following word problem.
A customer has ten coupons. Each coupon offers a 10% discount off
of the purchase price. Unlike many store coupons, these coupons
don’t come with any restrictions (meaning that the customer may
apply all ten coupons to the same purchase). The customer buys a
pair of boots with a retail price of $50. How much will the customer
pay if the customer uses all ten coupons and there is a sales tax of
8%? (Why aren’t the boots free?)
• You can find the solution on the following page.

Solution to Problem 6
Before we apply algebra, let’s reason out why the boots aren’t free.
It’s incorrect to multiply the number of coupons (10) by the
percentage (10%). Why? Stores apply coupons one at a time, not all
together.
Here is what the program in the cash register does. The retail price
of the boots is $50. When the first coupon is applied, the program
deducts 10% from the purchase price, subtracting $5 from $50 to
make a new subtotal of $45. When the second coupon is applied, the
program deducts 10% off the new purchase price, subtracting $4.50
from $45 to make a new subtotal of $40.50. Although the first
coupon was worth a $5 discount, the second coupon was worth a
$4.50 discount because the new purchase price was lower. Each
coupon results in a smaller discount than the previous discount as
the purchase price is reduced. That’s why the boots aren’t free.
To carry out the algebra, we will multiply the retail price ($50) of the
boots by 0.9 ten times. Instead of subtracting 10% from the purchase
price ten times (which would require determining the new purchase
price after each discount), we will multiply $50 by 90% ten times
(since multiplying by 90% is the same as reducing the price by 10%,
as 100% - 10% = 90%). In decimal form, 90% equals 0.9 (divide by
100 to determine this). Multiplying by 0.9 ten times equates to
raising 0.9 to the power of 10. Finally, we will multiply by 1.08 to
add the 8% sales tax (add 8% to 100% to get 108%, then divide by
100 to turn 108% into a decimal). The customer will pay a total
amount given by:
x = ($50)(0.9)10(1.08)
Enter 50 x 1.08 x .9A10 on a calculator to determine that the total
cost is $18.83.
Check the answer : Deduct 10% ten times, and then add 8% sales
tax. (The problem says to apply algebra in the solution, but we’re
just checking the answer now.)
(1) $50 - $5 = $45
(2) $45 - $4.50 = $40.50 (3) $40.50 - $4.05 = $36.45 (4) $36.45 -
$3.65 = $32.80 (5) $32.80 - $3.28 = $29.52 (6) $29.52 - $2.95 =
$26.57 (7) $26.57 - $2.66 = $23.91 (8) $23.91 - $2.39 = $21.52 (9)
$21.52 - $2.15 = $19.37 (10) $19.37 - $1.94 = $17.43 (tax) $17.43
+ $1.39 = $18.82
The answer checks out (it’s off by one penny due to rounding).

Problem 7
Directions: Find the real solutions for x in the equation below.
12x2= 63 - 3x4
• You can find the solution on the following page.

Solution to Problem 7
This is actually a quadratic equation. One way to see this is to let y =
x 2.
12x2= 63 - 3x4
12y = 63 - 3y2
Add 3y2to both sides and subtract 63 from both sides to put this in
standard form.
3y2+ 12y - 63 = 0
It’s convenient to divide both sides of the equation by 3.
y2+ 4y - 21 = 0
Compare this to the general equation ay2+ by + c = 0 to determine
that:
a = 1 b = 4 c = -21
Plug these values into the quadratic formula. (Alternatively, you
could factor the previous quadratic equation.)

Note that the two minus signs make a plus sign: -4(1)(-21) = (-4)(­
21) = +84.

There are two possible answers for y:

We’re not finished yet because we need to solve for x. Recall that y
= x 2.
Squareroot both sides to get

. Why ±? That’s because

Uy)2 = y

V s s solution for x (since

and
U4y) = y
. Only y = 3 gives a real

is imaginary). The two real answers are:

Check the answers: Plug

into the original equation.

Note that

and

12(3) = 63 - 3(9) = 36
The answers check out.

Problem 8
Directions: Find positive solutions for x, y, and z in the system of
equations below.
x = yz
y = z(x + 1)
z = (x - 1)y
• You can find the solution on the following page.

Solution to Problem 8
Substitute the top equation (x = yz) into the bottom equations.
y = z(yz + 1)
z = (yz - 1)y
Multiply the left-hand sides together and the right-hand sides
together.
yz = z(yz + 1)(yz - 1)y
Apply the f.o.i.l. method: (a + b)(c + d) = ac + ad + bc + bd.
yz = yz(y2z2- yz + yz - 1)
yz = yz(y2z2- 1)
Divide both sides of the equation by yz (we don’t need to worry
about dividing by zero since the problem specified positive
solutions). Note that yz/yz = 1.
1 = y2z2- 1
Add 1 to both sides of the equation to get 2 = y2z2. Squareroot both
sides to
get

. Divide both sides of the equation by z to get

V2
y=— ^p . Plug this expression for y into the second
equation from the beginning of this solution.
Multiply both sides of the equation by z to get
z2 = 2 - V2
. Squareroot both sides.

Plug this expression into the equation

This is the same as:

Plug y and z into the equation x = yz. The

’s cancel out.

Check the answers: Plug x, y, and z into the original equations.

 x = yz^ (1.84776)(0.76537)
x » 1.41422
y=z(x+1) ® 0.76537(1.41421 +1)
y s 1.84776
z=(x - l)y ® (1.41421 -1)1.84776
z « 0.76536
The answers check out (within reasonable rounding tolerance).

Problem 9
Directions: Solve for x in the equation below. (Don’t use guess and
check.)

• You can find the solution on the following page.

Solution to Problem 9
Compare the wording of this problem to the wording of Problem 4.
Notice that this problem specifically states to “solve for x.” Unlike
Problem 4, guess and check would not be satisfactory based on this
difference in the instructions. (Most teachers don’t give full credit
for guess and check solutions when known techniques could be used
to solve for an answer, regardless of the wording.)
Recall that a squareroot can be expressed as a fractional exponent.

Substitute x1/2in place of in the

given equation.
xx1/2= 27
Note that x1= x. Plug this into the previous equation.
x1x1/2= 27
Apply the rule that xmxn= xm+n
x1+1/2= 27
Note that 1 + 1/2 = 1 + 0.5 = 1.5 = 3/2 (or make a common
denominator to write 1 + 1/2 = 2/2 + 1/2 = 3/2).
x3/2= 27
Raise both sides of the equation to the power of 2/3. Why? We will
apply the rule that (xm)n= xmnsuch that (xm)1/m= xm(1/m)= x1= x.
(x3/2)2/3= 272/3
x = 272/3
The power of 2/3 means to square 27 and take the cube root, in any
order. It is simpler to take the cube root first, since
(2 7)1/3 = 7^7 = 3 ,3

(because 33=
27).
x = 272/3= (271/3)2= 32= 9
Check the answer: Plug x = 9 into the original equation.
 xyx = 27
9V9 = 9(3) = 27
The answer checks out.

Problem 10
Directions: Determine what comes next in the following pattern.
16x8
8x6
4x4
2x2
• You can find the solution on the following page.

Solution to Problem 10
What can you do algebraically to each term in order to create the
given pattern? You can divide each term by 2x2. For example,

We applied the rule that

m
m—n
n Note that
 . To determine the answer to
the problem, divide the last term of the pattern by 2x2

The final answer is 1. Note that if your answer is

1x0or x0, your answer simplifies to 1 because x0= 1.
Check the answer: Start with 1 and multiply by 2x2, and see if this
reproduces the same pattern in reverse.
(1)( 2x2) = 2x2
(2x2)( 2x2) = 4x4
(4x4)( 2x2) = 8x6
(8x6)(2x2) = 16x8 The answer checks out.

Problem 11
Directions: Apply algebra to solve the following problem.
Variables w, x, y, and z are related by the following equation.

If x doubles, y triples, and z quadruples, by what factor does w

change?
• You can find the solution on the following page.

Solution to Problem 11
We can designate initial values with a subscript 1 and final values
with a subscript 2.

It is convenient to divide the second equation by the first equation.

We will divide the left-hand sides and the right-hand sides.
The coefficient (8) cancels. Recall that the way to divide two
fractions is to multiply the first fraction by the reciprocal of the
second fraction, as in

Now we will express the last sentence of the problem with algebra.
The following equations represent that x doubles, y triples, and z
quadruples.
X2= 2X1
y2= 3Yi
z2= 4z1
Plug these expressions into the previous equation.

w2 (2x1)(3y1)z12
IV1 x1y1(4z1)2
Note that (4z1)2= 42zi2= 16zi2according to the rule (xy)m= xmym.
Also
note that x
„2

z? .1, y1, and z1all cancel out. For example,

w2 6x1y1zf 3
Multiply both sides by w1to get
. Thus, w will be 3/8 of its initial value.
Check the answer: Try it out with numbers, such as x1= 3, y1= 4,
and z1= 2.
 x2 = 2%t = 2(3) = 6
y2 = 3y2 = 3(4) = 12
z2 = 4zt = 4(2) = 8

Since

(reduce

by by by dividing 9 and 24 both by 3), the answer checks out.

Problem 12
Directions: Solve for x in the equation below.

3(x - y) + 5*+(2’z)+^ = 30
• You can find the solution on the following page.

Solution to Problem 12
There are three variables in this equation: x, y, and z. Ordinarily, you
would need three independent equations in order to solve for three
unknowns. However, in this case, you can solve for x in the given
equation. The only trick is not to give up before you try. Distribute
the 3, simplify the exponent, and distribute the one-half. We’re
applying the rules a(b - c) = ab - ac and

Note that z + 2 - z = 2 (since z - z = 0) and 6y/2 = 3y (since 6/2 =

3).

Note that - 3y + 3y = 0. Look at that: Two of the variables (y and z)

canceled out. There is just one variable left: x. Now the problem is
easy.

Factor out the x. We’re applying the rule ax - bx = (a - b)x. Note

that 52= 25.

Note that

Subtract 25 from
both sides: 30 - 25 = 5.
Multiply both sides of the equation by 2 and divide both sides by 5.

Note that y and z are both indeterminate. However, the problem only
asks for x.
Check the answer: Plug x = 2 into the original equation (y and z
cancel out again).
 , . 6y — 2
3(2-y) + 5z+^+—— = 30

6-3y + 52 + 3y-l = 30
6 + 25-1 = 30
The answer checks out.

Problem 13
Directions: Solve for x in the equation below. (Don’t use guess and
check.)

• You can find the solution on the following page.

Solution to Problem 13
Multiply both sides of the equation by x1/6.
x3/2x1/6= 32

Apply the rule xmxn= xm+n.

x3/2+1/6= 32

Add the fractions by making a common denominator.

(Divide 10 and 6 both by 2 in order to reduce 10/6 to 5/3.) Since 3/2

+ 1/6 = 5/3, the previous equation becomes:
x5/3= 32
Raise both sides of the equation to the power of 3/5. Why? We will
apply the rule that (xm)n= xmnsuch that (xm)1/m= xm(1/m)= x1= x.
(x5/3)3/5= 323/5

The power of 3/5 means to both raise to the 3rd power and take the
5th root, in any order. We will take the 5th root first and then cube it.
x = 323/5= (323)1/5= (321/5)3= 23= 8
Note that 321/5= 2 since 25= 32. If you enter 32A(3/5) on a calculator,
you can easily verify that x = 323/5= 8.
Check the answer: Plug x = 8 into the original equation. Use a
calculator.

32
22.627417 *
1.414214
22.627417 * 22.62741
The answer checks out (within reasonable rounding tolerance).
Problem 14
Directions: Apply algebra to solve the following word problem.
A rectangle has a perimeter of 15 m and an area of 9 m2. Determine
the length and width of the rectangle.
• You can find the solution on the following page.

Solution to Problem 14
Express the given information in equations. We will use x for length
and y for width. The area (A) of a rectangle equals its length times
its width:
A = xy
The perimeter (P) of a rectangle equals twice its length plus twice its
width:
P = 2x + 2y
Plug in the given numbers for the area (A = 9 m2) and perimeter (P =
15 m).
9 = xy
15 = 2x + 2y
Divide both sides of the first equation by x.

Substitute this expression for y into the other equation.

Multiply both sides of the equation by x. Note that 2xx = 2x2and
18x/x = 18.
15x = 2x2+ 18
This is a quadratic equation. First express the equation in standard
form. Subtract 2x2and 18 from both sides of the equation. It’s
convenient to then multiply by -1.
2x2- 15x + 18 = 0
Either factor this equation or apply the quadratic formula. We will
factor it.
(2x - 3)(x - 6) = 0
There are two possible solutions:
2x - 3 = 0 or
x-6=0
The two solutions are x = 3/2 = 1.5 m and x = 6 m. Plug each
solution into 9/x = y. The two corresponding solutions are y = 6 m
and y = 1.5 m. Either way, the rectangle has a length of 6 m and a
width of 1.5 m.
Check the answers: Plug x = 1.5 m and y = 6 m into the original
equations.
A = xy = (1.5 m)(6 m) = 9 m2
P = 2x + 2y = 2(1.5 m) + 2(6 m)
P = 3 m + 12 m = 15 m You will get the same thing using x = 6 m
and y = 1.5 m. The answers check out.

Problem 15
Directions: Apply algebra to solve the following word problem.
A girl travels with a constant speed of 4 m/s directly from point A to
point B and then travels with a constant speed of 6 m/s directly from
point B to point A. Given that average speed is defined as the total
distance traveled by the total time, prove that the girl’s average
speed is 4.8 m/s. (Why is 5 m/s incorrect?)
• You can find the solution on the following page.

Solution to Problem 15
Since the “average value” of 4 and 6 is 5, you might expect the
“average speed” to be 5 m/s, but this incorrect. Why? Because the
girl spends more time traveling at the slower speed, the answer must
be less than 5 m/s. As an extreme case, suppose that she traveled 4
m/s for one second and 6 m/s for three days. Would you still feel that
the average should be 5 m/s? (This should convince you that time
matters.)
Let’s use x to represent the distance between points A and B. Then
2x represents the total distance traveled, since she makes a round
trip. We will use t1and t2to represent the time taken for each part of
the trip. The total time is t1+ t2. Average speed is defined as the total
distance divided by the
total time:

The girl travels 4 m/s for the first trip and 6 m/s for the second trip.
The distance for each trip is x. Each speed equals distance over time:

Solve for time in each equation. Multiply both sides by time and
divide by speed.
 =x , 6t2 = x

Substitute these equations for time into the equation for average
speed. We will add the fractions by making a common denominator
(in the denominator).

ave. spd.

2x 2x
3x 2x~ 5x/12
12 12
To divide by a fraction, multiply by its reciprocal. The distance (x)
cancels out.

ave. spd. = 2x 4-
24% _ 24
= 4.8 m/s
5% 5
Check the answer : Try it with numbers. Suppose that the distance
between points A and B is 96 m. The total distance traveled is then
2x = 2(96) = 192 m. The times are t1= x/4 = 96/4 = 24 s and t2= x/6
= 96/6 = 16 s. The total time is t1+ t2= 24 + 16 = 40 s. The average
speed is 192/40 = 4.8 m/s. The answer checks out.

Problem 16
Directions: The equation given below applies to parts (A) and (B) of
this problem. In the equation below, x, y, and z are all positive and x

(A) Apply algebra to derive the equation below from the equation
given above.
(B) Also derive the equation below.

• You can find the solution on the following page.

Solution to Problem 16
(A) Cross multiply. Recall that
a_ c
h ri becomes ad = bc when you cross multiply.
(x - z)(y + x) = (y - x)(x + z)
Apply the f.o.i.l. method.
xy + x2- yz - xz = xy + yz - x2- xz
Combine like terms. Note that the xy and xz terms cancel out.
2x2= 2yz
Divide both sides of this equation by 2z.
Plug this expression in for y on the right-hand side of the given
equation.
Multiply the right-hand side by
z

(which equates to multiplying by one). Distribute the z in the

denominator. In the last step, we factor x out of the denominator.

x-z (x + z)z (x + z)z

(x+z)z (x+z)z z
x2 + xz (x + z)x X
(Since the problem states that x, y, and z are all positive and also
states that x y y, we don’t need to worry about dividing by zero.)
(B) Recall the equation 2x2= 2yz. Divide both sides of this equation
by 2xy.
Substitute this into the equation that we derived in part (A).

Check the answers : Try it with numbers. Suppose that x = 6 and y

= 2. According to the equation x/y = z/x that we found, 6/2 = 3 = z/6
such that z = (3)(6) = 18.
The solution checks out.

Problem 17
Directions: Solve for all possible nonzero values of x in the
equation below.

• You can find the solution on the following page.

Solution to Problem 17
Subtract 24x from both sides of the equation and divide by 4.

Factor out an x.
Either x = 0 or

. Since the problem specifically states that we are looking for

nonzero values of x, only the second case applies.

This is a quadratic equation. Compare this to the general equation

ax2+ bx + c = 0 to determine that:
Plug these values into the quadratic formula. Note that

and that
Note that the two minus signs make a plus sign: -4(1)(-6) = (-4)(-6)
= +24.
Also note that

V27 = 7(3)(9) = V3V9 = 3V3

(we factored out a perfect square).
There are two possible nonzero answers for x:

Check the answers: Plug

a = 2V3„,
x = —a/3 into the original equation.
The answers check out.

Problem 18
Directions : Apply algebra to solve the following word problem.
Don’t make up a number for the amount of the investment. (Assume
that there are no other fees, taxes, or benefits involved other than
what is explicitly stated.)
A businessman invests a certain amount of money in a business
venture and loses 20% of his money. He invests the remaining
amount of money in another business venture and that money
increases by 20%. Determine the ratio of the amount of money that
he has now compared to his initial investment. (Why is 1:1
incorrect?)
• You can find the solution on the following page.

Solution to Problem 18
Since the first investment decreases by 20% and the second
investment increases by 20%, you might wonder why they don’t
effectively cancel out and make the ratio one to one (1:1). The
reason is that the first 20% applies to a larger amount and the second
20% applies to a smaller amount. (We’ll see this when we check the
answer with numbers later. First, as directed in the problem, we need
to solve the problem without making up a number for the amount of
the investment.)
We define the following variables:
• x is the amount of the initial investment.
• y is the amount of money remaining after the first investment.
• z is the amount of money remaining after both investments have
been made.
We wish to find the ratio of z to x (which we can express in the form
z/x or z:x).
The first investment results in a 20% reduction. Divide by 100% in
order to convert 20% from a percent to a decimal: 20% = 20%/100%
= 0.2.
y = (1 - 20%)x = (1 - 0.2)x = 0.8x
We see that a 20% reduction equates to multiplying by 80%.
The second investment results in a 20% increase.
z = (1 + 20%)y = (1 + 0.2)y = 1.2y
Note that the first 20% reduces x, whereas the second 20% increases
y. This is what we meant earlier about the 20%’s applying to
different amounts. Plug the equation y = 0.8x (which we found
earlier) into the previous equation. z = 1.2y = 1.2(0.8x) = 0.96x
Divide both sides of the equation by x to see that z/x = 0.96. The
ratio is 0.96, which we could alternatively express as 96:100 or
24:25. (Overall, this is a loss of 4%.)
Check the answer : Try it with numbers. Assume the initial
investment is x = $100. When the first investment loses 20%, what
remains is y = $80. When the second investment increases by 20%,
we must raise $80 by 20%. Note that 20% of $80 is $16 (since $80 x
0.2 = $16), such that z = $96 (add $16 to $80 to get this). The final
amount ($96) is 0.96 times the initial investment ($100). The answer
checks out.

Problem 19
Directions: Solve for x and y in the system of equations below.

• You can find the solution on the following page.

If we define like this:

Solution to Problem 19
4t + 3u = 43
5t - 2u = 25
Without the squareroots, the problem seems simpler. One way to
solve this system is to setup simultaneous equations. We will
multiply the top equation by 2 and the bottom equation by 3.
2(4t + 3u) = 2(43)
3(5t - 2u) = 3(25)
8t + 6u = 86
15t - 6u = 75
Now if we add the two equations together, the 6u’s will cancel out.
8t + 6u + 15t - 6u = 86 + 75
23t = 161
t = 161/23 = 7
Plug the answer for t into one of the equations near the top of this
solution.
4(7) + 3u = 43 28 + 3u = 43
3u = 43 - 28 = 15
u = 15/3 = 5
We’re not finished yet because we need to solve for x and y. Square
the
equations

and

V to to obtain t2= x and u2= y. x = t2= 72= 49

y = u2= 52= 25
Check the answers: Plug x = 49 and y = 25 into the original
equations.
 4V% + 3.^ = 4V49 + 3V25
4(7)+ 3(5) = 28+ 15 = 43
5Vx - 2^/y = 5V49 - 2V25
5(7) - 2(5) = 35 -10 = 25
The answers check out.

Problem 20
Directions: Find two different values for x which satisfy the
following equation.
• You can find the solution on the following page.

Solution to Problem 20
Add
2
tO to both sides of the equation.
 Cross multiply.
Recall that

becomes ad = bc when you cross multiply. Also

note that xx = x2.
x2= (8)(2)
x2= 16
Squareroot both sides of the equation.

x = ±V16
x = +4
The two possible answers are x = -4 and x = 4. Note that x = -4
works because (-4)2= +16 (the minus sign gets squared).
Check the answers: Plug x = -4 and x = 4 into the original
equation.

The answers check out. Note that

Problem 21
Directions: Explain precisely what is wrong with the following
‘proof.’
 (-D(-i) = (i)(i)

vWii=#1

.A.
• You can find the solution on the following page.

Solution to Problem 21
The last line, -1 = 1, is obviously incorrect. The problem is to figure
out why the attempted proof resulted in that incorrect conclusion.
The first line, (-1)(-1) = (1)(1), is certainly correct since (-1)(-1) =
1 and
since (1)(1) = 1. The middle line,
V(1)(1). „,,

the same reason that the first line is correct. Since (-1)(-1) = 1
and (1)(1) = 1, the middle line is equivalent to writing

. Therefore, there must be a mistake going

from the middle line to the last line, but what exactly is the mistake?
Do you think the mistake is going from
V(-1)(-1)
to -1 on the left-hand side? Be careful
here. This equates to saying that

, where x = -1. Do
you see a mistake with that? Let’s approach this another way:
VC-D(-i)
. This means, “What
number times itself equals 1?” It’s not incorrect to state that the
squareroot of one equals minus
one:

. Why? Because it’s true that (-1)(-1)=1.

Really, ‘incorrect’ is the wrong word. The right word is
‘incomplete.’ It isn’t
incorrect to write
V(-D(-i) = -i r
, but it is incomplete. The
reason that it’s incomplete is that there are two answers to
V(-i)(-1)
. It’s both correct and complete to write

. But that’s not the only

problem! It’s
equally incomplete to write
Vaxi) = i
write
. We should similarly

In fact, both equations are the

same. Since
(-1)(-1) = (1)(1) = 1, in both cases we could write

general, we should write

That’s the real issue here. The last line of the proof should be ±1 =
±1. (Some math classes adopt the convention of ignoring the
negative roots, but in some physical situations that negative root has
significance, like the sign of the final velocity. For example, if you
throw a rock upward and call the upward direction positive, when
we solve for the final velocity with the formula

, a positive root indicates that the rock is still traveling upward,

whereas a negative root indicates that the rock is now falling
downward.)

Problem 22
Directions: Solve for x in the equation below, where x2and
3x^/3
are both exponents.
• You can find the solution on the following page.

Solution to Problem 22
The trick is to realize that 23= 8. This allows us to rewrite the given
equation as:

This has the same structure as 2p2q= 2rwhere p = x2,

, and r = 3. Apply the rule that xmxn= xm+nto

get 2p+q= 2r. This can only be true if
p + q = r. Plug the expressions p = x2,

, and r = 3 into the

equation p + q = r.
This is a quadratic equation. Subtract 3 from both sides and multiply
both sides by 2.

2x2 + 3xV3 - 6 = 0
Compare this to the general equation ax2+ bx + c = 0 to determine
that a = 2,

, and c = -6. Plug these values into the

quadratic formula.
Note that

. Note that the two minus signs make a plus sign: -4(2)(-6) = (-8)(­
6) = 48. Also note that

(we factored out a perfect square).

Check the answers: Plug

into the original equation.

 or

93/499/4 _ 912/4 _ 93
The answers check out.

Problem 23
Directions: Solve for two different values for x that satisfy the
following equation.
• You can find the solution on the following page.

Solution to Problem 23
Cross multiply. Recall that multiply.

becomes ad = bc when you cross 16(x + 18)2= 25x2

There are two ways to approach the above equation. If you write (x
+ 18)2= x2+ 36x + 324, you will need to solve a quadratic equation.
In this case, there is a way to avoid the quadratic. Squareroot both
sides of the equation instead.
V16(x + 18)2 = V25x2

However, if you do this, you won’t get two answers for x (like you
would using the quadratic) unless you remember to include ± signs
with one of your squareroots.
^16(x + 18)2 = +^25?
Apply the rule

VoF = y/ay/b
ambmwith m = 1/2.
, which is the same as (ab)m=

Note that

and

(we already
included a ± earlier).
4(x + 18) = ±5x
4x + 72 = ±5x
4x + 72 = 5x or 4x + 72 = -5x
72 = 5x - 4x or 72 = -5x - 4x
72 = x or 72 = -9x
72 = x or -8 = x
Check the answers: Plug x = -8 and x = 72 into the original
equation.
---- = or — =--------
(-8)2 (-8 + 18)2------ (72)2 (72 + 18)2
16 25 16 25
64-(10)2 °r 5184'(90)2
16 25 16 25
64’100 °r 5184’8100
0.25 = 0.25 or 0.00308642 = 0.00308642
The answers check out (using a calculator for the last step).

Problem 24
Directions: Represent the following word problem with an algebraic
equation.
A philanthropist has one million dollars. Every day, the
philanthropist gives away one-half of his money. Write an equation
representing the number of days that will pass until the
philanthropist has just one dollar left. (Assume that there are no
other sources of income, expenses, or taxes involved.)
• You can find the solution on the following page.

Solution to Problem 24
The philanthropist initially has $1,000,000. According to the
instructions, you must apply algebra to represent the word problem
with an equation. That is, you’re not allowed to keep dividing
$1,000,000 by 2 until you reach $1. (However, we will do that later
to check our answer.) How can you divide by 2 an unknown number
of times? Let x represent the number of days and let y represent the
money that the philanhtropist has left over. The solution is to divide
$1,000,000 by 2x

That completely answers the question. Note that the directions didn’t
ask us to solve for x. However, if you know about logarithms, you
can solve the equation as follows:
 x = log2 1,000,000

log10 1,000,000

X= log10 2

x « 19.93 « 20

The answer is 20 days. We used the change of base formula:

Check the answer: Divide $1,000,000 by 2 repeatedly until you

reach $1.
Compare the table above with the formula, using x = 20 with a
calculator. The answer checks out since $0.95 is approximately
equal to $1.00.
Problem 25
Directions: Derive the indicated inequality from the relationships
given below.
Use the equations and inequalities above to derive the following
inequality:
z > 24
• You can find the solution on the following page.

Solution to Problem 25
Solve for x and y in terms of w and z. Add the equations for w and z
to get z + w = y + x + y - x = 2y and subtract w from z to get z - w
= y + x - (y - x) = y + x - y + x = 2x. Note that -(y - x) = -y - (-x)
= -y + x. Divide each equation by 2.

Substitute these expressions into the equation

Cross multiply. Recall that multiply.
a c

becomes ad = bc when you cross

24z = z2- w2
Note that z2is greater than z2- w2(since w2is inherently positive).
z2> z2- w2= 24z
Skip the middleman (the middle term in the line above). That is,
since z2- w2 = 24z, we can replace z2- w2with 24z in the inequality
z2> z2- w2in order to get the following inequality:
z2> 24z
Divide both sides of the equation by z.
z > 24
This problem has a practical application: A convex lens can only
yield a real image if the distance between the object and screen is at
least 4 times the focal length. (Here the focal length is 6 and the 24
in the inequality represents 4 times the focal length.)
Check the answer: Note that

and
 6x
Let’s try some numbers.
• If x = 8, then y = (6)(8)/(8 - 6) = 24. Here, z = x + y = 32, which is
greater than 24.
• If x = 9, then y = (6)(9)/(9 - 6) = 18. Here, z = x + y = 27, which is
greater than 24.
• If x = 12, then y = (6)(12)/(12 - 6) = 12. Here, z = x + y = 24 is
exactly 24, but this limiting case isn’t allowed because one of the
requirements was y > x.

Problem 26
Directions: Factor the 4 out of the following expression.

(4x2+ 9)-3/2
Your final answer should have the following form (where you fill in
the blanks).

__(x2+ )—3/2
• You can find the solution on the following page.

Solution to Problem 26
Begin by factoring the 4 out of the expression 4x2+ 9.

If you distribute the 4 on the right-hand side, you should see that it
works. We’re not finished yet, since we still need to deal with the
power of -3/2. Apply the rule that (ay)m= amym, with a = 4, y = x2+
9/4, and m = -3/2.

Note that 4-3/2= (41/2)-3according to the rule (ap)q= apq. Note that
41/2= 2 such that

Alternatively, if you enter 4-3/2on a calculator, you should find that it

equals 1/8. The above expression becomes:
This is what the problem asked for. This expression has the same
form as

__(x2+ )-3/2
where the first blank equals 1/8 and the second blank equals 9/4.
Check the answer: Try using numbers to see that this works. For
example, let x = 3. Use a calculator.
 [4(3)2 + 9]"3''2 = [4(9) + 9p'2
(36 + 9)“3/2 = 45~3/2 * 0.00331269

1 1
=-(9+ 2.25)-3/z = -(11.25)’3/2« 0.00331269
The answer checks out.

Problem 27
Directions: Solve for x in the system of equations below.

• You can find the solution on the following page.

Solution to Problem 27
There are three variables in these equations: x, y, and z. Ordinarily,
you would need three independent equations in order to solve for
three unknowns. However, in this case, you can solve for x. The
only trick is not to give up before you try.
Multiply both sides of the second equation by 2.
z + 8x - 2y = 10
Add this equation to the first equation.
2y - 3x - z + z + 8x - 2y = 20 + 10
Note that y and z both cancel out. All that remains is:
5x = 30
Divide both sides of this equation by 5.
x = 30/5 = 6
Note that y and z are both indeterminate. However, the problem only
asks for x.
Check the answer: Plug x = 6 into the original equations.

Multiply both sides of the second equation by -2.

2y - z = 38
and
-z + 2y = 38
Note that 2y - z = -z + 2y. In both cases, 2y - z equals 38. The
answer checks out.

Problem 28
Directions: Solve for x in the equation below. (Don’t use guess and
check.)
 54

• You can find the solution on the following page.

Solution to Problem 28
Multiply both sides of the given equation by x. Note that

and xx = x2.
54 = x2- 3x
This is a quadratic equation. First express the equation in standard
form. Subtract x2from both sides, add 3x to both sides, and then
multiply by -1. (Alternatively, subtract 54 from both sides, but then
to get the equation below, swap the left and right sides of the
equation.)
x2- 3x - 54 = 0
Either factor this equation or apply the quadratic formula. We can
factor it, noting that -54 = (-9)(6) and that -9x + 6x = -3x.
(x - 9)(x + 6) = 0
The two solutions are x = 9 and x = -6. If instead you apply the
quadratic formula, you will get the same answers. Compare the
equation x2- 3x - 54 = 0 to the general form ax2+ bx + c = 0 to see
that a = 1, b = -3, and c = -54.
Check the answers : Plug x = -6 and x = 9 into the original
equation.

The answers check out.

Problem 29
Directions: Solve for x in the equation below. (Don’t use guess and
check.).
 3*2 = 81
• You can find the solution on the following page.

Solution to Problem 29
(Even though this problem specifically directs you not to use guess
and check, most teachers don’t give full credit for guess and check
solutions when known techniques could be used to solve for an
answer, regardless of the wording.)
Note that it’s incorrect to squareroot both sides. Squarerooting both
sides equates to raising both sides to the power of 1/2. It would yield

, simplifying to

according to the rule (ab)c= abc

The left-hand side wouldn’t reduce to 3x.
The trick is to realize that 81 is a power of 3. Specifically, 34= 81.

Now the equation looks like ay= ab, where y = x2and b = 4. The only
way the above equation can be true is if:
x2= 4
Squareroot both sides of the equation. x = ±2
Why ±? That’s because 22= 4 and (-2)2= 4.
Check the answers: Plug x = ±2 into the original equation.

3*2 = 81
3(±2)2 = 81
34 = 81
The answers check out.

Problem 30
Directions: Solve for x in the equation below.

• You can find the solution on the following page.

Solution to Problem 30
The way to divide two fractions is to multiply the first fraction by
the
reciprocal of the second fraction, as in
Apply the rules xmxn= xmnand

x m—n
 16 lx1
x11 T
54 ' 6x4 x7
x4 4
/16 54\ /2x2 6x4\ 24

/16 x4\ I /2x2 4 \ 24

tf'Sd h 6x*j
Check the answers: Plug x = ±6 into the original equation. Use a
calculator.
0.000000794 4 18 15,552 4 648
, = 0.000085734
0.041666667 4 1 1944 41
0.000000044 24
----------r— = 0.000085734
0.041666667 1944
0.000001059 4- 0.012345679 = 0.000085734
The answers check out (apart from a little round-off error).

Problem 31
Directions: Find nonzero solutions for x and y in the system of
equations below.
 9x - 6y = 2x2

• You can find the solution on the following page.

Solution to Problem 31
(Although x = y = 0 would solve the problem, the instructions
specifically
ask for nonzero solutions.) Cross multiply. Recall that

becomes ad = bc when you cross multiply.

Plug this expression into the other equation.

Combine like terms.
5x = 2x2
Bring all of the terms to the same side.
0 = 2x2- 5x
Factor out an x.
0 = x(2x - 5)
The two solutions for x are x = 0 and 2x - 5 = 0. The problem
specifically asked for the nonzero solution.
2x = 5
x = 5/2
Plug this answer into the equation for y near the top of this solution.

Check the answers : Plug x = 5/2 = 2.5 and y = 5/3 ~ 1.66667 into
the original equations.
Use a calculator. The answers check out (apart from a little round-off
error).

Problem 32
Directions: Apply algebra to solve the following word problem.
A positive real number is one greater than its reciprocal. What is the
number?
• You can find the solution on the following page.

Solution to Problem 32
Use x to represent the unknown number. Its reciprocal is 1/x. The
problem states that x is 1 greater than 1/x.
x = 1 + 1/x
Multiply both sides of the equation by x. Note that xx = x2and x/x =
1.
x2= x + 1
Bring all of the terms to the same side of the equation.
x2- x - 1 = 0
This is a quadratic equation. Compare the equation above to the
general form ax2+ bx + c = 0 to see that a = 1, b = -1, and c = -1.
 -(-1) ± 7(-l)2 -
20)
1 + Vi + 4 i+Vs

The problem states that x is positive. Only the + sign yields a

positive answer.

1+V5
x = ——« 1.618033989
The decimal form was determined using a calculator.
Check the answer: Reread the problem and see if our answer
satisfies the problem.
• Our answer for the positive real number is x ~ 1.618033989.
• The reciprocal of this positive real number is 1/x ~ 0.618033989.
• Our answer is one greater than its reciprocal:
 1
x1.618033989 - 0.618033989 = 1
x
The answer checks out.

Problem 33
Directions: Solve for x in the equation below. (Don’t use guess and
check.)
8 - [2 - (4 - x)] = -4[x - 3(9 - x)] - 8
• You can find the solution on the following page.

Solution to Problem 33
The main idea behind the solution to this problem is to be careful
distributing the minus signs. Recall the rules -(x + y) = -x - y and -
(x - y) = -x + y. Note that the 8’s do not cancel (since they have
different signs).
8 - [2 - (4 - x)] = -4[x - 3(9 - x)] - 8
8 - (2 - 4 + x) = -4(x - 27 + 3x) - 8
8 - (-2 + x) = -4(4x - 27) - 8
8 + 2 - x = -16x + 108 - 8
10 - x = -16x + 100
16x - x = 100 - 10
15x = 90
x = 90/15
x=6
Check the answer: Plug x = 6 into the original equation.
8 - [2 - (4 - x)] = -4[x -3(9 - x)] - 8
8 - [2 - (4 - 6)] = -4[6 - 3(9 - 6)] - 8
8 - [2 - (-2)] = -4[6 - 3(3)] - 8
8 - (2 + 2) = -4(6 - 9) - 8
8 - 4 = -4(-3) - 8 4 = 12 - 8
4 = 4 The answer checks out.

Problem 34
Directions: Determine the equation of a straight line that passes
through the
point

(-V3,4) and which is perpendicular to the line that

passes through the two points indicated below.

• You can find the solution on the following page.

Solution to Problem 34
Find the slope of the line that connects
We wish to find a new line that is perpendicular to the given line.
Recall that lines are perpendicular if one slope is the negative of the
reciprocal of the other. That is,

Whe where

is the slope of the perpendicular line. Plug in

m
We multiplied by

V^3in order to rationalize the denominator. Note that

V5V3 = 3
. (If necessary, you can verify with a
calculator that

and

3 both approximately equal 0.577350269.) The equation for the

perpendicular line is:
To complete our solution, we must find the y-intercept of the
perpendicular
line. The perpendicular line passes through the point

, so we may plug

and y = 4 into the previous equation and

solve for
 4 = -y(-^) + 6i

73V3
4 - —— + b±

4 = j + hi
4= 1+^
3 = b1
Our final answer is:
 C Check the answer: Graph each
line with a graphing calculator or computer.

Problem 35
Directions: Determine the ratio of y to x in the equation below.
7x2- 6y2= -11x2- 4y2
• You can find the solution on the following page.

Solution to Problem 35
This single equation has two unknowns. Although you can’t
determine the value of either x or y, you can find the ratio of y to x
for the given equation. Combine like terms. Add 6y2and add 11x2to
both sides of the equation.
7x2- 6y2= -11x2- 4y2
7x2+ 11x2= -4y2+ 6y2
18x2= 2y2
Divide both sides of the equation by 2.
9x2= y2
Divide both sides of the equation by x2.

Squareroot both sides of the equation.

Why ±? That’s because (-3)2= 9 and (3)2= 9. There are two

possibilities: x and y could have the same sign or x and y could have
opposite signs. The general solution must allow for both
possibilities.
Check the answers: Plug y = ±3x into the original equation.
7x2- 6(±3x)2= -11x2- 4(±3x)2
Apply the rule that (ab)m= ambm.
7x2- 6(9x2) = -11x2- 4(9x2)
7x2- 54x2= -11x2- 36x2
-47x2= -47x2 The answers check out.

Problem 36
Directions: Determine what comes next in the following pattern.
3x - 2y
9x2- 12xy + 4y2
27x3- 54x2y + 36xy2- 8y3
• You can find the solution on the following page.

Solution to Problem 36
What can you do algebraically to each line in order to create the
given pattern?
Multiply the previous line by (3x - 2y). For example, going from the
first line to the second line:
(3x - 2y)(3x - 2y)
= 9x2- 6xy - 6xy + 4y2
= 9x2- 12xy + 4y2
Similarly, going from the second line to the third line:
(9x2- 12xy + 4y2)(3x - 2y)
= 27x3- 18x2y - 36x2y + 24xy2+ 12xy2- 8y3
= 27x3- 54x2y + 36xy2- 8y3
The next line in the pattern comes from multiplying (27x3- 54x2y +
36xy2- 8y3) by (3x - 2y).
(27x3- 54x2y + 36xy2- 8y3)(3x - 2y)
= 81x4- 54x3y - 162x3y + 108x2y2+ 108x2y2- 72xy3- 24xy3+ 16y4
= 81x4- 216x3y + 216x2y2- 96xy3+ 16y4
Check the answer: This is actually an application of the binomial
expansion.
(a + b)2= a2+ 2ab + b2 (a + b)3= a3+ 3a2b + 3ab2+ b3
(a + b)4= a4+ 4a3b + 6a2b2+ 4ab3+ b4
In our case, a and b are equal to:
a = 3x b = -2y
Substitute these expressions into the fourth power of the binomial
expansion.
(a + b)4= a4+ 4a3b + 6a2b2+ 4ab3+ b4
(3x - 2y) 4 = (3x)4 + 4(3x)3 (-2y) + 6(3x)22
(-2y) + 4(3x)(-2y)3 + (-2y) 4
Apply the rule that (ab)m= ambm.
(3x - 2y)4= 81x4+ 4(27x3)(-2y) + 6(9x2)(4y2) + 4(3x)(-8y3) + 16y4
(3x - 2y)4= 81x4- 216x3y + 216x2y2- 96xy3+ 16y4 This matches the
answer that we obtained earlier.

Problem 37
Directions: Apply algebra in order to isolate x in the equation
below.

• You can find the solution on the following page.

Solution to Problem 37
Square both sides of the equation. Recall that
Add

both sides and subtract b2from both sides.

Square both sides of the equation. Recall the rule that (y - z)2= y2-
2yz + z2. In this case, y = a and z = b2.

a2 - kb2 + b4 = x
Check the answer : Try it with numbers. (Choose a > b2in order for
the squareroot to yield a real answer.) Let a = 25 and b = 4. In the
equation above, we get:
252- 2(25)(4)2+ 44= x
625 - 800 + 256 = x
81 = x
See if these numbers satisfy the given equation.
 25 - 781 = 4
725^-9 = 4
716 = 4
4=4
The answer checks out.
Problem 38
Directions: Solve for x and y in the system of equations below,
where the numbers with bars over them are repeating decimals. For
example, 0.6 = 0.66666666 ■■■with the 6
repeating forever and
0.81 = 0.81818181...... .......... .. 81
repeating forever.

1.3x - 0.81y=0.18

O.fa + 0,27y = 0.24

• You can find the solution on the following page.

Solution to Problem 38
Convert each repeating decimal to a fraction. You can check this
with a calculator. (If needed, you may wish to review how to convert
repeating decimals into fractions.)
(Why? Because - = 0.33333333—)
0.81 = 0.81818181 -=-
11

(Why?
v J
Because-=
99
0.81818181 ■■■)
’

0.18 = 0.18181818-=-
11

(Why? Because -=0.18181818-)

0.6 = 0.66666666- =
 (Why? Because - = 0.66666666 •••)

0.27 = 0.27272727- = -
11

(Why? Because-=0.27272727 •••)

0.24 = 0.24242424- = -
33

(Why? Because-= 0.24242424 •••)

We can rewrite the given equations in terms of fractions as follows:
Multiply both equations by 33.
44x - 27y = 6
22x + 9y = 8
Multiply the second equation by 3. Then add the two equations
together.
44x - 27y = 6
66x + 27y = 24
44x - 27y + 66x + 27y = 6 + 24
110x = 30
x = 30/110 = 3/11
Plug this into one of the previous equations. We will use 22x + 9y =
8.
Check the answers: Plug

22(3/11) + 9y = 8
6 + 9y = 8
y = 2/9

and
into the original equations.
(1.33333333)(0.27272727) - (0.81818181)(0.22222222) =
0.18181818
(0.66666666)(0.27272727) + (0.27272727)(0.22222222) =
0.24242424 Use a calculator. The answers check out (apart from a
little round-off error).

Problem 39
Directions: Solve for x in the equation below. (Don’t use guess and
check.)

• You can find the solution on the following page.

Solution to Problem 39
Multiply both sides of the equation by

. Note that

V%V* = X d and
 lx - 14Vx = 288
This is actually a quadratic equation. One way to see this is to let

y = y/x 2
such that y2= x.
2y2- 14y = 288
Subtract 288 from both sides of the equation in order to put this in
standard form.
2y2- 14y - 288 = 0
Compare this to the general equation ay2+ by + c = 0 to determine
that:
a=2
b = -14 c = -288
Plug these values into the quadratic formula. (Alternatively, you
could factor the previous quadratic equation.)
 -i)±Vh2-4ac
J 2a
(-14) + ^(-14)2 -4(2)(-288)
2(2)
14 + V196 + 2304
r 4
14+V2500 14 + 50
r 4 ~~
There are two possible answers for y:
 14 + 50 64

We’re not finished yet because we need to solve for x. Recall that

, which equates to y2= x.

x = y2= 162= 256
or
x = y2= (-9)2= 81
Check the answers: Plug x = 81 and x = 256 into the original
equation.
 288 288
2(16)-14 = — or 2(-9)-14 = —

32-14 = 18 or -18-14 = -32

The answers check out. However, the solution x = 81 only works if
you allow
for the negative root of

Directions: Apply algebra to solve the following word problem.

Two beetles initially separated by a distance of 300 cm walk towards
one another at the same constant rate of 2 cm/s. An ant which is
initially next to one of the beetles walks away from it, towards the
other beetle, at a constant rate of 10 cm/s until it reaches the other
beetle. The ant then promptly turns around, traveling with the same
constant rate of 10 cm/s until it reaches the previous beetle. This
continues until the two beetles both meet the ant in the middle. All
together, how far does the ant travel?
• You can find the solution on the following page. Fortunately, it is
completely unnecessary to divide the ant’s trip up into pieces and
find the distance that the ant travels in each direction before reaching
a beetle.
First, determine how much time the ant spends walking. The ant
walks until the two beetles meet in the middle. Each beetle travels
with a constant speed of 2 cm/s. Each beetle travels a distance of
150 cm (so that the two distances add together to make 300 cm).
Divide the distance by the speed (which is a rate) to find the time.
t = db/rb
t = 150/2 = 75 s
The ant spends 75 s walking (the same amount of time as the
beetles). The ant has a constant speed of 10 cm/s. Multiply the ant’s
speed (which is a rate) by the time to find the distance that the ant
travels.
da= rat
d = (10)(75) = 750 cm
The ant travels a total distance of 750 cm (which could also be
expressed as 7.50 m, since there are 100 centimeters in one meter).
Check the answer : The ant travels 5 times faster than either beetle
(since 10 cm/s is 5 times 2 cm/s). The ant travels for the same
amount of time as the beetles. Thus, the ant must travel 5 times
farther than either beetle. The ant’s distance, 750 cm, is 5 times the
distance, 150 cm, that each beetle travels. The answer checks out.
Directions: Solve for x in the equation below. (Don’t use guess and
check.)
(x2 — x — 6){(x2 ~ 7x + 12) [(x2 — 3x — 4)(x + I)-1]-1}-1 =9

• You can find the solution on the following page.

The given equation has the following structure:
p{q[rs-1]-1}-1= 9
where p = x2- x - 6, q = x2- 7x + 12, r = x2- 3x - 4, and s = x + 1.
Apply the rule y-1= 1/y. The above equation is the same thing as:
Let’s begin by looking at just part of the equation.

The numerator can be factored as follows. The denominator cancels.

(x-4)(x + l)
rs -———= x-4
x+1
Now let’s include the q.

Again we factor the numerator.

Now include the p.

 x+2 =9
x=9-2=7
Check the answer: Plug x = 7 into the original equation.
 36{12[24(8)’1]"1}’1 = 9
=9
36{4}-1 = 9
Note that 24(8)-1= 24/8 = 3, 12[3]-1= 12/4 = 3, and 36{4}-1= 36/4 =
9. The answer checks out.

Problem 42
Directions: Apply algebra to the two equations given below in order
to derive the indicated equation. Note that
<x>0 andd
0)
are two distinctly different quantities.
Use the equations given above to derive the following equation.

• You can find the solution on the following page.

Solution to Problem 42
The equation that we need to derive doesn’t involve time (t).
Therefore, we should apply algebra to eliminate time from the two

given equations. Subtract from both sides of the first

equation, and then divide by

Substitute this expression in place of time in the second equation.

Apply the rules x(y - z) = xy - xz and (y - z)2= y2- 2yz + z2.

Distribute
a
in the second term. Note that

a2 a

Multiply the first term by

2
2 in order to make a common denominator.
The

s cancel out. Note that

Multiply both sides of the equation by

Check the answer: You can look up the equations of uniform

angular acceleration in a standard physics textbook.
The answer checks out.

Problem 43
Directions: Find positive solutions for x in the equation below.

• You can find the solution on the following page.

Solution to Problem 43
Note that

Subtract 19x from both sides of the

equation.
6x3/2+ 15x1/2= 19x
6x3/2- 19x + 15x1/2= 0
Factor out x1/2. Note that x1/2x = x1/2x1= x3/2and x1/2x1/2= x (since x
= x1).
x1/2(6x - 19x1/2+ 15) = 0
Either x1/2= 0 or 6x - 19x1/2+ 15 = 0. The problem specifically asks
for positive solutions, so we will discard x1/2= 0.
6x - 19x1/2+ 15
This is actually a quadratic equation. One way to see this is to let

such that y2= x.

6y2- 19y + 15 = 0
Compare this to the general equation ay2+ by + c = 0 to determine
that:
a = 6 b = -19 c = 15
Plug these values into the quadratic formula.

-b±W-4ac
y 2a
-(-WW-W
7‘ 2(6)
19 + 7361^360
y= 12
19 + 4 19 + 1
y_nr~ir
 19 + 1 20 20-4 5

or

We’re not finished yet because we need to solve for x. Recall that
y2= x.
Check the answers: Plug x = 9/4 and x = 25/9 into the original
equation.
or
The answers check out.

Problem 44
Directions: Solve for x and y in the system of equations below.

• You can find the solution on the following page.

Solution to Problem 44
The problem is simpler if we make the following definitions.

In terms of p and q, the given equations become:

2p - 3q = 6
5p + 8q = 77
Multiply the first equation by 8 and the second equation by 3.
16p - 24q = 48
15p + 24q = 231
Add the two equations together. The 24q terms cancel out.
16p - 24q + 15p + 24q = 48 + 231
31p = 279
p = 279/31 = 9
Plug p = 9 into one of the previous equations. We will use 5p + 8q =
77.
5(9) + 8q = 77
45 + 8q = 77
8q = 32
q = 32/8 = 4
We’re not finished yet because we need to find x and y. Multiply
both sides of p = 1/x by x to get px = 1, then divide by p to get x =
1/p. Similarly, y = 1/q.
x = 1/p = 1/9
y = 1/q = 1/4
Check the answers: Plug x = 1/9 and y = 1/4 into the original
equations.
The answers check out. Note that

and

Problem 45
Directions: Solve for x in the equation below.

• You can find the solution on the following page.

Solution to Problem 45
Subtract
Sides'/^ sides.

from both sides of the equation and add

to both

Combine like terms by factoring.

Multiply both sides of the equation by
2V3V3 rr
—x - -8v2v3
Note that
V3V3 = 3
. Apply the rule

= \fab ■
Divide both sides of the equation by 2. The decimal was found using
a calculator.

Note: If you get

your answer is the same (except that you didn’t rationalize your
denominator, which many math instructors prefer).
Check the answer: Plug x —9.797958971 into the original
equation.
Problem 46
Directions: Solve for all possible finite values for x in the equation
below. (Don’t use guess and check.)
(2-4- x-3)-2= 256
• You can find the solution on the following page.

Solution to Problem 46
Apply the rule that

where (2-4- x 3) and m = 2.

Squareroot both sides. Note that

V256 = +16. since 2 1M2
(-16) ..,2
2= 256 and 162= 256.
Cross multiply.
1 = (2-4- x-3)(±16)
Divide both sides of the equation by ±16.

Apply the rule that

Add

tO to both sides, and subtract

16 from both sides. Note that 24= 16.

Since the problem specifically asks for finite answers, we will
discard

as a solution. (Note that the solution to

is

0, which is undefined, as an infinite value of x is

needed to solve

.) Invert both sides and take the cube root.

(since 23 = 8)
Check the answer: Plug x = 2 into the original equation.
The answer check out. If needed, use a calculator.

Problem 47
Directions: Solve for x in the equation below. (Don’t use guess and
check.)

• You can find the solution on the following page.

Solution to Problem 47
Multiply both sides of the equation by x2. Note that

30 + 21x = -3x2
This is a quadratic equation. Add 3x2to both sides of the equation
and reorder the terms in order to put it in standard form.
3x2+ 21x + 30 = 0
We can factor it, noting that 30 = (5)(6) and that 15x + 6x = 21x.
(3x + 6)(x + 5) = 0
The two solutions are:
3x + 6 = 0 3x = -6
x = -6/3 = -2 or
x + 5 = 0 x = -5
If instead you apply the quadratic formula, you will get the same
answers. Compare the equation 3x2+ 21x + 30 = 0 to the general
form ax2+ bx + c = 0 to see that a = 3, b = 21, and c = 30.
-21 + 7212-4(3)(30)
2(3)
-21+7441-360

-21+1/81 -21+9

-21 + 9 -12
Check the answers : Plug x = -5 and x = -2 into the original
equation. The answers check out.

Problem 48
Directions: Solve for

in the system of equations below using the table that follows.

• You can find the solution on the following page.

Solution to Problem 48
First use the table to determine values of the following symbols:

i = 2 (this was given directly),

jj = 4i = 4(2) = 8,

Plug these values into the given equations.

 8* + 5f = 3
6*-2f = 9
Multiply the first equation by 2 and the second equation by 5.

16^ + 10V = 6
30^-10V = 45
Add the two equations together. The
io ,
terms cancel.
 46* = 51
51
i =—« 1.108695652
46
Plug this value into one of the previous equations. We will use
/51
\46
408
46
204
23
 204 69 204 135

135 27
V= -1.173913043
23(5) 23
Check the answers: Plug

and
^^into the original equations. Use a calculator.

+ 5» ~ 8(1.108695652) + 5(-1.173913043)«3
6i - 2» i 6(1.108695652) - 2(-1.173913043)*9
The answers check out (to within reasonable rounding tolerance).

Problem 49
Directions: Apply algebra to solve the following word problem.
If a roller coaster begins from rest at a height h above the bottom of
a circular loop, then at the top of the loop neither the passengers nor
their belongings will fall out of the roller coaster if the following
inequality holds, where R is the radius of the loop. Rewrite the
inequality in terms of the diameter (instead of the radius).
• You can find the solution on the following page.

Solution to Problem 49
This should be an easy problem, yet there is a common intuitive
mistake that many students make. Most students realize that a factor
of 2 is involved, since diameter is twice as large as the radius.
However, that factor of 2 is often applied incorrectly.
If, as the problem instructs, you force yourself to express your ideas
with algebraic equations and you make careful substitutions, it
greatly increases the chances that you will solve the problem
correctly. (If you answered this problem correctly by any means, pat
yourself on the back. If not, don’t feel bad: It’s common; try to learn
from your mistake.)
Diameter (D) equals twice the radius (R):
D = 2R
The given inequality has radius, which we need to eliminate.
Therefore, we need to solve for radius in the equation above. Divide
both sides of the equation by 2.
R = D/2
Plug this expression in place of radius in the given inequality.
Check the answer : Let’s try a number for radius, like R = 40 m,
and see if our two inequalities are consistent. In the original
inequality, we get:

The diameter is twice the radius:

D = 2R = 2(40) = 80 m
In the derived inequality, we get:

You can see that we obtained the same minimum height (100 m)
both ways. The answer checks out.

Problem 50
Directions: Solve for x in the system of equations below.

• You can find the solution on the following page.

Solution to Problem 50
There are three variables in this equation: x, y, and z. Ordinarily, you
would need three independent equations in order to solve for three
unknowns. However, in this case, you can solve for x in the given
equation. The trick is not to give up before you try. We can eliminate
both y and z by dividing the two equations. (Can you divide two
equations? Yes. If a = b and c = d, then it must be true that a/c = b/d,
provided that we’re not dividing by zero.)
Note that

and
Square both sides of the equation. Apply the rule that

Multiply both sides of the equation by 1 - x2.

x2= 3(1 - x2)
x2= 3 - 3x2
Add 3x2to both sides of the equation.
4x2= 3
Divide both sides of the equation by 4.

Squareroot both sides of the equation. The decimal was found using
a calculator.

Check the answer: Plug x ~ 0.866025404 into the original

equations.
0.866025404y = zV3
z^3
y “ 0.866025404
y = 2z
y^l - 0.8660254042 = z
yVl - 0.75 = z
yVft25=z
0.5y = i

y=^

The answer checks out (since both equations lead to y = 2z).

WAS THIS BOOK HELPFUL?
A great deal of effort and thought was put into this book, such as:
• Careful selection of problems for their instructional value.
• Breaking down the solutions to help make the math easier to
understand.
• Coming up with a good variety of ways to offer a challenge.
• Multiple stages of proofreading, editing, and formatting.
• Beta testers provided valuable feedback.
If you appreciate any of the effort that went into making this book
possible, there is a simple way that you could show it:

Please take a moment to post an honest

review.
For example, you can review this book at Amazon.com or Barnes &
Noble’s website at BN.com.
Even a short review can be helpful and will be much appreciated. If
you’re not sure what to write, following are a few ideas to help you
get started, though it’s best to describe what is important to you.
• Did you enjoy the selection of problems?
• Were you able to understand the solutions and explanations?
• Do you appreciate the handy formulas on the back cover of the
print edition?
• How much did you learn from reading and using this workbook?
• Would you recommend this book to others? If so, why?
Do you believe that you found a mistake? Please email the author,
Chris McMullen, at [email protected] to ask about it. One
of two things will happen:
• You might discover that it wasn’t a mistake after all and learn why.
• You might find out that you’re right, in which case the author will
be grateful and future readers will benefit from the correction.
Everyone is human.

ABOUT THE AUTHOR

Dr. Chris McMullen has over 20 years of experience teaching
university physics in California, Oklahoma, Pennsylvania, and
Louisiana. Dr. McMullen is also an author of math and science
workbooks. Whether in the classroom or as a writer, Dr. McMullen
loves sharing knowledge and the art of motivating and engaging
students.
The author earned his Ph.D. in phenomenological high-energy
physics (particle physics) from Oklahoma State University in 2002.
Originally from California, Chris McMullen earned his Master’s
degree from California State University, Northridge, where his thesis
was in the field of electron spin resonance.
As a physics teacher, Dr. McMullen observed that many students
lack fluency in fundamental math skills. In an effort to help students
of all ages and levels master basic math skills, he published a series
of math workbooks on arithmetic, fractions, and algebra entitled
Improve Your Math Fluency. Dr. McMullen has also published a
variety of science books, including introductions to basic astronomy
and chemistry concepts in addition to physics workbooks.
www.amazon.com/author/chrismcmullen
Author, Chris McMullen, Ph.D.

ALGEBRA
For students who need to improve their algebra skills:
• Isolating the unknown
• Quadratic equations
• Factoring
• Cross multiplying
• Systems of equations
• Straight line graphs
www.improveyourmathfluency.com

SCIENCE
Dr. McMullen has published a variety of science books, including:
• Basic astronomy concepts
• Basic chemistry concepts
• Balancing chemical reactions
• Calculus-based physics textbooks
• Calculus-based physics workbooks
• Calculus-based physics examples
• Trig-based physics workbooks
• Trig-based physics examples
• Creative physics problems
www.monkeyphysicsblog.wordpress.com

MATH
This series of math workbooks is geared toward practicing essential
math skills:
• Algebra and trigonometry
• Fractions, decimals, and percentages
• Long division
• Multiplication and division
• Addition and subtraction
www.improveyourmathfluency.com

PUZZLES
The author of this book, Chris McMullen, enjoys solving puzzles.
His favorite puzzle is Kakuro (kind of like a cross between
crossword puzzles and Sudoku). He once taught a three-week
summer course on puzzles. If you enjoy mathematical pattern
puzzles, you might appreciate:

300+ Mathematical Pattern Puzzles

Number Pattern Recognition & Reasoning
• pattern recognition
• visual discrimination
• analytical skills
• logic and reasoning
• analogies
• mathematics

VErBAl ReAcTiONS
Chris McMullen has coauthored several word scramble books. This
includes a cool idea called VErBAl ReAcTiONS. A VErBAl
ReAcTiON expresses word scrambles so that they look like
chemical reactions. Here is an example:
2 C + U + 2 S + Es ^ S U C C Es S
The left side of the reaction indicates that the answer has 2 C’s, 1 U,
2 S’s, and 1 Es. Rearrange CCUSSEs to form SUCCEsS.
Each answer to a VErBAl ReAcTiON is not merely a word: It is a
chemical word. A chemical word is made up not of letters, but of
elements of the periodic table. In this case, SUCCEsS is made up of
sulfur (S), uranium (U), carbon (C), and Einsteinium (Es).
Another example of a chemical word is GeNiUS. It’s made up of
germanium (Ge), nickel (Ni), uranium (U), and sulfur (S).
If you enjoy anagrams and like science or math, these puzzles are
tailor-made for you.

BALANCING CHEMICAL REACTIONS

2 C2H6+ 7 O2“4 CO2+ 6 H2O
Balancing chemical reactions isn’t just chemistry practice.
These are also fun puzzles for math and science lovers.
Balancing Chemical Equations Worksheets Over 200 Reactions to
Balance
Chemistry Essentials Practice Workbook with Answers Chris
McMullen, Ph.D.