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Problem Sets for
Algebra 1: An Integrated Approach

Chapter 4
Problem Set #1                                           Book: Algebra 1 (ML) Chapter 4
Class: E Block

Variables on both sides
1. Each of these equations has a variable term on both sides of the equation. Solve each
equation for x or x1 , showing the process step-by-step using the properties we learned in
chapter 3. Check your solution in the original equation.
2. Example: 3x  5  2x 12

3x  5  2x  12
5  5            Add 5 to both sides
3x  2x  17
2x  2x           Subtract 2x from both sides
x  17

Check:
3x  5  2x  12
3(17)  5  2(17)  12
51 5  34  12
46  46      It checks.

3. 7x 10  4x 1

4. 6.5x 2  9  4.5x 2  41

5. 8  17x1  3(4  x1 )

3
6.     (8x  24)  2(x1  1)
4 1
Problem Set #1                                              Book: Algebra 1 (ML) Chapter 4
Class: E Block

7. You’re building a deck in your back yard.
The plan you have gives the dimensions of
Perimeter also equals 8x + 84             the deck as 18x by 6x  2 feet. It also says
18x                                                 that the perimeter of the deck is 8x  84 .

Write an equation, and then find a value of x
6x + 2                            that satisfies both conditions.

Then, find the dimensions of the rectangle, its perimeter, and its area.

Finally, check your solution with the problem statement.

8. Solve for z if 4.1z  56.8  6.2  4.5z . Show your work step by step and describe each step.

9. Solve for x1 if 24  2x1  7x1  11x1  (3x1  10) . Show your work step by step and describe
each step. Check your solution.

10. Solve for y if 3y 2  12 y  4  5y  3y 2 . Check your solution.

11. You have now solved several equations that have variables on both sides of the equation. In
your journal, explain the steps for solving the equation 3(2x  7)  x  3  4(3x  1)  10 ,
then solve it step-by-step according to your process.
Problem Set #1                                            Book: Algebra 1 (ML) Chapter 4
Class: E Block

12. Andy bought some dandy candy. Bracha bought seven pounds more than twice the amount
Andy bought. Chaim bought two pounds less than three times the amount Andy bought.
How many pounds of dandy candy did Andy buy?

Write an equation that corresponds to this problem. Let x be the number of pounds of candy
that Andy bought.

Then, solve the equation.

How much dandy candy did Andy buy? How much candy did Chaim and Bracha buy?

13. P. 155, #65: A truck costs \$1400 more with a diesel engine than with a gasoline engine.
Both engines will get 8 miles to a gallon of fuel. If diesel fuel costs \$0.93 a gallon and
gasoline costs \$1.03 a gallon, after how many miles of driving will the difference in fuel
costs offset the difference in engine costs?

First, solve the problem any way you like.

If you didn’t solve the problem using an equation, then write an equation and solve it.

14. Alex has a small plumbing repair job to do at his house. He wanted to get estimates from
two plumbers to see who would be less expensive.

Minnie charges \$50.00 per hour for labor, plus a \$90.00 transportation charge to get to
Alex’s house (Alex lives way out in the boondocks.) Maxie charges \$20.00 per hour for
labor, but her transportation charge is \$150.

Minnie and Maxie could do the job in the same amount of time. And remarkably, the total
from both plumbers was the same. How many hours would the job take?
Problem Set #1                                           Book: Algebra 1 (ML) Chapter 4
Class: E Block

15. Nan and Earl went jogging, beginning their run together at the center of town. Nan jogged
12 km north. Earl jogged x km east. The places at which they finished were 20 km apart.
a. Draw a picture that shows the problem.

b. Write an equation that can be used to find x.

c. Solve the equation.

16. Here are two sets of problems to reinforce solving equations with variables on both sides:
   p. 153: 16, 18, 19, 27, 30, 33, 53, 60, 64, 65
   p. 153: 22, 24, 40, 41, 43, 44, 48, 51, 61, 63
Problem Set #1                                          Book: Algebra 1 (ML) Chapter 4
Class: E Block

Extension problems
You will not be tested on the problems in the “extension problems” section. They are here
because
   The problems may be of interest to you
   Doing the problem gives you practice with math skills
   They are challenging.
17. In a previous class, we learned about Euclid’s algorithm. Euclid’s algorithm can be used to
find the greatest common factor of two numbers. Here’s how the algorithm works for the
numbers 105 and 165.

We first divide the larger number by the      165
smaller, writing the answer as quotient and        2 remainder 60
105
remainder.
Then, we write the following equation,        165  105(2)  60
expressing the larger number in terms of
the smaller, using the quotient (2) and
remainder (60).
Next, we do the same thing with the           105
numbers 105 and 60…                                1 remainder 45
60
105  60(1)  45
… and then for 60 and 45                      60  45(1)  15
… and finally for 45 and 15                   45  15(3)  0
You stop when the remainder is zero. The
previous remainder, 15, is the greatest
common factor between 105 and 165.
Problem Set #1                                          Book: Algebra 1 (ML) Chapter 4
Class: E Block

Here’s another one: Find the greatest common factor for 29 and 11.

29  11(2)  7
11  7(1)  4
7  4(1)  3
4  3(1)  1
3  1(3)  0

The last remainder is zero, and the second-to-last remainder is 1, the greatest common
factor of 29 and 11.

Try using Euclid’s algorithm to find the GCF of the following pairs:
(91, 26)
(39, 143)

18. Pick three pairs of numbers. The numbers should be whole numbers greater than 20. For
each pair, use Euclid’s algorithm to find the GCFs. Then, check your answer another way.
Does Euclid’s algorithm work for you?
Problem Set #1                                            Book: Algebra 1 (ML) Chapter 4
Class: E Block

19. Evaluate these continued fractions, writing your result as an integer, or as an improper
1     b
fraction in lowest terms. Remember that        .
a    a
b
1                                  1
a.            2                        b.      2
1                                      1
1
1

1                                     1
c.            2                        d.      2
1                                     1
1                                1
1                                     1
1                                1
1                                         1
1
3

1
1
1
3
1
4
1
1
3
20. Use Euclid’s algorithm to find the GCF of the pair (80, 61)

21. Evaluate this fraction. Then see if you can find a connection between this problem and the
previous one.
Name: ___________________________                            Date: ___________________

Problem Set #2
Algebra 1 an Integrated Approach

Chapter 4

Exploration
1. Solve these equations step-by-step.
a. 3(x  2)  2(x  7)  x

b. 5x 2  2(3x  7)  x(6  5x)  15

2. Solve this matrix equation for a, b, c and d:
 a b  2   6 8
                    
10 c  5   2d 19 

3. Multiply the matrices and solve for x and y.
 4x 1   3  3(x  1)  9x 
                            
 3  y  7   5y  2( y  8) 

4. Pick three ordered pairs (x, y) , where x, y ¢ . Substitute x and y into these equations, and
describe the result.
a. (x  2 y)(x  y)  x 2  xy  2 y 2

b. (x  y)(x  y)  x 2  y 2
Problem Set #2                                            Book: Algebra 1 (ML) Chapter 4
Class: E Block

5. Here is an equation: x 2  1  (x  1)(x  1)
a. Pick several values for x and plug them in to both sides of the equation. Can you find
values for x that make the equation true? Can you find any that make the equation false?

b. Compute the following: 252 , 24 26 , 342 , 3335, 182 , 17 19 , 112 , 1012 . What do
you notice? How does this question relate to the original equation?

c. Describe a rule that begins as follows: “To find the product of two consecutive even
integers…”

d. Is there a similar rule that begins: “To find the product of two consecutive odd
integers…”

e. Let’s consider a more general form of this equation: x 2  y 2  (x  y)(x  y) . Try to find
at least three ordered pairs (x, y) that make this equation true. Try to find one that does
not work.

f. Simplify the equation x 2  y 2  (x  y)(x  y) by using the distributive property, then
collecting terms. I’ll get you started (if you don’t understand the first step, don’t worry
about it… we’ll study more about that later).

x 2  y 2  (x  y)(x  y)
x 2  y 2  x(x  y)  y(x  y)
Problem Set #2                                           Book: Algebra 1 (ML) Chapter 4
Class: E Block

6. An identity is an equation that is always true. Sometimes, an expression can be written in
two ways that are equivalent to each other. We’ve already seen that x 2  y 2 always
equals (x  y)(x  y) . Mathematicians would write an identity to show that they are equal.

9               9
a. Here’s an equation: (C  40)  40  C  32 . Is this an identity? Solve for C to find
5               5
out.

5               5
b. Here’s another equation: (F  40)  40  (F  32) . Is this an identity? Solve for F to
9               9
find out.

c. Do you recognize any of the expressions above? Where are they from?

7. In your JOURNAL, write a definition for identity, give one example of one, and show how
you can tell that it’s an identity.

8. Here are some sample problems from the book.

 2(x  3)     12          10    12 
a. Find (x, y).                                         
 14       3y  ( y  2)   14 2( y  1) 
Problem Set #2                                           Book: Algebra 1 (ML) Chapter 4
Class: E Block

b. Bill has twice as many dimes as nickels. Sam has as many quarters as Bill has nickels.
Both have the same amount of money. How many nickels does Bill have?

Write an equation and solve it. To get you started, let n be the number of nickels that
Bill has.

c. In 1987, Louzzer Senior High School had 3260 students and was losing 70 students
annually. Also in 1987, Gaynor High School had 1640 students and was gaining 65
students per year.
i. Let t be the number of years since 1987. Write expressions for the number of
students at Louzzer High School after t years, and at Gaynor High School after t
years.

ii. Write an equation stating that after t years the schools will have the same number
of students. Solve the equation for t.

iii. In what year did the schools have the same number of students?

9. In your JOURNAL: Write a summary of the important points of this problem set. Think
a. When you’re solving an equation, how can you tell when the equation is an identity?
b. When you’re solving an equation, how can you tell that the equation has no solution?
(Mathematically, when an equation is impossible to solve, we say it has “no solution.”)
c. What new techniques have you learned for solving equations?
10. Here are some problems to help you practice working with identities and equations that have
no solution: p. 159: 7, 23, 30, 31, 34, 39, 45, 47, 49-51, 55, 59, 61.
Problem Set #2                                           Book: Algebra 1 (ML) Chapter 4
Class: E Block

Continued Fractions continued
Evaluate these continued fractions:
1                                              1
1.     1                                    2.     1
2                                                  1
2
2
1                                                 1
3.     1                                    4.     1
1                                                 1
2                                           2
1                                                 1
2                                            2
2                                                     1
2
2
1                                                 1
5.     1                                    6.     1
1                                                 1
2                                           2
1                                                 1
2                                            2
1                                                 1
2                                            2
1                                                 1
2                                            2
2                                                     1
2
2

Compare this last value to 2  1.414213562... . What do you think will happen if you continue
this fraction further?
Name: ___________________________                           Date: ___________________

Problem Set #3
Algebra 1: An Integrated Approach

Chapter 4
We have already have several tools that we can use to help us solve equations. For example:
   The Multiplication Property of Equality (multiplying both sides of an equation by the
same thing)
   The Division Property of Equality (dividing both sides of an equation by the same thing)
   The Addition Property of Equality (adding the same thing to both sides of an equation)
   The Subtraction Property of Equality (subtracting the same thing from both sides of an
equation)
   The Zero Product Property, that helped us solve equations such as (x  3)(x  2)  0 .
   The Multiplicative and Additive Identities
   The Multiplicative Inverse (reciprocal)
   The Additive Inverse (opposite)
This problem set explores another property, the Distributive Property of Multiplication over
Addition or Subtraction. It states
    a(b  c)  ab  ac
    a(b  c)  ab  ac

Some numerical problems
1. Rewrite and simplify the following expressions using the distributive property
a. 3(x  2)

b. 4.5(8x  3)

c. 7(3x  2 y)

d. 3(2x  4)  2(3x  6)
Problem Set #3                                          Book: Algebra 1 (ML) Chapter 4
Class: E Block

2. Solve 2(x  4)  14  5(x  3) for x. Show your work step by step, and check your answer.

3. Consider the picture to the right. Find w.                           9+w
a. To begin, we can write the
9+w
equation 192  6(9  w) . Use the                                               9+w
Distributive Property and solve this
equation for w.                                      Perimeter = 192
9+w                                9+w

9+w
b. Start with 192  6(9  w) and instead of
using the Distributive Property, begin by dividing each side of the equation by 6.
Then continue solving for w.

c. Which of the two methods was easier for this equation?

d. Summarize what you learned in this problem about using the distributive property to
solve equations.

 3 x   4  15
4. Solve for (x, y):          .
 y 1  2   9 

5. Consider the equation 10(w  3)  3(w  3)  39 . We’re going to solve it two ways.
Problem Set #3                                             Book: Algebra 1 (ML) Chapter 4
Class: E Block

a. Method #1: As a first step, use the distributive property to rewrite the left-hand side
of the equation, then combine like terms and simplify.

b. Method #2: Solve this without using the distributive property. First, notice that
10(w  3) and 3(w  3) are like terms. Start by adding 10(w  3) to 3(w  3) to get
__(w  3) (fill in the blank). Then continue solving:

10(w  3)  3(w  3)  39
____(w  3)  39

c. Think and write a sentence or two…
1. What did you learn about like terms?

2. What did you learn about using the Distributive Property to solve equations?
Is it always the best tool to use? Explain your thoughts.

6. Here are two sets of assignments from the book to help reinforce the lessons on the
Distributive Property, and to practice other skills.
a. p. 166: 6, 8, 12-16, 19, 21, 25, 30, 34-37, 42, 46, 50
b. p. 166: 7, 9, 11, 17, 18, 24, 28, 31, 33, 39, 47, 49, 50 51, 52.

7. Given these matrices, compute the products, if possible. If you can’t compute the product,
explain why.
3 4 0
                                   .25 .75            1 2 3 4 
A   0 1 1  B  3 1 2  C  
                             D                      
 2 0 3                              .2 .8             3 0 0 3 
       
Problem Set #3     Book: Algebra 1 (ML) Chapter 4
Class: E Block

a.   B A

b. A B

c. C C

d. C 3

e.   B D

f.   CD

g. D  C
Name: ___________________________                           Date: ___________________

Problem Set #4
Algebra 1: An Integrated Approach

Chapter 4

Rate problems
1. We have already studied rate problems involving speed (velocity), time and distance.
The relationship between these variables can be expressed in the equation v  t  d , “rate
times time equals distance.”

These are part of a larger class of problems called “work” problems. Work problems
have three variables: rate (r), effort (e) and work or output, (w). The general work
equation that relates these is r  e  w , “rate times effort equals work.” Consider these
statements, and try to figure out what the rate, effort and work are. Write the equation
and solve.

a. Example: A person travels 3 hours at 60 miles per hour. How far did he/she
travel?
Answer: Rate (v) is 60 miles per hour. Effort (t) is time. Work (d) is distance
mi
traveled. The equation to use is vt  d , and the solution is 3  60hr  180mi .
hr
Do a quick dimensional analysis and you see that this is the correct solution:
mi
3  60h  180mi
h
mi
3  60 h  3 60mi  180mi
h

b. Example: Five people are stuffing envelopes. They stuffed 4,000 envelopes in 3
hours. At what rate did they stuff envelopes?
env
Answer: Rate (r) is      , envelopes stuffed per hour. The effort is time (t) in
hour
hours. The work (e) is the number of envelopes stuffed. The equation is rt  e .
The solution is:
rt  e
r  3hr  4000env
4000env         env
r           1333
3hr            hr
Problem Set #4                                           Book: Algebra 1 (ML) Chapter 4
Class: E Block

c. It takes you 15 minutes to ride your bicycle the 4 miles to school. How fast (in
miles per hour) did you ride? (Don’t forget to do dimensional analysis to convert
minutes to hours.) Write the re  w equation and explain each variable. Then
solve the equation.

d. A team of 10 people takes 10 minutes to dig 10 holes. How many holes per
minute does the team dig?

e. You’re taking a test. On the first section of the test, you found that it took you 25
minutes to answer 8 questions.

i. Write the re  w equation and explain each variable.

ii. Then, find the rate at which you answer questions.

iii. If you have a 3 hour test with 50 questions, will you finish all the
questions? If not, how many questions will you finish? If so, how much
time will you have left to check your work?

2. Do problems #1 and #2 on page 173 of your textbook.

3. Do a TERMS-2-1 summary in your journal.

a. TERMS: important terms related to rate problems; work, effort, rate, etc.

b. 2 important things you learned

c. 1 question: something you don’t understand, something you’d like to know.
Problem Set #4                                            Book: Algebra 1 (ML) Chapter 4
Class: E Block

4. The freshman class at Lowand High School decides to sell box lunches to earn money for
the spring dance. Ms. Chiel’s chavurah can make 10 box lunches per hour. Mr.
Srebnick’s chavurah makes 15 box lunches per hour. Mr. Srebnick’s chavurah starts
making box lunches two hours after Ms. Chiel’s chavurah starts making them.

a. Define variables (rate, effort, work) and write the work equation.

Ms. Chiel’s      Mr. Srebnick’s
Chavurah           Chavurah
b. Complete the table to the right                          Total             Total
to indicate how many lunches          Hour    Lunches so far     Lunches so far
1       10        10       0        0
2       10        20       0        0
3

c. Write the work equation for
Ms. Chiel’s chavurah

d. Write the work equation for Mr. Srebnick’s chavurah. Think you must do
something special with the time (effort) in the equation so that the equations will
correspond to each other.

Think: when t = 3 hours, Ms. Chiel’s chavurah has been working for 3 hours. But
when t = 3, Mr. Srebnick’s chavurah has only been working for 1 hour. How do
you write the equation so that works out?

e. Ms. Chiel’s chavurah starts working at 12:00noon, and Mr. Srebnick’s chavurah
begins at 2:00pm. If 120 box lunches are needed

i. when will they finish?

ii. How long did Ms. Chiel’s chavurah work? How long did Mr. Srebnick’s
chavruah work?

iii. How many box lunches will each group make?
Problem Set #4                                           Book: Algebra 1 (ML) Chapter 4
Class: E Block

f. If you did NOT use the work equations to solve the problem, then find a way to
combine the two work equations to solve the problem.

5. Phineas Frog and Tiny Toad live 1000 hops apart. They each leave home at the same
time and travel toward each other. Phineas’s speed is 50 hops per minute. Tiny’s speed
is 65 hops per minute. The hops are of equal length. Let t be the time they have been
traveling.

a. Write an expression for each of the following:

i. The distance that Phineas hops in t minutes

ii. The distance that Tiny hops in t minutes

iii. The distance that both travel in t minutes

b. After 7 minutes, how many hops will Phineas have traveled?

c. After 9 minutes, how many hops will Tiny have traveled?

d. How long will it be before Phineas and Tiny meet?

6. Here are two problem sets to help you practice problems with rates:

a. p. 174: 3, 9, 20, 22, 23, 25, 26, 31, 37

b. p. 174: 4–8, 17, 24, 32–34, 38
Name: ___________________________                           Date: ___________________

Problem Set #5
Algebra 1: An Integrated Approach

Chapter 4

Equations with Absolute Values or Squared Quantities
Here are some problems to start with. I’d suggest drawing a picture of each on a number line to
1. Imagine you are on number line standing five feet (in the positive direction) from zero.
a. How far in the positive direction would you have to walk in order to be 23 feet from zero
(that is, at +23)?

b. How far in the negative direction would you have to walk in order to be –23 feet from
zero (that is, at –23)?

2. The temperature is now 32ºF.
a. How many degrees would the temperature have to climb in order to reach 40ºF?

b. Again, starting from 32ºF, how many degrees would the temperature have to fall in order
to reach –40ºF?

3. You are now 80 miles north of your home.
a. How far north would you have to drive in order to end up 100 miles away from your
home?

b. Again, starting from 80 miles north of your home, how far south would you have to
drive in order to end up 100 miles away from your home?

4. Make up two two-part word problems similar to the ones above and solve them.
Problem Set #5                                          Book: Algebra 1 (ML) Chapter 4
Class: E Block

5. Find all values of x that solve these equations. Represent each problem on a number line.
Write the solutions using set notation. Be sure to TEST your solution.
a. Example: x  1  5

6}

Test: x  4 : 4  1  5  5

Test: x  6 : 6  1  5  5 .

b.   x  5  23

c.   x  32  40

d.   x  80  100

e.   x  2  10

f.   x  7  15

g.   2x  3  21

6. For each of the following, solve all four equations. Explain (in words) how the first two
equations relate to the absolute value equation.
Problem Set #5                                          Book: Algebra 1 (ML) Chapter 4
Class: E Block

x5 7
x  5  7
a.
x  5  7
x5  7

2x  7  15
2x  7  15
b.
2x  7  15
2x  7  15

7. In your JOURNAL, describe how to solve equations similar to the ones above (such
as 3x  5  20 ). Include a number line and a verbal description of how to solve it. Be sure
to note that equations involving absolute value may have more than one solution. Check the
method with your teacher to make sure you’ve got it. Then, use it to solve the other absolute
value problems in this problem set.

8. Twist your brain! Solve these, stating your answer in set notation:
a.   x 5

b.   x  5

c.   x x

d. x  5  x  5
Problem Set #5                                               Book: Algebra 1 (ML) Chapter 4
Class: E Block

9. In a mathematical equation, when we write       n in an equation, we always mean a positive
value. Thus,    9  3 and  9  3 , but 9  3 . Question: Is the mathematical statement
x 2  x true for all x? Test the statement out with positive and negative values of x.

10. In the figure to the right,
you see a rectangle and the                          4
coordinates of its vertices.                               B: (1, 3)             C: (6, 3)
The rectangle is two units
B                   C
by five units, and has an
area of 10 units2. Here are
2

A                   D
some questions to consider:
A: (1, 1)              D: (6, 1)
a. Move points C and D
to the left (without        -5                                            5

moving A and B) so
that the resulting                               -2
rectangle has an area of
10 units2. What are the
coordinates of the new
-4
points C and D?

b. Starting from the original figure, move points B and C down (without moving A and D)
so that the resulting rectangle has an area of 10 units2. What are the coordinates of the
new points B and C?

c. Solve: x  1  5

d. Solve: x  1  2

e. Explain how the two equations in problems 10.c and 10.d relate to problems 10.a and
10.b.
Problem Set #5                                                Book: Algebra 1 (ML) Chapter 4
Class: E Block

11. Look at these two solutions to x 2  49 . Which one is correct? Explain.
a. Solution:
x 2  49
x 2  49      Take the square root of both sides.
x2  7        Evaluate 49
x7          Evaluate   x 2 to get the solution

b. Solution:
x 2  49
x 2  49     Take the square root of both sides.
x2  7       Evaluate 49
x 7        Evaluate    x 2 using   x2  x
x  7,Ê7 Solve the absolute value equation
Ê
c. You should write a JOURNAL entry explaining the key point in this problem. Make
sure you figure out what to write before you go on.
12. Solve these equations, showing each step of your solution. Be sure to find all values of x,
and state your answer as a set.
a. (x  1)2  25

b. (x  5)2  529

c. (x  32) 2  1600

d. (x  80)2  10000
Problem Set #5                                            Book: Algebra 1 (ML) Chapter 4
Class: E Block

e. (x  2)2  100

f.   (x  7)2  225

g. (2x  3) 2  441

13. Relate the solutions to the equations in problem 11 to those in problem 5. In your
JOURNAL, explain the similarities and differences between solving absolute value
equations and equations with squared quantities. Use the equations x  1  5 and
(x  1)2  25 as examples to illustrate your journal entry.

14. Here are some problem sets from the book:
a. p. 181: 8, 10, 12–14, 17, 18, 34, 35, 38, 39, 43, 50, 53, 64, 65, 70, 73, 80, 82
b. p. 181: 9, 11, 15, 16, 19, 20, 22, 32, 33, 36, 37, 40, 41, 45–47, 51, 55, 58, 72, 74, 77, 81
Name: ___________________________                                       Date: ___________________

Problem Set #6
Algebra 1: An Integrated Approach

Chapter 4

More Equations with Absolute Values or Squared Quantities
1. These equations will help you identify new kinds of like terms. Simplify each of the
following (but you do not have to remove the absolute value signs).
a.   x 3x

b. 36 x  42 x

c. 4.5 y  2 x  3.5 y  x

2. Using what you noticed in problem #1, see if you can simplify these by combining like
terms.
a. 3 2x  1  4 2x  1

b. 7 x  1  2 x  1

c. 10 2x  4 2x

3. Which of the following are identities1? For those that are identities, try several values of x to
test (including negative values of x). For those that aren’t identities, give a counterexample,
and state conditions under which they are true.

1
Remember that an identity is true for any value of the variables.
Problem Set #6                                         Book: Algebra 1 (ML) Chapter 4
Class: E Block

a. Example: x  x . Counter example: 1  1 . This statement is true for x  0 .

Example: 2x  2 x . This is an identity.

b.   2x  4  2 x  2

c.   2x  4  2 x  2

d.   x y  x  y

e.   3x  18  3 x  6

2
f.   x2  x

g.   x y  x  y

h. x  y  x  y

i.   x  y  x  y
Problem Set #6                                        Book: Algebra 1 (ML) Chapter 4
Class: E Block

4. Solve each equation:
a.   n  14.2  17.5

b. 5(w  3)2  10  30

c. 3 2y  3  2 2y  3  35

d.   x  3( x  2)  4 x  6

e.   x4  x2

5. And now, some more problems…
a. p. 187: 7–21, 43–46, 48, 62, 63
b. p. 187: 22–24, 26, 29–32, 34, 36, 53, 54, 59

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