08 Equations

8 Equations
LEARNING SEQUENCE
8.1 Overview ................................................................................................................................................................. 396
8.2 Introduction to equations ................................................................................................................................. 398
8.3 Building up expressions and backtracking ............................................................................................... 404
8.4 Solving equations using backtracking ........................................................................................................ 410
8.5 Solving equations using inverse operations ............................................................................................. 417
8.6 Checking solutions ............................................................................................................................................. 426
8.7 Review ..................................................................................................................................................................... 431
8.1 Overview
Why learn this?
We use equations to write sentences and information containing
mathematical symbols and algebra. Many everyday situations can be
represented by equations. Most likely you have been solving equations
without even realising it. For example, if you pay for an item that costs
$4.25 and you hand a $5.00 note to the shop assistant, you will expect
to receive 75 cents in change. This answer is obtained using an equation.
Solving equations means finding the numbers you didn’t originally know.
Understanding how to solve equations is one of the most useful skills
you will learn in algebra. To work out which mobile phone plan gives the
best value requires you to solve equations. If you are travelling overseas
to a country that uses a different currency, you can use the exchange rate
and equations to work out the cost of an item in Australian dollars. The
computer chips used in washing machines, dryers, laptops, cars and other
items are based on mathematical equations and algorithms. Equations
are also put to use in traffic control systems, space programs, aircraft,
medicine and in many other areas. Scientists, architects, engineers and
accountants are just some of the people who use algebra and equations
frequently in their work.
Where to get help

Go to your learnON title at www.jacplus.com.au to access the following digital resources. The Online
Resources Summary at the end of this topic provides a full list of what’s available to help you learn the
concepts covered in this topic.
Fully worked
Video Interactivities solutions
eLessons
to every
question
Digital
eWorkbook
documents
396 Jacaranda Maths Quest 7

Exercise 8.1 Pre-test
Complete this pre-test in your learnON title at www.jacplus.com.au and receive automatic marks,
immediate corrective feedback and fully worked solutions.
1. Write an equation that represents the following:
A number, x, is multiplied by 6 and the answer is 72.
= 8.
t
2. Solve, by inspection, the equation
4
3. A tennis team won 4 more games than it lost. If the team played 18 games, how many did they win?
4. Calculate the output number for the following flowchart.
+ 12 ×3 –5
–9
= −5.
m
−5
5. MC Select which of the following is a correct step to solve for m in the equation
A. m = 5 × 2 B. m = −5 − 2 C. m = −5 × 2 D. m = −5 + 2 E. m =
2
6. When 4 is added to a number and the result is doubled, it gives a value of 16. Determine the number.
7. If 5 less than a number divided by 4 gives a result of 3, determine the number.
8. MC In order, identify the steps required to backtrack the following to x.

×3 +5
x 3x 3x + 5
A. −5 then ÷ 3 B. −5 then × −3 C. +5 then ÷ 3 D. +5 then × −3 E. −3 then ÷ 5
9. MC I think of a number, add 5 to it and then multiply the result by 3. I then divide this result
5 (x + 3) 3 (x + 5) 3 (x + 5) 3 (x − 5) 2 (x − 3)
by 2. The final value is 21. Select the expression that describes these steps.
A. = 21 B. = 21 C. = 21 D. = 21 E. = 21
2 2 3 2 2
10. Kyle is 5 years older than Noah. If the sum of their ages is 29, calculate Noah’s age.
11. Use backtracking to solve 4x − 5 = 7.
12. Simplify the equation 8x − 15 − 3x − 7 = 28 and then solve using backtracking.
13. The sum of three consecutive even numbers is 84. Determine the lowest number.
14. In a class of 27 students there are 5 more boys than girls. Calculate the number of boys.
15. A triangle has side lengths of x, 4x + 3 and 5x − 7, and a perimeter of 51 cm. Determine the value of x.
TOPIC 8 Equations 397

8.2 Introduction to equations
LEARNING INTENTION
At the end of this subtopic you should be able to:
• write an equation to represent a worded problem
• solve equations by inspection
• solve equations using trial and error.
8.2.1 Equations
eles-4012
• Equations are mathematical statements that say two expressions
are equal. This logic puzzle uses 4 different
• equations. Can you solve the final
For a mathematical statement to be classified as an equation it
equation?
must contain an equals sign (=).
• The expression on the left of the equals sign is called the
left-hand side (LHS). + + + = 28
• The expression on the right of the equals sign is called the
The statement x + 45 = 50 is an example of an equation because

right-hand side (RHS).
it contains an equals sign. The left-hand side is x + 45 and the

•
+ + = 17
right-hand side is 50.
Equals sign
+ = 9
x + 45 = 50
Left-hand Right-hand + + – = ?
side side
Equations
• An equation is a mathematical statement containing an
equals sign (=).
• The LHS of an equation is always equal to (has the
same value as) the RHS of the equation.
Writing an equation from words

• Mathematical equations can be created based on words or sentences.
• Some English words can be changed into mathematical operations.
• Words such as sum, more than, increased, add or added refer to addition and can be replaced with a plus
sign (+).
• Words such as difference, less than, decreased or minus refer to subtraction and can be replaced with a
minus sign (−).
• Words such as product, multiply or times refer to multiplication and can be replaced with a multiplication
sign (×).
• Words such as quotient or divide refer to division and can be replaced with a division sign (÷).

WORKED EXAMPLE 1 Writing an equation for a worded problem
Write an equation to represent each of these worded problems.

a. When I multiply a number by 8, the answer is 24.
b. When I divide a number by 5, the answer is 7.
c. When I divide 60 by a number, the answer is 10.
d. When I subtract 7 from a number, the answer is 25.
e. When a number is increased by 9, the answer is 35.
f. When I square a number, the result is 36.
THINK WRITE
LHS = m × 8 = 8m
a. 1. Use a pronumeral to describe the number. a. Let m be the number.
RHS = 24
2. Multiply the number by 8 to form the LHS of the expression.
8m = 24
3. Write the RHS of the expression.
4. Write the equation by writing that the LHS is equal to the RHS.
b. 1. Use a pronumeral to describe the number. b. Let t be the number.
LHS = t ÷ 5 =
t
2. Divide the number by 5 to form the LHS of the expression.
RHS = 7
5
=7
t
5
c. 1. Use a pronumeral to describe the number. c. Let s be the number.
LHS = 60 ÷ s =
60
2. Divide 60 by the number to form the LHS of the expression.
RHS = 10
s
= 10
60
s
d. 1. Use a pronumeral to describe the number. d. Let l be the number.
LHS = l − 7
2. Subtract 7 from the number (that is, take 7 away from the
RHS = 25
number) to form the LHS of the expression.
l − 7 = 25
e. 1. Use a pronumeral to describe the number. e. Let a be the number.
LHS = a + 9
2. The word increased refers to addition. To increase the number
RHS = 35
a by 9, add 9 to it.
a + 9 = 35
f. 1. Use a pronumeral to describe the number. f. Let z be the number.
LHS = z × z = z2
2. Square the number (that is, multiply the number by itself) to form
RHS = 36
the LHS of the expression.
4. Write the equation by writing that the LHS is equal to the RHS. z2 = 36

8.2.2 Solving an equation by inspection
eles-4013
• To solve an equation you must determine the value of the pronumeral that makes the LHS of the equation
equal to the RHS.
• Some basic equations can be solved by inspection. This process involves determining the answer by
simply inspecting (or looking at) the equation.
WORKED EXAMPLE 2 Solving an equation by inspection
=4 b. h − 9 = 10
Solve the following equations by inspection.
w
a.
3
THINK WRITE
=4
w
a. 1. Write the equation. a.
3
2. Think of a number that, when divided by 3, gives 4. Try 12. 12 ÷ 3 = 4
3. Based on this, w must be 12. w = 12
b. 1. Write the equation. b. h − 9 = 10
2. Think of a number that equals 10 when 9 is subtracted from it. 19 − 9 = 10
h = 19
Try 19.
3. Based on this, h must be 19.
8.2.3 Guess, check and improve

eles-4014
• Sometimes equations cannot be solved easily by inspection.
• In these cases, one possible method that could be used is called ‘guess, check
• For example, you can solve 4x + 6 = 46 using the following method.

and improve’.
Solve 4x + 6 = 46
Guess Check Improve
x=3 LHS = 4 × 3 + 6 RHS = 46 x = 3 makes the LHS too small. Since x appears on the LHS
= 18 only, choose a larger value for x to make the LHS larger.
x = 11 LHS = 4 × 11 + 6 RHS = 46 x = 11 makes the LHS too large, but closer than before.
= 50 Choose a value for x that is less than 11 but greater than 3.
x = 10 LHS = 4 × 10 + 6 RHS = 46 LHS = RHS, so x = 10 is the solution.

= 46

WORKED EXAMPLE 3 Solving an equation by guess, check and improve
Use guess, check and improve to solve the equation 2x + 21 = 4x − 1.
THINK WRITE
1. Set up a table with 4 columns displaying the
Guess x 2x + 21 4x − 1
Check
value of x, the value of the LHS and RHS
4x − 1 is too small.
Comment
equations (after substitution) and a comment
on how these two values compare to the 1 23 3
2. Substitute the first guess, say x = 1, into the

equation. 6 33 23 This is closer.
10 41 39 Very close.
LHS and RHS equations and comment on the 11 43 43 That’s it!
results.
3. Repeat step 2 for the other guesses until the
The answer is x = 11.

correct answer is found.
4. Write the answer.
WORKED EXAMPLE 4 Using guess and check to determine unknown numbers
Use guess, check and improve to determine two numbers whose sum is 31 and whose product is 150.
THINK WRITE
1. The numbers add up to 31, so guess 2 numbers
Guess the sum
that do this. Then check by finding their
(small number Check the
product.
1 × 30 = 30
first) product (P) Comment
2. Guess 1 and 30, then calculate the product.
10 × 21 = 210
1 and 30 P is too low.
3. Guess 10 and 21, then calculate the product.
5 × 26 = 130
10 and 21 P is too high.
4. Try other numbers between 1 and 10 for
8 × 23 = 184
5 and 26 P is too low.
the first number. Determine the product of the
6 × 25 = 150
two numbers. 8 and 23 P is too high.
Stop when the product of the two numbers 6 and 25 That’s it!
is 150.
5. Write the answer. The two numbers that add up to 31 and have
a product of 150 are 6 and 25.
Resources
Resourceseses
eWorkbook Topic 8 Workbook (worksheets, code puzzle and project) (ewbk-1909)
Digital documents SkillSHEET Completing number sentences (doc-6571)
SkillSHEET Writing number sentences from written information (doc-6572)
SkillSHEET Applying the four operations (doc-6573)
Interactivities Individual pathway interactivity: Solving equations using trial and error (int-4372)
Writing equations (int-4041)
Guess, check and improve (int-4042)

Exercise 8.2 Introduction to equations
Individual pathways
PRACTISE CONSOLIDATE MASTER
1, 4, 6, 8, 11, 14 2, 5, 9, 12, 15 3, 7, 10, 13, 16, 17
To answer questions online and to receive immediate corrective feedback and fully worked solutions for all
questions, go to your learnON title at www.jacplus.com.au.
Fluency
1. WE1 Write an equation to represent each of these worded problems.
a. When I add 7 to a number, the answer is 11.
b. When I add 12 to a number, the answer is 12.
c. When I subtract 7 from a number, the answer is 1.
d. When I subtract 4 from a number, the answer is 7.
2. Write an equation to represent each of these worded problems.
a. When I multiply a number by 2, the answer is 12.
b. When I multiply a number by 5, the answer is 30.
c. When I divide a number by 7, the answer is 1.
d. When I divide a number by 5, the answer is 2.
3. Write an equation to represent each of these worded problems.
a. When I subtract a number from 15, the answer is 2.
b. When I subtract a number from 52, the answer is 8.
c. When I divide 21 by a number, the answer is 7.
d. When I square a number, the answer is 100.
WE2 Solve the following equations by inspection.
a. x + 7 = 18 b. y − 8 = 1 c. 3m = 15 =3
4.
m
d.
10
5. Solve the following equations by inspection.
=0 b. b + 15 = 22 c. b − 2.1 = 6.7 = 1.4 e. 5x = 14

k c
a. d.
5 3
Understanding
a. 3x + 11 = 5x − 1 b. 5x + 15 = x + 27 c. x + 20 = 3x
6. WE3 Use guess, check and improve to solve the following equations.
a. 12x − 18 = 10x b. 6 (x − 2) = 4x c. 3 (x + 4) = 5x + 4
7. Use guess, check and improve to solve the following equations.
a. sum = 21, product = 98 b. sum = 26, product = 165

8. WE4 Use guess, check and improve to find two numbers whose sum and product are given:
c. sum = 54, product = 329 d. sum = 178, product = 5712
a. sum = 153, product = 4662 b. sum = 242, product = 14 065

9. Use guess, check and improve to find two numbers whose sum and product are given:
c. sum = 6.1, product = 8.58 d. sum = 978, product = 218 957

10. Copy and complete this table by substituting each x-value into x2 + 4 and 4x + 1. The first row has been
completed for you. Use the table to determine a solution to the equation x2 + 4 = 4x + 1.
(Remember, x2 means x × x.)
x x2 + 4 4x + 1
0 4 1
1
2 9
3 13
4
11. Explain the thought process you would use to determine the solution to 8x = 48 by inspection.
Reasoning
12. Explain why the inspection method is not suitable to solve the equation 5x = 34.
13. Annisa is trying to find the solution to the equation 3x − 7 = 17 using the guess and check method. Her first
guess is x = 5, which is not the solution. Should her next guess be greater than or less than 5?
Problem solving
14. A football team won four more games than it lost. The team played 16 games. Determine how many games
the team won.
15. A plumber cut a 20-metre pipe into two pieces. One of the pieces is three times as long as the other.
Determine the lengths of the two pieces of pipe.
16. Lily is half the age of Pedro. Ross is 6 years older than Lily and 6 years younger than Pedro. Determine
Pedro’s age.
17. Angus and his grandfather share a birthday. Both their ages
are prime numbers. Angus’s age has the same two digits as
Grandpa’s but in reverse order. In 10 years’ time, Grandpa
will be three times as old as Angus. Determine how old both
Grandpa and Angus will be in 10 years.

8.3 Building up expressions and backtracking
LEARNING INTENTION
• complete a flowchart to determine the output
• construct a flowchart from a given expression.
8.3.1 Flowcharts
eles-4016
• A flowchart is useful for keeping track of the steps in a sequence.
Pick an
ice cream Pick a
flavour topping
• In the preceding diagram, the instructions for each step are written above the arrows that join the boxes.
•The first box shows what you start with.
•The box in the middle shows what happens along the way as you complete the steps.
• The last box shows what you finish with.
• Flowcharts can be used to keep track of expressions as operations are performed on them.
• In the following flowchart, the starting number is 8. This is called the input number. Performing the
operations in the order displayed results in 1, the number in the last box. This is called the output number.
×2 +4 ÷5 –3
8 16 20 4 1
Input Output
WORKED EXAMPLE 5 Completing a flowchart
Build up an expression by following the instructions on these flowcharts.

a. ×3 +5 b. +5 ×3
m m
THINK WRITE
× 3. The result is m × 3 = 3m.

a. 1. The instruction above the first arrow says a. ×3 +5
+ 5. Adding 5 to 3m gives the result 3m + 5.

2. The instruction above the second arrow says m 3m 3m + 5
The expression is 3m + 5.
Input Output
3. State the expression (output).

b. 1. The instruction above the first arrow says + 5. b.
Adding 5 to m gives the result m + 5.
+5 ×3
× 3. That means multiply all of m + 5 by 3.

2. The instruction above the second arrow says m m+5 3(m + 5)
The result is 3(m + 5).

Input Output
3. State the expression (output). The expression is 3(m + 5).
WORKED EXAMPLE 6 Drawing a flowchart
Draw a flowchart whose input number is m and whose output number is given by the following
a. 2m − 11 m+9
expressions.
+2
( )
b.
m
c. 4
5 3
THINK WRITE
a. 1. The first step is to obtain 2m. Do this by a. ×2
multiplying m by 2.
m 2m
2. Next, subtract 11. ×2 – 11
m 2m 2m – 11
b. 1. The expression m + 9 is grouped as though it b. +9

is in a pair of brackets, so we must work out
this part first. This means we add 9 to m first. m m+9
2. Next, the whole expression is divided by 5. +9 ÷5
m+9
–––––
m m+9
5
c. 1. The brackets indicate we must first work c. ÷3

from within the brackets, so:
• divide m by 3 m
m —
3
• then add 2 to the result.
÷3 +2
m m
m — —+2
3 3
2. Multiply the result obtained in step 1 by 4. ÷3 +2 ×4
m m m
m — — +2 4 (— +2)
3 3 3
8.3.2 Backtracking
eles-4017
• Backtracking is a method used to work backwards through a flowchart. It involves moving from the output
towards the input.
• When working backwards through a flowchart, use inverse (or opposite) operations.
• A list of operations and their inverses (opposites) is highlighted in the following box.

− is the inverse operation of +
Inverse operations
+ is the inverse operation of −
÷ is the inverse operation of ×
× is the inverse operation of ÷
• Examine the following flowchart and the operations that were applied to the input to produce the output
(working left to right). These are shown in purple.
• Using backtracking we can identify the opposite operations that need to be applied when working
backwards through the flowchart. These are shown in pink.
×2 +4 ÷5 –3
8 16 20 4 1
Input Output
÷2 –4 ×5 +3
• Being able to backtrack through a flowchart is an important skill for solving equations, as shown later in
this topic.
WORKED EXAMPLE 7 Backtracking a flowchart
Complete the following flowchart by writing in the operations that need to be carried out in order to
backtrack to x.
×5 +2
x 5x 5x + 2
THINK WRITE
1. Copy the flowchart and look at the operations that have ×5 +2
been performed.
Starting from the input, two operations have been x 5x 5x + 2
performed: a multiplication by 5 and then the number 2
has been added. Input Output
2. Starting with the output, work backwards towards the ×5 +2
The inverse operation of + 2 is − 2. Show this on the

input using inverse operations.
x 5x 5x + 2
bottom of the flowchart by adding an arrow pointing
3. The inverse operation of × 5 is ÷ 5. Show this on the

towards the left (input). –2
×5 +2
flowchart at the bottom, with an arrow pointing towards
the left (input). x 5x 5x + 2
÷5 –2

COLLABORATIVE TASK: Secret numbers
1. Think of a number by yourself and write it in your
workbook. Don’t tell anyone! Multiply your number
by 4 and write down the answer. Next, add 20 and
write down the answer. Then divide by 2 and write
down the answer. Finally, subtract 5 and write down
the answer.
2. As a class, write the flowchart for these instructions
on the board.
3. Show how the flowchart works for different starting
numbers.
4. Work out some of your classmates’ secret numbers by
working backwards through the flowchart.
Resources
Resourceseses
Interactivities Individual pathway interactivity: Building up expressions (int-4374)
Flowcharts (int-4044)
Exercise 8.3 Building up expressions and backtracking

Individual pathways
1, 3, 7, 10, 13, 16 2, 5, 8, 11, 14, 17 4, 6, 9, 12, 15, 18, 19
Fluency
1. WE5 Build up an expression by following the instructions on these flowcharts.
a. ×5 –2 b. ÷3 +1
x–
x 5x x
3
c. ×2 +7 d. ÷5 + 11
x x

2. Build up an expression by following the instructions on these flowcharts.
a. b.
× 1–2 –3
÷8 –2
x
x
c. ÷7 +9 d. × 3.1 + 1.8
x x
x−5
grouping device, for example, 2 (x + 3) or
3. Build up an expression by following the instructions on the flowcharts. Use brackets or fractions as a
.
4
a. +5 ×4 b. + 10 ÷3
x x
c. ‒2 ÷7 d. +3 ×9
x x
x−5
grouping device, for example, 2 (x + 3) or
4. Build up an expression by following the instructions on the flowcharts. Use brackets or fractions as a
.
4
a. ‒ 2.1 ×3 b. + 4.9 ÷5
x x
c. d.
– 1– – 3.1 ÷ 1.8
2 ×7
x
x
5. Copy and complete the following flowcharts by filling in the missing expressions.
a. +2 ×6 b. –8 ÷ 12
x x
c. ×4 +1 d. –3 ÷5
x x
6. Copy and complete the following flowcharts by filling in the missing expressions.
a. +5 ×6 –2 b. –8 ÷5 +9
x x
c. ÷3 +4 ×6 d. ×3 ÷4 +2
x x

Understanding
x−8
7. WE6Draw a flowchart whose input number is x and whose output is given by the following expressions.
a. 5x + 9 b. 2 (x + 1) c.
7
a. 12 (x − 7) −2 x+6
8. Draw a flowchart whose input number is x and whose output is given by the following expressions.
x
b. c.
5 3
3x + 7
9. Draw a flowchart whose input number is x and whose output is given by the following expressions.
a. 3 (x + 7) − 5 b. c. 4 (3x + 1)
2
10. WE7 Complete the following flowcharts by writing in the operations that must be carried out in order to
backtrack to x.
a. ×7 +3 b. ‒2 ×5 c. ‒5 ÷4
x 7x + 3 x 5(x ‒ 2) x x‒5
–––––
4
11. Add the operations to complete these flowcharts.

a. b.
x –x ‒ 3 x 4(x + 8)
6
c. d.
x x‒7 x 3(x + 55)

5
12. Add the operations to complete these flowcharts.

a. b.
x –x + 2.1 x 7x − 5
9
c. d.
4(x + 8) + 5 x+8
x x
3
13. Starting from p, the expression 2(p − 3) is built using the operations × 2 and − 3.
Reasoning
Identify which operation should be performed first.

14. I think of a number and add 8 to it. I multiply the result by 5 and then divide the
result by 4. The answer is 30. Use a flowchart to build up an expression and write
these steps in the form of an equation.
15. I think of a number, multiply it by 5 and add 15. The result is 3 less than 4 times
the original number. If the original number is n, write an equation to show the
relation. Show all your working.

Problem solving
16. Rachel and Jackson are 7 years apart in age. Jackson is older than Rachel. The sum of their ages is 51.
Determine Rachel’s age.
17. The sum of two numbers is 32 and their product is 247. Determine the two numbers.
18. Marcus and Melanie pooled their funds and purchased shares on the stock exchange. Melanie invested $350
more than Marcus. Together they invested $2780. Determine how much money Marcus invested.
19. The equation 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 = 100 is clearly incorrect. By removing some + signs,
including some − signs and combining some of the digits to make larger numbers, see if you can make the
equation correct. Remember, only + and − signs are allowed and the equation must equal 100.
One example is shown below. Determine as many other possible solutions as you can, showing full working.
123 + 45 − 67 + 8 − 9 = 100
8.4 Solving equations using backtracking

LEARNING INTENTION
• solve equations using backtracking.
8.4.1 Using backtracking to solve equations

eles-4018
• Most simple equations can be solved by inspection, but sometimes it is hard to see the solution
immediately.
• Backtracking is a process that can be used to solve equations. It can be used for simple equations, or more
complicated equations.
Solving equations using backtracking
To solve an equation using backtracking, follow these steps.

1. Use a flowchart to build up the equation.
2. Work backwards through the flowchart using inverse operations to determine the solution.
• For example, if we are asked to solve the equation 2x + 9 = 23, we must first build up the equation and then
use backtracking to determine the solution.
Build up the equation Backtrack to determine the solution
×2 +9 ×2 +9
x 2x 2x + 9 x 2x 2x + 9
= = = = = =
23 7 14 23
÷2 ‒9
• The solution of the equation 2x + 9 = 23 is x = 7.
That is, LHS = 2(7) + 9 = 2 × 7 + 9 = 14 + 9 = 23 = RHS.

• We can also check that we have found the correct answer by substitution.

WORKED EXAMPLE 8 Drawing a flowchart and solving by backtracking
Draw a flowchart to represent the following worded problem and then solve it by backtracking.
I am thinking of a number. When I multiply it by 4 and then add 2, the answer is 14.
THINK WRITE
1. Build an expression using x to represent the ×4 +2
number. Start with x, multiply by 4 and add 2.
The output number is 14. x 4x 4x + 2
= = =
14
• The inverse operation of + 2 is − 2

2. Backtrack to determine the value of x. ×4 +2
(14 − 2 = 12).
• The inverse operation of × 4 is ÷ 4
x 4x 4x + 2
(12 ÷ 4 = 3).
= = =
3 12 14
The solution is x = 3. Therefore the number is 3.

÷4 ‒2
3. Write the solution.
WORKED EXAMPLE 9 Solving equations by backtracking
a. 3 (x + 7) = 24
Solve the following equations by backtracking.
+5=6
x
b.
3
THINK WRITE
a. 1. Build the expression on the left-hand side of a. +7 ×3
the equation. Start with x, then add 7 and then
multiply by 3. The output number is 24. x x+7 3(x + 7)
= = =
24
• The inverse operation of × 3 is ÷ 3

2. Backtrack to determine the value of x. +7 ×3
(24 ÷ 3 = 8).
• The inverse operation of + 7 is − 7
x x+7 3(x + 7)
(8 − 7 = 1).
= = =
1 8 24
The solution for the equation is x = 1.

‒7 ÷3

b. 1. Build the expression on the left-hand side of b. ÷3 +5
the equation. Start with x, then divide by 3
x x
and then add 5. The output number is 6. x —
3
—
3
+5
= = =
• The inverse operation of + 5 is − 5, so

2. Backtrack to determine the value of x. ÷3 +5
subtract −5 from 6 (6 − 5 = 1).

• The inverse operation of ÷ 3 is × 3, so
x
— x
x — +5
multiply 1 by 3 (1 × 3 = 3).
3 3
= = =
3 1 6

×3 ‒5
WORKED EXAMPLE 10 Simplifying and solving equations by backtracking
5x + 13 + 2x − 4 = 23
Simplify and then solve the following equation by backtracking.
5x + 13 + 2x − 4 = 23
THINK WRITE
left-hand side of the equation. 5x + 2x = 7x, 7x + 9 = 23

1. Simplify by adding the like terms together on the
13 − 4 = 9
the equation 7x + 9. Start with x, multiply by 7

2. Draw a flowchart and build the left-hand side of ×7 +9
and add 9. The output number is 23. x 7x 7x + 9
= = =
23
• The inverse operation of + 9 is − 9,

3. Backtrack to determine the value of x. ×7 +9
(23 − 9 = 14).
so subtract 9 from 23 x 7x 7x + 9
• The inverse operation of × 7 is ÷ 7,

= = =
(14 ÷ 7 = 2).
so divide 14 by 7 2 14 23

÷7 ‒9

COLLABORATIVE TASK: Think of a number
In pairs, discuss and investigate Mel’s ‘think of a number’
puzzle, which is described below.
Mel loves playing ‘Think of a number’ with friends. Here’s
an example of one of her puzzles.
• Think of a number.
• Double it.
• Add 10.
• Divide by 2.
• Take away the number you first thought of.
• Your answer is … 5!
Let’s investigate to see why the answer is always 5, whatever number you first think of. We can form
expressions for each of the steps, using a variable as the starting value.
n × 2 = 2n
• Think of a number. n
2n + 10
• Double it.
(2n + 10) ÷ 2 = n + 5
• Add 10.
n+5−n=5
• Divide by 2.
• Take away the number you first thought of.
• Your answer is... 5
As you can see, the answer will always be 5 for any starting number.
Now you try
1. Write expressions for each step in the following, showing that you can determine the answer in each
case.
a. Puzzle 1: Your birth year b. Puzzle 2: Your age
• Take the year in which you were born. • Take your age (in years).
• Subtract 500. • Add 4.
• Multiply by 2. • Multiply by 10.
• Add 1000. • Subtract 10.
• Divide by 2. • Divide by 5.
• Your answer is … your birth year! • Subtract your age.
• Take away 6.
• Your answer will be your age!
c. Puzzle 3: Think of a number…
• Think of a number.
• Divide it by 2.
• Add 2.
• Multiply by 4.
• Take away your original number.
• Subtract your original number again.
• Your answer should be …
2. Write some ‘Think of a number’ puzzles yourself. Try them out on friends. They will marvel at your
mystical powers!

Resources
Resourceseses
Digital document SkillSHEET Combining like terms (doc-6575)
Interactivities Individual pathway interactivity: Solving equations using backtracking (int-4375)
Backtracking (int-4045)
Exercise 8.4 Solving equations using backtracking

Individual pathways
1, 4, 7, 11, 12, 15, 16 2, 5, 8, 10, 13, 17, 18, 19, 20 3, 6, 9, 14, 21, 22, 23, 24
Fluency
1. WE8 Draw a flowchart to represent each of the following worded problems and then solve them by
backtracking.
a. When I multiply a number by 2 and then add 7 the answer is 11.
b. When I add 3 to a number and then multiply by 5 the answer is 35.
c. When I divide a number by 4 and then add 12 the answer is 14.
d. When I add 5 to a number and then divide by 3 the answer is 6.
e. When I subtract 7 from a number and then multiply by 6 the answer is 18.
2. Draw a flowchart to represent each of the following worded problems and then solve them by backtracking.
a. When I subtract 4 from a number and then divide by 9 the answer is 7.
b. When I divide a number by 11 and then subtract 8 the answer is 0.
c. When I multiply a number by 6 and then add 4 the answer is 34.
d. When I multiply a number by 5 and then subtract 10 the answer is 30.
e. When I subtract 3.1 from a number and then multiply by 6 the answer is 13.2.
3. Draw a flowchart to represent each of the following worded problems and then solve them by backtracking.
2 4
a. When I add to a number and then divide by 6 the answer is .
5 5
3 2 1
b. When I subtract from a number and then divide by the answer is .
4 3 6
a. 5x + 7 = 22 b. 9y − 8 = 1 c. 4x + 12 = 32
4. Draw a flowchart and use backtracking to determine the solution to the following equations.
d. 8w + 2 = 26 e. 4w + 5.2 = 28
a. 3 (x + 7) = 24 b. 2 (x − 7) = 22 c. 11 (x + 5) = 99
5. WE9a Solve the following equations by backtracking.
d. 6 (x + 9) = 72 e. 4 (w + 5.2) = 26
WE9b Solve the following equations by backtracking.

+5=6 b. − 2 = 3 − 11 = 6
6.
x x x
a. c.
d. − 5 = 6 + 2.3 = 4.9
3 9 2
x x
e.
7 5

Understanding
x+4 x−8 x + 11
7. Solve the following equations by backtracking.
a. =6 b. = 10 c. =6
x−5 x + 2.21
3 7 2
d. =0 e. = 4.9
7 1.4
a. 3x − 7 = 23
8. Use backtracking to find the solution to the following equations.
b. 4 (x + 7) = 40
−2=8
x
c.
d. 5 (x − 3) = 15
5
e. 6 (x − 4) = 18
9. Use backtracking to find the solution to the following equations.
− 1.7 = 3.6
x
a.
x+5
−3=7
2.1
4 (x − 2) + 5 = 21
b.
3
c.
+ 1 = 15
( )
x
d. 3
2 (3x + 4) − 5 = 15
2
e.
2x + 7 + 3x + 5 = 27
10. WE10 Simplify and then solve the following equations by backtracking.
3x + 9 + x − 4 = 17
a.
3x + 5x + 2x = 40
b.
6x + 6 − x − 4 = 37
c.
7x − 4x + 8 − x = 10
d.
e.
11. MC The correct flowchart required to solve the equation 6x + 5 = 8 is:

A. ×6 +5 B. +5 ×6 C. ×6 +5
x x x 8
= = = = = = = = =
8 8
÷6 –5 –5 ÷6 –5 ÷6
D. ×6 +5 E. ×6 +5
x 8 x
= = = = = =
÷6 –5 ÷6 –5

Reasoning
12. Based on the scales in the diagram, identify the operations you need to 4x + 2 = 10
apply to find the value of x. Calculate the value of x.
1
3 (x − 6) + 5 = 8 by the backtracking method:

1
13. Chloe wrote the following explanation to solve the equation 1
1
1 1
1 1
To solve this equation, work backwards and do things in the reverse x 1
x 1
order. x 1
First add 5, then subtract 6, then finally multiply by 3. x 1
Explain why her instructions are not correct.
14. The equation 4x − 20 = 8 can be solved using backtracking by adding
20, then dividing by 4. Explain whether the equation could also be
solved by dividing by 4 first.
Problem solving
15. Kevin is 5 years older than his brother Gareth. The sum of their ages is 31 years. Determine Gareth’s age,
letting x represent Gareth’s age. Show your working.
16. The sum of three consecutive whole numbers is 51. Determine the numbers. (Hint: Let the smallest
number equal x.)
17. Melanie and Callie went tenpin bowling together. Melanie scored 15 more pins than Callie. Their total score
was 207. Determine what Callie scored.
18. The sum of three consecutive odd numbers is 27. Determine the 3 numbers.
19. The sum of 3 consecutive odd numbers is 39. Determine the 3 numbers.
20. In the high jump event Chris leapt 12 centimetres higher than Tim. Their two jumps made a total of 3 metres.
Determine how high Chris jumped.
21. In three basketball games Karina has averaged 12 points each game. In
the first game she scored 11 points. In the second she scored 17 points.
In the third game she scored x points.
a. From the given information, calculate the average of 11, 17 and x.
b. Write an equation using the answer to part a.
c. Solve the equation.
d. State how many points Karina scored in the third game.
22. Three consecutive multiples of 5 add up to 90. Determine the
3 numbers.
23. David is 5 years younger than his twin brothers. If the sum of their ages is 52, then
how old is David? 1
24. Using the six consecutive numbers from 4 to 9, complete the magic square shown so
3
that each row, column and diagonal totals 15.

8.5 Solving equations using inverse operations
LEARNING INTENTION
• solve equations using the balancing method
• solve equations using inverse operations.
8.5.1 Keeping equations balanced

eles-4019
• A balance scale can be used to show whether things have equal mass.
If two pans have the same If the two pans are different in
mass, then the two sides are mass, then the two sides are said
side to be balanced or equal. to be unbalanced or unequal.
7 6
2 5 3 7 3
Equal Not equal
Any change that is made

to one side must also be
made to the other side to
maintain the balance.
If we double what is on the

LHS, we must double the
amount on the RHS. If we add 3 to the LHS, we
must also add 3 to the RHS.
5 5 7 7 2 3 5 7 3
2 2
Equal Equal

x + 3 = 7.
• For example, the scale in this diagram can be described by the equation
x
• Making changes to both sides of the scale lets you work out how many 1
1 1
1 1 1
1 1 1 1
weights are in the bag (the value of the pronumeral).
with x weights in it weighs the same as 4 weights. That means x = 4.

• If we remove 3 weights from each side of the scale, we can see that the bag
Equal
WORKED EXAMPLE 11 Applying operations to keep an equation balanced
Apply the given operation to the LHS and RHS of the following equations to maintain the balance
a. x + 2 = 5 [multiply both sides by 3]

between both sides.
b. 2x = 8 [add 2 to both sides]

c. 5x = 15 [subtract 2 from both sides]
d. 4x = 16 [divide both sides by 4]
a. x + 2 = 5
THINK WRITE
3(x + 2) = 5 × 3
a. 1. Write the equation.
2. Multiply the LHS and RHS of the equation by 3.
3. Write the answer by simplifying both sides. 3x + 6 = 15
b. 1. Write the equation. b. 2x = 8
2. Add 2 to the LHS and RHS of the equation. 2x + 2 = 8 + 2

3. Write the answer by simplifying both sides. 2x + 2 = 10
c. 1. Write the equation. c. 5x = 15
2. Subtract 2 from the LHS and RHS of the equation. 5x − 2 = 15 − 2

3. Write the answer by simplifying both sides. 5x − 2 = 13
d. 1. Write the equation. d. 4x = 16
=
4x 16
2. Divide the LHS and RHS of the equation by 4
4 4
3. Write the answer by simplifying both sides. x=4
8.5.2 Solving equations using balancing

eles-4020
• The balancing method can be used to solve equations.
• The solution to the equation can be found by removing weights from the scales until one side contains the
pronumeral only.

WORKED EXAMPLE 12 Solving an equation by keeping equations balanced
For the following balance scale:

1
a. write the equation represented by the scale h h 1 1 1 1
1 1 1 1
b. calculate the value of the pronumeral. 1
Equal
THINK WRITE
a. 1. Examine the balance scale. On the LHS there a. LHS
RHS
are 2 bags with h weights in each, and 2 weights
outside the bags. On the RHS there are h h 1
1
1 1 1
8 weights. 2 1 1 1 1
Equal
2. Write this as an equation. 2h + 2 = 8

b. 1. Remove 2 weights from both sides so that the b. LHS
balance will be maintained (−2). This leaves
RHS
2 bags on the LHS and 6 weights on the RHS. h h
1 1
1 1 1 1
2h + 2 − 2 = 8 − 2
Equal
2h = 6
2. To work out the value of h (the value of 1 bag), LHS

divide both sides by 2 and then simplify.
RHS
h 1
1 1
Equal
=
(2h) 6
h=3
2 2
That means h = 3.
Each bag is equivalent to 3 weights.

8.5.3 Solving equations using inverse operations
eles-4021
• Both backtracking and the balance method of solving equations use inverse operations to calculate the
• For example, the equation 2q + 3 = 11 can be solved as follows.

value of an unknown.
Backtracking Balance method
×2 +3
q 2q 2q + 3 q q 1 1
1 1 1 1 1
= = = 1 1 1 1 1 1 1
4 8 11
2q + 3 = 11
Equal
÷2 –3
The equivalent equations made when
2q + 3 = 11
backtracking are: Remove three counters from both sides (−3).
2q = 8
q=4
q q 1
1 1 1
1 1 1 1
2q + 3 − 3 = 11 − 3
Equal
2q = 8
Halve the contents on each side (÷2).
q 1
1 1 1
Equal
=
2q 8
q=4
2 2
• Both methods are equivalent, and use inverse operations to simplify the LHS of the equation until only
the pronumeral remains.
• The operations that solve the equation and the order in which they are performed are the same.
• The equivalent equations created on the way to the solution are the same.
• The aim is to isolate the unknown value on one side of the equation.
• The last operation that was performed on the unknown value when building the equation is the first
operation that is undone.
How to solve equations using inverse operations

• To solve an equation using inverse operations:
1. determine the operations used to build the expression containing the pronumeral
2. apply the inverse operations in reverse order to both sides of the equation.
• You can use a flowchart or a written list to determine the operations and their inverse.
Note: Building up expressions was covered in subtopic 8.3.

WORKED EXAMPLE 13 Using inverse operations
a. 2y + 3 = 11
Use inverse operations to solve the following equations.
+1=3
h
b.
c. 2 (k − 4) = 4
5
2y + 3 = 11
THINK WRITE
2y + 3 − 3 = 11 − 3
2. Note that on the LHS, y is multiplied by 2 and 3 is
2y = 8
added to it.
Apply inverse operations to:
=
• remove 3 by subtracting 3 from both sides first 2y 8
• divide both sides by 2 to remove 2.
y=4
2 2
3. Simplify.
4. Write the solution. The solution for the equation is y = 4.
+1 = 3
h
b. 1. Write the equation.
5
+1−1 = 3−1
h
2. Note that on the LHS, h is divided by 5 and 1 is
=2
added to it. 5
h
×5 = 2×5
5
• remove 1 by subtracting 1 from both sides first h
h = 10.
• multiply both sides by 5 to remove 5. 5
The solution for the equation is h = 10.

3. Simplify.
2(k − 4) = 4
2(k − 4) 4
c. 1. Write the equation.
2. Note that on the LHS, 2 is multiplied by k − 4 and 4 =

k−4 = 2
is subtracted from k. 2 2
k−4+4 = 2+4
• add 4 to both sides to remove −4.

• remove 2 by dividing both sides by 2 first
k = 6.
The solution for the equation is k = 6.
3. Simplify.
• When solving equations, the solution may be a fraction or decimal.

WORKED EXAMPLE 14 Solving equations with non-integer solutions
a. 5d = 4 b. 3c + 1 = 6
Solve the following equations.
5d = 4
THINK WRITE
=
5d 4
2. Note that on the LHS, d is multiplied by 5.
Apply inverse operation to: 5 5
• remove 5 by dividing both sides by 5.
d=
4
3. Simplify.
5
The solution for the equation is d = .
4
4. State the solution.
3c + 1 = 6
5
3c + 1−1 = 6−1
3c = 5
2. Note that on the LHS, c is multiplied by 3 and 1
=
is added to it.
Apply inverse operations to: 3c 5
• remove 1 by subtracting 1 from both sides first 3 3
• divide both sides by 3 to remove 3.
c=
5
3. Simplify.
3
c = or c = 1 .
4. Write the solution. The solution for the equation is
5 2
3 3
8.5.4 Solving equations by making the pronumeral positive

• When an equation includes a pronumeral that is being subtracted (for example, 28 − 3x = 7), an effective
eles-4022
way to solve the equation is to add the pronumeral part to both sides first, then solve as normal using
balancing or backtracking.
WORKED EXAMPLE 15 Solving equations by making the pronumeral positive
a. 5 − v = 2 b. 17 − 2a = 11
Solve the following equations.
5−v = 2
THINK WRITE
5−v+v = 2+v
a. 1. Undo the subtraction of v by adding v to both a.
5 = 2+v
sides and simplify.
5−2 = 2+v−2
3=v
2. To isolate v, subtract 2 from both sides and simplify.
3. State the solution. v=3

17 − 2a = 11
17 − 2a + 2a = 11 + 2a
b. 1. Undo subtracting 2a by adding 2a to both sides b.
17 = 11 + 2a
and simplify.
17 − 11 = 11 + 2a − 11
building 17 = 11 + 2a was +11. Subtract 11 from 6 = 2a
2. The last operation performed on the RHS when
both sides and simplify.

=
6 2a
3. To isolate a, divide both sides by 2 and simplify.
3=a
2 2
4. State the solution. a=3
COLLABORATIVE TASK: How many was that?
Work in pairs to answer the following questions and then share your
ideas with others in your class.
1. A farmer told two friends that they could pick peaches from his tree
but that they must not take more than 30 peaches each. They worked
for a while, and then the taller one asked her friend, ‘Have you
picked your limit yet?’
He replied, ‘Not yet, but if I had twice as many as I have now, plus
half as many as I have now, I would have reached my limit.’
How many peaches did he have?
2. Your aunt from overseas sent an enormous box of chocolates for
your mother’s birthday. You were told not to eat any of the
chocolates. Nevertheless, over the next five days you sneaked into
the pantry when your mother was out and ate some of the
chocolates. Each day you ate six more than the day before. After five
days you were caught and your mother found out that you had eaten
100 chocolates. Your mother was extremely cross!
How many chocolates did you eat on each of the five days?
Resources
Resourceseses
eWorkbook Topic 8 Workbook (worksheets, code puzzle and project (ewbk-1909)
Interactivities Individual pathway interactivity: Keeping equations balanced (int-4377)
Keeping equations balanced (int-4047)
Equations with rational number solutions (int-4048)
Negative integers (int-4049)

Exercise 8.5 Solving equations using inverse operations
Individual pathways
1, 3, 6, 9, 14, 17 2, 4, 7, 10, 13, 15, 18 5, 8, 11, 12, 16, 19, 20, 21
Fluency
1. WE11 Apply the given operations to the LHS and RHS of the following equations to maintain the balance of
a. x + 3 = 6 [multiply both sides by 3]

the two sides.
b. 3x = 15 [subtract 2 from both sides]

c. 4x + 12 = 24 [divide both sides by 4]
2. WE12 For each of the following balance scales:

i. write the equation represented by the scale
ii. calculate the value of the pronumeral.
a. b. c.
r r r r 1 1 n n t t t
1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1
Equal Equal Equal
3. WE13 Use inverse operations to solve the following.

a. 3g + 7 = 10 b. 4m − 6 = 6 + 8 = 11
q
c.
3
4. Use inverse operations to solve the following.
a. 5b − 2 = 8 b. 2z + 13 = 37 + 31 = 59
v
c.
4
g−2
5. Use inverse operations to solve the following.
a. 2 (n − 5) = 8 b. =3 c. 4 (y + 1) = 16
4
a. 3h = 7 b. 2k = 5 c. 2w + 1 = 8
6. WE14 Solve the following equations.
a. 3t − 4 = 9 b. 6h − 3 = 10 c. 3l + 4 = 8
7. Solve the following equations.
a. 5g + 3 = 11 b. 3h − 10 = 1 c. 8n − 4 = 0
Understanding
a. 6 − m = 2 b. 4 − d = 1 c. 12 − 3v = 6
9. WE15 Solve the following equations.

a. 13 − 2s = 7 b. 19 − 3g = 4 c. 30 − 5k = 20
a. 2 (x + 3) = 11 b. p + 3 = 6 c. 7 − x = 5
1
4
a. 3(5 − y) = 12 b. 5(8 − 2h) = 15 c. 2 (x + 3) = 7

5 (F − 32)
13. The formula C = is used to convert degrees Fahrenheit to degrees Celsius. Use the formula
9
to find:
a. 45° Fahrenheit in degrees Celsius b. 45° Celsius in degrees Fahrenheit.
14. A taxi company charges a $3.60 flag fall (a fixed fee before the journey starts). An additional $2.19 per km is
Reasoning
charged for the journey.
b. If the journey cost $110.91, determine the distance travelled.

a. Calculate the cost of a 4.6 km journey.
$17.95 or buy songs from the album for $1.69 each. Determine the number of individual songs Olivia could
15. While shopping for music online, Olivia found an album she liked. She could buy the whole album for
buy to make it cheaper to buy the whole album.

16. Explain why the order of inverse operations is important, using the equation 2x + 3 = 15 as an example. In
your explanation, use balanced scales to represent the equation.
Problem solving
17. A class of 25 students has 7 more boys than girls. Determine how
many boys there are.
18. When 12 is subtracted from 7 times a number, the result is 9. Create
an equation that represents this statement, then solve your equation
to determine the number.
19. Given that the perimeter of the following triangle is 22 cm,
calculate the value of x .
x x+2
3x
20. A number x becomes the fifth number in the set of numbers {3, 7, 9, 13}
to make the mean of the five members equal to their median. Determine
all possible positive values for x.
21. These scales show that two bricks are equal to 2 kilograms plus half a
brick. Determine the weight of each brick.

8.6 Checking solutions
LEARNING INTENTION
• check the solution of an equation using substitution.
8.6.1 Checking solutions by substituting

eles-4023
• Once the solution to an equation has been determined,
the method of substitution can be used to check
whether that solution is correct.
• Substitution involves:
• replacing the pronumeral with the numerical value
of the solution
• simplifying the equation to determine the value of
the LHS and RHS of the equation.
• If the LHS = RHS after substitution, then the solution
is correct.
WORKED EXAMPLE 16 Checking solutions by substitution
For each of the following equations, use substitution to determine whether x = 7 is the solution to the
x+5
=4 b. 2x − 8 = 10
equation.
a.
3
x+5
THINK WRITE
a. 1. Write the equation. a. =4
x+5
3
2. Write the LHS of the equation and substitute x = 7. If x = 7, LHS =

7+5
=
3
=
12
3. Perform the calculation.
=4
3
LHS = 4, RHS = 4
Since LHS = RHS, x = 7 is the solution.
4. Compare the LHS with the RHS of the equation.
b. 2x − 8 = 10
5. Comment on the answer.
2. Write the LHS of the equation and substitute x = 7. If x = 7, LHS = 2x − 8

= 2 (7) − 8
= 14 − 8
=6
LHS = 6, RHS = 10
x = 7 is not the solution, since LHS ≠ RHS.

4. Compare the LHS with the RHS of the equation.

Digital technology
Scientific calculators can be used to check solutions by substitution.

Replace pronumerals with the desired value in brackets.
For example, the solution to the equation 3x − 15 = 12 is x = 9.
WORKED EXAMPLE 17 Verifying solutions by substitution
x+2
A solution is given for each equation below. Verify whether the solution is correct.
a. = 2x − 12, x = 10 b. 3x − 7 = 2x + 3, x = 10
3
x+2
THINK WRITE
a. 1. Write the equation. a. = 2x − 12
x+2
3
If x = 10, LHS =
substitute x = 10.
2. Write the LHS of the equation and
10 + 2
3
=
3
= =4
12
3
If x = 10, RHS = 2x − 12
substitute x = 10. = 2 (10) − 12
4. Write the RHS of the equation and
= 20 − 12 = 8
x = 10 is not the solution, since LHS ≠ RHS.
b. 3x − 7 = 2x + 3
If x = 10, LHS = 3x − 7
substitute x = 10. = 3 (10) − 7

2. Write the LHS of the equation and
= 30 − 7 = 23
If x = 10, RHS = 2x + 3
x = 10. = 2 (10) + 3
4. Write the RHS of the equation and substitute
= 20 + 3 = 23
Since LHS = RHS, x = 10 is the correct
solution.
Resources
Resourceseses
Digital document SkillSHEET Checking solutions by substitution (doc-6576)
Interactivities Individual pathway interactivity: Checking solutions (int-4376)
Checking solutions (int-4046)

Exercise 8.6 Checking solutions
Individual pathways
1, 4, 6, 10, 13 2, 7, 8, 11, 14 3, 5, 9, 12, 15
Fluency
a. x = 3 is the solution to the equation x + 2 = 6

1. WE16 Use substitution to determine whether each of the following is correct.
b. x = 3 is the solution to the equation 2x − 1 = 5

c. x = 4 is the solution to the equation 6x − 6 = 24
a. x = 5 is the solution to the equation 4(x − 3) = 8

2. Use substitution to determine whether each of the following is correct.
b. x = 7 is the solution to the equation 3(x − 2) = 25

c. x = 8 is the solution to the equation 5(x + 1) = 90
a. x = 81 is the solution to the equation 3x − 53 = 80

3. Use substitution to determine whether each of the following is correct.
b. x = 2.36 is the solution to the equation 5x − 7 = 4.8

c. x = 4.4 is the solution to the equation 7x − 2.15 = 18.64.
a. 5x + 1 = 2x − 7, x = 8 b. 5x = 2x + 12, x = 4 c. 4x = 3x + 8, x = 8
4. WE17 Verify whether the solution given for each of the following equations is correct.
a. 3x − 1.2 = x + 2.9, x = 1.9 b. 6x + 1.5 = 2x + 41.5, x = 10

5. Verify whether the solution given for each of the following equations is correct.
c. 1.2(x + 1.65) = 0.2(x + 9.85), x = 0.45
6. Complete the following table to determine the value of 2x + 3 when x = 0, 1, 2, 3, 4.

Understanding
2x + 3
x 0 1 2 3 4
a. Identify the solution (that is, the value of x) for 2x + 3 = 11.

b. Identify the solution (that is, the value of x) for 2x + 3 = 5.
7. Complete the following table to determine the value of 5(x − 2) when x = 2, 3, 4, 5, 6.
5 (x − 2)
x 2 3 4 5 6
a. Identify the solution (that is, the value of x) for 5(x − 2) = 10.
b. Identify the solution (that is, the value of x) for 5(x − 2) = 20.
c. Guess the solution (that is, the value of x) to 5(x − 2) = 30. Check your guess.

8. a. Copy and complete the following table.
x 2x + 1 3x − 5
3
4
5 10
6
7
b. Identify the solution to 2x + 1 = 3x − 5.
9. a. Copy and complete the following table.
x+3
x 2x − 6
2
3 3
5
7 8
9
11
x+3
b. Identify the solution to = 2x − 6.
2
Reasoning
10. Substitution is a method used to check that a solution to an equation is correct. Explain how you could use
substitution to answer a multiple choice question that has potential solutions as the options.
11. Consider the diagram shown. 38.7 m
a. Explain whether you need to know both the length and width
of this rectangle to be able to calculate the value of y.
b. Calculate the value of y. 15.4 m
c. Explain how you would check the solution.
3.9 m ym
12. Carol is making a quilt for her granddaughter. The quilt pattern
1
requires that of the quilt is made of a pink fabric. Carol has
7
0.5 m2 of pink fabric. She intends to use all the pink material in
the quilt.
Calculate how much more fabric she needs for the entire quilt.
a. Write an equation for this problem.
b. Calculate the value of the unknown variable.
c. Check your solution.

13. James and Alison share $125 between them, but Alison gets $19 more than James. Create an equation to
Problem solving
describe this situation. Calculate how much money James and Alison each receive.
to the equation $P = 3x − 25, where $P represents their weekly pocket money and x is their age in years.
14. Aiko and Miyu are sisters who receive pocket money based on their age. Their parents pay them according
a. Determine at what age Aiko and Miyu start receiving pocket money.
b. Miyu is 2 years older than Aiko. Determine how much more pocket money Miyu receives each
week compared to her sister. (Assume the sisters are both old enough to be receiving pocket money.)
c. When Aiko is 11 years old, calculate how much pocket money each child receives.
n + (n + 1) + (n + 2) = 393. He believes the

15. Ivan is trying to find the solution to the equation
solution is n = 133.
a. Show that Ivan is incorrect.
b. Determine the correct solution, and prove that it is
the solution using substitution.
c. Write a worded problem that this equation represents.

8.7 Review
8.7.1 Topic summary
•
What is an equation? Developing an equation from words
• An equation is a mathematical statement that says • When developing an equation from words, some English
two expressions are equal. phrases or words can be turned into mathematical
e.g. 7x + 9 = 23 is an example of an equation. symbols.
• The left-hand side (LHS) is 7x + 9. e.g.
• The right-hand side (RHS) is 23. • Words such as sum, more than, increased, add or
• This equation states that the LHS and the RHS are added imply addition and can be replaced with +.
equal (have the same value). • Words such as difference, less than, decreased or
minus imply subtraction and can be replaced with ‒.
• Words such as product or times imply multiplication
and can be replaced with ×.
• Words such as quotient or divide imply division
EQUATIONS and can be replaced with ÷.
Solving equations
• Flowcharts can be used to build an expression from

pronumeral values to make the equation true.
words, steps, instructions or operations.
e.g. The equation 7x + 9 = 23 is true only when x = 2.
Hence, the solution of the equation is x = 2.
input output.
• Equations can be solved using many different
e.g.
techniques. ×7 +9
x 7x 7x + 9
Solving equations using guess,
check and improve Input Output
• Solving equations using the guess, check and
improve method involves selecting a number for
the pronumeral that you think might be a solution Inverse operations
to the equation.
• Inverse (or opposite) operations are
• Use substitution to check whether your guess is
often used to help solve equations.
correct or not.
+ is the inverse operation of −
• After checking your guess, make improvements to
− is the inverse operation of +
your chosen number by either increasing or
× is the inverse operation of ÷
÷ is the inverse operation of ×
e.g. For 2x + 5 = 11
Guess: x = 2
Check: LHS = 2(2) + 5 = 4 + 5 = 9 ≠ RHS Solving equations using backtracking
Improve: Try x = 3
• Backtracking uses inverse operations to
LHS 2(3) + 5 = 6 + 5 = 11 = RHS
determine the solution of an equation by
Solution is x = 3.
moving backwards through a flowchart.
e.g. Solving 7x + 9 = 23 using backtracking
gives:
×7 +9
Solving equations using balancing
• By performing the same operation on both sides of x 7x 7x + 9
an equation, it remains balanced.
• Equations can be solved using inverse operations = = =
with balancing, that is, applying an inverse
2 14 23
operation to both sides of the equation.
e.g. x ‒ 20 = 12
x ‒ 20 + 20 = 12 + 20 ÷7 ‒9
x = 32 Solution is x = 2.

8.7.2 Success criteria
Tick the column to indicate that you have completed the subtopic and how well you think you have understood it
using the traffic light system.
(Green: I understand; Yellow: I can do it with help; Red: I do not understand)
Subtopic Success criteria
8.2 I can write an equation to represent a worded problem.
I can solve equations by inspection.
I can solve equations using trial and error.
8.3 I can complete a flowchart to determine the output.
I can construct a flowchart from a given expression.
8.4 I can solve equations using backtracking.
8.5 I can solve equations using the balancing method.
I can solve equations using inverse operations.
8.6 I can check the solution of an equation using substitution.
8.7.3 Project
Equations at the Olympic Games
The Olympic Games is held every four years between competing nations from all over the world. You might
know that Sydney was the host city for the 2000 Olympic Games. A feature of this international sporting
event is that records continue to be broken. Every Olympic Games sees competitors run faster, lift heavier
weights, and so on. The desire to become better urges competitors to train harder in the hope that they will
become record holders.
This project looks at running times for the men’s and women’s
100-metre running events. The running times for these events
can be approximated using the following equations:
t = −0.0094y + 28.73
t = −0.0173y + 45.31
• Men’s 100-metre event
• Women’s 100-metre event
where t represents the running time (in seconds) and y represents

the year.
For example, the men’s time in 1996 can be approximated by substituting 1996 into the equation as shown.
t = −0.0094y + 28.73
= −0.0094 × 1996 + 28.73
= 9.9676 seconds

1. Use the equations provided to calculate the men’s and women’s running times for the 100-metre event in
the following years.
a. 1928 b. 1968 c. 1988 d. 2016
2. The following table shows the winners and their running times for the 100-metre event final at four
Olympic Games events. How well do these actual results compare with the times you calculated using
the equations? What does this say about the equations?
Time taken Time taken

Year Men’s winner (seconds) Women’s winner (seconds)
1928 Percy Williams 10.80 Elizabeth Robinson 12.20
1968 James Hines 9.95 Wyomia Tyus 11.08
1988 Carl Lewis 9.92 Florence Griffith Joyner 10.54
2016 Usain Bolt 9.81 Elaine Thompson 10.71
3. Predict the times for both men and women at the 2024 Olympic
Games.
When making predictions about the future, we must remember that
these predictions are based on the assumption that the patterns we
observe now will continue into the future.
Your answers to question 1 show you that men have historically run
faster times than women in the 100-metre event. However, closer
inspection of the times shows that women are making greater
improvements in their times over the years.
4. If running times continue to follow these patterns in future Olympic
Games, decide whether it is possible that women’s times will
become equal to men’s times. Discuss your answer.
5. Suggest reasons that running times are getting shorter. Do you
think they will follow this pattern forever?
Resources
Resourceseses
Interactivities Crossword (int-2606)
Sudoku puzzle (int-3173)

Exercise 8.7 Review questions
To answer questions online and to receive immediate corrective feedback and fully worked solutions for
all questions, go to your learnON title at www.jacplus.com.au.
Fluency
a. m + 7 = 12 b. 5h = 30 c. s − 12 = 7 =4
1. Solve these equations by inspection.
d
d.
5
a. sum = 83, product = 1632 b. sum = 86, product = 1593

2. Use guess, check and improve to find two numbers whose sum and product are given.
3. Calculate the output number for each of the following flowcharts.

a. ×5 –9 b. +3 ÷4
4 5
c. ÷2 + 11 d. –3 ×7
10 8
4. Use backtracking and inverse operations to calculate the input number for each of the following
flowcharts.
a. ÷2 + 10 b. –7 ÷5
18 7
c. –6 ×7 d. ×2 +2
35 18
5. Build up an expression by following the instructions on the flowchart.

a. ×7 +8 b. ÷3 –5
x x
c. +2 ×6 d. –7 ÷5
x x
6. Build up an expression by following the instructions on the flowchart.

a. +3 ×5 –9 b. ×4 + 11 ÷8
x x

x+2
a. 5 (x + 7) −3 c. 6x − 14
7. Draw a flowchart that has an input of x and an output that is given by the expressions below.
x
b. d.
4 5
s+7
a. 7x + 6 = 20 b. 9 (y − 8) = 18 −3=9 =5
8. Draw a flowchart and use backtracking to calculate the solution to the following equations.
m
c. d.
5 5
a+6
a. 3 (d + 1) = 15 − 11 = 14 c. 6d − 3 = 15 =3
9. Use backtracking to determine the solution to these equations.
t
b. d.
4 4
a. 7v + 3 + 3v + 4 = 37 b. 6c + 15 − 5c − 8 = 19
10. Simplify the expression and then solve the equation for each of the following.
x+9
a. 5x − 7 = 2x + 2, x = 3 = 2x − 7, x = 5
11. For each of the following equations there is a solution given. Is the solution correct?
b.
2
12. For each of the following balance scales:

i. write the equation represented by the scale
ii. calculate the value of the pronumeral.
a. b. c. 1
x x x q 1 1 1
x 1 1
p p p 1 1 q 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
1 1 1 1 1 1 1 1 1 1 1
Equal Equal Equal
a. 2v + 1 = 7 +3=4 c. 4w − 3 = 9 d. 2 (g + 1) = 10
13. Use inverse operations to solve the following equations.
x
b.
2
a. 4k + 3 = 10 b. 2p − 3 = 8 c. 3q + 6 = 7 d. 5t + 1 = 3
14. Solve the following equations. Make sure you check your solutions.
a. 3 − x = 1 b. 7 − 2p = 3 c. 10 − 4r = 2 d. 13 − 3z = 7
15. Solve the following equations. Make sure you check your solutions.
Problem solving
16. Sophie and Jackie each have a collection of football cards.
Jackie has 5 more cards than Sophie. Together Jackie and
Sophie have 67 cards. Create and solve an equation that
shows how many cards Sophie owns.
17. Andreas has completed 2 more pieces of homework than

Richard, who submitted x pieces of homework for the
semester. If the total number of pieces of homework
submitted by the two boys is 12, determine how many pieces
of homework Andreas submitted.
18. Keith is 6 years younger than his twin brothers. If the sum of the brothers’ ages is 48,
determine Keith’s age.

19. Margaret bought six 2-hour tickets and four daily tickets for $28. If the cost of one daily ticket is $4,
write and solve an equation to calculate the cost of a 2-hour ticket.
20. Jetski hire is $10 per hour, plus a $30 deposit.

a. Calculate the cost of hiring a jetski for:
i. 1 hour ii. 2 hours iii. 3 hours.
b. Write a rule that could be used to calculate the cost of hiring a
jetski for h hours.
d. You have $85 to spend. Write an equation to help you work out
c. Use your rule to calculate the cost of hiring a jetski for 8 hours.
how many hours of jetski hire you can afford. Solve this equation.
e. Work out how much money (if any) you would have left over after
you paid the hire charge and hire the jetski for 5 hours.
f. After spending 5 hours on the water you return the jetski with no
damage. Explain whether you would have enough money for a
hamburger on the way home.
21. Suppose it costs $30 for an adult and $15 for a child to enter
the Sydney Royal Easter Show.
a. Calculate the entry cost for two adults and three children.
b. Calculate the entry cost for one adult and five children.
get into the Show for $100.

c. Determine the maximum number of children who could
that could get in for exactly $300.

d. Identify the possible combinations of adults and children
22. Judy is watching her daughter play in the park. She notices that some children are riding tricycles and
some are riding bicycles. Altogether, 19 children are on cycles. She counts that there are 43 wheels on
the cycles. Determine how many children are on tricycles and how many are on bicycles.
23. Two angles in a triangle have the same magnitude. The sum of the magnitudes of these angles is the
magnitude of the third angle. Determine the magnitudes of the angles and use this information to
describe the triangle in this scenario.
24. A stage screen is 4 times as long as it is wide. If it

were 5 metres wider and 4 metres shorter it would
be a square. Determine the dimensions of the stage
screen.
25. The largest angle in a triangle is 65 degrees more

than the smallest angle. The third angle is
10 degrees more than the smallest angle. Calculate
the size of the smallest angle.
To test your understanding and knowledge of this topic, go to your learnON title at
www.jacplus.com.au and complete the post-test.

Online Resources Resources
Below is a full list of rich resources available online for this topic. These resources are designed to bring ideas to life,
to promote deep and lasting learning and to support the different learning needs of each individual.
eWorkbook Teacher resources

Download the workbook for this topic, which includes There are many resources available exclusively for teachers
worksheets, a code puzzle and a project (ewbk-1909) ⃞ online.
Solutions
Download a copy of the fully worked solutions to every question
in this topic (sol-0697) ⃞
Digital documents
8.2 SkillSHEET Completing number sentences (doc-6571) ⃞
SkillSHEET Writing number sentences from written
information (doc-6572) ⃞
SkillSHEET Applying the four operations (doc-6573) ⃞
8.4 SkillSHEET Combining like terms (doc-6575) ⃞
8.6 SkillSHEET Checking solutions by substitution
(doc-6576) ⃞
Video eLessons
8.2 Equations (eles-4012) ⃞
Solving an equation by inspection (eles-4013) ⃞
Guess, check and improve (eles-4014) ⃞
8.3 Flowcharts (eles-4016) ⃞
Backtracking (eles-4017) ⃞
8.4 Using backtracking to solve equations (eles-4018) ⃞
8.5 Keeping equations balanced (eles-4019) ⃞
Solving equations using balancing (eles-4020) ⃞
Solving equations using inverse operations (eles-4021) ⃞
Solving equations by making the pronumeral positive
(eles-4022) ⃞
8.6 Checking solutions by substituting (eles-4023) ⃞
Interactivities
8.2 Individual pathway interactivity: Solving equations using
trial and error (int-4372) ⃞
Writing equations (int-4041) ⃞
Guess, check and improve (int-4042) ⃞
8.3 Individual pathway interactivity: Building up expressions
(int-4374) ⃞
Flowcharts (int-4044) ⃞
8.4 Individual pathway interactivity: Solving equations using
backtracking (int-4375) ⃞
Backtracking (int-4045) ⃞
8.5 Individual pathway interactivity: Keeping equations
balanced (int-4377) ⃞
Keeping equations balanced (int-4047) ⃞
Equations with rational number solutions (int-4048) ⃞
Negative integers (int-4049) ⃞
8.6 Individual pathway interactivity: Checking solutions
(int-4376) ⃞
Checking solutions (int-4046) ⃞
8.7 Crossword (int-2606) ⃞
Sudoku puzzle (int-3173) ⃞
To access these online resources, log on to www.jacplus.com.au.

Answers 13.
14.
Greater than 5
10
Topic 8 Equations 15. 5 metres, 15 metres
16. 24 years old
Exercise 8.1 Pre-test
6x = 72
17. Angus will be 27 and his grandfather will be 81.
1.
2. 32 Exercise 8.3 Building up expressions and
3. 11 games backtracking
4. 4 1. a. ×5 –2
5. C
6. 4 x 5x 5x – 2
7. 32
b. ÷3 +1
8. A
9. B –x –x + 1
x
x=3
10. 12 years old 3 3
x = 10
11. c. ×2 +7
12.
13. 26 x 2x 2x + 7
14. 16 boys
d. ÷5 + 11
15. 5.5 cm
x –x –x + 11
Exercise 8.2 Introduction to equations
x + 7 = 11 x + 12 = 12
5 5
x−7=1 x−4=7
1. a. b.
2. a. 1
2x = 12 5x = 30
c. d. ×–
2 –3
=1 =2
2. a. b.
x x x –x –x – 3
c. d. 2 2
15 − x = 2 b. 52 − x = 8
7 5
3. a. b. ÷8 –2
=7 x2 = 100
21
c. d. –x –x – 2
x = 11 y=9
x
x 8 8
m=5 m = 30
4. a. b.
c. ÷7 +9
k=0 b=7
c. d.
b = 8.8 c = 4.2
5. a. b. x –x –x + 9
x = 2.8
c. d.
7 7
x=6 x=3 x = 10
e. d. × 3.1 + 1.8
x=9 x=6 x=4

6. a. b. c.
x 3.1x 3.1x + 1.8
7. a. b. c.
8. a. 7 and 14 b. 11 and 15 3. a. +5 ×4
c. 7 and 47 d. 42 and 136
9. a. 42 and 111 b. 97 and 145 x x+5 4(x + 5)
c. 2.2 and 3.9 d. 347 and 631
b.
x +4 4x + 1
+ 10 ÷3
10. 2
x x + 10
x x + 10
0 4 1 3
1 5 5 c. –2 ÷7
2 8 9
x–2
3 13 13 x x–2
7
4 20 17
x = 1 and x = 3 are both solutions.

d. +3 ×9
equal to 48. 6 × 8 = 48, so the answer is x = 6.

11. Think of the 8 times table. Determine which multiple of 8 is x x+3 9(x + 3)
12. 34 does not appear in the 5 times table. Therefore the

solution will not be a whole number.

4. a. – 2.1 ×3 8. a. –7 × 12
x x – 2.1 3(x – 2.1) x x–7 12(x – 7)
b. + 4.9 ÷5 b. ÷5 –2
x x + 4.9 x + 4.9 x –x –x – 2
5 5 5
c. 1 c. +6 ÷3
––
2 ×7
x+6 x+6
x —
x x – 1– 1
7(x – – ) 3
2 2
9. a. +7 ×3 –5
d. – 3.1 ÷ 1.8
x – 3.1 x x+7 3(x + 7) 3(x + 7) – 5

x x – 3.1 —
1.8
b. ×3 +7 ÷2
5. a. +2 ×6
3x + 7 3x + 7
—
x 3x
2
x x+2 6(x + 2)
c. ×3 +1 ×4
b. –8 ÷ 12
x 3x 3x + 1 4(3x + 1)
x–8 x–8
x —
12
10. a. ×7 +3
c. ×4 +1
x 7x 7x + 3
x 4x 4x + 1
÷7 –3
d. –3 ÷5 b. –2 ×5
x–3 x–3
x — x x–2 5(x – 2)
5
6. a. +5 ×6 –2 +2 ÷5
c. –5 ÷4
x x+5 6(x + 5) 6(x + 5) – 2
x–5 x–5
x —–—
b. –8 ÷5 +9 4
x–8 x–8 +5 ×4
x x–8 — — +9
5 5 11. a. ÷6 –3
c. ÷3 +4 ×6
x –x –x – 3
6 6
x –x –x + 4 x
6( –3 + 4)
3 3 ×6 +3
d. ×3 ÷4 +2 b. +8 ×4
3x 3x + 2
x 3x — — x x+8 4(x + 8)
4 4
7. a. ×5 +9 –8 ÷4
c. –7 ÷5
x 5x 5x + 9
x–7 x–7
x ——–
b. +1 ×2 5
+7 ×5
x x+1 2(x + 1)
d. + 55 ×3
c. –8 ÷7
x x + 55 3(x + 55)
x–8 x–8
x
7 – 55 ÷3

x = 2.
12. a. ÷9 + 2.1 12. First subtract 2 from both sides, then divide both sides by 4;
x x
x – – + 2.1
9 9 13. Inverse operations must be performed in the reverse order.
The forward order is: First subtract 6, then multiply by 3
×9 – 2.1
and finally add 5. The reverse order is: Subtract 5, divide
Yes. Dividing both sides by 4 gives x − 5 = 2. By then

b. ×7 –5 by 3, then add 6.
adding 5 to both sides, the solution x = 7 is obtained.

14.
x 7x 7x – 5
÷7 +5 15. Gareth is 13 years old.

c. +8 ×4 +5 16. 16, 17 and 18
17. Callie scored 96 pins.
4(x + 8) + 5
x x+8 4(x + 8) 18. 7, 9 and 11
19. 11, 13 and 15
–8 ÷4 –5
20. Chris jumped 156 centimetres.
d.
x + 28
+8 ÷3
a. 12
= 12
21.
x+8
c. x = 8
x x+8 b.
3
3
−3 should be performed first, then × 2.

–8 ×3
d. Karina scored 8 points in the third game.
5 (x + 8)
13.
= 30
22. 25, 30 and 35
5n + 15 = 4n − 3
14. 23. David is 14 years old.
4
15. 24. 8 1 6
16. 22 years old
3 5 7
$1215
17. The two numbers are 19 and 13.
4 9 2
18.
12 + 3 − 4 + 5 + 67 + 8 + 9 = 100
19. Some examples are:
123 + 4 − 5 + 67 − 89 = 100
Exercise 8.5 Solving equations using inverse
123 − 45 − 67 + 89 = 100
operations
3x + 9 = 18 3x − 2 = 13 x+3=6
4r = 12 r=3
1. a. b. c.
2n + 3 = 7 n=2
Exercise 8.4 Solving equations using 2. a. i. ii.
3t + 5 = 8 t=1
b. i. ii.
backtracking
g=1 m=3 q=9

c. i. ii.
1. a. 2 b. 4 c. 8 d. 13 e. 10
b=2 z = 12 v = 112
3. a. b. c.
2. a. 67 b. 88 c. 5 d. 8 e. 5.3
n=9 g = 14 y=3
4. a. b. c.
2 31
3. a. 4 b. 5. a. b. c.
4. a. x = 3 b. y = 1 x=5
5 36
h=2 k=2 w=3
d. w = 3 e. w = 5.7
c. 1 1 1
6. a. b. c.
3 2 2
x=1 x = 18 x=4 7. a. t = 4 b. h = 2 c. l = 1
1 1 1
x=3 w = 1.3
5. a. b. c.
3 6 3
x=3 x = 45 x = 34 8. a. g = b. h = c. n =
d. e.
8 11 1
x = 77 x = 13
6. a. b. c.
9. a. m = 4 b. d = 3 c. v = 2
5 3 2
x = 14 x = 78 x=1
d. e.
x=5 x = 4.65 s=3 g=5 k=2

7. a. b. c.
10. a. b. c.
x = 10 x=3 x = 50
d. e.
x=2 p=3 x=2

x=6 x=7
8. a. b. c. 1 1
11. a. b. c.
2 4
x = 11.13 x = 25 x=6
d. e.
y=1 b. h = 2 x=
1 1
x=8 x=2
9. a. b. c. 12. a. c.
2 2
x=3 x=3 x=4 7 °C 113 °F
d. e.
2
x=7 x=1
10. a. b. c. 13. a. b.
14. a. $13.67
d. e.
9
b. 49 km
11. A
15. 11 songs

x = 0.5 b. x = 3.5
16. The removal of the three weights from the right-hand 1
12. a.
13. James $53 and Alison $72

side needs to be done before the weights on each side are 7
halved. If the division is performed first, the odd numbers of
weights on each side of the scales would have to be halved,
b. $6
14. a. 9
which will not result in whole numbers.
17. 16 boys c. Aiko $8 , Miyu $14
133 + (133 + 1) + (133 + 2) = 402

3
≠ 393
18.
15. a.
b. n = 130, 130 + (130 + 1) + (130 + 2) = 393

19. 4 cm
20. 3, 8, 13
1 c. Sample response: The sum of three consecutive
21. 1 kilograms
3 numbers is 393. What is the smallest of these numbers?
Exercise 8.6 Checking solutions Project

1. a. No b. Yes c. No 1. Men’s: 1928, 10.607 s; 1968, 10.231 s; 1988, 10.043 s;
2. a. Yes b. No c. No 2016, 9.780 s
Women’s: 1928, 11.956 s; 1968, 11.264 s; 1988, 10.918 s;
3. a. No b. Yes c. No
2016, 10.433 s
4. a. No b. Yes c. Yes 2. All calculated times are well within 0.4 seconds of the actual
Using the formula: Men’s time = 9.7044 s;

5. a. No b. Yes c. No running times.
Women’s time = 10.2948 s.

3.
6.
2x + 3
x 0 1 2 3 4
3 5 7 9 11 4. Women’s times are coming down faster than men’s. It is
x=4 x=1
possible only if these patterns continue.
a. b. 5. Different training programs, fitter athletes, better shoes, etc.
There must be some levelling out, as the times cannot keep
7. coming down forever – it will be impossible to run
5(x − 2)
x 2 3 4 5 6
100 metres in 0 seconds.
0 5 10 15 20
x=4 x=6 x=8

Exercise 8.7 Review questions
m=5
h=6
a. b. c. 1. a.
2x + 1 3x − 5 s = 19
8. a. b.
d = 20
x c.
d.
3 7 4
4 9 7 2. a. 32, 51 b. 27, 59
5 11 10 3. a. 11
6 13 13 b. 2
7 15 16 c. 16
x=6
d. 35
b.
7x + 8
4. a. 16 b. 42 c. 11 d. 8
x+3 −5
9. a. 5. a.
2x − 6
x
c. 6 (x + 2)
x b.
2 3
3 3 0 x−7
d.
4x + 11
5 4 4 5
5 (x + 3) − 9
7 5 8
6. a. b.
9 6 12 8
11 7 16
b. x=5
10. You could substitute all of the options into the equation and
see which one makes that equation true.
11. a. No. Length is enough.
b. 34.8m
c. Adding 3.9 and the value of y. The answer should be
38.7m.

7. a. +7 ×5
x x+7 5(x + 7)
b. ÷4 –3
x x
x – – –3
4 4
c. ×6 – 14
x 6x 6x – 14
d. +2 ÷5
x+2
x x+2 —
5
x=2 y = 10 m = 60 s = 18
d=4 t = 100 d=3 a=6
8. a. b. c. d.
v=3 c = 12
9. a. b. c. d.
10. a. b.
4x + 1 = 5
11. a. Yes b. No
x=1
12. a. i.
3p + 5 = 11
ii.
p=2
b. i.
2q + 3 = 13
ii.
q=5
c. i.
v=3 x=2 w=3 g=4

ii.
13. a. b. c. d.
k=1 p=5 q= t=
3 1 1 2
14. a. b. c. d.
x=2 p=2 c. r = 2 d. z = 2
4 2 3 5
15. a. b.
16. Sophie owns 31 cards.
17. 7 pieces of homework
19. $2
18. 12 years old
20. a. i. $40 ii. $50 iii. $60

b. Cost = 30 + 10h
c. $110
d. 85 = 30 + 10h; h = 5.5 hours
e. $5
f. Your deposit is returned ($30), which means you
$105
could buy a hamburger on the way home.
$105
21. a.
b.
c. 6 children
d. 10 adults; 9 adults and 2 children; 8 adults and
4 children; 7 adults and 6 children; 6 adults and
16 children; 1 adult and 18 children; 20 children
22. 14 bicycles and 5 tricycles
23. 45°, 45°, 90°. This is a right-angled isosceles triangle.
24. Length 12 m, width 3 m
25. 35°

08 Equations

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8 Equations

Where to get help

396 Jacaranda Maths Quest 7

4. Calculate the output number for the following flowchart.

7. If 5 less than a number divided by 4 gives a result of 3, determine the number.

8. MC In order, identify the steps required to backtrack the following to x.

A. −5 then ÷ 3 B. −5 then × −3 C. +5 then ÷ 3 D. +5 then × −3 E. −3 then ÷ 5

11. Use backtracking to solve 4x − 5 = 7.

12. Simplify the equation 8x − 15 − 3x − 7 = 28 and then solve using backtracking.

TOPIC 8 Equations 397

The statement x + 45 = 50 is an example of an equation because

it contains an equals sign. The left-hand side is x + 45 and the

Writing an equation from words

398 Jacaranda Maths Quest 7

Write an equation to represent each of these worded problems.

TOPIC 8 Equations 399

WORKED EXAMPLE 2 Solving an equation by inspection

8.2.3 Guess, check and improve

• For example, you can solve 4x + 6 = 46 using the following method.

x = 10 LHS = 4 × 10 + 6 RHS = 46 LHS = RHS, so x = 10 is the solution.

400 Jacaranda Maths Quest 7

Use guess, check and improve to solve the equation 2x + 21 = 4x − 1.

2. Substitute the first guess, say x = 1, into the

The answer is x = 11.

WORKED EXAMPLE 4 Using guess and check to determine unknown numbers

TOPIC 8 Equations 401

=0 b. b + 15 = 22 c. b − 2.1 = 6.7 = 1.4 e. 5x = 14

a. sum = 21, product = 98 b. sum = 26, product = 165

c. sum = 54, product = 329 d. sum = 178, product = 5712

a. sum = 153, product = 4662 b. sum = 242, product = 14 065

c. sum = 6.1, product = 8.58 d. sum = 978, product = 218 957

402 Jacaranda Maths Quest 7

TOPIC 8 Equations 403

WORKED EXAMPLE 5 Completing a flowchart

Build up an expression by following the instructions on these flowcharts.

× 3. The result is m × 3 = 3m.

+ 5. Adding 5 to 3m gives the result 3m + 5.

404 Jacaranda Maths Quest 7

× 3. That means multiply all of m + 5 by 3.

The result is 3(m + 5).

3. State the expression (output). The expression is 3(m + 5).

WORKED EXAMPLE 6 Drawing a flowchart

2. Next, subtract 11. ×2 – 11

b. 1. The expression m + 9 is grouped as though it b. +9

2. Next, the whole expression is divided by 5. +9 ÷5

c. 1. The brackets indicate we must first work c. ÷3

2. Multiply the result obtained in step 1 by 4. ÷3 +2 ×4

TOPIC 8 Equations 405

+ is the inverse operation of −

÷ is the inverse operation of ×

× is the inverse operation of ÷

WORKED EXAMPLE 7 Backtracking a flowchart

The inverse operation of + 2 is − 2. Show this on the

3. The inverse operation of × 5 is ÷ 5. Show this on the

406 Jacaranda Maths Quest 7

Exercise 8.3 Building up expressions and backtracking

TOPIC 8 Equations 407

408 Jacaranda Maths Quest 7

11. Add the operations to complete these flowcharts.

x x‒7 x 3(x + 55)

12. Add the operations to complete these flowcharts.

Identify which operation should be performed first.

TOPIC 8 Equations 409

8.4 Solving equations using backtracking