YEAR

ALGEBRAIC EXPRESSIONS AND

LINEAR EQUATIONS G7.W5
Version 3

Module 1:
A Consolidation of the Basics
Module 2:
One-Variable Linear Equations and
Inequations
(Expected completion time: 1–2 weeks)

This book belongs to

A message from Manan Khurma,
our first Cuemath teacher

for parents…
I’ve been teaching Math for over 15 years now. In this time, I have come across many
children who had lost their curiosity and sense of discovery because of the way they
were taught Math. I was saddened to see that, for many children, Math was reduced
to procedures, steps, and drills. They were asked to solve the same type of questions
repeatedly. This damaged their relationship with Math.

Math is more than just a subject—it’s a way of thinking. Hence it cannot be taught like any
other subject. It must be learnt through reasoning. That’s what Cuemath does. Children get
an opportunity to build their own understanding. They see that there are many ways to figure
something out. There is no need to memorise steps and procedures. In fact, they end up
creating their own algorithms to solve problems. Through a combination of different types of
questions, aptitude exercises, puzzles, and Math Box learning aids, Cuemath helps children
build a strong foundation for lifelong learning.

Thank you for being a part of this change. If you have any questions or feedback,
I would love to hear from you. Please write to me at [Link]@[Link]

for teachers…
Like me, you too have a tremendous responsibility on your shoulders—to make your
students great at Math. Help them develop a growth mindset. Let them know that results
will come if they put in effort. If they are finding something challenging, they must persevere
and wherever required, seek help. Let them know that research has shown that the brain is
like a muscle—with repeated practise and work out, it gets stronger. There is no such thing
as a Math gene. With right effort, everyone can excel at Math.

Don’t give away answers. Encourage students to figure things out. Let them make mistakes
and help them learn from those mistakes. Research shows every time students make a
mistake the areas in the brain for learning and growth light up. Mistakes are good.

At the same time, have high expectations from your students. Encourage and motivate them
to put in the effort. Let them set their own achievable target and reward them for working
towards them. Emphasise on understanding, not just speed. Ask the student how they are
doing, and give them feedback regularly. This will help them grow.

for students…
Let’s change the way we think of Math. Math is not about memorising things, or solving
questions really fast. Take your time. It is not a race. It is more important to understand
things well. See if you can explain the concept to your friends. Feel free to make mistakes
because you learn better when you make a few mistakes. Try and work things out on your
own. If you are stuck, ask your teacher for help.

MANAN KHURMA
Founder & CEO, Cuemath
One-Variable Linear Equations and Inequations
The Foundational Nature

What we will achieve

Math learning Critical reasoning
• C
 reate one-variable linear equations and • B
 uild mental models to create and
inequations for a given statement distinguish between one-variable linear
• S
 olve one-variable linear equations using equations and inequations
the balancing method and the transposition • Discover the different methods for solving
method one variable equations and inequations
• S
 olve problems based on one-variable linear • T
 riangulate the concepts and apply them to
solve problems
equations

© Cue Learn Pvt. Ltd.

 The Cuemath Approach

In the conventional approach to this particular topic, students are always left conceptually stranded due to
the heavy emphasis laid on memorization. The Cuemath approach, however, focuses solely on building a
strong conceptual foundation of the topic by presenting it visually, giving a holistic picture of the concepts
involved.

Initially students are urged to build their

concepts of equations and inequations by having
them construct the same from statements.
This builds a solid foundation of the concepts
involved and allows students a platform to
launch off from. (Worksheet 1, Question 1)

Once students are comfortable building

equations, showing a firm grasp of the
fundamentals of the topic, they are
motivated to solve one-variable linear
equations using the balancing and
transposition methods. After students have
internalized the methods for solving linear
equations, they fortify their mental models
by tackling analytical word problems on linear
equations in one variable. (Worksheet 3,
Question 1)

Finally students move on to finding the solution

sets for linear inequations in one variable using
the number line. The number line is a very useful
visualization tool for students as it helps them
picture a topic physically, hence allowing for
a better mental assimilation and retention of
concepts. (Supplementary Worksheet 4,
Question 1)

Ask your students to focus on conceptual understanding instead of memorisation. Make them understand
that rote is temporary, understanding is permanent.
Module Structure

Sheet Number Done Date

One-variable linear equations and inequations C1 
S1 
The balancing and transposition methods to solve an equation S2 
S3 
S4 
The LCM and cross–multiplication methods to solve an equation S5 
S6 
S7 
Practice problems S8 
S9 
Supplementary Sheets (Inequations and their solutions) C2 
SS1 
SS2 
SS3 
SS4 
SS5 

Teacher's seal

Parent's signature

[Link]
Guidelines for Teachers
Use the given symbols for checking questions and sheets.

 For each question, near the question number:

 Tick, if the problem is correctly solved
— Underline, if the problem is incorrectly solved
# Hash, if the problem is skipped and/or will be revisited

 For each sheet, in the status box:

Tick, if the sheet is done and corrected
Hash, if the sheet is skipped and/or will be revisited
* When a skipped item is completed later, overwrite the hash with a tick.
 Concept Sheet
G7.W5.M2.C1 Date: Status:

Equations
An algebraic equation is a mathematical statement that equates two expressions.

Here is an equation: 3x – 5 = 16.

The "equal to" sign signifies that the value of the expression on the left hand side (LHS) is "equal to"
the value of the expression on the right hand side (RHS) of it.

In the example above, the LHS is (3x – 5) and the RHS is 16.

We use a balance to represent this visually. Since the two expressions in an equation are, by definition,
equal, the balance remains horizontal; i.e., it stays balanced.

Here is how our equation looks on a balance:

3x – 5 16

Inequations
An inequation is a mathematical statement that shows two expressions are not equal.

There are four symbols of inequality:

• > is greater than
• < is less than
• ≥ is greater than or equal to
• ≤ is less than or equal to

Here is an inequation: 5x + 6 < 21. Here's how the balance for this inequation looks.

5x + 6

21

© Cue Learn Pvt. Ltd. 3

One-Variable Equations and One-Variable Inequations

An equation may involve one or more variables.

Consider this equation: 4p2 + 3q = 120. There are two variables in this equation: p and q.

When an equation contains just one variable, it is called a “one-variable equation”. Here is an example
of a one variable equation: 4m + 18 = 3m – 2. The only variable in this equation is m.

Similarly, when an inequation contains just one variable, it is called a one-variable inequation.
For example 2x2 + 5 > 5x – 3 is a one-variable inequation.

Linear Equations and Linear Inequations

In the equation 4 + p = 120, the variable p is raised to the power 1. An equation in which the highest
power of every variable is 1 is called a Linear equation.

Of the two equations, 10j + 6p = 140 and 10y2 + 4x = 120, the first one is a linear equation because
the powers of both j and p are 1. The second equation is a non-linear equation because even though
x is raised to the power 1, y is raised to the power 2.

An inequation in which the highest power of every variable is 1 is called a Linear inequation.
For example, 100q ≤ 1000 + r is a linear inequation.

One-Variable Linear Equations and One-Variable Linear Inequations

Combining our two definitions, we get: an equation/inequation which is linear and has only one
variable is a one-variable linear equation/inequation.

4
 Worksheet
G7.W5.M2.S1 Date: Status:

1 Circle the linear equations and inequations. (Note: A linear equation/inequation is an equation/
inequation in which the power of every variable is either 1 or 0.)

(a) 2p + q = 4 4q2 – 21r > 32 q = 81 4x + y < 15

(b) 3m2 + 2n = 64 a3 – b3 < 2a 7p < 9q 34p – 21q = 15r

(c) 12a + 29b > 13 69 + 3x = 4y 15r ≥ m 2 18y = 32 – 2y

p 81
(d) > 27 m2 + n2 = a3 23 p £ 2r > 28q 3
q m 2

2 From the given set of equations and inequations, identify the one-variable linear equations and
one-variable linear inequations. Then, list them.

14 ≥ m + n 84j > 29 32 > 4x2

33 – 6x = 5(x + 2) 18x + y = 2x2 54p + q > 29p2

92 + 3y = 4(y + 3) 246 + 91h = 52h 43p ≤ 281

39 + x < 54 12 – 2y ≥ 22 62(x3 + 1) = 16

(a) One-variable linear equations: (b) One-variable linear inequations:

(i) 33 – 6x = 5(x + 2) (i) 84j > 29

(ii) (ii)

(iii) (iii)

(iv) (iv)

© Cue Learn Pvt. Ltd. 5

 3 Write the missing statement or equation.

Statement Equation

Two times a number decreased by 10

(a) 2x – 10 = 28
equals 28

(b) x + 42 = 79

A number decreased by four equals thirty

(c)
five

Five times a number divided by eleven

(d)
equals 29

23 x
(e) = 32
15

One hundred times a number equals two

(f)
thousand

(g) 54p = 98 + p

6
 Worksheet
G7.W5.M2.S2 Date: Status:

1 Solve each equation using the balancing method. Use the "steps" given to guide you.

(a) 5x + 10 100 (b) 6p – 30 12

Equation: 5x + 10 = 100 Equation:

Subtracting 10 from both sides Adding to both sides

5 x  10  10  100  10

5 x  90

Dividing both sides by 5 Dividing both sides by

5x 90
=
5 5

x = 18

x = 18

© Cue Learn Pvt. Ltd. 7

 2 Write those numbers that "balance the equation". Then solve the equation.

2p + 40
(a) = 15 (b) 100 – 9m = 19
4
 2p + 40 
  × 4 = 15 × 4
100 – 9m –100 = 19 –
 4 

2p + 40 – 40 = 60 – 40
–9m =

2p = 20
−9m
2p 20 =
= −9
2
2

p = 10

(c) 9r = 6r + 21 (d) 6(x – 5) = 5 (x – 9)

9r – 6r = 6r + 21 – 6x – 30 = 5x –

3r = 6x – 30 + 30 = 5x – +

6x = 5x –
3r
=
6x – 5x = 5x – –

9q
(e) 4p – 30 = 70 (f) = 6
30
9q
4p – 30 + 30 = 70 + × 30 = 6 ×
30

4p = 9q =

4p 9q
= =
9

8
 Worksheet
G7.W5.M2.S3 Date: Status:

1 Solve each equation using the "balancing method". Then represent the solution on the number
line.

(a) 3x + 8 = 32
3 x + 8 − 8 = 32 − 8 Representation of the solution on the number line:
3 x = 24
3x 24
=
3 3
x = 8 0 1 2 3 4 5 6 7 8 9 10

x = 8

(b) 2x – 3 = 15

Representation of the solution on the number line:

–1 0 1 2 3 4 5 6 7 8 9 10

(c) 4x
= 2
12
Representation of the solution on the number line:

–1 0 1 2 3 4 5 6 7 8

© Cue Learn Pvt. Ltd. 9

 2 Solve each equation using the "balancing method".

3q  60 5
(a)  30 (b)  x  3  2 x  1
2 2

(c) 2(t – 3) + (2t – 4) = 0 (d) 3(t – 4) + 2(2t + 1) = 4

p  4 x 4 3x
(e)  5  2 (f)    1
3 3 3 2

10
 Worksheet
G7.W5.M2.S4 Date: Status:

1 Use the transposition method to solve the equation.

(a) 7x – 9 = 3(x + 9) (b) 7x – 5 = – 2(x + 3) + 10

7x – 9 = 3x + 27

Moving the variables to one side,

7x – 3x = 27 + 9

4x = 36

36
x =
4

x = 9

m m 1
(c) 3(n – 4) = 5(2n – 1) (d) m   
4 2 2

© Cue Learn Pvt. Ltd. 11

 t 3  t  y

1

1
(e)  1  (f)
5 4 2 2 4

5  m  3 n  1  n  2
(g) 2m   m  (h) n   2 
3 4 3 3

2 Solve each equation using the "balancing method".

(a) – 64 = 8t t = – 8 (b) 4q = 2q + 8

(c) 11r = 6r – 25 (d) 79 = 9x – 2

48
(e) – 121 + 5x = – 6x (f)  12
2p

12
 Worksheet
G7.W5.M2.S5 Date: Status:

1 Solve each equation.

(a) x  1 x  4 2x  5
   x  3
2 3 5

To get rid of the fractional terms, multiply both sides by the LCM of the denominators.

The LCM of 2, 3 and 5 is 30

 30   x  3  30

15 (x + 1) – 10 (x – 4) + 6 (2x – 5) = (x + 3) × 30

15x + 15 – 10x + 40 + 12x – 30 = 30x + 90

17x + 25 = 30x + 90

Moving the variables to one side,

17x – 30x = 90 – 25

–13x = 65

65
x = − x = –5
13

© Cue Learn Pvt. Ltd. 13

 r  2 11  r    r  4   1
(b) 
6 3 12 3

To get rid of the fractional terms, multiply both sides of the equation by the LCM.

The LCM of 6, 3, 12, is

(r + 2) – (11 – r) – (r – 4)
1
3

n  3 2n  1 n  1
(c)  
4 3 4

The LCM of 4, 3 =

(n + 3) – (2n – 1)
n +1
4

14
 Worksheet
G7.W5.M2.S6 Date: Status:

1 Solve each equation.

 2m  1 4m 1  m  1
(a)   
4 3 2 6

3 ( 2m − 1) + 4 ( 4m ) − 6 (1) ( m − 1)
=
12 6

3 ( 2m 1) + 4 ( 4m ) − 6 (1) =
( m − 1)12
6
6m − 3 + 16m − 6 = 2m − 2

22m 2m = −2 + 9

20m = 7
7
7 m=
m= 20
20

2x  3 x  2
(b) x    2x  1
7 3

© Cue Learn Pvt. Ltd. 15

 1  2x x  1 2  3x x  5
(c)   
3 5 6 12

5x  7 x
  x  1 
 3x  2 
(d) 
12 6 4

3n  2  4n  3
(e)  n  1 
4 5

16
 Worksheet
G7.W5.M2.S7 Date: Status:

1 Solve each equation.

2x  5

15  3x  6  
6
(a) (b)
3x  7 8  4  2x 5

Cross-multiply the two sides, Cross-multiply the two sides,

(2x + 5) × 8 = 15 × (3x – 7) (3x – 6) × = 6 ×

16x + 40 = 45x – 105 =

Moving the variables to one side, Moving the variables to one side,

16x – 45x = – 40 – 105 =

–29x = –145 =

−145
x = x =
−29

x = 5

© Cue Learn Pvt. Ltd. 17

 2 Solve each equation.
2  3x 6 4y  3 5
(a)  (b) 
2x  5 7 5y 6

2t  5 3 3x  2 7
(c)  (d) 
t  4 2 2x  5 5

18
 Worksheet
G7.W5.M2.S8 Date: Status:

1 Answer the following questions. Use the space given for working out the answer.

(a) p, q and r are three numbers. p is 10 more than q and q is 8 more than r. The sum of the
three numbers is 47. Find p, q and r.

The equation in terms of p, q, r is p + q + r = 47 → (i)

q = r + 8

p = q + 10 = r + 8 + 10 = r + 18

∴ (i) ⇒ r + 18 + r + 8 + r = 47

3r + 26 = 47
p = 25
3r = 47 – 26 = 21
21
r =
3 q = 15

r = 7
r = 7
∴ q = 7 + 8 = 15, p = 7 + 18 = 25

(b) Ashu had a bag full of coins. The bag had five times as many five-rupee coins as ten-rupee
coins. It also had ten times as many one-rupee coins as ten-rupee coins. The bag had `225
in it. How many ten-rupee, five-rupee and one-rupee coins were there in Ashu's bag?

Number of ten-rupee coins =

Number of five-rupee coins =

Number of one-rupee coins =

© Cue Learn Pvt. Ltd. 19

 (c) The sum of three consecutive multiples of 4 is 60. Write the largest of the three numbers.

Largest of the three numbers =

(d) Grandma gave `100 to Nivi, Kavya and Moni. The girls divided the amount among
themselves in a way that Kavya got `10 more than Nivi did and Moni got `5 more than
Kavya did. How much money did each girl get?

Nivi's share = `

Kavya's share = `

Moni's share = `

(e) The sum of three consecutive even natural numbers is 42. What are the three numbers?

The three numbers are =

20
 Worksheet
G7.W5.M2.S9 Date: Status:

1 Answer the following questions. Use the given working-space.

(a) The length of a rectangle is 3 cm more than twice its breadth. If the length is decreased
by 1 cm and the breadth is increased by 3 cm, the area of the rectangle increases by
41 cm2. Find the length of the original rectangle.

Length of the original rectangle = cm

(b) Two numbers are in the ratio 3:4. If the first number is decreased by 5 and the second is
increased by 5, the new numbers are in the ratio 2:5. Find the two original numbers.

The two numbers are

© Cue Learn Pvt. Ltd. 21

 (c) The sum of two numbers is 1000. 20% of the first number equals 60% of the second
number. Find the larger number.

The larger number is

(d) Priya, Shreya and Shruthi are siblings. Priya's age is four-fifths of Shreya's age. Shruthi is
1.5 times as old as Priya. If the sum of their ages is 75, how old is each sibling?

Priya's age =

Shreya's age =

Shruthi's age =

(e) The difference between two numbers is 100. 4% of the larger number is one more than
6% of the smaller number. Find the sum of the two numbers.

The sum of the two numbers is

22
 Puzzle Sheet
G7.W5.M2.P1 Date: Status:

Cuemath Puzzle Time

1 Solve the puzzle.

(a) I spent 20% of the money my uncle gave me on stationery. I then gave `10 to a beggar
on the street before spending one-third of what remained on sweets. I then made my
way to the nearby supermarket and spent 80% of what was left on groceries, and an
additional `15 on a loaf of bread. If, when I left the supermarket, I had `5 with me, how
much money did my uncle give me?

(b) Find x in the following equation:

3 ( x  4) 2 ( x  3) x  6 x  7 7 ( x  3) 11 ( x  1)
    
5 4 7 3 4 8

© Cue Learn Pvt. Ltd. 23

 Revision Sheet
G7.W5.M2.R1 Date: Status:

1 Write the missing statement or equation.

Thirteen times a number subtracted from 752

(a)
equals 218

540
(b) = 70
2x

2 Solve each equation. Then represent the solution on the number line.

(a) 3x + 11 = 21 – 2x

Representation on the number line:

–3 –2 –1 0 1 2 3 4

3 17
(b)  x 
7 7

Representation on the number line:

–3 –2 –1 0 1 2 3 4

© Cue Learn Pvt. Ltd. 25

 3 Solve each equation.
(a) 2 (x + 3) + 3 (x + 1) = 4 (2x – 3) + 3 (b) 5 (x + 43) = 2 (3x + 4)

4 Solve each equation.

4 5x  2  2x  5 
(a)  1  5   2
3  3 

(b) 5x  2 22

2x  5 5

26
 Revision Sheet
G7.W5.M2.R2 Date: Status:

1 Answer the following.

(a) The ratio of two numbers is 3 : 5. If each number is increased by 10, the ratio of the
numbers formed is 5 : 7. Find the two original numbers.

The original numbers are

2 Solve each equation using the "balancing method". Then represent the solution on the number
line.

(a) 4 (3x – 5) – 2 (2x + 1) = 2

Representation of the solution on the number line:

–5 –4 –3 –2 –1 0 1 2 3 4 5

(b) 7 (x + 5) = x – 1

Representation of the solution on the number line:

–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6

© Cue Learn Pvt. Ltd. 27

 3 Answer the following questions. Use the space given for working out the answer.

(a) A wire of length 100 cm is bent to form a rectangle. If the length of the rectangle is 10 cm
more than its breadth, what is the area of the rectangle?

The area of the rectangle = cm2

(b) The length of a rectangle is thrice its breadth. If the perimeter of the rectangle is 40 cm,
what is its area?

The area of the rectangle = cm2

(c) If each side of a square is increased by 2 cm, its area increases by 36 cm2. What is the area
of the original square?

The area of the original square = cm2

28
Concept Sheet
G7.W5.M2.C2 Date: Status:

Inequations
Consider this inequation: x < 8.
x is the unknown variable here. Finding the value of an unknown variable is called solving the
inequation.
In contrast to a linear equation, a linear inequation can have more than one correct answer.
That is, if x is the unknown variable, x can take on more than one value.
In this case, let's suppose that x can take on only natural number values.
In that case, the values of x that satisfy the inequation are 1, 2, 3, 4, 5, 6, and 7.

The Domain or the Replacement Set

In the example above, we restricted x to the natural numbers. This set N is called the domain
(often written D) or the replacement set. The domain is that set from which we are allowed
to select values that make the inequation true.
If, on the other hand, we say that x < 8 and we allow x to take on any integer value, then the
domain is I, the set of integers.

The Solution Set or the Truth Set

The solution to an inequation is a number (from the domain) that makes the inequation true.
The set of values that make the inequation true is called the solution set. In our example, if
x < 8 and D = N, then x belongs to {1, 2, 3, 4, 5, 6, 7}.
Mathematically, this is often written x < 8, x ∈ N, then x ∈ {1, 2, 3, 4, 5, 6, 7}
and read as
If x less than 8 and x belongs to N, then the solution set is {1, 2, 3, 4, 5, 6, 7}.
Here's a representation of this solution set on the number line.

–2 –1 0 1 2 3 4 5 6 7 8 9

If, however, we say that x < 8, x ∈ I, the solution set is {7, 6, 5, …}.
Here's a representation of this solution set on the number line.

… –2 –1 0 1 2 3 4 5 6 7 8 9

The ellipsis (...) to the left indicates that every integer to the left of –2 is part of the solution
set.

© Cue Learn Pvt. Ltd. 29

 Now if D = R (the set of real numbers) for the inequation, x ≤ 8, here's how its representation
looks on the number line

–2 –1 0 1 2 3 4 5 6 7 8 9

Note that the circle is closed to include 8 in the solution set.

30
 Worksheet
G7.W5.M2.SS1 Date: Status:

1 Write the missing statement or inequation.

Statement Inequation

(a) Twice a number is greater than twelve 2x > 12

(b) Four times a number is less than or equal to 15

(c) 42 ≥ 7x

(d) A number plus twenty four is greater than fifty five

(e) 22 – x > 3x

x
(f) < 540
73

Thrice a number divided by twenty nine is greater than the

(g)
number

Twelve times a number plus twelve is greater than or equal

(h) to twelve

© Cue Learn Pvt. Ltd. 31

 2 Write the solution set for each inequation. Then represent each solution set on the number
line. (Note: The solution set is the set of values that satisfies an inequation.)

(a) Write those values of x that are natural numbers and satisfy the inequation x < 5.

The solution set is {1, 2, 3, 4}

Representation on the number line:

0 1 2 3 4 5 6 7 8

(b) Write those values of x that are negative integers and satisfy the inequation x > –5.

The solution set is

Representation on the number line:

–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5

(c) Write those values of x that are whole numbers and satisfy the inequations
x > –2 and x < 6.

The solution set is

Representation on the number line:

–6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7

(d) Write those values of x that are integers and satisfy the inequations x > –3 and x < 4.

The solution set is

Representation on the number line:

–4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9 10

32
 Worksheet
G7.W5.M2.SS2 Date: Status:

1 Write the statement for each given inequation and represent each solution set on the number
line. The domain is the set of real numbers.
(a) x ≥ 7
Statement:

All numbers greater than or equal to 7

Representation on the number line:

–1 0 1 2 3 4 5 6 7 8 9 10 11

Note : Since the domain of x is the set of real numbers, any number greater than or
equal to 7 belongs to the solution set. This is why all of the number line to the
right of 7 is shaded.

(b) x ≤ 4

Statement:

Representation on the number line:

–5 –4 –3 –2 –1 0 1 2 3 4 5 6 7

(c) x ≤ 9 and x ≥ 2 (2 ≤ x ≤ 9)
Statement:

Representation on the number line:

0 1 2 3 4 5 6 7 8 9 10 11 12

© Cue Learn Pvt. Ltd. 33

 2 Write the solution set for each inequation and represent it on the number line.

(a) x < –2, x ∈ Ζ (Integers)

The solution set is {– 3, –4, –5, … }

Representation on the number line:

… –9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3

(b) x > 1, x ∈ Ν (Natural numbers)

The solution set is

Representation on the number line:

(c) –3 ≤ x < 4, x ∈ Ζ (Integers)

The solution set is

Representation on the number line:

(d) –2 ≤ x ≤ 7, x ∈ W (Whole numbers)

The solution set is

Representation on the number line:

34
 Worksheet
G7.W5.M2.SS3 Date: Status:

1 Do as directed.

Consider the inequation x < y.

Supposing x = 2 and y = 3 and representing this on the number line.

x y

–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7

(a) Add 2 to both sides of the inequation.

x + 2 = 2 + 2 = 4 y + 2= =

Represent x + 2, y + 2 on the number line.

–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7

⇒ (x + 2) < (y + 2)

(b) Subtract 2 from both sides of the inequation.

x – 2 = = y – 2= =

Represent x – 2, y – 2 on the number line.

–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7

© Cue Learn Pvt. Ltd. 35

 (c) Multiply both sides of the inequation by 2.

2x = = 2y = =

Represent 2x, 2y on the number line.

–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7

(d) Divide both sides of the inequation by 2.

x y
= = = =
2 2

x y
Represent , on the number line.
2 2

–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7

(e) Let us now multiply both sides of the inequation by –2.

–2x = = –2y = =

Represent –2x, –2y on the number line.

–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7

(f) Divide both sides of the inequation by –2.

x y
= = = =
−2 −2
x y
Represent , on the number line.
−2 −2

–7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7

Note that when an inequation is multiplied or divided by a negative number, the inequality sign is
reversed. That is, ‘>’ becomes ‘<’; ‘<’ becomes ‘>’; ‘≥’ becomes ‘≤’; ‘≤’ becomes ‘≥’.

36
 Worksheet
G7.W5.M2.SS4 Date: Status:

1 Solve each inequation.

(a) 3x + 2 ≥ 17 (b) 3x – 5 < 7

3 x  2  2  17  2
3 x  15
3x 15

3 3

x ≥ 5

(c) 2(x – 1) > 8 (d) 2x – 5 > x + 5

x
(e) 3(x + 3) ≤ 25 – x (f) x  1   5
3

© Cue Learn Pvt. Ltd. 37

 2 Solve each inequation. Then represent the solution set on the number line.

(a) 2 x − 5 < 9, x ∈ N

2x  5  5  9  5 Representation on the number line:

2 x  14
2x 14

2 2
–1 0 1 2 3 4 5 6 7 8 9
x < 7, x ∈ N

(b) x + 2 ≤ 6, x ∈ W

Representation on the number line:

–2 –1 0 1 2 3 4 5 6 7

3x  1
(c)  2, x  W
4

Representation on the number line:

–2 –1 0 1 2 3 4 5 6 7 8

8  x  1
(d)  2 x  4, x  N
3

Representation on the number line:

2 3 4 5 6 7 8 9 10 11 12 13 14

38
 Worksheet
G7.W5.M2.SS5 Date: Status:

1 Solve each inequation.

(a) 3 – 4x < x – 12 (b) 4 – x > –2
3  4x  3  x  12  3
 4x  x  15
 4x  x  x  15  x
 5x   15
5 x 15

5 5
[Note : Dividing by a negative number
reverses the inequality.]

x > 3

(b) 3 – 2x < 9 (d) 1 – 11x ≥ 23

x
(e) 3x – 1 > 5x + 3 (f)  5  x  1
3

© Cue Learn Pvt. Ltd. 39

 2 Solve each inequation. Then represent the solution set on the number line.

(a) 2(x + 4) ≤ 8x + 2, x ∈ R (Real numbers)

2 x  8  8x  2
2 x  8  8  8x  2  8
2 x  8x  6
2 x  8x  8x  6  8x
 6x   6 Representation on the number line:
6 x 6

6 6
x  1 –2 –1 0 1 2 3 4 5 6 …

x ≥ 1, x ∈ R

(b) 3x + 5 ≥ 4(x – 4), x ∈ R

Representation on the number line:

4x  1
(c)  4 x  5, x  R
3

Representation on the number line:

40
 A Feather in the Cap
I, ____________________________________________________________, have successfully completed the module on
One-Variable Linear Equations and Inequations. Now I,

• Can create one-variable linear equations and inequations for a given statement
• Can solve one-variable linear equations using the balancing method and the transposition method
• Can solve problems based on one-variable linear equations

Parent Report
What has your child achieved?
They worked on linear equations in one variable and were introduced to the concept of inequations. They built
mental models to solve linear equations and to represent the solution sets for one variable linear inequations.

What’s next?

© Cue Learn Pvt. Ltd.

 Can you help?

Great outcomes can be ensured when you are involved too. Your child has solved over 100 interesting
questions on One-Variable Linear Equations and Inequations. Can you help him/her solve 5 more? You're
free to tweak the questions. What's important is that your child and you work on them together.

1. Tell your child that the perimeter of a rectangle (formed using a thread) is 100 cm. If the length of this
rectangle is 10 cm more than its breadth, ask your child to calculate the area of the rectangle.

2. Tell your child that a samosa in 2-D is approximately an isosceles triangle – whose base angles are equal.
The angle at the vertex of the samosa is 60°. What is the value of each base angle?

3. Tell your child that the radius of chapati C1 is 2 cm greater than the radius of chapati C2. The difference
between the areas of the two chapatis is 11π. What is the radius of chapati C1? (Assume that the chapatis
are perfect circles.)

4. The length of a rectangular greeting card you helped your child make was thrice its breadth. If the
perimeter of the card was 96 cm, ask your child to calculate its area.

5. Tell your child that the ratio of their pocket money to their friend’s is 5:2. If each of them starts receiving
`5 more, the ratio changes to 11:5. Ask your child to calculate their pocket money and their friend’s.
 JOIN THE DOTS

The rules of the game are:

1) This is a 2-player game. On each turn, a player has to draw a horizontal or

vertical line between two adjacent dots.
2) If a player draws the line that completes a box, he/she “wins” that box.
(He/she can claim the box using a letter or a colour.)
3) A player who has just won a box gets the next turn.
4) The game ends when the grid is full. The player
who has won more boxes wins.

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