NAME _____________________________________________ DATE ____________________________ PERIOD _____________

1-1 Study Guide and Intervention

Solving Linear Equations
Verbal Expressions and Algebraic Expressions The chart suggests some ways to help you translate word
expressions into algebraic expressions. Any letter can be used to represent a number that is not known.
Word Expression Operation
and, plus, sum, increased by, more than addition
minus, difference, decreased by, less than subtraction
1 multiplication
times, product, of (as in of a number)
2

divided by, quotient division

Example 1: Write an algebraic expression to Example 2: Write a verbal sentence to represent

represent 18 less than the quotient of a number 6(n – 2) = 14.
and 3.
𝑛
– 18 Six times the difference of a number and two is
3
equal to 14.
Exercises
Write an algebraic expression to represent each verbal expression.

1. the sum of six times a number and 25

2. four times the sum of a number and 3

3. 7 less than fifteen times a number

4. the difference of nine times a number and the quotient of 6 and the same number

5. the sum of 100 and four times a number

6. the product of 3 and the sum of 11 and a number

7. four times the square of a number increased by five times the same number

8. 23 more than the product of 7 and a number

Write a verbal sentence to represent each equation.

9. 3n – 35 = 79

10. 2(𝑛3 + 3𝑛2) = 4n

5𝑛
11. 𝑛 + 3 = n – 8

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1-1 Study Guide and Intervention (continued)

Solving Linear Equations
Properties of Equality To solve equations, we can use properties of equality.
Addition and Subtraction For any real numbers a, b, and c, if a = b,
Properties of Equality then a + c = b + c and a – c = b – c.

Multiplication and Division For any real numbers a, b, and c, if a = b,

𝑎 𝑏
Properties of Equality then a • c = b • c and, if c ≠ 0, = .
𝑐 𝑐

Example 1: Solve 10 – 8x = 50. Example 2: Solve 4x + 5y = 100 for y.

10 – 8x = 50 Original equation 4x + 5y = 100 Original equation

10 – 8x – 10 = 50 – 10 Subtract 10 from both sides. 4x + 5y – 4x = 100 – 4x Subtract 4x from both sides.

–8x = 40 Simplify. 5y = 100 – 4x Simplify.

x = –5 Divide both sides by –8. y=

1
(100 – 4x) Divide both sides by 5.
5
4
y = 20 − 5x Apply the distributive property.

Exercises

Solve each equation. Check your solution.

1. 3s = 45 2. 17 = 9 – a 3. 5t – 1 = 6t – 5
2 1 1
4. m = 5. 7 – x = 3 6. –8 = –2(z + 7)
3 2 2

7. 0.2b = 10 8. 3x + 17 = 5x – 13 9. 5(4 – k) = –10k

3 5
10. 120 – y = 60 11. n = 98 – n 12. 4.5 + 2p = 8.7
4 2

13. 4n + 20 = 53 – 2n 14. 100 = 20 – 5r 15. 2x + 75 = 102 – x

Solve each equation or formula for the specified variable.

𝑠
16. a = 3b – c, for b 17. 2𝑡 = 10, for t

3𝑝𝑞
18. h = 12g – 1, for g 19. = 12, for p
𝑟

𝑑 𝑓
20. 2xy = x + 7, for x 21. 2 + 4 = 6, for f

22. 3(2j – k) = 108, for j 23. 3.5s – 42 = 14t, for s

𝑚
24. 𝑛
+ 5m = 20, for m 25. 4x – 3y = 10, for y

Chapter 1 6 Glencoe Algebra 2

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1-2 Study Guide and Intervention

Solving Linear Inequalities
One-Step Inequalities The following properties can be used to solve inequalities.

Addition and Subtraction Properties for Inequalities Multiplication and Division Properties for Inequalities
For any real numbers a, b, and c: For any real numbers a, b, and c, with c ≠ 0:
If a < b, then a + c < b + c and a – c < b – c. 𝑎 𝑏
If c is positive and a < b, then ac < bc and 𝑐
< 𝑐.
If a > b, then a + c > b + c and a – c > b – c. 𝑎 𝑏
If c is positive and a > b, then ac > bc and 𝑐
> 𝑐
.
𝑎 𝑏
If c is negative and a < b, then ac > bc and 𝑐
> 𝑐.
𝑎 𝑏
If c is negative and a > b, then ac < bc and < 𝑐.
𝑐

These properties are also true for ≤ and ≥.

Example 1: Solve 2x + 4 > 36. Example 2: Solve 17 – 3w ≥ 35.

Graph the solution set on a number line. Graph the solution set on a number line.
2x + 4 – 4 > 36 – 4 17 – 3w ≥ 35
2x > 32 17 – 3w – 17 ≥ 35 – 17
x > 16 –3w ≥ 18
The solution set is {x | x > 16}. w ≤ –6
The solution set is {w | w ≤ –6}.

Exercises

Solve each inequality. Then graph the solution set on a number line.

1. 7(7a – 9) ≤ 84 2. 3(9z + 4) > 35z – 4 3. 5(12 – 3n) < 165

4. 18 – 4k < 2(k + 21) 5. 4(b – 7) + 6 < 22 6. 2 + 3(m + 5) ≥ 4(m+ 3)

7. 4x – 2 > –7(4x – 2) 1 9. 2.5d + 15 ≤ 75

8. (2y – 3) > y + 2
3

Chapter 1 12 Glencoe Algebra 2

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1-2 Study Guide and Intervention (continued)

Solving Linear Inequalities
Multi–Step Inequalities An inequality is a statement that involves placing the inequality sign between two
expressions. In order to solve the inequality, you need to find the set of all the values of the variable that makes the
inequality true.

Example: GAMES After three quarters of the season has past, the Tigers have won 48 out of 72 games. How
many of the remaining games must they win in order to win more than 70% of all their games this season?

Understand Let x be the number of remaining games that the Tigers must win. The total number of games
they will have won by the end of the season is 48 + x. They should win at least 70% of their
3
games. If 72 games is three quarters of the season, then the entire season is 72 ÷ or 96 games.
4

𝟒𝟖+𝒙
Plan > 0.7
𝟗𝟔

𝟒𝟖+𝒙
Solve > 0.7 Original Inequality
𝟗𝟔

48 + x > 0.7(96) Multiply each side by 96.

48 + x > 67.2 Simplify.

x > 19.2 Subtract 48 from each side.

The Tigers have to win 20 or more games.

Exercises
Solve each inequality. Then graph the solution set on a number line.
c+4 2ℎ + 26
1. c ≥ 2. r + 7 < 3(2r – 6) 3. 3h <
3 5

4. Jim makes $8.50 an hour. Each week, 26% of his total pay is deducted for taxes. How many hours does Jim have to
work if he wants his take–home pay to be at least $300 per week? Write and solve an inequality for this situation.

Chapter 1 13 Glencoe Algebra 2

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1-3 Study Guide and Intervention

Rate of Change and Slope
Rate of Change Rate of change is a ratio that compares how much one quantity changes, on average, relative to the
change in another quantity.

Example: Find the average rate of change for the data in the table.

change in 𝑦
Average Rate of Change =
change in 𝑥 Elevation of the
Time
change in Elevation of the Sun Sun (in degrees)
=
change in Time 6° 7:00 A.M.
84° – 6° 26° 8:00 A.M.
=
11:00 A.M. – 7:00 A.M.
45° 9:00 A.M.
78°
= 64° 10:00 A.M.
4 hours
= 19.5 degrees per hour 84° 11:00 A.M.

Exercises
Find the rate of change for each set of data.
1. Time People in 2. Time Altitude of
P.M. Auditorium (minutes) balloon (meters)
7:15 26 3 520
7:22 61 8 1,220
7:24 71 11 1,640
7:30 101 15 2,200
7:40 151 23 3,320

3. Time Vehicles through 4. Time Depth of sinking

(minutes) Tunnel (seconds) stone (meters)
4 1,610 0 3.51
11 2,131 7 4.77
19 2,746 11 5.49
22 2,970 21 7.29
28 3,432 29 8.73

5. Time Water through 6. Time Distance between

(seconds) Channel (liters) (seconds) Two Sleds (meters)
6 22,172 0 37.3
13 24,706 3 30.2
15 25,430 4 27.7
23 28,326 7 20.8
47 37,014 13 7.2

Chapter 1 18 Glencoe Algebra 2

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1-3 Study Guide and Intervention (continued)

Rate of Change and Slope

Slope
change in 𝑦 𝑦2 − 𝑦1
Slope m of a Line For points (𝑥1 , 𝑦1 ) and (𝑥2 , 𝑦2 ), where 𝑥1 ≠ 𝑥2 , m = =
change in 𝑥 𝑥2 − 𝑥1

Example 1: Find the slope of the line that passes Example 2: Find the slope of the line.
through (2, –1) and (– 4, 5). Find two points on the
𝑦2 − 𝑦1 line with integer
m= Slope formula
coordinates, such as
𝑥2 − 𝑥1
5 − (−1) (1, –2) and (3, –3).
= (𝑥1 , 𝑦1 ) = (2, –1), (𝑥2 , 𝑦2 ) = (– 4, 5) Divide the difference in
−4 − 2
6 the y-coordinates by the
= = –1 Simplify. difference in the x-
−6

The slope of the line is –1. coordinates:

−3 − (−2) 1
=–
3−1 2
1
The slope of the line is –
2

Exercises
Find the slope of the line that passes through each pair of points. Express as a fraction in simplest form.
1. (4, 7) and (6, 13) 2. (6, 4) and (3, 4) 3. (5, 1) and (7, –3)
4. (5, –3) and (– 4, 3) 5. (5, 10) and (–1,–2) 6. (–1, – 4) and (–13, 2)
7. (7, –2) and (3, 3) 8. (–5, 9) and (5, 5) 9. (4, –2) and (– 4, –8)

Determine the rate of change of each graph.

10. 11. 12.

13. 14. 15.

Chapter 1 19 Glencoe Algebra 2

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1-4 Study Guide and Intervention

Writing Linear Equations
Forms of Equations
Slope–Intercept Form
y = mx + b, where m is the slope and b is the y-intercept
of a Linear Equation
Point–Slope Form of a y – 𝑦1 = m(x – 𝑥1 ), where (𝑥1 , 𝑦1 ) are the coordinates of a point on the line and m is the slope
Linear Equation of the line

Example 1: Write an equation in slope-intercept Example 2: Write an equation in slope-intercept

form for the line that has slope –2 and passes through 𝟏
form for the line that has slope and x-intercept 5.
the point (3, 7). 𝟑

y = mx + b Slope-intercept form
Substitute for m, x, and y in the slope–intercept form. 1 1
0 = � �(5) + b (x, y) = (5, 0), m = 3
y = mx + b Slope-intercept form 3
5
7 = (–2)(3) + b (x, y) = (3, 7), m = –2 0= +5 Simplify.
3
5 5
7 = –6 + b Simplify. − =b Subtract 3 from both sides.
3
5
13 = b Add 6 to both sides. The y–intercept is − . The slope–intercept form
3
The y-intercept is 13. The equation in slope-intercept 1 5
is y = 𝑥 − .
form is y = –2x + 13. 3 3

Exercises
Write an equation in slope-intercept form for the line described.
3
1. slope –2, passes through (– 4, 6) 2. Slope , y-intercept 4
2

13
3. slope 1, passes through (2, 5) 4. slope − , passes through (5, –7)
5

Write an equation in slope-intercept form for each graph.

5. 6. 7.

Chapter 1 24 Glencoe Algebra 2

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1-4 Study Guide and Intervention (continued)

Writing Linear Equations

Parallel and Perpendicular Lines Use the slope-intercept or point-slope form to find equations of lines that are
parallel or perpendicular to a given line. Remember that parallel lines have equal slope. The slopes of two perpendicular
lines are negative reciprocals, that is, their product is –1.

Example 1: Write an equation of the line that passes Example 2: Write an equation of the line that passes
through (8, 2) and is perpendicular to the line whose through (–1, 5) and is parallel to the graph of
𝟏 y = 3x + 1.
equation is y = – x + 3.
𝟐
1 The slope of the given line is 3. Since the slopes of
The slope of the given line is − . Since the slopes of parallel lines are equal, the slope of the parallel line is
2
perpendicular lines are negative reciprocals, the slope of also 3.
the perpendicular line is 2. Use the slope and the given point to write the equation.
Use the slope and the given point to write the equation. y –𝑦1 = m(x – 𝑥1 ) Point-slope form
y – 𝑦1 = m(x – 𝑥1 ) Point-slope form y – 5 = 3(x – (–1)) (𝑥1 , 𝑦1 ) = (–1, 5), m = 3
y – 2 = 2(x – 8) (𝑥1 , 𝑦1 ) = (8, 2), m = 2 y – 5 = 3x + 3 Distributive Prop.
y – 2 = 2x – 16 Distributive Prop. y = 3x + 8 Add 5 to each side.
y = 2x – 14 Add 2 to each side. An equation of the line is y = 3x + 8.
An equation of the line is y = 2x – 14.

Exercises
Write an equation in slope-intercept form for the line that satisfies each set of conditions.
1
1. passes through (–4, 2), parallel to y = x + 5
2

2. passes through (3, 1), perpendicular to y = –3x + 2

3. passes through (1, –1), parallel to the line that passes through (4, 1) and (2, –3)

4. passes through (4, 7), perpendicular to the line that passes through (3, 6) and (3, 15)

5. passes through (8, –6), perpendicular to 2x – y = 4

6. passes through (2, –2), perpendicular to x + 5y = 6

7. passes through (6, 1), parallel to the line with x–intercept –3 and y–intercept 5

8. passes through (–2, 1), perpendicular to y = 4x – 11

Chapter 1 25 Glencoe Algebra 2

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1-5 Study Guide and Intervention

Graphing Linear Inequalities
Graph Linear Inequalities A linear inequality, like y ≥ 2x – 1, resembles a linear equation, but with an inequality
sign instead of an equals sign. The graph of the related linear equation separates the coordinate plane into two half-planes.
The line is the boundary of each half-plane.
To graph a linear inequality, follow these steps.
Step 1 Graph the boundary; that is, the related linear equation. If the inequality symbol is ≤ or ≥, the boundary is solid.
If the inequality symbol is < or >, the boundary is dashed.

Step 2 Choose a point not on the boundary and test it in the inequality. (0, 0) is a good point to choose if the boundary
does not pass through the origin.

Step 3 If a true inequality results, shade the half–plane containing your test point. If a false inequality results, shade the
other half-plane.

Example: Graph x + 2y ≥ 4.
The boundary is the graph of x + 2y = 4.
1
Use the slope-intercept form, y = − 𝑥 + 2, to graph the boundary line.
2

The boundary line should be solid.

Test the point (0, 0).
?
0 + 2(0) ≥ 4 (x, y) = (0, 0)

0≥4 false

Shade the region that does not contain (0, 0).

Exercises
Graph each inequality.
1. y < 3x + 1 2. y ≥ x – 5 3. 4x + y ≤ –1

𝑥
4. y < – 4 5. x + y > 6 6. 0.5x – 0.25y < 1.5
2

Chapter 1 31 Glencoe Algebra 2

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1-5 Study Guide and Intervention (continued)

Graphing Linear Inequalities
Apply Linear Inequalities A constraint is a condition that the solution of a problem must satisfy.

Example: A manufacturing company wants to determine the possible size of containers in the shape of
rectangular prisms to use to store their products. It has been determined that the sum of height of the prism and
the perimeter of the base must be less than or equal to 419 inches. Write an inequality to represent the possible
height and perimeter of base of the storage containers. Then graph the inequality.

Define variables.
Let h represent the height of a storage box.
Let p represent the perimeter of the base of a storage box.

Identify the inequality symbol and write the inequality.

The sum can equal 419 inches, but not exceed 419 inches,
so the inequality symbol is ≤.
The inequality is h + p ≤ 419.

Graph the boundary line h + p = 419.

Test the point (0, 0).

h + p ≤ 419 Original inequality
?
(0) + (0) ≤ 419 (h, p) = (0, 0)
0 ≤ 419 true
Shade the region that contains (0, 0).

Exercises
1. A bookstore sells folders and notebooks. Folders each cost $2.50 and notebooks each cost $1.25. The manager of the
bookstore wants to earn at least $100 each week for selling folders and notebooks. Define variables and write an
inequality to represent the possible numbers of folders and notebooks that need to be sold each week to meet the
manager’s goal. Then graph the inequality.

Chapter 1 32 Glencoe Algebra 2

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1-6 Study Guide and Intervention

Solving Systems of Equations
Solve Systems Graphically A system of equations is two or more equations with the same variables. You can solve a
system of linear equations by using a table or by graphing the equations on the same coordinate plane. If the lines
intersect, the solution is that intersection point. The following chart summarizes the possibilities for graphs of two linear
equations in two variables.

Graphs of Equations Slopes of Lines Classification of System Number of Solutions

Lines intersect Different slopes Consistent and independent One
Lines coincide (same line) Same slope, same y-intercept Consistent and dependent Infinitely many
Lines are parallel Same slope, different y-intercepts Inconsistent None

Example: Graph the system of equations and describe it as x – 3y = 6

consistent and independent, consistent and dependent, or inconsistent. 2x – y = –3
Write each equation in slope-intercept form.
1
x–3y=6 → y= x–2
3

2 x – y = –3 → y = 2x + 3
The graphs intersect at (–3, –3). Since there is one
solution, the system is consistent and independent.

Exercises
Graph each system of equations and describe it as consistent and independent, consistent and dependent, or
inconsistent.
1. 3x + y = –2 2. x + 2y = 5 3. 2x – 3y = 0
6x + 2y = 10 3x – 15 = –6y 4x – 6y = 3

4. 2x – y = 3 5. 4x + y = –2 6. 3x – y = 2
𝑦
x + 2y = 4 2x + = –1 x+y=6
2

Chapter 1 37 Glencoe Algebra 2

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1-6 Study Guide and Intervention

Solving Systems of Equations
Solve Systems Algebraically To solve a system of linear equations by substitution, first solve for one variable in
terms of the other in one of the equations. Then substitute this expression into the other equation and simplify. To solve a
system of linear equations by elimination, add or subtract the equations to eliminate one of the variables.

Example 1: Use substitution to solve the system of equations. 2x – y = 9

x + 3y = –6
Solve the first equation for y in terms of x. Now, substitute the value 3 for x in either original
2x – y = 9 First equation equation and solve for y.
–y = –2x + 9 Subtract 2x from both sides. 2x – y = 9 First equation
y = 2x – 9 Multiply both sides by –1. 2(3) – y = 9 Replace x with 3.
Substitute the expression 2x – 9 for y into the second 6–y=9 Simplify.
equation and solve for x. –y = 3 Subtract 6 from each side.
x + 3y = –6 Second equation
y = –3 Multiply each side by –1.
x + 3(2x – 9) = –6 Substitute 2x – 9 for y.
The solution of the system is (3, –3).
x + 6x – 27 = –6 Distributive Property
7x – 27 = –6 Simplify.
7x = 21 Add 27 to each side.
x=3 Divide each side by 7.

Example 2: Use the elimination method to solve the system of equations.

3x – 2y = 4
5x + 3y = –25
Multiply the first equation by 3 and the second equation Replace x with –2 and solve for y.
by 2. Then add the equations to eliminate the y variable. 3x – 2y = 4
3x – 2y = 4 Multiply by 3. 9x – 6y = 12 3(–2) – 2y = 4
5x + 3y = –25 Multiply by 2. 10x + 6y = –50
–6 – 2y = 4
19x = –38
–2y = 10
x = –2
y = –5
The solution is (–2, –5)
Exercises
Solve each system of equations.
1. 3x + y = 7 2. 2x + y = 5 3. 2x + 3y = –3
4x + 2y = 16 3x – 3y = 3 x + 2y = 2

4. 2x – y = 7 5. 4x – y = 6 6. 5x + 2y = 12
𝑦
6x – 3y = 14 2x – = 4 –6x – 2y = –14
2

7. 2x + y = 8 8. 7x + 2y = –1 9. 3x + 8y = –6
3
3x + 𝑦 = 12 4x – 3y = –13 x–y=9
2

Chapter 1 38 Glencoe Algebra 2

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1-7 Study Guide and Intervention

Solving Systems of Inequalities by Graphing
Systems of Inequalities To solve a system of inequalities, graph the inequalities in the same coordinate plane.
The solution of the system is the region shaded for all of the inequalities.

Example: Solve the system of inequalities.

𝒙
y ≤ 2x – 1 and y > + 2
𝟑

The solution of y ≤ 2x – 1 is Regions 1 and 2.

𝑥
The solution of y > + 2 is Regions 1 and 3.
3

The intersection of these regions is Region 1, which is

the solution set of the system of inequalities.

Exercises
Solve each system of inequalities by graphing.
1. x – y ≤ 2 2. 3x – 2y ≤ –1 3. y ≤ 1
x + 2y ≥ 1 x + 4y ≥ –12 x>2

𝑥 𝑥 𝑥
4. y ≥ – 3 5. y < + 2 6. y ≥ – + 1
2 3 4
y < 2x y < –2x + 1 y < 3x – 1

7. x + y ≥ 4 8. x + 3y < 3 9. x – 2y > 6
2x – y > 2 x – 2y ≥ 4 x + 4y < –4

Chapter 1 44 Glencoe Algebra 2

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1-7 Study Guide and Intervention (continued)

Solving Systems of Inequalities by Graphing
Find Vertices of an Enclosed Region Sometimes the graph of a system of inequalities produces an enclosed region in
the form of a polygon. You can find the vertices of the region by a combination of the methods used earlier in this
chapter: graphing, substitution, and/or elimination.

Example: Find the coordinates of the vertices of the triangle formed by 5x + 4y < 20, y < 2x + 3, and x – 3y < 4.
Graph each inequality. The intersections of the boundary lines are the
vertices of a triangle. The vertex (4, 0) can be determined from the graph.
To find the coordinates of the second and third vertices, solve the two
systems of equations
𝑦 = 2𝑥 + 3 𝑦 = 2𝑥 + 3
and
5𝑥 + 4𝑦 = 20 𝑥 − 3𝑦 = 4

For the first system of equations, rewrite the first equation For the second system of equations, use substitution.
in standard form as 2x – y = –3. Then multiply that Substitute 2x + 3 for y in the second equation to get
equation by 4 and add to the second equation. x – 3(2x + 3) = 4
2x – y = –3 Multiply by 4. 8x – 4y = –12 x – 6x – 9 = 4
5x + 4y = 20 (+) 5x + 4y = 20 –5x = 13
13x = 8 13
x=–
8 5
x = 13
13 Then substitute x = – in the first equation to solve for y.
8 5
Then substitute x = in one of the original equations and 13
13 y = 2 �− �+3
solve for y. 5
26
8 y=– +3
2 � � – y = –3 5
13 11
16 y=–
– y = –3 5
13 3 1
55 The coordinates of the third vertex are �−2 , −2 �.
y= 5 5
13
8 3
The coordinates of the second vertex are � ,4 �.
13 13
8 3 3 1
Thus, the coordinates of the three vertices are (4, 0), � ,4 � and �−2 , −2 �.
13 13 5 5

Exercises
Find the coordinates of the vertices of the triangle formed by each system of inequalities.
1
1. y ≤ –3x + 7 2. x > –3 3. y < – x + 3
2
1 1 1
y< x y<– x+3 y> x+1
2 3 2

y > –2 y>x–1 y < 3x + 10

Chapter 1 45 Glencoe Algebra 2

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1-8 Study Guide and Intervention

Optimization with Linear Programming
Maximum and Minimum Values When a system of linear inequalities produces a bounded polygonal region, the
maximum or minimum value of a related function will occur at a vertex of the region.

Example: Graph the system of inequalities. Name the coordinates of the vertices of the feasible region. Find the
maximum and minimum values of the function f(x, y) = 3x + 2y for this polygonal region.
y≤4
y ≤ –x + 6
𝟏 𝟑
y≥ x–
𝟐 𝟐

y ≤ 6x + 4

First find the vertices of the bounded region.

Graph the inequalities.
The polygon formed is a quadrilateral with vertices at
(0, 4), (2, 4), (5, 1), and (–1, –2). Use the table to find the
maximum and minimum values of f(x, y) = 3x + 2y.
(x, y) 3x + 2y f (x, y)
(0, 4) 3(0) + 2(4) 8
(2, 4) 3(2) + 2(4) 14
(5, 1) 3(5) + 2(1) 17
(–1, –2) 3(–1) + 2(–2) –7

The maximum value is 17 at (5, 1). The minimum value is –7 at (–1, –2).

Exercises
Graph each system of inequalities. Name the coordinates of the vertices of the feasible region. Find the maximum
and minimum values of the given function for this region.
1. y ≥ 2 2. y ≥ –2 3. x + y ≥ 2
1≤x≤5 y ≥ 2x – 4 4y ≤ x + 8
y≤x+3 x – 2y ≥ –1 y ≥ 2x – 5
f(x, y) = 3x – 2y f(x, y) = 4x – y f(x, y) = 4x + 3y

Chapter 1 50 Glencoe Algebra 2

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1-8 Study Guide and Intervention (continued)

Optimization with Linear Programming
Optimization When solving linear programming problems, use the following procedure.
1. Define variables.
2. Write a system of inequalities.
3. Graph the system of inequalities.
4. Find the coordinates of the vertices of the feasible region.
5. Write an expression to be maximized or minimized.
6. Substitute the coordinates of the vertices in the expression.
7. Select the greatest or least result to answer the problem.

Example: A painter has exactly 32 units of yellow dye and 54 units of green dye. He plans to mix as many gallons
as possible of color A and color B. Each gallon of color A requires 4 units of yellow dye and 1 unit of green dye.
Each gallon of color B requires 1 unit of yellow dye and 6 units of green dye. Find the maximum number of gallons
he can mix.
Step 1 Define the variables.
x = the number of gallons of color A made
y = the number of gallons of color B made
Step 2 Write a system of inequalities.
Since the number of gallons made cannot be
negative, x ≥ 0 and y ≥ 0.
There are 32 units of yellow dye; each gallon of
color A requires 4 units, and each gallon of
color B requires 1 unit.
So, 4x + y ≤ 32.
Similarly, for the green dye, x + 6y ≤ 54.
Steps 3 and 4 Graph the system of inequalities and find the coordinates of the vertices of the feasible region. The vertices
of the feasible region are (0, 0), (0, 9), (6, 8), and (8, 0).
Steps 5-7 Find the maximum number of gallons, x + y, that he can make. The maximum number of gallons the painter can
make is 14, 6 gallons of color A and 8 gallons of color B.

Exercises
1. FOOD A delicatessen has 12 pounds of plain sausage and 10 pounds of spicy sausage. A pound of Bratwurst A
3 1 1
contains pound of plain sausage and pound of spicy sausage. A pound of Bratwurst B contains pound of each
4 4 2
sausage. Find the maximum number of pounds of bratwurst that can be made.

2. MANUFACTURING Machine A can produce 30 steering wheels per hour at a cost of $8 per hour. Machine B can
produce 40 steering wheels per hour at a cost of $12 per hour. The company can use either machine by itself or both
machines at the same time. What is the minimum number of hours needed to produce 380 steering wheels if the cost
must be no more than $108?

Chapter 1 51 Glencoe Algebra 2

NAME _____________________________________________ DATE ____________________________ PERIOD _____________

1-9 Study Guide and Intervention

Solving Systems of Equations in Three Variables
Systems in Three Variables Use the methods used for solving systems of linear equations in two variables to solve
systems of equations in three variables. A system of three equations in three variables can have a unique solution,
infinitely many solutions, or no solution. A solution is an ordered triple.
Example: Solve the system of equations. 3x + y – z = –6
2x – y + 2z = 8
4x + y – 3z = –21
Step 1 Use elimination to make a system of two equations in two variables.
3x + y – z = –6 First equation 2x – y + 2z = 8 Second equation
(+) 2x – y + 2z = 8 Second equation (+) 4x + y – 3z = –21 Third equation
5x + z= 2 Add to eliminate y. 6x – z = –13 Add to eliminate y.
Step 2 Solve the system of two equations.
5x + z = 2
(+) 6x – z = –13
11x = –11 Add to eliminate z.
x = –1 Divide both sides by 11.
Substitute –1 for x in one of the equations with two variables and solve for z.
5x + z = 2 Equation with two variables
5(–1) + z = 2 Replace x with –1.
–5 + z = 2 Multiply.
z=7 Add 5 to both sides.
The result so far is x = –1 and z = 7.
Step 3 Substitute –1 for x and 7 for z in one of the original equations with three variables.
3x + y – z = –6 Original equation with three variables
3(–1) + y – 7 = –6 Replace x with –1 and z with 7.
–3 + y – 7 = –6 Multiply.
y=4 Simplify.
The solution is (–1, 4, 7).
Exercises
Solve each system of equations.
1. 2x + 3y – z = 0 2. 2x – y + 4z = 11 3. x – 2y + z = 8
x – 2y – 4z = 14 x + 2y – 6z = –11 2x + y – z = 0
3x + y – 8z = 17 3x – 2y –10z = 11 3x – 6y + 3z = 24

4. 3x – y – z = 5 5. 2x – 4y – z = 10 6. x – 6y + 4z = 2
3x + 2y – z = 11 4x – 8y – 2z = 16 2x + 4y – 8z = 16
6x – 3y + 2z = –12 3x + y + z = 12 x – 2y = 5

Chapter 1 57 Glencoe Algebra 2

NAME _____________________________________________ DATE ____________________________ PERIOD _____________

1-9 Study Guide and Intervention (continued)

Solving Systems of Equations in Three Variables
Real-World Problems
Example: The Laredo Sports Shop sold 10 balls, 3 bats, and 2 bases for $99 on Monday. On Tuesday they sold
4 balls, 8 bats, and 2 bases for $78. On Wednesday they sold 2 balls, 3 bats, and 1 base for $33.60. What are the
prices of 1 ball, 1 bat, and 1 base?
First define the variables.
x = price of 1 ball
y = price of 1 bat
z = price of 1 base
Translate the information in the problem into three equations.
10x + 3y + 2z = 99
4x + 8y + 2z = 78
2x + 3y +z = 33.60
Subtract the second equation from the first equation to Substitute 5.40 for y in the equation
eliminate z. 6x – 5y = 21.
10x + 3y + 2z = 99 6x –5(5.40) = 21
(–) 4x + 8y + 2z = 78 6x = 48
6x – 5y = 21 x=8
Multiply the third equation by 2 and subtract from the Substitute 8 for x and 5.40 for y in one of the original
second equation. equations to solve for z.
4x + 8y + 2z = 78 10x + 3y + 2z = 99
(–) 4x + 6y + 2z = 67.20 10(8) + 3(5.40) + 2z = 99
2y = 10.80 80 + 16.20 + 2z = 99
y = 5.40 2z = 2.80
z = 1.40
So a ball costs $8, a bat $5.40, and a base $1.40.

Exercises
1. FITNESS TRAINING Carly is training for a triathlon. In her training routine each week, she runs 7 times as far as
she swims, and she bikes 3 times as far as she runs. One week she trained a total of 232 miles. How far did she run
that week?

2. ENTERTAINMENT At the arcade, Ryan, Sara, and Tim played video racing games, pinball, and air hockey. Ryan
spent $6 for 6 racing games, 2 pinball games, and 1 game of air hockey. Sara spent $12 for 3 racing games, 4 pinball
games, and 5 games of air hockey. Tim spent $12.25 for 2 racing games, 7 pinball games, and 4 games of air hockey.
How much did each of the games cost?

3. FOOD A natural food store makes its own brand of trail mix out of dried apples, raisins, and peanuts. One pound of
the mixture costs $3.18. It contains twice as much peanuts by weight as apples. One pound of dried apples costs $4.48,
a pound of raisins $2.40, and a pound of peanuts $3.44. How many ounces of each ingredient are contained in 1 pound
of the trail mix?

Chapter 1 58 Glencoe Algebra 2