Chapter 8 - Systems of Equations

Sections 8.1 - 8.2 - Print Copies

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SECTION 8.1 - Section Goals
Solving systems of equations becomes very important when working with
multi-variable applications (such as various engineering and software
applications). This section will outline the following:
1 Modelling a situation using a system of linear-quadratic or
quadratic=quadratic equations.

2 Determining the solution of a system of linear-quadratic or

quadratic-quadratic equations graphically.

3 Interpreting points of intersection and the number of solutions of a

system of linear-quadratic or quadratic-quadratic equations.

4 Solving a problem that involves a system of equations.

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Fundamentals
Any ordered pair (x, y ) that satisfies both equations in a system of
equations is a solution of the system.
For example, the point (2, 4) is a solution of the system:
y =x +2
y = x2
The coordinates x = 2 and y = 4 satisfy both equations.

A system of linear-quadratic or quadratic-quadratic equations may have:

no real solution
one real solution
two real solutions
Note: A quadratic-quadratic system of equations may also have an
infinite number of real solutions.

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Below is a graphical representation of the possible number of solutions.

Note: An infitinte number of solutions for a quadratic-quadratic system

would only occur when both functions lie entirely on top of each other.
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Graphing Technology
Note: This section requires some form of graphing technology. Any
graphing calculator will work well. Online graphing calculators are also
very good. I’d suggest using: Desmos Online Graphing Calculator.

With regards to assessment, access to online graphing technology is

acceptable if you do not own a graphing calculator (such as any TI-83/84
series).

We will discuss how to accomplish all of the following problems

algebraically (by hand) in the next section.

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Example 1: Solve a System of Linear-Quadratic Equations
Graphically

a) Solve the following system of equations graphically:

4x − y + 3 = 0
2x 2 + 8x − y + 3 = 0
b) Verify your solution.

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Solution:
a) Graph the corresponding functions using graphing technology. From
the graph, the points of intersection are (0, 3) and (−2, −5).

b) Verify the solutions by substituting back into the original equations.

For (0, 3):
(1) 4x − y + 3 = 0 =⇒ 4(0) − 3 + 3 = 0 X
(2) 2x 2 + 8x − y + 3 = 0 =⇒ 2(0)2 + 8(0) − 3 + 3 = 0 X
For (−2, 5):
(1) 4x − y + 3 = 0 =⇒ 4(−2) − (−5) + 3 = 0 X
(2) 2x 2 + 8x − y + 3 = 0 =⇒ 2(−2)2 + 8(−2) − (−5) + 3 = 0 X
Chapter 8 - Systems of Equations 7 / 32
Practice 1: Solve the system graphically and verify your solution.
x −y +1=0
x 2 − 6x + y + 3 = 0
[See Video 8.1]

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Example 3: Solve a System of Quadratic-Quadratic Equations
Graphically

a) Solve:
2x 2 − 16x − y = −35
2x 2 − 8x − y = −11
b) Verify your solution.

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Solution:
a) Graph the corresponding functions using graphing technology. From
the graph, the point of intersection is (3, 5).

b) Now verify by substitution (just like the previous example).

For 2x 2 − 16x − y = −35 =⇒ 2(3)2 − 16(3) − 5 = −35 X
For 2x 2 − 8x − y = −11 =⇒ 2(3)2 − 8(3) − 5 = −11 X

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Practice 2: Solve the system graphically and verify your solution.
2x 2 + 16x + y = −26
x 2 + 8x − y = −19
[See Video 8.1]

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Example 3: Model a Situation Using a System of Equations
Suppose that in one stunt, two Cirque du Soleil performers are launched
toward each other from two slightly offset seesaws. The first performer is
launched, and 1 s later, the second performer is launched in the opposite
direction. Each performer is in the air for 2 s. The height above the
seesaw versus time for each stunt is approximated by a parabola as shown.
a) Determine the system of equations that models the performers’ height
during the stunt.
b) Solve the system graphically using technology.
c) Interpret your solution with respect to this situation.

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Solutions:
a) The equations come to be: h = −5(t − 1)2 + 5 and h = −5(t − 2)2 + 5.

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b) Graph the corresponding functions using graphing technology. From
the graph, the point of intersection is (1.5, 3.75).

c) The solution means that the performers are at the same height, 3.75 m
above the seesaw, at the same time, 1.5 s after the first performer is
launched into the air. This is 0.5 s after the second performer starts
the stunt.

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Practice 3: At a circus performance, the heights above the seesaw versus
time for the performers during the stunt are approximated by the parabola
shown. Assume again that the second performer starts 1 s after the first
performer. Their paths are shown on a coordinate grid.
a) Determine the system of equations that models the performers’ height
during the stunt.
b) Solve the system graphically using technology.
c) Interpret your solution with respect to this situation.

[See Video 8.1]

Complete Section 8.1 Practice Problems

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Chapter 8 - Systems of Equations 16 / 32
SECTION 8.2 - Section Goals
Solving systems of equations becomes very important when working with
multi-variable applications (such as various engineering and software
applications). This section will outline the following:
1 Determining the solution of a system of equations algebraically.

2 Interpreting points of intersection of a system of equations.

3 Solving a problem that involves a system of equations.

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Techniques of Solving Systems of Equations
Recall: In a previous mathematics course, you no doubt have learned
about two very useful techniques of solving systems of linear equations.
These techniques were: Substitution and Elimination.
Example of Substitution:
2x − y = 5
4x + 2y = 7
Here, we solve for one of the variables (I’ll solve for y in equation 1) and
then we will substitute that into the other equation, thus placing
everything in terms of one variable. We then solve and resubstitute to
solve for the other variable.
y = 2x − 5 =⇒ 4x + 2(2x − 5) = 7 =⇒ 4x + 4x − 10 = 7 =⇒
17
8x = 17 =⇒ x = 8
−3 −3
y = 2( 17
8 )−5= 4 =⇒ y = 4

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Example of Elimination:
We will use the same example as above. This time we use the method of
elimination. This is typically my preferred method; however, substitution is
occasionally a more convenient route to take.
2x − y = 5
4x + 2y = 7
Here we will eliminate one of the variables by multiplying the terms of one
of the equations by some constant that would (upon addition or
subtraction of the equations) cause one of the variables to disappear. Let’s
multiply the first equation by 2 and add both equations together. This will
eliminate y .
2(2x − y = 5) =⇒ 4x − 2y = 10
4x − 2y = 10
4x + 2y = 7
=⇒ 8x = 17 =⇒ x = 17 8 . Substitute into one of the equations for y .
−3
2( 17
8 ) − y = 5 =⇒ y = 4

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Example 1: Solve a System of Linear-Quadratic Equations
Algebraically

a) Solve the following system of equations.

5x − y = 10
x 2 + x − 2y = 0
b) Verify your solution.

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Part a) You can use either substitution or elimination. For this example
only, I’ll show both methods.
Method 1: Use Substitution
Since the quadratic term is in x, solve the linear equation for y .
5x − y = 10 =⇒ y = 5x − 10
Substitute 5x − 10 for y in the quadratic equation and simplify.
x 2 + x − 2(5x − 10) = 0 =⇒ x 2 − 9x + 20 = 0 =⇒ (x − 4)(x − 5) = 0
=⇒ x = 4 or x = 5.
Now, substitute these values into the original linear equations to determine
the corresponding values for y .
When x = 4: When x = 5:
5x − y = 10 5x − y = 10
5(4) − y = 10 5(5) − y = 10
y = 10 y = 15

The two solutions are (4, 10) and (5, 15).

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Method 2: Use Elimination
Align the terms with same degree. Since the quadratic term is in x, we
eliminate the y -term.

5x − y = 10 (1)
x 2 + x − 2y = 0 (2)

Multiply (1) by −2. This gives us:

−2(5x − y ) = −2(10)
−10x + 2y = −20

Then we can add the two equations together to give us:

−10x + 2y = −20
x 2 + x − 2y = 0
x 2 − 9x = −20 =⇒ x 2 − 9x + 20 = 0.
Then continue as we did above to arrive at the same solutions of (4, 10)
and (5, 15).
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Part b) To verify the solutions, substitute each ordered pair into the
original equations.
For (4, 10):
5(4) − 10 = 20 − 10 = 10 X
42 + 4 − 2(10) = 16 + 4 − 20 = 0 X

For (5, 15):

5(5) − 15 = 25 − 15 = 10 X
52 + 5 − 2(15) = 25 + 5 − 30 = 0 X

Both solutions verify to be correct. Therefore, the two solutions are

(4, 10) and (5, 15).

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Practice 1: Solve the following system of equations algebraically.
3x + y = −9
4x 2 − x + y = −9
[See Video 8.2]

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Example 2: Model a Situation With a System of Equations
Determine two integers such that the sum of the smaller number and
twice the larger number is 46. Also, when the square of the smaller
number is decreased by three times the larger, the result is 93.
a) Write a system of equations that relates to the problem.
b) Solve the system algebraically.

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Solutions:
a) Let x represent the smaller number. Let y represent the larger number.
The first statement (“the sum of the smaller number and twice the
larger is 46”) tells us that:
x + 2y = 46
The second statement (“when the square of the smaller number is
decreased by three times the larger, the result is 93”) tells us that:
x 2 − 3y = 93
b) I’ll use elimination to solve the system of equations. To eliminate y ,
we will have to multiply (1) by 3 and (2) by 2.

x + 2y = 46 (1)
2
x − 3y = 93 (2)

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 3(x + 2y ) = 3(46)
2(x 2 − 3y ) = 2(93)

3x + 6y = 138
2x 2 − 6y = 186

Now we add the two equations to eliminate y . This gives us:

2x 2 + 3x = 324.
When we factor we get: (2x + 27)(x − 12) = 0 =⇒ x = −13.5, x = 12.
Since the numbers are supposed to be integers, we ignore x = −13.5.
Substitute x = 12 into one of the equations to arrive at y = 17.
Be sure to verify the other solution by substituting (12, 17) into the
original equations. When you do, it will satisfy both equations.

Therefore, the two numbers are 12 and 17.

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Practice 2: Determine two integers that have the following relationships:
Fourteen more than twice the first integer gives the second integer. The
second integer increased by one is the square of the first integer.
a) Write a system of equations that relates to the problem.
b) Solve the system algebraically.
[See Video 8.2]

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Example 3: Solve a System of Quadratic-Quadratic Equations
Algebraically

a) Solve the following system of equations.

3x 2 − x − y − 2 = 0
6x 2 + 4x − y = 4
b) Verify your solution.

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Solution:
a) Notice how both equations contain a single y -term, so elimination is
pretty convenient. Also notice that x cannot be eliminated.

3x 2 − x − y = 2 (1)
2
6x + 4x − y = 4 (2)

Subtract (1) from (2) to eliminate y . We then arrive at 3x 2 + 5x = 2.

Now we solve the quadratic equation.
3x 2 + 5x − 2 = 0
(3x − 1)(x + 2) = 0
Note: I factored using guess and check. You can (and sometimes
must) use the quadratic formula.
1
x = −2 or x =
3
Substitute these values into the equation 3x 2 − x − y = 2 to determine
the corresponding values of y (see next slide).

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 1
When x = −2: When x = :
3
3(−2)2 − (−2) − y = 2 1 2 1
12 + 2 − y = 2 3( ) − ( ) − y = 2
3 3
y = 12 1 1
+ −y =2
3 3
y = −2
1
The system has two solutions: (−2, 12) and ( , −2).
3
b) To verify the solutions, substitute each ordered pair into the original
equations. Note: You will have four separate checks to make. This
can take some time; however, it will confirm whether your work from
part a) is correct.
When the two points are substituted, they satisfy both equations.
1
Therefore, the system has two solutions: (−2, 12) and ( , −2).
3

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Practice 3:
a) Solve the following system of equations.
6x 2 − x − y = −1
4x 2 − 4x − y = −6
b) Verify your solution.
[See Video 8.2]

Complete Section 8.2 Practice Problems

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