Mathematics Education Method 2 Senior Phase:

Algebra and Functions

Bachelor of Education SP and FET SPECIALIZATION
LECTURE 11 SOLVING EQUATIONS - PART 1
Presenter: Thokozani Mkhwanazi

INSPIRING GREATNESS
 Lecture 10 Review
In the previous lecture we:
• Highlighted the relationship between the process of finding products and factors.
• Observed that the two processes are inverses.
• Listed concepts that are deemed as essential knowledge that learners should poses
before teaching factorization.
• Suggested a certain progression to follow when teaching factorization as:
 Teaching factorization using the HCF
 Teaching factorization by grouping terms
 Teaching factorization of perfect squares.
Teaching factorization by using the difference of squares.
• Discussed the factorization of quadratic trinomials
 Briefly explored tips for teaching this section in Grade 9
 Lecture 11 Outcomes

At the end of this lecture you will learn how to assist learners to:

 Set linear equations formally from verbal contexts,

 Solve equations by inspection,

 Solve equations by using a table of values,

 Solve equations by using inverse operations,

 Solving more complex equations.

• Introduction
An equation is a mathematical sentence that is true for some numbers but false for
other numbers. The following are examples of equations:
 possibly viewed as “a certain number increased by 4 is 15”
 possibly viewed as “6 less than a certain number is 8”
 possibly viewed as “4 times a certain number is 36”
 potentially read as “half of a certain number is 7”
 potentially viewed as “a certain number cubed is 64”
 read as “2 raised to some unknown number results in 16”
Solving an equation refers to looking for a number or numbers that make that
particular equation true.
Therefore, when “a certain number is the solution of an equation” we say that the
number satisfies that equation (i.e. it makes the LHS of the equation equal to RHS of
the equation)
For example, satisfies the equation because
becomes a true statement.
 Similarly, satisfies the equation because
becomes a true statement.
• Solving equations by Inspection
(a)
This equation can be solved by inspection by viewing it as “a certain number increased
by 5 results in 8”
So, the number
(b)
This equation can be solved by inspection by viewing it as “certain number decreased
by 6 results in 9” OR “6 taken away from a certain number results in 9”

(c)
Even this equation can be solved by inspection by saying “half of a certain the number is
7” OR “a certain unknown number was halved in order to get 7”.
Let us consider equations that involve more than one operation as:
(d)
Solution:
This equation can be solved by using the following thinking process:
 A certain number was added to 2 resulting in 14 really means, I added 12 to the number 2;
 However, this value 12 is ideally ‘three times an unknown number”, which means then that
the unknown number should be 4 because 3 x 4 = 12.
Symbolically:
The solution can be expressed as follows:
From , we can narrow this down to the following form,
…………… where 3x is this unknown number that was added to 2,
Thus ……………… where x is the unknown number that is multiplied by 3
(e)
Solution:
In this equation, we may view it as follows:
 “Subtracting 4 from a certain number to get 16” suggests that the original number is 20,
 Going forward, we will then say “4 times some unknown number gives us 20”, meaning that
we can find the unknown number to be 5, because 4 x 5 = 20.
Symbolically:
This inspection technique may be reflected as follows:
From , we may narrow it down using the first statement so as to get,
So, ……. where “the unknown number 4x that is decreased by 4” is 20.
Therefore, , where “this unknown number x multiplied by 4 resulting in 20 is 5.

(e)
Solution:
In this equation, we can use ones’ knowledge of integers strategically as follows:
 “A certain number is added to 4 to get -10” suggests that that number is -14,
 Going forward the, we will say when “a certain number doubled to get -14”, means that this unknown
number should be -7 since 2 x -7 = -14.

Symbolically:
This line of thought may be formally reflected as follows:
 , will be solved using the following thinking process
…………… where “the number 2x that is increased by 4 to get -10” is -14.
………………… where “this unknown number x that is doubled to get -14 is -7.

(f)
Solution:
We may apply the inspection technique symbolically as follows:
Symbolically:
Reflecting this line of thinking symbolically will result in the following:
, viewed as “a certain number decreased by 1 resulting in 4”.
Now …….. where “the unknown number 3x decreased by 1 to get 4” is 5.
Thus ………… where “this unknown number x that is multiplied by 3 to get 5 is .
In the six problems above we have demonstrated how teachers may encourage learners to use
logical thinking in solving the equations by inspections especially in Grade 7 as suggested by
CAPS.
Here, a profound knowledge of integers and fractions is important and will make this kind of
logical thinking possible and attainable.
Another strategy worth pursuing with learners when teaching the “solving of equations by
inspection” is using a table of values as follows:
Solving Equations using a table of values
(g)
Solution:
It is important to remind learners that the solution to this equation is a value of x that is such
that when you “substitute it” into the equation as it stands, will make the LHS equal to the
RHS.
I will now create a table of values with several carefully chosen values of x , the two binomials
in the equation, and then substitute for each value of x accordingly.
 x -5 -3 -2 -1 0 1 2 3 5
2 - 3x 17 11 8 5 2 -1 -4 -7 -13

7–x 12 10 9 8 7 6 5 4 2

By analyzing the table of values you can see that there is no one value of x that has led to
the binomials equal in value, meaning no value in the table is a solution to the equation.

However on scrutinizing the table further we see that the values for both binomials are
decreasing in value. However, we need to see if there could a possibility of them being the
same.
By analyzing the values again, we observe that between the values and there could be a
value of x that will make the equation true (i.e. a solution to the equation).

I am now taking a “levelheaded but calculated guess” that it will be somewhere between
-3 and -2 based on the values in the table and therefore, I am guessing as a solution
(as an easy fraction to manipulate) and then will check its validity in the two binomials.
• Checking solution:
You can now substitute the value into the equation as follows:
LHS

i.e. LHS ……………. (1)

Also:
RHS

i.e. RHS …………… (2)

Therefore, since LHS = RHS when , then we conclude that this value is a solution our
equation.

For you to do now:

Do the same process as in the problem above to solve the equation
Solving equations by using Additive and Multiplicative inverses
After Grade 8 learners have embarked on the process of solving equations by inspection, as
well as using a table of values, you may then introduce the use of additive & multiplicative
inverses formally to explore the procedures with them carefully.
In fact, it is safe to say that once learners have mastered the solution of equations by
inspection first then they will understand the reasoning behind the use of additive and
multiplicative inverses formally.
Let us briefly discuss this technique using a few examples and illustrate its application below.
Example 1: Solve the equation
Solution:
In the equation that you have, you may decide to start by looking at the unknown which is
inside the bracket in the binomial , and that binomial has been multiplied by 2.

So, to get the unknown x – 1, then one needs to undo “the multiplication of a binomial by
2” and use an inverse operation, “division by 2” (i.e. dividing the entire equation by 2) as
follows:
i.e.
In the latest equation, you have a situation where “1 is subtracted” from the unknown,
suggesting the that you have to use “addition by 1” as an inverse operation as follows:

Therefore,

Checking solution:
It is very important to check whether the value that you have calculated, is in deed a
solution by substituting it into the equation as follows:
LHS

So LHS (i.e. RHS)

Therefore, is a solution to the equation.
Example 2: Solve
Solution:
In this equation, you have binomial that has a variable and it is divided by 3, so you need to
use an inverse of division by 3 and “multiply the equation by 3” (i.e. both the LHS and RHS)
as follows:

i.e.
Now in the latest form of the equation, you notice that the unknown was doubled first and
thereafter 1 was subtracted, so the inverse operations should follow in that reserve order as
starting from the last one by “adding 1” first and then “dividing by 2” (i.e. halving the sum)
as follows:

i.e.

Upon dividing the latest equation by 2 (i.e. halving it), you will get the following:
 OR
For you to do:
Check that this is a solution to this equation.

Try to use the same techniques as discussed in this lecture presentation to solve other linear
equations.

The End