NUMBER AND ALGEBRA

TOPIC 8
Algebra

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8.1 Overview

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Numerous videos and interactivities are embedded just where you need them, at the point of learning, in
your learnON title at www.jacplus.com.au. They will help you to learn the concepts covered in this topic.

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8.1.1 Why learn this?

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Algebra is a mathematical language. It
simplifies difficult problems by using
letters to represent numbers, many of
them unknown, in calculations. In learn-

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ing algebra we learn reasoning skills.

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The answers to many puzzles and prob-
lems can be found by applying algebra.
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Sometimes it is hard to see how we
would use algebra in everyday life, but
the methods used to solve problems will
be useful no matter what a person does
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in life.
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Scientists, architects and engineers

all use algebra frequently in their work.
Without algebra there would be no elec-
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trical appliances, no iPod, no iPad, no

computers.

8.1.2 What do you know?

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1. THINK List what you know about algebra. Use a thinking tool such as a concept map to
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show your list.
2. PAIR Share what you know with a partner and then with a small group.
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3. SHARE As a class, create a thinking tool such as a large concept map that shows your class’s
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knowledge of algebra.
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LEARNING SEQUENCE
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8.1 Overview
8.2 Using rules
8.3 Finding a formula
8.4 Substitution
8.5 Terms, expressions and equations
8.6 Simplifying and the distributive law
8.7 The associative law
8.8 Review

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 8.2 Using rules
•• Mathematics can be used to describe relationships in the world around us.

8.2.1 Patterns and rules

•• A number pattern can be called a sequence.
•• Each number in the sequence is called a term.
•• A sequence has a rule that describes the pattern.

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WORKED EXAMPLE 1

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Consider the number pattern 1, 4, 7, 10, …
Describe the pattern in words and then write the next three numbers in the pattern.

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THINK WRITE

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1 The sequence starts with 1 and increases by 3 Add 3 to each term to find the next term.
to get the second term. Check to see if this
works for the remaining terms.
2 We get the next term by adding 3. The next 3 terms are 13, 16 and 19.

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WORKED EXAMPLE 2

Consider the following set of shapes.

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a Construct a table to show the relationship between the number of shapes in each figure and
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the number of matchsticks used to construct it.

b Write a rule in words that describes the pattern relating the number of shapes in each figure
and the number of matchsticks used to construct it.
c Use your rule to work out the number of matchsticks required to construct a figure made up
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of 20 such shapes.
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THINK WRITE
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a Three matches were needed for 1 triangle, Number of

6 matches for 2 triangles and 9 matches for 1 2 3 4
triangles
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3 triangles. Construct a table. If there was a

Number of
fourth triangle, it would need 12 matches. 3 6 9 12
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matchsticks
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b Look for a pattern between the number of The number of matchsticks equals 3 times the
triangles and number of matchsticks. number of triangles.
c Apply the rule ‘the number of matchsticks 20 × 3 = 60
equals 3 times the number of triangles’ for To construct 20 triangles,
20 triangles. 60 matchsticks would be required.

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 8.2.2 Input and output tables
•• A rule can be used to produce a set of output numbers from a set of input
numbers.
•• We can think of this as a machine that takes any input number and changes it
according to a given rule. In this case, 5 is added to each input number. Any
number can be used as an input number. The machine might print out a table
like this:

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Input 3 5 89 222
Output 8 10 94 227
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•• The rule can involve more than one step; for example: ‘multiply each input

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number by 1 and then add 5’.

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WORKED EXAMPLE 3

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Complete the table using the given rules to work out the correct output numbers.
a Rule: Subtract 3 from each input number.
b Rule: Divide each input number by 2.

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Input 4 10 38 144

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Output        
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THINK WRITE
a 1 Take the first input number (4) and apply the rule; a 4−3=1
that is, subtract 3.
10 − 3 = 7
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  2 Repeat for the other input numbers.  

38 − 3 = 35
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144 − 3 = 141
  3 Enter these output values in the table.   Input 4 10 38 144
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Output 1 7 35 141

b 1 Take the first input number (4) and apply the rule; b 4÷2=2
that is, divide by 2.
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  2 Repeat for the other input numbers.   10 ÷ 2 = 5

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38 ÷ 2 = 19
144 ÷ 2 = 72
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  3 Enter these output values in the table.   Input 4 10 38 144

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Output 2 5 19 72
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WORKED EXAMPLE 4

Complete the table by using the following rule to work out the correct output numbers in each case.
Rule: Multiply each input number by 8, then subtract 2.
Input 1 3 5 24
Output        

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 THINK WRITE
1 Take the first input number (1) and apply the rule. 1 × 8 = 8 then 8 − 2 = 6
Note: First multiply the input number by 8 and then
subtract 2 from the answer.
2 Repeat for the other input numbers. 3 × 8 = 24 then 24 − 2 = 22
5 × 8 = 40 then 40 − 2 = 38
24 × 8 = 192 then 192 − 2 = 190

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3 Enter the output values in the table. Input 1 3 5 24
Output 6 22 38 190

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WORKED EXAMPLE 5

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Use the rule given below to work out the missing input

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Input 1 5 25      
and output numbers.
Rule: Add 4 to each input number. Output       6 38 190
THINK WRITE

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1 Consider the input numbers that are given and apply 1+4=5
the rule; that is, add 4. 5+4=9

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25 + 4 = 29
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2 Consider the output numbers that are given and 6−4=2
perform the opposite operation; that is, subtract 4. 38 − 4 = 34
190 − 4 = 186
3 Enter the new output and input values in the table.
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Input 1 5 25 2 34 186
Output 5 9 29 6 38 190
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RESOURCES — ONLINE ONLY

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Complete this digital doc: SkillSHEET: Number patterns

Searchlight ID: doc-6499
Complete this digital doc: SkillSHEET: Worded operations
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Searchlight ID: doc-6500

Complete this digital doc: SkillSHEET: Describing a number pattern from a table
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Searchlight ID: doc-6501

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Exercise 8.2 Using rules

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Individual pathways
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UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–c, 2a–b, 3a–d, 4a–c, 5a–d, 1a–e, 2a–c, 3a–d, 4c–e, 5a–d, 1a–f, 2b–d, 3a–d, 4d–f, 5a–d,
6a–b, 8, 9 6b–c, 8, 9, 10, 11 6c–f, 7–12

    Individual pathway interactivity: int-4349 ONLINE ONLY

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

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 Fluency
1. WE1 Copy the patterns below, describe the pattern in words and then write the next three numbers in
the pattern.
a. 2, 4, 6, 8, . . . b. 3, 8, 13, 18, . . . c. 27, 24, 21, 18, . . .
d. 1, 3, 9, 27, . . . e. 128, 64, 32, 16, . . . f. 1, 4, 9, 16, . . .
2. WE2 For each of the sets of shapes below:
i. Construct a table to show the relationship between the number of shapes in each figure and the
number of matchsticks used to construct it.

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ii. Write a rule in words that describes the pattern relating the number of shapes in each figure and the
number of matchsticks used to construct it.
iii. Use your rule to work out the number of matchsticks required to construct a figure made up of 20

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such shapes.
a.

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b.

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c.

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d.

3. WE3 Copy and complete the following tables. Use the rule given in each case to work out the correct
output numbers.
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a. Subtract 4 from each input number. b. Add 12 to each input number.

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Input 4 5 6 10 14 Input 1 2 6 13 107

Output           Output          
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c. Multiply each input number by 2. d. Divide each input number by 3.

Input 1 10 51 60 144 Input 3 12 21 66 141
Output           Output          
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4. WE4 Copy and complete the following tables. Use the rule given in each case to work out the correct
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output numbers.
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a. Multiply each input number by 2, then add 5. b. Multiply each input number by 8, then
subtract 4.
Input 2 3 4 10 17
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Output           Input 2 4 5 20 100

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Output          
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c. Add 3 to each input number, then multiply d. Subtract 3 from each input number, then
by 5. multiply by 11.
Input 2 3 5 12 43 Input 3 4 5 8 25
Output           Output          

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 e. Multiply each input number f. Multiply each input number by itself, then
by itself. add 4.
Input 0 1 5 8 10 Input 0 1 4 7 12
Output           Output          
5. WE5 Copy and complete the following tables. Use the rule given in each case to work out the missing
input and output numbers.
a. Add 2 to each input number. b. Add 20 to each input number.

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Input 1 3 27       Input 3 25 56      
      4 55 193 Output       20 94 1773

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c. Subtract 5 from each input number. d. Multiply each input number by 4.

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Input 7 15 96       Input 1 6 321      
Output       4 12 104 Output       8 28 412

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Understanding
6. a. Multiply each input number by 2, b. Multiply each input number by 5, then
then add 2. subtract 7.

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Input 3 13 21       Input 2 5 16      

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Output       4 22 102 Output       8 18 93
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c. Divide each input number by 3. d. Multiply each input number by itself.
Input 3 15 273       Input 1 5 17      
Output       2 21 54 Output       4 49 144
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e. Multiply each input number by 20, then f. Subtract 3 from each input number, then
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subtract 6. divide by 4.
Input 2 7 15       Input 7 19 31      
Output       54 174 214 Output       5 12 15
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Reasoning
7. The white square represents number 0 and the blue square line 0
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represents number 1.
line 1
A pattern was created using the two types of squares.
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line 2
The number of blue and white squares in each line is
line 3
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determined by a rule that connects the two variables.

a. Explain the pattern for each line. line 4
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b. Draw the next two lines in the pattern. line 5

8. Hexagons are used in tessellation to form patterns of
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colour and shapes.

a. Explain how the pattern is formed in the diagram shown.
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b. How many hexagons will be needed for the next layer?

Problem solving
9. With a certain pre-paid mobile phone deal, there is a 20-cent flag-fall that
is charged for every call made, then peak hour calls are charged at a rate
of 1cent per second.
a. Set up a table to show the cost of peak calls of 1, 2, 3, …, 8 seconds
duration.

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 b. What is the rule that shows the relationship between the length of the call and its cost?
c. Use the rule to predict the cost of a 2-minute call with this deal.
d. If the cost of a call was $2.00, how long was the call?
10. Triangular numbers are those that can be represented by dots in the shape of an equilateral triangle.
The first five triangular numbers are 1, 3, 6, 10 and 15. Investigate these numbers to find a pattern in
them. If the 20th triangular number is 210, show how you could determine the 25th triangular number.
11. Using 20 cubes, make four piles so that the first pile contains 4 more cubes than the second pile, the
second pile contains 1 cube less than the third pile, and the fourth pile contains twice as many cubes

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as the second pile. How many cubes are in each pile?
12. A cryptarithm is a puzzle in which each digit of a number is replaced by a letter. Using the digits
1, 2, 3, 4, 5 and 6 solve the following product.

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A × BC = DEF
Reflection

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What strategies can you use to work out the input rule from a table of input and output values?

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8.3 Finding a formula
•• Algebra can be used to write

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a rule in a simple and concise

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­manner.
•• By using algebra, we can use
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a letter or symbol in place of a
number.
•• When a rule is written using a
­letter or a symbol, it is called a
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formula.
•• A letter or symbol in a formula
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is called a pronumeral because

its value can change. (It is also
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called a variable.)
•• If a letter is used in place of
a number, the value is not
­determined by its position in the alphabet. If we use b for a ­number, this does not mean that it has to
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be a smaller number than x or c.

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•• When multiplying numbers and pronumerals, we do not need to show the multiplication
sign, and the number is written in front of the pronumeral, so h = k × 5 is written as h = 5k.
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WORKED EXAMPLE 6
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Rewrite the following formulas, leaving out the multiplication (×) sign.
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a m = q × 4 + 3 b b = (m + 2) × 5 c g = (2 × w − 6) × 3
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THINK WRITE
a 1 Write the formula. a m=q×4+3
  2 Leave out the multiplication sign. (­Remember to write the   m = 4q + 3
number being multiplied by the pronumeral, in front of the
pronumeral.)
b 1 Write the formula. b b = (m + 2) × 5

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   2 Leave out the multiplication sign. (­Remember to write the   b = 5(m + 2)
number being multiplied in front of the bracket.)
c 1 Write the formula. c g = (2 × w − 6) × 3
  2 Leave out the multiplication signs. (Remember to write the   g = 3(2w − 6)
number ­being multiplied in front of the ­respective ­pronumeral
and bracket.)

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WORKED EXAMPLE 7

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Look at the table at right and complete the f 3 6 8 13 20

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formula by inserting a number in the gap.
g = f + __ g 5 8 10 15 22

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THINK WRITE
1 Look at the first pair of numbers, 3 and 5. Look at the formula 5=3+2
and try to guess the number which must be added to 3 to get 5.

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2 Look at the next pair of numbers to see if adding 2 works again. 8=6+2

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3 Check the other number pairs to see if this works every time. 10 = 8 + 2
15 = 13 + 2
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22 = 20 + 2
4 Write the formula. g=f+2
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WORKED EXAMPLE 8
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Use the pronumerals given to write a formula a 4 5 6 7 13

for the table at right.
b 3 5 7 9 21
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THINK WRITE
1 Look for two consecutive numbers in the top row, 5−3=2
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for example, a = 4 and a = 5, and ­compare the

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­difference between their ­corresponding b values.

2 Repeat step 1 for a different pair of ­consecutive 9−7=2
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numbers in the top row, for ­example, a = 6 and

a = 7.
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3 If the value obtained in step 1 is the same as the Attempt 1 Multiply a by 2 and
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one in step 2, use it along with the basic opera- add a number.
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tions (+, −, ×, ÷) or a combination of operations to a = 4 and b = 3 4 × 2 = 8,

obtain the correct result. 8 + any number
Note: The b-value increases by 2 for every increase does not equal 3.
of 1 in the a-value. This means the formula will Attempt 2 Multiply a by 2 and
contain a × 2. Therefore ­possible rules may be subtract a number.
‘Multiply a by 2 and add a number to obtain b’ or 4 × 2 = 8,
‘Multiply a by 2 and subtract a number to obtain b’. a = 4 and b = 3 8 − 5 = 3✓

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 4 Check that the combination of operations (rule) a = 5 and b = 5   5 × 2 = 10,
works for the other number pairs.           10 − 5 = 5
Note: If the rule does not work for all pairs of values a = 6 and b = 7   6 × 2 = 12,
in the table further attempts must be used.           12 − 5 = 7
a = 7 and b = 9   7 × 2 = 14,
          14 − 5 = 9
a = 13 and     2 × 13 = 26,
b = 21      26 − 5 = 21

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5 Write the formula carefully, being sure to put the b = 2a − 5
correct pronumerals in the right places. Remember

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when the rule is written using ­pronumerals, it is
called a formula.

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PR
RESOURCES — ONLINE ONLY

  Complete this digital doc: SkillSHEET: Using tables to show number patterns
Searchlight ID: doc-6503

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  Complete this digital doc: WorkSHEET 8.1
Searchlight ID: doc-1819

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Exercise 8.3 Finding a formula
Individual pathways
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UU PRACTISE UU CONSOLIDATE UU MASTER

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Questions: Questions: Questions:

1a, d, g, i, m, 2a–d, 3a–f, 4, 5, 6, 1b, e, h, k, n, 2c–h, 3c–h, 7, 8, 9, 1g, h, i, k, m, n, 2e–j, 3e–l, 9, 10,
7, 8, 13, 14, 16 10, 13, 14, 16 11, 12, 13, 14, 15, 16
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    Individual pathway interactivity: int-4350 ONLINE ONLY

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To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
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Fluency
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1. WE6 Rewrite the following formulas, leaving out the multiplication (×) sign.
a. b = 4 × h b. m = f × 4 c. r = a × 5 d. m = t × 4
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e. x = (k + 4) × 5 f. k = 6 × w − 2 g. t = 4 × (20 − g) h. b = 10 × a − 5
i. d = 6 × f + 7 j. h = (x + 5) × 9 k. y = (b × 3 + 6) × 8 l. y = 8 × p − 6
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m. g = 2 × (3 × r + 17) n. j = (h × 5 − 4) × 18
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2. WE7 Look at the following tables and complete the formula for each table by inserting a number in
the gap.
a. b.
f 0 1 3 6 8 a 3 4 7 8 11
g 9 10 12 15 17 b 0 1 4 5 8

g = f + ____  b = a − ____

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 c. d.
k 1 3 5 6 12 x 1 3 5 8 11
t 3 7 11 13 25 y 2 16 30 51 72

t = 2k + ____ y = 7x − ____
e. f.
a 1 4 6 9 12 m 1 2 3 4 11
g 6 18 26 38 50 t 20 29 38 47 110

g = 4a + ____ t = 9m + ____

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g. h.  
p 0 4 5 6 13 t 2 3 7 9 12
w 2 14 17 20 41 x 2 7 27 37 52

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w = ____ × p + 2 x = ____ × t − 8

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i. m 1 2 4 7 15 j. s 1 5 6 7 12

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p 2 5 11 20 44 b 3 43 53 63 113

p = 3m − ____ b = s × ____ − 7
3. WE8 Look at the following tables and use the pronumerals given to write a formula for each table.

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a.   b.  
a 2 4 5 8 12 t 1 2 3 8 15
b 5 7 8 11 15
G w 6 7 8 13 20
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c.   d.  
m 4 5 7 11 12 s 0 1 2 5 12
a 0 1 3 7 8 t 3 5 7 13 27
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e.   f 1 3 4 6 11 f.   s 1 3 7 9 12
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g 1 5 7 11 21 c 4 10 22 28 37

g.   h.  
d 2 4 5 7 12 s 1 2 5 6 10
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a 5 13 17 25 45 g 1 6 21 26 46

i.   f 2 3 4 8 11 j.   p 1 2 5 6 12
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e 2 13 24 68 101 q 24 44 104 124 244

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k.   b 20 55 60 75 100 l.   u 5 10 20 100 7000

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t 80 220 240 300 400 p 14 29 59 299 20 999

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Understanding
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For questions 4 to 12, a formula has been used by an algebra machine to produce each table.
4. MC
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The formula used is:

a 0 1 3 6 36
a. b = a + 5 b. b = 3a c. b = a + 2
b 2 3 5 8 38 d. b = a − 2 e. b = a − 5

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 5. MC

The formula used is:
a 1 2 4 18 56
a. k = g + 1 b. k = 2g c. k = g − 1
b 0 1 3 17 55 d. k = 2g − 2 e. k = 2g + 2

6. MC

The formula used is:
r 5 6 8 9 17
a. w = r + 5 b. w = 5r c. w = 2r − 5
w 0 1 3 4 12 d. w = r − 5 e. w = r + 6

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7. MC

The formula used is:
p 0 6 7 9 21

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a. m = p b. m = p + 6 c. m = p + 2
m 0 12 14 18 42 d. m = 12p e. m = 2p

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8. MC

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The formula used is:
m 1 2 5 7 98
a. w = 8m b. w = 2m + 6 c. w = m + 7
w 8 9 12 14 105 d. w = 2m + 5 e. w = 2m

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9. MC

The formula used is:

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p 2 3 4 11 78
a. t = p + 6 b. t = 2p + 3 c. t = 4p
d. t = 3p + 2 e. t = 3p + 1
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t 8 11 14 35 236

10. MC

The formula used is:
g 2 3 4 11 78
a. k = 5g b. k = 4g + 2 c. k = g + 8
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k 10 15 20 55 390 d. k = 2g + 6 e. k = 4g − 2
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11. MC

The formula used is:
b 1 2 9 14 65
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a. a = 8b + 1 b. a = 3b + 5 c. a = b + 8
a 9 11 25 35 137 d. a = 2b + 7 e. a = b − 8

12. MC
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The formula used is:
m 2 3 5 7 11
a. e = m + 78 b. e = 10m + 11 c. e = 12m + 1
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e 25 37 61 85 133 d. e = 6m + 43 e. e = 10m − 11
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13. Breanna was having some friends over after school. She needed enough biscuits so that they could have
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3 biscuits each. Her sisters would also be home. She needed 9 extra biscuits for herself and her sisters.
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If she wants to have n friends over, write a formula to decide how many biscuits she would need.
Reasoning
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14. Look at the following tables and use the pronumerals given to write a formula for each table. Show
how you reached your answers.
a.   b.   c.  
a 1 2 3 5 10 b 1 3 7 11 15 w 0 1 2 4 10
t 0 3 8 24 99 x 1 2 4 6 8 p 0 2 8 32 200

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 Problem solving
15. William and Olivia make pool tables with a difference. A diagram of one of their tables is shown.
This one is 6 squares long (the base) and 4 squares wide (the height). There are only 4 corner
­pockets. ­William and Olivia use their tables to play a game called Pool multiply. The rules of the
game are ­simple.
1. Place a ball in front of the corner pocket A (Diagram 1).
2. Shoot the ball through the dotted line shown in the diagram. This will make the ball rebound at 45°
when it hits a side cushion (Diagram 2).

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3. Count the number of times the ball hits the sides of the table. Include the initial hit of the cue on
the ball as one hit and the ball falling into the corner pocket as one hit.
4. Count the number of squares that the ball travels through.

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William and Olivia’s other pool tables have different numbers of squares along the bases
and heights (see some of them in the following table). Explore these pool tables and complete

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the ­table.
Diagram 1 Diagram 2

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Hit 5 Hit 2

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Hit 3 Height

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A
A
Start Hit 1 Hit 4
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Base

Base Height Number of hits Number of squares

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6 4 5 12
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3 4    

3 5    
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3 6    
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4 8    
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b h    
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Develop a rule for the number of squares and number of hits if you know the base and height of the
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table. You may need to try extra tables to help you find the rule.
16. A rectangular chart can be attached to a wall with a drawing pin in each corner. You have
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8 ­rectangular charts all the same size. What is the minimum number of pins you would need to attach
all your charts to the wall if you must have a pin in each corner, and if overlapping is allowed at the
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margins? (Each chart must be visible.)

Reflection
What strategies can you use to help you find a formula?

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 CHALLENGE 8.1
While on a vacation to the country, a man spent 10 days fishing in the river. On each new day, he caught 4 fish
more than he had caught the day before. If he caught a total of 200 fish, how many did he catch on each day?

8.4 Substitution

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•• Substitution means that a pronumeral in a formula is replaced by a number.
•• If we know the rule or formula for a particular table, we can complete the table by substituting n­ umbers
into the formula.

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WORKED EXAMPLE 9

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If x = 3t − 6, substitute the given values of t into the formula to find the value of x in each case.

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a t = 5 b t = 12
THINK WRITE
a 1 Write the formula. a x = 3t − 6

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  2 Substitute 5 for t.   If t = 5

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  3 Perform the multiplication.   x=3×5−6
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  4 Subtract 6 from the above result.   x = 15 − 6
  5 Write the answer.   x=9
b 1 Write the formula. b x = 3t − 6
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  2 Substitute 12 for t.   If t = 12
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  3 Perform the multiplication.   x = 3 × 12 − 6

  4 Subtract 6 from the above result.   x = 36 − 6
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  5 Write the answer.   x = 30

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WORKED EXAMPLE 10
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Find the value of m by substituting the given value of x into the following formula.
O

m = 3(2x + 3), x = 4
THINK WRITE
C

1 Write the formula. m = 3(2x + 3)

N

2 Substitute 4 for x. If x=4

m = 3(2 × 4 + 3)
U

3 Work inside the brackets first: m = 3(8 + 3)

a Multiply 2 by 4 (remember that 2x means 2 × x). m = 3(11)
b Add 3 to the above result.
4 Multiply by the number outside the brackets. m = 3 × 11
5 Write the answer. m = 33

300  Jacaranda Maths Quest 7 Victorian Curriculum

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 Exercise 8.4 Substitution
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

Questions: Questions: Questions:
1a–d, 3, 4, 5, 10, 11 2a–e, 3, 4, 5, 6, 7, 9, 10, 11 2d–i, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

FS
    Individual pathway interactivity: int-4351 ONLINE ONLY

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

O
Fluency

O
1. WE9 Substitute the given values into each formula to find the value of m in each case.
a. m = g − 2

PR
i. g = 4 ii. g = 5 iii. g = 2 iv. g = 102
b. m = 2t − 3
i. t = 7 ii. t = 2 iii. t = 100 iv. t = 8
c. m = 12h + 7

E
i. h = 1 ii. h = 0 iii. h = 5 iv. h = 20

G
d. m = 25 − 4w
i. w = 1 ii. w = 3 iii. w = 6 iv. w = 0
PA
2. WE10 Find the value of m by substituting the given value of the pronumeral into the formula.
a. m = 2(g + 1)
i. g = 1 ii. g = 0 iii. g = 12 iv. g = 75
b. m = 5(x − 2)
D

i. x = 6 ii. x = 10 iii. x = 11 iv. x = 2

TE

c. m = 4(12 − p)
i. p = 2 ii. p = 3 iii. p = 12 iv. p = 11
d. m = 5(2g − 3)
EC

i. g = 2 ii. g = 14 iii. g = 5 iv. g = 9

e. m = 2(d + 2) − 3
i. d = 3 ii. d = 0 iii. d = 7 iv. d = 31
R

f. m = 3(f − 1) + 17
i. f = 1 ii. f = 3 iii. f = 6 iv. f = 21
R

g. m = 4s − s
i. s = 3 ii. s = 1 iii. s = 101 iv. s = 72
O

h. m = 3(y + 5) − 2
C

i. y = 1 ii. y = 5 iii. y = 0 iv. y = 12

i. m = 50 − 6v
N

i. v = 4 ii. v = 7 iii. v = 1 iv. v = 8

U

Understanding
3. Most tinned and packaged foods that we buy have labels which list the nutritional content of the food. Most
of the energy (measured in calories or kilojoules) in food comes from fat, protein and carbohydrates.
It is estimated that there are 9 calories in each gram of fat and 4 calories in each gram of protein
and each gram of carbohydrate. Hence, if a particular food contained 1.6 grams of fat, 2.1 grams
of ­protein and 16.3 grams of carbohydrate, it would be equal to 1.6 × 9 = 14.4 calories of fat,
2.1 × 4 = 8.4 calories of protein and 16.3 × 4 = 65.2 calories of carbohydrate. The total number of
calories would be 88 (that is, 14.4 + 8.4 + 65.2).

TOPIC 8 Algebra  301

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 a. From the following table, write the number of grams of fat,
protein and carbohydrate in 100 grams of baked beans. Round all
values to 1 decimal place.

Nutritional information — 420 g can

Energy (kJ) 1596
Protein (g)   20.6
Total fat (g)   2.1

FS
Total carbohydrate (g)   57.5

O
b. Estimate how many calories there would be in 100 grams of
baked beans using the information supplied above.

O
  If we wanted to look at a wide variety of foods, it would be
more convenient to have a rule or formula into which we could substitute

PR
numbers to easily obtain our answer.
c. Clearly explain how you obtained your answer in question b.
d. Choose a pronumeral for each of the following quantities:
i. number of grams of fat

E
ii. number of grams of protein

G
iii. number of grams of carbohydrate
iv. number of calories.
PA
e. Using the pronumerals you have chosen, write a formula to calculate the number of calories.
f. The table below contains data on the fat, protein and carbohydrate content of selected foods. Copy
this table into your workbook and write in your chosen pronumerals in the first row in brackets.
Useyour formula to work out the calorie content of each of these foods. (The last column will be
D

completed later on.)

TE

Number of Number of
Number of grams of grams of Number Number of
Food grams of fat protein c­ arbohydrate of calories kilojoules
EC

1 hot cross bun  3  3 19    

100 grams of 16  4 56    
R

chocolate cake
100 grams of 14 26  0    
R

roast chicken
O

70 grams of  8 21  0    
bacon
C

2 grilled sausages 17 13 15    
N

1 piece of fish  1 21  0    
(flake), no batter
U

10 grams of  0  0  6    
­sultanas
25 grams of dried  0  0 17    
apricots

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 Number of Number of
Number of grams of grams of Number Number of
Food grams of fat protein c­ arbohydrate of calories kilojoules
1 banana  0  1 20    
1 apple  0  0 17    
1 serve of carrots  0  0  5    
1 serve of  0  0 17    

FS
­potatoes
250 millilitres of 10  8 12    
milk

O
210 grams of 0.8 2.6 14.9    

O
tinned tomato
noodle soup

PR
g. Which quantity of food in this list has the highest number of calories? Is this what you expected?
h. What types of food in this list generally have a lower number of calories?
A calorie is an energy measurement unit in the ­imperial system. Nowadays we mostly use the ­metric

E
system unit of kilojoules to ­measure ­energy. It is estimated that the number of ­kilojoules is ­equivalent
to the number of calories multiplied by 4.2.
i. Use a pronumeral to represent

G
PA
each of the ­quantities ‘number
of calories’ and ‘number of
kilojoules’ and write a formula
connecting them.
D

j. Convert the calories you

­calculated in b to ­kilojoules
TE

(rounding to the nearest

­kilojoule). Compare this to the
value calculated in part a.
EC

k. Complete the final column of

your table by ­using the formula
to find the number of kilojoules
R

for each listed food. (Round

R

your answers to the ­nearest

kilojoule.)
O

Reasoning
C

4. The dining tables at a theatre restaurant are triangular in shape. Diners are seated at the tables in the
arrangements shown below.
N
U

One table, 3 diners Two tables, 4 diners Three tables, 5 diners

TOPIC 8 Algebra  303

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 The manager of the restaurant has received a booking from a large party. She sets out a row of
24 ­tables. How many diners can be seated at this row of tables?
Follow the steps below to solve this problem.
a. Draw a table with a row for the number of tables (T) and another row for the number of diners (D).
Using the diagrams above, write in the pairs of numbers.
b. Draw a diagram to work out the number of diners who could sit at a row of 4 tables. Now draw
another diagram to show the number of diners who could sit at a row of 5 tables. Write these pairs of
values in your table.

FS
c. Work out the formula which connects the number of diners and the number of tables. Write the
­formula in the form D = …
d. Substitute T = 24 into the formula to find out how many guests could be seated at the row of

O
24 ­tables.
5. Jane is tiling the floor in her bathroom. She has decided to use blue and white tiles in the following

O
pattern:

PR
E
Number of blue tiles = 1 Number of blue tiles = 2 Number of blue tiles = 3

Number of white tiles = 4 Number of white tiles = 6 Number of white tiles = 8

G
Find out how many white tiles Jane would need to complete the pattern for a row of 10 blue tiles by
PA
following the steps below:
a. Draw a table with two rows; one headed B showing the number of blue tiles and one headed W
showing the number of white tiles required. Count the numbers of blue and white tiles from each of
the tiling patterns above and put them into the table in the correct row.
D

b. Draw a diagram of the tiling pattern for a row of 4 blue tiles and work out the number of white tiles
needed to complete the pattern. Then draw another pattern for a row of 5 blue tiles. Add these two
TE

sets of values for B and W into the table.

c. Look carefully at the table and work out the formula that connects W and B. Write the formula in the
form W = …
EC

d. Substitute B = 10 into the formula to find out how many white tiles would be needed for a row of 10
blue tiles, using Jane’s tiling pattern.
6. Michael is constructing a timber fence at his stud farm. The sections of fence are shown below:
R
R
O

1 section, 4 pieces 2 sections, 7 pieces 3 sections, 10 pieces

C

Michael calculates that he will need 220 sections to fence off his first paddock.
N

How many pieces of timber will Michael need? Find the cost of the fence if each piece of timber costs
U

$3.85.
Follow the steps below.
a. Draw a table with 2 rows, one headed S showing the number of sections and one headed P showing
the number of pieces of timber required. Write in the numbers from the diagrams above.
b. Draw a sketch of the fence with 4 sections, following the same pattern. Count the number of pieces
of timber required. Draw a sketch for 5 sections and count the pieces required. Enter both pairs of
numbers into your table in the correct columns.

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 c. Use trial and error to find the formula connecting P and S. Write the formula in the form P = …
d. Substitute S = 220 into the formula to find out how many pieces of timber Michael needs.
e. Find the cost of the fence.
7. A T-shirt shop uses the letter T as its logo. The company wishes to make up a large advertising sign
from square lights. Several small T-shirt shop signs are shown below:

FS
Arm length = 1 Arm length = 2 Arm length = 3
Number of lights = 4 Number of lights = 7 Number of lights = 10

O
Find out how many square light panels would be needed to make up a large sign with an arm length

O
of 75. Follow the steps below.
a. Draw a table with rows headed A (arm length), and L (number of lights needed).

PR
b. Write in the values of A and L from the diagrams above.
c. Complete the diagrams showing the number of lights needed for a sign with an arm length of 4, and
a sign with an arm length of 5. Add these values to your table.

E
d. Look at the table to determine the formula which connects L and A. Write the formula in the form
L= …

G
e. Substitute A = 75 into the formula to find the number of lights needed for the large display sign.
8. Karl Frederick Gauss, when he was a young man, discovered the sum S of the first n natural numbers
PA
n(n + 1)
is given by the formula S = .
2
Using this formula, find the answer to
a. 1 + 2 + 3 + 4 + … + 46 + 47 + 48 + 49
D

b. 54 + 55 + 56 + 57 + … + 85 + 86 + 87 + 88.
TE

Problem solving
9. If a > b, b > 2c, c > 3d, d > 4e and e > 5f , find the smallest possible value for a if all of the
­unknowns are positive integers.
EC

10. A cryptarithm is a puzzle where each digit of a number has been replaced by a pronumeral or letter.
Solve the following cryptarithm by determining the digit that corresponds to each letter to make the
calculation true.
R

AB
+ BA
R

CAC
O

11. While solving a puzzle, Tiana worked out that a > m, z > a, a < g and z < g. Tiana had to place them
in numerical order. What is the numerical order of a, g, m and z?
C

12. A cryptarithm is a puzzle where each digit of a number has been replaced by a pronumeral or letter.
Solve the following cryptarithm by determining the digit that corresponds to each letter to make the
N

calculation true.
ONE
U

+ TWO
+ FOUR
SEVEN
Reflection
What strategies could you use to check that your answer is reasonable?

TOPIC 8 Algebra  305

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 8.5 Terms, expressions and equations
•• A pronumeral or variable is a letter or symbol that is used in place of a number.
•• The number in front of a pronumeral is called the coefficient. The coefficient of 7x is 7. The ­coefficient
of 6xyz is 6. The coefficient of p is 1.
•• Expressions are made up of pronumerals and numbers. Some expressions are 3k − 8, 3t + 4, 6(g − 9),
9p − 3y + 5.

FS
WORKED EXAMPLE 11

Write expressions to represent the total number of coins in each of the following situations where

O
represents a full moneybox and represents one coin. Use c to represent the number of

O
coins in a moneybox.
a Mary fills one moneybox and has two coins left over.

PR
b Valentino and Loris decide to combine their coins. Valentino has three moneyboxes with four
coins left over and Loris has two moneyboxes with six coins left over. That is,
Valentino has

E
Loris has

G
THINK WRITE
PA
a 1 The total number of coins will be found by adding the a 1×c+2
number of coins in one moneybox plus two coins left over.

  2 Remove the multiplication sign to write the expression.   =c+2

D

b 1 Add the number of coins Valentino and Loris have. b (3c + 4) + (2c + 6)
TE

+
EC

  2 Count the moneyboxes first, and then the coins.   = (3c + 2c) + (4 + 6)
R

+
R
O

  3 Simplify.   = 5c + 10
C

WORKED EXAMPLE 12
N

Write an expression for the sum of T and G.

U

THINK WRITE

The word sum means to add together. The expression is T + G or G + T.

•• Equations always contain an equals sign, whereas expressions do not. Examples of equations are:
y = 4t − 6, m + 3 = y − 8, 2(g + 5) = 5, y = 6t, w = e − 87, 9 = 7 + 4r.
•• Expressions and equations are made up of terms. Terms are separated by + or − signs.

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 •• Terms can contain a combination of numbers and one or more pronumerals, or may consist of a num-
ber only. Examples of terms are 3t, 2y, 7, 5gh, m, brt.
•• The letter, or symbol, is called a variable or pronumeral because its value can change.
•• If a term contains only a number and does not have a pronumeral, it is called a constant. Examples of
constants are 7, 3 and 10.
•• The definitions for this section can be summarised as shown below.
Coefficient
Variable

FS
Variable Constant

y = 3x + 2

O
Term Term Term

O
Expression Expression

PR
Equation

WORKED EXAMPLE 13

E
If Y represents any number, write expressions for:

G
a 5 times that number
b 2 less than that number
PA
c 8 more than that number
d the number divided by 4 (or the quotient of Y and 4)
e the next consecutive number (that is, the counting number which comes after Y).
D

THINK WRITE
TE

In each case think about which operations are being used and the order  
in which they occur.
a When multiplying we don’t show the multiplication sign. Remember a 5 × Y or 5Y
EC

to put the number first.

b An expression with 2 less means ‘subtract 2’. b Y−2
R

c An expression with 8 more means ‘add 8’. c Y+8

Y
d A number divided by 4 means ‘write as a quotient (fraction)’. d or Y ÷ 4
R

4
e The next consecutive number means ‘add 1 to the number’. e Y+1
O
C

WORKED EXAMPLE 14
N

Write expressions for the following rules.

a Add a number to another number.
U

b Multiply 2 numbers.
c Add 2 numbers and multiply the answer by 6.
d Multiply a number by 4, then subtract 8 from that answer.
THINK WRITE

  1 In each case choose any pronumeral to represent an unknown    

number.

TOPIC 8 Algebra  307

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   2 In each case think about which operations are being used and the  
order in which they occur.
a Add two pronumerals. a B + G or G + B
b Multiply two pronumerals but don’t write a multiplication sign (×). b xy
c Add two pronumerals and place the expression in brackets. Multiply by c 6(t + f)
6. (Remember to write the numbers first.)

FS
d First multiply a pronumeral by 4, writing the number first (4b). Then d 4b − 8
subtract 8.

O
WORKED EXAMPLE 15

O
Write equations for the following rules.
a 15 is added to a number and the result is 21.

PR
b The quotient of a number and 7 is equal to 5.
THINK WRITE

a 1 Choose a pronumeral to represent the number. a Let x = the number

E
  2 Add 15 to the pronumeral then place an equals sign followed by 21.   x + 15 = 21
b 1 Choose a pronumeral to represent the number.
G b Let z = the number
PA
  2 Divide the pronumeral by 7 (that is, write it as a fraction) then place   z=5
an equals sign followed by 5. 7
D

RESOURCES — ONLINE ONLY

Complete this digital doc: SkillSHEET: Alternative expressions used to describe the four operations
TE

Searchlight ID: doc-6502

EC

Exercise 8.5 Terms, expressions and equations

Individual pathways
R

UU PRACTISE UU CONSOLIDATE UU MASTER

R

Questions: Questions: Questions:

1, 2, 3, 4, 5a−h, 6, 7, 8, 9, 10, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 5, 6, 7, 8, 9, 10, 12, 13, 15,
O

14, 16 14, 16 16, 17

C

    Individual pathway interactivity: int-4352 ONLINE ONLY

N

To answer questions online and to receive immediate feedback and sample responses for every question,
U

go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
Fluency
1. WE11a, b Write an expression for the total number of coins in each of the following, using c to
represent the number of coins in a moneybox.

a. b. c.

d. + e. + +

308  Jacaranda Maths Quest 7 Victorian Curriculum

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 2. Christie and Jane both had two full moneyboxes and seventeen coins each. They combined their
money and spent every cent on a day out in town.

2×( + )
a. Write an expression to represent the number of coins they had in total.
b. Christie opened the first moneybox and counted 52 twenty-cent pieces inside. Use your expression
to calculate how many coins the girls had in total, assuming that all the moneyboxes held the same
number of coins.

FS
c. What is the total amount that the girls spent on their day out?
3. Luke has three macadamia nut trees in his backyard. He saves takeaway containers to store the nuts in.

O
He has two types of containers, rectangular and round .

Using m to represent the number of nuts in a rectangular container and n to represent the number of

O
nuts in a round container, write expressions for the following.

PR
a.
b.
c.

E
d. where represents one nut.
e.

G
4. Luke found that a rectangular container holds 17 nuts and a round container holds 12 nuts. Calculate
PA
how many nuts Luke would have for each part in question 3 by substituting the appropriate values into
each expression.
5. WE12 Write an expression for each of the following.
a. The sum of B and 2 b. 3 less than T
D

c. 6 added to D d. 5 taken away from K

e. The sum of G, N and W f. D increased by H
TE

g. N increased by N h. H added to C
i. G subtracted from 12 j. The product of D and 4
EC

k. 6 added to H l. The difference between Z and G

m. B multiplied by F n. Y added to the product of 3 and M
6. WE13 If A, B and C represent any 3 numbers, write an expression for each of the following.
a. The sum of all 3 numbers
R

b. The difference between A and C

R

c. The product of A and B

d. The product of all 3 numbers
O

e. The quotient of B and C (that is, B divided by C)

f. The sum of A and C, divided by B
C

g. 3 more than A
N

7. WE14 Write expressions for the following rules.

a. The number of students left in the class if X students leave for the
U

canteen out of a total group of T students

b. The amount of money earned by selling B cakes, where each
cake is sold for $4.00
c. The total number of sweets if there are G bags of sweets
with 45 sweets in each bag
d. The cost of one concert ticket if 5 tickets cost $T
e. The number of students in a class that contains R boys and M girls

TOPIC 8 Algebra  309

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 f. The number of insects if there are Y legs altogether
g. The cost of M movie tickets if each ticket costs $11.00
h. The total amount of fruit sold if A apples and H bananas
are sold
i. The number of cards left in a pack of 52 cards if j cards
are removed
j. The total number of floor tiles if there are B boxes of tiles
with 12 tiles in each box

FS
k. The average of B and G
l. The total runs scored by 3 batsmen if they have scores of
A, H and K respectively

O
m. The total number of legs if there are R chairs
8. WE15 Write equations for the following rules.

O
a. If 8 is added to a number the result is 11.
b. If 11 is subtracted from a number the result is 63.

PR
c. The product of a number and 8 is equal to 128.
d. The quotient of a number and 7 is equal to 5.
e. The total cost of A apples and H bananas is $6.49.
f. When Q cards are removed from a pack of 52 cards only 19 remain.

E
g. The total cost of M concert tickets at $99 each was $792.

G
h. The total number of legs if there are R chairs and D tables is 164.
Understanding
PA
9. Answer True or False for each of the statements below.
a. 3x is a term. b. 3mn is a term.
c. g = 23 − t is an expression. d. g = 5t − 6 is an equation.
D

e. rt = r × t f. 5 + A = A + 5
g. 3d + 5 is an expression. h. 7 − B = B − 7
TE

i. 3x = 9 is an expression. j. The expression g + 2t has two terms.

k. 2f + 4 = 4 + 2f l. 5a − 7t + h is an equation.
10. MC In each of the following, the letter N has been used to represent a number. For each expression
EC

written in words, choose the answer that you think matches:

a. five times the number
a. N + 5 b. 5N c. N − 5 d. N ÷ 5 e. 5 − N
R

b. the sum of the number and 52

a. 52 − N b. 52N c. N + 52 d. N − 52 e. N ÷ 52
R

c. the next consecutive number

O

a. O b. 2N c. N − 1 d. N + 1 e. 12N
d. the number multiplied by another number
C

a. N + T b. N ÷ S c. N + 4 d. NS e. N − 5
e. half the number
N

1
a. 2N b. N ÷ 2 c. N + d. N − 2 e. 2 + N
2
U

f. four more than the number

a. N + 4 b. 4N c. N − 4 d. 4 − N e. N ÷ 4
g. the number plus the product of another number and 2
a. N + 2D b. D(N + 2) c. 2N + 2B d. 2N + D e. N + T
11. If x is a whole number, write down the value of:
a. the number 5 more than x b. the number 8 less than x
c. the number twice as large as x d. the number one quarter of x

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 e. the next largest number after x f. the number of cents in x dollars
g. the number of metres in x centimetres h. the number of days in x weeks
i. the (mean) average of x and 20
j. how much it costs to rent a tennis court for x hours at $10 per hour
k. the average of 5, 18 and k.
12. MC a. John is x years old. In 5 years his age will be:
a. 5x b. 17 c. x − 5 d. x + 5 e. 10
b. Chris is 2 years older than Jenny. If Jenny is x years old then Chris’s age is:
x
a. x − 2 c. x + 2

FS
b. 2x d. 2 e.
2
c. Duy earns $5 per week more than Ben. If Duy earns $x, then Ben earns:
a. x + 5 b. 5x c. x − 5 d. 5 + x e. 5 − x

O
d. Assume x is an even number. The next even number is:
a. x + 1 b. 2x + 2 c. 4 d. 2x e. x + 2

O
e. Assume x is an odd number. The next odd number is:
a. x + 1 b. x + 2 c. 3 d. 2x + 1 e. 2x + 2

PR
f. Gian is half Carla’s age. If Gian is x years old, then Carla’s age is:
x 1 1 1
a. b. x + c. 2x d. x e. x −
2 2 2 2

13. a. Ali earns $7 more per week than Halit. If Halit earns $x, find their total earnings per week.

E
b. Sasha is twice as old as Kapila. If Kapila is x years old, find their total age.
c. Frank has had 3 more birthdays than James. If James is 2x years old, find their total age.

G
d. If x is the smaller of 3 consecutive whole numbers, find the sum of the 3 numbers.
PA
e. If x is the smallest of 3 consecutive odd numbers, find the sum of the 3 numbers.
f. If x is the smallest of 3 consecutive even numbers, find the sum of the 3 numbers.
Reasoning
14. a. Write a rule to describe how you would calculate the total
D

cost of two hamburgers and one drink.

TE

b. Let h represent the cost of a hamburger. If the drink costs

$3.75 and the total cost is $7.25, write an equation which
links all this information.
EC

15. To hire a windsurfer, there is a $50 deposit, and you are

charged $12 per hour.
a. How much will it cost to hire a windsurfer for:
R

i. 1 hour ii. 2 hours iii. 3 hours?

b. Write a rule that could be used to calculate the cost of hiring a windsurfer for n hours.
R

c. Use the rule to calculate the cost of hiring a windsurfer for 8 hours.
d. You have $100 to spend. Write an equation to help you work out the number of hours for which you
O

could hire a windsurfer.

C

Problem solving
16. Lisa is 6 years older than Susan, Jessie is 5 years older than Lisa and the total of their ages is 41. How
N

old is Susan?
U

17. Ten couples go out for dinner. If everyone shakes hands once with everyone else except their spouse,
how many handshakes are there?
Reflection
What strategies can you use to check that your formula is correct?

TOPIC 8 Algebra  311

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 CHALLENGE 8.2
Dad is three times as old as his only son. In 10 years’ time, he will be only twice as old. How old are Dad and his
son now?

8.6 Simplifying and the distributive law

8.6.1 Simplifying expressions containing like terms

FS
•• Terms containing exactly the same pronumerals, regardless of order, are called like terms.
•• Examples of like and non-like terms are:

O
Like terms Non-like terms

O
5e and 6e 5x and 5y

PR
x and 13x 12xy and 21x

2bc and 4cb 15abc and 4bcd

E
2 2 2
3g and 45g 16g and 45g

G
PA
•• When simplifying expressions, we can add or subtract like terms only.
•• Expressions which do not have like terms cannot be added or subtracted.
•• Some examples of simplifying are:
6b + 4b = 10b
D

12y + 3y − 5y = 10y
7t − 5t = 2t
TE

5xy + 8xy = 13xy

4t − 3t = t
•• Some expressions that cannot be simplified are:
EC

5g + 5c 4t − 4
3xy + 4x 14abc − 6bc
45b − 43 4g − 4n.
R
R

WORKED EXAMPLE 16
O

Where possible, simplify the following expressions by adding or subtracting like terms.
a 4g + 6g b 11ab − ab c 6ad + 5d a
C

d 4t + 7t − 5 e 8x + 3y
N

THINK WRITE
U

a The pronumerals are the same. The terms can be added. a 4g + 6g = 10g
b The pronumerals are the same. The terms can be subtracted. b 11ab − ab = 10ab
Note that ab is the same as 1ab.
c Although the order of the pronumerals is different, the c 6ad + 5da = 6ad + 5ad
terms are like terms and can be added = 11ad
Note: Pronumerals may be rearranged in alphabetical order.

312  Jacaranda Maths Quest 7 Victorian Curriculum

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 d The pronumerals are the same and the first two terms can d 4t + 7t − 5 = 11t − 5
be added. Do not add the other term.
e The pronumerals are not the same. These are not like terms e 8x + 3y cannot be simplified.
and therefore cannot be simplified.

WORKED EXAMPLE 17

FS
Simplify the following expressions first, then find the value of the expression by
­substituting a = 4.
a 5a + 2a b 7a − a + 5

O
THINK WRITE

O
a 1 Add the like terms. a 5a + 2a = 7a

PR
  2 Substitute 4 for a in the simplified expression.   If a = 4
  3 Evaluate.   7a = 7×a
= 7×4
= 28

E
b 1 Subtract the like terms. b 7a − a + 5 = 6a + 5

G
  2 Substitute 4 for a in the simplified expression.   If a = 4
  6a + 5 = 6 × a + 5
PA
  3 Evaluate.
=6×4+5
= 24 + 5
= 29
D

8.6.2 The distributive law

TE

•• As can be seen in the diagram, 3(a + b) = 3a + 3b.

•• We can think of 3(a + b) = (a + b) + (a + b) + (a + b).
EC

•• Collecting like terms, 3(a + b) = a + a + a + b + b + b = 3a + 3b.

•• An expression containing a bracket multiplied by a number a b
can be written in expanded or factorised form.
R

factorised form expanded form

3(a + b) = 3a + b
R
O

•• The distributive law is the name given to this process because

the number out in front is distributed to each of the terms in
C

the brackets.
N

a(b + c) = ab + ac a+b
U

•• The distributive law can be used when the terms inside the brackets are either added or subtracted.
a(b − c) = ab − ac

•• The distributive law is not used when the terms inside the brackets are multiplied or divided. You can
see this with numbers 2(4 × 5) = 2 × 4 × 5 not (2 × 4) × (2 × 5).
•• When simplifying expressions, you can leave the result in either factorised form or expanded form,
but not a combination of both.

TOPIC 8 Algebra  313

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 WORKED EXAMPLE 18

Write the following expressions in expanded form, then simplify.

a 4(2a + d ) b a (3x + 2y) c 3(k + 4a − m )
THINK WRITE

a 1 The number 4 is distributed to both the a 4(2a + d) = 4 × 2a + 4 × d

2a and the d.

FS
  2 Simplify the terms.   = 8a + 4d
b 1 The number represented by the pronumeral b a(3x + 2y) = a × 3x + a × 2y
a is distributed to both the 3x and the 2y.

O
  2 Simplify the terms.   = 3ax + 2ay

O
c 1 The number 3 is distributed to k, 4a and m. c 3(k + 4a − m) = 3 × k + 3 × 4a − 3 × m

PR
  2 Simplify the terms.   = 3k + 12a − 3m

WORKED EXAMPLE 19

E
Use the distributive law to expand and simplify the following.

G
a 4(2s + 3k) − 2k b a (3 − c) + a
THINK WRITE
PA
a 1 Use the distributive law to expand 4(2s + 3k). a 4(2s + 3k) − 2k = 4 × 2s + 4 × 3k − 2k
  2 Simplify the terms.   = 8s + 12k − 2k
D

  3 Collect like terms.   = 8s + 10k

b 1 Use the distributive law to expand a(3 − c). b a(3 − c) + a = a × 3 − a × c + a
TE

  2 Simplify the terms.   = 3a − ac + a

  3 Collect like terms.   = 4a − ac
EC

RESOURCES — ONLINE ONLY

R

Complete this digital doc: WorkSHEET 8.2

R

Searchlight ID: doc-1820

O

Exercise 8.6 Simplifying and the distributive law

C

Individual pathways
N

UU PRACTISE UU CONSOLIDATE UU MASTER

U

Questions: Questions: Questions:

1a−h, 2a, d, g, j, m, p, s, v, 3, 4a−f, 1d−n, 2b, e, h, k, n, q, t, w, 4d−g, 1g−o, 2c, f, i, l, o, r, u, x, 4k, l, 5, 6,
5, 6, 7a−h, 8, 9a−d, 10, 11, 14 5, 6, 7e−l, 8, 9d−g, 10, 11, 12, 14 7k−r, 8, 9g−j, 10, 11, 12, 13, 14

    Individual pathway interactivity: int-4353 ONLINE ONLY

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.

314  Jacaranda Maths Quest 7 Victorian Curriculum

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 Fluency
1. WE16 Where possible, simplify the following expressions by adding or subtracting like terms.
a. 3a + 2a b. 9y + 5y c. 3c + 12c
d. 4u − 2u e. 7e + 13e f. 7t − 2t
g. 12ab + 2ab h. 8fg − 2fg i. 4e − e
j. 6t + t k. f + 4f l. 6y − 6y
m. 4x + 14x n. 3m + 16m − 7m o. 6a + 4a − 2a
2. Simplify the following expressions if possible.

FS
a. 24ab + ab − 7 b. 5y + y − 3y c. 5t + 5s
d. 18i + 12i − 2 e. 4t + 8t − 3 + 2t f. 7r + 2r + 5r − r
g. 2x + 2y h. 7y + 6 i. 18f − 2f + 5

O
j. 4 + 3g − g k. 6t − 5t l. 18bg − 18bg
m. 13mno − 11mno n. 11pq + 3qp o. 6pr + 2 + 5rp

O
p. 9e − 9t − 1 q. 7t + 4t − 5 r. 32t − 31t
s. 11aw − 3aw t. 7xy − 7x u. 5t + 6t − 8

PR
v. 5t − t + 3 w. 3g + 7g − 2 x. 5r + 17r + 4 + 2
3. Simplify each of the following.
a. 3t − 3t b. 18r − 18r c. 12ab − 12ab
d. 5x − 5x + 8 e. 6t + 7 − 6t f. 9g − 9g + 2

E
g. 13xyz − 13xyz h. 5x + 7 − 5x i. 5y + 2y − y

G
4. WE17 Simplify the following expressions first, then find the value of the expression by substituting
a = 7.
PA
a. 3a + 2a b. 7a + 2a c. 6a − 2a
d. 9a + a e. 13a + 2a − 5a f. 3a + 7a
g. 17 + 5a + 3a h. 6a − a + 2 i. a + a
j. 7a − 6a k. 7a − 7a l. 12a + 5a − 16
D

5. WE18 Use the distributive law to expand the following expressions.

TE

a. 3(a + 2b) b. 5(x − 4z) c. 10(2g + 3h)

d. b(2c − 3a) e. 2c(8d − q) f. 3b(3b − 2g)
g. x(9a + 7b) h. 7k(t + 3m)
EC

6. WE19 Write the following expressions in expanded form, then simplify if possible.
a. 5(a + 2b) − 3a b. 4(n − 2c) + n c. 9(b + 2c) − 9b
d. x(a − b) + x e. y(3 + 2z) + 2y f. 3x(d − 3) + 4x
R

g. 6u(2f − 1) + 20u h. 7n(10 + 3h) − 50n

Understanding
R

7. Answer True or False to each of the following statements.

O

a. 4t and 6t are like terms. b. 3x and x are like terms.

c. 5g and 5t are like terms. d. 7t and 5i are like terms.
C

e. 5a and 6a are like terms. f. 4a and 4ab are like terms.

g. 9fg and 4gf are like terms h. 6gh and 7gk are like terms.
N

i. 6r and 5r are like terms. j. yz and 45zy are like terms.

U

k. 3acd and 6cda are like terms. l. 5g and 5fg are like terms.
m. 8gefh and 3efgh are like terms. n. 6ab and 3ba are like terms.
o. 8xy and 5xy are like terms. p. 12ep and 4pe are like terms.
q. 7eg and 7g are like terms. r. 7y and 18yz are like terms.
8. MC   a.  Which one of the following is a like term for 7t?
a. 7g b. 5tu c. 2 d. 6f e. 5t
b. Which one of the following is a like term for 3a?
a. 5ab b. 6a c. 3w d. a + 2 e. 3 + a

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 c. Which one of the following is a like term for 5ab?
a. 6abe b. 4b c. 2ba d. 5 e. 5abe
d. Which one of the following is a like term for 7bgt?
a. 7t b. 4gt c. 2gb d. btg e. b + g + t
e. Which one of the following is a like term for 2fgk?
a. fg + k b. 5fg c. 2fgk d. 12f e. 12p
f. Which one of the following is a like term for 20m?
a. 11m b. 20mn c. 20f d. m + 2 e. 20

FS
g. Which one of the following is a like term for 9xyz?
a. 9x b. 2yz c. 8xz d. xzy e. 9z
9. Answer True or False to each of the following statements.

O
a. The equation y = 4x + 3x can be simplified to y = 7x.
b. The equation k = 8y + 4y can be simplified to k = 10y.

O
c. The equation y = 4x + 3 can be simplified to y = 7x.
d. The equation b = 3a − a can be simplified to b = 2a.

PR
e. The equation k = 7a + 4d can be simplified to k = 11ad.
f. The equation y = 5x − 3x can be simplified to y = 2x.
g. The equation m = 7 + 2x can be simplified to m = 9x.
h. The equation p = 3x − 2x can be simplified to p = x.

E
i. The equation t = 3h + 12h + 7 can be simplified to t = 15h + 7.

G
j. The equation y = 16g + 6g − 7g can be simplified to y = 15g.
10. Expand each of the following and then simplify.
PA
a. 3(x − y) + 5(y + 2x)
b. 5(a − 2y) + a(7 + 6y)
c. 6c(g + 3d) + g(3c + d)
d. y(6d − r) + 2y(3d + 2r)
D

Reasoning
TE

11. a. T
 here are x chocolates in each box. Ahmed buys
7 boxes while Kevin buys 3 boxes. How many
chocolates are there altogether?
EC

b. There are d mangoes in a kilogram. Nora buys 4 kg

but they are so good she buys 2 kg more. How many
mangoes did Nora buy altogether?
R

12. Find the simplest expression for the perimeter of the

following shapes:
R

a. L
O

W W
C

L
N

b.
U

A A

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 Problem solving
13. Given that OD bisects COE, that ∠COD = 4x + 16, and that C
∠DOE = 6x + 4, explain if there is enough information for you to determine B
D
the angles for COD and DOE. If so what are the measure for each?
14. Mrs Makeit sells stuffed teddy bears to a stall holder at the Queen
A O E
­Victoria Market for $10 more than they cost her to make. The stall holder
sells the teddy bears to customers for twice what he pays for them.
a. Complete this rule: Price = (Mrs Makeit's costs + __) × ___.

FS
b. Write the rule using c to stand for the price that customers pay in dollars, and n to stand for
Mrs Makeit’s cost in dollars
c. If a teddy bear costs Mrs Makeit $20 to make, how much will a customer at the market stall pay

O
for it?
Reflection

O
What strategies will you use to identify like terms?

PR
8.7 The associative law
•• The associative law for addition is: (a + b) + c = a + (b + c) = a + b + c. Using numbers we can

E
see that (9 + 3) + 7 = 12 + 7 = 19 and 9 + (3 + 7) = 9 + 10 = 19.

G
•• The associative law for multiplication is: (a × b) × c = a × (b × c) = a × b × c. Using numbers
we can see that (2 × 3) × 5 = 6 × 5 = 30 and 2 × (3 × 5) = 2 × 15 = 30.
PA
•• The associative law does not hold for subtraction and division. Using numbers for subtraction,
(8 − 3) − 2 = 5 − 2 = 3, but 8 − (3 − 2) = 8 − 1 = 7. Using numbers for division,
(24 ÷ 6) ÷ 2 = 4 ÷ 2 = 2, but 24 ÷ (6 ÷ 2) = 24 ÷ 3 = 8.
D

WORKED EXAMPLE 20
TE

Use the associative law to complete the following.

a 2w + (8d + ⃞ ) = ( ⃞ + 8d) + 5h
EC

b (x × ⃞ ) × 4g = ⃞ (d × 4g)
THINK WRITE
a The associative law says that the numbers can a 2w + (8d + 5h ) = ( 2w + 8d ) + 5h
R

be regrouped. 2w, 8d and 5h are numbers. 5h is

R

­missing from the left-hand side and 2w is missing

from the right-hand side.
O

b The associative law says that the numbers can be b (x × d⃞ ) × 4g = x⃞ × (d × 4g)

C

regrouped. d is missing from the left-hand side and

x is missing from the right-hand side.
N
U

•• The commutative law for addition is: a + b = b + a. Using numbers we can see that 5 + 3 = 8
and 3 + 5 = 8.
•• The commutative law for multiplication is: a × b = b × a. Using numbers we can see that
2 × 3 = 6 and 3 × 2 = 6.
•• The commutative law does not hold for subtraction and division. Using numbers, we can see that
5 − 3 ≠ 3 − 5 and 6 ÷ 2 ≠ 2 ÷ 6.

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 WORKED EXAMPLE 21

Use the associative and commutative laws to complete the following.

a 4r + (6t + ⃞ ) 5g + ( ⃞ + ⃞ ) b a × (3t × 2w) = (2w × ⃞) ⃞a
THINK WRITE
a The associative and commutative laws say that the a 4r + (6t + 5g ) = 5g + ( 4r + 6t )
numbers can be regrouped and rearranged. 5g is
missing from the left-hand side. Both 4r and 6t are

FS
missing from the right-hand side.
b The associative and commutative laws say that the b a × (3t × 2w) = (2w × 3t ) × a

O
numbers can be regrouped and rearranged. 3t and
a multiplication sign are missing from the

O
right-hand side.

PR
RESOURCES — ONLINE ONLY

Try out this interactivity: Associative and commutative laws

E
Searchlight ID: int-2349

Exercise 8.7 The associative law

G
PA
Individual pathways

UU PRACTISE UU CONSOLIDATE UU MASTER

D

Questions: Questions: Questions:

1, 2, 3, 4, 5, 8 1, 2, 3, 4, 5, 8 1, 2, 3, 4, 5, 6, 7
TE

    Individual pathway interactivity: int-4354 ONLINE ONLY

EC

To answer questions online and to receive immediate feedback and sample responses for every question,
go to your learnON title at www.jacplus.com.au. Note: Question numbers may vary slightly.
R

Fluency
1. WE20 Use the associative law to complete the following.
R

a. w + (r ⃞ 6y) = ( ⃞ + ⃞ ) + 6y b. 6t × (4r × ⃞ ) = (6 ⃞ × 4r) ⃞ 3s

c. (9y + ⃞ ) + 3w = ⃞ + (2r + 3w) d. (z + 2p) + ⃞ = z ⃞ ( ⃞ + 6t)
O

2. WE21 Use the associative and commutative laws to complete the following.
C

a. 6t + (3w + ⃞ ) = ⃞ + (6t + 7v) b. s × (9r × ⃞ ) = 2c × ( ⃞ × ⃞ )

c. (3c + w) + ⃞ = d + ( ⃞ + ⃞ ) d. (g × ⃞ ) × 2y = 2y × (3b × ⃞ )
N

Understanding
U

3. State whether the following are True or False. (Hint: If you’re not sure, try substituting values for the
pronumerals to help you decide.)
a. 2s + (3w + 5z) = (2s + 3w) + 5z b. x × (d + y) = (x × d) + y
c. g(jk) = (gj)k d. 4 ÷ (a ÷ c) = (4 ÷ a) ÷ c
e. 3g + (k ÷ m) = (3g + k) ÷ m f. 4t − (p + 2b) = (4t − p) + 2b
g. 3r + (a + 4c) = a + (3r + 4c) h. a + (b × c) = (a × c) + b

318  Jacaranda Maths Quest 7 Victorian Curriculum

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 4. Find the values of the following expressions and comment on the results if a = 3, b = 8, c = 2.
a. i.  3a + (2b + 4c) ii.  (3a + 2b) + 4c
b. i.  9a − (2b − 5c) ii.  (9a − 2b) − 5c
c. i.  a × (b × c) ii.  (a × b) × c
d. i.  4a ÷ (3b ÷ 2c) ii.  (4a ÷ 3b) ÷ 2c
Reasoning
5. Janet and Judy want to buy a set of Blu-rays. Janet has $47 less than the purchase price, and Judy has
$2 less. If they pool their money, they still do not have enough to buy the Blu-rays. If the set costs a

FS
whole number of dollars, what is its price?
6. The associative law refers to the order in which three numbers may be added, subtracted, multiplied or
divided, taking two at a time. It always holds true for addition and multiplication. So:

O
12 + (6 + 2) = (12 + 6) + 2 and 12 × (6 × 2) = (12 × 6) × 2.
Generally it does not hold true for subtraction and division. So:

O
a − (b − c) ≠ (a − b) − c and
a ÷ (b ÷ c) ≠ (a ÷ b) ÷ c.

PR
Investigate to find values for a, b and c that would make the associative law true for subtraction and
division.
Problem solving

E
7. Andrew thinks of a number, adds 9 and multiplies the result by 3.

G
Andrea thinks of a number, multiplies it by 3 and adds 9 to the result.
Both Andrew and Andrea get an answer of 60.
PA
Did Andrew and Andrea begin by selecting the same number? Show working out to support your answer.
8. Use the numbers 1, 5, 6 and 7 with any arithmetic operations to result in the number 21.
Reflection
Does the associative law hold when you are adding fractions? How do you know?
D

8.8 Review
TE

8.8.1 Review questions

EC

Fluency
1. Copy and complete the tables below. For each table, use the rule to work out the correct output
­numbers.
R

a. Multiply each input number by 4.

R

Input 1 3 4 7 13
O

Output          
b. Add 7 to each input number.
C

Input 1 4 6 7 15
N

Output          
U

c. Multiply each input number by 2, then subtract 3.

Input 3 4 7 10 13
Output          
d. Divide each input number by 4.
Input 0 4 8 16 20
Output          

TOPIC 8 Algebra  319

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 2. Copy and complete the tables below. Use the rule given in each case to work out the missing input
and output numbers.
a. Subtract 7 from each input number.
Input 15 16 33    
Output       3 7
b. Multiply each input number by 3, then add 7.
Input 1 4 15    

FS
Output       22 106
c. Add 5 to each input number, then multiply by 2.

O
Input 1 3 6    
Output       18 96

O
d. Multiply each input number by 2, then subtract 5.

PR
Input 8 11 15    
Output       21 71

3. MC Which formula has the algebra machine used in each of the following tables?

E
a.
a 1 4 5 6 23

G
g 11 14 15 16 33
PA
a. g = 5a + 6 b. g = a − 10 c. g = a + 10 d. g = 10a e. g = 5a − 10
b.   m 1 2 3 4 11
t 2 5 8 11 32
D

a. t = 3m b. t = 3m − 1 c. t = m + 5 d. t = 3m + 1 e. t = 3m − 1
4. Look carefully at the pattern in each of the following tables. Then complete the formula for each table
TE

by inserting a number into the gap.

a.   b.   p 0 3 5 6 12
x 1 4 7 8 23
EC

y 5 32 59 68 203 q 6 15 21 24 42
y = 9x − y = 9x −
R

5. Use the pronumerals given to write a formula for each table.

a.  
R

x 0 2 3 4 7 b.   c 5 6 8 12 13
O

y 6 8 9 10 13 d 0 1 3 7 8
c.   d.   m
C

g 3 4 6 9 23 1 4 5 6 11
h 17 22 32 47 117 n 3 15 19 23 43
N

6. Complete the tables below by substituting each of the input numbers (x) into the rule.
U

a. y = 9x − b. d = 3x
x 1 3 4 7 105 x 1 2 6 7 12
y           d          
c. h = 6 − x d. n = 11x + 3
x 0 2 4 5 6 x 0 1 3 4 7
h           n          

320  Jacaranda Maths Quest 7 Victorian Curriculum

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 7. Otto works in a warehouse, packing boxes of CDs for distribution to music stores. An order from
­Sanity’s city store fills 35 boxes with 18 CDs left over.
a. Write an expression to represent the Sanity order, using the pronumeral x to represent a full
box of CDs.
b. If each full box contains 30 CDs, use your expression to calculate how many CDs the store ordered.
8. Write expressions for the following:
a. the difference between M and C
b. money earned by selling B cakes for $3 each

FS
c. the product of X and Y
d. 15 more than G
e. 1 more than D

O
f. the cost of 12 bananas at H cents each
g. T multiplied by 5.

O
9. Simplify the following expressions by adding or subtracting like terms.
a. 3g + 4g b. 8y − 2y c. 4h + 5h d. 7ag − 2ag

PR
e. 6gy − 3yg f. 8r − 8r g. 6y − 2y + y h. 4t + 6 + 3t
i. 12gh + 6hg j. 8t − 2m + 3t k. 3m + m l. 7g + 8g + 8 + 4
m. 7h + 4t − 3h n. 2b + 7c + 8b o. 11axy − 3axy
10. Simplify the following expressions first, then find the value of the expression if x = 5.

E
a. 7x + 3x b. 2x + 3x − 4 c. 11x + 12x

G
d. x + 2x e. 4x − x f. 3x − 2x + 16
g. 21x − 13x + 7 h. 11 + 2x + 5x i. 7x − 4x + 3x
PA
11. Use the distributive law to expand the following.
a. 7(m − 3k) b. w(g + 9a) c. 2y(8h − 7)
d. 10m(7r − 2p) e. 3g(2a + 2c) f. 4j(6x − 3y)
12. Expand the following and simplify if possible.
D

a. 5(t − 2s) − 3t b. 4(a + 3g) − 2g c. d(3f + 9) − 2d

TE

d. 4z(2 − a) + 7z e. 3p(f − 2q) + 7p f. 10b(a + 6) + 5b

13. Use the associative law to complete the following.
a. a + (3b + ⃞ ) = ( ⃞ + ⃞ ) + 5c b. 1a + (2b + ⃞ ) = ( ⃞ + 2b) ⃞ 7g
EC

c. (ab × c) × ⃞ = a⃞ × ( ⃞ × f ) d. (d × 3y) × z = ⃞ × ( ⃞ × ⃞ )
14. Use the associative and commutative laws to complete the following.
a. g + ( ⃞ + 2k) = (2k + ⃞ ) + 3m b. (w + ⃞ ) + 4r = ⃞ + (5g + w)
R

2
c. 3 × (2d × ⃞ ) = (r × 2d) × ⃞ d. (3z × 5b) × ⃞ = ⃞ × (6m × 5b)
R

Problem solving
15. Johanna (a landscape architect) is installing hexagonal flowerbeds in a
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park. The flowerbeds, which are surrounded by wooden sleepers, are

C

arranged in rows as shown below:

1 bed, 6 sleepers required
How many wooden sleepers will Johanna need to install a row of 12
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­flowerbeds? Follow the steps below:

a. Draw a table with columns headed B (the number of flowerbeds),
U

and S (the number of sleepers needed). Write in the numbers from

the ­diagrams above. 2 beds, 11 sleepers required
b. Complete a diagram showing the number of sleepers needed for a
row of 4 flowerbeds, and a row of 5 flowerbeds. Add these values to
your table.

3 beds, 16 sleepers required

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 c. Look at the table to determine the formula which connects S and B. Write the formula in the
form S = …
d. Substitute B = 12 into the formula to find the number of sleepers needed for the row of flowerbeds.
16. The metal ceiling rafters in a school classroom consist of a series of triangles
connected end to end as shown. The number of triangle side lengths required
in each rafter depends on the total number of triangles. However, adjacent
triangles share a common side length.
How many side lengths will be needed to build a single rafter if each rafter 1 triangle, 3 side lengths

FS
contains 25 triangles? ­Follow the steps below:
a. Draw up a table with columns headed T (the number of triangles),
and S (the number of side lengths needed). Write in the numbers from

O
the ­diagrams above.
b. Complete a diagram showing the number of side lengths needed for a 2 triangles, 5 side lengths

O
rafter containing 4 triangles. Add these values to your table.
c. Look at the table to determine the formula which connects S and T.

PR
Write the formula in the form S = …
d. Substitute T = 25 into the formula to find the number of side lengths
3 triangles, 7 side lengths
needed for each ceiling rafter.
17. The diagrams below show the number of struts planned for the back walls of the Surfside beach huts,

E
which are to be built in rows.

G
Surfside Constructions has a contract to build a row of 34 beach huts at Golden Beach. Based on the
plans above, how many struts will be required for the back walls of this row of beach huts? Follow the
PA
steps below to solve this problem.
D
TE

1 hut, 6 struts 2 huts, 11 struts 3 huts, 16 struts

a. Draw a table with rows headed H (the number of huts), and S (the number of struts needed). Write in
EC

the numbers from the diagrams above.

b. Following the same pattern, complete a diagram showing the number of struts needed for a row of
4 huts and a row of 5 huts. Add these values to your table.
R

c. Look at the table to determine the formula that connects S and H. Write
the formula in the form S = …
R

d. Substitute H = 34 into the formula to find the number of metal struts

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needed for the row of huts.

The engineers at Surfside Constructions have advised builders that
C

1 hut, 5 struts 2 huts, 9 struts

only one of the metal strut cross bracings is required. Only 5 struts
are required for the back wall of each hut. The diagram on right is
N

the amended plan for the huts’ struts.

U

e. Draw a diagram showing the number of struts needed for a row of 3 huts.
f. Repeat steps a to c for a beach hut containing 5 struts as illustrated in the diagram above.
g. How many metal struts will now be required for the back wall of a row of 34 beach huts?
18. A seed you have planted in a pot is starting to grow. When you first notice the seedling, you measure
it to be 2.4 centimetres high. Each day after this you continue to measure its height.

322  Jacaranda Maths Quest 7 Victorian Curriculum

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 6.6 cm

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5.2 cm
3.8 cm
2.4 cm

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PR
First measurement 1 day later 2 days later 3 days later

a. If the seedling continues to grow at the same rate, how tall will it be 4 days later?

E
b. How tall will it be 5 days later?
c. Write a formula connecting the height of the plant with the number of days after the plant height was

G
first measured. Remember to identify what each pronumeral represents in your formula.
PA
d. Check your formula by calculating the height of the plant after 7 days.
e. What is the height of the plant after 18 days?
f. What would be the height of the plant after 25 days?
g. Challenge: Use your formula to estimate when the plant would be approximately
D

32 centimetres high.
h. Discuss and give reasons why this formula may not be accurate to predict the plant height after a
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period of time.
19. It’s Bianca’s birthday today. She is m years old. She asks the ages of people at her party. Her cousin
EC

Paul is 8 years older than Bianca. His age today is m + 8 years old.
a. Write the ages of the following using algebra as for Paul’s age.
i. Bianca’s sister Kate is 5 years younger than Bianca.
ii. Bianca’s aunt Theresa is three times Bianca’s age.
R

b. If Bianca is 7 years old today, work out the ages of her relatives and write their names in order from
R

youngest to eldest.
c. If Bianca is 13 years old today, work out the ages of her relatives and write their names in order from
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youngest to eldest.
20. Use the pronumeral x to make a general statement of the form ⃞ × ⃞ = 1 from the following clues.
C

4 × 14 = 1, 30 × 30 1 1
= 1, 1.2 × 1.2 =1
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21. You work at a restaurant. The manager asks you to push tables together until you have seats for
20 people to sit together. You have tables that seat 4 people. You notice that when you push two tables
U

together you can seat 6 people. Do you see a pattern that will help you to work out how many tables
will be needed to seat 20 people?
22. Mary has y books. Tom has 4 more books than Mary has. Cindy has 5 times as many books as Tom
has. Write down an expression, in terms of y, for the number of books that Cindy has.

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 23. If we count by 7s, starting with 3, we get the numbers:
3, 10, 17, 24, 31, 38, …
What is the 50th number in this set?
24. A couple spends $x on developing eighty small wedding photos and $y for sixty large wedding pho-
tos. How much do they need to spend if they want an extra dozen photos of each size?
25. It costs $x for four adults’ tickets. A child’s ticket costs $3 less than an adult’s ticket. On family night,
all the tickets go for half price. Develop a formula in terms of x to calculate how much it will cost for
a family of 2 adults and 3 children on family night.
26. You have four friends to whom you gave some money. To the first friend, you gave 13 of your coins.

FS
You then gave 12 of the coins that you had left to your second friend.
Then you gave your third friend 14 of the coins that you had left. Finally you gave your fourth friend 23

O
of your remaining coins. At this point you had 7 coins remaining.
How many coins did you begin with?

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27. A bird’s head is 13 the length of its body. Its tail is as long as its head and body combined. If the total
length of the bird is 24 cm, how long is its head?

PR
28. Tom’s father is 3 times as old as Tom, and his mother is 56 his father’s age. His sister is 34 Tom’s age.
Tom’s father is 6 years older than his mother. How old is Tom’s sister?
29. Imagine that a new mathematical operation is being used. Its symbol is #. See the following equations.
1#1 = 2 3 # 5 = 34 6 # 9 = 117 10 # 14 = 296

E
Find the value of 15 # 19, and explain your reasoning.

G
PA
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TE

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EC

Language
R

It is important to learn and be able to use correct mathematical language in order to communicate effec-
tively. Create a summary of the topic using the key terms below. You can present your summary in writing
R

or using a concept map, a poster or technology.

algebra distributive law input sequence
O

associative law equate like terms simplify

C

coefficient equation output substitute

commutative law expression pronumeral term
N

constant formula rule variable

U

Link to assessON for questions to test your

readiness FOR learning, your progress aS
you learn and your levels OF achievement.
assessON provides sets of questions for
every topic in your course, as well as giving
instant feedback and worked solutions to
help improve your mathematical skills.
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 Investigation | Rich task
Landscaping

FS
O
O
PR
E
G
PA
As a part of a town’s beautification program, its council wants to create more garden beds in the
parklands around the town. All garden beds are to be square, but may vary in size, and will be sur-
rounded by 1-metre-square pavers as shown in the diagrams below.
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TE
EC

Garden bed 1
Garden bed 2
Garden bed 3
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•• The shaded areas represent the square garden beds.

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•• The unshaded squares represent the 1-metre-square pavers.

1. Use the 3 diagrams of garden beds shown above to complete the following table.
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  Garden bed 1 Garden bed 2 Garden bed 3

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Side length of the garden bed (m)      

N

2
Area of the garden bed (m )      
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Number of pavers used      

Total length around the outside of pavers (m)      

TOPIC 8 Algebra  325

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 Let s represent the side length of the garden bed.
Let a represent the area of the garden bed.
Let p represent the number of pavers used.
Let l represent the total length around the outside of the pavers.
2. Examine the patterns formed in your table and write formulas linking:
• a and s • l and s
• p and s • p and l.

FS
You have just been appointed the council’s new landscape gardener. Your first task is to
design a 10 metre × 10 metre square garden bed that is to be constructed in the same way
as demonstrated on the previous page.

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O
PR
E
G
PA
D
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3. How many pavers will be needed for this design?

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The council has decided to put a large, square garden bed on the grounds near the
entrance to its offices. The area of ground measures 18 × 20 m and the council wants the
largest possible square garden bed to be placed here, and for it to be surrounded by the
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1-metre-square pavers.
R
O
C
N
U

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 4. As the landscape gardener, draw a design of the council’s plan for this area of ground on a sheet
of paper with clear labels showing the measurements involved. Indicate the number of pavers
that will be required for the project.
5. Suppose the garden beds are rectangular in size, but are still surrounded by 1-metre-square
pavers. On another sheet of paper, draw different rectangular garden beds and investigate the
­different patterns between the side lengths of your garden beds, their area and the number of
pavers used. Report your findings.

FS
O
RESOURCES — ONLINE ONLY

O
Complete this digital doc: Code puzzle: What was the ‘Model T’ in 1908?
Searchlight ID: doc-14325

PR
E
G
PA
D
TE
EC
R
R
O
C
N
U

TOPIC 8 Algebra  327

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 Answers
Topic 8 Algebra
Exercise 8.2  Using rules
1. a. Add 2 to each term to get the next term. 10, 12, 14
b. Add 5 to each term to get the next term. 23, 28, 33
c. Subtract 3 from each term to get the next term. 15, 12, 9
d. Multiply each term by 3 to get the next term. 81, 243, 729

FS
e. Divide each term by 2 to get the next term. 8, 4, 2
f. The term number is squared. 25, 36, 49
2. a. i.  Number of squares 1 2 3 4

O
Number of matchsticks 4 7 10 13
ii. The number of matchsticks equals 3 times the number of squares plus 1. iii.

O
61
b. i.    Number of triangles 1 2 3 4

PR
Number of matchsticks 3 5 7 9
ii. The number of matchsticks equals 2 times the number of triangles plus 1. iii.
41
c. i.    Number of houses 1 2 3 4
Number of matchsticks 6 11 16 21

E
ii. The number of matchsticks equals 5 times the number of squares plus 1. iii. 101

G
d. i.    Number of panels 1 2 3 4
Number of matchsticks 4 7 10 13
PA
ii. The number of matchsticks equals 3 times the number of squares plus 1. iii.
61
3. a.   b.   Input
Input 4 5 6 10 14 1 2 6 13 107
Output 0 1 2 6 10 Output 13 14 18 25 119
D

c.   d.   Input
Input 1 10 51 60 144 3 12 21 66 141
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Output 2 20 102 120 288 Output 1 4 7 22 47

4. a.   b.  
Input 2 3 4 10 17 Input 2 4 5 20 100
Output 9 11 13 25 39 Output 12 28 36 156 796
EC

c.   d.  
Input 2 3 5 12 43 Input 3 4 5 8 25
Output 25 30 40 75 230 Output 0 11 22 55 242
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e.   f.   Input
Input 0 1 5 8 10 0 1 4 7 12
Output 0 1 64 100 Output 4 5 20 53 148
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25
5. a.   b.   Input
Input 1 3 27 2 53 191 3 25 56 0 74 1753
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Output 3 5 29 4 55 193 Output 23 45 76 20 94 1773

C

c.   d.   Input
Input 7 15 96 9 17 109 1 6 321 2 7 103
Output 2 10 91 4 12 104 Output 4 24 1284 8 28 412
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6. a.   b.   Input
Input 3 13 21 1 10 50 2 5 16 3 5 20
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Output 8 28 44 4 22 102 Output 3 18 73 8 18 93

c.   d.   Input
Input 3 15 273 6 63 162 1 5 17 2 7 12
Output 1 5 91 2 54 21 Output 1 25 289 4 49 144
e.   f.   Input
Input 2 7 15 3 9 11 7 19 31 23 51 63
Output 34 134 294 54 174 214 Output 1 4 7 5 12 15

328  Jacaranda Maths Quest 7 Victorian Curriculum

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 7. a. =2 +1
Every line has an extra white square and two extra blue squares. So, for every white square you have to add two blue
squares.
Line 0 has one square so this square has to be added to the pattern.
b.  
Line 6

Line 7

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8. a. The first inner layer has 3 hexagons.
The second layer is constructed using three hexagons for each original hexagon and hence has 9 hexagons.

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The third layer is constructed using five hexagons for each original hexagon and hence has 15 hexagons.
b. 21 hexagons

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Seven hexagons for each original hexagon.
9. a.  

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t 1 2 3 4 5 6 7 8
C 21 22 23 24 25 26 27 28
b. C = t + 20 c. $1.40 d. 3 minutes
10. 325

E
11. 7, 3, 4, 6
12. A = 3, B = 5, C = 4, D = 1, E = 6, F = 2

Exercise 8.3  Finding a formula

G
PA
1. a. b = 4h b. m = 4f c. r = 5a
d. m = 4t e. x = 5(k + 4) f. k = 6w − 2
g. t = 4(20 − g) h. b = 10a − 5 i. d = 6f + 7
j. h = 9(x + 5) k. y = 8(3b + 6) l. y = 8p − 6
D

m. g = 2(3r + 17) n. j = 18(5h − 4)

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2. a. g = f + 9 b. b = a − 3 c. t = 2k + 1
d. y = 7x − 5 e. g = 4a + 2 f. t = 9m + 11
g. w = 3 × p + 2(w = 3p + 2) h. x = 5 × t − 8(x = 5t − 8) i. p = 3m − 1
EC

j. b = s × 10 − 7(b = 10s − 7)
3. a. b = a + 3 b. w = t + 5 c. a = m – 4
d. t = 2s + 3 e. g = 2f – 1 f. c = 3s + 1
R

g. a = 4d – 3 h. g = 5s − 4 i. e = 11f – 20
j. q = 20p + 4 k. t = 4b l. p = 3u − 1
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4. C 5. C 6. D
7. E 8. C 9. D
O

10. A 11. D 12. C

13. Total biscuits = 3n + 9
C

2 b+1 2
14. a. t = a − 1 b. x = c. p = 2w
2
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15.   Base Height Number of hits Number of squares

U

6 4 5 12
3 4 7 12
3 5 8 15
3 6 3 6
4 8 3 8
b h (b + h) (b + h)
H.C.F.(b, h) H.C.F.(b, h)
16. 15 pins

TOPIC 8 Algebra  329

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 Challenge 8.1
2, 6, 10, 14, 18, 22, 26, 30, 34, 38
Exercise 8.4  Substitution
1. a. i.  m = 2 ii. m = 3 iii. m = 0 iv. m = 100
b. i.  m = 11 ii. m = 1 iii. m = 197 iv. m = 13
c. i.  m = 19 ii. m = 7 iii. m = 67 iv. m = 247
d. i.  m = 21 ii. m = 13 iii. m = 1 iv. m = 25
2. a. i.  m = 4 ii. m = 2 iii. m = 26 iv. m = 152

FS
b. i.  m = 20 ii. m = 40 iii. m = 45 iv. m = 0
c. i.  m = 40 ii. m = 36 iii. m = 0 iv. m = 4
d. i.  m = 5 ii. m = 125 iii. m = 35 iv. m = 75

O
e. i.  m = 7 ii. m = 1 iii. m = 15 iv. m = 63
f. i.  m = 17 ii. m = 23 iii. m = 32 iv. m = 77

O
g. i.  m = 9 ii. m = 3 iii. m = 303 iv. m = 216
h. i.  m = 16 ii. m = 28 iii. m = 13 iv. m = 49

PR
i. i.  m = 26 ii. m = 8 iii. m = 44 iv. m = 2
3. a. Fat 0.5 g, Protein 4.9 g, Carbohydrate 13.7 g, Energy 380 kJ
b. 78.9 calories

E
c. Multiply the number of fat grams by 9 and to this, add the sum of the number of protein and carbohydrate grams
­multiplied by 4.

G
d. i. f ii. p iii. c iv. e
e. e = 9f + 4(p + c) f. See the table on the following page.
PA
g. 100 grams of chocolate cake. Yes h. In general, fruits and vegetables
i. Number of calories: e, number of kilojoules k, k = 4.2e j. 331 kJ
k. See the table on the following page.
4. a.   b.
D

T 1 2 3 4 5
D 3 4 5 6 7
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c. D = T + 2 d. D = 26
5. a.   b.
EC

B 1 2 3 4 5
W 4 6 8 10 12

c. W = 2B + 2 d. W = 22
R

3f and k
R

Number of Number of
Number of grams of grams of Number of Number of
O

Food grams of fat ­protein c­ arbohydrate calories (f) ­Kilojoules (k)

1 hot cross bun 3 3 19 115 483
C

100 grams of chocolate cake 16 4 56 384 1613

N

100 grams of roast chicken 14 26 0 230 966

70 grams of bacon 8 21 0 156 655
U

2 grilled sausages 17 13 15 265 1113

1 piece of fish (flake), no batter 1 21 0 93 391
10 grams of sultanas 0 0 6 24 101
25 grams of dried apricots 0 0 17 68 286
1 banana 0 1 20 84 353
1 apple 0 0 17 68 286

330  Jacaranda Maths Quest 7 Victorian Curriculum

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 Number of Number of
Number of grams of grams of Number of Number of
Food grams of fat ­protein c­ arbohydrate calories (f) ­Kilojoules (k)
1 serve of carrots 0 0 5 20 84
1 serve of potatoes 0 0 17 68 286
250 millilitres of milk 10 8 12 170 714
210 grams of tinned tomato 0.8 2.6 14.9 77.2 324
noodle soup

FS
6. a.  
S 1 2 3 4 5 b.
P 4 7 10 13 16

O
O
c. Formula is P = 3S + 1 d. P = 661 pieces of timber e. $2544.85

PR
7. a, b.    c.
A 1 2 3 4 5
L 4 7 10 13 16

E
d. Formula is L = 3A + 1 e. L = 226 light panels
8. a. 1225 b. 2485

G
9. 154 10. 29 11. m, a, z, g 12. 940
+ 92 739
PA
121 + 8925
10604

Exercise 8.5  Terms, expressions and equations

D

1. a. c + 3 b. 2c c. 3c + 2 d. 2c + 5 e. 4c + 3
2. a. 4c + 34 b. 242 c. $48.40
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3. a. 2m b. 2m + n c. 4m + 3n d. m + 2n + 5 e. 3m + 2n + 8
4. a. 34 b. 46 c. 104 d. 46 e. 83
5. a. B + 2 b. T − 3 c. D + 6 d. K − 5 e. G + N + W
EC

f. D + H g. 2N h. C + H i. 12 − G j. 4D
k. H + 6 l. Z − G m. BF n. 3M + Y
6. a. A + B + C b. A − C c. AB d. ABC
R

B A+C
e. f. g. A + 3
C B
R

$T
7. a. T − X b. $4B c. 45G d. e. R + M
5
Y
O

f. g. $11M h. A + H i. 52 − J j. 12B
6
B+G
C

k. l. A + H + K m. 4R
2
x
8. a. x + 8 = 11 b. x − 11 = 63 c. 8x = 128 d. = 5
N

7
e. A + H = 6.49 f. 52 − Q = 19 g. 99M = 792 h. 4R + 4D = 164
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9. a. True b. True c. False d. True e. True f. True

g. True h. False i. False j. True k. True l. False
10. a. B b. C c. D d. D
e. B f. A g. A
x
11. a. x + 5 b. x − 8 c. 2x d.
4
x
e. x + 1 f. 100x g. h. 7x
100
x + 20 k + 23
i. j. 10x dollars k.
2 3

TOPIC 8 Algebra  331

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 12. a. D b. C c. C d. E e. B f. C
13. a. $(2x + 7) b. 3x c. 4x + 3 d. 3x + 3 e. 3x + 6 f. 3x + 6
14. a. Cost of a hamburger + cost of a hamburger + cost of a drink = total cost OR cost of the drink + twice the cost of a
­hamburger = total cost
b. $3.75 + 2h = $7.25
15. a. i.  $62 ii. $74 iii. $86
b. Cost = 50 + 12n c. $146 d. 100 = 50 + 12n
16. 8 years old 17. 180

FS
Challenge 8.2
Dad is 30, son is 10.

Exercise 8.6  Simplifying and the distributive law

O
1. a. 5a b. 14y c. 15c d. 2u
e. 20e f. 5t g. 14ab h. 6fg

O
i. 3e j. 7t k. 5f l. 0

PR
m. 18x n. 12m o. 8a
2. a. 25ab − 7 b. 3y c. Cannot be simplified d. 30i − 2
e. 14t – 3 f. 13r g. Cannot be simplified h. Cannot be simplified
i. 16f + 5 j. 4 + 2g k. t l. 0

E
m. 2mno n. 14pq o. 11pr + 2 p. Cannot be simplified
q. 11t − 5 r. t s. 8aw t. Cannot be simplified

G
u. 11t − 8 v. 4t + 3 w. 10g − 2 x. 22r + 6
PA
3. a. 0 b. 0 c. 0
d. 8 e. 7 f. 2
g. 0 h. 7 i. 6y
4. a. 5a, 35 b. 9a, 63 c. 4a, 28 d. 10a, 70
D

e. 10a, 70 f. 10a, 70 g. 17 + 8a, 73 h. 5a + 2, 37

i. 2a, 14 j. a, 7 k. 0, 0 l. 17a − 16, 103
TE

5. a. 3a + 6b b. 5x − 20z c. 20g + 30h d. 2bc − 3ab

2
e. 16cd − 2cq f. 9b − 6bg g. 9ax + 7bx h. 7kt + 21km
6. a. 2a + 10b b. 5n − 8c c. 18c d. ax − bx + x
EC

e. 5y + 2yz f. 3dx − 5x g. 12fu + 14u h. 20n + 21hn

7. a. True b. True c. False d. False
e. True f. False g. True h. False
R

i. True j. True k. True l. False

R

m. True n. True o. True p. True

q. False r. False
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8. a. E b. B c. C d. D
e. C f. A g. D
C

9. a. True b. False c. False d. True e. False

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f. True g. False h. True i. True j. True

10. a. 13x + 2y b. 12a − 10y + 6ay c. 9cg + 18cd + dg d. 12dy + 3ry
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11. a. 10x b. 6d 12. a. 2L + 2W b. 2A + B

13. ∠COD = ∠DOE = 40°
14. a. (Mrs Makeit’s costs + 10) × 2 b. c = 2(n + 10) c. $60

Exercise 8.7  The associative law

1. a. w + (r + 6y) = ( w + r ) + 6y b. 6t × (4r) × 3s ) = (6 t × 4r) × 3s
c. (9y + 2r ) + 3w = 9y + (2r + 3w) d. (z + 2p) + 6t = z + ( 2p + 6t)
2. a. 6t + (3w + 7v ) = 3w + (6t + 7v) s × (9r × 2c ) = 2c × ( s × 9r )
b.
(3c + w) + d = d + ( 3c + w )
c. (g × 3b ) × 2y = 2y × ( 3b × g )
d.

332  Jacaranda Maths Quest 7 Victorian Curriculum

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 2. a. T b. F c. T d. F
e. F f. F g. T h. F
3. a. i.  33 ii.
33 They are the same.
b. i.  21 ii.
1 They are different.
c. i.  48 ii. 48 They are the same.
1
i. i.  2 ii.
8
They are different.
4. $48 5. $47 or $48
6. Check with your teacher.

FS
7. They did not start with the same number. Andrew started with 11 and Andrea started with 17.
8. 6 ÷ (1 − 5 ÷ 7) = 21

8.8 Review

O
1.   a. Input 1 3 4 7 13   b.  Input 1 4 6 7 15  

O
Output 4 12 16 28 52 Output 8 11 13 14 22
c. Input 3 4 7 10 13 d.  Input 0 4 8 16 20

PR
Output 3 5 11 17 23 Output 0 1 2 4 5

2.   a. Input 15 16 33 10 14 b.  Input 1 4 15 5 33

Output 8 9 26 3 7 Output 10 19 52 22 106

E
c. Input 1 3 6 4 43 d.  Input 8 11 15 13 38

G
Output 12 16 22 18 96 Output 11 17 25 21 71
3.   a. C b.
B
PA
4.   a. y = 9x − 4 b.
q = 3p + 6
5.   a. y = x + 6 b.
d=c−5 c.
h = 5g + 2 d.
n = 4m − 1
6.   a. b.  
x 1 3 4 7 105 x 1 2 6 7 12
D

y 0 2 3 6 104 d 3 6 18 21 36
c. d.  
TE

x 0 2 4 5 6 x 0 1 3 4 7
h 6 4 2 1 0 n 3 14 36 47 80
7.   a. 35x + 18 b.
1068
EC

8.   a. M − C b.
$3B c.
XY G + 15
d. D+1
e. f.
12H cents g.
5T
9.  a. 7g b.
6y c.
9h d.
5ag e.  3gy f.
0
g.
5y 7t + 6
h. i.
18gh 11t − 2m
j. k.  4m 15g + 12
l.
R

4h + 4t
m. 10b + 7c
n. o.
8axy
10. a. 10x, 50 5x − 4, 21
b. c.
23x, 115 d.
3x, 15 e.  3x, 15 x + 16, 21
f.
R

8x + 7, 47
g. 11 + 7x, 46
h. i.
6x, 30
11. a. 7m − 21k gw + 9aw
b. 16hy − 14y
c. 70mr − 20mp
d. e.  6ag + 6cg 24jx − 12jy
f.
O

12. a. 2t − 10s 4a + 10g

b. 3df + 7d
c. 15z − 4az
d. e.  3fp − 6pq + 7p f.
10ab + 65b
C

13. In this question, the order of the terms is important.

a + (3b +
a. ⃞)=( ⃞ + ⃞ ) + 5c 1
b. + (2a + ⃞ ) = ( ⃞ + 2b) ⃞ 7g
N

(b )
(d × 3y) × z =
c. ⃞ ×( ⃞ × ⃞) a a
d. × c × ⃞ = × ( ⃞ × f)
U

⃞
14. a. g + ( ⃞ + 2k) = (2k + ⃞ ) + 3m (w +
b. ⃞ ) + 4r = ⃞ + (5g + w)
2 (3z × 5b) × = ⃞ × (6m × 5b)
d.
c. × (2d × ⃞ ) = (r × 2d) × ⃞
3
15. a. b.
B 1 2 3 4 5
S 6 11 16 21 26
Formula is S = 5B + 1
c. S = 5B + 1 sleepers
d.

TOPIC 8 Algebra  333

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 16. a. b.
T 1 2 3 4
S 3 5 7 9
S = 2T + 1
c. S = 51
d.
17. a.
H 1 2 3 4 5
S 6 11 16 21 26
b.   

FS
O
4 huts, 21 struts 5 huts, 26 huts

O
S = 5H + 1
c. d. 171

PR
e.  f.  H 1 2 3 g.  137
S 5 9 13
S = 4H + 1

E
3 huts, 13 struts
G
PA
18. a. 8.0 cm b. 9.4 cm
Let d be the number of days, h be the height, h = 1.4 d + 2.4.
c.
d.
12.2 cm e.
27.6 cm f.  37.4 cm
D

g.
Approximately 21 days later
h.
The plant will eventually stop growing. According to the formula, it will grow indefinitely.
TE

19. a. i.  m − 5 ii. 

3m
b.
Kate 2, Bianca 7, Paul 15, Aunt Theresa 21 c.
Kate 8, Bianca 13, Paul 21, Aunt Theresa 39
1 3x + 8y 3x y
20. x × =1 21. 9 tables 2 2. 5y + 20 23. 346 24. $ = +
EC

x 20 20 5
5x − 36
2 5. $ 26. 84 coins 27. 3 cm 28. 9 years 29. 586
8
R

Investigation — Rich task

1.  
  Garden bed 1 Garden bed 2 Garden bed 3
R

Side length of the garden bed (m) 1 2 3

O

Area of the garden bed (m )

2 1 4 9
Number of pavers used 8 12 16
C

Total length around the outside of pavers (m) 12 16 20

2. a = s × s, l = 4s + 8, p = 4s + 4, p = l − 4
N

3. 44
U

4. 68
5. Teacher to check.

334  Jacaranda Maths Quest 7 Victorian Curriculum

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