Simplifying fractions, solving equations, using formulae, indices and

inequalitie
HOVERCRAFT MEETS SPEEDBOAT!
Wow! What a lot of
topics this week! Again,
you will need to pace
yourself, but it shouldn’t
be as daunting as the last
This week’s work is
algebra chapter. Firstly,
required to fulfil you have had a good
these topics introduction to algebra,
on the syllabus:
secondly, most of the topics covered in the algebra section
Topic 1: number and set were covered last week in the number section, but this week
notation (core) has the addition of using algebra! In the picture frame this
Topic 2: squares and week, we see a hovercraft. Inequalities are often used when
cubes (core) two or more processes or operations happen at the same
time and it is helpful to calculate or plot the time frame
Topic 3: directed when the activities will coincide. Here, we have a speed boat
numbers (core) of tourists aiming to meet a hovercraft for the next part of
Topic 5: ordering(core) their journey. These types of transition journeys are
calculated every day at the airports, so that onward
Topic 7: the four rules traveling passengers can make their next connection
(core)

Topics 20 and 21:

algebraic
representation/manipula
tion (core/supplement)

Topic 23: indices (core)

When you have completed this week’s work, you will be able to:

• simplify algebraic fractions • simplify complex algebraic fractions • solve quadratic equations

• use and rearrange formula • use first 3 rules of indices with algebra • Solve linear inequalitie
 Simplifying algebraic fractions (Monday)

Last week, we reviewed the fractions rules. Here, you are going to apply what you have learned to
algebraic fractions (fractions with letters!) The rules are the same and for most of the work this
week, it will probably help to have the introduction to last week’s work open, to remind you of the
introduction to these topics.

Here are some additional notes to support the explanations in the book:

Example 1:

4𝑥
6𝑥

means 4x divided by 6x.

You can simplify the numbers by dividing by 2, to get

2𝑥
3𝑥
And simplify again by dividing by x:
2
3
For example 2,

x2 means x multiplied by x, so when you have

𝑥2
𝑥
the bottom x cancels out with one of the top x’s. so you are left with:

x
Example 3

2𝑦 3
𝑦4

If you can’t see how to cancel this down to its simplest form, you can write it out longhand:
2 ×𝑦×𝑦×𝑦
𝑦×𝑦×𝑦×𝑦

Now you can see that three of the y’s from the top (numerator) cancel out with three from the
bottom (denominator) to leave:

2
𝑦

The above method does not work if there are additions or subtractions:

Example 4

2𝑦 2 + 6
𝑦

It is very common for students to think that the y on the bottom will cancel with one of the y’s on
the top and reduce it to:
2𝑦 + 6

But, another way of writing out the example will make it more clear:

2𝑦 2 + 6 2𝑦 2 6
= +
𝑦 𝑦 𝑦

Now, you can see why the y in the denominator can not cancel with one of the y’s in the original
numerator. It is because 6 is also divided by y. Looking at the new form on the right hand side, you
can see that the first term can cancel down, by dividing by y, but the second term can not cancel
down. You could write it as:
6
2𝑦 +
𝑦
 Go….
Before carrying on with today’s learning, have some practice with the basic fraction rules using
algebra.

Go to page 114 and read ‘algebraic fractions’ and look through the examples

Work through exercise 11.15 and mark your work

 Still Monday…

Carrying on with algebraic fractions, , just like adding simple fractions, when you add fractions with
algebra, you always need a common denominator.

Example:

1/2 + 1/3 = 3/6 + 2/6 = 5/6

Here, we changed the denominators into sixths, as both 2 and 3 divide into 6. Rather than sitting
and thinking of a number that both denominators go into, we can just multiply the two
denominators to find the common denominator. Then, the numerator (top number) of each
fraction has to be multiplied by the same number that the denominator has been multiplied by. So,
above, the 2 was multiplied by 3 to get 6, so the 1 must also be multiplied by 3 to get the new
numerator. This same method is used when dealing with algebra.

Example 1 :

3/a + 2/b

Here, the denominator of the first fraction is ‘a’ and the denominator of the second fraction is ‘b’,
so to find the common denominator, we multiply a x b to get ab.

Now, for the first fraction, 3/a we have to multiply a by b to get ab, so we have to also multiply the
top, 3, by b, so the fraction becomes: 3b/ab.

For the second fraction, 2/b, we have to multiply b by a to get ab, so we have to also multiply the
top by ‘a’ so the new fraction becomes: 2a/ab.

Now our problem is:

3 2 3𝑏 2𝑎
+ = +
𝑎 𝑏 𝑎𝑏 𝑎𝑏

Now we can add the numerators to get:

3𝑏 + 2𝑎
𝑎𝑏
This can not be simplified any further.
Sometimes, the algebraic fraction has numbers as denominators and letters as numerators as
shown below:
2𝑝 5𝑦
−
3 4

This might be easier to solve as you have already dealt with common denominators that are
numbers:

The common denominator is 12, so our problem becomes:

2𝑝 5𝑦 8𝑝 15𝑦 8𝑝 + 15𝑦
− = − =
3 4 12 12 12

And since you can not add p’s with y’s, this is as simple as it gets!

Go….
Read the notes and examples ‘addition and subtraction of fractions on page 115

Do exercise 11.16 on pages 115 and 116 and mark your work

Read the further examples on page 116

Do exercise 11.17 on pages 116 and 117 and mark your work
 Solving equations (Tuesday)
Before you begin this section, you may want to open the first algebra lesson and remind yourself of
solving the basic equations. These skills will be extended this week. Please note how each line of
solving the equation is explained in brackets after the line of working. It is really important that you
adopt this or a similar style of working so that an examiner can follow your working out

Example 1

Solve:

2x2 + 13 = 63

2x2 = 50 (subtract 13 from both sides)

x2 = 25 (divide by 2 both sides)

x = ±√25 (square root both sides)

x = ±5

Just in case you have not learned this; square rooting is the opposite operation to squaring and
vice versa.

Another method for showing your working out is by doing the operation to both sides but without
adding the words:

Solve:

2x2 + 13 = 63

2x2 + 13 - 13 = 63 – 13

2x2 = 50

(2x2)/2 = 50/2

x2 = 25

√x2 = √25

x = ±5

Please note that each line of working has to be shown. It is common for these types of questions to
carry 3 marks in the exam. 2 are for working out and you may have made a calculation error, but
the examiner can see that you know the method of solving the equation and reward you for that.
This is also the case when you hand in your assignments, you need to show every line of working.
Even the more complicated looking equations can be worked through by ‘unpacking’ the layers of
algebra and applying the simple rule of doing the opposite operation.

Example 2

3𝑥 2 +5
√ +4 =8
2

3𝑥 2 +5
√ =4 (subtract 4 from each side)
2

3𝑥 2 +5
= 16 (square each side)
2

3𝑥 2 + 5 = 32 (multiply both sides by 2)

3𝑥 2 = 27 (subtract 5 from both sides)

𝑥2 = 9 (divide each side by 3)

𝑥 = ±3 (square root each side)

If you found that example difficult and you are not sure which operation to do first, look at x in the
original equation. List the operations that happen in order:

First, x is squared

Then, multiplied by 3

Next, add 5

Then, divide by 2

Then square root everything

Lastly add 4

In order to ‘undo’, you just go in reverse and do the opposite operations:

Subtract 4, square, multiply by 2, subtract 5, divide by 3, square root.

 Go….
Read the notes and examples on page 127

Sometimes, the equations have x’s on both sides. Go onto the Haiku page for module 2, lesson 2
and work through the power point presentation ‘solving equations 1’ It explains the x’s on both
sides very well. When you get to the questions, stop clicking on each slide and take up pen and
paper and work the answers out, before revealing the answers on the power point.

Do exercise 13.1 on pages 127 and 128 mark your work

 Using formula (Wednesday)
Above, you can see lots of different formulae. When you are using a formula, you have values for
the variables (letters) and then you work out the value of the expression.

But first….

Expressions, formulae, formula and equations……

What are the differences?

Expressions

Are phrases. Such as:

2a + 2b

Or..

a+1

or ..

3x

Formulae

Is the plural of formula! It has an equals sign and can only be solved once you have a value for the
variables:

Area of a square = l x w

This can only be solved when you know the length (l) and the width (w)

And..

E = mc2

The is the formula that relates the mass of a body with the speed of light and its kinetic energy.

We can only solve this when we have values for E, m and c.

Having the skill to solve equations means that you can now use formulae. Always work through
questions on formulae in a methodical manner. First, always state the formula that you are going
to use. Next, put in the numbers that you know, lastly, solve the equation for the unknown that
you need
4cm

3cm

6cm
Example 1

Find the area of this trapesium:

1. State your formula: Area of a trapesium = ½ h(a + b)

2. Put in the values you have: A = ½ (3)(4 + 6)

3. Work out the answer: A = 15cm2

You will revise/learn the area of a trapezium later in the course. For now, the formula that you use
will be given to you. You are just practicing putting in values and working out the answer.

Most of the time, you will have to find an unknown that is in the middle of the formula. You can
either rearrange the formula first so that your unknown is the subject, or you can put the values in
and work it out that way, here’s an example of both ways:

Example 2

The circumference of a circle is 25.12 cm. Find the radius. Use π = 3.14

1. State the formula:

Circumference = 2πr

2. Rearrange formula for r:

Radius = C/(2π)

3. Put in the values: r = 25.12/(2 x 3.14)

4. Find the unknown: r = 4cm

OR

1. State the formula:

Circumference = 2πr

2. Put in the values: 25.12 = 2 x π x r

3. Find the unknown: 25.12 = 6.28 x r

25.12/6.28 = r

r = 4cm

Take note of the commonly used formulae. CiE, the exam board, doesn’t give you a formula sheet,
as Edexcel does, but if you need a particular formula for a question, it quite often states that
formula at the beginning of the question. But, not always! Sometimes, for formulae that are easy
and should be remembered, such as the area of a triangle, you are expected to recall it.

Go….
Begin with ‘substitution’ on page 106. Read the notes and examples. Substitution is another way
of saying put in the values given.

Do exercise 11.5 mark your work

Read ‘transformation of formulae’ on page 107. This is another way of saying ‘rearrange the
formula’ or make another variable the subject.

Do exercise 11.6 on page 107 mark your work.

 Positive integer indices (Thursday)

Looking at the pictures above, you can also see the word ‘exponent’. This is another word used
instead of index. Indices is the plural and exponents is also the plural.

Positive integer indices again! Begin this part of the lesson by looking back at the positive integers
work from module 1. There are web pages posted this week on this part of the work and you need
to read through them. Remember the work from the beginning of this lesson, on how algebra can
be cancelled down within a division (algebraic fractions)

Example 1

b3 x b4 x b2 = b9

Using the indices rule an x am = an+m

Example 2

2(e4)2

First, work out the bracket:

(e4)2 = e8

Using the rule (an)m = anxm. Then:

2e8 is the final answer, it can not be simplified further.

Example 3

(3𝑎2 )2
3𝑎2

First, work out the bracket:

3𝑎4
3𝑎2

Then a2 on the bottom cancels with 2 lots of a on the top. The 3’s also cancel out, leaving:

a2
 Go…
Before completing the rest of Thursday’s work, have a go at an exercise on algebraic
indices:
Read the notes and examples on page 123
Complete exercise 12.1 on page 123 mark your work
 Inequalities (still Thursday!)
Inequalities are just what they sound like – in-equal, or not equal to. This means, that rather than a
value of x being a definite value, like it would be with an equation, it has a range of values.

Example 1

Inequalities are useful when you need to specify a condition, such as entrance to a park is for 5 to
12 year olds. The range of ages would be 5,6,7,8,9,10,11 and 12. Here, the 5 and 12 are included.

This could be written as:

5 ≤ a ≤ 12

This means that 5 is less than or equal to ‘a’ and that ‘a’ is less than or equal to 12. Or, that ‘a’
ranges from 5 to 12 inclusive.

Sometimes, the number mentioned in the question is not included in the answer: ‘Under 8’s are
not admitted to this ride’ means that the ages not admitted are 1,2,3,4,5,6 and 7. 8 is not included.

We can show inequalities on a number line. The first example, for 5 to 12 year olds, can be drawn
as:
5 6 7 8 9 10 11 12

The solid circle at the ends of the lines indicate that this is where the line ends and the number at
either end is included. If the circle at the end were hollow, that would indicate that the number at
the end of the line is not included. Sometimes there is not a definitive range. The value of x could
be ‘all numbers less than 6’ in which case the line would just end in an arrow.

Example 2

1 2 3 4 5 6 7 8

The number line above graphs (shows) numbers less than (but not including) 8 and greater than
and including, 1.

And the inequality would be written as: 1 ≤ x < 8

Note, the last arrow in front of the 8 does not have a line under it as it does not include the 8.

Now you know how to draw an inequality on a number line, you need to be able to solve them.
The method used is similar to solving linear equations, except there is no ‘equals’ sign.

There are some more online notes, with a ‘workout’ at the end posted this week, called
‘inequalities workout’. It is really helpful to go through this workout and click on the answer button
to see if you understand how to solve these. Make sure you scroll down the page to the more
complicated examples at the bottom of the page.
 Go….
Read the notes and examples on pages 143 and 144

Do exercise 13.11 on page 144 mark your work

Read the notes half way down page 144

Do exercise 13.12 on page 144 mark your work