School of Medicine and Health Sciences

BMMT110 - Medical Mathematics 1

Unit 1 Lecture Notes

ALGEBRA

July 21, 2025

Mr. M. Chipoka, Dr. J. Musonda, & Dr. C. Chileshe

BMMT110 - Medical Mathematics 1 1

After completing this unit, students should be able to:

1. Understand sets of numbers and their hierarchy.

2. Know and apply the rules of indices.

3. Expand and factorise algebraic expressions.

4. Manipulate surds and rationalise surd denominators.

5. Solve linear, quadratic, and simultaneous equations, using elimination and substitution methods.

6. Solve linear, quadratic, and simultaneous inequalities.

7. Apply algebraic techniques in medical scenarios such as drug dosage calculations.

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Contents
1 Sets of numbers 1

2 The rules of indices 3

3 Simplifying, expanding and factorising expressions 3

4 Surds 5

5 Solving equations 5
5.1 Linear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
5.2 Quadratic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
5.3 Simultaneous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

6 Solving inequalities 9
6.1 Linear . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
6.2 Quadratic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
6.3 Simultaneous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

7 Some applications to drug dosage calculations 11

7.1 Oral dosage calculations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
7.2 Parenteral dosage calculations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
7.3 Intravenous (IV) flow rates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
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1 Sets of numbers
We summarise sets of numbers as follows:

1. Natural Numbers: These are also referred to as counting numbers, and their set is given by

N = {1, 2, 3, 4, 5, 6, . . .}.

Note. Including zero(0) to N gives us Whole Numbers.

2. Integers: It combines whole numbers and their negative equivalents. This set is defined as

Z = {. . . , −3, −2, −1, 0, 1, 2, 3, . . .}.

In some cases, we may only be interested in positive integers (denoted Z+ ), or negative integers (denoted
Z− ). We also note that zero (0) is a neutral integer; it is neither negative nor positive.

3. Rational Numbers: This set is defined as

 
a
Q = x : x = , a, b ∈ Z, b ̸= 0, gcd(a, b) = 1
b

1 2
Some examples are 2, , , 2.1, and so on.
3 7
Note. We note the following about this set;

• gcd means greatest common divisor.

• All integers are rational numbers.
• Irrational Numbers are simply numbers which contradict the definition of a rational number. Some
√ √
examples of such numbers are 2, 5, π, e and so on.

4. Real Numbers: The set of real numbers defines all numbers on the real number line, which are denoted
by R and defined in intervals. Let a and b denote the lower and upper limit of an interval on the real line.
Then we have the following:

Closed interval: x ∈ [a, b] or a ≤ x ≤ b

Open interval: x ∈ (a, b) or a < x < b
Half closed interval: x ∈ [a, b) or a ≤ x < b
Half open interval: x ∈ (a, b] or a < x ≤ b

Examples of real intervals include (−3, 9), [2, 6], (−∞, 6] and [0, ∞).
Note. Infinity (−∞ or ∞) is not a number, it only denotes an endless continuity of numbers. Thus, we
do not close an interval on the side that has an infinity sign.

5. Complex Numbers: These numbers are also called imaginary numbers. They have the real part (a real
number) and imaginary part (real number with an i); and these are defined as

C = {z : z = a + bi, a, b ∈ R}

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√
where i = −1. Some examples of such numbers are z = 2 + i, z = −3i and so on.
Note. A complex number that does not show the real or imaginary part of it, has zero value on that side
of the number. E.g z = 2i = 0 + 2i.

The hierarchy of sets of numbers is summarised as given below:

N⊂Z⊂Q⊂R⊂C

We can also represent sets of real numbers on the real number line. Let us look at an example on how to do
this.

Example 1.0.1. Let the universal set be U = R, A = [0, 6], B = (−2, ∞) and C = (−3, 4]. Find the following
sets and display them on the real number line.

(a) A ∩ C

(b) B ∩ U

(c) C ′ ∩ (A ∩ B)

(d) C − (B ∪ C)

Solution. For Part (a), we first display the sets A and C on the real line as follows:

C
A

-3 0 4 6

Now taking the intersection of the above two sets we have the result as shown below:

A∩C

0 4

From the solution representation above, we have A ∩ C = [0, 4]. Now try the rest of the examples.

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2 The rules of indices

The fundamental rules of indices are summarised as follows:

am × an = am+n for example, 23 × 24 = 27 = 128

am 56
= am−n (a ̸= 0) for example, = 54 = 625
an 52

(am )n = amn for example, (32 )3 = 36 = 729

(ab)n = an bn for example, (2 · 5)3 = 23 · 53 = 8 · 125 = 1000

 n  2
a an 4 42 16
= n (b ̸= 0) for example, = 2 = =4
b b 2 2 4

a0 = 1 (a ̸= 0) for example, 70 = 1

1 1 1
a−n = (a ̸= 0) for example, 10−2 = =
an 102 100

m √
n
√
m 2 √
3
√
3
an = am = n
a (a > 0) for example, 8 3 = 82 = 64 = 4

3 Simplifying, expanding and factorising expressions

We can add and subtract two or more algebraic expressions by combining their like terms.

Example 3.0.1. Simplify each of the following expressions:

(a) (3x2 y − 2x + 1) + (4x2 y + 6x − 3)

(b) (3x2 y − 2x + 1) − (4x2 y + 6x − 3)

(c) 3[2x(2x + 3) + 5(4x2 − 3x − 4)]

Solution. For part (a) we have:

(3x2 y − 2x + 1) + (4x2 y + 6x − 3) = (3x2 y + 4x2 y) + (−2x + 6x) + (1 − 3)

= 7x2 y + 4x − 2.

Now try the rest of the examples.

We can also multiply and divide algebraic expressions.

Example 3.0.2. Expand each of the following:

(a) (x + 2)(x − 5)

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p p
(b) ( y 2 + 1 + 3)( y 2 + 1 + 3)

(c) (x − 4)2

Solution. For part (a) we have:

(x + 2)(x − 5) = x2 − 5x + 2x − 10
= x2 − 3x − 10.

Now try the rest of the examples.

You will notice that the above examples have no part of division. This is because we first need to know how
to factorise algebraic expressions in order for their division to be meaningful. We can factorise expressions
according to how they are presented. Different rules and concepts apply, as explained below;

• Greatest Common Factor (GCF): The GCF is the largest factor that divides all terms in an expression.
To factor it out, divide each term by the GCF and write the expression as the GCF times the result. For
example, 6x2 + 9x = 3x(2x + 3).

• Difference of two squares: The difference of two squares is an expression of the form a2 − b2 , which factors
as (a + b)(a − b). For example, x2 − 4 = x2 − 22 = (x + 2)(x − 2).

• Trinomial Factoring: A trinomial is an expression with three terms; to factor it, find two binomials whose
product gives the trinomial. For example, x2 + 5x + 6 = (x + 2)(x + 3).

Example 3.0.3. Factorise the following completely:

(a) 3k 2 x2 + 9k 3 x

(b) x2 − 1

(c) x2 − x − 6
2 1
(d) x 3 − 5x 3 + 4

Solution. For parts (a) and (b) respectively, we have the solutions as follows:

3k 2 x2 + 9k 3 x = 3k 2 x(x + 3k) and x2 − 1 = x2 − 12 = (x − 1)(x + 1)

Now try the rest of the examples.

At this stage, we are now ready to simplify expressions by dividing like terms since we now know how to
factorise.

Example 3.0.4. Simplify the following expressions;

p2 − 4
(a)
p−2
x2 − x − 6
(b)
x2 − 7x + 12
Solution. For part (a) we have

p2 − 4 p2 − 22 (p + 2)(p − 2)
= = =p+2
p−2 p−2 (p − 2)

Now try the other example.

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4 Surds
To rationalise, simply means to get rid of a radical. Usually, we rationalise denominators of fractions; but
sometimes, we may also need to rationalise the numerator. Furthermore, we must note that we consider
anything having a square root sign in a fraction as a radical.

Example 4.0.1. In each of the following, rationalise the denominator;

2
(a) √
3
2
(b) √
6
3x5
3
(c) √
3
8x
Solution. For part (a) we have
1 1 1 √
2 2 2 · 32 2 · 32 2 · 32 2 3
√ = 1 = 1 1 = 1 1 = =
3 32 32 · 32 32+2 31 3

Now try parts (b) and (c).

We can also rationalise the denominator (or numerator) where there is a sum or difference of one or two radicals.

Example 4.0.2. Rationalise the denominator in each of the following;

x
(a) √
2−6
√ √
5− 2
(b) √ √
5+ 2
Solution. For part (a) we have
√
x x 2+6
√ =√ ×√
2−6 2−6 2+6
√
x( 2 + 6)
= √ √
2 + 6 2 − 6 2 − 36
√
x( 2 + 6)
=
2 − 36
√
x( 2 + 6)
=
−34

Now try to attempt part (b) of the above example.

5 Solving equations
5.1 Linear
A linear equation is just an equation involving one single variable, whose highest power or exponent is 1.

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Example 5.1.1. Solve the following linear equations for the indicated variable.

(a) 5x − 6 = 3x

(b) 2(p + 4) = 7p + 2

Solution. Let us do part (b); here, the solution proceeds as follows:

2(p + 4) = 7p + 2
2p + 8 = 7p + 2
2p − 7p = 2 − 8
6
p=
5

Now attempt part (a) of the above example.

5.2 Quadratic
These are simply equations of the form ax2 + bx + c = 0, for all a, b, c ∈ R, where a ̸= 0. There are three main
methods used to solve quadratic equations. These are;

• Factoring

• Completing the square

• The quadratic formula

We now look at these methods of solving quadratic equations in detail.

• Factoring: We simply express the given quadratic equation in the standard form. That is, we express it
in the form ax2 + bx + c = 0, factor f (x) = ax2 + bx + c and solve the resulting two linear equations.

Example 5.2.1. Solve the following quadratic equations by factoring;

(a) x2 + x − 12 = 0
(b) 6p2 = 5p
(c) (3x − 4)(x + 1) = −2

Solution. We shall look at part (b) together. Here, the solution unfolds as follows:

6p2 = 5p
6p2 − 5p = 0
p(6p − 5) = 0
p=0 or6p − 5 = 0
5
p = 0 or p =
6

Now try parts (a) and (c).

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• Completing the Square: Consider the quadratic equation ax2 + bx + c = 0 in standard form, for all
a, b, c ∈ R with a ̸= 0. Then we complete the square as follows:

b c
x2 + x + = 0 dividing both sides by a
a a
b c
x2 + x = −
a a
 2  2
b b b c
x2 + x + = − adding square of half the coefficient of x on both sides
a 2a 2a a
2
b2

b c
x+ = 2−
2a 4a a
2
b2 − 4ac

b
x+ =
2a 4a2
r
b b2 − 4ac
x+ =± 2
2a √ 4a
b 2
b − 4ac
x=− ± √
2a 4a2
√
b 2
b − 4ac
x=− ±
2a √ 2a
−b ± b2 − 4ac
x=
2a

Example 5.2.2. Solve the following quadratic equations by completing the square;

(a) x2 − x − 6 = 0
(b) −6x2 + x = −2

Solution. Let us work out part (a) together. The solution here proceeds as follows by completing the
square:

x2 − x − 6 = 0
x2 − x = 6
 2  2
1 1
x2 − x + − =6+ −
2 2
 
1 25
x− =
2 4
r
1 25
x− =±
2 4
1 5
x= ±
2 2
1 5 1 5
x = + = 3 or x = − = −2
2 2 2 2

Now attempt to solve part (b).

• The quadratic formula: This resulting formula is simply a consequence of completing the square. That is,

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we use the formula;

√
−b ± b2 − 4ac
x=
2a

for any standard quadratic equation of the form ax2 + bx + c = 0. We note the following about the
quadratic formula;

• It can be used whether a given quadratic equation is factorable or not.

• We can also use it to determine the type of solutions (or roots) of a given quadratic equation.

Remark 5.2.1. We call the expression inside the root as the discriminant of the quadratic equation, and
we call it D = b2 − 4ac. It is the discriminant that helps us to determine the type of solutions of any given
quadratic equation.

• If D > 0; Then there exists two distinct or different real solutions (roots).
• If D = 0; Then there exists one repeated real solution (root).
• If D < 0; Then there exists two non-real (or complex) solutions (roots).

Example 5.2.3. Use the quadratic formula to solve the following quadratic equations. For each equation,
also verify the type of solutions obtained from the quadratic formula.

(a) 4x2 − 17x + 15 = 0

√
(b) 9y 2 + 6 2y + 2 = 0
1 9
(c) 6 + 3 + 8 = 0
x x

Solution. We shall look at part (a) for illustration. Here, we have a = 4, b = −17, c = 15. And so
the solution for this part proceeds as follows:
p
−(−17) ± (−17)2 − 4(4)(15)
x=
2(4)
√
17 ± 289 − 240
=
√8
17 ± 49
=
8
17 ± 7
=
8
5
= 3 or
4

And since D = 49 > 0, the obtained roots are real and distinct as desired.

You can now try to solve parts (b) and (c) on your own.

5.3 Simultaneous
For these types of equations, we are simply solving two or more equations in two or more variables at the same
time. There are numerous methods used to solve simultaneous equations; but for this course, we shall only
explore the following methods;

• Elimination method

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• Substitution method

Example 5.3.1. Solve the following simultaneous equations.

(a) 2x + y = 5 and 4x − y = 7

(b) x + y = 5 and x2 − y 2 = 9

Solution. We shall try part (a) together. Here, adding the two equations to eliminate y we get 6x = 12 so
that x = 2. Now substituting x = 2 into the first (or even second) equation we get

y = 5 − 2x
= 5 − 2(2)
=1

Now try to solve part (b) of the above example.

6 Solving inequalities
Inequalities are similar to equations, except here, instead of solving for a specific value(s), we now solve for
solution sets that satisfy the given inequality.

6.1 Linear
Example 6.1.1. Find solution sets of the following linear inequalities, and display them as sets on the real
number line.

(a) 2(x − 3) < 4

(b) 3 − 2x ≤ 6

(c) 7 − 4x < 31 − x

(d) 3x + 7 ≥ x + 14

Solution. We shall do part (a) for demonstration. Here we have the solution as follows:

2(x − 3) < 4
(x − 3) < 2
x<5

On the real line, the above solution is shown below;

x<5

Now try parts (b), (c) and (d) on your own.

Note. We should note that the inequality sign changes whenever we multiply (or divide) by a negative quantity.

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6.2 Quadratic
To solve a quadratic inequality, we first express the given inequality in standard quadratic form and factor it.
Then, we find the critical points by solving the associated quadratic equation. Finally, to find the solution
set(s), we use the fact that the given inequality sign holds true for the big critical value, and it alternates for
the small value provided a > 0. On the other hand, if a < 0, we simply use the reverse of this big-value rule,
or alternatively make a > 0 by multiplying through with a negative sign, and still apply the original big-value
rule.

Example 6.2.1. Find solution sets for each of the following quadratic inequalities, and display them on the
real number line.

(a) x2 + 6x + 5 ≤ 0

(b) x2 − 10x + 26 > −1

(c) x2 − 4x − 5 > 0

(d) 3 − 5x − 2x2 < 0

Solution. For part (a) we have the solution as follows:

x2 + 6x + 5 ≤ 0
(x + 1)(x + 5) ≤ 0 factoring
α = −1, −5 critical values
x ≤ −1 or x ≥ −5 by the big-value rule
− 5 ≤ x ≤ −1

And on the real number line, the above solution is presented as follows:
−5 ≤ x ≤ −1

-5 -1

Now solve parts (b), (c) and (d) on your own.

6.3 Simultaneous
Sometimes, we may want to determine solution sets of two given inequalities, and check if they overlap. In this
case, we are interested in the intersection of their solutions.

Example 6.3.1. Find solution sets to the following inequalities and display them on the real number line.

(a) both 3x − 5 < x + 8 and 5x > x − 8

(b) both 3x + 8 ≤ 20 and (3x − 7) ≥ x + 6

(c) both x − 5 > 1 − x and 15 − 3x > 5 + 2x

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Solution. For part (a), solving the first inequality we get;

3x − 5 < x + 8
3x − x < 8 + 5
2x < 13
13
x<
2
x < 6.5

and the solution for the second inequality is:

5x > x − 8
5x − x > −8
4x > −8
x > −2

Thus, the overlapping interval for both inequalities is −2 < x < 6.5 or x ∈ (−2, 6.5). And we now display this
solution on the real line as follows:
−2 < x < 6.5

-2 6.5

Now try out parts (b) and (c).

7 Some applications to drug dosage calculations

7.1 Oral dosage calculations
Here, we shall look at how to calculate drug dosages for medications that are administered through the mouth
(orally). These are medications that come in tablet, capsule, or syrup form. For correct administration of
these medications in a clinical setup, one needs to be able to correctly interpret ordered amounts of medication
against on-hand or available forms of the medication. The dosage formula used to calculate this is as follows:

Desired or Ordered dose (D or O)

Amount to give (A) = × Vehicle (V ),
Available or On-hand dose (H)

where vehicle here is just the mode or form of administration (tablet, capsule, etc.).

Example 7.1.1. A physician orders to administer 750 mg of Keflex drug. However, the label on the medicine
bottle states a dosage strength of 250 mg/tablet. How many tablets of this drug should be administered to the
patient?

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Solution. Here we have Desired = 750mg, Available = 250 mg, Vehicle = 1 tablet. Thus, the solution is as
follows:

750
Amount = ×1=3 tablets.
250

In some cases, the ordered amount can be of different units from the available amount. So in this case, we need
to do some conversions.

Example 7.1.2. A physician orders 1 g of acetaminophen for a patient. If the medication available labels 650
mg/tablet, how many tablets should be given to this patient?

Solution. Here, we know that 1000mg=1 g. So we have the solution as follows:

1000
Amount = × 1 = 1.5 tablets
650

So it means that a tablet and half is what should be administered to this patient.

Now let us also look at a case where the medication to be administered is in liquid form, such as a syrup.

Example 7.1.3. A doctor orders 250 mg of Amoxil for a patient. However, the label on the available medication
shows a dose strength of 100 mg/2mL. How many millilitres of Amoxil should be given to this patient?

Solution. Here we apply the dosage formula as follows:

250
Amount = × 2 = 5 mL
100

7.2 Parenteral dosage calculations

Here we shall look at dosage calculations for medications which are not administered orally, such as those
administered via injection. The previous dosage formula still applies.

Example 7.2.1. A physician orders 2g of an injectable solution. Only a vial of the solution with a dose strength
of 250 mg/3 mL is available. What volume of the on-hand solution should be administered?

Solution. Wee first need to have the same units. We know that 2g=2000mg. So we have

2000
Amount = × 3 = 24 mL
250

7.3 Intravenous (IV) flow rates

For this case, we are dealing with drug dosage calculations of medication which is administered directly into
the body for a period of time; eg., medication administered via drip. The formula to use is as follows:

drop factor × amount of solution

IV flow rate = ,
time

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where

• IV flow rate: is the number of drops that flow into the patient per minute.

• Drop factor: is the number of drops it takes to produce 1 mL, or 1 cm3 .

• Amount of solution: is the total amount of solution administered to the patient.

• Time: is the time it takes for the solution to be administered to the patient.

Example 7.3.1. An IV bag contains 1000 mL of a dextrose in saline solution with a drop factor of 10 drops/mL
and has been set to run for 5 hours. Find the rate of flow in drops/min.

Solution. Using the IV flow rate formula, the solution is as follows:

10 × 1000
IV flow rate = = 33.3 drops/min
5 × 60

Now here, since only whole drops are counted for the IV infusion, then we take the nearest whole number. Thus,
the rate of flow is approximately 33 drops/minute.

Let us take a look at another example where we now have to find another variable in the given equation.

Example 7.3.2. An IV bag contains 1000 mL solution. This solution is to be infused at a rate of 125 drops/min.
If the drop factor is 90 drops/mL, find the time, in hours, that it would take for this solution to be completely
infused into the patient.

Solution. From the formula

drop factor × amount of solution

IV flow rate = ,
time

we have that

drop factor × amount of solution 90 × 1000

time = = = 720 minutes,
IV flow rate 125

which translates to 12 hours.

1

1 End of Unit 1

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