Laws of Exponents and Radicals Laws of Exponents (Index Law) 1. 2. 3. 4. 5.

6. 7. 8. 9. 10. 11. If , then provided . and , provided .

Properties of Radicals 1. 2. 3.

4. 5. 6. 7. Logarithm and Other Important Properties in Algebra Properties of Logarithm 1. If , then . Definition of logarithm

2. 3. 4. 5. 6. 7. 8. 9. 10. If 11. If Common logarithm Naperian or natural logarithm Change base rule , then , then . .

Other Important Properties in Algebra 1. 2. If 3. 5. 6. 7. 8. 9. 10. 11. 12. 13. , then either , provided . or or both and are zero.

14. 15. 16. 17. 18. Where a, n, x, and y = any number not equal to zero (unless it is specified) w = any number greater than zero but less than 1 z = any number greater than 1 = infinity Quadratic Equations in One Variable Quadratic Equation Quadratic equation is in the form

Where a, b, & c = real-number constants a & b = numerical coefficient or simply coefficients a = coefficient of x2 b = coefficient of x c = constant term or simply constant a cannot be equal to zero while either b or c can be zero Examples of Quadratic Equation Some quadratic equation may not look like the one above. The general appearance of quadratic equation is a second degree curve so that the degree power of one variable is twice of another variable. Below are examples of equations that can be considered as quadratic. 1. 2. 3. 4. 5. 6.

7. For us to see that the above examples can be treated as quadratic equation, we take example no. 6 above, 10x1/3 + x1/6 - 2 = 0. Let x1/6 = z, thus, x1/3 = z2. The equation can now be written in the form 10z2 + z - 2 = 0, which shows clearly to be quadratic equation. Roots of a Quadratic Equation The equation ax2 + bx + c = 0 can be factored into the form

Where x1 and x2 are the roots of ax2 + bx + c = 0. Quadratic Formula For the quadratic equation ax2 + bx + c = 0,

See the derivation of quadratic formula here. Derivation of Quadratic Formula The roots of a quadratic equation ax2 + bx + c = 0 is given by the quadratic formula

The derivation of this formula can be outlined as follows: 1. Divide both sides of the equation ax2 + bx + c = 0 by a. 2. Transpose the quantity c/a to the right side of the equation. 3. Complete the square by adding b2 / 4a2 to both sides of the equation. 4. Factor the left side and combine the right side. 5. Extract the square-root of both sides of the equation. 6. Solve for x by transporting the quantity b / 2a to the right side of the equation. 7. Combine the right side of the equation to get the quadratic formula.

See the derivation below. Derivation of Quadratic Formula

The quantity b2 - 4ac inside the radical is called discriminat. If b2 - 4ac = 0, the roots are real and equal. If b2 - 4ac > 0, the roots are real and unequal. If b2 - 4ac Sum and Product of Roots If the roots of the quadratic equation ax2 + bx + c = 0 are x1 and x2, then Sum of roots

Product of roots

You may see the derivation of formulas for sum and product of roots here. Sum and Product of Roots Tags: algebra quadratic formula derivation of formula The quadratic formula

give the roots of a quadratic equation which may be real or imaginary. The ± sign in the radical indicates that

and

where x1 and x2 are the roots of the quadratic equation ax2 + bx + c = 0. The sum of roots x1 + x2 and the product of roots x1x2 are common to problems involving quadratic equation. Derivation of the Sum of Roots

Derivation of the Product of Roots

By difference of two squares:

Example 01 - Quadratic equation problem Problem In a quadratic equation problem, one student made a mistake in copying the coefficient of x and got roots of 3 and -2. Another student made a mistake in copying the constant term and got the roots of 3 and 2. What are the correct roots? Solution HideClick here to show or hide the solution Let the correct equation be:

For the first student, b is wrong but a and c are correct. Thus, the product of roots is the same as that of the correct equation.

For the second student, c is wrong but a and b are correct. Thus, the sum of roots is the same as that of the correct equation.

From the correct equation

the correct equation Solving for the correct roots

the correct roots

answer

Another Solution HideClick here to show or hide the solution First student: roots are 3 and -2

a = 1 and c = -6 are correct, b = -1 is wrong Second student: roots are 3 and 2

a = 1 and b = -5 are correct, c = 6 is wrong Thus, a = 1, b = -5, and c = -6. The correct equation is

the correct roots

answer

Example 02 - Quadratic equation problem Problem Determine the equation whose roots are the reciprocals of the roots of the equation 3x2 - 13x - 10 = 0. Solution HideClick here to show or hide the solution From the given equation a = 3, b = -13, and c = -10 Using the quadratic formula

roots of the given equation Thus, the roots of the required equation are

The required equation is

answer

Example 03 - Sum and product of roots of quadratic equation Tags: quadratic equation roots roots of quadratic equation

sum of roots product of roots imaginary roots Problem Find the sum and product of roots of the quadratic equation x2 - 2x + 5 = 0. Solution HideClick here to show or hide the solution From the given equation: a = 1, b = -2, and c = 5 Sum of roots

answer Product of roots

answer

Another Solution HideClick here to show or hide the solution From the given equation: a = 1, b = -2, and c = 5 Using the quadratic formula

 roots of the given equation

Sum of roots answer Product of roots

answer Special Products and Factoring Special Products 1. 2. 3. 4. 5. 6. 7. Factoring Polynomials 1. 2.

3. 4. 5. 6. 7. 8.

Problem 10 | Special Products and Factoring Problem 10 Given that of Solution HideClick here to show or hide the solution . , where and are nonzero real numbers,find the value

From the given: and

Thus,

answer

Arithmetic, geometric, and harmonic progressions Elements a1 = value of the first term am = value of any term after the first term but before the last term an = value of the last term n = total number of terms m = mth term after the first but before nth d = common difference of arithmetic progression r = common ratio of geometric progression S = sum Arithmetic Progression, AP Arithmetic progression is a sequence of numbers in which the difference of any two adjacent terms is constant. The constant difference is commonly known as common difference and is denoted by d. Examples of arithmetic progression are as follows: Example 1: 3, 8, 13, 18, 23, 28 33, 38, 43, 48 The above sequence of numbers is composed of n = 10 terms (or elements). The first term a1 = 3,

and the last term an = a10 = 48. The common difference of the above AP is d = 8 - 3 = 13 - 8 = ... = 5. Example 2: 5, 2, -1, ... This AP has a common difference of -3 and is composed of infinite number of terms as indicated by the three ellipses at the end.

Formulas for Arithmetic Progression Common difference, d The common difference can be found by subtracting any two adjacent terms. or

Value of each term Each term after the first can be found by adding recursively the common difference d to the preceding term.

nth term of AP The nth term of arithmetic progression is given by

or in more general term, it can be written as

Sum of n terms of AP The sum of the first n terms of arithmetic progression is n times the average of the first term and the last term.

If the last term an is not given, the following may be useful

If required for the partial sum from mth to nth terms, the following formula can be used or

Geometric Progression, GP Geometric progression is a sequence of numbers in which any two adjacent terms has a common ratio denoted by r. Example of geometric progression is 1, 3, 9, 27, ...

which is composed of infinite number of terms and with common ratio equal to 3. Formulas for Geometric Progression Common ratio The common ratio can be found by taking the quotient of any two adjacent terms.

nth term of GP The nth term of the geometric progression is given by or

Sum of n terms of GP The sum of the first n terms of geometric progression is

Sum of Infinite Geometric Progression A finite sum can be obtained from GP with infinite terms if and only if -1.0 r 1.0 and r 0.

Harmonic Progression, HP Harmonic progression is a sequence of numbers in which the reciprocals of the elements are in geometric progression. Example of harmonic progression is 1/3, 1/6, 1/9, ...

If you take the reciprocal of each term from the above HP, the sequence will become 3, 6, 9, ...

which is an AP with a common difference of 3. Another example of HP is 6, 3, 2. The reciprocals of each term are 1/6, 1/3, 1/2 which is an AP with a common difference of 1/6. To find the term of HP, convert the sequence into AP then do the calculations using the AP formulas. Then take the reciprocal of the answer in AP to get the correct term in HP. Relationship between arithmetic, geometric, and harmonic means

Suggested Readings You may be interested in the following

Derivation of Sum of Arithmetic Progression Arithmetic Progression, AP Definition Arithmetic Progression (also called arithmetic sequence), is a sequence of numbers such that the difference between any two consecutive terms is constant. Each term therefore in an arithmetic

progression will increase or decrease at a constant value called the common difference, d. Examples of arithmetic progression are:

2, 5, 8, 11,... common difference = 3 23, 19, 15, 11,... common difference = -4

Derivation of Formulas Let = common difference = first term = second term = third term ... = mth term or any term before ... = nth term or last term and so on. Derivation for an in terms of a1 and d

... ...

In similar manner

... ...

Derivation for the Sum of Arithmetic Progression, S Equation (1)

Equation (2) Add Equations (1) and (2)

Substitute an = a1 + (n - 1)d to the above equation, we have

Derivation of Sum of Finite and Infinite Geometric Progression Tags: Geometric Progression, GP Geometric progression (also known as geometric sequence) is a sequence of numbers where the ratio of any two adjacent terms is constant. The constant ratio is called the common ratio, r of geometric progression. Each term therefore in geometric progression is found by multiplying the

previous one by r. Eaxamples of GP:

3, 6, 12, 24, is a geometric progression with r = 2 10, -5, 2.5, -1.25, is a geometric progression with r = -1/2

The nth term of geometric progression Given each term of GP as a1, a2, a3, a4, , am, , an, expressing all these terms according to the first term a1 will give us...

Where a1 = the first term, a2 = the second term, and so on an = the last term (or the nth term) and am = any term before the last term Sum of Finite Geometric Progression The sum in geometric progression (also called geometric series) is given by Equation (1) Multiply both sides of Equation (1) by r will have Equation (2) Subtract Equation (2) from Equation (1)

The above formula is appropriate for GP with r < 1.0 Subtracting Equation (1) from Equation (2) will give

This formula is appropriate for GP with r > 1.0. Sum of Infinite Geometric Progression, IGP The number of terms in infinite geometric progression will approach to infinity (n = ). Sum of infinite geometric progression can only be defined at the range of -1.0 < (r 0) < +1.0 exclusive. From

For n , the quantity (a1 rn) / (1 - r) 0 for -1.0 < (r 0) < +1.0, thus,

Relationship Between Arithmetic Mean, Harmonic Mean, and Geometric Mean of Two Numbers For two numbers x and y, let x, a, y be a sequence of three numbers. If x, a, y is an arithmetic progression then 'a' is called arithmetic mean. If x, a, y is a geometric progression then 'a' is called geometric mean. If x, a, y form a harmonic progression then 'a' is called harmonic mean.

Let AM = arithmetic mean, GM = geometric mean, and HM = harmonic mean. The relationship between the three is given by the formula

Below is the derivation of this relationship. Derivation of AM HM = GM2 Arithmetic Progression arithmetic progression Taking the common difference of arithmetic progression, Equation (1)

Geometric Progression geometric progression The common ratio of this geometric progression is

Equation (2)

Harmonic Progression harmonic progression the reciprocal of each term will form an arithmetic progression The common difference is

 Equation (3)

Substitute x + y = 2AM from Equation (1) and xy = GM2 from Equation (2) to Equation (3)

Okay! Geometric progression with some given terms Situation The 4th term of a geometric progression is 6 and the 10th term is 384. Part 1: What is the common ratio of the G.P.? A. 1.5 B. 3 C. 2.5 D. 2 Part 2: What is the first term? A. 0.75 B. 1.5 C. 3 D. 0.5 Part 3: What is the seventh term? A. 24 B. 32 C. 48 D. 96 Solution HideClick here to show or hide the solution Given

Formula

Common ratio

Answer for Part 1: [ D ]

First term

Answer for Part 2: [ A ]

Seventh term

Answer for Part 3: [ C ]

Three-digit numbers not divisible by 3 Problem How many three-digit numbers are not divisible by 3? Solution HideClick here to show or hide the solution There are 900 three-digit numbers, namely 100, 101, 102, ..., 999. The first three-digit number that is exactly divisible by 3 is 102 and the last is obviously 999. The numbers 102, 105, 108, ..., 999 form an arithmetic progression with common difference, d = 3. By Arithmetic progression:

There are 300 three-digit numbers that are divisible by 3 and there are 900 three-digit numbers. Thus, the three-digit numbers that are not divisible by 3 is: answer

Binomial Theorem The Expansion of (a + b)n If is any positive integer, then

Where = combination of n objects taken r at a time. Some Example of Binomial Expansion

The coefficient of terms can also be found by

Properties of Binomial Expansion 1. The first term and last term of the expansion are 2. There are terms in the expansion. and in any term is from from to to . . . and , respectively.

3. The sum of the exponents of 4. The exponent of 5. The exponent of

decreases by increases by

6. The coefficient of the second term and the second from the last term is Pascal's Triangle Pascal's triangle can be used to find the coefficient of binomial expansion. (a + b)0 (a + b)1 (a + b)2 (a + b)3 (a + b)4 (a + b)5 (a + b)6 (a + b)7 : : : : : : : : 1 1 1 1 1 1 1 1 1 2 3 4 5 6 7

1 3 6 10 15 21

1 4 10 20 35

1 5 1 15 6 1 35 21 7 1

rth term of (a + b)n

For n = even, the middle term is at

System of Equations System of Linear Equations The number of equations should be at least the number of unknowns in order to solve the variables. System of linear equations can be solved by several methods, the most common are the following, 1. Method of substitution 2. Elimination method 3. Cramer's rule Many of the scientific calculators allowed in board examinations and class room exams are capable of solving system of linear equations of up to three unknowns. Two equations, two unknowns This system of equations is in the form equation (1)

 equation (2) Three equations, three unknowns Below is the format of system of equations in three variables. equation (1) equation (2) equation (3) Diophantine Equations Diophantine equations arises in problems where the number of equations that can be created is less than the number of unknowns, making the system indeterminate. However, unknowns involving this type of system are integers only, and most of the time, excludes zero as a solution. Solving Diophantine system is by trial and error until integers that satisfies all the equations in the system are found. Example A man bought 20 pieces of assorted calculators for $2000. Programmable calculators cost $300 per unit, the scientific calculators $150 per unit, and the household type at $50 per unit. How many household type did he buy? Solution HideClick here to show or hide the solution Let x = number of programmable calculators y = number of scientific calculators z = number of household type calculators Total cost is $2000 Equation (1) Total number of units is 20 Equation (2) Note: No other equation can be made from the problem. Although the number of equations is less than

the number of unknowns (indeterminate), variables x, y, and z can only hold positive whole numbers, thus, we can solve the problem. Subtract Equation (2) from Equation (1)

By trial and error: Try x = 1, y = 7.5 not applicable Try x = 2, y = 5 okay! Try x = 3, y = 2.5 not applicable Try x = 4, y = 0 not acceptable Substitute x = 2 and y = 5 to Equation (2) answer Thus, the man bought 2 units of programmable calculators, 5 units of scientific calculators, and 13 units of household type calculators.

Other forms of system of equations There are many forms of system of equations. They may contain quadratic equations, in exponential form, in logarithmic form, and so on. The solution however can be unified into one, that is, by solving their equations simultaneously.

Example 01 - Exponent and simultaneous equations Problem Solve for x, y, and z from the following simultaneous equations. equation (1) equation (2) equation (3) Solution

HideClick here to show or hide the solution Multiply equation (1) and equation (3)

Substitute zx = 1000 to equation (2)

Thus,

Another way to solve for y HideSolving for y using logarithm Substitute zx = 1000 to equation (2)

Divide equation (1) by equation (3)

Substitute y = 5/3 to zy = 100 from above

Substitute y = 5/3 and z = 1003/5 to equation (2)

Thus, you can also use logarithm to solve for x from similar to solution for y in . Answer x = 5/2 y = 5/3 z = 1003/5

Example 02 - Simultaneous equations Problem Find the value of x, y, and z from the following equations. Equation (1) Equation (2) Equation (3) Solution HideClick here to show or hide the solution Multiply the three equations

 Equation (4) Equation (4) divided by Equation (2)

answer Equation (4) divided by Equation (3)

answer Equation (4) divided by Equation (1)

answer

Example 03 - Simultaneous equations Tags: Problem Find the value of x, y, and z from the given system of equations. Equation (1) Equation (2) Equation (3) Solution HideClick here to show or hide the solution Add the three equations

Factor (x + y + z) in the left side and do the operation in the right side

 Equation (4) Divide Equation (4) from Equation (1)

answer Divide Equation (4) from Equation (2)

answer Divide Equation (4) from Equation (1)

answer

Example 04- Simultaneous equations Tags: Problem Solve for x, y, and z from the following system of equations. Equation (1) Equation (2) Equation (3) Solution HideClick here to show or hide the solution Add the three equations

Equation (4)

Equation (4) - Equation (3)

Equation (5) Equation (4) - Equation (1)

Equation (6) Equation (4) - Equation (2)

Equation (7) Multiply equations (5), (6), and (7)

Equation (8) Divide Equation (6) from Equation (8)

answer Divide Equation (7) from Equation (8)

answer Divide Equation (5) from Equation (8)

answer

Smallest number for given remainders Problem Find the smallest number which when divided by 2 the remainder is 1, when divided by 3 the remainder is 2, when divided by 4 the remainder is 3, when divided by 5 the remainder is 4, and when divided by 6 the remainder is 5. Solution HideClick here to show or hide the solution Let x = the number When divided by 2 the remainder is 1 equation (1) When divided by 3 the remainder is 2 equation (2) When divided by 4 the remainder is 3 equation (3) When divided by 5 the remainder is 4 equation (4) When divided by 6 the remainder is 5 equation (5)

From the above equations, x, A, B, C, D, and E must be whole numbers. From equation (1), x must be odd. From equation (5), x must be divisible by 5 + the remainder 4.
o

If it ends with 0 + 4 = 4 (even).

If it ends with 5 + 4 = 9 (odd)

Thus, x must end with 9. Try x = 9

(not a whole number - not okay)

Try x = 19

(not a whole number - not okay)

Try x = 29

(whole number - okay)

(not a whole number - not okay)

Try x = 39

(not a whole number - not okay)

Try x = 49

 (not a whole number - not okay)

Try x = 59

(whole number - okay)

(whole number - okay)

(whole number - okay)

Thus, x = 59

answer

Variation / Proportional Direct Variation / Directly Proportional y is directly proportional to x, y x:

k = constant of proportionality y varies directly as x is another statement equivalent to the above statement.

Inverse Variation / Directly Proportional y is inversely proportional to x, y 1/x:

k = constant of proportionality y varies inversely with x holds the same meaning as the sentence above.

Joint Variation / Jointly Proportional y is directly proportional to x and z:

y is directly proportional to x and inversely proportional to z:

k = constant of proportionality

Variation to nth power of x and mth power of z y is directly proportional to the square of x and varies inversely to the cube of z:

k = constant of proportionality Verbal Problems in Algebra The following is an attempt to classify the verbal problems. Number-related problems Number-related problems are considered as the most basic type of verbal problems. It is taken as the base point of analysis for more complex type of problems. Digit-related problems This type of problems focuses on how the digits of a number are related. In many problems, digits are treated as individual number and will make the problem similar to number-related problems only that the integers involved are 0 to 9. Money-related problems Money-related verbal problems in Algebra involves primarily in determining the number of denomination (coin or bill) in a collection of different denominations.

Lever-related problems Also called balance-related problems, lever word problems are concerned on balancing a lever at its fulcrum. This topic introduces the computation of moment of a force about a point in Engineering Mechanics. Geometry-related problems Geometry verbal problems put together Algebra and Geometry in a single problem. Basic knowledge and familiarity with the formulas in Geometry is necessary. Problems may involve line segments, angles, triangles, rectangles, squares, circles, and some solid shapes like cube and rectangular parallelepiped. Clock-related problems Most clock-related problems involved in determining the time from a given start-off position after which the hands of the clock moves to the desired position. Common problems are when the hands are together, form a right angle, and being opposite each other. Age-related problems In age-related problems, the relationship of the ages of two persons is indicated. The comparison of the ages may be in the past, present, or future. Some problems also involve the relationship of the sum of the ages of several persons. Mixture-related problems Mixture-related problems are involved with some pure substance or some prepared mixture to be added or withdrawn as such to obtain a desired mixture. It also involves in unit price and quantity of two or more items being combined as such in relation to costing and selling. Work-related problems Work-related problems may involved in determining the time to finish the job, the rate of doing the job, and the amount of job done by a worker at a given period of time. Workers may be have the same rate and working as a team or may work individually at different rates. Motion-related problems Motion-related problems considered the relationship between speed, distance traveled, and the time the object is moving. The situations may involve overtaking, departing, stalling, moving in the air or water, or motions in a closed loop.

Age-related Problems If x = present age of a person x 3 = age of the person 3 years ago x + 5 = age of the person 5 years from now or 5 years hence Note: The difference of the ages of two persons is constant at any time. If A = present age of Albert and B = present age of Bryan Sum of their ages 4 years ago = (A - 4) + (B - 4) Sum of their ages 2 years hence = (A + 2) + (B + 2) Difference of their ages = A - B Example Six years ago, Romel was five times as old as Lejon. In five years, Romel will be three times as old as Lejon. What is the present age of Lejon? Solution HideClick here to show or hide the solution Let = present age of Romel = present age of Lejon Six years ago

Five years from now (in five years)

Substitute R = 5L - 24

answer

Example 01 | Age-related problem Problem Alfred is four times as old as his nephew Franco. 5 years ago, the sum of their ages is equal to the present age of Alfred. How old is each? Solution HideClick here to show or hide the solution Let = present age of Alfred = present age of Franco = age of Alfred 5 years ago = age of Franco 5 years ago Sum of their ages 5 years ago answer Alfred is four times as old as Franco answer

Example 02 | Age-related problem Problem The sum of the parents ages is twice the sum of their childrens ages. Five years ago, the sum of the parents ages is four times the sum of their childrens ages. In fifteen years, the sum of the parents ages will be equal to the sum of their childrens ages. How many children were in the family?

Solution HideClick here to show or hide the solution Let = number of children in the family = sum of parents ages = sum of childrens ages The sum of the parents ages is twice the sum of their childrens ages equation (1) Five years ago, the sum of the parents ages is four times the sum of their childrens ages

Substitute y = 2z

equation (2) In fifteen years, the sum of the parents ages will be equal to the sum of their childrens ages

Substitute y = 2z

Substitute z = 10x 5

answer

Clock-related Problems There are 12 dial units in the clock. Every time the minute hand completes 12 dials, the hour hand moves 1 dial. Thus, if the minute hand moves by x the hour hand moves by x/12.

Key equations: = distance traveled by the minute hand (in minutes) = distance traveled by the hour hand (in minutes)

There are three common questions in clock problems; (1) time when the hands of the clock are together, (2) time when the hands of the clock are perpendicular to each other, and (3) time when the hands of the clock form a straight line. The following are the distances between the hands of the clock: (1) Together = 0 (2) Perpendicular (90 to each other) = 15 minutes (3) Straight line (opposite each other) = 30 minutes The table below is provided for the sake of completeness of this post. Dial position 12:00 1:00 2:00 No. of minutes 0 minute 5 minutes 10 minutes

3:00 4:00 5:00 6:00 7:00 8:00 9:00 10:00 11:00 12:00

15 minutes 20 minutes 25 minutes 30 minutes 35 minutes 40 minutes 45 minutes 50 minutes 55 minutes 60 minutes

Example 01 | Clock-related problem Tags: clock problem 3:00 o'clock mark 2:00 o'clock mark Problem What time between 2 and 3 oclock will the angle between the hands of the clock be bisected by the line connecting the center of the clock and the 3 oclock mark? A. 2:18:27.6 B. 2:16:00.0 C. 2:17:56.3 D. 2:19:03.1 Solution

answer - A

Digit-related Problems For any three digit number. Let x = the hundreds digit y = the tens digit and z = the units digit The number = 100x + 10y + z The number with digits reversed = 100z + 10y + x The sum of digits = x + y + z The product of digits = xyz Example In a three digit number, the hundreds digit is twice the units digit. If 396 be subtracted from the number, the order of the digits will be reversed. Find the number if the sum of the digits is 17. Solution HideClick here to show or hide the solution

Let = hundreds digit = tens digit = units digit = the number The hundreds digit is twice the units digit equation (1) The sum of the digits is 17 equation (2) 396 be subtracted from the number

equation (3) Substitute x = 2z to equation (3)

From equation (1)

From equation (2)

The number is answer

Example 01 | Digit-related problem Tags: Problem The sum of the digits of a three-place number is 19. If the tens and units digits are interchanged the number is diminished by 27, and if the hundreds and tens digits are interchanged the number is increased by 180. What is the number? Solution HideClick here to show or hide the solution Let = the hundreds digit = the tens digit = the units digit the original number the tens and units digits are interchanged the hundreds and tens digits are interchanged The sum of the digits of a three-place number is 19 Equation (1) If the tens and units digits are interchanged the number is diminished by 27

Equation (2) If the hundreds and tens digits are interchanged the number is increased by 180

Equation (3)

Substitute y = x + 2 to Equation (2)

Substitute y = x + 2 and z = x - 1 to Equation (1)

From Equation (3)

From Equation (2)

The number is answer

Mixture-related Problems Tags: There are four common types of mixture in verbal problems of Algebra. Solutions Solution is a homogeneous mixture formed by dissolving a substance (solute) in another substance (solvent). A common example is the salt as solute and water as solvent forming into one phase called brine or saline water. Alloys An alloy is a solid solution formed by fusing two or more metallic elements. A common alloy is bronze which is the product of fusing iron and copper. Blends Blended product is a result of mixing two or more grades of items of the same class. Example is

a coffee of grade A mixed to coffee of grade B which will result to a blended coffee. Assortments Assorted mixture is a combination of distinct items which can be resorted easily back to its original components. Example is assorted candies in a pack. Solving mixture-related problems The following example will illustrate how to solve mixture problems. Problem How many liters of 10% salt solution must be added to 20% salt solution in order to obtain 10 liters of 12% salt solution? Solution HideClick here to show or hide the solution

answer

Money-related Problems

Coin denominations in the US Name Penny Nickel Dime Quarter Coin value 1 5 10 25 Dollar Equivalent $0.01 $0.05 $0.10 $0.25

Half-dollar

50

$0.50

Coin denominations in the Philippines as of 2012 Coin 5 10 25 One-peso Five-peso Ten-peso Coin value P0.05 P0.10 P0.25 P1.00 P5.00 P10.00

Bohol.ph has more information about Philippine coins. See http://www.bohol.ph/article34.html Example A collection of 32 coins amounted to $5.15. If it consists of dimes and quarters, how many quarters are there? Solution HideClick here to show or hide the solution Let = number of quarters (25 coins) = number of dimes (10 coins)

no. of 25 coins answer

Motion-related Problems Motion with constant velocity The distance traveled is the product of velocity and time.

were, s = distance v = velocity t = time It follows that and

Motion in a current of water or air Let x = velocity of the (boat/airplane) in still (water/air) and y = velocity of the (water/air), then x + y = velocity when going (downstream/with the wind) x y = velocity when going (upstream/against the wind) Motion in a circle or any closed circuit Consider two objects, one is a faster and the other is slower, moves from the same point and starting at the same time.

When going in the same the direction, the difference of the distances traveled every time the faster overtakes the slower is one circuit.

When going in opposite directions, the total distance traveled every time the two meet each other is one circuit.

Number-related Problems Addition Expressions that can be translated to addition, ( + ): sum, plus, added to, in addition, increased by, and more than. Verbal expression the sum of x and y x plus y x increased by y x added to y x in addition to y x more than y Algebraic equivalent x + y or y + x x+y x+y y+x y+x y+x

Subtraction Expressions that can be translated to subtraction, ( - ): difference, minus, subtract, subtract from, less, less than, decreased by, diminished by, lowered by, and exceed. Verbal expression the difference between x and y x minus y x decreased by y x diminished by y x lowered by y x exceeds y x less y Algebraic equivalent x-y x-y x-y x-y x-y x-y x-y

x less than y subtract x from y

y-x y-x

Multiplication Expressions that can be translated to multiplication, ( ): product, times, and of. Expressions in multiple of a number are also worth noting: double, twice, triple, thrice, quadruple, four times, etcetera. Verbal expression the product of x and y x times y x of y double a number x twice a number y Algebraic equivalent xy xy xy 2x 2y

Division Expressions that can be translated to division, ( ): quotient of, divided by, and over. Verbal expression the quotient of x and y x divided by y x over y Algebraic equivalent x/y x/y x/y

Equality The words is and by denotes equality, ( = ). Verbal expression Algebraic equivalent

the sum of x and y is z x exceeds y by z

x+y=z x-y=z

Other expressions

The reciprocal of x is 1/x and the reciprocal of x/y is y/x. Divide 100 into two parts, if x is one part, the other part is (100 - x) For two consecutive numbers, if one is x then the other number is (x + 1) For two consecutive even or odd numbers, if one is x then the other number is (x + 2) The square of a number x is x2 The cube of a number x is x3 The ratio of x to y is x/y

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Work-related Problems Case 1: Workers has different rates Work rate Time to finish the job = 1 job done Work rate = (1 job done) / (Time to finish the job) Time of doing the job = (1 job done) / (Work rate)

For example Albert can finish a job in A days Bryan can finish the same job in B days Carlo can undo the job in C days 1/A = rate of Albert 1/B = rate of Bryan 1/C = rate of Carlo Albert and Bryan work together until the job is done: (1/A + 1/B)t = 1 Albert is doing the job while Carlo is undoing it until the job is done: (1/A - 1/C)t = 1

Problem Lejon can finish a job in 6 hours while Romel can do the same job in 3 hours. Working together, how many hours can they finish the job? Solution ShowClick here to show or hide the solution

Case 2: Workers has equal rates Work load = no. of workers time to finish the job Work done = no. of workers time of doing the job

To finish the job Work done = Work load

If a job can be done by 10 workers in 5 hours, the work load is 10(5) = 50 man-hours. If 4 workers is doing the job for 6 hours, the work done is 4(6) = 24 man-hours. A remaining of 50 24 = 26 man-hours of work still needs to be done. Problem Eleven men could finish the job in 15 days. Five men started the job and four men were added at the beginning of the sixth day. How many days will it take them to finish the job? Solution HideClick here to show or hide the solution Work load = 11(15) = 165 man-days Work done in 5 days = 5(5) = 25 man-days Let = no. of days for them to finish the job

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