BEAMS - Unit 4 Linear Equations

Basic Essential
Additional Mathematics Skills
UNIT 4
LINEAR EQUATIONS
Unit 1:
Negative Numbers
Curriculum Development Division

Ministry of Education Malaysia
TABLE OF CONTENTS
Module Overview 1
Part A: Linear Equations 2
Part B: Solving Linear Equations in the Forms of x + a = b and x – a = b 6
x
Part C: Solving Linear Equations in the Forms of ax = b and =b 9
a
Part D: Solving Linear Equations in the Form of ax + b = c 12
x
Part E: Solving Linear Equations in the Form of +b=c 15
a
Part F: Further Practice on Solving Linear Equations 18
Answers 23
Basic Essentials Additional Mathematics (BEAMS) Module
UNIT 4: Linear Equations
MODULE OVERVIEW
1. The aim of this module is to reinforce pupils’ understanding on the concept involved in
solving linear equations.
2. The module is written as a guide for teachers to help pupils master the basic skills
required to solve linear equations.
3. This module consists of six parts and each part deals with a few specific skills.
Teachers may use any parts of the module as and when it is required.
4. Overall lesson notes are given in Part A, to stress on the important facts and concepts
required for this topic.

Ministry of Education Malaysia 1
PART A:
LINEAR EQUATIONS
LEARNING OBJECTIVES
Upon completion of Part A, pupils will be able to:
1. understand and use the concept of equality;
2. understand and use the concept of linear equations in one unknown; and
3. understand the concept of solutions of linear equations in one unknown

by determining if a numerical value is a solution of a given linear
equation in one unknown.
a. determine if a numerical
TEACHING value is a solution
AND LEARNING of a given linear equation
STRATEGIES
in one unknown;
The concepts of can be confusing and difficult for pupils to grasp. Pupils might
face difficulty when dealing with problems involving linear equations.
Strategy:
Teacher should emphasise the importance of checking the solutions obtained.

Teacher should also ensure that pupils understand the concept of equality and
linear equations by emphasising the properties of equality.

OVERALL LESSON NOTES
GUIDELINES:
1. The solution to an equation is the value that makes the equation ‘true’. Therefore,
solutions obtained can be checked by substituting them back into the original
equation, and make sure that you get a true statement.
2. Take note of the following properties of equality:
(a) Subtraction
Arithmetic Algebra
8 = (4) (2) a=b
8 – 3 = (4) (2) – 3 a–c=b–c
(b) Addition
Arithmetic Algebra
8 = (4) (2) a =; b
8 + 3 = (4) (2) + 3 a+c=b+c
(c) Division
Arithmetic Algebra
8=6+2 a=b
8 62 a b
  c≠0
3 3 c c
(d) Multiplication
Arithmetic Algebra
8 = (6 +2) a=b
(8)(3) = (6+2) (3) ac = bc

PART A:
LINEAR EQUATIONS
LESSON NOTES
1. An equation shows the equality of two expressions and is joined by an equal sign.
Example: 2  4=7+1
2. An equation can also contain an unknown, which can take the place of a number.
Example: x + 1 = 3, where x is an unknown
A linear equation in one unknown is an equation that consists of only one unknown.
3. To solve an equation is to find the value of the unknown in the linear equation.
4. When solving equations,
(i) always write each step on a new line;
(ii) keep the left hand side (LHS) and the right hand side (RHS) balanced by:
 adding the same number or term to both sides of the equation;
 subtracting the same number or term from both sides of the equations;
 multiplying both sides of the equation by the same number or term;
 dividing both sides of the equation by the same number or term; and
(iii) simplify (whenever possible).
5. When pupils have mastered the skills and concepts involved in solving linear equations,
they can solve the questions by using alternative method.
What is solving
an equation?
Solving an equation is like solving a puzzle to find the value of the unknown.

The puzzle can be visualised by using real life and concrete examples.
1. The equality in an equation can be visualised as the state of equilibrium of a balance.
(a) x + 2 = 5
x=3
x=?
2.
2. The equality in an equation can also be explained by using tiles (preferably coloured tiles).
x xx
xx +
+ 22 == 55 x + 2x –+ 2 –=25= –5 2– 2
x =3 3
x=

PART B:
SOLVING LINEAR EQUATIONS IN
THE FORMS OF
x+a=b AND x – a = b
LEARNING OBJECTIVES
Upon completion of Part B, pupils will be able to understand the concept of

solutions of linear equations in one unknown by solving equations in the
form of:
(i) x+a=b
(ii) x – a = b
where a, b, c are integers and x is an unknown.
TEACHING AND LEARNING STRATEGIES
Some pupils might face difficulty when solving linear equations in one
unknown by solving equations in the form of:
(i) x+a=b
(ii) x–a=b
Strategy:
Teacher should emphasise the idea of balancing the linear equations. When pupils
have mastered the skills and concepts involved in solving linear equations, they
can solve the questions using the alternative method.

PART B:
SOLVING LINEAR EQUATIONS IN THE FORM OF
x+a=b OR x–a=b
EXAMPLES
Solve the following equations.
(i) x  2  5 (ii) x  3  5
Solutions:
(i) x25 Subtract 2 from both Alternative Method:

sides of the equation.
x+2–2=5–2 x25
x 52
x=5–2 Simplify the LHS.
x3
x=3 Simplify the RHS.
(ii) x35
Add 3 to both sides of
Alternative Method:
the equation.
x–3+3=5+3
x 35
x=5+3 Simplify the LHS. x 53
x=8 Simplify the RHS. x 8

TEST YOURSELF B
1. x+1=6 2. x–2 = 4 3. x–7=2
4. 7+x=5 5. 5+x= –2 6. – 9 + x = – 12
7. –12 + x = 36 8. x – 9 = –54 9. – 28 + x = –78
10. x + 9 = –102 11. –19 + x = 38 12. x – 5 = –92
13. –13 + x = –120 14. –35 + x = 212 15. –82 + x = –197

PART C:
THE FORMS OF
x
ax = b AND b
a
LEARNING OBJECTIVES
Upon completion of Part C, pupils will be able to understand the concept of

form of:
(a) ax = b
x
(b)  b
a
Pupils face difficulty when solving linear equations in one unknown by solving
equations in the form of:
(a) ax = b
x
(b)  b
a
Strategy:

PART C:
SOLVING LINEAR EQUATION
x
ax = b AND b
a
EXAMPLES
m
(i) 3m = 12 (ii) 4
3
Solutions:
(i) 3  m = 12
Alternative Method:
3  m 12
 Divide both sides of
3 3 the equation by 3. 3m  12
12
12 m
m Simplify the LHS. 3
3 m4
m=4 Simplify the RHS.
m
(ii) 4
3
Multiply both sides of Alternative Method:
m the equation by 3.
3  43 m
3 4
3
Simplify the LHS. m  3 4
m = 4 3
m  12
m = 12 Simplify the RHS.

TEST YOURSELF C
1. 2p = 6 2. 5k = – 20 3. – 4h = 24
4. 7l  56 5.  8 j  72 6.  5n  60
7. 6v  72 8. 7 y  42 9. 12z  96
m r w
10. 4 11. =5 12. = –7
2 4 8
t s u
13.  8 14. 9 15.   6
8 12 5

PART D:
THE FORM OF
ax + b = c
LEARNING OBJECTIVE
Upon completion of Part D, pupils will be able to understand the concept of

form of ax + b = c where a, b, c are integers and x is an unknown.
Some pupils might face difficulty when solving linear equations in one
unknown by solving equations in the form of ax + b = c where a, b, c are
integers and x is an unknown.
Strategy:

PART D:
SOLVING LINEAR EQUATIONS IN THE FORM OF ax + b = c
EXAMPLES
Solve the equation 2x – 3 = 11.
Solution:
Method 1
2x – 3 = 11 Add 3 to both sides of

Alternative Method:
the equation.
2x – 3 + 3 = 11 + 3
2 x  3  11
2x = 14 Simplify both sides of 2 x  11  3
the equation.
2 x  14
2 x 14
 14
2 2 Divide both sides of x
the equation by 2. 2
14 x2
x
2 Simplify the LHS.
x=7 Simplify the RHS.
Method 2
2x  3  11
2 x 3 11 Divide both sides of

  Alternative Method:
2 2 2 the equation by 2.
2 x  3  11
3 11 2 x 3 11
x  Simplify the LHS.  
2 2 2 2 2
11 3
3 3 11 3 3 x 
x    Add
2
to both sides 2 2
2 2 2 2
14
of the equation. x
14 2
x x7
2
Simplify both sides of
x7 the equation.

TEST YOURSELF D
1. 2m + 3 = 7 2. 3p – 1 = 11 3. 3k + 4 = 10
4. 4m – 3 = 9 5. 4y + 3 = 9 6. 4p + 8 = 11
7. 2 + 3p = 8 8. 4 + 3k = 10 9. 5 + 4x = 1
10. 4 – 3p = 7 11. 10 – 2p = 4 12. 8 – 2m = 6

PART E
THE FORM OF
x
bc
a
LEARNING OBJECTIVES
Upon completion of Part E, pupils will be able to understand the concept of

solutions of linear equations in one unknown by solving equations in the form
x
of  b where a, b, c are integers and x is an unknown.
a
Pupils face difficulty when solving linear equations in one unknown by solving
x
equations in the form of  b where a, b, c are integers and x is an unknown.
a
Strategy:

PART E:
x
SOLVING LINEAR EQUATIONS IN THE FORM OF bc
a
EXAMPLES
x
Solve the equation  4  1.
3
Solution:
Method 1
x
 4 1
3
x
44 = 1 + 4 Add 4 to both sides of Alternative
3 the equation. Method:
x x
5 Simplify both sides of  4 1
3 3
the equation. x
x 1 4
 3  5 3 3
3 Multiply both sides of x
the equation by 3. 5
3
x  5 3
x  3 5
x = 15 Simplify both sides of the x  15
equation.
Method 2
Multiply both sides of
x 
  4   3  1 3 the equation by 3.
3 
x Expand the LHS.

 3  4  3  1 3
3
x  12  3 the equation.
x – 12 + 12 = 3 + 12 Add 12 to both sides of

the equation.
x  3  12
x  15 the equation.

TEST YOURSELF E
m b k
1. 35 2. 2 1 3. 27
2 3 3
h h m
4. 3+ =5 5. 4+ =6 6. 1  2
2 5 4
h k h
7. 2 5 8. +3=1 9. 3 2
4 6 5
10. 3 – 2m = 7 m 12. 12 + 5h = 2
11. 3 7
2

PART F:
FURTHER PRACTICE ON SOLVING
LINEAR EQUATIONS
LEARNING OBJECTIVE
Upon completion of Part F, pupils will be able to apply the concept of

solutions of linear equations in one unknown when solving equations of
various forms.
Pupils face difficulty when solving linear equations of various forms.
Strategy:

PART F:
FURTHER PRACTICE
EXAMPLES
Solve the following equations: Alternative Method:

(i) – 4x – 5 = 2x + 7  4x  5  2x  7
 4x  2x  7  5
 6 x  12
Solution: 12
x
6
x  2
Method 1
 4x  5  2x  7 Subtract 2x from both sides of the equation.

–4x – 2x – 5 = 2x – 2x + 7
 6x  5  7 Simplify both sides of the equation.
 6x  5  5  7  5
Add 5 to both sides of the equation.
 6 x  12
 6 x 12
 Simplify both sides of the equation.
6 6
x  2 Divide both sides of the equation by –6.
Method 2
 4x  5  2x  7
– 4x – 5 + 5 = 2x + 7 + 5 Add 5 to both sides of the equation.
– 4x = 2x + 12 Simplify both sides of the equation.
– 4x – 2x = 2x – 2x + 12
Subtract 2x from both sides of the equation.
– 6x = 12
Simplify both sides of the equation.
 6 x 12

6 6 Divide both sides of the equation by – 6.
x  2

(ii) 3(n – 2) – 2(n – 1) = 2 (n + 5)

Expand both sides of the equation.
3n – 6 – 2n + 2 = 2n + 10
Simplify the LHS.
n – 4 = 2n + 10
n – 2n – 4 = 2n – 2n + 10 Subtract 2n from both sides of the equation.
– n – 4 = 10
– n – 4 + 4 = 10 + 4 Add 4 to both sides of the equation.
– n = 14
 n 14 Divide both sides of the equation by – 1.


1 1
n  14
Alternative Method:
3(n  2)  2(n  1)  2(n  5)

3n  6  2n  2  2n  10
n  4  2n  10
 n  14
n  14

2x  3 x  1
(iii)  3
3 2
 2x  3 x  1 
6    6(3) Multiply both sides of the equation by the
 3 2  LCM.
 2x  3   x  1 
6   6   6(3)
 3   2 
2(2 x  3)  3( x  1)  18 Expand the brackets.
4 x  6  3 x  3  18
7 x  3  18 Simplify LHS.
7 x  3  3  18  3
Add 3 to both sides of the equation.
7 x  21
7 x 21 Divide both sides of the equation by 7.

7 7
x3
Alternative Method:
2x  3 x  1
 3
3 2
 2x  3 x  1 
6    3 6
 3 2 
2(2 x  3)  3( x  1)  18
4 x  6  3 x  3  18
7 x  3  18
7 x  18  3
7 x  21
21
x
7
x3

TEST YOURSELF F
1. 4x – 5 + 2x = 8x – 3 – x 2. 4(x – 2) – 3(x – 1) = 2 (x + 6)
3. –3(2n – 5) = 2(4n + 7) 3x 9
4. 
4 2
x 2 5 x x
5.   6.  2
2 3 6 3 5
y 13 y x  2 x 1 9
7. 5  8.  
2 6 3 4 2
2 x  5 3x  4 2x  7 x7
9.  0 10. 4
6 8 9 12

ANSWERS
TEST YOURSELF B:
1. x=5 2. x=6 3. x=9

4. x = –2 5. x = –7 6. x = –3
7. x = 48 8. x = –45 9. x = –50
10. x = –111 11. x = 57 12. x = –87
13. x = –107 14. x = 247 15. x = –115
TEST YOURSELF C:
1. p=3 2. k=–4 3. h = –6
4. l=8 5. j=–9 6. n = 12
7. v = 12 8. y=–6 9. z=8
10. m=8 11. r = 20 12. w = – 56
13. t = – 64 14. s = 108 15. u = 30
TEST YOURSELF D:
1. m=2 2. p=4 3. k=2
3 3
4. m=3 5. y  6. p 
2 4
7. p=2 8. k = 2 9. x = –1
10. p = −1 11. p = 3 12. m = 1
TEST YOURSELF E:
1. m=4 10. b = 9 11. k = 15
4. h=4 5. h = 10 6. m = 12
7. h = 12 8. k = −12 9. h=5
10. m = −2 11. m = −8 12. h = −2

TEST YOURSELF F:
1
1. x=−2 2. x = − 17 3. n  4. x=6
14
5. x=3 6. x = 15 7. y=3 8. x=7
9. x = −8 10. x = 19


BEAMS - Unit 4 Linear Equations

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BEAMS - Unit 4 Linear Equations

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Basic Essential

Additional Mathematics Skills

Curriculum Development Division

Part A: Linear Equations 2

Part B: Solving Linear Equations in the Forms of x + a = b and x – a = b 6

Part D: Solving Linear Equations in the Form of ax + b = c 12

Part F: Further Practice on Solving Linear Equations 18

Curriculum Development Division

Upon completion of Part A, pupils will be able to:

1. understand and use the concept of equality;

3. understand the concept of solutions of linear equations in one unknown

Teacher should emphasise the importance of checking the solutions obtained.

Curriculum Development Division

OVERALL LESSON NOTES

8 = (4) (2) a=b

8 – 3 = (4) (2) – 3 a–c=b–c

8 + 3 = (4) (2) + 3 a+c=b+c

(8)(3) = (6+2) (3) ac = bc

Curriculum Development Division

Example: x + 1 = 3, where x is an unknown

4. When solving equations,

(i) always write each step on a new line;

 adding the same number or term to both sides of the equation;

 multiplying both sides of the equation by the same number or term;

(iii) simplify (whenever possible).

Curriculum Development Division

1. The equality in an equation can be visualised as the state of equilibrium of a balance.

Curriculum Development Division

Upon completion of Part B, pupils will be able to understand the concept of

where a, b, c are integers and x is an unknown.

TEACHING AND LEARNING STRATEGIES

where a, b, c are integers and x is an unknown.

Curriculum Development Division

Solve the following equations.

(i) x25 Subtract 2 from both Alternative Method:

Curriculum Development Division

Solve the following equations.

1. x+1=6 2. x–2 = 4 3. x–7=2

7. –12 + x = 36 8. x – 9 = –54 9. – 28 + x = –78

10. x + 9 = –102 11. –19 + x = 38 12. x – 5 = –92

13. –13 + x = –120 14. –35 + x = 212 15. –82 + x = –197

Curriculum Development Division

Upon completion of Part C, pupils will be able to understand the concept of

where a, b, c are integers and x is an unknown.

TEACHING AND LEARNING STRATEGIES

Curriculum Development Division

Solve the following equations.

Curriculum Development Division

Solve the following equations.

Curriculum Development Division

Upon completion of Part D, pupils will be able to understand the concept of

TEACHING AND LEARNING STRATEGIES

Curriculum Development Division

Solve the equation 2x – 3 = 11.

2x – 3 = 11 Add 3 to both sides of

x=7 Simplify the RHS.

2 x 3 11 Divide both sides of

Curriculum Development Division

Solve the following equations.

10. 4 – 3p = 7 11. 10 – 2p = 4 12. 8 – 2m = 6

Curriculum Development Division

Upon completion of Part E, pupils will be able to understand the concept of

TEACHING AND LEARNING STRATEGIES