Directorate: Curriculum FET

SUBJECT and GRADE Mathematics Grade 10

TERM 1 Week 5: Exponents, Equations and Inequalities
TOPIC Linear and quadratic equations and Inequalities
AIMS OF LESSON To solve different linear and quadratic equations
RESOURCES Paper based resources Digital resources
Please refer to the chapter in your textbook on Solving https://www.youtube.com/watch?v=TkL0Iqs9mpY
linear equations https://www.youtube.com/watch?v=GmMX3-nTWbE
https://www.youtube.com/watch?v=WOn7c7PdnTk
https://www.youtube.com/watch?v=wwDfD4iGBDE
https://www.youtube.com/watch?v=fOnLQ_5mQic
https://www.youtube.com/watch?v=AuYCyMCmovU
INTRODUCTION In this week’s lessons we will focus on ways to solve Linear and quadratic Equations.
CONCEPTS/ SKILLS 1. Number systems
2. LCM of denominator
3. Simplifying/ Factorising expressions
4. Solve equations
Lesson 1 Revision of Gr 9: Solving Linear Equations
! "# Example 2:
Expression: 2𝑥 − + 3 Expressions can only
√#
be simplified 2𝑥 + 3 = 2 − 3(𝑥 + 3)
"# ∴ 2𝑥 + 3 = 2 − 𝟑𝒙 − 𝟗
Equation: 2𝑥 ! − + 3 = 2𝑥 − 3 ∴ 2𝑥 + 3 − 𝟑 + 𝟑𝒙 = 2 − 3𝑥 − 9 − 𝟑 + 𝟑𝒙
√#
Equation: when we equate two
Linear equations: highest exponent of the expressions; LHS = RHS;
unknown (usually 𝑥) is 1 Equations can be solved Isolate the unknowns on LHS:
Quadratic equations: highest exponent is 2 remove +3 on the LHS and −3𝑥 on
Cubic equations: highest exponent is 3 the RHS by doing inverse
operations both sides of = sign
Solve for 𝑥: Isolate terms with 𝑥 on LHS
by adding −3 both sides ∴ 2𝑥 + 3𝑥 = 2 − 9 − 3
Example 1: 2𝑥 + 3 = 7 ∴ 5𝑥 = −10
+ and – are Inverse operations while
∴ 2𝑥 + 3 − 𝟑 = 7 − 𝟑 × and ÷ are inverse operations of each
∴ 2𝑥 = 4 5𝑥 −10 other
Solve for 𝑥 by dividing ∴ =
5 5
%# " both sides by 2
∴ %
=%
∴ 𝑥 = −2
You can TEST the correctness of your answers by
∴𝑥=2 substituting the value of 𝑥 into the RHS and LHS
of the original equation to see if they are equal
 #&% #'( CAN YOU?
Example 3: − =4 LCM of 2 and 3 is 6
! %
Multiply each term by 6:
𝟔(#&%) 𝟔(#'() • Factorise denominators, if any Solve the following equations:
∴ ! − % = (𝟔)4 • Remove fractions by multiplying
each term with the LCM of the 1. 2𝑥 − 5 = 3
∴ 2(𝑥 + 2) − 3(𝑥 − 1) = 24 denominators
• Remove brackets (distributive law) 2. 4𝑥 + 6 = 𝑥 − 3
∴ 2𝑥 + 4 − 3𝑥 + 3 = 24
∴ 2𝑥 − 3𝑥 = 24 − 3 − 4 • Isolate the unknown on LHS by 3. 5𝑎 − 3(𝑎 + 1) = 2 − 3𝑎
doing the inverse operation both
∴ −𝑥 = 17
sides of = sign 4. 2(𝑥 + 2) = 6(𝑥 + 1) − (𝑥 − 4)
∴ 𝑥 = −17 • Add like terms
• Solve for 𝑥 by dividing with the 5. (2𝑏 − 5)(3𝑏 + 2) = 2(3𝑏% − 4𝑏 + 1)
NOTE: coefficient of 𝑥 both sides 6. 2(𝑥 + 1) − (3 − 2𝑥) = 2𝑥 − (7 − 2𝑥)
• if we solve: 4(𝑥 − 2) = 4𝑥 − 8
∴ 4𝑥 − 8 = 4𝑥 − 8 this will be TRUE for any ℝ values of 𝑥 #'% #'!
7. !
= "
Answer: 𝑥 𝜖 ℝ
,#&. # %#'0
o This type of equation we call an IDENTITY 8. −"=
/ !
• If we solve: 4(𝑥 − 2) = 4𝑥
!(1'() 1&(
∴ 4𝑥 − 8 = 4𝑥 9. =𝑦−2+
% %
∴ −8 = 0 which can never be true
! %# "#'!
Answer: No ℝ solution for 𝑥 10. % (𝑥 + 3) − =2−
! /

• If we have one term on LHS and one term on RHS we can also cross-multiply
like below: Answers:
,# #&(
=
! % 1. 𝑥=4
2. 𝑥 = −3
∴ 2(5𝑥) = 3(𝑥 + 1) 3. 𝑎=1
∴ 10𝑥 = 3𝑥 + 3 4. 𝑥 = −2
∴ 7𝑥 = 3 5. 𝑏 = −4
! 6. No ℝ solution
∴𝑥=-
7. 𝑥 = −1
8. 𝑥 = 52
9. 𝑦𝜖 ℝ
!
10. 𝑥 = −"
Lesson 2 Linear equations: Rational expressions (fractions with unknown in denominator)
NOTE: When working with Rational equations: denominators ≠ 𝟎 since division A Method to solve linear equations:
by 0 is undefined. Hence, we have restrictions in the value of the unknown (𝑥)
• Factorise denominators, if any
𝑥 cannot have these values, • Remove fractions by multiplying
Solve the following equations: otherwise we are dividing by 0 each term with the LCM of the
denominators
, ! %
Example 1: + %'# = # LCM: 𝑥(𝑥 + 2)(2 − 𝑥) ; 𝑥 ≠ 0; −2; +2 • Remove brackets (distributive law)
#&%
• Isolate the unknown on LHS by
You don’t need to show this step, but doing the inverse operation both
× each term with LCM: for practice’s sake, we’ll show this now sides of = sign
, ! % • Add like terms
∴ #&% × 𝑥(𝑥 + 2)(2 − 𝑥) + %'# × 𝑥(𝑥 + 2)(2 − 𝑥) = # × 𝑥(𝑥 + 2)(2 − 𝑥) • Solve for 𝑥 by dividing with the
coefficient of 𝑥 both sides
∴ 5𝑥(2 − 𝑥) + 3𝑥(𝑥 + 2) = 2(𝑥 + 2)(2 − 𝑥)
∴ 10𝑥 − 5𝑥 % + 3𝑥 % + 6𝑥 = 2(4 − 𝑥 % ) CAN YOU?
∴ 10𝑥 − 5𝑥 % + 3𝑥 % + 6𝑥 = 8 − 2𝑥 % Note: (𝑥 + 2) = (2 + 𝑥) leading
∴ 16𝑥 = 8 to difference of two squares Solve the following equations:
( # # Answers:
∴𝑥=% 1. −!=2
%
#&% #'/ ( 1. 𝑥 = 12
%#', ( 2. − =
Example 2: = apply method " ! % 2. 𝑥 = 24
# ! '%#'. %#'.
% !
3. 𝑥 = −4
%#', ( 3. #
= #'% 4. 𝑥=5
∴ (#&%)(#'") = %(#'") LCM: 2(𝑥 + 2)(𝑥 − 4) ; 𝑥 ≠ −2; 𝟒 5. 𝑚=2
! "
4. 1 + = 6. 𝑥 = −2
%#'( ! #
× each term with LCM: 7. 𝑥 = −1 "
( ! %
∴ 2(2𝑥 − 5) = 𝑥 + 2 For each “NEW” term: 5. = − 8. 𝑥=5
2'( 2 2&%
∴ 4𝑥 − 10 = 𝑥 + 2 LCM ÷ Denominator × numerator ( % (
∴ 3𝑥 = 12 6. # ! '#
+ #'( = #
∴ 𝑥 = 𝟒 , but this is a restriction!!! ( ! %
\ Answer: True for no values of 𝑥 7. #&%
+ # ! '" = %'#
( % !
8. + =
%# ! '#'! # ! '( %# ! ',#&!
Lesson 3 + 4 Linear inequalities

Symbol Meaning Example Number line

< Less than 𝑥<5 - shows that the number (5) is NOT
Read: “𝑥 is less than 5 |
INCLUDED in the interval
(all 𝑥 values less than 5
5)” shows all the ℝ values to
the left of 5
≤ Less than or 𝑥≤5
equal to “𝑥 is less than or equal | - shows that the number (5) is
5 INCLUDED in the interval
to 5”
shows all the ℝ values to
> Greater than 𝑥>5
| the right of 5
“𝑥 is greater than 5”
5
| Number line
≥ Greater than 𝑥≥5 5
or equal to “𝑥 is greater than or |
equal to 5” 5

CAN YOU?
Representations of intervals: A. Show the following on a number line:
1. 𝑥 𝜖 (7; 12)
Interval Notation Set-builder notation Number line 2. {𝑥: 0 < 𝑥 ≤ 8, 𝑥 𝜖 ℝ}
𝑥 𝜖 (−2; 5) {𝑥: −2 < 𝑥 < 5, 𝑥 𝜖 ℝ} 3. {𝑥: 5 ≤ 𝑥 < 10, 𝑥 𝜖 ℝ}
Read: All 𝑥 values (Real Read: All 𝑥 values, SUCH 4. 𝑥 𝜖 (−∞; 3]
| |
numbers) between −2 THAT 𝑥 is greater than −2 5 5. {𝑥: −1 ≤ 𝑥 < 3, 𝑥 𝜖 ℤ}
and 5 −2, but less than 5 and 𝑥
Open interval is a Real number B. Write in set-builder notation:
𝑥 𝜖 [−2; 5] {𝑥: −2 ≤ 𝑥 ≤ 5, 𝑥 𝜖 ℝ}
All 𝑥 values (Real All 𝑥 values, SUCH 1. 𝑥 𝜖 [0; 5)
numbers) from −2 to THAT 𝑥 is greater than or | |
−2 5 2.
5 (inclusive) equal to −2, but less than |
Closed interval or equal to 5 and 𝑥 is a 10

Real number 3. 𝑥𝜖{0; 1; 2; 3; 4}

𝑥 𝜖 [−2; 5) {𝑥: −2 ≤ 𝑥 < 5, 𝑥 𝜖 ℝ}
All real numbers from All 𝑥 values, SUCH C. Write in Interval notation:
| |
and including −2 up to, THAT 𝑥 is greater than −2 5
1. | |
but not including/ or equal to −2, but (and) −7 1
excluding 5 less than 5 and 𝑥 is a
Closed-open or half Real number
open interval 2. {𝑥: 𝑥 > − 7, 𝑥 𝜖 ℝ}
𝑥 𝜖 (−2; 5] {𝑥: −2 < 𝑥 ≤ 5, 𝑥 𝜖 ℝ}
All real numbers All 𝑥 values, SUCH 3. {𝑥: −1 < 𝑥 ≤ 3, 𝑥 𝜖 ℤ}
between −2 up to, and THAT 𝑥 is greater than | |
−2 5
including 5 −2, but less than or
Answers:
Open-closed or half equal to 5 and 𝑥 is a
A 1. | | 2. | |
closed interval Real number 7 12 0 8
𝑥 𝜖 (−2; ∞) {𝑥: 𝑥 > −2, 𝑥 𝜖 ℝ}
All real numbers greater All 𝑥 values, SUCH | 3. | | 4. |
−2 5 10 3
than −2 THAT 𝑥 is greater than
Note: ∞ (infinity) – −2 and 𝑥 is a Real
always open number 5. | | | |
−1 0 1 2

NOTE: Note: Only individual

points B
Interval notation is only
1. {𝑥: 0 ≤ 𝑥 < 5, 𝑥 𝜖 ℝ}
used for continuous {𝑥: −4 < 𝑥 < 2, 𝑥 𝜖 ℤ}
| | | | | 2. {𝑥: 𝑥 < 10, 𝑥 𝜖 ℝ}
intervals (usually 𝑥𝜖ℝ) −3 −2 −1 0 1 3. {𝑥: 0 ≤ 𝑥 ≤ 4, 𝑥 𝜖 ℤ} OR {𝑥: −1 < 𝑥 < 5, 𝑥 𝜖 ℤ}
For sets of integers (ℤ) Or
we have, e.g.:
𝑥𝜖{−3; −2; −1; 0; 1} {𝑥: −3 ≤ 𝑥 ≤ 1, 𝑥 𝜖 ℤ} C
1. 𝑥 𝜖 [−7; 1]
2. 𝑥 𝜖 (−7; ∞)
3. 𝑥 𝜖 (−1; 3]
Solving Linear equations: ('7
Example 4: −3 < !
<4
• ×2
Note: the following statement is true: 7 > 4 (1) ∴ −9 < 1 − 𝑎 < 12 • Subtract 1 from all
If we add 6 both sides: 13 > 10 is still true; terms
∴ −10 < −𝑎 < 11
Also: 7 − 6 > 4 − 6 Þ 1 > −2 is true • ÷ −1 : sign changes
If we × both sides by 6 in (1): 42 > 24 is still true; ∴ . 10 > 𝑎 > −11 • Rewrite solution;
- " !
Also: " > " Þ1 " > 1 is true. ∴ −11 < 𝑎 < 10 Smallest value on left
However, if we × both sides by −1 in (1): −7 > −4 is NOT TRUE
The inequality sign must change!: −𝟕 < −𝟒 | |
−11 10
Hence, if we × or ÷ an inequality with a negative (−) number, the inequality
sign changes direction
CAN YOU?
Solve the following linear inequalities and show the solution on a number line:
Solve the following linear inequalities and show the solution on a
number line:
Example 1: 2 + 3𝑥 ≥ 𝑥 − 2
∴ 3𝑥 − 𝑥 ≥ −2 − 2 |
1. 9𝑥 − 7 ≥ 5 − 3𝑥
∴ 2𝑥 ≥ −4 −2
2. 2(𝑥 − 3) ≤ 4𝑥 − 3
∴ 𝑥 ≥ −2 3. 5(𝑎 − 2) − 3𝑎 < 3 − (𝑎 − 2)
%#', ,#'%
Example 2: 3(𝑥 − 1) − 2 < 6𝑥 + 4 4. "
− ! >0
Answers:
∴ 3𝑥 − 3 − 2 < 6𝑥 + 4 < changes to > 5. −6 ≤ 2𝑥 − 4 < 2
∴ −3𝑥 < 9 when we ÷ (−3) 1. 𝑥≥1 |
'!# 0 !'# 1
∴ > 6. 1 < %
<3
'! '! "
∴ 𝑥 > −3 |
2. 𝑥 ≥ −# | !
−
"
−3
3. 𝑎<5 |
5
Example 3: −7 < 2𝑥 + 3 ≤ 3 Subtract 3
$
∴ −7 − 𝟑 < 2𝑥 + 3 − 𝟑 ≤ 3 − 𝟑 from all terms 4. 𝑥 < −# |
#
−
∴ −10 < 2𝑥 ≤ 0 "

∴ −5 < 𝑥 ≤ 0 5. −1 ≤ 𝑥 < 3
Divide all the |
3
|
−1
| | terms by 2 6. −3 < 𝑥 < 1
−5 0 | |
−3 1
7.
8. 𝑥=5
Lesson 5 Quadratic equations: 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎
Example 6: 𝑥 % + 4 = 0
𝟐 𝑥 # is ALWAYS ≥ 0
STANDARD FORM of quadratic equation: 𝒂𝒙 + 𝒃𝒙 + 𝒄 = 𝟎 #
∴ 𝑥 = −4
• Factorise denominators, if any ∴ 𝑥 = ±√−4
NOTE: if 𝑎. 𝑏 = 0 • Remove fractions by multiplying Non Real number
Þ 𝑎 = 0 or 𝑏 = 0 each term with the LCM of the Answer: no ℝ solution for 𝑥
denominators # ! '%#'!
Solve for 𝑥: • Remove brackets (distributive law)
Example 7: =2 LCM = (𝑥 − 3); 𝑥 ≠ 3
#'!
Example 1: (𝑥 − 2)(𝑥 + 3) = 0 • Write equation in standard form × (𝑥 − 3): 𝑥 % − 2𝑥 − 3 = 2(𝑥 − 3)
∴ 𝑥 − 2 = 0 or 𝑥 + 3 = 0 • Factorise quadratic
∴ 𝑥 = 2 or 𝑥 = −3 • Apply Rule: if 𝑎. 𝑏 = 0 ∴ 𝑥 % − 2𝑥 − 3 = 2𝑥 − 6
Þ 𝑎 = 0 or 𝑏 = 0 ∴ 𝑥 % − 4𝑥 + 3 = 0
Example 2: 𝑥 % − 5𝑥 − 6 = 0 • The solutions of a quadratic equation
∴ (𝑥 − 6)(𝑥 + 1) = 0 are called the ROOTS of the ∴ (𝑥 + 1)(𝑥 − 3) = 0
∴ 𝑥 − 6 = 0 or 𝑥 + 1 = 0 quadratic (max of 2 roots) ∴ 𝑥 = −1 or 𝑥 = 3 Not applicable (not valid)
∴ 𝑥 = 6 or 𝑥 = −1 ∴ 𝑥 = −1
NOT: ÷ 𝒙: ∴ 𝒙 = −𝟓 CAN YOU?
Example 3: 𝑥 % = −5𝑥
% Never divide by the unknown/ variable; you Solve for 𝑥:
∴ 𝑥 + 5𝑥 = 0
∴ 𝑥(𝑥 + 5) = 0 are (most probably) dividing by zero, which
1. (𝑥 + 3)(𝑥 − 1) = 0 Answers:
∴ 𝑥 = 0 or 𝑥 + 5 = 0 is not allowed, and you throw away one of
∴ 𝑥 = 0 or 𝑥 = −5 the solutions: Write in standard form!! 2. −2(𝑥 + 2)(𝑥 + 3) = 0 1. 𝑥 = −3 or 𝑥 = 1
2. 𝑥 = −2 or 𝑥 = −3
3. 5𝑥(2𝑥 + 1) = 0 $
Example 4: (2𝑥 − 1)(𝑥 + 2) = 25 NOT: 2𝑥 − 1 = 25 OR 𝑥 + 2 = 25 3. 𝑥 = 0 or 𝑥 = − #
∴ 2𝑥 % + 3𝑥 − 2 − 25 = 0 Rule only applicable if 𝒂. 𝒃 = 𝟎 4. 𝑥 % + 14𝑥 + 48 = 0 4. 𝑥 = −6 or 𝑥 = −8
∴ 2𝑥 % + 3𝑥 − 27 = 0 Write in standard form!! 5. 𝑥 = 3 or 𝑥 = −3
5. 2𝑥 % − 18 = 0
∴ (2𝑥 + 9)(𝑥 − 3) = 0 6. 𝑥
# "
= − " or 𝑥 = #
∴ 2𝑥 + 9 = 0 or 𝑥 − 3 = 0 Alternative: 4𝑥 # = 9 6. 6𝑥 % = 5𝑥 + 6 7. 𝑥 = 6 or 𝑥 = −1
0 %
∴ 𝑥 = − % or 𝑥 = 3 ∴ 𝑥# = ! 8. 𝑥 =4
7. (𝑥 − 3)(𝑥 − 2) = 12 #
% 9. 𝑥 = −"
∴ 𝑥 = ±I! # % (
Example 5: 4𝑥 % − 9 = 0 8. + =
" " #'% %'# #'!
∴ (2𝑥 − 3)(2𝑥 + 3) = 0 ∴ 𝑥 = # or 𝑥 = − #
! ! (
! ! 9. + # ! '# = # ! '(
∴ 𝑥 = % or 𝑥 = − % #
ACTIVITIES Consider other exercises from your Mathematics Textbook
CONSOLIDATION • Solving Linear equations:
• Factorise denominators, if any
• Remove fractions by multiplying each
term with the LCM of the denominators
• Remove brackets (distributive law)
• Isolate the unknown on LHS by doing the
inverse operation both sides of = sign
• Add like terms
• Solve for 𝑥 by dividing with the
coefficient of 𝑥 both sides

• Linear inequalities: if we × or ÷ an inequality with a negative (−) number, the inequality sign changes direction

• STANDARD FORM of quadratic equation: 𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 = 𝟎

• Solving quadratic equations: • Factorise denominators, if any

• Remove fractions by multiplying each term with
the LCM of the denominators
• Remove brackets (distributive law)
• Write equation in standard form
• Factorise quadratic
• Apply Rule: if 𝑎. 𝑏 = 0
Þ 𝑎 = 0 or 𝑏 = 0
• The solutions of a quadratic equation are called
the ROOTS of the quadratic (max of 2 roots)

VALUES Dear learner. Mathematics is not (just) about numbers, equations, computations, or algorithms: it is about understanding - William
Paul Thurston Understanding comes through PRACTICE. Keep practicing Mathematics every day!