QMS110

Week 5 – Systems of Linear Equations – 2 -

Inequalities

Dr. Adriana van Hilten

Copyright- Adriana van Hilten 1

QMS110 F2024
Week 5

Professor van Hilten

Copyright Adriana van Hilten 2

Agenda: Week , Chapter 4 of
your textbook
1. Review – Systems of Linear Equations in two variables

2. Graphing Linear Equations

3. Graphing Linear Systems of Equations in two variables

4. Algebraic Solution of Systems of Linear Equations in two variables

5. Solving Linear Inequalities

Copyright- Adriana van Hilten 3

Solving Equations
An equation has an equal sign in it.
What is on one side of the equal sign is equal to what is on the other side.
So, if we have an equation, any number representing the unknown
that produces equality when substituted in the equation
satisfies the equation and represents a valid solution for the equation.

Eg. 3x – 5 = x +1
Are x=3 and x=2 valid solutions of this equation?

Copyright- Adriana van Hilten 4

Solving Equations (con’t)
To solve an equation, we find the values that satisfy it.
In solving equations, remember that what you do to one side, you must do to the other.
• add the same number to both sides,
• subtract the same number on both sides,
• multiple both sides by the same number (although using 0 is no helpful since 0=0), or
• divide both sides by the same number (but not 0, because that leaves you with something
undefined).

To solve the equation, isolate one variable.

Eg. X-3 = 12
X+3 = 12
x/3 = 12
3x = 12
Copyright- Adriana van Hilten 5
Solving Equations (con’t)
Procedure for solving equations
- Remember BEDMAS…..
- Use the distributive law to simply groupings
- Combine like terms on each side
- Perform the same operations on both sides in order to isolate x
- Solve for x
- Test your solution by putting into the original equation

Copyright- Adriana van Hilten 6

What if I have two variables,
like x and y?
You can solve for an equation with two unknowns , if you have:
- A separate equation that has those same unknowns
EG. 2 adult tickets + 1 child ticket = $32: 2A + 1 C = 32
1 adult ticket + 3 child tickets = $36: 1A + 3 C = 36

You can solve these equations using:

- Graphing
- Substitution
- Elimination by Addition

Copyright- Adriana van Hilten 7

Solve via Graphing
2 adult tickets + 1 child ticket = $32: 2A + 1 C = 32 Eqn1
1 adult ticket + 3 child tickets = $36: 1A + 3 C = 36 Eqn2

To graph these lines:

In Eqn 1: when A = 0, C must be 32, so (0, 32) is a point on the line
when C = 0, 2A = 32; A =16, so, (16,0) is a point on the line

In Eqn 2: when A = 0, 3C = 36, C = 12 so (0, 12) is a point on the line

when C = 0, A = 36, so (36, 0) is a point on the line
Copyright- Adriana van Hilten 8
The lines appear to cross at (12,8) Plot of Equation 1 and Equation 2
40

36 Legend
Equation 1
Check: 32
Equation 2
Substitute (12,8) into Equation1 28

24

2(12)+ 1(8) = 24+ 8 = 32 20

16

Substitute (12,8) into Equation 2 12

1(12) + 3(8) = 12 + 24 = 36 4

0
0 4 8 12 16 20 24 28 32 36 40

So (12,8) is the solution.

Copyright- Adriana van Hilten 9
Solve via Graphing (con’t)

Figure 3.28 Figure 3.29 Linear system Figure 3.30 Linear system
(no solution – the lines never (infinitely many solutions – one
Linear system cross; they are parallel). HPW, line lies on the other). HPW, 2019
(one solution – when the 2019
lines cross). HPW, 2019

When we solve 2 equations, 2 unknowns by graphing, we have one of three situations:

1. A single point where they cross (Figure 3.28); (independent (aka unique), consistent)
2. They do not cross (Figure 3.29); (inconsistent = no solution) or
3. One line lies on top of the other (Figure 3.30) (dependent, consistent solution)

Nb. Two systems of equations are equivalent if they

Copyright- Adriana have the same solution.
van Hilten 10
Theorem 1: Possible solutions to a
linear system
The linear system
ax + by = h
cx + dy = k

Must have exactly one of the following possible solutions:

1. Exactly one solution (i.e. consistent and independent)
2. No solution (inconsistent)
3. Infinitely many solutions (Consistent and dependent)

There are no other possibilities.

Copyright- Adriana van Hilten 11

Caution and Hint
Caution: Do not confuse the number of variables with the number of solutions.
The systems of equations that we looked at here had 2 variables
(ie. children’s tickets, and adult tickets)
So, the solution (if there is one) should identify the value of the two variables.
i.e. (12,8) : two variables; but only one solution

Hint: if two lines never cross, they are parallel. What feature do parallel lines share?
A common slope!!

Copyright- Adriana van Hilten 12

Solve via Substitution
Eqn1: 5x + y = 4
Eqn2: 2x – 3y = 5
Choose one of the equations. Eqn 1: 5x + y = 4
Solve it for one of the variables. Eqn 1a: y = 4 – 5x
Substitute that into the other equation. Eqn 1a into Eqn 2: 2x – 3 (4 – 5x) = 5
Solve. 2x -12 + 15x = 5
2x + 15x = 5 + 12
17x = 17;
x=1

Substitute back into the original equation. Ie. when x = 1 into Eqn 1a: y = 4 – 5(1) ; y = -1
Check your solution in both equations. Eqn 1: 5(1) + (-1) = 4 (OK)
Eqn 2: 2(1) – 3 (-1) = 2 + 3 = 5 (OK)
Copyright- Adriana van Hilten 13
Theorem 2: Operations to get
equivalent Systems
A system of linear equations is transformed into an equivalent system if:
A. Two equations are interchanged
B. An equation is multiplied by a non-zero constant.
C. A constant multiple of one equation is added to another equation.
(this means that I can add equations together to come up with a new one)

These last two are very helpful in the next method – Solving via elimination.

Copyright- Adriana van Hilten 14

Solve via “Elimination by Addition”
Eqn 1: 3x – 2y = 8
Eqn 2: 2x + 5y = -1

Here, if I wanted to eliminate one variable by addition, I could eliminate the y’s –
e.g. Multiply Eqn 1 by 5 to get Eqn 1a. 5 (3x -2y = 8) = 15x – 10 y = 40
Eqn 2 by 2 to get Eqn 2a. 2 ( 2x + 5y = -1) = 4x + 10 y = -2

Now, add Eqn 1a + Enq 2a: 19x + 0y = 38

Solve for x x =2
Substitute x=2 into either Eqn 1 or Eqn2.
Into Eqn 2: 2(2) + 5y = -1; 5y = -5; y = -1.
Now, check that (x,y) = (2, -1) works in both equations.
Eqn 1: 3 (2) – 2 (-1) = 6+2 = 8. OK. Copyright- Adriana van Hilten 15
What about situations of no solution?
No Solution Eqn 1: 2x + 6y = -3
Eqn 2: x + 3y = 2
Multiply Eqn 2 by -2: -2(x + 3y = 2) = -2x - 6y = - 4
Add this to Eqn 1: 2x + 6y = - 3
So that: 0x + 0y = -7 i.e. 0 = -7
This is a contradiction (0 ≠ 7! ), so there is no solution.

(Did anyone notice anything odd about these two equations…..?

What about m? )

Copyright- Adriana van Hilten 16

What about situations of many
solutions?
Many Solutions Eqn 1: x – ½ y = 4
Eqn 2: -2x + y = -8
Multiply Eqn 1 by 2: 2x - y = 8
Add to Eqn 2 so that: 0+0=0
Therefore the equations are exactly equivalent i.e. the lines coincide and the systems are
dependent.

If we let x = k, where k is any real number, and solve either equation for y,
(let’s do Eqn 2): -2k + y = -8;
y = - 8+2k.
So, every (k, 2k – 8) is a solution to this system of equations,
The variable k is called a parameter, and replacing k with a real number produces a
particular solution to the problem. Eg. When
Copyright- Adrianak
van=Hilten
-1, (-1, -10) is a solution. 17
Application: The Supply and
Demand Lines
Price is determined by the relationship of the supply and demand curves.
Supply (upward sloping) and
Demand (downward sloping) Lines
Suppliers are willing to supply if a price is high. 40

if price is high, supply is high; 36

if price is low, supply is low. 32

It is an upward sloping curve 28

Customers are willing to buy more when 24

prices are lower and less when they are 20

higher. Demand is a downward sloping 16

curve. 12

At a equilibrium price, suppliers will supply 8

all the produce that customers will purchase 4

(and visa versa), at the equilibrium quantity. 0

0 4 8 12 16 20 24 28 32 36 40

Copyright- Adriana van Hilten 18

Supply and Demand
At a price of $1.88/kilo, the potential supply for cherries is 16,000 kilos.
But, at $1.88/kilo, the demand is only 10,600 kilos.
When the price drops to $1.46 per kilo, the supply decreases to 10,000 kilos, but demand
has risen to 12,700 kilos.
Assume supply and demand are linear relationships (not curves).
a. What is the supply-price equation? (I’m using ‘000’s of kilos as x; price per kilo as y)
I know 2 points on the supply-price equation: (16, 1.88), (10, 1.46)
I can find the equation of a line using point-slope equation of a line, y – y1 = m(x - x1)
m = rise ÷ run = (1.46 – 1.88)÷(10-16) = 0.07
Using the point-slope equation of a line, y – y1 = m (x - x1) and the point (16, 1.88)
price – $1.88 = 0.07(x kilos – 16)
price = 0.07 x + 0.76
Copyright- Adriana van Hilten 19
Supply and Demand (con’t)
From the previous page:
At a price of $1.88/kilo, the potential supply for cherries is 16,000 kilos.
But, at $1.88/kilo, the demand is only 10,600 kilos.
When the price drops to $1.46 per kilo, the supply decreases to 10,000 kilos, but demand has risen to 12,700
kilos.
Assume supply and demand are linear relationships (not curves).
b. What is the demand-price equation? (I’m using ‘000’s of kilos as x; price per kilo as y).
I know two points on the demand-price equation (10.6, 1.88), (12.7, 1.46).
I can find the equation of a line using point-slope equation of a line, y - y 1 = m(x - x1):
m= rise ÷ run = (1.46 – 1.88) ÷ (12.7 – 10.6) = -0.2
Using the point-form slope equation of a line, y-y1 = m(x-x1), and the point (10.6, 1.88)
Price – 1.88 = -0.2 (x kilos – 10.6)
Price = -0.2x + 4
Copyright- Adriana van Hilten 20
Supply and Demand (con’t)
c. What is the supply, and the demand when the price = $2.09 per kilo. Is this in
equilibrium? What has happened? What about price = $1.32?
From a. The supply equation is price = 0.07x + 0.76
b. The demand equation is price = - 0.2x + 4

At a price = $2.09, supply is: 2.09 = 0.07x + 0.76

2.09 - 0.76 = 0.07x; x = 19 (000 kilos)
At a price = $2.09, demand is 2.09 = -0.2x + 4
2.09 – 4 = -0.2x; x = 9.55 (000 kilos)
At a price of $2.09 per kilo, the supply far exceeds the demand.
There will be more on the market than customers are willing buy at that price. (SO
– is this tenable….?)
Copyright- Adriana van Hilten 21
Supply and Demand (con’t)
At a price = $1.32, the supply is 1.32 = 0.07x + 0.76
1.32 - 0.76 = 0.07x; x = 8 (000 kilos)

At a price = $1.32, the demand is 1.32 = -0.2x + 4

1.32 – 4 = -0.2x; x = 13.4 (000 kilos)

At a price of $1.32, demand of 13.4k kilos far exceeds supply 8k kilos at that price.
There is less on the market than people would like to buy at $1.32
(so…what happens? Is this tenable?)

Copyright- Adriana van Hilten 22

Supply and Demand (con’t)
At what price will supply and demand be in equilibrium (i.e. amount demanded is
perfectly satisfied by the amount supplied)?
When the demand equation = supply equation
What price does this happen at?

When price = -0.2x + 4 and p= 0.07x +0.76 cross at a given price and x.

Solve by substitution ie. price = -0.2x +4 = 0.07x +0.76

4 - 0.76 = 0.2x +0.07x
x = 12 (000 kilos)
At x = 12 (000 kilos), p = 0.07(12) + 0.76 = $1.60 per kilo.
Therefore, when the price is $1.60 per kilo, amount supplied = amount demanded.
The price, and quantity are both in equilibrium…. (so they don’t move anymore)
Copyright- Adriana van Hilten 23
Special Cases: Parallel to the Axes, or the Axes

Parallel to the x axis: Horizontal Lines

Parallel to the x axis means that no matter what x is, y stays the same.
I.e. y = b, where b is any real number (i.e. in y = mx + b, m= 0 - no slope!)
(Horizontal: zero slope)
For example, valid points on the line y = 3, are (2,3), (4,3), (0,3), (-2,3)
When y = 0 at all x points, then this is the x axis

Parallel to the y axis: Vertical Lines

Parallel to the y axis means that no matter what y is, x stays the same.
i.e. x = a, where a is any real number.
For example, valid points on the line x = -5, are (-5,0), (-5, 2), (-5, -7)
When x = 0 for all y points, then this is the y axis.
Copyright- Adriana van Hilten 24
The y-intercept form of a linear equation y = mx +b
Recall; y = mx + b.
The m represents the slope of the line = rise ÷ run,
Where rise = the amount it went up or down (the y axis)
and the run = the amount it went across (the x axis)
The slope will always be the same for any two points on a straight line.
The y intercept is obtained by letting x be 0. Then y = b when x = 0
“b” is the y intercept for this line.

Special situations:
1. when m = 0 (zero), y = b. This means there is no rise i.e. line parallel to the x axis.
i.e. a horizonal line
2. when the ”run” the change in x is 0. This means the slope is undefined.
Copyright- Adriana van Hilten 25
i.e. a vertical line, parallel to the y axis
Let’s Try It - Algebraic Solutions by
Elimination
Eliminate a variable and solve the system of equations:
a. Eqn 1: x + y = 1
Eqn 2: x - y = 7
you should get (x, y ) = (4, -3)
Check your result by comparing LH and RH at the solution point.

b. Eqn 1: 6x – 5y + 70 = 0
Eqn 2: 4x = 3y - 44

Copyright- Adriana van Hilten 26

Let’s Try It – Algebraic Substitution
Substitute from one equation into the other to solve for (x,y).
a. Eqn 1: 3x + y = 8
Eqn 2: 2x – 3y = 9

b. Eqn 1: x + y = 1
Eqn 2: x – 3y = 5

Copyright- Adriana van Hilten 27

What about dealing with decimals or
fractions?
- If it’s decimals – multiple by a factor of 10n to get rid of the decimal
- If it’s fractions – Find the LCD for both equations so that you can
eliminate one of the variables.
- You begin by treating each equation separately to see what need to
be done to make things easier.

- Contradiction (e.g. 7 = 0), means that there is no solution (they are

parallel).
- Confirmation (0=0), means that there are many solutions

Copyright- Adriana van Hilten 28

Solving Linear Inequalities
Types of Inequalities
Inequality Sign Means…. Example Inequality in 1 Variable
Sign Form
< The LHS is less than the RHS X+5 < 2 Ax + B < C

> The LHS is greater than the RHS Y>-4 Ax + B > C

≤ The LHS is less than or equal to the RHS 2k + 5 ≥ 10 Ax + B ≤ C

≥ The LHS is greater than or equal to the Z–¾ ≥ 5 Ax + B ≥ C

RHS

LHS: Left Hand Side

RHS: Right Hand Side
Copyright- Adriana van Hilten 29
lving Linear Inequalities (con’t)
We solve a linear inequality by finding the all the real numbers that would satisfy
the inequality.
For example, the “set of all x such that x is less than or equal to 2”
{x| x ≤ 2} (written in set notation)
Includes all real numbers such that x is less than or equal to 2.
(e.g. includes ½, -3, ¾ etc….)
Alternatively this written in interval notation (-∞, 2] Where the -∞ symbol shows
that the interval includes all real numbers less than 2.

Copyright- Adriana van Hilten 30

Interval Notation Rules
Notation Symbol Word Usage What it Means Example
( or ) Parenthesis The endpoint next to the parenthesis is not (9, 21)
included in the solution set. (-37, 9)
I can have mix and match
(-3, 9]
[2, 30)
[ or ] Bracket The endpoint next to the bracket is included [-2,11]
in the solution set. [22, 32]
I can have mix and match
(as per the above)
( -∞, ∞ ) All real All real numbers are included in the solution (-∞, 2]
numbers set. A parenthesis is always used next to an [-2, ∞ )
infinity sign, -∞, ∞ (-2, ∞ )

Copyright- Adriana van Hilten 31

Number Line Notation
Set-Builder Notation Interval Notation Graph Notation Word Meaning
{x|x<a} ( -∞ ,a ) All real numbers such that x is less
than a.

{x|x≤a} (-∞ , a ] All real numbers such that x is less

than or equal to a.

{x|x>a} ( a, ∞ ) All real numbers such that x is

greater than a.

{x|x≥a} [ a, ∞ ) All real numbers such that x is

greater than or equal to a.

{ x | x is a real number } (-∞, ∞ ) All real numbers.

Copyright- Adriana van Hilten 32

In Other Words
Phrase/Word Example Inequality Other ….
Is greater than A number is greater than 4 X >4
Exceeds A number exceeds 3.5 X > 3.5
Is at Most A number is at most 8 X≤8
Is at Least A number is at least 6 X≥6
Is less than A number is less than -12 X < -12

CAUTION:
5 is more than a number: i.e. 5 > x
5 more than a number: i.e. 5 + x (or x + 5 if you prefer)

Copyright- Adriana van Hilten 33

Properties of Inequalities
The Addition Property
If A, B, and C represent real numbers, then

A < B is equivalent to A + C < B + C

i.e. I can add the same thing to each side, and still have the inequality hold true
It wouldn’t change the solution set.

Note this is also true for all inequalities ( <, ≤, ≥).

Also, this property holds for subtracting the same thing to each side.
(Since it’s the same as adding a negative number.)

Copyright- Adriana van Hilten 34

Let’s Try It
Solve 7 + 3x ≥ 2x – 5

The goal is to isolate the variable. i.e. have it on one side of the equation only.
I start by subtracting 2x from both sides:
7 + 3x – 2x ≥ 2x – 2x – 5
7+x≥-5

Subtract 7 from both sides

7–7+x≥-5–7
x ≥ -12
So the solution set is [-12, ∞)
What does this look like on a number line?
Copyright- Adriana van Hilten 35
Check your solution
Just check the “endpoints”.
Ie. does [-12, ∞) satisfy 7 + 3x ≥ 2x -5

Let x = -12:
LHS: 7 + 3 (-12) = 7- 36 = -29
RHS: 2 (-12) - 5 = -24 -25 = - 29.
LHS ≥ RHS. So I know -12 satisfies the inequality.

Testing ∞ is painful, so choose another number that is bigger than -12.

E.g. 0
LHS: 7 + 3(0) = 7
RHS: 2(0) -5 = -5
LHS ≥ RHS, so I know 0 satisfies the inequality. You
Copyright- Adriana can test more if you like. E.g. 1, 1 0.
van Hilten 36
Properties of Inequalities (con’t)
The Multiplication Property
Let A, B and C represent real numbers, where C ≠ 0

IF C is positive, then the inequalities A < B, and AC < BC are equivalent.

(IF C is positive, then the sign of the inequality does not change!)

IF C is negative, then the inequalities A < B, and AC > BC are equivalent.

IMPORTANT: When you have a negative C, you must reverse the direction of the inequality!

Note these properties are also true for all inequalities (>, ≥, ≤ ).

The property also holds for division – but remember C ≠ 0 so there’s no division by 0.

Copyright- Adriana van Hilten 37

Let’s Try It
Solve: 3x < -18

Solve: -4t ≥ 8

Copyright- Adriana van Hilten 38

A Guide to Solving Linear Inequalities
in
Step
1 VariableGuide Example 3x + 2 – 5 > -x + 7 + 2x
1. Simplify each side separately. - Use the distributive property. LHS: 3x + 2 – 5
- Clear any parentheses = 3x - 3
- Clear fractions or decimals
- Combine like terms RHS: -x + 7 + 2x
=x+7
2. Isolate the variable on one side. Use the addition property of 3x – 3 > x + 7
inequality so that all terms with
variables are on one side of the 3x – x = 7 + 3
inequality, and all constants 2x > 10
(numbers) are on the other side.
3. Isolate the variable in singular Use the multiplication (or division) x>5
form property of inequality to obtain
one of the following forms:
Variable < k ; variable ≤ k;
variable > k ; variable ≥ k

Copyright- Adriana van Hilten 39

Let’s Try It
Solve, and show on a number line:
a. 5 (k-3) -7k ≥ 4 (k-3) +9

b. ¾(x-6) < 2/3 (5x+1)

Copyright- Adriana van Hilten 40

Three Part Inequalities
A three part inequality says that one number is between two other numbers.
E.g. -3 < 5 <7.
5 is between -3 and 7

Solve: 3 < x+2 < 8

Use the addition property and isolate x
3 – 2 < x+ 2 – 2 < 8 – 2 (i.e. you need to do the same on all three sides)
1 < x < 6, or the solution set for x is (1,6).

Three part inequalities are written so that the symbols all point in the same direction,
and point toward the lesser number.
e.g. Wrong: 8 < x+2 < 3, as this implies that 8 < 3.
Copyright- Adriana van Hilten 41
Let’s Try It
Solve, write the solution set, and place on a number line:
a. 4 < 3x – 5 < 10

b. -4 ≤ ¾ m – 1 < 8. Hint A: Clear the fraction first.

or Hint B: Add 1 to each side first.

c. -4 < ½x – 1 < 0

Copyright- Adriana van Hilten 42

 Number Line Notation
Set-Builder Notation Interval Notation Graph Notation Word Meaning
{x|a<x<b} ( a, b ) a is less than x, and x is less than b
x is greater than a, and less than b
x is between a and b.
{x|a<x≤b} ( a, b] a is less than x, and x is less than or equal to b
x is greater than a and less than or equal to b
{x|a≤x<b} [ a, b ) a is less than or equal to x, and x is less than b
x is greater than or equal to a and less than b

{x|a≤x≤b} [ a, b] a is less than or equal to x, and x is less than

or equal to b.
x is greater than or equal to b and less than or
equal to b

Copyright- Adriana van Hilten 43

Graphing: Cartesian (or Rectangular)
Coordinates
Elements of the Cartesian (or Rectangular) space (or system):
Real Numbers (not imaginary)
Axis (x & y: horizontal & vertical respectively)
Origin (0,0)
Coordinates (x,y point)
Abscissa (x axis pt)
Ordinate (y axis pt)
Quadrants (I, II, III, IV)
(nb. if on an axis, not in a quadrant)
Each point in a plane is unique
(Fundamental Theorem of Analytic Geometry)

* Note the order

X: independent variable: comes first
Copyright- Adriana van Hilten 44
Y: dependent variable: comes second BZBS, Figure 1
To assist you in graphing…
Create a table of values of the x and y ordered pairs
• Values may be chosen arbitrarily for either x or y (but solve for the other).
• The values chosen are usually integers.
• Integers that yield an integer for the computed value are usually preferred.
• I like to know what my x and y axis points are.
So when x = 0, what is y.
when y = 0, what is x.
• We need a minimum of 2 points to graph a straight line.

Copyright- Adriana van Hilten 45

Let’s Try it
Graph each of the following equations
i. x + y = 4
ii. x – y = 5
iii. y = - 2x
iv. x =y
v. y = 2x + 100 for 0≤x≤200

Copyright- Adriana van Hilten 46

 Table and Chart for “x + y = 4”
x+y=4 X+Y=4
ie. x = 4 - y same as y = 4- x 4.5
Commands: 4
x y Insert 3.5

0 4 Chart 3
2.5
4 0 Scatterplot

Axis
Y
2
2 2
1.5
1 3
1
0.5
0
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
X Axis

For the others, see the excel spreadsheet for this week’s lecture

Copyright- Adriana van Hilten 47

Recall our earlier graph
Plot of Equation 1 and Equation 2
40

2 adult tickets + 1 child ticket = $32: 36

Legend
32
Equation 1
2A + 1 C = 32 Eqn1 Equation 2
28

1 adult ticket + 3 child tickets = $36: 24

1A + 3 C = 36 Eqn2 20

16

12

0
0 4 8 12 16 20 24 28 32 36 40

Copyright- Adriana van Hilten 48

Graphing Linear Systems of Equations in
Two Variables
Remember we said that we had three ways that we could solve systems
of equations with two variables:
- Graphing
- Substitution
- Elimination by Addition

Copyright- Adriana van Hilten 49

Using the Graphing Methodology
• It’s easiest if you write each equation in the form y = mx +b
• This makes it easier to create the table of values and then find the points on the graph.

• When you have each equation in the form y = mx +b,

e.g. y = -x +5, and y = x-3
You know that the point of intersection will have the same (x,y) coordinate.
Ie. the y’s will be the same.
But you’ve just written each equation as y =….
So you can set the two equations equal to each other
Ie. y = - x +5 = x -3 = y, so –x +5 = x -3
- 2x = -8; x =4
Now, you substitute x = 4 into either equation and solve for y.
y = -x +5 becomes y = - 4+5; y =1
At the point (4,1) the two lines will cross (aka “intersect”), so this is the solution of the system.
Copyright- Adriana van Hilten 50
Let’s Try It – Begin by writing equations as y = mx+b
a. Eqn 1 x = -2y
Eqn 2 y = 3
(you should get (-6, 3)…. What is your first clue/ hint there….?)

b. Eqn 1: x = y
Eqn 2; x – 2y + 2000 = 0 for 0≤ x ≤4000
(you should get (2000,2000)

c. Eqn1: x+ 2x - 3
Eqn 2: 3x + 6y = 1
(what do you notice about these lines that indicate there is no solution)
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Let’s Try It – Begin by writing equations as y =
mx+b (con’t)
d. Eqn 1: ½x – y = - 3
Eqn 2: -x + 2y = 6
(there are an infinite number of solutions)

Remember to check your work by substituting the found (x,y) into each equation and
making sure it is satisfied.
The notation frequently used is:
• RH (Right Hand) and
• LH (Left Hand)
To check, you ensure the RH and the LH of the equation yield the same result.
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References
Barnett, R.A., Ziegler, M.R., Byleen, K.E. and Stocker. C.J. (2019) Calculus for Business,
Economics, Life Sciences, and Social Sciences, fourteenth edition. Pearson.

Haeussler JR. E.F., Paul, R.S. and Wood, R.J. (2019). Introductory Mathematical Analysis
for business, economics, and the life and social sciences, fourteenth edition. Pearson

Applied Mathematics for Business QMS110, Custom Edition for Ryerson University.
Pearson Education Inc.

(note: generally, the authors and the date of publication would proceed the title of the
book – in this case, as it is a custom edition, I have not.)

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