Algebra Year 9

Introduction
In Algebra we do Maths with numbers, but some of those numbers are not known. They are
represented with letters, and called “unknowns”, “variables” or, most formally, “literals”.

All the normal rules of Mathematics apply. All.

When we write a + b, we are adding the number a to the number b. Since we know that the order in
which numbers are added does not matter, so we can write a + b = b + a without knowing what a
and b are.
But the order of subtraction does matter. For example, 4 – 6 = –2 while 6 – 4 = 2. So we cannot
rearrange a subtraction like an addition: a – b ≠ b – a (≠ means “does not equal”).
It is often useful to consider known numbers when trying to decide whether what you are doing in
Algebra is correct. If it is not true with known values, then it is not true with unknown values either.

Language

A “term” is any numbers and variables written together to indicated multiplication.

An “expression” is a term or series of terms.
An “equation” is a when some expression is written to equal a number or another expression,
15 + 6x = 3x is an equation, where the expression 15 + 6x is equal to the term 3x.
You do not need to be able to use this language, but it helps to recognise it.

Conventions
It is normal in Algebra to leave out the multiplication signs. We write xy instead of x × y , and we
write 4x for 4 × x.
We never write the multiplying number after the unknowns: x × 6 = 6x (never x6).
It is more normal to write any divisions as a fraction. We write for x ÷ 2.
There is no need to put a leading “1” in front of a term. We write xy rather than 1xy.
There is no need to put a power of 1 for a term. We write x rather than x1.
It is traditional, but not necessary, to put unknowns in alphabetical order.
 Addition and Subtraction

Repeated addition is the same as multiplication. This means in effect we add the leading numbers.
x + x + x = 3x
2y + 4y = y + y + y + y + y + y = 6y

We cannot add terms unless they contain exactly the same unknowns. This is usually described as
we can only add “like terms”.
3x + 5y can never be added, because they are not “like”.
4x2 and 5x can never be added, since different powers make terms un-“like”.

When we have a string of terms we can separately add the like ones (by adding up the leading
multipliers) but we cannot combine the non-like.
3x + 5y + 8x + 2y = (3 + 8) x + (5 + 2) y = 11x + 7y

Subtraction is done exactly like addition, except that the number parts of the terms are subtracted.
4y – 2y = y + y + y + y – y – y = 2y

As with addition, only “like” terms can be subtracted.

4x + 5y – 2y = 3x + (5 – 2) y = 4x + 3y

As with ordinary arithmetic, if a bigger number is subtracted from a smaller one, the result will be
negative.
–
3y – 12y = (3 – 12) y = 9y

The subtraction sign applies only to the term immediately after it.
3f – 2k + 12 has only one subtraction: the 2k is subtracted but the 12 is added.

A subtraction can be turned into an addition of a negative and then rearranged as usual for addition.
But it is entirely incorrect to move terms around in a subtraction without keeping the negative sign
with the appropriate term.
3f – 2k can be rewritten as – 2 k + 3f but cannot be rewritten as 2k – 3f.
 Multiplying
Any two terms can be multiplied. There is no equivalent of the “like terms” needed for addition and
subtraction.

An unknown multiplied by itself is indicated by marking it with an appropriate power. This means
multiplying terms together is equivalent to adding the powers.
x × x × x = x3
y2 × y4 = y × y × y × y × y × y = y6

When we multiply complex terms, we multiply the number parts and add up the powers of the
unknowns.
3x × 5y = 3 × x × 5 × y = 15xy
4x2 × 5x = 4 × x × x × 5 × x = 20x3

If the unknown has no power marked then it is 1, not 0.

2x × 5x × 8x2 = 2x1 × 5x1 × 8x2 = 80x1+1+2 = 80x4

If the term has no number in front it is 1.

x × 5x = 1x1 × 5x1 = 5x1+1 = 5x2

If the numbers happen to be negative they are multiplied as normal.

– –
2 k × 3f = 6 kf

Remember what the power of an unknown represents – it is the unknown multiplied by itself a
number of times not the unknown times that number: x2 = x × x not 2 × x
 Dividing
Division is usually best done by using fraction methods.

Any number divided by itself is equal to 1, and so cancels out. This applies to unknown numbers, as
well as ordinary ones: We can write this since = 1 for every x.
So we can cancel out unknowns that occur both on the top and bottom.
y4 ÷ y2 = = y2

When we divide complex terms, we divide each component and simplify where possible.
15xy ÷ 10y = =

The number component of any division is cancelled just like a fraction:

5x ÷ 10 = = = (since 5 ÷ 10 = ½)

A common cause of error is improperly swapping a ÷ b with b ÷ a, which is why doing it as a

fraction is better. If cancelling results in a number being on the bottom line, then it must stay there:

2x2 ÷ 6x = = = (which cannot be made into = 3x)

Likewise, if the power of the unknown in the divisor is larger, then the answer will have the
unknown on the bottom line. A “1” is left on the top line if everything else cancels out
x2 ÷ x3 = = (which cannot be made into = x)

Many people divide by subtracting the powers of the unknowns. While this works, it is important to
make sure the subtraction is done the right way round. The result may be a negative number.
x2 ÷ x3 = x2 – 3 = x–1 (which cannot be turned into = x3 – 2 = x)

If the numbers happen to be negative they are divided as normal. You will rarely be asked this.
– –
2 f k ÷ – 4f = = =
–

The components of an algebraic fraction can be separated out, but anything on the bottom line stays
there and a “1” must be used to hold values on the bottom line.
= = k and = 2 (= 2 x –1)
 Expanding
Removing brackets is called “expansion”. Following BEDMAS it has the highest priority in order of
what to do.

Any term outside the bracket is multiplied by every term inside the bracket.
4 (x + 5) = 4 × x + 4 × 5 = 4x + 20

Any negative is part of the following term, whether inside or outside the bracket.
– –
4 (x + 10) = 4 × x + –4 × 10 = –
4x – 40
5 (x – 6) = 5 × x + 5 × –6 = 5x – 30

The term outside the bracket can include unknowns.

x (x – 2) = x × x + x × –2 = x2 – 2x

If the terms are complex the procedure is just the same.

– –
5x (2x + 6) = 5x × 2x + –5x × 6 = –
10x2 + –30x = –
10x2 – 30x

Care must be taken with negatives. In particular, a negative outside multiplied by one inside will
give a positive product.
–
– 4(k – 2) = 4 × k + –4 × –8 = –
4k + 8

It can help to draw in the multiplication links.

5(x+2) = 5x + 10

If two brackets are expanded, then the results may be simplified, if there are like terms.
5(k – 5) + 4(k – 2) = 5k – 25 + 4k – 8 = 9k – 33

The most common errors are:

• Forgetting to multiply the term in front by each term,
• Not leaving the result as a series of unlike terms separated by + or –, but attempting to
simplify them instead,
• Difficulty with negatives, especially multiplying two negatives.
 Factorising
Factorising is the process of taking the common factors out of a series of terms and leaving the
resulting terms in brackets. It is the opposite of expanding.

The highest common factor is placed outside the brackets.

4x and 20 have a highest common factor of 4, so 4x + 20 = 4(x + 5)

An unknown can be a common factor.

x2 and 3x have a common factor of x, so x2 + 3x = x (x + 3)

The highest common factor might not divide both terms entirely.
8x + 12 = 4 (2x + 3)

The highest common factor can be a complex term. It is often easiest to do such factorising in two
stages.
10x2 + 30x = 5x (2x + 6)

If the highest common factor is one of the terms, then its place in the brackets will be held by a 1.
6x + 6 = 6 (x + 1)

If all the terms inside the bracket are negative, then the common factor will be negative. Care must
be taken to put the correct signs inside the bracket when doing this.
–
– 4k – 8 = 2 (k + 4)

If a question asks you to factorise, you must assume that you will fully factorise the expression.
4x + 8 = 2 (2x + 4) is true, but not enough. You need to give = 4 (x + 2)

It is often easiest to factorise by treating it as the reverse of expansion. Once the highest common
factor is found, the terms inside the bracket are found by trial and error using expansion.
Students need to understand simple factorising well before attempting to factorise anything
difficult.
 Substituting
Substitution is the process of replacing unknown values with known ones.

The unknowns in an expression or equation are replaced with the known values.
if a = 3 and b = 5, then: a (b + 2) = 3 × (5 + 2) = 21

All the normal rules of arithmetic apply at all times, and in particular BEDMAS.

Lines on fractions are considered to be bracketed and must be done first.

Av = if a = 7 and b = 9

Av = = = 8

The result needs to be fully calculated to give a single numerical answer.

e2 + 30e if e = 2
22 + 30 × 2 = 4 + 60 = 64

The unknown replaced must be replaced fully with the value. If that value is negative then care is
needed to make sure that this is done properly. Usually it is best to bracket negatives when doing
this on a calculator.
e2 + 30e if e = –3
(–3)2 + 30 × (– 3) = 9 + – 90 = –
81
 Solving
Solving is the process of finding the value (or values) of an unknown that make an equation true.
The solution will always end in the form: x = something

What we do to one side of an equation, we must do to the other, so as to keep it balanced.

x+4 = 9
x+4–4 = 9–4
x = 5

To remove a term from one side of an equation, and so simplify it, we do the opposite operation.

The opposite of multiplication is division:

5x = 10
to find what x = , we need to remove the 5 ×
so: = dividing both sides by 5
so: x = 2 answer

The opposite of division is multiplication:

= 2
to find what x = , we need to remove the ÷ 4
so: = 2×4 multiplying both sides by 4
so: x = 8 answer

The opposite of addition is subtraction:

x+5 = 8
to find what x = , we need to remove the + 5
so: x + 5 – 5 = 8–5
so: x = 3

The opposite of subtraction is addition:

x–2 = 3
to find what x = , we need to remove the – 2
so: x – 2 + 2 = 3+2
so: x = 5
 Solving equations with multiple terms
Generally solving an equation involves multiple steps.

We can move unknown terms in the same manner as number terms.

6x = 5x + 2
6x – 5x = 5x – 5x + 2
x = 2

To solve multiple step equations we first need to group all the unknown terms on one side of the
equation and all the number terms on the other.
6x + 4 = 2x + 8
6x + 4 – 4 = 2x + 8 – 4
6x = 2x + 4
6x – 2x = 2x – 2x + 4
4x = 4
x = 1

Any negative sign stays with the term that follows.

4x = 2x – 3
so: 4x – 2x = 2x – 2x – 3
so: 2x = –3
so: x = –1.5

If there are brackets, then it is best to remove the brackets first, then solve as normal.
3(x – 3) = 6 becomes 3x – 9 = 6

When using any operation it is vital that it applies to all of both sides
= x+5

so: = 4 (x + 5)

so: x = 4x + 20

Students must resist the temptation to “solve” problems by working backwards using just the
numbers in reverse order. It works for simple problems but leaves students unable to move on to
harder ones.
 Putting it together
Generally students find that the real difficulties come when they have to use their skills in situations
where the questions are not all of the same type.
It therefore makes sense, once the basic understanding has been reached, to practice basic skills
only in situations where the types of questions are mixed. If students only practice in situations
where it is clear which skill they will be using before they start they will not build the ability to
distinguish which methods to use as quickly.
At first practice should involve just ×, ÷, + and – . Sadly, very few textbooks give any practice of
questions with the operations mixed up.
Once that is routine, practice should involve expanding brackets mixed with other operations.
To bear in mind, when doing practice with mixed operations:
• BEDMAS still applies at all times.
• Only addition and subtraction require like terms.
• The powers of unknowns only change with multiplication and division.
• x is the short way of writing 1x1
• Answers with like terms should be simplified, but resist the temptation to keep on going.
• Extra care must be taken with negatives: they always stay with the following term.
• Two negatives multiplied give a positive, but two negatives added give a negative.

Multiple step problems should be solved with clearly written multiple steps. It is a false economy to
try to do all the working in one line. It leads to errors (especially with negatives) and makes it
confusing for students to try and remember the order of steps. Clearly separate each process.

It can help to memorise a few basic facts to rely on:

x + x = 2x adding does not change the power

–x + –x = –2x two negatives add to a negative

x × x = x2 multiplying does change the power

–x × –x = +x2 two negatives multiply to a positive

x÷x=1 any number cancels when divided by itself