# 3.1: Solve Equations Using Inverse Properties of Addition and Multiplication

**At Grade**Created by: CK-12

**Practice**Two-Step Equations with Addition and Multiplication

The marching band at Floyd Middle School is undergoing some changes. They currently have 140 students, plus the drum major, and will be adding four new students this year. This means they will need to redo their formation for the big finale into eight even rows. Band member Anica announces that she can figure out the number of students in each row with an equation.

In this concept, you will solve equations involving the inverse properties of addition and multiplication.

### Inverse Properties of Adding and Multiplying

An **equation** is a statement with an equal sign where the quantity on one side of the equals is the same as the quantity on the other side of the equals.

Here is a simple equation:

You have an equation with a variable where

Most of the time, you don’t even think about performing an inverse operation, your mind naturally solves the problem in this way.

When you have an equation with one variable, it is called a **one-step equation**. It only takes one operation or one inverse operation to solve it.

To solve a **two-step equation**, you will need to use more than one inverse operation. When you perform inverse operations to find the value of a variable, you work to get the variable alone on one side of the equal sign. This is called **isolating the variable**. It is one strategy for solving equations. You can use isolating the variable whether you are solving one-step or two-step equations.

Let’s look at an example.

Solve for

You can call each piece of the equation a term. There is a term with a variable and there is a term without a variable. Notice that there are two terms on the left side of the equation,

First, use inverse operations to get the term that includes a variable,

Let’s review your steps to solving this two-step equation. Your goal is to isolate your variable so you first need to get this variable term alone on one side of the equal sign.

### Examples

#### Example 1

Earlier, you were given a problem about the marching band's new configuration.

First, let’s look at the given information.

There are 144 students in the band. There is also one drum major. The students need to be organized into eight even rows.

Here is our equation.

Notice that the drum major is not included. The drum major is not included in the lines as the drum major is in the lead.

Next, you only have a one-step equation.

The answer is 18.

There will be 18 students in each row.

#### Example 2

A gardener charges $20 for each gardening job plus $15 for each hour worked. He charged $80 for a gardening job he did yesterday.

- Write an algebraic equation to represent
h , the number of hours that the gardener worked on that $80 job. - Find the number of hours that the gardener worked on that $80 job.

First, in order to solve part a, you need to write an equation. In this problem, you are looking for number of hours, so let

Use a number, an operation sign, a variable, or an equal sign to represent each part of the problem. The gardener earned $15 for each hour worked on that job, so you could multiply $15 by

So, the equation to use for this problem is:

Next, solve part *b*. You need to use your equation from part ‘a’ to find the number of hours the gardener worked on that job.

Then, since 15 is multiplied by the variable,

The answer is 4.

The gardener worked four hours.

#### Example 3

First, use inverse operations (subtraction) to get the term that includes a variable,

Next, use inverse operations (division) to get the

The answer is

#### Example 4

First, use inverse operations (subtraction) to get the term that includes a variable,

Next, use inverse operations (division) to get the ‘

The answer is

#### Example 5

First, use inverse operations (subtraction) to get the term that includes a variable,

Next, use inverse operations (division) to get the ‘

The answer is

### Review

Solve the following two-step equations that have addition and multiplication in them.

3x+4=22 4y+3=15 6x+5=35 7x+2=16 -
9y+8=80 -
12x+15=51 14y+2=30 7y+5=40 2x+4=48 -
6x+3=39 - \begin{align*}8x + 2 = 10\end{align*}
- \begin{align*}8x + 7 = 95\end{align*}
- \begin{align*}9x + 9 = 90\end{align*}
- \begin{align*}3x + 5 = 50\end{align*}
- \begin{align*}7x + 12 = 61\end{align*}

### Review (Answers)

To see the Review answers, open this PDF file and look for section 3.1.

### Notes/Highlights Having trouble? Report an issue.

Color | Highlighted Text | Notes | |
---|---|---|---|

Please Sign In to create your own Highlights / Notes | |||

Show More |

### Image Attributions

In this concept, you will solve equations involving the inverse properties of addition and multiplication.

**Save or share your relevant files like activites, homework and worksheet.**

To add resources, you must be the owner of the Modality. Click Customize to make your own copy.