MTK Chapter 4

Chapter 4
Equation and Inequality
In this chapter, you will learn how to identify correct sentences, identify wrong
sentences, understand statements, and understand open sentences. You also will
learn linear equation with one variable, and linear inequality with one variable.
The key terms include, correct sentences, wrong sentences, statements, open sentences,
equation, linear equation, solution and solution set. Equation and inequality can be
immediately to real situations.
You may learn equation and inequality by first understanding the descriptions
and examples in each chapter; trying to solve each problem grading from the simplest
to the most complex, and applying equation and inequality in real life. You may
learn equation and inequality by uncovering their components and relationship
among them. Following is the map of equation and inequality and its components:
Equation
and inequality
Mathematical
Equation Inequality
Sentences
Real World
Definition Solution Application
Context
Student’s Book Chapter 4 - Equation and Inequality 99

Section 4.1
Mathematical Statements
Sentences can be “combined” to get a new

Learning Objectives?
• To identify sentences
sentence . The mathematical words “and”, “or”, and
which are correct “is equivalent to” are sentence connectives. In daily
• To identify sentences
which are wrong
life, we sometimes connect two or more sentences. If
• To understand we say “Mathematics is interesting” and “Mathematics
statements
• To understand open
is useful”, we can say “Mathematics is interesting
sentences and useful”. Here “and” is a connector between two
sentences. We can also say “Mathematics is interesting
Key Terms:
• correct sentences
or useful”. Consider the connector“or”.
• wrong sentences
• statements
Do you have any sense of the difference between
• open sentences the function of the connectors “and” and “or”? If A
is a sentence and B is a sentence, then A and B, is a
compound sentence, and A or B is too. The truth of
these compound sentences depends upon the truth of
the subsentences A and B .
A. Statements
Have you ever answered your teacher’s question?
How is the answer? True or false? If you answer a
question completely, your answer is a sentence. For
the question, “Where do you study?”, the answer can
be “I study at SMP Tanjung Atap”.
Figure 4.1
100 Mathematics for Junior High School - Year 7

Now, study the following sentences.
(a) The number of players in a football team is 12.
(b) The number of players in a volleyball team is 6.
(c) 2 is not a prime number.
(d) Surabaya is the capital of East Java.
(e) 21 + 15 > 35
(f) –10 > -8
(g) A negative number plus a negative number is a
positive number.
(e) A prime number is a number that has exactly two
A sentence which is true factors, i.e. 1 and the number itself.
or false is called Which sentences are true? Which sentences are
a statement.
false? If a sentence is false, give your reason.
B. Open Sentences
1. In her birthday party, Ani received some books as
a gift from Johan. Lisa said, “the number of the
books in that gift-box is six”.
What is your opinion about Lisa’s sentence?
True or false?
Figure 4.2 2. A fruit seller received a shipment of oranges in a
sack. The number was unknown. The number of
the remaining oranges was 34. The seller said,
“The total number of the oranges is 456”. Can
you determine the truth-value (true or false) of the
seller’s sentence? Why?
3. Consider the sentence “5 added to a number is 12.”
Can you determine the truth-value of the sentence?
We cannot determine the truth-value of the
sentence because the value of “a number” in that
sentence has not been determined. Whether it is true
or false depends on what “a number” is.
Figure 4.3
If “a number” is 7, then the sentence becomes “5
added to 7 is 12”. The sentence is true. If “a number”
is 10, then the sentence becomes “5 added to 10 is 12”.

The sentence is false. If “a number ” is -4, then the
sentence becomes “5 added to -4 is 12”. The sentence
is false.
Therefore, the sentence “5 added to a number
is 12” is a sentence, but its truth value has not been
determined yet. A sentence whose truth value has not
been determined is called an open sentence.
The value of “a number” in the above sentence
has not been determined yet. Mathematically, the
value which has not been determined yet is called a
variable, symbolized by a letter in lowercase, such as
x, y, or m.
Therefore, the sentence“ 5 added to a
number is 12” can be symbolized as x + 5 = 12 , or
y + 5 = 12 , or m + 5 = 12. Thus, the variable of the
open sentence x + 5 = 12 is x. The variable of the open
sentence y + 5 = 12 is y, and the variable of the open
sentence m + 5 = 12 is m.
Here are some examples of verbal expressions
and their mathematical expressions.
Mathematical
No. Verbal Expressions
Expressions
1. the sum of a and b a+b
2. the difference between a and b a-b
3. the square of a a2
4. the sum of a squared and b a2 + b2
squared
5. the difference of a squared and a2 - b2
b squared
6. the inverse of a 1/a
7. the multiplication of ← a by b axb
8. the division of a by b, when b is a : b, b≠0
not zero
The sentence “a certain number is equal to 18 minus

3” can be written in a mathematical expression as
t = 18 - 3.
The sentence “a certain number minus 8 is larger than
20” can be written in a mathematical expression as
m – 8 > 20.

4. Express the following sentences in the form of
mathematical expressions.
(a) The square of a nonnegative integer is larger
than 17.
(b) The quotient of a number by 5 equals 7.
(c) The opposite of a number multiplied by two is
smaller than 13.
Although the truth-value of an interrogative sentence and

an imperative sentence cannot be determined, they are
not open sentences.
Task 4.1 1. Determine whether the following sentences are true

or false. If it is false, change the sentence into a true
sentence.
a. 3 is the multiple of 6.
b. Palembang is the capital of Western Sumatra.
c. 3/4 < 4/5
d. 4 ( 8 + 2 ) = ( 4 + 2 ) ( 4 + 8 )
e. 27 is not a prime number.
f. The sum of all three angles in a triangle is 360o.
2. Determine if the following sentences are statements.
If it is a statement, determine whether it is true or false.
If it is not a statement, give your reasons.
a. There is no even prime number.
b. The GCD of 16 and 32 is 16.
c. What is the sum of 12 and 9?
d. 6/8 = 3/4
e. Do the exercises.
f. Is ← 1/2 greater than ← 1/4 ?
g. The LCM of 4 and 8 is 32.
3. Change each of the open sentences below into
mathematical expressions.
a. The difference between a number and 23 is more
than 10.
b. A number multiplied by two equals 25.
c. The square of a positive integer is more than 20.
d. The difference between the square of a number and
2 is 12.

4. Critical Thinking. Is an open sentence a statement?
Give your reasons.
5. Give two examples of open sentences using the
following variables.
a) s c) q e) i
b) u d) h f) z
6. Writing. Give examples of open sentences that
can be represented by the following mathematical
expressions.
a. 200 + x = 500 d. 5r = 4000
b. 1000 – y = 300 e. x/6 = 2000
c. t + 500 = 2000
7. Make a mathematical sentence from the statements
below.
a. 25 subtracted from a certain number is 46.
b. Father’s age multiplied by 2 is greater than 80.
c. After receiving Rp 2,500.00 from Mother, my money
becomes Rp10,000.00.
d. If Rp 3,000.00 is spent on books, Eva will have Rp
12,000.00 left.
e. If Fia’s candies are divided for two people, each of
them will get 7 candies.
8. Look the sentence below. Which one is a statement?
a. The sum of two numbers is 18.
b. A number added to 8 is 20.
c. 23 is not a prime number.
d. Is 3 less than 5?
9. The difference between a number and 3 is more than
the number multiplied by 2. Which mathematical
sentence from the statement above is true?
a. p – 3 > p + 2
b. p – 3 > 2p
c. 3p > 2-p
d. p – 3 > p – 2
10. Look at the sentences below. Which one is an open
sentence?
a. Every even number can be divided by 2.
b. Every prime number is an odd number.
c. A number added to 5 is 12.
d. 11 is not a prime number.

Section 4.2
Definition of a Linear Equation
with One Variable
Learning objective? Think and discuss. A circus has 3 male and 3
• o define a linear female tigers.
equation with one
variable a) If the keeper feeds 39 kg of meat to the tigers each
• To make a model to
day and each tiger gets the same portion, what is
state an equation
• To understand a the weight of meat fed to each tiger everyday?
solution and a solution
set
Key Terms:
• equation
• linear equation with
one variable
• solution and solution set
Figure 4.4
b) If each tiger eats m kg of meat everyday, and the

meat eaten by all tigers is 45 kg, write down an
open sentence related to the weight of meat eaten
by all tigers. How many kg of meat are eaten by six
female tigers?
c) If a male tiger eats meat twice as much as a female
tiger, and the meat eaten by all tigers is 36 kg, how
many kilograms of meat are eaten by six male
tigers?
In the tiger problems:

• If one tiger eats m kg, then the relation is 6m = 45.
• The value of m is unknown. Therefore, m is a variable.
An open sentence that uses the sign “=” is called an
equation.
• If the highest power of the variable in an equation is 1,
then that equation is called a linear equation.

Consider the following equations. Which ones
are linear equations with one variable? Give the
reasons.
a) p - 12 = 5 c) h2 = 16
b) t + r = 28 d) 2k – 3 = k + 7
Think and discuss. To celebrate the Independence
Day of Indonesia, students of “SMP Association” and
students of “SMP Merdeka” held a competition in
the square of the district. They went there by car and
bicycle. Students of “SMP Association” needed three
cars and six bicycles. Students of “SMP Reconciliation”
needed two cars and seven bicycles.
The number of students in each car was the
same.
If the total number of the students of those two
schools was 88,
Figure 4.5
(a) how many cars were used to go to the square of
the district?
(b) how many students went to the square of the
district by bicycle?
(c) how many students were there in each car?
Look at the tiger problem again.
The equation we get is 6m = 45.
If m is substituted by 5, then the sentence becomes
→ 6 x 5 = 45 and it is false.
If m is substituted by 6, then the sentence becomes
If m is substituted by 7½, then the sentence becomes
If m is substituted by 7 , then the sentence becomes
→ 6 x 7½ = 45 and it is true.
The value to make the equation true is called a
solution to the equation. Therefore, the solution of the
equation 6m = 45 is 7½ .

Task 4.2
1. In the following sentences, determine which one is a
linear equation with one variable and which one is a non
linear equation with one variable. Give your reason.
a. 3s = 4 – s f. x2 – x = 0
b. –5t > t + 2 g. k³ -5k +3
c. m = 2n – 5 h. x – y = 7
d. x = 9 – 3x i. 2s + s + 9
e. y + 5 = -1 j. 5m = 2m + 5
2. Write T in the bracket if the statement is true and write
F if the statement is false (do it by replacing the value of
x in the equation).
a. 4 is a solution of –2x + 4 = x ( . . . )
b. –3 is not a solution of 2x – 3 = 9 (...)
c. 5 is a solution of 5x – 10 = x + 10 (...)
d. 0 is a solution of x – 3 = 2x – 3 ( . . . )
e. –1 is not a solution of 3x + 3 = 0 (...)
f. 3/4 is a solution of 4x – 5 = 8x + 1 (...)
g. –3/5 is a solution of 5x + 6 = -10x – 3 (...)
3. Write examples of situations that can be represented by
the following linear equations.
a. 5 – x = 3 c. 5x + 3 = 3x + 9
b. x – 2 = 3x + 4 d. 8 – x = 2x – 1
4. Write a linear equation with one variable for each of the
following statements.
a. If Rp500.00 is added to Fia’s money, it will become
Rp 5,000.00.
b. After 7 books are taken by Ida, Ifa has 12 books left.
c. If Fitri’s money is multiplied by 2, it will become Rp
15,000.00.
d. If Dani’s money is given to his two younger brothers,
each of them will have Rp 3,500.00.
e. After it is added by Rp 50,000.00, Mother’s money
becomes Rp75,000.00.
5. Look at the mathematical expressions below. Which one
is the linear equation with one variable?
a. 3a + 5 = a – 3
b. 3a – 2b = a + 3b
c. 2ab – 3 = 2b
d. a2 – a + 2 = 0

Section 4.3
Solution of Linear Equation
with One Variable
In this part you will learn how to. To solve an

Learning Objectives?
• To work out a linear equation means to find the solution of that equation.
equation with one The solution of an equation is also called a root of
variable
an equation. There are some questions below to be
Key Terms: solved.
• solution
Problem 1 Book Problem. Ida and Anis bought some books. Ida
bought 5 packs while Anis bought 2 packs. The number
of books in each pack is the same. Answer each of the
following questions (the questions are not related to each
other).
a) Suppose Ida gives nine writing books to her sister and
the remainder is the same as Anis’ books. How many
writing books are there in each pack?
b) Suppose Anis receives 12 extra writing books from her
brother so that the number of all of her books is the
Figure 4.6 same as the number of Ida’s books. How many writing
books are there in each pack?
c) Suppose Ida gives six books to her sister, Anis receives
twelve extra books from her brother and the number of
Ida’s book is the same as the number of Anis’ books.
How many books are there in each pack?
Problem 2 Frog Problem. Two frogs, Tinki and Dipsi, were staying
under a tree. Suddenly, they were frightened by a snake.
They straightly jumped for many times to the same direction
in order to avoid the snake. Tinki jumped six times and
Dipsi jumped seven times. On the first jump Tinki reached
35 cm and Dipsi reached 20 cm. On the next jumps they
Ti n reached the same distance.
ki
Answer each question below.
a) What can you state about the situation?
Di p b) If on the last jump they reached the same distance,
Figure 4.7 how far did they reach on the second jump?
c) How far was the distance that was reached by each
frog up to the last jump?

Problem 2 One way to solve problem 2 is to express the length of
the second jump and so on with a variable, for example x.
Diagram 1 below describes the situation in problem 2.
Tinki
35 X X X X X
Dipsi
20 X X X X X X
Figure 4.8
Tinki
35 X X X X X
Dipsi
20 X X X X X X
Diagram 1 The equation is 35 +6x = 20 + 7x

Explain how to obtain diagram 2 from diagram 1 and
write the equation.
Tinki
35 The equation
is ....
Dipsi
20 X
Diagram 2
Explain how to get Diagram 3 from Diagram 2.

Tinki
15
Dipsi
X
How far is the second jump?
Diagram 3

Problem 3 Mosquito Problem. Do you still remember the frogs, Tinki
and Dipsi, which were chased by a snake? After they
reached a safe area, they took a rest. After that, they
looked for a mosquito close to them.
Tinki Dipsi
Figure 4.9
There was a tree 100 cm behind Dipsi, while Tinki was

staying 25 cm behind Dipsi. To catch the mosquito, Tinki
had to jump four times, while Dipsi had to jump twice. If
every jump had the same distance, a) draw a diagram
which represents that situation, and b) what was the
distance in every jump?
One day Dipsi was 76 cm away from a tree and Tinki was
24 cm away from the tree. It is described in the picture
below. Dipsi jumped five times in the opposite direction of
Tinki and Tinki jumped three times in the opposite direction
of Dipsi. If the distance in each jump was the same,
a. write an equation related to the situation, and
b. what was the length of each jump?
76 Dipsi Tinki
Figure 4.10
124
Problem 4 Find the solution of the following equations:

a. 6x – 10 = 2x + 2
b. 3x – 4 = 2x – 2
Answer the questions below.
a. Can we add a number to both sides of the equations?
b. Can we subtract a number from both sides of the
equations?
c. Can we multiply or divide both sides by a non zero
number?

The three properties above are the basis for working out
a linear equation with one variable. Hence, in working
out a linear equation with one variable, the steps are as
follows:
a. Add a certain number to both sides.
b. Subtract a certain number from both sides.
c. Divide or multiply both sides by a certain number, except
zero.
If both sides of a linear equation are added to, subtracted,
multiplied, or divided by a certain number, it will produce
a linear equation equivalent to the original equation. Now
find out linear equations equivalent to the following:
a. 3x + 4 = 5 b. 5t - 7 = 6 c. 7z = 8
Problem 5 Find out the solution set of the equations:

a. 4x + 2 = -2x + 5
b. x + 2 = 1 (x + 1).
2
Example 1 Ali and Udin are brothers. They cycled from the town
square to their home passing through the same path. Ali’s
speed was 12 km/hr, while Udin’s was 8 km/hr. Ali arrived
at home 15 minutes earlier than Udin. How long did Ali
cycle from the town square to his home?
Solution :
Let the time of cycling be t hours. Then the time of Udin
cycling is ( t + 15 )
60
Figure 4.11
hours = ( t + 1 ) hours.
4
Since the distances travelled by Ali and Udin are the
same, then
Remember 12(t) = 8.(t + 1 )

4
↔ 2t = 8t + 8 . 1
The distance is the 4
velocity multiplied by the ↔ 12t = 8t + 2
time
↔4t =2
or :
s=vxt ↔ t = 2 = 1
4 2
Therefore, Ali spent half an hour or 30 minutes to cycle.

Task 4.3 1. Write an equation to represent each of the following
statements.
a. If the number of Arif’s marbles is multiplied by two
and added to two, then the number is equal to his
marbles minus eight.
b. If Fia’s age is multiplied by two in the next 10 years, it
will be equal to her age now multiplied by three.
c. If Father’s money is multiplied by three, it will be equal
to his money plus Rp 100,000.00.
d. The number of Ida’s pencils becomes 50 after her
father bought her 23 more.
2. Find the solution set of each of the following equations.
a. 5y = y – 40 f. x – 4 = 2x + 6
b. 2q + 4 = 4 – 2q g. t + 1 = 3t - 5
c. r + 1 = 4r + 1 h. 3 x = 1 + 2 x
4 2 3
d. 3a + 1 = 9 – a i. 1 (x – 7) = 5x
3
e. 2r + 16 = r - 25 j. 1 k + 1 = 6
5
3. Find out the wrong step in solving the equation below.
Explain why it is wrong, and then write the true
solution.
a. 2 χ = 11χ + 45
⇔ 2 χ − 11χ = 11χ − 11χ + 45

⇔ 9 χ = 45
9 χ 45
⇔ =
9 9
⇔ χ =5
b. 5 3
− y = 2( y − )
2 2
5 3
⇔ − y − y = 2y − y −
2 2
5 3
⇔ =y−
2 2
5 3
⇔ +
2 2
8
⇔y = =4
2

4. The sum of three even successive numbers is 48. Find
those numbers.
5. A car and a motor cycle move together to cover the
same distance. The speed of the car is 60 km/hr, while
the speed of the motor cycle is 45 km/hr. If the motor
cycle arrives at the destination 2 hours after the car
does, how long does it take the car and the motorcycle
to travel the distance?
6. A bread factory pays its employees Rp 100,000.00
per day. The price of raw materials for each bread is
Rp 600,00. The price of each bread is Rp 1,200.00.
How many pieces of bread must be sold out so that the
Figure 4.12 income is equal to the expenses?
7. Mr. Bakar bought a camera for Rp 330,000.00. He has
paid for Rp 150,000.00 while the rest will be paid by
installments. If each installment is of the same value,
how much must Mr. Bakar pay for in each installment?
8. Write equations in such a way that both sides contain
variables and the solutions are as follows.
a. x = 0 c. m = 3
Figure 4.13 b. t = -2 d. s = - ½
9. Make sentences that can be stated in the following
equations.
a. 2x + 5 = 6 c. n + (n +1) + (n +2) = 27
b. –4x – 2 = x + 4 d. 1 = 4 + k
k
10. The solution of 3a + 20 = 8 – a is ....
a. a = 4 c. a = -3
b. a = 3 d. a = -4

Section 4.4
Linear Inequality with OneVariable
What are you going to A. Definition of Linear

learn?
• To define inequality
Inequality with One Variable
• To define a linear
inequality with one Consider the number of students in your class.
variable How many students are there in your class?
Key Terms: If the sentence “The number of students in this
• inequality class is less than 25 persons” is grouped according to
• linear Inequality with
one variable the phrases, we get
• solution
Is less Number of
English
students 25
than expression
in this class
Mathematical Let n be the number of students in

expression this class, then n < 25.
Now look at Picture 4.14 below
(i) (ii) (iii)
17 years Maximum Pasenger 6 People
(iv) Look at Picture 4.14 that describes a real life situation.

(i) it means that the maximum speed is 60 km/hr.
Passengers cannot exceed 15 people ii) it means that the person to watch the movie must
Figure 4.14
be 17 years old or more.
(iii) it means that the number of passengers of the car
cannot be more than 6.
(iv) it means that the maximum number of the
passengers is 15.

Work in groups or pairs.
Using Picture 4.14, answer the following questions
1. Express your opinion, why is there a rule in each figure
above?
2. Let t be the speed of a car, m be the age of visitors, s be
the number of passengers of the car, h be the number
of passengers of a ship. Write the mathematical
expression for each of situations.
Problem 1 Look again at your answer to problem section 4.3.

Does each requirement that you have written has
a variable?
b). How many variables are there in each requirement?
c). What is the power of the variable?
d). Which notation do you use in your answer
to Problem 2?
( “=”, “≤” , “≥”, “<”, “>” )
e). In your answers to problem 2, which ones are open
sentences?
An open sentence using the sign “>”, “≥“ , “<”, or “≤” is

called an inequality.
An inequality that contains one variable of which the power
is one is called a linear inequality with one variable.
From your answer to problem section 4.3,

which sentence is called a linear inequality with one
variable?
Figure 4.14 gives some examples of a real life
situation related to the linear inequality with one
variable. Find another example of daily life situation
related to weight, height, square, volume, report grades
or others which can be stated in a linear inequality
with one variable.
Problem 2 Ida has 5 packs of writing books. Diah has 3 packs of
writing books. The number of writing books in each pack
is the same. Ida gives 3 books to Susi and Diah receives
extra 9 books from her mother.
The number of Diah‘s books is more than the number of
Ida’s books. If each pack contains n pieces of books,
a). write the relation between 5n – 3 and 3n + 9.
b). find the value of n so that it holds for that relation.
c). find the value of n so that it does not hold for that
relation.

B. Solving A Linear Inequality
with One Variable
Sketching the graph of solution in a line
number
Look at the following line number and then
answer the questions below.
What numbers are solutions of the inequality x < 3?

Is 4 a solution of that inequality?
Is -1 a solution of that inequality?
Can you mention all solutions of that inequality?
Meanwhile, the solutions can be described on the
following number line.
x = 3 on the line is not dotted because 3 is not a

solution.
0
-5 -4 -3 -2 -1 0 1 2 3
The graph of solution of x ≤ 3 is
-5 -4 -3 -2 -1 0 1 2 3 4 5
x = 3 in the graph is dotted, because 3 is also a

solution.
Problem 3 Sketch the graph of solution of the following

inequality on a number line.
a. y ≥ -1 b. m < 5 c. n ≤ 0.

Working out an Inequality by Addition
or Division
Look at statement -4 < 1. This statement is true.
The number line below shows what happens if 2 is
added to both sides.
If 2 is added to both sides, then we obtain a statement

-2 < 3. That statement is also true.
In the example above, adding 2 to both sides does not
change the truth value of the statement.
Now, look at statement -3 < 1. This statement is true.
The line number below shows what happens if 2 is
subtracted from both sides.
If 2 is subtracted from both sides, then we obtain a

statement -5 < -1. That statement is still true.
In this example, subtracting 2 from both of sides does
not change the truth of the statement.
Add or subtract a certain number as you wish from
both sides. Are the statements that you have always
true?
Properties of addition or subtraction in

an inequality
If a certain number is added to or subtracted
from both sides of an inequality, the symbol of the
inequality does not change, and the solution does not
change, either.
The new linear inequality that we get if a certain
number is added to or subtracted from both sides is
called a linear inequality equivalent to the original
one.

Example 1 Find the solution of the following inequalities:
a. y + 2 > 6
b. x – 3 ≤ 2, x is an integer between -3 and 8.
Solution :
a. y + 2 > 6
↔ y + 2 – 2 > 6 – 2 (2 is subtracted from both
sides)
↔y>4
b. x – 3 ≤ 2
↔ x – 3 + 3 ≤ 2 + 3 (3 is subtracted from both sides)
↔x≤ 5
Another way:
Because the solutions are not so many, we can check
them one by one.
x = -2 ↔ (-2) – 3 ≤ 2 x = 3 ↔ (3) – 3 ≤ 2
-5 ≤ 2 (true) 0 ≤ 2 (true)
x = -1 ↔ (-1) – 3 ≤ 2 x = 4 ↔ (4) – 3 ≤ 2
-4 ≤ 2 (true) 1 ≤ 2 (true)
x = 0 ↔ (0) – 3 ≤ 2 x = 5 ↔ (5) – 3 ≤ 2
-3 ≤ 2 (true) 2 ≤ 2 (true)
x = 1 ↔ (1) – 3 ≤ 2 x = 6 ↔ (6) – 3 ≤ 2
-2 ≤ 2 (true) 3 ≤ 2 (false)
x = 2 ↔ (2) – 3 ≤ 2 x = 7 ↔ (7) – 3 ≤ 2
-1 ≤ 2 (true) 4 ≤ 2 (false)
Thus, the solutions are -2, -1, 0, 1, 2, 3, 4, 5
In your opinion, which way is easier and more efficient?
Comprehension Check
Find the solution and sketch the graph of the solution of
the following inequalities.
a. w + 2 > -1 b. 8 < 5 + r
3

Working out Inequality by Multiplication or
Division
Work in groups.
Consider the statement 4 > 1 and the statement 8
< 12. Those two statements are true. Fill in the blanks
below. First fill it with a suitable number, and then fill it
with the sign “<“, “>“ or “= “.
4>1
12 = 4 × 3 ... 1× 3 = 3 (both sides are multiplied by 3)
... = 4 × 2 ... 1× 2 = ... (both sides are multiplied by 2)

... = 4 × -1 ... 1× -1 = ... (both sides are multiplied by-1)

-8 = 4 × -2 ... 1×-2 = -2 (both sides are multiplied by-2)
... = 4× -3 ... 1 × -3 = ... (both sides are multiplied by-3)
8 < 12
... = 8 : 4 ... 12 : 4 = (both sides are divided by 4)
4 = 8 : 2 ... 12 : 2 = 6 (both sides are divided by 2)

... = 8 : ½ ... 12 : ½ = (both sides are divided by ½ )
-8 = 8 : -1 ... 12 : -1 = -12 (both sides are divided by -1)

... = 8 : -2 ... 12 : -2 = (both sides are divided by -2)
... = 8 : -4 ... 12 : -4 = (both sides are divided by -4)
Compare the sign in the box that you have filled

with the sign of the beginning statement. What happens
if both sides are multiplied by a positive number, by
zero, or by a negative number? And what happens if
both sides are divided by a positive number, or by a
negative number?

Properties of multiplication or division on
both sides of an inequality
For an inequality:
1. if both sides are multiplied or divided by a positive number (non zero), then the sign
of the inequality does not change.
2. if both sides are multiplied or divided by a negative number (non zero), then the sign
of the inequality changes into the opposite.
Example 2 Find the solution of the following inequalities, and then

sketch the graph of the solution on a number line.
a. x < -1.
2
b. - 2 x ≥ 2.
3
c. 4x – 2 < -2x + 10, x is an integer between -1 and 8
Solution :
a. x < -1
2
x
↔ 2. 2 < 2. –1 (both sides are multiplied by 2; the
sign does not change)
↔ x < -2.
The graph :
b. – 2 x ≥ 2.
3
↔ 3.(– 2 x) ≥ 3.2 (both sides are multiplied by 3;
3
the sign does not change)
↔ –2x ≥ 6
↔ 2 x ≤ 6 (both sides are divided by –2; the
2 2
sign changes into the opposite)
↔ x ≤ –3.
The graph :
c. 4x -2 < -2x+10
↔ 4x – 2 + 2 < -2x + 10 + 2 (2 is added to both sides)
↔ 4x < -2x + 12
↔ 4x + 2x < -2x + 2x + 12 (2x is added to both sides)
↔ 6x < 12
↔ 6x : 6 < 12 : 6 (both sides are divided by 6)
↔ x<2

The graph :
A car can carry loads not more than 2,000 kg.

The weight of the driver and his assistant is 150 kg. He
will lift some boxes of goods. The weight of each box
is 50 kg.
a) What is the maximum number of boxes that can be
carried in one route?
b) If he carries 350 boxes, what is the minimum number
of the route that must be taken?
Task 4.4
1. Write an inequality that reoresents the following cases.
a) The driver must be 17 years old or more.
b) There are more than 20 species of crocodile.
c) Bus passengers cannot exceed 60 people.
2. Which of the following statements is a linear inequality
with one variable? If the statement is not true, give your
reason.
a) –3t + 7 ≥ t d) y (y +2) > 2y – 1
b) 2m – m < 0 e) y + y ≤ 5
c) x – x > 3
2
3. Find the solution for each inequality, and then sketch the
graph of the solution on a number line.
a) x – 1 > 10 f) 47 ≤ t - 7
5 2
b) w + 4 ≤ 9 g) h - 1 ≥ -1
2
h) -7 4 + m + 1 ≤ -2 1
3
c) –5 > b – 1
2 4
d) 3 + k ≥ -45 i) –3(v – 3) ≥ 5 – 3v
2
e) 2 < s – 8 j) 4 r – 3 < r + 2 - 1 r
3 3 3
4. Find the value of a so that the inequality ax + 4 ≤ -12
has the solution presented in the graph below.

Section 4.5
Use of Algebraic Forms
in Social Arithmetic
Learning objectives? A. Buying price, selling price,
• To do a simulation profit, and loss
related to social
arithmetic in daily
economic activities. In daily life we often buy or sell products or
• To calculate total goods. In such activities we recognize the terms
value, value per-unit,
and part of value. "buying price", "selling price", "profit", and "loss". To
• To determine understand them, look at the following situation.
the amount and
percentage of profit, A trader buys rice for Rp 2,500.00 per kg. Then he
loss, selling price,
buying price, discount, sells it for Rp 2,750.00 per kg. In this case we say that
net, tax, and interest in the buying price is Rp 2,500.00 per kg and the selling
economic activities.
price is Rp 2,750.00 per kg.
Key Terms: Thus, the amount of money for buying a product
• buying price
• selling price or goods is called the buying price, while the price at
• profit which a product or goods is sold is called the selling
• loss
• percentage price.
a. When is someone said to make a profit and when to
have a loss?
b. When a trader sells his goods with a price more than
the buying price, what does he make?
c. But, if he sells them less than the buying price, what
does he make?
Figure 4.15 In a trade, how do we determine the selling price,

buying price, and profit/loss if information on the two
of them is known? To understand it, do the following
problems.
Problem 1
A seller of fruits buys “rambutan” for

Rp 2,750.00 per kg. Then he sells it for Rp 3,000.00 per kg.
a. What does he make? Profit or loss?
b. In such a case, how many rupiahs does he make?
Figure 4.16
Problem 2 Amir buys a chicken for Rp 17,500.00, and then sells it for
Rp 16,000.00. What does he make? Profit or loss? How
much does he make?
Problem 3 Mrs. Ida sells a jewelry for Rp 450,000.00 and she makes
a profit of Rp 25,000.00. How much did she pay for the
jewelry?
Problem 4 A seller of bikes bought a bike for Rp 210,000.00. But this

bike needs a repairement before being sold. The cost for
its repairement is Rp 50,000.00. For what price did he sell
the bike if, in fact, he had a loss of Rp 12,500.00?
The problems above lead us to following

conclusion: If the buying price is less than the selling
price, we make a profit. But, if the buying price is more
than the selling price, we have a loss.
Figure 4.17
B. Percentage of a profit or a
loss with respect to a buying
price
In daily life a profit or a loss is sometimes
represented by a percentage.
Suppose that Mr Rudi had a loss of 10% from
selling cars, while in selling motorbikes he made a
profit of 15%, he Rudi made a loss of 10% with respect
to the buying price of those cars and made a profit of
15% with respect to the buying price of motorbikes.
Figure 4.18
Problem 1 Ahmad bought a radio set for Rp 100,000.00. A few days

later he sold it to his friend for Rp 115,000.00. How many
percent did he make a profit?

Problem 2 Mr Ali bought a lamb for Rp 400,000.00. For some reason
he sold it for Rp 350,000.00. What percent did he make
a loss?
After you have done problem 1 and problem 2,

you can conclude that:
profit
Percentage of a profit = x 100%
buying price
loss
Percentage of a loss = x 100%
buying price
Now, give an example of a sale process involving

certain buying and selling prices. Then find the
percentage of the profit/loss.
C. Calculate the buying or

selling price for a given
percent of a profit or loss
Look at the following situation.
A buyer bought a bookshelf for Rp 150,000.00.
To make a profit of 18%, how much should this shelf
be sold?
Solution:
To solve this problem we first have to compute
the profit in rupiah as follows.
Remember that the profit of 18% means 18% of
the buying price. Hence,
Profit = 18% x Rp 150,000.00
= 18/100 x Rp 150,000.00
= Rp 27,000.00
Figure 4.19 Thus, you know how much the bookshelf should
be sold, that is Rp 177,000.00.
Next, look at the following example.
Example 1 A computer seller said that the cost of assembling a set of
a computer was Rp 2,250,000.00. After the computer was
sold he had a loss of 15%. What was the selling price of
this sold computer?
To solve this problem we have to compute the loss first.
A loss of 15% means 15% of the buying price.
Hence,
Loss = 15% x Rp 2,250,000.00
= 15/100 x Rp 2,250,000.00 = Rp 33,750.00
Thus, the selling price of the computer is
Rp 2,250,000.00 + Rp 337,500.00 = Rp 2,587,500.00
Example 2 A rice grocer sold 20 kg of rice for Rp 56,000.00. In this

transaction he made a profit of 12%. What was the buying
price per kg?
Solution :
Given the profit = 12%
Let the buying price = 100%, then
the selling price = 100% + 12% = 112%.
Since we know the selling price, the profit can be
calculated as follows.
profit (%)
Profit = x selling (in rupiah)
buying price (%)
12%
= x Rp 560,000.00
112%
= Rp 60,000.00
Thus, the buying price of 20 kg of rice is Rp 60,000.00
The buying price of 1 kg of rice is Rp 3,000.00
Problem 1 A fruit shop bought watermelons for Rp 2,500.00 per kg.

Because of some damage, the shop had a loss of 6%.
What was the selling price of that watermelon per kg?
Problem 2 A rice grocer sold 50 kg of rice for Rp 150,000.00. He got

a loss of 5%. What was the buying price of the rice per
kg?
Next, give an example about a sale process with two
given prices of selling and buying, and a profit or loss (in
rupiah or percent). Then find the unknown one.

D. Calculation involving
discount, tax, net, tare, and
bonus
In a trade we know terms such as "discount",
"gross", "net", "tare" and "bonus". Here we shall
consider each of them.
1. Discount
At the end of the year or at other celebration
events, many shops usually offer a discounts to attract
new buyers. A discount is also called price cutting.
Thus a discount is equivalent to a price reduction
given to customers.
Problem 1 Last year Ida went to a department store for 1 suit of Rp

135,000.00.
How much did she pay for it if the department store gave
her a 25% discount?
(Note: A 25% discount means 25% of the buying price.)
a) How much money was the discount?
b) How much money did she pay for this suit?
Figure 4.20
Think it out. A suit is put on sale at 20% off the regular
price. The regular price is Rp 270,000.00. What is the
sale price Ida has to pay?
2. Tax
When we buy something, usually the price
which is to be paid includes what so-called tax. Such
a tax sometimes is included in the price. This kind of
tax is called Value Added Tax (Pajak Pertambahan
Nilai = PPN) and the amount of tax is given by the
government, that is 10%.
In addition, one who earns a wage is also to pay
some tax. These tax is called withholding tax or income
tax (Pajak Penghasilan, abbreviated PPh), Its amount
is determined by the government, that is 15%.

Now look at the following example.
Example 1 Almost all prices attached at goods at the supermarket

“BETA” have not included PPN at 10% yet. If Pak Mega
bought a television set for Rp. 1,500,000.00, how much
did he pay for it?
Solution :
PPN 10% = 10% x Rp 1,500,000.00 = Rp 150,000.00
Thus the amount of money that Pak Mega had to pay for
the TV set was
= Rp 1,500,000.00 + Rp 150,000.00
= Rp 1,650,000.00
Example 2 Think it out. If Pak Amin collected his income Rp

2,000,000.00 and was drawn for tax at 15%, how much
did he receive?
3. Gross, Net, Tare, and Bonus

A grocer receives a shipping of 20 rice bags from
BULOG. Each bag has this written information:
Gross 100 kg
Net 98 kg
Using a scale the employees weigh the bag again

and found that:
a. That weight of rice is 98 kg, and
b. The weight of the bag is 2 kg.
Knowing this information the grocer is satisfied
since the information matches with the true weight of
the rice. What can you infer from this situation?
The gross weight of rice contained in a bag is the
total weight of rice together with the bag.
The net weight of rice in a bag is the weight of
the rice only (without the weight of the bag). The
difference between gross and net weights is called tare
or weight reduction.
Thus, we can say that
Gross - Net = tare

Example 2 A fruit grocer bought 3 boxes of apples for Rp 840,000.00.
Written in each box:
Gross 40 kg
Net 35 kg
The grocer then sold the apples for Rp 8,500.00 per kg.
Did he make a profit or a loss? What percent was the
profit or loss?
Solution :
Buying price = Rp 840,000.00
Total weight of apples = 3 x 35 kg = 105 kg
Selling price of apples per kg = Rp 8,500.00
Total selling price = 105 x Rp 8,500.00
= Rp 892,000.00
Since the selling price was greater than the buying price,
the grocer made a profit.
Profit = Rp 892,000.00 - Rp 840,000.00
= Rp 52,500.00
52,500
Percent of the profit = x 100% = 6,25%
840,000
A firm motivates the employees to achieve the best
performance. To this end, the firm offers some amount
of money to those who show the best performance.
Such an amount of money offered is called bonus.
Problem 3 To celebrate the “Lebaran”, Fia went to a clothing store

for a coat of Rp 200,000.00. How much did Fia pay for it
if the store gave a 35% discount?
(Note: A 35% discount means 35% of the normal buying
price)
Problem 4 A fruit grocer bought 5 boxes of oranges for Rp

1,380,000.00. Written in each box;
Gross 50 kg
Net 46 kg
The grocer then sold them again for Rp 5,750.00 per kg.
Did he make a profit or a loss?
What percent was the profit or loss?

E. Calculation using percent in
problems of savings and
cooperation
You know that when we save some amount of
money in a bank, in a certain period of time we receive
an interest after a certain period of time . The interest
rate varies from bank to bank.
Now, solve the following problems.
Problem 1 Ifah saves her money Rp 1,000,000.00 in a bank at a

simple interest rate of 15% per year. An interest rate is
said to be simple if the rate remains unchanged from
time to time.
Find the amount of interest given to Ifah at :

a. the end of the first year
b. the end of the fifth year
c. the end of the third month
d. the end of the tenth month
Figure 4.21
Problem 2
A farmer borrowed Rp 3,000,000.00 from KUD with the

monthly interest rate of 1%. If he wants to pay it back 15
times, how much does he pay each month?
Task 4.5 1. A kind of good product was bought at Rp 11,000.00 and

was sold again. Determine the profit obtained if it was
sold for:
a. Rp 12,500.00 b. Rp 11,775.00
2. Amin purchased a radio set for Rp 135,000.00 and
then sold it again. Determine the loss if it was sold for :
a. Rp 128,500.00 b. Rp 131,750.00
3. Pak Ali sold a car for Rp 45,000,000.00.
Determine the buying price if :
a. he made a profit of Rp 2,050,000.00
b. he got a loss of Rp 1,500,000.00

4. Suppose a seller bought 20 kg of sugar for Rp 4,500.00
per kg. The sugar was then sold for Rp 3,750.00 per
kg. During the selling activity he found that 2 kg sugar
was damaged and useless. Did he make profit or loss?
How much?
5. Pak Amat bought 10 watermelons for Rp 60,000.00. He
wanted a profit of Rp 10,000.00. For what price should
Pak Amat sell each of the watermelons?
6. Someone bought eggs for Rp 7,500.00 per kg. All these
eggs were then resold for Rp 7,750.00. If he wanted to
sell 15 kilograms with the same buying price, how much
profit would he get?
7. Pak Ahmad bought 10 chickens for Rp 15,000.00
each. After selling these chickens he got a loss of Rp
10,000.00. What was the selling price he made for each
chicken?
8. A fruit shop sold 20 kilograms of apples for Rp 9,000.00
per kg. From this selling it made a loss of Rp 40,000.00
because some of the apples were damaged and unsold.
How much did the shop spend for each kilogram of
those apples?
9. Find the selling price for :
a. buying price of Rp 17,500.00, profit of 10%
b. buying price of Rp 25,000.00, loss of 11%
c. buying price of Rp 250,000.00, profit of 9%
d. buying price of Rp 375,000.00, loss of 6%
10. A buyer bought a used bicycle for Rp 300,000.00 and
then sold it with a profit of 15%. What was its selling
price?
11. A trader sold a unit of a production for Rp 75,000.00.
He made a profit of 25%. What was the buying price?
12. A book shop bought 50 writing books. The shop wanted
a profit of 12 ← %. All of the books were sold out and
it collected Rp 90,000.00. Find the buying price of
those 50 books.
13.Pak Amir bought a new bike. For some reason the bike
was sold for Rp 212,500.00, but he had a loss of 15%.
What was the buying price of that bike?
Figure 4.22
14. A fruit grocer sold “rambutan” for Rp 2,700.00 per kg
and knew that he had a loss of 10%. What was the
buying price if he sold 50 kg of “rambutan”?
15. A buyer bought a bike for Rp 150,000.00. He then sold
it for Rp 180,000.00. What percent did he make the
profit?

16. Pak Udin bought 500 coconuts for Rp 2,000.00 each.
Because of low demand, the price of those 500
coconuts decreased to Rp 875,000.00. How much
was the loss? Represent it in percent.
17.A school shop bought 2 boxes of writing books for Rp
54,000.00 per box. Each box consisted of 50 books.
Then each book was sold to students for Rp 1,350.00.
Find :
a. buying price c. profit
b. selling price d.percent of the profit
18.Mrs Rita purchased one dozen bags for Rp 52,500.00
per bag. Later she sold all for Rp 840,000.00. What
percent did she make the profit/loss?
19. A school shop bought 8 sheets of multiplex for Rp
36,750.00 per sheet, and paid Rp 6,000.00 for the
shipment. Every sheet was divided into 16 equal parts
for a handy craft-making class. Then each part was
sold to the students for Rp 2,400.00 per piece.
a. What was the buying price for those 8 sheets of
multiplex?
b. What was the selling price?
c. Did the school shop make a profit or a loss?
Give the amount of the profit or loss.
d. Find the corresponding percent of the profit or loss.
20.Ifah went shopping for the preparation of the Lebaran.
She bought a hand ← bag for Rp 35,000.00, a pair of
shoes for Rp 50,000.00 and a coat for Rp 105,000.00.
How much did she pay for these items if the store gave
a 15% discount?
21. A shoe seller bought one dozen pairs of shoes for Rp
600,000.00. Since he paid them in cash he received a
15% discount.
a. How much did he pay?
b. If he wanted a 25% profit, how much should he sell
each pair?
22.The shop owner “Bahagia” received a shipping of
10 bags of flour for Rp 39,000.00 per bag. Written in
each bag ←:
Gross 20 kg
Net 19.5 kg
Find the profit made if the flour was sold for Rp 2,400.00
per kg, and each bag was sold for ← Rp 500.00.

23.Hardware store bought 1 box of nails for Rp
99,000.00.
a. If the box and nails inside it weighed 100 kg and a
1.5% tare, what was the net weight?
b. If the nails were retailed for Rp 1,100.00 per kg,
what was the profit?
24. A school foundation offers a bonus to every teacher
with 100% of attendance. The bonus is 2.5% of his/her
monthly wage. What is a teacher’s income for the month
if his/her attendance is 100% and his/her monthly wage
is Rp 450,000.00?
25. A bookshop bought 500 science books and 1,000
mathematics books from a publisher. Each science
book cost Rp 5,400.00 and each mathematics book
cost Rp 6,600.00. The publisher gave a 15% discount
to the book shop. How much did the bookshop pay for
the books?
26.Calculate the simple interest of a savings account
Rp 150,000.00 for 1½ years, if the amount of interest
obtained per year is :
a. 12% c. 13% e. 16%
b. 16.5% d. 15%
27.A buyer bought 5 dozen pencils for Rp 60.000,00. He
then sold it for Rp 1,250,00 per piece. The percentage
of profit or loss is ....
a. profit 20% c. profit 25%
b. loss 20% d. loss 25%
28.A trader bought 10 kg of eggs. She made a profit of
10%. The selling price of the eggs was Rp 110.000,00.
The buying price of the eggs was . . . .
a. Rp 10,000.00 c. Rp 100,000.00
b. Rp 99,000.00 d. Rp 122,000.00
29.Badrun saves Rp 5,000,000.00 a bank. He gets an
interest rate of 16% per year. After three months,
Badrun gets an interest of ...
a. Rp 200,000.00 c. Rp 500,000.00
b. Rp 250,000.00 d. Rp 800,000.00

Section 4.6
Problem Solving
Problem-solving guide- Example 1

lines:
• Understanding the Writing an Equation
problem
• Developing a plan and In a zoo, there are some deer and elephants. The
selecting strategies number of the deer is 17 more than twice the number of
• Carrying out the plan the elephants. If there are 29 deer, how many elephants
• Checking the answer are there in the zoo?
Solution:
Problem-Solving Strate-
gies: 1. Understanding the problem
• Guessing and checking a. What is the unknown?
• Drawing a table/ The number of elephants in the zoo.
diagram
b. What are the data?
• Writing an equation
• Simplifying the problem There are 29 deer.
• Looking for patterns The number of the deer is 17 more than twice the
• Using logical reasoning number of the elephants.
2. Developing a plan/strategy
Let the number of the elephants be g. The number of the
deer is 17 more than twice the number of the elephants.
Thus, there is an equation and with it the number of the
elephants can be calculated.
3. Carrying out the plan
The equation is
2g + 17 = 29
2g = 12
g=6
So, the number of the elephants is 6.
4. Checking the answer
If the value of g is substituted to the equation, then
29 = 29 is obtained. Therefore, the answer is correct.
Example 2 Writing an equality

A school librarian states that there are at least 95 textbooks
1
and story books. The number of the story books is of
2
the number of the textbooks.
a. What is the number of the textbooks in the shelf?
2
b. Is it possible that there are 95 books or 100 books?
3
Why?

Solution:
1. Understanding the problem
a. What is the unknown?
The number of the textbooks.
b. What are the data?
• The number of the story books is ½ of the number of
the textbooks.
• The total number of the books is at least 95.
2. Developing a plan and strategy
a. First, each type of the books is represented by an
algebraic expression.
b. The number of the textbooks will be added to that of
the story books (because there is and).
c. The total number of the books uses the sign "≥",
because there is at least.
3. Carrying out the plan/strategy
Let the number of the textbooks be x and the number
of the story books be ½ x.
So, the mathematical sentence is x + ½ x ≥ 95.
x + 1 x ≥ 95 ↔1 1 x ≥ 95
2 2
↔ 3 x ≥ 95
2
23 2
↔  3  2 x ≥  3  95
   
↔ x ≥ 190
3
↔ x ≥ 63 1
3
Therefore, the number of the textbooks is at least 64.
4. Checking the answer.
Because 1 of 64 is 32 and the sum is
2
64 + 32 = 96 ≥ 95, the answer is acceptable.

Exercise 4 Solve the following problems using one or more
strategies.
1. If a mother is 37 years old and her daughter is 9 years
old, in how many years will the mother be three times
as old as the daughter?
2. The cost of a cricket ball and a glove is $25 and the
cost of two cricket balls and three gloves is $65.
a. What is the cost of a cricket ball and two gloves?
Explain your answer.
b. What is the cost of one glove?
c. What is the cost of one cricket ball?
3. Of 3 coins, one is known to be a fake which is slightly
lighter than the other two. But which one? With just
x+22
one weighing on a pair of scales, explain how you can
determine which is the fake coin.
30
4. These two rectangles have the same area. Write an
equation and solve it to find x. What is the area of each
rectangle? All lengths are given in meters.
x-2 5. John supervises building sites where he regularly
organises concrete pours. There are two companies
that he can use: Angelico’s Concrete and Baux
Cementing. Angelico’s Concrete charges $700 plus
40
$20 per cubic meter of concrete. Baux Cementing
charges $1200 plus $15 per cubic meter of concrete.
a. Write an algebraic expression for the cost of using
Angelico’s Concrete.
b. Write an algebraic expression for the cost of using
Baux Cementing.
c. Write an inequation that, when solved, will tell you
the volume of concrete for which it is cheaper to
use Angelico’s Concrete.
d. For what volume of concrete will it be cheaper to
use Baux Cementing?
e. For what volume of concrete will the cost be the
same (if any)?

Reflection
1. What concepts do we need to learn the equation
and inequality? Why?
2. Which parts in the equation and inequality need
further explanation?
3. Do tasks in this chapter encourage you to learn
more in the classroom? Why?
4. What are the benefits of learning the equation and
inequality in the following fields?
a. mathematics,
b. other disciplines,
c. daily life.
Summary
In this chapter, you have learned:
1. Mathematical statements.
2. Linear equation with one variable.
3. Linear inequality with one variable.

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Chapter 4

Equation and Inequality

Student’s Book Chapter 4 - Equation and Inequality 99

Sentences can be “combined” to get a new

100 Mathematics for Junior High School - Year 7

Student’s Book Chapter 4 - Equation and Inequality 101

The sentence “a certain number is equal to 18 minus

102 Mathematics for Junior High School - Year 7

Although the truth-value of an interrogative sentence and

Task 4.1 1. Determine whether the following sentences are true

Student’s Book Chapter 4 - Equation and Inequality 103

104 Mathematics for Junior High School - Year 7

b) If each tiger eats m kg of meat everyday, and the

In the tiger problems:

Student’s Book Chapter 4 - Equation and Inequality 105

106 Mathematics for Junior High School - Year 7

Student’s Book Chapter 4 - Equation and Inequality 107

In this part you will learn how to. To solve an

108 Mathematics for Junior High School - Year 7

Diagram 1 The equation is 35 +6x = 20 + 7x

Explain how to get Diagram 3 from Diagram 2.

Student’s Book Chapter 4 - Equation and Inequality 109

There was a tree 100 cm behind Dipsi, while Tinki was

Problem 4 Find the solution of the following equations:

110 Mathematics for Junior High School - Year 7

Problem 5 Find out the solution set of the equations:

Remember 12(t) = 8.(t + 1 )

Student’s Book Chapter 4 - Equation and Inequality 111

112 Mathematics for Junior High School - Year 7

Student’s Book Chapter 4 - Equation and Inequality 113

What are you going to A. Definition of Linear

Mathematical Let n be the number of students in

Now look at Picture 4.14 below

(i) (ii) (iii)

17 years Maximum Pasenger 6 People

(iv) Look at Picture 4.14 that describes a real life situation.

114 Mathematics for Junior High School - Year 7

Problem 1 Look again at your answer to problem section 4.3.

An open sentence using the sign “>”, “≥“ , “<”, or “≤” is

From your answer to problem section 4.3,

Student’s Book Chapter 4 - Equation and Inequality 115

What numbers are solutions of the inequality x < 3?

x = 3 on the line is not dotted because 3 is not a

The graph of solution of x ≤ 3 is

x = 3 in the graph is dotted, because 3 is also a

Problem 3 Sketch the graph of solution of the following

116 Mathematics for Junior High School - Year 7

If 2 is added to both sides, then we obtain a statement

If 2 is subtracted from both sides, then we obtain a

Properties of addition or subtraction in

Student’s Book Chapter 4 - Equation and Inequality 117

In your opinion, which way is easier and more efficient?

118 Mathematics for Junior High School - Year 7

... = 4 × 2 ... 1× 2 = ... (both sides are multiplied by 2)

... = 4 × 0 ... 1× 0 = ... (both sides are multiplied by 0)

... = 4 × -1 ... 1× -1 = ... (both sides are multiplied by-1)

4 = 8 : 2 ... 12 : 2 = 6 (both sides are divided by 2)

-8 = 8 : -1 ... 12 : -1 = -12 (both sides are divided by -1)

... = 8 : -4 ... 12 : -4 = (both sides are divided by -4)

Compare the sign in the box that you have filled

Student’s Book Chapter 4 - Equation and Inequality 119

Example 2 Find the solution of the following inequalities, and then

120 Mathematics for Junior High School - Year 7

A car can carry loads not more than 2,000 kg.