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Solving for a Variable: Free Response

5 questions in parts, 68 points in total. Work each one out on paper, taking a hint if you get stuck. When you have an answer, reveal the answer to check it, and the full solution only if you still want it. The rubric is there so you can mark your own work.

Free response · work it on paper Question 1 of 5
  1. 1. Pointing a formula at a different letter . Foundational, 11 points. Question 1 of 5.

    A formula computes one quantity from the others, and rearranging it once aims it at a different quantity for good. Both formulas below are rearranged the same way, by undoing whatever is wrapped around the target. The last part asks what, if anything, each rearrangement had to assume before it could be written down at all.

    1. Part A.

      The volume of a right circular cylinder of radius rr and height hh is V=πr2hV = \pi r^{2} h. Solve this formula for hh, and state any restriction on the letters that your final step requires.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    2. Part B.

      The interior angles of a polygon with nn sides sum to S=180(n2)S = 180(n - 2) degrees. Solve this formula for nn, state any restriction your final step requires, and then check the rearranged version against a hexagon, whose six interior angles sum to 720720 degrees.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      Exactly one of your two rearrangements had to be issued with a restriction attached. Say which one, and name the feature of the original formula that decided it. Then say what a reader is entitled to assume when a rearranged formula arrives with no restriction written on it.

      Explain why it works A sentence or two. Reasons, not steps. 3 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Reads every letter other than the target as a fixed known number, so the formula becomes one quantity multiplying the target and one division finishes it. . Worth 2 points.

    Divides both sides by the WHOLE coefficient of the target, leaving the target alone on one side. . Worth 1 point.

    Addresses whether the final division requires a restriction, and where it does, names the letter whose value that restriction rules out. . Worth 1 point.

    Part B 4 points

    Undoes the two operations wrapped around the target in reverse order, dealing with the multiplier of the whole bracket before the number subtracted inside it. . Worth 2 points.

    Says whether the final division needed a restriction, and supports that by naming the quantity that was divided by. . Worth 1 point.

    Substitutes the hexagon's angle sum into the rearranged formula and compares what comes out with the number of sides it should return. . Worth 1 point.

    Part C 3 points

    Names which rearrangement carries the restriction and justifies the choice by what each final division was performed by, rather than by which formula looks more complicated. . Worth 2 points. needs an explanation, not just an answer

    Says what the absence of a written restriction claims to a reader who did not see the derivation. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    The volume of a cone is V=13πr2hV = \dfrac{1}{3}\pi r^{2} h. Solve it for hh and state any restriction. Then solve C=25n+40C = 25n + 40 for nn, state any restriction, and check that rearrangement at C=240C = 240.

  2. 2. The target standing in two terms . Foundational, 13 points. Question 2 of 5.

    A closed box with base ll by ww and height hh has six faces, and its surface area is

    A=2lw+2lh+2wh.A = 2lw + 2lh + 2wh.

    Aimed at the height, this formula behaves differently from the ones in the previous question. The height is not sitting in a single term waiting to be divided out; it is in two of them.

    1. Part A.

      Solve the surface-area formula for the height hh, and state the restriction that your final division requires.

      Write the expression An equation or an expression is enough here. Show how you built it. 5 points

    2. Part B.

      A closed box measures 55 centimeters by 33 centimeters on its base and has a surface area of 9494 square centimeters. Use your rearranged formula to find its height, and confirm the result against the formula you were given.

      Carry your own answer forward Substitute into whatever rearrangement you produced in part A. The credit here is for using your own formula and reporting a height with its unit, not for having arrived at one particular formula.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      At the stage A2lw=2lh+2whA - 2lw = 2lh + 2wh, dividing both sides by 2l2l is a perfectly legal move. Carry it out, and explain why the equation it produces has not solved for hh. Then say what the factoring step changes about that side, and why the division after it succeeds where this one does not.

      Explain why it works A sentence or two. Reasons, not steps. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Moves the one term free of the target to the other side before touching the two terms that contain it. . Worth 1 point.

    Gathers the two terms containing the target into a single term by factoring the target out, so that one division can isolate it. . Worth 2 points.

    Divides the ENTIRE other side by the quantity left behind, keeping its terms together over one bar. . Worth 1 point.

    States the restriction the final division requires, written in terms of the letters that make up the divisor. . Worth 1 point.

    Part B 4 points

    Substitutes the three given measurements into the rearranged formula and evaluates the numerator and the denominator separately before dividing. . Worth 2 points.

    Reports the height with a unit of LENGTH, not as a bare number and not in square units. . Worth 1 point.

    Confirms the result by putting all three measurements back into the surface-area formula as it was given. . Worth 1 point.

    Part C 4 points

    Carries the division through EVERY term on both sides, rather than applying it to one term and leaving the others alone. . Worth 1 point.

    Says what is still unfinished about the resulting equation, in terms of how many places the target occupies, rather than calling the step itself illegal. . Worth 2 points. needs an explanation, not just an answer

    Names what the factoring does to the shape of that side, and connects it to what a single division is able to remove. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Solve T=ab+ac+bcT = ab + ac + bc for cc, stating the restriction your final division requires. Then find cc when a=4a = 4, b=6b = 6 and T=64T = 64, and check it against the original formula.

  3. 3. What the task actually asked for . Reasoning, 13 points. Question 3 of 5.

    Dana is asked to solve

    gx+h=kxgx + h = kx

    for xx. She divides both sides by kk and reports

    x=gx+hk.x = \frac{gx + h}{k}.

    To be sure, she tries it at g=2g = 2, h=6h = 6, k=5k = 5, where the equation is satisfied by x=2x = 2. Her right-hand side comes to 2(2)+65\dfrac{2(2) + 6}{5}, which is 22, so her check passes.

    1. Part A.

      Decide whether Dana's equation is true, and whether her check could ever have failed. Then say precisely what her result fails to do, in terms of what solving for a letter requires.

      Find and correct the error Say which line first goes wrong, why it is wrong, and then do it correctly. 5 points

    2. Part B.

      Solve gx+h=kxgx + h = kx for xx so that the question actually gets answered, and state the condition your result requires.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      Dana's equation and yours are both true, and both follow from the same starting point by legal moves. Say what makes exactly one of them an answer to the question that was asked. Then give a test a reader can apply to any offered rearrangement to decide whether it has finished the job, and apply your test to both equations.

      Justify your claim State the claim, then give the reason it has to be true. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 5 points

    Rules on the truth of the offered equation by reference to the move that produced it, rather than by whether it looks like the expected answer. . Worth 2 points. needs an explanation, not just an answer

    Explains what a numerical test of that equation is able to detect and what it is not, instead of treating the agreement as confirmation. . Worth 2 points. needs an explanation, not just an answer

    Says what solving for a letter requires of the FORM of the result, and measures the offered equation against that. . Worth 1 point.

    Part B 4 points

    Collects every term containing the target on one side before attempting to divide by anything. . Worth 2 points.

    Factors the target out of the collected terms and divides by the quantity that is left, so the target appears once and then alone. . Worth 1 point.

    States the condition the final division requires, as a relation between the two letters that make up the divisor. . Worth 1 point.

    Part C 4 points

    Separates being true from being solved, and says which of the two the question was asking for. . Worth 2 points. needs an explanation, not just an answer

    States a test that can be applied to the FORM of an offered rearrangement, covering both sides of the equals sign rather than only the side the target is alone on. . Worth 1 point.

    Runs that test on both equations and reports a verdict for each, rather than stating the test and stopping. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A classmate is asked to solve py=q+rypy = q + ry for yy. He divides both sides by pp and reports y=q+rypy = \dfrac{q + ry}{p}, checking it successfully at p=4p = 4, q=6q = 6, r=1r = 1. Decide whether his equation is true, say what it fails to do, and then solve the equation properly with its condition.

  4. 4. Recovering a list price from a sale price . Application, 12 points. Question 4 of 5.

    A shop discounts an item by a fixed fraction dd of its list price LL, so the amount taken off is LdLd and the sale price is

    S=LLd.S = L - Ld.

    The records kept afterwards hold only the sale price and the discount rate, and the accountant needs the list price back.

    1. Part A.

      Solve S=LLdS = L - Ld for the list price LL, and state the restriction on the discount rate that your final step requires.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    2. Part B.

      A jacket sold for 6868 dollars after a discount of 0.150.15 of its list price. Find the list price, and confirm your answer by running it forward through the sale-price formula.

      Carry your own answer forward Use whichever rearrangement you produced in part A. The credit here is for substituting correctly into your own formula and confirming the result against the situation, not for reproducing one particular formula.

      Solve and show your work Write each step out, and end with the value and its units. 4 points

    3. Part C.

      There is one discount rate at which your rearranged formula cannot be used at all. Name it, and then explain in the shop's own terms what has gone wrong there: say what the records would contain for every item at that rate, and why no arithmetic performed on them could recover a list price.

      Explain what it means Words, not just symbols. Say what the number is telling you about the situation. 4 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Gathers the two terms containing the target by factoring it out, keeping the 11 that the lone term leaves behind inside the bracket. . Worth 2 points.

    Divides by the whole bracket, leaving the target alone on one side and every other letter on the other. . Worth 1 point.

    States the restriction on the discount rate that the final division requires. . Worth 1 point.

    Part B 4 points

    Divides by the quantity that the discount rate is subtracted FROM, rather than by the discount rate itself. . Worth 2 points.

    Reports the list price as an amount of money, and as a price above the sale price rather than below it. . Worth 1 point.

    Confirms the result by running it forward through the sale-price formula and comparing with the price given. . Worth 1 point.

    Part C 4 points

    Names the excluded rate and connects it to the quantity the final division was performed by. . Worth 2 points.

    Explains the exclusion in terms of the shop's records, arguing from what those records would contain rather than from the undefined fraction alone. . Worth 2 points. needs an explanation, not just an answer

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    A coat sold for 5151 dollars after a discount of 0.40.4 of its list price. Recover the list price and confirm it, then say what a rate of d=1d = 1 would have meant for this shop's records.

  5. 5. What a division by a letter is buying on credit . Reasoning, 19 points. Question 5 of 5.

    Every rearrangement in this lesson has ended in a division, and when the divisor contains a letter that division is made on credit: it assumes something nobody has checked. This question works out what is being assumed, what it costs when the assumption goes unwritten, and exactly where a proof spends it.

    1. Part A.

      Here is a claim: solving a formula for a different letter only rewrites it, so the two forms say the same thing and whatever satisfies one satisfies the other. Refute it using the area rule A=lwA = lw and the form a width is read from, w=Alw = \dfrac{A}{l}. Give one specific choice of numbers, show what each form does at that choice, and state what a single such choice does and does not establish.

      Construct a counterexample Give one specific case, and show it breaks the claim. 4 points

    2. Part B.

      Now work in the opposite direction. Choose numbers aa, bb and cc so that the equation ax=bx+cax = bx + c is satisfied by x=4x = -4, then choose a second, different triple that is also satisfied by x=4x = -4. Verify both. Say what your two triples show about how far the solution pins the equation down.

      Write the expression An equation or an expression is enough here. Show how you built it. 4 points

    3. Part C.

      Let aa, bb and cc stand for fixed numbers with aba \neq b. Prove that ax=bx+cax = bx + c is satisfied by x=cabx = \dfrac{c}{a - b} and by no other number, naming the property of equality or the law behind each step.

      Complete the derivation Each line should follow from the one above it. Say what lets you take each step. 6 points

    4. Part D.

      Point to the single line of your proof that consumes the hypothesis aba \neq b, and say what that line would be asserting without it. Then say precisely what the proof does and does not establish about equations of that shape in which aa and bb are equal, and say what part A's triple and that line have in common.

      Justify your claim State the claim, then give the reason it has to be true. 5 points

    Hints

    One at a time, each one a step further than the last. Take only as many as you need.

    Answer and solution

    Check your answer first. If it is wrong, go back to your paper: the worked solution will still be here.

    Rubric

    Mark your own paper against this. Give yourself the points for each element you actually wrote down, not the ones you meant to.

    Part A 4 points

    Produces one specific choice of numbers rather than describing in general terms where the two forms might come apart. . Worth 2 points.

    Evaluates BOTH forms at that choice and reports what each of them does there. . Worth 1 point.

    States the scope of a single counterexample: which claim it settles, and which questions it leaves open. . Worth 1 point.

    Part B 4 points

    Constructs the triples from a relation between the coefficients and the required solution, rather than by trial and error until something works. . Worth 2 points.

    Verifies each triple by substituting the required value into the equation as given, evaluating the two sides separately. . Worth 1 point.

    Says which of the two, the equation or the solution, determines the other, on the evidence of the two triples produced. . Worth 1 point.

    Part C 6 points

    Treats the claim as two separate statements, that the stated value is a solution and that no other number is, and argues both rather than assuming one settles the other. . Worth 3 points. needs an explanation, not just an answer

    Gathers the terms containing the target by factoring it out before dividing, and names the property of equality or the law behind each move. . Worth 2 points.

    Works with an arbitrary solution rather than a particular number, so that the argument covers every case at once. . Worth 1 point.

    Part D 5 points

    Identifies the one step of the argument that the hypothesis pays for, and clears the other steps by saying why they need nothing. . Worth 2 points. needs an explanation, not just an answer

    States what the argument does and does not establish about the excluded case, without reading more into it than the argument supports. . Worth 2 points. needs an explanation, not just an answer

    Connects the earlier counterexample to the hypothesis in the proof as two views of the same transaction. . Worth 1 point.

    Try a similar problem (Optional)

    Same idea, different numbers. Work it on paper, then check yourself the same way.

    Let mnm \neq n. Prove that mx+p=nx+qmx + p = nx + q is satisfied by x=qpmnx = \dfrac{q - p}{m - n} and by no other number, name the step that consumes the hypothesis, and say what the proof establishes when m=nm = n.