This instructable is about how to solve hard algebra problems. You may have to look closely on some of the steps, though. Sorry about that.

### Teacher Notes

Teachers! Did you use this instructable in your classroom?

Add a Teacher Note to share how you incorporated it into your lesson.

## Step 1: Write Down the Problem

The first thing you do when solving an algebra problem is write the problem and the steps down. Teachers love seeing the steps and it makes it easier to catch mistakes. FYI, I didn't get this problem out of a textbook. I just randomly came up with it.

## Step 2: PEMDAS

The acronym PEMDAS is something you will use every time you work with equations. It stands for Parenthesis, Exponents, Multiply, Divide, Add, and Subtract. Before we begin solving, I would like to say that we are leaving the 180x for later. Don't do anything to it yet.

## Step 3: Solve the Parenthesis

There are 2 ways to solve parenthesis: the Distribution Property, or just solving the equation in the parenthesis. During Distribution, you multiply the number immediately outside the parenthesis by each of the integers on the inside. Either method works, so do whichever you like most. I stuck with just solving the equation that was in the parenthesis: 30/3=10.

## Step 4: Handle the Exponents/ Square Roots

There are no exponents in this problem, but I drew one so you could see what one looks like. When dealing with exponents, you **do****not** multiply the big number by the little one. The exponent (little number) tells you how many times the big number is multiplied by **itself**. In this case; 3*3=9

## Step 5: Multiply

Multiplication can be viewed in many forms, such as 2(10), 2*10, or 2x10. All of these mean the exact same thing: 2 times 10. In algebra, however, the variable "x" is quite common, so you may want to stop using that form. Multiply 2(10)=20, and 5*11=55.

## Step 6: Divide

Now we divide. Multiplying and dividing can be done in the same step, but I just chose not to. 2/1=2.

## Step 7: Add/ Subtract (aka, Combine Like Terms)

Now you add and subtract. In algebra, we do this thing called "combining like terms." This means that we see 17-55 as a 17 and -55. We just add those, and the rest of the numbers up in a calculator to get the next answer. I circled the positive numbers and boxed the negative number to help you see my point. 20+17-55+2=-16.

## Step 8: Find X by Division

Next, we solve for x. We do this by dividing both side of the equal sign by 180. The slash shows that the 2 "180's" cancel each other out, leaving x behind (180x means 180*x, by the way). X= -16/180.

## Step 9: The Final Answer

Lastly, divide -16 by 180, and you have your final answer!

## 4 Discussions

6 years ago on Step 9

You can leave the final answer as the fraction -16/180, but I don't like answers that end in fractions, so I made it a decimal by dividing -16 by 180.

Reply 11 months ago

correct me if im wrong but, 180x=2(30 / 3) + 17- 5 X 11+ 2 / 11 = 49/495

proof,

180x = 2 X 30/3 + 17- 5 X 11+ 2/11

180X = 60/3+17- 5 x 11 + 2/11

180x= 20 + 17- 55+ 2/11

180x = 196/11

x= 196/11/180

x =196/ 11 x 180

x = 49/495

srry if im incorrect im in 5th grade

Reply 3 years ago

If you were to leave your answer as a factor you should factor it though.

-16/180 is -4/45

5 years ago on Introduction

Hey, nice ible, although there is one mistake in the second pic in step 3. You can't just multiply both integers in the parenthesis. You have to imagine it as a fraction and multiply just the first number, so it's like 2(30/3) = (2*30)/3 = 60/3 = 20, not 60/6 ;)