If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

Course: Numerical & Algebraic Expressions 219-228>Unit 4

Lesson 2: Two-step equations with decimals & fractions

Two-step equations with decimals and fractions

Let's practice some two step equations, some of which require merging terms and using the distributive property. Created by Sal Khan and CK-12 Foundation.

Want to join the conversation?

• Math needs to solve its own problems. I'm not a therapist.
• words of a true man
• Dear math,
She is gone.
• At , Sal kept 0.6 as a decimal. Could you also make that into a fraction (6/10) and then multiply both sides by 10 (getting 6x = 120), then dividing both sides by 6, getting x = 20? It seems much easier that way.
• Gauri, the way you described is a completely correct way of doing it, and I agree: it is easier. Usually, if you can covert decimals to fractions because fractions are easier to work with, that's a good way to do it.
Hope that helps!
• math aint mathing today yall
• Why do us students have to learn all subjects, but teachers can't teach all subjects?
• They specialize in one topic. Thats why each teacher is so good at one subject cause they excelled in that area and are able to teach us well.
• At , why is it necessary to do the division? Couldn't you just do "Well, I know 6 goes into 12 2 times, but this is a 0.6, which is 10 times less that 6, so just multiply that quotient by ten and boom: 20 is the answer."?
• Because even if this certain division problem was easy, he was demonstrating it so that you could understand and do harder ones more easily… I know- this reply is coming a little to far in the future. Outdated but- hope I helped.
• Why did he change 3s/8 to (3/8)S?
• math be to complicated