Keep the equation balanced
Do the same operation to both sides. Aim to get all the -terms on one side and the numbers on the other.
Expand brackets and clear fractions first
Multiply out brackets, and remove fractions by multiplying every term by the denominator, before collecting terms.
Drawn from real examiner reports.
Not multiplying every term when clearing a fraction
When multiplying both sides to remove a denominator, students multiply some terms but not others, or forget to use brackets around a multi-term side.
Adding instead of subtracting when collecting terms
Moving an -term or a number to the other side with the wrong sign while gathering like terms.
Dividing only one term
When splitting a side into separate fractions, students divide one term by the denominator but not the other (e.g. getting 5n + 2 from a careless split).
Substitute your answer back in
Putting your solution back into the original equation confirms both sides are equal — a quick, reliable check.
Do the same to both sides, aiming to get the -terms on one side and numbers on the other.
What should you do before collecting like terms?
Solve .
