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2 Chapter 4 Factoring Algebraic Epressions GOALS You will be able to Determine the greatest common factor in an algebraic epression and use it to write the epression as a product Recognize different types of quadratic epressions and use appropriate strategies to factor them? Police detectives must often retrace a suspect s movements, step by step, to solve a crime. How can working backwards help you determine the value of each symbol? ( )( ) NEL 93

3 4 Getting Started WORDS YOU NEED to Know. Match each word with the mathematical epression that best illustrates its definition. a) binomial d) monomial g) epanding b) coefficient e) variable h) like terms c) factoring f) trinomial i) 2 5 v) ii) 4(2 3) 8 2 vi) 4y iii) vii) iv) 8 viii) 6y and 8y 2 Study Aid For more help and practice, see Appendi A-8. SKILLS AND CONCEPTS You Need Simplifying an Algebraic Epression To simplify an algebraic epression, create a simpler equivalent epression by collecting like terms. EXAMPLE Simplify (4 2 2) ( 2 2 3). Solution Using Symbols (4 2 2) ( 2 2 3) Using an Algebra Tile Model (4 2 2) (4 2 ( 2 2) ( 2 3) 2 3) Simplify each epression. a) 4-6y + 8y - 5 b) 5ab - 6a 2 + 6ab - 3a 2 - ab + 9b 2 c) (2-5y) + (7 + 4) - (5 - y) d) (7a - 2ab) - (4b + 5a) + (ab - 3a) 94 Getting Started NEL

4 Getting Started Epanding an Algebraic Epression To epand an algebraic epression, multiply all parts of the epression inside the brackets by the appropriate factor. You can use the distributive property algebraically or geometrically with a model. Multiplying by a Monomial Multiplying by a Binomial Study Aid For more help and practice, see Appendi A-8. a(b c) ab ac (a b)(c d) a(c d) b(c d) ac ad bc bd EXAMPLE Epand and simplify. a) 2(2 4) b) ( )(3 2) Solution a) Distributive b) Property Area Model 2(2 4) 4 8 The area is 4 8. Distributive Property ( )(3 2) (3 2) (3 2) Algebra Tile Model Epand and simplify. a) 7(2-5) d) b) -5( ) e) c) 2( ) - 2(8-3) f) (d - 6)(d + 2) (3a - 7b)(4a - 3b) 6(2 + ) 2 4. Determine the multiplication epression and product for each model. a) c) The area is b) d) NEL Chapter 4 95

5 Study Aid For help, see the Review of Essential Skills and Knowledge Appendi. Question 2 Appendi 5 A-3 2 PRACTICE 5. Simplify. a) ( 5 )( 7 ) c) b) (-6a 2 )(3a 4 )(2a) d) (4y)(3y 2 ) 2y 3 20z 5 (-4z 3 )(-z 2 ) 6. Create an epression for each description. a) a monomial with a coefficient of 5 b) a binomial with coefficients that are even numbers c) a trinomial with coefficients that are three consecutive numbers d) a quadratic trinomial 7. Identify the greatest common factor for each pair. a) 28, 35 c) 99, 90 e) 25, 5 2 b) 36, 63 d) 4, 8 f) 2y, 6 8. a) Determine the -intercepts, the equation of the ais of symmetry, and the verte of y = ( - 4)( + 8). b) Use the information you determined for part a) to sketch this parabola. c) Epress the equation in standard form. 9. Sketch algebra tiles, like those shown at the left, to represent each epression. a) 3 2 c) e) b) 2 4 d) f) Match each epression with the correct diagram. a) 3 b) 3 2 c) i) ii) iii) 2-2. The area model shown below represents Sketch an area model to show each epression. a) c) b) 3 6 d) Decide whether you agree or disagree with each statement. Eplain why. a) All even numbers contain the number 2 in their prime factorization. b) 6 2 y 3 can be written as a product of two or more algebraic epressions. c) The only way to factor 00 is Getting Started NEL

6 APPLYING What You Know Designing a Geometric Painting Sara and Josh are creating a large square painting for their school s Art Fair. They are planning to start with a large rectangle, measuring 08 cm by 44 cm. They will divide the rectangle into congruent squares, which they will paint different colours. They want these squares to be as large as possible. To create the final painting, they will use copies of the 08 cm by 44 cm rectangle to create a large square with the least possible whole number dimensions. 44 cm Getting Started 08 cm? What are the dimensions of the small squares and the final large square painting? A. How do you know that the side length of the small squares, inside the 08 cm by 44 cm rectangle, cannot be 8 cm? B. Why must the side length of the small squares be a factor of 08 and 44? C. What is the side length of the largest square that can be used to divide the 08 cm by 44 cm rectangle? D. Why does the side length of the final large square painting (created using copies of the 08 cm by 44 cm rectangle) have to be a multiple of both 08 and 44? E. What is the side length of the smallest final square painting that can be created using copies of the 08 cm by 44 cm rectangle? NEL Chapter 4 97

7 4. Common Factors in Polynomials YOU WILL NEED algebra tiles GOAL Factor algebraic epressions by dividing out the greatest common factor. LEARN ABOUT the Math Yasmine squared the numbers 5 and 6, and then added to get a sum of = = 62 She repeated this process with the numbers 8 and 9, and got a sum of = = 46 Both 62 and 46 are divisible by = 3 and = ? Is a number that is greater than the sum of the squares of two consecutive integers always divisible by 2? EXAMPLE Selecting a strategy to determine the greatest common factor Lisa s Solution: Selecting an algebraic strategy Communication Tip GCF is an abbreviation for Greatest Common Factor. n 2 + (n + ) 2 + = n 2 + (n + )(n + ) + = n 2 + (n 2 + 2n + ) + = 2n 2 + 2n + 2 = 2(n 2 + n + ) 2 is always a factor of this epression. Therefore, greater than the sum of the squares of two consecutive integers is always divisible by 2. I let n represent the first integer. Then two consecutive integers are n and n. I wrote an epression for the sum of their squares and added. I simplified the epression by epanding and collecting like terms. I factored the algebraic epression by determining the GCF of its terms. The GCF is 2. I wrote an equivalent epression as a product Common Factors in Polynomials NEL

8 4. Abdul s Solution: Representing with an area model 2 2 I used algebra tiles to show 2 and ( ) 2. Then I added one unit tile. I wanted to see if I could make two equal groups. If I could, this would show that the number is divisible by I moved tiles around to get two equal groups. The result will always be divisible by 2. Since there are two equal groups, the total value is always a multiple of 2. Reflecting A. Why did both Lisa and Abdul use a variable to prove that the result is always even? B. Why did Lisa need to factor in order to solve this problem? C. Which strategy do you prefer? Eplain why. APPLY the Math EXAMPLE Selecting a strategy to factor a polynomial Factor over the set of integers. Noel s Solution: Representing with an area model 3 6 I used algebra tiles to represent each term. I used red tiles for positive terms and blue tiles for negative terms. I arranged these tiles to form two different rectangles. factor to epress a number as the product of two or more numbers, or epress an algebraic epression as the product of two or more terms Communication Tip Factoring over the set of integers means that all the numbers used in each factor of an epression must be integers. When you are asked to factor, this is implied. NEL Chapter 4 99

9 3 2-6 = (3-6) and = 3( - 2) The dimensions of each rectangle are factors of the epression. Communication Tip An algebraic epression is factored fully when only or remains as a factor of every term in the factorization. When you are asked to factor, you are epected to factor fully = (3-6) = (3)( - 2) = 3( - 2) The polynomial is factored fully since one of the factors is the greatest common factor of the polynomial. Connie s Solution: Reasoning symbolically I noticed that (3 6) could be factored again, since 3 6 contains a common factor of 3. The greatest common factor is 3, which is the first factor in 3( 2) = 3( 2 ) + 3(-2) = 3() + 3(-2) The greatest common factor of both terms in is = 3( - 2) To factor, I need to determine the greatest common factor. The GCF of the coefficients 3 and 6 is 3. The GCF of the variable parts 2 and is. I used the distributive property to write an equivalent epression as the product of the factors. EXAMPLE 3 Factor. a) 0a 3-25a 2 b) Antonio s Solution Connecting the distributive property with factoring 9 4 y y y 3 a) The greatest common factor of the terms in 0a 3-25a 2 is 5a 2. 0a 3-25a 2 = 5a 2 (2a - 5) The GCF of the coefficients 0 and 25 is 5. The GCF of the variable parts a 3 and a 2 is a 2. I used the distributive property to write an equivalent epression as the product of the factors Common Factors in Polynomials NEL

10 4. b) The greatest common factor of the terms in 9 4 y y y 3 is 3 2 y y y y 3 = 3 2 y 2 (3 2 y y) The GCF of the coefficients 9, 2, and 6 is 3. The GCF of the variable parts is 2 y 2. I used the distributive property to write an equivalent epression as the product of the factors. EXAMPLE 4 Reasoning to factor a polynomial Factor each epression. a) 5( - 2) - 3( - 2) b) a - ay y Joanne s Solution a) 5( - 2) - 3( - 2) = ( - 2)(5-3) b) a - ay y = a( - y) - 5( - y) = ( - y)(a - 5) Both 5 and 3 are multiplied by 2, so 2 is a common factor. I wrote an equivalent epression using the distributive property. I noticed that the first two terms contain a common factor of a and the last two terms contain a common factor of 5. To factor the epression, I used a grouping strategy. I grouped the terms that have the same common factor. I wrote an equivalent epression using the distributive property. Both a and 5 are multiplied by y, so y is a common factor. Since this binomial is the same in both terms, I can factor further. I wrote an equivalent epression using the distributive property. NEL Chapter 4 20

11 In Summary Key Ideas Factoring is the opposite of epanding. Epanding involves multiplying, and factoring involves looking for values to multiply. One way to factor an algebraic epression is to look for the greatest common factor of the terms in the epression. For eample, can be factored as 5( 2 2 3) since 5 is the greatest common factor of all the terms. epanding 4(2 3) factoring Need to Know It is possible to factor an algebraic epression by dividing by a common factor that is not the greatest common factor. This will result in another epression that still has a common factor. For eample, 8 6 4(2 4) 4(2)( 2) 8( 2) An algebraic epression is factored fully when only or remains as a factor of every term in the factorization. In the eample above, 8 6 is factored fully when it is written as 8( 2) or 8( 2). A common factor can have any number of terms. For eample, a common factor of the terms in is 3, which is a monomial. A common factor of the terms in (3 2) 2 4(3 2) is (3 2), which is a binomial. a) CHECK Your Understanding. In each algebra tile model below, two terms in an algebraic epression have been rearranged to show a common factor. i) Identify the algebraic epression, and name the common factor that is shown. ii) Determine the greatest common factor of each epression. 2 2 b) Common Factors in Polynomials NEL

12 2. Each area diagram represents a polynomial. i) Identify the polynomial, and determine a common factor of its terms. ii) Determine any other common factors of the terms in the polynomial. a) b) State the GCF of each pair of terms. a) 6 and 0 c) ab and a 2 b 2 b) 5a 3 and 20a 2 d) -2 4 y 4 and 8 3 y 5 PRACTISING 4. Identify the greatest common factor of the terms in each epression. a) c) 2 y - y 2 b) d) 4( - ) + 3( - ) 5. Determine the missing factor. a) 8y = ( )(2y) d) b) -6 2 = (3 2 )( ) e) c) 5 4 z = (5 2 )( ) f) 6. Determine the missing factor. a) 4-4y = ( )( - y) d) b) 8-2y = (2)( ) e) c) 5a + 0b = ( )(a + 2b) f) -49a 2 b 5 = ( )(7b 3 ) -2 3 y 3 = (3y 3 )( ) 30m 2 n 3 = (-5m 2 n)( ) y 3 = (4)( ) y = ( )(4 2 + y) 45a 4-54a 3 = (9a 3 )( ) 7. Determine the greatest common factor of each epression. a) d) -25m 2-0m b) 3b 2 + 5b e) 3d 4-9d 2 + 5d 3 c) 2c 2-8c + 6 f) y 3 + y 5 - y 2 8. Factor each epression. Then choose one epression, and describe the strategy you used to factor it. a) d) 2b(b + 4) + 5(b + 4) b) 25a 2-20a e) 4c(c - 3) - 5(c - 3) c) 27y 3-9y 4 f) (3-5) + (3-5)( + ) 9. Factor each polynomial. Then identify the two polynomials that have the same trinomial as one of their factors. a) dc 2-2acd + 3a 2 d d) 2a 2 c 4-4a 3 c 3 + 6a 4 c 2 b) 0a 2 c + 20ac - 5ac 3 e) 3a 5 c 3-2ac 2 + 7ac c) 0ac 2-5a 2 c + 25 f) 0c 3 d - 8cd 2 + 2cd NEL Chapter 4 203

13 ? r 4b 3b r 0. Factor each epression. a) a - ay + b - by d) b) y - 3y e) c) 3m + 3my y f). The area of the trapezoid at the left is A = 70b + 0. Determine the height. 2. Eamine each quadratic relation below. i) Epress the relation in factored form. ii) Determine the zeros and the equation of the ais of symmetry. iii) Determine the coordinates of the verte. iv) Sketch the graph of the relation. a) y = b) y = Determine an epression, in factored form, that can be used to determine the surface area of any rectangular prism. 4. Two parabolas are defined by y = 0-2 and y = A What is the distance between their maimum and minimum values? 5. a) Write three quadratic binomials whose greatest common factor K is 5. Then factor each binomial. b) Write three quadratic trinomials whose greatest common factor is 3. Then factor each trinomial. 6. Marek says that the greatest common factor of C is 5. Jen says that the greatest common factor is -5. Eplain why both Marek and Jen are correct. 7. Show that greater than the sum of the squares of any three T consecutive integers is always divisible by Once you have factored an algebraic epression, how can you check to ensure that you have factored correctly? Eplain why your strategy will always work. Etending 5my + tm + 5ny + tn 5w - 0w - 3t + 6t 4mnt - 6mn - t Determine the epression, in factored form, that represents the shaded area between the circle and the square in the diagram at the left. 20. Factor the numerator in each epression, and then simplify the epression. Assume that no variable equals zero. 2 2 y + 3y y y 3 a) c) y 6 2 y y y 2 b) d) y Common Factors in Polynomials NEL

14 4.2 Eploring the Factorization of Trinomials GOAL Discover the relationship between the coefficients and constants in a trinomial and the coefficients and constants in its factors. EXPLORE the Math A trinomial can be represented using algebra tiles. If you can arrange the tiles as a rectangle, then the epression represents the area of the rectangle. The dimensions of the rectangle represent its factors. For eample, to factor , arrange one 2 tile, four tiles, and three unit tiles into a rectangle. The diagram shows that ( )( 3). YOU WILL NEED algebra tiles ? What is the relationship between the terms in a trinomial and the terms in its factors? A. Factor each trinomial using algebra tiles. Sketch your model, and record the two factors. i) iii) v) ii) iv) vi) ( )( 3) B. Factor each trinomial using algebra tiles. Sketch your model, and record the two factors. i) iii) v) ii) iv) vi) C. If the coefficient of 2 in a trinomial is a value other than, it may be possible to factor it using rectangular arrangements of algebra tiles. Factor each trinomial using algebra tiles. Sketch your model, and record the two factors. i) iii) v) ii) iv) vi) Tip Communication When negative tiles are used, add tiles to make a rectangle if necessary. To do this without changing the value of the trinomial, add positive and negative tiles of equal value. D. Eamine the trinomials in parts A, B, and C. i) Compare the coefficient of 2 in each trinomial with the coefficients of in the factors. What do you notice? ii) Compare the constant term in each trinomial with the constant terms in the factors. What do you notice? iii) Compare the coefficient of in each trinomial with the coefficients and constants in the factors. What do you notice? NEL Chapter 4 205

15 Reflecting E. What type of polynomial are the factors of trinomials of the form a 2 + b + c? F. How can you use the values of a, b, and c in a 2 + b + c to help you factor a trinomial, without using an algebra tile model? G. Can a rectangular arrangement of algebra tiles be created for or ? What does this imply? In Summary Key Idea To factor a trinomial of the form a 2 + b + c using algebra tiles, you need to form a rectangle. The factors are the dimensions of the rectangle. Need to Know A factorable trinomial of the form a 2 + b + c may have two binomials as its factors. If a rectangle cannot be created for a given trinomial, the trinomial cannot be factored. When factoring a trinomial using algebra tiles, you may need to add tiles to create a rectangular model. This requires you to add positive and negative tiles of equal value. FURTHER Your Understanding. Use algebra tiles to factor each polynomial. Sketch your model, and record the two factors. a) d) b) e) c) f) Check your results for each epression in question by epanding. 3. Use algebra tiles to factor each polynomial. Sketch your model, and record the two factors. a) d) b) e) c) f) Check your results for each epression in question 3 by epanding Eploring the Factorization of Trinomials NEL

16 4.3 Factoring Quadratics: 2 b c GOAL Factor quadratic epressions of the form a 2 b c, where a. YOU WILL NEED algebra tiles INVESTIGATE the Math Brigitte remembered that an area model can be used to multiply two binomials. To multiply ( r)( s), she created the model at the right and determined that the product is quadratic.? How can an area model be used to determine the factors of a quadratic epression? s 2 s r r rs A. Use algebra tiles to build rectangles with the dimensions shown in the table below. Copy and complete the table, recording the area in the form 2 + b + c. Length Width Area: 2 b c Value of b Value of c B. Look for a pattern in the table for part A. Use this pattern to predict the length and width of a rectangle with each of the following areas. i) iii) ii) iv) C. The length of a rectangle is + 4, and the width is - 3. What is the area of the rectangle? D. Repeat part A for rectangles with the following dimensions. Length Width Area: 2 b c Value of b Value of c NEL Chapter 4 207

17 E. Look for a pattern in the table for part D. Use this pattern to predict the length and width of a rectangle with each of the following areas. i) iii) ii) iv) F. The epression 2 + b + c represents the area of a rectangle. How can you factor this epression to predict the length and width of the rectangle? Reflecting G. Eamine the length, width, and area of each rectangle in parts A and D. Eplain how the signs in the area epression can be used to determine the signs in each dimension. H. Can all quadratic epressions of the form 2 + b + c be factored as the product of two binomials? Eplain. APPLY the Math EXAMPLE Selecting an algebra tile strategy to factor a quadratic epression Factor Timo s Solution = ( - 4)( + 2) I arranged one 2 tile, four tiles, two tiles, and eight negative unit tiles in a rectangle to create an area model. I placed the tiles and unit tiles so the length and width were easier to see. The dimensions of the rectangle are 4 and 2. The sum 2 ( 4) 2 determines the number of tiles, and the product 2 ( 4) 8 determines the number of unit tiles in the original epression. EXAMPLE 2 Connecting the factors of a trinomial to its coefficients and constants Factor Chaniqua s Solution = (? )(? ) Factoring Quadratics: 2 b c The two factors of the quadratic epression must be binomials that start with. I need two numbers whose sum is 2 (the coefficient of ) and whose product is 35 (the constant). NEL

18 4.3 = ( +?)( +?) I started with the product. Since 35 is positive, both numbers must be either positive or negative. Since the sum is positive, both numbers must be positive. = ( + 7)( + 5) The numbers are 7 and 5. Check: ( + 7)( + 5) = = I checked by multiplying. EXAMPLE 3 Reasoning to factor quadratic epressions Factor each epression, if possible. a) b) a 2-3a + 36 c) Ryan s Solution a) = ( - 9)( + 8) I needed two numbers whose sum is and whose product is 72. The product is negative, so one of the numbers must be negative. Since the sum is negative, the negative number must be farther from zero than the positive number. The numbers are 9 and 8. b) a 2-3a + 36 = (a - 9)(a - 4) I needed two numbers whose sum is 3 and whose product is 36. The product is positive, so both numbers must be either positive or negative. Since the sum is negative, both numbers must be negative. The numbers are 9 and 4. NEL Chapter 4 209

19 c) This cannot be factored. I needed two numbers whose sum is and whose product is 6. There are no such numbers because the only factors of 6 are and 6, and 2 and 3. The sum of and 6 is 7, and the sum of 2 and 3 is 5. Neither sum is. EXAMPLE 4 Reasoning to factor a quadratic that has a common factor Factor 3y 3-2y 2-24y. Sook Lee s Solution 3y 3-2y 2-24y = 3y(y 2-7y - 8) = 3y(y - 8)(y + ) First, I divided out the greatest common factor. The GCF is 3y, since all the terms are divisible by 3y. To factor the trinomial, I needed two numbers whose sum is 7 and whose product is 8. These numbers are 8 and. In Summary Key Idea If a quadratic epression of the form 2 b c can be factored, it can be factored into two binomials, ( r) and ( s), where r s b and r s c, and r and s are integers. Need to Know To factor 2 b c as ( r)( s), you can use the signs in the trinomial to determine the signs in the factors. Trinomial Factors b and c are positive. ( r)( s) b is negative, and c is positive. ( r)( s) b and c are negative. b is positive, and c is negative. ( r)( s), where r s ( r)( s), where r s It is easier to factor an algebraic epression if you first divide out the greatest common factor Factoring Quadratics: 2 b c NEL

20 CHECK Your Understanding 4.3. a) Write the trinomial that is represented by these algebra tiles. 2 b) Sketch what the tiles would look like if they were arranged in a rectangle. c) Use your sketch to determine the factors of the trinomial. 2. The tiles in each model represent an algebraic epression. Identify the epression and its factors. a) b) One factor is given, and one factor is missing. What is the missing factor? a) = ( - 7) (.) b) = ( - 4)(.) c) = (.)( + 7) d) = (.)( + 9) PRACTISING 4. Factor each epression. a) c) e) b) d) f) The tiles in each model represent a quadratic epression. Identify the epression and its factors. a) b) 2 2 NEL Chapter 4 2

21 6. One factor is given, and one factor is missing. What is the missing factor? a) = ( + 3)(.) b) c 2-5c + 56 = (c - 7)(.) c) a 2 - a - 60 = (a - 5)(.) d) y 2-20y - 44 = (.)(y + 2) e) b 2 + 2b - 48 = (.)(b + 8) f) z 2-9z + 90 = (.)(z - 0) 7. Factor each epression. a) d) b) a 2-9a + 20 e) c) m 2-8m + 6 f) 8. Factor. a) d) b) y 2 + 6y - 40 e) c) a 2 - a - 56 f) 9. Factor. a) d) b) 2y 2-2y - 60 e) c) 3v 2 + 9v + 6 f) 0. Write three different quadratic trinomials that have ( - 2) K as a factor.. Nathan factored as ( - 4)( - ). Martina C factored the epression another way and found different factors. Identify the factors that Martina found, and eplain why both students are correct. 2. Factor. a) a 2 + 8a + 5 d) b) e) c) z 2-6z + 55 f) 3. Eamine each quadratic relation below. i) Epress the relation in factored form. ii) Determine the zeros. iii) Determine the coordinates of the verte. iv) Sketch the graph of the relation. a) y = b) y = c) y = d) y = n 2 + n w 2-5w - 4 m 2-2m + 32 n 2 + n n n y 2-26y Factoring Quadratics: 2 b c NEL

22 4. A professional cliff diver s height above the water can be modelled by A the equation h = -5t , where h is the diver s height in metres and t is the elapsed time in seconds. 4.3 a) Draw a height versus time graph. b) Determine the height of the cliff that the diver jumped from. c) Determine when the diver will enter the water. 5. A baseball is thrown from the top of a building and falls to the ground below. The height of the baseball above the ground is approimated by the relation h = -5t 2 + 0t + 40, where h is the height above the ground in metres and t is the elapsed time in seconds. Determine the maimum height that is reached by the ball. 6. Factor each epression. a) m 2 + 4mn - 5n 2 d) c 2-2cd - 85d 2 b) 2 + 2y + 35y 2 e) r 2 + 3rs + 2s 2 c) a 2 + ab - 2b 2 f) 8p 2-9pq + q 2 7. Paul says that if you can factor 2 - b - c, you can factor T 2 + b - c. Do you agree? Eplain. 8. Create a mind map that shows the connections between 2 + b + c and its factors. Etending 9. Factor each epression. a) c) b) a 4 + 0a d) -4m 4 + 6m 2 n n 4 (a - b) 2-5(a - b) Factor, and then simplify. Assume that the denominator is never zero. a) c) b) a 2-3a d) a NEL Chapter 4 23

23 4 Mid-Chapter Review Study Aid See Lesson 4., Eamples to 4. Try Mid-Chapter Review Questions to 6. FREQUENTLY ASKED Questions Q: How do you determine the greatest common factor of the terms in a polynomial? A: Sometimes you can represent the terms with algebra tiles and arrange the tiles into rectangles. The arrangement that has the greatest possible width shows the greatest common factor. EXAMPLE Factor Solution The greatest common factor of the terms in is 2, since this is the greatest width possible in a rectangular arrangement of tiles Once you divide out the common factor, the remaining terms represent the other dimension of the rectangle = 2(2-3) A2: You can determine the greatest common factor of the coefficients and the greatest common factor of the variables, and then multiply the GCFs together. Sometimes you may need to group terms since the GCF can be a monomial or a binomial. EXAMPLE Factor 5a - 5b + 2ya - 2yb. Solution When you group terms, 5a - 5b 2ya - 2yb 5(a - b) + 2y(a - b), and the GCF is (a - b). Divide out the common factor. 5a - 5b + 2ya - 2yb (a - b)(5 + 2y) 24 Mid-Chapter Review NEL

24 Mid-Chapter Review Q: How can you factor a quadratic epression of the form 2 b c? A: You can form a rectangular area model using tiles. The length and width of the rectangle are the factors. Study Aid See Lesson 4.3, Eamples to 3. Try Mid-Chapter Review Questions 7 to 3. EXAMPLE Factor Solution Algebra tiles can be arranged to form this rectangle This rectangle has a width of + 2 and a length of + 9. These are the factors of = ( + 9)( + 2) A2: You can look for values whose sum is b and whose product is c, and then use these values to factor the epression. EXAMPLE Factor Solution Pairs of numbers whose product is 40 are 40 and 40 and 20 and 2 20 and 2 0 and 4 0 and 4 8 and 5 8 and 5 The only pair whose sum is 3 is 8 and = ( - 8)( + 5) Epanding verifies this result. ( - 8)( + 5) = = NEL Chapter 4 25

25 PRACTICE Questions Lesson 4.. State the GCF for each pair of terms. a) 24 and 60 b) 3 and 2 c) 0y and 5y 2 d) -8a 2 b and -2ab 2 e) c 4 d 2 and c 3 f) 27m 4 n 2 and d36m 2 n 3 2. Determine the missing factor. a) 7-28y = (.)( - 4y) b) 6-9y = (3)(.) c) 24a 2 + 2b 2 = (.)(2a 2 + b 2 ) d) 2 - y 3 = ()(.) e) y 2 = (.)(5 2-2y 2 ) f) a 4 b 3 - a 3 b 2 = (a 3 b 2 )(.) 3. The tiles in each model represent an algebraic epression. Identify the epression and the greatest common factor of its terms. a) b) Factor each epression. a) 7z + 35 c) 5m 2-0mn + 5 b) d) 2 y 4 - y y 5. A parabola is defined by the equation y = Eplain how you would determine the coordinates of the verte of the parabola, without using a table of values or graphing technology. 6. Factor each epression. a) 3(5y - 2) + 5(5y - 2) b) 4a(b + 6) - 3(b + 6) c) 6t - 2y - 3t + y d) 4ab + 4ac - b 2 - bc Lesson Each model represents a quadratic epression. Identify the epression and its factors. a) b) Determine the value of each symbol. a) b) c) d) = ( + 3)( +.) = ( + 3)( + 3) =( - )( - ) = ( - 3)( -.) 9. Factor. a) d) b) n 2 + 7n - 8 e) c 2 + 5c - 4 c) b 2-0b - f) y 2-7y Factor. a) 3a 2-3a - 36 d) 4b 2-36b + 72 b) e) -d 3 + d d c) f) y 3 + 2y 2 + y. Deanna throws a rock from the top of a cliff into the air. The height of the rock above the base of the cliff is modelled by the equation h = -5t 2 + 0t + 75, where h is the height of the rock in metres and t is the time in seconds. a) How high is the cliff? b) When does the rock reach its maimum height? c) What is the rock's maimum height? 2. When factoring a quadratic epression of the form 2 + b + c, why does it make more sense to consider the value of c before the value of b? Eplain. 3. Use the quadratic relation determined by y = a) Epress the relation in factored form. b) Determine the zeros and the verte. c) Sketch its graph. 26 Mid-Chapter Review NEL

26 4.4 Factoring Quadratics: a 2 + b + c GOAL Factor quadratic epressions of the form a 2 + b + c, where a. LEARN ABOUT the Math Kellie was asked to determine the -intercepts of y = algebraically. She created a graph using graphing technology and estimated that the -intercepts are about = -0.6 and = -3. Kellie knows that if she can write the equation in factored form, she can use the factors to determine the -intercepts. She is unsure about how to proceed because the first term in the epression has a coefficient of 3 and there is no common factor. YOU WILL NEED algebra tiles y? How can you factor ? EXAMPLE Selecting a strategy to factor a trinomial, where a Z Factor , and determine the -intercepts of y = Ellen s Solution: Selecting an algebra tile model I used tiles to create a rectangular area model of the trinomial I placed the tiles along the length and width to read off the factors. The length is 3 2, and the width = (3 + 2)( + 3) is 3. NEL Chapter 4 27

27 The equation in factored form is y = (3 + 2)( + 3). Let = 0 or + 3 = 0. 3 = -2 = - 2 = -3 3 The -intercepts occur when y 0. This happens when either factor is equal to 0. The -intercepts are - 2 and 3. 3 Neil s Solution: Selecting an area diagram and a systematic approach p r q pq 2 qr s ps rs I thought about the general situation, where (p r) and (q s) represent the unknown factors. I created an area model and used it to look for patterns between the coefficients in the factors and the coefficients in the trinomial. (p + r)(q + s) = pq 2 + ps + qr + rs = pq 2 + (ps + qr) + rs Suppose that = (p + r)(q + s). (p + r)(q + s) = pq 2 + ( ps + qr) + rs = p q r s ps qr p =, q = 3, r = 3, and s = = ( + 3)(3 + 2) I imagined writing two factors for this product. I had to figure out the coefficients and the constants in the factors. I matched the coefficients and the constants. I needed values of p and q that, when multiplied, would give a product of 3. I also needed values of r and s that would give a product of 6. The middle coefficient is, so I tried different combinations of ps qr to get Factoring Quadratics: a 2 b c NEL

28 4.4 The equation in factored form is y = ( + 3)(3 + 2). Let + 3 = 0 or = 0. = -3 3 = -2 = The -intercepts occur when y 0. This happens when either factor is equal to zero. The -intercepts are 3 and Astrid s Solution: Selecting a decomposition strategy (p r)(q s) (p r)(q s) pq ps rq rs pq 2 (qr ps) rs ps and qr, the two values that are added to get the coefficient of the middle term, are both factors of pqrs = 3 2 +? +? The factors of 8 are, 2, 3, 6, 9, and = = 3( + 3) + 2( + 3) = ( + 3)(3 + 2) I imagined writing two factors for this product. I had to figure out the coefficients and the constants in the factors. I multiplied the binomials. I noticed that I would get the product of all four missing values if I multiplied the coefficient of 2 (pq) and the constant (rs). If I added the product of two of these values (ps) to the product of the other two (qr), I would get the coefficient of. I needed to decompose the from into two parts. Each part had to be a factor of 8, because I divided out the greatest common factors from the first two terms and then from the last two terms. I factored out the binomial common factor. decompose break a number or an epression into the parts that make it up NEL Chapter 4 29

29 The equation in factored form is y ( 3)(3 2). Let 3 0 or The -intercepts occur when y 0. This happens when either factor is equal to zero. = The -intercepts are 3 and Reflecting A. Eplain how Ellen s algebra tile arrangement shows the factors of the epression. B. How is Neil s strategy similar to the strategy used to factor trinomials of the form 2 + b + c? How is it different? C. How would Astrid s decomposition change if she had been factoring instead? D. Which factoring strategy do you prefer? Eplain why. APPLY the Math EXAMPLE 2 Selecting a systematic strategy to factor a trinomial, where a Z Factor Katie s Solution = (p + r)(q + s) = pq 2 + (ps + qr) + rs pq 4 and rs 5 p q r s 5 5 I wrote the quadratic as the product of two binomials with unknown coefficients and constants. Then I listed all the possible pairs of values for pq and rs. pq 2 + (ps + qr) + rs = ps + qr = -8 I had to choose values that would make ps qr Factoring Quadratics: a 2 b c NEL

30 4.4 (p + r)(q + s) = (2 + )(2-5) So, = (2 + )(2-5). (2 + )(2-5) = = The values p 2, q 2, r, and s 5 work because pq is (2)(2) 4 rs is ()( 5) 5 ps qr is (2)( 5) (2)() 8 I checked by multiplying. EXAMPLE 3 Selecting a decomposition strategy to factor a trinomial Factor Braedon s Solution = = = 4(3-4) - 3(3-4) = (3-4)(4-3) I looked for two numbers whose sum is 25 and whose product is (2)(2) 44. I knew that both numbers must be negative, since the sum is negative and the product is positive. The numbers are 6 and 9. I used these numbers to decompose the middle term. I factored the first two terms and then the last two terms. Then I divided out the common factor of 3 4. EXAMPLE 4 Selecting a guess-and-test strategy to factor a trinomial Factor Dylan s Solution ? 7 2??? (7-6)( + ) = wrong factors I thought of the product of the factors as the dimensions of a rectangle with the area The only factors of 7 2 are 7 and. The factors of 6 are 6 and, 2 and 3, 6 and, and 2 and 3. I had to determine which factors of 7 2 and 6 would add to 9. I used trial and error to determine the values in place of the question marks. Then I checked by multiplying. NEL Chapter 4 22

31 I repeated this process until I found the combination that worked. (7-2)( + 3) = = (7-2)( + 3) worked In Summary Key Idea If the quadratic epression a 2 b c (where a Z ) can be factored, then the factors have the form (p r)(q s), where pq a, rs c, and ps rq b. Need to Know If the quadratic epression a 2 b c (where a Z ) can be factored, then the factors can be found by forming a rectangle using algebra tiles using the algebraic model (p r)(q s) pq 2 (ps qr) rs systematically using decomposition using guess and test A trinomial of the form a 2 b c (where a Z ) can be factored if there are two integers whose product is ac and whose sum is b. CHECK Your Understanding 2 2. a) Write the trinomial that is represented by the algebra tiles at the left. b) Sketch what the tiles would look like if they were arranged in a rectangle. c) Use your sketch to determine the factors of the trinomial. 2. Each of the following four diagrams represents a trinomial. Identify the trinomial and its factors. a) b) Factoring Quadratics: a 2 b c NEL

32 c)?? d)?? 4.4? 8 2 6? 5 2 5? 8 6? Determine the missing factor. a) 2c 2 + 7c - 4 = (c + 4)(.) b) 4z 2-9z - 9 = (.)(z - 3) c) 6y 2 - y - = (3y + )(.) d) 6p 2 + 7p - 3 = (.)(2p + 3) PRACTISING 4. Determine the value of each symbol. a) = ( + 3)(5 +.) b) = (2 + 3)( - 2) c) = (3 - )(4 - ) d) = (2-3)(7 -.) 5. Factor each epression. a) d) b) 3n 2 - n - 4 e) c) 0a 2 + 3a - f) 6. Factor. a) d) b) 0m 2 + m - 3 e) c) 2a 2 - a + 2 f) 7. Factor. a) d) b) 8m 2-3m - 0 e) c) 6a 2-50a + 36 f) c 2 + 5c d d 6n n n n d d 8. Write three different quadratic trinomials of the form a 2 + b + c, where a Z, that have (3-4) as a factor. 9. The area of a rectangle is given by each of the following trinomials. K Determine epressions for the length and width of the rectangle. a) A = b) A = NEL Chapter 4 223

33 0. Identify possible integers, k, that allow each quadratic trinomial T to be factored. a) k b) k - 5 c) k. Factor each epression. a) d) b) 8v v - 30 e) c) 48c 2-60c + 00 f) 2. Determine whether each polynomial has (k + 5) as one of its factors. a) k 2 + 9k - 52 d) 0 + 9k - 5k 2 b) 4k k k e) 7k k - 30 c) 6k k + 7 f) 0k k Eamine each quadratic relation below. i) Epress the relation in factored form. ii) Determine the zeros. iii) Determine the coordinates of the verte. iv) Sketch the graph of the relation. a) y = b) 4. A computer software company models the profit on its latest video A game using the relation P = , where is the number of games produced in hundred thousands and P is the profit in millions of dollars. a) What are the break-even points for the company? b) What is the maimum profit that the company can earn? c) How many games must the company produce to earn the maimum profit? 5. Factor each epression. a) 8 2-3y + 5y 2 d) 6c c b) 5a 2-7ab + 6b 2 e) 4v 6-39v c) -2s 2 - sr + 35r 2 f) c 3 d 3 + 2c 2 d 2-8cd 6. Create a flow chart that would help you decide which strategy C you should use to factor a given polynomial. Etending 7. Factor. a) 6(a + b) 2 + (a + b) + 3 b) 5( - y) 2-7( - y) - 6 c) 8( + ) 2-4( + ) + 3 d) 2(a - 2) (a - 2) b 3-7b 2 + 6b -6-5y + 27y 2-7a 2-29a + 30 y = Can a quadratic epression of the form a 2 + b + c always be factored if b 2-4ac is a perfect square? Eplain Factoring Quadratics: a 2 b c NEL

34 4.5 Factoring Quadratics: Special Cases GOAL Factor perfect-square trinomials and differences of squares. YOU WILL NEED algebra tiles LEARN ABOUT the Math Nadia claims that the equation y = will always generate a value that is a perfect square, if represents any natural number.? How can you show that Nadia s claim is correct? EXAMPLE Connecting an epression to its factors Show that Nadia s claim is correct. Parma s Solution: Selecting an algebra tile model y Perfect Square? 25 Yes: Yes: Yes: First I substituted some numbers for into the equation. Each time, the result was a perfect square. Nadia s claim seems to be correct. 2 2 I decided to see how algebra tiles could be arranged. The only arrangement of tiles that seemed to work was a square. 2 2 I lined up tiles along two edges to determine the side length of the square. Each side is (2 + 3) long = (2 + 3) 2 NEL Chapter 4 225

35 y = is the same as y = (2 + 3) 2. The equation y = will always result in a perfect square. The equation factors and the binomial factors are identical. Any number that is substituted for gets squared. This ensures that the result will always be a perfect square. Jarrod s Solution: Reasoning logically to factor y = = 2 2 and 9 = 3 2 Does = (2 + 3) 2? (2 + 3) 2 = (2 + 3)(2 + 3) = = worked = (2 + 3) 2 y = is the same as y = (2 + 3) 2. The equation y = will always generate a perfect square. I noticed that both 9 and 4 in the equation are perfect squares. I tested to see if the trinomial is a perfect square, with identical factors, by epanding (2 3)(2 3). This worked, since I got the correct coefficient of. The equation has identical factors. Any number that is substituted for gets squared. This ensures that the result will always be a perfect square. Reflecting A. Why is the name perfect-square trinomial suitable for a polynomial like ? B. Why did Jarrod use the square root of 4 and the square root of 9 as values in the factors? C. Nigel said that a quadratic epression cannot be a perfect square unless the coefficient of is even. How do Parma s and Jarrod s solutions show that Nigel is correct? Factoring Quadratics: Special Cases NEL

36 APPLY the Math 4.5 EXAMPLE 2 Factor Connecting decomposition with factoring a perfect square Andy s Solution For the epression , -40 = (-20) + (-20) and (-20)(-20) = = 5(5-4) - 4(5-4) I decomposed 40, the coefficient of, as the sum of two numbers whose product is I wrote the term in decomposed form. I divided out the GCF 5 from the first two terms. I divided out the GCF 4 from the last two terms. = (5-4)(5-4) Then I divided out the binomial = (5-4) 2 common factor. EXAMPLE 3 Factor 2 -. Representing a difference of squares as a square tile model Lori s Solution = ( + )( - ) When using tiles to factor, the unit tiles are always diagonal from the 2 tiles. I arranged my tiles this way, but the rectangle was not complete. I added one vertical tile and one horizontal tile to make a square. This is the same as adding zero to the epression, since ( ) 0. The dimensions of the square are ( ) and ( ). NEL Chapter 4 227

37 EXAMPLE 4 Factor each epression. a) 2-64 b) Natalie s Solution Reasoning logically to factor a difference of squares y 2 a) 2-64, where 2 2 = and 264 = = ( + 8)( - 8) ( + 8)( - 8) = = 2-64 b) y 2, where 28 4 = 9 2 and 225y 2 = 5y y 2 = ( y)(9 2-5y) ( y)(9 2-5y) = y y - 25y 2 = y 2 This is a binomial. Both terms are perfect squares, and they are separated by a subtraction sign. There is no term. I know, from epanding, that this type of epression has factors that are binomials. The terms of the binomials contain the square roots of the terms of the original epression. One binomial contains the sum of the square roots, and the other binomial contains the difference. I checked by multiplying. When epanded, the term equals zero. This is a difference of squares. Both terms are perfect squares, and they are separated by a subtraction sign. Both factors are binomials. The terms of the binomials contain the square roots of the terms of the original epression. One binomial contains the sum of the square roots. The other binomial contains the difference. I checked by multiplying Factoring Quadratics: Special Cases NEL

38 4.5 In Summary Key Ideas A polynomial of the form a 2 2ab b 2 or a 2 2ab b 2 is a perfect-square trinomial: a 2 2ab b 2 can be factored as (a b) 2. a 2 2ab b 2 can be factored as (a b) 2. A polynomial of the form a 2 b 2 is a difference of squares and can be factored as (a b)(a b). Need to Know A perfect-square trinomial and a difference of squares can be factored by forming a square using algebra tiles using decomposition using logical reasoning CHECK Your Understanding. a) Write the quadratic epression that is represented by these algebra tiles. 2 b) Sketch what the tiles would look like if they were arranged in a rectangle. c) Use your sketch to determine the factors of the trinomial. 2. Each model represents a quadratic epression. Identify the polynomial and its factors. a) b) NEL Chapter 4 229

39 3. Determine the missing factor. a) 2-00 = ( + 0)(.) b) n 2 + 0n + 25 = (.)(n + 5) c) 8a 2-6 = (.)(9a - 4) d) = (.)(2 - )(2 + ) e) 25m 2-70m + 49 = (.) 2 f) = 2(.) 2 PRACTISING 4. Determine the value of each symbol. a) = (2 +.) 2 b) = (. + 3)(. - 3) c) = (4 -.)(4 -.) d) 2-64 = (3 -.)(3 +.) 5. Factor each epression. a) 2-25 c) a 2-36 e) b) y 2-8 d) 4c 2-49 f) 6. Factor. a) c) m 2-4m + 4 e) b) b 2 + 8b + 6 d) 4c 2-44c + 2 f) 7. Factor. K a) 49a a + 6 d) b) e) c) f) 8. You can use the pattern for the difference of squares to help you do A mental calculations. Show how you can do this for each epression. a) b) Eplain how you know that cannot be factored as C a) a perfect square b) a difference of squares 0. Factor each epression. a) d) b) a 4-6 e) c) f) 4a ( + ) 2 + 2( + ) d p p z 2-30z + 9. Factor. a) 2 6y + 64y 2 d) - 9a 2 b 4 b) y 2 e) y - 8y 2 c) y + 8y 2 f) y 2 2. Factor each epression. Eplain the strategy you used. T a) 2 - c b) 4c 2 - a 2-6ab - 9b Factoring Quadratics: Special Cases NEL

40 3. Eamine each quadratic relation below. i) Epress the relation in factored form. ii) Determine the zeros. iii) Determine the coordinates of the verte. iv) Sketch the graph of the relation. a) y = b) y = Determine a simplified epression for the area of each shaded region. a) b) 4.5 ( 2) (4 5) ( ) (3 2) 5. Copy and complete the following charts to show what you know about each type of polynomial. a) Definition: Characteristics: b) Definition: Characteristics: Eamples: Perfect Square Eamples: Difference of Squares Noneamples: Noneamples: Etending 6. a) Multiply (a + b)(a 2 - ab + b 2 ). b) Compare your product for part a) with the factors of the original epression. Identify the pattern you see. c) Use the pattern you identified for part b) to factor each epression. i) iii) ii) iv) a) Multiply (a - b)(a 2 + ab + b 2 ). b) Compare your product for part a) with the factors of the original epression. Identify the pattern you see. c) Use the pattern you identified for part b) to factor each epression. i) 3-27 iii) ii) 3-64 iv) NEL Chapter 4 23

41 Curious Math Creating Composite Numbers Jamie claims that if you multiply any natural number greater than by itself four times and then add 4, the result will always be a composite number. Savita made a chart and tested some numbers to see if Jamie s claim could be true. Starting Number Calculation Result Prime or Composite? composite: composite: composite: composite: Choose another starting number, and test this number to see if Jamie s claim holds. 2. Based on your observations, do you think Jamie s calculation will always result in a composite number? Eplain. 3. Use n to represent any natural number, where n. Create an algebraic epression that represents any result of Jamie s calculation. 4. Add the terms 4n 2 and -4n 2 to the epression you created in step Factor the epression you created for step Eplain why the factors you found for step 5 prove that Jamie s claim is true. 232 Curious Math NEL

42 4.6 Reasoning about Factoring Polynomials GOAL Use reasoning to factor a variety of polynomials. LEARN ABOUT the Math The trinomial represents the volume of a rectangular prism.?? What algebraic epressions represent the dimensions of this prism??? EXAMPLE Solving a problem using a factoring strategy Determine the dimensions of the rectangular prism. Rob s Solution V = l * w * h V = = ( ) The volume of a rectangular prism is calculated by multiplying together its length, width, and height. I tried to factor the epression. Each term contained the common factor of, so I divided this out. The other factor was a trinomial, where a Z. = ( ) = ( ) = [2(4-5) + (4-5)] = (4-5)(2 + ) = (4-5)(2 + ) Possible dimensions of the rectangular prism are length = 4 5, width = 2 +, and height =. To factor the trinomial, I used decomposition. I looked for two numbers whose sum is 6 and whose product is (8)( 5) 40. I knew that one number must be negative and the other number must be positive, since the sum and the product are both negative. The numbers are 0 and 4. I used these numbers to decompose the middle term. I factored the first two terms of the epression in brackets and then the last two terms. I divided out the common factor of 4 5. I can t be sure which dimension is which, but I know that the volume epression is correct when these terms are multiplied together. NEL Chapter 4 233

43 Reflecting A. Why did Rob decide to use a factoring strategy? B. Why did he start by dividing out the common factor from the epression? C. Why can he not be sure which factors correspond to which dimensions of the prism? APPLY the Math EXAMPLE 2 Reasoning to factor polynomials Factor each epression. a) b) c) Sunny s Solution a) = ( + 2)( - ) This epression has three terms. It s a trinomial, and there are no common factors. The factors must be two binomials that both start with. To determine the factors, I need two numbers whose product is 32 and whose sum is. The numbers are 2 and. b) = (4 - )(4 - ) = (4 - ) 2 This epression has three terms. It s a trinomial, and there are no common factors. The first and last terms are perfect squares. When I doubled the product of their square roots, I got the middle term. This is a perfect-square trinomial. c) This epression has two terms and a greatest common factor of 2 2. I divided out the GCF. = -2 2 (9 2-6) = -2 2 (3-4)(3 + 4) The factor is a difference of squares. The factors of are binomials that contain the square roots of each term Reasoning about Factoring Polynomials NEL

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### FACTORING QUADRATICS 8.1.1 and 8.1.2 FACTORING QUADRATICS 8.1.1 and 8.1.2 Chapter 8 introduces students to quadratic equations. These equations can be written in the form of y = ax 2 + bx + c and, when graphed, produce a curve called a parabola.

### Factoring Polynomials Factoring Polynomials Factoring Factoring is the process of writing a polynomial as the product of two or more polynomials. The factors of 6x 2 x 2 are 2x + 1 and 3x 2. In this section, we will be factoring

### Factoring. 472 Chapter 9 Factoring Factoring Lesson 9- Find the prime factorizations of integers and monomials. Lesson 9- Find the greatest common factors (GCF) for sets of integers and monomials. Lessons 9-2 through 9-6 Factor polynomials.

### Operations with Algebraic Expressions: Multiplication of Polynomials Operations with Algebraic Expressions: Multiplication of Polynomials The product of a monomial x monomial To multiply a monomial times a monomial, multiply the coefficients and add the on powers with the

### Topic: Special Products and Factors Subtopic: Rules on finding factors of polynomials Quarter I: Special Products and Factors and Quadratic Equations Topic: Special Products and Factors Subtopic: Rules on finding factors of polynomials Time Frame: 20 days Time Frame: 3 days Content Standard: 9. Operations with Radicals (9 1) 87 9. OPERATIONS WITH RADICALS In this section Adding and Subtracting Radicals Multiplying Radicals Conjugates In this section we will use the ideas of Section 9.1 in

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### By reversing the rules for multiplication of binomials from Section 4.6, we get rules for factoring polynomials in certain forms. SECTION 5.4 Special Factoring Techniques 317 5.4 Special Factoring Techniques OBJECTIVES 1 Factor a difference of squares. 2 Factor a perfect square trinomial. 3 Factor a difference of cubes. 4 Factor

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### Polynomial and Synthetic Division. Long Division of Polynomials. Example 1. 6x 2 7x 2 x 2) 19x 2 16x 4 6x3 12x 2 7x 2 16x 7x 2 14x. 2x 4. _.qd /7/5 9: AM Page 5 Section.. Polynomial and Synthetic Division 5 Polynomial and Synthetic Division What you should learn Use long division to divide polynomials by other polynomials. Use synthetic

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### 6.1 Add & Subtract Polynomial Expression & Functions 6.1 Add & Subtract Polynomial Expression & Functions Objectives 1. Know the meaning of the words term, monomial, binomial, trinomial, polynomial, degree, coefficient, like terms, polynomial funciton, quardrtic

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### Lesson 1: Multiplying and Factoring Polynomial Expressions Lesson 1: Multiplying and Factoring Polynomial Expressions Student Outcomes Students use the distributive property to multiply a monomial by a polynomial and understand that factoring reverses the multiplication

### Factoring, Solving. Equations, and Problem Solving REVISED PAGES 05-W4801-AM1.qxd 8/19/08 8:45 PM Page 241 Factoring, Solving Equations, and Problem Solving 5 5.1 Factoring by Using the Distributive Property 5.2 Factoring the Difference of Two Squares 5.3 Factoring

### MATH 90 CHAPTER 6 Name:. MATH 90 CHAPTER 6 Name:. 6.1 GCF and Factoring by Groups Need To Know Definitions How to factor by GCF How to factor by groups The Greatest Common Factor Factoring means to write a number as product. a

### AIP Factoring Practice/Help The following pages include many problems to practice factoring skills. There are also several activities with examples to help you with factoring if you feel like you are not proficient with it. There Factoring Quadratic Trinomials Student Probe Factor Answer: Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials Part 1 of the lesson consists of circle puzzles

### Section A-3 Polynomials: Factoring APPLICATIONS. A-22 Appendix A A BASIC ALGEBRA REVIEW A- Appendi A A BASIC ALGEBRA REVIEW C In Problems 53 56, perform the indicated operations and simplify. 53. ( ) 3 ( ) 3( ) 4 54. ( ) 3 ( ) 3( ) 7 55. 3{[ ( )] ( )( 3)} 56. {( 3)( ) [3 ( )]} 57. Show by

### KEANSBURG SCHOOL DISTRICT KEANSBURG HIGH SCHOOL Mathematics Department. HSPA 10 Curriculum. September 2007 KEANSBURG HIGH SCHOOL Mathematics Department HSPA 10 Curriculum September 2007 Written by: Karen Egan Mathematics Supervisor: Ann Gagliardi 7 days Sample and Display Data (Chapter 1 pp. 4-47) Surveys and

### MATH 095, College Prep Mathematics: Unit Coverage Pre-algebra topics (arithmetic skills) offered through BSE (Basic Skills Education) MATH 095, College Prep Mathematics: Unit Coverage Pre-algebra topics (arithmetic skills) offered through BSE (Basic Skills Education) Accurately add, subtract, multiply, and divide whole numbers, integers,

### called and explain why it cannot be factored with algebra tiles? and explain why it cannot be factored with algebra tiles? Factoring Reporting Category Topic Expressions and Operations Factoring polynomials Primary SOL A.2c The student will perform operations on polynomials, including factoring completely first- and second-degree

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### Factoring Methods. Example 1: 2x + 2 2 * x + 2 * 1 2(x + 1) Factoring Methods When you are trying to factor a polynomial, there are three general steps you want to follow: 1. See if there is a Greatest Common Factor 2. See if you can Factor by Grouping 3. See if

### FACTORING POLYNOMIALS 296 (5-40) Chapter 5 Exponents and Polynomials where a 2 is the area of the square base, b 2 is the area of the square top, and H is the distance from the base to the top. Find the volume of a truncated

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### SECTION A-3 Polynomials: Factoring A-3 Polynomials: Factoring A-23 thick, write an algebraic epression in terms of that represents the volume of the plastic used to construct the container. Simplify the epression. [Recall: The volume 4

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### A Quick Algebra Review 1. Simplifying Epressions. Solving Equations 3. Problem Solving 4. Inequalities 5. Absolute Values 6. Linear Equations 7. Systems of Equations 8. Laws of Eponents 9. Quadratics 10. Rationals 11. Radicals

### Higher Education Math Placement Higher Education Math Placement Placement Assessment Problem Types 1. Whole Numbers, Fractions, and Decimals 1.1 Operations with Whole Numbers Addition with carry Subtraction with borrowing Multiplication

### Vocabulary Words and Definitions for Algebra Name: Period: Vocabulary Words and s for Algebra Absolute Value Additive Inverse Algebraic Expression Ascending Order Associative Property Axis of Symmetry Base Binomial Coefficient Combine Like Terms

### 2.4. Factoring Quadratic Expressions. Goal. Explore 2.4. Launch 2.4 2.4 Factoring Quadratic Epressions Goal Use the area model and Distributive Property to rewrite an epression that is in epanded form into an equivalent epression in factored form The area of a rectangle

### Factoring Special Polynomials 6.6 Factoring Special Polynomials 6.6 OBJECTIVES 1. Factor the difference of two squares 2. Factor the sum or difference of two cubes In this section, we will look at several special polynomials. These

### Using the ac Method to Factor 4.6 Using the ac Method to Factor 4.6 OBJECTIVES 1. Use the ac test to determine factorability 2. Use the results of the ac test 3. Completely factor a trinomial In Sections 4.2 and 4.3 we used the trial-and-error

### Determinants can be used to solve a linear system of equations using Cramer s Rule. 2.6.2 Cramer s Rule Determinants can be used to solve a linear system of equations using Cramer s Rule. Cramer s Rule for Two Equations in Two Variables Given the system This system has the unique solution

### Polynomial Equations and Factoring 7 Polynomial Equations and Factoring 7.1 Adding and Subtracting Polynomials 7.2 Multiplying Polynomials 7.3 Special Products of Polynomials 7.4 Dividing Polynomials 7.5 Solving Polynomial Equations in

### In algebra, factor by rewriting a polynomial as a product of lower-degree polynomials Algebra 2 Notes SOL AII.1 Factoring Polynomials Mrs. Grieser Name: Date: Block: Factoring Review Factor: rewrite a number or expression as a product of primes; e.g. 6 = 2 3 In algebra, factor by rewriting

### Factoring. 472 Chapter 9 Factoring Factoring Lesson 9- Find the prime factorizations of integers and monomials. Lesson 9- Find the greatest common factors (GCF) for sets of integers and monomials. Lessons 9-2 through 9-6 Factor polynomials.

### Big Bend Community College. Beginning Algebra MPC 095. Lab Notebook Big Bend Community College Beginning Algebra MPC 095 Lab Notebook Beginning Algebra Lab Notebook by Tyler Wallace is licensed under a Creative Commons Attribution 3.0 Unported License. Permissions beyond 9.3 Solving Quadratic Equations by Using the Quadratic Formula 9.3 OBJECTIVES 1. Solve a quadratic equation by using the quadratic formula 2. Determine the nature of the solutions of a quadratic equation

### EAP/GWL Rev. 1/2011 Page 1 of 5. Factoring a polynomial is the process of writing it as the product of two or more polynomial factors. EAP/GWL Rev. 1/2011 Page 1 of 5 Factoring a polynomial is the process of writing it as the product of two or more polynomial factors. Example: Set the factors of a polynomial equation (as opposed to an

### A Systematic Approach to Factoring A Systematic Approach to Factoring Step 1 Count the number of terms. (Remember****Knowing the number of terms will allow you to eliminate unnecessary tools.) Step 2 Is there a greatest common factor? Tool Outcome 1: (Introduction to Algebra) Skills/Content 1. Simplify numerical expressions: a). Use order of operations b). Use exponents Students will be able to simplify and evaluate numerical and variable Curriculum Map/Pacing Guide page 1 of 14 Quarter I start (CP & HN) 170 96 Unit 1: Number Sense and Operations 24 11 Totals Always Include 2 blocks for Review & Test Operating with Real Numbers: How are