Rizal Elementary School

Grade 8 – Abra
Teacher: Sir Arvin Jesse Santos
Subject: Mathematics 8 – Intermediate Algebra

Lesson 1: What Are Algebraic Expressions?

Objectives
After this lesson, the students are expected to be able to:
1. Remember their lessons for the past year while answering the diagnostic exam.
2. Define and illustrate rational expressions.
3. Distinguish algebraic expressions from other mathematical expressions.
4. Explain the importance of learning Mathematics in everyday life.

Materials Needed
For this class, the following materials are needed:
1. Class Cards (1/4 Index Card)
2. Copies of the Diagnostic Exam
3. Whiteboard and Marker
4. Manila Paper with Diagram of Rational Expressions
Procedures
1. Because this will be the first meeting, the class will start by distributing the index
cards and filling up the class cards as in the illustration below. This will help the
teacher know the students personally, and so assess the initial responses to their
problems. The back portion will also serve as the record of their recitation.

Nickname: 1x1
Name: pic.
Age:
Birthday:
Motto in Life:

2. Set Up Rules
a. The teacher shall explain the house rules already discussed by the
homeroom teacher, but shall remind the students to follow this.

7
 b. He shall add his personal rule for the class, “Love is the Rule,” explaining
how each one in the classroom must be treated with respect.

3. Motivational Speech
First of all, remember that the most important things in life are those that cannot
be measured: love, family, friendship, God. But every step closer to these things
are guided by numbers i.e. by how much and how many. Number may not be able
to measure everything, but it will be enough for the things we use every day.

4. Diagnostic Exam
a. The teacher will now assess the initial knowledge of the students by giving
the diagnostic exam attached at the end to refresh their memory of their
lessons for the past year.
b. The exam shall be answered for only 20 minutes, and then checked by the
students themselves afterwards. The scores shall be recorded on the
board but not on the class record as a seatwork.

5. Brief Discussion
a. The teacher shall explain the basic definition of Rational Expressions and
illustrate examples as written on the Manila Paper.

Algebraic expressions containing variables that are written in fractional

form of the form { p, q are polynomials, the polynomial q 0} are called
rational expressions.

Examples:
a + b , y ( same as y 6 ), 8k3– 3k2 + 2k + 6 , 49a2bc , _1 and 13.
6

a–b 1 4k2 + 5k 21b5 w5

6. Evaluation
a. The teacher shall ask the students for other examples of algebraic
expressions. Ideally, every student to write on the whiteboard for an
example of such expressions.

7. Final Reminders
a. The teacher shall ask the Secretary to provide a copy of the seating
arrangement of the class as fixed by their adviser. He shall also remind
the students to bring a 1x1 picture to complete their class card.

8
 Rizal Elementary School
Grade 8 – Abra
Teacher: Sir Arvin Jesse Santos
Subject: Mathematics 8 – Intermediate Algebra

Lesson 2: Domains and Rational Algebraic Expressions

Objectives
After this lesson, the students are expected to be able to:
1. Differentiate a Rational from an Irrational Algebraic Expression.
2. Find the domain of a rational expression.
3. Solve for the values that will make rational expressions meaningless.

Materials Needed
For this class, the following materials are needed:
1. Class Cards (1/4 Index Card)
2. Whiteboard and Marker
Procedures
1. The teacher shall start with a review of the previous topic. He will ask for examples
of algebraic expressions.
2. The teacher shall start explaining how to acquire the domain of rational expressions,
and how an irrational expression has a domain of zero. He shall illustrate the
different ways to find the domain.
The denominators of the above expressions should not be equal to zero because
any value assigned to a variable that results in a denominator of zero will make the
expression meaningless and must be excluded from the domain of the variable.

For 7a, exclude b = 0. The domain of the expression is the set of

b real numbers { b Є R  b  0} except 0.

For 12q – 24, exclude q = – 6. The domain of the variable q is the set of
q+6 real numbers { q Є R  q  – 6} except – 6.
For m – 5 , exclude n = 2 and n = 3.
2

n2 – 5n + 6

The factors of n2 – 5n + 6 is (n – 3)(n – 2) and a value of n = 2 and n = 3 will give

a zero denominator. Thus, the domain of the variable n is the set of real numbers except
2 or 3, or both. In set notation, {n Є R  n  2, 3}.

9
 If n is equal to both 2 and 3,

m2 – 5 m2 – 5 m2 – 5 m2 – 5_ m2 – 5 is
meaningless.
n2 – 5n + 6 (n – 3)(n – 2) (3 – 3)(2 – 2) (0)(0) 0

If n is equal to 3,

m2 – 5 m2 – 5 m2 – 5 m2 – 5_ m2 – 5 is
meaningless.
n2 – 5n + 6 (n – 3)(n – 2) (3 – 3)(n – 2) (0 ) (n – 2) 0

If n is equal to 2,

m2 – 5 m2 – 5 m2 – 5 m2 – 5_ m2 – 5 is
meaningless.
n2 – 5n + 6 (n – 3)(n – 2) (n – 3)(2 – 2) (n – 3)(0) 0

Examples

For each algebraic expression, state the values of the variable that must be
excluded and give the domain of the variable.

1. 13m_
m+8

Exclude the values for which m + 8 = 0.

m +8=0
m +8–8=0–8
m=–8

Therefore, m cannot be equal to – 8 and the Domain = {m Є R m  – 8}

2. 36x2
54xy

Exclude the values for which 54xy = 0.

Either x and y cannot be equal to 0 and the Domain = {x and y Є R x, y  0}.

3. 2a – 3__
a2 – a – 12
Exclude the values for which a2 – a – 12 = 0.

10
Factor the polynomial and set each factor equal to 0.

a2 – a – 12 = 0
(a – 4)(a + 3) = 0
a–4=0 a+3=0
a = 4 or a=–3

Therefore, a cannot be equal to 4 or – 3 and the Domain = {a Є R  a  4 or a  –

3}

4. t – 5
t+7 t = – 7 will make the denominator equal 0
the expression is meaningless for t = – 7.

5. ___9b2 ___ To find the number/s that make the denominator 0,

b2 – 5b + 6 solve the equation b2 – 5b + 6 = 0.

b2 – 5b + 6 = 0
(b – 2)(b – 3) = 0
b – 2 = 0 or b–3=0
b = 2 or b=3

Therefore the rational expression is meaningless for 2 and for 3.

6. 2p + 9 This denominator can never be equal to 0, so there are no values

p2 + 1 for which the rational expression is meaningless.

3. The teacher shall ask the students to solve Exercise 1 for the 20 minutes as the
evaluation of learning experience today. Afterwards, the students shall check the
papers.

11
 Rizal Elementary School
Grade 8 – Abra
Teacher: Sir Arvin Jesse Santos
Subject: Mathematics 8 – Intermediate Algebra

Lesson 3: Finding the Numerical Values of Rational Expressions

Objectives
After this lesson, the students are expected to be able to:
1. Find the numerical values of rational expressions for the given values of the
variable.
2. Create a replacement list applicable to a certain expression.
3. Illustrate the application of the lesson to daily occupational incidents.
4. Solve word problems based on real-life situations.

Materials Needed
For this class, the following materials are needed:
1. Class Cards (1/4 Index Card)
2. Whiteboard and Marker
3. Projector and Laptop
4. Powerpoint Presentation on the Real Situations
5. Copies of Quiz #1
Procedures
1. The teacher shall review the difference between a rational and irrational
expression, and ask a few students to get the domain of some expressions
written on the board.
2. He shall proceed with the discussion proper.

To find the numerical values of rational expressions get the values of x from a
replacement set. The set of numbers from which replacements for a variable may be
chosen is called a replacement set.

Example:

1. Find the numerical value of 3x + 6 from the given replacement set x = {1,
2, 3}.
2x – 4
If x = 1, replace x with 1.

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 3x + 6 3(1) + 6 3+6 9 _9
2x – 4 2(1) – 4 2–4 –2 2

If x = 2, replace x with 2.

3x + 6 3(2) + 6 6+6 12 The rational expression is

meaningless.
2x – 4 2(2) – 4 4–4 0

If x = 3, replace x with 3.

3x + 6 3(3) + 6 9+6 15 or 7 1
2x – 4 2(3) – 4 6–4 2 2

2. Find the numerical value of ____5x2 __ when x = {-1, 0, 2, 4}.

6 – 3x – x2
If x = –1, replace x with –1.

__ 5x2 ____5(–1)2 __5(1) __ 5

6 – 3x – x2 6 – 3(–1) – (–1)2 6 + 3 – (1) 8

If x = 0, replace x with 0.

____5x2 ____5(0)2 0 0
6 – 3x – x2 6 – 3(0) – (0)2 6

If x = 2, replace x with 2.

____5x2 ____5(2)2 __5(4) __ _20_ –5

6 – 3x – x2 6 – 3(2) – (2)2 6–6–4 –4

3. He shall illustrate the ease of replacing the value of an integer with a number,
and ask the students to answer the example in the powerpoint presentation,
provided that they be able to see how it can be applied in daily life.
4. He shall give Quiz #1 on the two previous lessons to close the lesson for the day.

13
 Rizal Elementary School
Grade 8 – Abra
Teacher: Sir Arvin Jesse Santos
Subject: Mathematics 8 – Intermediate Algebra

Lesson 4: Factoring Polynomials, Part 1

Objectives
After this lesson, the students are expected to be able to:
1. Remember how to obtain the Greatest Common Factor (GCF)
2. Learn the Distributive Property, Factoring, and FOIL Method.
3. Apply a personal choice of method for factoring polynomials.
Materials Needed
For this class, the following materials are needed:
1. Class Cards (1/4 Index Card)
2. Whiteboard and Marker
3. Projector and Laptop
4. Powerpoint Presentation
Procedures
1. The teacher shall start by distributing the results of the quiz.
2. “Before we proceed to simplifying rational expressions, we must recall the
concepts of factoring polynomials.” He shall give simple exercises and examples
along the way to refresh their memory.

Greatest Common Factors of Polynomials

A polynomial, specifically monomial, is written in factored form when it is expressed

as the product of prime numbers and variables where no variables has an exponent
greater than 1.

Examples

1. Factor 45a2b4.

45a2b4 = 5 • 9 • a • a • b • b • b • b

The GCF of two or more monomials is the product of their common factors, when
each monomial is expressed as a product of prime factors.

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2. Find the GCF of 12a3bc4 and 30ab2c3.

12a3bc4 = 2 • 2 • 3 • a • a • a • b • c • c • c •c
30ab2c3 = 2 • 3 • a • b • c • c • c • 5•b

GCF= 2 • 3 • a • b • c • c • c = 6abc3

The GCF of 12a3bc4 and 30ab2c3 is 6abc3.

Factoring Using the Distributive Property

1. Use the distributive property to factor 24x3yz2 + 36xy2z3.

First find the GCF for 24x3yz2 + 36xy2z3. Note that 12 is the largest number that
will divide evenly into 24 and 36, the numerical coefficients of the polynomials. Also, xyz 2
is the largest factor of x3yz2 and xy2z3.

24x3yz2 + 36xy2z3 = 12xyz2(2x2) + 12xyz2(3yz)

= 12xyz2 (2x2 + 3yz)

This process is called factoring out the greatest common factor (GCF).

2. Factor 24a4b2– 6a3b3 + 18a2b4.

The GCF of the numerical part is 6. To find the variable part, write each variable
the least number of times it appears in any term. Thus a 2 is the least power of a that
appears, while b2 is the least power of b that appears. Using this, you can see that 6a 2b2
is the greatest common factor, and so you have

24a4b2– 6a3b3 + 18a2b4 = 6a2b2(4a2) – 6a2b2(ab) + 6a2b2 (3b2)

= 6a2b2(4a2 – ab + 3b2)

The factored form of 24a4b2– 6a3b3 + 18a2b4 is 6a2b2(4a2 – ab + 3b2).

3. Factor –m3 + 7m2 – 11m.

There are two ways to factor this polynomial, both of which are equally acceptable.
You can use m as the greatest common factor, so you have

–m3 + 7m2 – 11m = m (–m2) + m (7m)+ m (–11)

= m (–m2 + 7m – 11).

Alternatively, we can use –m as greatest common factor and write

–m + 7m2 – 11m = –m (m2) + –m (–7m)+ –m (11)
3

= –m (m2 –7m +11).

15
 Sometimes, in a particular problem, there will be reason to prefer one of these
forms over the other, but both are equally correct.

4. Find the greatest common factor of –16(p + 5)5 – 48(p + 5)4 + 8(p + 5)3 and
factor.

Here the greatest common factor is 8(p + 5) 3, and you have

–16(p + 5)5 – 48(p + 5)4 + 8(p + 5)3
= 8(p + 5)3 [ –2(p + 5) 2 – 6(p + 5) + 1]

We can also use here –8(p + 5)3 as the GCF.

–16(p + 5)5 – 48(p + 5)4 + 8(p + 5)3
= –8(p + 5)3 [ 2(p + 5) 2 + 6(p + 5) – 1 ]

Factoring by Grouping

Polynomials with four or more terms, like 8x2y –5x – 24xy + 15, can be factored by
grouping terms of polynomials. One method is to group the terms into binomials that can
each be factored using the distributive property.

8x2y –5x – 24xy + 15 = (8x2y –5x) + (– 24xy + 15)

= x (8xy – 5) + (–3) (8xy – 5)

Then use the distributive property again with a binomial as the common factor.
Notice that (8xy – 5) is the common factor, hence (x – 3) (8xy – 5)

1. Factor 3pw – 21w + 5p – 35.

3pw – 21w + 5p – 35 = (3pw – 21w) + (5p – 35)

= 3w (p – 7) + 5 (p – 7)
= (3w + 5) (p – 7)

Sometimes you can group the terms in more than one way when factoring a
polynomial. Like 3pw – 21w + 5p – 35, we could have factor it in this way.

3pw – 21w + 5p – 35 = 3pw + 5p – 21w – 35

= p (3w + 5) – 7(3w + 5)
= (p – 7) (3w + 5)

2. Factor 6x2 – 6xy + 3xz – 3zy in two different ways.

1st Method: 6x2 – 6xy + 3xz – 3zy = (6x2 – 6xy) + (3xz – 3zy)
= 6x(x – y) + 3z( x – y)
= (6x + 3z) (x – y)
= 3(2x + z) (x – y)

16
2nd Method: 6x2 – 6xy + 3xz – 3zy = (6x2 + 3xz) – (3zy + 6xy)
= 3x(2x + z) – 3y(z + 2x)
= (3x – 3y) (2x + z)
= 3(x – y) (2x + z)

3. Factor 15a – 3ab + 4b – 20.

15a – 3ab + 4b – 20 = (15a – 3ab) + (4b – 20)
= 3a ( 5 – b) + 4 (b – 5) Factoring out –1 will make 5 – b
= –3a ( b – 5) + 4 (b – 5) equal to b – 5.
= (–3a + 4) (b – 5)

Factoring Quadratic Trinomials

If two binomials are multiplied, each binomial is a factor of the product.

Consider the binomials 2a + 3 and 3a + 9. You can use the FOIL (First Outside
Inside Last terms) method to find their product.

F O I L
(2a + 3)(3a + 9) = (2a)(3a) + (2a)(9) + (3)(3a) + (3)(9)
= 6a2 + 18a + 9a + 27
= 6a2 + (18 + 9)a + 27
= 6a2 + 27a + 27

The binomials 2a + 3 and 3a + 9 are factors of 6a 2 + 27a + 27. .

When using the FOIL method, take note of the product of the coefficients of the
first and last terms, 18 and 9. Notice that it is the same as the product of the two terms,
18 and 9, whose sum is the coefficient of the middle term. You can use this pattern to
factor quadratic trinomials, such as 6x2 + 23x + 20.

10. Factor 6x2 + 23x + 20.

6x2 + 23x + 20  The product of 6 and 20 is 120.

6x + ( __ + __ )x + 20  You need to find two integers whose
2

product is 120 and whose sum is 23.

How about using the guess-and-check strategy to find these numbers.

Factors of 120 Sum of Factors

1, 120 1 + 120 = 121 no

2, 60 2 + 60 = 62 no
3, 40 3 + 40 = 43 no

17
4, 30 4+ 30 = 34 no
5, 24 5+ 24 = 29 no
6, 20 6+ 20 = 26 no
8,15 8+ 15 = 23 yes

6x2 + (8+15)x + 20  select the factors 8 and 15

6x2 + 8x +15x + 20
(6x2 + 8x) + (15x + 20) group terms that have common monomial factor
2x(3x + 4) + 5(3x + 4) factor
(2x + 5)(3x + 4) use the distributive property

Therefore, 6x2 + 23x + 20 = (2x + 5)(3x + 4)

1. Factor 6x2 + 7x – 20. Follow the given procedure.

a. Identity the first, the middle and the last terms

First term: 6x2
Middle term: + 7x
Last Term: -20

b. Find the possible factors for 6x2, the first term and – 20, the last term whose cross-
products will give you a sum of +7x, the middle term.

Possible factors:
1. (6x – 4)(x + 5) 2. (3x + 10)(2x – 2) 3. (3x – 4)(2x + 5)
-4x +20x -8x
+30x - 6x +15x
+26x +14x + 7x
c. The only factors that gives the middle term is +7x is (3x – 4)(2x + 5)
d. Therefore the factors of 6x2 + 7x – 20 are (3x – 4) and (2x + 5).

18
 Rizal Elementary School
Grade 8 – Abra
Teacher: Sir Arvin Jesse Santos
Subject: Mathematics 8 – Intermediate Algebra

Lesson 5: Factoring Polynomials, Part 2 - Special

Objectives
After this lesson, the students are expected to be able to:
1. Remember how to obtain the Greatest Common Factor (GCF)
2. Learn how to find the difference of two squares and two cubes.
3. Determine a perfect square trinomial.
4. Learn how to find the sum of two cubes.
5. Illustrate the Methods of Special Factorization.
6. Apply a personal choice of method for factoring polynomials.
Materials Needed
For this class, the following materials are needed:
1. Class Cards (1/4 Index Card)
2. Whiteboard and Marker
3. Projector and Laptop
4. Powerpoint Presentation
Procedures
1. The teacher shall ask the students to recall the different methods reviewed for the
past meeting. Again, he repeats, “Before we proceed to simplifying rational
expressions, we must recall the concepts of factoring polynomials.”
2. He shall proceed with the four remaining methods. He shall give simple exercises
and examples along the way to refresh their memory.

Factoring the Difference of Two Squares

You have learned in Elementary Algebra that (a + b)(a – b) = a2 – b2. This product,
called the difference of two squares can be used in factoring.

100a2 – 49b2 can be expressed as the difference of two squares by writing (10a)
2
– (7b) 2, which can be factored as (10a + 7b)(10a – 7b).

Factor 81k2 – 25d2.

19
 ____ ____
81k – 25d = (9k) – (5d)
2 2 2 2
√81k = 9k and √25d2 = 5d
2

= (9k – 5d)(9k + 5d)

Factoring Perfect Square Trinomial

Since (a + b) 2 = a2 + 2ab + b2, the trinomial a2 + 2ab + b2 is the square of the

binomial a + b. Likewise (a – b) 2 = a2 – 2ab + b2, the trinomial a2 – 2ab + b2 is the square
of the binomial a – b. For this reason a2 ± 2ab + b is called a perfect square trinomial.

We can use this pattern to factor any perfect square trinomial.

Factor 144a2 – 120ab + 25b2.

From the given pattern (a – b) 2 = a2 –2ab + b2, you have

144a2 – 120ab + 25b2 = (12a – 5b)2

Factor 16p2 + 80pq + 100q2.

From the given pattern (a + b) 2 = a2 + 2ab + b2, you have

16p2 + 80pq + 100q2 = (4p + 10q)2

Factoring the Difference of Two Cubes

The difference of two cubes a3 – b3 can be factored by writing

a3 – b3 = (a – b)( a2 + ab + b2).

Factor n3 – 8.
___ __
n3 – 8 = (n – 2)[n2 + (n)(2) + (2)2] ³√ n3 = n and ³√ 8 = 2
= (n – 2) (n2 + 2n + 4)

Factor 27b3 – 8m3.

27b3 – 8m3 = (3b – 2m)[(3b)2 + (3b)(2m) + (2m)2]

= (3b – 2m)( 9b2 + 6bm + 4m2)

Factoring the Sum of Two Cubes

The sum of two cubes a3 + b3 can be factored by writing

a + b = (a + b)( a2 – ab + b2).
3 3

Factor w3 + 64.

w3 + 64 = (w + 4) [w2 – (w)(4) + (4)2]

= (w + 4) ( w2 – 4w + 16 )

20
 Factor 27y3 + 1000z3.

27y3 + 1000z3 = (3y + 10z) [ (3y)2 – (3y)(10z) + (10z)2]

= (3y + 10z) ( 9y2 – 30yz + 100z2)

3. The teacher shall present this table for easier memorization of the methods of
special factorization.

Difference of Two Squares a2 – b2 = (a + b)(a – b)

Perfect Square Trinomials a2 + 2ab + b2 = (a + b) 2
a2 – 2ab + b2 = (a – b) 2
Difference of Two Cubes a3 – b3 = (a – b)(a2 + ab + b2)
Sum of Two Cubes a3 + b3 = (a + b)(a2 – ab + b2)

4. He shall ask the students to copy the Long Assignment #1 projected on the screen
to be answered over the weekend.

21
 Rizal Elementary School
Grade 8 – Abra
Teacher: Sir Arvin Jesse Santos
Subject: Mathematics 8 – Intermediate Algebra

Lesson 5: Simplify Rational Expressions

Objectives
After this lesson, the students are expected to be able to:
1. Apply the similarities of factoring polynomials to the simplifying of rational
expressions.
2. Translate rational expressions in lowest terms.
3. Summarize the entire discussion on rational algebraic expressions.
Materials Needed
For this class, the following materials are needed:
1. Class Cards (1/4 Index Card)
2. Whiteboard and Marker
3. Projector and Laptop
4. Powerpoint Presentation
Procedures
1. The teacher shall collect the Long Assignment #1. He shall pick a few numbers
and ask the students to answer them in the whiteboard.
2. He shall draw the similarities of simplifying rational expressions and the factoring
of polynomials, and start the discussion from there.
The fundamental property of rational expressions permits us to write a rational
expression in lowest terms, in which numerator and denominator have no common factor
other than 1.

Examples
1. Write in lowest terms.

a. 30 b. _14a4b3 _
72 2a2b2
Begin by factoring.
30 __2 • 3 • 5 _14a4b3 _ __2 • 7 • a • a • a • a • b • b • b
72 2•2•2•3•3 2a2b2 2•a•a•b•b

Group any factors common to the numerator and denominator.

22
 30 __5 • (2 • 3) _14a4b3 _ _7 • a • a • b • (2 • a • a • b • b)_
72 2 • 2 • 3 • (2 • 3) 2a2b2 (2 • a • a • b • b)

Use the fundamental property.

30 __5 • (2 • 3) _14a4b3 _ __7 • a • a • b • (2 • a • a • b •

b)_
72 2 • 2 • 3 • (2 • 3) 2a2b2 (2 • a • a • b • b)

30 __5____ _5_ _14a4b3 _ __7 • a • a • b 7a2b

72 2•2•3 12 2a2b2 1

2. Write the rational expression 3x – 12 in lowest terms.

5x – 20

Begin by factoring both numerator and denominator.

3x – 12 3 (x – 4) 3
5x – 20 5 (x – 4) 5

3. Write the rational expression x2 + 2x – 8 in lowest terms.

2x2 – x – 6

Begin by factoring both numerator and denominator.

x2 + 2x – 8 _(x + 4)(x – 2)_ _x + 4_

2x2 – x – 6 (2x + 3)(x – 2) 2x + 3

4. Write a – b in lowest terms.

b–a

At first glance, there’s no way in which we can factor a – b and b – a to get a

common factor. However,
b – a = –1(– b + a) = –1(a – b).

With these factors, use the fundamental property to simplify the rational
expressions.

a–b _1(a – b) _ _1_ –1  the quotient of two expressions that are

exactly
b–a –1(a – b) –1 opposite in sign is –1.

5. Express 8m2 + 6m – 9 in lowest terms.

16m2 – 9

23
 8m2 + 6m – 9 (2m + 3)(4m – 3) 2m + 3
16m2 – 9 (4m + 3)(4m – 3) 4m + 3

6. Write p3 + r3 in lowest terms.

p2 – q 2

p3 + r 3 (p + q)(p2 – pq + q2)
p2 – q2 (p + q) (p – q)

p2 – pq + q2
p–q

3. He shall remind the students regarding the exam for the following week, and ask
them to review everything discussed. He also shall start a Mind Game, asking
the students the formula that comes into their mind or the facts they remember
as the following words are said (Expression, Algebraic, Irrational, FOIL Method,
Factoring, Polynomial, Variable, Replacement Set)

4. He shall provide the following as a summary and conclusion of the topic.

Rational expression is the quotient of two polynomials with denominator not

p
equal to zero. Rational expression is any element of the set {  p, q are polynomials,
q
the polynomial q  0}.

Any value/s assigned to a variable that results in a denominator of zero will make
a rational expression meaningless. To find the numerical values of rational expressions
you will get the values of x from the replacement set. The set of numbers from which
replacements for a variable may be chosen is called a replacement set.

Factoring is the process of writing an indicated sum as a product of factors.

Factoring a polynomial or finding the factored form of a polynomial means to find its
completely factored form.

To find the variable part of the polynomial you are factoring, write each variable
the least number of times it appears in any terms of the polynomial.

The fundamental property of rational expressions permits us to write a rational

expression in lowest terms, in which numerator and denominator have no common factor
other than 1.

The quotient of two expressions that are exactly opposite in sign is –1.

24