College and Advanced Algebra

MATH 102: College and Advanced Algebra

2020 Edition
RACSO C. DALIVA, EdD

MATH 102

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 MATH 102: College and Advanced Algebra

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 MATH 102: College and Advanced Algebra

CHAPTER 1. SYSTEMS OF REAL NUMBERS

Introduction

The basic understanding of the system of real numbers is very crucial in

understanding higher mathematical concepts in higher mathematics courses. In this
chapter, we need to study and understand definitions, axioms, and properties of real
numbers in order for us to internalize how to perform operations and make proofs for
theorems, corollaries, lemmas, and laws related to real number system.

General Objectives

This module aimed to develop student’s pedagogical content knowledge on the

sets of real numbers and their problem-solving and proving skills.

Lesson 1. DEFINITIONS

A. Specific Objectives
At the end of the lesson, the students must have:

1. Familiarized themselves with the set of real numbers;

2. Wrote a complete proof for some theorems on real numbers; and
3. Evaluated the usefulness of the definitions of real numbers.

B. Topic Content

In order to realize our goals, let’s do the activity below.

Activity 1
Describe Me
Directions: Examine on the next page and then, answer the questions that follow.
Write your responses in another sheet of paper/s and submit this online/offline.

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 MATH 102: College and Advanced Algebra

Source: https://www.google.com/url?sa=i&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fwww.slideserve.com%2Flucian%2Fthe-real-
number-system&psig=AOvVaw2RLuXboHD32wAVYeks5k6f&ust=1598317252000000&source=images&cd
=vfe&ved=0CAIQjRxqFwoTCKCeg5DSsusCFQAAAAAdAAAAABAD

Questions:
1. Say something about the following terms:
a. Real Numbers
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

b. Rational Numbers
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

c. Irrational Numbers
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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 MATH 102: College and Advanced Algebra

d. Integers
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
e. Whole Numbers
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
f. Natural Numbers
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
g. Terminating Decimals
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
h. Repeating Decimals
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
i. Non-terminating and Non-repeating Decimals
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

2. As ordinary person, is it important to know the real number system? Why/why

not?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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 MATH 102: College and Advanced Algebra

3. As future educator, what is/are the usage of the definitions of the terms related
to the real number system?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Let’s now deepen our understanding of the definitions of the terms related to
the real number system.

Mathematical Concepts:

 Real Numbers (  ). These numbers are composed of sets of all the rational
and irrational numbers. It evolves over time by expanding the notion of what
we mean by the word ―number‖. It has five subsets namely: Rational numbers
( ); Integers (Z); Whole Numbers (W); Natural Numbers (N); and Irrational
Numbers (IR). Examples: -2, 0, 3.5, √ ,

 Rational Numbers (Q). It is a subset of real numbers that refer to all numbers
a
of the form , where a and b are integers (but b cannot be zero). It includes
b
fractions but the denominator must not be zero. This includes natural numbers,
whole numbers, integers, terminating decimals, and repeating decimals. In
symbols,   x /    x   . Examples: 12, 0, -23, , 12.56, 80.166666…
2
5
 Irrational Numbers (IR). It is a subset of real numbers that refer to all
numbers that cannot be expressed as a ratio of integers and as decimals, they
never repeat or terminate. This includes non-repeating and non-terminating
decimals. Examples: 2 ,0.31234567 ..., , e

 Integers (Z). It is a subset of rational numbers that includes whole numbers

and their negatives. It is known as a number (positive, negative, zero) without
fractional part. In symbols, Z  ...,3,2,1,0,1,2,3, ... . Examples: -23, 0, 4,
20, -12

 Terminating Decimals. These numbers are decimal numbers with finite

number of digits after the decimal point or the decimal numbers that end. It
means that the digits are countable. It is also a subset of rational numbers.
Examples: 2.34, -3.456, 0.22234

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 MATH 102: College and Advanced Algebra

 Repeating Decimals. These numbers are decimal numbers with repeating

digits after a decimal point. It is also known as recurring decimals because a
particular digit or a set of digits repeat itself indefinitely and also a subset of
rational numbers. Examples: 2.1111111…, 3.125125125…,
0.6,233.312,7.006

 Whole Numbers (W). These numbers are composed of the set of natural
numbers and zero. It is also a subset of rational numbers and of integers. In
symbols, W  0,1,2,3, .... Examples: 0, 1, 2, …

 Natural Numbers (N). These numbers are commonly known as counting

numbers. N  1,2,3,4,5, ...

 Non-terminating and Non-repeating Decimals. These numbers are decimal

numbers with infinite number of digits after the decimal point or the decimal
numbers never end but a particular digit or a set of digits after the decimal
point never repeat. It means that the digits are not countable and not recurring.
It is a subset of irrational numbers. Examples: 2.345678…, -
3.45671239234…, 0.2223456…

C. Enrichment Activity

Now, let’s classify numbers by doing the next activity.

Activity 2
Classify Me
Directions: Copy the table below and classify the given number by checking the
appropriate classification column. Then, answer the questions that follow. Submit
your work online/offline.
Given Non- Repeatin Terminatin Natural Whole Intege Fractio Rationa Irrationa
Number terminatin g g Decimal Numbe Numbe r n l l
g, non- Decimal r r Numbe Number
repeating r
Decimal

Example ✓ ✓ ✓
2
:
3
1. -23
2.
3.0123
…
3. 12.08
4. 25

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 MATH 102: College and Advanced Algebra

11
5. 
5
3
6. 2
7
7. -
2.3333
8.
0.00021
9.
211.11
…
10.
5
 225

Questions:
1. How will you classify numbers? Discuss your way/s of classifying numbers.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
2. What benefit/s will you get if you know how to classify numbers?
_______________________________________________________________
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_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

3. What insight/s did you get from doing the two activities?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Rubric:
For classification, write minus wrong scheme will be used.
For each process question:
Content ---------------------------------- 3 points
Organization, Clarity, and Spelling - 2 points
Total -------------------------------------- 5 points

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 MATH 102: College and Advanced Algebra

Question/Reflection Section: (Write your question/s here or your reflection)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work
in accordance with the standard protocol observed by the University. Use A4 size of
documents, 12 Font size, and Times New Roman as Font style. Be sure to save your
work as PDF format before uploading in G. Classroom. For those who are writing in a
piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.
Exercises 1
A. Directions: Copy the given table and classify the given number by checking
the appropriate classification column. Submit your output online or offline
(Write minus Wrong).
Given Number Non- Repeatin Terminatin Natural Whole Intege Fractio Rationa Irrationa
terminating g g Decimal Numbe Numbe r n l l
, non- Decimal r r Numbe Number
repeating r
Decimal
2
1. e
2. 2.45
3. -11.256
4. 32
11
5.  
5
4
6.  21
5
7. 300.345
8.
0.101101101
…
9. -34.67
10. 3
 225

B. Find out if the cube, fourth and nth root of any number that is not a
perfect cube, perfect fourth or perfect nth will result to a non-terminating,
non-repeating decimal. Make a conjecture/s about these.
Rubric:
Accuracy of Data and Conjectures -------------------- 20 points
Organization, Clarity, and Spelling ------------------- 10 points
Total -------------------------------------------------------- 30 points

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 MATH 102: College and Advanced Algebra

Lesson 2. AXIOMS FOR THE REAL NUMBERS

A. Specific Objectives
At the end of the lesson, the students must have:

1. Familiarized themselves with the axioms of real numbers;

2. Identified the appropriate axiom illustrated in the mathematical statement; and
3. Evaluated the usefulness of the axioms of real numbers in dealing real-life
problems/situations.

B. Topic Content

Let’s deepen our understanding of the axioms of real numbers.

Mathematical Concepts:

 An axiom is a statement or proposition which is regarded as being established,

accepted, or self-evidently true (taken as fundamental ―truths‖).
 A postulate is a statement that is accepted without proof (the basic rules or
assumptions of a particular theory). Today, axiom and postulate are used
interchangeably.
 Axioms for Addition and Multiplication

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 MATH 102: College and Advanced Algebra

 Substitution Principle: Since a + b and ab are unique, changing the

numeral by which a number is named in an expression involving sums or
products does not change the value of the expression.
Examples: If 8 + 2 = 10 and 10 – 3 = 7, then (8 + 2) – 3 = 7. We substitute 8 +
2 to 10 in 10 – 3 = 7.
If 2x – 4 = y and x = 3, then 2(3) – 4 = y. Here, we substitute 3 to x.
 Identity elements: For addition is 0 and for multiplication is 1. These
elements cannot affect the value of the other quantity in an operation.
Examples:
1. 12 + 0 = 12 by Identity Axiom for Addition. Here, 0 does not affect the
value of 12 even we add them.
2. 26(1) = 26 by Identity Axiom for Multiplication. Here, 1 does not affect
the value of 26 even we multiply them.
 Inverses: If a is the given number, its additive inverse is –a and its
1
multiplicative inverse is .
a
 An additive inverse is the opposite of the given number in which if we add
this to the given number, the result is 0.
Examples:
1. The additive inverse of -12 is 12 because -12 + 12 = 0.
2. The additive inverse of 5x is -5x because 5x + (-5x) = 0.
 A multiplicative inverse is the quantity in which if we multiply this to the
given number, the result is 1.
Examples:
1 1
1. The multiplicative inverse of is 2 because (2)  1 .
2 2
2. The multiplicative inverse of 5 is 0.2 because 5 (0.2) = 1. It could be also
1
.
5
 Axioms of Equality. Let a, b, c   . Then
1. a  a, b  b,&c  c because of Reflexive Axiom/Property. This means
that a quantity is equal to itself.
Examples:
a. 8 = 8
b. 12y = 12y
2. If a  b , then b  a because of Symmetric Property. This means that
interchanging the sides of an equation will not change its value.
Examples:
a. If 4 = x +5, then x+5 = 4.
b. If f ( x)  3x 2  5 x  1 , then 3x 2  5 x  1  f ( x) .
3. If a  b & b  c , then a  c because of Transitive Property. This means
that if one quantity is equal to a certain quantity and this certain quantity is
equal to another quantity, then the first one is equal to the last quantity.

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 MATH 102: College and Advanced Algebra

Examples:
a. If x  b & 4  b , then x  4 .
b. ab  2b 2 & 2b 2  100 , then ab  100 .
4. If a  b & 2b  c, then 2a  c because of Substitution Axiom. This means
that we can substitute one quantity with the quantity that is equal to itself.
Examples:
a. If a 2  2b & a  2 , then  2 2
 2b .
b. If 2 x 2  4 y & x  y, then 2 y 2  4 y .

Question/Reflection Section: (Write your question/s here or your reflection)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________

C. Enrichment Activity
Activity 1
Match Me

Directions: Copy the given in your answer sheet and match the corresponding axiom
to its illustration by connecting the dot in Column A with the corresponding dot in
Column B. Then answer the questions that follow. Write your answer in a separate
sheet of paper/s and submit this online/offline. For Online Class, upload your work in
our Google classroom in PDF format.
Column A Column B
Closure Axiom for Addition 1  (2  3)  (1  2)  3
Associative Axiom for Addition 2+3=5
Commutative Axiom for Addition 223 + 0 = 223
Identity Axiom for Addition 3 + (-3) = 0
Axiom of Additive Inverses 1  (2  3)  1  (3  2)
Closure Axiom for Multiplication 1(2)(3)  3(2)(1)
Associative Axiom for Multiplication 1(2  3)  1(2)  1(3)
Commutative Axiom for Multiplication 33(1)  33
Identity Axiom for Multiplication 1(2)(3)  6
1
Axiom of Multiplicative Inverses (2)   1
2
Distributive Axiom 1(2  3)  (1  2)(3)

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 MATH 102: College and Advanced Algebra

Questions:
1. How did you find the activity?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. What thing/s did you learn from the activity?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Are there other axioms of real numbers that you knew aside from the
mentioned axioms in the activity? If there is/are, name and illustrate it.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
4. As future educator, what is/are the usage of the axioms of real numbers?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Rubric:
Point system for matching type
For each process question:
Content ---------------------------------- 3 points
Organization, Clarity, and Spelling - 2 points
Total -------------------------------------- 5 points

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 MATH 102: College and Advanced Algebra

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work
in accordance with the standard protocol observed by the University. Use A4 size of
documents, 12 Font size, and Times New Roman as Font style. Be sure to save your
work as PDF format before uploading in G. Classroom. For those who are writing in a
piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.

Exercises 2

Directions: Copy and answer the following items and write your answer after each
item. Submit your work online/offline. Point system will be used.
1. Tell what axiom of real numbers that justifies each of the following
statements:
a. 3 (x + y) = 3x + 3y __________________________
b. 4  (10  3)  (4  10)  3 __________________________
c. (x + 2) + 4 = x + (2 + 4) __________________________
d. (x – 1) (x + 5) = x (x + 5) + (-1) (x + 5) __________________________
e. (3y2 - 4) + (4y2 +4) = 3y2 + (-4 + 4y2) + 4__________________________
f. = 3y2 + (4y2 – 4) + 4__________________________
g. = (3y2 + 4y2) + (-4 + 4)________________________
h. = 7y2 + (-4 + 4) __________________________
2
i. = 7y + 0 __________________________
2
j. = 7y __________________________

2. Supply the appropriate axiom that justifies each of the statements to complete
the following proofs:
a. Prove that x  y   x 2  2 xy  y 2 .
2

Proof:
1. x  y 2  ( x  y)( x  y) ___________________
2. = xx  y   y( x  y) ___________________
3. = x( x)  x( y)  y( x)  y( y) _________________
4. = x 2  xy  xy  y 2 ___________________
5. = x  2 xy  y
2 2
___________________
6. x  y 
2
 x  2 xy  y
2 2
___________________

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 MATH 102: College and Advanced Algebra

a c ad  bc
b. Prove:   where b, d  0
b d bd
Proof:
a c a c
1.   
b d b d ___________________
a c
2. = 1  1
b d ___________________
a d c b
3. =   
b d d b ___________________
ad bc
4. = 
bd bd ___________________
ad  bc
5. =
bd ___________________
a c ad  bc
6.  
b d bd ___________________

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 MATH 102: College and Advanced Algebra

Lesson 3. PROPERTIES OF REAL NUMBERS

A. Specific Objectives
At the end of the lesson, the students must have:

1. Familiarized themselves with the properties of real numbers;

2. Wrote a complete proof for some theorems and propositions that involve real
numbers; and
3. Evaluated the usefulness of the properties of real numbers in dealing real-life
problems/situations.
B. Topic Content
To realize our learning goals, let us start doing things and learn from it.

Activity 1
Properties of Real Numbers

Directions: Read and understand the reading materials below and answer the
questions that follow. Use separate sheets of paper as your answer sheets and have a
copy of your output before you upload your work in our Google classroom (for online
class) or submit your output through your parent (for offline class). Indicate the date
of submission and your name.
Properties of Real Numbers
The set of real numbers is a field because we can perform two operations,
addition and multiplication that satisfy closure, commutativity, associativity,
distributive property, existence of identity, and existence of inverses.
Order Axiom. In the set of real numbers, there exists a subset called the set of
positive numbers such that:
i. If r is a real number, then exactly one of the following holds TRUE:
r = 0, r > 0, -r > 0;
Examples:
1. If r = 8, then 8 > 0.
2. If r = 0, then 0 = 0.
3. If r = -8, then –(-8) > 0.
ii. The sum of two positive numbers is positive; and
Examples:
1. If a > 0 and b > 0, then a + b > 0.
2. 2 + 4 > 0.
3. If x > y > 0, then x + y > 0.

iii. The product of two positive numbers is positive.

Examples:
1. 2 (4) > 0.
2. If a > 0 and b > 0, then ab > 0.
3. If –a, -b > 0, then –a (-b) > 0.

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 MATH 102: College and Advanced Algebra

Note: Because of the order axiom, the set of real numbers is an ordered field. The
additive inverses of the elements of the set of positive numbers are the negative
numbers.

 Definition 1. The real number r is negative if and only if –r is positive.

Examples:
1. If r = -2, then – (-2) > 0.
2. If – (-5) > 0, then -5 < 0.
3. If –a > 0, then a < 0.
 Definition 2. Let x and y be real numbers. Then we say
i. x < y if and only if y – x > 0; and
ii. x > y if and only if x – y > 0.
Examples:
1. If 4 < 5, then 5 – 4 > 0.
2. If 4 > 1, then 4 – 1 > 0.
3. If 2a > b, then 2a – b > 0.
 Theorem (Law of Trichotomy). For any real numbers x and y, exactly one of
the following is TRUE: x = y, x > y, or x < y.
Proof:
By order axiom, exactly one of the following holds TRUE about x – y:
x – y = 0, x – y > 0, or x – y < 0.

For x – y = 0.
x–y=0 Given
x–y+y=0+y Addition Property of Equality (APE)
x + (-y + y) = 0 + y Associative
x+0=0+y Additive Inverse
x=y Identity Property

For x - y > 0.
x – y >0 Given
x>y x > y if and only if x – y > 0 (Definition 2)

For x – y < 0.
x–y<0 Given
x<y x < y if and only if y – x > 0 (Definition 2)
Examples:
1. Given the real numbers 4 and -2, 4 > -2 or -2 < 4.
2. If c and d are real numbers, then c = d, c > d, or c < d.

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 MATH 102: College and Advanced Algebra

 Theorem 1. Let x and y be real numbers such that x < y.

i. If c is any real number, then x + c < y + c (Addition Property of
Inequality); and
ii. If c is a positive number, then xc < yc & if c is a negative number, then
xc > yc (Multiplication Property of Inequality).

Proof:
Since x < y, we have y – x > 0 by the previous definition (Definition 2).
Statement Reason
i. y–x>0 x < y if and only if y – x > 0 (Definition 2)
y – x = (y + c) – (x + c) Rewriting y – x
(y + c) – (x + c) > 0 Substitution
y+ c > x + c or x+c < y +c x < y if and only if y – x > 0
(Definition 2)

ii. Suppose c > 0 and y – x > 0 by x < y if and only if y – x > 0

(Definition 2) then

(y – x) c > 0 Order Axiom

(y – x) c = yc – xc Distributive
yc – xc > 0 Substitution
xc < yc x < y if and only if y – x > 0 (Definition
2)

Note: The proof of the statement: ― If c is a negative real number, then

xc > yc‖ will be left as an exercise.

Examples:
1. If x > -1, then x +1 > 0.
2. If 5 + d < -2, then d < -7.
3. If x > -1, then 2x > -2.
4. If x > -1, then -2x < 2.

 Theorem 2 (Transitive Property). Let x, y, z be real numbers such that x < y

and y < z. Then x < z.
Proof:
x < y; y < z Hypothesis
y – x > 0; z – y > 0 x < y if and only if y – x > 0 (Definition 2)
(y – x) + (z – y) > 0 Order Axiom
-x + z + y – y > 0 Commutative Property
-x + z + 0 > 0 Additive Inverse
-x + z > 0 Identity Property
x<z x < y if and only if y – x > 0 (Definition 2)

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 MATH 102: College and Advanced Algebra

Examples:
1. If 2 > x and x> f, then 2 > f.
2. If y < 4 and 4 < m, then y < m.

 Theorem 3. If x is any real number, then x2 0.

Proof:
a. If x > 0, then
x(x) > 0 (x) MPI
x2 > 0 (x) Closure
x2 > 0 Zero Property
b. If x < 0, then
x(x) < 0 (x) MPI
x2 > 0 Closure and Zero
Property
c. If x = 0, then
x (x) = 0 (x) MPI
x2 = 0 Closure and Zero
Property

Questions:
1. Why do we call real numbers as (a) a field axiom? and (b) an ordered axiom?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

2. Differentiate (a) Addition Property of Equality from Addition Property of

Inequality? And (b) Multiplication Property of Equality from Multiplication
Property of Inequality?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Are there other properties of real numbers that you knew aside from the
mentioned properties in the previous and this lessons? If there is/are, name and
illustrate it.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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 MATH 102: College and Advanced Algebra

4. Explain why the arguments below are false. Give specific example to illustrate
your point.
a. If x > y, and x > z, then y > z.
____________________________________________________________
____________________________________________________________
____________________________________________________________
b. If x < y, then 3xd > 3yd.
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. As future educator, what is/are the usage of the properties of real numbers?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

AWESOME! You Made It!

Let’s now deepen our understanding on how we can apply the properties of real
numbers in writing a complete proof for a given proposition or theorem. Let’s do the
next activity.

C. Enrichment Activity/Drill
Activity 2
Supply Me!
Directions: Given the illustrations in proving propositions/theorems, supply the
missing information to complete the entire proofs. Copy each proof in a separate sheet
of paper and write your responses in the corresponding blank. Also, answer the
questions that follow. This is a continuation of your output in this lesson. Make sure to
have your own copy in your e-portfolio before you upload this in our Google
classroom (for online class) or to submit your work in school (for offline class).

Illustration 1. Let x & y be real factors with x > y > 0. Prove that x (2x + y) > y2.
Plan: We need to find the factors of x (2x + y) – y2 and use these in proving
this proposition. That is,
x (2x + y) – y2 = 2x2 +xy – y2
= (x + y) (2x – y)
Proof:
x > y ; x > 0; y > 0 Given
x+y>0 ______________________________
2x > y Order Axiom
2x – y > 0 ______________________________
(x + y) (2x – y) > 0 ______________________________
______________________ FOIL Method/Distributive Property
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 MATH 102: College and Advanced Algebra

2x2 + xy – y2 > 0 ______________________________

2 2 2 2
2x + xy – y + y > 0 + y ______________________________
2 2
2x + xy + _______ > 0 + y Additive Inverse
______________________ Identity Property
x (2x + y) > y 2
______________________________

Illustration 2. Let x & y be real numbers such that x < y < 1. Prove that x + xy < x2 +
y.
Plan: We need to get the factors of x + xy - x2 - y and use these factors to
prove that x + xy < x2 + y. That is,
x + xy - x2 – y = (x – x2) + (xy – y)
= -x (x – 1) + y (x – 1)
= (x – 1) (y – x)
Proof:
x < y; x < 1; y < 1 ________________________
y – x > 0; 1 – x > 0 ________________________
(1 – x) (y – x) > 0 ________________________
____________________ FOIL Method/Distributive Property
2
-y + x + xy – x < 0 ________________________
2 2 2
-y + y + x + xy – x + x < 0 + y + x _______________________
__________________________ Additive Inverse
2
x + xy < y + x ________________________
________________________ Commutative Property

Illustration 3. Let x & y be positive numbers. Prove that x y if and only if x2 y2.

Plan: We need to find the factors of x2 – y2 and use these factors in proving
that x y if and only if x2 y2. That is, x2 – y2 = (x + y) (x – y)

Proof 1:
x > 0; y > 0 ________________________
Suppose x y, then y – x 0 ________________________
x+y>0 ________________________
y+x>0 ________________________
(y – x ) (y + x) > 0 ________________________
y2 – x2 > 0 ________________________
_____________________ ________________________

Proof 2:
x > 0; y > 0 ________________________
Suppose x2 y2 Hypothesis
y2 – x2 0 ________________________
(y + x) (y – x) 0 ________________________
____ (y + x) (y - x) _____(0) MPI
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 MATH 102: College and Advanced Algebra

 1 
1 (y – x)   (0) ________________________
 y x
 1 
y–x   (0) ________________________
 y x
y–x 0 ________________________
x y ________________________

Illustration 4. Prove that there is NO real number b which satisfies b2 + 1 = 0.

Plan: We need to prove this proposition by Contradiction.

Proof:
Suppose there is a real number b such that b2 + 1 = 0 (Contradicting the
proposition). Then,
b2 + 1 = 0 Given
b2 + 1 + (-1) = 0 + (-1) ________________________
b2 + 0 = 0 + (-1) ________________________
2
b = -1 ________________________

But b2 = -1 contradicts the theorem which states that if x is any real number,
then x2 0. Thus, our assumption must be false and accept that there is NO real
number b such that b2 + 1 = 0.

Illustration 5. Prove the Arithmetic Mean – Geometric Mean Inequality (AM – GM)
Theorem which states that: The geometric mean of two non-negative numbers is less
than or equal to their arithmetic mean.
x y
Plan: We let x & y be the non-negative numbers and prove that xy  .
2
From this, we need to find the factors of 2 xy  x  y and use these to prove that
x y
xy  . That is,
2

2 xy  x  y   x  2 xy  y 

 x y 
2

Proof:
Let x & y be the non-negative real numbers.
x 0; y 0 Given
x  0; y  0 ______________________
_________________ Definition of Square Roots
 x y  2
0 If x is any real number, then
x2  0

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 MATH 102: College and Advanced Algebra

_________________ Product of Square of a

Binomial
x  y   2 xy  0 ______________________
2 xy  x  y ______________________
_________________ MPI

1 xy  1 x  y  ______________________
2
xy  x  y 
1
______________________
2
x y
 xy  ______________________
2

Illustration 6. Prove that the sum of a positive number and its reciprocal is always at
least 2.
Plan: We let x be any real number and use AM – GM Inequality Theorem to
prove this proposition.
Proof:
1
x
1 x
x  AM – GM Inequality Theorem
x 2
1
x
1 x ________________________
2
___________________ Definition of Square Root
1
x
1(2)  x 2 ________________________
2
___________________ Identity Property
 1
2   x  1 ________________________
 x
___________________ Identity Property
1
x   2 ________________________
x

Illustration 7. Let x, y, z be positive real numbers such that xy + yz + xz = 1. Prove

that x + y + z √ .
Plan: From the conclusion x + y + z √ , we can have an idea that x + y + z
is the key to prove that x + y + z √ .

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 MATH 102: College and Advanced Algebra

Proof:
x > 0; y > 0; z > 0 ________________________
xy + yz + xz = 1 x+y+z>0
________________________ (x + y + z)2 0
________________________ x2 + y2 + z2 + 2xy + 2yz + 2xz
________________________
(x + y + z)2 2xy + 2yz + 2xz The whole is greater than its
part.
(x + y + z)2 2(xy + yz + xz) ________________________
(x + y + z)2 2(1) ________________________
_________________________ Identity Property
x  y  z  2 ________________________

Questions:
1. How did you supply the missing statement or reason of this activity?
_______________________________________________________________
_______________________________________________________________
__________________________________________
2. In your own observation, how would we write a complete proof for a given
proposition/theorem? Elaborate your answer.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
3. Based from this activity, how important are the axioms, definitions, theorems,
and properties of real numbers in writing a complete proof for a certain
proposition/theorem?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

4. What learning did you get from this activity?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Rubric:
For filling the blank, point system will be used.
For each process question:
Content ---------------------------------- 3 points
Organization, Clarity, and Spelling - 2 points
Total -------------------------------------- 5 points

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 MATH 102: College and Advanced Algebra

Question/Reflection Section: (Write your question/s or reflection here)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work
in accordance with the standard protocol observed by the University. Use A4 size of
documents, 12 Font size, and Times New Roman as Font style. Be sure to save your
work as PDF format before uploading in G. Classroom. For those who are writing in a
piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.

Exercises 3
Directions: Prove the given statements. Assume that all variables take on real values.
Write your complete proof in another sheet of paper and upload your responses in our
Google Classroom. Don’t forget to have your own copy for your e-portfolio.
1. If 0 < x < 1, then x2 < x.
2. If x < -1, then x2 + x > 0.
1 1
3. Let a & b be positive numbers. If x > a and y > b, then  .
xy ab
x y
4. If x < y, then x   y.
2
5. If a, b, x, y > 0, x2 + y2 = 1, and a2 + b2 = 1, then ax + by 1. (Taken from the
book Precalculus by Cabral, et. al., 2010)
Rubric:
Elegance and Accuracy of Proof -------------------------- 10 points
Organization and Clarity ----------------------------------- 5 points
Total ----------------------------------------------------------- 15 points

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 MATH 102: College and Advanced Algebra

Performance Task 1. Research Work

Directions: Research on different kinds of proving and make a synthesis. Indicate

your references and be guided with the following criteria in making your synthesis.
Rubrics:
Introduction and Title (Gains attention and clearly shows what to cover) -- 3 points

Content (Statements are clearly supported with examples from the cited resources.
Insightful connections are made between the statement and resources.) ------10 points

Organization and Structure (Each paragraph flows to the next paragraph using
transitions. Paragraphs follow a logical order. Ideas are logically separated into
paragraphs. No errors in punctuation and spelling.) ------------------------ 3 points

Conclusion (Closing paragraph summarizes important points and insights) - 2 points

Punctuality (Submission is on time.) ----------------------------------------------- 2 points

Total ----- 20 points

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 MATH 102: College and Advanced Algebra

Chapter 2. FUNDAMENTAL OPERATIONS WITH ALGEBRAIC

EXPRESSIONS

Introduction

In everyday conversation, we are uttering some expressions that are considered

to be usual, unusual, mathematical, and non-mathematical. We are not conscious of
using mathematical expressions but if we are going to reflect and recall our daily
expressions, we can say that the claim is true. Let’s talk about our expression when we
are buying, exchanging, or dealing with money. Some of us are asking for more
allowance, discounts, additional points, ideas, etc. Expressions like ―Can you give me
a less of 30% for this item?; Add more cups of water in your tinola; and I owe 2%
interest for my loan in our cooperative‖ are related to algebra. In this chapter, we will
be learning fundamental operations with algebraic expressions.

General Objectives

At the end of the chapter, the students must have:

1. Identified the various symbols and terms in an algebraic expression;

2. Performed various operations involving algebraic expressions; and
3. Cited some importance of knowing the concepts and operations involving
algebraic expressions.

Lesson 1. SYMBOLS OF GROUPING

A. Specific Objectives

In this lesson, we are going to familiarize ourselves with the different grouping
symbols that are usually use in mathematical phrase or sentence, identify related terms
in algebraic expressions, differentiate coefficient from a constant and algebraic
expression from equation, translate English phrase into Mathematical phrase and vice
versa, and evaluate algebraic expressions.

B. Topic Content

To realize our learning goals, let us start reading this material, then do the
activities, and learn from it.

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 MATH 102: College and Advanced Algebra

Questions:
1. What can you say about the picture below?

Source: https://smartclass4kids.com/order-of-operations/

2. What comes into your mind as you see the picture or hear the word
PEMDAS?
3. What grouping symbol do you see in the figure?

If you can answer the questions above, then you are ready for the next journey.
Just continue reading and learn while you read this module. This time, you need to do
the activity 1.

Activity 1
For Me!
Directions: Just recall what you had learned on algebra from your previous grade
levels. Then, complete the statements below. Write your answer in a piece of paper or
document and submit your work online or offline. For online submission, just upload
your work in our assignment section at our Google Classroom. For offline submission,
just submit your work in accordance to the standard protocol set by the University and
parents/guardians.

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 MATH 102: College and Advanced Algebra

1. For me, the symbols of groupings used in Mathematics are

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________
2. For me, PEMDAS means
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________

3. For me, algebraic expression is

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________
4. For me, the terms related to algebraic expressions are
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________
5. For me, PEMDAS/GEMDAS is applicable in
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________________

Great Job!

Now, let us deepen our understanding on Symbols of Groupings.

Mathematical Concepts
 There are three common types of grouping symbols—parentheses ( ), brackets
[ ], and braces { }. These are used to group numbers or variables (letters). The
most commonly used grouping symbols are parentheses. Operations inside
parentheses can be done before any other operations in order to simplify the
problem.
Example 1. (2 + 5)(3 + 4).
 Brackets and braces are less commonly used grouping symbols and should be
used after parentheses. Parentheses are to be used first, then brackets, and then
braces: { [ ( ) ] }. Sometimes, instead of brackets or braces, you will see the
use of larger parentheses.
 
Example 2. 2 4  54 2  20  2 5  5  20

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 MATH 102: College and Advanced Algebra

 PEMDAS is a mnemonic device used in simplifying algebraic expressions

which stands for Parentheses, Exponents, Multiplication/Division, and
Addition/Subtraction. To simplify algebraic expression with grouping
symbols, we need to start from the innermost parentheses of grouping symbols
followed by simplifying the exponents, then multiplying or dividing, and
adding or subtracting expressions. Remember the OR and not the order in the
given expression.
 GEMDAS is also the same as PEMDAS. The only difference is the G which
stands for Groupings.
Example 1. Simplify (2 + 5)(3 + 4).
Solution:
(2 + 5)(3 + 4) = (7) (7) Parenthesis first
= 49


Example 2. Simplify 2 4  542   20  25  5  20  
Solution:
* , ( ) - ( )+ Given
= * , ( ) - ( )+ Evaluating Innermost
Parenthesis and Exponent

=* , - ( )+ Evaluating Innermost
Parentheses (Multiplication and
Subtraction)
=* , - ( )+ Division
= * , - ( )+ Subtraction/Addition
=* ( )+ Multiplication
= 49 Addition

 
Example 2. Simplify 2 x 4 2 2 x  1  5 x  23x  1  10 x  y
Solution:
 
2 x 4 2 2 x  1  5x  23x  1  10 x  y Given
= 2x162 x  1  5x  23x  1  10 x  y Innermost Exponent
= 2x32 x  16  5x  6x  2  10 x  y Innermost
Parentheses and Multiplication

= 64 x 2  32 x  10 x 2  6 x  2  10 x  y Innermost
Parentheses and
Multiplication
= 74 x 2  28 x  y  2 Addition

Example 3. Show that has two acceptable solutions.

Solution 1:
Given
= Multiplication
= Division
=3 Addition/Subtraction

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 MATH 102: College and Advanced Algebra

Solution 2:
Given
= Division
= Multiplication
=6 Addition/Subtraction

Note: GEMDAS or PEMDAS does NOT mean that multiplication must be

done first before division NOR division first before multiplication. It is either
because of the word OR.

 Expressions refer to numerical, algebraic or combination of both. It is a

mathematical phrase or statement. It could be numerical expressions like12,
12 – 3, 3(2 +5), literal expressions like x, x + y, or the combinations of both
called algebraic expression.

Review on Algebraic Expression and Polynomial

 Algebraic Expression. When variables are used with other numbers,
parentheses, or operations, they create an algebraic expression. It is also called
a mathematical phrase or mathematical sentence. Example: a + 2, ab, 3m + 2n
– 6, 4x -12 = 0.

 Variable is a letter or symbol that represents an unknown value. Example: In

an algebraic expression 3m + 2n – 6, m and n are variables.

 Coefficients are number and variable/s in a term of an algebraic expression.

The number beside the variable/s is called numerical coefficient and the
variable/s after the number in a term of algebraic expression is/are literal
coefficient/s. In an algebraic expression 3m + 2n – 6, the numerical coefficient
in 3m is 3, the numerical coefficient in 2n is 2, the literal coefficient in 3m is
m and in 2n is n.

 Term is the name given to a number, a variable, or a number and a variable

separated by + or – signs combined by multiplication or division. In 3m + 2n –
6, the terms are 3m, 2n, and -6.

 Monomial is an algebraic expression with exactly 1 term. We consider an

algebraic expression inside the grouping symbol as 1 term if it is not
simplified. Examples: 2, 3xy2, -4abc, 4(3n -2), (1 – 2x)2

 Binomial is an algebraic expression with exactly 2 terms. Examples: 2 – x, 3m

+ 2n, 3(4 - x) + 2y

 Trinomial is an algebraic expression with exactly 3 terms. Examples: 3m + 2n

– 6, 2x2 – 4 + 3y

 Multinomial/Polynomial is an algebraic expression with more than 3 terms.

Examples: 3m + 2n – 6x + 4, ab – 2bc + 3x - 4y – z + 1

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 MATH 102: College and Advanced Algebra

 Constant Term is a term with a number only (without variable). It is fixed and
it could not be changed. Example: In 3m + 2n – 6, -6 is a constant term.

 Equation is an algebraic expression with equal (=) sign. It shows that the
quantity on the left hand side has the same value on the right hand side.
Examples: 4x – 12 = 0, a = 6, 2c2 – c = -2.

 Translating Word Phrases or Sentence into Mathematical Phrase or

Sentence. It is a process of expressing words into symbols.

Examples:
1. Twice a number is 5.
Answer: 2b = 5 (We use b as a number)

2. 5 less than thrice a number is twice the same number plus 2.

Answer: 3y – 5 = 2y + 2 (We use y as a number. In the phrase with
than, the quantity mentioned after the than must precede the quantity
before the word than.)

3. The square root of the reciprocal of a number is five time the number.
1 1
Answer:  5x (We use x as a number. Its reciprocal is )
x x

 Translating Mathematical Phrase/Sentence into English Phrase/Sentence. It

is a process of expressing symbols into words.

Examples:
1. 3xy  2
Answers: Thrice the product of two distinct numbers less two.
Three times the product of x and y minus two.
2
b
2.  2c  1  bc 3
4c
Answer: The difference of the square of a number b divided by 4 times a
number c and twice a number c plus one is equal to the product of a
number b times the cube of a number c.

 Key Words for Addition: Plus, More, More than, Added to, Sum, Total,
Increased by, Combined with

 Key Words for Subtraction: Minus, Less, Less than, Subtracted from,
Difference, Decreased by, Take away

 Key Words for Multiplication: Times, Product, Twice, Thrice, Quadrupled,

Doubled, Tripled, Multiply

 Key Words for Division: Quotient, Divided by, Over, All over

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 MATH 102: College and Advanced Algebra

 Steps in Evaluating Algebraic Expression:

1. Write the expression.

2. Substitute a number for a given variable.
3. Simplify the result using GEMDAS. Always start with the innermost
grouping symbols. (Note: GEMDAS must be observed in every grouping
symbol).

Examples: Evaluate the expression below using x = 2 and y = -2.

1. * , ( ) - ( )+
Solution:
, ( ) - Given Innermost Grouping Symbols
(Brackets)
=, ( ) ( ) ( )( ) ( ) - Substitution
=, ( ) ( )- Exponent and Multiplication
=, ( )- Multiplication
=, ( )- Division
=, - Addition/Subtraction

( ) Given Innermost Grouping Symbols

(Parentheses)
=( ( ) ) Substitution
=( ( )) Exponent
=( ) Multiplication
=( ) Addition

* , ( ) - ( )+ Given Outermost GS
(Braces)
=* ( ), - ( )+ Substitution
=* , - ( )+ Multiplication
=* ( )+ Multiplication
=* + Addition

* , ( ) - ( )+ Given
=* + ( ) ( ) Substitution
= ( ) Multiplication
= Division
= Addition

2. { , ( )( )- }
Solution:
( )( ) Given Innermost Grouping Symbols (Parentheses)
= ( ( ) )( ( )( ) ( ) ) Substitution
= ( ( ))( ( )( ) ( )) Exponent
= ( )( ( )) Multiplication
= ( )( ) Addition in the Innermost Parentheses
= Multiplication

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 MATH 102: College and Advanced Algebra

{ , ( )( )- } Given
( )
={ ( ) ( ), ( ) ( )- ( )( )
} Substitution
( )
={ ( ) ( ), ( ) ( )- } Exponent
( )( )
={ ( ), - } Multiplication
={ ( ), - } Addition
={ ( ) } Multiplication
={ } Addition
= Addition

Question/Reflection Section: (Write your question/s or reflection here)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

C. Drill
Directions: Answer each question briefly. Do not copy the questions. Show your
solution if needed in your answer sheets (piece of paper).
1. What are the grouping symbols involve in the algebraic expression:

ab 3 4a  5b 2 a  b 2 ? 
2. Simplify the expression x 2  46  17  2 if x = 7.
3. Identify the leading term, leading coefficient, degree, and constant term of the
expression 4a 2  2ab 3  4a  1 .
4. Classify the polynomial 4a 2  2ab 3  4a  1 .
5. Translate 4a 2  2ab 3  4a  1 into English phrase.

Rubrics (per item):

Accuracy (Process, Final Answer, Label) ------------------------------------- 3 points

Presentation (Organization, Penmanship/Readability, Spelling) ----------- 2 points

Total --------------------------------------------------------------------------------- 5 points

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 MATH 102: College and Advanced Algebra

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work
in accordance with the standard protocol observed by the University. Use A4 size of
documents, 12 Font size, and Times New Roman as Font style. Be sure to save your
work as PDF format before uploading in G. Classroom. For those who are writing in a
piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.

Exercises 4

Part 1. Identifying Grouping Symbols

Directions: Identify the grouping symbols used in each given expression. Write your
answer (do not copy the given) in your answer sheet.
1. 2  512  8  25  3  3  20
2. 2 x32 x  4 y  5  4 x 2  5 y

Part 2.
Directions: Simplify the given expression. Use a piece of paper for your complete
solution.
1. 2  512  8  25  3  3  20
2. 2 x32 x  4 y  5  4 x 2  5 y
Part 3. Identify the terms, coefficients, and constants by copying the template below
in your answer sheet and then, supply the needed information per column.
Algebraic Numerical Literal Coefficient Constant
Expression Coefficient
1. 2a - 6b + 4

2. 4x - 2y

3. 3. - 32

4. 3x2 +4x -2y +

2

Part 4. Classify the following polynomials. Write your answer only in your answer
sheet.
1. 12a - 6b + 4
2. 4x - 2y
3. - 32
4. 3x2 +4x -2y + 2
5. 2 x32 x  4 y  5  4 x 2  5 y

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 MATH 102: College and Advanced Algebra

Part 5. Translate the following English phrase/sentence into Mathematical

phrase/sentence and vice versa. Write your answer in your answer sheet.
1. Three times a number is cube root of 8.
2. The quotient of a number and five less than twice the same number.
3. The tricycle driver charge 8 pesos for the first 3 km and 2 pesos per
succeeding km.
x 1
4. 
x4 2
5.  2(3t 2  4t  4)

Part 6. Evaluate the following. Show your complete solution in your answer sheet.
1. 3x2 +4x -2y + 2 ; x = -5; y = 3
2. 2 x32 x  4 y  5  4 x 2  5 y ; x = - 3, - 3, y =
Rubrics (per item for Parts 1 - 6):

Accuracy (Process, Final Answer, Label) --------------------------------- 3 points

Presentation (Organization, Penmanship/Readability, Spelling) ------ 2 points

Total ---------------------------------------------------------------------------- 5 points

Part 7. Directions: Discuss the following. Write your discussion in your answer
sheet. You may copy the questions if you want. (Rubrics: Accuracy of ideas – 3
points and Organization – 2 points).
1. How to simplify algebraic expression with grouping symbols?
2. How a constant differ from coefficient?
3. All equations are algebraic expressions but NOT all algebraic expressions are
equations.

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 MATH 102: College and Advanced Algebra

Lesson 2. ADDITION OF ALGEBRAIC EXPRESSIONS

A. Specific Objectives
In this lesson, we are going to recall the rules of adding signed numbers, identify
like and unlike terms, add algebraic expressions, and identify situation where addition
of algebraic expressions is applied.

B. Topic Content
To realize our learning goals, let us start doing the following activities, and learn
from it. (Be sure to answer the activity and submit your output to your professor).

Activity 1
Together Again!
Directions: Add the following signed numbers either in vertical or horizontal method.
Do not use calculator. Show your complete solution and answer the guide questions
that follow in your paper.
1. +3, +2, +12, -3, -13, -16
2. -21, 44, +33, -100
3. 22, -3, 0, 192, -232
4. -22, -2, -19, +23, +11
5. -34, +23, +111, -234, -54

Guide Questions:
1. How did you add signed numbers?
2. How will you state the rules in adding signed numbers?
3. Where did you encounter adding of signed numbers? State at least two
situations.
Great Job!
Since you are reminded with the rules in adding signed numbers, let us recall
the concept of like terms or similar terms and unlike terms or dissimilar terms.
Let us do the next activity.
Activity 2
Put Us Together!
Directions: Given the terms of algebraic expressions, put together all the like or
similar terms on the table below and then, answer the guide questions that follow.
Terms: 2x, 3, -4x2y, -12y, 23, -13y2, 2x2y, -7xy2, 3x, -2x2y, -11y2, 22y, 4xy2
Like or Similar Terms Like or Similar Terms

1. 4.

2. 5.

3. 6.

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 MATH 102: College and Advanced Algebra

Guide Questions:
1. How do you define like or similar terms?
2. What makes the terms 2x2y and -7xy2 unlike or dissimilar?
3. How do you define dissimilar terms?
4. Can you combine like terms? Why or why not?
5. Can you add unlike terms? Why or why not?

Good Job!

Let us discuss how to combine or add algebraic expressions.

Consider the algebraic expressions 2 xy  4 x  4 y  2 and xy  14 x  3 y  5 . If
we are going to add these expressions using vertical method, we need to write these
expressions in an aligned position with respect to like terms and add from the leftmost
to the rightmost using the rules of adding signed numbers.
2 xy  4 x  4 y  2 (Addend)
+ xy  14 x  3 y  5 (Addend)
3xy + 10x + y + 3 (Sum)
Always remember that we can add like terms only. If we use horizontal
method, we will write the given into this form: 2 xy  4 x  4 y  2 + xy  14 x  3 y  5
and combine the similar terms. The similar terms are 4 sets namely: 2xy & xy, -4x &
+14x, +4y & -3y, and -2 & +5. Thus,
2 xy  xy  4 x  14 x  4 y  3 y  2  5 = 3xy  10 x  y  3

Mathematical Concepts

 Rules in Adding Signed Numbers:

Case 1. Adding Like Signed Numbers: Add the absolute values of like signed
numbers and copy the common sign.
Examples: 1. +2 + +23 + 10 = +45 2. -2 + (-30) + (-20) = - 52

Case 2. Adding Unlike Signed Integers: Subtract the absolute values of the two
addends and copy the sign of the addend with greater absolute value. (Note:
We can do this by using 2 addends only).
Examples: 1. +12 + (- 30) = - 18 2. -23 + 45 = 22

Special Case. Adding several signed numbers: First, combine all positive
numbers and combine all negative numbers. Then, apply Case 2 to add the
sums of positive and negative numbers.
Example: Add: 12, -2, 4, +32, -21, -3, +23, 33, -45, and 3
Solution:
Add all positive numbers: 12 + 4 + 32 + 23 + 33 + 3 = 107
Add all negative numbers: -2 + (-21) + (-3) + (-45) = -71
Then, add 107 and (-71): 107 + (-71) = 36.

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 MATH 102: College and Advanced Algebra

 Like Terms (Similar Terms) are two or more terms that are having the same
variables with the same exponents.
Examples: 3x and 5x;  23 x 2 yz & 4 x 2 yz ;  34cd 3 , 6cd 3 ,&0.23cd 3

 Unlike Terms (Dissimilar Terms) are two or more terms that contains at least
one term with different variable or same variable with different exponent.
Examples: 3x and 5y;  23 x 2 yz & 4 xyz ;  34d 3 , 6cd 3 ,&0.23cd 3

 Steps in Adding Algebraic Expressions.

1. Identify similar or like terms.
2. Align similar terms (for vertical method).
3. Follow the rules in adding signed numbers.
4. Express the result in standard form (descending degree).

Example 1. 5x + 3y - 6x + 4y + 3z
Solution:
5x + 3y
+ -6x + 4y + 3z
-x + 7y + 3z

Example 2. (4ab – 2a2b + 5) + (–ab +ab2 + 2a2b + 4)

Solution:
4ab – 2a2b + 5
+ -ab + 2a2b +4 + ab2
3ab + 9 + ab2  ab2 +3ab + 9

Example 3. Combine 4ab -30cd + 2 and -4ab +2ac + 4cd -21

Solution:
4ab -30cd + 2
+ -4ab + 4cd -21 + 2ac
-26cd – 19 + 2ac  2ac – 26cd -19

 We can apply adding algebraic expressions in Geometric problems

(perimeter), in business (equation), and in some routine and non-routine
problems.

Question/Reflection Section:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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 MATH 102: College and Advanced Algebra

C. Drill

Directions: Answer the following completely. Write your answer in a piece of paper.

Part 1. Given the following, identify the similar terms:

1. 2, -23, +33, - 15, -33, +10
2. -3x, 2x2, +5x2, 32x, -12, y + 2, 3y – 5
3. (2b2 – 3bc + d – 12), (-3b2 +2bc – 2d + 2), (6b2 + 2cd -10)

Part 2. Add the following:

1. 2, -23, +33, - 15, -33, +10
2. -3x, 2x2, +5x2, 32x, -12, y + 2, 3y – 5
3. (2b2 – 3bc + d – 12), (-3b2 +2bc – 2d + 2), (6b2 + 2cd -10)

Rubrics (per item):

Accuracy (Process, Final Answer, Label) --------------------------------- 3 points

Presentation (Organization, Penmanship/Readability, Spelling) ------- 2 points

Total ------------------------------------------------------------------------------5 points

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work
in accordance with the standard protocol observed by the University. Use A4 size of
documents, 12 Font size, and Times New Roman as Font style. Be sure to save your
work as PDF format before uploading in G. Classroom. For those who are writing in a
piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.

Exercises 5
A. Directions: Make a reflective essay on addition of algebraic expressions.
Write your reflective essay in an A4 or short coupon bond and use the
following guide questions in developing your essay:
1. How do you define the process of addition of algebraic expressions?
2. How will you identify similar terms?
3. How will you add algebraic expressions?
4. What are the benefits of knowing how to add algebraic expressions?
5. As future math educator, how will you teach addition of algebraic
expressions?

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 MATH 102: College and Advanced Algebra
Rubric for Assessing a Reflection

Grading Excellent (100) Acceptable (90) Minimal (80) Unacceptable (70)

Criteria
Content (40%) Response to assigned Response Response adequately Response consists
topic thorough and well thoughtful and addresses some of unsupported
written, with varied fairly well aspects of the opinions only
sentence structure and written; most assigned topic; marginally related
vocabulary; opinions opinions opinions sometimes to the topic.
always supported with supported with based on incorrect
facts. facts information.
Idea Excellent use of Good reliance Incomplete Ideas not clearly
Development examples and details to upon examples development of stated or
(20%) explore and develop and details to ideas; details and developed.
ideas and opinions. illustrate and examples not always
develop ideas evident.
and opinions.
Organization Very logically Contains Topics and ideas Entry is
(20%) organized; contains introduction, discussed somewhat unstructured.
introduction; some randomly; entry may
development of main development of lack clearly defined
idea (or ideas), and ideas, and introduction or
conclusion. conclusion. conclusion.
Mechanics Flawless spelling and Few or no Several spelling and Many instances of
(10%) punctuation. spelling errors; punctuation errors. incorrect spelling
some minor and punctuation.
punctuation
mistakes.
Punctuality Submit papers on or Submit papers 1 Submit papers 2 – 7 Submit papers
(10%) before deadline. day after the days after the more than 1 week
deadline. deadline. of the set deadline.
Source: www.rcs.k12.in.us/files/Rubric%20for%20Assessing%20a%20Journal%20Entry.doc (modified)

B. Research at least 3 sample situations or problems where addition of algebraic

expressions is applied in real – life situations. Put all your research work in an
A4 or short coupon bond.
Rubric:
Authenticity and Clarity of Situations/Problems ---------------------- 15 points
Feasibility and Organization ---------------------------------------------- 10 points
Reliability (Citation) ------------------------------------------------------- 5 points
Total ------------------------------------------------------------------------- 30 points

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 MATH 102: College and Advanced Algebra

Lesson 3. SUBTRACTION OF ALGEBRAIC EXPRESSIONS

A. Specific Objectives
In this lesson, we are going to recall the rules of subtracting signed numbers,
subtract algebraic expressions, and identify situation where subtraction of algebraic
expressions is applied.

B. Topic Content

To realize our learning goals, let us start doing the following activities, and learn
from it. (Be sure to answer the activity and submit your output to your professor).

Activity 1
Taking Away!
Directions: Subtract the following signed numbers either in vertical or horizontal
method. Do not use calculator. Show your complete solution and answer the guide
questions that follow. Use a piece of paper or coupon bond as your answer sheets.
1. Take -34 from 24.
2. Take the difference of 345 and – 235.
3. Take the sum of 22 and -232 away from the difference of -23 and 350.
4. Take away the difference of 111 and -234 from the sum of 124 and -119.

Guide Questions:
1. How did you subtract signed numbers?
2. How will you state the rules in subtracting signed numbers?
3. How did you answer items 3 and 4 above?
4. Where did you encounter subtracting of signed numbers? State at least two
situations.
5. What insight did you get from this activity?

Amazing!

Since you are reminded with the rules in subtracting signed numbers, Let us
discuss how to subtract algebraic expressions.
Consider the algebraic expressions 2 xy  4 x  4 y  2 and xy  14 x  3 y  5 . If
we are going to subtract these expressions using vertical method, we need to write
these expressions in an aligned position with respect to like terms and subtract from
the leftmost to the rightmost using the rules of subtracting signed numbers that is, we
need to change the sign of the subtrahend and proceed to addition.

2 xy  4 x  4 y  2 Minuend  2 xy  4 x  4 y  2
- xy  14 x  3 y  5 Subtrahend +  xy  14 x  3 y  5
Difference xy  18 x  7 y  7

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 MATH 102: College and Advanced Algebra

Always remember that we can subtract like terms only. If we use horizontal
method, we will write the given into this form: 2 xy  4 x  4 y  2 -
xy  14 x  3 y  5 and subtract the similar terms. The similar terms are 4 sets namely:
2xy & xy, -4x & +14x, +4y & -3y, and -2 & +5. Thus,
2xy  4x  4 y  2   xy  14 x  3 y  5 = 2 xy  xy  4 x  14 x  4 y  3 y  2  5
= xy  18 x  7 y  7

Mathematical Concepts

 Rules in Subtracting Signed Numbers: Change the sign of the subtrahend and
proceed to the rule of addition.

 Subtrahend is the quantity after the minus sign.

 Steps in Subtracting Algebraic Expressions.

1. Align similar terms (for vertical method).
2. Identify the subtrahend.
3. Change the sign of the subtrahend.
4. Add the similar terms from the leftmost to the rightmost.
5. Express the answer in standard form.

Example 1. (5x + 3y) – (6x + 4y + 3z)

Solution:
5x + 3y  5x + 3y
- 6x + 4y + 3z + -6x – 4y – 3z
-x – 4y – 3z

Example 2. (4ab – 2a2b + 5) - (–ab +ab2 + 2a2b + 4)

Solution:
4ab – 2a2b + 5  4ab – 2a2b + 5
- -ab + 2a2b +4 + ab2 + ab - 2a2b -4 - ab2
5ab – 4a2b +1 – ab2 or
-4ab2 –ab2 +5ab +1
Example 3. Subtract 4ab -30cd + 2 from -4ab +2ac + 4cd -21
Solution:
-4ab + 4cd -21 + 2ac  -4ab + 4cd -21 + 2ac
- 4ab -30cd + 2 + -4ab +30cd - 2
-8ab + 34cd – 23 + 2ac or
-8ab +2ac + 34cd - 23
 We can apply subtraction of algebraic expressions in Geometric problems
(perimeter), in business (equation), and in some routine and non-routine
problems.

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 MATH 102: College and Advanced Algebra

Question/Reflection Section: (Write your question/s or reflection here)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

C. Drill
Directions: Answer the following completely. Use A4 or short coupon bonds as
your answer sheets.
1. Subtract the sum of -2x and 4x + 12 from the difference of (3x – 2) – (10 –
10x).

2. What should be subtracted from (a – b + c) to obtain a difference of (2a – 4b)?

3. Evaluate: (4ab – 2a2b + 5) - (–ab +ab2 + 2a2b + 4) if a = 0 and b = 1.

4. If 2m – 5q + 7 is decreased by 6q – 10 + 3m, what is its difference?

5. The square of a number x plus 5 is taken from twice the square of the same
number x. What is the difference?

Rubrics (per item):

Accuracy (Process, Final Answer, Label) ---------------------------------- 3 points

Presentation (Organization, Penmanship/Readability, Spelling) --------- 2 points

Total ----------------------------------------------------------------------------- 5 points

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 MATH 102: College and Advanced Algebra

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work
in accordance with the standard protocol observed by the University. Use A4 size of
documents, 12 Font size, and Times New Roman as Font style. Be sure to save your
work as PDF format before uploading in G. Classroom. For those who are writing in a
piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.

Exercises 6

Part 1. Solve the following problems completely. Use any clean paper as your answer
sheet.

1. From the sum of 3x - 2y + 4z and 3y – 2z, subtract x - y - z.

2. Subtract a – 2b – c from the sum of 3a – b + c and a + b – 3c.

3. How much should a + 2b – 3c be increased to get 3a?

4. The sum of two expressions is 3x2 + 2xy – y2. If one of them is 2x2 + 3y2, find
the other.

5. From the sum of 4b2 + 5bc, -2b2 – 2bc – 2z2 and 2bc + 4c2, subtract the sum of
5b2 – c2 and -3b2 + 2bc + c2.

6. What should be subtracted from 3x + 5y + 9 to get - 2x + 3y + 15?

7. What should be taken away from p2 – q2 + 2pq + 10 to obtain – 2p2 – 2q2 +

7pq + 10?

8. By how much must 5p2 – 3q2 be diminished to give 2p2 + q2?

9. Subtract 2m – 5q + 7 from 4p + 2q and add your result to m2 – 3m3 + m - 1.

10. Subtract 2a2b – 3b2 from 3a2 – 5ab2 + 2b2 and subtract your result from the
sum of the two expressions 3ab2 + 5b2 – 2a2b and a2b + 5a2 – 3ab2.

Note: These are taken from https://www.math-only-math.com/worksheet-on-addition-

and-subtraction-of-polynomials.html.

Rubrics (per item):

Accuracy (Process, Final Answer, Label) -----------------------------------3 points

Presentation (Organization, Penmanship/Readability, Spelling) --------- 2 points

Total ------------------------------------------------------------------------------ 5 points

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 MATH 102: College and Advanced Algebra

Part 2. Research at least 3 sample situations or problems where subtraction of

algebraic expressions is applied in real – life situations. Write your output in an A4 or
short coupon bond.

Rubric:
Authenticity and Clarity of Situations/Problems ---------------------- 15 points
Feasibility and Organization ---------------------------------------------- 10 points
Reliability (Citation) ------------------------------------------------------- 5 points
Total ------------------------------------------------------------------------- 30 points

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 MATH 102: College and Advanced Algebra

Lesson 4. MULTIPLICATION OF ALGEBRAIC EXPRESSIONS

A. Specific Objectives
In this lesson, we are going to recall the rules of multiplying signed numbers,
multiply algebraic expressions, and identify situation where multiplication of
algebraic expressions is applied.

B. Topic Content

To realize our learning goals, let us start doing the following activities, and learn from
it. (Be sure to answer the activity and submit your output to your professor).

Activity 1
Let’s Multiply!
Directions: Multiply the following signed numbers. Do not use calculator. Show your
complete solution and answer the guide questions that follow in any paper as your
answer sheet.
1. 2, 3, 5, 10
2. -4, -5, - 3, -6
3. 2, -3, 4, -5, -10, -30
4. -3, -4, +30, 10, -11
5. +11, -20, -3, -5, -2, -1

Guide Questions:
1. How did you multiply signed numbers?
2. What is the sign of the product of integers with odd number of negative signed
numbers?
3. What is the sign of the product of integers with even number of negative
signed numbers?
4. How will you state the rules in multiplying two signed numbers? How about in
multiplying more than 2 signed numbers?
5. Where did you encounter multiplication of signed numbers? State at least two
situations.
6. What insight did you get from this activity?

Amazing!

Since you are reminded with the rules in multiplying signed numbers, let us
discuss how to multiply algebraic expressions. Before we do that, let us be aware that
in multiplying algebraic expressions, we need to multiply numerical coefficient by
numerical coefficient and literal coefficient by literal coefficient using the product law
of exponents that is x m  x n  x m n .

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 MATH 102: College and Advanced Algebra

I. Multiplying Monomial by a Monomial

To multiply monomial by a monomial, we need to multiply numerical
coefficient by numerical coefficient and literal coefficient by literal
coefficient.
Example 1. 2 x 2 y  4 xy 2 z 
Solution: 2 x 2 y  4 xy 2 z   (2  4)x 2  x y  y 2 z    8 x 3 y 3 z
(Note: We just copy the variable which is different from the other variables
in our multiplicand and multiplier).
2
Example 2. Multiply  22a 3b 2 &  ab5 .
5

Solution:  22a 3b 2   ab5     22   a 3  a  b 2  b 5  

 2   2 44 4 7
a b
 5   5 5

II. Multiplying Polynomial by a Monomial

To multiply polynomial by a monomial, we need to use distributive
property and the concept of multiplying monomial by a monomial.
Example 1. 2 x 2 y  4 xy 2 z  6 y 3  4
Solution:
2 x y  4 xy 2 z  6 y 3  4  2 x 2 y  4 xy 2 z   2 x 2 y 6 y 3   2 x 2 y4
2

 8 x 3 y 3 z  12 x 2 y 4  8 x 2 y

Example 2. Multiply the sum of 2ab3  3b 2  4 & 3ab3  4  2b 2 by

 3a 2 bc.
Solution: We need to add 2ab3  3b 2  4 & 3ab3  4  2b 2 before we
multiply.
2ab3  3b 2  4
+
3ab3  2b 2  4
5ab3  5b 2  8
  3a 2 bc (Vertical Method)
 15a b c  15a b c  24a bc
3 4 2 3 2

In vertical method, we multiply each term by the multiplier

 3a 2 bc from the left to the rightmost term of the multiplicand and put the
product in standard form.

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 MATH 102: College and Advanced Algebra

III. Multiplying Binomial by a Binomial

To multiply binomial by a binomial, we can make use of horizontal or
vertical methods.
For horizontal method, we will be using the FOIL Method. That is,
multiply the First terms of the given binomials (First to First), then
multiply the Outer terms (First term of the minuend to Last term of the
multiplier), then multiply the Inner terms (Last term of the minuend to
First term of the multiplier), and lastly, multiply the Last terms (Last to
Last).

Example 1: Multiply 3xy  4z  & 3x  5z  .

Solution:
3xy  4z 3x  5z   3xy3x  3xy5z    4z 3x   4z 5z 
 3xy3x + 3xy5z  +  4z 3x +  4 z 5z 
F O I L
3xy  4z 3x  5z   9 x y  15 xyz  12 xz  20 z
2 2

Example 2. Multiply the sum of 2a 2  4b  & 5b  2a 2  to the difference of

a 2
 
 b &  2b  5a 2 . 
Solution:
2a 2  4b a2  b a2  b
+ 2a 2  5b -  5a 2  2b +  5a 2  2b
4a 2  b 6a 2  3b

Horizontal: 4a 2  b 6a 2  3b   4a 2 6a 2  3b   b6a 2  3b  Distributive

Property
 4a 2 6a 2   4a 2 3b   b6a 2   b3b 
Distributive/FOIL
 24a 4  12a 2 b  6a 2 b  3b 2 Closure
 24a  18a b  3b
4 2 2
Combining like terms
Vertical: (From left to right)
4a 2  b
 6a 2  3b
24a 4  6a 2 b Start multiplying 6a 2 & 4a 2 , then
6a 2 & b
12a 2 b  3b 2 Then, multiply 3b & 4a 2 , then 3b & b
24a 4  18a 2 b  3b 2

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 MATH 102: College and Advanced Algebra

IV. Multiplying Polynomial by a Polynomial

To multiply polynomial by a polynomial, we can make use of
horizontal or vertical method. In this part, it is advisable to use vertical
method for better view of terms. It is easier for us to look for like terms if
we are using vertical method than using horizontal method.

Example 1. Find the product of

4d 3  d 2 f  23 f 2  2 & 3d 4 f  3d 2  2df  9 f 2  2.
Solution:
Horizontal:
4d 3
 d 2 f  23 f 2  23d 4 f  3d 2  2df  9 f 2  2  4d 3 3d 4 f   4d 3 3d 2   4d 3  2df   4d 3 9 f 2 
 4d 3  2   d 2 f 3d 4 f    d 2 f 3d 2    d 2 f  2df    d 2 f 9 f 2    d 2 f  2  23 f 2 3d 4 f 
 23 f 2 3d 2   23 f 2  2df   23 f 2 9 f 2   23 f 2  2   23d 4 f    23d 2    2 2df    29 f 2 
  2 2  12d 7 f  12d 5  8d 4 f  36d 3 f  8d 3  3d 6 f 2  3d 4 f  2d 3 f 2  9d 2 f 3  2d 2 f  69d 4 f 3
 69d 2 f 2  46df 3  207 f 4  46 f 2  6d 4 f  6d 2  4df  18 f 2  4

 12 d 7 f  3d 6 f 2  69 d 4 f 3  12 d 5  17 d 4 f  38d 3 f 2  9d 2 f 3  69 d 2 f 2  46 df 3  207 f 4

 8d 3  2d 2 f  6d 2  64 f 2  4df  4

Vertical:
4d 3  d 2 f  23 f 2  2
 3d 4 f  3d 2  2df  9 f 2  2
12d 7 f  3d 6 f 2  69d 4 f 3  6d 4 f

 12d 5  3d 4 f  69d 2 f 2
 6d 2

 8d 4 f  2d 3 f 2  46df 3  4df

 36d 3 f 2  9d 2 f 3  207 f 4 18 f 2

 8d 3  2d 2 f  46 f 2  4

 12d 7 f  3d 6 f 2  69d 4 f 3  12d 5  17d 4 f  38d 3 f 2  9d 2 f 3  69d 2 f 2  46df 3  207 f 4

 8d 3  2d 2 f  6d 2  64 f 2  4df  4

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 MATH 102: College and Advanced Algebra

Example 2. The length of a rectangle is expresses as xy  4 x  6 y  5 units and its

width is given as x 2  xy  4 x  1 units. What is the area of the rectangle?
Solution: Since the area of a rectangle is the product of length and width, then
xy  4 x  6 y  5
 x 2  xy  4 x  1
x3 y  4x 3  6x 2 y  5x 2
x2 y2  4x 2 y  6 xy 2  5 xy
 4x 2 y  16 x 2  24 xy  20 x
xy  4 x  6 y  5
 x 3 y  x 2 y 2  4 x 3  14 x 2 y  6 xy 2  21x 2  30 xy  24 x  6 y  5 sq. units.

Let us summarize:

Mathematical Concepts

 Rules in Multiplying Signed Numbers

o Multiplying 2 positive or 2 negative numbers (like signed integers):

Just multiply the two numbers and put the positive (+) sign in the
product. Examples: (+2)(+5) = + 10; (-2)(-5) = +10

o Multiplying 1 positive integer and 1 negative integer (unlike signed

integers): Just multiply the numbers and put negative (-) sign in the
product. Examples: (+2)(-5) = -10; (-2)(+5) = -10

o Multiplying more than 2 signed numbers: Just multiply the numbers

and count the negative signed integers. If the number of negative
signed numbers is even (2, 4, 6, 8, …), put the positive (+) sign in the
product and put negative (-) sign in the product if otherwise.

Examples:
1.  245 2 7  +1260 because there are 2 negative signed
numbers.
 2
2.  245 2 7  1 4    -1120 because there are 5
 9
negative signed numbers.

 Multiplicand is the first quantity in the multiplication statement.

 Multiplier is the second quantity in the multiplication statement.

 Product is the result of multiplication.

Example: In (2 – k) (k + 3) = - k2 – k + 6, (2 – k) is the multiplicand, (k + 3) is

the multiplier, and - k2 – k + 6 is the product.

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 MATH 102: College and Advanced Algebra

 Process in Multiplying Algebraic Expressions Using Horizontal Method

I. Monomial by a Monomial: Simply multiply numerical coefficient to
numerical coefficient and variable to variable using the rules in
multiplying signed numbers and the product law of exponents that
is adding the exponents of the same variable and copy the other
variables with their exponent. (See illustration in the previous
page/s).

II. Monomial by a Polynomial: Use distributive property that is,

multiply each term of a polynomial by the given monomial. Use the
rules in multiplying signed numbers and the product law of
exponents that is adding the exponents of the same variable and
copy the other variables with their exponent. (See illustration in the
previous page/s).

III. Binomial by a Binomial: Use FOIL method (same as distributive

property), combine like terms, and arrange the terms in
descending degree (standard form). (See illustration in the previous
page/s).

IV. Polynomial by Polynomial: Distribute each term of a multiplicand to

each term of multiplier. Then, multiply using the rules in
multiplying signed numbers and the product law of exponents that
is adding the exponents of the same variable and copy the other
variables with their exponent and finally, combine similar terms
and arrange the product in standard form. (See illustration in the
previous page/s).

 Steps in Multiplying Algebraic Expressions Using Vertical Method

1. Arrange the multiplicand and multiplier in standard form.

2. Write the multiplicand first and the multiplier below the multiplicand.

3. Multiply each term of a multiplier to each term of multiplicand from

the leftmost term to the rightmost term or vice versa.

4. Align the product with the same variable and exponent.

5. Add the products using the rules in adding like terms and copy the

terms which are not having the same variable and exponent.

6. Arrange the product in standard form.

(See illustrations in the previous page/s).

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 MATH 102: College and Advanced Algebra

Question/Reflection Section: (Write your question/s or reflection here)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

C. Drill
Directions: Answer the following completely in your answer sheets.

1. Multiply (a 2  2b  c) & (2a 3  4a 1) using (a) horizontal method and (b) vertical

method.

2. What is the product of 20a2b3, -2a, and -5b5?

3. If 3x – y is multiplied to 2x + y two times, what is the final product?

4. Formulate two polynomials whose product is 2x2 – 4y.

5. What expression must be subtracted from the product of (2a – b) and (2a + b)

to produce a difference of 4a + 1?

Rubrics (per item):

Accuracy (Process, Final Answer, Label) -------------------------------- 3 points

Presentation (Organization, Penmanship/Readability, Spelling) ------- 2 points

Total ---------------------------------------------------------------------------- 5 points

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work
in accordance with the standard protocol observed by the University. Use A4 size of
documents, 12 Font size, and Times New Roman as Font style. Be sure to save your
work as PDF format before uploading in G. Classroom. For those who are writing in a
piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.

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 MATH 102: College and Advanced Algebra

Exercises 7
Part 1. Solve the following problems completely. Consider the rubrics below in
making your output.

1. What is the product of  34 5 ?

 3
2. Find the product of 21 2 47   5 .
 4
3. Multiply x  4 x  4 x  5 by 5x 2 .
3 2

4. From the sum of 3x - 2y + 4z and 3y – 2z, multiply 3xy.

5. What is the product of (a – 2b – c) if it is multiplied to the sum of 3a – b + c
and a + b – 3c?
6. Find the product of (3x2 + 2xy – y2) and (2x2 + 3y2).
7. Multiply the sum of 4b2 + 5bc, -2b2 – 2bc – 2z2 and 2bc + 4c2 and the sum of
5b2 – c2 and -3b2 + 2bc + c2.
8. Subtract 2m – 5q + 7 from the product of 4p + 2q and m2 – 3m3 + m - 1.
9. Find the product of the difference of 2a2b – 3b2 and 3a2 – 5ab2 + 2b2 and the
sum of the two expressions 3ab2 + 5b2 – 2a2b and a2b + 5a2 – 3ab2.
10. If the length, width, and height of a rectangular box are
3b 2  5, 2b 2  2b  3,&3b cm respectively, find the volume of the box in
terms of b.
Rubrics (per item):

Accuracy (Process, Final Answer, Label) ------------------------------------ 3 points

Presentation (Organization, Penmanship/Readability, Spelling) ------------2 points

Total --------------------------------------------------------------------------------- 5 points

Part 2. Research at least 3 sample situations or problems where multiplication of

algebraic expressions is applied in real – life situations.

Rubric:
Authenticity and Clarity of Situations/Problems ---------------------- 15 points
Feasibility and Organization ---------------------------------------------- 10 points
Reliability (Citation) ------------------------------------------------------- 5 points
Total ------------------------------------------------------------------------- 30 points

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 MATH 102: College and Advanced Algebra

Lesson 5. DIVISION OF ALGEBRAIC EXPRESSIONS

A. Specific Objectives

In this lesson, we are going to recall the rules of dividing signed numbers, divide
algebraic expressions using long division and synthetic division, and identify situation
where division of algebraic expressions is applied.

B. Topic Content

To realize our learning goals, let us start doing the following activities, and learn
from it. (Be sure to answer the activity and submit your output to your professor).

Activity 1
Let’s Divide!
Directions: Divide the first quantity by the second quantity. Do not use calculator.
Show your complete solution and answer the guide questions that follow.
1. -36; 4
2. 200; 25
3. +556; +32
4. -1289; -27
5. +3345; -15

Guide Questions:
1. How did you divide signed numbers?
2. What is the sign of the quotient of integers with the same signs?
3. What is the sign of the quotient of integers having unlike signs?
4. How will you state the rules in dividing two signed numbers?
5. Where did you encounter division of signed numbers? State at least two
situations.
6. What insight did you get from this activity?

Awesome!
Since you are reminded with the rules in dividing signed numbers, let us
discuss how to divide algebraic expressions. Before we do that, let us be aware that in
dividing algebraic expressions, we need to divide numerical coefficient by numerical
coefficient and literal coefficient by literal coefficient using the quotient law of
 mn 
 x if m  n 
exponents that is x m  .
  1 if m  n 
xn  1 
 x nm if m  n
 

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 MATH 102: College and Advanced Algebra

I. Dividing Monomial by a Monomial

To divide monomial by a monomial, we need to divide numerical
coefficient by numerical coefficient and literal coefficient by literal
coefficient.
Example 1.
 12 x 2 y  12 x 2 y
Solution:   3x 21 (1) =  3x
4 xy 4 x y

2
Example 2. Divide  22a 3b 2 by  ab5 .
5
 22a 3b 2 5 a3 b2 31 1 55a 2
Solution:  22    55a  3
2 5 2 a b5 b 5 2 b
 ab
5

II. Dividing Polynomial by a Monomial

To divide a polynomial by a monomial, we need to divide each term of a
polynomial by a monomial and the concept of dividing monomial by a
monomial is applied.
Example 1.  4 xy 2 z  6 y 3  4  2 xy
 4 xy 2 z  6 y 3  4  4 xy 2 6 y 3 4
Solution:    
2 xy 2 xy 2 xy 2 xy
3y 2 2
 2 y  
x xy
Note: Cancellation of the same factors in the numerator and denominator
can be applied here.

Example 2. Divide the sum of 2ab3  3b 2  4 & 3ab3  4  2b 2 by  3a 2 bc.

Solution: We need to add 2ab3  3b 2  4 & 3ab3  4  2b 2 before we
divide.
2ab3  3b 2  4
+
3ab3  2b 2  4
5ab3  5b 2  8
5ab3  5b 2  8 5ab3 5b 2 8
Then,    
 3a bc
2
 3a bc  3a bc  3a 2 bc
2 2

5b 2 5b 8
  2  2
3ac 3a c 3a bc

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 MATH 102: College and Advanced Algebra

III. Dividing a Polynomial by a Polynomial

To divide a polynomial by a polynomial, we can make use of long
division.
Steps in Using Long Division:
1. Arrange the dividend and divisor in standard form (descending degree).
Fill 0 for the missing term just for spacing.
2. Put the dividend inside the long division symbol and the divisor outside
the division symbol. In symbols, we use
Quotient  Re mainder
Divisor Dividend .
3. Divide the term with the highest power inside the division symbol by
the term with the highest power outside the division symbol. Put the
answer above the dividend.
4. Multiply (or distribute) the answer obtained in the previous step by the
polynomial in front of the division symbol and put the product aligned
with the terms similar to it.
5. Subtract and bring down the next term of the dividend.
6. Repeat steps 3 to 5 until there is no more term of dividend to bring
down.
Re mainder
7. Write the final answer using the format Quotient + .
Divisor
Example 1: Divide 4 x 3  12 x 2  12  by x 2  1 .
Solution:
Step 1 4 x 3  12 x 2  0 x  12; x 2  0 x  1

Step 2
x 2  0 x  1 4 x 3  12 x 2  0 x  12

Step 3 4x
x  0 x  1 4 x  12 x  0 x  12
2 3 2
because

4x 3
 4x
x2

Step 4 4x
x  0 x  1 4 x  12 x  0 x  12
2 3 2

4x3  0x 2  4x
because 4 xx 2  0 x  1  4 x 3  0 x 2  4 x.

Step 5 4x
x  0 x  1 4 x  12 x  0 x  12
2 3 2

4x3  0x 2  4x

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 MATH 102: College and Advanced Algebra

 12 x 2  4 x  12

Step 6 4 x  12
x 2  0 x  1 4 x 3  12 x 2  0 x  12
4x3  0x 2  4x
 12 x 2  4 x  12
 12 x 2  0 x  12
4 x  24

Step 7 4 x  24
The final answer is 4 x  12  .
x2 1

Let us check: Just multiply the quotient by the divisor and add the
remainder to the product.
4 x  12

x2 1
4 x 3  12 x 2
 4 x  12
4 x 3  12 x 2  4 x  12
+ 4 x  24
4 x 3  12 x 2  12
Example 2. Divide 5a 2  30a 5  25a  100  by 3a 2  5  a 
Solution:

10 2 160 355
a  10 a 3 
a
3 9 27
3a  a  5  30 a  0a  0a  5a  25a  100
2 5 4 3 2

 30 a 5  10 a 4  50 a 3
10 a 4  50 a 3  5a 2
10 3 50 2
10 a 4  a  a
3 3
160 3 65 2
 a  a  25a
3 3
160 3 160 2 800
 a  a  a
3 9 9
355 2 575
a  a  100
9 9
355 2 355 1775
a  a
9 27 27
2080 925
 a
27 27

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 MATH 102: College and Advanced Algebra

2080 925
 a
10 160 355 27 27 .
Thus, the final answer is  10a 3  a 2  a 
3 9 27 3a  a  5
2

Let us check:

10 2 160 355
 10a 3  a  a
3 9 27

 3a 2  a  5
160 3 355 2
 30a 5  10a 4  a  a
3 9
10 160 2 355
 10a 4  a 3  a  a
3 9 27
50 800 1775
50a 3  a 2  a
3 9 27
2755 1755
 30a 5  0a 4  0a 3  5a 2  a
27 27
2080 925
+  a
27 27

 30a 5 5a 2  25a  100

This time, we are going to discuss synthetic division. Synthetic Division is a
shortcut process of dividing a polynomial by a linear binomial. This is also known as
one method in finding zeros of polynomial. It is applicable only if a given algebraic
expression has only 1 variable similar to the variable of a divisor.

Steps in Using Synthetic Division:

1. Write the terms of a given polynomial in standard form (descending order) and
insert 0 for the missing term.
2. Write the numerical coefficients of a polynomial in a horizontal row but
reserve a space before them for the divisor.
3. Equate the divisor to 0 and solve for the variable. This is our divisor. Put this
before the numerical coefficients and put the symbol .
4. Bring down the first numerical coefficient.
5. Multiply this (the one you bring down) to the divisor and put the product
below the next numerical coefficient and add. Put the sum below the addends
and in the horizontal row containing the one you bring down.
6. Multiply the sum to the divisor and put the product below the next numerical
coefficient and add. Put the sum below the addends.
7. Repeat the process until the last numerical coefficient.

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 MATH 102: College and Advanced Algebra

8. Write the quotient using the last row with the same variable in descending
order but it must start with the degree (n-1) where n is the degree of a given
polynomial. The last number in the last row is the remainder.

Example 1. Find the quotient and remainder when 4 x 6  21x 5  28 x  26 x 3 is divided

by x  5.

Step 1 4 x 6  21x 5  0 x 4  26 x 3  0 x 2  28 x  0

Step 2 4 21 0 -26 0 28 0

Step 3 x5 0
5 4 21 0  26 0 28 0
x  5

Step 4 5 4 21 0  26 0 28 0

Step 5 5 4 21 0  26 0 28 0

-20

4 1

Step 6 5 4 21 0  26 0 28 0

-20 -5

4 1 -5

Step 7 5 4 21 0  26 0 28 0

-20 -5 25 5 -25 -15

4 1 -5 -1 5 3 -15

Step 8 Quotient: 4 x 5  x 4  5x 3  x 2  5x  3 ;
Remainder: -15

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 MATH 102: College and Advanced Algebra

Example 2. Use synthetic division to find the quotient of

2 x  5x  13x  30  2 x  5 .
3 2

Solution:
2 x 3  5 x 2  13 x  30 has the numerical coefficients 2, -5, -13, and 30.
2x  5  0
5
2 x  5 So, our divisor is  .
2
5
x
2

Thus,
5
 2  5  13 30
2

-5 25 -30

2 -10 12 0

2 x 2  10 x  12
Therefore, the quotient is  x 2  5 x  6 because there is
2
numerical coefficient 2 (not equal to 1) in our divisor. In this example, there is no
remainder because the last number in the last row is 0. If there is a number in the last
row, we will just copy that as our remainder. Do not divide that number by the
coefficient of the linear term of our divisor.

Let us check:
x 2  5x  6
 2x  5
2 x  10 x 2  12 x
3

5x 2  25 x  30
2 x 3  5 x 2  13 x  30

Example 3. Divide 7 x 7  4 x 2  21  3x 4  25 x by 7 x  7 .
Solution:
7 x 7  0 x 6  0 x 5  3x 4  0 x 3  4 x 2  25 x  21

7x  7  0
7x  7
x 1

1 7 0 0 3 0  4 25 21
7 7 7 10 10 6 31
7 7 7 10 10 6 31 52

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 MATH 102: College and Advanced Algebra

7 x 6  7 x 5  7 x 4  10 x 3  10 x 2  6 x  31
The quotient is =
7
10 3 10 2 6 31
x6  x5  x4  x  x  x  . Note that the divisor is 7 x  7 with 7 as
7 7 7 7
numerical coefficient of the linear term. The remainder is 52.
10 10 6 31 52
Therefore, the complete quotient is x 6  x 5  x 4  x 3  x 2  x   .
7 7 7 7 7x  7
Let us check:
10 10 6 31
x6  x5  x 4  x3  x 2  x 
7 7 7 7
 7x  7
7 x  7 x  7 x 5  10 x 4  10 x 3  6 x 2  31x
7 6

 7 x 6  7 x 5  7 x 4  10 x 3  10 x 2  6 x  31
7 x 7  0 x 6  0 x 5  3x 4  0 x 3  4 x 2  25 x  31
+ +52
7x 7  3x 4  4 x 2  25 x  21
Mathematical Concepts

 Rules in Dividing Signed Numbers

o Dividing 2 positive or 2 negative numbers (like signed integers):
Just divide or reduce the two numbers and put the positive (+) sign in
the quotient.
Examples: (+2) (+5) = + ; (-10) (-5) = +2

o Dividing 1 positive integer and 1 negative integer (unlike signed

integers): Just divide or reduce the numbers and put negative (-) sign
in the quotient.
Examples: (+2) (-5) = - ; (10) (-5) = -2

 Dividend is the first quantity in the division statement. It is usually of higher

value or higher degree.

 Divisor is the second quantity in the division statement. It is the quantity after
.
 Quotient is the result of division.
Example: In (- k2 – k + 6) ( k - 2) = - k – 3, the espression - k2 – k + 6 is the
dividend, k - 2 is the divisor, and – k – 3 is the quotient.

 Remainder is the remaining quantity after the division process.

 Process in Dividing Algebraic Expressions

Remember that in dividing algebraic expressions, we need to divide numerical
coefficient by numerical coefficient and literal coefficient by literal coefficient

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 MATH 102: College and Advanced Algebra

 mn 
 x if m  n 
xm  
using the quotient law of exponents that is n   1 if m  n  . We
x  1 
 x nm if m  n
 
subtract the exponents of the same variable.

I. Dividing a Monomial by a Monomial

To divide monomial by a monomial, we need to divide numerical
coefficient by numerical coefficient and literal coefficient by literal
coefficient. (See illustration in the previous page/s).

II. Dividing a Polynomial by a Monomial

To divide a polynomial by a monomial, we need to divide each term of
a polynomial by a monomial and the concept of dividing monomial by
a monomial is applied. (See illustration in the previous page/s).

III. Dividing a Polynomial by a Polynomial

a. Using Long Division (Applicable to all Polynomials)

Steps in Using Long Division:

1. Arrange the dividend and divisor in standard form (descending
degree). Fill 0 for the missing term just for spacing.

2. Put the dividend inside the long division symbol and the divisor
outside the division symbol. In symbols, we use
Quotient  Re mainder
Divisor Dividend .
3. Divide the term with the highest power inside the division
symbol by the term with the highest power outside the division
symbol. Put the answer above the dividend.

4. Multiply (or distribute) the answer obtained in the previous step

by the polynomial in front of the division symbol and put the
product aligned with the terms similar to it.

5. Subtract and bring down the next term of the dividend.

6. Repeat steps 3 to 5 until there is no more term of dividend to

bring down.
Re mainder
7. Write the final answer using the format Quotient + .
Divisor
(See illustration in the previous page/s).

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 MATH 102: College and Advanced Algebra

b. Using Synthetic Division (Applicable only if the divisor is a linear

binomial).
Steps in Using Synthetic Division:
1. Write the terms of a given polynomial in standard form
(descending order) and insert 0 for the missing term.

2. Write the numerical coefficients of a polynomial in a horizontal

row but reserve a space before them for the divisor.

3. Equate the divisor to 0 and solve for the variable. This is our
divisor. Put this before the numerical coefficients and put the
symbol.

4. Bring down the first numerical coefficient.

5. Multiply this (the one you bring down) to the divisor and put the
product below the next numerical coefficient and add. Put the
sum below the addends and in the horizontal row containing the
one you bring down.

6. Multiply the sum to the divisor and put the product below the
next numerical coefficient and add. Put the sum below the
addends.

7. Repeat the process until the last numerical coefficient.

8. Write the quotient using the last row with the same variable in
descending order but it must start with the degree (n-1) where n
is the degree of a given polynomial. The last number in the last
row is the remainder.
(See illustrations in the previous page/s).

Question/Reflection Section: (Write your question/s or reflection here)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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 MATH 102: College and Advanced Algebra

C. Drill
Directions: Perform the indicated operations.
1. 2a 5  40ab 3  10ab 2  2a 2 b
2. 2a  40a 10a 12 (a  4)
5 3 2

3. 2a  40ab 10ab 2a  6  a 

5 3 2 2

4. 2a  4a 10a  20a 18 a  2a 1

5 3 2 2

5. 2a b  40ab  10ab   2a  48ab  a

5 3 2 3 5

 12ab 2  a  b 2 a  b 

Rubrics (per item):

Accuracy (Process, Final Answer, Label) ------------------------------------- 3 points

Presentation (Organization, Penmanship/Readability, Spelling) ------------2 points

Total -------------------------------------------------------------------------------- 5 points

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work
in accordance with the standard protocol observed by the University. Use A4 size of
documents, 12 Font size, and Times New Roman as Font style. Be sure to save your
work as PDF format before uploading in G. Classroom. For those who are writing in a
piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.

Exercises 8
Part 1. Solve the following problems completely. Consider the rubrics below in
making your output.

1. What is the quotient when the product of -25 and 30 is divided by -15?

2. Find the remainder when the sum of 32, - 12, and 20 is divided by the

difference of -234 and -250.

3. Divide x 3  4 x 2  4 x  5 by 5x 2 .

4. Divide the sum of 3x - 2y + 4z and 3y – 2z by 3xy.

5. Divide 10 x 6  70 x 5  4 x 2  25 x  21 by x  7

6. Use long division to divide 10 x 4  20 x 5  40 x 2  25 x  20  by x 3  7 x  1 .  

7. Use synthetic division to divide 10 x 6  70 x 5  4 x 2  25 x  21 by 2x  7.
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 MATH 102: College and Advanced Algebra

8. Use synthetic division to divide x 6  4 x 2  5 x  2 by 3x  5.

9. If the area of a certain rectangular lot is 2 y 6  5 y 5  4 y 2  21sq.units and its

width is 2 y 2  5units , how long is the lot?

10. If the volume of a rectangular box is given by 60 x 9  35 x 6  25 x 2  1cm 3 ,

find the measure of its height if its length and width are

2 x  1 & 3x 2  2 x  2cm , respectively.

Rubrics (per item):

Accuracy (Process, Final Answer, Label) ------------------------------------ 3 points

Presentation (Organization, Penmanship/Readability, Spelling) ----------- 2 points

Total -------------------------------------------------------------------------------- 5 points

Part 2. Research at least 3 sample situations or problems where division of algebraic

expressions is applied in real – life situations.

Rubric:
Authenticity and Clarity of Situations/Problems ---------------------- 15 points
Feasibility and Organization ---------------------------------------------- 10 points
Reliability (Citation) ------------------------------------------------------- 5 points
Total ------------------------------------------------------------------------- 30 points

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 MATH 102: College and Advanced Algebra

CHAPTER 3. SPECIAL PRODUCTS AND FACTORING

Introduction

Speed and accuracy in calculations are sometimes needed and practically

significant. Multiplying algebraic expressions is time consuming if we rely only to the
vertical or horizontal methods even though the given expressions are in special form
where patterns in multiplication exist. Knowing these patterns can help us to improve
our speed and accuracy in multiplication and or expressing algebraic expression into
its factored form. This module will provide us information and might improve our
skills in multiplication of algebraic expressions with speed and accuracy.

General Objectives

At the end of the chapter, the students must have demonstrated in-depth
knowledge in special products and factoring concepts and application through
discussion and problem-solving and developed higher order thinking skills
through formulation of conjectures.

Lesson 1. SPECIAL PRODUCTS

A. Specific Objectives

At the end of the lesson, the students must have:

1. Identified special products;

2. Explained why special products differ from simple multiplication of
algebraic expressions;
3. Formulated conjectures based from the given mathematical statements;
and
4. Shared insights on the application of special products in real-life
situations.

B. Topic Content

To realize our learning goals, let us start doing the following activities, and
learn from it. (Be sure to answer the activity and submit your output to your
professor).

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 MATH 102: College and Advanced Algebra

Activity 1. Multiplication Puzzle

Let’s Recall!

Directions: Complete the crossword polynomial puzzle below by finding the

indicated products. Write your answer with 1 term per box and after completing the
puzzle, discuss your answer with someone who had knowledge on multiplication of
polynomials. Then, answer the questions that follow.
Across B. Down
1. (b + 5) (b + 5) 1. (b – 10) (b + 10)
2
4. (d – 2f) 2. (5 – c + d)2
5. 5 (5 – 2c) 3. 4f (2 – 5d +f)
2
6. – (2d – 5) 5. (5 + 2d) (5 – 2d)
9. –c (2d + 10 – 4c) 7. -5 (5 + 2c – 5c2)
11. 10 (a – 5) (a + 5) 8. -2a (b – 5a)
12. (5c + ) (5c - ) 10. (2c + ) (2c - )

(Modified puzzle
https://www.depednegor.net/uploads/8/3/5/2/8352879/math_learniners_module.pdf)

Guide Questions:
1. How did you answer the puzzle?
2. What mathematical concepts did you apply to answer this activity?
3. What insight did you get from this activity?

Nice Work!

Let us have another 1. This time, you are going to complete the missing
products and answer the guide questions that follow.

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 MATH 102: College and Advanced Algebra

Activity 2
Complete Me!
Directions: Complete each case by finding the products and formulate generalization
per case. Don’t forget to use sheets of paper as your answer sheets and submit these to
your professor online or offline.

Case 1. Case 2.
x  12  _____________ x  1x  1  _____________
b  32  _____________ b  3b  3  _____________
2x  32  _____________ 2b  32b  3  _____________
4  3c2  _____________ 4  3c4  3c  _____________
2
4  4  4 
  c   _____________   c   c   _____________
5  5  5 
Case 3. Case 4.
x  y  z 2  _____________ x  1x 2  x  1  _____________
a  2b  c2  _____________ a  2ba 2  2ab  4b 2   __________
3  m  n2  _____________ 3  b9  3b  b 2   _____________
3m  2n  52  _____________ 4d  3z 16d 2  12dz  9z 2   ____________
 1 3  1 9 2
2.3  3.5c  0.5d 2  __________ 3
  b   b  b   ___________
 4 5  16 20 25 

Case 5.
x  33  _____________
x  34  _____________
x  35  _____________
x  36  _____________
x  3n  _____________

Guide Questions:
1. Describe each Case. What do you think is the name for each Case?
2. How many terms are there in the products of each Case? Are these special
products? Why do you say so?
3. What makes these products special?
4. Compare the products to its factors. What is the relationship of its given
factors to their products? Discuss each case.
5. Formulate your generalization per Case.

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 MATH 102: College and Advanced Algebra

Mathematical Concepts

 Special Products are products obtained by using a defined pattern for

multiplication of square of a binomial, sum and difference of two binomials,
square of a trinomial, x  y x 2  xy  y 2 or x  y x 2  xy  y 2 form, and
binomial expansion. They are called special because it could be multiplied
easily without doing the long multiplication process but by following their
respective patterns.

 Square of a Binomial is the form x  y  or x  y  where x is the first term

2 2

and y is the second term. In this case, we need to:

1. Square the first term;
2. Double the product of the first term and the second term; and
3. Square the last term.

Example 1. 2 x  5  2 x   22 x  5   5

2 2 2

 4 x 2  20 x  25
2 2
x   x  x
Example 2.   4 y      2 4 y   4 y 
2

2  2 2
x2
  4 xy  16 y 2
4
 Sum and Difference of Two Binomials is the form x  y x  y  where x is
the first term and y is the second term. In this case, we need to:
1. Square the first term or multiply the first terms;
2. Square the last terms or multiply the last terms; and
3. Put the negative (-) sign between the squares or products.

Example 1. x  y x  y   x 2  y 2
Example 2. 2s  5d 2s  5d   2s   5d 
2 2

 4s 2  25d 2

 Square of a Trinomial is the form x  y  z  where x is the first term, y is the

2

second term, and z is the third term. There are three terms being squared. In
this case, we need to:
1. Square the first, the second, and the third terms;
2. Double the product of the first and second terms, the first and
the last terms, and the second and third terms.

Example 1. x  y  z 2 z  x 2  y 2  z 2  2xy  2xz  2 y

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 MATH 102: College and Advanced Algebra

Example 2. 3a  4b  2c   3a 2   4b2  2c 2  23a  4b  23a 2c   2 4b2c 
2

 9a 2  16b 2  4c 2  24ab  12ac  16bc

 The x  y x 2  xy  y 2 or x  y x 2  xy  y 2 form where the factors are

binomial and trinomial and the trinomial is composed of the square of the first
and last terms of a binomial and the other term is the opposite of the product of
the first and last term of a binomial. In this case, we need to:
1. Cube the first and the last terms of a binomial or multiply the first
to first and last to last terms; and
2. Copy the sign in between a given binomial factor to the middle of
the cubes of the first and last terms.

Example 1. 3  y 9  3 y  y 2   33  y 3
 27  y 3
3
 2   2 
Example 2.  3b  c  9b 2  bc  c 2  = 3b    c 
6 4 3

 7  7 49  7 
8 3
 27b 3  c
343

 Binomial Expansion/Theorem is the form x  y  or x  y  where x is the

n n

first term, y is the second term, and n > 1. In this case, we need to follow the
pattern:
x  y n  x n  nxn1 y  n(n  1) x n2 y 2  ...  y n or
x  y n  x n  nx n1 y  n(n  1) x n2 y 2  n C r x nr y r  ...  y n with
n!
Cr  or with the Pascal’s Triangle of binomial coefficients.
n
n  r !r!

Source: Rcd PPT

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 MATH 102: College and Advanced Algebra

Source: Rcd PPT

Source: Rcd PPT

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 MATH 102: College and Advanced Algebra

Illustration 1: Use the Binomial Theorem to expand x 4  2 .  

3

Solution:
x 4
3
  3
 2  3 C 0 x 4  3 C1 x 4   2 C x  2  C 2
2
3 2
4 1 2
3 3
3

3! 3! 3! 3!
 x12  2x8  4x 4  8
3  0!0! 3  1!1! 3  2!2! 3  3!3!
3! 3  2! 8 3  2! 4 3!
 x12  2x  4x  8
3! 2!1! 1!2! 0!3!
 x12  6 x 8  12 x 4  8

Another way is by using the Pascal’s Triangle:

Use the third row because of exponent 3.

1 3 3 1

Solution: x 4  2  1 x 4 
3
  3
  2  3x 2
 3 x4
2 4 2
 12
3

 x12  6 x 8  12 x 4  8

Illustration 2. Expand x  5 .
5

Solution 1:
x  55  5!
x5 
5!
x 4  5 
5!
x 3  52 
5!
x 2  53 
5!
x 54
5  0!0! 5  1!1! 5  2!2! 5  3!3! 5  4!4!

5!
 55
5  5!5!

5! 5 5  4! 4 5  4  3! 3 5  4  3! 2 5  4!
x  5  x 25  x  125  x625   3125
5!
 x 
5! 4!1! 3!2! 2!3! 1!4! 5!
 x 5  25 x 4  250 x 3  1250 x 2  3125 x  3125

Solution 2. Using Pascal’s Triangle (use 5th row)

1 5 10 10 5 1
x  5 5
 1x  5x  5  10 x  5  10 x  5  5x 5  1 5
5 4 3 2 2 3 4 5

 x 5  25 x 4  10 x25  10 x 2  125   5 x625    3125 

 x 5  25 x 4  250 x 3  1250 x 2  3125 x  3125

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 MATH 102: College and Advanced Algebra

 The rth term of a binomial x  y n  n C r 1 x n(r 1) y r 1 where

n!
C r 1  .
n
n  r  1!r!

Illustration 3. Find the eight term of 2a  b .

13

C81 2a   b 81

13 ( 81)
Solution: 8th term = 13


13!
2a 137  b7
13  7!7!
13  12  11  10  9  8  7!
 2a 6  b7
6!7!
13  12  11  10  9  8
 64a 6  b 7 
6  5  4  3  2 1
 109824 a 6 b 7

Illustration 4. Find the 10th term of 3  2 y 

15

C101 3 2 y 101

15 (101)
Solution: 10th term = 15


15!
3159 2 y 9
15  9!9!

15! 6
3 2 y 9
6!9!
 5005729 512 y 9 
 1868106240 y 9

Question/Reflection Section: (Write your question/s or reflection here)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________

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 MATH 102: College and Advanced Algebra

C. Drill
Complete the table below by supplying the necessary information to make the
table TRUE. One point will be given per correct supplied information. The first
two were done for you.
Expression Product Special Product Kinds of Special
or Not Product (If it is a
special product)

1. (2 – 3c) (2 + 3c) 4 – 9c2 Special Product Sum and

Difference of Two
Binomials

2. (2 – 3c) (3 + 4c) 6 – c -12c2 Not

3. (1 + 2x – y)2

4. -3 (5 -10s + 2t)

5. (3 – g)5

6. (2a – 5) (4a2 + 10a + 25)

7. (6n – 2m +2) (2 – n)

8. -2y (3 – x + y)

9. (-2m + 3n) (2m + 3n)

10. (s – 4) (s – 8)

11. (2d – 4s2)2

12. (2 + 5x) (4 – 10x +25x2)

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 MATH 102: College and Advanced Algebra

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work
in accordance with the standard protocol observed by the University. Use A4 size of
documents, 12 Font size, and Times New Roman as Font style. Be sure to save your
work as PDF format before uploading in G. Classroom. For those who are writing in a
piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.

Exercises 9

Part 1. Answer the following completely. (1 point per correct response)

1. Tell what type of special product is the following given algebraic expressions:
a. x  5x  5
b. x  5x  5
c. 2x  5 y  32
d.  y  5y 2  5 y  25
e. 2 x  58
2. Find the product of the following: (Use the rubrics below)
a. x  5x  5
b. x  5x  5
c. 2x  5 y  32
d.  y  5y 2  5 y  25
e. 2 x  58

Part 2. Reflect and answer the following questions completely. Consider the rubrics
below in making your output.
1. What makes the special product different from simple multiplication of
algebraic expressions?
2. Recall your past experiences and share an instance or instances where you
unconsciously apply special products. Elaborate the application of special
products.
3. Suppose you are going to calculate the square of a 2-digit number using the
concept of special product. How will you get the square of a 2-digit
number using a special product? Illustrate at least 2 examples.
4. Relate the product and factors of the cube of a binomial like x  1 and
3

x  43 . What is the rule or pattern in finding the product of a cube of a

binomial?

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 MATH 102: College and Advanced Algebra

Rubrics (per item): For Part 1#2 and Part 2

Part 1 #2 Part 2
Accuracy (Process, Final Answer, Label) -----------------_3 points 10 points
Presentation (Organization, Penmanship/Readability,
Spelling) ----------------------------------------------------------- 2 points 5 points
Total = 5 points 15 points

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 MATH 102: College and Advanced Algebra

Lesson 2. FACTORING

There are lessons in mathematics that require knowledge and skills in

factoring. We cannot do and understand these lessons without mastering first the
factoring techniques. Some of these lessons are rational algebraic expressions and
operations, zeros of polynomial, rational, logarithmic, trigonometric, exponential, and
other functions, and Calculus.

A. Specific Objectives
At the end of the lesson, the students must have:
1. Identified the type of factoring that is applicable to the given polynomial;
2. Factored polynomial with speed and accuracy; and
3. Shared insights on the real-life applications of factoring as future math
teacher.

B. Topic Content

Let us start talking about the factor of an integer. As what we had learned from
the past, factors of an integer are also integers that if we multiply them, the result is
the given integer. For example, the factors of 12 are ½ and 24, 1 and 12, 2 and 6, 3
and 4, -1/2 and -24, -1 and -12, -2 and -6, -3 and -4, and so many others.
In our elementary days, we learned the factor tree and successive division
methods in factoring whole numbers and in our high school days, we learned several
methods in factoring polynomials.
Let us see if you can still remember those factoring methods/techniques and
the relationship between the special products and factoring.

Activity 1
Complete Me!

Directions: Copy and complete the table below by supplying the necessary
information and answer the questions that follow. Use a piece of paper as your answer
sheet.

Factors Product

1. (2 – 3c) (2 + 3c) 4 – 9c2

2. 6 – 2c -12c2

3. (1 + 2x – y)2

Factors Product

4. -3 (5 -10s + 2t)

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Factors Product

5. (3 – g)2

6. (2a – 5) (4a2 + 10a + 25)

7. 27t3 - 1

8. 4 – 2d +d2

9. (-2m + 3n) (2m + 3n)

10. (s – 4) (s + 8)

Questions:
1. What can you say about the activity?
2. How did you get the product of a polynomial if the given are its factors?
3. How did you get the factors of a given polynomial as a product? What did you
observe with the factors and the product on the table above?
4. What insights did you get from the activity?

Let us deepen our understanding about factoring.

Mathematical Concepts

 Factoring. It is a process of getting two or more mathematical expressions or

factors of the given quantity that when multiplied, the product is exactly the
given quantity. In this lesson, we refer factoring to two or more complete
prime factors of a given polynomial.

 Prime Factorization. It is a process of getting prime factors (expression with 1

and itself as factors) of a given quantity. In polynomials, we refer it to
the complete factors of the polynomial where the factors cannot be factored
anymore.

 Types of Factoring

1. Common Monomial Factoring or Factoring the Greatest Common

Factor. This type of factoring requires keen observation and
considered the very first step in factoring polynomials. By inspection,
we need to look for the greatest common factor of each term of a given
polynomial. Greatest common factor refers to the greatest factor that
each term of the given polynomial has.

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Steps in Factoring the Greatest Common Factor of a Polynomial

Step 1. Examine if each term of a given polynomial has numerical and

literal coefficients.

Step 2. If each term of a polynomial has

Case 1. Numerical coefficients greater or less than 1 but NOT all
terms have literal coefficients. Factor out the numbers and
determine the greatest number as the greatest common factor,
divide each term by the greatest common factor, and copy the
quotient as another factor.

Example: Factor 2x – 4 completely.

Solution: 2x and -4 have numerical coefficients greater than 1 but -
4 has no literal coefficient.
Factor out 2 and -4, we have

2 = 1 (2) The greatest common factor is 2.

-4 = -2 (2)
2x  4
So, 2x – 4 = 2 (x – 2) because  x  2.
2
Case 2. Literal coefficients but NOT all terms contained
numerical coefficients greater or less than 1. Factor out the
common variables and copy the lowest exponent of each variable
as the greatest common factor. Then, divide the given polynomial
by the greatest common factor and copy the quotient as another
factor.

Example. Factor x2y2 – 2x2 + 6x3y completely.

Solution: x2y2, – 2x2, and 6x3y have x as a common literal
coefficient but NOT all numerical coefficients are greater or less
than 1 (first term has 1 as numerical coefficient) and the 2nd term
has NO y variable.

By looking at the lowest exponent of x, our greatest common factor

is x2.

So, x2y2 – 2x2 + 6x3y = x2(y2 – 2 + 6xy) because

x y  2x  6x y
2 2 2 3

2
 y 2  2  6 xy .
x

Case 3. All terms have numerical coefficients greater or less than 1

and have literal coefficients. We need to apply both Case 1 and
Case 2 to determine the greatest common factor.

Example. Factor -10x3y2 + 30x4y + 5x5y3 completely.

Solution: -10x3y2, 30x4y, and 5x5y3 have -10, 30 and 5 as
numerical coefficients and x3y2, x4y, and x5y3 as literal coefficients
with x and y as common variables.

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By factoring, we have
-10 = -2 (5) The common numerical factor is 5.
30 = 2 (3) (5)
5 = 1 (5)
Since x and y are common variables, the common literal factor is
x3y because the lowest exponent of x is 3 and 1 for y. Therefore,
the greatest common factor is 5x3y.
Therefore,
-10x3y2 + 30x4y + 5x5y3 = 5x3y (-2y +6x + x2y2)

 10 x 3 y 2  30 x 4 y  5 x 5 y 3
because 3
 2 y  6 x  x 2 y 2 .
5x y

2. Factoring Difference of Two Squares. This factoring technique is

applicable if the given is a binomial with first and second terms are
both perfect squares but with minus in between. From the product of
sum and difference of two binomials, this factoring takes the form
x2 – y2 = (x + y) (x – y).

Note: Only the difference of two squares is factorable but the sum of
two squares is NOT factorable.

Steps in Factoring Difference of Two Squares

Step 1. Examine the given polynomial and be sure that it takes the
form of difference of two squares.

Step 2. Get the square roots of the first and second terms.

Step 3. Make two parentheses and write the square roots of the first
and second terms.

Step 4. Put + and – in between the square roots of the first and second
terms in step 3.

Examples: Factor the following completely.

a. 1 – 25h2
4 4
b. d  121
9
c. 16x4 – 81

Solutions:

a. 1 – 25h2

Step 1. By inspection, the given is exactly a difference of two

squares.
Step 2. 1  1 & 25h 2  5h
Step 3. 1 – 25h2 = (1 5h) (1 5h)

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Step 4. 1 – 25h2 = (1 + 5h) (1 - 5h)

4 4
b. d  121
9
Step 1. By inspection, the given is exactly a difference of two
squares.
4 4 2 2
Step 2. d  d & 121  11
9 9
4 4 2  2 
Step 3. d  121   d 2 11 d 2 11
9 9  9 
4 4 2  2 
Step 4. d 121   d 2  11 d 2  11
9 9  9 

c. 16x4 – 81
Step 1. By inspection, the given is exactly a difference of two
squares.
Step 2. 16x 4  4 x 2 & 81  9
Step 3. 16x4 – 81= (4x2 9) (4x2 9)
Step 4. 16x4 – 81= (4x2 + 9) (4x2 - 9)
By inspection, we can notice that 4x2 - 9 is a difference of two
squares and therefore, factorable. And so, we need to factor this
factorable factor.
4x2 – 9 = (2x + 3) (2x – 3)

Thus, the final answer is 16x4 – 81= (4x2 + 9) (2x + 3) (2x – 3).

3. Factoring the Sum/Difference of Two Cubes. It is applicable when

the given is a binomial with all the terms perfect cubes. From the
product of the (x + y) (x2 – xy + y2) = x3 + y3 and (x - y) (x2 + xy + y2)
= x3 - y3, this factoring technique takes the form

x3 + y3 = (x + y) (x2 – xy + y2) Factored form of the Sum of

Two Cubes

x3 - y3 = (x - y) (x2 + xy + y2) Factored form of difference of

Two Cubes

Steps in Factoring the Sum/Difference of Two Cubes

Step 1. Examine the given if it is a sum or a difference of two cubes.

Step 2. Get the cube roots of the first and second terms (disregarding
the signs).
Step 3. Make two sets of parentheses. One for (x + y) or (x – y)
factor and the other is for (x2 – xy + y2) or (x2 + xy + y2) factor.
Step 4. Replace x by the cube root of the first term and y by the
cube root of the second term and apply the factored form mentioned
above.

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Examples: Factor the following completely:

a. (8 + s3)
b. (1000d6 – 27)
c.  
1 12
b  64 
 729 

Solutions: Factor the following completely:

a. (8 + s3)
Step 1. It is evident that the given is the sum of two
cubes.
Step 2. 3 8  2 & 3 s 3  s .
Step 3. (8 + s3) = ( ) ( )
Step 4. (8 + s3) = (2 + s) (4 - 2s + s2)
Note: We applied the factored form of the sum of two cubes.

b. (1000d6 – 27)
Step 1. It is evident that the given is the difference of
two cubes.
Step 2. 3 1000d 6  10d 2 & 3 27  3 .
Step 3. (1000d6 – 27) = ( )( )
Step 4. (1000d – 27) = (10d - 3) (100d4 + 30d2 + 9)
6 2

Note: We applied the factored form of the difference of two cubes.

c.  
1 12
b  64 
 729 
Step 1. It is evident that the given is the difference of
two cubes.
1 12 1 4 3
Step 2. 3 b  b & 64  4 .
729 9

Step 3.  
1 12
b  64  = ( )( )
 729 

Step 4.   1  1 
1 12 4
b  64    b 4  4  b 8  b 4  16 
 729   9  81 9 

By examining the factors, we can see that  b 4  4  can be

1
9 
factored because it is a difference of two squares.

By applying the factoring of difference of two squares, we

have

 1 12  1 4  1 8 4 4 
 b  64    b  4  b  b  16 
 729  9  81 9 
1  1  1 4 
  b 2  2  b 2  2  b 8  b 4  16 
3  3  81 9 

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4. Factoring Perfect Square Trinomial. This factoring is applicable

when the given polynomial is a perfect square trinomial – the first and
third terms are perfect squares and the middle term is the opposite of
twice the product of the square roots of the first and third terms. From
the product of square of a binomial, this factoring takes the form
x 2  2xy  y 2  ( x  y) 2 or
x 2  2 xy  y 2  ( x  y) 2

Steps in Factoring Perfect Square Trinomial

Step 1. Examine the given polynomial if it is a perfect square

polynomial. If it is, proceed to Step 2. If not, apply an appropriate
factoring technique.

Step 2. Get the square roots of the first and last terms.

Step 3. Follow the form x 2  2xy  y 2  ( x  y) 2 or x 2  2xy  y 2  ( x  y) 2

where x and y are the square roots of the first and last terms.

Examples: Factor the following completely:

a. 4x2 – 12x + 9
b. a2b2 + 20ab + 100
c. 2h2 + 4h + 2

Solutions:
a. 4x2 – 12x + 9
Step 1. The given is a perfect square trinomial.
Step 2. 4 x 2  2 x & 9  3
Step 3. 4x2 – 12x + 9 = (2x – 3)2 Note: The sign between the
terms follows the middle term.

b. a2b2 + 20ab + 100

Step 1. The given is a perfect square trinomial.
Step 2. a 2 b 2  ab & 100  10
Step 3. a2b2 + 20ab + 100 = (ab + 10)2 Note: The sign
between the terms follows the middle term.

c. 2h2 + 4h + 2
Step 1. The given is NOT a perfect square trinomial. However,
we can noticed that the terms contain common factor. By
applying the common monomial factoring, the common factor
is 2.
The factored form will be 2h2 + 4h + 2 = 2 (h2 + 2h +1).
By examining the factors, (h2 + 2h +1) is factorable because it
is a perfect square trinomial.

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Step 2. h 2  h & 1  1
Step 3. 2h2 + 4h + 2 = 2(h + 1)2 Note: The sign between the
terms follows the middle term.

5. Factoring General Quadratic Trinomial. This factoring method is

applicable when the trinomial is not a perfect square but it takes the
factorable form ax2 + bx + c where a, b, and c are constants. In this
factoring, we need to find the real zeros of the given quadratic
trinomial and use the form
ax2 + bx + c = (x + r1) (x + r2) where r1 and r2 are real zeros
of quadratic trinomial.

Steps in Factoring General Quadratic Trinomial

Step 1. Examine the given polynomial if it is general quadratic

trinomial or not. If it is, proceed to step 2. If not, apply the appropriate
factoring method.
Step 2. Find the real zeros of quadratic trinomial by using trial and
error or quadratic formula.
Step 3. Use the form ax2 + bx + c = (x - r1) (x - r2) where r1 and r2 are
real zeros of quadratic trinomial.

Examples: Factor the following completely:

a. x2 – 2x - 15
b. 3y2 + 2y -8
c. 10r2 – 15r – 25

Solutions:
a. x2 – 2x - 15
Step 1. The given polynomial is a quadratic trinomial.
Step 2. By quadratic formula (a = 1, b = -2, c = -15), we have
 b  b 2  4ac
r
2a
  2   22  41 15

21
2  4  60

2
2  64

2
28

2
r1 = 2  8  5 ; r2 =  8  3
2
2 2
Step 3. x2 – 2x - 15 = (x - 5) (x + 3)

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Another way is by trial and error. It can be done by finding the

factors of the first and last terms and multiply by FOIL method to find out if the
factors can give the correct polynomial.

In x2 – 2x – 15, we need to look for the factors of -15 such that the
sum is -2 since x2 has x and x factors only. The factors of -15 are:

-15 = -1 (15) Sum: -1 + 15 = 14

-15 = 1 (-15) Sum: 1 + - 15 = -14

-15 = -3 (5) Sum: -3 + 5 = 2

-15 = 3 (-5) Sum: 3 + - 5 = -2

So, x2 – 2x – 15 = (x + 3) (x - 5) because the sum of 3 and -5 is -2.

b. 3y2 + 2y -8
Step 1. The given polynomial is a quadratic trinomial.
Step 2. By quadratic formula (a = 3, b = 2, c = -8), we have
 b  b 2  4ac
r
2a
 2  22  43 8

23
 2  4  96

6
 2  100

6
2  10

6
r1 = 2  10  4 ; r2 = 2  10  2
6 3 6
4
Note: (y - ) (y + 2) is not exactly the same as the given
3
4
without multiplying all the terms by 3, we need to change (y - )
3
in linear form 3y – 4.
Step 3. 3y2 + 2y -8 = (3y -4) (y + 2).

If we use trial and error, we need to find the factors of the first term
3y2 and the last term -8 and try them to get the given polynomial. The factors of 3y2
are 3y and y while of – 8 are -1 and 8, 1 and -8, -2 and 4, 2 and -4, etc.

By trying out the factors, we have:

(3y – 1) (y +8) = 3y2 +24y –y -8 where the middle term is 23y. We

need only 2y. So let’s try to interchange -1 and 8.

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(3y + 8) (y -1) = 3y2 - 3y + 8y -8 where the middle term is 5y. We

need only 2y. So we skip -1 and 8 or 1 and -8. Let’s try 2 and -4.

(3y – 2) (y +4) = 3y2 +12y –2y -8 where the middle term is 10. We
need only 2y. So let’s interchange 2 and -4.

(3y + 4) (y -2) = 3y2 -6y +4y -8 where the middle term is -2y. We
need 2y. So we need to interchange the signs between the two binomials to have

(3y – 4) (y +2) = 3y2 +6y –2y -8 where the middle term is 2y. Thus,
the correct factors are (3y – 4) (y +2).

c. 10r2 – 15r – 25
By examining the given polynomial, there is a common monomial
factor 5 because 10, -15 and -25 are divisible by 5.
Thus, 10r2 – 15r – 25 = 5 (2r2 – 3r – 5).
This time, let’s try trial and error method to factor 2r2 – 3r – 5.

2r2 – 3r – 5 = (2r – 5) (r + 1).

6. Factoring by Grouping. This type of factoring is applicable when the

previous factoring methods are not applicable and if there are 4 or
more terms involve in the given polynomial and there is a possibility
that when some terms of the given polynomial are grouped together,
there will be a common factor that will surface in the groups.

Steps in Factoring by Grouping

Step 1. Examine the given polynomial if there are more than 3 distinct
terms and with the possibility that when some terms are grouped
together, there will be a common factor or the new form will exhibit
one of the special products.

Step 2. Apply one of the following cases.

Case 1. For 4 terms, group the first two terms together and group
the remaining two terms together or make two groups with two terms
that are factorable using the previous factoring techniques. Then, apply
the appropriate factoring method to factor each group.

Case 2. For 4 or more terms, make two groups with three terms
and with the remaining terms provided that the groups are factorable
using the previous factoring methods. Then, apply the appropriate
factoring technique to factor each group.

Step 3. Apply the common monomial factoring to make the factors

simple.

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Step 4. Examine the factors and be sure that the factors are NOT
factorable anymore. If it has factors that are factorable, apply the
appropriate factoring to have prime factors.

Examples: Factor the following completely:

a. 5x + 5y - bx – by
b. a2 – 2ab + b2 – a + b
c. 4m2 + 4mn + n2 – d2
d. x4 - y2 + 6y - 9
e. a2 + b2 - s2 + 2ab + 4s - 4

Solutions:
a. 5x + 5y - bx – by
Step 1. It is obvious that the given has 4 terms and so, factoring
by grouping is applicable.

Step 2. 5x + 5y – bx – by = (5x + 5y) + (-bx – by) Case 1

Step 3. 5x + 5y – bx – by = (5x + 5y) + (-bx – by)

= 5 (x + y) + -b (x + y)
= (x + y) (5 – b)

Step 4. 5x + 5y – bx – by = (x + y) (5 – b) Prime
Factors

b. a2 – 2ab + b2 – a + b
Step 1. It is obvious that the given has 5 terms and so, factoring
by grouping is applicable.

Step 2. a2 – 2ab + b2 – a + b = (a2 – 2ab + b2) + (– a + b) Case 2

Step 3. a2 – 2ab + b2 – a + b = (a - b)2 + (– a + b)

= (a - b)2 + - 1(a - b)
Note: We factor (-a + b) to make this factor equal to (a – b) so
that there will be a common factor (a – b).

a2 – 2ab + b2 – a + b = (a – b) [(a – b) -1]

= (a – b) (a – b – 1)

Step 4. a2 – 2ab + b2 – a + b = (a – b) (a – b – 1) Prime Factors

c. 4m2 + 4mn + n2 – d2
Step 1. It is obvious that the given has 4 terms and so, factoring
by grouping is applicable.

Step 2. 4m2 + 4mn + n2 – d2 = (4m2 + 4mn + n2) – d2 Case 2

Step 3. 4m2 + 4mn + n2 – d2 = (2m + n)2 – d2

= [(2m +n) + d] [(2m +n) - d]
= (2m + n + d) (2m + n – d)

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Step 4.
4m2 + 4mn + n2 – d2 = (2m + n + d) (2m + n – d) Prime Factors

d. x4 - y2 + 6y - 9
Step 1. It is obvious that the given has 4 terms and so, factoring
by grouping is applicable.

Step 2. x4 - y2 + 6y - 9 = x4 + (- y2 + 6y – 9) Case 2

By examining the (- y2 + 6y – 9), we can rewrite this as perfect

square trinomial by using -1.

Step 3. x4 - y2 + 6y - 9 = x4 + -1 (y2 - 6y + 9)
= x4 – (y – 3)2
= [x2 + (y – 3)] [x2 - (y – 3)]
= (x2 + y – 3) (x2 – y – 3)

Step 4. x4 - y2 + 6y – 9 = (x2 + y – 3) (x2 – y – 3) Prime factors

e. a2 + b2 - s2 + 2ab + 4s - 4
Step 1. It is obvious that the given has 5 terms and so, factoring
by grouping is applicable.

Step 2.
a2 + b2 - s2 + 2ab + 4s - 4 = (a2 + 2ab + b2) + (-s2 + 4s - 4)
Case 2
Note: We rearrange the terms to have 2 groups of possible
perfect square trinomials.

Step 3.
a2 + b2 - s2 + 2ab + 4s - 4 = (a2 + 2ab + b2) + (-s2 + 4s - 4)
= (a2 + 2ab + b2) - (s2 - 4s + 4)
= (a + b)2 - (s – 2)2
= [(a + b) + (s – 2) ] [(a + b) - (s – 2) ]
= (a + b + s – 2) (a + b – s + 2)
Step 4.

a2 + b2 - s2 + 2ab + 4s – 4 = (a + b + s – 2) (a + b – s + 2)

Prime factors

 Steps in Factoring Polynomials

1. Always look for the greatest common monomial factor or apply

common monomial factoring at the very beginning of factoring if
possible.
2. If the common monomial factoring is not applicable at the start of
factoring, apply the other types of factoring appropriate to the given
polynomial.

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 MATH 102: College and Advanced Algebra

3. Re-examine the factors derived from the previous factoring and be sure
that all factors are NOT factorable or the factors are already prime. If
there is/are (a) factor/s that is/are factorable, repeat step 2 and write the
prime factors as final factors of the given polynomial.

Question/Reflection Section: (Write your question/s or reflection here)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
C. Drill
Part 1. Directions: Identify the type of factoring that is appropriate for the
following polynomials. Point system will be used for this part.

Part 2. Directions: Factor the given polynomials in Part 1 completely with

speed and accuracy. Record the time when you start this task as well as the time you
finish this task.
Time Started: ______________ Time Finished: _____________
Rubric:
Criteria 3 Points/Item 2 Points/Item 1 Point/Item 0 Point/Item

Complete and Complete but Factors are not No evidence

correct factors. there is 1 – 2 primes or of solving.
errors in incorrect.
symbols or
Accuracy of
entries in the
Solution
factors.

Speed in 40 Points 35 Points 30 Points 25 Points

Factoring
Finished Finished Finished Finished
factoring factoring factoring factoring after
within 1 - 30 within 31 - 40 within 41 - 50 50 minutes.
minutes. minutes. minutes.

Total Points: 100

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 MATH 102: College and Advanced Algebra

Part 3. Complete the following statements: (1 point for valid argument)

1. We can factor a polynomial if
_________________________________.
2. Factoring is necessary in
____________________________________.
3. Reversing the process of getting the product is the same as the process
of _____.
4. The type of factoring that is appropriate for a given polynomial
depends on ______.
5. One of the benefits of knowing factoring is
_____________________.
D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom.
Don’t forget to have your own copy for your e-portfolio. For offline class, submit
your work in accordance with the standard protocol observed by the University.
Use A4 size of documents, 12 Font size, and Times New Roman as Font style. Be
sure to save your work as PDF format before uploading in G. Classroom. For
those who are writing in a piece of paper, get a clear photos of your output and
organize these in PDF format before uploading in our G. Classroom.
Exercises 10
Part 1. Factor the following completely.

Rubric:
Criterion 3 Points/Item 2 Points/Item 1 Point/Item 0 Point/Item

Complete and Complete but Factors are not No evidence

correct factors. there is 1 – 2 primes or of solving.
errors in incorrect.
symbols or
Accuracy of
entries in the
Solution
factors.

Total Points: 60

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Lesson 3. GREATEST COMMON FACTOR

A. Specific Objectives
At the end of the lesson, the students must have:

1. Found the greatest common factor of two or more algebraic

expressions; and
2. Discussed how to find the greatest common factor of two or more
algebraic expressions.

B. Topic Content
Before we get started, let us take into considerations the following readiness
quiz items:

1. Factor 72 and 81 into primes.

2. What is the largest factor that is common to 72 and 81?
3. Factor 2x2 – 3x – 5 and x2 + 2x + 1 completely.
4. What is the largest factor that is common to 2x2 – 3x – 5 and x2 + 2x +
1?

In item 3, we can use the factoring techniques that we studied last time. By
examining the given polynomials, 2x2 – 3x – 5 is a quadratic trinomial and x2 + 2x + 1
is a perfect square trinomial. By applying the appropriate type of factoring, we have

2x2 – 3x – 5 = (2x – 5) (x + 1) & x2 + 2x + 1 = (x + 1)2

Based from the prime factors, the common factor is (x + 1).

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 MATH 102: College and Advanced Algebra

Mathematical Concepts

 Greatest Common Factor (GCF). It is the largest expression that is a factor

of all given expressions.
 Steps in Finding the Greatest Common Factor
1. Factor each expression completely (into primes). Write all factors in
expanded form.
2. List all factors in expanded form – matching or aligning common
factors in column.
3. Bring down the common factors that all given expressions have.
4. Multiply the common factors. (This will be the greatest common
factor).

Examples: Find the greatest common factor of the following:

a. 120, 240, and 560
b. (8y2 – 12y – 20) and (4y2 – 25)
c. (x2 - 4y2 + 2x + 4y), (-4x – 8y), and (x2 + 4xy + 4y2)
d. (a2 – b2), (2a - 2b) (a + b) , and (2a2 + 2ab + a + b) (a2 - 2ab +
b2)
Solutions:
a. 120, 240, and 560
In this problem, we can use the successive division method
rather than the steps mentioned above (Steps in Finding the
Greatest Common Factor) because this method is applicable
and faster that the factor tree. This can be done by putting all
the numbers together in a row and dividing them with the same
number. Then, the quotient will be divided by another number
until there will be no more number that can divide their
quotients. The divisor or the product of the divisors that divides
all the given numbers is the greatest common factor.

3 6 14
4 12 24 56
10 120 240 560

First, divide the numbers by 10. Then the quotients 12, 24, and
56 can be divided by 4. The quotients are 3, 6, and 14 and no
more number can divide these numbers.
Therefore, the greatest common factor is 10 (4) = 40.

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 MATH 102: College and Advanced Algebra

b. (8y2 – 12y – 20) and (4y2 – 25)

Step 1.
8y2 – 12y – 20 = 4(2y2 – 3y – 5) Common Monomial Factoring
= 4 (2y – 5) (y + 1) Factoring Quadratic
Trinomial
4y2 – 25 = (2y + 5) (2y – 5) Factoring Difference of Two
Squares
Step 2.
8y2 – 12y – 20 = 4 (2y – 5) (y + 1)
4y2 – 25 = (2y - 5) (2y + 5)

Step 3. Bring Down: 2y – 5

Step 4. Therefore, the greatest common factor of (8y2 – 12y –

20) and (4y2 – 25) is 2y – 5. (We cannot perform multiplication since
there is only one common factor).

c. (x2 - 4y2 + 2x + 4y), (-4x – 8y), and (x2 + 4xy + 4y2)

Step 1.
x2 - 4y2 + 2x + 4y = (x2 - 4y2) + (2x + 4y)
= (x + 2y) (x – 2y) + 2(x + 2y)
= (x + 2y) [(x – 2y) + 2]
= (x + 2y) (x – 2y + 2)
-4x – 8y = -4(x + 2y)
x2 + 4xy + 4y2 = (x + 2y)2
= (x + 2y) (x + 2y)

Step 2.
x2 - 4y2 + 2x + 4y = (x + 2y) (x – 2y + 2)
-4x – 8y = -4(x + 2y)
2 2
x + 4xy + 4y = (x + 2y) (x + 2y)

Step 3. x + 2y

Step 4. Therefore, the greatest common factor of (x2 - 4y2 + 2x

+ 4y), (-4x – 8y), and (x2 + 4xy + 4y2) is x + 2y. (We cannot
perform multiplication since there is only one common factor).

d. (a2 – b2), (2a - 2b) (a + b) , and (2a2 + 2ab + a + b) (a2 - 2ab +

b2)

Step 1.
a2 – b2 = (a + b) (a – b)
(2a - 2b) (a + b) = 2(a – b) (a + b)
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 MATH 102: College and Advanced Algebra

(2a2 + 2ab + a + b) (a2 - 2ab + b2) = [(2a2 + 2ab) + (a + b)] (a2 - 2ab + b2)
= [2a(a + b) + (a + b)] (a2 - 2ab + b2)
= [(a + b) (2a +1)] (a2 - 2ab + b2)
= (a + b) (2a + 1) (a – b)2
= (a + b) (2a + 1) (a – b) (a – b)
Step 2.
a2 – b2 = (a + b) (a – b)
(2a - 2b) (a + b) = 2 (a + b) (a – b)
2 2 2
(2a + 2ab + a + b) (a - 2ab + b ) = (a + b) (a – b) (a – b) (2a + 1)

Step 3. Bring down (a + b) (a – b)

Step 4. (a + b) ( a – b) = a – b2. Therefore, the greatest
2

common factor of (a2 – b2), (2a - 2b) (a + b) , and (2a2 +

2ab + a + b) (a2 - 2ab + b2) is a2 – b2.

Question/Reflection Section: (Write your question/s or reflection here)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

C. Enrichment Activity
Directions: Contact at most 2 classmates and then, discuss and work the activity
below with patience and collaboration. Organize your group answers in a Power
Point Presentation and submit to your professor online/offline. For online
submission, submit your group output in the class Google Classroom. For offline
submission, save your group output in your flask drive, put that flask drive inside
an envelope, seal it, write (To: Dr. Racso C. Daliva (COEAS) and From: Your
name and names of your groupmates) at the back of the envelope, and drop this to
the designated box or hand in this to the security guard. Be sure to follow the
University Safety Protocol.

Activity 1
That’s My GCF!

Directions: Find the GCF or greatest common factor of the following and answer
the questions that follow.
1. 50 & 175
2. 12, 20, 24, & 30
3. 2a & 8a2
4. 12x3, 30xy, & -22x2y
5. [2(m – 3)2], -8(m – 3)3, & (10m – 30)
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 MATH 102: College and Advanced Algebra

6. (-20st4v + 50s2t2v – 30stv) & (-15s3t3v2 – 45s3t2v2)

7. (a2 + b2 + 2ab + 2a + 2b + 1) & (4a + 4b + 4)

Questions:
1. How did your team find the GCF of 50 & 175? How about the GCF of 12, 20,
24, & 30?
2. How did your group find the GCF of 2a & 8a2? How about the GCF of 12x3,
30xy, & -22x2y?
3. How did your group determine the GCF of [2(m – 3)2], -8(m – 3)3, & (10m –
30)?
4. How did your team get the GCF of (-20st4v + 50s2t2v – 30stv) &
(-15s3t3v2 – 45s3t2v2)?
5. Did your team find the factors of a2 + b2 + 2ab + 2a + 2b + 1? If yes, how did
your team find those factors and what is the GCF of (a2 + b2 + 2ab + 2a + 2b +
1) & (4a + 4b + 4)? If not, what are the difficulties in finding the factors of
a2 + b2 + 2ab + 2a + 2b + 1?
6. In general, how did your group find the GCF of two or more expressions?

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work
in accordance with the standard protocol observed by the University. Use A4 size of
documents, 12 Font size, and Times New Roman as Font style. Be sure to save your
work as PDF format before uploading in G. Classroom. For those who are writing in a
piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.

Exercises 11
Part 1. Directions: Read, understand, and answer each item below by choosing the
letter of the correct answer. Write your answer in your answer sheet. (2 points per
item)
1. What is the largest number that can divide 36, 72, & 162?
A. 3
B. 6
C. 12
D. 18
E. 36

2. What is the greatest common factor of 8w2, -10w3, 4w5, & 20w3x5?
A. 2w2
B. 4w2
C. 8w2
D. 20w5
E. 20w5x5
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 MATH 102: College and Advanced Algebra

3. When can we say that a polynomial is completely factored?

A. When all the factors of a given polynomial are still factorable.
B. When all the factors of a given polynomial are NOT factorable.
C. When all the factors of a given polynomial are composite factors.
D. When one of the factors of a given polynomial is a composite factor.
E. When only one of the factors of a given polynomial is a prime factor.

4. 4 students are arguing the GCF of 4x + 20, -4x2 -100, & 8x2 + 80x + 200.
Their arguments are as follows:
Student 1. I believe that x + 5 is the GCF because the given polynomials have
x + 5.
Student 2. It’s not only x + 5. There is 4 as the GCF of the common monomial
factors of the given polynomials and therefore, the GCF must be 4x + 20.
Student 3. I don’t agree with your answers Students 1 and 2. It must be -4x –
20 because -4x2 – 100 has -4 as common monomial factor.
Student 4. All of you, please listen. The GCF of the given polynomials must
be 8x2 + 80x + 200 because this is the largest polynomial.
Question: If you are their teacher, who among them is correct?
A. Student 1
B. Student 2
C. Student 3
D. Student 4
E. None of them
5. Which of the following situations can you apply the greatest common factor?
A. Forming small groups with the same number of members from two or more
large groups.
B. Asking equal share of resources in making projects from two or more large
groups.
C. Measuring the construction fields and computing the possible construction
cost.
D. Inviting friends, relatives, and love ones to attend a memorable occasion.
E. None of these choices.

Part 2. Find the GCF of the following algebraic expressions. Use the rubric below as
your guide in answering this part.
Rubric:
Accuracy of Solution --------------------------- 3 points
Neatness and Organization of Solution ----- 2 points
Total ---------------------------------------------- 5 points/item

1. -100, 250, 1050, & - 2550

2. -12s3, 36rs2, -48s5t3, -60s5, & 120r2s4

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 MATH 102: College and Advanced Algebra

3. -4(m – n)3, (2m2 – 2n2)2, & 8(m – n)4 (m + n)

4. (x2 – 3x – 10), (x2 + 4x + 4) (2x – 10), & (2x +4)2 (x2 – 10x + 25)

5. (3t3 – 3), (-6t2 – 6t – 6), & (3t4 + 6t3 + 9t2 + 6t + 3)

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 MATH 102: College and Advanced Algebra

Lesson 4. LEAST COMMON MULTIPLE

A. Specific Objectives
At the end of the lesson, the students must have:

1. Found the least common factor of two or more algebraic expressions;

and
2. Discussed how to find the least common factor of two or more
algebraic expressions.

B. Topic Content
Before we get started, let us take into considerations the following readiness
quiz items:
1. List the first 15 multiples of 72 and 81.
2. What is the smallest multiple that is common to 72 and 81?
3. Factor 2x2 – 3x – 5 and x2 + 2x + 1 completely.
4. What is the smallest multiple that is common to 2x2 – 3x – 5 and x2 + 2x +
1?

In item 1, by listing, we have the first 15 multiples of

Give Multiples
n

72 7 14 21 28 36 43 50 57 64 72 79 86 936 100 108

2 4 6 8 0 2 4 6 8 0 2 4 8 0

81 8 16 24 32 40 48 56 64 72 81 89 97 105 113 121

1 2 3 4 5 6 7 8 9 0 1 2 3 4 5

From the lists of multiples of 72 and 81, we can notice that the smallest
multiple of 72 and 81 is 648. 648 is called the Least Common Multiple (LCM) of 72
and 81.

In item 3, we can use the factoring techniques that we studied last time. By
examining the given polynomials, 2x2 – 3x – 5 is a quadratic trinomial and x2 + 2x + 1
is a perfect square trinomial. By applying the appropriate type of factoring, we have
2x2 – 3x – 5 = (2x – 5) (x + 1) & x2 + 2x + 1 = (x + 1)2

If we are finding the smallest multiple common to 2x2 – 3x – 5 and x2 + 2x +

1, listing of multiples is not appropriate. We need to make use the steps in finding the
LCM of two or more algebraic expressions. That is, we need to align the factors and
bring down all the factors once per column and multiply. The result is the LCM of the
given polynomials.

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 MATH 102: College and Advanced Algebra

So,
2x2 – 3x – 5 = (2x – 5) (x + 1)
x2 + 2x + 1 = (x + 1) (x + 1)

Bring down: (2x – 5) (x + 1) (x + 1)

Therefore, the LCM of 2x2 – 3x – 5 and x2 + 2x + 1 is (2x – 5) (x + 1) (x + 1) or
2x3 – x2 – 8x – 5.

Mathematical Concepts

 Least Common Multiple (LCM). It is the smallest expression that is divisible

by all given expressions.
 Steps in Finding the Least Common Multiple
In general, we can find the LCM of two or more algebraic expressions by
following the steps below.
1. Factor each expression completely (into primes). Write all factors in
expanded form.
2. List all factors in expanded form – matching or aligning common
factors in column.
3. Bring down the factors by columns (just once per column).
4. Multiply the obtained factors. (This will be the least common
multiple).

Examples: Find the least common multiple of the following:

a. 120, 240, and 560
b. (8y2 – 12y – 20) and (4y2 – 25)
c. (x2 - 4y2 + 2x + 4y), (-4x – 8y), and (x2 + 4xy + 4y2)
d. (a2 – b2), (2a - 2b) (a + b) , and (2a2 + 2ab + a + b) (a2 - 2ab +
b2)
Solutions:
a. 120, 240, and 560
Step 1. By the factor tree method, we have

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 MATH 102: College and Advanced Algebra

Step 2. 120 = 2 • 2 • 2 • 3•5

240 = 2 • 2 • 2 • 2 • 3 • 5
560 = 2 • 2 • 2 • 2 • 5 • 7

Step 3. 2•2•2•2•3•5•7
Step 4. 2 • 2 • 2 • 2 • 3 • 5 • 7 = 1680

If we use the listing method, we have

Given Multiples

120 120 240 360 480 600 720 840 960 1080 1200 1320 1440 1560 1680 1800

240 240 480 720 960 1200 1440 1680 1920 2160 2400 2640 2880 3120 3360 3600

560 560 1120 1680 2240 2800 3360 3920 4480 5040 5600 6160 6720 7280 7840 8400

b. (8y2 – 12y – 20) and (4y2 – 25)

Step 1.
8y – 12y – 20 = 4(2y2 – 3y – 5)
2
Common Monomial Factoring
= 4 (2y – 5) (y + 1) Factoring Quadratic Trinomial
2
4y – 25 = (2y + 5) (2y – 5) Factoring Difference of
Two Squares
Step 2.
8y2 – 12y – 20 = 4 (2y – 5) (y + 1)
4y2 – 25 = (2y - 5) (2y + 5)

Step 3. Bring Down: 4 (2y – 5) (y + 1) (2y + 5)

Step 4. Therefore, the least common multiple of (8y2 – 12y –

20) and (4y2 – 25) is 4 (2y – 5) (y + 1) (2y + 5) or 16y3 + 16y2 – 100y -
100.

c. (x2 - 4y2 + 2x + 4y), (-4x – 8y), and (x2 + 4xy + 4y2)

Step 1.
x2 - 4y2 + 2x + 4y = (x2 - 4y2) + (2x + 4y)
= (x + 2y) (x – 2y) + 2(x + 2y)
= (x + 2y) [(x – 2y) + 2]
= (x + 2y) (x – 2y + 2)
-4x – 8y = -4(x + 2y)
x2 + 4xy + 4y2 = (x + 2y)2
= (x + 2y) (x + 2y)

Step 2.
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 MATH 102: College and Advanced Algebra

x2 - 4y2 + 2x + 4y = (x + 2y) (x – 2y + 2)
-4x – 8y = -4(x + 2y)
2 2
x + 4xy + 4y = (x + 2y) (x + 2y)

Step 3. -4(x + 2y) (x – 2y + 2) (x + 2y)

Step 4. Therefore, the least common multiple of (x2 - 4y2 + 2x + 4y),

(-4x – 8y), and (x2 + 4xy + 4y2) is -4(x + 2y) (x – 2y + 2) (x + 2y) or
-4x3 – 8x2y + 16xy2 + 32y3 – 8x2 – 32xy – 32y2.

d. (a2 – b2), (2a - 2b) (a + b) , and (2a2 + 2ab + a + b) (a2 - 2ab +

b2)
Step 1.
a2 – b2 = (a + b) (a – b)
(2a - 2b) (a + b) = 2(a – b) (a + b)
(2a + 2ab + a + b) (a2 - 2ab + b2) = [(2a2 + 2ab) + (a + b)] (a2 - 2ab + b2)
2

= [2a(a + b) + (a + b)] (a2 - 2ab + b2)

= [(a + b) (2a +1)] (a2 - 2ab + b2)
= (a + b) (2a + 1) (a – b)2
= (a + b) (2a + 1) (a – b) (a – b)
Step 2.
a – b2
2
= (a + b) (a – b)
(2a - 2b) (a + b) = 2 (a + b) (a – b)
2 2 2
(2a + 2ab + a + b) (a - 2ab + b ) = (a + b) (a – b) (a – b) (2a + 1)

Step 3. Bring down 2(a + b) (a – b) (a – b) (2a + 1)

Step 4. Therefore, the LCM of (a2 – b2), (2a - 2b) (a + b), and
(2a2 + 2ab + a + b) (a2 - 2ab + b2) is
2(a + b) (a – b) (a – b) (2a + 1) or 4a4 – 4a3b – 4a2b2 + 4ab3 +
2a3 – 2a2b - 2ab2 + 2b3.

Note: In performing operations involving rational expressions,

we leave our answer in factored form for our convenience.

Question/Reflection Section: (Write your question/s or reflection here)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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 MATH 102: College and Advanced Algebra

C. Enrichment Activity
Directions: Contact at most 2 classmates and then, discuss and work the activity
below with patience and collaboration. Organize your group answers in a Power
Point Presentation and submit to your professor online/offline. For online
submission, submit your group output in the class Google Classroom. For offline
submission, save your group output in your flask drive, put that flask drive inside
an envelope, seal it, write (To: Dr. Racso C. Daliva (COEAS) and From: Your
name and names of your groupmates) at the back of the envelope, and drop this to
the designated box or hand in this to the security guard. Be sure to follow the
University Safety Protocol.

Activity 1
That’s My LCM!

Directions: Find the LCM or least common multiple of the following and answer
the questions that follow.
1. 50 & 175
2. 12, 20, 24, & 30
3. 2a & 8a2
4. 12x3, 30xy, & -22x2y
5. [2(m – 3)2], -8(m – 3)3, & (10m – 30)
6. (-20st4v + 50s2t2v – 30stv) & (-15s3t3v2 – 45s3t2v2)
7. (a2 + b2 + 2ab + 2a + 2b + 1) & (4a + 4b + 4)

Questions:
1. How did your team find the LCM of 50 & 175? How about the LCM of 12, 20,
24, & 30?
2. How did your group find the LCM of 2a & 8a2? How about the LCM of 12x3,
30xy, & -22x2y?
3. How did your group determine the LCM of [2(m – 3)2], -8(m – 3)3, &
(10m – 30)?
4. How did your team get the LCM of (-20st4v + 50s2t2v – 30stv) &
(-15s3t3v2 – 45s3t2v2)?
5. How did your team find the LCM of (a2 + b2 + 2ab + 2a + 2b + 1) &
(4a + 4b + 4)?
6. What are team’s difficulties in finding the LCM of two or more algebraic
expressions? How will your team overcome these difficulties?
7. In general, how did your group find the LCM of two or more algebraic
expressions?

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 MATH 102: College and Advanced Algebra

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work
in accordance with the standard protocol observed by the University. Use A4 size of
documents, 12 Font size, and Times New Roman as Font style. Be sure to save your
work as PDF format before uploading in G. Classroom. For those who are writing in a
piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.

Exercises 12
Part 1. Directions: Read, understand, and answer each item below by choosing the
letter of the correct answer. Write your answer in your answer sheet. (2 points per
item)
1. What is the smallest number that can be divided by 36, 72, & 162?
A. 18
B. 36
C. 162
D. 648
E. 1296

2. What is the greatest common factor of 8w2, -10w3, 4w5, & 20w3x5?
A. -4w2
B. 4w2
C. 8w2
D. -40w5x5
E. 40w5x5

3. Which of the following sequences is the correct steps in finding the LCM of
two or more algebraic expressions using the primes factor method?
I. Bring down the primes in each column.
II. Get the prime factors of each expression in expanded form.
III. Matching or aligning factors in column.
IV. Multiply the prime factors that were brought down.

A. I, II, III, & IV

B. II, I, III, & IV
C. II, III, IV, & I
D. II, IV, I, & III
E. II, III, I, & IV

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 MATH 102: College and Advanced Algebra

4. Hot dogs are sold in packages of 30, but hot dog buns come in packs by
dozens. What is the smallest number of packages of hot dogs and buns that can
be purchased if you want to have the same number of hot dogs and buns?
A. 1 pack hot dogs and 3 packs hot dog buns
B. 1 pack hot dogs and 5 packs hot dog buns
C. 3 packs hot dogs and 5 packs hot dog buns
D. 5 packs hot dogs and 3 packs hot dog buns
E. 30 packs hot dogs and 30 packs hot dog buns

5. Suppose paper plates are sold by packages with (p2 – 100) pcs per pack and
plastic spoons and forks (by pairs) with (2p + 20) pairs per pack. What is the
smallest number of pcs of plates and pairs of spoon and fork you can purchase
if you want to have the same number of each?
A. (2p + 20) pcs plates and pairs of spoon and fork
B. (2p2 +200) pcs plates and pairs of spoon and fork
C. (2p2 - 200) pcs plates and pairs of spoon and fork
D. (p + 10) pcs plates and pairs of spoon and fork.
E. None of these choices.

Part 2. Find the LCM of the following algebraic expressions. Use the rubric below as
your guide in answering this part.
Rubric:
Accuracy of Solution --------------------------- 3 points
Neatness and Organization of Solution ----- 2 points
Total ---------------------------------------------- 5 points/item

1. -100, 250, 1050, & - 2550

2. -12s3, 36rs2, -48s5t3, -60s5, & 120r2s4

3. -4(m – n)3, (2m2 – 2n2)2, & 8(m – n)4 (m + n)

4. (x2 – 3x – 10), (x2 + 4x + 4) (2x – 10), & (2x +4)2 (x2 – 10x + 25)

5. (3t3 – 3), (-6t2 – 6t – 6), & (3t4 + 6t3 + 9t2 + 6t + 3)

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 MATH 102: College and Advanced Algebra

CHAPTER 4. RATIONAL EXPRESSIONS

Introduction
There are some expressions in algebra that contains fractions. In one glance,
we can say that kind of expression is somewhat unrealistic in our day-to-day activity.
We sometimes neglect or not interested with this because of our prejudice that it is not
really work in our ordinary ways of living. However, for us mathematicians (learners
of math) or for those who are taking courses related to mathematics, this topic is very
important. It serves as the foundation of understanding the complex processes of
higher mathematics especially the lessons with fractions and rational functions.
As learners of mathematics, let us explore this module, understand it by heart,
and discover some techniques in dealing with rational expressions including its
applications.

General Objectives
At the end of the chapter, the students must have demonstrated in-depth
understanding of key concepts and process involving rational expressions, developed
perseverance, and appreciated the beautifulness of the existence of rational
expressions through answering the activities and exercises in this module.

Lesson 1. RATIONAL ALGEBRAIC EXPRESSIONS

A. Specific Objectives
At the end of the lesson, the students must have:
1. Familiarized themselves on the definitions of rational algebraic
expressions;
2. Evaluate rational algebraic expressions;
3. Simplify rational algebraic expressions;
4. Performed different operations involving rational algebraic
expressions; and
5. Cited some real-life applications/importance of rational algebraic
expressions.

B. Topic Content

Let us start discussing this lesson by familiarizing the key concepts and
processes involving rational algebraic expressions. Let us explore and study the
mathematical concepts below where concepts and processes are being illustrated
through examples.

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 MATH 102: College and Advanced Algebra

Mathematical Concepts
 Rational Algebraic Expression. It is an expression that can be written in the
P
form where P & Q are polynomials and Q ≠ 0. In other words, it is a ratio of
Q
two polynomials. It is undefined if Q = 0.
2x 1 2(a  1) 2 2mn 2
Examples: ; 2; ; ; 3p – 1
2x 2a 2  a  1  11m 2  n  1

Note: We consider 2 and 3p – 1 as examples of rational algebraic expressions

2m  2
because these can be rewritten in the form P/Q. However, is not a
3m 2  4m  1
3 m
rational algebraic expression because it contains denominator that is not
polynomial. Here, the denominator is another rational or fraction with variable.

 Determining the Value/s of the Variable/s for Which Rational Expression is

Undefined. By the definition of rational algebraic expression, the denominator
should not be zero because otherwise, the expression is undefined. Remember
that any quantity divided by 0 is undefined.

To get the value/s of a variable/s for which rational algebraic expression is

undefined, we need to follow the following steps:

Step 1. Copy the denominator.

Step 2. Equate the denominator by 0 and solve for the unknown.

Illustration I. Determine the values for which the following rational

expressions are undefined:
8
a.
m
2a  5m
b.
4mn
2x  2 y
c.
x 2  4x  4
3a 2  4a  1
d.
a2  4
2m  3
e. mn
5
Solutions.
8
a.
m
Step 1. m
Step 2. m  0 Therefore, m  0 .

2a  5m
b.
4mn
Step 1. 4mn
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 MATH 102: College and Advanced Algebra

Step 2. 4mn  0
m  0 or n  0

Therefore, m  0 or n  0

2x  2 y
c.
x  4x  4
2

Step 1. x 2  4 x  4
Step 2. x 2  4 x  4  0
 x  2 2  0 Factoring
 x  2 2  0 Applying Square Roots
x2 Definition of Square Roots

Therefore, x  2 .

3a 2  4a  1
d.
a2  4
Step 1. a 2  4
Step 2. a 2  4  0
a2  4 APE
a2  4 Applying Square Roots
a  2 Definition of Square Roots

Therefore, a  2 .

2m  3
e. mn
5
mn
Step 1.
5
mn
Step 2. 0
5
mn
(5)  0(5)
5
mn  0
mn

Therefore, m  n . It means that whatever is the value of m, that

is also the value of n.

 Evaluating Rational Algebraic Expression. To evaluate rational algebraic

expression is to evaluate polynomial. We simply substitute the given value/s of
a variable/s to the given expression and then, simplify.
Illustration 2: Evaluate the following expressions with the indicated value/s of
variable/s.

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 MATH 102: College and Advanced Algebra

2a  5m 1
a. ; a  1, m  2, n 
4mn 2
2x  2 y
b. ; x  2, y  0
x 2  4x  4
3a 2  4a  1
c. ; a  5
a2  4
Solutions:
2a  5m 1 3a 2  4a  1
a. ; a  1, m  2, n  c. ; a  5
4mn 2 a2  4

2a  5m 21  5 2 3a 2  4a  1 3 52  4 5  1

 
4mn 1
4 2  a2  4  52  4
2

2  10 75  20  1
 
4 25  4

94
= -3 
21

2x  2 y
b. ; x  2, y  0
x  4x  4
2

2x  2 y 2 2  20

x  4x  4
2
 22  4 2  4

4  0

48 4

4

16
1

4

 Simplified Rational Algebraic Expression. An rational algebraic expression is

said to be simplified if
1. Its numerator and denominator are primes (Meaning, the numerator
and denominator have no common factor except 1);
2. None of the grouping symbols are present in the numerator and
denominator; and
3. The numerator or denominator or both have fractions.

2x 1 3m 3  4m
Examples: ; 2; 3p – 1; 
2x 2m

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 MATH 102: College and Advanced Algebra

 Equivalent Fractions Property or Fundamental Principle of Rational

a ac
Expressions. It states that if a, b, c   where b  0 & c  0 , then  . In other
b bc
words, if a rational algebraic expression has common factor, then we can
remove this common factor to have simplified rational expression.

 Steps in Simplifying Rational Algebraic Expression (Not Complex Fraction)

Step 1. Factor the numerator and denominator into primes.

Step 2. Apply Equivalent Fractions Property to simplify the given

expression that is, cancellation (cross outing) of common factors in the
numerator and denominator.

Step 3. Copy the remaining factor/s both in the numerator and denominator. If
all factors in the numerator or in the denominator are crossed out or cancelled,
that means the factor left is 1.

Step 4. If there are grouping symbols, multiply the factors.

Illustration 3: Simplify the following:

26
a.
104
4a 2
b.
 36a 5

c.
2 x  55
(2 x  5)( x  1)
6y2  7y  5
d.
9 y 2  25
 6m  4n
e.
2n  3m
5

Solutions:

a.
26
c.
2 x  55
104 (2 x  5)( x  1)

Step 1.
26

2  13
Step 1.
2 x  55 2 x  52 x  52 x  52 x  52 x  5

104 2  2  2  13 (2 x  5)( x  1) 2 x  5x  1
Step 2.
26

2  13
Step 2.
2 x  55  2 x  52 x  52 x  52 x  52 x  5
104 2  2  2  13 (2 x  5)( x  1) 2 x  5x  1

Step 3.
26

1
Step 3.
2 x  55 
2 x  52 x  52 x  52 x  5
104 2  2 (2 x  5)( x  1) x  1

Step 4.
26 1
 Step 4.
2 x  55 
16 x 4  160 x 3  600x 2  1000x  625
104 4 (2 x  5)( x  1) x 1

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 MATH 102: College and Advanced Algebra

4a 2 6y2  7y  5
b.
 36a 5 d. 9 y 2  25

4a 2

22aa 6y2  7y  5

2 y  13 y  5
Step 1.  36a 5 1 2  2  3  3  a  a  a  a  a Step 1. 9 y  25
2 3 y  53 y  5

4a 2

22aa 6y2  7y  5

2 y  13 y  5
Step 2.  36a 5 1 2  2  3  3  a  a  a  a  a Step 2. 9 y  25
2 3 y  53 y  5

4a 2

1 6y2  7y  5

2 y  1
Step 3.  36a 5 1 3  3  a  a  a Step 3. 9 y  25
2 3 y  5

4a 2 1 6y 2  7y  5 2 y 1
Step 4.  
 36a 5
 9a 3
Step 4. 9 y  25
2 3y  5

 6m  4n
e.
2n  3m
5
 6m  4n  1  23m  2n 
Step 1. 
2n  3m  1(3m  2n)
5 5
 6m  4n  1  23m  2n 
Step 2. 
2n  3m  1(3m  2n)
5 5
 6m  4n  1  23m  2n 

2n  3m 1
3m  2n 
5 5

 6m  4n 2
Step 3. 
2n  3m 1
5 5
 6m  4n 5
Step 4.  2 
2n  3m 1
5

 6m  4n
 10
2n  3m
5

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 MATH 102: College and Advanced Algebra

 Multiplying and Dividing Rational Expressions.

 In multiplying rational expression, we simply use the same

concept in multiplying fractions. In rational expressions, it states
that, if P, Q, R, and S are polynomials with Q ≠ 0 and S ≠ 0, then
P R PR
  .
Q S QS

This simply means, we multiply numerator by numerator and

denominator by denominator. However, we cannot assure that
our product is in simplified form and so, we need to follow the
following steps:

Step 1. Factor the numerators and denominators into primes.

P R PR
Step 2. Apply the rule   where P, Q, R, & S are factors.
Q S QS
Step 3. Apply the Equivalent Fraction Property to eliminate
common factors and simplify.

 In dividing rational expressions, we simply use the same concept

in dividing fractions. In rational expressions, it states that, if P,
Q, R, and S are polynomials with Q ≠ 0 and S ≠ 0, then
P R P S PS
    ..
Q S Q R QR
This simply means, we need to copy the dividend, invert the
divisor, and proceed to the steps in multiplying rational
expressions.

Illustration 4: Perform the following indicated operations. Be sure to

simplify your final answer.
6x 2 5x
a. 4

10 x 12
(m  n) 2 m
b.  2
mn m  mn
2a 2  a  3 a 2  2a  1
c. 
a 2 1 8a 3  27

d.
x  32 
5 x  15
5 25
x 2  5x  6 x 2  6x  9
e. 
x 2  4 x  4 x 3  3x 2  4 x  12
a  b b 2  a 2 2a 2  2b 2
f.  
ab a 4a 2
Solutions:
6x 2 5x
a. 4

10 x 12

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 MATH 102: College and Advanced Algebra

6x 2 5x 2 3 x  x 5 x
Step 1.   
10 x 4 12 2  5  x  x  x  x 2  2  3
6x 2 5x 2  3 x  x  5 x
Step 2.  
10 x 4 12 2  5  x  x  x  x  2  2  3
6x 2 5x 2  3 x  x  5 x
Step 3.  
10 x 4 12 2  5  x  x  x  x  2  2  3
6x 2 5x 1
 
10 x 4 12 x  2  2
6x 2 5x 1
4
 
10 x 12 4 x

(m  n) 2 m
b.  2
mn m  mn
( m  n) 2 m (m  n)(m  n) m
Step 1.  2  
mn m  mn m  n m( m  n)
( m  n) 2 m (m  n)(m  n)  m
Step 2.  2 
mn m  mn ( m  n)  m(m  n)
( m  n) 2 m (m  n)(m  n)  m
Step 3.  2 
mn m  mn ( m  n)  m(m  n)
(m  n) 2 m mn
 2 
mn m  mn m n

2a 2  a  3 a 2  2a  1
c. 
a 2 1 8a 3  27
2a 2  a  3 a 2  2a  1 (2a  3)(a  1) (a  1)(a  1)
Step 1.   
a 1
2
8a  27
3 (a  1)(a  1) (2a  3)(4a 2  6a  9)

2a 2  a  3 a 2  2a  1 (2a  3)(a  1)(a  1)(a  1)

Step 2.  
a 1
2
8a  27
3
(a  1)(a  1)(2a  3)(4a 2  6a  9)

2a 2  a  3 a 2  2a  1 (2a  3)(a  1)(a  1)(a  1)

Step 3.  
a 1
2
8a  27
3
(a  1)(a  1)(2a  3)(4a 2  6a  9)

2a 2  a  3 a 2  2a  1 a 1
  2
a 1
2
8a  27
3
4a  6a  9

d.
x  32 
5 x  15
5 25
We need to copy the dividend and invert the divisor before we
proceed to multiplication.
So,
x  32 
5 x  15 x  32
 
25
5 25 5 5 x  15

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 MATH 102: College and Advanced Algebra

Step 1.
x  32  25

( x  3)( x  3)

55
5 5 x  15 5 5( x  3)

Step 2.
x  32  25

( x  3)( x  3)  5  5
5 5 x  15 5  5( x  3)

Step 3.
x  32  25

( x  3)( x  3)  5  5
5 5 x  15 5  5( x  3)
x  32  25

x3
or x  3
5 5 x  15 1

Therefore,
x  32 
5 x  15
 x3
5 25

x 2  5x  6 x 2  6x  9
e. 
x  4x  4
2
x  3x 2  4 x  12
3

We need to copy the dividend and invert the divisor before we

proceed to multiplication.
x 2  5x  6 x 2  6x  9 x 2  5x  6 x 3  3x 2  4 x  12
So,   
x 2  4x  4 x 3  3x 2  4 x  12 x 2  4x  4 x 2  6x  9

Step 1.
x 2  5x  6 x 3  3x 2  4 x  12 ( x  3)( x  2) ( x  2)( x  2)( x  3)
  
x  4x  4
2
x  6x  9
2 ( x  2)( x  2) ( x  3)( x  3)

Step 2.
x 2  5x  6 x 3  3x 2  4 x  12 ( x  3)( x  2)( x  2)( x  2)( x  3)
 
x  4x  4
2
x  6x  9
2 ( x  2)( x  2)( x  3)( x  3)
Step 3.
x 2  5x  6 x 3  3x 2  4 x  12 ( x  3)( x  2)( x  2)( x  2)( x  3)
 
x  4x  4
2
x  6x  9
2 ( x  2)( x  2)( x  3)( x  3)

x 2  5x  6 x 3  3x 2  4 x  12 ( x  2)( x  2)
 
x  4x  4
2
x  6x  9
2 ( x  2)

x 2  5x  6 x 3  3x 2  4 x  12 x 2  4x  4
 
x 2  4x  4 x 2  6x  9 x2

x 2  5x  6 x 2  6x  9 x 2  4x  4
Therefore,  
x 2  4x  4 x 3  3x 2  4 x  12 x2

a  b b 2  a 2 2a 2  2b 2
f.  
ab a 4a 2

We noticed that there is division in the given. We need to

change all operations into multiplication by copying the
dividend and inverting the divisor before we proceed to
multiplication.

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 MATH 102: College and Advanced Algebra

a  b b 2  a 2 2a 2  2b 2 a  b b 2  a 2 4a 2
So,     
ab a 4a 2 ab a 2a 2  2b 2

a  b b2  a2 4a 2 a  b  1(a 2  b 2 ) 2  2  a  a
Step 1.   2   
ab a 2a  2b 2 a  b a 2(a 2  b 2 )

a  b b2  a2 4a 2 a  b  1(a  b)(a  b) 22aa

  2   
ab a 2a  2b 2 a  b a 2( a  b)(a  b)

Step 2.
a  b b2  a2 4a 2 (a  b)  1(a  b)(a  b)  2  2  a  a
  2 
ab a 2a  2b 2 (a  b)  a  2(a  b)(a  b)

Step 3.
a  b b2  a2 4a 2 (a  b)  1(a  b)(a  b)  2  2  a  a
  2 
ab a 2a  2b 2 (a  b)  a  2(a  b)(a  b)

a  b b2  a2 4a 2 (a  b)  1  2  a
  2 
ab a 2a  2b 2 ( a  b)
a  b b2  a2 4a 2  2a 2  2ab
  2 
ab a 2a  2b 2 a b

a  b b 2  a 2 2a 2  2b 2  2a 2  2ab
Therefore,   
ab a 4a 2 ab
 Adding and Subtracting Rational Expressions. In general, we add and
subtract rational algebraic expressions using the rules in adding and
subtracting fractions. In rational expressions, we state these rules as:

If P, Q, & R are polynomials and R ≠ 0, then

a. and
b. .

Note: These rules are generally intended for adding and subtracting similar
rational algebraic expressions where the denominators are the same. Thus, in
adding or subtracting similar rational algebraic expressions, we simply add or
subtract the numerator and copy the common denominator.

To formally illustrate adding and subtracting rational algebraic expressions,

let us consider two cases.

I. Similar Rational Algebraic Expressions or Similar (Like)

Fractions. Similar rational algebraic expressions are rational
expressions with the same denominators.

Rule in Adding/Subtracting Similar Rational Algebraic Expressions:

Add/Subtract the numerators and copy the common denominator and
lastly, simplify the result.

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 MATH 102: College and Advanced Algebra

Illustration 5: Add/Subtract the following expressions and express

your answer in lowest terms.

2 8c
a. 
5 5
4q  7 5  2 q
b. 
2q  1 2 q  1
2 8c
c. 
5 5
4q  7 5  2 q
d. 
2q  1 2 q  1
8y 16
e. 
y2 y2
5 y  10 y2 3y  2
f.  
y  3 y  10
2
y  3 y  10
2
y  3 y  10
2

Solutions:
2 8c 2  8c
a.  
5 5 5

4q  7 5  2 q 4q  7  5  2q
b.  
2q  1 2 q  1 2q  1
6q  2

2q  1

2 8c 2  8c
c.  
5 5 5

4q  7 5  2q 4q  7  (5  2q)
d.  
2q  1 2 q  1 2q  1

4q  7  5  2q
 Note: We need to change the signs of
2q  1
all terms of the subtrahend).
2q  12

2q  1

8y 16 8 y  16
e.  
y2 y2 y2

8( y  2)
 Note: We factor the numerator because one
y2
of its factors is equal to one of the factors of
the denominator. Here we can apply
Equivalent Fraction Property.
=8

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 MATH 102: College and Advanced Algebra

5 y  10 y2 3y  2 5 y  10  y  2  (3 y  2)
f.   
y 2  3 y  10 y 2  3 y  10 y 2  3 y  10 y 2  3 y  10

5 y  10  y  2  3 y  2)
 Changing the sign of
y 2  3 y  10
the subtrahend
3y  6
 Combining like terms in the
y 2  3 y  10
numerator

3( y  2)
 Factoring
( y  5)( y  2)

3

y 5

II. Dissimilar Rational Algebraic Expressions or Dissimilar (Unlike)

Fractions. Dissimilar rational expressions are rational expressions with
different denominators.

Rule in Adding/Subtracting Dissimilar Rational Algebraic Expressions:

Transform the given dissimilar rational expressions into their
equivalent similar rational expressions and then, add/subtract the
numerators and copy the common denominator and lastly, simplify.

To transform dissimilar rational algebraic expressions into their

equivalent expressions, we need to follow the following steps:

Step 1. Find the LCM of their denominators and express this in

factored form. This LCM is the LCD or the least common denominator
of the given dissimilar rational algebraic expressions.

Step 2. Multiply each of the given rational expression by the LCD

(apply Equivalent Fraction Property if there is/are common factor/s)
and copy the LCD as denominator.

Illustration 6: Transform the following rational expressions into

equivalent similar rational expressions.
2 8c
a. &
3 5
4q  7 5  2q
b. &
4q 2  1 2q  1
2 8c
c. &
a b ba
8y 16
d. & 2
2y  4 y  4y  4
5 y  10 y2 3y  2
e. ; ;&
y  3 y  10 y  25
2 2
y  y2
2

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 MATH 102: College and Advanced Algebra

Solutions: Transform the following rational expressions into

equivalent similar rational expressions.
2 8c
a. &
3 5
Step 1. The LCM or LCD of 3 and 5 is 3 • 5.
Step 2.
2
3  5  10 Then, 2  10 .
3 3 15
8c 8c 24c
(3  5)  24c Then,  .
5 5 15
2 8c 10 24c
Thus, & are equivalent to & .
3 5 15 15

4q  7 5  2q
b. &
4q 2  1 2q  1
Step 1. Factors of the denominators are: 4q 2 1  (2q  1)(2q 1)
2q 1  2q  1
Thus, the LCM or LCD of 4q 1 & 2q 1 is (2q  1)(2q  1) .
2

Step 2.
4q  7 4q  7
 2q  1(2q  1)
4q  1 (2q  1)(2q  1)
2

 4q  7
5  2q
(2q  1)(2q  1)  (5  2q )( 2q  1)
2q  1
 4q 2  12q  5

4q  7 5  2q
Therefore, & are equivalent to
4q  1
2 2q  1
4q  7 4q 2  12q  5
& .
(2q  1)( 2q  1) (2q  1)( 2q  1)

2 8c
c. &
a b ba

Step 1. By inspection, the denominators are just having the same

variables but having different signs. By factoring, we have
a b  a  b
b  a  ( a  b)
Thus, the LCM/LCD is (a  b).

Step 2.
2
 a  b  2 & 8c  8c  a  b  8c
a b b  a  ( a  b)
2 8c 2 8c
Therefore, & are equivalent to & .
a b ba  ( a  b)  ( a  b)

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8y 16
d. &
2y  4 y 2  4y  4
Step 1. By factoring, we have 2 y  4  2( y  2)
y 2  4 y  4  ( y  2)( y  2)
Therefore, the LCM/LCD is 2( y  2)( y  2).

Step 2.
8y

8y
2( y  2)( y  2)  8 y 2  16 y
2 y  4 2( y  2)
16

16
2( y  2)( y  2)  32
y2  4y  4 ( y  2)( y  2)

8y 16
Therefore, & are equivalent to
2y  4 y 2  4y  4
8 y 2  16 y 32
& .
2( y  2)( y  2) 2( y  2)( y  2)

5 y  10 y2 3y  2
e. ; ;&
y  3 y  10 y  25
2 2
y  y2
2

Step 1. By factoring, we have y 2  3 y 10  ( y  5) ( y  2)

y 2  25  ( y  5) ( y  5)
y  y2 
2
( y  2) ( y  1)
Therefore, the LCM/LCD is ( y  5) ( y  2) ( y  5) ( y  1) .

5 y  10 5 y  10
Step 2.  ( y  5)( y  2)( y  5)( y  1)
y  3 y  10
2 ( y  5)( y  2)
 (5 y  10 )( y  5)( y  1) or 5 y 3  10 y 2  65 y  50 .
y2 y2
 ( y  5)( y  2)( y  5)( y  1)
y  25
2 ( y  5)( y  5)
 ( y  2)( y  2)( y  1) or y 3  3 y 2  4.
3y  2 3y  2
 ( y  5)( y  2)( y  5)( y  1)
y  y2
2 ( y  2)( y  1)
 (3 y  2)( y  5)( y  5) or 3 y 3  2 y 2  75 y  50.

5 y  10 y2 3y  2
Therefore, ; ;& are equivalent to
y  3 y  10 y  25
2 2
y  y2
2

5 y 3  10 y 2  65 y  50 y 3  3y 2  4 3 y 3  2 y 2  75 y  50
; ;& .
( y  5)( y  2)( y  5)( y  1) ( y  5)( y  2)( y  5)( y  1) ( y  5)( y  2)( y  5)( y  1)

Illustration 7: Perform the indicated operations and simplify the result

if possible.
2 8c
a. 
3 5
4q  7 5  2q
b. 
4q  1 2q  1
2

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2 8c
c. 
a b ba
8y 16
d. 
2y  4 y2  4y  4
5 y  10 y2 3y  2
e.  
y  3 y  10
2
y  25
2
y  y2
2

Solutions:
2 8c
a. 
3 5
For transformation:
Step 1. The LCM or LCD of 3 and 5 is 3 • 5.
2
Step 2. 3  5  10 Then, 2  10 .
3 3 15
8c 8c 24c 2 8c
(3  5)  24c Then,  . Thus, & are equivalent
5 5 15 3 5
10 24c
to & .
15 15

Now, we add the two equivalent similar rational expressions:

2 8c 10 24c
  
3 5 15 15
10  24c
 Note: The GCF of numerator and
15
denominator is 1. Thus, the answer is in simplified form.

4q  7 5  2q
b. 
4q 2  1 2q  1
For transformation:
Step 1. Factors of the denominators are: 4q 2 1  (2q  1)(2q 1)
2q 1  2q  1
Thus, the LCM or LCD of 4q 1 & 2q 1 is (2q  1)(2q  1) .
2

4q  7 4q  7
Step 2.  2q  1(2q  1) ;
4q  1 (2q  1)(2q  1)
2

 4q  7

5  2q
(2q  1)(2q  1)  (5  2q )( 2q  1)
2q  1
 4q 2  12q  5

4q  7 5  2q
Therefore, & are equivalent to
4q  1
2 2q  1
4q  7 4q 2  12q  5
& .
(2q  1)( 2q  1) (2q  1)( 2q  1)

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Now, we add the two equivalent similar rational expressions:

4q  7 5  2q 4q  7 4q 2  12q  5
  
4q 2  1 2q  1 (2q  1)(2q  1) (2q  1)(2q  1)

4q  7  4q 2  12q  5
=
(2q  1)(2q  1)

4q 2  16q  2

(2q  1)( 2q  1)

4q 2  16q  2

4q 2  1
Note: The GCF of numerator and denominator is 1. Thus, the
answer is in simplified form.

2 8c
c. 
a b ba

For Transformation:
Step 1. By inspection, the denominators are just having the same
variables but having different signs. By factoring, we have
a b  a  b
b  a  ( a  b)
Thus, the LCM/LCD is (a  b).

Step 2.
2
 a  b  2 & 8c  8c  a  b  8c
a b b  a  ( a  b)
2 8c 2 8c
Therefore, & are equivalent to & .
a b ba  ( a  b)  ( a  b)
Now, let’s subtract:

2 8c 2 8c
  
a  b b  a  ( a  b)  ( a  b)

2  8c

 ( a  b)
2(1  4c)
 Factoring Common Monomial
 ( a  b)
Factor
2(1  4c)
 -2 divided by -1 = 2 (Rule of Signs)
( a  b)
2  8c
 Distributive
a b

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8y 16
d. 
2y  4 y2  4y  4
For transformation:
Step 1. By factoring, we have 2 y  4  2( y  2)
y  4 y  4  ( y  2)( y  2)
2

Therefore, the LCM/LCD is 2( y  2)( y  2).

Step 2.
8y

8y
2( y  2)( y  2)  8 y 2  16 y
2 y  4 2( y  2)
16

16
2( y  2)( y  2)  32
y  4y  4
2 ( y  2)( y  2)
8y 16
Therefore, & 2 are equivalent to
2y  4 y  4y  4
8 y 2  16 y 32
& .
2( y  2)( y  2) 2( y  2)( y  2)

Now, let us subtract.

8y 16 8 y 2  16 y 32
 2  
2 y  4 y  4 y  4 2( y  2)( y  2) 2( y  2)( y  2)
8 y 2  16 y  32

2( y  2)( y  2)

8( y 2  2 y  4)
 Common monomial factoring
2( y  2)( y  2)

4( y 2  2 y  4)
 Dividing 8 by 2 (Closure)
( y  2)( y  2)

4 y 2  8 y  16
 Simplified Form
y 2  4y  4

5 y  10 y2 3y  2
e.  
y  3 y  10
2
y  25
2
y  y2
2

For transformation:
Step 1. By factoring, we have y 2  3 y 10  ( y  5) ( y  2)
y 2  25  ( y  5) ( y  5)
y  y2 
2
( y  2) ( y  1)
Therefore, the LCM/LCD is ( y  5) ( y  2) ( y  5) ( y  1) .

5 y  10 5 y  10
Step 2.  ( y  5)( y  2)( y  5)( y  1)
y  3 y  10
2 ( y  5)( y  2)
 (5 y  10 )( y  5)( y  1) or 5 y 3  10 y 2  65 y  50 .

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y2 y2
 ( y  5)( y  2)( y  5)( y  1)
y 2  25 ( y  5)( y  5)
 ( y  2)( y  2)( y  1) or y 3  3 y 2  4.

3y  2 3y  2
 ( y  5)( y  2)( y  5)( y  1)
y  y2
2 ( y  2)( y  1)
 (3 y  2)( y  5)( y  5) or 3 y 3  2 y 2  75 y  50.

5 y  10 y2 3y  2
Therefore, ; ;& are equivalent to
y  3 y  10 y  25
2 2
y  y2
2

5 y 3  10 y 2  65 y  50 y 3  3y 2  4 3 y 3  2 y 2  75 y  50
; ;& .
( y  5)( y  2)( y  5)( y  1) ( y  5)( y  2)( y  5)( y  1) ( y  5)( y  2)( y  5)( y  1)

Now, let us add and subtract.

5 y  10 y2 3y  2 5 y 3  10 y 2  65 y  50 y 3  3y 2  4
   
y 2  3 y  10 y 2  25 y2  y  2 ( y  5)( y  2)( y  5)( y  1) ( y  5)( y  2)( y  5)( y  1)
3 y 3  2 y 2  75 y  50

( y  5)( y  2)( y  5)( y  1)

5 y 3  10 y 2  65 y  50  y 3  3 y 2  4  (3 y 3  2 y 2  75 y  50)

( y  5)( y  2)( y  5)( y  1)

5 y 3  10 y 2  65 y  50  y 3  3 y 2  4  3 y 3  2 y 2  75 y  50

( y  5)( y  2)( y  5)( y  1)

3 y 3  15 y 2  10 y  4

( y  5)( y  2)( y  5)( y  1)

3 y 3  15 y 2  10 y  4

y 4  y 3  27 y 2  25 y  50

 Steps in Adding Similar Rational Algebraic Expressions

1. Add the numerators.
2. Copy the common denominator.
3. Simplify the result if possible.

 Steps in Adding Dissimilar Rational Algebraic Expressions

1. Transform dissimilar expressions into their equivalent similar
expressions.
2. Follow the steps in adding similar rational algebraic expressions.

 Steps in Subtracting Similar Rational Algebraic Expressions

1. Change the signs of all the terms of the subtrahend.
2. Subtract the numerators.
3. Copy the common denominator.
4. Simplify the result if possible.
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 MATH 102: College and Advanced Algebra

 Steps in Subtracting Dissimilar Rational Algebraic Expressions

1. Transform dissimilar expressions into their equivalent similar
expressions.
2. Follow the steps in subtracting similar rational algebraic expressions.

 Rational Equation. This refers to the equation involving at least 1 variable in

the denominator.
1 2 1 2y  5 y2 y2 1 4m
Examples: 2   4 ;  0;   ; 2  2  2v 
x 5x  2 x 4 y  100 5 y
2 6 mv vm

 Steps in Solving Equations in One Variable With Rational Expressions

1. Find the LCD of the terms of the given equation.
2. Multiply each term of the equation by the LCD. (This step removes
denominator).
3. Solve for the unknown by using appropriate method.
4. Check the result by substituting the solution set to the original
equation.

Illustration 8. Given the equation below, solve for the unknown.

1 2
a.  1
6 x
x 1 2 4
b.  
x 4 x2 x2
2

u 72
c.  4
u  6 u 2  36
Solutions:
1 2
a.  1
6 x
Step 1. LCD is 6x.
1 2
Step 2. (6 x)  (6 x)  1(6 x) Multiplying each term by 6x
6 x
x  12  6x Closure or Multiplication Fact
Step 3. Then, by combining like terms,
x  6x  12 Addition Property of Equality (Adding both
sides by -6x and -12)
5x  12 Closure (Subtraction Fact)
12
x Multiplication Property of Equality (Multiplying
5
1
both sides by .
5
12
x Rule of signed numbers (Negative divide negative is
5
positive).
12
The possible solution is x  .
5

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1 2
Step 4.  1
6 x

1 2
 1
6  12 
 
5
1 5
 2   1
6  12 
1 5
 1
6 6
1 5
1
6
12
1  1 Thus, the solution is x  .
5
x 1 2 4
b.  
x2  4 x2 x2
Step 1. x 2  4  ( x  2)( x  2) Factoring denominators
x2  x2
x2  x2
The LCD is ( x  2)( x  2) .

x 1 2 4
Step 2. ( x  2)( x  2)  ( x  2)( x  2)  ( x  2)( x  2)
x2  4 x2 x2

x  1  2 ( x  2 )  4( x  2 )
Step 3. x 1  2x  4  4x  8
x 1  6x  4 Combining like terms (Addition Fact)
x  6x  4  1 Combining like terms (Addition Fact)
5x  5 Combining like terms (Addition Fact)
5
x MPE
5
x  1 Closure or Division Fact
The possible solution is x  1 .

x 1 2 4
Step 4.  
x 4
2 x  2 x  2
(1)  1 2 4
 
(1)  4 (1)  2 (1)  2
2

2 2 4
 
3 1 3
2 6 4
 
3 3 3
2 2
 Thus, the solution is x  1 .
3 3

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 MATH 102: College and Advanced Algebra

u 72
c.  4
u  6 u 2  36
Step 1. u  6  u  6 Factoring denominators
u 2  36  (u  6) (u  6)
The LCD is (u  6)(u  6) .

u 72
Step 2. (u  6)(u  6)  2 (u  6)(u  6)  4(u  6)(u  6)
u6 u  36
u (u  6)  72  4(u  6)(u  6) Simplifying

Step 3. u 2  6u  72  4u 2  144 Simplifying

u 2  4u 2  6u  72  144  0 Combining like terms

 3u 2  6u  72  0
 3(u 2  2u  24)  0 Factoring
3(u  6)(u  4  0
3  0; u  6  0; u  4  0 Zero Product Property

3  0 is false equation.

u  6  0 gives us u  6 and u  4  0 gives us u  4 .

The possible solutions are u  6 & 4 .

u 72
Step 4.  4
u  6 u 2  36

(6) (4)
For u  6 ; For u  4 ;
72 72
 4  4
(6)  6 (6) 2  36 (4)  6 (4)  36
2

6 72 4 72
 4  4
0 36  36 10 16  36
4 72
Undefined Equation  4
10  20
4 72 80
 
10  20  20
4 8

10  20
2 2

5 5
Therefore, the only solution is u  4 .

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 MATH 102: College and Advanced Algebra

Question/Reflection Section: (Write your question/s or reflection here)

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

C. Drill
Part 1. Directions: Tell whether the given expression is Rational Algebraic
Expression or NOT. Justify your answer. (If face-to-face, then this part can
be done through oral recitation. If modular, students should write their answers
on their answer sheet.)
2
1. 1 6. u  4
x
2 4x
2. 2 r 7. 1 
5x 5
2x 2  8
3. u  4 8. x 3
x2
10
2
u2  4y 3
4. 9.
2st x2
2 p2 3p  4
5. x 3 10. 2
x2 p2
5
Part 2. Directions: Tell whether each of the given expression is Simplified or
NOT. If NOT, simplify the expression. (If face-to-face, then this part can be
done through oral recitation. If modular, students should write their answers on
their answer sheet.)
4
1.
4x  4
x 2  4x  4
2.
x3  8
x 2  4x  4
3.
x 3  x 2  4x  4
4a  4
4.
a 1
x y
5. 4
x y
2

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 MATH 102: College and Advanced Algebra

Part 3. Find 2 members of your group and answer the following items below.
Write your group output in a piece of paper and have a proof of discussion or
collaboration with your members through video or audio recording or
screenshots of conversation/discussion.
Rubric:
Proof of Discussion/Collaboration --------------------------25 points
Accuracy of Solution ------------------------------------------25 (5 points/item)
Total --------------------------------------------------------------50 points

u2  4y 1 2
1. Evaluate if u  2, y  , s  2,&t   .
2st 2 5
x 2  4x  4
2. Find the value/s of x in the expression to make this
x 3  x 2  4x  4
undefined.
2 5 7
3. Perform the indicated operations and simplify: 2
 7
 .
3x 4x 6x 3
4. Perform the indicated operations and simplify:
2 y 1 y 3 y
  .
4 y  3y  7
2 y 1 4 y  7
5. Perform the indicated operations and simplify:
4x  9
2
3x  23x  14
2
6 x  13x  6
2
  .
12 x  12
2
x  4x  3
2
x 2  2x  1

Part 4. Directions: Conduct a research on applications of rational algebraic

expressions. Make a synthesis of your research/es by answering the following
guide questions:

1. What is rational algebraic expression?

2. In what instance/s that rational algebraic expression is/are applied in human
ways of living?
3. As future math educator, how will you integrate the importance or applications
of rational algebraic expressions to your students?

Deadline: (Depends on the teacher and students’ agreement)

Rubric: Organization/Format (30%); Content/Depth of Discussion (50%); Citation
(10%); & Punctuality (10%)

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 MATH 102: College and Advanced Algebra

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom.
Don’t forget to have your own copy for your e-portfolio. For offline class, submit
your work in accordance with the standard protocol observed by the University.
Use A4 size of documents, 12 Font size, and Times New Roman as Font style. Be
sure to save your work as PDF format before uploading in G. Classroom. For
those who are writing in a piece of paper, get a clear photos of your output and
organize these in PDF format before uploading in our G. Classroom.

Exercises 13

Part 1. Directions: Read, understand, and answer each item below by choosing
the letter of the correct answer. Write your answer in your answer sheet. (2 points
per item)
1. Which of the following is NOT a rational algebraic expression?
A. 5
2
B.
5
1
C.
( x  1)( x  2) 2
2x
D.
3  2x  2x 2
1
E. 2 x
3  2x  2x 2

2. Which of the following statements is/are TRUE about the expression

2x
5 ?
3  2x  2x 2
3
I. The expression defines rational algebraic expression.
II. The expression does NOT define rational algebraic expression.
III. Both numerator and denominator are polynomials.
IV. Both numerator and denominator are NOT polynomials.
V. The denominator makes the expression NOT rational algebraic expression.

A. Only I is TRUE.
B. Only II is TRUE.
C. I & III are TRUE.
D. II & IV are TRUE.
E. None of these statements is TRUE.

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 MATH 102: College and Advanced Algebra

3. What would be the restricted value/s of the variable so that the expression
2x  4
is always defined? A. None
3  2x  2x 2
B. -2
C. -1
D. 0
E. 2

2x  2 y
4. In an expression , what is/are the possible value/s of y if
3  2x  2x 2
2x  2 y 1
 when x = -2?
3  2x  2x 2 6
39
A. 
2
39
B. 
12
C. 0
39
D.
12
39
E.
2

5. Which of the following is in simplified form?

38
A. 
12
39p
B. 
36 p  24 p  4
2

4s 4  9
C. 
8s 3  27
s2 9
D.
s 3  27
9( y  x)
E.
x2  y2

3r  12 r 1 r 2  8r  16
6. What is the result if you multiply the sum of & 2 to 2 ?
r 4 r  16 3r  25r  49
A. r  4
B. r  4
r4
C.
r4
r4
D.
r4
E. None of the choices

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 MATH 102: College and Advanced Algebra

x 2  8 x  16
7. What is the result when you subtract the expression from the
4x 2  6x  9
2x 2  x  3 8 x 3  27
quotient of  ?
x 2 1 x 2  2x  1
x 2  9 x  17
A.
4x 2  6x  9
x 2  9 x  17
B. 
4x 2  6x  9
x 2  9 x  17
C.
4 x 2  12 x  9
x 2  9 x  17
D. 
4 x 2  12 x  9
E. None of the Choices

x 2 5x 2  2 x  9
8. What is/are the solution/s of the equation   ?
2 x  2 3x  3 12 x 2  12
A. -1
B. 0
C. 1
D. -1 and 1
E. No solution

8
9. In an equation  , what is the value of to make the
4 p  16 4 p 2  64
equation CORRECT?
A. 8 p
B. p  4
C. 8 p  32
D. 8 p  32
E. 8( p  32 )

10. Racso can finish cleaning the house for 10 hours while Riza can do the same
for 15 hours. If they work together at their own rate, how long will they finish
cleaning the said house?
A. 5 hours
B. 6 hours
C. 7 hours
D. 8 hours
E. 10 hours

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 MATH 102: College and Advanced Algebra

Lesson 2. COMPLEX FRACTIONS

A. Specific Objectives
At the end of the lesson, the students must have:

1. Defined complex fraction operationally;

2. Simplified complex fraction; and
3. Performed operations involving complex fractions.

B. Topic Content

Before we get started, let perform the activity below:

Activity 1
Describe Me!

Directions: Examine the table below and answer the questions that follow. Use piece
of paper as your answer sheet. Write your answers only.

Complex Fraction Not a Complex Fraction

1 1
1.
1. 3 3
5
2
1 x2
2.
2. 3x 3x 2  4 x  12
3
4p 3  p2
3. 3.
3 p 2
p2
p2

3
 p2 p2
4. 3 
4.
p p3
p2

p2 3 p2
3 5. 
p3 p4 p3
5.
2
p
3

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 MATH 102: College and Advanced Algebra

Questions:
1. Which of the two columns is always considered as examples of rational
algebraic expressions?
2. Which of the examples of complex fraction examples is considered a rational
algebraic expression and why did you consider that example as rational
expression?
3. Which of the two columns has fraction in the numerator, denominator or both?
4. Based from your observation, how will you define complex fraction in your
own words?
It’s nice to know that there are some algebraic expressions that contains
fractions either in the numerator or denominator or both. These expressions can be
simplified by using several operations. To deepen our understanding with this lesson,
here are the concepts and processes that we should know well. Let’s explore these.

Mathematical Concepts

 Complex Fraction. It is an algebraic expression that contains fraction on its

(a) numerator, (b) denominator, or (c) both numerator and denominator.
1 p2
3
3 4p p3
Examples: (a) ; (b) ; (c)
5 3 p2 p
2
p2 3

Note: There are some complex fractions that are considered rational
expressions. That is, if there is NO variable in the denominator/s in the
fraction/s of the numerator, denominator, or both of the complex fraction.
1 p2
3
3 4p 3
Examples: ; ;
5 3 p2 p
2
2 3
 Steps in Simplifying Complex Fraction
1. Find the LCD of the denominator/s of the fraction/s of the numerator,
denominator, or both of the complex fraction.
2. Express this LCD as improper fraction equal to 1. That is, if P is the
P
LCD, then 1.
P
P
3. Multiply the given complex fraction by this LCD expressed as . (Use
P
distributive property in multiplying numerator by numerator and
denominator by denominator). Note: Recall the Equivalent Fraction
Property.
4. Reduced the resulting fraction if possible.

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Illustration 9: Simplify the following:

1
a. 3
5
4p
b.
3 p2
2
2
1
c. 3x
3
p2
3
p3
d.
2
p
3
Solutions:
1
a. 3
5
Step 1. LCD of 3 and 1 is 3.

3
Step 2. 1
3

1
3 3 1
Step 3.  
5 3 15

1
1 3 1
Step 4. is in lowest term. So,  .
15 5 15

Note: In our elementary or high school, we used the concept of

division of fractions. We copy the numerator and multiply it
with the reciprocal of its denominator. This can be done like
this:
1
3 1 1 1
  because the reciprocal of 5 is .
5 3 5 5
1

15
4p
b.
3 p2
2
Step 1. The LCD of 1 and -2 is -2.

2
Step 2. 1
2

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 MATH 102: College and Advanced Algebra

4p 2 8p
Step 3.  
3 p2  2 3  p2
2

8p 4p 8p
Step 4. is in simplified form. Thus, 
3 p 2
3 p 2
3  p2
2
.
2
1
c. 3x
3
Step 1. The LCD of 3x and 1 is 3x.
3x
Step 2. 1
3x
2  2 
1   1(3x)
Step 3. 3x    
3x 3 x
3 3x 3(3x)
2
(3x)  1(3x)
 3x
9x
2  3x

9x
2
1
2  3x 2  3x
Step 4. is already simplified. Thus, 3x  .
9x 3 9x
p2
3
p3
d.
2
p
3
Step 1. The LCD of 1, p + 3, & 3 is 3 (p + 3).
3( p  3)
Step 2. 1
3( p  3)

p2 p2
3 33( p  3)   3( p  3)
p  3 3( p  3) p3
Step 3.  
3( p  3)
p3( p  3)  3( p  3)
2 2
p
3 3
9( p  3)  3 p 2

3 p( p  3)  2( p  3)
9 p  27  3 p 2

3p2  9 p  2 p  6
9 p  27  3 p 2

3p2  7 p  6

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 MATH 102: College and Advanced Algebra

9 p  27  3 p 2
Step 4. is in simplified form but it could be
3p2  7 p  6
p2
3
p  3  3 p 2  9 p  27
arranged in standard form. Thus,  .
p
2 3p2  7 p  6
3

 Steps in Simplifying Complex Fraction With Operations

1. Simplify each complex fraction.
2. Follow the steps in adding, subtracting, multiplying, or dividing
rational algebraic expressions.
3. Reduced the resulting fraction if possible.

Illustration 10: Simplify the following:

1 2
 8x
a. 3  5
5 x2
2 p
4p 4
b. 
3 p2 1 p
2 p2  4
2 x2 9
1
 2x  7x  3
2
c. 3x
3 x 3
3x
p2 p3
3
p3 3p
d.  2
p
2 3p  7 p  6
3

Solutions: Simplify the following:

1 2
 8x
a. 3  5
5 x2
1
Step 1. The LCD of 3 and 1 in 3 is 3 while the LCD of
5
2
 8x
5 and 1 in 5 is 5. And so,
x2

1 2 1 2
 8x (3) (5)  8 x(5)
3 3 5 5
    3 5
5 3 x2 5 5(3) x(5)  2(5)
1 2  40 x
  .
15 5 x  10

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 MATH 102: College and Advanced Algebra

Then by applying the steps in adding rational expressions, we

have
15  5 (3)
5x 10  5( x  2)
The LCD is 5( x  2)(3) .

1 2  40 x 1 5( x  2)(3) 2  40 x 5( x  2)(3)

So,   
15 5 x  10 15 5( x  2)(3) 5 x  10 5( x  2)(3)
1 5( x  2)(3) 2  40 x 5( x  2)(3)
 
5(3) 5( x  2)(3) 5( x  2) 5( x  2)(3)
1( x  2) (2  40 x)(3)
 
5( x  2)(3) 5( x  2)(3)
x2 6  120x
 
5( x  2)(3) 5( x  2)(3)
121x  8

5( x  2)(3)
121x  8 121x  8
Step 2. Simplifying , gives .
5( x  2)(3) 15x  30
1 2
 8x
3 5 121x  8
Therefore   .
5 x2 15x  30

2 p
4p 4
b. 
3 p2 1 p
2 p2  4
4p
Step 1. The LCD of 1 and -2 of is -2.
3 p2
2
2 p
In 4 , the LCD of 4 and p 2  4  ( p  2)( p  2) is
1 p
p2  4
4( p  2)( p  2) .
Then,

2 p 2 p
4p 4 4p 2 4 4( p  2)( p  2)
    
3 p 2 1 p 3 p 2 2 1 p 4( p  2)( p  2)
2 p2  4 2 p2  4
2 p
 4 p(2)
4( p  2)( p  2)
  4
3 p2 1 p
(2) 4( p  2)( p  2)
2 ( p  2)( p  2)

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 MATH 102: College and Advanced Algebra

8p (2  p)( p  2)( p  2)
 
3 p2 4(1  p)

8p  p3  2 p2  4 p 8
 
3 p2 4(1  p)

8p  p3  2 p2  4 p 8
Now, we need to simplify  .
3 p2 4(1  p)

8p  p3  2 p2  4 p 8
By inspection, the LCD of  is 4(1  p)(3  p 2 ) .
3 p2 4(1  p)
Hence,
8p  p  2p2  4p 8
3
8p 4(1  p)(3  p 2 )  p 3  2 p 2  4 p  8 4(1  p)(3  p 2 )
    
3 p2 4(1  p) 3  p 2 4(1  p)(3  p 2 ) 4(1  p) 4(1  p)(3  p 2 )

8 p4(1  p) ( p 3  2 p 2  4 p  8)(3  p 2 )

 
4(1  p)(3  p 2 ) 4(1  p)(3  p 2 )

32 p  32 p 2 p 5  2 p 4  7 p 3  14 p 2  12 p  24
 
4(1  p)(3  p 2 ) 4(1  p)(3  p 2 )
8p  p 3  2 p 2  4 p  8 32 p  32 p 2  p 5  2 p 4  7 p 3  14 p 2  12 p  24
 
3 p 2
4(1  p) 4(1  p)(3  p 2 )
 p 5  2 p 4  7 p 3  46 p 2  20 p  24

4(1  p)(3  p 2 )
Step 2.
 p 5  2 p 4  7 p 3  46 p 2  20 p  24  p 5  2 p 4  7 p 3  46 p 2  20 p  24

4(1  p)(3  p 2 ) 4 p 3  4 p 2  12 p  12

2 p
4p 4  p 5  2 p 4  7 p 3  46 p 2  20 p  24
Therefore,   .
3 p2 1 p 4 p 3  4 p 2  12 p  12
2 p2  4

2 x2 9
1
 2x  7x  3
2
c. 3x
3 x 3
3x
2
1
Step1. The LCD of 3x and 1 in 3x is 3x.
3
x2 9

The LCD of 2 x 2  7 x  3 & 3x in 2 x  7 x  3 is 3x(2x 2  7 x  3)

2

x3
3x
.

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And so,
2 x2 9  2  x2 9 

1   1 
3x 2 x 2
 7 x  3  3 x 3 x   2x  7x  3
2 3 x ( 2 x 2
 7 x  3) 
   
3 x3  3 3 x  x 3 3 x ( 2 x 2
 7 x  3)

  

3x   3x 

3
2
x
(3x)  1(3x)
2 x
x2 9
2
 7 x  3

3x(2 x 2  7 x  3) 
 
3(3x) x 3
3x

3x(2 x 2  7 x  3) 

2  3x 3x( x 2  9)
 
9x ( x  3)(2 x 2  7 x  3)

Now, let us do the multiplication of rational expressions.

2  3x 3x( x 2  9) 2  3x 3x( x  3)( x  3
  
9x ( x  3)(2 x  7 x  3)
2 9 x ( x  3)(2 x  1)( x  3)
2  3x

3(2 x  1)
3x  2

6x  3
3x  2
Step 2. is in simplified form.
6x  3
2 x2 9
1
3x  2
Therefore, 3x  2 x  7 x  3 
2
.
3 x 3 6x  3
3x

p2 p3
3
p3 3p
d.  2
p
2 3p  7 p  6
3
p2
3
p3
Step 1. The LCD of 1, (p + 3), & 3 in is 3(p + 3).
2
p
3
p3
3p
The LCD of 3p and 1 in is 3p.
3p2  7 p  6
p2 p3 p2 p3
3 3
p3 3p p  3 3( p  3) 3p 3p
So,  2    2 
2 3p  7 p  6 2 3( p  3) 3p  7 p  6 3p
p p
3 3

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 MATH 102: College and Advanced Algebra

p2 p3
33( p  3)  3( p  3) (3 p)
p3 3p
 
p3( p  3)  3( p  3)
2 (3 p 2  7 p  6)(3 p)
3
9 p  27  3 p 2 p3
 
3p  9 p  2 p  6
2
(3 p  7 p  6)(3 p)
2

 3 p  9 p  27
2
p3
 
3p  7 p  6
2
(3 p  7 p  6)(3 p)
2

Now, let us apply the steps in dividing rational expressions.

 3 p 2  9 p  27 p 3  3 p 2  9 p  27 (3 p 2  7 p  6)(3 p)
  
3p2  7 p  6 (3 p 2  7 p  6)(3 p) 3p2  7 p  6 p3

(3 p 2  9 p  27)(3 p)

p3
(3 p 2  9 p  27)(3 p)
Step 2. Let us simplify .
p3

(3 p 2  9 p  27)(3 p)  9 p 3  27 p 2  81 p

p3 p3

p2 p3
3
p3 3p  9 p 3  27 p 2  81 p
Therefore,  2  .
2 3p  7 p  6 p3
p
3
Question/Reflection Section: (Write your question/s or reflection here)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_________
_______________________________________________________________
_______________________________________________________________

C. Drill
Part 1. Answer the following questions orally.
1. What are the similarities and differences of complex fraction and non-
complex rational expression?
2. How do you explain the statement ―Some complex fractions are
rational expressions and some rational expressions are complex
fractions‖?
3. How do we simplify complex fraction?
4. How do we perform operation/s involving complex fraction/s?

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 MATH 102: College and Advanced Algebra

Part 2. Pair Activity. Find a partner and simplify the following expressions. Write
only one set of outputs for your pair and submit after you and your pair discussed
your final output.
r r2
1.
2x
4. 2r  2r
4x 2 r2 2r 
1
x2 r2 2
x r r2
2
2. 2 x 5. 2r  r 2  4r  4
4  x2 r2 4 2r 
1
1
x2 r2 2r
r r2
2
3. 2r  2r
r2 2r 
1
1
r2 2
Rubric for Part 2:
Accuracy of Solution --------------------------- 3 points
Neatness and Organization of Solution ----- 2 points
Total ---------------------------------------------- 5 points/item
D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work
in accordance with the standard protocol observed by the University. Use A4 size of
documents, 12 Font size, and Times New Roman as Font style. Be sure to save your
work as PDF format before uploading in G. Classroom. For those who are writing in a
piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.

Exercises 14
Part 1. Directions: Read, understand, and answer each item below by choosing the
letter of the correct answer. Write your answer in your answer sheet. (2 points per
item)
1. Which of the following is/are complex fraction/s?
2x 2x 2x
I. 2  5x II. III. IV. V.
4x 2 4x  5 16 x  100
2

2  2(2 x  5)
x
2
3 x
x2 2

2 x
A. I & II
B. I & III
C. I, II, & III
D. II, IV, & V
E. All of the above

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 MATH 102: College and Advanced Algebra

2. Which of the following is/are complex fraction/s and at the same time rational
algebraic expression/s?
2x 2x 2x
I. 2  5x II. III. IV. V.
4x 2 4x  5 16 x  100
2

2  2(2 x  5)
x
2
3 x
x2 2

2 x
A. I only
B. II only
C. I & III
D. I, II, & III
E. II, IV, & V

x
2
3. Which of the following is the simplified form of 3 x ?
x2 2

2 x
2 x(6  x)
A. .
( x  3)(4  x 3 )
2 x( x  6)
B.
( x  3)(4  x 3 )
2 x 2  12 x
C.
x 4  3x 3  4 x  12
2 x 2  12 x
D.
 x 4  3x 3  4 x  12
2 x 2  12
E.
 x 4  3x 3  4 x  12
x
2
4. What is the value of 3 x if x =
1
?
x2 2 2

2 x
104
A.
217
102
B.
217
104
C. 
217
102
D. 
217
E. None of the choices

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 MATH 102: College and Advanced Algebra

4
1
5. What is the result if you subtract x from the product o
x
2
3
4  x2 4x
x & x2 ?
2 x 1
x2
 4 x 3  32 x 2  51x  12
A.
x 2  6x
4 x 3  32 x 2  51x  12
B.
x 2  6x
 4 x 3  32 x 2  51x  12
C.
 x 2  6x
4 x 3  32 x 2  51x  12
D.
x 2  6x
E. None of the choices.

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 MATH 102: College and Advanced Algebra

CHAPTER 5. EXPONENTS AND RADICALS

Introduction
There are some algebraic expressions that involve exponents and radicals.
These expressions possess beauty and order if we recognize their essence, pattern, and
appearance. However, some of us are NOT at ease with these expressions because in
our natural set-up, we don’t actually express ourselves through algebraic expressions.
We communicate with one another using our own language.
On the other side, we talk and discuss these expressions in Mathematics
courses. Even though, we take it seriously or lightly, we need to learn these in order to
understand some complex expressions that we will encounter in other higher math
courses. As a matter of fact, there are some social media users who posted algebraic
expressions with exponents and radicals to challenge his/her viewers or subscribers.
This situation encourages some math enthusiasts to take the challenge. Thus, this
chapter will guide us in unfolding our difficulties and will equip us the pre-requisite
skills that are needed for other mathematical tasks involving zero, negative and
rational exponents and radicals.
General Objectives:
At the end of this chapter, the students must have:
1. Demonstrated in-depth knowledge in discussing, simplifying, and
performing operations of algebraic expressions with exponents and
radicals by performing the included activity/exercises/performance task per
lesson; and
2. Appreciated the existence and importance of algebraic expressions
involving exponents and radicals.

Lesson 1. ZERO & NEGATIVE EXPONENTS

A. Specific Objectives:
At the end of this lesson, the students must have:
1. Familiarized the definitions of exponents, zero exponents, and negative
exponents;
2. Simplified algebraic expressions with zero and negative exponents;
3. Performed different operations involving expressions with zero and
negative exponents; and
4. Cited some real-life applications of exponents.

B. Topic Content

Let’s start exploring some important concepts regarding zero and negative
exponents.

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 MATH 102: College and Advanced Algebra

Mathematical Concepts:
 Exponent – a number that indicates how many times the base/factor is to be
multiplied by itself. Example: In 2 3 , 3 is the exponent and 2 is the base/factor.
23 means that we need to multiply 2 by itself 3 times that is 2●2●2=8.
 Zero Exponent – an exponent which is equal to 0. For any nonzero base b , we
bn bn
define b 0 = 1 because n  b nn  b 0 and n  1 where b is the base, b  0
b b
and 0 is the exponent. Thus, any nonzero number or quantity raised to zero is
equal to 1.

Examples: 30  1 ; 2 3x 5  4 
2 0
 1 ; 10 0  30  (12  x) 0  1  1  1  1
 Negative Integral Exponent – an exponent which is a negative integer. For any
1 1 b0
nonzero base b , we define b n  n and n  b n because n  b 0n  b n
b b b
0 0
b 1 1 b
and n  n . Likewise, n  n  b 0n   b n . (Note: b  0 and n is a
b b b b
positive integer). Thus, any nonzero number or quantity raised to a negative
integral exponent is equal to its reciprocal with positive integral exponent.
1 1 2x
Examples: 4 3  3  ; 5
 2x  x 5  2x 6 ;
4 64 x
2
7 x 49  14 x  x 2
2
 2x 
    
7 x  2x  4x 2
 Rational Exponent - an exponent which is a rational number (whole numbers,
fractions, mixed numbers, and decimals, together with their negatives).
 Exponents rules and properties (For a, b, c, m, n 0)
Rule name Rule Examples

b n · b m = b n+m 23 · 24 = 27 = 128
Product rules
b n · c n = (b · c) n 32 · 42 = (3·4)2 = 144

bn 25
m
 b nm 3
 22  4
b 2
Quotient rules
n 3
bn  b  43  4 
      23  8
cn  c  23  2 

(bn)m = bn·m (23)2 = 23·2 = 64

Power rules
b n  b n  2 3  2 3  2 9  512
m m 2 2

1 1 1
b n  32  
bn 32 9
Negative exponents
1 1
n
 bn 4
 4 4  256
b 4

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 MATH 102: College and Advanced Algebra

b0 = 1 50 = 1
Zero rules

0n = 0 , for n>0 05 = 0

b1 = b 51 = 5
One rules 15 = 1
1n = 1, for n  
1-20 = 1

(-1)5 = -1
Negative one rule
(-1)1001 = 1

C. Drill
Part 1. Directions: Simplify each of the following exponential expressions orally.
Just express your answer with positive exponent or simplified form if possible.
1. 10 2
2. 8 3
3. 2 5  2 5
4. 33  35
5. 10 2  10 0
6. x 5  x 2  x 0
7. 10  2 0   1
20

8. 0100  1  x 0
32

3
4
9.  
5
0
 78 
10.  8 
7 
2
 a2  b2 
11.  
 ab 
 
12. 32
3

13.  3x 
3 2
y0
3
 60  3 
14.  2 
 9 
16 2 c 4 d 0
15.

2c 5 d
2


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 MATH 102: College and Advanced Algebra

Part 2. Directions: Answer the following questions:

1. How did you simplify expressions with exponents?
2. How did you apply laws of exponents? Can you illustrate using any items in
Part 1?
3. How did you define (a) exponents?; (b) zero exponents?; (c) negative
exponents?
4. Can you cite a situation in your real-life where definition and laws of
exponents are applicable?

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom.
Don’t forget to have your own copy for your e-portfolio. For offline class, submit
your work in accordance with the standard protocol observed by the University. Use
A4 size of documents, 12 Font size, and Times New Roman as Font style. Be sure
to save your work as PDF format before uploading in G. Classroom. For those who
are writing in a piece of paper, get a clear photos of your output and organize these
in PDF format before uploading in our G. Classroom.

Exercises 15

Directions: Challenge Questions. Answer the following items as a group with 3

members per group. Show your solution or reason to justify your answer. Use any clean
paper/s as your answer sheet/s. Note: Do not forget the names of your group members.

1. Simplify: 2 10  2 9  2 8  ...  28  2 9  210

2. Show that if , then a 0  1 and if , then a 0 is undefined.
1 1
3. Show that if and n   , then a n  n and n  a n .
a a
2
 x 2 a  2 y 2 b 3 
4. Simplify:  a 2 b10 
 x y 
5. Simplify: 10  10  10 1  ...  10 5
3 2

Rubric:
Accuracy of Solution -------------------------------- 3 points
Neatness/Organization of Solution ---------------- 2 points
Total --------------------------------------------------- 5 points

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 MATH 102: College and Advanced Algebra

Lesson 2. RATIONAL EXPONENTS

A. Specific Objectives:
At the end of this lesson, the students must have:
1. Familiarized the definition of rational exponent;
2. Simplified algebraic expressions with rational exponents;
3. Performed different operations involving expressions with rational exponents;
and
4. Cited some real-life applications of exponents.

B. Topic Content

Let’s start exploring some important concepts regarding rational exponents.

Mathematical Concepts:

 Rational Exponent - an exponent which is a fraction where the numerator is a

m
power and the denominator is a root. It is also called fractional exponent. If a n
and a, m, n ≠ 0, then the rational exponent is where m is the power (the number
of times we multiply the base a) and n is the root and n  2 .
Examples:
2
1. 23
2x
2. a 3
1
3. (2c) n ; n ≠ 0
4

2 x2
4.   ;x≠0
5
 Some Examples of Algebraic Expressions Which are NOT Having Rational
Exponent
1. a m ; a  0, m   Note: The exponent is not a fraction or the denominator of an
exponent is 1.
2. 2ab; a, b  0 . Note: The exponent is not a fraction.
3.  23m ; m  Z . Note: The exponent is not a fraction.

 Ways to Write Algebraic Expression with Rational Exponent

m
If a n is an algebraic expression with rational exponent, then
m
1 1
 a
m   m  m
an  a n  a n  n am  n

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 MATH 102: College and Advanced Algebra

 Laws/Rules of Exponents

Rule Name Rule Examples

n 2
b
n
b  b 
m m n m
8  3 8 2  (3 8 ) 2  2 2  4
3

Power rules
1 1

b  b
n n
64  3 64  4
3

n 1
 1 1  1 1 1
b m
 n
 16 2
 1
 
m
m
bn 2
16 4
b 16
Negative exponents
1 1
n
 bn 4
 4 4  256
b 4

C. Drill

Part 1. Directions: Identify whether each of the following illustrates fractional

(rational) exponent or not. Say RE if the given illustrates fractional (rational)
exponent and say NOT if it does not illustrate fractional (rational) exponent.
Note: The variables and bases are not equal to zero. Then, simplify.
1. 2 3 6.  3z  5t
3s

3

7.  3
2
2. 2 x 5
2a 2
7 
3. 5 8. 12 5

9.  5s 
2
2
3
 
3
4. w 3
5. 2w8  1 2
10.  
2

Part 2. Directions: Answer the following questions on the board (for face – to –
face) or in a piece of paper/Microsoft Word (for online):
1. Give 5 exponential expressions illustrating fractional (rational) exponents.
2. How did you formulate expressions with rational exponents?
b  a 
2 1
6 3 2
 b2 2
3. Simplify: 1
 1
a  b  2 b2
4. How did you simplify the expression in item 3?
5. Can you cite an example of a real-life situation where simplifying rational
exponent is applicable?

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 MATH 102: College and Advanced Algebra

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom.
Don’t forget to have your own copy for your e-portfolio. For offline class, submit
your work in accordance with the standard protocol observed by the University. Use
A4 size of documents, 12 Font size, and Times New Roman as Font style. Be sure
to save your work as PDF format before uploading in G. Classroom. For those who
are writing in a piece of paper, get a clear photos of your output and organize these
in PDF format before uploading in our G. Classroom.

Exercises 16

A. Directions: Simplify each of the following exponential expressions. Show your

complete solution in a 1 whole piece of paper and box your final answer.

3 5

2 2
1. 4 7. 25
2 1
 3 52 
2 x 
3
2. 64
1 8.  5 
3. 81 3
 43 x 2 
3  

 1  2 
1
4.   3 2
 64  9.  
2 1 7
5. 3 3  3 5 2

3
10. 3 3  3 2

 54   204
3 3
6.

B. Directions: Read and answer each item below. Show your complete solution or
arguments in a 1 whole piece of paper to show your final answer. Attach your
paper here.
1 1 1 1
 
1
1. Simplify: 10 3
 10 2
 10  10  10  10
1 2 3

1 1 1

2. Simplify: 2  2  2  ...
2 4 8

1 1 1 3 2 1 1 1 1
3. Show that 25 2  8 3  4 2  27 0  16 2  6 3  2 3  3 3  4 2  2  225 2 .

 a7

1
4. Show that a 21b 15c 6 3  5 2 if a,b,c .
bc
5. Show that a 50  a 40  a 30  ...  a 30  a 40  a 50  1 if a .\
Rubric:
Accuracy of Solution --------------------------------------------- 3 points
Neatness/Organization ------------------------------------------- 2 points
Total ---------------------------------------------------------------- 5 points

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 MATH 102: College and Advanced Algebra

Lesson 3. RADICALS

A. Specific Objectives
At the end of the lesson, the students must have:
1. Defined radicals in their own words;
2. Rewritten radicals into expression with rational exponents and vice versa;
3. Applied laws of radicals in simplifying expressions with radicals; and
4. Cite the practical applications of radicals in real-life situation.

B. Topic Content
Let us explore radicals by studying the following concepts and doing some activities
below:

Mathematical Concepts:
 Radical sign – a sign/symbol n where n  2 .
 Radical expression – an expression containing a radical sign.
Examples: 2 5; 3  4 ;125 256 st 3
 In the radical expression  25 2a 4 , -2 is the coefficient, 5 is the index/root, 2a 4 is
the radicand.
 To rewrite expression with fractional exponent to radical expression and vice
m
versa, we need to follow the format b  n bm
n
or
base  denomin ator base
numerator numerator
deno min ator .

Examples:
 2s d    2s d 
3 7
5 7 5
1. 5  5 3 3
4 4 4. 3

2a b  
2
2
2. 3 5  5 2a 3b
5. 212 x  3  2x  312
23
23
1
3. 23  23 2

Now, let us do the Activity 1 to practice rewriting expressions with rational

exponents into expressions with radicals.

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 MATH 102: College and Advanced Algebra

Activity 1
Rewrite Me!

Part 1. Directions: Rewrite the following expressions with rational exponents as

radical expression. Write your answer in your paper.
100 x y 
5 3
3
1. 3 6 6. 7

3
 83
1
2.  2 s  13
7.  
2a   r 
3
3 5
3.
2a 
2
3 3 3
8.
7
4. 2r
32 abc 
4
3 5
 11sr 
1
9.
5. 4

10. -10b 3a 

2

5

Part 2. Directions: Rewrite the following radical expressions as expressions with

rational exponents. Write your answer in your paper.
5
1. 2n 2
7. 6  
2. 3
4a 5 5
3. 7
d 8. 2  5 32
5
4.  23 s 2  4
9. 2ac 3 
5. 13
2x y 3 3
 c

6. 54 4w 10. 6 a  3 2a 

7 6

Part 3. Directions: Answer the following questions orally (for F2F) or write your
answer in your paper (for Online).
1. How do you define radical expression?
2. How did you rewrite radical expression into expression with rational
exponent?
3. How did you rewrite expression with rational exponent into radical
expression?
4. Why do we need to know rewriting radical expression into expression with
rational exponents or vice versa?

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 MATH 102: College and Advanced Algebra

Laws of Radicals
Mathematical Concepts:
 Laws of Radicals
a) n
a n  a (where a  0 and n  1 )

b) m
(a ) m  a (where m is an even number)

c) m
(a ) m  a (where m is an odd number)

d) n
ab  n a  n b (for any nonnegative real numbers a and b and positive

integers n)

n
a a
e) n  n
(for any nonnegative real numbers a and b and positive integers
b b

n)

f) n m
a  m n a (for any nonnegative real number a and positive integers m &

n)

Examples:

1. 3
23  2

2. 5
243  5 (35 )  3 (243 can be rewritten as 35 )

3. 4
(2) 4  2 because (2) 4  16

4. 3
(5) 3  5 because (5) 3  125

5. 3
250  3 5 3  2  3 53  3 2  53 2 (250 = 2  53 by prime

factorization)

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 MATH 102: College and Advanced Algebra

 32 5
 32 5
(2) 5 2
6. 5  5
 
243 243 5
35 3

7. 3
34  6 34

4 2

8. 3
16  16  2  2  2  3 2 2  3 4
6 6 4 6 3

 How to derive the laws of radicals?

Steps:
1. Observe the pattern of simplifying fractional exponents carefully;
2. Form a rule or conjecture by using variables to illustrate the pattern
observed;
3. Try out the rule or conjecture and if the rule is always true in all cases, accept
the rule as a law of radical and if not, revise your rule or conjecture; and
4. Check your derived law of radical from the existing law of radicals.

Examples:
Directions: Fill in the missing information in every box and derive the law of
radicals from the each illustration below.
3
4 3  4 3  41  4
3

2
24 
2
24 2  241  24
5
 36
1. 5
36 
5
36 5  36  ____
1
Answers:  (3a)1  3a
10
10
(3a )10  (3a ) 10  ____  _____  n an  a

 n a n  _____

2
(2) 2  4  2 2  2 2  21  2 6
4
 6 36  3 6  31
4
(11) 4  4 14641  4
114  11 4  111  11
20

2. 6
(3)  729  ___  ____  ____  3
6 6
Answers:  1  1
20 20 20
1 20
 11  1
(1) 20  ____   ___  11  ____  m (a) m  a
20 20 20
1

 m (a) m  ____

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 MATH 102: College and Advanced Algebra
3
3
(2)3  3  8  3 (2)3  (2) 3  (2)1  2 7
5
 7 (3) 7  (3) 7  (3)1
5
(11)5  5  161051  5 (11)5  (11) 5  (11)1  11
17
3. 7
(3) 7  7  2187  _____  _____  _____  3 Answers:  17  1  17 (1)17  (1) 17  (1)1   1
17
(1)17  _____  17 (1)17  ______  (1)1  _____  m (a ) m   a
 m (a) m  _____

3
8 x 2  3 8  x 2  23  x 2  2  x 2  2 x 2
3 3 3 3 3

12  4  3  4  3  2  3  2 3
 7 c7  7 e7
16 y  16  y  2  y  2  y  2 y
4 2 4 4 2 4 4 4 2 4 2 4 2
4. Answers:
 n ab  n a  n b
c e  ____ _____  c  e  ce
7 7 7

 n ab  ____ _____

1 1 1
 
4 4 2
3 3
3 3 3
3   5 5
64 3 4 2 2
64
 
x4 4
x4 x
5
a 5 a
5. 4   Answers:
81 4 3
81 a na
2
n 
5  ___  ____ b nb
a5
a
n  ____
b

3 4
5  34 5  12 5
3  2 2 3  4 3  15 15
6. 5 3
15  53 15  ____ Answers:  105 50
10 5
50  ____  50 50  m n a  mn a
 m n a  ____

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 MATH 102: College and Advanced Algebra

Activity 2
Try Me!

Part 1. Directions: State the law of radicals that you can derive from the given 4
statements for each item below..
d2  d 4
11  8 11
3
41  41
3
3
6 6 6
5
1 1
1. 5    6. 30  4 30
3 3
23 30
q  690 q
15
x 15  x



(12) 2  12 4a  4  a  2 a
8
(21) 8  21 3
53 f 3  3 53  3 f 3  5 f
2. 20
( s ) 20  s 7. 10
1010 d  10 1010  10 d  1010 d
100
(100)100  100 33
2 33 d 20  33 2 33  33 d 20  233 d 20
 

2 2

9 3
1 1 3
(10) 3  10
3 
8 2 5
(2 s ) 5  2 s
32 1
3. 5  8. 101
(18)101  18
100000 5 29
3 10 3  2
29  
2
10
w

w  
3110
31  a a
 

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 MATH 102: College and Advanced Algebra

 s  s
3
3

a 2 b 2  ab
 2  2
12
12
3
16  3 8  2  23 2
11
 2 2
4.  11   9.  35 d 5 g  3d 5 g
 5 5
3
81w  3 27  3w  33 3w
 101  2
 101 


2 2

81 9
3
4 6 4 3 2 4 3
4
3 
5 3
10  15 10 27 3
1 1
5.  5 11a  10 11a 10. 6
6

r r
20 35  20 4 35 64 8
 
121 11

Part 2. Directions: Apply the laws of radicals to simplify the given below. Just
state your answer orally.

1. 36 6. 3
81d 3 11. 11
311
2
2. 5
(2d ) 5 7. 3 1000v 3 12. 5
64
3
15
3. 16
(33)16 8. 3
8k 13. 6
15

  (7) 5
5
4
4. 4
 160 9. 14. 3 16x 3
2
(14)
2
 3  2
5.  5 4
10 10.  3 
 15. 7

 1000  514

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 MATH 102: College and Advanced Algebra

Simplifying Radicals

Mathematical Concepts:

 Simplified Radicals – radicals that possess the following conditions:

1. The radicand has no perfect nth root factor or the exponent of the radicand
must be less than the index;
2. The denominator has no radical sign; and
3. The index is in the lowest possible form.
5
2w
Examples: 2 ;  233 5df 2 ; 3
;  12  56 20 d 5
3w
 How to Simplify Radicals?
Steps:
1. Rewrite the radicand in exponential form if possible. (Use the prime
factorization);
2. Break down the radicand into two groups, the perfect ( n a n b n ... ) and the
nonperfect nth powers ( n a m b c ... );
3. Remove the perfect nth root by applying the laws of radicals;
4. If there is a radical sign in the denominator, do the rationalization process;
and
5. Reduce the index to the lowest possible order.

 Rationalization – the process of eliminating or removing the radical sign in the

denominator. This can be done by multiplying the given radical by a radical
expression which is equal to 1 but will produce perfect nth powers denominator.

Examples:
1. Simplify 16u 3 v 5
Solution:
Step 1. Factor out 16. 16  2  2  2  2  2 4
16u 3 v 5  2 4 u 3 v 5

Step 2. 2 4 u 3 v 5  2 4  u 2  v 4  uv (Exponents 2 & 4 are multiples of

the index 2)

Step 3. 2 4  u 2  v 4  uv  (2 2 ) 2  u 2  (v 2 ) 2  uv
 2 2  u  v 2  uv  4uv 2 uv
Since there is no radical sign in the denominator, then 16u 3 v 5 = 4uv 2 uv .

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 MATH 102: College and Advanced Algebra

2. Simplify 3
24 x 4 y 5
Solution: 3
24 x 4 y 5  3 2 3  3  x 4 y 5 Step 1
= 3
2 3 x 3 y 3  3 3 xy Step 2
= 2 xy 3 3 xy Step 3
3
3. Simplify 3
7
3 33
Solution: 3  3 (Here, we apply the law of radical and the
7 7
rationalization process. We need to determine the factor to be multiplied to
both numerator and denominator of the given radical such that the
denominator will produce a perfect cube root product. Since 3 7 is a prime
factor and the exponent of 7 is 1, then we will use 3
7 2 to make the
3
72
denominator as 3
7 3 and so, we need to multiply the radical by .)
3
72
3
3 3
72 3
3  72 3
3  49 3 147
3
   =
7 3
72 3
73 7 7

4
4. Simplify
5
81
4 4
Solution: = Step 1 (Factoring 81 as 3 4 )
5 5 4
81 3
5
4 3 45 3 45 3
= 5  = Step 4 (Rationalizing the
5
34 3 5
35 3
denominator. Since the denominator is 5 3 4 , then we need 5
3 to make the
denominator a perfect 5th root 5 35 .)

5. Simplify 6
256 x 4 y 10
Solution: 6
256 x 4 y 10  6 2 8 x 4 y 10 Step 1 (Factoring 256 as 2 8 )
= 6
26 y 6  6 22 x 4 y 4 Step 2 (Breaking down
perfect and nonperfect roots)
= 2 y6 2 2 x 4 y 4 Step 3 (Removing perfect 6th root)
= 2 y3 2 x 2 y 2 Step 5 (Reducing the index.
We divide the index and all exponents of the radicand by their GCF or
greatest common factor. For this problem, the GCF of 6, 2 and 4 is 2. So, we
divide them by 2.)

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 MATH 102: College and Advanced Algebra

6. Simplify 3 8c 2  8d 3
Solution:
3
8c 2  8d 3  3 8(c 2  d 3 )  3 2 3 (c 2  d 3 ) Step 1
= 3
23  3 c 2  d 3 Step 2
= 23 c 2  d 3 Step 3

Activity 3
Simplify Me!

Part 1. Directions: Simplify the following radicals by removing the perfect nth
root. Show your complete solution in a piece of paper and encircle your final
answer.

5
1. 24 6. 640
2. 1000 7. 3
189a 5
3
3. 128 8. 6
2560 x 7 y 15
3
4. 3000
9. 3
72 x 2 y 6 z 13
4 4
5. 196x
10. 7
 a 12b 20
Part 2. Directions: Find a partner and simplify the following radicals by
rationalizing the denominator. Show your complete solution in a piece of paper
and encircle your final answer. Do not forget to write your partner and your name.
3 4
1. 6.
10 27
2
7. 4
21 5x 3
2. 3
25 4x3 y
8. 3
11 36 x 4 y 3
3. 4
20
2a 3 y 5
1 9.
4. 3 75a 2 y 7
x
2
7 10.
5. 5 4
4x 2 y 3
25

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 MATH 102: College and Advanced Algebra

Part 3. Directions: Find a partner and simplify the following radicals by reducing
the index. Show your complete solution in a piece of paper and mark your final
answer. Indicate your name and your partner’s name in your answer sheet.
1. 4
9x 2 z 2 6. 20
13 5 x10 y 5
32 a 5 b 5 210 (a 2  3) 6
10
2. 7. 12

3. 6
81x 4 y 2 8. 9
27 g 6 h 3
4. 15
310 ( x  y ) 5 9. 21
10 9 d 12 f 6
5. 8
81x 6 y 4 10. 100
2 50 x 70 y 20

Part 4. Directions: Simplify the given radical expressions. Show your complete
solution in a piece of paper and mark your final answer.

3
1. 54 3
14.
2. 20 11
3. 56 18
4
15.
4. 243 25
5. 5
64 x
16.
y
6. 81d 5
7. 18 x 9 y 3 z 5 32a 3b 8
17. 4
81xy 8
8. 3
10000 x 5
3a
9. 3
54 xy 2 z 5 18.
3
a2 x
10. 4
48s 5 b 8 c13
4 xy 3 z 7
19. 4
11. 5
960x 6 3x 2 yz 2
12. 9
27 x 6 50( x  y ) 7
20. 3
13. 6 25h 4 y 10 3( x  y ) 2
Part 5. Directions: Simplify the following radicals. Show your complete solution
in a piece of paper and mark your final answer.
1. n
32n x n2
2. 3
8 x 3  12 x 2 y  6 xy 2  y 3
3. 50 x 2  100 x  50
3 5
2x
4.
5
4x 3
5
3 x
5.
x2

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 MATH 102: College and Advanced Algebra

Operations Involving Radicals

Mathematical Concepts:
 Like/Similar Radicals – radicals with the same radicands and indices.
Examples:
1. 2 x , x ,  10a x , 2 x x
2.  2a 5 x  y ,  5 x  y , 25 x  y , 325 x  y
 Unlike/Dissimilar Radicals – radicals with different radicands or indices.
Examples:
1. 2 x and  33 x
2.  12 5 xy , 5 x  y , and x  y2

 Parts of Radical Expression

In  35 x , -3 is the numerical coefficient, 5 is the index and x is the
radicand.
 Addition/Subtraction of Radicals
Steps in Adding Radicals
1. Simplify the given radicals (remove the perfect nth root, rationalize or reduce
to the lowest possible order);
2. Determine the similar radicals; and
3. Add the similar coefficients of similar radicals just like in algebraic
expressions and copy the common radical and for dissimilar radicals, just
copy without adding their coefficients.
Examples:
1. 4 7  3 7  (4  3) 7  7
103 53 213 53  10 21 3 313 53
2.      53 
3 3 3 3 3

73 16  23 2  10  73 8  2  23 2  10
3.
 7(2)3 2  23 2  10  (14  2)3 2  10
 163 2  10

81 9 90 2
10  8  10   42   2 2
2 2 2 2
4.
90 2
  2 2  45 2  2 2  47 2
2

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 MATH 102: College and Advanced Algebra

Steps in Subtracting Radicals

1. Simplify the given radicals (remove the perfect nth root, rationalize or reduce
to the lowest possible order);
2. Change the sign of the subtrahend;
3. Determine the similar radicals;
4. Add the similar coefficients of similar radicals just like in algebraic
expressions and copy the common radical and for dissimilar radicals, just
copy without adding their coefficients.
Examples:
1. 4 x  2 x  (4  2) x  2 x

32  50  2 5  5 2  2  (2 2 ) 2  2  5 2  2
2.
 4 2  5 2  (4  5) 2  1 2or  2

3
64a  3 8a  6 a 2  12  3 2 6 a  3 2 3 a  6 a 2  2 2  3

3.  3 2 2   3
 a  3 2 3  a  6  2 a 2  2  2 3  4 3 a  23 a  3 a  2 3
 (4  2  1)3 a  2 3  3 a  2 3

Activity 4
Let’s Add/Subtract!

Part 1. Directions: Work in pairs and simplify the following radicals by

performing the indicated operation/s. Show your complete solution in a piece of
paper and mark your final answer.
1. 9 3  5 3
6. 5 2 xy  34 4 x 2 y 2  (26 8 x 3 y 3 )
2.  10 5  (2 5 )
3 3

7. 3
16  33 54  3 2000
3. 12 8 x  2 27 x
3 3

8. 4
32n  54 162n  (4 32n )
4.  21 4a  14 81a  (2 a )
5

9. 83 8d 2  17 3 27 d 2  3  1000 d 2
5. 4 x  (3x x )  5 x 3

10. 2 xy 3  6 8 x 3 y 3  10 x 5 y 5

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 MATH 102: College and Advanced Algebra

Part 2. Directions: Work in pairs and simplify the following radicals and perform
subtraction of radicals. Show your complete solution in a piece of paper and mark
your final answer.
1. 5 6  6

2.  11x y  2 x y 7. 4
32n  54 162n  (4 32n )

3. 2b 2 3 a 5  b 2 3 64 a 2 8. 83 8d 2  17 3 27 d 2  3  1000 d 2

4. 4 x  3 x x  5 x 3 9. 2 xy 3  6 8 x 3 y 3  (10 x 5 y 5 )

5. 5 2 xy  34 4 x 2 y 2  (26 8 x 3 y 3 ) 1 3
10. 3   81  (23 16 )
3
6. 3
16  33 54  3 2000

Part 3. Directions: Work in pairs and simplify the following radicals and perform
the indicated operations of radicals. Show your complete solution in a piece of
paper and box your final answer.
1. 2 3  12 3  21 3  20 3

2.  115 2d  325 2d  (215 2d )  305 2d

3. 15 27  26 27  3 27  4 243

4.  5 2ab  34 4a 2 b 2  26 8a 3b 3  10 8ab

2 7 1
5.  
7 2 4

Multiplication of Radicals
Mathematical Concepts:

 In multiplying radicals, there are two cases to be considered.

Case 1. Indices are the same. To multiply radicals having the same indices, just
follow the steps below.
1. Transform each radicand into its exponential form;
2. Apply the rules in multiplying algebraic expressions;

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 MATH 102: College and Advanced Algebra

3. Multiply coefficient to coefficient and radicand to radicand but in multiplying

radicand to radicand, we need to apply the law of radical n a  n b  n ab ;
and
4. Simplify.

Examples:
1. 3  5  3  5  15

2. 6  24  2  3  2 3  3  2  2 3  3  3  2 4  3 2  2 2  3  4  3  12

3. a 3  2b 6  (a  2b)( 3  6 )  2ab 3  2  3  2ab 32  2  2ab(3) 2  6ab 2

4.
3
2b 
3

4ab  3 a  3 2b  3 2 2 ab  3 2b  3 a  3 2b  2 2 ab  3 2b  a
 3 2 3 ab 2  3 2ab  23 ab 2  3 2ab

 2 5
         
x 2 y  35 2 x 4  5 xy 3   25 x 2 y 4   25 x 2 y  5 xy 3  35 2 x 4  35 2 x  5 xy 3  
5.   2  45 x y   2  1 x y  xy   3  4 2 x   3  1 2 x  xy 
2 5 2 3 5 5 3

 85 x 2 y  25 x 3 y 4  125 2 x  35 2 x 2 y 3

Case 2. Indices are different. To multiply radicals having different indices, just
follow the steps below.
1. Transform the radicals to powers with fractional exponents;
2. Get the least common denominator and change the fractional exponents into
similar fractions;
3. Rewrite the product as a single radical; and
4. Simplify the results if possible.
LCM LCM
LCM
We can also use the shortcut n
a mb  a n
b m
where LCM is the least
common multiple of n and m.

Examples:
1 1 3 2
1. 3  3 3  3 2  3 3  3 6  3 6  6 33  32  6 35  6 243

6 6
6
Using the shortcut: 3  3 3  3 2  3 3  6 33  32  6 35  6 243

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 MATH 102: College and Advanced Algebra

   
2. 43 2  6 32  4  13 2  6 32   4 3 2  6 2 5   4 2 3  2 6   4 2 6  2 6 
1 5 2 5

 
   
 4 2 2  2 5   4 2 7  4 2 6  2  426 2  86 2
6 6 6
 

6 6
6
Using the shortcut: 4 2  32  4 2  32  4 2  32  4 2  2
3 6 6 2 6 2 5 3 6

 46 2 6  2  426 2  86 2

  1 1

34 3x 2 y  65 xy 3  3  6 4 3x 2 y  5 xy 3  18 3x 2 y 4 xy 3 5 
 
   
 
      
5 4
5 4
3.  18 3x 2 y 20 xy 3 20   1820 3x 2 y xy 3  1820 35 x10 y 5 x 4 y 12
 
 1820 243 x14 y 17

Using the shortcut:

  xy    xy 
20 20
34 3x 2 y  65 xy 3  3  6 3x 2 y
5 3 4
 1820 3x 2 y
20 3
4 5

 1820 35 x10 y 5 x 4 y 12  1820 243 x14 y 17

     
1 1 1 1
2 3 5  4 9  2 3 5  2 4 9  2 2  53  2 2  9 4
4.
3 2 2 1
 2  5  2  9  6 2 35 2  4 2 2 91  6 8  25  4 2 2  32  6 200  6
6 6 4 4

     
6 6 4 4
6 4
Using the shortcut: 2 5 9  2 5  2 9  2 5  2 9
3 4 3 4 2 3 2 4

 6 2 35 2  4 2 2 9  6 8  25  4 2 2 3 2  6 200  6

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 MATH 102: College and Advanced Algebra

 3  5  2 
4 4
  
4  26 8  3 2  3 4 4  3 26 8  4 5 2  4 5 4 4  4 5  26 8          
1 1 1 1 1 1 1 1
 6  3 4  2  3 8  5 2  20  2  5 8
2 4 2 6 4 2 4 4 6

2 1 1 1 1 2 1 1
 6  3 4  2  3 (2 )  5 2  20  2  5 (2 )
4 4 2 3 6 4 4 4 4 3 6

1 1 1 1
5.  6  4 3 2 4  2  3 2 2 2  4 5  2 2  4 20  2  5 4 2 2
1 2
 6  3 2  2 3  2  5  4  20  2  5 2
4 2 2 4 4 4 4

 6  3  2  2 6  4 20  4 20  24 5  2 2
 6  6  2 6  24 20  24 20
0

Using the shortcut:  3  5  2  4 4


4  26 8 =
 
 3 2  3 4  3 2  
4
 6
8   5  2   5  4   5  2 8 
4 4 4 4 6

4 4 6 6 4 4 12 12
4 6 4 12
 6  3 2 4 4  2 3 2 8 6  5 4 2 2  4 20  2 5 4 8 6
 6  4 3 2 2 2  26 33 2 3  4 5  2 2  4 20  212 5 38 2

 6  3  2  2 3  2  4 20  4 20  212 5 3 2 3   2

 6  6  2 6  24 20  24 5  4
 2 6  2 6  24 20  24 20
0

Let us practice how to multiply radical expressions by doing the next activity.

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Activity 5
Let’s Multiply!

Part 1. Directions: Form a group with 3 members and find the product of the
given radicals below. Show your group’s complete solution in a piece of paper
and box your team’s final answer.

1. 4 5  3 5 7. 3
9ab 2  33 3a 4 b 6

2. 32 3 5 
8. 35 6 x 3 45 8x  155 3x 4 
3. 2  5 12  6 9.  2 ab  3a b  2a  3a 5b 
4. 23  100  103 25

5.
2
7

7
2

10. 53 2a 2 
4

6. 
2 7  21 
Part 2. Directions: Form a group with 3 members and find the product of the
given radicals below. Show your team’s complete solution in a piece of paper and
mark your team’s final answer.
1. 3 5  7 3 3 1
7. 
2 5
2. 2 11  11
5


8. 114 21 2 3  33 5 
3. 4 2  43

9. 2 7
2  23 15 3  5 
4. 3  18 6

10.  35 9  2  4 4  26 8 
5. a  a
6 4 2

6.  24 2  3 3

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Part 3. Directions: Find the product of the given radicals below. Show your
complete solution in a piece of paper and mark your final answer.
3 3 3
1. 
4 5

2.  2 3  2 3 

3. 35 12 2  2 5  3 6 
 1

4.  3  2  3 4  2  50
3



 3 4  3 2 3 5 
5.   
 3  4 

 2 5  

Division of Radicals

Mathematical Concepts:

 In dividing radicals, there are two cases to be considered.

Case 1. Indices are the same. To divide radicals having the same indices, just
follow the steps below.
1. Transform the radicals to powers with fractional exponents and simplify if
necessary;
2. Divide/Reduce the radicands of the numerator and denominator if possible;
3. If there is radicand in the denominator, do the rationalization process;
a. If the radical in the denominator is monomial, simply multiply the radical
(both numerator and denominator) by the factor which is equal to 1 and
could yield a perfect nth root denominator;
b. If the radical in the denominator is binomial, multiply the radical (both
numerator and denominator) by the conjugate of the denominator; and
4. Simplify the results if possible.
 
 The pair of expressions like a  b and a  b or a  b and    
 
a  b are called conjugates. Conjugates are the sum and
difference of two radical terms and their product follows the special
product a  b  a  b = a 2
 b 2 or a 2  b while  a b 
 
a  b =a b.

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Examples:

18  2 9 3 3
  
40  2 20 22  5 2 5
1. Divide: 18  40 Solution:
3 5 3 5 3 5 3 5
    
2 5 5 2 52 25 10

42 6
2. Divide: 42 6  3 6 Solution:  14
3 6

 4 20
3. Divide:  4 20  2 Solution:  4 10
2

3 14  4 35 3 14 4 35
 
 
4. Divide: 3 14  4 35  2 7 Solution: 2 7 2 7 2 7
3 2
 2 5
2

1 1
2  2  1  3
1 2 2 2 2 2
5. Divide:  Solution:
2 3 3 3
3 3
 
2 2 2

3 3  11 3  3  3 11
 

6. Divide: 3  3  11  Solution:
3  11 3  11 3  3  112
9  3 11 9  3 11
 
9  11 2

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 MATH 102: College and Advanced Algebra

2 3 5
7. Simplify: Solution:
5 32 5
2 3 5 5 32 5

5 32 5 5 32 5


     
2 3 5 3 2 3 2 5  5 5 3  5 2 5  
5 3   2 5 
2 2

103  4 15  5 15  25

253  45
30  9 15  10 40  9 15
 
75  20 55

Case 2. Indices are different. To divide radicals having different, just follow the
steps below.
1. Transform the radicals to powers with fractional exponents and simplify if
LCM
n n n
a a a
necessary or use the shortcut that is: If m
, then
m
 LCM LCM
where
b b m
b
LCM is the least common multiple of the indices n and m;
2. Get the least common denominator and change the fractional exponents into
similar fractions;
3. Rewrite the powers with similar fractional exponents into radicals;
4. If there is radicand in the denominator, do the rationalization process;
c. If the radical in the denominator is monomial, simply multiply the radical
(both numerator and denominator) by the factor which is equal to 1 and
could yield a perfect nth root denominator;
d. If the radical in the denominator is binomial, multiply the radical (both
numerator and denominator) by the conjugate of the denominator; and
5. Simplify the results if possible.

Examples:
1 3
2 6
10 10 10
3
 1
 2
5
1. Divide: 10  3 5 Solution: 5 3
56
6
10 3 6
1000
  6
 6 40
6 2
5 25

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6
10 10 2 10 3 6 1000 6
Using the shortcut: 6 6
6   40
3
5 3
52 25
5

1 3
4
3 34 312 12
33
3
 1
 4

3 12
34
2. Divide: 4
3 3 3
Solution: 3 3
3 12

1 12 311 12 311 12 177147

 12   
3 12 311 12 312 3

12
4
3 3 4
33 12 1 311 12 311 12 177147
Using the shortcut:  12 12
 12    
3
3 34 3 311 312 3
33

3
2

x 2

3
2  x 2 
x 2 x 2 x2
 1 1 1

2  x  2 3 2 2  2 3 2 3
 2 6 x 6  2 6  2 6
Solution:   
3
2
3. Simplify:
x 2 x2 x2
2 2 x 3  6 2 2 2 3 6 4 x 3  6 32
6
 
x2 x2
3
2 x 2 6
2 x  2 2
2 3 6 2 3 6
4 x 3  6 32
Using the shortcut:   
x 2 x 2 x2 x2

Let us do the next activity to practice dividing radicals.

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Activity 6
Let’s Divide!

Part 1. Directions: Find the quotient of the given radicals below. Show your
complete solution in a piece of paper and mark your final answer.

1. 20 3  5 3 2 5
11. 
3 12
2. 18 19  14 38

12. 4 6  3 28  2 
3.  123 80  63 10

13. 8 12  4 27  3 
4. 45  100

14. 1  3  5 
5. 500  125

15. 3  3  2  7   
6. 27 2 x 5 10
 3x 2 x
5 5

16.  2 x    2 y 
1
7. 15 6  72
4
17. 1   x y 
8. 4
3x 2 b  4 9 xb 2
4
18.
9. 3
129  3 36 2  12

3a  5
3 5 19.
10.  11  2
5 5

2 3  10 25
20.
3  200

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Part 2. Directions: Find a partner and perform the indicated operations of the
given radicals below. Show your complete solution in a piece of paper and mark
your final answer.

1. 3
2 2 7. 
5

2  4 4  3 10  3 3

2. 6 3 6 a  ab
8.
a  ab
3. 3
36  4 36
3
4. 3
16  8 9.
2 1

3 5
5. 2 2  3 2

  15  2
3
6. 2 3  5
5
10.
3 2

Radical Equations

Mathematical Concepts:

 Radical Equation – an equation containing variable/unknown in the radicand.

Examples: x  7; 5x  1  2  6; 3 2 x  23 x  10
 The Principle of Powers – It states that if a  b , then a n  b n for any natural
number n.
 Real Solution/s – solution/s that make/s the equation true/correct.
 Extraneous Solution/s – solution/s that do/es not make the equation correct.
Examples:
a. In x  7 , x = 49. 49 is a real solution.
b. In  x  1 , x=1. 1 is an extraneous solution and the equation  x  1 has
no solution.

How to Solve Radical Equation

1. Isolate/Separate 1 radical term in one side of the equation;
2. Apply the principle of powers to remove the radical sign;
3. Solve for the resulting equation. (If the radical remains, repeat steps 1 to 3);
and
4. Check the possible solution/s by substituting the possible solution/s to the
original equation and accept only the real solution/s.

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Examples:

1. Solve for x: 5 x  10
Solution: 5 x  10 Step 1
 5x  2
 10 2 Step 2
5x  100
5x 100
 Step 3
5 5
x  20 Possible Solution
Check: 5 x  10
5(20)  10
100  10
True
10  10
Therefore, the real solution is 20.

2. Solve 3 2a  3  3
Solution: 3
2a  3  3 Step 1

3
 3
2a  3  3 3 Step 2
2a  3  27
2a  27  3
2a  24 Step 3
2a 24

2 2
a  12 Possible Solution
Check: 3
2a  3  3
3 2(12)  3  3
3
24  3  3
3
27  3
3  3 True
Therefore, the real solution is 12.

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 MATH 102: College and Advanced Algebra

3. Solve 3a  1  a  5  0
Solution: 3a  1  a  5  0
3a  1  a  5 Step 1
  
2
3a  1  a  5  2
Step 2
3a  1  a  5
3a  a  5  1 Step 3
2a  6
2a 6

2 2
a  3 Possible Solution
Check: 3a  1  a  5  0
3(3)  1  (3)  5  0
9 1  8  0
8 80
00

4. Solve for a: a6  2  a

Solution: a6  2  a Step 1
 a6  
2
2 a  2
Step 2
a  6  2  2 2a  a Step 3
2 2a  2  6
2 2a 8

2 2
2a  4 Step 1
 2a 2
 42 Step 2
2a  16
2a 16
 Step 3
2 2
a 8 Possible Solution
Check: a  6  2  a
86  2  8
2 2 8 False
Therefore, 8 is an extraneous solution and the equation a  6  2  a has no
solution.

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5. Solve for x: 2x 2  1  2  x
Solution: 2x 2  1  2  x Step 1
 2x  1  2  x
2
2
2
Step 2
2x  1  4  4x  x
2 2

2x 2  x 2  4x  1  4  0 Step 3
x 2  4x  5  0
x  5x  1  0
x  5 or x  1 Possible Solutions
Check: 2x  1  2  x
2

2 5  1  2   5 21  1  2  1
2 2

2(25)  1  7 2(1)  1  1
50  1  7 2 1  1
49  7 1 1
77 True 11 True
Therefore, the real solutions 2 x 2  1  2  x are  5 and 1 .

Activity 7
Find Me!

Part 1. Directions: Solve and check the given radical equations below. Show your
complete solution in a piece of paper and mark your final answer.

1. y  17 9. 3
x 23 3

2. 3
x 3 4a  5
10. 5 
2
3. 4
2x  1
11. 3
3x 2  3 2 x 2  5 x  6
4. 10  a  5
12. 3 6 y  12  4  12
y
5. 7
3 1
13. 5 
a
6. 2  b  10
14. 3a  1  2a  6
7. 3
m  3  12  0
15. 3 2 y  3  y  10
8. a  2  2a  10

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 MATH 102: College and Advanced Algebra

Part 2. Directions: Solve and check the given radical equations below. Show your
complete solution in a piece of paper and mark your final answer.
1 a2
1. 
4 4a  70a  100
2

2. x 2  3 x

3. x 1  3  x  4  2

x 3
4. 
2 1 5

x 2

3 y 3  25
5. 
5 3
 y  32

Applications of Radical Equations

Mathematical Concepts:

 Some of our real-life situations involved radicals and so, we can apply radical
equations in solving these problems. These problems are number problems,
geometric problems, physics problems and others. We need to apply our skills in
problem-solving in order to address the problem situation.

 In number problems, we need to:

1. translate the number problem from English statement into mathematical
statement or equation; and
2. solve using our skill in solving radical equations.

 In geometric problems, we need to:

1. illustrate or draw the figure that represents the situation;
2. label the figure/illustration;
3. formulate working equation; and
4. solve using our skill in solving radical equations.

 In physics problems, we need to:

1. formulate working equation if the situation does not provide equation but if
there’s a given equation, just copy the equation; and
2. substitute the given information to the working equation to solve the problem.

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 MATH 102: College and Advanced Algebra

 In other problems, we need to:

1. read and understand the problem very carefully;
2. translate the problem into our own dialect and relate;
3. draw or illustrate the problem if necessary and label the figure drawn;
4. develop working equation based from the given information and figure; and
5. work with the working equation to solve the problem.

Examples:
1. I am thinking a number. If I get the square root of this number, the result is
twelve less than the number. What is the number?
Solution: Let x be the number
Translation: x  x  12
 x 2
 x  12 
2
Principle of Power
x  x  24 x  144
2
Simplifying
0  x 2  24 x  x  144 APE
0  x  25 x  144
2
Closure
0  x  9x  16 Factoring
x  9 or x  16 Zero Product Property/APE
Check: x  x  12 x  x  12
9  9  12 16  16  12
3  3 False 44 True
Therefore, the number is 16.

2. The cube root of the sum of thrice the number and nine is equal to six. Find
the number.
Solution: Let x be the number
Translation: 3 3x  9  6
3
3
3x  9  6 3 Principle of Powers
3x  9  216 Simplifying
3x  216  9 APE
3x  207 Closure
3x 207
 MPE
3 3
x  69 Closure
Check: 3
3x  9  6
3 3(69)  9  6
3
207  9  6
3
216  6
6  6 True. Therefore, the number is 69.

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3. A gardener is tilling a square garden with an area of 200 m2. After an hour, he
completely tilled two-fifths of the garden. What are the dimensions of the
tilled portion?
Solution: Let x be the side/length of the square garden
Let y be the width of the tilled garden
From the area 200 m2, we can derived
A = s2 Area of a Square Formula
2
200 = s Substitution
200  s 2 Extracting of Square Roots
100  2  s Simplifying
s  10 2 m. Therefore, the length of the tilled garden is 10 2 m.
From two-fifths of the area, we can derived
2
A  xy Area of Tilled Garden (Rectangle)
5
2
5
 
200   10 2 y Substitution

80  10 2 y Simplifying
80 10 2 y
 MPE
10 2 10 2
8
y Simplifying
2
4 2m  y Rationalizing
Therefore, the dimensions of the tilled garden are 10 2 m by 4 2 m.

4. Suppose the distance d in kilometres a person h meters tall can see the horizon
3h
is d  , how far can you see to the horizon through a 9 - m high building
2
and assuming that your height is 1.2 m?
3h
Solution: d  Given Equation
2
3(9  1.2)
d Substitution
2
3(10.2)
d Simplifying
2
d  3(5.1) Closure
d  15.3 km. Therefore, you can see 15.3 km to the horizon.

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5. A wire was attached on the top of a 10-m CAPELCO pole and was stretched
to reach and to be tied on the iron clamp on the ground 3 meters away from
the base of the pole. How long was the wire?
Solution: Let x be the length of the wire.
Use the Pythagorean formula because the figure formed based
from the information is a right triangle with 10, 3 and x sides.
c2  a2  b2 Pythagorean Formula
x  3  10
2 2 2
Substitution
x  9  100
2
Simplifying
x  109
2
Closure
x 2  109 Extracting of Square Roots
x  109 m Simplifying
Therefore, the length of the wire was 109 m.

Activity 8
Try Me!

Part 1. Directions: Solve the problems below with a partner. Show your team’s
complete solution in a piece of paper and mark your team’s final answer.

1. The fourth root of twice a number is four. What is the number?

2. Five times the square root of a number is equal to fifty. What is the number?
3. The square root of the difference of a number and 1 is equal to the difference
of a number and 7. Find the number.
4. The square root of the difference of a number and three plus the square root of
the same number is three. Find the number.
5. Four times the cube root of the difference of twice a number and fifteen is
equal to twice the cube root of the sum of the number and five. Find the
number.
6. The cube root of a number is also equal to its square root. Find the number.
7. Six times the square root of the difference of 8x 2 and 72 is equal to five.
What is the value of x?
8. The sum of a number and its cube root is equal to 10. What is the number?
9. Find the number such that the square root of 10 more than five times a number
is equal to the square root of 4 more than six times a number.
10. What number or numbers are equal to their own cube roots?

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Part 2. Directions: Solve the problems below. Show your complete solution in a
piece of paper and write your final answer after each item. Attach your paper on
this page.
1. Find the area of the triangle as drawn at the right.

2. Which cube has the greater volume, a cube with side 3 x cm or 6 x 3 cm?
3. Find the length of the side of a square whose area is 250 cm2.
4. Find the equation of the line containing the points with coordinates
  
48 , 27 and 72 , 32 . 
5. A farmer is tilling a square field with an area of 400 m2. After half an hour, he
1
completely tilled of the field as seen in the figure at the right.
4
6. Find the velocity of a certain 500 kg object if its kinetic energy is
1
1200 J. (Note: K E  mv 2 )
2
7. Olivia walks 600 m due west and 800 m due south to reach her
school from her house. How far is her house from her school?
8. The time T period in seconds of a simple pendulum of length x ft is given by
T  0.8 2 x . Find the time period of the pendulum of length 0.8 ft.
9. Suppose the average pounds A of mangoes consumed by Capizeños between
1990 - 2010 can be modelled by A  22 y  180 where y is the number of
years since 2000. In what year were about 20 pounds of mangoes consumed
per person?
10. Rodney’s television has dimensions 9 in width and 20 in length. How long is
the diagonal of his television?

C. Drill

Part 1. Directions: Answer the following orally:

1. How will you define

a. Radical expression?
b. Expression with rational exponents?
2. How do we know that the given radical expression is simplified or not?
Illustrate your answer.

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3. How will you add

a. Like or similar radicals?
b. Unlike or dissimilar radicals?
4. How will you subtract
a. Like or similar radicals?
b. Unlike or dissimilar radicals?
5. How will you multiply radicals with
a. Similar indices?
b. Dissimilar indices?
6. How will you divide radicals with
a. Similar indices?
b. Dissimilar indices?
7. How will you solve radical expression with one unknown?

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom.
Don’t forget to have your own copy for your e-portfolio. For offline class, submit
your work in accordance with the standard protocol observed by the University. Use
A4 size of documents, 12 Font size, and Times New Roman as Font style. Be sure
to save your work as PDF format before uploading in G. Classroom. For those who
are writing in a piece of paper, get a clear photos of your output and organize these
in PDF format before uploading in our G. Classroom.

Exercises 17

Directions: Read, understand, and answer each of the following items by

choosing the letter of the correct answer. Write your answer in your answer sheet
together with your solution. (2 points will be given per item).

1. Which of the following illustrates the definition of radical expression?

2
A. 23
3
B. 2x 2
C. 2a 3
D. 5
E. 0

2
2. Which of the following is equivalent to the expression 23 ?
A.  2 3 2

B. 3 (2) 2
 22
3
C.
2 2
3
D.
E. 3
 (2 2 )

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3. Which of the following is/are simplified radical expression/s?

I.  3 2 2 II.  3 8 III.  3 2x 3 IV.  33 2 x 2 V.  3 2x 21

A. I only
B. IV only
C. I & IV
D. I, II, & IV
E. I, II, III, & IV

4. What is the simplified form of  3 2 2  2 3

 32  12 3
500 ?
A.  55 3 4
B. 55 3 4
C.  5 3 4  60 3 5
D. 5 3 4  60 3 5
E. 5 3 4  60 3 5

5. What is the simplified form of  2 x 4

16 x 2  5x 4
162 x 6  x 6
 3x 12  ?
  
A. 4 x 4 6
 3x 3  15x 5 12
72 x 6

B.  4 x 4 6
 3x 3  15x 5 12
72 x 6

C. 4 x 4 6
 3x 3  15 x 5 12
72 x 6

D. 4 x 6 6
 3x 3  15x 5 16
72 x 6

E. 4 x 6 6
 3x 3  15x 5 16
72 x 6

6. What is the simplified form of  2 x 4

16 x 2  5x 4
162 x 6    x 6
 3x 12  ?
   
4 5 12 6
A.  x 2 6
 243x 3  8x
3 x
4 5 12 6
B.  x 2 6  243x 3  8x
3 x
4 2 6 5 12 6
C. x  243x 3  8x
3 x
4 5 12
D.  2 6  243x 3  472392x 6
3x x
4 5
E. 6
 243x 3  12
472392x 6
3x 2 x

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7. Which of the following integer/s can be expressed as the sum of two distinct
radical expressions with integers as radicands?
I. -1 II. 0 III. 1 IV. 2 V. 4

A. II only
B. III only
C. I, II, & III
D. I, II, III, & IV
E. I, II, III, IV, & V

3
3x 5
8. What fraction can be used to rationalize the expression ?
2y3
2y
A.
2y
2y4
B.
2y4
3
32 x
C.
3
32 x
3
33 x 6
D.
3
33 x 6
1
E.
2y

2y
9. What is the simplified form of ?
x y
2 xy  y xy
A.
x y
2x  y  y x  y
B.
x y
2x  2 y  y x  y
C.
x y
2x  2 y  y x  y
D.
x y
2 x y  y x y
E.
x y

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10. Thrice the cube root of twice a number increased by seven is equal to the square
root of the sum of eight times the number and one. What is the number?
A. 3
B. 5
C. 7
D. 10
E. Undefined

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Chapter 6. FUNCTIONS AND THEIR GRAPHS

Introduction
There are several expressions that relate two or more variables. If one variable is
related to another, then relation exists. In our modern world, every creature is related to
another and this existing relation is necessary for survival and for maintaining balance in
the ecosystem. In this course, we have four types of relations and out of these relations,
only two are valid functions. A function is said to be a rule which operates on one
number to give another number. However, not every rule describes a valid function. This
chapter explains how to see whether a given rule describes a valid function, and
introduces some of the mathematical terms associated with functions.

General Objectives
At the end of the chapter, the students are expected to:
1. Discussed the concept of functions;
2. Performed different operations involving functions;
3. Demonstrated in-depth knowledge on functions;
4. Used software (Geogebra, Graphic Calculator, and the like) in graphing
functions; and
5. Appreciated the existence and importance of functions in the real world.

Lesson 1. FUNCTIONS

A. Specific Objectives: During and upon reading and doing this module, you must
have:
1. discussed the concepts of functions;
2. identified the graphs or equations of the various types of functions; and
3. sketched the graph of a given function.

B. Topic Content

FUNCTIONS
Today, we live in the new normal with new perspectives about what is normal.
We live and experience different relationships with one another including unseen entities.
These relationships will yield great impact to this challenging world if valued and cared
so much by two parties although there are some relationships that do not function well
due to human imperfection and evil influence.

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The idea of function was developed in the 17th century by Rene Descartes (1596 –
1650), in his book Geometry (1637) when he used this concept to describe mathematical
relationships. The term ―function‖ was introduced by Gottfried Wilhelm Leibniz in a
1673 letter to describe a quantity related to a curve, such as curve’s slope at a specific
point. Some mathematicians Johann Bernoulli (1667 – 1748), Alexis Claude Clairaut
(1713 – 1765), and Leonhard Euler (1707 – 1783) contributed ideas about function. Euler
was the one who introduced the common notation for a function y = f (x).
This time, let us define function based from the activity below.

Activity 1
Am I a Function?
Directions: Study the table below and answer the guide questions that follow. Write your
answer in your answer sheet.
Function Not Function
1,2, 2,3, 3,4, 5,6, 11,12 1,2, 2,3, 3,4, 5,6, 1,12
1,2, 2,2, 3,4, 5,10, 11,12 1,2, 2,3, 3,4, 2,6, 1,1
x 1 2 3 4 5 6 7 x 1 1 3 5 5 6 7
f(x) -2 4 -6 8 -10 12 -14 f(x) -2 4 -6 8 -10 12 -14
y = 2x2-4 y2 = 2x – 4
f ( x)  2 3 x  5 f ( x)  x 3  5 y 6

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Function Not Function

Guide Questions:

1. What did you observe in the function and not function columns in terms of the
given (a) ordered pairs?; (b) tables?; (c) equations?; (d) graphs?; and (e) arrow
diagrams?

2. When do you consider a set of ordered pairs as function?

3. When do you consider a table as function?

4. When do you consider an equation as function?

5. When do you consider a graph as function?

6. When do you consider an arrow diagram as function?

7. How do you define function in general?

Good Job!

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Mathematical Concepts:

 Definition of Function. Let X and Y be two sets. A function f from X to Y is an

association or rule of correspondence between X and Y such that for each element
x in X there corresponds one and only one element y in Y.
Examples:
3. 1,2, 2,3, 3,4, 5,6, 11,12

4.
5. f ( x)  2 3 x  5

6.

7.

 Ways in Representing Function

o Ordered Pairs (No repetition of the first element)
Examples:
1. 1,2, 2,3, 3,4, 5,6, 11,12
2. 1,2, 2,2, 3,4, 5,6, 11,1
o Tables (No repetition of x elements and no double sign y elements)
Examples:

1.

2.
o Equations (No even exponent in y variable)
Examples:
1. f ( x)  2 3 x  5
2. f ( x)  2 x 3  5 y 7  5

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o Graphs (No more than one point of intersection if vertical line is drawn
intersecting the graph)
Examples:

1. 2.
o Arrow Diagram or Mapping (No repetition of arrows from the domain to
range)
Examples:

1. 2.
 Graph of a Function. If f is a function, then the graph of f is the set of all points
(x, y) in  2 (rectangular plane coordinate) for which (x, y) is an ordered pair in
f.

 Vertical Line Test: The graph of a function can be intersected by a vertical line in
at most one point.

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 MATH 102: College and Advanced Algebra

 Zero/s of a Function: Given a function y = f(x), any x-value c in the domain of f

such that f(c) = 0 is called a zero of the function.
Examples: Find the zero/s of the following:
1. h( x)  xx  2x  1

2.

Solutions:

1. h( x)  xx  2x  1

By using the zero product property, we have

xx  2x  1  0

x  0; x  2  0 ; x 1  0
x = 2; x = -1
Thus, the zeros are 0, 2, and -1.

2. By inspecting the x-intercept or the point where the

graph crosses the x-axis, the graph crosses the x values -2, 0, and 2. Thus, the zeros are -
2, 0, and 2.

Types of Functions and Their Graphs

Functions can be classified according to their forms, graphs, and properties. Some
of these functions are explicit, implicit, algebraic (constant, linear, quadratic, cubic, split
or piecewise, absolute value, square root, signum), transcendental (trigonometric,
logarithmic, exponential), etc.
Let us explore these functions and examine its forms and graphs.

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Retrieved 12-20-20 from https://www.superprof.co.uk/resources/academic/maths/calculus/functions/types-

of-functions.html

Mathematical Concepts
 Explicit Function is a function written in the form y = f(x) where y is expressed
in terms of x and the y-elements can be easily obtained by simple substitution.
Examples:
1. y = 2x – 5
2. f(x) = 2x

 Implicit Function is a function written in the form f(x) + y = 0 where the x and y
are mixed and the y-elements cannot be easily obtained by simple substitution.
Examples:
1. 2x – y – 1 = 0
2. y – 2x = - 4

 Algebraic Functions are functions obtained by performing operations of

polynomials including radicals. Examples: Polynomial and Radical Functions.

 Polynomial Functions are functions that are defined by polynomial. It takes the
form f x   an x n  an1 x n1  ...  a1 x  a0 where a, n   . Examples: Constant,
Linear, etc.

 Constant Function is a function that takes the form f x   b where b is a real

number. Its graph is a horizontal line.

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Examples:

1. y = 3

2. f (x) = -1

 Linear Function is a 1st degree function of the form f(x) = mx + b where m and b
are real numbers, m is the slope, b is the y-intercept, and . Its graph is a
rising straight line either to the left (negative slope) or to the right (positive
slope).
Examples:

1. y = 2x 2. f(x) = -3x +2

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 MATH 102: College and Advanced Algebra

 Quadratic Function is a 2nd degree function of the form f x   ax 2  bx  c

where a, b, and c are real numbers and . Its graph is a U-shaped graph
(parabola) facing either upward (when a > 0) or downward (when a < 0) with
 b 4ac  b 2 
vertex at   ,  and whose axis is vertical. The zeros of this function
 2a 4a 
coincide with the roots of quadratic equation and can be solved using the
 b  b 2  4ac
quadratic formula x  where b 2  4ac is the discriminant of the
2a
quadratic function.
Examples:

1. f x   2 x 2  3 2. f x   5  2 x 2  3x

o Discriminant of a Quadratic Function tells us whether the function has

real zeros and how many zeros to expect. It is the value of b 2  4ac .
 If b 2  4ac  0 , the quadratic function has 2 distinct real zeros.
 If b 2  4ac  0 , the quadratic function has exactly 1 real zero.
 If b 2  4ac  0 , the quadratic function has no real zero.

Examples:
1. f x   2 x 2  3 Discriminant b 2  4ac  0  42 3
2

 24
It has 2 real zeros.
2. f x   2 x 2  3x  20 Discriminant b  4ac   3  4220
2 2

 151
It has no real zero.
3. f x   2 x 2  8 x  8 Discriminant b 2  4ac   8  428
2

0
It has exactly 1 real zero.

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 Cubic Function is a third degree function of the form f x   ax 3  bx 2  cx  d

where a, b, c, and d are real numbers and a is not equal to zero. Its graph has at
most 2 turning points.
Examples:

1. f x   2 x 3  3x  3

2. f x   2 x 3  3x 2  3x  2
 Split or Piecewise-defined Function is a function that is defined by using several
expressions for different parts of the domain.
Examples:

x 2 if x  2
1. f x    
4 if x  2

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 MATH 102: College and Advanced Algebra

 2x3 if x  1 
 
2. f x    36  x 2 if  1  x  6
 2 if x6 
 

 Absolute Value Function is a function with absolute value symbols whose values
are denoted by x and defined by:
 x if x  0
o f x   x    . Its graph is consists of two half lines (V-
 x if x  0
shaped) and are symmetric.
Examples:

1. f x   x  2

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 MATH 102: College and Advanced Algebra

2. f x   x  7  5

 Greatest Integer Function is a function whose values are denoted by xand

defined by x  n if n  x  n  1 where n is an integer. That is, xis the
greatest integer less than or equal to x. This can be defined using the piecewise
function.
Examples:

1. f x  x  x

2. f x  2x  1
(Note: Rational and Transcendental Functions will be discussed in the next
modules)

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 How to Graph Function Using Geogebra App?

1. Open the app.

2. Type the function in the input box and click enter.

Example: f(x) = 2x3-4x-1

3. Copy the graph.

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 MATH 102: College and Advanced Algebra

Note:
1. For greatest-integer function, use floor for the symbol   .
Example: f x  2x  1
Just type f(x) = floor and type 2x inside the symbol   then type
+ 1 in the input box and press enter. However, the open circle will
be added for the accuracy of graph.

2. For the piecewise function (i.e.

 2x3 if x  1 
 
f x    36  x 2 if  1  x  6 ), type in the input box
 2 if x6 
 
F(x) = 2x3, (x and press enter. Then type again in the
input box f(x) = 36  x 2 , (1  x  6) and press enter. Lastly,
type g(x) = -2, (x ≥ 6) and press enter. Use different letters to
avoid changing the previous graph.

For accuracy, put open circle in the function with < or > symbols.
3. For cube root function, type cbrt( followed by the radicand.
Example: f ( x)  3 2 x  5 . Just type f(x) = cbrt(2x-5) and press
enter. For nth root, type nroot( followed by the index and the
radicand and press enter.

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C. Drill

Part 1. Directions: Tell whether the given relation is a function or not and justify
your answer.

1. (2.2), (3,2), (4,3), (5,5)

2. (2.2), (1,2), (2,3), (5,5)

3.

9.
10. h( x)  5 x  2 y 7  5

4.

5.
6. 2 x  y 2  1
7. f ( x)  x 3  2 x  1
3
8. f ( x) 
x

11.
12. f ( x)  8

Part 2. Directions: Given the graph and or equation below, tell the type of
function it illustrates.
1. f ( x)  x 3  2 x  1

2.
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 MATH 102: College and Advanced Algebra

3.
4. f ( x)  8
5. f ( x)  8 x10  4 x 5
6. f ( x)  4  x

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom.
Don’t forget to have your own copy for your e-portfolio. For offline class, submit
your work in accordance with the standard protocol observed by the University. Use
A4 size of documents, 12 Font size, and Times New Roman as Font style. Be sure
to save your work as PDF format before uploading in G. Classroom. For those who
are writing in a piece of paper, get a clear photos of your output and organize these
in PDF format before uploading in our G. Classroom.

Exercises 18

Directions: Read, understand, and answer each of the following items by

choosing the letter of the correct answer. Write your answer in your answer sheet
together with your solution. (2 points will be given per item).

1. Which of the following illustrates the definition of function?

I. y = 2x II. F(x) = | | III. G(x) = x2 – 2y -100 IV. -2x -3

A. I only
B. IV only
C. II & III
D. I, II, & III
E. I, II, III, & IV

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2. Which of the following is the graph of a mere relation (Not Function)?

A. D.

B. E.

C.

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3. Which of the following is a graph of f ( x)  5x 5  4x ?

A. D.

B. E.

C.

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 2 x if x0 
4. Which of the following is the graph of f ( x)   3 if

0  x  3 ?
 x if x  3 


A. D.

B. E.

C.

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5. Which of the following graphs is an absolute value function?

A. D.

B. E.

C.

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Lesson 2. MORE ON FUNCTIONS

A. Specific Objective: During and upon reading and doing this module, you must
have determined the domain and range of a function.

B. Topic Content

Oftentimes, the domain and range of a function f are NOT specified. We are given
the equation defining the function and agree that the domain of f is the largest set of real
numbers for which f(x) is a real number or it refers to the set of real numbers that when
these numbers are substituted to the equation, the f(x) is defined. Likewise with the range
which refers to the set of real numbers that when these numbers are substituted to f(x), the
x is defined. Let’s work the activity below to know better what are the domain and range
of a function.
Activity 1
Domain and Range of a Function
Directions: Study the table below and answer the guide questions that follow. Write your
answer in your answer sheet.
Function Domain Range
1,2, 2,3, 3,4, 5,6, 11,12 1,2,3,5,11 2,3,4,6,12
1,2, 2,2, 3,4, 5,10, 11,12 1,2,3,5,11 2,4,10,12
x 1 2 3 4 5 6 7
f(x) -2 4 -6 8 -10 12 -14
1,2,3,4,5,6,7  2,4,6,8,10,12,14
Any set of real numbers Any set of real numbers
or Domain = or Range =
x / x  or  , y / y  or  ,

Any set of real numbers Range =

or Domain =
y / y  0or0,
x / x  or  ,

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Function Domain Range

a, b, c, d I , II , III , IV 

D3, D4, C2 Pr etzels, Chips

Guide Questions:

1. What did you observe in the first two functions in terms of their domains and
ranges?

2. How can you determine the domain and range of a set of ordered pairs?

3. Examine the third function (in tabular form). What did you notice about its
domain and range?

4. How can you determine the domain and range of a function in tabular form?

5. Examine the 4th and 5th functions in graphical form. In what values of x do the
graphs contain?

6. Examine the 4th and 5th functions in graphical form again and focus on the y-axis.
In what values of y do the 4th and 5th functions contain? In what y – values does
the 5th function are NOT permissible (cannot be its y-values)?

7. How can you determine the domain and range of a function in graphical form?

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8. Examine the last 2 functions. What did you notice about their domains and
ranges?

9. How can you determine the domain and range of a function in arrow diagram
form?
Good Job!

Mathematical Concepts:

 Domain of a Function: It is a set of real numbers that is permissible inputs to a

function. These numbers if substituted to the equation of a function will yield a
define outputs.
o Pointers in Finding the Domain of a Function

 If the given is a set of ordered pairs, then all the first elements
comprises the domain of a given function.
 If the given is a table, then all the x elements comprises the domain
of a given function.
 If the given is a mapping (arrow diagram), then all the inputs(x) or
elements in the left column are the elements of the domain.
 If the given is a graph, then examine the values of x in which the
graph contains and these x-values are the elements of the domain.
 If the given is an equation, examine the denominator and the nth
root symbol.
 If an equation in the form of f(x) has a denominator, the
values of x which make the denominator zero do not belong
to the domain of f. So, copy the denominator, put  and 0
or in symbols; denominator  0 and solve. The result is the
exception of the x-values for the domain of a given
function.
 If an equation in the form of f(x) has an nth root n p ( x )
where n is an even positive integer, the values of x for
which p( x)  0 do not belong to the domain of f. So, just
copy the radicand, put  0 and solve.
(Note: The domains of transcendental functions will be discussed separately).

Examples:
1. f ( x)  2 x  5 Solution: Since the algebraic function has no denominator
and nth root symbol, automatically the domain is ,  .

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2x  5
2. f ( x) 
x 5
Solution: Since there is a denominator, then
x5  0
Thus, the domain is  /5
x5
Or ( ) ( ) or x / x  5
3. f ( x)  3 2 x  5 Solution: Since the root is an odd, then automatically the

, 
domain is .

4. f ( x)  4 2 x  5 Solution: Since the root is even, then

2x  5  0
5 
2x  5 Thus, the domain is  , 
2 
5
x
2
Note: We use open bracket [ to denote that the first number is
included and close bracket ] to denote that the second number is included. The
number is included if the symbol is either .

2x  5
5. f ( x)  Solution: Since there is a denominator and the denominator
x 5
contains square root, then
x5  0
Thus, the domain is 5,  .
x5
2x  5
6. f ( x) 
x  5 Solution: Since there is a square root, then we need to have
nonnegative radicand. In order to have nonnegative radicand, we can set both
the numerator and denominator be both negative or be both positive or the
numerator is 0 with positive or negative denominator. To be sure, we need to
find the critical numbers. Critical numbers are the values of x where the
function is zero or undefined when that values are substituted to the function.
5
So, we have 2x  5  0 and x  5  0 . By solving the x, we have x  & 5 . Thus,
2
5
the critical numbers are &5 .
2
Now, let us examine the critical numbers.

0 1 2 3 4 5 6 7 8
 5 5 
  ,   2 ,5  (5, )
 2  

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Let us now tabulate the intervals and test the sign if the radicands will have
nonnegative sign or not.

Expression  5 5  (5, )
  ,   2 ,5 
 2   Take x = 6
Take x = 0 Take x = 3
2x-5 - + +
x-5 - - +
2x  5 + - +
x 5

Therefore, the domain is   ,   (5,) .

5
 2
 Range of a Function: If the equation y  f x defines the function f, then the
range of f is the set of all images (second elements) y of the elements x in the
domain of f. These are the values of y for which x is a real number.
o Pointers in Finding the Range of a Function
1. If the given is a set of ordered pairs, then all the second elements
comprises the range of a given function.
2. If the given is a table, then all the y elements comprises the range
of a given function.
3. If the given is a mapping (arrow diagram), then all the outputs(y)
or elements in the right column are the elements of the range.
4. If the given is a graph, then examine the values of y in which the
graph contains and these y-values are the elements of the range.
5. If the given is an equation, solve first the equation for x in terms of
y and examine the denominator and the nth root symbol.
 If an equation in the form of x = f(y) has a denominator,
the values of y which make the denominator zero do not
belong to the range of f. So, copy the denominator, put 
and 0 or in symbols; denominator  0 and solve. The result
is the exception of the y-values for the range of a given
function.
 If an equation in the form of x = f(y) has an nth root
n p ( y ) where n is an even positive integer, the values of y

for which p( y)  0 do not belong to the range of f. So, just

copy the radicand, put  0 and solve.
(Note: The range of transcendental functions will be discussed separately).

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Examples:
1. f ( x)  2 x  5 Solution: First, solve for x in terms of y
f ( x)  2 x  5
y  2x  5
y  5  2x
y5
x
2
By looking at the denominator, there is no variable y in the
denominator and so, the range is  , .
2x  5
2. f ( x) 
x 5
Solution: First, solve for x in terms of y.
2x  5
f ( x) 
x5
2x  5
y
x5
y  x  5  2 x  5
xy  5 y  2 x  5
xy  2 x  5 y  5
x y  2   5 y  5
5y  5
x
y2

y2 0
Here, there is denominator y – 2. So, y  2 . Thus, the range is  /2or
y / y  2.
3. f ( x)  3 2 x  5 Solution: First, solve for x in terms of y.
f ( x)  3 2 x  5
y  3 2x  5 Change f(x) into y
 y 3  3 
3
2x  5 Cubing both sides
y  2x  5
3
Simplifying
y  5  2x
3
APE
y3  5
x MPE
2
Here, there is no variable in the denominator. Therefore, the range is
 , .
(Note: Transcendental Functions will be discussed in the next modules)

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C. Enrichment Activity
Activity 2
Find Me!

Part 1. Directions: Form a group with 3 members and find the domain and range
of the given functions below. Write your answer in your piece of paper or
document and submit it online/offline to your professor. Rubrics: 1 point for the
domain, 1 point for range and 1 point for your solution.

1. (2.2), (3,2), (4,3), (5,5)

2.

3. 2 x  y  1
8.
4. f ( x)  x 2  2 x  1 9. f ( x)  8
3
5. f ( x)  10. f ( x) 
3
x x3
5

11. f ( x)  x  3  5
3 x
12. f ( x) 
x 1
13. f ( x)  1  3 1  2 x
3
14. f ( x)  2
x
3
15. f ( x) 
x5
6.
7. h( x)  5x  2 y  5

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D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom.
Don’t forget to have your own copy for your e-portfolio. For offline class, submit
your work in accordance with the standard protocol observed by the University. Use
A4 size of documents, 12 Font size, and Times New Roman as Font style. Be sure
to save your work as PDF format before uploading in G. Classroom. For those who
are writing in a piece of paper, get a clear photos of your output and organize these
in PDF format before uploading in our G. Classroom.

Exercises 19

Directions: Read, understand, and answer each of the following items by

choosing the letter of the correct answer. Write your answer in your answer sheet
together with your solution. (2 points will be given per item).

1. What is the domain of F(x) = | | ?

2
A. ( , )
B. (,2)
C. (2, )
D. (2,2)
E. ( ,2)  (2, )

x 1
2. What is the domain of f ( x)  ?
2
A. ( ,1)
B.  ,1
C. 1, 
D. (  , )
E. (1,1)

3. Which of the following functions has the domain (, )   ,  ?

3 3
2 4 
A. f ( x)  6  5 x
3x
B. F ( x) 
x

C. g ( x)  4  x 2  4 
x
D. h( x) 
x  5x  6
2

4x  3
E. H ( x) 
2x  3

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 MATH 102: College and Advanced Algebra

x
4. What is the range of h( x)  ?
x  5x  6
2

A. (  , )
B.  ,1   1,6  6, 
C.  1,6
D. (6, )
E. (1,6)

5. Which of the following function has the range of (0, ) ?

A. f ( x)  6  5 x
3x
B. F ( x) 
x

C. g ( x)  4  x 2  4 
x
D. h( x) 
x 2  5x  6
4x  3
E. H ( x) 
2x  3

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Lesson 3. OPERATIONS ON FUNCTIONS AND TYPES OF FUNCTIONS

A. Specific Objectives:
During or after doing the tasks in this lesson, the students must have:
1. recalled the different types of functions;
2. sketched the graph of a given function using low/high technology;
3. performed various operations involving functions; and
4. solved problems related to functions.

B. Topic Content

In our daily lives, we value one object/quantity in relation to another

object/quantity. We never failed to forget things that brought changes to our physical,
material, spiritual, emotional, and sexual life. We treasure things that give us comfort,
satisfaction, and favour. Nature provides us our instinctual needs but it’s up for us to
return favour to our environment. These things showed our relationships to
everything that our Almighty God had entrusted to us and of course, including HIM
as our Divine Provider and Creator.
Function in mathematics gives us the idea that no matter what, there are
relationships between two or more things (seen and unseen) in this world. In our
previous lessons in College and Advanced Algebra, we studied that only two relations
are functions and these are one-to-one and many-to-one relations. Can you still
remember what a function is?
Let us do the Activity 1 to recall the meaning of function and the types of
function.

Activity 1
Function or Not?

Directions: Determine whether each of the given below is a function or not. Write F if it
is a function and N if it is not a function. Similarly, if it is a function, identify the type of
function. Lastly, discuss with your classmates the guide questions after the items. Write
your answers in your answer sheets.

Example 1: 1,2, 2,3, 3,4, 0,1 F, Linear Function

(Explanation: No repetition of the first element and the graph is a straight
line.)

Example 2: f x   2 x  y  3 N
(Explanation: The exponent of 2 has –y.)

1. 1,2, 1,3, 3,4, 0,1

2. f x  3

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3.

4.

5. f x   3x 2  5 x

 x if x  0 
6. f x    2 
2 x if x  0 

7. f x   5 x

8. f x   5 x

9. x  y  2

10. f x   3 2 x  5

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Guide Questions for Discussion:

1. Based from the activity, how did you determine the given ordered pair, graph, or equation as
function or not? Explain.

2. How do you define function?

3. What are the different types of functions? Can you describe each? Use the template below for
your response/s.
Function Description Graph Equation

Ex. Linear Function -a one-to-one function f(x) = mx + b where

-a first degree m and b are real
function numbers and m .

1.

2.

4. What significant insight did you get from this activity?

Great Job!

Note: New functions may be formed from given functions by adding, subtracting, multiplying, and
dividing function values.

Mathematical Concepts

 Definitions of the Sum, Difference, Product, and Quotient of Two Functions: Given the two
functions f and g:
i. their sum, denoted by f + g, is the function defined by  f  g x  f x  g x ;
ii. their difference, denoted by f - g, is the function defined by  f  g x  f x  g x ;
iii. their product, denoted by f  g , is the function defined by  f  g x  f x  g x ; and
f f x 
; g x   0 .
f
iv. their quotient, denoted by , is the function defined by   x 
g g g x 
In each case, the domain of the resulting function consists of those values of x
common to the domain of f and g, with the additional requirements that the denominator
must not be equal to 0.

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Example 1. Given that f and g are the functions defined by f x   x  5 and g x   2 x  5 ,

define the following functions and determine the domains of the resulting functions: a) f  g ; b) f  g ;
f
c) f  g ;&d )
g
Solutions:
a)  f  g x  f x  g x
5 
 x  5  2x  5 Domain:  ,   because the domains of f and g
2 
are
2x  5  0
x5 0
5
x  5 x
2
5 5 
Common to f and g is x  or  ,   .
2 2 
b)  f  g x  f x  g x
5 
 x  5  2x  5 Domain:  ,  
2 
c)  f  g x  f x  g x
 x  5  2x  5
5 
 2 x 2  5 x  25 Domain:  ,  
2 
f  f x 
d)   x 
g g x 
x5 5 
 Domain:  ,   because the denominator must be
2x  5 2 
greater than zero. That is:
2x  5  0
5
x
2
Obtaining the composite function of two given functions is another operation on functions.

 Definition of a Composite Function: Given the two functions f and g, the composite function,
denoted by f  g is defined by  f  g x  f g xand the domain of this function is the set of all
numbers x in the domain of g such that g(x) is in the domain of f. (To find the domain of
 f  g x , get the intersection of the domain of g and domain of the resulting  f  g x ).

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Example 2. Given that f and g are the functions defined by f x   x  5 and g x   2 x  5 ,

define f  g and determine the domain of the resulting function.
Solution:  f  g x  f g x
 2 x  5  5
 2x
2x  5  0
5 
Domain:  ,   because the domain of g(x) is 5 and the domain of the resulting
2  x
2
2x  0
 f  g x is .
x0

Example 3. Given f x   & g x   x 2  1 . Compute for a) f g 3 ; b) f  g ; c) g  f ;

5
x2
and d) g  g . Also, determine the domains of the resulting functions in b to d.
Solutions:
a) f g 3
g 3  32  1   8 Substitute 3 to g(x)
f g 3  f  8
5
 Substitute 8 to f(x)
82
5 82
  Rationalizing denominator
8 2 82
5 8  10
 Multiplying fractions with radicals
84
5 4(2)  10
 Factoring
4
10 2  10
 Simplifying radicals
4
5 2 5
 Reducing fractions
2

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b)  f  g x  f g x
 f  x  1
2
Substitution
5
 Substitution
x2 1  2
5 x2 1  2
  Rationalization
x2 1  2 x2 1  2
5 x 2  1  10
 Multiplying radicals
x2 1 4
5 x 2  1  10
 Closure
x2  5

Solving for the domain of f x   x  2 & g x   x  1 , we have the domains

5 2

x2  0 x 2 1  0
&
x2 x  1 or x 1

-2 -1 0 1 2 3 4 5 6 7 8 9 10

Common domain:  ,1  1,2  2, 

5 x 2  1  10
Solving for the new function f ( x)  x2 5 (after the composition), we have,
x 2  1  0 (Numerator) x 2  5  0 (denominator)
x2  1 x2  5
x2  1 x 5
x  1 or x 1

-3  5 -2 -1 0 1 2 5 3 4 5 6


Domain:  , 5   5 ,1  1,2  2, 5   5 ,


Thus, the domain of this function is  , 5   5 ,1  1,2  2, 5   5 , . (Note: We exclude
 5 ,  1,2,& 5 because these are the values of x that are not common or not included in the original
and new functions.

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c) g  f  g  f x
 5 
 g  Substitution
 x 2
2
 5 
   1 Substitution
 x 2
25
 1 Simplifying exponent
x  4x  4
2

21  x 2  4 x
 Simplifying rational expression
x 2  4x  4

Solving for the domain:

We all know that the original functions had the common domain  ,1  1,2  2,  .
For the new function, we have
21  x 2  4 x
0
x 2  4x  4

The numerator and denominator must be both negative/both positive so that the resulting
fraction is positive. Also, the numerator could be 0 and the denominator could be negative or positive
to have the resulting fraction equal to 0. These conditions must be satisfied to have nonnegative
radicand.
Solving for critical numbers, we have
21  x 2  4 x  0 x 2  4x  4  0
x 2  4 x  21  0 ( x  2) 2  0
( x  7)( x  3)  0 x  2 We will use parenthesis for 2 since
x  7 & x  3 denominator must be greater than 0.
We will use bracket for -3 and 7 because these values are taken from the numerator and the
numerator could be greater than or equal to 0.

Function/Interval  ,3  3,2  2,7 7, 

Use x = -4 Use x = 0 Use x = 3 Use x = 8
21  x  4 x
2
- + + -

x 2  4x  4 + + + +

21  x 2  4 x - + + -
x  4x  4
2

Decision Not Included Included Included Not Included

This means that the possible domain of the new function is  3,2  2,7 .

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Now, let us find the common domain of the original and new functions.
 ,1  1,2  2,   3,2  2,7 can be simplified as  3,1 1,2  2,7 . Thus, the domain of the
function is  3,1  1,2  2,7 .

-4 -3 -2 -1 0 1 2 3 4 5 6 7

d) g  g  g g x
g  x  1
2

  x  1  1
2
2

 x2 11
 x2  2
Solving for the domain:
x2  2  0
x2  2
x 2 or x 2 These are possible domains of the new
function. By considering the domains of the original functions  ,1  1,2  2,  , we can have
   
 ,1 1,2  2,  , 2  2 , or it can be simplified as  , 2  2 ,2 2, .

-4 -3 -2  2 -1 0 1 2 2 3 4 5 6 7

 Definition of an Even and an Odd Function:

i. A function f is an even function if for every x in the domain of f, f(-x) = f(x).
ii. A function f is an odd function if for every x in the domain of f, f(-x) = -f(x).
Example 4: f x   x 6  2 x 4  5 x 2  10 is an even function.
Example 5: f ( x)  x 5  2x 3  x is an odd function.
Example 6: f x   x 6  2 x 3  5 x 2  10 is neither even nor odd function.
(Note: Even you will not substitute the –x to x of the given function, you can easily tell
whether the given function is even or odd by inspecting the exponents of x. If all exponents
of x are all even, then the function is even. If all the exponents of x are odd, then the
function is odd. If the exponents of x are mixed even and odd, the function is neither even
nor odd.)

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 MATH 102: College and Advanced Algebra

 A function f(x) is even if f(-x) = f(x), for all values of x in D(f) and it is odd if f(-x) = -f(x), for
all values of x.
 In Trigonometry, cos θ and sec θ are even functions, and sin θ, csc θ, tan θ, cot θ are odd
functions.
 The graph of even function is symmetric with respect to the y-axis and the graph of an odd
function is symmetric about the origin.
 f(x) = 0 is the only function that is both even and odd function.

Example 7: Plot the graph of the given function and from the graph, formulate a conjecture.
a. f x   x 6  2 x 4  5 x 2  10
b. f ( x)  x 5  2x 3  x
c. f x   x 6  2 x 3  5 x 2  10
d. f x   x  1  x  3
Solutions: By using the Geogebra application, the graphs are as follows:

a. b.

c. d.

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 MATH 102: College and Advanced Algebra

Based from the graphs, we can conclude that

1. The graph of an even function is symmetric with respect to the y-axis.
2. The graph of an odd function is symmetric with respect to the origin or x-axis.

Example 8. Given: f x   x  1  x  3
Define a piecewise F x .
Solution 1: By graphing, we can notice that the graph (refer to Example 7d above), the
graph shows that:
i. in the interval  ,3 , the function is constant f x   4 ;
ii. in the interval  3,1, the function is linear because the graph is a straight
line with x and y-intercepts -1 and -2. By x and y-intercepts form where a
is the x-intercept and b is the y-intercept, we have
bx  ay  ab  2 x  y  2 or f x  2 x  2 ; and
iii. in the interval 1,  , the function is constant f x  4 .
 4 if x  3 
 
Thus, the function is F x    2 x  2 if  3  x  1 .
 4 x  1 
 if
Solution 2: By using the definition of absolute value, we have:
1  x if x  1  x  3 if x  3
x 1    x3   
 x  1 if x  1  x  3 if x  3
i. f x  x  1  ( x  3) if x  1 (granting x  3 )
 4
ii. f x  1  x  ( x  3) if  3  x  1
 2 x  2
iii. f x  1  x  ( x  3) if x  3
4
 4 if x  3 
 
Thus, the function is F x    2 x  2 if  3  x  1 .
 4 x  1 
 if

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 MATH 102: College and Advanced Algebra

C. Enrichment Activity

Group Work. Directions: Form a group with 3 to 4 members and design ways to collaborate with
one another in answering the following items completely. Use graphing paper or yellow pad paper
or doc (Microsoft Word) as your answer sheet. You may use calculator, Geogebra, or other
technologies to graph and answer the given problems. You are rated according to these criteria, 1
point per required correct response, 2 points for correct graph (if graph is required), and 1 point for
correct solution/computation. No points will be given to incorrect answer/discussion/graph/
solution/computation. Attach also the proof of your group’s collaboration.

1. Given: f x  3x  5 ; g x   x 2  5 x  2

Define: a) f + g; b) f – g; c) f  g ; d) ; e) f  g ; f) f  f ; and g) g g 2  2g  f 2

f
g
2. Determine the domain of the function formed in item 1 from a to f.
3. Given: f x   ; g x   x  3
3x
x5
Define: a) f + g; b) f – g; c) f  g ; d) ; e) f  g ; f) f  f ; and g) g g 2  2g  f 2
f
g
4. Graph the function formed in item 1 from a to f using technology (Geogebra, Graphic
Calculator, etc.)
God Bless!

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to have
your own copy for your e-portfolio. For offline class, submit your work in accordance with the
standard protocol observed by the University. Use A4 size of documents, 12 Font size, and Times
New Roman as Font style. Be sure to save your work as PDF format before uploading in G.
Classroom. For those who are writing in a piece of paper, get a clear photos of your output and
organize these in PDF format before uploading in our G. Classroom.

Exercises 20
Directions: Read, understand, and answer each of the following items by choosing the letter of the
correct answer. Write your answer in your answer sheet together with your solution. (2 points will
be given per item).

1. Which of the following functions is an even function?

x
A. f  x   3
x 2
B. f x   2 x  100
4

C. f x   3x  2 x  12
5

x2  5
f x  
D. 2x 3  x
x 2  3x  4
E. F x   2
x  x6
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 MATH 102: College and Advanced Algebra

2. If f ( x)  x 2  4 and g ( x)  2 x  4 , what is  f  g x ?
A.  f  g x  4x 2 16x  12
B.  f  g x  4x 2 16x  16
C.  f  g x  4x 2  8x  12
D.  f  g x  2x 2 12
E.  f  g x  2x 2  12

3. If f x  5x  3 and  f  g x  25 x 2  45 x  22 , find g x  .

A. g ( x)  5 x  3
B. g ( x)  5 x  3
C. g ( x)  5x 2  9x  5
D. g ( x)  5x 2  9x  5
E. g ( x)  25x 2  45x  25

x 2  3x  4
4. Consider the rational function F x   . If F a   1 , find all possible values of a.
x2  x  6
A. -1
1
B. 
2
1
C.
2
D. 1
1
E.  and 1
2

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5. When you graph function using technology (i.e. Geogebra), which of the graphs below is the
x 2  3x  4
graph of F x   2 ?
x  x6

A. D.

B. E.

D.

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 MATH 102: College and Advanced Algebra

Lesson 4. FUNCTIONS AS MATHEMATICAL MODELS

A. Specific Objective: During and upon reading and doing this module, you must have solved
problems related to functions.

B. Topic Content

In many situations in our lives, there are quantities that depend on one another. The real-world
problems involving quantities give way to mathematical models involving functions. Through these
models, we can address our problems and we can give practical and particular solution to each
problem.

Mathematical Concepts:
 Mathematical Models: It is a mathematical description- often by means of a function or an
equation- of a real-world phenomenon such as size of a population, demand for a product,
speed of a falling object, life expectancy of a person at birth, or cost of emission reductions,
etc. There are many different types of functions that can be used to model relationships
observed in the real world (https://www.sccollege.edu/Faculty/AHauscarriague)
 Mathematical modelling is a process by which we start with a real-life situation and arrive at
a quantitative solution using the tools of mathematics. Modelling involves creating a set of
mathematical equations that describes a situation, solving those equations, and using them to
understand the real-life problem. Often the model needs to be adjusted because it does not
describe the situation as well as we wish.

o Example 1. A chair manufacturer can sell a chair for 350 pesos each. The
manufacturer spent a total cost consisting of overhead of 3,000 pesos plus the
production costs of 100 pesos per chair.
a) Develop a mathematical model expressing the total profit of the manufacturer
as a function of the number of chairs manufactured and sold. Assume that each
chair produced was sold.
b) Sketch the graph of a function and identify the type of this function.
c) How many chairs must the manufacturer sell to make a profit of 5000 pesos?
d) How many chairs must the manufacturer sell to break even?
o Solution:
a) In business, profit is the difference between revenue and cost, that is
Total Profit = Total Revenue – Total Cost
Px  Rx  Cx
where x is the number of units sold.
Rx  350 x
Cx  3000  100 x
Thus, the profit function is Px  350 x  3000  100 x or
Px  250 x  3000 .

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 MATH 102: College and Advanced Algebra

b) The graph of Px  250 x  3000 is

c) We need to substitute 5000 to P(x) in Px  250 x  3000 .

Px  250 x  3000
5000  250 x  3000
8000  250 x
x  32
Thus, the manufacturer must sell 32 chairs to have a profit of 5,000
pesos.

d) We need to substitute 0 to P(x) in Px  250 x  3000 .

Px  250 x  3000
0  250 x  3000
3000  250 x
x  12
Thus, the manufacturer must sell 12 chairs to have a break even profit.

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o Example 2. A local farm charges admission to groups according to the following

policies: Groups of fewer than 50 people are charged at a rate of 35 pesos per person
and 30 pesos per person for groups with 50 or more people.
a) Develop a mathematical model expressing the amount a group will be charged
for admission as a function of its number of persons.
b) Sketch the graph of the function in part (a).
c) How much money will a group of 48 people save in admission cost if it can
recruit 2 additional members?
Solutions:
a) Let C(x) be the total admission cost charged to a group and let x be the number
of persons in the group. Then
35 x if 0  x  50
C x   
30 x if x  50
b) The graph of C(x) is

c) We need to solve first the function Cx  35 x for 48 people and another
function Cx  30 x for 50 people and get the difference to find the savings of
the group.
Cx  35x Cx  30 x
Cx  35(48) Cx  30(50)
Cx  1680 Cx  1500
Thus, they could save 1680 – 1500 = 180 pesos.

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 MATH 102: College and Advanced Algebra

o Example 3. A projectile is shot straight upward from a height 10 ft from the ground
with an initial velocity of 28ft/sec. The height of the projectile, s, after t seconds is
given by the function st   6  5t  16t 2 .
a) How long does it take the projectile to reach its maximum height?
b) What is the maximum height reached?
c) How long after the ball is thrown will the projectile return to the ground?

Solutions:
a) Since the function is quadratic, the time it takes the projectile to reach its
b
maximum height is t  x   .
2a
5
t
2 16 
5
t
 32
5
t  or 0.15625 sec
32
4ac  b 2
b) The maximum height reached by the projectile is :
4a
4ac  b 2 4 16 6  5 2

4a 4 16 
 384  25

 64
 409

 64
 6.390625 ft
Thus, the maximum height reached by the projectile is  6.390625 ft.
 b 4ac  b 2 
(Note: The vertex of a quadratic function f x   ax 2  bx  c is   , 
 2a 4a 
b 4ac  b 2
where h   &k  , h is the value of x in which the quadratic reach the
2a 4a
minimum or maximum value k.)

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 MATH 102: College and Advanced Algebra

c) By sketching the projectile, we have:

10 ft

Ground

From the figure above, we can say that the height of the projectile after reaching
the ground is -10ft. To find the time when the projectile reached the ground, we need to
substitute -10 to s(t) in the function st   6  5t  16t 2 .

st   6  5t  16t 2 Original Function

 10  6  5t  16t 2
Substitution
 16t  5t  16  0
2
APE and Symmetric Property
a  16, b  5, c  16 Identifying values of a, b, & c
 b  b 2  4ac
x Quadratic Formula
2a
 5  52  4 16 16 
x Substitution
2 16 
 5  25  1024
x Simplifying
 32
 5  1049
x Closure
 32
 5  1049  5  1049
x1  ; x2 
 32  32
x1  0.856 sec ; x2  1.168 sec
Thus, the projectile reached the ground after 1.168 sec.

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 MATH 102: College and Advanced Algebra

C. Enrichment Activity
Directions: Find a partner and answer the following items completely. Use graphing paper/yellow
pad paper (or docs) as your answer sheet. You may use calculator, Geogebra, or other technologies
to graph and answer the given problems. You are rated according to these criteria:
Accuracy -------------------------------------------- 5 points
Clarity/Legibility ---------------------------------- 2 points
Solution --------------------------------------------- 3 points
Total 10 points per sub item

1. A tricycle driver charges his passenger 15 pesos for the first 3 km ride plus 5 pesos per km for
extra distance.
a. Develop a mathematical model for travel charge y as a function of the distance x
travelled by a passenger.
b. Graph the function.
c. How much will be charged to a passenger who travelled a distance of 7 km?

2. A manufacturer can sell video cards for 4,500 pesos per piece. The manufacturer’s total cost
consists of a fixed overhead of 250,000 pesos plus production costs of 2,500 pesos per card.
Assume that every video card produced is sold.
a. Make a mathematical model expressing the total profit of the manufacturer as a function
of the number of video cards sold.
b. Graph the function.
c. How many video cards should be sold to reach a profit of 300,000 pesos?
d. If only 130 video cards were sold, did the manufacturer gain or loss? How much was the
gain or loss of the manufacturer?
e. How many video cards must be sold to break even?
3. From the top of a building, an object is thrown upward with an initial velocity of 150ft/sec. The
distance of the object above the ground after t seconds is approximated by the function
st   16t 2  150t  120 .
a. Find the maximum height of the object above the ground.
b. Find the height of the building.

God Bless!

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 MATH 102: College and Advanced Algebra

Lesson 5. POLYNOMIAL FUNCTIONS

A. Specific Objectives: During and upon reading and doing this module, you must have
1. discussed the concepts related to polynomial functions;
2. determined the domain, range, zero/s, and intercepts of a polynomial function;
3. graphed a polynomial function; and
4. solved problems related to a polynomial function.

B. Topic Content
One of the algebraic functions is the polynomial function. Most of the real-world problems
involve polynomial function. It could be linear function, constant function, quadratic function,
power function, and higher order polynomial functions. In this lesson, we are going to explore and
analyze the properties of the graphs of polynomial functions.

Mathematical Concepts:
 Definition of Polynomial Function: A function of the form
f x   an x  an1 x  an2 x  ...  a1 x  a0 , where n is a nonnegative integer and
n n 1 n 2

a0 , a1 ,..., a n are real numbers called coefficients. If a n  0 , it is called the leading

coefficient and n is called the degree of the polynomial function. If all the coefficients
are 0, the polynomial function is called the zero polynomial function, which has no
degree.
 A polynomial function does NOT contain variable in the denominator and inside the
radicand and variable with negative exponent.

Example 1. Determine which of the following are polynomial functions and justify:
a. f x   3x 3  4 x  5
b. f  x   3x 3  4 x  5

f  x   3x 3  4 x 
5
c.
x2
f x  
3 3
d. x  4x  3 5
5
Solutions:
a. f x   3x 3  4 x  5 is a polynomial function because it conforms the form
f x   an x n  an1 x n1  an2 x n2  ...  a1 x  a0 with NO variable having negative
exponent and no variable in the denominator and radicand.
b. f x   3x 3  4 x  5 is NOT a polynomial function because it has a variable inside
the radicand.
c. f x   3x 3  4 x  2 is NOT a polynomial function because it has a variable in the
5
x
denominator.

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 MATH 102: College and Advanced Algebra

f x  
3 3
d. x  4 x  3 5 is a polynomial function because it conforms the form
5
f x   an x n  an1 x n1  an2 x n2  ...  a1 x  a0 with NO variable having negative
exponent and no variable in the denominator and radicand.
 Types of Polynomial Functions: Polynomial functions can be classified according to its
degree. The table below summarizes the types of polynomial functions.
Polynomial Function Degree Type

f x   0 0 (Zero) Zero Polynomial

Function

f x   c ; c is nonzero constant 0 (Zero) Constant Function

f x  mx  b ; m and b are real numbers and Linear Function

m is not equal to zero. 1 (First)

f x   ax 2  bx  c ; a, b, c are real numbers

2 (Second) Quadratic Function
and a is not equal to zero.
f x   ax 3  bx 2  cx  d ; a, b, c, d are real
3 (Third) Cubic Function
numbers and a is not equal to zero.
f x   ax 4  bx 3  cx 2  dx  e ; a, b, c, d, e
4 (Fourth) Quartic Function
are real numbers and a is not zero.
f x   ax 5  bx 4  cx 3  dx 2  ex  f ; a, b, c,
5 (Fifth) Quintic Function
d, e, f are real numbers and a is not zero.
f x   ax n ; a is not zero and n >0 n (nth) Power

f x   an x n  an1 x n1  an2 x n2  ...  a1 x  a0 n (nth) Polynomial

; n >5 Function

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 MATH 102: College and Advanced Algebra

Example 2. Complete the table below:

Function Leading Leading Degree Type of
Term Coefficient Polynomial
Function

1. f x   3x 3  4 x  5 3x 3 3rd Cubic

2. f x   3x 3  4 x 5  5 x

3. f x   x 2  4 x  5 1

4. f x  11  x

5. f x   11x 8  12 x 6  4 x 2  10 11x8

Solutions:
Function Leading Leading Degree Type of
Term Coefficient Polynomial
Function

1. f x   3x 3  4 x  5 3x 3 3 3rd Cubic

2. f x   3x 3  4 x 5  5 x  4x 5 -4 5th Quintic

3. f x   x 2  4 x  5 x2 1 2nd Quadratic

4. f x  11  x -x -1 1st Linear

5. f x   11x 8  12 x 6  4 x 2  10 11x8 11 8th Polynomial

 The Directions of the Graph of a Polynomial Function

an n Example Properties of the
Graph (tails of the
graph)

Positive Even f x   x 2  4 x  5 Comes down from

the left and goes up
to the right.

Positive Odd f ( x)  3x 3  4 x Comes up from the

left and goes up to
the right.

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 MATH 102: College and Advanced Algebra

an n Example Properties of the

Graph (tails of the
graph)

Negative Even f x   2 x 6  4 x  5 Comes up from the

left and goes down to
the right.

Negative Odd f x   2 x 5  4 x  5 Comes down from

the left and goes
down to the right.

Example 3. Graph the following and check the properties of its graph:
a. f x   2 x 6  4 x 2  5
b. f x   2 x 3  4 x 2  5 x
c. f x   x 4  4 x  5
d. f x   2 x 3  4 x  5

Solutions: By using the Geogebra, we have

a. The graph of f x   2 x 6  4 x 2  5 comes up from the left and

goes down to the right.

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 MATH 102: College and Advanced Algebra

b. The graph of f x   2 x 3  4 x 2  5 x comes down from the left and goes

down to the right.

c. The graph of f x   x 4  4 x  5 comes down from the left and goes

up to the right.

d. The graph of f x   2 x 3  4 x  5 comes up from the left and

goes up to the right.

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 MATH 102: College and Advanced Algebra

 Theorem: The graph of a polynomial function of the nth degree has at most n-1 turning
points.
 Turning Points on a graph occur when the polynomial function changes from
decreasing to increasing or from increasing to decreasing.
 The Division Algorithm for Polynomials: Suppose P is a polynomial function. Then, if
P(x) is divided by x – r, we obtain as quotient a unique polynomial Q(x) and as
remainder a real number R such that for all values of x Px  x  r Qx  R .
Example 4. Divide Px   2 x 3  5 x 2  8 x  17 by x  3 .
2x 2  x  5
x  3 2 x  5 x 2  8 x  17
3

2x 3  6x 2
x 2  8x
x 2  3x
 5 x  17
 5 x  15

Thus, the quotient is 2 x 2  x  5 and the remainder is 2. We can write

2 x 3  5 x 2  8 x  17  x  32 x 2  x  5  2 .

 The Remainder Theorem: Let P be a polynomial function. If P(x) is divided by x – r, then the
remainder is given by P(r).
Proof:
From the Division Algorithm, we have
Px  x  r Qx  R
Pr   r  r Qx  R Substitution x = r from x – r = 0
Pr   0Qx  R Closure
Pr   0  R Multiplication by Zero Property
Pr   R Identity
Example 5. What is the remainder when you divide Px   2 x 3  5 x 2  8 x  17 by x  3 .
Solution: By using the remainder theorem, we have
Px   2 x 3  5 x 2  8 x  17
P3  23  53  83  17
3 2

P3  227  59  83  17

P3  54  45  24  17
P3  2
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 MATH 102: College and Advanced Algebra

(Note: We simply substitute the value of x in x – r = 0 to the polynomial function and get the
resulting remainder.)
 The Factor Theorem: Let P be a polynomial function. Then x – r is a factor of P(x) if and only
if P(r) = 0.
Proof 1: Suppose x – r is a factor of P(x), we need to show that P(r) = 0.

Px  x  r Qx  R Division Algorithm

Pr   r  r Qx  0 Substitution x = r from x – r = 0 & R = 0
Pr   0Qx  0 Closure
Pr   0  0 Multiplication by Zero Property
Pr   0 Identity
Proof 2: Suppose P(r) = 0, we need to show that x – r is a factor of P(x) or we need to
show that R = 0..
Px  x  r Qx  R Division Algorithm
0  r  r Qx  R Substitution x = r from x – r = 0 & P(r) = 0
0  0Qx  R Closure
0  0 R Multiplication by Zero Property
0R Identity

Example 6. Find a value of k such that Px   x 4  kx 3  kx 2  1has the factor x  2 .

Solution: We need to solve for x in x – 2 = 0 and the value of x is 2.
Thus, P(2) = 0.

Px   x 4  kx 3  kx 2  1 Given
P2  0  2  k 2  k 2  1
4 3 2
Substitution
0  16  8k  4k  1 Simplifying
8k  4k  16  1 APE
4k  15 Closure
15
k MPE
4
 Synthetic Division: It is the shortened version of long division but it is applicable only for
linear binomial divisor.
o Steps in Dividing a Polynomial Function by x – r Using Synthetic Division
1. Write the given polynomial in standard form (descending degree) and insert 0
coefficients for any missing term.
2. Write the coefficients of the polynomial in order in the first row and put the r
with .

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 MATH 102: College and Advanced Algebra

3. Bring down the first coefficient to the third row. We refer to this number as the
―pivot‖ in the next two steps.
4. Multiply this ―pivot‖ number by r and write the product in the second row below
the second coefficient.
5. Add the product to the corresponding coefficient in the first row and write the
sum in the third row (aligned).
6. Using this sum as the ―pivot‖, repeat steps 4 and 5.
7. Repeat the step 6 until we reach adding the last right most column.
8. The right-most entry in the third row is the remainder and the other entries are
the successive coefficients of the quotient which is a polynomial of degree one
less than that of P(x).
Example 7. Use synthetic division to find the quotient and remainder when
Px   2 x 3  5 x 2  8 x  17 is divided by x  3 .
Step 1. 2 x3  5x 2  8x  17

Step 2. 2 -5 -8 17

Step 3.

Step 4. 2 -5 -8 17

Step 5. 2 -5 -8 17

2 1

Step 6. 2 -5 -8 17

6 3

2 1

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 MATH 102: College and Advanced Algebra

Step 7. 2 -5 -8 17

6 3 -15

2 1 -5 2

Step 8. R  2 & Q( x)  2 x 2  x  5

Thus, the quotient is Q( x)  2 x 2  x  5 & R  2 .

Example 8. Use synthetic division to find the quotient and remainder when
Px   4 x 4  5 x 2  4 x  3 is divided by 2 x  1 .
1
Solution: In 2 x  1 , x  .
2
1
4 0 -5 4 -3
2
2 1 -2 1
4 2 -4 2 -2 Divide the last row by 2 except the last number
because our divisor has 2 2 x  1 . Therefore, the last row is 2 1 -2 1.
Thus, the quotient is Q( x)  2 x 3  x 2  2 x  1 & R  2

 Theorem: If P is a polynomial function of degree n  1 with real coefficients, then it has exactly
n zeros which may be real or imaginary. If in the equation
Px   an x  r1 x  r2 x  r3 x  r4 ...x  rn  , a factor x  ri  occurs k times, then ri is called
a zero of multiplicity k.
Example 9. Find the zeros of Px   2x  2 x  32 x  1 .
3 2

Solution: We need to solve for x in x – 2 = 0, x + 3 = 0, & 2x – 1 = 0 using the zero

product property.
x – 2 = 0; x + 3 = 0; 2x – 1 = 0
x=2 x = -3 x=½
Thus, the zeros of Px   2x  2 x  32 x  1 are -3, 2 of multiplicity 3, and ½ of
3 2

multiplicity 2.
 Theorem: The Rational Root Theorem. Let Px   an x n  an1 x n1  ...  a1 x  a0 be an nth-
degree polynomial function with integer coefficients, p is a factor of a 0 , and q is a factor of a n .
p p
If is a rational zero of P, where is in lowest terms, then p is an integer factor of a 0 and q is
q q
an integer factor of a n .

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Example 10. Given f ( x)  3x 4  11x 3  10 x  4 , find all the rational zeros of the
polynomial function.
Solution: The factors of -4 are -1, 1, -2, 2, -4, and 4.
The factors of 3 are -1, 1, -3, and 3.
p 1 1 2 2 4 4
 1,1, , ,2,2, , ,4,4, ,
q 3 3 3 3 3 3
p
Let us check each ratio if the remainder of f is zero using synthetic division.
q
For 1
1 3 -11 0 10 -4
3 -8 -8 2
3 -8 -8 2 -2 Thus, 1 is not a rational zero
of f.

For -1
-1 3 -11 0 10 -4
-3 14 -14 4
3 -14 14 -4 0

Thus, -1 is a rational zero of f.

Since -1 is a rational zero, we will use the last row 3 -14 14 -4 as the first
row and try again for -1.

For -1
-1 3 -14 14 -4
-3 17 -31
3 -17 31 -35 Thus, -1 has only 1 multiplicity.
1
For
3

1
3 -14 14 -4
3
13 29
1 
3 9
29 7 1
3 -13  Thus, is not a rational zero of f.
3 9 3

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 MATH 102: College and Advanced Algebra

1
For 
3
1
- 3 -14 14 -4
3
19
-1 5 
3
31 1
3 -15 19  Thus, - is not a rational zero of f.
3 3
2
For
3
2
3 -14 14 -4
3
2 -8 4
2
3 -12 6 0 Thus,
is a rational zero of f.
3
Since there are only 3 terms left in the last row, the remaining function is quadratic. That
is 3x  12 x  6  0 By using the quadratic formula, we have
2

  12    12 2  436   12    12 2  436
x1  ; x2 
23 23
x1  2  2 ; x2  2  2 , thus 2  2 are non-rational zeros of f.
2
Thus, the rational zeros of f ( x)  3x 4  11x 3  10 x  4 are  1 & .
3

 Definition: An upper bound of the real zeros of a polynomial function P is any number that is
greater than or equal to the largest real zero. It could be determined by using the signs of the
last row of a synthetic division that is, all the numbers in the last row are nonnegative numbers.
A lower bound of the real zeros of P is any number that is less than or equal to the smallest real
zero such that the last row of a synthetic division gives us an altering signs.
Example 11. Given f ( x)  3x 4  11x 3  10 x  4 , find the upper and lower bounds of the
polynomial function.
2
Solution: Since we have -1 and as the real rational zeros, we need to test if this will
3
give us its lower and upper bounds.
For lower bound, use -1.

-1 3 -11 0 10 -4
-3 14 -14 4
3 -14 14 -4 0
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 MATH 102: College and Advanced Algebra

Since 0 is not positive, -1 is not the lower bound. Let us use -2.
-2 3 -11 0 10 -4
-6 34 -68 116
3 -17 34 -58 112
Thus, -2 is the lower bound of f.
2
For upper bound, we will choose 1 because does not give nonnegative last row.
3
1 3 -11 0 10 -4
3
3 -8 We will not finish the synthetic division since 8 is
negative. Let us use 2.
2 3 -11 0 10 -4
6
3 -5 We will not finish the synthetic division since 8 is
negative. Let us use 4 because 3(4) = 12 which is greater than -11.

4 3 -11 0 10 -4
12 4 16 104
3 1 4 26 100
rd
Since all the numbers in the 3 row are nonnegative, then 4 is the upper bound of f.

Example 12. Find the rational zeros, upper bound and lower bound of
F x   x 4  x 3  24 x 2  4 x  80 .
Solution: We need to try the possible zeros of F which are
 1,2,4,5,8,10,16,20,40,80 .
Let us start with -1.
-1 1 1 -24 -4 80
-1 0 24 -20
1 0 -24 20 60 Thus, -1 is not the real
rational zero of F.

Let us use 1.
1 1 1 -24 -4 80
1 2 -22 -26
1 2 -22 -26 54 Thus, 1 is not the
real rational zero of F.

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 MATH 102: College and Advanced Algebra

Let us use -2.

-2 1 1 -24 -4 80
-2 2 44 -80
1 -1 -22 40 0 Thus, -2 is one of the real
rational zeros of F.
Let us use -2 again but we will use the third row.
-2 1 -1 -22 40
-2 6 32
1 -3 -16 72 Thus, -2 has only 1 multiplicity.
Let us use 2.
2 1 -1 -22 40
2 2 -40
1 1 -20 0 Thus, 2 is also one of the real
rational zeros of F.
From the third row, we can have x 2  x  20  0 . Solving for x using factoring, we have:
x 2  x  20  0
x  5x  4  0
x  5; x  4 Thus, the other real rational zeros are -5 and 4.
To summarize, the real rational zeros of F(x) are -5, -2, 2, and 4.
To find the lower bound, we try -5.
-5 1 1 -24 -4 80
-5 20 20 -80
1 -4 -4 16 0 (Signs are not alternating.)
Let’s try -6.
-6 1 1 -24 -4 80
-6 30 -36 240
1 -5 6 -40 320 (Signs are alternating. Thus,
-6 is the lower bound of F).
To find the upper bound, we try 4.
4 1 1 -24 -4 80
4 20 20 -80
1 5 -4 (A sign is negative.)
Let’s try 5.
5 1 1 -24 -4 80
5 30 30 130
1 6 6 26 210 (Signs are all nonnegative.
Thus, 5 is the upper bound of F.)

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 MATH 102: College and Advanced Algebra

C. Enrichment Activity

Directions: Find a partner, discuss, and work with the following items completely. Use graphing paper
or yellow pad paper as your answer sheet. You may use calculator, Geogebra, or other technologies to
graph and answer the given problems. You are rated according to these criteria:
Accuracy -------------------------------------------- 5 points
Clarity/Legibility ---------------------------------- 2 points
Solution --------------------------------------------- 3 points
Total 10 points per sub item
1. Graph the following functions:
y  x  2  16
4
a.
b. P( x)  2 x 5  4 x  1

2. Find the zeros, upper bound and lower bound of the following:
a. P( x)  2x  3 x  5 2 x  3
2 2

b. f ( x)  3x 4  7 x 3  45 x 2  19 x  30

3. Find the quotient and the remainder of the following functions if the first is divided by the
second quantity:
a. Px   x 8  2 x 7  3x 5  5 x 4  2 x  3 ; x  2

b. Px   x 3 
9 2 23 11
x  x  ; 4x  1
4 2 4

4. Factor and find the zeros of the following:

a. Px   4 x 5  12 x 4  3x 3  40 x 2  45 x  12
b. F x   2 x 5  x 4  15 x 3  19 x 2  x  6

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to have
your own copy for your e-portfolio. For offline class, submit your work in accordance with the
standard protocol observed by the University. Use A4 size of documents, 12 Font size, and Times
New Roman as Font style. Be sure to save your work as PDF format before uploading in G.
Classroom. For those who are writing in a piece of paper, get a clear photos of your output and
organize these in PDF format before uploading in our G. Classroom.

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 MATH 102: College and Advanced Algebra

Exercises 21

Directions: Read, understand, and answer each of the following items by choosing the letter of the
correct answer. Write your answer in your answer sheet together with your solution. (2 points will
be given per item).

1. 4 students are discussing the degree of a polynomial function P( x)  ax n1  bx n  cx  d where a, b,

c, & d are real numbers and n is a nonnegative integer. Their arguments are as follows:
Ann: If n is positive, the degree of a polynomial is n + 1 degree.
Pet: Yes, Ann. However, if n is 0, then the given polynomial is a linear function because its
degree is 1.
John: I don’t agree with you Pet. The given polynomial cannot be linear because cx + d is
already linear.
JR: Sorry to disagree your idea John but I think, the degree of the given polynomial is nth
degree because we don’t know the value of n.

Who among them is/are CORRECT?

A. Ann only
B. Pet only
C. Ann and Pet
D. Ann and John
E. Ann, Pet, and JR

2. Find the value/s of k if 4 x 4  4 x 3  k 2 x 2  x  12 is divisible by 2 x  1 .

A. -7
B. 2
C. 7
D. 7
E. 9

3. What is/are the real zero/s of P( x)  4x 4  4x 3 19x 2 16x  12 ?

3 1
A.  2, , ,2
2 2
1 3
B.  2, , ,2
2 2
3 1
C.  , ,2
2 2
3 1
D. , ,2
2 2
E. 2,2

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 MATH 102: College and Advanced Algebra

4. Find the length of the edge of a cube if an increase of 3 cm in one dimension and of 6 cm in
another, and a decrease of 2 cm in the third, doubles the volume.
A. 2 cm
B. 3 cm
C. 6 cm
D. 3 cm or 6 cm
E. 6 cm and 9 cm

5. If you graph the function P( x)  ( x  2) 4 (2x  3) 2 ( x  1) , what is/are its y-intercept/s?

A. 0
B. 2
C. 3
D. 144
E. 2, 3/2, & -1

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 MATH 102: College and Advanced Algebra

Lesson 6. RATIONAL FUNCTIONS

A. Specific Objectives: During and upon reading and doing this module, you must have
1. discussed the concepts related to rational function;
2. determined the domain, range, zero/s, and intercepts of a rational function;
3. graphed a rational function; and
4. solved problems related to a rational function.

B. Topic Content

What will happen if we have a function which is expressed as fraction whose numerator and
denominators are polynomial functions? Of course, another interesting algebraic function is formed and
this is the rational function. In this lesson, we are going to explore and analyze the properties of the
graphs of rational functions.

Mathematical Concepts:
px 
 Definition of Rational Function: A function of the form f x   , where
qx 
px & qx are polynomial function and qx  0 .

Example 1. f x   is polynomial function but f x   2

3x 3x
is NOT polynomial
x 4 2
x 4
function because of radicand containing x.

Example 2. f x   is a polynomial function but f x   2

3 3
2x  4x  1
2
2x  4x  1
because of negative exponent of x.

 Domain of Rational Function: The domain of a rational function depends on its

denominator. This refers to all permissible or possible values of x in which f(x) is
defined.
Example 3. Find the domain of the following:
3x 3  4 x  5
a. f x  
2x  4
 4x  5
b. f x   3
x 1
f x   4
3
c.
2 x  8x 2

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 MATH 102: College and Advanced Algebra

Solutions:
3x 3  4 x  5
a. We need to copy the denominator of f x    0 and solve for
2 x  4 and write
x.
2x  4  0
2x  4
2x 4

2 2
3x 3  4 x  5
x  2 Thus, the domain of f x   is  ,2  2, .
2x  4
b. By using the same concept, we have
x3 1  0
x3  1
3
x3  3 1
 4x  5
x 1 Thus, the domain of f x   x 3  1 is  ,1  1,
c. By using the same concept, we have
2 x 4  8x 2  0
2 x 2 x 2  4  0
2 x 2 x  2x  2  0

of f x   2 x 4  8x 2 is
3
x  0,2  2 Thus, the domain
 ,2   2,0  0,2  2,

 Range of Rational Function: This refers to all values of y (images of x) in which x is

defined. To find the range of a rational function, we need to solve for x in terms of y and
apply the concepts below:
o If there is a variable in the denominator, copy the denominator, put 0 and
solve for y. This is the restriction of y values.
o If there is a variable in the radicand, copy the radicand, put and solve for
y. This is the range of a rational function.
o If there is NO variable in the denominator and radicand, then the range is any
set of real numbers.
o If it is hard to solve for x in terms of y, graph the function using any software
and examine the y – values that are included in the graph of a function. This is
the range of a function

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 MATH 102: College and Advanced Algebra

Example 4. Find the range of the following:

x 5
a. f ( x) 
x2
x 2  25
b. f ( x) 
x5
 4x  5
c. f x   3
x 1
Solutions:
x 5
a. f ( x) 
x2
x 5
y Change f(x) by y
x2
yx  2  x  5 MPE (Cross Multiplication)
xy  2 y  x  5 Distributive Property
xy  x  2 y  5 APE
x y  1  2 y  5 Factoring
 2y  5
x MPE
y 1
y 1  0 Copying the denominator and put  0
y 1 Addition Property
Thus, the range is  ,1  1, .

x 2  25
b. f ( x) 
x5
By inspection, we can simplify the function
x 2  25
y Change f(x) to y
x5
y
x  5x  5 Factoring
x5
y  x5 Cancellation (Reducing Fraction)
x  y 5 APE
Supposedly, we can say that the range is any real numbers (no variable y in
the denominator) but the original function has variable in the denominator and this should not be zero
to make it defined. Since x ≠ -5, then y  x  5 at x = -5 is NOT in the range.
y = -5 - 5
= -10
Therefore, the range of this function is  ,10    10 ,  because -10 is NOT in
the range.
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 MATH 102: College and Advanced Algebra

 4x  5
c. f x  
x3 1
 4x  5
y 3
x 1 Change f(x) to y

 
y x 3  1  4 x  5
MPE
x y  y  4 x  5
3

Distributive

x3  4x  y  5
APE
Note that the resulting equation is cubic. It is difficult to solve x in terms of y.
Thus, we need to graph the function and examine the y-values.

From the figure, the range of the function is  ,  .

 Vertical Asymptote: It is a line x = a that was obtained from q(x) if q(x) = 0 and a is a
px  p x 
real number. Given the equation f x   where is in lowest terms, we simply
qx  q x 
solve for x in q(x) = 0 as the vertical asymptote of a given rational function.

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Example 5. Find the vertical asymptote of the following functions:

x 5
e. f ( x) 
x2
x 2  25
f. f ( x) 
x5
 4x  5
g. f x   3
x 1
Solutions:
x 5
a. f ( x) 
x2
x20
x 5
x  2 is the vertical asymptote of f ( x)  .
x2
x 2  25
b. f ( x) 
x5
f ( x) 
x  5x  5
x5
f ( x)  x  5

Since the reduced form has no denominator, then the function has no vertical
asymptote.
 4x  5
c. f x   3
x 1
x 1  0
3

x3  1
3
x3  3 1
 4x  5
x  1 is a vertical asymptote of f x   .
x3 1

 Theorem: The graph of a rational function of the form:

a x n  a n 1 x n 1  ...  a1 x  a0
f x   n m in lowest terms has
bm x  bm 1 x m 1  ...  b1 x  b0
o the x-axis (y = 0) as a horizontal asymptote if n < m;
a
o the line y  n as a horizontal asymptote if n = m;
bm
o no horizontal asymptote if n > m; and
o oblique (slant) asymptote if n >1 than m.

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Example 6. Determine the horizontal asymptotes of the following if it exists:

x 5
a. f ( x) 
x2
x 2  2x  2
b. f ( x) 
x5
 4x 5  5
c. f x  
x3 1
 4x  5
d. f x   3
x 1

Solutions:

x 5
a. f ( x) 
x2
Since the degree of the numerator and denominator of the given function are equal,
a 1
then the horizontal asymptote is the line y  n  or y  1 .
bm 1
x 2  2x  2
b. f ( x) 
x5
Since the degree of the numerator is greater than 1 than the denominator, then there
is no horizontal asymptote but an oblique or slant asymptote exists.
 4x 5  5
c. f x  
x3 1
Since the degree of the numerator is greater than the denominator, then there is no
horizontal asymptote but an oblique or slant asymptote exists.
 4x  5
f x   3
d. x 1
Since the degree of the numerator is less than the denominator, then horizontal
asymptote is the x-axis or y = 0.

 The Intercepts of a Rational Function: These refer to the x and y – intercepts or the
points in the x and y – axes where the graph of the function intersects or touches.
o x – intercepts or zeros of rational function – the point on the x – axis where the
graph touches the horizontal axis and takes the ordered pair (x, 0). To find the x-
intercepts of a rational function, let y = 0 and solve for x.
o y – intercepts – the point on the y-axis where the graph touches the vertical axis
and takes the ordered pair (0, y). To find the y – intercept/s, let x = 0 and solve
for y.

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Example 7. Determine the intercepts of the following if it exists:

x 5
a. f ( x) 
x2
x 2  2x  2
b. f ( x) 
x5
Solutions:
x 5
a. f ( x) 
x2
For x – intercept:
x5
0 Changing y to 0
x2
0  x 5 MPE
5 x APE
x 5
Thus, the zero or x-intercept of f ( x)  is 5 or (5, 0).
x2
For y – intercept:
05
f ( x)  Changing x to 0
02
5
f ( x)   Identity
2
x 5  5
Thus, the y – intercept of f ( x)  is  0,  .
x2  2
x 2  2x  2
b. f ( x) 
x5
For x – intercept:
x 2  2x  2
0 Changing y to 0
x5

0  x 2  2x  2 MPE

 b  b 2  4ac
x Quadratic Formula
2a

  2   22  41 2
x Substitution
21

2 48
x Simplifying
2

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 MATH 102: College and Advanced Algebra

x  1 3 Simplifying

x 2  2x  2
Thus, the zeros or x – intercepts of the function f ( x)  are
x5
  
1  3 & 1  3 or 1  3,0 & 1  3,0 . 
For y – intercept:

f ( x) 
0  20  2
2
Changing x to 0
0  5
2
f ( x)   Identity
5

x 2  2x  2  2
Thus, the y – intercept of the function f ( x)  is  0,  .
x5  5

C. Drill
Part 1. Directions: Say something about the following terms and provide at least 1 example for
each term:
1. Rational function
2. Domain of rational function
3. Range of rational function
4. Intercepts of rational function
5. Asymptotes of rational function
Part 2. Find a partner and answer the following items completely. Use graphing paper or yellow
pad paper as your answer sheet. You may use calculator, Geogebra, or other technologies to graph
and answer the given problems. You are rated according to these criteria:
Accuracy -------------------------------------------- 5 points
Clarity/Legibility ---------------------------------- 2 points
Solution --------------------------------------------- 3 points
Total 10 points per sub item
1. Graph the following functions and determine its (a) domain, (b) range, and (c) intercepts:
2x  1
a. f x  
4 x  4  3x 2
x2  9
b. P( x) 
 3x 2  x  x 3  3
x3  4x
c. f x  
x 1
2. Determine the vertical and horizontal asymptotes of the functions in item 2 (a – c).

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D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to have
your own copy for your e-portfolio. For offline class, submit your work in accordance with the
standard protocol observed by the University. Use A4 size of documents, 12 Font size, and Times
New Roman as Font style. Be sure to save your work as PDF format before uploading in G.
Classroom. For those who are writing in a piece of paper, get a clear photos of your output and
organize these in PDF format before uploading in our G. Classroom.

Exercises 22

Directions: Read, understand, and answer each of the following items by choosing the letter of the
correct answer. Write your answer in your answer sheet together with your solution. (2 points will
be given per item).

1. Which of the following is a rational function?

2
A. f ( x) 
x
2
B. f ( x) 
3
2x
C. f ( x) 
3x  5
2
D. f ( x) 
2x  9
2x 2  4x  7
E. f ( x) 
( x  1)  2 x

2x  5
2. Which of the following is the domain of f ( x)  ?
3x  4

A.   ,    , 
5 5
 2 2 

B.   ,    , 
4 4
 3 3 

C.   ,     , 
5 5
 2  2 

D.   ,     , 
4 4
 3  3 
E.  ,5  5, 

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2x  5
3. Which of the following is the range of f ( x)  ?
3x  4

A.   ,    , 
4 4
 3 3 

B.   ,    , 
2 2
 3 3 

C.   ,     , 
4 4
 3  3 

D.   ,     , 
2 2
 3  3 
E.  , 

 2 x 2  3x  1
4. What is/are the asymptote/s of f ( x)  ?
x 2  5x
A. Vertical Asymptotes are x = 0 & x = 5 and no horizontal asymptote.
B. Vertical Asymptotes are x = 0 & x = 5 and horizontal asymptote y = -2.
C. Vertical Asymptotes are x = 0 & x = 5 and horizontal asymptote y = 2.
D. Vertical Asymptotes are x = 0 & x = -5 and horizontal asymptote y = -2.
E. Vertical Asymptotes are x = 0 & x = -5 and horizontal asymptote y = 2.

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 MATH 102: College and Advanced Algebra

3x  1
5. Which of the following is the graph of f ( x)  ?
x 2  5x

A. D.

B. E.

C.

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 MATH 102: College and Advanced Algebra

Chapter 7. EXPONENTS AND LOGARITHMS

Introduction
In the previous chapter, we discussed functions that can be expressed algebraically and its
properties. This time, we will be exploring and learning two examples of transcendental functions.
Trancendental functions are not algebraic functions. These are exponential, logarithmic, and
trigonometric functions and their inverses.

General Objectives
At the end of the chapter, the students are expected to:
1. Demonstrated in-depth knowledge on exponential and logarithmic functions;
2. Performed different operations involving exponential and logarithmic functions;
3. Used software (Geogebra, Graphic Calculator, and the like) in graphing exponential and
logarithmic functions; and
4. Appreciated the existence and importance of exponential and logarithmic functions in the
real world.

Lesson 1. INVERSE FUNCTIONS

A. Specific Objectives: During and upon reading and doing this module, you must have
1. described the properties of inverse function; and
2. determined the inverse of a given function.

B. Topic Content

In most of the existing functions, we are usually interested with the values of dependent
variable and seldom, we want to find the value of independent variable given the dependent variable.
What if we are asked to express function in an inverse manner? How do we do that? In this lesson, we
are going to explore what is and how we obtain an inverse function.

Mathematical Concepts:

 Definition of Inverse Functions: Two functions f and g are inverse functions if and
only if
o for each x in the domain of g, g(x) is in the domain of f and
 f  g x  f g x  x.
o for each x in the domain of f, f(x) is in the domain of g and
g  f x  g f x  x .

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 MATH 102: College and Advanced Algebra

x3
Example 1. Consider f ( x)  4 x  3 & g ( x)  . Verify if f and g are inverses of
4
each other.
Solution:
 f  g x  f gx  x
 x  3
 f 
 4 
 x  3
 4 3
 4 
x Thus, f and g are inverse functions.

Example 2. Consider f ( x)  x 2 & g ( x)  x . Verify if f and g are inverse functions

using g  f x .
Solution:
g  f x  g f x  x
 
 g x2
 x2
 x Thus, f and g are inverse functions.
 One-to-One Function: A function is one-to-one function if either of the following
equivalent conditions is satisfied:
o For any two elements x1 , x2 in the domain of f where x1  x2 , f x1   f x2  in
the range of f.
o If f x1   f x2  in the range of f, then x1  x2 in the domain of f.

x3
Example 3. Prove that f x   is a one – to – one function.
2x  1
Solution:
Using the second condition, we have
f x1   f x2  Hypothesis
x1  3 x 3
 2 Substitution
2 x1  1 2 x2  1
x1  32x2  1  x2  32x1  1 MPE
2x1 x2  x1  6x2  3  2x1 x2  x2  6x1  3 FOIL
 x1  6x2   x2  6x1 APE
7 x2  7 x1 APE
x2  x1 MPE

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 MATH 102: College and Advanced Algebra

x3
Thus, f x   is a one – to – one function.
2x  1
Example 4. Prove or disprove: f x  
1
is one – to – one or not one-to-one
x 5
function.
Solution:
Let x1  2 & x2  8 where x1  x2 , then
f x1   f x2 
1 1

x1  5 x2  5 Substitution

1 1

25 85 Substitution

1 1

3 3 Simplifying

We don’t obtain inequality. Thus, f x  

1
is not one-to-one
x 5
function.

 Horizontal Line Test: A function is one – to – one function if and only if every
horizontal line intersects the graph of the function in no more than one point.

Example 5. Given the graphs of functions below, determine if it is one – to – one or not.

a. b.

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 MATH 102: College and Advanced Algebra

Solutions:

a.
Since there are 3 intersections, the function
is NOT one-to-one.

b. Since the horizontal line test intersects the

graph at only 1 point, then the function is ONE – TO – ONE.

 Increasing Function: A function is said to be increasing on an interval I if whenever

x1 & x2 are in I with x1  x2 , then f x1   f x2 .
 Decreasing Function: A function is said to be decreasing on an interval I if whenever
x1 & x2 are in I with x1  x2 , then f x1   f x2  .
 Theorem: If a function f is increasing throughout its domain or decreasing
throughout its domain, then f is a one – to – one function.

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Example 6. Determine whether the following functions is increasing or decreasing on an

indicated interval and decide whether each of this is a one-to-one or not.
x3
a. f x   ; on1, 
2x  1
b. f x  2x  5; on ,

Solutions:

x3
a. f x   ; on1, 
2x  1
Let x1  1 & x2  5 where x1  x2 , then
1 3 53
?
21  1 25  1
4 8
?
1 9
Thus, the function is decreasing function on 1,  .
8
4
9
b. f x  2x  5; on ,
Let x1  1 & x2  5 where x1  x2 , then
21  5 ? 25  5
2?5
2  5 Thus, the function is increasing function on  , .

1
 Theorem: A function f has an inverse f if and only if f is one – to – one.
Example 7. Verify that the inverse of f x   x 3  8 is f 1 x   3 x  8 and both are one-
to-one.
Solution:
f g x   
3

3
x 8 8
 x 88
x
Thus, f & f 1 are inverse functions.
The graphs of f & f 1 are:

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 MATH 102: College and Advanced Algebra

By horizontal line test, the f & f 1 are one-to-one functions.

 Steps in Finding the Inverse of a Function

o Given a set of Ordered Pairs
 Verify that the given is one-to-one on its domain.
 Interchange the values of x and y – values.
o Given a Table of Values
 Verify that the given is one-to-one on its domain.
 Interchange the values of x and y – values.
o Given a set of Arrow Diagrams
 Verify that the given is one-to-one on its domain.
 Interchange the values of x and y – values.
o Given an Equation
 Verify that the given is one-to-one on its domain.
 Solve for x in terms of y.
 Interchange x and y.
 Change the new y with f 1  x  .

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Example 8. Find the inverse of the following:

a. 0,1, 2,3, 4,6, 8,10

b.
c. X Y
2 5
3 4
4 3
5 2
x3
d. f x  
2x  1
Solutions:
a. 0,1, 2,3, 4,6, 8,10
Answer: Since the given is one-to-one (by graphing), then
1,0, 3,2, 6,4, 10,8.

b.
Answer: Since the given is one-to-one (by graphing), then

c. X Y
2 5
3 4
4 3
5 2
Answer: By inspection, the given is one-to-one (decreasing function). So,
the inverse is:
X Y
5 2
4 3
3 4
2 5

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 MATH 102: College and Advanced Algebra

x3
d. f x  
2x  1

By graphing, the function is one-to-one.

So,
x3
y
2x  1
y2x  1  x  3
2 xy  y  x  3
2 xy  x  y  3
x2 y  1  y  3
y3
x
2y 1
x3 x3
y f 1 x  
2x  1 Thus, the 2x  1 .
C. Enrichment Activity
Directions: Answer the following items completely. Use graphing paper or yellow pad paper as your
answer sheet. You may use calculator, Geogebra, or other technologies to graph and answer the given
problems. You are rated according to these criteria:
Accuracy -------------------------------------------- 5 points
Clarity/Legibility ---------------------------------- 2 points
Solution --------------------------------------------- 3 points
Total 10 points per sub item
1. Prove that f x   x  1  3 is one-to-one.
3

2. Prove that f x   x  1  3 is not one-to-one.

2

3. Restrict the domain of the function f x   x  1  3 to make it one-to-one.

2

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 MATH 102: College and Advanced Algebra

x 3
4. Let f be the function f x   . Determine if the function f is one-to-one or not. If it is one-
x4
to-one, find its inverse.
xh
5. Show that the function defined by f x   is its own inverse for any values of h and k.
kx  1

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to have
your own copy for your e-portfolio. For offline class, submit your work in accordance with the
standard protocol observed by the University. Use A4 size of documents, 12 Font size, and Times
New Roman as Font style. Be sure to save your work as PDF format before uploading in G.
Classroom. For those who are writing in a piece of paper, get a clear photos of your output and
organize these in PDF format before uploading in our G. Classroom.

Exercises 23

Directions: Read, understand, and answer each of the following items by choosing the letter of the
correct answer. Write your answer in your answer sheet together with your solution. (2 points will
be given per item).

1. Which of the following statements is/are TRUE?

I. If a function is one-to-one, then its inverse is also a function.
II. If a function is NOT one-to-one, then its inverse is also a function.
III. Every function has inverse function.
IV. If a graph of a function crosses the horizontal line at most 1 point, then a function is one-to-
one.
V. Not all functions have inverse functions.
A. I only
B. IV only
C. I, IV, & V
D. I, III, & IV
E. II, III, & V

2x  3
2. What is the inverse function of f ( x)  ?
5x
2x  3
A. f 1 ( x) 
5x
3
B. f 1 ( x)  
5x  2
3
C. f 1 ( x) 
5x
x 5
D. f 1 ( x) 
3x
x
E. f 1 ( x) 
5x  3

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3. Which of the following functions is/are increasing in the interval  1,3 ?

2x  3
A. f ( x) 
5x
2x 2  3
B. f ( x) 
5x
C. f ( x)  x 2  x
D. f ( x)  2 x
2
E. f ( x) 
x

4. Which of the following functions has an inverse function?

A. f ( x)  x 2
B. f ( x)  2x  3
x 3
C. f ( x) 
5 x
D. f ( x)  2x 4  4x
E. f ( x)  x  x 2

5. What is the restriction of the domain of f ( x)  x 2  x in order to have its own inverse function?
A. x0
B. x  1
C. x  5
D. x2
E. x5

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 MATH 102: College and Advanced Algebra

Lesson 2. EXPONENTIAL FUNCTION

A. Specific Objectives: During and upon reading and doing this module, you must have
1. described the properties of exponential function;
2. illustrated the properties of exponential function;
3. sketched the graph of exponential function; and
4. solved problems related to exponential function.

B. Topic Content

In these days, we observe that most of the people talk about DM or double your money
investment. Most of these investments are controversial because of their legalities and of course of the
people that operates such investments. Most of us are investing our money for the sake of profit, which
is making our money be doubled after some time. The question is, ―Why do people attracted to these
investments despite of illegitimacies or legalities?
Let’s think of the investment a as it follows the function f x   a2 x  where a is an invested
capital (our money) and x is the time when it is doubled. Imagine that if we invested 10,000 pesos for 1
year if it is doubled every month, we can have f x   10000 212   40,960,000 . This is the real
application and the power of exponential function.

Mathematical Concepts:

 A function f(x) is an exponential function with base a if and only if f = *( )|

+ and a 0 and a 1.
 To determine whether the given is exponential or not, we simply look for the given and;
1. If it is an equation, it is exponential provided that it follows f(x) = where x is an
exponent and a 0 and a 1.
2. If it is a table or ordered pairs, it is exponential provided that the order of x is in
consecutive and f(x) values have constant ratio.
3. If it is a graph, it is exponential provided that the graph looks like a half of a
parabola and defines function.

Examples:
1. The variable x in an exponential function must be a/an ______
a. literal coefficient b. numerical coefficient c. exponent d. radicand
Answer: c

2. A function defined by f(x) = ax where a 0 and a is positive is called _______

a. linear function c. exponential function
b. quadratic function d. polynomial function
Answer: c

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3. Which of the following is NOT an exponential function?

a. f(x) = 5x b. f(x) = 1x c. f(x) = 23+2x d. f(x) = ( )x+1 +4
Answer: b (Because the base is 1 which violate the definition)

4. Which of the following defines an exponential function?

a. f(x) = 2x b. f(x) = 2x c. f(x) = x2 d. f(x) = 2x2
Answer: b

5. Which of the following table of values defines exponential function?

a.
X -2 -1 0 1 2

f(x) -4 -2 0 2 4

b.
X 0 1 2 3 4

f(x) 1 3 9 27 81

c.
X -2 -1 0 1 2

f(x) -10 -5 0 5 10

d.
X 0 1 2 3 4

f(x) 1 3 5 7 9

Answer: b (Because the f(x) values yields a constant ratio 3)

6. Which of the following graphs is an exponential?

a. b. c. d.

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 MATH 102: College and Advanced Algebra

Answer: d

7. If f(x) = kx+5 is an exponential function, what could be the value/s of k?

a. all positive integers b. k 0 and k 1 c. all real numbers d. k 0
Answer: b (Because it satisfies the graph of exponential function)

8. *( ) ( ) ( ) ( )+ is an exponential. Find y.
a. 64 b. 32 c. 16 d. 8
Answer: a
Solution: By inspecting the x values (0, 1, 2, 6), we obviously noticed that there’s a gap from 2
to 6. The missing x values are 3, 4, and 5. We let the y values of 3 as b, of 4 as c, and of 5 as d.
Then, by getting the common ratio of y values, we have = = = = = . These equations
could help us to find y. From = , we have 16 = 2b and b = 8. From = , substitute b = 8. So,
= gives c = 16. By using the same process, we get d = 32 and y = 64.
Another way is to find the ratio which is 2. Then from 1 of the y value, we multiply 1 by 2 and
2 by 2 and so on getting the values of y 1, 2, 4, 8, 16, 32, 64, 128, … And by inspection, we
count from 0 to 6th y value and this is 64.

9. Which of the following is exponential?

a. *( )( )( )( )+ c. {. / . / ( )( )}
b. *( ) ( ) ( ) ( )+ d. *( ) ( )( )( )+
Answer: c (Because the y values have common ratio 5)

10. Which of the following is an exponential function?

a. f(x) = (-3)x b. f(x) = 1 +(-2)x+1 c. f(x) = ( )-x d. f(x) = 1 – 3x
Answer: d (Because it satisfies the definition where the base is greater than 0 but not equal to 1.
Here, - 3x does not mean that the base 3 is negative. This means that the operation is
subtraction.)

C. Drill 1
Directions: Read each item carefully and comprehensively. Use scratch paper for your solution and
write the letter of your best choice among the four choices in your answer sheet.

1. Which of the following defines exponential function?

a. f(x) = 5x-1 b. f(x) = 5x2-1 c. f(x) = 5x+1 d. f(x) = (-5)x-1

2. The base of an exponential function f(x) = x +c must be ______.

a. positive but not equal to 1 b. negative c. 0 d. 1

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 MATH 102: College and Advanced Algebra

3. F(x) = 1 + (-2)x+2 is NOT an exponential function. What makes it NOT an exponential function?
a. the negative base b. the constant 1 c. the exponent (x+2) d. the + sign

4. Which of the following tables shows an exponential function?

a. c.
X -1 0 1 2 x -1 0 1 2

F(x) 2 8 F(x) 2

b. d.
X -1 0 1 2 x -1 0 1 2

F(x) 3 6 9 12 F(x) -1

5. Which of the graphs is an exponential in nature?

a. b. c. d.

The Graph of an Exponential Function

Mathematical Concepts:
 Asymptote is a line that the curve approaches more and more closely but never touches
that line.
 The graph of an exponential function is a smooth curve or it looks like a half of a
parabola.
 To graph an exponential function, we simply follow the following steps:
1. Construct table of values with negative, zero, and positive x-values.
2. Plot and trace the points on the Cartesian plane and put arrowheads.

Examples:
1. A line that the graph of an exponential function approaches more closely but never touches that
line is called ______.
a. parabola b. asymptote c. x-axis d. y-axis
Answer: b

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 MATH 102: College and Advanced Algebra

2. The graph of an exponential function is _______.

a. parabola b. straight line c. smooth curve d. U-shape
Answer: c

3. The graph of f(x) = x where and will intersect the y-axis at _____.
a. (0, 1) b. (1, 0) c. (0, ) d. ( , 0)
Answer: a (Because f(0) = 1)

4. Sketch the graph of f(x) = 2x.

a. b. c. d.

1 1

-1 -1

Answer: c

5. Which of the following exponential functions has a graph above the x-axis?
a. b. c. d.

Answer: c

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 MATH 102: College and Advanced Algebra

6. Refer to the graph below. What is the asymptote of the given graph?
a. x = 1 c. x 1
b. y = 1 d. y 1
2
1

Answer: b

7. What is the y-intercept of the graph in number 6?

a. 1 b. 1.5 c. 2 d none
Answer: b (Because the graph crosses the y-axis at 1.5)

8. Which exponential function has an asymptote y = 0 and its graph falls below the x-axis?
a. f(x) = 2x b. f(x) = - 2x c. f(x) = ( )x d. f(x) = 2-x
Answer: b (Because of – sign, the graph falls below the x-axis)

9. Which graph does NOT belong to the group?

a. b. c. d.

Answer: d

10. Which of the following is the graph of f(x) = ( )x?

a. b. c. d.

1 1 1 1

-1 -1

Answer: c

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Drill 2.

Directions: Read each item carefully and comprehensively. Use scratch paper for your solution and
write the letter of your best choice among the four choices in your answer sheet.
1. A smooth curve graph is the graph of ________ function.
a. linear b. quadratic c. polynomial d. exponential function

2. The graph of an exponential function approaches more closely to the line x = 2 but never
touches it. What is the asymptote of the function?
a. x = 2 b. y = 2 c. x-axis d. y-axis

3. The graphs of these functions always intersect at the point (0, 1). Which of the following
families of functions these graphs belong?
a. f(x) = mx +b b. f(x) = ax2 +bx+c c. f(x) = ax d. f(x) = loga x

x
4. Which of the following is the graph of an exponential function f(x) = where

a. b. c. d.

1 1 1 1

-1 -1 -1

5. Which graph is the graph of an exponential function with an asymptote of y = 0 and falls below
the x-axis?
a. b. c. d.

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 MATH 102: College and Advanced Algebra

The Domain, Range, Intercepts and Trend of an Exponential Function

Mathematical Concepts:
 The domain of an exponential function f(x) = x +c or f(x) = x
+c where or
and c is constant is any set of real numbers.
 The range of an exponential function
f(x) = x is ;
x
f(x) = +c is ;
x
f(x) = is ; and
x
f(x) = +c is
x
 The exponential function f(x) = has no x-intercept.
x
 The exponential function f(x) = c has no x-intercept if but if , then the
x-intercept can be solved by solving the exponential equation.
 The x-intercept of an exponential function is the point where its graph passes through
the x-axis.
 The exponential function f(x) = x has the y-intercept 1 or (0, 1).
x
 The exponential function f(x) = has the y-intercept -1 or (0, -1).
x
 The exponential function f(x) = c has the y-intercept (1 c) or (0, 1 c).
x
 The exponential function f(x) = c has the y-intercept ( c-1) or (0, c-1).
 The trend of an exponential function of the form
f(x) = x where is increasing and if is decreasing.
x
f(x) = c where is increasing and if is decreasing.
x
f(x) = where is decreasing and if is increasing.
x
f(x) = c where is decreasing and if is increasing.
 Based on the graph of an exponential function,
a. the domain is any set of real numbers.
b. the range is a set of real numbers greater than the asymptote if its graph is
rising to the left or right.
c. the range is a set of real numbers less than the asymptote if its graph is
falling to the right or left.
d. the x-intercept is a point ( )where the graph crosses the x-axis.
e. the y-intercept is a point along the y-axis (0, ) where the graph crosses
the y-axis.
f. the trend is increasing if the graph rises to the right and it is decreasing if it
rises to the left.

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Examples:
Please refer to the graph below for items 1 – 3.

1. What is the domain of the graph?

a. x
b. all real numbers
c. any set of real numbers except 0
d. all of the above
Answer: b

2. What is the y-intercept of the

function based on the given graph?
a. (0, 1)
b. (1, 0)
c. (1, 1)
d. (0, 0)
Answer: a

3. What is the range of the function based on the graph?

a. b. c. all real numbers d. none of the choices
Answer: b

4. Find the domain of f(x) = ( )x based on its graph.

a. any set of real numbers b. c. x =1 d. null set
Answer: a

5. Find the range of f(x) = ( )x+2 based on its graph.

a. b. c. d. all real numbers
Answer: c

6. Find the x-intercept of f(x) = ( )x.

a. (1, 0) b. (0, 1) c. none d. (0, )
Answer: c

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 MATH 102: College and Advanced Algebra

7. Which of the following graphs has the domain all real numbers?
a. b. c. d.

Answer: c

8. Which of the following graphs is a graph of an exponential function with a range of ?

a. b. c. d.

-1 -1 -1 -1
-2 -2 -2 -2
-3 -3 -3 -3

Answer: c

9. Find the domain of f(x) = (√ )x based on its graph.

a. all real numbers b. c. d.
Answer: a

10. What is the trend of the graph of f(x) = (√ )x?

a. increasing b. decreasing c. constant d. undetermined
Answer: a

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 MATH 102: College and Advanced Algebra

Drill 3

Directions: Read each item carefully and comprehensively. Use scratch paper for your solution and
write the letter of your best choice among the four choices in your answer sheet.
1. The point in the x-axis where the graph of an exponential function crosses it is called __.
a. domain b. range c. x-intercept d. y-intercept

2. The point in the y-axis where the graph of an exponential function crosses it is called __.
a. domain b. range c. x-intercept d. y-intercept

3. Which of the following graphs of exponential function is increasing in trend?

a. b. c. d.

4. Find the domain of the given graph on the right.

a. all real numbers b. c. d. x = 0

5. Find the range of the given graph in number 4.

a. all real numbers b. c. d. y = 0

The Zeros of Exponential Functions

Mathematical Concepts:
 Laws of Exponents
 xm xn = xm+n Product Law
 = Quotient Law
m n mn
 (x ) = x Power to a Power Law
 (xy)m = xmym Power of a Product Law
 x0 = 1 Law of Zero Exponent
 . /n = Power of a Quotient Law
 x-n = Law of Negative Exponent
 . /-n = . /n

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 MATH 102: College and Advanced Algebra

 Properties of Exponents
 If xm = xn, then m = n.
 If xm = ym, then x = y.

 To find the zeros of an exponential function, we should follow the following steps:
1. Let f(x) = 0.
2. Isolate the exponential expression.
3. Express the non-exponential expression into its exponential form with the same base
as the isolated exponential expression if possible. If not possible, take the logarithm
of both sides.
4. Solve for the variable.

Examples:
1. Simplify: 12x2●3x5
a. 36x3 b. 36x7 c. 36x10 d. all of the choices
Answer: b

2. What is the value of x to make 2x+2 = 64?

a. 4 b. 5 c. 6 d. 7
Answer: a

Solution: 2x+2 = 64 (Given)

2x+2 = 26 (Expressing 64 into base 2)
x+2 = 6 (Property of Exponent)
x=4 (APE)

3. Simplify: . /-3
a. b. c. -8 d. 8
Answer: c
Solution: . /-3 (Given)
=. /3 (Law of Exponent)
=-8 (Simplifying)

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 MATH 102: College and Advanced Algebra

4. What is/are the zero/s of f(x) = 3x -27?

a. 0 b. 2 c. 3 d. 4
Answer: c
Solution: f(x) = 3x -27 (Given)
x
0 = 3 -27 (Letting f(x) = 0)
x
27 = 3 (APE)
3 x
3 =3 (Rewriting 27 into base 3 exponential form)
3=x (Property of Exponent)

5. What is the value of y in 93y = 27y+2?

a. 3 b. 2 c. d.
Answer: b
Solution: 93y = 27y+2 (Given)
(32)3y = (33)y+2 (Rewriting the bases into similar bases)
36y = 33y+6 (Law of Exponent)
6y = 3y+6 (Property of Exponent)
3y = 6 (APE)
y=2 (MPE)

√
6. Simplify: √

a. √ b. √ c. √ d. √

Answer: b
√
Solution: √
(Given)
( )√
√
(Rewriting 64 into base 2 exponential form)
√ (Law of Exponent)

7. Solve for the zero/s of f(x) = 5x – 1253(x+2).

a. b. c. d.
Answer: a
Solution: f(x) = 5x – 1253(x+2) (Given)
0 = 5x – 1253(x+2) (Letting f(x) =0)
1253(x+2) = 5x (APE)
(53)3(x+2) = 5x (Rewriting 125 into base 5)
59x+18 = 5x (Law of Exponent)
9x+18 = x (Property of Exponent)
8x = -18 (APE)
x= or

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 MATH 102: College and Advanced Algebra

( )
8. Simplify: [ ]
( )
√ √ √
a. b. c. d.
Answer: c
( )
Solution: [ ] (Given)
( )
( )
=[ ] (Law of Exponent)
( )

( )
= [ ] (Law of Exponent)
( )

( )
= (Law of Exponent)
( )

=( ) ( ) (Definition of Division)
√
= (Simplifying)

9. Find the zero/s of f(x) = 23x +2x -68.

a. 0 b. 1 c. 2 d. 3
Answer: c
Solution: f(x) = 23x +2x -68 (Given)
0 = 23x +2x -68 (Letting f(x) =0)

Let 2x = y
0 = y3 +y -68 (Substitution)
By synthetic division, we have
4 1 0 1 -68
4 16 68
1 4 17 0
2
Depressed Equation: y +4y+17 = 0. This equation cannot yield rational zeros and so, only 4 is
the real zero. So,
y–4 =0 (Factor Theorem)
x
2 –4=0 (Substitution)
x
2 =4 (APE)
x 2
2 =2 (Rewriting 4 into base 2)
x=2 (Property of Exponent)

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 MATH 102: College and Advanced Algebra

10. Find the real zero/s of f(x) = 22x –6(2x) +8.

a. 0 and 1 b. 1 and 2 c. 2 and 4 d. 3 and 5
Answer: b
Solution: f(x) = 22x -6(2x) +8 (Given)
0 = 22x –6(2x) +8 (Letting f(x) =0)
x
Let 2 = y
0 = y2 – 6y +8 (Substitution)
0 = (y – 4) (y – 2) (Factoring)
y–4=0 y–2=0 (Zero Product Property)
x x
2 –4=0 2 –2=0 (Substitution)
x x
2 =4 2 =2 (APE)
x 2
2 =2 (Rewriting 4 into base 2)
x=2 x=1 (Property of Exponent)

Drill 4
Directions: Read each item carefully and comprehensively. Use scratch paper for your solution and
blacken the letter of your best choice among the four choices in your answer sheet.
1. Simplify: ( )-3
a. b. c. d.

2. Determine the value of x to make 72x = 2401.

a. -2 b. 0 c. 2 d. 4

3. Simplify: [(4x2-3xz)-3]0
a. b. c. 0 d. 1
4. Find the zero/s of f(x) = ex -1.
a. -1 b. 0 c. 1 d. 2

5. What is/are the zero/s of f(x) = 23x - ?

a. 2 b. -2 c. d.

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 MATH 102: College and Advanced Algebra

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to have
your own copy for your e-portfolio. For offline class, submit your work in accordance with the
standard protocol observed by the University. Use A4 size of documents, 12 Font size, and Times
New Roman as Font style. Be sure to save your work as PDF format before uploading in G.
Classroom. For those who are writing in a piece of paper, get a clear photos of your output and
organize these in PDF format before uploading in our G. Classroom.

Exercises 24

Directions: Read, understand, and answer each of the following items by choosing the letter of the
correct answer. Write your answer in your answer sheet together with your solution. (2 points will
be given per item).

1. Which of the following is NOT an exponential function?

A. f(x) = -2x
B. f(x) = 2x -2
C. f(x) = 2 – ( )x+1
D. f(x) = x2 -3
E. None of the choices

2. If f(x) = (2k)x-1 is an exponential function, what could be the possible value/s of k?

A. all positive integers
B. k 0 and k 0
C. k = 1
D. all real numbers
E. None of the choices

3. If f(x) = 3-x, find f(3).

A.
B.
C. -27
D. -9
E. None of the choices

4. What point is common to f(x) = 4x and f(x) = ( )x?

A. (4, 1)
B. (1, 4)
C. (0, 1)
D. (1, 0)
E. None of the choices

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 MATH 102: College and Advanced Algebra

5. Which of the following exponential function has the greatest ordinate value when the abscissa is
a set of negative integers?
A. f(x) = 2x
B. f(x) = -2x
C. f(x) = ( )x
D. f(x) = - ( )x
E. None of the choices

6. Which of the following tables describes F(x) = ( )x?

A. .
x -2 -1 0 1 2

F(x) 1 2 4

B.
x -2 -1 0 1 2

F(x) 4 2 1

C.
x -2 -1 0 1 2

F(x) -1 -2 -4

D.
X -2 -1 0 1 2

F(x) -4 -2 -1

E. None of the choices

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7. Graph f(x) = ( )x .
A.

B.

C.

D.

E. None of the choices

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 MATH 102: College and Advanced Algebra

8. What is the asymptote of the graph of f(x) = 3x?

A. x-axis
B. y-axis
C. x = 3
D. y = 3
E. None of the choices

9. When f(x) = ( )x is plotted to the Cartesian plane, its graph looks like ___________.
A. a smooth curve above the x-axis, rising to the left, falling and approaching the x-axis but
never touches the x-axis.
B. a smooth curve above the x-axis, rising to the right, falling and approaching the x-axis but
never touches the x-axis.
C. a smooth curve below the x-axis, rising to the left, falling and approaching the x-axis but
never touches the x-axis.
D. a smooth curve below the x-axis, rising to the right, falling and approaching the x-axis but
never touches the x-axis.
E. None of the choices

10. Sketch the graph of f(x) = 3x and find its asymptote.

Asymptote: x-axis D. Asymptote: x-axis

B. Asymptote: x-axis E. None of the choices

C. Asymptote: x-axis

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11. State the x and y-intercepts of the given graph in number 4.

A. x-intercept: none; y-intercept: (0, -1)
B. x-intercept: none; y-intercept: (0, 1)
C. x-intercept: (-1, 0); y-intercept: none
D. x-intercept: (1, 0); y-intercept: none
E. None of these

12. Find the range of f(x) = 2x -1 based on its graph.

A.  , 
B.  1, 
C. 2, 
D.  ,1
E.  ,2 

13. What are the x and y-intercepts of f(x) = 2x -1?

A. x-intercept: (0, 0); y-intercept: (0, 0)
B. x-intercept: none; y-intercept: none
C. x-intercept: (-1, 0); y-intercept: (0, -1)
D. x-intercept: (1, 0); y-intercept: (0, 1)
E. x-intercept: (0, 0); y-intercept: (0, 1)

14. What is the trend of the function f(x) = 2x -1 at any interval based on its graph?
A. increasing
B. decreasing
C. neither
D. either
E. cannot be determined

15. Which of the following exponential functions has no x-intercept but has (0, 3) as its y-intercept?
A. f(x) = 3x
B. f(x) = 3x +1
C. f(x) = 3x +2
D. f(x) = 3x +3
E. f(x) = 3x - 3

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( )
16. What is the simplest form of ?
A. 3
B. 25
C. 125
D. 53x
E. 125x

17. Solve for the zero/s of f(x) = 2(8x+1) – 128.

A. -1
B. 0
C. 1
D. 2
E. 4

( )
18. Simplify: [ ]

A.
B. x10y8z4
C.

D.
E. Cannot be simplified

19. The zero of an exponential function is 5. Find the described exponential function.
A. f(x) = 2x+10
B. f(x) = 2x - 32
C. f(x) = 2x +32
D. f(x) = 52x
E. None of the choices

20. Find the zero/s of f(x) = 52x+1 – 125x.

A. 0
B. 1
C. 2
D. 0, 1, & 2
E. None of the choices

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Lesson 3. LOGARITHMIC FUNCTION

A. Specific Objectives: During and upon reading and doing this module, you must have
1. described the properties of logarithmic functions;
2. illustrated the properties of logarithmic functions; and
3. solved problems related to logarithmic functions.

B. Topic Content

Definition of Logarithmic Function

Mathematical Concepts:

 Logarithmic function f(x) = is the inverse of an exponential function f(x) = x for every x
0.
 loga y = x if and only if ax = y for a 0, a 1, and y 0. A logarithm is an exponent which a
must have to produce y.
 Some Logarithm Properties
1. logb 1 = 0
2. logb b = 1
3. logb (bx) = x
4. b(logb y) = y
5. logb c =

6. logb x =
7. log b = log10 b
8. loge x = ln x
9. ln 1 =0
10. ln ex = x
 To change the exponential form into logarithmic form, the pattern is:
y = bx logb y = x
base
exponent
power

Examples:
1. Express 3x = 5 in logarithmic form.
a. log5 x = 3 b. log3 x =5 c. log3 5 = x d. all of the choices
Answer: c

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2. Express log2 (x+5) = 3 in exponential form.

a. 2x+5 = 3 b. 23 = x+5 c. (x+5)2 = 3 d. (x+5)3 = 2
Answer: b

3. Which of the following defines logarithmic function?

a. f(x) = ax2+bx+c b. f(x) = ax c. f(x) = loga x d. f(x) = loglog x
Answer: c

4. What is the inverse of f(x) = 2x?

a. f(x) = x2 b. f(x) = c. f-1(x) = logx 2 d. f-1(x) = log2 x
Answer: d

5. If logx y = 3z, then ____.

a. x = 3zy b. 3z = xy c. x3z = y d. all of the choices
Answer: c

6. The inverse of f(x) = 2x +4 is _____.

a. log2 x – 4 = y b. log2 (x-4) = y c. logy 2x + 4 =1 d. none of the choices
Answer: b

7. Which of the following pairs of functions are inverses of each other?

a. f(x) = 5x; g(x) = log5 x c. f(x) = log x(a +b +c); g(x) =
x
b. f(x) = log3 (x+1); g(x) = 3 -1 d. all of the choices
Answer: d
Solution: By solving the inverse of each choice, we could say choices a, b and c are inverses of
each other.
For a. f(x) = 5x
x = 5y and so, y = log5 x
For b. f(x) = log3 (x+1)
x = log3 (y+1)
3x = y+1
3x-1 = y

For c. f(x) = log x(a +b +c)

x = log y(a +b +c)
10x = y(a +b +c)
=y

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8. If f(x) = 3x – c and c = e4, then what inverse function can be formed using the e?
a. f(x) = log3(e4 +x) b. f(x) = e4 c. f(x) = logx 3e4 d. none
Answer: a
Solution: f(x) = 3x – c (Given)
x 4
f(x) = 3 – e (Substitution)
y 4
x=3 –e (Interchanging x and y)
e4 +x = 3y (APE)
4
f(x) = log3(e +x) (Transforming exponential to log form)

9. If f(x) = log (x+5), then what inverse function can be formed using this function?
a. f(x) = 10y b. f(x) = 10x +5 c. f(x) = 10x -5 d. none
Answer: c
Solution: f(x) = log (x+5) (Given)
x = log (y+5) (Interchanging x and y)
x
10 = y+5 (Rewriting log to exponential form)
x
10 – 5 = y APE

10. Find the value of y in log2 8 = y.

a. 2 b. 3 c. 4 d. 8
Answer: b
Solution: log2 8 = y (Given)
log2 (23) = y (Rewriting 8 into 23)
3=y (Property of a logarithm)

C. Drill 1
Directions: Read each item carefully and comprehensively. Use scratch paper for your solution and
write the letter of your best choice among the four choices in your answer sheet. Then, answer the
questions for discussion.
1. What is the inverse of an exponential function?
a. linear function c. quadratic function
b. polynomial function d. logarithmic function

2. If f(x) = ax is to f(x) = loga x, then f(x) = 4x is to ________.

a. f(x) = log4 x b. f(x) = logx 4 c. f(x) = log 4x d. f(x) = log4 4x

3. Express 4x+1 = 64 in logarithmic form.

a. log64 4 = x+1 b. log4 64 = x+1
c. log4 (x+1) = 64 d. logx+1 64 = 4

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4. Express log (2x-5) = a+4 in exponential form.

a. a+4 = 2x-5 b. (a+4)2x-5 = 0 c. 10a+4 = 2x-5 d. cannot be done

5. Which of the following defines a logarithmic function?

a. f(x) = 5x b. f(x) = 5x c. f(x) = log5 x d. f(x) = x2+5

Questions for Discussion:

1. How do you define transcendental function?
2. What are the examples of transcendental functions?
3. How do you define logarithmic function? Exponential function?
4. How logarithmic function related to exponential function?
5. How do we express logarithmic function into exponential function and vice versa?

The Graph of the Logarithmic Function

Mathematical Concepts:
 The graph of the logarithmic function f(x) = loga x is a smooth curve which is approaching
more and more closely to the y-axis but never touches it.
 Properties of the Graph of f(x) = loga x for a 0, a 1
1. The domain consists of all positive real numbers.
2. The range consists of all real numbers.
3. The function increases for a 1 and decreases for 0 a 1.
4. It is a one-to-one function.
5. The x-intercept of the graph is 1. There is no y-intercept.
6. The y-axis is a vertical asymptote of the graph.

 To graph the logarithmic function f(x) = loga x, the steps are:

1. Transform the f(x) = loga x into exponential form.
2. Prepare a table of values.
3. Plot the ordered pairs in the Cartesian plane and connect the points.

Examples:
1. The graph of the logarithmic function f(x) = loga x is a _____.
a. parabola b. straight line c. smooth curve d. dotted line
Answer: c

2. The asymptote of the function f(x) = log2 x is _____.

a. x = 0 b. y = 0 c. x>1 d. y>1
Answer: a

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3. Which of the following is the graph of logarithmic function?

a. b. c. d.

Answer: c (Because the domain is a set of all positive real numbers and its asymptote is the y-
axis)

4. Which of the following is NOT a point of the function f(x) = log3 x?

a. (1, 0) b. (0, 1) c. (3, 1) d. (9, 2)
Answer: b

5. Which of the following is the graph of f(x) = log2 x?

a. b. c. d.

Answer: c

Solution: We will transform f(x) = log2 x into 2y = x.

X ¼ ½ 1 2 4

f(x) -2 -1 0 1 2

6. Which of the following is the graph of f(x) = log5 x?

a. b. c. d.

Answer: a

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Solution: We will transform f(x) = log5 x into 5y = x.

X 1/25 1/5 1 5 25

f(x) -2 -1 0 1 2

7. Sketch the graph of f(x) = log2 (x-1).

a. b. c. d.

-1 1 2 3 4 5 -1 1 2 3 4 5 -1 1 2 3 4 5 -1 1 2 3 4 5

Answer: b
Solution: We will transform f(x) = log2 (x-1) into 2y = x-1.
X 5/4 3/2 2 3 5

f(x) -2 -1 0 1 2

8. What is the x-intercept of f(x) = log2 (x-1)?

a. 0 b. 1 c. 2 d. 3
Answer: c
Solution: f(x) = log2 (x-1) (Given)
0 = log2 (x-1) (Letting f(x) = 0)
0
2 =x–1 (Rewriting the log into exponential form)
1=x–1 (Law of Exponent)
2=x (APE)

9. If a certain logarithmic function has the points (2, 0), (4, 1), ( , -1) and (10, 2), find the function.
a. f(x) = log2 x b. f(x) = log3 (x-1) c. f(x) = log3 x d. f(x) = log4 x
Answer: b
Solution: We will use the form y = loga (x+c) or ay = x+c. Then, we will substitute two points
from the given points (2, 0), (4, 1), ( , -1) and solve for a and c.
So, at (2, 0) we have
a0 = 2+c
1 = 2+c
-1 = c

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At (4, 1), we have

a1 = 4 -1
a=3
Therefore, the function is f(x) = log3 (x-1).
(We can also use trial and error substitution of given points to all choices if this process is
difficult for us).

10. Which of the following functions best describes the graph below?

a. f(x) = log3 x b. f(x) = log3 (x+1) c. f(x) = log3 (x-1) d. f(x) = log3 x2
Answer: b
Solution: Use the same concept in number 9. Use points (0, 0) and (2, 1).

Drill 2
Directions: Read each item carefully and comprehensively. Use scratch paper for your solution and
write the letter of your best choice among the four choices in your answer sheet.
1. The y-axis is the asymptote of the function _____.
a. f(x) = 2x b. f(x) = log2 x c. f(x) = 2x d. f(x) = x2

2. Find the x-intercept of f(x) = log3 x.

a. (1, 0) b. (0, 1) c. (1, 1) d. (0, 0)

3. The graph of f(x) = log x is ______.

a. a straight line b. a parabola c. a smooth curve d. a paraboloid

4. Which of the following does NOT belong to the group?

a. b. c. d.

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5. Which of the following points is a point on the graph of f(x) = log4 x?

a. (0, 0) b. (0, 1) c. (1, 0) d. (2, 2)

Properties of Logarithms

Mathematical Concepts:
 Laws of Logarithms
1. Logarithm of a Product: The logarithm of a product is equal to the sum of the logarithms of
its factors.
loga xy = loga x + loga y

2. Logarithm of a Quotient: The logarithm of a quotient is equal to the logarithm of the

numerator minus the logarithm of the denominator.
loga = loga x – loga y

3. Logarithm of a Power: The logarithm of a power xm is equal to the product of the exponent
m and the logarithm of the base x.
loga xm = mloga x

log b x
 Change of Base: log a x 
log b a
 Some Properties of Logarithms:
1. log a a n  n
2. log a 1  0
3. log 10 a  log a
4. ln e a  ln a
1
5. log a  log 1 b  1
a b

6. a loga x  e ln x  x ; x >0

Examples:
1. log3 5(4) is the same as ____
a. log3 5 – log3 4 b. log3 5 + log3 4 c. d. log5 3 + log4 3
Answer: b (Because of logarithm of a product)

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2. Which of the following illustrates the logarithm of a power?

a. log3 4x = log3 4 + log3 x c. log3 4x = x log3 4
b. log3 4x = x log4 3 d. log3 = log3 4 – log3 x
Answer: c

3. What law of logarithm is illustrated by loga mn = loga √ ?

a. Logarithm of a Product c. Logarithm of a Power
b. Logarithm of a Quotient d. Logarithm of Square Root
Answer: c

4. Express logb x +logb y – 2logb z as a single logarithm.

( )
a. logb xyz b. logb c. logb d. logb
Answer: d
Solution: The logb x +logb y denotes the logarithm of a product and so, this can be written into
logb xy. However, – 2logb z denotes the logarithm of a quotient and logarithm of a power. So,
logb xy – 2logb z = logb .

5. Expand loga .
a. loga x2 + loga y3 – loga w + loga z4 c. 2loga x +3loga y – loga w -4loga z
b. 2loga x +3loga y – loga w + 4loga z d. 2loga x +3loga y – (loga w -4loga z)
Answer: c
Solution: loga = loga x2y3 – loga wz4 (Log. Of a Quotient)
= loga x2 +loga y3 – (loga w +loga z4) (Log. Of a Product)
= 2loga x +3loga y – (loga w +4loga z) (Log. Of a Power)
= 2loga x +3loga y – loga w -4loga z (Simplifying)

6. Evaluate log 4 + log 25.

a. 1 b. 2 c. 10 d. 100
Answer: b
Solution: log 4 + log 25 = log (4)(25) (Log. Of a Product)
= log 100 (Multiplying 4 and 25)
= log 102 (Rewriting 100 into base 10)
=2 (Property of logarithm)

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7. Which of the following is/are TRUE?

I. = log 10 II. log 100 – log 10 = log 10
III. (log 2)(log 3) = log 6 IV. log 2 + log 3 = log 5
a. I, II, and III b. II only c. II, III, and IV d. III only
Answer: b

8. Simplify: log 20 ● log 19 ● log 18 ● … ● log 1

a. b. 0 c. 1 d. 1,000
Answer: b (Because log 1 = 0 and multiplying any quantity by 0 is 0)

9. What is the value of loga 144 if loga 2 = a and loga 3 = b in terms of a and b?
a. 4a +2b b. a4 +b2 c. 24 (32) d. 2a (3b)
Answer: a
Solution: We need to express loga 144 in terms of loga 2 and loga 3. So, we need to factor out
144.
144 = 24●32 (Factoring)
4 2
loga 144 = loga (2 ●3 )
= loga 24 + loga 32 (Log. Of a Product)
= 4loga 2 +2loga 3 (Log. Of a Power)
= 4a + 2b (Substitution)

10. Find the exact value of .

a. b. c. d.
Answer: b
Solution: = (Log. Of a Quotient)
= (Property of logarithm)

Drill 3
Part 1. Directions: Answer the following questions orally.
1. How do you define logarithmic function?
2. Give at least 1 properties of logarithmic function and illustrate.
3. How will you apply the properties of logarithm?
4. Why is it that we don’t have logarithm of a sum NOR logarithm of a diffirence? Illustrate your
answer.
Part 2. Directions: Simplify the following logarithmic expressions by applying its appropriate
properties/laws.
1. log 1000  2 log 0.01
2. log 2 64 x4  ln e 3x5

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2
3. log x e 
ln x
1
4. 2 log2 4 
log 10
ln 1
5. log 5 2 log10 log 5 5log 5 

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to have
your own copy for your e-portfolio. For offline class, submit your work in accordance with the standard
protocol observed by the University. Use A4 size of documents, 12 Font size, and Times New Roman
as Font style. Be sure to save your work as PDF format before uploading in G. Classroom. For those
who are writing in a piece of paper, get a clear photos of your output and organize these in PDF format
before uploading in our G. Classroom.

Exercises 25
Directions: Read, understand, and answer each of the following items by choosing the letter of the
correct answer. Write your answer in your answer sheet together with your solution. (2 points will be
given per item).

1. Which of the following illustrates logarithm of a product?

A. loga x4 = 4loga x
B. loga x4 = loga x(loga 4)
C. loga 4x = loga 4 + loga x
D. loga = loga x - loga 4
E. None of the choices

2. Which of the following illustrates logarithm of a quotient?

A. logx =
B. logx = logx 4 - logx 5
C. logx = log x
D. logx = logx 4 + logx 5
E. None of the choices

3. Evaluate: log2 64 + log5 125

A. 1
B. 2
C. 3
D. 4
E. 5
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4. Given: log 2 = a, log 3 = b, log 5 = c and log 7 = d. Express log 2520 in terms of a, b, c, and d.
A. a3 +b2 +c +d
B. a3b2cd
C. 3a+2b+c+d
D. 3a +b +2c
E. a + b -2c + d

5. Express (log2 x – log2 y) + log2 z as a single logarithm.

A. log2 √ z
√
B. log2 ( )z
√
C. log2 (xy)1/2 z
D. (log2 )1/2
E. log2 √ + log2 z

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Lesson 4. SOLVING EXPONENTIAL AND LOGARITHMIC EQUATIONS

A. Specific Objectives: During and upon reading and doing this module, you must have

1. discussed the relationships between exponential and logarithmic functions; and

2. solved exponential and logarithmic equations.

B. Topic Content
Let us explore the relationship between exponential ans logarithmic functions and solve varied
problems involving exponential and logarithmic functions by studying the mathematical concepts
and examples below.

Mathematical Concepts:
 An exponential equation is an equation containing variable in the exponent. Examples:
2 x 1  4;5 3 x  125 x 3
 A logarithmic equation is an equation containing logarithm. Example: 2 = logx 36
 To solve for the exponential equation, we simply follow the following:
1. Isolate a term containing variable in the exponent.
2. Express both sides of the equation with the same base (If a x  a y , then x = y).
(If the terms can’t be expressed with the same base, use the property “If a x  b y , then
log a x  log b y or ln a x  ln b y ).
3. Solve for the unknown.
4. Check.
 To solve for the logarithmic equation, we simply follow the following:
1. Express the given logarithms as a single logarithm if possible.
2. Rewrite the equation in exponential form.
3. Isolate the exponential expression and express the non-exponential expression into
exponential expression of the same base if needed and possible.
4. If the non-exponential expression cannot be expressed into exponential form with the same
base, take the logarithm of both sides, and
5. Solve for the unknown.
6. Check.
 Remember that:
loga ax = x =x
x
ln e = x =x
m n
If x = x , then m=n.
If xm = ym, then x = y.
logb c =

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Examples:
1. Find x if 2 x  2  32 .
a. 2 b. 5 c. 7 d. 9
Answer: c
Solution: 2 x  2  32 (Given)
x 2
2 2 5
(Rewriting into the same base)
x2  5 (Property of Exponent)
x7 (APE)

2. What is x in = x?
a. b b. 4 c. 0 d. no value
Answer: a
Solution: =x (Given)
b=x (Property of logarithm)

3. Which of the following logarithmic equations can be expressed in exponential equation having
the same base?
a. log2 8 = x b. log3 100 = y c. log2 a2x+5 = a d. log 2a =5
3
Answer: a (Because 8 can be written as 2 )

4. If 5 x  2  3 , find x.
a. 3 b. log 3  2 c. 2  log 5 3 d. None of the choices
Answer: c
Solution: 5 x2  3 (Given)
log 5 x2  log 3 (Property of Logarithm)
( x  2) log 5  log 3 (Property of Logarithm)
log 3
x2  (MPE)
log 5
log 3
x  2 (APE)
log 5
x  2  log 5 3 (Property of Logarithm)

5. If log5 7 = x, then what is x in terms of logarithm?

a. log 7 b. c. d.
Answer: b

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Solution: log5 7 = x (Given)

5x = 7 (Rewriting log form into exponential form)
log 5x = log 7 (Taking logarithms on both sides)
x log 5 = log 7 (Log. Of a Power)
x= (MPE)

We can also use directly the property logb c = .

6. Solve for x in log3 (2x+5) = 2.
a. 3 b. 2 c. 1 d. 0
Answer: b
Solution: log3 (2x+5) = 2 (Given)
32 = 2x+5 (Rewriting log form into exponential form)
9 = 2x+5 (Simplifying 32)
4 = 2x (APE)
2=x (MPE)

7. What is the value of x to make log3 (4x+23) – log3 (x+2) = 2?

a. 3 b. 2 c. 1 d. 0
Answer: c

Solution: log3 (4x+23) – log3 (x+2) = 2 (Given)

log3 =2 (Log. Of a Quotient)
32 = (Rewriting log form into exponential form)
9= (Simplifying 32)
9x+18 = 4x+23 (MPE)
5x = 5 (APE)
x=1 (MPE)

8. Find the value/s of x to make log (x+4) – log (x+1) = log x.

a. 2 and -2 b. 2 only c. -2 only d. none of the choices
Answer: b
Solution: log (x+4) – log (x+1) = log x (Given)
log = log x (Log. of a Quotient)
=x (MPE)
x2 +x = x + 4 (MPE)
x2 = 4 (APE)
√ =√ (Extracting Square Roots)
x= 2 (Simplifying radicals)

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If x = 2, the logarithmic equation is defined but if x = -2, the equation will be undefined.
Therefore, the only solution is 2.

9. Solve for x in log2 (x+5) – log2 (x-2) = 3.

a. 3 b. 2 c. 1 d. 0
Answer: a
Solution: log2 (x+5) – log2 (x-2) = 3 (Given)
log2 =3 (Log. of a Quotient)
23 = (Rewriting log form into exponential form)
8= (Simplifying 23)
8x – 16 = x+5 (MPE)
7x = 21 (APE)
x=3 (MPE)

10. If x = logc d and y = logd c, solve for xy.

a. (logc d) (logd c) b. 0 c. 1 d. undefined
Answer: c

Solution: x = logc d; y = logd c (Given)

xy = (logc d) (logd c) (MPE)
xy = . /. / (Property of logarithm)
xy = 1 (Simplifying logarithm)

C. Drill
Part 1. Directions: Answer the following questions orally.
1. Based from the examples above, what is the relationship between exponential and
logarithmic equations?
2. How can you solve exponential equation?
3. How can you solve logarithmic equation?
4. Why does log x x 2  4  2 has no solution?
5. Make 1 exponential equation and 1 logarithmic equation that have the same solution set.

Part 2. Directions: Solve the following equations and check.

1. 2 x  2  16
2. 2 x  3
3. log x  log( x  1)  3
4. ln( x  2) 2  ln( x  2)  ln 3

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 MATH 102: College and Advanced Algebra

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to have
your own copy for your e-portfolio. For offline class, submit your work in accordance with the
standard protocol observed by the University. Use A4 size of documents, 12 Font size, and Times
New Roman as Font style. Be sure to save your work as PDF format before uploading in G.
Classroom. For those who are writing in a piece of paper, get a clear photos of your output and
organize these in PDF format before uploading in our G. Classroom.

Exercises 26

Directions: Read, understand, and answer each of the following items by choosing the letter of the
correct answer. Write your answer in your answer sheet together with your solution. (2 points will
be given per item).

1. Which value of x will make log2 32 = x a TRUE statement?

A. 2
B. 3
C. 5
D. 6
E. 7

2. Find x if ln e4 = x.
A. e
B. 0
C. 4
D. 5
E. 6

3. What is the value of x in the equation log x = 5?

A. 100
B. 1,000
C. 10,000
D. 100,000
E. 1,000,000

4. If log 2 = a and log 3 = b, find x in log2 3 = x in terms of a and b.

A.
B.
C. a + b
D. ab
E. a-b

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 MATH 102: College and Advanced Algebra

5. For what value of x will log4 (x+2) = 2 be TRUE?

A. 16
B. 14
C. 12
D. 4
E. 0

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 MATH 102: College and Advanced Algebra

Lesson 5. APPLICATION OF EXPONENTIAL AND LOGARITHMIC FUNCTIONS

A. Specific Objectives: During and upon reading and doing this lesson, the students must have
solved real-life problems involving exponential and logarithmic functions.

B. Topic Content
Let us explore the mathematical concepts below to understand how we can apply exponential
and logarithmic functions in real-life problems.

Mathematical Concepts:
 Growth Law: N = N0ekt where
N – the present population at time t
N0 – the original population at time t = 0
k – constant rate of growth
e – irrational number equivalent to 2.71828…
 Compound Interest: A = P (1 + )nt where
A – the total amount compounded after t years
P – the principal amount or borrowed amount
r – the rate of interest
t – the time in years
n – the number of times the money is compounded
 Compounded Continuously: A = Pert where
A – the total amount compounded continuously after t years
P – the principal amount
e – irrational number equivalent to 2.71828…
r – the rate of interest
t – the time in years
 Exponential Growth/Decay: y = aekt where
y – the present population/mass/volume at time t
a – the initial population/mass/volume at time t =0
k – the constant rate of growth/decay
If k 0, then y is growing exponentially.
If k 0, then y is decaying exponentially.
t – time
 Half-life is the time needed for the radioactive substance to be half of its original
mass/volume.
 Rate of Increase/Decrease : x 100%

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 MATH 102: College and Advanced Algebra

Examples:
1. Suppose f(t) is the number of bacteria present in a certain culture in t minutes and f(t) =
10,000e2t, where a is constant. How many bacteria were present initially?
a. 0 b. 1,000 c. 10,000 d. undefined
Answer: c

2. In problem number 1, how long will the bacteria be 1,000,000 in number? Express your answer
in natural logarithm (ln).
a. min b. ln 50 min c. ln 1,000 min d. ln 10,000 min
Answer: a
Solution: f(t) = 10,000e2t (Given Growth Law)
1,000,000 = 10,000 e2t (Substitution f(t) = 1,000,000)
100 = e2t (MPE)
ln 100 = ln e2t (Taking ln both sides)
ln 100 = 2t (Property of ln)
=t (MPE)

3. A beehive has a population of 200 bees. In one week, the population increases to 220. What is
the constant growth rate of the bees’ population per week if their living conditions remain
unchanged?
a. 5% b. 10% c. 20% d. 30%
Answer: b
Solution: x 100%
= x 100%
= x 100%
= 10%
4. A 20-g radioactive substance was placed in a container. After 10 days, it was discovered that
there was only half of its original mass. How much substance will be left after 50 days starting
from the day it was put in a container?
a. 5 g b. 2.5 g c. 1.25 g d. 0.675 g
Answer: d
Solution: 20 g t=0
10 g t = 10 days (Half-life)
5g t = 20 days
2.5 g t = 30 days
1.25 g t = 40 days
0.675 g t = 50 days

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5. The population of a certain town is given by the equation N = 10,000 (1.05)t where t is the
number of years. Find its population after 2 years.
a. 10,000 b. 11,025 c. 11,576 d. 20,000
Answer: b
Solution: N = 10,000 (1.05)t (Growth Law)
2
= 10,000 (1.05) (Substitution)
= 10,000 (1.1025) (Simplifying (1.05)2)
= 11,025 (Multiplication)
6. Carbon dating is a process of determining when an organism died based on the present content
C14 whose half-life is 5,600 years. If a certain dinosaur as of this moment contained 12.5% of its
original C14, when was this dinosaur died?
a. 5,600 yrs ago b. 11,200 yrs ago c. 16,800 yrs ago d. 22,400 yrs ago
Answer: c
Solution: At t = 0 100% C14 was present
At t = 5,600 50% C14 was present
At t = 11,200 25% C14 was present
At t = 16,800 12.5% C14 was present
Therefore, the dinosaur died 16,800 years ago.
7. A loan can be paid by the formula A = Php 50,000 (1.1)2t where t is in years. Determine the
amount to be paid after 6 months.
a. Php 50,000 b. Php 55,000 c. Php 100,000 d. Php 156,921.42
Answer: b
Solution: A = Php 50,000 (1.1)2t (Compound Interest Formula)
2(0.5)
= Php 50,000 (1.1) (Substitution t = 6/12 or 0.5 year)
= Php 50,000 (1.1) (Simplifying 2(0.5) = 1)
= Php 55,000
8. In problem number 7, what was the original amount of loan?
a. Php 50,000 b. Php 55,000 c. Php 100,000 d. Php 156,921.42
Answer: a
9. It is known that the logistic growth model given by P(t) = relates the proportion of Metro
Manila households that own a personal computer to the year. Let t = 0 represent 2010, t = 1
represent 2011, etc. What ratio of the Metro Manila households owned a personal computer in
the year 2012?
a. b. c. d.
Answer: a
Solution: Since the year is 2012, it follows that t = 2.
So, P(2) = = = or 5.29%

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10. In problem number 9, determine the percentage of the Metro Manila households owned a
personal computer at the beginning of 2010.
a. 5.29% b. 45% c. 52.94% d. 80%
Answer: b

Solution: P(t) = = = = = x 100% = 45%

C. Drill
Directions: Read each item carefully and comprehensively. Use scratch paper for your solution
and write the letter of your best choice among the four choices in your answer sheet.

1. An ant colony has a population of 2,000 ants. In one day, the population increases at 2,210.
What is its average growth rate of the population of ants per day assuming that their living
conditions are the same?
a. 10% b. 10.5% c. 105% d. 210%

2. In problem number 1, if the growth rate remains constant, determine the population of ants after
3 days.
a. 2,442 b. 2,698 c. 2,981 d. cannot be determined

3. A house was purchased for Php 1,400,000 in January, 2010. A year later, the same house was
sold for Php 1,435,000. How many percent of increase was charged to the said house?
a. 2.5% b. 25% c. 35% d. 250%

4. The population of a certain city is given by N = 10,000 (1.03)t where t is in years. What is the
initial population of the said city?
a. 10,000 b. 10,300 c. 10,500 d. not mentioned in the problem

5. In problem number 4, predict the city’s population after 3 years.

a. 10,900 b. 10,927 c. 11,000 d. 30,000

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D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to have
your own copy for your e-portfolio. For offline class, submit your work in accordance with the
standard protocol observed by the University. Use A4 size of documents, 12 Font size, and Times
New Roman as Font style. Be sure to save your work as PDF format before uploading in G.
Classroom. For those who are writing in a piece of paper, get a clear photos of your output and
organize these in PDF format before uploading in our G. Classroom.

Exercises 27

Directions: Read, understand, and answer each of the following items by choosing the letter of the
correct answer. Write your answer in your answer sheet together with your solution. (2 points will
be given per item).

1. Find the inverse of f(x) = log3 (1+x).

A. f(x) = 3x
B. f(x) = 3x – 1
C. f(x) = 3(1+x)
D. f(x) =
E. None of the choices
2. Which of the following is equivalent to y = 2x – 1?
A. log2 (x+1) = y
B. log2 (y+1) = x
C. log2 y = x-1
D. log2 y = x+1
E. None of the choices
3. Write the equation = 8 in logarithmic form.
A. log4 8 =
B. log4 = 8
C. log8 = 4
D. log8 4 =
E. None of the choices

4. Write the equation log6 = - 2 in exponential form.

A. ( )-2 = 6

B. =-2
C. 6-2 =
D. 36-2 = 6
E. None of the choices
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5. If f(x) = e4x, then what inverse function can be formed using this equation?
A. g(x) = ln 4x
B. g(x) = lne x
C. g(x) = ln x
D. g(x) = ln4 x
E. None of the choices

6. Which of the following logarithmic function has the closest graph to the y-axis?
A. f(x) = log2 x
B. f(x) = log3 x
C. f(x) = log4 x
D. f(x) = log5 x
E. None of the choices

7. In what point will f(x) = log1/2 x crosses the x-axis?

A. (2, 0)
B. (1, 0)
C. (0, ½)
D. (0, 1)
E. None of the choices

8. In what point will f(x) = log5 x crosses the y-axis?

A. (1, 0)
B. (0, 1)
C. (0, 5)
D. never intersect the y-axis
E. None of the choices

9. What is the domain of the graph of f(x) = log2 (x – 2)?

A.  ,  
B. 2,  
C. 2,  
D.  ,2 
E. None of the choices

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 MATH 102: College and Advanced Algebra

√
10. Expand: loga
A. loga x + loga y –loga w
B. loga x√ + loga w
C. loga x√ – loga w
D. loga x +loga √ -loga w
E. None of the choices

11. Which of the following is equal to ln √ ?

A.

B.
C. 2 ln 2
D. 2 ln
E. None of the choices

12. Which of the following is TRUE?

I. log MN = log M + log N III. log (M+N) = log M + log N
II. log = log M – log N IV. logb Mp = p logb M
A. I, II, III, IV
B. I, II, and IV
C. I, II, and III
D. IV only
E. None of the choices

13. Simplify: log2 2100●log2 280●log2 260●…●log2 24●log2 22●log2 20

A. 0
B. 1
C. 2
D. undefined
E. None of the choices

14. Given: log 2 = a, log 3 = b, log 5 = c and log 7 = d. Express log 16.8 in terms of a, b, c and d.
A. 2a+b+c-d
B. a+b+c+d
C. 2a+b+d-c
D.
E. None of the choices

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 MATH 102: College and Advanced Algebra

15. Solve for x in the expression log3 x –log3 4 = log3 12.

A. 28
B. 48
C. 32
D. 56
E. None of the choices

16. What is the value of x if log5 7 + log5 4 = log5 x?

A. 14
B. 21
C. 28
D. 42
E. None of the choices

17. Solve for x if log4 x = + log4 (x-1).

A. 3
B. 2
C. 1
D. 0
E. None of the choices

18. If log (x+9) – log x =1, what is x?

A. 3
B. 2
C. 1
D. 0
E. None of the choices

19. Solve for x if 3ln 2x = 9 in terms of e.

A. e3
B.
C. 2e3
D.
E. None of the choices

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 MATH 102: College and Advanced Algebra

20. A certain radioactive substance has a half-life of 20 seconds. If there are 100 ml of this
substance in a container at present, how much will be left after 1 minute?
A. 100 ml
B. 50 ml
C. 25 ml
D. 12.5 ml
E. None of the choices

21. How long will it take 88-g of magnesium-28 to decay into 11-g? (Half-life of magnesium-28 is
21 hours).
A. 21 hrs
B. 42 hrs
C. 63 hrs
D. 84 hrs
E. None of the choices

22. A number N of bacteria present in a culture is given by N = 250(1.005)5t where t is the time in
minutes. What is the initial number of bacteria in a culture?
A. 250
B. 251
C. 256
D. 262
E. None of the choices

23. In problem number 8, predict the number of bacteria after 24 seconds.

A. 250
B. 251
C. 252
D. 262
E. None of the choices

24. It is known that the logistic growth model given by P(t) = relates the proportion of Roxas
City households that own a house and lot to the year. Let t = 0 represent 2008, t = 1 represent
2009, etc. What ratio of the Roxas City households owned a house and lot in the year 2012?
A.
B.
C.
D.
E. None of the choices
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 MATH 102: College and Advanced Algebra

CHAPTER 8. THE RIGHT TRIANGLE TRIGONOMETRY

Introduction

We are familiar with three-sided figures called triangles. In all these triangles, a triangle with
right angle possesses special properties that are significant in today’s real – life structures and designs
and for valuable measurements. Have you ever wonder why Egyptians made their famous pyramids out
bricks in right triangles? Have you notice a roof top made of right triangles? Why do engineers utilize
right triangles on their designs? To answer these questions, let’s explore the different lessons in this
module.

General Objectives: During and upon doing this chapter, the students must have:
1. Familiarized the 6 basic trigonometric functions of an acute angle;
2. Evaluated the trigonometric functions of special and non-special angles;
3. Illustrated the inverse trigonometric functions;
4. Shared ideas on the derivations of Sine and Cosine Laws; and
5. Solved problems related to right and oblique triangles

Lesson 1. THE TRIGONOMETRIC FUNCTIONS OF AN ANGLE

A. Specific Objectives: During and upon reading and doing this module, you must have
familiarized the 6 basic trigonometric functions of an acute angle.

B. Topic Content

To understand this lesson, let us study the following concelts and examples.

Mathematical Concepts
 Trigonometry – the study of triangle measurements and the relationship between sides and
angles.
 Trigonometric Ratio – ratio that describes a relationship between the sides and an angle of a
triangle.
 The Six Trigonometric Ratios – six ratios formed based from a right triangle namely: sine (sin),
cosine (cos), tangent (tan), cosecant (csc), secant (sec), & cotangent (cot).
 sine (sin) – the ratio between the opposite side of the given angle over the hypotenuse (soh).
 cosine (cos) – the ratio between the adjacent side of the given angle over the hypotenuse (cah).
 tangent (tan) – the ratio between the opposite side of the given angle over its adjacent side
(toa).
 cosecant (csc) – the reciprocal of sine or the ratio between the hypotenuse over opposite side of
the given angle (cho).
 secant (sec) – the reciprocal of cosine or the ratio between the hypotenuse over the adjacent
side of the given angle (sha).
 cotangent (cot) – the reciprocal of tangent or the ratio between the adjacent side over the
opposite side of the given angle (cao).

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Mnemonic Device for the Six Trigonometric Ratios

soh-cah-toa for sine, cosine and tangent
cho-sha-cao for cosecant, secant and cotangent

Examples:
1. Illustrate the six trigonometric ratios of in each of the following figures:

Answers:
d r
a. sin = ; csc  b. sin = 8  sin   4 ; csc 
5
r d 10 5 4
c r 6 3 5
cos  ; sec  cos   cos  ; sec 
r c 10 5 3
d c 8 4 3
tan   ; cot  tan    tan   ; cot 
c d 6 3 4

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 MATH 102: College and Advanced Algebra

2. Illustrate the six trigonometric ratios for s A & B in the figure at the
right.
Answers:
sin A= 3 ; csc A  5 sin B = 4 ; csc B  5
5 3 5 4
4 5 3 5
cos A  ; sec A  cos B  ; sec B 
5 4 5 3
3 4 4 3
tan A  ; cot A  tan B  ; cot B 
4 3 3 4

3. Illustrate the six trigonometric ratios of angle in the right triangle

at the right.
Solutions:
We knew that the triangle is right and there was a missing leg.
By using the Pythagorean Formula c 2  a 2  b 2 , we can solve the
missing leg or the adjacent side.
c 2  a 2  b 2  25 2  a 2  24 2 (Law of Substitution)
 625  a 2  576 (Simplifying Exponents)
 49  a 2
(APE)
 49  a 2 (Extracting Square Roots)
7a (Simplifying Square Roots)
24 7 24 25 25 7
Therefore, sin   ; cos  ; tan   ; csc  ; sec  & cot  .
25 25 7 24 7 24
5
4. Illustrate the other 5 trigonometric ratios of angle if tan   .
12
Solution: We knew that tangent ratio is the ratio of opposite side over adjacent side and we can
deduce that opposite side is 5 and adjacent side is 12. On this case, we don’t have hypotenuse. To
solve for the hypotenuse, we can use the Pythagorean Formula:
c 2  a 2  b 2  c 2  5 2  12 2 (Law of Substitution)
 c  25  144
2
(Simplifying Exponents)
 c  169
2
(Closure)
 c 2  169 (Extracting Square Roots)
 c  13 (Simplifying Square Roots)
Therefore, the other 5 remaining trigonometric ratios are:
5 12 13 13 12
sin   ; cos   ; csc   ; sec   & cot   .
13 13 5 12 5

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 MATH 102: College and Advanced Algebra

C. Drill

Part 1. Directions: Illustrate the six trigonometric ratios (in simplest form) of angle in each of the
figures below. Write your answers in a piece of paper or in your word document.

Part 2. Directions: Find the missing side of each right triangle below and illustrate the six
trigonometric ratios of angle . Write your solutions (in simplest forms) in a piece of paper or in
your word document.

Part 3. Directions: Illustrate the other 5 trigonometric ratios if one of the six trigonometric ratios is
given below. Write your solutions (in simplest forms) in a piece of paper or in your word
document.
40 5 7
1. sin A  2. cosC  5. cot D 
41 17 15
8 25
3. tan   4. csc 
7 12

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to have
your own copy for your e-portfolio. For offline class, submit your work in accordance with the
standard protocol observed by the University. Use A4 size of documents, 12 Font size, and Times
New Roman as Font style. Be sure to save your work as PDF format before uploading in G.
Classroom. For those who are writing in a piece of paper, get a clear photos of your output and
organize these in PDF format before uploading in our G. Classroom.

Exercises 28

Directions: Read, understand, and answer each of the following items by choosing the letter of the
correct answer. Write your answer in your answer sheet together with your solution. (2 points will
be given per item).

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 MATH 102: College and Advanced Algebra

1. Given the right triangle at the right, what is ?

A.

B.

C.

D.

E.

2. Given the right triangle at the right, what is ?

A.

B.

C.

D.

E.

3. Given the right triangle at the right, what is ?

A.

B.

C.

D.

E.

4. Given the right triangle at the right, what is ?

A.

B.

C.

D.

E.

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 MATH 102: College and Advanced Algebra

Lesson 2. Evaluation of Trigonometric Functions

There are right triangles that consist of special angles such as the 30 0  60 0  90 0 triangles and the
45  45 0  90 0 . Thesea triangles contain special angles in which we can easily get the values of the 6
0

trigonometric functions without the use of technology.

A. Specific Objective
During and upon reading and doing this module, you must have evaluated the trigonometric
functions of special and non-special angles.

B. Topic Content

Mathematical Concepts:
 Special Angles – angles with measures 30˚, 45˚, 60˚, 90˚ and their coterminal angles.
 Trigonometric Ratios of Special Angles
sin cos tan csc sec cot
0˚ 0 1 0 1
30˚ 1 3 3 2 2 3 3
2 2 3 3
45˚ 2 2 1 2 2 1
2 2
60˚ 3 1 3 2 3 2 3
2 2 3 3
90˚ 1 0 1 0

 Mnemonic Device to Find the Numerical Value of Trigonometric Ratio of Special Angles (LEFT
HAND PALM RULE)

https://pixabay.com/vectors/hand-left-palm-human-32687/

√


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 MATH 102: College and Advanced Algebra

Illustrations:
0
a. sin 0

0
sin 0 0  0
2

0
b. sin 30

1 1
sin 30 0  
2 2

0
c. sin 45

2
sin 45 0 
2

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 MATH 102: College and Advanced Algebra

d. sin 60 0

3
sin 60 0 
2

0
e. sin 90

4 2
sin 90 0   1
2 2

√


Illustrations:

a. cos 45 0

2
cos 45 0 
2

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 MATH 102: College and Advanced Algebra

b. cos 60 0

1 1
cos 60 0  
2 2

c. cos 90 0

0
cos90 0  0
2

 √

Illustrations:

a. tan 30 0

1 1 3 3
tan 30 0    
3 3 3 3

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 MATH 102: College and Advanced Algebra

b. tan 45 0

2
tan 45 0   1 1
2

c. tan 60 0

3
tan 60 0   3
1

 To evaluate non-special angles, we need a scientific calculator. We simply set the mode of
calculator in degrees if the given angle is in degrees or in radian if the given angle is in
radian measure.

Examples:
1. Determine the trigonometric ratios of 30˚, 45˚ & 60˚ in each of the figure below. Do not use
calculator.

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 MATH 102: College and Advanced Algebra

Solutions:
15 1 2 3 3 5 2
sin 30 0   b. sin 60   c. sin 45 0  
0
a.
30 2 4 2 5 2 2

15 3 3 2 1 5 2
cos 30 0   cos60 0   cos 45 0  
30 2 4 2 5 2 2

15 3 2 3 5
tan 30 0   tan 60 0   3 tan 45 0  1
15 3 3 2 5

30 4 2 3 5 2
csc30 0  2 csc 60 0   csc 45 0   2
15 2 3 2 5

30 2 3 4 5 2
sec 30 0   sec 60 0  2 sec 45 0   2
15 3 3 2 5

15 3 5
cot 30 0   3 2 3 cot 45 0  1
15 cot 60 0   5
2 3 3

2. Evaluate the given expressions below. Do not use calculator.

a. sin 30 0  cos 60 0
1 1
Solution: sin 30 0  cos 60 0    sin 30  cos 60  1
0 0

2 2

b. 3 sin 60 0  2 sin 30 0  5 sin 45 0

 3 1  2 
Solution: 3 sin 60  2 sin 30  5 sin 45
0 0 0
 3   2   5
 2  2 

 2   
3 3 5 2
 1
2 2
3 3 25 2
3 sin 60 0  2 sin 30 0  5 sin 45 0 
2

c. sin 2 60 0  cos2 60 0
2
 3   1 2 3 1
Solution: sin 60  cos 60        sin 2 60 0  cos2 60 0  
2 0 2 0

 2  2 4 4
 sin 60  cos 60  1
2 0 2 0

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 MATH 102: College and Advanced Algebra

2 tan 30 0  sin 2 45 0
d.
5 cos30 0
2
 3  2
2  
  2 
2 tan 30  sin 45 3
    
0 2 0
Solution:
5 cos30 0
 3
5 

 2 
2 3 2

2 tan 30  sin 45
0 2 0
3 4
 0

5 cos30 5 3
2
 2 3 1  2 
    
 3 2  5 3 
 4 3  3  2 
  
 5 3 
 6  
4 3 3 3
 
15 3 3

2 tan 30 0  sin 2 45 0 12  3 3 4 3
0
 
5 cos30 45 15

3. Evaluate the given expressions below. Use calculator.

a. sin 125 0
Solution: By using a scientific calculator in degree mode, press sin (125) = and the value of
sin 125 0 is sin 125 0  0.81915204 43 .

b. 3 csc 25 0

1
Solution: By using a scientific calculator in degree mode, press 3 x  , the result is
sin 25
7.098604749.

2 1
c. cos   tan 
3 3
Solution: By using a scientific calculator in radian mode, press cos ((2 3) x ) – tan
1 2 3
((1 3) x ) =, the result is  or -2.232050808.
2

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C. Drill
Part 1. Directions: Given the figures below, determine the trigonometric ratios involving 30˚, 60˚
& 45˚ without the aid of a scientific calculator. Write your answers in a piece of paper or in MS
Word.

Part 2. Directions: Compute the numerical values of the following trigonometric ratios
involving special angles without the use of scientific calculator. Write your complete solutions
in a piece of paper or in MS Word.
1. 2 sin 45  sin 30
2 0 0

2. sin 30  cos30  sin 60

0 0 0

3. tan 30  sin 30  sin 60

0 0 0

4. tan 30  2 sin 30
2 0 0

0 0
5. 2 sin 30 cos 60

Part 3. Directions: Compute the numerical values of the following trigonometric ratios
involving non-special angles (  is in radian measures) with the use of scientific calculator.
Write your complete solutions in a piece of paper or in MS Word.
2 2 5 tan 240 0 2 1
1. tan 3  sin  2. 2 0
 sec 
5 5 cos 330 5 3

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to have
your own copy for your e-portfolio. For offline class, submit your work in accordance with the
standard protocol observed by the University. Use A4 size of documents, 12 Font size, and Times
New Roman as Font style. Be sure to save your work as PDF format before uploading in G.
Classroom. For those who are writing in a piece of paper, get a clear photos of your output and
organize these in PDF format before uploading in our G. Classroom.

Exercises 29

Directions: Read, understand, and answer each of the following items by choosing the letter of the
correct answer. Write your answer in your answer sheet together with your solution. (2 points will
be given per item).

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1. Which of the following is/are TRUE?

  
I. sin 2  0 II. cos  0.5 III. sec  0.5 IV. tan  3
3 2 4
A. I only
B. II only
C. III only
D. I and II
E. I, II, and IV

2. In a 30 0  60 0  90 0 triangle, how long is the hypotenuse if the side opposite to 30 degrees is 15

mm?
A. 15 mm
B. 15 2 mm
C. 15 3 mm
D. 30 mm
E. Cannot be determined

3. In a 45 0  45 0  90 0 triangle, how long is the measure of each leg if the hypotenuse is 15 mm?
A. 15 mm
B. 15 2 mm
C. 15 3 mm
D. 30 mm
E. Cannot be determined

2
4. What is the exact value of 2 sin 60 0  tan 2 45 0  csc 30 0 ?
5
A. 0
5 3 1
B.
5
5 3 1
C.
5
1 5 3
D.
5
E. None of the choices

2 2
5. What is the approximate value of tan 3  sin  in nearest hundredths ( is in radian
5 5
measure)?
A. 0.17
B. 0.18
C. 0.38
D. 0.39
E. None of the choices

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Lesson 3. Inverse Trigonometric Functions and Solving a Right Triangle

There are expressions that involves the inverse trigonometric functions and these expressions
are important in solving the missing part/s of a right triangle as well as in solving trigonometric
equations.

A. Specific Objective
During and after doing this module, the students must have illustrated the inverse trigonometric
functions and solved problems related to right and oblique triangles.

B. Topic Content

Mathematics Concepts:

 Solving a right triangle - finding the measures of the remaining side/s or angle/s. To find the
missing parts of a right triangle, we need to:
1. illustrate/sketch the triangle with correct labels according to the given;
2. use appropriate trigonometric ratio to solve a missing angle if sides are given or to solve a
missing side if an angle and another side are given;
3. use Pythagorean Theorem to solve a missing side if two sides are given; and
4. subtract an acute angle from 90˚ to find another acute angle.

 Inverse Trigonometric Ratio – the ratio of 1 over a trigonometric ratio. This can be written in
1
the form or sin 1  or in the form arcsin  which can be read as “the inverse of sine ”.
sin 
o Arcsin = sin-1
o Arccos = cos-1
o Arctan = tan-1
o Arccot =
o Arccsc =
o Arcsec =
Illustration:
1. ABC is a right triangle with A as right angle, AB = 8 cm and BC = 17
cm. Find mB, mC & AC.
Solution: By sketching, we found out that the given are hypotenuse and one of
the legs. Since two sides are given, we can solve AC by using the Pythagorean
Formula:
c 2  a 2  b 2  17 2  8 2  ( AC ) 2 (By Substitution)
 289  64  ( AC ) 2 (Simplifying Exponents)
 225  ( AC ) 2 (APE)
 225  ( AC ) 2 (Extracting Square Roots)

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 MATH 102: College and Advanced Algebra

 15cm  AC (Simplifying Square Roots)

To solve mB , we need to use cosine because 8 is adjacent to B and 17 is hypotenuse.

8 8
cos B   mB  cos1  
17  17 
By using a scientific calculator in degree mode press shift, press cos, press (, press 8, press ,
press 17, press ) and press =, we have
 mB  61.93 0

To find mC , we simply subtract mB from 90˚.

mC  90 0  61.93 0
mC  28.07 0
(Note: We use  instead of = sign because we round off our answer.)

2. DOG is a right triangle with O as right angle, DG = 25 cm and

mD  40 0 . Find mG, DO & GO.
Solution: By sketching, we found out that an acute angle 40˚ and hypotenuse 25 cm
are the given. Since mD was given, then
mG  90 0  40 0  mG  50 0 .

To solve for GO, we will use sine ratio.

OG
sin 40 0   25 sin 40 0  OG (We use scientific calculator to get the
25
value of OG. Simply press 25, press x, press sin, press 40 and press =).
 16.07cm  OG

To solve for DO, we will use cosine ratio.

DO
cos 40 0   25 cos 40 0  DO
25
 19.15cm  DO

3. LAP is a right triangle with A as right angle, LA = 8 cm and

mP  87 0 . Find mL, LP & AP.
Solution: By illustrating the problem, we found out that an acute angle 87˚ and
one leg 8 cm are the given measures of the triangle.
Thus, mL  90  mP  mL  90 0  87 0
0

 mL  30

To find the measure of LP, we will use sine ratio.

8 8
sin 87 0   LP 
LP sin 87 0
 LP  8.01cm

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 MATH 102: College and Advanced Algebra

To solve for AP, we will use tangent ratio.

8 8
tan 87 0   AP 
AP tan 87 0
 AP  0.42cm

4. ABC is a right triangle with A as right angle, AB = 10 cm and AC = 17 cm. Find

mB, mC & BC.
Solution: By the sketch, we found out that the given are two legs of the triangle. By Pythagorean
Formula, we get the measure of BC.
c 2  a 2  b 2  ( BC) 2  10 2  17 2
 ( BC) 2  100  289
 ( BC) 2  389
 ( BC ) 2  389
 BC  389 cm
To find mB , we will use tangent ratio.
17  17 
tan B   mB  tan 1  
10  10 
 mB  59.53 0
To find mC , we have mC  90  mB .
0

 mC  90  59.53
0 0

 mC  30.47 0

5. ABC is a right triangle with A as right angle. AB = 8 cm and mB  4mC . Find
mB, mC , BC & AC.
Solution: We need to solve first the mB & mC by using the concept that
the sum of the two acute angles in a right triangle is 90˚.
Thus, mB  mC  90 .
0

 4mC  mC  90 0 (Substitution)

 5mC  90 0
(Combining like terms)
 mC  18 0
(MPE)

mB  4mC (Given)

 mB  4(18 0 ) (Substitution)

 mB  72
0
(Closure)

To find the length of BC, we can use cosine ratio if B will be used.

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 MATH 102: College and Advanced Algebra

8 8
cos B   cos72 0  (Substitution)
BC BC

8
 BC  (MPE)
cos72 0
 BC  25.89cm

To find the length of AC, we can use tangent ratio if B will be used.

AC AC
tan B   tan 72 0  (Substitution)
8 8

 8 tan 72 0  AC (MPE)

 24.62cm  AC

C. Drill
Part 1. Directions: Solve for the missing parts of each of the right triangles below. Write your
answers in a piece of paper or in your MS Word document.

Part 2. Directions: Solve the following problems by applying trigonometric ratios. Show your
solutions in a piece of paper or in your MS Word document.
1. ABC is a right triangle with B as right angle. AB = 8 cm and mC  32 0 . Find
mA, BC & AC.
2. ABC is a right triangle with B as right angle. AB = 8 cm and AC = 20 cm. Find
mA, mB & BC.
3. RAC is a right triangle at A . AR = 18 cm and AC = 18√ . Find mR, mC & RC.
4. CIT is a right triangle with mTCI  90 0 . CI = 4 cm and mCIT  72 0 . Find
mCTI , CT & IT .
5. ABC is an equilateral triangle with side AB = 8 cm. An altitude AD is drawn such that
D lies on BC . Find mCAD, mBAD, AD, CD & BD.

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 MATH 102: College and Advanced Algebra

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to have
your own copy for your e-portfolio. For offline class, submit your work in accordance with the
standard protocol observed by the University. Use A4 size of documents, 12 Font size, and Times
New Roman as Font style. Be sure to save your work as PDF format before uploading in G.
Classroom. For those who are writing in a piece of paper, get a clear photos of your output and
organize these in PDF format before uploading in our G. Classroom.

Exercises 30

Directions: Read, understand, and answer each of the following items by choosing the letter of the
correct answer. Write your answer in your answer sheet together with your solution. (2 points will
be given per item).

2 2
1. If sin x  , what is the exact value of arcsin ?
5 5
2
A. 
5
2
B.
5
C. 2
D. 5
E. 10


2. Which of the following illustrates a triangle with arctan x  units?
6

A. D.

B. E.

C.

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3. CIT is a right triangle with mT  90 . If CI = 4 cm and IT  6 cm, what is the measure of
0

angle C round off to the nearest hundredths?

A. 0.62 rad
B. 0.63 rad
C. 0.64 rad
D. 0.65 rad
E. 0.66 rad

4. If mABC  38.910 and BAC is a right angle in ABC , what is the measure of angle ACB?
A. 38.910
B. 51.09 0
C. 90 0
D. 910
E. Cannot be measured.

5. In ABC , AC  AB, AC  5in,&BC  12in, how long is the side AB?

A. 5 in
B. 6 in
C. 7 in
D. 119 in
E. Undefined

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Lesson 4. Applications of Right Triangle

Have you seen the structures of telecommunication and electric poles? How about the structures
of roofs? Did you notice the applications of right triangles? If yes, then let us explore these applications
by doing this module.

A. Specific Objectives

During and upon reading and doing this module, you must have solved real – life problems by
applying the right triangle.

B. Topic Content
Mathematical Concepts:
 Angle of Elevation – the angle formed from the horizontal line of sight of the observer to the
object above.

 Angle of Depression – the angle formed from the horizontal line of sight of the observer to the
object below.

 Line of Sight – an imaginary line that connects the eye of an observer to the object viewed.
 To solve real-life problems involving right triangle, we simply:
1. Draw or illustrate the problem using the figure of a right triangle;
2. Label the right triangle with the given data; and
3. Apply appropriate trigonometric ratio to solve what is asked in the problem.
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 MATH 102: College and Advanced Algebra

Examples:
1. Given the figures below, identify the angle of elevation or angle of depression and the line of
sight.

a. b.
Answers:

a. Angle of Elevation: STU ; Line of Sight: TS

b. Angle of Depression: UHG ; Line of Sight: HG

2. Illustrate the each of the situation below by using the concepts of angles of elevation and
depression. Label your illustration properly.
a. Cardo is at the base of a building and wishes to know the height of the building. He walks 90 ft
from the base of the building and from that point, he uses a mirror to measure the angle of elevation of
the top of the building and it is 70˚.

Illustration:
b. Onyok is lying on the top of a 100 – ft tower to spot the incoming barge and to find out how far
is the barge from his position. He finds out that the angle of depression of the front of the barge is 48˚.

Illustration:

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3. Solve the following problems completely.

a. Cardo is at the base of a building and wishes to know the height of the building. He walks 90 ft
from the base of the building and from that point, he uses a mirror to measure the angle of elevation of
the top of the building and it is 70˚. How high is the building?

Solution:
By illustration, h is the opposite side of 70˚ and 90 is the adjacent side. Then, by tangent ratio
h
tan 70 0   90 tan 70 0  h  h  247.27 ft
90
b. Onyok is lying on the top of a 100 – ft tower to spot the incoming barge. He finds out that the
angle of depression of the front of the barge is 48˚. How far is the barge from his position?

Solution:
From the sketch, we found out that the opposite side of the right triangle (48˚) is 100 ft and d is
the adjacent side because the figure is a rectangle. By tangent ratio, we have
100 100
tan 48 0  d   d  90.04 ft.
d tan 48 0

c. Two men with heights 1.5 m and 1.2 m are standing on the opposite sides of a pole. From their
positions, they measure the angles of elevation of the top of the pole as 20˚ and 35˚, respectively. If the
pole is 25 m, how far is the distance between them?

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 MATH 102: College and Advanced Algebra

Solution:
By the illustration above, we need to find the distance between them (D3) as required by the
23.5 23.8
problem. By the tangent ratios, tan 20  & tan 35 0 
0

D1 D2
23.5 23.8
 D1  0
 D1  64.57 m &  D2   D2  33.99m
tan 20 tan 35 0
Therefore, D3  64.57m  33.99m  98.56m .

C. Drill
Part 1. Directions: Given the situations below, illustrate each and label your illustration properly.
Write your answers in a piece of paper or in your MS Word document.

1. The angle of elevation to the top of a flagpole is 600 from a point 48 ft. from the base of the
flagpole.
2. A man 1.65 m tall found out that the angle of elevation of the top of a mango tree was 30⁰.
3. When the kite is 120 ft. high, it makes an angle of 30⁰ with the level ground.
4. Two military barracks A&B are opposite of each other. From their locations, they found out
that the angles of elevation of the plane which is 5000 ft. above the ground are 30⁰ and 45⁰,
respectively.
5. A coming barge was noticed by a coastguard lying on a 100 ft. high bridge. The angle of
depression of the front of the barge is 45⁰ and the angle of depression on the rear of the
barge is 30⁰.

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 MATH 102: College and Advanced Algebra

Part 2. Directions: Given the figures below, distinguish if it is an angle of elevation or

angle of depression or a combination of angles of elevation and depression. Write E if
the figure shows an angle of elevation, D if it is depression and C if it has angles of
elevation and depression and lastly, name the angle of elevation, angle of depression and
line of sight. Write your answer in your answer sheet.

1.

2.

3.

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 MATH 102: College and Advanced Algebra

4.

5.

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to
have your own copy for your e-portfolio. For offline class, submit your work in accordance
with the standard protocol observed by the University. Use A4 size of documents, 12 Font size,
and Times New Roman as Font style. Be sure to save your work as PDF format before
uploading in G. Classroom. For those who are writing in a piece of paper, get a clear photos of
your output and organize these in PDF format before uploading in our G. Classroom.

Exercises 31

Directions: Read, understand, and answer each of the following items by choosing the letter of
the correct answer. Write your answer in your answer sheet together with your solution. (2
points will be given per item).

1. The angle of elevation to the top of a flagpole is 600 from a point 48 ft. from the base of the
flagpole. How high is the flagpole?
A. 48 3 ft
B. 48 ft
C. 24 3 ft
D. 24 ft
E. None of the choices

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 MATH 102: College and Advanced Algebra

2. A man 1.65 m tall found out that the angle of elevation of the top of a mango tree was 30⁰. If a
man is 5 m away from the mango tree that time, how high (rounded to the nearest hundredths) is
the mango tree in meters?
A. 6.65 m
B. 5.65 m
C. 5 m
D. 4.54 m
E. None of the choices

3. When the kite is 120 ft. high, it string makes an angle of 30⁰ with the level ground. How long is
the string used for the kite at this height?
A. 240 ft
B. 120 ft
C. 60 ft
D. 30 ft
E. None of the choices

4. Two military barracks A&B are opposite of each other. From their locations, they found out that
the angles of elevation of the plane which is 5000 ft. above the ground are 30⁰ and 45⁰,
respectively. How far (rounded to the nearest ft) are the barracks from each other?
A. 13660 ft
B. 10000 ft
C. 7887 ft
D. 5000 ft
E. None of the choices

5. A coming barge was noticed by a coastguard lying on a 100 ft. high bridge. The angle of
depression of the front of the barge is 45⁰ and the angle of depression on the rear of the barge is
30⁰. How long is the barge (rounded to the nearest ft)?
A. 173 ft
B. 100 ft
C. 73 ft
D. 50 ft
E. None of the choices

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Lesson 5. Oblique Triangles

There are triangles that are not right. These triangles are said to be oblique. In the previous
lesson, we have discussed right triangles and we solved its parts by using any of the six trigonometric
functions and by using the Pythagorean Theorem. In this lesson, we will explore how to solve the
missing parts of acute and obtuse triangles or the oblique triangles.

A. Specific Objective:

During and upon reading and doing this module, you must have shared ideas on the derivations
of Sine and Cosine Laws and solved problems related to oblique triangles.

B. Topic Content:

Mathematical Concepts:
 Oblique Triangles – triangles without right angle.
 Let ∆ABC be any classification of ∆. The sides of ∆ABC are proportional to the sines of the
opposite angles.

LAW OF SINES
sin A sin B sin C a b c
  or  
a b c sin A sin B sin C
where a, b and c are sides and A, B and C are angles in degrees.

Derivation:
Let be an obtuse triangle with C as the obtuse angle and
CD as the altitude.

h
From , sin A   h  b sin A .
b
h
From , sin B   h  a sin B .
a
sin A sin B
Therefore, b sin A  a sin B   .
a b
sin A sin C sin C sin B
In a similar way, we can derive  or  by simply interchanging the vertices.
a c c b

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 MATH 102: College and Advanced Algebra

Note:
1. The Law of Sines can take any of the following forms:
b sin A c sin A
a or a
sin B sin C

a sin B c sin B
b or b
sin A sin C
a sin C b sin C
c or c
sin A sin B

2. When the two angles of a ∆ are given along with one side, first find the third angle and apply
Law of Sines to find the other two sides.

Example:
Solution: y  92 0  38 0  180 0 (Angle Sum of a Triangle)
y  180  92  38
0 0 0
(APE)
y  50 0 (Closure)

sin 38 0 sin 92 0 sin y

  (Law of Sines)
x 12 z

12 sin 38 0 12 sin 50 0
x ; z (Property of Proportion)
sin 92 0 sin 92 0
x  7.39cm ; z  9.20cm (Simplifying Fraction)
3. Law of Sines can be used in solving a ∆ with
a. one side and 2 angles are given or
b. two sides and one angle opposite one of these sides are given.
Examples:

1.

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 MATH 102: College and Advanced Algebra

Solution:   92 0  38 0  180 0 (Angle Sum of a Triangle)

  180 0  92 0  38 0 (APE)
  50 0 (Closure)
sin 38 0 sin 92 0 sin 50 0
  (Law of Sines)
20 c a
0
20 sin 92 20 sin 50 0
c ; a  (Property of Proportion)
sin 38 0 sin 38 0
c  32.47cm ; a  24.89cm (Simplifying Fraction)

2.

sin 38 0 sin  sin 

Solution:   (Law of Sines)
20 28 c
28 sin 38 0
20 sin 
sin   ; c (Property of Proportion)
20 sin 38 0
1  28 sin 38 
0
  sin   (Inverse Trig. Ratio)
 20 
  59.530 (Simplifying Inverse Trig. Ratio)
  59.53 0  38 0  180 0 (Angle Sum of a Triangle)
  180 0  59.53 0  38 0 (APE)
  82.47 0 (Closure)
20 sin 82.47 0
c (Law of Substitution)
sin 38 0
c  32.21cm (Simplifying Fraction)

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 The Ambiguous Case – case in triangle when two sides and a non-included angle are given.
Case 1. When the given angle is obtuse
a. No triangle can be drawn if the side opposite the given angle is less than the other given side.

b. Only one triangle can be formed if the side opposite the given angle is greater than the other
given side.

Case 2. When the given angle is acute

a. Two triangles can be formed if the side opposite the given acute angle is less than the other
given side.

b. Only one triangle can be formed if the side opposite the given acute angle is greater than the
other given side.

 For any ∆ABC with sides a, b and c opposite to the angles A, B and C, then
 a2 = b2 + c2 – 2bc cos A

 b2 = a2 + c2 – 2ac cos B

 c2 = a2 + b2 – 2ab cos C

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 MATH 102: College and Advanced Algebra

Derivation:

Let be on the rectangular coordinate system such that A is on the origin.

y x
By the trigonometric ratio, sin A   y  b sin A and cos A   x  b cos A.
b b

By the distance formula, we can derive the length of BC or a.

Distance from vertex B (c, 0) to vertex C (x, y) or (b cos A, b sin A) is

d  ( x 2  x1 ) 2  ( y 2  y1 ) 2 (Distance Formula)

a  (b cos A  c) 2  (b sin A  0) 2  a  b 2 cos2 A  2bc cos A  c 2  b 2 sin 2 A

 a  (b cos A  b sin A)  2bc cos A  c

2 2 2 2 2

 a  b 2 (cos2 A  sin 2 A)  2bc cos A  c 2

 a  b 2 (1)  2bc cos A  c 2

 a  b 2  c 2  2bc cos A or a 2  b 2  c 2  2bc cos A

In similar way, we can derive the lengths of b and c by switching the vertices B to A for b and vertices
C to A for c.

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 MATH 102: College and Advanced Algebra

Note: The Law of Cosines is used in solving ∆s when

1. the two sides and the included angle are given (SAS) and

2. the three sides are given (SSS).

Examples:
1. Solve for the missing parts of the triangles below.

a.
Solution:
c  a 2  b 2  2ab cosC (Law of Cosine)
c  12  8  2(12)(8) cos138
2 2 0
(Substitution)
c  144  64  192 cos138 0 (Simplifying Exponents/Closure)
c  208  142.6838065 (Closure)
c  18.73
sin A sin 138 0
 (Law of Sine/Substitution)
12 18.73
12 sin 138 0
sin A  (MPE)
18.73
 12 sin 138 0 
mA  sin 1   (Inverse of Trigonometric Ratio)
 18.73 
mA  25.39 0 (Simplifying arcsine)
mB  180 0  138 0  25.39 0 (Angle Sum of /APE)
mB  16.610 (Closure)

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 MATH 102: College and Advanced Algebra

b.
Solution:
a 2  b 2  c 2  2bc cos A (Law of Cosine)
12 2  8 2  18 2  2(8)(18) cos A (Substitution)
2(8)(18) cos A  8 2  18 2  12 2 (APE)
288 cos A  64  324  144 (Closure/Simplifying Exponents)
288 cos A  244 (Closure)
244
cos A  (MPE)
288
 244 
mA  cos1   (Inverse of Trig. Ratio)
 288 
mA  32.09 0 (Simplifying the arccosine)
sin 32.09 0 sin B
 (Law of Sine/Substitution)
12 8
8 sin 32.09 0
sin B  (MPE)
12
 8 sin 32.09 0 
mB  sin 1   (Inverse of sine)
 12 
mB  20.74 0 (Simplifying arcsine)
mC  180 0  32.09 0  20.74 0 (Angle Sum of /APE)
mC  127.17 0 (Closure)

2. Solve the following problems completely.

a. Two sides of a triangular lot are 55 m and 72 m. If the last side makes an angle of 144 0 with the
first side, how long is the last side?
Solution: By sketching, law of sine is applicable.

sin 144 0 sin  sin C

 
72 55 c
1  55 sin 144 
0 0
55 sin 144
sin      sin      26.68 0
72  72 
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 MATH 102: College and Advanced Algebra

mC  180 0  144 0  26.68 0  mC  9.32 0

sin 144 sin 9.32 0 72 sin 9.32 0
 c  c  19.84m
72 c sin 144 0
Therefore, the last side is approximately 19.84 m.

b. The diagonal of a parallelogram is 12.8 cm long and forms angles of 300 and 880 with the sides.
Find the dimensions of the parallelogram.
Solution: By sketching, law of sine is applicable.

sin 30 0 sin 88 0 sin 

 
w b 12.8
  180  30  88    62 0
0 0 0

sin 30 0 sin 62 0 12.8 sin 30 0

 w  w  7.25cm
w 12.8 sin 62 0
sin 88 0 sin 62 0 12.8 sin 88 0
 b  b  14.49cm
b 12.8 sin 62 0
Therefore, the dimensions of a parallelogram are approximately 7.25 cm and 14.49 cm.

c. The minute hand of a clock is 2.5 cm and the hour hand is 1.2 cm long. How far apart are the
tips of the hands of the clock at exactly 1:00 PM?
Solution: By sketching, the law of cosine is the best solution.

Before using the law of cosine, we need to find the value of . By analyzing a clock, the measure of the
360 0
 30 0 . Thus,   30 .
0
angle between the consecutive numbers is
12
d  (2.5) 2  (1.2) 2  2(2.5)(1.2) cos 30 0
d  1.58cm . Therefore, the tips of the hands of the clock at exactly 1:00 PM are approximately
1.58 cm.

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d. A surveyor is standing at point S. A pole at point P is 200 m away from the surveyor in a
direction 580 West of North. Another pole at point T is 176 m away from the surveyor in a direction 37 0
East of North. How far is the first pole from the second pole?
Solution: By sketching, the law of cosine is the best option.

d  200 2  176 2  2(200 )(176 ) cos(58 0  37 0 )

d  277.69m . Therefore, the poles are approximately 277.69 m away from each other.

C. Drill
Part 1. Directions: Given the figures below, use the law of sines or law of cosines to find the
missing parts of each triangle. Write your answers in a piece of paper.

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 MATH 102: College and Advanced Algebra

Part 2. Directions: Solve each given the conditions below. Write your complete
solutions and answers in a piece of paper.
1. mB  50 0 , a  13cm & b  18cm
2. mA  150 0 , a  13cm & b  8cm
3. mA  32 0 , mB  710 & c  28.05cm
4. mB  50 0 , mC  58 0 & c  12.36cm
5. mB  50 0 , a  40cm & c  32cm

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t forget to
have your own copy for your e-portfolio. For offline class, submit your work in accordance
with the standard protocol observed by the University. Use A4 size of documents, 12 Font size,
and Times New Roman as Font style. Be sure to save your work as PDF format before
uploading in G. Classroom. For those who are writing in a piece of paper, get a clear photos of
your output and organize these in PDF format before uploading in our G. Classroom.

Exercises 31

Directions: Read, understand, and answer each of the following items by choosing the letter of
the correct answer. Write your answer in your answer sheet together with your solution. (2
points will be given per item).

1. For a 30 ft ladder to reach a certain roof, it must make an angle of 65˚ with the ground. Find
the angle (to the nearest hundredths) that a 40 ft ladder must make with the ground to reach
the same roof.
A. 30.00 0
B. 40.50 0
C. 42.82 0
D. 45.82 0
E. None of the choices

2. In BSU, BS  12in , mSBU  45 & mSUB  65 . Find the measures of the two sides
0 0

(rounded to the nearest hundredths).

A. SU  9.36in & BU  12.44in
B. SU  12.44in & BU  9.36in
C. SU  9.87in & BU  15.04in
D. SU  15.04in & BU  9.87in
E. None of the choices

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 MATH 102: College and Advanced Algebra

3. Parks L, M and I are on the same city. Park I is 3,000 m away and 48˚ West of North of
Park L. Park M is 1,800 m due East of Park L. How far (to the nearest meters) is Park M
from Park I?
A. 3000 m
B. 4502 m
C. 4800 m
D. 5000 m
E. None of the choices

4. The angle of elevation of the top of City Hall is measured to be 12.34˚. After moving 1.2
km closer, it is found to be 16.25˚. Find the height of the City Hall to the nearest
hundredths.
A. 4.81 km
B. 4.50 km
C. 3.81 km
D. 1.05 km
E. None of the choices

5. Each side of a regular pentagon is 10 cm. How long is the length of its apothem to the
nearest hundredths (an altitude from the center to the side of the polygon)?
A. 6.55 cm
B. 6.88 cm
C. 6.89 cm
D. 7.35 cm
E. 10.00 cm

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Module 9. INEQUALITIES

Do you know why do we have problems in life? Most of the people claimed that life is NOT
fair in this material world because of inequality, unfairness, selfishness, earthly desires, or in totality,
our SINS. We experienced many injustices due to inequality of resources and inequality in all aspects
of earthly lives. However, we are endlessly hoping for eternal life in our Almighty Creator’s spiritual
world where equality and abundance of blessings are evident. The big question is, how and when we
can get there? Are you eager to experience eternal joy with our Loving Father or will you stay in this
world to endure life’s inequality?
On the other hand, studying algebra involves algebraic inequality. Solving these inequalities is a
big challenge that will strengthen our will power and positive attitudes towards overcoming struggles
and challenges. It will make us critical thinkers and creative individuals in making solutions to existing
and forthcoming problems. Thus, in this module, let us enjoy and be determined to learn how to solve
inequalities.

Lesson 1. Introduction
We can perform two operations, the addition and multiplication on the elements of the set of
real numbers and these operations can satisfy certain properties such as closure, commutative,
associative, distributive, identity, and inverse. Thus, we can say that the set of real numbers is a field.
In this lesson, we will be exploring some axioms, definitions, and theorems related to real numbers
including inequality.

A. Specific Objective:

During and upon reading and doing this module, you must have familiarized the axioms,
definitions, and theorems related to equations and inequalities.

B. Topic Content

Mathematical Concepts
 Inequality – an algebraic expression containing one of the following symbols: < (less than); >
(greater than); (less than or equal to); (greater than or equal to); and (not equal to).
2y3  4y
o Examples: 2 x  3  5; sin x  x  2;  ey
ln y
 Order Axiom. In the set of real numbers, there exists a subset called the set of positive numbers
such that:
i. If r is a real number, then exactly one of the following holds TRUE:
r = 0, r > 0, -r > 0;
Examples:
1. If r = 8, then 8 > 0.
2. If r = 0, then 0 = 0.
3. If r = -8, then –(-8) > 0.
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 MATH 102: College and Advanced Algebra

ii. The sum of two positive numbers is positive; and

Examples:
1. If a > 0 and b > 0, then a + b > 0.
2. 2 + 4 > 0.
3. If x > y > 0, then x + y > 0.

iii. The product of two positive numbers is positive.

Examples:
1. 2 (4) > 0.
2. If a > 0 and b > 0, then ab > 0.
3. If –a, -b > 0, then –a (-b) > 0.
Note: Because of the order axiom, the set of real numbers is an ordered field. The additive inverses of
the elements of the set of positive numbers are the negative numbers.

 Definition 1. The real number r is negative if and only if –r is positive.

Examples:
1. If r = -2, then – (-2) > 0.
2. If – (-5) > 0, then -5 < 0.
3. If –a > 0, then a < 0.
 Definition 2. Let x and y be real numbers. Then we say
i. x < y if and only if y – x > 0; and
ii. x > y if and only if x – y > 0.
Examples:
1. If 4 < 5, then 5 – 4 > 0.
2. If 4 > 1, then 4 – 1 > 0.
3. If 2a > b, then 2a – b > 0.
 Theorem (Law of Trichotomy). For any real numbers x and y, exactly one of the following is
TRUE: x = y, x > y, or x < y.
Proof:
By order axiom, exactly one of the following holds TRUE about x – y: x – y = 0, x – y >
0, or x – y < 0.
For x – y = 0.
x–y=0 Given
x–y+y=0+y Addition Property of Equality (APE)
x + (-y + y) = 0 + y Associative
x+0=0+y Additive Inverse
x=y Identity Property

For x - y > 0.
x– y >0 Given
x>y x > y if and only if x – y > 0 (Definition 2)
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 MATH 102: College and Advanced Algebra

For x – y < 0.
x–y<0 Given
x<y x < y if and only if y – x > 0 (Definition 2)

Examples:
1. Given the real numbers 4 and -2, 4 > -2 or -2 < 4.
2. If c and d are real numbers, then c = d, c > d, or c < d.
 Theorem 1. Let x and y be real numbers such that x < y.
i. If c is any real number, then x + c < y + c (Addition Property of Inequality); and
ii. If c is a positive number, then xc < yc & if c is a negative number, then xc > yc
(Multiplication Property of Inequality).
Proof:
Since x < y, we have y – x > 0 by the previous definition (Definition 2).
i. y–x>0 x < y if and only if y – x > 0 (Definition 2)
y – x = (y + c) – (x + c) Rewriting y – x
(y + c) – (x + c) > 0 Substitution
y+ c > x + c or x+c < y +c x < y if and only if y – x > 0 (Definition 2)

ii. Suppose c > 0 and y – x > 0 by x < y if and only if y – x > 0 (Definition 2) then
(y – x) c > 0 Order Axiom
(y – x) c = yc – xc Distributive
yc – xc > 0 Substitution
xc < yc x < y if and only if y – x > 0 (Definition 2)
Note: The proof of the statement: ― If c is a negative real number, then xc > yc‖ will be left as an
exercise.

Examples:
1. If x > -1, then x +1 > 0.
2. If 5 + d < -2, then d < -7.
3. If x > -1, then 2x > -2.
4. If x > -1, then -2x < 2.
 Theorem 2 (Transitive Property). Let x, y, z be real numbers such that x < y and y < z. Then x
< z.
Proof:
x < y; y < z Hypothesis
y – x > 0; z – y > 0 x < y if and only if y – x > 0 (Definition 2)
(y – x) + (z – y) > 0 Order Axiom
-x + z + y – y > 0 Commutative Property
-x + z + 0 > 0 Additive Inverse
-x + z > 0 Identity Property
x<z x < y if and only if y – x > 0 (Definition 2)
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 MATH 102: College and Advanced Algebra

Examples:
1. If 2 > x and x> f, then 2 > f.
2. If y < 4 and 4 < m, then y < m.

 Theorem 3. If x is any real number, then x2 0.

Proof:
a. If x > 0, then
x(x) > 0 (x) MPI
x2 > 0 (x) Closure
x2 > 0 Zero Property
b. If x < 0, then
x(x) < 0 (x) MPI
x2 > 0 Closure and Zero Property
c. If x = 0, then
x (x) = 0 (x) MPI
x2 = 0 Closure and Zero Property

Question/Reflection Section:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

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 MATH 102: College and Advanced Algebra

Lesson 2. Polynomial and Rational Inequalities

An inequality states that two algebraic expressions are not equal in a particular way and this can
be expressed in terms of greater than (>), less than (<), greater than or equal to (  ), less than or equal
to (  ), or not equal to (  ). N this lesson, we will explore how to find the solution or solutions of
inequalities in one variable with nth degree polynomial expression and or with rational expressions.

A. Specific Objective:
During and upon reading and doing this module, you must have:
1. differentiated equalities from inequalities, and polynomial inequalities from rational
inequalities;
2. solved various polynomial and rational inequalities; and
3. appreciated the use of interval notation in showing solutions of an inequality.

B. Topic Content

Mathematical Concepts

 Polynomial Inequality in One Variable. This refers to two polynomial expressions with
one variable (i.e. x) of nth degree that are not equal. It could be >, <, , , or  .
Examples:
1.  2 x  4 x 3
2. 4 x 2  5  x  1  5x
3. (2 x  1)( x  3)  (3  x) x
 Rational Inequality. This refers to two rational expressions with one variable (i.e. x) that
are not equal. It could be >, <, , , or  .
Examples:
2 3x
1. 
x4 x5
2023 x 3 ( x 2  2020 )(2004  x) 2022
2. 0
x 2  2023 2
x 3  2x 1
3. 
x2 1 x
 Domain of Inequality. The domain of inequality is the set of real number for which both
sides of inequality are defined. Since the polynomial inequality has no variable in the
denominator and no variable in the radicand, then its domain is a set of real numbers.
Examples:
1. Find the domain of 4 x 2  5  x  1  5x .
Answer: D  x / x  

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2. ( x  2) x 3  2 x 2  4 x
Answer: D  x / x  
2023 x 3 ( x 2  2020 )(2004  x) 2022
3. 0
x 2  2023 2
Answer: Since the given is a rational inequality with x 2  2023 2 , then x 2  2023 2  0 .
x 2  2023 2  0
x 2  2023 2
x 2  2023 2
x  2023
Therefore, D  x / x \ 2023
x 3  2x 1
4. 
x2 1 x
Answer: Since the given is a rational inequality with x 2  1 & x as denominators, then
x2 1  0 & x  0 .
x2 1  0
x 2  1
x 2  1
x    1 Since   1 are imaginary numbers then the only value of x that will
make the inequality undefined is 0.
Therefore, D  x / x \ 0
 Solution. This refers to any members in the domain of a variable for which the inequality is
TRUE after substitution into the variable.
Examples:
1. ( x  2) x 3  2 x 2  4 x; 0 is a solution because
( x  2) x 3  2 x 2  4 x
(0  2)0 3  2(0 2 )  4(0)
0  0 TRUE
x  2x 1
3
2.  ; 1 is a solution because
x2 1 x
x 3  2x 1

x2 1 x
13  2(1) 1

12  1 1
1
 1 TRUE
2

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 MATH 102: College and Advanced Algebra

 Solution Set. This refers to the set of all solutions of the inequality.
Examples:
1. The solution set of 2 x  2  x  5 is x  3 or x  ...,2,1,0,1,2.
2 3 9
2. The solution set of  is x  5 &  x  33 .
x  5 2x  9 2
 Absolute Inequality. This refers to the inequality with solution set equal to its domain of the
variable.
Examples:
1. 2 x  2  2 x  5
2. x 2  0
x2  6
3. 0
x2  2
 Conditional Inequality. This refers to the inequality with at least one member in its domain
of the variable that is NOT in its solution set.
Examples:
1. ( x  2) x 3  2 x 2  4 x;
x 3  2x 1
2. 
x2 1 x
3. 2 x  4  5
 Compound Inequality. This refers to the inequality that contains 2 simple inequalities
connected with ―and‖ or ―or‖. Its solution can be an interval of real numbers that does not
involve infinity, a bounded interval of real numbers.
Examples:
1. 2 x  2  5x  5  x  6
x 3  2x 1
2.   2x  1
x2 1 x
 Interval Notation. This refers to a way of writing the solution set of a conditional
inequality.
Set Builder Notation Interval Notation Type/Meaning
(c is constant)
x x  c c,  Open, c is excluded.
x x  c  , c Open, c is excluded.
x x  c c, Half open or half closed, c is
included.
x x  c  , c Half open or half closed, c is
included.
x x  or set of real numbers  , Open

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 MATH 102: College and Advanced Algebra

 Solving Simple Linear Conditional Inequality

To solve simple linear inequality, we simply apply properties of inequality and express the
solution set in interval or set builder notation.
Examples:
1. Solve for x: 2 x  2  x  5
Solution:
2x  2  x  5
2 x  ( x)  2  (2)  x  ( x)  5  (2)
x3
Thus, the solution set is (3,) .

2. Solve the inequality: 3x  2  5x  5

Solution:
3x  2  5 x  5
3x  (5x)  2  (2)  5x  (5x)  5  (2)
 2x  3
 1  1
 2x    3  
 2  2
3
x
2
 3
Thus, the solution set is   ,  .
 2
 Solving Polynomial Inequality of nth Deree (n > 1)
To solve for a polynomial inequality of nth degree (n > 1), we simply
1. Rewrite the inequality into its equivalent form
an x n  an1 x n1  ...  a0  0; an x n  an1 x n1  ...  a0  0; an x n  an1 x n1  ...  a0  0
or an x n  an1 x n1  ...  a0  0 ;
2. Solve for the critical numbers; (Note: Critical numbers are values of the variable
that makes the polynomial equal to zero)
3. Formulate intervals using the critical numbers;
4. Set up a table of signs; and (See the format below)
1st interval 2nd Interval 3rd Interval …
st
1 Factor
2nd Factor
…
Polynomial

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 MATH 102: College and Advanced Algebra

5. Decide for the interval/s that give/s the correct signs and finalized the solution set.
Guide:
For a polynomial inequality with >, the sign of the result is +.
For a polynomial inequality with <, the sign of the result is -.
For a polynomial inequality with  , the sign of the result is +.
For a polynomial inequality with  , the sign of the result is -.
Examples:
1. Solve the inequality: x 2  x  6 .
Solution:
Step 1. x2  x  6
x2  x  6  0
Step 2. ( x  3)( x  2)  0
x  3; x  2 Thus, the critical numbers are -3 and 2.
Step 3. Intervals:  ,3;  3,2; 2,
(These must be in order).
Step 4.
 ,3  3,2 2, 
( x  3) - + +
( x  2) - - +
( x  3)( x  2) + - +
Explanation:
To determine the signs in the first interval, use x = -4 and substitute this to the
first factor and second factor.
( x  3)  4  3  1
( x  2)  4  2  6
To determine the signs in the second interval, use x = 0 and substitute this to the
first factor and second factor.
( x  3)  3  0  3  3
( x  2)  0  2  2
To determine the signs in the third interval, use x = 3 and substitute this to the
first factor and second factor.
( x  3)  3  3  3  6
( x  2)  3  2  1
To determine the signs in the polynomial row, simply observe the rules in
multiplication of signed numbers.
Note: You may use any values of x that is included in the formulated interval.
Step 5. Since the inequality is <, then only the interval (3,2) with – sign as the final
result fits the inequality. Thus, the solution set is (3,2) .

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2. Solve the inequality: 3x 3  4 x 2  7 x

Solution:
Step 1. 3x 3  4 x 2  7 x
3x 3  4 x 2  7 x  0
Step 2. 3x 3  4 x 2  7 x  0
x(3x 2  4 x  7)  0
x(3x  7)( x  1)  0
7 7
x  0; x  ;& x  1 Thus, the critical numbers are  1,0,& .
3 3
 7 7 
Step 3. Intervals:    1,  1,0, 0, ,& , 
 3 3 
Step 4.
   1  1,0  7 7 
0, 3   3 , 
x - - + +
(3x  7) - - - +
( x  1) - + + +
x(3x  7)( x  1) - + - +
Explanation:
To determine the sign for the first interval    1 , use x = -2 because -2 is on
the interval    1 ,
1st factor x = -2
2nd factor (3x  7)  3(2)  7  13
3rd factor ( x  1)  2  1  1

To determine the sign for the second interval  1,0 , use x  

1 1
because  is
2 2
on the interval  1,0 ,
1
1st factor x
2
1 17
2nd factor (3x  7)  3( )  7  
2 2
1 1
3rd factor ( x  1)    1 
2 2
 7
To determine the sign for the third interval 0,  , use x  1 because 1 is on the
 3
 7
interval 0,  ,
 3

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1st factor x 1
2nd factor (3x  7)  3(1)  7  4
3rd factor ( x  1)  1  1  2
7 
To determine the sign for the fourth interval  ,  , use x  3 because 3 is on
3 
7 
the interval  ,  ,
3 
1st factor x3
2nd factor (3x  7)  3(3)  7  2
3rd factor ( x  1)  3  1  4
To determine the signs for the last row with x(3x  7)( x  1) , simply multiply the
signs per column.
Step 5. Since the sign of the original inequality is  , then we will use the
7 
intervals with + signs. Thus, the solution set is  1,0   ,  .
3 
3. Solve the inequality: 6 x 2  5  x  1  3x 3  5 x 2  x  1
Solution:
Since the given inequality is a compound inequality, we need to separate this
into two inequalities, solve these one at a time, and take the intersection of their
solution sets.
Step 1. 6 x 2  5  x  1 & x  1  3x 3  5 x 2  x  1
1st Inequality: 6 x 2  5  x  1 2nd Inequality: x  1  3x 3  5x 2  x  1
6x 2  x  6  0 3x 3  5 x 2  2 x  0
Step 2. 6 x 2  x  6  0 cannot be factored. We need to find the zeros of this
function. By the quadratic formula, we have
 (1)  (1) 2  4(6)( 6)
x
2(6)
1  145
x Thus, 6x 2  x  6  0 can be rewritten into
12
 1  145  1  145  1  145 1  145
x   x    0 and its critical values are and .
 12  12   12 12

For 3x 3  5x 2  2 x  0 , we have
x(3x 2  5 x  2)  0
1
x(3x  1)( x  2)  0 Thus, the critical numbers are -2, 0, and .
3

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 1  145  1  145 
Step 3. For 6 x 2  5  x  1 or  x   x 

  0 , the intervals are

 12  12 
 1  145  1  145 1  145  1  145 
  , ,  , ,& ,  .
 12   12 12   12
 
1 1
For x(3x  1)( x  2)  0 , the intervals are (,2), (2,0), (0, ),&( ,) .
3 3
Step 4. For 6 x  5  x  1
2

 1  145  1  145 1  145  1  145 

  ,   ,   , 
 12 12 
 12    12 
 1  145  - - +
x 
 12 
 
 1  145  - + +
x 
 12 
 
 1  145  1  145  + - +
x   x  
 12  12 
  

For x(3x  1)( x  2)  0

1 1
(,2) (2,0) (0, ) ( ,)
3 3
x - - + +
(3x  1) - - - +
( x  2) - + + +
x(3x  1)( x  2) - + - +

Step 5. Since the first inequality 6 x 2  5  x  1 has  , we will use the interval/s with the
1  145 1  145 
result/s – sign/s. Thus, its solution set is  ,  . On the other inequality
 12 12 
x(3x  1)( x  2)  0 , we will use the interval/s with the result/s + sign/s. Thus, ist solution set is
1 
(2,0)   ,  . Taking the intersection of the solution sets of the first and second inequality, we
3 
have

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1  145 1  145   1  1  145   1 1  145 

 ,   (2,0)   ,  =  ,0    , . Therefore, the
 12 12   3   12  3 12 
1  145   1 1  145 
solution set of 6 x 2  5  x  1  3x 3  5 x 2  x  1is  ,0    , .
 12  3 12 
 Solving Rational Inequality
To solve for a rational inequality, we simply
1. Rewrite the inequality into its equivalent form
P( x) P( x ) P( x) P( x)
 0;  0;  0, or  0.
R( x) R( x ) R( x) R( x)
2. Solve for the critical numbers; (Note: Critical numbers are values of the variable
that makes the polynomial equal to zero and undefined. To find the critical
numbers, change the inequality symbol into = sign and solve for the value of the
variable and then copy the denominator and equate to zero and solve for the
variable.)
3. Formulate intervals using the critical numbers;
4. Set up a table of signs; and (See the format below)
1st interval 2nd Interval 3rd Interval …
st
1 Factor
2nd Factor
…
Polynomial

5. Decide for the interval/s that give/s the correct signs and finalized the solution set.
Guide:
For a polynomial inequality with >, the sign of the result is +.
For a polynomial inequality with <, the sign of the result is -.
For a polynomial inequality with  , the sign of the result is +.
For a polynomial inequality with  , the sign of the result is -.
Examples:
2 3
1. Solve the inequality:  .
2x  5 x  9
Solution:
2 3
Step 1. 
2x  5 x  9
2 3
 0
2x  5 x  9
2( x  9)  3(2 x  5)
0
(2 x  5)( x  9)

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2 x  18  6 x  15
0
(2 x  5)( x  9)
 4 x  33
0
(2 x  5)( x  9)
 4 x  33
Step 2. 0 (2 x  5)( x  9)  0
(2 x  5)( x  9)
 4 x  33  0 2 x  5  0; x  9  0
5
 4 x  33 x  ; x  9 (Excluded)
2
33
x (Included)
4
5 33
Therefore, the critical numbers are  9, ,& .
2 4
 5   5 33   33 
Step 3. The intervals are  ,9,   9, ,  , ,& ,  .
 2 2 4   4 
Step 4.
 ,9  5  5 33   33 
  9,   ,   4 , 
 2 2 4 
 4 x  33 + + + -
2x  5 - - + +
x9 - + + +
 4 x  33 + - + -
(2 x  5)( x  9)

 5
Step 5. Since the inequality has  , then we will use the intervals   9,  &
 2
 33 
 4 ,  because these intervals had - resulting signs. Therefore, the solution set is

 5   33 
  9,    , .
 2  4 

2023 x 3 ( x 2  2020 )(2004  x) 2022

2. Solve the inequality: 0
x 2  2023 2
Solution:
2023 x 3 ( x 2  2020 )( 2004  x) 2022
Step 1. 0
x 2  2023 2
Step 2. 2023 x 3 ( x 2  2020 )(2004  x) 2022  0
2023 x 3  0; ( x 2  2020 )  0; (2004  x) 2022  0
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 MATH 102: College and Advanced Algebra

x  0; x    2020 ; x  2004 (Included)

x 2  2023 2  0 (Excluded because this will make the

inequality undefined)
x  2023
Therefore, the critical numbers are  2023,0,2004,&2023 . Note that
  2020 are imaginary numbers.
Step 3. The intervals are
 ,2023,  2023,0, 0,2004, 2004,2023,&2023, .
Step 4.
 ,2023  2023,0 0,2004 2004,2023 2023,
2023x 3 - - + + +
x 2  2020 + + + + +
(2004  x) 2022 + + + + +
x 2  2023 2 + - - - +
2023 x ( x  2020 )(2004  x)
3 2 2022 - + - - +
x  2023
2 2

Note: To determine the resulting sign (last row), multiply the first 3 signs and divide it by the fourth
sign per column or per interval.
Step 5. Since the inequality has  , we will use the interval/s with + resulting sign/s.
Therefore, the solution set is  2023,0  2023, .

x 3  2x 1
3. Solve the inequality:   2x  1
x2 1 x
Solution:
x 3  2x 1
Step 1.   2x  1
x2 1 x
x3  2x 1 x3  2x 1
1st Inequality: 2    0
x 1 x x2 1 x

1 1
2nd Inequality: 2x 1   2x  1  0
x x
( x  2 x) x  1( x 2  1)
3
st
Step 2. 1 Inequality: 0
x( x 2  1)

x 4  2x 2  x 2 1
0
x( x 2  1)

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x 4  3x 2  1
0
x( x 2  1)
x 4  3x 2  1  0
To solve for the zeros of this function, we let x 2  u & x 4  u 2 .
So, x 4  3x 2  1  0 can be transformed into u 2  3u  1  0 . Solving for u using the
quadratic formula, we have
 (3)  (3) 2  4(1)( 1)
u
2(1)
3  13
u
2
Then, we need to solve for x by using x 2  u .
3  13
x2 
2

3  13
x ; (included) Thus, we can rewrite x  3x  1  0 into
4 2

2
  
 x  3  13  x  3  13   0 .
 2  2 
  
We need to determine the value of x to make the first inequality undefined. So,
x( x 2  1)  0
x  0; x 2  1  0  x    1 Since x   1 are imaginary, then the
only critical number is 0.
3  13 3  13
Therefore, the critical numbers for the 1st inequality are  ,0,&
2 2 .
1
For the 2nd inequality  2 x  1  0 , we have
x
1
 2x  1  0
x
x  2x 2  x  0
 2x 2  2x  0
 2 x( x  1)  0  x  0 & x  1
Therefore, the critical numbers of the 2nd inequality are 0 and 1.

Step 3. The intervals for the 1st inequality are

     
  , 3  13 ,  3  13 ,0 ,  0, 3  13 ,& 3  13 , 
 2  2  2   2 .
     
The intervals for the 2nd inequality are  ,0, 0,1,&1, .

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Step 4. For the 1st inequality

   3  13     3  13 
  , 3  13   ,0   0, 3  13   , 
 2   2   2   2 
     
  - - - +
 x  3  13 
 2 
 
  - + + +
 x  3  13 
 2 
 
x - - + +
x 1
2 + + + +
x  3x  1
4 2 - + - +
x ( x 2  1)

For the inequality 2

 ,0 0,1 1,
 2x + - -
x 1 - - +
 2 x( x  1) - + -

Step 5. Since the 1st inequality has  symbol, then the solution/s are the interval/s with – result/s.
 3  13   3  13 
Therefore, the solution set for the 1st inequality is   ,   0,  . On the otherhand,
 2   2 
   
the 2nd inequality has < symbol and we will be using the interval/s with – result/s. Therefore, the
solution set for the 2nd inequality is (,0)  (1,) .
Getting the intersection of these two solution sets, we have the final solution set is
   
  , 3  13   1, 3  13  .
 2   2 
   

C. Drill
Part 1. Directions: Determine the critical numbers and intervals of the given inequalities below.
1. 5x  3  2 x  1
2. 3x  2 x 3  x 2
x  4  3x  7
3. 
5 2
2x  2  2
4. 
x2  2 x 1
5.
x  45 (5  x)100  0
5 x(2 x  5) 30

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 MATH 102: College and Advanced Algebra

6. x 2 ( x  2)  4 x 2  13 x  10
3x  7  3x  7 2
7.  
x2 2 3x  2
2x 1
8. x  3  4 x  1 
3x  2
x  3x  7 2
9.  
x2 2x 1 x2
10. 3x  x  5  3x  6 x  2 x 2  15 x  2
2 2

Part 2. Directions: Find the solution set of each of the inequalities given in Part 1. Express your
solution set in interval notation.

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work in
accordance with the standard protocol observed by the University. Use A4 size of documents,
12 Font size, and Times New Roman as Font style. Be sure to save your work as PDF format
before uploading in G. Classroom. For those who are writing in a piece of paper, get a clear
photos of your output and organize these in PDF format before uploading in our G. Classroom.

Exercises 33

Directions: Read, understand, and answer each of the following items by choosing the letter of
the correct answer. Write your answer in your answer sheet together with your solution. (2
points will be given per item).

(3x  2)100 (5  x) 99

1. What is/are the critical numbers of  0?
(2 x  7) 2023
2 7
F.  , ,&5
3 2
2 7
G.  , ,0,&5
3 2
2 7
H. , ,&5
3 2
2 7
I. 0, , ,&5
3 2
J. None of the choices

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2. What is the solution set of 2 x 4  3x 2  5 ?

 5  5   5 
A.   ,  
  ,0 
  2 ,  

 2   2   
 5  5 5  5 
B.   ,  
  , 
  2 ,  

 2   2 2   
 5  5 
C.   , 
  2 ,  

 2   
 5  5 
D.   ,  
  ,1
 2   2 
E. None of the choices

8 3 2
3. What is the solution set of the inequality   ?
1  x x  2 3x  2
 10 
A. 1, 
 7
 10 
B. 1. 
 7
 10 
C. 1, 
 7
  13   10 
D.   2,   1, 
 9   7
  13   10 
E.   2,   1,
 9   7 

3 2 2x  2
4. What is the solution set of the inequality   2 ?
x x 1 x  2
A.  ,3
B.  3,
C.  ,3

D.  1,0  0, 2 
E. None of the Choices

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5. Which of the following inequalities will yield  ,  as the solution set?
2
A. 2 0
x 4
2
B. 2 0
x 4
2
C. 2 0
x 4
2
D. 2 0
x 4
E. None of the choices

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Lesson 3. Equations and Inequalities Involving the Absolute Value

Some algebraic expressions contain absolute value. The absolute value of a real number is
defined as the distance between 0 and the number on the real line (Cabral, E. A., et. al., 2010). For
example, 5   5  5 because 5 and -5 are 5 units away from the origin 0. Thus, if x   , then we
denote the absolute value of x by x and we use x  y as the distance between the numbers x and y. In
this lesson, we will learn how to use this interpretation in finding the numbers x that satisfy the
equation and inequality containing the absolute value.

A. Specific Objectives:
During and upon reading and doing this module, you must have:
1. solved equations and inequalities involving the absolute value; and
2. appreciated the use of interval notation in showing solutions of an inequality.

B. Topic Content

Mathematical Concepts

 Equation Involving Absolute Value. This refers to any mathematical statement with equal
sign and with absolute value symbol and with variable/s inside the absolute value symbol.
Example: 2  x  5  x 2

 Inequality Involving Absolute Value. This refers to any mathematical statement with one of
the following inequality symbols , , , ,&  and with absolute value symbol and with
variable/s inside the absolute value symbol. Example: 2  x  5  x 2

 Definition of the Absolute Value of a Real Number x . Let x   . Then

 x if x  0
x  . (Note: Some textbooks use this as a theorem.)
 x if x  0

 Illustration 1. Develop a piece-wise function from f ( x)  x 2  4  2 .

Solution: To determine the conditions, we need to solve the solution sets of the inequalities
x2  4  0 .
x2  4  0
( x  2)( x  2)  0 Critical numbers: -2, +2

 ,2  2,2 2,

( x  2) - + +
( x  2) - - +
( x  2)( x  2)  0 + - +

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 MATH 102: College and Advanced Algebra

Solution set:  ,2  2, (Note: This will be the domain for the
first condition of the absolute value where x 2  4  2 or x 2  2 is positive. For the second
condition  x 2  4  2 or 6  x 2 , we use the domain (2,2) .)
 x 2  2 if x  2 & x  2
Therefore, we have g ( x)  
6  x if 2 x  2
2

 Theorem 1: Let x   . Then x2  x .

o Proof
 We consider three cases: x  0; x  0,&x  0 .
 Case 1. If x  0, then clearly 0 2  0.
 Case 2. If x  0, then x 2  x.
 Case 3. If x  0 , then ( x) 2   x.  x .

a a
 Theorem 2: Let a, b   . Then i. ab  a b , and ii.  if b  0 .
b b
o Proof for i.
 a, b   Given
 ab  (ab) 2 Theorem 1 (above)
 = (a ) 2 (b) 2 Law of Exponent
 = ab Theorem 1 (above)
 ab  a b Transitive Property
o Proof for ii.
 a, b   Given
2
a a
    Theorem 1 (above)
b b
a2
  Law of Exponent
b2
a2
  Law of Exponent
b2
a
  Theorem 1 (above)
b
a a
  Transitive Property
b b

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 MATH 102: College and Advanced Algebra

 How to Solve Equation Involving Absolute Value?

o Apply the definition of absolute value
o Manipulate equation to solve for the unknown by applying the properties of equality.
o Check the possible solution. (Note: Checking is a must because there is a possibility
that the possible solutions may not satisfy the equation.

Example 1. Find the solution set of 5 x  2  8 .

Solution: 5 x  2  8 means
5x  2  8 ;  5x  2  8
5x  8  2  5x  8  2
5x  10  5x  6
6
x2 x
5
Check: 5x  2  8 ; 5x  2  8
 6
5    2  8 5(2)  2  8
 5
62 8 10  2  8
8  8 8 8
8 = 8 (True) 8 = 8 (True)
 6 
Thus, the solution set is  ,2 .
 5 

Example 2. Find the solution set of x 2  2 x  11  11 .

Solution: x 2  2 x  11  11 means
x 2  2 x  11  11 ;  x 2  2 x  11  11
For the first equation x 2  2 x  11  11 :
x 2  2 x  11  11 means
x 2  2 x  11  11 ;  x 2  2 x  11  11
x 2  2 x  11  11  0  x 2  2 x  11  11  0
x 2  2 x  22  0  x 2  2x  0  0
a  1; b  2; c  22 x 2  2x  0
 (2)  (2) 2  4(1)( 22)
x x( x  2)  0
2(1)
2  4  88
x  x  1  23 x  0; x  2
2
Thus, the possible solutions are 0,1  23 ,&2 .

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For the second equation  x 2  2 x  11  11 , we have

 x 2  2 x  11  11 ; x 2  2 x  11  11
 x 2  2 x  11  11  0 x 2  2 x  11  11  0
 x 2  2x  0 x 2  2 x  22  0
x(x  2)  0 (same equation)
x  0; x  2

Thus, the possible solutions are 0,1  23 ,&2 .

.
Let us check:
For x  0 : x 2  2 x  11  11
(0) 2  2(0)  11  11
0  11  11
 11  11
11 = 11 (True) Thus, 0 is a solution.
For x  1 23 ;

x 2  2 x  11  11

(1  23 ) 2 2(1  23 )  11  11

1  2 23  23  2  2 23  11  11
22  11  11
22  11  11
11  11
11 = 11 (True) Thus, 1 23 is a solution.
For x  1 23 ;

x 2  2 x  11  11

(1  23 ) 2 2(1  23 )  11  11

1  2 23  23  2  2 23  11  11
22  11  11
22  11  11
11  11
11 = 11 (True) Thus, 1 23 is a solution.

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For x  2 : x 2  2 x  11  11
(2) 2  2(2)  11  11
4  4  11  11
0  11  11
 11  11
11 = 11 (True) Thus, 0 is a solution.

 
Therefore, the solution set for the equation x 2  2 x  11  11 is 1  23 ,0,1  23 ,2 .

Example 3. Find the solution set of 2020  x  x  2  2020  2 x .

Solution: Since there are 3 distinct terms with absolute value symbols and by the
definition, we have
 2020  x if x  2020
2020  x   ;
 2020  x if x  2020
 x  2 if x  2
x2   ; and
 x  2 if x  2
 2020  2 x if x  1010
2020  2 x  
 2020  2 x if x  1010
From the above piece-wise functions derived from the original equation, we can say that
there are 3 critical numbers -1010, 2, and 2020. Thus, we need to consider 4 intervals namely:
 ,1010, 1010,2, 2,2020,&2020, . These intervals are considered in producing 4 equations
in 4 cases that we consider in solving this equation.
Case 1. Suppose x   ,1010 . Then  2020  x  x  2  2020  2 x .
Solving this derived equation, we have
 2020  x  x  2  2020  2 x
2 x  2
x  1 Thus, -1 is a possible solution.
Case 2. Suppose x   1010,2 . Then  2020  x  x  2  2020  2 x .
Solving this derived equation, we have
 2020  x  x  2  2020  2 x
 2 x  2020  2020  2
 2 x  4038
x  2019 Thus, -2019 is a possible solution.
Case 3. Suppose x  2,2020 . Then  2020  x  x  2  2020  2 x .
Solving this derived equation, we have
 2020  x  x  2  2020  2 x
2 x  2 x  2020  2020  2
0  4042 (False) Thus, there is no possible solution
Case 4. Suppose x  2020, . Then 2020  x  x  2  2020  2 x .

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Solving this derived equation, we have

2020  x  x  2  2020  2 x
 2 x  2020  2020  2
 2 x  4042
x  2021 Thus, -2021 is a possible solution.

Checking:
For x  1 ,
2020  x  x  2  2020  2 x
2020  (1)  (1)  2  2020  2(1)
2020  1   3  2020  2
2021  3  2018
2024 = 2018 (False) Thus, x  1 is not a solution.
For x  2019 ,
2020  x  x  2  2020  2 x
2020  (2019 )   2019  2  2020  2(2019 )
2020  2019   2021  2020  4038
4039 +2021 = 2018
6060 = 2018 (False) Thus, x  2019 is not a solution.
For x  2021 ,
2020  x  x  2  2020  2 x
2020  (2021)   2021  2  2020  2(2021)
2020  2021   2023  2020  4042
4041 +2023 = 2022
6064 = 2018 (False) Thus, x  2021 is not a solution.

From the checking, the equation has NO SOLUTION.

However, if we combine piece-wise functions derived from the definition of absolute value, we can
have
1st Term 2nd Term 3rd Term Combined Piece-wise
(w/ absolute value) (w/ absolute value) (w/ absolute value) (Equation)
x2 2020  2 x 2020  x  x  2  2020  2 x
(if x  2 ) (if x  1010 )
2020  x  2020  2 x 2020  x  x  2  2020  2 x
(if x  2020 ) (if x  1010 )

x2 2020  2 x 2020  x  x  2  2020  2 x

(if x  2 ) (if x  1010 )
 2020  2 x 2020  x  x  2  2020  2 x
(if x  1010 )

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 MATH 102: College and Advanced Algebra

x2 2020  2 x  2020  x  x  2  2020  2 x

(if x  2 ) (if x  1010 )
 2020  2 x  2020  x  x  2  2020  2 x
 2020  x (if x  1010 )
(if x  2020 )
x2 2020  2 x  2020  x  x  2  2020  2 x
(if x  2 ) (if x  1010 )
 2020  2 x  2020  x  x  2  2020  2 x
(if x  1010 )

By summarizing the derived (combined piece-wise) equations, we have

2020  x  x  2  2020  2 x  2 x  2  x  1 .
2020  x  x  2  2020  2 x  2 x  4038  x  2019
1
2020  x  x  2  2020  2 x  4 x  2  x 
2
2020  x  x  2  2020  2 x  2022  202 (False Equation)
 2020  x  x  2  2020  2 x  2022  2020 (False Equation)
1
 2020  x  x  2  2020  2 x  4 x  2  x 
2
 2020  x  x  2  2020  2 x  2 x  4038  x  2019
 2020  x  x  2  2020  2 x  2 x  2  x  1

1
Among the possible solutions, only x  was not check.
2
1
Checking for x  :
2
2020  x  x  2  2020  2 x
1 1 1
2020    2  2020  2 
2 2 2
2019.5+1.5=2021
1
2021 = 2021 (True). Therefore, x is the ONLY
2
SOLUTION.

 Theorem 3. Let a  0 . Then

o x  a if and only if  a  x  a ,
o x  a if and only if x  a or x  a ,
o x  a if and only if  a  x  a , and
o x  a if and only if x   a or x  a .

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 MATH 102: College and Advanced Algebra

o Proof 1 for i.
o Let a  0 . Then x  a Given
o x  x2 & x  x Theorem 1 & Definition
o x2  a Substitution
o x  a & x  a Definition
o a  x  a MPI
o Proof 2 for i.
o Let a  0 . Then  a  x  a Given
o x  a  0; a  x  0 Definition
o ax 0 Commutative
o (a  x)(a  x)  0 Order Axiom
o a2  x2  0 Product of sum and
difference of two terms
o a2  x2 API
o a2  x2 Extracting Square Roots
o a  x Definition (Note: a  0 )
o x a Definition
o (Proof for ii – iv will be given as exercises)

 How to Solve Inequality Involving Absolute Value?

o Develop two or more inequalities from a given inequality with absolute value by
applying its definition.
o Solve the solution set of linear inequality but solve for the critical numbers and
develop intervals for the inequalities with higher degree.
o Make a table of signs and decide the solution set by using the following:
i. Use the interval/s that has/have – sign/s for the inequality  &  &
ii. Use the interval/s that has/have + sign/s for the inequality  &  .
o Take the intersection of the solution sets of the inequalities.

Example 1. Solve for the inequality 4  5 x  6  10 .

Solution:
4  5x  6 ; 5 x  6  10
5 x  6  4 &  5x  6  4 5x  6  10 &  5x  6  10
5x  10 &  5x  2 5x  16 &  5x  4
2 16 4
x2 & x x & x
5 5 5
 2   4 16   4 16   16 
Thus,   ,   2,     ,  =   ,   2,  . Therefore, the
 5   5 5   5 5   5 
 4 16   16 
solution set is   ,   2,  .
 5 5  5

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 MATH 102: College and Advanced Algebra

Example 2. Find the solution set of 2 x 2  3x  4  5

Solution: 2 x 2  3x  4  5
2 x 2  3x  4  5 &  2 x 2  3x  4  5
2 x 2  3x  9  0  2 x 2  3x  1  0
(2 x  3)( x  3)  0 (2 x  1)( x  1)  0
(2 x  3)( x  3)  0 (2 x  1)( x  1)  0
3 1
x   ;x  3 x  ;x 1
2 2
3
Critical Numbers:  & 3 for 2 x 2  3x  4  5
2
1
& & 1 for  2 x  3x  4  5
2

2
 3  3 
  , ,  ,3 & 3,  for 2 x  3x  4  5
2
Intervals:
 2  2 
 1 1 
  , ,  ,1 & 1,  for  2 x  3x  4  5
2

 2 2 

 3
  ,  
 3  3,
 2  2 ,3
2x  3 - + +
x 3 - - +
(2 x  3)( x  3)  0 + - +

 3 
Thus,  ,3 is the solution set for (2 x  3)( x  3)  0 .
 2 
 1
  , 
1  1,
 2  2 ,1
2x 1 - + +
 x 1 + + -
(2 x  1)( x  1)  0 - + -
1 
Thus,  ,1 is the solution set for (2 x  1)( x  1)  0 .
2 
 3  1   3 1
Therefore,  ,3   ,1 =  ,   1,3.
 2  2   2 2

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 MATH 102: College and Advanced Algebra

2  3 x 3x  19 
1971

0?
Example 3.What is the solution set of the inequality
 
x 2005 x 2  1 ( x  1) 2000
Solution:
By the definition, we have
(2  3x)( x  1) 2000 (2  3x)( x  1) 2000
0 0
   
&
x 2005 x 2  1 3x  19  x 2005 x 2  1 3x  19 
1971 1971

2 2
2  3x  0  x   2  3x  0  x 
3 3
x  1  0  x  1
x0
x2 1  0  x  
19
3x  19  0  x 
3
2 19
Critical Numbers for the first and second inequalities:  1,0, ,& .
3 3
   
Intervals:  ,1,  1,0,  0, ,  , ,  ,  .
2 2 19 19
 3  3 3  3 

 ,1 1,0  2  2 19   19 
 0,   3 , 3   , 
 3 3 
2  3x + + - - -
( x  1) 2000 + + + + +
x 2005 - - + + +
x2 1 + + + + +
(3x  19)1971 - - - - +
(2  3x)( x  1) 2000 + + + + -
0
 
x 2005 x 2  1 3x  19 
1971

 19  (2  3x)( x  1) 2000
Thus,  ,  is the solution set for 2005 2  0.
3  x  
x  1 3x  19 
1971

 ,1 1,0  2  2 19   19 
 0,   3 , 3   , 
 3 3 
 2  3x - - + + +
( x  1) 2000 + + + + +
x 2005 - - + + +
x2 1 + + + + +
(3x  19)1971 - - - - +

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 MATH 102: College and Advanced Algebra

(2  3x)( x  1) 2000 - - - - +

0
 
x 2005 x 2  1 3x  19 
1971

 19  (2  3x)( x  1) 2000

Thus,  ,  is the solution set for 2005 2  0.
3  x  
x  1 3x  19 
1971

 19 
Therefore, the solution set is  ,  .
3 

 Theorem 4. For any x   , the inequality  x  x  x .

o Proof:
 If x  0 , then x  x   x .
 If x  0 , then  x  x  x .
 Therefore,  x  x  x .
 Theorem 5. (Triangle Inequality). If x and y are real numbers, then x  y  x  y .
o Proof:
 From Theorem 4, we have  x  x  x &  y  y  y . By combining these,
we have  x   y  x  y  x  y or x  y  x  y by Theorem 4.

C. Drill
Directions: Find the solution set of the given inequalities below. Express your solution set in
interval notation.
1. 2 x  3  4
2. 3 2 x  3  48
2x  3
3. 4
x5
4. 2x 2  3  4
5. 2x  3  4
6. x 2  4x  4  2x 2  4
3
7.  4y 1
y2
8. 2 x  7  8 x  3
2x  3
9. 4
x5
2x  3 3
10. 
2x  3 x 1

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 MATH 102: College and Advanced Algebra

D. Evaluation
Directions: For Online class, upload your responses in our Google Classroom. Don’t
forget to have your own copy for your e-portfolio. For offline class, submit your work in
accordance with the standard protocol observed by the University. Use A4 size of documents,
12 Font size, and Times New Roman as Font style. Be sure to save your work as PDF format
before uploading in G. Classroom. For those who are writing in a piece of paper, get a clear
photos of your output and organize these in PDF format before uploading in our G. Classroom.

Exercises 34

Directions: Read, understand, and answer each of the following items by choosing the letter of
the correct answer. Write your answer in your answer sheet together with your solution. (2
points will be given per item).

3x  2 (5  x) 99
1. What is the solution set of  0?
(2 x  7) 2023
A.  ,
 7
B.   ,   (5,)
 2
 7
C.   ,   5, 
 2
 7
D.   ,   5, 
 2
E. None of the choices

2. What is the solution set of 2 x 4  3x 2  5 ?

 5 5
A.  , 
 2 2
 5 5
B.   , 
 2 2
 5  5 
C.   , 
  , 
 2  2 
 5  5 
D.   ,  
  ,1
 2   2 
E. None of the choices

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 MATH 102: College and Advanced Algebra

8 3 2
3. What is the solution set of the inequality   ?
1  x x  2 3x  2
 10 
A. 1, 
 7
 10 
B. 1. 
 7
 10 
C. 1, 
 7
  13   10 
D.   2,   1, 
 9   7
E. None of the Choices

3 2 2x  2
4. What is the solution set of the inequality   2 ?
x x 1 x  2
A.  ,3
B.  3,
C.  ,3

D.  1,0  0, 2 
E. No Solution

3x  7 (4  2 x)101
5. What is the solution set of 0?
( x  5)100 ( x  2) 99
A.  , 
 7 
B.   ,2   (2,)
 3 
 7 
C.  ,2   (2,)
 3 
 7 
D.   ,2  2, 
 3 
E. None of the choices

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 MATH 102: College and Advanced Algebra

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 MATH 102: College and Advanced Algebra

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