MAT 085

Guided Notes Packet

 MAT 085 Guided Notes Packet
Contents

Unit 1 .........................................................................................................................................................................................3
Lesson 1 Fractions ............................................................................................................................................................3
Lesson 2 Intro to Algebra and the Set of Real Numbers ................................................................................................14
Lesson 3 Exponents, Square Roots, and the Order of Operations .................................................................................18
Lesson 4 Intro to Addition and Subtraction of Real Numbers .......................................................................................22
Lesson 5 Multiplication and Division of Integers & Order of Operations ......................................................................29
Lesson 6 Simplifying Variable Expressions .....................................................................................................................32
Unit 1 Review.......................................................................................................................................................................36
Unit 1 Review – Part B .........................................................................................................................................................39
Unit 2 .......................................................................................................................................................................................42
Lesson 7 Introduction to Equations ...............................................................................................................................42
Lesson 8 Solving Linear Equations .................................................................................................................................46
Lesson 9 Clearing Fractions & Decimals ........................................................................................................................51
Lesson 10 Intro to Problem Solving ..............................................................................................................................53
Lesson 11 Formulas.......................................................................................................................................................58
Lesson 12 Linear Inequalities ........................................................................................................................................64
Unit 2 Review.......................................................................................................................................................................67
Unit 2 Review - Part B ......................................................................................................................................................70
Unit 3 .......................................................................................................................................................................................71
Lesson 13 Rectangular Coordinate System ..................................................................................................................71
Lesson 14 Tables and Graphs of Linear Equations .......................................................................................................74
Lesson 15 Intercepts .....................................................................................................................................................76
Lesson 16 Slope & Rate of Change ...............................................................................................................................82
Lesson 17 Slope-Intercept Form ...................................................................................................................................89
Lesson 18 Writing Equations of Lines ...........................................................................................................................91
Unit 3 Review.......................................................................................................................................................................97
Unit 3 Review – Part B .......................................................................................................................................................101
Unit 4 .....................................................................................................................................................................................104
Lesson 19 Functions and Their Representations ........................................................................................................104
Lesson 20 Linear Functions ........................................................................................................................................109
Unit 4 Review.....................................................................................................................................................................112
Unit 4 Review – Part B .......................................................................................................................................................117
Unit 5 .....................................................................................................................................................................................118
1
 Lesson 21 Exponent Rules...........................................................................................................................................118
Lesson 22 Negative Exponent Rules ...........................................................................................................................122
Lesson 23 Scientific Notation......................................................................................................................................126
Lesson 23 Addition and Subtraction of Polynomials ..................................................................................................129
Lesson 24 Multiplication of Polynomials ....................................................................................................................132
Lesson 25 Dividing Polynomials by Monomials..........................................................................................................137
Unit 5 Review.....................................................................................................................................................................139
Unit 5 Review – Part B .......................................................................................................................................................142
Final Exam Review .................................................................................................................................................................144
Final Exam Review – Part B ...................................................................................................................................................155

2
Unit 1
Lesson 1 Fractions

Natural Numbers: {1, 2, 3, 4, 5, … }

Whole Numbers: {0, 1, 2, 3, 4, 5, … }

Factor: Any number that divides a number evenly (no remainder)

Prime Number: A natural with exactly 2 factors, itself and 1

• Examples of prime numbers include: 2, 3, 5, 7, 11, 13, 17, 19, 23, 29…..

Composite Number: A natural number greater than 1 that is not prime

• Examples of composite numbers include: 4, 6, 8, 9, 10, 12, 14, 15, 16…..

• 1 is neither composite nor prime

Prime Factorization: When a composite number is written as a product of prime numbers

• 12 in prime factorization would be: 2 ∙ 2 ∙ 3

• Every whole number greater than 1has exactly one prime factorization

1) Classify each number as prime or composite, if possible. If a number is composite, write it as the product of
prime numbers.
a) 31 b) 1 c) 35 d) 200

2) Find all factors of 20.

Greatest Common Factor (GCF): The greatest number that is a factor of two or more given numbers.

The GCF of 8 and 12 is 4.

Factors of 8: 1, 2, 4, 8
Factors of 12: 1, 2, 3, 4, 6, 12

3) Find the GCF of 12 and 18.

4) Find the GCF of 10 and 15.

3
Fraction Basics
4
1) Label the parts of the fraction:
6

4
2) Shade the circle to represent
6

4
3) Mark on the number line
6

4
4) Using the fraction wall below, find two fractions that are equivalent to
6

4
5) Using the fraction wall, put the correct symbol <, >, or = between the two fractions.
2 1 1 1
a. d.
5 3 12 10

3 6 5 5
b. e.
5 10 8 10

3 8 6
c. f. 1
4 12 6

6) The pie chart to the right shows what fraction of a day

Jordan spends on each activity. Using the pie chart, answer the
following questions:
a. Name two activities that Jordan spends as much time
on together as he does sleeping.

____________ + ____________ = sleeping

Write the corresponding equation.

1
____________ + ____________ =
3

b. Sleeping and school together take up what fraction of Jordan’s day?

1 1
Sleeping + school = + 6 = ________
3

c. Jordan’s grade in math is slipping and he decides he needs to double the time he spends studying.
What fraction of his day will he be studying now?

d. How many hours per day does Jordan work?

5
Simplest Form, LCM, Common Denominators, and Equivalent Fractions

Simplest Form: A fraction is in simplest form when its numerator and denominator have no common factors (GCF
of 1). To simplify, divide the numerator and denominator by the GCF.

1) Write each of the following fractions in simplest form.

4 7 8 7 24
a. b. c. d. e.
6 14 1 12 36

Least Common Multiple (LCM): The lowest number which is a multiple of the given numbers.

12 is the LCM of 4 and 6.

Multiples of 4: 4,8,12,16
Multiples of 6: 6,12,18

2) Find the LCM of 9 and 15

3) Find the LCM of 6, 9, and 12

Least common denominator (LCD): The least common multiple of the denominators of given fractions.

3 5
The LCD of and is 24 because 24 is the LCM of 8 and 6.
8 6

3 1
4) Find the LCD of and
4 3

Equivalent fractions: Two or more fractions that have the same value
Fill in the blank to make the two fractions equivalent:
𝟑𝟑 𝟐𝟐
5) = 6) =
𝟓𝟓 𝟐𝟐𝟐𝟐 𝟑𝟑 𝟏𝟏𝟏𝟏

6
Lesson 1 Practice
1) Classify each number as prime, composite, or neither. If a number is composite, write it as the product of
prime numbers (also called prime factorization)
a) 45 b) 19 c) 1 d) 36

2) Find all factors of 30

Greatest Common Factor (GCF): The greatest number that is a factor of two or more given numbers.

3) Find the GCF of 12 and 20

4) Find the GCF of 9 and 27

5) Find the GCF of 36 and 48

2 5
6) Mark and on the number line
6 6

7) Put the correct symbol <, >, or = between the two fractions.
2 5 1 1
a. d.
5 6 8 10

3 6 3 3
b. e.
4 8 6 8

7
To simplify fractions on your calculator: Enter each fraction as a division problem, then convert the resulting
decimal to a fraction using MATH, Enter, Enter. (OR Press ALPHA, y=, Enter, if available, to enter the fraction and
press ENTER)
Write each fraction in simplest form, then check your answers using your calculator.

10 5 6 0
8) 9) 10) 11)
1 5 0 2

4 10 16 12 6
12) 13) 14) 15) 16)
12 25 24 30 36

Least Common Multiple (LCM): The lowest number which is a multiple of the given numbers.
17) Find the LCM of 8 and 12 18) Find the LCM of 12 and 15

Least Common Denominator (LCD): The least common multiple of the denominators of given fractions.

1 4 7 4
19) Find the LCD of and 20) Find the LCD of and
6 9 10 15

Fill in the blank to make the two fractions equivalent:

𝟑𝟑 𝟓𝟓
21) = 22) =
𝟒𝟒 𝟏𝟏𝟏𝟏 𝟖𝟖 𝟒𝟒𝟒𝟒

8
Operations on Fractions

𝒂𝒂 𝒄𝒄 𝒂𝒂 × 𝒄𝒄
Multiplying Fractions × = b, d ≠ 0
𝒃𝒃 𝒅𝒅 𝒃𝒃 × 𝒅𝒅
To multiply fractions, multiply the numerators and multiply the denominators.

Multiply.
5 3 4 2
1) × 2) ×
8 7 5 3

Multiply the following by reducing the common factors.

3 2 2 10 7 4
3)
4
× 12 4) 9 ×
3
5)
5
× 3
6)
8
× 21

𝒂𝒂 𝒄𝒄 𝒂𝒂 𝒅𝒅
Dividing Fractions
𝒃𝒃
÷ 𝒅𝒅
= 𝒃𝒃 × 𝒄𝒄
b, c, d ≠ 0

To divide fractions, multiply the first fraction by the reciprocal of the second fraction.

Divide.
2 10 4 2 3
7) ÷ 8) ÷ 9) ÷ 12
5 3 5 3 4

9
 𝒂𝒂 𝒄𝒄 𝒂𝒂 + 𝒄𝒄 𝒂𝒂 𝒄𝒄 𝒂𝒂 – 𝒄𝒄
Adding and Subtracting Fractions
𝒃𝒃
+ 𝒃𝒃
= 𝒃𝒃 𝒃𝒃
− 𝒃𝒃
= 𝒃𝒃

• To add or subtract fractions with the same denominator, add or subtract the numerators and write the
result over the common denominator.

• To add or subtract fractions with different denominators, we must first write each fraction as an
equivalent fraction with a common denominator.

Add or subtract. Write your answer as a fraction in simplest form.

4 2 5 1
1) − 2) +
5 5 8 8

1 1
3) Write each of the fractions and as an equivalent fraction with the LCD as its denominator
9 15

1 1
4) Subtract −
9 15

Add or subtract. Write your answer as a fraction in simplest form.

5 1 5 5
5) − 6) +
6 2 8 12

10
Lesson 1 Practice
Multiply or divide.
5 4 3 2 4 2
1) × 2) × 15 3) ÷ 4) 14 ÷
6 3 10 5 3 3

Add or subtract.
3 1 3 7 5 5
5) + 6) + 7) −
4 6 10 15 6 9

Solve each problem.

3
8) Tariq received of the 250 votes cast for Student Government Association (SGA) Treasurer. How many
5
votes did he receive?

2 1
9) Mariana made a shirt using meters of yellow fabric and meters of blue fabric. How many meters
5 3
of fabric did she use in all?

1 3
10) Dominic finished his history assignment in hours. Then he completed his math assignment in
3 8
hours. How much more time did Dominic spend on his math assignment?

2 1
11) At a certain community college, of all students receive financial aid. This year, of the students
3 12
receiving financial aid have a ‘work study’ job on campus. What fraction of all students have work
study jobs?

11
Fractions Review

Simplify. Think of division.

21 0 5 7
1. = 2. = 3. = 4. =
21 8 1 0

Simplify by cancelling common factors.

12 18 8
5. = 6. = 7. =
15 24 10

*Prime factorization is writing the number as a product of prime numbers.

8. Find the prime factorization of: 120

*To multiply fractions, multiply the numerators, multiply the denominators, and then simplify the resulting
fraction. Alternately, you can cancel common factors in the numerator and denominator and then multiply
across.

6 11 3
9. 7 × 15 10. 6 × 20

*To divide fractions, multiply the first fraction by the reciprocal of the second fraction.
3 7 6
11. ÷
5 10 12. 7 ÷ 10

12
*To find a fraction “of” some amount, multiply!
13. Sean made $220 last week. He put 3/4 of this money into savings. How much did he save?

*The LCM of two or more numbers is a multiple of each.

14. Find the LCM of 4, 6, and 12

*The LCD of two or more fractions is the least common multiple (LCM) of the denominators.
1 5
15. Find the LCD of and
9 12

*To add or subtract fractions you MUST rewrite the fractions with a common denominator (LCD). Then just
add/subtract the numerators and keep the common denominator. Always simplify your answer.

5 20 3 1 2 7
16. 18 + 27 17. 8 − 10 18. 3 − 12

13
Lesson 2 Intro to Algebra and the Set of Real Numbers

Variable: A letter or symbol that stands for some number

Algebraic expression: An algebraic expression consists of numbers, variables, and operation symbols such as
+, −, ∙ , 𝑎𝑎𝑎𝑎𝑎𝑎 ÷, and grouping symbols such as parentheses

1) Evaluate each algebraic expression for 𝑥𝑥 = 4

𝑥𝑥
a) 𝑥𝑥 + 5 b) 5𝑥𝑥 c) 15 − 𝑥𝑥 d)
(𝑥𝑥−2)

2) Evaluate each algebraic expression for 𝑦𝑦 = 2 and 𝑧𝑧 = 8

𝑧𝑧
a) 3𝑦𝑦𝑦𝑦 b) 𝑧𝑧 − 𝑦𝑦 c)
𝑦𝑦

Positive Integers: {1, 2, 3, 4, 5, … }

Negative Integers: {… , −5, −4, −3, −2, −1}

Number Line:

Opposites: A positive number and negative number the same distance from zero on a number line. Ex: -2 and 2
or 1 and -1
Plot: To draw a dot to represent a number on the number line.

3) Plot -2, 0, and 1.8 on the number line.

4) What is the position of the letter on each number line below? Write your answer as a fraction or mixed
number.

14
Absolute value of a number is its distance from zero. It is represented by | | Ex. |3| = 3 and |-3| = 3

5) Find a) | -9 | b) | 32 |

Rounding

The rules for rounding decimals

1. Find the place the number is to be rounded to.

2. Look at the first digit to the right of that place.
3. If the digit is equal to or more than 5, round up
4. If the digit is less than 5, round down.
5. We may drop the zeros

6) Round 23.445 to the nearest tenth _______________ nearest hundredth _______________

7) Round 121.564 to the nearest whole _______________ nearest hundredth _______________

Square Root If a = b2 then the square root of a = b that is √𝑎𝑎 = 𝑏𝑏

Fill in the blanks.

8) 42 = so √__________ = 4 62 = so √__________ = 6

Simplify.

9) a. √49 b. √81

15
Approximate to the nearest hundredth.

10) a. √40 b. √10

Inequality Symbols: Less than < , greater than >

-1 is to the left of 2 -1 is to the right of -2

-1 < 2 -1 > -2

11) Insert < or > between the numbers to make the statement true.

a) -7 -3 b) 5 -5 c) 4 8

Lesson 2 Practice
1) Evaluate each algebraic expression for 𝑥𝑥 = 4 and y = 2
𝑦𝑦
a) 2𝑥𝑥 + 𝑦𝑦 b) 3𝑥𝑥𝑥𝑥 c) 15𝑦𝑦 − 𝑥𝑥 d)
(𝑥𝑥−2)

2) What is the position of the letter on each number line below? Write your answer as a fraction or mixed
number.

3) Explain the difference between the opposite of a number and the absolute value of a number.

16
4) Insert < , > , or = between the numbers to make the statement true

a. |-5| |4| b. -|-3| -|3|

5) Using the table to the right, plot the scores on the number line given.

6) Compare the scores in the table and fill in the blanks with < or >
a) Kane’s score _______ Pak’s score.
b) Pak’s score _______ Davies’s score.
c) McCurdy’s score _______ Davies’s score.

7) Round 4.4615 to the nearest tenth _______________ nearest hundredth _______________

8) Round 23.524 to the nearest whole _______________ nearest hundredth _______________

9) List the perfect squares under 100 and then give their square roots.

Examples: 1 is a perfect square √1 = 1

4 is a perfect square √4 = 2

Approximate each square root to the nearest hundredth.

10) √86 11) √14

17
Lesson 3 Exponents, Square Roots, and the Order of Operations
Exponents are used to show repeated multiplication.

Exponential Notation
The expression bn, where n is a natural number, means
bn = b · b · b · ··· · b The base is b and the exponent is n.
n factors

1) Write each product as an exponential expression.

1 1 1
a) 7 ∙ 7 ∙ 7 ∙ 7 b) ∙ ∙ c) 𝑥𝑥 ∙ 𝑥𝑥 ∙ 𝑥𝑥 ∙ 𝑥𝑥 ∙ 𝑥𝑥
4 4 4

2) Evaluate each expression

3 2
a) 34 b) 53 c) � �
4

3) Evaluate the following (use commas appropriately)

a) 103 b) 107 c) 1010

Order of Operations – remember PEMDAS

P – Perform all calculations within parentheses and absolute values, or above and below the fraction bar.
E – Evaluate all exponential expressions
MD – Do multiplication and division from left to right
AS – Do all addition and subtraction from left to right

18
4) Evaluate each expression by hand.
12 4+1
a) 10 − 4 − 3 b) 10 − (4 − 3) c) 5 + d)
3 2+8

5) Evaluate each expression by hand.

3+32
a) 25 − 4 ∙ 6 b) 6 + 7 ∙ 2 − (4 − 1) c) d) 5 ∙ 23 − (3 + 2)
14−2

Symbol Associated Words

+ add, plus, more, sum, total
– subtract, minus, less, difference, fewer, *subtracted from, *less than
· multiply, times, twice, double, triple, product
÷ divide, divided by, quotient

6) Translate each phrase into a mathematical expression and then evaluate it.
a) Two to the fourth power plus ten

b) Twenty decreased by five times three

c) Ten cubed divided by five squared

d) Sixty divided by the quantity ten minus six

7) Translate each phrase into an algebraic expression. Circle what each variable represents.
a) Four more than the number of apples
b) Ten less than the president’s age
c) A number plus 10, all divided by a different number
d) The product of 6 and the price of a ticket

8) Last week I worked 40 hours. This week I will work H hours. Write an algebraic expression to represent my
total hours worked for the two weeks.

9) I work 17 hours a week making D dollars per hour. Write an algebraic expression representing my pay for
this week.

19
Lesson 3 Practice
1) Evaluate each expression by hand and using your calculator.
1 3 2 2
a) � � b) 23 · 32 c) � �
4 5

□
2) Fill in the blanks 109 = _________ 10,000 = 10

3) Find the mistake in each problem below. Then evaluate the problem correctly.

20 ÷ 4 · 5 + (3 – 1)2 4 + 3(6 – 2) ÷ 22
20 ÷ 4 · 5 + (2)2 4 + 3(4) ÷ 22
20 ÷ 4 · 5 + 4 4 + 3(4) ÷ 4
20 ÷ 20 + 4 7(4) ÷ 4
1+4=5 28 ÷ 4 = 7

Translate each phrase to an algebraic expression. Specify what each variable represents.
4) Five less than the number of dollars in Phil’s wallet

5) Three times the cost of a DVD

6) A number minus 5, all multiplied by a different number

7) The quotient of the number of weeks you have been in school and 52.

Evaluate each expression by hand and check using a calculator.

8) 21 – (6 + 8)

20
 9) 8 – (1 + 3) + 5 ∙ 3

12−6
10)
5∙6

20− 42
11)
10−8

12) 3 + (7 – 1)2 ÷ 4

13) 102 – (30 – 2 ∙ 5)

Translate each phrase into a mathematical expression and then evaluate it.
14) Three cubed minus eight

15) Thirty plus four times two

16) Four cubed divided by two squared

17) Forty divided by the quantity ten minus two

21
Lesson 4 Intro to Addition and Subtraction of Real Numbers

1) Temperature:
a. The temperature was 10° this morning and it rose 15° by noon. What temperature was it at noon?

b. In Wisconsin, the temperature was -10° this morning and it rose 15° by noon. What temperature was
it at noon?

c. The temperature was 10° at 5pm and it dropped 15° by midnight. What was the temperature at
midnight?

d. In Wisconsin, the temperature was -10° and it dropped 15° by midnight. What was the temperature at
midnight?

2) Money:
a. You have $20 in your account, and you deposit $40. How much money do you have now?

b. You have -$20 in your account and you deposit $40. How much money do you have now?

c. You have $20 in your account, and you withdraw $40. What is your new balance?

d. You have -$20 in your account and you withdrew $40. What is your new balance?

22
Addition of Real Numbers
Using the Number Line to Add Real Numbers
Adding a positive integer means moving to the right on the number line.
Adding a negative integer means moving to the left on the number line.

• -6 + (-4) We start at -6. To add -4, we move 4 units to the left.

We end up at -10. So, -6 + (-4) = -10

• -4 + 5 We start at -4. To add 5, we move 5 units to the right.

We end up at 1. So, -4 + 5 = 1

Using Unit Chips to Add Real Numbers

We can also do the additions using unit chips.

• -6 + (-4)

All chips are negative and there are 10 of them. So, -6 + (-4) = -10

23
 • -4 + 5

A negative chip and a positive chip cancel each other.

So in this case, we are left with 1 positive chip.

So, -4 + 5 = 1

Rules for Adding Two Real Numbers

Adding Numbers with the Same Sign
To add two numbers with the same sign, add their absolute values and apply the common sign.
Adding Numbers with Different Signs
To add two numbers with different signs, subtract the smaller absolute value from the larger absolute
value. Then apply the sign of the number having the larger absolute value.

In other words:
• When adding numbers with the SAME sign, ADD the numbers and keep the sign.
• When adding numbers with DIFFERENT signs, SUBTRACT the numbers and keep the sign of the number
with the largest absolute value (farthest from zero).

Add.
1) -3 + 8 =

2) 5 + 6 =

3) -2 + (-4) =

4) 7 + (-9) =

24
Subtraction of Real Numbers
Subtracting Real Numbers:

If a and b are real numbers, then a – b = a + (-b)

Change SUBTRACTION to the ADDITION of the OPPOSITE of the 2nd number. a – b = a + (-b)

Subtract.

1) -7 – (-3) 2) 8 – 12 3) 4 – (-4) 4) -8 – 3 – (-7) 5) -6 – 8

To add or subtract 3 or more integers, either

a) Do the computations in order from left to right

OR
b) Convert subtraction to addition using the rule a – b = a + (-b) and then group positives and negatives.

Compute.
6) -7 - 5 + 4 Method a

Method b

25
Lesson 4 Practice
Addition of Real Numbers
1) Write and solve the problem represented with chips in the following examples

a. +

b. +

c. +

d. + +

Evaluate.
2) 5 + (-12) 3) -4 + (-7) 4) 8 + (-3)

Subtraction of Real Numbers

Step 1: Change subtraction of a negative to addition -(-) = +
Step 2: Move the subtraction sign to the term that follows
Step 3: Add the terms using the addition rules.

Examples:

5) 3–7= 3 –7 =

6) -6 – 2 = -6 – 2 =

7) -4 – (-3) = -4 + 3 =

8) 5 – (- 1) = 5 +1 =

26
Lesson 4 Practice
Evaluate
1) 5 – (-2) 2) -7 – 8 3) 2 + (-9) 4) -5 – (-1)

5) (-4) + (-3) 6) 5 – 8 + (-3) – (-1) 7) -3 – (-2) + 9 – 7

2 5 2 5
8) −6 9) − �− 6�
9 3

10) 8 – 10 – 3 + 11 – 1 11) 1 + 4 – 9 – 3 + 11

3 7 1 2
12) −4 − 13) − 4 − �− 3�
8

14) The table gives the temperature (in °F) in five cities at 6 am on the same day. Use the table to
answer the questions. Temperature
City (°F)
a) How much lower was the 6am temperature in Fairbanks than in
Boston? __________ °F lower Portland 48

Miami 76

Boston -12
b) By noon, the temperature in Boston had risen by 21°F. What was 69
Los Angeles
the temperature there at noon? __________ °F
Fairbanks -29

27
15) Ali is riding in a bike race that goes through a valley and a nearby mountain range. The table gives
the altitude (in feet above sea level) for the five checkpoints in the race. Use the table to answer
the questions.
a) How much lower is Checkpoint 4 than
Altitude Checkpoint 1? ________ feet lower
Checkpoint (feet above sea level)

1 -41

3,137 b) The top of a hill rises 326 ft above Checkpoint 4.

2
What is the altitude of the top of the hill?
3 1,672
__________ ft
4 -199

5 976

16) The initial balance in a checking account is $247. Find the final balance resulting from the following
withdrawals and deposits: $20, -$55, -$30, $60.

17) A running back carries the ball five times. Find his total yardage if the carries were 7, -3, -5, 15, and 4 yards.

18) The greatest temperature range on Earth occurs in Siberia, where the temperature can vary between 98° in
the summer and -90° in the winter. Find the difference between these two temperatures.

19) It was extremely cold in Wisconsin last winter. One evening the temperature was at -28°. It then dropped 16°
overnight. Find the resulting temperature.

28
Lesson 5 Multiplication and Division of Integers & Order of Operations

• The product or quotient of two numbers with the same sign is positive.

• The product or quotient of two numbers with different signs is negative.

• Division by zero is undefined.

Perform the operation as indicated.

-12 7
1) 7(-3) 2) -8(-2) 3) 4)
-4 0

27 0
5) 6) (2)(-3)(0)(4) 7)
-3 3

Note: When evaluating expressions such as:

• -52 Take the opposite of 52  -25
• (-5)2 Square -5  25

Simplify
𝟒𝟒 𝟐𝟐 𝟐𝟐 𝟒𝟒 𝟏𝟏 𝟑𝟑 −𝟑𝟑
8) �− 𝟑𝟑� 9) − �𝟑𝟑� 10) �− 𝟒𝟒� 11)
𝟓𝟓𝟐𝟐

12) 4(7 – 4) + (-2)3 13) 10 – [8 – (2 – 7)]

14) -82 – (-4)2 15) (-5 ÷ 5) – (5 ÷ 5)

16) Evaluate the expression when x = -3. x2 – 2x – 4

29
Lesson 5 Practice
1) Perform the indicated operation:

(−3)(4)
a) -4(-6) = b) (2)(-5)(-3)= c)
0

56 4(8)
d) e)
-8 -2

7 5 2
f) 16 · �− � g) �− 6� ÷ �− 3�
8

2) Joe thinks that the value of (-5)² is the same as -5². Is he correct and why?

3) Without actually finding the product, write each list of numbers in order from least to greatest.

a) (-2)³ (-2)² (-5)³ (-5)²

b) (-1)² (-1)³ (0)² -2²

𝟐𝟐 𝟑𝟑 𝟏𝟏 𝟒𝟒 𝟑𝟑 𝟑𝟑 𝟕𝟕
4) − � � 5) �− 𝟐𝟐� 6) �− 𝟓𝟓� 7)
𝟑𝟑 −𝟑𝟑𝟐𝟐

8) Evaluate the expression when x = -2. x2 – 3x + 4

9) Evaluate the expression when x = -4 x2 + 2x - 7

30
Simplify.
10) 8 – 2·7 – 4 11) (8 – 2)(5 – 12)

22−4
12) 2(4 – 6)(-2)2 13) + (-3)
32

−4 3
14) - (1 · (-3)) – (4 – 1)
3 2
15) -4 – 4 3
+� �
2

−2− 22
16) 3 · (-4) – (2 – 32)2 17)
22 − 12

31
Lesson 6 Simplifying Variable Expressions

Like terms have the same variables raised to the same powers and can be simplified by combining their
coefficients.
Simplify
1) 5x – 4x 2) 8y – y + 10y 3) 5m – 9 +m 4) 2a – 10a

Distributive Property: a(b + c) = ab + ac a(b – c) = ab – ac

5) 7(3x – 2) 6) -8(y – 3)

7) -4(2x – 3y + 5z) 8) - (8x + 5y – 2)

9) 8z – (5z – 2) 10) 3x + 2(x + 3)

11) -3(n – 1) – 6n 12) -8 + 2(n – 4) + 5(n – 1)

32
Lesson 6 Practice
Write a one-step expression for a real-world situation.

1) Maria had n dollars to begin with. She just spent 39 dollars. Using n, write an expression for the
number of dollars Maria has left.

2) Last year, Lena biked d miles. This year, she biked 234 miles. Using d, write an expression for the total
number of miles she biked.

3) Jina has a bookcase with k shelves. There are 13 books on each shelf. Using k, write an expression for
the total number of books.

Translate the phrase into an algebraic expression.

4) The difference of c and 2 5) 5 less than w

6) The quotient of m and 9 7) The product of f and 2

8) The sum of 5 and c 9) 3 more than x

10) Twice y

11) Six more than the product of 14 and a number

12) Eight less than the product of 16 and a number

13) The sum of 16 and twice a number

33
 14) 23 less than twice Donte’s height (Use the variable d to represent Donte’s height)

15) The sum of 9 and twice a number (Use the variable n to represent the unknown number)

16) 32 decreased by twice Jamie’s score (Use the variable j to represent Jamie’s score)

17) Four more than the product of 5 and Marketa’s score (Use the variable m to represent Marketa’s
score)

18) 8 increased by the product of Dion’s age and 5 (Use the variable d to represent Dion’s age)

Simplify.
19) -7x2 + 2 + 9x2 – 4x

20) -5x2 + 4 + 3x – 11 – 12x2

21) (v – 6)2

22) (2 – 6y + v)(-3)

23) -6(-3w + 2u – 1)

24) –(– y – u + 3)

34
25) -4(u + 3) – 5u

26) 3(2u – 4) + 5(4u + 6)

27) 7x – 2(2y – 6x) + 3y

28) 6w – 3(-3x + 7w) – 7x

29) 3(-3w – 3x) – 5(-x – 6w)

30) A street has a constant width w and comprises several short sections having lengths 450, 600, 520,
and 700 feet.
a) Write and simplify an expression that gives the square footage of the street.

b) Find the area of the street if its width is 48 feet.

35
Unit 1 Review
𝟏𝟏𝟏𝟏 𝟎𝟎 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏
1) Simplify each fraction.
𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏 𝟏𝟏 𝟎𝟎

2) Identify each number as prime, composite, or neither. 81 1 73

3) Write the number as a product of prime numbers. (prime factorization) 63

4) List all the factors of the number 40

5 4 40
5) Multiply or divide and simplify a)
8
· 7
b)
3
÷5

6) Add or subtract and simplify

9 5 11 5 4 7
a)
8
− 8
b)
15
− 6
c) − 5 − �− 10
�

7) Evaluate each expression for the given value of x

18
a. when x = 21 b. x2 - 2x - 7 when x = -4
𝑥𝑥−3

8) Translate to an algebraic expression

a. The difference between eleven times a number and three

b. Five less than two times a number

9) Write in exponential notation. Do not evaluate. 9·9·9

36
 2 3
10) Find the value of the exponential expression. �3�

8(6−5)+8 ∙3
11) Find the value of the expression
8(6−5)

12) Find the value of the expression 32 + 8[1 + 3(6 + 6)]

13) Translate the phrase into a mathematical expression and then evaluate it.
Seven squared plus two cubed

14) Evaluate the expression. -6 + 12 – (-18) – 17

8 ∙(−4) ∙ 5 ∙ (−1)
15) Multiply or divide as indicated.
−20

16) Find the value of the exponential expression. -62

17) Answer true or false and explain your answer -114 = (-11)4 True or False?

18) Find the opposite, or additive inverse 28.7

19) Plot and label the numbers on a number line. -4.2, -2, 0, 2.75

37
20) Evaluate the square root. Approximate to two decimal places if necessary. √85

21) Insert the symbol < or > to make the statement true |-3.3| ____ -6.8

22) The temperature at 5:00 was -7°C. Overnight it dropped -12°C. What was the new temperature?

23) Use the distributive property to rewrite the expression, then simplify if possible. -2(-5x + 10y)

24) Combine like terms.

a. 8a – 6a + 2 b. 3x + 8 – 30x - 3

25) Simplify each expression.

a. 4 + 7(11 – 2m) b. 8x – (9 – 2x)

38
Unit 1 Review – Part B
1) Find the mistake in each problem below, then correctly solve the problem.

a. 82 – (8 · 2 + 52)
82 – 16 + 25
64 – 16 + 25 = 73

b. 32 – (5 + 4 · 23)
32 – (5 + 4 · 8)
32 – (9 · 8)
32 – (72)
9 – 72 = -63

c. 17[53 – (4 + 3)2]
17[53 – 4 – 32]
17[53 – 4 – 9]
17[40] = 680

2) If a is to the right of b on the number line, circle the statement below that is true.
a<b or a>b

3) Answer the following questions

a. What is the square root of 64?

b. What is the square of 64?

c. What number cubed equals 64?

d. What number squared equals 64?

e. What number equals the square of 64?

f. What number has a square root that is equal to 64?

39
4) Give an example for each of the following:

a. A fraction whose simplest form is equal to 1

b. A fraction whose simplest form is equal to 5

c. A fraction whose simplest form is equal to 0

5) Write each of the following expressions in words. Use terms such as product, difference, sum,
quotient, more than, less than, times.

a. 3x – 2

b. 5 + 4x

6) Explain the difference between the opposite of a number and the absolute value of a number.

7) In what type of problem do we use the reciprocal of a fraction?

8) What is the very first step in the following problem: 2 – (5 + x)

9) The temperature last Friday at 9am was 72°. Throughout the day it rose 10° and they fell 20° by 2am,
but then increased another 8° by 9am on Saturday.

a. Write a mathematical expression to represent the temperature changes throughout the day.

b. Evaluate the expression. Was the temperature on Saturday at 9am warmer or cooler than the
temperature on Friday at 9am?

40
10) Determine each group of like terms in the following list:

2x3 2x2 -4x 8 2y2 x -4 -5x2

11) Expand each of the following exponential expressions and explain the difference.

1 2 1 2
�− 4� − � 4�

12) For each pair, insert the correct inequality symbol to make a true statement, <, >, or =.

2 2
a. |-4| |4| b. √25 52 c.
5 3

41
Unit 2
Lesson 7 Introduction to Equations

Expressions Equations
3𝑥𝑥 − 1 3𝑥𝑥 − 1 = 17
5(20 − 3) + 10 𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 = 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙ℎ(𝑤𝑤𝑤𝑤𝑤𝑤𝑤𝑤ℎ)
𝑦𝑦 3 𝑦𝑦 3 = 27
−𝑥𝑥 2 + 𝑦𝑦 − 2 −𝑥𝑥 2 + 𝑦𝑦 − 2 = 𝑦𝑦 + 23
A solution of an equation is a number, that when substituted for a variable, makes the equation a true
statement.

• For example, 12 is a solution of x + 3 = 15 because 12 + 3 = 15

• 2 is not a solution of 𝑧𝑧 − 4 = 2 because 2 – 4 ≠ 2

1) Decide whether the given number is a solution of the given equation.

a) Is 15 a solution of 𝑥𝑥 + 3 = 18 b) Is 8 a solution of 𝑧𝑧 − 15 = 23

Addition Property of Equality

Let a, b, and c be real numbers, then:
If 𝑎𝑎 = 𝑏𝑏 then 𝑎𝑎 + 𝑐𝑐 = 𝑏𝑏 + 𝑐𝑐 also If 𝑎𝑎 = 𝑏𝑏 then 𝑎𝑎 − 𝑐𝑐 = 𝑏𝑏 − 𝑐𝑐
*To keep an equation balanced the same number must be added or subtracted on both sides of the
equation.

42
2) Solve each equation and check the solution.
a) 𝑥𝑥 + 10 = 7 b) 𝑡𝑡 − 4 = 3

1 3
c) = − + 𝑦𝑦 d) −5 + 𝑦𝑦 = 3
2 4

Multiplication Property of Equality

Let a, b, and c be real numbers, then:
𝑎𝑎 𝑏𝑏
If 𝑎𝑎 = 𝑏𝑏 then 𝑎𝑎𝑎𝑎 = 𝑏𝑏𝑏𝑏 also If 𝑎𝑎 = 𝑏𝑏 then = ; 𝑐𝑐 ≠ 0
𝑐𝑐 𝑐𝑐

*To keep an equation balanced the same number must be multiplied or divided on both sides of the
equation.

3) Solve each equation and check the solution.

a) −4𝑦𝑦 = 8 b) 45 = 5𝑧𝑧

2 3 3
c) 3
𝑥𝑥 =4 d) = − 7 𝑡𝑡
4

𝑥𝑥
e) 8=−
5

43
4) Solve each equation and check the solution.
2 4
a) 4 − 𝑦𝑦 = 8 b) 45 = 0.5 − 𝑧𝑧 c) − 𝑥𝑥 =
3 3

5) Match each equation to its solution (substitute the x value and see for which equation it is true.)
a) x = 6 1) 6x – 7 = -3

b) x = -1.5 2) 4x + 6 = 0

2
c) x = 3) 0.3 = 0.2x – 1.7
3

d) x = 10 4) 15 = 3x - 3

44
Lesson 7 Practice
1) x + 12 = 6 2) 5.62 = c – 1.97

3) -15 + d = -6 4) 96 = 4w

2
5) -6x = 36 6) b= -4
3

2 10 3
7) = − + 𝑝𝑝 8) 12 = − 4 𝑛𝑛
5 3

45
Lesson 8 Solving Linear Equations

To solve an equation, rewrite the equation in the form: variable = constant (get the variable alone).

1) Simplify both sides of the equation.

• If the problem involves fractions, clear the denominators by multiplying each term by the LCM of
the denominators.
• Use the distributive property to remove parentheses.
• Combine any like terms on each side.

2) Add and/or subtract the same number and/or variable from both sides of the equation to get all the
variables on one side, and all the constants on the other. Combine any like terms on each side.

3) Multiply or divide both sides of the equation by the same number to make the coefficient of the
variable equal to 1. Simplify so the equation is in the form: variable = constant.

4) Check the solution by substituting it in the original equation.

Solve.

1) 2x + 3 = 5 3) 7–x=4

2) 4(x – 1) = 5 4) -7x – 4 = 31

46
5) 8 = 5 + 3x 8) 12y – 6 = 33 – y

6) -6 = 5x + 5 9) (5t – 6) = 2(t + 1) + 2

1
7) x+3=9 10) 4y – 2(y + 1) = 0
4

47
Equations with no solution or with all real numbers as solutions
We can solve these just as we solve linear equations. There are three possible conclusions:
1. There is no solution. (The given equation is a contradiction.)
2. There is exactly one solution. (The given equation is a linear equation.)
3. All real numbers are solutions. (The given equation is an identity.)

For example:

• 3(y + 2) + y = 4(y – 1) + 10

3y + 6 + y = 4y – 4 + 10 Using the distributive property

4y + 6 = 4y + 6 Combining like terms
4y – 4y = 6 – 6 Gathering y terms and constant terms on different sides
0=0 This line is true. Because it doesn’t involve y, it is true for ALL values of y.

Therefore, all real numbers are solutions.

• 3(2 + v) – v = 6 + 2(v + 1)

6 + 3v – v = 6 + 2v + 2 Using the distributive property

2v + 6 = 2v + 8 Combining like terms
2v – 2v = 8 – 6 Gathering v terms and constant terms on different sides
0=2 This line is false. Because it doesn’t involve v, it is false for ANY value of v
Therefore, there is no solution.

Solve.
1) 2(x – 4) + 3x = 5x – 8 3) 4x – 5 = 3(x + 1)

2) 4 – 6x = -3(2x + 1)

48
Lesson 8 Practice
Solve.
1) 14 = 2x – 4 2) 4x – 9 = 3

1
3) 8x + 5 = 0 4) y – 3 = -1
4

5) 8 = 2(r + 4) 6) 4(x – 6) = 26

49
7) 2x + 1 = 4x – 7 8) 3(x + 2) – x = 5

9) 2(2y + 1) = 3(y – 2) + 6 10) 6 + 2(x – 7) = 10 – 3(x – 3)

11) 3(u – 2) – 5u = -2(u + 2) 12) 3(v – 7) – 1 = -4(-5v + 4) – 8v

13) 2 + 3(x – 4) = 5x – 10 + 2x 14) 6(2x – 1) = 3(4x – 5)

50
Lesson 9 Clearing Fractions & Decimals

To clear fractions or decimals, multiply each side (every term) by the LCD.
Solve each linear equation by clearing the fractions.
5 3 1 3 5 1 2 3
1) 𝑥𝑥 − 4 = 3 2) x– = 3) y+ = y
6 4 4 4 3 4

5 1 5𝑦𝑦+3 2𝑦𝑦−4
4) 𝑥𝑥 − 3 = 6 5) =7 6) =6
12 4 −5

−45+𝑥𝑥
7) Solving a multi-step equation given in fractional form: = -7
4

9 1 3
8) Solving a two-step equation with signed fractions: − 4
y− 3
= −2

9) Solving a linear equation with several occurrences of the variable: Variables on both sides and
3 1 3
fractional coefficients: 𝑣𝑣 − 6 = − 3 𝑣𝑣 +
4 2

51
Lesson 9 Practice

Solve for x.

3𝑥𝑥+5 −30+𝑥𝑥
1) -5 = 2) = -9
2 5

1 3 3
3) = − 8 𝑥𝑥 −
4 2

4 7 7
4) 𝑥𝑥 − = −3𝑥𝑥 +
5 3 5

4 1 5
5) 𝑥𝑥 − = − 6 𝑥𝑥 + 6
3 2

52
Lesson 10 Intro to Problem Solving

Type 1 Translating equations

Symbol Associated Words
+ add, plus, more, sum, total
– subtract, minus, less, difference, fewer, *less than, *subtracted from
· multiply, times, twice, double, triple, product
÷ divide, divided by, quotient
= is, equals, totals
Translate each phrase into an equation. Do NOT solve.
1) 54 is the difference of a number and 15.

2) 64 is the sum of 24 and a number.

3) 44 decreased by a number is 22.

4) The sum of 3 times a number and 8 is 2.

5) Five more than the product of a number and 6 is equal to 7.

6) Eight less than the product of 3 and a number is 7.

7) Five more than the quotient of a number and 4 is equal to 2.

8) Nine subtracted from the product of a number and 2 is 4.

9) Five times the sum of a number and 7 equals 3.

10) Twice the difference of a number and 7 is 9.

53
Type 2 Consecutive Integer Problems
1) Three consecutive integers have a sum of 222. Find the integers.

First integer = x First integer + Second integer + Third integer = 222

Second integer = ________
Third integer = + + = 222

Solve the above equation and find the following:

First integer =
Second integer =
Third integer =

2) Two consecutive odd integers have a sum of 164. Find the integers.

First integer = x First integer + Second integer = 164

Second integer = ________ + = 164

Solve the above equation and find the following:

First integer =
Second integer =

3) Three consecutive integers have a sum of 63. Find the integers.

4) Two consecutive even integers have a sum of -154. Find the integers.

5) Three consecutive odd integers have a sum of -3. Find the integers.

54
Type 3 Word problems with two unknowns.
1) On Friday, a local hamburger shop sold a combined total of 472 hamburgers and cheeseburgers. The
number of cheeseburgers sold was three times the number of hamburgers sold. How many
hamburgers were sold on Friday?
We are looking for the number of hamburgers sold.
Number of hamburgers sold = x
Number of cheeseburgers sold = _____

Number of hamburgers sold + number of cheeseburgers sold = combined total

+ =

Solve above equation and find the following:

Number of hamburgers sold =
Number of cheeseburgers sold =

2) A total of 427 tickets were sold for the school play. They were either adult tickets or student tickets.
There were 73 fewer student tickets sold than adult tickets. How many adult tickets were sold?
We are looking for the number of adult tickets sold.
Number of adult tickets sold = x
Number of student tickets sold = _____

Number of adult tickets sold + number of student tickets sold = combined total
+ =

Solve above equation and find the following:

Number of adult tickets sold =
Number of student tickets sold =

55
 3) Together, Ajai and Jennifer have $70. If Ajai has $20 less than Jennifer, how much money does each
have?

4) Dante’s age is three times Terrell’s age. The sum of their ages is 72. What is Terrell’s age?

5) A local café sold a total of 490 iced teas and iced coffees. There were 120 more iced coffees sold than
iced teas. How many iced teas were sold?

6) A backpack and binder from the bookstore cost $42 combined. The cost of the backpack is six times the
cost of the binder. What is the cost of the binder?

Type 4 Problems using the formula d = rt (Distance = Rate x Time)

Use the formula d = rt to solve the following.
1) Marketa drove 292 kilometers at the average rate of 73 kilometers per hour. How long did the trip
take?

2) A pilot flies a plane at a constant speed for 5 hours and 30 minutes, traveling 715 miles. Find the speed
of the plane in miles per hour.

3) A bicyclist rides for 4.8 hours at a constant rate and travels 24 miles. Find his speed in mph.

56
Lesson 10 Practice
Label the variable, translate to an equation, and then solve.

1) The sum of four times a number and 2 is 18. Find the number.

2) Four times the sum of a number and 2 equals 20. Find the number.

3) The difference of two times a number and 3 is -7. Find the number.

4) Two times the difference of a number and 3 is -10. Find the number.

5) The number of minutes of exercise I did the past three weeks are consecutive integers. If the total of
the three weeks is 417 minutes, find the amount of exercise I did each week.

6) My grandma’s apartment number and mine are two consecutive even numbers. If the sum of our
apartment numbers is 98, find the numbers.

57
 7) Denae and Jaylin plan to attend a total of 24 hours of tutoring this semester. Denae plans to attend
twice as many hours as Jaylin. How many hours does each plan to attend?

8) Takia and Juana are organizing the SGA rooftop movie and there is space for 45 students. The number
of students that can sit in folding chairs is 15 less than the number that can sit in front of the screen on
blankets. How many chairs are available?

9) Stephanie spends a total of 5 hours on the bus each week. If the bus travels at an average rate of 35
miles per hour, approximately how many miles are travelled?

10) My daughter’s flight from Atlanta takes approximately 2.5 hours. Atlanta is around 1000 miles from
Hartford. What is the average speed of the airplane?

Lesson 11 Formulas

Formulas
Area of a rectangle A = lw
Perimeter of a rectangle P = 2l + 2w
1
Area of a triangle A = bh
2

Circumference C = 2πr

Area of a circle A = πr2

Volume of a rectangular prism V = lwh

58
Geometry Problems
Use correct units in all your answers!
Length, perimeter, circumference  one dimension  in, cm, ft, m, etc.
Area  two dimensions  in2, cm2, ft2, m2, etc.
Volume  three dimensions  in3, cm3, ft3, m3, etc.

1) Find the perimeter of the triangle.

2) Find the perimeter of the polygon.

3) Find the area of the rectangle.

4) Find the area of the square.

5) Find the area of the triangle.

59
6) Find the area and circumference of the circle. Use 3.14 to approximate
the value of π.

7) Find the volume.

12 ft
8) The figure to the right shows a rectangular garden.
6 ft
a. Find the perimeter and area of the garden.
Perimeter =

Area =

b. The garden will be surrounded by a fence. Which measure would you use to find out how much
fence to buy? Perimeter or Area

c. The garden to be covered. Which measure would you use to calculate the amount of plastic
sheeting to completely cover the garden? Perimeter or Area

2 in.
9) Find the missing side length. 2 in.
4 in. ?
2 in.

5 in.

60
Lesson 11 Practice
1) Find the area of each triangle below. Be sure to include the correct units in your answers.

2) The perimeter of the rectangle is 92 m. The width measures 21m. Find the
length of the rectangle and the area of the rectangle.

3) The perimeter of the triangle to the right is 100

units. Find the length of side ����
𝐵𝐵𝐵𝐵

4) Find the area and circumference of a circle with diameter 4 ft. Use the value 3.14 for
π and do not round your answers. Be sure to include the correct units in your
answers.

5) The area of a square is 36 cm2. What is the length of each side?

61
6) The area of a rectangular flower garden is 56 m2. If the length of the garden is 8m, what is the width?

7) The perimeter of a rectangular vegetable garden is 324 ft. If the length of the garden is 87 feet, what is its
width?

8) The perimeter of the pentagon below is 62 units. Find the value

of y.

9) Find the missing side length in each figure. Assume that all intersecting sides meet at right angles. Be sure
to include the correct unit in your answers.

62
Solving for a variable in terms of other variables.

1 y
1) Solve A = bh for h 2) Solve x = for y
2 3

3) Solve P = 2L + 2W for W 4) Solve 𝟑𝟑𝟑𝟑 − 𝟒𝟒𝟒𝟒 = 𝟏𝟏𝟏𝟏 for y

𝐦𝐦𝐦𝐦
5) Solve P = a + b + c for c 6) Solve = 𝐆𝐆 for t
𝐫𝐫

Lesson 11 Practice
7) Solve each equation for x: 2x – 5 = 3 2x – 5y = 3

8) Solve q – r – 3s = p for q 9) Solve E = 3gh for g

10) Solve K = 3r – 4s for r 11) Solve 6B + C = A for B

63
Lesson 12 Linear Inequalities

An inequality is a statement that contains either <, >, ≤, ≥ symbol

Such as: 𝑥𝑥 ≤ 3 or 5𝑛𝑛 − 6 > 14 etc…
The Equation 𝑥𝑥 = 3 has a single solution: 3
The Inequality 𝑥𝑥 ≤ 3 has a solution set that includes 3 and all real numbers less than 3

The inequality 𝑥𝑥 < 3 also has multiple solutions BUT its solutions consist of all real numbers less than 3
A statement that involves more than one inequality is called a compound inequality.

• The compound inequality -2 < x < 5 means that -2 < x and x < 5. This is the same as saying “x is
between -2 and 5.”

To graph:
1. Mark endpoint
a. Use an open circle ○ for < or >
b. Use a closed circle ● for ≤ or ≥

2. Shade left for < or ≤ , shade right for > or ≥

x > -4

Interval Notation:
1. Graph the solution set
2. Note the left and right endpoints
3. Use brackets for closed circles and parentheses for open circles as indicated for each endpoint
4. Use ∞ or - ∞ for intervals continuing to the right or the left.

x ≤ -2

Interval Notation: (-∞, 2]

Set-Builder Notation: {x │ x ≤ -2 }  “The set of all x such that x is less than or equal to -2”

64
1) Graph 𝑥𝑥 < 4. Write the solution set in interval notation.

2) Graph -5 ≤ x. Write the solution set in interval notation.

3) Graph -2 < x ≤ 4. Write the solution set in interval notation.

65
Lesson 12 Practice
Graph the solution set. Write the answer in set-builder and interval notation.
1) x > – 14 Interval notation:

2) x ≥ 8 Interval notation:

3) x < – 14 Interval notation:

4) −2 < 𝑥𝑥 ≤ 5 Interval notation:

5) −5 ≤ 𝑥𝑥 < −1 Interval notation:

6) First translate “x is greater than or equal to negative 5” into an inequality, then graph.

7) First translate “x is less than 4” into an inequality, then graph.

8) Write the inequality for each graph shown below.

66
Unit 2 Review

1) For each value of u, determine whether it is a solution to -3(u + 1) = -24

a. u = -1

b. u = 7

c. u = 6

d. u = -9

7
2) Solve for w. - w = 35
8

3) Solve for u. -3u + 11 = -8u + 51

4) Solve for w. -30 = -62 + 2(w – 7)

5 7 1
5) Solve for v. 𝑣𝑣 − = −2+5
3 3

6) Translate each sentence into an equation.

a. Twice the difference of a number and 2 equals 7.

b. Four less than the product of 5 and a number is 6.

67
Label the variable, translate to an equation, and then solve.

7) A total of 682 tickets were sold for the school play. They were either adult tickets or student tickets.
There were 68 fewer student tickets sold than adult tickets. How many adult tickets were sold?

8) A garden table and bench cost $600 combined. The cost of the garden table is three times the cost of
the bench. What is the cost of the bench?

9) Three consecutive even integers have a sum of 42. Find the integers.

𝐸𝐸
10) Solve for E. h=
𝑚𝑚𝑚𝑚

11) Solve for x. 5xy = W

12) Solve for r. 2r – 3s = K

13) Find the area of the triangle. Include the correct unit in your answer.

68
14) Find the circumference and the area of a circle with diameter 9 yd. Use the
value 3.14 for π, and do not round your answer. Be sure to include the correct
units in your answer.

15) Graph each inequality on a number line. Then write the set using interval notation.

a. x > -5

b. b ≤ 2

16) Write an inequality for each graph shown below.

a.

b.

17) Graph each set on the number line. Then write the set using interval notation.

a. {x| 5 < x ≤ 7}

b. {x| -7 < x < -4}

69
Unit 2 Review - Part B

1) What, specifically, is the correct first step of solving this equation according to the steps for solving linear
equations? 3x - 8 = 8 - x – 10

2) If 3 consecutive even integers are labeled First Integer: x, Second Integer: x+2, Third Integer: x+4, write an
equation which shows the smallest and largest integer have a sum of 46.

3) Explain what consecutive integers are.

4) What formula relates distance to time and speed?

5) How can you tell if an equation has the solution “all real numbers are solutions”? What does that mean?

6) If toddlers can’t sit in a booster chair until they are 40 pounds. Is the following statement correct? Explain
why or why not.
A child with a weight of w can sit in a booster chair if 𝑤𝑤 ≥ 40

7) Would 10 inches of ribbon completely fit around the outside of a round ornament which is 3 inches
across? Why or why not?

8) Match the following statements with the correct equation.

a. The product of six and the difference of a number and 4 is 2

b. The difference of 4 and the product of 6 and a number is 2
c. 6 less than the product of 4 and a number is 2

i. 4 – 6x = 2
ii. 4x – 6 = 2
iii. 6(x – 4) = 2

9) If the circumference of a circle is 25.12 cm, what is the radius of the circle?

10) Can an equation have no solution? If so, write an equation which has no solution.

70
Unit 3
Lesson 13 Rectangular Coordinate System

One common way to graph data is to use the rectangular coordinate system, or xy-plane

Ordered Pairs: Two numbers used to describe the

location of a point in a plane. Uses (𝑥𝑥, 𝑦𝑦) notation in
the coordinate plane, where x and y are the
coordinates of the point.
In the xy-plane, the horizontal axis is the x-axis, and
the vertical axis is the y-axis.
The axes intersect at the origin.
The axes divide the xy-plane into four regions called
quadrants, which are numbered I, II, III, and IV
counterclockwise.
Label the x-axis, y-axis, origin, and quadrants on the
xy-plane to the right.

1) Plot the following ordered pairs on the xy-plane above. State the quadrant in which each point is located,
if possible.
a) (3, 2) b) (-2, -3) c) (-3, 0) d) (2, -1) e) (0, 4)

2) Give the coordinates of the 4 points plotted.

A. B. Vet Gas
C. D. Deli Work

71
Linear Equations in Two Variables

Last chapter we solved equations involving one variable. A solution to an equation with one variable is one
number that makes the statement true.
Now we will solve equations involving two variables. A solution to an equation with two variables consists of
two numbers, one for each variable, that we write as an ordered pair: (x,y)
Equations in two variables often have infinitely many solutions. A graph visually depicts the set of solutions to
an equation. Each point on the graph represents one solution to the equation.

Linear Equation in Two Variables

A linear equation in two variables can be written as
Ax + By = C
where A, B, and C are fixed numbers (constants) and A and B are not both equal to 0.
The graph of a linear equation in two variables is a line.

1) Determine whether the given ordered pair is a solution to the given equation
1
a. y = x + 3 (1, 4) b. 2x – y = 5 ( , -4) c. -4x + 5y = 10 (-5, 1)
2

2) For each ordered pair, determine whether it is a solution to: 3x – 7y = 19

(x, y) Is it a solution?
Yes No
(5, 6)
(4, -1)
(-3, -4)
(-8, 2)

3) Complete the table for the equation y = 2x – 3 x -4 -2 0 2

y

4) Use y = 0, 5, 10, and 15 to make a table of solutions to y = -2.5x + 5 x

y

72
5) Find 3 ordered pair solutions to the following, then graph the equation.
a) 𝑦𝑦 = 2𝑥𝑥 b) 𝑥𝑥 + 𝑦𝑦 = −1

x y
x y

6) Graph the linear equations by first solving for 𝑦𝑦

a) 𝑥𝑥 + 𝑦𝑦 = 4 b) 4𝑥𝑥 − 3𝑦𝑦 = 12

7) People with leg injuries often need crutches. An appropriate crutch length L in inches for an injured person
who is t inches tall is estimated by L = 0.72t + 2 (Source: Journal of the American Physical Therapy Association)

a) Complete the table. Round values to the nearest inch.

t 60 65 70 75 80
L

b) Use the table to determine the appropriate crutch length for a person 5 feet 10 inches tall.

73
Lesson 14 Tables and Graphs of Linear Equations

To make a table and graph an equation:

1. Hit This takes you to the screen when you enter equations.

2. Type an equation, for example: y = 3x-5.

a) To type an ‘x’ use the X,T,𝜃𝜃,n key

3. To see a table of values, hit and then

4. To see a graph, hit

Note: you can always use to return to the main screen.

Using your calculator, create a table and graph the following functions. List 3 ordered pairs and sketch the
graph. [Note: Graph must be in y = mx + b form]

1) y = -2x + 4

x y

74
 1
2) y = x – 3 3) -3x + y = 4
2

x y
x y

−2
4) y= x+ 5 5) 4x – 2y = 8
3

x y
x y

75
Lesson 15 Intercepts

x-intercept: The point (a,0) where the graph intersects the x-axis.

• Find the x-intercepts by substituting y = 0 into the equation and solving for x

y-intercept: The point (0,b) where the graph intersects the y-axis.

• Find the y-intercept by substituting x = 0 into the equation and solving for y.

What intercepts look like graphically:

1) Find the intercepts of the following

a) 3x – 6y = 24 b) 2y = 8x c) 2x – 9y = 15

76
2) Graph 2𝑥𝑥 − 6𝑦𝑦 = 12 by finding and plotting its intercepts.

3) Graph 𝑦𝑦 = 3𝑥𝑥 + 2 by finding and plotting its intercepts.

4) Complete the table for the equation x – y = -1. Then determine the x-intercept and y-intercept for the
graph of the equation x – y = -1.
x -2 -1 0 1 2
y

77
5) The graph below depicts the velocity of a toy rocket that is shot vertically into the air. Its velocity v in feet
per second after t seconds is given by the equation:

v = 160 – 32t. (Assume that t ≥ 0 and t ≤ 5)

180

160

140

120
Velocity (ft/sec)

100

80

60

40

20

0
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
Time (seconds)

a) Find and interpret each intercept in the context of the problem.

x-intercept: Interpretation:

y-intercept: Interpretation:

b) What does the point (2.5, 80) represent in the context of the problem?

6) Graph the line whose y-intercept is -6 and whose

x-intercept is 2.

78
Graphing Vertical and Horizontal Lines
• The equation of a vertical line with an x-intercept (𝑘𝑘, 0) is 𝒙𝒙 = 𝒌𝒌

• The equation of a horizontal line with y-intercept (0, 𝑘𝑘 ) is 𝒚𝒚 = 𝒌𝒌

7) Graph 𝑥𝑥 = −3 8) Graph 𝑦𝑦 = 4

9) Write the equation of the line shown in each graph

79
Lesson 15 Practice

Give the coordinates of the x-intercepts and y-intercepts in the graph below.

1) x-int: y-int:

Complete the table with the given x-values. Then determine the x-intercept and y-intercept for the graph
of the equation.
x -8 -4 0 4 8
2) y = x + 8 y

x-int: y-int:

Find the intercepts for the equation.

3) 2x + y = 2

Find any intercepts. Then graph the linear equation using the intercepts.
4) -4x - 8y = 8

80
 5) Graph the following, then write the equation of the line.
x -4 -2 0 2 4
y -3 -3 -3 -3 -3

Solve the problem.

6) The graph depicts the distance of a runner from the finish line of a race.
Find and interpret each intercept in the context of the problem.

x-intercept:

Interpretation:

y-intercept:

Interpretation:

81
Lesson 16 Slope & Rate of Change

Take a moment to look at the graphs below, where the horizontal axis represents time.

Which graph might represent the distance traveled by you if you are walking?
Which graph might represent the temperature in your freezer?
Which graph might represent the amount of gasoline in a moving car’s tank?

In the graph to the right, the graph rises 2 units vertically for every
𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟
horizontal unit of run, and the ratio equals the slope of the line.
𝑟𝑟𝑟𝑟𝑟𝑟
The slope m of this line is 2, which indicates that the cost of parking is
$2 per hour. In applications, slope indicates a rate of change.

𝑐𝑐ℎ𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑖𝑖𝑖𝑖 𝑦𝑦 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣 𝑐𝑐ℎ𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟 𝑦𝑦2 − 𝑦𝑦1

𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 = 𝑚𝑚 = = = =
𝑐𝑐ℎ𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑖𝑖𝑖𝑖 𝑥𝑥 ℎ𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑐𝑐ℎ𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑟𝑟𝑟𝑟𝑟𝑟 𝑥𝑥2 − 𝑥𝑥1

𝒚𝒚𝟐𝟐 − 𝒚𝒚𝟏𝟏
𝒎𝒎 =
𝒙𝒙𝟐𝟐 − 𝒙𝒙𝟏𝟏

82
Examples of Slope

1. Temperature at time of day 2) Carlos’s weight

6 7 8 9 10 11 12 1 2 3 4 5 6 7
Time of day (am) Months since start of diet

3. Scores achieved on a standardized test and family income.

20 30 40 50 60 70 80

(Thousands of dollars)

83
84
Slope of a Line
Slope of a Line
1. A line that rises from left to right has positive slope.
2. A line that falls from left to right has negative slope.
3. A horizontal line has zero slope.
4. A vertical line has undefined slope.

Positive Slope Negative Slope Zero Slope Undefined Slope

𝑐𝑐ℎ𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑖𝑖𝑖𝑖 𝑦𝑦 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣 𝑐𝑐ℎ𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟 𝑦𝑦2 − 𝑦𝑦1

𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 = 𝑚𝑚 = = = =
𝑐𝑐ℎ𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑖𝑖𝑖𝑖 𝑥𝑥 ℎ𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑐𝑐ℎ𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑟𝑟𝑟𝑟𝑟𝑟 𝑥𝑥2 − 𝑥𝑥1

1) Use the two points in the figure below to find the slope of the line. What are the rise and run between
these two points? Interpret the slope in terms of rise and run.

2) Calculate the slope of the line passing through each pair of points. Graph each line.
a) (−2, 3), (2, 1) b) (−1, 3), (2, 3) c) (-1,9), (1,3) d) (−3, 3), (−3, 2)

85
3) Find the slope of each line

2
4) Sketch a line passing through the point (1, 4) and having slope 𝑚𝑚 = −
3

5) Sketch a line with slope 𝑚𝑚 = −2 and y-intercept 𝑏𝑏 = 3

6) Sketch a line passing through the point (0, -2) with slope 3.

86
Lesson 16 Practice
1) For each line, determine whether the slope is positive, negative, zero, or undefined.

2) Find the slope of each graphed line.

3) Find the slope of a line passing through each set of points:

a. (3, 4) and (8, -3) b. (2, -1) and (4, -1) c. (5, 4) and (5, -3)

1
4) Graph the line with slope passing through the point (1, -4)
2

5) Graph the line with slope -4 passing through the point (-2, 5)

87
Interpreting Line Graphs

6) The distance y in miles that an athlete training for a marathon is

from home after x hours is shown in the figure to the right.

a. Find the y-intercept. What does it represent?

b. The graph passes through the point (1, 10). Discuss the
meaning of this point.

c. Find the slope of this line. Interpret the slope as a rate

of change.

7) The recorded hourly temperature in °F between 9am and 6pm is shown in the figure below.

a. Between what hours did the greatest

temperature increase happen?

b. What was the temperature at 10:30am?

c. At what time was the temperature 78°F?

d. What was the warmest temperature reached?

8) Use the line graph to the right to answer the following

questions.

a. What was the value of the investment in the year

1999?

b. Between what two years did the investment

decrease the most?

88
Lesson 17 Slope-Intercept Form
Equation Slope y-intercept
Slope-Intercept Form y = 4x - 3 4 -3

The line with slope m and y-intercept b is given by y = 12 0 12

5 5
y = mx + b y=-x– -1 –
8 8
2 2
the slope-intercept form of a line. y=– x – 0
3 3

1) For each graph write the slope-intercept form of the line.

1
2) Sketch a line with slope − and 𝑦𝑦-intercept 1. Write its slope-intercept form.
2

3) Write each equation in slope-intercept form. Then give the slope and 𝑦𝑦-intercept of the line.
a) 2𝑥𝑥 + 3𝑦𝑦 = 12 b) 𝑥𝑥 = 2𝑦𝑦 + 4

4) Write the equation 2𝑥𝑥 + 𝑦𝑦 = 3 in slope-intercept form and then graph it.

89
Lesson 17 Practice
1) For each graph write the slope-intercept form of the line.
a. b.

1
2) Sketch a line with slope and y-intercept -4. Write its slope-intercept form.
3

Write each equation in slope-intercept form. Then give the slope and y-intercept of the line.
3) 3y – 5x = 15 4) x = -3y + 6

5) Write the equation 3x – y = 2 in slope-intercept form and then graph it.

2
6) Write the equation of a line in slope-intercept form which has a y-intercept of and a slope -4.
3

90
Graphing Calculator Application
For the years 2010 to 2050, the projected percentage of the U.S. population that will be 18 to 24 years old during
year t is estimated by: P = -0.025t + 60.35
a. Complete the table using your graphing calculator. Round each resulting value to the nearest tenth.

• Enter the equation in (Note that P represents your y and t represents your x)

• In TBLSET, change “Indpnt:” to “Ask” .

This will allow you to input the x values you want.

• Select TABLE. At the bottom of the screen you should see “X=” . Enter each of the values below to
calculate the P values. Round each resulting value to the nearest tenth.

t 2010 2020 2030 2040 2050

P
b. Use the table to find the year when the percentage of the population that is 18 to 24 years old is expected
to be 9.4%.

Lesson 18 Writing Equations of Lines

Point-Slope Form
The line with slope m passing through the point (x1 , y1) is given by

y – y1 = m ( x – x1 )
the point-slope form of a line

Ex. A point-slope form of a line going through the point (1, 2) with slope -5 can be written as: y – 2 = -5(x – 1)

Steps to find the equation of a line in slope-intercept form using Point-Slope Form:

1. Find slope (if not given)

2. If you have the y-intercept, substitute values into y=mx + b
3. If you do NOT have the y-intercept, locate a point and use point-slope form
4. Simplify to slope-intercept form

Ex. To rewrite y – 2 = -5(x – 1) in slope-intercept form, first distribute the -5 and then add 2 to both sides:
y – 2 = -5x + 5
y = -5x + 7

91
Equations of Lines
1) Using the point-slope form, find the equation for a line passing through the point (4,-1) with slope – 3.
Write the equation in slope-intercept form.

1
2) Find a point-slope form for a line passing through the point (-2,3) with slope – .
2

a) Rewrite the equation in slope-intercept form.

b) Does the point (2, 1) lie on this line?

3) Use the labeled point in each figure to write a point-slope form for the line and then simplify it to the
slope-intercept form.

4) Use the point-slope form to find an equation of the line passing through the points (1, -4) and (-2, 5)

92
Steps to find the equation of a line in slope-intercept form using Slope-Intercept Form:

a) Find slope (if not given)

b) If you have the y-intercept, substitute values into y = mx + b
c) If you do NOT have the y-intercept, locate a point. Substitute that point and the slope into slope-
intercept form and solve to find the y-intercept
d) Plug the slope and y-intercept into slope-intercept form: y = mx + b

Ex. Using the slope-intercept form, find the equation for a line passing through the point (4,-1) with slope – 3.

a) Slope m = -3
b) We do not have the y-intercept
c) Point (4, -1) x = 4, y = -1 and m = -3 plug into y=mx+b and solve for b -1 = -3(4) + b
-1 = -12 + b
+12 +12
11 = b
d) m = -3, b = 11 y = -3x + 11

3
5) Write an equation in slope-intercept form for the line passing through (-1, 2) with slope
4

6) Write an equation in slope-intercept form for the line with x-intercept -3 and y-intercept 2

7) The points in the table lie on a line. Find the slope-intercept form of the line.

x 2 4 6 8
y 2 1 0 -1

8) Write the equation of a horizontal line passing through the point (-2, 6).

9) Write the equation of a vertical line passing through the point (-1, 4).

93
 10) In 1995, there were 690 female officers in the Marine Corps,
and by 2010 this number had increased to about 1110.

a. Use the point (1995, 690) to find a point-slope form of the

line shown in the graph

b. Interpret the slope as a rate of change.

c. Use the graph to estimate the number of female officers in 2006. Then use your equation from part
a to approximate this number. How do your answers compare?

Lesson 18 Practice
Slope-intercept form: y = mx + b Point-slope form: y – y1 = m(x – x1)

Steps to find the equation of a line in slope-intercept form using Point-slope form:

1. Find slope (if not given)

2. If you have the y-intercept, substitute values into y=mx + b
3. If you do NOT have the y-intercept, locate a point and use point-slope form
4. Simplify to slope-intercept form

Steps to find the equation of a line in slope-intercept form using Slope-Intercept Form:

a) Find slope (if not given)

b) If you have the y-intercept, substitute values into y = mx + b
c) If you do NOT have the y-intercept, locate a point. Substitute that point and the slope into slope-
intercept form and solve to find the y-intercept
d) Plug the slope and y-intercept into slope-intercept form: y = mx + b

94
1) Find the slope-intercept form for the line passing through (3, -4) and (-2, -1).

2) Find the slope-intercept form for the line with x-intercept 2 and y-intercept 4.

3) Find the slope-intercept form of the line which includes the points given in the table:

x 3 6 9 12
y 1 3 5 7

4) Write the equation of a vertical line passing through the point (-9, 5).

5) Write the equation of a horizontal line passing through the point (1,7).

95
Application
6) A tank is being emptied by a pump that removes water at a constant rate. After 2 hours, the tank contains
4500 gallons of water, and after 5 hours, the tank contains 2250 gallons of water.

a. How fast is the pump removing water? What does this value represent?

b. Find the slope-intercept form of a line that models the amount of water in the tank.

c. Find the y-intercept and the x-intercept. Interpret each.

d. Sketch a graph of the amount of water in the tank during the first 8 hours.

e. The point (4,3000) lies on the graph. Explain its meaning.

96
Unit 3 Review

1) Give the location of each city as an ordered pair

2) Fill in the table for the equation y = -6x + 1

x y
-5
-1
0
1

3) For each ordered pair, determine whether it is a solution to y = 2x – 7

a. (5, 46) b. (-7, -21) c. (4, -1) d. (-9, 35)

4) Graph the line: y = -x 5) Graph the line: y = -5x + 1

97
6) Graph the line: -3x + y = 3 7) Graph the line: y = -2

8) Find the y-intercept and the x-intercept of the line given in the
graph.

9) Find the y-intercept and x-intercept of the line: 5x – 7y = -12

10) Find the y-intercept and x-intercept of the line: 2x + 3y = 6. Then

use them to graph the line.

98
11) Find the slope of the line that contains the points (3, -1) and (2, 5)

12) Find the slope of the line in the graph to the right.

2
13) Graph a line with slope passing through the point (-4, 5)
3

1
14) Write an equation in slope-intercept form for the line with slope −
3
and y-intercept 5. Then graph the line.

15) Find the slope and the y-intercept of the line: 8x – 4y = -3

99
16) Find the slope and y-intercept of the line. Then use them to graph
the line. 2x + 6y = -18

17) Write the equations for the horizontal and vertical lines passing through the point (4, 1)

18) Write an equation of the line given in the graph.

19) A line passes through the point (-2, -6) and has a slope of -4. Write an equation in slope-intercept form
for this line.

20) Find an equation for the line that passes through the points (3, 2) and (-3, 5)

100
Unit 3 Review – Part B
1) What is interesting about the coordinates of any point in Quadrant III (3)?

2) Why is the ordered pair (4, 0) not in any quadrant?

3) What do linear equations look like when graphed?

4) Why do we graph linear equations instead of just listing all the solutions?

5) Find one ordered pair solution for y = -6x

x y
6) Given the following table, determine the x-intercept and the y-intercept of the 4 -1
equation. 2 0
0 1
-2 2
4 3

7) Explain how you can tell if an ordered pair is the y-intercept of the line?

8) What steps are necessary before you can enter 6x + 2y = 4 into the calculator to graph it? Be specific.

9) Describe a linear graph which has a slope of zero.

10) Describe a linear graph which has a positive slope.

101
11) Give the ordered pair coordinates of the point where the line y = -2 crosses the line x = 4.

12) What is the slope of the line x = 10?

1
13) Explain the steps to graphing a line with a slope of - and a y-intercept of 3.
5

14) What are two different methods you could use to graph the following linear equation? Be specific.
4x - 2y = 8

15) If I lose 2 lbs per month, that is an example of a negative slope.

a. Give a real-life example of a positive slope (no, you cannot just use ‘gain 2 lbs per month’!)

b. Give a real-life example where the slope would equal 0.

102
16) A squirrel is scurrying towards a birdfeeder and his distance from the feeder vs time is given in the graph
below.

24

22

20

18

16
Distance from feeder (ft)

14

12

10

0
0 1 2 3 4 5 6 7 8 9 10 11
Time (sec)

a. What is the y-intercept and what does it represent?

b. What is the x-intercept and what does it represent?

c. How fast is the squirrel scurrying towards the feeder?

d. Write a linear equation for this graph (slope-intercept form).

103
Unit 4
Lesson 19 Functions and Their Representations

Function Notation: 𝑓𝑓 (𝑥𝑥 ) = 𝑥𝑥 + 5. Function notation is basically just replacing 𝑦𝑦 with f(x)..or g(x)or h(x) etc
1) Evaluate each function as given
a. f(x) = 3x – 7 f(-2)
𝑥𝑥
b. f(x) = f(0.5)
𝑥𝑥+2

c. f(x) = √𝑥𝑥 − 1 f(10)

d. g(x) = -x3 + 4x g(2)

𝑥𝑥+3
e. h(x) = h(7)
𝑥𝑥−8

2) Let a function f computer a sales tax of 7% on a purchase of x dollars. Use the given representation to
evaluate f(2)
a. Verbal Representation: Multiply a purchase of x dollars by 0.07 to obtain a sales tax of y dollars.
b. Numerical Representation (partial): Shown in table 8.2 below
c. Symbolic Representation: f(x) = 0.07x
d. Graphical Representation: Shown in figure 8.7 below
e. Diagrammatic Representation: Shown in figure 8.8 below

104
Domain and Range
Relation: A set of ordered pairs (a function is a special type of relation)
Domain: The set of all x-coordinates in a relation
Range: The set of all y-coordinates in a relation
Function: A relation in which each x-coordinate has exactly one y-coordinate (x-values do not repeat)

Give the domain and range of the following relations. Write your answers using set notation.
3) F = { (3, 1), (-1, 2), (3, 0), (5, -1) }

4) G = { (1, c), (0, 4), (1, d), (4, a) }

5) Determine whether the following table represents a function, explain. x y

1 -4
Give the domain and range. 2 8
3 2
1 5
4 -6
6) A function f computes the average individual income in dollars in relation to educational attainment. This
function is defined by f(N) = 21,484, f(H) = 31,286, f(B) = 57,181, and f(M) = 70,181, where N denotes no
diploma, H a high school diploma, B a bachelor’s degree, and M a master’s degree. (Source: 2010 Statistical
Abstract)

a. Write f as a set of ordered pairs.

b. Give the domain and range of f
c. Discuss the relationship between education and income.

7) People who sustain leg injuries often require crutches. A proper crutch length can be estimated without
using trial and error. The function L, given by L(t) = 0.72t + 2, outputs an appropriate crutch length L for a
person t inches tall. (Source: Journal of the American Physical Therapy Association.)
a. Find L(60) and interpret the result.

b. If one person is 70 inches tall and another is 71 inches tall, what should be there difference in their
crutch lengths?

105
8) For each relation, decide whether or not it is a function.

9) For each graph of a function below, give all x-intercept and y-intercepts shown.

106
Vertical Line Test

Vertical Line Test

If every vertical line intersects a graph at no more than one point, then the graph represents a function.

10) For each graph below, state whether it represents a function.

11) Give the domain and range of:

a. Graph 1 b. Graph 4

107
Evaluating Functions from Graphs
To evaluate a function from a graph:
1) The number inside the parentheses is the x-value (input). Find the point on the graph with that x-value.
2) Find the corresponding y-value for that point.

Use the provided graphs to evaluate the given expressions.

1. Evaluate: 2. Evaluate: f(-6)=

f(1)= f(-2)= f(2)= f(0)=

4. Evaluate: f(-3) = f(1)=

3. Evaluate: f(0)= f(4)=

5. Evaluate: f(0)= f(4)= 6. Evaluate: f(0) = f(1.5) =

108
Lesson 20 Linear Functions

A function f defined by f(x) = mx + b, where m and b are constants, is a linear function.

Suppose an air-conditioner was turned on when the temperature inside a

house was 80℉. What do you notice?
Elapsed time (hours) 0 1 2 3 4 5
Temperature (°F) 80 78 76 74 72 70

1) The cost, C, (in dollars), of admission to a rodeo for a group of p people is given by the following function.

C(p)=25p

a. What is the cost per person?

b. What is the cost of admission for a group of 5 people?

2) Juan purchased a prepaid video game card. Games cost is deducted using this card. The credit, C, (in dollars),
left on the card after it is used for x games is given by the following function.
C(x) = 45.75 - 0.80x

a. What was the initial amount on the card when purchased?

b. What is the cost of each game?

c. How much credit is left on the card after Juan plays 30 games?

d. Juan has $36.15 left on the card. How many games has he played?

109
3) A charity organization needs to pack kits for school children. The volunteers work for h hours. The number of
kits, N, to be packed is given by the following function. N(h) = 2078 – 8h
a. How many kits are the volunteers planning to fill?

b. How many kits do they fill each hour?

c. How many kits are still left to pack after working 8 hours?

d. If there are 135 kits left to pack, how many hours have they been working?

Modeling Data with a Linear Function

The formula f(x) = mx + b may be interpreted as follows:

f(x) = mx + b
(new amount) = (Change) + (Fixed amount)

When x represents time, change equals (rate of change) × (time).

f(x) = m × x + b
(future amount) = (Rate of change) × (Time) + (Initial amount)

4) Bamboo is gaining popularity as a green building material because of its fast-growing, regenerative
characteristics. Under ideal conditions, some species of bamboo grow at an astonishing 2 inches per hour.
Suppose a bamboo plant is initially 6 inches tall. (Source: Cali Bamboo)
a. Find a function H that models the plant’s height in inches under ideal conditions after t hours.
H(t) =
b. Find H(3) and interpret the result.

5) I am emptying my pool which held 3000 gallons of water. Let x represent how many minutes it has been
since I started emptying.
a. If I can empty 7 gallons per minute, write a function, V, which represents the volume of water in
the pool after x minutes.

V(x)=
b. Use this function to find the volume of water in the pool after 45 minutes of emptying.
110
 6) Use each table of values to determine whether f(x) could represent a linear function. If f could be linear,
write a formula for f in the form f(x) = mx + b.
a. x 0 1 2 3 c. x -2 0 2 4
f(x) 10 15 20 25 f(x) 4 2 0 -2

b. x 0 1 2 3 d. x -2 0 3 75
f(x) 1 2 4 7 f(x) 7 7 7 7

7) Determine if the following function is linear: 𝑔𝑔(𝑥𝑥 ) = {(−1, −3), (1, −6), (3, −9), (5, −12)}
If g is linear, write a formula for g in the form g(x)=mx+b.

Tables and graphs of linear functions.

8) Create a table of values for each of the following linear functions.

𝑥𝑥
a. f(x) = − 7 x f(x) b. g(x) = -x – 3 x f(x)
8
-8 -2
0 -1
8 0
16 1
24 2

9) Sketch a graph of 𝑓𝑓(𝑥𝑥 ) = 𝑥𝑥 − 1. Use the graph to evaluate 𝑓𝑓(−2).

111
 10) Sketch the following graphs.
𝑥𝑥 3 4
a. f(x) = –1 b. f(x) = x + 2 c. f(x) = – x
2 4 5

Unit 4 Review
1) The functions f and g are defined as follows. f(x) = 3x2 – 3x g(x) = 3x – 1

a. Find f(-4) b. Find g(-3)

𝑥𝑥−14
2) The function h is defined as follows. h(x) = Find h(2)
4𝑥𝑥−8

3) Write the relation as a set of ordered pairs. Then determine the

domain and range.
Set of ordered pairs:
Domain:
Range:

4) The graph of the relation G is shown to the right. Write the relation as
a set of ordered pairs. Then give the domain and range of G.

Set of ordered pairs:

Domain:
Range:

112
5) Give all x-intercepts and y-intercepts for the graph of the function.

6) Which relation is NOT a function.

a. {(-8, 2), (3, 14), (0, 14), (6,14)}

b. {(8, 14), (0, 5), (14, 8), (8, 6)}

c. {(8, 14), (14, 6), (-8, 6), (6, 14)}

d. {(8, 8), (14, 14), (6, 6), (0, 0)}

7) For each relation, decide whether it is a function.

Domain Range Domain Range

f Moon 6 -3

t Cloud -6 3

a Cloud -2 2

v Sun 1 -6

a Rock -5 -6

113
8) For each graph
on the right,
state whether it
represents a
function.

9) Given the graph to the right, find:

a. f(0)

b. f(-2)

c. f(4)

10) Use the table of values to determine whether f(x) represents a linear function. Explain your answer.

x 0 1 2 3
f(x) 10 13 16 18

114
11) Ivanna is driving to Boston. The distance, D (in miles) that she still needs to travel after x hours is
given by the following function. D(x) = 400 – 60x

a. What is the change in Ivanna’s distance from Boston for each hour she drives?

b. What was Ivanna’s distance from Boston when she began her drive?

12) My grandma’s cell phone plan has a flat rate for data plus 10 cents per text each month. Her plan is
represented by the function C(t) = 0.10t + 22 where C is the total cost and t is number of
texts sent.

a. What is the flat rate she is charged for data?

b. What is the total cost in a month she sends 50 texts?

13) The amount of water, in gallons, in a tank, A, after t minutes is represented by the function
A(t) = 300t + 700
a. How much water was originally in the tank?

b. Is the amount of water increasing or decreasing? By how much?

c. After how many minutes will the tank reach the amount of 15,700 gallons?

d. How much water will be in the tank after 15 minutes?

14) If an ALEKS study found that the average grade, g, increased according to the function g(h) = 60 + 2h
where h is the number of hours per week spent working in ALEKS, compute the following.

a. What would be your grade after putting in 19 hours per week?

b. How many hours would you need to spend per week in ALEKS to get a grade of 80%?

115
15) Erik is putting money into a savings account. He starts with $450 in the account and he adds $40 each
week.

a. Write a function S(w) where S represents the total amount of money in the savings account (in
dollars) and w represents the number of weeks Erik has been adding money.

b. How much money will Erik have in the account after 17 weeks?

c. How many weeks will it take for Erik to reach $1000 in the account?

16) Ajai has saved $200 to pay for lunches at school this semester. Each week, she estimates she’ll spend
around $20 for lunches.

a. Write a function T(w) where T represents the amount of money she has left and w represents
the number of weeks into the semester.

b. How much money will she have left after 6 weeks?

c. How many weeks until all the money has been spent?

d. How much would she have needed to save to pay for lunches for all 15 weeks of the semester?

e. How much would she need to reduce her spending to per week, so that $200 will cover lunches
for the semester?

116
 3
17) Graph the function f(x) = 4 Graph the function h(x) = - x – 2
5

Unit 4 Review – Part B

1) If you plotted the following ordered pairs on a graph, which 2 points would be directly above/below each
other? {(1, 8), (2, 7), (3, 6), (2, 5), (4, 3)}

2) Explain how you would find g(3) if you are given the picture of the graph of the function g.

3) Use L(t) = 12 – 0.25t to represent the number of liters of water left in your kitchen sink t seconds after you
pull the plug.
a. How much water was in the sink initially?
b. What does 0.25 represent in this equation (with respect to the water)?

c. Find L(48) and interpret what that means in this problem.

4) Would a graph connecting the 3 given points be linear? How do you

know?

5) Sketch a question mark. If it were a graph, would it be a function?

Now sketch a checkmark. Is it a function?

6) True or false: The vertical line test allows us to determine if a line has a slope which is undefined.

117
Unit 5
Lesson 21 Exponent Rules

Product Rule: 𝑎𝑎𝑚𝑚 ∙ 𝑎𝑎𝑛𝑛 = 𝑎𝑎𝑚𝑚+𝑛𝑛 Raising a Product to a Power:

Example: 𝑝𝑝3 ∙ 𝑝𝑝4 = 𝑝𝑝3+4 = 𝑝𝑝 (𝑎𝑎𝑎𝑎)𝑛𝑛 = 𝑎𝑎𝑛𝑛 𝑏𝑏 𝑛𝑛

Why: (𝑝𝑝 ∙ 𝑝𝑝 ∙ 𝑝𝑝) ∙ (𝑝𝑝 ∙ 𝑝𝑝 ∙ 𝑝𝑝 ∙ 𝑝𝑝) = 𝑝𝑝

Example: (𝑥𝑥𝑥𝑥)5 = ________

In words: When multiplying two numbers with the Why: (𝑥𝑥𝑥𝑥)(𝑥𝑥𝑥𝑥)(𝑥𝑥𝑥𝑥)(𝑥𝑥𝑥𝑥)(𝑥𝑥𝑥𝑥) = _______
same base, keep the base and add the exponents.

In words: Everything (factors) on the inside of the

parentheses gets the power on the outside of the
Try these: 23 ∙ 24 = 𝑐𝑐 ∙ 𝑐𝑐 5 ∙ 𝑐𝑐 5 =
parentheses.

Try these: (2𝑥𝑥𝑥𝑥)3 = 4(𝑟𝑟𝑟𝑟)2 =

(𝑥𝑥 + 𝑦𝑦)5 ∙ (𝑥𝑥 + 𝑦𝑦)2 =

(−𝑥𝑥 3 𝑦𝑦)3 = 6𝑝𝑝(𝑝𝑝3 )4 =

Raising a Power to a Power:
(𝑎𝑎𝑚𝑚 )𝑛𝑛 = 𝑎𝑎𝑚𝑚∙𝑛𝑛 𝑎𝑎 𝑛𝑛 𝑎𝑎𝑛𝑛
Raising a quotient to a power:�𝑏𝑏� = 𝑏𝑏𝑛𝑛

𝑟𝑟 4
3 2
Example: (𝑠𝑠 ) = 𝑠𝑠 3∙2
= 𝑠𝑠 Example: �𝑝𝑝� = ______

𝑊𝑊ℎ𝑦𝑦: (𝑠𝑠 3 )(𝑠𝑠 3 ) = (𝑠𝑠 ∙ 𝑠𝑠 ∙ 𝑠𝑠)(𝑠𝑠 ∙ 𝑠𝑠 ∙ 𝑠𝑠)= 𝑠𝑠 𝑟𝑟 𝑟𝑟 𝑟𝑟 𝑟𝑟

Why: � � � � � � � � = ________
𝑝𝑝 𝑝𝑝 𝑝𝑝 𝑝𝑝

In words: When you have a power to a power, then

you multiply the two powers. In words: Everything (top and bottom) on the
inside of the parentheses gets the power on the
outside of the parentheses.

Try these: (𝑝𝑝4 )4= (x3)5 = 𝑟𝑟 3

Try these: �2� = =
3
2𝑥𝑥 5 𝑥𝑥 4 𝑦𝑦
(32 )4 = � � =
𝑦𝑦
� 𝑧𝑧 2 � =

118
Exponent Rules Practice
Simplify 5. (-3x2y5)3

2 4
1. �− �
3

3
2𝑥𝑥 4
6. � �
𝑦𝑦 2

2. -3x3(-8x5)

5
𝑥𝑥 4
7. � �
−3𝑦𝑦 2

3. (-4y3z)(-2y4z2)

8. 5x2y5 · 3xy4 · 2y
4. (-2u3v)4

119
Lesson 21 Practice

Evaluate. Write your answers as fractions

1 3 −2
1) �− �
4 52

Simplify.
2) -2x9(-7x) −8𝑧𝑧 3
2
6) � �
𝑥𝑥

3) 3w · 2w8y7 · 3y4

7) (-3xy2z3)3(2x3z4)

4) (4w)3

8) (-3x2z3)2(-y2z3)3

5) (-6v4w2)2

120
Find the area or volume of the figure, as specified.

9) The formula for the area of a rectangle is A = lw. Find an expression for the area of the
rectangle.

15x2 m

23x2 m

10) The formula for the area of a square is A = S2. Find an expression to represent the area of
the square.

42ab feet

11) The formula for the area of a circle is A = πr2. Find an expression for the area of the
following circle, giving an exact answer by leaving π in the answer.

d = 6xy4 ft

4
12) The formula for the volume of a sphere is 𝑉𝑉 = 𝜋𝜋𝑟𝑟 3 . Find the expression for the volume of the
3
sphere, giving an exact answer by leaving π in the answer.

radius, r = 4.5b yards

121
Lesson 22 Negative Exponent Rules

𝒂𝒂𝒎𝒎 1
Quotient Rule: = 𝑎𝑎𝑚𝑚−𝑛𝑛 Negative Integer Exponent: 𝑎𝑎−𝑛𝑛 =
𝒂𝒂𝒏𝒏 𝑎𝑎𝑛𝑛

𝒄𝒄𝟔𝟔 1
Example: 𝒄𝒄𝟐𝟐 = 𝑐𝑐 6−2 = 𝑐𝑐 Example: 𝑥𝑥 −2 =

Can also be thought of as cancelling the common

factors. 𝑥𝑥 3 𝑥𝑥∙𝑥𝑥∙𝑥𝑥 1 1
Why: 𝑥𝑥 5 = 𝑥𝑥∙𝑥𝑥∙𝑥𝑥∙𝑥𝑥∙𝑥𝑥 = 𝑥𝑥 2
𝒄𝒄𝟔𝟔 𝑐𝑐∙𝑐𝑐∙𝑐𝑐∙𝑐𝑐∙𝑐𝑐∙𝑐𝑐 1 1
Why: = =
𝒄𝒄𝟐𝟐 𝑐𝑐𝑐𝑐1

𝑥𝑥 3 𝑥𝑥 · 𝑥𝑥 · 𝑥𝑥 1 In words; To change the sign of the exponent, take

= =
𝑥𝑥 5 𝑥𝑥 · 𝑥𝑥 · 𝑥𝑥 1 · 𝑥𝑥 · 𝑥𝑥 the reciprocal.
In Words: When dividing two numbers with the 1
same base, keep the base and subtract the Try these: = 3−2 =
𝑥𝑥 −3
exponents. Or you can cancel common factors.
58 𝑛𝑛9
Try these: = = (𝑥𝑥 2 𝑦𝑦 −5 )−6 =
56 𝑛𝑛3

𝑟𝑟 5 47 𝑥𝑥 4
= = =
𝑟𝑟 46 𝑥𝑥 10

Other Rules for Negative Exponents:

0
Zero Exponent: 𝑏𝑏 = 1 for 𝑏𝑏 ≠ 0 1
= 𝑎𝑎𝑛𝑛
𝑎𝑎−𝑛𝑛
Example: 20 = 1, 𝑥𝑥 0 = 1
Why:
𝑎𝑎−𝑛𝑛 𝑏𝑏𝑚𝑚 𝑎𝑎 −𝑛𝑛 𝑏𝑏 𝑛𝑛
4
2 = 16 = �𝑏𝑏 � = �𝑎𝑎�
𝑏𝑏 −𝑚𝑚 𝑎𝑎𝑛𝑛

23 = 8
1
Continue the pattern by reducing the exponent by Try these: =
3−3
1 in the left column and dividing by 2 in the right
column.
−3
2 = __ 4−2 𝑎𝑎5
= �3� =
2−5
2 = __
2 = __
In words: Anything raised to the zero power is 1

4 0
Try these: �9� = 2𝑥𝑥 0 =

122
Simplify. Write your answer with positive exponents only.
𝑛𝑛10 5 −3
1) 8) �3�
𝑛𝑛5

𝑛𝑛5
2) 9) (-2)-5
𝑛𝑛10

𝑚𝑚10 𝑛𝑛4
3) 10) -4x-6
𝑚𝑚4 𝑛𝑛10

2𝑦𝑦 −7
11)
6𝑎𝑎6 𝑏𝑏5 𝑥𝑥 3
4)
2𝑎𝑎2 𝑏𝑏

12) x-5 · x4 · x-3

3𝑏𝑏
5)
12𝑏𝑏4

13) 3x-2y5 · 7xy-4 · 2x-5

10𝑎𝑎𝑎𝑎
6)
24𝑎𝑎8 𝑏𝑏

14) (v3)-6

(4𝑥𝑥 7 )2
7)
(2x3 )3

15) (x-3)-2

123
Lesson 22 Practice
Evaluate

5 0 6 0
1) -�2� 2�− 7�

Rewrite the following without an exponent

2) 4-3 3 −3
4) � �
5

1
3)
3−4 5) (-7)-2

Rewrite the expression without using a negative exponent.

20𝑤𝑤 40𝑥𝑥 5 𝑦𝑦 4
6) 9)
35𝑤𝑤 3 8𝑥𝑥 4 𝑦𝑦 3

𝑏𝑏4 𝑎𝑎5 (2𝑥𝑥 6 )3

7) 10)
𝑏𝑏𝑎𝑎6 (8𝑥𝑥 4 )2

6𝑤𝑤𝑤𝑤
8) 2𝑏𝑏2
3
18𝑥𝑥𝑥𝑥 11) �3𝑎𝑎3 𝑏𝑏5 �

124
12) –3v-5 17)
𝑏𝑏−3
𝑏𝑏−9

1
13)
2𝑥𝑥 −4

18) x3 · x-6 · x

𝑦𝑦 −2
14)
−5

19) (y5)-4

𝑥𝑥 3
15)
𝑥𝑥 −5

20) (x-5)-2
𝑥𝑥 −1
16)
𝑥𝑥

125
Lesson 23 Scientific Notation

Standard Form: 8,000,000

which is 8 ∙ 1,000,000
Scientific Notation: 8 ∙ 106
Scientific Notation:
𝒃𝒃 × 𝟏𝟏𝟏𝟏𝒏𝒏 , 𝟏𝟏 ≤ |𝒃𝒃| < 𝟏𝟏𝟏𝟏
(A number between 1 and 10 times 10 to a
power)

1
Remember: 10−1 = 101 = .1,
Remember: 101 = 10,
1 1
2
10 = ______, 3
10 = _______, … 10−2 = = = ________,

106 = __________________ 1 1
10−3 = = = __________, …

Write 624,000 in scientific notation Write 0.00006 in scientific notation

Write 78,000,000 in scientific notation Write 0.000321 in scientific notation

Write 7.2 ∙ 109 in standard form Write 5 ∙ 10−9 in standard form

Write 3.42 ∙ 106 in standard form Write 2.46 ∙ 10−5 in standard form

126
Lesson 23 Practice
1
1) Rewrite as a power of 10:
10,000

2) Evaluate 10-8

Write in scientific notation.

3) a) 9,613,000 b) 0.00006365 c) 245,000 d) 0.00034

Write in standard notation.

4) a) 4.448 × 106 b) 7.612 × 10-5 c) 2.9 × 10-7 d) 2.4 × 104

Answer the following.

5) The diameter of Jupiter at its equator is approximately 1.43 x 105 kilometers. Write this number in
standard notation.

6) An astronomer’s infrared telescope is able to detect radiation with a wavelength of 0.00000439

meters. Write this number in scientific notation.

7) The GDP (gross domestic product) is the total output of goods and services valued at market prices
within the USA. The GDP of the US in 2005 was $12,460,000,000,000. Write the GDP in scientific
notation.

8) In the 2010 Census, there were about 1.16 × 108 families in the US. Write that number in standard
notation.

9) As of March 21, 2020 China and Italy had 128,000 cases of confirmed COVID-19 virus. Write that
number in scientific notation.

127
Scientific Notation on the Graphing Calculator.
Multiply 2,000,000 × 3,000,000.
We know the answer is 6,000,000,000,000 but what does the calculator display?

6 E 12 means the answered is displayed in Scientific Notation 𝟔𝟔 × 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏

The “E” notation means the Exponent of the base 10 in Scientific Notation.
Examples
1) Multiply 555,000 × 333,000
a) Write the answer in Scientific Notation, using what you see on the calculator display.

b) Now give the answer in Standard Notation

2) Divide 9 ÷ 3,000,000
a) Write the answer in Scientific Notation, using what you see on the calculator display.

b) Now give the answer in Standard notation

A shortcut for entering numbers into the calculator in Scientific notation is as follows.
Rather than entering 6 × 107 into the calculator you can use the “EE” key to replace the “× 10”

Key in The display will show 6E7

When you press the the display will show the number in standard notation (when possible):
60,000,000

3) Using the shortcut,

a) Multiply (4 × 105 ) ∙ (2 × 103 )

b) Without using the calculator, give that number in Scientific Notation

128
Lesson 23 Addition and Subtraction of Polynomials

Term: A number, a variable, or a product of numbers and variables raised to natural number powers.
Coefficient: Numerical factor of each term (the number in front of the variable)

Expression Terms Coefficients

2
4𝑥𝑥 + 𝑥𝑥
4
9𝑥𝑥 − 7𝑥𝑥 − 1
7𝑦𝑦 3

Polynomial: sum of terms of the form: 𝑎𝑎𝑥𝑥 𝑛𝑛 , where a is a real number and n is a whole number.

Standard form: a polynomial written in descending powers. For example: 𝑥𝑥 5 − 3𝑥𝑥 3 + 2𝑥𝑥 2 − 5𝑥𝑥 + 1

Note: 𝑥𝑥 −5 + 2𝑥𝑥 − 3 is not a polynomial because −5 is not a whole number.

Types of Polynomials
Monomial: polynomial with exactly one term. Example: 𝑎𝑎𝑥𝑥 2 , −3𝑧𝑧, 4

Binomial: polynomial with exactly two terms. Example: 𝑥𝑥 + 𝑦𝑦, 3𝑝𝑝 + 2, 4𝑥𝑥 2 − 7

Trinomial: polynomial with exactly three terms. Example: 𝑥𝑥 2 + 4𝑥𝑥𝑥𝑥 + 𝑦𝑦 2 , 𝑥𝑥 5 + 7𝑥𝑥 2 − 𝑥𝑥

More than three terms: 5𝑥𝑥 3 − 6𝑥𝑥 2 + 3𝑥𝑥 − 6, −𝑦𝑦 5 + 𝑦𝑦 4 − 3𝑦𝑦 3 − 𝑦𝑦 2 + 𝑦𝑦

- The degree of a single term is its exponent value. Example: 4𝑥𝑥 5 is a degree 5 term.

- The degree of a polynomial is the greatest exponent value on the variable of any term in the polynomial.

- The leading coefficient is the coefficient of the first term when the polynomial is in standard form.

Example: 2𝑥𝑥 4 + 7𝑥𝑥 2 − 𝑥𝑥 is a polynomial with 3 terms. Its degree is 4 and its leading coefficient is 2.

1) Determine whether the expression is a polynomial. If it is, state how many terms the polynomial contains,
give the leading coefficient, and give its degree.
5
a) 7x2 – 3x + 1 b) 5x4 – 3x-2 + 4x c) 4x2 + d) -4
x+1

129
 To add polynomials: Combine Like Terms. You may use either the horizontal or vertical method.
To subtract polynomials: Change the signs of the terms of the polynomial being subtracted; then follow
the steps of addition of polynomials. (Distribute the negative sign, then Combine Like Terms)

2) State whether each pair of expressions contains like terms or unlike terms. If they are like terms, add
them.
1
a) 5x2, -x2 b. 7a2b, 10ab2 c. 4rt2, rt2
2

3) Add the polynomials by combining like terms (CLT).

a) (3x + 4) + (-4x + 2) b) (y2 – 2y + 1) + (3y2 + y + 11)

4) Add by combining like terms (x3 – 3x2 + 7x – 4) + (4x3 – 5x + 9)

5) Add the polynomials vertically: (3x2 – 3x + 5) + (-x2 + x – 6)

6) Subtract the following polynomials

a) (3x – 4) – (5x + 1)

b) (5x2 + 2x – 3) – (6x2 – 7x + 9)

c) (6x3 + x2) – (-3x3 – 9)

130
Lesson 23 Practice
1) Given the polynomial: 5𝑥𝑥 2 + 𝑥𝑥 4 − 3𝑥𝑥 6 + 7 − 𝑥𝑥
a) Write the polynomial in descending order.

b) Is the polynomial a monomial, binomial, trinomial, or none of these?

c) What is the constant term of the polynomial?
d) What is the degree of the polynomial?
e) What is the leading coefficient of the polynomial?

Add or Subtract
2) (5x3 – 7x + 2) + (2x3 + 3x2 – 4x – 5)

3) (2x2 + 3x – 4) – (5x2 + x – 7)

4) a) Write a monomial that represents the total volume of three identical cubes that measure x
along each edge.

b) Find the total volume when x = 4 inches.

5) a) Given the figure below, find a polynomial that equals the area of the figure.

2x

x
3 x

b) Calculate its area if x = 8 feet.

131
Lesson 24 Multiplication of Polynomials

Multiply monomials – use product rule for exponents:

1) (3y3)(-7y4) 2) 4a2b2·3ab5

Using distributive property:

3) 5(6y – 3) 4) (2a3 + a)7 5) -y(-2y + 4)

Multiplying monomials and polynomials: use distributive property and product rule:

6) 4x(3x3 + 5) 7) (3a – 7) a4 8) -2(3y3 – 6y + 1)

9) 3m2(2m3 – 5m + 6) 10) 5mn2(2m + 3n) 11) -x2y(3y – xy)

Multiplying binomials: x 6

Geometrically: x x2 6x (x + 3)(x + 6) = x2 + 6x + 3x + 18

3 3x 18 = x2 + 9x + 18

12) Multiply geometrically: (x + 8)(x - 2)

132
Symbolically: Use distributive property twice (also known as F O I L = First Outer Inner Last)

(x + 3)(x + 6) = x·x + x·6 + 3·x + 3·6 = x2 + 6x + 3x + 18 = x2 + 9x + 18

F O I L

13) Multiply symbolically: (x – 4)(x – 3)

14) (5y + 7)(y – 4) =

15) (6 + 2y)(4 + y)=

16) (3b2 – b)(b + 8) =

Multiplying Polynomials – multiply every term in the 1st by every term in the 2nd:

Vertically: (2x-3)( x2 + 4x – 5) Geometrically: x2 + 4x –5

x2 + 4x – 5 2x 2x3 8x2 -10x

2x - 3
-3x -12x+15
2

2x3+8x2-10x -3 -3x2 -12x +15

2x3+5x2-22x+15

2x3 + 8x2 - 10x + -3x2 - 12x + 15 = 2x3 + 5x2- 22x + 15

17) (3y – 2)(y2 + 2y – 3) =

18) (y2 + 2y - 6)(y + 4)

133
Lesson 24 Practice

Simplify
1) -2x2(3x4 – 2x – 7) 9) (3 – 4c)(7 + 4c)

2) (6m3 – 2m2 + m)5m 10) (b + 4)(3b + 8)

3) (8a3b2 – 3b5)(7a6b)
11) (4x + 5y)(8x – 5y)

4) -9a4c2(4c5 + 2a – 5)

12) (7a – b)(6a – b)

5) (v + 7)(v – 2)

13) (y + 7z)(y – 3z)

6) (x – 5)(x – 4)

14) (3c + 5d)(3c + 8d)

7) (y + 2)(y + 1)

15) (2x + 1)(3x2 – 5x + 6)

8) (2x – 5)(3x – 4)

134
Special Products

• (a + b)(a – b) = a2 – b2

Multiply:

1) (m + n)(m – n) = 2) (x – 5)(x + 5) =

3) (3a + 4b)(3a – 4b) = 4) (2x2 – 5y3)(2x2 + 5y3) =

Squaring binomials:

• (a + b)2 = (a + b)(a + b) = a2 + 2ab + b2 Note: (a + b)2 ≠ a2 + b2 Don’t forget middle term!!

• (a – b)2 = (a – b)(a – b) = a2 – 2ab + b2

Multiply:

5) (y + 4)2 = 6) (3y – 7)2 =

7) (2 + 3x)2 = 8) (6m2 – 5n)2 =

Note: When multiplying two binomials, you can always use FOIL instead!

Bonus: (x + y)(x2 – xy + y2) =

135
 Lesson 24 Practice
Multiply.
1) (2x – 3)(2x + 3) 4) (x – 4)2

2) (5x + 1)(5x – 1) 5) (3x + 5)2

6) (7x – 4u)2
3) (2v – 7u)(2v + 7u)

7) Find an expression which represents the area of the following parking lot.

2X+3
X+3
3 3
2x x x
x x

8) A digital picture has a 3cm wide border around the square picture. If the actual image has a length of x:

a) Write an expression for the area of the actual image.

b) Write an expression for the area of the entire paper print. 3cm
c) Write an expression for the area of the border. x

136
Lesson 25 Dividing Polynomials by Monomials
We know that the following is true (adding fractions with common denominators)

𝑎𝑎 𝑏𝑏 𝑎𝑎+𝑏𝑏 𝑎𝑎 𝑏𝑏 𝑎𝑎−𝑏𝑏
+ = − =
𝑐𝑐 𝑐𝑐 𝑐𝑐 𝑐𝑐 𝑐𝑐 𝑐𝑐

We can also write the equations in reverse.

𝑎𝑎+𝑏𝑏 𝑎𝑎 𝑏𝑏 𝑎𝑎−𝑏𝑏 𝑎𝑎 𝑏𝑏
= + = −
𝑐𝑐 𝑐𝑐 𝑐𝑐 𝑐𝑐 𝑐𝑐 𝑐𝑐

These are the properties we are using to "break apart" the fraction when we are dividing a polynomial by a
monomial.

Examples:
1) Divide. (25x5 – 10x3) ÷ (-5x)

24𝑥𝑥 7 −6𝑥𝑥 4 + 2𝑥𝑥 5

2) Divide. 6𝑥𝑥 3

10𝑥𝑥 7 𝑦𝑦 5 −6𝑥𝑥 4 𝑦𝑦 3 +8𝑥𝑥5 𝑦𝑦 2

3) Divide.
2𝑥𝑥 2 𝑦𝑦

12𝑥𝑥 5 𝑦𝑦 8 +6𝑥𝑥 4 𝑦𝑦−3𝑥𝑥𝑦𝑦 2

4) Divide.
3𝑥𝑥 2 𝑦𝑦 2

137
Unit 5 Practice

1) The perimeter of a rectangular patio is 8𝑥𝑥 2 + 10𝑥𝑥 yards. If the width is 5𝑥𝑥 yards, find an expression
which represents the length.

5x

2) The length of a patio is 3x2 + 7 meters while the width is 2x – 5 meters. Find a simplified expression
representing the perimeter of the patio.

3x2 + 7

2x – 5

3) The length of a rectangle pool cover is 4p2 – p ft and the width of the cover is 8p ft. Find a simplified
expression to represent the area of the pool cover.

4p2 – p

8p

4) The length of one board is 12x – 7 meters while a longer board measures 25x + 15 meters in length. Find the
difference in the length of the two boards.

12x - 7

25x + 15

5) The area of an outdoor rug is 6y2 – 2y ft. If the width of the rug is 2y, find the length of the rug.

2y

138
Unit 5 Review
Evaluate the exponential form.
1) -r0 2) (-3)0 3) (-3)-2

Simplify.
4) 8n6 · -7n2

5) 3x4 (x5)4

6) (3p5)4

𝒙𝒙 𝟐𝟐
7) �𝟓𝟓𝒚𝒚𝟑𝟑�

8) Indicate whether the following numbers should be added or multiplied: 5y-9 · 4y3
a) The 5 and the 4

b) The -9 and the 3

Simplify the expression. Write the answer using positive exponents.

2 𝑥𝑥 −4 𝑦𝑦 −2
9) a. b. c.
𝑟𝑟 −5 𝑥𝑥 5 𝑦𝑦 −5

4𝑡𝑡 4 𝑢𝑢12
10)
6𝑡𝑡 6 𝑢𝑢3

11) Explain the first step in simplifying the following expression: (r-6t)-4

12) Write the expression in standard form. 7.556 × 105

139
13) Will the number 0.000452 have a positive or negative exponent on the 10 when written in scientific
notation?

14) Find the volume of the figure. V = LWH

15) Given the polynomial: 9 – 6y3 – 9y2

a. Write in descending order
b. Find the leading coefficient
c. Find the degree of the polynomial
d. Determine whether it is a monomial, binomial, or trinomial.

Add or Subtract
16) (17r2 + 18t – 5r) + (19t – 10r)

17) (-6a + 8a5 – 20a3) – (8a3 + 6a5 + 12a)

Multiply.
18) 10x9 · 7x8

19) -5x3y(xy2 – 9y)

20) 2t3(5t4 – 9t2 + 9)

21) (x – 1)(3x – 5)

22) (2n – 7r)(2n + 7r)

23) (4x + 6)(4x – 6)

140
24) (x2 – 2x – 3)(x – 1)

25) (w – 5)2

26) Explain why (m + 8)2 is not equal to m2 + 64

27) Determine a polynomial that represents the area of the figure. A =

LW

Divide.

10𝑥𝑥 4+7𝑥𝑥 3− 6𝑥𝑥 2

28)
2𝑥𝑥 2

16𝑥𝑥 6− 24𝑥𝑥 5+40𝑥𝑥 4

29)
8𝑥𝑥 5

30) (20x9 – 10x5) ÷ (-5x9)

141
Unit 5 Review – Part B
1) Give the base and the exponent of the following expression: (2x – 5)2

1 −3
2) Which is smaller: (-3)-2 or �− �
2

3) Shane says that (-2x3)5 is equal to -10x15. Is he correct? Why or why not?

4) What operation would you use to combine the 2 and the 6 in each expression. Choose between addition,
subtraction, multiplication, division, or raising to a power:

a. (x2)6

𝑥𝑥 6
b. 𝑥𝑥 2

c. x2x6

d. (2x3)(6x5)

e. (2x5)6

5) Rewrite with a fraction bar and then simplify: (6x3 – 2x2 + 7x) ÷ (2x)

6) Find the area and perimeter of a rectangle with length of 6x2 – 5x and width of 4x2

142
7) Write in exponential notation: (5x – 1)(5x – 1)(5x – 1)(5x – 1)

8) Circle the larger number in each example:

a. 2.41× 10-4 or 2.41 × 10-3

b. 5.632 × 105 or 5.632 × 10-5

c. 0.00000875 or 8.75 × 10-5

143
Final Exam Review

1) The table gives the temperature (in °F) in five cities at 6am on the same City Temp °F
day. Use the table on the right to answer the questions. St. Louis 35
Toronto -17
b) By noon, the temperature in Boston had risen by 16°F. What was the Boston -9
temperature there at noon? San Antonio 64
Juneau -31

c) How much lower was the 6am temperature in Toronto than in San Antonio?

Evaluate
2) 3 – 22 – (2 · (-1))3

8(14−9)+5
3)
32 + 6

4) Evaluate the expression when a = -6 a2 + 7a + 8

5) Heather has a bookcase with 3 shelves. There are d books on each shelf. Using d, write an expression
for the total number of books.

Translate the sentence into an equation. Use x for the unknown number.
6) Twice the difference of a number and 5 equals 8

7) The sum of 8 times a number and 9 is 4

8) Three less than the product of 9 and a number is equal to 6

144
Solve.
9) -1 = -8w + 5(w + 4) 10) 11 + 15v = -7 + 13v

11) 3(w + 6) = -2(8w – 6) + 3w 12) 4(u – 1) = 2(2u – 3)

1 4 1
13) 3(w + 2) + w = 4(w – 1) + 10 14) − 2 = − 7 𝑦𝑦 − 5

2 7 5 𝟓𝟓 𝟐𝟐 𝟐𝟐
15) −3 − 𝑥𝑥 = 2 16) − 𝒙𝒙 + = − 𝒙𝒙 − 𝟔𝟔
4 𝟐𝟐 𝟑𝟑 𝟑𝟑

Label the variable, translate to an equation, and then solve.

17) Devaughn’s age is two times Sydney’s age. The sum of their ages is 54. What is Sydney’s age?

145
18) A sofa and a loveseat cost $711 combined. The loveseat costs $39 less than the sofa. What is the cost of
the sofa?

19) A total of 600 tickets were sold for GCC’s Graduation Gala. They were either student tickets or family
tickets. There were 50 more student tickets sold than family tickets. How many family tickets were
sold?

20) Two classrooms at Gateway have room numbers that are consecutive odd integers. If the sum of the
two room numbers is 224, find the two room numbers.

21) A tortoise is walking in the desert. It walks at a speed of 3 meters per minute for 37.5 meters. For how
many minutes does it walk?

22) Solve for r. K = 9r – s 23) Solve for s. -6 = -15r + 9s

146
24) Find the area and circumference of a circle with radius 6m. Use the value
3.14 for π, and do not round your answers. Be sure to include the correct
units in your answer.

25) Find the area of the triangle. Be sure to include the correct
unit in your answer.

26) Graph the set {x| x > -1} on the number line. Then write the set using interval notation.

27) The perimeter of the given quadrilateral is 59 units. Find the

value of x.

28) Fill in the table using this function rule. y = -2x + 3 x y

-4
-2
0
2

147
29) For each ordered pair, determine whether it is a solution to: 7x – 2y = 13.
a. (1, -3) b. (3, 4) c. (-2, 5) d. (-5, 0)

30) Find the slope of the line passing through each pair of points.
a. (-6, -5) and (-4, 4) b. (2, -5) and (0, -5) c. (4, 2), (4, -5)

31) Write equations for the vertical and horizontal lines passing through the point (-2, 4).

32) Find the x-intercept and the y-intercept of the line and then
use them to graph the line.

5x – 4y = 20

33) Graph the line with slope -2 passing through the point (1, 2)

148
34) Find the y-intercept and the slope of the line. 7x – 4y = 20

35) Find the slope and y-intercept of the line. Then use them to
graph the line. 3x + 4y = 8

36) Write an equation in slope-intercept form for the line with slope
1
and y-intercept -3. Then graph the line.
3

37) Graph each line.

3
a. y=− x–3 b. -2x + y = 2
2

149
38) Write the slope-intercept form of the equation of the line going through the points (1, 5) and (-1, 1)

39) Write an equation for the line given in each graph.

a. b.

40) Amy is a telemarketer. Her base salary is $1700, and she makes an additional $40 for each customer she
recruits.

Let P represent her total pay (in dollars), and let N represent the number of customers she recruits.

b) Write an equation relating P to N.

c) Use the equation to find her total pay if she recruits 24 customers.

d) If Amy made $2300, how many customers did she recruit?

41) Manny is putting money into his venmo account. Let y represent the total amount of money in the
account (in dollars). Let x represent the number of weeks Manny has been adding money. Suppose that
x and y are related by the equation y = 350 + 30x

a. What is the change per week in the amount of money in the account?

b. What was the starting amount of money in the account?

150
42) Determine if each relation is a function.

43) Suppose that the relation T is defined as follows. T = {(8, 0), (7, a), (8, b), (1, 7)}

Give the domain and range of T. Write your answers using set notation.

44) The functions f and g are defined as follows. f(x) = 4x + 4 g(x) = 4x2 – x

Evaluate:
a. f(-6)

b. g(-5)

151
45) The graph of a function f is shown to the right. Find:

a. f(-1)

b. f(0)

c. f(-2)

d. f(-3)

46) For each graph below, state whether it represents a function.

47) Find the domain and range of Graph 2 given above.

152
48) For each function, state whether it is linear.

𝑥𝑥−11
49) The function f is defined as follows. f(x) = Find f(1)
5𝑥𝑥−5

50) Multiply. a) 8y7u3 · 2u4 · 2y b) x -7 · x6 · x4

51) Simplify. a) (-3x3z2)4 b) (v5)-5

5 4
𝑏𝑏3 �2𝑎𝑎2 �
52) Simplify. a) �2𝑎𝑎4 � b)
(3𝑎𝑎7 )2

153
 49𝑥𝑥3 𝑦𝑦 3 𝑥𝑥 −4
53) Simplify. a) b)
21𝑥𝑥 4𝑦𝑦 𝑥𝑥 3

54) The signal from a certain satellite takes approximately 0.0078 seconds to reach earth. Write this
number in scientific notation.

The total surface area of Africa is approximately 1.17 × 107 square miles. Write this number in standard
notation.

55) Write the following polynomial in standard form. Then give the degree and leading coefficient.

5x2 – 7x + 9x4 – 5

56) Simplify. (2u2 + 4u + 6) – (7u2 + 5u + 1)

57) Rewrite without parentheses. -6x5(3x3 – 9x2 – 5x)

58) Multiply. a) (3a – 1)(5a – 7) b) (6y + z)(y – 5z)

59) Multiply. a) (5x + 3)(5x – 3) b) (2z – 9y)(2z + 9y)

60) Rewrite without parentheses and simplify. a) (7w – 3)2 b) (2x – u)2

21𝑥𝑥 7+25𝑥𝑥 5−9𝑥𝑥 4 16𝑢𝑢3𝑧𝑧−32𝑢𝑢7𝑧𝑧 6−29𝑢𝑢3𝑧𝑧 4

61) Divide. a) b)
3𝑥𝑥 3 −4𝑢𝑢2𝑧𝑧 3

154
Final Exam Review – Part B

1) Chandice translated the following English words into a math equation:

10 subtracted from twice a number is 26

She wrote: 10 – 2x = 26
Is she correct? Why or why not? Explain.

2) Solve the equation with fractions using the method we learned as a class. Show all steps.

5 5 2
𝑥𝑥 − 4 = 6 + 3 𝑥𝑥
9

3) A rectangle has a length represented by the expression 4c − 3 and a width represented by c + 2.

a) Make a sketch of the rectangle with the given dimensions.

b) Find the area of the rectangle (A = l · w). Write an expression which represents the area of this
rectangle and simplify it.

4) Make a sketch of a line that has an undefined slope and a zero slope. Write the equation for each of your
lines. Be sure to label your axes for your graphs.
UNDEFINED SLOPE ZERO SLOPE

Equation: Equation:

155
5) A graph contains the points given in the table to the right: x y
-4 2
a) Is the following relation a function? Why or why not? -2 0
0 -2
2 -4
4 -6
b) What is the x-intercept? How did you determine that?

c) What is the y-intercept? How did you determine that?

d) What is the domain and range for the relation?

6) Write a trinomial which has a degree of 5 and a leading coefficient of 7. Use x for your variable.

7) Examine Naiser’s work for the problem below.

2𝑣𝑣 3 −6𝑣𝑣 2
Problem:
2𝑣𝑣 2

2𝑣𝑣 3 6𝑣𝑣 2
His first step: − 2𝑣𝑣2
2𝑣𝑣 2

a) Using the method we learned in class, is his first step correct? Explain.

b) What would be the next step to simplify the expression? Explain and show your work.

156