Math Lab Grade 9 Unit 6 Lesson 5

Simplifying polynomials (adding, subtracting and

multiplying)
Standards:
A.SSE.1.A
Interpret parts of an expression, such as terms, factors, and coefficients.
A.SSE.3
Choose and produce an equivalent form of an expression to reveal and explain
properties of the quantity represented by the expression. *
A.APR.1
Understand that polynomials form a system analogous to the integers, namely, they
are closed under the operations of addition, subtraction, and multiplication; add,
subtract, and multiply polynomials.

Objective:

The students will be able to simplify polynomial expressions by adding, subtracting

and multiplying

Do Now:

Write the expressions in simplest form:

3
1. 9 2. 81 3. 1512

4. 33.7+29.1+37.2 5. 5 (x+ 8)

x5
6. ( 3 x 3+ 6 x 217 ) +( x 34 x +2) 7. 2
x

Grade 9 Unit 6 Lesson 5 1

Lesson Simplifying expressions:
To simplify an expression generally means to write it in a less complicated
form.
93
Imagine that you are making a cake and the recipe calls for 31 eggs.

93
Of course there is no good reason to say eggs instead of simply 3
31
eggs.
93
It is not wrong to write 31 eggs, but its kind of silly.

In math too, we like to simplify expressions. This usually means to multiply

when possible, divide when possible and add or subtract when possible. It
could also mean for instance to combine like terms or to evaluate square
roots if possible.

Simplifying can also be a step in solving an equation, for instance:

Solve for x : 3 ( x5 )=137

This equation would be hard to solve without first simplifying each part:
3 x15=6

Simplifying polynomial expressions:

Example 1: Write in simplest form: ( x+ 2)( x7)

Here simplifying just means to multiply, so simplest form will be:

x 25 x14

Grade 9 Unit 6 Lesson 5 2

It can be hard to tell that one form is simpler here, but remember to
simply ask yourself if you can perform any operation. In this case yes, you
can multiply, so go ahead and multiply. Notice that in the simplest form you
can no longer add, subtract, multiply or divide, since there are no like terms
to combine and no separate factors to multiply.

Example 2: Write in simplest form: ( 3 x 2+2 x5 ) +(2 x2 9)

There is nothing to multiply here, but we can combine like terms (which is
another word for adding and subtracting), so simplest form will be:
5 x2 +2 x14

Notice again that you cannot simplify this expression any further.

Example 3: Write in simplest form: 5 ( x2 )+ 2(x+ 7)

We cannot add 5(x2) and 2(x+ 7) together easily, but we could do

some multiplication using the distributive property:

Multiply each part: 5 x10+2 x +14

7 x+ 4 Simplest
Then combine like terms:
form.

Practice: Write the polynomial expressions in simplest form:

1. 4 ( x +3 ) +7 (x4 ) 2. 3 x ( x+5 )2 x ( x+2)

3. ( x 2+ 9 ) + x (3 x2) 4. ( 4 n3 ) (6 n)(2)

Grade 9 Unit 6 Lesson 5 3

5. ( 6 a ) ( 4 a ) +9 6. ( 4 x +9 )( x2 ) +3 x 2

2
7. Jacob simplified the expression 2 x +3 x ( x2) incorrectly to 5 x 10 x .
Describe the mistake Jacob made.

A rectangle has a length of 3 x+5 and a width of x+ 6 :

x+ 6
Use the diagram to answer questions 8 and 9?

3 x+5
8. What is the area of the rectangle? Answer in simplest form

9. What is the perimeter of the rectangle? Answer in simplest form

Sophia is making a piece of stage dcor for a school play. She has
rectangular piece of plywood that measures x+ 12 by 3 x+2 inches. A
rectangular hole measuring 8 by x inches is cut out in the middle of the
plywood piece as shown in the diagram below:

x+1 8
x
2

3x+
2
The expression represents the area of the plywood piece
( x+12 )( 3 x+ 2 )8 x

10. Explain to your tutor how each part of the expression is related to each
part of the diagram

11. Rewrite the area of the plywood piece in simplest form.

Grade 9 Unit 6 Lesson 5 4

12. Sophia wants to use decorative tape around the outer edges of the
piece. What will be the length of the piece of tape? Answer in simplest
form.

13. If Sophia wants to use the tape around both the outer edges
and the inner edges (the edges of the hole) of the piece, what
will be the entire length of tape used? Answer in simplest form.

Use the diagram below to answer questions 14 and 15:

2x x
x

14. What is the area of the shaded figure? 3x+7

15. What is the sum of the perimeters of both rectangles in the diagram?
Independent practice:

Simplify the polynomial expressions:

1. 3(x )(7 x 2 ) 2. 5 x ( x5 ) +( x2 +2 x)

2
3. 2 ( x +3 ) 5(x +8) 4. (3 x+ 9)(2 x x +5)

5. ( 4 a ) (3 a ) +4 a2 6. 53 (x+10)

Use the figures below to answer questions 7-10:

Grade 9 Unit 6 Lesson 5 5

 Figure A Figure B

3x+2 x+7 x+5 x+5

3x+3 2x+3
x x
4x+8
4x+3
7. What is the area of the shaded region in figure A? Answer in simplest
form.

8. What is the area of the shaded region in figure B? Answer in simplest

form.

9. What is the perimeter of the greater rectangle in figure #7? Answer in

simplest form.

10. Two students were asked to find the perimeter of the greater rectangle
in figure #8. Their answers are shown below:

Bryan: 2(2 x+3)+2(4 x+ 3) John: 2(2 x+3+ 4 x +3)

Who is correct? No student, both students, only Bryan or only John?

Explain your reasoning.
Exit ticket:

Write the expressions in simplest form:

1. (4 x2 )(9 x)

2. 5 ( x+7 )( x +5)

Grade 9 Unit 6 Lesson 5 6

 x
( 2+5 x+ 9)
3.
( 3 x 2x+ 4 ) +

4. Find the area of the shaded figure. Answer in simplest form.

3x+4 x+5

2x+3

4x+7

Grade 9 Unit 6 Lesson 5 7