SPECIAL PRODUCTS AND FACTORS INTRODUCTION AND FOCUS QUESTIONS Have you at a certain time asked yourself how @ basketball court was painted Using the least number of pant? Or how the architect was able to maximize the space of abulding and was able to place all ameniies the owners want? Or how a carpenter (was able to cats tilly box using mnimal materile? Or how same students wore able to mutiply polynemial expressiors na loestrumber of time? This module wil help you recognize patterns and techniques in finding products, andfactors, and mathematical as wellas rea-lfe problems. Alter frishing the modub, you should be abla fo anewer the following questions: ‘a. How can paynomials be used to solve geomet: problems? b. How are products obtaned through paterns? c. Howare factors relaied to products? I. LESSONS AND COVERAGE In ths module, you will examine the aforementioned questions when you study the following lessons: Lesson 1 ~ Special Products Lesson2 - Factoring EDIn those lessons, yeu wil loan to Lesson |* identify poynomiais which are special products trough pater ‘Special recagnitin | Producte |+ find epacial praduote of corlain pelynomiale + apply special products in sohing geometric problems + _solve problems involving polynomials ard elf products Lesson? |* factor completely diferent iypes of polynomials, Factoring |+ find factors of products of polynomials + _ solve problems involving palynorials ard thelr factors Here is2 simple map ofthe lessens that will be covered in this module Special Products Square of Binomial SS ‘Applications ) Find aut how much you alwady knew about thio modulo. Wrte the letter that ‘conesponds to the best answer an yaur answer shee3) PRE-ASSESSMENT Which mathematical statemert is correct? ebay + 1x—40x + 25 6c + 13x~28 4 + 20K +25 Which of the following DOES NOT beleng to the group? a ae b,x -on001y cB 1-27 a ttf ae Which of the following gives a product of + 5x47 a (er ttera) db. G+2\0 +2) ce (r+5(y—1) dg (x4 2F {A polynomial expression is evaluated forthe s~ and y-vaues shown in the table bedow, Which expression gives the values shown inthe third column? x Y Value of the Expression o o oO a 1 o 1 7 0 7 a 4 a voy bey tye Maar a voy Findthe missing terme: (x+_)(Se#__)= 38 +274 +24 Sf10 1 ‘The lrgth ofa boxe five matare lege than twice the width. The height ie 4 motors more than thnee times the wedth, The bax has a volume of $20 cubic meters. ‘Which ofthe following equations can be used to find the height ofthe box’? WAL — 5) (3H + 4) wow +5) (aw —4)= W(2w ~ 5) (3W~4} = 520 W(2W ~5) (3W+ 4) = 520 One of the factors of 2° + S2 — 12is.2+ 4. What is the ather factor? a a3 © 2-8 baits a uate The area of a square is 4x2-+12¢ + 9 squara units. Which expression represents the length of the side? a (avr 2junits (as +9)unis b. Qve Surits do (dx+3}unis The sido of a square is x em long. The length of 2 rectangle is § em longor than the side of the square and the wiih @ Sem shorter. Which atatement is tue? 2, Theres of the square is greater than the area o the rectangle. b. The area of the squares less than the area ofthe rectangle. ¢ Theres of the equarais equal to the area of the rectangle, d. The tolationshipcanno! be determined from the given information. ‘Asquare piece of land was rewarded by 2 endlordtohis tenant. They agreed at 4 portion of it represented by the rectande inside should be used to constuct a ‘grotto, How largeis the ama cf the land that is available for the other purposes? = a 4v-8 Fl. bo arse ce 4y-8r-9 d 449 Which vatue fr x will make the largest area of the square witha side of 2y + 27 & 4 a + ». 04 0.1812. Which procedure could not be used to solve for tho area of the figure bolow? 2006 x18 8. Anzu ane6)e Lewes) Ande teesteae A=Sx2 +20 b. Anaucaet)-2¢b noe a pebss aro peers e. AR[2s(e+8)+ (+8) — 2 VIL + 8) A=[4e2 + 128) + (27 + 16x) [v7 +8) A=6x + 281-38 A=5x° + 20% 4. ARIA) HIME aay baste +8 A= ox + 20% 18. Yourclassmate was asked fo square (2v ~3),he answered 4s? ~9. I his answer correct? 12. Yes, because squaring a binomia aways produces a binomial product. b. Yes. because the product rule & corecty applied. ©. No, because squaring a binomial always produces a binomial product 4d. No, because the arawer must be 4s? +9 14, LetA: 4x¢~81, and lat B:(2x~ 9)(2x+9). Ifx= 2, which statement is true atout ‘and B? a2 APB ACB oe ATR ASB Sf16. 18 1. 18 10 ‘Your sister plane to remodelher closet. She hited a carpenter to do the tack. What should your sister do so thatthe carpenter can accomlish te task according to whatshe wanis? Show a replicaof aclosat Downbada pidure from the intomet Leave everything lo the carpenter Provide the layout crawn to scale. Which of the folowing standards would hest apply in checking the carpenter's werk iter rumbor 18? ‘arcuracy of measurements and wise utlization of materials ‘ancuracy of measurements and workmanshi ‘workmanship and atistic desion workmanship end wise ulllzstion of materiale ‘The city mayor asked you to prepare floor plan ofthe proposed cay care center in your barangay. The center must have a smal recreational corner. As head cf the cty enaneeting office, what wil you consider in preparing the plan? Foasibilty and budget Design and budget Design and Feasbiity Budget and otarea Suppose there isa harvest shortage in your farm because of malnourehed Description: This activity will hlp you raview mulploatian of plymamial, the pro-requisto sklto complete tis module. Directions: Complete the crossward poiynomalby nding he indicated preducts below. ‘After completing the puzzle, discuss with aparter the questiors that follow. Across Down 1. @t3\a+ 3) 1. 490-9) A (easy? 2 Qtasny 5. 2i( 82+ 3a) 3 & (b~2\b~4) 5 9-20 43-20) 7. @-ale—a) 1 GETS HT Bah BALA + 5H) [F r 12. (a~BiN(e +60) 10. Qa+ @)(2~8i) OYHow dif you frid each indicated product? Did you encourier any diuty in finding the products? Why? ‘What concept chd you apaly in fining the produ? AeA 9 ener we <> Doseription: Tie activily wil enable you ta review multiplicetion of polynomials Direction: Find the indicated produc! of the expressions that wil be handed te your ‘gooup. Post your answers on your group staion. Your teacher wil give you time to walk around the classroom ang observe the answers of the other ‘gous. Answer the questions that follow ‘ASE T: ‘CASE 2: eos) -8) (es Byes bby Gome feo (re ty= jx Oa +8) peers CASE & (esbsoyerbee fer yesliery esl (oo 2a 39h 1. How many terms do the products contain? 2 Compare the product with its factors, What is the relationship] Delwioen the faclow and the terms af that product? 3. Do you see ay pattern in the product? How di this pattem help you infinaing the product?‘You just Wiad finding the indisatod producto through the ueo of patoms. Avo tho lechriques applicable to all mulilication problems? When fs Wapplicable and when is rot? Let us now find the answers by going over the folowing section. What you will earn in the nex! sections will anable you todo the final project. This invalves making packaging box Using the concopts of special products and factoring, Letus start by doing the next activi. CHOOT yp, Your goal 1 this section is fa lear and understand key concepts related to finding ‘special products. Thoro oro spodal forms of algobreic exproscions whoce products aro readily Seen, These are called special produets. There are certan conditions which ‘would make a polynomial specal, Discovering these cenditins will help you find the product of algetrac exoressions easily. Letus statin squaring a biromial ‘The square of a binomial is expressed as (x + yor (x + ulCe + y) and (xy) or (= Me = 1). In your previous grade, you did this by applying the FOIL method, wich is ‘sometimes tadlous to do, There issn easier way in finding the desired pracuct and tha! fe what wewll consider here. ARB 4 oy ost Description: Inthisactiviy, you will macel the square ofa binomial thmugh paper felding Inveetigate the pattern that can be praciced inthe activity, Ths pattem wil help you find the square of a bingmial easly. You can do this individually or with a parner. Directions: Get a square paper measuring 8 x 8° 1. Foldthe square paper 1" with from an edge and make a crease. 2. Feldtho upper right corner by 1" ane malo a croase, 3. Unfdld the paper 4. Continue the activity by creating another model for squering a biromia! by changnng the measures ofthe folds to 2in and 3in, Then ansner the questions bolow.How many diferent regions are formed? What geametc figures are formed? Gve thedimensions cf each region? 2. Whatis the area cf each region? 2. What willae the area ithe longer partis replaced by x? by wand 1? 4, What fs the sum of the areas? Write the sum of areas in the box| below. I Is replaced by v, what willbe the area? FIRST TERM | SECONDTERM LAST TERM oP (rae (org) Cory Did yeu find any pattem? What pattem isi 1. How isthe first term ofthe product relaied tothe fist term cf the given binomiar? 2. Howis the last term of the product related tothe last tem of the given binomial? 3. What observation do you hava about the middle tarm of the product ard the product ofthe frstand last terms of the binorria?™ Observe the folowing examples: a (= 3F (F-ar- 84? © Betay 3-232) +9 S649 (up + 12ay +1209 + (Ay 2? + Bay) + 16y? Bary +167 b. W457 = OF +5re5r+ 6 ¥ 4 2{5)) +25 sO +26 Remember, + Productrule Raisng apowerto a power conker) =a ryeThe square ofa binernialconsists of 2 the square ofthe first term, 1b tice the product of the frst and las terms: and © the square ofthe last term. Remember that the square ofa binomial is called @ perfect square trinorial Tes ‘Square the folowng binamia's using the pattem you have ust learned 1 ray 5 (B+ ay 9. Bhi-6F 2 w-5F 6 Bi-nF 10. [u+3)-5F 3&7 2 (pee 4 y-4F a (2e-6F The square of a binomial is just one example of spacial products. Do thenext activity to discover enothar type of special pradict, that squaring a biromial SCG SARE ARTO 8 ence GUE AMD UTNE) Description: In this activity you will model and discover the pattern on how a tiromial is squared, tat Is («+ 6+ cP. Investigate and observe the fgure that will be formed Directions: Geta 10°» 10° square paper. Fold the sides 7°, 3" and 1” vertically anc make ‘creases, Ushg the same macsures, fold horizontally and make creases “The resulting figure should be the same. the figure below.How many regions are formed? What ae the dimensions of each| io regionin the fgure? 2. What aretha araas of each region? 2. Ifthe sice of the biggest square is replaced by a, how will you representits area?” 4, if ane ofthe dimensions of the biggest rectangle Is replaced by b, how wil you representits area? 5. If the sice of the smaller square is replaced by «, how will you ropresentite area? 1G Whatis the sum of the aroas ofall regions? Do you observe any| pattem in the sum of thet areas? ‘Observe the flowing examples and take note of your observation a (xty taf aate yee + Day + ye +2 BL (ner nap = ne Fe tue + 2m ~ 2rd ~ 2rd (RIT Qe POF 4 dente Tad + Ba + def The square ofa tinomial consists of a. the sum of the squares ofthe frst, socand and last terms; 1b. twice the product of tne fistard the secend tens, © hice the product of the frstand the last terms; end d. twice the produc ofthe second and the last terms. Me ‘Square the fellowing tinomiele using the patiom you have lesenod. 1 roteny 6.8 4n~8y 2 eraetap 7 Maran e4gy 3 ta Minrenw 8 Grr aie—sey 4 @sondnp 9. 50-2084" 5. (QF +30~5r 10. x, 6) 5. @r+ai-5 oe op iSY 6 cyussumtitts Description: This actwviy nil help us model the product of the sum and diference of iwo terms (xy) (x+y) and observe patterns 10 zolve it easly Directions: Prepare. square o! any measure; abel is side as x. Cut a small square of ‘se y from any of ils caret (as shown below). Answer the questions Ht follow, 7 = ye In terms of and y, anawar the fllewng: 1, Whats the area of the original big square (ABCD)? 2. Wha is the area of tie small square (GFCE)? 3. How are you gong to representihe area of he new igure? Cut along the broken line as shown and rearrange the places to form rectangle. 1. What are the dimensions ofthe rectangle formed? 2. How wil you gel the area the rectangle?” 3. Represent the area of the reciange that was formed. Do yousee any pattern in the product of he sum and differenceof two terms’ Sludy the relationship that enisis between the product of the sum and ference of two tems and the factor. Take nate ofthe pattern formed. a letye-y)= [to Ben +5) =m 25, ba mas hy=at i 2x 8\2x +6) =n? 26 © (m+3\m~3)=nP 2 The product ofthe sum and difference aftwo tonne is the difference of the squares Of the terms. in symbuts, (x + yXe = y)= 38 = ¥. Notice that the product & aways binomial. uttiply the folowing binomials using the patterns you have teamed. 1. (@-8Xw +e) 3. My —BiN(4y +52) 2 (ardeye- 49) 4 Gal F4ias—3ut) a8 parame bee Zeek ee 2) 6. (3877 + 79 (38%? ~ 74) 9. (stg + 3P) (281g 7. (Po BeyPov! +62) 10. (s+ 2) Ills +2) + 4} The prevous activ taught you howto fndthe product of the sum and aference of twoterms using pattems. Perfarm the next activity to dscover ancther pattem in simplifying expressions ofpalynomials =z 7 erga ars Deecription: —Acubra cube is s gatof cubes and prisms connectad by nylon. The task iz te form a bigger cube using al the figures provided. Your teacher wil help ‘you how to form a cubra cube. Alter performing the actvly, answer the ‘questions that ‘olow. How mary big cubes did you use? Small cubes? How mary diferent prisms do you have? How mary orisms are contained in the new cubs? What isthe fatal valime of tha new cube formed? Ifthe side of the big cube is marked ae a and the smaler cube is marked 28 b, what ls the volume ef each gure? ‘What vil be Une total volume ofthe new cube? What erethe dimensions of the new cube?This time let us go back tothe Gallery Walk activity and focus on ease 3, which isan ‘example of a cube of binomial (x + yor (© + ACs # y)(e* y) and (x~ y)Por = s)le~¥) (=) . To find the cube ofa binomial of theform (x + xP: Hence, (2+ )* To find the cube ofa binomial of the form (x ~ Find the cube of each term to get the firtard the laet terme, @) “The second termi thres times the product ofthe square ofthe fist term and the second term. 3(3}4y) ‘The thie term is thiee times the produc ofthe frstterm and the square of the second term. 3G) YF Se axty taayte ye Find the cube of each term to get the firstard the last terms, cu The scond termisthres limes the product ofthe square of the first term and the second term. 3(s)4-u) “The thie tarm is thme times the prodlict ofthe frsttarm and the squere of the ‘second term SeNyP a daly +x? Description: Using the “R” portion of the IRF Workshee!, answer the following topical {focus questions: What makes a product special? What pattems are involved in multiplying algebraic expression? TRF Workshot Inia Answer Revised Answer FiralAnowor iWEB — BASED ACTIVITY: DRAG AND DROP Description: Now that you have learned the various special Produc, you will now de an interactive activity then wi alm you doe so tos and HTTPstenw drop tem besce space ruc. The actly israel te woot es Pisin med goanen com auschosie! Dies asc bun gmaven, spect ance Pricey epinensieet staves |] 3 ‘Question: 1. Whal special products did you use inthe actly? Name some techniques whch you used to make the wor 3. Whal generalzations can you diaw from the examples shown? 4. Given thetime constraint, [Link] you dathe task quickly ‘and accurately? ATO iI Description: In this activity, ou will be asked to complete the 32-1 Chart regarding the ‘special products that you have discovered. 321 Ghat Three things [ound out 1 2 3 Ore question | sill have: 1 re—S Ones aE UENR TS Ta NE — Description: This actvilywilltestif yu have understood the lesson by giving the steps in _empliying expressions containing special pracucts in your own word Directions: Give the different types of special products and wite the steps/process of “smpliying them. You may add boxes if necessary. SPECIAL SPECIAL PRODUCTS PRODUCTS Soaps waweohteua - (Sqm ctemona) —————)\ —— Beata (Samana dterencect Seam) Seon ‘Video Watching: ‘Now that you know the important ideas about how patterns on special products Were used to find the product ofa algebraic expressions, let's go dbeper by moving on fo the rest sectionREFLECTIONeo titotiman ‘You have already learned and identified the diferent polynamials and their spe- cial products. You wil now take a closer inck at some aspects cf the tepie and check if you stil have mcanceptions about spedal products, Directions: Help each person decide what ta do by applying your knowledge on special products on each situation, 1. Jem Bay wants fo make His B-meter square pco info a redangular one by ircreasing its length by 2 m and decreasing its wath by 2 m em Boy asked your expertise to help him decide on certan matters. 2. Whatwill be the new dimensions of Jem Boy's pool? >. What will be the new area of Jem Boy's pool? What special roductwil bousod? Ite sides of the scuere pod is unknown, how wil yourepresent is area? 4. lam Boy does not want the area of hs pool ta decrease, will te pursue is plan? Explain your answer 2. Emmanuel wants ile his rectangular floor. He has two kinds of thes {0 chooee from, ane af which i larger than the ather. Emmanualhired your services to help him decide which tl use. 2. Whatarea will be covered by the 8° 8° te? 46°x 16° the? ». the rectangular floor hae dimensions of 74° x 126", haw many’ small square tes are needed lo cover if? How many big square tiles are needed to cover the reciangular floor? 4. each small te costs Prp [Link] each bg tle costs Pip 6000, hich te should Emmanuel use fo economize in ting hs feor? Explain wy, eeCEVIO SEIT Yo nssinem TESS — Description: Directions: ‘Tis acti will help you reflect about things that may stil confuse you in this lesson Complete the phrase bolow and writs it an your journal The pert ofthe lesson that | sil ind canfusing is because Lotus seeif your problem wil be solved doing the next activity eo " 2 prawn we > Description: See dfferenttils pattems on the flooring of a building and calculate the area ‘ofthe region bounded by the broken lines, hen answer the questions below: What is the atea represented by the tig square? small square? rectandes? What isthe tolal ame bounded by the ragion? What special product is present inthis tle design? \Why da you think the designer ofthis room designedit as such? aoe ____2. Whatis the area rearesenied by the big square? Small square? 5. Whatisthe sum af all areas of small squares? Ifthe small equares were 0 be removed, haw are you going to represent the area that wil be let? What ciffeulies did you experience i daing the activity? How dit you use special products in ths activity? What new insights did you gain? How ean unknown quantties in geometric problems be salved? LOD Sores RE BEM Tate a pisturelekeich ofa figure that makes use of epecial producte, Paste ron a piece of paper Did you find dificalty n looking for patterns where the concept of special products was applied? What epecial praducte were applied in your illustration” What redization do you have inthis activity?42 Bhvansiryaia) Description: Form a team of four members and debate on the two questions below. The team that can convince the other teams wins the game, + "Which & better to use in finding products, pattems or long snultiplication?” + "Which will give us more beneft in Ife, taking the snarteuls or going the long way? eect EET 1 rr yraerrsar— Description: Now that you have feared the different special oroducis, using the °F partion of the IRF Waksheet, answer the tepieal focus question: What makes a product special? What patterns are involved in multiplying algebraic expressions? Trllal Answer Rovieed Anowor Final Answer Now thet you have @ deeper understanding of the topic, you are ready to do the tasks in the next section. Letus now apply your leaming to real-life stuations. You wil be given a practical task which will demonstrate your understandingoe 7 ores ees = Description: The concept of squaring binomials is used inthe field of Genetics trough PUNNETT squares. PUNNETT SQUARES are usad in geretics to model the possible combinations of parents’ genes in offepring In this ectvily you will discover hew i willbe used Direction: Investigate how squaring iinomials are applied in PUNNETT squares and answer the folowing questions s . One cat carries heleracygaus, langhaired waits (Ss), and ts mate carries heterazygous, long-haired tats (Ss) To delermne the chances ‘of one of their offsorings having short hair, we ‘can use PUNNETT squares. What are the chances that the offsoring & a long-haired cai?| A shori-haired cal? ‘What erotho diferont possible offsprings ofthe matos? How mary homozygote offaprings will they have? Helerazygous? How isthe concept of squaring binomials used in this process? Do you think itis possible to use the process of squaring tinomials| in the feld of genetics? Cresta ancther mocel of FUNNET squere using @ human genetic component. Explain the possible distrbution of offsprings and how| squering trinomals help you fn looking for lis souuton, 7. Create your own PUNNET square using the concept of squaring trinomials, using your dream genes. [Punnatt square i named afer Reginald C. Punnott, who ow inl your have cen a dere] | Basta cipisen i coed patios that can be used in airliving polynomal|| [ny wotgin ts seteeina. et expressons, youare now readyromove onext|| [clans ef an onspirg hang 2 iesson wich is factoring. Observe the diferent | [pater ganoype. Te Punt patterns in factoring that are related to special a ie Nantes aren Products fo gal 0 cen de your Kral eject tre} Voval alle with ono palatal sel foreach gonebeng sued in he cos,REFLECTION(Weer 2 Factoring Uinta Your goal inthis socticn ie fo 280 the azeaciaion of products fo factors by doing the ‘actives het follow. Before you stan coing the activities inths lesson, do this challenge firs “Thefigure below is asquare madeup of 38 bles. Rearrange the ties to create arectangle having the eame [Link] the orginal equare, How many sush rectangles can you creats? What ‘do yau consider in lookhg forthe other dimensions? What mathematical concepis would you ‘consider in fomng diferent dimensions? Why? Suppose the length of one side is increases by urkrown quantities (e.9.x) how couid you possibly represent the dimensions? ‘This module will help you break an expression into diferent factors and answer the topical questions, “What algebraic expressions can be factored How sre patterns used in finding the factors of algebraic expressions? How can unknown quantities, ‘geometric problems be solved” To stat with this lessen, perform the activites that follow: ‘Aekaitay 11 =z (ATR OTT — Description: This actwvly wil help gauge haw ready you are for this lesson through your responses. Directions: Anwar all he quastione below harailly by plating the lke or untke thum> that your teacher will provide you. Like means that you are the one being referred to and untke thumb means that you have no or litle idea about what is beng askee a‘SKILLS ACQUIRED RESPONSES 7, Can factor numerical eqpraesions easily 2. Can divide polynomials 3. Can apply the quotient rule of exponents 4. Cen add and sublact polyromials 5. Can work with special products 6. Can multiply palyromials Before you proceed to the next topic, answer fist the IRF form to ‘termine how much you know inthis topic and see your progress. AY? peers Description: Complete the table by filing up fis the inal column ofthe chart wth your ‘answer o each item. This activty wil determine how much you know about this topie and your pragross. Initial Revise Final Express the folowing as] product of factors, 1.x? = 128 2.0 i spy iaato= 4.284 oe—8 5. OF 6rriars 1h aan i=Sea NG TE AIS ee Deecription: This aciivty will give you an idea an how lactere ara associated with products. You willmatch the factors in column A with the products in eolurnn B to decode the secret message. ‘COLUMNA COLUMN: 1. 4x(v~s) A oxy ttn ay 2 aynexty-1) Fer 3 btye~y) G 4xv-9 4 (2c43)Qx~3) Ro des tar fee WU 12226. ety E bxt4x-2 7 (ast ay To wemedtbe—bd Br 5yF Sue—netns~rs Q ix#4)ix-3) c #-¥ 10 e— 13v42) Ko 28x10 14. (y#2)@s—8) ©. $0ny + 26y? 12 (x= 3)" +81 +9) No opes-42 13. [r+ 3)Q*—3r+9) K 14 at iC-d N. 15 (im=nl(r+s) L 16. 3x4 4)(Qw P, 17 Br-4y v 4 1 10 stew west What are your cbservalions on the expressions in column A?| ‘Compare them with thase in column 6. 2. Do you see any pattern? 3. Are the to expessiors related? 4. Whyis itimpertant to knew the reverse process of mulipication?What did you dlecover botwean the rolationship of producte and i factors? Yeu have just ted finding out the relationship between facters and thelr product. Youcan use tis idee to co the next acivtes. What you will loa in the next session will also enable you to da the final project which involves model and lay-out making of a packaging box. * tinomas 7 ‘The activity that you cid in the previous section will help you understand the dif ‘en! lessons and actiitise you wil encounter hare ‘The process of fring the factors of an expression 's called factoring, which Is the reverse process of muttplication.A prime number's a number greater than 1 which has only two positive factors: 1 and itself. Can you give examales of prime numbers? Is it possible to have a prme thet iss polnamia’? If s0, give examples “The fist ype of facioring that you will encounter is Factoring the Greatest Gom- mon Monomial Factor. To undersianc this lei us do some picire analysis. ASO 4 ee comm — Description: Your task inthis actvity is to identily common things thet are present in the three pictures. Whal areife things common to these picures? [Are there things that make them diferent? Can you spot things that are found an one picture but not on the| other two? What sre tha things common to twa pictures but are nat foundan theTho provious activity gave us the doa about he Greatect Common Monemial Factor thal appears in every term o the polynomial. Study the ilustratve [Link] how facioring the Greatest Common Menamial Factor is being dane. Faclor 1225 20s%y2 a, Findthe greatest comman factor the numerical coefficients The GCF of 12 and 2018 4 b. Find the variable with the least expanert that appears in each term of the palyramial “sandy are both common to al ferms and Qis the smallest exponent for s ‘an Zs the smallest exponent of y, thus, x3 fs the GCF ofthe varaties. c. The product of the greatest common factor fh (a) and (b) is the GCF of the poynomial ‘Hence, 4s'yfisthe GCF of 12x%y' ~20s'y* d. To completely factor the given polynomial, divide the polynomial by ils GCF, the resuling quotient isthe other ‘actor. ‘Thus, the factored form of 120°y5— 20v5y2z is Axy"(3y ~ 8x") Below are other examples of Factoring the Greatest Monomial Facter. 2 Bx! + 162 Br & the greatest monomial factor. Divide the polynomial by Br to ge the other factor, ‘B(x 2) isthe factored form of 6+ 16s. b. 12% ~ 164 + 28x & 4x*is the greatest monomial factor. Divide the given ‘expression by the greaiest manorial factorto get the other factor. Tus, 4? (Sx'y! ~ ay°-#7:7) Is the factored form of the given expression, ‘Compete the table 1o practice this type of factoring, Polynomial Greaiost Common | Quotient of | Factored Monomial Factor | Polynomial and | Fo. (Cnr) ‘MF En z uae Zina Sno ine (301 0) area EPA aor Thone eRe 4012] +4(8) 4 TaW SN - TEIN ¥ 2ONINNER a"Now thal you have Ieamed how to factor polynomials using their greatest commen factor we can meve to the next yo of factoring, wich fe tho diference of two equsres, Vity do you think itwas given such name? To mee! 8, bts ry doing the actvey that fellows. ARO 8 rovssaesien ma ace — Description: This activity will help you understand the concepts of differaree of two ‘squares and haw the pattorn is used to eclva numerical expressions. Investigate the number pattern by comparing the products, then walle your generalizations atewards. NUMBER PATTERN: a (11)@)=(10+ (10-1 b. (5)@)= (44 )4~ t= 18-1 = © (191)(@9)=(100 + 1\(100 ~ 1) (95/85) = 00+5\90 ~ 8) e In= Shin 5) How eo you think the preducts are cbtained? What are the different techniquos used to solve for the products? ‘What isthe relationship ofthe product to is factor? Have you seen any patlem in this actviy? For you to have a clearer view of this type of factoring, lel us have © paper folcing activity again AY 6 pus resinn para ROMS — Descripion: Ths acy wit hop you veusize the: pene of eteenae of wo Ree Distions: ‘i 4. Geta square paper and labelthe sides as a. 2 Cut—out a small square in any of its corner and label the side of the small square as b. 3. Cutthe remaining figure in hal. 4. Form a rectangleWhat isthe area of square ABDC? Whatis the area cf the cutout square GFDE? What is the area ef tienew figure formed? ‘What is the dimension of the new fqure formed? What pattem can you create in the alven activity? For you tohave a bottor understanding about this lesson, cbsorve how the expressions below refactored. Observe how each term relates with each otter, a VEC” 6. 160 —251F = (4 —S1)(40° +58) Bip Mani Bi gh ba 96= (2+ 6)(2~8) e se = Ber LuoySe-Liney a= B1 = (ar 9) ah +9) What is the frst term of each aclynomial? What is the last term of each polynomial? What is the mide sign ofthe palynomia? How was the polynomial factored? What pattem is seen in the factors of the diferenca of two terms? Can all expressions be factored using difleronce of two squares? Why or why not? When can you factor expressions using difference of two squares? Remember the factored form of a polynomial thatis a difference of two squares je the sum and differonce of tho equare roots of the first and last terms. +48 = 364? & the square ct of 4 is 2¢ and dre square root of 30y°is 6y 7 nie their facters, write the product of the sum ana difference of the square roots of &x2— 36 that is (2x + y\(2e~ 6) SfS897 pr utoceonwann —— Description: This game will help you develop your factoring skills by formulating your frotiem based on he given expressions. You can inlagrete ather factoring lechnques in creating expressions. Create as many factors as you can. Directions: Farm diference of two squares problems ty oairng two squared quantites, then find their factors. (Hint: You can ereate expressions thal may require the use ofthe greatest common monomial factor) wy 16s 3 B1m* 4m* 2p toon ween aon! sath taht mt sory a+ Stee ame 19 ava soo 1900 You have bamed ftom the previous activity how factoring the difference af two squaresis done and what expression is considered as the difference of wo squeres. You ‘8 now ready to find the factore of the sum or diference of two subes, To answor this question, ind the indicated productand observe what pattorn i evident a + bila ab +b BG bMet eae b) What ae the resulting products? How ara the terms ofthe products related to the terme of te fectors? What i the process wes reversed and you were asked lo find the factors ofthe products? How are you going to get he factor? Do you see ary commen pattern? re‘Answer the following problems by using the map as your ide, What ave the cube oats ofthe frst and) last toms? 2. Wite hoi difference asthe firs factr. -9. 3. For ine second factor, oot the tinomial fade by: 2. Squaring the fret tem ofthe fst fector, b. Adding the product ofthe rst and ‘second tas ofthe rst factor Squaring the last tor ofthe frst ‘actor. wate them in factored tom, fens tart 2, Wie theiesum as the fire factor. (x+y) 3. For the second factor, get the tinomial tudor by 2. Squarng the fist tem of the tse factor, 8. Subtracting the product of the frst ‘and secone terns of the fst factor, Stuarng the last tenn of the ist facto. 4. White tne nacre fom beeen are) 1. Represent he volume of this figure. What is the factored form of the volume of a ven figure? 2. What are the volumes of the cubes? I the cubes are 10 be joined t2 create a plattorn for 2 statue, what will be the volume of the platform’? Vinat are the factors of he value ofthe platform? >)SO vero cation! —— Direcions: Prepare the folowing: 1, 4 big equaroe measuring 4” <4” reprecent each equare 2. Bectangular tes measuring 4” = 1" represent each square 3.16 small squares measuring is 7” « T represent each square Form squares using 1 big square te, 2 rectangular tes, and 1 stall square, 1 big square te, 4 rectangular tles, and 4 srrall squares. 1 big square tle, 6 rectangular tles, and 9 srral squares. 4 big square ties, 4 rectengubartiles, and 1 smell square 4‘ big equara tes, 8 rectangulartiles, anc 4 small squares. How wil you represent the iota arsa of each figure? Using the ecdes ofthe Hes, write al he dimensions of the squares. What cid you netice atout tre dimensions ofthe aquares? Did you find any pattern in ter dimensions? Ifyes, what are those? How can unknown quantties in geometric problems be solved? The polynomials formed are called perfect square trinomials. A perfect square trinomial is the result of squaring @ binomial. A perfect square tinomial has first and ast terms which are perfect squares and a middie ferm which is twice the product of the square root of the frst and last terms.SOG sregarcmne —— Directions: Look for the diferent perfect square trinomials found in the bx. Answers right be writen ciagenally, horizontaly, of vertcaly ae [im | | ® | = | 4 ie | te? fe | 9 | tm |e ae [ae |e | = | | ae we | /e\[ = | 6 | wp 9 afm) = | | so | to ~ [\e) | | a | © | 2 To factor perfect square tinomials: 4 2 Geotthe square root of the fist and last terms. LUst down the square root as sumiciference of two terms as the case may be, "You can use the follawng relationships te factor perfact square nomial (First term + 2(Flrst tenm)(Last term) + (Last term): = (First term + Last term} (Fist term} ~ 2(First term)(Last term) + (Last term} = (First term ~ Last term)? Remember ta factor aut first the greatest common monomial factor before factoring the perfect equare trinomial. Ex 4. Faclorn? + 46n +64 Sdution: a. Since 1f = (nF and 64 = (BF, then both the first and last terms are perfect squeres. And 2|n\8) = 16n, then the given expression is a perfect square palynomial . The square root ofthe frst tem is n and the square root of the last torm is 8. Tho polynomial & factorod as (n+ 87 —____Exercises 2. Factord®— 12°49 Solution, a Since 4r?= (2r? and 9 (3), and since (~121) 2)(2r(3) then it ‘ollows the given expression is perfect square trhomal 1b The aquere root of the frat term le 2r and the equare root ofthe act termis3 sothalits factored form Is (2r ~3) 3. Factor 7564300 + 3¢ Solution: a Nate that 3¢ is common to all terms, thus, fectaring Mt aut fist we have: 315-4101 +1) bot that 25"°= (617 and 1 = (47, and 101=2(60\(1), then 259 + 10141 ' a pertect squat riromial cc Factorng 25¢ + 101+ 1 is (+ 1), thus, the factors of the given ‘oxprassion are 2 (6/-+ 1. Explain why in Example 3, (5+ 1) is natthe only factor. What is the effect of temaving 31? ‘Supaly he missing term to makea true statement. Ll } ne + 12+ 36 16-2449 af Gale 4 oo Sie + 30m +2548 499° Bay +36 tate +6549 2514 + Orn + 160 Hes Aye eats iat + 12172 20" 607 + 457 (n+__F (4at-_y Is q?-+4~ 12a perfect square binomial? Why? ‘Ae al binomials porlect squares? How do we factor irinomials that are not porlect ‘squares? Inthe nextacivity, you wll see how tinomials that aremnot perfect squares are factored. sfABUT Ns cxxaatatexegy ——- Description: Youwil arrange the tes according to theinstructions gven to formapdygon and find its dimensions aferward Directions: 7, Cutout 4 peces of 3 in by 3 in card board and label each as representing fs area, 2. Cutout 8 pieces of rectangular cardboard with dimensions of 3inby 1 ard label each as v representing is area 3. Cutout another square measuring 1 in by 1 ir and label each as 1 to represent its area Form rectangles using the algebra tles that you prepared. Use only ties thal awe required in ezch item below. 1 big equaro tle, § rectangular tes, and 6 small equare tee 1 big square tle, € rectangular tles, and 8 small square tes 2 big square tes, 7 teclangubr ties, and 5 smell square ties 3 big square tes, 7 wectangulartles, anc 4 small square tiles 4 big square ties, 7 rectengulrtilas. and 3 small square tbs Whats the total area of each figure? Using the sides ofthe ties, wrte all the dimensions af the rectangles, How dif you go! tha dimenciene ofthe rectangles? Did you fine dificult in geting the dimensions? Based on the previous actly, how can the unknown quantities problems be solved? ‘geometr If you have noticed, there were two trinomials formed in the preceding activity. The torm with the higheat degree hae a numorical coaffcit greatar than 1 or equal to 1 in thoes trinamias, Letus sticy first how irinomials whose leading coeficent is 1 are beingfactored. Ex, Factor pt + 5p+6 Solution: a. Listal the passible factors of 6 Factors of 6 a 1 = =&. Find factors of 6 whote eum ie. 2 areas + erie7 62 +63) + CH HED 5 7 . This,the factor ofp? + Spr O= (pr 2 #3). Ex. Factorvt#4y—21 Solution: a, Listal the factors of 24 Factors of-24 7 3 i 21 whose sumis4, ©. Hence, the factors of + 4v—21 = (v= 3)(v+ 7). Factor2;?-6,?-26, Since therolea common manomialfacta,beginby factringout2 fr Rewriting t, you have 2) l ~ 3 ~18). ‘a. Listing al the factors of — 18. Factors of 18 a 2 3 18 b. Since ~ 6 and 3are the faciom of 18 whose sum & ~ then the binomial factors of 3) - 18are (q~8)(q* 3). cc. Therefore the factors of 27°63 ~364 are 299 ~6)9 + 9).Remember To factor trinomiais with 1 as the numerical coefficient of the leading term: ‘a. factor the leading term of the trinomial and wrte these facters as theleading terms ofthe factors b. list dawn al the factere ofthe last sorm: cently which factor par sums up tothe midds term. then 4. wite each factor in thepairs 2s the last term of the binomial factors. NOTE: Always perform factoring using greatest common monemial factor first bofore applying any type of factoring. ACCT 2 arenes cera — Description: Bingo game is an activily to prastice your factaring skills with speed and Instruction: Ona clean shest of paper, draw a 3by Ssquare grid and mark the center as FACTOR. Pick 8 diferent factors fram the table Below andwrite tem inthe gjid As yaurteacher reads thetrinemial, youwill peate it factors and marc them s. Tho fret ona who makes tha x pattom wine (ne 4qn—5) et 2ME FS) e—BYH=9) (HAUS) (et On+8) oF Ae #8) BKN HA) (n= Thon—5) (eF OXn +4) (= MMe HE) (e144) (n—BYlu #6) (iF 346) (n= 2ye #16) (a + 3)e +8) How dif you factor the trinemiais? ‘What cid you do to facior the trinomials easily? Di you find any dfficuly in factoring the tinamale? Why? What ere your dificutios? Haw wil you address thove dificubios?What ifthonumarical ooffcion cf the lacing tarm ofthe trnomial is rat, ean yau etil faciort? Are binomials of that form factorable? Why’ “Tinomials ofthis form are writen on the fomax?+ lx-+e where a andbarethe ru mericaleceficients of the veriablas and s the constant term. Thera are many ways of factor ingthece typos of palyromials, one of whch ie by inspection. ‘Thal anc eer being utlized in factering this ype of tinomials. Here is an example: Factors of 3 Factor 6:°~ §2~ 6 through bial and eer 7 eA Give all the factors of 82" and 6 ae C8) (6) Wot all possible factors using the values above and determine the middle term by rmuttipiying the fects. Possible Factors ‘Sum of the product ofthe outer terms and the product of the inner terms: (eB) (Ge 3)2-—2) (G53): +2) (S2# 2)22~ 3) (e+ 1)2:=6) (= Oe} (G4 31G=2) (6:— 2\e+3) (62-3) +2) (6: 2\==3) (Ge 12-8) (62-6) +1) Inthe given factors, (32 + 2)(22 ~3) qves the sum of -S:, Hus, making tas the factors of the tinomial 6:?~ 52 ~ 36. How vias inspection used in factoring? What do you think ie the dieacventage of using in isFactoring through inspection is a tedious and long process: thus, knowing another way of factoring trinomials would be very beneficial in studying this module ‘Another way of factorng is through groupng or AC methad, Closely look at the given steps and compare them with trial and error Factor 622-626 1. Find the product of he leading tem ance lat tem ae B28 Ng (62\-6) =-367 2. Find the factors of ~ 362 whase sums ~ 5. ate + de 3. Rewrite the tinomial as a fourtorm exprossion by replacing the middle term with the sum of the factors. 6 -92442-6 4. Group terms with common factors. (6:?-9:) + (4: 6) 5, Factor the graupe using greatest comman manomial factor 2 (22-9) + 2222-9) 6, Factor aut the common binomial factor and write the remalning facto: 28 a ‘Sum or difference of the common moronial factors. (2 ~ 3)(82 + 2) Factor 2k? 14h + 12 1. Mutiply the frst end last tems, (23612) = 24 2. Fd the factors of 24° whose sumis-ttk (28) +(-84) =-t1h 3, Rew the tinal as four-term expressions by replacing the mide term by the sum faci Be -Bk+ 12 4. Group thetems witha commen factor, (228k) + (3k + 2) 5. Factor the groups using grestest common monomial factor 2s(k—4)~ Hk= 4) 6, Factor cut the common binomal and wit the remaining facor as sum or difference of binomial (e-4y(ak 9) syFactor 6l#— he 2 AOI secur, — ‘Multipy the frst and last terms. (61-)(2)=-1212 Find the factors of 121? whose sums (ai) + (39 = Rewrite the tinomial as a fou-term expression by replacing the middle ‘erm with te sum ofthe factars. i? ~ 4h 3h~2 Group the terms with a commen factor (612 — 34) + (4h, 2) Factor the groups using greatest cor 3H(2h~1)~ 2021) Factor cut the commen binomial factor and write the remaining faclor 2s ‘sum or difference of the common moronial factors. (th 3/2 - 4) on manomnial fact Description: Instruction’ ‘This game will help you practics your factoring skis througha game, Form a group vith Smembers. Your task as a graup isto factor the tiramial that the atner group vill give. Raise a flagiet and shout “We have aif you have already factored the Finomial, The list group to get 10 cortect answers wins the game, Do you find dificult in playing the game? Why? What hindered you from finding the factors ofthe iromia!? ‘What plan do you have to address these dificuties? Lot's ry factoring Bint = 12a ~ 40m = [Link] Solutio: 1. Group the terms with a common factor. (Bint ~ 4201) + (-A0mI ~ 150i) 2. Fector out the greatest common manamial faeter in each group. 44(Qe1~ 3a) ~ Bi(2mn ~ Be) > Why? 3, Fectorout he common binomial factor and write the remaining factor 8 a sumor difference of the common monamial factors (2m 3a}(ae ~ 5h)Factor 18lv + 6le + 2hov + Boe ‘Solution: ating 1g = Description: Instruction: Aetirity 15 1. Goupthe terms with 2 common factor (181y + Ble) + (24ov+ Boe) > Why? 2 Factorout he greatest common manorial faster in each group. 81{3r + «| + Bo(av+ 3) > Why? 3. Factorout the common binomial factor ane write the remaining factor {38 a gum oF difference of the commen manomial factors, (av+ ei6l + 80) FAMOUSTEOURIWO ‘This ectiviy wil reveal the most frequently used four-stler word (no letter is repeated) according to [Link] thraugh the use af factering Witr yaur groupmetes, factor the folowing expressors by grouping and ‘writng a fourdetter word using the variabe of the factors to reveal fe 10, ‘most irequently used four-letter words. ‘uot + uh + 6it+ 3 18le— 13ie + 10ly —Bhy vay the + ae 40ti Bie — 158i + 12h 880+ 1610~ 99fin — 18m Te Gon + Oc ABve 42:00 4 Bhat + 6Bha+ 72h Gy 24re + Yau ~ er Die + Vw + Z7hn + Bu 2Ewr ~ Mor + 350d ~ teat Seoovomeone ‘WEAGH) WE HOW We Ae Description: Direction: ‘This sctivily is ntended to clear your queries about factoring with the helo of ‘your groupmatas. Together with your groupmates, discuss yourthoughlsard quzries regarding factonng, Figure out the soluton to each others’ questions. You may ask ‘ther groups o: yaur leacher for help.‘What ciferent types of factoring have you encounierec? What are your dificuties ineach factoring technique? Way did you face such dlfficuties? How are you going fo address these dificuties? so "6 is anus ne Description: This is flash card dril activity ta help you practice your factoring technique with speed anc accuracy. Instruction: As a group, you wilfactor the expressions that your tsacher wil show you. Each correct answer is given a pont. The group with the most number of prints wins the game, 1. What techniques did you use toanawer the questions? 2. Whal things did you consider in factoring? Did you fine aificuty n the factoring the polynomials? Why? ‘Now that we have already dscussed the diferent pes of factoring, let us summarize our teaming ty completing the graahic organizer below. (ORGANIZE RE Description: To summarize the things you have leamed, 2s a group, compete the chart below. You may add boxesifnecassery.Aeeaeiiay Ig) ai (i RSE ——— Revsit your IRF shee! and revise your answer by filing column 2 Init Revised Final Express the following as products| SP REBNS xm+ h= en Now that youknow he important ideas aboutthis topic, I's go deeper by moving on to the naxt section,REFLECTIONeo tocorrect some misconceptions that might have developed acts 39 Your goalin this section iso take @ closer ok at some aspects ofthe topic ard ‘The fallowing acivties will check your mastery in facioring polynomials. es eS ——- Description: Thie ectivily wil check how wall you can easaciate the preduct and with ite factors Instructions: Do as dre:ted 4. Your dassmate asserted tat 2 —4y~12 and 12 —4y—x7 has the same factors. Is your classmate correct? Prove by showing your ealition. 2. Can the dfference of two squares be applicable to 3x°~ 12x? if yes, how? Hfno, wy? 2. Your clacamate faciored x¢ + 26 using the diference of two squares. How will you make him realize that his answer is nol correct? 4. Make a generalization for the errors found inthe folowing polynomials. HME (e+ Ble 42) 168 -9= (043-3) 04e 4 2) 4x y ~ ae +2¢ = af ery ory) 3x ~ 27 Is nol factorable or prime 5. Are all polynomial expressions facterable? Cite examples io defend yourSSH scene —— Revit your IRF sheet and revise your answer by filing in cdumn 3 under FINAL column. Initia! Revised Final Exoress the folowing a8 products of factors. e ~ 12 2 160 arian Bet 5 BP sot + hn — x What have you observed from your answers in the first edumn? is there a big diference?? What realization have you made wit regard to the relatinstip| between special products anc factors? , ASU 2 iremawacnmesamaren — Description: This activily wil enable you to apply factoring to prove whether 2 Inetruction: Provo thal 2= 1 by applying your knowladge of factoring. You wil raed tho ‘guidance of your teacher In dong suc 2 = hl82 Were you able to prove that2=17 b. What diferent factoring techniques did you use to arrive at the solution’? © What etror can you pinpoint to disprove that 2= 1? What was your alization in his ectivily?ASO 2 sous wi Description: This activiy will enable you to select about the topic and activities you underwent Instruction: Reflect an the activites you have done in this lesson by completing the folawng statements. Write your answers on your jum rot2took. Reflact on your patticipation in doing all the activities in this lesson and compble the fallowng statements: + Heamedthat + Iwas surprised that | + | rotied that | + dseovered that + Iwas pleased that ee © ars ceuaronw =—— Description: In thisactivty you wil draw plane figuras ta help youdo thefinal projact afer thie madule. Directions: Using the sills you have acquired in the previous activity, follow your teachers instruct 4. _Draw the following plane figuras: 4. asquare witha side which measures 10 om . —arectargle with alength 3 om more than is width ©. anygeometrc gure whasedimersions arelabelled algebraically 2. Addscussicn on scale drawing will falow. After the discussion, the teacher villdemonstraiethe steps on how fo do the followings 3. Atracie five matere tal. Usinga sole im:2om, draw the tres on paper. b. The schoo!’ flag pole is 10 m high. Using a scale of [Link]:1dm, raw a smaller version ofthe flag pole. Give its height 3, The teacher will demonstrate how a cubecen be made using @ square paper. Fellow whet your teacher did aARRAY 8 oocyte — Description: This actvity inolves the creation of a sais figure out of a given plane figure and expressing itin terms of factors of = polynomial Directions: Create @ solid figure from the rectanguar figure that wen provided by followng the steps gen, [Link] by 2in squares in all edges of @ 12 n by6 in rectangle. Foldall the sides upward Pastaltape tha edges of he naw figure What is the area of theorignal rectande i ts side is x units? Ifthe sides of the small squares is v, what expression represents ts area? How will you express the area of the new figure in terms of the| variables Staled in lelters a and b? What is the dimension of the new figure formed? How about the| volume of thesolid? Ifthe value of y=4 em and the vahie of y= 1 om, what will be the ddimeneian ofthe new figure? Ite ara? Ite volume” How dd factoring help you find the dimensiors of the new gure formed? The area? The volume? What cid you lear fiom this activity? How can unknown quantities in geometric problems be solved? What nen realizations do you have about the lopie? Whai rew connections have you made for yourset? Now thatyouhave a deeper undersianding ol the tonic, you ae ready todo the tasksin the nex! soction ° * Your goal inthis sections to apply your leaming te reabite situations. You wil be gen a practical task which wil demonstrate your understanding in special products art factoring,ASG 25 ose ca TASTE ET Directions: Perform the aciviy in preparation for your final output inthis modu In resporse te the zchool's environmental sdvocagy, you are required to make cylindrical conlahers for your trash, This Is support of the “t ERING MY TRASH HOMEY project af your School. You wil present your ‘output to your teacher and it wil be graded according ta the folaing cfteria: exolanation of the proposal, accuracy of computations, utilization of theresurces, and appropritoness of the models. AAT 2 era INGACTIVIING ‘This activity wil showcase yourleaminginthis module. You will assume the fale of 2 member of @ designing team that will present your proposal 3 packaging company. The ER psctaghg“arpany i search rth best packaging for a new dairy product that they will introduce to the market. You are a member of the design | The first crorimort cf REN Pckagig Comper, Your companys | commercial Seal bore te bet etege oo ieee res | pared Bo nica natcal oonanes wn ne bas vaune | "Get Setar 0 te txtasan cpenion Tresor wis | cote) bo dese inrelernce he burs dinansona vou se | nae Ir poue tte eosgnemeote fa hobenao! oiiter the Chel Exec Oeste day company ard head | PrOdue=d 0 of the RER Packaging department The design proposal | EN! is evaluated according to the follwing: explanation of ter fhe poss, soaracyofompuaiena uifeafon of te en appellantHow did you find'the performance task? How di the task help you eo the real wot application of the topic? crirerta | outstanding | satisfactory | Developing | Beginning | RATING 3 2 1 Txpmaionct [Egimalons | Expanaion [Ewanaion [Explanclons ‘he Proporal [and presentation | one Jana and presentation om) [etmetarants | presontain [presentation [arine teyou elaied ond dear [of tetayouts [oltre ayo is |'s dieu oar, Jaumeaitcun undesstend ane fcundesiand |is missng sovera| foutmouces | comporenis. eres [companents. ‘Acciracyo |The eomputasons |The The The Computatans | ore areaccurate | eompatatons |campuatons computations (0%) | ane snow erase [donate (dona aes na éetorag.— [inoconcapie |the concepts [concepts af Jexsanaion ter | producisand | poouas and Jand tacerng, feverycorgutaion|facerng, | factoring, Uiizaionof |Resowssam | Roiouess we [Resouces are | Recaucos Rosouces |etfcienti uteod | ful uitzee Justizec but | are not uttzed (0%) |wihiessthan—|withiessttan wih aictat |orosert, So%excess, | 108-285 | ascess, Fhe models The dagams |The cagrans popopnainess |arawarcraned aremeaes |and nodes se 03) [uncerstanang me fusetuin [understanding dengn proposal | uncorstandng understanding |ine dasgn ‘They stowcase |tedesgn — |the dosion | araprsa fnedesies | proposal They | peposal rauct andre | showcase frtstcaly dene. | hedesred rout ‘Over RATING aREFLECTIONSUMMARY/SYNTHESIS/GENERALIZATION: Now you have ateady comaleted this module, let's summarize what you have just learned You have leamed that product of some polynomials can ba abjained using the cifleront pattomne, ard thoes producte are called special produets. Yau algo leamed the diflarent examples of special products, such as, perfect square trnomials, the diference of ‘wo squares, and the product when you raise a binomial to The third power. ‘This module also taught you to factor different products through the use of different patto:ne end rules. Factoring that you have leamed are: (1) Factoring by greataet common monomal factor, (2) Factoring difference of two squares, (2) Factoring perfect square {rinomials, (4) Factoring general trinomials, (5) Factoring he sum or diference of two cubes, and (6) Factoring by grouping. You have laarned thatthe spacial produete and factaeng can be applied to salve seme real ~ life protles, asin the case of Punnet squares, packaging bax making, and even on tes tat can be found around us. GLOSSARY OF TERMS: [AREA - the amount of surface contained ina figure expressed in square units COMPOSITE FIGURE - a figure that is made fram two or more geometric figures FACTOR ~ an exact divisor of number GENETICS — the area of biological study concerned with heredty and wth the variations ‘between organisms that result from it GEOMETRY - the branch of mathematics that deals with the nature of space and the size, shape, and her properties of figures as well as the transformatiens thet preserve these propertioe GREATEST COMMON MONOMIAL FACTOR ~ the greatest factor contained in every term ‘of an algepralc expression HETEROZYGOUS ~ refers io having two diferent alleles (group of genes) for asingle rat HOMOZYGOUS - refers o having Keiical alleles (group of genes) Or a single tral PATTERN ~ constitutes aset of numbers or objects in which al the members are related with each other by a spectic rile PERFECT SQUARE TRINOMIAL ~ result cf squaring a binomial ____PERIMETER - the distance around e polygan POLYNOMIAL ~ 2 finite sum of terms each of which is a real number or the product of @ numerical factor ard one or mare variable factors raised to a whole rumber power. PRODUCT — the answer of muitiptcction PUNNETT SQUARE a dlagram thet is used to predict an outcome of @ paricalar cross or breeding experiment used by biologists to determine the chance of an affsping's having a particular genotype. SCALE DRAWING ~ a reduced or enlerged drawing whose shaze isthe seme as the aciuel ‘object that itrepresents VOLUME ~ the measure of space occupied by a solid body REFERENCES AND WEBSITE LINKS USED IN THIS MODULE: Oronce, 0. & Mendaza, M. (2008). Esploring Mathematics, Rex Bcok Stere. Manila, Phiigpines, Oronce, 0. & Mendoza, M. (2007). E ~ Math: Worktext in Mathematcs First Year High School. Rex Book Store. Wanila, Philippines. Gamboa, Jeb D. (2010), Elemortary Algebra. United Eterzs Academic Publications. Bagong Lipa, Batangas City Ho, Ju Se T,, et al. 2st Century Mathematics: First Year (1996). Quezon Cy: Phoenix Publishing House, ine 2010 Secondary Education Curiculum: Teaching Guide for Mathematica Il, Bureau of Secondary Education. Deped Certral Office hitp:[Link]/wik/Punnett_square hilp:/[Link]™=uSL aVILW/ 2x8 hitp:/iw [Link]/mathalgebra/palynomialslefactoring_ polynomials 1 hp:fiwerw [Link] forums/[Link]?do=play égameid=93 hitp:/[Link]/36811. html hitp:/iwwy_coclmath comialgebralslgebra-practioe polynomials html hip:/[Link] comagebra-factering 2htm! hip:/iww [Link]>y=3RUIPYX-O¥g hitp Zw [Link] atchv=8c7TB-UakiOU hip: [Link]=-[Link] [Link] httpe/Mwwns smashingmagazine cam/2009/12/10/how-ta-explain-to-clients-thatthey-are- wrong! ifhitp:wiewsmathmen bizihtml/sheripy:toct hil hip sibiag [Link]/20 11408104) 10-4dols-ane-groups-plgghng-oul hitp::k-a9p-ove tumbir com /post/3106702471SVeaing-sushi hitp:/[Link]-vaul-midcentury-rec-room-39808 hitp:[Link]/201204/ [Link] progress! http/[Link]/las-vegas/hote\s/uxor-hotel-and-casina/photes/equere-poct-north: lupr-hote-easino-1 189564 hitp:/iwwyryoutube-comiwalch’@=PonxRHHnVaY hip:/iww youtube-comaichv=[Link] hip:/i youtube comivalchA=OWu0tHERCOM hitp:[Link]/NawAlgebra/Paiynamials Products, Practice php hip:/[Link]-products-cf-poynomlals-worksheet hit hitp:/[Link].2ulschcols/owau_sch_bul_gmi2_Uldnd/2_spac.him hitp:/iww_wik'[Link]/Binomial_cube hitp:Fiww [Link]/atachment 4849 hipvidmeresidencse,comhame!20 11/0Ticedar-creet-condeminiums) hilp:irontie‘[Link]-box hitp:/imaznaraticonstruction blogspol.cam20 1004/erchitecturaldrawing html hitp:/[Link]/wik/Cardboard_boxRATIONAL ALGEBRAIC Pel SNe) rN |p) ALGEBRAIC EXPRESSIONS WITH INTEGRAL EXPONENTS INTRODUCTION AND FOCUS QUESTIONS, You have leamed special products and factoring pdynomials in Madule 1. Your knowledge on these will help you better understand! the lassons inthis module how many people are needed to complete a job? What ara the bater for that wages? And how long can they fingh the job? Thess ‘questions may be answered using rational algebraic expressiors which you willlearn in this module. ‘Ater you finished the module, you should be able to answer the following questions: 3. Whatie a rational algebraic expression? b. How wil you simply rtional algebraic expressions? &. How wil you perform operations on rational aljebralc expressions? d. Howwill you mode! rate-related problems? LESSONS AND COVERAGE In this module, you will examine the above mentioned questions when you lake the following lessons: Lesson 1 ~ Rational Algotraic Expressions Lesson 2 ~ Operations on Rational Algebraic ExpressionsInthese lessons, you wil lean to Lesson? | desineandillusirate ralonal algebra expressions; + intepretzero and negative exponents: + avaliste algebraic expressions involving integral axacnent; and + __simplify atonal algebraic expressions Tmuliply, divide, add, and subtract rational algebraic expressions + simplify complex fractions; and + __ sola problems invalving rational algebraic expressions. Lesson? Here is2 simple map ofthe lessens that wil be covered in this module Rational Algebraic Expressions Beusoy || amen || este |] con oiAgebac || otAgebrac || avalgebrac || Comper Epes || Expessirs_[]_ Fxmressions IL Problem Solving4. What rational algebraic expression is the same as. PRE-ASSESSMENT Find out how much you already know abou! this module. Write the eter tha! youthink is the best answarto each question ona sheet of paper Answer all ems, ter ‘aking and ‘chackng thieshort toe, take note of tha ome that you were notable toanswer comractly ‘and look for the ight answer'as you go bwrough in this module 1. Which of the folwing expressions is arational alosbraic expression? °F byte? ” ear a ora ‘Whatis the value of a non-zero polynamialraised to 0? a. constant © undefined b. zero &.cannotbe determined 3. What willbe theresut when a andb are replaced by 2 ard -1, respedivey, inthe exoression (-5r)-2rH)? [on 2 ast et boxt aoa 3 5. When [=a is subiracted ffom a tatonal algetrac expression, the result Is x=10 ‘ 3512 wimat iste other rational algebreic expression: 2eo 2-04 16 rw as 6 Findthe preduct of 7 8 x5 xb a oe al 10 6 a 6 2. The volume of certain gas wil increase as the pressure applied tot decreases, ‘This relatonship can be modelled using the formula: 1 YP yee ore V1 te intel voli ote, seni presi 2, it a pressure. nde Vs te ina volane feos. the it lume te gs 1500 lathe hit pssst wha teal one of he as # the fal esses en? tek st SoH 110, Angelo can complete tis school project in x nours. What part af the jab can be completed by Angelo ater 3 hours? axes 4 3 oe s a 2 11. If Maribel (Angelo's groupmate in number 10), can do the preject in three hours, ‘which expression below represents the rate of Angelo ard Maribel working together? ef‘12. Aaron was asked by his teacher to simplily S—* on the boatd. He wrote his, Soliton on the boars this way. rk Ponies) onal Did he arive at the carract anawar? 4. Yes The eprecsonttnthecotsou all commen fare b. Yee The LOD mtb nna ta spy he exes, Neva be nena cits at henner 4, Neva tenn ar i rrr 19, Youtond mutton = ona 18 His solution is presented below: wat tt (a+ 4) Fax Toe ai ata le bie solution comact? 2. No. Thete is ne common factor to both numerator and derominator, b. No. The mulipier must be recprocated frst before mutiplying the expres- [Link] variables must be elimina. 4. No. Dwviding an expression by ts multipicative inverse fs natequal toone, 14. Laze edded two cational aigetraic expressions and her sdulion is preserted beow A+3, Se 4 _ ayes raved Mert z 3 D3 3 Is there someting wrong in her sclution? a. Yes. Solve first the GCF before adcing the rational algebraic expressions. b. Yas. Cross mutiply the numerator ef the iret expression tothe denominator ‘of the second expression. &. Yes. She may express fst the expressions as similar fractions. 4d. Yes. 4y~4 is equaltox ef16. 16. 0. 8 19. Your father, a rieycle driver, acked you rogarding the best motorcycle to buy. What will you do ta help your father? 2. Look forthe fastest matoreyce. b. Canvass for the cheapest motorcycle [Link] shimitated brand of matoreyeks 1d. Search for fuel ~ efficient type of motorcycle. ‘The manager of So ~ In Ciothestine Corp. asked you, as the Human Resource Officer, tohire more tailors to meelthe production target of the year. What wil you ‘consider in hiring a tailor? ‘Speed nd afficioncy Speed end accuracy “Time consciousness and gersenality Experience and personality ‘You own 3 hactaree of land and you want to mow ifor farming. What will you do {ofinsh itat the very least time? a. Renta small mvet ©. Dokaingin. b. Hire efficient laborers. d. Use germicie Your friend asked you to make @ flor plan. As an erginesr, what aspects should you cansiter in dong the plan? a. Precision b. Layout and cost ©. Approonateness Feasibility ‘Your SK Chairman planned to conatnuct a basketball cau. As © contractor, whet wil you do to realize the project? Show a budget proposal Nake a budget plan Prosanta feaebilty study. Give @ financial statement ‘Asa contiactorin number 19, whatis the best acon to doin order to complete the project on or before the deadine but tll on the budget plan? All aborars must be trained workers. ent more equipment and machines. ‘Adc more equipment and machines thatare cheap, ‘There must be equal number of traned and amateur workers.va LEARNING GOALS AND TARGETS ‘As you finish this module, you will bs able to demonstrate understanding of the key concapts of ratinal algebraic expressions and algebraic expressions wth integral ‘exponoris. Youmust be ablete procent evidences of underatarding and mastery af the ‘competencies ofthis module, Activites must be accomplished before maving tothe next topic and you must arewer the questions and exeroses correct. Review the topic and ‘ensure that answers are correct before moving toa new toni. Your target in this module isto formulate real-life probloms involving rational ‘algebraic expressions with integral exponents and solve these problems with luimost accuracy using varlety of strategies. You must present how you perform, ‘apply, and transfer these conbepls to real-life stuation.Rational Algebraic DT * Exeressions ciate Let's beginthe lesson by reviewing some of the previous lessons and focusing your thoughts anthe lesson, 0" san om = There are verbal phrases below. Look for the mathematical expression in the figures that coresponds to each verbal phrase: The ratio ofa number x and four addecte two ‘The product othe square root of tee and the number y The square ofa acted to twice the a ‘The sum of hand two less than the square of b ‘The product of and 9 divides by trae One-third ofthe square of « Ten umes a number y increased by she The cube of the number = decreased by nine The eube reotof nine less than @ number wo ‘A number raized tothe faurth power PAGE‘What cid you feel wai translating verbal phrases to mathemetical expressions? 2 What must be cansidsrad in translating verbal phrases to| mathematical phrases? 3. Wil you constler these mathematical ptrases as polynomial? Why ‘orwny nat? How wil you describe a polyromial? The previcus actly deals with translating verbal phrases to polynomials. You also cencouniered some examples of non-adlynomials. Such activity in translaiing verbal phrases to polynomials is one of the key concepis inanswering word problems. Al polynomials are oxprossions but not all oxprossione are polyoma In this losson you wil encounter some ofthese expressions that are nol polynomials AY 2 omens Suppose you are ta print © 40-page research paper. You observed that printar Ain the Internet shop fishe< printing it in iwo minutes. '@. How long do you think can printer A frish 100 pagas? b. How long wilt take printer A to finish printing p pages? c.f printer 3 can print. pages per mnute, how long wil printor B taka to print pages? Can you arswer the frst question? F yes, haw will you answer i? If ng what must yauda to answer the question? 2. How wil you dezeriba the second ard third questions? How will you mcdel the above problem? Before moving to the lesson, you havete fil in thetable on the reat pageregarding your Ideas on ratonal algebraic expressions and algebraic exprassione with integral exponents fsASB 3 cary Write your ideas on the rational algstraic expressions and algebrac expressions with integral exponents. Answer the unshaded portion f the tabla and submit ito your teacher WhatiKnow |WhatlWantto Find) Whatl Leamed | How |Can Learn ‘Out ‘More You were engaged in some of the concepts in the lesson butthere are question in \your mind, The next section wil answer your queries and clanfy your thoughts regarding the lesson. z Tinibimas + /e———_—_ 6 § Your goal in this secton is to learn and understand the Key concepts an rational algebraic expressions and algebratc expressions with integal exponents ’As the corcepts on rational algebraic expressions and algabraic exprocsin with integral exponents became cleer lo you through the succeeding activites, donot forget toapply these concepts in eat-ife problems especialy torete-relted problems. ne CED GUC HE = BSE Act (a ASU) + 4. What are the polynomials in the actvity “Match It to Me"? List these polynomials under set P 2. Deserbe those polynomials, 3. Inthe activity which are not polyromials? List hese nan-polynomials under sel R. 4. How oo these non-polyromils differ from the polynomials? 5. Dascrbe these non polymemals.AGB B asians enw eens ——- Use your answers inthe actly “Match It to Me - Reval’ o comalet the graphic ‘organizer. Compare ard contrast. Mite the simiarties and diferences between polynomials ‘and non-polynamials inthe fret acy. In tems of In the actvty “Match I to Me". the non-polynomials are called rational algebraic expressions. Your observations regarding the diferenco belwsen polynomials and non — pobomials in adivities 4 and 5 are the descripticns of rational expressions, Now, can your ‘etine rational algebraic expressions? Wrte your own defnitian aout rational algetraic expressions inthe chart on the nex! page.= S oy manna anew = White your initia! definition of ratonal algebraic expressions inthe appropriate box. Your final defnition will be writen afer same activities. ‘Try to frm up your on defniion regarding the ralonal eigebraie exoressions by doing the next activity. aia, (CUASS YM See How many expressions dif you place in the column of rational algebraic expressions? 2. How many expreesionedidyou place under the column af notational algebraic expression calumny? 3 How dit you diferertiate a rational algebraic expression from 2 not ‘ationa algebraic exoression? Ware you able to place each expression in ts appropriate column? What Gificuty dl you ancounter in dasstying the expressions?Inthe frstfewadtvities, youmight have some confusions regardingraticnal algebraic expressions. Honever, tis section firmed up your idea regerting rationa’ algetraic expressions. Now, put into words your final definiicn ofa ratonal algebraic expression. Soy eaemmaem ara ‘White your fnaldefinion of rational algebraic expressions in the appropriate box. <__ 2 \_ee | My Final | — Se tn Conpare your initial definition with your final defintion of ratonal algebraic expressions. Ave you clanfied with your conclusion by the fal defintion. How? Give at Teast three rational algebraic expressions different tom those given by your classmate, provided thal the denominator is no! equal to zero. In symbols: P oc \where P and Q are palynomials and Q# 0 fan seems Inthe acthities above, you had encountered mtional algebraic expressions. You mght ‘encounter some algobralc expressions with negative ar zero axporants. In the nak! activi, {ou willdefine the mearing of algebra expressions with integral exzonents inctding negative ‘and zero exponents iAesiuitsy 9 [ERTHEIDATTERNANSWER] Complete the table below and dbserve the pattern. x jelc] A [s[c] a |e] ©] a |e p52 33d aa 232] : et le ‘What do you observe as you answer column B? What do you observe 2s you answer calurnn C7 What happens fo te velua when the expanent docreacoe? Inthe couimn B, how is the value inthe each cellbax related to ts] upper or lower catvbax? Use your observations in the activity above to complete the table below. a8 als 5 2 | 32 eeWhat dld you observe as you answered column A? colurnn B? ‘What happens to the value of ihe numerical expresson when the| exponent decreases? Incolumn A, hows the value in the each celvbox related toi upper ‘orlower callbox? |Whal do you observe when the number has zero exponent? ‘When a number is raisedioa zero exporent, does ithave the same| value as another rumber raised to zero? Justfy your answer, What do you adsarve about the value of the number raised to a| negative integral exponent? What can you say about an expression with negative integral exponent? ao you think itis tue to all numbers? Cite some examples? Exercises Reurite each ilem to expressions with postive exponents. iz oe B Pe 0. Ge ‘Complete the chert below. Bihinge yes found ‘aut interesting things FT question you sit haveeet 11, SN ice ustateie ——- ‘Aen end in wore dad ably Ther acutonssre shown bilow gather wt tn crloaton Rian's Saitien Quotient law was isedin| | expressed the exponent of the: my solution denominator as positive integer, then followed the rules in dividing polynomials. ‘Who co you thinks righ? Write your explanation on a sheetof paper. You have lasrned some concepts of rational algebraic expressions as you performed the previous activites. Now, et us iy te use these concepts ina diferent contox. ETAT cerns —— Mars fished! the 15:meter dash within tirae seconds, Answarthe questions below, [S.C How fast did Mars run? 2. AL this rate, how far can Mars run ater four seconds? jive secords? six seconds? 3. How meny minutes ean Mars run fr 50 meters? 66 meters?.60 mowers? How did you come up with your answer? Justify your answer What you just did was evaluating the speed that Mars run. Substtuting the value of the time ta your speed, you coms up wth distance. Whan you substitute your diatence to the formula ofthe speed, you get the time. This concepl of evaluation isthe same with evakiaing ‘algptraic expressions. Try to evaluate the following algebra expressions isthe nextactity.SBT 3 ga — Find the value of each expression below by evaluaton. my Valueota | Value of My solution My, Expression Value 2 3 at eee 3 4 2 4 F a 3 27 7 £ 3 2 oe > 3 ‘What have you observed in the solution of he examples? 2 How dif these examoles help you find the value othe expression? How did you fnd the vale of the expression?Exercicos Eraiuate the folowing algebraic expressions, waa m= 8 way, feat ete y y=2 ARIAT Vem.) Make a 3 by 3 bing caid. Choose numbers to be placed in your bingo card from the numbers below. Your teacher wil ve an algebraic expression wth integral exponents and the vale of ts variable. The first sugent who forms a flame wins the game. The frame-card must be like this: ASG) 18 cr conse Ba tke 8 quiz constructor. Wite on a one-hal crossivise place of paper three algebraic ‘expressions with integral exponents in al least ‘wo variables and decile what values to be ‘assigned lo the vatiables, Show how to evaluate your algebraic expressions, Your agebralc ‘expressions must be diferent from your cassmates ayay = 6 comma romn7eeENTU ——~ Match column Ato ie equivalent simpoetfractionin column B. a ala ale ala ale So ih Hoda de How dit you fn the equivalent fractions in column A? Do you think you can apply the same concept in simplifying a rational algebraic expression? You might wonder how to arswer the last question but the Key concept af simplifying rational algebraic expressions is the concept of reducing afracton to is simplest form. Examine and analyze the folowing examples. Hhstratve example: Sinply te folowing ralondl abstr oxoresskns dat ah 1. 12 Salton ED) iret cng mettod isu 17 as a+2h “a ifED) wnat factoring method is usad a inthis stop? Bos ade 5 eae ee EX Wat factoring method is used Solution inths step? erae42 ¥oT Based on the above examples: 1. Whats the first step in simplifying rational algebraic exoressions? 2. What happens to the common factors in the numerator ard the denominator? Exercises ven | Simplify the folowing raiona algebraic expressions, eos’ net Om 5 a 4 Fa m=2 2-514 easedAT een Match each rational algebraic expression to its equhalent simplified expression from choices A tc E. Wite the rational expression inthe aparopriate column. Ifthe equivalent is nat among the choices, write ijin column F. A Bt CG, wtS Dw D. P4270 eed ant Berets ant 2 ae ~ 27 way rst srria saci te tor? o _ (2h = 34) BB —— °F srcas erates cova’ Sis ‘expression — E> Wirat lans of exponents are used inthis slop?exte 129) eee ee2et +2 se-aere ow ceaet ord cea ere C= BMeF ay +2 er ors Exercises Simpify the folowing cemalex rational expressions.ABUT YO erncms erm —— Directions: Find the box that contains the treasure by simplifying the rational ‘expressions below. Fine the answer of each expression in the hub. Each answer contains a drection. The correct direction will ead you to the treasure. Go hunting now. sox 3 aT Fre 2 7 rn i 2 v2 =aD Frx-€ 2aterstothe Baleps tothe | 4steps tothe i Down 4 steps. nei re Up Ssieps Based on tho above activity, what ara your elope in simplifying complex ralond algetrac expressions?ASOT Yr raen exaust ——- Directions: Make a conceptial map in simplifying complex rational expressions using a vortical chewon ict. Write the procedure or important concepls in every step inside the box. If necessary, addanother chevron, to complete your conceptual rap. Asal 17, ICTIONIGUIDE} Directions: Revisit the second activity. There are sets of rational algebraic ‘expressions in the fallowing table. Check agree'if column listha same ‘as column Ii and check disagree ifthe two columns are net the same. i w ‘grea | Dicagree Foy, ary = See Fay ¥ ey- 0. 3-15 2 erat ey vr sf15+ tar ae Comper your enswer inthe antcpaton gids ta your arse in thereadtion guide. Oo they dir am each ther? Wry? Inthi section, the diecussion j2allabout operations on rational algebraic expressions. How much of your intial ideas were discussed? Which ideas axe different and need revision? The skilsin performing the operators on rational algebraic expressions is one of hekey concepts in solving rate-elated problems.REFLECTION‘Your goalin this section isto relate the operations on rational expressions to [Link] prabioms, especially the rate problems. 0 Rea the problems below and answerthe questions that fallow, 1. Two vices rave (x +4 logos. The frst vide raved or? 15) hours \whilethe secondtravelledion 2 hours. 18. Complata the tabla below. Vehicles: Distance Time ‘Speed Vehicle A Vetice 8 b. How did you compute the speed of the two vaticies? 2. Pancho and Brice were asked la fill the lank with water. Pancho can fll he tank in.y minutes alone, while Bruce is slower by two minutes compared to Pancho, 2. What part ofthe job can Pancho finsh in one minute? b: What part ofthe jab can Bruce fish in one minute? Pancha ard Brice can neh filing the tank fagather within y minutes. How will you represent algebracslly. in simplest form, the job cone by the two they worked together? BER 8 pega reas List down the concepts and princples in solving problems molving operations on rational algebraic expressions inevary step. Youean add a box # necessaryPresent and discuss to he class the process of answaring fe questions below. Your Gulpu wil be graded according to reasoning, accuracy, and presentation. Alox can pour cancrate on a walkway fn x hours alone whila Andy can pour consrote on the some walkway nwa more hours than Alex ‘2. How fast can they pour concrete on the walknay if they work together? b. fEmman can pour concrete on the same walkway in one more hour than Alex, land Roger ean pour the same walkway in ane hotr lass than Andy, wha musi work togathor ta finish tho job with the leact timo’? Rubrice for your output, caren | Ovslzding | Sabai” | Brveosng | Bosinig Exrnaten hows [Exaaraton Matrcratial [temughromcring | shows Exgnaton |Espinaion reasoning Jandinsightul substental shone goes Hi [shows loge |justticatons. reasoning resale: semsoring. fA coratators ae Was he | Some tm Aeaency feneac and shown” |ALCOMPIOTS one |eomulaios in detail, [are corre are correct. [are correc. "rae peveraon [The Tre The pe [sdabwredina |preerigionis|erevaratons larson Neneswicng — ioheeaht |Gkiverdiva’ |daliveod nd preeeuaton |iminer apprprae [eles mame, [aacyarized leer mame fndemane wal {agpopiste manner Sare_|itanes na free wsed, [vga matere [voual materi |use ay vu ied toed aioe Th this section, he discission 's about application ofoperatons on rional algebra expressions, It gives you a general picture of relation between operations on ratonal algebraic expressions and ale-relaied problems. What new realzations do you have atout the topic? What new connections nave you} mace for yourself? What questions do you stil have? Copy the Learned, Affirmed, and [Challenged cards in your urnalnotescok and complete each, Lexned ‘ammes (Chane wnat naw roatzanons | wna naw comostons || What suetions do ya. sons it naa? Wen areas Jartieamingd youve fue you mater nen stoutbetoc? [yadda ane ver ‘soem fit fr you? Whit do you wentio eure‘Your goal in ths section is to epply your learning n reali situations. You wil be given a practical task which will demonstrate your [Link]. *y __Anemy-wed cauple pans to consinuct house. The cauple has a ready a house plan made by their engineer friend, The plan of the house is iustrated below: I ‘3 ‘Asa foreman of te project. youae tasked toprepare a manpower flan to be presented to the couple. The plan ineludes the number of workers needed lo complete the project ther daily wage, the curation ofthe projact, and the budget. The manpower plan wil beevalucted based on reasaring, accuracy, presentation, practically, and efficiency.Rubrice for your output caveman | Oftanding | Siac | owoning | Beoinnng Eipanaion = | eeraraIeR owe rove [Extension [pee cencin_|exlaatin Reasoning |reasoning mmasonng | shows logeal and insightful substantial reasoning. stcatione. [F880 Al coneuatons Woitarthe | Sone afthe Acauracy [ane corectand [Aleomeslatns csmputatons | computairs shown in dota mocorad [smeared re Fhe The The present peseniaienis |presentionis |rresentaton's |tor is celvered Ssivetedina [asivered ins |oeivered ns |ina dear man rryeonuncing [etarmanner, |edsorgentznd | nor Kees ack Presertaion |imanner appropiate manner Some use ary vous! Appropriate and | visual materials | vsual materials | materias. freatve visual’ lareused. | zeused rmnlers ae sed The pioved [The propoved | Pe Opened [The proposed Mreteres |e porere! | croectwi be | olan ibe Practclty ® Sompietac uth | complied fompltedatte feamiteain |=Mpeteswth fooled leas time: lesser tine. ef cays. number of days. thecal? The costo |The cost of he Efficiency | MECSt!the Nike planis | the planis [plan s very plans mina 8 roatonabie. expensive. | enporsiveREFLECTIONSUMMARY/SYNTHESIS/GENERALIZATION: Now that you have completed this module, let us summarize what have you earnec: 4. Reto-roleted problme canbe modelled using rational algebraic expressions. 2. Aratisnalalgebraicexpession is araiool wo polynomial where the denominator is not equal to one 3. Any expression no! equal tozero raisedto a zero exponent is ays equal to cne. 4. When an expression is raised to a negative inlegeral exponent, itis the same as the multiplicative inverse af tho exprescion. 5. Aralional algebraic expression is in is simplest form ifthere is na commen {actor in the numerator anc the denominator excent 1 6 To multiply rational algebraic expressions, multily the numerator and the denominator, hen simpy. 7. Tadivide rational elgabraie expressions, multi the dividend by theresigrecal of the diviser, then multply 8 Toadd/subtiat similar rationalalgebralcexpressions, aed/subtiact the numerators, {and copy the common denominater. To addsubiract dissimilar rational algebraic expressions, exoress each with similar denominator, then add/eublract the rumeratore and capy the common denominator 10. A complex ratonal algebraic expression is an expression where the numerator or denominator, of both the numerator and the denominator, are rational algebraic exoressions, GLOSSARY OF TERMS: Complexcrational algebraic expression ~ an expression where the numerator or denomina- toror both the numarater ard the denominatar a@ ralianal algatraic expressions. LoD ~ also inown as least common denominator is theleast common mutiple of the denem = ators. Manpower plan — a plan where the number of workers nesded to complete the projec ‘wages of eachworker in 2 day, how many days can inkers finish the job and how mich can bbe spend on the workers forthe entire project Rate-related problems ~ problems invalving ratas (¢.¢.. speed, percentage, rato, work) Rational algebraic expression — a ratic of tno polynomials where the denominator is net ‘equal to one iREFERENCES AND WEBSITE LINKS USED IN THIS MODULE: Leaming Package no. 8 9. 10, 11, 12, 13. Mathematics Teacher's Guide, Funds for ‘Assistance lo Prvate Educstion, 2007 Malaborbor, P, Sabangan, L, Careon, E., Lorenzo, J, Intermediate Algebra. Educational Resources Corporation, Cuba, Quezon City, Philppines, 2005 fines. F. Diaz, Z, Mojca M., Next Century Mathematics Intermediate Algebra, Phoenix Publishing House, Quazon Ave., Quezon City 2007 ‘Oronce, ©., and Mendaza, M., e-Math Intermediate Algebra, Rex Bock Store, Manta, Philippines, 2010 Padua, A L, Cricostoro, RM. Painless Math, Intermediate Algebra. Anil Publishing inc. Pasig City Phiippines, 2098 Workteit in Intermediate Algebra. United Eferza Academe Publication Co. Lipa City, Batangas, Philippines. 2011 [Link]/mathymathleb/ed_algebra/col_alg_tuttt_com- plesratntm hit:[Link]\=419PP_4HA btp:/[Link]/adcing-ratonal-espressions-helphiml ht:/¥[Link] com/subtractng-ratonabexpressiors-rep Nim hit:24wwwonlinemathlearing cam/avising-tional-expressionsthelp hint bp:2¥[Link] com/mupyhg-ralonakexpressions-help mt hitp:lispol pec edul~kkling/lath_99/Sectionll_ Rational Expressions Equations and Func- tions/Moduied/Moculed_Complex. Rational Expressons pdf Images credit hitto;[Link]/2004{08/volunteers_bull_t.php ——___