LESSON

6.5 Name Class Date

Dividing Polynomials 6.5 Dividing Polynomials

Essential Question: What are some ways to divide polynomials, and how do you know when
Common Core Math Standards the divisor is a factor of the dividend?

The student is expected to: Resource

Locker
COMMON
CORE A-APR.D.6 Explore Evaluating a Polynomial Function
Rewrite simple rational expressions in different forms; write a(x)/b(x) in Using Synthetic Substitution
the form q(x) + r(x)/b(x), … using inspection, long division, … . Also
Polynomials can be written in something called nested form. A polynomial in nested form is written in such a way
A-APR.A.1, A-APR.B.3
that evaluating it involves an alternating sequence of additions and multiplications. For instance, the nested form of
Mathematical Practices p(x) = 4x 3 + 3x 2 + 2x + 1 is p(x) = x(x(4x + 3) + 2) + 1, which you evaluate by starting with 4, multiplying by
COMMON the value of x, adding 3, multiplying by x, adding 2, multiplying by x, and adding 1.
CORE MP.2 Reasoning
 Given p(x) = 4x 3 + 3x 2 + 2x + 1, find p(-2).
Language Objective
Rewrite p(x) as p(x) = x(x(4x + 3) + 2) + 1.
Work in small groups to complete a compare and contrast chart for
dividing polynomials. Multiply. -2 · 4 = -8
Add. -8 + 3 = -5
Multiply. -5 · (-2) = 10
ENGAGE Add. 10 + 2 = 12
Multiply. 12 · (-2) = -24
Essential Question: What are some
Add. -24 + 1 = -23
ways to divide polynomials, and how do
You can set up an array of numbers that captures the sequence of multiplications and
you know when the divisor is a factor of additions needed to find p(a). Using this array to find p(a) is called synthetic substitution.
the dividend? Given p(x) = 4x 3 + 3x 2 + 2x + 1, find p(-2) by using synthetic substitution. The dashed
© Houghton Mifflin Harcourt Publishing Company

arrow indicates bringing down, the diagonal arrows represent multiplication by –2, and the
Possible answer: You can divide polynomials using
solid down arrows indicate adding.
long division or, for a divisor of the form x - a,
The first two steps are to bring down the leading number, 4, then multiply by the value you
synthetic division. The divisor is a factor of the are evaluating at, -2.
dividend when the remainder is 0. -2 4 3 2 1

-8

PREVIEW: LESSON 4
PERFORMANCE TASK  Add 3 and –8.
View the Engage section online. Discuss the photo -2 4 3 2 1
and how the number of teams and the attendance are
-8
both functions of time. Then preview the Lesson
4 -5
Performance Task.
Module 6 ges must
be made throu
gh "File info" 321 Lesson 5
EDIT--Chan
DO NOT Key=NL-B;CA-B
Correction
Date
Class

s
Polynomial
Name

Dividing
when

HARDCOVER PAGES 231240

do you know
6.5 are some
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COMMON

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CORE
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A2_MNLESE385894_U3M06L5 321 16/10/14 9:3

in something starting with
can be written ce of additio evaluate by
ting sequen
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Polynomials es an alterna which you

Turn to these pages to

x(4x + 3)
p(x) = x(
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) = 4x
Given p(x (
x(4x + 3

find this lesson in the

 (x) = x
p(x) as p
Rewrite -8
-2 · 4 =
Multiply. -5
-8 + 3 =
Add.
= 10
-5 · -2

hardcover student
Multiply.
10 + 2 =
12
Add.
= -24
12 · -2 and
Multiply. lications
= -23 ce of multip etic substitution.
-24 + 1 es the sequen synth
Add. that captur find p(a) is called

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Lesson 5
-5
4
321

7:54 PM
6/27/14
Module 6

L5 321
4_U3M06
SE38589
A2_MNLE

321 Lesson 6.5

  Multiply the previous answer by –2.  Continue this sequence of steps until you reach

-2 4 3 2 1
the last addition.
EXPLORE
-2 4 3 2 1
-8 10
-8 10 -24
Evaluating a Polynomial Function
4 -5 Using Synthetic Substitution
4 -5 12 -23

 p(-2) = -23
INTEGRATE TECHNOLOGY
Reflect Students have the option of completing the
1. Discussion After the final addition, what does this sum correspond to? polynomial division activity either in the book
The final sum represents the value of p(x) where x = -2. or online.

Explain 1 Dividing Polynomials Using Long Division QUESTIONING STRATEGIES

Recall that arithmetic long division proceeds as follows. What operation are you doing and what are
Divisor
––––
23 ← Quotient
12 ⟌ 277 ← Dividend
you finding when you use synthetic
24 substitution on the polynomial function p(x) to find
―
37 p(a)? You are dividing the polynomial function p(x)
―
36
by the quantity (x - a), and you are finding the
1 ← Remainder
value of p(a).
dividend remainder
Notice that the long division leads to the result _______ = quotient + ________ . Using the
divisor divisor
277 1
numbers from above, the arithmetic long division leads to ___
12
= 23 + __
12
. Multiplying through
by the divisor yields the result dividend = (divisor)(quotient) + remainder. (This can be used as
a means of checking your work.) EXPLAIN 1
© Houghton Mifflin Harcourt Publishing Company
Example 1 Given a polynomial divisor and dividend, use long division to
find the quotient and remainder. Write the result in the form Dividing Polynomials Using Long
dividend = (divisor)(quotient) + remainder and then carry out the Division
multiplication and addition as a check.

 (4x 3 + 2x 2 + 3x + 5) ÷ (x 2 + 3x + 1)
AVOID COMMON ERRORS
Begin by writing the dividend in standard form, including terms with a coefficient
of 0 (if any). Students may have difficulty relating the familiar
4x 3 + 2x 2 + 3x + 5 long-division process for whole numbers to
Write division in the same way as you would when dividing numbers. identifying the process for polynomials using the
–––––––––––––––––
x 2 + 3x + 1 ⟌ 4x 3 + 2x 2 + 3x + 5 algorithm for finding dividend = (divisor)(quotient)
+ remainder. Point out that polynomial long division
dividend = quotient + _________
leads to this result: ________ remainder ,
divisor divisor
Module 6 322 Lesson 5 which is equivalent to dividend = (divisor)(quotient)
+ remainder if you multiply each term by the divisor.
PROFESSIONAL DEVELOPMENT Showing an example of arithmetic long division
A2_MNLESE385894_U3M06L5 322 6/27/14 7:01 PM
alongside an example of polynomial division may
Math Background
help students make the connection.
Division of polynomials is related to division of whole numbers. Given
P(x) R(x)
polynomials P(x) and D(x), where D(x) ≠ 0, we can write _____ = Q(x) + _____ ,
D(x) D(x)
where the remainder R(x) is a polynomial whose degree is less than that of D(x) .
(If the degree of R(x) were not less than the degree of D(x), we would be able to
continue dividing.) Equivalently, P(x) = Q(x)D(x) + R(x). This last expression
can be used to justify the Remainder Theorem. Notice that when D(x) is a linear
divisor of the form x - a, the expression becomes P(x) = Q(x)(x - a) + r, where
the remainder r is a real number.

Dividing Polynomials 322

 Find the value you need to multiply the divisor by so that the first term matches
QUESTIONING STRATEGIES with the first term of the dividend. In this case, in order to get 4x 2, we must multiply
x 2 by 4x. This will be the first term of the quotient.
How can you tell if you are finished solving a
–––––––––––––––––
4x
x 2 + 3x + 1 ⟌ 4x 3 + 2x 2 + 3x + 5
polynomial division problem? The remainder
Next, multiply the divisor through by the term of the quotient you just found and
has a degree less than the degree of the divisor, or subtract that value from the dividend. (x 2 + 3x + 1)(4x) = 4x 3 + 12x 2 + 4x, so
has degree 0. subtract 4x 3 + 12x 2 + 4x from 4x 3 + 2x 2 + 3x + 5.

–––––––––––––––––
4x
What do you write as the final answer for a x 2 + 3x + 1 ⟌ 4x 3 + 2x 2 + 3x + 5
polynomial division problem? The answer -(4x 3 + 12x 2 + 4x)
should be written as the product of factors plus the
―――――――
-10x 2 - x + 5
remainder, where one factor is the divisor and the Taking this difference as the new dividend, continue in this fashion until the largest
term of the remaining dividend is of lower degree than the divisor.
other factor is the quotient.
4x - 10
–––––––––––––––––
x 2 + 3x + 1 ⟌ 4x 3 + 2x 2 + 3x + 5
-(4x 3 + 12x 2 + 4x)
―――――――
-10x - x + 5
2

-(-10x 2 - 30x - 10)

――――――――
29x + 15
Since 29x + 5 is of lower degree than x 2 + 3x + 1, stop. 29x + 15 is the remainder.

Write the final answer.

4x 3 + 2x 2 + 3x + 5 = (x 2 + 3x + 1)(4x - 10) + 29x + 15

Check.

4x 3 + 2x 2 + 3x + 5 = (x 2 + 3x + 1)(4x - 10) + 29x + 15

= 4x 3 + 12x 2 + 4x - 10x 2 - 30x - 10 + 29x + 15

© Houghton Mifflin Harcourt Publishing Company

= 4x 3 + 2x 2 + 3x + 5

B (6x 4 + 5x 3 + 2x + 8) ÷ (x 2 + 2x - 5)
Write the dividend in standard form, including terms with a coefficient of 0.

6x 4 + 5x 3 + 0x 2 + 2x + 8

Write the division in the same way as you would when dividing numbers.
––––––––––––––––––––––
x 2 + 2x - 5 ⟌ 6x 4 + 5x 3 + 0x 2 + 2x + 8

Module 6 323 Lesson 5

COLLABORATIVE LEARNING
A2_MNLESE385894_U3M06L5 323 6/27/14 7:01 PM

Small Group Activity

Help groups of students practice dividing polynomials using synthetic division.
Provide each student with a different example of polynomial division, and ask
them to show and explain the first step in dividing with synthetic division. Then
have them pass the problem to another student, who writes the next step and
explains it. They continue to pass the problem until each problem is completely
solved and all steps are explained. The last student summarizes by giving the
quotient and remainder in polynomial form. Encourage students to use these as
examples of dividing polynomials when they write in their journals.

323 Lesson 6.5

 Divide.

6x 2 - 7x + 44
––––––––––––––––––––––
x 2 + 2x - 5 ⟌ 6x 4 + 5x 3 + 0x 2 + 2x + 8

-(6x 4 + 12x 3 - 30x 2)

――――――――――
-7x 3 + 30x 2 + 2x
(
- -7x 3 -14x + 35x
2
)
―――
44x 2 - 33x + 8

- ( 44x + 88x - 220 )

2

―――
-121x + 228

Write the final answer.

6x 4 + 5x 3 + 2x + 8 = (x 2 + 2x - 5)(6x 2 - 7x + 44) - 121x + 228

Check.
6x 4 + 5x 3 + 2x + 8 = (x 2 + 2x - 5)(6x 2 - 7x + 44) -121x + 228
= 6x 4 - 7x 3 + 44x 2 + 12x 3 -14x 2 + 88x - 30x 2 + 35x - 220 - 121x + 228
= 6x 4 + 5x 3 + 2x + 8

Reflect

2. How do you include the terms with coefficients of 0?

You represent the term with 0 as the coefficient, e.g, 0x.

Your Turn

Use long division to find the quotient and remainder. Write the result in the form © Houghton Mifflin Harcourt Publishing Company
dividend = (divisor)(quotient) + remainder and then carry out a check.

3. (15x 3 + 8x - 12) ÷ (3x 2 + 6x + 1)

5x - 10 (3x 2 + 6x + 1)(5x - 10) + 63x - 2
––––––––––––––––––––
3x 2 + 6x + 1 ⟌ 15x 3 + 0x 2 + 8x - 12 = 15x 3 - 30x 2 + 30x 2 - 60x + 5x - 10 +
-(15x 3 + 30x 2 + 5x) 63x - 2
――――――――
-30x + 3x - 12
2
= 15x 3 + 8x - 12
-(-30x 2 - 60x - 10)
―――――――――
63x - 2

Module 6 324 Lesson 5

DIFFERENTIATE INSTRUCTION
A2_MNLESE385894_U3M06L5 324 6/27/14 7:01 PM

Graphic Organizers
Have groups of students create
graphic organizers to help them
divide polynomials using synthetic
division. Have them show how to
organize a problem into a form
similar to the one shown. Then have
them use organizers to write each of
the steps, explain what goes into each of the cells, and then interpret the results.

Dividing Polynomials 324

 4. (9x 4 + x 3 + 11x 2 - 4) ÷ (x 2 + 16)

EXPLAIN 2 x2
9x 2 + x - 133
+ 16 ⟌–––––––––––––––––––––––
9x + x + 11x + 0x - 4
4 3 2
(x 2 + 16)(9x 2 + x - 133) - 16x + 2124
= 9x 4 + x 3 - 133x 2 + 144x 2 + 16x - 2128 -

Dividing p(x) by x - a Using -(9x + 0x + 144x

――――――――
4 3
)
2
16x + 2124

Synthetic Division x - 133x + 0x

3 2
= 9x 4 + x 3 + 11x 2 - 4
-(x 3 + 0x 2 + 16x)
―――――――
-133x 2 - 16x - 4
INTEGRATE MATHEMATICAL -(-133x 2 + 0x - 2128)
PRACTICES ―――――――――
-16x + 2124
Focus on Patterns
MP.8 Students should quickly see that there are Explain 2 Dividing p(x) by x - a Using Synthetic Division
patterns in synthetic division. Have students use Compare long division with synthetic substitution. There are two important things to notice. The first
is that p(a) is equal to the remainder when p(x) is divided by x - a. The second is that the numbers to
arrows and expressions, if necessary, to help them the left of p(a) in the bottom row of the synthetic substitution array give the coefficients of the quotient.
understand the patterns. For example, (2x 2 + 7x + 9) For this reason, synthetic substitution is also called synthetic division.

÷ (x + 2) may be shown as: Long Division Synthetic Substitution

––––––––––––––––––
3x 2 + 10x + 20
x - 2 ⟌ 3x 3 + 4x 2 + 0x + 10
2 3 4 0 10
6 20 40
――――――
-(3x 3 - 6x 2)
-2 2 7 9 ――――― 10x 2 + 0x
3 10 20 50

-(10x 2 - 20x)
bring -4 -6 ―――――― 20x + 10
down 2 7+(-4) 9+(-6) -20x - 40
――――
50
-2(2) -2(3)
2 3 3 Example 2 Given a polynomial p(x), use synthetic division to divide by x - a and obtain
the quotient and the (nonzero) remainder. Write the result in the form
p(x) = (x - a)(quotient) + p(a), then carry out the multiplication and
© Houghton Mifflin Harcourt Publishing Company

addition as a check.
Students should notice that the divisor is -2 because
the form of the divisor is (x - a), or (x - (-2)); the  (7x 3 - 6x + 9) ÷ (x + 5)
rows are added; the remainder is the last digit in the By inspection, a = -5. Write the coefficients -5 7 0 -6 9
last row, 3; and the last row includes the coefficients and a in the synthetic division format.
――――――
of the quotient, starting with the power of the
Bring down the first coefficient. Then multiply -5 7 0 -6 9
variable decreased by 1. and add for each column. -35 175 -845
(2x 2 + 7x + 9) ÷ (x + 2) = 2x + 3 + _____ 3 ―――――――――
7 -35 169 -836
x+2
Write the result, using the non-remainder (7x 3 - 6x + 9) = (x + 5)(7x 2 - 35x + 169) - 836
entries of the bottom row as the coefficients.

Check. (7x 3 - 6x + 9) = (x + 5)(7x 2 - 35x + 169) - 836

= 7x 3 - 35x 2 - 35x 2 - 175x + 169x + 845 - 836

= 7x 3 - 6x + 9
Module 6 325 Lesson 5

LANGUAGE SUPPORT
A2_MNLESE385894_U3M06L5 325 16/10/14 9:40 AM

Connect Vocabulary
Help students understand how the method synthetic division is used as a symbolic
representation of a polynomial division problem. Point out that the English word
synthetic means not genuine, unnatural, artificial, or contrived. That implies they
will have to understand how to interpret the numerical results in the last row of
the synthetic division problem. To help students remember the value of a for the
divisor (x - a), show them how to form the equation x - a = 0, and then solve
that equation for a. This procedure will remind students to use the correct sign for
the divisor.

325 Lesson 6.5

 B (4x 4 - 3x 2 + 7x + 2) ÷ (x - _21 )
Find a. Then write the coefficients and a in the synthetic division format.
QUESTIONING STRATEGIES
Find a = _
1 How can you recognize the quotient and
2
remainder when using the synthetic division
_
1
2 4 0 -3 7 2 method? The bottom row of the synthetic division
――――――― problem gives the coefficients of the quotient along
Bring down the first coefficient. Then multiply and add for each column. with the remainder of the division problem.
_
1
2 4 0 -3 7 2
2 1 -1 3
―――――――
4 2 -2 6 5
Write the result.

(4x 4 - 3x 2 + 7x + 2)= (x - _12 )(4x + 2x - 2x + 6) + 5

3 2

Check.

(4x 4 - 3x 2 + 7x + 2)= (x - _12 )(4x + 2x - 2x + 6) + 5

3 2

= 4x 4 + 2x 3 - 2x 2 + 6x - 2x 3 - x 2 + x - 3 + 5
= 4x 4 - 3x 2 + 7x + 2

Reflect

5. Can you use synthetic division to divide a polynomial by x 2 + 3? Explain.

No, the divisor must be a linear binomial in the form x - a; x 2 + 3 is a quadratic binomial.

Your Turn

Given a polynomial p(x), use synthetic division to divide by x - a and obtain

the quotient and the (nonzero) remainder. Write the result in the form
p(x) = (x - a)(quotient) + p(a). You may wish to perform a check.
© Houghton Mifflin Harcourt Publishing Company
6. (2x 3 + 5x 2 - x + 7) ÷ (x - 2)
2 2 5 -1 7 (x - 2)(2x 2 + 9x + 17) + 41
4 18 34 = 2x 3 - 4x 2 + 9x 2 - 18x + 17x - 34 + 41
――――――
2 9 17 41 = 2x 3 + 5x 2 - x + 7

7. (6x 4 - 25x 3 - 3x + 5) ÷ (x + _31 )

-_
1
3
6 -25 0 -3 5 (x + _13 )(6x - 27x + 9x - 6) + 7
3 2

-2 9 -3 2 = 6x + 2x - 27x - 9x 2 + 9x 2 + 3x - 6x
4 3 3
―――――――
6 -27 9 -6 7 -2+7
= 6x 4 - 25x 3 - 3x + 5

Module 6 326 Lesson 5

A2_MNLESE385894_U3M06L5 326 6/27/14 7:01 PM

Dividing Polynomials 326

 Explain 3 Using the Remainder Theorem and Factor
EXPLAIN 3 Theorem
When p(x) is divided by x - a, the result can be written in the form p(x) = (x - a)q(x) + r
where q(x) is the quotient and r is a number. Substituting a for x in this equation gives
Using the Remainder Theorem and p(a) = (a - a)q(a) + r. Since a - a = 0, this simplifies to p(a) = r. This is known as
Factor Theorem the Remainder Theorem.

If the remainder p(a) in p(x) = (x - a)q(x) + p(a) is 0, then p(x) = (x - a)q(x), which tells you
that x - a is a factor of p(x). Conversely, if x - a is a factor of p(x), then you can write p(x) as
p(x) = (x - a)q(x), and when you divide p(x) by x - a, you get the quotient q(x) with a remainder
QUESTIONING STRATEGIES of 0. These facts are known as the Factor Theorem.

How are the Remainder Theorem and the Example 3 Determine whether the given binomial is a factor of the polynomial p(x). If
Factor Theorem related? The Remainder so, find the remaining factors of p(x).

Theorem implies that if a polynomial p(x) is divided p(x) = x 3 + 3x 2 - 4x - 12; (x + 3)


by x - a, and the remainder p(a) = 0, then (x - a) is
Use synthetic division.
a factor of the polynomial. The Factor Theorem says
-3 3 -4 -12
1
that if (x - a) is a factor of p(x), you can rewrite the -3 0 12
――――――――
polynomial as the quotient q(x) times this factor, or 1 0 -4 0
p(x) = (x - a)q(x). Since the remainder is 0, x + 3 is a factor.

Write q(x) and then factor it.

q(x) = x 2 - 4 = (x + 2)(x - 2)

So, p(x) = x 3 + 3x 2 - 4x - 12 = (x + 2)(x - 2)(x + 3).

 p(x) = x 4 - 4x 3 - 6x 2 + 4x + 5; (x + 1)

Use synthetic division.

-1 1 -4 -6 4 5
-1 5 1-5
―――――――
© Houghton Mifflin Harcourt Publishing Company

1 -5 -1 5 0
Since the remainder is 0 , (x + 1) is a factor. Write q(x).

q(x) = x 3 - 5x 2 - x +5

Now factor q(x) by grouping.

q(x) = x 3 - 5x 2 - x +5

= x 2(x - 5) - (x - 5)

= (x 2 - 1)(x - 5)
= (x + 1)(x - 1)(x - 5)
So, p(x) = x 4 - 4x 3 - 6x 2 + 4x + 5 = (x + 1)(x + 1)(x - 1)(x - 5) .

Module 6 327 Lesson 5

A2_MNLESE385894_U3M06L5 327 16/10/14 9:42 AM

327 Lesson 6.5

 Your Turn

Determine whether the given binomial is a factor of the polynomial p(x). If it is, find
the remaining factors of p(x).
ELABORATE
8. p(x) = 2x 4 + 8x 3 + 2x + 8; (x + 4) QUESTIONING STRATEGIES
-4 2 8 0 2 8 Since the remainder is 0, (x + 4) is a factor.
-8 0 0 -8
When do you use synthetic substitution, and
―――――――― q(x) = 2x 3 + 2 = 2(x 3 + 1) = 2(x + 1)(x 2 - x + 1)
2 0 0 2 0 when do you use synthetic division? You use
So, p(x) = 2x 4 + 8x 3 + 2x + 8
synthetic substitution when you want to find the
p(x) = 3x 3 - 2x + 5; (x - 1) = 2(x + 1)(x 2 - x + 1)(x + 4)
9. function value of a polynomial for a certain number.
1 3 0 -2 5 Since the remainder is 6, x - 1 is not a factor. You use synthetic division when you want to find
3 3 1 the quotient of polynomial division.
――――――
―――――
3 3 1 6

INTEGRATE MATHEMATICAL
Elaborate PRACTICES
10. Compare long division and synthetic division of polynomials. Focus on Communication
The numbers generated by synthetic division are equal to the coefficients of the terms of
MP.3 Have students work in pairs to complete a
the polynomial quotient, including the remainder. They are essentially the same process.
chart like the following, showing similarities and
differences:
11. How does knowing one linear factor of a polynomial help find the other factors?
If one linear factor of the polynomial is known, synthetic division can be used to find the Alike Different
product of the other factors, which may be easily factorable. Long Division
Synthetic
12. What conditions must be met in order to use synthetic division? Substitution
© Houghton Mifflin Harcourt Publishing Company
The divisor must be a linear binomial with a leading coefficient of 1. The dividend must be or Division
written in standard form with 0 representing any missing terms.

13. Essential Question Check-In How do you know when the divisor is a factor of the dividend?
SUMMARIZE THE LESSON
The divisor is a factor of the dividend when the remainder is 0. How do you explain the process of synthetic
division, and when and why it is useful?
What are possible sources of error in the
process? Synthetic division is a division process that
uses only the coefficients of a polynomial. If the last
sum is 0, then the binomial is a factor of the
polynomial; possible errors are not bringing down
the first coefficient, forgetting to add instead of
Module 6 328 Lesson 5
subtract, and forgetting to include coefficients
that are 0.

A2_MNLESE385894_U3M06L5.indd 328 28/06/14 4:10 PM

Dividing Polynomials 328

EVALUATE Evaluate: Homework and Practice
• Online Homework
Given p(x), find p(-3) by using synthetic substitution. • Hints and Help
• Extra Practice
1. p(x) = 8x 3 + 7x 2 + 2x + 4 2. p(x) = x 3 + 6x 2 + 7x - 25

-3 8 7 2 4 -3 1 6 7 -25
-24 51 -159 -3 -9
―――――――― ―――――――
6
-17 53 -155 -2 -19
ASSIGNMENT GUIDE 8 1 3
p(-3) = -155 p(-3) = -19
Concepts and Skills Practice
Explore Exercises 1–4 3. p(x) = 2x 3 + 5x 2 - 3x 4. p(x) = -x 4 + 5x 3 - 8x + 45
Evaluating a Polynomial Function
Using Synthetic Substitution -3 2 5 -3 0 -3 -1 5 0 -8 45
-6 3 -24 72 -192
Example 1
――――――――
Exercises 5–8 3 0
――――――――――――
Dividing Polynomials Using Long 2 -1 0 0 -1 8 -24 64 -147
Division
p(-3) = 0 p(-3) = -147
Example 2 Exercises 9–11
Dividing p(x) by x - a Using Given a polynomial divisor and dividend, use long division to find the quotient and
Synthetic Division remainder. Write the result in the form dividend = (divisor)(quotient) + remainder.
You may wish to carry out a check.
Example 3 Exercises 12–15
Using the Remainder Theorem and 5. (18x 3 - 3x 2 + x -1) ÷ (x 2 - 4)
Factor Theorem 18x - 3 Check.
x 2
- 4 ⟌–––––––––––––––––––
18x - 3x + x - 1
3 2
(x 2 - 4)(18x - 3) + 73x - 13
-(18x 3 + 0x 2 - 72x) = 18x 3 - 72x - 3x 2 + 12 + 73x - 13
AVOID COMMON ERRORS ―――――――――
-3x 2 + 73x - 1 = 18x 3 - 3x 2 + x - 1
© Houghton Mifflin Harcourt Publishing Company

Students might make errors in signs when doing -(-3x 2 + 0x + 12)

synthetic division and synthetic substitution because ――――――――
73x - 13
values are added rather than subtracted as in long 6. (6x 4 + x 3 - 9x + 13) ÷ (x 2 + 8)
division. Remind them that terms are always added 6x 2 + x - 48 Check.

for synthetic substitution and synthetic division. x 2

+ 8 ⟌–––––––––––––––––––––––––
6x + x + 0x - 9x + 13
4 3 2
(x 2 + 8)(6x 2 + x - 48) - 17x + 397
-(6x 4 + 0x 3 + 48x 2) = 6x 4 + x 3 - 48x 2 + 48x 2 + 8x - 384 - 17x + 397
――――――――――――
x 3 - 48x 2 - 9x = 6x 4 + x 3 - 9x + 13
AVOID COMMON ERRORS -(x + 0x + 8x)
―――――――――
3 2

Students may be confused about when to use -48x 2 - 17x + 13

synthetic division and when to use long division. -(-48x 2 + 0x - 384)
Point out that for a divisor other than a linear ―――――――――
-17x + 397
binomial with leading coefficient 1, long division is Module 6 329 Lesson 5
the best method. It may, however, be possible to
divide the dividend and divisor by a constant to make
the leading coefficient 1. A2_MNLESE385894_U3M06L5.indd 329
Exercise Depth of Knowledge (D.O.K.)
COMMON
CORE Mathematical Practices 3/19/14 11:57 AM

1–15 1 Recall of Information MP.2 Reasoning

16–19 2 Skills/Concepts MP.4 Modeling
20 2 Skills/Concepts MP.2 Reasoning
21 3 Strategic Thinking MP.2 Reasoning
22 3 Strategic Thinking MP.6 Precision
23 3 Strategic Thinking MP.2 Reasoning

329 Lesson 6.5

 7. (x 4 + 6x - 2.5) ÷ (x 2 + 3x + 0.5)
x 2 - 3x + 8.5 Check. AVOID COMMON ERRORS
––––––––––––––––––––––––
x 2 + 3x + 0.5 ⟌ x 4 + 0x 3 + 0x 2 + 6x - 2.5 ( x 2 + 3x + 0.5)(x 2 - 3x + 8.5) - 18x - 6.75 A common error when doing synthetic division is to
-(x 4 + 3x 3 + 0.5x 2) = x 4 - 3x 3 + 8.5x 2 + 3x 3 - 9x 2 + 25.5x + 0.5x 2 subtract the second row rather than adding it. Show
―――――――――――
-3x 3 - 0.5x 2 + 6x - 1.5x + 4.25 - 18x - 6.75 students a long division problem alongside its
-(-3x - 9x - 1.5x) = x 4 + 6x - 2.5 solution, using synthetic division to emphasize that
―――――――――
3 2

8.5x 2 + 7.5x - 2.5 the results will be different if they make this error.
-(8.5x 2 + 25.5x + 4.25)
―――――――――
-18x - 6.75
8. (x + 250x + 100x) ÷ 2 x + 25x + 9
3 2 1
_ 2
( )
2x + 400 Check.
_
1 2 –––––––––––––––––––––
x + 25x + 9 ⟌ x 3 + 250x 2 + 100x + 0 (_
1 2
)
x + 25x + 9 (2x + 400) - 9918x - 3600
2 2
-(x 3 + 50x 2 + 18x) = x + 200x 2 + 50x 2 + 10, 000x + 18x + 3600
―――――――
――――――――
3

200x 2 + 82x + 0 - 9918x - 3600

-(200x 2 + 10, 000x + 3600) = x 3 + 250x 2 + 100x
―――――――――――
-9918x - 3600
Given a polynomial p(x), use synthetic division to divide by x - a and obtain
the quotient and the (nonzero) remainder. Write the result in the form
p(x) = (x - a)(quotient) + p(a). You may wish to carry out a check.

9. (7x 3 - 4x 2 - 400x - 100) ÷ (x - 8)

(x - 8)(7x 2 + 52x + 16) + 28
8 7 -4 -400 -100
56 416 128 = 7x 3 - 56x 2 + 52x 2 - 416x + 16x - 128 + 28
―――――――――
7 52 16 28 = 7x 3 - 4x 2 - 400x - 100

© Houghton Mifflin Harcourt Publishing Company

10. (8x 4 - 28.5x 2 - 9x + 10) ÷ (x + 0.25)

-0.25 8 0 -28.5 -9 10 (x + 0.25) (8x 3 - 2x 2 - 28x - 2) + 9.5

-2 0.5 7 -0.5 = 8x 4 + 2x 3 - 2x 3 - 0.5x 2 - 28x 2 - 7x - 2x
―――――――――――――
8 -2 -28 -2 9.5 - 0.5 + 9.5
= 8x 4 - 28.5x 2 - 9x + 10

11. (2.5x 3 + 6x 2 - 5.5x - 10) ÷ (x + 1)

-1 2.5 6 -5.5 -10 (x + 1)(2.5x 2 + 3.5x - 9) - 1
-2.5 -3.5 9 = 2.5x 3 + 2.5x 2 + 3.5x 2 + 3.5x - 9x - 9 - 1
―――――――――
2.5 3.5 -9 -1
= 2.5x 3 + 6x 2 - 5.5x - 10

Module 6 330 Lesson 5

A2_MNLESE385894_U3M06L5 330 6/27/14 7:01 PM

Dividing Polynomials 330

 Determine whether the given binomial is a factor of the polynomial p(x) .
If so, find the remaining factors of p(x).

12. p(x) = x 3 + 2x 2 - x - 2; (x + 2) 13. p(x) = 2x 4 + 6x 3 - 5x - 10; (x + 2)

-2 12 -1 -2 -2 2 6 0 -5 -10
-2 0 2 -4 -4 8 -6
―――――― ――――――――――
1 0 -1 0 2 2 -4 3 -16
x + 2 is a factor. x + 2 is not a factor.
x - 1 = (x + 1)(x - 1)
2

So, p(x) = x 3 + 2x 2 - x - 2
= (x + 1)(x - 1)(x + 2).

14. p(x) = x - 22x 2 + 157x - 360; (x - 8)

3

8 1 -22 157 -360

8 -112 360
――――――――――
1 -14 45 0 x - 8 is a factor.
x 2 - 14x + 45 = (x - 5)(x - 9)
So, p(x) = x 3 - 22x 2 + 157x - 360 = (x - 5)(x - 9)(x - 8).

15. p(x) = 4x 3 - 12x 2 + 2x - 5; (x - 3)

3 4 -12 2 -5
12 0 6
――――――――
4 0 2 1 x - 3 is not a factor.

16. The volume of a rectangular prism whose dimensions are binomials with integer
coefficients is modeled by the function V(x) = x 3 - 8x 2 + 19x - 12 .
Given that x - 1 and x - 3 are two of the dimensions, find the missing dimension
of the prism.
© Houghton Mifflin Harcourt Publishing Company

1 1 -8 19 -12
1 -7 12
――――――――
1 -7 12 0

This gives the expression x 2 -7x + 12.

3 1 -7 12
3 -12
―――――
1 -4 0

This gives the expression x - 4, which is the missing dimension.

Module 6 331 Lesson 5

A2_MNLESE385894_U3M06L5.indd 331 3/11/16 2:45 AM

331 Lesson 6.5

 17. Given that the height of a rectangular prism is x + 2 and the volume is x 3 - x 2 - 6x,
write an expression that represents the area of the base of the prism. INTEGRATE MATHEMATICAL
-2 1 -1 -6 0 PRACTICES
-2 6 0 Focus on Math Connections
――――――――
1 -3 0 0 MP.1 Emphasize the conditions that must be met
to use synthetic division: The divisor must be a linear
So, the area can be represented by x 2 - 3x.
binomial with a leading coefficient of 1. The dividend
18. Physics A Van de Graaff generator is a machine must be written in standard form with 0 representing
that produces very high voltages by using small, safe
levels of electric current. One machine has a current
any missing terms.
that can be modeled by l(t) = t + 2 , where t > 0
represents time in seconds. The power of the system Discuss the characteristics of synthetic division that
can be modeled by P(t) = 0.5t 3 + 6t 2 + 10t. Write an make it synthetic: there are no variables, only
expression that represents the voltage of the system.
Recall that V = __Pl . coefficients; and addition is used instead of
-2 0.5 6 10 0 subtraction.
-1 -10 0
―――――――
0.5 5 0 0
The voltage can be represented by 0.5t 2 + 5t. INTEGRATE MATHEMATICAL
PRACTICES
19. Geometry The volume of a hexagonal pyramid is modeled by the function
V(x) = __13 x 3 + __43 x + __23 x - __13 . Given the height x + 1, use polynomial division to find
2 Focus on Reasoning
an expression for the area of the base.
MP.2 Point out that students should review how to
(Hint: For a pyramid, V = __13 Bh.)

© Houghton Mifflin Harcourt Publishing Company • ©Ted Kinsman/Science

do synthetic division and long division when the
V(x) = _ (x + 4x 2 + 2x - 1).
1 3
3
dividend is missing terms for some powers of the
-1 1 4 2 -1 variable. Emphasize that they must include the
-1 -3 1
―――――― missing terms written as zero times the power of the
1 3 -1 0
variable to complete the division.
So, the area of the base can be represented by x 2 + 3x - 1 .

20. Explain the Error Two students used synthetic division to divide 3x 3 - 2x - 8
by x - 2. Determine which solution is correct. Find the error in the other solution.

A. B.
Photo Library

2 3 0 -2 -8 -2 3 0 -2 -8
6 12 20 -6 12 -20
―――――――
3 6 10 12 3 -6 10 -28

Student A is correct. Student B used the incorrect sign of a.

Module 6 332 Lesson 5

A2_MNLESE385894_U3M06L5 332 6/9/15 12:07 AM

Dividing Polynomials 332

PEER-TO-PEER DISCUSSION H.O.T. Focus on Higher Order Thinking

21. Multi-Step Use synthetic division to divide p(x) = 3x 3 - 11x 2 - 56x - 50

Instruct one student in each pair to solve a by (3x + 4). Then check the solution.
polynomial division problem using long division,
while the other student solves it by using synthetic
Rewrite 3x + 4 as 3 x + ( _4 ).
3

division. Then have students switch roles and repeat -_

4 3 -11 -56 -50
3
the exercise for a new division problem with a -4 20 48
―――――――――
polynomial that does not have a linear factor. Then 3 -15 -36 -2

have them discuss their results and any preferences

The quotient needs to be divided by 3.
they have for one method or the other.
__
3x - 15x - 36
2
=x 2
- 5x - 12
3
Check.
JOURNAL
Have students describe a mnemonic device that can
(
(3x + 4) __
3x 2 - 15x - 36
3
-2 )
= (3x + 4)(x 2 - 5x - 12) - 2
help them remember the steps in synthetic division.
= 3x 3 + 4x 2 - 15x 2 - 20x - 36x - 48 - 2
= 3x 3 - 11x 2 - 56x - 50
22. Critical Thinking The polynomial ax 3 + bx 2 + cx + d is factored as
3(x - 2)(x + 3)(x - 4). What are the values of a and d? Explain.
a = 3; d = 72; The value of a is the product of the GCF and the coefficients
of the x-terms of each factor. The value of d is the product of the GCF and
the constant terms of each factor.

23. Analyze Relationships Investigate whether the set of whole numbers, the set
of integers, and the set of rational numbers are closed under each of the four basic
© Houghton Mifflin Harcourt Publishing Company

operations. Then consider whether the set of polynomials in one variable is closed
under the four basic operations, and determine whether polynomials are like whole
numbers, integers, or rational numbers with respect to closure. Use the table to
organize.

Whole Rational
Numbers Integers Numbers Polynomials
Addition Yes Yes Yes Yes

Subtraction No Yes Yes Yes

Multiplication Yes Yes Yes Yes

Division (by
No No Yes No
nonzero)

Polynomials are similar to integers with respect to closure.

They are closed under each operation except division.

Module 6 333 Lesson 5

A2_MNLESE385894_U3M06L5.indd 333 3/11/16 2:45 AM

333 Lesson 6.5

 Lesson Performance Task
The table gives the attendance data for all divisions of NCAA Women’s Basketball.
AVOID COMMON ERRORS
Students may try to include the “3 divisions” in their
NCAA Women’s Basketball Attendance
Attendance
calculation, perhaps by dividing the number of teams
Years since Number of teams (in thousands) for or attendance by 3. Explain to students that a division
Season 2006–2007 in all 3 divisions all 3 divisions
is a group of schools that compete against each other
2006–2007 0 1003 10,878.3
and that there are 3 such groups, or divisions, for
2007–2008 1 1013 11,120.8
college basketball. Explain that this number is
2008–2009 2 1032 11,160.3
irrelevant for this calculation. What is important is
2009–2010 3 1037 11,134.7
that the numbers in the table represent the total
2010–2011 4 1048 11,160.0
number of teams and the total attendance for all of
2011–2012 5 1055 11,201.8
women’s collegiate basketball.
Enter the data from the second, third, and fourth columns of the table and perform linear
regression on the data pairs (t, T) and cubic regression on the data pairs (t, A) where t = years
since the 2006–2007 season, T = number of teams, and A = attendance (in thousands).
A(t)
INTEGRATE MATHEMATICAL
Then create a model for the average attendance per team: A avg(t) = ___
write A avg(t) in the form quadratic quotient +  _______
remainder
.
T(t)
. Carry out the division to PRACTICES
Tt ()

Use an online computer algebra system to carry out the division of A(t) by T(t).
Focus on Reasoning
Models: MP.2 Have students highlight the remainder in the
T(t) = 10.57t + 1005 final function Aavg(t). Ask them if the remainder is
A(t) = 13.80t 3 - 121.6t 2 + 329.8t + 10,880
zero or nonzero and what a nonzero remainder
Online computer algebra system result:
means. Have students discuss the significance of a
12,981,600 remainder for a function that describes attendance
A avg(t) = 1.30558t 2 - 135.64t + 12,927.9 - __
10.57t + 1005
per team. If the attendance is 315.8 fans per team, ask

© Houghton Mifflin Harcourt Publishing Company

students if the 0.8 represents an actual person or if it
results from a limitation of the model.

Module 6 334 Lesson 5

EXTENSION ACTIVITY
A2_MNLESE385894_U3M06L5.indd 334 3/1/16 1:21 AM

Have students research the attendance for a specific NCAA women’s basketball
team for a single season. Have them compare that number to the value calculated
from the model Aavg(t) for the same year. Ask the students how accurate the model
is in predicting the attendance for that team and what some of the sources of error
might be
Scoring Rubric
2 points: Student correctly solves the problem and explains his/her reasoning.
1 point: Student shows good understanding of the problem but does not fully
solve or explain his/her reasoning.
0 points: Student does not demonstrate understanding of the problem.

Dividing Polynomials 334