UNIVERSITY OF MINDANAO

College of Engineering Education

Electrical Engineering Program
Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning (SDL)

Authors: Engr. Richard Regidor
Engr. Esther Consuelo Tan

Name of Teacher: Esther Consuelo Tan

Program Head: Nicanor Fabracuer , Jr.
Dean: Charlito Canesares
CEE 100 – MATH PLUS

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED
USE. THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO
ARE OFFICIALLY ENROLLED IN THE COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
 College of Engineering Education
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Matina Campus, Davao City
Tel/Fax No. 082-2961084
Tel no. 082-2443455

Table of Contents

I Quality Assurance Policies 5

1.1 Course Outline: CEE 100– The Teacher and the School Curriculum 5
1.2 Course Outline Policies 5
II Instruction Proper 9
2.1 Big Picture ULO 1 for Weeks 1-3 9
2.1.1 Metalanguage 9
2.1.2 Essential Knowledge 9
2.1.3 Self -Help 35
2.1.4 Let’s Check 35
2.1.5 Let’s Analyze 36
2.1.6 In a Nutshell 36
2.1.7 Q and A 37
2.1.8 Keyword Index 37

Appendix 138

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Course Outline: CEE 100 – Math Plus
Course Coordinator:
Email:
Student Consultation:
Mobile:
Phone:
Effectivity Date:
Mode of Delivery:
Time Frame:
Student Workload:
Pre-requisite:
Credit:
Attendance Requirements:
Areas of Concern
Contact and Non-Contact Hours
Assessment Task Submission
College of Engineering Education
2nd Flr. BE Bldg.
Matina Campus, Davao City
Tel/Fax No. 082-2961084
Tel no. 082-2443455
ANGELITO D. GARDOSE, PhD.
agardose@umindanao.edu.ph
Online (LMS) or e-mail
09102916321
(082)- 2961082
October, 2021
Online Blended Delivery
54 hours
Expected Self-Directed Learning
-
3.0 units lecture
For online (virtual/face-to-face) sessions: a minimum
of 95% attendance
Course Outline Policy
Details
This 3-unit course self-instructional manual is designed for
blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The expected
number of hours will be 54 including the face to face or
virtual sessions.
The first assessment task (examination) shall be given on
the 3rd week subsequent to the first day of class. The
remaining assessment tasks shall be handed every after
two (2) weeks of each examination schedule. The
assessment paper shall be attached with a cover page
indicating the name of the course coordinator, date of
submission, and name of the student. The document should
be submitted on the same day through e-mail or
Blackboard LMS. It is also expected that you have already
paid your tuition and other fees before the submission of
the assessment task.
Since this course is included in the licensure examination
for engineers, you will be required to take the Multiple-
Choice Question exam inside the University as your final
exam. This should be scheduled ahead of time by your
course coordinator. This is non-negotiable for all licensure-
based programs.
3

Penalties for Late
Assignments/Assessments
Return of Assignments/ Assessments
Assignment Resubmission
Re-marking of Assessment Papers and
Appeal
Grading System
Student Communication
College of Engineering Education
2nd Flr. BE Bldg.
Matina Campus, Davao City
Tel/Fax No. 082-2961084
Tel no. 082-2443455
The score for an assessment item submitted after the
designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day or
part day that the assessment item is late.
Assessment tasks will be returned to you two (2) weeks
after the submission with a mark and feedback. This will be
returned by email or via Blackboard portal.
For group assessment tasks, the course coordinator will
require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to ensure
that all the group members are involved.
You should request in writing addressed to the course
coordinator your intention to resubmit an assessment task.
The resubmission is premised on the student’s failure to
comply reasonable circumstances e.g. illness, accidents
financial constraints.
You should request in writing addressed to the program
coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the students
on the approval and disapproval of the request.
If disapproved by the course coordinator, you can elevate
your case to the program head or the dean with the original
letter of request. The final decision will come from the dean
of the college.
All culled from BlackBoard sessions and traditional
contact:
Course discussions/exercise-
Assignment - 10%
Quiz - 10%
SW/BW - 10%
1st formative assessment – 10%
2nd formative assessment – 10%
3rd formative assessment – 10%
Final exam – 40%
Submission of the final grades shall follow the usual
University system and procedures.
You are required to have your own umindanao email
account which is a requirement to access the BlackBoard
portal. Then, the course coordinator shall enroll the
students to have access to the materials and resources of
the course. All communication formats: chat, submission of
4

Contact Details of the Dean
Contact Details of the Program Head
Students with Special Needs
Help Desk Contact
Library Contact
College of Engineering Education
2nd Flr. BE Bldg.
Matina Campus, Davao City
Tel/Fax No. 082-2961084
Tel no. 082-2443455
assessment tasks, requests etc. shall be through the portal
and other university recognized platforms.
You can also meet the course coordinator virtually through
the scheduled face-to-face sessions to raise your issues and
concerns.
For students who have not created their student email,
please contact the course coordinator or program head.
Dr. Charlito L. Cañesares, PME
Email: clcanesares@umindanao.edu.ph
Phone: (082) 296-1084
Engr. Nicanor B. Fabracuer Jr.
Email: nick_fabracuer@umindanao.edu.ph
Phone: 082-2443455 local 133
Cel. No: 063-9083824902.
Students with special needs shall communicate with the
course coordinator about the nature of his/her special
needs. Depending on the nature of the need, the course
coordinator with the approval of the program head may
provide alternative assessment tasks or extension of the
deadline of submission of assessment tasks. However, the
alternative assessment tasks should still be in the service of
achieving the desired course learning outcomes.
For LMS concerns email:
blackboardclass@umindanao.edu.ph
CEE Blackboard Administrator:
Engr. Jetron A. Adtoon, MSCpE
Email: jadtoon@umindanao.edu.ph
Phone: +63 9055 267834
CEE:
Frida Santa O. Dagatan
Email: cee@umindanao.edu.ph
Phone: +63 9055 267834
GSTC:
Ronadora E. Deala, RPsy, RPm, RGC, LPT
Email: ronadora_deala@umindanao.edu.ph
Phone: +63 921 2122846
Silvino P. Josol
Email: gstcmain@umindanao.edu.ph
Phone: +63 906 0757721
Brigida E. Bacani
Email: library@umindanao.edu.ph
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Phone: +63 951 3766681

Course Information – see/download course syllabus in the BlackBoard LMS

CC’s Voice: Hello! Welcome to this course CEE100: MATH PLUS. This course was designed to
address the difficulty of the students taking engineering courses. Since not
everyone took the STEM strand in your senior high education, this course will
serve as a bridging course for non-STEM strand students as well an
enhancement course for the STEM students. The concepts and skills that you
will develop from this course will help you in your quest be an engineer.
Let us begin
CO
After taking this course, you are expected to apply the basic rules and principles
in solving algebraic expression and equations. It is also expected from you to
solve the missing parts of a triangle. You should be able to establish the identity
of trigonometric expressions. Furthermore, you should be able to demonstrate
and interpret equations for lines and the conic sections.

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Big Picture
Week 1-3: Unit Learning Outcomes (ULO) 1A: At the end of the unit, you are expected to

a. Evaluate algebraic statements and expression using the rules and

techniques for its operation and simplification.

Big Picture in Focus

ULO 1A. Evaluate algebraic statement and expression using the rules and techniques for
its operation and simplification

Metalanguage

In this section, the most essential terms relevant to the study of curriculum and to
demonstrate on how to apply the rules and techniques in manipulating algebraic expressions
will be operationally defined the terms used in the course. You will encounter these terms as
we go on with the lesson. Please refer to these definitions in case you will encounter difficulty
in the in understanding the concepts.
1. Algebraic expression. It is an expression that consists of a constant, variable or a
combination which are separated by plus or minus signs.
2. Term. It is either a single number or variable, or numbers and variables multiplied
together.
3. Imaginary number is the square root of negative one and does not have a tangible value.

Essential Knowledge
To perform the aforesaid big picture (unit learning outcomes) for the first six (6)
weeks of the course, you need to review the properties of real numbers and the learned from
K to 12. Please note that you are not limited to exclusively refer to stated resources in

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the syllabus. Thus, you are expected to utilize other books, research articles and other
resources that are available in the university’s library e.g. ebrary, search.proquest.com etc.

Basic Algebraic Operations

Combining Like Terms
Like terms or similar terms - two or more terms that contain the same variables with
the same powers (e.g. 4𝑥& 6𝑥; −5𝑦 2 , 8𝑦 2 &2𝑦 2 ; 4𝑥𝑦𝑧 2 , −8𝑥𝑦𝑧 2 & 7𝑥𝑦𝑧 2 )
Examples:

Perform the indicated operation by combining the similar terms:

1. b + 2b = 1b + 2b =3b

2. 7a – 9 – 6a + 7 –a + 2 = (7a – 6a –a) + (-9 +7 +2)

= (7a – 7a) + (-9 + 9) = 0

3. 5xy – (-13xy) = 5xy + 13xy = 18xy

4. 3𝑚2 – 4n + 6𝑚2 + 5𝑛 − 12𝑚2 − 4𝑛 = −3𝑚2 − 3𝑛

5. 10xyz – 5rst + 2xyz + 4rst = 12xyz –rst

Removing/ Inserting Parenthesis

When simplifying algebraic expressions, removing symbols of grouping should be
done first. The following are the symbols of grouping: the (parenthesis), [brackets], and
{braces}.
Rules:
1. In removing or inserting parentheses preceded by plus (+) sign, copy all the terms
without changing any sign.
2. In removing or inserting parentheses preceded by a minus (-) sign, copy all terms
with their signs changed.

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3. If a symbol of grouping encloses other symbols of grouping, remove the innermost

symbol first and work from the inside out.
Examples:
1. Remove parentheses preceded by a plus (+) sign:
a.) 2 + (5x + 2) = 2 + 5x + 2
= 5x + 4
b.) 6 + 5 (𝑘 2 − 2) – 𝑘 2 + 5 = 6 + 5𝑘 2 − 10 − 𝑘 2 + 5
= 4𝑘 2 + 1
c.) (m - n) + 2 (-3m + 5) = m – n – 6m + 10
= -5m – n + 10
2. Remove parentheses preceded by a minus (-) sign:
a.) – (3x + 5) = -3x – 5
b.) 5x – (2x - 7) = 5x – 2x + 7
= 3x + 7
c.) -5b – (-at + 7b) = -5b + at – 7b
= at – 12b
3. Inserting parentheses preceded by a plus (+) sign
Enclose the last three terms in parentheses preceded by a plus sign:
a.) 5w + 6y – 3z + 1 = 5w + (6y – 3z + 1)
b.) 1 - 𝑥 2 − 𝑦 2 + 𝑧 2 = 1 + (−𝑥 2 − 𝑦 2 + 𝑧 2 )
c.) -3x – 5y – 7z – 4w = -3x + (-5y – 7z – 4w)
4. Inserting parentheses preceded by a minus (-) sign
Enclose the last three terms in parentheses preceded by a minus sign:
a.) 7x + 8y + z – 3 = 7x – (-8y – z + 3)
b.) 2m – 7n – 5p + 3s = 2m – (7n + 5p – 3s)
c.) -8xy + 2xy + 5xy = - (8xy – 2xy – 5xy)
Examples:
Simplify by removing symbols of grouping and combine similar terms:
1. 5 – [3(2x+3)-6] + 5(3y-2)

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= 5 – [6x+9–6] + 15y -10

= 5 – [6x+3]+15y-10
= 5-6x-3+15y-10
= -6x+15y-8

2. x – (3y-3z) – [4x + 2y – (x – y – z) + 2z] – ( 3x – y ) + z

= x – 3y +3z – [4x+2y-x+y+z+2z] – 3x + y +z
= x – 3y +3z – [3x+3y +3z] – 3x + y +z
= x – 3y + 3z – 3x – 3y– 3z – 3x + y + z
= -5x – 5y +z

3. 8𝑥 2 − [4𝑥 + 3(2𝑥 2 − 5𝑥 − 𝑥 (𝑥 − 3) − 5)]

= 8𝑥 2 − [4𝑥 + 3 (2𝑥 2 − 5𝑥 − 𝑥 2 + 3𝑥 − 5)]
= 8𝑥 2 − [4𝑥 + 3(𝑥 2 − 2𝑥 − 5)]
= 8𝑥 2 – [4x +3𝑥 2 − 6𝑥 − 15]
= 8𝑥 2 − [3𝑥 2 − 2𝑥 − 15]
= 8𝑥 2 − 3𝑥 2 + 2𝑥 + 15
= 5𝑥 2 + 2x + 15

Index Laws
Exponents
If we multiply x by y, the product is written as xy. However, if we multiply x by x, the
product is not written xx but 𝑥 2 which read “x square”. Similarly, (y) (y) (y) is not yyy but 𝑦 3
which is read as “y cube”; zzzz is written as 𝑧 4 . The numbers 2, 3, and 4 indicate how many
times the variable are being multiplied by itself in each case. When no exponent is written it is
understood to be 1.
𝑎𝑚
From the above Laws, if a ≠ 0, 𝑎0 = 𝑎𝑚−𝑛 = =1
𝑎𝑚

Therefore, any number except zero, raised to the power zero equals 1.
In a similar manner,
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𝑎0 = 𝑎𝑛−𝑛 = 𝑎𝑛+(−𝑛) = 𝑎𝑛 ∗ 𝑎−𝑛

But 𝑎0 = 1, hence 𝑎𝑛 ∗ 𝑎−𝑛 = 1
1 1
∴ 𝑎−𝑛 = 𝑎𝑛 or 𝑎𝑛 = 𝑎−𝑛

Laws of Integer Exponents

Let x, a and b be real positive numbers
1. 𝑋 𝑛 = 𝑥 ∙ 𝑥 ∙ 𝑥 … n factors of x
2. 𝑥 𝑎 ∙ 𝑥 𝑏 = 𝑥 𝑎+𝑏
𝑥𝑎
3. 𝑥𝑎 ÷ 𝑥𝑏 = = 𝑥 𝑎−𝑏
𝑥𝑏
𝑥 𝑥𝑎
4. ( )𝑎 = ,y≠0
𝑦 𝑦𝑎

5. 𝑥0 = 1
6. (𝑥𝑦)𝑎 = 𝑥 𝑎 𝑦 𝑎
7. (𝑥 𝑎 )𝑏 = 𝑥 𝑎𝑏
1
8. 𝑥 −𝑎 = 𝑥𝑎 , x ≠ 0

9.
Examples:
Simplify the following:
1. 𝑥 3 ∙ 𝑥 5 = 𝑥 3+5 = 𝑥 8
2. 3𝑚4 ∙ 2𝑚2 ∙ 5𝑚3 = 30𝑚9
𝑥6
3. 𝑥6 ÷ 𝑥4 = = 𝑥 6−4 = 𝑥 2
𝑥4
𝑢3 12 12 1
4. (𝑢)2 (𝑢4 ) = (𝑢 3 ∙ 𝑢 2 ) = 4𝑢
3 3 𝑢4
2𝑥 8𝑥 3
5. ( 3𝑦2 )3 = 27𝑦6

6. (2𝑥 + 3𝑦 + 1 )0 = 1
7. ( 5𝑥𝑦 2 )4 = 625𝑥 4 𝑦 8
9𝑥 6𝑡
8. (3𝑥 3𝑡−1 ) 2 = 9𝑥 6𝑡−2 = 𝑥2
2𝑢−1 𝑣3 3 8𝑢−3𝑣 9 8𝑣 9 𝑤 9
9. ( ) = =
5𝑤 −3 125𝑤 −9 125𝑢3
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1 1
10. ( 3𝑚𝑛2 )−3 = 3−3 𝑚−3 𝑛−6 = 33 𝑚3 𝑛6 = 27𝑚3 𝑛6
3
−3𝑥 3 −27𝑥 9
11. ( 4𝑦2 ) = 64𝑦 6

−𝑥 8 4𝑦 6 𝑧 3 −2𝑥 3 𝑦
12. (2𝑦5 𝑧 6 ) ( )=
𝑥5 𝑧3

Special Products
1. Product of a monomial and a polynomial
a(x ±𝑦) = ax ± ay
a(x ±𝑦+ z) = ax ± ay± az
Example
Find the product
a) 3𝑥 2 (2x - 5𝑦 3 ) = 6𝑥 3 − 15𝑥 2 𝑦 3
b) 4𝑚3 𝑛2 (𝑚2 − 3𝑚𝑛 + 15𝑛2 ) = 4𝑚5 𝑛2 − 12𝑚4 𝑛3 + 60𝑚3 𝑛4

2. Product of the sum and difference of two expressions

(x + y)(x - y) = 𝑥 2 − 𝑦 2
Example
Find the product
a) (3x – 4y)(3x + 4y) = 9𝑥 2 − 16𝑦 2
b) (𝑥 3 − 3𝑦 2 )(𝑥 3 + 3𝑦 2 ) = (𝑥 6 − 9𝑦 4 )

3. Square of a binomial
The square of the sum of two quantities is equal to the square of the first plus twice
the algebraic product of the first and second plus the square of the last term.
(𝑥 + 𝑦)2 = 𝑥 2 + 2𝑥𝑦 + 𝑦 2
The square of the difference of two quantities is equal to the square of the first minus twice
the algebraic product of the first and the second plus the square of the last term.
(𝑥 − 𝑦)2 = 𝑥 2 − 2𝑥𝑦 + 𝑦 2
Example
Find the product
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a) (3𝑥 2 + 2𝑦)2 = 9𝑥 4 + 12𝑥 2 𝑦 + 4𝑦 2

b) (4𝑢3 − 𝑣 2 𝑤)2 = 16𝑢6 − 8𝑢3 𝑣 2 𝑤 + 𝑣 4 𝑤 2

4. Product of a binomial having common first term

The product of two binomials having a common first term is the square of the first
term plus the algebraic sum of the second terms multiplied by the first term plus the
algebraic product of the second terms.
(x + a)(x + b) = 𝑥 2 + (𝑎 + 𝑏)𝑥 + 𝑎b
Example
Find the product

a) (x +3)(x + 2) = 𝑥 2 + 5𝑥 + 6
b) (𝑢2 - 5)(𝑢2 + 7) = 𝑢4 + 2𝑢2 − 35

5. Product of two binomials that have no common terms

The product of two binomials having no common term is may use the FOIL method.

F = first terms
O = outermost terms
I = innermost terms
L = last terms
(x + u)(y + v) = xy + vx + uy +uv
Example
Find the product
a. (3𝑥 2 + 𝑦)(2z - 5) = 6𝑥 2 𝑧 − 15𝑥 2 + 2𝑦𝑧 − 5𝑦
b. (2u – 3v)(5𝑢3 − 𝑤 3 ) = 10𝑢4 − 2𝑢𝑤 3 − 15𝑢3 𝑣 + 3𝑣𝑤 3

6. Square of a trinomial

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The square of a trinomial is the sum of the square of each term plus twice the product of
each term by each term taken separately.
(x + y +z)2 = 𝑥 2 + 𝑦 2 + 𝑧 2 + 2𝑥𝑦 + 2𝑥𝑧 + 2𝑦𝑧

Example
Find the product
a) (3𝑥 2 + 𝑦 + 2𝑧)2 = 9𝑥 2 + 𝑦 2 + 4𝑧 2 + 6𝑥 2 𝑦 + 4𝑦𝑧 + 12𝑥 2 𝑧
b) (u – 3𝑣 3 + 5𝑤)2 = 𝑢2 + 9𝑣 6 + 25𝑤 2 + 2𝑢(−3𝑣 3) + 2𝑢(5𝑤) + 2(−3𝑣 3 )(5w)
= 𝑢2 + 9𝑣 6 + 25𝑤 2 − 6𝑢𝑣 3 + 10𝑢𝑤 − 30𝑣 3 𝑤
7. Cube of a binomial
(x + y)3 = 𝑥 3 + 3𝑥 2 𝑦 + 3𝑥𝑦 2 + 𝑦 3
(x - y)3 = 𝑥 3 − 3𝑥 2 𝑦 + 3𝑥𝑦 2 − 𝑦 3
Example
Expand the binomial

a) (2x + y)3 = (2x)3 + 3(2𝑥)2 𝑦 + 3(2𝑥 )𝑦 2 + 𝑦 3

= 8𝑥 3 + 12𝑥 2 𝑦 + 6𝑥𝑦 2 + 𝑦 3
1 1 1 2 1
b) ( 𝑣 − 2𝑤)3 = ( 𝑣)3 − 3 ( 𝑣) (2𝑤) + 3( 𝑣)(2𝑤)2 − (2𝑤)3
3 3 3 3
1 6𝑣 2 𝑤 12𝑣𝑤 2
= 27 𝑣 3 − + − 8𝑤 3
9 3
1 2𝑣 2 𝑤
= 𝑣3 − + 4𝑣𝑤 2 − 8𝑤 3
27 3

8. Product of a binomial and a trinomial

(x+ y)(𝑥 2 − 𝑥𝑦 + 𝑦 2) = 𝑥 3 + 𝑦 3
(x - y)(𝑥 2 + 𝑥𝑦 + 𝑦 2) = 𝑥 3 − 𝑦 3
Example
Expand the following:
a) (a - 3)(𝑎2 + 3𝑎 + 9) = 𝑎3 − 33 = 𝑎3 − 27
b) (3x +2y)(9𝑥 2 − 6𝑥𝑦 + 4𝑦 2) = 27𝑥 2 + 8𝑦 3
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Factoring
To factor a polynomial will mean to express it as a product of its prime factors.

Types of Factoring
1. Common Factor
When the term of a polynomial have a common factor, the Distributive law can be
applied.
Greatest Common Factor
Examples
1. a𝑥 2 𝑦 − 𝑎𝑥𝑦 2 = 𝑎𝑥𝑦(𝑥 − 𝑦)

2. 12𝑥 3 − 8𝑥 2 = 4𝑥 2 (3𝑥 − 2)

Greatest Common Factor

2. Grouping of Terms
The terms of polynomial may be grouped so that the groups have a common factor.
Examples
1. ax + ay + bx + by = (ax + ay) + (bx + by)
= a (x + y) + b (x+y )
Careful with the sign
=(a+b)(x+y)

2. am – 2bm – 3a + 6b = (am – 2bm) – (3a – 6b)

= m(a -2b) – 3(a – 2b)
= (m - 3)(a – 2b) Factor out negative 3

3. Difference of Two Squares

To factor the difference of two squares, apply 𝑚2 − 𝑛2 = (𝑚 + 𝑛)(𝑚 − 𝑛)

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Examples
1. (16𝑥 2 − 9) = (4x + 3)(4x - 3)
2. 4𝑎4 𝑏2 − 25𝑐 6 = (2𝑎2 𝑏 + 5𝑐 3 )(2𝑎2 𝑏 − 5𝑐 3 )
3. (5x - y)2 −(x + 2y)2 = (5x – y + x+ 2y)(5x – y –(x +2y))
= (5x – y + x + 2y)(5x – y – x - 2y)
= (6x + y)(4x – 3y)
4. Trinomial which is a Perfect Square
A trinomial is a perfect square if:
The first and third terms are perfect and the middle term is twice the product of the square
root of the first and third terms.
Examples
1. 𝑥 2 ± 2𝑥𝑦 + 𝑦 2 = (𝑥 ± 𝑦)2
2. 4𝑥 2 − 12𝑥 + 9 = (2𝑥 − 3)2
3. 9𝑥 4 − 30𝑥 2 𝑦𝑧 3 + 25𝑦 2 𝑧 6 = (3𝑥 2 − 5𝑦𝑧 3 )2
4. (x+y)2 − 4𝑐 (𝑥 + 𝑦) + 4𝑐 2 = (𝑥 + 𝑦 + 2𝑐)2
Trinomial which is not a perfect square but follows the form 𝑥 2 ± 𝑏𝑥 ± 𝑐 = 0
To factor a trinomial of the form 𝑥 2 ± 𝑏𝑥 ± 𝑐 = 0, find two numbers n and m whose
sum/difference is b and whose product is c. Then the two factors are (x+m) and (x+n). This
method is most commonly called Trial and Error method.

product

𝑥 2 ± 𝑏𝑥 ± 𝑐 = 0 (x±𝑚)(x±𝑛)

Quadratic equation a𝑥 2 ± 𝑏𝑥 ± 𝑐 = 0 Sum/difference

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To factor a trinomial of the form, a𝑥 2 ± 𝑏𝑥 ± 𝑐 = 0, find four numbers d, e, f and g such

that d and f are factors of a and e and g are factors of c while the product of dg and ef when
added gives us b.

factors
2
a𝑥 ± 𝑏𝑥 ± 𝑐 = 0 (±𝑑𝑥 ± 𝑒)(±𝑓𝑥 ± 𝑔)

Examples Sum or difference between

the products of dg and ef
1: If possible, factor 𝑥 2 − 𝑥 − 20
Solution: Since it can be factored in only one way, we must have two integers m and n whose
product is -20. One has to be aware of that m or n should be positive.
𝑥 2 − 𝑥 − 20 = (𝑥 ± 𝑚)(𝑥 ± 𝑛)

Thus, the possible choices of m and n are as follows:

Corresponding
m 1, 2, 4, 5, 10, 20 factors of m and n.
n 20, 10, 5, 4, 2, 1
In order to obtain negative 1 for the middle term, we have to choose factors 4 and 5.
𝑥 2 − 𝑥 − 20 = (𝑥 + 4)(𝑥 − 5)

2: If possible, factor 12𝑥 2 + 44𝑥 + 35

Solution: To factor this polynomial, we must correctly fill the foul blank spaces below.

12𝑥 2

12𝑥 2 + 44𝑥 + 35 = (?x + ?)(?x +?)

?
+44 x
All four types must be filled with positive integers. The spaces in front of the x’s must
be filled with one of the following pairs of factors of 12:

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1 and 12, 2 and 6, 3 and 4

The other two spaces must be filled with one of the pairs of factors of 35.
1 and 35 or 5 and 7
The correct factor will be
12𝑥 2 + 44𝑥 + 35 = (2x + 5)(6x +7)

5. Sum and difference of two cubes

𝑎3 ± 𝑏3 = (𝑎 ± 𝑏)(𝑎2 ± 𝑎𝑏 + 𝑏2 )

Examples
1. 𝑎3 − 33 = (𝑎 − 3)(𝑎2 + 3𝑎 + 9)
2. 27𝑥 3 + 8𝑦 3 = (3𝑥 + 2𝑦)(9𝑥 2 − 6𝑥𝑦 + 4𝑦 2 )

6. Sum and difference of two odd powers

𝑎5 ± 𝑏5 = (a±𝑏)(𝑎4 ± 𝑎3 𝑏 + 𝑎2 𝑏2 ± 𝑎𝑏3 + 𝑏4 )

Example
1. 𝑎7 − 37 = (a -3) [𝑎6 + 𝑎5 (−3) + 𝑎4 (−3)2 + 𝑎3 (−3)3 + 𝑎2 (−3)4 + 𝑎(−3)5 + (−3)6 ]
= (a-3) [𝑎6 − 3𝑎5 + 9𝑎4 − 27𝑎3 + 81𝑎2 − 243𝑎 + 729]

7. Sum and difference of two even powers

a) Sum of two even powers which can be factored as sum of two cubes
Example
1. 𝑎6 + 𝑏6 = (𝑎2 )3 + (𝑏2 )3
= (𝑎2 + 𝑏2 )(𝑎4 − 𝑎2 𝑏2 + 𝑏4 )
b) Difference of two even powers which can be factored as difference of two cubes
Example
1. 𝑎6 − 𝑏6 = (𝑎3 )2 − (𝑏3 )2

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= (𝑎3 − 𝑏3 )(𝑎3 + 𝑏3 )
= (a-b)(a+b)(𝑎2 + 𝑎𝑏 + 𝑏2 )(𝑎2 − 𝑎𝑏 + 𝑏2 )

8. Expression that can be reduced to difference of two squares

Example:
1. 𝑥 2 − 𝑦 2 − 𝑧 2 + 2𝑥𝑦𝑧 = 𝑥 2 − (𝑦 2 − 2𝑦𝑧 + 𝑧 2 )
= 𝑥 2 − (𝑦 − 𝑧)2
= (x - y + z)(x + y -z)
9. Expression that can be reduced to difference of two cubes
Example
3𝑥 6 − 3 = 3(𝑥 6 − 1)
Express (𝑥 6 − 1) as difference 2 cubes
(𝑥 6 − 1) = (𝑥 2 )3 − 13
3𝑥 6 − 3 = 3(𝑥 6 − 1)
= 3 [(𝑥 3 )2 − 1]
= 3 (𝑥 3 − 1)(𝑥 3 + 1)
= 3(x-1) (𝑥 2 + 𝑥 + 1)(x+1)(𝑥 2 − 𝑥 + 1)
= 3 (x-1)(x+1)(𝑥 2 + 𝑥 + 1)(𝑥 2 − 𝑥 + 1)

Rational Expressions
𝑥
If you are given , this is known as a fraction with x as the numerator and y as the
𝑦

denominator. If the expression is a quotient of two algebraic expressions whose numerator

and denominator are both polynomials, it is called a rational expression. The factoring skills
are very essential in dealing and simplifying rational expressions.

Find the value of each rational expression given that a = -5, b = 3, x = 2 and y = -1.
𝑎2 −3𝑏2 (−5)2 −3(3)2 25−27 −2 2
1. = = = =
𝑎(𝑏2 +2𝑎2 ) −5(3)2 +(−5)2) −5(9+50) −295 295

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2𝑥 2 +5𝑥−3
2. Simplify 2𝑥 2 −3𝑥−2

2𝑥 2 +5𝑥−3 (2𝑥−1)(𝑥+3) 𝑥+3

=2𝑥2 −3𝑥−2 = (𝑥+2)(2𝑥−1) = 𝑥+2

The least common multiple (LCM) is the smallest common multiple of two integers a
and b, usually denoted by LCM (a, b), is the smallest positive integer that is divisible by both a
and b.
Finding the LCM of two or more fractions:

1. Find the prime factors of each expression.

2. Select all different prime factors and give to each the highest exponent that appears in
the given expression
3. Form the product of all the factors
Examples:
Find the LCM of the ff:
1. (x+2)(x+5) , (x+2)(x-3)
LCM: (x+2) , (x+5) , (x-3)
2. (𝑥 3 + 8) , (𝑥 + 2)2 , (𝑥 2 − 4)
Expression Factors formed
(𝑥 3 + 8) (x + 2) (𝑥 2 − 2𝑥𝑦 + 𝑦 2 )
(𝑥 + 2)2 (x+2) (x+2)
(𝑥 2 − 4) (x-2) (x+2)
The LCM of(𝑥 3 + 8) , (𝑥 + 2)2 , (𝑥 2 − 4) is (𝑥 − 2)(𝑥 + 2)2 (𝑥 2 − 2𝑥𝑦 + 𝑦)

Addition and Subtraction of fractions

You can only directly add and subtract similar fractions. Similar fractions are fractions

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with the same denominator. If the fractions are dissimilar, you have to find first the Least
Common Denominator (LCD) of the fractions. LCD is the LCM of the denominators of the
fractions.
The sum of two or more fractions with the same denominator is a fraction whose
numerator is the sum of the numerators of the separate fractions and whose denominator is
the common denominator.
Perform the indicated operation and simplify.
2𝑥 1 𝑥+5 3𝑥+2 2x+1−x−5+3x+2 4x−2
1. + − + = =
3𝑦𝑧 3𝑦𝑧 3𝑦𝑧 3𝑦𝑧 3yz 3yz
4 𝑥−1
2. +3−
𝑥 𝑥 2 −5𝑥
4 𝑥−1 4 3 𝑥−1
= +3− = + − LCD: 𝑥(𝑥 − 5)
𝑥 𝑥 2 −5𝑥 𝑥 1 𝑥(𝑥−5)

4(𝑥−5)+3𝑥(𝑥−5)−(𝑥−1)
= 𝑥(𝑥−5)

4𝑥−20+3𝑥 2 −15𝑥−𝑥+1
= 𝑥(𝑥−5)

3𝑥 2 −12𝑥−19
= 𝑥(𝑥−5)

Multiplication of Fractions
The product of two or more given fractions is a fraction whose numerator is the product
of the numerators of the given fractions and whose denominator is the product of the
denominators of the given fractions. That is,
𝒂 𝒄 𝒂𝒄
= 𝒃𝒅
𝒃 𝒅

We need to factor each fraction before we multiply if the given fraction or expression is
factorable.
Example
1. Multiply the following fractions and simplify
2𝑥 3𝑥+1 2𝑥 2 +𝑥𝑦−𝑦 2
∙ ∙
𝑥+𝑦 2𝑥−𝑦 2𝑥 2 −2𝑥𝑦 2

2𝑥 3𝑥+1 2𝑥 2 +𝑥𝑦−𝑦 2 2𝑥 3𝑥+1 (2𝑥−𝑦)(𝑥+𝑦)

∙ ∙ = ∙ ∙
𝑥+𝑦 2𝑥−𝑦 2𝑥 2 −2𝑥𝑦 2 𝑥+𝑦 2𝑥−𝑦 2𝑥(𝑥−𝑦 2 )
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3𝑥+1
= 𝑥−𝑦 2

2. Give the product and simplify

𝑎2 −𝑏2 𝑎2 −𝑎𝑏−6𝑏2 2𝑎2 + 5𝑎𝑏−3𝑏2
∙ ∙
𝑎2 +5𝑎𝑏+6𝑏2 2𝑎2 + 𝑎𝑏−𝑏 2 𝑎2 − 4𝑎𝑏 +3𝑏2
(𝑎+𝑏)(𝑎−𝑏) (𝑎−3𝑏)(𝑎+2𝑏) (2𝑎−𝑏)(𝑎+3𝑏)
= ∙ ∙
(𝑎+3𝑏)(𝑎+2𝑏) (2𝑎−𝑏)(𝑎+𝑏) (𝑎−𝑏)(𝑎−3𝑏)

= 1.
Division of Fractions
A fraction whose numerator or denominator or both are fractional is called complex
fraction. There is a great difference between the two complex fractions below:

One-half
One divided divided by 3
by two-thirds

1
1 2 3 1
2 ≠ >6
3 2
3

The length of the division line dictates which operation must be done ahead.
In determining the quotient of two fractions, we multiply the given dividend by the reciprocal
of the given divisor. That is,
𝑎 𝑐 𝑎 𝑑 𝑎𝑑
÷ = 𝑥 =
𝑏 𝑑 𝑏 𝑐 𝑏𝑐

Examples
1. Divide and simplify
3𝑥−5 3𝑥 2 −8𝑥+5
÷
𝑥+𝑦 𝑥 2 −𝑦 2

3𝑥−5 𝑥 2 −𝑦 2 3𝑥−5 (𝑥+𝑦)(𝑥−𝑦)

∙ = ∙
𝑥+𝑦 3𝑥 2 −8𝑥+5 𝑥+𝑦 (3𝑥−5)(𝑥−1)
𝑥−𝑦
= 𝑥−1

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2. Divide and simplify:

𝑎2 −2𝑎𝑏+𝑏2 𝑎2 −3𝑎𝑏+𝑏 2 𝑎2 −2𝑎𝑏+𝑏2 𝑎+3𝑏
÷ = ∙
𝑎−2𝑏 𝑎+3𝑏 𝑎−2𝑏 𝑎2 −3𝑎𝑏+𝑏 2
(𝑎−𝑏)2 𝑎+3𝑏
= ∙
𝑎−2𝑏 (𝑎−2𝑏)(𝑎−𝑏)

𝑎2 +2𝑎𝑏−3𝑏2
= (𝑎−2𝑏)2

3. Simplify the complex fraction:

2 2−3(𝑥)
( −3) [ ]
𝑥 𝑥
1 = 1(𝑥−1)−1
(1− ) [ ]
𝑥−1 𝑥−1

2−3𝑥
( )
𝑥
= 𝑥−2
( )
𝑥−1

2−3𝑥 𝑥−1
= (𝑥−2)
𝑥
(2−3𝑥)(𝑥−1)
= 𝑥(𝑥−2)

Complex numbers
A complex number is a number which can be put in the form a+bi, where a and b are
real numbers and i is called the imaginary unit , √−1 , where 𝑖 2 = −1. In the expression, a is
called the real part and b the imaginary part of the complex number.
Addition and Subtraction
(a+bi) +(c+ di) = ( a + c ) + ( b + d )i.
(a+bi) - (c+ di) = ( a - c ) + ( b - d )i.
Multiplication and Division
(a+bi) (c+ di) = ( ac + 𝑖 2 bd ) + ( bc + ad )i.= ( ac - bd ) + ( bc + ad )i
In particular, the square of the imaginary unit is√−1:
𝑖 2 = 𝑖 𝑖 = −1.

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The preceding definition of multiplication of general complex numbers follows

naturally from this fundamental property of the imaginary unit. Indeed, if it is treated as a
number so that di means d times i, the above multiplication rule is identical to the usual rule
for multiplying two sums of two terms.
(a+bi) (c+ di) = ac + bci + adi +bidi (distributive law)
= ac + bidi + bci +adi (commutative law of addition the order of the
summands can be changed)
= ac+𝑏𝑑𝑖 2 + (bc + ad)i (commutative law of multiplication the order of
the multiplicands can be changed)
= (ac - bd) + (bc + ad)i (fundamental property of the imaginary unit)
Division can be defined in this way:
𝑎 + 𝑏𝑖 (𝑎 + 𝑏𝑖 ) ∙ (𝑐 − 𝑑𝑖 ) 𝑎𝑐 + 𝑏𝑑 𝑏𝑐 − 𝑎𝑑
= =( 2 2
)+ ( 2 ) 𝑖.
𝑐 + 𝑑𝑖 (𝑐 + 𝑑𝑖 ) ∙ (𝑐 − 𝑑𝑖 ) 𝑐 +𝑑 𝑐 + 𝑑2

c – di is the complex conjugate of the denominator c + di. The real part c and the imaginary
part d of the denominator must not both be zero for division to be defined.
Examples:
1. 7i + 9i
7i + 9i = 16i
2. (2 + 3i) + (4 + 5i) = 6 + 8i
Complex numbers, like real numbers, can be equal. For example, a + bi = c + di means that a
and c must be equal and b and d must be equal.
Examples
1. Find x and y in 3x + yi = 5x + 1 + 2i
Using the above definition for equality of complex numbers, set the real parts of the equation
equal and set the imaginary parts equal.

3x = 5x + 1 yi = 2i
-2ix = 1i y=2
x = -1/2
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Multiplication is done as if the imaginary parts of complex numbers were just another term.
Always remember that 𝑖 2 = −1.
2. 3i ∙ 4i = 12i2 (Remember that i2 equals -1. Rewrite the answer.)
= 12(-1) = -12
When dividing complex numbers, you multiply to the conjugate of the denominator.
−5+9𝑖 −5+9𝑖 1+𝑖
3. = ∙ (Multiply out as you would normally multiply a binomial
1−𝑖 1−𝑖 1+𝑖
by a binomial. FOIL might be useful.)
−5−5i+9i+9i2
=
1+i−i−i2
(Perform the indicated operations, keeping in mind that 𝑖 2 is equal to -1. Combine like
terms)
−14+4𝑖 −14+4𝑖 2(−7+21)
= = = = -7 + 2i
1−𝑖 2 2 2
We can find powers of i using the fact that 𝑖 2 = −1.
𝑖 3 = 𝑖 2 ∙ 𝑖 = −1 ∙ 1 = −1
The value of 𝑖 4 is found from the value of 𝑖 3 .
i4 = i3 ∙ i = −1 ∙ 1 = −i2 = 1
You can actually find any power of 𝑖 by factoring out all of the four powers.
Examples:
1. 𝑖 13 = (𝑖 4 )3 ∙ 𝑖 = 13 ∙ 𝑖 = 𝑖
2. 𝑖 18 = (𝑖 4 )4 ∙ 𝑖 2 = 1 ∙ −1 = −1
3. 4𝑖 99 = 4(𝑖 4 )24 ∙ 𝑖 3 = 4 ∙ 1 ∙ −1 = −4𝑖
Functions and Graphs
Functions
In the equation y = 3x, we cannot know a value for y until we have assigned a value for
x. Thus, x is the independent variable and y is the dependent variable.
If two variables x and y are so related that, whenever a value is assigned to x, one or
more corresponding values for y are determined, then y variable is said to a function of x, or

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y = function of x or y = f(x)
A function is a set of ordered pairs of real numbers (x, y) in which no two distinct
ordered pairs have the same first number. The set of all admissible values of x is called the
domain of the function, and the set of all resulting values of y is called the range of the function.
Example:
In the equation y = 3x + 5, if we will assign x be equal to 2, the resulting y would be y = 3(2)
+ 5 and y = 11, and because the value of y is dependent on the choice of x, x is the independent
variable and y is the dependent variable.
Cartesian ( or rectangular Coordinate
y

The abscissa x is the horizontal distance of P which is measured from the line 0Y (or
from the origin) and this distance is positive or negative according as P is to the right or to the
left of 0Y. The ordinate y is the vertical distance of P which is measured from the line 0X (or
from the origin) and this distance is positive or negative according as P is above or below 0X.
Both the abscissa and the ordinate are called the coordinates of point P, and is designated by
P(x, y), with the abscissa always written first.
To plot (or locate) a point of given coordinates (means to measure the proper distances
from the axes and to mark the point thus determined):
1. Measure off from the origin along the X-axis being the abscissa of the point.
2. From this terminal, measure off, parallel to the Y-axis, the ordinate of the point.
3. The terminal is the point desired.

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EXAMPLE
1. Plot the following points in the Cartesian coordinate system.
A(3,5), B(-4, 5), C(-5, -4), D(4, -5)

Graph of an Equation
The graph of an equation is the set of all points in the equation whose coordinates are
the numbers satisfying the equation. The solution of the equation is an ordered pair of real
numbers, one for x and one for y that satisfies the equation. We can do this by assigning
arbitrary values of x to get the corresponding values of y and forming a series of ordered pairs
( x, y ). Since we can assign any real numbers to x, an infinite number of ordered pairs in the
solution is thus formed.
Graph of a linear equation
A linear equation is an equation whose terms involve variables of the first degree.
The general form of a linear equation in two variables x and y is
Ax + By = C
Where A, B, C are constant, and A and B are not both zero.

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A solution of an equation in two variables x and y is defined as a pair of corresponding

values of x and y which satisfy the equation. There can be infinite number of ordered pairs in
the solution.
To graph an equation will mean to draw its graph by locating all the points in a
rectangular system whose coordinates satisfy the given equation. Make a table of values with
x and y values. To simplify graphing operation, tabulate some values of the solution.
The x-coordinate of a point where the graph crosses the X-axis is called an x-intercept.
The y-coordinate of a point where the graph crosses the Y-axis is called a y-intercept.
An equation of a curve in an XY-plane is an equation in x and y whose graph is the given curve.
Example
1: Graph the given equation. y = 5x + 6
Point plotting:
A B C D E F
X 0 1 2 -1 -2 -3
y = 5x +6 6 11 16 1 -4 -9

2. Graph the given quadratic function

𝑓 (𝑥 ) = 𝑥 2 + 3𝑥 + 2

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

𝑓 (𝑥 ) = 𝑥 2 + 3𝑥 (2)2+3(2)+2 (1)2+3(1)+2 (0)2+3(0)+2 (-1)2+3(-
+2 1)+2
y = f(x) 12 6 2 0

f(-2) f(-3) f(-4) f(-5)

𝑓(𝑥 ) = 𝑥 2 + 3𝑥 + 2 (- (-3)2+3(- (-4)2+3(- (-5)2+3(-
2)2+3(2)+2 3)+2 4)+2 5)+2
y = f(x) 0 2 6 12

Evaluation of a function
To evaluate y = f(x) means to find the value of f at the specified value of x.
Operations on functions

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To find the value of the particular number, we substitute the number to the variable in
the function.
Given two functions f(x) and g(x), we can add, subtract, multiply and divide them by
the following principles:

Let f and g be two functions. Then,

i. (f + g)(x) = f(x) + g(x)
ii. (f – g)(x) = f(x) – g(x)
iii. (f ∙ g)(x) = f(x) ∙ g(x)
f f(x)
iv. ( )(x) = provided g(x) ≠ 0
g g(x)

Examples:
1. Evaluate the function f(y):
Let f(y) = y2 − 4y + 7. Find f(5), f(-2), and f(a + 2b)

(a) For y = 5 f(5) = 52 − 4(5) + 7 = 25 − 20 + 7 = 12

(b) For y = -2 f(−2) = (−2)2 − 4(−2) + 7 = 4 + 8 + 7 = 19
(c) For y = a +2b f(a + 2b) = (a + 2b)2 − 4(a + 2b) + 7
= 𝑎2 + 4𝑎𝑏 + 4𝑏2 − 4𝑎 − 8𝑏 + 7
2. Suppose f(x) = 2x +3 and g(x) = 3x then,

(a) (f + g)(x) = (2x +3) + 3x We add the two functions

= 5x + 3
(b) (f – g)(x) = (2x +3) – 3x We subtract the second from
= -x + 3 the first function

(c) (f ∙ g)(x) = (2x + 3)(3x) We multiply the two functions

= 6x 2 + 9x applying the distributive property

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f 2𝑥+3
(d) (𝑔) (𝑥 ) = We divide the first function to
3𝑥

second Function
2x 3 2 1
or + 3𝑥 = + Separate the function
3𝑥 3 𝑥

Composition of a function
Let f(x) and g(x) be any two functions. The composite function g ○ f = g[f(x)] requires
us to first calculate f(x) and then substitute this value for x in the formula for g(x).
Examples:
1. Suppose f(x) = 2x + 3 and g(x) = 3x

Find: (a) (f ○ g)(x) ; (b) (g ○ f)(x)

Solution:
a) (f ○ g)(x) = f(g(x))
= f(3x) = 2(3x) + 3
= 6x + 3

b) (g ○ f)(x) = g(f(x))
= g(2x + 3) = 3(2x +3)
= 6x + 9
𝑡+1
2. Given: f(t) = and g(t) = 𝑡 2 − 1
t−1

Find: (a) (f ○ g)(t) ; (b) (g ○ f)(t) ; (c) (f ○ g)(-3)

(t2 −1)+ 1 t2 − 1+1 t2

(a) (f ○ g)(t) = f[g(t)] = (t2 −1)−1
= t2 −1−1
= t2 −2

t+1 2 (𝑡+1)2 (t+1)2− (t−1)2 t2 + 2t+1−(t2−2t+1)

(b) (g ○ f)(t) = ( ) −1= −1= =
t−1 (𝑡−1)2 (t−1)2 (t−1)2

t2 +2t+1−t2 +2t−1 4t
= (t−1)2
=(
t−1)2

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(−3)2 9
(c) (f ○ g)(-3) = (−3)2−2 = 7

Inverse of a function
Finding the inverse of a function 𝑓 −1 , if 𝑓 −1 (𝑥), if it exists:
1. y = f(x) is given
2. Interchange x and y and get x = f(y)
3. Solve for y, and write the solution as y = f-1(x). We call f-1 the inverse function of f.
Example
1. If the function f is defined by f(x) = 2x – 3, find the equation that represents the inverse
of f.
Since the inverse of f is obtained by interchanging the components of all the ordered
pairs belonging to f, and each ordered pair in f satisfies the equation y = 2x – 3, we simply
exchange x and y in the equation y = 2x – 3 to get the formula for 𝑓 −1 .
x = 2y -3
We now solve this equation for y in terms of x:
x + 3 = 2y
x+3
=y
2
x+3
y=
2
x+3
The inverse of f(x) = 2x – 3 is f-1(x) = 2

2. Give the inverse of the equation y = x 2 − 2

The equation that corresponds to the inverse of y = x 2 − 2 is obtained by interchanging x
and y to get x 2 = y − 2
We can solve the equation x = y2 − 2 for y in terms of x as follows:
x = y2 − 2
x + 2 = y2
y = ±√x + 2
Using function notation, we can write the function and its inverse as
𝑓 ( x) = x 2 − 2 ;
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𝑓 −1 (𝑥 ) = ±√x + 2

Self-Help: You can also refer to the sources below to help you further understand the
lesson:

[1] Downing , Douglas ( 2009). Mathematics terms 3rd ed. New York: Barron’s Educational
Series Inc.
Links:
https://ebookcentral.proquest.com/lib/uniofmindanao-
ebooks/detail.action?docID=4877405&query=algebra
https://ebookcentral.proquest.com/lib/uniofmindanao-
ebooks/detail.action?docID=415448&query=algebra
https://ebookcentral.proquest.com/lib/uniofmindanao-
ebooks/detail.action?docID=4624474&query=algebra

Let’s Check
Solve the following and simplify your answer.
1. {4y – [13x – 2(y – 2x)] – 18y}
2. (6p3 q−5 r)(7p−2 q−7 )(2q0 r 5 )
2x+1 6−x
3. -
x−4 x2 −5x+4
Let’s Analyze
3−2𝑖
1. Evaluate
1+𝑖

In a Nutshell

The importance of learning the basic rules and protocols in solving algebraic equation
and reducing them to its simplest form is an important tool in mathematics. In this portion
of the unit, you will be required to state your arguments or synthesis relevant to the topics

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presented. I will supply the first two items and you will continue the rest.
1. The concept of PEMDAS is not limited to real numbers but to all types of numbers.
2. The skills developed in finding the products and factoring are necessary in getting the
simplest form of expression.

Your turn:
3. _____________________________________________________________________
4. _____________________________________________________________________
5. _____________________________________________________________________
Q&A List

If you have any questions regarding this topic, kindly write down on the table provided.

QUESTIONS ANSWERS
1.

2.

3.

4.

5.

Keywords Index

Algebra Numerical coefficient Special Product

Algebraic expression Literal coefficient Term
Complex numbers Conjugate Ordinate
Imaginary number Abcissa Number pair

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Appendix

PROBLEM SOLVING RUBRICS

4 3 2 1 0
Most Standards Meet Standards Approaching Minimal No attempt
at a high level Standards Understanding
The student The student The student The student No evidence
provides the provides mostly demonstrates demonstrates attempt to do
correct correct thinking about some evidence the task.
solutions and solutions and solutions and of mathematical
strategies. strategies with strategies. thinking and
minor error. shows little
understanding.
The student The student Student The student
explains and explains and explains their offers little
justifies his justifies his/her thinking but it explanation of
/her thinking thinking. may be hard to his/her
thoroughly and follow. thinking or
clearly. what is offered
does not make
sense.
The student The student The student The student
connects and demonstrates demonstrates demonstrates
applies the mastery of the partial minimal or no
standards in standards that understanding understanding
complex ways. were explicitly of the of the standard
taught. standards that
were explicitly
taught.

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