Basic College Mathematics An Applied Approach 9th Edition Aufmann Solutions Manual 1

Solution Manual for Basic College Mathematics An
Applied Approach 9th Edition by Aufmann Lockwood

ISBN 1439046964 9781439046968
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FACT: Factoring and More

Workbook Pages …………………………………… 1-34
Charting Factors and GCFs …………………………………… 1
Hatch the Missing Factors ……………………………………… 2
The First Factoring Matchup …………………………………… 3
Revenge of Factor Pairings ….………………………………… 4
Find the Prime Trinomial ……………………………………….. 5
Match Up on Factoring Trinomials .…………………………… 6
Life After the GCF, Part I ……..………………………………… 7
Is it Completely Factored? ……………………………………… 8
Spotting Perfect Squares and Cubes ...……………………….. 9
Skeleton of a Perfect Square Trinomial ………………………. 10
Skeleton of the Difference or Sum of Two Squares …………. 11
Learning the Cubes Procedure ………………………………… 12
Match Up on Factoring Binomials ……………………………... 14
Life After the GCF, Part II ………………………………………. 15
Leftovers …………………………………………………………. 16
Skeletons of Tricky Binomials ………………………………….. 17
GCF to the Rescue ……………………………………………… 18
Finding Factors ………………………………………………….. 19
Factoring Strategizing ……………………………………………20
Factoring Variations on a Number …………………………….. 21
Factors in Hiding ………………………………………………… 22
Checking the Factoring with a Calculator …………………….. 23
Escape the Matrix by Solving Quadratic Equations …………. 24
Multiply, Factor, or Solve ……………………………………….. 25
Parentheses, Brackets, and Braces, Oh My! ………………… 26
Using the Problem Solving Strategy with Factoring …………. 28
Proof of the Pythagorean Theorem ………………………….... 29
Pumpkin Launch ……………………………………………….... 31
Assess Your Understanding: Factoring and More …………… 32
Metacognitive Skills: Factoring and More …………………….. 33
Teaching Guides …………………………………… 35-56
The GCF and Factoring by Grouping ………………….……… 35
Factoring Trinomials of the Form x 2 + bx + c …………………. 39
Factoring Trinomials of the form ax + bx + c ……..…...……….41
2
Special Factoring that Involves Squares … …………..……… 43

Special Factoring that Involves Cubes ……………………….. 45
A Factoring Strategy ……………………………………………. 47
Solving Quadratic Equations by Factoring …………………… 51
Applications of Quadratic Equations with Factoring ………… 55
Solutions to Workbook Pages ……………………. 57-72
Guided Learning Activity FACT-1
Charting Factors and GCFs
Directions Part I: For each expression, decide if each of the terms in the top row is a
factor of the given expression. Place an X in any column for which the term would be a
factor, then use those decisions to help you find the GCF.
2 3 4 6 8 12 x x2 x3 x4 y y2 y3 y4 GCF
a. 6x − 3x
3 2
X X X 3x 2
b. 18y 2 + 24 y
c. 19x 4 y − 3xy 2
d. 16 + 40x3
e. 24x 4 y 4 + 36x 2 y 2
f. x4 + y 4
g. 36x + 2x 2
h. 9 y 4 + 3xy 4
i. x3 y 2 w + x 2 y 3 z
Directions Part II: Given each expression, find the numerical GCF, the x GCF, and the
y GCF. Then use the product to find the overall GCF for the expression. The first one
has been done for you.
Expression Constant GCF x GCF y GCF Overall GCF Factored Expression

a. 15x 4 − 25x3 5 x3 5x 3 5x3 ( 3x − 5 )
b. 7 y 3 + 49 y 2
c. 16xy 2 + 32 y 4
d. 24x8 − 46x 7
e. 4x 6 + 4 y 6
f. 12x 2 +144
g. 33xy − 44x 2 y 2
h. 9x10 y 5 + 3x 7 y 4
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Activity FACT-2 FACT-3
Hatch the Missing Factors
Directions: Fill in the blank in each equation to make each statement true. All of the
solutions are provided inside the “egg”. When you have correctly placed all of the
factors, you have “hatched” the egg.
8x 2 ⋅ = 24x3
−4x ⋅ = 36x 4 9 y2 ⋅ = 54 y 6
⋅ 6x3 = −36x3 6 y4 2x 2 y ⋅ = −8x 2 y 3

−z
−2xy 3
5x 2 ⋅ = 5x 2 5x 2 ⋅ = −5x 2
−1 16tuv
−4 y 2
⋅ ( −3z ) = 3z 2 −6 7w3 ⋅ = −49w5

−7w2
−12x8
12x 2 yz 3
5uv ⋅ = 5u 4 v 16ab 2 ⋅ = 32a 2b 2
3 −9x3
mc u
2a
9r 2 ⋅ = 36r 3 s 2 t 7u ⋅ = 16t 8u 2 v
−2 1
⋅ ( −7x ) = 14x 3x c⋅ = mc 2
4rs 2
12x 4 ⋅ = −144x12 18x 4 ⋅ = −36x5 y 3
−10x3 y 2 z ⋅ = −120x5 y 3 z 4
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Hatch the Missing Factors
The First Factoring Matchup
Directions (READ them): In each box of the grid, you will find an expression that
needs to be factored. Once you have factored each expression, look to see whether
the factor appears in the list at the top. If it does, list that letter, if none of the factors are
listed, then choose F (none of these are factors). The first one has been done for you.
Some boxes may have more than one answer.
A x+3 B x − 2 C x + 2y D y −5 E x+4 F None of these are factors
x 2 − 3x + 2xy − 6 y xy + 3y − 5x −15
3x 2 y 2 + 9xy 2 4xy 4 + 8y 4
x ( x − 3) + 2 y ( x − 3)
Ans: ( x + 2 y )( x − 3)
C
x 2 + 4x + 2xy + 8 y 3x 2 y 2 z 3 − 6xy 2 z 3 xy + 4 y − 5x − 20 7xy −14 y − 3x + 6
6xy 2 +10 y 2 + 3xy + 5 y x 2 + 3x + 2xy + 6 y 3a 2b3 x +12a 2b3 10x 2 y − 50x 2 + 9xy − 45x
xy + 3y − 2x − 6 x 2 + 2xy + 2xy + 4 y 2 xy + 2 y 2 − 5x −10 y xy − 2 y − 5x +10
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Revenge
Find
ofthe
Factor
Prime
Pairings
Trinomial
Directions: In each diagram, there is a number in the top box and exactly enough
spaces beneath it to write all the possible factor-pairs involving integers. The number
−12 has been done for you. See if you can find all the missing factor-pairs.
−12 −32 −45 50
1( −12 ) −1(12 )
2 ( −6 ) −2 ( 6 )
3 ( −4 ) −3 ( 4 )
−30
63 −18 28
100 −36
56 −42
Directions: In the tables below, you are given a factor pair. If you ADD the two factors
instead of multiplying them, what is the result? Complete the tables to find the sum of
each factor pair. The first one has been started for you.
30 Sum
−64 Sum
−12 Sum 32 Sum 1( 30 )
−1( 64 )
−1(12 ) 11 1( 32 ) −1( −30 )
1( −64 )
1( −12 ) −11 −1( −32 ) 2 (15 )
−2 ( 32 )
−2 ( 6 ) 2 (16 ) −2 ( −15 )
2 ( −32 )
2 ( −6 ) −2 ( −16 ) 3 (10 )
−4 (16 )
−3 ( 4 ) 4 (8) −3 ( −10 )
4 ( −16 )
3 ( −4 ) −4 ( −8 ) 5 ( 6)
−8 ( 8 )
−5 ( −6 )
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Revenge
Find
ofthe
Factor
Prime
Pairings
Trinomial
Directions: In each row there are three trinomials; two are factorable and one is not. If
the trinomial is factorable, factor it. If it is not factorable, write “PRIME.”
1. x 2 − 5x − 6 x2 − x + 6 x 2 − 5x + 6
2. x 2 − 5x + 24 x 2 − 5x − 24 x 2 + 5x − 24
3. x 2 − 8x +12 x 2 − x −12 x 2 + 4x +12
4. x 2 −11x −12 x 2 +11+12 x 2 +13x +12
5. x 2 + 3x + 2 x 2 + 3x +10 x 2 + 3x − 28
6. x 2 −19x + 60 x 2 −19x − 60 x 2 +19x + 60
7. x 2 − 4x − 60 x 2 + 4x − 60 x 2 − 4x + 60
8. x 2 −16x + 60 x 2 +16x + 60 x 2 −16x − 60
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Match Life
Up onAfter
Factoring
the GCF,
Trinomials
Part I
Directions (READ them): In each box of the grid, you will find an expression that
needs to be factored. Once you have factored each expression, look to see whether
the factor appears in the list at the top. If it does, list that letter, if none of the factors are
listed, then choose F (none of these are factors). The first one has been done for you.
A x+4 B x − 2 C x −1 D x + 5 E x−7 F None of these are factors
x 2 − 3x + 2 ( x x 2 +12x + 35 x 2 − 2x − 35 x 2 + 8x +16
− 2 )( x −1)
Ans: B, C
x 2 − 3x − 4 x 2 − 4x + 4 x2 + x − 2 x 2 − x − 42
x 2 +13x + 42 x 2 − 6x − 7 x 2 + 2x − 8 x 2 + x − 20
3x 2 y −18xy + 24 y 5x 2 +10x −15 5x 2 + 20x +15 10x 2 y 2 − 30xy 2 − 280 y 2
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Match Life
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Factoring
the GCF,
Trinomials
Part I
Directions: For each expression below, find and factor out the GCF. Then categorize
the resulting expression in the table as one of the following:
• GCF only: if no other factoring can be done within the parentheses
• GCF and form x 2 + bx + c : expression within parentheses is of the form x 2 + bx + c
• GCF and form ax 2 + bx + c expression within parentheses is of the form ax 2 + bx + c
The first one has been done for you.
Expression GCF only GCF and form GCF and form

(and factor out the GCF) x 2 + bx + c ax 2 + bx + c
1. 3x 2 −12x −15
3 ( x 2 − 4x − 5)
X
2. 8x3 +16x 2 − 24x
3. 20x 2 yz +15x 2
4. 9x3 y +15x 2 y + 6xy
5. 60t 2 x 2 + 78t 2 x + 24t 2
6. 27x 2 + 27x + 6
7. 150a 2b 2 c 2 −125ab 2 c
8. 25x5 + 75x 4 + 50x3
9. 26 y 2 +13y
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Match Life
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Factoring
the GCF,
Trinomials
Part I
10. 36x + 99x + 54
2
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Student Activity FACT-8 FACT-9
Spotting Perfect Squares and Cubes
Is it Completely Factored?
Is ( 8x − 2 )( x + 6 ) the completed factoring for the expression 8x 2 + 46x −12 ? Let’s see.
1. Multiply ( 8x − 2 )( x + 6 ) :
2. Is the result of the multiplication equivalent to 8x 2 + 46x −12 ?

3. From the expression 8x 2 + 46x −12 , first factor out the 2:
4. Then continue to factor by examining the trinomial within the parentheses:
5. Was the original expression, ( 8x − 2 )( x + 6 ) , completely factored?

6. How can you make ( 8x − 2 )( x + 6 ) a completely factored expression?
7. Tic-tac-toe Directions: If the expression in the square IS completely factored, then

circle it (thus putting an O on the square). If the expression IS NOT completely
factored, then put an X on the square and finish the factoring.
( x − 2 )( 3x −12 ) ( 7 y − 35 )( 2 y + 3) ( 9x − 28 )( x + 2 )
( 4x − 9 )( 2x − 5 ) ( 3x + 4 )( 4x − 9 ) ( 2a + 8 )( 3a +12 )
( 2x + 6 )( 2x − 6 ) ( 3w −16 )( 6w + 21) ( 5x − 9 )( 6x + 25 )
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Directions: For each

expression below,
determine whether it
might be a perfect
square or a perfect
cube.
Then write the term in

its squared ( ) or Look! A perfect Cube!
2
( )
3
cubed form.
Be careful, a couple of
these terms are both
squares and cubes.
2
No, It’s an (x 3 ).
The first two have No, I think it’s a 2 3
It’s an (x ).
been done for you. perfect square.
−27 125 9 512 216x3 y 3

( −3)
3
16b 2 −64 1 100 1000x3

( 4b ) or ( −4b )
2 2
729 49a 4b 4 −1 8x3 81h 6
144 9x 2 25z 2 −125z 3 64
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27a 3 0 169 216x3 y 9 1000a 3
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Student Activity FACT-10FACT-11
Skeleton of the Difference or Sum of Two Squares
Skeleton of a Perfect Square Trinomial
Previously, you may have practiced squaring a

binomial to get a perfect square trinomial. In this
section, we take this process backwards.
Example: Factor: x 2 −12x + 36
Notice that both the first and last terms are squared
terms: ( x ) and ( 6 ) . This is the first clue that the
2 2
trinomial might be a perfect square trinomial.
In a perfect square trinomial, the middle term is

supposed to be twice the product of the bases (in this
case, x and 6 ).
2 ( x )( 6 ) is 12x , so the trinomial is a perfect square trinomial.
Remember the formula for a perfect square trinomial is the sum (or difference) of the
bases, the quantity squared:
A2 + 2 AB + B 2 = ( A + B ) A2 − 2AB + B 2 = ( A − B )
2 2
Write the correct factored form: ( x ) − 2 ( x )( 6 ) + ( 6 ) = ( x − 6 ) .

2 2 2
Now you try these! For each problem, fill in the skeleton for the sum or difference of
squares, then factor appropriately. If the trinomial is NOT a perfect square trinomial,
say so!
=( ) − 2( )( )+( ) =( )
2 2 2
1. Factor: x 2 −10x + 25
=( ) + 2( )( )+( ) =( )
2 2 2
2. Factor: y 2 + 2 y +1
=( ) + 2( )( )+( ) =( )
2 2 2
3. Factor: 25x 2 − 60x + 36
=( ) + 2( )( )+( ) =( )
2 2 2
4. Factor: x 2 + 7x + 49
=( ) + 2( )( )+( ) =( )
2 2 2
5. Factor: v 4 + 6v 2 + 9
=( ) + 2( )( )+( ) =( )
2 2 2
6. Factor: 16 − 8x + x 2
=( ) + 2( )( )+( ) =( )
2 2 2
7. Factor: w4 − 4w + 4
=( ) + 2( )( )+(
2
8. Factor: a 2b 2 +14abc + 49c 2
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) =( )
2 2
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The best way to learn the sum and

difference of squares formulas is to learn a
procedure for constructing the formulas Why can’t we
rather than memorizing them. Here are all just get
three examples, with the description of each along?
step:
Squares air their differences.

Example 1: Factor: x − 252
( ) −( )
2 2
Construct a skeleton of the difference of squares:
Fill in the skeleton with the appropriate bases: ( x ) − ( 5 )
2 2
Construct the skeleton of the difference of squares formula: ( + )( − )

Insert the bases into both factors: ( x + 5 )( x − 5 )
Example 2: Factor: 64 y 2 − 81z 2

( ) −( )
2 2
Construct a skeleton of the difference of squares:
Fill in the skeleton with the appropriate bases: ( 8y ) − ( 9z )
2 2
Construct the skeleton of the difference of squares formula: ( + )( − )

Insert the bases into both factors: ( 8 y + 9z )( 8 y − 9z )
Example 3: Factor: 4x 2 + 9
(
) +( )
2 2
Construct a skeleton of the sum of squares:
Fill in the skeleton with the appropriate bases: ( 2x ) + ( 3)
2 2
A sum of squares is prime. This binomial does not factor.
Now you try these! For each problem, fill in the skeleton for the sum or difference of
squares, then factor appropriately.
=( ) +( )
2 2
1. Factor: 36 − a 2 =
2. Factor: 49 y + x = ( ) +( )
2 2 2 2
=
3. Factor: a 2b 2 − 4 = ( ) −(
2
)
2
=
2 2
4. Factor: w4 − 49v 2 = ( ) 2
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−( ) =
5. Factor: 81+ u 2 =( ) +( )2 =
6. Factor: 9w2 − z 6 = ( ) −( )
2 2
=
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Learning the Cubes Procedure
The best way to learn the

sum and difference of cubes
formulas is to learn a
procedure for constructing
the formulas rather than
memorizing the formulas.
Here are two examples,

with a description of each
step.
After you learn the
procedure, try your own
hand at using the cubes
procedures by doing the
four problems at the end.
The operation may seem a bit complicated,

but believe me, you’re the perfect
candidate for the Difference of Cubes
Procedure.
Example 1: Factor: x3 −125
( ) −( )
3 3
Step 1: Construct a skeleton of the difference of cubes:
Step 2: Fill in the skeleton with the appropriate bases: ( x ) − ( 5 )

3 3
Step 3: Construct the skeleton of the cubes formula: ( − )( + + )

same sign as original
expression
opposite of first sign
always
positive
Step 4: Insert the bases: ( x − 5 )( + +
)
Step 5: Insert the squares of those bases: ( x − 5 ) ( x 2 + + 25 )
( x )2 ( 5 )2
Step 6: Insert the product of the bases: ( x − 5 ) ( x 2 + 5x + 25 )
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( x )( 5 )
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FACT-13
Example 2: Factor: 8w3 + 27x 6
( ) +( )
3 3
Step 1: Construct a skeleton of the sum of cubes:
( 2w ) + ( 3x 2 )
3 3
Step 2: Fill in the skeleton with the appropriate bases:
Step 3: Construct the skeleton of the cubes formula: ( + )( − + )
same sign as original expression

opposite of first sign
always positive
Step 4: Insert the bases: ( 2w + 3x ) ( 2
− + )
Step 5: Insert the squares of those bases: ( 2w − 3x 2 )( 4w2 + + 9x 4 )
( 2w )
2
( 3x ) 2 2
Step 6: Insert the product of the bases: ( 2w − 3x 2 )( 4w2 + 6x 2 w + 9x 4 )
( 2w ) ( 3x 2 )
Now you try these!

1. Factor: x 3 − 8 = ( ) −( )
3 3
=( )( )
↑ ↑ ↑
( ) ( )( ) ( )
2 2
2. Factor: 64 y +125 = ( ) +( )
3 3 3
=( )( )
↑ ↑ ↑
( ) ( )( ) ( )
2 2
3. Factor: a 9 + 8b 6 = ( ) +( )
3 3
=( )( )
↑ ↑ ↑
( ) ( )( ) ( )
2 2
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Activity FACT-14FACT-15
Match Life
Up onAfter
Factoring
the GCF,
Binomials
Part II
Match-up: In each box of the grid, you will find an expression. Decide how to classify
the expression and look to see whether the classification appears in the list at the top. If
it does, list that letter, if the classification is not listed, then choose E (none of these).
The first one has been done for you. Some boxes may have more than one answer.
Also, draw the appropriate skeleton and insert the appropriate bases.
( ) +( )
2 2
A Sum of Squares:
Difference of Squares: ( ) − ( )
2 2
B
Sum of Cubes: ( ) + ( )
3 3
C
Difference of Cubes: ( ) − ( )
3 3
D
E None of these
x 2 −16 4z 4 − 9 9x 2 + 27 y2 + 8
w4 + 4z 2 8x3 − 27 x6 − 64 8x9 +125
729 − x 6 4a 2 +144b 6 169x 4 −121y 2 343x3 + 64
x2 − 3 x3 −1000 w6 − 27x3 w6 +1
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Match Life
Up onAfter
Factoring
the GCF,
Binomials
Part II
Directions: For each expression below, find and factor out the GCF. Then categorize
the resulting expression in the table by examining the expression that is within the
parentheses. Some expressions may have more than one categorization. The first one
Expression GCF and GCF and GCF and GCF and GCF and
(factor out the GCF) GCF form form perfect- sum or sum or
only x 2 + bx + c ax 2 + bx + c square difference difference
trinomial of squares of cubes
1. 12x3 +12x 2 − 72x
12x ( x 2 + x − 6 ) X
2. 125x5 − 625x3
3. 12x3 y 3 + 42x 2 y 3 +18xy 3
4. 3t 2 x3 + 24t 2
5. 40x 2 − 250
6. 2x 2 y 2 + 4xy 2 + 2 y 2
7. 24 y 3 + 27
8. 27x 4 y 6 − 8x 4
9. 4x 4 −16x3 −16x 2
10. 32t 2 x3 − 2t 2 x
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Leftovers
Skeletons of Tricky Binomials
Directions: Factor each of the binomials below and then mark the factors that they
contain. Make sure to look for GCFs first! The first one has been done for you.
Mark the factors that appear in the binomials.

Factor these binomials.
x+2 x − 3 x + 5 x − 4 2x − 3 x 2 + 4 Leftovers
1. x +125
3
( x + 5) ( x 2 − 5x + 25) X (x 2
− 5x + 25 )
2. 3x 2 − 27
3. 4x3 − 9x
4. x3 − 64
5. 2x 4 − 32
6. 4x3 + 32
7. 2x3 − 54
8. 8x3 − 27
9. x 6 + 64
10. 128x − 8x5
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Leftovers
Skeletons of Tricky Binomials
Directions: Categorize each of the expressions using the choices below, then write the
appropriate skeleton for the problem, and factor the expression. If the expression
cannot be factored, say so. The first one has been done for you.
( ) +( )
2 2
A Sum of Squares:
Difference of Squares: ( ) − ( )
2 2
B
Sum of Cubes: ( ) + ( )
3 3
C
Difference of Cubes: ( ) − ( )
3 3
D
E None of these
Polynomial Category Skeleton Factored Form

1. x 4 − ( a + b )
2
( x + ( a + b ) )( x 2 − ( a + b ) )
2
B ( x ) − (a + b)
2 2 2
or ( x 2 + a + b )( x 2 − a − b )
( a − b) − x4
2
1.
2. 1+ ( x + y )
3
( a − b) + x2
2
3.
8
4. − x6
27
5. x3 − 36
6. x 2 + 2xy + y 2 − 100
( x + y) + 27
2
7.
( a + b) − (c − d )
3 3
8.
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Guided Learning
Student Activity
Finding Factors
GCF to the Rescue
Greatest Common Factor comes to the rescue!
It’s tempting to start a factoring problem by
immediately setting up a factor table or two sets of Let’s see if
parentheses. However, you really should look for a we can’t start
GCF first. Yes, it’s true that you can still factor a you off right...
GCF out at the end of the problem, but it’s so much
easier if you find the GCF first!
Directions (READ them): In each box of the grid,

you will find an expression that needs to be
factored. Once you have completely factored the
expression, look to see whether any of the factors
appear in the list at the top. If none of the factors are
listed, then choose E (none of these are factors).
The first one has been done for you.
A x +1 B 2x + 3 C 4x −1 D x −5 E None of these are factors
40x 2 +100x + 60 120x 2 + 90x − 30 70 − 70x 2

20 ( 2x 2 + 5x + 3)
20 ( 2x 2 + 2x + 3x + 3)
⎣ ( x +1) + 3 ( x +1) ⎤⎦
20 ⎡2x
20 ( 2x + 3)( x +1)
A, B
−60x + 315x − 75
2
40x 2 + 80x + 40 8x 2 +10x − 3
60x 2 − 260x − 200 20x 2 − 40x + 20 40x 2 −140x − 300
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Guided Learning
Student Activity
Finding Factors
Directions: Factor each polynomial and mark which factors it contained. The first one
Mark the factors that appear in the polynomials.

Factor these polynomials.
x x+2 x−3 x+5 2x + 1 3x − 2 x2 + 4 x2 − 2
1. x 2 + 7x + 10
( x + 2 )( x + 5 ) X X
2. x3 − 2x
3. x 2 + 2x −15
4. 2x 2 − 5x − 3
5. x3 − 3x 2 − 2x + 6
6. 6x 2 − x − 2
7. 3x3 − 2x 2 + 12x − 8
8. 2x 2 + 5x + 2
9. x 4 + 2x 2 − 8
10. 3x3 −11x 2 + 6x
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Student Activity
Factoring Variations on a Number
Factoring Strategizing
For each type of

factoring problem,
describe the
classification of
the factoring
problem and the
strategies and key
steps (like the
parentheses
skeleton) to
remember while
doing the problem.
You do not have
to complete the
problems.
Ok, Let’s see who gets this one...
Choose from these classifications (more than one may apply):

Factor out a GCF Trinomial ax 2 + bx + c Sum of Cubes
Factor by Grouping Sum of Squares Difference of Cubes
Trinomial x 2 + bx + c Difference of Squares Perfect Square Trinomial
Expression to be factored Classification Strategies and Key Steps

1. 9x 2 − 4
2. 4u 4 + 32u
3. t 2 −12t + 35
4. x 2 + 49
5. x3 + 5x 2 − 3x −15
6. 15 y 2 − 36 y +12
7. x 2 +14x + 49
8. 64z 3 − 27
9. a 2 +15ab + 54b 2
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Student Activity
10. 4x 4 + 4x3 − 80x 2
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Student Activity
Directions: In each set there are six expressions to be factored, all ending with the
same constant (positive or negative). If the expression is factorable, factor it. If it is not
factorable, write “PRIME.”
x 2 −1 x3 −1 x 2 − 2x +1
Variations on 1
x 2 +1 x3 +1 x 2 + 2x +1
x 2 − 64 x 2 + 64 x 2 −16x + 64
Variations on 64
x3 − 64 x3 + 64 x 2 +16x + 64
x 2 − 36 9x 2 + 36 x 2 +12x + 36
Variations on 36
4x 2 − 36 9x 2 − 36 x 2 −12x + 36
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Student
Student
Activity
Factors
Checking
in Hidingthe Factoring with a Calculator
Directions: Factor each polynomial and then find each factor in the grid at the bottom
of the page. You should find every factor in the grid.
1. Factor: ( a + b ) + 5 ( a + b ) + 6
2
HINT: Treat it like a trinomial.
2. Factor: ( a − b ) + 9 ( a − b ) − 22
2
3. Factor: ( a + b ) − 4 ( a + b ) + 4
2
4. Factor: 4 ( a − b ) + 11( a − b ) − 3
5. Factor: ( a − b )( x + y ) + 2 ( x + y ) HINT: Is there a GCF?
6. Factor: ( a + b ) + x ( a + b )
2
7. Factor: a 2b 2 + 5a 2b + 3a 2 + 10b 2 + 50b + 30 HINT: Factor by grouping.
8. Factor: a 2b + 4ab + 2b − 3a 2 −12a − 6
a+b−2 a+b−2 a−b−2 a+b

a+b+2 b 2 + 5b + 3 b−3 x+ y
a 2 + 10 a − b + 11 a−b+2 a−b+3
a+b+3 4a − 4b − 1 a 2 + 4a + 2 a+b+ x
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Student
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Activity
Factors
Checking
in Hidingthe Factoring with a Calculator
Directions: One way you can check your factoring is to evaluate both the original
expression and the factored expressions for the same value of the variable. It is not
wise to use the values of 0, 1, or 2 for these types of checks since these three numbers
have some quirky properties:
0 + 0 = 0 and 0 ⋅ 0 = 0 1⋅1 = 1 2 + 2 = 4 and 2 ⋅ 2 = 4
If a check by evaluation results in different answers, then you should reexamine the
factoring. Note that getting the same result from evaluation does not ensure that your
factors are correct, but it is likely to find a mistake in your work if there is one.
In each table below, check the student’s factoring by evaluating for the given values
with a calculator. It will help to write out the skeleton with the value substituted first.
Then input the numerical expression into your calculator to get the result. If you find a
factoring mistake, correct it! The first one has been started for you.
1. Evaluate for x = 3 . Evaluate for x = 2.4 .

3 ( 3) + 7 ( 3) + 2 = 50
2
3x 2 + 7x + 2
( x + 2 )( 3x +1) ( 3 + 2 ) ( 3 ( 3) +1) = 50
2. Evaluate for x = 4 . Evaluate for x = 1/ 3 .

x 2 + 4x − 21
( x − 7 )( x + 3)
3. Evaluate for x = 1/ 2 . Evaluate for x = −3 .

4x 2 − 25
( 2x + 5 )( 2x − 5 )
4. Evaluate for x = 3.5 . Evaluate for x = −5 / 4 .

4x 2 + 20x + 25
( 4x + 5 )
2
5. Evaluate for x = 5 . Evaluate for x = 3 .

x3 − 8
( x − 2 ) ( x 2 + 4x + 4 )
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Student
Student Activity
Escape the Matrix by Solving Quadratic Equations
Directions: In each box of the grid, you will find a quadratic equation that needs to be
solved. Once you have solved the equations, use pairs of matching solution numbers to
navigate your way out of the matrix. The first one has been done for you. For example,
the repeated solution of −3 leads you to the box on the right, with solutions of −3 and
4. To move the next step on the escape route, you need to find an adjacent box with a
solution of 4 and something else.
Solve: x2 − x −12 = 0 Solve: x 2 − 8x − 48 = 0 Solve: ( x +12 ) = 0

2
START HERE
Solve: ( x + 3) = 0
2
( x − 4 )( x + 3) = 0
Solutions: −3 and −3
Solutions 4 and −3
Solve: x 2 + 2x − 8 = 0 Solve: Solve: Solve:

( x − 4) ( x − 2 1 ) = 0 5 1
x2 − x + = 0 3x −19x + 6 = 0
2
6 6
Solve: Solve: x 2 − x − 42 = 0 Solve: x 2 + x = 2 Solve:

x − 8x +15 = 0
2
( x − 6 )( x + 2 ) = 0
ESCAPE Solve: x 2 −16 = 0 Solve: x 2 − 5x + 4 = 0 Solve: x 2 −11x = −24

the Matrix
Solve:
x + 8x +16 = 0
2
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Student
Student Activity
Escape the Matrix by Solving Quadratic Equations
Multiply, Factor, or Solve
Directions: The procedures for multiplying polynomials, factoring polynomials, and solving
quadratic equations using factoring are most likely stored very near to each other in your
memory because the procedures are entwined. Here is some practice to make sure that the
procedures are clearly separated in your mind.
1. Factor: y 2 − 49 6. Solve: x 2 = 8x −16
2. Solve: 21x 2 − 25x − 4 = 0 7. Multiply: x ( x − 2 )( x + 3 )
3. Multiply: ( x − 2 ) 8. Factor: x 2 − 3xy − 4 y 2

2
4. Solve: x 2 −16 = 0 9. Multiply: ( x − 5 ) ( x 2 + 5x + 25 )
5. Factor: 2x5 − 2 y 2 10. Factor: 2x 4 +16x3 − 40x 2
Describe what each of the directions mean in your own words.

Factor:
Multiply:
Solve:
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Student Activity FACT-26
Parentheses, Brackets, and Braces, Oh My!
Some mathematical situations require very specific notation with parentheses, brackets, and
braces. In these cases, the notation is not interchangeable.
• Ordered pairs are written with parentheses. For example, ( −2,5 ) is an ordered pair with
x-coordinate −2 and y-coordinate 5.
• Interval solutions use parentheses and brackets. For example ( −2, 5] is an interval in which 5
is included in the solution.
• Solution sets use braces. For example {−2,5} shows two solution values, −2 and 5.
1. Match the solution with the appropriate graph:

a. ( −2, 5 ) b. {−2,5} c. ( −2, 5]
I ( ]
−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
II 6
2
−6 −4 −2 2 4 6 x
−2
−4
−6
III −7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
2. Solve 3 − 2x ≤ 9 and write the solution in interval notation.
3. Find the ordered pair solution for 3x − y = 4 if x = 3 .
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FACT-27
4. Solve x 2 − 5x − 36 = 0 and write the answer as a solution set.
5. Solve −2 ≤ x + 4 ≤ 7 and write the solution in interval notation.
6. Solve 5 ( x − 2 ) + 3x = 4x − 8 and write the solution as a solution set.
7. Is ( −1, 3) a solution of 4x + y = 1?
8. Write the solution that is represented by the graph below.
[ ]
−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
9. Write the ordered pair that is represented by the graph below.

y
6
2
−6 −4 −2 2 4 6 x
−2
−4
−6
10. Write the solution that is represented by the graph below.

−7 −6 −5 −4 −3 −2 −1 0 1 2 3 4 5 6 7
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Using the Problem Solving Strategy with Factoring
1. Analyze. Draw diagrams, tables, and charts to help make sense of the problem.
2. Declare. Declare the variables and the quantitative givens in the problem.
3. Formulate. Write equations to represent the problem.
4. Solve. Solve the equation or system of equations.
5. Validate. Check the result. Does it make sense? Is it reasonable?
6. Conclude. State the conclusion. Don’t forget units.
Problem 1: The area of a vegetable garden is 32 m 2. If the length is 4 meters longer
than the width, what are the dimensions (length and width) of the garden?
Problem 2: The area of a right triangle is 10 ft 2. If the base of the triangle is 1 foot
longer than the height, what are the dimensions of the triangle?
Problem 3: The base of a right triangle is one less than twice the height. If the length
of the hypotenuse is 17 cm, what are the measurements of the other two sides?
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Proof of the Pythagorean Theorem
Materials required: Paper for tracing, scissors, and tape.
This is a geometric proof of the Pythagorean Theorem (by dissection) given by the
Arabian Mathematician Thâbit ibn Kurrah, who lived from 836 to 901 A.D. in the Middle
East.
Sources: http://mathworld.wolfram.com/PythagoreanTheorem.html,
http://www.britannica.com/eb/article-9071897/Thabit-ibn-Qurra
Step 1: Trace the figure below onto a new sheet of paper.

Cut out the square with side a and the square with side b.
a c
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FACT-30
Step 2: Securely tape these two squares together like so.
This figure now

represents a + b .
2 2
b2
a2
Step 3: Mark the midpoint of the base of the b-square.
Step 4: Draw in these two dashed lines (shown below), and cut along these lines. You
should now have three geometric figures (two triangles and one with an irregular shape
b2
a2
Step 5: Use these three pieces like pieces of a puzzle and reassemble the three pieces
to fit in the square with side c that was on the first page.
Question: Why does this “prove” the Pythagorean Theorem?
More Information: There are hundreds of different proofs of the Pythagorean

Theorem. If you are interested in learning more about proofs of the Pythagorean
Theorem or the mathematician who first documented this particular proof, conduct a
simple Internet search – there is plenty of information available.
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Pumpkin Launch
Ballistics is the study of the flight characteristics of projectiles. For ballistic flights,
Littlewood’s Law can be used to approximate the peak height of a projectile by using the
total flight time.
g 2
Littlewood’s Law: h = ⋅ t where h is the peak height in meters, t is the total flight time
8
in seconds, and g is the gravity constant, which is g = 9.8 m/s 2 near the surface of the
earth.
The “Pumpkin Rocket II”

(source: http://www.et.byu.edu/~wheeler/benchtop/pumpkin2.php)
The “Pumpkin Rocket II” was launched using a hydrogen-

power method to pressurize the launch vehicle (a large
water bottle).
Question 1: The pumpkin and bottle reached a peak

height of 18 meters. Try substituting different values of t
into Littlewood’s Law to find how long the flight must have
been to reach this peak height.
t (seconds) h (meters)
1
2
3
4
5
6
Question 2: Assuming we could build a pumpkin rocket that launch a pumpkin to a

height of 78.4 meters, what would the total flight time be for this rocket? This time,
simplify the equation and write it in standard quadratic form, then use factoring to
solve the problem.
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Assess Your Understanding FACT-32
Factoring and More
For each of the following, describe the strategies or key steps that will help you start the
problem. You do not have to complete the problems.
What will help you to start this problem?

1. Factor: y 2 + 7 y −18
2. Factor: 3x 2 −12
3. Factor: 3x 2 −14x − 24
4. Factor: xy 2 − 9x + 4 y 2 − 36
5. Is −2 a solution of x 2 − 5x = 14 ?
6. Factor: 4x 2 +11x − 20
7. Factor: 5x 2 − 80
8. The area of a rectangle is 18 cm 2.

If the length is twice the width,
find the dimensions of the
rectangle.
9. Solve: x 2 − 8x +12 = 3 ( x − 4 )
10. Factor: x 3 y 3 − 64z 6
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Metacognitive Skills FACT-42FACT-33
Factoring and More

Metacognitive skills refer to the ability to judge how well you have
learned something and to effectively direct your own learning and
studying. This is a self-evaluation tool designed to help you focus your
studying and to improve your metacognitive skills with regards to this
math class.
Fill the 1st column out before you begin studying. Fill the 2nd column
out after you study for your test.
Go back to this assessment after your test and circle any of the ratings that you would change – this
identifies the “disconnects” between what you thought you knew well and what you actually knew well.
Use the scale below to assign a number to each topic.
5 I am confident I can do any problems in this category correctly.
4 I am confident I can do most of the problems in this category correctly.
3 I understand how to do the problems in this category, but I still make a lot of mistakes.
2 I feel unsure about how to do these problems.
1 I know I don’t understand how to do these problems.
Topic or Skill Before Studying After Studying

Finding the GCF for several terms.
Factoring out the GCF.
Factoring out a −1. Why is it sometimes necessary to factor out a
−1 ?
Factoring by grouping and knowing when to employ this method.
Distinguishing between trinomials of the form x 2 + bx + c and the
form ax 2 + bx + c.
Factoring a trinomial of the form x 2 + bx + c.
Factoring a trinomial of the form ax 2 + bx + c.
Knowing the numbers that are perfect squares and perfect cubes.
Recognizing expressions that are perfect squares and perfect cubes.
Recognizing binomials that are either a sum or difference of squares.
Factoring a difference of squares.
Knowing about the factorability of a sum of squares.
Recognizing binomials that are either a sum or difference of cubes.
Factoring a sum or difference of cubes.
Recognizing a perfect-square trinomial and properly factoring it.
Using the general factoring strategy. What should you always do
first?
How can the number of terms in a polynomial help you to make
decisions about how to factor it?
Understanding when an expression is not yet completely factored,
and how to complete it. Ex: Is x ( 2x + 4 ) ( x 2 − 9 ) completely factored?
Continued on next page.
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Metacognitive Skills FACT-43FACT-33
Use the scale below to assign a number to each topic.

5 I am confident I can do any problems in this category correctly.
4 I am confident I can do most of the problems in this category correctly.
3 I understand how to do the problems in this category, but I still make a lot of mistakes.
2 I feel unsure about how to do these problems.
1 I know I don’t understand how to do these problems.
Before After
Topic or Skill
Studying Studying
Being able to check the answer to a factoring problem by multiplying
out the answer.
Understanding why you must first get “=0” on one side of a quadratic
equation before solving by factoring.
Rewriting a quadratic equation in standard quadratic form.
Solving a quadratic equation by factoring.
Knowing how to properly write a solution set.
Checking the solution to a quadratic equation.
Distinguishing between the instructions: multiply, factor, or solve.
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Teaching Guide FACT-35
The GCF and Factoring by Grouping
Preparing for Your Class
Common Vocabulary
• Greatest common factor (GCF)
• Factor a polynomial, factoring out the greatest common factor, factoring by grouping
Instruction Tips
• Once students learn how to factor, many of them will begin to confuse the process of
factoring with the process of multiplying two binomials. For example, when they are telling
another student how to do a problem they will say “factor ( x + 2 )( x + 3) ” or “FOIL
x 2 + 4x + 3 ” when what they mean is “FOIL ( x + 2 )( x + 3) ” or “factor x 2 + 4x + 3 .” It is
important that you correct any poor language usage when you hear it in class.
• Some students have trouble finding the greatest common factor – for example, given the
expression 6x 2 −18x , they will state 3 or 3x as the GCF, not seeing that 6 is a larger
common factor than 3. Or in an expression like 6x3 y −18x 2 y students will see 6x 2 as the
GCF, ignoring the y factor. This will happen especially when students are antsy to find the
“answer” as quickly as possible.
• Many students do not see the necessity of the constant terms of 1 within parentheses after
factoring out the GCF. For example, factoring the expression: 36x 2 + 24x +12 , many will get
( ) ( )
12 3x 2 + 2x instead of 12 3x 2 + 2x +1 and do not see any difference in the two
expressions. Make sure to emphasize that the factored terms within parentheses must have
the same number of terms as the original expression. This is also a good place to stress
checking answers using multiplication. Demonstrating to students that the multiplication of
12 ( 3x 2 + 2x ) is 36x 2 + 24x , which is not the expression they started with, can reinforce the
importance of answer checking.

• When you are teaching students to factor by grouping, do not let students use parentheses to
separate the two sets of terms. This is the natural instinct (after all, parentheses are used for
grouping), but it is problematic when the third term is negative, as in: 3x3 +12x 2 − 5x − 20 .
If a student places the parentheses like this: ( 3x3 +12x 2 ) − ( 5x − 20 ) , as they are likely to do,
then the expression has been altered.
• Forgetting the unwritten 1 factor becomes especially pronounced in factor by grouping

problems like 2xy + 3y + 2x + 3 , where students get stuck here: y ( 2x + 3 ) + 2x + 3 because
they do not see that it is possible to treat the last two terms as if a 1 has been factored out. As
soon as they see this step: y ( 2x + 3) +1( 2x + 3) , then the process is much clearer for them.
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You can make this clear by telling students that they must take out some factor from each
group of two terms, even if it is just a 1 that is factored out.
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FACT-36
Teaching Your Class
What does it mean to factor a polynomial?

• To factor a polynomial means to express it as a product of two (or more) polynomials.
• The process of factoring a polynomial is the reverse process of multiplying polynomial
factors.
• See visual diagrams to help explain factoring as the reverse of multiplication at the end of
this teaching guide.
Find the greatest common factor (GCF) of a list of terms

• The greatest common factor (GCF) of a list of integers is the largest common factor of those
integers. Remind students of the LCD process (same as the GCF process):
• Find the GCF for 12 and 18:
o Step 1: Write the prime-factored form: 12 = 2 ⋅ 2 ⋅3
18 = 2 ⋅ 3⋅3
o Step 2: Start a list of factors that will be in the GCF. For each time a factor appears in
both lists, the factor can be put in the GCF.
12 = 2 ⋅ 2 ⋅3 12 = 2 ⋅ 2 ⋅3
18 = 2 ⋅3⋅3 18 = 2 ⋅3⋅3
GCF = 2⋅ GCF = 2 ⋅3 = 6
• Find the GCF of 10x3 and 5x 2 :
10x3 = 2⋅5⋅ x ⋅ x ⋅ x 10x3 = 2 ⋅5⋅ x ⋅ x ⋅ x 10x3 = 2 ⋅5⋅ x ⋅ x ⋅ x

5x 2 = 5⋅ x ⋅ x 5x 2 = 5⋅ x ⋅ x 5x 2 = 5⋅ x ⋅ x
GCF = 5⋅ GCF = 5⋅ x GCF = 5⋅ x ⋅ x = 5x 2
Guided Learning Activity: Charting Factors and GCFs. Some students

have trouble finding the greatest common factor. This activity should help with
those types of problems. You may want to walk students through the first
couple lines of this one with leading questions like: Is 2 a factor of both terms?
Is 3 a factor of both terms. (FACT-1)
Student Activity: Hatch the Missing Factors. Some students have great
difficulty seeing the distributive property applied in reverse. This is an activity
to help students to “see” the missing factor after a GCF has been taken out.
(FACT-2)
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FACT-37
Factor out the greatest common factor
• To factor out the GCF from several terms, you must first find the GCF of all the terms.
• This process is essentially the distributive process in reverse.
• With each expression in which the GCF has been factored out, students can ask themselves
the question, what would I multiply by the GCF to get this term I used to have?
Examples: Factor out the GCF.
• Factor: 9x 2 − 27x = 9x ( x − 3)
• Factor: 10x3 − 40x 2 − 30x =10x ( x 2 − 4x − 3)
• Factor: 9x 2 + 27x + 9 = 9 ( x 2 + 3x +1)

• Factor: 4x 2 y 2 −12x 2 y +16xy 2 = 4xy ( xy − 3x + 4 y )
• Factor: −9w + 6w
2
= −3w ( 3w − 2 )
• Factor: 16x3 − 24x 2 − 56 = 8 ( 2x 3 − 3x 2 − 7 )
• Factor: 12 y 6 −18y 5 = 6 y 5 ( 2 y − 3)
• Factor: 6x ( y + 2 ) − 3 ( y + 2 ) = ( y + 2 )( 6x − 3)
Factor by grouping
• Factoring by grouping is a method that can be used when there are four terms (or a larger
even number of terms).
Process:
1. Group the terms of the polynomial so that the first two terms have a common factor and the
last two terms have a common factor. Group terms in convenient “sets” by underlining the
sets.
2. Factor out the common factor from each group.
3. Factor out the resulting common binomial factor. If there is no common binomial factor,
regroup the terms of the polynomial and try repeating steps 2 and 3.
Examples: Factor.
• 4a 3 +12a 2 + 7a + 21 = 4a 2 ( a + 3) + 7 ( a + 3) = ... (one variable)
• 5xy −10x + 3y − 6 = 5x ( y − 2 ) + 3 ( y − 2 ) = ... (two variables)
• 3x +12x − 5x − 20 = 3x 2 ( x + 4 ) − 5 ( x + 4 ) = ... (3rd term is negative)
3 2
• x3 − 8x 2 − 2x +16 = x 2 ( x − 8) − 2 ( x − 8 ) = ... (3rd term is negative)

• 6a 2 +12ab −18ac + 24ad = 6a ( a + 2b − 3c + 4d ) (GCF, does not factor by grouping)
• 2xy + 3y + 2x + 3 = y ( 2x + 3) +1( 2x + 3) = ... (factor a 1 out of the 2nd group)
• 2x 3 +18x 2 − x − 9 = 2x 2 ( x + 9 ) −1( x + 9 ) = ... (factor a −1 out of the 2nd group)
• 15x3 + 5x 2 − 6x − 2 nd
= 5x 2 ( 3x +1) − 2 ( 3x +1) = ... (1 is the 2 factor in both groups)
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Student Activity: The First Factoring Matchup. This activity works well in
groups or with students working in pairs at a whiteboard (have students draw an
empty grid on the board for their answers). (FACT-3)
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Teaching Guide FACT-38FACT-39
2
Factoring Trinomials of the Form x +bx + c
What IS factoring?
Multiply, Distribute, or Simplify
4x ( x + 6 ) = 4x 2 + 24x
Multiply, FOIL, or Simplify

Factor Out a
GCF
( x + 4 )( x + 6 ) = x 2 +10x + 24
Multiply, FOIL, or Factor the Trinomial

Simplify
(x 2
)
+ 4 ( x + 6 ) = x3 + 6x 2 + 4x + 24
Square a Binomial or Simplify

Factor by
Grouping
( x + 4)
2
= x 2 + 8x +16
Factor the Perfect Square Trinomial
Multiply a Sum and Difference of Two Terms or Simplify
( x + 4 )( x − 4 ) = x 2 −16
Factor the Difference of Squares
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2

Common Vocabulary
• For review: Trinomial, lead coefficient
• Factored completely, key number, prime
Instruction Tips
• There are many ways that instructors teach how to factor trinomials of the form x 2 + bx + c.
However you decide to teach factoring of trinomials, please provide your students with some
type of printed examples explaining the method. This is particularly helpful when the
students go back to do homework, get help from a tutor, or move on to another class where
the instructor uses a different method of factoring. Regarding other factoring schemes,
please keep in mind that if the students do not understand why a factoring method works,
they are unlikely to remember the method in the future.
• Students do sometimes get the idea that all trinomials can be factored. Make sure that you
show the students some examples that are prime if you do not use Student Activity Find the
Prime Trinomial.
Teaching Your Class
Student Activity: Revenge of Factor Pairings. Students practice with their

multiplication tables, looking for signed factor pairs that multiply to make a
given number. This is a good warm up activity. (FACT-4)
Examples: Factor.
• x 2 + 6x + 8 = ( x + 2 )( x + 4 )
• u 2 +15u + 56 = ( u + 8 )( u + 7 )
• x 2 + 8x − 20 = ( x +10 )( x − 2 )
• y 2 − 6 y − 40 = ( y −10 )( y + 4 )
• x 2 + 6x − 8 Prime.
• a 2 − 9a +18 = ( a − 6 )( a − 3)
• m2 −15m + 54 = ( m − 9 )( m − 6 )
• w2 − 3w − 6 Prime.
• x 2 + 5xy −14 y 2 = ( x + 7 y )( x − 2 y )
• a 2 +16ab + 28b 2 = ( a +14b )( a + 2b )
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Student Activity: Find the Prime Trinomial. Not all trinomials are
factorable. Because students are on the lookout for the prime trinomial in this
activity, they begin to see what kinds of characteristics might indicate a prime
trinomial. If students cannot find the prime one, remind them to FOIL their
factored form to look for an answer that does not check. (FACT-5)
Examples involving a GCF: Factor.

( )
• x3 − 3x 2 −18x = x x 2 − 3x −18 = x ( x − 6 )( x + 3)
• 2u 2 + 22u + 56 = 2 ( u 2
+11u + 28) = 2 ( u + 4 )( u + 7 )
• 5x 2 − 35x 2 + 20x = 5x ( x 2 − 7x + 4 ) This one does not factor any more.
Student Activity: Match Up on Factoring Trinomials. This activity works

well in groups or with students working in pairs at a whiteboard (have students
draw an empty grid on the board for their answers). There are some expressions
which involve factoring out a GCF. (FACT-6)
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2
Factoring Trinomials of the Form ax +bx + c
Common Vocabulary
• Systematic (done methodically, or using a system)
• Trial-and-check method
Instruction Tips
• There are many ways that instructors teach how to factor trinomials of the form ax 2 + bx + c.
However you decide to teach factoring of trinomials, please provide your students with some
type of printed examples explaining the method. This is particularly helpful when the
students go back to do homework, get help from a tutor, or move on to anther class where the
instructor uses a different method of factoring. Regarding other factoring schemes, please
keep in mind that if the students do not understand why a factoring method works, they are
unlikely to remember the method in the future.
• Even though most of the examples that you show in this section will not have a GCF, it will
set up good practices for a general factoring strategy if you always ask “Is there a GCF?” In
the expression, 120x 2 + 240x +120 , a student could spend a very long time trying to find
working factor pairs if they do not look for a GCF first. Once the GCF is factored out,
120(x 2 + 2x +1) , the trinomial factoring is much easier.
• Students have a tendency to want to erase possible factors that did not work. But then they
can’t remember which factors they have tried and which they have not tried; inevitably, they
forget to try the set of factors that works. To discourage this, you can announce that you will
give partial credit for showing the work (and not erasing it), even if they cannot find the
correct factors. You could have students show a table with all of the factors that they tried,
leaving in the ones that don’t work and circling the ones that do.
Teaching Your Class

Examples: Factor
• Factor: 8x 2 + 22x +15 = ( 2x + 3)( 4x + 5 )

• Factor: 8x +14x −15 = ( 4x − 3 )( 2x + 5 )
2
• Factor: 2x − 21x + 40 = ( x − 8 )( 2x − 5 )
2
• Factor: 8x 2 + 5x −10 PRIME!

• Factor: 6 y 2 + 25y +14 = ( 3y + 2 )( 2 y + 7 )
• Factor: 10a 2 − 27a − 28 = ( 2a − 7 )( 5a + 4 )
• Factor: 2x 2 −16x − 96 = 2 ( x 2 − 8x − 48) = 2 ( x −12 )( x + 4 )
• Factor: 2m 2 +19m + 24 = ( x + 8 )( 2x + 3)
• Factor: 3x 2 −19x + 20 = ( x − 5 )( 3x − 4 )
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Factoring Trinomials of the Form ax +bx + c
Student Activity: Life After the GCF, Part I. In this activity, students look
for GCFs, factor them out (if possible), and then decide if the resulting trinomial
is of the form x 2 + bx + c , ax 2 + bx + c , or neither. (FACT-7)
Student Activity: Is it Completely Factored? Sometimes it is difficult for

students to see that they have not completely factored an expression. Students
practice identifying expressions that are not completely factored, and finishing
them. (FACT-8)
Examples involving a GCF: Factor.
• 6x 2 + 2x +12 = 2 ( 3x 2 + x + 6 ) The resulting trinomial is prime.

• 2x 4 + x3 − 21x 2 ( )
= x 2 2x 2 + x − 21 = x 2 ( 2x + 7 )( x − 3)
• 54x5 − 54x 4 −108x3 = 54x ( x − x − 2 ) = 54x ( x − 2 )( x +1)
3 2 3
• 16x3 +16x 2 −12x = 4x ( 4x + 4x − 3) = 4x ( 2x −1)( 2x + 3)

2
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Special Factoring that Involves Squares
Common Vocabulary
• Perfect-square trinomials, difference of two squares
Instruction Tips
• Some expressions that look unfactorable using a sum of squares, like x 6 + 64 or a 6 +1 , are
factorable using a sum of cubes. So be careful in choosing your class examples.
• Students often forget to look for a GCF first. When this happens, they incorrectly conclude
that an expression like 4x 4 + 36x 2 is prime, as it can be written as ( 2x 2 ) + ( 6x ) and a sum
2 2
of squares is prime. They must still look for a GCF to factor out first.
Teaching Your Class
Student Activity: Spotting Perfect Squares and Cubes. In this activity,

students practice writing an expression as its corresponding squared or cubed
expression. This is a good warm up activity. (FACT-9)
Recognizing a perfect-square trinomial:

• When we square a binomial, we get a special expression.
• ( A + B ) = A2 + 2AB + B 2 or ( A − B ) = A2 − 2AB + B 2
2 2
• If we recognize a trinomial as a perfect-square trinomial, then it is easy to factor.

• Which of these are perfect-square trinomials?
o x 2 +16x + 64 o x 2 + 2x +1
o a 2 −10a + 25 o x 2 +12x − 36 No.
o z 2 − 4z − 4 No. o x 2 − 8x + 9 No.
Student Activity: Skeleton of a Perfect-Square Trinomial. Students read

through the examples, and then try to apply the formula for perfect-square
trinomials on their own. (FACT-10)
Recognizing a sum or difference of two squares:

• Sum of squares: A2 + B 2
• Difference of squares: A2 − B 2
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• If we recognize a binomial as a sum of squares (after factoring out a GCF), then the sum of
squares is prime.
• If we recognize a binomial as a difference of squares, then it is easy to factor.
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Examples: Identify each binomial as a sum of squares, a difference of squares, or neither.

o x 2 − 25 DOS o w2 + 54 Neither
o x 2 +16 SOS o 4x 2 − 9 DOS
o a −12
DOS o 64 y +1 SOS
2
Student Activity: Skeleton of the Difference or Sum of Two Squares.

Students read through the examples, and then try to apply the formulas for the
difference or sum of two squares on their own. (FACT-11)
More involved examples: Factor completely.

• x 4 −16 ( )
= x 2 + 4 ( x + 2 )( x − 2 ) (difference of squares within a difference of squares)
• 2x 4 −18x 2 = 2x 2 ( x + 3 )( x − 3) (GCF, then difference of squares)
= 9 ( x + 3)
2
• 9x 2 + 54x + 81 (GCF, then perfect-square trinomial)
• 4x 4 + 36x 2 = 4x 2 ( x 2 + 9 ) (GCF, this is NOT prime)
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Special Factoring that Involves Cubes
Common Vocabulary
• Sum of two cubes, difference of two cubes
Instruction Tips
• Some expressions can be factored using a difference of two squares OR a difference of two
cubes. Be careful in choosing your class examples. For example:
x 6 − 64 = ( x3 ) − ( 8 )
2 2
(as a difference of squares)
= ( x3 + 8 )( x3 − 8 )
= ⎡( x ) + ( 2 ) ⎤ ⎡( x ) − ( 2 ) ⎤
3 2 3 3
⎣ ⎦⎣ ⎦
= ( x + 2 ) ( x 2 − 2x + 4 ) ( x − 2 ) ( x 2 + 2x + 4 )
x 6 − 64 = ( x 2 ) − ( 4 ) (as a difference of cubes)

3 3
= ( x 2 − 4 )( x 4 + 4x 2 +16 )
= ( x + 2 )( x − 2 ) ( x 4 + 4x 2 +16 )
( )( )
If you multiply x 2 − 2x + 4 x 2 + 2x + 4 , you will see the product is x 4 + 4x 2 +16 and
so these are actually equivalent expressions. However, you probably don’t want to
explain how you would know that x 4 + 4x 2 +16 factors as ( x 2 − 2x + 4 )( x 2 + 2x + 4 ) .
• Students often forget to look for a GCF first. When this happens, the students become
confused when confronted with an expression like 8x 4 + 27x . This cannot be written in the
form ( ) + ( ) , but it temptingly looks like it should work. Emphasize the process of
3 3
looking for a GCF at the beginning of every factoring problem.
• It is much easier for most students to remember a procedure, then to memorize and learn
how to apply a formula in the abstract. For this reason, the Guided Learning Activity for
this section focuses on remembering a procedure, rather than a formula. Even if you plan to
give your class the formulas for a sum or difference of cubes on their test, it will be helpful
for the students to understand how to follow the procedure, using the formula as a guide.
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Special Factoring that Involves Cubes
Teaching Your Class
Guided Learning Activity: Learning the Cubes Procedure. In this guided

lecture/discussion, you walk the students through learning the procedure for the
sum or difference of cubes, and then some practice problems. (FACT-12)
Student Activity: Match Up on Factoring Binomials. This activity works

well in groups or with students working in pairs at a whiteboard (have students
draw an empty grid on the board for their answers). This activity involves sum
or difference of squares, and sum or difference of cubes. There are some
expressions which involve factoring out a GCF. (FACT-14)
Student Activity: Life After the GCF, Part II. In this activity, students
look for GCFs, factor them out (if possible), and then classify the resulting
binomial or trinomial. This is a good activity for students to begin thinking
about a general factoring strategy. (FACT-15)
Student Activity: Leftovers. In this activity, students practice factoring

binomial expressions of a variety of types. They search for factors and write the
factors that do not appear in the table. (FACT-16)
Student Activity: Skeletons of Tricky Binomials. In this activity, students

practice factoring a sum or difference of squares or cubes where the factors are
more complicated than normal. (FACT-17)
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A Factoring Strategy

Common Vocabulary
• Factor out a GCF, factor by grouping
• factor a trinomial
• difference of squares, sum of squares
• difference of cubes, sum of cubes
Instruction Tips
• Often, students do not remember to check for the GCF first.
• Once students go through the factoring strategy once, many do not look for further factoring
possibilities. Try to catch this mistake in class using the class examples.
Teaching Your Class
A visual diagram for a General Factoring Strategy can be found at the end of this teaching guide.
Steps for Factoring a Polynomial

1. Is there a common factor? If so, factor out the GCF or the opposite of the GCF so that the
lead coefficient is positive.
2. How many terms does the polynomial have?
If it has two terms, look for the following problem types:
• The difference of two squares.
• The sum of two squares.
• The difference of two cubes.
• The sum of two cubes.
If it has three terms, look for the following problem types:
• A perfect-square trinomial.
• A trinomial of the form x 2 + bx + c.
• A trinomial of the form ax 2 + bx + c.

If it has four terms, look for a way to factor by grouping.
3. Can any factors be factored further? If so, factor them completely.
4. Does the factorization check? Check by multiplying.
Guided Learning Activity: GCF to the Rescue. In this activity, students

will want to look for a possible GCF in every problem as the first step of a
factoring strategy. Students who are not good at finding the greatest common
factor will probably find this one a bit difficult; it might be best to have students
work on this one in pairs. (FACT-18)
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Examples that use the General Factoring Strategy: Factor.

• 9x3 +18x 2 − 27x = 9x ( x + 3 )( x −1)
• 4 y 3 − 32 = 4 ( y − 2) ( y2 + 2 y + 4)
• 8w2 − 30w − 27 = ( 4w + 3)( 2w − 9 )
• 4x − 25 y = ( 2x + 5 y )( 2x − 5 y )
2 2
• x3 − 3x 2 + 5x −15 ( )
= x 2 + 5 ( x − 3)
• a − 7a − 9a + 63 = ( a + 3)( a − 3 )( a − 7 )
3 2
2 2 2
• m + 8mp +16 p = (m + 4 p)
• 4x 2 +100 = 4 ( x 2 + 25 )
• 8z 3 +125 = ( 2z + 5 ) ( 4z 2 −10z + 25 )
Student Activity: Finding Factors. In this activity, students practice with

the factoring strategies that should be review for them: finding a GCF, factoring
by grouping, and factoring trinomials. (FACT-19)
Student Activity: Factoring Strategizing. In this activity, students practice

with the decision-making process in factoring any expression. You can put up
the overhead of a general factoring strategy for students to look at while they
are strategizing. (FACT-20)
Student Activity: Factoring Variations on a Number. In this activity, all of

the expressions to be factored have the same magnitude when you multiply a ⋅ c
(positive or negative). Some are binomials and some are trinomials – it should
provide a good opportunity to use the general factoring strategy. (FACT-21)
Student Activity: Factors in Hiding? In this activity, students must look at

the expressions through a new lens. Some expressions involve substitutions,
some must be grouped with three terms, and some can be factored simply with a
GCF. This activity will likely be really difficult for those students that don’t
understand the factoring procedures. (FACT-22)
Examples of solving formulas that involve factoring:

y2 −y1
• Solve mx2 − mx1 = y2 − y1 for m. Solution: m =
x2 − x1
x2
• Solve a 2b 2 − a 2c 2 = x 2 for a 2 . Solution: a 2 = 2 2
b −c
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y +2 x +2
• Solve x = for y . Solution: y =
y −1 x −1
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FACT-49
Student Activity: Check the Factoring with a Calculator. Another way for
students to check their work is to substitute a value into the given polynomial
and into the factored form and make sure that these results are equal. There is a
note in the directions about avoiding the use of the numbers 0, 1, and 2 for such
checks. If you want to show why, use the value of 2 as the check value in the
last problem. (FACT-23)
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FACT-50
A General Factoring Strategy
Factor out the GCF

Fa ctor out -1 if necessa ry.
How many terms are there?
2 4 3
Is it a special form of Try to factor Is it in one of the
squares or cubes? by grouping. categories of trinomials?
(
A3 − B3 = ( A − B ) A2 + AB + B 2 ) x 2 + bx + c
Perfect-square
A3 + B3 = ( A + B) ( A
2
− AB + B 2 ) Trinomial
A2 + 2 AB + B 2
A2 + B 2 is prime ax 2 + bx + c A2 − 2 AB + B 2
A2 − B 2 = ( A + B )( A − B )
Can any factors be factored further? If so, factor them completely.

Does the factorization check? Check by multiplying.
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Solving Quadratic Equations by Factoring

Common Vocabulary
• Quadratic equation, solve a quadratic equation,
• Zero-factor property
• Solution set { }
Instruction Tips
• Often students misuse the concept of the zero-product property, believing that the solution is
simply the opposite of the constant term of each factor. For example, a student that believes
this will examine the equation ( x + 2 )( 3x −1) = 0 and tell you that −2 and 1 are the
solutions. These students are also flummoxed when confronted with equations like
x ( x + 4 ) = 0 , believing that only −4 is a solution. To ensure that your students have not
fallen into this misguided thinking, make sure to introduce quadratic equations with factors
like ( 3x −1) right away.
• Many students miss the crucial step where the equation must be set equal to zero. So if they
are confronted by an equation like ( x + 3 )( x − 6 ) = 10 , many students will try to solve this by
looking at the equations x + 3 = 10 and x − 6 = 10 .
• The natural instinct to solve an equation like x 2 = 9 seems to be to either think through the
process of using a square root (if the student has seen a square root used to solve an equation
like this) or to simply look at the equation and decide on the solution. Either way, it is
common for students to solve this equation with only the positive number answer (in this
case 3 ). It may help to write the skeleton form of the equation like this ( ) = 9 so that it is
2
clear that −3 also works as a solution. Of course, if the student first writes the equation in
standard quadratic form, as they are supposed to, they will have two different factors, and
thus, the two correct solutions.
• Another tricky equation is one like x 2 = 8x . The instant impulse for most students is to
divide both sides by x. Of course, that will only work if we know for sure that x ≠ 0 , and in
this case, we don’t. In fact, 0 is a solution to this equation, and dividing by x on both sides
incorrectly removes it from the algebraic solution. Again, you can try writing the skeleton
( ) = 8 ( ) to show that clearly zero should be a solution and remind the students that they
2
must write the equation in standard quadratic form first.
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• Make sure to emphasize that students should always check their answers to quadratic
equations. Besides the benefit that they can find possible mistakes, the process of checking
the solutions for extraneous answers becomes very important in later topics like rational
equations and radical equations.
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FACT-52
• When working with parentheses and grouping, we taught students that ( ) , [ ] , and { }
were all equivalent grouping symbols. So it should not be surprising that a few of your
students will want to write their solution sets in parentheses and will not understand why you
mark it as incorrect. Make sure to stress that some mathematical situations require very
specific notation:
o Points use parentheses. For example, ( −2, 5 ) is an ordered pair. The x-coordinate is
−2 and the y-coordinate is 5.
o Interval solutions use parentheses and brackets. For example ( −2, 5] is an interval in
which 5 is included in the solution; ( −2, 5 ) is an interval where 5 is not included in
the solution.
o Solution sets use braces. For example {−2,5} shows the two solutions, −2 and 5.
Teaching Your Class
What is a quadratic equation?

• A quadratic equation can be written in the standard form ax 2 + bx + c = 0 where a, b, and c
represent real numbers and a ≠ 0.
• Write these in standard quadratic form. Then decide which are quadratic.
o x 2 + 5x = 14 Yes
o 3x + 2 = x − 4 No (linear)
o x3 − 4x + 5 = 0 No (cubic)
o x 2 = 16 Yes
o x 2 + 4x = 6 + x 2 No (set it equal to zero first)
o 2x 2 −15 = x Yes
o x 2 − 2x +16 = 8x Yes
What is the zero-factor property?
• Start by asking students to fill in these blanks:

2⋅ =8 3⋅ =0 2⋅ = −24
⋅ ( −4 ) = 8 ⋅4 = 0 ⋅ ( −4 ) = −24
⋅ ( −2 ) = 8 ⋅ ( −2 ) = 0 ⋅ ( −6 ) = −24
16 ⋅ =8 500 ⋅ =0 12 ⋅ = −24
Ask your students: Is there something special about when a product is equal to 0?
• Zero-factor property: When the product of two or more real numbers is 0, then at least one
of them is 0. If a and b represent real numbers, and if ab = 0 , then either a = 0 or b = 0 .
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FACT-53
• Ask the students to find the possible solutions for x in these cases by inspection (if possible).
o x⋅3 = 0
o 5⋅ x = 0
o 2 ( x − 3) = 0
o ( x +1)( x − 4 ) = 0
o ( x + 2 )( 3x −1) = 0 This one should test to see if the students are paying attention!
Show how to solve by setting each factor equal to zero:

x+2=0 3x −1 = 0
x = −2 3x = 1
x = 13
o ( x − 5 )( x + 5 ) = 0
o x ( x − 6) = 0
o ( x + 3)( x − 6 ) = 10
This one should test to see if the students are paying attention! It
will require them to multiply, move terms, and factor again.
To solve a quadratic equation by factoring:

1. Write the equation in standard quadratic form (get zero on one side of the equation).
2. Completely factor the non-zero side.
3. Use the zero-factor property. (set each factor equal to zero)
4. Solve the resulting linear equations.
5. Check the results in the original equation to ensure your answers are correct.
Examples: Solve by factoring. Write the answers as a solution set.
• x 2 + 35 = 12x Answer: {5, 7}
• x 2 −15x + 20 = −30 Answer: {5,10}
• x 2 − 36 = 0 Answer: {−6, 6} Students often have only 6 on this one.
• x 2 = 7x Answer: {0, 7} Students often have only 7 on this one.
⎧ 3 1⎫
• 10x 2 + 3x − 3 = 2x Answer: − ,
⎨ ⎬
⎩ 5 2⎭
⎧ 3 3⎫
• 4x 2 = 9 Answer: − , Students may have very strange answers.
⎨ ⎬
⎩ 2 2⎭
• 2x 2 +18x + 36 = 0 Factor out the GCF first. Answer: {−6, −3}
Factored form: 2 ( x + 3 )( x + 6 ) = 0 and 2 ≠ 0 , so the factor 2 does not result in a solution.
• x3 − 4x 2 − 32x = 0
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Factor out the GCF first. Answer: {−4, 0,8}
Student Activity: Escape the Matrix by Solving Quadratic Equations.

Students work their way to escape by solving a variety of quadratic equations.
(FACT-24)
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FACT-54
Student Activity: Multiply, Factor, or Solve. In this activity we ensure that

students have clearly separated the procedures for multiplying polynomials,
factoring polynomial expressions, and solving quadratic equations using
factoring. (FACT-25)
Student Activity: Parentheses, Brackets, and Braces, Oh My!. This

activity brings in solving linear inequalities, finding solution points for linear
equations, reading ordered pairs from a graph, reading a solution interval from
a number line, and solving a linear or quadratic equation (writing the solution
as a solution set). It is a good cumulative review activity and forces students to
confront the different specific uses of parentheses, brackets, and braces.
(FACT-26)
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Applications of Quadratic Equations with Factoring
Common Vocabulary
• Right triangle, hypotenuse, legs, Pythagorean theorem, dimensions
Instruction Tips
• When you draw a right triangle and label the measurements on the sides, it is important to
make sure that the side lengths you have chosen can actually form a right triangle. For this
reason, it is helpful to know some Pythagorean triples, sets of three numbers that can be used
to make the sides (a, b, and c) of a right triangle. Of course, integer multiples of these also
work. So, if 3, 4,5 is a Pythagorean triple, then 6,8,10 will also form a right triangle.
3, 4,5 5,12,13 7, 24, 25 8,15,17
9, 40, 41 11, 60, 61 12,35,37 20, 21, 29
There are many interesting properties of Pythagorean Triples; for example, exactly one of
sides a or b is divisible by 3. For more interesting properties of Pythagorean triples, try
searching Wikipedia (http://en.wikipedia.org) for “Pythagorean triple.”
• It is really easy for students to forget the 2 in the area formula for a triangle or the squares
1
on one of the terms in the Pythagorean Theorem when variable expressions are being
substituted for these parts. If the students can get in the habit of first writing the general
formula first, like A = 2 1 or a 2 + b 2 = c 2 , they are less likely to miss a key notation in the
new equation. bh
• Be sure to emphasize that the hypotenuse of a right triangle is the side across from the right
angle. Sometimes students develop the idea that the hypotenuse must be a “slanted” side,
and get tripped up when the hypotenuse is the base of the triangle.
Teaching Your Class
Problem Solving Strategy

1. Analyze. Draw diagrams, tables, and charts to help make sense of the problem.
2. Declare. Declare the variables and the quantitative givens in the problem.
3. Formulate. Write equations to represent the problem.
4. Solve. Solve the equation or system of equations.
5. Validate. Check the result. Does it make sense? Is it reasonable?
6. Conclude. State the conclusion. Don’t forget units.
Guided Learning Activity: Using the Problem Solving Strategy with

Factoring. This worksheet provides four examples that the instructor and students
can work through together using the problem-solving strategy. (FACT-28)
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Student Activity: Proof of the Pythagorean Theorem. Students use paper,
scissors, and tape to construct one of the geometric “proofs” of the Pythagorean
Theorem. (FACT-29)
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FACT-56FACT-57
Solution Charting Factors and GCFs (FACT-1)
Student Activity: Pumpkin Launch. This activity references a rocket-

building website that features the “Pumpkin Rocket.” Students use J.E.
Littlewood’s law to calculate the total flight time for the rocket. The second
question is carefully constructed so that factoring might be used. (FACT-31)
Note: If you would like more information about approximating trajectories for projectile motion,
here are two references:
• M.A.B. Deakin and G.J. Troup, "Approximate Trajectories for Projectile Motion with Air
Resistance," American Journal of Physics, Vol. 66, No.1, p. 35, 1998.
• Dr. Dean Wheeler’s website: http://www.et.byu.edu/~wheeler/benchtop/ (Dr. Wheeler is
a Chemical Engineering professor at BYU.)
Assess Your Understanding: Factoring and More. This activity is

designed to help students see the big picture and to go back through all that they
have learned in this chapter. Students should try to write out, in words, how to
start each problem, as if they were explaining it to a friend. (FACT-32)
Metacognitive Skills: Factoring and More. This assessment provides a list

of learning objectives for the chapter. Students can use this to gain some insight
into how well they actually know what they think they know. (FACT-33)
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FACT-57FACT-57
2 3 4 6 8 12 x x2 x3 x4 y y2 y3 y4 GCF
a. 6x − 3x 3 2
X X X 3x 2
b. 18 y 2 + 24 y X X X X 6y
c. 19x 4 y − 3xy 2 X X xy
d. 16 + 40x3 X X X 8
e. 24x 4 y 4 + 36x 2 y 2 X X X X X X X X X 12x 2 y 2
f. x4 + y 4 1
g. 36x + 2x 2 X X 2x
h. 9 y + 3xy
4 4
X X X X X 3y4
i. x y2w + x2 y3z
3
X X X X x2 y 2
Expression Constant GCF x GCF y GCF Overall GCF Factored Expression

a. 15x 4 − 25x3 5 x3 5x 3 5x3 ( 3x − 5 )
b. 7 y 3 + 49 y 2 7 y2 7 y2 7 y2 ( y + 7)
c. 16xy 2 + 32 y 4 16 y2 16 y 2 16 y 2 ( x + 2 y 2 )
d. 24x8 − 46x 7 2 x7 2x 7 2x 7 (12x − 23)
e. 4x 6 + 4 y 6 4 4 4 ( x6 + y6 )
f. 12x 2 + 144 12 12 12 ( x 2 + 12 )
g. 33xy − 44x 2 y 2 11 x y 11xy 11xy ( 3 − 4xy )
h. 9x10 y 5 + 3x 7 y 4 3 x7 y4 3x 7 y 4 3x 7 y 4 ( 3x 3 y + 1)
Solution Hatch the Missing Factors (FACT-2)

8x 2 ⋅3x = 24x3
(
−4x ⋅ −9x3 = 36x 4) 9 y 2 ⋅ 6 y 4 = 54 y 6
−6⋅ 6x3 = −36x3 2x 2 y ⋅ ( −4 y ) = −8x 2 y 3
5x 2 ⋅1 = 5x 2 5x 2 ⋅ ( −1) = −5x 2
−z ⋅ ( −3z ) = 3z 2 7w3 ⋅ ( −7w2 ) = −49w5
5uv ⋅ u 3 = 5u 4v 16ab 2 ⋅ 2a = 32a 2b 2
9r 2 ⋅ 4rs 2 = 36r 3 s 2 t 7 u ⋅16tuv = 16t 8u 2 v
−2 ⋅ ( −7x ) = 14x c ⋅ mc = mc 2
12x 4 ⋅ ( −12x8 ) = −144x12 18x 4 ⋅ ( −2xy 3 ) = −36x 5 y 3
−10x3 y 2 z ⋅12x 2 yz 3 = −120x5 y 3 z 4
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FACT-58FACT-57

Solution The First Factoring Matchup (FACT-3)
C A F A, D
C, E B D, E B
F A, C E D
A C C, D B, D
Solution Revenge of Factor Pairings (FACT-4)

−12 −32 −45 50
1( −12 ) −1(12 ) 1( −32 ) −1( 32 ) 1( −45 ) −1( 45 ) 1( 50 ) −1( −50 )

2 ( −6 ) −2 ( 6 ) 2 ( −16 ) −2 (16 ) 3 ( −15 ) −3 (15 ) 2 ( 25) −2 ( −25)
3 ( −4 ) −3 ( 4 ) −4 ( 8 ) 4 ( −8 ) 5 ( −9 ) −5 ( 9 ) 5 (10 ) −5 ( −10 )
−30
63 −18 28
1( −30 ) −1( 30 )
1( −18) −1(18) 1( 28) −1( −28 )
1( 63) −1( −63) 2 ( −15) −2 (15 )
2 ( −9 ) −2 ( 9 ) 2 (14 ) −2 ( −14 )
3 ( 21) −3 ( −21) 3 ( −10 ) −3 (10 )
3 ( −6 ) −3 ( 6 ) 4 ( 7 ) −4 ( −7 )
7 (9) −7 ( −9 ) 5 ( −6 ) −5 ( 6 )
100 −36
56 −42
1( −36 ) −1( 36 )
1(100 ) −1( −100 ) 1( 56 ) −1( −56 ) 1( −42 ) −1( 42 )
2 ( −18 ) −2 (18 )
2 ( 50 ) −2 ( −50 ) 2 ( 28 ) −2 ( −28 ) 2 ( −21) −2 ( 21)
3 ( −12 ) −3 (12 )
4 ( 25) −4 ( −25 ) 4 (14 ) −4 ( −14 ) 3 ( −14 ) −3 (14 )
4 ( −9 ) −4 ( 9 )
5 ( 20 ) −5 ( −20 ) 7 ( 8 ) −7 ( −8 ) 6 ( −7 ) −6 ( 7 )
6 ( −6 ) −6 ( 6 )
10 (10 ) −10 ( −10 )
30 Sum
−64 Sum 1( 30 ) 31
−12 Sum 32 Sum −1( 64 ) 63 −1( −30 ) −31
−1(12 ) 11 1( 32 ) 33 1( −64 ) −63 2 (15 ) 17
1( −12 ) −11 −1( −32 ) −33 −2 ( 32 ) 30 −2 ( −15 ) −17
−2 ( 6 ) 4 2 (16 ) 18 2 ( −32 ) −30 3 (10 ) 13
2 ( −6 ) −4 −2 ( −16 ) −18 −4 (16 ) 12 −3 ( −10 ) −13
−3 ( 4 ) 1 4 (8) 12 4 ( −16 ) −12 5 ( 6) 11
3 ( −4 ) −1 −4 ( −8 ) −12 −8 ( 8 ) 0 −5 ( −6 ) −11
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FACT-59FACT-59
Solution Find the Prime Trinomial (FACT-5)
1. x 2 − 5x − 6 x2 − x + 6 x 2 − 5x + 6
( x − 6 )( x +1) Prime ( x − 3)( x − 2 )
2. x 2 − 5x + 24 x 2 − 5x − 24 x 2 + 5x − 24
Prime ( x − 8 )( x + 3) ( x − 3)( x + 8)
3. x 2 − 8x +12 x 2 − x −12 x 2 + 4x +12
( x − 6 )( x − 2 ) ( x − 4 )( x + 3) Prime
4. x 2 −11x −12 x 2 +11+12 x 2 +13x +12
( x −12 )( x +1) Prime ( x +1)( x +12 )
6. x 2 + 3x + 2 x 2 + 3x +10 x 2 + 3x − 28
( x +1)( x + 2 ) Prime ( x − 4 )( x + 7 )
6. x 2 −19x + 60 x 2 −19x − 60 x 2 +19x + 60
( x −15)( x − 4 ) Prime ( x + 4 )( x +15 )
7. x 2 − 4x − 60 x 2 + 4x − 60 x 2 − 4x + 60
( x −10 )( x + 6 ) ( x − 6 )( x +10 ) Prime
8. x 2 −16x + 60 x 2 +16x + 60 x 2 −16x − 60
( x −10 )( x − 6 ) ( x + 6 )( x +10 ) Prime
Solution Match Up on Factoring Trinomials (FACT-6)

B, C D D, E A
F B C E
F E A, B D
B C F A, E
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FACT-60FACT-59
Solution Find the Prime Trinomial (FACT-5)
Solution Life After the GCF, Part I (FACT-7)

Expression GCF only GCF and form GCF and form
(and factor out the GCF) x 2 + bx + c ax 2 + bx + c
1. 3x 2 −12x −15 = 3 ( x 2 − 4x − 5 ) X
2. 8x3 +16x 2 − 24x = 8x ( x 2 + 2x − 3 ) X
3. 20x yz +15x = 5x ( 4 yz + 3)
2 2 2
X
4. 9x y +15x y + 6xy
3 2
3xy ( 3x 2 + 5x + 2 )
X
5. 60t 2 x 2 + 78t 2 x + 24t 2

6t 2 (10x 2 +13x + 4 )
X
6. 27x 2 + 27x + 6 = 3 ( 9x 2 + 9x + 2 ) X
7. 150a b c −125ab c
2 2 2 2
X
25ab 2c ( 6ac − 5 )
8. 25x5 + 75x 4 + 50x3
25x3 ( x 2 + 3x + 2 )
X
9. 26 y 2 +13y = 13y ( 2 y +1) X

10. 36x + 99x + 54
2
9 ( 4x 2 +11x + 6 )
X
Solution Is it Completely Factored? (FACT-8)

1. 8x 2 + 46x −12 2. Yes 3. 2 ( 4x 2 + 23x − 6 ) 4. 2 ( 4x −1)( x + 6 ) 6. No
6. Factor 2 out of the factor 8x − 2 to get 2 ( 4x −1)( x + 6 ) .
7. Tic-Tac-Toe: This game was a tie. Did you forget that could happen?
3 ( x − 2 )( x − 4 ) 7 ( y − 5 )( 2 y + 3) ( 9x − 28 )( x + 2 )
X X O
( 4x − 9 )( 2x − 5 ) ( 3x + 4 )( 4x − 9 ) 6 ( a + 4)
2
O O X
4 ( x + 3)( x − 3) 3 ( 3w −16 )( 2w + 7 ) ( 5x − 9 )( 6x + 25 )
X X O
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FACT-61FACT-61
Solution Spotting Perfect Squares and Cubes (FACT-9)
−27 125 9 512 216x3 y 3

( −3) ( 5) ( 3) , ( −3) (8)
3 3 2 2 3
( 6xy )
3
16b 2 −64 1 100 1000x3

( 4b )
2
or ( −4b )
2
( −4 )
3
(1)2, ( −1)2, (1)3 (10 )2, ( −10 )2 (10x )
3
729 49a 4b 4 −1 8x3 81h6

( 27 )2, ( −27 )2, ( 9 )3 ( 7 a 2b 2 )2, ( −7a 2b 2 )2 ( −1) ( 2x )
3
(9h ) , ( −9h )
3
2
3
2
144 9x 2 25z 2 −125z 3 64

(12 ) , ( −12 ) ( 8 ) , ( −8 ) , ( 4 )
2 2 2 2 3
( 3x ) or ( −3x ) ( 5z ) , ( −5z ) ( −5z )
2 2 2 2 3
27a 3 0 169 216x3 y 9 1000a 3

( 3a )
3
( 0) , ( 0)
3
(13) , ( −13)
2 2
( 6xy )3 3
(10a )
3
Solution Skeleton of a Perfect Square Trinomial (FACT-10)
( x ) − 2 ( 5 )( x ) + ( 5) = ( x − 5) (v )
2 2
+ 2 ( 3) ( v 2 ) + ( 3) = ( v 2 + 3 )
2 2 2 2 2
1. 5.
( y ) + 2 (1)( y ) + (1) = ( y +1) 6. ( 4 ) − 2 ( x )( 4 ) + ( x ) = ( 4 − x )
2 2 2 2 2 2
2.
( 5x ) − 2 ( 6 )( 5x ) + ( 6 ) = ( 5x − 6 )
2 2 2
3. 7. Not a perfect square trinomial.
8. ( ab ) + 2 ( 7c )( ab ) + ( 7c ) = ( ab + 7c )
2 2 2
4. Not a perfect square trinomial.
Solution Skeleton of the Difference or Sum of Two Squares (FACT-11)
( ) −( )
2 2
1. Step 1: Construct a skeleton of the difference of squares:
Fill in the skeleton above with the appropriate bases: ( 6 ) − ( a )
2 2
Step 2:
Step 3: Construct the skeleton of the difference of squares formula: ( + )( − )
Step 4: Insert the bases in the skeleton above: ( 6 + a )( 6 − a )
(7 y) + ( x)
2 2
2. = Prime
( ab ) − ( 2 ) = ( ab + 2 )( ab − 2 )
2 2
3.
( w2 ) − ( 7v )2 = ( w2 + 7v )( w2 − 7v )
2
4.
( 9 ) + ( u ) = Prime
2 2
5.
( 3w ) − ( z 3 ) = ( 3w + z 3 )( 3w − z 3 )
2 2
6.
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FACT-62FACT-61
Solution Spotting Perfect Squares and Cubes (FACT-9)

Solution Learning the Cubes Procedure (FACT-12)
1. x 3 − 8 = ( x ) − ( 2 )
3 3
= ( x − 2 ) ( x 2 + 2x + 4 )
↑ ↑ ↑
( x) ( x )( 2 ) ( 2 )2
2
2. 64 y + 125 = ( 4 y ) + ( 5 )
3 3 3
= ( 4y + 5 ) ( 16 y 2 − 20 y + 25)
↑ 2 ↑ ↑2
(4 y) ( 4 y )( 5 ) (5)
( ) + ( 2b )
3 3
3. a + 8b = a
9 6 3 2
= ( a3 + 2b 2 )( a 6 − 2a 3b 2 + 4b 4 )
↑ 2 ↑ ↑ 2
( a3 ) ( a )( 2b 2 )
3
( 2b2 )
Solution Match Up on Factoring Binomials (FACT-14)
x 2 −16 4z 4 − 9 9x 2 + 27 y2 + 8
( x ) − ( 4)
2 2
( 2z ) − ( 3)
2 2 2
B B E E
w + 4z
4 2
8x − 27
3
x − 64
6
8x +125
9
( x ) + ( 2z )
2 2
( 2x ) − ( 3) ( x ) − ( 8) ( 2x ) + ( 5)
3 3
2 3 3 2 2 3
3
or
D
A
( x ) − ( 4) C
3 3
2
B, D
729 − x 6 4a 2 +144b6 169x 4 −121y 2 343x3 + 64

( 27 ) − ( x3 ) ( 2a ) + (12b3 ) (13x ) − (11y ) ( 7x ) + ( 4 )
2
2 2 2 2 2 2 3 3
or
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FACT-63FACT-61
C
( x2 ) B, D Spotting Perfect Squares and Cubes (FACT-9)
( 9 ) −Solution
A B
3 3
x2 − 3 x3 −1000 w6 − 27x3 w6 +1
( x ) − (10 ) ( w ) − ( 3x ) ( w ) + (1) or
3
3 3 2 3 3 2 2
D
( w ) + (1) A, C
E D 2
3 3
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FACT-64FACT-63
Solution
Solution
Leftovers
Life
(FACT-16
After the) GCF, Part II (FACT-15)
Expression GCF and GCF and GCF and GCF and GCF and
(factor out the GCF) GCF form form perfect- sum or sum or
only square difference difference
x 2 + bx + c ax 2 + bx + c trinomial of squares of cubes
1. 12x3 +12x 2 − 72x
12x ( x 2 + x − 6 )
X
2. 125x5 − 625x3
125x3 ( x 2 − 5 )
X
3. 12x3 y 3 + 42x 2 y 3 +18xy 3

6xy 3 ( 2x 2 + 7x + 3)
X
4. 3t 2 x3 + 24t 2 = 3t 2 ( x 3 + 8) X
5. 40x 2 − 250
= 10 ( 4x 2 − 25)
X
6. 2x 2 y 2 + 4xy 2 + 2 y 2
2 y 2 ( x 2 + 2x +1)
X X
7. (
24 y 3 + 27 = 3 8 y 3 + 9 ) X
8. 27x 4 y 6 − 8x 4
x 4 ( 27 y 6 − 8 )
X
9. 4x 4 −16x3 −16x 2
4x 2 ( x 2 − 4x − 4 )
X
10. 32t 2 x3 − 2t 2 x
2t 2 x (16x 2 −1)
X
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FACT-65FACT-63
Solution
Solution
Leftovers
Life
(FACT-16
After the) GCF, Part II (FACT-15)
Factor these polynomials. Mark the factors that appear in the polynomials.
x+2 x − 3 x + 5 x − 4 2x − 3 x 2 + 4 Leftovers
1. x +125
3
( x + 5) ( x 2 − 5x + 25 ) X (x 2
− 5x + 25 )
2. 3x 2 − 27
X 3 ( x + 3)
3 ( x + 3)( x − 3 )
3. 4x3 − 9x
X x ( 2x + 3 )
x ( 2x − 3)( 2x + 3)
4. x3 − 64
( x − 4 ) ( x 2 + 4x +16 ) X (x 2
+ 4x +16 )
5. 2x 4 − 32
2 ( x − 2)
2 ( x 2 + 4 ) ( x + 2 )( x − 2 )
X X
6. 4x3 + 32
4 ( x 2 − 2x + 4 )
4 ( x + 2 ) ( x 2 − 2x + 4 )
X
7. 2x3 − 54
2 ( x 2 + 3x + 9 )
2 ( x − 3) ( x 2 + 3x + 9 )
X
8. 8x3 − 27
( 2x − 3) ( 4x 2 + 6x + 9 ) X ( 4x 2
+ 6x + 9 )
9. x 6 + 64 (x 4
+ 4x 2 +16 )
( x 2 + 4 )( x 4 − 4x2 + 16 ) X
10. 128x − 8x5

8x ( 2 − x )
8x ( x 2 + 4 ) ( x + 2 )( 2 − x ) X X
or −8x ( x − 2 )
or −8x ( x 2 + 4 ) ( x + 2 )( x − 2 )
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FACT-65FACT-65
Solution Skeletons of Tricky Binomials (FACT-17)
Polynomial Skeleton Factored Form

1. x − ( a + b )
4 2 B
( x ) − (a + b)
2 2 2
( x + ( a + b ) )( x − ( a + b ) )
2 2
or ( x + a + b )( x − a − b )
2 2
1. (a − b)
2
− x4 B
( a − b ) − ( x2 )
2 2
(( a − b ) + x )(( a − b ) − x )
2 2
or ( a − b + x )( a − b − x )
2 2
2. 1+ ( x + y ) C ( 1 ) + ( x + y) (1 + ( x + y ) ) (1 −1( x + y ) + ( x + y ) )
3 3 3 2
or (1 + x + y ) (1− x − y + x 2 + 2xy + y 2 )
(a − b) A (a + b) + ( x ) cannot be factored (prime)

2
+ x2
2 2
3.
8 D 3
⎛ 2 2 ⎞⎛ 4 2 2 4⎞
⎜ 3⎟ ( )
4. − x6 ⎛ 2 ⎞ − x2 3 ⎜ − x ⎟⎜ + x + x ⎟
27 ⎝ ⎠ ⎝ 3 ⎠⎝ 9 3 ⎠
5. x3 − 36 E None cannot be factored (prime)
6. x 2 + 2xy + y 2 −100 B ( x + y ) − ( 100 )
2 2
( ( x + y ) −10 )( ( x + y ) + 10 )
( x + y) or ( x + y −10 )( x + y + 10 )
2
−100
( x + y) E None cannot be factored (prime)

2
7. + 27
8. ( a + b ) − ( c − d )
3 3 D ( a+b ) −( c−d )
3 3
(( a + b ) − (c − d )) ⋅
(( a + b ) 2
+ ( a + b )( c − d ) + ( c − d )
2
)
Solution GCF to the Rescue (FACT-18)
A, B A, C A
C, D A B, C
D E B, D
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FACT-66FACT-66
Solution Skeletons of Tricky Binomials (FACT-17)

Solution Finding Factors (FACT-19)
Factor these polynomials. Mark the factors that appear in the polynomials.
x x + 2 x − 3 x + 5 2x + 1 3x − 2 x 2 + 4 x 2 − 2
1. x + 7x +10
2
X X
( x + 2 )( x + 5 )
2. x3 − 2x
x ( x2 − 2)
X X
3. x 2 + 2x −15
X X
( x − 3)( x + 5 )
4. 2x 2 − 5x − 3
X X
( 2x +1)( x − 3)
5. x3 − 3x 2 − 2x + 6
( x 2 − 2 ) ( x − 3) X X
6. 6x 2 − x − 2
X X
( 3x − 2 )( 2x +1)
7. 3x3 − 2x 2 +12x − 8
( x 2 + 4 ) ( 3x − 2 ) X X
8. 2x 2 + 5x + 2
X X
( 2x +1)( x + 2 )
9. x 4 + 2x 2 − 8
( x 2 + 4 )( x 2 − 2 ) X X
10. 3x3 −11x 2 + 6x

X X X
x ( x − 3)( 3x − 2 )
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FACT-67FACT-67
Solution Factoring Strategizing (FACT-20)
Difference of Squares Skeleton: ( 3x ) − ( 2 )

2 2
1. 9x 2 − 4
GCF step: 4u u 3 + 8 ( )
Factor out a GCF,
2. 4u 4 + 32u Skeleton: 4u ⎡⎣ (u) + (2)3 ⎤⎦3
Sum of Cubes
4u ( + )( − + )
Key number: 35
3. t 2 −12t + 35 Trinomial x 2 + bx + c Factors that work: −5 ( −7 )
Skeleton: ( x ) + ( 7 )
2 2
4. x + 49
2
Sum of Squares
A sum of squares is prime.
First step: x3 +5x 2 −3x −15
5. x3 + 5x 2 − 3x −15 Factor by Grouping
Grouping step: x 2 ( x + 5) − 3 ( x + 5)
Factor out a GCF, GCF step: 3(5y 2 −12 y + 4)
6. 15y 2 − 36 y +12 Trinomial Key number: 20
ax 2 + bx + c Factors that work: −10 ( −2 )
Perfect Square
Skeleton: ( x ) + 2 ( x )( 7 ) + ( 7 )
2 2
7. x 2 +14x + 49 Trinomial
Skeleton: ( 4z ) − ( 3)
3 3
8. 64z − 27 3
Difference of Cubes
( − )( + + )
Key number: 54
9. a +15ab + 54b
2 2
Trinomial x + bx + c
2
Factors that work: 9 ⋅ 6
Don’t forget the b factors
GCF step: 4x 2 ( x 2 + x − 20 )
Factor out a GCF,
10. 4x 4 + 4x3 − 80x 2
Trinomial x 2 + bx + c
Solution Factoring Variations on a Number (FACT-21)
x 2 −1 x3 −1 x 2 − 2x +1
Variations
( x +1)( x −1) (
( x −1) x 2 + x +1 ) ( x −1)
2
on 1
x 2 +1 x3 +1 x 2 + 2x +1
Prime ( x +1) ( x 2 − x +1) ( x +1)
2
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FACT-68FACT-68
x 2 − 64 x 2 + 64 x 2 −16x + 64
Variations
( x + 8)( x − 8) Prime ( x − 8)
2
on 64
x3 − 64 x3 + 64 x 2 +16x + 64
( x − 4 ) ( x 2 + 4x +16 ) ( x + 4 ) ( x 2 − 4x +16 ) ( x + 8)
2
x 2 − 36 9x 2 + 36 x 2 +12x + 36
Variations
( x + 6 )( x − 6 ) 9 ( x2 + 4) ( x + 6)
2
on 36
4x 2 − 36 9x 2 − 36 x 2 −12x + 36
4 ( x + 3)( x − 3) 9 ( x + 2 )( x − 2 ) ( x − 6)
2
Solution Factors in Hiding (FACT-22)
1. ( a + b + 2 )( a + b + 3) 5. ( a − b + 2 )( x + y )
2. ( a − b + 11)( a − b − 2 ) 6. ( a + b )( a + b + x )
3. ( a + b − 2)
2
7. (a 2
+ 10 )( b 2 + 5b + 3 )
4. ( 4a − 4b −1)( a − b + 3) 8. ( b − 3) ( a 2 + 4a + 2 )
Solution Checking the Factoring with a Calculator (FACT-23)
1. Evaluate for x = 3 . Evaluate for x = 2.4 .

3 ( 3) + 7 ( 3) + 2 = 50 3 ( 2.4 ) + 7 ( 2.4 ) + 2 = 36.08
2 2
3x 2 + 7x + 2
( x + 2 )( 3x +1) ( 3 + 2 ) ( 3 ( 3) +1) = 50 ( 2.4 + 2 ) ( 3 ( 2.4 ) +1) = 36.08
The factoring seems correct.
2. Evaluate for x = 4 . Evaluate for x = 1/ 3 .

( 4 ) + 4 ( 4 ) − 21 = 11 ( 13 ) + 4 ( 13 ) − 21 ≈ −19.56
2 2
x 2 + 4x − 21
( x − 7 )( x + 3) ( 4 − 7 )( 4 + 3) = −21 ( ( 13 ) − 7 )( ( 13 ) + 3) ≈ −22.22
This one is not factored correctly. Correct factoring: ( x + 7 )( x − 3) .
3. Evaluate for x = 1/ 2 . Evaluate for x = −3 .

4( )
1 2
− 25 = −24 4 ( −3) − 25 = 11
2
4x − 25
2
2
( 2x + 5 )( 2x − 5 ) ( 2 ( ) + 5)( 2 ( ) − 5) = −24
1
2
1
2 ( 2 ( −3) + 5)( 2 ( −3) − 5) = 11
The factoring seems correct.
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FACT-69FACT-69
Evaluate for x = 3.5 . Evaluate for x = −5 / 4 .

4.
4 ( 3.5) + 20 ( 3.5 ) + 25 = 144 4 ( −54 ) + 20 ( −54 ) + 25 = 6.25
2 2
4x 2 + 20x + 25
( 4x + 5 ) ( 4 ( 3.5) + 5) ( 4 ( ) + 5)
2 2
=0
2
= 361 −5
4
This one is not factored correctly. Correct factoring: ( 2x + 5 ) .

2
5. Evaluate for x = 5 . Evaluate for x = 3 .

( 5) − 8 = 117 ( 3) − 8 = 19
3 3
x −8
3
( x − 2 ) ( x 2 + 4x + 4 ) ( 5 − 2 ) ( ( 5) + 4 ( 5 ) + 4 ) = 147 ( 3 − 2 ) ( ( 3)2 + 4 ( 3) + 4 ) = 25
2
This one is not factored correctly. Correct factoring: ( x − 2 ) x 2 + 2x + 4 . ( )

Solution Escape the Matrix by Solving Quadratic Equations (FACT-24)
START HERE Solve: x − x −12 = 0 Solve: Solve: ( x +12 ) = 0
2 x 2
− 8x − 48 = 0 2
Solve: ( x + 3) = 0
2
( x − 4 )( x + 3) = 0 Solutions:
Solutions: −4 and 12
Solutions: 4 and −3 −12 and −12
Solutions: −3 and −3
Solve: x 2 + 2x − 8 = 0 Solve: Solve: Solve:
( x − 4 ) ( x − 21 ) = 0 5
x − x+ =0
2 1 3x
2
−19x +6 =0
Solutions: −4 and 2 6 6
1
1
Solutions: 4 and Solutions: 1
and 3 1 Solutions: 3
and 6
2 2
Solve: Solve: x 2 − x − 42 = 0 Solve: x 2 + x = 2 Solve:

x − 8x +15 = 0
2
( x − 6 )( x + 2 ) = 0
Solutions: 7 and −6 Solutions: -2 and 1
Solutions: 3 and 5 Solutions: 6 and -2
ESCAPE Solve: x −16 = 0
2
Solve: x − 5x + 4 = 0
2
Solve: x 2 −11x = −24
the Matrix
Solve: Solutions: 4 and -4 Solutions: 1 and 4 Solutions: 3 and 8
x 2 + 8x +16 = 0
Solutions: -4 and -4
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FACT-70FACT-70
Solution Multiply, Factor, or Solve (FACT-25)

1. ( y + 7 )( y − 7 ) 7. x3 + x 2 − 6x
2. x = − and1 x =
4 8. ( x + y )( x − 4 y )
7 3
3. x 2 − 4x + 4 9. x3 −125
4. x = 4 and x = −4 10. 2x 2 ( x − 2 )( x +10 )
5. 2 ( x5 − y 2 )
6. x = 4
Solution Parentheses, Brackets, and Braces, Oh My! (FACT-26)

1. a. II, b. III, c. I 6. { 12 }
2. [ −3, ∞ ) 7. No
3. ( 3, 5 ) 8. [ −6,1]
4. {−4,9} 9. ( −4, −4 )
5. [ −6, 3] 10. {0, 7}
Solution Using the Problem Solving Strategy with Factoring (FACT-28)

Answers will vary. A general strategy is indicated here.
1. Use a diagram of the rectangular garden. Let w = width and A = w + 4 . Solve w ( w + 4 ) = 32
to get w = 4 m and A = 8 m..
2. Use a diagram of the right triangle. Let h = measurement of the height and b = h +1. Solve
1
h ( h +1) = 10 to get h = 4 ft and b = 5 ft.
2
3. Use a diagram of the right triangle. Let h = measurement of the height and b = 2h −1. Solve
h 2 + ( 2h −1) = 17 2 to get h = 8 cm and b = 15 cm. Hint: 288 = 8⋅ 36 .

2
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FACT-71FACT-71
Solution Proof of the Pythagorean Theorem (FACT-29)
Pythagorean
Theorem
Dissection
Solution:
a c
Solution Pumpkin Launch (FACT-31)

9.8 2
1. t (seconds) h (meters) h= t
8
1 1.225 From this table, a little under 4 seconds
2 4.9 would be a reasonable answer.
3 11.025
4 19.6
5 30.625
6 44.1
9.8 2
2. 78.4 = t
8
627.2 = 9.8t 2
0 = 9.8t 2 − 627.2
0 = 9.8 ( t 2 − 64 )
0 = 9.8 ( t + 8 )( t − 8)
t = −8 , t = 8 seconds
Solution Assess Your Understanding: Factoring and More (FACT-32)

The assessment is designed to foster points of discussion in class; answers will vary.
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Basic College Mathematics An Applied Approach 9th Edition Aufmann Solutions Manual 1

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Basic College Mathematics An Applied Approach 9th Edition Aufmann Solutions Manual 1

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Solution Manual for Basic College Mathematics An

Applied Approach 9th Edition by Aufmann Lockwood

FACT: Factoring and More

Special Factoring that Involves Squares … …………..……… 43

Expression Constant GCF x GCF y GCF Overall GCF Factored Expression

⋅ 6x3 = −36x3 6 y4 2x 2 y ⋅ = −8x 2 y 3

⋅ ( −3z ) = 3z 2 −6 7w3 ⋅ = −49w5

12x 4 ⋅ = −144x12 18x 4 ⋅ = −36x5 y 3

x 2 + 4x + 2xy + 8 y 3x 2 y 2 z 3 − 6xy 2 z 3 xy + 4 y − 5x − 20 7xy −14 y − 3x + 6

xy + 3y − 2x − 6 x 2 + 2xy + 2xy + 4 y 2 xy + 2 y 2 − 5x −10 y xy − 2 y − 5x +10

3. x 2 − 8x +12 x 2 − x −12 x 2 + 4x +12

4. x 2 −11x −12 x 2 +11+12 x 2 +13x +12

6. x 2 −19x + 60 x 2 −19x − 60 x 2 +19x + 60

8. x 2 −16x + 60 x 2 +16x + 60 x 2 −16x − 60

3x 2 y −18xy + 24 y 5x 2 +10x −15 5x 2 + 20x +15 10x 2 y 2 − 30xy 2 − 280 y 2

• GCF and form ax 2 + bx + c expression within parentheses is of the form ax 2 + bx + c

The first one has been done for you.

Expression GCF only GCF and form GCF and form

2. 8x3 +16x 2 − 24x

4. 9x3 y +15x 2 y + 6xy

5. 60t 2 x 2 + 78t 2 x + 24t 2

8. 25x5 + 75x 4 + 50x3

2. Is the result of the multiplication equivalent to 8x 2 + 46x −12 ?

5. Was the original expression, ( 8x − 2 )( x + 6 ) , completely factored?

7. Tic-tac-toe Directions: If the expression in the square IS completely factored, then

Directions: For each

Then write the term in

−27 125 9 512 216x3 y 3

16b 2 −64 1 100 1000x3

729 49a 4b 4 −1 8x3 81h 6

144 9x 2 25z 2 −125z 3 64

Previously, you may have practiced squaring a

trinomial might be a perfect square trinomial.

In a perfect square trinomial, the middle term is

Write the correct factored form: ( x ) − 2 ( x )( 6 ) + ( 6 ) = ( x − 6 ) .

The best way to learn the sum and

Squares air their differences.

Construct the skeleton of the difference of squares formula: ( + )( − )

Example 2: Factor: 64 y 2 − 81z 2

Construct the skeleton of the difference of squares formula: ( + )( − )

A sum of squares is prime. This binomial does not factor.

The best way to learn the

Here are two examples,

The operation may seem a bit complicated,

Step 2: Fill in the skeleton with the appropriate bases: ( x ) − ( 5 )

Step 3: Construct the skeleton of the cubes formula: ( − )( + + )

Step 6: Insert the product of the bases: ( x − 5 ) ( x 2 + 5x + 25 )

Step 3: Construct the skeleton of the cubes formula: ( + )( − + )

same sign as original expression

Step 6: Insert the product of the bases: ( 2w − 3x 2 )( 4w2 + 6x 2 w + 9x 4 )

Now you try these!

w4 + 4z 2 8x3 − 27 x6 − 64 8x9 +125

729 − x 6 4a 2 +144b 6 169x 4 −121y 2 343x3 + 64

3. 12x3 y 3 + 42x 2 y 3 +18xy 3

Mark the factors that appear in the binomials.

10. 128x − 8x5

Polynomial Category Skeleton Factored Form

Directions (READ them): In each box of the grid,

A x +1 B 2x + 3 C 4x −1 D x −5 E None of these are factors

40x 2 +100x + 60 120x 2 + 90x − 30 70 − 70x 2

60x 2 − 260x − 200 20x 2 − 40x + 20 40x 2 −140x − 300

Mark the factors that appear in the polynomials.

10. 3x3 −11x 2 + 6x