‘Chapter 3.1.1 Name: Date: Core Conneetions Algebra Simplifying Exponential Expressions ‘Today you will examine how to simplify expressions with exponents. Using patterns, you will develop strategies to simplify expressions when the exponents are too large to expand on paper. 3-1. An exponent is shorthand for repeated multiplication. For example, n*=n-n-n-n, Inan exponential expression like 6°, “b” is called the base and “a” is called the exponent. Expand each of the expressions below. For example, to expand x’, you would write: x +x +x. Loy? a a J 502m)_S (dm) (am yam) tO) eK) 4. dey? YX KX x-u-y 3-2. Ms. Wang has just explained to her class how to simplify exponents by using the number 1. She wrote the following on the board. Explain each step. xv beubysuryryeys 4: si She expaneledl Yu expression into three parts. 2 2r che simplified Hae e to one. =e She combed the dhree parts. 6 wf she sting! ified. Below are two basic laws of exponents. Review them and discuss what they imply. Exampk 27.24=20 “ Oe on Examples: 22 Look at law #2 and apply it to the equation we simplified above Explain how to simplify using law 2: 7 yw subtract tye exponents, ys cs xubdSimplify each ofthe expresion below sing what you know sbout exponents. Stat by expanding the exponents, and then simplify your results. How Su roe = Hot 7 1 5. 8 aA 6 mim = em yan =] 2. ; TBAB EK KOK IK KL c Gey 2 GK XX = { 4a BE TKK ARAB ALA 3 a 3x 5 fix") challenge: Ws" “| 2X 3-3, Simplify each of the expressions below. You may either use the exponent laws #1 or #2, or start by expanding the exponents, and then simplify your results, Be prepared to justify your pattems or shortcuts to the class, c (yt z (x) Coxy® exe) Lom 8 She cae h, 208Chapter 3.1.2 Core Connections Algebra Zero and Negative Exponents In Lesson 3.1.1, you used the meaning of an exponent to rewrite expressions such as y* + y? and (x"y)’. Today you will use the patterns you discovered to learn how to interpret expressions with exponents that are negative or zero, 3-12, Review what you leamed about exponents in Lesson 3.1.1 to rewrite each expression below as simply as possible, If you see a pattern or know of a shortcut, be sure to share it with your teammates. 4 ey 3-13. With your study team, summarize the pattems you found in problem 3-12. For each one, simplify the given expression and write an expression that represents its generalization. Then, in your own words, explain why the pattern works. | [expression _[ocneratiza tion. iy is this true? | | 6S | whan you mulhply lle r i x rene xn oases, you add +he exponents, | | | when you olvyele Whe bares you subtract te expeneits, whan Hur 1s @ power raised | | to a power, you waultiply the | expoweuts,3-14. Describe everything you know about *”” by answering the following: a, Whatisits value? x" y x Lh b. How can you rewrite it using a single exponent? iene ia ¢. What new conclusions can you draw? Be prepared to explain your findings to the class. A ny Hating vatsed to a pe wer o£ zevo equals wie, 3-15, Problem 3-14 helped you recognize that x” = 1. Now you will similarly use division to explore the meaning of x ',x°, etc. Simplify each of the expressions below fwice: 1. Once by expanding the terms and simplifying, 2. Again by using your new pattern for division with exponents. Be ready to discuss the meaning of negative exponents with the class. a Expand: Rule for Division: } 4 ! RO Lt ee ae Ka TX eB wy b. Expand: Rule for Division: x! jp Ke aire ae XXX | a a Expand: Rule for Division: Aix eX KX 7 7 erate) XOX KIX ae XP. yy? fl | EX LK KKKKHK |X? ye ie!Y 3-4, Work with your team to write four exponent problems, each having a simplification of x”, °, In other words the solution needs to be x'*, Be creative! Example with multiplication lL. Answers will Vary i One example: x°- x7 =p x" Example with division Es Answevs will vavy RB fate One example: Se -[x?] 3-5. Lacey and Haley are simplifying expressions, a. Haley simplified x° - x? and got x* Lacey simplified x’ +2” and got the same result! However, their teacher told them that only one simplification is correct. Who simplified correctly and how do you j : "i now? ‘ i xo % Corabined cowectly, Haley follawed the exponent mS, So yew connor Xe y2= rx £ x? > these ave vot Whe tev them, cota e b. Haley simplifies 3° - 4° and gets the result 12'°, but Lacey is not sure. Is Haley correct? Be sure to ” Gustify your answer 3°. BBB YH = 943+ 1004 218, $32 44, 364, 234 gis These iwo are not equal. You cannot combine unlike bases. HW 17: 3-6 through 3-11Laws of Exponents In the expression 1’, x is the base and 3 is the exponent. The pattems that you have been using during this section of the book are called the laws of exponents. Here are the basic rules with examples Law Examples xxl = xt" forall x Bata Bawen for xed | a axte x So (mytext forallx | tyaeta x2 (105)6 = 10 1 for x#0 Hayat 9=1 at for x#0 BOF ae 'Y st 4 3-16. Use your exponent patterns to rewrite each of the expressions below. For example, if the original expression has a negative exponent, then rewrite the expression so that it has no negative exponents, and vice versa. Also, if the expression contains multiplication or division, then use your exponent rules to simplify the expression. a ke e yy? = year’s) Jos f @y ~6 HW 18: 3-19 through 3-24Chapter 3.2.1 & 3.2.2 ‘Core Connections Algebra Area and multiplying expressions (erimeter: ‘The distance around a figure on a flat surface. Area: For this course, area is the number of square units needed to fill up a region on a flat 4 surface. In later courses, the idea will be extended to cones, spheres, and more complex Perimeter = surfaces. 5484446 23.unlts ‘There are two ways to find the area of a rectangle. You cen multiply the height and the base, or find the sum of the areas of individual pieces of the rectangle. For a given 3 rectangle these two areas must be the same, so area as a product = area as a sum, 5 Area = 15 square units Algebra tiles and Punnett Squares, provide area models to help us multiply expressions. EXAMPLE 1: Using Algebra Tiles: ‘The algebra tile pieces x7 + 6x+ 8 are arranged into arectangle as shown at right. The area of the rectangle can be written as the product of its base and height or as the sum of its parts. height (+4@H2) = P+ 6x48 : “Base alge” wed O areaasaproduct area as assum EXAMPLE 2: Using Punnett Squares: A generic rectangle allows us to organize the problem in the same way as the first example “Punnett Square” without needing to draw the individual tiles. It does not have to be drawn accurately or to scale. ace Multiply (2x+1)(x-3). A|AA| Aa pase hei a|Aa|aa 3 _3|-6x i = [ae te] 2 @etnea)=20-5e-3 rea asa product area asa som Qe 41 2 oH3-27. Refer to the diagrams and write a simplified expression that represents the perimeter and area for each diagram. 4 x a b. 1X 3) ok bee at Perimeter Pax +4yt2 Peritieter: Paar Poy +6 = How did they get that? How did they get that? All oF tne siles All of thea siclos weve addled. weve acloled. Area: A=x'+y?+1 Area: A=xy+x+3y How did they get that? How did they get that? Tere 15 OMe xz File, Thee ES one XY tila, three one, y? Hl, and ane y tes, and one’ y tile unit 9 47le. Big Idea: The area of a rectangle can be written two different ways. It can be written as a ‘product ofits width and length or as a sum of its parts. For example, the area of the shaded rectangle at right can be written two ways (rt 4yirt2) = 6x48 nai wid ree area asa product = area as a sum Your teacher will assign several of the expressions below. For each expression, build a rectangle using all of the tiles, if possible. Sketch each rectangle, find its dimensions, and write an expression showing the equivalence of the area as a sum (like x* + 5xe+ 6) and as a product (like (x + 3)(x + 2)). Ifit is not possible to build a rectangle, explain why not. if eet a flit } Product 2 ie = (axr3)(xta) Product 3. fae ae a(t) 088) Sum Product 4 2 +6y aylyts) Sum Product ay Dey = Cyt xd (yra)3-47. LEARNING LOG. Make a rectangle from any number of tiles. Your rectangle must contain at least one of each of the following tiles: x°, y*, xy, x, y, and 1. Sketch your rectangle and write its area as a product and as a sum. Explain how you know that the product and sum are equivalent, ) Answers will vay, see example loolaw. Sum Product QP exe FOKY 12x HAGHL F Oty Vy tcet) HW #19: 3-39 & 3-48 through 3-53,Gy D2Chapter 3.2.3 Name: h et Date: Core Connections Algebra crac Multiplying Binomials and Distributive Property (addition to using Algebra tiles and Punnett Squares to help us multiply expressions, the acronym FOIL is «also helpful. Example 1: Use a Punnett Square to solve (3x + 52x - 7) 3x [6x “1x 3 }iox 35 6x? + 10x - 21x -35 2x 7 6x? - 11x -35 Using the Foil method: oie 5, First & (Gx+5(2x-7) = es (e+¥) FY) F ° i L [nner BI29 + BIEN + HON+5CD = “Tat 6x? ~ 21x +10x~35= Gxt Me -35 3 ay (CO), solveusing FOL: (x +63) Solve using a Punnett Square: (2x + 1)(x 3) = xt-6x 4x - 3" 2x) s Xa x | [> axeox-3 ©. Solve using FOIL: (x + 4)(x +2) Solve using a Punnet Square: (c+ 4X +2) tele! = Kt PaK THK ES xTe [= x2 tox +3 XE UK (2S yPeexts 2|ax [8 Distributive Property ‘We use the Distributive Property to write a product of expressions as a sum of terms. The Distributive Property states that for any numbers or expressions a, b, and c, a(b + ¢) = ab + ac. For example: 2(x +4) = 2x +2*4=2x +8, We can demonstrate this with algebra tiles or in a generic rectangle. SREY) 5x + 303-54. For each of the following rectangles, find the dimensions (length and width) and write the area as the product of the dimensions and as the sum of the tiles. Remember to combine like terms whenever possible. a Product Sum O (axt3yOta) = Ox2 HK Flo Product Sum (yrxraoce4) FOXY? Ox Hy 1 “ — es 1 any 3-55. Area as a product is given below, Write an equivalence statement for its area as a as a sum. See diagram for further explanation. You may use any method you prefer. Show your work for credit. a. (c+ 32x +1) b. 2x(x+ 5) SZ AXEEX HOKES [Fae 10x ] x(x + y) d. (2x4 5)x+y+2) parte oxy rx rextsy rl (= ax* any FRIST] e. (2x + 1)(2x+1) £ Q2x)(4x), =Yx*y Ox bax +1 &.2Gx+5) hyQxty +3) E = x10Y 3.86, Use the Distributive Property to simplify: >) Hi 2 + b. 3y4e+3) oe. Tyr + 11 ! 3-57. CLOSED SETS Whole numbers (positive integers and zero) are said to be a closed set under addition: if you add two whole numbers, you always get a whole number. Whole numbers are not a closed set under subtraction: if you subtract two whole numbers, you do not always get a whole number: 2— 5 =—3 (-3 is not a whole number). (70 find thet integers are closed under either of the operations, can you explain how you know they are \ dosed for ail integers? Aretha exresinis a conbicon of unr, vibes, an operon sul, Adon ad bdo separa ress opr cal tem For example 4°~31-+6is anexpession, has thee terms: 4x23 and, The coefficients are and 3, Giscalledacoustant tera. ona pny san exes wih nyse oe fe (cael ua feo) For example, 430+ 61 is polyoma, so the silted fom 4c? 30+ 6 isa poli, The fiction) = +250 Ly +7 polynomial firton. ! The fllowingre otpoljmonils:2°-3, 7p and f= A binomial is polynomial with only two tert, for example, x°~OSe and 2x45, nae HW #20: 3-58 through 3-63O~ Chapter 3.2.4 Name: Date: Core Connections Algebra Using Generic Rectangles to Multiply (pa have been using algebra tiles and the concept of area, Punnett Squares, and the FOIL method to multiply polynomial expressions, 3-64, Use the Distributive Property to find each product below. a 6C3r+2) b. x°(4x-2y) = Uy = ax? c. 5410-32) d. —4w(8 - 6% +, == 32w rayv-Yu 3-65. Write the area as a product and as a sum for the rectangle shown below. G Product Sum (4x+s)@xt8) = 9x7 FAK HIS 3-66. Now examine the following diagram. How is it similar to the set of tiles in problem 3-65? How is it different? +3 12% 15 The aiea inside each smaller fectangle of the generic rectangle * a ue conesponds to the files in ae oe +he savne povitons af the tectangie im proltem 3-6S, but # olees ‘not shaw the indlone! val frLes.3-67, Diagrams like the one in problem 3-66 are referred to as generic rectangles. Generic rectangles (Punnette Squares) allow you to use an area model to multiply expressions without using the algebra tiles. Find the area of each part and write the area of the whole rectangle as a product and as a sum, : . O 3] By fs | ~y[ 4 y +5 4y Lay? am Product ' 3(yts) 6 roduc: (ly F) log i \ Sum * aye sum aa oy t e. 4 x +5] (0x |-15) de x] Oe [3H Product: x(ax) as sum: ax Product: (xt) (ax-3) Sum) ax2+PeIs : ste : Outer oO 3-68. Multiply and simplify the following expressions using both a Punnett Square ») (generic rectangle) and by using the FOTL method. . First a (et5)3x+2) ete (x +) Q (x +) 2 3x2 tOn HSK TIO 3x |_ 2% Berm ro | tier aeeten — feHAX to | HX TO ait a | 2% b. Qy-S)6y+7) = ie foo c [rae] lly) ara] 1x sx | -llyl_ —33x4 | 4. (Sw-2p)w+p-4) Zu py ‘o = [Sm + Swo~2ow-bup “ap” r 8p “hese Pa 20w | feu op frowreg ee3-69, THE GENERIC RECTANGLE CHALLENGE Fill in the missing dimensions and areas. ‘Then write the entire area as a product and as a sum. Quan b. 4 ay | 3y X | ax2| By | 6x x 3 ~2|-4x by -10 Product : ylxt3) Ena Saat Product: (x2) (ax-2y+5) 4 a Sum: ax?-3x TX boy 10 a da x 2 2 «| #2 : xX x Sx i O S1Sx!] 6 fa} 12x | lo Q voduct: (xF3Y(Kt2) xX 45 Sumi y24+S5xK bro Product . (xtra yt) Sumi x 414x TeoProperties of Real Numbers ‘The Commutative Property states that when adding or multiplying two or more numbers or terms, order is not important. ‘That is: +a Forexample, 2+7 O +a Forexample, 3: 5=5+ However, subtraction and division are not commutative, as shown below. 7-242-Tsince 5 #-5 50+ 10#10+50 since 5 # 0.2 The Associative Property states that when adding or multiplying three or more numbers or terms together, ‘grouping is not important. That is: (a+8)+e=a+ (b+) For example, (5 +2) +6=5+(2+6) (a-b)c =a-(b- 0) Forexample, + 2)-6=5: (2-6) However, subtraction and division are not associative, as shown below. (§-2)-3#5-2-3)since O46 (20-+4)-+2 420 +(4 +2) since 2.5 #10 ‘The Identity Property of Addition states that adding zero to any expression gives the same expression. That is: C) a+0=a Forexample,6+0=6 VO ‘The Identity Property of Multiplication states that multiplying any expression by one gives the same expression. ‘That is: l:a=a — Forexample, 1: 6=6 ‘The Additive Inverse Property states that for every number a there is anumber ~a such that a+(—a)=0. A common name used for the additive inverse is the opposite. Thatis, -a is the opposite of a. For example, 3 +(-3)=Oand-5+5=0 4 ‘The Multiplicative Inverse Property states that for every nonzero number a there is a number “ such that at AL * A common name used for the multiplicative inverse is the reciprocal. That is, “ is the reciprocal 6-4=1 3 of a. For example, CN HW #21: 3-70 through 3-75, p “Chapter 3.3.1 Name: has Date: Core Connections Algebra Solving Equations with Multiplication and Absolute Value “ow that you know how to multiply algebraic expressions, you can solve equations that involve multiplication, You will also solve equations that have an absolute value in them. READ THIS: ‘The Distributive Property states that for any three ters ob, anc: ob+0)=ab+a0 Thatis, when a naltiplies a zoup of terms, suchas (b+), then it multiplies ezelterm ofthe group, Fr example, when multiplying s(3¢+ 4p), the 2mm boththe Sand th dy. This canbe shown with algebra tiles o ina gener rectangle (see below), {arse [2edy | aaresy) ety afd) 24(4y) A ‘The Deis ach erm, , simplifying results in Example 1 Solve 6(x+2)=3(5x+1) Use the Distributive Property. Submract 6x. Subtract 3. Divide by 9, Example 2 Solve x(2x~4)=(2x41)(x+5) Rewrite the equation using the Distributive Property on the lef +s[toe [5 side of the equal sign and a generic 2 -4e= rectangle on the sight side. xf ae Be Fi 2x? dee 2xP 1d 4S ‘Subtract 2x? from both sides. Miralixes ‘Subtract 11x from both sides, -Se= Divide by -15, oe3-76. Review what you learned in Lesson 3.2.4 by multiplying each expression below. First decide if you will multiply each expression using the Distributive Property or using a Punnett Square or Foil method. Remember to simplify your result. a Gr 1 2r+5) b 6-NO+2) @) = (9X 4 30X-2AX-SS = bg tla-y*-2y ce -2x*(1Sx7- 3) a 16(3 — mn?) 3-77. Work with your team to solve each of these equations. Use the Distributive Property, the FOIL method, or draw generic rectangles (Punnett Squares) to help you rewrite the products. Be sure to record your algebra work for each step. a 2(y-2)=-6 be +3) +4) =F DE+2) abe ey XP E4K EBX TIA XZ paxtX ED z XP +x $12 = WP t3x +2 ay “2 -xe ae z 7 FATA= 3x +2 @) - Uy t= 2 a2 72 W xX cc. 5x2+43=(e- 15x +6) da Ax+1) +3236 SX HYS= SX* tOx-SX-O 5KR HIB ShP +X ) REQ 43 = BOS sk z QxX+S = 3x-3 43=%-6 -3x -ax +6 +6 S=X-3 READ THIS: To solve an equation with absolute value, first break the problem into two cases since the ‘quantity inside the absolute value can be positive or negative. Then solve each part in the usual way. For example: Salve |20-3=7 Separate into two cases. Add 3. Divide by 2,“3-78, ABSOLUTE VALUE EQUATIONS. Find as many solutions to the following equations as you can. a Mes ». Haug LE o He oe ey) a. [-7=10 OQ %T10 | FF Hlo tt tt +t +7 per) 3-79. Solvel3* Bx-5= I S45 Bea ca 3 per 3x-F* “Ile ) HW #22: 3-81 through 3-86 6 Record your steps. |7-8x] 3-80. Solve F4x=! Spicy 5 ae Xe ge | Record your steps.oO OName: Chapter 3.3.2 Kee 4 Date: Core Connections Algebra ‘Working with Multiple Variable Equations cy \ Jou have leamed to solve several types of equations with one variable. Today you will apply your equation- solving skills to rewrite equations with two or more variables. 3-87. You now have ¢ lot of experience working with equations that compare two quantities. For example, while working on the Big Race, you found relationships of the form y = mx + b which compared x (time in seconds) with y (distance in meters). If a participant's race can be modeled with the equation y = 3x + 4: a, How much ofa head start did the participant get? How can you tell from the equation? matey headstavt, Yoinkeveept (0, W), Slope = 3 b. What was the participant's rate of speed? That is, how fast did she go? 2 ynotevs | Seconal 3-88. CHANGING FORMS - You could find the slope and starting value for y = 3x + 4 quickly because the equation is in y= mx +b form, But what if the equation is in a different form? Explore this situation below. The line ~6x + 2y = 10 is written in standard form. a, Can you easily tell what the slope of the line is? No, +he equation is in another Form. 1 b. It’s starting value? O No, the equation 1s in ONether form, c, Predict these values. m=3 ym += (0,5) 2. Many times in real-world situations a formula with more than one variable may not be in the form you need. a. The previous problem, equation ~6x + 2y = 10 showed that standard form linear equations do not show the slope and y-intercept until they are solved for y, that is, until is isolated on one side of the equation. Rearrange this equation so that the y is by itself on the left side of the equal sign. qox tay =160 OX +OX a GX410 Boa 5 b. Did your result match your prediction in part 1c? O es.3-89. The formulas in this problem are used in many different jobs. Sometime you need to solve them for a different variable in order for the formula to be useful. Solve each formula for the given variable. a. W=Fa., Find the force, F, needed to move a piano given the amount of work applied, IV, and distanc i pee O laa QL 435 57 (sl nae q Si p-say=(4E)5 SCF-300= IC c. D=*. Thisis the density equation, Find the mass, m, of a precious stone given its density, D , and volume, 7. i yelm ey vib=™ aw ! 5 d._ 126r? Find, r, the distance to the light bulb, given J, the intensity of light, and W7, the wattage of the light bulb, 2 | We or? (Dr (4oe)noe i space oh = we 12Uk 12-02 oN 3.90. Solve each of the following equations for the indicated variable, Use your Equation Mat if it is helpful. Write down each of your steps algebraically. a. Solve fory: 2~3)= b. Solve for y: 6x+y=2 +8 BO aed 6X2 utd 44 IW #23: 3-93, 95, 97, 98, 99, 102Chapter 3.3.3 Core Connections Algebra Solving Equations \ Namet, he f Date: Zou have been developing your equation-solving skills in this chapter. Today you will practice solving several types of equations. At the end of the lesson, you will summarize everything you know about solving equations, 3-105. Your teacher will explain the way you will work today on the problems below. As you work, be sure to record all of your steps carefully. Check your solutions, if possible, a. Solve for c: E=me* b. Solve for x: -6=-6(x~ 8) ~ GF HIB XH ~46 48 $4 = “18x “1% 13 ©. Solve for y: 3x + 6y=24 -3x ~3x d. Solve for x: 2—3(2x-1)=17 Q~Ox+3 = IF ©. Solve forx: y=-3x+4 “yoy 43° £. Solve for x: x(2x-1)= 2x" + Sx-12 ax2-X = Dx24SK -12 “2x? 2A ~X = SK-12 “Sx -SK & Solve for w: 2(v-3 OV 6 = I-w-4 aVv-@ hh. Solve for x: dx(x+ 1)=(2x—3)(2x+5) UXtYX= Vx? $1OXx-OXAT UF Ed = YF ey “1S He Uy? UXE YS ~~ orsREAD THIS: Using Generic Rectangles to Multiply ‘A generic rectangle can be used to find products because it helps to organize the different areas that make up the toll rectangle. For example, to multiply (2x 5)Gr* 3), a generic rectangle canbe setup and completed as | ( shown below. Notice that each product in the generic rectangle represents the area of that part of the rectangle. \/ +5 2x45 x x| 22 | 5x (2x 45\x+ 3): 8 43] 6x [15 | smassapromet arenas asun Note that while a generic rectangle helps organize the problem, its size and scale are not important. Some students find it helpful to write the dimensions on the rectangle twice, that is, on both pairs of opposite sides. 3-111. Write the area of each rectangle as a product of the length and width and as a sum of the parts. Product sum 6| 48x | “lao b(i3x-al) = F¥X “126 wx 21 O Product Sum y | r6x2 |-2ar | 4 y(4xoxt) = 1x? Ux +4 Uy? -ox | ©. Prooluct sum (Bx-a) (x44) = Bx910x ~8 HW# 24: 3-107 through 3-112 Skip 3-110