Basic College Mathematics An Applied Approach 9Th Edition Aufmann Solutions Manual Full Chapter PDF

Basic College Mathematics An Applied
Approach 9th Edition Aufmann

Solutions Manual
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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 2 + bx + c ……..…...……….41
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. 6 x − 3x
3 2
X X X 3x 2
b. 18 y 2 + 24 y
c. 19 x 4 y − 3 xy 2
d. 16 + 40 x 3
e. 24 x 4 y 4 + 36 x 2 y 2
f. x4 + y 4
g. 36 x + 2 x 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. 15 x 4 − 25 x 3 5 x3 5 x3 5 x3 ( 3 x − 5 )
b. 7 y 3 + 49 y 2
c. 16 xy 2 + 32 y 4
d. 24 x8 − 46 x 7
e. 4 x6 + 4 y 6
f. 12 x 2 + 144
g. 33 xy − 44 x 2 y 2
h. 9 x10 y 5 + 3 x 7 y 4
Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

Student Activity FACT-2
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.
8 x 2 ⋅ _________ = 24 x 3
−4 x ⋅ ________ = 36 x 4 9 y 2 ⋅ ______ = 54 y 6
______ ⋅ 6 x 3 = −36 x 3 6 y4 2 x 2 y ⋅ ______ = −8 x 2 y 3

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

−7 w2
12 x 2 yz 3 −12 x8
5uv ⋅ ___ = 5u 4 v 16ab 2 ⋅ ___ = 32a 2b 2
u3 −99xx3
mc
2a
9r 2 ⋅ ___ = 36r 3 s 2 t 7u ⋅ ___ = 16t 8u 2 v
−2 1
___ ⋅ ( −7 x ) = 14 x 3xx
3 c ⋅ _____ = mc 2
4rs 2
12 x 4 ⋅ ____ = −144 x12 18 x 4 ⋅ ____ = −36 x 5 y 3
−10 x 3 y 2 z ⋅ ______ = −120 x5 y 3 z 4

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 − 3 x + 2 xy − 6 y xy + 3 y − 5 x − 15
3x 2 y 2 + 9 xy 2 4 xy 4 + 8 y 4
x ( x − 3) + 2 y ( x − 3)
Ans: ( x + 2 y )( x − 3)
C
x 2 + 4 x + 2 xy + 8 y 3x 2 y 2 z 3 − 6 xy 2 z 3 xy + 4 y − 5 x − 20 7 xy − 14 y − 3 x + 6
6 xy 2 + 10 y 2 + 3xy + 5 y x 2 + 3x + 2 xy + 6 y 3a 2b3 x + 12a 2b3 10 x 2 y − 50 x 2 + 9 xy − 45 x
xy + 3 y − 2 x − 6 x 2 + 2 xy + 2 xy + 4 y 2 xy + 2 y 2 − 5 x − 10 y xy − 2 y − 5 x + 10

Revenge of Factor Pairings
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 )

Find the Prime 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. x2 − 5x − 6 x2 − x + 6 x2 − 5x + 6
2. x 2 − 5 x + 24 x 2 − 5 x − 24 x 2 + 5 x − 24
3. x 2 − 8 x + 12 x 2 − x − 12 x 2 + 4 x + 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 − 19 x + 60 x 2 − 19 x − 60 x 2 + 19 x + 60
7. x 2 − 4 x − 60 x 2 + 4 x − 60 x 2 − 4 x + 60
8. x 2 − 16 x + 60 x 2 + 16 x + 60 x 2 − 16 x − 60

Match Up on Factoring Trinomials
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 2 + 12 x + 35 x 2 − 2 x − 35 x 2 + 8 x + 16
( x − 2 )( x − 1)
Ans: B, C
x 2 − 3x − 4 x2 − 4 x + 4 x2 + x − 2 x 2 − x − 42
x 2 + 13x + 42 x2 − 6 x − 7 x2 + 2 x − 8 x 2 + x − 20
3x 2 y − 18 xy + 24 y 5 x 2 + 10 x − 15 5 x 2 + 20 x + 15 10 x 2 y 2 − 30 xy 2 − 280 y 2

Life After the GCF, 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 − 12 x − 15
3 ( x 2 − 4 x − 5)
X
2. 8 x 3 + 16 x 2 − 24 x
3. 20 x 2 yz + 15 x 2
4. 9 x3 y + 15 x 2 y + 6 xy
5. 60t 2 x 2 + 78t 2 x + 24t 2
6. 27 x 2 + 27 x + 6
7. 150a 2b 2 c 2 − 125ab 2 c
8. 25 x5 + 75 x 4 + 50 x 3
9. 26 y 2 + 13 y
10. 36 x 2 + 99 x + 54

Is it Completely Factored?
Is ( 8 x − 2 )( x + 6 ) the completed factoring for the expression 8 x 2 + 46 x − 12 ? Let’s see.
1. Multiply ( 8 x − 2 )( x + 6 ) : ___________________
2. Is the result of the multiplication equivalent to 8 x 2 + 46 x − 12 ? _____

3. From the expression 8 x 2 + 46 x − 12 , first factor out the 2: ________________
4. Then continue to factor by examining the trinomial within the parentheses:
5. Was the original expression, ( 8 x − 2 )( x + 6 ) , completely factored? _____
6. How can you make ( 8 x − 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) ( 9 x − 28 )( x + 2 )
( 4 x − 9 )( 2 x − 5) ( 3x + 4 )( 4 x − 9 ) ( 2a + 8 )( 3a + 12 )
( 2 x + 6 )( 2 x − 6 ) ( 3w − 16 )( 6w + 21) ( 5 x − 9 )( 6 x + 25)

Spotting Perfect Squares and Cubes
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
2 Look! A perfect Cube!
( )
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 23
It’s an (x ).
been done for you. perfect square.
−27 125 9 512 216x 3 y 3
( −3 )
3
16b 2 −64 1 100 1000x3

( 4b ) or ( −4b )
2 2
729 49a 4b 4 −1 8x 3 81h6
144 9x 2 25z 2 −125z 3 64
27a 3 0 169 216x 3 y 9 1000a 3

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 − 12 x + 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 − 2 AB + 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 − 10 x + 25
=( ) + 2( )( )+( ) =( )
2 2 2
2. Factor: y 2 + 2 y + 1
=( ) + 2( )( )+( ) =( )
2 2 2
3. Factor: 25 x 2 − 60 x + 36
=( ) + 2( )( )+( ) =( )
2 2 2
4. Factor: x 2 + 7 x + 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 2 2
8. Factor: a 2b 2 + 14abc + 49c 2

Skeleton of the Difference or Sum of Two Squares
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 all
rather than memorizing them. Here are just get along?
three examples, with the description of each
step:
Squares air their differences.

Example 1: Factor: x 2 − 25
( ) −( )
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: ( 8 y ) − ( 9 z )
2 2
Construct the skeleton of the difference of squares formula: ( + )( − )

Insert the bases into both factors: ( 8 y + 9 z )( 8 y − 9 z )
Example 3: Factor: 4 x 2 + 9
(
) +( )
2 2
Construct a skeleton of the sum of squares:
Fill in the skeleton with the appropriate bases: ( 2 x ) + ( 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 2 + x 2 = ( ) +( ) = __________________________
2 2
3. Factor: a 2b 2 − 4 = ( ) −( ) = __________________________
2 2
4. Factor: w4 − 49v 2 = ( ) −( ) = __________________________

2 2
=( ) +( ) = ___________________________
2 2
5. Factor: 81 + u 2
6. Factor: 9w2 − z 6 = ( ) −( ) = __________________________
2 2

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

FACT-13
Example 2: Factor: 8w3 + 27 x 6
( ) +( )
3 3
Step 1: Construct a skeleton of the sum of cubes:
Step 2: Fill in the skeleton with the appropriate bases: ( 2 w ) + ( 3 x 2 )

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: ( 2w + 3x ) ( 2
− + )
Step 5: Insert the squares of those bases: ( 2 w − 3 x 2 )( 4 w2 + + 9 x4 )
( 22w
w) ( 3x )
2 2
2
Step 6: Insert the product of the bases: ( 2 w − 3 x 2 )( 4 w2 + 6 x 2 w + 9 x 4 )
( 2w ) ( 3x 2 )
Now you try these!
1. Factor: x − 8 = ( ) −( )
3 3 3
=( )( )
↑ ↑ ↑
( ) ( )( ) ( )
2 2
2. Factor: 64 y + 125 = ( ) +( )
3 3 3
=( )( )
↑ ↑ ↑
( ) ( )( ) ( )
2 2
3. Factor: a + 8b = ( ) +( )
9 6 3 3
=( )( )
↑ ↑ ↑
( ) ( )( ) ( )
2 2

Match Up on Factoring Binomials
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 4z4 − 9 9 x 2 + 27 y2 + 8
w4 + 4 z 2 8 x3 − 27 x 6 − 64 8 x9 + 125
729 − x 6 4a 2 + 144b6 169 x 4 − 121y 2 343x 3 + 64
x2 − 3 x3 − 1000 w6 − 27 x 3 w6 + 1

Life After the GCF, 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 square difference difference
x 2 + bx + c ax 2 + bx + c trinomial of squares of cubes
1. 12 x 3 + 12 x 2 − 72 x
(
12 x x 2 + x − 6 ) X
2. 125 x5 − 625 x3
3. 12 x 3 y 3 + 42 x 2 y 3 + 18 xy 3
4. 3t 2 x3 + 24t 2
5. 40 x 2 − 250
6. 2 x 2 y 2 + 4 xy 2 + 2 y 2
7. 24 y 3 + 27
8. 27 x 4 y 6 − 8 x 4
9. 4 x 4 − 16 x3 − 16 x 2
10. 32t 2 x3 − 2t 2 x

Leftovers
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 2 x − 3 x2 + 4 Leftovers
1. x + 125
3
( x + 5) ( x 2 − 5 x + 25) X (x 2
− 5 x + 25 )
2. 3x 2 − 27
3. 4 x3 − 9 x
4. x3 − 64
5. 2 x 4 − 32
6. 4 x3 + 32
7. 2 x3 − 54
8. 8 x3 − 27
9. x 6 + 64
10. 128 x − 8 x5

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 − ( a + b )
4 2
( x + ( a + b )) ( x2 − ( 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 + 2 xy + y 2 − 100
( x + y) + 27
2
7.
( a + b) − (c − d )
3 3
8.

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

20 ( 2 x 2 + 5 x + 3)
(
20 2 x 2 + 2 x + 3 x + 3 )
20 ⎡⎣ 2 x ( x + 1) + 3 ( x + 1) ⎤⎦
20 ( 2 x + 3)( x + 1)
A, B
−60 x + 315 x − 75
2
40 x 2 + 80 x + 40 8 x 2 + 10 x − 3
60 x 2 − 260 x − 200 20 x 2 − 40 x + 20 40 x 2 − 140 x − 300

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 + 7 x + 10
( x + 2) ( x + 5) X X
2. x3 − 2 x
3. x 2 + 2 x − 15
4. 2 x 2 − 5 x − 3
5. x3 − 3x 2 − 2 x + 6
6. 6 x 2 − x − 2
7. 3x 3 − 2 x 2 + 12 x − 8
8. 2 x 2 + 5 x + 2
9. x 4 + 2 x 2 − 8
10. 3x 3 − 11x 2 + 6 x

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 + bx + c
2
Difference of Squares Perfect Square Trinomial
Expression to be factored Classification Strategies and Key Steps

1. 9 x 2 − 4
2. 4u 4 + 32u
3. t 2 − 12t + 35
4. x 2 + 49
5. x3 + 5 x 2 − 3x − 15
6. 15 y 2 − 36 y + 12
7. x 2 + 14 x + 49
8. 64 z 3 − 27
9. a 2 + 15ab + 54b 2
10. 4 x 4 + 4 x3 − 80 x 2

Factoring Variations on a Number
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.”
x2 − 1 x3 − 1 x2 − 2 x + 1
Variations on 1
x2 + 1 x3 + 1 x2 + 2 x + 1
x 2 − 64 x 2 + 64 x 2 − 16 x + 64
Variations on 64
x 3 − 64 x 3 + 64 x 2 + 16 x + 64
x 2 − 36 9 x 2 + 36 x 2 + 12 x + 36
Variations on 36
4 x 2 − 36 9 x 2 − 36 x 2 − 12 x + 36

Factors in Hiding
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

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

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

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

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

x3 − 8
( x − 2) ( x2 + 4 x + 4)

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: x 2 − x − 12 = 0 Solve: x 2 − 8 x − 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 + 2 x − 8 = 0 Solve: Solve: Solve:

( x − 4 ) ( x − 12 ) = 0 5 1
x2 − x + = 0
3x − 19 x + 6 = 0
2
6 6
Solve: Solve: x 2 − x − 42 = 0 Solve: x 2 + x = 2 Solve:

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

the Matrix
Solve:
x 2 + 8 x + 16 = 0

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 = 8 x − 16
2. Solve: 21x 2 − 25 x − 4 = 0 7. Multiply: x ( x − 2 )( x + 3)
3. Multiply: ( x − 2 ) 8. Factor: x 2 − 3 xy − 4 y 2
2
4. Solve: x 2 − 16 = 0 9. Multiply: ( x − 5 ) ( x 2 + 5 x + 25 )
5. Factor: 2 x 5 − 2 y 2 10. Factor: 2 x 4 + 16 x3 − 40 x 2
Describe what each of the directions mean in your own words.

Factor:
Multiply:
Solve:

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
y
II 6
−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 − 2 x ≤ 9 and write the solution in interval notation.
3. Find the ordered pair solution for 3x − y = 4 if x = 3 .

FACT-27
4. Solve x 2 − 5 x − 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 ) + 3 x = 4 x − 8 and write the solution as a solution set.
7. Is ( −1,3) a solution of 4 x + 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
−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

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?

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

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.

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.

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

If the length is twice the width,
find the dimensions of the
rectangle.
9. Solve: x 2 − 8 x + 12 = 3 ( x − 4 )
10. Factor: x3 y 3 − 64 z 6

Metacognitive Skills FACT-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 ( 2 x + 4 ) ( x 2 − 9 ) completely factored?
Continued on next page.

FACT-34
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.

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 + 4 x + 3 ” when what they mean is “FOIL ( x + 2 )( x + 3) ” or “factor x 2 + 4 x + 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 6 x 2 − 18 x , 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 6 x3 y − 18 x 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: 36 x 2 + 24 x + 12 , many will get
( ) ( )
12 3x 2 + 2 x instead of 12 3x 2 + 2 x + 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 + 2 x ) is 36 x 2 + 24 x , 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: 3x 3 + 12 x 2 − 5 x − 20 .
( )
If a student places the parentheses like this: 3x 3 + 12 x 2 − ( 5 x − 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 2 xy + 3 y + 2 x + 3 , where students get stuck here: y ( 2 x + 3) + 2 x + 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 ( 2 x + 3) + 1( 2 x + 3) , then the process is much clearer for them.
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.

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 10x 3 and 5 x 2 :
10 x3 = 2 ⋅ 5 ⋅ x ⋅ x ⋅ x 10 x3 = 2 ⋅ 5 ⋅ x ⋅ x ⋅ x 10 x3 = 2 ⋅ 5 ⋅ x ⋅ x ⋅ x
5x2 = 5 ⋅ x ⋅ x 5x2 = 5 ⋅ x ⋅ x 5x2 = 5 ⋅ x ⋅ x
GCF = 5 ⋅ GCF = 5 ⋅ x GCF = 5 ⋅ x ⋅ x = 5 x 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)

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: 9 x 2 − 27 x = 9 x ( x − 3)
• Factor: 10 x 3 − 40 x 2 − 30 x = 10 x ( x 2 − 4 x − 3)
• Factor: 9 x 2 + 27 x + 9 = 9 ( x 2 + 3x + 1)
• Factor: 4 x 2 y 2 − 12 x 2 y + 16 xy 2 = 4 xy ( xy − 3 x + 4 y )
• Factor: −9w2 + 6w = −3w ( 3w − 2 )
• Factor: 16 x 3 − 24 x 2 − 56 = 8 ( 2 x3 − 3x 2 − 7 )
• Factor: 12 y 6 − 18 y 5 = 6 y 5 ( 2 y − 3)
• Factor: 6 x ( y + 2 ) − 3 ( y + 2 ) = ( y + 2 )( 6 x − 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)
• 5 xy − 10 x + 3 y − 6 = 5 x ( y − 2 ) + 3 ( y − 2 ) = ... (two variables)
• 3x 3 + 12 x 2 − 5 x − 20 = 3 x 2 ( x + 4 ) − 5 ( x + 4 ) = ... (3rd term is negative)
• x3 − 8 x 2 − 2 x + 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)
• 2 xy + 3 y + 2 x + 3 = y ( 2 x + 3) + 1( 2 x + 3) = ... (factor a 1 out of the 2nd group)
• 2 x 3 + 18 x 2 − x − 9 = 2 x 2 ( x + 9 ) − 1( x + 9 ) = ... (factor a −1 out of the 2nd group)
• 15 x3 + 5 x 2 − 6 x − 2 = 5 x 2 ( 3 x + 1) − 2 ( 3 x + 1) = ... (1 is the 2nd factor in both groups)
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)

FACT-38
What IS factoring?
Multiply, Distribute, or Simplify
4x ( x + 6) = 4 x 2 + 24
24 x
Multiply, FOIL, or Simplify
Factor Out a GCF
( x + 4 )( x + 6 ) = x 2 + 10 x + 24
Multiply, FOIL, or Simplify Factor the Trinomial
(x 2
)
+ 4 ( x + 6 ) = x3 + 6 x 2 + 4 x + 24
Square a Binomial or Simplify
Factor by Grouping
( x + 4)
2
= x 2 + 8 x + 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

Factoring Trinomials of the Form x 2 +bx + c
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.
• x2 + 6 x + 8 = ( x + 2 )( x + 4 )
• u 2 + 15u + 56 = ( u + 8 )( u + 7 )
• x 2 + 8 x − 20 = ( x + 10 )( x − 2 )
• y 2 − 6 y − 40 = ( y − 10 )( y + 4 )
• x2 + 6 x − 8 Prime.
• a 2 − 9a + 18 = ( a − 6 )( a − 3)
• m 2 − 15m + 54 = ( m − 9 )( m − 6 )
• w2 − 3w − 6 Prime.
• x 2 + 5 xy − 14 y 2 = ( x + 7 y )( x − 2 y )
• a 2 + 16ab + 28b 2 = ( a + 14b ) ( a + 2b )

FACT-40
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 − 3 x 2 − 18 x = x x 2 − 3x − 18 = x ( x − 6 )( x + 3)
• 2u 2
+ 22u + 56 = 2 ( u 2
)
+ 11u + 28 = 2 ( u + 4 )( u + 7 )
• ( )
5 x 2 − 35 x 2 + 20 x = 5 x x 2 − 7 x + 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)

Factoring Trinomials of the Form ax 2 +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, 120 x 2 + 240 x + 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 + 2 x + 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: 8 x 2 + 22 x + 15 = ( 2x + 3)( 4 x + 5 )
• Factor: 8 x 2 + 14 x − 15 = ( 4 x − 3)( 2 x + 5 )
• Factor: 2 x 2 − 21x + 40 = ( x − 8 )( 2 x − 5 )
• Factor: 8 x 2 + 5 x − 10 PRIME!
• Factor: 6 y 2 + 25 y + 14 = ( 3 y + 2 )( 2 y + 7 )
• Factor: 10a 2 − 27a − 28 = ( 2a − 7 )( 5a + 4 )
• Factor: 2 x 2 − 16 x − 96 ( )
= 2 x 2 − 8 x − 48 = 2 ( x − 12 )( x + 4 )
• Factor: 2m 2 + 19m + 24 = ( x + 8 )( 2 x + 3)
• Factor: 3x 2 − 19 x + 20 = ( x − 5 )( 3 x − 4 )

FACT-42
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.
• 6 x 2 + 2 x + 12 ( )
= 2 3x 2 + x + 6 The resulting trinomial is prime.
• 2 x 4 + x 3 − 21x 2 ( )
= x 2 2 x 2 + x − 21 = x 2 ( 2 x + 7 )( x − 3)
• 54 x − 54 x − 108 x
5 4 3
= 54 x ( x − x − 2 ) = 54 x ( x − 2 )( x + 1)
3 2 3
• 16 x3 + 16 x 2 − 12 x = 4 x ( 4 x + 4 x − 3) = 4 x ( 2 x − 1)( 2 x + 3)
2

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 4 x 4 + 36 x 2 is prime, as it can be written as ( 2 x 2 ) + ( 6 x ) 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 + 2 AB + B 2 or ( A − B ) = A2 − 2 AB + 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 + 16 x + 64 o x2 + 2 x + 1
o a 2 − 10a + 25 o x 2 + 12 x − 36 No.
o z 2 − 4 z − 4 No. o x 2 − 8 x + 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
• 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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Prisoner at the bar—you are trifling with the court.... You have not
answered the charge.
Have I not!—well then—I prepare to answer it now. I swear that I
loved them that I have buried there—there!—loved them with a love
passing all that I ever heard of, or read of. I swear too that I
nourished and comforted and ministered to the dear creatures, who,
ye are told, have come out of the earth to destroy me—even me—
me, their husband, their lover, and the father of their children! I swear
too—but why continue the terrible outrage? Let my accusers appear!
Let them walk up, if they will, out of their graves!—their graves are
before me. I am not afraid—I shall not be afraid—so long as they
wear the blessed shape, or the blessed features of them that have
disappeared from their bridal chamber, with a——
He was interrupted by great noises and shrieks that were enough to
raise the dead—noises from every part of the grave-yard—shrieks
from people afar off in the wood, shrieks from the multitude on the
outside of the house—and shrieks from the sea-shore; and
immediately certain of the accusers fell down as if they saw
something approach; and several that were on the outside of the
meeting-house came rushing in with a fearful outcry, saying that a
shed which had been built up over a part of the burial-ground was
crowded with strange faces, and with awful shapes, and that among
them were the two dead wives of the prisoner.
There they go—there they go! screamed other voices outside the
door; and immediately the cry was repeated by the accusers who
were within the house—all shrieking together. “Here they come!—
here they come!—here they come!”—And Judith Hubbard looking up
and uncovering her face, about which her cloak had been gathered
in the first hurry of her distraction, declared that the last wife of
Burroughs, on whom her eyes were fixed at the time, was then
actually standing before him and looking him in the face, “O, with
such a look—so calm, so piteous and so terrible!”
After the uproar had abated in some degree, the judges who were
huddled together, as far as they could possibly get from the crowd
below, ordered up three more of the witnesses, and were about to
speak to them, when Burroughs happening to turn that way also,
they cried out as if they were stabbed with a knife, and fell upon the
floor at their whole length and were speechless.
Whereupon the chief judge, turning toward him, asked him what
hindered these poor people from giving their testimony.
I do not know said Burroughs, who began to give way himself now,
with a convulsion of the heart, before the tremendous array of
testimony and weight of delusion; to fear that of a truth preternatural
shapes were about him, and that the witnesses were over-
persuaded by irresistible power, though he knew himself to be no
party in the exercise of such power. I do not know, said he: I am
utterly confounded by their behaviour. It may be the devil.
Ah—and why is the devil so loath to have testimony borne against
you?
“Which query,” says a writer who was there at the time, and saw the
look of triumph which appeared in the faces of the whole bench, “did
cast Burroughs into very great confusion.”
And well it might, for he was weighed to the earth, and he knew that
whatever he said, and whatever he did; and whether he spoke with
promptitude or with hesitation; whether he showed or did not show a
sign of dismay, everything would be, and was regarded by the
judges, and the jury, and the people, as further corroboration of his
turpitude.
Here the trial ended. Here the minds of the jury were made up; and
although he grew collected at last, and arose and spoke in a way
that made everybody about him weep and very bitterly too, for what
they called the overthrow of a mind of great wisdom and beauty and
power; and although he gave up to the judges a written argument of
amazing ingenuity and vigor which is yet preserved in the records of
that people, wherein he mocked at their faith in witchcraft, and
foretold the grief and the shame, the trouble and the reproach that
were to follow to them that were so busy in the work of death; yet—
yet—so impressed were the twelve, by the scene that had occurred
before their faces, that they found him guilty; and as if the judges
were afraid of a rescue from the powers of the air, they gave
judgment of death upon him before they left the bench, and contrary
to their established practice, ordered him to be executed on the
morrow.
On the morrow? said he, with a firm steady eye and a clear tone,
though his lip quivered as he spoke. Will ye afford me no time to
prepare?
We would not that the body and soul both perish; and we therefore
urge you to be diligent in the work brother, very diligent for the little
time that is now left to make your calling and election sure. Be ready
for the afternoon of the morrow.
Hitherto the prisoner at the bar had shown little or no emotion;
hitherto he had argued and looked as if he did not believe the jury
nor the judges capable of doing what they had now done, nor the
multitude that knew him, capable of enduring it. Hitherto he had been
as it were a spectator of the terrible farce, with no concern for the
issue; but now ... now ... all eyes were rivetted upon him with fear, all
thoughts with alarm; for though he stood up as before, and made no
sort of reply to the judges, and bore the wracking of the heavy irons
with which they were preparing to load him, as if he neither felt nor
saw them; yet was there a something in his look which made the
officers of the court unsheathe their swords, and lift up their axes,
and the people who were occupied about him, keep as far out of his
reach as they possibly could.
Yet he neither moved nor spoke, till he saw the women crowding up
to a part of the house where he had seen Elizabeth Dyer, and stoop
as if she that had been kneeling there a few moments before, lay
very low, and lift her up as if she had no life in her, and carry her
away, guarded by men with pikes, and with swords and with huge
firelocks. Then he was moved—and his chains were felt for the first
time, and he would have called out for a breath of air—prayed for a
drop of water to save a life more precious by far than his—but before
he could open his mouth so as to make himself heard, he saw
Rachel Dyer pressing up to the bar of death, and heard the judges
call out to the high-sheriff and his man to guard the door, and look to
the prisoner.
He will get away if you turn your head, Mr. sheriff, said one of the
judges.
That he will, added a witness, that he will! if you don’t look sharp, as
sure as my name is Peter P.
Watch and pray—watch and pray—added another.
Burroughs looked up to the bench with surprise, then at the people,
who were watching every motion of his body as if they expected him
to tear away the ponderous fetters and walk forth as free as the wind
of the desert, and then at the blacksmith who stood near with his
hammer uplifted in the air; and then his chest heaved and his chains
shook, and the people hurried away from his path, and tumbled over
each other in their eagerness to escape, and the chief-judge cried
out again to the officer to look to the door and be prepared for a
rescue.
Let me be tried now! I entreat thee, said Rachel Dyer, throwing up
her locked-hands before Judge Winthrop, and speaking as if she
was about to plead not for death but for life. Let me be tried now, I
beseech thee.
Now.—
Yea—now!—before the maiden is brought back to life. O let her be at
peace, ye men of power, till I have a—have a—
She gathered herself up now with a strong effort, and spoke with
deliberate firmness....
——Till I have gone through the work which is appointed for me by
the twelve that I see there—
Be it so.—I say, Mr. high-sheriff!
Well, Mr. judge Winthrop?
This way, this way; you’ll be so good as to remove a—a—a—
(Looking at Burroughs who stood leaning against the wall)—you are
to be a—a—(in a whisper of authority)—you are to be careful of what
you do—a very hard case, very—very—
Yes judge—
Well, well—well, well—why don’t ye do as I bid you?
What am I to do?
What are you to do ... remove the prisoner—poor soul.
Which prisoner?
Why that are ... poh poh, poh—(pointing to Burroughs.)
Where to?
Where to Sir?—Take him away; away with him—pretty chap you are
to be sure, not to know where to take a man to, after its all over with
him—poh, poh, poh.
I say, Mr. Judge, none o’ that now—
Take the man away Sir. Do as you are bid.
Who—me—cried Burroughs, waking up from his fit of apathy and
looking about on every side.
Away with him.
Judges—judges—hear me. Let me remain, I pray you, cried he,
setting his back to the wall and lifting his loaded arms high up in the
air—suffer me to stay here till the jury have said whether or no this
heroic woman is worthy of death—I do beseech you!
Take him away, I tell you—what are ye afraid of?
Judges—men—I would that ye would have mercy, not on me, but on
the people about me. I would that ye would suffer me to tarry here—
in fetters—till the jury have given their verdict on Rachel Dyer. Suffer
me to do so, I beseech you, and I will go away then, I swear to you,
whithersoever it may please you, like a lamb to the slaughter. I swear
this to you before God!—but, so help me God, I will not be carried
away alive before. I will not stir, nor be stirred while I have power to
lift my arms, or to do what you now see me do——
As he spoke, he lifted up his arms in the air—up—up, as high as he
could reach, standing on tip-toe the while; and brought them down
with such force, loaded as they were, that he doubled the iron guard
which kept him in the box, and shattered the heavy door from the top
to the bottom.
—Behold—shorn though I be of my youth, betrayed though I have
been, while I forgot where I was, I do not lack power. Now bid your
people tear me away if you have courage! For lo, my feet are upon
the foundations of your strength ... and by Jehovah—the God of the
strong man of other days!—I’ll not be dragged off till I know the fate
of the giantess before you.
We shall see—cut him down officer—cut him down!
Very well. Come thou near enough to cut me down, officer, and I’ll
undertake for thee.
Judges—how little ye know of that man’s power—why not suffer him
to stay? cried Rachel Dyer. Why will ye provoke it? On your heads
be the issue, if ye drive your ministers to the toil! on yours their
blood, if they approach him!
The sheriff hung back—and the judges, after consulting together,
told Burroughs he might stay, and ordered the trial of the women to
proceed.
CHAPTER XX.
Already were they about to give judgment of death upon Rachel
Dyer, when two or three of her accusers, who began to fear that she
might escape, had another fit.
Why are these poor women troubled? asked a judge.
I do not know, was her unstudied reply.
But according to your belief?
I do not desire to say what my belief is. It can do no good, and it may
do harm; for who shall assure me that I do not err?
Don’t you think they are bewitched?
No.
Give us your thoughts on their behavior.
No, Ichabod, no; my thoughts can be of no worth to thee or such as
thee. If I had more proof, proof that ye would receive in law, I might
be willing to speak at large both of them and of their master——
Their master! cried a little man, with a sharp inquisitive eye, who had
not opened his mouth before. Who is their master?
If they deal in witchcraft or in the black art, Joseph Piper, thee may
know as well as I do.
Woman....are you not afraid of death?
No.........not much, though I should like to be spared for a few days
longer.
Not afraid of death!—
No—not much, I say. And why should I be afraid of death? why
should I desire to live?—what is there to attach a thing of my shape
to life, a wretched, miserable, weary....
Ah, ha—now we shall have it—she is going to confess now—she is
beginning to weep, said a judge. But he was overheard by the
woman herself, who turning to the jury with a look that awed them in
spite of their prejudice, told them to proceed.
They’ll proceed fast enough, by and by, said another judge. What
have you done to disturb the faculties of that woman there?
What woman?
Judith Hubbard.
Much. For I know her, and she knows that I know her; and we have
both known for a great while that we cannot both live. This world is
not large enough. What have I done to disturb her faculties? Much.
For that woman hath wronged me; and she cannot forgive me. She
hath pursued me and mine to death; all that are very near and dear
to me, my poor sister and my—and the beloved friend of my sister—
to death; and how would it be possible for Judith Hubbard to forgive
us?
But your apparition pursues her.
If so, I cannot help it.
But why is it your apparition?
How do I know? He that appeared in the shape of Samuel, why
should he not appear in the shape of another?
But enough—Rachel Dyer was ordered for execution also. And a
part of the charge proved against her was, that she had been spirited
away by the powers of the air, who communicated with her and
guarded her at the cost of much human life, on the night when she
fled into the deep of the wilderness in company with George
Burroughs and Mary Elizabeth Dyer; each of whom had a like body-
guard of invisible creatures, who shot with arrows of certain death on
the night of their escape.
And Mary Elizabeth Dyer was now brought up for trial; but being half
dead with fear, and very ill, so that she was reported by a jury
empannelled for the purpose, to be mute by the visitation of God,
they adjourned the court for the morrow, and gave her permission to
abide with her sister till the day after the morrow.
And so Mary Elizabeth Dyer and Rachel Dyer met again—met in the
depth of a dungeon like the grave; and Elizabeth being near the
brave Rachel once more, grew ashamed of her past weakness.
I pray thee dear sister, said Mary Elizabeth, after they had been
together for a long while without speaking a word, Rachel with her
arm about Elizabeth’s neck, and Elizabeth leaning her face upon the
shoulder of Rachel, I pray thee to forgive me.
Forgive thee ... for what pray?
Do, do forgive me, Rachel.
Why, what on earth is the matter with thee, child? Here we sit for a
whole hour in the deep darkness of the night-season, without so
much as a sob or a tear, looking death in the face with a steady
smile, and comforting our hearts, weary and sick as they are, with a
pleasant hope—the hope of seeing our beloved brother Jacob, our
dear good mother, and our pious grandmother; and now, all of a
sudden thee breaks out in this way, as if thee would not be
comforted, and as if thee had never thought of death before—
O, I’m not afraid of death sister, now—I’m prepared for death now—
I’m very willingly to die now—it isn’t that I mean.
Why now?—why do thee say so much of now? Is it only now that
thee is prepared for death?
No, no, dear sister, but some how or other I do not even desire to
live now, and yet——
And yet what?—why does thee turn away thy head? why does thee
behave so to me ... why break out into such bitter—bitter
lamentation?—what is the matter I say?—what ails thee?—
Oh dear!
Why—Elizabeth!—what am I to believe?—what has thee been doin’?
Why do thee cling to me so?—why do thee hide thy face?—
O Rachel, Rachel—do not go away,—do not abandon me—do not
cast me off!
Child—why—
No, no!—
Look me in the face, I beseech thee.
No no—I dare not—I cannot.
Dare not—cannot—
No no.—
Dare not look thy sister in the face?
Oh no—
Lift up thy head this minute, Mary Elizabeth Dyer!—let go of my neck
—let go of my neck, I say—leave clinging to me so, and let me see
thy face.
No no dear Rachel, no no, I dare not—I am afraid of thee now, for
now thee calls me Mary Elizabeth—
Afraid of me—of me—O Elizabeth, what has thee done?
Oh dear!
And what have I done to deserve this?
Thee—thee!—O nothing dear sister, nothing at all; it is I—I that have
been so very foolish and wicked after—
Wicked, say thee?
O very—very—very wicked—
But how—in what way—thee’ll frighten me to death.
Shall I—O I am very sorry—but—but—thee knows I cannot help it—
Cannot help it, Mary Elizabeth Dyer—cannot help what? Speak ...
speak ... whatever it is, I forgive thee ... we have no time to lose now;
we may never meet again. Speak out, I beseech thee. Speak out, for
the day is near, the day of sorrow——
I will, I will—cried Elizabeth, sobbing as if her heart would break, and
falling upon her knees and burying her head in the lap of her sister—
I will—I will, but—pushing aside a heap of hair from her face, and
smothering the low sweet whisper of a pure heart, as if she knew
that every throb had a voice—I will, I will, I say, but I am so afraid of
thee—putting both arms about her sister’s neck and pulling her face
down that she might whisper what she had to say—I will—I will—I’m
a goin’ to tell thee now—as soon as ever I can get my breath—nay,
nay, don’t look at me so—I cannot bear it——
Look at thee—my poor bewildered sister—how can thee tell whether
I am looking at thee or not, while thy head is there?—Get up—get
up, I say—I do not like that posture; it betokens too much fear—the
fear not of death, but of shame—too much humility, too much
lowliness, a lowliness the cause whereof I tremble to ask thee. Get
up, Elizabeth, get up, if thee do not mean to raise a grief and a
trouble in my heart which I wouldn’t have there now for the whole
world; get up, I beseech thee, Mary Elizabeth Dyer.
Elizabeth got up, and after standing for a moment or two, without
being able to utter a word, though her lips moved, fell once more
upon her sister’s neck; and laying her mouth close to her ear, while
her innocent face glowed with shame and her whole body shook with
fear, whispered—I pray thee Rachel, dear Rachel ... do ... do let me
see him for a minute or two before they put him to death.
Rachel Dyer made no reply. She could not speak—she had no voice
for speech, but gathering up the sweet girl into her bosom with a
convulsive sob, she wept for a long while upon her neck.
They were interrupted by the jailor, who came to say that George
Burroughs, the wizard, having desired much to see Rachel Dyer and
Mary Elizabeth Dyer, the confederate witches, before his and their
death, he had been permitted by the honorable and merciful judges
to do so—on condition that he should be doubly-ironed at the wrist;
wherefore he, the jailor had now come to fetch her the said Rachel to
him the said George.
I am to go too, said Elizabeth, pressing up to the side of her sister,
and clinging to her with a look of dismay.
No, no—said he, no, no, you are to stay here.
Nay, nay, sister—dear sister—do let me go with thee!
It is not for me to speak, dear, dear Elizabeth, or thee should go now
instead of me. However——
Come, come—I pity you both, but there’s no help for you now—
never cry for spilt milk—you’re not so bad as they say, I’m sure—so
make yourself easy and stay where you be, if you know when you’re
well off.
Do let me go!
Nonsense—you’re but a child however, and so I forgive you, and the
more’s the pity; must obey orders if we break owners—poh, poh,—
poh, poh, poh.
A separation like that of death followed. No hope had the two sisters
of meeting again alive. They were afraid each for the other—and
Elizabeth sat unable to speak, with her large clear eyes turned up to
the eyes of Rachel as if to implore, with a last look, a devout
consideration of a dying prayer.
If it may be, said Rachel turning her head at the door if it may be
dear maiden, it shall be. Have courage—
I have, I have!
Be prepared though; be prepared Elizabeth, my beautiful sister. We
shall not see each other again ... that is.... O I pray thee, I do pray
thee, my dear sister to be comforted.
Elizabeth got up, and staggered away to the door and fell upon her
sister’s neck and prayed her not to leave her.
I must leave thee ... I must, I must ... would thee have me forsake
George Burroughs at the point of death?
O no—no—no!
We never shall meet again I do fear—I do hope, I might say, for of
what avail is it in the extremity of our sorrow; but others may—he
and thee may Elizabeth—and who knows but after the first shock of
this thy approaching bereavement is over, thee may come to regard
this very trial with joy, though we are torn by it, as by the agony of
death now—let us pray.
The sisters now prayed together for a little time, each with her arm
about the other’s neck, interchanged a farewell kiss and parted—-
parted forever.
And Rachel was then led to the dungeons below, where she saw him
that her sister loved, and that a score of other women had loved as it
were in spite of their very natures—for they were bred up in fear of
the dark Savage. He sat with his hands locked in his lap, and
chained and rivetted with iron, his brow gathered, his teeth set, and
his keen eyes fixed upon the door.
There is yet one hope my dear friend, whispered he after they had
been together a good while without speaking a word or daring to look
at each other—one hope—laying his pinioned arm lightly upon her
shoulder, and pressing up to her side with all the affectionate
seriousness of a brother—one hope, dear Rachel—
She shut her eyes and large drops ran down her cheeks.
—One hope—and but one—
Have a care George Burroughs. I would not have thee betray thyself
anew—there is no hope.
It is not for myself I speak. There is no hope for me. I know that—I
feel that—I am sure of it; nor, to tell you the truth, am I sorry—
Not sorry George—
No—for even as you are, so am I—weary of this world—sick and
weary of life.
Her head sunk upon his shoulder, and her breathing was that of one
who struggles with deep emotion.
No—no—it is not for myself that I speak. It is for you—
For me—
For you and for Elizabeth—
For me and for Elizabeth?—well—
And if I could bring you to do what I am persuaded you both may do
without reproach, there would be hope still for—for Elizabeth—and
for you—
For Elizabeth—and for me?—O George, George! what hope is there
now for me? What have I to do on earth, now that we are a——she
stopped with a shudder—I too am tired of life. She withdrew the
hand which till now he had been holding to his heart with a strong
terrible pressure.
Hear me, thou high-hearted, glorious woman. I have little or no hope
for thee—I confess that. I know thee too well to suppose that I could
prevail with thee; but ... but ... whatever may become of us, why not
save Elizabeth, if we may—
If we may George—but how?
Why ... draw nearer to me I pray thee; we have not much time to be
together now, and I would have thee look upon me, as one having a
right to comfort thee and to be comforted by thee—
A right ... how George?
As thy brother—
As my brother.... O, certainly——
Nay, nay ... do not forbear to lean thy head upon thy brother ... do
not, I beseech thee. What have we to do here ... what have we to do
now with that reserve which keeps the living apart ... our ashes, are
they to be hindered of communion hereafter by the unworthy law of
—ah ... sobbing ... Rachel Dyer! ... can it be that I hear you—you!
the unperturbable, the steadfast and the brave ... can it be that I hear
you sobbing at my side, as if your very heart would break....
No no....
There is to be a great change here, after we are out of the way....
Where—how?
Among the people. The accusers are going too far; they are
beginning to overstep the mark—they are flying too high.
Speak plainly, if thee would have me understand thy speech—why
do thee cleave to me so?—why so eager—why do thee speak in
parables? My heart misgives me when I hear a man like thee, at an
hour like this, weighing every word that is about to escape from his
mouth.
I deserve the rebuke. What I would say is, that the prisons of our
land are over-crowded with people of high repute. Already they have
begun to whisper the charge against our chief men. This very day
they have hinted at two or three individuals, who, a week before they
overthrew me, would have been thought altogether beyond the reach
of their audacity.
Who are they?
They speak of Matthew Paris.
The poor bewildered man ... how dare they?
And of the Governor, and of two or three more in authority; and of all
that participated in the voyage whereby he and they were made
wealthy and wise and powerful——
I thought so ... I feared as much. Poor man ... his riches are now
indeed a snare to him, his liberal heart, a mark for the arrows of
death....
Now hear me ... the accusers being about to go up to the high places
and to the seats of power, a change, there must and there will be,
and so——
And so ... why do thee stop?
Why do I stop ... did I stop?
Yea ... and thy visage too ... why does it alter?
My visage!
Yea ... thy look, thy tone of voice, the very color of thy lips.
Of a truth, Rachel?
Of a truth, George.
Why then it must be ... it is, I am sure ... on account of the ... that is
to say ... I’m afraid I do not make myself understood—
Speak out.
Well then ... may I not persuade you, my dear, dear sister ... to ... to
... in a word, Rachel....
To what pray ... persuade me to what?... Speak to me as I speak to
thee; what would thee persuade me to, George?
To ... to ... to confess ... there!
To confess what, pray?
That’s all....
George....
Nay, nay ... the fact is my dear friend, as I said before: I ... I ... if
there be a change here, it will be a speedy one.
Well—
And if—and if—a few weeks more, a few days more, it may be, and
our accusers, they who are now dealing death to us, may be brought
up in their turn to hear the words of death—in short Rachel, if you
could be persuaded just to—not to acknowledge—but just to suffer
them to believe you to be a ... to be a ... I forget what I was going to
say——
CHAPTER XXI.
A long silence followed—a silence like that of death—at last Rachel
Dyer spoke:
George Burroughs—I understand thee now, said she, I understand it
all. Thee would have me confess that I deserve death—only that I
may live. Thee would have me acknowledge (for nothing else would
do) that I am a liar and a witch, and that I deserve to die—and all this
for what?—only that I may escape death for a few days. O George!
No, no—you mistake the matter. I would not have you confess that
you deserve death—I would only have you speak to them—God of
the faithful!—I cannot—I cannot urge this woman to betray her faith.
I understand thee, George. But if I were to do so, what should I gain
by it?
Gain by it, Rachel Dyer?
Why do thee drop my hand? why recoil at my touch now?
Gain by it! siezing both her hands with all his might, and speaking as
if he began to fear—not to hope—no, but to fear that she might be
over-persuaded—
Yea—what have I to gain by it?
Life. You escape death—a cruel ignominious death—a death, which
it is not for a woman to look at, but with horror.
Well George—
By death, you lose the opportunity of doing much good, of bringing
the wicked to justice, of aiding them that are now ready to die with
terror, of shielding the oppressed—
Well—
Well—and what more would you have? Is not this enough?
No, George.
Hear me out Rachel. Do not reprove me, do not turn away, till you
have heard me through. My duty is before me, a duty which must
and shall be done, though it break my heart. I am commanded to
argue with you, and to persuade you to live.
Commanded?—
What if you were to confess that you deserve death? What if you
were to own yourself a witch? I take your own view of the case.—I
put the query to you in a shape the least favorable to my purpose.
What if you were to do this; you would be guilty at the most but of a
—of a—
Of untruth George.
And you would save your own life by such untruth, and the lives, it
may be, of a multitude more, and the life you know, of one that is
very dear to you.
Well——
No no—do not leave me in this way! Do not go till I—I beseech you
to hear me through—
I will—it grieves me, but I will.
Which is the greater sin—to die when you have it in your power to
escape death, if you will, by a word? or to speak a word of untruth to
save your life—
George Burroughs—I pray thee—suffer me to bid thee farewell.
No no, not yet. Hear me through—hear all I have to say. By this word
of untruth, you save your own life, and perhaps many other lives.
You punish the guilty. You have leisure to repent in this world of that
very untruth—if such untruth be sinful. You have an opportunity of
showing to the world and to them that you love, that you were
innocent of that wherewith you were charged. You may root up the
error that prevails now, and overthrow the destroyer, and hereafter
obtain praise for that very untruth, whereby you hinder the shedding
of more innocent blood; praise from every quarter of the earth, praise
from every body; from the people, the preachers, the jury, the elders
—yea from the very judges for having stayed them in their headlong
career of guilt—
O George—
But if you die, and your death be sinful—and would it not be so, if
you were to die, where you might escape death?—you would have
no time to repent here, no opportunity, no leisure—you die in the
very perpetration of your guilt—
If it is guilt, I do—
And however innocent you may be of the crimes that are charged to
you, you have no opportunity of showing on this earth to them that
love you, that you are so. Yet more—the guilt of your death, if it be
not charged hereafter to you, will be charged, you may be sure, to
the wretched women that pursue you; and all who might be saved by
you, will have reason to lay their death at your door—
Well—
About life or death, you may not much care; but after death to be
regarded with scorn, or hatred or terror, by all that go by your grave,
my sister—how could you bear the idea of that? What say you—you
shudder—and yet if you die now, you must leave behind you a
character which cannot be cleared up, or which is not likely to be
cleared up on earth, however innocent you may be (as I have said
before)—the character of one, who being charged with witchcraft
was convicted of witchcraft and executed for a witchcraft. In a word
—if you live, you may live to wipe away the aspersion. If you die, it
may adhere to you and to yours—forever and ever. If you live, you
may do much good on earth, much to yourself and much to others,
much even to the few that are now thirsting for your life—you may
make lighter the load of crime which otherwise will weigh them down
—you may do this and all this, if you speak: But if you do not speak,
you are guilty of your own death, and of the deaths it may be of a
multitude, here and hereafter.
Now hear me. I do not know whether all this is done to try my truth or
my courage, but this I know—I will not leave thee in doubt
concerning either. Look at me
There——
Thee would have me confess?
I would.
Thee would have Elizabeth confess?
I would.
Do thee mean to confess.
I—I!—
Ah George—
I cannot Rachel—I dare not—I am a preacher of the word of truth.
But you may—what is there to hinder you?
Thee will not?
No.
Nor will I.
Just what I expected—give me your hand—what I have said to you, I
have been constrained to say, for it is a part of my faith Rachel, that
as we believe, so are we to be judged: and that therefore, had you
believed it to be right for you to confess and live, it would have been
right, before the Lord.—But whether you do or do not, Elizabeth may.
True—if she can be persuaded to think as thee would have her think,
she may. I shall not seek to dissuade her—but as for me, I have put
my life into the hands of our Father. I shall obey him, and trust to the
inward prompting of that which upholds me and cheers me now—
even now, George, when, but for His Holy Spirit, I should feel as I
never felt before, since I came into the world—altogether alone.
Will you advise with her, and seek to persuade her?
No.
Cruel woman!
Cruel—no no George, no no. Would that be doing as I would be
done by? Is it for me to urge a beloved sister to do what I would not
do—even to save my life?

Basic College Mathematics An Applied Approach 9Th Edition Aufmann Solutions Manual Full Chapter PDF

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Basic College Mathematics An Applied

Approach 9th Edition Aufmann

Expression Constant GCF x GCF y GCF Overall GCF Factored Expression

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

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

___ ⋅ ( −3 z ) = 3 z 2 −6 7 w3 ⋅ ______ = −49 w5

12 x 4 ⋅ ____ = −144 x12 18 x 4 ⋅ ____ = −36 x 5 y 3

−10 x 3 y 2 z ⋅ ______ = −120 x5 y 3 z 4

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

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

6 xy 2 + 10 y 2 + 3xy + 5 y x 2 + 3x + 2 xy + 6 y 3a 2b3 x + 12a 2b3 10 x 2 y − 50 x 2 + 9 xy − 45 x

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

−12 −32 −45 50

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

A x+4 B x−2 C x −1 D x+5 E x−7 F None of these are factors

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

Expression GCF only GCF and form GCF and form

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

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

Is ( 8 x − 2 )( x + 6 ) the completed factoring for the expression 8 x 2 + 46 x − 12 ? Let’s see.

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

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

6. How can you make ( 8 x − 2 ) ( x + 6 ) a completely factored expression?

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

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

Directions: For each

Then write the term in

16b 2 −64 1 100 1000x3

729 49a 4b 4 −1 8x 3 81h6

144 9x 2 25z 2 −125z 3 64

27a 3 0 169 216x 3 y 9 1000a 3

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

Previously, you may have practiced squaring a

trinomial might be a perfect square trinomial.

In a perfect square trinomial, the middle term is

2 ( x )( 6 ) is 12x , so the trinomial is a perfect square trinomial.

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

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

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.

4. Factor: w4 − 49v 2 = ( ) −( ) = __________________________

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

The best way to learn the

Here are two examples,

After you learn the

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 4: Insert the bases: ( x − 5)( + + )

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

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

Step 2: Fill in the skeleton with the appropriate bases: ( 2 w ) + ( 3 x 2 )

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

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

Now you try these!

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

729 − x 6 4a 2 + 144b6 169 x 4 − 121y 2 343x 3 + 64

Instructor's Resource Binder, M. Andersen, Copyright 2011, Cengage Learning

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

_ ⋅ ( −3 z ) = 3 z 2 −6 7 w3 ⋅ ____ = −49 w5

12 x 4 ⋅ = −144 x12 18 x 4 ⋅ = −36 x 5 y 3

_ a. ( −2,5) _ b. {−2,5} ___ c. ( −2,5]