UNITED ARAB EMIRATES YEAR OF MINISTRY OF EDUCATION ZAYED TEACHER EDITION McGraw-Hill Education Integrated Math United Arab Emirates Editionaway % United Arab Emirates VISION AN Ministry of Education 2021 Teacher Edition McGraw-Hill Education Integrated Math United Arab Emirates Edition GRADE 9 - VOLUME 2 Lite Graw Hy CeresProject Craw Hil Edvcation United Arab Emirates Elion Grade 09 Integrated Math Vo.2 FM. Intcqrated Math 1 ©2012 7. Quadratic Expressions and Equations, fem integrated Math Il Chapter 1 © 2012 8. Exponents and Exponential Functions, from Integrated Math | Chapter 7 © 2012 9. Racical Functions, Rational Functions, and Equations, from Intsgrated Math | Chapter 8 © 2012 10. Tools of Geometry, from Integrated Math I Chapter 10 © 2012 (COVER: hunthomas/Shutterstockcom mheducation.com/prek-12 Copyright © 2018 McGraw Hl Education ‘llrightsreserved. No part of this publication may be ‘reproduced or distributed in any form cr by any meas, br stoved i a ola o retrieval pstew wllrou the prior written corsent of McGraw Hil Education, Ecling, but rot ted to, cheer storage cr lranamission,or broadcast for Gatance learning Exelasive rights by McGraw Hill Education for manufacture nd port. This book cannot be r-exported from the country to thi it ic sold by McCraw Hl Ecaton. This Regional Eeltion i nol avadable outst Curape, the Middle [ast and Anca Printed in the UAE Pub Edition "SBN 978-1:52.682472 6 (Suen Eien) ISBN: 978-1-52.682713 5 (Sinn Fon) MHD: 1-52.682422-1 (det Ci) IMHID: 1-52.682713 1 (Sudee Eaton) "SON: 978-1-52 685142 2 (Teacher Caan) ISBN. 978-1-52 6634034 (Tee Cin) IMIID-1-52-683142 2 Teacher Ein) MHD: 1-52 683403 0 (Tce Fan) 1.23456769XKK2221 20191817"Extensive knowledge and modem science must be acquired. The educational process we see today is in an ongoing and escalating challenge which requires hard work. We succeeded in entering the third millennium, while we are more confident in ourselves.” H.H, Sheikh Khalifa Bin Zayed Al Nahyan President of the United Arab EmiratesContents in Brief Chapter Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter Chapter 9 Chapter 10 Chapter 14 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Expressions, Equations, and Functions Linear Equations Linear Functions Equations of Linear Functions Linear Inequalities ‘Systems of Linear Equations and inequalities Quadratic Expressions and Equations Exponents and Exponential Functions Radical and Rational Functions, and Equations Tools of Geometry Parallel and Perpendicular Lines Congruent Triangles Quadrilaterals Similarity, Transformations, and Symmetry Circles ‘Student Handbookur lead authors ensure that the McGraw-Hill Education mathematics programs are ‘tuly vertically aligned by begining with the end in mind success in Integrated [Math Grade 9 and beyond. By “backmapping” the content from the high scrool programs, all of our mathematics programs are wel articulated in thelr scope andi sequence. Lead Authors John. Carter, Ph.D. D citbert 1. cuevas, Pp. Principal Professor of Matemnates Education AclalE Stevenson High Schoo! Teas State Universty—San Marcos Linco, tins San Marcos, Texas ‘reas of Expertise: Using technology and manipulatives sea of Expertise: Applying concep ane ss in to vsuaze concepts; mathematics ahieverent of rmathematicaly ch context: mathematical eprazentations English language learners Roger Day, Ph.D., NBCT D carot Matioy, Ph.D. Matiematcs Departnent Chaiperson Associate Professor Pontiac Township High Schoo! University of Non Carbina at Chapel Hit Pontiac, inois Chapel Hil, Nosh Cartina ‘roas of Expertise: Understanding and applying probatilty and Areas f Expertise: Roprosertations and cial thinking, student statstics; mathematics teacher education success in Algebre 1 Program Authors Ruth Casey Derry Cummins Matiemais Constant Mathers Constant ego Teacher Parner Former Presient, National Coal Supenysorsf Unters Kentucky Mathers Lecingion, Kentucky Wasim Spgs, Riis Aes of Expete: Graphing techelogy end matematics Ads Expertise: Graphing technology end mathemetics ) or Berenie Htiday, Ea. D Beatrice Moore Luchin National Mtiemats Corset Matherntics Constant Siver Serna. Marans Howson, Teas sss of agetse:Usng matematsto ede rcundestand_ ReacofExprize: Matheatcaliteray; working wih Engch real weld dt; th effect of graphics on mathenatal language learners tndestnding Contributing Author Dinah Ze tcucatona Constant Diab Might Actes In San Aono, Tras wenngny oboT= professionals were instrumental in providing valuable input and suggestions for improving the effectiveness ofthe mathematics instruction. Mathematical Fluency Lead Consultants | Consultants Sieaiesveties, Mathematical Content Professor of Mathematics Rio Hondo College Geant A. Fraser, PRD. Ronert M. Capraro Weiter, Clfora Professor of Mathematics Associate Profesor Jay McTiche Educational Author and Constant Columba, Maryland Cafomia State Uriversty, Los Angeles Los Angeles, Calforia [Achar K. Wayman, Ph.D. Professor of Mathematics Emertus Cobfomia State Unversiy, Lorg Beach Long Beach, California Gifted and Talented ‘Shei K. Cole Research Assistant University of Connecticut Stor, Connecticut College Readiness Robert Le Kimball, Je. Department Head, Math and Physics Wake Technical Community Cellage Raleigh, North Carling Graphing Calculator Ruth M. Casey TF Natonal instructor Franort Kentucky Jerry Cummins Former Presicent National Counc of Supervisors of Mathematics Western Springs, Minois Texas ABM Uriversity Colege Station, Tous Pre-AP Dixie Ross Lead Teacher for Advanced Placement Mathematics Phugenvite High School Phugenit, Texas Reading and Writing Releah Cossett Lent Author and Ecucational Consultant Morgantown, CA lynn T. Havens Director of Project CRISS Kalspel, MontanaMultiple Paths to Learning Ss tudents will engage with tasks they find interesting, challenging, and important. In the classroom, key factors are teacher student relationships, pedagogy, and classroom climate. Imegrated Math Grade 9s designed to prov your students with @ balanced approach to mathematics. Your students bocome succossful throug a variety of teaching modalities. Keeping It Interesting “Content that Connects ‘Students who are engaged are more ky to pay 5 students use a Then, Now, Why instructional plan that attention in clss Integrated Math Groce 9 Connects what they know with wnat thay ace learning scusses topics that relate to todays students. + New Vocabulary and Review Vocabulary help studeats 5 learn to “talk math” &Problem-Based Learning + Awoatth of prablem solving opporturits include: = Multiple Representations in every chapter * Higher Order Thinking problems in ever lesson * Workec-out Examples that follow a fourstep olan + Problem-Solving Strategy Tips throughout * Test Taking Strategies in every chapter * Word Problem Practice masters fr every lesson Learning by Doing Labs help to maintain eames motivation. Algebra 5 Late introduce an reinforce concept sing + manipulatives like algebra tiles. Graphing Technology Labs alow students to explore 5 anceps using graping aletatas.Ee ERM g Ut Ses Eire Tire py geste hat should students know and be able to do? Understanding by Design cam be used to help teachers identity learning goals, develop revealing assessments of student understanding, and plan effective and engaging learning activites. Backward Design Understanding by Design (UbD} isa framework that uses backward desgn to create a coherent curiculum by considering the dosied results frst and then planning instruction. Identifying Desired Results ‘The first step in developing an effective curriculum using the UBD famework is 1o consider the goals. What should students know ‘and be able to do? Integrated Math Grade 9 focuses student attention on Essential ‘Questions, which are located within each chapter of the Student and Teacher Exton. ‘An Essentiol Guestion fs provided at the beginning of each Chapter. These thought provoking questions can be used as: * a discussion starter for your class; throughout the discussion Idenity what the students already know and what they would lke to know about the topic. Revst these notes throughout the chapter. * a benchmark of understanding; post these questions in a Dominent place and have Students expand upon thek inital response as their understancing ofthe subject material grows. & Essential Question = Why are graphs useful? Sa answer: They can helG 4 In mathematics, essential questions are used to develop students’ understanding of key concepts as well as core processes. J 9 — Jay MeTighe, co-cuthor of Understanding by Design Follow-up Essential Questions can be found throughout each chapter. These questions challenge students ta apply specitic lenowledge to a broader contex, thus deepening their understanding. Follow-up Students have explored gray ( \ Determine Acceptable Evidence Avatiety of assessment opportunities are avallebe that ‘enable sues to show evidence of their understanding, * Practice and Problem Solving and HOT. Problems allow students to explain iter, and apply mathematical concepts 1 Mig.chapter Quizzes ana Chapter Tests offer mare ‘tadtional methods of assessment lan Learning Experiences and instruction ‘Tere are numerous performance activities avalable throughout the program, including + Algebra and Geometry Labs tat offer students hands-on leaming experiences, and * Graphing Technology Labs that use oraphing calasators to aid student understanding‘SECTION 2 | Differentiation ASA rl ae) nly 48% of teachers fee! that standardized tests are effective In helping them track student performance. a vattety of frequent and meaningtu ‘and teacher Imegrated Math Grade 9 oft ‘assessments buif right into the cur als. The program includes both traditional and ssessment, induding quizzes and tests, support ma nonitadtional methods performance tasks, and open ended ass 1 Diagnostic Preyer’ eee a eet Cee Cer esha cede pre rethtg Ce) Brees trad Poe eee Entry-Level Assessment ee ete a nena the Chapter * Got Reaoy for= Study Guide ard Review Formative Progress Monitoring eee cere) 1 Practice Test ed Test PracticeBuilt-in Differentiated Instruction proximately 43% of teachers feel their lasses are so mixed in terms SD oprcacting Grade Lovel of students’ learning abilities that they can't teach them effectively. & onGrade Lovel © Beyond Grade Level Integrated Math Grade 9 provides resources to diagnose students, dontity areas of need, and Conduct short, frequent assessments for accurate data-driven decision making. Every lesson Considets te needs ofall studentsSTEM Careers tudent intentions to go to college have increased over the past 20 years. In 1988, 80% said they were likely to go to college, compared to 90% today. Developing STEM Careers With integrated Math, you con unleash your students’ curiosity about the wot around them and prepare them fr exiting (Science, Technology, Engineering, and Meth) carees. Real World Careers * Examples Real World Careers are engaging, providing Examples are relevant, connectng in-class information on exciting careats. xperiences te the wotld beyond the classroom. peste21st Century Skills he current ond future health of America’s 2tst Century Economy depends directly on how broadly and deeply Americans reach a new level of literacy—"2tst Century Literacy’—that includes strong academic skills, thinking, reasoning, teamwork skill, and proficiency in using technology. — 21st Century Werkdorce Commission National Aliance of Business Developing 21st Century Skills ‘The Partnership for 21st Century Skis identifies the folowing kay tucent elements of a 2ist century education ‘Throughout the Integrated Math saves, students solve problems that incorporate 2st century themes, such financial Iiteracy In addition, there is also a project ‘within each chapter that incorporates 21st Century Ska. Learning and Innovation Skills Students who are prepared for increasingly complex ite ‘and work environments are creative and innovative critical thinkers, problem solvers, effective communicators, and know how to work collaboratively, Throughout the Imegrated Math seres, stents are required 10 wna, ‘explain, justly, prove, and analyze. Students can hone Citical thinking skis through the use of HOT. (Higher (Order Thinking) Problems and are encouraged to work collaboratively in labs. Life and Career Skills NcGraveHtls commited to helping educators ensure tht all ‘Students graduate from high schoo! equipped to succeed in college or in their chosen careers. McGraw programs bridge the gap between secondary and postsecondary curticula by Including pre-college content as wel as the study sls and ttonsitional fe skis that are necessaty for both secondary and allege academic success, Information, Media, and Technology Skills Throughout the Integrated Math series, students use technology, Including graphing calculators to develop 21st century ‘mathematics knowledge and skis. 21st Century Assessments 2ise Century Student Outcomes ‘and Support Systeme ‘The Integrated Math series otter a vanety of traquent and ‘meaningful assessments buit right into the curriculum structure and teacher support materials. These programs include both ‘tacitional and nontraditional methods of assessment, including quizzes and tests, performance tasks, and open ended assessments,Expressions, Equations, and Functions Get Ready for Chapter 1 41 Variables and Expressions 12 Order of Operations 13 Properties of Numbers 114 The Distributive Property 1-5 Equations 16 Relations 4-7 Functions 1-8 Interpreting Graphs of Functions ASSESSMENT Study Guide and Review Practice Test '= Preparing for Standardized Tests Standardized Test Practice & 3ea8Get Ready for Chapter 2 24 Writing Equations 2:2 Solving One-Step Equations 2-3 Solving Multi-Step Equations 2-4 Solving Equations with the Variable on Each Side 2:5. Solving Equations involving Absolute Value 2-5 Ratios and Proportions 2:7 Percent of Change 2-8 Literal Equations and Dimensional Analysis 29 Weighted Averages ASSESSMENT m Study Guide and Review m Practice Test '= Preparing for Standardized Tests 1 Standardized Test Practice, Chapters 1-2 a 7 103 ™ 19 26 12 139 45 46 us(MTT el aie Cay Got Ready for Chapter 3 a4 32 33 34 35 36 Graphing Linear Equations Solving Linear Equations by Graphing Rate of Change and Slope Direct Variation Arithmetic Sequences as Linear Functions Proportional and Nonproportional Relationships ASSESSMENT ‘Study Guide and Review Practice Test = Preparing for Standardized Tests ™ Standardized Test Practice, Chapters 1-3 +81 15 203 388Equations of Linear Get Ready for Chapter 4 23 44 Graphing Equations in Slope-intercept Form 216 4-2. Writing Equations in Slope-Intercept Form 26 43 Writing Equations in Point-Slope Form 233 ‘4-4 Parallel and Perpendicular Lines 239 45 Scatter Plots and Lines of Fit 2ar 46 Regression and Median-Fit Lines 255 4-7 Inverse Linear Functions 263 ‘ASSESSMENT m Study Guide and R 2m Practice Test an 1 Preparing for Standardized Tests 28 1 Standardized Test Practice, Chapters 1-4 280Linear Inequalities Get Ready for Chapter 5 283 5-1 Solving Inequalities by Addition and Subtraction 285 5-2. Solving Inequalities by Multiplication and Division 292 5-3. Solving Mulfi-Step Inequalities 298 5-4 Solving Compound Inequalities, 306 5-5 Inequalities Involving Absolute Value 32 5-6 Graphing Inequalities in Two Variables 307 ‘ASSESSMENT mStudy Guide and Review 324 Practice Test 307 ‘= Preparing for Standardized Tests 38 Standardized Test Practice, Chapters 1-5 330Systems of Linear [ JEquations Eh ite (elt Get Ready for Chapter 6 333 64 Graphing Systems of Equations 335 6-2 Substitution 344 6-3 Elimination Using Addition and Subtraction 350 6-4 Elimination Using Multiplication 357 6-5 Applying Systems of Linear Equations 364 6-5 Systems of Inequalities am ‘ASSESSMENT ' Study Guide and Review 378 m Practice Test 383 1 Prepating for Standardized Tests, 384 1 Standardized Test Practice, Chapters 1-6 386Quadratic Expressions and TEL i Got Ready for Chapter 7 m” 72 13 4 75 16 11 138 cz} 710 ‘Adding and Subtracting Polynomials Multiplying a Polynomial by a Menomial Muttiplying Polynomials, Special Products Using the Distributive Property Solving x2 + bx +¢=0 Solving ax2 + bx =O. Differences of Squares Perfect Squares. Roots and Zeros ASSESSMENT Study Guide and Review Practice Test ‘= Preparing for Standardized Tests Standardized Test Practice, Chapters 1-7 3 4 an at 438 450 458 466 an. ana 478Got Ready for Chapter 8 an 84 Multiplication Properties of Exponents a9 82. Division Properties of Exponents 486 83. Rational Exponents 494 8-4 Scientific Notation 502 8-5 Exponential Functions se 86 Growth and Decay 520 8-7 Geometric Sequence as Exponential Functi 526 88 Recursive Formulas 533 ‘ASSESSMENT Study Guide and Review 539 Practice Test 43 "= Preparing for Standardized Tests saa © Standardized Test Practice, Chapters 1-8 546[ }Radical and Rational Mitel mrlice eel Clary Got Ready for Chapter 9 9-4 Square Root Functions 9-2. Simplifying Radical Expressions 8.3. Operations with Radical Expressions 9-4 Radical Equations 9.5 Inverse Variation 9-6 Rational Functions 9-7 Rational Equations. ASSESSMENT = Study Guide and Review Practice Test '= Preparing for Standardized Tests = Standardized Test Practice, Chapters 1-9 551 558 570 g : 8288Ut eer a Got Ready for Chapter 10 609 10-4 Points, Lines, and Planes en 10-2 Linear Measure 620 10-3 Distance and Midpoints ot 10-4 Proving Theorems about Line Segments aa ASSESSMENT m Study Gulde and Review 652 Practice Test 65 "= Preparing for Standardized Tests 656 = Standardized Test Practice, Chapters 1-10 ossParallel and Perpendicular Lines 1441 Parallel Lines and Transversals, 44-2 Angles and Parallel Lines 14:3 Slopes of Linas 11-4 Equations of Lines 145 Proving Lines Paralle! 11-6 Perpendiculars and Distance ‘ASSESSMENT Study Guide and Review Practice Test '= Preparing for Standardized Tests © Standardized Test Practice, Chapters 1-11126 27 28 R9 Classifying Triangles Angles of Triangles Congruent Triangles Proving Triangles Congruent—SSS, SAS Proving Triangles Congruent—ASA, AAS Isosceles and Equilateral Triangles Congruence Transformations Triangles and Coordinate Proofs ‘Areas of Parallelograms and Triangles ASSESSMENT Study Guide and Review m Practice Test 15 Preparing for Standardized Tests '§ Standardized Test Practice, Chapters 1-12 pene syQuadrilaterals Got Ready for Chapter 13 134 Parallelograms 13-2 Tests for Parallelograms 13-3 Rectangles 13-4 Rhombi and Squares 13:5 Trapezoid and kites ‘ASSESSMENT Study Guide and Review Practice Test ™ Preparing for Standardized Tests = Standardized Test Practice, Chapters 113Similarity, MCU Celi Got Ready for Chapter 14 144 Similar Triangles 14-2 Parallel Lines and Proportional Parts 14-3 Similarity Transformations 14-4 Reflections 145 Translations 146 Rotations 14-7 Confirmations and Transformations ‘Symmetry g Dilations, ASSESSMENT Study Guide and Review Practice Test ‘= Preparing for Standardized Tests = Standardized Test Practice, Chapters 1-141541 Circles and Circumference 15-2 Measuring Angles and Arcs 15-3 res and Chords 15-4 Inscribed Angles 155 Tangents 15-6 Secants, Tangents, and Angle Measures\ 15-7 Special Segments in a Circle 15-8 Equations of Circles 15.9 Areas of Circles and Sectors\ ‘ASSESSMENT Study Guide and Review Practice Test = Preparing for Standardized Tests = Standardized Test Practice, Chapters 1-151 ‘Student Handbook Reference Glossary oz Formulas and Symbols 4Chapter Project ‘ ‘Quadratic Expressions and Equations Students use what they have leamed about factoring quadratic equations to complete a project. This chapter project addresses environmental iteracy, as well as several specie skis dented as being cessontial to studont succoss by the Framework for 21st Century Learning. KoyVocabulary Introduce te key vocabulary inthe chaptor using the routine below. Dering: Writing an integer oF polynomial in factored form is wating the integer ora polynomial as 8 product of its prime factors ‘Example: Te factored form of 1218 Cry 2 factored form of H és 324 Bi + Gis + 2x + 3). Sctieiaginli sited omeetaretectce renter vad pinnae reenter preps ‘sk: What the factored form of 48? oreo lei aad ran ce 388 | Chapter 7 | Quadratic Expressions and Equations:[3 Essential Question = When cout! nonineastncton be sed o mode areal-wodd stuton? Sample answer: When the relationship thats modeled hes @ fate of change tat sno constant nd tus, noninea, Get Ready for the Chapter Diagnose Readiness tae the Cuick eck blow check our prerequisites Refer lothe Glee Review ort xpress sing the Dstt Prepay, Thera, ‘ol + ok 20+ 2: rata aaa NS Ran— ae Awe ‘Sota +9¢-30") + zk? 30+ 20 ‘5. RANOIAL LITERACY Fee wl ay AED per Beat, ‘24D pet eo ED Gp pope atte arc tes eresientat ald be dle ein te Galle tem bor bterrones 5-45 6:AED 90 4.—Sir) + (-8K-Se1+ (ENS Br + 301-35 Simply cach expansion Wrote, wie singed MEE (Usecin Lessons 81 trough 84) 6 ute te so-2+09 No 2 Sogllyae +6—4e + 22. Beh 6 Met 2228 48H +6 Seem soiree 3 9 tr? apatite WE +5 go g Mh BP —2) simpitiat asses Rae heat wet ot +16 Met BS —y—mat7 ony t 99 ag 42 Sep FSS tesecintessors82teugn 8-9 e108 0? 7a?) at mm amir? sam? She) te? 20. sof6e Zor? (20a ~Mabe 5 22. ceometer asqere 69 connote a exh se Wt biecead equa? 36"[ETAT stuayorganizer Dinah Zike’s Foldables" bo eeu ag Focus Students wite about factoring ‘ana quacratc equations as these concepts are presented in the lessons ofthis chapter. ‘Teach Have students meke and label ‘uma sover nem corceps, san vol teresa yous scape. ‘Togetred etl Inpriantera rd ogee yurescuces Youmay wish ore to presous ape tveven rere ‘her Folcables as ilustated. Suggest [EET smaayorpaner | [lewis ‘hat students use thet Foldables to Se ee take notes, record concepts, and define ep youcuaeyou nts aval antra oprsoN Ne tend terms. They can also use them to record ‘Sirs Beg wires pe a ‘he diecton and progress of esming, ogee stand ‘to describe postive and negative Sains inet experiences during learning to nite = about persona associations and 41 feet rate Oe or ets, agence experiences, and to ist examples of patie Measles Cate co ae ae wastes cs ck pone ways in which this new knowiedge has i been or willbe used in their dail lives. beter n rani ‘When to Use It Encourage students 10 a eacreeae: ‘dato their Foldables as they work ‘cine part ‘through the chapter and to use them ‘Sticem ote 10 review forthe chapter test. ‘sea | ote suereuro = ‘Sue Roc opty ReviewVocabuiary 2 mente tstseesttagh the snd decsan igre als Lan eet Cope 8 Ouertie bbgesibesan ions Late pges mths ‘bene as page wah vaca. ‘deceveie the honk oe ony rmbe a he ‘ance therm rm anon aber wu 1 "eee ed sre somber th ore oti 390 | Chapter 7 | Quadratic Expressions and EquationsOre ee # Chapter Planner ae c "ase Tas) Sy A ‘20m 05 dey ‘Algebra Lab: Adding and Subtracting ‘Mutiying @ Polynomial by a The Passteane ‘Adcing and Subtracting Polynomiats NUN | Objectives Use algebra tes oaddancsubtact Wt poymonissinstndarerm = Matiptyaperomial bye moron. | se, * Aa and subtext port's. * Sof equtions ihn the produc of | ‘monomials ard polyno Key Vocabulary o\noma binomial. nonin, degree ca ‘monomial, degre of 2 plynoma,esing coticient 08 voseseps nem @ 3BBOA | Chapter 7 | Quadratic Expressions and Equationsero "Rembe Te aye TTESSON pera Ac} ST ‘Algebra Lab: Multiplying Polynomials ‘Matiptying Polynomials |SpeciatProducts * Use algebras to mutiny plynomins = Muti binomits by ssng te FON method = Matty potonias by ust the Distibive Proper. 1 Fe squeresf sums and ferences. 1 Frathe product of sum ance difernce FOIL methect quadratic exression Formative Assessment Mit Charter Guz ‘congCreare rg yf Chapter Planner. por ee oar 4 cite iy Aer eta at Foon ote - Te (gteteatene (teat pen a ets ley yee oper ecw ojecves ‘Usama ime! sUsmeDSiOueRpNY = Vedgdioeste Mak! Ecsuabotne om using the Distributive Property to factor polynomiats. ‘actoring winomiats. P+ote 2 * Sake cquatinsoftnetorm * sowe quadiaccuntons ot ‘eto P+oee=o. ae + or =0. Key Vocabulary factoring quadratic equation factoring by grouping Tora Product Propery uke " 3BBOC | Chapter 7 | Quadratic Expressions and EquationsSolving ax? + bx e= "Factor vino of met or + ox+c * soye cautions otto or + ox+c=0. rie pelyromia ‘cong ‘Fac bincas nat are he rence of sates * Usetneaerence otsqueresto soe cquators foonce cf wo squares * Foc prfectsquae wna * sove cquatonsinowng peste sures, * Dexermine tne number and ype of foots oa pelnonialequsion, * rate awesor a peyromal tcion.Cree (Assessment Student Edition, TE aches Edition Diagnosis Prescription of Beginning Chapter 7 FEE erzenyocnaptord Se espana 8 anion TE: Et Beginning Every Lesson EEE thon, now, why? SE Chapter SE During/After Every Lesson Guidee Pactce SE, every example Dierentned lastuction TE BAM Chock Your Understanding SE Diflorentnted Homewerk Options TE FE Hor Provtens SE EEA sovai even se FM cltionatxanpies TE BEB watch ou Te Step 4, Assess TE Mid. Chapter Mit Chapter Quiz SE Before Chapter Test Chapier Study Guice end Review SE Practice Test SE Standardized Tet Practice SE Puléey ‘BBE | Chapter 7 | Quadiotic Expressions and Equationsbee I ee Differentiated Instruction Option 1 Reaching Alllearners =p Visual/Spatial As students leam the rules for factoring trinomials, ‘encourage them to use algebra tiles to confirm thei results. ‘Students should soon realize thatthe greater the values of Band ¢ inthe tinomals, the more cumbersome the algebra tiles become, hich shoula then reinforce the importance of learning to Factor using the methods in the text Auditory Ask groups to create a mnemonic device that wil help them remember how to factor one ofthe types of trinomials studied inthis chapter. Then write an example of a trinontial on the board ‘and have a volunteer say bs or her mnemonic device as he or sho factors the trinoria Option 2 Approaching Level C> Inlarge print, write a umber and each step of ts prime factorization (using the factor tree-method! on sticky notes. Each number in the steps should be on a separate note. On other nates draw some arrows. Stick the notes randomly on the board. Ask volunteers to arrange the factor and arrow nates so that they show the prime factorization ofthe number. Make ast of “problem” cards soning 2 monomial mes a polynomial, suchas 34x? — 2 + 3). Maka set of *simpitfication” cards showing the simplification ofthe problems on th “prblon” cards. Make enough cards sothat students trom hat the dass ges one cad rom the “problen” set and the ther students got arcs rom tne “simpliicaton” set. Ask oach stutont holding a cord from the “problen” sett find the classmate holding th “Simplfication” card that corresponds to his or her probe Option 3 Beyond Level C> Tel sudents that some pelynomias ae prime when conscering the set of integers, but canbe factored when the set of real numbers is considered. For example, x? — 7 is a prime polynomial. However, it can be factored ifthe set of real numbers is considered. That is, 22 —7= (c+ Ve — V7} Ask students to factor other prime polynomials such as 3x — 2 when the set of real numbers is considered. (ev3-+ VZ\eV3 — V2) Challenge students toa competition. Have pats goto the board Have one student multiply two 2- catch ply anocing os dee an ember of ems Ae. +5 Mediate yg ie i moe tic i teu 2 eben 2.94 yf at anne 30-7 ebictionid M292 46e 8 50 m7 Galen copy 4 eoUMeNt Inara wight the tess ta setatsereprsstedl onic monte ofa loserpuen cage Siipuetopny he aaa syed pate Coal mt be aber lcm Er 300 250, nee! the bef yomnaiee Se cc encpute mang thereof kot Sin gan imag Towards tne peo S058" On84 a bs Unrmerpandonerertonlel gpd 6 agh Hic Sonar? Sno ‘Teaching the Mathematical Practices ‘Sense-Making Natliematially Proficient students start by explaining to themselves the meaning of a problem. In Exercise 19, ask students to ‘explain how the given povynomials relate to the number of students whe drove. Reasoning Matheraticaly proficient ‘students abstact a gven situation ‘anid represent it symboicaly and ‘manipulate the representing symbols In Exercise 52 tel students to start by writing an equation for perimeter. 52. REASONING The povimetor ofthe arg can he rpmcenid by the opresian a —7e-¥2 Wee a ylgronil Out represents the mean of he tide. S52, GEOMETRY Concder the rectangle 2 What docs? 4 2x1) 5 1 3) repre? 1 een 262? + 261) 4 202 — 43) eens? ater 5a: the area ofthe rectangle. he ofthe rectangle in each sumo iterence. 5A (tr 2y Ge) + (6p 70) [Me Bey) Ox ye 55 (522 1)4 (22a 12) + (te? e+ 8) 19? —0 16 5. G2—2)4 Ue )—(E 450-8) 22 eh 51 G4 510) — (et 5) + (SB A) ToT 58. FOOTBALL The National otal age vied ino two conferences, the American ‘A arate Natonal N. rom 2002 tough 209, the wal atendace Tn thowsands) forth cnferences ar forthe Asean Cnieence ges can ne bythe foliations where ic the rnier of yar ones 22. T= O60 + SSA + GALE FOSS A= 3.7 4 SSG + 255 NG + 257 ‘saat ow mary pep tended Natonal Conference esl gares 2009, #828009 poopie Differentiated Homework Options = = “Two-Day Oton OCbaic 20-M4,60-€2,65-91 21.43 0d6,60,66-69 20-44 even, 6, 62,65, ro Oc 21-49 od, 58-69 20-33, 66-69 34-44, 58-65, 70-91 QD revances | 14-22, (option 2-09‘S mutipe Representations eee aelek sale eee ee rape an analy ter resto fetemine ne eng and wth at ee ee [> @ canwoW. eco torertacaricea days AED 15 plas 9 fistorsach enter ve 2. Wie apalynomial hat presente nstf renting aca farm Kiometers + 0:50 1 Ha coriadiven Skeeter, howe mach would cen tren? AED 2675 fa cars drwen 0 keene each day forfour dis, bow much woul it ast (renter? AED 23 (4a cars crve 29 ihaneters each dey for seven dys, tow much woul tot torent aca? AED 336 0, cree ereesxUATONS nhs bln, you wl expr pert nine See Ch 7 Anwar hppend, 2 Geometic Dra de recianghs that each ave a prints 400 ent ‘Tada Record the with nd length of ach mange tables the ane down elo Find the ate of each tangle 7 | 28 | 0m | 700m" ae | asm) aan? 1 [em [oom [00 — ah? e827 power Append. © Graphical On a ccrinae stm, graphite area cfetange din tre thelength x Use te graph tn detrmine the bres area posible 4. despa Determine te length and wath thet prc the lrgpt ae. Tholorghsnduidhofthoretanpe must bo 00 center sack ota the eget ten, 9, camaue Nate and Mazen ate fing (2? —2)~ (e+ 302 ets acter et.sange "* ietherf tiem cores npn your fering tomtand he Sonesta ste nee perso ce = oie. ee ae) 63 -D taba Oar3d-2 =e peo wat jrcserat2| | -ae-weewww | om cote ees fae need, shies 62 REASONNG Deter whether each teflon aes re a ae San Sekirei (62a Farm: campo arswor 3 binomial must have atleast temsin Be binomial can hie adore oe. oe mse term it Sate rete tans. 1 Theodor which polynomial ao sabtractd doe nat mato. Fabesample answer a eres) ee ea better 3) tae oe sme 62 calitsnte Whos ta tran on fan npr 9 and rime tne Senet cnscetNe od pe on 3 rations ga Ei) was MATH Why wold yar add or sbtracteqations tat represent el. pertomed kd stuns? apa wen sia {he euaors. , WRITRGIN MATH Describe ow to ad ane subtract polyno ig oth te evted and bertotal trea: Seeman, 398 | Lason7 | ataeg nt Suorciog Pome 398 | Lesson 7-4 | Adiing and Subtracting Polynomials(6. Tine conseeaveintges can be represenied bysyat 1pands +2 Whatis dhe sum of tese (2. Which ordre paris the soliton set ofthe ‘tema inequaides shown nthe raph? € re egos? € Axet Dat? Carts a4 rite E (1. SHORTRESPONSE V/hat the permet of'a i f i t Spercwilhades at mearent 3-4 Bute? 8 land catsateamihestge = Piet and arate, « 7 ea ieee a Eiaimmmaey \_/ scan eo enact = a — mV ovE nVB-VEeT nary aye nye ee a ee “78. FMANCILLITERACY Sppose yu bay 3 sits and 2 pairs of sacks one acting store ur AED 72 These did bus 2st nd 4 pls ef stacks oe AED 9S the shits you ach bought wer al he sre ce ache slacks were alo al the me prc, thera war the conte each chia each pire dks? foc) SHE ABD slacks: AED 18 (Graph the fllering prints, and connect them nor ofrm 3 Fgie =) 79-80. See masa. P.A¢-5,9),00, 4 and 2,9) BO. -2.1),06.4, RB, ard St -2) (GROCERIES Findan apprnimate metic weight foreach tem, gases m a i iad - et 1508 225g Maweasih 126hg Sang. gw Pe) 85. oDL-2e) Dat 86. (5P>Aa0e) SOR 7. (tut NG") —a00%e Fea. [orP 72 29. (io) oF se (ante) ae)? 8 (rr Differentiatedinstruction >> Extension Tell students ihe equations for the monthly unt sales of CDs Cand DVDs O are (C= Jm +87 and D = 4m + 152, where m represents tine in months sie a store opaneé. ‘Suppose the total monthly sales of CDs, DVDs, and videos i represented by T= 15m + 248 Wie en equation that can be used to calculate monthly video sales V. How many videos did te Store sellin the sim mont when m= 5? V=(—Ijm + 9:4 Critique Mathematically proficient ‘Students distinguish cerrect logic oF reaconing rom that which i flawed, ‘and explain any flaws in an argument. In Exercise 61, have Students check ‘each step ofeach solution. Remind ‘students that both need to add the ‘additive inverse ofeach term inthe Polynomial being subtracted [A Assess Ticket Out the Door Make several ‘copies each of five polynomial ‘expressions. ve one expression to ‘each student. As the students leave the room, ask them to tel you the degree of their expressions. ‘Additional Answers (65, Sample answer Toadd polynomiats in a horizontal format, you combine fke terms. For the Vertical format, ou write the polynomials in standard form, eign ike terms in columns, and combine lic terms. To subtract polynomials jn horizontal format you find the ‘additive inverse ofthe polynomial {you are subtracting, and then ‘combine ike terms. For the vertical format you wite the polynomials in standard form, align tke terms in ‘columns, and subwact by ading the additive inverse.LOT Rr atelel| 1 Focus eeu teut VerticalAlignment iw (© Yous Before Lesson 7-2 Multiply es penne. monomials, Sevens v ng Lesson 7-2 Multiply a polynomial bya mononial. Salve equations involving tha products of monomials and polynomials barons Polynomial Multiplied by Monomial ‘ofthe prot fa palycenial and 3 manera yeucan us the Dube Proper. ‘After Lesson 7-2 Mutiply binomials ‘and polyromiak, (av) Cae) cemmumeropen 2 Teach (a+) me ant tae ae sae ‘Scaffolding Questions Have students read the Why? section of a Aes eet 0) ae? tatty Aske SFR TF a * Whats the formula for icing the erates ‘area of rectangle? A = tr, where = Finteck produc. _ao44 5 003 2602 atte! 4 1d 4 6c — sea is the length and wis the wich, * What are €and w forthe expression shown? is (2w +8) and wisw. * Viich ofthe dimensions isa monomial? w tw seta +309) 8 6Psd P+ 9) \Wecan a this me method mar than once mpi lange epresors, + Deszibe how you would find the aoa Seer fete) Art Mh ofthe room if the width is 20 meters. 2al—tp4 5p) — Son 20) Oneteee 20(3 + 20-+ 8) = 20960 + 8)= = Bak —¥F} + CRON + BIE) +5120 ame ry 1200 + 160 = 1360 m? = 4p + up — 97-100 many = 8p + (1072197) — 10 commtste nstoniaoerepctcs ~ 8p 100 oni em, 5 400 | Lesson 7-2 | Multiplying » Polynomial by a Monomialp cuitearractce anand tye 1 Polynomial Multiplied by Sami exch exreon awe Hap op ‘Monomial DANG! 261) eV 22) aR (OP 54H) By Example shows how the Dstbutive Bass y ee Proper can be used to maya pojynomial bya monomal. Example 2 Shows how to use the Ditbutive can ante Dita tmipymmaypnh nd v ‘sland per a a= Property more than once to simply lage expression. Example 3 shows AS | ee wrteanteuatespoyponat ‘expression for eal world problem. RODEO FESFONSE The thee fr aso eet is SSSICa hr onset Sosy Screg ‘rapes pe pn bard wth ‘nc pl paper ok care ite beg othe perdi, fw mn tac fpr wl Sea med Formative Assessment Use the Guided Practice exercises after ‘each example to determine students! Sue contmeea understanding of concepts. estate | | atten ‘i ey amtntcd_ |The qurston aking yo fd te area hevaped ah hep and SSootenses () Neath tana nas tocar El Fina 6y(4y? — sy ~ 7). SSIES SSL | sete ett greta ty Sertcoesees | | Weteanauatin t mpm! he anf he pei ree Seoetansaiiet tata simpy ze? ar 15) + 64st paren a eee sentient a [GRIDDED RESPONSE Admission 11) Pee] Sanetaanyaaee ea tothe Super Fun Amusement coe oe Parks AELIO. Once inthe park, = 3 Slale] super ides ae an aditonal ce fll AEDS ech, ane regular ides are = Sela an adonal AEDZ Wala goes to 3 ‘the park and rides 5 rides, of Uiich sof those 18 are super Sumayys wil reed 3 squanecentimcters of metal paper ‘ides. Find the costin dithams it Gein go response | Weta rode 9 super ides. 49 D Guisearractice 2: GR SPORE Pcs mining andr arcane . © mermymaces [9 Sa tastes ottnsloaice meebo flinesic a acottenen cite s ‘Teach with Tech see xh diate ton height ef tha clr eng Document Camera Dsplay a square 5 SS | |g irtmascatasaclarlenghot teenies how rch fii dos she photograph. Label cach sie asp = teutnopure conan So Discuss how tofind the area ofthe = Saiemwtomeceam. || Yalan mle laa rhe fend set witha Getter lar hw phot. Then adda porton of ame to ———ae rec ardns ace nrd maureen” 2 the top ofthe photo Dscuss the now length of the photo and frame, and how to find the new area of he view. Teaching the Mathematical Practices Focus on Mathematical Content. Tools Mathematically proficient ae able to use Order of Operations When simpEfying ‘relevant exteinal mathematical resources. Point _expressfonsinvoWing products of monomials ‘out that there arecifferem ways to represent ‘and polynomials, the oder of operations must ‘tha same formula, and formula sheets may snow be flowed. Mufipication precedes adation, 2 different representation than one they learned. unless parentheses indicate otherwice For example, the area of a rapezoid may aso be shown as A a A=4b,+bgora=h 1»)2 Solve Equations with Polynomial Expressions Example 4 shows how to solve equations that contain polynomiats on both sides. ‘Stadytip omnia Won >) Soke 2a6i2—2) +3424 6)+8=alde +1) + 26a 8+ 50 Fratemgemors (| yw —2) + ua + 6) + 8= alte +1) +2u61—4) +50 orp ‘coleondesaaite | | IM? Ae 62+ Bat 840 rat P8750 cerry remrere a? + vt 8 = tee? — Tat 50 cme ee EY sove o(12 +6) —7=26 + “ 2a 8-50 pavrovent te ae ‘Stet ee beat aage—2) tet + 22152) 21 +32 4+ (e+) + 246-4) + 00 2a) 1] + 2m) —4] +50 0,200 8220) 401159 3 Practice 10~ ico ease GuidedPracice Formative Assessment Use Exercises 117 to check for Seach equation. ; understanding. AA Det) 7 fet) Dae HYD DE a8 d+) —4)=91—w Use the chart atthe bottom ofthe next page to customize assignments for your students, nw +100? — 200 2a +240! + 000'— 69” sant brn + 208m? Te eee eres snmp Hinde prac. 5. eSB? 4 288? 4 ae ee A Sol! +20) 2 6044p + 06— 1) teat mip by amon with levered 4 apt ap?A— oph— 5) 6082 + tap + tht negative sign, you may want to have die ale ar lle aiciteidlial ‘hom apply the negative fst (by Sample? Simpliyech aprenin. 140 16224 4 age +13 + 4) —a08—2) a xii) 4 203) SP te 8 tmuttipying al terme by —) and then smuitipy by the ret of the monomial, 0 2c Ane Pa + ede at) Bee + Bad — Ae te 10. Suu" man?) + sur! — w=?) —A0W' + S507 + Ste — 2h — ‘Sample’. GRIDDEDRESPORSE Aichimmadichaying 2 now pli elec. Thohsightof thesseenf the reise senchall the wath pus 127 eentmeter. The with iz 742 enue. Find te el te sciveninceioetes. 5O8 Sample Soheeachequation 2 ant —2) 71-229 2 811439 +9269) 2 Main +1) w= 7— An 3 18. 3y—9+2y=4y+ 1 20 Wet He +35 ale 5) 7 : nA) 4 af 8) — ole 19) ale) 4164 (402 | tesa | mung» Poy yon | Differentiatedinstruction €> CD Visual/Spatial Learners. Have studonts group algobra ties forma redtangle witha wide of 2 and a longth of + 3 using 2 luo x2 tes and S green rls. Ask students to use their madels to wite an expression for the area ofthe rectangle. Then ask suden's to use the formula for atea to caluate the area. 2x" + Gy, 24x + 3) = 2x" + 6x 402 | Lesson 7-2 | Mutiplying « Polynomial by a MonomialTips for New Teachers ‘one Findexch prt. 8-22.50 main. Matipicaton Facts In exces 18 La wis anes through 29, ome sient may prefer ; using the noortal met ot M-Sat e429) IPP —I8F 43) 42 ae > HPS 44 mmtpyng a polynomial by 2 monomia 22. By? + Spr — 99) 2a, aeu2Pe — aoa! +2) ‘Others may profor the vertical method, Example 2 Simplifyeach oxprenion 24.—12:2— 9x27 26.—200 +554-425 ‘Since these two methods are MMe HDI) Ht Aaa ee a || TUNE eter may be sed. mousey BIg 2g +P) FG 14) Bg Dg . me Ap) Peo OP ee ene 22. nix — 50 + Ay —29 39) sugges students refer to Empl 310 Bip? rp + 200 em + 0 help them with the formula forthe area Sen'3 58 Bd ya eg fa ap Pra retennysiormrrereste yearn ti ta pec Rotrrerretiren tong hears : | Wee an expeionto ind the arc ofthe apeiron section of the dam, ae — 1h ‘Modeling Mathematically proficient te the gh the di 4.9 acy fn the re ‘Students routinely intarprt their bec stn 306028 0 mathematical recut inthe content of the situation. in Exercise 41, ask [Example 4 See each uation ‘tudes what ther result means anc Ow 12-94 --a+02 wy might be useful to Trent 2 wen $420 = 20+ T0—3) 4 9d +)— 4) =P +4) — 7-08 B Additional Answers HMM 1106-91-36 1 DF e329 18. 6-4 AY-9— PF .g——-YH-9 HHP FH 19. P42 + 254 B62. + +10 = He + — 40+ 9) 6 a hee ot eet ee D> simpttyeachexresion. 37.2006" $2p*—aap? ae. oPe+ r+ 9? 21 198 — 307! + 42+ 4? 2 SoriGipt + op 13) POPES s seataey 2. 4p? + 10p95 — 309%? 38. Sg ag + Ta) + Aare + 20) — Sq + 9) ‘= Zqw za. shy —aorlu + 82y Wa A? te Fos tS) FPA Ae) PS at (41 PARUING A parking garage chang: AED 0 pr month lS ils po daytime hour 5 ‘nd 5 fie perhoar coring nights and weekend Spore Tare parks in he grag i {ora7 hour Jamun and ol tse ae igh and weekend Bus. = | Find anenprensin fo Tak Jarmary ll. 535 — 0254 : 1b Find hocovt Tan had 12 our: ofright and weskend hour AEDSD.50 : (2, MODELING Hared suing use for his new kitten The upper : {ace the home sa traperst Ite height te rapecuhd i 305 centimeter find the area ofthe face ofthis pew tchows. 20516 mi Differentiated Homework Options Level | Assignment Two-Day Option OCbaic 18.25,45,48-71 19-35 old, S154 18.36 even, 45, 48-50, =n Core 19-39 odd, 41-45, 18-36, 51-54 37-45, 48-50, 55-71 an OQ revacet 31-69, (optenat 70-7)@ res the tens ciis ake ew ers et ‘it pada 1 Wit an expr othe ar othe tenniccot 15+ 2x 1 Witeanexpreson for thearen othe pth. s*— se = 1 meters whatsthe perimeter ofthe eusde ‘fibepat? #05 ‘S mutipe Representations eee Ml saceereegeae fomesson and able of elves to Stow re cegee oa ca of peer geet D> 44 amurmecspatsomanons intial, yo wilinvotipte the dere othe Prec 3 mn ns pls 2. Tamar Wr three monomalf ferent deers and thre polyoma of Ulllreet degeen Deterare the epee oleh meonernia apd ply Matipy the merci y the pyre eterno the cers feck prac Record your resis inatabelike the one shown below mw [af ror | 2 | em | 3 wea | ee | os | aeeae | 7 es a 1 Vet Make osnjtar about the depres ofthe prt fa nomi ane [Paymomal Vila the dopros ofthe fret of nono ef dogeeeard 2 pela of degre #7 Te dare of te produc she sum fhe Gearee ot the moponta andte dgie ofthe plynomia a + (6 SRR MMAYSS Ota Anno rtaen penetra run yr gant hana oad Dae Pony. £8 Sel eee Eat apabeeey noe orang ay Sones Seren nso |46.PERSEVERANCE Find puch that 27s"? 4902) — 1D eM 2 (a couLLence Simply arya y ter “ys ay 9. ary 2+ 2u ter? (48 REASONING Is hereavaie or that mus the statement (+2 = 2? + ee? if sind alu for plan your easoning. Yer Othe Os sabottated infra the Seti, beth iden ae or which maker to opuation rue 149, OPEMENDED Wee + mmc and » polyoma ng» athe variate. Fink their predict. Sample answer: 3.404 29° +30 90. warm m maT Desnbe the tps to malupy a pole by a mone 404 | ese 2 | muoyg «Rayer ya Mone 404 | Lesson 7.2 | Multiplying 2 Polynomial by a MovomialSt Hvery wookascreselsjjans and Fshirs, 5 GEOMETRY A triangle has sides length The ne makes AED foreach Th and Scenes and 8 Scene, Which of the ALD T2far each pa of jar: Which ofthe flowing cnet be he engi ofthe id ide? A folinenaespestone pment th ta fokae lampant of money in delacs te store makes commy wos? 8 B 4 centimeters Ayton cayto Shoe D Beentneters Byte Doe 2 Semple enower $2. Ma~Sr | 7yand 29 Sejwhatina 17H 6A SHORTRESPONGE Write en equnton in tach vane dwt athe ee ay ae ‘versely asthe uate of2 Findesch amor difemnee fouo) S6G5422—7 S7.—Sat $a OP N+O—8) APH APH E—@ MAP HP —U-9 SEGRE HOU SB DAA HH) OO RAG G Pores sormte Serseteon 1 cocas Teper ofa unum seine gue et make ‘Secompl ving beck nd bth Te era ote prod Pin : scons ofa pend a P= 2%, heen te ego the eee 2 Ws ch pid th our in th clack sh ence nt efasena abou 2tocands 2 about many cents ngs perme char tr Loko prisofl el aba Sele each inequality. js08 62 Me> 2 |= 3} 6p 16>15 Blp>9) 64 1-5 <0 | e>—25) 65 Ses de 26 xls 1) Simp. 65.00) oF 2469) 67° eae 22S 29 TPB. Int!) — 36S) 2) + 2p 80+ OH ata re 2p) + 2p 8p + Differentiatedinstruction >> {Extension Give students ths problem Nate multiplied a polynomial by a monomia and got 6x8 — a + 9x2 tthe polynomial factor was 2c — x? + 3, whatwas the monomial factor? 3x2 WatehOut! Error Analysis For Exercise 45, point out to students that Pears method should draw a critical eye because her final polynomial has ‘only two terms. When a monomial is mufipiad by a polynomial with ‘three citferent degree terms, the result willbe a polynomial with ‘thvee tems, Teaching the Mathematical Practices, Perseverance Mathematically proficient students consider analogous Problems. n Exercise 46, stents may be intimidated by the variables inthe ‘exponents. Encourage them to think of how they treat aumbers es exponents (Crystal Ball Ask students to write @ ‘sentence preticting how leasing to ‘mutuply polynomial by @ monomial will hap them to learn to multiply polynomials by other polynomials in the next lesson1 Focus Objective Use algebra tes to mutily polynomias. ole Youcanuse iota testo ne te proccat wo bears. Te Ned Materials for Each Student peer ei oneness Tescing Te Bini ae Some students may benefit from lying "rectangle wth alga bles files along the top and side ofthe product mat to model each expression Have thom remeve the two factors before determining thar final product. 2 Teach ‘Working in Cooperative Groups. Putstudents in groups of two or three, maing abies. Have greups complete Activities 1-3 and Exercise 1 eagles te ind (2 215). EET te rmuagenil ves wiah metals nga * For Activity 1, make sure groups mark the dimensions propery on the product mat. Since xtiles ara Usealgera eso mak of the ‘octangular, remind students that the diners om a prodact mat long side isthe correct side to use to Then gino make the meta wth alsa tes. ‘maria value ofxon the mat. 1 When students are fing inthe mats ah Feds adie iok (EETED Datei wheter to ane 10 yo eo red tes tocomoicthe rctangje The arefuly at the horizontal and vertical eowaaranm casei ‘dimensions of each te on the fra “1 Flin the span wah 10 elon Tes ompbt the nctange product mat. both cimensions have value of, then use an xe. Fone dimension isx andthe other i 1, then use an atl both dimensions are 1, ‘then use a tle, ‘The eeurgleconssiset 1 be te, ‘rods tle, nd 1 pl ten Thearenoftherecang nx? —7 +10 S02 eT (406 | ere 7 | pera: anys ayaa AOE | Explore 7-3 | Algebra Lat: Multiplying Polynomials 7 - The weary consis ef bie Pale, 7 gren xt and 12 yellow Les The area cftberecangle ins? |e 1 12'S (24 3)ée 4)"= For Actvty 2, Step 2, have students pay cose attention to whether the dimensions for each tle are positive ‘or negative, this affects wich le ‘ouse.Ifboth dimensions are positive, then the tle is posite, fone is positive and the other is negative, te tile is negative. If bot ce algete oe io find (2 — 8) +3). FEES the rectangle wiles 8 gm yes wrlthofe band» ongth + f+ 3.Usealgtm tes sap de negative then te es postive Soremereten I 1 For Actity 2, 6 an atomatve to aap tt 4 ‘removing zero pais, have students I ‘mite the exression based on tie ‘les without removing zero pais. They can than simplify the expression by combining fhe terms. Practice Have students complete FETE Desermine what colors and what enor les {Se incarnate the rectangle Theses of each ele 'sthe prac of xand —I- The area ofeach ed —L-es represented by WT) 1 Compete the rectangle wh ree and 12 eV Broreises 2-9 EE era hee spite pyramid as ‘sled Net tt sre parar formed Ite piv anal thee negative es. 3 Assess There are 2 bes? 5rd ey, and 12rd Formative Assessment Use Exercise 9 to assess whether students cen model a product coectl. Sarid syle a HBG8G E E ond From Concrete to Abstract ‘After students have completed sete en id cack prt, Exercise 9 hap them to see that when LGD EES 2D —EE 8 ENED HOS using the Distributive Property io AGHIOS WEES GHD wad @ GFAe—9) 2+ 3e—20 rmuliply polynomials, each tem irom 7-8 Seeman rowing we I aa sarcastic the st yom s mabe by e5ch pea Sew sees eee sm fromthe second polynomial 6 Re Me2—2 et8 se BG ters) 5% WET wUMATIE You can also use the Disirbutve Property wo find the a a Extending the Concept Frodect ffwo Bnei The ges the ight show he med or saknmeid eS 3 GEV 00-¢5) spat i oop Ws sonen en explain, asians diaeeninaly ew ts tse! shows the eo the Deut Proper. using algebra tes. Then oekstudents % Bytebisbutve open. (e+) (e+ 8) = rie 3) rar). to tte the expression based on the 5 Rekpren amen 15) or Tebow ‘les wet removing 210 pats v4 2-3-6 Finally, ask students to fin the sum of the product ofthe two firs tems, cuter terms, nner terms, and last terms of (—3)pe+ 2jand then compare the results tothe expression they wrcte. Tha two expressions ae the same.1 Focus VerticalAlignment Before Lesson 7-3 Multity Polynomiats by mancmiais. + ia 7 hay ey Sa polynomials by using the Distributive ies eit binomia's involving sums and siferonces 2 Teach Scaffolding Questions Have students res tho Why? section of thelesson ask: * hat expression wuld you get you ‘muted tho fst term inf — 813) tres ($04 20)2 e+ 200 + What expression would you getif you mukipted the second termin r a13)by (54 4-28)? ~40.55h — 22764 * vita expression do you get when you as here two answers ened fi? teh 27784 Tire ke Ly NewNocabulary Mipy Binns To retin whine sch ah anh +28 she Distr Property nd Binomial on be map horizontal Combine ike ems lap by Matipiyby a3 a3 a3 ores oort5, wort eri iar+ 13 ar+ 1S peas aya Sorta wes cers =a ZALES = xt Me +5)— 2 +9) 496015) new es om po detest 15 tnmnny aes iets (Content Re —208+4) Mut by Matipiy by 3 Combine ke ems late foser4 jours sent Beate a 408 | Lesson 7:3 | Mutiplying Polynomiats