Adding and

Subtracting
Monomials
and
Polynomials
 ESSENTIAL QUESTION
How can we conduct operations, like
addition and subtraction for monomials
and polynomials, and how can these
operations be used to model real-life
changes, like that in animal populations
and business mergers?
LEARNING OBJECTIVES
In this lesson, you will…

 define the concept of a monomial and polynomial;

 solve problems with addition and subtraction of

monomials by using real-word representations; and
 explain how monomial operations allow us to add and
subtract poylnomials.
Let’s Explore!
 CRITICAL LENS
You are about to observe the beautiful, stained glass
windows of the main cathedral in Leon, Spain. It’s
over 700 years old! Look closely at the windows and
think about how the pieces of stained glass are
grouped. What rules did the artist seem to follow?
Take note of any patterns you notice as you explore.
 CLASS DISCUSSION
What were the criteria you think the artist used to
group the pieces of glass? How did following those
rules affect the way the windows look?
Let’s Get Started!
 TODAY’S LESSON
Today, we’re going to learn about monomials and
polynomials. First, we’ll understand what a monomial is
and how we add and subtract them. Then, we’ll extend to
adding and subtracting polynomials, which are groups of
monomials. We’ll work with real-world examples to model
these operations, so that you can see their usefulness.
 THINK-PAIR-SHARE
With a partner, observe the different monomials below.
Together, see if you can define what a monomial is.
3 2
−
 
𝑥 2 3
 
𝑥 𝑦
2
3𝑥
 
7𝑎
  8 𝑎𝑏𝑐
 

  2
𝑏 3
4𝑥 𝑦
  2 4
 

3 −5
 
−9 𝑎
 
 CLASS DISCUSSION
When do you think we can add or subtract one
monomial from another? Are there rules you think we
might need to follow?
Let’s Explore!
MONOMIAL
 A monomial is any algebraic
term that stands alone,
meaning it is not grouped
MONOMIAL with other terms through
addition or subtraction.
Monomials include numbers,
variables, or groups of
numbers and variables
What do you think
the prefix “mono”
means?
4x -
2 Is this a
monomial?

3
 COLORFUL ROCKS
Now, let’s try an exercise to get us thinking about
addition and subtraction rules. On this image of
stones, along the beach, point out each pair of stones
with the same size and color pattern.
 MONOMIAL ADDITION AND
SUBTRACTION
Now let’s learn the rules we must follow when adding
and subtracting monomials.
 “LIKE TERMS”
We can ONLY add and subtract monomials when they
are “like terms”. Just like when we paired the beach
stones, “like terms” are monomials that match up in
two ways. First, they have to have the same exact
variables. Second, those variables need to have the
same power or exponent.
 EXAMPLES
Here are some examples of monomials with “like” and
“not like” terms:
Like terms: -4x2y3 2x2y3 x2y3

NOT like terms:-3y3 4x3 x3y3

 ADD AND SUBTRACT MONOMIALS
Once you’ve confirmed that two or more monomials are like terms,
you add or subtract them by focusing on their NUMERICAL
COEFFICIENTS. If a coefficient isn’t visible, then the value is 1. The
examples below show coefficients highlighted with blue.
ADDITION SUBTRACTION
-2x2y3 + 5x2y3 = 3x2y3 10a2 – 4a2 = 6a2
4z4 + z4 = 5z4 6xy - -2xy = 8xy
 WORKING WITH MIXTURES
Sometimes, you’re asked to simplify an expression that includes
multiple monomials. If they aren’t all like terms, you need to do the
ones you can. Let’s see a color-coded example.
5 + 4x2 – 2x2y + 3x2 – 5x2y + 2xy + 3
5 + 4x2 – 2x2y + 3x2 – 5x2y + 2xy + 3
= 8 + 7x2 – 7x2y + 2xy
PRACTICE MAKES PROGRESS!

Let’s practice our addition and

subtraction!
7b4 + -2b4 + 3b4 =
-5x3 - -2x3 =
3ax2 – 2ax2 + 5ax =
-6 – 4x5 – 2a2x2 – 3 + 5x5 + 4a2x2 =
 HOW DID YOU DO?
7b4 + -2b4 + 3b4 = 8b4
-5x3 - -2x3 = -3x3
3ax2 – 2ax2 + 5ax = ax2 + 5ax
-6 – 4x5 – 2a2x2 – 3 + 5x5 + 4a2x2 = x5 + 2a2x2 - 9
 HOW DID YOU DO?
7b4 + -2b4 + 3b4 = 8b4
-5x3 - -2x3 = -3x3
3ax2 – 2ax2 + 5ax = ax2 + 5ax
-6 – 4x5 – 2a2x2 – 3 + 5x5 + 4a2x2 = x5 + 2a2x2 - 9
Let’s push further!
 CLASS DISCUSSION
Have you heard of a “polynomial”? What do you think
it might be? Think carefully about the prefix “poly”
and where you have seen it before.
2x3 – 3 + x2 + 3xy – The expression shows
4y2 an example of a
polynomial. Can you
provide your own
definition?
POLYNOMIAL
 A polynomial is a multiple
algebraic term
(monomials) grouped
POLYNOMIAL together through addition
or subtraction.
The terms of a polynomial
can be numbers,
 CLASS DISCUSSION
Here are examples of polynomial addition and
subtraction. How do we think we would complete this
process? How does this involve adding and
subtracting monomials?
Addition: (3x2 + 4x – 5) + (7x + 5 – 2x2)
Subtraction: (3x2 + 4x – 5) - (7x + 5 – 2x2)
 ADD AND SUBTRACT
POLYNOMIALS
Let’s see and understand examples of adding and
subtracting polynomials.
 ADDITION
When adding one polynomial to another, you simply ignore the
parentheses and add any sets of like terms you notice. Here is our
initial example:
(3x2 + 4x – 5) + (7x + 5 – 2x2)
(3x2 + 4x – 5) + (7x + 5 – 2x2)
= x2 + 11x + 0
= x2 + 11x
 SUBTRACTION
Subtracting a polynomial is a bit tricky. One method is to transform it into an
addition problem by changing the signs of the next polynomial of each
algebraic term (monomials) into its opposite. Notice how their signs change.
Then, we add.
(3x2 + 4x – 5) - (7x + 5 – 2x2)
(3x2 + 4x – 5) + (-7x - 5 + 2x2)
(3x2 + 4x – 5) + (-7x - 5 + 2x2)
= 5x2 - 3x - 10
 LET’S TRY!

1. (-4y3 + 4y – 2y2) + (3y + 4y2 – 5y3)

2. (11 + 4xy – 5x) – (7x – 6 + 3xy)
3. (3x5 + 4x3 – 3x + 6) – (2x5 + 5x4 + 3x)
HOW DID YOU DO THAT?

(-4y3 + 4y – 2y2) + (3y + 4y2 – 5y3)

(-4y3 + 4y – 2y2) + (3y + 4y2 – 5y3)
= -9y3 + 2y2 + 7y
HOW DID YOU DO THAT?

(11 + 4xy – 5x) – (7x – 6 + 3xy)

(11 + 4xy – 5x) + (-7x + 6 - 3xy)
(11 + 4xy – 5x) + (-7x + 6 - 3xy)
= xy - 12x + 17
HOW DID YOU DO THAT?

(3x5 + 4x3 – 3x + 6) – (2x5 + 5x4 + 3x)

(3x5 + 4x3 – 3x + 6) + (-2x5 - 5x4 - 3x)
(3x5 + 4x3 – 3x + 6) + (-2x5 - 5x4 - 3x)
= x5 -5x4 + 4x3 – 6x + 6
Let’s try it!
 CLASS DISCUSSION
Why does the order of variables not matter when
determining if two monomials are like terms? Does
anyone know the name of the math property behind
this?
 ASSOCIATIVE PROPERTY

The associative property of addition

states that numbers in an addition expression can be
grouped in different ways without changing the sum.
 MATCHING PRACTICE
With a partner, you will be matching each
monomial to its other like term. Some of them
are complicated, so be careful!
 CLASS DEBRIEF
Let’s think more about the matching pairs activity.
Were there any pairs that tricked you? Why were they
difficult?
 PARTNER PRACTICE
On the following slides, select one of the Mild,
Medium, or Spicy practice options based on your
confidence level. With your partner, try to work
through some of these examples of monomial and
polynomial addition and subtraction in your notes.
 MILD
(5x2 – 4x + 2) + (5x2 – 4x + 2)

(-4x2 + 2x – 5) – (3x2 – 2x + 2)
 MEDIUM
(3 + x4 – 3x2 – 2x) – (3x4 – 4x2 – 3x)

(a5 – 4a3 + 3) – (-6 – 2a5 – 2a2)

 SPICY
(4x6 + 2x2y – 2x3 – 4) – (3x3 – x6 + 4xy2) + (x3 – 2x2y + 3xy2)
 CLASS DISCUSSION
Let’s take a moment to think through the previous
spicy question. How would we handle a scenario with
multiple polynomials added and subtracted?
Let’s try on our own!
 We will have two activities:
1. Like terms, like cars
2. Polynomials in marine biology
 LIKE TERMS, LIKE CARS
Let’s try an activity to make sure we understand what
“like terms” are. Two car dealers have decided to join
their businesses together, so they are asking you to
help them keep track of their stock of cars.
 HOW MANY CARS?
They organize by color and size (two criteria). Be
careful, because they each might OWE some of the
cars to customers.
 TRACK THE STOCK OF CARS
To figure out their stock of cars, on the next slide, click
on “start here” for instructions. Then click each of the
yellow targets to see the stock of cars.
 ACTIVITY SHARING
What is the total count that you have made, broken
down by car type (small red, large blue, etc.)?
POLYNOMIALS IN MARINE BIOLOGY
A marine biologist is investigating how
the population of lionfish in Florida will
change in the coming years. The lionfish
is an invasive species, meaning it isn’t
native to Florida and it’s harmful for the
ecosystem.
 POPULATION GROWTH
The biologist can predict the yearly population growth of lionfish
(in thousands) based on tons of seaweed along the coast that
year (seaweed growth indicates that lionfish are present and
killing off fish that help seaweed under control). Here is the
function they use to predict how much the lionfish population
grows (in thousands). The variable s is tons of seaweed.
3s2 + 5s + 5
 SPEARFISHING
The biologist also realizes that the number of lionfish the
spear fishermen hunt depends on the tons of seaweed as
well. Seaweed blocks their view, meaning they spear fewer.
Here is the expression that predicts how many lionfish are
speared (in thousands). Again, s is tons of seaweed.
-s2 + s + 5
 YOUR TASK
Can you determine the expression for
the actual growth in the lionfish
population? You currently have two
Expression, one for the total growth
And one for the total speared. Write
Your solutions in your notebook.
 CLASS DISCUSSION
How did you determine the expression for actual
lionfish population growth? What did you do with the
expressions given to you? Why?
 DID YOU FIGURE IT OUT?
Total population growth: 3s2 + 5s + 5
Total lionfish speared: -s2 + s + 5
(3s2 + 5s + 5) – (-s2 + s + 5) =
(3s2 + 5s + 5) + (+s2 – s – 5) =
(3s2 + 5s + 5) + (+s2 – s – 5) =
4s2 + 4s (Actual lionfish population growth, adjusted for spearfishing)
Let’s reflect!
 ACTIVITY SHARING
What did you learn about monomial and polynomial
numbers? What are some rules for their arithmetic
that you learned?
 OPEN-ENDED QUESTION
How does your knowledge in adding and subtracting
polynomial applicable to real world scenarios?
THANK YOU!
 2. -7x2 + 4x – 7
Medium: 1. -2x4 + x2 + x + 3
2. –a5 – 4a3 – 2a2 + 9
ADDITIONAL Spicy: 5x6 – 4x3 – 2x2y – xy2 – 4

RESOURCES
 Owe 10 small, blue cars;
Owe 5 large, black cars;
Have 6 large, silver cars; and
ADDITIONAL Have 11 large, blue cars

RESOURCES