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Single-Bracket Factorisation
Factorise
2 𝑥 2+4 𝑥𝑧 2 𝑥 ( 𝑥+2 𝑧)
Double-Bracket Factorisation
Factorise
𝑥 2+3 𝑥+2 ( 𝑥+1)(𝑥 +2)
A Level Factorisation
Factorise
3 2
2 𝑥 +3 𝑥 −11 𝑥 −6 (2 𝑥 +1)( 𝑥 − 2)( 𝑥 +3)
RECAP :: Identifying a Common Factor
2 Factorise
2𝑥 +𝑥 2𝑥 (
𝑥 +1)
And times what gives us ?
2 Factorise
8 𝑥 − 12 𝑥 42 𝑥
𝑥−3
()
𝟐 𝟐 𝟐 𝟐 𝟐 𝟐 𝟐 𝟐𝟐
𝟑𝒙+𝒙 𝟑𝒙 +𝟔𝒙𝒙 𝒚−𝒙𝒚𝟏𝟎𝒙𝒚𝒛−𝟏𝟓𝒙 𝒙𝒚 𝒛 −𝟐𝒙 𝒚𝒛 +𝒙 𝒚
𝑥(3 +𝑥 ) 3 𝑥(𝑥 +2) 𝑥𝑦 ( 𝑥 − 𝑦 ) 5 𝑥𝑦 ( 2 𝑧 −3 𝑥 ) 𝑥𝑦 ( 𝑧 − 2 𝑥 𝑧 +𝑥𝑦 )
2
Exercise 1a
14
1 ?
?
2 ? Note: We tend to factorise any fraction
out, to leave whole numbers inside the
3 ? bracket, e.g.
4 ?
5 ?
14
6 ? ?
7 ? 15 ?
8 ? 16
9 ?
Note that
?
10 ?
11 ?
N
12
?
13 ?
?
Factorising out a common bracket
( 𝑥+ 𝑥+3
3) +2
() and both have a common
factor of , so as usual, we
¿ ( 𝑥+3 )( 𝑥+5 ) put this common factor on
front of a blank bracket.
In this particular case, it may be easier to expand everything out first before ‘refactorising’:
Further Example
Factorise
¿ (𝑝 𝑝 −− 𝑞+𝑝+
𝑞3 )( )
¿ ( 𝑝 − 𝑞 ) ( 2 𝑝 − 𝑞+ 3 )
Test Your Understanding
Factorise
( 𝑥+2 ) ( 5 ( 𝑥+2 ) +3 ) ?
Exercise 1b
1 Factorise fully 5 Factorise fully
? ?
2 [Edexcel] Factorise fully 6 Factorise fully
?
3 [Edexcel 2004] Factorise fully ?
?
4 Factorise
?
Seven different types of factorisation
1. Factoring out a single term 2.
2 𝑥 2 +4 𝑥 =2 𝑥 ( 𝑥?+2 ) 𝑥2 + 4 𝑥 −5=( 𝒙 +𝟓 ) ( 𝒙 −𝟏 )
his! less on
ne t ay ’s
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3. Difference of two squares 4.
4 𝑥 2 −1= ( 𝟐 𝒙 +𝟏 ) ( 𝟐 𝒙 −𝟏 ) 2 𝑥 2 + 𝑥 −3=(𝟐 𝒙 +𝟑)( 𝒙 −𝟏)
5. Combining techniques
𝑥 − 𝑥=𝒙 ( 𝒙 −𝟏 )
3 𝟐
3 2 2 2 2
𝑥 +2𝑥 −𝑥−2=𝑥 ( 𝑥+2)− 1( 𝑥+2) 𝑥 +𝑦 +2 𝑥𝑦+𝑥+𝑦
STARTER :: Patterns when expanding brackets
Expand the following brackets. Do you notice anything about the
relationship between the coefficient of and constant term, and
the numbers in the original brackets?
Key Terms:
• The coefficient of an
i.e. How could we get these numbers instantly
from the 2 and the 3 in the brackets? algebraic term is the
number/constant in
front of it. So the
2
( 𝑥+2 ) ( 𝑥+3 )= 𝑥 +5 𝑥+ 6 coefficient of is 3 and
the coefficient of is 5.
• A constant term is one
without any variables in
it. So in , the constant
?
𝟐
( 𝑥+4 )( 𝑥+2) =𝒙 +𝟔𝒙+𝟖
term is 5.
?
?
The term in the middle term (“the The third term (the constant term) is
coefficient of ”) is the sum of the the product of the numbers in the
numbers in the two brackets. two brackets.
TYPE 2:
and
times to
and add to give 2.
give 3.
2
𝑥 +11 𝑥 +30=( 𝑥+6 ) ?( 𝑥 +5 )
30 1 Fro Tip: Think of the factor pairs of 30. You want
31 2 a pair where the sum or difference of the two
32 3 numbers is the middle number (11).
6 5
Further Examples
Recall that we need to find two numbers that add to
give -2 and multiply to give -24. Writing these symbols
may be a helpful visual reminder.
⊕ ⊗
𝑥 − 2 𝑥 − 24¿ ( 𝒙 +𝟒 ) ( 𝒙 −𝟔 )
2
2
¿( 𝑥 − 3)(𝑥 −2)
𝑥 − 5 𝑥 +6
They multiply to give positive 6. But these numbers
must add to give -5. So they must both be negative
(recall that )
Test Your Understanding
2
1 𝑥 +6 𝑥+5=( 𝑥+5)(?𝑥+1)
2
2
𝑥 −12 𝑥 +35=( 𝑥 −7 ) ( 𝑥? − 5 )
2
3 𝑥 +5 𝑥 −14=( 𝑥+7)( 𝑥
? − 2)
2 2
4 𝑥 +6 𝑥 + 9= ( 𝑥 ?+3 )
2 2
5
𝑥 − 6 𝑥 +9 = ( 𝑥 ?− 3 )
Exercise 2
1 ? 12
2 ? ?
3 ? 13
4 ? ?
5 ? 14
6 ? ?
7 ? 15
8 ? ?
9 ?
10 ?
11 ?
Killers
N1 ?
N4 ?
N2 ? N5 ?
N3 ?
TYPE 4:
2
2𝑥 + 𝑥 −3
Factorise using: b. Splitting the middle term
a. ‘Going commando’* Again, need two numbers which
add to give two numbers.
2 𝑥 2 + 𝑥 −3 ⊕1
Essentially ‘intelligent guessing’ of the
two brackets, by considering what
your guess would expand to. We use these two
numbers (3 and -2) to Unlike before, we want two
numbers which multiply to give
(2 𝑥? +3)(
? 𝑥
? −1)
?
‘split the middle term’.
Everything else remains
the same.
the first times the last number.
Factorise first
2
2 𝑥 +3 𝑥 −2 𝑥 −3 and second
half separately.
2
⊕17
12 𝑥 +17 𝑥 −5 60 1
30 2 This looks good as difference
of 20 and 3 is 17.
20 3 Numbers are 20 and -3.
2
¿ 12 𝑥 + 20 𝑥 −3 𝑥 −5 Note that it doesn’t matter whether
we split as or . You’ll end up with same
final result.
¿ ( 3 𝑥+5 )( 4 𝑥 −1 )
One Final Example
2
⊕−9
4 𝑥 −9 𝑥 − 9 36 1
18 2
12 3
2
¿ 4 𝑥 −12 𝑥 +3 𝑥 − 9
¿ ( 𝑥 − 3 ) ( 4 𝑥+3 )
Test Your Understanding
For this one splitting the middle term is difficult! Use ‘intelligent guessing’
of the two brackets.
?
Exercise 4
1 ?
2 ?
3 ?
4 ?
5
? ‘Commando’ starts
6 ? to become difficult
7 ? from this question
onwards because
8 ? the coefficient of is
9 ? not prime.
10 ?
11 ?
N1 ?
N2 ?
Seven different types of factorisation
1. Factoring out a single term 2.
𝑥 − 𝑥=𝒙 ( 𝒙 −𝟏 )
3 𝟐
3 2 2 2 2
𝑥 +2𝑥 −𝑥−2=𝑥 ( 𝑥+2)− 1( 𝑥+2) 𝑥 +𝑦 +2 𝑥𝑦+𝑥+𝑦
TYPE 3: Difference of two squares
√4 𝑥 2
=?2 𝑥 √ 25 𝑦 2
=5? 𝑦
√ 16 𝑥 2
𝑦
2
=4 𝑥𝑦
? √𝑥4
𝑦 4 2 2
=𝑥 𝑦
?
√ 9 ( 𝑧 −6 ) =3 ( 𝑧 −6
2
? )
TYPE 3: Difference of two squares
We have ‘the difference of two squares’ when, unsurprisingly, we have two ‘square’
√
2𝑥
2𝑥 3
terms, and the difference between them!
2√
4 𝑥 −9
Always start with two brackets, one with a +, one with a –
¿ ¿
Click to Start
Fromanimation
Quickfire Examples
2
1− 𝑥 =(1+ 𝑥)(1−
? 𝑥) Note that
order matters.
2 is not the
𝑦 − 16=( 𝑦 + 4)(
? 𝑦 − 4) same as
2 2 2
𝑥 𝑦 −9 𝑎 =( 𝑥𝑦 + 3 𝑎 ) ?( 𝑥𝑦 − 3 𝑎 )
2
25 − 𝑝 =(5 +𝑝 ?)(5 − 𝑝)
2 2
4 𝑥 −9 𝑦 =(2 𝑥 +3 𝑦 )(2
? 𝑥 −3 𝑦 )
Test Your Understanding
Factorise:
2
𝑥 − 36=( 𝒙 +𝟔 ? ) ( 𝒙 − 𝟔)
2
𝑦 − 49= ( 𝒚 +𝟕 ? ) (𝒚 −𝟕 )
2
4 −9 𝑥 =( 𝟐+𝟑 𝒙? )( 𝟐 −𝟑 𝒙 )
2 2
1− 4 𝑝 𝑞 =( 𝟏+𝟐 𝒑𝒒 ) ?( 𝟏− 𝟐 𝒑𝒒 )
Extension :: Challenge Questions
49 − ( 1− 𝑥 ) =( 𝟕+ [ 𝟏? − 𝒙 ] )( 𝟕 − [ 𝟏 − 𝒙 ]
2
2 2
( 2 𝑡 +1 ) − 9 ( 𝑡 − 6 ) =( 5 𝑡 − 17 ) (?− 𝑡 +19 )
Exercise 3
1 ? N4 [IMO] What is the highest power
of 2 that is a factor of ?
2 ?
3 ? So the highest power is 8.
4 ? ?
5 ?
6 ? N5 Find four prime numbers less than
7 ? 100 which are factors of (Hint: you
8 ? can keep factorising!)
9 So clearly 5 is a factor. 𝟑𝟐+𝟐𝟐=𝟏𝟑 which is also a
? prime factor. 𝟑𝟒+𝟐𝟒=𝟖𝟏+𝟏𝟔=𝟗𝟕 which is prime.
𝟑𝟖+𝟐𝟖=𝟔𝟖𝟏𝟕. This fails all the divisibility tests
N1 for the primes up to 11, and dividing by 13 (by
𝑥 − 𝑥=𝒙 ( 𝒙 −𝟏 )
3 𝟐
3 2 2 2 2
𝑥 +2𝑥 −𝑥−2=𝑥 ( 𝑥+2)− 1( 𝑥+2) 𝑥 +𝑦 +2 𝑥𝑦+𝑥+𝑦