Prepping for the TSI Mathematics Accuplacer

Aguide to better prepare students for the Texas Success

Initiative Assessment Mathematics Accuplacer

© Martha Rodriguez, 2019

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 Table of Contents

What Does the TSI Mathematics Assessment Cover? .................................................................................. 3

Algebraic Expressions.................................................................................................................................... 6
Translating From Verbal to Algebraic Expressions ....................................................................................... 8
Translating Inequalities .............................................................................................................................. 10
Interval Notation ......................................................................................................................................... 13
Order of Operations .................................................................................................................................... 15
Evaluating Algebraic Expressions ............................................................................................................... 18
Solving Linear Equations ............................................................................................................................ 21
Solving Linear Inequalities .......................................................................................................................... 25
Slope............................................................................................................................................................ 27
Graphing Linear Equations ......................................................................................................................... 31
Graphing Linear Inequalities ....................................................................................................................... 34
Systems of Equations .................................................................................................................................. 36
Solving Systems of Inequalities by Graphing .............................................................................................. 41
Exponent Properties ................................................................................................................................... 43
Adding and subtracting polynomials .......................................................................................................... 46
Multiplying Polynomials.............................................................................................................................. 48
Greatest Common Factor............................................................................................................................ 50
Factoring Quadratics ................................................................................................................................... 53
Square Root Property ................................................................................................................................. 58
Probability ................................................................................................................................................... 60
Fundamental Counting Principal................................................................................................................. 61
Percentage .................................................................................................................................................. 63
Works Cited ................................................................................................................................................. 66

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 What Does the TSI Mathematics Assessment Cover?
The following information was obtained from assessment website, accuplacer.org 1 &
CollegeforallTexans.com 2

All ACCUPLACER tests use a multiple-choice format.* There’s no time limit on the
tests, so you can focus on doing your best to demonstrate your skills.

ACCUPLACER uses the latest computer-adaptive technology and the questions you
see are based on your skill level. Your response to each question drives the difficulty
level of the next question so it’s important to give each question as much thought as you
can before selecting your answer.

• The number of questions varies depending on which ACCUPLACER tests you

take. There could be as few as 12 questions or as many as 40.
• There are two components of the assessment, a placement test and the
diagnostic test. If you score high enough on the placement test will not be
prompted to complete the diagnostic assessment to determine your content area
strengths and weaknesses.
• No one passes or fails ACCUPLACER tests, but it’s important to complete the
test using your best effort, so you and your college have an accurate measure of
your academic skills.
• Personal calculators are not allowed; however you will have the option to click on
a calculator link for select test questions. Therefore, to better prepare for the
assessment, it is highly recommended to not use a calculator while studying.
• On the Mathematics sections of the TSI, a score of 350 or higher is considered
college ready

Tested Concepts
Arithmetic
The Arithmetic test measures your ability to perform basic arithmetic operations and to
solve problems that involve fundamental arithmetic concepts. There are three types of
arithmetic questions:

• Operations with whole numbers and fractions: topics included in this category
are addition, subtraction, multiplication, division, recognizing equivalent fractions
and mixed numbers, and estimating.
• Operations with decimals and percent’s: topics include addition, subtraction,
multiplication, and division with decimals. Percent problems, recognition of
decimals, fraction and percent equivalencies, and problems involving estimation
are also given.

1
"Inside the Test – ACCUPLACER – The College Board." ACCUPLACER. December 20, 2016. Accessed August 05,
2019. https://accuplacer.collegeboard.org/student/inside-the-test.
2
"College for All Texans." College For All Texans: Texas Success Initiative Assessment (TSIA). Accessed August 05,
2019. http://www.collegeforalltexans.com/index.cfm?objectid=63176344-FFFA-217B-60C9A0E86629B3CA.
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 • Applications and problem solving: topics include rate, percent, and
measurement problems, simple geometry problems, and distribution of a quantity
into its fractional parts.

College-Level Math
The College-Level Math test measures your ability to solve problems that involve
college-level mathematics concepts. There are five types of college-level math
questions:

• Algebraic operations: topics include simplifying rational algebraic expressions,

factoring, expanding polynomials, and manipulating roots and exponents.
• Solutions of equations and inequalities: topics include the solution of linear
and quadratic equations and inequalities, equation systems, and other algebraic
equations.
• Coordinate geometry: topics include plane geometry, the coordinate plane,
straight lines, conics, sets of points in the plane, and graphs of algebraic
functions.
• Applications and other algebra topics: topics include complex numbers, series
and sequences, determinants, permutations and combinations, fractions, and
word problems.
• Functions and trigonometry: topics include polynomials, algebraic,
exponential, and logarithmic and trigonometric functions.

Elementary Algebra
The Elementary Algebra test measures your ability to perform basic algebraic
operations and to solve problems involving elementary algebraic concepts. There are
three types of elementary algebra questions:

• Operations with integers and rational numbers: topics include computation

with integers and negative rationals, the use of absolute values, and ordering.
• Operations with algebraic expressions: topics include the evaluation of simple
formulas and expressions, adding and subtracting monomials and polynomials,
multiplying and dividing monomials and polynomials, the evaluation of positive
rational roots and exponents, simplifying algebraic fractions, and factoring.
• Solution of equations, inequalities, and word problems: topics include
solving linear equations and inequalities; solving quadratic equations by
factoring; and solving verbal problems presented in an algebraic context,
including geometric reasoning and graphing, and the translation of written
phrases into algebraic expressions.

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Quick Check: What Does the TSI Assessment in Mathematics Cover?
Answers

1. How many questions is the assessment?

A. 12 C. 40
B. It varies by individual D. 100

2. What are the tested concepts

A. Arithmetic, College-Level Math C. Algebra & Geometry
Elementary Algebra Calculus

B. College-Level Math D. College Level Math, Geometry

&Elementary Algebra & Algebra

3. What is the calculator policy

A. You can use your personal Calculator C. There is no calculator policy
B. You can NOT use a calculator D. The test will provided you with
one
but only on certain questions.

4. Which concept is not tested on the TSI Accuplacer test?

A. Functions and Trigonometry C. Applications & Problem Solving
B. Operations with integers & rational D. Solutions of equations &
numbers logarithms
_______
5. How many components does the Math TSI consist of?
A. 4 C. 2
B. 3 D. 5
_______
6. How high do I need to score on the Math TSI to be considered college
ready?
A. 240 C. 350
B. 340 D. 341

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 Algebraic Expressions 3
Vocabulary Review
Numerical Expression – a mathematical phrase that contains only numbers and operation
symbols (does not have an equal sign)
Ex: 60+25 42/7 18x4
Algebraic Expressions – an expression that contains a variable (does not have an equal sign)
Ex: 5+2x 7a k-3 2xy-3s
Constant – the value that does not change. A number.
Ex: in the expression 4x+5y+6+8z, 6 is a constant
Variable – a letter or symbol used to represent one or more values
Ex: in the expression 3x + xz + (3Ѳ - 4βx) + 8; x, z, Ѳ, β area variables
Term – is either a single number or variable or he product of several numbers or variables
separated from another term by a plus or minus sign in the overall expression.
Ex: in the expression 3x + xz + (3Ѳ - 4βx) + 8 there are 5 terms 3x + xz + (3Ѳ - 4βx) + 8
1 2 3 4 5
Coefficient –number before the variable that expresses how many of each variable there are
Ex: in the expression 3 + x + (2Ѳ - 4βx) + 8 the numbers 1, 2 and 4 are coefficients.
Quantity – is specified or indefinite amount of something (in parentheses)
Ex: in the expression 3 + x + (2Ѳ - 4βx) + 8 the quantity is in the expression (2Ѳ - 4βx)
Equation – A mathematical sentence stating that two expressions are equal (includes equal
sign)
Ex: 3 + x + (2Ѳ - 4βx) + 8 = 54 both 3 + x + (2Ѳ - 4βx) + 8 and 54 are expressions.

Figure 14
Expressions
Coefficient Constant

4 x + 5 y + 6 = 32
Variable

Terms

3
"Unit6: Algebraic Expressions." PDF file. Accessed August 05, 2019. http://amsbobcats.weebly.com/uploads/
8/5/8/0/85805182/algebraic_expressions_vocabulary.pdf.
4
Virginia Department of Education. “Equation Vocabulary.” PDF file. Accessed August 05, 2019. http://www.doe.
virginia.gov/testing/solsearch/sol/math/6/mess_6-18_1.pdf
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Practice5: Fill in the table listing the requested information
Example: 2k² + ½ x – m + 0.75 = -7s
Terms: 2k², ½ x, m, 0.75, -7s
Variables: k, x, m, s
Coefficients: 2, ½ , 1, -7
Constants: 0.75

- 8 – 4 + 7 – c² – 12c - 2 = m
Terms:
Variables:
Coefficients:
Constants:

xy + 5z - 3x = 0.33
Terms:
Variables:
Coefficients:
Constants:

k² + ½ – m²t + 0.75x = -7s

Terms:
Variables:
Coefficients:
Constants:

k + ½ – t + 0.75 = -7s
Terms:
Variables:
Coefficients:
Constants:

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“Algebra Vocabulary and Translating From verbal to algebraic expressions (SOL 7.13).” PDF file. Accessed August
5, 2019. https://www.lcps.org/cms/lib4/va01000195/centricity/domain/10878/notes_blank.pdf
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 Translating From Verbal to Algebraic Expressions

Practice: Write the verbal phrase as an algebraic expression

1. The sum of 8 and t 12. Arthur is 8 years younger than Tanya

2. The product of 5 and twice b 13. 5 less than the sum of w and 2 is 6

3. The product of 7 and b is equal to 63 14. Nine times a number decreased by four

4. The quotient of g and 15 15. Six less than twice a number x is four

5. The difference of 32 and x 16. Seven less than a number is 15

6. The sum of 45 and double r is 79 17. The total of 5 and c

7. Eight more than x 18. Five times the sum of six and some
number

8. 14 less than f
19. The quotient of seven and d decreased
by 9
9. Six less than p

20. Twice the score, increased by 8 points

10. 3 more runs than Astros scored

21. One more than the difference of w and 10

11. 12 less than some number is 7

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22. Twice the difference of x and 3 is 4

23. 3 less than the square of a number is multiplied by 2 the result is 122

24. 3 times a number is equal to twice another number

25. The sum of 3 number is 80

26. Five less than twice a number is 7

27. On less than the product of four and a number is 11

28. Ten more than the quotient of a number and 3 is 12

29. The sum of 9 and the quotient of x and 7 is 11

30. The product of 2 and the sum of 5 is 8

31. Ten less than the quotient of a number and -2 is three.

32. -65 is 5 times a product of 5 and a number

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 Translating Inequalities 6
An inequality is a mathematical sentence that compares expressions. It contains the
symbols <, >, <, or >. To write an inequality, look for the following symbols or phrases to
determine where to place the inequality symbol.

Example: Write the following as an inequality:

A number q plus 5 is greater than or equal to -7.9

A solution of an inequality is a value that makes the inequality true. An inequality can be
more than one solution set of all solutions of an inequality is a called a solution set.
Examples:
Value of x x + 2 < -1 Is the inequality true?
-4 -4 + 2 < -1 Yes.
-2 < -1 -2 is less than or equal to -1
-3 -3 + 2 < -1 Yes.
-1 < -1 -1 is less than or equal to -1
-2 -2 + 2 < -1 No.
0 ≰ -1 Zero is not less than or equal to -1
-1 -1 + 2 < -1 No.
1 ≰ -1 One is not less than or equal to -1

The graph of an inequality shows all the solutions of the inequality on a number line.
An open circle is used when a number is not a solution. A closed circle is used when a
number is a solution. An arrow to the left or
right shows that the graph continues in that
directions.

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“Inequalities.” PDF file. Accessed August 5, 2019. https://static.bigideasmath.com/protected/content/
pe/red_pe_ch_4.pdf

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Practice7: Translate the inequalities
1. Ms. Whitten’s height is greater than or equal to 60 inches _______________

2. A number increased by 17 is greater than seventy – one _______________

3. Machala’s weekly earnings at $8 per hour were no more than $50 ____________

4. The sum of Mary and Johns age is less than their mom’s age of 40 ___________
5. Tell whether the given value is a solution of the inequality
𝑎𝑎
a. 6 > −4 ; 𝑎𝑎 = −18

b. 𝑝𝑝 + 1.4𝑛𝑛 ≤ 0.5 ; 𝑝𝑝 = 0.1

7 1 1
c. 8
− 3𝑘𝑘 < − 2 ; 𝑘𝑘 = 4

6. Graph the inequalities

1
a. 𝑟𝑟 ≤ −9 c. 𝑥𝑥 ≥ −3 2

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b. 𝑔𝑔 > 2.75 d. 𝑠𝑠 < 1 4

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“Expressions, Equations, Inequalties and Evaluating Equations Mini-Unit.” PDF file. Accessed August 5, 2019.
https://www.lcps.org/cms/lib4/VA01000195/Centricity/Domain/15961/unit.pdf
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7. A postal service says that a rectangular package can have maximum combined
length and girth of 108 inches. The girth of the package is the distance around
the perimeter of the ace that does not include the length.
a. Write an inequality that represents the allowable dimensions for the
package

b. Find 3 sets of allowable dimensions that are reasonable for the package.
Find the volume of each package

8. A subway ride for a student cost $1.25. A monthly pass costs $35.
a. Write an inequality that represents the number of times you must ride the
subway for the monthly pass to be a better deal.

b. You ride the subway about 45 times per month. Should you buy the
monthly pass? Explain.

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 Interval Notation8
Interval Notation is frequent option to express a set of numbers between two values a
and b. There are two symbols used: parentheses ( ) and brackets [ ].
Parentheses ( ) are used for less than <, or greater than > inequalities.
Parentheses are equivalent to the usage of open circle on the number line.
Brackets[ ] are used for less than or equal to < or greater than or equal to > inequalities
Brackets are equivalent to the usage of closed circle on the number line.

Includes Endpoint Excludes Endpoint

Inequality Greater than Less than or Greater than Less than
or equal to equal to
Set Notation > < > <
Interval Notation Brackets [ ] Parentheses ( )
Line Graph Closed Circle Open Circle

Examples
Set Verbal Graph Interval
Notation Notation
All real numbers between
-3 < x <3 -3 and 3, without including (-3,3)
-3 nor 3.
All real numbers between
-3 < x < 3 -3 and 3, including [-3,3]
-3 nor 3.
All real numbers between
-3 < x < 3 -3 and 3, including [-3,3)
-3 but not 3.
All real numbers between
-3 < x < 3 -3 and 3, including (-3,3]
3 but not -3.
Summary of Interval Notation
A closed interval [a, b] describes all real numbers x where a < x < b
A closed interval (a, b) describes all real numbers x where a < x < b
A half-open interval (or half-closed) describes one of the following:
[a, b) describes all real numbers x where a < x < b
(a, b] describes all real numbers x where a < x < b
* REMEMBER: when writing interval notation, always write the smaller value 1st

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“Interval Notation for Linear Inequalities.” PDF file. Retrieved August 5, 2019. http://fd.valenciacollege.
edu/file/gacosta/Interval%20Notation.pdf
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Infinity Symbol
The infinity symbol ∞ is used when there is no lower or upper bound on the number
line. Such as x >3 or x > 3.
Example
Set Verbal Graph Interval
Notation Notation
x<3 all real numbers (−∞,3)
less than 3
x<3 all real numbers [3, ∞)
less than or equal 3
Infinite Intervals
We use ∞ to signify that the values continue getting larger without end
• unbounded on right side; arrow to the right
We use −∞ to signify that the values continue getting smaller without end
• unbounded on left side; arrow to the left
[a, ∞) describes all real numbers x where x > a
(a, ∞) describes all real numbers x where x > a
( −∞, a] describes all real numbers x where x < a
(−∞, a) describes all real numbers x where x < a
* REMBER: Since the infinity symbol implies that the interval is unlimited, we never
close it with a bracket. ALWAYS use parentheses next to the ∞ symbol.
Fill in the table below with the correct inequality, graphical or interval notation
Inequality Notation Graphical Notation Interval Notation

x>5

[-3, 4)

-2 < x < 8

(−∞, −2 ]

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 Order of Operations 9
What are Order of Operations?
It is an order to how we calculate answers. First we simplify grouping symbols, then
exponents, then multiplying and dividing. Finally adding and subtracting.
Why do we have an order (of operations)?
We have an order so that everyone--all across the world--arrives at the same answer for
the same given problem.
Are there any tricks to remembering the order?
Some people remember PEMDAS (see below) when thinking of the Order of
Operations, but that can be a little deceptive as there is a bit more to it. Keep in mind
the following notes.
ORDER OF OPERATIONS (Please Excuse My Dear Aunt Sally—PEMDAS)
1. parentheses (grouping)
2. exponents
3. multiplication/division (left to right)
4. addition/subtraction (left to right)
Important notes to keep in mind.
1. The “Parentheses” step includes all grouping symbols, such as (parentheses ),
[brackets], fraction bars separating multi-step numerators and denominators, and
|absolute value|
2. Order of operations is followed within grouping symbols.
3+4∗5 3+20 23
Example: = = = 23 (big fraction bar is a grouping symbol)
10−32 10−9 1
3. When simplifying “Exponents”, make sure you note whether or not the sign is
being squared, cubed, or raised to a higher power.
Examples: (−3)2 = 9
−32 = −9
−(3)2 = −9
0 − 32 = 0 − 9 = −9
4. Multiplication and division happen at the same time, from left to right in the
problem.
5. Distributing (by multiplying) a number across parentheses is a form of
multiplication.
Examples: 9 ∗ 3 ÷ 10 = 27 ÷ 10 = 2.7 (Multiplication first)
9 ÷ 3 ∗ 10 = 3 ∗ 10 = 30 (Division first)
8(3 + 𝑥𝑥) = 8 ∗ 3 + 8 ∗ 𝑥𝑥 = 24 + 8𝑥𝑥 (Distributing)
6. Taking a negative of a number is like multiplying by negative one.
Example: −(−5) = (−1)(−5) = 5

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“Notes for Order of Operations.” PDF File. Acessed August 5, 2019. https://www.mvschools.org/cms/lib/
CA01001212/Centricity/ Domain/585/Order%20of%20Operations%20notes%20copy.pdf
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 7. Adding and subtracting happen at the same time, starting at the left and moving
to right in the problem.
Examples: 3 + 7 – 4 = 10 – 4 = 6 (adding first)
3 – 7 + 4 = -4 + 4 = 0 (subtracting first)
Figure 2 10

Example:

Practice Problems 11
1. 2 ∗ 52 − (6 ∗ 5 − 32 ) ÷ 3

22−32 +2(20−32 +5)

2.
32 −22 ∗8

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“Solving Problems Using Order of Operations.” PDF File. Accessed August 5, 2019. https://www.crk12.org/
cms/lib/DE01903180/Centricity/domain/529/unit%20one/order%20of%20operations/Common%20Core%2
0Sheets.pdf
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“The Order of Operations Agreement.” PDF file. Accessed August 5, 2018. http://www.teaching.marta
hidegkuti.com/shared/lnotes/1_prealgebra/SLO1N/ooon.pdf

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 3. ((7 − 4)2 − 5)2 − 1

4. (((19 − (8 − 22 )2 )2 − 7)2 − 3)2

5. 4(3(2(22 − 1) + 1) − 1) + 5

2�32 −4∗5�−22 ∗41 −30

6.
31 −20 ∗8

7. Place parentheses into each expression to make the equation true.

a. 12 − 2 ∗ 3 − 12 + 2 − 3 + 4 = 20
b. 30 − 2 ∗ 15 − 23 − 4 = 408
c. 23 − 11 − 32 ∗ 5 = −2

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 Evaluating Algebraic Expressions 12
An algebraic expression may contain numbers, operations, and one or more variables.
Example Numerical Expression: 15 + 9(3)
Algebraic Expression: 45 + 3x

To evaluate an algebraic expression, substitute a number for each variable. Then use the order
of operations (PEMDAS) to find the value of numerical expression.

Evaluate using the values given.

Example 1 Example 2 Example 3
𝑥𝑥 2
𝑦𝑦 − ; use x = 3 and y = -7 𝑚𝑚 − (𝑝𝑝 − 𝑝𝑝) ; m = -5 , p = -2 𝑔𝑔(𝑥𝑥) = (𝑥𝑥 + 2)(4 − 𝑥𝑥)
3
Find 𝑔𝑔(−3)
Step 1: Substitute values for variables
3
−7 − 3 −5 − ((−5)2 − (−2) 𝑔𝑔(−3) = (−3 + 2)(4 − (−3))
* plug in parenthesis when multiplying to help avoid errors
Step 2: Simplify the expression
-7 -1 −5 − (25 − (−2)) 𝑔𝑔(−3) = (−3 + 2)(4 − (−3))
-8 −5 − (25 + 2) = (−1)(4 + 3)
−5 − 27 = (−1)(7)
- 32 = −7

Evaluate each using the given values

ℎ−5(𝑗𝑗+𝑗𝑗) 2. 𝑓𝑓(𝑥𝑥) = (𝑥𝑥 − 1)(𝑥𝑥 + 2) 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 𝑓𝑓(1)
1. ; use ℎ = −2 , 𝑗𝑗 = −5
4

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“Evaluating Algebraic Expressions.” Expressions and Number Properties PDF. Accessed August 5, 2019.
https://www.bigideasmath.com/protected/content/ipe/grade%206/01/g6_01_01.pdf

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 𝑘𝑘 1
2. (𝑗𝑗 + 6)3 + 2 ; 𝑗𝑗 = −10 𝑎𝑎𝑎𝑎𝑎𝑎 𝑘𝑘 = −2 5. x - y ; if 𝑥𝑥 = 2 𝑎𝑎𝑎𝑎𝑎𝑎 𝑦𝑦 = −𝑥𝑥

3.𝑦𝑦𝑦𝑦 − (4 − 𝑥𝑥𝑥𝑥 − 𝑦𝑦 ÷ 2); 𝑥𝑥 = 3, 𝑦𝑦 = −2 6. 𝑓𝑓(𝑥𝑥) = 𝑥𝑥 2 + 𝑥𝑥 − 12 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 𝑓𝑓(−2)

4. The point (-3, q) lines on the graph 7. 4. 𝑓𝑓(𝑥𝑥) = 2𝑥𝑥 2 − 3𝑥𝑥 + 4 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 𝑓𝑓(−3)
4x + 3y = 8. What is the value of q?

19
8. The relationship between a temperature in 10. The sales take in Texas is 6.25%. The
degrees Celsius(C) and in degrees Kelvin(K) cost in dollars of an item including tax is
is given by K = ᵒC +273. What is the Celsius given by the function 𝐶𝐶(𝑥𝑥) = 𝑃𝑃 + 0.0625𝑃𝑃.
temperature of 10ᵒ Kelvin? Where P is the price of the item before tax.
How much money is needed to purchase a
shirt for $20?

9. The formula for converting temperature 11. The perimeter of a rectangle can be
from degrees Fahrenheit to Celsius is found using the formula 𝑝𝑝 = 2𝑙𝑙 + 2𝑤𝑤. Find the
5
𝐶𝐶 = (𝐹𝐹 − 320 ). If the temperature is 77ᵒF, perimeter of the rectangle below.
9 (image not drawn to scale)
what is the equivalent measurement in
degrees Celsius? w=1/4 in.

l = 4in.

20
 Solving Linear Equations 13
The goal of solving a linear equation is to find the value of the variable that will make the
statement (equation) true. This can be accomplished by performing operations to both sides of
the equation in order to isolate the variable.

Algebraic Properties of Equity

Addition Property a+c=b+c

Subtraction Property Let a, b, and c represent a-c=b-c
Multiplication Property algebraic expressions ac = bc
Division Property If a = b then a/c = b/c where 𝑐𝑐 ≠ 0

When solving an equation with fractions or decimals, some students prefer to clear or
get rid of them to create a simpler equation involving whole numbers

Clearing Decimals and Fractions in an equations

Fractions Decimals
Multiply both sides of the equation by the Multiply both sides of the equation by the
least common denominator (LCD) of all lowest power of 10 that will make all
the fractions. decimals whole numbers.
Be sure to distribute to all terms
1 5
x+ =4
3 12 0.3x + 1.235 = 4.5
LCD is 12. Multiply each term by 12 Lowest power of 10 is 1000.
1 5 Multiply each term by 1000
12 � x + = 4�
3 12
1000(0.3x + 1.235 = 4.5)
Distribute LCD to all terms
Distribute 1000 to each term
12 ∗ 1 12 ∗ 5
x+ = 12 ∗ 4 1000(0.3x) + 1000(1.235) = 1000(4.5)
3 12
Simplify fractions Simplify
4x + 5 = 48 300x + 1235 = 4500

13
“Solving Linear Equations.” PDF File. Accessed August 4, 2019. https://mcckc.edu/tutoring/docs/
br/math/equat_inequ/Solving_Linear_Equations.pdf

21
Steps for solving a linear equation
1. Simplify both sides of the equation
2. Use the addition or subtraction properties of equality to collect the variable terms
on one side of the equation and the constant terms on the other
3. Use the multiplication or division properties of equity to make the coefficient of
the variable term equal to 1.
4. Check your answer by substitution you solution into the original equation.

NOTE: When solving equations there are 3 types of solutions

Identity Contradiction Conditional
all variables are eliminated All variables are eliminated All linear equations which
to reveal a true statement. to reveal a false statement have one solution
5=5 -7 = 5 x = 10
All Real Numbers No solution * don’t forget to check your answer

Examples:

Solve the following

1. 𝑥𝑥 − 10 = 5𝑥𝑥 − 10 2. 6 − 𝑥𝑥 = 2(𝑥𝑥 − 6)

22
 3. 6𝑥𝑥 + 9 = 2𝑥𝑥 4. 𝑥𝑥 − 10 = 5𝑥𝑥 − 20

5. 6(𝑥𝑥 − 2) − 4 = 2𝑥𝑥 𝑥𝑥 𝑥𝑥+1

6. If = what is the value of 3x+4
3 4

1 𝑥𝑥 8. The sum of the angle measures of a

7. If 𝑥𝑥 = 5 what is the value of 2x+3
quadrilateral is 360ᵒ. Write and solve an
equation to find the value of x.
Figure 3 14

9. If 6𝑥𝑥 + 8 = 2𝑥𝑥 what is the value of 0.5x

“14 Monitoring Progress and Modeling with Mathematics.” PDF file. Accessed August 5, 2019. http://www.bigideas
learning.com/for-reviewers/texas/alg1_pe/hstx_alg1_pe_01.pdf
23
10.If 7𝑥𝑥 − 4 = 15 + 3𝑥𝑥 what is the value 5x+1 11. Two times the greater of two consecutive
integers is 9 less than three times the lesser
integer. What are the integers?

13. One serving of granola provides 4% of

12. If 2𝑥𝑥 + 1 = 4 what is the value of 3x+2 the protein you need daily. You must get the
remaining 48 grams of protein from other
sources. How many grams of protein do you
need daily?

5 2 1
14. 𝑥𝑥 + 4 = 8 15.
5𝑥𝑥
+ 𝑥𝑥 = 35
2

24
 Solving Linear Inequalities Figure 4 15
The steps are identical to those of solving equations,
Except for when multiplying or dividing by a negative number
Remember the following when graphing
and writing in the proper notation
Includes Endpoint Excludes Endpoint
Inequality Greater than Less than or Greater than Less than
or equal to equal to
Set Notation > < > <
Interval Notation Brackets [ ] Parentheses ( )
Line Graph Closed Circle Open Circle

Example 1: Solve the inequality −3 < 9 ]

𝑥𝑥 − 3 + 3 < 9 + 3 𝑎𝑎𝑎𝑎𝑎𝑎 3 𝑡𝑡𝑡𝑡 𝑏𝑏𝑏𝑏𝑏𝑏ℎ 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑜𝑜𝑜𝑜 𝑡𝑡ℎ𝑒𝑒 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑡𝑡𝑡𝑡 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑡𝑡ℎ𝑒𝑒 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣
𝑺𝑺𝑺𝑺𝑺𝑺 𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵: 𝑥𝑥 < 12 𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰 𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵: (−∞, 12)
Example 2: Solve the inequality −4𝑥𝑥 − 3 ≤ 2𝑥𝑥 − 39
−4𝑥𝑥 − 3 ≤ 2𝑥𝑥 − 39
−2𝑥𝑥 − 2𝑥𝑥 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣 𝑡𝑡𝑡𝑡 𝑜𝑜𝑜𝑜𝑜𝑜 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑜𝑜𝑜𝑜 𝑡𝑡ℎ𝑒𝑒 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖
−6𝑥𝑥 − 3 ≤ −39
+3 + 3 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 𝑡𝑡𝑡𝑡 𝑡𝑡ℎ𝑒𝑒 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑜𝑜𝑜𝑜 𝑡𝑡ℎ𝑒𝑒 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖
−6𝑥𝑥 ≤ 36
−6 − 6 𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑 𝑏𝑏𝑏𝑏𝑏𝑏ℎ 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑏𝑏𝑏𝑏 𝑡𝑡ℎ𝑒𝑒 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 𝑡𝑡𝑡𝑡 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑡𝑡ℎ𝑒𝑒 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣
𝑥𝑥 ≥ −6 ∗ 𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑤𝑤ℎ𝑒𝑒𝑒𝑒 𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑 𝑜𝑜𝑜𝑜 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 𝑏𝑏𝑏𝑏 𝑎𝑎 𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛
𝑺𝑺𝑺𝑺𝑺𝑺 𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵: 𝑥𝑥 ≥ −6 𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰 𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵: [−6, ∞)
Sometimes we may be asked to solve two inequalities at once. These types of
inequalities are known as compound inequalities. They are solved in the same way with
the added step of applying each operation to both sides of the inequality
6−3𝑥𝑥
Example 3: Solve the inequality −3 < 2 ≤ 6
6−3𝑥𝑥
(2)(−3) < (2) ≤ 6 (2) 𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏 𝑡𝑡𝑡𝑡 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑡𝑡ℎ𝑒𝑒 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣 𝑏𝑏𝑏𝑏 𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚𝑚 𝑏𝑏𝑏𝑏 2
2
−6 < 6 − 3𝑥𝑥 ≤ 12
−6 − 6 − 6 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 𝑡𝑡𝑡𝑡 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑡𝑡ℎ𝑒𝑒 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣 𝑏𝑏𝑏𝑏 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 6
−12 < −3𝑥𝑥 ≤ 6
−3 −3 −3 𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑 𝑒𝑒𝑒𝑒𝑒𝑒ℎ 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑏𝑏𝑏𝑏 𝑡𝑡ℎ𝑒𝑒 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 𝑡𝑡𝑡𝑡 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑡𝑡ℎ𝑒𝑒 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣
4 > 𝑥𝑥 ≥ −2 ∗ 𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓𝒓 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑤𝑤𝑤𝑤 𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑𝑑 𝑏𝑏𝑏𝑏 𝑎𝑎 𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛
𝑺𝑺𝑺𝑺𝑺𝑺 𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝒊𝒊𝒐𝒐𝒐𝒐: 4 > 𝑥𝑥 ≥ −2
𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰𝑰 𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵𝑵: (4, −2]
* Note: Don’t forget to test your points to check your solutions.

15
“Reasoning with Equations and Inequalities.” Accessed August 5, 2019. https://students.ga.desire2learn.com/
d2l/lor/viewer/viewFile.d2lfile/1798/12938/Algebra_ReasoningwithEquationsandInequalities_print.html
25
Practice: Solve the following inequalities and graph.
Write your answers in both set and interval notation.
1. 3𝑥𝑥 + 1 > 0 6. 3(𝑥𝑥 − 2) ≤ 2𝑥𝑥 + 1

2. −5𝑥𝑥 ≤ 10 7. 5𝑥𝑥 − (𝑥𝑥 + 2) > −5(1 + 𝑥𝑥) + 3

𝑥𝑥+4 4𝑥𝑥+3
3. 8 < −2𝑥𝑥 + 4 ≤ 3 8. − >2
2 5

4. 5(4𝑥𝑥 − 1) − (𝑥𝑥 − 3) ≥ −𝑥𝑥 − 2 9. −36 < 3𝑥𝑥 − 6 < 15

5. 6 + 7𝑥𝑥 < 6𝑥𝑥 10. −17 < −8 + 9𝑥𝑥 ≤ 64

26
 Slope 16
The slope 𝑚𝑚 of a nonvertical line is the ratio of vertical
change to horizontal change.

𝑐𝑐ℎ𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑖𝑖𝑖𝑖 𝑦𝑦 ∆𝑦𝑦 𝑦𝑦2 − 𝑦𝑦1 𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟

𝑚𝑚 = = = =
𝑐𝑐ℎ𝑎𝑎𝑎𝑎𝑎𝑎𝑎𝑎 𝑖𝑖𝑖𝑖 𝑥𝑥 ∆𝑥𝑥 𝑥𝑥2 − 𝑥𝑥1 𝑟𝑟𝑟𝑟𝑟𝑟

Examples
A skateboard ramp is 15inches high and 54inches
long. What is the slope of the ramp?
𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟 15 5
𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 = = =
𝑟𝑟𝑟𝑟𝑟𝑟 54 18
5
𝑚𝑚 = 18
What is the slope of a line that passes through the points (-1, 3) and (2, 4)?
𝐿𝐿𝐿𝐿𝐿𝐿 �𝑥𝑥1 , 𝑦𝑦1 � = (−1,3) 𝑎𝑎𝑎𝑎𝑎𝑎 �𝑥𝑥2 , 𝑦𝑦2 � = (2, 4)
𝑥𝑥1 = −1
𝑥𝑥2 = 2
𝑦𝑦1 = 3
𝑦𝑦2 = 4
𝑦𝑦2 − 𝑦𝑦1 4−3 1 1
𝑚𝑚 = = = 𝑚𝑚 =
𝑥𝑥2 − 𝑥𝑥1 2 − (−1) 3 3
What is the rate of change for the table?
∆𝑦𝑦
𝑚𝑚 = ∆𝑥𝑥 Use any two points from the table to calculate
𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃: ( 0 , 6 ) 𝑎𝑎𝑎𝑎𝑎𝑎 ( 2, 18)
(𝑥𝑥1 , 𝑦𝑦1 ) (𝑥𝑥2 , 𝑦𝑦2 )
∆𝑦𝑦 𝑦𝑦2 −𝑦𝑦1 18−6 12
𝑚𝑚 = = = = =6
∆𝑥𝑥 𝑥𝑥2 −𝑥𝑥1 2−0 2
Rate of change is 6 m/s.

Find the rate of change for the graph

∆𝑦𝑦
𝑚𝑚 = ∆𝑥𝑥 Use any two points from the graph to calculate
𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃𝑃: ( 1, 9 ) 𝑎𝑎𝑎𝑎𝑎𝑎 ( 2, 18)
(𝑥𝑥1 , 𝑦𝑦1 ) (𝑥𝑥2 , 𝑦𝑦2 )
∆𝑦𝑦 𝑦𝑦2 −𝑦𝑦1 18−9 9
𝑚𝑚 = = = = =9
∆𝑥𝑥 𝑥𝑥2 −𝑥𝑥1 2−1 1
Rate of change is 9 dollars/shirt.
𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟
* NOTE-you can also calculate slope by using 𝑚𝑚 = 𝑟𝑟𝑟𝑟𝑟𝑟 .
The number of unites increased vertically divided by
the number of units increased horizontally.

16
“Find Slope and Rate of Change.” PDF file. Accessed August 5,2019. https://www.isd2144.org/cms/lib/
MN02205235/Centricity/Domain/208/chap2-2.pdf

27
Practice
1. Find the slope of a line passing through
a. (2, -4) and (4,-1) c. (-1, 3/2) and (0,7/2)

b. (0,-3) and (2/7,-3) d. (1,-1) and (1,-4/3)

2. What is true about the line through (2,-4) and (5,1)?

a. It rises from left to right c. It falls from left to right
b. It is horizontal d. It is vertical

3. Find the rate of change

4. Find the slope of the line that shows the distance Jairo traveled while jogging.

28
 Classification of lines by slope
Positive Slope Negative Slope Zero Slope Undefined Slope
Rises from left to right Falls from left to right Horizontal line Vertical line

Classifying Parallel and Perpendicular Lines

Parallel Perpendicular
Two lines in a plane are parallel if they do Two lines in a plane are perpendicular if
NOT intersect. the intersect to form a RIGHT angle
Lines are parallel if and only if they have Lines are perpendicular if and only if their
the SAME SLOPE. slopes are the NEGATIVE RECIPRICALS
of each other
𝑚𝑚1 = 𝑚𝑚2 1
𝑚𝑚1 = −
𝑚𝑚2
𝑜𝑜𝑜𝑜
𝑚𝑚1 𝑚𝑚2 = −1

Examples: Determine if the lines are parallel, perpendicular or neither

Line 1 goes through (1, 2) and (4, -3) Line 1 goes through (-2, 2) and (0,-1)
Line 2 goes through (-4,3) and (1, 2) Line 2 goes through (-4,-1) and (2, 3)
Find the slopes of the two lines Find the slopes of the two lines
𝑦𝑦2 − 𝑦𝑦1 −3 − 2 −5 𝑦𝑦2 − 𝑦𝑦1 −1 − 2 −3
𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿 1: 𝑚𝑚1 = = = 𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿 1: 𝑚𝑚1 = = =
𝑥𝑥2 − 𝑥𝑥1 4−1 3 𝑥𝑥2 − 𝑥𝑥1 0 − (−2) 2
5 3
𝑚𝑚1 = − 𝑚𝑚1 = −
3 2
𝑦𝑦2 − 𝑦𝑦1 2 − 3 5 𝑦𝑦2 − 𝑦𝑦1 3 − (−1) 4
𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿 2: 𝑚𝑚2 = = = 𝐿𝐿𝐿𝐿𝐿𝐿𝐿𝐿 2: 𝑚𝑚2 = = =
𝑥𝑥2 − 𝑥𝑥1 1 − 4 −3 𝑥𝑥2 − 𝑥𝑥1 2 − (−4) 6
5 2
𝑚𝑚2 = − 𝑚𝑚2 =
3 3
The slope of
The slope of the lines are
the lines are negative
the same, reciprocals of
therefore the each other.
lines are Therefore
parallel they lines are
perpendicular
29
Practice: Tell whether the lines are parallel, perpendicular or neither.
1. Line 1: through (3, -1) and (6, -2) 4. Line 1: through (1, 5) and (3, -2)
Line 2: through (-4, 5) and (-2, 7) Line 2: through (23, 2) and (4, 0)

2. Line 1: through (-1, 4) and (2, 5) 5. Line 1: through (5, 8) and (7, 2)
Line 2: through (-6, 2) and (0, 4) Line 2: through (-7, -2) and (-4, -1)

3. Line 1: through (-3, 2) and (5, 0) . 6. Line 1: through (1, -4) and (4, -2)
Line 2: through (-1, -4) and (3, -3) Line 2: through (8, 1) and (14, 5)

Fill in the table below

Points Slope Slope of Slope of
parallel line perpendicular line

(0, 7/2)

(2,5/2)

(3,4)

(2,-5/4)

(-7,3)

(-2,3)

30
 Graphing Linear Equations 17
The graph of linear equations in tow variables are straight lines. Linear equations may
be written in several forms.
Type Form x-intercept y-intercept Slope How to graph
(x, 0) (0, y) m
Slope- 𝑦𝑦 = 𝑚𝑚𝑚𝑚 + 𝑏𝑏 • Use slope and y-
Intercept intercept
(0, 𝑏𝑏) 𝑚𝑚 • Construct a table
of values
• Use x and y-
intercepts
Standard 𝐴𝐴𝐴𝐴 + 𝐵𝐵𝐵𝐵 = 𝑐𝑐 𝑆𝑆𝑆𝑆𝑆𝑆 𝑦𝑦 = 0 𝐴𝐴 • Convert to
𝑎𝑎𝑎𝑎𝑎𝑎 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑚𝑚 = −
𝐵𝐵 y = mx + b
• Construct a table
𝑆𝑆𝑆𝑆𝑆𝑆 𝑥𝑥 = 0 of values
𝑎𝑎𝑎𝑎𝑎𝑎 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 • Use point (𝑥𝑥1 , 𝑦𝑦1 )
and slope
Point- 𝑦𝑦 − 𝑦𝑦1 = 𝑚𝑚(𝑥𝑥 − 𝑥𝑥1 ) 𝑚𝑚 • Convert to
Slope y = mx + b
• Construct a table
of values
Horizontal 𝑦𝑦 = 𝑏𝑏 N/A unless 𝑦𝑦 = 𝑏𝑏 𝑚𝑚 = 0 horizontal line at
Lines y=0 (0, 𝑏𝑏) (0, 𝑏𝑏)
Vertical 𝑥𝑥 = 𝑎𝑎 (𝑎𝑎, 0) N/A unless 𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈𝑈 vertical line at
Lines x=0 (𝑎𝑎, 0)
Example 1: Graphing slope-intercept form y = -2x - 3
Option 1 – Table of values
To graph the equation choose three values for x and list
them in the table. Substitute each value in to the
equation and simplify to find the corresponding y-
coordinate. Plot the ordered pairs and draw a straight
line through the points.
Option 2 – slope & y-int.
Use the slope m and y-intercept b. Plot the y-intercept and continue
𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟
plotting points using 𝑚𝑚 = 𝑟𝑟𝑟𝑟𝑟𝑟
. In this case y-intercept is (0,-3) and
𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟 −2
𝑚𝑚 = −2 = 𝑟𝑟𝑟𝑟𝑟𝑟
= 1
. From the y-intercept go 2 units down and 1
unit to the right to plot the next point.

17
“Graphing Linear Equations in Two Variables.” SLC Lake Worth Math Lab PDF File. Accessed August 5, 2018.
https://www.palmbeachstate.edu/prepmathlw/Documents/graphing%20linear%20equations.pdf

31
Example 2: Graphing standard form 3x-2y = -6

Option 1- rewrite in slope intercept form y =mx+b and

follow the steps listed above

Option 2 – Find the x and y intercepts

To find the x – intercept substitute y=0 into the equation.
3𝑥𝑥 − 2𝑦𝑦 = −6 3𝑥𝑥 − 2(0) = −6
3𝑥𝑥 − 0 = −6
3𝑥𝑥 = −6
3𝑥𝑥 −6
3
= 3
𝑥𝑥 = −2
The x –intercept is (-2,0) Plot the x & y-intercepts
and draw line
To find the y– intercept substitute x=0 into the equation. through them

3𝑥𝑥 − 2𝑦𝑦 = −6 3(0) − 2𝑥𝑥 = −6

0 − 2𝑥𝑥 = −6
−2𝑥𝑥 = −6
−2𝑥𝑥 −6
−2
= −2 𝑥𝑥 = 3
The y –intercept is (0,3)

Example 3: Graphing Point-Slop form 𝒚𝒚 + 𝟒𝟒 = −𝟑𝟑(𝒙𝒙 + 𝟐𝟐)

Option 1- rewrite in slope intercept form y =mx+b and

follow the steps listed above

Option 2 – use the point and slope to graph.

𝑦𝑦 − 𝑦𝑦1 = 𝑚𝑚(𝑥𝑥 − 𝑥𝑥1 ) 𝑚𝑚 = 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝: (𝑥𝑥1 , 𝑦𝑦1 )
𝑦𝑦 + 4 = −3(𝑥𝑥 + 2) 𝑚𝑚 = −3 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝: (−2, −4)

Plot the provided point and continue plotting points

𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟
using 𝑚𝑚 = 𝑟𝑟𝑟𝑟𝑟𝑟
. In this case the point is (-2, -4) and the
𝑟𝑟𝑟𝑟𝑟𝑟𝑟𝑟 −3
slope 𝑚𝑚 = −3 = = . From the point go 3 units
𝑟𝑟𝑟𝑟𝑟𝑟 1
down and 1 unit to the right to plot the next point.

32
Graph each equation and find the required in formation

1. 5𝑥𝑥 + 2𝑦𝑦 = 10

Slope ___________

x- intercept _______

y- intercept _______

1
2. 𝑦𝑦 = − 7 𝑥𝑥 − 1

Slope ___________

x- intercept _______

y- intercept _______

3. 𝑥𝑥 = 2

Slope ___________

x- intercept _______

y- intercept _______

3
4. 𝑦𝑦 + 2 = 2 (𝑥𝑥 − 5)

Slope ___________

x- intercept _______

y- intercept _______

5. Rashid’s grandparents started a savings

account for him, contributing $100 each month
into the account. The equation 𝑦𝑦 = 43𝑥𝑥 + 100
represents how much money is in the savings
account after x number of months. Graph the
equation and explain what they y-intercept
means.

33
 Graphing Linear Inequalities18
To graph a linear inequality you must 1st graph the boundary line and then test a point
that is not on the boundary line to determine whether it is a solution of the inequality. If it
is a solution, shade the half-plane containing the point. If it is not a solution, shade the
other half-plane.
EXAMPLES 𝑦𝑦 > −2𝑥𝑥 5𝑥𝑥 − 2𝑦𝑦 ≤ −4
STEP 1
Determine the < and > will be a dashed line < and > will be a solid line
type of
boundary line
* View Graphing Linear Equation section if you need graphing assistance
Graph y = -2x Graph 𝟓𝟓𝟓𝟓 − 𝟐𝟐𝟐𝟐 ≤ −𝟒𝟒
STEP 2
Graph the
boundary line

Test (1,1): 𝑦𝑦 > −2𝑥𝑥 Test (0,0): 5𝑥𝑥 − 2𝑦𝑦 ≤ −4

Step 3 1 > −2(1) 5(0) − 2(0) ≤ −4
Test a point to 1 > −2 TRUE 0 ≤ −4 FALSE
determine
where to shade Test (2,0): 𝑦𝑦 > −2𝑥𝑥 Test (-4,0): 5𝑥𝑥 − 2𝑦𝑦 ≤ −4
0 > −2(2) 5(−4) − 2(0) ≤ −4
0 > −2 FALSE −20 ≤ −4 TRUE

Step 4
Shade the
solution of the
inequality

18
Graph Linear Inequalities in Two Variables.” PDF file. Accessed August 5, 2019. https://www.isd 2144.org/
cms/lib/MN02205235/Centricity/Domain/208/chap2-8.pdf
34
Practice: Graph the inequality.

1. 5𝑥𝑥 + 2𝑦𝑦 = 10

1
2. 𝑦𝑦 = − 7 𝑥𝑥 − 1

3. 𝑥𝑥 = 2

3
4. 𝑦𝑦 + 2 = 2 (𝑥𝑥 − 5)

35
 Systems of Equations 19
A system of equations is a collection of two or more equations containing common
variables. When solving a system of equations, we try to find values for each of the
unknowns that will satisfy every equations in the system.

The equations in the system can be linear or non-linear. This section will cover systems
of linear equations. There are multiple methods to solve systems of linear equations.
This section will cover the following methods:
Method 1: Substitution
Method 2: Elimination
Method 3: Graphing
−𝟕𝟕𝟕𝟕 − 𝟐𝟐𝟐𝟐 = −𝟏𝟏𝟏𝟏
Example: Solve the following system of equations
𝟔𝟔𝟔𝟔 + 𝒚𝒚 = 𝟏𝟏𝟏𝟏
Substitution Method

Step 1: Solve one 6𝑥𝑥 + 𝑦𝑦 = 15 In this case we will solve

of the equations −6𝑥𝑥 − 6𝑥𝑥 6𝑥𝑥 + 𝑦𝑦 = 15 for y since y does
for a variable. 𝑦𝑦 = −6𝑥𝑥 + 15 not have a coefficient.

Step 2: Substitute −7𝑥𝑥 − 2𝒚𝒚 = −10 −7𝑥𝑥 − 2𝑦𝑦 = −10

this value of y into −7𝑥𝑥 − 2(−𝟔𝟔𝟔𝟔 + 𝟏𝟏𝟏𝟏) = −10 𝑦𝑦 = −6𝑥𝑥 + 15
the other equation

−7𝑥𝑥 − 2(−6𝑥𝑥 + 15) = −10 Distribution Method

−7𝑥𝑥 + 12𝑥𝑥 − 30 = −10 𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡
5𝑥𝑥 − 30 = −10 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝑡𝑡𝑡𝑡 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣
Step 3: Solve for x +30 + 30
5𝑥𝑥 = 20
5 5 𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷 𝑏𝑏𝑏𝑏 5 𝑡𝑡𝑡𝑡 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣
𝑥𝑥 = 4
𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝑥𝑥 = 4 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 − 7𝑥𝑥 − 2𝑦𝑦 = −10
Step 4: Substitute −7(4) − 2𝑦𝑦 = −10 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆
the value into the −28 − 2𝑦𝑦 = −10 𝐴𝐴𝐴𝐴𝐴𝐴 28 𝑡𝑡𝑡𝑡 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣
original equation. +28 + 28
-2𝑦𝑦 = 18
−2 − 2 𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷 𝑏𝑏𝑏𝑏 2 𝑡𝑡𝑡𝑡 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣
𝑦𝑦 = −9
Solution is (4,-9)

“Systems of Linear Equations.”Mathaids.com PDF file. Accessed August 5, 2019. http://sww

19

mathematics.pbworks.com/w/file/fetch/87099940/SE1%20Systems%20Methods%20Notes.pdf
36
 Elimination Method

−𝟕𝟕𝟕𝟕 − 𝟐𝟐𝟐𝟐 = −𝟏𝟏𝟏𝟏 In this case our

Step 1: 𝟔𝟔𝟔𝟔 + 𝒚𝒚 = 𝟏𝟏𝟏𝟏 variables are aligned.
Align Variables.
Multiply the 2nd
Step 2: −7𝑥𝑥 − 𝟐𝟐𝟐𝟐 = −10 −7𝑥𝑥 − 𝟐𝟐𝟐𝟐 = −10 equation by 2 so that
Multiply to ensure 2(6𝑥𝑥 + 𝒚𝒚 = 15) 12𝑥𝑥 + 𝟐𝟐𝟐𝟐 = 30 the coefficients of y
variables are are additive inverses
additive inverses
Step 3: −7𝑥𝑥 − 2𝑦𝑦 = −10
+ 𝑎𝑎𝑎𝑎𝑎𝑎 𝑡𝑡ℎ𝑒𝑒 𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 𝑡𝑡𝑡𝑡 𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 𝑦𝑦
Add the new 12𝑥𝑥 + 2𝑦𝑦 = 30
equations to each �������������������
5𝑥𝑥 = 20 𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 𝑡𝑡𝑡𝑡 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 𝑓𝑓𝑓𝑓𝑓𝑓 𝑥𝑥
other to eliminate a 5 5
variable 𝑥𝑥 = 4
𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝑥𝑥 = 4 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 − 7𝑥𝑥 − 2𝑦𝑦 = −10
Step 4: Substitute −7(4) − 2𝑦𝑦 = −10 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆
the value into the −28 − 2𝑦𝑦 = −10 𝐴𝐴𝐴𝐴𝐴𝐴 28 𝑡𝑡𝑡𝑡 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣
original equation. +28 + 28
-2𝑦𝑦 = 18
−2 − 2 𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷 𝑏𝑏𝑏𝑏 2 𝑡𝑡𝑡𝑡 𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖𝑖 𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣𝑣
𝑦𝑦 = −9
Solution is (4,-9)

Graphing Method

−𝟕𝟕𝟕𝟕 − 𝟐𝟐𝟐𝟐 = −𝟏𝟏𝟏𝟏

𝟔𝟔𝟔𝟔 + 𝒚𝒚 = 𝟏𝟏𝟏𝟏
Step 1:
Graph each View Graphing section if
equation assistance is needed.

Step 2: The solution is the intersection of the two graphs (4,-9)

Identify solution
Solution is (4,-9)

37
Checking your answer
It is always wise to check your solutions to ensure you solved the problem correctly
Substitute your solution into the original systems to check your answers
−𝟕𝟕𝟕𝟕 − 𝟐𝟐𝟐𝟐 = −𝟏𝟏𝟏𝟏 −𝟕𝟕(𝟒𝟒) − 𝟐𝟐(−𝟗𝟗) = −𝟏𝟏𝟏𝟏
Solution is (4,-9)
𝟔𝟔𝟔𝟔 + 𝒚𝒚 = 𝟏𝟏𝟏𝟏 𝟔𝟔(𝟒𝟒) + (−𝟗𝟗) = 𝟏𝟏𝟏𝟏

3 types of solution: When solving systems of equations there are three types of
solutions; One Solution, No Solution and Infinite Number of Solutions

One Solution No solution Infinite Number of Solution

The lines intersect at one The lines are parallel to The lines are the same, they
point on the graph. each other. overlap each other.

Practice: Solve the system of equations. You must use each method at least once.
1
𝑦𝑦 = − 4 𝑥𝑥 − 4
1. 5
𝑦𝑦 − 2 = 4 𝑥𝑥

7𝑥𝑥 − 𝑦𝑦 = 3
2.
𝑥𝑥 − 𝑦𝑦 = −3

38
 6𝑥𝑥 + 8𝑦𝑦 = 8
3.
3𝑥𝑥 + 4𝑦𝑦 = −16

𝑦𝑦 = −7𝑥𝑥 + 1
4.
5𝑥𝑥 + 4𝑦𝑦 = −19

−6𝑥𝑥 − 9𝑦𝑦 = 0
5.
24𝑥𝑥 = 36𝑦𝑦

5𝑥𝑥 + 3𝑦𝑦 = 15
6.
10𝑥𝑥 + 6𝑦𝑦 = 20

7. Find the value of two numbers if their sum is 12 and their difference is 4.

8. One number is 4 more than another. If 3 times the smaller number is equal to
twice the larger number what is the smaller number?

39
9. The school is selling tickets to a choir performance. On the first day of the sale
the school sold 3 adult tickets and 1 student ticket for a total of $38. On the
second day the school collected $52 by selling 3 adult tickets and 2 student
tickets. Find the price of an adult ticket and the price of a student ticket.

10. Margo bought 7 pens from a book store. Some of the pens cost $3 each, and the
rest cost $4 each. If she paid a total of $23, how many of the $3 pens did she
buy?

11. The length of a rectangle is equal to triple the width. Find the dimensions of the
rectangle if the perimeter is 86 centimeters.

12. At an office supply store, Chad bought P boxes of paper clips priced at $0.55
each and N notebooks priced at $0.85 each. He bought a total of 10items and
paid $6.70 in cash. Find the number of boxes paper clips and Notebooks
purchased by Chad.

13. Mary has 15 coins in nickels and quarters. He had 3 more quarters than nickels.
How many nickels does Mary have?

40
 Solving Systems of Inequalities by Graphing20
A solution of a system of linear inequalities is an ordered pair that is a solution of each
inequality in the system. The graph of the system of linear inequalities is the graph of all
solutions of the system.

Steps to Graph a System of Linear Inequalities

𝒚𝒚 + 𝟏𝟏 ≥ −𝟑𝟑𝟑𝟑
Example:
𝒚𝒚 − 𝒙𝒙 < 𝟐𝟐

Using the correct type of lines,

STEP 1 graph the system
Graph the
system < and > will be a dashed line
< and > will be a solid line

* View Graphing Linear Inequalties section if you need graphing assistance

STEP 2
Shade to
solution for
each equation

Solution is located in the purple region.

20
“Graphing and Solving Systems of Linear Inequalities.” PDF File. Accessed August 5, 2019.
https://www.classzone.com/eservices/home/pdf/student/LA203CAD.pdf
41
Practice: Sketch the solution to each system of inequalities
1
𝑦𝑦 ≥ 3 𝑥𝑥 − 1 2𝑥𝑥 + 𝑦𝑦 < 3
1. 2.
4
𝑦𝑦 ≤ 3 𝑥𝑥 + 2 2𝑥𝑥 − 𝑦𝑦 ≤ −1

3𝑥𝑥 + 𝑦𝑦 > −3 3𝑦𝑦 > −𝑥𝑥 − 9

3. 4.
𝑥𝑥 + 2𝑦𝑦 < 4 3𝑦𝑦 − 5𝑥𝑥 ≤ 3

42
 Exponent Properties 21
Problems with exponents can often be simplified using a few basic exponent properties.
Exponents represent repeated multiplication. 22
Properties of Exponents
Rule Property Examples Practice
(𝟑𝟑𝒙𝒙𝟐𝟐 𝒚𝒚)(𝟕𝟕𝒙𝒙𝟒𝟒 𝒚𝒚)
𝑬𝑬𝑬𝑬𝑬𝑬: 𝑥𝑥 3 ∗ 𝑥𝑥 8
Product 𝑥𝑥 𝑚𝑚 ∗ 𝑥𝑥 𝑛𝑛 = 𝑥𝑥 𝑚𝑚+𝑛𝑛 = 𝑥𝑥 3+8 = 𝑥𝑥11
𝑬𝑬𝑬𝑬𝑬𝑬: (2𝑥𝑥 2 𝑦𝑦)(3𝑥𝑥 3 𝑦𝑦 4 )
= 6𝑥𝑥 2+3 𝑦𝑦1+4
= 6𝑥𝑥 5 𝑦𝑦 5
𝑥𝑥 𝑚𝑚 𝟏𝟏𝟏𝟏𝒙𝒙𝟑𝟑 𝒚𝒚𝟒𝟒 𝒛𝒛𝟗𝟗
= 𝑥𝑥 𝑚𝑚−𝑛𝑛 𝑥𝑥 5
Quotient 𝑥𝑥 𝑛𝑛 𝑬𝑬𝑬𝑬𝑬𝑬: 3 = 𝑥𝑥 5−3 = 𝑥𝑥 2 𝟐𝟐𝟐𝟐𝒚𝒚𝟑𝟑 𝒛𝒛𝟐𝟐
𝑥𝑥
35
𝑬𝑬𝑬𝑬𝑬𝑬: 2 = 33
3
9𝑥𝑥 5 𝑦𝑦 4
𝑬𝑬𝑬𝑬𝑬𝑬: = 3𝑥𝑥 5−3 𝑦𝑦 4−2
3𝑥𝑥 3 𝑦𝑦 2
= 3𝑥𝑥 2 𝑦𝑦 2
(𝒙𝒙𝟐𝟐 𝒚𝒚𝟑𝟑 𝒛𝒛)𝟎𝟎
𝑬𝑬𝑬𝑬𝑬𝑬: 𝑦𝑦 0 = 1
Zero 𝑬𝑬𝑬𝑬𝑬𝑬: 80 = 1
𝑥𝑥 0 = 1
Exponent 𝑦𝑦 4 0
3
𝑬𝑬𝑬𝑬𝑬𝑬 �1,253𝑥𝑥 � � � = 1
8
(𝒚𝒚𝟑𝟑 )𝟕𝟕
(𝑥𝑥 𝑚𝑚 )𝑛𝑛 = 𝑥𝑥 𝑚𝑚∗𝑛𝑛 𝑬𝑬𝑬𝑬𝑬𝑬: (𝑥𝑥 3 )2 = 𝑥𝑥 3∗2
= 𝑥𝑥 6
Power
𝑬𝑬𝑬𝑬𝑬𝑬: (32 )4 = 32∗4 = 38
𝟑𝟑
𝑬𝑬𝑬𝑬𝑬𝑬: (2𝑥𝑥 2 3 3 2∗3 3
𝑦𝑦) = 2 𝑥𝑥 𝑦𝑦 𝟐𝟐𝒚𝒚𝟑𝟑
� 𝟐𝟐 𝟕𝟕 �
(𝑥𝑥𝑥𝑥)𝑚𝑚 𝑚𝑚 𝑚𝑚
= 𝑥𝑥 𝑦𝑦 = 8𝑥𝑥 6 𝑦𝑦 3 𝟓𝟓𝟓𝟓 𝒛𝒛
Expanded
𝑥𝑥 𝑚𝑚 𝑥𝑥 𝑚𝑚
Power � � = 𝑚𝑚 2𝑥𝑥 3 23 𝑥𝑥 3
𝑦𝑦 𝑦𝑦 𝑬𝑬𝑬𝑬𝑬𝑬: � � =
3𝑦𝑦 2 𝑧𝑧 33 𝑦𝑦 2∗3 𝑧𝑧 3
8𝑥𝑥 3
=
27𝑦𝑦 6 𝑧𝑧 3

21
“Exponent Rules & Practice.” PDF File. Accessed August 5, 2019. https://mcckc.edu/tutoring/docs/bt/exp_rad_
log/Exponent_Rules_&_Practice.pdf
22
Wallace, Tyler. “Polynomials – Exponent Properties.” Creative Commons Attribution PDF File. Accessed August 5,
2019. http://www.wallace.ccfaculty.org/book/5.1%20Exponents.pdf
43
 Properties of Exponents
Rule Property Examples Practice
(𝟒𝟒𝒙𝒙𝟐𝟐 𝒚𝒚−𝟒𝟒 )(−𝟑𝟑𝒙𝒙𝟑𝟑 𝒚𝒚)
1
𝑬𝑬𝑬𝑬𝑬𝑬: 𝑥𝑥 −3 = 3
𝑥𝑥
𝑎𝑎2 𝑏𝑏 −5 𝑎𝑎2 𝑐𝑐 3
𝑬𝑬𝑬𝑬𝑬𝑬: −3 4 = 5 4
1 𝑐𝑐 𝑑𝑑 𝑏𝑏 𝑑𝑑
𝑥𝑥 −𝑚𝑚 =
𝑥𝑥 𝑚𝑚 2𝑥𝑥 −3 2−3 𝑥𝑥 −3
𝑬𝑬𝑬𝑬𝑬𝑬: � 2 � = −3 2∗−3
3𝑦𝑦 3 𝑦𝑦
1 33 𝑦𝑦 6
Negative = 𝑥𝑥 𝑚𝑚 = 3 3
𝑥𝑥 −𝑚𝑚 2 𝑥𝑥
27𝑦𝑦 6
𝑥𝑥 −𝑛𝑛 𝑦𝑦 𝑛𝑛 = 3
8𝑥𝑥
� � = � �
𝑦𝑦 𝑥𝑥 𝑬𝑬𝑬𝑬𝑬𝑬: (3𝑥𝑥 −2 𝑦𝑦)(−2𝑥𝑥 3 𝑦𝑦 −3 )
= −6𝑥𝑥 (−2+3) 𝑦𝑦 (1−3)
= −6𝑥𝑥𝑦𝑦 −2
6𝑥𝑥
=−
𝑦𝑦 2

CAUTION
An exponent applies to only the factor it is directly next to
unless parentheses enclose other factors
(−3)2 = (−3)(−3) = 9
and
−32 = −(3 ∗ 3) = −9

44
Practice. Simplify each of the following.
1. 2𝑥𝑥 3 ∗ 2𝑥𝑥 2 2𝑥𝑥 3
2
10. � �
9𝑦𝑦 3

35 3
2. 4𝑥𝑥 5 𝑦𝑦
32 11. � �
16𝑥𝑥𝑦𝑦 4

3. 80 12. 𝑦𝑦 −7

2
𝑥𝑥 2 𝑦𝑦 −3
4. (𝑥𝑥 2 𝑦𝑦)2 13. � �
𝑥𝑥 −4 𝑧𝑧

5. −(9𝑥𝑥𝑥𝑥)0
14. (2𝑥𝑥 3 𝑦𝑦 −3 )−2

𝑥𝑥 2 𝑦𝑦 2
6. −3
−7𝑥𝑥 2 𝑦𝑦−2
3𝑥𝑥𝑥𝑥 15. � �
3𝑥𝑥𝑦𝑦 0 𝑧𝑧

2
𝑥𝑥 9 𝑦𝑦 2
7. � � 𝑥𝑥 3
𝑥𝑥 3 16. � �
3𝑦𝑦

8. (2𝑥𝑥𝑑𝑑 4 )3 (𝑥𝑥𝑥𝑥)6
3𝑥𝑥 2
17. � �
𝑦𝑦

9. (𝑥𝑥 −13 )(𝑥𝑥 4 )(𝑥𝑥 6 )

18. (3𝑥𝑥 2 )−3 (9𝑥𝑥 4 )(𝑥𝑥 2 )

45
 Adding and subtracting polynomials 23
To add and subtract two polynomials, simplify the polynomial and combine like terms

Addition Example 5𝑥𝑥(2𝑥𝑥 + 3) + 4𝑥𝑥 2 − 2𝑥𝑥 + 5

𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 5𝑥𝑥(2𝑥𝑥 + 3) + 4𝑥𝑥 2 − 2𝑥𝑥 + 5
10𝑥𝑥 2 + 15𝑥𝑥 + 4𝑥𝑥 2 − 2𝑥𝑥 + 5

𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 10𝑥𝑥 2 + 15𝑥𝑥 + 4𝑥𝑥 2 − 2𝑥𝑥 + 5

14𝑥𝑥 2 + 13𝑥𝑥 + 5

Subtraction Example 5𝑥𝑥(2𝑥𝑥 + 3) − (4𝑥𝑥 2 − 5)

𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷𝐷 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 5𝑥𝑥(2𝑥𝑥 + 3) − (4𝑥𝑥 2 − 5)
10𝑥𝑥 2 + 15𝑥𝑥 − 4𝑥𝑥 2 + 5

𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 10𝑥𝑥 2 + 15𝑥𝑥 − 4𝑥𝑥 2 + 5

6𝑥𝑥 2 + 15𝑥𝑥 + 5
Practice
1. 3𝑥𝑥 2 + 5𝑥𝑥 − 4(2𝑥𝑥 2 + 5) + 6𝑥𝑥 2 2. 3𝑥𝑥 2 (𝑥𝑥𝑦𝑦 2 + 𝑦𝑦 2 )

3. 3𝑥𝑥 + 7𝑥𝑥 2 − 6 − (5𝑥𝑥 2 + 𝑥𝑥 + 9) 4. (𝑥𝑥 2 + 10) + (2𝑥𝑥 2 + 2𝑥𝑥 − 3) − 3𝑥𝑥 2

23
“Adding and Subtracting Polynomials.” PDF File. Accessed August 5, 2019. http://home.miracosta.edu/dbonds/
pach9s2.pdf
46
5. 𝑦𝑦 3 − 7𝑥𝑥 4 𝑦𝑦 4 − 10𝑥𝑥 4 𝑦𝑦 3 − (𝑥𝑥 4 𝑦𝑦 3 + 6𝑥𝑥 4 𝑦𝑦 4 ) + 6𝑦𝑦 3 + 4𝑥𝑥 4 𝑦𝑦 4

6. 4𝑥𝑥 2 + 7𝑥𝑥 3 𝑦𝑦 2 − (−6𝑥𝑥 2 − 7𝑥𝑥 3 𝑦𝑦 2 − 4𝑥𝑥) − (10𝑥𝑥 + 9𝑥𝑥 2 )

7. Find the Perimeter of the tringle

3𝑥𝑥 2 + 5𝑥𝑥 + 4
𝑥𝑥 2 + 3
5𝑥𝑥 2 + 7

47
 Multiplying Polynomials24
There are multiple methods used to multiply polynomials. The table below displays the
most popular methods. When multiplying polynomials you may use your preferred
method.
Example 1: Multiply (𝟐𝟐𝟐𝟐 + 𝟑𝟑)(𝟒𝟒𝟒𝟒 − 𝟓𝟓)
Distribution Method Box Method
Make a box with one polynomial at the top
Distributive Property and one on the left side. The dimensions of
the box will be determined by the number of
(2𝑥𝑥 + 3)(4𝑥𝑥 − 5) terms each polynomial has
(2𝑥𝑥 + 3)(4𝑥𝑥 − 5)
2 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑥𝑥 2𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡
2x +3
(2𝑥𝑥)(4𝑥𝑥) + (2𝑥𝑥)(−5) + (3)(4𝑥𝑥) + (3)(−5) 4x
-5
8𝑥𝑥 2 − 10𝑥𝑥 + 12𝑥𝑥 − 15 Multiply each row by each column
2x +3
Combine like terms 𝟐𝟐
4x 𝟖𝟖𝒙𝒙 12x
-5 -10x -15
8𝑥𝑥 2 + 2𝑥𝑥 − 15 𝟐𝟐
Math sentence: 𝟖𝟖𝒙𝒙 − 𝟏𝟏𝟏𝟏𝟏𝟏 + 𝟏𝟏𝟏𝟏𝟏𝟏 − 𝟏𝟏𝟏𝟏
Combine like terms
8𝑥𝑥 2 + 2𝑥𝑥 − 15

Example 2: Multiply (𝟐𝟐𝟐𝟐 + 𝟑𝟑)(𝟐𝟐𝒙𝒙𝟐𝟐 − 𝟒𝟒𝟒𝟒 − 𝟓𝟓)

Distribution Method Box Method
Make a box with one polynomial at the top
Distributive Property and one on the left side. The dimensions of
the box will be determined by the number of
(2𝑥𝑥 + 3)(2𝑥𝑥 2 − 4𝑥𝑥 − 5) terms each polynomial has
(2𝑥𝑥 + 3)(2𝑥𝑥 2 − 4𝑥𝑥 − 5)
(2𝑥𝑥)(2𝑥𝑥 2 ) + (2𝑥𝑥)(−4𝑥𝑥) + (2𝑥𝑥)(−5) 2 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑥𝑥 2𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡
+(3)(2𝑥𝑥 2 ) + (3)(−4𝑥𝑥) + (3)(−5) Multiply each row by each column
𝟐𝟐𝒙𝒙𝟐𝟐 -4x -5
4𝑥𝑥 3 − 8𝑥𝑥 2 − 10𝑥𝑥 + 6𝑥𝑥 2 − 12𝑥𝑥 − 15 2x 4𝑥𝑥 3
−8𝑥𝑥 2 −10𝑥𝑥
2 −12𝑥𝑥 −15
+3 6𝑥𝑥
Combine like terms Write into a math sentence
4𝑥𝑥 3 − 2𝑥𝑥 2 − 22𝑥𝑥 − 15 4𝑥𝑥 3 − 8𝑥𝑥 2 − 10𝑥𝑥 + 6𝑥𝑥 2 − 12𝑥𝑥 − 15
Combine like terms
4𝑥𝑥 3 − 2𝑥𝑥 2 − 22𝑥𝑥 − 15

24
“Multiplying Polynomials.” PDF File. Accessed August 5, 2019. https://www.isd2144.org/cms/lib/
MN02205235/Centricity/Domain/208/chap9-2.pdf

48
Practice
1. (3𝑥𝑥 + 5𝑥𝑥)(2𝑥𝑥 + 5) 2. (3𝑥𝑥 2 + 5)2

3. (3𝑥𝑥 + 7𝑥𝑥 2 − 6)(5𝑥𝑥 2 + 𝑥𝑥 + 9) 4. (𝑥𝑥 2 + 10)(2𝑥𝑥 2 + 2𝑥𝑥 − 3)

5. (𝑦𝑦 3 − 7𝑥𝑥 4 𝑦𝑦 4 )(𝑥𝑥 4 𝑦𝑦 3 + 6𝑥𝑥 4 𝑦𝑦 4 )(6𝑦𝑦 3 ) 6. (4𝑥𝑥 2 + 7𝑥𝑥 3 𝑦𝑦 2 )(𝑥𝑥 2 + 5𝑥𝑥 + 2)

7. If the length of a square is 3x-y 8. A carpet is 𝑥𝑥 + 5 𝑓𝑓𝑓𝑓 wide by

What is the area of the square? 3𝑥𝑥 − 4 𝑓𝑓𝑓𝑓 long. What is the area?

9. Write the polynomial that represents the area of the shaded region
a. b. c.

49
 Greatest Common Factor25
The opposite of multiplying polynomials together is factoring polynomials. To do this we
have to be able to first identify what is the Greatest Common Factor (GCF) of a
polynomial. The GCF of several numbers is the largest number that can be dived by
each of the numbers.

Example: Find the GCF of 15, 30 and 45

Factors of each number are listed below Each number can be divided by 1, 3, and 5 but
____15__ 30 45____ there is only one greatest common factor. 5 is
1 x 15 1 x 30 1 x 45 the largest factor, therefore it is the GCF.
3x5 2 x 15 3 x 15 15 30 45
3 x 10 5x9 =3 =6 =9
5 5 5
5x6 GCF = 5

When variables are involved, we first find the GCF of the constants and then factor out
any variables that are in common, using the lowest exponent.

Example: Find the GCF of 𝟐𝟐𝟐𝟐𝒙𝒙𝟒𝟒 𝒚𝒚𝟐𝟐 𝒛𝒛, 𝟏𝟏𝟏𝟏𝒙𝒙𝟐𝟐 𝒚𝒚𝟒𝟒 , 𝟏𝟏𝟏𝟏𝒙𝒙𝟑𝟑 𝒚𝒚𝒛𝒛𝟓𝟓
Factors of each constant are listed below
____24__ 18 12____ 𝟐𝟐𝟐𝟐𝒙𝒙𝟒𝟒 𝒚𝒚𝟐𝟐 𝒛𝒛
= 𝟒𝟒𝒙𝒙𝟐𝟐 𝒚𝒚𝒚𝒚
1 x 24 1 x 18 1 x 12 𝟔𝟔𝒙𝒙𝟐𝟐 𝒚𝒚
2 x 12 2x9 2x6
3x8 3x6 3x4 𝟏𝟏𝟏𝟏𝒙𝒙𝟐𝟐 𝒚𝒚𝟒𝟒
4x6 GCF=6 = 𝟑𝟑𝒚𝒚𝟑𝟑
𝟔𝟔𝒙𝒙𝟐𝟐 𝒚𝒚
Variables of each term are listed below
𝟐𝟐𝟐𝟐𝒙𝒙𝟒𝟒 𝒚𝒚𝟐𝟐 = 𝟐𝟐𝟐𝟐 𝒙𝒙 𝒙𝒙 𝒙𝒙 𝒙𝒙 𝒚𝒚 𝒚𝒚 𝟏𝟏𝟏𝟏𝒙𝒙𝟑𝟑 𝒚𝒚𝒛𝒛𝟓𝟓
𝟏𝟏𝟖𝟖𝒙𝒙𝟐𝟐 𝒚𝒚𝟒𝟒 = 𝒙𝒙 𝒙𝒙 𝒚𝒚 𝒚𝒚 𝒚𝒚 𝒚𝒚 = 𝟐𝟐𝟐𝟐𝒛𝒛𝟓𝟓
𝟔𝟔𝒙𝒙𝟐𝟐 𝒚𝒚
𝟏𝟏𝟏𝟏𝒙𝒙𝟑𝟑 𝒚𝒚𝒛𝒛𝟓𝟓 = 𝒙𝒙 𝒙𝒙 𝒙𝒙 𝒚𝒚 𝒛𝒛 𝒛𝒛 𝒛𝒛 𝒛𝒛 𝒛𝒛
𝑮𝑮𝑮𝑮𝑮𝑮 = 𝟔𝟔𝒙𝒙𝟐𝟐 𝒚𝒚
Each term has two x’s and one y in common
therefore the variables GCF=𝒙𝒙𝟐𝟐 𝒚𝒚

25
Wallace, Tyler. “Factoring-Greatest Common Factor.” Beginning and Intermediate Algebra PDF File. Accessed
August 5, 2019. http://www.wallace.cc faculty.org/ book/6.1%20GCF.pdf
50
To factor out a GCF from a polynomial we first need to identify the GCF of all term. The
GCF goes in front of parenthesis, then we divide each term by the GCF, and the answer
is what is left inside the parentheses.

Example: Factor 𝟒𝟒𝒙𝒙𝟐𝟐 − 𝟐𝟐𝟐𝟐 + 𝟏𝟏𝟏𝟏

Factors of each constant are listed below
____4__ - 20 16____ 𝟒𝟒𝒙𝒙𝟐𝟐 − 𝟐𝟐𝟐𝟐𝟐𝟐 + 𝟏𝟏𝟏𝟏
1x4 1 x 20 1 x 16 GCF is 4. To factor, divide
2x2 2 x 10 2x8 each term by the GCF
4x6 4x 5 4x4 𝟒𝟒𝒙𝒙𝟐𝟐 𝟐𝟐𝟐𝟐 𝟏𝟏𝟏𝟏
GCF= 4 − +
𝟒𝟒 𝟒𝟒 𝟒𝟒
Variables of each term are listed below
𝟒𝟒𝒙𝒙𝟐𝟐 = 𝟒𝟒 𝒙𝒙 𝒙𝒙 Answer: 𝟒𝟒(𝒙𝒙𝟐𝟐 − 𝟓𝟓𝟓𝟓 + 𝟒𝟒)
−𝟐𝟐𝟐𝟐 = −𝟐𝟐 𝒙𝒙
𝟏𝟏𝟏𝟏 = 𝟏𝟏𝟏𝟏
There is no GCF for variables

Example: Factor 𝟐𝟐𝟐𝟐𝒙𝒙𝟒𝟒 − 𝟏𝟏𝟏𝟏𝒙𝒙𝟑𝟑 + 𝟐𝟐𝟐𝟐𝒙𝒙𝟐𝟐

Factors of each constant are listed below
___25__ -15 _20__ 𝟐𝟐𝟐𝟐𝒙𝒙𝟒𝟒 − 𝟏𝟏𝟏𝟏𝒙𝒙𝟑𝟑 + 𝟐𝟐𝟐𝟐𝒙𝒙𝟐𝟐
1 x 25 1 x 15 1 x 20 GCF is 𝟓𝟓𝟓𝟓𝟐𝟐 . To factor, divide
5x5 3x5 2 x 10 each term by the GCF
4x5 𝟐𝟐𝟐𝟐𝒙𝒙𝟒𝟒 𝟏𝟏𝟏𝟏𝒙𝒙𝟑𝟑 𝟐𝟐𝟐𝟐𝒙𝒙𝟐𝟐
GCF= 5 − +
𝟓𝟓𝒙𝒙𝟐𝟐 𝟓𝟓𝒙𝒙𝟐𝟐 𝟓𝟓𝒙𝒙𝟐𝟐
Variables of each term are listed below
𝟐𝟐𝟐𝟐𝒙𝒙𝟒𝟒 = 𝟐𝟐𝟐𝟐 𝒙𝒙 𝒙𝒙 𝒙𝒙 𝒙𝒙 Answer: 𝟓𝟓𝒙𝒙𝟐𝟐 (𝟓𝟓𝒙𝒙𝟐𝟐 − 𝟑𝟑𝟑𝟑 + 𝟒𝟒)
−𝟏𝟏𝟏𝟏𝒙𝒙𝟑𝟑 = −𝟏𝟏𝟏𝟏 𝒙𝒙 𝒙𝒙 𝒙𝒙
𝟐𝟐𝟐𝟐𝒙𝒙𝟐𝟐 = 𝟐𝟐𝟐𝟐 𝒙𝒙 𝒙𝒙
Each term has two x’s in common
therefore the variables GCF=𝒙𝒙𝟐𝟐

Example: Factor 𝟑𝟑𝒙𝒙𝟑𝟑 𝒚𝒚𝟐𝟐 𝒛𝒛 + 𝟓𝟓𝒙𝒙𝟒𝟒 𝒚𝒚𝟑𝟑 𝒛𝒛𝟓𝟓 − 𝒙𝒙𝒚𝒚𝟐𝟐

𝐺𝐺𝐺𝐺𝐺𝐺 𝑖𝑖𝑖𝑖 𝑥𝑥𝑦𝑦 2
3𝑥𝑥 3 𝑦𝑦2 𝑧𝑧 5𝑥𝑥 4 𝑦𝑦 3 𝑧𝑧 5 𝑥𝑥𝑦𝑦 2
+ − 2 Answer: 𝑥𝑥𝑦𝑦 2 (3𝑥𝑥 2 𝑧𝑧 + 5𝑥𝑥 3 𝑦𝑦𝑧𝑧 5 − 1)
𝑥𝑥𝑦𝑦 2 𝑥𝑥𝑦𝑦 2 𝑥𝑥𝑦𝑦

51
Practice
1. 45𝑥𝑥 2 − 25

2. 56 − 35𝑝𝑝

3. 5𝑥𝑥 2 − 5𝑥𝑥 3 − 15𝑥𝑥 4

4. 30𝑥𝑥 9 + 5𝑥𝑥𝑥𝑥 − 15𝑥𝑥 2

5. 50𝑥𝑥 2𝑦𝑦 + 10𝑦𝑦 2 + 70𝑥𝑥𝑧𝑧 2

6. 30𝑞𝑞𝑞𝑞𝑞𝑞 − 5𝑞𝑞𝑞𝑞 + 5𝑞𝑞

7. −10𝑥𝑥 2 + 6𝑥𝑥10 − 4𝑥𝑥10 𝑦𝑦 − 8𝑥𝑥 8 𝑦𝑦

8. 30𝑦𝑦 4 𝑧𝑧 3 𝑥𝑥 5 + 50𝑦𝑦 4 𝑧𝑧 5 − 10𝑦𝑦 4 𝑧𝑧 3 𝑥𝑥

9. −10𝑥𝑥 4 + 2𝑥𝑥 2 + 12𝑥𝑥

10. 10𝑥𝑥 5 𝑦𝑦 − 3𝑥𝑥 3 𝑦𝑦 2 + 7𝑥𝑥 2

52
 Factoring Quadratics 26
A quadratic expression has the general form 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏𝑏𝑏 + 𝑐𝑐 where a, b and c are
numbers. Note that in a quadratic expression the highest power of 𝑥𝑥 is 2. The number 𝑎𝑎
is called the coefficient of 𝑥𝑥 2 , 𝑏𝑏 is called the coefficient of 𝑥𝑥 and 𝑐𝑐 is the constant
term. These numbers can be positive or negative. The numbers 𝑏𝑏 and 𝑐𝑐 can also be
zero.

Quadratic Expression: 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏𝑏𝑏 + 𝑐𝑐 where 𝑎𝑎. 𝑏𝑏, 𝑐𝑐 are numbers and 𝑎𝑎 ≠ 0
As mentioned in the GCF section, factoring is the opposite of multiplying polynomials.
To better understand the factoring process we will first review multiply monomials.
Example: (2𝑥𝑥 + 3)(𝑥𝑥 − 2) = 2𝑥𝑥 2 − 𝑥𝑥 − 6
Multiplying Binomials: Factoring Quadratics
(𝑥𝑥 + 3)(𝑥𝑥 + 2) 𝑥𝑥 2 + 5𝑥𝑥 + 6
If we being with 𝑥𝑥 2 + 𝑥𝑥 + 6 and reverse the
(𝑥𝑥 + 3)(𝑥𝑥 + 2) process we need to look for two numbers that
will multiply to give us 6 and add to 5
Distribute the 1 binomial to the 2
st nd 2x3=6
2+3=5
= 𝒙𝒙(𝑥𝑥 + 2) + 𝟑𝟑(𝑥𝑥 + 2) Using these two numbers we replace the
= (𝑥𝑥)(𝑥𝑥) + (𝑥𝑥)(2) + (3)(𝑥𝑥) + (3)(2) 5𝑥𝑥 term with 2𝑥𝑥 and 3𝑥𝑥.
𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 2𝑥𝑥 + 3𝑥𝑥 = 5𝑥𝑥
2
= 𝑥𝑥 + 𝟐𝟐𝟐𝟐 + 𝟑𝟑𝟑𝟑 + 6
𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 𝑙𝑙𝑙𝑙𝑙𝑙𝑙𝑙 𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡𝑡 𝑥𝑥 2 + 𝟓𝟓𝟓𝟓 + 6 = 𝑥𝑥 2 + 𝟐𝟐𝟐𝟐 + 𝟑𝟑𝟑𝟑 + 6
= 𝑥𝑥 2 + 𝟓𝟓𝟓𝟓 + 6 Factor by grouping
Find the Common factor of the 1st two terms
= (𝑥𝑥 2 + 2𝑥𝑥) + (3𝑥𝑥 + 6)
= 𝒙𝒙(𝑥𝑥 + 2) + (3𝑥𝑥 + 6)
Find the Common factor of the last two terms
= 𝑥𝑥(𝑥𝑥 + 2) + 𝟑𝟑(𝑥𝑥 + 2)
The Common factor with the function is x+2
= 𝑥𝑥(𝒙𝒙 + 𝟐𝟐) + 3(𝒙𝒙 + 𝟐𝟐)
Factor out the common factor
= (𝑥𝑥 + 2)(𝑥𝑥 + 3)

NOTE: When factoring quadratics you should never get the factors wrong. This is
because the answer can always be checked by multiplying-out the factors again.

26
“Factorising Quadratics.” MathCentre PDF File. Accessed August 5,2019. http://www.mathcentre.ac.uk/
resources/ workbooks/mathcentre/web-factorisingquadratics.pdf
“Factoring Quadratic Expressions”. Tutoring and Learning Centre, George Brown College PDF File. Accessed August
5, 2019. https://www.georgebrown.ca/uploadedFiles/TLC/_documents/Factoring%20Quadratic%20
Expressions.pdf
53
Below are two more examples using the decomposition method to factor a trinomial in
the form 𝑎𝑎𝑥𝑥 2 + 𝑏𝑏𝑥𝑥 + 𝑐𝑐.
𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭 𝒙𝒙𝟐𝟐 + 𝟕𝟕𝟕𝟕 + 𝟏𝟏𝟏𝟏
Steps to Solve Example, when 𝒂𝒂 = 𝟏𝟏
1 Take out common There are no common factors for
factor. 𝒙𝒙𝟐𝟐 , 𝟕𝟕𝟕𝟕 and 𝟏𝟏𝟏𝟏
2 Multiply a and c 𝑎𝑎 = 1 , 𝑏𝑏 = 7 𝑐𝑐 = 12 𝑎𝑎𝑎𝑎 = (1)(12) = 12
3
Factors of 12 Factors need to add to equal b
Find two factors of ac 1 x 12 and -1 x -12 ac = 12 b = 7
that add to equal b
2 x 6 and -1 x -6 (3)(4) = 12
3 x 4 and -3 x -4 3+4=7

4 Use the 2 integers from

step 3 to re-write the
𝑥𝑥 2 + 𝟕𝟕𝟕𝟕 + 12 7x = 3x + 2x
middle term, bx as the
sum of these two 𝑥𝑥 2 + 𝟑𝟑𝟑𝟑 + 𝟒𝟒𝟒𝟒 + 12
integers
5
Find the Common (𝑥𝑥 2 + 3𝑥𝑥) + (4𝑥𝑥 + 12) Group the set of terms
factor of the 1st two 𝒙𝒙(𝒙𝒙 + 𝟑𝟑) + (4𝑥𝑥 + 12) Common factor the 1st set
terms and the last two 𝑥𝑥(𝑥𝑥 + 3) + 𝟒𝟒(𝒙𝒙 + 𝟑𝟑) Common factor the 2nd set
terms of the
expression. * The objective of this step is to get 2 factors the same.
6 Common factor the 𝑥𝑥(𝒙𝒙 + 𝟑𝟑) + 4(𝒙𝒙 + 𝟑𝟑) 𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 𝑖𝑖𝑖𝑖 𝑥𝑥 + 3
algebraic expression (𝑥𝑥 + 3)(𝑥𝑥 + 4)
from step 5 𝒙𝒙𝟐𝟐 + 𝟕𝟕𝟕𝟕 + 𝟏𝟏𝟏𝟏 = (𝒙𝒙 + 𝟑𝟑)(𝒙𝒙 + 𝟒𝟒)

Practice: Factor the following quadratics

1.𝑥𝑥 2 + 11𝑥𝑥 + 30 2. 𝑥𝑥 2 − 16𝑥𝑥 + 63

54
 𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭 𝟔𝟔𝟔𝟔𝟐𝟐 + 𝟏𝟏𝟏𝟏𝟏𝟏 − 𝟓𝟓
Steps to Solve Example, when 𝒂𝒂 ≠ 𝟏𝟏
1 Take out common There are no common factors for
factor. 𝟔𝟔𝟔𝟔𝟐𝟐 , 𝟏𝟏𝟏𝟏𝟏𝟏 and −𝟓𝟓
2 𝑎𝑎 = 6 , 𝑏𝑏 = 13 𝑐𝑐 = −5 𝑎𝑎𝑎𝑎 = (6)(−5) = −30
Multiply a and c
3
Factors of -30 Factors need to add to equal b
Find two factors of ac 1 x -30 and -1 x 30 ac = -30 b = 13
that add to equal b
2 x -15 and -2 x 15 (-2)(15) = -30
5 x -6 and -5 x 6 -2 + 15 = 13

4 Use the 2 integers

from step 3 to re-write
6𝑥𝑥 2 + 𝟏𝟏𝟏𝟏𝟏𝟏 − 5 -2x + 15x = 13x
the middle term, bx as
the sum of these two 6𝑥𝑥 2 − 𝟐𝟐𝟐𝟐 + 𝟏𝟏𝟏𝟏𝟏𝟏 − 5
integers
5
Find the Common (6𝑥𝑥 2 − 𝟐𝟐𝟐𝟐) + (𝟏𝟏𝟏𝟏𝒙𝒙 − 5) Group terms
factor of the 1st two 𝟐𝟐𝟐𝟐(𝟑𝟑𝟑𝟑 − 𝟏𝟏) + (15𝑥𝑥 − 5) Common factor 1st set
terms and the last two 2𝑥𝑥(3𝑥𝑥 − 1) + 𝟓𝟓(𝟑𝟑𝟑𝟑 − 𝟏𝟏) Common factor 2nd set
terms of the
expression. * The objective of this step is to get 2 factors the same.
6 Common factor the 2𝑥𝑥(3𝑥𝑥 − 1) + 𝟓𝟓(𝟑𝟑𝟑𝟑 − 𝟏𝟏) 𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 𝑖𝑖𝑖𝑖 𝟑𝟑𝟑𝟑 − 𝟏𝟏
algebraic expression (𝟑𝟑𝟑𝟑 − 𝟏𝟏)(𝟐𝟐𝟐𝟐 + 𝟓𝟓)
from step 5 𝟔𝟔𝒙𝒙𝟐𝟐 + 𝟏𝟏𝟏𝟏𝟏𝟏 − 𝟓𝟓 = (𝟑𝟑𝟑𝟑 − 𝟏𝟏)(𝟐𝟐𝟐𝟐 + 𝟓𝟓)

Practice:Factor the following quadratics

1. 2𝑥𝑥 2 + 5𝑥𝑥 − 12 2. 3𝑥𝑥 2 + 13𝑥𝑥 − 10

55
 𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭𝑭 − 𝟏𝟏𝟏𝟏𝟏𝟏𝟐𝟐 + 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 − 𝟑𝟑𝟑𝟑
Steps to Solve Example, when 𝒂𝒂 ≠ 𝟏𝟏
1 Take out common Greatest Common Factor for −14𝑥𝑥 2 , 116𝑥𝑥 and −32 is -2
factor. GCF(14,116,32) = -2
−14𝑥𝑥 + 116𝑥𝑥 − 32 = −𝟐𝟐(𝟕𝟕𝒙𝒙𝟐𝟐 − 𝟓𝟓𝟓𝟓𝟓𝟓 + 𝟏𝟏𝟏𝟏)
2

2
Multiply a and c 𝑈𝑈𝑈𝑈𝑈𝑈: 𝟕𝟕𝒙𝒙𝟐𝟐 − 𝟓𝟓𝟓𝟓𝟓𝟓 + 𝟏𝟏𝟏𝟏
𝑎𝑎 = 7 , 𝑏𝑏 = −58 𝑐𝑐 = 16 𝑎𝑎𝑎𝑎 = (7)(16) = 112
3
Factors of 112 Factors need to add to equal b
Find two factors of ac 1 x 112 and -1 x -12 ac = 112 b = -58
that add to equal b
2 x 56 and -2 x -56 (-2)(-56) = 112
4 x 28 and -4 x -28 -2 - 56 = -58
7 x 16 and -7 x -16
8 x 14 and -8 x -14

4 Use the 2 integers

from step 3 to re-write
−2[7𝑥𝑥 2 − 𝟓𝟓𝟓𝟓𝟓𝟓 + 16] -2x - 56x =-58x
the middle term, bx as
the sum of these two −2[7𝑥𝑥 2 − 2𝒙𝒙 − 𝟓𝟓𝟓𝟓𝟓𝟓 + 16]
integers
5
Find the Common −2[(7𝑥𝑥 2 − 2𝑥𝑥) + (−𝟓𝟓𝟓𝟓𝟓𝟓 + 16)] Group terms
factor of the 1st two −2[𝒙𝒙(𝟕𝟕𝒙𝒙 − 𝟐𝟐) + (−56𝑥𝑥 + 16)] Common factor 1st set
terms and the last two −2[𝑥𝑥(7𝑥𝑥 − 2) − 𝟖𝟖(𝟕𝟕𝟕𝟕 − 𝟐𝟐)] Common factor 2nd set
terms of the
expression. * The objective of this step is to get 2 factors the same.
6 Common factor the −2[𝑥𝑥(𝟕𝟕𝟕𝟕 − 𝟐𝟐) − 8(𝟕𝟕𝟕𝟕 − 𝟐𝟐)] 𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶𝐶 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 𝑖𝑖𝑖𝑖 7𝑥𝑥 − 2
algebraic expression −𝟐𝟐[(𝟕𝟕𝟕𝟕 − 𝟐𝟐)(𝒙𝒙 − 𝟖𝟖)]
from step 5 −𝟏𝟏𝟏𝟏𝒙𝒙𝟐𝟐 + 𝟏𝟏𝟏𝟏𝟏𝟏𝟏𝟏 − 𝟑𝟑𝟑𝟑 = −𝟐𝟐[(𝟕𝟕𝟕𝟕 − 𝟐𝟐)(𝒙𝒙 − 𝟖𝟖)]

Practice:Factor the following quadratics

1. 6𝑥𝑥 2 + 8𝑥𝑥 − 8 2. 5𝑥𝑥 2 + 10𝑥𝑥 + 20

56
Practice: Factor the following
1. 𝑥𝑥 2 − 𝑥𝑥 − 90 5. 2𝑥𝑥 2 + 5𝑥𝑥 − 3

2. 8𝑥𝑥 2 − 7𝑥𝑥 − 1 6. 2𝑥𝑥 2 − 50

3. 𝑥𝑥 2 − 9 7. 𝑥𝑥 2 − 6𝑥𝑥 − 16

4. 2𝑥𝑥 2 + 22𝑥𝑥 + 60 8. 2𝑥𝑥 2 − 4𝑥𝑥 − 5

Challenge 4𝑥𝑥 3 − 4𝑥𝑥 2 − 8𝑥𝑥

57
 Square Root Property 27
Square Root Property
if 𝑘𝑘 is a real number 𝑥𝑥 2 = 𝑘𝑘
then 𝑥𝑥 = √𝑘𝑘 or 𝑥𝑥 = −√𝑘𝑘

Often this property is written using shorthand notation

If 𝒙𝒙𝟐𝟐 = 𝒌𝒌, then 𝒙𝒙 = ±√𝒌𝒌
To solve a quadratic equation by applying the square root property, we will first need to isolate
the squared expression on one side of the equation and the constant term on the other side.
Step 1 Step 2
Examples
Isolate the squared term Apply Square Root Property
Already isolated √𝑥𝑥 2 = √16 Simplify
𝒙𝒙𝟐𝟐 = 𝟏𝟏𝟏𝟏 Apply the square root property
𝒙𝒙 = ±𝟒𝟒
(±)
2𝑥𝑥 2 + 50 = 0
�𝑥𝑥 2 = √−25
−50 = −50
𝟐𝟐𝒙𝒙𝟐𝟐 + 𝟓𝟓𝟓𝟓 = 𝟎𝟎 Square root of a negative number is
2𝑥𝑥 2 = −50
imaginary (i)
2 2
2
𝒙𝒙 = ±𝟓𝟓𝟓𝟓
𝑥𝑥 = −25
�(2𝑥𝑥 + 4)2 = √36
Continue to Solve for x

Already isolated
2𝑥𝑥 + 4 = ±6
(𝟐𝟐𝟐𝟐 + 𝟒𝟒)𝟐𝟐 = 𝟑𝟑𝟑𝟑 −4 − 4 Subtract 4
Apply the square root
property (±) 2𝑥𝑥 −4±6
= Divide by 2
2 2
−4±6
𝑥𝑥 = simplify
2
𝒙𝒙 = −𝟐𝟐 ± 𝟑𝟑
�(3𝑥𝑥 − 1)2 = √−16
Square root of a negative number is
2
−2(3𝑥𝑥 − 1) + 7 = 39 imaginary (i)
−7 = −7 3𝑥𝑥 − 1 = ±4𝑖𝑖
𝟐𝟐
𝟐𝟐(𝟑𝟑𝟑𝟑 − 𝟏𝟏) + 𝟕𝟕 = 𝟐𝟐𝟐𝟐 −2(3𝑥𝑥 − 1)2 = 32 Continue to Solve for x
−2 −2 3𝑥𝑥 − 1 = ±4𝑖𝑖
2
(3𝑥𝑥 − 1) = −16 +1 + 1 Subtract 1
3𝑥𝑥 1±4𝑖𝑖
= Divide by 3
3 3
𝟏𝟏 ± 𝟒𝟒𝟒𝟒
𝒙𝒙 =
𝟑𝟑

27
“Square Root Property.” PDF File. Accessed August 5, 2019. http://faculty.ccbcmd.edu/math083/Math083_
Section4-1_Text.pdf
58
1. 𝑥𝑥 2 = 64

2. (𝑥𝑥 − 4)2 = −9

3. (2𝑥𝑥 + 1)2 = 25

4. −3(4𝑥𝑥 − 5)2 + 8 = −19

5 2 81
5. �𝑥𝑥 − 2� = 4

59
 Probability 28
The Probability of an event is a ratio that compares the number of favorable outcomes
to the number of possible outcomes.
𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁 𝑜𝑜𝑜𝑜 𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓𝑓 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜
𝑃𝑃(𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒) =
𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁 𝑜𝑜𝑜𝑜 𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝𝑝 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜
Example
There are 2 blue, 3 green, and 5 red marbles in a bag. What is the probability
that a blue marble will be chosen at random.
2 1
𝑃𝑃(𝑏𝑏𝑏𝑏𝑏𝑏𝑏𝑏) = =
10 5
Practice 29
1. What is the probability of rolling a 2 or 4 on a cubed dice?

2. The letters that form the word MISSISSIPPI are placed in a bowl. What are the
odds of choosing a “P”?

3. There are 29 students available to represent the upperclassmen at a fair. 13 are

juniors and 16 are seniors. What is the probability that a senior or junior will be
chosen?

4. There are 15 men on the roster of the baseball team. 2 are catchers, 6 are
infielders, 4 are outfielders and the remainder are pitchers. What is the
probability that out of two players chosen at random they would be a pitcher and
an infielder?

5. You ask a friend to think of a number from four to twelve. What is the probability
that his number will be 8?

28
“Probability”. The McGraw-Hill Companies Inc. PDF File. Accessed August 5, 2019. https://www.west
ada.org/cms/lib/ID01904074/Centricity/Domain/2856/chap09.pdf
29
“Probability Worksheet.” PDF File. Accessed August 5, 2019. http://mrframbesmath.weebly.com/
uploads/1/9/2/2/19224895/probability.pdf

60
 Fundamental Counting Principal30
The Sample Space of an experiment is the set of all possible outcomes. You can
represent a sample space by using an organized list, table, or tree diagram.

The Fundamental Counting Principal is the number of possible outcomes in a sample

space. It can be found by multiplying the number of possible outcomes from each stage
or event.
Example
To take a hamburger order, Kendra asks each
customer the questions from the script shown.
How many different types of hamburgers can a
customer make?
TABLE- Customer Options
Burge Size: Kids (K) Regular (R) Large (L)
Cheese: Cheese(C) No Cheese (NC)
Tomato: Tomato (T) No Tomato (NT)
Pickles: Pickles (P) No Pickles (NP)

Tree Diagram
Burgers (3 choices)
Cheese (2 Choices)
Tomato (2 Choices)
Pickles (2 Choices)
3 x 2 x 2 x 2 =24 options

There are 24 different ways

a customer can order a
burger.

30
“Probability and Measurement.” McGraw-Hill PDF File. Accessed August 5, 2019. https://1.cdn.edl.io/
Kc5CIYevLkzc EVrizivhoePu7eT5tiUwfVn3Nxa1FQ2vyvPh.pdf
61
Practice
1. Haley has selected a size and overall
style for her class ring. Now she must
choose from the ring options shown.
How many different rings could Haley
create in her chosen style and size?

2. In the Junior Student Council elections, there are 3 people running for
secretary, 4 people running for treasurer, 5 people running for vice
president, and 2 people running for president. How many different
leadership combinations are there?

3. A hotel restaurant serves omelets with a choice of vegetables, ham or

sausage that come with a side of hash browns, grits, or toast. How many
different outcomes of omelet and one side are there if a vegetable omelet
comes with just one vegetable?

4. Oscar has 8 friends who are available to go with him to a spurs game but
he only has 2 extra tickets. How many different choices does Oscar have
for which 2 friends to invite?

62
 Percentage 31
Percentages are very much part of our lives. But what does percentage actually mean? Now
‘per cent’ means ‘out of 100’; and ‘out of’, in mathematical language, means ‘divide by’. So if
you score 85% (using the symbol ‘%’ for percentage) on a test then, if there were a possible 100
marks altogether, you would have achieved 85 marks.
85
85% = = 0.85
100
To change from decimal to percentage simply move the decimal to the left 2 spaces.

Figure 5 32
Examples 33
1. A baseball pitcher won 80% of the
80% 𝑜𝑜𝑜𝑜 35
games he pitched. If he pitched 35
(0.80)(35) = 28 games
ballgames, how many games did he
win?

2. A pair of shoes is on sale for 20% 20% off of $39.99

off the original price of $39.99. How (0.20)($39.99)=$7.998
much money will you be saving? Savings of $8

3. Tony found a wrecked Mustang that 63% off the $15,800

he could fix. He bought the car for 63% Savings: (0.63)($15,800)=$9,954
off the original price of $15,800. What New Price: $15,800 - $9,954 = $5,846
did he pay for the car? Tony Paid $5,846 for the Mustang

31
“Percentages.” mathcentre PDF File. Accessed August 8, 2019. http://www.mathcentre.ac.uk/resources/
uploaded/mc-ty-percent-2009-1.pdf
32
“Percent and Decimals.” Online Math Learning. Accessed August 5, 2019. https://www.onlinemath
learning.com/ percent-to-decimal.html
33
“Percent Word Problems Handout.” MLC PDF File. Accessed August 5, 2019. https://www.cnm.edu/depts/
tutoring/tlc/res/accuplacer/8_Math_550_Percent_Word_Problems__2_.pdf

63
Practice 34

1. Ben earns $12,800 a year. About 15% is taken out for taxes. How much is taken
out for taxes?

2. At a sale, shirts were sold for $15 each. This price was 80% of their original
price. What was the original price?

3. A student answered 86 problems on a test correctly and received a grade 98%.

How many problems were on the test, if all the problems were worth the same
number of points? (Round to the nearest whole number)

4. A woman put $580 into a savings account for one year. The rate of interest on
the account was 6½%. How much was the interest for the year in dollars and
cents? (Round to the nearest cent)

5. Pamela bought an electric drill at 85% of the regular price. She paid $32.89 for
the drill. What was the regular price? (Round to the nearest cent)

34
“Percent Packet” MLC PDF File. Accessed August 6, 2019. https://www.cnm.edu/depts/tutoring/tlc/res/
accuplacer/10_Math_550_Percents_Packet.pdf

64
 Authors Note
Like most educators I too like to borrow instructional materials from a wide variety of

resources, especially the internet and my peers. The majority of the sources used to

create this workbook are PDF files that were either shared with me by my peers,

obtained from a web search or are resources obtained and used throughout my

educational career. Each source that was used throughout the entirety of an individual

topic is cited using a footnote at the beginning of each topic header.

I complied resources and created this workbook in hopes of better preparing High

School students for the Math TSI Accuplacer. My goal is to help student’s surpass the

minimum accuplacer requirement so that they are better prepared for post-secondary

education. With that being said, this book does not cover all tested topics but rather

reviews what I believe to be the most frequently tested topics and the most missed

topics. I strongly believe that after completing this workbook and understanding the

content provided a student will have an improved TSI score.

Good Luck on your assessment!

- Mrs. Rodriguez

65
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66
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68