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Mastering Algebra
An Introduction
Book Title: Mastering Algebra - An Introduction

Author: Said Hamilton

Editor: Pat Eblen

Cover design by: Kathleen Myers

Copyright © 1997
All rights reserved.
Printed in the United States of America.

No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior
written permission of the author. Request for permission or further information should be
addressed to Hamilton Education Guides.

First published in 1997

Hamilton Education Guides

P.O. Box 681
Vienna, Va. 22183

Library of Congress Catalog Card Number 97-93529

Library of Congress Cataloging-in-Publication Data

ISBN 0-9649954-1-7
This book is dedicated to my family for their support and understanding.
ey

of
 General Contents

ICEITCOMOMICHIS neh o) tse eA een ier aie aoa Gt oe ME eo LE eee iii

PACHILO ICURINETUS Hema Sing Riis dina NTT ERA NOIR. hae en SE AN eis vill

HEIFOOUCHON ON. OVEFVICW BAe esiicch cere aaa ee eee ix

Chapter 1 Parentheses and Brackets

Ouiclehelerence ta; Chanter Case Problemsei,..67) ac. enee ee ee i
Lat SE IO CRIN Es geet teks, he a ian ee ge ea Sa etc ee ee 4
iL | Using Parentheses anc brackets Im ACdition<. 0 eta) de er ee ee i
13° ° “Using Parentheses and Brackets in-Suptraction.....0., cycdencis aod ene 19
4” Using Parenthesesand Brackets in Multiplication... yc ees ce 28
lo. Using Parentheses and Brackets/in Division, ..04...74 aaa eee eee 35
6 | Using: Parentheses and Brackets in Mixed’ Operations)....00..02..00en 4]

Chapter 2 —_ Integer Fractions

Ouaick Retesence to. hapter:2 Case Problems: sss: ccc. 0aen cance ee ee eee 48
2.1 Simpurving Integer Fractions. sich ee cen cyaiccd tae. soe Sens 50
2.1 Appendix: Changing Improper Fractions to Mixed Fractions....................... 61
ie SANG UTIL TET, PTACHONS dn euconics meine read wera cot ner ce Meee at eae ee ee 68
2.3 SUDURACtING INLCGeEr ETACHONS§, 6.4 .sc5.n06 Monee hy as lcxcrteeena aie Serene ee 81
24 weevaitipiving intever Fractions .<i3) ices oath astern va, cee cae ee 94
25 Dividing Intecer PIAactiONs. ve noeieaken eae eee ee ee ee 102

Chapter 3 Exponents
OuiclkeReterence to: Chaptet:3, Case Probleniss..7. ai tensaain Gy, Wado nanometre yeaa ater 110
Seal Positive InteserExponentss.u Ae foes, eeseets tae een ee renee ee M2
one ss Newat iverinteger Ex pOnenis. ity mctiers ei seaen eenoeei e aererace fet ee Ne
353 Operations with Positive Integer Exponentsicc.shc.0.0c2ss1ee cacsheanotmecteaeete reopen 124
3.4 Operations with Negative Integer Pxpoments.:2..S.cccietintic. cecewwnsatennasteoe ree 153

Chapter 4 Radicals
OiickeRcicrence40.0 nape 4. Case: PRODICING wie dicAgiwacns seantsones chor Wesi2-oneaearen cones 187
4.1 ArieracuictiorutO. RACIAL Simeic terre A De bad mpd useaec, oben said win ete oda eee nee 189
AU? meme Natio vinta RAGICALE KLeSSIONS 5... ce. scs new sears cwenh sneer cdutonneos ste Voutee ep cneaaes 205
ANSMeme Divi peAGICAl EEXPLCSSIOIS wie 624. tana. vaattiorn Daa. tastohosshsoinns sy atubact ace aaveR Dene 240
44 Adding and Subtracting Radical Expressions....................::ccc serene 271

Chapter 5 Fractional Exponents

Quick Reference to Chapter 5 Case Problems.................::::c eee ci 278
eee
3p Bactaverl (AC OMAN RD OMCILS a0. teks Nol Gx. cansstt oan crmnne ntaelar rompepennea saan yooh te 280

Hamilton Education Guides

 Mastering Algebra - An Introduction General Contents

5.2 Negative Fractional Exponents......¢.-2.0.00 2 eect 288

Ae Operations with Positive Fractional Exponentsis.247.-....
50) nn cece ee, 297
5.4 Operations with Negative Fractional Exponents, 3... 318
Chapter 5 Appendix: Scientific: Notationc..scc.-.ceeeete ee 341

Chapter 6 Polynomials
Quick Reference to. Chapter 6 Case Problems. ...00 s/c, cose ee 355
6.1 Introduction to: Polynomials7.5....v ncaa ee ee 357
6.2: .Multiplyme Polynomials jss./2...ccncsccnsaueenee ee ee 365
6.3 Dividing Polynomials 's:.c152i. icscchee oe oot 383
6.4 Adding and Subtracting Polynomuals...... genaqe eo oe ee 409

Appendix Exercise Solutions

Chapter LiSolatiQns sce sssac tees sat cset onsvoce reste ee ne 419
Chapter 2 SOMtIONS: n..cosccc crested elena oe ee ee ee 422
(hapten 3 SGMMONS 22 ect cases eee eee eee nt 428
Chapter SoluiOns io cc.f ccc. sesursccue het ete eee 442
Chapter:s Solitons. cc hace oe uretnemteer om eet toot dee tr te ene a nce 461
hapten O SOMOS, csscates une lps oxsuanthes cise 8 acy Pens eae 478

CSLOSSOLY orci dis 0c sun porn ue skvanse Wes wast tevee nec eauts capes ta oauenc ends es Sake tes Tet ate ent a ee eT 491

DILLON co tatters ee ance ssaecsucepaniaestosaasérandvterdatnter

cicthert tiesto eTOTES OIG LITE Tee Re 500

ADONL the Author-and Falons pees Bench Oe ee 509

Hamilton Education Guides

ul
 Detailed Contents
Chapter 1 - Parentheses and Brackets
Quick Reference to Chapter 1 Case Problems 1
1.1 Signed Numbers
Case I - Addition of Signed Numbers 4
Case II - Subtraction of Signed Numbers 5
Case III - Multiplication of Signed Numbers 7
Case IV - Division of Signed Numbers 8
a2 Using Parentheses and Brackets in Addition
Case I - Use of Parentheses in Addition //
Case I a - Adding Integer Numbers Without Using Parentheses 11
Case I b - Adding Two Integer Numbers Grouped by Parentheses 12
Case I c - Adding Three Integer Numbers Grouped by Parentheses 13
Case I d - Adding Two and Three Integer Numbers Grouped by Parentheses 13
Case II - Use of Brackets in Addition /4
Case II a - Using Brackets to Add Two Integer Numbers Sub-grouped by Parentheses 14
Case II b - Using Brackets to Add Three Integer Numbers Sub-grouped by Parentheses 15
Case II c - Using Brackets to Add Two and Three Integer Numbers Sub-grouped by
Parentheses 16

1.3 Using Parentheses and Brackets in Subtraction. ..000000000000..0000ccocccccceeccceeceeeseceeeeeeee 19

Case I - Use of Parentheses in Subtraction /9
Case Ia - Subtracting Integer Numbers Without Using Parentheses 19
Case I b - Subtracting Two Integer Numbers Grouped by Parentheses 20
Case I c - Subtracting Three Integer Numbers Grouped by Parentheses 21
Case I d - Subtracting Two and Three Integer Numbers Grouped by Parentheses 21
Case II - Use of Brackets in Subtraction 22
Case II a - Using Brackets to Subtract Two Integer Numbers Sub-grouped by Parentheses 22
Case II b - Using Brackets to Subtract Three Integer Numbers Sub-grouped by Parentheses 24
Case II c - Using Brackets to Subtract Two and Three Integer Numbers Sub-grouped by
Parentheses 25

1.4 Using Parentheses and Brackets in Multiplication. .........000000..00000. ccs 28

Case I - Use of Parentheses in Multiplication 28
Case I a - Multiplying Integer Numbers Without Using Parentheses 28
Case I b - Multiplying Two Integer Numbers Grouped by Parentheses 29
Case Ic - Multiplying Three Integer Numbers Grouped by Parentheses 29
Case I d - Multiplying Two and Three Integer Numbers Grouped by Parentheses 30
Case II - Use of Brackets in Multiplication 30
Case II a - Using Brackets to Multiply Two Integer Numbers Sub-grouped by Parentheses 30
Case II b - Using Brackets to Multiply Three Integer Numbers Sub-grouped by Parentheses 31
Case II c - Using Brackets to Multiply Two and Three Integer Numbers Sub-grouped by
Parentheses 32

Hamilton Education Guides iii

 Mastering Algebra - An Introduction Detailed Contents

|Fe tte
Using Parentheses and Brackets in Division..................000...0cccccccesee teens 35
teeeee
Case I - Use of Parentheses in Division 35
Case I a - Dividing Two Integer Numbers 35
Case I b - Dividing Two Integer Numbers Grouped by Parentheses 35
Case II - Use of Brackets in Division 36
1.6 Using Parentheses and Brackets in Mixed Operations. ..................0.....000ccceesecee 4]
Case I - Use of Parentheses in Addition, Subtraction, Multiplication, and Division 4/
Case II - Use of Brackets in Addition, Subtraction, Multiplication, and Division 43

Chapter 2 - Integer Fractions

Quick Reference to Chapter 2 Case Problems 48
21 Simplifying Integer Fractions... <as.s.c.2..4224 ee ee ee 50
Case I - The Numerator and the Denominator are Even Numbers 50
Case II - The Numerator and the Denominator are Odd Numbers 53
Case III - The Numerator is an Even Number and the Denominator is an Odd Number 55
Case IV - The Numerator is an Odd Number and the Denominator is an Even Number 57
2.1 Appendix: Changing Improper Fractions to Mixed Fractions 6/

22 . Adding Intecer PTActions 2. 5. fsck reece ence neste ne Since eee ee ee 68

Case I - Adding Two or More Integer Fractions with Common Denominators 68
Case I a - Adding Two Integer Fractions with Common Denominators 68
Case I b - Adding Three Integer Fractions with Common Denominators 70
Case II - Adding Two or More Integer Fractions Without a Common Denominator 72
Case II a - Adding Two Integer Fractions Without a Common Denominator 72
Case II b - Adding Three Integer Fractions Without a Common Denominator 74

2.3 Subtracting Integer Fractions. ...2:/ccccd.ckecic

nde PR aT eee 81
Case I - Subtracting Two or More Integer Fractions with Common Denominators 8&/
Case I a - Subtracting Two Integer Fractions with Common Denominators 81
Case I b - Subtracting Three Integer Fractions with Common Denominators 83
Case II - Subtracting Two or More Integer Fractions Without a Common Denominator 8&5
Case II a - Subtracting Two Integer Fractions Without a Common Denominator 85
Case II b - Subtracting Three Integer Fractions Without a Common Denominator 87
2.4 Multiplying Integer: Fractionss¢. vc 8 ee eee 94
Case I - Multiplying Two Integer Fractions with or Without a Common Denominator 94
Case II - Multiplying Three Integer Fractions with or Without a Common Denominator 96
Z.). Dividing Integer Fractions: 35.4.0.) 4243 See eee eee 102
Case I - Dividing Two Integer Fractions with or Without a Common Denominator /02
Case II - Dividing Three Integer Fractions with or Without a Gommon Denominator /04

Chapter 3 - Exponents
Quick Reference to Chapter 3 Case Problems 110
3.1 Positive Integer Exponents..... nsisnsthnilsdoainalnssis Sag Sans Sat age er eee ii
Case I - Real Numbers Raised to Positive Integer Exponents //2
Case II - Variables Raised to Positive Integer Exponents //5

Hamilton Education Guides

iv
 Mastering Algebra - An Introduction
Detailed Contents

3.2 Negative Intezer Exponents....6.0\ io balG: ap Otien beheauten sd a alblah. 147

Case I - Real Numbers Raised to Negative Integer Exponents //7
Case II - Variables Raised to Negative Integer Exponents /2/
3.3 Operations with Positive Integer EX DONCNES ie et een. ota tees eae 124
Case I - Multiplying Positive Integer Exponents 124
Case I a - Multiplying Positive Integer Exponents (Simple Cases) 125
Case I b - Multiplying Positive Integer Exponents (More Difficult Cases) 130
Case II - Dividing Positive Integer Exponents 1/34
Case Il a - Dividing Positive Integer Exponents (Simple Cases) 134
Case II b - Dividing Positive Integer Exponents (More Difficult Cases) 139
Case III - Adding and Subtracting Positive Integer Exponents 144
Case III a - Addition and Subtraction of Variables and Numbers Raised to Positive Exponential
Terms 144
Case III b - Addition and Subtraction of Positive Exponential Terms in Fraction Form 148

3.4 Operations with Negative Integer Exponent ...0.00.0000.0000.00.0.ccoococcccccccccecccceseceeeceeeeeeen

Case I - Multiplying Negative Integer Exponents 1/53
Case I a - Multiplying Negative Integer Exponents (Simple Cases) 154
Case I b - Multiplying Negative Integer Exponents (More Difficult Cases) 160
Case II - Dividing Negative Integer Exponents 1/65
Case II a - Dividing Negative Integer Exponents (Simple Cases) 165
Case II b - Dividing Negative Integer Exponents (More Difficult Cases) 170
Case III - Adding and Subtracting Negative Integer Exponents /75
Case III a - Addition and Subtraction of Variables and Numbers Raised to Negative Exponential
Terms. 1/75
Case III b - Addition and Subtraction of Negative Exponential Terms in Fraction Form 181]

Chapter 4 - Radicals
Quick Reference to Chapter 4 Case Problems 187
4.1 PHCROUICTION: LOCI ACICAIS 5 free Bos fracas stay ttre koe oree eae Cessna ete 189
Case I - Roots and Radical Expressions 1/89
Case II - Rational, Irrational, Real, and Imaginary Numbers /9/
Case III - Simplifying Radical Expressions with Real Numbers as Radicand 194
Case IV - Simplifying Radical Expressions with Variables as Radicand 199

4.2" Multiplying Radical Expressions:... 0.00.5. .<.:.00cecc-cssseseccsvancsssscsaasqecetscessnasgyscensnommeceees 205

Case I - Multiplying Monomial Expressions in Radical Form 205
Case I a - Multiplying Monomial Expressions in Radical Form, with Real Numbers 205
Case I b - Multiplying Monomial Expressions in Radical Form, with Variables 210
Case II - Multiplying Binomial Expressions in Radical Form 2/7
Case II a - Multiplying Binomial Expressions in Radical Form, with Real Numbers 217
Case II b - Multiplying Binomial Expressions in Radical Form, with Variables 223
Case III - Multiplying Monomial and Binomial Expressions in Radical Form 230
Case III a - Multiplying Monomial and Binomial Expressions in Radical Form, with Real
Numbers 230
Case III b - Multiplying Monomial and Binomial Expressions in Radical Form, with
Variables 234

Hamilton Education Guides

 Mastering Algebra - An Introduction Detailed Contents

4.3 Dividing Radical Expressions i. ...0..:05565. 20st. ccc ae a Riles

Case I - Rationalizing Radical Expressions with Monomial Denominators 240
Case I a - Rationalizing Radical Expressions - Monomial Denominators with Real Numbers 240
Case I b - Rationalizing Radical Expressions - Monomial Denominators with Variables 246
Case II - Rationalizing Radical Expressions with Binomial Denominators 254
Case Il a - Rationalizing Radical Expressions - Binomial Denominators with Real Numbers 254
Case II b - Rationalizing Radical Expressions - Binomial Denominators with Variables 263
4.4 Adding and Subtracting Radical Expressions. .................0....00000cccccceeeeeeeeeeeeeeeeeeeeeeees 271
Case I - Adding and Subtracting Radical Terms (Simple Cases) 271
Case II - Adding and Subtracting Radical Terms (More Difficult Cases) 274

Chapter 5 - Fractional Exponents

Quick Reference to Chapter 5 Case Problems 278
=a | Positive Fractional Exponents 0000-2 8 (et ee 280
Case I - Real Numbers Raised to Positive Fractional Exponents 280
Case II - Variables Raised to Positive Fractional Exponents 284

ae Negative Fractional: Exponents:.).).02000 sei en re eee ee 288

Case I - Real Numbers Raised to Negative Fractional Exponents 288
Case II - Variables Raised to Negative Fractional Exponents 292

5.3. Operations with Positive Fractional Exponents...................... stn AES ccc hee eee 297
Case I - Multiplying Positive Fractional Exponents 297
Case II - Dividing Positive Fractional Exponents 304
Case III - Adding and Subtracting Positive Fractional Exponents 3/0

5.4 Operations with Negative Fractional Exponents.................000000000000000

0000ccccccccccecee eee 318
Case I - Multiplying Negative Fractional Exponents 3/9
Case II - Dividing Negative Fractional Exponents 326
Case III - Adding and Subtracting Negative Fractional Exponents 334
Chapter.s:Appendix: Scientific Notation.2.2.5 iti asst ee 34]
Case I - Changing Numbers to Scientific Notation Form 34/
Case II - Changing Scientific Notation Numbers to Expanded Form 344
Case III - Multiplying Scientific Notation Numbers 347
Case IV - Dividing Scientific Notation Numbers 35/

Chapter 6 - Polynomials
Quick Reference to Chapter 6 Case Problems 355
6.1 Introduction to Polynoniials
2:...2.
See 22.0.5
eee ..
ee 357
Case I - Polynomials Classification 357
Case II - Simplifying Polynomials: 360
6.2. Multiplying Polynomials: 2.00 cats said 8st ee 365
Case I - Multiplying Monomials 365
Case I a - Multiplying Monomials by Monomials 365
Case Ib - Multiplying Polynomials by Monomials 368
Case II - Multiplying Binomials by Binomials 373

Hamilton Education Guides vi

 Mastering
—— — Algebra -SS
SS An Introduction Detailed
S———C#“#“lStated
_ Contents
Contents

Case III - Multiplying Polynomials by Polynomials 378

6.3 Dy IE OLY NOUNAIS Seen oe nee ee tte a he a eet 383
Case I - Dividing by Monomials 383
Case I a - Dividing Monomials by Monomials 383
Case I b - Dividing Binomials by Monomials 388
Case I c - Dividing Polynomials by Monomials 393
Case II - Dividing Polynomials by Polynomials 399
6.4 Adding and Subtracting Polymomials...000000000.0000.00.00.0.ccccccccccccceccccesecceceeecseceevsevseeees 409
Case I - Adding and Subtracting Polynomials Horizontally 409
Case II - Adding and Subtracting Polynomials Vertically 4/4

Appendix - Exercise Solutions

Chapters SOMIONS fee. sora care nek csuaesawtiign aetna ee ee 419
Section 1.1 4/9, Section 1.2 4/9, Section 1.3 4/9, Section 1.4 420, Section 1.5 421,
Section 1.6 42/

Chapter 2 SOMUOUS rk cdntl acerca eal Oo a ee 422

Section 2.1 422,2.1 Appendix 422, Section2.2 422, Section2.3 423, Section2.4 425,
Section 2.5 426

Chapter 3 Solutions......................... RO Cen er oe ere ame OM Mineeme eM Ncw nog a ARE ce 428
Section 3.1, CaseI 428, CaselII 428
Section 3.2, CaseI 428, CaselII 429
Section 3.3, Casela 429, Case Ib 430, Case Ila 43/, Case IIb 432, Case Ila 433, Case IIIb 434
Section 3.4, CaseIa 435, Case Ib 436, Case Ila 437, Case IIb 437, Case IIIa 439, Case IIIb 440

Traitets 4: SOMCIOMS se pester es sess SA soe lee

Section 4.1, CaseI 442, CaselIIl 442, Case III 442,CaseIV 443
Section 4.2, Casela 444, CaseIb 445, Case Ila 446, Case IIb 448, Case Ila 449, Case IIIb 450
Section 4.3, CaseIa 452, CaseIb 453, Case Ila 455, Case IIb 457
Section 4.4, CaseI 458, Case II 459

AADLGte OMENS ooo cca hae ase No ete men ee 461

Section 5.1, CaseI 46/, Case ll 46/
Section 5.2, CaseI 462, Case lI 463
Section 5.3, CaseI 464, Case II 465, Case HI 467
Section 5.4, CaseI 470, Case Il 472, Case lll 474
Chapter 5 Appendix, CaseI 475, Case II 476, Case III 476, CaseIV 477

CPAP OGE. © SOLU ELONIS core 5ins oe recat asx ye tt edo dat Behe we ouduiahes hve 19 Gudeh ae tc eeg meee 478
Section 6.1, CaseI 478, Casell 478
Section 6.2, Casela 479, CaseIb 479, Case Il 48/, Case II] 482
Section 6.3, CaseIa 483, Caselb 484, CaseIc 485, Case II 487
Section 6.4, CaseI 488, CaselIl 489

Hamilton Education Guides Vii

if

: 609

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<———.

ae = ed
Acknowledgments

The primary motivating factor in writing the Hamilton Education Guides is observing the
difficulty my children have in following the math concepts presented in the books they use in their
school programs. I therefore, would like to acknowledge my children for giving me the
inspiration to proceed with the writing of these books. I am grateful to Pat Eblen for his editorial
comments. His constructive comments and suggestions on more precise and easier presentation
of the topics truly elevated the usefulness of this book. I would also like to acknowledge and give
my thanks to the following education professionals who reviewed and provided comments to
further enhance this book: Mrs. Linda Clark, Mrs. Bodil Nadler, Mr. Omar Spaulding, and
various other contributors. My special thanks to Kathleen Myers for her outstanding cover
design. Finally, I would like to thank my family for their understanding and patience in allowing
me to take on the task of writing this book. I hope users of this book will find it valuable.

Viil
Hamilton Education Guides
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Introduction and Overview
In reminiscing of my teaching career, I am frequently reminded of how unwillingly many
of my students were to listen to me during the first few class lectures. The lack of interest and
frankly not knowing how to study was very evident. I could only hope to keep them interested
enough to stay in the course. My approach in teaching mathematics and other technical subjects
has always been in the form of trying to present any topic in the simplest way possible. I have
always believed that many of our academic texts, particularly those that lay the foundation for
learning math and science, are either written in an abstract and difficult to follow language, lack
sufficient number of detailed sample problems, or are not explained adequately for a student to
become interested in the subject.
It is my belief that the key to learning mathematics is through positive motivation.
Students can be greatly motivated if subjects are presented concisely and the problems are solved
in a detailed step by step approach. This keeps the student motivated and provides a great deal of
encouragement in wanting to learn the next subject or to solve the next problem. During my
teaching career, I found this method to be an effective way of teaching. I never forget the
expressions of gratitude I have received from students for helping them realize mathematics is
indeed an interesting subject to pursue. The fact that they could truly learn math and develop a
positive interest in taking the next math course was gratifying for me. I hope by presenting
subjects with the methods used in this book, more students will become interested in the subject
of mathematics and can carry this approach and philosophy to future generations.
The scope of this book is intended for educational levels ranging from the 8th grade to
adult. The book can also be used by students in home study programs, parents, teachers, special
education programs, preparatory schools, and adult educational programs including colleges and
universities as a main text, a thorough reference, or a supplementary book. A fundamental
understanding of basic mathematical operations such as addition, subtraction, multiplication, and
division is required.
“Mastering Algebra: An Introduction” is the first in a series of three books on algebra. It
addresses the basics of algebra by introducing the student to topics such as integer fractions,
exponents, radicals, fractional exponents, and polynomials. The second book, “Mastering
Algebra: Intermediate Level” addresses topics such as factoring, algebraic fractions, functions of
variables, and graphing. The third book, “Mastering Algebra: Advanced Level” addresses areas
such as solving and graphing quadratic equations, parabolas, circles, ellipses, hyperbolas, and
vectors.

This book is divided into six chapters. Chapter 1 introduces the student to the concept and use
of signed numbers, parentheses, and brackets as math expressions in solving mathematical operations.
How integer fractions are simplified, added, subtracted, multiplied, and divided are described in
Chapter 2. (It is essential that students be thoroughly familiar with sign numbers, the use of
parentheses, brackets, and fractional operations before proceeding with other chapters. ) The
subject of exponents is addressed in Chapter 3. Students learn how to solve and simplify numbers
and variables that are raised to integer exponents. Radical expressions and how they are
simplified and mathematically operated on are addressed in Chapter 4. In this section students
learn how to add, subtract, multiply, divide, and rationalize radical expressions. Chapter 5

Hamilton Education Guides

 Mastering Algebra - An Introduction Introduction and Overview

addresses a more difficult class of exponents by showing how to simplify and solve fractional
exponents. The subject of polynomials and how different types of polynomials are added,
subtracted, multiplied, and divided are addressed in Chapter 6. Finally, detailed solutions to the
exercises are provided in the Appendix. Students are encouraged to solve each problem in the
same detail and step by step format as shown in the text.
It is my hope that all the Hamilton Education Guides stand apart in their understandable
treatment of the presented subjects and for their clarity and special attention to detail. I hope readers
of these books will find them useful. Any comments and suggestions for improvement of this
book will be appreciated.

With best wishes,

Said Hamilton

Hamilton Education Guides

x
 Mastering Algebra - An Introduction
N QuickESReference
FER ROTCTENCE to
10 Chapter 1 Case
Vhapter 1 Case Problems
Problems:

Chapter I
Parentheses and Brackets
Quick Reference to Chapter 1 Case Problems
1.1 BIPHECUN UTD EES ih, cain Aly oe sees BP okeeca A Wl ne an inn Ue. ot yee aia bed pet 4
Case I - Addition of Signed Numbers, p. 4

Case II - Subtraction of Signed Numbers, p. 5

= = :
Case III - Multiplication of Signed Numbers, p. 7

Case IV - Division of Signed Numbers, p. 8

Sac ee eee
1.2 Using Parentheses and Brackets in Addition. ....00000000.000000000cccccccceccccecececccceeeetseceeeees 11
Case I - Use of Parentheses in Addition, p. //
Case I a - Adding Integer Numbers Without Using Parentheses, p. 11
24 34+546410|)
=; (445404943) >> 110454124758)=

Case I b - Adding Two Integer Numbers Grouped by Parentheses, p. 12

(12+ 35)+(8+10)|/=; |6+(5+12)+(8+7)+23}=; |(2+5)+(7+10)+(9+12)/=

Case I c - Adding Three Integer Numbers Grouped by Parentheses, p. 13

ere); epee]; [or29J-

Case I d - Adding Two and Three Integer Numbers Grouped by Parentheses, p. 13

(22 +13+8)+(6+24)|=; |(43+6)+(4+13+7)+9/=; |4+(3+6+12)+(5+12)/=

Case II - Use of Brackets in Addition, p. 14
Case II a - Using Brackets to Add Two Integer Numbers Sub-grouped by Parentheses, p. 14

6+[(10+3)+(4+5)| = [(4+7)+(5+9)] + (20 +3) = (7+12) +[(13+5)+(6+34)] =

Case II b - Using Brackets to Add Three Integer Numbers Sub-grouped by Parentheses, p. 15

[(7+3+25)+4]+6 =e 20+[(5+12+6)+(3+8+4)| = 3+[(7+8+20)+2] =

Hamilton Education Guides

Mastering Algebra - An Introduction Quick Reference to Chapter 1 Case Problems

Case II c - Using Brackets to Add Two and Three Integer Numbers Sub-grouped by
Parentheses, p. 16

4+[(+12)+(9+15+23)]]=; [[(G+5)+(4+9+11)+6]+3]=; [(4+3)+[(6+9+12)

+(30+5)+1]/=
1.3. Using Parentheses and Brackets in Subtraction. .....0...000...000.000.:cccecccee
cette eee 19
Case I - Use of Parentheses in Subtraction, p. 19
Case I a - Subtracting Integer Numbers Without Using Parentheses, p. 19

= = =
Case I b - Subtracting Two Integer Numbers Grouped by Parentheses, p. 20

[20-€5-45)]=; (20-25)-(7-5)}=; |25-(35-12)-(8-3)]=

Case I c - Subtracting Three Integer Numbers Grouped by Parentheses, p. 21

Ke); Gs awo-; Ee-

Case I d - Subtracting Two and Three Integer Numbers Grouped by Parentheses, p. 21

(43-6)-(54-13-7)-19]=; |(8-13-10)-(6-36)|=; [(-12-3-4)-(-15-5)] =

Case II - Use of Brackets in Subtraction, p. 22
Case II a - Using Brackets to Subtract Two Integer Numbers Sub-grouped by Parentheses,
pz2

[(9-23)-12]-40]=; |5-[@8-7)-27]|=; |26-[(@0-6)-(4-9)]]=

Case II b - Using Brackets to Subtract Three Integer Numbers Sub-grouped by Parentheses,
p. 24

[(45-13- 7) -15]—20 = |G 25) (06 i) =: [12-(-12-3-5)]-3 =

Case II c - Using Brackets to Subtract Two and Three Integer Numbers Sub-grouped by
Parentheses, p. 25

[(300- 450) — (100-35 -55)]-12] = ; |34-[(324-130)

-(250-39-85)]]= ; |[(13—-8)
-(24-9-15) -6]-30| =
1.4 Using Parentheses and Brackets in Multiplication...00000000.0000..00ooccececccececeecceceee
Case I - Use of Parentheses in Multiplication, p. 28
Case I a - Multiplying Integer Numbers Without Using Parentheses, p. 28

= = =
Case I b - Multiplying Two Integer Numbers Grouped by Parentheses, p. 29

(2 x 5)x (7x 4)x (1x 3)}=5; |2x(5x3)x(6x4)x7/=; (3 x 5) x (2x 3)}=

Case I c - Multiplying Three Integer Numbers Grouped by Parentheses, p. 29

peaag)=; Eaaninnd=; Gada)-

Hamilton Education Guides 2
Mastering Algebra - An Introduction Quick Reference to Chapter 1 Case Problems

Case I d - Multiplying Two and Three Integer Numbers Grouped by Parentheses, p. 30

(3x1) x(4x5x11)x2]=; [(2x9x8)x(6x4)/=; [3x(3x2«5)x(2x8)]=

Case II - Use of Brackets in Multiplication, p. 30
Case Il a - Using Brackets to Multiply Two Integer Numbers Sub-grouped by Parentheses,
p..30

6 x[(12x3)x
(4x I]}=; [4x 1)x (5x 9)]x(2x3)}= 5 |(7« 4) x[(13
x2)x (6x1
Case II b - Using Brackets to Multiply Three Integer Numbers Sub-grouped by Parentheses,
Dot

[(7x3x10)x4]x2]=; |2x[(S5x1x6)x(3x8x4)]] =; =
Case II c - Using Brackets to Multiply Two and Three Integer Numbers Sub-grouped by
Parentheses, p. 32

i es Using Parentheses and Brackets in Division. .............0.0......0000ccccccecceecceeeeeeteeeeeeeeeteees 35

Case I - Use of Parentheses in Division, p. 35

Case I a - Dividing Two Integer Numbers, p. 35

= = =
Case I b - Dividing Two Integer Numbers Grouped by Parentheses, p. 35

fee; (Pa), [pw3-

Case II - Use of Brackets in Division, p. 36

238+(24+(15+5)]/=; |[(28+13)+(15+4)]+2/=; |238+[(35+5)+(14+7)]| =

1.6 Using Parentheses and Brackets in Mixed Operations. ...................0.:::::eeees 4]

Case I - Use of Parentheses in Addition, Subtraction, Multiplication, and Division, p. 41

[30+ (60+4)]=; (23+5)+(20-8)|=; [(49+5)-(12x4)|=

Case II - Use of Brackets in Addition, Subtraction, Multiplication, and Division, p. 43

+7) =;
[(23-6)-8]+(12 35+[(12+5)-(4x2)]]=; (10
|[(45+9)+(12+4)] +5) =

Hamilton Education Guides

Chapter 1 - Parentheses and Brackets
The objective of this chapter is to teach the student the concept of grouping numbers. This is achieved
by introduction of parentheses and brackets as tools for solving mathematical problems. In section 1.1
signed numbers are introduced and their use in addition, subtraction, multiplication, and division are
discussed. Section 1.2 shows how numbers are grouped and solved in addition. Sections 1.3, 1.4, and
1.5 show how parentheses and brackets are used in subtraction, multiplication, and division,
respectively. Section 1.6 shows the use of parentheses and brackets in solving mixed operations. The
general algebraic approach for grouping numbers using parentheses and brackets is provided in each
section. Additional examples are provided at the end of each section to help meet the objective of this
chapter.

1.1. Signed Numbers

In mathematics, “+” and “—” symbols are used to indicate the use of positive and negative
numbers, respectively. Ifa signed number has no symbol it is understood to be a positive number.
Signed numbers are added, subtracted, multiplied, and divided as exemplified in the following
Cases:

When two numbers are added, the numbers are called addends and the result is called a sum.
The sign of the sum dependents on the sign of the numbers. This is shown in the following cases
with the sign change of two real numbers a and 5:
Case La.

[a+b]
=[4]
For example,
eatin 2 f)- 6) 3. feol-
4, [3+15]= [13] 5. [15+9]
=[24]
Case
I b.

[Ea+6]= [3]
For example,

1. 7+3]= [4] 2. [-9+0]= [9] 3. [15+40]

=[25]
4, [=35+18]
= £17] 5. [-8+30]
=[22]
Case Ic.

Hamilton Education Guides

4
 Mastering Algebra - An Introduction
1.1 Signed Numbers

For example,

1. 2+¢3)=B=3]-G) 2. [7+(-9)]=2=9)=2)
3. [o+()]=bal=Gy] 4. [8+(45
=[B=43])]
=B37]
=0=9) =]Ba
. [40+(-9)
Case I d.

= oe [2] Note: (-a) =-a

For example,

) (eh8) ez) )0 2, [G23]

-Sas] -
J (EEe eee) 10) 4. [G90]
-Bea -Ga
5. {(-)+0|=E1+o]=Ea]
Case
I e.

(-a)+(-6)|= =
For example,

4. |(-35)+(-20)| = [-35 [55]

20] =—
2: (10) +(53) = 10=55] = 65)

Case II - Subtraction of Signed Numbers _

When two numbers are subtracted the result is called the difference. The sign of the difference
depends on the sign of the numbers. This is shown in the following cases with the sign change of
two real numbers a and 3b:
Case
IL a.

[a6]
=[4]
For example,
1. [5=6]=[9] 2. [17-47]
=£30) 3. f-0 =f)
4, [3-15]
=[12] 5. [45-9]
=[36]

Hamilton Education Guides

 Mastering Algebra - An Introduction 1.1 Signed Numbers

Case
II b.

[-a-5]= [8]
For example,

1. E7=3]= E10} 2) {2150

=(et) 3. [15=
45]=[60]
4, =a]
-GS 5, Geax)
- Gal
Case IIc.

For example,

o>)

MN

Case I d.

Ca)-C9)]=[Ca)+@]=Eaxs)- B
For example,

Hamilton Education Guides

6
Mastering Algebra - An Introduction 1.1 Signed Numbers

Case III - Multiplication of Signed Numbers

When two numbers are multiplied, the numbers are called factors and the result is called a
product. For example, when 12 is multiplied by 2 the result is 24.
12 (factor) x2 (factor) - [24(product)]

Thus, 12 and 2 are the factors, and 24 is the product.

The sign of the product is positive if the factors have the same sign and is negative if the factors
have different signs. This is shown in the following cases with the sign change of two real
numbers a and 5:
Case III a.

[a
xb]=[ab]
For example,
1. [5x6]= [30] 2. [7x8]= [56] 3. fixo]=()
4. flox7)
=Ge) s, [isx7]
=[05]
Case
III b.

For example,

Ba 2. [@)x0]=Exa=l@
1. [)x3]=Ees]=-
]0)
=E60 E00)
4. (23) x16]= E25=]
3. [(-15)x40]= E1sx40
«2
=E8x
5. [C8) 20]0=]
E160)
Case IIIc.

For example,

Ged
1. 2xC3]=Eax3]= 2. [7x9] =Ezxs] = £63)
&

5. [tox(9)]=Gao]
-Ea
Case Ill d.

(-a)
x(-6)| = Lead]
=[28]

Hamilton Education Guides

 Mastering Algebra - An Introduction 1.1 Signed Numbers

For example,

(-3)x9)|=27]= 2. (2-4 =]= (3)

x(-150)} = [+1200]=
(-8) 4. |(-30 ) = [300]=
x(-10)]

(x (25) = 35]-
Case IV - Division of Signed Numbers

When one number is divided by another, the first number is called the dividend, the second
number the divisor, and the result a quotient. For example, when 12 is divided by 2 the result is
On
12 (dividend)
—+__~|=|6 tient
2 (divisor)

Thus, 12 is the dividend, 2 is the divisor, and 6 is the quotient.

The sign of the quotient is positive if the divisor and the dividend have the same sign and is
negative if the divisor and the dividend have different signs. This is shown in the following cases
with the sign change of two real numbers a and b:
Case IV a.

2|-@
For example,

L/-a 2. ZJ- a ?\= 05

8 = 5. 2|-@
Case IV b.

For example,
=10|. eile
9) =3)
66
a- PARE ias
=

Hamilton Education Guides 8

 Mastering Algebra - An Introduction 1.1 Signed Numbers

Case IV c.

For example,

Case IV d.

Eslbsl-f}-@
oe ae bad

For example,

1 -2\-/2
—40]_ [40
Bo)
Se | is |ES eS AT N SESele See
lee 5 S| SS 1992
gele)| a
SSS 1)

—28 28 -8
PEI
WN | + Il iH Nr N |
| W |
W
OO

Subtraction:

GEG ReeURG alee Gaiehi eels,

Multiplication: |(-)x(-)=(f [Ox WM=O} (Hx M=O} [(HxO=O)

oe
Division:
Clare
eel:
SS oe
(4) i (+) (+) (-) (-)

Hamilton Education Guides

Mastering Algebra - An Introduction 1.1 Signed Numbers

Signed Numbers - Summary of Cases

1. Addition and Subtraction:

ta. [a+5)=[4) Ib. Ea+5]=[5) tc. [a+(-3)]=[2=5)=()

Id. (Ca+]=Eaxd]=B) te. [Ca+Co]-Eeaa)-E) ma G=)-A

Ib. Ea—s)=[B) Ic. [a-(-4)]=[a+(0)| +(6)
Id. [(-a)-(-4)| = [(-a)
=(a+6]=[C] =Ea+5]=[2]
2. Multiplication and Division:

Wa. [axb]
=[ab] Wb. [(-a)x6|=Eaxs)=(a) tte. [ax
(-0)]=[Eaxd]
=Gad)

Md. [(-a)x(-4)|=
[ea] =[25] py g <|-@ IV b. |-|-<|-@

Practice Problems - Signed Numbers

Section 1.1 Practice Problems - Show the correct sign by performing the following operations:

eee = 2. (-20)x(-8)= 3. (-33)4(-14)= 4. (-18)-(-8)=

5

)=
2-2048 ce = (he Ee Veeiry es) =
-4
9. 55-(-6)= 10) 8x (-35).=

Hamilton Education Guides

10
Mastering Algebra
—
O x - An Introducti on 1.2 Using Faarenthese
Parenthesess and
N E anc Brackets
Brackets in
1n Addition
Addition

1.2 Using Parentheses and Brackets in Addition

Parentheses and brackets are used to group numbers as a means to minimize mistakes in solving
mathematical operations. In this section the use of parentheses and brackets is discussed in detail
Two properties associated with addition are discussed first as follows:

| Commutative and Associative Property of Addition 7

1. Changing the order in which two numbers are added does not change the final answer. This
property of real numbers is called the Commutative Property of Addition, e.g., for any two
real numbers a and b
=
For example, = and =
2. Re-grouping numbers does not change the final answer. This property of real numbers is
called the Associative Property of Addition, e.g., for any real numbers a, 5, and c

(o=e4]- 09]
For example,

Note that, although changing the order in which numbers are added or grouped does not affect
the final answer, it is important to learn how to solve math operations in the exact order in which
parentheses or brackets are used. Learning how to use parentheses and brackets properly will
minimize mistakes in solving mathematical problems. Parentheses and brackets are used in
different ways to group numbers. The use of parentheses and brackets in addition, using integer
numbers, is discussed in the following cases:

Case I - Use of Parentheses in Addition

In addition, parentheses can be grouped in different ways as shown in the following example
cases:
Case I a - Adding Integer Numbers Without Using Parentheses .
Integer numbers are added without the use of parentheses, as shown in the following general and
specific examples:
=
Let [a+b+c+d+e=Al, then
=
Example 1.2-1
24+345+6+10)/=

Hamilton Education Guides

 Mastering Algebra - An Introduction 1.2 Using Parentheses and Brackets in Addition

Solution:

pr3r5+610]
=BO)
Case I b - Adding Two Integer Numbers Grouped by Parentheses
Two integer numbers that are grouped by parentheses are added in the following ways, as shown
by general and specific example cases:
Case I b-1.

(a+b)+(c+d) =

Let [E=ar5] [aera] and fH =a]then

(a+b)+(c+d)|=|(k)+(4))=[4 +4]= [4]
Example 1.2-2
(12 +35) +(8+10)|=
Solution:

Case I b-2.
at+(b+c)+(d+e)+f|=

rear eerie area

a+(b+c)+(d+e)+f =[a+() +(a)+/]=[2+h +% +/]-B)

Example 1.2-3
6+(5+12)+(8+7)+23/=

Solution:

Case I b-3.
(a+b)+(c+d)+(e+f) =

Let [i
=a+5] [= erd] [a=
e+7)and [+e
+ =C}, then
(a+b)+(c+d)+(e+ /)]-[()+)+(4)]=[A+4
+4)-[0
Example 1.2-4
(2 +5)+(7+10) +(9+12)}=

Hamilton Education Guides

i)
 MasterineoowcCh—
—ek42_Tv
I g Algebra
O0I_O- An Introduction E1.2 Using
SING Parenthe
Parentheses
ses and
and Brackets in Addition
Brackets in Addition

Solution:

(2 +5) +(7 +10) +(9 +12)} =[(7) +(17)

+(21)|=[7 +174 21]= [45]
Case I c - Adding Three Integer Numbers Grouped by Parentheses
Three integer numbers that are grouped by parentheses are added in the following ways, as
shown
by general and specific example cases:
Case I c-1.

esererd)-
Let [R=brera)and [2FR=A) then
Example 1.2-5

ene
Solution:

Case I c-2.

(a+b+c)+(d+et+f)|=

Lat [Renate] [e=aerT| ands=B]then

(a+b+c)+(d+e+ f)|=|(k)+(k) =[k, +%,]=B)
Example 1.2-6
(10+3+7)+(20+6+13)/=

Solution:

(10 +3 +7) +(20+6

+13)| =|(20)
+(39)| = [20+
39] =[59]

Case I d - Adding Two and Three Integer Numbers Grouped by Parentheses

Two and three integer numbers that are grouped by parentheses are added in the following ways,
as shown by general and specific example cases:
Case
I d-1.
(a+b +c)+(d +e) =

yet [xara [=araand =A tha

(a+b +c)+(d +e)|=|(k,) +(h) = [i +4]=[4)

Hamilton Education Guides 13

Mastering Algebra - An Introduction 1.2 Using Parentheses and Brackets in Addition

Example 1.2-7
(22 +13 +8) +(6+24)|=

Solution:
(22 +13 +8) + (6+ 24)]=[(43)
+(30)| = [43+30] = [73]
Case I d-2.
(a+b)+(c+dte)+fl=

cee (reer (ee

(at+b)+(c+d+e)+fl=|(k)+(K)+f =(k,+%+7]= EB]

Example 1.2-8
(43+ 6)+(4+13+7)+9]=

Solution:

(4346) +(4+13+7)+9| =|(49)+ (24) +9]= =

Case II - Use of Brackets in Addition

In addition, brackets are used in a similar way as parentheses. However, brackets are used to
separate mathematical operations that contain integer numbers already grouped by parentheses.
Brackets are also used to group numbers in different ways, as shown in the following example
cases:
Case I a - Using Brackets to Add Two Integer Numbers Sub-grouped by Parentheses
Two integer numbers, already grouped by parentheses, are regrouped by brackets and are added
as in the following general and specific example cases:
Case
II a-1.

a+[(b+c)+(d+e)] =

Let (abe) etre) [R= and R= then

at|(b+c)+(d+e)| = a+((k,) +(k,)] =|a+[k +%]]=[a+[4]]=[a+4]- 2

Example 1.2-9

ely a=
Solution:

6 +[(10+3)+
(4+5)]]=|6+[(13) +(9)} = [6+[13+9]] = [6+[22]]= [622] = Ba)

Hamilton Education Guides 14

 Mastering Algebra - An Introduction 1.2 Using Parentheses and Brackets in Addition

Case II a-2.

[(@+b)+(c+d)|+(e+ )|=

[(a+5)+(c+a)]+(e+s)|= [(&:) + (&)]+(45) =[[e +4)+4)=[[eJ+4]-[6+6]-B)

Example 1.2-10
[(4+7)+(5+9)]+(20+3) =

Solution:

[(4 +7) +(5+9)] +(20+3)| = |[(11)+ (14)]

+(23)]= [11+ 14]+23]= |[25]+23]= 25423] = (48)
Case
II a-3.
(a+b)+|(c+d)+(e+s)] =

(a+b)+[(c+d)+(e+f)] =|(k,) +[(&)

+(4)] = [is+[%5 +4]]=[4 +[e]]=[& +e] = [C]

Example 1.2-11
(7 +12) +[(13+ 5)+(6+34)]] =

Solution:
+(40)]]= [19+[18+40]]=|19+[58]] = [19+58) = (77)
+5)+(6+34)]] =|(19) +[(18)
(7+12)+[(13
Case II b - Using Brackets to Add Three Integer Numbers Sub-grouped by Parentheses
Three integer numbers, already grouped by parentheses, are regrouped by brackets and are added
as in the following general and specific example cases:
Case II b-1.
[(a +b +c)+d]t+e =

[(a +6 +c)+d]+e = [(é:) +4] +e =[[é +4]+e]=[[e]+e]=[4+e]-

Example 1.2-12
[(7+3+25) +4] +6 =

Solution:

=[ps9}+I
+6]Bee
[0+3+25)+4]+4]=[[e9)+4]+6]=[55+4]6]-
Hamilton Education Guides
 Mastering Algebra - An Introduction 1.2 Using Parentheses and Brackets in Addition

Case II b-2.

a+[(b+c+d)+(e+f+g)| =

bat (Ratrora eeTa SRE] an ETEEA| te

a+[(b+c+d)+(e+f+g)||=]a+[(k)+(&)| =[a+[k, +¥4]]=[2+[4]]= [2+] = B)

Example 1.2-13
20+[(5+12+6)+(3+8+4)| =

Solution:

20 +[(5 +12 +6) +(3+8+4)]] = |20+[(23)

+(15)]] = [20+[23+15]] = [20-+[38]] = [20-+38] = Bs]
Case II c - Using Brackets to Add Two and Three Integer Numbers Sub-grouped by Parentheses
Two and three integer numbers, already grouped by parentheses, are regrouped by brackets and
are added as in the following general and specific example cases:
Case II c-1.
a+[(b +c)+(d+e+/f)| =

Let =Boe] ETAT] TEA [TRA] thn

a+|(b+c)+(d+e+ f)]|= a +[() + (ka)] =[a+[i +eo]]=[a+[e,]]=[2+6]-

Example 1.2-14
4+[(3+12)+(9+15+23)| =

Solution:

4+[(3+12) +(9+15+23)]|=|4 +[(15)

+(47) = [4+[15+47]] =[4+[62]] = B02] = [66]
Case II c-2.

[(a+b)+(c+d+e)+f]+2 =

pat [east] [emetic] [RFRIP=A and [EFT=B then

[(a+4)+(c+d+e)+f]+g = (A) + (4) +s] +2 = [+4 +/]+8]=[[K)+ ]=[6+2]- Bl

Example 1.2-15
[(3+5)+(44+9+11)+6]+3 =

Solution:

[(3+5) +(4+9+11
+6]
) +3]=|[(8)+(24)+6]+3 = |[8+24+6]+3]=[[38]+3] = Bz3] = [a]

Hamilton Education Guides

16
Mastering Algebra - An Introduction 1.2 Using Parentheses and Brackets in Addition

Case II c-3.

(a+b)+|(c+d+e)+(f+g)+A] =

bet [=a fzeeaee] EST] GRAZE] and EFE=T the

(a+b)+[(c+d+e)+(f+g)+A]|= (k,) +[(k,) + (ks) +4] =| +f +h +A] =[e +(e,]]=[4 +%]=(C]

Example 1.2-16

(4+3)+[(6+9+12)+(30+5)+]] =

Solution:

(4+3)+[(6+9+12)+(30+3)+1]]=|7+[(27)+(35)+1]] = [7+
[27+35+1]]
=[7+[63]] =[7+63]=[70)

Additional Examples - Use of Parentheses and Brackets in Addition

The following examples further illustrate how to use parentheses and brackets in addition:
Example 1.2-17 |
5 +(2+13+8)+(8+20)| =|5+ (23) +(28)| = =
Example 1.2-18
(25 +33) + (8 +13)+7|=|(58)+(21)+7| = [58+21+7]
=[86]
Example 1.2-19
18 + (52 +10+7)+15+(6+24)| =|18 + (69) +15+ (30)| = [18+ 69+15+30] = [132]
Example 1.2-20
12 + [3+ (16+ 4) + (2+13+5)]] = [12+[3 + (20) + (20) = [12+[3+ 20+20]]= [12+[43]] = [12+43] = (55)
Example 1.2-21
)+[(2
(26 +11+7+13) +(31)+20] = [44-+[15+31+20]] =[44+[66]|
+(23+8)+20]]= (44) +[(15)

Example 1.2-22
+5) |=|[12
[12+ (12+6 +10) +(18+4+9)]+(16 +(21) = [2 +28+31]+21]=[[71] +21]
+(28) +(31)]

Example 1.2-23
23+ (12 +5)+[7+(12+9)]| =|23+(17)+[7+(2))] = [23417+[7+21]] = [23-+17 +[28]]= 23417 +28)

= [68]

Hamilton Education Guides

 Mastering Algebra - An Introduction 1.2 Using Parentheses and Brackets in Addition

Example 1.2-24
[(12+3+8)
+(32+4)+3]+(5+20)] =|[(23) +(36) +3] + (25) |=|[23+36 +3]+25] = [[o2]+25] = [62+25]

-
Example 1.2-25
(23+13)+7+({23+(12+9)]] =|(36)+7+[23+
(2))] = [36+7-+[23+21]] = [43-+[44]] = [4344] = [87]
Example 1.2-26
[(25+13 +2) + (16 +84)] + (10 +3) + 5]= [[(40) + (100)] + (13) +5]= =

Practice Problems - Use of Parentheses and Brackets in Addition

Section 1.2 Practice Problems - Add the following numbers in the order grouped:

eos 6— 2. (2+5)+(6+3)+9=
3. (6+3+8)+(2+3)+4= 4. 8+{(1+3+4)+(1+2)]=
5, [(is+4)+9]+[1+(2+3)] = 6. 8+[(2+3)+(6+3)+15]=

7. (74+3+8)+[(7+2+3)+5]= 8. [(3+9+4)+1+(1+8)]+(8+2) =

9. [(2+3+6)+(1+8)]+[(1+3)+4]= 10. [[(+5)+(4+3)+5]+(2+3+5)]+6 =

Hamilton Education Guides

18
Mastering Algebra - An Introduction
_——$—
N 1.3 Using Fateh
Parentheses
E eS and
ANG Brackets
DTACKCS 1in Subtraction
Subtraction

1.3 Using Parentheses and Brackets in Subtraction

In this section the use of parentheses and brackets as applied to subtraction is discussed.
Changing the order in which numbers are subtracted or grouped does alter the final answer. The
following two properties associated with subtraction are discussed first and are as follows:

Properties Associated with Subtraction

1. Changing the order in which two numbers are subtracted does change the final answer. For
example, for any two real numbers a and 5
Note: The symbol “#” means not equal.

For example, = [12], but [s=20] =

2. Re-grouping numbers does change the final answer. For example, for any real numbers a, 5,
and c
(a—b)—c#a-(b-c)

(25-6) -8|=|(19)—8] = [19-8] = [11], however

]-SS)-e)-aa-o
In the following cases the use of parentheses and brackets in subtraction, using integer numbers, is
discussed:

______Casel-UseofParenthesesin Subtraction |.
In subtraction, parentheses can be grouped in different ways as shown in the following example
cases:
Case I a - Subtracting Integer Numbers Without Using Parentheses
Integer numbers are subtracted without the use of parentheses, as shown in the following general
and specific examples:
5
Let [a-b-e-d-e=Al,then

=
Example 1.3-1
=
Solution:
[24-5-13-7-8]=
[9]

Hamilton Education Guides 19

 Mastering Algebra - An Introduction 1.3 Using Parentheses and Brackets in Subtraction

Case I b - Subtracting Two Integer Numbers Grouped by Parentheses

Two integer numbers that are grouped by parentheses are subtracted in the following ways as
shown by general and specific example cases:
Case I b-1.

a-(b-c) =

Let [k,=b-e} and lak, =Al then

Example 1.3-2
20-(15-45)| =
Solution:

Case I b-2.
(a-b)-(c-d) =

Let [=e5][Sed] and [EH =B]then

(2-6) -(c-4)]=|(k:)- (2) |=[4:
-4]=BI
Example 1.3-3
(20-25)-(7-5)|=
Solution:

(20-25)-(7-5)|=|(-5)-(2)|= =
Case I b-3.
a-(b-c)-(d-e) =

Let [R=b=e[R=a=e and [ERR=Cthe

a—(b—c)—(d-e)|=|a-(k,)-(k2) =[a-%, -%,]=[C]
Example 1.3-4
25-(35-12)-(8-3)| =

Solution:

25-(35-12) -(8-3)]= [P5-023)

-()]= S=29=5]
-Ba)

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 Mastering Algebra - An Introduction 1.3 Using Parentheses and Brackets in Subtraction

Case I c - Subtracting Three Integer Numbers Grouped by Parentheses

Three integer numbers that are grouped by parentheses are subtracted in the following
ways, as
shown by general and specific example cases:
Case I c-1.
a- (6 —c- d) =

Example 1.3-5
6—(22-16-8)|=
Solution:

Case I c-2.
(a—b-c)-(d-e-f) =

Let fisa=iae| ede T]and [==8]then

[(a-b-<)-(d-e-/)]=[(%,) -(&) |=[4-4]
=B
Example 1.3-6
(15-3-8)-(40-9-34)]=
Solution:

(15-3-8)-(40-9-34)|=[(4)-@3)] =[4+@]=E3]=
Case I d - Subtracting Two and Three Integer Numbers Grouped by Parentheses
Two and three integer numbers that are grouped by parentheses are subtracted in the following
ways, as shown by general and specific example cases:
Case I d-1.
(a-b)-(c-d-e)-f =

Let [f:=a=6] =e=d=e),

[Fs and [=== then
(a-b)-(c—d-e)- f|=|(k,)-(t2)-f]=[h —% -f]=I
Example 1.3-7
(43-6)-(54-13-7)-19]=

Hamilton Education Guides 21

 Mastering Algebra - An Introduction 1.3 Using Parentheses and Brackets in Subtraction

Solution:

=B19] =
(43-6) -(54—13-7)-19]=[67)- G4) - 19]= B7=34—19]
Case I d-2.

(a-b-c)-(d-e) =

Let [Ezabad) fata) and [EB the

(a-b-<)-(d-e)|=|(&s) =) |=[4
-4)]=
Example 1.3-8
(8 -13-10)—(6-36)| =

Solution:

(8-13-10) -(6-36)] = [C15)-(39] = [15+60)] = E1530]

=(55)
Case II - Use of Brackets in Subtraction

In subtraction, brackets are used in a similar way as parentheses. However, brackets are used to
separate mathematical operations that contain integer numbers already grouped by parentheses.
Brackets are also used to group numbers in different ways, as shown in the following example
Cases:

Case IL a - Using Brackets to Subtract Two Integer Numbers Sub-grouped by Parentheses

Two integer numbers, already grouped by parentheses, are regrouped by brackets and subtracted
as in the following general and specific example cases:
Case II a-1.

[a-(b-c)]-d =

Let [R=b=<] [eR=H)and [EAE then

[e-@-9)]-4]=[[e-4)-4]=[e]-4]-[=4]-1)
Example 1.3-9
[38 - (12-9)]-30] =
Solution:

[38(12-9)]-30] =|[38- (3)]-30 = |[38-3]-30] = [[35]-30] = G5=30] = B]

Case II a-2.

[(a-4)-c]-a =

Hamilton Education Guides DD)

 Mastering Algebra - An Introduction
] .3_ Using Parentheses and Brackets in Subtraction

(e-0-d-4)-[)-4-4]---4)-E-J]-Eq]-@
Example 1.3-10
(9 - 23) - 12]-40 =

Solution:
[(9 - 23) - 12] - 40]= |[(-14) -12] - 40 = [14-12] -40]= [[-26]-40]= Eas=a9] =
Case II a-3.
a-|(b-c)-d] =

a-[6-)-4])=|2-[4)-4]]=[e-[4 -4]]=[e-[]]-
[4
Example 1.3-11
5-[(18-7)-27]| =
Solution:

5—[(18-7)-27] = |5-[(11)
-27] = [5—[11-27]] = [5-[-16]] = [5+f16]] = Gig) = Ba]
Case II a-4. 7

a-[(e-9-(4-2]] =
Let |i
b=)
= [a
a4}= | -k,=%5)and [a=% =D) then
UO VG aT SI ees
Example 1.3-12
26 -[(10-6)-(4-9)] =

Solution:
26 -[(10-6) -(4-9)]] = |26-[(4)
-(-5)]| = |26-[4 + (5)] = [26-[4+5]] = [26-[9]] = [26-9]=
Case II a-5.

(«=1)-[(e-4)-(e-)]|=
Let; 4-6),
[ky= fia==4}[Fs=€=7)[== hand [&=k,=2]then

Hamilton Education Guides 23

 Mastering Algebra - An Introduction 1.3 Using Parentheses and Brackets in Subtraction

-(e-) )] =[(4)
(0-6) -[(e-4 -[(&) -()]) = [4 Te 5)= [&-1el]=[4] - @
Example 1.3-13
(27-14) -[(13 -9) -(26-8)] =

Solution:

(27-14)
-{(13-9)-(26-8)]] = |(13)-[(4)-
(8)]] = [13-[4-18]] = [13-[-14]] = [13+[14]= 3404] = G7)
Case II b - Using Brackets to Subtract Three Integer Numbers Sub-grouped by Parentheses
Three integer numbers, already grouped by parentheses, are regrouped by brackets and subtracted
as in the following general and specific example cases:
Case II b-1.

[(a-b-c)-d]-e =

Let [aei-g [=Ha and [E=e=A]then

Ue Mi a a eo eee
Example 1.3-14
[(45-13-7)-15]-20]=
Solution:

[(45- 13-7) -15] - 20]= [[(2s) -15]- 20]= = [19]-20]= [ro=29] =

Case II b-2.

a (cad) 7 23) =

Let [Sood] fe=ea) oR) and ER=A]then

a-[lo-e-4)le=
Fa) =|2-[&) 4) =[a=Fs 41]-[2-1e]]-[2=4]-2
Example 1.3-15
50—|(5-25-7)-(36-12-5)]| =
Solution:
50 -[(5-25-7)
-(36-12-5)]] = |50-[(-27)
-(19)} = [50-[-27-19]] = [50-[-46]] = [50+[46]]

Hamilton Education Guides

24
Mastering Algebra - An Introduction
————$$
l 1.3 Using Parentheses
s Patent ses and
and Brackets in Subtraction
rackets in Subtraction

Case II ¢ - Using Brackets to Subtract Two and Three Integer Numbers Sub-grouped by
Parentheses
Two and three integer numbers, already grouped by parentheses, are regrouped by brackets and
subtracted as in the following general and specific example cases:
Case II c-1.
[(a-4)-(c-d-e)]-s =

[e--9) 7]-[@)-)-7]-[K-2-7]-[-E--
Example 1.3-16
[(300 - 450) - (100-35 -55)]-12] =
Solution:
[(300- 450) - (100-35
~55)]-12| = |[(-150)
-(10)] -12]= = =

-
Case II c-2.

Pea |(a0 SIF) =

=4=e-F [kith=ha}and [a-i,=8},then

=b=¢} [ky
Let |i,
f)]]=[2-[(e,)- &)]]= [eT 4) - [2-1] - [2-4] -
ja—[(6-<)-(a-e-
Example 1.3-17
34 —[(324 - 130) -(250-39-85)]] =

Solution:
34 — (324-130) -(250-39-85)]| = |34-[(194)
-(126)]] = = = =
Case II c-3.
[(a-4)-(c-d-e)-s|-g =

feted) [eae -)-Eal-

Example 1.3-18
[(13-8)
-(24- 9-15) -6]-30]=

Hamilton Education Guides

i 25
 Algebra
Mastering ~dee’ - An Introduction 1.3 Metta Parentheses
Using Jie Brackets in Subtraction
Dnt NaN and nd
Binh hed tetontaeru ests eS caer its

Solution:
(0)-6]-30] = [[5-0-6]-30] = |[-1]-30]= E1=30] = Gai]
[(13-8)- (249-15) ~6] - 30]=|[(@)-
Case II c-4.

(a-5)-[(c-a-e)-(f-2)]|=
Let [k,
=2-4} [k, =e-d=eh, fg)[k,= [==hfand [& =k,=Dhthen
(2-5) -[(c-4-¢)-(F-8)]]=|(4)-[(4)-()]] = [4“fe -6]= [4 fe] =[4 4] = BI
Example 1.3-19
(135-12)—[(8-6 - 4)- (20-18) =

Solution:
(135-12) -[(8 - 6-4)-(20 -18)}} = |(123) -[(-2)- 2)]]= [(023)-[-2
-2]]= [(023)-[-4]] = [123+[4]]

= =
Additional Examples - Use of Parentheses and Brackets in Subtraction

Example 1.3-20
(-35-3)—(10-3) = ((38)-()) = 87) = G5)

Example 1.3-21

Example 1.3-22

Example 1.3-23

(Ss Ee ae ete eee

Example 1.3-24

-[(18 - 6) - (20- 2)]- 5]=|-[(12) -(18)]-5 = [412-18]-5]=[4-6]-5] = 6-3] = a= ©

Example 1.3-25
[-18 - (22-4)]-
(20 -5 4)|= [-18 - (18)]- (20-9) = |[-18-18]- (1)]=[[-36]-11] = Gao) = a7)
Example 1.3-26

-05-4)-[(8-3)-6]]=[-21)-[(@)-4] = [-21-[5~6]] = [-21-(-1]] = [21+] = Eas] = Ga)

Hamilton Education Guides

26
Mastering Algebra - An Introduction 1.3 Using Parentheses and Brackets in Subtraction

Example 1.3-27

Example 1.3-28

[6-8-2)-2-3)]-6-)]=[16-19)-)]-@|=HC9)+0)-3] = H-5+al-3]
=H-4]-3]
-f=]-Ea-@
Example 1.3-29
(58-20) -[(18-6)- (8 +2)]]= |(68)-[(12)
-(0)]} = [38-[12-10] = [38-[2]|= B8—2] = Bs)

Practice Problems- Use of Parentheses and Brackets in Subtraction

Section 1.3 Practice Problems - Subtract the following numbers in the order grouped:

i 65-5)-3-3-= 2. 59-38-12-(20-5)=

2 20-S)- (11-2) = | 4. [-25-(4-13)]-5=

se a a 6. [(30-3)-8]-(1e=8)=
7. [(40-4)-(8-10]-9= 8. (35~56)-[(20-15)-8]=
9. [(-175-58)-245]-(5-6) = 10. (48~80)~[(12-2)- (5-37) =

DF
Hamilton Education Guides
 Mastering Algebra - An Introduction 1.4 Using Parentheses and Brackets in Multiplication

1.4 Using Parentheses and Brackets in Multiplication

Parentheses and brackets are the tools used for grouping numbers. In this section the use of
parentheses and brackets as applied to multiplication is discussed. The following properties
associated with multiplication are discussed first and are as follows:

1. Changing the order in which two numbers are multiplied does not change the final answer.
This property of real numbers is called the Commutative Property of Multiplication, e.g.,
for any two real numbers a and 5
[axb]=[bxa]
For example, = and =

2. Re-grouping numbers does not change the final answer. This property of real numbers is
called the Associative Property of Multiplication, e.g., for any real numbers a, b, and c

(ore eccrn)
For example,

3. Multiplication can be distributed over addition. This property is called the Distributive
Property of Multiplication, e.g., for any real numbers a, b, and c

tira] za
For example,

[9x(4+5)] = [0x 4) +x 5)|= Bo+45] = (Bi)

Similar to addition (see Section 1.2), changing the order in which numbers are multiplied or
grouped does not affect the final answer. However, again, it is important to learn how to solve
math operations in the exact order in which parentheses or brackets are used in grouping
numbers. The use of parentheses and brackets in multiplication, using integer numbers, is
discussed in the following cases:

Case I - Use of Parentheses in Multiplication

In multiplication, parentheses can be grouped in different ways, as shown in the following

example cases:
Case I a - Multiplying Integer Numbers Without Using Parentheses
Integer numbers are multiplied without the use of parentheses, as shown in the following general
and specific examples:
= labede

Hamilton Education Guides

Oh}
 Mastering Algebra - An Introduction 1.4 Using Parentheses and Brackets in Multiplication

Example 1.4-1
3x5x7x2x4]/=

Solution:
3x5x7x2x4|=
Case I b - Multiplying Two Integer Numbers Grouped by Parentheses
Two integer numbers that are grouped by parentheses are multiplied in the foilowing ways, as
shown by general and specific example cases:
Case I b-1.

(a x b) x (cx d)x (ex f) = (ab) x (cd) x (ef) = [abxed xef|= [abedef |

Example 1.4-2
(2 x 5)x (7x 4) x (1x 3)}=

Solution:

0x3) (74) <(3) = [00)x 08)x) = a]=HO]

Case I b-2.

ax(bxc)x(dxe)x f = a x (bc) x (de) x f = [axbexdex f|= [abedef |

Example 1.4-3
2x (5x 3)x (6x 4)x7 =

Solution:

2x (5x3) x (6x 4)x 7] =|2 x (15) x (24) x 7|= [2x15 x 24x7] = [5040]
Case I c - Multiplying Three Integer Numbers Grouped by Parentheses
Three integer numbers that are grouped by parentheses are multiplied in the following ways, as
shown by general and specific example cases:
Case I c-1

— 1.4-4

pe
=8r10)-
Solution:
2x
2x (3x 8x10) ==|2
2xx(240)|
(240)| = [2x240] = [480]
Case
I c-2.
(ax bx c)x(dxex f) = (abc) x (def) = [abe xdef|= [abedef |

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Mastering Algebra - An Introduction 1.4 Using Parentheses and Brackets in Multiplication

Example 1.4-5
(5x 3x 2)x (10x 4x 7) —

Solution:

Gade)
GOHT]= [Gopx250]= ozs] = 00
Case I d - Multiplying Two and Three Integer Numbers Grouped by Parentheses
Two and three integer numbers that are grouped by parentheses are multiplied in the following
ways, as shown by general and specific example cases:
Case I d-1.
)f = [abedef |
(axb)x(exd xe) xf = |(ab) x(cdex

Example 1.4-6
(Bx Ix (4x5¥11)%2 =

Solution:

Case I d-2.

Example 1.4-7
(2x 9x 8)x (6x 4) =

Solution:

(2x 9%8)
(6x4)]= [(144)
x28)] = [424]
=BASH)
: Case II - Use of Brackets in Multiplication

In multiplication, brackets are used in a similar way as parentheses. However, brackets are used
to separate mathematical operations that contain integer numbers already grouped by parentheses.
Brackets are also used to group numbers in different ways, as shown in the following example
Cases:

Case II a - Using Brackets to Multiply Two Integer Numbers Sub-grouped by Parentheses

Two integer numbers already grouped by parentheses are regrouped by brackets and are
multiplied as in the following general and specific example cases:
Case II a-1

more
1.4-8

6 x[(12 x 3)x (4x)] fe

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 Mastering Algebra - An Introduction 1.4 Using Parentheses and Brackets in Multiplication

Solution:
6 x[02x3)
x4<D]} = [6%[(36)
x(4)]]= [6[36 «4]]= [6«[144]] = [Baga] =
Case II a-2.
[(a x 8) x (cx a)] x (ex J) = (ab) x (ca)] x (ef) = [[abx ed]er|=[[abcaef] = [zbede7]

Example 1.4-9
[(4 « 1) x (5x 9)] x (2x3) =

Solution:
[(4 1) x (5 9)] x (2x3) = (4) x (45)] x (6) = [[445]x6]= [[180] x6]= [1806] = [1080]

Case II a-3.

Example 1.4-10
(7 4) x [(13 x 2) x (6x1)]] =
Solution:
(7x 4) x [13 x 2) x (6 x 1)]]= |(28) x {(26)
x(6)]}= [28x[156]] = [28x156]= [4368]
Case II b - Using{Brackets to Multiply Three Integer Numbers Sub-grouped by Parentheses
Three integer numbers, already grouped by parentheses, are regrouped by brackets and are
multiplied as in the following general and specific example cases:
Case II b-1.

eb ae= oe = omerale]= etl] - az ~

Example 1.4-11
[(7 x 3x10)
x4]x 2]=
Solution:
x4]x2]= [210 4]x2]= |[840]x2]= [8402] = 1680]
[(7 x 3% 10) x 4] x 2|= |[(210)
Case
II b-2.
ax[(bxexd)x(ex fxg) = ax| (bed) x (ef) =[ax[bedxefg]]=[ax[bodefe]] = [axbodefe]= [abedefe]

Example 1.4-12
2x [(5x1x 6)x3x8x4)]}=
Solution:

2x[(5x1x 6)x 8x8x4)] = 2 x [(30) x (96) x

= [2 [30x96]]= [2x[2880] = [22880] = [5760]

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Mastering Algebra - An Introduction 1.4 Using Parentheses and Brackets in Multiplication

Case Il c - Using Brackets to Multiply Two and Three Integer Numbers Sub-grouped by
Parentheses
Two and three integer numbers, already grouped by parentheses, are regrouped by brackets and
are multiplied as in the following general and specific example cases:
Case II c-1.

x(aef)]] = [ax[bex def] = [ax[bcdes = [axbodes |=[abedes ]

<0)x(dxex f)]]=|a x|(bc)
ax{(b
Example 1.4-13
2 x [(3x 7) x (1x10 x 5)]]=
Solution:

2 x[(3x 7) x (1x10 5)| = 2 x [(21) x (50) = [2x[21x50]] =[2x

[1050] = [21050] = [2100]

Case
II c-2.

[(axb)x(exdxe)x f]xg = [(ab) x (cde) x f]xg = [[abxedexf]xg]= |[abede/]x g]= [abodes xg]

-a
Example 1.4-14
[Gx 5)x (4x1 7)x 6]x2 =

Solution:

[Gx 5) x (4x1 7)x 6]x2 = (15) x (28) x 6]x 2 = [[15x28x6]

x2]= [[2520] x2]= [2520 x2]= [S040]

Case
II c-3.

(ax b)x[(cx d x e)x (fx g) x hl] = (ab) x |(cde) x (fg) x h] = |abx[edexfgxh]]=|ab x[edefgh]

Example 1.4-15
(5x 3)x[(6 x 2 x8) x (7x 4)x] =

Solution:

(5%3) x (6x 28) (7 <4) x1]]=|(15) x[(96) x (28) «1]]= 15 x[96 x 28 x ]]= [15x[2688] = [15x2688]
= [40320]

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Mastering Algebra - An Introduction 1.4 Using Parentheses and
F CS GAG Brackets in Multiplication
OTACKELS I MAULUDU Calon

Additional Examples - Use of Parentheses and Brackets in Multiplication

The following examples further illustrate how to use parentheses and brackets in multiplication:
Example 1.4-16

SQ
11x8)x(46) = [5x(176)x@9)]= Sartox28]
=21130)
Example 1.4-17
(6 x 5) x (8x 10) x 3]= |(30)
x(80) x3|= [30x 80x3] = [7200]
Example 1.4-18

10 (6) = [A= (= = I = HD
Example 1.4-19
9 x [3x (10 x 4) x (2x 7x 5)| ~ 9 x [3x (40) x (70)] = |9x[3x 40x 70]]=|9x[8400]] = [9x8400] = [75600]

Example 1.4-20
(20x1 5) x (2x 6) x (48) x 3]]=| (100) x [(12) x (82) x 3]]= [loox[12x32x3]]= [100x[1152]]

- -
Example 1.4-21
[(5« 3) x (11 4 x 2)] x (6 x 5)|= |[(15) x (88)]x (30)|= [15x88]x30]= [[1320] x30]= [132030] = (39600)
Example 1.4-22
5 x (8x 5) [7x (4«9)]] = [5« (40) «[7 x (36)]]= [5x40x[7x36]]=[5x40x[252]] = [5x40x252]= [50400]
Example 1.4-23
[(42 x 3x1) x (2 x 4) x3] x (5x8) = (36) x (8) x 3]x (40 = [[36«8x3]x40]= [[864] x40]= [B64 40]

-
Example 1.4-24
(5x 13x 3) x[8 x (10 x 2)] x3 = (195) x [8x (20)] x 3 = [195x 3]= [195x[160] x3]= [195%160%3]
[8x20]x

~
Example 1.4-25
[(2 x 7 4) x (6 8)] x (23) x 4]= [[(56) x (48)] x (6) x4 = [56x 48]x6x4]= |[2088] x6x4]

33
Hamilton Education Guides
 Mastering Algebra - An Introduction 1.4 Using Parentheses and Brackets in Multiplication

Practice Problems - Use of Parentheses and Brackets in Multiplication

Section 1.4 Practice Problems - Multiply the following numbers in the order grouped:
1 5x2x7x4= Zz (3x5) (4x2) 7 =

Be (205354)
(tx 26) = 4 8 x[(1x 5x 6) x (7x 2)] =

5. [(2x7)x
4]x[6 x(5x3)] = OV (6 x 8) x [(2x 3) x 5]x10 =

= (2x 3x 9)x[(4x 5) x 0]x7 = er): [x 6x 3)x[(7x3)x 5] x3 =

~~ [(2 x 3) x (6x 5x 2)] x[4 x (2x 4)] = 10. [(2 x 3) x (6x 7) x 2]x [(4 x 2) x 5]=

Hamilton Education Guides

34
Mastering Algebra - An Introduction 1.5 Using Parentheses and Brackets in Division

1.5 Using Parentheses and Brackets in Division

In this section the use of parentheses and brackets as applied to division is discussed. Similar to
subtraction, discussed in Section 1.3, changing the order in which numbers are divided or grouped
does alter the final answer. These two properties associated with division are discussed below:

Properties Associated with Division

1. Changing the order in which two numbers are divided does change the final answer. For
example, for any two real numbers a and b

Note 1: = b+0 and 2 az#0 Note 2: - is not defined.

a
For example, = [3] but a
2. Re-grouping numbers does change the final answer. For example, for any real numbers a, /,
and c

(a+b)+c#a+(b+c)

For example,

In the following cases the use of parentheses and brackets in division is discussed:

Case I - Use of Parentheses in Division

In division, parentheses can be grouped in different ways, as shown in the following example
cases:
Case I a - Dividing Two Integer Numbers
Two integer numbers are divided using the general division process. Following is a general and a
specific example as to how two integer numbers are divided:
=
Example 1.5-1
135+15]=

Solution:

=(9]
Case I b - Dividing Two Integer Numbers Grouped by Parentheses .
g ways, as shown
Two integer numbers that are grouped by parentheses are divided in the followin
by general and specific example cases:

5)
Case I b-1.

35
Hamilton Education Guides
Mastering Algebra - An Introduction 1.5 Using Parentheses and Brackets in Division

Let and [a+k,=Bl,then

Example 1.5-2

ferme
Solution:

Case I b-2.

(==
Let and lk,+e=C} then

Example 1.5-3

coms
Solution:

Case I b-3.
(a+b)+(c+d) =

Let [EVO=R [SAS] and [ETH=Dthe

eed) [EPe)|-Ez)-O
Example 1.5-4
(15+4)+(8+3)/=
Solution:

(15+ 4) +(8+3)]=|(3.75)
+(2.67)| = =

Case II - Use of Brackets in Division

In division, brackets are used in a similar way as parentheses. However, brackets are used to
separate mathematical operations that contain integer numbers already grouped by parentheses.
Brackets are used to group numbers in different ways, as shown in the following general and
specific example cases:

Hamilton Education Guides 36

 Mastering Algebra - An Introduction 1.5 Using Parentheses and Brackets in Division

Case IT-1.

[a+(b+c)]+d =

Let [Fee=h] [2eR=Aand [Ea= then

[a+(b+0)]+ =|[a=(&)]+ =[[a+%]+a]=[[e,]+4]=[, -4]-@)

Example 1.5-5
[15+(6=4)]+2 =

Solution:

[senha [6] - (ys)

Case II-2.
-a-a
[(a+b)+e]+d ==

Let [©=0=R [eee and [EFd= the

[(a+5)+c]+ =|[(k)+¢]+ =|[& +] a]=[[e]+4]=[% +@]-B)

Example 1.5-6

[(236+12)+5]+3]=
Solution:
[(236
+12)+5]+3]=|[(19.67)
+5]+3]= = ~ =
Case LI-3.
a+[b+(c+4)| =

Let [Fed [PRS and [22 =C)then

a+|b+(c+d)| = a+|b+(k)| =[a+[o+%]]=[a+[%,]]=[2+%]=[]

Example 1.5-7

papel
Solution:
238 +[24+(15+5)]| =|238 +[24+()]]= = = =
Case I-4.

Hamilton Education Guides 37

Mastering Algebra - An Introduction 1.5 Using Parentheses and Brackets in Division

fk the
Let 2sb=) [Sd=H) [AR=EY and $==)
Example 1.5-8
(CO) -E=E-EN-h-O
[(28 +13)+(15+4)|+2]/=
Solution:
[(28 +13) + (15+ 4)] +2]=|[(215)
+ 75)] +2|= = = =
Case II-5.

Let [2x6=R] [EFe=E, [Tee=E] and T=) then

[(a+b)+c]+(d+e) = (k,) +e] = (ks) = [[é +¢]+4]=[[4]+4]=[6-4]= 2

Example 1.5-9
(29+ 5) + 2|+(15+6)

Solution:
[(29+5)+2]+(5+6)|=|[(58)
+2]+(23)|= = = -
Case II-6.

Let [FeS=EY ee=E] [=A and [ETA the

a+((b+0)+(d=e) = +[(4)=(&) = |a+[k, +%]]=[a+[é,]]=[2=6)] =F

Example 1.5-10

Solution:
238 + (35 +5)= (14 7)]|=|238 =[(7)
+2)] = [238+[7+2]] = [238+[35]] = 238+35] ~
Case II-7.

Hamilton Education Guides 38

 Mastering Algebra - An Introduction 1.5 Using Parentheses and Brackets in Division

Example 1.5-11
[I-A-Ea-Ea-e

The following examples further illustrate how to use parentheses and brackets in division:
Example 1.5-13

Ba4)-[s]-o- oa
Example 1.5-14

Example 1.5-15
]
(40-+2) +(165+15)| =|(20) +(11)| = [20+ 11]= [182
Example 1.5-16
=[28-+[125]] =[28+125] =224]
28 +[15+(36+3)]] =|28+[15+(12)]| =[28+[15+12]]
Example 1.5-17
]= 2
[(80 = 2) = 5]+ = ([40)+5]+4]=[[40+5]+4] =[[s]+4]=B=4

Hamilton Education Guides 39

 Mastering Algebra - An Introduction 1.5 Using Parentheses and Brackets in Division

Example 1.5-18
(238 +4) +[16+(8
+2)]]=|(593) +[16 +(4)]] =[595+ [16+4]] = [595+[4]] = [595=4] = (1438)
Example 1.5-19
+(14)] + = [[10+14] +5]= [[o71]+5] = [071+5] = (044)
+(28+2)]+5] =|[(10)
[(30+3)
Example 1.5-20
[(81+ 3) +3] + (18 +2)|=|[(27)
+3]+(°)| =|[27+3]+9]=[[9]+9|=B=9]=
Example 1.5-21
=[45+[8.33]]
45 +[25+(15+5)]| =|45+[25+(3)]} = [45+[2 =[45833] =54)
5+3]]
Example 1.5-22
(230+10) +[48+(24 = 2)]]= |(23) +[48+(12)]|= = “= =

Practice Problems - Use of Parentheses and Brackets in Division

Section 1.5 Practice Problems - Divide the following numbers in the order grouped:

l, “(l622)24= 2, (105-25)= (15-5) —

3. [25+(8+2)]+3= 4. [(140+10)+2]+6=

5, [155+(15+3)]+9= 6. 250+|(48+2)+4]=

7. [(28+4)+(16+3)]+8= 8. 66+[48+(14+2)]=

9. (180+ 2)+|(88+2)+4]= 10. [(48+4)+2]+(18+3)=

Hamilton Education Guides

40
Mastering Algebra - An Introduction 1.6 Using Parentheses and Brackets in Mixed Operations

1.6 Using Parentheses and Brackets in Mixed Operations

In this section the use of parentheses and brackets as applied to addition, subtraction,
multiplication, and division, using integer numbers, is discussed. Similar to subtraction and
division, the order in which mixed operations are grouped does change the final answer. This is
discussed in the following cases:

Case I - Use of Parentheses in Addition, Subtraction, Multiplication, and Division —

In mixed mathematical operations, parentheses can be grouped in different ways, as shown in the
following example cases:
Case I-1.

a+(b+c) =

Let Jb+e=k] and la+k, =Al then

Example 1.6-1
30+(50+5)|=
Solution:

Case I-2.
a+(bxc) =

Let [bxc=k] and la+k, =Bl then

Example 1.6-2
18+(4x 2) =

Solution:

Case I-3.
Cee =

Let [axb =k] and lk,+e=Cl then

4]
Hamilton Education
i Guides
i
 Mastering Algebra - An Introduction 1.6 Using Parentheses and Brackets in Mixed Operations

Example 1.6-3
(20x 5)+8 =

Solution:

Case I-4.

(a+b)+c]=

Let and lk, +e= DI. then

r-H-E-O
Example 1.6-4
(45+5)+25|=

Solution:

Case I-5.
(a +b) +(c-d) =

Let [etb=K) [dah and [ETA=F}the

(a+b)+(c-d) = (k,) +(k,) =(«, +%]=E)

Example 1.6-5
(23+5)+(20-8)| =
Solution:

(2543) (20-8)]= [8)=02)= Daa] = B39

Case I-6.

(a +b)-(cx ) =

Let [asb=m [deh and R=

fk then
(a+8)-(ex4)]=[(t,)-()|-[k -*]-
Example 1.6-6
(49+ 5)-(12x4)|=

Hamilton Education Guides

42
Mastering Algebra - An Introduction 1.6 Using Parentheses and Brackets in Mixed Operations

Solution:

(49+5) -(12x4)]=[08)- @9)]= B8—48]= Eas]

In mixed operations, brackets are used in a similar way as parentheses. However, brackets are
used to separate mathematical operations that contain integer numbers already grouped by
parentheses. Brackets are used to group numbers in different ways, as shown in the following
general and specific example cases:
Case II-1.

[az(b+e)]+d =

[a+(b+c)|+ = [a=(&)]+4 = [[a+%]+4|=[]+4|=[4=4]-@

(tea
Example 1.6-7

Solution:
+(20)]+ 4]= [[350+
[350 + (12+8)]+4]=|[350 =[1754] =
20]+4]=|f75]+4]
Case II-2.
[(axb)+e]+a BS

Let [2xb=F] [see and [EAE the

[(axb)+e]+4 = [(A:)=¢]+4 = [[e,= +4]=|[]+4]=[4 +4]- BI)

Example 1.6-8
[(2 x 4)+2]+46 =

Solution:
+2]+46]=
[(12 x 4) +2] +46]=|[(48) = = =
Case II-3.

ax[b-(c+4)| =

=O) then
Let [F=d=] P==Hane [al
(e+a]=axe) = [ee] = [eI = [ex] = [ee]=
exo
43
Hamilton Education Guides
 Mastering Algebra - An Introduction 1.6 Using Parentheses and Brackets in Mixed Operations

Example 1.6-9

fo-e]]-
Solution:

fe
-G9])- feTo-09] - =a) - HE -- a
Case II-4.

[(axb)+(c+d)| =e =

[(ax5)+(c+a)]+ =|[(k,) + (2) ]+ =[[k +4] +e]=[[e]+e]=[6+e]-

Example 1.6-10
[(4 x 5)+(28+9)] +5 =

Solution:
[(4« 5) + (28+9)]+5]=|[(20)
+87)]+5]= = = =
Case II-S.
[(a-4)-c]+(d +e) =

Let [@=P=E), ae=k] [Fee] and FH= the

(SSCS es ACS) (aE FTE eis)
Example 1.6-11
[(23-6) -8]+(12+7)] =
Solution:
[(23—6) -8]+(12+7)| = [[(17)
-8]+19) = [17-8] +19]= [[9]+19] = [919] = Bs)
Case II-6.
at|(b+c)-(dxe)| =

Let eek] [Peon] [R= and [=F hen

a+[(b+ce)-(dxe)] = a+[(k,)-(*) =[a+[4-%]]=[a+[e]]=[2+5)- A

Example 1.6-12

EECEECE
Hamilton Education Guides 44
 Mastering Algebra - An Introduction
—_—
$ 1.6 Using Se
Parentheses
e MSS andane Brackets in Iviixed
DrACKEtS I Mixed Operations
Operations

Solution:
35+[(12 +5)-(4x 2)]] =|35+[(17)-()]] = = [35+[9]]= Bs+9]=
Case II-7.
[(a+6)+(c+a)]x(e+/) =

Let [a+b=sh}[e+
a=) [e+
=i)s [e+e =k),and [kk =G),then
(a5) +(e+@))x(e+ 1))=[[l6) +(e) ()]=[e+e]
=[es] =[es] =[Eg]=
Example 1.6-13

[(45+ 9)+(12+4)] x (10+5)| =

Solution:
[(45= 9) +(12+4)]x(10 +5) = (5) +(3)]x (15)| = [[5-+3] x15]= ~ =
Case II-8.

(a—b)+[(c+d)x(e=/)] =

(2-5) +[(c+a)x(e+ /)]|=[(&,) +[(2) «(s)]] = [6+16 <6] = [6 Te ]]=[4

[e]]=
+ [4 +e]

=
Example 1.6-14

(45-6) +|(12 +4) x(34+4)] =

Solution:

(45-6) +|(12 +4) x(34+4)] = |(39) +[() x (85)]| = = = =

Case II-9.

(a+b+c)+[dx(e-f)| =

Let [osb2e=6) [=7=E) =e ane [FT=TYthe

(a+b+c)+[dx(e-f)| = (k,) = [4x (k)] =|, +[ax ]]=[&, [de] = [4 4] =[b =]=

Example 1.6-15
(8 +50 +5)+[3x (25-12)]/=

45
Hamilton Education Guides
 Mastering Algebra - An Introduction 1.6 Using Parentheses and Brackets in Mixed Operations

Solution:

(8 +50 +5) +[3 x (25~12)]] = |(63)

+[3x(13)]] = [63+[3x13]]= [63+[39]] = [6339] = [163]

Additional Examples - Use of Parentheses and Brackets in Addition, Subtraction, Multiplication, and Division _

The following examples further illustrate how to use parentheses and brackets in mixed operations:
Example 1.6-16

Example 1.6-17

Example 1.6-18
(23+5)+(8x 2) = [(28) +(16)] = 28=16] =
Example 1.6-19

STE CN AEE) Cea Fee leet

Example 1.6-20
[(35%
2)+5]+3]=|[(70) +5]+3|=[[70+5]+3]
=[[75]+3] =[523] =BS)
Example 1.6-21

(28-18) x[16~(8-3)}} = |(10)x[16~(3)]} = [10x[16-s]] = [10x[1]] = [Lox] = [19]

Example 1.6-22

[(20-4) +(15-5)]+2] =|[(16) +(10)] = = [[16+10]+2] = [[26]+2]= 2622] = [3]

Example 1.6-23

[(15+6)
+3] (8+2)}=|[(21)+3]x(4) = [2143] 4]=[[7)<4] =f) = Ba)
Example 1.6-24
30-[15
x(30+2)]| = [30-[15x (32)] = [30-[15x32]] = [30—[480]] = G0—480] = £450)
Example 1.6-25
(85+ 5) x[20+(13-8)]] =|(17) x{20+(5)] = [17x{20+5]] = [17«[25]] = [1725] = [425)
Example 1.6-26

{(236 + 4) x [35- (24-5) +18]} +8 = |{69)«[35-(9)+18]} +8]= {59x[35-19+18]} +8}

} = [{59«34) +8]= [{2006}+8]= oo +8]= Boia)

= [{59%{34]+8]

Hamilton Education Guides

46
Mastering Algebra - An Introduction 1.6 Using Parentheses and Brackets in Mixed Operations

gotsInAddition,Subvacton, Malipicaton, and Divison

andBrackets
Sof Parent
Section 1.6 Practice Problems - Perform the indicated operations in the order grouped:

1. (28+4)x3= 2, 250+(15+3)= 5)=

3. 28+|(23+x8]

4 |(255=15)2 20/48 = 5. [230+(15x2)]+12 Oness «(128

2)= We

ah [(55+5) +(18—4)]x4 = 8. 35-[400+(16+4)] = 9. (230+5)+[2 x (18+2)] =

10. [(38+ 4) +2] x (15-3) =

47
Hamilton Education Guides
 Mastering Algebra - An Introduction Quick Reference to Chapter 2 Case Problems

Chapter 2
Integer Fractions
Quick Reference to Chapter 2 Case Problems
2.1 Simplifying Integer Fractioms.2.:2520..0.252, 008. occas toe vis he sani ons ne eee er ee 50
Case I - The Numerator and the Denominator are Even Numbers, p. 50

NAM ES ee) ef
CA aS le eanlen
Case II - The Numerator and the Denominator are Odd Numbers, p. 53

ee) a
alae. wij ONS

Case III - The Numerator is an Even Number and the Denominator is an Odd Number, p. 55

27\ ae) 2S ie e Pa

Case IV - The Numerator is an Odd Number and the Denominator is an Even Number, p. 57
15) (25 ee alee
GO 10) ee ates
2.1 Appendix - Changing Improper Fractions to Mixed Fractions, p. 61

86]_.
5 ;
[506]_.
5 a
[_597]_
10

2.2 Adding Inteser: Fractions :c.. .cscihcecatia nde giant anea tomtom Med seer ty 68
Case I - Adding Two or More Integer Fractions with Common Denominators, p. 68
Case I a - Adding Two Integer Fractions with Common Denominators, p. 68
Ze |
Kaye te 12733
ce 4 4 ed beter

Case I b - Adding Three Integer Fractions with Common Denominators, p. 70

Claes ean!
a te

Case II - Adding Two or More Integer Fractions Without a Common Denominator, p. 72

Case II a - Adding Two Integer Fractions Without a Common Denominator, p. 72

re, 5Mp eed eto 5

Case II b - Adding Three Integer Fractions Without a Common Denominator, p. 74

aad ae Besees fo Ie Sa ef
5 3 ah Ges oR eee eae

Hamilton Education Guides 48

Mastering Algebra - An Introduction Quick Reference to Chapter 2 Case Problems

23 DORIC CULE LEC ZEN MTA CELONS 5 ps a6 chap su ssa BE sod Roc dallas sag scence 81
Case I - Subtracting Two or More Integer Fractions with Common Denominators, p. &/
Case I a - Subtracting Two Integer Fractions with Common Denominators, p. 81
ZO 2, TA AES 33F
a eS “a0 010 (Pet e6 2 6

Case I b - Subtracting Three Integer Fractions with Common Denominators, p. 83

Case II - Subtracting Two or More Integer Fractions Without a Common Denominator, p. 85

Case II a - aan tee
Two aa Fractions Without a Common Denominator, p. 85

ets ae = Wo 3s\=
78 6

Case II b - aoe eeThree Integer Fractions Without a Common Denominator, p. 87

sere alpen 2s
ea: 7 5 4 4 5

2.4 Miultiplying Inteser Fractions. si5.c..5 sos aiseteicsncBinteceens

ene eter pore ae 94
Case I - Multiplying Two Integer Fractions with or Without a Common Denominator, p. 94

a 8 8 Sues

Case II - Multiplying Three Integer Fractions with or Without a Common Denominator, p. 96

Box 8|= axsx z= 125 «= x39|=
ae 48

pie Dividing Integer Fractions......................:c:ccccceseeceeseteeetiee enernseensees 102

neeenseesseeseeeneenseen

Case I - Dividing Two yee Fractions with or Without a Common Denominator, p. 102
ay Fe eeees
“15 65. 1812
Case II - Dividing Three Integer Fractions with or Without a Common Denominator, p. / 04

Gea): Sa: EES)

5 23 : 1S” 2
12S
30 Cn
2
2

49
Hamilton Education Guides
 Chapter 2 - Integer Fractions
The objective of this chapter is to review fractions. It is essential that students be thoroughly
familiar with the subject of fractions in order to understand the topics and be able to work the
problems presented in the following chapters. Simplifying integer fractions is addressed in
Section 2.1. Section 2.1 Appendix shows the steps for changing improper fractions to mixed
fractions. How to add, subtract, multiply, and divide two or more integer fractions is addressed in
Sections 2.2, 2.3, 2.4, and 2.5, respectively. The general algebraic approach in solving integer
fractional operations is provided in each indicated section. The student, depending on his or her
grade level and ability, can skip the algebraic approach to integer fractions and learn only the
techniques that are followed by examples. Focusing on the examples, and the steps shown to
solve each problem, should be adequate to teach the student the mechanics of how integer
fractions are mathematically operated upon. (Students are encouraged to review the companion
Hamilton Education Guide, Mastering Fractions, book for a more in-depth treatment of this
subject.)
2.1 Simplifying Integer Fractions
Integer fractions of the form - , where both the numerator a and the denominator »b are integer
numbers, are simplified as in the following cases:

Case I - The Numerator and the Denominator are Even Numbers

Use the following steps to simplify the integer fractions if the numerator and the denominator are
even numbers:
even
Step 1 Check the numerator and the denominator of the integer fraction to see if it is an
even

type of fraction.
Step 2 Simplify the fraction to its lowest term by dividing the numerator and the denominator
by their Greatest Common Factor (G.C.F.) which is an even number, i.e.,
(2, 4, 6, 8, 10, 12, 14, oe . See the methods introduced in finding G.C.F. at the end of this
section.

Step 3 Change the improper fraction to a mixed fraction if the fraction obtained from Step 2
is an improper fraction (see Section 2.1 Appendix).

| Examples with Steps 7 |

The following examples show the steps as to how integer fractions with even numerator and
denominator are simplified:
Example 2.1-1

Hamilton Education Guides 50

 Mastering Algebra - An Introduction 2.1 Simplifying Integer Fractions

Solution:

a 366 (isan even No.)

Step 1 - =
64 (isan even No.)

366 (is an even No. &

Step 2 = ( ie ies Ps ak
64 (isan even No.) 64) Be

eps oe
L )=[(59)
183 23) |
> fer ak Sa)

° ia

Example 2.1-2

Solution:

400 400 (is an even No.

Step 1 - ( )
350 350 (isan even No))

400 (is an even No. ! 400 + 50 8

Step 2 ( ) ze =
350 (isan even No)| |350+50] |7

8 1
-i/=l1-

Example 2.1-3

zZ
8
Solution:

hg 2 (isan even No.)

sun ae 8 (isan even No.)

2 y (isan even No.) e %

BY 8 (isan even No.) $+2 4

Step 3 Not Applicable

Note: See definition of Not Applicable in the glossary section.

Example 2.1-4

Hamilton Education Guides my|

 Mastering Algebra - An Introduction 2.1 Simplifying Integer Fractions

Solution:

St , 7 18 (isan even No.)

“Ee 92 12 (isan even No.)

18 (isan even No.) Seo 3

Step 2 — — _—_ —___——_ = j— —

poe
|= |-(25)
Va fel a se

Example 2.1-5A
16 a
ay
Solution:

16 16 (isan even No.)

Step 1 = ;
Sy 32) (isan even No.)

16 (is an even No. GeaaG 1

Step 2 ( i 32 +16 a 2
32 (isan even No.)

Step 3 Not Applicable

Example 2.1-5B

pat
—36
Solution:

48 48 (is an even No.

Step 1 Sim ( °)
—36 36 (isan even No.)

Step 2 E 48 ((is an even No. )|_[48+12]_[-4

=
36 (isan even No.) 36+12 3

4) =|-(15)
pee) te el pe

Hamilton Education Guides

52
Mastering Algebra - An Introduction 2.1 Simplifying Integer Fractions

Use the following steps to simplify the integer fractions if the numerator and the denominator are
odd numbers:

Step 1 Check the numerator and the denominator of the integer fraction to see if it is an
O

type of fraction.
Step 2 Simplify the fraction to its lowest term by dividing the numerator and the denominator
by their Greatest Common Factor (G.C.F.) which is an odd number, i.e.,
(3, 5, 7, 9,11, 13, 15,...) . See the methods introduced in finding G.C.F. at the end of this
section.

Step 3 Change the improper fraction to a mixed fraction if the fraction obtained from Step 2
is an improper fraction (see Section 2.1 Appendix).

The following examples show the steps as to how integer fractions with odd numerator and
denominator are simplified:
Example 2.1-6

15
Solution:
1 ou Meas: (isan odd No.)
gt ms | is (isan odd No.)

2 3 (isan odd No.) '- _

ote 15(isan odd No)| | 15+3| [5

Step 3 Not Applicable

Example 2.1-7

Solution:
GE enka (isan odd No.)
Step 1 Bal 194 (isan odd No.)

7 (isan odd No.) 2 me

ptep 2 21(isanodd No)| |21=7] |3

Hamilton Education Guides

 Mastering Algebra - An Introduction 2.1 Simplifying Integer Fractions

Step 3 Not Applicable

Example 2.1-8

Solution:

ia 17 (is an odd No.)

Step 1 =
21| |21 (isan odd No.)

Step 2 Not Applicable

Step 3 Not Applicable

Note - In cases where the answer to Steps 2 and 3 are stated as “Not Applicable” this indicates
that the fraction is in its lowest term and can not be simplified any further.
Example 2.1-9

Solution:

305 305 (is an odd No.

Step 1 = File ( )
35 35 (isan odd No.)

305 (is an odd No. 305+5 61

Step 2 = ( = zie
35 (isan odd No.) 35+5 7

61 Fd OE [
pees eae2

Example 2.1-10

105] _
33
Solution:

105 105(is an odd No.

Step 1 NS ( )
33 33 (isan odd No.)

105{is an odd No. ty

Step 2 ( )|_]105 es
33(isanodd No)| |33+3| [11

35
a o——
2

Hamilton Education Guides

54
Mastering Algebra - An Introduction 2.1 Simplifying Integer Fractions

Case Ill- The Numerator is an Even Number and the Denominator is an Odd N umber
Use the following steps to simplify the integer fractions if the numerator is an even number and
the denominator is an odd number:

Step 1 Check the numerator and the denominator of the integer fraction to see if it is an ar
oO

type of fraction.
Step 2 Simplify the fraction to its lowest term by dividing the numerator and the denominator
by their Greatest Common Factor (G.C.F.) which is an odd number, ie.,
(35. 729, 1113 15: S) . See the methods introduced in finding G.C.F. at the end of this
section.

Step 3 Change the improper fraction to a mixed fraction if the fraction obtained from Step 2
is an improper fraction (see Section 2.1 Appendix).

______ Examples with Steps_

The following examples show the steps as to how integer fractions with an even numerator and an
odd denominator are simplified:
Example 2.1-11
18
27
Solution:

18 |_ 18 (isan even No)

Step I Ag i Di. (isan odd No.)

18 (isan even No.) 2 -

Step 2 27 (isan odd No.) 27+9 3

Step 3 Not Applicable

Example 2.1-12

Solution:

14 14 (isan even No.)

Step 1 25| 125 (isan odd No.)

Step 2 Not Applicable

Step 3 Not Applicable

55
Hamilton Education Guides
 Mastering Algebra - An Introduction 2.1 Simplifying Integer Fractions

Example 2.1-13

ole
15
Solution:

334 334 (isan even No.)

Step 1 =
P 15 (isan odd No.)

Step 2 Not Applicable

Step 3 334 (isan even No.) ¥.

ss 15 (isan odd No.) - 15

Example 2.1-14

Solution:

108 108 (is an even No.

Step 1 - =|- ( )
27 20 (isan odd No)

108 (isan even No) 108 + 27 4

P 21 (isan odd No) reso a ee
= =]- =)]— = |-—4
Ste 2

Step 3 Not Applicable

Example 2.1-15

386] _
13
Solution:

386 386 (is an even No.

Step 1 Ea= ( )
13 13 (isan odd No.)

Step 2 Not Applicable

13 (isan odd No.) 13

Hamilton Education Guides 56

Mastering Algebra - An Introduction 2.1 Simplifying Integer Fractions

The Numerator is an Odd Number and the Denominator is an Even Number

Use the following steps to simplify

the integer fractions if the numerator is an odd number and the
denominator is an even number:
odd
Step 1 Check the numerator and the denominator of the integer fraction to see if it is an
even

type of fraction.
Step 2 Simplify the fraction to its lowest term by dividing the numerator and the denominator
by their Greatest Common Factor (G.C.F.) which is an odd number, ie.,
(3, 5.79.11 13,15, a) . See the methods introduced in finding G.C.F. at the end of this
section.

Step 3 Change the improper fraction to a mixed fraction if the fraction obtained from Step 2
is an improper fraction (see Section 2.1 Appendix).

The following examples show the steps as to how integer fractions with an odd numerator and an
even denominator are simplified:
Example 2.1-16
is
60
Solution:
S 1 15 15 (is an odd No.)
Ju 60 7 60 (is an even No.)

ees 15(is
an odd No) |_|15+15 -|4
<p 60 (is an even No.) 60+ 15 4

Step 3 Not Applicable

Example 2.1-17

333} _
36
Solution:
333 333 (isan odd No.)
Step 1 =
36 36 (isan even No)

, 333 (isan odd No.) EEE ae

Step 36 (isan even No.) 36+9 4

57
Hamilton Education Guides
 Mastering Algebra - An Introduction 2.1 Simplifying Integer Fractions

Step 3
feat4

Example 2.1-18

305] _
200
Solution:

305] _ 305 (isan odd No.)

Step 1
200 200 (isan even No.)

305 (isan odd No.)|_|305+5|_|61

Step 2
200 (isan even No.) 200 +5 40

Step 3 si] _ [24

40 40

Example 2.1-19

Solution:

im Ds (isan odd No.)

Step 1
10 iv 10 (is an even No.)

25 (isan odd No)|_|25+5]_|5

Step 2
10 (is an even No.) ie 10+5 ix a

Step 3
2 ?

Example 2.1-20

Solution:

pele327 (isan odd No.)

Step 1
24 24 (isan even No.)

Sy) (isan odd No.) _| 327+3 109

Step 2
24 (isan even No.) ean ten
pe
109
coum 5
{135} $V EL104
Step 3
8 8 we
pe

Hamilton Education Guides

58
Mastering Algebra - An Introduction 2.1 Simplifying Integer Fractions

Note that in Cases II, Ill, and IV where the integer fractions are °“, ) ©” , an edd
odd odd even
respectively, odd numbers are always used to simplify the fractions.

The following examples further illustrate how to simplify integer fractions:

Example 2.1-21
se. 15 (is an odd No.) a aa a
3 “ 3 (is an odd No.) rs 3+3 ze a 7

Example 2.1-22
-§= 6 (is an even No.) bn =
e 8 (is.an even No.) ele eortl ali 4

Example 2.1-23
Die 12 (is an even No.) x A “a a
3 3 (isan odd No.) 3+3 1

Example 2.1-24 .

- 35 (is an odd No.) = She 5]

9 (isan odd No.) T=7 1

Example 2.1-25
100 |_ 100 (is an even No) =
a i MO (is an odd No)

Example 2.1-26

Lat. 112 (is an even No.) om - >

2 i 2 (is an even No.) 2+2 1

|
Example 2.1-27
_| 325(isanodd No)|_| 325+5]_ -- anne
TRS (isan even No.) 40+5 8 8

Example 2.1-28
22 22 (is an even No.) = _ [1

6 6(is an even No.) 6+2 3 3

Example 2.1-29

BON 36 (is an even No.) -P6=3|-[2|- aa

f= 3 (is an odd No.) 3+3 1

59
Hamilton Education Guides
 Mastering Algebra - An Introduction 2.1 Simplifying Integer Fractions

Example 2.1-30
0) ee (isan even No.) S| PhO HONie
39 39 (isan odd No.) 39 +3 13

Greatest Common Factor

Greatest Common Factor (G.C.F.) can be found in two ways: 1. Trial and error method, and
2. Prime factoring method.
1. Trial and Error Method: In the trial and error method the numerator and the denominator
are divided by odd or even numbers until the largest divisor for both the numerator and the
denominator is found.
2. Prime Factoring Method: The steps in using the prime factoring method are:
a. Rewrite both the numerator and the denominator by their equivalent prime number products.
b. Identify the prime numbers that are common in both the numerator and the denominator.
c. Multiply the common prime numbers to obtain the G.C.F.
The following are examples of how G.C.F. can be found using the prime factoring method:
24) OX Se AXIS) 2 2K2xX 2x3
1. . The common P prime number in both the € numerato
num r
AS 9x5 =3x3x5 3x3x5
and the denominator is 3. Therefore, G.C.F.=3.
2 BOON 4100 Sex 2K aX 2 DK IDX SS Thee on prime numbers
in bern
550 35.410 15:55 < 2 Tie ore a P :
the numerator and the denominator are 2, 5, and 5. Therefore, G.C.F.=2x5x5=50.
15 apes Boe 8: ‘ 4
3. EA = ripe = a . The common p prime num
umbers in both the numerator and the

denominator are 3 and 5. Therefore, G.C. F.=3x5=15.

4. 108 1239 BL DANE 335% G} LSEBING DIK BIS8 3} : :

= = = £*e*e*= *- The common prime numbers in both the
Dif 9x3 Be Bye 8} Bok 3556 3}

numerator and the denominator are 3, 3, and 3. Therefore, G.C.F.=3x3x3=27.

Practice Problems - Simplifying Integer Fractions. :

Section 2.1 Practice Problems - Simplify the following integer fractions:

0150
60
_ oy 18See 30 eS 4, 3= Suganoee
15 8

6 B=
Sy
6
eat
250
eee4
9 eee 10, 8 =
1000 32 568 75

Hamilton Education Guides 60

Mastering Algebra - An Introduction
$$ EE2.1 Appendix -Td
Changing
MS Improper
MprOper’ Fractions to IMiixed
PraCuions to Mixed Fractions
Mractions

2.1 Appendix: Changing Improper Fractions to Mixed Fractions

Improper fractions of the form ; with absolute values of greater than one are changed to mixed
=

fractions of the form ke , where k is a positive or negative whole number and = is an integer
fraction with value of less than one, using the following steps:
Step 1 Divide the dividend, i.e., the numerator of the improper fraction by the divisor, i.e., the
denominator of the improper fraction using the general division process.
Step 2 a. Use the whole number portion of the quotient as the whole number portion of the
mixed fraction.
b. Use the dividend of the remainder as the dividend (numerator) in the remainder
portion of the quotient.
c. Use the divisor of the improper fraction as the divisor (denominator) in the
remainder portion of the quotient.

The following examples show the steps as to how improper fractions are changed to integer
fractions:
Example 2.1A-1

Solution:
‘a |whole
whole number
number portion of
of the
thequotient
quotient |
Step 1

5 )8 «— | dividend of the improper fraction

{divisor of
[divisor of the
theiimproper
improper fraction|
fraction
fraction ace
1 ¢— |dividend of the remainder

Step 2

dividend
dividend of
of the
the1improper fraction)
fraction ag c [dividend of the remainder |

divisor of the improper fraction < [ divisor of the remainder

whole number portion of the quotient

61
Hamilton Education Guides
Mastering Algebra - An Introduction 2.1 Appendix - Changing Improper Fractions to Mixed Fractions

Example 2.1A-2
bil
3
Solution:
a whole number portion of the quotient
Step 1
168
af 506., dividend of the improper fraction

divisor of the improper fraction oy) 20

-18
26
294
2 +¢— {dividend of the remainder

Step 2

dividend of the improper fraction xe = dividend of the remainder

3 3

divisor of the improper fraction =) Se divisor of the remainder

whole number portion of the quotient

Example 2.1A-3
296]_
5
Solution:
S whole number portion of the quotient
Step 1
39
5) : 296 +— |
dividend of the improper fraction |

divisor of the improper fraction si ve

1 +¢— {dividend of the remainder

Step 2

dividend of the improper fraction = Wa dividendioftherenainden

: 5 Ps

divisor of the improper fraction zs divisor of the remainder

[whole number portion of the quotient |

Hamilton Education Guides 62

Mastering Algebra - An Introduction 2.1 Appendix - Changing Improper Fractions to Mixed Fractions

Example 2.1A-4

Solution:
|whole
whole number
number portion of
of the
thequotient
quotient |
Step 1 rae

10) 337 «— | dividend of the improper fraction

[divisor
divisor of
ofthe
the1improper fraction
fraction 4 oe
7 «— (dividend of the remainder

Step 2

hase
aaptan] | [ona]
Ba fob
disoroftheproper acon]—/ | \ [ior oftheremainder
Example 2.1A-5
1428] _

Solution:
aa whole number portion of the quotient
Step 1
Sl
45 ) ie «— | dividend of the improper fraction

divisor
divisor of
of the
the1improper fraction
fraction poe
a

33, ¢— |dividend of the remainder

Step 2

dividend of the improper fraction a va dividend of the remainder

108 e133
45 45

divisor of the improper fraction a NS divisor of the remainder

whole number portion of the quotient

63
Hamilton Education Guides
 Mastering Algebra - An Introduction 2.1 Appendix - Changing Improper Fractions to Mixed Fractions

Example 2.1A-6
ad
3
Solution:
|whole
whole number
number portion of
of the
thequotient
quotient |
Step 1 a

3) 3 «— | dividend of the improper fraction

divisor
divisor ofthe
theiimproper fraction|
fraction es
2. — Idividend of the remainder

Step 2

dividend of the improper fraction me Via dividend of the remainder

3 {ol
divisor of the improper fraction y, SS divisor of the remainder

whole number portion of the quotient

Example 2.1A-7
Per

Solution:
|whole
whole number
number portion of
of the
thequotient
quotient
Step 1 a

60) 1967 «— | dividend of the improper fraction

[divisor of the improper fraction| r; 167

-—120

47 «— (dividend of the remainder

Step 2

|dividend of the improper fraction |= a dividend ofthe remainder

1967

divisor of the improper fraction EE ie divisor of the remainder

whole number portion of the quotient

Hamilton Education Guides

64
Mastering Algebra - An Introduction 2.1 Appendix - Changing Improper Fractions to Mixed Fractions

Example 2.1A-8

Solution:
— |whole number portion of the quotient
Step 1 ve : :
)
13) 28 —| dividend of the improper fraction

divisor of the improper fraction om + +¢— |dividend of the remainder

Step 2

dividend of the improper fraction a VA dividend of the remainder

_28 = ce

. 13 13

divisor of the improper fraction ay ne divisor of the remainder

whole number portion of the quotient

Example 2.1A-9
23

Solution:
— |whole number portion of the quotient
Step 1 “ee
34
8) 273 «— | dividend of the improper fraction
= 24
ivisoroff the the improper
divi improp fraction oe 39
oe

1 ¢—\ |dividend of the remainder

Step 2

dividend of the improper fraction ae a dividend of the remainder

273
8
34 &
8

divisor of the improper fraction ef oS divisor of the remainder

whole number portion of the quotient

65
Hamilton Education Guides
 Mastering Algebra - An Introduction 2.1 Appendix - Changing Improper Fractions to Mixed Fractions

Example 2.1A-10

Solution:
ne whole number portion of the quotient
Step 1

, 355 «— | dividend of the improper fraction

—306

divisor ofthe
[divisor fraction
theiimproper fraction| 49 «— [dividend of the remainder |
dividend

Step 2

sede iapopefas] | ee
355 _ oe
102 102

[divisoroftheimproperfaction]~/ | [visoroftheremainder
In general, an improper integer fraction 7 where c is bigger than b, is changed to a mixed
fraction in the following way:

1. divide the numerator c by its denominator b using the general division process.

vs whole number portion of the quotient

k
c | ¢— | dividend of the improper fraction
—(k x b)

divisor
divisor of
ofthe
the1improper fraction| iz ~(k 3—< iei *<— |divi
dividend of the
dend
of the remainder |
remainder

2. Use the whole number portion of the quotient k, the dividend of the remainder +, and the
divisor of the improper fraction b to represent the mixed fraction as:

dividend of the improper fraction \ va dividend of the remainder

Ones
b b

divisor of the improper fraction au SS divisor of the remainder

|whole number portion of the quotient|

Hamilton Education Guides 66

Mastering Algebra - An Introduction 2.1 Appendix - Changing Improper Fractions to Mixed Fractions

Note J - In the general equation ( = "| : ; is the improper fraction, ke is the quotient, k is

the whole number portion of the quotient, and ; is the remainder portion of the quotient.

Note 2 - The divisor of the improper fraction is always used as the divisor of the remainder. This
is shown in Step 2 of examples above.

2.1 Appendix Practice Problems - Changing Improper Fractions to Mixed Fractions

2.1 Appendix Practice Problems - Change the following improper fractions to mixed fractions:

26

4 3 5 10

335) 205 23)

2 113 9 14

9, 2711 = LOba ooo

101

67
Hamilton Education Guides
 Mastering Algebra - An Introduction 2.2 Adding Integer Fractions

2.2 Adding Integer Fractions

Integer fractions, i.e., fractions where both the numerator and the denominator are integers, are
added as in the following cases:
CaseI Adding Two or More Integer Fractions with Common Denominators
Integer fractions with two or more common denominators are added using the steps given as in
each case below:

Case I-A _ Adding Two Integer Fractions with Common Denominators __

Add two integer fractions with common denominators using the following steps:
Step 1 a. Use the common denominator between the first and second fractions as the new
denominator.
b. Add the numerators of the first and second fractions to obtain the new numerator.

Step 2 Simplify the fraction to its lowest term (see Section 2.1).
Step 3 Change the improper fraction to a mixed fraction if the fraction obtained from Step 2
is an improper fraction (see Section 2.1 Appendix).

Examples with Steps

The following examples show the steps as to how two integer fractions with common
denominators are added:
Example 2.2-1

on Ee ELA
Solution:

36°93 3 3

Step2
10
pase (aa heBs1

Example 2.2-2
—_—+— 4

4 4
Solution:

4 4 4 4

Step 2
24)
—|=|——_]=
|\2aes).
ae
— =

Step 3 |Not Applicable]

Hamilton Education Guides 68

 Mastering Algebra - An Introduction
2.2 Adding Integer Fractions

Example 2.2-3

Solution:

5 4 PV SE BP
Step 1
9 9 9 9

Step 2 Not Applicable

Step 3 Not Applicable

Example 2.2-4

Solution:

415 6) pe Ae We
Step 1
ine iL i

Step 2 Not Applicable

Step 3 bd a
i u

Example 2.2-5

Solution:
toyss|Seas | 45
Step 1
5) 5 5 5

45|_ [45+5]_[o]_
Step 2
#/-|23)-2 I

Step 3 Not Applicable

In general, two integer fractions with a common denominator are added in the following way:

OW d

Example 2.2-6
6
Swos) S13 18 6
—+— = |———_ = j;—_ |= |— =

E “
1

Hamilton Education Guides 69

 Mastering Algebra - An Introduction 2.2 Adding Integer Fractions

rs _
Casel-B Adding Three Integer Fractions with Common Denominato
Add three integer fractions with common denominators using the following steps:
Step 1 a. Use the common denominator between the first, second, and third fractions as the
new denominator.
b. Add the numerators of the first, second, and third fractions to obtain the new
denominator.
Step 2 Simplify the fraction to its lowest term (see Section 2.1).
Step 3 Change the improper fraction to a mixed fraction if the fraction obtained from Step 2
is an improper fraction (see Section 2.1 Appendix).

Examples with Steps a

The following examples show the steps as to how three integer fractions with common
denominators are added:
Example 2.2-7

Solution:
39451) 16a aan |S
Step 1 +—+—|= =
P

Step 2 Not Applicable

Step3 88 eS 3

Example 2.2-8

Solution:

S 2 ie 5+2+14 Da
Step 1 +—+ = =
P

Step 2 Not Applicable

21
Step 3 seal 2p) 5

Example 2.2-9
17 ioe
5 Bae

Hamilton Education Guides 70

 Mastering Algebra - An Introduction
2.2 Adding Integer Fractions

Solution:

Step 1
17 12 10)_[17+12+10] _ [39
oa ee 3 5

Hy FORO Reale
Step 2 = =|—|= [13

Step 3 Not Applicable

Example 2.2-10

2 Soe
4 4 4
Solution:

See2se 38 5+23+38 66
Step 1 +—+4+—]= =
4 4 4 4 4

66) | 6642) |33

Step 2
o 4+2 2

Step 3 33)2 —|1642

Example 2.2-11

Solution:

Step 1
3 2 ere
Ceara 12 12

Step 2
44]_[44+4]_[11
12] [1224] [3

Step 3
3 3
In general, three integer fractions with a common denominator are added in the following way:
BEEP eC UE OP OTe
—+—+
d

Example 2.2-12
D
See eS 342+5 10 D
f a

Hamilton Education Guides va

 Mastering Algebra - An Introduction 2.2 Adding Integer Fractions

Case II Adding Two or More Integer Fractions Without a Common Denominator

Two or more integer fractions without a common denominator are added using the steps given as
in each case below:

Case II-A Adding Two Integer Fractions Without a Common Denominator

Add two integer fractions without a common denominator using the following steps:
Step 1 Change the integer number a to an integer fraction of the form . e.g., change 5 to =
Step 2 a. Multiply the denominators of the first and second fractions to obtain the new
denominator.
b. Cross multiply the numerator of the first fraction with the denominator of the
second fraction.
c. Cross multiply the numerator of the second fraction with the denominator of the
first fraction.
d. Add the results from the steps 2b and 2c above to obtain the new numerator.
Step 3 Simplify the fraction to its lowest term (see Section 2.1).
Step 4 Change the improper fraction to a mixed fraction if the fraction obtained from Step 3
is an improper fraction (see Section 2.1 Appendix).

Examples with Steps |

The following examples show the steps as to how two integer fractions without a common
denominator are added:
Example 2.2-13

Solution:

Step 1 Not Applicable

2 3}_|(2x4)+(3x5)}_[s4+15]_ [23
Step 2 Ras 5x4 | 20 ||20

Step 3 Not Applicable

23
sea 3
Step 4 EF fo ea
50

Example 2.2-14
40+ =
3
Solution:

Step 1 eed ~+5

Hamilton Education Guides 72

 Mastering Algebra - An Introduction 2.2 Adding Integer Fractions

Step 2 e.4)- (40 x 3)+(4 x1) ~ [era] _

bea x3 3 3

Step 3 Not Applicable

3 3

Example 2.2-15
sae
_— + EN) | ay — { a
L¢ 3 |
_auneeans

a 2 f es = [
Solution: aus
Step 1 Not Applicable

Step 2 3+2/=[
aan
)+(2x°)
3x 7) +12
aati
x5
28)
_|3
|_ [21+10] 35

Step 3 Not Applicable

Step 4 Not Applicable

Example 2.2-16 = J 5 “oe

$3 zs
ee
A S| ?
is5
Solution:

Step|

Step 4 =f]

Example 2.2-17

ee =
6
Solution:
5 5.3
Step 1 Py: Aue

a3
Hamilton Education Guides
Mastering Algebra - An Introduction 2.2 Adding Integer Fractions

5° 3]
+ =
(bx (3s oy —_
S418) —
|23

Step 3 Not Applicable

ws}
Step 4 pas ye fe5

aimee
In general, two integer fractions without a common denominator are added in the following way:

Example 2.2-18
17
a) (6x 4)+(3x9)}_[24+27]_|31 |= [a4
jue 3x4 12 12| | 4 4
4

Case II-B Ad ding Three Integer Fractions Without a Common Denominator

Add three integer fractions without a common denominator using the following steps:
Step 1 Use parentheses to group the first and second fractions.

Step 2 Change the integer number a to an integer fraction of the form “, e.g., change 28 to
28
=
Step 3 a. Add the grouped fractions following Steps 2a through 2d, outlined in Section 2.2,
Case II-A above, to obtain a new integer fraction.
b. Add the new integer fraction to the third fraction by repeating Steps 2a through 2d
outlined in Section 2.2, Case II-A above.
Step 4 Simplify the fraction to its lowest term (see Section 2.1).
Step 5 Change the improper fraction to a mixed fraction if the fraction obtained from Step 4
is an improper fraction (see Section 2.1 Appendix).

Examples with Steps

The following examples show the steps as to how three integer fractions without a common
denominator are added:
Example 2.2-19

Solution:
4
Step 1 a ee alee
Di eG es 6

Hamilton Education Guides

74
 Mastering Algebra - An Introduction 2.2 Adding Integer Fractions

Step 2 Not Applicable

Step 3 ere s“(8x3

( x aN 3 Give = Bee |e
5e3) 60 | toes 6 IS es ON IS? 6) (15) 6

_|(29x6)+(1x15)}_{1744+15]_fiso] / 4
15x6 90 90 |
Step +2 - 189+9|_|21
90 90+9]} {10

1
Step 5 a
10 10
Example 2.2-20 :

Solution:

ee | 4 2)
Step 1 +—+ =| “ }+3
(ee ae: 6 52). °8

Step 2 Not Applicable

4 2 1 4x5)+(2x6 1 20+12 1
Step 3 (4. + =| ee . =| + S[ pale ee
6: 37 78 6x5 8 30 8 30/7 8 30 8

_ |(32 x8) +(1x 30)]_[256+30] _ [286

30 x8 240 240

286 286 +2 143

Step 4 = a

143 Sf23
ee

Example 2.2-21

Solution:
3 5 (3 5
EG ee a8 | ey pes

es
3 112
5 =
(3 =) 5

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Mastering Algebra - An Introduction 2.2 Adding Integer Fractions

3 4] 5] -(2 9) (125 4-604-9 4- Ee

cps [G3
ae Cans
_|( (3x+1)
5x1 8 eae es Se

_ |(63x8)+(5x5)]_ [504+25] _ [529

5x8 40 40
Step 4 Not Applicable

529
Elam 9
Pd he ee
al
Example 2.2-22

Solution: —

Step 1 154342]= ise

4 6 Ay ©

Step 2 teed elle |e

P 4) 6 1 4 6

Step 3 |
bees
Ca ae
e 15x 4)+(3x1 ey
)+( See eee.
1 4) 6 1x4 6 fot eller evel eae

_ |(63x6)+(5x4)|_ [378+20]_ [398

4x6 24 24

398 398 +
24 AD 12

199 7

Example 2.2-23

Solution:

Step 1 254442 = Bele

53 51.3

Step 2 [251 4)42 = (4) 42

5° iy 5) 3

Hamilton Education Guides 76

 Mastering Algebra - An Introduction
2.2 Adding Integer Fractions

5x5
pees ee) Cie a ae

_|(129x
3)+(2x5)|_ [387+10]_ [397
5x3 15 15
Step 4 Not Applicable

307
etl Goi)
pee
In general, three integer fractions without a common denominator are added as in the following
cases:
Case I.

rag Sec Gr sl
[erage bss
ieee Wen ees (A | AY? aes Gil. exelent) e!_|(ad+cb e _|[(ad +b) x f]+(e x ba)

(ad + cb) f + ebd _ |adf +cbf +ebd .

¥ bdf i baf
Example 2.2-24

ie 1x4)+(3x2
2 Cae _|( x4) +3 2 -|(445).2 =|(9) 2 Doe
| ae ae 2x4 5 Be eo ere ese

33
(10x 5)+(2x8)}_[50+16]_|66]_ [33 -[8
8x5 40 40| [20] [20
20
Case II.

ae. Cl la [: ) . a (CE) a 2 Gee z (ax df) +|(of +ed) xb]

pee ea eS 1b dx f b df bxdf

_jadf+(f t+ed)b| _ |adf +cfb+edb

a bdf bdf
Example 2.2-25

EAE EEN 3x 5)+(2x4

ial IE Teel
+(1548)|
8 =| 4( )- L628
jy +2]
Zed 5S 2 \4 5 2 4x5 Z 20 2 20 2 2

33
(1x 20) +(23x 2)}_[20+46] _ |66 -|2|- 33]
2 x 20 40 | 40 20 20
20

Hamilton Education Guides all

 Mastering Algebra - An Introduction 2.2 Adding Integer Fractions

Note - In addition the use of parentheses does not change the final answer; the two examples -
above have the same answer (see Section 1.2).

Additional Examples - Adding Integer Fractions

The following examples further illustrate how to add integer fractions: Note that fractional
operations do not necessarily have to be solved in the exact “step” order as is given in this
chapter. For example, in many instances, the process of adding, subtracting, multiplying, and
dividing fractions is greatly simplified if fractions are reduced to their lowest terms first. In some
instances, fractions are simplified several times at various steps of an operation.
Example 2.2-26
13
(3x 5) +(4 x 6)}_[15+24] _|39]_[13]_ |,3
6x5 30 20 10 10
10

Example 2.2-27
3
Byer tetas CL 34+8+4 15 3
H

Example 2.2-28

P-E
54. 3 Cee Vie EE} @5-Gs- 5x4 3 ANG 64 NA ss

_|(3x3)+(4x20)|_ [39+80]_ [119] _ 1

20 x3 60 60 60
Example 2.2-29

ey o 1 { Oxdetxs) i Ljfee £ fe _| 1,13]_| (1x15) +(13x 2)

ee mS AA Bs 3x5 is DENS oes 2x15

_{15+26]_ [41 ated

30 30| 30
Example 2.2-30

aes Sle 6x 3)+(4x 1) 7 Hee) (240)

1 1x3 3 1x2

. Bae os es —|22 , 19]_](22x2)+(19x3)| _ [44457] _ [roi] _ 16>

3 2 ae Mie 3x2 6 6 6
Example 2.2-31
(2+5) (84244) + oeSy
a (3) (4) _|8 , UW)_|@x6)+(11x3)}_ [48433
a. 3 N66 3 6 376 3 6 3x6 18

Hamilton Education Guides 78

 Mastering Algebra - An Introduction
2.2 Adding Integer Fractions

9
_|81]_[9]_
[43
18| |2 2
D
Example 2.2-32

pepe
+—+—
Be
te =(2 45) (244
+—+—/=]| —+=]+|—+-—]4+—]=
10r. 528 aes 10; 57) 8 EEE
5) + (1x 3)
3x
5) +(4 x 10)
10x5

10+3
+
354+ 40 3
atte <5, {aes
8

mt Gera) sfSxt9) 2 . ee 2 ae Biel (71x

8)+(3x30)|_ [568 +90
i5<2 8 30 8 30/ 8} [30 8 30x 8 240

329
638| [329 =p
240| |120 120
120
Example 2.2-33

+——+—
OP ssa
+—+6]/=|]—
2 td Pe ee
+0+—+—+-—|=/—+—+—4+-—]=]]
IPA ee
—+—]4+]—4+-—
200 10 5 l [Owes oat |e bl 10. Seal) 2|Cine tO een

(ee) 2 eS _ ere eRe aes

1x 10 5c 10 5 iy 8 105

93
(25x
5)+(34 x 10)|_]125+ 340] _ |463] _ [93 =p
10x 5 50 36} [10 10
10
Example 2.2-34

a ay al Z| oe ie Z| Cees ee
= —+— 5+—] || =/—+|| + |+ -+— —+ +
$+|(+2) «(s+3)| ( 4x5 We 20 1x3

a4 ee) a a Ele at |_|4 | 19 (19x3)+(17

x3)+(17 x20)
x20
5 1X20 3 SHO 3 SF 20253 5 20x3

89
4 [57+340]]_|4 [397 ] _|4 , 397]_|(4x60)+(397x5)) _|240+1985| _ |2225 -|2]=[5
“\5'| 6 |||5 Leo] [5 60 5x 60 300 300) 2} a2

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 Mastering Algebra - An Introduction 2.2 Adding Integer Fractions

Example 2.2-35

(¢+5+@+3]-(+2+9/- (C9).

‘[6-0)-6- Rls} eeEs

Practice Problems - Adding Integer Fractions

Section 2.2 Practice Problems - Add the following integer fractions:

1, —+== 2. —+== 3, =4+—=4+=5

4. =+=4+2= SN 5 near Ooi 6 (244).1 =

LO ay 3s 16 8 6

fi ee 8 24(4,2,1) 9 +—+—2+—=412=
Bh es) 4 4 4 a

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Mastering Algebra - An Introduction
$ 2.3 Subtracting Integer Fractions
< TTaCING Integer Fractions

2.3 Subtracting Integer Fractions

Integer fractions, i.e., fractions where both the numerator and the denominator are integers, are
subtracted as in the following cases:
Case I Subtracting Two or More Integer Fractions with Common Denominators
Integer fractions with two or more common denominators are subtracted using the steps given as
in each case below:

Case I-A Subtracting Two Integer Fractions with Common Denominators _

Subtract two integer fractions with common denominators using the following steps:
Step 1 a. Use the common denominator between the first and second fractions as the new
denominator.
b. Subtract the numerators of the first and second fractions to obtain the new
numerator.
Step 2 Simplify the fraction to its lowest term (see Section 2.1).
Step 3 Change the improper fraction to a mixed fraction if the fraction obtained from Step 2
is an improper fraction (see Section 2.1 Appendix).

Examples
with Steps
The following examples show the steps as to how two integer fractions with common
denominators are subtracted:
Example 2.3-1

Solution:
eas ON 28

Step 2 Not Applicable

23
—— | = =
2
aa
Example 2.3-2

Solution:
; 40 10] _ [40-10] _|30
Step eae 4 4

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 Mastering Algebra - An Introduction 2.3 Subtracting Integer Fractions

30] _[30+2]_ [15

Step 2
4] [422] [2

Step 3
2 2
Example 2.3-3

Solution:
2 22) | 9 =22) _}=13
Step 1
ize2 12 12

Step 2 Not Applicable

Step 3 Sie she

92 12

Example 2.3-4

Solution:

Step 1 eT)
10 10
Mie
10 10

Step 2 Not Applicable

Step 3 Not Applicable

Example 2.3-5

1s]
6 €
Solution:
IS) 33 = 15-53] |-38
Step 1
6 6 6 6

—38 S —38+2} |-19

Step 2
6 6+2 3

Step 3
3 3

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Mastering Algebra - An Introduction 2.3 Subtracting Integer Fractions

In general, two integer fractions with a common denominator are subtracted in the following way:

ees d

Example 2.3-6

Ned as a eS
Sees ais 4
oo|
&
m=

__CaseI-B__ Subtracting Three Integer Fractions

withCommon Denominators _
Subtract three integer fractions with common denominators using the following steps:
Step 1 a. Use the common denominator between the first, second, and third fractions as the
new denominator.
b. Subtract the numerators of the first, second, and third fractions to obtain the new
numerator.
Step 2 Simplify the fraction to its lowest term (see Section 2.1).
Step 3 Change the improper fraction to a mixed fraction if the fraction obtained from Step 2
is an improper fraction (see Section 2.1 Appendix).

‘Examples with Steps _

The following examples show the steps as to how three integer fractions with common
denominators are subtracted:
Example 2.3-7

Solution:

Step2
Step3
Example 2.3-8

Solution:
, DSi8 4)253-4] (25-7) 118
Step 8 8 8 8 8 g

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Mastering Algebra - An Introduction 2.3 Subtracting Integer Fractions

18 = 18 +2 B 9
Step 2
8 8+2 4

Step 3
4
: -|2t 4

Example 2.3-9

Solution:
29. 4. I a 25-4-1 s 255 2 20
Step 1
Gua OmEO 6 6 6

20 o 20+2 = 10
Step 2
6 6+2 3

Step 3
3
|= [3
3

Example 2.3-10

Solution:
1228 13|_[12-28-13]_ [12-41] _ |-29
Step 1
eae 7 7 7

Step 2 Not Applicable

Step 3 == {4=)
a df

Example 2.3-11
125 25 360) _
De
Solution:
125
25 360|_[125-25-360] _ [125-385] _[-260
Step 1
(12 12 es alo

Step 2
-260] _ [-260+4]_ [-65
12 12+4 3

Step 3
3 (Gas

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Mastering Algebra - An Introduction 2.3 Subtracting Integer Fractions

In general, three integer fractions with a common denominator are subtracted in the following
way:
ae) ea be
Ci daw. d

Example 2.3-12

5 2 1|_|5-2-1|_[5-3]_|2]_ 1/1 Re

6 6 6 6 6 | |6} |3
3

Case II Subtracting Two or More Integer Fractions Without a Common Denominator

Two or more integer fractions without a common denominator are subtracted using the steps
given as in each case below:

Subtract two integer fractions without a common denominator using the following steps:
Step 1 Change the integer number a to an integer fraction of the form 7 e.g., change 358 to
358
Se
Step 2 a. Multiply the denominators of the first and second fractions to obtain the new
denominator.
b. Cross multiply the numerator of the first fraction with the denominator of the
second fraction.
c. Cross multiply the numerator of the second fraction with the denominator of the
first fraction.
d. Subtract the results from steps 2b and 2c above to obtain the new numerator.
Step 3 Simplify the fraction to its lowest term (see Section 2.1).
Step 4 Change the improper fraction to a mixed fraction if the fraction obtained from Step 3
is an improper fraction (see Section 2.1 Appendix).

The following examples show the steps as to how two integer fractions without a common
denominator are subtracted:
Example 2.3-13
5_12 a

Solution:
12 5 12
Step 1 Ss
5 ==
aes
a

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Mastering Algebra - An Introduction 2.3 Subtracting Integer Fractions

Step 2
Fada bad
es 1x8 8 8

Step 3
8 8+4 2

Step 4

Example 2.3-14
Ao
2 2

Solution:

Step 1

Step 2
Ste 5x8 40 40

Step 3

Step 4
Example 2.3-15

Solution:

Step 1 Not Applicable

9303 |S (9 x 4) -(3 x 8) _ 36-24] _|12

Step 2
8 4 8x 4 32 32

Step 3 12) 12+4 _|3

B51 MiB eA les

Step 4 Not Applicable

Example 2.3-16

Solution:

Step 1

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 Mastering Algebra - An Introduction
2.3 Subtracting Integer Fractions

Step 2 20-33) (10 x 1) - (35x 6) _ [10-210] _ [200

eae! 6x1 6 6

Step 3 209 - -200+2] _ [-100

6 6+2 3

3 3
Example 2.3-17

Solution:

Step 1 Not Applicable

Step 2 3_ 4}_|Gx15)-(4%9))_
3x 15)-(4x 9 [45-36]
a _[9
915 9x15 35 | [135

Step 3
9
2 +
eae a
1
135 135+9 15

Step 4 Not Applicable

In general, two integer fractions without a common denominator are subtracted in the following
way:
a Ae = (ax d)-(cxb) - |e

bod bxd bd

Example 2.3-18
5
3_ 1]_|@x8)-(x4)|_ [24-4] _ |20 -|5
4 8 4x8 32 | |32
8
"Case -B_ Subtracting Three Integer Fractions Without
a Common Denominator _
Subtract three integer fractions without a common denominator using the following steps:
Step 1 Use parentheses to group the first and second fractions.
Step 2 Change the integer number a to an integer fraction of the form fe e.g., change 12 to
12
1
Step 3 a. Subtract the grouped fraction following Steps 2a through 2d, outlined in Section
2.3, Case II-A above, to obtain a new integer fraction.

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 Mastering Algebra - An Introduction 2.3 Subtracting Integer Fractions

b. Subtract the new integer fraction from the third fraction by repeating Steps 2a
through 2d, outlined in Section 2.3, Case II-A above.
Step 4 Simplify the fraction to its lowest term (see Section 2.1).
Step 5 Change the improper fraction to a mixed fraction if the fraction obtained from Step 4
is an improper fraction (see Section 2.1 Appendix).

The following examples show the steps as to how three integer fractions without a common
denominator are subtracted:
Example 2.3-19

Solution:

Step 1 ee |
Me Be) Dee

Step 2 Not Applicable

Step 3 4
eet 4x 3)-(1x5
) See = 5)_2|.|(2)_2]- ae
ane 5x3 6 1s Yer) |N1S/ 16) same

(7x 6)-(2x15)}_ [42-30] _ [12

15x 6 90 90

+ 2
Step 4 2) =|2 §)=|2
90} [90+6] [1S

Step 5 Not Applicable

Example 2.3-20

Bo3
ie
Solution:

Ts Tes 4

Step 2 Not Applicable

Step 3 eae a (ese Gt) 3 a cane " (shes lees

ee 7x5 4) TN BS reS al (N35) eae

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Mastering Algebra - An Introduction 2.3 Subtracting Integer Fractions

EI (6 x 4) — (3 x 35) a 24—105|_ é 81

35x 4 140 140

Step 4 Not Applicable

Step 5 Not Applicable

Example 2.3-21

Solution:

S 8 8) 3

JERS Tes aes

eens ee. = Eee ee (EeS> x Gare _fiis_2

3 1x8 3 8 3 8 a 8g 3
P 1s

_ |(115 x 3)— (2 x8) =a Ee

8x3 24 24

Step 4 Not Applicable

329 17
See is
se
Example 2.3-22

Solution:
aD a 32
pas | [2s-3)_2

-ES 3) 32 25 3) 32

eee e 3 32]_|((25x4)-@x)))_ 32] _ (aes) E205 eee

Jae qed) Ss 1x4 5 4 5 yp

_f97 32]_ |(97x5)-(2x4)|_ [485-128 -

eae ans. 4x5 20 20

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Mastering Algebra - An Introduction 2.3 Subtracting Integer Fractions

Step 4 Not Applicable

357 £7 17
28
eine
Example 2.3-23

Solution:

5 4 5 4

5 4 5a)

Step 3 Gai a (( 4)-(1x Ng . e x je v (ae Es:

4x x 4)-(1x5
5a el 5x4 l 27S eho)
1 20a

_|(11x1)-(720))_ [11-140] _ |-129

20x1 20 20

Step 4 Not Applicable

29
Beet 9
Py ta igsees

In general, three integer fractions without a common denominator are subtracted as in the
following cases:
Case I.
ie (eee ALA eo ex} s [(ad - cb) x f|-(e x ba)
bxd a bd f bdxf

_|[adf - cbf] -eba |_ [adf - cbf - eba

bdf bdf
Example 2.3-24

7-1-2] Gee ee = |e 2 ee ee
PO Sel ie eae 4x2 3 =*)-3]-(@)-3- 24]
all
(10 x 3) —(2 x 8) - [218 — 14 -|4)
8x3 24 24 12
12

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 Mastering Algebra - An Introduction 2.3 Subtracting Integer Fractions

Case I.
bat 2 ee - = a4(aexDefexd)) _¢ = | hea)
ba fi Wb aos b dxf Tio df

2 (a x df) +[b x (-of - ed)] _ adf +[-bef —bed]| | adf — bef — bed
bx df bdf 7 baf

(Ee) Fa-Eae
Example 2.3-25
7 - - Ese fe
es se 5S) 4 Dx 4 6 4 6 4 6

a (7 x 6) -(7x4) _|42—28]_ |14 -|7)

- 7 |

4x6 24 24 12
12

____Additional Examp
The following examples further illustrate how to subtract integer fractions:
Example 2.3-26
5
45 —
5 a
45-5 —
40 —
3 = 5

Example 2.3-27
1 1
Bras Se) 1e5| 1x8) (5x2) -[&9)=|-2[=--4
6 8] |6 8} [2 8 2x8 16 16
N

Example 2.3-28
15
Soil 2}.|(8 Oa he Sx e)-Ux3)) 2) (8-3) _2)(8) -2)-|8 2]=| 2)
5)
S06 N36) 5 3x6 5 (80) SS) es | 1s sos
6
| 21
(15x5)—(2x6)|_ [75-12] _ |63 -|)- bt
- 6x5 30 30| {10 10
10
Example 2.3-29
5
16 4}(15-24) - [166]_/10) [5]
lo 4 4 Te 9) 2
2
Example 2.3-30
ati 2 2 9] ee) 7 ee a Ae -2-3
eel Gar 5x3 1 oY al ea eee

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Mastering Algebra - An Introduction 2.3 Subtracting Integer Fractions

rd a 1ISx1 15 15 BE 15

Example 2.3-31
ees ie ae 7 eae Z (oe -|7-}}- (7 x 5) -(1x 24)
OR aes ie 8x3 5 24 5 5) S45 4x5

4504 ae
120
Example 2.3-32

Paes t) ae a eg ee 7 ae2) éf3-3] (1x 15)—(2x2)}_ [15-4

rae tee 3x5 Teas 2 = Jak 30

Example 2.3-33
Gea eeee e ee a eae s ane NC:
CE a ee 3x5 ai 15 7 eG) 15. 7

beers 15x 7 105 105 105

Example 2.3-34
5
+-((3-4)-3] “14 Se on Gean: ee oe = (Ae aa
RANG Bao Sh \5 2x4 5|| 15 ee | a a a Sa re 5
4

_ [5 4 _{4_| (Sx5)-(1x4) |]_ [5-4] is +2 _|4 21} _ |(4x20)-(21x5)

5 |4 5 5 4x5 5 | 20 5120 5 20 5x 20

1
100 100 4

Example 2.3-35

(CECE Geneve (Ge rco Ole

gay Cg ey eece al
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Mastering Algebra - An Introduction 2.3 Subtracting Integer Fractions

7 Fae. _ {2924] _|(292x1)-(4x15)}_ [292-60] _ [232 =|is

15 1 15 1 15x1 lS 15 15

___ Practice Problems -Subtracting

Integer Fractions
Section 2.3 Practice Problems - Subtract the following integer fractions:

lee 5
as Dep ee ods eee oS
[Sie lSeeS

ee eng pase av |=
Sa aees Sa6 5 Saas

ee
; :
Hamilton Education Guides
 Mastering Algebra - An Introduction 2.4 Multiplying Integer Fractions

2.4 Multiplying Integer Fractions

Two or more integer fractions with or without a common denominator are multiplied using the
steps given in each case below:

Case I - Multiplying Two Integer Fractions with or Without a Common Denominator -

Multiply two integer fractions using the following steps:

Step 1 Change the integer number a to an integer fraction of the form 7 e.g., change 300 to

300fe
Step 2 a. Multiply the numerator of the first fraction with the numerator of the second
fraction to obtain the new numerator.

b. Multiply the denominator of the first fraction with the denominator of the second
fraction to obtain the new denominator.
Step 3 Simplify the fraction to its lowest term (see Section 2.1).
Step 4 Change the improper fraction to a mixed fraction if the fraction obtained from Step 3
is an improper fraction (see Section 2.1 Appendix).

Examples with Steps

The following examples show the steps as to how two integer fractions with or without a
common denominator are multiplied:
Example 2.4-1
4
—— DX
3
— —

B) fess
Solution:
Step 1 Not Applicable

4 3 4x3
Step 2 le el ee
ak 5x8 40

Step 3 fee12 fy eee

12+4
Be3
P

Step 4 Not Applicable

Example 2.4-2

Solution:

Step 1 5.2 |=\2

8 es

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 Mastering Algebra - An Introduction 2.4 Multiplying Integer Fractions

22.3) 25x5}_ |125

Step 2
1-8] PP Ixs 8

Step 3 Not Applicable

Step 4
8
23) hiss

Example 2.4-3

Solution:

Step 1 Not Applicable

Step 2
1401]_[140x1] _ [140
jie Eee Ee
140|_ |140+5] _ |28
Step 3
15 155 3

Step 4
=3 -/93 3}

Example 2.4-4
yaaa =
28
Solution:
ae hee 208 4
Step 1
28 p28

36. 4 |_[36x4]_ [144

Step 2
|i 238i) [1281 128
144] _|144+4]_ |36
Step 3
28 28+4 7

Step 4 a 7
|- [53]

Example 2.4-5
seb) =
38
Solution:

Step 1 ais = eaves

38 35°21

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 Mastering Algebra - An Introduction 2.4 Multiplying Integer Fractions

eae, 9 12]_[9 x12] _ {108

“Pp ego Tilak ts

108] [108+2]_ [54

54 ed ee16
eld)

In general, two integer fractions with or without a common denominator are multiplied in the
following way:
OE Sf ese -|#
b od bxd bd

Example 2.4-6
3
23)
el =)2x3/_/6/_
(Seale (3)
5 4| [5x4] |20} [10
10

Case II - Multiplying Three Integer Fractions with or Without a Common Denominator

Multiply three integer fractions using the following steps:

Step 1 Change the integer number a to an integer fraction of the form a e.g., change 25 to
2)-
Step 2 a. Multiply the numerators of the first, second, and third fractions to obtain the new
numerator (see Section 1.4).
b. Multiply the denominator of the first, second, and third fractions to obtain the new
denominator (see Section 1.4).
Step 3 Simplify the fraction to its lowest term (see Section 2.1).
Step 4 Change the improper fraction to a mixed fraction if the fraction obtained from Step 3
is an improper fraction(see Section 2.1 Appendix).

Examples with Steps

The following examples show the steps as to how three integer fractions with or without a
common denominator are multiplied:
Example 2.4-7
pee

Sy bs
Solution:

Step 1 Pee ees coe

5s ihe Ssianee

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 Mastering Algebra - An Introduction
2.4 Multiplying Integer Fractions

231 i 12336
Step 2
ly 455-8 LxXS5c8 40

36 an 36+4] |9
Step 3
40 40+4 10

Step 4 Not Applicable

Example 2.4-8

Solution:

Step 1 Not Applicable

2546 _|25x 4x6] _ |600

Step 2
SMES 3x7x5 105

600 |_ |600+15} _ |40

Step 3
105 105+15 u

Step 4
7
|= [55
a:

Example 2.4-9

Solution:
25 9 Zo hts. 19
Step 1 — x 14x —|=|— x — x —
3 50 las eee!

ed — 129% 14x 9} _ [3150

Step 2
Sele 50 3x 1x50 150

3150} _ |3150+ 150) _ |21 = [21]

Step 3
150 150 +150 1

Step 4 Not Applicable

Example 2.4-10

Solution:

Step 1 Not Applicable

Hamilton Education Guides oF

 Mastering Algebra - An Introduction 2.4 Multiplying Integer Fractions

wer 7 33 5|_[9x33x5]_ [14ss

P 8. 5 48] |8x5x48] [1920
1485] _ [1485=15 a
Step 3
P 1920] as=13)
a{1920+ |
Step 4 Not Applicable

Example 2.4-11
12528 x x 39) =
4 13
Solution:

Step 1 Ra
4 13 io
eo
iS

1254282 139 125% 28 x39 = 136500

Step 2 x—x—|=
(ae ae | 4x13x1l a2

136500 136500 +52 2625

Step 3 Sl Caeaie oan a = (2625)

Step 4 Not Applicable

In general, three integer fractions with or without a common denominator are multiplied as in the
following cases: .
Case I.

qc e|_|axexe|__|ace
Ss ialos bax f bdf

Example 2.4-12

x —x—|=
_fixix] -|4
Ls 1x3x1 3

Case II.

ace =e | =| 2). =|[2)x fs|

eerie ales ac xe __| ace
bode fl Wb ae imioxd)fl. lea)” Fl loa elena leap
Example 2.4-13
1 1
2 5x3]-[(2x 3)? _|| 2x3] 5 =|(244).2 -((2)x2 _| 2: 3|_| 2&3 |_lixal ia
315 2) K3 15) 2 eTS | Pb ARTS De NS) TS ae ee eee
ie i 3

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 Mastering Algebra - An Introduction 2.4 Multiplying Integer Fractions

Case II.

a Cc é | a & e||-|2 gee a [<*) a ce axce ace

= SeSe || Xx = || | || NS
SU Sia PESa Ss
Ie = =

Example 2.4-14
1
gee ee) | Bie e 2)|= eh eg eee 2 a 2 E Dei
ie es) is) 3 | 3x2 3 \x2 3 FD Shad
1
1
=| )=(24]= 4
3x2 3x1 3
1
Note - In multiplication the use of parentheses does not change the final answer; the three
examples above have the same answer (see Section 1.4).

Additional Examples - Multiplying Integer Fractions _

The following examples further illustrate how to multiply integer fractions:
Example 2.4-15
1 1
32] | 3x2) _ 1x2) _fixtl_
5...6 5x6 5x2 5x1
Z 1

Example 2.4-16
8
2
Sod |2 24|_|2x24|_[2x8]_fi6
|= = =|—| =
(16)
1 PH il

Example 2.4-17
Le
Dewd 251. 12% 4x23 Seatah ea gl =i}
x—x = = =|
5 5) 8x 5x8 Pete tt 1
1 2

Example 2.4-18
Gul 01 ori< Ol(0),
4.0] =[e00) [21

Example 2.4-19
LOmel 1
1 1000 2 Le 1000x 2x 1x1 1Ox1x 141) = | Ixtx id --0
=
x - x x—|= = =
1000 x x x =
100m One? 1 100 10 2 1x 100x 10 x 2 lx 1x 10x 1 Ixlx1x1 1
1 1 1

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Mastering Algebra - An Introduction 2.4 Multiplying Integer Fractions

Example 2.4-20
Lee 3
3 4 6 1\_| 3x4x6x1|_[1x1x6x1 |_| 6 -|2
8.5.10 ~°3| |8x5xl0x3| |2x5xl0x1| |100| |50
—_ >.< b——J — — | —— | =. |-

50
Example 2.4-21

3 —— 3 & 3 90
= x => x = Be
8 ix 75a 8 W Sea

135
_ [390] _|270 |_ [135] _
8x7 36 28 28
28

Example 2.4-22
12 ]
& (3 2) ie 4 ie = 3x 24 3x 25 ee re & oe
— x24|]x|-x—]|]/= x x x — x _ x = x
10 8 6 10 1 $046 10x1 8x6 5x1 8x2 5 16
5 D

=
36. Si
(25 i
5 16

Example 2.4-23

é 5) (3 20 ) 2x3 a 20 ae (exes ° P2027 Ey ‘ 2420

x x x x12 = x x x =
aA 3) 33 5x4 a 330 01 5) 72 BE<35-<1
2

1 242 22
_[ 3 , 2420] _ |x 2420} _|1x 242] _ [1x22] _[22]_[,1
1099 10x99 | | 1x33] [1x3] [3 3
133 3
Example 2.4-24

a - . ) i 5 & _)
—x—]x5!x}—x3]/= x—1x x =
Sy 7 8 aye 1 Saal

—
Le
x x
3 —
5 x
3 —
5) x
3 —
SiS
x —
Se 8) —
15 = jh=
7]
Lil 8 isu 8 1 8 1 8 1x8 8 8]

Example 2.4-25
, 1 ]
\

(= 80) «(4 x5) «(1° 52) = x |S 9 x 80 é 1x3 {eee

80 50 2 1 80x 1 30x 1}. 1x1
1 10

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Mastering Algebra - An Introduction 2.4 Multiplying Integer Fractions

250
‘ eer a r (2)«(pee _|9 1 | 2500] _)9x1x 2800} _|9 x 1x 250
id 10x 1 1 1 10 1 1 10 1 1x 16x1 Le isc)
1

Section 2.4 Practice Problems - Multiply the following integer fractions:

1 = fie ein
Sas 8 6

3. ce 4. an
35 ab} Sy digi

=
2
=x]2) =
Ah WS
(DS il 0 =
6. (1000PER1)NSO
(2.3) «($« a1DG

i eee 8. (2.2}.(4.4 3) =
6 1 100 6 8 4 18 14 9

Ny =
\O — oO << x x 4 2 = 10. (34.8), (7.4}x2
aamaeN oo
| On|air
Nee,aN Sees, 9 8 49 5 See SAaZ
| eee

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 Mastering Algebra - An Introduction 2.5 Dividing Integer Fractions

2.5 Dividing Integer Fractions

Two or more integer fractions with or without a common denominator are divided using the steps
given as in each case below:

Case I - Dividing Two Integer Fractions with or Without a Common Denominator

Divide two integer fractions using the following steps:

Step 1 Change the integer number a to an integer fraction of the form 7 e.g., change 9 to =.
Step 2 a. Change the division sign to a multiplication sign.
b. Replace the numerator of the second fraction with its denominator.
c. Replace the denominator of the second fraction with its numerator.
d. Multiply the numerator of the first fraction with the numerator of the second
fraction to obtain the new numerator.
e. Multiply the denominator of the first fraction with the denominator of the second
fraction to obtain the new denominator.
Step 3 Simplify the fraction to its lowest term (see Section 2.1).
Step 4 Change the improper fraction to a mixed fraction if the fraction obtained from Step 3
is an improper fraction (see Section 2.1 Appendix).

Examples with Steps

The following examples show the steps as to how two integer fractions with or without a
common denominator are divided:
Example 2.5-1

Solution:

Step 1 Not Applicable

38 3 As Siecle 45
Step 2 | = =
P

45 45+5
Step 3 = =
P

i:
Example 2.5-2

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 Mastering Algebra - An Introduction 2.5 Dividing Integer Fractions

Solution:

Step 1
Pe ia

Step 2
28 ]=[2,22] =[2x12) [hoe
i POR a EZ 6

Step 3
108} _|108+6]_
[18]_

Step 4 Not Applicable

Example 2.5-3

Solution:

Step 1 Not Applicable

Step 2
320 _75|_/320 100] _ |320x 100] _ [32000
465 100} [465 75} | 465x75| [34875
32000 |_ |32000+25|_ [1280] _|1280+5]_
Step 3
34875] [34875+25| [1395] [1395+5] |279

Step 4 Not Applicable

Example 2.5-4

Solution:

Step 1
65 G5oenl
q25i09250 |e |2senae| Anas1 9)1/12
Step 2
651] [65 230] [65x 230] [14950
125 |_| 125+25 -|<
Step 3
14950] [14950+25] [598

Step 4 Not Applicable

Example 2.5-5

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Mastering Algebra - An Introduction 2.5 Dividing Integer Fractions

Solution:

Step I Not Applicable

aie 32 _ 50]_ [32 12]_ [32x12] _ [38a

EE ig 12| {18 50| |18x50| |900

384] [38424] [90] [9023] [32

3 =
a 90044 a =
22543 an or

Step 4 Not Applicable

In general, two integer fractions with or without a common denominator are divided in the
following way:
Pee
be a thaw bxe be
Example 2.5-6
3
Soe) ea t5| | ats es ale -|4
jee Fol flo ech aw rsa (as fil 2
1

Case II - Dividing Three Integer Fractions with or Without a Common Denominator _

Divide three integer fractions using the following steps:

Step 1 Change the integer number a to an integer fraction of the form a e.g., change 58 to =.
Step 2 a. Select the two fractions grouped by parentheses.
b. Divide the grouped fractions following Steps 2a through 2e, outlined in Section
2.5, Case I above, to obtain a new integer fraction.
c. Divide the new integer fraction by the third fraction by repeating Steps 2a through
2e, outlined in Section 2.5, Case I above.

Step 3 Simplify the fraction to its lowest term (see Section 2.1).
Step 4 Change the improper fraction to a mixed fraction if the fraction obtained from Step 3
is an improper fraction (see Section 2.1 Appendix).

Examples with Steps

The following examples show the steps as to how three integer fractions are divided:
Example 2.5-7

Hamilton Education Guides 104

 Mastering Algebra - An Introduction 2.5 Dividing Integer Fractions

Solution:

ea
3 = EE
Step 1
5 25 Sede 5

Step 2 (2+4).2)-(2.4)-2/-((24).2 -(2)+2 See

Sees 2s 5 4) 35 5x4) 25 0079 25)" 120005

a2 I- 53251 05
20-9} |20x9} {180

75 Le 5
Step 3 = a -|5
180} |180+15} [12

Step 4 Not Applicable

Example 2.5-8

235+ & £ =
ily 112

Solution:

68 235
Step 1 235 (2 = = -

arene Be ? 2S A oo z ee
ep ie as 10 Ie ats: 963 1 15533 1 \495

_|235
,816] _|235 495] _|235x 495] _ |116325
1 495 dee 8816 1x 816 816

1163251) 111632523 4138795

38775 151
ee | 44a

Example 2.5-9

Solution:

Step 1 Not Applicable

AAD. ob Anes8 ee Ue aoe Ve AN PLS his 2: eaex

Step 2 —+—|+—/=||/—x—]+-|= +—|/=]|/—|]+=—]= +—/=
5) 632," ae os) S277 oS 107" 3 LOGS TO>

105
Hamilton Education Guides
Mastering Algebra - An Introduction 2.5 Dividing Integer Fractions

_|12x5]_ |60
10x1 10

_|60+10] j6;]_
Os 2|-10 +10 6)

Step 4 Not Applicable

Example 2.5-10

Solution:

Step 1 Not Applicable

Step 2
PGS
—+ + =
SS + x
SS = &
oN =
es es
| aay aero
ee
30.6) 57) 130) U6. 12) 180, Kox12))| 130 | = aoe
_[12 72] _ [12x72] _ |864
3075} [30x75] {2250
Geacs 864 |_| 864+2]_ |432 |_| 432+9 -|&
2250] [2250+2] [1125] [1125+9] [125
Step 4 Not Applicable

Example 2.5-11

Solution:

Step 1 Not Applicable

Step 2 PO +(te
=\- et +f : aei 9 sees ele
S Me GoGo 6 \6x5 6 \30 6 30] |6 42

_ [9x30] _ [270
6x42] |252

270|__|270+6}] | 45
Step 3 = =
252} |252+6| |42

45 3
Ste — |= }1—
De

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 Mastering Algebra - An Introduction
I 2.5 Dividing Integer
Integer Fractions
VC Fractions

In general, three integer fractions with or without a common denominator are divided as in the
following cases:
Case I.

ei ae aloes eee (2.8 - lade 2 OG | af. ad x f adf

5 : = = -—/ = aan = a = x = =
Beas ey Deter iy Del of stor Ameiy& be” Ff, be _e bexe bce

Example 2.5-12
2
(2-3) .8)=(2.5).8)- 2x 6 +8/=|(22) -8)=(22).8]-((4) -8/-[t.3
5 6) 5 Sag) = 5 5x3| 5 ai 5 Cea) Nghe aa ee
1

i
oy i Cs Ee ee a
58 3x 8 ise
m5
Case II.

Example 2.5-13
1

SONG 35 SG 8 5 | 6x8 5 \OXS8 5 \16/ 5 16| |5 5 5x5

p)

25 25

The following examples further illustrate how to divide integer fractions:

Example 2.5-14
2en3
4 2)_]4,15]_ [axts]_ [2x3 -|¢/-@)
2) eels ew 8x 2 1x1 1
Pot

Example 2.5-15
1
Se = 3. 24 =P |=)P| )-
12

fo) Ee ONE ee ae
8

Example 2.5-16

ie y 4 -((2 ape (Se 2(ERe = [5 Af=[48 B)[tt [ss

Rees) ais ml S| als.) 16 | vis) 15" (5 15|° |S 4 1x4

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 Mastering Algebra - An Introduction 2.5 Dividing Integer Fractions

- [5]=
4 [a3

Example 2.5-17

= BS a Zl -|25, 3|_}25,16
1 \8x2 I Ai6 1 16 3

_ |25x16}
_|400} _|4331
1x3 3 3

Example 2.5-18

vee (3)-2 @4 e.2

Ge = See =
7 49 ips! 1 (3)-2 -(2)-2

_[35x1 -|8
oxal2 36
Example 2.5-19
Cane 1
9x 22 A: 4x1 Cres)
eee
16x3| | 8x8 (4)
1 1 2

—
ee = | —
6 x
16 =
6x 16 —
96 —

Example 2.5-20

-(3-@)-@-@-ES
=|. Be -|<
Bx?
3 2 A
Example 2.5-21

=(2+3)-(2.7)|-(4 | (2 ‘)
= ao = = a Ub ema ee | | |a |
led 7e 52 1 e387 Sale

-(24)-(24)
o (2)-(@) 20. 30] _ Pee = [600]
(324)-(23)
4) (2)-(@) Pee

Example 2.5-22

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 Mastering Algebra - An Introduction
2.5 Dividing Integer Fractions

Lt
_ || 3x3 eee Slee =|(2 A eeeSE aN re fa A
23x 3 3x2 ax1 6 Ss 5 6 aT ol 5 5
an
Example 2.5-23

.+(3+8}|.4)— i +(2x8)|+4]-
SNS. Sh 16 Scikk: 61) 16

ee alee ae
SOs aS Sieh ai

1
me Oy 6) tt

1
Example 2.5-24

)-Gp
1
ae 1x2 Q a
M29) Ae v4

1 ay a 2 Sere oy [++4)+s-

fee eed |) Fe lon) Ge):

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 Mastering Algebra - An Introduction Quick Reference to Chapter 3 Case Problems

Chapter 3
Exponents
Quick Reference to Chapter 3 Case Problems
3.1 Positive Integer Exnonents::25044 9-8 Oe ee ee ee 112
Case I - Real Numbers Raised to Positive Integer Exponents, p. //2

Case II - Variables Raised to Positive Integer Exponents, p. 1/5

[]=; [ey]=;[or e?-4]-

322 Negative Integer’ Exponents 30 .cec dec ccs ee ee eee 117
Case I - Real Numbers Raised to Negative Integer Exponents, p. //7

Case II - Variables Raised to Negative Integer Exponents, p. /2/

3:3 Operations with Positive Integer Exponents....000000.00.0

ooo occcoooooccccecceccevecececee
0000 ees 124
Case I - Multiplying Positive Integer Exponents, p. /24
Case I a - Multiplying Positive Integer Exponents (Simple Cases), p. 125

(Pe\(-22)]-; [eae es)

Case I b - Multiplying Positive Integer Exponents (More Difficult Cases), p. 130

(nail - be")
(-27)° (x2 -x*)’ =:
Case II - Dividing Positive Integer Exponents, p. 134
Case II a - Dividing Positive Integer Exponents (Simple Cases), p. 134

ion Eas] (| _ 14k ln? a

= CS 8u/y> v2 : |dm?

Case II b - Dividing Positive Integer Exponents (More Difficult Cases), p. 139

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 Mastering Algebra - An Introduction Quick Reference to Chapter 3 Case Problems

Case III - Adding and Subtracting Positive Integer Exponents, p. 144

Case III a - Addition and Subtraction of Variables and Numbers Raised to Positive
Exponential Ferms, p. 144

eye aS alk (a? +20? +4) (4a? +20) = 2 a®? 42a”? — 4a +543q74| =

Case III b - Addition and Subtraction of Positive Exponential Terms in Fraction Form,
p. 148
ae:
Bea 2

3.4 Operations with Negative Integer Exponent .....000000.000.0...0cccccccccccccccscccscccesecececeeeesee. 153

Case I - Multiplying Negative Integer Exponents, p. 153
Case I a - Multiplying Negative Integer Exponents (Simple Cases), p. 154

(x? y72?).-(x1,32-4) =: [iteze) |e(Samed

Case Ib - Multiplying Negative Integer Exponents (More Difficult Cases), p. 160

(2) * (3.0) |=; lary y=, -

Case II - Dividing Negative Integer Exponents, p. 165
Case Il a - Dividing Negative Integer Exponents (Simple Cases), p. 165

Case III - Adding and Subtracting Negative Integer Exponents, p. 175

Case III a - Addition and Subtraction of Variables and Numbers Raised to Negative
Exponential Terms, p. 175

Case III b - Addition and Subtraction of Negative Exponential Terms in Fraction Form,
p. 181

yi 5 RT EA |fysecach dele.
os ear est oe oe ea).
as ie b! 3-a”

Hamilton Education Guides ial

 Chapter 3 - Exponents
In this chapter the student will learn how to solve and simplify expressions involving positive and
negative integer exponents. Positive integer exponents are addressed in Section 3.1 and negative
integer exponents are addressed in Section 3.2. Simplifying positive and negative exponential
expressions in mathematical operations involving multiplication, division, addition, and
subtraction are addressed in Sections 3.3 and 3.4, respectively. Cases presented in each section
are concluded by solving additional examples with practice problems to further enhance the
student’s ability on the subject.

3.1 Positive Integer Exponents

Integer exponents are defined as a” where a is referred to as the base, and 7 is the integer
exponent. Note that the base a can be a real number or a variable. The integer exponent n can
be a positive or a negative integer. In this section, real numbers raised to positive integer
exponents (Case I) and variables raised to positive integer exponents (Case II) are addressed.

CaseI Real Numbers Raised to Positive Integer Exponents |

In general, real numbers raised to positive integer exponents are shown as:
ale) a . mere
a SOE OS Leu Ros Ole Be fe! where n 1S A positive Int eger and a#0

For example,
Sire OR SRR 8 —A0G
Real numbers raised to a positive integer exponent are solved using the following steps:
Step 1 Multiply the base a by itself as many times as the number specified in the exponent.
For example, 2° implies that multiply 2 by itself 5 times, i.e., 2° =2-2-2-2-2.
Step 2 Multiply the real numbers to obtain the product, i.e., 2-2-2-2-2 =32.

Examples with Steps

The following examples show the steps as to how real numbers raised to positive integer
exponents are solved:
Example 3.1-1
:
Solution:

Step 1 b3]= 2.22]

Step 2 22 p=
Example 3.1-2

Hamilton Education Guides

tg 2
 Mastering Algebra - An Introduction
3.1 Positive Integer Exponents

Solution:
Step 1 = |(1.2)-(1.2)-(12)-(12)

Step 2 (1.2)-(1.2)-(1.2)-(12)] = [2.074]

Example 3.1-3

(3)'|=
Solution:

Step I (AOOBE
Step 2 ()-C3)-3)-3)-) |=
Example 3.1-4
1007] =
Solution:

Step 1 [1003]
=[100-100-100]
Step 2 [100-100-100]
=(1000000)

cea
Example 3.1-5

Solution:

Step 1 =(3-A))-)-)-
step? -9)-9)-9)--- :
Note that:

e A negative number raised to an even integer exponent such as 2, 4, 6, 8, 10, 12, etc. is
always positive. For example,

(-3)° = (43) = +729 = 729 = (-2)? = (42)? =+4=4 = (-5)* = (45)* = +625 = 025
e A negative number raised to an odd integer exponent such as 1, 3, 5, 7, 9, 11, etc. is always
negative. For example,

(-3)? = 243 (aes Oy Sky

Additional Examples - Real Numbers Raised to Positive Integer Exponents

The following examples further illustrate how to solve real numbers raised to positive integer
exponents:
Example 3.1-6

(-10)° = (See the note on page 120 on numbers raised to the zero power.)

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Mastering Algebra - An Introduction 3.1 Positive Integer Exponents

Example 3.1-7

Example 3.1-8

Example 3.1-9

58°] =
Example 3.1-10

Example 3.1-11

(o']- [0-0-0-0-0)-
Example 3.1-12

(@)-P OO C)-=-
Example 3.1-13

= |(-4.25)-(-4.25)-(-4.25)| =
Example 3.1-14

[a04s)'|- (10.45) -(10.45)-(10.45)

-(10.45)| =
Example 3.1-15

- ]= soon] = E00)= 3000]

E297] [[C29-C9-Can
Practice Problems - Real Numbers Raised to Positive Integer Exponents

Section 3.1 Case I Practice Problems - Solve the following exponential expressions with real
numbers raised to positive integer exponents:

hele 2. (-10)* = 3 0258 =

4. 12° = 5) 6 agg

7. 100° = 836° = 0F 6a=

10. (-24)* =

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Mastering Algebra - An Introduction 3.1 Positive Integer Exponents

Case II Variables Raised to Positive Integer Exponents

In the exponential expression a” the base a can be a variable such as x, y, z, m, n, and b.

Variables raised to a positive integer exponent are solved using the following step:
Step Multiply the base a by itself as many times as the number specified in the exponent.
For example, x* implies that multiply x by itself 4 times, ie., x4 =x-x-x-x.

Examples with Steps

The following examples show the step as to how variables raised to positive integer exponents are
solved:
Example 3.1-16
[4]=
Solution:

Step [o4|= 55-55)

Example 3.1-17
w(x)"|=
Solution:

Example 3.1-18
[a*o4]=
Solution:

Step a®b*| = (a-a-a-a-a-a)-(b-b-b-b)

Example 3.1-19
(a)'|=
Solution:

Step (0b)=
= [(ci)-(ab)-(e)
F-
Example 3.1-20

Solution:

Step = [Geez CA)

Additional Examples - Variab les Raised to Positive Integer Exponents
:
The following examples further illustrate how to solve variables raised to positive integer exponents
Example 3.1-21

(ca)? |=[(ca)-(ca)-(ea)]-
Lis
Hamilton Education Guides
 Mastering Algebra - An Introduction 3.1 Positive Integer Exponents

Example 3.1-22
[x3-y?-24] = (x-x-x)-(y-y)-(2-2-2-2)
Example 3.1-23

(cd) -(cd) |= (a-a-a-a)-(b-b)-(cd -cd -cd)

lato? -(ca)'|= (a-a-a-a)-(b-b)-(cd)-

Example 3.1-24

Example 3.1-25

[2-28 oy]-[-0* (on)=[o*C0)"= [eee a)G9)Con)Aon)= [4 6°6) yay)

Example 3.1-26
a} -(62c?) (xy)? = |(a-a-a)-(b-b-c-c)-(xy)-(xy)| = |(a-a-a)-(b-b)-(c-c)-(xy-
xy)

Example 3.1-27

Example 3.1-28
Jn?
-n?
(0202); 2]
= (m-m)-(n-n)-(ab)-(ab)-z = (m-m)-(n-n)-(ab-ab)-z

Example 3.1-29

(or?) 0?2-a'|are a]-e]-[eo ea

Example 3.1-30

(ab)? (ed) x4] = (ab) -(ab) -(cd) -(cd) -(cd) - (x +x +x+x)| = |(ab-
ab): (cd «cd -cd)-(x-x-x
+x)

Practice Problems - Variables Raised to Positive Integer Exponents

Section 3.1 Case If Practice Problems - Solve the following exponential expressions with
variables raised to positive integer exponents:
| ee Cees = 3. ab? sc? =

4. y>-(aw)?
3
=
ares
5. (ab)* (xy)? 6. (92) =

1, ab = 8 z*.w3 (ab)? = 9 (xyzw)* -53 =

10. “2° -b- (cd)' =

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 Mastering Algebra - An Introduction 3.2 Negative Integer Exponents

3.2 Negative Integer Exponents

Negative integer exponents are defined as a~” where a is referred to as the base, and n is the
integer exponent. Again, note that the base a can be a real number or a variable. The integer
exponent n can be a positive or a negative integer. In this section, real numbers raised to
negative integer exponents (Case I) and variables raised to negative integer exponents (Case II)
are addressed.

_CaseI Real Numbers Raised to Negative Integer Exponents

In general, real numbers raised to negative integer exponents are shown as:

= = = where n is a positive int eger and a # 0

- For example,

54 5.5.5.5 625
Real numbers raised to a negative integer exponent are solved using the following steps:

Step 1 Change the negative integer exponent a” to a positive integer exponent of the form
es = 1
|
a”
For example, change 3? to —.
34

Step 2 Multiply the base a in the denominator by itself as many times as the number specified
in the exponent.
in the exp ple, rewrite aa: as ey
For example, :

é 3 p : 1 1
Step 3 Multiply the real numbers in the denominator to obtain the answer, i.e., ane aoe

: Examples with Steps

The following examples show the steps as to how real numbers raised to negative integer
exponents are solved:
Example 3.2-1
[J-
Solution:
x 1
Step 1 fl-|7]

Step Fe a

ep 4-4-4
Example 3.2-2
3.274| =

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 Mastering Algebra - An Introduction 3.2 Negative Integer Exponents

Solution:

step1 a]
Step
P2 3241| |=
|(32)-(2)-(32)-(32)

Step 3
1
(3.2)-(32)-(3.2)-(32)| [104.86
Example 3.2-3

Gis |=
Solution:

Step 1 (97-5

Example 3.2-4

+9)"|-
Solution:

5 1 |4

:
1 1
Step 2 2242)

Ste 3 ee ae — ea ie
P 6-6-6-6-6 7776

Example 3.2-5

(34) “|=
Solution:

5 A\= ]

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Mastering Algebra - An Introduction 3.2 Negative Integer Exponents

1
Step 2 =
(—3.4) -(-3.4)-(-3.4)-(-3.4)-(-3.4) -(-3.4)

1 1
Step 3
(—3.4) -(-3.4)-(-3.4) -(-3.4)-(-3.4) -(-3.4) . ~ [1544.80

Additional Examples - Real Numbers Raised to Negative Integer Exponents

The following examples further illustrate how to solve real numbers raised to negative integer
exponents:
Example 3.2-6

Flic) Rta | RS

Example 3.2-7

Lo-|aSOU Ed Ee

eee
Example 3.2-8
ene 1 a oe ee ee

Example 3.2-9
SE ae hse A) Aa el 1 moe

Example 3.2-10

Example 3.2-11

Z ~ |(0.32)-(0.32)-(0
(0.32)
.32)-
-(0.32) ree
Example 3.2-12

se]
-[2]-(2
~ 1934! 234

Example 3.2-13

149
Hamilton Education Guides
Mastering Algebra - An Introduction 3.2 Negative Integer Exponents

Example 3.2-14

45°| | (45)-(45)-(4.5)| [91.125

Example 3.2-15
eli ‘ 1 eT1
l
Serene
. :
=
2205). ‘ ||

Note I: Any number or variable raised to the zero power is always equal to 1. For example,
0 0
=1, (eo) =1, (V335?2) =1, (xt+y+z) =1,
=1, [(sx+2)-8]’
559=1, (-15)?=1, (5689,763)°
0
3 2 0
| =1, |(24~327+22+4)+32] =r
y
Note 2: Zero raised to the zero power is not defined, i.e., 0° is undefined.

Bo) 3 2
Note 3: Any number or variable divided by zero is not defined, 1.e., ;: s ae7 at aa +< se )

355 3W5x2x? +4vx

+4v x-6 , etc. are undefined.
0° 0

Note 4. Zero divided by any number or variable is always equal to zero, 1.e., += 0, pn = 0s
0 0 0
= > 2
=0 >
=)
V10 x 3/2

Section 3.2 Case I Practice Problems - Solve the following exponential expressions with real
numbers raised to negative integer exponents:

1 4? 2, (-s)*= 3. 0253 =

Ae — 53-2 G\e = 6. 4g-2 =

fe 10) = 8. 321 = Ommen

10. (-45)? =

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 Mastering Algebra - An Introduction 3.2 Negative Integer Exponents

Case Il Variables Raised to Negative Integer Exponents

In the exponential expression a” the base a can be a variable such as p, g, r, s, k, and /.

Variables raised to a negative integer exponent are solved using the following steps:
Step 1 Change the negative integer exponent a” to a positive integer exponent of the form
1 ang i
—,. For example, change p~ to —.
a P
Step 2 Multiply the base a in the denominator by itself as many times as the number specified
: ‘ 1 ]
in the exponent. For example, rewrite —> as
Pp POP sep =p

Examples with Steps

The following examples show the step as to how variables raised to negative integer exponents
are solved:
Example 3.2-16
Le:
Solution:

Step 1 il
Ale [5]
|B

ben

’ Example 3.2-17
wi(xy)? =
Solution:
oes alel esl. |i sled

Step 2
tep w'(xy) |= (w-w-w-w)-(xp-xy)

Example 3.2-18

Solution:
Sa
=—5 ;—4| _ 1 1 = 1-1 = l

1 1
Step 2 Sas (c-e-c-c-c)-(d-d-d-d)

121
Hamilton Education Guides
 Mastering Algebra - An Introduction 3.2 Negative Integer Exponents

Example 3.2-19
(a ie ~
Solution:
Suns om 1-1 I
Step 1 Bee ear -
D

l = 1
Step 2 |
A Wali abe ahahva Ve ae
(ab) Xs

Example 3.2-20
Zim (a byw =

Solution:
~ = 2 1 1 1 1-1-1 ]

P ( ) a (ab) w! > (ab)? -w! 2°(ab)w

Step 2
ep cee
25(ab)w (z-z-z-2-z)-(ab-ab-ab)-w

Additional Examples - Variables Raised to Negative Integer Exponents |

The following examples further illustrate how to solve variables raised to negative integer
exponents:

a ea
Example 3.2-21
ee oie fa 1

Example 3.2-22
eee ea 1
EA Ere, (x-x-x-x)-(y-y-y)-(z-2-2-2)

Example 3.2-23

eS
es rn eerldperrare
a? -b?-(cd)’ |de |a5b?(ca)? |a ;
|(4-4-4)-(b-b)-(ed-ed)
Example 3.2-24

( ) (x y)° w> 72 (x'y)? <w3-z?

1
(xy-xy-xy)-(w-w-w)-(z-2)

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 Mastering Algebra - An
Introduction
a 3.2 Negative Integer Exponents
ON

Example 3.2-25

Srl Pratl Lene eee

1-1-1] 1 1

Example 3.2-26

(ab)? ales (ab)? x!

ry 1 a 1
ee (ab -ab)-x-(y-y-y)

Example 3.2-27

1 (xy)? 2? 1-(xy)° «2?

z 2a = 2a |

(xy)>2? (xy - xy- xy)-(z-z)

Example 3.2-28
fia-a°?-(ca)-e-" =|. Le en 7 (p2 - 12
Dg (ca) k} l.a?-(cd)° -k a*(ed)*k (a-a)-(cd -cd -cd)-k

Example 3.2-29

bea 5a
sie| | eee le
[sa-x3-y?-2?]= 20) Rl geben il x Ne 22 lex ges? xr yrz? (x-x-x)-(y-y
)-(z-z)

Example 3.2-30

(x yz) a’ L-(x yz)? -a

es 8 ts 8
= (xyz)a
(xyz + xyz- xyz)-a

Practice Problems - Variables Raised to Negative Integer Exponents

Section 3.2 Case II Practice Problems - Solve the following exponential expressions with
variables raised to negative integer exponents:
Pen. 2 a> = 3 a bee =

a ae (zw)? = 2. (ab) (xy)? +27? = Cree. (xyz) =

7. a?’b' = Baar hays (abc)? = 9. (xyzw) ‘be (ab)° =

10. (ad) -b? -(y)7 =

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Mastering Algebra - An Introduction 3.3 Operations with Positive Integer Exponents

3.3 Operations with Positive Integer Exponents

To multiply, divide, add, and subtract integer exponents, we need to know the following laws of
exponents (shown in Table 3.3-1). These laws are used to simplify the work in solving problems
with exponential expressions and should be memorized.
Table 3.3-1: Exponent Laws 1 through 7 (Positive Integer Exponents)

I. Multiplication When multiplying positive exponential terms, if

bases a are the same, add the exponents m and
if)

II. Power of a Power When raising an exponential term to a power,

multiply the powers (exponents) m and n.

Ill. Power of a Product When raising a product to a power, raise each factor
a and b to the power m.
m

IV. Power of a Fraction When raising a fraction to a power, raise the

numerator and the denominator to the power m.

V. Division . When dividing exponential terms, if the bases a

are the same, subtract exponents m and n.

VI. Negative Power A non-zero base a raised to the —n power equals

1 divided by the base a to the n power.

VII. Zero Power A non-zero base a raised to the zero power is

always equal to 1.

In this section students learn how to multiply (Case I), divide (Case II), and add or subtract (Case
III) positive integer exponents by one another.
Case I Multiplying Positive Integer Exponents
Positive integer exponents are multiplied by each other using the exponent laws I through III
shown in Table 3.3-2.
Table 3.3-2: Exponent Laws 1 through 3 (Positive Integer Exponents)

I. Multiplication : When multiplying positive exponential terms, if

bases a are the same, add the exponents m and
Md
n

II. Power of a Power (2”) = 7 When raising an exponential term to a power,

multiply the powers (exponents) m and n.

III. Power of a Product (a-b)" =a™-b™ When raising a product to a power, raise each factor
a and b to the power m.

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Mastering Algebra - An Introduction 3.3. Operations with Positive Integer Exponents

Multiplication of expressions by positive integer exponents is divided to two cases: Case I a

addressing simple cases and Case I b addressing more difficult cases.

Casella Multiplying Positive Integer Exponents (Simple Cases)

Positive integer exponents are multiplied by each other using the following steps:
Step 1 Group the exponential terms with similar bases.
Step 2 Apply the Multiplication Law (Law I) from Table 3.3-2 and simplify the exponential
expressions by adding the exponents with similar bases.

Examples with Steps

The following examples show the steps as to how positive integer exponents are multiplied by one
another:
Example 3.3-1 7 a , g
( vs Ca; ) YU ia
(x3¥7)-(x?»)-y° =
|
4s | 2) (yy by,
Solution:
Step 1 (x3y7)-(x?»)-y° me (<3x2)-(1°s?y)]=|(s+?) ')
-(y°»?4)
(vy?y')
= (83?)-(sy ¢. ‘ o

5 ) aces /
Step 2 (x°x?).(yyy!) ie G2) (4) =[:°-»4]= €x

Example 3.3-2 ; fit b>

Ee) voor fore C5 pe

=) =idetes,. qg)-\&

kON : ye 9
Solution: ignh ( ee i ( b J Z

Step 1 ee (1008).(—+ ab?) & (—4 <1 10) (2%aa) (67) s a -(a2a'a')-(676")

Step 2

Example 3.3-3

Solution:

Step 1 1 3,S4e OGope

Ae 2323]
0
ara ERP)
ee) aalgeaez--l-w-z-l pe WZ

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1
Step 2 &x-(w?-w!). (22-2!) = 2x-(w2+t)-(22*1) [Lew 2] [Lewis

Note - Non zero numbers or variables raised to the zero power are always equal to 1, i.e., 10° =1,
(23456)° =1 : a° =1 fora#0, (a-b)° =1 fora-b #0, (x-y-z)° =1 forx-y-z #0, ete.

Example 3.3-4

Solution:

Step 1

Step 2

Example 3.3-5

Solution:
Step 1 (r3s%s)-(12s75°) rs! _ (r3r2r).(s4s%s2s5°) = (neehlelais stcten

Step 2 (r3r2r1). (s4s2s2s1s0) a (ea) A nm

Additional Examples - Multiplying Positive Integer Exponents (Simple Cases)

The following examples further illustrate how to multiply positive exponential terms by one
another:
Example 3.3-6

Example 3.3-7

Example 3.3-8

Example 3.3-9

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Example 3.3-10

Pes (Cs Sena cae | (Gy Re Ce

2 foe llores my

Example 3.3-11

Eseries (les Coke cd Gc

Example 3.3-12

(2-3)° -(5x3y?)-(-20)]= (1)? +(5x-2)-(x3x)-(y?y!)|= (+1)-(-10)-(x**4)-(y2*1) = |-10x4y>]

Example 3.3-13

30) (-4%? p?)-(-5ip) = 3 .(-4 x -5)|-(&7%) (p72) =|[(+25) -(+20)]. (?%4)-(p2p!

ae 500-(k22) .(p*1) = 500k> p?

Example 3.3-14

=). -(x?y224).(-x yz”) ==||/(=

Hi (-#).(7")-(27) =

Example 3.3-15

y-—22-42y9] =|-(3-4-2)-(x-x2)-(y-y)-2]=[(-24)-(0!-x2)-(y!-9°)-2] =[-24-(0h) (9) 2

[a=

aa
Example 3.3-16

(-5-1)° -(a267c?)-(a%b)-a = (-6)° -(a?a3a)-(675)-c? = (-6--6--6).(a7a%a!).(b25" c?

= -216 -(a?*3*1).(5?*1) 0? = |-216 a°b3c?

Example 3.3-17

(sn°x°)-(-3n°k?)| = (5x -3). (454°) -(k?)} =|(-15).(a5*°)-(e*7) = (L1s5x7]

Example 3.3-18

-3m" =|-(-2)? -(2x -3).(m° -m?) = {(-2--2)-(-6)] (m5?) =|-[(+4)-(-6)]-m?

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Example 3.3-19

CCAP) PRAMAR) PRR Ry}Be

Example 3.3-20
6
Lee eee = + (a?aa). = + (a2a3a'). = = (a). = 25°) = om
D 2 2 2) p 2

Example 3.3-21
(-x?y”) (x?y2)-3x 2 -3(x«?x?)-(y?y?) 4 -3(x!x7x?).(y?y?) = -3(x1#2+2) (y2+2) =|-3 x5y4]

Example 3.3-22

Gr FO 4) Gee a
Example 3.3-23

2 3,3 )(oy22).(-2222)]=|[-2 x29} (v4y)-(2%222%2)]

S50 =[(—35)
36 (099). (2329272!)
3y) (292222
=|—-—a aa)A(z ae) ==36 4/8 =|-5—(y4z
5 ( 4 *)
7 ate AM

Example 3.3-24

(-203n9)-(n?m)-(-3m?n) = (-2-3)-(mm?m)-(n°n?n) = (+6)-(mm?m!).(n3n?n!)

sc ca ee
Example 3.3-25

(:2y224)-(-229)-(~Ley2*)}=|(ax(02)
—) -(04y 9).(e429) el(42). 02) vy!)(ote
Il
eX:
Z (au) ( ge)
. “[Z
7) Lcd
=\|]—e .
4s .
7| =>
Sea ao
{t—

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Mastering Algebra - An Introduction 3.3 Operations with Positive Integer Exponents

Practice Problems - Multiplying Positive Integer Exponents (Simple Cases)

Section 3.3 Case I a Practice Problems - Multiply the following positive integer exponents:

ea = D212 bg eb = oy ~a?9ab*b° =

Aan oy? exe? = 5. (x-y?-29)" -w222aw42? Pe Ory Gercor

7 eee (2.9?) (-2x7y) = 8 (p q° r)(p q? r’)= 9 = r2.g-24 op 9 =

10. 2:4? 1k PE =

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CaseIb Multiplying Positive Integer Exponents (More Difficult Cases) :

Positive integer exponents are multiplied by each other using the following steps:
Step 1 Apply the Power of a Power Law (Law II) and/or the Power of a Product Law (Law
III) from Table 3.3-2.
Step 2 Apply the Multiplication Law (Law I) from Table 3.3-2 and simplify the exponential
expressions by adding the exponents with similar bases.

Examples with Steps

The following examples show the steps as to how positive integer exponents are multiplied by one
another:
Example 3.3-26

(»2)"-@) |=
Solution:

set (PY - (PPE

Step2
Example 3.3-27
(2), (3-07) =

Solution:

Step 1 (a 6-)]- ade ares) = (-2°)-(3?-2°)

sor G)P)-(
29h )-eaa- Laer
Example 3.3-28

Solution:
ey ey)
Step 1 (-22)"- (24 x’ - (4224). (x02 302) = [2G 2%)

Example 3.3-29

(of)
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Solution:

Step 1 (3-0 2)" (2) a (3 _pox4 4). (522) ia

Step 2 (34-08 -cl?).54 =|81.52 cl? 54] = 81-(8 -54).c!? = 81-(6%4).c}?

Example 3.3-30

Solution:
o
Step 1 (2-3?-»")2 2] = |
(Cuero aeid edi= [(2?-x*-99)-s9] 2

2: (ee ao 09) 27 ie (24a8 ad Dea

Step Z Bs se: -yl?).x6 — = 16-(x8 x8). 93?= 16-(x8*6). 1?

Additional Examples - Multiplying Positive Integer Exponents (More Difficult Cases)

The following examples further illustrate how to multiply positive exponential terms by one
another:
Example 3.3-31
3 2 0 DSC) x 4 2.0 10
(>?-» cals (» 2 *).1 -[y*4-y9|- aes -["]

Example 3.3-32

(2°.2?) 2 (0°)2 = ery a) bi (25-24)-a!° -[(2°*4)-2'¢)=[2- a9] 1024 a!°

Example 3.3-33
(-32 a 02 a bs (30 2,BP eN ous . res " (-3° . af) (23 & 4) - (-27 y 5). (16. 23)

=|-(27-16)-(5% -5!24)] =|~432-(56*122)| = |-432 (sit)

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Example 3.3-34
5

Example 3.3-35

Example 3.3-36
ia (a? a? -a3-a°)-(b? -b1-53)

ad (epee) = Face Ged

Example 3.3-37
(x*-»)p)(x? -y-2)4 (x-23)2 1" LS erRee pateSe aes Eso ey

ml ee (pate) p: — |x16 6710

Example 3.3-38

D (x° ») (» 3)2 -yl= 12-(x3*?. y!%?),.(y™? x32), y} =) 12-(x6-y?)-(y?-x6)-!

oo eee 12-(x6-x6)-(y?-y?-y) - (os) pat) =|12-x!2.y°] =

Example 3.3-39
3 2 0
(23-2? -x) -(3-a-x?) (2°) = CS ie SA er eee = (2°-a8 -x?).(32-a? -x4)

=|512-a6
x3-9-a?-x4]=|(512-9)-(a®-a?).(x3.x4)| = 4608 -(a°*).(x3*4)| = [4608 a®x7|
Example 3.3-40

(3 _ 3x2 2?2).11 [(»% 2), 52)

at (5*-y8-24)|(5-2°)-x?] 2 = (625-y§-24).[ 2.22 xe a (625. y6-24).(y? el: x4)

=|625- 924.2718 241= 625-x4.(y-y!?).(24 28) z 625-x4 .(yS#2), (48)

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—|625.x4.
y!8.222| = |625 x4 18222

Practice Problems - Multiplying Positive Integer Exponents (More Difficult Cases)

Section 3.3 Case I b Practice Problems - Multiply the following positive integer exponents:

1. A) eX ae 2 2-(p? 4°) pq a 3. (2°.b3): ‘(a»') =

A ea ta a sm 5 (n-x2)" (0?)ye Bae 6 2 Been re

Te (u3 a (u v7) = 8 be y a) (x y 25) = Os? ie ) (3? r ey =

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Case Il _ Dividing Positive Integer Exponents

Positive integer exponents are divided by one another using the exponent laws I through VI
shown in Table 3.3-1. These laws are used in order to simplify division of positive integer
exponents by each other. Division of expressions by positive integer exponents is divided to two
cases: Case II a addressing simple cases and Case II b addressing more difficult cases.

Case IIa Dividing Positive Integer Exponents (Simple Cases)

Positive integer exponents are divided by one another using the following steps:
Step 1 a. Apply the Division and/or the Negative Power Laws (Laws V and VI) from Table
3.3-1.
b. Group the exponential terms with similar bases.
Step 2 Apply the Multiplication Law (Law I) from Table 3.3-1 and simplify the exponential
expressions by adding the exponents with similar bases.

| Examples with Steps |

The following examples show the steps as to how positive integer exponents are divided by one
another:
Example 3.3-41
2ab -

~4a>p*
Solution:

2ab 2 a'p! p) 1
Step 1 Pee
—4a°b 4
era
a°b
hay 4
ees
(aa
=
)-(6% ')

Step 2 =| +]
a

Example 3.3-42

Solution:
Ee i [yp ehce
Step 1 Ee|-F- (ss pve

a Be
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O 3.3? Operatio
P PeTahonnss with
With Positive Integer Exponent
Positive integer Exponentss

Example 3.3-43

Solution:

Step 1

Step 2

Example 3.3-44

Solution:

Step 1

Step 2

Example 3.3-45

Solution:

Step 1

The following examples further illustrate how to divide positive integer exponential terms by one
another:
Example 3.3-46

3a2b? =
6a°®

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Example 3.3-47

Example 3.3-48

Um? n? Z et Vonae = in! n? _ 1 mn? Liles

44m 44 yy! 4-1 at 4

Example 3.3-49

Satb Waa py Ne S
items [elitean

Example 3.3-50

8urw>z? = 8u>w>z? ,
Qurw2z 2u3w2z!

Example 3.3-51
f>g4 poy yo f!
fig? si gg a go ye g! 7 g

Example 3.3-52

3a°b°c?
babe
7 3 arb®c?
6 g'pte!
ie we He Re 1

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Example 3.3-56

abc Bias apc!

4 abc?
See eee ae = 1-(abc*)
cae | 3 3

Example 3.3-57

Example 3.3-58

3 pqt? = 3 Dak x wi 7? i
-15p*q* —15 pq' Spge

Example 3.3-59

c* del! me Gls
8c8q7e3 8c e

Example 3.3-60
i
aga . 1!) " ee
6 ees 51 2\,2

l x7 yrz>xhylz!

= x yer

Gaal
Pea

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Mastering Algebra - An Introduction 3.3 Operations with Positive Integer Exponents

Example 3.3-63
; (ata2a~!).(51763595"")
(abc) -(a267c3)..°
7 freuen)
(-3°%c7)-(ab)

‘ (at : cae)

Gan

opOe Pir onl

2 qt 2\qt

Example 3.3-65

kl? m? i) fa km? km] | Pm? 2D |

Pm m?/? —2 Seem mel 2 Bm>m?1?

l aa

2 eat ; iemena

Practice Problems - Dividing Positive Integer Exponents (Simple Cases)

Section 3.3 Case Il a Practice Problems - Divide the following positive integer exponents:

1 — > a’b? a 3 a*b>c? m

. a ate

j 32 (rs?) 5 2p*qepr? _ (27°) -(?m°)

re Te ie ee 6. =
(2rs)-r° 6p g'r iAP im

7 Qeg «bbe
<= ace:
: ee a gee 3 -2(m33)
nl )-3m2
—a-b-c 8c°d7ere? 3d ;
(102n)-(7274)

" ~3(x?y°z4).(x yz) e

af yt ytes 2

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I
c a EO RE Positive
VEY AUR Integer Exponents
pone:

Case II b_ Dividing Positive Integer Exponents (More Difficult Cases)

Positive integer exponents are divided by one another using the following steps:
Step 1 Apply exponent laws such as the Power of a Power Law, the Power of a Product Law,
and the Power of a Fraction Law (Laws II, III, and IV) from Table 3.3-1.
Step 2 a. Apply the Division and/or the Negative Power Law (Laws V and VI) from Table
3.3-1.
b. Group the exponential terms with similar bases.
c. Apply the Multiplication Law (Law I) from Table 3.3-1 and simplify the exponential
expressions by adding the exponients with similar bases.
Note that the objective is to write the final answer without a negative exponent.

Examples with Steps _—«™” |

The following examples show the steps as to how positive integer exponents are divided by one
another:
Example 3.3-66

Solution:

3
2 2) 6
Xe YG x
Step 1 )= )se

6 eS Oe 4 4 |
x
_ 2
KG 2

Example 3.3-67

Solution:

yy ee ae
ep 1
Step a = re 7 oe

cs 9° .q? 64 | | 64 |_|64
e
p aw = ine? a pits
Bey ||> 3

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Example 3.3-68

Solution:

2x
Step 1 3x2 | 3x2 |
aaa

Sats 4? .¢4 ‘ 16-c* _|16 ce >

P BO” 9.p° ONehe

Example 3.3-69

z-(a-b) |_
22 -a2

Solution:

Step 1

we 3
Z v4

Example 3.3-70

Solution:

Step 1 : : exe plexs

go? . p23. 62*3

Step 2

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_Additional ExampPples - Dividing Positive Integer Exponents (More Difficult Cases)

The following examples further illustrate how to divide exponential expressions by one another:
Example 3.3-71

513 -a7r? p33 i

q2*3 pax?

15+4 )-(©15+6 )
(3 319 x71

ee pices

19-12). po) er
|G )-e Be a7) \2187 x”
1 1

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Example 3.3-78

| (22*3 513). (22. 1x2) 4

ates

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Practice Problems - Dividing Positive Integer Exponents (More Difficult Cases)

Section 3.3 Case II b Practice Problems - Divide the following positive integer exponents:

a? 4 Pog 2 Pipe0
a

4 Sea
Zen) _ 5 (i)a? y?ey)
x
_ « —Mesye) ox? _
6(x-y)>-2”

4
7 Dias be ee : 24.3 (a-5)? e : $ 33.3? -(y-z)*-B?
22 a-(b-c7 Bowe 7, 3° .b?

4\3
for ses |pes

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Case II] Adding and Subtracting Positive Integer Exponents

A common source of mistakes among students is in dealing with addition and subtraction of
exponential expressions. In this section two classes of positive integer exponents are addressed.
The first class deals with addition and subtraction of variables and numbers that are raised to
positive exponents (Case III a). The second class deals with addition and subtraction of positive
integer exponents that are in fraction form (Case III b). These two cases are addressed below:

Case IIL a Addition and Subtraction of Variables and Numbers Raised to Positive Exponential Terms

Positive exponential expressions are added and subtracted using the following steps:
Step 1 Group the exponential terms with similar bases.
Step 2 Simplify the exponential expressions by adding or subtracting the like terms.
Note that like terms are defined as terms having the same variables raised to the same power.
For example, x? and 2x3; y* and 4y* are like terms of one another.

Examples with Steps a

_The following examples show the steps as to how exponential expressions having positive integer
exponents are added or subtracted:
Example 3.3-81

Solution:
Pater:
Step 1 e3y 2x =y- 45 - (x3+2x4)+(3y?-y?)+5

Step 2 (x3+2x4)+(3y?-»7) +5 =|(1+2)x3 +(3-1)y? +5]=|3x° +2y? +5]

Example 3.3-82

ie +x? +4y)— (3x? +y)+2x? =

Solution:

Step 1 (2°foe +4y)- (3x? +y)+2x? =|8 +x? +4y-3x? Shee

= (x?+2x? -3x7)+(4y—y)+8

Step 2 (x?+2x? -3x?)+(4y—y)+8]=[(142-3)x? +(4-i)y+8-|ox? +3y+8]= [By+8]

Example 3.3-83

a +2q7” ~ ha?” +543q7? =

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Solution:

Step 1 ae ae” 4a +5+3a7?! = (2® - 4a*?) + (2a +30) +5

Step 2 (2* = 4a°*)+(2a” + 3a”) + **+5]=

+(2+3)a??
=|(1=4)a
Example 3.3-84
2 2
(2°) +(a*s?) —3a4 +24%5*| =

Solution:
2 2
Step 1 (2?) +(a°o°) ~3a* +2a°)*| = (a?) + (a5) 304 + 20%6°

=lq* +a%p° —3a2 +2a°h®| = (a‘ < +(a%° +2a°b°)

Step 2 a’ 4 —3a *)+(a%b° +2a%°) =|(1-3)a* +(1+2)a%°| =

Example 3.3-85

(324 4973 = 47? +5z)- (-4437° = 72) =

Solution:

Step 1 (324 17 = 47" +5z)—(24 437° -12) =|3z4 +2273 — 472 457-24 = 37 JZ

= (324 -2*)+(22° -32°)- 427? + (5z+72z)

Step 2 (324-24) +(223 -323)- 42? + (52+72) =|(3-1)z* +(2-3)z9 — 427 +(5+7)z

= 2z4 —z° — 42? +12z

Additional Examples - Addition and Subtraction of Variables and Numbers Raised to Positive Exponential Terms

The following examples further illustrate addition and subtraction of exponential terms:
Example 3.3-86

5x7 + 3x7 4 2x9 - x? +5|= (5x3 +229) +(32-x?) 4 =|(542)e°4G—s4 5|= 3 23

Example 3.3-87

(-2m4 — 3m? +24 +3m-10)— (5m? +2m-+3) Blan

on sel a Ds = ee

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+(-10-3)]=|(-2+2)m* + (-3 -S)m? +(3-2)m=13

+(3m— 2m)
=|(~2m4 + 2m*) + (—3m? — 5m?)

= [0m — 8m? + m-13} =

Example 3.3-88

(x°=r +x)-(-3x° =x +3) = (x°=3y° +x)+(3x° OR? -3) = (x°+3x5)+(-323 +2x3)+x-3

=[(043)x° +(-342x +x-3]=[ax8—

x3+x—3
Example 3.3-89

x 43x" yy? Feed 5" F2s7 + 6x = (x? +3x? +2x?)+(y? -4y?) +(x +6x)-25

=|(1+3+2)x? +(1—4)y? + (14 6)x - 25]=|6x7 -3y?

+7x-25
Example 3.3-90

Ko — 3K? ~4)—(-3k4 +5%?)-3 : (x4 - 3k? -4)+ (a4 5x7) - = (4 +3K4) + (3%? - 5k?) + fe

Example 3.3-91

(-5w3 ~3—5)-(303 -w-4)+5w+2 2 (-sw3 ~3w—5)+(-3w3 + w+4) +5042

- (-5w3 -3w?)+(—3w+Sw-+w)+(-3+4 +2) =|(-5-3)w? +(-3+5+]w+l eee ose |

Example 3.3-92

(5x5 —4x4 43x? — 2x5 +6)—(2x4 — 3x9 —4x? +2}}=[(5x° — 4x4 + 3x? - 245 +6)+(-2x4 +32? 44x? - 2)

=|(5x5 - 2x5) +(4x4 — 2x4) +329 +(3x? 44x?)

+(6-2)]=|(5—2)x5 + (4-2) 443x39 + (34 4)x? +4

= 3x°> — 6x4 +3x? 47x? +4

Example 3.3-93

(223 + 3a? ~b +24) +(2ab° + 2a? +3°)—39) = [4263 +30? —0 +16+.20763 +20? 41-27

= (26 +2a7b5) + (3a +2a?)—b +(16 +1-27) =|(1+2)a7b? +(3+2)a? — b-10] = |3a7b> +5a” — b-10

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Example 3.3-94

-(-3n? +4m? - 4m?) _ (3m n= 6m’)= ne = (3n? —4m3 +4m?)+(-3 3 — ny? +6m)—2n?

=|(3n? - 2n?)
+(4m —3m3 +6m?)+(4m? —m?)|=|(3—2)n? + (4-3 +.6)m? +(4—1)m?

= ne —m? +3m2

Example 3.3-95

(3 +12c? +80 +8)+(—2c3 Se +4c) —4c3 yl aleos Idee ko Re ee 502

=|(c? - 2¢3 - 4c) + (120? - 5c?)+ (Be + de - 2c) +8]=|(I-2-4)c? + (12-S)e? +(844-2)c48

Else 4 707 410048

_ Practice Problems - Addition and Subtraction of Variables and Numbers Raised to Positive Exponential Terms

Section 3.3 Case III a Practice Problems - Add or subtract the following positive integer
exponential expressions:

1. x? +4xy-2x? -2xy+2° = 2 (a3 +20? +4%)— (4a? +20) -

Boars ox? 4x -(x4 = 2x" +3) = 4. -(-21%4 Deere. -5*)- (41a? Ee20) —

5: (m'” —4m?”) — (2m +3m?")+5m = 6. (-723 +32-5)-(-32' +2-4)+52+20 =

7. (<°)" +(a? by —5a° +3a‘b* +2a° = 8. (x +10k? +5)+(-2«° — 5K" + 5k)— 4k Sf =

9. (3x? Py x +3x3)—(2x3 ay =4y° +23) = 10. (0? + 20x? +5x)- (3x7 +20x) +24 =

: / 147
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 Mastering Algebra - An Introduction 3.3 Operations with Positive Integer Exponents

Case IIIb Addition and Subtraction of Positive Exponential Terms in Fraction Form

A special class of positive integer exponents are in the form of fractions. This class of positive
integer exponents are added and subtracted and further simplified by applying the fraction
techniques, discussed in Chapter 2, and the exponent laws (see Table 3.3-1). It is recommended
that students review addition and subtraction of integer fractions (see Sections 2.2 and 2.3) before
proceeding with this section. Positive integer exponents in fraction form are added and subtracted
using the following steps:
a

Step 1 Change the exponential expression x* to ee :

Step 2 Simplify the exponential expression by:

a. Using the fraction techniques learned in Chapter 2, and
b. Using appropriate exponent laws such as the Multiplication Law (Law I) from
Table 3.3-1.

Examples with Steps

The following examples show the steps as to how exponential expressions in fraction form are
added and subtracted:
Example 3.3-96

Solution:
1 ce
Step 1 Ba eeal eae | aaa
3 1 3 1 8

7a ae | 17
27 -8)+ (11 _[216+1] _ [217
Step 2 ee (27-8)+(1-1)]
Ih ss 1-8 8 8

Example 3.3-97
a
kel _— a

ear
Solution:

1 a? 1
Step 1 ie = =

Step2

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 Mastering Algebra - An Introduction 3.3 Operations with Positive Integer Exponents

Example 3.3-98
1 452]=
x

Solution:
B
Step 1 ee ee
x See

Step 2 lease
+——|= = lee |nf x el
2 l x x

Example 3.3-99
EES
pane! ss as =
2x )

Solution:

Step 1 ea ee) _[@+1) (+3x)

2x as oy

(1+3x)]_ : [(« +1)-2x]-[1-(1+3x)] 7 (2x + 2x) (1+ 3x)

2
Step 2 (x+1)
1 2X (1-2x)

DG i 2x
= 2x
Example 3.3-100
rg?)
+87 b7|=

Solution:
2 2) 2 2 Z 2D Z
a’ —b 9) 9) a“ —b 5) a” —b 9b
3S | 98 |= +

[(e?~6?)-1) + (08? 2) (<?~b?) +1807 a? +(I8b? - 5?)

Step 2 + a1 = > =

_- fa? +(18-1)b?
; | |a?
a +17?

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 Mastering Algebra - An Introduction 3.3 Operations with Positive Integer Exponents

Additional Examples - Addition and Subtraction of Positive Exponential Terms in Fraction Form

The following examples further illustrate addition and subtraction of exponential terms in fraction
form:
Example 3.3-101

3x? + Ixy - x? _aty-2y>-x¥ ty % (3x? + 2xy—x?)— (2x3 + y3 SOS a +2)

x? x?

3x? +2xy -x? Oe Oy +x° —xXy

x?

_|(-2+1)x? +B-1)x? +(2-1)y? + (2-1)xy [emery

ie x? 7 x?

Example 3.3-102

Bosh eb Vela — ho whe 4a? +(-40? +267)

+ = -f- =

) 72 b, 4 8

1 2 D
. 4a? +(-4+2)b? e 4a —2b2 ‘ 2(2a —b 7 2a7 — hb?

8 8 g - 4
4

Example 3.3-103

aot! a ee i" (x-x+9+x)+x? Se oxerx- E

x2 x x2 x
x? x?

_[(+1x?+9x] Jax? 49x] |x(2x+9)} [2x49] [2x49] [2x+9

$3 =e) RE Se a 2

Example 3.3-104

5° : 25 x?
xo ey as oe |

- 25-x> +x7y it
x2 -y

Example 3.3-105

x7 +3x 2x? —5x - (6x? +18x)- (10x? - 25x)

5 ie 30

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Mastering Algebra - An Introduction
S 3.3 Operations
SS et attonss with Positive Integer
With Fositive integer Exponents
Exponents

_| 6x” +18x—-10x ? |_ (6x? i 10x?)+ (18x + 25x) _|(6-10)x* +(18+25)x}_ |-4x? +43x
+25x
30 30 " 30
Example 3.3-106

a 5x? ty
; 6
Example 3.3-107

ay 44 _ 2x - (3-2)x7y+4 y
2)
xy Y xy

Example 3.3-108

x? 43x? 41 Sx? 3x? ]_ [(* + 3x? +1)-3]+[(sx° =3x1}-2| (6x° + 9x? +3)+(lox’ - 6x?)
2 3 2-3 6

(6x° + 10x?)+ (9x?ze6x?)+3

6
Example 3.3-109

a? +b? 4o|_|a2+? | _|a2 +0? 9}_ : : (a2 +b 2 )+(9aD) - 96?)

2

eRe eee Oy ee a) a : meee

(1+9)a? +(1-9)b7 |_
Lin Aes

Example 3.3-110

(3x° +3x? +3x)- (4x° =e +4)

x +x" +X Dt masa 28) a
) 3 228 6

3x3 + 3x? Way Ay 42x —4 =

(-4x° +3x3)-+(3x? A zz Way=4 (-4+3)x? +(3+2)x? +3x-4
r 6 6 6

51
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7 6

Section 3.3 Case II b Practice Problems - Simplify the following positive integer exponential
expressions shown in fraction form:

ee 5p botee
tht Ab Ag
: 7 3 , (G GE ; a+b?

2 2
4 3x aa x = ss y2 5 las 6. b+2
on 1 =

y-y

Tages 2
ee
2
8 41-eeS Sie 5 CE ie
aye 3 lm m Dinan gs) ue

ig. Toa71)
2 3
eS

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Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

3.4 Operations with Negative Integer Exponents

To proceed with simplification of negative exponents, we need to know the Negative Power Law
in addition to the other exponent laws (shown in Table 3.4-1). The Negative Power Law states
that a base raised to a negative exponent is equal to one divided by the same base raised to the
positive exponent, or vice versa, i.e.,

and
1
1
ct fle Dsl
ail ot
lige si ie
q” aq”

Note that the objective is to write the final answer without a negative exponent. To achieve that
the exponent laws are used when simplifying expressions having negative integer exponents.
These laws are used to simplify the work in solving exponential expressions and should be
memorized.
Table 3.4-1: Exponent Laws 1 through 6 (Negative Integer Exponents)

I. Multiplication ey, When multiplying negative exponential terms, if

bases a are the same, add the negative exponents
=mand =n:
=f
II. Power of a Power (a-”) =p When raising a negative exponential term to a
negative power, multiply the negative powers
(exponents) —m and —n.

Ill. Power of a Product (ab) =a ep” When raising a product to a negative power, raise
each factor a and b to the negative power —m.

IV. Power of a Fraction When raising a fraction to a negative power, raise

the numerator and the denominator to the negative
power -m.

V. Division = -a” =a ™*” When dividing negative exponential terms, if the

bases a are the same, add exponents —m and 7.

VI. Negative Power A non-zero base a raised to the —” power equals 1

divided by the base a to the n power

In this section students learn how to multiply (Case I), divide (Case ID), and add or subtract (Case
III) negative integer exponents by one another.
Case I Multiplying Negative Integer Exponents
Negative integer exponents are multiplied by each other using the exponent laws I through III
shown in Table 3.4-2.

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 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

Table 3.4-2: Exponent Laws 1 through 3 (Negative Integer Exponents)

I. Multiplication = When multiplying negative exponential terms, if

bases a are the same, add the negative exponents
—m and —n.
&, .
II. Power of a Power Gas =r When raising a negative exponential term to a
negative power, multiply the negative powers
(exponents) —m and —n.

III. Power of a Product (Gn) ae =pe When raising a product to a negative power, raise
each factor a and + to the negative power —m.

Multiplication of expressions by negative exponents is divided to two cases: Case I a addressing

simple cases and Case I b addressing more difficult cases.

Casela Multiplying Negative Integer Exponents (Simple Cases)

Negative integer exponents are multiplied by each other using the following steps:
Step 1 Group the exponential terms with similar bases.
Step 2 Apply the Multiplication Law (Law I) from Table 3.4-2 and simplify the exponential
expressions by adding the exponents with similar bases.
Step 3 Change the negative integer exponents to positive integer exponents.

Examples With Steps

The following examples show the steps as to how negative integer exponents are multiplied by
one another:
Example 3.4-1
Sarta-
cept asta. pape
Solution:

we EPP) ]-aa
Step “ 3
ise
a= 1
= erle 7 :

Example 3.4-2

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 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

Solution:

Step 1 (10-9)
= (55 ')-(aa"').
Step 2 (5-251) (a-0-).(o%)] =|)
0) 0 9 - E -
e B a
Step 3
5) a be Boge 5a‘h?

Example 3.4-3
Pia ga pseu) =

Rar) EAP r
Solution:

Step 1

Step 2 Ca aa CE CE
Step 3 Be “Vz —

eee
. . —

a
—_—

xz?

Example 3.4-4
(accel |fpise rat) =

Solution:

Step 1 Pay Par)- [Pea

Step 2 (2A).(9).(4°)] =[(9). (9). )- ba )-
Step 3 Tas. -f a . Fi as ri 4 = ha

soa les +f st

Example 3.4-5

Solution:

Step 1

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 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

Step 2 PATI)
Step 3

Additional Examples - Multiplying Negative Integer Exponents (Simple Cases)

The following examples further illustrate how to multiply negative exponential terms by one
another:
Example 3.4-6

Example 3.4-7

[ss]
-[5-7] -[53]=|4]-}_2 =|eS
Pe pm eee pa
Example 3.4-8
_|(3-2 cece | 2-4) a omy (2'2

-[3-7.97!]= el os 1 al a 1 yi i To bas a ee
3/ ol 323532323-°3-3 2 2187 2 213122 4374

Example 3.4-9

[eC 9)
ag | ee eeih WY Pe erin |le 0
ye ee --les)-(F5]
|pe (nee) lea 1

Example 3.4-10

ae 2).2 ole ame Ru es 3).(2-2 271.2!) 2 (5-7) (22am)

=p
=33en22] as
[3-3-3 2-2]
|
[27 4]
ga
[27-4] [108]
Example 3.4-11
(° P s).(23 5) = 53 se 23 ae = Dace = sit -3|_|5-6 5-3|_| 1 1

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 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

(5-5-5-5-5-5) (2-2-2)] [15625 8] |(15625-8)| [125000

Example 3.4-12

(a-b-c).(a7b).c-? =

= (a2).(6->).(c24) © ee al eT | glad
Ge be ae! ab" <¢ a*b*c

Example 3.4-13

OPES P SLO ey
Da les 1 ey pap a ne A ee WW a 2

alee 34 PAS 83 seer45

Example 3.4-14

Be cae aca) Ce
rp) (2), (9)Pep
Spf oe
re-[E 4] = ve = = ze = ll ie og il l-r-s-l
: rs

Example 3.4-15

2
=|—IimM
S329=941\ )-(r
(e142 =!|—m
TEP “VL (==
alee. °
le ae
| =
ers
Bee.

1 ] 1 m® 1 1-m° -] m

Example 3.4-16
ple 2p 4 *(aSa~).(6 5164) a *(a$).(6 ese)
(—1a-$5-2) (-ba°*6') aly 4-552
3 3 3 3

=
Woe
—°Q -b =
peer 3 cal a. 3
. ° = => ech
b3
3 3 ae 1 30g el 3a

[ETE F) Ee)
Example 3.4-17

TOT ice iga eee hae \

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 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

ea s-} EH}Ae
2

Example 3.4-18

oP FRA) - Ep re ra) era)

oara canKa
Hid ame | Re Eee
-64 a b | 64-a-b-] 64ab

Example 3.4-19

(2- “|e -(x3yz?).(x-4y 92) =

seta Calas
(ae er | eee eee
(-3)° x! y) (-3--3) x y 9 x y| |9-x-p] [9xp

Example 3.4-20

(35 -a-3 -5?).(3-3-a? 24) =|3->-a

ESCA
(3524) .(a-3+2).(0?-4)| = 37? a7?5] - Leelee alle ee eee 1 |
32 g! 72 323 a fe ae S dab

OT Er A aa
Example 3.4-21

Dine! Oy ee 1 Te Fs (eas RE i cea ee

(2) w> y} (-2--2--2) wey = Sy aay Sy. ay : Sw yp

Example 3.4-22

Bi a Ca Wr
g aed oie: GRRE ect

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 Mastering Algebra
———— . - An$$
Introduction 3.4 Operations
prations with
with Negative Integer Exponents
Negative integer Exponents

«| a sae ale 1
16 A? 18 mm?) |16-A>-18-m>| 11645155
Example 3.4-23
(47): (Pm nh 2m?) L -(47)-(e 3k). (m2m-8) nf a -(4)-(i3?).(n2-8) na

= (47) 4-3 -m®© .n4 Dil Alene spelen,

16:ko m1 16k°m®
Example 3.4-24
ee
(2) Mya ee

(-3--3--3--3) Pees:
(-4--4--4--4)

Section 3.4 Case I a Practice Problems - Multiply the following exponential expressions by one
another:

eters aihd Fta2 =

ae abt 3 (0-?.6°3)? (a-0) 2

fee, hs 6. 271.32.375.92.99 =
4. (-2)*(r-2s4).(r3s¢251) = a (4)mpl

ibe (-3) °(a-71-4) (7?) = 8. -(2°7) (49m Fun n) SPO: a (-ba"6°) =

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 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

CaseIb Miultiplying Negative Integer Exponents (More Difficult Cases)

Negative integer exponents are multiplied by one another using the following steps:
Step 1 Apply the Power of a Power Law (Law II) and/or the Power of a Product Law (Law
III) from Table 3.4-2.
Step 2 Apply the Multiplication Law (Law I) from Table 3.4-2 and simplify the exponential
expressions by adding the exponents with similar bases.
Step 3 Change the negative integer exponents to positive integer exponents.

_____ Examples with Steps ~SCsese

The following examples show the steps as to how negative integer exponents are multiplied by
one another:
Example 3.4-26

Solution:
Gea,
(a?) ° (a? 6) = C7?) [ast re2) = pete.
Step 1

2 ] a : 2

Step 3 abil ‘i “pS eLb

a l-lEe
Example 3.4-27

ar (2.oy’.Ba
Solution:

Step 1 (2)°-(2.67)’-04 _ es = [273.23 46.54]

Seep2 [a2 23 #4] =[(2°2°).(o-*04)]-[0). 6-9] =? 0] =f]

Step 3 I= -

Example 3.4-28

[a] (e ea =

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 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

Solution:

Step 1 Cet oa)" ts Coes eae yes) Za (-2)6 (x24 -x-&)

saa) og a ESE (ees

—4a]_ [64 1 |_| 64-1]_ | 64

Example 3.4-29

Solution:

Step 1

Step 2

Step 3

Example 3.4-30

Solution:

Step 1 II (an oe 2) wl = (+?tar) ow]

4 1 ] 4096 1 1 4096 -1-1 4096

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Additional Examples - Multiplying Negative Integer Exponents (More Difficult Cases)

The following examples further illustrate how to multiply negative integer exponents by one
another:
Example 3.4-31

Example 3.4-32

(Stace
caeca Gc
Example 3.4-33
=
-ieee [=
eee nee
erento
4.—4) “6

cc Oak fone
+16 16 3164| fear
(16-16) oe
(256)-316
Example 3.4-34

pie 210.71 1102477

Example 3.4-35

yy) x? yay ax?-y|=[ 2? yl]lo -y!)-] = [|=

=e —— a
|
otfaa
PE a
yl ae xy

Example 3.4-36

(2? ») (a -b).(a° 3) = [a2 2p |(a4 78)(atk (a‘b4).(a-4 -b).(a° b>)

eRe e)-e-oe-l-

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Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

Example 3.4-37

a x-1-l x
1-yS.zt| |ySzH

Example 3.4-38

1 ee Rte al bs (x6 -y?).(y? x8). 7!

ACF Ae) ES -2-f)

Example 3.4-39 |
(5-2? -w)23 (3-a-w?) 0 (a) 2 =|(5-a? -w)=3 1-(a°3) 2 mio eg ew) (a?)

SY @ w

ma 1-1-1 a pap ld as
53 .q!2 .w? 125 a’ Ww?

Example 3.4-40

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| Practice Problems - Multiplying Negative Integer Exponents (More Difficult Cases) |

Section 3.4 Case I b Practice Problems - Multiply the following exponential expressions by one
another:

i (07.0) = 2 2(a?.y) = Be (a? -0)" .(a-6-) a

4 eal - 5 eee s 6.255 ee

cee (x?) (x. yt) = 8. (x°.Sep dee yrty= 9, (x2,yi frtx. yy" A

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Mastering Algebra - An Introduction 3.4 Operations
i ES with EE Negative
NCES Integer
DC BET Exponents
Exponents

Case lI Dividing Negative Integer Exponents

Negative integer exponents are divided by one another using the exponent laws I through VI
shown in Table 3.4-1. These laws are used in order to simplify division of negative fractional
exponents by each other. Division of expressions with negative integer exponents is divided to
two cases: Case II a addressing simple cases and Case II b addressing more difficult cases.

Case Ila Dividing Negative Integer Exponents (Simple Cases)

Negative integer exponents are divided by one another using the following steps:
Step 1 a. Apply the Division and/or the Negative Power Laws (Laws V and VI) from Table
3.4-1.
b. Group the exponential terms with similar bases.
Step 2 Apply the Multiplication Law (Law I) from Table 3.4-1 and simplify the exponential ’
expressions by adding the exponents with similar bases.

___Exampleswith Steps s—«*S

The following examples show the steps as to how negative integer exponents are divided by one
another:
Example 3.4-41
5-2
dl)
5
Solution:
Se Ses |

53 5-2 53-2 5}
Step 2 = = lq = [5]

Example 3.4-42

Solution:

2-4)" - (-2) - (-4)* |_| 4)"

Step 1 (3 - =A aa 2 6y (=).

Step 2 =

Example 3.4-43

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Solution:
EDN EE
Step 1 Se]- (a) 3)

sa? ayer [Ley kel“ts

Example 3.4-44
a3 les 2

ay,
Solution:
oe peiyelaes
Step 1 =e) = = a
BW Dry

Step 2

Example 3.4-45
eS fe |
23 f5e-4

Solution:
ef e

Step 1 73 fe =

Step 2

Additional Examples - Dividing Negative Integer Exponents (Simple Cases)

The following examples further illustrate how to divide negative integer exponents by one another:
Example 3.4-46

Fapereoe
Peal
eeae
Example 3.4-47
ee | ae

a == : a-e° c=| be: 1 ae 1 a = 1

—ac a'c* (ata? ac) |o).(9) abc’ |

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 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

Example 3.4-48
3 = l

_(3)3
(3) (3)=3 33
(-3) a Prec (es ea a
i] ©
Example 3.4-49

ee ea ee
Pee ieee || ey
Example 3.4-50
1

ee)
2- ( =g"
2

Example 3.4-51

= = = = 8

Example 3.4-52 .

cee ey a
ey =yee

Example 3.4-53
a%b| |a%a?| |a>3| la} [1
pope! eee ee igs

Example 3.4-54

= ETP TE)
A a yr? ye y

Example 3.4-55

Dw |
Verona

Example 3.4-56

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 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

2
_|_16-a°-c°|_[/ 16-1-1]_| 16 |_|.2 =|
-8-5° g-b° g.5° os) ee

Example 3.4-57

Rien)
eC
Gy bucgede dil llada bh, caed Ga l
=8a bi -o-d San bere ds

_| a®-b?-d!| | 1-52-a|_|_ 7d
8-c4 8c4 8c4
Example 3.4-58

Ge
1) arty hy?

(3-3-3-3)-(c*).(
303

Example 3.4-61
Tee oe a
s e! * 1 Relea!
Dor ce {orc ln tesoeeLlelioee

Example 3.4-62
SSeS a2)
1s VineWe = y® Ee y®

Fear ere uwew?

Example 3.4-63

(a Kad
p42 p42

P*p*p')-(a°a?q"?)

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Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

:. ae mt 1
p>-@ p®qor?

Example 3.4-64

(2-3)
*(y) *(w2)* |_|)?
Gy)72) |_|)"
@9) 70 |_| -7-00)?*? |_| 7-609)°
(-3-4) '(o)° (-1) “(ox)” (-1)°(wz)° (-1-=1)-(wz)°] | 1-(wz)?

JO eeeie

Example 3.4-65

Zor

19?) (2): 6407)

Section 3.4 Case II a Practice Problems - Divide the following negative integer exponents:

1 vee = 7 ab ty 3 a a
ee,
x" x "6,47
6a -b ‘ 3-(-3) =

= -2,2,-5,-2
ee ee = Pe Sled ue 0 =
ay ; x4 yo!
Era

; 21 g3p eo _ F i es - F 2739? 353 a

8ab
=)
ce
ae 2,,,-2,0
‘a ay ees
2,-1,3
2 Dy.

10 eae
mie bac

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Case II b Dividing Negative Integer Exponents (More Difficult Cases) . i

Negative integer exponents are divided by one another using the following steps:
Step 1 Apply exponent laws such as the Power of a Power Law, the Power of a Product Law,
and the Power of a Fraction Law (Laws II and III, and IV) from Table 3.4-1.
Step 2 a. Apply the Division and/or the Negative Power Law (Laws V and VI) from Table
3.4-1.
b. Group the exponential terms with similar bases.
c. Apply the Multiplication Law (Law I) from Table 3.4-1 and simplify the exponential
expressions by adding the exponents with similar bases.
Step 3 Change the negative integer exponents to positive integer exponents.

Examples with Steps

The following examples show the steps as to how negative integer exponents are divide by one
another:
Example 3.4-66

Solution:
-2
x -3 -3x-2 6
Step 1 eS = _ oe ie =
ee xe oo

ne omer 6+4 10
x

Step 3 Not Applicable

Example 3.4-67

Solution:
—2
a ali | aaa a pia

-4 1-6 -4 -4 -4
Step 2 : b. - b°-b
Ee nee 2 pt

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 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

9-4 1 1 1
Step 3 i" Seals ee
b 2*h (2-2-2-2).514 16 514

Example 3.4-68

Solution:

Step 1

Step 2

Step 3

Example 3.4-69

Solution:

Step 1

Step 2

-1 -b ,-3 1 1
Step 3 Z = = |———
P 2° a: oe 2° ab>z°?

Example 3.4-70

Solution:

Step 1

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 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

The following examples further illustrate how to divide negative integer exponential expressions
by one another: (Again note that in solving this class of problems one needs to ensure that the
final answer is without a negative exponent.)
Example 3.4-71

5 |2584 3 Ne |250s |a ets

2-1 2 2

_|8l-a4 | |81a4
pee Wee

3x3 -2x3 -9 -6 =6 e =
x5x3 es15 poets = Pea = p24 < x24. 6 se x246
|e a _ |e [3 =f

Example 3.4-75

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172
 Mastering Algebra - An Introduction
e 3.4 Operation
p atLONSs with
With Negative Integer Exponents
NEGative integer Exponents

Example 3.4-76

mee 8)

=H

SC 00 cA cg SS
Example 3.4-78

Ae 72-2

w.a”? Veeas = 1 = 1
= = = — Bows

2° 1 wi.a? aw

Hamilton Education Guides

i les
 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

| Practice Problems - Dividing Negative Integer Exponents (More Difficult Cases) |

Section 3.4 Case II b Practice Problems - Divide the following negative integer exponents:

Eeak 2 -(2)*a™o? = greoruae ae if

iY Lag ae = : =I al 3 2 b3 *
Soom (a | CIT

Flees 100 a 5 @) wy" _ 6 (ox? _

ae ny pole
zy ve

he 2a? be = g z4.w?(a-b) = 9. 27-2? (yz)? b =

(>.<) : ae -w eZ? Pass

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Mastering Algebra - An Introduction 3.4 Operations
$ $ PE AHONS with
WI Negative Integer Exponents
NEGalivE Integer Exponents

Case If Adding and Subtracting Negative Integer Exponents

In this section two classes of negative integer exponents are addressed. The first class deals with
addition and subtraction of variables and numbers that are raised to negative exponents (Case III
a). The second class deals with addition and subtraction of negative integer exponents that are in
fraction form (Case III b). These two cases are addressed below:

Addition and Subtraction of Variables and Numbers Raised to Negative Exponential Terms

Negative exponential expressions are added and subtracted using the following steps:
Step 1 Group the exponential terms with similar bases.

Step 2 Apply the Negative Power Law (Law VI) from Table 3.4-1, i.e., change a~” to

Step 3 Simplify the exponential expression by:

a. Using the fraction techniques learned in Chapter 2, and
b. Using appropriate exponent laws such as the Multiplication Law (Law I) from
Table 3.4-1.

Examples with Steps

The following examples show the steps as to how exponential expressions having negative integer
exponents are added or subtracted:
Example 3.4-81
sel =

Solution:
Step 1 Not Applicable

=e eae ce1

ae
(1-9)+ 27) Ba i.
eM att
"9 ce9

Example 3.4-82

Solution:
| Ny |
Step 1 ——s
ae N cay aE cay
ee
> bay a Nn
~—

Ws
Hamilton Education Guides
 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

z Sore oe ol eee oes

Step 2 (lees aly

Step 3

x? +75x —75
23(x3x71)

Example 3.4-83

5m? —7m>+mn—4 —2m +3m>| =

Solution:

Step 1 5m? —7Im>+mn~4 -2m +3m7| = (5m? -2m™)+(-7m™ +3m)+mn~“

g CERES
SantTaSS)
Step 2 8m —4m- tM N=|3me =4n lem le 3 4 wel
2 3 4
s m m n

Step 3

4
3 mnt — 4m?n mo
mnt

m?(3mn* —4n4 +m’)

3 mn Ann +m +m 4
3mn*—4n4
men ene
(m°m-?\n4

3mn*—4nt4m 3mn*—4n4+4m
m>2n*
mn'4

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Mastering Algebra
—_—[SS |}. $$ - An —————
Introduction 3.4 Operations with Negative Integer Exponents
Patton With Negative Integer Exponents

Example 3.4-84

x3 yaar = ana Dyer =

Solution:

Step 1 x ye 3x" OD) ate Bs eae -3x3)+(y? +2y7) = (1- c)bar +(1+2)y?

Step 2 -3+3]
x Y

Step 3 os ae

Example 3.4-85

ae tela Ag i 544g l=

Solution:

Step 1 q ia mig 5330 |= (a-* - 4a~*) +(2a +3a™?) +5

=|(1-4)a7* + (243)a +5] =

Step 2 —3b -2b

=
ts 3 Sees

Step P 3 x ise oe fet|S | peepee \e ==

re ae aa FE eee oar

2b b 3b

gq? ae anveq

eN@3¢5a° 450°" |) (5a 3b +50 b —3

go0-2)

Hamilton Education Guides Wy

 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

Additional Examples - Addition and Subtraction of Variables and Numbers Raised to Negative Exponential Terms

The following examples further illustrate addition and subtraction of negative exponential terms:
Example 3.4-86
= 1 -§ 1 1
( ) z
(x+y) Note:
(») a
(x- yy
ieeeCs oe
Lye

Example 3.4-87

et acaat= [letsae) eet Oo] = aaa]

-FF) a

_|(G-6)+(2-a)|_ |2a+3b
[ab | | ab
Example 3.4-88

Example 3.4-89

=lae- + (67 +367) +673 =|a-'+(1+3)b *+¢3|= Ee +45 +033]

5+2)x3 +(3-1)x? +57?

Big yce
= +
x 56 5 x32 5

= ea “(32+ [EE _|[@+22)-25]+(1-23)

oe a2
25-x3

_|1754+50x+x3]_ |x? +50x+175

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 Mastering Algebra - An Introduction 3.4 Operations
—<$<$—$———
P C AHOTS with
WIT) Negative
NCZalive Integer
integer Exponents
Exponents

Example 3.4-91

=2m* ~ 3m? + 2m + 3m? ~ m? ~ 10] =|(-2m~4 +24) + (3m? - m~)+(3-10)

_|-4-7m? |_| 7m?+4

m2 m2

Example 3.4-92

bee ay +x)-(-32-° $250) = = [rae+3x75)+(-3x4 = 2x )+x

II

4y? =3x" +3x4y? “=

x7 y?

Example 3.4-94

(i ~ 37? ~5)-(-3k~ +547?) Ale\b oS 3h 543k 5k 4

4 & lS 4-28 ne
= (x Sresk *)+(-3 ak
= rs = =
=\4ee —4 8k
*)+(-4-5) ts: —2
= 9 =
ee
es = (4 5)= 5;

Ly
Hamilton Education Guides
 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

[(+#?-8k4)_1]- (0-48)
K®

s-P o9e) ite

8k?ze
— - -9K4 —aes

See Bel mere) rar ee) ee

sh —3h-9 +h )+ (3h + 5h) +h +(-5-+4+2)]=|(-S— 34k? +(-34 5h +h

ee eer, eieines ea ue eee E a eis _|| _

-T:h+2-h7 |atl
. . 3

np l yp h 1 b> -h 1

-Th+ 2h h+1|_|-7h+2h> ht) [(-7»-+2n°)-a]+[(h-+1)-14]

3 4
=Th+2h? +h +h*
n4

[ib cnt can?tn] fala + +20? 7)! [a on? 7)_ [nt 20? —7
4 3 2)

- nd a nd " peg ie = pin!

Pea es) eases

he

Practice Problems - Addition and Subtraction of Variables and Numbers Raised to Negative Exponential Terms _

Section 3.4 Case III a Practice Problems - Simplify the following negative integer exponential
expressions:
toe et 3x 6x = SY. (304 = b*)+(-20~* +36?) =

3) (xy) aya +4(xy)" Seoyc- Peel 4 4x7! fei re Ge =

(5. m° = (m=? —3m> +m°)+3m™ = 6. (<3) +(as)’ _6a~® 43q4h2 =

7. 3x 43x" 423-7 = ke +3x7] = 8. 2" 443" 34-289 40-2 =

9. w?43w™4 +20? -(w? aw) = v 10. (-72°3432 -5)-(-32°3 +2- 2)+42 =

Hamilton Education Guides 180

 Mastering Algebra - An Introduction 3.4 Operations
—$—$—$———
P E OMS with
WIT Negative Integer Exponents
NOBAUVE INCE exponents

Trae Addition and Subtraction of Negative Exponential Terms in Fraction Form

A special class of negative integer exponents are in the form of fractions. This class of negative
integer exponents are added and subtracted by applying the fraction techniques, discussed in
Chapter 2, and the exponent laws (see Table 3.4-1). It is recommended that students review
addition and subtraction of integer fractions (see Sections 2.2 and 2.3) before proceeding with this
section. Negative integer exponents in fraction form are added and subtracted using the following
steps:
Step 1 Apply the Negative Power Law (Law VI) from Table 3.4-1, i.e., change a~” to he
a

Step 2 Simplify the exponential expression by:

a. Using the fraction techniques learned in Chapter 2, and
b. Using appropriate exponent laws such as the Multiplication Law (Law I) from
Table 3.4-1.

Examples with Steps

The following examples show the steps as to how negative exponential expressions in fraction
form are added and subtracted:
Example 3.4-96
o- » as

: pe ies
Solution:

Step 1

Step 2

Example 3.4-97

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Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

Solution:

Step 1

Step 2

Example 3.4-98
Pe Ag |e
Digg:

Solution:

Step 1

Step 2

mplidcctee
44

Example 3.4-99
S258
x +—|=
=o

Solution:

Step 1 x + = =
3 iS

Hamilton Education Guides So)

 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

Step 2

_|1+8x743 | [149x°| | 8x541

x? x? x3

Example 3.4-100

aye esas
ape 7 i
Solution:

=2 4
Step 1 : =
bo Baa

The following examples further illustrate addition and subtraction of negative exponential
expressions in fraction form:
Example 3.4-101
5
[5 |_|_a |_| 5-@») |_|S22
y-x! |y-x] |1-(y-x)] [y-~
xy xy

xy % =]
(x y-1)-1 _|xyrl
| RSs Ces
= as =

3
|<mille

Hamilton Education Guides 183

Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

Example 3.4-103

Hamilton Education Guides 184

 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

Example 3.4-108

p24? | |42-2 10 7
Goat eet let eae
Example 3.4-109

cat +(a° -a*)—309 +3a

a‘ -(a3-a4)

cat eae 3c" age ca‘ +a’ =3c° 43q° a’ +a‘ +3a° =Sn°
Ca Sale cat =a! —a' +c*a*

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 Mastering Algebra - An Introduction 3.4 Operations with Negative Integer Exponents

Practice Problems - Addition and Subtraction of Negative Exponential Terms in Fraction Form

Section 3.4 Case III b Practice Problems - Simplify the following negative integer exponential
expressions shown in fraction form:
Sl Ae a 2 » a
3} =3 Z =e s mapa a
e oe 53 = = ; a se aan: x

4 2 = 5 es “> 6 Das =
x+x a. y-y = b~af +b 52

-l —2 3a -]
RY = x x
7 = ye = 8 = = 9 y +y i
~ mee

yy ay
10. =
ie

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 Mastering Algebra - An Introduction
————
O Quick
t ’#_Reference
Relerence to
tO Chapter
Chapter 44 Case
Case Problems
Problems

Chapter 4
Radicals
Quick Reference to Chapter 4 Case Problems
4.1 TEL OUMCHONECO RAG ICRC rete inti niticiiertc co eee 189
Case I - Roots and Radical Expressions, p. 189

Case II - Rational, Irrational, Real, and Imaginary Numbers, pAD

V¥25 is arational number : ot is an irrational number|; |-V-3 isnot areal number

Case III - Simplifying Radical Expressions with Real Numbers as Radicand, p. 194

Case IV - Simplifying Radical Expressions with Variables as Radicand, p. 199

Bee Multiplying Radical Expressions 3 .0..): 0. 6s ees casjseshaaducelesns sadacoonneanbhe nebddecune

stsessesan es 205
Case I - Multiplying Monomial Expressions in Radical Form, p. 205
Case I a - Multiplying Monomial Expressions in Radical Form, with Real Numbers, p. 205

[Ws-vis|=; [(2¥512).(s¥t08)|-; [e-Jas- Jas]-

Case I b - Multiplying Monomial Expressions in Radical Form, with Variables, p. 210

Case II - Multiplying Binomial Expressions in Radical Form, p. 2/7

Case II a - Multiplying Binomial Expressions in Radical Form, with Real Numbers, p. 217

(2+02).(5-v8)|=; |(2#162 +3)-(3¥2 +5)/=; |(V24 +3¥60)-(V25

-V72}|=
Case II b - Multiplying Binomial Expressions in Radical Form, with Variables, p. 223

(«+vx)-(x-avx)]=; |(Vutv®
wv)-(Vitv? +uv)l=; |(xae'y4)-(x+ abo) |=
Case III - Multiplying Monomial and Binomial Expressions in Radical Form, p. 230
Case III a - Multiplying Monomial and Binomial Expressions in Radical Form, with Real
Numbers, p. 230

Hamilton Education Guides 187

 Mastering Algebra - An Introduction Quick Reference to Chapter 4 Case Problems

Case III b - Multiplying Monomial and Binomial Expressions in Radical Form, with Variables,
CEA 234

4.3 =f Radical ca
Ossie wensgl Sepia Waa gbi Ce wlgnas ays wie ee tie cee ee 240
Case I - Rationalizing Radical Expressions with Monomial Denominators, p. 240
Case I a - Rationalizing Radical Expressions - Monomial Denominators with Real Numbers,
p. 240

-8V3 is ie : —— v8 =

Sas x > 13/1

Case I b - Rationalizing Radical Expressions - Monomial Denominators with Variables,
p. 246

Case II - Rationalizing Radical Expressions with Binomial Denominators, p. 254

Case II a - Rationalizing Radical Expressions - Binomial Denominators with Real Numbers,
p. 254
ls V125 _. | 3+¥5 hi
DD aS oes
Case II b - Rationalizing Radical Expressions - Binomial Denominators with Variables,
p. 263

4.4 Adding and Subtracting Radical Expressions

Case I - Adding and Subtracting Radical Terms (Simple Cases), p. 27/

=; =; [ays + bify -c? fy - a]=

Case II - Adding and Subtracting Radical Terms (More Difficult Cases), p. 274

13a +V96a° +3/729a}=-: |2V300x3 +5V12x +8 3x7 =: |2¥32a° +5v50a> —2,/2a |=

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 Chapter 4 - Radicals
The objective of this chapter is to introduce the student to methods for solving problems involving
radical expressions. In Section 4.1 the student is introduced to the concept of roots and radicals
and learns about rational, irrational, real, and imaginary numbers. Simplification of radical
expressions with real and variable radicands is also discussed in section 4.1. Multiplication of two
monomial and two binomial radical terms, including how monomial and binomial radical
expressions are multiplied by one another is addressed in Section 4.2. Section 4.3 covers division
of radical expressions and rationalization of radical terms with monomial and binomial
denominators. Addition and subtraction of radical terms are addressed in Section 4.4. Cases
presented in each section are concluded by solving additional examples with practice problems to
further enhance the student’s ability on the subject.
4.1 Introduction to Radicals
In this section a description of roots and radicals (Case I), classification of numbers (Case II), and
simplification of radical expressions with real numbers and variables (Cases III and IV) are
discussed.

In the general radical expression #%b =c, the symbol | is called a radical sign. The expression
under the radical 6 is called the radicand, a is called the index, and the positive square root of
the number c is called the principal square root.
Exponents are a kind of shorthand for multiplication. For example, 5x 5=25 can be expressed in
exponential form as 5* = 25. Radical signs are used to reverse this process. For example, to write
the reverse of 5* = 25 we take the square root of the terms on both sides of the equal sign, i.e., we
write /25= V5? =5. Note that since 5? =25 and (-5)? =25, we use V25 to indicate the positive
square root of 25 is equal to 5 and _/25 to indicate the negative square root of 25 is equal to -5.
Table 4-1 provides square roots, cube roots, fourth roots, and fifth roots of some common
numbers used in solving radical expressions. This table should be used as a reference when
simplifying radical terms. The students are not encouraged to memorize this table. Following are
a few examples on simplifying radical expressions using Table 4-1:

a. J64= V8" =8 b. -2/25 =-2V'5? =-(2-5)=-10

c, 5932 = 5925 =(5-2)=10 d. Vi25 = 25-5 = v5?«5= sv

e. 4147 = 49.3 = V7.3 = 73 f 232 = 2V16-2 =2V4? -2 = (2-42 =8v2

g. $7048 = {024-2 = [45.2 = 442 =V5° -3

h. 39/375 =3/125 -3 =593

0 =2v5?-10 = (2-5)v1
=2V25-10
i. 2/25 0
=10V10 -4
=134.4
j. 04 =Ya1 =34

k. 648 = 9216-3 = Yo?-3= 0% | -¥324 =-¥81-4 =-9?.2? =-(9.2)=-18

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 Mastering Algebra - An Introduction 4.1 Introduction to Radicals

Table 4-1: Square roots, cube roots, fourth roots, and fifth roots

Note: Ya =JVa eae

ame.
1

il
fea = 143= (64)3 =
1 uy
fias = 753= (125)3 -(5°)3 = 5
1 i
Yni6
3/216 = V6 = (216)3 =(6)3 =6

1 is
3/343 = {7 = (343)3 = (7°)3 = 7
1
¥si2 = 193 = (512)3 = (s°} = 8
1 1
M729 = {53 = (729)3 = (5°}3 =9
1 i 1
Vi00 = v10?=(100)2 =(10}? =10
= {1000 = 108=(1000)5 = hr) =10

Sora
1024 = 145 = (1024)

55049
159049 = {5 = (59049)

1
1
mS
410000 = 7104 = (10000)4 = (ict) =10 ¥100000 = 710° = (100000)5 =

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Mastering Algebra - An Introduction 4.1 Introduction to Radicals

Practice Problems - Roots and Radical Expressions _ . _ i _~iséCln

Section 4.1 Case I Practice Problems - Simplify the following radical expressions by using Table
4-1:

1. ¥9g = 2. 3/75= 3. ¥125=

4, 33125 = 5. #162 = 6. Ain=

7. -¥64= Se 250 = 9 3/54=

10. 7/486 =

Case II Rational, Irrational, Real, and Imaginary Numbers _ oe

A rational number is a number that can be expressed as:

1. An integer fraction ee where a and 54 are integer numbers and 50. For example:

—,3 -—,4 ——,

25
and =2 are rational
:
numbers.
Rs 1100
2. The square root of a perfect square, the cube root of a perfect cube, etc. For example:

727. 3/75
6? 61, 40 aN
BBG 4/34 =3, and —Yi004 --45 =-4 are
= 4/53 =-5, ¥e1=
rational numbers.
25 0
3. An integer (a whole number). For example: 5= >,0, =25= Soe 0, and 125 are

rational numbers.
Liver: : 5
4. A terminating decimal. For example: 0.25= — , 0.75, 55= 55 , and -38 = 32 are

rational numbers.

5. Arepeating decimal. For example: -0.3333333...= -, 0.45454545..., and 1666666...= >are

rational numbers.

An irrational number is a number that:

1. Can not be expressed as an integer fraction - where a and b are integer numbers and
2 5 : :
b+0. For example: 2, —=, and -— are irrational numbers.
/2 v3
2. Can not be expressed as the square root of a perfect square, the cube root of a perfect cube,
etc. For example: Vo ENT, V12..94., -¥6 ,and ¥3 are irrational numbers.
3. Is not a terminating or repeating decimal. For example: 0.432643..., —8.346723.., and

314159... are irrational numbers.

191
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Mastering Algebra - An Introduction 4.1 Introduction to Radicals

: : : ‘ } ;
The real numbers consist of all the rational and irrational numbers. For example: z, Fe’ ahi
25
Rae) ARG 3 ReCKIG aes 025=—, 0.75% -55=-5—, “38=-32, 5= >, 0, and a lr:
are real numbers.

The not real numbers or imaginary numbers are square root of any negative real number. For
example: J-15, J-9, V-45, and /-36 are imaginary numbers.
Table 4-2 provides a sample of rational, irrational, real, and imaginary numbers:
Table 4-2: Rational, Irrational, Real, and Imaginary Numbers

ae
a 12 re | ea are
5

op
aay ) notreal
not

aoeae Te
ia

rational real
“S
73. irrational real
V5

ee eee
a 8

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Mastering Algebra - An Introduction 4.1 Introduction to Radicals

Note that Va* =+a. However, since we are only interested in the positive value of a, we express
2. . . . ele

Va? as the absolute value of a , i.e., va? =|].

Examples: |
A V7? =|)=7

2: 7? = =-7

3. ¥(-7)? =|-7|=7
4. {Bay = J-49 = not real

In this book, and in the remainder of this chapter, all real and variable terms under radical sign
represent positive numbers. Therefore, it is not necessary to show the answers in absolute value
form.

_ Practice Problems - Rational, Irrational, Real, and Imaginary Numbers

Section 4.1 Case II Practice Problems - Identify which one of the following numbers are
rational, irrational, real, or not real:

eae
8
Dion nla5ns

ee a
v10

7. OJLIMIIL..= 8. -0.2367432...=

10. -035=

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Mastering Algebra - An Introduction 4.1 Introduction to Radicals

| Case If Simplifying Radical Expressions with Real Numbers as Radicand |

Radical expressions with a real number as radicand are simplified using the following general rule:
n

N@-=¢" = The n” root of a” is a

Where a is a positive real number and n is an integer.

Radicals of the form ¥a” =a are simplified using the following steps:
Step 1 Factor out the radicand a” to a perfect square, cube, fourth, fifth, etc. term (use Table
4-1). Write any term under the radical that exceeds the index n as multiple sum of the
index.
Step 2 Use the Multiplication Law for exponents (see Section 3.3) by writing a”*” in the
form of a”-a”.

Step 3 Simplify the radical expression by using the general rule Wa” =a. Note that any term
under the radical which is less than the index n stays inside the radical.

Examples with Steps

The following examples show the steps as to how radical expressions with real terms are
simplified:
Example 4.1-1

Solution:
fta-
Step1 [ot] = [Ves] = [Ve-8]= [Vs"-s'| = [Vs'""]= [Ve]
step2
Step 3 Vs?|=)
Example 4.1-2
1 a7] =
—§
Solution:
1 1 1 1 1
Step Pp 1 =
Sg |=
|=8 4) 70 |= |= z 23600 6-6-6').}-2
3 v6 e 6)-2 oles; (<1

= et (c*")-2 — tL 62 )
8 8

Step 2 Not Applicable

Hamilton Education Guides 194

Mastering Algebra - An Introduction 4.1 Introduction to Radicals

Step 3

Example 4.1-3

Solution:
=; 3
Step 1 = ¥400 = +5 20-20 = 5120-20 = + 20-20 = +20! -20! ~ [Soot

3 202
D

Step 2 Not Applicable

30
BY Pas 3 3) OY 3-20 60 30 [30]
Step 3 — 720 ON 6 — = = = |30

A 30)

Example 4.1-4

Solution:

Step 1

Step 2

Step 3

Example 4.1-5
V162 |_
9
Solution:

V162 |_ |81-2 37.2

Step 1 9 9 9

set. |_| ¥3?-3!-2

Step 2
9

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 Mastering Algebra - An Introduction 4.1 Introduction to Radicals

The following examples further illustrate how to solve radical expressions with real numbers as
radicand:

Example 4.1-6

2s] = [Y25]= [5-5] = [Vst-s'] = [Vs]- [57]-@)

Example 4.1-7

Example 4.1-8

Example 4.1-9

24 |=|+2v9]=|2 45-3] =|2Vst-s'] =|2 V5 [2 vse] = [2.5] = [2.3] [2-8] _ 2a] _ 2

1
—2 2 ; :
—9 9 9 9 9 9 9 om a 3-1 3

Example 4.1-10

Example 4.1-11
1 ¥/1000 = ~ 1 ¥1000
=, =|-4i00-10| - = (10-10)-10 = ~ =(10! 10!) 10 é -= (to!) 10
az ny

2
1 1 in
= -ZV10? -10 = -=-1ov10 = =F =|-2i0|= ~2V10
1
Example 4.1-12

Example 4.1-13
1
=a tel oe at 1 1
16 eo gVO2)-7)= sy 2)7]= 5 2) lig
aoa 2 aif (pees
=PE =" — <=3 a7 — 4 . — | IM 1 |} ee IES en | 1

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 Mastering Algebra - An Introduction 4.1 Introduction to Radicals

Example 4.1-14

Example 4.1-15

fer]= [Yer]= [9-5] =[5"-9']- [Yor ]—[Vo2]- By

Example 4.1-16

* 22/50
2150 | = |—
|= fsve-9]-[V)2)-FEe)2]- [ea
2 /50 | =| 2 V25.2| =| 2 5-5)-2|=|—2 |(s!-5'). =|ey /(5!+1).59)/ =|
2
4/52.

2
| iy |=| Pas E12
iS i 3

Example 4.1-17

Lal 1+] 1

16 16 16 16 16 16 16 2 4

Example 4.1-18

foe
1 3
ee e053
1 3
=| £3 05-33 = | 1
- 543
3
|=

Example 4.1-19

_1 4 |e = _1 p44] = _1 449 =
32 32 32 39

Example 4.1-20

Example 4.1-21

Example 4.1-22
6
E 3 12 12 65-|_ [cs
914096 = 5 1024: = sia 4 #4) Es)
= 1

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Example 4.1-23 :

Example 4.1-24

Example 4.1-25

Practice Problems - Simplifying Radical Expressions with Real Numbers as Radicand _

Section 4.1 Case III Practice Problems - Simplify the following radical expressions:

1, -/49= 2. /54 = 3, -500 =

4. ¥3°.5= 5. 4216= 6. ~7445.2 =

7. ¥162 = ne tes 9. 44/1800=

-9
10. =, 100000 =

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Mastering Algebra - An Introduction 4.1 Introduction to Radicals

| Case IV Simplifying Radical Expressions with Variables as Radicand

Radical expressions with variable radicands are simplified using the following general rule:
n

Vx" =x" =y The n™ root of x” is x

Where x is a variable and n is an integer.

Radicals of the form 4x” =x are simplified using the following steps:
Step 1 Factor out the radicand x” to a perfect square, cube, fourth, fifth, etc. term (use Table
4-1). Write any term under the radical that exceeds the index n as multiple sum of the
index.

Step 2 Use the Multiplication Law for exponents (see Section 3.3) by writing x”*” in the
form of x™.x”.
Step 3 Simplify the radical expression by using the general rule dx” =x. Note that any term
under the radical which is less than the index n stays inside the radical.

Examples with Steps

The following examples show the steps as to how radical expressions with variable terms are
simplified:
Example 4.1-26

464y> |=
Solution:

Example 4.1-27

Solution:

stept [at] =[als*]=[/2]

step? [ale] =[xh?-»?]
step3— [evs?-? |=[extal]= [ate] - LE ]-Le]

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Example 4.1-28

Ix
y* {27x38 y> |=
Solution:
xy? 7x35 2 2x3 y?,f(9.3)x241 2424 | 2x? |(323) 8
Step 1

Step 2

-(2-3)x3y? a(x? -2).(y?-y?-y) = ~6(x3 -x1)-(y?-y"-y!) oan

Step 3

Example 4.1-29

Solution:

156 p4q3r5 #] al(8-7)p3*q3- He 4f(23.7)p*1q3?

Step 1

Step 2

Step 3

Example 4.1-30

Solution:

Step 1

_ -|(? Bleu a hy pede

Step 2 ~|(? ee eae 5

Step 3

= -a(x!*). y.(214) ox |= 4 ae

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 Masterin’——_——
————_—
— g Algebra
— - Ans
Introduction
<——s —SS——4.1
FE Introduct
{ntroctuct
— ion to Radicals
ion to Radicals

_ Additional Examples - Simplifying Radical Expressions with Variables as Radicand

The following examples further illustrate how to solve radical expressions with variables
as
radicand:
Example 4.1-31

Rase a
Example 4.1-32

eS
3

Example 4.1-33
eeelol pal 2tey ote) | m,|(mn?-m?) -(n? -n?-n!) = (mm! -m)-(n! «n) ea

Example 4.1-34

Wa!
V160°b5 |=|V4?a2*192241]=4,|(a? -a!)-(6? 62-0") =|4-a!-(61- 6!-b! |=[4-a-0!"!Vab

=|4ab? Jab

Example 4.1-35

Tare] =e] ora) (A) [ro aod

Example 4.1-36

<a V15x3y224 — 5 yyf(25-3)- 222? “ -& |s?-3)-(2? x!)(22-2?) [xs 1

(:tel!
Z W3-x 1 |

= ~~ .5.x.z!41 3 =
30
Example 4.1-37

3
y! (viv! vt W/2-u! -y! = =16u-(v*#") auv = |-l6uv” /2uv

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AS ata (Toga
ue a pO Be
Example 4.1-38

Example 4.1-39
ae 3)x7y823 ps Ta(25 -3)5 5828 = 2-23]3(x5-x?).(y5-y9).23 - 2 asx? 23

es Pax? yx!

Example 4.1-40

-b? |= |4abc¥ ab?

V¥256a°b °c! = [Wahat*ly4#24 |- 4cal(a* a!) (64-52) =|4cabVa!

Example 4.1-41
ase [625x5y$z3 ef —} fos? 24241, 24242 241 _|_ 25 (x?-x?-x!).()?-y?-y?) Ee 2!)
—50 50 50

1
= Saee i pe es ee ~ 51 (x?»°evxz)

Example 4.1-42

Tare] Plo ]-[Pe yr) a) be

2 (7?r').(e Bie 1 \5r a 3fr2*1). (1+) fp bs

Example 4.1-43

Example 4.1-44

x7 y7 99x? y? = 252 (9.11)x2#2+1,241 = xy? |(32-11)-(x? «x? x!) (,?

= aey yy ty ile = a(x? xt-x!).(y?. "|Jib = (x?41*1).(y242) ity 2 3x4y3 flixy

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 Mastering Algebra - An Introduction 4.1 Introduction to Radicals

Example 4.1-45
l
2 1
+E x42) 21224 - bx|(2? -2)-(2? 22-2? 2? -x!)= 528 e(xtext xt xt) /2-x!
3

5 ee= 1+4 5 Saas

_ SE(xt) ox 2 exe hy 3 2x Ba be Lx syle ph ax a 43 2x.e
5) 3 3 3 3 1 3°]

EE es
Example 4.1-46
3 3

—mP 50k? mn} |=|-m3 V50k2m4n3 | = =m key(25-2)m™*2 021 = -mSk,|(5? -2)(im?m?).(n? -n')

= —5(m* mt om! \nkJ2-n = =m nk J2-n =|-5km°nJ2n

Example 4.1-47

Example 4.1-48

xp 72x? y4z = (x -x) yy (36-2)y7*7z = (x'xy [(6?-2)-(y? -y?)-z = 6x (y!-y!-y' Vaz

Example 4.1-49

ey sey ia _ 1 233/93 341 3H See

scan) EERE!
Example 4.1-50
53/43 85524 2 (5-4) 34342342 343,34 C

| | 3/
~ -20{w!-w!).x.(y!-y!)-28 w?x?z! |= -20-(w'*t).x.(y*!).28 wx?z |= ~20xy?wz x? wz

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Practice Problems - Simplifying Radical Expressions with Variables as Radicand ,

Section 4.1 Case IV Practice Problems - Simplify the following radical expressions:

4. -Ix/8xy? = 5: — D\6achoe a= 6. uw Vuov8wt =

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Mastering Algebra - An Introduction
e 4.2 Multiplying
ee NIptying Radical
Radical Expressions
Expressions

4.2 Multiplying Radical Expressions

Radicals are multiplied by each other by using the following general product rule:

adlx -baly «cz = (a-b-c)}x+yez = aber! xyz

Note that radicals can only be multiplied by each other if they have the same index n. In this
section, students learn how radical expressions in monomial (Case I) and binomial form (Case II)
are multiplied by each other.
Note: A monomial expression in radical form is defined as:

Nx>, aly, VOT, Seo? ,e2y5) 2V105., ete.

A binomial expression in radical form is defined as:

Vx+/y, 1+ V/8x ) wytyy3, xy — yx ; 9-3 x? 9 : 3/64 +3) x7 p> ele.

Case I Multiplying Monomial Expressions in Radical Form

Monomial expressions in radical form are multiplied by each other using the above general
product rule. Multiplication of monomial expressions is divided into two cases. Case I a -
multiplication of monomial terms in radical form, with real numbers and Case I b - multiplication
of monomial terms in radical form, with variables.

__Casela Multiplying Monomial Expressions in Radical Form, with Real Numbers

Radical expressions with real numbers as radicands are multiplied by each other using the
following steps:
Step 1 Simplify the radical terms (see Section 4.1, Case III).
Step 2 Multiply the radical terms by using the product rule. Repeat Step 1, if necessary.
kya +k Wb -ky Wc = (ky -ky +g Wa-b-c = kykyk3 abe a, b, and c >0

______ Examples with Steps _

The following examples show the steps as to how radical expressions in monomial form are
multiplied by one another:
Example 4.2-1

Solution:

Step|
Example 4.2-2
212 -27/32}=

Solution:

sept ea] - Waa] - (as oa)- [PP3-2] - a

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step2——_(ay-sV2]=[(2-4)-(V5-2)|= [es]
Example 4.2-3

=
Solution:

step fosas-is] [V2 ies 63]=P 2? 3 At

- [aah
step? -]=[i-4-0)
[2 Wa i) = eal33)— o> |

Example 4.2-4

(-2¥/512)-(-s¥i08)| =
Solution:

Step 1 (-2¥/512) -(-s¥/108) - (-2¥/s° |-(-s9/27-4) = (-2-8)-(-5¥3° 4)

= [as)-C5-3p4] =[C16)- Casa] =[+2a0v]

=[2a0¥s
step?
Example 4.2-5

(V50 -/54)-(f243 .Yea)| =

Solution:

Step 1 -/16-4)
(30 - V54)- (4/243 4/64)|=|(V25-2-/9-6)-(/81-3

.6)
(434.3
=|( V5?-2-V3? -24-4)| =|(5V2 -3V6)-(343-244)

Step 2 (52 -3V6)-(34/3 244)|= |(5-3¥2-6)-(3-24-4)|= (svi2)(64/2)

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Additional Examples - Multiplying Monomial Expressions in Radical Form, with Real Numbers
The following examples further illustrate how to multiply radical terms by one another:
Example 4.2-6

Example 4.2-7

Example 4.2-8

[00] - Urs asa]-[ 3Js?2]- ah] [0-5 (5) - hod]

Note that we can also simplify the radical terms in the following way:

Example 4.2-9

fia] = [a3 b-10]- Wos.V 10]-S-aho]

[0-9 (U0)|=[a]
Example 4.2-10

fie |=[as ie-aA)- sta. 9-5)- SBa A)-[6-9 (02-2)

Example 4.2-11

fede Te) ete s)-[e ieaF 5)-(eaal)-[a9

VeBB)
Example 4.2-12

Example 4.2-13

=hoo.vs*.6] -foo-5¥6]
= [{0-2-3)-(d10-J5-3)|-ioo.(Vio-s-3)|= 00-130] = oo25-6]
- foo]
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Example 4.2-14

Example 4.2-15

Example 4.2-16

Ese P eee )-BES

Example 4.2-17

fe ede de) er) 6) ems]

fe)62) |feo) 5) |) -[]-fe- bowi
Example 4.2-18

fe Vara Vina)- [WS thea Vers)[2s (tha) (Wes) |-o a) a)

Example 4.2-19

$1024 -/36 -V/45 -9/243-V3|=|9/45 62 ./9-5 3/35 . V3 -[4-6.v3?-5-3-3]= [46.315 3-3]

[aay (A) -e)- el

Example 4.2-20

vas 227Ws? 00-¥6|=(V5.9.

Ja a6-[Vs
3?.3
as2 |
~|55-24? -2¥5-¥6] =|(3-3-2)(v5-W5)-(13* ¥6)]-[is (53)(99-6)]-Iis-( Vs")-(W5a)

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Practice Problems - Multiplying Monomial Expressions in Radical Form, with Real Numbers

Section 4.2 Case I a Practice Problems - Multiply the following radical expressions:

Me 15 = 30 As 3. 416-327 =

aed 100254 = 5 -/195.—2,/98 = 6. 4625-4324 .4/48 =

7. %192 -2/48 -2/300 = Be i 0 9, 3343 .3/128 -3/108 =

10. 225-/800-V18 =

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Case Ib Multiplying Monomial Expressions in Radical Form, with Variables

Monomial expressions in radical form with variables as radicands are multiplied by each other
using the following steps:
Step 1 Simplify the radical terms (see Section 4.1, Case IV).
Step 2 Multiply the radical terms by using the product rule. Repeat Step 1, if necessary.
ax -bafy cz = (a-b-c)Px-y-z = abc xyz

Examples with Steps .

The following examples show the steps as to how monomial radical expressions are multiplied by
one another:
Example 4.2-21
xy e /ale

Solution:

Example 4.2-22

Solution:

Step 1

Step 2 st st){-Lrovst = (—2-4) .(s21-13}.(Jst st)

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Mastering Algebra
——$<—
SS SS - An Introducti on 4.2 Multiplyin
SS SSSSSS Multiplyingg Radical
SsS— Radical Expression
—— Expressionss

lel
. e5x4
: )(e-r)-(s?-5)-e( ses) = 123/529? = Be
20 20

mae gure
2 4,2
SA ee US SIRE CE S| Seer Poe
20 ba 20 20

Example 4.2-23

1398 y7w3 Bitsy? =

Solution:

5
Step 1 3 2u5v7w3 Yu2v3w? |= 5 Sty 5423 2p yy?

[alle
C2 )-[anilo) ler)

Example 4.2-24

Solution:

-1 0)
<p!)oP
(2(o? 22?
-a!)[ng 3p][alee
5 [2e(a'-q' 10pa][Spy5q]-[9(2" -p'av|

Ae Ni] forse] [eo Sor] a for

Step 2 [2047 y10pq]-[Sv54]-|s074V/ P|=|(2-5-6)-(p- p-p?)-(a?-a)-(V10pq-V5q- VP)

= [0° Joo 0) a] [ora son? |= [foo ahi

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= |(60-V25-2)p°q4|= (<o.V5?.2) p°a4 =|(60-5)V2 p5q*| = |300V2p°q*

Example 4.2-25

(—‘fe25m°n) {hiom'n’ {—Lmn*) =

Solution:

Step 1 (~625mén) {hiom'n? }{—Lnn* }= (454m**?n) [mi 240?) -(-n'im

= (—sln* -m? sn)-(2miln’ )(nim) = (—smi/m?n {amln? )-(-n4lm)

Step 2 (—sm/m?n amln? )-(-n¥im) = (-5-2-1)-(m-m-n)-(Yn?n In? Lm)

=[iom?o?-m)-(v?-») |=[mn€ln®|ftom(n-ne ]= [mn

Additional Examples - Multiplying Monomial Expressions in Radical Form, with Variables _

The following examples further illustrate how to multiply radical terms by one another:
Example 4.2-26

Example 4.2-27

plety2e vont]= [ate fo") [ole?)

=}[fo0* )=] [02) Wise)
PO] PES) Ge)
Ae) Ee)
Ee) ee
Example 4.2-28

-2 [6.445 rst . Sagat ssvhst it os )-(2 8). (2-8) Ais

1 :
= [fot ertar!) (st). ae | fra.) = -{3.2) (etetee) (64). (2 Je do

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Mastering Algebra - An Introduction 4.2 Multiplying Radical Expressions

a ny 4.22
Bee |Slo Ne
eri pers arseeho
fo ee i
la |Baer s(t!) )=|-21 452? | il

ple
ote
eePl rst
Remy tere
LD .429.24
es r REO
Se ee a oe
AS ||= |=
ao6 p=
rs

Example 4.2-29

P26 8 Pav? |= [Duetyv5 22] =|udu) -(05-vt)-(w5

02) av?
=[u-v-w Yury? Lu2v2w |=ww §l(u4v!w3)-(u2v2w!) = www-§f(u4u?) -(v'v?) (ww)

fo PO) foe
lamTee fom
Example 4.2-30
:
8 ‘973/2 3.4 2 44 44344 2 2 a(p° 2) (4-4!) 229 -g
|8p 47 4 mo q 3 5 [2 jg q:d -q 3 i? q
| ee a — — . _—_ — | . . ° . Seg .

et 2-1 i | Dat Papeict

= (22) .(v-p)-(a?-4) 27? a) = (2) .(p“p ):(4 “q )-32p -(q'a')

= 2
ee |Opa i 2
re S315
32 p 2282
q

Example 4.2-31

Example 4.2-32

1 2? -2pq -6yp?-phg

= (10pq -q'Jq)-(2 2pq)-(6p/pa) : (1opq'*"Va)-(2 2pq)-(6p\/pa)

x (10-2-6)-(p'p!q)-(Va-V2pq-v'p9) - 120-(p"*q?)-(Jag-2p4- Pa)=|120p7q? -(o'p")-(a'a'a'}

Dis
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 Mastering Algebra - An Introduction 4.2 Multiplying Radical Expressions

=1120p2q?-
2 [ypith git i =1120p2q?- yp? .g?! =1120p2q
Deen he ioneea: =1120p2q?
- pql2q

=|120( Pp?“PING
- p)-(q2 -q)-./2q}=|120( Pp?*P
-ayi2q - p')-(q?lg -q!)-4/2q
<q |=|120p7*! -q
q|=|120p"" -q?*! -./2qq |= |120p%q?
/2
Pa V2q

Example 4.2-33

Hea St Hi-BaP™ H akWa [form a | me) em

me omnl(m!m'm!)-(n!n3) os 6mns(m'*¥#1) .(n'*) = [snntln nt|
=[omn-nbn?|=[om-(n-n!)

Example 4.2-34

- yz -y*Vo02? |=|(mvz)-(-Vx"1y7"2) (9? one)

= |(eov2)-(-o92) -(v2v02)
=|-(ey-9-972)-
02(v2 -y02)]=|- (0)-(3997)-2]-(J2-992
392)|=|-(0? «v4 -2)-(J(e=)-On)-
(ee)
=|-0°y*2) (Vis?2?2) |=[-(e92) ede]=29)-05)oe]
- -[-) 0) GW
-"0") ) )e)- ]
Example 4.2-35

=|V3ab -av2a! -2b!b1V/36! |=|V3ab -aV2a! -26'*1 V3! |=|V3ab

«av 2a! 2b?
V3b!

= [aft Vat] = ats!) ans 2-9) (oat).

eel (a! a!)(0? po _ (a*).(6*\ a = |6a253 2]

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ae ba a ea TE TPA
Example 4.2-36

= (ulubvtvty! 14z)-(2utu! uv) = aes 14z)-(2u"" uv) = (123.142) (20? Jour)

[rr ee -[SSe a -e
Example 4.2-37
_ Giese ae (Ghee) (wi???)

= (e077? 0?u?u |(hu?u?a?u )(wi???) = (eta (tatu)

Ill
-(ut ifs

= (et Jar)(a Jur).(ur4) re. (14x? Ju).(tu?vu)(we?) a! (14-1-08)-(u? 03 -u)-(Vu AF

- (14-21 -19).(0? 3 -a2),( Iu-u) ad (ee oie).| fu -u*) =[86 Ju

fa |= [tvahe? |=[uu]

Example 4.2-38

PEE) LEP CE)

) =) OE OP
FERORs dot

- (Vo -v>)
=|(wo7)-(0*"Vv)-(2""™") = (x 27)-(.0? V)-(v29)]=|(27-207 -99)
(#24) (foo)
= (x-x-x)-(v-y?-»)-(Vo-y) 4 (xt-2t-x3)-(y!-y?-y!)-(yao"-y") 2 (<4).

ie>haat]
amo (ns
Example 4.2-39
Cea |

2 2)-(e7a7a!).(667) |= (2aV/5ab)-(aV/56)-(3a'a'545! 2ab)

oils
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Mastering Algebra - An Introduction 4.2 Multiplying Radical Expressions

= (2aV/Sab)-(aV/5b).(3a'*45'*! /2a0)= (2aV/5ab) -(av/5b)_(3a76? 2ab)

=|(2-3)-(a-a-a?)-b?
-(V/5ab -V56 -V/2ab)}=]6-(a! -a'-a?)-b? -(VSab-56-2ab)

=|6-(a"*¥*?).6?
.(5-5-2)-(aa) -(bb8) ~|eate? (5%2)? 0%]=[oa%o? 6-6]

=|(6-5)-(a*a)-
(476). V2b|=]30-(a%a").(676")-/26 |= 30-(a%).(67*1)./2b = |30a553
26 |
Example 4.2-40

won40x4 y523 «fx?y3z- f25xy |=|f(4-10)x2*2 2241221 fey af52ay

[9p G07) =) Fv) lo) Oois] oe)

[cae en) Coe er)
oN
Lave
he
ae!

II 10(<? x)-(v?-»)-2] 1092-929 |=[fto(x2-x")-(y2 -!)-2}-fl0"-Gnv)-C2)

—

10x24. ya] sox-(ytyty!)-(2!2") Zli0xsyaze shox.(y!*#*).(<!1) - loxy*z-ion? |

——

= [oS elon]= oe 0°)

69 ios] _—i)
= aloo
SC Ne a
Practice Problems - Multiplying Monomial Expressions in Radical Form, with Variables .

Section 4.2 Case I b Practice Problems - Multiply the following radical expressions:

fe -aixeys eye = ps, Vap? Va263 bat =

ce oe 273 x3y? = 4, yx°y?z? ae 22 =

5. x? y8z Shyz xty24 = Gs 4516 Ay Vive =

We V40r3s n36r25 WV4r?s° = 8. ¥125uv8w eae =

9. tn) inal Ym nd14 mee = 10. Jal0p4 2 ‘Nabe? a2nles =

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Mastering Algebra - An Introduction
$$
e 4.2 Multiplying
ee IPH yING Radical
Kadical Expressions
Expressions

Case If Multiplying Binomial Expressions in Radical Form

To multiply two binomial radical expressions the following multiplication method known as the
FOIL method need to be memorized:
(a +b)-(c+d)=(a-c)+(a-d)+(b-c)+(b-d)

Multiply the First two terms, i.e., (a-c).

Multiply the Outer two terms, i.e., (a-d).
Multiply the Inner two terms, i.e., (b-c).
Multiply the Last two terms, i.e., (b-d).
Examples:

(Ju + v)-(vu Ww) |= [(Ju-vu) —(Jeedv) + (So vn) (Jo vo) =| (dieu)-(vir-v) + (div) = (Voy)
=i
-W?|= a
2. (05) 5] = (6-9) G-7)- (68) -(5-)]- seat 5 v7] = [isa si —8)
Multiplication of binomial expressions in radical form is divided into two cases. Case II a -
multiplication of binomial expressions in radical form, with real numbers and Case II b -
multiplication of binomial expressions in radical form, with variables.

Casella Multiplying Binomial Expressions in Radical Form, with Real Numbers

Binomial radical expressions are multiplied by each other using the following steps:
Step 1 Simplify the radical terms (see Section 4.1, Case III).
Step 2 Use the FOIL method to multiply each term. Repeat Step 1, if necessary.
(a+5)-(c+d)=(a-c)+(a-d)+(b-c)+(b-d)

Examples with Steps

The following examples show the steps as to how binomial radical expressions with real numbers
as radicands are multiplied by one another:
Example 4.2-41
(2+v2).(5- v8) =

Solution:

Step 1 (2+V2)-(5- v8)|= (2+ ¥2).(5-V4-2)} = (2+-J2).(s—v2?.2)

2 (2+v2).(5-2V2)

Step 2 (2+v2).(5-2v2)|= (2-5)-(2-2V2)+(5-v2)- (2v2-v2)

DAG
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~[o— 2+52 22-2]= to—a2+52 -202|=[l0+(C4+5V2-02-2)]

Example 4.2-42

(2V5 -3)-(2+v3)|=
Solution:
Step 1 The binomial terms are in their simplified form.

Step 2 (2v5 -3)-(2+V3)|=|(2-2v5) +(2v5-V3)-(3-2)-(3-v3)

Example 4.2-43

(2{/162 +3)-(3 92+5) =

Solution:

- (6-3) 2-2+3099 +9 +15]-[i8 V4+6049) M9+15] [tails+a942+15]

Example 4.2-44

(J24 - 360). (25 -V/72) B

Solution:

Step 1 (v2 +3V60)-(J25 -/72)|=|(v4-6 +3v4-15)-(/5-5

-/36-2)

3 (v2? -6 +3v2? 15)-(V5? ~V6?-2) = (2V6 +(3-2)V15)-(5-6V/2)

z (2V6 + 6v/15)-(5-6v2)

Step 2 (2v6 + 6V15).(5-6v2] = (5-2v6) - (ave -6V2) +(5-6V15) - (6/15 .6V/2)

=|10V6 -(2-6)V6-2
+30V15 -(6-6)V15-2|=|10/6 -12V/12 +3015 - 36/30

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pifistering Algebra - An Introduction 4.2 Multiplying Radical Expressions

=|10V6 -12V4-3 +30V15 — 36730 |=|10/6 —12V22 -3 +3015 —36/30

=|10V6 - (12-2)V3
+30V15 —3630 |= |10V6 — 24/3 + 30/15
—36/30
Example 4.2-45

(Vea +V5)-(v25-v5))/=
Solution:

Step 1 (Vo4 + V5)-(V25 -V/5)|= (va? +5) (v5? - V5) =|(8+v5)-(5-V5)

sep? RRL] H- Pe a
Additional Examples - Multiplying
Binomial Expressions in Radical Form, with Real Numbers _
The following examples further illustrate how to multiply radical expressions by one another:
Example 4.2-46

(3+/300)-(8- v50) - (3+v100-3)-(8- 25-2) = (3+vi0?-3) -(s—v5?-2] = (3+10V3)-(8- 5/2]

=|(5-8)—@-5)V2 + (8-103
-(10-33 -V2]= [24-152 +80v3 —5003-2|= [15/2 +80/3 -s0v/s+24]
Example 4.2-47

(/98 -3V/3).(vs - vi08) = (49-2 -3V3)-(v4-2 - /36-3) = (v7?-2-3v3) (v2? 2—ve?3)

= (7/2 -3V3).(2v2 -6v3) = (7-2)(v2 V2) - (7-6) v2-v3) - (3-2)(V3 V2) + 6-6)(v3 -v3)

2)-
(42+ 6)v66
—6V3-2 + 1803-3 |= |14v2? — 426 — 66 +1803? |=|(14-
= [14J2-2 — 422-3 +(18-3)

Example 4.2-48

(3+v12)-(V75 - v2) = (3+/4-3)-(v25-3 - v2) = (3+v2?-3).(v5?-3-v2]

+10V
- v2)|= (3-5)v3 ~(3- V2)+ (2-5)(v3 -V3)- 2(/3-v2) =(15¥3
=|(3+2v3)-(5V3 —23-2 |
-3V2 3-3

= [is/i—3/2+103? —2¥6|= fisv3-3V2+(10:3)-2/6]= [1s/3 —32 206+30

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Example 4.2-49

(93-5 -YJ4.2°) .(¥3-¥2.2°) |= [(5¥5 - 2¥4)-(¥3

-292)
= |(s¥/3-¥3)-(5-2)(V3 -¥/2)- (29/4 -¥3)+ (2-2)(¥4 -¥2)|= (s¥3-3)-10(9/3-2) -(2%/4-3) + 4(¥/4-2)

= [s¥o — 1096 — 212 + 4Y8 |=|5%/ — 1096 — 29/12 + 49/23 |= [s¥/o - 10¥6
-29/12 + (4-2)

= [59/9 - 1087/6 - 23/12 +8

Example 4.2-50

(6V/48 +2)-(2v18 -4) = (6V3-16 + 2)-(2V2-9 -4) = (6x/3-4? +2)-(2v2-3? -4)

“NE
2 (6-4V3 +2)-(2-3v2 -4] -|(28V3 +2)fev2=4)]- (243 -6V2) -(4-24V3)+(2-6V2)-(2 4)

= (24-6V3-2)-(96V3) +(12v2) - = [1446 -96/3 +12V2 -8

Example 4.2-51

[sv2-(Vt0 +4V/20)] = (3V2 -V10) + (32 -4v/20) = (3¥2-10) + (3-4V2-20) = (3/20) + (12v/40)

Example 4.2-52

[EEE
AE A056 HOH
= [-555 +9].(3 -4)]-[(5)5-v5)
+6-43 +9-v3-(0-4)]= L5v5:3
+2008+9336

Example 4.2-53

(243 + v2).(V5 -/72) a: (33° + V2)(v5 - /36-2) = (3+2)-( v5- Vo?-2) = (3+V2)-(v5 - 6v/2)

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Mastering Algebra - An Introduction 4.2 Multiplying Radical Expressions

Example 4.2-54

(216 + v3)-(V2 +2)|= (Vo? +3) (v2+2) =|(6+v3)-(V2 +2)|=|(6-v2)+(6-2)

+(v3v2) +(2-3)

Example 4.2-55

(243 V5 +2). (Vea 5 - J2)]=|( 5° V5 +2)(Va V5 - V2) |=[(av5 +2) (a5 - V2)

=|(3-4)-(V5-V5)-
(35-2) +(2-4V5)-(2-W/2)|=|1av5-5 -3v5-2 +85 -2v2

= [1ovs? 310+805—202]= [(12-5)-

3¥i0+8s~2v2]= [60—3¥10 +85 2]
(4+V2).|(v2-3)-(-s- V2) = (4+v2)-[(-s ADVE

- eal
Example 4.2-57

(16 -1)-(s- 9/54) - (8-2 -1)-(5-¥27-2) = (2-2-1) .(s-¥5°.2) = (2¥/2-1)-(s-3¥2)

- [0-982 - 0-3) U2 V2) - (3) +(- 92|- flo —2-2 —5+ a]= 02 +38/2 la? -s
=|(10 64 —5
+ 3)%/2 - 69/4 —5]= [13-¥/2
Example 4.2-58

(V9 -2V/125)-(3Vi8 -4V/90) = (v3? -2v25-5) -(3/9-2 -4V/9-10) = (3-2V5?-s) (3v5?.2 - av? 10)

z (3-10v5)-(9¥/2 - 12v10)

=[(3-9v2 - (3-12)v10 - (10-9).(V5 -v2) + (10-12) -(v5vi10)| = [272 - 36V/10 - 90V5.2 + 120v5-10

WD)
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 Mastering Algebra - An Introduction 4.2 Multiplying Radical Expressions

= [272 - 36/10 - 90V/10 +120V50 |= [272 + (-36- 90)v/10 +120V50 |=|27V2 -126V10 +120V25-2

=|27V2 -126V10 +120V5?-2 |=|27V2 -126V10 + (120-5)V2| =|27V2 - 12610

+600V2

=|(27/2 +6002) -126V10 |=|(27 + 600)v/2 -126v/10 |= [6272 -126V10

Example 4.2-59

(J225
-V/2)-(V200 + v/8)| = (vi5-15 -V/2)-(vio0-2 +V/4-2) - (vis? - v2)(vio? -2 +v2?.2)

=|(15 -V2)-(1ov2
+ 2V )|= (15 -v2)(10+ 2)¥2 }=|(15—V2)-(12v2)] =](15-12)¥2 -12(V2 -v2)

Example 4.2-60

(ae ~ 12°) (1-42-3°) = (2? 42). (14234) = [2-28-21 |.(1-42.38 3)

Ee] Se] parame

Practice Problems - Multiplying Binomial Expressions in Radical Form, with Real Numbers _

Section 4.2 Case II a Practice Problems - Multiply the following radical expressions:

1. (2v3 +1)-(2+V2) = 2. (1+v5)-(v8

+V5) = a (2-v2)-(3+V2) S

4. (5+v5)-(s—v5° )z 5. (2+6).(¥i6
-Vis) = 6. (2-V5)-(v45 +¥s1) =

7. (2-Vm)-(V8+vm3} = 8. (v32-¥3)-(2+v3) = 9. (avz +s?) -(Va-Vx) =

10. (v2 +V3)-(V32 -V75)=

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-Caselb _ Multiplying Binomial Expressions in Radical Form, with Variables :

Binomial radical expressions with variables as radicands are multiplied by each other using the
following steps:
Step 1 Simplify the radical terms (see Section 4.1, Case IV).
Step 2 Use the FOIL method to multiply each term. Repeat Step 1, if necessary.
(a+b)-(c+d)=(a-c)+(a-d)+(b-c)+(b-d)

st
Steps
Examples with
The following examples show the steps as to how binomial radical expressions are multiplied by
one another:

Gioia)
Example 4.2-61

Solution:
Step 1 Not Applicable

Step 2 (x+Vx)-(x-xvx) = EReCn te +xvx ~ (vx -/x)

wa tas aa] =[2? 22S 4s nd]

Example 4.2-62
hata real
Solution:

a) (wre)
29)-
Hf[(e8) (9 9 ) ( aa =[((8"
= (wv Jubeuv)-(w u +uy)

Step 2 (uv u- wv)-(uv u +w)

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(uv? -wv)-(vu salu)+(u?v3 -wv Vu—(uwv -uvWu —(uv-uv)

(uw?-u!).(v8 vl acu +(u? -al).(v3 sv! lu — (u-u)(v-v vu ~ (u-1)-(v-¥)

% (u2) (v4? Yu?+ (21). (v9*" ala— 2? ln— ay?

= u?y?(u?v? =1)+u?v? Ju(uv? -1)

Example 4.2-63
(ie) +i") |-
Solution:

Step 1 (x-¥x5y4)
(2+¥o?}|=|(x—Ye 77") (+ 8)

[ae a) eH
Step 2 [(+-9ah?»)-(-+ 0%) =(x-x)+(v-ye) (2-99?) -(-y(He?v Ye)
=| expexeysxy —ay?al(x?-x!)y =|x? —x2yalx2y —xy?3 (x4) y
+ xix

2 2 |
=|x? +x —x?yx? y — xy74}x?y |= x? +x — x78 x*y —(x-x)y?3/y

= x? + xylx — x7 pi x*y — x7 y?3/y

Example 4.2-64
(a+2Vb).(a-svb)| =
Solution:

Step 1 Not Applicable

Step 2 (a+2Vb)-(a-5vb)| = (a-a)~(a-5b) +(a-2vb)-(2vo -svb)

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 Mastering Algebra - An Introduction 4.2 Multiplying Radical Expressions

=\G— —Sa
+2avbvb
-(2-5W/b-b|=|a2 +(-5a+ 2a - 10v52

-
Example 4.2-65
(a
a°b? +Jab). (ave? - Va°5* |=
Ui

Solution:

Step 1 (276? + Jab)-(avo? —Va°s*) = (a7? + Vab)-(avo*4 ae

- (276? + Jab)-(avo76' ~Va?a?a's?o? | = (226? +Vab)-(aby/b - a'a'b'6! Ja)

=|(2
a°b? + Jab).(abv/b - ap" Ja)}= (a
a°b? + Jab)-(abvb - ab? Va)

Step 2 (276? +Vab)-(abvVb a6? Va)

ab? -abv/b)— (ab? -a7b? Va)+(abvab - Vb)- (Jab-a6? Va)

ea

(2?-a').(6? -b') lb= (a?-a?).(b? 6?)ao (abJab -b)~ (22s? a: ab)

=~ att) pth. Jp — 2+? 5242. Ja + ab ab2 ~ qh? lab

= 353./b —atb4 Ja +ab-bVa —a?-ab2 l= 343 /b —a*b4 a +ab a —arb2 Jb

= (235? b -a°b* Vb)+(ab? a-a*b* Ja) = a°b? Vb

(b-1) +ab* a(t a6")

__ Additional Examples - Multiplying Binomial Expressions in Radical Form, with Variables

Note: To minimize the number of steps, details such as:
2 Lipo) 1+2 3
abc:c= abc! .c! = abe It] = abc? k abe? = np Be -c! =cVJabe MOT eek =X *X =X =X

are not shown. By now, it should be clear to the student that:

farewc=abe? [abe?
=evabe)
[x-x?=x] [lo
=x), [a%s?
=abvad] ete
The din examples further illustrate how to multiply binomial expressions in radical form:
Example 4.2-66
Fi
(5 - xv ) = (5- 5) -( 5- xvx) +(5 wx) —(x ) (
+xvx)-
(s+ Vx?)-(s—vz°] ry (5

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 Mastering Algebra - An Introduction 4.2 Multiplying Radical Expressions

Example 4.2-67

(a+ bvw)-(a—bvw)|=[(a-a)—(a-6Vw + (a-6)w ~(6-6)-(Jw-vw)]=[a? —abslw +abvw —0?Vw-w]

Example 4.2-68

(++Vs*}.(-? vs) = (-+sVs)-(r? - vs) = (r-r?)-(r-vls) +(r? -svs) - (svs-vs)

= (3-5?) +(r2s s rvs] = (73- s?)+ rV/s(rs 1)

Example 4.2-69

(Vx+Jy)-( vx? - Wo?) = (vx +y)-(xvx - yy) = (xVx -Vx)- (vx vy) +(<ve Vy) - (oy Vy)

PabEba)F IPR e]- Fae

= [e+
9)]+ oe -9]= |e) V9] Note: iia? ma Maan)
Example 4.2-70

3) |)a a)-
PET CE)- EO)
bop bob)-69
= [(e)0 vio ~304hs +304 ~9]=[2~304lx
4y*+3099
ay-9]
Example 4.2-71

(8+x?vr).(s—ve") = (8+x?vx).(8- xv) - (8-8) —(8-xVx) + (8-x2vx) -(x x (ve vx)

= [s4=Bede+89 —
x4]
=[(64- x4)+ (e?V -BxV)- (64- x4)+ 8xvx(x—1)

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a “lead Note: |64-x4 = (8- x?\(8-+ x?)

Pict4.2-72

eoute aa ea eee

Example 4.2-73

(W81-Ja +2)-(¥8-vo + i6)|=|( 4134 va +2)(2° Vo + V4?) |= (av +2).(ovo +4)

= 3.2)-(Va vb) +(3-4Va)+(2-2Vb) +(2-4) = 6-(Va-b)+(12Va) + (4vb)+(8)

eraseita
Example 4.2-74

“Ee ]-Pais
=[x3+xVe+x? Ue+Vn?|=[(29 Ya?) +(e Ve +2? Ue) f= |x +Vie? + eG»)

Se cca yc nce gc
Example 4.2-75

Example 4.2-76

(54Inti?
(stm
(stm (steer
t?)J. ) =
(steer??) (544m! smn! n?| (s V men?

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2 (5+mn4lmn? )-(s—4fmPn? - (5-5) -(5-4mn'n? )+(5-mn4lmn? )~(mntlrnn? nin?

= ssi?
+smdnn?—moll? mn? |=[25~s4lnn?+ Sl ~nnal(n-n?
in?1?)

RT lf
Example 4.2-77
o
mama
: EES Pode dae

= [eee
aMPea] =f?=a) (Ve? ole?) = [0aoa]
Example 4.2-78

[(2— 28)-(e+Vab)]-(-2— van) =|(a-a)+(a-Vlab)-(a-Vab)—(Vab -Jab)}-(-a - Vab)

= [a? + avab - avab ~ Jab-ab]-(-a- Jab) = fa?—Ja*o? |.(-a—vab) = [a?- ab]-(-a-Vab)

ae Jab) +(a-ab)+(ab-VJab) =|-a3 -a?Jab+.a7b+abVab,

a (-a3 +475) +(-a? Jab+ abvab) ~ *(-a +6) +aVab(—a +b) a (6-a)|a+Vab|

Example 4.2-79

9? - J) |= |(orbo + V0)(v/ by)

=|(x9-»)(V9 Vx) 20 oy v0) + (v0 -V x)- (50 von) |= |b? oer — ayy + yaa
— yay

=|xy? V(x-x)y— vy (x-x)-(y-y)) +lle2) = V(x-x)-(y- 9) |= [yxy

—ayyx?y? + yl y — fe?y?

“bhai
ntraly-o]-[edy -(ab)
Wy 9-9] PAA dy]
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= x?y*( Jy-1)+20 /y-1) = xy(V/y - 1941]

Example 4.2-80
(vw' ~u?v?w?) (dw +Vu4?w8) ‘ (vw?! — nw)(din + i292?)

= (Vv? -w? — www)(ali tai? -n? ov? -w? -w? ww?)

2 (w! vw! ow— ane)[iw + (0 a!)-v-(w! tw!) = ("Jv — av) [aw+(u!*) (or)

= (w?vw - www) (Jw +0? vw) = (v7?Vw Jw) + (w?vw«23 —(vw sal) — (uw uv)

Deere ese ea coi

|{CEananree Cees
= yw (1- uv?) + uvwrw(ww' — i)

Practice Problems - Multiplying Binomial Expressions in Radical Form, with Variables _

Section 4.2 Case II b Practice Problems - Multiply the following binomial expressions in radical

oe 2. (a+xVx)-(a-vr)=

3. (sa+vx*) -(20-vz) = 4. (4+vF)-(7-¥r)=

5. (2+ 859) -(2- wh) = 6 (m-+¥m* )-(m—Vn' u

7. (Jr+2)-(4vr? -2] ui 8. (4+Va)-(4-Va)=

9. (3+425) (3-427) = 10. (1+ J9)-(1- V9?) L

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Case II Multiplying Monomial and Binomial Expressions in Radical Form

To multiply monomial and binomial expressions in radical form the following general
multiplication rule is used:
a-(b+c)=a-bta-c

Multiplication of monomials by binomial expressions in radical form is divided into two cases.
Case III a - multiplication of monomial and binomial expressions in radical form, with real
numbers and Case III b - multiplication of monomial and binomial expressions in radical form,
with variables.

Case Ifa Multiplying Monomial and Binomial Expressions in Radical Form, with Real Numbers

Monomial and binomial expressions in radical form are multiplied by each other using the
following steps:
Step 1 Simplify the radical terms (see Section 4.1, Case III).
Step 2 Multiply each term using the general multiplication rule, ie. a-(b+c)=a-b+a-c.
Repeat Step 1, if necessary.

Examples with Steps

The following examples show the steps as to how monomial and binomial expressions in radical
form are multiplied by one another:
Example 4.2-81
V5 -(/50 i 2/27) s

so SAT AFT
Solution:

=|V5-[5v 2 = V5[5/2+6v5]
+(2-3V3]

spe (boll) -Ke A]- Ss-Showa

Example 4.2-82
24/2-(5+/20) -
Solution:

step 5245]
fe [0-992]
[0-2(2-5)] =o =a3] =f va

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Example 4.2-83
Sox/o4 -(V36 . 125) is
Solution: 2

SCE,
Example 4.2-84

Solution:

sept a ial es Woo (a

= -24/4 (24/4 -342)

Step 2 [-2¥4 (24 -3#2)] = -(2-2)-(Ya-Ya)

+(2-3)-(¥4-4/2)| = -4(¥4-4)+6(¥4-2)

Example 4.2-85
4 (Vi - ¥500) =
Solution:

283i
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Additional Examples - Multiplying Monomial and Binomial Expressions in Radical Form, with Real Numbers

The following examples further illustrate how to multiply radical terms by one another:
Example 4.2-86

(2V3)-(sv6 +2)]=|(2-3)-(v3-V6) +(2-2)v3 - o[v3-6) +4V3|=[ovis +4V53|=[6/9-2 +45]

Example 4.2-87

[sv5-(V5 +6V10)] - (3v5 - V5)+(3v5 -6Vi10)|=|(3V5-5)+(3-6)V5-10 -[5V5? +1850]

Example 4.2-88

[a(n [esp] = [ateae] [ano

-a0 0]
Example 4.2-89

[v3(23 +6)|=|(2v3-v3)+(v3-ve)|=[(ev5-3)+ (V5-6)|=[ovs"

3!+vig][avs
+V9.2]

Example 4.2-90

pi) - [PEA A)- RETE)-fes s-fT a) fF ae

Example 4.2-91
[sv2-(Vio +4/20)] (3v2-vi0) + (3V2-4V/20)|=|(3v/2-10
+(3-4)v2-20
) |= [3/20 +1240]

esLAP
)sie? 0]-[aHE Ga aT - [EET [Ea]
Example 4.2-92

[V7
--v7+208)]=[{07 7) -(278) = [07-
[07-
72 7 ai]
73=f ]2a

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$ $$ NING RadicalKACICAL Expressions
E-XPTESSIONS

Example 4.2-93

fis.(¥25-¥216)] 5 (Vs? -Yo?}|=|( 5-5?) -(¥5.lo? |=[(¥ls-s

)-(95-0)|
? = [Yst5?—os

Example 4.2-94

de (oe) [Ae] (SOAP ee

- A)
)fay |
Example 4.2-95

lekoe

_ Practice Problems - Multiplying Monomial and Binomial Expressions in Radical Form, with Real Numbers.

Section 4.2 Case III a Practice Problems - Multiply the following radical expressions:

1. 2V3-(2+2) = 2. V5-(V8+v5) = 3 Sp

4 498 -(3-v2") S 5. ‘Jas -(9524 +432) = 6. 2/5-(V45 +481) ia

7. —Yo4 -(-2/486 +4) = 8. V32-(2+3) = 9. (3v44 + V27)-v8 =

BAD) (32 -2/75)=

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Case IIb Multiplying Monomial and Binomial Expressions in Radical Form, with Variables °

Monomial and binomial expressions in radical form are multiplied by each other using the
following steps:
Step 1 Simplify the radical terms (see Section 4.1, Case IV).
Step 2 Multiply each term using the general multiplication rule, 1e., x-(y+z)=x-yt+x-z.
Repeat Step 1, if necessary.

Examples with Steps __

The following examples show the steps as to how monomial and binomial expressions in radical
form are multiplied by one another:
Example 4.2-96

avs-(ssy- sy) |=
Solution:

soo Bee O]-ERE) Ol) ea

Example 4.2-97

yxy? (s+e7) =

Solution:

SET
Step2 [ove -(5+0/*)]=[(5-9¥)+|(o-9)-(Fe
ve) = poss+f? Ve]

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e 4.2 Multiplying
es NMtptying Radical
Radical Expressions
Expressions

Example 4.2-98
x5 (v8 - 4x4) =

Solution:

Step 1 -rvx3 (ve - 4yx*) =|-2y 24241 (vWe4 ~ 4yx?*? }

= -2,|(x? x?).xl (vx? .x! ae 27) = -2{x! ox! We [avis — a(x! x}

EE
Step 2 = |-22? -x)-(Jx-vx)]+[(2-4)-(&? x |x

= -2x3(Jx-x)+8x4 = ~2x3 Vx? +8x4/x = -2(x3 -x)+8x4vx

= Laxt +8x4Vx] =|2x4(4/x -1)

Example 4.2-99

45 {there - 26x") =
Solution:

Step 1 {x8 {he2x® -24)16x" | =| (4{(s1-2)x? 24 ee

zs ott | at2)-(04 2?) 2-298 |= fz -(3x4f2x? 4x4)

Step 2 s-(axtlax? —a*)] = |ex-)-(aefax?)|-|(4-2) (ieA?)

[Pa] > a) Ea Pee]

2135240 4x l= x?(3¥2x? 4x)

Example 4.2-100

Ux (Vise? —Virse*)| =

93
5
:

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 Mastering Algebra - An Introduction 4.2 Multiplying Radical Expressions

Solution:

Step 1 i (Wass? thas) = Ve[8 ao4-2)"|

Additional Examples - Multiplying Monomial and Binomial Expressions in Radical Form, with Variables.

The following examples further illustrate how to multiply radical terms by one another:
Example 4.2-101

= (Savx-2a/y)- (Savx -3bV/x) - (5a-2a),/x- y— (5-3)-(a-b)Wx-x

[ve
Fo)Ceol?) fas
a] -[ada]
Example 4.2-102

Ase One CN Ce CC
Example 4.2-103

3vx3 (ve -2Vx5) = 3y x24 (e774 232424? | = 3vx? x (ve? 7 Bae He Ne x?)

PREE
]
= [(ev=)-(?v=)|-[2x?-Gxv=)] = (2?) We-ve)-[e-3)-(0 xx)

[PePea
Ce)](eee

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Multiplying Radical
a NACICAL Expressions
EXPICSSIONS:

Note that we can also solve the above problem without simplifying each radical term first as is shown below:

ful(a5 -ad8)] (i?vi) [2 3(veti) ]fe) dere)

= 5 Shee | Sa ode IE 2424242 Din Ii Pha Ped |
=|3V x 6vVx 3Vx° —6Vx 3V x 6vVx

a Pre CAManata is S 3x4(1-2vx)

Example 4.2-104

-[[6-»Js)-(wWe Prd) [-Pe-SE 2) ro Dl

Example 4.2-105

-2a53 (asa = |-ava?*»* (ao—av)|=-2|(a? -a!).(6?-6) (ab —avb)

= = (-2ab Jab)-(ab) +(2abVab )-(av/b) = [-2(a-a)-(b -bWab| +[2(a-a)bVab |

[Maelo BAR ari - RATA

2 2a*b? Va(1-vb)
Example 4.2-106

= |(wAlu?v) (w)-(w’ 2) (hw) | on) (v-vphv |-]malt). (o¥')

D387)
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Mastering Algebra - An Introduction 4.2 Multiplying Radical Expressions

i ot fae)
Example 4.2-107

‘ Sinn| min=? t)-(02 nn?) |

a oor ilo-[odo)-()
Example 4.2-108
54 (fy - x54) 2 Ae (fry! - yx? }x sale oi (qf? ae ae 3?)

AS ot) eA EE
PEA OP) AO) he
|
Example 4.2-109

*).(6° :b')ye? (6° -b?).(c3 -<°)—p a> 3 |= abla |-(c vc! Rla?5? -(a! -a')-5|

=: abclla?s |b-cl*"a%5? —al | = abclad | be™%la%o? - a7]

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Example 4.2-110

= (5--r?s? vs)+(sr-svr3s5s) = (5! 131s) +(Srl s%s!)

(57#25? Js)+(sesvr3s** )= (573s? is)+(Srsvr3s6) = (573s? Js)+(Srovr?#15?#24? )

= (5-3SsJs) (55-1
+r -st-s! slvr)

i r).(s! ‘st st os!) Jr] = (573s? Js)+(5-41 st Jp) =[5r3 57/5 457254 Jr

Practice Problems - Multiplying Monomial and Binomial Expressions in Radical Form, with Variables

Section 4.2 Case III b Practice Problems - Multiply the following radical expressions:

we (x? +3) = 2. Va8s*-(Va% +Veo®) = 3, (wv?) vit’ =

4. -Vm-(-vm-+vm')= 8. (gxty®+e) fey? = 6. pg? [2 +¥r%a)=

1. ot (ferier) = 8. 2tr-(We 3257) = 9. sab (avo) =

-3Vm° -(m—<4 m) =

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 Mastering Algebra - An Introduction 4.3 Dividing Radical Expressions

4.3. Dividing Radical Expressions

Radicals are divided by each other using the following general rule:

n]— = —= x2=0, y)0

In section 4.1 the difference between rational and irrational numbers was discussed. We learned
that the square root of non perfect squares, the cube root of non perfect cubes, etc. are irrational
numbers. For example, V3, V7, V10, 3/4, V7, etc. are classified as irrational numbers. In division
of radicals, if the denominator of a fractional radical expression is not a rational number, we
rationalize the denominator by changing the radicand of the denominator to a perfect square, a
perfect cube, etc. In this section, students learn how to rationalize radical expressions with
monomial (Case I) and binomial (Case IT) denominators.
Case I Rationalizing Radical Expressions with Monomial Denominators
Simplification of radical expressions being divided requires rationalization of the denominator. A
monomial and irrational denominator is rationalized by multiplying the numerator and the
denominator by the irrational denominator. This change the radicand of the denominator to a
perfect square.
Examples:

vi vi v7 _Vbe7
_ V7 _ v7
Cee eT
Note that V7 is an irrational number. By multiplying V7 by itself the denominator is sae
to a rational number, 1.e., 7.

A 2 20 _V4-5 _V2?-5 _2V5_ 25 V3 __2V5-3 _ iS _ 2/15

5 i Oe Wess. “Geb
dee
Again, note that v3 is an irrational number. By multiplying V3 by itself the denominator is
changed to a rational number, i.e., 3 .
Division of monomial terms in radical form is divided into two cases. Case I a - rationalization of
radical expressions, with real numbers and Case I b - rationalization of radical expressions , with
variables.

Case la Rationalizing Radical Expressions -‘Monomial Denominators with Real Numbers.

Radical expressions with monomial denominators are simplified using the following steps:

Step 1 Change the radical expression ° to as and simplify (see Section 4.1, Case III).
Step 2 Rationalize the denominator by multiplying the numerator and the denominator of the
; Pe NE
radical expression
Pp ~=
ie byMi vb.
Step 3 Simplify the radical expression (see Section 4.1, Case III).

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Examples with Steps

The following examples show the steps as to how radical expressions with monomial
denominators are simplified:
Example 4.3-1
-8V3 |_
3245
Solution:

-8V3 |_ alee SE HEN eal en ae

Step 1
3245 4/9-5 432.5 4.305 12/5

Step 2
ee oulle |S ep
12/5 15 V5

Step 3 3 v5]_|_ 3x5 -|-85-[ vis lewis

12v5_ V5] |_12v5xV5| | 12V5-5} | qos! lagi

Example 4.3-2
FEE
Wlones|P ias| eo

Solution:

Step 1

Fifo)

10y3 V7 10x ec en Ov 3-7 | oslO et 101) aonod

Jy We
—. <———— = — — _ —_— — — — _

Shi SG VPONT et {7.71

_ |10V21
e 7
Example 4.3-3
100 |_
4/1000

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 Mastering Algebra - An Introduction 4.3 Dividing Radical Expressions

Solution:
10
ee 100.)) .[,. 100] [if 100: si]— li 10055) <5) 106 Oe aa
: ¥1000 | {V1000} |v100-10] |4/102-10 10-v/10 1-v10} |V10

10 10 10
Step 2 = x
: V¥10 10
1
pp fe V10
xV10] |V10-10} |Jio!+1 he 10 1

ia)
Example 4.3-4

Solution:

Step 1 == |=|—

Step 2 =

Note that radical expressions with third, fourth, or higher root in the denominator can also be rationalized
by changing the denominator to a perfect third, fourth, or higher power.

1
Step 3 _|3¥8-3 |_[s¥24] _[3¥4]_]3324] _[1-be
34.3] |3441 [35 ; 1

= |3/24
Example 4.3-5

a=
25
Solution:

4)
2 | = ||
2
| | eee

4 4 4] 2
Step 2 ae V2 WS
4152

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Mastering Algebra - An Introduction 4.3 Dividing Radical Expressions

Step 3
: 52 [52 | e|afs2-52] ||[452
BP ee 222542] [as]
[2 LS
89]

Additional Examples: Rationalizing Radical Expressions

- Monomial Denominators
with RealNumbers.
The following examples further illustrate how to solve radical expressions with monomial
denominators:
Example 4.3-6

Example 4.3-7

E
Ja E
||va“ v2} |vaxsa]S
|vo-2} [votot| [oer] [o?] | % |
Example 4.3-8

poe |e
‘E “3|- v5|_|v5 v7 ~[ V35_ |_| v35 alas
PV WT] (v7)\v7 V7) [v7 x7] [7-7] [fata [ott] [ve2] 12
Example 4.3-9

|V¥5-5] |afst.st} [¥stt] Js?) LS

asl"Las} V5| |v5xV5|
Example 4.3-10

sovi2|_|dovia |_[svi2]_[sva3 |_|sv2?-3 [e34)_s8)-ps 4. 16/3x6 lon

Sg 56 o HED Eel Sie V6 V6 v6 V6} | Vox

| 8
l16v3-6 |_| 16V18 |_|16V9-2|_|16v3 -2 (ae, 48/2 -|%2)-fea]
"ile | \ete [gt Wee 6 6 1

Example 4.3-11
250
1000 1060 |_| {250 |_| v250 cE V¥25-10 [shag
VeGa ic 36 “lV 9 V9 WP 3 3

Example 4.3-12

Sele | sl aimere | lS 5 5

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Example 4.3-13
8

The above problem can also be solved in the following way:

/40 |_| V40|_|v4-10 |_|v27-10]_|2vi0

|V5 |_|2Vi0
x ¥5]_)2vi0-5|_] 2v50_|_|2v25-2
2/5 V5 5 5 15 NS V5xV5 J5-5 Vsl.5! V5itl

2 (2-5W2|
; |rov2|_ = 2v2[ovo
aE 160v2 = [22]
4
Example 4.3-14
4
33 “ |_[sv3|_|sv3_
: v2V2|_|sv3x2|_|sv3-2|_|
] _ 2 : svo |_|
: sve 2 |_[sve]_|svo
= = -|a/6,
v2-2 ||fatal] [vat | [vo2] | 2 J Fag
Example 4.3-15

=) ye eee a eee = Ea) 2

2/5 V5 Rot NS WERE) V5-5 V51.51 V5itl Pe ; S

Example 4.3-16

5} }¥s! (53) LS
Example 4.3-17
l
: {s? _|2-64|_2-%64 |_| 2-64 ES
/s3 x Vs? $/g3+2 | | S{gs 8 4 4

Example 4.3-18
——] |1

fs)
256 {44
4l 44
Se).
4 a 44 =
ye Ly:

Example 4,3-19

_|3/4-49 |_| ¥/196 |_ | 3/196

Ge | |e |

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Mastering Algebra - An Introduction 4.3 Dividing Radical Expressions

Example 4.3-20

Heel eluate vi
49] |4/72

=|4/49

Section 4.3 Case I a Practice Problems - Solve the following radical expressions:

1, Ae
8
2, 42qi = plies
=

jhe ons 35/100

1, accra oie i ieee 6. Saws
16 8 5/3000

= 1
7 2 = 8. = | 3 =
2/45 7324 48

243
10. 3/——=
256

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Case Ib Rationalizing Radical Expressions - Monomial Denominators with Variables

Radical expressions with monomial denominators are simplified using the following steps

Step I Change the radical expression ex

to 2 and simplify (see Section 4.1, Case IV).

Step 2 Rationalize the denominator by eecen the numerator and the denominator of the
radical expression ve by Jy.
vy
Step 3 Simplify the radical expression (see Section 4.1, Case IV).

Examples with Steps

The following examples show the steps as to how radical expressions with monomial
denominators are simplified:
Example 4.3-21

~ EEE
Solution:

_|5b vo
6a Ja

Step 2

sb Jb Val |seabed
5b xva}_|5b i=
La 5b 5b Jab —
Step 3 x
6a Ja 5 heeseabed
6a ohare) ate “loa J2 Eee
a

_|5bVab eRe
eee
= 6 7
Silab itl 6a2

Example 4.3-22

Solution:
3-2 1
Step 1 (16-3) _|4 [3n) |_|4 | an
(25-6)m’m> 5V6m2 | |S 6m2
Z

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“liver|e] Es
_|4 a Ni 4 Ne 4 vn

4 Jn} _ ata ale

Step 3 eaef2tO aeW2|_la veal [4 _| 4 V2n

3 eaeV2 [Avene 15m J2.2| [5m 5m [1+

— == eer

Sm V2 ,/52 5m 2 (5-2)
5-2)m {
10m 5m

Example 4.3-23

Solution:

447777!
1 4 =

Seep (16-2)x? x Sey Vee

Step 2

Step 3

Example 4.3-24

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Solution: :

44y°y2w?
Step 1
1lu?v>w8

S 2uJlu = 2uJu = 2uJu viw!

tep 2 5 = = x
Ww Jw wevvlw! Ate yly!

Step 3 Qulu ¥ vi! Quvu x Vviw!

ey eee Rie! w2vvlw! x vvlw!

2ua/uvw

w? (v™")-(w™)

_|2uvuvw | _ 2uvuvw
wer! vw?

Example 4.3-25

Solution:

Step 1

2 : 3/31 1,2

ra377251 ¥31pls2

2 V3! pls? 2 x V3! pls?

x
32725! 3/31 152 32-251 x 3/31,1,2

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Ars?
i(2") (*") (s!*?)

The following examples further illustrate how to rationalize radical expressions:

Example 4.3-26

J20w° aie u
V5w? Sw?

Example 4.3-27

Ea) SY) BE viv | | vy =a 25 vv vy

Example 4.3-29

14+1+1 3 3

Example 4.3-30

, fisa®s? ‘
3a°b

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Example 4.3-31 ,

3/51 42
sv 2rs s¥2rs 5) 7?
x
3/52 4 3/51 42
52
¢3/512

Radical expressions can be simplified in different ways. For example, we can also simplify the above radical
expression the following way:

3 9,3+2 341,
452 ,3+1,2

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or? st . 351.241
52 p42 3/51 .2)1
or? st 351-241

5212 351,241
aa ea
af(s2#).(-¥2).(12#)

Example 4.3-35

4037? |_| [40n3/? |

V5kl 5kl

_|uvTuv |_|uv7uv |e
i. eel ae v

Example 4.3-37

a’ bec?
243a*b2c?

oy
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 Mastering Algebra - An Introduction 4.3 Dividing Radical Expressions

2 2x /?- edo eee ee

3yl plz} Zz By z Zz 3y2z vz 3y2z Vz vz

x V2z YS ie2% V2z a 2x-VJ2z

ee 3y?z 2 By? -z+z

Niello)

Example 4.3-40

2 V6-2)-@-7)
re
a p? -/10gr L p?/10gr
a a 2r2

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Mastering Algebra - An Introduction 4.3. Dividing Radical Expressions

Practice Problems: Rationalizing Radical Expressions - Monomial Denominators with Variables

Section 4.3 Case I b Practice Problems - Solve the following radical expressions:

il = 2.
V 4803
——
N

=
: 10
4x4 V16uv3 25x°y

4 V81x3 y*z? = 5 ,{32a7b° = 6 18u3y? ze

46 573 256a°b 4uy?

1
V5KO1?
= 8.- =
1625x4 y?
= 9. yz
— =
=

V 40k?) 34/8 1x9 pS 8lxy°z

eae
(=
3/53 74

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 Mastering Algebra - An Introduction 4.3 Dividing Radical Expressions’

Case II Rationalizing Radical Expressions with Binomial Denominators

Simplification of fractional radical expressions with binomial denominators requires rationalization
of the denominator. A binomial denominator is rationalized by multiplying the numerator and the
denominator by its conjugate. Two binomials that differ only by the sign between them are called
conjugates of each other. Note that whenever conjugates are multiplied by each other, the two
similar but opposite in sign middle terms drop out.
Examples:
1. The conjugate of 2+ 3 is 2-3.
2. The conjugate of V6-10 is J6 +10.
3. The conjugate of V3-J5 is ¥3+V5.
4. The conjugate of /7+V2 is J7-¥2.
Division of binomial terms in radical form is divided into two cases. Case I a - rationalization of
radical expressions, with real numbers and Case II b - rationalization of radical expressions, with
variables.

Casella __ Rationalizing Radical Expressions - Binomial Denominators with Real Numbers

Radical expressions with binomial denominators are simplified using the following steps:
Step 1 Simplify the radical terms in the numerator and the denominator (see Section 4.1, Case
IID).
Step 2 Rationalize the denominator by multiplying the numerator and the denominator by its
conjugate.
Step 3 Simplify the radical expression using the FOIL method (see Section 4.2, Case Ila).

Examples with Steps

The following examples show the steps as to how radical expressions with two terms in the
denominator are simplified:
Example 4.3-41
8
=
Solution:

Step1
8 res
Step 2 =

8 x Dee 8-(2+V2)
Step 3 _ 22 | (
2- i FD -| (2-v2)x(2+v2) (2-2)+(2-v2)-(2-v2)-(v2-v2)

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Mastering Algebra - Ane
Introduction aSSSC
n 43 4.3 Dividing
Dividing Radical Expressions:
Radical Expressions

8(2+ V2) 8(2+V/2) | (2+ V2) i+) eee)

SUE ih el peeonitis eee eee)

=
#(2+V/2)| = [4(2+02) = 4(2+ v2)
4 1

Example 4.3-42
Vis |_
Gals
Solution:

cas V5 |S lass | als?5 -|24,

4 3-J5| |a—J5| |a—v5| |v3-v5
Sten? 5/5 as 5/5 M345
“P RMN CO CpeEN

A W3—V5V3+v5} |(Va-V5)x
(v5+v5)
s(V5-V/3) + 5(v5 5) S 5V5-3 +5V5-5
(V3-V3)+(v3-v5)-(V5-v3)-(v5-v5) On aReR Le

ees
is ee} a :
Example 4.2-43
3+V5 |_
aaaS
Solution:

Step 1 Not Applicable

2 oS te BS PiseNS
ey atic |= suis. ats
3405 V3-V5]_ (3+v5)x(v3-¥5) E (3-V3)- (3-V5) + (v5-v3) - (v5-v5)
Step 3 qe eeeee (v3-v5)+(v3-v5)-(V5-v5 )
(v3 + V5) x (V3 - v5) (v3-v/3)-

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-35
_|3-v3-3-V5 +V5-3-V5-5] _ a3 —3v5 + V15 -V'5? _|3v3 +V15—5
NRO Sn ee ee Since eae icles
4

Jj Beh be =F a a

2 2
Example 4.3-44

v8
+V4] _
4-2
Solution:

Sten vg +V4 7 22.2 +2? ka 2/2 +2

P 4— 2 np) EWE)

DON NOD) Ann,

Step 2 =

Step 3 Na 4+J/2 _|(2v2 +2)x(4+v2) (4-22) +(2V2-v2)+ (2-4) +(2-v2)

4-2 rea (4-V2)x(4+ V2) (4-4) +(4-v/2)-(4-v2)-(V2-v2)

snare g /2+2V2? +8+2V2 |_| 8V2 +(2-2)+8+2v2

16+4V¥2 —4V2 —V2-2 Ae ‘i [o=2

1
14 5 14 | Ste |S” (eae
7

jo ae
Example 4.3-45

W598] _
W547
Solution:

Stent _|v5-
ees _|v5- \72.2 [Sane
1/2
Sea ee ees NST pean

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NSIS NS rl) oT
ees ate age V5ees
ov OS pene (v5 - 72) x(v5 - V7)
eT mS a (vs + v7)x (v5 - v7)

(V5 V5)-(v5-V7)-(7v2 5) +(7W2 V7) DRE een OG

(Vs v5)-(V5 /7)+(V7 -V5)-(V7 -/7) 5S =A ese Te

Vs? -V35 +35 - V7? el Z

The following examples further illustrate how to rationalize radical Buen with binomial
denominators:

Example 4.3-46

3+V5} [3+v5_3-V5] |(3+V5)x(3-

v5) (3-3)-(3-v/5)+(3-v/5)-(V5-5)

eo a| (ove f
Example 4.3-47

Dees Ae pea 2
Den elie )x( = (2-2)+(2-V2)+(2-v2)+(V2-v2)
ee pea 228) )x( (2-V2)x(2+v2)

Z Adit x oe 202 : ee oer eee

~ |(2-2)+(2-¥2)-(2-v2)-(v2-v2) oe ee 4-2

057]
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eee i
Example 4.3-48

eee
eae
WEE UM) Ee wae (3+V3)x(3-v3) (3-3)- (3-3) +(3-3)-(v3-¥3)

ge 3 sas oe | See) ee re
Example 4.3-49

vi+5| |J7+V5s_ 7-5] |(J7+V5)x(V7-v5)|_ |(V7-v7)-(V7-v5)+(v5 v7) -(V5-5)

NEE en ee Re rec ee |e
Example 4.3-50

bese Hee ee (s-V5)x(Vs-v7) |_| (8-V8)-(8-V7)-(v5-v8)

+(v5-v7)
V8 +7] [v8+V7_V8-V7} |(V8 +V7)x(v8-V7)| |(v8-V8)-(v8-v7)+
(v8-V7)-(v7-v7)

_| 8V8 -8V7-V5-8+V5-7_ |_|8v4-2-8

V7 -/40 +35 pees oe
NEES NS Tee VOT ov TT |Pol g? © fag pee a2 Al 8-7

1
Example 4.3-51

eS a: (v5 + v3) x (v7 - v2) i (vs -V7)-(v5-v2)+(v3-v7) -(v3-v2)

Vit | WA To (V7 +2) x (V7- v2) (V7-V7)- (V7-2)+(v2-V7)-(v2-v2)

V7-7 -V7-2+V2-7-V2-2| | 72 Jia 4 Jia —V22 | 7-2

a V35 -V10 +21 - V6

5
Example 4.3-52

7 — aaa
oes" Fea
vn See BI" Neeser
nee

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a 1+V2_1-V2} |(1+V2)x(1-v2)]
4) : |(-1)-(1-v2)+(1-v2)-(v2-v2) Eee
a i =

Bia v2 poiey2)|—| td -J/2|_|/2-

Example 4.3-53

(CATE See ee ag ee eri a

z (8+6v2) x (2V2 +3V2) : (8-2V2)+(8-3v2)+(6V2-2V2) + (6v2-3v2)
(22 -3v2) x (2v2 +3V2] y (2V2-2V2)+(2V2-3v2)-(3v2 -2v2) -(3v2 -3V2)

16V2 + 24/2 +(6-2)V2-2 +(6-3)W2-2 z 16V2 +24V2 +12v2? +18V2?

(2-2)V2-2 +(2-3)v2-2 -(3-2)V2-2 -(3-3)v2-2 av2?+6v2? -6v2? -9v2?

| (4-2)+(6-2)-(6-2)-(9-2) | |__8+12-12-18 -10 ~[_=10

1
10(4V2 +6 aie

Note that the above problem can also be solved in the following way by recognizing that the radical term in the
denominator can further be simplified, i.e., 2 pie (2- 3)V2 = 2/3

Vg—vis| |V4-2-V9-2] |J/o2.2 32.2] [2v2-3¥2] |(2-3W2] L-v2 V2

Bigsey2 2 _ (8+6v2) x02 | eee _8v2 +6V2-2 a eee

ase ie ae? DE, 22 2
1
V2 +(6-2 ND) H4V2+6)| | 42 +6

at eranete
Example 4.3-54

hoon oie ew (V7-2)x (V7+2)

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“7
rena
ag tt 24 Be
I=

Steet ee
Example 4.3-55

ENE EERE cue Rese), (Gene (3-V3)x (3+3)

3-3) +(3-v3) + (3-3)W3 +(3v3 -V3) [pete aL eibuele

~3v3 -v3.3
(3-3) + (3-v3)-(3-v3)-(v3-v3) | |.9+3v3 SLee

PS)Dea

Ee 4.3-56
Re
3) CaRee
|(9+9 ee pay 3423
oo
ee1 v5 =a) (v5 -1)x(v5 WSS 5 Set
yt at eae
ay atte - [v5-5-V5+V5-1

AesPa a
Example 4.3-57
eel!

eens flees
2 +4V10 _|v2?-2+4V10 —
If? FAS10 | |2N244VI0
= »
(S45
piaaalle
<= g—42.5 eB S=450 Sdv5

;salle i (8-2V2)+(2-4)-(v2 v5) + (s.4v10)+(4-4)-(vi10- 5)

(s-4V5) x(8+4V5) (8-8) +(8-4)V/5 -(8-4)v/5 (4. 4).(v5-V5)

_|16V2 +8V/2-5 +3210 +16V10-5|_|16V2 +8V10 +32V10 +16V/50 |_| 16V2 +(8+32)V10 +16/25-2
64 +3245 -32V5 -16V5-5 64-1652 64 —(16-5)

_|16V2
+40V10 +16V5?-2 |_| 40V10 +16V2 +(16-5)v2 |_| 40V10 +16V2 + 80V2
64-80 -16 ¥ 16

N
_|_ 40v10 +(16+80)V2 |_| 40V10 +96v2 |_ _ a(5Vi0 +12V2) _|_ 5V¥10 +12V2
16 16 16 a 2

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Example 4.3-58

eal
ew a ome
Te ls Tos (v7+V3)x Ae
(V7-W3)] (V7 -V7)-(V7-v3)+(v3-V7)- (v3-v3)

V7-7-V7-3+¥3-7-V3-3| | 72 — Joram —v32| L723] L4

Example 4.3-59

Sage mean taeoE

133 Ne eee ae (7-3V3)x(7+3V3)

-(2.7)v3 - (2-3)-(v3 V3) -(7-V7)-3(V/7-v3) DB ene

(7-7) +(7-3V3)-(3-7W3 - (3-3)-(v3 -v3) 49 + 21v3 - 21V3 - 93-3

_14J3— 6V¥32 — 7/7 —3V21 Ma ~14V3 — (6-3) -7V7 -3V21 i -(14V3 + 77 +321 +18)
‘i a - 49 — (9-3) 2 49-27

_|_14V3 + 7V7 +3V21 +18

i 22
Example 4.3-60

v2 +V3|_|V2+v3_ 4+2v3]_ (v2+3) x (4+23) iz (4-V/2)+2-(v2-v3)+(4-v3)+2-(v3-v3)

4-23 | [4-2v3__4+2V3] |(4-203) x(4+2V3) (4-4) +(4-2)V3 — (2-43 - (2-2)(V3-v/3)

[a +2V2-3 +4V3 +2V3-3|_|4v2 +2V6 + 4v3 + 2v3? |_| 4v2 +2V6 +43 +(2-3)
Wit ig 303 83 43:3 ieee 16 -(4-3)

i
s 16-12 zi 4 2

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Practice Problems: Rationalizing Radical Expressions - Binomial Denominators with Real Numbers

Section 4.3 Case II a Practice Problems - Solve the following radical expressions:

1+V7 248 eee)

poe els = 5 -3+v3 at i ee =
Tala , 4+J5 , Bee i)

V72+V20 _ gina 9 5+5/25 _

15097 aes Sos

oes
eas

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Mastering Algebra - An Introduction 4.3 Dividing Radical Expressions

Case IIb _Rationalizing Radical Expressions - Binomial Denominators with Variables

Radical expressions with binomial denominators are simplified using the following steps:
Step I Simplify the radical terms in the numerator and the denominator (see Section 4.1, Case
IV).
Step 2 Rationalize the denominator by multiplying the numerator and the denominator by its
conjugate.
Step 3 Simplify the radical expression using the FOIL method (see Section 4.2, Case II b).

Examples with Steps

The following examples show the steps as to how radical expressions with two terms in the
denominator are simplified:
Example 4.3-61

Solution:

Step 1

plp-va

cee pip _|_|_ pvp _, pvp +va

i Plp—Ja| |pvp-Ja pvp +va

2 pelp—Ja v?Vp+va} |(p?Vp-Va)x(2?

Vp+4)

(p-p?)-(Ve
Vp)+(pvp -va)
Vp)+(pap -Va)-(p?Va-ve)-(Va-va
p?-p?)-(p

p\? |p-pt+pyp-9 py p?+ p\pq

pp pt+p p-a-p VP-4-V4-49 pV p? +p? pq- pq -V 2
3 }

p>-p'+pJpq| = |p! +pJpq|_|p'+pvpa |_ (p + pq)

= ppd
=
po
5Be Pp -q

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Mastering Algebra - An Introduction 4.3 Dividing Radical Expressions

Example 4.3-62
a —

a+va
Solution:

Step 1 Not Applicable

a me a a-va
Step 2
a+Va| |a+Va a-VJa

= ax(a—va) |_ a-(a-Va)
Step 3
atVa a-Va (a+vVa)x(a-Va) (a-a)-(a-Va)+(a-Va) (Va -Va)

a* —~aVva+avVa-—Va-a ao oe
|S --
a* —a
“|e

1-(a-1) a-1

Example 4.3-63

a
Solution:

Step 1
ore Be Nite 24241 _

bE] eae
ea le O49
=o Ale

xvx a xvx 22 +x7Vx

Step 2
PRplea Ne: We=x2Vx W24x*de

mie vee | x x (2v2+x? Vx]

Step 3
eee ares 7 (2v2 -x? Vir)x (2v2 +x? Vx)

(xvx -2V2)+(x x +x? Vx]

(2v2-2v2) + (2V2-x? Vx)- (2V2-x? vx)-(x? -x?) (Vx -v/x)

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 Mastering Algebra - An Introduction 4.3 Dividing Radical Expressions

(2-x)-(V2-vx) + (x-x7)- (Ve-vx)

o QxJ2-x +x3Vx-x
(2-2)v/2-2) ae (2v2x? vx)- (2v2x? vx)~ (x?*?)(Jx--x)
42? —x4 Vx?

Example 4.3-64

Solution:

_
Vr? avs? | r+vsi*h sf rvs? st _|_r+sv/s_ |_| rtsvs
Step 1 lys
dreds feeee fe Brel |phaptal

Step 2 5 =

(+svs) x (r?+ Vs) 2

Sees (rr (-vs +(r2sv/s) +(svs-vs)
_

. Pade Pads| |(?—Js)x(-?+J5)] |[2-7?) +2 vs) (2 vs)(5-5) +

pit? ap stresJs+sVJs-s [Pardstresdstsvs? |_| P+rvstr?svsts-s

pr ap eases " / 5 4
UE Sa
— Vs?
rt

3 2
S +s? |_ (- ue )+rvs(1 +75)
Pa4rdst+r2sls
4 4

Example 4.3-65
4+ vm -
Vmt+vn
Solution:

Step 1 Not Applicable

4+ dm a 44am Vm —Vn

pee [coe - Vm+vn AeeaP

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4+JVm Vm-—-/AJn he (4+ vm) x (Vm - vn)

ae be ches i‘ (Vn +n) x (Vm - Vn)

SRR CRON GRD

Jm im) ~(dn-sIn)-+(Un
Sm)- (nV) cee nreee
Vm-m-JVm-n+JVm-n-Jn-n

Additional Examples: Rationalizing Radical Expressions - Binomial Denominators with Variables

The following examples further illustrate how to rationalize radical expressions with binomial
denominators:

Sa eet Ee Ge
Example 4.3-66

a-vVb}| |a-Vb at+vb (a-vb)x(a+vb) (a-a)+(a-vb)-(a vb)-(vb-vb

_[ava+Jab | _[ava+Jab = [eget

a’ +avb —aJb—Jb-b| | 4? Vp? a” —b
Example 4.3-67

revx|_[teve eve] _ (1+Vx)x(1+vx)} |(1)+(1-Vx)+(1-ve)

+(ve-ve)
(1-vx)x(1+Vx)} (0-1) +(1-¥x)-(-vx)-(ve
vz)

oes Waee
_|l4vx
+x 4Vx-x
apo
| 1+(14+1)vx +vx? _|1+2Vvx4x

Example 4.3-68

eat es re yty?|_|yty? yey

y-vy y- a y-we feta
y- y-dy| ly-dy y+y
: (v+y?)x(v+Vy)]_ (v-»)+(y-vy)+(v?=
- (»?Jy) \+y?Vy
(v-Vx)x(v+y) (y-y))+(y- vy)- (v--[y)- (Vy:|v)

1
- Voy yry ty Jy ~ »v+ y+y? + yy)
y-y v=)

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s sa (wy +VYel>)+( +9)|_ [ord hyo+a+9]

|O
er a+9]_y-1
spiey-l yal

Example 4.3-69

ux (2= xvx)
Sy Meee ena 2+xVx 2txvx 2-xvx] (2+ xvx) x (2-xVx)

Deer aeeee es
2)—(2-xVx) + (2-xVx)-(x-x)-(Vevx) | 4-2xv —x?Vex 7
+2xVx lx Hee

ere yl yet | eg ae

Example 4.3-70

a Ye a : atavbb a ax(a+avb ) _ (a-a)+(a-a)VJb

(a-avb)x(a+avb)| |(a-a)+(a-a)vb
-(a-a)vb -(a-a)(vb -vb)

x See er ~|ete a°(1+4b) eal

stp) Cael
Note that one can simplify the above expression first before rationalizing the denominator as shown below:

a(1-vo) 1b |. lave 146 (1- vb)x (1+ Vo)

f

~ {(0-1)+(1-vb)-(-vo)-(Vo-vo)] [1+vo—vo-vb-5} favo? | Le

Example 4.3-71

eta. 3 aaa ! 3x+yy7-y! a 3x + yaly a 3x + yaly is. ~3x+ yay

xe ly? cya x+y? -y?-y! x+yl-yl ly xt yl fy x+ yy

=
Set ydy xy dy|_|(e+ 7) x(e-97W9)
x =
x+y? Jy Say ly (x+y? Vy)x(x-

-3(r-x) +3(x-y? Wy +(x-»y)-(v-9?)- (Vyvy) = +3xy? y Pyiy ey *(/y-y)

«9 -( Ny+ho-0?
ve) x? ay? Jy ty?
Jy-9? (Vy-y)

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iz 2 tl. 2 2 ls Ba A
_| 3x +3" Vy tv VY y? |_|-3x7 +37 Vy try
— yyy
x? = 4 y? - ce 2 4.1

9 2 14+2+1 @ 4
_|-3x7 +397 Vy try y — yt | | 3? y+ fy-3x7 - 4 |_
Sea ea

Example 4.3-72

S+vr |_| S+vr 1+2vr]_ (5+vr) (1+ 2vr) P (5-1) +(5-2r +(1-vr) +2(vr vr)
1=2vr} [1-2Wr _1+2vr] |(1-2Vr) (1+2vr) (1-1) +(1-2vr) -(1-2vr) -(2-2)-(vr
-vr)

=|
ssuwde Vr
teeter]
+2Vr-r _|5+ (104 Dvr+2vr? |_ eke 22
=|
ssuwde ONteeter]
Re Arey ibe ee eke
bs 22

Example 4.3-73

peawe|.eak eaB (Va -Vb) «(va - vo a (Va-Va)-(Va-Vb)-(vb Va) +(vo - vo)

Va+vb VGA slash (Va+ vb)x (Va - vb) : (Va-Va)-(vVa-vb)+(vb Va) -(vb v5)

Wace Vac eaebienl

bed pee es m a-b iu a-b

Example 4.3-74

el bee" fecaeee
S+vx ee =e 6a mta (vx-vx)

2 es x(5- vx] =
3 es
5a) yal Pex 5 95— x2 7 Boe

Example 4.3-75

ez exh
a+b eat (a+ b)x (a+b) =I
ez exh
b eat (a- b ae

_|a? +avb +avb +VJb-b |_ a? +(at+ab +vb? _ ja? +2aVvb+b

a* +avb —avb -Jb-b a calp? rey
Example 4.3-76
la Vx Ue Eaton pe ee Coe el a ea
sole 5 [-2+2+1 sein ad Bay ey xe Sey ese Shs

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sxx |_| vex(5+x7vx) | (5-vx) +x?(Jx-vx)

5—x2Jx 5 eax (5-x?Vx) x (5+x?) fe (5-5) +(5-x? Vir)—(5-x? Vir)—(x?-x?
Tom )
- SVx +x? /x-x . ONpeter cnPS eo WS exe : 5Jx+x3
254 5x2v/x —5x2Vx — x? x? Jx-x OG aye ie cael
a5= 195 _ 2424 = | 9g 23.5

Example 4.3-77

ek eo A aee a a
vx4 271 Ps x2? LAE Vx2-x2 —Jx xl .x! x xl _ oy ens

eee (oe)
Poe el) sil) [Po]
2

a)Cle) => =

x2 Jy 4 xl xe x es wx +xvx? xox 4+x-x Ka ex +x? Za x7(xvVx +1)

742
4 2 Jy — x2 lx — Vee x ghaal ye x4 -x ye ax x(x? -1)

x7(x x +1) (x?-x°1).(x x +1) ele x +1) x(xvx +1)

: x!(x3 -1) ; el i el ia x 1

Example 4.3-78

Tee i= j 241 ON eee l-ava| |l-aVva i+aJa (1- ava)

)x(
(1+ava)

s(1+ ava) heer ea 2

(11) +(1-ava)-(1-aVa)-(a-a)-(Va-va)] heer

ava — aea
‘a l—a2

s(l+ava)] |Ecole Bae

ie at a s
Ree e
Baa

Example 4.3-79

fes3] [Yess ee3) (Vin+3)(Vm-+3)|_ (Vn./m)+ (3-Vm) +(3-vm) + (3-3)

Jm-3| |vm-3 vm+3] (vm -3)x (vm +3) (Vn- vim)+ (3-vm) - (3-vm)- (3-3)

-3Vm -9 ly | m-9
7 Jm-m+3Vm

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Example 4.3-80

eile (eve) (x-x)vx + (xvx -Vx)-(1-x)-(I-vx)

CAB KEes Cre eee

cae! | =
x-vx] |x-vx xtvx

|x? tax — Vx -Vx-x

ba (x? vx- Vx)+(x? - x) 7 vx(x? -1)+x(x-1) : Vx[(x -1)(x +1)]+x(x-1) : (x-1]Vx(x+1) +2]

¥ x(x - 1) i x(x - 1) x(x - 1) x(x—1)

= Note: (x? -1)=(x-1)(x+1)

Practice Problems: Rationalizing Radical Expressions - Binomial Denominators with Variables

Section 4.3 Case II b Practice Problems - Solve the following radical expressions:

5x Vx a 3 1+3x =
it = -- ,
1+ Vx a 2— Vx 1-2Vx
= fj
ee = 5. = 6. =
—q acta

vJa—/b a—aa x+y

a S+x ea _w+ Jw 2 9 NESS =

2—Vx w+dw eee

10 mim+Jn _
, Vm-—n n

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Mastering Algebra - An Introduction
I eee 4.4 Adding and
Bn Subtracting
OUD TTACUNG Radical
HACICAl Expressions
EXPTesslons

4.4 Adding and Subtracting Radical Expressions

Radicals are added and subtracted using the following general rule:
ky Wa $k Va +k3Va = (ky thy +k3)Wa
Only similar radicals can be added and subtracted. Similar radicals are defined as radical
expressions with the same index n and the same radicand a. Note that the distributive property
of multiplication (see Section 1.4) is used to group the numbers in front of the similar radical
terms. In this section students learn how to add and subtract radical expressions for simple (Case
I) and more difficult cases (Case II).

Case I Adding and Subtracting Radical Terms (Simple Cases)

Radicals are added and subtracted using the following steps:

Step 1 Group similar radicals.
Step 2 Simplify the radical expression.

to
The following examples show the steps as to how radical expressions are added and subtracted:

=a] -
Example 4.4-1

Solution:

seep2 [6442]
=tov]
ssa
Example 4.4-2

Solution:

Step I [sys
+8¥5|=[(5+8)v5|
Step 2 [+95] = [1375]

-
Example 4.4-3

Solution:

sepia =atinead]= [oor Hs

F
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Example 4.4-4
(6v7 + 27) -2/7|=

Solution:

Example 4.4-5
83/4 - 39/4 + 73/4 -¥4 |=
Solution:

Step 1 33/4 — 39/4 + 73/4 - Ya |=

The following examples further illustrate how to add and subtract radical terms:
Example 4.4-6

Example 4.4-7

Example 4.4-8

243 + 443
—343 +45] =[(2+ 4-393+45|=[343
+45]
Note that the two radical terms have the same index (4) but have different radicands (3 and 5). Therefore,
they can not be combined.

Example 4.4-9

V5 +395 +a¥5 -(4+aW2|=|(1+3 +a)V5 - (4+a)V2]=|(4+a)¥5 -(44+a)V2 |= (4+a))¥5 - V2]

Example 4,4-10

SV2x+89 2x — 22x +4V2x - BV 2x |=|(5+8 -2c)V2x + (4—8)V2x |= |(13 - 2c)9/2x -4V2x

Example 4.4-11

ai ass -<)-seo als —)-[e-PNa

ie
Example 4.4-12
275 +3V125 +20 +3v10
-4v10| =[2V25-3 +3V25-5 +/4-5 +(3—4)V/10

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Mastering Algebra - An Introduction 4.4 Adding and Subtracting Radical Expressions

= |2vs?3+3¥5?.54.¥2?.5
— Vi0|= (2-5)V3 + (3-5/5 + 2V5 - V10]=|10V3 +15V5 + 2V5
- V10

=|10V3 +(15+2)V5 -V10

Example 4.4-13

543 +843 + 893 +393|=[(5+8)43

+(8+3993 |=[1343 +119 |
Example 4.4-14

75 + 8¥4 - V5 — bi/4 + V2|=|7V5

—V5 + 89/4 - o¥4 + J2|=|(7-1)V5 +(8-a)V4 + V2

= |6v5 +(8-5)¥4
+2

Example 4.4-15

[s¥/6 + 43/6 + a6 — V5 — 4V5|=|(8+4+a)¥/6

+(-1-4) V5|= (12 + a)¥/6+ (55 |=

Practice Problems - Adding and Subtracting Radical Terms (Simple Cases) ae _

Section 4.4 Case I Practice Problems - Simplify the following radical expressions:

1. 5¥3 +8V3 = 2. 24/3 -4¥3 = 3. 1045 2845 $943 =

4. avab—bVab+cVab = 5. Bye tale dee = 6. 5724875 =

Fa 254805 — 505425 = 8. 3Va +3aVa —4aVva = 9-58)? dade eae =

10. 3Vac +4Vac - 23/ac +38/ac =

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Case Il Adding and Subtracting Radical Terms (More Difficult Cases)

Radicals are added and subtracted using the following steps:
Step 1 Simplify the radical expression (see Section 4.1, Cases III and IV).
Step 2 Group similar radicals.
Step 3 Simplify the radical expression.

Examples with Steps

The following examples show the steps as to how radical expressions are added and subtracted:
Example 4.4-16
v¥3x° +2V27x|=
Solution:

sep aaa [bea fo5a|-[b (2 a)aera

=|(x x!\5-x + (2-3) |=|(x!4"
Wx +63x |= [22V3x+63x

2
Example 4.4-17
=
Solution:

Step 1 [fag-2027-575] = [Vi6-3 29-3 ~525-3] = |V4?3-2V3? 3—sys?

=|4v3 - (2.33
-(6-3)V3 |=|4v-63 -3
25V3|
Step 2 43 ~63 ~2503|=[(4-6 -253]

Example 4.4-18
V3a +V96a° +3/729a| =
Solution:

Step 1 V96a° +¥/729a |= |¥/3a +4/(32-3)-a5*! +$](243-3)-a

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- 3a + 3I(25-3)-(a5 a!) +9(3°-3)-a = (53a +20%3-a! 4333-4

= 13a + 2a%/3a +38 3a

Step 2 V3a + 2a¥V/3a +39/3a |=|(1+ 2a +3)V/3a

ar
aoea
Example 4.4-19

Solution:

Step1 aks? +ats? «a2? |= Pa*2454? 4a2? +a7?|

im ene -a?).b? NAPE

=|ab¥a2b? +(a" a a6? 4342p? =|abVa2b2 +(a1Y a*b? +a2p?

Step 3
Example 4.4-20
2V¥300x? +5V12x+ 8V3x7 |=
Solution:

+8V3x” ||= 2,|(100-3)x?*) +5,/(4-3)-x +8 3x

24+24+2+4+1
Step 1 V12x +8V3x’
>300x3 +Six

(00? -3)-( 2 -x')+5 (2?13)-x +8y[3.(x? x?

+10v3x +8(x!*1*" 3x
(2-10)xv3-x +(5-2)v3-x +8(x1 ext ext W3-x = 20xv/3x

=|20xV3x +10V3x +8x° V3x

Step 2 2oxv3x + 10V3x +82? V3x |= [ax3 V3x + 20x3x + 10V3x |=|(8x? + 20x +10)V3x

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Additional Examples - Adding and Subtracting Radical Terms (More Difficult Cases) '

The following examples further illustrate how to add and subtract radical expressions:
Example 4.4-21

Example 4.4-22

Sate lts|-[Was en)- [sh san s]-[695-E+GIE

Example 4.4-23

Example 4.4-24

[5/32x2 ~8/50]= [aedt6-2 ~825-2] = [beva?2—~as?-2] -[6-pl2 52

Example 4.4-25

fs/3—2/27+sVi92]=[sV3 -29-3 +564-3] =[sV3 -2V3?.3 +sVs?-3|-[av3

-(2- v3+6-8

Example 4.4-26

= [2y|16-2)-a*1 +5 (25-2)-a?*2! — 22a

(2-4)-av2-a' +(5-5)-(a-a)V2-a! -2V2a

Bad
do +25a°d 2a Done (80+ 25a - 22a fe(250280-2) a]

Example 4.4-27 :

| Van 25a te fale affa4 «al stata tig +3a

= rafal +5(a' ala! +3 = 2affa +5(a'*! Wa +3a =|2a4/a +5a?Va +3a| = |(Sa+2)a4fa +34]

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 Mastering ——__
——e_ Algebra - —
An Introduction 4.4 Adding and
and Subtracti
ING Subtractinngg Radical
Kadical Expressio
Expressions
ns

Example 4.4-28

aac = 2966-3)? +8r4lsx? -¥e7.9).?

2323.5 (x?“x 2)4 8x¥/5x? ~3(3°-5).(x° x32?) =|(2-2)x¥/5-x? +8x9/5x? = 3(x!xtf Se

Example 4.4-29

g(a?-a)-b +33? (0° abe -p) - 2l(a’ aes -a”).(0°:b') =|5a¥ a2b +3(0! as —2(a!-a pla?

saab +3(6*")Vap -2(a'*"\pila? -|saifa?s +362¥a2s —20°Yas |-

= |(36?- 2075 + sa\Va*b

Example 4.4-30

E xl! ~ 2x x +8Vx> E ; yori ~ 2x2) 5+! +8-xJ= 4 eo oxr ok ~ 2x x x! 48x

= (x!x1 fx = 2(x!x1 Br +8x = a(x!*1) x - 2x!) +8x|= 4x23) x —2x73/x +8x

= (4x? - 2x7 \/x+ 8x = = 2x(x¥/x +4)

_ Practice Problems - Adding and Subtracting Radical Terms (More Difficult Cases)
Section 4.4 Case II Practice Problems - Simplify the following radical expressions:

1. 5V2a +V32a = 2. 37x —3/375x4 —x8/a4x7 =

3. 2a24{x5 + 44lg1.x? +4256x = 4. fll +59 32w® —2a/wl> =

N -4 (oy +24/49-(xy)? = 6. 3 5y,+53 x2y7 +33/x8y4 =

7. %mn+3 +4](mn +3)° +2a%|(mn +3)" 8. We ~V125x5 +3vx3 =

Me! 7823 + 2x4y25 18% 64-xy? = 10. f519.x5y' +448-xy6 —2481-x9y? =

077
Hamilton Education Guides
 Mastering Algebra - An Introduction Quick Reference to Chapter 5 Case Problems

Chapter 5
Fractional Exponents
Quick Reference to Chapter 5 Case Problems
Del Positive Fractional Exponent. ...<.. 5sc6%5.s00140.0s04.25-
cuss ceeee ate ee ee 280
Case I - Real Numbers Raised to Positive Fractional Exponents, p. 280

2 1 1

Case II - Variables Raised to Positive Fractional Exponents, p. 284

a a 2 a
ka (x°)5 -(w*) =) (x?)5 fs

a2 Negative Fractional Expomnents:, ¥.... 608. fccciettacst, «etude ato eee ee 288
Case I - Real Numbers Raised to Negative Fractional Exponents, p. 288

ot 4 2
ean (See aes ONS |=
Case II - Variables Raised to Negative Fractional Exponents, p. 292

5.3 Operations with Positive Fractional Exponents....0000000.00000000oc

ccc ccccccccccceeeceeeesseeee 2o7
Case I - Multiplying Positive Fractional Exponents, p. 297

Hamilton Education Guides

DIK
Mastering Algebra - An Introduction
—_
S Quick
M EEK Reference
KReietrenice to
tOChapter
Unapter 53 Case
Case Problems
Problems

5.4 Operations with Negative Fractional Exponents

Case I - Multiplying Negative Fractional Exponents, p. 3/9

Case II - Dividing Negative Fractional Exponents, p. 326

etianter SA ppendix:: SCiemtiic NOLAUON, « cxc56pe. ces oc. sceds Soadst as co scons ec Se ee 341
Case I - Changing Numbers to Scientific Notation Form, p. 34/

=) =) =
Case II - Changing Scientific Notation Numbers to Expanded Form, p. 344

[245x10"]=; [s6x10~]=, [s0x10°5]=

Case III - Multiplying Scientific Notation Numbers, p. 347

(4x10%) (6x 10") =. (2x10-).(6.6 x10°3) =; |(234x107).(94x10%9)|=

Case IV - Dividing Scientific Notation Numbers, p. 35/

2410 |. 1284058100 12857 x107 |

Perea? © 8 AS I0re AMES a0

Hamilton Education Guides 279

 Chapter 5 - Fractional Exponents
The objective of this chapter is to improve the student’s ability to solve and simplify expressions
involving positive and negative fractional exponents. The steps used to solve and simplify real
numbers and variables raised to positive and negative fractional exponents are addressed in
Sections 5.1 and 5.2. Simplifying positive and negative fractional exponential expressions in
multiplication, division, addition and subtraction are addressed in Sections 5.3 and 5.4,
respectively. Chapter 5 Appendix introduces the student to the concept of scientific notation. In
this section the student learns how to change numbers to scientific notation form, change scientific
notation numbers to expanded form, and multiply and divide scientific notation numbers. Cases
presented in each section are concluded by solving additional examples with practice problems to
further enhance the student’s ability.
5.1. Positive Fractional Exponents
Real numbers and variables raised to positive and negative integer exponents and the steps for
their simplification were discussed in sections 3.1 and 3.2. Real numbers and variables raised to
positive and negative fractional exponents, which are the most difficult class of exponents, are
addressed in this and the following section. A fractional exponent is defined as:
n

am =a" where n denotes the power and m denotes the root

The fractional exponent “ can be a positive or a negative integer fraction. The base a can be a
m

real number or a variable. In this section, real numbers raised to positive fractional exponents
(Case I) and variables raised to positive fractional exponents (Case II) are addressed:

CaseIl Real Numbers Raised to Positive Fractional Exponents

Real numbers raised to a positive fractional exponent are solved using the following steps:
n

Step 1 Change the fractional exponent a”, where a is a real number, to a radical expression
3
of the form Ya". For example, change 67 to Ve.
Step 2 Simplify the radical expression (see Section 4.1, Case III). Note that to simplify
radical expressions with real numbers as radicand we need to refer to Table 4-1 in
Section 4.1, Case I.

| Examples With Steps |

The following examples show the steps as to how real numbers raised to positive fractional
exponents are solved:
Example 5.1-1

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 Mastering Algebra - An Introduction 5.1 Positive Fractional Exponents

Solution:
}

Step 1

Step 2 27? |= fr29|= [Vor]- (From Table 4-1 3/729 = 93 5

Example 5.1-2
1
643] =
Solution:

[]=a]
1

Step 1

Step 2 iver]
-Bl] (From Table 4-1 3/64 = 43 )

Example 5.1-3

264|=
Solution:
2
Step 1

Step 2

Example 5.1-4
is
1253] =
Solution:
2

Step 1

Step 2 (From Table 4-1 7/125 = 53 )

Example 5.1-5

482| =
Solution:

Step 1

Step 2

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 Mastering Algebra - An Introduction 5.1 Positive Fractional Exponents

Additional Examples - Real Numbers Raised to Positive Fractional Exponents :

The following examples further illustrate how to solve real numbers raised to positive fractional
exponents:
Example 5.1-6
2

Example 5.1-7

Example 5.1-8
4

Example 5.1-9
3

Example 5.1-10
1

Example 5.1-11
1

Example 5.1-12
5

Example 5.1-13
1

Example 5.1-14
1

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Mastering Algebra - An Introduction 5.1 Positive Fractional Exponents

Example 5.1-15
2

Practice Problems - Real Numbers Raised to Positive Fractional Exponents

Section 5.1 Case I Practice Problems - Solve the following exponential expressions with real
numbers raised to positive fractional exponents:
1 1 5)

iu is t
a0 722 = 5, 3 = 6. 32° =

2 x a
7. 643 = o. 1253 = o 246=

2
10. -3433)=

ms
; : ")
Hamilton Education Guides
 Mastering Algebra - An Introduction 5.1 Positive Fractional Exponents

Case II Variables Raised to Positive Fractional Exponents '

Variables raised to a positive fractional exponent are solved using the following steps:
n

Step 1 Change the fractional exponent x”, where x is a variable, to a radical expression of
1
the form x” . For example, change p3 to ft = 3p.
Step 2 Simplify the radical expression (see Section 4.1, Case IV).

Examples with Steps _

The following examples show the steps as to how variables are raised to positive fractional
exponents:

Example 5.1-16

WM|o

Solution:

ee Bees

Example 5.1-17
2
3\3

Solution:
2
3\3 ae 6 2 2

Step 2 Not Applicable

Example 5.1-18

Solution:

Step 1 ne]

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 Mastering Algebra - An Introduction 5.1 Positive Fractional Exponents

Example 5.1-19

{u)3
Solution:

Example 5.1-20

Solution:

Step 1 (97 |-
fio" |

Step? omar

The following Soe further illustrate how to solve variables raised to positive fractional
exponents:
Example 5.1-21

ese)=Lat3)= Las]fa -Ua) a>] =m] ea [te

Example 5.1-22

4 4 DA 8

Example 5.1-23
De 1 foe] ha 1

Example 5.1-24

oi.o8]= UaeAes]ee) =er lo) 0|-ee my | -Al oh

, 8

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 Mastering Algebra - An Introduction 5.1 Positive Fractional Exponents

Example 5.1-25

Example 5.1-26

Example 5.1-27

N|wn
]-[.,enya
Example 5.1-28
2 x 3x2 5x2 32 oe 6 5

Example 5.1-29

1 1

Example 5.1-30

75 =|7z5fe =}z5Far lj=

h zoxl}=|z5Tas -[y72|-
2} $]5+5+2 = |
5 . sf(23.25).2? = (z-z)-¥2?

5 5
=|zltl 22 |= [27Fz?

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Mastering Algebra - An Introduction 5.1 Positive Fractional Exponents

Practice Problems - Variables Raised to Positive Fractional Exponents

Section 5.1 Case I Practice Problems - Solve the following exponential expressions with
variables raised to positive fractional exponents:

10. (x*)5 =

287
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 Mastering Algebra - An Introduction 5.2 Negative Fractional Exponents

5.2 Negative Fractional Exponents

n

Negative fractional exponents are defined as a ™ where a is referred to as the base, and ~ is the
m

integer fractional exponent. Again, note that the base a can be a real number or a variable.
The fractional exponent ” can be a positive or a negative integer fraction. In this section, real
m

numbers raised to negative fractional exponents (Case I) and variables raised to negative
fractional exponents (Case I) are addressed.

CaseI Real Numbers Raised to Negative Fractional Exponents

n

In the exponential expression a ™ the base a can be a real number such as 2, 5, 7, 10, 30, or
45. Real numbers raised to a negative fractional exponent are solved using the following steps:
n

Step I Change the real number a raised to a negative fractional exponent, i.e, a ™ to a

positive integer fraction of the form = For example, change 2 5 to =

am 25

Step 2 Change the positive integer fraction a to a fractional radical expression of the form
qm
. For example, rewrite age
p>

Step 3 Simplify the radical expression in the denominator (see Section 4.1, Case III). Note
that to simplify radical expressions with real numbers as radicand we need to refer to
Table 4-1 in Section 4.1, Case I.

Examples with Steps

The following examples show the steps as to how real numbers raised to negative fractional
exponents are solved:
Example 5.2-1

Solution:

Step 1 81 4 =) ||
7
814

] 1 1
Step 2 = i i
814
‘ :

1 l 1
Step 3 ~ =
/

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 Mastering Algebra - An Introduction 5.2 Negative Fractional Exponents

Example 5.2-2

Solution:

Step 1 aes

1 1 1j
3/g 4 3/53 a 2
ee

Example 5.2-3
2
ige|=

:
Solution:
2

Step 1 Fa 3 —
2
——$—$$_——

163

2) |3/162 | 12/256
163

p ¥256| 13/44] [3/4341] 13/434 4.3/4) 43/4

Example 5.2-4
rus
32 S\|=

Solution:
1
Fae 1
Step 1 |
T
325

Step 2 1 ie 1 = 1
se T/" || [¥2
325

oye zl F
i 2] [ys] 2

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 Mastering Algebra - An Introduction 5.2 Negative Fractional Exponents

Example 5.2-5

Solution:

Step 1

Step 2 - l oe eee
12)-2)-2)-)
Step 3 cet cs BA 1 ea ae es|St
a to*| [Xo] [Xo] |2abt| 2%
Additional Examples - Real Numbers Raised to Negative Fractional Exponents

The following examples further illustrate how to solve real numbers raised to negative fractional
exponents:
Example 5.2-6
2
Fe ee ema lte|=laee Les l-el-e/-I SFE
eee Yg4 | [3/g3+1] |3/g3.g1] [8-¥8] ]g.3/o3] [8:2] Le
643 ;
Example 5.2-7 .
1

ak
1] 256 | 14256]
J4ygci {a4
|4/g4] [4

Example 5.2-8

(-9)5 3(-9)? ¥-9.-9| |¥81} 13/34] 3/4341 3/33 31 3.3/3 3¥3

Example 5.2-9
3
| x (a) een
yg2| (425° [v25} [v25?-25!] [25-25] [as.vs? | 25:5] 125
Example 5.2-10

ts, 1 4000! | |10000 10

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 Mastering Algebra - An Introduction 5.2 Negative Fractional Exponents

Example 5.2-11
1

sel 24500! Vv2500 V'50-50 Js02 50 |

Example 5.2-12
1

eeesey | FV he ee | ef ey a
135.5 085 375
1215! ¥1215 1243-5
ites

Example 5.2-13
2
Gab Nia
5
Slat =
ee =
Sree =
ae 5]
= =

Example 5.2-14
3
reas ong ad fade eo cs CO sO l va ere pe
i 4/o43 d(s4) 4[312 4344444 434 34.34 3°3-31) \20.

Example 5.2-15
]

Me 751] |v175| |v25-7] |a52.7] [S07

Practice Problems - Real Numbers RaisedtoNegative Fractional Exponents

Section 5.2 Case I Practice Problems - Solve the following exponential expressions with real
numbers raised to negative fractional exponents:
1 1 1
1 1252 = Ziete (343) 5 = 3. 4-(16)2 =

ol 2 2
4. 492= ) =(8)i3.= 6 325=

ge vt) _5
7. 103 = 8. 6254 = Ope 4°=

3
1 kaa 2) ee ie

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Mastering Algebra - An Introduction 5.2 Negative Fractional Exponents

Case ll Variables Raised to Negative Fractional Exponents ‘

ae
In the exponential expression a ™ the base a can be a variable such as x, y, z, k, Or m.
Variables raised to a negative fractional exponent are solved using the following steps:
n

Step 1 Change the negative fractional exponent x ™, where x is a variable, to a positive

2
integer fraction of the form —— For example, change k 7 to asi
xm ea
Step 2 Change the positive integer fraction Ze to a fractional radical expression of the form
xm
ar or example, rewrite eae a guamcete
mlen ro 42

Step 3 Simplify the radical expression in the denominator (see Section 4.1, Case IV).

Examples with Steps

The following examples show the step as to how variables are raised to negative fractional
exponents:
Example 5.2-16

Solution:

Step 1

Step 2

Step 3

Example 5.2-17

Solution:
=)
2 3
a5 Enel a 1
Step 1 :| = = s7l=a
3 x

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 Mastering Algebra - An Introduction 5.2 Negative Fractional Exponents

Step 2

Step 3 Not Applicable

Example 5.2-18

Solution:

Step 1

Step 2

Step 3

Example 5.2-19

Solution:

Step 1

Step 2

Step 3 Not Applicable

Example 5.2-20

Solution:

Step 1

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 , ¥
Mastering Algebra - An Introduction 5.2 Negative Fractional Exponents

Step 2

az az
Step 3 ori Zit 4/5 cd oz

Additional Examples - Variables Raised to Negative Fractional Exponents

The following examples further illustrate how to solve variables raised to negative fractional
exponents:
Example 5.2-21
1
(<5)3 le a ee ea | as?
ed a H Besa) ||/eaeo esae eae

Example 5.2-22

:
2 isa 1 = 1 ts,

(w?)§ | es
iy ) 2 we y

Example 5.2-23

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 Mastering Algebra - An Introduction 5.2 Negative Fractional Exponents

Example 5.2-26

es ae =o es)
= a le
“py ae 1 = (a-!.a").o 2 = gq i? .p 2 — gO 2 =

ial [deal — =

a? Ye241 1 a3 .V52-5! | fad-pevol | [arbve [ade |Lea = 30

Example 5.2-28

oe Pole ee:
=|w-y3 -wl Sey Ix5

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 Mastering Algebra - An Introduction 5.2 Negative Fractional Exponents

Example 5.2-30 :

Note: In cases where the solution has a radical expression in the denominator, the solution can be
further simplified by rationalizing the denominator (see Section 4.3, Cases I and II). Since the
objective of this chapter is not to repeat rationalization of radical expressions, therefore this
process is not shown. The primary intent is to teach students how fractional expressions can be
represented in radical form.

Practice Problems - Variables Raised to Negative Fractional Exponents

Section 5.2 Case II Practice Problems - Solve the following exponential expressions with
variables raised to negative fractional exponents:

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Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

5.3 Operations with Positive Fractional Exponents

The following laws of exponents, which were introduced in Chapter 3 for solving integer
exponential expressions, are needed to’proceed with simplification of fractional exponents. These
laws are used to simplify the work in solving fractional exponential expressions and should be
memorized
Table 5.3-1: Fractional Exponent Laws 1 through 6 (positive Fractional Exponents)
a Cc (2b we

I. Multiplication Se eee Je ie When multiplying fractional exponential terms, if

bases x are the same, add the exponents = and
b d

II. Power of a Power bd When raising a fractional exponential term to a

fractional power, multiply the exponents = and.—.

b d

Ill. Power of a Product When raising a product to a fractional power, raise

each factor x and y to the fractional exponent =a

b

IV. Power of a Fraction When raising a fraction to a fractional power, raise

the numerator and the denominator to the fractional

exponent ;

Cc ac

V. Division = xb. @ =x d@ When dividing fractional exponential terms, if the

bases x are the same, subtract the fractional

a Cc
exponents — and —.
b d

VI. Negative Power A non-zero based x raised to the re power equals

1 divided by the base x raised to the = power.

or subtract (Case
In this section students learn how to multiply (Case I), divide (Case II), and add
III) positive fractional exponents by one another.

| OCase I Multiplying Positive Fractional Exponents _

t laws I through III
Positive fractional exponents are multiplied by each other using the exponen
shown in Table 5.3-2.

297
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Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

Table 5.3-2: Exponent Laws 1 through 3 (positive Fractional Exponents)

I. Multiplication xd =x? When multiplying fractional exponential terms, if

bases x are the same, add the exponents ; and a

II. Power of a Power bd When raising a fractional exponential term to a

fractional power, multiply the exponents Scand: =F

b d

III. Power of a Product When raising a product to a fractional power, raise

each factor x and y to the fractional exponent =

b

Positive fractional exponents are multiplied by each other using the following steps:
Step 1 Apply the Power of a Power and/or the Power of a Product Law (Laws II and III)
from Table 5.3-2.
Step 2 Apply the Multiplication Law (Law J) from Table 5.3-2 and simplify the fractional
exponential expressions by adding the exponents with similar bases. (Review sections
2.2, 2.3, and 2.4 for addition, subtraction, and multiplication of integer fractions.)
Step 3 Change the fractional exponential expressions to radical expressions (see Section 5.1).

Examples with Steps : _

The following examples show the steps as to how positive fractional exponents are multiplied by
one another:
Example 5.3-1

Solution:
2X8 35e2

Step 1 — y 3x1 aXe) -y|

caus ere Goes

Rea

Q
5

Hamilton Education Guides 298

 Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

Example 5.3-2

Solution:

ee
Step 1 = (93 593) osell

1 1 1 Doe 1 14+1 1 2 1

Example 5.3-3

Solution:

a2) 73a08
x x
Step 1 38 363 17S

Step 2 7 sSas[ep? 1355 ]prs 5 |ebes5|

oe ew le|o? ©14355 Sila io ise oP 1920 eS

8a

Step 3 faa
[20.33] = fea
Example 5.3-4

Solution:

Step 1

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Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

Ayi2eg4 4.2 1.6 4 2s. 56 BA. Bnd Pes uape

p2.c2 -b3|=1b2 1-e2 1-63}=1 b1-c1-b 3|=|b! aeol= Nh eis
Step 2

(2:3)+(4-1) 6+4 10
=|p 13 -e°
.c8/=|b3 -c°|=|b3

10

Example 5.3-5

Solution:

Step 1

2) 2 2 2 4 8 4 6
2x 4x x 3S = SS =
ily) 3 x 3.y4 3.x 3) =|23 -x3-yl2.x3

4 8 4 6 4 8 al 6 2 4 8 1 2 4 8 2 1
Step 2 23 -x3.yl2.x3 =|23.x3.yl2 3.53 1 =|23.x3.y3.-x1 =|23.x3-x1.y3

aie! 4 (81)+{23) 1 4 8+6 1 4 14 1

=|1913 7.73 1. y3)/=|23 -x 3-1 -y3|=|23 -x 3 -y3|=123 .x3 .y3

Step 3
caer
eye =o! 3/14 |= Bo3+1 3). 343434342 ay

3/93 2} als x x? vx3).x? fy es 2-3/2 -(x-x-x+x)-Vx? fy

pa Ae IPE ah) = [aa stile ») |=2x43/2x2y

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Mastering Algebra - An Introduction 5.3. Operations with Positive Fractional Exponents

Additional Examples - Multiplying Positive Fractional Exponents

The following examples further illustrate how to multiply positive fractional exponents by one
another:
Example 5.3-6
a ae | 21 a1 31 1
y3-y3]=]y3 3]=]y 3 =|)? J=|y1]=[]=p]

Example 5.3-7

a3, ae biel oe 6) (loo we

la399+1 9051]—|al(o?29-28).21Lada! |=|(2-2-2)-¥2

(aVa)]= [802-aiTa|= [s¥2(oa)
Example 5.3-8
5 ho ae ee oll a eels 1 6a 2a 1 6a,2a 1 6a+2a
(5%*)4 (2-57) =|5 4.9°4.5 ©4215
4 294.59) 12104.$ 42514 a10425 4 42/9455" 4

1 82a] [12a
Example 5.3-9
3 l Cp eee. ee eee ls Sign 2 1 (3-3)+(2-5)
w5-(2-w?)3 = Wed: 3 .yw 3 = Woes wes = NS ope) ons = pe) oii cy — 23 .w 5-3

1 9410 ats

Example 5.3-10
1 1 3x1— ce ae 1
ree
3 1 2+
3 a es
es
DAES
a
y?-(a-y3)? =|y?.q
Ix—
2.y 2/=|y?-a2-y2|=|a2-y?-y2]=la2-y 2/=[a2-y!

2 1
@|)
(2-2)+(3-1)
16,3 GALE
1 443 17
oe
3
[ler y]- ley
Pe ]V9]
=|?
Example 5.3-11

301
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 Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

(1:2 )+{ 13 )
3-2

oe a Sees nS: (2-2)+(3-1) 5 4435 rnp

mie Ea O)-[ooge O]- Pade

Example 5.3-12

DPREE Tile PRIEST ey FP ie a 2H 27 3 (2-10)+(1-3) 1

=|xl -y3.x1.yl0.72/=|yl .xl.y3.yl0.72/=]y 1 .y3 10.72/=]yl.y 310 72

2043 1 eral
sa x.y 30) .22l= x? 30.72 a x3 3923 fz a x3 393 Jz

Example 5.3-13

1 2 2 1 2 2 12 2 3 2 342— Sy 2
= — —_— = — —_ —+— —_— — —_—

=|xl.y?.y3-x1-yllalyl
—+—

x1 -y?.yl.y3]alyl 1. y4tl y3folyl.y3.y3]= xp Slalxeyll 3

(33)4(21) 942 u

oro er)
P Ee
3 2 cee cree) em Ses 4103

Example 5.3-14

(2°2p ‘(3-a-x7]

Cees)
a): = ~a. 3x7 x2

2 14+
19037 vg Zin loi
egee
2 20 =
=[2.13? Ya? 2]- 2V0(*fa?® |

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Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

Example 5.3-15
(Lil int oa
= 54 2.y4 1.74 2].

Cr ee ae | a ee ee | hie eee 1 (13)}4(21) — (11)}4(1-2)

=/52-yl.z2.y3-zl]=|52.y1l.y3.72.21)=|52.y1 3.72 1]=/52.y 13 7 21

ot i a
= 52.y3.72 = M5355 923 =|/5 3/342 97241 HiNeeoae apee = a5 iyael yaa Ale.

=|V5 yz¥y?Vz

Practice Problems- Multiplying Positive Fractional Exponents

Section 5.3 Case I Practice Problems - Multiply the following positive fractional exponents:

1 2 3 2 1

Di afar? = a 29) [a4 =

. fo) ie

0 1 iz a
4. 0} (ep = 5: (x-y?-29)?-(x?)2 = 6. 23.33.3°.23 =

303
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 Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

Case lI Dividing Positive Fractional Exponents | :

Positive fractional exponents are divided by one another using the exponent laws I through VI
shown in Table 5.3-1. These laws are used in order to simplify division of positive fractional
exponents by each other. Positive fractional exponents are divided by one another using the
following steps:
Step 1 Apply the Power of a Power, Power of a Product, and/or the Power of a Fraction Law
(Laws II, Ill, and IV) from Table 5.3-1.
Step 2 Simplify the fractional expression by applying the appropriate exponent laws (Laws I,
V, or VI) from Table 5.3-1 and the fractional techniques learned in Chapter 2.
Step 3 Change the fractional exponential expressions to radical expressions (see Section 5.1).

Examples with Steps a

The following examples show the steps as to how positive fractional exponents are divided by one
another:
Example 5.3-16

Solution:
2 6
3\3 a
Step 1 =| = =
E [= 4
x3

2 a
er 2.4 (2:3)-(4-1) aw
Step 2 = - =|yl 3i=ly 13 TiS Sais
ke

Step3
Example 5.3-17

Solution:

Step 1

Hamilton Education Guides 304

Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

Step 2

Step 3

Example 5.3-18

Solution:

Step 1

Step 2

Step 3

Example 5.3-19

Solution:

Step 1

Step 2

305
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 Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

Step 3

Example 5.3-20

Solution:

Step 1

Step 2

Plate eee |” xp
Z Zz z

Step 3 Not Applicable

The following examples further illustrate how to divide positive fractional exponents by one
another:
Example 5.3-21

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306
Mastering Algebra - An Introduction 5.3. Operations
p ra OS with Positive
WIL F OSIUVE Fractional
Fractional Exponents
Exponents

al at)
a ae 2 _| Laat f Bea 2 11,45

Example 5.3-22

4 4 1 41
; 1-x5 eee 2) oh

Fi eee | ee ne ae

5 2 33 _3
b2 ID 5 «cl “Cc 4

_[-0)-%o
0) He]_
Example 5.3-24

Example 5.3-25

307
i
Hamilton Education Guides
 Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

is Je a 2 ries a (1-1)+(1:3) (3-3)-(2-2) 143, 954 es

ais _ — _-— + —

= aie5]=a? 2" 5 |= [2.228 |= a2 es

Example 5.3-28

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308
Mastering Algebra - An Introduction 5.3. Operations
P U OS with Positive
IU TF Fractional Exponents
OSIUVE PTACHONAL EXPONENIS:

ee
-125-x1 .x2
2 2

: 0a
1 oe : . 7 a’ -b3 x 2 & 2

s eh : =:
Fa oO
a‘ -b

1 2 28
4 y4(z
: w)2 es 5 (a-b)2 HUE » 6 (x-y)3 2

dO hdees) (x-y)2
2 :
2 DZ 2 syrex
vow

2 3
1
3)
uf AG ee
7 D Oe
a2 b
eae= Oe a = F z2-w>-(a-b)2 9 : =

i Go Wine 2b ny?
bcd

Zs;
2 3
10 a>-b2.(c-d)°

309
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Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

Case Il Adding and Subtracting Positive Fractional Exponents |

Addition and subtraction of positive fractional exponential expressions use the fraction
techniques, outlined in chapter 2, and the exponent laws. Positive fractional exponents are added
and subtracted using the following steps: (Again, note that the objective is to write the final
answer in its simplified form and without a negative exponent.)
E Ha
Change the fractional exponent x’, where x is a real number or a variable, to ae
ros . . b

Step 1
2 1
For example, change
A Ja
z3 and 54 to
URS
7. and or respectively.

Step 2 Simplify the exponential expressions by:

a. Using the fractional techniques learned in Chapter 2, and
b. Using appropriate exponent laws such as the Multiplication Law (Law I) from
Table 5.3-1.
a

Step 3 a. Change the fractional ce of the form x to radical expressions of the form

Y4 |For example, change fe to Vwi.

b. Simplify the radical expressions (see Section 4.1, Cases III and IV).

| Examples with Steps

The following examples show the steps as to how fractional exponential expressions are added
and subtracted:
Example 5.3-31

Solution:

Step 1

Step 2

Hamilton Education Guides 310

Mastering Algebra - An Introduction 5.3 Operations with
n h Wi Positive
OSG Fractional
TACHI ONAL Exponents
EXPOnents

ll

Step 3
210ale
43] _
92

Example 5.3-32

Solution:

Step 1

Se pe
3-a3 -a3 «|-5

Step2

33/02 - aa -5

ete ana 3-Va

Example 5.3-33

Solution:

Step 1

Step 2

Sil
Hamilton Education Guides
 Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

Step 3

Example 5.3-34

Solution:

Step1

wi oe A
(2-1)+x3} x3 +2 2+| x3 -x3+2-x3
Step 2 z Z
x3 +2 x3 +2

tae a bd 2
24 2 x? 2+x3+2x3
2 2
x2 +2 x3 +2

Step 3 24+¥x4 +2¥x? Da Race? Meee? my 24+¥x3-x! 42¥x?

Vx? +2 Vx? 42 Yi? 49

24x3x
+23 x2
242

Example 5.3-35

Solution:

Step 1 Not Applicable

2 2 |) (a8 (22 a4
peace F256 Mao seaess ase
Step 2
t
D8)

Hamilton Education Guides 312

Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

ae 2 (3:1)+(15) . 3+5
fo rea s 3-/23 +53 }+2 5

ce aed
3-| 23 +53 |+25

2 5 8

3. 2 453] 31
(V2"23+N5 2) 5/582
Step 3 > V2? +95?) +4 = 33/4 +3925 +92°3
6 6

_ [39/4+3925
+925.23 |_ [39a +3925 +2429 |_ [394 +3925 +29
6 6 6

_ Additional Examples - Adding and Subtracting Positive Fractional Exponents

The following examples further illustrate addition and subtraction of positive fractional
exponential expressions:
Example 5.3-36

es
PER reenter
ioe
“lees

19 2 1
Ae Ay ee WS) 3
al5—q3-b4+a a’? Va? Yo +a

SS
Hamilton Education Guides
 Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

Wg's+4 YQ? Yo+a aot

Ya? Wb+a
3] 3+2

EVE 2 a ee ee
x3 -x4+35-x3 4x3 x3 «x1 435 -x3 4x3
2 Al
—+—
2+1
x 3

14+3 2 1 eZ
x 3 +35 -x3 4x3
x

V3 x 450 ey? | |xix 499 Vx tee

x x

3.5 38 Gs)
x ea ory yest
if
x3 -y

x3 V2 LP +
Vx?-y

Wes
a2( 2
5 .|x3 ee +1. a Zeal 4B 1
21 2,2 1
x9 -x3 +5 -x3 42 x9 34x5 3452
G he
—+— (1-5)+(2-2)
5 ees os

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 Mastering_—<—
—_——_—_—
P Algebra a
- An Introduction t 5.3 Operations with
o n with Positive Fractional Exponents
Positive Fractional Exponents

6+5 6+10 1

ell PIS 4 Ve
he?

59x? —54/y—299 +5
579

= 1 =
x5 -(x+y)2 +xy3-1
1
1-(x+y)2

Vx? fy+a! —xy ee aay

Gee
ON Vac N SD.

Hamilton Education Guides 315

 Mastering Algebra - An Introduction 5.3 Operations
ne act nsnedb
ia? ncehsheaFractional
ametPositive
with Exponents
test ve ie et
icecream =Satis
ecc
So ~ les

Example 5.3-44 .

2} 2 2 1 2 2
m-n3 +n-n3 +m3 -m2 —m3 -n3

1 2 2 2
mens aon ae

By iid 21 2 ‘ (2-2)+{13) ee,

ees ame a

2 5 7 9)
mn3 +n 13 +m® —m3n3 mn3 +n3 +m® —m3n3
Lp pa ge a
m2n3 —n3 m2n3 —n3

mY n? +¥nd £m! ~Ym? Yn? man? +n? +n! Ym? Vn?

mune +43 -n? + Ym -m Yn? Yn?

Gln? oe en ona

(EPO IP

oe 2
_|w5 -w3 +w5 -1-3-w? —w?-w3
2 2 2 p
3-w3 +3-l+w3-w3 +w3-l

(2:3)+(2-1)

22
Ean Seas en
3w3 +3+w

162
wlS +w5 —3w2-w3 wl + Jy? ~Fy8 =3y-
nM es 3444 w2 +aw4
3+4w3 +w3

Hamilton Education Guides

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Mastering Algebra - An Introduction 5.3 Operations with Positive Fractional Exponents

1g 15+ Uw? 3) 34342 ee: ce ripe -a(v" ow)? Bry

3443 w? +334! 3443)? +w3 .w!

witw +Yw2 — (ww)? — 3? pla ati? wt awe

3449w2 +wilw 3+
42 w? + wilh

Practice Problems - Adding and Subtracting Positive Fractional Exponents

Section 5.3 Case III Practice Problems - Simplify the following positive fractional exponential
expressions:
1 =s 2 ] = 2, a
1 aia
De a Z 72 +x 3. = 3 ae2 +x oa

x5 +x3 Le

Z 2 2 Z
4 i ue +n ae= > ieee 3 rae
Ve ne 6 i:w° 2 yy =
n3+n3 y-y* w2+w3

Z 2 e
oe argh Sa Xe yd peeee
7 1 a ee : eet a q 2 ag

es
io 2 Se +b a
ae
a-—b

syily/
Hamilton Education Guides
 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

5.4 Operations with Negative Fractional Exponents

The Negative Power Law is needed, in addition to the other exponent laws (shown in Table 5.4 -
1), to proceed with simplification of negative fractional exponents. The Negative Power Law
states that a base raised to a negative fractional exponent is equal to one divided by the same base
raised to the positive fractional exponent, or vice versa (see Section 5.2, Cases I and II for
examples).

and

Note that the objective is to write the final answer without a negative fractional exponent. To
achieve this, the exponent laws are used when simplifying negative fractional exponents.
Table 5.4-1: Fractional Exponent Laws 1 through 6 (Negative Fractional Exponents)
a Cc ae

I. Multiplication bench a= ts La) When multiplying negative fractional exponential

terms, if bases x are the same, add the negative
a Cc
exponents -— and -—.
b d

II. Power of a Power = When raising a negative fractional exponential term

to a negative fractional power, multiply the negative

a c
exponents -— and -—.
b d

. Power of a Product When raising a product to a negative fractional

power, raise each factor x and y to the negative

exponent -“.
b

When raising a fraction to a negative fractional

power, raise the numerator and the denominator to

the negative exponent —<.

b

Hamilton Education Guides 318

Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Table 5.4-1: Fractional Exponent Laws 1 through 6 (Negative Fractional Exponents) - Continued

V. Division “x 4 When dividing negative fractional exponential terms,

if the bases x are the same, add the exponents — =

b
and —
d

VI. Negative Power : A non-zero based x raised to the -* power equals

b

1 divided by the base x raised to the = power.

b

In this section students learn how to multiply (Case I), divide (Case II), and add or subtract (Case
III) negative fractional exponents by one another.

CaseI Multiplying Negative Fractional Exponents

Negative fractional exponents are multiplied by one another using the following steps:
Step 1 Apply the Power of a Power and/or the Power of a Product Law (Laws II and III)
from Table 5.4-1.
Step 2 Apply the Multiplication Law (Law I) from Table 5.4-1 and simplify the fractional
exponential expressions by adding the exponents with similar bases. (Review sections
2.2, 2.3, and 2.4 for addition, subtraction, and multiplication of integer fractions.)
Step 3 Change the negative fractional exponents to positive fractional exponents.
Step 4 Change the fractional exponential expressions to radical expressions (see Section 5.1).

Examples with Steps

The following examples show the steps as to how negative fractional exponents are multiplied by
one another:
Example 5.4-1

Solution:

Step 1

319
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 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Step 3

Step 4

Example 5.4-2

(64)"3 (16-67)
4]=
ll

Solution:

Step 1 (64)"3 (16-0) 4 =

1 = iB f=
Step 2 (64) 3 {x4.p4

Step 3

1
5 2/41
8 8 8

Example 5.4-3

Solution:

Step 1

Hamilton Education Guides 320

 Mastering —}$
——<$—<——
$ Algebra - An Introduction 5.4 Operations
e ptations with
with Negative
Negative Fractional
rractional Exponents
Exponents

~9a-6a_ ob LisaSa Sa b
=='|[5s 6 -x3/=Ilx 4 2 «x3| =i 2 «x3

Step 3

Step 4

Example 5.4-4

Solution:

Step 1

Step 2

Step 3

Step 4

alla!|(c-0) Me |
3

Hamilton Education Guides Boi

Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Example 5.4-5

Solution:

1 2 3
Step 1 273 -x3 -w3-w!

i kien
Step2 = 7 Goze 3) ayy Deh)

ee! 1 i Bie te et fl oe ae
=|27 6.¥ 3.w 2 2|/=|27 6.x 3.w 2 |=|27 6.x 3.w°l=|27 S-y 3-1

yes ge at! cee ne Pte es ea ah ee

=[27 6.x 3}=((35) 6-x 3/=[3 6.x 3/=(3 6 2.x 3/=]3 2.x 3

The following examples further illustrate how to multiply negative exponential expressions by one
another:
Example 5.4-6

Se Ve a! (524-33) 01 onl ages | 71

x 3.x 4.y¥ Zl=lxe 3 4.x ZlH=lx 3-4 -x 2/=]x 12 -x 2/=lx 12 .y 2/a]y 12 2

(-17-2)-(1-12) -34-12 46 23 223

=|x 12-2 == 24 Jaly2A I2saly 12|=

Hamilton Education Guides g22

Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Example 5.4-7
se 62 & 2 2 ee —4-2

(43.2?) 3 (21) eens)| =|43 1.9 3.2 8lal41.7 3-3]ala2-9 3

BiG o8e) Uieli6.3

1 =l16-9 le 6-4]=is-2]=|28.2]= fet |S fa)
52 Ls} Les 4 of
Example 5.4-8

(34)"3 (t.s™)3
1

al 1

Example 5.4-9

0
_! LS ES
Tced yo SoxlallG telex 2x l=|160 4 x =x| =

Example 5.4-11

(a? ways(a~* -b)

323
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 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

a) aa
rar |e
4-1)-(4-5) Gaels
(—4-1)+(1-5 4-20 —445 ; ig wi Slice
1
= %=
=la -b =la eo Dae | acid Cee ll
P) qi 3f y5+5+541
aoe

1 8 4 8 1 3 1 8 1 4
=1100 2.x3-y S7a7 3.x 3.z 3/=/100 2-x3-x 3-y 3.7 ij =

eae ee
1002 -y3-z3

(x-x)-
Vx! x? x
toy aly! (2-2-2) Ve?| 103-22 Vz

Hamilton Education Guides 324

 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

a 2 1 1 1 1 2
Dot
50s glinte brsTieaceW ble ieese

Section 5.4 Case I Practice Problems - Multiply the following negative fractional exponents:

L (2?ay = 2. Bere = 3. (a ow)? (0-02) =

1 1 3 2 2 1

4 5123 La ale = 2 (x 27) 2 (x?) 3 = 6. 27 3-42.4 2.49 =

a a 3 1 2 2

cae x3 (xy iy3 a 8 (2?-6?) 4-(a>.6?) 4 = 9. x 3.(64-1 x. y3) 3 =

Hamilton Education Guides 325

 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Casell Dividing Negative Fractional Exponents i

Negative fractional exponents are divided by one another using the following steps:
Step 1 Apply exponent laws such as the Power of a Fraction Law (Law IV), the Power of a
Power, and the Power of a Product (Laws II and III) from Table 5.4-1 in both the
numerator and the denominator.
Step 2 a. Apply the Division and/or the Negative Power Law (Laws V, and VI) from Table
5.4-1.
b. Group the exponential terms with similar bases.
c. Apply the Multiplication Law (Law I) from Table 5.4-1 and simplify the exponential
expressions by adding the exponents with similar bases.
Step 3 Change the negative fractional exponents to positive fractional exponents.
Step 4 Change the fractional exponential expressions to radical expressions (see Section 5.1).

Examples with Steps

The following examples show the steps as to how negative fractional exponents are divided by
each other:
Example 5.4-16

Solution:

Step 1

Step 2

Step 3

Step 4

Example 5.4-17

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Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Solution:
eee!
DIG 3ehes) |
Step 1

Step 2

Step 3

Step 4

Example 5.4-18A

Solution:

Step 1

Step 2

Step 3

Step 4

Example 5.4-18B

327
Hamilton Education Guides
 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Solution: ,

Step1

ig es eet
Step 2 ae .a eral
243 3 3-4

Step3

Step4

1 1
W249) 243) c 243.9243! -c? .(a-a) Ya!

Example 5.4-19

Solution:

Step 1

Step 2

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 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Step 3

Step 4

Example 5.4-20

Solution:

Step 1

Step 2

Step 3

Step 4

Hamilton Education Guides 329

 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Additional Examples - Dividing Negative Fractional Exponents

The following examples further illustrate how to divide negative exponential expressions by one
another. Note that these problems do not follow the same steps as outlined above. The exponent
laws do not necessarily have to be applied in a specific order. The following problems are solved
by using exponent laws in different order to strengthen students knowledge in applying these
laws. (It is recommended that students exercise solving problems 5.4-21 through 5.4-30 using the
steps outlined above. The final answers should agree with the answers given below.)
Example 5.4-21

(2-4)+(1-1) (3-5)+(1-1)

4]
4 tat] | $/5454541

3 prts+31

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 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Ya ie
b> 3/b

Ix (+?¥o)

Tx (sala? |

i
Hamilton Education Guides 331
 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Example 5.4-27 ;

n l-a 1:0? Se ie s ab? bs ab? ab? ab?

1a ety ee | as)
i |e 2 4
44 (2?)

Example 5.4-30

Hamilton Education Guides

3382.
Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

on _2 Kye per 2
if a ;2 = oh a 3 2b>? = ay [e b )3 -

Woe
een
a
a 3

oie c) 4
ee
: (a-b) 3-(x-y) 4 _
2 1
6. (x-y) ne 7
4
3 2%
2
dab? Faget (x y 4 4

at = a 4
_l
pe 100013 -b7?-c 3 _ ; [ear a : 2 4.24 (y-2)
Dice Bie 50) pe : 1 Ce Soe
, _2 : OV OF cee oe
(b-c) 3 Ge

: 4

333
Hamilton Education Guides
 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Case III Adding and Subtracting Negative Fractional Exponents :

Negative fractional exponents are added and subtracted using the following steps:

Step 1 Change the negative exponential expression pay,

yb
Step 2 Simplify the exponential expressions by:
a. Using fraction techniques learned in Chapter 2.
b. Using appropriate exponent laws such as the Multiplication Law (Law I) from
Table 5.4-1.
Step 3 Change the fractional exponential expressions to radical expressions (see Section 5.1).

Examples with Steps _

The following examples show the steps as to how negative fractional exponents are added or
subtracted:

aa.
Example 5.4-31
EN RE

Solution:

step ee

3 2 3
I eS) Se) oe - 5352 = Eye) SEES Bo) thSy

ne | aaa) | 94 |=

3/2 2+1 3/_2 FA

Step 3 me Ys +V5 5 v5 eS ¥52 45.15!
6|56+6+1
(5-5)./s!

3/25 45/5

259/5

Note: The problems in this section are solved with the assumption that students are thoroughly
familiar with the subject of fractions. In case of difficulty, students are encouraged to review
Chapters 4, 6, 8, and 9 of the Mastering Fractions book by the author.
Example 5.4-32

Hamilton Education Guides

 Mastering Algebra - An Introduction 5.4 Operations with
O HS WIT Negative
NESalive Fractional
Praculonal Exponents
Exponents

Solution:

Step 1

Step 2

II ee ey 2 =ly 6 ~xy 6 |=|x6 —,6

Example 5.4-33

Hamilton Education Guides 335

Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Solution:

Step 1

Step 2

(xy)2

ay
y)! = eerie
= (xy)? -(x9)7 «(xy)' — (xy) -(o

=|(0) -P29)
Vay - 9-0] = [29(a9
Example 5.4-34

x+l]

Solution:
1

a 1
Step 2 et | ofa = ee
1-1 1
ee

Hamilton Education Guides 336

 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

1
Step 3 (x+1)2}=|vx+1

Example 5.4-35

Solution:

Step 1

Step 2

leeAege _|14+4-22
(31)+(1-2) = haa
Q 21 92

The following examples further illustrate addition and subtraction of negative fractional exponents:
Example 5.4-36
of alan ee
a3 153 | [1035

337
Hamilton Education Guides
 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

V25(y? +vx)+vz y? V2? (y? + Je)+vx y?

Vx y? Vz2424
Ede

[(e-2)-vz]-(»? + Vx)+x y? 2 e(y? +x) + Vx?

vx y? (z-z)Wvz Vx yz

Sills
5

1 14

Example 5.4-41

Hamilton Education Guides 338

Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Example 5.4-42

339
Hamilton Education Guides
 Mastering Algebra - An Introduction 5.4 Operations with Negative Fractional Exponents

Practice Problems - Adding and Subtracting Negative Fractional Exponents

Section 5.4 Case III Practice Problems - Simplify the following negative fractional exponential
expressions:

1 22-23 = 2 (x3 +x?) 3-3 = Ue Seek ash

ie.
3 el 2

poe = bh 4572
ree oe Vy 2

2 ak vl _l
4 xo ys 8 D) = 9 i y 3=

=3 Boa ae
2 1 1 Vay

x ig) 2 =p

_2 ai!
10 (Gas aaaa 1
=
(ab) 5

Hamilton Education Guides 340

 Mastering Algebra - An Introduction Chapter 5 Appendix - Scientific Notation

Chapter 5 Appendix: Scientific Notation

Scientific notation is used as a method for writing very large and very small numbers. How
numbers are changed to scientific notation form is shown in Case I below. The conversion of
scientific notation numbers to expanded forms is described in Case II. Multiplication and division
of scientific numbers are addressed in Cases III and IV, respectively.

; CaseI Changing Numbers to Scientific Notation Form

Numbers are changed to scientific notation form using the following steps:
Step 1 a. Place a decimal point to the right of the first non-zero digit of the number.
b. Count the number of digits after the decimal point.
c. Use the number as the exponent of base 10.
Step 2 a. Multiply the number by base 10 raised to “+” or “ —” the number counted in Step
1b above.
b. Use “ —” sign in the exponent if the decimal point is moved to the right.
c. Use “+” sign in the exponent if the decimal point is moved to the left.

Examples with Steps

The following examples show the steps as to how numbers are changed to scientific notation
form:
Example 5A-1
=
Solution:

Step 1 [250000 | = [|250000.0}; |Move the decimal point 5 places to the left.

Step 2 250000.0] = {2.50000 x 10*5| = |2.5x10*5] = [2.5 x 10°

Example 5A-2
=
Solution:

Step 1 0.00064}, |Move the decimal point 4 places to the right.

Step 2 0.00064] = 0006.4 x 10~*| = |6.4 x 10-4

Example 5A-3
=
Solution:
Step 1 473200000 |= |473200000.0]; |Move the decimal point 8 places to the left.

341
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 5 Appendix - Scientific Notation

Step 2 x1078 |= [4.732

473200000.0] = {4.73200000 x108
x1078] = [4.732 ‘

Example 5A-4
=
Solution:

Step 1 125.0547} |Move the decimal point 2 places to the left.

Step 2 125.0547] = [1.250547 x 10*?| = [1.250547 x 10?

Example 5A-5
0.000000000096| =
Solution:

Step 1 0.000000000096}; |Move the decimal point 11 places to the right.

Step 2 0.000000000096] = |00000000009.6x1071} = [9.6 x 10-1]

Additional Examples - Changing Numbers to Scientific Notation Form __

The following examples further illustrate how to change numbers to scientific notation form:
Example 5A-6

1234.56] =|123456
x 1073| = [1.23456
x 10°
Example 5A-7

0.0002456] =|0002.456 x 1074] = [2.456 x 104

Example 5A-8

2345896 |=[2345896.0] =|2.345896

x 10**| = |2.345896
x 10°

Example 5A-9

Example 5A-10

Example 5A-11

3456745] =|3.456745
x10*4] = |3.456745
x 104
Example 5A-12

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Mastering Algebra - An Introduction Chapter 5 Appendix - Scientific Notation

Example 5A-13

Example 5A-14

Example 5A-15

Practice Problems - Changing Numbers to Scientific Notation Form

Chapter 5 Appendix Case I Practice Problems - Change the following numbers to scientific
notation form:
1. 0.00047 = 2 i24573°— 3. 0.000000456 =

4. 45789.456 = Ss = 6. 458 =

7. 344538 = 8. 51244 = OF 00058; =

10. 456794324.0=

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Case II Changing Scientific Notation Numbers to Expanded Form a

Scientific notation numbers are changed to expanded form using the following steps:
Step 1 a. Move the decimal point to the right the same number of places as the exponent
number, if the base 10 exponent is positive.
b. Move the decimal point to the left the same number of places as the exponent
number, if the base 10 exponent is negative.
Step 2 Add zeros to the expanded number as needed.

Examples with Steps | _.

The following examples show the steps as to how scientific notations are changed to expanded
form:

Example 5A-16
2.45 10°] =
Solution:

Step la 2.45 x 1079] =|2.45x10° ; |Move the decimal point 3 places to the right. Add one zero.

Step 2 2.45 x10°| = [2450.

Example 5A-17
3.008 x1074] =
Solution:

Step 1b 3.008 x 1074 ; |Move the decimal point 4 places to the left. Add three zeros.

Step 2 3.008 x10] = [0,0003008)

Example 5A-18
3.7896845x 10*°| =
Solution:

Step la 3.7896845 x 10*° |= |3.7896845 x 10° ; |Move the decimal point 6 places to the right.

Step 2 3.7896845 x10°| = [37896845

Example 5A-19
8.6x107"|=
Solution:

Step 1b 8.6x10~’| [Move the decimal point 7 places to the left. Add six zeros.

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Mastering Algebra - An Introduction Chapter 5 Appendix - Scientific Notation

Step 2 [61077]
=[6.00000086)
Example 5A-20
=
Solution:

Step 1b 23x107! > |Move the decimal point | place to the left.

Step 2 23105 —

__. Additional Examples - Changing Scientific Notation Numbers to Expanded Form __

The following examples further illustrate how to change scientific notation numbers to expanded
form:
Example 5A-21

Example 5A-22

[o.4 1073]= (0.0094)

Example 5A-23

6.4578936
x 10*°| = [6457893.6
Example 5A-24

[6.459 x10*?| = [6459]

Example 5A-25

9.265 x10~9| = |0.00000009265

Example 5A-26

Example 5A-27

[7.438x107]= (0.07438)
Example 5A-28

[s.2107] [0.0083]
Example 5A-29
75
7896x 10*?| =/7896750000.0 |= [7896750000
Example 5A-30

[5.2358
107! -[032358]
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 Mastering Algebra - An Introduction Chapter 5 Appendix - Scientific Notation

Practice Problems - Changing Scientific Notation Numbers to Expanded Form

Chapter 5 Appendix Case II Practice Problems - Change the following scientific notation
numbers to expanded forms:
1. 38x10" = 99 10783105 = 3. 936790.10°

A’ {0035x10> = 5 95x10" = 6. 3.7865x10* =

7. 1.00004x10~> = 8. 2.04506x107! = 9. 934587654107? =

10. 3.0500x10*? =

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Mastering Algebra - An Introduction Chapter 5 Appendix - Scientific Notation

Case III Multiplying Scientific Notation Numbers

Scientific notation numbers are multiplied using the following exponent law:

Note that the above exponent law can only be used when the bases are the same. Scientific
notation numbers are multiplied by each other using the following steps:
Step 1 Multiply the numbers and apply the Multiplication Law of exponents by adding or
subtracting the base 10 exponents.
Step 2 Change the product to scientific notation form.

Examples with Steps |

The following examples show the steps as to how scientific notation numbers are multiplied by
each other:
Example 5A-31
(4< 10%).(6 . 10%?) =
Solution:

Step 1 (4x10*).(6 x10") =|(4 x6)-(10* x10)| = |(24)(10?) = [pax10*5|

Step 2 = |(24s10%) <10°4]= [a410" x10%]= [aaxi0"*5}=

Example 5A-32
(53: 104).(68 . 1073) =
Solution:

Step 1 (53x10**).(68x10-9)) = (53% 6.8)-(10*4 x109)} =|(604)-(10""*)| = [36.04x10"

Step 2 x10*1)= [3.604

= (3.604x10*1) x107
x10*1*1] = [3.604
Example 5A-33
(2x 107) (6.6x 10-3) =

Goa feof -Gaa

Solution:

Step 1

Step 2

Example 5A-34
(2.343 : 10*4)(6.01 . 10~?) =

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Solution:

Step 1 (2343 x10**).(6.01x107}|= (234 3 x10) |= (14.08143)-(10"?)

x601)-(10*4

= |14.08143
x10**

Step 2 14.08143 x10*?| = (1.408143 x10") x 10% —|1.408143 x 10°

x10*!+2| = [1.408143

Example 5A-35
(4x 10°)-(2 x 10*).(26 x 10~*) -
Solution:

Step 1 (41079). (2«10*).(2.6x10-4)| =](4 x 2x 26)-(10°3 x10"? x10~4)

= |(208).(10-3*?-*)] = [20.8 x10™

Step 2 20.8 x107>] = (2.08x 10°")x1075| = [2.08 x 10*!-5] = [2.08 x 1074

Note: Exponential notation numbers are expressed as the product of the factor and 10 raised to
some power. The factor is either a whole number or a decimal number. For example, the
exponential notation form of 0.0353, 0.048, 489, 3987 are 353x104, 48x10, 489x10°, and
39.87 x 107, respectively. Scientific notation numbers are also expressed as a product of the factor
and 10 raised to some power. However, the factor is always of the form where the decimal point
is to the right of the first non-zero digit. For example, 348x107!, and 4345x107 are in scientific
notation form where as 48x10~ is in exponential notation form. The scientific notation form of
48x109 is 48x10.
Additional Examples - Multiplying Scientific Notation Numbers

The following examples further illustrate how to multiply scientific notation and exponential
notation numbers:
Example 5A-36

(234 x10-).(9.4x10*)| =|(2.34

x9.4)-(10-? x10*9)} = (21.996)-(10-2*3)| = [21.996
x1071

= (2.1996 x10*") x 10%! =|2.1996

x10*!*}) = |2.1996
x107

Example 5A-37

(24.610-1)-(9x10*7)| =|(246 x9).(107! x10*?}| = (2214).(10-'*?) = [2214 x10"

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Mastering Algebra - An Introduction Chapter 5 Appendix - Scientific Notation

zs (2.214x 10%) x10" =|2.214x 102+] = |2.214

x103

Example 5A-38

(-335x107).(-8x107) =|(-335x -8).(107 x10~)} = (268) .(10->-?) - [268 x10~4]

Example 5A-39

(-2.02 x10-).(99
x10*)| =|(~2.02
x99)(10 x10*)| =|(~199.98).(10-*) |= |-199.98 «10°

Example 5A-40

(2.875x10-7).(12 x 10-4)|=|(2.875 x 12)-(10~ x 10-3) |=|(345)-(10-?-3)| =

Example 5A-41

(3.456x10") (2.544 x10*)| =|(3.456x2.544)-(10-? x 10**)| =|(8.792064) -(10-?*5)} = [8.792064 »10°

Example 5A-42

(2.44x10°).(7410*!)| =|(2.44
x7.4).(10° x10*)| =|(18.056)
(110*") |= [18.056
x10"!

x10
x10!*}] = [18056
= (18056 x10*!) x10" =|18056

Example 5A-43
x10?
(235% 10-).(44.2x10™)) = (235% 44.2)-(10? x10**)] =|(1038.7) -(10-°*4)} = [1038.7

x10°
x10*3+?| = [1.0387
= (10387 x 10**) x10 =|10387

Example 5A-44

(4.041071) -(24 10-")| =|(4.04x2.4).(10"! x1071)| =|(0.696) -(10-"")/ =

Example 5A-45

x10**}| = (12 36)-(10-4 x10**)| =1(432)-(1o-**®) = [432x10" ]= (432 10%) x10

(36).
(12x10~*

=|4.32x10*?+?| =|4.32x 104

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 Mastering Algebra - An Introduction Chapter 5 Appendix - Scientific Notation

Practice Problems - Multiplying Scientific Notation Numbers

Chapter 5 Appendix Case III Practice Problems - Multiply the following scientific notation
and exponential notation numbers. Show the answers in scientific notation form:

i: (54x 10-)-(12x 10%) = Zz (12.564 x10*4) (9x10) = 3. (2.002 x 10°?).(3 x10-) =

4. (5x10-).(8x10*) = 5. (22.34 x10~4) .(39.4x10") = 6. (4.334 x 10°7)-(2.94 x 104) =

ip (2x10~).(9 x10) = 8. (8.01 10°5).(34x 107) = 9 (4.4x10*1).(5.4x10*1) =

10. (2889 x 10"').(9x 10) =

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Mastering Algebra - Ane
Introduction Chapter 5 Appendix =
- Scientific
P nk COU Notation
NOTATION:

___CaseIV__ Dividing Scientific Notation Numbers

Scientific notation numbers are divided using the following exponent law:

Note that the above exponent law can only be used when the bases are the same. Scientific
notation numbers are divided by one another using the following steps:
Step 1 Divide the numerator by the denominator and apply the Division Law of exponents by
subtracting the base 10 exponents.
Step 2 Change the quotient to scientific notation form.

Examples with Steps |

The following examples show the steps as to how scientific notation numbers are divided by each
other:
Example 5A-46
20
2x10*?
Solution:

2.4x10*° = a 2) ‘(10% x10-?)| =

Step 1 =

Step 2 Not Applicable

Example 5A-47
2.346 x 1074 Pe
4x10
Solution:
zr 0.5865 hn!
Sid 2.346x10~* |_|] 2346 ( |v (25865) (10-4 10°) = [(05865)-(10-**?)
4x 107? 4 ae 1
1

= |0.5865
x10?
ae x103
Step 2 x1077] = (5865x107) x 107 = |5.865x10 !-?| = [5.865
0.5865

Example 5A-48
365x107 |_
5.5x10*!

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Mastering Algebra - An Introduction

Solution:
5 0.6636 5
cae 365x107 |_|} 363 ee : (28638) 107 x10"))= 06636) -(10-?-*)
P 55x 107! » 107!

= |0,6636 x10—

x10-7] = (6.636 x10"") x10 = |6.636

0.6636 x104
x1071-3} = [6.636
Step 2

Example 5A-49
3.8.x 107° |_
6x10*7
Solution:
0.6333
3.8 x107° 28 Kies 6 ;
Step 1 aula 5 = ® 333)(10*610 ‘) = (0.6333)-(10**-?}
6x10* . 10*

= |0.6333
x104

Step 2 x104] = (6333x107!) x 108 — 16.333

0.6333 x10°
x10714] = [6.333

Example 5A-50
124x107? 2
8.248
x10>
Solution:
= 0.15034 ;
Step LAR OMS |Gall pel2ae aie Og = [0.15034 )0" x10*)} = |(0.15034).(10**3)
8.248 x 1079 8.248 105°

= |0.15034
x10"

Step 2 x1019] =|(15034

0.15034 x10?
x10~1*19] = [1.5034
x107!) x101°]= [15034

Additional Examples - Dividing Scientific Notation Numbers

The following examples further illustrate how to divide scientific notation and exponential
notation numbers:
Example 5A-51
1072 Rae \ oie
2857x1077 | ex 10 oe (ssn) |
=|(35712 x10 )x10
per el —||=lo x
8 10°

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Mastering Algebra - An Introduction Chapter 5 Appendix - Scientific Notation

=|3.5712
x107!+2| = 13.5712
x 10!
Example 5A-52

2352.4x 1074 93524) 1 107"

x107!
x107473] = [534.636
oe [ 44 ) lio} | (534.636).(10“4 x10) = |534.636

= (534636 x10*?) x10" =|5,34636

x 102+] = |5.34636
x 10°

Example 5A-53

0.454x10*° | |/0.454) {10*°

= [1135 x10*6
004x107! | Ga lAaiulls (1135)-(10*5 x10*")| = [1135 x10**!]

x108|= [1135 x10!*} = [1.135107

=|(1135x10*")
Example 5A-54

4510 |
Sel0e:
-|(9)-(10* x10~4)]=[910°] = [910% - [20107]
Example 5A-55

4555x1079 | eS = (1301.429)-(10 x10") = [1301429

x103*7} = [1301429
x107
35x 1072 B59 a lOn-

x 107
x1073-!| = [1.301429
= (1301429 x 10*8) x 107! —11301429

eal
Example 5A-56
+1
geosae )= (46.488)-(10*! x10~) =|46.488 x107!
x107!” = [46.488
5x10*?

x10°
x10+! |= |4.6488
= (4.6488 x10!) x10 ~ 14.6488

Example 5A-57

52.44 x a a ears 1} _ ae z =|2.622 x 10*!} = [2.622 x 10?

0

2x10 x

Example 5A-58

452.24
x10*3 |_ (yy 107?
)= (107.676)-(10* x107) = [107.67
x10°31] 6
x10*?
6 = [107.67
4.2 x 107! 4.2 101!

x10*2+?|
= (107676 x 10*7) x10 ~|1,0767 x104
6 = [1.07676

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 Mastering Algebra - An Introduction Chapter 5 Appendix - Scientific Notation

Example 5A-59

48 x 107?
48x 107?
(4) es
4.8/ \ 10%
= |(10)-(10*? <10)] =lox10*?-3]
=ox109] =[10.107
= (L0x10*!) x10" =110x107!-!| = |1.0 x 10°

Example 5A-60

452.44 x10°| (28 [S| = (51414)-(10° x10") =|51414

x10° 7|=|51414
x107
8.8 x 10%? 88 / \i0”

= (51414 x10") x 107 =15.1414x10*!2| = |5.1414x 107

Practice Problems - Dividing Scientific Notation Numbers _

Chapter 5 Appendix Case IV Practice Problems - Divide the following scientific notation and
exponential notation numbers. Show the answers in scientific notation form.
48.4x10%4 _ 5 84x10 _ x 2355510
12x10 22102 aes

4 84x10"? _ 5 14.484x10° _ 6 2444.4x10"° _

0.2x107! 2x10? 44x10

S5TAS N10 ee es 9g 2-4x10° _

0.35x10" ~ §5x109 4xi0"

10, 22-451 daar

45x 10*°
22 610

Hamilton Education Guides 354

 Mastering Algebra - An Introduction Quick Reference to Chapter 6 Case Problems

Chapter 6
Polynomials
Quick Reference to Chapter 6 Case Problems
6.1 Introduction to Polynomials
Case I - Polynomials Classification, p. 357

P= x3-2x7]=; [wS—2w3 +4w? +7]=

Case II - Simplifying Polynomials, p. 360

18x" 423" — 5x? 9x x" == eRe dy Sosy = 2p +3 = 2w* +4w> —w4 -84+2w-w
44] =

6.2 Multiplying Polynomials......

Case I - Multiplying Monomials, p. 365
Case I a - Multiplying Monomials by Monomials, p. 365

x y).(3x3y?2] =; (3276%c*).(567c4).(406°c3) =; (3x?)-(52y)-(2xy*) =

Case I b - Multiplying Polynomials by Monomials, p. 368

(2x 43x? 45x —x4 +x? -3)-(3x?) a (Sm3n3 +2m?*n? ~ 3mn + mn +2)-(5mn) =

(273? -2+8x +/36)-V125x =

ae
Case II - Multiplying Binomials by Binomials, p. 373

(/225x +2)(5x- 81) => & r4y|(42 os

Case III - Multiplying Polynomials by Polynomials, p. 378

(=?
(=?++502
5x? -a0+3)(s? e+) =;
(x?-x+1) |(-* +3x3 -x+5}(x° -2x-3] a (2‘$3 =a" +5)(a-

Dividing Polynomials........... G 0410 10,014 0.61 10/0) 016 9 #1010140 6100) 01016/4 616.0 0)014 0101016 4.4.91 0.0\4 00/8, 9166.0 0106 416.0. 010161016/018)610.6,8 10 #108 14) 6)#01416 6.810 le)0)914)168

Case I - Dividing by Monomials, p. 383

Case I a - Dividing Monomials by Monomials, p. 383
V8x3 2 Zs |—J12a7b7c i V16u2v? Bs
V243xy3 V225abc4 ‘ 273

Case Ib - Dividing Binomials by Monomials, p. 388

8x? -16x7 |_. -15Va3 +10Va? |_

8x ? 52 ?

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 Mastering Algebra - An Introduction Quick Reference to Chapter 6 Case Problems

Case I c - Dividing Polynomials by Monomials, p. 393 ;

—/144x°
+6x? +/16x? 24] x7 y—4xy? +2x—4 _. |¥32c3 - V8c? -8¢+ 72 |_
2x? . ; -23/x3 3 ‘ Ayes

Case II - Dividing Polynomials by Polynomials, p. 399

Divide x* +8x> +16x? + 5x by x? 43x41 =; |Divide 6x7 +19x +18 Dy 3x le

Divide x* +2x? +2x? +2x+6 by x+l1}=

6.4 Adding and Subtracting Polynomials. .......................00..

eee eceeeceeccc cececesses eteteeeeeeeees 409
Case I - Adding and Subtracting Polynomials Horizontally, p. 409

(x? 3% +5)+(x9 +8x+2x"] =: (v+y? Sy +3)-(3)? +2y-y9] a

(0-4 kl? + +2421)

—(3%— 241 — 41) =
Case II - Adding and Subtracting Polynomials Vertically, p. 414

(x4 +x+3x? + 4x)+(x? +3r4 - x? +} = (w4 +203 +w +20?) +(2w-+4w? + 6W)] =,

(2?+3a+2a? -a-2)-(4~4a? -3a-6] =

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356
 Chapter 6 - Polynomials
The objective of this chapter is to improve the student’s ability to solve and simplify mathematical
expressions involving various classes of polynomials. In Section 6.1 the student is introduced to
different classes of polynomials and learns how to identify a polynomial’s degree and write a
polynomial in standard form. Multiplication of polynomials is addressed in Section 6.2. How
monomials, binomials, and polynomials are multiplied by one another is also addressed in this
section. Division of polynomials is addressed in Section 6.3. In this section the student learns
how to divide a monomial, binomial, or a polynomial by another monomial, binomial, or
polynomial. The steps as to how polynomials are added and subtracted horizontally and vertically
are addressed in Section 6.4. Each section is concluded by solving additional examples with
practice problems given in each section to further enhance the student’s ability on the subject.

6.1 Introduction to Polynomials

A polynomial is an algebraic expression that can be expressed in the following general form:
x fe ie ie eee Saige
P(x) ae

where a,, 4-1, 4-2, .... and ag are real numbers, 7 is a positive integer number, and x is a
variable. Note that in the above algebraic expression the + or - signs separate the polynomial
to terms, i.e., a,x”, a,-1x""', a,-»x”7, and ag are each referred to as a polynomial term.
Classification of polynomials and how polynomials are simplified is discussed in the following two
cases.

CaseI _ Polynomials Classification

Polynomials are usually named by their number of terms and are stated by the degree of the
highest power of the variable in the polynomial. A polynomial is defined in the following way:
1. Definition of a Polynomial
A polynomial is a variable expression consisting of one or more terms. Note that in a polynomial
the variable in each term has positive integer exponent. For example,
4 aay ;| >
:
FOX, ;
X-F2x 3 +5, geBs rey
; chao

9u- : +8u- . —6u—5, paced 2s Wye d y ayey

are polynomials. However,

Be 5
x4 — 5x7 +2x7 +5, 6x 402
+g 42x 2 = 5x. owe 6,2 35Stee pause
33;
a set ere +3m
Re , and -5
y?+3y 22.Nemauiong
yt
2m

are not polynomials since the variable in one or more terms of the polynomials contain negative
integer exponents.

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 Mastering Algebra - An Introduction 6.1 Introduction to Polynomials

Note that polynomial terms can have one or more variables. For example,
x43 +4 2x7 y3 + 3x? y? +2xy-5, 5a*b> +<3a7b- = J2ab +12 ,

8x4 y773 +3x7y2z —2xyz +1, and rst +3rs*t + rst —4rst +3

are polynomials with two and three variable terms. In these instances a polynomial can be
written in standard form in different ways depending on the variable selected.
For example, the polynomial x*y? +2xy? — x° —3x?y* +5 is written in standard form as:
ox +(y3}x4 +(-3y4)3? +(2y)x+5 for the variable x, and

° (-3x?]»4 +(x4)y° +(2x)y? oe ee for the variable y

(See additional examples 6.1-7, 6.1-9, 6.1-12, and 6.1-15 in Section 6.1, Case II).
2. Classification of Polynomials
Polynomials are named by their number of terms. For example, a polynomial with one term only
is called a monomial. A polynomial with two terms is called a binomial and a polynomial with
three terms is called a trinomial. A polynomial with more than three terms is simply called a
polynomial. For example,
2 : 5
@ 5x7, 50, V2y° , xy? , x7y7z , sue , and 8w are referred to as monomial expressions.

ee, 1 1 : :
oy or le eS aaa ; ews + daw , and x+2 are referred to as binomial
expressions.
Ox ox yy dy + 2y 6 x yr yt ae —4a Poa and —m' — Em +6m are
referred to as trinomial expressions.
@ x9 -4x7 46x41 : w>—2w? +4w? +7 : x>y® Soe is +6xy+1 , and ~x —2x3 46x? 47x—5 ate
referred to as polynomial expressions.
3. Degree of Polynomials
The degree of a polynomial is determined by the highest power of the variable in the polynomial.
For example,
@ 95x" 95 is a zero degree polynomial.
e 2x) 41=2xr4] is a first degree polynomial.
e 327 +6z-4 is a second degree polynomial.
e -34+5n3 is a third degree polynomial.
e -4a* +2a? +2a7 -6a+2 is a fourth degree polynomial.
e 2u—V3u® -3u? +2 is a sixth degree polynomial.
© =m+ +2m>+3m> —m+2 is an eighth degree polynomial.
In general, the degree of a polynomial is an indication of the number of roots that polynomial has.
Solving for polynomial roots is a subject which is beyond the scope of this book and will be
addressed in the future series of Mastering Algebra books.

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 Mastering Algebra - An Introduction 6.1 Introduction to Polynomials

4. Polynomials in Standard Form

A polynomial in standard form is defined as a polynomial in which the terms of the polynomial
are written in order from the highest to the lowest power of the variable. For example,
fo 43y -2y> +6, 2s + 6x41, x4+2x-1, and aeatl

are polynomials written in standard form. Note that the powers in a polynomial written in
standard form decreases as we go from left to right.
In general, when a polynomial is written with the highest power of the variable first, followed by
the second, third, fourth, fifth, etc. highest power of the variable, the polynomial is said to be in
descending order.
Table 6-1 show examples of polynomials indicating their type, degree, and number of terms.
Table 6-1: Polynomials
Polynomial in Standard Type
Form
3
binomial
3
trinomia
SEE
35 =35x!
ee ws Sree polynomial Emer
5 ol
nota polynomial |
ees polynomial [6
| |
x

Practice Problems - Polynomials Classification

Section 6.1 Case I Practice Problems - Write the following polynomials in standard form and
identify each polynomial type, its degree, and number of terms.
g
2. -6y° +2
lee 3x4 2x° —6

3. 2w+6w? +8w> 4 6y

Se ee 6. -16+2x4

7. x +8x'+2x-x°-5 Geary he= ed

Dida Sies tvalictstal 10s x = 2x

3pO
peg :
9 =y+—y +-y ——
S) 8 e Z

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 Mastering Algebra - An Introduction 6.1 Introduction to Polynomials

Case lI Simplifying Polynomials

Polynomials are simplified using the following steps:

Step | Group like terms.
Step 2 Combine like terms and write the polynomial in standard form.
Note that like terms are defined as polynomial terms having the same variables raised to the same
power. For example, in the polynomial expression:
Rye + 5y? - 2y3 = yt 5y3 —20+ y? —3y+4

8y>, -2y?, and 5y°: Sy? and y?: ~y and -3y; ~20 and +4;
are like terms of one another.

Examples with Steps See

The following examples show the steps as to how polynomials are simplified:
Example 6.1-1
18x? a ~ 5x3 ~Ix =x? =
Solution:

Step 1 18x? +2x? —5x3 —~2x-x?]= (ise? - 5x3)+(2x? -x?)-2x

Step 2 (ise? = 5x9)-+(2x? -x?)- ax|=|(18—3)x3 +(2—1)x? — 2x| = [13x3

+x? -2x]

Example 6.1-2
Soy 4) = 5) — yes) =
Solution:

Step 1 Shy ay ey ly = (-8»3 -sy')+(4y° -2y5)+3

Step 2 (-8»9 - sy) +(4y5 -2)5) +3]=|(-8-5))3 +(4—2)y5 +3]=[-13y? 42y5 43

= |2y> -13y3 +3

Example 6.1-3
2w4 +4w? -w4 -84+2w-w2
44] =
Solution:

Step 1 2w4 +4w>—w4 -84+2w-wi +4]= (204 —w') + (40? 3) +(-8+4) +2

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Step 2 (24 —w') + (403 —w3)+(-8+4)+2w =|(2-1w* +(4-1)w3 442

= =
Example 6.1-4
2a +4a° =8420—Sa" +4-a-a>|=
Solution:

Step 1 =|(20¥ -5a8)

+(405—a°)+(-8
+4)+(2a—a)
Step 2 (208 -Sa®)+(4a° -a°)+(-8+4)+(2a -a)|=|(2-5)a® +(4-1)a5 -4+(2-1)a

= =
Example 6.1-5
ax*ty4 wAysy? axty Sax pt 43 =
Solution:

Step 1 2x*y4 +4x3y3 x44 Poe Vy +3/= (2x4y4-x4y4) + (43? - x3 y5)+(5+3)

Step 2 (2x4y4-x4y4)+(4x3)3 - x3 y8)+(5+3) = 2-Ix*y4 +(4-1)x7y° 78

= x4y443x3y3 +8

Additional Examples - Simplifying Polynomials —

The following examples further illustrate how to simplify and write polynomials in standard form:
Exampie 6.1-6

Ay! +3y> 25 lw 4 lw? Sw 40? 3 = (-4w7 +207 ~5w7)-+ (303 +203 +w3)-+ (5-3)

=|(-4+2-5)w7 +(3+2+])w? -8]=

Example 6.1-7

2x ye +x7y +5x3y> ~8xy" +3x7y? — 6x7 y = x47 +(5x4y° +3x3y5)- 8x7 +(-6x?y +x?y)

=|-2xty3 +(5+3)x°y° Sx" +(-6+1)x?y =|-2x4y3 +8x°y°—8xy? —5x7y

variable x
(-2y*) x‘ a (s5)x° +(-Sy)x? + (-8»”)x in standard form for the

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= (sx*)»° +(-2x4)y° +(-8x)y? +(-Sx?}y in standard form for the variable y

Example 6.1-8

Say eyeoy Hilly oye ye Say) oy = (-5»7 +1297) +(»-5y)+(5y° +y°)+(-5y4 -3y4)

=|(-5+12)y7 +(1-5)y+(5+1)y* +(-5-3)y4]=|7y7-4y +6y° -8y4]=|7y’ + 6y° By" —4y

Example 6.1-9

=3.420°v" +6uv? - 5 42u4v —8u2v? +2u3v3 = (-8 -5)+2u°v° + (6u3v3 +209v3)-+2u4y— 8u?y?

o>) Ps RE Soypate +(6+2)u?v° +2u4v —8u2v2|=|-13 + 2u°v? + 8u3v? + 2u4v —8u2v2

= (2»5)u +(2v)u4 + (89 \u8+ (-8»? Ja?-13 instandard form for the variable u

= (2u5)vs +(8u5)»° +(-8u?)? +(2u4)y -13 instandard form for the var iable v

Example 6.1-10

Sm + 5m} +10m° ~ 6~ m? +3m? +4m+9] =|(5m° + 10m? ~ m*)+(5m3 +3m3)

+(-6-+9) +4m

=|(5+10—1)m? +(5+3)m? +3 4m|=[14m> +8m>

+34 4m] = [14m> +8m> +4m+3
Example 6.1-11

a® +5a*+4a° —2a° —a° +9a*|= (<8- 2a) +(5a4 +9a")+(4a -a°) = (1-2)a® +(5+9)a* +(4-1)a®

=|-a® +14a* +345]=

Example 6.1-12

5x3 y42? + 10xyz +2x7 y?z? +2x3 y4z — 2xyz|= 5x ytz? + (10xyz = 2xyz) + 2x7 y?z3 + 2x3 y4z

=|5x3 y4z? + (10—2)xyz + 2x7 yz? +.2x3 y4z] =|5x3 p42? +8392 + 2x? y>z3 + 2x3 y4z

The following is the polynomial in standard form with respect to the variables x, y, and z:

5x3 y4z? + 8xyz Px aoe ye = (5x3y42? + 2x3 y4z)+ 8x92 +2x7 y523

= (5y42? +2y4z}x3 + 8xyz + 2x7 y?z3] = (sy42? + 2y4z}x° +(2y8z3)x? + (8yz)x for the variable x

B. 5x? y42? + 8xyz +2x*y°z3 + 2x3 y4z = (5x42? + 2x8 y42) +8272 4 2x? 523

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= bez +2x3z}y4 + 8xyz + 2x 2553

y23|= (22,3),,5
zZ \y +(5x32? +2x5z}y4 +(82z)y for the variabley

3
Caisx y42? + 8xyz + Ixy 2° + ax3y 47 |= 5x3 y4z? + (8:02+ 2x42) f 2x y°23

S3y42?
S3y42? ++(Bay+28") +2x7y?29
oS \03
r297y*e9 = (2x y )e +(5x y \e +(8xy+2x3y4)z
3.4\2
for the variablez

Example 6.1-13

eo Oy 15 Ew or? = 3 108 |= 4? = 523 Or? = 3 Or

= 16-9 4413603

Ba de op 88 or? 3 yor 4A 623 |Slav or2 ea ore aS = Or? — 3 Or + 6N3

= (2v2r3 + v2) + (-4./2r - 3V2r) + (-5v3 + 63) =|(2+ 1)v2r3 —(4+ 3)V2r +(-5+ 6)v3

= 3J2r3 _ 7J2r ais

Example 6.1-14

are

=
aea(2-2)
(s- 2 (i+2). 3 2.3

1
1 Otel 6 6

Example 6.1-15

4abe + ab*c? +a>b2c¢—a*be? +3abe —5ab*c> = (4abc+3abc) + (abc? ~ 5ab%c3) +a°b7e ~a7be?

=|(4+3)abe + (1- 5)ab? ° +a? b?c—a*be? = Jabe-4ab2c) +.a°b2e—a*be?

The following is the polynomial in standard form with respect to the variables a, b, and c:

A. Jabe—4ab2c3 +.a2b2c —a*be? = (7abe - 4ab?c3) +.a°b?c-abe®

c)a® +(-be a +(7be— 4b*c Na

= (7bc-467c3 a+ (bc)a¥ - (be*)a”] = (7c for the variablea

B. |7abc - 4ab?c? +a°b°c — abe? = (tab. - a°be*) + (-4ab2c% +a°

aPe)o?+
2]= [act +
-4ac? +a3 c)b
=|(7ac = a0 *\p+(- (Taea?e?)] for the variable b

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@ Tabe —4ab*c3 +a°b*c—a*be? = (7abc +.a3b?c) +(—4abc% - a*be° | :

= (7a - a°b?Je- (—4ab — a°b)c3 = +(-4ab - a?b)e° +(Tab +a 347 \c for the variable c

Practice Problems - Simplifying Polynomials

Section 6.1 Case If Practice Problems - Simplify the following polynomial expressions. Write
the answer in standard form.

1 Pay ae 8x yes, 57 — 2) 2y ey io nay 5)

3, 2a 0a =344a
fa — 4. 3x txs xen =

5. 2rs+4r?s° —2042rs—5r?s? -3 = 6. Qxyz + 2x7 y2z7 +10- 4x2 -4 =

Ts 8390
omy =54 2uy =sn-y? = 8. Ox Jro8 07-3
=5? —

OM Spoke
l2y ay ay 10. 2m? +4m> -4+42m-5m+3 =

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6.2 Multiplying Polynomials

Polynomials are multiplied by each other using the general product rule (see Section 1.4). Note
that polynomials with like terms are multiplied by one another using the multiplication law for
exponents (see Section 3.3). In this section, students learn how to multiply monomials (Case I),
binomials (Case II), and polynomials (Case III) by one another.
Case I Multiplying Monomials
Monomial expressions are multiplied by each other using the general exponent rule, i.e.,

(aox”) (a:x") = (aoa) +(x") = (aa) ere) When monomial terms have the same variable.
or,
(aox )-(ay
m n
= (aoa) +(x y
=_ Liter 73
When monomial terms have different variables.
. 0 .

where ag, and a, are real numbers, x and y are variables, and m and n are integer numbers.
Multiplication of monomial expressions is divided to two cases. Case I a - multiplication of
monomials by monomials, and Case Ib - multiplication of polynomials by monomials.

a Casela Miultiplying Monomials by Monomials

Monomials are multiplied by one another using the following steps:

Step 1 Group like terms with each other.
Step 2 a. Multiply the numerical coefficients (see Section 1.4).
b. Multiply the variables using the exponent rule x” -x” = x”*” (see Section 3.3, Case I).

Examples with Steps.

The following examples show the steps as to how monomials are multiplied by one another:
Example 6.2-1
(3x*)-(2x?) =

Solution:

Step 1 (3x3)-(2x7y) ~ (3-2)-(x9 -x?}-»

Step 2 (3-2)-(x3-x?). =(6-x*?.y]= [6x5]

Example 6.2-2
(5x3y”) . (3x3y?2] =

Solution:

Step 1 (5x3y?)-(3x9y2z) i

sot PVT EAE

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Example 6.2-3
(2<%67) -(3a78) =

Solution:

Step 1 (2a%6?c) (3274) a

Step 2 (2-3)-(a3-a?) (6?-2)-c = [6-a*? 5c] =[sa5o*e|

bo")
Example 6.2-4

Solution:

sept foo) [9
Se Ca
Example 6.2-5
(3a76%c°) . (s67c*) : (403°) =

Solution:

Step 1 (3a763c5).(5b2c4) (40%) = (3-5-4).(° -a?).(b3 pb? -b°).(c° eae -c°)

Step? ——_|(o5-8). (ea) (FW) (he) |=Lena I [soa

Additional Examples - Multiplying Monomials by Monomials

The following examples further illustrate how to multiply monomials by monomials:

Example 6.2-6

ba) [Orb a]]-fee

Example 6.2-7

(a5)-@a)]=[6-2)-@)--9]=[0-2"-x-y]
=boat]
Example 6.2-8

Bo) @]]- [6-59 Ga] fo

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Example 6.2-9

EPR
A oa]I
ST). fo
Example 6.2-10

Se gD) a)
PR PPS?)
ee ee een eae
Example 6.2-11

(5:79) -Go)-+7y"|= 1:09) 2794]= (==?) 27) = bao]

=brv4
0

Example 6.2-12

(ey)
2)Ga)= 6-2-4)
fo?5) |=[64-371
= [oa]
Example 6.2-13

se) ("Yeo os?) 0- fos9.) -hse- fae

Example 6.2-14

(3276). (228) (32°) = (3-2-3)-(a?-a-a°).(b?-5) =[18-024*9 521] - [1805]

Example 6.2-15

(5abc)-(3a767c) -(2¢°) (5 3-2)-|asa- PP)(ee) |Bosak?

oPce

Section 6.2 Case I a Practice Problems - Multiply the following monomials by each other:

» Gaels 2, (5x*y*)-(2x)-(4y)=
3. (6x) (=*)C29 = 4. (:7y)-69)-(4°9?)=
5. (3x2y?)-(2xy°).(5x°y) = 6. (8a62).(22)-(3a6°) =

HEA atA a 8. (:m?n)-(omn?)-(4n)=

9. (6<2y522).(305y%2).(24) = 10, (ows!) (ow) v2?)=

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CaseIb Multiplying Polynomials by Monomials '

Polynomials are multiplied by monomials using the following steps:

Step 1 Group like terms with each other.
Step 2 Multiply each term of the polynomial by the monomial by:
a. Multiplying the numerical coefficients (see Section 1.4).
b. Multiplying the variables using the exponent rule x” -x” = x”"” (see Section 3.3,
Case I).

Examples with Steps

The following examples show the steps as to how polynomials are multiplied by monomials:
Example 6.2-16
(2x 43x? 45x¢—x4 4x? -3)-(3x?) =
Solution:

Step 1 (2x4 43x? 45x —x4 4x? -3)-(3x?) = (2x" — x4 43x? +? +5x-3}-(3x?)

= [(2x"- x4)+(3x? +x7) + 5x—3]-(3x?) = [e-0-" +(3+1)x? +3x—3)-(30°)]

a [»*+ 4x? + 5x—3].(3x?)

Step 2” [x4+4x? +5x—3].(3x?)|=]3(x4-x?)

+(4-3)(x? +x?)+(5-3)(x-x?)-(3.3)x?

= [3x42 412x242 4.15x!2 _ 9x2] = [3x® 412x4 415x3 — 9x2

Example 6.2-17

(smn? +2m?n? ~ 3mn + mn +2)-(5mn) =

Solution:

Step 1 (5m3n3 +2m?n? —3mn+mn+ 2)-(5mn)| = [5mn? +2m?n? + (-3mn + mn) + 2|-(5mn)

= [5m°n’ +2m*n? + (-3 + l)mn oo 2|

. (5mn) = (53 +2m?n? ~ 2mn + 2). (smn)

Step 2 (smn? +2m?n? —2mn + 2): (5mn)

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= 25 mth 341 +10m2t1,241 —10m!t1,141 +10mn|=|25m4n4 +10m3n3 ~10m2n? +10mn

Example 6.2-18

Solution:

8 SY 1 4 3 8 1 5 4
Step 1 [ 3 oy? +o + }.{ = ( 3 3 2 {3 )

Step P

= [Pvt«[
Example 6.2-19

(J27x? =244/8x +V/36)-/125x =

Solution:

= |V5?30? +2? 20 +(-2+6)|

Vs?se= (wax? +220-4). 55s]

Step 2 (ov5e? +22x44) 55x] = (3-5)(V3-W/5)(x? -x)+ (2-5)(V2-V/5)(x-x)

+(4-3)V5x

J3-5)x7*! +10(V2-5)x!*! + 20V/5x = 15(V/3-5)x?*1 +10(V2-5)x1*! + 20V5x

= 115/15x? +10V10x? + 20/5x

Example 6.2-20

(10x Nant oy 8 ody +3x9).(8x?] =

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Solution: :

Step 1 (1ox5 +3x4 +2x5 -8 + 4x +32°).(8x?}|= (tox5 +3x4 + 2x5 -8 + 4x +3)-(8x?)

= (ee +2x8)4 3x4 +4x+(-8+3)]-(8x?) =|[(10+2)x° +34 +4x—5]-(8x?)

= [[12x* + 3x4 +4x—5]. (8x?)

Step 2 [i2x® +3x4+4x—5 (8x?) = ](12-8)(x° -x?) + -8)(x4-x?) +(4-8)(x-x?) -(5-8)x?

=|96x°+? + 24x 4+? + 32x14? _ 40x?| = [96x7 +24x° +32x7 — 40x?

Additional Examples - Multiplying Polynomials by Monomials

The following examples further illustrate how to multiply polynomial expressions by monomials:
Example 6.2-21

(5024? +3ab —2a7b? - ab +1)-(3ab) = (5276? -2a?b?) +(3ab - ab) +1]-(Bab)

=|[(5-2)a76? + 3—1)ab
+1]-Bab)=|[3a757 + 2ab +1]-(3ab) =|(3-3)(a? -a)(b? -5)+ (2-3)(a-a)(b-b)
+3ab

= [90214241 4 6a!*15" 4 306] = [903° + 6025? +3ab

Example 6.2-22

(2x+4y4+3x?y? ~2y+x2y? - 5x +4)-(429) “2 (3x2y? +x7y?)+ (2x—5x)+(4y-2y) +4]-(439)

= [(+1)x7y? +(2-5)x+(4-2)y +4](430) = [4x?y? 3x +2y+4]-(4xy)

5 eae a ce ee a a Cer
[aaa
Example 6.2-23

(-3x? +4x3 +x-5+2x3).(-2x7) = (48° + 2x3) — 3x? +x-5 -(-2x? =|[(4 +2)x° -3x? +x—5]-(-27)

=|(6x9 - 3x? +x-5)-(-2x?)|=|-(6

-x?)
-2)(x3
+(3-2)(x? x?) — 2.x?) + (5-2)?

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12x3+2 + 6x22 = 5,1 4 10x? = ~12x° + 6x4 2x" +10x?

Example 6.2-24

(v2523 + 3622 223 EA PGE +227).(-23) ~ (v5?23 BO) g +6222 +22? aa? 32]-(-2°

2°27" +627 422" - 332) -(-z*) = [(s-2)z +(6+2)z? -3V3z|-(-2°

= [32°+822 - 3¥32]-(-2°) = -3(23 -23)—8(2? -25)+3y3(z-23) =| 32343 _ 97243 4 3,./32143

Ec} aces tome ackios

Example 6.2-25

(4° ay? 34x + (3x)?-(23) =|(4x3 +3x? -3.+3x5 +1)-(2x°)|- [3x5+4x° +3x7(-3+1)-(2x3)

=|[3x° + 4x° + 3x? — 2](2x°)}=|(3-2)(x° -x°) + (4-2)

(x9x9) + (3-2)
(x?-29)-(2-2) x?

6x23 54+3 4.8343 + 6x 243 — 4x3] = [6x8 +.8x° +.6x5 — 4x3

Example 6.2-26

(24m? +3? — 354m? -¥i25 -(3m?) = (39 ar ane -¥5°) -(3m?)

= (23/3? +3m—33/2m? - 5)(3m?) = (233m ~ 392m? +3m—5)-(3m?]

= |(2-3)3(m? m2) — (3-3)8/2(m? -mm?)+ (3-3)(-m?) — (5-3)m2] = [632 —9302? +9ml*?—15n2|

= 63/3m> ~93/2m4 +9m> —15m2

Example 6.2-27

(31?+379 -51-+2/4 +2/-2)-17| = [2i*+3/° +3)? +(21-5/)-2]-? = [2* 3h a +(2-5-2]-1?

2 (2/4+313 43/7 -31-2)-7 . 2fi*12)+3(19 12)+3(1? -1?)—a(1-1)— 21?

np 4t2 4 37342 4 37242 _ 37142 _ 92] = |216 +315 +314 - 313 - 217
Example 6.2-28

(2x3 + 5x? -2x +429 - 20x? + 8x)-Var? |= (2=°+4x3) + (5x? — 20x?)+(-2x +8x)}-2x

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3 -x)+(6-2)(+x)
-x)—(15-2)(x?
= [(2+4)x? + (5—20)x? +(-2+8)x]-2x = [oe 15+?+6]-2+]= (6-2)(x

= a 30074 Hae] = fae ~3027 +1227]

Example 6.2-29

(w+3w? —4w? —w*4 —4w +6w4)-(2w?) = (ow - w4)— 4? 43w? + (w—4))- 207

[PE Pee
= (5-2)(w’ -w?)—(4-2)(w sw?) + (3-2)(w? -w?) =(3-2)(w-w?] =

= 10w® ~8w> +6w4 ~6w?

Example 6.2-30

(5x? + 4x -2x—6).(4x7)-(-2x)] = [5x +(4—2)x—6](-4-2) (2?-x)|= 5x? +2x-6|(-8x™")

= [5x2+2x—6f(-s:°)]=|-(5-8)(6° <2) (2-8)(v° x) + 6-8) °]= Lao? —160"1 +48?

—|-40x> —16x4 + 48x°

Practice Problems - Multiplying Polynomials by Monomials_.

Section 6.2 Case I b Practice Problems - Multiply the following polynomial expressions by
monomials:

1. 2.(5x? + 6x- 2x? -x+5} = ok (2x?y— Sy? +3x2y-2y? +3)-(3x?)?) =

a (5x3 + 2x? -5+3x-2x°)-(-2x)’ = 4. 6w-(4w +20? +2-3w +w?) =

5. 2x-(2x) (5x? 43x —2x? +x-2) = 6. (vi62 + V9x—2x +V16x*) (2x3) =

ik (5y-3y? +2y-4)-(3y7] = 8. 9x-(2x? 45-52? +6)-(323) -

9. (5x?)-(2x3 -4x-424x3 - x)-2x = 10. (Vx? — 4x — 2x? + 8x ~ 9/125+28) (22°) a

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_Case Il — Multiplying Binomials by Binomials

Binomials are multiplied by one another using the multiplication method known as the FOIL
method (see Section 4.2, Case II). In general, binomials are multiplied by each other in the
following way:

(aox" +ax"-"\(bo x” + bx”)

_ (ao -by) -(x” x")+(ag -by) -(x”x) 4 (ay By) -(x"™ x")+(ay -by)-(x"™™ a

= aby fe) +Agb, a) + aybo(x”™™") +a,b, aay

agbo(x?” + ag paes) & aybo(x?”-”) i ayby(x?”-2") = agbyx?" +(agb, +ajby)x2"-™ + aby x2"-2™
where n and m are positive integer numbers and n>m.

Binomials are multiplied by one another using the following steps:

Step 1 a. Simplify each binomial term, if possible.
b. Multiply the terms of the first binomial by each term of the second binomial using
the FOIL method. |
Step 2 | Group like terms with each other.

Examples with Steps

The following examples show the steps as to how binomials are multiplied by each other:
Example 6.2-31
(x?+3x}(x+8) =

Solution:

Step 1 (x? +3x)(x+8) = (x?+x)+(8-x?)+3(x-x) +(3-8)x =|x3 48x? +3x7 +24x

Step 2 x? + 8x7 43x? +24x| =|x° +(8+3)x? +24x/= x3 +11x? + 24x

Example 6.2-32

(V/225x +2)(5x- V81)|=

Solution:

Step I (V/225x +2)(5x- vi) = (vis?x +2)(sx- V9?) =

=[(5- J) 05. e+ 25x 2-9] = [r5x?-135x +108-18]

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Step 2 +10x -18]=|75x? +(-135

15x? —135x —18
+10)x —18]= [75x2 -125x
Example 6.2-33

(3x? +6x)(x3 +2x?) =

Solution:

Step 1 (3x? + 6x}(x3 +2x?) = (x?x3) +(3-2)(x? x?) +6(x-x3) + 6-2)(x-x?

BX 243eePON 24+2
Ox 10d | Gx Omer ven

Step 2 3x° + 6x $6x4 412x°|=|3x° + (646)x H12x° |= 1S ee

Example 6.2-34

(<?-5)(-a” +3) =
Solution:

Step 1 (2? -5}(-a? +3) = -(a? a)+(3 a?)+(5 a*)—(5 3) = |=aesa asa tS

Step 2 -a* +3a? +5a* -15|=|-a* +(3+5)a? -15/=

Example 6.2-35

Solution:

Step 1
Gal
3
Dies rapa 3
3 Zz

Step 2

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6.2 Multiplying Polynomials

_ Additional Examples - Multiplying Binomiais by Binomials

The following examples further illustrate how to multiply binomials by one another:
Example 6.2-36

(x+v/98)(x-2vi62) = (x-+/49-2)(x-2V81-2) = (x+V7?-2)(x-2V5?.2) = (x+7V2)(x-(2-9W2)

= (x+7/2)(x-18v2} = (x-x)—-(18V/2 -x)+ (7V2-x)-(7-18)-(V2-v2) = |p?18+ Wax—126022)

Example 6.2-37

(»?-3y}(y? +y) = (»?-v?) +(v?-y)-3{y-97)-30-y) =|y* +y° -3y? -3y7l=]y4 +13)? -3y?

=|y*-2y> —3y 2
Example 6.2-38

(ala? +aVa)(Va° -a)|=|(ava?*! +ava)(Va?*?*! -a)|=[(aVa?-a! +ava)(Va? a? a! -a)

=|[(@-aVa +aVal[(a-a)Va -a]|= (a? Va+ava)(a?

Va~a)
= (2 a*)(Ja-Va)-(a? -alVa +(a-a?)(Va-Va)-(a-a)Va = ‘(Va-a)-a3Va +a3(Va-a =a" a

= fata? a?Va+a?Va?~a?Va] =|(a*a) a°Va+(a? a) a? Va|=[a5—a*Va-+a4 aa

=[a5 +a -aa ~a?Va]=[a4(a+1)-
a?Va(a+))]=[(a+1)[a4
a? Va]|=|a2(a+1)[a —Va]
Example 6.2-39

(5 -VP (v4 3008) = (V5? —1)(14397* )= (V2.7? -)(1438 7) = (Aye -1)(14+3(1-0)

- (Al? -2)(1+37?) =|? +3(0? VP - (1-1)-3{1-1") -[29? 438U? —7?3]

a (30°97? -37°)+(? p 2) = 3°(V? -1)PAaiz= 1)=

Example 6.2-40

(0? - /8)(b+ V505?) 2 (0? -/4-2}(b + 25-26?) . (3 -V2?-2)(b+V5? 26?) (0°- 22)(b +526?)

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=|(63 -b)+ 5/2(6° -b?) — 22 -b —(2v2 -5v2)b?|=|0* +5V20° — 2V/20 — (2-52-26?

=|54 +5205 — 2/2 -10V2242] =|54 + 5/255 — 2V2b — (10-2)b?| = [5v255 + 54 — 2057 — 2V2b

Example 6.2-41

(Fea) are [eae

a?)sere) ene) baatcaa]-fPaaea
Example 6.2-42

a ce a =| 3a 6a>

fis aaa) |e oe

Example 6.2-43

(3[a?° +39](49? 394° |= (§Ja°* +39](44? -34) = (1a -4°+39)(44? ~34)

[OR] [Ee] [E Pe peereae

Example 6.2-44

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Example 6.2-45

(2°-Vb)(—Vo? + Vo") =|(2° -v)(—vo?#! + Vo?*?)=|(o° -6)(—vo? b! vb? 0?)

vb
=|(0° -Vb}|-b+(6-6)]}=](63 - Vb)(-bvb +07)|=|-{0° -o)Vb + (6°-62) + 6(lb-vb) -(6? vo

=|-64 Vb+5 +5(Vo-b)-b?Vb |=|-b4 vb +65 — 6? Vb+ bb? |=|-b4 Vb+05 — 6? vb+(b-5)

=|-b4 Jb +b? —b? Jb +b7|= b> — b+ Vb — b? Vb +B?

Binomials
Practice Problems - Multiplying Binomials by
Section 6.2 Case II Practice Problems - Multiply the following binomial expressions:

1. (*+3)(x-2) = 2. (-y+8)(y-6) =

B. (x? -2))(-y? +29) = 4. (a3-a *\(a- 6)

5. (Vx3 -2x (vx -4) = Garay

( aes \Qb? -w) =

7. (J81-V/72)(v36 + Vis) = eee é Lt) (ve?=) =

2) (uw?-¥27)(u* - ¥8) 10. (vVa?e +2}(—Va%e +8) =

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Case II Multiplying Polynomials by Polynomials

In general, polynomials are multiplied by each other in the following way:

(a,x” + yx". tag)(b, 3” +b, yx" 14. +bg
= (4; by)" x") +(a, -by-a):(x" xb (ay “by )x”

+(4n-1 by) (2 x") +(ay4 -bya):(x" (dys “by x" +...

+(ag -b,)x” +(ao -Dy1)x” | +...4(a9 -by)

= anbn(x"*”) + dpbyi(x"*"!) +...tdyby (x") +a,_1b, ag) +a,)b,-} (xmile tay 1bo he }e.

+agb,, ee + he Cl ..+agbg

=<a,,by (x?") +a,b,4 (x27 4. tay bye” +a,_b, (gat) + An-Py-i(x2"-? +. tay Da ("|

+agb, (x")+ aobn—(x")+- tagbo

= yb, x?" + (dyby1 + 4y1bp icant +...+(a,bg +agb,)x"

$y
Dy yx” +...4+(ay 10 + ayb,4)x”* +...tagbg

Polynomials are multiplied by one another using the following steps:

Step 1 Write the polynomials vertically. Multiply each term of one polynomial by each term
of the other polynomial.
Step 2 Write like terms under one another.
Step 3 Combine like terms by adding or subtracting like terms.

Examples with Steps

The following examples show the steps as to how polynomials are multiplied by each other:
Example 6.2-46
Multiply (x?+5x? —3x +3) by (x?- x +1)
Solution:
on x? +5x* —3x 43
Bagh nooa
Se ae 3x

Step 2 BES eo
x3 +5 x? -3x43

Example 6.2-47
Multiply (-° +3x° —x + 5}by (x°—2x- 3)

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Solution:
a2 Re x+5
Step 1 :
x” -2x-3

Sou eae — x4 4+5x3

Step 2 +2x® ~6x4 +2x? —10x

+3x° ~ 9x3 $3 x=15
Step 3 =x* 45x°43x5 — 7x4 — 4x? +2x7 —7x-15

Example 6.2-48
Multiply (a +3q7 = 2a" +5] by (2-1).
Solution:
Step 1 a 43a" =2a" 45
al
Step 2 a 43a =20° + 5a
Sta 3a 4 2a -5

Step 3 a> +2a4 -5a> +2a7 +5a-5

Example 6.2-49
Multiply (xsSe Spas -2) by (x?—2x -4) é;
Solution:
SRS Oe at Oe er eee)
Step 1
yo od
x8 - Ix! ayo oy" - 2x?

Step 2 — Dy Ax "4 6x° = 6x" +4x

=4y° E8r° 410x — 1x +8

Step 3 x® — 4x7 —3x° +17x> + 6x4 —12x9 — 2x? +4x4+8

Example 6.2-50
Multiply (2»? -6y-9) by (»°ys +3]

Solution:
2 —6y-9
Step 1 4 f
Vly #3
Dye =o —9 a

Step 2 —4y1 + Dy? +18y7

4 6y>—18p=27
Step3 2y>-10y4 +3y? +24y? - 18y-27

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Additional Examples - Multiplying Polynomials by Polynomials i

The following examples further illustrate how to multiply monomials by monomials:

Example 6.2-51 Multiply (2x4 - 2x +5) by Ee ~ 2);
Solution:
Ix* -2x+5
eS)

2x° OR iy
EAne +4x-10
3° 4x = 2x? 5x? 44x10

Example 6.2-52 Multiply (-3x4 he +1) by (x?+2x-3]

Solution:

SER eee |
x x 23

~3x/ —2x° + x?

~6x> ~4 x3 +2x

+9x4 +6x% 3
~3x7 —8x°4+9x4-3x9 +6x? +2x-3

Example 6.2-53 Multiply (-x* ESS 2)by (-3x +2).

Solution:
peed
—3x+2
+3x° — 6x4 + 6x

=O." 44x" =A
+3x°-8x4+4x3 +6x-4

Example 6.2-54 Multiply (a‘=3q° +10) by (a?—3a 4 '

Solution:
a= Sa 10
a’ —3a+2

a® a" +10a?

3a" +9q* — 30a

3949-60 +20

a® —6a> +11a4 — 6a° +10a” — 30a +20

Example 6.2-55 Multiply (x*-2x3 -x? +2) by (-x+3).

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Solution:
Ox ee?
—x +3
6
—x +2x4 + x? S08

+3x° 26x =x" +6

Ex 4 3x + 2x = 5x" = 3x" = 2x46

Example 6.2-56 Multiply (w*—w +2) by (w? y= !

Solution:
3
w >—-w+2

wow 1
w> S\y2 42

ay £ ely

= +w-2

> Ww Diet Swi Wee

Example 6.2-57 Multiply (x?aye 6]by (x+5).
Solution:
x? —3x+6
x+5

x - 3x2 + 6x

+ 5x —15x +30
x? +2x?
—9x +30

Example 6.2-58 Multiply (0°=U -1) by (6 +1).

Solution:
jb et
b+1
eer ie —b
1 hae|
bo 20h = b2 hb =1
Example 6.2-59 Multiply (2°— 4b3 - 2b + 3)by (0?inte !
Solution:
b 4b? 2b +3
poe bel
pb! Se se ay
me +464 «+ 2b* - 3
DE b> ee— 4b? 8 {ayaa
ho Sheesh” 4b = 6b° +5b* —5b43

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Example 6.2-60 Multiply (<?—2a- 3)by (a+2).

Solution:
dq —2a-3
a+2
be 0-30

Wai 40=6

a> +0a? —7Ta-6

Practice Problems - Multiplying Polynomials by Polynomials

Section 6.2 Case III Practice Problems - Multiply the following polynomials:

ie (6x? - 5x-2)(3x+5) = ps (03 - 5 +6)(6? -b +2) =

3. (uS ~3u4 20? +2)(u3 -2u? +1) = 4. (x8 3x4 +19 -2x)(x43)=

§. (x?-3x-8)(x?-2x) = 6. (-3x34x?-
2x41)(x?-x 41)=

ik (v5 -303 +2v-1)(v? +v-2) = 8. (x3 +5x? -5x+6)(x-5) =

9. (3y3 +2y?-2)(-2y
+1)= 10. (30-20? +1)(-a? +a~2) =

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6.3. Dividing Polynomials

Polynomials are divided by one another using a similar method like the long division used
in
arithmetic operations. In this section students learn how to divide polynomials by monomials
(Case I), and how to divide polynomials by polynomials (Case Il).
Case I Dividing by Monomials
To divide a polynomial, a trinomial, or a binomial by a monomial we divide each term in the
numerator which is separated by a + or a — sign by the denominator. In general, polynomials
are divided by monomials in the following way:
n n-| AZ n n~-1
AnX +An-\X + pn_2X “t...tA9 _ yx 4 Anz 4 n= 2¥ n—-2
ere:
by” be” pe Ox bye
where ay, 4,-1, 4-2, «5 4, and b are real numbers, n and m are positive integer numbers,
and x is a variable. For example,
loy* +5y>+4y7 +8y+20 _ l6y* | 5y° 4y? , 8 , 20
4 4 + ~ 4 4

Note that we can not divide out only one term of the polynomial in the numerator by the
denominator, i.e., we can not do the following:
2
4x? — 5x? 46x +12 e 4x° —5x* 46x +12
B 2
1
instead,

e
Ae 3 2

ee
hap Ox as 5X, sa?
ete AX ° See
, ox ,B2 ae

Division by monomial expressions is divided to three cases. Case I a - dividing monomial by

monomials, Case I b - dividing binomials by monomials, and Case I ¢c - dividing polynomials by
monomials.

Case I a - Dividing Monomials by Monomials

Monomials are divided by one another using the following steps:
Step 1 Simplify the monomials in both the numerator and the denominator.
Step 2 Divide the numerator by the denominator using the exporient rule (see Section 3.3,
Case II) to divide the variables, i.e.,

Seay inn
oa 1
or,
n

naa | ifn (m
x™ saa

where n and m are positive integer numbers and x is a variable.

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Examples with Steps |

The following examples show the steps as to how monomials are divided by each other:
Example 6.3-1
V8x3y? |_
V243xy3
Solution:
2 7 2x3 y?
Step 1 vex?y?|_|va-2xiy"
V243xy3| | V81-3xy3 9/3xy3

Step 2 2V2x3 y? _ 2 xy? me Deg soos = pera = 22 x? ae

9./3xy3 9/3 xl ys 9/3 yey 9/3 sie 9/3 v

Example 6.3-2
~J/12a*b*c tas
V225abce4
Solution:

a UN2
aes = -vide te) 3acb-c = _ 2V3a*b7c
Step 1 152 ahes 1Sahe*
J225abc4 V15-15abc4

Step 2 _2v3a767c} _|_2v3 a7b?c4! |_

15abc* 15 glple

pean
a ae 2aab
2a

Example 6.3-3

Solution:

Step 1 sls

3 I Dt D9 ee =
Step 2 _Wautv? |_|_28 RS Nas, 2 PA 282 u! _|_ 282m
3uv3 3 AR 3 y3y2]} | 3 3-2 3 y! 3y

Example 6.3-4
_3/35 as Lew

494 Py

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Solution:

=a) 30 SVvuew : 33/5 yrtly2+2+1

Step 1
=H94Pp 2Qu2w

= 305 u(w -w)Juw ~ 305 uw? Vuw

2 u-w 2 uw

305 uw? uw _ 375 ulw?Juw =e ww

Step 2 =
2 uw 2 y*w!

= 375 wl Vuw - 39/Sw/ uw

y uw 2u

Example 6.3-5

Solution:

34/441 4+2
Step 1 é
y 43343

The following examples further illustrate how to divide monomials by each other:
Example 6.3-6

xy : xy ‘
a we)

Example 6.3-7

pigleseale lose laid a = clea

les inon ap) 3 ole eee
oe Ea

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Example 6.3-9
1 [uta]= (eo)= 2
tote]
re, alee gt) at) fae
-V64x3 y? J64 x3y? Js? vey 8x3 y? pad ee 2 x 2x?

Example 6.3-10
28
55s] Seen See -|-75|- (4)
~/36 Jez 6 3 3

Example 6.3-11

49 x [ y2tl,2+2

7 . [ 2+2,24242

1 xy?2?

Example 6.3-12

S6yxo ye zo

27 -3x7 yz?

12x! ylz?2/x? y
3x? yz?

xy
1

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Example 6.3-15

=V72xy|_|_V36-2xy|_ bt ee ee eee ee
12x? 12x yp" 2x2 yr) 2x! y? 2xy”

Section 6.3 Case I a Practice Problems - Divide the following monomial expressions:
= D3 |
_8 4 =

a 36x y>z4 2 5 ~9q*bc3 a 6 —24Im> n? zal

© -W/25xy23 3979 6p3.¢3 © 12/?mn

a 2 ; 4f34 55,476 - ; 319753 y6 -

= Comte =
23
—xy°z hsxSy? ~9x7y

Pi, 6)
10 xy =
4 24 x4y8

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| CaseIb_ Dividing Binomials by Monomials |

Binomials are divided by monomial expressions using the following steps:

Step 1 Simplify each term in the numerator and the denominator.
Step 2 Divide each binomial term by the denominator using the exponent rule (see Section
3.3, Case II) to divide the variables, 1.e.,
n
2 n-m 2
ee eee Maing
x 1
or,
n
Xs 1
a ifn {m
TCO?
m St

where n and m are positive integer numbers and x is a variable.

Examples with Steps

The following examples show the steps as to how binomials are divided by monomials:
Example 6.3-16

—8x -
Solution:
Step 1 Not Applicable

Step 2 8x? - 16x? = 8x3 | alOxe Me Ls eo eee

-8x -8x -8x ifs ae

Example 6.3-17
-15Va3 +10Va? a
a5*
Solution:

Step 1 [241 10a

m= lovas _|-15aVa +10a
=S74

Step2 |Na? ata! nods

|

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Faea
(a Be a a
le a
eay a
as a
[ye |=
Me) fale

Example 6.3-18

Solution:

Step 1

Step 2

Example 6.3-19

Solution:

Step 1

Step 2

Example 6.3-20
Suv v-w4 = ury
10u2v2w2

Solution:

Suvv w we uv? vw? .w!

Step 1 10u2v2w?

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1 w2 ll ,

Suvw2 —~y?v2wJw ue Suvw2 Ww aus Vvzw vw

-

Step 2 = +
Ou2v2 Ww? 10u2v2w2 — 10u2v2-w “liga2 2 10u2v2w2

uu? Jw we ur? Jw

(u2u-1).(v2v"1) i 1o(v2v-?) (ww?) aye hy?) 10v272w27}

The following examples further illustrate how binomials are divided by monomials:
Example 6.3-21

Six 14x) | 27x? 9

14x} _
-7 7-7
Example 6.3-22

Example 6.3-23

_| x(v-y)-4x(y-
yw
xy

: yt ayy : ee
xh xh x? x?

FePee

Example 6.3-24
peas

-x?y?

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Deve2.2 EvevaN
2.2
aleloc.
= 2-2
¥ Ng |e Yandel2/1and 10h are
yan maga? Ie akg =k eee a a Byer:
Example 6.3-25

36x° —4x|_|36x° alae

8x? 8x? 8x?

Example 6.3-26

av b> -b! +avb? -b? y abVb +a(b-b) ‘ abil

b +ab?
ath? azb2 | azh2

_lab¥b | ab? |_|alpl/b | alb? | Vb el SE ied a SI ee fe

7 a2b2 PO = azb2 Morr ie ao, a eae oe i site iliab ed

Example 6.3-29

-J27|_|3v25-5-V/9-3|_
3125 _|G-3)V5 -3v3 sD Bare
Seosea |i A15+15 15 15 be ac

Example 6.3-30
1 2
4m? n3l+16mn*1? |_| 4m?n?l Lomn*)? |_ 4m?n?1_ 16 mn*??
-8nPn? |? oi ae Sr 8menl* &mPn>]?
2 1

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Practice Problems - Dividing Binomials by Monomials :

Section 6.3 Case I b Practice Problems - Divide the following binomial expressions by monomials:

i 98 AG = x y3z4+4x7y? im -a>b3c+a7be* =
= 12 2. 2 3.
—2Xy. We Ze.
= Dee

4 “ee ~¥03p%¢ is 5. mn? 1+ ml? = 6. 36y" = 18y° =

Va*btc® bust m2

7 a Bae ¥ DP
eee Bees ; 8x23 — [9x2 7
25 81x4 . [4x46
10, wloow? +V75w? _
. —V25w?

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———
e 6.3 Dividing
ee VIVIGING Polynomials
FOlyOMIALS

___Casele Dividing Polynomials by Monomials

Polynomials are divided by monomials using the following steps:
Step 1 Simplify each term in the numerator and the denominator.
Step 2 Divide each polynomial term by the denominator using the exponent rule (see Section
3.3, Case II) to divide the variables, i.e.,

x x n-m
ea
—— = 3% if n)
ifn)m

Or,
n
x; 1 ;
i
se 38
eS ifntm
where n and m are positive integer numbers and x is a variable.

Examples with Steps | _

The following examples show the steps as to how polynomials are divided by monomials:
Example 6.3-31
~J144x> +6x3 + V16x? —24 =
2x?

Solution:
—J144x° +.6x3 + V16x? — 24] _|—V12-12x° +.6x? +V4-4x? — 24
Step 1 5 =

_|—v12?x5 46x39 +-V4?x7 - 24] |-12x° +6x? +4x7 - 24

Dee 2x?

Step 2

Ww o —_
Oo (oe) bho
| “N* w ls 12)&
l | ll | ae + | I] + N |
N}N NM
NN]
S— iad
oil ia’
Lal |mm é_— Sos

Example 6.3-32
x7 y—4xy? +2x-4
_73/ 3 yp

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;
Solution:

Step 1

2 i 4|_ xy —4 xy? =
Step 2 yaaa
xy = ane
Saree me et

_x ome 2xty? REL

zs 2
Day” xy oe xy

eo Oy wee x Poe
paeas
== at Se eee
2 eae aeXy 2 y xy

Example 6.3-33
ede Nee 8c
rN TD e
V2¢°
Solution:

Sept 300 Sc = ae he _|v16-2c° Sf 2c = 8e4 13602

pie V2¢7

¢ V4? 203 2? 26 8c +-¥62-2 |_| 4v2c? -2V2c?

-8c+602
We V2¢3

Sten? 4/203 - 2 2c? -8c+6V2 |_| 4v2c? r Sy Nyy an 6/2

ie. net. AlDe7 mewnDeen Oc.

_|4v/2c° EON ee , OVE |_

wie V203 3 hie

Example 6.3-34
yo a 8y — Ayy*+120
—y144y?

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6.3 Dividing Polynomials

Solution:
6 5 | / | e

~144y? ~yv12-12 ~yi2?

_| v6 -8y> -4y? +120

=I2y

2 1 10
Step 2 y 6 Spl y 5) A VY 2 FA20 | |) oy 6 esa 8y 5 = 6
nad 5
nee 2
_ 126
+ =
-12y -y -l2y -12y -l2y 12y ee eae ae

Example 6.3-35
Sn = 8 4 2n =A
2n4
Solution:

Step 1 Not Applicable

14 4 1 2
SE 28n° ~8n* +2n? -4|_|28n° | -8n? | 2n? Pewle 28n° _8n° In? 4
P 2n4 2n4 —2n* —2an* = 2n4 Ins Brt “Tyee gy
1 1 1 1

The following examples further illustrate how to divide polynomials by monomials:

Example 6.3-36

6u> 247 +12u3 —8 s

—2

Dsu. + 2u 6nd

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Example 6.3-37 ,

Ia? 14a? + 2a=—49|. |Ja® —140? “21a 49

= + + + =
Ta Ta Ta Ta Ta

_|a" 2 _ 2a 1 , 34 0 a Elo enc el

1 l Ly ava a

Example 6.3-38

iS) | |
II n Ss + N=

Example 6.3-39
Viger ea 1
AR eE Ry dy) | ASe. 8x 4x) 48x° _8x> dx* 2
—4x
4 eo —4x
Gor —4x
eg —4x
ae ant —4x
omy fie 4x* 4x4 Jee! of CE:
1 1 il R

Example 6.3-40

x 20x = 3x 1276 %. 9x -3r° 2x —6

Shs 3x 3x 3x 3% 3x?

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Example 6.3-41

xy” — 2x?y?44x?
y+16 |_
8xy

Example 6.3-42

Fg ae Pein ere -~u*w Vw = Wure + 8(u-u)vw?*! —u?w Vw2w —2vu2u +8u2Vw2w —~u*w
Z uw 2 ae eZ
2uw

1 4
wiw —2uJu +8u2wlw —~u*w wiw ~Qulu 8u2walw —u?w wiw c Qulu zs8u2wiw uw
7 2uw
2 Sao
2uw 2uw
ares 2uw
ae as
2uw
A Quw? Zuw 2 2
1

wiw uvu 4u2w Jw u-w 4ueu Jw Tie

cs 2uw ha uw Pa uw
Byres 2uw i - fo ede
ww
| 2w-w
ee

7 Jw : Vu aw Tog: Ub Jw = Vu ful y! Jw vu Au _ Uu

i Quwe ykly? we! Qw2! s 2uwi yw? w! 2w! | Quw yy? w 2w

Example 6.3-43

e222 Hny?2 — x? yr 22° : xPy?s yz -x2 ye| -223 ,

4xyz 4xyz Axyz Axyz A4xyz

i: x?y?2 yz xo ye 2 \ xy?t we x?

4y 4x xz

is yee : yr : yen ; ool : xlyl . yl ; ae 7 32

4 4 4 2xy 4 4 4 2x

Sagi oe x

4 4 4

Example 6.3-44
-16
—4/48 + 3/486 + 4/243 -16| | 9/32-2 — 416-3 +9/243.2 + ¥81-3
164
V32 732

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$195 > 404.3 4935.2 + 434-3 -16

SO ee
ala AE
oouee)
Example 6.3-45

V125y> -V72y? +V18y—4|_|V25-5y?

-V36-2y? +V9-2y-4] _
V64y V8-8y

pees 2 ee oj oue sl Sv5y? _3v2y! | 3V2 _ a enls Spe 3V2y | 3V2 1

4 Sue 2y 8 4 Sy Dy 8 4 8 ly

Practice Problems - Dividing Polynomials by Monomials

Section 6.3 Case I c Practice Problems - Divide the following polynomials by monomials:

1 eo Po ~ 2 yal? s 3 x? y—2xy +4xy7 -8 x:

4 -2 6xy

4 Same
375y oes
= M108 y 7pat
Ns 6 3 2
gee a See 6 3V.a!° — 6a* — 64a?
-12 _
l5y —2w : w na

7 =m —3m +2m—8 er 8. m>n* — mn? +mn-6n J 9 y! By? — 5 + 6y—12 =

~m? 2m? n? 15y?

19, ¥32=¥72 +¥/108 + V162 _

. -V81

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Case ll _ Dividing Polynomials by Polynomials

Whole numbers are divided by one another using the long division method which can be
summarized as: selecting a quotient, multiplying the quotient by the divisor to obtain a product,
subtracting the product from the dividend, and bringing down the next digit/dividend term.
Polynomials are divided by one another in a similar way as the long division method used for
whole numbers. The following are the steps for dividing two polynomials by each other:
Step 1 a. Select the first term for the quotient which divides the first term of the dividend by
the first term of the divisor.
b. Multiply the selected first term of the quotient by the divisor.
c. Write the product under the dividend.
Step lad. Change the signs of the product written under the dividend.
i) . Subtract the product from the dividend.
. Bring down the next term from the dividend to obtain a new dividend.
mh

Step 2 a. Select the second term for the quotient which divides the first term of the new
dividend by the first term of the divisor.
b. Multiply the selected second term of the quotient by the divisor.
c. Write the product under the new dividend.
Step 2a_d. Change the signs of the product written under the new dividend.
e. Subtract the product from the new dividend to obtain a remainder. If a remainder
is not obtained, proceed with the next step.
f. Bring down the next term from the dividend to obtain another new dividend.
g. Repeat Steps 2a. through 2. until a remainder is obtained.
To check the answer multiply the quotient by the divisor and add in the remainder. The result
should match the dividend.
| Examples with Steps

The following examples show the steps as to how polynomials are divided by one another:
Example 6.3-46: Divide x*+8x? +16x* +5x by x74+3x+1.
Solution:
oa first term of the quotient
Step 1 x? +3x41 Jax4 +8x? +16x* +5x dividend
divisor +4x443x34 x?

x7

Step 1a x? 43x41 Jaret+849 + 16x? + 5x

Px 3x" 4 x?

+5x3 + 15x? +5x new dividend

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ore :
x +X first and final term of the quotient
Step 2 x7 43x41 Jax4 +8x> +16x? +5x
+x4 43x a x?
= oy: sae
45x° +15x* +5x

45x93 415x? +5x

245
x tox quotient
Step 2a x? 43x41 Jat +8x? +16x? + 5x dividend
ae = < = >
divisor yn 43x3 Se ae
ie Sere
+5x° +15x* +5x
2
45x> +15x74+ 5x
0 remainder

The answer is x? +5x with remainder of zero.

> & x mS
x4 43x72 4x? 45x37 +15x* +5x = x4 +(3x° +5x9)+(x? +15x?) + 5x = x4 +(3+5)x? +(1+15)x? +5x

x* + 8x3 +16x~ +5x ~~ whichis the same as the dividend

$3 - . . . .

Example 6.3-47: Divide 6x7 +19x +18 by 3x45.

Solution:
2x Jirst term of the quotient
Step 1 3x45 46x? +19x 418 dividend
divisor 46x +10x

2x
Step la 3x+5 J+6x? +19x+18
46x? + 10x
+9x+18 new dividend

2x +3 first and final term of the quotient

Step 2 3x45 )+6x? +19x+18
+6x? +10x
Ix
ir se ee

2x +3 quotient
Step 2a 3x45 J+6x7 +19x +18 dividend
divisor +6x? + 10x

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+9x+18

+9x415
+ 3 remainder

The answer is 2x+3 with remainder of +3, or 2x+3+

3x+5°
Check:
(2x +3)(3x+5)+3 = (2-3)(x-x)+(2-5)x+(3-3)x
+(3-5) +3 = 6x? +10x+9x +1543
= 6x7 +(10x +9x)+(15+3) = 6x? +19x +18 which is the same as the dividend
Example 6.3-48: Divide x? +8x? +25x +50 by x+5.
Solution:
| 2
x Jirst term of the quotient
| Step 1 es Jax + 8x7 +25x+50 dividend
divisor +x et 5x2

x2

Step la +5 )4x348x? 425x450

Ty 5x0

43x? + 25x new dividend

2
x" +3x first and second term of the quotient
| Step 2 +5 Jt? +8x? +25x+ 50
+3 + 5x?

43x? +25x
|

| +3x? +15x

x? +3x

| Step 2a +5 )4x) 48x? + 25x +50

4x3 + 5x?

43x? +25x
43x? + 15x
+10x + 50 new dividend

x? +3x+10 first, second, and final term of the quotient

Step 3 x+5 Jx9 48x? +25x +50

4357 425%
By 4150
+10x +50
+10x +50

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2
x* +3x +10 quotient

Step 3a ae Jax +8x? +25x+50 dividend

divisor oe es5x?

43x? +25x
43x? + 15x
+10x + 50

+10x +50
0 remainder

The answer is x? +3x+10 with remainder of zero.

Check:
eZ +3x+10)(x +5) = (x?-x)+(5-x?) + 3(x-x) +(3-5)x +(10-x) +(10-5)

= x9 45x? 43x? +15x-410x

+50 = x9 +(5x? 43x?)
+(15x+10x) +50 = x9 +(5+3)x? + (15+ 10)x +50
= x3 48x? +25x+50 which is the same as the dividend

Example 6.3-49: Divide -x* +3x> — 2x? -5x+10 by -x+1.

Solution:
ye first term of the quotient
Step 1 eS ius| J-x4 +3x? —2x? —5x+10 dividend
divisor —x44 x3

Step la -x+1 Jax4 43x39-2x? — 52 +10

tx44 x3

42 x = 9x7 new dividend

xY = 2x" first and second term of the quotient

Step 2 -x+1 x4 +3r9 2x? —5x +10
tx4y4 x

ioe xe

+2 x3 — 2x?

yale

Step 2a -x+1 )-x4 +3x3

-2x? — 5x +10
tx44 x3

ee ee
42x39 42x?
—5x+10 new dividend

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0° = 2x? 45 Jirst, second, and final term of the quotient

Step 3 =x41 =x" +3x° = 2x7 — 5x40
tx44 x3

dx? = Oy?

+2 x3 +2x?
—5x +10
—5x+ 5

2x7 45 quotient
Step 3a -x4] )-x*+3x°-2x?-5x+10 dividend
divisor +x*+ x?

42 EO?

+2 x° 2x?
=x +10

+5x + 5
+5 remainder
5
The answer is x? —2x* +5 with remainder of +5, or x° —2x? +54
-x+1
Check:
(x? - 2x? + 5)(-x-41)+5 = -(x3 -x)+(x9 1)+2(x? -x)-
(2x? -1)-(5-2)
+(5-1)+5
= =xt x3 423 ~2x* —5x 4545 = =x4 + (x3 +2x3)-2x? —5x+(5+5) = -x* +(1+2)x? Oy 5710

= x) 43x° —2x*— 5x 4-10 which is the same as the dividend

Example 6.3-50: Divide x4 +2x? +2x? +2x+6 by x41.

Solution:
Be
first term of the quotient
Step 1 x+1 Jax! +2x? +2x? +2x+6 dividend
divisor
4
+x*+x
3

Step la x+1 Py a Pox- +2x+6

new dividend

first and second term of the quotient

Step 2 seth jl Jax4 42x 42x? +2x +6

4x4 ie x?

4? 2x7

es Perss

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Xe eX

Step 2a x+1 ext +203 42x? +24 +6

don eS

+x? +2x new dividend

3 2
xX +x +X first, second, and third term of the quotient
Step 3 x+1 txt +229 42x? 42x +6

Step3a r+] }tx4 42x) +22? +2046

ed irae

+x+6 new dividend

x txe txt first, second, third, and final term of the quotient
Step 4 r+ 4x4 +2x9 +2x? +2046

quotient
Step 4a x+1 Jax4 +x? + 2x7 42x46 dividend
divisor +x*+ x3

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e ee ig Polynomials
Fly ODS

+ x Ox"

oe ee
+x? +2x

a 38 a
eo
+x+l1
+5 remainder
5
The answer is x? + x*+x+1 with remainder of +5, or x° +x atx ;
eon

Check:
(x?Hee +x+I)(x+1)+5 = (x3x)4.9 + (x?x)+(x? -1)+ (0-2)+ (eel) +(1-x) + (1-1) +5

x +x +x 7 +x+x4+14+5= x44 (xP 4x4) 4(0? +x?)+(x+x)+(1+5)

x + (1e 1)x° + (1+ 1)x? +(1+1)x+6 = xt 49x39 49x? 42x%+6 which is the same as the dividend

___Additional Examples - Dividing Polynomials byPolynomials

The following examples further illustrate how to divide two polynomials by each other: (As an
exercise, the students are encouraged to check the result of the following additional examples.)
Example 6.3-51: Divide x* +6x* +14x +20 by x+3.
Solution:
x? +3x +45
x+3 +x? +6x? +14x +20
+x? +3x?

43x? +14x
43x? 49 x
+5x+ 20

45x+ 15
+5
‘ 5 5
The answer is x? +3x+5 with remainder of +5, or x? +3x+5+ ae

Example 6.3-52: Divide 2x° +3x* - 9x? +12x-18 by 2x-3.

Solution:
x4 43x73 +6

2x -3 J+2x° ax * ~9x3 +12x-18

+2x> +3x4

+6x4 — 9x3

+6x* — 9x3
+12x-18

+12x +18
0

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The answer is x4 +3x° +6 with remainder of zero.

Example 6.3-53: Divide —x4 +x? +2x? -2x+4 by -x+2.

Solution:
yee+2

—x+2 x44 x? 42x? —2x+4

Aa 3

The answer is x 34742 with remainder of zero.

Example 6.3-54: Divide x° +2x4 +9x? +13x? +17x+14 by x*4+x+2.
Solution:
x? -- x? +6x+5

x? +x+2 Jax Bos On 1 3y 17x14

4x° - x4 Mise

Ry ey eeaN

ey

+6x> +1 1x? +17x

+6x° +6 x? +12x
45x7 45x 414

oe Get + 5x +10
4
4
The answer is x? +x? +6x+5 with remainder of 4, or x° +x24+6x4+5+
x*+x+2

Example 6.3-55: Divide 3x* +5x+2 by x41.

Solution:
3x +2

x+l1 43x? 45x42

The answer is 3x+2 with remainder of zero.

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Example 6.3-56: Divide -2x’ +6x° — 4x3 + 5x? -15 by x7 -2.

Solution:
=x + 2x? +5

cid) )=2x" +6x° —4x? +5x2 -15

42x) 4 4x°

+2x° — 4x?
+2x° +4x3

4 Sy? 15
+5x? +10
==)
5
The answer is —2x> +2x° +5 with remainder of -5, or —2x> +2x° +5-
Xo— 2

Example 6.3-57: Divide x -2x*+5 by x-1.

Solution:
eo oe |

x-l Jex3- 2x? 0x +5

+x°+ x?

—x? + 0x
+x? + x
—x+5
tx+l
4

The answer is x? —x-1 with remainder of 4, or x” ee a, :

Example 6.3-58: Divide x° —3x* -2x*+8x-6 by x-3.

Solution:
x= 252

x-3 +x° —3x4 — 2x? +8x —6

yee +3x4

=e EBX
BN red + 6x
+2x -6

4+2x+6
0

The answer is x4 —2x+2 with remainder of zero.

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Example 6.3-59: Divide 12x° ~ 4x? -3x41 by x-1.

Solution:
12x? +8x+5
r-1|+12x3 -4 x? =3x+1
+12x3 +12x?
48 x? —3x

+ 8x? +8x
+5x +1

+5x+5
+6
f 5 ; 6
The answer is 12x” +8x+5 with remainder of +6, or 12x” +8x+5+——. a

Example 6.3-60: Divide 18x? -12x* -11x +10 by x-2.

Solution:
18x? + 24x +37
me) u18x° 12x11 10
418x? + 36x?
POY Woe bs
+24x? + 48x
+37x +10

+37x+74
+84

The answer is 18x? +24x +37 with remainder of +84, or 18x” +24x +37+ ~s : x

Practice Problems - Dividing Polynomials by Polynomials

Section 6.3 Case II Practice Problems - Divide the following polynomial expressions:

1. 3x?+10x+3 by x+3 2. x ix 13x° 19 10 byw 45

3
. x OR =x? ee -2x* yee 2 =
—x? +2x°+5x-10 b
by =
x-2 4. -2x" 4 +5x° 3 —4x°+16x-15
o)
by -2x+5

5 Oe Soy 4 ox foe > by «5 6. =x? 44x? = 6x4— 2043 by Ives

Te By) 43K ne b
Xo OL WY v1 8. 2y° 345y?
+5y* -4y-12 by y+2

9. x3+2x?-18x+14 by x-3 10, x* 42x? 42x? 5x42 by x+2

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6.4 Adding and Subtracting Polynomials

Polynomials are added and subtracted by combining their numerical coefficients while keeping the
like terms. Polynomials can be added horizontally or vertically as described in the following two
cases:

- Casel Adding and Subtracting Polynomials Horizontally

Polynomials are horizontally added and subtracted using the following steps:
Step 1 Write the polynomial in descending order.
Step 2 Group the like terms. (Note: In the case of subtraction, change the sign in each term
of the polynomial being subtracted before grouping the like terms.)
Step 3 Add or subtract the like terms.

___Examples with Steps

The following examples show the steps as to how polynomials are added and subtracted
horizontally:
Example 6.4-1
(x?+3x? +5)+(x9 + 8x +2x?) =

Solution:

Step 1 (x?+3x3 +5)+(x° +8x+2x?] = (3x3 exe +5)+(x3 Dee +8x)

Step Z (3x9 ese +5)+(x9 SS ee +8x) = (3x° +x3)4(x? +2x?)+8x+5

Step 3 (3x° +3)4(x? +2x?) 48x45 =|(3 +1)x? + (1+ 2)x? +8x +5]=

Example 6.4-2
(y+? -3y) +3)-(3y? +2y-y') a

Solution:
y? +39? +2y)
Step 1 (y+y? +3y° +3)-(3y? +2y-y) = (3y° +y" +y+3)-(-

y° =a -2y)
Step 2 (3y° +y? +y+3)-(-y° +3y? +2y| = (3y° oy +y+3)+(+

3 (3y° +y)+(y? ~3y?)+(y-2y)+3

+(1-2)y +3
Step 3 (3y° +y)+(y? -3y*)+(y-2y)+3 = G+l)y° +(1-3)y*

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,
= 4y> —2y?-y+3]

Example 6.4-3
(-2x+x4 + 5x? +1)+ (3x+8x? Poy -3) =

Solution:

Step 1 (-2x+x4 + 5x? +1)+(3x-+8x7 +3x4—3) = (x‘+ 5x? -2x +1) +(3x4 +8x? +3x-3)

Step 2 (x*oO —2x +1)+(3x4 +8x7 +3x-3) — (x*+3x)+ (5x? +8x?) +(3x- 2x) +(1-3)

Step 3 (x4+3x4) +Bx-2x) +(1-3)]=|(1+3)x4 + (6+8)x? + (8-2) +(2)

+(52?+82?)

-
Example 6.4-4
(477440? oF +21) —(3k 241? - «?1) =
Solution:

Step 1 Not Applicable

Step 2 (x1 +k? + k+2k71) — (3k~ 24d? -K?1) : (17 +k? +k +271) +(—3k + 2k? +?)

= (x21 + 2471 +471) + (10?+2k17) + (k— 3k)

Step 3 (x7 +2k71+k?1) + (Kd?+2kI7) + (k- 3k)| =|(14+2+1)k7/ + (1+ 2)kl? + (1-3)k

=|4k71 +31? + (-2)k| = |4k71+3k1? — 2k

Example 6.4-5
(m° +m+4m?)+(m-+m) +(3m-+4m3) =

Solution:

Step 1 (m?+m+4m?)+(m+m?)+(3m+4m) = (m3+4m? +m)+(m? +m)+(4m3 +3m)

Step D) (m? 44m? +m) +(m? +m)+(4m3 +3m) = (m?+ 4m?) + (4m? +m?) +(m+m+3m)

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Step 3 (m3+m?) + (4m? +m?) + (m-+m+3m) =|(1+4)m? +(4+1)m? +(1+1+3)m

= |Sm3 +Sm? «5m

~_ Additional Examples -Adding
andSubtracting Polynomials Horizontally
The following examples further illustrate how to add and subtract polynomials horizontally:
Example 6.4-6

(5x? +9-+6x)+(-2x-3x?)|=[(5x? + 6x +9)+ (-3x? - 2x)|=|(5x? - 3x) + (6x- 2x) +9

ease
Example 6.4-7

[-23
(-3x3 —5x-
=5x—6x +759)-(12x3
(las?++5x23)
5x? - 3x) = (20 -5x-65-+(7-9))+(-128° 54? +3)

= (3x3 -12x3) — 5x? + (Sx - 6x +3x)+7 = (-3-12)x? - 5x? +(-5-6+3)x+7 2 =15xn7 = 5x2 —8x 47

Example 6.4-8

(3x?) -37 + 2x)+(-2x?y-5+2xy?) = (3x2y-2x?y)+(-39? +2xy7)+2x-5

=|(3-2)x?y +(-3+2)xy* +2x-5 =|x?y—ay? +2x-5

Example 6.4-9

-(33 3x" + 6x4 — 5)+ (5xaay = oe 2x°) = (6x4 seg eye 5)+(-3x9 Oy? 5 e 2x°)

+(32? - 2x?)+ 5x +(5+2)

(6x4 - 23 -3x? +5)+(~3x3 - 2x? + 5x + (2-1)}|=[-6x4 +(-x3 ~3x3)

w [et Cape + (B—2)e? +5247] = Lot ax? 52?+5x+7]

Example 6.4-10

(4x? ae +2x+10)+(-3-x7 +5x+2x4) = (-3x* +43 +2x+10)+(2x4 ey +5x-3)

=|(-3x4 +2x4) + 4x? — x? + (2x +5x)+(10-3)|= (-3+2) x4 +7

4x9 —x? +(2+5)x

= ~x4+4x> - x? +7x+7

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Example 6.4-11

(6x3 -4x+5+3x?) + (-2x—5x? +3x—x?7 +29] = (6x3 +3x? - 4x +5)+(-5x? x? -2x+3x +82)

= 6x + (x? =x? = 3?) (ax —23 +34 + 8) +5]= 6x? +(3-5-1)x? +(-4-2+3+8)x +5

~ 6x? = 3x" +5x+5

Example 6.4-12

(3x* +4 +2x4 +2x?) + (5x-3x? —3x4 +3) = (3x* +2x4 42x? +4x°)+(-3x4 ~ 3x? +5x +3]

= (3x* Oe Foxe +4)+(-3x4 Toe. +5x +3) = i3x° +(2x4 = 3x") +(2x? ~ 3x7) 45x+(44+3)

=|3x? +(2-3)x* +(2-3)x? +5x+7)=

Example 6.4-13

(7 BoC hate a +5)+ (2x-3x? +x°)-(x? +43) = (3x* —2x? +7x+5)+(-3x +2x-4x°)— (4x9 +x?)

= (3x° Seren dy +5)+(-3x? + 2x +1)+(-4x3 - x?) = (3x* -4x3)+(-2x? — 3x? - x?) +(7x+2x)+(5+1)

= [6-4 +2= 3-1)? +(742)x+6]- Ext6x? +9246)

Example 6.4-14

(32me hecae + 6a)+(~3ab + 2a? oy + 2ab - 5a”) = (32? Paes, - Sab)+ (2a? eae +2a~3ab + 2ab)

= (30? +2a? ~ 5a?) +(-Sab—3ab + 2ab) + (6a +3a +2a) = (3+2-5)a” +(-5-3+2)ab+(6+3+2)a

Example 6.4-15

(uv ~2u?v + Suv?) — (wv? + 8u?v) + (2u?v - 2uv?) = (uv —2u*y +5uv)+(-uv? ~ 8u7v) + (2u?v ~2uv?

= (2y = 2u?y — Buy + 2u7v) + (Suv? = wv? - 2uv?) = (1-2-8 +2)uv + (5-1-2)v?] = [102 +2u0?]

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Mastering Algebra - An Introduction 6.4 Adding and Subtracting Polynomials

Practice Problems - Adding and Subtracting Polynomials Horizontally _

Section 6.4 Case I Practice Problems - Add or subtract the following polynomials horizontally:

ihe (x3 42x -3x-+2)+(3x3 +x-x°) = 2. (y-»? +24 +3y? -3)+(2y4 + y3 +5-y?) =

2 (3x-3x? +5x-3)-(-2x +5-x? +2) = 4. (x2 +2x?y2 + 4ay2)+ (4x? yz -x? ye+ 292] =

5. (-2ab -3+22767)+(-sab +276? + 2(ab)”) = 6. (5x6 x5 ~ax4 43x +x?) -(x- 32? +x4 —3x) =

Jie -( 2 + +2w4 +8)+(w 34 -2w? —8) = 8. (u2v + 2uv + 5u?v—6 + uv)+(uv +2-3u?v) =

9. (x3 + x)— (3x? +29 +52)+ (-x? -6x—4x° +] = 10. (x9 4x4 +2)-(x4 +3-2x5 +39) +(4x4 8) =

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Case II Adding and Subtracting Polynomials Vertically

Polynomials are vertically added and subtracted using the following steps:
Step 1 Write the polynomials in descending order.
Step 2 Group the like terms in each polynomial separately. (Note: In the case of subtraction,
change the sign in each term of the polynomial being subtracted before grouping the
like terms.)
Step 3 Write the like terms under one another.
Step 4 Add or subtract the like terms.

Examples with Steps | :

The following examples show the steps as to how polynomials are added and subtracted vertically:
Example 6.4-16
(x*+x+3x? +4r] A (x?43x47 —x° +x) =

Solution:

Step 1 ke +x+3x3 +4x)+(x? +3x* —x° +1]

Step 2 (x*+3x3 +4x+x)+(3x4 = x +1] [=*+3x3 + (4+ D)x]+ (3x4 ~x? +x? +1]

= (x‘+3x3 +5x)+(3x4 ae Ee +1]

4 3
+ 5x)+ (3x4 -x3 +x? +2) ne + 3x +5x
Step 3 (x4 43x?
Chere So a

x4 +3x3 +5x
Step 4
= yx se

4x4 +2x3 +x? +6x

Example 6.4-17
ee +x‘ +2x+5)—(5x-3x4 -x+3x +6] =
Solution:

Step 1 (x°+x4+2x+5)—(5x—3r4-x 43x46) -|(«txt42x45)-( set +5e43e—x+g]

Step 2 (x°+x442x45)-(-3x4 +52 43x—x +6) = (x°+x442x45}+ (3x4 —5x-3x 42-6}

= (x°+x4+2x+5)+[3x4 +(-5-3+I}x—6] = (x°+x4+2x+5)+(3x4 7x6}

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Mastering Algebra - An Introduction 6.4 Adding and Subtracting Polynomials

x oe. y Ox 4S
Step 3 (x°+x4 +2x-+5)+(3x4 - 7-6} =
iS iy pet

WS
x” + x4 42x45 kes Oy
Step 4
yt 2 ye G e3y
= 77=6
x +4x4 —5x-1

Example 6.4-18
(x? +9x—2x +5)+(342x? + 6x +5x?] =

Solution:

Step 1 (x? +9x-2x +5)+(3+2x? +6x 45x?) = (x? +9x-2x-+5) + (2x? +5x? +62 +3)

Step 2 (x? +9x-2x +5)+(2x? +52? +6x+3)|= [z? + (9-2) +5]+[(2+5)x” +6x+3]

= (x? +72 +5)+(7x? +6x +3)

: 2

Step 3 (x? +71 +5)+(7x? +6x +3) Zod ee

Ix? 46x +3

x7 47x45 a eee Ix +5
Step 4
aoe bya) Txt 46x +3
8x? +13x+8

Example 6.4-19
(w* +2wi+w +2w?)-+(2w +4? +6w) =

Solution:

Step 1 (w* +2w? +w+2w?)-+(2w +4? +6w) = (w4 +2w? +2w? +w)+(4w? +2w +6w)

Step 2 (w* +2w? +2w? +w)+(4? +2 + 6w] = (4 +2w> +2w? +w)+[4w? +(2+6)y]

= (w4 +2w? +2w? +w)+(4? +8y)

wi +2w>+2w? + w
Step 3 (w4 +2w +2w? +w)+(4w? +8y) =
+4y? +8w

w* +2w? +2w? + w wi +2w>+2w?+ w

Step 4
+4w? +8w +4w? +8w

w4 +2w? +6w? +9w

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Example 6.4-20
(2?+3a+2a? -a-2)-(4-4a" -3a~6) =
Solution:

Step 1 (a? +30 +2a? -a-2)-(4- 4a? -3a-6] - (a? +20? +3a-a-2)-(—4a? -3a-6 +4)

Step 2 (a? +20? +3a-a-2)—(—4a? -3a-6 +4) = (a? +2a? +3a-a-2)+(4a? +30 +6-4)

[(1+2)a? + (3-I)a-2]+[4a7 +30+(6-4)| = |(3a? +2a-2)+(4 a?

+3a +2)

| -(« +3+2) Say

Step 3 (32? +2a-2)+(4a? +30 +2) 8 poe 5
4a* +3a+2

Ba a= Bate)
Step 4 i =
4a* 43a+2 4a? +3a+2
Ta” +5a+0

Additional Examples - Adding and Subtracting Polynomials Vertically

The following examples further illustrate how to add and subtract polynomials vertically:
Example 6.4-21

(x?+342) (or 30? +3)]=](s?

(<2
x? +x43)+
+343)
4x43)+(30?
+30?
(3x? +30
+3043)
+5) x? + a
3x? +3x+5
43x45

4x7 +4x+8

Example 6.4-22

(x?42x +x? +x°)-(3x+2x7 -4x-2) -[(°+x? + 2x41) (2x? +3r—4x—)]

= (x3 +x? +2x-+1)+(-2x9 -3x+4x +2) = (x? +x? +2x41)+(-2x3 +(-3+4)x +2)

+e x7 F9e 1
= (x?+¥" +2x41)+(-2x° +x+2) =
eo +x+2

= x? +x7 43x43

Example 6.4-23

(»° +2y+4y? +3y7)-(y? oy -4y+3y+4) = +3y? +2y+y°)-(y3 —2y? ~4y+3y+4)]

=|(4y° +3y? +2y+ y°)+(-y? +29? +4y-3y-4)]= (49° +39? +2y-41)+(-»9 +29? +(4-3)y -4)

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 MasterinaI
_——
S g Algebra - An Introduction
I6.4 Adding and Subtract
Subtracting
Adding and ing Polynomi
Polynomials
als

* (4y? +3y? +2y+1)+(-y? +29? + ya) b. 4y> 3 +3y"+2y4]

2

-y?+2y?+ y-4
3y3 +5y74+3y-3

Example 6.4-24

Pee
+2n? et)
5

én +3n?
an +0-3
0s
Example 6.4-25

(324 +2a+6a? +4a?)+(a? +a=-a° 46° -3a) = (344 +6a3 +4a? +2a)+(-a4 +43 +a? +a~3a)

(324 +6a° +4a2 +2a)+(-a" +a> +a? +(a-3a)] = (304 +6a> + 4a? +2a)+(-a4 +a> +a? - 2a)

3a* + 6a + 4a? +2a

Saeed sea On

2a* + 7a? +5a? +0

Example 6.4-26

(3x+5 +x7)-(3r42? a +5)+(6x-3+3x?) = (5x° x2 +3x)-(-2x3 ree +3x+5)+(3x? +6x-3)

5x34 x? 43x
= (5x? +x? +3x) +(423 =a" -3x-5)+(3x? +6x-3] = PPE S35

+3x? +6x—3

7x3 + 3x? +6x-8

Example 6.4-27

(y22? 45 y2z? -15+2yz)-(30+4y?2 - 2yz+3) ~ (y22? 4 5y2z? +2yz-15)-(4y?2? -2y2 +30 +3)

= (y?2? + 5y2z? +2y2-15)+(-4y2z? +2y2 - 30-3] = ((1+5)y22? + 2y2-15)+(-4y22? +2y2 -(30+3))

6y-z +22
= (622? +232 -15)+(-4yz? +232 - 33) = - i
—4y°z* +2 yz —33

2y7z* +4yz—48
Example 6.4-28

(w° 43w? +2w +5w?) + (20 +505 eye -5) = (w’ +3w? +5w? +2w) + (50° Swe +25)

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Mastering Algebra - An Introduction 6.4 Adding and Subtracting Polynomials

w>+3w? +5w? +2w

Sur = +2w-5
6wi + wi +50? +4w-5

Example 6.4-29

-(u3 +2u+5+3u-3)+ (207 +203 -8~4u) = -(u3 +2u+3u+5-3)+(2u3 +2u? - 4u 8)

=|(-w3 - 2u-3u-5+3)+
(203 +2u?-4u—8)|= (-3 -(2+3)u+(-5+3))+
(209 +20? -4u-8)

= (—u3 -5u—2)+(2u3 +2u? -4u—8) 2 ” 2 ae

— 3 — —

+2u3 +2u* —4u-8

u> +2u? —9u-10

Example 6.4-30

ye +2x?y? +2x45)+(3x?)? -3-6x +5} = (x2y? +2x7y? +2x45)+(3x7y? -6x-3+5]

3x? y? +2x +5
= ((1-+2)x2y? +2x+5)+(3x2y? - 6x +(-3+5)] = (3x?y? +2x+5]+(3x2y? —6x +2] =
x7 y? -6x+2

6x? y” —4x+7

Practice Problems - Adding and Subtracting Polynomials Vertically

Section 6.4 Case II Practice Problems - Add or subtract the following polynomials vertically:

Ih (x? +2 +29)+(3x- 2x5] a 2 (y+y? +3y3 +4)+(-24y? +3)? +25] =

oy (x3 +x? -343x?)- (-2x3 - 5x45} = 4. (25 +32? 42-227 -42+2)+(z? +425 +2°) =

oe -(a3 -2a +a +2~-3a°)+(-2a - 4a ~3} = 6. (u? +2u-+u-+5)+(-2u? -3-su-8) =

ie (x-x? +3x4 -5)-(-2 4432-34427) = 8. (2+30 -60+5a)+(—4a-5a+5° +20?) =

9. (x?y? — 2xy-8+2x7y?) + (3x7y? +4xy+34 2a)

10. (329 Par bs +1)+(8 +307 +a)-(2a° -4+4a+2a°) =

Hamilton Education Guides 418

 Appendix - Exercise Solutions
Chapter 1 Solutions:

i
oe 2. (-20)x(-8) = +160 = 160
SVS

3. (-33)+(-14) = -33-14 = -47 4. (-18)-(-5) = (-18)+(5) = -18+5 = -13

3: f-20)+8 = -20+8 = -12 6. 8 ie 3 22

ae -15-32 = -47 8. 30+(-9) = 30-9 = 21

9. 55—(-6) = 55+(6) = 55+6 = 61 10. 8x(-35) = -8x35 = -280

Section 1.2 Solutions .

ih eee
pes (2+5)+(6+3)+9 = (7)+(9)+9 = 74949 = 25
3: (6+3+8)+(2+3)+4 = (17) +(5)+4 = 17+5+4 = 26

- 8+([(1+3+4)+(1+2)] = 8+[(8)+(3)] = 8+[8+3] = 8+[l1] = 8411 = 19

Un
[(8+4) +9]+[1+(2+3)] = [(22)+9]+[1+(5)] = 22+9]+[1+5] = Bi]+[o] = 3146 = 37
oO ) = 84[(9)+(0) +15]= 8+[5+9+15] = 8+ [29] = 8429 = 37
8+ [(2+3)+(6+3+15]
(7+34+8)+[(7+2+3)+5] = (18)+[(12)+5] = 18+[12+5] = 18+[17] = 18417 = 35
[(3+9-+4)+1+(1+8)]+(8+2) = [16)+1+()}+(00) = [16+1+9]+10 = [26]+10 = 26+10 = 36
[(2+3+6)+(1+8)] +[(1+3) +4] = [(11) +(9)] +[(4) +4] = [11+9]+[4+4] = [20]+[8] = 20+8 = 28

[[6-+5)+(4+3)+5]+(2+3+5)] +6 = [[(@)+(7)+5]+(10)]+6 = [[8+7+5]+10]+6 = [[20]+10]+6 = [20+10]+6

= [30]+6 = 30+6 = 36
Section 13 Solutions

(55-5) 3-8 =(50)-11 = 50-11 = 39

to 59 -38-12-(20-5) = 21-12-(15) = 9-15 = -6

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3. (20-5)-(11-2) = (15)-(9) = 15-9 = 6

4. [-25-(4-13)]-5 = [-25-(-9)]-5 = [-25+(0)]-5 = [-25+9]-5 = [-Is]-5 = -16-5 = -21
5, 350-(25~38)-30 = 350-(-13)-30 = 350+(13)-30= 350+13-30 = 363-30 = 333
6. [(-30-3)-8] (16-9) = [(-33)-8]-(7) = [-33-8]-7 = [-ai]-7 = 41-7 = -48
7. [(40-4)-(8-10)]-9 = [(36)-(-2)]-9 = [36+(2)]-9 = [36+2]-9 = [38]-9 = 38-9 = 29
8. (35-56) -[(20-15)-8] = (-21)-[(5)-8] = -21-[5-8] = -21-[-3] = 2143] = -2143 = 18
9 [(-175~55) ~245]- (5-6) = [(-230)-245]-(-1) = [-230-245]+(1) = [475]+1= 47541 = -474
10. (48-80) -|(12-2)-(15-37)] = (-32)—|(10)—(-22)] = -32-[10 +(22)] = -32—[10 +22] = -32-[32] = -32=32
= -64

Section 1.4 Solutions : e

1. 5x2x7x4
= 280
2. (3x5)x(4x2)x7
= (15)x(8)x7 = 15x8x7 = 840
3. (20x3x4)x(1x2x
6)=(240)x(12) = 240x12 = 2880

4. 8x{(1x 5x 6)x(7x2)] = 8x[(30) x(14)] = 8x [30x14] = 8x[420] = 8x 420 = 3360

5. [(2%7)x4]x[6 «(5% 3)] = [(14)x 4]x[6 «(15)] = [14x 4] x[6%15] = [56] x[90] = 56x90 = So4o
6. (6x8) x[(2x3) x 5]x10 = (48) x[(6) x 5]x 10 = 48 x[6x5]x10 = 48x[30]x10 = 48x30x10 = 14400
7. (2x3x9)x|(4x5)x0]x7
=0

8. [(1x 6 x3) x (7x3) x 5]x 3 = [(18) x [(21) x 5]x3 = [18x [21x 5] x3 = [18x[l05]}x3 = [18x 105]x3 = [1890] x3
= 1890x3 = 5670
9. [(2%3)x(6x5%2)]x[4x(2«4)] = [(6) x (60)]x[4«(8)] = [6x 60] x[4 x8] = [360] x[32] = 360x32 = 11520
10. [(2« 3) x (6x 7) x 2]x [(4x2) x 5] = [(6)x (42) x2] x (8) x 5] = [6x 42x 2]x[8 x 5] = [504] x[40] = soa x 40
= 20160

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 Mastering Algebra - An Introduction Chapter 1 Solutions

Section 1.5 Solutions

1. (16+2)+4 =(8)24 = 824 =2

2. (125+5)+(15+5) = (25)+(3) = 25+3 = 833
3. [25+(8+2)]+3 = [25+(4)]+3 = [25+4]+3 = [625]+3 = 625+3 = 208
4. [(140+10)+2]=6 = [(14)+2]+6 = [14+2]+6 = [7]+6 =7+6 = 117

5, [155+(15+3)]=9 = [155+(5)]+9 = [155+5]+9 = [31]+9 = 3129 = 344

6. 250+|(48+2)=4] = 250+|(24)
+4]= 250+[24+4] = 250+[6] = 250+6 = 4167
7. |(28+4)+(16+3)]+8 = |()+(533)]+8 = [7+533]+8 = [131]+8 = 13148 = 0164
8. 66+ [48+ (14+2)] = 66+[48+(7)] = 66+[48+7] = 66+[686] = 66 +686 = 962
9. (180 = 2)=[(88+2)+4] = (90) = [(44) = 4] = 90+[44+4] = 90+[11] = 90+11 = 818

10. [(48+4)+2]+(18+3) = {(12)+2]+(6) = [12+2]+6= [6]+6 = 6+6 =1

1. (28+4)x3 = (7)x3 = 7x3 = 21

2. 250+(15+3) = 250+4(5) = 250+5 = 255
3, 28+[(23+5)x8]= 28+{(28)x8]= 28=[28x8] = 28+ [224] = 28+224= 0.125

4. [(255-15) +20]+8 = [(240)+20]+8 = [240+20]+8 = [l2]+8 = 1248 = 20

5. [230+(15«2)}+12 = [230 +(30)]+12 = [230+ 30]+12 = [767]+12 = 767412 = 1967

6. $5x[(28+2)+3]= 95x{(30)+3]= 55x{30+3] = 55x[10] = 55x10 = 580

7. [(55+5)+(18-4)]<4= [(1)+(14)]x4 = [114144 = [a5] = 25.4 = 100
8. 35~[400+(16+4)] = 35-[400+(20)] = 35-[400+20] = 35-[20] = 35-20 = 15
9, (230+5)=[2x(18+2)] = (235) +[2x(20)] = 235+[2«20] = 235-[40] = 235+ 40 = 5875
+2]x(12)= [95+2]x12 = [115] x12 = 15x12 = 138
10. (38+ 4) +2] (15-3) = [(95)

421
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 Chapter 2 Solutions:

(Os C080h 2 yo ee

5 Ye Ls eye 6. ceueretegees WE
6 6+3 o 2 6 6+3 2

7 2500 2) 250s 50ers 51 g 4 _4+4 _1

1000 1000+250 4 » 22 3054.48

9 284 _ 284+4 _ 71 _ 71+71 _1 10 45 _ 45+15 _ 3

F568) 56824. 142. 149271 2} 5s eS

Section 2.1 Appendix Solutions |

4 3 3 5 5 10 10

iS 113 9 14 14

207 9 D)
9 =——= 18— 10. ee cS)
11 11 101 101

Section 2.2 Solutions

2
WD
+
OAD =
Or =
2
9g
3

3. 2) (exe) 2x8) iS 16s 231

55 8x5 40 40

3, D : a & a8 df (Sxgeer8) 3 = (Bae) S fs A) _ 28 5 _ (28x 6)+(5x32)

6 8x4 é 32 Go pis
41
_ 168+160 _ 328 _ 41 _ 17
192, 192 24 24
24

= +

Hamilton Education Guides 422

 Mastering Algebra - An Introduction
Chapter 2 Solutions

5. sas S4d = (240)

(ees 4(644) = (S40) 4{adeno
IP iy eR ene ) = (2} +(4
-54(2)
*4) -542
1x8 1 8 Ts eto Made hung
_ (5x8)+(52x1) _ 40452 _ 92 230
_ 23 _ ia
1x8 8 Z 2 2
2
A te oe - (' 3x8)+(Ix
x 8) +(1x1 ‘3 el 5
=(“)12- AG So. Gxele xis) |
16 8) 6 16x 8 6 128 / 6 \128/ 6 128°6 16 6 16x6
23
_ 30+ 46 _ 23
_16
96 96 48
48
: é 2) E 1 3)= (4x 8)+(2 x5)
ies
: +—/+/— +—+ =
Gee eae eee 6 dle 23 6 Ol
+ = + = |—|
ke ae ae 5x8 4 40 4) \40
4 )
40°4
= —4—
4+— = — +=
20°2
Ay
51
_ (21x2)+(3x20) _ 42460 _ 102 _ 51 _ 511
20x2 40 40 20 ~ 20
20
2 é 2 —— ae Gee Tex5),
e) 118435. oes
8. +/—+—+—] = —+ =—=+ +— = = 4
eC ee ae 9 55.9940 9 5x9 Ase eds 45

o: 2 ett ai
(2x 2)+(1x5 4x3)+(2x5
= (242.2 = ee2) i) al Neleze) ue
OR eo 3 2 3 1 Sh S68} 1

ee ee ee = 9 2,12 (2,22), -{(9 x15) +(22 x 10 2

x15)+(22x
10 15 10 PS) tie ONO IS Oise) I 10x15 1
71
. eae 4 ie 12 _ 38512 _ 71,12 _ (71x1)+(12x30) _ 714360 _ 431 _ 1
150 Be Soe = 5150, Toe 30" i 30x 1 30 30 30
30

0. [FGDpGod -F-EREIP CY ECO - EO

85 87 | kB 8 8
3x 8)+(1x5
5x8
1+3) _ [5
8 8
(24+5)]_(4
A040 gs)
5
|8
20nd
\40/] 8
1 27
_ [5,29], 4 _ |(5x40)+(29%8)] 1 _ (200+232) 1 -(2)44 Sy As2e ly 7275
& 40] 3 8 x 40 : 320 Dieu 2 ae 2 08
2 20
37 -
Fi 20) 54 e208 74.
27g?) ei a7
2 20x 2 40 40 20 20
20

Hamilton Education Guides 423

 Mastering Algebra - An Introduction Chapter 2 Solutions”

3 om = = a
TAS 1515 15 13 5
=
ae pene _ ((6x4)-@x8))_1 _ (eet) : ae rs eae gel
a ae ace 8 4/ 3 8x4 3 32 4 3 \327 3 3 3

_ (-1x3)-(1x8) _ -3-8 _
8x3 24 24
1
: Ge4)2 _ {(2x6)-(1x8))_ 2 _ 22 =[4\2 = 4 221 2 Maz 2) a
PASTS MS 8x 6 5 48 5 \48/)5 48 5 PTS 12x 5 60
a
60
6 | : ee |tele) 2 es) S eae) SOR Hs 28 lee (28 x 24) +(13x 1)
j 853 1 8x3 1 24 1 24 ley 24 be 24 1x24

Bea 2 08s tg Ls
24 24 24
13
ee _ [exdiatte2) (ee) & fe2=s eee 7 are) _ 26 3
DO NGe 8 Dead, 6x8 5x2 48 10 48 10 48 10
24
29
_ 13 3 _ (13x10)-(3x24) _ 130-72 _ 38 _ 29
24 10 24x10 240 240 120

tot) -(-3) = (Bop)-Eeacted = (ate)50= mt (2)(02

1
_119 2_ 1191 _ (119x4)-(1x6) _ 476-6 _ 470 _ 235 _ foul
6 8 6 4 6x4 24 24 12 12
4 2

0 [BGs [8- 4 [EH - fa [teed 2(sc)2

2 _ 44 2 _ (44x1)-(2x15) _ 44-30 _ 14
l sy I lsysel US 15

0. [(o-3-CJ}5 [6-4-9] ! _ [eect (@ mals

Uae

= lees =leerfeseml eal

(23x5)-(Ix2) _ 115-2 _ 113 _,,3
11
De 10 10 10

Hamilton Education Guides 424

Mastering Algebra - An Introduction Chapter 2 Solutions

Section 2.4 Solutions

125
Pe ee, WOO 4x S100 F000” 125 Le
8 6 a6 0 8x6x1 4g 3 3
oe) 1
3 Tee ere Re OR 2 eRe Kak 212 a)
SENG AL $x4x9 1x4x1 1x 4x1 1x2xl 2, 2
2 4
vi saxty 2 xi yng = yt y dy hy 20 = BeDGrlxdd _ 2x1x3x1x4 _ A _ 3
§ 17-8 se ay 28, wi 1x $x17x 8x1 1x1x1x8x1 8 1

il By il
2 A IS fe 8s Givesaayl| if P45 1x5 6 5 Seo) 6x 3 3x1 3
5), — x3]x|—x = Se x = x = x{|—] = xi = = =
55 58 5 Sinai 1S: 55.1 lye 55 D Sy ee seal 11

3) 5 8/ 100
aS 1 1
Dee S0) eel Pee 36. 1@ Wl i weakly eG
il ili al
V x xl0x— = =x x Xx—x— = = = =
1 100 6 6 th WO 2 6x 1x 100x 1x 6 1x1lxl0x1x3 20
1 10 3 5
/
2) 1
(2 >) (4 1 1\= (722) 4x1x1 - (8) (2x01) - 8 x 2x1xl1] _ 63 x (
=
8. x —| x x —x x - x =
8 4 18 14 9 8x4 ae 52 9x14x9 32 oe BD NOK Ue

1
2 (Se 1 ape BONIS oe Ie) el
32) NS67/ SYA SION 52x ay 32x9 288

5 1
( | (2 25) x 2 = = x 2 x 2S eee sto x
(a De
Y= (82) y (3) v 2
9 18x x| =x yl,
; 8 Sy PS) 9 ies i 9 Ut x3 9 1x4 3 !)

3
10. 3,4, 8).(7.4).7 = 3x4x6| Sa (2) x7ew
| 7x4 2 = (Se4xd) (TN) 7 = (8)
49 5 Bee 2 8x 49 x 5 3x8] 2 4x 49x 5 axl) 2 980 G/? 2
8
+ 2
6 147
36.0 Te Tie BOT OT KT, 204 2 AT
9806 2 980x6x2 980x1x2 1960 980
1 980

425
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 2 Solutions®

Section 2.5 Solutions

2
BA se Seal Sire eee ae
10 7307 30° 4 10x 4 it)
jek l
> (22%).4 = (2.38). % = 3x 16 4 = (B2),1 (2). BD PAN 2 Se eee
> Ree ee SP igs 8x12] 8 14/0 6% GE Ae A Ae Ae
P4423 ]

2 1
ean Ske sr pe
169 3008 Vener eaea I6x1| 1 ii it “ay1 is Aa eee
l 1

l
ioe 6
i Dee ae os 9x 16 es (ele) Oe PLS TESS
“\8 16 1h AE 6, 1 | 8x27 1 Ni 17 3 1 3 122 1x2 1x]

8
l
iba
(2 +4) +2 =(2 x2)? - 2x 3 ze (Pe).2 =(t]-2 = 1.22! Dee 1 Ae ale
20.5) 30) ey al 20x 4 1 4x2) 1] BI Ye 8" 4 gh, ee E

(2 Z
(Ae |e(t-4) = (4 OLe | 4x 30| | 1x 38 = (22). (127) - (2).(7) =2 |
15 30) (5. 35 eee KS. 4 13x 8 8x 4 1x2) x4 DONA) epee
Th 1
2
Bee ieee te Xt
ey, real 1x7 1,

pee 1 i?
Ne 6) ie ee SG eis 3x41 | 1x18 Do) ies DING 9g
ipe9) 2 Lt
Brlmela elec ent
(21) eo ssh.

§-9-G-) - 3-6-9) -4-6-9 -9-[E}-@-G)-2-6

aA 9)

5 SENG See ia Shay $x2) (54 1x1) “|5x4 (S25) = 24(2)

1
Bi a ne eal Pe CL Eee F
1)SR ie? 1x2 ak a

1 3 2
9 (= =1)-(4-2) -(S41).(4.3) - (2.3), 4x3 6x1} _ |4x1 = (#4) -(24) - BV f2
10 a8 Te eae 10 "| gx Ix)” |2x1 Sul) ey aes -(2)

5 SPO 5 oe aD

Hamilton Education Guides

426
Mastering Algebra - An Introduction Chapter 2 Solutions

427
Hamilton Education Guides
 Chapter 3 Solutions:

1. 43 =4.4.4 = 64 2. (-10)* = -10--10--10--10 = +10000

3. 0.257 = 0.25-0.25-0.25 = 0.0156 4. 12? 3112-10 -12212- 12 = 248832

See ee 2.3) = 213 6. 489° = 1

7. 1007 = 100-100-100 = 1000000 8. 36° = 3.6-3.6-3.6 = 46.656

9. 67 = 6-6-6-6 = 1296 10. (-24)* = (-2.4)-(-2.4)-(-2.4)-(-2.4) = +33.1776

Section 3.1 Case II Practice Problems

leas = cereeve 2. wiz? = (w-w-w-w)-(2-2)

3. a°-b°-c* = (a-a-a)-(b-b-b-b-b-b)-(c-c) 4. y?-(zw)” = (y-y-y)-(zw)-(z»)

5. (ab)"(xy)” = (ab); (ab)-(ab) (ab) - (x9)-(29) 6. (xyz) = (x92)-(292) (292): (292) (292)
7. a3b? = (a-a-a)-(b-b) 8. 24.w3.(ab)” = (z-z-z-z)-(w-w-w)-(ab)-(ab)

9. (xyzw)*-B° = (xyzw) -(xyzw)- (xyzw)-(xyzw)-(b-b-b) 10. ab? -(cd)* = (a-a-a)-(b-b)-(cd)-(cd)-(cd) -(cd)

Section 3.2 Case I Practice Problems _ ee |

eye eed ee ae ae
4s 4-4-4 64 (-s)* —(-5)-(-5)-(-5)-(-5)__ 625

MO rae CI ELOES grrr oo) ane 7s

5. 3)" = tae i ee é i Ona a 7 ae ‘ a

7. (-10)° = Bie i. ee 7 ant 7 ah ae at :

ae . - ee i ou 10: AC saree ;
(45)? (-4.5)-(-45) 2025

Hamilton Education Guides 428

 Mastering Algebra - An Introduction
Chapter 3 Solutions

_ Section 52 Case II Practice Problems

=2 =—4, 1 =
4 y -(zw) 1
ve y>-(zw)* (yy: y)-(zw- zw: zw:zw)

5, (ab) =a -(xy) = +z ee 1
(at) (x)! 22
2 1
(ab-ab- ab)-(xy)-(z-2)

Speke Ml 1
i no a*b! (a-a)-b

(abc) (abc) (abe)

(ad)? ad-ad-ad

Seto ha boa: bo = 2.(a? -a°)-(b° -b?) = 2.(a?*3).(6%7) =) 24°hb"

3 a7 *ab*b° ce 4 aptelyte ~ -=(a°a'). (53040) = ~5(a?*").(64*5) es -205

3

ho 0 ng yp ag (23.22). (x?¢-x3*- x4) = eae) = 25.164 = 37,64

5. (x-y?-23) -wesPew'ts? Sep ee (w2w4). (23212?) f (w?*4) (23+) Ea ore

6. 29.42.4?.2?.4! = (2°.27).(42.4?-4") - (2°*?).(42-21) = 27.45 = 4.1024 = 4096

7. (x2x3)-(2»?) (22°) ¥ (x233).(2'y2).(—2 225!) (2.2) .(e28x'x?)-(9y"

z (2-2). (x29) .(2) : -Sxty? , (12) x8)

Hamilton Education Guides

i 429
 Mastering Algebra - An Introduction Chapter 3 Solutions

t (apne) =(eh 8) ade) = (0a (8) (P) = () 629) 09) = tae 2

sh SPs thers = + pes loons = (2.18) (12-7) st-s3) = [28 i aris = 4r°s4

10. 2: PB met oa 2 -D A)? 53 = (2.3).

(1? klk *).(7.77) - 23].
(are tes
2

= 24573 = 44,6)
2 2

2, 2-(p?-4°)'-p2q = 2-(p9-4)-p2g= 2: p®-49-p?-g! = 2-(p5- p?)-(q-a!) = 2-(p%2)-(a") = 2p%q

3. (a?-»*) (a-64) = (a? .5?).(a?.b%?) = a4 06a? 58 = (a*-a)-(66 5°) = (a**?).(6) = a5"

4, 28-22 (424.434)? = (29-22) (1202 x32) = 232 (40x60) = 95. (ptet6a) — 95. 100 = 39,10
5 (1-42)" (42)? <4 <i 7 1-(44) 42 ae (n° he) -k a (nS*").4 Bop

6. 29.32.38.22.2 = (29-2?.2!).(32.38) = (22). (32) = 2°35 = 8.243 = 1044

1. uP (ud-v)"-(uev2)> = 02 (a8 vP4) (002.ie (u!2-v4).(u2 v8) 2 a2 Wl? v4 a? vA

= (u? <a? -a2)-(v4
v4)= (42922). (v444)
=
8. (x9-y?-z) -(x-y?-28) = (27 -y??-2h?),(x1
yp?23)= (x5 y4 22).(x1-y?-
28)= a yt 2? xl y? a8
= (x°-21)-(p4-y?)-(2?-23) = («*)-(y*). (22) Eee

9, 5°.(r2
3)(32r-s8)) = 1-(r282 52) (329 P9099) = (14.92).(3873. 3°)=36 14.52.73?
= 36 (r473).(52-5°) = 36-(-*9).(629) = 2977s

oP ef a] epee af afr) ee ota]

= (-27-x8).[28 23 yx! =(27-28). [2° (2 =)- 9] = (27-28). 8 -yf = (27-28). xt ys
= (-27-x°). [2
x2, 472, 6x| = (-27-x6}.(26-x8 yl?) = 27.46.26 x8 yl? = -(27-2).(x5-x8)-y!

= ~(27-64).(x6*).yl?= -1728-x"4y!?= -1728.x14y!?

Hamilton Education Guides 430

Mastering Algebra - An Introduction Chapter 3 Solutions

Section 3.3 CaseIIa Practice Problems

3. ste ate _(Ft) _(oh)

a*b°c
=

a*b*c!
—

boa? bee
6-
70 a

4 3? (rs? im 9-(rs° a Ors? 289 rs? apis 9 5757! _ 9st _9s _ a)

| (2rs)-r? r (2r's)-7° Ar3r')-s De ie a a ye 2\,3

1 4 422) {4-1
iee e6 pr 1 (%4 af(rrzs “ il (r pal ie -1{#"]
: 6 p*¢?r pian 3 ppp) Re ai 3\ p

(719)-(1?m®) — (e70°)-(e?-1) (HP) (et?) ee pepe

2 k* Pm 7 k4B im . k*BPm> k*Pm (ie 24 m8 (12) k'm° km

tae Sey 2-(a°a-').(7-') 2-(a>").(6>") 2-04 bl 204d

¢. eee aa: Faas. or ee =j ce! em ce ~ ¢
1
: Beye ee eae 1) 46,5
2(c3-c!)d°e 341) 76,5
(c¥")a%e yee gee
8cSd2e3e2 3d (8-3)c°d?ere” “gh - 24 o§(a?-d').(c3 -¢?) E 12 (a). (e*) qa e8 780

Leve e) WME) wd aa42e% > ageae? 12alan2?

12(c%e 4) i 12(e°4) eX

-2(mPn31°):3m? yi (2-3)(m3n31°)-m? a 8(mm3 : (m1 __3m S53]5

(10n?n)-(I?I‘) * 10(n?n').(1714) oy) (ieee)

10(n 5n31° 5n>1°

= (nn)3m°(051) ‘. P(r a i) Fete

ee Sa 8 =|
O) 51-1 5| 7

-5(x?y°2*). (x92) 5 (x7y°2")- (x'y'2"] : 5 (x? x')-(y8-y!] (2 z') : gle -(y*?). (zey

10. 2x4 y223 Z ae x4y2z3 2 xty2z3 2 x4y2z3

eee 5 (vs?) ee (v=?) ge) a 5 yt ee? ee p=)

) 2 x4y224 = 6 xox 3 ae pag a\" ie

431
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 3 Solutions

Section 3.3 Case II b Practice Problems

Si.
oe ee ee Me ye?

ota
il hes
adh: tee
il ab'x
4 eam
y 1

Woe pen le 1

6
(1x5

es)
1x5
ae 1x5)

7
.2
eee 2 x3-y3.27
ne
2
-3)

Ale a
Le
5+2-3 5-3
ae (x }-( Mlecey slips ys
®) zi? 2 22 9 22

. D2) G2 hoc Oa ob? -e Doar hea (a3-a7 (6° b”) (a*") (>*?) a’ -b°

2X2 . zlx2 PO

Wa alca
8-2) 5 [a4q-4). 44
Nn 8-2) 6 .(44-4). 54

: 33.32-(y-2)3 (3°-32)-(y4-2"4)..53 ; 5 23\p Za Bae (y*-99)-24.(63-5-)

30 ob? 36 .p2. 53 36.52 53 - 36.52.53 a 36 3-5

: (»*3). 24 (>?) es ie.

36-5 a 3) iat

Hamilton Education Guides 432

Mastering Algebra - An Introduction Chapter 3 Solutions

Py yee SNe (atteteat) yap [ae ie

3 3
ae F 4 a-b?. cae gine 3

eel © td® (<°

Cc .

= oa) ato = (HE) atot = (S

2 :

ob3 723
EE )
ate =(SH) - x x
less)
3 y

Section 3.3 CaseIflaPractice Problems —«™

(aie +4xy = 2x" —2xy 42° = ez — 2x7) + (4xy -2ay) +23 = (1 2)x? +(4-2)xy +z° ce +2xy+2°

2. (a?+2a? +4) -(4a3 +20) = (a3+20? +49) +(—4a3 -20) = a? +20? +64-4a* ~ 20 = (a*4a)
+2a? + (64-20)
= (1-4)a’ +2a* +44 = -3a° +207 +44

Be 3x2 424" 4 2x" -(x4 a5 6 +3) = 3x4 42x? +27 +(-x4 +2x? -3) = 3x) 42x? 425° <x $2x7 3

= (3x4 +2x4 - x4)+(22? +2x7)—3 = (3+2-1)x4 +(2+2)x? -3 = 4x4 44x? -3

4, -(-219a9 +2/7@? - 53)-(4Pa3 -20) = (+2133 -2/7a? +5°)+(413a3 +20) = 21304 - 2/7a? +125-4/%a° +20
= (23a? — 49°03) ~ 217a? +(125 +20) = (2-4)Pa> - 21a? +145 = -21°a? - 2170 +148
2n
5. (n> —4m?”) —(2m°” +3m?") +5m = (mi” — 4m”) +(—2m'” — 3m") +5m = m2?" — 4m?" —2m3”" - 3m?" +5m

= (m>” - 2m") + (4m - 3m?" +5m = (1-2)m*” +(-4-3)m” 45m = —m*" —-7m2" 45m

a (-72° +32 -5)—(—32" +2-4) +52 +20 = (-72' +32-5}+(32° -2+4)+52 +20 De ee A oO
419= 42? +72 419
+52)+(-5 +4 +20) = (-743)2? +(3-145)z
= (723 +323) + (32-2
D 2
= (a>?) +(a?? -b*?) — 5a° +3a*h* +2a° = a® ab Seok 3a7h +2a°
Ih (2°) +(a? -b?) = 5q° +3a*h* 40

= (a° +2a°® -5a°) +(a%b* +3a*b*) = (1+2-5)a® +(1+3)a*b* = -2a° +4a‘h*

8. (x + 10K? +5)+(~245 54? +5k) —4k3 Spe Fo 10h 45-2 = 5k? 45k 4k =k
= (x —2k*) - 4k° + (10K? ~ 5k?)+(5k—H)+5= (1-2)k* 4k? +(10—5)k? +(5-1)k+5= ~kS — 4k? 45k? 44k 45
ay? +4y3 - x)
+2") = (3x? +xy—x? +3x3)+(-2°
- y? -4y?
9. (3x? + 2y-x? +3x°) -(227

= 3r- +xyp-x° +3x3 -2x3 +" +4y3 =x = (3x° oe - x3)+ (3x? -x7)+(y3 +4y3) +39

= (3-2-1)x° +(3-1)x? +(1+4)y? +2y = Ox? 42x? +5y? +2y = Sy? +2x7 +x

433
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 3 Solutions

10. (xy? +202? +5x)-(3x9? +20x)+24 = (»? +20x? +5x) +(-32y7 -20x) +16 = xy? +20x? +5x—3xy? - 20x +16 ,
= (xy? —3xy?)
+20x? + (5x - 20x)
+16 = (1-3)ay? +20x? +(5-20)x
+16 = -2xy? +20x? - 15x +16

Section 3.3 Case III b Practice Problems

2-23 3 4?
Z 2-8 16 _ -6 16 _ (6-3) +(16-7)
=(6: é _ ie riz
pat oe te
7 3 oh 3 ir 7-3 2 AI 21

papers Genes (2° +3b- 4b?) -(46 +6?) (6° +3b- 4b?) +(-46- 6?) en
Cc C Cc Cc c

_ (0? 48? - 87)+ (36-48) (1-4-1)82 +(3-4)b 452-5 _ -b(4b +1)

" Cc c -_ c od c

5 242308 op 2a -3b> da 38? 4 [(24° -36*) 1]-[4-(2? +2") _ 2a3 — 3b? — 4a3 - 45°
a? a+ =a +3 (a? +0°)-1 s a+b?
i. (20° — 4a) +(-36° - 4b*) . (2-4)a° +(-3-4)b? - _2a3 — 753

a? +b : a? +b? a 4B
, Be ey 28 (3x? +3x)—(x? +x] 7 (3x? +3x)+(-27 - 3] Sy apex oe (3x? - x?) +(3x-2)

Shes. 7 5 7 5 ‘ 5 i 5
_ (3=1)x7 +(3-1)x 2x2 42x _ 2x(x+1)
7 5 i oS eee

PAE ASS ee (2-')+y--»} NE ea ee (2»? +y?)-y4 mletlyey yee

yay 2-(y-y5] A»-y'} 2¥(1- »?] 2y(1-»?) 21y?]
Ea or ora Ca Red ie bad) 8 eee
2>(1- y?) 2y'(1-y?] {1- »?] (1- »?) ; (1 - »?) 7 2(1— y)(1+y)

Ae ees Oe b-(6+2)+[1-(1+4)] 624254145 _ 62 +(2b4+6)41 62 4+(241)b41 52 43541

+b BD b-(1+5) bl+s) (+5) S:*«i(+B)SS*SC«S
- a ; 4 . 3-(x+y?)+4-(x-y?) . 3x 43y? 44x —4y? (3x + 4x) +(-4y? +3)?]

ee —
eIx-y?
ea
te) fey)
)y? _ (344)x+(-44+3

2
5 5 = 5 —

lm Im °

Hamilton Education Guides 434

Mastering Algebra - An Introduction Chapter 3 Solutions

4xy? er. Aye ay y [(a»2 )-al+[y2 -(2x-3)] At ey ay (4x5? +2xy)—3y?

2x -3 2x-3 1 (2x -3)-1 = 2x—3 2x -3
(4+2)xy? -3y7 . 6xy* -3y? 2 3y?(2x ~1)
2x -—3 2x —3 2x -—3

ye ae . (24° 3\=la7 (a+1)| 6a° -(a° +a] ey eee (6a° -2°)-a" (6-1)a? - a?

a+l 3 3-(a +1) 7 3(a +1) é 3(a +1) ‘i 3(a +1) 7 3(a +1)

—— _ “Secon 34 Cae LaPractice Problems _a - i- 7 ;/ i FG

(339 ').(2 3.3 2.2) Sag eo! = (33.3 ?).(2 a) 2) = (33 2).(2 i a S335

if 1 1
>? 7 243-8 7 1944

(ees ee (a-Sa"!a°)-(6 5) = Ease Ieee = gp % = —!

a’b®

(a?-0°*)"-(a-6-) = (a? 6) (ab) = (a b*).(a-b?) = a4 66 -a-b? = (a4 -a').(b6 6)

“ (a-*").(6-*) ey ee
os1
(-2)-*(r-2s71).(Pst2s71) = a r2slslers = RIE (v-2r8) (s2sts)- (re?)

= 1 (y-23)(st0h4).(22) = Let start = — ae ee

0%)00) - (Sp
(2)“aeetartvtv2 = (£5) (e224) oe) = (SF).
Ot-Oi-Q(as
2567, 22" 256/ 4.y4 256-4) 24 10247 y* 10244

yt gt a5.28.20 = (271.2?.20). (32.39) = (24) (524) = at gta 239-2 = 2

Erte (ee) ep ferier) Arter) (7) [em] (9) are
1 1 ae 1
© (3 (3-3-3)? 227 27k?

mF n4nmn) = {4 (13m nh mn) = {7 (1h!) (mm) (n-4n’)

(2°).(0

m1) (2) (ven)= ten = = ee

435
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 3 Solutions

ab blab? = *(a *). (636%!)

ee ee 3 2 (3 ; ee 2 (3-5 3-2 Zz war. aie

10. —-m?-m>-r--m-r? = +2-(m? -m~> m!)-(r3 ry?) = =.(m>-51). (73?) SligoPp = Ss ‘wa
= > s= 5>" 5s om 5 \mn

1. (2° a3) Ba oe He a mae me = a

2 2 (a yt)" yy = 2 (a Sele aa y= afa*) )p = 2a“ (3 y3} = 2a~*(3 re =2a ty! = a

ee’a & : v2) =2° (x 3 eae =2° joe et a? aie Camis =2°.x @= : =e aa

5. (x9 = (x2)™ he oy eax) ae od Cas ata Hal = (ex) pars

Ea por Says = ai9a a

6 2.5253. 91 5? 55.7 ot gt 2 pee) = : ei ee

2.5 2-(5-5-5) 2-125 250

if } (x y (-x y+) = yj (x *) (-) _ ]= 32x [(-») (-x) y = y*-x? (+ y4]

ss (> y) (x* ‘ “i (2 2) oe a " ae

8 (x } ) (x } 2) = (x cs, )-(x } 2) =(x9-y-6) (x } z3) = (x9 x (ys } \.23

=)tts (y**?). = py ee ee tp te ae

9 (x y) (37 x y)> = |x a y7} (37 Sak a y>4) S fa y) (3* ah a )= s(x x) (yy?)

f 4 24
e “(x a ae Tao = 8 4 Scr

10 (s x ) (5 } ) ‘| = (57 x “)[(eP = ‘| = (5c oe ) (= y+) “|

= (57 x [= yt | = (5° > [= Ba Ys =| = (57 ben [x* y®.x- sgt Lee ye .x 2

aie ge - pike! [a ioatel Ce Sees aa pRome! y? a y = ae

5 = Abe

Hamilton Education Guides 436

Mastering Algebra - An Introduction Chapter
i ES 3 Solutions
OMUIONS

Section 3.4 Case II a Practice Problems

ee ee ed oe
iba hb" 6a |b? 3a7a7! say 3a! 3a

-4 3 1
4 ==) oe oe es eet
(3) 3.(-3)' 3.(-3--3--3--3) 3-(+81) 3-81 243 9

(3) "yw? (-3)* y?w> yyy ya y4 y?

: Pe hee 52 gpa oy a b2 : p2 ye b2 " b2

: ee any! (a3a7a5)-(y?y') gq3t245 | 241 a’.y3 aty3

2 - 4 a ed ea); 141
(x:¥-2) ye ee 1g? (x*s (>'y') _ (= ( jolie ye 3 bs
. =4_ =I
ey
at
ey.
Sere XPy) eee i " 1 Sa eae ed

. 271 93p-2 abc! Z (aBel

a )-(ciic 5 ao ete : nee : ae

sce oe *(2is)a"b tc 16b°b 16b71 161 16h

RE wo ae OT
AD eei ZEW
= RaW z4(w?w?] Sez, Ay8 DED) ee4.4 4.4
g pAat Sea Was DWE

a’w?z° ewer el 427a*w 16(a?a~") 1607) 16a! 16a

: 2241y3 72 b-ly3 224 1y3 (22).(y3y°y7) 241, 331 23.55 sys

1
i 939 3pe td . (yar be a ti(22 lar bende P -8(b221b') i g p2t!
; (2)? tesa 35-103! gh le3q! 8a°(c%c').(d'a°) 8a°(c™).(a**)

bie e
arctd4*

a)
e(2\, bee 2
be a Bee eee
li a 3
e
Deal 4a?" 4a
a
ey iam ab!
( 1)

437
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 3 Solutions

-2
: [ae Oe ie eg
que pak ee nA (a°-a*).(6)? sa br = (a>*).(o'-6).c4

- re . ser aie

Pela PPT) ysytgtyt

_(2x7?) (wt) (VE) yet
=] Si 1x—1 _1x—1_. ]x—1 3 ae 3, -1 3-1+2 3-1

Zz yr wo 7! oe wo Ziyi wo” ziz! zit! 2?

=
P (a b)? -(xy)= _ (a1x—2 -b 1x-2 )-(xlx-1,,1x-1 ul —2
b —2 )-(x-1,,-1
y ) 9s Paste 7 yee . Ao
noaey Goay i, aay! Puy Sheed

a a! Be ae
b?xy? b*x y?

0 =
6 (xyz) x? fs ite is oe > yee zn xx? = ee ve : _ *
5 y) 3 (: x) = B13x= 13
Fixe = 2.3 y3 y y yp

: eb re en ay oa _4 3
Gd
] 4
oe eer
(0-2) 7! (60? oo) 2. pb? ‘on 2-(b? -b?) 2. p2t2 2p4

4 —2 =]
2 4 . —2 . 1x-] .
1x-1 : a = — 2 = = rat
8 2 7W -(a-b) Zz w (a b zt ew 2a eed 1 gtk oy 2x2 a 1x2 p 1x2

a? : Ie

Role pt .53 i bp) 53 “a Paes

b? pb} pet] Be bt

41 (»° y] me 2. 33. 23 2. y%.23 2 y%z3

a a~-b
-3 2
(
-1
d)
re =s.ea F ee
pees ste 1x4
: ay oD (c d - Gh ee i Qo. pep ee
cf-d c3-d o-d c3X2 , gix-2

_ aS b+
c8 gt | a® -(c8-c°) _ahict'® — gSicl4 gScl4
ae a p4 (a -d*) peed b*.d® b4a®

Hamilton Education Guides 438

Mastering Algebra - An Introduction Chapter 3 Solutions

__ Section
3.4Case [la Practice Problems __

(2 372)427 = [Lao] 7+13? 2

3 () Ty? 4a 392 429 = [Co] 44(oyt]
2
ae= ae ee re eee aa oe
eeeal +
Sxy) 2+27 = a)
—2y -4], =
yy 2 egy eS xyry 8 xy 8
fel 3 2
2 [8(sy 2xy)]+(1 xy*) : 40y? - l6xy +xy° Z xy? +40y* - 16xy , yxy +40y-16:] a xy? +40y — 16x
io 8xy 8xy? 8xy3 oe

-16x
_ xy+40y-16x _ xy? +40y
8xy> 8 xy?
4.57 +(6-x 3
| ) mee, oe
4. 4x ay ey 2 = Ax +(y ary | = 4x! +(1+5)y° = 4x) +46y3 = oe 2 = |
x y xy xy

5. mm —(m=? — 3m +m?) +3m 2 =m > —(m 2 _ 3m 41)43m 2 =m +(—m 243m —1)+ 3m?
? -1
=e ema 4am 1430 = (m > 4.3m °)+ (-m? 43m?) -1 = (1+ 3)m™> +(-1+3)m™? -1 = 4m>+2m

2 5 1
4 2 a) (4-m )+(2-m°) 4m? +2m° 4m? +2m>
Sar. leona ma |
m-m mst
ee ey
m 1
mm m mm m

2 5 7 2 ee
ge (4+2m - n°) - 4+2m> -m c 442m? —m J -m> +2m> +4
ie 1-(4m EE )|--» ]Z 4m? +2m>—m! oe! 3
aS a oi mie"

2 2 +a6 =6a 8g.he

6. (2°) +(a~) —6a~° +3a *b? = la) +(a-?*75) - 60% P3ach’ =a?

e eee,
°*) +(a ~*0 ? +30 40? ) = (1- 6)a ® +(1 +3) a™“B? = ~Sa°® +4a“b? = - - pe = at
(a°* -6a a a a:a

4 De)
sat day? _ 44-5440" ) 54402? _ -54+4a°b? _ 4a7b? -5
gi4
a? a°®
a°a*
oo

oe ee eee 3, = (3x aes -x*) + (3x7 - 3x?)

ees ame au He -(x4 43x) = 377 +35

439
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 3 Solutions’

I ride) eli)Sal OFSore ae fet +(k 20 8k 2m)42? =k" + (1-3)7"427 = OO" 2k" 427 .

l lee p _ (1-42")-(2-43") 1 2243" 2h 243"

yon 7 pon i -(4 2 4 3” A Ke" $04 fenten eae
4 ho" 4

[4-(4?” -24**)] +(1-42") _ agen gdm gpm PMA

8K HH) gyn dng gym
ygyan
4 A ko” 4h” 4h” a(e” K") 4ko"-2"

Ko 8k od
4k3"

9. w? +304 +20 -(w° -4w-?) = yr aw 4 OW +(-1+ 407) aw Sowie tow aaa

= aw (20 Wwe +40) -1 = 3w4+(2+1+4)w? -1 = pes AL Pe [(2+4)-1

4 2 4 2) 4

- (3-w?)+(7- w4) ime Sw? + Iw a : erg Pe | F [(3»? +74) -1]-(1-»°) _ Byte Type
Wee we 1 wit2 ] w° 1 Vo ail we

2 2 4
Be (3+ 70 Pid _ 34+7w?-wt _— 34+7w?-wt _ -wt47w?43
w® wow 2 wo 2 w

10. (-72°3 +32-5)-(-32 3 +2-2)+42 = (-72°3 +32—5)+(432° -2+2)+42 = -72°3 432-5432 -—24+2+4z

= (-723 +324) + (32-2 +42) +(2-5) = (-7+3)z? +(3-14+4)z-3 = -423 462-3 = = 6z-3
ve, 1

(4-1) +[2° -(62-3)] Dee ee ee

_ a@+4 _a?+4_ a?+4

4a°a* Aas 4a°

2.
ee
D ee iT eee ae Le . x)+(1-1) : _ 2x?2 41
= iL eee Le re, lotl 3 x 1-x x
x x

4 5 ae > = 5 = 5 = 5
2
zs ] <a 5 aE = 5x
= exe a
x+x Pets oes (x x)+(I 1) x? +1 ey 1-(x? +1) |
55 OR hos x &

Hamilton Education Guides

440
Mastering Algebra - An Introduction Chapter 3 Solutions

sb a al a
ao etme et y De yh el OU a 1
ee 2S Wy 91 yp?=1) |ply?=) yt a)
ee ee ley y

1 1
Seto dyOl 2 Sag aad py ee bebe? ~ bo? e oab
eee+ I
Ae (1-6ee )+(1-8) eh (tlh + by Rl + B\ Be a he bob
Boe
b-b2 b
b b 1

la 1 (1y)+(1 x) yr +x as
Papi). ey RY (» +x) yr4x
x l-y? Uae ( y’)-(1 x) yo ty*(y? - x} ee
x y* me Za

3a
Smee ima ew 3a . oo | eran, 3a 8
© Qe TT
a <b
(A=
a-b
a) Bea Baab 16-0) bc
1
a peal (2) ele 3 ile [y-(z-3)]+(-x) _ xy-3y+x
9. (ay Se ae ee 1 ee lex y x y xy xy

x—-3

2 2 =o 2
Oa bs ae eos ab gees 2-a 2d = 2
Seri, ee r » 12 (t)-(a-b) lab ab-(1-ab) ab(1-ab) —B(1-ab)
a gr ll Ika a

441
Hamilton Education Guides
i
 Chapter 4 Solutions:

1. ¥98 = Vos = 49-2 = V7.2 = 72 2. 3V75 = 3V25-3 = 3v5?-3 = (3-5)V3 = 15V3

3, ¥125 = 953 = 5 4. 93125

= ¥55 =5

5, 62 = ¥81-2 = 434.2 = 342 6. ¥192 = Vi92 = V64-3 = ¥8?-3 = 8v3

Tee lo Ate 4 ed gs. /250 = ¥25-10 = ¥5?-10 = 5V10

9. 954 = 327-2 = 933.2 = 332 10. $486 = 9243-2 = 935.2 = 382

1. oy is a rational and real number Abe os = 3/5 ; is an irrational and real number

3. 450; is arational and real number PALS ni

4. 75 ; 1S an irrational and real number

5. -,-5 ; is not a real number Maes Lo

6. a ; 1S an irrational and real number

7. 0.1111111...; is a rational and real number 8. -—0.2367432...; is an irrational and real number

9 377% = 65 Saica taconnt and real number 10. -0.35; is a rational and real number

Section 4.1 Case III Practice Problems

Me ao =e a 7! Wes ey) = _/72 Ely

2. V54 = 9-5 = J(3-3)-5 = J[3'-3!)-5 = v3.5 = y3?.5 = 3y5

3. -V¥500 = -V100-5 = -/(10-10): = -/(110! -10') -|(10). = -10?-5 = -10/5

4. 3-5 = 395

Nn #216 = V216 = V36-6 = ||(6-6)-6 = J[(6-6')-6 = V6'"!.6 = 67.6 = 6V6

Hamilton Education Guides 442

 Mastering Algebra - An Introduction Chapter 4 Solutions

1
6. = ;
14 5
AD =e
rice
14 4+1
a3 Fe
tees | etl
ee
]
ai, ah. re
7 G2)
]
r
4
eS:
=e = 88 = 4

7. Viez = 981-2 = 934.2 = 342

]
8 =? = +24seen = aafst 343 - =.(31-3!}8 = =.(3")e6 = 5 a8 = =.99f3= 2 Ia = 2-9 ap
s) Il

9. -4¥1800 = 4V1800 = -4V9-200 = -4V9-100-2 = -4,/(3-3)-(10-10)-2= -4(3} -3 }-(10! -10'). 2

= -4(3): (10").2 = -av3? 10-2 = (4-310W2 = -120/2

50
10-10
ee=; Yi0000 = = poe = -2 io - 210? 10? -10) = -=(10-10)vii0 = 2019) fio= — V0
3

1 fy? = yy = yy?-y! = wy

3, xty2Yady® = xby2 fay?=»52 I(x?x!)-(y?-y?-y!) = (x3-x)-(y? yyy = x4 y4 Ixy

4. Srey = —2xy](4-2)xp7*! = -2xy|(2? -2)-x-(y?->') = -(2-2)xy/2xy = —4xy,/2xy

5) 5 V2160°b%e = ~ 5 68a 70 = ~ 1 64[e°-a*)-(b° 6?)-(c3ee -e'] = ra ae a’c

= ~7ab*eYare

6. uv2Vuov' wt = uv 2 yr y>3y4 = wv? s{(u? -u!).(v° v3)! = (u-u)-(v? vif uv>wt = wy duvrw4

7 ==F- a(54-2) (14 -14)-(m -m?)-(n4-n?)

= ¥12501%m’n® = +4 (605.2) mint? =

; : 3 1
= 3(1?mnifam?n? )= 15 (mn V2m3 n?2
Rae
= 3. 5(1-1)-mnV2m3n? = SP ml amin? = iP mnN 2men2
10
2)

443
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 4 Solutions

g -x731729%3 9526 . (x? _x}yo3 7238 z -9x4[(y° -y?) (2° 2) - foe (eee s 9x3 yz24]y?

9. = pyiciae +2 (36-2)p2rigen 22128 _ 2 (6 .2).(r2 n).(s? ee st).(2 Pay 1)

1
~ 2-6r(s-)-(t-4-1)V/2est - (2-2) s24? 2rst = then 2rst = (FT st 2rst = =rst? Qrst = Srs*t?/2rst
6-1
1

10. = yroox' y°2" = ~2 flo? x21 y 222,24 = ~3.10x4{x?-2?-2')-(y?-y?-»?)-(2? -2!)

= 3.10 (4 4.) (v-y-y)-2voz= -=23 yaa = -2 33 yea = (718932 Xz

Section 4.2 Case I a Practice Problems

1. ¥72-V75 = V36-2-V25-3 = V6?-2-¥5?-3 = 6v2-5V¥3 = (6-5)v2-3 = 30V6

2. ~3V20-2V32 = -3V4-5-2V16-2 = -3V2?-5-2V4?-2 = -(3-2)V5-(2-4)v2 = -6V5-8V2 = -(6-8)V/5-2 = -48/10

3, 16-427 = Vi6-V27 = V4? 9-3 = 4.V3?.3 = (4.3v3 = 12V3

4. 64-10-54 = v8? -Vi0? -J9-6 = (8-10). 32-6 = (80-36 = 240/6

5. -V125.-2V98 = +2V25-5-V49-2 = 2V5?-5-V7?-2 = (2-5)¥5-7V2 = (10-7)v5-2 = 7010

6. f625.9324-448 = P54.Yei-4-fie-3 = 5.434.4.424.3 = 5.344.243 = (5-3-2)¥%4-3 = 304/12

7. 192.348.3300 = 192-48 -V300 = V64.3-V/16-3-/100-3 = Vg2.3.V42.3-V102.3 = 83

ANS 1003

= (8-4-10)V3-3-3 = 320V3*-3 = (320-3)v3 = 960/3

8. V75-V150 = V25-3-/25-6 = ¥5?-3-V5?-6 = 5¥3-5V6 = (5-5)V3-6 = 25V18 = 25V9-2 = 25y32.2

= (25-3)V2 = 75V2

9. 9343-3128 3/108 = 173 .3/64-2-927-4 = 7-943.2.¥33-4 = 7.432.394 = (7-4-3)¥2-4 = gai/g = gai/o3

= (84-2) = 168

10. 225-/800-V18 =Vi5-15-¥/400-2-¥9-2 = vis? -V20?-2.V32.2 = 15.20/2-3y2 = (15-20-3)V2-2

= 9002? = (900-2) = 1800

Hamilton Education Guides 444

Mastering Algebra - An Introduction Chapter 4 Solutions

__ Section 4.2 Case I b Practice Problems

L xy fx? y3 = afx 24241 24242 xf yt a u(x? -2?-2")-(p?-y?-y?)-» per = (x-x)-(y-y-y)vx-ay/y

= x7 Vx ayy = (x?-x)-(v9 yey = x3 y* fay

2 Re Eetke care uf Va 2t2+lp 24241 ab BAe 2 le? -a?-a!).(6? ey 6!) -a ee

= (a-a)-(b-b)Vab -abyb -(a-a)b? = a bJab-abVb-a°b-= (a?a? -a):(2°.(ee b) a(b - b) = Pion

= a°(b°-bWa = abS Va

3 ds tei 23/352 = i,543 4 7542|225/435? = ale’ae) 25.27). peel 32 = atin yie? 22]y3y

= x(z-2?)pf(23-x?)-(y*-»?)-2? £ x23 ]x5 52? 2 x23 9 5415412? 2 wi g(x3-x!)-(y5-y")2? 2 (x-x)y2* pz?

= x7 yz>F xyz 2

4. 1 yer sala yz = aie Pe xe 2 = zy(x? ie -x!).(y? -y') yy? -x')z = (x-x)yzqx-y -xypvoz

= (x? -x)-(y-»)
ale xz = ytafx?y2 = (x3-x|y?2yhz = xtyalye

5. Ye y5s aloeUte! = PPP aoe ie=ale2) o) 2 oe Ye 2!) (P-2)

= x(y-y)V x72 -Yayz -x2Yyz = eae, = x2y22tety22> = x7y7(z- 2x 1y?

= 8972789?
= x2y22ta(x3-2!)y? = (x?-2)y22 7fy?

6. Fubv8 Au’ Yury? = Fue? favs Yu2v? = aflut-u (v4-v? )-ghv® v4) Yu2y?

Sane hi ei alenlgats

= (u-u)-(v? -y) Suey

He J40r3 s-V36r7s- Bias === (4. 10 igi nlées 22+ eave as =ace 2,/10{r? --r')s.-6rvs - 2 (? Gee r').(s?-s?-s')

= arVl0rs - 6rv's -2(r-r)(s- vrs = arV10rs - 6rv's -2r?s? rs = (2-6-2)-(r-r-r?)-s?f10-(r-r)-(s-8-5)

445
Hamilton Education Guides
Mastering Algebra - An Introduction Chapter 4 Solutions”

= 24r4s2V10r2s3= 2a(r* r):s?V10s%1= 24r° 3? fos? = 24r° Vl0s= 24r5s3/10s

8. H125u%v8 w ls4uv2w9 - 953 343 34342, (27-2) uv2w>? -u).(v3 nye v7). 7
_ sen 2)u: ye -(w3 -w?)

= 5(u- u)(v- v)¥v? -w 3wil 2uv2w2 = Su2v2 yew arin = yu?v *walau-(v?
= (5- 3) -w?)

= 15u2v2w¥2uv4 w> = 15u’y *(w -w)V2uv**! = 15u2v2w2¥2uv? y= 15u(v? vw? Quv = 15u2v> w3/2uv

9. Vt nt Vint Yt mn = nlm rollYen «nn?24

= nal(m?-m!)-1-mli (me m!)-(n3-n?).(2 2) m-(n? on? en)(2P) = mnlmd m1 mnt mn? «(nnn

= mnlml -mV1 mn mn?1-n?1vmnl = (m-rmem)-(n-m-n?) (1-0) atAinn?t ST |

= mnt! lon-m)n2(-1) ynn(-1)| = mn'*]? ae Amn |= min Umn?? inn|

°n§(1? 1)mn? Vi |=m

= ni (3m?n?1? mn)

10. Yate?
Yabo? Yared = Ya5*5p4c? -Yabe? Mas = g(a’-a5)oc? Mabe? -esfa7(o° -b')

%c? = a?b?eel(a-a)-(o* -b)-(c?-63) = a2bla>b%e> = a°(b? Alea

abe? -(b-)cVa?
= (a-a)lo

= abc? fa?
Section 4.2 Case Ila Practice Problems __

i (2V3 +1)-(2+v2} = (2-2)V3 +(2V3-V/2) +(1-2)+(1-v2) = 43 42V3-2424N2 = 4342/6 4+)242

2. (1+-v5)-(v8 +5) = (1+-v5)-(v4-2 + v5)= (1+ ¥5)-(v2?-2 +5) = (1+v5).(2v2

+v5)

= (1-202) +(1- V5)+(2v2 v5) +(v5-v5) = 22 +V5 +2v2-5 4-5-5 = 2245 +2VI0 +152

= 2/2 +/5 42/1045

3, (2-v2)-(3+ v2)= (2-3) +(2- v2)-(3- V2)-(V2- V2)= 6+ 2v2 - v2 -V2-2 = 6 + (2-3)v2 - v2?

=i6-/2=2 = (6-2) 22° = 442 =

Hamilton Education Guides 446

 Mastering Algebra - An Introduction
S SS Chapter
ap ter 44 Solution
Solutionss

(5+¥5).(s-Vs*) = (5+¥5).(5- vs) = (5+5).(5-v5?-s") = (5+¥5).(5-5V5)

= (5-5) (5-55 +(5- 5)-(5V5.

V5) = 25-25v5 +55 -5¥5-5 = 25+(-2545)/5 -svs?

= 25-20V5 -5-5 = 25-20V-

525 = (25-25)-20V5 = -20/5

(2+v6)-(i6
-via)= (2+V6)-(d2
-/9-2)
* = (2+v6)-(2-v5?-2) = (2+V6)-(2—W2]
= (2-2)-(2.3w2 +(26) - (3v2-v6) = 4- 6v2 +26 —3/2°6
= 4-62 42/6 — 312

= 4—6y2 +2v6
-3V4-3 = 4-62 +26 -3V2?-3 = 4-6
+2V6 -(3-2)v3
2 = 4-6/2 +2V6 — 63

(2-5). (v45+481) = (2-V5)-(Vo-5 +45) = (2-J5).(P53

=(2-5).)(3509
= (2-35 +(2-3)-(3
V5)V5-
-(3-V5)= ov5 +6 -3V5-5
-35 = 6V5 +6 -3V5?
-3¥5 = 65 +6 -(3.5)
-3v5
= 65 -3V5 +6-15 = (6-3\v5 -9 = 5-9 = 3 V5-3)

Yn)-(J8 +m?) = (2-vm).(Ja-2 +Vm?*1) = (2—Vm)-(V2?-2 +n? mi!) = (2—vm)-(2v2

+mm)
Sd (2-2)w2 +(2-m)vlmn — 2(V2- Vn)— m{vin Vm = 4,2 + 2mm — 2V2-m — mJm-m

= 4/2 in ee ee ee = 4/2 +2m/m -2V2m -m-m = 4/2 +2mJm -2V2m — m?

(32 -v3)-(2+v3] = (vis-2 - v3)-(2+v3) = (v4? .2- 3).(2+¥3) = (4V2 - v3)-(2 +3)

- (4-2)v2 +4(v2- V3) (2: /3} -(v3- V3) = gV2 +4,/2-3

-2V3 - 3-3 = 8V2 +4V6 -2V3 - v3?
= 8/2 +4V6 -2V3 -3

(av+Vx?) (va—Vx) = (ave +x)-(vavx)=(av Va) (av Vx) + (xVa) - (xv)

= ANA*X —AVNX*X+XVA-XVNX =a ax —ax+xVa —xJx = Vax - x)+x(Ja - vx}

(vi +N3)-(v32
= i=) -75)= (v2+ V3)-(VI6-2
-25-3) = (J2+ V3)-(Ja?-2 —V5?-3) = (v2+ v3)-(4v2
-5,5}
bs4(v2- v2)- 5(v2- V3)+4(v2- V3)-5{v3- V3)= 4y/2-2
-52-3 + 4e/2-3
-53-3 = 42? - 56 +46 — 5V3?

= (4-2) +(-5 +4)v6 - (5-3) = 8- 6-15 = (8-15) - v6 Sq)

bee -(7+¥6)

Hamilton Education Guides 447

 Mastering Algebra - An Introduction Chapter 4 Solutions *

Section 4,2 Case II b Practice Problems |

1. (a+Vb)-(a—vo3) = (a+v6)-(a—vo™") = (a+vb)-(a-vo?-0") = (a+ V6)-(a dvb)

= (a-a)-(a-bvb) +(a- vb)-(bVb - vo) a a* —abVb +avb —bVb-b =a" ~—abVb + ab —b b?

= a? —abVb +avb —b-b = a? —abVb

+avb -b* = a? -b* +aVb(1-5)

2: (a+xVx)-(a- Vx) = (a-a)-(a-Vx) + (a: xVx)-(xVx vx] = a’ -ayx + ax) x —xVx-x

= go xX +AXVX -X me Ei ey 38 Eb a§ = 2909/5 = a-—¢e 28 aR be x—x? = a ~x* +aVx(x-1)

3. (satvx°)-(20-ve)
=(Sav?) .(2a-vx) =(Sa+Vx?-x?-21).(20-vex) =(5a+(x-x)Ve)
(20-ve)

= (sa+x2Vz)-(2a—Vz)= (5a-2a) - (5a) + (20-2? Ve)(x2 Vez) = 100? Save

+2a?Ve— x? Vir
= 10a? ~ Savx
+2ax? Vx x7 = 10a? Sav +2ax*Vx — x? = 100?
-x3+ aV/x(2x? - 5)
4. (4+Vr)-(7-vr) = (4-7)-(4-vr)+(7-Vr)-(Vr-Vr)
=28-4Vr +r Vir =28+(-4+7Wr—vr?
= Hciees

5 (24ds%y°)-(2-ms?) = (2+-9'n):(2-995) = 2-2)-(2-9v)+(2-9)-279"(

Vora)
= 4-20 Vs+20qfw -x7y7|(e-a)y = 4-20 +2myfy ~2 y%qle2y = 4-day +209,)0y - (x?-x)y2 Vy
= 4-20v/x +20fy -x°y? fy = 209yoy~ Vx) xy? fy44 = 2apx( Uy-1)- 28y? Vy44

6 (nt) m=) = (moVa) (mae) = (mel) Rn) = (nl) le?)

= (m-m)—(m- mim?)+(m- mlm)~(m-m)plin
Ln? =m2=m? Am? +m? Am — m2 mm?
=
= m* — m2
3 m2
=
+m3lm
3/ eee) 3f 2 fee
— m2 m> Se =m?) m2 + m23m —m? om = m? — m3 + m2 Ym — m2} mi?

= m>(1-m +m Ym?

7. (vr+2). (avr - 2}= (vr+2); (avr?9) : (vr+2).(4 r2 pl -2} = (vr +2)-(4rvr - 2}

= (4rvr Vr) -(2-vr) + (2-4)rvr -(2-2) = Arly

—2r +8rVr
n 4 = drvir
42 (4r=
?1)—4

Hamilton Education Guides 448

 Mastering Algebra - An Introduction Chapter 4 Solutions

= Arr + 2vr(4r—1)—4 = dr? — 44 2vr(4r—1) = ar? -1) 4 2Vr(4r—1) = Ar -1)-(r +1) +2Vr(4r
1)

8. (4+Va)-(4-va) = (4-4)-(4-Va)+(4Ja)-(Va-va) = 16-4Ja +4Va -Ja-a = 16- a? =16-a

2. (seh). (2-57) = (2) (0-2) = (sw), (2-H) = (oth). 0-1P)

= (3-3)-(3--4x°) +(3-x4x)-(x-2)(Ue
a3) = 9-3x¥le
4ane —22a
? a? = 9-3eh?
tax 7

43xffx —x?x = 9-3:4x3 434-23 = 9-2? +3x(

= 9-3x¥x3 Ux—41x)

0. (15) (EP) = (415). = (ol) 1-H}DI)<b). 0)

= (1-1) -(1-029))
+(1- 297)-(0 -Vo) = 1 ayy +0 — yoy = 1a
+yoy - yxy?

= 1a yyay + ay — 7 ay = 1 yay t+ay - xy? = 1- xy? +09 1-9)

Seti aracicerroems CC

1. 2v3-(2+V2) = (2-2)v3 +(2V3-v2) = 4v3 +2V3-2 = 4V3 +2V6 = 2(2V3 + V6)

2. ¥5-(v8 +v5) = (v5.8) +(v5- v5)= (v5-8) +(V5-5) = J40 +v5? = V4-10+5= v2?-10+5 = 5+2V10
3, -V8-(3-v3) = -v4-2-(3-
V3)= -V2?.2 -(3- V3)= -2v2-(3-v3) = (-(2-3):
v2)+(2v2-V3)

= -6V2 +2V2-3 = -6V2 +2V6 = 2(v6 - 32]

«66 (s-AEF)= 2 (s-Je) = nha.(EER) = (ol 2) = 208-28)

-28)
= (28-3)V2 -(28-2)-(V2-v/2) = s4v2 -56(V2-2) = 84/2 -sov2? = 84/2 -(56-2) = 84/2 -112 = 4(21V2

5. ‘fas-(‘/324 +932) = ¥16-3-(¥81-4 +416-2) = a4 .3.(38-4 + 424-2) = 24/3(39/4 +242)

= (2-3)-(#3-¥4) +(2-2)-(¥3-42) = 6-(43-4) +4. (93-2) = 64/12 +446 = (3912 +246)

6. av5-(V45 +481) = a8 .-(V9-5 +434) = avs.(v3?-5 +3) = ws .(3v5 +3) = (2-3)(V5- V5)+ (2-35

+65 = (6-5)+6V5 = 30+6V5 = 6(5+5)

= V5.5) +6V5 = ols?

449
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 4 Solutions

-64 «(9/486 +4) = -¥32-2 -(-9/243-2 +4) = 4/25 2-(-9 2 +4] = -2%/2 -(-392 +4)

= +(2-3).(92-92)—(2-4)¥/2 = ofY2-2)-89/2 = V2? -s¥2 = 64-82 = 39/4 - 49/2)

V32.(2+
V3) = v16-2-(2+3) = V4?-2-(2+¥3] = 42 -(2+3) = (4-2)W2 +4v2-v3 = 8V2 +4V2-3

= 3/2+4/6 = 4(2V2 + V6)

(344 + V27).v8 = (3V4-11

+V9-3). 4-2 = (32? 11 + V3?-3) v2?-2 = [(3-2)v11 +3v3]-2V2

= (6Vi1 +3V3)2V2 = (6-2)-(V11-v2) +(3-2)-(V3-v2) = 12(vi1-2)

+6fV/3-2) = 12v22
+6V6 = 6(2v22
+V6)

_ -V2.(v32 -2V75) = -v2-(vi6-2 -2v25-3) = ~V2.(va?.2-2 52.3) = -J2(4V2 -(2-5)V3) = -V2(4V2 -10v3)

= -4(J2 - V2)+10{v2- V3} = -4(/2-2) +10(V/2-3) = -4y2? +10V6 = -(4.2)+10V6 = -8+10V6 = 2(5v6 - 4)

xvx? (x? + Vz] = wvx? (x? +x] = xvx7-x! (x? +Vx) = (x-x)vx -(x? +x) = xP -(x? +x]

= i x? Wx +22(Jx vx] = xt tx2Vxex = ta tx2Vx? = xtVx tx? x = xt Ve 423 = x9(1+xV/x]

ates (ate +vlabs) = Va2'5%? (ab ab") =|(a?-a?-a!)-(0?-07) |ab + feo?)

= |(a-a)-(b-b)va date + bab = a°b?Va-(avb + bVab) = (@ ab? VaVb] + 47(b?‘Wa -Vab]

= a*b*Ja-b +a°b?|(a-a)b = ab? Jab +a’*b?Va2b = a>b* Jab +(a? -a\b>/b = a>b?Vab +a>bVb

= a°b*(Jab +bvb) = «3b? Jo(Va +5)

(w?ee ). faa she (w?~ wu") wiy2t2 2424 = (w?oleae uw).Ae2 a) (w? Be ww)

= (w3 - ww) -(u-u)- (w-wh = (w? = uwu) uw? Jw = w?(w? wi hw -(u? -u)-(w? “(vu Jw)

= www -u w3(Vu-w) = w2wS fw- a3 wi Yuw = ww3(w? vw- aluw) = ww alw(w? -uvu)

= m-(—Vm +Vm° = -Vm-(—vm + m*! = —Vm-(—Vm + m -m! = =v -(-Vm + mdm)

Hamilton Education Guides 450

_ F
Mastering Algebra - An Introduction
p Chapter 4 Solutions.
ter 4 Solutions

= (vin) —(mlm-vlm) = Sine

—mmm
m = am?
=mm? = m=(m-m) = m=m? = m(1-m)

AT=FF AP (9)
8) HEH)
= (oifety43
lz)-(x-x)yly? = (vilety +95) 0298 Y= x*(y-9)-(o? ftv) +°9(te WD?)

= ye?) (lev?) = 7?) (le) = aol? ole?)

6 leet(ot+Ue%
=Vea?
a)(0249) =lop ye (0?le=alee
) (0?+0)
= (0: Wea (0:0) (WoPa? Ae)=APE + fea)
(0a) =PAPE

1 et (EF AY) (AP AR) = io) (le 2) a)

= by (wile+79?) =x0-9)- (eV?) +9?) = 97yeP soqfe?) (vy)

= ify tl = (ea y Ay ery-9) =2y2Yp 419?= ay?(14 28)
A attr-(Ir5s6 —38h57) " air (rest? — ath 25443) cs 24h| 4 7) (64-82) -9f (4-9)

= 2ilr srs? —aeQhe?s?

]=ars{Yrs?Ar) -(2-3)slr?s? Ur =arsi(r-
rs?— 6of(r?
-r)o? = aretle?s? oles?

= 2s{rAlh2s? —lr3s3) = asQlr2s?(r 34s)

9, 3aVb-(a—vb°) = 3ovb-(a-vl6*") = 3av6-(a-Vo?-0') = savb-(a-bVb)
=¥a-a)vb ~3ab{Jb vb)

= 3a7/b -3abVb-6 = 3a?

Jb-3aby/b? = 30° Vb-3a(b-b) = 3a? Vb- 3ab? = 3a(avb - 6”)

10. oF (wala) =al? mo) =aa (mal)

= aormsdnn=) = an A(v—Ain) = fo? mli (4) (2m) oS
= 3m? im+12m3( Vm:m) Sn) Ron Wee 3mm +12{m3 +m) = ~3m? Vm +12m4 = 3m°(4m—m)

Hamilton Education Guides 451

 Mastering Algebra - An Introduction Chapter 4 Solutions :

Section 4.3 Case I a Practice Problems a :

fret tt 18) = 1 pl) 1B) 1B

{500 = (150, ee (OSRO 8 NS 2D Ot Pe ez eee vi4

ae pon ff Sab = Se = UT SE oo 7

A {5 = [28 | ee 1 V2? ¥25x¥4 )_ 1/ ¥25-4 | _ 1 %00

7 16 : gos oer . OND 235 2 a Ae — ae ae 2 3[o1
92 ry 3[n1+2
_ 1 ¥100 _ 1 ¥ioo _ 1.¥100 _ ¥100
es 2%) 4

oe fe =a 1
WE LEIS RN ee anali
: 2° ame a ae ae
Bela Ar2 1.3/4 = Eela
ie oi ie
The following are two other ways to solve this problem:

4
5
j= = iS = 925.93 = Yo53 = 32 = 4 or, 502 Oe = Bee San
8 3 8 : 1

3
-3Vi00 _, 310? _
=
3-100 =—_ — — — — . ——
{1
=—_— >,€
v30 |
-5/3000 5V100-30 sy/]92.30 (5-10) V30 3030 $30) cona/a0) SRV 30 eau)

=e al
- 3 V0). 3f 0) 3 v8 _3 v30 _ 3v30 _ 1-v30 _ V30
5\ 730 xV30) 5\V30-30) 5 Jao2 5 30 5-30 5-10 50

eels 20). 20 Oe20h al --2( 2%) --2( 2%) - 2 V5

745 V45 V9.5 V32 .5 3/5 od 3 AIS V5 x5 3 V5-5

j
_.20 v5 _ V5 _ 4 5S 4S as
fatnisziec S15), ae er 5 se (13s

Hamilton Education Guides 452

Mastering Algebra - An Introduction Chapter 4 Solutions

Le ee ee ee ae oa ie
Ye 4 ge Yaa Ye) 3a de) awe) Gas
_1 ¥e4 _1 Yea _ 1-464 _ Yoa
Soap Bidet Bsa 12

1
» i -/2-2-E--2-22:
48 Vas V2 Vie V44i Va?2 fz or4

fa pe = 3 - (2 eee SMe eoily 3 wee SSS eS uletl say se

256 32-8 2-8 oie 208 2a 2\ gi. Sg4} 2 |Sfgi
94

_ 1 3¥8* _ 1 3¥4096 _ 1 3¥/4096 _ 1-3¥/4096 _ 39/4096

Vo a ee eee oe aac

20 |
pee cen 0 80 e208 00) 20 Wars | N2285. eS SS 2/8.
: Axo 4x4 4xfx7 xr! x Ae aaa IPs xix x ae x Ais OS

= 2( xe) = 2(Sex) = 2 abe- abe _ alse

x vx x vx x Vx-x x ae xXx x?

An alternative way of solving this problem would be:

niee D 2
, ¥80x _ _V80x_ _ y(16-S)z_ (4 ‘5x _ 45x _ 25x
a oe es cee 2(x- x) px? x2

Vagu3y? zs uae E ee - a V3u? Ry uv3 x w/3 vv = uv3 x vv eZ u)3-v

2
wee y! Jy vv Ve ly Jv x vv Vv-v
V16uv?

4 2+2 ee ee)
100x3y9 zg Kio Reap eee Ui, ee Se
25x°y [2 a8 a x x

Ieix3y22? as oe oer i
4 2x6 y>z? )-(2327) Oeaes aa ryan 2x? poz!

ari a 4193 x! y123 3x 23 xyz? ie

=
3x Y23 xyz?
ee
=

49) Cor
x

fol x3 y3z! F 493 xlylz3

= =

Alo y3y3z! fo! 43532! 4f93 xlylz3

453
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 4 Solutions

34) 8xyz? Mi 3) 8xyz° e xyz? a {fie Z (fee

fol+3 341 341 2143 a[n4 y45,4,4 2xyz 2 Z

: ‘poe Spo A pe! | B2 = s/,2 as 4,2 Mata! = | ar Pe

256a°b 4*a°a~ Ae er 4* a4 $144 44 4444 Yl! V44q4 wala!

1
5 V4a -b? _ aad? _ 2%[4ab? _ 240d? _ Vaab?
(4°-4!).(a4 -a') $[44H1 441 45 45 a 2a

6 = Es Ma ang ON,2 ae aie

Fee Dypert 2v! zv v2v Vay V2v 0V2v 0 20
x V2

= 3uV2v fs 3uV2v . 3uV2v _ Ht *| f He >|

J(2-2)(v-¥) 22 y2 2v Oey 2\ »

1
a a a ade Syill eae OAR aie eel ea
La0K3] 40k?1 8 8 SF ee

-*(2 23] - #{viw2) _k Vi2 _& Vat _& Vat _ keV2i

_ kt
Cee ON 0) 2 0 2 oe ro) 4

i 41625x4 y? __ x4f54 y?
1
~ 5x4] y? — 5xq v7 = tL. vy
-34/81x°y° Bore ye (3-3)_f(x4-x?)-(y4-y?) Oxy] x? y? aay Ay

rea, ; hs eee pee el pte 3. l 5 tis ees 1

9y \x*y? oy x? Sy V x? Op NVxe 9y Vx? 9y 42 9y 4f 2

Be Or als Vx? ac 1x Vx? =. 8 Vx? ee Vx? 5 Vx? 5 Vx?

Oy | 4/2 af 2 Oy 42 yA 2 Oy 4) os Oy 4] 242 Oy af 4 he x

aaa
5y x?

ne by)« 2(aad 1 Avy 2 1 WY Voy _ dieyy _ xy

“ yxy 92 Jy-y 92 fy? OZamny 9Z-y dyz

10. = ae ae = ™, BL ats
3 men2 x me n2 =, UE n2 = 70 i m ] m 1 m eth

ee eee ey 5SVm'n* 5 m’(n‘n-) 5 Vm’ n*? 5 V m'n? 5 3) aes

Hamilton Education Guides 454

Mastering Algebra - An Introduction Chapter 4 Solutions

3 SS TF 1 ee 1 ee ] Sethi i\ Ym? rn}

*
ee eS Gein 2k tliat ego? eee
1
eee, 1x¥m?- ‘ Syl Vm?n me, Vm?n nau! Vim? n ee Vm? n
Sm” is a ae 5m (mn!-m?)-(n? -n!) Sm 3f+2241 7 Sm 333 ~ Smomn

A 1-Vm?n - Ym7n
. 5(m-m)n 5m7n

7 lems Vass, naw < i _— -v7)

Eatsint Werte ~ (1+V7) (1-7) : (1-1) +(1-¥7)-(1-v7)-(v7-V7) teal eget

1 - V7) {1 - V7) 1 - v7) (1 - v7)

x ae vate AE

1-Vi8 _ 1-v9-2 _ 1-v3?-2 _ 1-3V2 _ 1-3v2_ 2-3V2 _ (1-3v2) x(2-3v2]

Days 252) oath Dear en DEW? (2+3v2) x(2-3V2]

; (1-2) - (1-32 - (2-32 +(3-3)-(V2- v2} _ 2-32-62

4 022 | 2-(3+6)v2+9V27 _ 2-9V2 +(9-2)
(2-2) -(2-3)V2 +(2-3)W2 -(3-3)-(J2-v2) 4 -6v2 + 6v2 - 92-2 rap

_ 2-9¥2 +18 _ (2+18)-9V2 _ 20-92

4-18 -14 14

(oe Tees 2 © J5 «(v5 - v2) ; (v5.J5) - (v5.v2}

V5+V2 V54V2 V5-v2 (V5 +2) x (v5 - V2) (v5 -v5)- (V5.J2)+(v2- J5)- (v2:v2

Nese Bs in, sn Se
anes ae I ig a fone? 2 3

Ps ees i aes rea PoE) 117) Ss)

Gat eo ea eee: ~ (V7-2)x(v7+2) (v7-v7)+ea: (2:/7)-(2-2)
_ 7 +6-v5-7-2N5 _ wW746-35-25 _ 3V7+6-V35-2V5 _ 3V7 - V353 - 2V5 +6
(rit Nie he pos) 7-4

¥5)
Se Se, 4-5 Me-3+ 3) x(4-v5) . -(3-4)+(3- V5)+(4-v3) -(v3-
ck TENG (445) x (4-V5) pi (4-4) -(4. V5)+(4- v5)-(v5- v5)
1 43v5 +43 —V3-5 _ -1243V5 +4V3- VIS _ 3v5 +4v3 -Vi5-12 _ 3V5 + 4v3 - V5 - 12
Big 24/5. 24yoe oes ee 16-5 11

455
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 4 Solutions

3-V3 _ 3-3 3-3 _ (3-v3)x (3-3) (3-3)-(3- v3) (3:v3)+(v3- V3) 9 _-3y3-3v3 +33
3443 3403 3-V3 (3443)x(3-¥3) 6-33) (3.V3) +(3- V3iF(V3.V3) 9-33 +53-/3.3
1
9-(3+3W3+V3? _ 9-6V¥343_ (9+3)-6V3 _ 12-63 _ §2- 4) = 2S ye 3
9 — 32 = 3) ON 6 : !

J72+J20 _ J36-24+V4-5 _ V¥6?.2 $2205 _ 62 4205 ei ous |SD eG

N50 127 DSP ates SVD sola Sena eee

_ (6v2 +2V5)
x(5v2 -3V3) _ (6-5)-(v2- v2)-(6-3)-(v2- v3)+(2-5)-(V5- v2)-(2:3)-(v5- V3)
(52 +3¥3) x(5v2 -3v3) —_(5-3)(V2-v) -(5-3)-(v2-v3) + (3-5) -(v3-v2)-(3-3)-(V3-v3)

_ 30V2-2 -18V2-3
+10V5-2 -6V5-3 _ 30V2? -18V6 +10V10-6vi5 _ (30-2)-18V6 +10V10 -6115
DoD Palsy aa 13-2 0N3-3 | baly2 Lisle isie sous: (25-2)
-(9-3)

_ 60-18V6 +1010-6v15 _ {30 - 9/6 +510 - 3V15)

50-27 23

fee anaes Mee ae Te 1a 2-22 _ (1-2v2)x(2-2V2)

Dans) |Dea jyiste DED 242 2 2V3 | (24202) x (2-2v2)

_ (1-2)~(1-2v2
-(2-22 +(2-2[V2-V2) _ 2_2Jo-aNd 44y2-0 _2-(244W2+4v2? _ 2-2 +(4-2)
(2-2) -(2-2)v2 + (2-2)v2 -(2-2)(V2- v2] ~ 4-4N2 +442 -4/2-2 ae - 4— (4-2)
1
_ 2-6V2+8 _ (2+8)-6V2 _ 10-62 _ (5 - 32) Sea
4-8 4 oe ‘ 4 SSeS

S25 4 5NS 555) 5425. 30 30) Stas 2 30x (5+5v5)

Bi (o5 GSP SES PIES SSS) 55 SSeS (5-5¥5) x (5+5V5)
7 (30- 5) +(30- 5)/5 z 150 +150,/5 : 150(1 + V5) 2 150(1 + V5)
(5-5)+(5-55 -(5-55-(5-5)(V5-V5) 25+25V5-25V5-25V5-5 95 5Y52 25-(25-5)
3
150(1 + v5) 150(1 + V5) : 150(1 + V5) {1+ V5)
e152 Ie 100 oe arse -5(1+45) i -15(1+¥5)
a3 . V5 +v3 NESEY _ (vs +3) x(V5 +¥3) _ (vs. V5) +(V5-v3}+(v3- V5)+(v3- V3)
10.
sa5. eae 65m (v5 -¥3)x (V5+ V3) (v5-V5) +(V5-V3)-(V3-v5) -(v3- v3)

25:5 +58 SS Ee Vo IS VIS ate Soe _ (5+3)+2V15_ gsavis

V5-5+V5-3-V3-5-V3-3 52 4.Ji5—Vis—V3? [= 2 2
1
; (4+ 15) _ 4avi5
= 44415
Zz
1
1

Hamilton Education Guides 456

Mastering SSS
——_
SSS Algebra -SSS
An Introducti on
SS— Chapterter
SSSSSS—S—S———CSUap 44 Solutions
Solutions

Section 4.3 Case II b Practice Problems —

Se Swe 1-Vvx = 5x x(I- vx] 2 5x(I- vx] - 54 - vx]

re ee ee (1+ vx)x(1- vx} 7 (1-1)-(1- vx}+(1- Je)- (veve) rile rai

vx ; 5x(1-
Vx)
t-vx? ten
af eee sles (2.vx)+ (Vx ve) 2Vx +Vx-x
aes es (2-vx) x(2+Vz] J (2-2) +(2-Vx)-(2-2 vx)-(vr- ve] Rio ah ee

z= ee a 2x +x
Ao go
Le3x _ 143e 142Ve _ (143x)x(14+2Ve) (Le) +(1-2)vx + (1-3) +(2-3)-(x-ve)
(Ts© roars (1-2Vz)x(1+2vx) (1-1) +(1-2)vx ~(1-2)vx -(2-2)-(vevx)
_ 1+2vx+3x+6xvx x+6xVx
_ 14+3x+2Vvx +6xve _ 143x420
7 ee Pas Pape Pe ee . 1-4x

| lack a-b Ja+ve __(4-4)x(va+vb) (a -4)(va + vb)

wag) Sieh (Va-Vb)x(Va+Jb) (Va-Ja)+(va-
vb)-(Va-vb)-(Jo- vb)
(a -b)(Va + vb) (a-a)(Va +b) 5 (a-5)(va +b) 7 (a -b){Va+ vb)
eRe ee seer ee ee)
eee ads
—ada -~a aida Z -ax(a+Va] E -a{a + va] -a(a +Va]

s ava : a-\Va atva (a-Va)x(a+va] (a-a)+(a-Ja)-(a-Va)-(Va- Va) a’ +a a -ava -Jaa

1
_a{a+va) 7 a(a + Va} _a{a + va) _atva

Ve Sere a{a-1) a
x+y x- Jy 7 (x+y) x(x-yy) (x-2)-(x- Vy)+(x-y)-(v-Vy)
B50) Vile, se

xtly xtdy xdy (e+ dy)x(e-J9) (&2)-(e-

Vo)(= Wo)-(o-we)
P-xlyty-yly _ x ty-xly-vly _ x(x+y)- Ve +9) (x+9)[*-vy]
2
x? -x fy +xJy -Jy-y x2 yy? poy x-y

Sex 54x ave _ 6+2)x(2+02) (5-2) +(5- vx)+(2-2) +(x ve)

of), sees (2- vx)x (2+ Vz] . (2-2) +(2-vx)-(2- vx)-(vx vx]

Hamilton Education Guides 457

 Mastering Algebra - An Introduction Chapter 4 Solutions *

_ 104sve+2x¢xVx _ (10+2x)+Sve tave _ 25+x)+vx(5+x) _ (5+)[2+Vz]

Wal es 4-x 4-x
¥ A+2Jx —2dx —Vx-x

Big a a i ~walw way : (-w + Vw)x(w - vw) -(w-w) + (ww) +(w-vw) — (vw - ve)

wale wesdw wodn — (wadu)x(w—aw) —(w-w)=(w-dw)-+(w-dw) (lose)

1

w? —wiw + ww —Jw-w w? —-w w? —w v1) w-l

; vik-3 _ Vk-3 I-vk _ (Vk -3)x(1-vk) (1-vk) -(vk- Ve)- (1-3) +(3- Vk) _ vk -vk-k -34+3Vk
ee Tae eve (1+ Vk)x(1-vk) (1-1) -(1- Vk)+(1-Vie) -( kk] 1-Vk
+vk -Vk-k

_ VeVi? 343k _ Je--34Wk _ Vie+k --3 _ (143k -k-3 _ ae -k-3

jealie 1-k l-k 1-k 1-k

tnd)
mm tda mimes vm-+ndn _ (mim +vn)x(im
— m=nvn Vm-nin JVm+nvn (vm - nv) x (vm + nv)

‘3 mlm -Jm) +(m-n)-(Vvm-vn)+(vn-vm) +n{Vn- vn) mim-m+mnJim-n+Vn-m+nJn-n

© (Uma) +nflin-n)—a(Vn-vim)—(n-1)-(Vnn) dn endnn =m =n? Vn
7 in ineocean PO mn Re 1 (m-m) +mn mn +Vmn +(n-n) = m? +n? +Jmn(mn +1)
/m? +nVmn / 2 3
—n mn —n? vn? m-(n -n) m-n

Section 4.4 Case I Practice Problems _

1. 5¥3+8V3
= (5+8)V3 = 13V3

2. 293-493
= (2-4)¥3 = -293

3. 1249/5 +895 +293 = (124+8+2)¥5 = 2245

4. avab -bVab +cVab = (a—b+c)Vab

5. 3xi/x —2xVx +4xVx? = (3x-2x)¥x sxx? =e

+4d?

6. 5972+8495 ; can not be simplified

7. 295 +885 -SYS +2V5 = (29/5 - 59/5)+85 +2V5 = (2-5)/5 +85 +2V5 = -39/5 +8Y5 +25

8. 3Va+3aVa —4aVa = 3a + (3a -4a)Va So oeuval= (3-a)Va

3) 24x? +4 2 +3 4/x? ; can not be simplified

Hamilton Education Guides 458

Mastering Algebra - An Introduction Chapter 4 Solutions

10. 3Vac +4Jac -2 Jac +3%7ac = (3+4)Vac +(-2+3)¥ac = Vac +3ac

1. SV2a +V32a = SV2a + J(16-2)a = SV2a+4? -2)a = SV2a +4V2a = (5+4)V2a = 920

2. 27x ~1375x4 ~ x]24x7 = 33x -¥(125.3)x" ~ 3/(8- 3) 3434 = 3x -31(5° :3)-(x3 -x') — x9f(2 :3)-(x3 x3 x]

= 3x — Sx¥3x -—2(x-x- x)03x = 3x —Sx¥3x -2x7Y3x = 3x - Y3x(2x7 + 5x]

3h nae +4V81-x° +4/256x. = 2024441 + 44/34 444 a ae = 2a74x* oo +(4-3)¥x4 x4. x! + 44x

= 2a?x4/x +12(x-x)a/x +44 x = 2a7x¥/x 412x727 4/x + 44/x = 24/x(6x? +a?x +2}

4. fy! +5932w® ~2a%{ ws = 9]pte + 532054 — 24%] w5t5+54! = ee -w) +5925 w -w! —2aVw>-w>-w>-w!

= (w- w/w +(5-2)wi/w -2a(w- w- ww ao w2ilw +10wilw —2aw?i/w = ww (-2aw? +w +10)

(xy)
2 Jaxy ~ 4 (0° +24/49-(9)° = 22a — Ay) +27?

(9)? (9)? (9)! +@- IN»)? Co) = aby - 4)" +1469) = 291-209)? +7(0)|
= aby ~4y
6. afsy + 53lx2y7 +3 x8y4 = 342, 4£53{x2 3941 433) 34342, 34

2)yi]x?y
= ae -2?)y +5q2(y?-»? -y'] +392 x9 -2x7)\.-[y3-y!) = xlx2y +5(y-y)ilx2y +3(x-

y+5y2x2y +327yfx?y = 1x?y(sy? +3x?y+x]

= xix?

3)" +204f(mn +3)"

1. Loan¥3+ (nn +3)° +2a4l(mn+3)" = arm +3)+ Y(mm-+
+3)+ {mn +3)> (mmm +3)! +2a(mn +3)° -(mm + 3)° «(mn +3)
= affinn
+3)[t+(mn+3) + 2mm + 3)"
= 3l(mn+3)+ (mn +3)9|(mn +3) +2a(mn +3)°§[(mn +3) = §[(mn

fe — Vinee? 4 ave? = (14 aie® —Vinse® = An? — (05-5)? = ava? 2! — (5?-5)x? 2? 2!

= 4x x — 5(x-x)5x = 4xJx —5x?V/5x

+84 ay
9. peas +23 x4y529 +8364 -2y? = if,3t341 3342 +2fHyi oe+2, 3+ ory Pee

459
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 4 Solutions *

= a(x x? -x!).(y3 -y? -y?) +24f(x? -x!)-(v3 -y?)-(23 23) +(8-4)39?

= (x <x): (y-y) zip? + 2xy(z-2)if xy? +3299? = xy? z3] xy? + 2ay2?afxy? 432%) xy?

= xy? (x2y?2z +2xyz? +32)

10. 512. x5y}0 +448-xy5 ~24/81.x9y? = (256-2). xt! yr? +4(16-3)- xy? _ 24/34 io
a

= a(4?-2)-(x4 -x!)-(4 yy?) +424 3)-x- (4-2) -(2-3)g(e4 x4 xt?

= Ax(y-y)Y 2x7? +2y43ay? — 6x-2) day? = 4xy? 4/2xy? + 2y4f3xy? — 6x74 xy?

Hamilton Education Guides 460

Chapter 5 Solutions:
Section 5.1 Case | Practice Problems __

752
= 975! = 975 = 925.3 = 5? -3 = 593 = 5V3
]
J RE ea es ee a
5
362 = ¥36° = 36221 = Y36? 362.361 = (36-36)v36 = 1296V62 = 1296-6 = 7776
i

722 = 472! = a9? = J? = V36-2 = V62-2 = 62

33 = 54 = Ys31 = Y53.51 = 585

33 = Yay = 0 = YP = 2
=16
43 = Ver = il) - 1" = Yao = Ya? = 43-43 = 4-4

53 = Yas = 45 - YS = |
5

94 = 425 = Yo = 424.9! = 242

1

_ 3433 = 9343! = 3/34 = 3? a7

" Section 5.1 Case IIPractice Problems __

ye Ce ee ee ee eo
= —wifw Ve? = —wilwe?
(o9)3 (62) = Ga)
=(es)e-28 = feo) AF = ey A = oy

2 2 8
= LA Sa ae
5 eR oe
ee: eset! = 4 Sale x? = xV¥x

461
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 5 Solutions,

Wire
WI]ll
ll Q N|[- g I
Wwa|rne I
wile
Q
Ww
is} ll Sl
w

Sa

ye 1 3
7. a of Bee Say ~~ epee: auaellsi = xyJy

4 4 16
4x
8. (<4)? = a cl = |
7/016 = | T+T+2
UY] = |[etch )re: aad (c-c) 7]ce = ee?

2 6
3x
10. (x*)5 Ves =e 541 - ee =xVx! = x¥x

Section 5.2 Case I Practice Problems

1
1 1252 = ee yn oes Se es
1 inst = V5 25-5 fst.g 5S

1 1 l 1
2. -(343) = = =-
(343)3 V343) 17 i
l
3
ms
4-(16) 2 = 4-
1 cs
4-] =
4 =
4 7 Seg
=_=_=]
(16)2 tie! V16 Va? ; 1

1
-. l l 1 1
4. 49 2 = =
ee Yao) «49727
2 1 ] l 1
ae (4 Wisbn Mis = = = =
*) (8) Ig? 64 43 4
24
pee eee ny. ha Le lhe oe eee
ae $/352 ‘(os)’ S[5x2 $410 S[a545 [5595 O52 34

ue
Oe a ee ee 1 nt
ios Viot Yio — io?10! 10¥0

§ (625.4
i-= ee
1 joa
ee
Zed NODS fs4 5
5
oo 4 we eee
f 125 dae 194.9! 24/2

Hamilton Education Guides 462

Mastering Algebra - An Introduction Chapter 5 Solutions

1 1 a4 1 Bs 1 2 1 1 E1

9/9 9/32 93s 27

(9)2 “ afo3 : 2/9241 i 92.9!

A ae ie ee A l Papeek:!

| (aes Yeap Ua Yate?

; (2) ayn ere l ot te eee eee 1 : 1 See
li Ps vs Ps = fea 8 pt 53 4 eA AP

Pentice bad
Re RRA
i (a3 Pie mg. Al pe ora
4 > ie be OA
bre a y3 iy

-3 2 = = = ie 1 ae 1 = 1 cs 1
2 (x ert 6 6 BSH Se ees
x

4
ve rel S. A #2 1 1
6 a os2 Pal=q Tings
324 OO: to=aRee ae poe5ee rr
| a
a Na

onin 2 a 2
3
Seen 1
2 OE 2
ae
D ek 2 PA 2 is 2
2 . y Fi; aay 1 a = . 3 i 3 — = = A ;
ae x

Aye ayer ye.yl vty oxy

yrae oy 5

Z aif cel a3 2 3 Ms : a a
; = ; = oe
= = — ;
x “Vy 3 = xX = 7 = 1
9
5 hye af34341 fy3.y yy (v-y) y y fy
5
y y

6 2 2
he ee gt oe
Py (2) er Tee ri 0 6 fe 35H Ee. xalx

463
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 5 Solutions®

Section 5.3 Case I Practice Problems

3 W3 (1-2)+(1-3) 5
i
‘y2exyl A 2=ey- er Co mee
mee Pe 2 Ree a coe

(33)+(1-2) \o N
|=|q 13 (-
WIAad —]r i] =) w|¥ ad

ey a
Ve
N

iL 2 ih a5 12 2,5 142 ( (21)+(53) Act 2415 hy

Peg PES E TCey Se ne bole) pea belfee) oealge bp keg fee SU eg We | hc -t [es] eats

17
= 9.33 = 2.3317 = 2. 3/33+3+3+3+3+2 = 2.9(3 39.33.3838). 3? = 2.(3-3.3.3-3) 93? = (2-3°)¥9 = 4863/9

4 2
» {2
3 *1 33 : a4 ox 25 : Me 8 SE in ag
o/h x= |x “1x ‘y 9 we BNL 3 HEX -y) = 5s -x 4 1.4 2.y5 = xP xl ix? y5 = (x? -23).22 5

eno al fy9 = 9f24242424241 ape E =

N
3
N
os
N
s
N
=
N na Poon = (x-x-x-x-x)vx-(yfy]
tn
—— ee

xSy(dzQh)

Hamilton Education Guides 464

 Mastering Algebra - An Introduction
«
Chapter 5 Solutions

UY ch Se cle ol 1f 3,2 31 1( (35)+(1-2) (31)+(1-2) lf 15+2 342

= xii yl-yo|-|22-2))=a3lyl 5].[22 1) =xaly 1 [le 2 Spagna fel gee

= ya VTE IPS <p yy ea)

= 5 [(o-»- 2)? |e-28]

= ¥e-(9° Wh?)(#2vz) = y92
?(¥e Gy? Vz)

eae pe! ores a AA 2 ee ae (22019) ae See Rese as 4 ;

= 33/43 -x3|-)y3-yl| = 33-23 3.y3'1=33.53 <p WH = 33.x3.y3 = 33 .x3-y3 = 33 .(xy)3

2)? 3 ; ae. i. gh eae ee a ee ee

Oe alee |e?) +] = le3 |(2?-x9-y?) af Sa eee Boe noney, |

oo as. Sisal 2,
DS whys a) 925 lS ox xl |ay

6 id
i} NO wn n 5 = 25.25 -yd = Yo3 Yel 6 = Yy.df,5eor4 sf54
NS

= J «(x5 x5). x4 Hy? -y! = 8 -(x-x)Vx4 «yy = x7y(¥a Ua Yh) = x?y(‘Jax4y)]

Section5.3 Case
IiPractice Problems —_

— 0
: Geb 62 |. tach fe
2 2

a3 e)

Hamilton Education Guides 465

 Mastering Algebra - An Introduction Chapter 5 Solutions ©

: 5 SET: ays oT Si ese Sve 5 4 mer |

; y4.(z-w)2 — y4.z 2.w 2 — y4.22.w2 z2.w2-w2 _ z2-w22 _ 22.w? STcaae ele
x x _ —_— _ — — _

-1 ied i aa
oa ieee
ees aOe (2-4)-(13) 3-3
sels 35
Roe yw? yl -w2 yly 4 yl 4 yi y4 y4

cae
a
—g2ewl — ee:Yd .w? _ 2f,2+2+1
[ / 22-2)yw? _ (z-z)vz-w 2 _ wz?
| 1,2 : Yo? fz

y4

i 2 ee pe ASS. Bie 1oi2 2 Le ae bey tel

: (a-b)2 -(x-y)3 _a 2.5 2.x 3.y 3 _ a2-b2.x3.y3 _ boys axe is b2.x%3 2
it 1 ST a ae ae Arey:
a>-y? -x2 a>-y*-x2 al.yl.x2 al.g 2-yl .y 3 al 2.y

1 (2:2)-(1:3) Be i438 toa

Kine. 189 De ee oe, a 7b Sx _ ab Sx
32)-(11 2:3)-(1-2
(32)-(11) — (23)-(1-2). SP: =; sa5S 4 5 ae 3ly4 Yq2t2+1 . 3f,3+1 Vagteae genoa
a 1:2 -y 1-3 a ay, DEP ONY

Ae aeee
ean easy
aa 22 3 2 —(3-3)+(2-2) -9+4
6 x- y)33 -x x? a Car
y a Mer: eR Ce OPE Deeeer Se Piece!
hare Baer oe 7% 3.42
bree: 26 OO 2 eas oo peex

— 2 9) —(5-1)+(2-6) —5+12 7
x6-x1 x76 1 yx 16 _x 6 ae 7 6 .6+1 Gyo.x) x Sy x
3 3 3 5 3 6,5 fs 5 os ys
ys ys ys y6 ys

3 1 3 1 3 it ml (1-3)+(1-2) 342
7 D-a2-b%-e5-a 2+a2-b*-c5<a) 2-q2-ql-b*
6 Dead 1p 2-a 12 b! 2-a 2 -b
| 2 2 Zeal 20 1 romoo
b-e) bl .¢5 (eae oS ee Ci

5
= 2/ 2
ea Gee pa 2e- a 2b: ire _ 2b- qo oa, 2b-(a-aWa 2a bVa

G
Daenettlel Te Te Te Te
2 2 2
u1
3 nae
a3 = 3 <=
3 jes
3
By,
1
se =
eae
pall
FR

Se
3 —

3
3
3 wWl/N
: z2-w (a b)2 = z2-w'-a 2.b 2 ogee w>-a2.2 ~ w>-b w>-b2
a? -w-z Gales azez Bt aus 2 Fs a
aa tusaig ee a) oa ee lee

2 2 2 2
ae eae é 2 3 SNS 3\3 aoe foe” 62% 671
_|__w-b2 = w>-b2 _| w>-b2 apse? aw! 2b? 3.) Reta
223) Ted. (2:2)-(13) — (12)-(11) 430° 241
—<———
Vt)
= io —x—
a a —— Cae
ar tary
oes,
a
a
aq! Zl 2 a 12 “Zz 1-2 a2 «Zz 2 a2.z2 az 372.3 aé 3.76 3

in it
_wl-bl _— wb w? -b w?-b bw?
it.
a>-z3ri) 3 Ygy Wels Va
Hamilton Education Guides 466
 Mastering Algebra - An Introduction Chapter 5 Solutions

2 eee aoe (2-4)-(1:1) 8-1

9 oe yo bs a iy op 2 Bey) tye 2 me) i 2 Dies 22 , Dbpe Dy 2-Yy!
1 3 23 28 a) « es oe sfn7
Db ye b? .b 5 bl .b 5 bi 5 oe b 5 bs :
: 2% 242241 a Py yo ey ye! : 2-(y-y- yy! ‘ 2y> Jy

Vb5+2 Vb° -b? bY b? bY b?

3 2 = 2
7 a b? -(c-d)° . a? b2 cg) | 93.42 05 8 Wlateg 2eose go ge :
Abie od PEM ede sey | Cbs ed 3
bth 2

ie ; 2: ; &
ae co. g& Bay 38 poe as Poe E. Chose ys
. i a eee Cae a i: 5
b! .b 2 b} b 12 b 2 b2

EES 2 4 62 10 4 2 Ti6
_a Bae stg 3 _a3-c3 1.43 _a3-cl.d3 : [4 .¢2 afgio Ya. 6? gs
Se Lad 2 3/5 3 342
Hoes CREE b3 b b

oJ Na ed 2d gerd a = ala +c? -(d-d-d)i/d x aVa-c?-d°¥d 7 ae- de dadd Ms ac?d*Va-d

Vb} -b? bvb? bab? bYb? bv b?

1 3 Z

wee leeweae oat hile 43-43) {323 ee 2

Pe Ate4s Digan
ise Se Aids
ee eds
AT | = 42-4545.23 = Yq—Y43 : 45.32?
5 5 1 1-5 5

5 5
a sp UE ee eee nel iN
2 (1-1) + ol 10| 1+] x3-x5 +x3-x3 1+} x3 5+x3 3
1 : 1 Hopes Ze £
2 a irae = AF 7 3 y = 2

x5 +x3 x5 $x3 [+2 | xo 4x3 Popes

(2:5)+(33) 242 10494 19 «4

3 15 & 15 3
Lex 15 +23 — Lexi 4x3 — 14°Ux!? 4x4 © 14 15/_15+4 , 3/_
Ux tt 40x 341

i ae
lex. 32) eee
oe
x5 +x3
eeeGay.
x5 +x3 x +x?

a 141915. x4 +932 - 14x'f§x4 4x9

467
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 5 Solutions *

1 (1-2)+) x3 Bh +x gs 2,1 241

241 3Be 11
2 Fe ones 3 4x9 _ 24xb 1 _ 2exl 2x
: ia 1 2 oie 2 2 AIDS
mr zy ES x x a ea Vx
x x3 1-x3 x3 x3 x x3

2 He 2 1 g 2 2. DT ain 2
2 2 1-n3 |+|n?-|n3 +n3 n3+|n2-n3 +n? -n3 n3+|n!-n3 +n! -n3
4 n3 Se sae n x ES =
| ate pei 2 12 Lie lee
n3 +n3 n3+n3 n3+n3 n3 +n3 n3 +n3

2 2,1 2,2 2 (2:3)+(141) (2:3) +(1-2) 2 6+1 642 2 G8

ates ti ey 3/ 3/
_n3tn! 34n1 3 n34+n 13 +n 13 nen? th ne eh en n? +Vn! +Nn°
e 1 ® i h |® - n 2 2 2 - 3 3
344s
n3+n n3+n 3 4n3 me)
n3+n 34nd
n3 +n Vint +N"
Yn? 4 Und) 4 Yt? Un? 4 Uiol 4 Ynnn? : Vn? +(n-n)in +(n-n)’ eee Un? +n?Ynsn?Vn?
Un Une tn Un? nae In +a?

ie é. 2 [2 1 3 cag) ae

5 y 3 + pee
5 3 2 3 = 5

y-y4 2-\y=y4 2-|y-y4 2y—2y4

aay ete Sais 2 (14)+(12) (1-4) +(2:3) 2 122 AKG

dys4]y2 lay? 4 PSN al 5 A 2y3+|y2 -y 8 2 37 21055
7 i Z _ dy +y2-ys 4
3 a g Sere e ey Cie
aos 5 ae
2y—2y* 2y—-2y4 2y —2y4 2y —2y4

_ aly? ey 4 ay? yr = ay ay ty) _ aly? ely - ly

2y - 24/53 2y- 2453 2y— 241y3
ay — 24fy3

Z oo pe bee 1 2
Z w-w>+1-|w2+w3 wl-w5 +|w2 +w3 ee (1-5)+(2-1) ae
6 w ch 7 . - wl S+w2+w3 _w 15" $42 45y3
roe ier 1 re eka (Rien Fe
w2+w3 w-| w2 +w3 w!.| w2 +w3 wl -w2 +wl-w3 wl 24yl 3

eee ee 7 1 2
— wh +w24+w3 — w0+w2+we _ wi +w2 +w3 y hy? +4! +? i Vw>t? ay ane
Gata sy ee eS ee ee
ayn alls wee apenas w2 +w 3 w2+w3 ‘“é aeee i:

Lw8-w? + + Vw? _ wile?

+Jw +2?
Vw2-w! +¥w?-w? aipigen Pas

Hamilton Education Guides 468

Mastering Algebra - An Introduction Chapter 5 Solutions

2 2 2
2 Kin [soy] -»5| 2 Pan hi 2 Riel qega 2
7 x+y3 1 é. eee eye ey? _ xdexltx3 -y3 ¢x-y5
2 2 2 2 3D ri 2
x—-ys- x3 aD [+25] x3 -x-x3-y5 x3 .xl—x3-y5

A Res 2 (1-2)+(13) a) 2 23 2 2 2 5 22 2
et Leet easy? a Bai eyo aes — x3. $x3 sys +x—y5 _ x3 4x3 y3 4x-y5
ee) ae (:2)+(13) 22 ca" ck . es ete
x3 1x35 mee oy? 43 aes cy? x3 —x3y5

x +2 x75? +x-¥y? Vx3t? +3 x7y? +x-¥y? Vx? x? +3 x7 y? +x-Vy? x¥V x? +3) x7 y? +x y?

3 1 1

: (.3.e0t [a22] Lege eed Sees ee es)

8.
1
a
be =,
34+a2-b4—-b4-b2 — 34+a2-b4-b4 2 Se
= 2,
— 34a2-b4-b 24
ae ek eae a ee
a2 —b2 aCe 3a? —3b2 3a2 —3b2 3a2 —3b2

] 3 6+4 1 3 10 5 ; 1 3 5
34a2-b4-b® —34a2-b4-b8 4 — 34a2-b4-b4 _ 34 4a! 4p3 -4Ib5 - anode ae)
1

3a2 —3b2
et ee
3a2 —3h2
3a2 —3b2
eg Gis
34Va¥b —Yo4.5! _ 34Ja
to? -a4
3Ja - vb 3Va -3Vb
2 1 z
ay 3 ]. S23 D 1

= 1 : : } : |a] x5-y3 ee eee Vx? ay + ie 3 _ Vx? fy +x? -3

ee oe ‘(3 | Te ie #iEe 3.41 y) x? fy - fy
aNge3 om x3 -y3 -3-y3

yxy -3¥y
ae 2
Jae 2 1 2 IL-|a3+b2]-a5-(a-b) 2 1 ae 2) ie Gee a7
a3+b2 5 a3+b2 ad _ a3 -+b2 -a-a° +49 -b .. a? +64 —G!-a° +a°d
ae a-b id ee ae 1-(a-b) a-b a-b

2 1 i, 2 2 Dele = (lS) 2) 2 2 1 542 2 2 1 7 2

a3 +b2 male tasb “ ai+b2-a 1 +a5b _ a2 +b2-a 5 +a5b _ a3 +b? -a> +a°b
. a-b i a-b a-b a-b

Va? +4p} 237 + bila? a Va? + Jb -Vae*? +.bVa? ie Va? + b-Naro? +bVa?
- a-b a-b a-b

— Ya? + Vb - aa? + BY a?
zi a-b

469
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 5 Solutions ©

I Practice Problems | |
Section 5.4 Case a

» alee ee Se eet 1 Wedee ee

; ARE 3/g3t2 eee ala?

J rk ey ee ae Es 1 3 1 iL 3
7 (a? y") 4.y3 A 7 4l.y3ela 4-y yo Hg F210 Aly Dia gael ad

1 (11)-(3-4 Tiel 12 hit

= fae a ' =a 2y 4 =a 2y 45 a = | ee ee _ |
iy a Dl ll Zeal 44.443 Ag 3
oy ‘la ‘| Ya ly va d(y -yt)ey
l 1

Ja (y-y) fy? : Ja y?4]y3

1 a eae ire es 3
3 (a? -b*) 2 (2-6?) = [a2 fo) sil behing bes Glebe
a hoe ooo [o20

ee pelt = Jax 1 Zax 1 ul _2a _3a ah _2a_3a al ~2a~3a

4, 512 a (e220) SS S10 Sly Sux Sls 510034 ee | ee eee SNe Satsy eee eee

Bh Bebt ae ah ae a 1 1 1
Z U512xoe algae a! | RX"
$123 5
a3 oe Teo Base. Ree 3) ant 4 ee
5 (x27) 2-(x?] Sele Zi ellie’ 4)|ta iy See 2 ayer ad eenome reneC naar ws

—(3:3)-(4.2) 6 3 -9-8 3 17 1 ; ;
=x 23 zg t = 53 © zglz=y 6.23 = = = 1
oa
17 ee Syl? z
laenacs
$] 6+6+5 2? of(x° =) os 3

(x-x)Vx° z> x7z3Yx5

ra
ae
27 3 24P 424°
at Ei agee a 2 21 2 (22)-(11) 2 41
297 Cea | = 97 3.2404 2 299793 ee 1-2 = OFS ae

3
Zoos 3 = [a1
= 7 3.42 = og = 44 = aq? = qe = 4° .4! = 44 = 4 25 = 4-2 = 8
z 2 3oq2—-¥729 3/93 9 9 a
a 272

Hamilton Education Guides 470

Mastering Algebra - An Introduction Chapter 5 Solutions

2222 -2-2 (23)+(1-2) ns) cars ae alae af eo al(y3 - v3)?

See uy ai aye ee ape ae = We 2 WY =
4
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2
2 6 2 i DATS NN oe “ 7 9(4°)2
Atte3 3.y 3 1=643-x
= 643.x ee 3 -y 1 = 643-x “Fes
ay e= ;643 = 64 alae
= ee Sea?
x3.y? as ae 2 y

Y43*2 5 4343.3 16
3 1.42 xtxy? whe ole weix xy? Px

10. (4-m2) 2 (22) ml =|4 ;‘ae (me Pm P=4 :he [m= po -m'|2

:
1
= 4 2m? [mdm p2]? = 42m [mM p22 = 4 2m [m?.p?]? = 4 2m [1p]?
1 1 1 Zs 1
Se m?-(p?)2ee
]
=42- = 4 2-m-p ee Se eee
etgees 7ie een asig eitatas
1 4 2 pep ee
ae =
42 .m). p)

= ! = | = !
V4 m: p 2? mp UE

Hamilton Education Guides

471
Mastering Algebra - An Introduction Chapter 5 Solutions ~

Section 5.4 Case Il Practice Problems _

; pee l oe l ay ere 1 ~ eee eee l - 1

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2
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ree Piictsory: alee eeae ee ae a e

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aoe 2 Ze 1
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nas
y ye ye 4 y y y Vy

Hamilton Education Guides 472

Mastering Algebra - An Introduction Chapter 5 Solutions

an ae eis ZS cee wok ca :

pee chee lO bae ete 2 ee 8 3 _ c3
es | aed Wye . a ee Ae 1 (23)-(12) pea
(b-c) 3 b 3-¢ 3 - 10003 -b?-b 3 = 10003 -b1 3. = 19993.5 13 10003-b 3

ie
1 4 = = = = = = —_

act ¥i000! -¥a+ =¥1000-¥a3? 103 -%53-4! ~—10. n/p! = «10H: 10 (Vb

= a ee a ze
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: eae Co aha IR az? wo a -w?

2 pe) ere 2a Toe Caer as a

a ee 2b 2g tb? ge? Pbe0 ep bl Size ae
a*] a 4x-— a pe a aa Zz
a a 2 Get al

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igo cask?)9, Mig ee ee Sy eo Coyne b
ol _2 l 2 Hi: =i ©) 1 1
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= b = b = b = b = b

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ud i 3 pA Tes ee
a2-B3_ a2-b? _ a2-b? . a2-b3 _ Ya Vo* _ Jo-Vo*! _ va-¥s3-5' _ Beds
“ a 4 ia = f aha ics es old
ets 5 eds ce) -d3 1 ok:

473
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 5 Solutions *

Section 5.4 Case III Practice Problems |

SO ee 1g _ (l)-(8-v2) 1-80 _ 1-8V2 V2 _ v2-(1-8v2]

i 2/1 jp LD ap) a v2 ~~ V2-v2

LADS ee aay
15D) MOND: V2 » 2

il (1-1)-(3- 3 +27) 3/3

». (x3 +x?) 3-3 = l 3= 1 oe anes BV x9 +x?
= 03 4 x? ! 1-9x3 4.x? ¥x3 4 x?
x” +x 3

2 2 1
‘ bo ei Tee ee ee ee
ue iad eed ae a eee a eS 7, 1-Ja
a 2 “1 a2 ina “Tt gi a?
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Va va Ja det dal Ja-a ee a
3 3 3 3
a gt 2
ae Se ee ee 5 ets 3.x?
Bats Pee pegs “ xe fateh es (x? Vn?) +( 1) Wx ol ( 42? +1)
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1
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7 ee, ee eae Ce vy LAs eee = eee 1
fet ae : eae (» y)-(-1) wy-1 Vy (»Jy -1) Vy -(»vy -1) (vy
y2 4 1-Jy vy

] 1 yyy tl _ 1x yJy +1 _ yy +1 yyy +1

x = = =

yy -1 aah 1 yyy tl (ly =1)x(y y +1) wy wy tywly-yiy-1 yey Taian

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yyy-1 ye -y-l y>-1

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Bab arty (1-6) +(1-4) b i Sea) (b+1) (b+1) (b +1) Yo? (0+1)
ae b b ae. p>! b2

Rent - alas] Sg te] oala 2 (CE b? | %b

cont" Boalae) "eaulae ye) Bae)“ ele) eo

Hamilton Education Guides 474

 Mastering Algebra - An Introduction
Chapter 5 Solutions

eee cae Bb bes

(b+1)\ 6 B(b+1) b+
3h

4
aet
xtty3 e
_ xl se
1 ee (ee Lae” (+(e) 1+xi/J 2 3 ((ey3/ ai
ee: Ca F es : : Ye
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x

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x _ x

u i u I 1 l
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ED
ie ee ee ee
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aoe Saal Nb ana 21 Jab (Vb + Va) 1 Jab-b +VJab-a

; (vo - va) : RB Jee 7 2 (vb - Va):(vo + Va) : 2 Jb-b-Va-b4+a-6 —Ja-a

Sa Vab* +Va7b =e bla +avb = 1 bVa +aVb

2 Ip?—Jab+Jab-va? =? V5? Yq? 2 boa

l 1
9 ae aS xt eed ee x ee _ 1¥x-3 | l Nees. 1 _ Vy-(¥-3)+(.-9)
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as Me 4 1
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fy(Yx-3) +x
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2 zs2
2 2 1 4 2 Saya ES 1 fo?
2\"3 4(p-2) 3 2x 2x 4 ory al Fira easis
10 (2”) +( OE ee a EO ge was ES
; 1
(ab)s (ab) s (ab)5 (ab)5 (ab) 5 (ab)'

i ‘Jab at Jab Ya fab Yaa! Yao © Va Yad

= I. a eee: ae —————————— a ||

Chapter 5 Appendix Case I Practice Problems

2. 1245.78 = 124578 x 10° 3. 0.000000456 = 4.56 x 1077
1. 0.00047 = 4.7x 104

4. 45789.456 = 45789456 x 104 5 293 = 193.10! 6. 458 == 458x 10 1

Hamilton Education Guides 475

 Mastering Algebra - An Introduction Chapter 5 Solutions”

7. 344538 = 3.44538 x 10° 8. 51244 = 51244x 104 9. 0.0058 = 58x10°

10. 456794324.0 = 4.56794324 x 108

| Chapter 5 Appendix Case II Practice Problems : |

1. 38x10** = 380000 2. 12.783x10~ = 0.012783 3. 2.36796

x10+”? = 23679600.0

4. 1.0035x10> = 0,000010035 5. 25x10? = 250.0 6. 3.7865x10*° = 378650.0

7. 1,00004x10~ = 0.00100004 8. 2.04506 x10! = 0.204506 9. 934587654 x10*°? = 9345876540.

10. 30500x10*? = 305.0

Chapter 5 Appendix Case III Practice Problems

1. (54x 10°).(12x10*?) = (54x 12)-(10 x10") = 6.48 x10°

2. (12564%10*).(9 x10°2) = (12.564
x9)-(10°9 x10*2) = (113076)-(10°9*7) = (113076
x10*2).10°
S 113076. (10°? -10*5) = 113076
x10?*5 = 1.13076x107

3. (2002 x10)-(3x10-) = (2.002 x 3)-(10- x10?) = (6.006)-(10°-?) = 6.006 x 10-4

4, (5x10)-(810°°) = (58) -(10- x10") = (40).(10-6) = (40% 10"t)-10% = 40.(10* 10) = 40x10"
= 40x 10°

5. (223410~).(39.4 x10) = (22.34 x 39.4)-(10-* x10) = (880196)-(10-+) = (880196 x 10°).1077

= 880196 -(10°? 10°") = 880196 x10*2-7 = 880196 x 1075

6. (4334x10™). (2.94% 10") = (4334 x 2.94).(10-? x10°4) = (12.742).(10-2*4) = (12742 x 10*).

10"
= 12742-(10"-10°2) = 12742 x10"? = 12742 «103
7 (2s10-) (010%) = (2x9):(0-10°) = (1) (10%) = 18310")10"= 1 (0°20") = 1.10"
= 18x 107

8. (801x10-*)-(34%10"1) = (801 34).(10 x10") = (27.234)-(10-!) = (2.7234. 10*").10-

= 2.7234-(10*! x 10°) = 2.7234 x10° = 2.7234 1075
9. (44«10"!).(54x10*1) = (44x 54)-(10* x10") = (23:76)-(10") = (2.376 x10").10" = 2.376-(10*! x 10%?)
= 2376x10'!*? = 2376 x 10°

Hamilton Education Guides 476

Mastering Algebra - An Introduction Chapter 5 Solutions

10. (2889x10-')-(9 x10~) = (2889 x 9)-(107! x10) = (2601).(107) = (2.6001 x 10*")-10°

= 2.6001-(10"! 10°) = 2.6001 x 10*!-3 = 2.6001 x 1072

48.4 x10*4 ey (ws

i “= = = 4.033.(10°4 x 10°) = 4.033.(10°*~3) = 4.033 x 10!
12 x10 1) 10*3

& 1073 mf _
8.4x103
810
3818-(10-> x 10~) =3818-(10-**) =381x
= -8
= : =3—5,
A

(1
= .

22
.

22x10
=>
D

Wr Ses aon. me .
10°) =(471«10"})-10° = (4.71x10*)-1
Ven 2355x 100
Saree al = iene = 471.(10°? x10) = 471-(10°°9)

= 47110!
nL +2
OM ee ie (44) (2|= 92.(10% x10") = 92-(10%) = 92x10"? = 92x 10°
0.2107! 02 75\ 108
=3 =a
fe) oser Uae 2 a) (2 |= 7242.(10-3 x10") = 7242-(10-*) = 7.242x107
2510" 2 10”
+5 +5

6 eesoas 2 eae = 55554. (10*9 ‘ 10) = 55554-(10°*4) Z (55554 x 10°2).10°!

4.4 x10 10
55554 -(10 ‘ 10*") = 55554 -(10°2*") = 55554x10°
+5 +5
7. ean = 28) 4) = 102.128 -(10*° : 10°) = 102.128 (10°?) = (102128 x 10*?)-10*
0.35 x10 10

1.02128-(107? > 10°) = 1.02128-(10**4) = 102128 x105

4 4
Ame US ea (2 - 1536.(10~4 x10") ‘s1536. (10+) = 1536x107!
55x10 Soya O(Ug

ESTOS = (24),(i = 06-(10° x10") = 06-(10") = (60 x10")-10-! = 60-(10"' x10) = 60-(107")
“v0 A to"

= 60x10?
6 +6 +6
10. gee ee (2248)(or = 10205 {"1 = 10.205-10*° = (1.0205 x10*1).10° = 1.0205 (10% x10*)
02 x10" Dip) 10°

= 1.0205-(10***) = 10205 x10”

477
Hamilton Education Guides
 Chapter 6 Solutions:

Polynomials Standard Form Type Degree No. of Terms

1. 3x+2x?-6 2x? +3x -6 trinomial 3 3

2026) 2 6y> +2 binomial 8 2

3. 2w+6w? +8w> Ro bw oe trinomial 5 3

4. 6y 6y monomial l 1

Se Gps monomial 0 l

6. lower” 9x7 16 binomial 4 )

ee Sx. oy x = 5 Tarot = oS polynomial 5 5

not a polynomial

polynomial 3 4
Wee
. yy, oa
vycra y Me Dey 3” ay 3%
q” a2

not a polynomial

Section 6.1 Case II Practice Problems

|. =x3 44x—8x? +3x—5x9—Sx = (—x9 5x9) + (4x + 3x —Sx)—Bx? = (-1-5)x3 +(443-5)x

8x?
= =6x° 42% =8x° = -6x° — 8x7 42x
2. 2yt+2y3-544y—S5y2
414y = (2y+4y + y) +(2y3 -5y3} +(-5 41) (244 1)y+(2=5)) 4 = eae
==3) Ty —4

3 Bae 820 344g +07 = (24° +4a°) +(2a +a)-3 = (2+4)a° +(2+1)a? 3 =60" 43a" 3

A 30422 42x Fx
— Se = (3x - 7x) +(2x4 ~ 5x4) +2x3 = (3-7)x+(2-5)x* 2k = Ay
= Sy og

= -3x4+2x> - 4x

Nn 2rs+4r3s? —20+2rs—5r3s° -3 = (2rs-+213) +(4r3 - 535°) +(-20-

3) = (2+2)rs Baers — 23
Ars yo S08 = pg de 8

6. Ixy
+2x?
z y?z7 410-422-4 = (2xy2z - 4xyz) +2x° y*z? +(10-4) = (2-4)xy2 + 2x?
y?2? +6 = -2yz +2x7y"2" +6
= 2x* y>z9 2197 +6
7. -842u7v? + Guy —5+2uv— Buy? = (8-5) +(2u?v? 8429
+(6uv
?) +2u) = -13+(2-8)u?v? + (642)uv
= -13-6u7v* +8uv = -6u2v? +8uv -13

Hamilton Education Guides 478

Mastering Algebra - An Introduction Chapter 6 Solutions

8. 2x+7x-8+2x*-3-5x+2 = (2x +7x— Sx) +(-8-3+2)+2x? = (24+7-5)x-94+2x? = 42-9 42x?

= 2x7 +4x-9
9. -2y° +5y°—8+12y8 ~Sy8 +y> 3 = (-2y* +12y* -5y®)
+(5y% + y5)+ (3-8) = (-2412-5)y® +(541)y5 -11
= syn
Gy 11

10. 2m) 44m? —4+2m—Sm+3 = (2m> + 4m?) +(—4+3) + (2m—Sm) = (2+4)m? 1+ (2-5)m = 6m? -1-3m
= 6m> -3m-1

Section 6.2 Case I a Practice Problems |

1. (2ax)-(3a?x?) = (2-3)-(a-a?)-(x-x?) = 6a? x" = 6a9x!

2, (Sx?y?)-(2x)-(4y) = (5-2-4)-(x?-x}-(y?-») = 40-27" y= 40xy?
3. 6x2)" -(3x2)-(-22) = 1-(3x?).(-2x) = (3-2)-(x?-2) = -6.x7"! = -639

4 (23)
0)(0°%4) = (alot ene) bres?) =e) (4) = ney
5. (3x7y7)-(239°) -(5x°y) = (3x?»?)-(2x)-(5y) = (3-2-5){x? -x}-(y?-») = 30x71 9711 = 30x99?
6. (8a26*)-(20)-(2026%) = (8-2-3)(a?-a-a?). (62-6)= 48a?" .52 = 48a5o8
1, (4m?n?)-(an2) = (4:3)-m (n? n?) = 12.2??? = 12m n8
8. (3m?n?)-(2mn2).(An) = (3:2-4)-(m?-m)-(n3 nn) = 24-m2"1-n32" = 24min®
9. (639522). (3x5y%2).(29) = (6x2y%2?).- (38°2)-(23) = (6-3)-(23 25) 96 (2? 2-28) = 18-299 yp 2
= 18x% yz

10, (222?)-(ow')” (swe?) = (2w228)-1-(5wz2) = (2w22?)(5522) = (2-5{w? w)-(29-22) = 10-9242

eae
"Section 6.2 Case Ib Practice Problems

+5]= 2-[3x? +5x+5|

Te 2 (5x2 Baas: -x+5) = 2.[(sx? -2x?) +(6x-x)+5| = 2.|(5-2)x? +(6-1)x
= (2-3)x? +(2-5)x+(2-5) = 6x7 +10x +10

2, (2x2y-5y? +3x*y-2y? +3)-(32y”) = [(27y +327») +(-5y? -2y*) +3]-(3x*y")

= [2+3)x?y +(-5-2)y? +3]:(3x7>”) = [5x?»- 797 +3]-(3x7y?)

242 4 9x7y*
yr?
= (5-3)-(x? -x7)-(y-y?)—(7-3)-27 (y? -y?)+(3-3)x?y? = 15.42". yt? 2192.

= 15x4y* - 21x74 +9x?y?

479
i Guides
Hamilton Education
 Mastering Algebra - An Introduction Chapter 6 Solutions®

(5x3 +22? -5+3r—23).(-2x) = (s=" - 2x3) +2x? ~$43x]-42? = [(5-2)x? 42x? -5+3x]-427
= [3x3 +24? +31 —5]-4x? = (3-4).(x?-x?) + (2-4)-(x? -x?) +(3-4)-(2-x7) - (5-4)?

= 12-297 48.474? 412.211? 20x? = 12x5 +8x4 +129 - 20x?

6w-(4w +2w? +2-3w4w?) = 6w-|(4 — 3) + (20? +w?) +2]= 6w-|(4-3)w+(2+1)w? +2] = 6w-|w+3w? +2]
= 6w-[3w? +0 +2] = (6-3)-(w? -w)+ 6(-w) +(2-6)w = 1802"! + 6w? +12w = 18W° + 6w? + 12
2x-(2x?)” (sx? +3x—2x? 4-2) = 2x-4e4.[(52? -2x?)+(3x+)-2] = (2-4)(x-x*)-[(5-2)x? +(3 +1)x—2|
= 825 -[3x? +4x—2] = (8-3)-(x° x2) +(8-4)-(x° -x}-(8-2)x° = 24-25? 432.25 —16x° = 24x7 +32x5 - 165

(Vi62 + V9x-2x?
+V16x°),(2x3)= (J81-2 +V3?x-2x? + V4?x9)(223) = (vo?
-243x-2x? +423) -(22°)
= (92 +3x—2x? +4x3) (2x3) = (9-2)v2x3 + (3-2)-(x-
x3)-(2-2)-(x? x3)+(4-2)-(x3 23)
S1SJle + 6x0 An 4ox = ISoe 6x 41° 48x = Sx — 4x 46x Sy lx

(sy-3y? +2y-4)-(3y?) = [(5y-+2»)- 3»? -4]-(3y?) = [(5+2)» -3y? -4]-(3y7) = [7 -3y? -4]-(3y?]
= [-3y? +Iy-4]-(3y7) = -(3-3)-(y?- 9?)+(7-3)-(y-
v2)-(4-3)y? = -9- y? 421. y"? -12y?
= 94 +21y3 —12y?

9x-(2x? +5x—Sx? +6)-(3x°) = 9x [(2x?5x?) +5x+6]-(32°) = 9x-[(2-5)x? + 5x +6]-(3x*)

= 9x-|-3x? +52 +6]-(3x) = [-3-9)-(x? -x)+(5-9)-(x-x) +(6-9)x]-(3x°) = [-27x7"1 +4521" + 54x]-(323)
= [2729 + 45x? + S4x]-(3x9) = -(27-3)-(x9 - x3)+(45-3)-(x? x?) + (54-3)-(x-29) = -81e9 4135223 + 162243
= —81x° +135x° +162x4

(5x?)-(2x
-4x+2429 -x)-2x
3 = 2x-(5x?) (2x° +29) +(4x-2) +2] = (2-5)-(x-x?)-[(2-+1)° -(44+1)x+2]
= 10x3 [3° - 5x43] ~ (10-3)-(x3 x5) -(10-5)-(x3 +x}+(10-2)x3 = 30x33 - 50x3+! +2023 = 30x° — 50x +20x3

10. (¥sx? ~4x -2x? +8x~¥i25 +28)-(2°) = (2327 ~ 4x -2x? +8x- 5? +28)-(2x3)

= (2x? -4x-22? +8x-5+28)-(2x9) = (2#? — 2x?)+ (ax + 8x) +(-5 +28)|-(23°)

= [(2-2)x? +(-4+8)x +23]-(2x°) = (4x +23)-2x° = (4-2):(x-x3) + (23-2)? = 8x'? +46x3 = 8x4 + 46x°

Hamilton Education Guides 480

 Mastering Algebra - An Introduction Chapter 6 Solutions

. Section 6.2 Case II Practice Problems

(x +3)(x —2) = (x-x)-(2-x)+(3-x)-(2-3) = x* -2x+3x-6 = x? +(-2x + 3x) -6 =x +(-2+3)x-6

= x7 4+x-6

(-y +8)(»-6) = -(y- y)+(6- ») +(8- y) -(8-6) = -y" +6y+8y-48 = -y? +(6y +8y) —48 = -y? +(6+8)y—48
= -y* +414y—48

(x? - 2xy)(-ve +29) = (x? -y?) 42x? -x}y +2x{y-y?) — (2-2)(x-x)(y- 9) = =x y" +2x3y+2x3 —4x7y?

= (-
—% Ae — 4x? y *)4 2x3y + 2ay3 = (-1-4)x?y? +2x3y +2xy3 = 5x7 y7 + 2x3 y +2xy3 = 2x° y =5x7y* + 2xy?

(a°-a*\(a-6) = (a3a) -(6-a°) -(a? -a)+(6-a”) Big? bat—a° +644" +(-6a° -a*)+6a?

=e +(-6-1)a°
+ Oe = a0 = Ja" ot6a

(vx - ans \(Vx ae De || 4) = (va? Pek are '](

= [xv - 2x(x-x)Aex —-4) )==[ev -2x-x? fe4) = [ev - 2x9vee|(Vx

x—-4

= x(Ve-Vx) — (4:xvx)- (2x3 Vx vx) +(2-4)x3 Vr = x{Vxx-x) — dvix - 2x3 oe

= xV x? BAgdy ase? 485° x = xx —4xJx — 2x3. x + 8x3 Vx =x? =x = 2x4 + 8x3 Vx

= 2x4 + 8x3 Vx + x? - dev x

AF PW 6) -OF 6) -(Pr WP)

= (ih? -y oad-v] = by? -a?pray -]
= (»-»?)( >?-y) - »(Ub? a) - »?(? ab) +(#? ab) = 58h? -y- rth?» 7b?» 48? >
y> ~ yy? -y?ly?
+ay? = (v3-)-(v-»)-(v?
a)+y = v4 -y? -y ty = yt yy? ty
(Js1 - /72|(v36 +vi8) = (v5? - V36-2](V6? +v9-2) = (o- Ve?.2}(6+V3?-2) = (9-6v2\(6+3v2)
= (9-6) +(9-3v2 - (6-6v2 - (6-3)(V2- V2)= 5442702 ~36V2 ~18(V2-2) = s4+27V2
-3602 -18V27
= 54+(27y2 -36V2) -(18-2) = 54+(27-36)v2 -36 = (54-36)-9V2 = 18-92

(s-avx* (vx? -2) ~ (s-3 x74? |(x-2) = (s-avx?-x? (x-2) = [5-Xx-x)|(x-2) = (5-3x?)(x-2)
= (5-x)—(5-2)-3fx?-x) +(3-2)x? = 5x-10-3x° +6x7 = -3x° +6x7 +5x-10

(3-4?) +(2-3)
(u?-9/27)(u? -¥) = (u?- 13° (uw?-¥23) = (u?~3)(u3 ~2) = (u?-u3)-(2-0?)
Sy =n" 30 Hera —3u° —2n- +6

fa? -a”\e
a 26 +8) = (ave+2)(—[a?-a)
(Va%e +2)(-Va% +8) : 6 +2)(—Va?e +2]-(a- a)ve +8)
e ++8)=|(ave
(2?-22)e

= (ave+2)[-a?ve +8] = {a-a?)-(Ve-ve)+8ave ~2a° Ve+(2'8) = -a°(Ve-c)+8ave -2a* Ve+16

Je +16 = -ca® -2Vea? +8vca +16
= -a3vc? +8ave -2a2

Hamilton Education Guides 481

 Mastering Algebra - An Introduction Chapter 6 Solutions

Section 6.2 Case ILI Practice Problems :

|. Multiply (6x? -Sx-2) by (3x +5). 2. Multiply (3°_p? +6) by (2?—b+2),

6x? —5x—2 b=
5" £6
3x +5 Se fe)
18x? -15x? - 6x aie + 6b?
+ 30x? —25x -10 Sebo be - 6b
18x° + 15x? -31x-10 +2b° = 257 Oe
b> —2b4+3b° +4b7 —6b+12

3. Multiply (u°-3u* —2u? +2) by (u3-2u? +1). 4. Multiply (a ~3x4 4x3 - 2x) by (x +3).
pan = Sue oar
ee oe
Tor Tea x+3

Py ee a ax

+3x° —9x4 43x — 6x

x° 40x" 8x 4 3x° — 2x? — 6x

og = Su Ta oa Fa Gn

5. Multiply (x?-3x-8) by (x3 - 2x). Multiply (-3x3 re Ok: +1) by (x? —Xx +1).

x 3x8 —3x? +x? 2x41

x? =2x eee ea
cas ee eae ae —342ti
2x? +6x? +16x Pax ie eee x

x° —3x4 -10x3 +6x? +16x 2 3y Seer |

3x5 +4x4 —6x3 +4 x? —-3x+1

7. Multiply (»°-3v3 +2v-1) by (v +v-2). Multiply ie 45x? — 5x +6) by (x-5).

yo —oy vel x? +5x? —5x+6
vy +y-2 x-5

v =3y" Oyo ey x hE Sx eS? BRO

— 5x3 25x? +25x -30

-—2v +6y> -4y+2 x4 +0x? — 30x? +31x-30
py’ +y®° —5p5 —3y4 48p3 + yp? —5y42

Hamilton Education Guides

482
Mastering Algebra - An Introduction Chapter 6 Solutions

9. Multiply (3,3 +2y? -2) by (-2)? +1). 10. Multiply (303 - 24 +1) by (-a? +a -2).
ay ay = 2 ee a el
oy orl =a 44-2
Shp 4y +4y? 430° +2a* =e"
aay dy 23224" +a
“oa +603 +4a? -2
3a° — a* +4a° +3a7 +a-2

- Section 6.3 CaselaPractice Problems —s_—~™

72x24 c 3 (36-2)y* _ (67-2 ye 6 6 ly? aa ys) : ey 2 * Lbs

3:
-12xy? 12xy? 12y? 12y* 12y? 1{y?y"?}

Spee
2y2
ewe
2y°
282
3_-1\
4 36(x a: ):(»°y )-(z Zz
(.,3.-1).(,4,-3 3-1)
7 26 (x
(, 3-1)
(» (2(,4-3 = 71(x2y?2)
, -36x3 y3z4 2 | 36x°y 24 _ 36x°y3z4

es ie pea 5 5 1 5

r 9a2b2c3 7
3
9a2b2c3 7 3a2b2¢3 2G 21 (62,21)
b )-(c(93@ =1 7 3q2p271¢3-1 7 3h! ¢2
: ~992b2¢3
Shae aes eae ae / wet / . = oy 2 Bia
¥27a°b%c? beV3°a° bck ae bc!Va> -a? ae a aa

RE2 pO 2 x RESOC2 35?

2-2 a? 1

2 3-1 2-1 3-1 2-1

6 —24lm3n? _ 2 Imn? _ 2h e am us )-(n 4 Z| ):(n a men! > _2m*n

121°mn 121° mn Pm'n' Py ee it l

E we _ xlyl?? a et a Pe 2 kis

Bxyiz? xy?23 (vy) (227) “(> ');3- Ve “25 yz

4 2 1
4/34 x y42° 3yN x2° 3yx igi ae _ (st z!).(24 , _ Bxzv xz” - xz) xz" a3 zW xz?
yv9-2x° yyee 2 ee 3 afx2 x2 -x?) Ax-x-x)V2 re V2(x3x7"]
“ 18x°y?

Act eae eA ble_ xe? _ 2A? _ Le J224{ x2?

2s 2 52 We aah V2 x V2x? De ig 2 Pee

483
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 6 Solutions

sf97439 vem s a : xy? ey xly? r Boye vo y .

~9x7y 9x*y gx°y see 3x7y 3x7y! 3x7x7! 3x77 3x

{a5p4e3 ~¥a3p%e “Wate abe bata). aio a _ abv ac? -a(b-b)Ve

4. = = =
[2p 4e6 - [,2+2 ,2+2+2 ay|(0 0?) (c? pi -e?) a(b-b)(c-c-e)

“ft abVac® - ab? 3c * abV ac? rab? Ve = abV ac? abc Z Vac? a Ve a Vac? Je
abc? ab*c? ab*c? db*c? ~— db? (6757).<3 (675-?).c3 bo cs bees

_ Wack Ye _ Vac?_
bie? = h%c3 be? oe

5 a 2 ira 1 a min*l | mi? Be mn*l ml? _ mn2 r [2 -

Shh a
(m m ').-(n?n er
-
rE m'y,27} [27

mnl mnl mnl mnl mnl mn nl! 1 a 1 n

mn 7 wae, l
+— = m*n+—
1 n n
4 2

ay PVE eae Py hy yin ye 1 l 1 1

1 1 3
1 2
= Seay —S 2y? -—4y
1 1

_ ~MISO+HOMIS _ -5125-.6+1025.5 _ -WS-6+1NS-5 _ {5-36-10WS _ 25/6455 _ -25/6 505 ile AG

x 1g: O75 5 a” ee
( 1
51610/5 _ -V6+IN5 _ oe are
] ] l

Hamilton Education Guides 484

 Mastering Algebra - An Introduction Chapter 6 Solutions

99x7 -18x> =_ 99x?-18x? 11 2

_= 99x? -18x3 Es
_ 99x? - 1843 = 99x? - 18x? = 99x? pole _ 99x? 18x?
8ix4 V9? x2+2 Ogee? 9(x- x) 9x? 9x2 x? 9.x? 9 x?

Oe etet e ee is 2 yt She De STi) Oy | 11s eee

Pode 1 1 1 1 1 1 a fore mees
I(>2 241 [32 > i
: y8x2y?
— 9m? _ * (2 2}y wena ae aly )-3yvz _ 2xyyf2y -3yvx _ 2xy2y -3yVx
lax4y6 [n2 242, 24242 alee 2 (y? ioe 2) 2(x-x)(y-y-y) Dey

- BY — 2 ayvx _ xly!\2y 3ylve _ 2 eos

__v2y Wx a ‘ a es
i,
x2! 3-1 Qx?y?? =gly? 25252 gy? 2. 24? xy? 2
y.

10, wl00ws +V75w> _ Vi0-10w’ +V25-3w? _ v107w5 +¥5?.3w3 _ 10w® +5V3w? _ 10w? | Sv3w?
-/25w? 52 w? -5w? —5w? —5w? 5?

- 5 l 3 5
_ _10w _ 33 __2W _ v3 3 5 2 5
w 2 3
_V3w3w = 2 ey 5-2
_ 30>3-2 2 3
_ V3w 1
35w> Bw? wwe l l 1 1 1 1
] ]

l 3
Pine
oe 6) eek: x ae HO: a et a x8 xt x 3
1. = + F 42 = =F ree = — + —
4 40° 4 Tle hy a We eae a ae ae ta
eee?

2 Sy aeayoioNy
Vata) ye ily)
te VeganVee) ody, 12
RAY ore
peg
aD CR 0D es Ve
yn AYysa Oi Se aed yo +y?
-2y +6
= Ee sks Pe NS: oe ly lt lt Tae?
1 Rea |
' ool ape a
3 x?y-2xy+4xyi-8 _ x?y , -2ay Hy yaa _ xy _2y | Ay is 2 eke y 2%? 4
6xy 6xy 6xy oxy by OY gay $xy $y Oxy Say Sty xy

Peete ammo le 2p te An el oye AS x1 2y' 4

6x-- 3. 3 ay 6 3 3 ary 6 ds 6 ak, Gy 6 3 ae Ny

, ¥375y? -V108y? -3y+5 _ ¥125-3 3 _¥27-4y? -3y+5 _ [53 33 933 ay? -3y +5
, 15y lSy 15y

-Way? -3y+5 _ S¥By> -Bay? -3y +5 _ BBY? V4?

sy? 2 I, 3 I, 2
By |S
l l

a I5y 3 I5y 1 Sy ISy 15y 13a 132) 13

syeee

sy) 4p yy Nay
=
1. My
3 3-1
Sie
3 2-1
ey
3 3 At
3y Sy SV aay 3 5 5 3y 3 5 5 ay 3 5 5 3y

485
Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 6 Solutions

3 J 6 3 2 6 l 3 2 2 4 6 gi 2
5 -w° +2w>+4w?-8 _ -w +2w , tw yore Sere 2 _ Aw ee = aera _2w ee
, —2w —2w -2w —2w -—2w 2w ee ‘w te 2w w w

6]
2 We Wwel eeeal oaks SW 6-1 TALE 3-1 4 Og Del Ae, Bie
5 2
oe A see me
2 1 1 w D 1 1 w 2 1 ] w 2 w

5 2 4 DD
«wal? -6a4
-V64a?-12 _ ay(a*) ~ 62 -V8%a? -12 _ 3a5 -6a* -8a? -12 _ 34° -6a* 8a? -12
4a’ 4a? 4a? 4a* 4a? 4a? 4a?

3 2 3
= 3a° a 6a‘ 7 Ba 7 12 = 3a° ¥ Sqca- - 3 x 3a°a~? 5 3ata~? Liata nN 3
4a? 4a° 4a? 4a? Ag 0g" Ga" as 4 2 ] ne
1 1

Seige PISe AUER ceOs BO BAS ato Bine SAT BEL ees
4 D 1 a 4 2 1 a2 4 2 a

7 —m® —3m? +2m-8 2 —m® : 3m? r +2m ‘ -8 ae : 3m by 2m ig 8 S m>m ig3m?>m~? . 2 hee

: amy Se eee ee BR eee l l PaFe ah

mo 3m PD 5 nt 3m 2 28 - 2 16
= + —
1 1 pales + 2 = 1 ae Ws = sate
aa = 1 oe ip =
mm?

g mn* —m?n* +mn—6n a mn? cnn? n +mn in —6n E mnt a mn? & mn 6n
2m?n? 2m?*n? 2m?n?— 2m?*n?—- 2m?n? 2m?*n? 2m?n?— 2m?n?— 2m?
n?

hE Ce
_ (m m \(n n }) mm i l 7 6 a m>2n*2 , m>2 " 1 6

2 onen 2m?m-")(n2n-) 2m*(n?n-1) 2 an? m2"? — 2m2n?F

3
_ mn?! 1 6 _ mn? m 1 3
ee2n 2m'n
a a
ee
n
eno mm
ye mn
tee:

3aOV 7 5 3 - 1 5 1 - 2 4
go 2 7 ESV 5 lel ary Pee ee i HOYS | S12 ey a ee = 6y 1
15? Sy? 15y 15y? Sy? Sy? 152 13y° 13 y? 13y° 13 y°
3

YR eG) ieee Ay ny yy ee
15y? Sy? 3y? Sy? Sy? LS 5 3 Sy2y7! Sy?

ye ee ee ae Sees pee ees m4

15 5 3 Sy Sy? Se 3 Sy! Sy? 15 Some SY. 5y?

” ¥32 -V72
+¥108 + J162 _ 8-4
-J36-24+927-4 481-2 _ $23.4 —Vo?.2 +3334 492.2
= 81 -V9-9 = 92

3 3 p
_ Wa -6V2 +3¥/4 +92 _ _ (28/4+3¥/4) +(-6y/2 +902} _ (24+3)¥44+(64+9)V2 534 432
-9 9 9 wa 9
;

_ -5¥4-3V2
_ 594 3V2 _ 5¥4 V2
9 9 g 9 3
3

Hamilton Education Guides 486

Mastering Algebra - An Introduction Chapter 6 Solutions

Section 6.3 Case II Practice Problems

1. Divid
3x? +10x+7
e by x+3. . 2. Divide x* +7x? +13x? +17x+10 by x+5.
3x +1 es De 9x 8
Dh
x+3 )43x Ox 7 x45 )4x4 +729 +132? 4172 +10
43x7 + 9x
+x445x3
+ x+7 ; 5
= = 4+2x° +13x
+ x+3 Se ;
=a +2x° +10x
+4
2D
The answer is 3x+1 with remainder of +4 , or pace al
ais: + 3x74 15x
x : Se ee wee
x+3 + 2x+10

+ 2x +10
0
The answer is x° +2x” +3x+2 with remainder of zero.

Bi Divide. y a — 2x x 9 2x* 45x —10 by x-2. 4. Divide -2x* +5x? —4x? +16x -15 by -2x+5.
4° be =? 5 yaw
oy au

KD lee” Sas Sorta 49x" 45x10 2x +5 )-2x' + 5x3? — 4x? +16x-15

+x +2x° : 42x4 +5x3

go xg Oy 4x? +16x
+x +2x4 +4x? +10x

—x? 42x? : 6x-15

anes aa
+5x —10 0
+5x +10 The answer is x* +2x-3 with remainder of zero.
0
The answer is x° + x* — x? +5 with remainder of zero.

5. Divide 2x4 -13x7 +13x7 +15x-35 by x—-S. 6. Divide -2x* +7x> -6x? -2x+3 by -2x+3.
De? SBx 7 0x45 toe |
x—5 J2x4 = [90> 413x° + 15x—35 2x +3 )-224 + 7x? - 6x? —2x +3
+2x4 +10x3 +2x4 43x3
— 3x? +13x? +4x3 - 6x?
+ 3x? 415x? +4x3 +6x?

oy + 15x Se
a +2x+4+ 3
+2 x? +10x —
+ 5x —35 ;
-- The answer is x° — 2x” +1 with remainder of zero.
1S Spy aey)s)
— 10

The answer is 2x° -3x?-2x+5 with remainder of - 10,

or 2x? — 3x? = 2X7 See

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Hamilton Education Guides
 Mastering Algebra - An Introduction Chapter 6 Solutions

7. Divide 3x’ +3x° -2x? — 2x7 +5x+5 by x+l. 8. Divide 2y? +5y” —4y-12 by y+2. ;
34° 2x > 2y? +y-6

x+l )a3s $£3x°=25> — 2x" +5445 y+2 J+2y° +5y* —4y—12

+3x7 +3x® +2y3 +4y?

HO? 9x" ty Ay
42x? +2x? Sy t2y
+5x +5 a PG
+5x +5 +6y +12
0 ee coe
The answer is 3x° — 2x” +5 with remainder of zero. The answer is 2 y? +y—6 with remainder of zero.

9. Divide x? +2x? -18x+14 by x-3. 10. Divide x* +2x? +2x? +5x+2 by x+2.
x? +5x-3 x? 42x41
Mad jax ox 183414 x42 4x 4229 42x? 45x42
+3 43x? Forget coke

+5x7 —18x 42x? + 5x

+5x7 +15x 42x? +4x
ees ee),
+ 3x4 9 + x42
ers eu
The answer is x2 +5x—3 with remainder of + 5 or The answer is x” +2x+1 with remainder of zero.

2se og ee

Section 6.4 Case I Practice Problems

1. (x3+2x5 -3x-42)+(3x9 2-29) = (2x5 49 3x +2)+(-25 43x? +x) = (209-29) +(x? +307) +(e +x) 42
= (2=1)x5 +(143)x? +(-341)e42 = x5 44x9 2442
2. (yy? +2y4 +3y?-3)+(2y4 +9? +5-y?) = (2y4 +3? -y? +y—3) + (2y4 +? -y? 45)
+9?+(3-1-1)y? +42 = dys ty? ey? ay 42
= (2y4 +2y4) + y? +(3y? —y? -y?) +7 +(-345) = (2+2)y4
3. (3x—3x? +5x—-3)-(-2x+5-x? +2) = (3x-3x? +5x-3)+(2x-5
4x? -2) = (-3x? +3x+5x—3)4(x? +2x-5-2)
= (-3x? +x?) +(3x-+5x+2x)+(-3-5-2) = (-341)x? +(3+5+2)x-10 = -2x? +10x-10

4. (x9242x? yz+ 4ayz)+(4x2y2-

x?y2+22) = (2x?y2 +292 +4ay2) + (4x7y2-27y2 +22]

= (2x2y2 44x? y2 ~x7yz)

+(s92+4ayz+ 2ay2) = (2+4-N)x?y2 +(14442)ay2 = Sx27y2
+Tay
5. (-2ab-3+2a7b?) +(—3ab-+a7b? +2(ab)°) = (-2ab-3+2a7b*)+(—3ab
+076? +2)

Hamilton Education Guides 488

Mastering Algebra - An Introduction
———
F P Chapter 6 Solutions
TET O SOlUUIONS

= (2a°b? - 2ab -3) + (ab? -3ab+2) = (202? +b?) + (-2ab ~ 3ab)+ (-3+2) = (2+1)a2b? +(-2-3)ab-1
= 3a7b” - Sab -1
(5x6 —x°> —4x4 +3x 4x?) —(x—3x? +x4 ~ 3x°} = (sx —x°? —4x4 +3x+2x?)4(-x2 43x? -x4 +3x°)

= (5x5 +325)
—x5+ (x4 — x4)+(x? +327) +(xe— x) = (543)x° — 25 (4-1) (143)? +(3=1)x
= 8x° — x5 — 5x4 44x? +2x

4 tt 20 48)toda A)« [0 ea tae Df

«(0a oleh a0) = (oe aa te! ors) (8-9)
= (-2-3)w* +(-1-2)w? +(-1+1}w-16 = -Sw4 —3w? + Ow -16 = Sw’ -3w? 16
(u?v + 2uv + Su?v~6 + uv)+(uv +2 -3u?v) = (u?v + 5u2v + 2uv + uv —6) + (—3u?v + uv +2)
= (u?v + 5u2v —3u?v) + (2uv +uv + uv) +(-6+2) = (145-3)u?v+(2414])uv—4 = 3u2y
+4uy —4
(x3+ x)—(3x? +29 +52) +(—x? - 6x 4x9 4x) = (29 +x) + (3x? — 0° — 5x)+(-2? - 6-423 +x}
= (x3 +x)+(-2° -3x? ~ 5x)+(4x3 - 2? a) = (x3=x ~4x°) +(x? — x?) +(x-5x- 6x4)
Beads (=i) (56sl =42? ax? ox
x +x +2)-(x4 +3=2x° +x3)+(—ax4 -8) = ey +x4 +2)+(-x4 —~3+2x° - x3)+(-4x4 -8)
—

= fe +x4 +2)+(4225 Sea -3)+(-4x4 -8) = (x° +2x5)+(x4 = ~4x4)— x3+(2-3-8)

= (1+2)x° +(1-1-4)x* -x° =0 = 30° =4x"= x7 =9

Section 6.4 Case II Practice Problems _

3 2
+x 4+x°4+2x
lo? +2x+x3)+(3x—2x°] = (x3 +x? +2x)+(-2x3 +3x) = F
—2x + 3x

— x9 4x7 45x

(y+? +3y3 +4)+(-2+ +3y? +2y) = (3° +y2 +y+4)+[(y? +3y*) +2y-2|

= (3 Spy? 4 +4) +[(1+3) 742 -2| = (3)? +»? + +4)+(4y? +2y-2) = a aa

s y Rie PSP peo)
at ge
3y> +5y7 +3y42

( +x? -343x?)-(-22° -5x+5] = [:°+(x? +3x?)—3]+(2x° +5x-5} = [» +(1+3)x? =3]+(22° +5x-5}

3 iz
x” +4x —3
= (x? 44x? -3)+(2x9 +5x-5} = ‘
Des +5x-5

3x3 +4x? +5x-8

Hamilton Education Guides 489

 Mastering Algebra - An Introduction Chapter 6 Solutions

4. (2°132" 47227 -42+2)+(z? +42° +2°) = [2°+ (32? ~22?) +(2—42) +2] +(42° oe +1)

Bey che 3.
= [2°+(3-2)z? +(1-4)z +2]+(42° +27 +1) = [2 ee —32 +2)+(42°
+z" +1) SS yeie e in

52° +227 -32+3

5. -(a° -2a +a +2~3a°) +(-2a3 - 4a -3) = (-03 +2a-a-2+3a°)+(-2a° - 4a -3)

(303 - a3)+(2 ~a)-2]+(—24° ~4a ~3) = [(3-1)a? +(2-1)a-2] +(-2a - 4a -3)
3 3 Pie ee, ey
= (2a +a-2)+(—2a -4a -3) = :
—2a —4a-3

0a* —3a—5

6. (w?+2u+u+5)+(-2u? -3-Su-8) = [u?+ (2u-+u)

+5]+[-2u? - Su (-3-8)] = [u?+(2-+1u+
5]+[-2u? ~ 5u—1]]
+ u? +3u+5
= (u? +3u +5)+(-2u? ~5u—11) =
-2u? -Su-11
rn =n 6

Ths (x-x? +3x4 -5)-(-2x" +x-344x7] = (x-x? +3x4 ~5)+(2x*-x+3-4y")

2
3 Se ee
= (3x4 - x? 4x-5)+(2x4 -4x? — x +3) = are Ses

5x4 — 5x7 +0x-2

8. (a+34? - 60+ Sa) +(4a-Sa+5° +207) = (30? +a +5a-60)+(2a? —4a ~ 5a+1)
= [347 +(a + 5a) —60]+]2a +(-4a ~Sa) +1] = [307+(1-+5)a
~60]+[2a? + (4 -5)a +1] '
3a*+ 6a - 60
2 (30? + 6a ~ 60)+(2a -9a +1} =
Dae al
5a” —3a—59

9. (x25? — 2xy-8+2x7y?) + (3x7y? + 4xy +342} = (2? +2x?y?) — day-8]+[32?y? +(Axy + 2ay)+3]

apne
= [(1+2)x?y? = day- 8]+|3x?y? +(4+2)0+3] = (3x?y? — 2a - 8)+(3x2y? + 6xy+3} St) ee
3x7 y? + 6xy +3

6x7 y? +4xy-5

10. (32° ata? +1)+(8 +303 +a) —(2a° -4+4a+2a°) = (343 Ja4a® +1)+(8 +309 +a) +(-2a° +4-4a~2a°)
eogotae 2204!
= (a° +302 +2a +1)+(3a° +a+8)+(-2a° =2a- -4a +4) = +3a SS gaS

Iq" = 2a. 4g
Se + 4a — a+i13

Hamilton Education Guides 490

 Glossary
The following glossary terms are used throughout this book:

Absolute value - The numerical value or magnitude of a quantity, as of a negative number,

without regard to its sign. The symbol for absolute value is two parallel lines “||”. For instance,
|-2|=|2|=2, |-35 =|35)=35, |0.23|=|0.23}=023, and |-513)=|513|=513 are some examples of how
absolute value is used.

Addend - Any of a set of numbers to be added.

Addition - The process of adding two or more numbers to get a number called the sum.

Algebraic approach - An approach in which only numbers, letters, and arithmetic operations are
used.
Algebraic expression - Designating an expression, equation, or function in which only numbers,
letters, and arithmetic operations are contained or used.
Apply - To put on. To put to or adapt for particular use. To use.

Associative - Pertaining to an operation in which the result is the same regardless of the way the
elements are grouped, as, in addition, 2+(4+5) = (2+4)+5 = 11 and, in multiplication, 2x (4x5) =
(254)
x 5:— 40.

Base - a. The number on which a system of numeration is based. For example, the base of the
decimal system is 10. Computers use the binary system, which has the base 2. 6. A number that
is to be multiplied by itself the number of times indicated by an exponent or logarithm. For
example, in 2°, 2 is the base and 5 is the exponent.
Binomial - An expression consisting of two terms connected by a plus or minus sign. For
example, a+b, Vx’ -,/y, x°+3x, and a7b> —3ab are referred to as binomials.
Brackets [ | - A pair of symbols used to enclose a mathematical expression.

Case - Supporting facts offered in justification of a statement.

Change - To replace by another; alter; transform.

Class - A group of persons or things that have something in common, a set, collection, group.

Classification - The act, process, or result of classifying.

Classify - To put or divide into classes or groups.

Hamilton Education Guides 49]

 Mastering Algebra - An Introduction Glossary

Coefficient - A number placed in front of an algebraic expression and multiplying it; factor. For ,
example, in the expression 3x7 +5x=2, 3 is the coefficient of x”, and 5 is the coefficient of x.
Combine - To bring together; unite; join; merge.

Common denominator - A common multiple of the denominators of two or more fractions. For
: : 3
example, 10 is acommon denominator of ; and ="

Common divisor - A number or quantity that can evenly divide two or more other numbers or
quantities. For example, 4 is a common divisor of 12 and 20.
Common factor - Another name for common divisor.

Common fraction - A fraction whose numerator and denominator are both integers (whole
numbers). In this book a common fraction is the same as an integer fraction.
Commutative - Pertaining to an operation in which the order of the elements does not affect the
result, as, in addition, 5+3 = 3+5 and, in multiplication, 5x3 = 3x5.

Conjugate - Inversely or oppositely related to one of a group of otherwise identical properties.

Conversion - A change in the form of a quantity or an expression without a change in the value.

Convert - To change from one form or use to another; transform.

Cube - The third power of a number or quantity.

Cube root (y) - A number which, cubed, equals the number given. For example, the cube root
Of 216156".
Decimal number - Any number written using base 10; a number containing a decimal point.

Decimal point - A period placed to the left of a decimal.

Decrease - Reduce; make less; lessen usually refers to decrease in numbers.

Degree - The greatest sum of the exponents of the variables in a term of a polynomial or
polynomial equation. For example, the polynomial w* +3w +5 is a third degree polynomial.
Denominator - The term below the line in a fraction; the divisor of the numerator. For example,
in the fraction = 5 is the denominator.

Descend - To move from a higher to a lower place. To go down.

Descending order - Decreasing order.

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 Mastering Algebra - An Introduction
Glossary

Difference - The amount by which one quantity differs from another; remainder left after
subtraction.
Digit - Any of the numerals from 0 through 9 - in the base-ten system.

Distributive - Of the principle in multiplication that allows the multiplier to be used separately
with each term of the multiplicand.
Dividend - A quantity to be divided. For example, in the problem 14:2, 14 is called the
dividend.
Division - The process of finding how many times a number (the divisor) is contained in another
number (the dividend). The number of times equals the quotient.
Divisor - The quantity by which another quantity, the dividend, is to be divided. For example, in
the problem 14+2, 2 is called the divisor.
Enhance - To add to; to increase or make greater.

Equal - Exactly the same. Of the same quantity, size, number, value, degree, intensity, or quality.

Equation - A mathematical sentence involving the use of an equal sign. For example,
x3 43x? +5x=3 is referred to as an equation.
Equivalent fractions - Fractions that are numerically the same.

Even number - A number which is exactly divisible by two; not odd. For example,
(0,2,4,6,8,10,...) are even numbers.
Exact order - Not deviating in form or content; precise.

Example - One that is representative of a group as a whole; a sample.

Expanded form - To write, a quantity, as a sum of terms, as a continued product, or as another

extended form.
Exponent - A number placed as a superscript to show how many times another number is to be
placed as a factor. For example, in the problem 5° = 5x 5x 5=125, 3 is an exponent.
Exponential - Containing, involving, or expressed as an exponent.

Exponential notation - A way of expressing a number as the product of the factor and 10 raised
to some power. The factor is either a whole number or a decimal number. For example, the
exponential notation form of 0.0353, 0.048, 489, 3987 are 353x10°, 48x10°, 489x10', and
398.7 x 10', respectively.
Expression - A designation of any symbolic mathematical form, such as an equation. The means
by which something is expressed.

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 Mastering Algebra - An Introduction Glossary

Factor - One of two or more quantities having a designated product. For example, 3 and 5 are
factors of 15.
Form - A specific type; kind.

Fraction - A number which indicates the ratio between two quantities in the form of a such that
a is any real number and + is any real number not equal to zero.
Fractional - Having to do with or making up a fraction.
a

Fractional exponent - An exponential expression of the form xb

General - Not precise or detailed. Not limited to one class of things. Relating to all.

Greater than ( ) ) - A symbol used to compare two numbers with the greater number given first.
For example, 5)2, 23) 20, 50) 10.
Greatest common factor - A greatest number that divides two or more numbers without a
remainder. For example, 6 is the greatest common factor among 6, 12, and 36.
Group - An assemblage of objects or numbers.

Horizontal - Flat. Parallel to the horizon. Something that is horizontal, as a line, plane, or bar.

Identify - To recognize. To establish the identity of.

Imaginary number - The positive square root of a negative number. For example, J—5 ,V/-3,
and /-1 are imaginary numbers. Not real number.
Improper fraction - A fraction in which the numerator is larger than or equal to the denominator.
G10 23 . :
For example, Are and "> are improper fractions.

Index - A number or symbol, often written as a subscript or superscript to a mathematical

expression, that indicates an operation to be performed on. For example, in the problem 4x? , 3
is referred to as an index.
Inequality (+) - A relation indicating that the two numbers are not the same.

Instance - A case or example.

Integer fraction - A fraction having positive or negative whole numbers in the numerator and the
denominator.
Integer number - Any member of the set of positive whole numbers (152. 3, 4,...), negative whole
numbers (-1, - 2, -3, —4,...), and zero is an integer number.
Introduction - To inform of something for the first time. The act of introducing.

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 Mastering Algebra - An Introduction
Glossary

Irrational number - A number not capable of being expressed by an integer (a whole number) or
an integer fraction (quotient of an integer). For example, J3, 2, and 47 are irrational numbers.
Law - A general principle or rule that is obeyed in all cases to which it is applicable.

Less than (( ) - A symbol used to compare two numbers with the lesser number given first. For
example, 5(8, 23( 30, 12( 25.

Like terms - Similar terms.

Lowest term - Smallest value.

Match - A person or thing that is exactly like another, counterpart.

Mathematical operation - The process of performing addition, subtraction, multiplication, and

division in a specified sequence.
Method - A way of doing or accomplishing something.

Minimize - To reduce to the least possible amount; reduce to a minimum.

Mixed fraction - A fraction made up of a positive or negative whole number and an integer
fraction.
Mixed operation - Combining addition, subtraction, multiplication, and division in a math
process is defined as a mixed operation.
Monomial - An expression consisting of only one term. Being a simple algebraic term. For
example, 5, xv, x°, and 2ab are referred to as monomials.
Multiplicand - The number that is or is to be multiplied by another.

Multiplication - The process of finding the number obtained by repeated additions of a number a
specified number of times: Multiplication is symbolized in various ways, 1.e., 3x4 = 12 or 3-4 =
12, which means 3+3+3+3 = 12, to add the number three together four times.
Multiplier - The number by which the multiplicand is multiplied. For example, if 3 is multiplied
by 4, 3 is the multiplicand, 4 is the multiplier, and 12 is the product.
Negative number - A quantity less than zero.

Not Applicable - In this book Not Applicable implies to a step that can not be put to a specific
use. A Step that is not relevant.
Not real number - Imaginary number.
ae : en x3 '
Numerator - The term above the line in a fraction. For example, in the fraction ze 3 is the

numerator.

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 Mastering Algebra - An Introduction Glossary

Numerical coefficient - Coefficients represented by a number or numbers rather than by letter or

symbol.
Objective - A goal or end.

Odd number - A number having a remainder of one when divided by two; not even. For
example, (1,3,5, 7,9,11,...) are even numbers.

Operation - A process or action, such as addition, subtraction, multiplication, or division,

performed in a specified sequence and in accordance with specific rules of procedure.
Parentheses () - A pair of symbols used to enclose a sum, product, or other mathematical
expressions.
Polynomial - An algebraic function of two or more summed terms, each term consisting of a
constant multiplier and one or more variables raised to a power. For example, the general form of
a polynomial of degree n ina single real variable x is P(x)=a,x” +a,4x” 1 +a,_9x”" n-2“+++-+a.

Positive number - A quantity greater than zero.

Power - An exponent. The result of a number multiplied by itself a given number of times. For
example, the third power of 3 is 27.
Practice - To exercise or perform repeatedly in order to acquire or polish a skill.

Primary - Something that is first in degree, quality, or importance. Occurring first in time or
sequence. Original.
Prime factorization - A factorization that shows only prime factors. For example, 21=1x3x7.

Prime number - A number that has itself and unity as its only factors. For example, 2, 3, 5, 7,
and 11 are prime numbers since they have no common divisor except unity.
Principal - First, highest, or foremost in importance.

Problem - Something to be done or solved.

Proceed - To go on. To continue. To begin and carry on an activity.

Process - A series of operations or a method for producing something. A series of actions,

changes, or functions that bring about an end or result.

Product - The quantity obtained by multiplying two or more quantities together.

Proper fraction - A fraction in which the numerator is smaller than the denominator.

Quality - That which makes something the way it is; distinctive feature or characteristic.

Quantity - An amount or number.

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 Mastering Algebra - An Introduction
e e" Glossary
HOSS

Quotient - The quantity resulting from division of one quantity by another.

Radical - The root of a quantity as indicated by the radical sign. Indicating or having to do with
a square root or cube root.
Radical expression - A mathematical expression or form in which radical signs appear.

Radical sign eo) - A sign that indicates a specified root of the number written under it. For
example, 27 = the cube root of 27, which is, 3.
Radicand - The quantity under a radical sign. For example, 27 is the radicand of 3/27.

Rationalization - The act, process, or practice of rationalizing.

Rationalize - To remove radicals without changing the value of an expression or roots of an

equation.
Rational number - A number that can be represented as an integer (a whole number) or an
integer fraction (quotient of integers). For example, =, -4, 12=— ,-230=-=0 22 =,

A =,.., and-013= Leen ee: eae are rational numbers.

1 10 5 -35 100 1000 200

Real number - A number that is either a rational number or an irrational number. For example,
= a9 £93. 0135 15, and z are real numbers.
Aaome
Reference - The directing of attention to a person or thing.

Re-group - A repeated assemblage of objects or numbers.

Remainder - a. What is left when a smaller number is subtracted from a larger number. 5. What
is left undivided when one number is divided by another that is not one of its factors.
Result - To end in a particular way. The consequence of a particular action. An outcome.

Resultant - That which results. Consequence.

Revise - To change or modify. To read carefully so as to correct errors or make improvements

and changes.
Revision - The result of revising. Something that has been revised.

Root - A quantity that, multiplied by itself a specified number of times, produces a given quantity.
For example, 5 is the square root (5x5) of 25 and the cube root (5x 5x5) of 125.
Rule - A method or procedure prescribed for computing or solving a problem.

Scientific notation - A way of expressing a number as the product of the factor and 10 raised to
some power. The factor is always of the form where the decimal point is to the right of the first

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 Mastering Algebra - An Introduction Glossary

non-zero digit. For example, the scientific notation form of 0.0353, 0.048, 489, 3987 are
353x107, 48x10, 489x107, 3.987x 10°, respectively.
Section - One of several component parts of something; piece; portion.

Sequence - The order in which one thing comes after another. A number of things following each
other; series.
Show - Demonstrate; to point out; indicate.

Sign - A mark or symbol having an accepted and specific meaning. For example, the sign +
implies addition.
Signed number - A number which can have a positive or negative value as designated by + or
— symbol. A signed number with no accompanying symbol is understood to be positive.
Similar - Alike but not completely the same.

Similar radicals - Radical expressions with the same index and the same radicand. For example,
Ye? 5x2, and 3%/x?. are referred to as similar radicals.
Simplify - Make easier; less complex.

Solution - The act, method, or process of solving a problem. The answer to a problem.

Solve - To find a solution to; answer.

Special - Exceptional. Surpassing what is common or usual.

Specific example - An example that is precise and explicit.

Square root ie) - The factor of a number which, multiplied by itself, gives the original number.
For example, the square root of 36 is 6.
Standard - Any type, model, or example for comparison. Serving as a gauge or model.

Step - One of a series of actions or measures taken toward some end.

Sub-group - A distinct group within a group.

Subject - A topic discussed in writing.

Subscript - A number, letter, or a symbol, written below and to the right or left of a character.
For example, 2 1s the subscript in x.

Subtraction - The mathematical process of finding the difference between two numbers.

Sum - The amount obtained as a result of adding two or more numbers together.

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 Mastering Algebra - An Introduction
Glossary

Summary - Reduced into few words; concise.

Superscript - A number, letter, or a symbol, written above a character. For example, 5 is the
superscript in y>.
Symbol - A sign used to represent a mathematical operation.

Technique - A special method of doing something. The systematic procedure by which a

complex or scientific task is accomplished.
Term - The parts of a mathematical expression that are added or subtracted. For example, in the
equation ax? +bx* +cx-d, ax*, bx”, cx, and d are referred to as terms.
Trinomial - An expression consisting of three terms connected by a plus or minus sign. For
example, a7 +a+3, Vx? +3/x-5, and x° +3x2 +2 are referred to as trinomials.
Type - An example or model; kind.

Variable - A quantity capable of assuming any of a set of values. Having no fixed quantitative
value.
Vertical - Upright. At right angles to the horizon. Straight up and down.

Whole number - A whole number is defined as an integer number.

With - Having as a possession, attribute, or characteristic.

Without - In the absence of; with no or none of.

Zero - The symbol or numeral 0. The point, marked 0, from which positive or negative quantities
are reckoned on a graduated scale.

The following references were used in developing this glossary:

1) The Webster’s New World Dictionary of American English, Victoria E. Neufeldt, editor in chief, third college
edition, 1995.

2) The American Heritage Dictionary of the English Language, William Morris, editor, third edition, 1994.

3) HBJ School Dictionary, Harcourt Brace Jovanovich publishing, fourth edition, 1985.

499
Hamilton Education Guides
 Index
division of by monomials, 388-392
multiplication of by binomials, 373-377
Absolute value, 193 multiplication of by monomials in radical form
definition, 49/ with real numbers, 230-233
Addend, 4 with variables, 234-239
definition, 49/ multiplication of in radical form
Addition with real numbers, 2/ 7-222
associative property of, // with variables, 223-229
commutative property of, // rationalization of in radical form
definition, 49/ with real numbers, 254-262
of integer fractions with variables, 263-270
with common denominator, 68-7/ use of as a polynomial, 358
without common denominator, 72-80 use of in radical form, 205
of negative fractional exponents, 334-340 Brackets, / 4-47
of negative integer exponents definition, 49/
in fraction form, /8/-/86 use of in addition, /4-/7
with variables and numbers, / 75-/80 use of in addition, subtraction, multiplication,
of positive fractional exponents, 3/0-3/7 and division, 43-47
of positive integer exponents use of in division, 36-39
in fraction form, /48-/52 use of in mixed operations, 43
with variables and numbers, /44-/47 use of in multiplication, 30-33
of polynomials use of in subtraction, 22-27
horizontally, 409-413
vertically, 4/4-418 G
of radicals, 27]-277
Case
of signed numbers, 4-5
definition, 49/
use of brackets in, /4-/8
Change
use of parentheses and brackets in, //-/8
definition, 49/
use of parentheses in, //-/4
improper fractions to mixed fractions, 61-67
Algebraic approach, 4,50
numbers to scientific notation form, 341-343
definition, 49/
scientific notation numbers to expanded form
Algebraic expression, 357 >)

344-346
Apply Class
definition, 49/
definition, 49/
Associative
Classification
definition, 49/
definition, 49/
Associative property
Classify
of addition, //
definition, 49/
of multiplication, 28
Coefficient
B definition, 492
Combine
Base, 1/2, 288
definition, 492
definition, 49/
Common denominator
Binomial, 358
definition, 492
definition, 49/
use of in adding integer fractions, 68-80

Hamilton Education Guides

500
Mastering Algebra - An Introduction Index

use of in dividing integer fractions, /02- Distributive

109 definition, 493
use of in multiplying integer fractions, Distributive property
94-101 of multiplication, 28
use of in subtracting integer fractions, use of in adding and subtracting radical
81-93 expressions, 27]-277
Common divisor Dividend, 8, 61-67, 399-404
definition, 492 definition, 493
Common factor Division
definition, 492 definition, 493
Common fraction of integer fractions
definition, 492 with or without a common denominator,
Commutative 102-109
definition, 492 of negative fractional exponents, 326-333
Commutative property of negative integer exponents, /65-/74
of addition, // of polynomials
of multiplication, 28 binomials by monomials, 388-392
Conjugate, 254-270 monomials by monomials, 383-387
definition, 492 polynomials by monomuials, 393-398
Conversion polynomials by polynomials, 399-408
definition, 492 of positive fractional exponents, 304-309
Convert of positive integer exponents, /34-]43
definition, 492 of radicals
Cube with binomial denominator
definition, 492 with real numbers, 254-262
Cube root, 190-191 with variables, 263-270
definition, 492 with monomial denominator
with real numbers, 240-245
with variables, 246-253
Decimal number of scientific notation numbers, 35/-354
definition, 492 of signed numbers, 8-9
Decimal point, 34/-345 properties associated with, 35
definition, 492 use of brackets in, 36-39
Decrease
use of parentheses and brackets in, 35-40
definition, 492 use of parentheses in, 35-36
Degree Divisor, 8, 61-67, 399-404
definition, 492 definition, 493
of polynomials, 358-359 E
Denominator
definition, 492 Enhance
Descend definition, 493
definition, 492 Equal
Descending order, 359 definition, 493
definition, 492 Equation
Difference, 5 definition, 493
definition, 493 Even number, //3
Digit, 348 definition, 493
definition, 493

501
Hamilton Education Guides
 Mastering Algebra - An Introduction Index

use of in simplifying integer fractions, 50-52, definition, 494

55-60 Fraction
Exact order, 78, 330 as of integer fraction, 50
definition, 493 definition, 494
Example Fractional
definition, 493 definition, 494
Expanded form Fractional exponent, 280-340
definition, 493 definition, 494
Exponents, //2-/86 negative fractional exponents, 77-79
definition, 493 adding and subtracting, 334-340
negative integer exponents dividing, 326-333
adding and subtracting, /75-/86 laws of, 378-319
use of exponential terms in fraction multiplying, 379-325
form, /8/-186 real numbers raised to, 288-29]
use of variables and numbers, /75-/80 variables raised to, 292-296
dividing, 165-174 positive fractional exponents
laws of, 153 adding and subtracting, 3/0-317
multiplying, 153-164 dividing, 304-309
real numbers raised to, // 7-120 laws of, 297
variables raised to, /2/-]23 multiplying, 297-303
positive integer exponents real numbers raised to, 280-283
adding and subtracting, /44-/52 variables raised to, 284-287
use of exponential terms in fraction
form, 148-152 G
use of variables and numbers, /44-/ 47 General
dividing, /34-] 43 definition, 494
laws of, /24 rules of signed numbers, 9
multiplying, /24-133 Greater than, 9
real numbers raised to, //2-]/4 definition, 494
variables raised to, //5-116 Greatest common factor, 50-60
Exponential definition, 494
definition, 493 method for finding
Exponential notation, 348 prime factoring, 60
definition, 493 trial and error, 60
Expression Group, //-14, 19-22, 28-30, 41-46
definition, 493 definition, 494
F H
Factor, 7 Horizontal
definition, 494 definition, 494
FOIL method use of in adding and subtracting polynomials,
use of in multiplying binomials by binomials, 409-4] 3
373-377
use of in multiplying binomial expressions in
radical form, 2/ 7-229
Identify
use of in rationalizing radicals with binomial
definition, 494
denominators, 254-270
Imaginary number, /92-/93
Form
definition, 494

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Improper fraction, 6/-67 of fractional exponents, 297, 318-319

definition, 494 Less than
Index, 189 definition, 495
definition, 494 Like terms
Inequality, 79, 35, 383 definition, 495
definition, 494 use of in addition and subtraction of positive
Instance, 77-79 integer exponents, / 44
definition, 494 use of in polynomials, 360
Integer exponent, //2-186 Lowest term
negative, 153-186 definition, 495
positive, //2-152
Integer fractional exponent, 288 M
Integer fractions, 50-109 Match
addition of definition, 495
with common denominator, 68-7/ Mathematical operation, //2
without common denominator, 72-80 definition, 495
definition, 494 Method
division of definition, 495
with or without a common denominator, Minimize, //, 225
102-109 definition, 495
multiplication of Mixed fraction
with or without a common denominator, changing improper fraction to, 6/-67
94-101 definition, 495
simplification of Mixed operation
the numerator and the denominator are definition, 495
even, 50-52 using parentheses and brackets in, 4/-47
the numerator and the denominator are Monomial, 358
odd, 53-54 definition, 495
the numerator is even and the denominator dividing binomials by, 388-392
is odd, 55-56 division of by monomials, 383-387
the numerator is odd and the denominator dividing polynomials by, 393-398
is even, 57-60 multiplication of by monomials, 365-367
subtraction of multiplication of by polynomials, 368-372
with common denominator, 8/-85 multiplication of in radical form
without common denominator, 85-93 with real numbers, 205-209
Integer number, //-47 with variables, 210-216
definition, 494 rationalization of in radical form
Introduction with real numbers, 240-245
definition, 494 with variables, 246-253
to polynomials, 357 use of as a polynomial, 358
to radicals, /89 use of in radical form, 205
Irrational number, /9/-/93, 240 Multiplicand
definition, 495 definition, 495
Multiplication
L associative property of, 28
Law commutative property of, 28
definition, 495 definition, 495
of exponents, /24, 153 distributive property of, 28

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of integer fractions Not Applicable

with or without a common denominator, definition, 495
94-101 Not real number, /92-193
of negative fractional exponents, 3/9-325 definition, 495
of negative integer exponents, /53-/64 Numerator
of polynomials definition, 495
binomials by binomials, 373-377 Numerical coefficient, 365, 368, 409
monomials by monomials, 365-367 definition, 496
polynomials by monomials, 368-372
polynomials by polynomials, 378-382 O
of positive fractional exponents, 297-303 Objective
of positive integer exponents, /24-/33 definition, 496
of radicals Odd number, //3
binomial expressions in radical form definition, 496
with real numbers, 2/ 7-222 use of in simplifying integer fractions, 53-60
with variables, 223-229 Operation
monomial and binomial expressions in definition, 496
radical form
with real numbers, 230-233
with variables, 234-239 Parentheses, //-43
monomial expressions in radical form definition, 496
with real numbers, 205-209 use of in addition, //-/4
with variables, 2/0-216 use of in addition, subtraction, multiplication,
of scientific notation numbers, 347-350 and division, 4/-43
of signed numbers, 7-8 use of in division, 35-36
use of brackets in, 30-33 use of in mixed operations, 4/
use of parentheses and brackets in, 28-34 use of in multiplication, 28-30
use of parentheses in, 28-30 use of in subtraction, /9-22
Multiplier Polynomials, 357-418
definition, 495 addition and subtraction of
N horizontally, 409-413
vertically, 4/4-418
Negative fractional exponents classification of, 357
addition and subtraction of, 334-340 definition, 496, 357
division of, 326-333 division of by monomials, 393-398
multiplication of, 319-325 division of by polynomials, 399-408
real numbers raised to, 288-29] in standard form, 359
variables raised to, 292-296 introduction to, 357
Negative integer exponents multiplication of by monomials, 368-372
addition and subtraction of, 175-186 multiplication of by polynomials, 378-382
in fraction form, /8/-/86 simplification of, 360-364
with variables and numbers, / 75-180 with two and three variable terms, 358,
division of, 165-174 361-364
multiplication of, 153-164 Positive fractional exponents
real numbers raised to, // 7-120 addition and subtraction of, 3/0-3]7
variables raised to, /2/-123 division of, 304-309
Negative number, 9, //3 multiplication of, 297-303
definition, 495 real numbers raised to, 280-283

Hamilton Education Guides 504

 Mastering Algebra - An Introduction
Index

variables raised to, 284-287 definition, 497

Positive integer exponents Radicals, 189-277
addition and subtraction of, 144-]52 addition and subtraction of, 271-277
in fraction form, /48-]52. definition, 497
with variables and numbers, /44-]47 division of, 240-270
division of, /34-]43 introduction to, 189-193
multiplication of, /24-]33 multiplication of, 205-239
real numbers raised to, //2-/14 simplification of
variables raised to, //5-116 with real numbers, /94-/98
Positive number, 9, 193 with variables, 199-204
definition, 496 Radicand, /89
Power, 124, 153 definition, 497
definition, 496 use of as real numbers, 194-198
Practice use of as variables, 199-204
definition, 496 Rationalization
Primary definition, 497
definition, 496 of radical expressions with binomial
Prime factorization denominators
definition, 496 with real numbers, 254-262
method, 60 with variables, 263-270
Prime number, 60 of radical expressions with monomial
definition, 496 denominators
Principal with real numbers, 240-245
definition, 496 with variables, 246-253
Principal square root, /89 Rationalize
Problem definition, 497
definition, 496 Rational number, /9/-/93, 240
Proceed definition, 497
definition, 496 Real number, /9/-/93
Process definition, 497
definition, 496 use of in multiplying binomial expressions in
Product, 7, //2 radical form, 2/ 7-222
definition, 496 use of in multiplying monomial and binomial
Proper fraction expressions in radical form, 230-233
definition, 496 use of in multiplying monomial expressions
in radical form, 205-209
use of in negative fractional exponents, 288-
Quality 291
definition, 496 use of in negative integer exponents, //7-/20
Quantity
definition, 496 use of in positive fractional exponents, 280-
Quotient, 8, 61-67, 399-404 283
definition, 497 use of in positive integer exponents, // 2-114
use of as radicand in simplifying radicals,
R 194-198
use of in rationalizing radical expressions with
Radical expression
binomial denominators, 254-262
definition, 497
use of in rationalizing radical expressions with
Radical sign, 189
monomial denominators, 240-245

Hamilton Education Guides 505

 Mastering Algebra - An Introduction Index

Reference general rules, 9

definition, 497 multiplication of, 7-8
to chapter | case problems, /-3 subtraction of, 5-6
to chapter 2 case problems, 48-49 summary of cases, 10
to chapter 3 case problems, //0-/// Similar
to chapter 4 case problems, /87-188 definition, 498
to chapter 5 case problems, 278-279 Similar radicals
to chapter 6 case problems, 355-356 definition, 498
Re-group, //, 19, 28, 35 use of in addition and subtraction, 27/
definition, 497 Simplify
Remainder, 61-67, 399-408 definition, 498
definition, 497 integer fractions, 50-60
Result the numerator and the denominator are
definition, 497 even, 50-52
Resultant the numerator and the denominator are
definition, 497 odd, 53-54
Revise the numerator is even and the denominator
definition, 497 is odd, 55-56
Revision the numerator is odd and the denominator
definition, 497 is even, 57-60
Root polynomials, 360-364
cube, 190-191, 240 radicals
definition, 497 with real numbers as radicand, /94-]98
fifth, 190 with variables as radicand, /99-204
fourth, 190, 242 Solutions
principal square, 189 definition, 498
square, 190-191, 240 to chapter | - parentheses and brackets,
third, 242 419-42]
to chapter 2 - integer fractions, 422-427
S to chapter 3 - exponents, 428-44]
Scientific notation, 34/-354 to chapter 4 - radicals, 442-460
definition, 497 to chapter 5 - fractional exponents, 461-477
dividing, 35/-354 to chapter 6 - polynomials, 478-490
multiplying, 347-350 Solve
changing numbers to, 34/-343 definition, 498
changing of to expanded form, 344-346 Special
Section definition, 498
definition, 498 Specific example
Sequence definition, 498
definition, 498 Square root, 190-191
Show definition, 498
definition, 498 principal, /89
Sign, 4-8 Standard
definition, 498 definition, 498
Signed numbers, 4-/0 form of a polynomial, 359
addition of, 4-5 Step
definition, 498 definition, 498
division of, 8-9 Sub-group, 15-17, 22-26, 30-33
definition, 498

Hamilton Education Guides 506

 Mastering Algebra - An Introduction Index

Subject negative number — , 4, 34/

definition, 498
not equal to ¥ , 19, 35, 383
Subscript
parentheses ( ) , 1-43
definition, 498
Subtraction pi z , 191-192
definition, 498 positive number + , 4, 34]
of integer fractions square root A = af , 190-193
with common denominator, 8/-85
without common denominator, 85-93 T
of negative fractional exponents, 334-340
Technique
of negative integer exponents
definition, 499
in fraction form, 181-186
Term, 337, 383
with variables and numbers, /75-/80
definition, 499
of polynomials
Trial and error method, 60
horizontally, 409-4] 3
Trinomial, 358
vertically, 4] 4-418
definition, 499
of positive fractional exponents, 3/0-317
use of as a polynomial, 358
of positive integer exponents
Type,359
in fraction form, /48-/52
definition, 499
with variables and numbers, / 44-147
of radicals, 271-277 V
of signed numbers, 5-6
Variable
properties associated with, /9
definition, 499
use of brackets in, 22-26
use of as radicand in simplifying radicals,
use of parentheses and brackets in, /9-27
199-204
use of parentheses in, /9-22
use of in multiplying binomial expressions in
Sum, 4
radical form, 223-229
definition, 498
use of in multiplying monomial and binomial
Summary
expressions in radical form, 234-239
definition, 499
use of in multiplying monomial expressions in
of signed number cases, /0
radical form, 2/0-216
Superscript
use of in negative fractional exponents, 292-296
definition, 499
use of in negative integer exponents, /2/-/23
Symbol, 4
use of in positive fractional exponents, 284-287
absolute value ||, 193
use of in positive integer exponents, //5-116
braces { } , 46 use of in rationalizing radical expressions with
brackets | | , 14-47 binomial denominators, 263-270
use of in rationalizing radical expressions with
cube root 3/ , 190-19/
monomial denominators, 246-253
definition, 499 Vertical
division + , 8, 35 definition, 499
equal to = , 9 use of in adding and subtracting polynomials,
fifth root 3/ , 190 414-418
fourth root 4/ , 190 use of in multiplying polynomials by
polynomials, 378-382
greater than ) , 9, 383
less than ( , 383 Ww
multiplication x or: , 7 Whole number, 6/-67

Hamilton Education Guides 507

 Mastering Algebra - An Introduction Index

definition, 499
With
common denominator
use of in addition, 68-7/
use of in division, 102-109
use of in multiplication, 94-/0/
use of in subtraction, 8/-85
definition, 499
Without
common denominator
use of in addition, 72-80
use of in division, /02-/09
use of in multiplication, 94-/01
use of in subtraction, 85-93
definition, 499

Z
Zero
as an exponent, /20, 1/24
definition, 499
division involving, 35, 120, 117

Hamilton Education Guides

 About the Author

Said Hamilton received his B.S. degree in Electrical Engineering from Oklahoma State University
and Master's degree in Electrical Engineering from the University of Texas at Austin. He has
taught a number of math and engineering courses as a visiting lecturer at the University of
Oklahoma, Department of Mathematics, and as a faculty member at Rose State College,
Department of Engineering Technology, at Midwest City, Oklahoma. He is currently working in
the field of aerospace technology and has published numerous technical papers.

About the Editor

Pat Eblen received his Bachelor of Science degree in Electrical Engineering from the University of
Kentucky where he was a member of Eta Kappa Nu Electrical Engineering Honor Society. He
has worked in the aerospace industry for nearly twenty years where he has received numerous
awards for contributions to spacecraft technology programs. Mr. Eblen enjoys studying
mathematical theories in probability and quantum mechanics and has developed several original
concepts in these fields.

Hamilton Education Guides 509

 Watch for these other Hamilton Education Guides:

e Mastering Fractions
e Mastering Algebra: Intermediate Level
e Mastering Algebra: Advanced Level
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Said Hamilton scoivell his B.S. degree in Electrical Engineering romsOklahomacsState ——— 1
and Master’s degree in Electrical Engineering from the University of- c: He has\taught
a number of math and engineering courses as a visiting lecturer a ri“10 of Oklahoma,
| Department of Mathematics, and as a faculty member at Rose§ oa \epartment of
_ Engineering Technology, at Midwest City, Oklahoma. He is ony y ae 1 d of aeroepace
technology and has published numerous technical pyres. I om (nl
The author’s main objective in writing this book was to build ve leymodel for
teaching math that demystifies the subject and makes math easy fo... ett. Lhe author
hopes that this simplified teaching method stimulates the interest ae mathSeat xsal!— as.
math becomes increasingly important in our nigh erm Olegy world.” 2 “{
nine

ISBN O- 9649954- a37

ISBN 0-9649954-1-7 ones {iiWW)aWp

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