BEAMS - Unit 3 Algebraic Expressions and Algebraic Formulae

Basic Essential
Additional Mathematics Skills
UNIT 3
ALGEBRAIC EXPRESSIONS
AND
Unit 1:
ALGEBRAIC FORMULAE
Negative Numbers
Curriculum Development Division

Ministry of Education Malaysia
TABLE OF CONTENTS
Module Overview 1
Part A: Performing Operations on Algebraic Expressions 2
Part B: Expansion of Algebraic Expressions 10
Part C: Factorisation of Algebraic Expressions and Quadratic Expressions 15
Part D: Changing the Subject of a Formula 23
Activities
Crossword Puzzle 31
Riddles 33
Further Exploration 37
Answers 38
Basic Essential Additional Mathematics Skills (BEAM) Module
Unit 3: Algebraic Expressions and Algebraic Formulae
MODULE OVERVIEW
1. The aim of this module is to reinforce pupils’ understanding of the concepts and skills
in Algebraic Expressions, Quadratic Expressions and Algebraic Formulae.
2. The concepts and skills in Algebraic Expressions, Quadratic Expressions and

Algebraic Formulae are required in almost every topic in Additional Mathematics,
especially when dealing with solving simultaneous equations, simplifying
expressions, factorising and changing the subject of a formula.
3. It is hoped that this module will provide a solid foundation for studies of Additional
Mathematics topics such as:
 Functions
 Quadratic Equations and Quadratic Functions
 Simultaneous Equations
 Indices and Logarithms
 Progressions
 Differentiation
 Integration
4. This module consists of four parts and each part deals with specific skills. This format
provides the teacher with the freedom to choose any parts that is relevant to the skills
to be reinforced.

Ministry of Education Malaysia 1
PART A:
PERFORMING OPERATIONS ON
ALGEBRAIC EXPRESSIONS
LEARNING OBJECTIVES
Upon completion of Part A, pupils will be able to perform operations on algebraic

expressions.
TEACHING AND LEARNING STRATEGIES
Pupils who face problem in performing operations on algebraic expressions might have
difficulties learning the following topics:
 Simultaneous Equations - Pupils need to be skilful in simplifying the algebraic

expressions in order to solve two simultaneous equations.
 Functions - Simplifying algebraic expressions is essential in finding composite
functions.
 Coordinate Geometry - When finding the equation of locus which involves
distance formula, the techniques of simplifying algebraic expressions are required.
 Differentiation - While performing differentiation of polynomial functions, skills
in simplifying algebraic expressions are needed.
Strategy:
1. Teacher reinforces the related terminologies such as: unknowns, algebraic terms,
like terms, unlike terms, algebraic expressions, etc.
2. Teacher explains and shows examples of algebraic expressions such as:
8k, 3p + 2, 4x – (2y + 3xy)
3. Referring to the “Lesson Notes” and “Examples” given, teacher explains how to
perform addition, subtraction, multiplication and division on algebraic expressions.
4. Teacher emphasises on the rules of simplifying algebraic expressions.

LESSON NOTES
PART A:
PERFORMING BASIC ARITHMETIC OPERATIONS ON ALGEBRAIC EXPRESSIONS
1. An algebraic expression is a mathematical term or a sum or difference of mathematical

terms that may use numbers, unknowns, or both.
Examples of algebraic expressions: 2r, 3x + 2y, 6x2 +7x + 10, 8c + 3a – n2, 3

g
2. An unknown is a symbol that represents a number. We normally use letters such as n, t, or

x for unknowns.
3. The basic unit of an algebraic expression is a term. In general, a term is either a number
or a product of a number and one or more unknowns. The numerical part of the term, is
known as the coefficient.
Coefficient Unknowns
6 xy
Examples: Algebraic expression with one term: 2r, 3

g
Algebraic expression with two terms: 3x + 2y, 6s – 7t
Algebraic expression with three terms: 6x2 +7x + 10, 8c + 3a – n2
4. Like terms are terms with the same unknowns and the same powers.
Examples: 3ab, –5ab are like terms.
2 2
3x2, x are like terms.
5
5. Unlike terms are terms with different unknowns or different powers.
Examples: 1.5m, 9k, 3xy, 2x2y are all unlike terms.

6. An algebraic expression with like terms can be simplified by adding or subtracting the
coefficients of the unknown in algebraic terms.
7. To simplify an algebraic expression with like terms and unlike terms, group the like terms
first, and then simplify them.
8. An algebraic expression with unlike terms cannot be simplified.
9. Algebraic fractions are fractions involving algebraic terms or expressions.
3m 2 4r 2 g x2  y2
Examples: , , , .
15 6h 2rg  g 2 x 2  2 xy  y 2
10. To simplify an algebraic fraction, identify the common factor of both the numerator and the
denominator. Then, simplify it by elimination.

EXAMPLES
Simplify the following algebraic expressions and algebraic fractions:
s t
(a) 5x – (3x – 4x) ( e) 
4 6
5x 3 y
(b) –3r –9s + 6r + 7s (f ) 
6 2z
4r 2 g e
(c) (g )  2g
2rg  g 2 f
1
3 4 3x 
(d )  2
p q (h)
3x
Solutions: Algebraic expression with like terms can be simplified by

(a) 5x – (3x – 4x) adding or subtracting the coefficients of the unknown.
= 5x – (– x) Perform the operation in the bracket.
= 5x + x
= 6x
(b) –3r –9s + 6r + 7s

Arrange the algebraic terms according to the like terms.
= –3r + 6r –9s + 7s
.
= 3r – 2s Unlike terms cannot be simplified.
Leave the answer in the simplest form as shown.
4r 2 g
(c)
2rg  g 2
4r 2 g 1 Simplify by canceling out the common factor and the

 same unknowns in both the numerator and the
1
g ( 2r  g )
denominator.
4r 2

2r  g

3 4
(d ) 
p q
3q 4 p The LCM of p and q is pq.
 
pq pq
3q  4 p

pq
s t
(e) 
4 6
3s 2t The LCM of 4 and 6 is 12.
 
43 6 2
3s  2t

12
1 Simplify by canceling out the common

5x 3 y 5x  y
(f )   factor, then multiply the numerators
6 2z 2  2z together and followed by the
2
5 xy
 denominators.
4z
e e 1 Change division to multiplication of the

(g )  2g   reciprocal of 2g.
f f 2g
e

2 fg
Equate the denominator.

1 3 x(2) 1
3x  
(h ) 2 2 2
3x 3x
6x  1
 2
3x
6x  1 1
 
2 3x
6x  1

6x

ALTERNATIVE METHOD
Simplify the following algebraic fractions:
1  1
3x   3x   The denominator of
1
is 2 . Therefore,
2  2 2
(a) =  2
3x 3x 2 2
multiply the algebraic fraction by .
2
1
3 x(2)  (2)
2 Each of the terms in the numerator and
=
3 x(2) denominator of the algebraic fraction is
multiplied by 2.
6x  1
=
6x
3
3 3  The denominator of is x. Therefore,
2   2 x
x x  x
(b) =  x
5 5 x multiply the algebraic fraction by .
x
3
( x )  2( x )
 x Each of the terms in the numerator and
5( x) denominator is multiplied by x.
3  2x

5x
3
The denominator of is 2x. Therefore,
 3    3  2x
8  8   2 x 
 2x     2 x 2x
(c)   multiply the algebraic fraction by .
2 2 2x 2x
Each of the terms in the numerator and
denominator is multiplied by 2x.
 3 
8(2 x)   (2 x)
 2x  .

2( 2 x )
16 x  3

4x

3 3 7 8 x
(d )   The denominator of is 7.
8 x 8 x 7 7
 4  4 Therefore, multiply the algebraic
 7   7 
7
3(7) fraction by .
 7
8 x
  ( 7 )  4( 7 )
 7  Each of the terms in the numerator
21 and denominator is multiplied by 7.

8  x  28
21
 Simplify the denominator.
36  x

TEST YOURSELF A
Simplify the following algebraic expressions:

1. 2a –3b + 7a – 2b 2. − 4m + 5n + 2m – 9n
3. 8k – ( 4k – 2k ) 4. 6p – ( 8p – 4p )
3 1 4h 2k
5.  6. 
y 5x 3 5
4a 3b 4c  d 8
7.  8. 
7 2c 2 3c  d
xy u uv
9.  yz 10. 
z vw 2w
2 4
11 .  2
5
12.  
 6 x
 x 4
 5
 x

PART B:
EXPANSION OF ALGEBRAIC
EXPRESSIONS
LEARNING OBJECTIVE
Upon completion of Part B, pupils will be able to expand algebraic

expressions.
Pupils who face problem in expanding algebraic expressions might have

difficulties in learning of the following topics:
 Simultaneous Equations – pupils need to be skilful in expanding the

algebraic expressions in order to solve two simultaneous equations.
 Functions – Expanding algebraic expressions is essential when finding
composite function.
 Coordinate Geometry – when finding the equation of locus which
involves distance formula, the techniques of expansion are applied.
Strategy:
Pupils must revise the basic skills involving expanding algebraic expressions.

LESSON NOTES
PART B:
EXPANSION OF ALGEBRAIC EXPRESSIONS
1. Expansion is the result of multiplying an algebraic expression by a term or another

algebraic expression.
2. An algebraic expression in a single bracket is expanded by multiplying each term in the

bracket with another term outside the bracket.
3(2b – 6c – 3) = 6b – 18c – 9
3. Algebraic expressions involving two brackets can be expanded by multiplying each term of
algebraic expression in the first bracket with every term in the second bracket.
(2a + 3b)(6a – 5b) = 12a2 – 10ab + 18ab – 15b2
= 12a2 + 8ab – 15b2
4. Useful expansion tips:
(i) (a + b)2 = a2 + 2ab + b2
(ii) (a – b)2 = a2 – 2ab + b2
(iii) (a – b)(a + b) = (a + b)(a – b)
= a2 – b2

EXAMPLES
Expand each of the following algebraic expressions:
(a) 2(x + 3y) (d ) ( a  3) 2
(b) – 3a (6b + 5 – 4c) (e)  32k  5

2
(f ) ( p  2)( p  5)
( c)
2
9 y  12
3
Solutions:
When expanding a bracket, each term

(a) 2 (x + 3y) within the bracket is multiplied by the term
outside the bracket.
= 2x + 6y
When expanding a bracket, each term

(b) –3a (6b + 5 – 4c) within the bracket is multiplied by the term
outside the bracket.
= –18ab – 15a + 12ac
2
(c) 9 y  12
3 Simplify by canceling out the common
2 3 2 4
=  9 y   12 factor, then multiply the numerators
1 3 1 3 together and followed by the denominators.
= 6y + 8
(d ) (a  3) 2
When expanding two brackets, each term

= (a + 3) (a + 3)
within the first bracket is multiplied by
every term within the second bracket.
= a2 + 3a + 3a + 9
= a2 + 6a + 9

(e)  32k  5
2
= –3(2k + 5) (2k + 5) When expanding two brackets, each term

within the first bracket is multiplied by
= –3(4k2 + 20k + 25)
= –12k2 – 60k – 75
(f ) ( p  2) (q  5)
When expanding two brackets, each term
= pq – 5p + 2q – 10 within the first bracket is multiplied by
ALTERNATIVE METHOD
Expanding two brackets
When expanding two

(a) (a + 3) (a + 3) brackets, write down the
product of expansion and
then, simplify the like
= a2 + 3a + 3a + 9 (c) (4x – 3y)(6x
terms. – 5y)
= a2 + 6a + 9
– 18 xy
– 20 xy
– 38 xy
(b) (2p + 3q) (6p – 5q)
= 24x2 – 38 xy + 15y2
= 12p2 – 10 pq + 18 pq – 15q2
= 12p2 + 8 pq – 15q2

TEST YOURSELF B
Simplify the following expressions and give your answers in the simplest form.
 3 1
6q  1
1.  4 2n   2.
 4 2
3.  6 x2 x  3 y  4. 2a  b  2(a  b)
2( p  3)  ( p  6)
6 x  y    x  2 y 
5. 1
6.
3  3 
7. e  12  2e  1 8. m  n 2  m2m  n 
9. f  g  f  g   g 2 f  g  10 . h  i h  i   2ih  3i 

PART C:
FACTORISATION OF
ALGEBRAIC EXPRESSIONS AND
QUADRATIC EXPRESSIONS
LEARNING OBJECTIVE
Upon completion of Part C, pupils will be able to factorise algebraic expressions

and quadratic expressions.
Some pupils may face problem in factorising the algebraic expressions. For
example, in the Differentiation topic which involves differentiation using the
combination of Product Rule and Chain Rule or the combination of Quotient
Rule and Chain Rule, pupils need to simplify the answers using factorisation.
Examples:
1. y  2 x 3 (7 x  5) 4
dy
  2 x 3 [28(7 x  5) 3 ]  (7 x  5) 4 (6 x 2 )
dx
 2 x 2 (7 x  5) 3 (49 x  15)
(3  x) 3
2. y
7  2x
dy (7  2 x)[3(3  x) 2 ]  (3  x) 3 (2)
 
dx (7  2 x ) 2
(3  x) 2 (4 x  15)

(7  2 x ) 2
Strategy
1. Pupils revise the techniques of factorisation.

LESSON NOTES
PART C:
FACTORISATION OF
ALGEBRAIC EXPRESSIONS AND QUADRATIC EXPRESSIONS
1. Factorisation is the process of finding the factors of the terms in an algebraic expression. It
is the reverse process of expansion.
2. Here are the methods used to factorise algebraic expressions:
(i) Express an algebraic expression as a product of the Highest Common Factor (HCF) of
its terms and another algebraic expression.
ab – bc = b(a – c)
(ii) Express an algebraic expression with three algebraic terms as a complete square of two
algebraic terms.
a2 + 2ab + b2 = (a + b)2
a2 – 2ab + b2 = (a – b)2
(iii) Express an algebraic expression with four algebraic terms as a product of two algebraic
expressions.
ab + ac + bd + cd = a(b + c) + d(b + c)
= (a + d)(b + c)
(iv) Express an algebraic expression in the form of difference of two squares as a product of
two algebraic expressions.
a2 – b2 = (a + b)(a – b)
3. Quadratic expressions are expressions which fulfill the following characteristics:
(i) have only one unknown; and

(ii) the highest power of the unknown is 2.
4. Quadratic expressions can be factorised using the methods in 2(i) and 2(ii).
5. The Cross Method can be used to factorise algebraic expression in the general form of
ax2 + bx + c, where a, b, c are constants and a ≠ 0, b ≠ 0, c ≠ 0.

EXAMPLES
(a) Factorising the Common Factors
Factorise the common factor m.

i) mn + m = m (n +1)
.
Factorise the common factor p.
ii) 3mp + pq = p (3m + q)
.
Factorise the common factor 2n.
iii) 2mn – 6n = 2n (m – 3)
.
(b) Factorising Algebraic Expressions with Four Terms
Factorise the first and the second terms

with the common factor y, then factorise
i) vy + wy + vz + wz
the third and fourth terms with the
= y (v + w) + z (v + w) common factor z.
= (v + w)(y + z) .
(v + w) is the common factor.
ii) 21bm – 7bs + 6cm – 2cs

Factorise the first and the second terms with
= 7b(3m – s) + 2c(3m – s) common factor 7b, then factorise the third
and fourth terms with common factor 2c.
= (3m – s)(7b + 2c)
(3m – s) is the common factor.

(c) Factorising the Algebraic Expressions by Using Difference of Two Squares
a2 – b2 = (a + b)(a – b)
i) x2 – 16 = x2 – 42
= (x + 4)(x – 4)
ii) 4x2 – 25 = (2x)2 – 52
= (2x + 5)(2x – 5)
(d) Factorising the Expressions by Using the Cross Method
i) x2 – 5x + 6
The summation of the cross
multiplication products should
x 3 equal to the middle term of the
x 2 quadratic expression in the
 3 x  2 x  5 x general form.
x2 – 5x + 6 = (x – 3) (x – 2)
ii) 3x2 + 4x – 4
The summation of the cross
multiplication products should
3x 2
equal to the middle term of the
x 2 quadratic expression in the
 2x  6x   4x general form.
3x2 + 4x – 4 = (3x – 2) (x + 2)

ALTERNATIVE METHOD
Factorise the following quadratic expressions: REMEMBER!!!
An algebraic expression can

2
i) x – 5x + 6 be represented in the general
form of ax2 + bx + c, where
a=+1 b= –5 c =+6 a, b, c are constants and
a ≠ 0, b ≠ 0, c ≠ 0.
ac b
+1  (+ 6) = + 6 –2  (–3) = +6
+6 –5
–2 + (–3) = –5
–2 –3
(x – 2) (x – 3)
 x 2  5x  6  ( x  2)(x  3)
ii) x 2 – 5x – 6
a=+1 b= –5 c = –6
+1  (–6) = –6
ac b
–6 –5
+1  (–6) = –6
+1 –6
+1 – 6 = –5
(x + 1) (x– 6)
 x 2  5x  6  ( x  1)(x  6)

(iii) 2x2 – 11x + 5
a=+2 b = –11 c =+5
(+2)  (+5) = +10 ac b
+ 10 –11
–1 – 10 –1  (–10) = +10
1 10 –1 + (–10) = –11
 
2 2
1 The coefficient of x2 is 2,
 5 divide each number by 2.
2
The coefficient of x2 is 2,
multiply by 2:
(2x – 1) (x – 5)
x  12 x  5
 2x  12 x  5
 2 x  1)(x  5
 2x 2  11x  5  (2x  1)(x  5)
TEST YOURSELF C
(iv) 3x2 + 4x – 4
a =+ 3 b=+ 4 c = –4
ac b –2 + 6 = 4
3  (– 4) = –12 – 12 +4
–2 +6 The coefficient of x2 is 3, divide each

number by 3.
2 6

3 3
The coefficient of x2 is 3, multiply by 3:

2
2
x  23 x  2
3  3x  23 x  2
 3x  2)(x  2
(3x – 2) (x + 2)
 3x 2  4x  4  (3x  2)(x  2)

TEST YOURSELF C
Factorise the following quadratic expressions completely.
1. 3p 2 – 15 2. 2x 2 – 6
3. x 2 – 4x 4. 5m 2 + 12m
5. pq – 2p 6. 7m + 14mn
7. k2 –144 8. 4p 2 – 1
9. 2x 2 – 18 10. 9m2 – 169

11. 2x 2 + x – 10 12. 3x 2 + 2x – 8
13. 3p 2 – 5p – 12 14. 4p2 – 3p – 1
15.
2
2x – 3x – 5 16. 4x 2 – 12x + 5
17. 5p 2 + p – 6 18. 2x
2
– 11x + 12
19. 3p + k + 9pr + 3kr 20. 4c2 – 2ct – 6cw + 3tw

PART D:
CHANGING THE SUBJECT
OF A FORMULA
LEARNING OBJECTIVE
Upon completion of this module, pupils will be able to change the subject of
a formula.
If pupils have difficulties in changing the subject of a formula, they probably

face problems in the following topics:
 Functions – Changing the subject of the formula is essential in finding
the inverse function.
 Circular Measure – Changing the subject of the formula is needed to
find the r or  from the formulae s = r  or A  1 r 2 .

2
 Simultaneous Equations – Changing the subject of the formula is the
first step of solving simultaneous equations.
Strategy:
1. Teacher gives examples of formulae and asks pupils to indicate the subject
of each of the formula.
Examples: y=x–2
1 y, A and V are the
A  bh subjects of the
2
formulae.
V  r 2 h

LESSON NOTES
PART D:
CHANGING THE SUBJECT OF A FORMULA
1. An algebraic formula is an equation which connects a few unknowns with an equal

sign.
1
A  bh
Examples: 2
V  r 2 h
2. The subject of a formula is a single unknown with a power of one and a coefficient
of one, expressed in terms of other unknowns.
1 A is the subject of the formula because it is

Examples: A bh
2 expressed in terms of other unknowns.
a2 is not the subject of the formula

a2 = b2 + c2 because the power ≠ 1
T is not the subject of the formula

1 2 because it is found on both sides of the
T Tr h equation.
2
3. A formula can be rearranged to change the subject of the formula. Here are the
suggested steps that can be used to change the subject of the formula:
(i) Fraction : Get rid of fraction by multiplying each term in the formula with
the denominator of the fraction.
(ii) Brackets : Expand the terms in the bracket.

(iii) Group : Group all the like terms on the left or right side of the formula.
(iv) Factorise : Factorise the terms with common factor.
(v) Solve : Make the coefficient and the power of the subject equal to one.

EXAMPLES
Steps to Change the Subject of a Formula

(i) Fraction
(ii) Brackets
(iii) Group
(iv) Factorise
(v) Solve
1. Given that 2x + y = 2, express x in terms of y.

Solution: No fraction and brackets.
2x + y = 2
Group:
2x = 2 – y Retain the x term on the left hand side of the
equation by grouping all the y term to the
2 y
x= right hand side of the equation.
2
Solve:
Divide both sides of the equation by 2 to
make the coefficient of x equal to 1.
3x  y
2. Given that  5 y , express x in terms of y.
2
Solution:
3x  y
 5y Fraction:
2
Multiply both sides of the equation by 2.
3x + y = 10y
Group:
3x = 10y – y
Retain the x term on the left hand side of the
3x = 9y equation by grouping all the y term to the
right hand side of the equation.
9y
x=
3 Solve:
Divide both sides of the equation by 3 to
x = 3y make the coefficient of x equal to 1.

3. Given that x  2 y , express x in terms of y.
Solution:
x  2y Solve:
Square both sides of the equation to make the
2 power of x equal to 1.
x = (2y)
2
x = 4y
x
4. Given that  p , express x in terms of p.
3
Solution:
x
p
3
Fraction:
x  3p Multiply both sides of the equation by 3.
x  (3 p ) 2
x  9 p2 Solve:
Square both sides of the equation to make

the power of x equal to1.
5. Given that 3 x  2  x  y , express x in terms of y.
Solution:
Group:
3 x 2 xy Group the like terms
3 x  x  y2
Simplify the terms.
2 x  y2
y2 Solve:
x
2 Divide both sides of the equation by 2 to
 y 2
2 make the coefficient of x equal to 1.
x 
 2 
Solve:
Square both sides of equation to make the
power of x equal to 1.

11x
6. Given that – 2(1 – y) = 2 xp , express x in terms of y and p.
4
Solution:
Fraction:
11x
– 2 (1 – y) = 2 xp Multiply both sides of the equation
4
by 4.
11x – 8(1 – y) = 8 xp
Bracket:
11x – 8 + 8y = 8xp Expand the bracket.
11x – 8xp = 8 – 8y
Group:
Group the like terms.
x(11 – 8p) = 8 – 8y
Factorise:
8  8y Factorise the x term.
x=
11  8 p
Solve:
Divide both sides by (11 – 8p) to
make the coefficient of x equal to 1.
2 p  3x
7. Given that = 1 – p , express p in terms of x and n.
5n
Solution:
2 p  3x
=1–p Fraction:
5n Multiply both sides of the equation by
2p – 3x = 5n – 5pn 5n.
2p + 5pn = 5n + 3x Group:
Group the like p terms.
p(2 + 5n) = 5n + 3x
5n  3x Factorise:
p= Factorise the p terms.
2  5n
Solve:
Divide both sides of the equation by
(2 + 5n) to make the coefficient of p
equal to 1.

TEST YOURSELF D
1. Express x in terms of y.
a) x  y  2  0 b) 2 x  y  3  0
c) 2 y  x  1
d)
1
x  y   2
2
e) 3x  y  5 f) 3 y  x  4

2. Express x in terms of y.
a) y  x b) 2 y  x
x d) y  1  3 x
c) 2 y 
3
e) 3 x  y  x  1 f) x 1  y

3. Change the subject of the following formulae:

xa 1 x
a) Given that  2 , express x in terms b) Given that y  , express x in terms
xa 1 x
of a . of y .
c) Given that 1  1  1 , express u in d) Given that 2 p  q  3 , express p in

f u v 2p  q 4
terms of v and f . terms of q.
e) Given that p  3m  2mn , express m in f) Given that A  B C  1  , express C in

terms of n and p .  C 
terms of A and B .
2y  x l
g) Given that  2 y , express y in h) Given that T  2 , express g in
x g
terms of x.
terms of T and l.

ACTIVITIES
CROSSWORD PUZZLE
HORIZONTAL
1) – 4p, 10q and 7r are called algebraic .
3) An algebraic term is the of unknowns and numbers.
4) 4m and 8m are called terms.
5) V  r 2 h , then V is the of the formula.
7) An can be represented by a letter.
10) x 2  3x  2  x  1x  2 .

VERTICAL
2) An algebraic consists of two or more algebraic terms combined by

addition or subtraction or both.
6) 2 x  1x  2  2 x 2  5 x  2 .
8) terms are terms with different unknowns.
9) The number attached in front of an unknown is called .

RIDDLES
RIDDLE 1
1. You are given 9 multiple-choice questions.

2. For each of the questions, choose the correct answer and fill the alphabet in the box
below.
3. Rearrange the alphabets to form a word.
4. What is the word?
1 2 3 4 5 6 7 8 9
1
2
1. Calculate 5.
3
1
D) O) 1
5
11 11
W) N)
3 15
2. Simplify  3x  9 y  6 x  7 y .
F) 3x  2 y W)  9 x  16 y
E) 3x  2 y X) 9 x  2 y
p q
3. Simplify  .
3 2
2 p  3q 2 p  3q
L) A)
6 6
3q  2 p 3 p  2q
N) R)
6 6

4. Expand 2( x  4)  ( x  7) .
A) x  1 D) x  15
U) 3x  1 C) 3x  15
5. Expand  3a(2b  5c) .
S )  6ab  15ac C) 6ab  15ac
T)  6ab  15ac R) 6ab  15ac
6. Factorise x 2  25 .
E) ( x  5)(x  5) T) ( x  5)(x  5)
I) ( x  5)(x  5) C) ( x  25)(x  25)
7. Factorise pq  4q .
D) pq(1  4q) E) q( p  4)
T) p(q  4) S) q( p  4)
8. Factorise x 2  8x  12 .
I ) ( x  2)(x  6) W) ( x  2)(x  6)
F) ( x  4)(x  3) C) ( x  4)(x  3)
3x  y
9. Given that  4 , express x in terms of y.
2x
y y
L) x   C) x 
5 5
y 8 y
T) x  N) x 
11 3

RIDDLE 2
1. You are given 9 multiple-choice questions.

2. For each of the questions, choose the correct answer and fill the alphabet in the box
below.
3. Rearrange the alphabets to form a word.
4. What is the word?
1 2 3 4 5 6 7 8 9
5
1
1. Calculate x .
3
5 x 5 x
A) O)
3 3x
3x 3
I) N)
x5 x5
3p q
2. Simplify  .
4 5r
15 pr 4q
F) R)
4q 15 pr
3 pq 3 pq
W) B)
20r 5r
x xy
3. Simplify  .
yz 2 z
2 x2
N) D)
y2 2z 2
x x2
L) I) 2
2z 2 z
4. Solve x  y 2  x(3x  y).

E)  2 x 2  y 2  xy D) 2 x 2  y 2  xy
I) x 2  y 2  3x 2  xy N) 2 x 2  y 2  xy

5. Expand  p  5 2 .
I) p 2  25 N) p 2  25
D) p 2  10 p  25 L) p 2  10 p  25
6. Factorise 2 y 2  7 y  15 .
F) (2 y  3)( y  5) D) (2 y  3)( y  5)
W) (2 y  3)( y  5) L) ( y  3)(2 y  5)
7. Factorise 2 p 2  11 p  5 .
R) (2 p  1)( p  5) B) (2 p  1)( p  5)
F) ( p  1)( p  5) W) ( p  1)(2 p  5)
B
8. Given that (C  1)  A , express C in terms of A and B.
C
B 1
L) C  R) C 
BA BA
AB AB
C) C  N) C 
BA BA
9. Given that 5 x  y  x  2 , express x in terms of y.

y2  4 y2  4
O) x  B) x 
16 24
 y 1  y  2
2 2
I) x  U) x   
 2   4 

FURTHER
EXPLORATION
SUGGESTED WEBSITES:
1. http://www.themathpage.com/alg/algebraic-expressions.htm
2. http://www.wtamu.edu/academic/anns/mps/math/mathlab/beg_algebra/beg_alg_tut11_si
mp.htm
3. http://www.helpalgebra.com/onlinebook/simplifyingalgebraicexpressions.htm
4. http://www.tutor.com.my/tutor/daily/eharian_06.asp?h=60104&e=PMR&S=MAT&ft=F
TN

ANSWERS
TEST YOURSELF A:
1. 9a – 5b
2. – 2m – 4n
3. 6k
4. 2p
15 x  y 20h  6k
5. 6.
5 xy 15
6ab 4(4c  d )
7. 8.
7c 3c  d
x
9. 2
z2 10.
v2
4  2x
2x 12.
11. 4  5x
5  6x
TEST YOURSELF B:
1. – 8n + 3 6. x + y
1 7. e 2
2. 3q +
2
3. – 12x2 + 18xy 8. n 2  m 2  mn
4. – 3b 9. f 2  2 fg
5. p 10. h 2  2ih  5i 2

TEST YOURSELF C:
1. 3(p 2 – 5) 2. 2(x 2 – 3) 3. x(x – 4)
4. m(5m + 12) 5. p(q – 2) 6. 7m (1 + 2n)
7. (k + 12)(k – 12) 8. (2p – 1)(2p + 1) 9. 2(x – 3)(x + 3)
10. (3m + 13)(3m – 13) 11. (2x + 5)(x – 2) 12. (3x – 4)(x + 2)
13. (3p + 4)(p – 3) 14. (4p + 1)(p – 1) 15. (2x – 5)(x +1)
16. (2x – 5)(2x – 1) 17. (5p + 6)(p – 1) 18. (2x – 3)(x – 4)
19. (1 + 3r)(3p + k) 20. (2c – t)(2c – 3w)
TEST YOURSELF D:
3 y
(b) x 
1. (a) x = 2 – y 2 (c) x = 2y – 1
5 y
(d) x = 4 – y (e) x (f) x = 3y – 4
3
2. (a) x = y2 (b) x  4 y 2 (c) x  36 y 2
1 y 
2
 y  1
2
(d) x    ( e) x    (f) x  y 2  1
 3   2 
y 1 fv
3. (a) x  3a (b) x (c) u 
y 1 v f
p
7q (e) m B
(d) p 2n  3 (f) C 
2 B A
(g) y 
x 4 2 l
(h) g
2( x  1) T2

ACTIVITIES
CROSSWORD PUZZLE
RIDDLES
RIDDLE 1
2 3 1 5 4 7 6 8 9
F A N T A S T I C
RIDDLE 2
2 1 3 5 4 7 6 9 8
W O N D E R F U L


BEAMS - Unit 3 Algebraic Expressions and Algebraic Formulae

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BEAMS - Unit 3 Algebraic Expressions and Algebraic Formulae

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Basic Essential

Additional Mathematics Skills

Curriculum Development Division

Part A: Performing Operations on Algebraic Expressions 2

Part B: Expansion of Algebraic Expressions 10

Part C: Factorisation of Algebraic Expressions and Quadratic Expressions 15

Part D: Changing the Subject of a Formula 23

2. The concepts and skills in Algebraic Expressions, Quadratic Expressions and

Curriculum Development Division

Upon completion of Part A, pupils will be able to perform operations on algebraic

TEACHING AND LEARNING STRATEGIES

 Simultaneous Equations - Pupils need to be skilful in simplifying the algebraic

Curriculum Development Division

1. An algebraic expression is a mathematical term or a sum or difference of mathematical

Examples of algebraic expressions: 2r, 3x + 2y, 6x2 +7x + 10, 8c + 3a – n2, 3

2. An unknown is a symbol that represents a number. We normally use letters such as n, t, or

Examples: Algebraic expression with one term: 2r, 3

Algebraic expression with two terms: 3x + 2y, 6s – 7t

Algebraic expression with three terms: 6x2 +7x + 10, 8c + 3a – n2

Examples: 3ab, –5ab are like terms.

5. Unlike terms are terms with different unknowns or different powers.

Examples: 1.5m, 9k, 3xy, 2x2y are all unlike terms.

Curriculum Development Division

8. An algebraic expression with unlike terms cannot be simplified.

9. Algebraic fractions are fractions involving algebraic terms or expressions.

Curriculum Development Division

Simplify the following algebraic expressions and algebraic fractions:

Solutions: Algebraic expression with like terms can be simplified by

= 5x – (– x) Perform the operation in the bracket.

(b) –3r –9s + 6r + 7s

4r 2 g 1 Simplify by canceling out the common factor and the

Curriculum Development Division

1 Simplify by canceling out the common

e e 1 Change division to multiplication of the

Equate the denominator.

Curriculum Development Division

Simplify the following algebraic fractions:

Curriculum Development Division

Curriculum Development Division

Simplify the following algebraic expressions:

Curriculum Development Division

Upon completion of Part B, pupils will be able to expand algebraic

TEACHING AND LEARNING STRATEGIES

Pupils who face problem in expanding algebraic expressions might have

 Simultaneous Equations – pupils need to be skilful in expanding the

Curriculum Development Division

1. Expansion is the result of multiplying an algebraic expression by a term or another

2. An algebraic expression in a single bracket is expanded by multiplying each term in the

(2a + 3b)(6a – 5b) = 12a2 – 10ab + 18ab – 15b2

= 12a2 + 8ab – 15b2

4. Useful expansion tips:

(i) (a + b)2 = a2 + 2ab + b2

(ii) (a – b)2 = a2 – 2ab + b2

(iii) (a – b)(a + b) = (a + b)(a – b)

Curriculum Development Division

Expand each of the following algebraic expressions:

(a) 2(x + 3y) (d ) ( a  3) 2

(b) – 3a (6b + 5 – 4c) (e)  32k  5

When expanding a bracket, each term

When expanding a bracket, each term

When expanding two brackets, each term

Curriculum Development Division

= –3(2k + 5) (2k + 5) When expanding two brackets, each term