Step by Step MAC Color

!
Student Name:
Basics
Teacher:
New and Improved.

Now includes
Integers Step
by
Step
1+1
=2
This is a work in progress……….

!
TABLE OF CONTENTS
Chap. Topic Page
1 Powers, Factors & PEMDAS
1.1 Powers and Exponents 1
1.2 Prime Factorizations (Factor Trees) 6
1.3 Order of Operations (P-E-M-D-A-S) 9
2 Algebraic Expressions
2.1 Understanding Algebraic Expressions 12
2.2 Evaluating Algebraic Expressions 13
Self Test 15
2.3 Translating Verbal Phrases ! Algebraic Expression 18
2.4 The Division Bar 26
2.5 The Division Bar as a Grouping Symbol 21
2.6 Simplifying Algebraic Expressions With Powers 26
Self Quiz 28
3 Like Terms"
3.1 “Like” Things 29
3.2 Understanding Like Terms 30
3.3 Combining Like Terms 32
3.4 The Commutative & Associative Addition Properties 35
3.5 Using the Commutative & Associative Addition Properties 36
4 Simplifying Algebraic Expressions
4.1 Combining Like Terms Amongst Unlike Terms 37
4.2 The Distributive Property (aka Removing the Parentheses) 40
4.3 Simplifying When There Is More Than One Set of Parentheses 43
Self Test 45
5 Evaluating Formulas
5.1 Basic Formula Evaluation 48
5.2 The Circle and ! 51
5.3 Algebraic Representation of Perimeters 57
5.4 Algebraic Representation of Areas 59
6 The Integers
6.1 The Counting Numbers & the Whole Numbers 59
6.2 Understanding The Integers 60
6.3 The “Poof” Effect (aka Adding Integers) 62
6.4 Integer Addition “Strings” 71
6.5 Combining Like Terms Using Integer Addition Strings 73
6.6 Integer Multiplication 75
6.7 Integer Multiplication – “The Rules” 77
!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
1 – Powers, Factors & Order of Operations

Read & Study box !"#$%&'(()*+,
1.1 Powers and Exponents
Using exponents is a power-ful method used to simplify the way we show repeated
multiplication.
For example, instead of writing the repeated multiplication:
Repeated
5 x 5 x 5 x 5 x 5 x 5 x 5 x 5 x 5 x 5 x 5 x 5 x 53 multiplication
Mathematicians simplify the writing of 5 multiplied by itself 13 times as:
13 Powers! Great. I like

5 writing it this way!
Tell me more.
For the power 513 the 5 is call the base number or base and the 13 is called the exponent.
The base number is the number being multiplied and the exponent is the number of times it
is multiplied. The number is “read 5 to the thirteenth power” or “the thirteenth power of 5.”
QUESTION:
How do we write 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7 x 7 as a power?
Answer: “7 to the fifteenth power” 715 means multiply 7

by itself 15 times.
15 # exponent
base !
7 It is read, “7 to the
15th power” or the
“15th power of 7.”
The Specials
Squares ( 2 ) and Cubes ( 3 ) - Special Names for Special Powers.
Powers having exponents of 2 and 3 are special since they appear often in mathematics
and in geometric representations. For these reasons they have special names. The
special name for powers with exponent 2 is “squared”. The special name for powers
with an exponent of 3 is “cubed”.
.
92, can be read “9 squared.”

113 can be read “11 cubed.”
!Copyright: 2009 by Barry Hauptman 1

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Exercise box: !" #$

Instructions: Write the power indicated.
Nine to the 4th power Six to the 14th power
1
9 4 2
3 two to the 11th power 4 Eleven to the 10th power

5 The 4th power of five 6 Four to the 3rd power
7 The 10th power of six 8 Eight to the 2nd power
9 Three squared 10 One to the 1000th power
11 Sixty to the 3rd power 12 Five to the 5th power
13 Twenty five cubed 14 Ten to the 100th power
15 One hundred squared 16 Fifteen to the 1st power
17 c to the 5th power 18 D cubed
Instructions: Write how each power is read.
19 72 Seven Squared 20 53
21 95 22 210
23 21 24 980
25 a3 26 xz
Instructions: Write each as a power using a base and an exponent
27 3 x 3 x 3 x 3 x 3 x 3
36 28 10 x 10 x 10
29 2x2x2x2x2x2x2x2 30 1x1x1x1x1
Instructions: Write the power as a multiplication and then multiply.

31 33 32 52 33 103 34 24
3x3x3
9x3
27
35 18 36 34 37 09 38 (!)5

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Writing box
1. In the space provided below, explain why
the diagram at the right could represent
seven squared plus six squared.
72 + 62
2. In the space provided below, explain

why the diagram at the right could
represent eight squared minus four
squared.
82 – 42

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Exercise box: !" #$

Instructions: Rewrite each expression using exponents
1 2x2x2x2x2x7x7x7x7x7x7x7x7 25 x 78
2 5 x 5 x 5 x 11 x 11
3 17 x 17 x 17 x 17 x 17 x 17 x 37
4 2x2x2x2x2x3x3x3x3x5x5x5
5 19 x 19 x 23 x 23 x 23 x 87
6 5x2x3x5x3x3x2x2x5x5x2x2
7 13 x 13 x 11 x 2 x 13 x 13 x 2 x 2 x 2
Instructions: Write each expression as a multiplication without the exponents.

32 x 4 5
8
3x3x4x4x4x4x4
9 102 x 226
10 93 x 145
11 22 x 73 x 115
12 15 x 34 x 132
Instructions: Evaluate each after rewriting without the exponents

52 x 2 2
13
5x5x2x2
25 x 4

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
22 x 3 2
14
2x2x3x3
15 12 x 7 2
16 102 x 32
23 x 3 2
17
2x2x2x3x3
4 x 2 x 9
? x ?
?
18 22 x 3 3

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

1.2 Prime Factorizations (Factor Trees)
Find the factors of 15.

No ones, please!
15 = 5 x 3 shows 15 in factored form.

NOTE: The number 1 is always a factor of any number 15 = 15 x 1.
Exercises: Complete the table. DO NOT USE 1 AS A FACTOR.
Number Factored Form Factors

No ones,
1. 10 5 x 2 5 and 2 please!
2. 6
3. 9
4. 21
5. 50
6. 11
Find three
factors of 12. No
one’s please! 12 = x x
In factored form 12 = 2 x 2 x 3. Using exponents it can be written.
12 = 22 x 3
Exercises: Complete the table

Number
!Copyright: 2009 by Barry Hauptman Factored Form (three factors) Using exponents
6
7. 18 3 x 3 x 5 3 x52
!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

1.3 Order of Operations (P-E-M-D-A-S)
As you know, math requires you to work the operations in a particular order, called the
order of operations. The order is as follows:
1. Parentheses or grouping symbols
2. Exponents (powers)
3*. Multiplications/Divisions, from left to right
4*. Additions/Subtractions, from left to right
Instructions: Find the value of each.

E xample box: E xercise box:
A 3+7x9 Original expression 1 5+2x8
3+7x9 Multiply 1 .
st
3 + 63 Then Add
Answer
66
B 2
18 – 6 + Original expression 12 + 7 "
18 – 6 + st
Divide 1
18 – 6 + 4 Then from left Subtract.
12 + 4 Then Add
Answer
16
C 44 - 2 ! (15 - 3) Original expression 3 20 - 2 " (11 " 8)
44 - 2 ! (15 - 3) Operations in (
st
) 1 .
44 - 2 ! 12 Then Multiply
44 " 24
Then Subtract
Answer
20

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
D (22 + 3) ÷ (9 – 4) Original expression 4 (14 + 1) ÷ (8 " 5)
(22 + 3) ÷ (9 " 4) Operations in ( )

(start at left)
Operations in ( )
25 ÷ (9 " 4)
25 ÷ 5 Then Divide
5 Answer
E 7 + 32 Original expression 5 6 + 52
7 + 32 Power (exponent)
7+9 Then Add
16 Answer
F 5 + 2 ! (1 + 3)2 6 2 ! (9 – 6)2 + 1
5 + 2 ! (4)2
5 + 2 ! 16
5 + 32
37 Answer
Definition: a mnemonic is a remembering device.
PEMDAS is a mnemonic device used to remember the order of

operations rules.
What is “Please Excuse My Dear

Aunt Sally” a mnemonic device for?

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Writing box
1. Explain why the following computation is incorrect .
There might
be more
2 x 52 + 23
than one
2x2x2
error here! 102 + 23 equals 6???
C’mon.
100 + 6
Answer: 106? (Not!)
2a. Perform the indicate calculation. 5 x 23 + 10
2b. Explain each step in this correct solution for 5 x 23 + 10
5 x 23 + 10 The problem
2 x 8 + 10 !"#$%&'%
16 + 10 !"#$%('%
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26 !"#$%)'%
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3a. Perform the indicate calculation. 2 ! 5 + (10 – 7)2
3b. Explain each step in this correct solution for 2 ! 5 + (10 – 7)2
2 ! 5 + (10 – 7)2 The problem
2 ! 5 + 32 !"#$%&'%
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2!5 +9 !"#$%('%
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10 + 9 !"#$%)'%
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19 !"#$%*'%
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Notebook Exercises :
Instructions: Find the value of each.
1 7+9x3 2 3 x 2 + 11 3 4 x 5 – 11
4 10 ÷ 5 – 1 5 28 – 5 x 2 6 4x2+ 5x2
7 24 – 2 ! (15 - 5) 8 (11 + 8) " 20 + 12 9 11 + 7 " 8 / 2
10 5 + 32 11 52 – 25 12 32 + 22
13 23 +(20 ÷ 2) 14 33 +(10 " 5) 15 2!3+5!1+6!4
16 7 ! 3 + (5 – 3)2 17 22 + 32 + 42 " 52 18 12 " 13 + 14 " 15

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
2 – Algebraic Expressions
2.1 Understanding Algebraic Expressions
a. Variables are represented by letters and variables change based on the
values given for them.
b. Numbers are called constants. Number values do not change.
The following are examples of variables: a, b, x, y, M, Z, #

The following are examples of constants: 3, 5.2, # , - 7, $
Note: The Greek letter $ is an exception. $ represents a famous constant.
Multiplication
Multiplication with constants and variables can be shown in several ways.
Multiplication shown with: Expression Meaning

No operation symbol 5Q 5 times Q
Parenthesis without operation symbol 3(a) 3 multiplied a
Raised dot G! M G times M
Power (exponent) y3 y times y times y
E xercise box: !" #$

1. Instructions:
Put a circle around the five (5) variables and a box around the six (6) constants.
m, z, 4, 1.7, N, #, $, $, 3 #, -L , 0.00009
2. Instructions: Complete the table.
Multiplication shown with: Expression Meaning
No operation symbol 13y ?
Parenthesis without operation symbol # (L) ?
Raised dot 3!x ?
Power Q5 ?
No operation symbol ? 8 times Z
Parenthesis without operation symbol ? K multiplied by X
Raised dot ? ! times N

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

2.2 Evaluating Algebraic Expressions
Evaluate algebraic expressions by substituting (replacing) the value for the variable
and performing the operations.
Example: Evaluate the expression 6M + 3y if M = 2 and y = 8.
Original Expression 6M + 3y
Substitute M ! 2, y ! 8 6(2) + 3(8)
Multiplications first. Then add. 12 + 24
Answer ! 36
Instructions: Evaluate each algebraic expression

A 5a Original expression 1 3q
a=6 Variable value q=4
5(6) Substitute
30 Answer
B !x Original expression 2 "x

x = 24 Variable value x = 12
"(24) Substitute
12 Answer
C M + 15 Original expression 3 J+9

M=9 Variable value J=6
9 + 15 Substitute
24 Answer
D 43 " z Original expression 4 13 " v

z = 11 Variable value v = 13
43 " 11 Substitute
Answer
32
E 5
Original expression
b=6 Variable value R = 10

Substitute
4 Answer

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
F c3 Original expression 6 d2
c=2 Variable value d=7
3
2 Substitute
2x2x2 Expand the power
8 Answer
G 3a + x2 Original expression 7 3a + x3
a = 5, x = 7 Variable value a=1 x=2
3(5) + 72 Substitute
3(5) + 49
PEMDAS
15 + 49
64 Answer
H x+y+z Original expression 8 q+r+s

x = 1, y = 9, z = 2 Variable value q = 18, r = 3, s = 7
1+9+2 Substitute
10 + 2 PEMDAS
12 Answer
I abc Original expression 9 xyz

a = 2, b = 10, c = 3 Variable value x = 4, y = 5, z = 6
2 ! 10 ! 3 Substitute
20 ! 3 PEMDAS
60 Answer
Notebook Exercises :
Instructions: Use the variable values to evaluate each algebraic expression.
1 3A, if A = 6 2 4b, if b = 9
3 xy, if x = 2 and y = 7 4 FG, if F = 6 and G = 3
5 x + 12, if x = 1 6 Z + 3, if z = 100
7 R – 3, if R = 20 8 14 – Q, if Q = 14
9 20 ÷ q, if q = 2 10 J ÷ 1,000, if J = 10,000
11 D + E – F, if D = 9, E = 10, F = 1 12 5H + 7G, if H = 3 and G = 1
13 2a + 4b, if a = 5 and b = 10 14 M + 4c , if M = 8 and c = 3
15 3Q + 5G + 10K, if Q = 1, G = 2, K = 3 16 3a + 4b + 5c, if a = 2, b = 2, c = 2
17 r2 , if r = 4 18 p2 , if p = 5
19 k3 , k = 5 20 Z15 , if Z = 1
21 y2+ x2, if y = 5 and x = 12 22 2b + c3 , if b = 9 and c = 3
23 abc, if a = 1, b = 2, c = 3 24 efgh, if e = 10, f = 8, g = 4, h = 0

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
!#+,%-#."%
Name: _____________________ Teacher:___________
1 For the power 104 the base is ____ and the exponent is ____
2 411 can be read “___ to the ____ power”
3 72 can be read “7 to the 2nd power” or “7 _____________”
3 53 can be read “5 to the 3rd power” or “5_____________”
4 Write 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 x 3 as a power. _______
5 Write 9 to the seventh power in base/exponent form _______
6 Write 56 as a repeated multiplication.________________
7 In the expression 114x2 the variable is ______.
8 In algebra 11M means 11 ______ M.
9 Write 100 times g algebraically. ___________
10 Find the value of 9y, if y = 3.
11 Find the value of !x, if x = 10.
Use the variable values to evaluate each expression

12 c + 9, if c = 15 13 45 – z, if z = 40
14 9a + b, if a = 2 and b = 20 15 3x – 4y, if x = 5 and y = 3
16 A , if A = 4
2
17 d3, if d = 2
18 A + v , A = 10 and v = 2 19 5b2, if b = 3
2 3

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
20
Write without exponents: 21 Write without exponents:
112 x 133 32 x 2 4 x 5 3
22 Write using exponents: 23 Write using exponents:

3x3x5x5x5 7 x 7 x 11 x 2 x 2 x 7 x 7
24 Use a factor tree to find the prime 25 Use a factor tree to find the
factorization of 32. prime factorization of 100.
26 Use a factor tree to find the prime 27 Use a factor tree to find the
factorization of 54. prime factorization of 120.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
/0.1#2.%
1 Base = 10, exponent = 4
2 Four to the 11th power.
3 Seven squared
3 Five cubed
4 310
5 97
6 5x5x5x5x5x5
7 X
8 11 times M
9 100g
10 27
11 5
12 24 13 5
14 38 15 3
16 16 17 8
18 108 19 45
20 11 x 11 x 13 x 13 x 13 21 3 x 3 x 2 x 2 x 2 x 2 x 5x 5 x 5
2 3
22 3 x 5 23 22 x 74 x 11
5
24 2 25 22 x 5 2
3
26 2 x 3 27 23 x 3 x 5

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

2.3 Translating Verbal Phrases " Algebraic Expressions
Algebra is a branch of mathematics that uses symbols to represent numbers,
quantities and verbal phases. The following examples and exercises deal with the
translation of verbal phases into algebraic expressions.
Examples:
A number increased by 15 is translated into " n + 15.
Four times a number is translated into " 4a
A number decreased by 7. " x–7
2
The square of a number. " A
The quotient of a number and 100. " R ÷ 100
The product of a number and ! . " !B
Nine less than a number. " Z – 9 Nine less than?
Nine minus?
Nine minus a number. " 9 – Z
The sum of two numbers. " x + y
The difference between two numbers. " a " b
Twice a number. " 2a
A number divided by 3. "

Instructions: Next to each word write the appropriate symbol from the following list.
+ " X ÷ ( 2)
1. Less 2. times 3. more
4. Square 5. divide 6. add
7. Decreased 8. product 9. multiply
10. Increase 11. minus 12. twice
13. Sum 14. difference 15. 2nd power
16. Subtract 17. double 18. quotient

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

2.4 The Division Bar " ––––––
{––––} is a division bar. A division bar shows the division of algebraic expressions.
Examples:
The quotient of a number and 100. "
The difference between two numbers, divided by 33 "
The product of a number and 3, divided by 8. "

x+y
The sum of two numbers, divided by the square of a number. " z2
Instructions: Translate each verbal phrase into an algebraic expression.
A The sum of two numbers. 1 The sum of a number and 11.
a + b
B A number decreased by 100 2 Three decreased by a number
N " 100
C The product of three numbers 3 The product of two numbers.
abc
D A number divided by 5. x 4 Ten divided by a number.
5
E Nine more than a number. 5 Twenty more than a number.
k + 9
F Seven less than a number 6 Eleven less than a number.
A - 7
G One divided by 1 7 The square of a number, divided by 4.
a number squared.
n2
H Twice a number, divided by 3. 8 Twice a number, divided by M.
I The sum of two numbers, divided by 8 9 Twelve divided by the sum of 2 numbers.
a + b
8

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Notebook Exercises:
Instructions: Write each verbal phrase into an algebraic expression.
1 Five times a number. 2 The product (x) of a number and 13.

3 A number divided by 11. 4 The difference between a number and 2.
5 The square of a number. 6 The sum of three numbers.
7 Twice a number. 8 A number minus 6.
9 A number increased by 100. 10 Seven more than a number.
11 The quotient (÷) of two numbers. 12 Five times the square of a number.
13 Twice a number divided by 4. 14 Five less than a number.
15 The product of four numbers. 16 The sum of three numbers divided by 11.
17 A number times 6. 18 The square of a number.
19 A number minus 33. 20 A number plus 33.
21 The sum of two numbers, divided by the square of a number.
22 The product of 5 and a number. divided by the difference between a number and 3.
23 The sum of two numbers, divided by the sum of the square of a number and 8.

Instructions: Translate each algebraic expression into a verbal phrase.
1 4n Four times a number or product of 4 and a number.
2 x+5 A number increased by 5 or Five more than a number.
3 7"b
4 10x
5 X2
6
7 abc
8 a+b+c
9 2x
10 M "7
11
12
13 12 + X2

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

2.5 The Division Bar as a Grouping Symbol
_____
The division bar ( ) represents a grouping. An operation above or below a division
bar should be performed first as if it were in parentheses.
Example A: Steps
15 " 6 Original expression
x 5
3
Perform the grouping operation above the
x5 division bar first. 15 – 6 = 9
! Perform the division on the left next.
3x5 9÷ 3=3
Multiply last to find the answer
15
Example B: Steps
x+y
x = 16, y = 9, z = 5 Original expression with variable values.
z2
16 + 9
Substitute the variable values.
52
25 Perform the grouping (operation above the

52 division bar) first.
25
Exponent (power) next.
25
1 Divide last to find the answer.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

. Instructions: Follow the directions to find the value in each problem.
Problem #1: Steps
Original expression
x 3
Perform the grouping operation above the
division bar first. 10 – 2.
Perform the division next.
Multiply last.
Answer =
Problem #2: Steps
a = 20, b = 4, c = 2 Original expression with variable values.
Substitute the variable values.
Perform the grouping (operation above the

division bar) first.
Exponent (power) next.
Answer = Divide last.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

Evaluate each by substituting the given values and using PEMDAS.
1 m+n m = 12, n = 8, p = 4 2 a = 10, b = 2, c = 3
a – b2
p c
3 x = 2, y = 10, z = 5 4 r+t r = 15, s = 2, t = 9

xy + z s3
z
5 w+z w = 12, z = 8 6 a2 + b2 a = 3, b = 4, c = 5
w–z c2
2
7 a + 3(b – d2) a = 4, b = 9, d = 3 8 tu + (w – v) t = 2, u = 3, v = 4
2 z+1 w = 10, z = 20

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Writing box
Examine the following expression:
Which equals 2? M–N =1 What’s M?

What’s N?
Which equals 8?
Which equals 12? 2P What’s P?
Who knows?????
After the variables are substituted the expression equals 1. We know the
value of the variables to be 2, 8 and 12. Unfortunately, someone mixed up
the assignments. We do not know which is 2, which is 8 or which is 12.
Instructions: In words, explain how you would go about solving this mix up to find
the values of M, N and P. Use examples in your explanation.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Writing box
Examine the following expression:
4a + b3 What’s a?
=1
Which equal 2 What’s b?
Which equals 4? 2
Which equals 6? 2c What’s c?
Who knows?????
After the variables are substituted, the expression equals 1. We know the
value of the variables to be 2, 4 and 6. Unfortunately, someone mixed up the
assignments. We do not know which is 2, which is 4 or which is 6.
Instructions: In space provided below, explain how you would go about solving this
mix up to find the values of a, b and c. Use examples in your explanation.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

2.6 Simplifying Algebraic Expressions With Powers
Study these: Do these:
Expression Simplification Expression Simplification
a 7 !x 7x 1 9!a
b 7!x!x 7x 2 2 9!a!a!a
c 7!x!x!x!y!y 7x 3 y 2 3 9!a!a!b!b!b!b
d 5(x)(x)(y)(z)(z)(z) 5x 2 yz 2 4 3(a)(b)(b)(b)(b)(c)
e 11(x)(y)(y)(z)(z) 11xy 2 z 2 5 6(a)(a)(b)(b)(b)(c)
f 22mmmmm 22m 5 6 102ccccccccc
g 17PQQRSSSS 17PQ 2 RS 4 7 3xxyyyyz
h wwxxxyyyyyy w 2x 3y 5 8 ggggggghi
i 92pqrrrstttttt 92pqr 3 st 6 9 44abbbbcdeeeef
j (xy)(xy) x 2y 2 10 (ab)(ab)(ab)
k (mn)(mn)(pq) m 2 n 2 pq 11 (zw)(zw)(zw)(xy)
l (st)(vw)(vw)(st) s 2t 2 v 2w 2 12 5(XY)(CD)(XY)
m 2(ab)(ab)(ab)(ab) 2a 4 b 4 13 11(cd)(ef)(cd)(ef)
n 14
(up)3 = (xy)3
(vt)(vt)(vt) v 3t 3
=
o 15 (cdefg)2
(abd)2 =
(abd)(abd)
=
a 2b 2d 2

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Instructions: Complete the following simplifications:

Expression Simplification Expression Simplification
(xy)(xy)(xy) (ab)(ab)(ab)(ab)
1 3 2 4
(xy) (ab)
= =
3 (pqr) 2 (pqr)(pqr) 4 (cdef)3 (cdef)(cdef)(cdef)
= =
5 3 6 5
(mn) (xy)
7 (pqr)2 8 (abcd)3
9 (ab)5(xy)2 (ab)(ab)(ab)(ab)(ab)(xy)(xy) =
10 (de)3(fg)2
11 (mn)4(qr)5
12 5(ab)2(qr)5
13 7(xy)(zw)4
14 (x4y3)2 (x4y3)(x4y3) =
15 (a2b2)3
%
!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
!#+,%3456%
Name: _____________________ Teacher:___________
Instructions: Translate each verbal phrase into an algebraic expression.
1 A number increased by 5.
2 The product of a number and 9.
3 Eight more than a number.
4 The difference between two numbers.
5 A number squared, divided by 3.
6 One less than a number.
7 The product of three numbers.
8 The product of two numbers, divided by a number cubed.
Instructions: Translate each algebraic expression into a verbal phrase.
9 3N
10 A + B
11 2A – 7
12 a–b
c2
Instructions: Evaluate each by substituting the given values and using PEMDAS.
13 a–b a = 8, b = 4, c = 2 14 m + n2 m = 15, n = 3, q = 4
c q
15 2w w = 10, z = 5 16 a2 – b2 a = 8, b = 2, c = 10
w–z c
Instructions: Simplify each using powers:

17 2xxxyyy 18 4(a)(a)(a)(b)(c)(c)(c)(c)
19 (mn)(mn)(mn)(mn) 20 7(xyz)(xyz)(abc)(abc)(abc)
21 (pqr)(pqr)(xyz) 22 (uv)(wx)(uv)(wx)(uv)
23 (xy) 2
24 (abc)3
25 (gh) (mn)
2 3
26 13(ab)3(def)5
27 (z w ) 28
5 2 2
102(x3y)6

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
3 – Like Terms !
3.1 “Like” Things
It is important to know about and be able to recognize “like” things.
Consider the following examples of “Like” things:
Examples of Like Things Why?

Like Units 9 mm, 12 mm, 1.4 mm, 1,023 mm All are in mm’s
Like Fractions , , , , ,
Like Signed
Numbers -4, -12, -109.4, -7! , -1,012, -99
Like Fruit 1 apple, 7 apples, 10" apples, 58 apples
Consider the following examples of “U n L i k e ” things
Examples of “U n L i k e ” Things
UnLike Fractions , , ,
UnLike Units 8 m, 8 cm, 1.9 inches, 50 yds,

UnLike Signed Numbers -8, +12
UnLike Fruit 3 oranges, 5 pears, 1" peaches
How are Like Things Combined? Some Examples

Like things can be combined easily. UnLike can not be combined easily
4 figs + 11 figs = 15 figs 9 in2 - 5in2 = 4 in2 (-8) -

+ ( 11) = ( -19)
+ =
7 apples + 3 prunes = ? + =? 4 m2 - 5 in = ? (-2) - (+11) = ?

UnLike UnLike UnLike
UnLike
For the following, combine if they are “Like” things. If not, write UnLike .
1 7 apples + 2 apples = 2 77 mangos – 15 bananas =
3 4 ft + 15 ft + 3 ft = 4 10 cm3 – 4 mm2 =
5 (-3) + (-6) = 6
+ =
7 5 cm + 9 cm – 10 cm = 8 19 in2 – 11 cm2 – 5 in =

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

3.2 Understanding Like Terms
What is a term?
In algebra, a term is an expression that is a number, a variable, or the product of a
number and one or more variables.
" The expression 10Q is a term.
" The expression 5A + 9B has two terms.
" The expression 4x + 12 also has two terms.
" The expression x2 – 3y5 + 8z has three terms.
" The expression a + b + c + d + e + f + g + h has eight terms.
" The expression 8xyz2 also has only one term.
How many terms does each of expressions have?
5x + 7y + 8M Answer: eerht
6b Answer: eno
x2 + L + 3Z – 14 + x2 Answer: evif
d+e–f+g+h+j+k–m–n Answer: enin
ab2 – 3ab2 ? Answer: owt
7abcdefghijklmnopqrstuvwxyz? Answer: eno
What are Like terms?

“Like terms” have exactly the same variables, and if there are powers, exactly the same
exponents. You will see later that “like terms” can be combined to form a single term.
What are unLike terms?
“Unlike terms” are terms that have different variables or different exponents. The variables
and exponents are not exactly the same. You will see later that “Unlike terms” can not,
should not and must not, be combined. Don#t even think about combining them!
Examples of Like Terms Examples of U n L i k e Terms
7M and 3M are like terms. 6B and 3Y are NOT like terms.
10ab and 12ab are like terms. 9de and 8ef are NOT like terms.
y5 and 3y5 are like terms. 2x6 and 2x5 are NOT like terms.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

Instructions: Determine whether each box contains only like terms. Circle “like” or
“unlike” below each box.
1 2 3 4 5 6
9x 11x 5B 2B A 7A 11C 6M -ab2 2ab2 a2b2 2ab2

b
x -3x B #B 3A A2 4Z # 11ab2 5ab2 4a2b 3ab2
like like like like like like
unlike unlike unlike unlike unlike unlike
Instructions: Each problem contains 3 like terms. Write a 4th like term in the empty box.
7 8 9 10 11 12
b
L 3L -y 10y k2 2k2 7de de -mn3 2mn3 -g7h3k 5g7h3k

2
#L 3y $k 3.2de 9mn3 2g7h3k
Instructions: Fill in the missing number.
13 5 apples – 3 apples = ____ apples

14 7 cats + 11 cats + 2 cats = ____ cats
15 3 ziggles + 4 ziggles = ____ ziggles
16 + = _______
11
Instructions: Complete the statement.

17 8 yards + 3 yards =
18 100 cm2 – 50 cm2 =
19 9 tons – 2 tons + 11 tons + 4 tons – a ton =
20 + + =
21 20 cats – 7 figs + 3 bats + 4 mm3 – a tomato + = ___________?????!!!
22 Something is odd about problem 21! Explain on the lines below.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

3.3 Combining Like Terms.
In Algebra, adding or subtracting expressions to form a new simpler expression is called
combining. On the previous page, we saw that 3 ziggles + 4 ziggles = 7 ziggles. We
combined the ziggles to get a simpler expression. In algebra this is called combining
like terms and can be shown as:
3z + 4z Example of
combining like
7z terms
Note: The Multiplicative Identity (aka 1).

1x5=?
1 x 2,333,789 = ?
1xA=
Because 1 multiplied by any number always equals the identical number ----
1 is the Multiplicative Identity.
Does that mean when I see an X,

it’s the same as 1X?
DUH, of course!
X = 1X

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

Instructions: Refer back to previous pages before doing these.
Remember the ziggles!!!
Combine like terms
1 5a – 3a = _______ (Remember the apples!)
2 7c + 11c + 2c = _______ (Remember the cats!)
3 5e + e = _______ (Remember the 1/11ths!)
4 8y + 3y = _______ (Remember the yards!)
5 100ab2 – 50ab2 = _______ (Remember the mm2s)
6 9t – 2t + 11t + 4t = _______ (Remember the tons!)
7 12tfs + tfs + 2tfs = _______ (Remember the Alamo!)
8 20c – 7f + 3b + 4m – t + 9h = ???????!!!!! Why can’t this be done?
Answer:
Instructions: If the terms shown are like terms combine them into a single term.
If the terms are unlike terms, write “can not combine unlike terms.”
9 4D + 2D = ? Answer: 6D
10 6M – 3M2 = ? Answer: “can not combine unlike terms”

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
11 9x + 3x = 20 a horse + a horse =
12 10y – 5y = 21 h+h=
13 8y2 + 2y2 = 22 7 pickles – a pickle =
14 6M + 5D = 23 7p – p =
15 8z7 + 8z = 24 a+b+c+d=
16 15A2B + 3A2B = 25 6M – M =
17 3x + 7x + 12x + 4x = 26 7y2 + 3y2 + y2 – 11y2 =
18 40 apples + 50 apples = 27 A–A=
19 16 cats – 14 bananas = 28 A–A+A–A+A–A =
srewsnA

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

3.4 The Commutative and Associative Properties of Addition
rr
a. 5 + 3 = ? b. 3 + 5 = ?
c. Are the results the same for 5 + 3 and 3 + 5?
d. Why are the results the same?
So, what The order of the

happened? numbers changed. But
the result did not!
And?? The Commutative Property

allows you to change the
order in an addition.
5 + 3 = 3 + 5 is an example of
The Commutative Property
a+b=b+a
Now do these:
e. (4 + 6) + 1 = ? f. 4 + (6 + 1) = ?
g. Are the results the same for (4 + 6) + 1 and 4 + (6 + 1)?
h. Why are the results the same?
(4 + 6) + 1 = 4 + (6 + 1) is an example of
Here the Right. The
grouping The Associative Property grouping
changed? changed?
(a + b) + c = a + (b + c)

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

3.5 Using the Commutative & Associative Properties of
Addition
The Commutative Property states that you can change the order when
adding two numbers to attain the same result.
92 + 4 = 4 + 92
old new
order order
The Associative Property states that you can change the grouping when
adding numbers to attain the same result.
(16 + 88) + 3 = 16 + (88 + 3)

old new
group group
Example:
2+5+3
Study the different solutions using Commutative & Associative Properties
Solution A 2+5+3 Solution B 2+5+3 Solution C 2+5+3
7+3 2+8 5+5
10 10 10
Exercise 1: 8+4+7
Use the Commutative & Associative Properties to solve four different ways.
A 8+4+7 B 8+4+7 C 8+4+7 D 8+4+7
12 + __ 8 + __ 15 + __
Exercise 2: x + 8x + 4x
A x + 8x + 4x B x + 8x + 4x C x + 8x + 4x D x + 8x + 4x
9x + __

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
4 – Simplifying Algebraic Expressions

4.1 Combining Like Terms Amongst Unlike Terms
Sometimes an expression has like terms mixed together with unlike terms. For example,
consider this expression:
Can we just
combine the 33A + 99 + 4A
like terms?
Sure. What
about 99?
Should we
just leave it?
Answer: 7A + 99
Consider this expression:
3 12 + 5m + 9q - 3q + 113
Combine the
Okay. And
like terms
do we just
12 + 11 and
rewrite the
9q – 3q?
5m?
Answer: 323 + 6q + 5m3

Let!s review this one:
Where did the 23 come from? ______________________________________
Where did the 6q come from? ______________________________________
Why is the 5m rewritten and unchanged? _____________________________

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

Instructions: Explain each result in the space provided.
1 2B + 9C + 4B = 6B + 9C
2 16x - 5x + 8 = 11x + 8
3 4a2 + 3a2 + 8 + 2 + 9a5 = 7a2 + 10 + 9a5
4 3m3 + 8xy + 3m3 + xy = 6m3 + 9xy
5 4ab3 – 3ab3 + 12a3b7= ab3 + 12a3b7

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

Instructions: Simply by combining Like Terms
1 3A + 16Q + 2A
2 11y – 3y + 88
3 L + 22L + 7a – a
4 10a2 + 10 + 19a2
5 6a – 4a + 9 - 8 + 3xy + 10xy
6 4ab2 + xyz + 7 – 3 + 19ab2
7 9abc + 5xyz + 2 mb2 + 11abc
8 8 keys + 2 pens – 5 keys + 2 pens + a wrench

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

4.2 The Distributive Property (aka Removing the Parentheses)
You will recall 4( ) means “4 times ( )”
Now consider the following: Yes!

Do you know
how you can
Does this 64(3A + 2)6 remove the
mean 4 times parentheses?
(3A + 2)?
The Distributive Property can be used to remove the parentheses.

“Distribute” the multiplier 4 to each of the terms inside, 3A and 2.
Would you
Where did the 4(3A + 2) like to look up
( ) go? my sleeves?
4 ! 3A + 4 !2
Answer: D12A + 8 D
Finish this example by distributing the 3 to remove the ( ).
3(6x + y) = 3!6x + 3! __
18x + __
Answer: D D
SUMMARY: The distributive property states that when multiplying a number

by an addition or subtraction of two or more numbers multiiply each of the
numbers being added/subtracted by that number and remove the parentheses.
Then write as an addition/subtraction of the resulting numbers.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

1 4(a + b) = 4a + 4b
2 7(2m – 3) = 14m – 21
3 10(x + 3a2) = 10x + 30a2
4 x(7 + y) = 7x + xy
5 12(2x + 3m – "ab2) = 24x + 36m – 3ab2
6 3(2x + m + 5ab2) = ?

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

Instructions: Use the “Distributive Property” to remove the parenthesis
Remember: Multiply the number outside by each part of the addition/subtraction inside,
and then remove the parentheses.
1 7(p + q)
2 9(3m – 5)
3 10(x2 + 3ab)
4 a(5 + 2a)
5 2(x + y – z)
6 8h(2x + 4m + !ab)
7 3(2x + m + 5ab2)
8 6(2 hens + 3 pens – 5 anchors)

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

4.3 Simplifying When There Is More Than One Set of Parentheses.
Consider this expression with two sets of parentheses:
65(A + 4) + 2(3A - 1)6
5 !A + 5 !4 + 2 !3A –2 !1 Distribute the 5 & the 2
5A + 20 + 6A – 2 Multiply as indicated.
11A + 18 Combine like terms

Answer
Here#s another example with two sets of parentheses.
Finish this example by using the distributive property to remove both sets of
parentheses and than combining the like terms.
63(x + 5y) + 2(4x - y)
3 !x + 3 !5y + 2 !4x – 2 !y Distribute the 3 & the 2
3x + 15y + __x – __y Multiply as indicated.
________ Combine like terms

Answer

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

Instructions: Simplify each.
1 7(a + b) + 3(a + b)
= 7a + 7b + 3a + 3b
= 10a + 10b
2 5(x + y) + 2(x + y)
3 5(x + 2) + 4(x – 1)
4 7(4n + 2) + 3(8 – 2n)
5 2(a2 + b2) + 5(a2 + b2)
6
4(P + 2Q) + 5(Q + 1)
7
7(R + S) + 9 – 7S
8
4(2P + Q) + 11 – Q

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
!#+,%-#."%
789#'%:::::::::::::::::::::::::::%
1 For the power 115 the base is ____ and the exponent is ____
2 92 can be read 9 to the 2nd power or _____________
3 153 can be read 15 to the 3rd power or _____________
4 Write 3 x 3 x 3 x 3 x 3 x 3 as a power. _______
5 Write 25 as a multiplication.________________
6 20 - 2 " (11 " 8)
7 (14 + 1) ÷ (8 " 5)
8 6 + 52
Use the variable values to evaluate each expression

9 Evaluate 5a, if a = 4 10 Evaluate xy,
if x =3 and y = 10
11 Evaluate M + 2N, 12 Evaluate 3Z – 5Q,

if M = 6 and N = 3 if Z = 10 and Q = 1
2
13 Evaluate R , if R = 6. 14 Evaluate j5, if j = 10.
3
15 Evaluate 3f , if f = 2. 16 Evaluate k2 + g3
if k = 7 and g = 3
17 If x = 1, y = 17 and z = 3 18 If a = 8 and b = 2 evaluate

evaluate x+y 5a – ab
2
z b3

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Write each verbal phrase as an algebraic expression

19 A number increased by 12.
20 Nine times a number
21 A number squared
22 The sum of two numbers, divided by 5
Write either “True” or “False” for each.

23 3M and 8M are like terms.
2 2
24 4x and 12x are like terms.
25 9xy and 9yz are like terms.
Combine Like Terms (if possible).

26 5y + 6y 27 3m + 2m
28 17x – x 29 16r2 – 2r2
7 7
30 13b + 10b 31 3ab + 10ab
32 3ab + 10ab – ab 33 b–b+b–b
34 !d + !d 35 9a + 10ab + 13abc – abcd
Simplify by combining only the like terms.

36 4x + 2x + 2A 37 3A – 2A + 14
2 2
38 12B + 2X + 4B 39 11p + 2x – 2p
Use the Distributive Property to remove the parenthesis.

40 100(x + y) 41 25(W – Z)
42 3(4a + 5) 43 7(2x – b)
44 !(10M + 12N) 45 7(a – b + 2c + 2)
Simplify each.
46 2(x + 3) + 5(x + 7) 47 5(2a + 1) + 15
48 7(3ab + x) + 2(2ab + 3x) 49 r(3 + t) + 4rt
50 2(3x + 5y) + 5x(2x + 1) + 4(7y – 4) + 9M

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
/7!;<=! %
1 Base = 11, exponent = 5 2 Nine squared

3 Fifteen cubed 4 36
5 2x2x2x2x2 6 14
7 5 8 31
9 20 10 30
11 12 12 25
13 36 14 100,000
15 24 16 76
17 2 18 3
19 x + 12 22
20 9a
x+y
21 X2 5
23 3M and 8M are like terms. True
24 4x2 and 12x2 are like terms. True
25 9xy and 9yz are like terms. False
26 5y + 6y = 11y 27 3m + 2m = 5m
28 17x – x = 16x 29 16r2 – 2r2 = 14r2
7 7 7
30 13b + 10b = 23b 31 3ab + 10ab= 13ab
32 3ab + 10ab – ab = 12ab 33 b–b+b–b=0
34 !d + !d = 1d or d 35 9a + 10ab + 13abc – abcd
36 4x + 2x + 2A = 6x + 2A 37 3A – 2A + 14 = A + 14
38 12B + 2X + 4B = 16B + 2X 39 11p2 + 2x – 2p2 = 9p2 + 2x
40 100(x + y) = 100x + 100y 41 25(W – Z) = 25W – 25Z
42 3(4a + 5) = 12a + 15 43 7(2x – b) = 14x – 7b
44 !(10M + 12N) 45 7(a – b + 2c + 2)
= 5M + 6N = 7a – 7b + 14c + 14
46 2(x + 3) + 5(x + 7) 47 5(2a + 1) + 15
= 7x +41 = 10a + 20
48 7(3ab + x) + 2(2ab + 3x) 49 r(3 + t) + 4rt
= 25ab + 13x = 3r + 5rt
50 2(3x + 5y) + 5x(2x + 1) + 4(7y – 4) + 9M =
= 16x + 38y + 10x2 – 16 + 9M

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
5 –Evaluating Formulas
5.1 Basic Formula Evaluations

N
EXAMPLES
a. Find the area (A) of a parallelogram (in ft2).
Parallelogram
Formula: A = bh
Substituting for b and h
A = (7 ft)(5 ft)
Answer: 35 ft2
b. Find the area of the triangle (in inches2). Triangle
Formula: A = ! bh
A = ! (10”)(6”)
A = (5”)(6”)
Answer: 30 in2
c. Find the area of a trapezoid (in m2) Trapezoid
Formula: A = ! h(b1 +b2)

A = ! (4)(12 + 8)
A = !(4)(20)
A = (2)(20)
Answer: 40 m2
d. Find the volume of the cube (in m3). Cube
Formula: V = s3
V = (2)3
V = (2)(2)(2)
Answer: 8 m3

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

1. Find the area of the rectangle (in mm2).
A = LW
2. Find the area of the triangle (in ft2).

A = ! bh
3. What is the area of the trapezoid (in cm2)?

A = ! h(b1 + b2)
4. What is the area of the trapezoid (in mm2)

A = LW
5. Find the area of the square (in m2).

A = s2
6. Find the perimeter of the rectangle (in yd).

P = 2L + 2W
7. Find the perimeter of the rectangle (in cm).

P = 2L + 2W
8. Find the perimeter of the square.

P = 4s

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
9. Find the area of the parallelogram in ft2.

A = bh
10. Find the volume of the rectangular prism in cm3.

V = LWH
11. Find the volume of the cube in inches3

V = s3
12. Find the surface area of the cube in m2.

A = 6s2
13. Find the surface area of the rectangular prism in yd2.

A = 2LW + 2LH + 2WH
14. Find the surface area of the rectangular prism km2.

A = 2LW + 2LH + 2WH

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Use Formula
Notebook E xercises:
1. Find the area, in square meters, of a square whose side is 9 m. A = s2
2. Find the perimeter, in cm, of a rectangle with length of 5 cm and

P = 2L + 2W
width is 3 cm.
3. Find the perimeter of a rectangle with length 9 yds and width 8 yds. P = 2L + 2W
4. Find the perimeter, in cm, of a square whose side is 12 cm? P = 4s
5. Find the area, in square miles, of a triangle whose height is 10 miles and
A = !bh
base is 4 miles.
6. Find the area, in square feet, a parallelogram whose height is 13 feet A = bh
and base is 2 feet.
7. The side of cube measures 4 km, find its volume in cubic km. V = s3
8. The dimensions of a rectangular solid are 3 cm, 4 cm and 5 cm.
V = lwh
Find its volume, in cubic cm.
9. The height of a trapezoid is 10 ft and its bases measure 11 ft. and 16 ft.
A=!h(b1+b2)
Find the area of the trapezoid in square feet.
10. Find the area, in square meters, of a rectangle whose length measures
A = lw
14 meters and width measures 3 meters.

5.2 The Circle and !
(Leave all answers in terms of !)
1. Find the circumference of the circle.
4 in.
Solution: Substituting for r C = 2! r
C = 2!(4)
C = !(8)
Answer: 8!
2. Find the area of the circle.

Solution: 9m
A = ! r2
A = !(92)
A = !(81)
Answer: 81!
3. Find the circumference of the circle.

17 mm
Solution:
C = !d
A = !(17)
Answer: 17!

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
4. The radius of a sphere is 2 feet. Find the volume.
Solution:
V = 4!(23) V = 4!r3
3 3
V = 4!(8)
3
Answer: 32! r = 2 ft.
3
5. Find the surface area of right circular cylinder.
Solution:
A = 2!(5)(10) + 2!(52) A = 2!rh + 2!r2
A = 2!(50) + 2!(25)
A = 100! + 50!
Answer: 150!
Notebook E xercises:
(Leave all answers in terms of !.) Use Formula
1. Find the circumference of a circle whose radius is 8 feet. C = 2!r
2. Find the area of a circle whose radius is 9 cm. A = !r2
3. Find the circumference of a circle whose diameter is 7 km. C = !d
4. The radius of a sphere is 3 ft. Find the volume.
5. Find the surface area of right circular cylinder whose height is 3 mm

A = 2!rh + 2!r2
and radius is 2 mm.
6. Find the circumference of a circle whose radius is 9 miles. C = 2! r
7. Find the area of a circle whose radius is 10 cm. A = ! r2
8. Find the circumference of a circle whose diameter is 29 km. C = !d
9. The radius of a sphere is 10 ft. Find the volume.
10. Find the surface area of right circular cylinder whose height is 5
A = 2!rh + 2!r2
mm and radius is 3 mm.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

Write the formula:
Answer
1. The area of a rectangle is equal to its length times its width. A = lw
2. The area of a square is equal to its side squared. A=
3. The volume of a cube is equal to its side cubed.
4. The area of a triangle is equal to ! its base times its height.
5. The area of a parallelogram is equal to its base times its height.
6. The area of a circle is equal to its ! times its radius squared.
7. The circumference of a circle is equal to two times ! times the radius.
8. The circumference of a circle is equal to ! multiplied by the diameter.
9. The area of a trapezoid is equal to ! its height times the sum of its bases.
10. The perimeter of a square is equal to four times its side.
11. The perimeter of a rectangle is equal to twice iength plus twice width.
12. The volume of a rectangular prism is equal to its length multiplied by its
width multiplied by its height.
13. The volume of a right circular cylinder is equal to two times ! times the
radius times height plus 2 times ! times the radius squared.
14. The surface area of a cube is equal to 6 times its side squared.
15. The surface area of a rectangular prism is equal to 2 times the length
times the width, plus 2 times length times the height, plus two times the
width times the height.
The following formulas have not been shown previously.

16. The volume of a right cirular cylinder is equal to ! times its radius
squared times its height.
17. The volume of a right triangular prism is ! its width times its height
times if length.
18 The surface area of a right triangular prism is equal to width (w) times
height (h) plus length (l) times width (w) plus length (l) times height (h)
plus length (l) times side (s).
Answers to 26, 27 and 28.

V = !r2h, V = #whl, A = wh + lw + lh + ls

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

Study Example: SOLUTION
Find the area of a triangle whose base is 12 m
and height is 8 m.
Step 1: (Using a ruler sketch the triangle)
Step 1: Draw a sketch.

Step 2: Write the formula (look back for formula)
Step 3: Substitute in the formula
Step 4: Solve
Step 2: A = !bh
Step 3: !(12m)(8m)
Step 4: (6m)(8m)
Answer: 48 m 2
1 Find the area of a triangle whose base is
equal to 16 mm and height is 9 mm.
2 Find the area of a parallelogram whose

base is 10 in and height is 6 in.
3 Find the area of a rectangle whose base is

10 yards and height is 3 yards.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
4 Find the area of a trapezoid if:

height = 4 mm
base 1 = 11 mm
base 2 = 5 mm
5 Find the perimeter of a rectangle whose

length is 15 meters and width is 8 meters.
6 Find the perimeter of a square whose side

is equal to 100 feet.
7 Find the circumference of a circle whose

radius is equal to 8 cm. (in terms of !)
8 Find the circumference of a circle whose

diameter is equal to 8 cm. (in terms of !)

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
9 Find the area of a circle whose radius is

equal to 7 feet. (in terms of !)
10 Find the volume of a cube whose side is

equal to 3 m.
11 Find the surface area of a cube whose side

is equal to 4 mm.
12 Find the surface area of a rectangular prism

whose length is 4 inches, width is 10 inches
and height is 3 inches.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
5.3 Algebraic Representation of Perimeters

Study Example: Represent the perimeter of the triangle Solution
algebraically whose sides are 2x, x and 5x.
P = 2x + x + 5x
P = side 1 + side 2 + side 3
Answer: 8x
E xercises:
1. Represent the perimeter of a triangle, algebraically, whose sides
are 4Q, 9Q and Q.
are 11M, 9M and 3M.
are 12R, 6R and 2R.
4. Represent the perimeter of the triangle, algebraically, whose
sides are Z, Z and Z.
Study Example: Represent the perimeter of a square, Solution
algebraically, whose side is 7b.
P = 4(7b)
P = 4s
7b
Answer: 28b
E xercises:
5. Represent the perimeter of a square whose side is 3b.
6. Represent the perimeter of a square whose side is 2R.
7. Represent the perimeter of a square whose side is 3.5Z
8. Represent the perimeter of a square whose side is Q.
Study Example: Represent the perimeter of a rectangle

whose length is 4a and width is a. P = 2(4a) +2(a)
= 8a + 2a
Answer: 10a
E xercises: Represent algebraically.

9. The perimeter of a rectangle whose length is 5M and width is M.
10. The perimeter of a rectangle whose length is 4D and width is D.
11. The perimeter of a rectangle whose length is 1.2Y, width is 6Y.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Study Example: Represent the circumference of a

circle whose radius is 6x. C = 2"(6x)
6x
C = 2!r Answer: 12"x

12. The circumference of a circle whose radius is 11d.
13. The circumference of a circle whose radius is 7J.

14. The circumference of a circle whose radius is K
15. The circumference of a circle whose radius is 12!G
16. The circumference of a circle whose diameter is 10Y. (Divide the
diameter by 2 to find the radius.)
17. The circumference of a circle whose diameter is 8L.
18. The circumference of a circle whose diameter is 5C.
5.4 Algebraic Representation of Areas

Study Example: Represent the perimeter of the Solution
triangle algebraically whose sides are 2x, x and 5x.
A = !(8x)(9x)
A = !bh = (4x)(9x)
9x = 36(x)(x)
8x
Answer: 36x 2
1. The area of a triangle whose height is 10y and base is 3y.
2. The area of a triangle whose height is 4z and base is 10z.

3. The area of a triangle whose height is 12M and base is 20M.
4. The area of a triangle whose height is 6Z and base is Z.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Study Example:
Represent the area of a square whose side is equal to 5K. A = (5K)2
= (5K)(5K)
5K A = s2 = 25(K)(K)
Answer: 25K 2

5. The area of a square whose side is 3b.
6. The area of a square whose side is 7R.
7. The area of a square whose side is 3.5Z
8. The area of a square whose side is Q.
Study Example: Represent algebraically the area of
a rectangle, whose length 5 is and width is 9G.
A = (5)(9G)
9G A = lw
Answer: 45G
5

9. The area of a rectangle whose base is 3M and height is 7.
10. The area of a rectangle whose base is 10x and height is 3.
11. The area of a rectangle whose base is 4.5y and height is 2.
Study Example: A = "(4b)2

Represent the area of a circle whose radius is 4b.
= "(4b)(4b)
2
4b A = !r = "(4)(4)(b)(b)
= "(16b2)
Answer: 16"b 2

12. The area of a circle whose radius is 2L.
13. The area of a circle whose radius is 5h.
14. The area of a circle whose radius is f.
15. The area of a circle whose radius is 3.4G
16. The area of a circle whose diameter is 6Y. (Divide the
diameter by 2 to find the radius.)
17. The area of a circle whose diameter is 10b.
18. The area of a circle whose diameter is 3C.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
6 –The Integers

6.1 The Counting & the Whole Numbers
The most common number system is the “counting numbers” or “natural numbers” which
are as follows:
The Counting numbers are 1, 2, 3, 4, 5, 6, 7, 8, 9, … (and so on).
Add a zero (0) to this system and you get the “whole numbers”.
The Whole numbers are 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, … (and so on)
Writing box
1. What is the difference between the Counting Numbers and the Whole Numbers?
2. What number is a Whole Number that is not a Counting Number? _______
3. What do the three dots (…) at the end of the number systems above mean?
4. What is the smallest Counting Number? _______

5. What is the smallest Whole Number? _______
6. Why is true that there is no largest Counting Number?
7. Is it true that there is no largest Whole Number? ______

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

6.2 Understanding The Integers
Find or draw the opposite of each:
Write the up off true ! " # minus + –

7
opposite Down
As you have learned, the opposite of “+” is “–” and, therefore, the opposite of the
negative of a number is the positive of the number. Thus, the opposite of –7 is +7.
The following set of numbers is called The Integers.

… , –6, –5, –4, –3, –2, –1, 0, +1, +2, +3, +4, +5, +6, …
Looked at another way, the Integers can be divided into three parts as follows:
Positive Whole Numbers

+
1, +2, +3, +4, +5, +6, …
–
Negative Whole Numbers 1, –2, –3, –4, –5, –6, …
Zero 0
Writing box
1. Explain the type of numbers that have to be added to the Whole Numbers to form the
Integers?
2. Fill in the missing words in the following sentence:
The Integers consist of the __________ whole numbers, the __________ whole
numbers and _______.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
3. Why are these two ways of showing the Integers both correct?
…,–5, –4, –3, –2, –1, 0, +1, +2, +3, +4, +5, …
…,–3, –2, –1, 0, +1, +2, +3, …
4. The following is an incorrect way of illustrating the Integers. Why is it incorrect?
–
6, –5, –4, –3, –2, –1, 0, +1, +2, +3, +4, +5, +6
5. Why is it important to add the … when representing the Integers?

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

6.3 The “Poof” Effect (aka Adding Integers)
THE “POOF” EFFECT:

Something very interesting happens when a + meets a –
They meet They “poof” They#re gone
+ meets –
Every time a “+” and “–” meet ……… “POOF” they both disappear.
Kind of mortal enemies, you might say.
How many
“poofs” when:
– +
3 meets 5?
– – – + + + + +
See all the “POOFS” and

result on the next page

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Everybody
ready?
– +
3 meets 5
— — — + + + + +
This can be written as an Integer Addition:
— + +
3+ 5= 2

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Look at this “pre-poofed” example:

+
6 + —7 = —1 Why –1?
Explain:
E xercises: Adding Integers

= +7
1 —
2 + +9
= —12
2 —
13 + +1
3 —
103 + +103 = 0

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
4 —
—
4 + —4 = 8
= +20
5 +
10 + +10
= —5
6 +
1 + +1 +— 3 + — 4
7 —
3 + +11 =?
8 —
30 + +30 =?

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
E xercises:
Instructions: Add the integers.
1 —
2 + +5
2 +
1 + —3
3 —
1,039 + +1,039
4 —
8 + —3
5 +
1 + +1
6 +
5 + + 2 +— 3 + — 1
7 —
30 + +11

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
“Why’s my sign?”
Instructions: The numbers have been shaded out and only the signs are shown.
Explain why the result of each Integer addition will have the sign as indicated.
—
1
+— = —
Explain why the result is negative.
+
2
++ = +
Explain why the result is positive.
+
3
+— = + or —
Explain why the sign can be + or —.
+ ?
4
++ = What’s my sign? Why? Explain.
— ?
5
++ = What’s my sign? Why? Explain.
— ?
6
+— = What’s my sign? Why? Explain.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
“What’s my sign?”
Instructions: Determine the sign of each Integer Addition and rewrite in the
appropriate column.
Sign of the Addition No sign
+ — 0
+
1 8 + —3 +
2 +
8 + +3
—
8 + —3
3 —
4 —
8 + +3
—
5 8 + +8 0
6 —
1 + +7
7 +
1 + —7
8 —
1 + —7
9 +
1 + +7
10 —
6 + +6
11 —
2 + +9
12 +
2 + +9
13 —
2 + —9
14 +
2 + —9
16 +
9 + —9
17 —
1 + +5 + +7
18 —
8 + +2 + +6

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
“What’s my SUM?”
Instructions: Determine the sign of each Integer Addition and write the SUM in
the appropriate column.
Sign No sign
+ — 0
+
1 8 + —3 +
5
2 +
8 + +3
—
3 8 + —3 —
11
4 —
8 + +3
—
5 8 + +8 0
6 —
1 + +7
7 +
1 + —7
8 —
1 + —7
9 +
1 + +7
10 —
6 + +6
11 —
2 + +9
12 +
2 + +9
13 —
2 + —9
14 +
2 + —9
15 —
2 + +2
16 +
9 + —9
17 —
1 + +5 + +7
18 —
8 + +2 + +6

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
E xercises:
Instructions: Find the sum for each Integer Addition
2 +8 + +3 = 3 —8 + —3 =
1 +
8 + —3 = + 5
—
4 —
8 + +3 = 5 8 + +8 = 6 —1 + +7 =
—
7 +
1 + —7 = 8 1 + —7 = 9 +
1 + +7 =
—
10 —
6 + +6 = 11 2 + +9 = 12 +
2 + +9 =
+
13 —
2 + —9 = 14 2 + —9 = 15 —
2 + +2 =
+
16 9 + —9 =
—
17 1 + +5 + +7 =
—
18 8 + +2 + +6 =
—
19 7 + +2 + +3 =
Study example: Regrouping by Like Signs

Instructions: Find the sum by adding up the like signs first.
+
4 + +1 +—2 + —10 ++3 + +7 + —1+ +8 +—5 = ?
Okay, if you are a And, if you are a

positive, regroup negative, regroup
on the left! on the right!
+
4 + +1 ++3 + +7 + +8 + —
2 + —10 +—1 + —5
The Positive Like Signs added up is: The Negative Like Signs added up is:
+ —
23 + 18
+
Wow! All of that
adds up to +5?
5 Yep. Just regroup,
add the like signs
and then add the
results.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
E xercises: Regrouping by Like Signs

Instructions: Find the sum by regrouping and adding the like signs first.
+
1 1 + +3 +—12 ++4 + —1 = ?
Positives Negatives
—
2 7 + —11 ++5 + +3 +—11 + —9 ++8 = ?
Positives Negatives

6.4 Integer Addition “Strings”
+
Consider this expression: 1 + —2 + 3 + —76
In Algebra, this expression is a called an “addition string” of integers (signed

numbers). It can be written without the RAISED positive and negative signs like
this.
Do we do it Yes. Combine
the same way
as before?
61 – 2 + 3 – 76 the like signs
and then
“poof” away.
Solution:
1–2+3–7 =
+
4 + -9 4 – 9= –5

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

Instructions: Perform the indicated addition.
1 3–6 2 8–5 +
8 + -5
+
3 + -6
3 –2 – 7 -
4 –1 – 3 + 2
2 + -7
-
1 + -3 + + 2
5 3 – 10 6 10 – 3
7 3 – 10 + 9 8 –8 – 5 + 13
9 7–7 10 –12 + 12
11 –4–4 12 –1 + 2 –1 + 2 –1 + 2

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

6.5 Combining Like Terms Using Integer Addition Strings
Study Example: Simplify by combining like terms.
3a – 9a = +
3a + -9a
– 6a

Instructions: Simplify each expression by combining like terms.
1 2a – 5a 2 –8B – 3B
+ - -
2a + 5a 8B + -3B
3 –2q2 + 7q2 4 –1e – 3e + 2e
5 3hf – 10hf 6 10g5 – 3g5
7 3r – 10r + 9r 8 –8g – 5g + 13g

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Now consider this expression: "8k + 9k + 53M =6=

How did this
happen? Answer: k + 53M6
Explain the result below
The answer is k + 53M because

Instructions: Simplify each expression by combining ONLY like terms.
1 3a – 7a + 13b 2 9B + 34M –2B
3 –3q2 –11z + 7q2 4 –1k + 3k + 2j
5 13hf – 10gh + 2gh 6 10d3 – 3g + 3d3
7 3x + 2y + 5y + 7x 8 -5x + 7x -14y – 8y + 3M

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !

6.6 Integer Multiplication
When multiplying two integers the following four combinations of signs are possible:
(+)(+) (+)(") (")(+) (")(")
- the appropriate combination of signs

(+)(+) (")(") (+)(") (")(+)
4(3) -
(+2)("1) -
(5)("3) -
("7)("10) -
("6)( +9) -
Complete This: (Place a - in the appropriate box.)
(+)(+) (")(") (+)(") (")(+)
1 5("2)
2 ("3)("1)
3 ("10)(4)
4 (+7)( +1)
5 (+8)( "8)
6 (6)( "9)
7 ("1)("4)
8 ("2)( 13)
9 (9)( 4)

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Instructions: Complete this table.
Example Rewrite as an addition Answer Sign
1 5(1) (1) + (1) + (1) + (1) + (1)
5 +
2 4(3)
3 (+2)(+3) (+3) + (+3)
+6 +
4 (5)("2) ("2) + ("2) + ("2) + ("2) + ("2)
"10
5 (4)("1) ("1) + ("1) + ("1) + ("1) "
"4
6 ("1)(4) Sam e as(4)("1) = "
"4
("1) + ("1) + ("1) + ("1)
7 (+2)(+5)
8 (3)("2)
9 ("2)(3) Sam e as(3)("2) =
("2) + ("2) + ("2)
10 (4)( "2)
11 (3)(1)
12 ("2)(4) Sam e as
14 ("1)(6) Sam e as
15 (2)(11)
Okay, here’s your task? If you know
the signs being multiplied, can you tell
the sign of the answer?
Do you mean, what is the sign of the

result if you multiply, say, + by –?
Exactly. So does, (+)(–)

equal + or –? Can I look at the
table above?
Sure.
Let’s see. It looks like
(+)(–) equals (–).

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Nice going.
6.8 Integer Multiplication, “The Rules”

Looking at the previous table we see:
(+)(+) = + (")(+)= " (+)(") = "

Wait a second,
something’s missing!
What’s missing?
(—)(—) is not there?

WHAT’S GOING ON?
You’re right! Here’s why. It’s too difficult

too explain now; just remember that
negative x negative is a positive.
Are you sure? That

doesn’t sound right!
Positive.
Get it? I’m positive,
(—)(—) = a positive.
Here are all the rules.
All of The Integer Multiplication Rules

(+)(+) = + (")(+)= " (+)(") = " (")(") = +
Complete the following fill-ins:

A positive times a positive is a ______________
A negative times a positive is a _____________

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
A positive times a negative is a _____________

A negative times a negative is a _____________
Using the Integer Multiplication Rules
Instructions: Write the reason for each answer in the space provided.
1 ("2)( "3) = +6 Why?
2 5("4) = "20 Why?
3 ("6)(+!) = "3 Why?
4 (+8) (+1) = +8 Why?
Instructions: Find the product for each Integer Multiplication

5 5("2) 6 7("10)
7 ("3)("1) 8 (+3)("1)
9 ("10)(4) 10 ("1)(14)
11 (+7)( +1) 12 (0)( +1)
13 (+8)( "8) 14 ("8)( "8)
15 (6)( "9) 16 15(3)
17 ("1)("4) 18 ("!)(+12)

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
19 ("2)( 13) 20 ("1)( "1)

21 ("6)( +6) 22 ("22)( "3)
23 (9)( 4) 24 ("100)("")

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Instructions: Complete this table.
Example Rewrite as an addition Answer Sign
1 5(1) (1) + (1) + (1) + (1) + (1)
5 +
2 4(3)
3 (+2)(+3) (+3) + (+3)
+6 +
4 (5)("2) ("2) + ("2) + ("2) + ("2) + ("2)
"10
5 (4)("1) ("1) + ("1) + ("1) + ("1) "
"4
6 ("1)(4) Sam e as(4)("1) = "
"4
("1) + ("1) + ("1) + ("1)
7 (+2)(+5)
8 (3)("2)
9 ("2)(3) Sam e as (3)("2) =("2) + ("2) + ("2)
10 (4)( "2)
11 (3)(1)
12 ("2)(4) Sam e as
14 ("1)(6) Sam e as
15 (2)(11)
Okay, here’s your task? If you know
the signs being multiplied, can you tell
the sign of the answer?
Do you mean, what is the sign of the

result if you multiply, say, + by –?
Exactly. So does, (+)(–)

equal + or –? Can I look at the
table above?
Sure.
Let’s see. It looks like
(+)(–) equals (–).
Nice going.

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
6.8 Integer Multiplication, “The Rules”

Looking at the previous table we see:
(+)(+) = + (")(+)= " (+)(") = "

Wait a second,
something’s missing!
What’s missing?
(—)(—) is not there?

WHAT’S GOING ON?
You’re right! Here’s why. It’s too difficult

too explain now; just remember that
negative x negative is a positive.
Are you sure? That

doesn’t sound right!
Positive.
Get it? I’m positive,
(—)(—) = a positive.
Here are all the rules.
All of The Integer Multiplication Rules

(+)(+) = + (")(+)= " (+)(") = " (")(") = +
Complete the following fill-ins:

A positive times a positive is a ______________
A negative times a positive is a _____________
A positive times a negative is a _____________
A negative times a negative is a _____________

!!"#$%!&'!"#$%!()*$&+,!-,./0.!" !
Using the Integer Multiplication Rules
Instructions: Write the reason for each answer in the space provided.
1 ("2)( "3) = +6 Why?
2 5("4) = "20 Why?
3 ("6)(+!) = "3 Why?
4 (+8) (+1) = +8 Why?
Instructions: Find the product for each Integer Multiplication

5 5("2) 6 7("10)
7 ("3)("1) 8 (+3)("1)
9 ("10)(4) 10 ("1)(14)
11 (+7)( +1) 12 (0)( +1)
13 (+8)( "8) 14 ("8)( "8)
15 (6)( "9) 16 15(3)
17 ("1)("4) 18 ("!)(+12)
19 ("2)( 13) 20 ("1)( "1)
21 ("6)( +6) 22 ("22)( "3)
23 (9)( 4) 24 ("100)("")
This is a work in progress……….

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1 – Powers, Factors & Order of Operations

Mathematicians simplify the writing of 5 multiplied by itself 13 times as:

13 Powers! Great. I like

Answer: “7 to the fifteenth power” 715 means multiply 7

92, can be read “9 squared.”

!Copyright: 2009 by Barry Hauptman 1

Exercise box: !" #$

3 two to the 11th power 4 Eleven to the 10th power

Instructions: Write the power as a multiplication and then multiply.

!Copyright: 2009 by Barry Hauptman 2

2. In the space provided below, explain

!Copyright: 2009 by Barry Hauptman 3

Exercise box: !" #$

Instructions: Write each expression as a multiplication without the exponents.

Instructions: Evaluate each after rewriting without the exponents

!Copyright: 2009 by Barry Hauptman 4

!Copyright: 2009 by Barry Hauptman 5

Read & Study box !"#$%&'(()*+,

Find the factors of 15.

15 = 5 x 3 shows 15 in factored form.

Number Factored Form Factors

In factored form 12 = 2 x 2 x 3. Using exponents it can be written.

Exercises: Complete the table

Read & Study box !"#$%&'(()*+,

Instructions: Find the value of each.

18 – 6 + 4 Then from left Subtract.

!Copyright: 2009 by Barry Hauptman 7

D (22 + 3) ÷ (9 – 4) Original expression 4 (14 + 1) ÷ (8 " 5)

(22 + 3) ÷ (9 " 4) Operations in ( )

7+9 Then Add

Definition: a mnemonic is a remembering device.

PEMDAS is a mnemonic device used to remember the order of

What is “Please Excuse My Dear

!Copyright: 2009 by Barry Hauptman 8

2a. Perform the indicate calculation. 5 x 23 + 10

2b. Explain each step in this correct solution for 5 x 23 + 10

!Copyright: 2009 by Barry Hauptman 9

3a. Perform the indicate calculation. 2 ! 5 + (10 – 7)2

2 ! 5 + (10 – 7)2 The problem

!Copyright: 2009 by Barry Hauptman 10

b. Numbers are called constants. Number values do not change.

The following are examples of variables: a, b, x, y, M, Z, #

Multiplication shown with: Expression Meaning

E xercise box: !" #$

!Copyright: 2009 by Barry Hauptman 11

Read & Study box !"#$%&'(()*+,

Instructions: Evaluate each algebraic expression

B !x Original expression 2 "x

C M + 15 Original expression 3 J+9

D 43 " z Original expression 4 13 " v

b=6 Variable value R = 10

!Copyright: 2009 by Barry Hauptman 12

H x+y+z Original expression 8 q+r+s

I abc Original expression 9 xyz

!Copyright: 2009 by Barry Hauptman 13

Use the variable values to evaluate each expression

14 9a + b, if a = 2 and b = 20 15 3x – 4y, if x = 5 and y = 3

!Copyright: 2009 by Barry Hauptman 14

22 Write using exponents: 23 Write using exponents:

!Copyright: 2009 by Barry Hauptman 15

!Copyright: 2009 by Barry Hauptman 16