Mini-Lecture 1.

1
Adding Real Numbers

Learning Objectives:

1. Identify different types of numbers.

2. Use real numbers in real-life situations.
3. Add real numbers with the same sign.
4. Add real numbers with opposite signs.
5. Use the addition properties for real numbers
6. Key vocabulary: whole numbers, integers, rational numbers, irrational numbers, real numbers,
number line, positive numbers, negative numbers, opposite numbers, additive inverses, absolute
value

Examples:

1. List all numbers from { -2/3 , 44, 1t, 1.5, 0.3} that fall into each category:

a) whole number b) rational number c) irrational number d) real number

2. Use a real number to represent each situation.

a) Jerome lost 22.5 pounds b) Mark climbed 2,344 feet up a mountain

3. Find the opposite of each number in (a) and (b). Find the absolute value of each number in (c)
and (d).
a) 9 b) -4.5

4. Add real numbers with the same sign.

c) l-51 d)
Iii
a) -5+(-3) b) 5+4

5. Add real numbers with opposite signs.

c) -2.1 + (-7.3) d) 4.9+8.1
e
)
-%+(-%)
2 3
a) 5+(-3) b) -15+8 c) 6.2 + (-3.3) d) --+-
12 24
6. Add real numbers with different signs.
a) (-15)+3+(-10) b) -5+8+(-3)+(-5)+16 c) 13.54+(-11.03)+18.22

Teaching Notes:

• Make sure students are familiar with number lines.

• Some students have never seen absolute value before and will need many examples.
• Some students need to see the addition problems done on a number line first.
• Many students are not familiar with putting negative numbers into a calculator.
• Refer students to the Addition Rule for Two Numbers with the Same/Different Sign charts in the
textbook.

2 - 7
Answers: la) 44, b) --, 44, 1.5, 0.3, c) Jr, d) all in set; 2a)-22.5, b) +2,344; 3a)-9, b) 4.5, c) 5, d) - ; 4a)-8,
3 9
11 3 1
b) 9, c)- 9.4, d) 13, e) -- or -1-; 5a) 2, b)-7, c) 2.9, d) --; 6a)-22, b) 11, c) 20.73
8 8 24

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 Mini-Lecture 1.2
Subtracting Real Numbers

Learning Objectives:

1. Subtract real numbers with the same or different signs.

2. Key vocabulary: additive inverse property

Examples:

1. Subtract the signed numbers by adding the opposite of the second number to the first number.

a) 3- 5 b) 3-(-5) c) -3- 5

d) -3-(-5) e) -20- 6 t) 13-(-2)

g)
-%-(%] h) 5.4- 9.2 i) -6.6 -(-6.6)

2. First change all subtractions into add the opposite, then perform the calculations.

a) 3-(-9)+ 6 b) -5.1-7.3-(-12) c) 12+(-4)- 13

d) -2+8-(-15)+ 9 e) 44.9+(-3.01)+(-2.6) t) -2- 4+(-5)

3. a) Find the difference in altitude between a mountain 5436 feet high and a gorge 213 feet below
sea level.

b) Find the difference in temperature in Conway, New Hampshire, between -3 ° F during the
day and -12° F during the night.

c) In January the value of one share of a certain stock was$45. During the next three days, the
1 1 1
value rose$ 5-, fell$ 2-, and fell$1-. What was the value of one share at the end of
4 2 4
those three days?

Teaching Notes:

• Many students find subtracting signed numbers difficult at first.

• Some students forget to change the sign of the second number after changing subtraction to
addition. Encourage students to show the step: 3- 5 = 3+(-5)
• Emphasize that "subtract a from b " means b+ (-a)
• Refer students to the Subtraction of Real Numbers chart in the textbook.

11
Answers: la)-2, b)8, c)-8, d)2, e)-26,f)15, g) - or_/!_, h)-3.8, i) O; 2a)18, b)-0.4, c)-5, d)30,
8 8
e)39.29,f)-11; 3a)5649ft, b)9°F, c)$46.50
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 Mini-Lecture 1.3
Multiplying and Dividing Real Numbers

Learning Objectives:

1. Multiply real numbers.

2. Use the multiplication properties for real numbers.
3. Divide real numbers.

Examples:

1. Multiply. Be sure to write your answer in simplest form.

a) (3)(5) b) (4)(-15) c) (-30)(-5)

d) (-24)(3)

2. Divide.
e) (2.2)(-3.3) f)
(-%J(-%J
a) -16+8 b) 24+2 c) -9+-3 d) 45.6+-3.8

4
3 15 7 -33.3
e) -17.6+-6.4 f) ---- g) _ 3_ h)
5 20 -12
14
3. Multiply each group of signed numbers.

a) (-4)(-3)(2) b) 5(-7)(3)(-6)(-1) c) 9(-3)(5)(0)

d) (-6)(5)(5)( J % e) (5)(1)(-3)(11)(-2) f) 8(-2.2)(-4.7)(9)

Teaching Notes:

• Most students find the multiply and divide rules for signed numbers easy to remember.
• Remind students that multiplication is commutative. So in problem 3(d), they can choose to
move the 1 next to the -6 and cancel before multiplying.
• Be sure students understand the difference between _Q and � ( x 'I:- 0 ).
X 0
• Refer students to the charts Multiplication/Division of Real Numbers and Multiplication
Properties for Real Numbers in the textbook.

2 4 8
Answers: la) 15, b)-60, c) 150, d)-72, e)-7.26,f) - ; 2a)-2, b) 12, c) 3, d)-12, e) 2.75,j) --, g) -- or
3 5 3
2 225 1
-2-, h) 2.775; 3a) 24, b)-630, c) 0, d) -- or -112-, e) 330,j) 744.48.
3 2 2

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 Mini-Lecture 1.4
Exponents

Learning Objectives:

1. Write numbers in exponent form.

2. Evaluate numerical expressions that contain exponents.
3. Key vocabulary: base, exponent, variable, squared, cubed, n-th power

Examples:

1. Write in exponent form.

a) (4)(4)(4)(4)(4) b) (w)(w)(w) c) (2p )(2p)(2p)(2p)

2. Evaluate.

a) 52 b) 23 c) 34 d) (-5)
2

e) -52 t) (-2) g) -2 h) (-3)

3 3 4

i)
(-�r j
)
(-�J k)
(ir 1
)
-(�r
m) (0.3)2 n) (-1.2) o) -18 2 p) -8 4
3

3. Evaluate.

a) 6 3 + 52 b) 34 - 25 c) (-1) -(-3)
2 4

d) (-5) (-2) e) 6 2(-3) t) 24(-2)

3 3 3 2

Teaching Notes:

• Many students do not understand the difference between -3 2 and (-3) .

2

• Some students do not know how to say 32, or 23 , or 54, etc., in words and need to see the words
written out: three squared, two cubed, five to the fourth power, etc.
• Refer students to the chart Sign Rule for Exponents in the textbook.

Answers: la) 45, b) w3, c)(2pf; 2a) 25, b) 8, c) 81, d) 25, e)-25,f)-8, g)-8, h) 81, i) !._ ,j) _ _!!._, k) _!!!_,
4 27 256
4
l) --, m) 0.09, n)-1.728, o)-324, p) -4096; 3a) 241, b) 49, c)-80, d) 1000, e)-972, f) 64
9

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 Mini-Lecture 1.5
The Order of Operations

Learning Objectives:

1. Use the order of operations to simplify numerical expressions.

2. Key vocabulary: order of operations

Examples:

1. Evaluate.

a) 5 + (-5) + (-8) b) 7(-4) + 4 c) 3(1-9)+5·4

d) 18 + 2(-3) + (-8) e) 64 - 5(9 - 3) + (-21) + 3 f) -9 - (5)( -6) + (-36) + (-4)

2. Evaluate.

1 1 4
a) ---+- b) 2.8(-3) + 6(5.1)
4 2 5

3. Evaluate.

a) -9 - 32 - (-6) b) 7(-5) + (3 - 5)3 C) 62 - 4(3) + 24 + 8

e) -3.2 - (2.2)3 - (-4.2)

3
f) 0.04xl.2-(0.5-0.7)

Teaching Notes:

• Many students find this section difficult.

• Refer students to the Order of Operations for Numbers chart in the textbook.
• Point out that, in the order of operations, multiplication/division have equal priority and
addition/subtraction have equal priority. Operations with equal priority are done
left-to-right.

3 I
Answers: Ja)-8, b)-24, c)---4, d)-35, e) 27,j) 30; 2a) --, b) 22.2, c)-17; 3a)-12, b)---43, c) 27, d) -- ,
8 W
e)-9.648,j) 0.056

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 Mini-Lecture 1.6
Using the Distributive Property to Simplify Algebraic Expressions

Learning Objectives:

1. Use the distributive property to simplify algebraic expressions.

2. Key vocabulary: algebraic expression, term, distributive property, factors

Examples:

1. Multiply. Use the distributive property.

a) 2(x+6) b) 3(4x -2) c) (-2)(x+6)

d) (-5)(-3a -4b) e) (7m- 3n)(4) f) 5(2p+ 4q-l)

2. Multiply. Use the distributive property.

1
b) 2.5(1.8.x2- 2.9x + 1) c)
a) -(0.4x + 1.2y)
3 (6x+12 y -21)
2
d) (5a - 2b - 2)( -ab) e) -(-15a+12b+6) f) --0.4x(-2.2.x2- 0.4x + 0.6)
3

3. a) The price of a cell phone was 3x. A manager's special reduced the price by $6.00. If the
store sold 5y cell phones, use the distributive property to find the value of the cell phones
sold.

b) Illustrate the distributive property using the area of two rectangles:

a I...........,...b �C

Teaching Notes:

• Some students need to rewrite subtraction as adding the opposite when they first start learning
how to distribute.
• Many students make sign errors when distributing.
• Some students need to see several side examples of how to handle multiplying variables such as
x(x) or x(x 2 ) before attempting examples 2(d),(f). Avoid referring to the exponent rule

x a • x b = x a+b , as this will not be covered until chapter 5.

• Stress that the distributive property is valid no matter how many terms are added/subtracted
inside the parentheses.

Answers: la) 2x + 12, b) 12x-6, c)-2x-12, d) 1 5a + 20b, e) 28m-12n,f) ]Op+ 20q- 5; 2a)--0.4x-l.2y,
b) 4.5x2-7.2 5x + 2. 5, c) 2x + 4y-7, d)-5a2b + 2ab2 + 2ab, e)-JOa + Bb + 4,f) 0.88x1 + 0.16x2-0.24x;
3a) 5y(3x-6) = 15xy-30y (dollars), b) a(b + c) =ab+ ac
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 Mini-Lecture 1. 7
Combining Like Terms

Learning Objectives:

1. Identify like terms.

2. Combine like terms.
3. Key vocabulary: term, like terms, simplify

Examples:

1. Identify the like terms in each group.

a) 3x, 5x, 2 y, x b) -4x 2 , 2 y 2 , 3x2 y, 9x 2

2. Combine like terms.

a) 6a -5b - 4a + 3b b) l.4x+3.3y-2.3x+5y c) -7p- 3+4p-8

2 1 1 1
d) -x+-y--x+-y t) 4x 2 + 3x-6- 2x+8+x 2
3 3 4 4

3. Simplify. Use the distributive property to remove parentheses; then combine like terms.

a) 6(2x -3y) + 2( 3y -4x) b) 3x(x -2y) -4(-3x2-5xy)

c) -3(5xy -11y2) -y(3x + 4y) d) 5(2 -x) -(9 -12x)

4. a) A rectangle has sides of length 5x -2 meters and 8x + 4 meters. What is the perimeter of the
rectangle?
b) A triangle has sides of length 3a -6 feet, 2a + 9 feet, and 4a + 2 feet. Each side is doubled in
length. What is the perimeter of the new enlarged triangle?

Teaching Notes:
• Some students do not know that a variable without a numerical coefficient, as in 2(t), actually has
a coefficient of 1.
• Many students have difficulty with fractional coefficients, as in 2(d) and (e), and need to see
several examples.
• Some students forget to distribute the minus sign in 3(b) and (c). They sometimes understand the
problem better if they rewrite subtraction as "add the opposite" at first.
• Some students need to write a 1 in front of the second parenthesis in 3(d) in order to distribute
correctly.
• Some students think 2a +3a is 5a 2 •

Answers: la) 3x, 5x, x, b)-4x2, 9x2, c)5m2n3, 4m2n3; 2a)2a-2b, b)-0.9x + 8. 3y, c)-3p- ll, d) 2-x+ 2- y ,
12 12
2 19
e)-a2 --b2 ,f) 5x2 + x + 2; 3a) 4x-12y, b)15x2 + 14:xy, c)29/-18:xy, d) 7x + I; 4a)26x + 4 meters,
15 24
b)18a + 1 0ft
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 Mini-Lecture 1.8
Using Substitution to Evaluate Algebraic Expressions and Formulas

Learning Objectives:

1. Evaluate an algebraic expression for a specified variable.

2. Evaluate a formula by substituting values.
3. Key vocabulary: evaluate, substitute, perimeter, area, right angle, altitude

Examples:

1. Evaluate.

a) -3x + 4 ; x = 2 b) _x2 + 5x; X =-3 C) 4y - (2x) 2 ; X =-2, y = 4

1 a 2 -ab
d) 5.x2 - 3x + 8 ; X = 3 e) - x 2 + 3x - 4 ; x = 4 t) ;a=-2,b=-1
2 2b

2. Evaluate, using a formula and substituting values.

a) A field is shaped like a parallelogram. The base measures 94 feet. The altitude measures 52
feet. What is the area of the field?
b) A section of the Clinton's roof needs to be sealed and re-roofed. The triangular region to be
re-roofed has an altitude of 12 feet and a base of 17 feet. What is the area of the region that
needs to be re-roofed?
c) In January, 2004, the average temperature in Kathy's home town was 62 ° F. Kathy's friend,
who lives in Canada, wants to know what that temperature is in degrees Celsius. Find the
Celsius temperature. Use C = � ( F - 32).
9
d) While traveling in Canada you see on the map that it is 23 kilometers to the nearest town.
Approximately how many miles is it to the nearest town? Use the formula
m = 0.62k,where m is the number of miles and k is the number of kilometers.
e) The radius of a cafe table is 15 inches. What is the area of the table?

Teaching Notes:

• Many students have trouble with word problems.

• Encourage students to use the Mathematics Blueprint for Problem Solving from Appendix B in
the textbook.
• Refer students to the Geometric Formulas: Two-Dimensional Figures chart in this section of
the textbook.
• Do not require students to memorize all the geometric formulas. Provide them with a summary
sheet.

2 2
Answers: la)-2, b)-6, c)0, d)44, e) 16,f)-I; 2a)4888ft , b) 102ft , c) 16.6° C, d) 14.26miles, e) 706.5 in.2

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 Mini-Lecture 1.9
Grouping Symbols

Learning Objectives:

1. Simplify algebraic expressions by removing grouping symbols

2. Key vocabulary: grouping symbols, fraction bars

Examples:

1. Simplify by evaluating innermost parentheses first.

a) 3 + 2(5-1) b) 4-[2 + (8 + 3)]

c) 2(3+1)+[3(4-2)+4] d) 2-{6-4[1-(1-3)]}

e) -2{4-3[2(1-3)+5]} t) 5{3 + [2-(4-l)]} + 6

2. Simplify by removing grouping symbols and combining like terms.

a) 3x-3(y-4x) b) -5(a +3b)+5(3b-a)

c) 5y[-2y2 + 2(1 -y)] d) --6[3(2a+b)-4(2a- 2b)]

e) 3(x +3y)-[2-4(x + y)] t) 2[ 2x-y(3x + 2y) + y2]

g) 6b(5b2- 2b-4)-3b(5-b) h) 4b2- 2[5b+3b(2-b)]

2
i) 5a-{4b-5[ a-(b-2a)]} j) -2{3x -3[2x-(3-2x2)]}

3. Explore the purpose of grouping symbols. For part (a), choose a number and follow the described
procedure for operations. For part (b), use the variable x instead of a specific number.

a) Choose a number. Add 2. Multiply the result by 5. Subtract 6 from the new answer. Add 4
to that result. What is your final number?

b) Use x instead of a specific number. Follow the exact procedure as in part (a), except this time
your final answer will be an algebraic expression with grouping symbols.

Teaching Notes:

• Remind students to work from the inside out, and to watch signs when distributing.
• Some students need to see several side examples of how to handle multiplying variables such as
x(x) or x(x 2 ) before attempting problems such as 2(c), (g). Avoid referring to the exponent
rule x a • x b = x a +b , as this will not be covered until chapter 5.

Answers: la) 1 1, b)-9, c) 18, d) 8, e)-2,f) 16; 2a) 15x-3y, b)-IOa, c)-10/-lo/+ IOy, d) 12a-66b,
e) 7x + 13y-2,f) 4x-6xy-2/, g) 30b3-9b2-39b, h) 10b2-22b, i) 20a-9b,j) 6x2 + 12x- 18;
3a) answers vary, b) 5(x + 2)-6 + 4 = 5x + 8
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