UNIT 2 NUMBER AND ALGEBRAIC METHODS

S T U D E N T T E X T AND
HOMEWORK HELPER

Randall I. Charles • Allan E. Bellman • Basia Hall

William G. Handlin, Sr. • Dan Kennedy

Stuart J. Murphy • Grant Wiggins

Boston, Massachusetts • Chandler, Arizona • Glenview, Illinois • Hoboken, New Jersey

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ISBN-13: 978-0-13-330063-5
ISBN-10: 0-13-330063-3
1 2 3 4 5 6 7 8 9 10 V0YJ 20 19 18 17 16 15 14
 UNIT 2 NUMBER AND ALGEBRAIC METHODS

TOPIC 5 Exponents and Radicals

TOPIC 5 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204

5-1 Zero and Negative Exponents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .206
5-2 Multiplying Powers With the Same Base . . . . . . . . . . . . . . . . . . . . . . . . . .210
5-3 More Multiplication Properties of Exponents . . . . . . . . . . . . . . . . . . . . . .215
5-4 Division Properties of Exponents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .219
5-5 Rational Exponents and Radicals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225
5-6 Simplifying Radicals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .229
5-7 The Pythagorean Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .233

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOCUS

(11)(A) Simplify numerical radical expressions involving square roots.
(11)(B) Simplify numeric and algebraic expressions using the laws of exponents, including integral and
rational exponents.

xvi Contents
UNIT 2 NUMBER AND ALGEBRAIC METHODS

TOPIC 6 Sequences

TOPIC 6 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .244

6-1 Arithmetic and Geometric Sequences. . . . . . . . . . . . . . . . . . . . . . . . . . . . .246
6-2 Arithmetic Sequences in Recursive Form . . . . . . . . . . . . . . . . . . . . . . . . . .251
6-3 Geometric Sequences in Recursive Form . . . . . . . . . . . . . . . . . . . . . . . . . .256

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOCUS

(12)(B) Evaluate functions, expressed in function notation, given one or more elements in their domains.
(12)(C) Identify terms of arithmetic and geometric sequences when the sequences are given in function
form using recursive processes.
(12)(D) Write a formula for the nth term of arithmetic and geometric sequences, given the value of several
of their terms.

PearsonTEXAS.com xvii
 UNIT 2 NUMBER AND ALGEBRAIC METHODS

TOPIC 7 Polynomials and Factoring

TOPIC 7 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .266

7-1 Adding and Subtracting Polynomials . . . . . . . . . . . . . . . . . . . . . . . . . . . . .268
7-2 Multiplying and Factoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .273
7-3 Multiplying Binomials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .277
7-4 Multiplying Special Cases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .282
7-5 Factoring x2 + bx + c . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .287
7-6 Factoring ax2 + bx + c . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .292
7-7 Factoring Special Cases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .296
7-8 Factoring By Grouping. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .301
7-9 Simplifying Rational Expressions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .305
Activity Lab Dividing Polynomials Using Algebra Tiles. . . . . . . . . . . . . . .310
7-10 Dividing Polynomials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .311

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) FOCUS

(10)(A) Add and subtract polynomials of degree one and degree two.
(10)(B) Multiply polynomials of degree one and degree two.
(10)(C) Determine the quotient of a polynomial of degree one and polynomial of degree two when divided
by a polynomial of degree one and polynomial of degree two when the degree of the divisor does
not exceed the degree of the dividend.
(10)(D) Rewrite polynomial expressions of degree one and degree two in equivalent forms using the
distributive property.
(10)(E) Factor, if possible, trinomials with real factors in the form ax 2 + bx + c, including perfect square
trinomials of degree two.
(10)(F) Decide if a binomial can be written as the difference of two squares and, if possible, use the
structure of a difference of two squares to rewrite the binomial.

xviii Contents
 Topic 5 Exponents and Radicals
TOPIC OVERVIEW VOCABULARY

5-1 Zero and Negative Exponents English/Spanish Vocabulary Audio Online:

5-2 Multiplying Powers With the English Spanish
Same Base hypotenuse, p. 233 hipotenusa
5-3 More Multiplication Properties index, p. 225 índice
of Exponents leg, p. 233 cateto
5-4 Division Properties of Exponents principal square root, p. 225 raíz cuadrada principal
5-5 Rational Exponents and Radicals Pythagorean Theorem, p. 233 Teorema de Pitágoras
5-6 Simplifying Radicals
radical, p. 225 radical
radical expression, p. 225 expressión radical
5-7 The Pythagorean Theorem
radicand, p. 225 radicando
rationalize the denominator, p. 229 racionalizar el denominador
square root, p. 225 raíz cuadrada

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204 Topic 5 Exponents and Radicals

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3--Act Math
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PearsonTEXAS.com 205
 5-1 Zero and Negative Exponents
TEKS FOCUS VOCABULARY
TEKS (11)(B) Simplify numeric and algebraic expressions using the laws ĚRepresentation – a way to display or
of exponents, including integral and rational exponents. describe information. You can use a
representation to present mathematical
TEKS (1)(E) Create and use representations to organize, record, and
ideas and data.
communicate mathematical ideas.

Additional TEKS (1)(D)

ESSENTIAL UNDERSTANDING
You can extend the idea of exponents to include zero and negative exponents.

Properties Zero and Negative Exponents

Zero as an Exponent For every nonzero number a, a 0 = 1.
Examples 4 0 = 1 ( -3) 0 = 1 (5.14) 0 = 1

Negative Exponent For every nonzero number a and integer n, a-n = a1n.
Examples 7 -3 = 13 1
(-5) -2 =
7 ( - 5) 2

Problem 1 TEKS Process Standard (1)(E)

Simplifying Powers
Can you use the
definition of zero as What is the simplified form of each expression?
an exponent when
the base is a negative A 9−2 B (−3.6)0
number? 9 -2 = 12 Use the definition of Use the definition of zero
Yes, the definition of zero 9 ( -3.6)0 = 1
negative exponent. as an exponent.
as an exponent is true for 1
= 81 Simplify.
all nonzero bases.

Problem 2
Simplifying Exponential Expressions
Which part of the
expression do you What is the simplified form of each expression?
need to rewrite?
The base b has a negative A 5a 3b −2
exponent; rewrite it with
a positive exponent.
5a 3b -2 = 5a 3 12 ( )
b
Use the definition of negative exponent.
5a 3
= Simplify.
b2 continued on next page ▶

206 Lesson 5-1 Zero and Negative Exponents

 Problem 2 continued

1
B
x −5
1
= 1 , x -5 Rewrite using a division symbol.
x -5
= 1 , 15 Use the definition of negative exponent.
#
x
=1 x5 Multiply by the reciprocal of 15 , which is x 5.
x
= x5 Identity Property of Multiplication

Problem 3

Evaluating an Exponential Expression

What is the value of 3s 3t −2 for s = 2 and t = −3?
How do you simplify
the expression? Method 1 Simplify first. Method 2 Substitute first.
Use the definition of 3(s) 3
negative exponent to 3s 3t -2 = 2 3s 3t -2 = 3(2) 3( -3)-2
rewrite the expression t
with only positive 3(2)3 3(2)3
= =
exponents. ( - 3) 2 ( - 3) 2

= 24 2
= 24 2
9 = 23 9 = 23

Problem 4 TEKS Process Standard (1)(D)

Using an Exponential Expression STEM

Population Growth A population of marine bacteria doubles every hour under

controlled laboratory conditions. The number of bacteria is modeled by the
#
expression 1000 2 h , where h is the number of hours after a scientist measures
the population size. Evaluate the expression for h = 0 and h = −3. What does
each value of the expression represent in the situation?

#
1000 2h models the Values of the expression Substitute each value of h into
population. for h = 0 and h = -3 the expression and simplify.

1000 # 2h = 1000 # 20 Substitute 0 for h.

= 1000 # 1 = 1000 Simplify.
The value of the expression for h = 0 is 1000. There were 1000 bacteria at the time
the scientist measured the population.
1000 # 2h = 1000 # 2 -3 Substitute -3 for h.
= 1000 # 18 = 125 Simplify.
The value of the expression for h = -3 is 125. There were 125 bacteria 3 h before
the scientist measured the population.

PearsonTEXAS.com 207
 NLINE
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PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
HO

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Simplify each expression.

1. 3 -2 2. ( -4.25)0 3. ( -5) -2 4. -5 -2
1
For additional support when 5. 2 -6 6. -30 7. -12 -1 8.
completing your homework, 20
go to PearsonTEXAS.com.
9. Apply Mathematics (1)(A) The number of visitors to a certain web site triples
every month. The number of visitors is modeled by the expression 8100 3 m, #
where m is the number of months after the number of visitors was measured.
Evaluate the expression for m = -4. What does the value of the expression
represent in the situation?
STEM 10. Apply Mathematics (1)(A) A Galápagos cactus finch
population increases by half every decade. The number of
#
finches is modeled by the expression 45 1.5 d, where d is
the number of decades after the population was measured.
Evaluate the expression for d = -2, d = 0, and d = 1. What
does each value of the expression represent in the situation?
Analyze Mathematical Relationships (1)(F) Is the value of each
expression positive or negative?
11. -2 2 12. ( -2) 2
13. ( -2)3 14. ( -2)-3
Write each number as a power of 10 using negative exponents.
1 1
15. 10 16. 100
1 1 Galápagos cactus finch
17. 1000 18. 10,000

19. a. Analyze Mathematical Relationships (1)(F) Complete the

pattern using powers of 5.
1 1 1 1 1
=■ =■ =■ =■ =■
52 51 50 5 -1 5 -2
b. Write 1-4 using a positive exponent.
5
c. Rewrite a1-n as a power of a.
Rewrite each fraction with all the variables in the numerator.
a 4g 5m 6 8c 5
20. 21. 22. 3n 23.
b -2 h3 11d 4e -2

24. Use Multiple Representations to Communicate Mathematical Ideas (1)(D)

Suppose your drama club’s budget doubles every year. This year the budget
is $500. How much was the club’s budget 2 yr ago?

208 Lesson 5-1 Zero and Negative Exponents

 25. Copy and complete the table at the right.
26. a. Simplify a n # a -n. n 3 ■ ■
5
8 ■
1
b. Explain Mathematical Ideas (1)(G) What is the n!1 ■ 6 7 ■ 0.5
mathematical relationship between an and a-n ? Explain.
Simplify each expression.
3 -2
27. 4ab 0 28. 1-7 29. n 30. k -4j 0
x
7ab -2 8
31. 3w 32. c -5d -7 33. c -5d 7 34.
2s -3
Evaluate each expression for r =−3 and s = 5.
3r s0
35. r -3 36. s -3 37. 38.
s -2 r -2
39. 4s -1 40. r 0s -2 41. r -4s 2 42. 2 -4r 3s -2

43. Create Representations to Communicate Mathematical Ideas (1)(E) Choose

a fraction to use as a value for the variable a. Find the values of a -1, a 2, and a -2.
STEM 44. Apply Mathematics (1)(A) A company is making metal rods with a target
diameter of 1.5 mm. A rod is acceptable when its diameter is within 10 -3 mm
of the target diameter. Write an inequality for the acceptable range of diameters.
45. Justify Mathematical Arguments (1)(G) Are 3x -2 and 3x 2 reciprocals? Explain.
Simplify each expression.
46. ( )
r -7b-8 0
t -4w 1
47. ( -5)2 - (0.5)-2 48.
m
6
2
5m-2
+ -3
3
2x -5y 3 r 2y 5
49. 2 3 1 5 0 - 6m 2 2 50.
n2
, 2n 51. 2 -1 - 1-2 + 5 12
3 2 ( )
52. For what value or values of n is n-3 = 1 n1 25 ?

TEXAS End-of-Course PRACTICE

53. What is the simplified form of -6( -6)-1 ?

54. Segment CD represents the flight of a bird that passes through the y
4
points (1, 2) and (5, 4). What is the slope of a line that represents the D
flight of a second bird that flew perpendicular to the first bird? 2
C
55. What is the solution of the equation 1.5(x - 2.5) = 3? x
56. What is the simplified form of 0 3.5 - 4.7 0 + 5.6? O 2 4

57. What is the y-intercept of the graph of 3x - 2y = -8?

PearsonTEXAS.com 209
 5-2 Multiplying Powers With the Same Base
TEKS FOCUS VOCABULARY
TEKS (11)(B) Simplify numeric and algebraic expressions using the laws ĚApply – use knowledge or information
of exponents, including integral and rational exponents. for a specific purpose, such as solving a
problem
TEKS (1)(A) Apply mathematics to problems arising in everyday life,
society, and the workplace.

Additional TEKS (1)(E)

ESSENTIAL UNDERSTANDING
You can use a property of exponents to multiply powers with the same base.

Property Multiplying Powers With the Same Base

Words To multiply powers with the same base, add the exponents.
Algebra am # an = am+n, where a ≠ 0 and m and n are rational numbers.
Examples b7 # b-4 = b7+(-4) = b3 4 # 4 =4 + =4
1 1 1 1 2
3 3 3 3 3

Key Concept Using Rational Exponents

Exponents can also be expressed as fractions. Fractional exponents are called
rational exponents.

1
#
Recall that 32 means 3 3, which equals 9. You can represent the number 3 using a
1
rational exponent: 9 2 = 3. The equation 9 2 = b indicates that b is the positive number
that when multiplied by itself, equals 9.
1
9 2 = 3 since 3 # 3 = 9.
1
In general, a = b means that b multiplied as a factor n times equals a.
n

The definition of a negative exponent stated for integer exponents in Lesson 5-1 also
holds for rational exponents.

Problem 1 TEKS Process Standard (1)(E)

Multiplying Powers
When can you
multiply powers? What is each expression written using each base only once?
You can use the property
for multiplying powers A 124 # 123 = 124+3 Add the exponents of the powers with the same base.
when the bases of the = 127 Simplify the exponent.
powers are the same.
continued on next page ▶

210 Lesson 5-2 Multiplying Powers With the Same Base

 Problem 1 continued

B ( -5)-2( -5)7 = ( -5)-2+7 Add the exponents of the powers with the same base.
= ( -5)5 Simplify the exponent.

Problem 2

Multiplying Powers in Algebraic Expressions

What is the simplified form of each expression?
Which parts of the
expression can you A 4z 5 # 9z-12 = (4 # 9)1z5 # z-122 Commutative and associative properties
of multiplication
combine?
You can group the Multiply the coefficients. Add the exponents
coefficients and multiply. = 36 1 z 5+(-12) 2
of the powers with the same base.
You can also write any
powers that have the = 36z -7 Simplify the exponent.
same base with a single 36
= Rewrite using a positive exponent.
exponent. z7

B 2a # 9b4 # 3a2 = (2 # 9 # 3)1a # a221b42 Commutative and associative properties

of multiplication
a = a1
= 54 1 a1 # a221b42 Multiply the coefficients. Write a as a1 .
= 54 1 a1+2 21 b4 2 Add exponents of powers with the same base.
= 54a3b4 Simplify.

Problem 3 TEKS Process Standard (1)(A)

Multiplying With Scientific Notation STEM

Chemistry At 20°C, one cubic meter of water has a mass

of about 9.98 × 105 g. Each gram of water contains
about 3.34 × 1022 molecules of water. About how
many molecules of water does the droplet of
water shown below contain?

1 m3

V = 1.13 × 10–7 m3

continued on next page ▶

PearsonTEXAS.com 211
 Problem 3 continued
grams molecules
How do you find molecules of water ! cubic meters ! cubic meters ! grams Use unit analysis.
the number of
molecules? = 1 1.13 * 10-7 2 # 19.98 * 1052 # 13.34 * 10222 Substitute.
Use unit analysis. Divide Commutative and
out the common units.
= (1.13 # 9.98 # 3.34) * 110-7 # 105 # 10222 associative properties
of multiplication
≈ 37.7 * 10-7+5+22 Multiply. Add exponents.
= 37.7 * 1020 Simplify.
= 3.77 * 1021 Write in scientific notation.
The droplet contains about 3.77 * 1021 molecules of water.

Problem 4
Simplifying Expressions With Rational Exponents
What number
1
multiplied by itself Simplify the expression 814 .
4 times equals 81?
#
9 9 = 81 and 814
1
Find the number that when multiplied by itself four times gives 81.
# #
(3 3)(3 3) = 81. 1
81 = 3
4 3 # 3 # 3 # 3 = 81
Problem 5
Simplifying Expressions With Rational Exponents
How can the Simplify the expression 64 2 .
3

fractional exponent
be rewritten? 3 1 1 1 Rewrite the fractional exponent as a sum of fractions of
64 2 = 64 2 + 2 + 2
Exponents can be the form 1n .
rewritten as multiple
factors if the base of # 64 # 64
= 64 2
1 1
2
1
2 Use the Property of Multiplying Powers With the Same Base.
=8 # 8 # 8 # 8 = 64, substitute 8 for 64 .
each exponential factor 1
is the same. Since 8 2

= 512 Simplify.

Problem 6
Simplifying Expressions With Rational Exponents
( # 3b )( a # 5b ) .
Simplify the expression 2a 3
2 1
4
1
3
1
2

= (2 # 3 # 5) ( a # a )( b # b )
Why must like 2 1 1 1
variables be grouped 3 Commutative and associative properties of multiplication
3 4 2

= 30 ( a # a )( b # b )
together? 2 1 1 1
To simplify by adding 3 3 Simplify.
4 2

exponents, the bases

= 30 ( a )( b )
3 3
must be the same. 3 4 Add exponents that have the same base.
3
= 30ab 4 Simplify.

212 Lesson 5-2 Multiplying Powers With the Same Base

 NLINE

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PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.

RK
HO
ME
WO

Rewrite each expression using each base only once.

1. 73 # 74 2. 5-2 # 5-4 # 58 3. ( -8)5 # ( -8)-5
For additional support when
Simplify each expression.
completing your homework,
go to PearsonTEXAS.com. 4. m3m4 5. 1 5x5 21 3y 6 21 3x2 2 6. -m2 # 4r 3 # 12r -4 # 5m
Write each answer in scientific notation.
STEM 7. Apply Mathematics (1)(A) A human body contains about 2.7 * 104 microliters
(mL) of blood for each pound of body weight. Each microliter of blood contains
about 7 * 104 white blood cells. About how many white blood cells are in the body
of a 140-lb person?
STEM 8. Apply Mathematics (1)(A) The distance light travels in one second (one light-
second) is about 1.86 * 105 mi. Saturn is about 4750 light-seconds from the sun.
About how many miles from the sun is Saturn?
Simplify each expression.
1 1 3
9. 8 3 10. 625 4 11. 16 4
5
12. 9 2 (
13. 7d 2
3
# 2g )( 2g # 7d )
5
6
3
2
5
6
(
14. 4r 5
2
# 5s )( 5s # 4r )
2
7
5
7
3
5

15. Apply Mathematics (1)(A) A liter of water contains about 3.35 * 1025 molecules.
The Mississippi River discharges about 1.7 * 107 L of water every second. About
how many molecules does the Mississippi River discharge every minute? Write
your answer in scientific notation.
Complete each equation.
16. 52 # 5■ = 511 17. a 3
2
# a■ = a 5
6 18. x3y ■ # x■ = y 2
3
# 1
19. When you simplify an algebraic expression like c 5 c 2 , you know that the bases
of the expressions must be the same. You also need to rewrite the exponents so
that they have a common denominator.
a. Explain why you need to find the common denominator to simplify.
3
b. Simplify the expression c 5 #c. 1
2

Simplify each expression. Write each answer in scientific notation.

20. 1 9 * 107 21 3 * 10-16 2 21. 1 0.5 * 10-6 21 0.3 * 10-2 2 22. 1 0.2 * 105 21 4 * 10-12 2

STEM 23. Apply Mathematics (1)(A) In chemistry, a mole is a unit of measure equal
to 6.02 * 1023 atoms of a substance. The mass of a single neon atom is about
3.35 * 10-23 g. What is the mass of 2 moles of neon atoms? Write your answer in
scientific notation.

PearsonTEXAS.com 213
 Simplify each expression.

# a-3
1
25. 8m 3 1 m 3 + 2) 26. -4x3 1 3x3 - 10x 2
1 1
24.
a4

27. Apply Mathematics (1)(A) A book shows an enlarged photo

of a carpenter bee. A carpenter bee is about 6 * 10-3 m long.
The photo is 13.5 cm long. About how many times as long as
a carpenter bee is the photo?
28. a. Create Representations to Communicate Mathematical
Ideas (1)(E) Write y 6 as a product of two powers with the
same base in four different ways. Use only positive exponents.
b. Write y 6 as a product of two powers with the same base in four
different ways, using negative or zero exponents in each product.
c. Explain Mathematical Ideas (1)(G) How many ways can you write y 6
as the product of two powers? Explain your reasoning.
Simplify each expression.
29. 3x # 32-x # 32 30. 3 4
1
# 2y # 32 # 2x 4
31. (t + 3) 5 (t + 3) 5
2

TEXAS End-of-Course PRACTICE

( 1
32. What is the simplified form of 2x 2 y 3 4x 4 y 6 ?
2
)( 1 5
)
1 2 1 7 3 3
A. 6x y 2 3 B. 6xy C. 8x 2y 9 D. 8x 4y 2
33. What is the x-intercept of the graph of 5x - 3y = 30?
F. -10 G. -6 H. 6 J. 10
34. At the Athens Olympics, the winning time for the women’s 100-m hurdles was
2.06 * 10-1 min. Which number is another way to express this time in minutes?
A. 0.206 B. 20.6 C. 206 * 101 D. 206 * 10-2
35. What is the solution of 4x - 5 = 2x + 13?
F. 3 G. 4 H. 9 J. 32
36. Bill’s company packages its circular mirrors in boxes with square
bottoms, as shown at the right. Show your work for each answer. r
a. What is an expression for the area of the bottom of the box?
b. If the mirror has a radius of 4 in., what is the area of the
bottom of the box?
c. The area of the bottom of a second box is 196 in.2. What is
the diameter of the largest mirror the box can hold?

214 Lesson 5-2 Multiplying Powers With the Same Base

 5-3 More Multiplication Properties
of Exponents
TEKS FOCUS VOCABULARY
TEKS (11)(B) Simplify numeric and algebraic expressions using the laws ĚRepresentation – a way to display or
of exponents, including integral and rational exponents. describe information. You can use a
representation to present mathematical
TEKS (1)(E) Create and use representations to organize, record, and
ideas and data.
communicate mathematical ideas.

Additional TEKS (1)(A)

ESSENTIAL UNDERSTANDING
You can use laws of exponents to simplify a power raised to a power or a product
raised to a power.

Property Raising a Power to a Power

Words To raise a power to a power, multiply the exponents.
Algebra (a m)n = a mn, where a ≠ 0 and m and n are rational numbers.
#
Examples (54)2 = 54 2 = 58
#
(m 3)5 = m 3 5 = m 15
3 #
(a )3 = a 3 = a
2
3
2
9
2
1 3 1 3
(x 2) 5 = x 2 5
# 3
= x 10

Property Raising a Product to a Power

Words To raise a product to a power, raise each factor to the power and multiply.
Algebra (ab)n = a nb n, where a ≠ 0, b ≠ 0, and n is a rational number.
3 3 3 3
Examples (3x)4 = 34x 4 = 81x 4 (4b) 2 = 4 2 b 2 = 8b 2

Problem 1
Simplifying a Power Raised to a Power
A What is the simplified form of (n 4)7 ?
Should you add
or multiply the (n 4)7 = n 4 7
# Multiply exponents when raising a power to a power.
exponents to simplify
the expression? = n 28 Simplify.
You multiply the 2 1
B What is the simplified form of (x 3) 2 ?
exponents when raising a
power to a power.
2 1
(x ) = x
3 2
#
2 1
3 2 Multiply exponents when raising a rational power to a rational power.
2 1
=x =x 6 3 Simplify.

PearsonTEXAS.com 215
 Problem 2 TEKS Process Standard (1)(E)

Simplifying an Expression With Powers

What is the simplified form of y 3(y 2 )−2 ?
5

What is the first step

in simplifying the
You multiply exponents when
raising a power to a power.
5 5 #
y 3(y 2)-2 = y 3y 2 (-2)
expression?
10
By the order of = y 3y - 2
operations, you simplify
powers before you You add exponents when
multiply. multiplying powers with the = y 3+(-5)
same base.
= y -2
Write the expression using
only positive exponents. = 12
y

Problem 3 TEKS Process Standard (1)(D)

Simplifying a Product Raised to a Power

Multiple Choice Which expression represents the area of the square?
10x 3 25x 5
How do you find the 5x 6 25x 6
area of the square? (5x 3)2 = 52(x 3)2 Raise each factor to the second power. 5x3
The area of a square with
side length s is s 2. = 52x 6 Multiply the exponents of a power raised to a power.
= 25x 6 Simplify.
The correct answer is D.

Problem 4

Simplifying an Expression With Products

1 2
What is the simplified form of (n 2)10(4mn - 3 )3 ?
What is the exponent
2
(n 2)10(4mn - 3)3 = (n 2)104 3m 3(n - 3 )3 Raise each factor of 4mn - 3 to the third power.
1 2 1 2
of m?
It has an implied
exponent of 1. Similar to = n 543m 3n -2 Multiply the exponents of a power raised to a power.
coefficients, exponents
= 43m 3n 5n -2 Commutative Property of Multiplication
of 1 don’t need to be
written. = 43m 3n 5+(-2) Add the exponents of powers with the same base.
= 64m 3n 3 Simplify.

216 Lesson 5-3 More Multiplication Properties of Exponents

 Problem 5
Raising a Number in Scientific Notation to a Power STEM

Aircraft The expression 12mv 2

gives the kinetic energy, in joules, of an object
with a mass of m kg traveling at a speed of v meters per second. What is the kinetic
energy of an experimental unmanned jet with a mass of 1.3 × 103 kg traveling at
a speed of about 3.1 × 103 m>s?
1 2 1
2mv = 2
# (1.3 * 103)(3.1 * 103)2 Substitute the values for m
and v into the expression.
= 12 # 1.3 # 103 # 3.12 # (103)2
How do you raise a
number in scientific Raise the two factors to the second power.
= 12 # 1.3 # 103 # 3.12 # 106
notation to a power?
A number written in Multiply the exponents of a power raised to a power.
= 12 # 1.3 # 3.12 # 103 # 106
scientific notation is a
Use the Commutative Property of Multiplication.
product. Use the property
for raising a product to = 12 # 1.3 # 3.12 # 103 + 6 Add exponents of powers with the same base.
a power.
= 6.2465 * 109 Simplify. Write in scientific notation.
The aircraft has a kinetic energy of about 6.2 * 109 joules.

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PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
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Simplify each expression.

1 2
1. (n 8)4 2. (n 4)8 3. (c 2) 4 4. (x 5 )10
7. (t 2)-2(t 2)-5 8. (m 3)-1(x 3) 4
2 1 1 1
For additional support when 5. (a 3 )3c 4 6. (c 3) 9 (d 3)0
completing your homework,
go to PearsonTEXAS.com.
9. The radius of a cylinder is 7.8 * 10-4 m. The height of the cylinder is
3.4 * 10-2 m. What is the volume of the cylinder? Write your answer in
scientific notation. (Hint: V = pr 2h)
Complete each equation.
10. (b 2)■ = b 8 11. (m ■ ) 3 = m -12 12. (x ■)7 = x 6
1

1
13. (5x ■)2 = 25x -4 14. (3x 3y ■)3 = 27x 9 15. (m 2n 3)■ =
m 6n 9

16. How many times the volume of the small cube is the volume
of the large cube?
Simplify each expression.
3x
2 1
17. ( -5x)2 + 5x 2 18. ( -2a 3b)3(ab 3)3
19. (2x -3)2(0.2x)2 20. 4xy 204( -y)-3
6x
21. (103)4(4.3 * 10-8) 22. (37)2(3-4)3

23. Use Multiple Representations to Communicate Mathematical

3
Ideas (1)(D) Simplify (x 2)3 and x 2 . Are the expressions equivalent? Explain.

PearsonTEXAS.com 217
 Simplify each expression.
24. (3n -6)-4 25. (7a)-2
1 1
26. (5y 2 )4 27. (36g 4)- 2
28. (3b -2)2(a 2b 4)3 29. 4j 2k 6(2j 11)3k 5 30. (mg 4)-1(mg 4) 31. (2j 2k 4)-5(k -1j 7)6

32. a. Explain Mathematical Ideas (1)(G) What mistake did the student
make in simplifying the expression at the right? (2 + 3)2 = 22 + 32
=4+9
b. What is the correct simplified form of the expression? = 13
STEM 33. Use Representations to Communicate Mathematical Ideas (1)(E)
The power generated by a wind turbine depends on the wind speed.
The expression 800v 3 gives the power in watts for a certain wind turbine
at wind speed v in meters per second. If the wind speed triples, by what
factor does the power generated by the wind turbine increase?
34. Can you write the expression 49x 2 y 2 z 2 using only one exponent? Show how or
explain why not.
Simplify. Write each answer in scientific notation.
35. (7.4 * 104)2 36. (6.25 * 10-12)-2 37. (3.5 * 10-4)3

STEM 38. a. Apply Mathematics (1)(A) Earth has a radius of about 6.4 * 106 m. What is
the approximate surface area of Earth? Use the formula for the surface area
of a sphere, S.A. = 4pr 2. Write your answer in scientific notation.
b. Oceans cover about 70% of the surface of Earth. About how many square
meters of Earth’s surface are covered by ocean water?
c. The oceans have an average depth of 3790 m. Estimate the volume of water
in Earth’s oceans.
Solve each equation. Use the fact that if a x = a y, then x = y.
1
39. 56 = 25x 40. 3x = 274 41. 8 3 = 2x
1 1
42. 4x = 2 2 43. 32x = 94 44. 2x = 32

45. Display Mathematical Ideas (1)(G) How many different ways are there to
rewrite the expression 16x 4 using only the property of raising a product to an
integer power? Show the ways.

TEXAS End-of-Course PRACTICE

46. Which expression does NOT equal 25n?

1 1 1 1 2 3
A. (5n 2)2 B. (5n 2)(5n 2) C. 5(n2) 2 D. 5 2(n 3 ) 2
47. A snail travels at a speed of 3 * 10-2 mi/h. What is the snail’s speed in inches
per minute? Show your work.

218 Lesson 5-3 More Multiplication Properties of Exponents

 5-4 Division Properties of Exponents
TEKS FOCUS VOCABULARY
TEKS (11)(B) Simplify numeric and algebraic expressions using the laws ĚApply – use knowledge or information
of exponents, including integral and rational exponents. for a specific purpose, such as solving a
problem
TEKS (1)(A) Apply mathematics to problems arising in everyday life,
society, and the workplace.

Additional TEKS (1)(E)

ESSENTIAL UNDERSTANDING
You can use properties of exponents to divide powers with the same base.

Property Dividing Powers With the Same Base

Words To divide powers with the same base, subtract the exponents.
am
Algebra = a m - n, where a ≠ 0 and m and n are rational numbers.
an
26 x4 s 34
Examples = 26 - 2 = 24 = x 4 - 7 = x-3 = 13 = s4 - 2 = s4 - 4 = s4
3 1 3 2 1

22 x7 x
s
1
2

Property Raising a Quotient to a Power

Words To raise a quotient to a power, raise the numerator and the denominator
to the power and simplify.
n
( ab ) = ab , where a ≠ 0, b ≠ 0, and n is a rational number.
n
Algebra n
1
-n
( ab ) = ab 1
3
( 35 ) = 35 = 125 ( xy )5 = xy ( ab ) = bn
3 27 5 1 2
Examples 2
=
an
3 5
( )
an
1
2
bn

PearsonTEXAS.com 219
 Problem 1 TEKS Process Standard (1)(E)

Dividing Algebraic Expressions

What is the simplified form of each expression?
5
How are the x2
properties for A
dividing powers and x2
5
multiplying powers x2 5
similar? = x2 - 2 Subtract exponents when dividing powers with the same base.
For both properties, the x2
1
bases of the powers must = x2 Simplify.
be the same. Dividing
by a power is the same m 2n 4
B
as multiplying by the m 5n 3
power with the opposite
m 2n 4
exponent. = m2 - 5 n 4 - 3 Subtract exponents when dividing powers with the same base.
m 5n 3
= m -3n 1 Simplify the exponents.
n
= Rewrite using positive exponents.
m3

Problem 2 TEKS Process Standard (1)(A)

Dividing Numbers in Scientific Notation

Demographics Population density describes the number of people per unit area.
During one year, the population of Angola was 1.21 × 107 people. The area of
Angola is 4.81 × 105 mi 2. What was the population density of Angola that year?

ĚThe population The population Write the ratio of population to area.

ĚThe area density

1.21 * 107 1.21

= * 107-5 Subtract exponents when dividing powers with the same base.
4.81 * 105 4.81
1.21
= 4.81 * 102 Simplify the exponent.
≈ 0.252 * 102 Divide. Round to the nearest thousandth.
= 25.2 Write in standard notation.
The population density of Angola was about 25.2 people per square mile.

220 Lesson 5-4 Division Properties of Exponents

 Problem 3

Raising a Quotient to a Power 2 3

z3
Multiple Choice What is the simplified form of a b ?
5
11 11
z3 z2 z3 z2
15 15 125 125
3
How can you check
your answer?
a
z
b
2
3
3
=
(z ) 2
3

Raise the numerator and the denominator to the third power.

Substitute the same 5 53
number for the
variable in the original
2
z3 3
#
expression and the = Multiply the exponents of a power raised to a power.
53
simplified expression.
The expressions should z2
= 125 Simplify.
be equal.
The correct answer is D.

Problem 4
Simplifying an Exponential Expression
6 −3
What is the simplified form of 2x4 ? (y )
How do you write
( ) ( )
2x 6 -3
y4
=
y4 3
2x 6
Rewrite using the reciprocal of 2x4 .
y
6

an expression in (y 4)3
simplified form? = Raise the numerator and denominator to the third power.
Use the properties of (2x 6)3
exponents to write each y 12
variable with a single = Simplify.
8x 18
positive exponent.

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Copy and complete each equation.

7
59 23
1. = 5■ 2. = 2■
52 22
For additional support when
32 52 # 53 = 5■
completing your homework,
go to PearsonTEXAS.com.
3.
35
= 3■ 4.
53 # 52
5. Display Mathematical Arguments (1)(G) The average time it takes a
computer to execute one instruction is measured in picoseconds. There are
3.6 * 1015 picoseconds per hour. What fraction of a second is a picosecond?
Show your work.
6. Apply Mathematics (1)(A) Data from a deer count in a forested area show
that an estimated 3.16 * 103 deer inhabit 7.228 * 104 acres of land. What is the
density of the deer population?

PearsonTEXAS.com 221
 STEM 7. Apply Mathematics (1)(A) The wavelength of a radio wave is defined as speed
divided by frequency. An FM radio station has a frequency of 9 * 107 waves per
second. The speed of the waves is about 3 * 108 meters per second. What is the
wavelength of the station?
8. Justify Mathematical Arguments (1)(G) What mistake did the
4
54 ÷ 5 = 5
student make in simplifying the expression at the right? What is the
correct simplified form of the expression? 5
x x = 14
9. Explain Mathematical Ideas (1)(G) Suppose aa y = a 3 and a3y = a -5. = 1
a
Find the values of x and y. Explain how you found your answer.
Simplify each expression.
3
38 94 d 14
10. 11. 1 12.
36 94 d 17
x 5y - 2 z 3
9
32m 5t 6 12a-1b6c -3
13. 14. 15.
35m 7t -5 xy - 4z 3 4a5b-1c 5

Simplify each quotient. Write each answer in scientific notation.

5.2 * 1013 3.6 * 10-10 6.5 * 104
16. 17. 18.
1.3 * 107 9 * 10-6 5 * 106
STEM 19. Apply Mathematics (1)(A) The sun’s mass is 1.998 * 1030 kg. Saturn’s mass is
5.69 * 1026 kg. How many times as great as the mass of Saturn is the mass of
the sun?
Simplify each expression.

( 3 )2
20. 8 ( )
21. a1
3
22. ( 3xy )4 ( 2x )5
23. 3y

( ) ( )
3 1
-1 5 -4 7x 2 -2 2x 6 -3
24. ( 25 ) 25. ( 4 ) 26. - 27. -
5y 4 3y 4
Explain why each expression is not in simplest form.
d7
28. 53m 3 29. x 5y -2 30. (2c)4 31. x 0y 32. d

33. Apply Mathematics (1)(A) During one year, about 163 million adults over
18 years old in the United States spent a total of about 93 billion hours online
at home. On average, how many hours per day did each adult spend online
at home?
34. Apply Mathematics (1)(A) During one year, people in the United States
older than 18 years old watched a total of 342 billion hours of television.
The population of the United States older than 18 years old was about
209 million people.
a. On average, how many hours of television did each person older than
18 years old watch that year? Round to the nearest hour.
b. On average, how many hours per week did each person older than 18 years
old watch that year? Round to the nearest hour.

222 Lesson 5-4 Division Properties of Exponents

Which property or properties of exponents would you use to simplify each expression?
2
35. 2-3 36. 25
2
(2 3)3
2
1
37. 38.
2-427 215
Simplify each expression.

( )
2

( aa a ) -3
9t 3 3 4
39. 40.
36t 2

2x 2 -2 4x -2y 4
41. ( ) 5x 3
42.
8x 3(y -2)3

43. a. Display Mathematical Ideas (1)(G) Write three numbers greater than 1000 in
scientific notation.
b. Divide each number by 2.
c. Explain Mathematical Ideas (1)(G) Is the exponent of the power of 10 divided
by 2 when you divide a number in scientific notation by 2? Explain.
-3
(x )
44. Simplify the expression 32 in three different ways. Justify each step.
45. The area of the rectangle is 72a 3b 4. What is the length
of the rectangle?
a 3b 4
A. 12 C. 12
3 4
6ab
a b
B. 12a 2b 3 D. 12a 3b 4
Simplify each expression.

46.
( 14 ) -2 47.
0.23 0.24 #
( 16 ) -3 0.27

48. ( (4x)2 y -2
xy 4 ) 49.
(6a 3)(8b 4)
(2a 4)(36b -1)

Write each expression with only one exponent. You may need to use parentheses.
50.
m7
51.
107 100 #
n7 10-3
27x 3 4m2
52. 53.
8y 3 169m4

PearsonTEXAS.com 223
 0
54. a. Use the property for dividing powers with the same base to write aa n as a
power of a.
0
b. Use the definition of a zero exponent to simplify aa n .
c. Justify Mathematical Arguments (1)(G) Explain how your results from
parts (a) and (b) justify the definition of a negative exponent.
Simplify each expression.

55. n x + 2 , n x 56. n 5x , n x

(mm )
4

(x xn
) 3 5
57. n-2 58.
m2
59. Explain Mathematical Ideas (1)(G) Use the division property of exponents to
show why 00 is undefined.
STEM 60. Use Representations to Communicate Mathematical Ideas (1)(E)
The density of an object is the ratio of its mass to its volume. Neptune has a
mass of 1.02 * 1026 kg. The radius of Neptune is 2.48 * 104 km. What is the
density of Neptune in grams per cubic meter? (Hint: V = 43 p r 3 )

TEXAS End-of-Course PRACTICE

(2x)5
61. Which expression is equivalent to ?
x3
A. 2x 2 C. 2x 8
B. 32x 2 D. 32x -2
62. Which equation is an equation of the line that contains the point (8, -3) and is
perpendicular to the line y = -4x + 5?
F. y = - 14 x - 1 H. y = 14 x - 5
35
G. y = 14 x + 4 J. y = 4x - 35
63. What is the solution of the system of equations y = -3x + 5 and y = -4x - 1?
A. (23, 6) C. ( -6, 23)
B. (6, 23) D. ( -6, -23)
64. You have 8 bags of grass seed. Each bag covers 1200 ft2 of ground. The function
A(b) = 1200b represents the area A(b), in square feet, that b bags cover. What
domain and range are reasonable for the function? Explain.

224 Lesson 5-4 Division Properties of Exponents

 5-5 Rational Exponents and Radicals
TEKS FOCUS VOCABULARY
TEKS (11)(B) Simplify ĚIndex – The index is the number n in the ĚRadical expression – an expression that
numeric and algebraic crook of the radical sign that gives the contains a radical
expressions using the laws of degree of the root. If there is no index,
ĚRadicand – the number in a radical
exponents, including integral the degree is 2, which means square expression under the radical sign
and rational exponents. root.
ĚSquare root – A number b is a square
TEKS (1)(E) Create and Ěnth root – A number b is an nth root of a root of a number a if b 2 = a.
use representations to number a if b n = a.
organize, record, and ĚPrincipal square root – the nonnegative ĚRepresentation – a way to display or
communicate mathematical square root of a number describe information. You can use a
ideas. representation to present mathematical
ĚRadical – an expression made up of a
Additional TEKS (1)(A) radical sign and a radicand ideas and data.

ESSENTIAL UNDERSTANDING
You can use rational exponents to represent radicals.

Key Concept Radicals

A radical expression is an expression that contains a radical. The expression
index radical sign
under the radical sign is the radicand. The number n in the crook of the radical
sign is the index. The index gives the degree of the root. A number b is an nth
n
root of a number a if bn = a. a
If there is no index, the degree is 2, which means square root. A number b is a
square root of a number a if b 2 = a. 1a is the nonnegative square root, called radicand
the principal square root. - 1a is the negative square root.
If the nth root of a is a real number and m and n are positive integers, then
1 n m n n
a n = 1a and a n = 1am = ( 1a)m .

PearsonTEXAS.com 225
 Problem 1 TEKS Process Standard (1)(E)

Finding Roots
n
How do you find 2a What is the simplified form of each expression?
for any number a?
3 4
You look for n equal A 2125 B 216
factors of a.
Method 1 Method 2
2125 = 25 # 5 # 5
3 3 4 1
2 16 = 16 4
=5 = (2 # 2 # 2 # 2) 1
4

=2

Problem 2

Converting to Radical Form

2
A What is 12a 3 in radical form?
Using radical form, do
2 3 2 2
you use the numerator 12a3 = 122a Rewrite a 3 in radical form.
or denominator as the 4
index? B What is (64a) 5 in radical form?
You use the denominator
of the rational exponent
4
(64a) 5 = (32 # 2a) 4
5 Since 32 is the 5th power of 2, write 64a as a product of 32 and 2a.
4 4
as the index of the radical. = 32 (2a)5 5 Power of a product
= 25
# 4
5 # (2a) 4
5 Rewrite 32 as 25.
= 24 # (2a) 4
5 Simplify 5 # 45 .
5 4
= 162 (2a) 4 Simplify and write (2a) 5 in radical form.
5
= 162 16a 4 Simplify the radicand.

Problem 3
Converting to Exponential Form
A What is 2b3 in exponential form?
5

Can you write 5 3 3

3 5 2b = b5 Rewrite using exponential form.
227d 5 as 27d 3 ?
No. Since the coefficient
B What is 227d 5 in exponential form? Simplify.
3
27 is under the radical
3 1
sign, the index operates 2 27d 5 = (27d 5) 3 Rewrite the radical expression in exponential form.
on the coefficient as well 1 1

as the variable. = 27 3 (d 5) 3 Power of a product

5
= 3d 3 Simplify.

226 Lesson 5-5 Rational Exponents and Radicals

 Problem 4 TEKS Process Standard (1)(A)

Using a Radical Expression STEM

Biology You can estimate the metabolic rate of living organisms based
M 3 relates
4
on body mass using Kleiber’s law. The formula R = 73.32
metabolic rate R measured in Calories per day to body mass M measured
in kilograms. What is the metabolic rate of a dog with a body mass of 18 kg?
How can you find the 4
approximate value of
R = 73.32 M3
the expression? 4
= 73.32 18 3 Substitute 18 for M.
3
You can use 18 4 to
simplify the radical using ≈ 640.5578436 Use a calculator to simplify.
a calculator.
The metabolic rate is about 641 Calories per day.

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What is the value of each expression?

2 5 4
1. 2 49 2. 21 3. 2625
For additional support when
completing your homework, 4. Apply Mathematics (1)(A) A company that manufactures memory
3
go to PearsonTEXAS.com. chips for digital cameras uses the formula c = 1202n 2 + 1300 to
determine the cost c, in dollars, of producing n chips. How much will
it cost to produce 250 chips?
Write each expression in exponential form.
3 3 4
5. 2 (8x) 2 6. 227c 2 7. 2 625y 3
4 3
8. 236x 9. 2x3 10. 28b5

STEM 11. Apply Mathematics (1)(A) Carbon-14 is present in all living organisms and
decays at a predictable rate. To estimate the age of an organism, archaeologists
measure the amount of carbon-14 left in its remains. The approximate amount of
carbon-14 remaining after 5000 years can be found using the formula A = A0(2.7) - 5 ,
3

where A0 is the initial amount of carbon-14 in the sample that is tested. How
much carbon-14 is left in a sample that is 5000 years old and originally contained
7.0 * 10-12 grams of carbon-14?
Write each expression in radical form.
2 3 1
12. a 3 13. (64b) 4 14. 25x 2
3 1 2
15. z 4 16. (25x) 2 17. 27a 3
Simplify each expression using the properties of exponents, and then write the
expression in radical form.
18. 1 x 4 21 x 2 2 19. 1 a 3 21 a 4 2 20. 1 cd 2 2 1 d 3 2
3 1 2 1 1 1

22. 1 36x 2 2 1 49x 2 2 23. 1 x 3 21 8x 2 3

1 1 1 2 1
21. (3x 3)(8x2)

PearsonTEXAS.com 227
 Write each expression in exponential form. Simplify when possible.
26. 128b 5 2 - 12256a 3 2
3 2 3 4 3 4 3 3 4
24. 2b -2 b 25. 32a - 22a

28. 12y 212y 212y 2

4 4 3 3 3 3 6
27. 2 (9x) 2 + 2 625y 3 29. 2(2c) 4 + 2c

30. Apply Mathematics (1)(A) The radius r of a sphere that has volume
3 3V . The volume of a basketball is approximately
V is r = 5 4p
434.67 in. 3 . The radius of a tennis ball is about one fourth the
radius of a basketball. Find the radius of the tennis ball.
31. a. Show that 2x 2 = x by rewriting 2x 2 in exponential form.
4 2 4 2
b. Show that 2x = 2x by rewriting 2x in exponential form.
32. Explain Mathematical Ideas (1)(G) Explain how to simplify the expression
3
4x 2 + 32x 3 . Write the simplified expression in two equivalent forms.
33. Display Mathematical Ideas (1)(G) Write an expression using rational
exponents. Then write an equivalent expression using radicals.
34. Apply Mathematics (1)(A) The formula C = c(1 + r) n can be used to estimate
the future cost C of an item due to inflation. Here c represents the current cost
of the item, r is the rate of inflation written as a decimal, and n is the number
of years for the projection. Suppose a video-game system costs $299 now. How
much will the price increase in nine months with an annual inflation rate of 3.2%?
35. Use Representations to Communicate Mathematical Ideas (1)(E) The number of
() t
cells in a cell culture as a function of time is given by the expression N 65 , where t
is measured in hours and N is the initial size of the culture. After 2 hours, there were
144 cells in the culture. What was N? How many cells were in the culture after 20
minutes? How many cells were in the culture after 2.5 hours?

TEXAS End-of-Course PRACTICE

4
36. Which of the following expressions is equivalent to (8x) 3 ?
3 4 3
A. 162x C. 2 8x 4
4 4 3
B. 2 16x 3 D. 82x
37. Which of the following expressions is equivalent to 42b5 ?
2 2
F. 2b 5 H. (2b) 5
5 5
G. (4b) 2 J. 4b 2
38. Write the expression 29s 3 + 216s 3 in simplest form with rational exponents.

228 Lesson 5-5 Rational Exponents and Radicals

 5-6 Simplifying Radicals
TEKS FOCUS VOCABULARY
TEKS (11)(A) Simplify numerical radical ĚRationalize the denominator – To rationalize the denominator of an
expressions involving square roots. expression, rewrite it so there are no radicals in any denominator and
no denominators in any radical.
TEKS (1)(G) Display, explain, and justify
mathematical ideas and arguments using
precise mathematical language in written or
ĚArgument – a set of statements put forth to show the truth or
falsehood of a mathematical claim
oral communication.
ĚJustify – explain with logical reasoning. You can justify a
Additional TEKS (1)(E)
mathematical argument.

ESSENTIAL UNDERSTANDING
You can simplify radical expressions using multiplication and division properties of
square roots.

Property Multiplication Property of Square Roots

Algebra Example
For a Ú 0 and b Ú 0, 1ab = 1a # 1b. 148 = 116 # 13 = 413

Property Division Property of Square Roots

Algebra Example
a 1a 36 136 6
For a Ú 0 and b 7 0, 5 b = . 5 49 = 149 = 7
1b

Key Concept Simplifying Radicals

A radical expression is simplified if the following statements are true. Simplified
12
r
The radicand has no perfect-square factors other than 1. 315 91x 4
r
The radicand contains no fractions. Not Simplified
x 5
r
No radicals appear in the denominator of a fraction. 3112 5 2
17

PearsonTEXAS.com 229
 Problem 1 TEKS Process Standard (1)(E)

How can you find the

Removing Perfect-Square Factors
factor to remove? What is the simplified form of 1160?
You can solve a simpler
problem by listing the 1160 = 116 # 10 16 is the greatest perfect-square factor of 160.
= 116 # 110
factors. Then, choose
the greatest perfect Use the Multiplication Property of Square Roots.
square on the list.
= 4 110 Simplify 116.

Problem 2 TEKS Process Standard (1)(G)

Removing Variable Factors

How is this problem Multiple Choice What is the simplified form of 254n7 ?
similar to Problem 1?
In both problems, you n3 154n 9n6 16n 3n3 16n 3n 127n
need to remove a
254n7 = 29n6 # 6n 9n6, or (3n3)2, is a perfect-square factor of 54 n7.
= 29n6 # 16n
perfect-square factor
from the radicand. In Use the Multiplication Property of Square Roots.
this problem, however,
the factor you remove = 3n3 16n Simplify 29 n6.
contains a variable.
The correct answer is C.

Problem 3

Multiplying Two Radical Expressions

What is the simplified form of 217t # 3214t2?
What property allows
you to multiply the 217t # 3 214t 2 = 6 27t # 14t 2 Multiply the whole numbers and use the
Multiplication Property of Square Roots.
whole numbers first?
The Commutative = 6298t 3 Simplify under the radical symbol.
Property of Multiplication
allows you to change the = 6249t 2# 2t 49t 2, or (7t)2, is a perfect-square factor of 98t 3.
= 6249t 2 # 12t
order of the factors.
Use the Multiplication Property of Square Roots.
= 6 # 7t 12t Simplify 249t 2 .
= 42t 12t Simplify.

Problem 4

Simplifying Fractions Within Radicals

Which method should What is the simplified form of each radical expression?
you use?
64
If the denominator is A 5 49
a perfect square, apply
64 164
the Division Property of 5 49 = 149 Use the Division Property of Square Roots.
Square Roots first. If not,
8
simplify the fraction first. =7 Simplify 164 and 149.
continued on next page ▶

230 Lesson 5-6 Simplifying Radicals

 Problem 4 continued

8x 3
B 5 50x

8x 3
4x 2
5 50x = 5 25 Divide the numerator and denominator by 2x.

24x 2
= Use the Division Property of Square Roots.
225

=
#
24 2x 2
Use the Multiplication Property of Square Roots.
225
2x
= 5 Simplify 14, 2x 2 , and 125.

Problem 5
Rationalizing Denominators
What is the simplified form of each expression?
13 17
A B
17 18n
Does multiplying
an expression by
17
17
13 13
=
17 17
# 17
17
Multiply by
17
17
. 17
=
17
18n 212n
change its value?
No. The fraction
17
17
is =
121
149
=
17
2 12n
# 12n
12n
equal to 1. Multiplying
121 12n 214n
an expression by 1 won’t = 7 Multiply by . =
12n 2 24n2
change its value.
114n
= 4n

NLINE
O

PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
HO

ME
WO

Simplify each product.

1. 18 # 132 2. -5 121 # ( -3142) 3. - 13 218c5 # ( -6 28c9 )
For additional support when
completing your homework, 4. Suppose a and b are positive integers.
go to PearsonTEXAS.com.
a. Verify that if a = 18 and b = 10, then 1a # 1b = 615.
b. Analyze Mathematical Relationships (1)(F) Find two other pairs of positive
integers a and b such that 1a 1b = 615.#
Simplify each radical expression.
172 - 3 12 3m
5. 6. 7. 5 16m2 8. 16a 3
164 16 26a

9. Analyze Mathematical Relationships (1)(F) What are three numbers whose

square roots can be written in the form a13 for some integer value of a?

PearsonTEXAS.com 231
 Simplify each radical expression.
10. 1225 11. 199 12. -4 1117 13. 3 2150b8
16 6 49a5 8 27s
14. 5 25 15. 7 5 32 16. 11 17.
A 4a3 228s3

18. Apply Mathematics (1)(A) A square picture on the front page of a newspaper
occupies an area of 24 in.2. What is the length of each side of the picture?
Write your answer as a radical in simplified form.
Explain why each radical expression is or is not in simplified form.
13x 3
19. 20. 21. -415 22. 5130
14 13

23. Explain Mathematical Ideas (1)(G) A student simplified the radical expression
at the right. What mistake did the student make? What is the correct answer?
24. Display Mathematical Ideas (1)(G) You can simplify radical expressions √
5x √5
25
=
5
x

with negative exponents by first rewriting the expressions using positive

exponents. What are the simplified forms of the following radical expressions?
13 2x -3 25a -2 2(2m)-3
a. b. c. d.
1f -3 2x 210a -1 m-1

Simplify each radical expression.

25. 124 # 12x # 13x 26. 2b( 15b)2 27. 245a7 # 120a
A
28. Apply Mathematics (1)(A) The equation r = 5 p gives the radius r of a circle
with area A. What is the radius of a circle with the given area? Write your answer
as a simplified radical and as a decimal rounded to the nearest hundredth.
a. 50 ft 2 b. 32 in.2 c. 10 m2
29. Use Representations to Communicate Mathematical Ideas (1)(E) For a linear
equation in standard form Ax + By = C, where A ≠ 0 and B ≠ 0, the distance d
C
() ()
C 2 2
between the x- and y-intercepts is given by d = A A + B . What is the distance
between the x- and y-intercepts of the graph of 4x - 3y = 2?

TEXAS End-of-Course PRACTICE

30. What is the simplified form of 212y 5 ?

A. 223y 5 B. 4y 4 23y C. 2y 2 23y D. 3y 2

31. In the proportion b3 = 8 -7 b , what is the value of b?
5
F. 6 G. 21
8 H. 12
5 J. 12

232 Lesson 5-6 Simplifying Radicals

 5-7 The Pythagorean Theorem
TEKS FOCUS VOCABULARY
TEKS (11)(A) Simplify numerical radical ĚHypotenuse – The hypotenuse is the side opposite the right angle in a
expressions involving square roots. right triangle. It is the longest side in the triangle.

TEKS (1)(D) Communicate mathematical ĚLeg – each of the sides that form the right angle of a right triangle
ideas, reasoning, and their implications ĚPythagorean Theorem – In any right triangle, the sum of the squares
using multiple representations, including of the lengths of the legs is equal to the square of the length of the
symbols, diagrams, graphs, and language hypotenuse: a 2 + b 2 = c 2 .
as appropriate.

Additional TEKS (1)(A), (8)(A) ĚImplication – a conclusion that follows from previously stated ideas or
reasoning without being explicitly stated

ĚRepresentation – a way to display or describe information. You can

use a representation to present mathematical ideas and data.

ESSENTIAL UNDERSTANDING
The lengths of the sides of a right triangle have a special relationship. If you know the
lengths of any two of the sides, you can find the length of the third side.

Key Concept The Pythagorean Theorem

Words Diagram
In any right triangle, the sum of the squares of the
lengths of the legs is equal to the square of the length of
c
the hypotenuse. a

Algebra
a2 + b 2 = c 2 b

Key Concept The Converse of the Pythagorean Theorem

If a triangle has sides of lengths a, b, and c, and a 2 + b 2 = c 2 , then the triangle is a
right triangle with hypotenuse of length c.

PearsonTEXAS.com 233
 Problem 1 TEKS Process Standard (1)(A)

Finding the Length of a Hypotenuse

The tiles at the right are squares with 6-in. sides. What is
the length of the hypotenuse of the right triangle shown?
Give your answer in simplified radical form and as a
decimal rounded to the nearest tenth.
What do you know?
What do you need? a2 + b 2 = c 2 Pythagorean Theorem c
You know the lengths
62 + 62 = c2 Substitute 6 for a and b.
a and b of the two
legs. You need to 72 = c 2 Simplify.
find the length c
of the hypotenuse. 272 = 2c2 Find the principal square root. 6 in. 6 in.
Substitute for a and b in
a2 + b2 = c 2 , and then 612 = c Find the simplified radical form.
solve for c. 8.5 ≈ c Use a calculator.
The length of the hypotenuse is 612 in., or about 8.5 in.

Problem 2 TEKS Process Standard (1)(D)

Finding the Length of a Leg

How is this problem
different from What is the side length b in the triangle below?
Problem 1?
In Problem 1, the length
of the hypotenuse 13 cm
5 cm
was unknown. In this
problem, the length of a
leg is unknown. b

a2 + b 2 = c 2 Pythagorean Theorem
5 2 + b 2 = 13 2 Substitute 5 for a and 13 for c.
25 + b 2 = 169 Simplify.
b2 = 144 Subtract 25 from each side.
2b2 = 1144 Find the principal square root of each side.
b = 12 Simplify.
The side length b is 12 cm.

234 Lesson 5-7 The Pythagorean Theorem

 Problem 3

Identifying Right Triangles

Multiple Choice Which set of lengths could be the side lengths of a right triangle?
Why should you 6 in., 24 in., 1812 in. 4 in., 413 in., 8 in.
check each answer
choice? 513 m, 8 m, 10 m 8 ft, 16 ft, 1212 ft
If you find two answer
choices that appear to be Determine whether the lengths satisfy a 2 + b 2 = c 2. The greatest length is c.
correct, then you know 6 2 + 24 2 ≟ (1812) 2 (513) 2 + 8 2 ≟ 10 2
#2 # 3 + 64 ≟ 100
you have made a mistake.
36 + 576 ≟ 324 25
612 ≠ 648 139 ≠ 100

4 2 + (413) 2 ≟ 8 2 8 2 + 16 2 ≟ (1212)2
16 + 16 # 3 ≟ 64 64 + 256 ≟ 144 #2
64 = 64 ✔ 320 ≠ 288
By the Converse of the Pythagorean Theorem, the lengths 4 in., 413 in., and 8 in.
could be the side lengths of a right triangle. The correct answer is C.

Problem 4
Writing a Radical Expression
Art A rectangular door in a museum is three times as w
tall as it is wide. What is a simplified expression for the
maximum length of a painting that fits through the door?

The door is w units wide and The diagonal length d of 3w

3w units high. the doorway

Use the Pythagorean Theorem.

How is this like
problems you have d 2 = w 2 + (3w)2 Pythagorean Theorem
done before?
The width and height d 2 = w 2 + 9w 2 Simplify (3w)2.
of the door are two legs
d 2 = 10w 2 Combine like terms.
of a right triangle. You
can find the hypotenuse d= 210w 2 Find the principal square root of each side.
of a right triangle using
the Pythagorean Theorem. d = 2w 2 # 110 Multiplication Property of Square Roots
d = w 110 Simplify 2w 2.
An expression for the maximum length of the painting is w 110, or about 3.16w.

PearsonTEXAS.com 235
 NLINE
O

PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
HO

ME
WO

Use the triangle at the right. Find the missing side length. Give your
answer in simplified radical form and as a decimal rounded to the
nearest tenth.
For additional support when c
completing your homework, 5 b
1. a = 3, b = 4 2. a = 6, c = 10 3. b = 1, c = 4
go to PearsonTEXAS.com.
4. a = 5, c = 13 5. a = 0.3, b = 0.4 6. a = 3, b = 6
7. a = 7, b = 7 8. b = 8, c = 12 9. b = 3.5, c = 3.7
a
10. Apply Mathematics (1)(A) A jogger goes half a mile north and then turns west. If
the jogger finishes 1.3 mi from the starting point, how far west did the jogger go?
STEM 11. Apply Mathematics (1)(A) A construction worker is cutting along the diagonal of
a rectangular board 15 ft long and 8 ft wide. What will be the length of the cut?
Determine whether the given lengths can be side lengths of a right triangle.
12. 515 ft, 10 ft, 15 ft 13. 712 m, 12 m, 16 m 14. 13 in., 35 in., 38 in.
15. 16 cm, 63 cm, 65 cm 16. 6 in., 12 in., 615 in. 17. 16 yd, 30 yd, 34 yd

18. Apply Mathematics (1)(A) A swimmer asks a question to a

8 ft
lifeguard sitting on a tall chair, as shown in the diagram at the
right. The swimmer needs to be close to the lifeguard to hear
the answer. What is the distance between the swimmer’s head
and the lifeguard’s head? 11 ft

STEM 19. Use a Problem-Solving Model (1)(B) Students are building 5 ft

rectangular wooden frames for the set of a school play. The
height of a frame is 6 times the width w. Each frame has a brace
that connects two opposite corners of the frame. What is a
simplified expression for the length of a brace?
20. Apply Mathematics (1)(A) A park is shaped like a rectangle with a length 5 times
its width w. What is a simplified expression for the distance between opposite
corners of the park?
21. Apply Mathematics (1)(A) Originally, each face of
the Pyramid of Khafre was a triangle with the
dimensions shown. How far was a corner of the base
from the pyramid’s top? Round to the nearest foot.
589 ft ?
Any set of three positive integers that satisfies the
equation a 2 + b 2 = c 2 is a Pythagorean triple.
Determine whether each set of numbers is a
Pythagorean triple. 353 ft
353 ft
22. 11, 60, 61 23. 13, 84, 85
24. 40, 41, 58 25. 50, 120, 130
26. 32, 126, 130 27. 28, 45, 53

236 Lesson 5-7 The Pythagorean Theorem

 28. Apply Mathematics (1)(A) The bases in a softball diamond are Second base
located at the corners of a 3600@ft 2 square. How far is a throw from
second base to home plate?
29. Use a Problem-Solving Model (1)(B) A banner shaped like a right
triangle has a hypotenuse of length 26 ft and a leg of length 10 ft. Third First
base base
What is the area of the banner?
30. Two sides of a right triangle measure 10 in. and 8 in. Home plate
a. Explain Mathematical Ideas (1)(G) Explain why this is not enough
information to be sure of the length of the third side.
b. Give two possible values for the length of the third side.
31. A rectangular box is 4 cm wide, 4 cm tall, and 10 cm long. What is the diameter of
the smallest circular opening through which the box will fit? Round to the nearest
tenth of a centimeter.
STEM 32. Apply Mathematics (1)(A) If two forces pull at right angles to each other, C
orce

Force A
the resultant force can be represented by the diagonal of a rectangle, as tF
n
shown at the right. This diagonal is a hypotenuse of a right triangle. sulta
Re
A 50-lb force and a 120-lb force combine for a resultant force of 130 lb.
Are the forces pulling at right angles to each other? Explain. Force B

33. Display Mathematical Ideas (1)(G) From a viewing height of h feet, the
approximate distance d to the horizon, in miles, is given by the equation d = 5 3h2.
To the nearest mile, what is the distance to the horizon from a height of 150 ft?
225 ft? 300 ft?

TEXAS End-of-Course PRACTICE

34. A park has two walking paths shaped like right triangles. The first path has legs
75 yd and 100 yd long. The second path has legs 50 yd and 240 yd long. What is
the total length of the shorter path, in yards?
35. What is the slope of the graph of the equation y = 12x + 7?
36. A candidate in an election received 72.5% of the vote. What decimal represents the
portion of the voters who did NOT vote for the candidate?

PearsonTEXAS.com 237
 Topic 5 Review
TOPIC VOCABULARY
Ě hypotenuse, p. 233 Ě SULQFLSDOVTXDUHURRW p. 225 Ě UDGLFDQG p. 225
Ě index, p. 225 Ě 3\WKDJRUHDQ7KHRUHP p. 233 Ě UDWLRQDOL]HWKHGHQRPLQDWRU p. 229
Ě leg, p. 233 Ě UDGLFDO p. 225 Ě VTXDUHURRW p. 225
Ě nWKURRW p. 225 Ě UDGLFDOH[SUHVVLRQ p. 225

Check Your Understanding

1. A(n) ? is the number in the crook of the radical sign that gives the degree of
the root.
2. To ? , rewrite the expression so there are no radicals in any denominator and
no denominators in any radical.
3. A(n) ? is an expression that contains a radical.
4. The side opposite the right angle in a right triangle is the ? .
5. The ? states that in any right triangle, the sum of the squares of the lengths of
the legs is equal to the square of the length of the hypotenuse.

5-1 Zero and Negative Exponents

Quick Review Exercises

You can use zero and negative integers as exponents. For Simplify each expression.
every nonzero number a, a0 = 1. For every nonzero number
6. 50 7. 7 -2
a and any rational number n, a-n = a1n. When you evaluate
4x -2 1
an exponential expression, you can simplify the expression 8. 9.
y -8 p2q -4r 0
before substituting values for the variables.
Evaluate each expression for x = 2, y = −3, and z = −5.

Example 10. x0y 2 11. ( -x)-4y 2

What is the value of a2b−4c0 for a = 3, b = 2, and 5x 0
12. x0z 0 13.
y -2
c = −5? 2x
a2c0 14. y -2z 2 15. 2 -1
a2b-4c0 = Use the definition of negative exponents. y z
b4
a2(1) 16. Is it true that ( -3b)4 = -12b4 ? Explain why or
= 4 Use the definition of zero exponent.
b why not.
32
= 4 Substitute.
2
9
= 16 Simplify.

238 Topic 5 5HYLHZ

5-2 Multiplying Powers With the Same Base

Quick Review Exercises

To multiply powers with the same base, add the exponents. Complete each equation.
am # an = am+n, where a ≠ 0 and m and n are 17. 32 # 3■ = 310 18. a6# a■ = a8
19. x2y 5 # x■y ■ = x5y 11 20. a # a■ = a
rational numbers. 1
2

21. x # x■ = x 22. m n # m■n■ = m n

2 11 3 1 5
3 12 4 2 4
Example
What is the simplified form of each expression? Simplify each expression.
a. 310 # 34 = 310+4 = 314 23. 2d 2 # d3 24. (x 3)(x 4)
b. 1 a4 21 a3 2 = a4+3 = a7 25. 1 x 3y 5 21 -y 7x 2 26. 1 s 5 21 s 3 2
3 2

c. 1 x 5 21 x 5 2 = x 5 + 5 = x 5
3 1 3 1 4
27. 1 p 3q 21 q 2p 2
1 1
28. 2m 4n2
3
# 3m n
1
4

d. 1 b 4 21 b 2 2 = b 4 + 2 = b 4 + 4 = b 4
3 1 3 1 3 2 5

29. Each square inch of your body has about 6.5 * 102
pores. Suppose the back of your hand has an area of
about 0.12 * 102 in.2. About how many pores are on
the back of your hand? Write your answer in scientific
notation.

5-3 More Multiplication Properties of Exponents

Quick Review Exercises

To raise a power to a power, multiply the exponents. Complete each equation.
(am)n = amn , where a ≠ 0 and m and n are rational 30. (55)■ = 515 31. (b-4)■ = b 20
numbers.
32. (4x 3y 5)■ = 16x 6y 10 33. 1 x 3 2 ■ = x 2
2

To raise a product to a power, raise each factor in the

34. 1 a 2 2 ■ = a 4 35. 1 2x2y 4 2 ■ = 4x4y 2
1 1 1 1
product to the power.
(ab)n = anbn , where a ≠ 0, b ≠ 0, and n is a rational
Simplify each expression.
number.
36. (q3r)4 37. (1.342)5(1.34)-8

Example 38. (12x2y -2)5(4xy -3)-7 39. ( -2r -4)2( -3r 2z 8)-1
40. 1 x 7 2 7 41. 1 a 4 b 8 2 4
4 3 7
What is the simplified form of each expression?
a. (x 5)7 = x 5 7 = x 35
# 1 #
c. 1 x 3 2 3 = x 3 3 = x 3 = x
1 3

d. 1 ab 2 3 = a 3 b 3
2 2 2
b. (pq)8 = p8q8

PearsonTEXAS.com 239
 5-4 Division Properties of Exponents

Quick Review Exercises

To divide powers with the same base, subtract the Simplify each expression.
exponents. w2 21x 3
42. 43.
am w5 3x -1
= am-n , where a ≠ 0 and m and n are rational
an
numbers. 44. 3
v ( )
n5 7
45. ( )
3c 3 - 4
e5
To raise a quotient to a power, raise the numerator and the Simplify each quotient. Write your answer in
denominator to the power. scientific notation.
( ab )n = ab , where a ≠ 0, b ≠ 0, and n is a rational
n
4.2 * 108 3.1 * 104
n 46. 47.
number. 2.1 * 1011 1.24 * 102
4.5 * 103 5.1 * 105
48. 49.
9 * 107 1.7 * 102
Example
4 3
What is the simplified form of 5x2 ? ( )
z
50. List the steps that you would use to simplify ( )
5a8 -3
10a6
.

( )
5x 4 3
z2
=
(5x 4)3
(z 2)3
=
53x 4~3
z 2~3
=
125x 12
z6

5-5 Rational Exponents and Radicals

Quick Review Exercises

If the nth root of a is a real number and m and n are positive Write each expression in radical form.
m
a and a n = 2am = 11 a2 .
1 n m n n
integers, then a n = 1 51. m 2
1 2 4
52. p 3r 5
53. 1 36x4 2 2
1 1
54. (125x)3
Example
56. 25 3 1 x2y 2 2
1 3 1 1
1 55. (64) 2 x 4
Write the expression (8x) in radical form. 3

1 1 31
(8x)3 = 8 3x 3 = 21 x Write each expression as a power with a rational
3 2 exponent.
Write the expression 2b as a power with a rational
4
exponent. 57. 1xy 58. 1 a
2 3 2 3 6 9
3 2
2b = b3 59. 2b 60. 2x y
4 5 2 3
61. 2 81x2 62. 2x y

240 Topic 5 5HYLHZ

5-6 Simplifying Radicals

Quick Review Exercises

A radical expression is simplified if the following Simplify each radical expression.
statements are true.
 Ě The radicand has no perfect-square factors other than 1.
63. 3114 # ( -2121) 64. 18 # 14 16
 Ě The radicand contains no fractions. 3 18s
65. 5 25a 66.
 Ě No radicals appear in the denominator of a fraction. 4a 118s 3

67. -227x 2 # 13 228x3 68. 625t 3 # 215t 5

Example
13x 69. Write three radical expressions that have 412s as
What is the simplified form of ? their simplified form. What do the three expressions
12
13x 13x
12
=
12
# 12
12
Multiply by
12
12
.
have in common? Explain.

16x
= Multiply numerators and denominators.
14
16x
= 2 Simplify.

5-7 The Pythagorean Theorem

Quick Review Exercises

Given the lengths of two sides of a right triangle, you can Use the triangle at the right. Find the
c
use the Pythagorean Theorem to find the length of the missing side length. Give your answer in b
third side. Given the lengths of all three sides of a triangle, simplified radical form and as a decimal
a
you can determine whether it is a right triangle. rounded to the nearest tenth.
70. a = 12, b = 6 71. a = 312, b = 12
Example x 72. a = 1.1, b = 6 73. a = 13, c = 85
What is the side length x in the 15 74. a = 6, c = 315 75. b = 14, c = 21
triangle at the right? 39
a2 + b2 = c2 Pythagorean Theorem 76. b = 8.8, c = 11 77. a = 3, c = 312
152 + x2 = 392 Substitute 15 for a, x for b, and 39 for c.
Determine whether the given lengths can be side
225 + x2 = 1521 Simplify. lengths of a right triangle.
x2 = 1296 Subtract 225 from each side.
78. 4, 215, 6 79. 22, 120, 122 80. 8, 40, 41
x = 36 Find the principal square root of each side. 2 2
81. 15, 3, 3 5 82. 6, 24, 25 83. 18, 36, 1815
84. 1.2, 6, 6.1 85. 4, 713, 12 86. 1.3, 8.4, 8.5

PearsonTEXAS.com 241
 Topic 5 TEKS Cumulative Practice

Multiple Choice 6. The dimensions of a rectangular

prism are shown in the diagram
Read each question. Then write the letter of the correct at the right. Which expression
answer on your paper. represents the volume of the a2b
1. The graph at the right shows how rectangular prism?
ab3
Manuel’s height changed during F. a2b5 H. a4b5 ab2

Height
the past year. Which conclusion
can you make from the graph? G. a2b6 J. a4b6

A. His height is average. 7. Suppose you are buying apples and bananas. The
price of apples is $.40 each and the price of bananas
B. He will grow more next year. Time is $.25 each. Which equation models the number of
C. His height did not change during the year. apples and bananas you can buy for $2?

D. His height steadily increased during the year. A. 40x + 25y = 200 C. 5x + 8y = 200

2. What is the y-intercept of the B. 40x - 25y = 2 D. 5x + 8y = 2

y
graph at the right? 2 8. Use the graph at the right. y
3 x Suppose the y-intercept
F. -3 H. - 2 !3 O 2 2
decreases by 3 and the slope
G. -2 J. 0 stays the same. What will the x
!2 O 2
3. Which cannot be represented by a x-intercept be?
!2
linear function? F. -6 H. 2
A. the area of a square, given its side length G. -3 J. 3
B. the price of fruit, given the weight of the fruit 9. Laura rented a car that cost $20 for the day plus $.12
for each mile driven. She returned the car later that
C. the number of steps on a ladder, given the height
day. Laura gave the salesperson $50 and received
D. the number of inches, given the number of yards change. Which inequality represents the possible
4. A light-year is the distance light travels in one year. numbers of miles m that she could have driven?
One light-year is about 5.9 * 1012 mi. If it takes light A. 50 7 0.12m + 20 C. 50 7 0.12m - 20
3 months to travel from one star to another, about how
B. 50 6 0.12m + 20 D. 50 6 0.12m - 20
far apart are the stars?
10. A doctor did a 6-month study on resting heart rate
F. 2 * 103 mi H. 1.5 * 1012 mi
and exercise in healthy adults. The doctor found that
G. 1.5 * 104 mi J. 2 * 1012 mi for every 20 min of exercise added to a daily routine,
the resting heart rate decreased by 1 beat per minute.
5. At lunchtime, Mitchell cast a shadow 0.5 ft long while a
According to the doctor’s study, what does the resting
nearby flagpole cast a shadow 2.5 ft long. If Mitchell is
heart rate depend on?
5 ft 3 in. tall, how tall is the flagpole?
F. the 6-month study H. a daily routine
A. 26 ft 3 in. C. 26 ft 5 in.
G. minutes of exercise J. diet
B. 26 ft 4 in. D. 26 ft 6 in.

242 Topic 5 TEKS Cumulative Practice

 4
11. Which expression is equivalent to 2 81x3 ? Constructed Response
3
A. 81x 4 C. 3x3 18. If b = 2a - 16 and b = a + 2, what is a + b?
3 3
B. 3x 4 D. (3x) 4 19. The sum of six consecutive integers is 165. What are
the six integers? Show your work.
Gridded Response 20. On April 1, 2000, the day of the 2000 national
12. What is the area, in square units, of the triangle below? census, the population of the United States was
281,421,906 people. This was a 13.2% increase from
y the 1990 census. What was the 1990 population of
5
the United States?

2 21. What is the equation of the graph in standard form?

x y
!6 !4 O 2 4 6
!2 2
x
!5 -4 -2 O 2 4
-2

13. Charles purchased 50 shares of a stock at $23 per -4

share. He paid a $15 commission to his broker for the
purchase. How much money, in dollars, did he spend
22. A triangle is enclosed by the following lines:
for the purchase and commission combined?
x - y = -1
14. What is the value of the expression 1 8 3 2 2 ?
1

y=2
15. A parallelogram has vertices ( -3, 2), (0, 7), (7, 7), and
-0.4x - y = -5.2
(x, 2). What is the value of x if x 7 0?
a. What are the coordinates of the vertices of
16. Alejandro bought 6 notebooks and 2 binders for $23.52.
the triangle? Use algebraic methods to justify
Cassie bought 3 notebooks and 4 binders for $25.53.
your answers.
What was the cost, in dollars, of 1 notebook?
b. Draw the triangle using your answers in part (a).
17. Ashley surveyed 200 students in her school to find
What is the area, in square units, of the triangle?
out whether they liked mustard or mayo on a turkey
sandwich. Her results are shown in the diagram below. 23. On Kids’ Night, there must be at least one child with
every adult. The restaurant has a maximum seating
capacity of 75 people.
a. Write a system of inequalities to represent this
Mustard Mayo situation.
40
104 56
b. Graph the solution. Is it possible for 50 children to
accompany 10 adults to the restaurant?

What percent of the students surveyed liked mustard

but not mayo?

PearsonTEXAS.com 243
 Topic 6 Sequences
TOPIC OVERVIEW VOCABULARY

6-1 Arithmetic and Geometric Sequences English/Spanish Vocabulary Audio Online:

6-2 Arithmetic Sequences in English Spanish
Recursive Form arithmetic sequence, p. 246 progresión aritmética
6-3 Geometric Sequences in common difference, p. 246 diferencia común
Recursive Form common ratio, p. 246 razón común
explicit formula, p. 246 fórmula explícita
geometric sequence, p. 246 progresión geométrica
recursive formula, p. 251 fórmula recursiva
sequence, p. 246 progresión
term of a sequence, p. 246 término de una progresión

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244 Topic 6 Sequences

 Crack The
Code!

3--Act Math
Teams of designers,
programmers, and engineers
work together to build video
games. Programmers write the
code that runs the program for
the game. Writing code involves
using logic, algorithms, and
creativity to create the desired
game features.

This 3-Act Math video will

present an interesting scenario
about games and programming.

Scan page to see a video

for this 3-Act Math Task.

If You Need Help . . .

VOCABULARY ONLINE LEARNING ANIMATIONS INTERACTIVE MATH TOOLS
You’ll find definitions of math You can also access all of the These interactive math tools
terms in both English and stepped-out learning animations give you opportunities to
Spanish. All of the terms have that you studied in class. explore in greater depth
audio support. key concepts to help build
understanding.

INTERACTIVE EXPLORATION STUDENT COMPANION VIRTUAL NERD

You’ll have access to a robust Refer to your notes and Not sure how to do some of
assortment of interactive solutions in your Student the practice exercises? Check
explorations, including Companion. Remember that out the Virtual Nerd videos
interactive concept explorations, your Student Companion is also for stepped-out, multi-level
dynamic activitites, and topic- available as an ACTIVebook instructional support.
level exploration activities. accessible on any digital device.

PearsonTEXAS.com 245
 6-1 Arithmetic and Geometric Sequences
TEKS FOCUS VOCABULARY
TEKS (12)(D) Write a formula for the nth ĚArithmetic sequence – a number sequence formed by adding a fixed
term of arithmetic and geometric sequences, number to each term of the sequence to find the next term
given the value of several of their terms.
ĚCommon difference – the difference between consecutive terms of an
TEKS (1)(E) Create and use representations arithmetic sequence
to organize, record, and communicate ĚCommon ratio – the ratio between consecutive terms of a geometric
mathematical ideas. sequence
Additional TEKS (1)(A), (1)(F), (12)(B) ĚExplicit formula – An explicit formula expresses the nth term of a
sequence in terms of n.

ĚGeometric sequence – a number sequence formed by multiplying

each term in the sequence by a fixed number to find the next term

ĚSequence – an ordered list of numbers that often form a pattern

ĚTerm of a sequence – A term of a sequence is any number in a
sequence.

ĚRepresentation – a way to display or describe information. You can

use a representation to present mathematical ideas and data.

ESSENTIAL UNDERSTANDING
When you can identify a pattern in a sequence, you can use it to extend the sequence.
You can also model some sequences with a function rule that you can use to find any
term of the sequence.

Key Concept Explicit Formula for an Arithmetic Sequence

The nth term of an arithmetic sequence with first term A(1) and common difference
d is given by
A(n) ! A(1) " (n # 1)d
c c c Q
nth term first term term number common difference

Key Concept Explicit Formula for a Geometric Sequence

The nth term of a geometric sequence with first term A(1) and common ratio r is
given by
A(n) = A(1) # rn-1, for n Ú 1

246 Lesson 6-1 Arithmetic and Geometric Sequences

 Problem 1
Extending Sequences
How can you identify
a pattern? Describe a pattern in each sequence. What are the next two terms of each sequence?
Look at how each term
A 5, 8, 11, 14, . . . B 2.5, 5, 10, 20, . . .
of the sequence is related
to the previous term.
!3 !3 !3 !2 !2 !2
Your goal is to identify a
single rule that you can A pattern is “add 3 to the previous A pattern is “multiply the previous
apply to every term to term.” So the next two terms are term by 2.” So the next two terms are
produce the next term.
14 + 3 = 17 and 17 + 3 = 20. 2(20) = 40 and 2(40) = 80.

Problem 2 TEKS Process Standard (1)(F)

Identifying an Arithmetic Sequence

Tell whether the sequence is arithmetic. If it is, what is the common difference?
How can you identify
an arithmetic A 3, 8, 13, 18, . . . B 6, 9, 13, 17, . . .
sequence?
The difference between !5 !5 !5 !3 !4 !4
every pair of consecutive
terms must be the same. The sequence has a common difference, The sequence does not have a common
d = 5. So it is arithmetic. difference, so it is not arithmetic.

Problem 3

Identifying Geometric Sequences

Which of the following are geometric sequences?
How do you find
the common ratio A 20 200 2,000 20,000 200,000, . . .
between two
adjacent terms? ! 10 ! 10 ! 10 ! 10
Divide each term by the
There is a common ratio, r = 10. So, the sequence is geometric.
previous term.
B 2 4 6 8 10, . . .

!2 ! 1.5 ! 1.3 ! 1.25

There is no common ratio. So, the sequence is not geometric.

C 5 !5 5 !5 5, . . .

" !1 " !1 " !1 " !1

There is a common ratio, r = -1. So, the sequence is geometric.

PearsonTEXAS.com 247
 Problem 4 TEKS Process Standard (1)(A)

Writing an Explicit Formula for an Arithmetic Sequence

Online Auction An online auction works as shown below. Write an explicit
formula to represent the bids as an arithmetic sequence. What is the twelfth bid?

First Bid: The seller sets a

minimum price, which must
be met by the first bid.

Following Bids: Bids increase

in regular increments.

Make a table of the bids. Identify the first term and common difference.

Term Number, n 1 2 3 4
Value of Term, A(n) 200
20 210 220 230
What information do
you need to write a The first term !10 !10 !10 The common
rule for an arithmetic A(1) is 200. difference d is 10.
sequence?
You need the first term
of the sequence and the Substitute A(1) = 200 and d = 10 into the formula A(n) = A(1) + (n - 1)d. The
common difference. explicit formula A(n) = 200 + (n - 1)10 represents the arithmetic sequence of
the auction bids. To find the twelfth bid, evaluate A(n) for n = 12.
A(12) = 200 + (12 - 1)10 = 310
The twelfth bid is $310.

Problem 5 TEKS Process Standard (1)(E)

Writing an Explicit Formula for a Geometric Sequence

A Find the explicit formula for the sequence 7, 21, 63, 189, . . .
What do you need
to know in order The starting value A(1) is 7. The common ratio r is 21
7 = 3.
to write an explicit
A(n) = A(1) # r n-1 Use the formula.
formula for a
geometric sequence? A(n) = 7 # r n-1 Substitute the starting value for A(1).
You need the common A(n) = 7 # 3 n-1 Substitute the common ratio for r.
ratio and the starting
value. The explicit formula is A(n) = 7 # 3 n-1.
B Find the value of the 5th term of the sequence.
A(5) = 7 # 3 5-1 Use the explicit formula. Substitute 5 for n.
= 7 # 34 Simplify.
= 567
The fifth term of the sequence is 567.

248 Lesson 6-1 Arithmetic and Geometric Sequences

 NLINE

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PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.

RK
HO
ME
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Describe a pattern in each sequence. What are the next two terms of each sequence?
1. 3, 8, 13, 18, . . . 2. 4, -12, 36, -108, . . .
For additional support when 3. 8, 12, 18, 27, . . . 4. -8, -2, 4, 10, . . .
completing your homework,
go to PearsonTEXAS.com. Tell whether the sequence is arithmetic. If it is, identify the common difference.
5. 6, 12, 18, 24, . . . 6. 1, 3, 6, 10, . . .
7. -5, -1, 5, 13, . . . 8. 2.4, 3.6, 4.8, 6.0, . . .
Tell whether the sequence is geometric. If it is, identify the common ratio.
9. 2, 4, 6, 8, . . . 10. 3, 6, 12, 24, . . .
11. 1, 4, 9, 16, . . . 12. 5, -10, 20, -40, . . .
Write an explicit formula for the nth term of each arithmetic sequence. Find the
sixth and tenth terms of each sequence.
13. 7, 4.5, 2, -0.5, . . . 14. -1, 8, 17, 26, . . .
15. A(1) = 12, d = 12 16. A(1) = 4, d = -1.3
Write an explicit formula for the nth term of each geometric sequence. Find the
fifth and eighth terms of each sequence.
17. 9, -9, 9, -9, . . . 18. 3, 6, 12, 24, . . .
19. A(1) = -16, r = 12 20. A(1) = 2, r = 10
Analyze Mathematical Relationships (1)(F) Write the first six terms in each
sequence. Explain what the fifth term means in the context of the situation.
21. The population of a community is 35,000 in January and increases by 500 each
month thereafter.
22. A department store is having a sale on discontinued items. One jacket starts at
an initial price of $48. Its price is reduced by 25% each week until it sells. Round
each term to the nearest hundredth.
23. Best Value is having a sale on snack crackers. Buy the first box for $3. Each
additional box is $1.75.
Create Representations to Communicate Mathematical Ideas(1)(E) Write an
explicit formula for each sequence described. Use the formula to find A(7).
24. There are two different geometric sequences with A(1) = 5 and A(3) = 8. Write
an explicit formula for each sequence.
25. An arithmetic sequence contains the terms A(2) = 4 and A(5) = 7. Write an
explicit formula for this sequence.

PearsonTEXAS.com 249
 26. Apply Mathematics (1)(A) You open a bank account with $200. Every year, you
will earn 0.5% in interest on your account. You can use a geometric sequence to
record the amount in the account each year.

Your Savings Bank

Special rate!
Earn 0.5% interest 0.5%

12:30 PM
per year on $200 AP R*
Open a new account today!

a. At the end of each year, your account will contain the amount of money on
deposit from the previous year plus the interest earned that year. What is the
common ratio for the geometric sequence?
b. Write an explicit formula for the geometric sequence.
c. How much money will be in the account after 6 years?
Find the second, fourth, and eleventh terms of the sequence described by each
explicit formula.
27. A(n) = 5 + (n - 1)( -3) 28. A(n) = -3 + (n - 1)(5)
29. A(n) = 11 # (2)n -1 30. A(n) = 6 # (3)n -1

TEXAS End-of-Course PRACTICE

31. Which of the following is an arithmetic sequence?

A. 2, 3, 5, 8, . . . C. 2, 4, 8, 16, . . .
B. 2, 4, 6, 8, . . . D. 2, -1, 5, -4, . . .
27
32. Which formula explicitly defines the sequence 4, 6, 9, 2 , . . .?
F. A(n) = 4 2
#( )
3 n-1
H. A(n) = 4 + (n - 1)2
3

G. A(n) = 2
3 # (4)n-1 J. A(n) = 4 + (n - 1)2

33. The nth term of an arithmetic sequence is defined by the formula

A(n) = -8 + (n - 1)3. What is the eighth term in the sequence?
A. 11 B. 13 C. 15 D. 17
34. Write an explicit formula for the nth term of the geometric sequence with
A(1) = 5 and A(6) = 160.

250 Lesson 6-1 Arithmetic and Geometric Sequences

 6-2 Arithmetic Sequences in Recursive Form
TEKS FOCUS VOCABULARY
TEKS (12)(C) Identify terms of arithmetic and geometric ĚRecursive formula – A recursive formula defines the terms
sequences when the sequences are given in function form in a sequence by relating each term to the ones before it.
using recursive processes.
ĚRecursive definition – A recursive definition of a
TEKS (1)(G) Display, explain, and justify mathematical sequence has two parts, an initial condition and a
ideas and arguments using precise mathematical recursive formula.
language in written or oral communication.
ĚArgument – a set of statements put forth to show the
Additional TEKS (1)(C), (1)(D), (12)(B), (12)(D)
truth or falsehood of a mathematical claim

ĚJustify – explain with logical reasoning. You can justify a

mathematical argument.

ESSENTIAL UNDERSTANDING
A sequence is a function whose domain is the natural numbers, and whose outputs are
the terms of a sequence. You can write an arithmetic sequence using a recursive formula.

Key Concept Recursive Definition – Arithmetic Sequence

A recursive formula is a function rule that relates each term of a sequence after the
first to the ones before it. Consider the sequence 7, 11, 15, 19, . . . . You can use the
common difference of the terms of an arithmetic sequence to write a recursive formula
for the sequence. For the sequence 7, 11, 15, 19, . . . , the common difference is 4.
Let n = the term number in the sequence.
Let A(n) = the value of the nth term of the sequence.

value of term 1 = A(1) = 7 The common difference is 4.

value of term 2 = A(2) = A(1) + 4 = 11

value of term 3 = A(3) = A(2) + 4 = 15
The value of the previous
value of term 4 = A(4) = A(3) + 4 = 19 term plus 4
value of term n = A(n) = A(n - 1) + 4
The recursive formula for the arithmetic sequence above is A(n) = A(n - 1) + 4.
The recursive formula together with the starting value A(1) = 7 defines the sequence.
A general recursive definition for an arithmetic sequence with common difference d
has two parts:
A(1) = first term Initial condition, or starting value
A(n) = A(n - 1) + d, for n Ú 2 Recursive formula

PearsonTEXAS.com 251
 Problem 1 TEKS Process Standard (1)(D)

Writing a Recursive Formula

Write a recursive formula for the arithmetic sequence below. What is the value
of the 8th term?
70, 77, 84, 91, . . .

!7 !7 !7
Step 1 A(1) = 70 First term of the sequence
A(2) = A(1) + 7 = 70 + 7 = 77 A(2) is found by adding 7 to A(1).
A(3) = A(2) + 7 = 77 + 7 = 84 A(3) is found by adding 7 to A(2).
A(4) = A(3) + 7 = 84 + 7 = 91 A(4) is found by adding 7 to A(3).
A(n) = A(n - 1) + 7 A(n) is found by adding 7 to A(n - 1).
Does the recursive
formula alone define The recursive formula for the arithmetic sequence is A(n) = A(n - 1) + 7. The
the sequence? recursive formula together with the starting value A(1) = 70 defines the sequence.
No; you also need to
know the starting value. Step 2 To find the value of the 8th term, you need to extend the pattern.
Using this formula with
a different starting value A(5) = A(4) + 7 = 91 + 7 = 98
would produce a different A(6) = A(5) + 7 = 98 + 7 = 105
sequence.
A(7) = A(6) + 7 = 105 + 7 = 112
A(8) = A(7) + 7 = 112 + 7 = 119
The value of the 8th term is 119.

Problem 2 TEKS Process Standard (1)(C)

Identifying Terms of Recursive Arithmetic Sequences

Use the recursive definition A(n) = A(n − 1) + 10 when A(1) = 3 to find the
first five terms of the arithmetic sequence it defines.
The sequence says that 10 is added to each previous term of the sequence and A(1) is 3.
What technique could
you use to solve this Term Mental Math Manipulatives Solution
problem? A(1) A(1) = 3 3
You can solve this
problem using mental A(2) Think: 3 + 10 13
math or manipulatives.

A(3) Think: 13 + 10 23

A(4) Think: 23 + 10 33

A(5) Think: 33 + 10 43

252 Lesson 6-2 Arithmetic Sequences in Recursive Form

 Problem 3
Writing an Explicit Formula From a Recursive Formula
An arithmetic sequence is represented by the recursive formula
A(n) = A(n − 1) + 12. If the first term of the sequence is 19,
write the explicit formula.

The first term is 19, so A(1) = 19. Adding 12 to the previous

term means that the common
A(n) = A(n - 1) + 12 difference d is 12.

A(n) = A(1) + (n - 1)d General form of an explicit formula

A(n) = 19 + (n - 1)12 Substitute 19 for A(1) and 12 for d.
The explicit formula A(n) = 19 + (n - 1)12 represents the arithmetic sequence.

Problem 4 TEKS Process Standard (1)(G)

Writing a Recursive Formula From an Explicit Formula

What information
does the explicit An arithmetic sequence is represented by the explicit formula
formula give you? A(n) = 32 + (n − 1)(22). What is the recursive formula?
You can use the explicit
formula to identify 32 is the first term.
the first term and the
common difference. A(n) = 32 + (n - 1)(22) 22 is the common difference.

A recursive formula relates the value of the term to the previous term using the
common difference. Use A(n) to represent the value of the term and A(n - 1) to
represent the value of the previous term.
The arithmetic sequence is represented by the recursive formula A(n) = A(n - 1) + 22.
The recursive formula together with the starting value A(1) = 32 defines the sequence.

NLINE
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PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
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ME
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1. Select a tool or technique such as manipulatives or mental math to find A(7)

when A(n) = A(n - 1) + 5 and A(1) = -10.
For additional support when 2. Select a tool or technique such as manipulatives or mental math to find A(6)
completing your homework, when A(n) = A(n - 1) + 2 and A(1) = 6.
go to PearsonTEXAS.com.
3. Use the recursive definition A(n) = A(n - 1) - 4, when A(1) = 10 to find the
first five terms of the arithmetic sequence it defines.
4. Apply Mathematics (1)(A) A runner is training for a marathon. The first week,
she runs 2 miles during each training session. Each week, she increases her
distance by 1.5 miles. Write a recursive definition for this sequence and use this
definition to find her training distance in the tenth week.

PearsonTEXAS.com 253
 Write a recursive definition for each sequence.
5. 1.1, 1.9, 2.7, 3.5, . . . 6. 99, 88, 77, 66, . . . 7. 23, 38, 53, 68, . . .
Write an explicit formula for each recursive formula.
8. A(n) = A(n - 1) + 12; A(1) = 12 9. A(n) = A(n - 1) + 3.4; A(1) = 7.3
10. A(n) = A(n - 1) + 3; A(1) = 6 11. A(n) = A(n - 1) - 0.3; A(1) = 0.3
Write a recursive definition for each explicit formula.
12. A(n) = 5 + (n - 1)(3) 13. A(n) = 3 + (n - 1)( -5)
14. A(n) = -1 + (n - 1)( -2) 15. A(n) = 4 + (n - 1)(1)

16. Explain Mathematical Ideas (1)(G) An arithmetic sequence can be represented

by the explicit formula A(n) = -10 + (n - 1)(4). Describe the relationship between
the first term and the second term and between the second term and the third
term. Write a recursive definition to represent this sequence.
17. Write a recursive definition for a sequence that has 25 as the sixth term.
Write the first six terms in each sequence. Explain what the sixth term
means in the context of the situation.
18. A cane of bamboo is 30 in. tall the first week and grows 6 in.
per week thereafter.
19. You borrow $350 from a friend the first week and pay the friend back
$25 each week thereafter.

20. Explain Mathematical Ideas (1)(G) Suppose the first Friday of a new
year is the fourth day of that year. Will the year have 53 Fridays
regardless of whether or not it is a leap year? Explain.
21. Apply Mathematics (1)(A) Buses run every 9 min starting at 6:00 a.m.
You get to the bus stop at 7:16 a.m. How long will you wait for a bus?
22. Use Multiple Representations to Communicate Mathematical
Ideas (1)(D) Use the table below that shows an arithmetic sequence.
Complete the table and then graph the ordered pairs (x, y) on a
coordinate plane. What do you notice about the points on your graph?

x 1 2 3 4
y 5 8 ■ ■

Using the recursive definition for each arithmetic sequence, find the second,
third, and fourth terms of the sequence. Then write the explicit formula
that represents the sequence.
23. A(n) = A(n - 1) - 4; A(1) = 8 24. A(n) = A(n - 1) + 1.2; A(1) = 8.8
25. A(n) = A(n - 1) + 3; A(1) = 13 26. A(n) = A(n - 1) - 2; A(1) = 0

254 Lesson 6-2 Arithmetic Sequences in Recursive Form

 Tell whether each sequence is arithmetic. Justify your answer. If the sequence is
arithmetic, write a recursive definition and an explicit formula to represent it.
27. 0.3, 0.9, 1.5, 2.1, . . .
28. -3, -7, -11, -15, . . .
29. 1, 8, 27, 64, . . .
30. -5, 5, -5, 5, . . .
Find the common difference of each arithmetic sequence.
Then find the next term.
31. 4, x + 4, 2x + 4, 3x + 4, . . .
32. a + b + c, 4a + 3b + c, 7a + 5b + c, . . .

33. a. Draw the next figure in the pattern.

b. What is the color of the twentieth figure? Explain.

c. How many sides does the twenty-third figure have? Explain.

TEXAS End-of-Course PRACTICE

34. What is the seventh term of the arithmetic sequence represented by the function
A(n) = -9 + (n - 1)(0.5)?
A. -7 C. -6
B. -6.5 D. -5.5
35. What is the solution of -24 + s 7 38?
F. s 6 14 H. s 6 62
G. s 7 14 J. s 7 62
36. Marta’s starting annual salary is $26,500. At the beginning of each new year, she
receives a $2880 raise. Write a recursive definition to find Marta’s salary for the
nth year. What will Marta’s salary be for her sixth year?

PearsonTEXAS.com 255
 6-3 Geometric Sequences in Recursive Form
TEKS FOCUS VOCABULARY
TEKS (12)(C) Identify terms of arithmetic and geometric sequences when ĚNumber sense – the understanding of
the sequences are given in function form using recursive processes. what numbers mean and how they are
related
TEKS (1)(C) Select tools, including real objects, manipulatives, paper and
pencil, and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve problems.

Additional TEKS (1)(A), (12)(B), (12)(D)

ESSENTIAL UNDERSTANDING
In a geometric sequence, the ratio of any term to its preceding term is a constant value.

Key Concept Recursive Definition – Geometric Sequence

A geometric sequence with a starting value a and a common ratio r is a sequence of
the form
a, ar, ar 2, ar 3, c
Consider the geometric sequence 4, 20, 100, 500, . . . . You can use the common ratio
of the terms of a geometric sequence to write a recursive formula. For the sequence
4, 20, 100, 500, . . . , the common ratio is 5.
value of term 1 = A(1) = 4 The common ratio is 5.

value of term 2 = A(2) = A(1) # 5 = 20

value of term 3 = A(3) = A(2) # 5 = 100
value of term 4 = A(4) = A(3) # 5 = 500
The value of the previous
term times 5
value of term n = A(n) = A(n - 1) # 5
The recursive formula for the geometric sequence above is A(n) = A(n - 1) # 5.
The recursive formula together with the starting value A(1) = 4 defines the sequence.
A general recursive definition for a geometric sequence with common ratio r has
two parts:
A(1) = a Initial condition, or starting value
A(n) = A(n - 1) # r, for n Ú 2 Recursive formula

256 Lesson 6-3 Geometric Sequences in Recursive Form

 Problem 1
Writing a Recursive Formula for a Geometric Sequence
What do you need
to know in order to
Find the recursive formula for the sequence 7, 21, 63, 189, . . . .
write a recursive The starting value A(1) is 7. The common ratio r is 21
7 = 3.
formula for a
geometric sequence? A(1) = a; A(n) = A(n - 1) #r Use the formula.
A(1) = 7; A(n) = A(n - 1) # r
You need the common
ratio and the starting Substitute the starting value for A(1).
A(1) = 7; A(n) = A(n - 1) # 3
value.
Substitute the common ratio for r.
#
The recursive formula is A(n) = A(n - 1) 3. The recursive formula together with the
starting value A(n) = 7 defines the sequence.

Problem 2 TEKS Process Standard (1)(C)

Identifying Terms of Recursive Geometric Sequences

Consider the following geometric sequences:
Sequence A Sequence B
A(1) = 1 B(1) = 10
A(n) = 12 1
~ A(n − 1) B(n) = 10 ~ B(n − 1)
Which is greater A(100) or B(100)?
Should you calculate
A(100) and B(100) Method 1 Use real objects to help represent the values of the terms in the sequences.
exactly?
No. It can be very labor You can represent A(1) with a piece of string. Since A(1) = 1 and B(1) = 10,
intensive to use recursive use a string 10 times as long to represent B(1). Because the common ratio
definitions for such large of each sequence is less than one, you can represent the next term of each
inputs. There are more sequence by cutting off a section of string.
efficient ways to compare
these terms. After the first cut to each string, the string representing B(2) will be
longer than the string representing A(2). After the second cut, the string
representing A(3) will be longer than the string representing B(3).
In every cut after the second cut, the string representing terms in
Sequence B will be shorter than the strings representing terms in
Sequence A. This is because you cut away a greater portion of the
string for Sequence A than you do for Sequence B.
So A(100) is greater than B(100).

continued on next page ▶

PearsonTEXAS.com 257
 Problem 2 continued

Method 2 Use number sense.

Consider the first three terms of Sequence B starts with a
each sequence. greater value.
A(1) = 1 B(1) = 10
A(2) = 12 # 1 = 12 1
B(2) = 10 # 10 = 1
A(3) = 12 # 12 = 14 1
B(3) = 10 # 1 = 101
1
Since the common ratio for Sequence B, 10 , is smaller than the common ratio
1
for Sequence A, 2 , Sequence B gets smaller faster than Sequence A.
Note that while Sequence B starts out greater than Sequence A, by the third term,
Sequence B is less than Sequence A. And since Sequence B gets smaller faster
than Sequence A, terms of Sequence B are less than the corresponding terms of
Sequence A for every term after the third term. So A(100) is greater than B(100).

Problem 3 TEKS Process Standard (1)(A)

Using Sequences
A manager at a clothing store created sequences to show the original price and
the marked-down prices of jeans and sweaters in two different ways. Write a recursive
formula and an explicit formula for each sequence. What will the price of each item be
Which term number
after the 6th markdown for each sequence?
represents the 6th First Sequence (Jeans) Second Sequence (Sweaters)
markdown? $60, $51, $43.35, $36.85, . . . $60, $52, $44, $36, . . .
The 1st term represents
the original price, the common ratio = 0.85 common difference = −8
2nd term represents A(1) = 60 A(1) = 60
A(n) = A(n - 1) # 0.85
the 1st markdown, the
3rd term represents the Recursive formula A(n) = A(n - 1) - 8
2nd markdown, and so A(n) = 60 # 0.85n-1 Explicit formula A(n) = 60 + (n - 1)( -8)
A(7) = 60 # 0.857-1
on. Therefore, the 7th
term represents the 6th Substitute 7 for n. A(7) = 60 + (7 - 1)( -8)
markdown. A(7) ≈ $22.63 Simplify. A(7) = $12
Continuing the first sequence, the price of the jeans is $22.63 after the 6th markdown.
Continuing the second sequence, the price of the sweaters is $12 after the 6th markdown.

NLINE
O

PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
HO

ME
WO

Write the recursive definition for each geometric sequence.

1. 4, 8, 16, 32, . . . 2. 1, 5, 25, 125, . . . 3. 100, 50, 25, 12.5, . . .
For additional support when 1 1 3 8
completing your homework,
4. 2, -8, 32, -128, . . . 5. - 36 , 12, - 14, 4, . . . 6. 192, 128, 8513, 569, . . .
go to PearsonTEXAS.com.

258 Lesson 6-3 Geometric Sequences in Recursive Form

Find the indicated term of the geometric sequence.
3 #
7. A(n) = 4 A(n - 1), where A(1) = 256; A(4)
#
8. A(n) = -1.5 A(n - 1), where A(1) = 10; A(3)

#
9. Select Tools to Solve Problems (1)(C) Sequence A is A(n) = 2 A(n - 1),
#
where A(1) = 5. Sequence B is B(n) = 10 B(n - 1), where B(1) = 1. Select
a tool such as real objects, manipulatives, or paper and pencil to help you
determine which sequence has the greater hundredth term.
10. Select Techniques to Solve Problems (1)(C) Sequence A is A(n) = 14 A(n - 1), #
1
where A(1) = 1. Sequence B is B(n) = 15 #
B(n - 1), where B(1) = 15. Select
a technique such as mental math, estimation, or number sense to help you
determine which sequence has the greater hundredth term.
11. A researcher begins a study with 400 mg of a certain radioactive material. The
material has a half-life of 1 day, meaning that after 24 hours one half of the
atoms in the sample have disintegrated. The amount in the sample after n days
#
is given by the recursive formula A(n) = 12 A(n - 1). How much of the material
will be left in the sample after 7 days?
12. Apply Mathematics (1)(A) A store manager plans to offer discounts on some
sweaters according to this sequence: $48, $36, $27, $20.25, . . . . Write the explicit
formula and recursive definition for the sequence.
13. A geometric sequence has an initial value of 18 and a common ratio of 12 . Write
a recursive definition to represent this sequence.
14. Write the recursive definition that represents
the sequence shown in the table. n 1 2 3 4
A(n) 8 16 32 64

15. Write a geometric sequence. Then write the explicit formula and recursive
definition for your sequence.
16. Apply Mathematics (1)(A) A certain culture of yeast increases by 50% every
three hours. A scientist places 9 grams of the yeast in a culture dish. Write the
explicit formula and recursive definition for the geometric sequence formed by
the growth of the yeast.
17. The differences between consecutive terms in a geometric sequence form a
new geometric sequence. For instance, when you take the differences between
the consecutive terms of the geometric sequence 5, 15, 45, 135, . . . , you get
15 - 5, 45 - 15, 135 - 45, . . . . The new geometric sequence is 10, 30, 90, . . . .
Compare the two sequences. How are they similar, and how do they differ?

PearsonTEXAS.com 259
 Determine if each sequence is a geometric sequence. If it is, find the
common ratio and write the explicit formula and recursive definition.
18. 5, 10, 20, 40, . . . 19. 20, 15, 10, 5, . . . 20. 3, -9, 27, -81, . . .
21. 98, 14, 2, 27, . . . 22. -3, -1, 1, 3, . . . 23. 200, -100, 50, -25, . . .
Identify each sequence as arithmetic, geometric, or neither.
24. -4, 1, 6, 11, . . . 25. 1, 2, 3, 5, . . . 26. 2, 8, 32, 128, . . .

27. Explain Mathematical Ideas (1)(G) Suppose you are rehearsing for a concert.
You plan to rehearse the piece you will perform four times the first day and then
to double the number of times you rehearse the piece each day until the concert.
What are two formulas you can write to describe the sequence of how many
times you will rehearse the piece each day?

TEXAS End-of-Course PRACTICE

28. Which of the following is the explicit formula for the geometric sequence 15, 3,
0.6, 0.12, . . .?
A. A(n) = 15 # 0.2n-1 C. A(1) = 15; A(n) = 0.2 # A(n - 1)
B. A(1) = 0.12; A(n) = 5 # A(n - 1) D. A(n) = 0.2 # 15n-1
29. Which of the following is the recursive definition for the geometric sequence 2, 12,
72, 432, . . .?
F. A(n) = 2 # 6n-1 H. A(1) = 6; A(n) = 2 # A(n - 1)
G. A(1) = 2; A(n) = 6 # A(n - 1) J. A(n) = 6 # 2n-1
30. Which of the following is the explicit formula for the geometric sequence 12, 18,
27, 40.5, . . .?
A. A(n) = 15 # 1.2n-1 C. A(1) = 12; A(n) = 1.5 # A(n - 1)
B. A(1) = 12; A(n) = 0.5 # A(n - 1) D. A(n) = 12 # 1.5n-1
31. Which of the following is both an arithmetic sequence and a geometric sequence?
F. 1, -1, 1, -1, . . . H. 1, 4, 9, 16, . . .
G. 16, 24, 36, 54, . . . J. 5, 5, 5, 5, . . .
32. Write the explicit formula and recursive definition for the geometric sequence
27, 36, 48, 64, . . . .

260 Lesson 6-3 Geometric Sequences in Recursive Form

 Topic 6 Review
TOPIC VOCABULARY
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Ě FRPPRQGLIIHUHQFH p. 246 Ě JHRPHWULFVHTXHQFH p. 246 Ě VHTXHQFH p. 246
Ě FRPPRQUDWLR p. 246 Ě UHFXUVLYHGHILQLWLRQ p. 251 Ě WHUPRIDVHTXHQFH p. 246

Check Your Understanding

Choose the vocabulary term that correctly completes the sentence.
1. A(n) ? is a number sequence that has a common ratio between terms.
2. Any number in a sequence is called a(n) ? .
3. The fixed number in an arithmetic sequence is called the ? .

6-1 Arithmetic and Geometric Sequences

Quick Review Exercises

A sequence is an ordered list of numbers, called terms, that Determine whether the sequence is arithmetic,
often forms a pattern. geometric, or neither. Identify the common difference of
In an arithmetic sequence, the difference between terms any arithmetic sequence and the common ratio of any
is constant and is called the common difference. geometric sequence.
In a geometric sequence, the ratio of any term to its 4. 800, 400, 200, 100, . . .
preceding term is constant and is called the common ratio.
5. 800, 700, 500, 200, . . .
6. 800, 725, 650, 575, . . .
Example
Write an explicit formula for each sequence. Write an explicit formula for each sequence.
35, 31, 27, 23, . . . 7. -1, 3, -9, 27, . . .
r
This is an arithmetic sequence. The pattern of this 8. -17, -11, -5, 1, . . .
sequence is “add -4 to the previous term.”
r
The common difference is -4. Write an explicit formula for each sequence. Use the
r
The explicit formula for this sequence is formula to find the tenth term in the sequence.
A(n) = 35 + (n - 1)( -4).
9. arithmetic: A(1) = 11, d = -2
3, 30, 300, 3000, . . .
10. geometric: A(1) = 11, r = -2
r
This is a geometric sequence. The pattern of this
sequence is “multiply the previous term by 10.”
r
The common ratio is 10.
r
The explicit formula for this sequence is
#
A(n) = 3 (10)n-1 .

PearsonTEXAS.com 261
 6-2 Arithmetic Sequences in Recursive Form

Quick Review Exercises

An arithmetic sequence can be represented by a recursive For each sequence, write a recursive definition.
definition.
11. 3, 8, 13, 18, . . .
12. -2, -5, -8, -11, . . .
Example
13. 4, 6.5, 9, 11.5, . . .
Write a recursive definition for the arithmetic sequence
below. 14. 18, 11, 4, -3, . . .

4, 14, 24, 34, . . . For each recursive definition, find an explicit formula
A(1) = 4 that represents the same sequence.
A(2) is found by adding 10 to A(1). 15. A(n) = A(n - 1) + 3; A(1) = 4
A(3) is found by adding 10 to A(2).
16. A(n) = A(n - 1) + 11; A(1) = 13
A(4) is found by adding 10 to A(3).
17. A(n) = A(n - 1) - 1; A(1) = 19
A(n) is found by adding 10 to A(n - 1).
The recursive definition for this sequence is
A(n) = A(n - 1) + 10, where A(1) = 4.

6-3 Geometric Sequences in Recursive Form

Quick Review Exercises

A geometric sequence can be represented by a recursive Find the common ratio of each geometric sequence.
definition.
18. 10, 20, 40, 80, . . .
19. 1, 10, 100, 1000, . . .
Example
20. 100, 20, 4, 0.8, . . .
Find the common ratio of the geometric sequence.
21. 6561, 2187, 729, 243, . . .
2, 6, 18, 54, . . .
Write a recursive definition to represent the geometric
!3 !3 !3
sequence.
The common ratio of the geometric sequence is 3.
22. 20, 60, 180, 540, . . .
Write a recursive definition to represent the geometric
sequence. 23. 5, 2.5, 1.25, 0.625, . . .

256, 64, 16, 4, . . . 24. 3, 12, 48, 192, . . .

1 1 1
25. 10, 1, 0.1, 0.01, . . .
! ! !
4 4 4

A(1) = 256; A(n) = A(n - 1) # 14

262 Topic 6 5HYLHZ

 Topic 6 TEKS Cumulative Practice

Multiple Choice 3. A system has two linear equations in two variables.

The graphs of the equations have the same slope but
Read each question. Then write the letter of the correct different y-intercepts. How many solutions does the
answer on your paper. system have?
1. Tell whether the sequence is geometric. If it is, identify
A. 0 C. 2
the common ratio.
B. 1 D. infinitely many
25, 5, 1, 0.2, . . .
1 4. What is the range of the function f (x) = 2x - 3 for the
A. geometric sequence; 5
domain { -4, -2, 0, 2, 4}?
B. geometric sequence; 5
F. { -11, -7, -3, 1, 5}
C. geometric sequence; 20
G. {1, 3, 5, 7, 11}
D. not a geometric sequence
H. { -11, -7, -5, -3, -1}
2. Hilo’s class fund has $65. The class is having a car wash
J. { -11, -7, -3, 7, 11}
to raise more money for a trip. The graph below models
the amount of money the class will have if it charges $4 5. What is the domain of the function f (x) = -4x for the
for each car washed. range { -4, -2, 0, 2, 4}?

100 A. { -2, -1, 0, 1, 2}

80 B. { -4, -2, 0, 2, 4}
Class Fund, y ($)

C. { -1, -0.75, 0, 0.75, 1}

60
D. { -1, -0.5, 0, 0.5, 1}
40
6. What is the fourth term of the sequence described
20 by the explicit formula A(n) = 2 + (n - 1)( -2.5)?
0 F. A(4) = -9.5
0 2 4 6 8 10 12
Number of Cars Washed, x G. A(4) = -7.5

How would the graph change if the class charged H. A(4) = -5.5
$5 per car washed? J. A(4) = 9.5
F. The y-intercept would increase. 7. What is the eleventh term of the sequence described
G. The slope would increase. by the explicit formula A(n) = -9 + (n - 1)(3)?

H. The y-intercept would decrease. A. A(11) = -39

J. The slope would decrease. B. A(11) = -21

C. A(11) = 21
D. A(11) = 39

PearsonTEXAS.com 263
 8. Solve the equation 3w + 2 = w - 4. 13. Identify a recursive definition for the following
geometric sequence.
F. w = -3
10, 40, 160, 640, . . .
G. w = -1
H. w = 1
A. A(1) = 10; A(n) = A(n - 1) # 14
B. A(1) = 10; A(n) = A(n - 1) # 4
J. w = 3
C. A(1) = 4; A(n) = A(n - 1) # 10
9. Solve the equation 4(5n + 1) = 8(3n - 5).
D. A(1) = 10; A(n - 1) = A(n) # 4
A. n = -11
B. n = 1.5 Gridded Response
C. n = 9 14. The sum of two consecutive integers is -15. What is
D. n = 11 the product of the two integers?

10. A bottle holds 48 tsp of vanilla. The amount A of vanilla 15. Max writes a number pattern in which each number
remaining in the bottle decreases by 2 tsp per batch b of in the pattern is 1 less than twice the previous number.
cookies. What linear function rule best represents this If the first number is 2, what is the fifth number?
situation? 16. In a bird sanctuary, 30% of the birds are
F. A = 48 - 2b hummingbirds. If there are about 350 birds in
the sanctuary at any given time, how many are
G. A = 48 + 2b hummingbirds?
H. A = 2b - 48 17. The figures below are similar. What is the missing
J. A = 48 , 2b length in centimeters?

11. You are buying party favors that cost $2.47 each. You 8 cm 5 cm
can spend no more than $30 on the party favors. What
linear inequality best represents this situation? 5 cm y
5 cm
A. 2.47p 6 30 8 cm

B. 2.47 … 30p
18. In the late afternoon, a 3.5-ft child casts a 60-in.
C. 2.47p … 30 shadow. The child is next to a telephone pole that
casts a 50-ft shadow, forming similar triangles. How
D. 2.47p 7 30
tall is the telephone pole in feet?
12. Tell whether the sequence is arithmetic. If it is, identify
19. The scale on a map is 1 in. : 25 mi. You measure 6.5 in.
the common difference.
between two towns. What is the actual distance in
4, 12, 20, 28, . . . miles?
F. not an arithmetic sequence
G. arithmetic sequence; -8
H. arithmetic sequence; 8
J. arithmetic sequence; 3

264 Topic 6 TEKS Cumulative Practice

Constructed Response 26. Look at the sequence below:

20. After one customer buys 4 new tires, a garage 10, 50, 250, . . .
recycling bin has 20 tires in it. After another customer a. Tell whether the sequence is a geometric sequence.
buys 4 new tires, the bin has 24 tires in it. Write an
explicit formula to represent the number of tires in b. List the next three terms in the sequence.
the bin as an arithmetic sequence. How many tires are c. Write a recursive definition for the sequence.
in the bin after 9 customers buy all new tires?
d. Write an explicit formula for the sequence.
21. You have a cafeteria card worth $50. After you buy
27. Look at the sequence below described by the
lunch on Monday, its value is $46.75. After you
explicit formula.
buy lunch on Tuesday, its value is $43.50. Write an
explicit formula to represent the amount of money A(n) = 2 + (n - 1)( -2.5)
left on the card as an arithmetic sequence. What is
a. Find the second term in the sequence.
the value of the card after you buy 12 lunches?
b. Find the fourth term in the sequence.
22. The Fibonacci sequence is 1, 1, 2, 3, 5, 8, 13, . . . . After
the first two numbers, each number is the sum of the c. Find the eleventh term in the sequence.
two previous numbers. What is the next term of the
28. Look at the sequence below described by the
sequence? The eleventh term of the sequence?
explicit formula.
23. Tell whether the relationship should be represented by
A(n) = -9 + (n - 1)(3)
a continuous or discrete graph.
a. Find the second term in the sequence.
the price of turkey that sells for $.89 per pound
b. Find the fourth term in the sequence.
24. Tell whether the relationship should be represented by
a continuous or discrete graph. c. Find the eleventh term in the sequence.

the profit you make selling flowers at $1.50 each when

each flower costs you $.80
25. Look at the sequence below.
-3.2, -2.4, -1.6, -0.8, . . .
a. Tell whether the sequence is an arithmetic sequence.
b. List the next three terms in the sequence.
c. Write a recursive definition for the sequence.
d. Write an explicit formula for the sequence.

PearsonTEXAS.com 265
 Topic 7 Polynomials and Factoring
TOPIC OVERVIEW VOCABULARY

7-1 Adding and Subtracting Polynomials English/Spanish Vocabulary Audio Online:

7-2 Multiplying and Factoring English Spanish
7-3 Multiplying Binomials binomial, p. 268 binomio
7-4 Multiplying Special Cases degree of a monomial, p. 268 grado de un monomio
7-5 Factoring x 2 + bx + c degree of a polynomial, p. 268 grado de un polinomio
7-6 Factoring ax 2 + bx + c
difference of two squares, p. 296 diferencia de dos cuadrados
excluded value, p. 305 valor excluido
7-7 Factoring Special Cases
factoring by grouping, p. 301 factor común por agrupación
7-8 Factoring by Grouping de términos
7-9 Simplifying Rational Expressions monomial, p. 268 monomio
7-10 Dividing Polynomials perfect-square trinomial, p. 296 trinomio cuadrado perfecto
polynomial, p. 268 polinomio
rational expression, p. 305 expresión racional
standard form of a forma normal de un polinomio
polynomial, p. 268
trinomial, p. 268 trinomio

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266 Topic 7 Polynomials and Factoring

 Who’s Right?

3--Act Math
People often approach a
problem in different ways.
Sometimes their solutions
are the same, but other times
different approaches lead to
very different, but still valid
solutions.

Suppose you had to solve a

system of linear equations.
You might solve it by graphing
while a classmate might use
substitution. Is one way of
solving a problem always better
than another? Think about
this as you watch the 3-Act
Math video.

Scan page to see a video

for this 3-Act Math Task.

If You Need Help . . .

VOCABULARY ONLINE LEARNING ANIMATIONS INTERACTIVE MATH TOOLS
You’ll find definitions of math You can also access all of the These interactive math tools
terms in both English and stepped-out learning animations give you opportunities to
Spanish. All of the terms have that you studied in class. explore in greater depth
audio support. key concepts to help build
understanding.

INTERACTIVE EXPLORATION STUDENT COMPANION VIRTUAL NERD

You’ll have access to a robust Refer to your notes and Not sure how to do some of
assortment of interactive solutions in your Student the practice exercises? Check
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interactive concept explorations, your Student Companion is also for stepped-out, multi-level
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PearsonTEXAS.com 267
 7-1 Adding and Subtracting Polynomials
TEKS FOCUS VOCABULARY
TEKS (10)(A) Add and subtract ĚBinomial – a polynomial with two ĚPolynomial – a monomial or a sum
polynomials of degree one and terms of monomials
degree two.
ĚDegree of a monomial – the sum of ĚStandard form of a polynomial – a
TEKS (1)(A) Apply mathematics to the exponents of the variables in a polynomial written so that the
problems arising in everyday life, nonzero monomial degrees of its monomial terms
decrease from left to right
society, and the workplace. ĚDegree of a polynomial – the
Additional TEKS (1)(E) highest degree of the monomials ĚTrinomial – a polynomial with three
that make up a polynomial terms

ĚMonomial – a real number, a

variable, or a product of a real ĚApply – use knowledge or
number and one or more variables information for a specific purpose,
with whole-number exponents such as solving a problem

ESSENTIAL UNDERSTANDING
You can use monomials to form larger expressions called polynomials. Polynomials
can be added and subtracted.

Key Concept Naming Polynomials

You can name a polynomial based on its degree or the number of monomials it contains.

Name Using Number Name Using

Polynomial Degree Degree of Terms Number of Terms
6 0 Constant 1 Monomial
5x ! 9 1 Linear 2 Binomial
4x2 ! 7x ! 3 2 Quadratic 3 Trinomial
2x3 3 Cubic 1 Monomial
8x4 " 2x3 ! 3x 4 Fourth degree 3 Trinomial

268 Lesson 7-1 Adding and Subtracting Polynomials

 Problem 1
Finding the Degree of a Monomial
What is the degree of each monomial?
Why is the degree of
a nonzero constant 0? A 5x Degree: 1 5x = 5x 1. The exponent is 1.
You can write a nonzero
B 6x 3y 2 Degree: 5 The exponents are 3 and 2. Their sum is 5.
constant c as cx 0. The
exponent is 0, so the C 4 Degree: 0 4 = 4x 0. The degree of a nonzero constant is 0.
degree is 0 also.

Problem 2
Adding and Subtracting Monomials
Will the sum of two What is the sum or difference?
monomials always be
a monomial? A 3x + 5x = (3 + 5)x Use the Distributive B 4y - y = (4 - 1)y Use the Distributive
No. The monomials must Property. Property.
be like terms.
= 8x Simplify. = 3y Simplify.

Problem 3

Classifying Polynomials
Why do you need to Write each polynomial in standard form. What is the name of the polynomial
combine like terms based on its degree and number of terms?
in part (B)?
To name a polynomial A 3x + 4x 2 B 4x − 1 + 5x 3 + 7x
correctly based on its 4x 2 + 3x Place terms in order. 5x 3 + 4x + 7x - 1 Place terms in order.
number of terms, you
must first combine all This is a quadratic binomial. 5x 3 + 11x - 1 Combine like terms.
like terms. This is a cubic trinomial.

Problem 4 TEKS Process Standard (1)(A)

Adding Polynomials
Travel A researcher studied the number of overnight stays in U.S. National Park
Service campgrounds and in the backcountry of the national park system over a
5-yr period. The researcher modeled the results, in thousands, with the following
polynomials.
Campgrounds: − 7.1x2 − 180x + 5800 Backcountry: 21x2 − 140x + 1900
In each polynomial, x = 0 corresponds to the first year in the 5-yr period. What
polynomial models the total number of overnight stays in both types of sites?

continued on next page ▶

PearsonTEXAS.com 269
 Problem 4 continued

Ě Overnight stays in campgrounds: A polynomial for the total The word both implies
- 7.1x 2 - 180x + 5800 number of overnight addition, so add the two
Ě Overnight stays in backcountry: stays in campgrounds and polynomials to represent
21x 2 - 140x + 1900 backcountry the total.

Method 1 Add vertically. Line up like terms. Then add the coefficients.
-7.1x2 - 180x + 5800
+ 21x2 - 140x + 1900
13.9x2 - 320x + 7700

Method 2 Add horizontally. Group like terms. Then add the coefficients.
1 -7.1x2 - 180x + 5800 2 + 1 21x2 - 140x + 1900 2
= 1 -7.1x2 + 21x2 2 + 1 -180x - 140x 2 + 1 5800 + 1900 2
= 13.9x2 - 320x + 7700

A polynomial that models the number of stays (in thousands) in campgrounds and
backcountry over the 5-yr period is 13.9x2 - 320x + 7700.

Problem 5 TEKS Process Standard (1)(E)

Subtracting Polynomials
Simplify (−3x 2 + 5x) − (5x 2 + 3x − 12).
How can Problem 4
help you solve this Method 1 Subtract vertically.
problem?
Change the subtraction -3x 2 + 5x Line up like terms.
to addition by adding - 1 5x 2 + 3x - 12 2
the opposite. Then use
the vertical or horizontal Then add the opposite of each term in
-3x 2 + 5x
method from Problem 4 the polynomial being subtracted.
to add the polynomials. -5x 2 - 3x + 12
-8x 2 + 2x + 12

Method 2 Subtract horizontally.

1 -3x 2 + 5x 2 - 1 5x 2 + 3x - 12 2
Write the opposite of each term in the
= -3x 2 + 5x - 5x 2 - 3x + 12
polynomial being subtracted.
= 1 -3x 2 - 5x 2 2 + 1 5x - 3x 2 + 12 Group like terms.

= -8x 2 + 2x + 12 Simplify.

270 Lesson 7-1 Adding and Subtracting Polynomials

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PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.

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Find the degree of each monomial.

1. 3x 2. 8a3 3. 20 4. 2b8c2
For additional support when 5. -7y 3z 6. -3 7. 12w 4 8. 0
completing your homework,
go to PearsonTEXAS.com. Simplify.
9. 5n 2 - 2 10. 6x 3 + 17 11. 2c 2 + 17c - 1
- 1 3n2 + 8 2 - 1 4x 3 + 19 2 - 1 c 2 - 10c + 4 2

12. 1 14h2 + 3h 2 - 1 9h2 + 2h 2 13. 1 -6w 4 + w 2 2 - 1 -2w 3 + 4w 2 - w 2

14. Apply Mathematics (1)(A) The perimeter of a triangular park
is 16x + 3. What is the missing length?
15. The perimeter of a trapezoid is 39a - 7. Three sides have the 5x – 1
following lengths: 9a, 5a + 1, and 17a - 6. What is the length
of the fourth side?
2x + 5
16. Explain Mathematical Ideas (1)(G) Describe and correct
the error in finding the difference of the polynomials.

(4x2 – x + 3) - (3x2 – 5x - 6) = 4x2 – x + 3 - 3x2 – 5x - 6

= 4x2 – 3x2 - x - 5x + 3 - 6
= x2 – 6x - 3

Simplify.
17. 12p + 8p 18. 2m3n3 + 9m3n3 19. 8w + w
20. 3t 4 + 11t 4 21. x - 9x 22. 30v 4w 3 - 12v 4w 3
Write each polynomial in standard form. Then name each polynomial based on
its degree and number of terms.
23. 5y - 2y 2 24. -2q + 7 25. x 2 + 4 - 3x
26. 6x 2 - 13x 2 - 4x + 4 27. c + 8c 3 - 3c7 28. 3z 4 - 5z - 2z 2
Simplify.
29. 4w - 5 30. 6x 2 + 7 31. 2k 2 - 3k + 3
+ 9w + 2 + 3x 2 + 1 + 5k 2 + 3k - 7

32. 1 5x 2 + 3 2 + 1 15x 2 + 2 2 33. 1 2g 4 - 3g + 9 2 + 1 -g 3 + 12g 2

34. a. Is the sum of two polynomials always a polynomial? Explain.

b. Is the difference of two polynomials always a polynomial? Explain.

PearsonTEXAS.com 271
 35. Apply Mathematics (1)(A) The number of students at East High School and the
number of students at Central High School over a 10-year period can be modeled
by the following polynomials.
East High School: -11x2 + 133x + 1200
Central High School: -7x2 + 95x + 1100
In each polynomial, x = 0 corresponds to the first year in the 10-year period.
What polynomial models the total number of students at both high schools?
Create Representations to Communicate Mathematical Ideas (1)(E) Simplify.
Write each answer in standard form.
36. 1 5x 2 - 3x + 7x 2 + 1 9x 2 + 2x 2 + 7x 2
37. 1 y 3 - 4y 2 - 2 2 - 1 6y 3 + 4 - 6y 2 2
38. 1 -9r 3 + 2r - 1 2 - 1 -5r 2 + r + 8 2
39. 1 3z 3 - 4z + 7z 2 2 + 1 8z 2 - 6z - 5 2
40. a. Write the equations for each line. Use slope-intercept form. y p q
b. Use your equations from part (a) to write a function for the 6
difference between the y-coordinates D(x) between points on
lines p and q with the same x-value. 4
c. For what value of x does D(x) equal zero? 2
d. Analyze Mathematical Relationships (1)(F) How does the
x-value in part (c) relate to the graph? !2 O 2 4 6 x
Simplify each expression.
41. 1 ab 2 + ba 3 2 + 1 4a 3b - ab 2 - 5ab 2
42. 1 9pq 6 - 11p 4q 2 - 1 -5pq 6 + p 4q 4 2

TEXAS End-of-Course PRACTICE

43. What is a simpler form of 1 3x 2 + 6x - 1 2 + 1 4x 2 + 5x + 9 2 ?

A. -x 2 + x - 10 B. x 2 - x + 10 C. 7x 2 + 11x + 8 D. 7x 2 + 11x + 10
44. The price of a gift basket of food can be modeled by a linear equation. y
You can use the graph at the right to find the price of the basket y,
20
based on pounds of food x. What is the equation of the line?
F. y = 5x + 10 H. y = x + 10 10
0 x
G. y = 10x + 5 J. y = 10x + 10
0 2 4
45. Simplify 1 8x 3 - 5x + 1 2 - 1 x 2 + 4 2 . Show your work.

272 Lesson 7-1 Adding and Subtracting Polynomials

 7-2 Multiplying and Factoring
TEKS FOCUS VOCABULARY
TEKS (10)(D) Rewrite polynomial expressions of degree one and degree ĚArgument – a set of statements put
two in equivalent forms using the distributive property. forth to show the truth or falsehood of
a mathematical claim
TEKS (1)(G) Display, explain, and justify mathematical ideas and
arguments using precise mathematical language in written or oral ĚJustify – explain with logical reasoning.
communication. You can justify a mathematical
argument.
Additional TEKS (1)(E), (10)(B)

ESSENTIAL UNDERSTANDING
You can use the Distributive Property to multiply a monomial by a polynomial.

Key Concept Multiplying a Monomial by a Polynomial

You can multiply a monomial by a polynomial using the Distributive Property.
For example, consider the product 2x(3x + 1).
2x(3x + 1) = 2x(3x) + 2x(1)
= 6x2 + 2x
You can show why the multiplication makes sense using the area model below.
x x x 1

x x2 x2 x2 x
2x
x x2 x2 x2 x

3x ! 1

PearsonTEXAS.com 273
 Problem 1
Multiplying Polynomials of Degree One
What should you Multiple Choice What is a simpler form of −x (9x + 7)?
keep in mind when
multiplying? -9x - 7 9x 2 + 7x -9x 2 + 7 -9x 2 - 7x
Remember to distribute -x(9x + 7) = -x(9x) - x(7) Use the Distributive Property.
-x to all of the terms.
Also remember to add = -9x 1 +1 - 7x Multiply coefficients and add exponents.
the exponents instead of
multiplying them. = -9x 2 - 7x Simplify.
The correct answer is D.

Problem 2 TEKS Process Standard (1)(E)

Finding the Greatest Common Factor

What is the GCF of the terms of 5x 3 + 25x 2 + 45x?
List the prime factors of each term. Identify the factors common to all terms.
Why use the factors 5x 3 = 5#x#x#x Remember to list only
25x 2 = 5 # 5 # x # x
5 and x to form the
the prime factors of
GCF, but not 3? the variables.
45x = 3 # 3 # 5 # x
Both 5 and x are factors
of every term of the
polynomial, but 3 is only The GCF is 5 # x, or 5x.
a factor of the last term.

Problem 3 TEKS Process Standard (1)(G)

Factoring Out a Monomial

What is the factored form of 4x 2 − 24x ?

To factor the polynomial,

first factor each term.
4x 2 = 2#2#x#x
24x = 2 # 2 # 2 # 3 # x
The GCF is 2 # 2 # x, or 4x.
Find the GCF of the
two terms.

Use the Distributive

Property to factor out 4x2 − 24x = 4x(x) + 4x(−6)
the GCF from each term.
Then factor it out of the = 4x(x − 6)
polynomial.
The factored form of the
polynomial is 4x(x − 6).

274 Lesson 7-2 Multiplying and Factoring

 Problem 4
Factoring a Polynomial Model
Helipads A helicopter landing pad, or helipad, is sometimes
How can you find the marked with a circle inside a square so that it is visible from
shaded region’s area? the air. What is the area of the shaded region of the helipad
The shaded region is the
at the right? Write your answer in factored form.
entire square except for
the circular portion. So, Step 1 Find the area of the shaded region.
subtract the area of the
circle from the area of A1 = s 2 Area of a square
the square. = (2x)2 Substitute 2x for s.
= 4x 2 Simplify.
A 2 = pr 2 Area of a circle
= px 2 Substitute x for r.
The area of the shaded region is 2x
A1 - A2, or 4x 2 - px 2.
Step 2 Factor the expression. x
First find the GCF.
# # #
4x 2 = 2 2 x x
# #
px 2 = p x x
#
The GCF is x x, or x 2.
Step 3 Use the Distributive Property
to factor out the GCF.
4x 2 - px 2 = x 2(4) + x 2( -p)
= x 2(4 - p)
The factored form of the area of the shaded region is x 2(4 - p).

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PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
HO

ME
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Create Representations to Communicate Mathematical Ideas (1)(E) Factor each

polynomial.

For additional support when 1. t 2 + 8t 2. 14n2 - 35n + 28 3. g 4 + 24g 3 + 12g 2 + 4g

completing your homework,
4. 17xy 4 + 51x 2y 3 5. 9m4n5 - 27m2n3 6. 31a6b3 + 63a5
go to PearsonTEXAS.com.
7. Apply Mathematics (1)(A) A circular table is painted yellow with
a red square in the middle. The radius of the tabletop is 6x. The 6x
side length of the red square is 3x. What is the area of the yellow 3x
part of the tabletop? Write your answer in factored form.
8. Apply Mathematics (1)(A) A circular mirror is surrounded by
a square metal frame. The radius of the mirror is 5x. The side
length of the metal frame is 15x. What is the area of the metal
frame? Write your answer in factored form.

PearsonTEXAS.com 275
 Simplify. Write in standard form.
9. -2x(5x 2 - 4x + 13) 10. -5y 2(-3y 3 + 8y) 11. 10a( -6a2 + 2a - 7)
12. p(p + 2) - 3p(p - 5) 13. t 2(t + 1) - t (2t 2 - 1) 14. 3c (4c 2 - 5) - c (9c)

15. Apply Mathematics (1)(A) A rectangular wooden frame has side lengths 5x and
7x + 1. The rectangular opening for a picture has side lengths 3x and 5x. What is
the area of the wooden part of the frame? Write your answer in factored form.
16. Explain Mathematical Ideas (1)(G) Describe and correct
the error made in multiplying. -3x(2x - 5) = -3x(2x) - 3x(5)
= -6x2 – 15x
17. a. Factor n2 + n.
b. Justify Mathematical Arguments (1)(G) Suppose n is an integer. Is n2 + n
always, sometimes, or never an even integer? Justify your answer.
18. a. A polygon has n sides. How many diagonals will it have from one vertex?
b. The number of diagonals from all the vertices is n2 (n - 3). Write this
polynomial in standard form.
c. A polygon has 8 sides. How many diagonals does it have?
Simplify each product.
19. 7x(x + 4) 20. (b + 11)2b 21. 3m(10 - m)
Find the GCF of the terms of each polynomial.
22. 12x + 20 23. 8w 2 - 18w 24. 14z 4 - 42z 3 + 21z 2

25. Justify Mathematical Arguments (1)(G) The GCF of two numbers p and q is 7.
What is the GCF of p2 and q2 ? Justify your answer.
4s
STEM 26. Apply Mathematics (1)(A) The diagram shows a cube of metal
s
with a cylinder cut out of it. The formula for the volume of a
cylinder is V = pr 2h, where r is the radius and h is the height.
48 in. 4s
a. Write a formula in terms of s for the volume V of the metal left
after the cylinder has been removed.
b. Factor your formula from part (a).
4s
c. Find V in cubic inches for s = 15 in. Use p = 3.14.

TEXAS End-of-Course PRACTICE

27. What is the slope of the line that passes through CD in the graph? y
4
28. Simplify the product 4x(5x2 + 3x + 7). What is the coefficient of D
C
the x2 -term? 2
29. What is the solution of the equation 7x - 11 = 3? A x
B !6 !4 !2 O
30. Simplify the product 8x3(2x2). What is the exponent?

276 Lesson 7-2 Multiplying and Factoring

 7-3 Multiplying Binomials
TEKS FOCUS VOCABULARY
TEKS (10)(B) Multiply polynomials of degree one and degree two. ĚNumber sense – the understanding
of what numbers mean and how they
TEKS (1)(C) Select tools, including real objects, manipulatives, paper and
are related
pencil, and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve problems.

Additional TEKS (1)(E), (10)(D)

ESSENTIAL UNDERSTANDING
There are several ways to find the product of two binomials, including models,
algebra, and tables.

Key Concept Using an Area Model

One way to find the product of two x x 1
This model shows
binomials is to use an area model, as
that (2x ! 1)(x ! 2) x x2 x2 x
shown at the right. x!2
can be written in
standard form as 1 x x 1
1 x x 1
2x2 ! 5x ! 2.
2x ! 1

Problem 1 TEKS Process Standard (1)(C)

Multiplying Polynomials
Find the product (2x + 1)(x + 5).
How do you know You can use algebra tiles to model the multiplication of two binomials.
which tiles to use?
Place a blue x2 tile in the
product when the factors
are two green x tiles.
Place a green x tile in the x!5
product when the factors
are a green x tile and a
yellow unit tile.
Place a yellow unit tile 2x ! 1
in the product when the
factors are two yellow
unit tiles. 2x2 + 10x + x + 5 Identify the terms modeled by the tiles.
2x2 + 11x + 5 Add coefficients of like terms.

PearsonTEXAS.com 277
 Problem 2
Using the Distributive Property
What is the simplest form of (2x + 4)(3x − 7)?
How can you use the
Distributive Property (2x + 4)(3x - 7) = 2x(3x - 7) + 4(3x - 7) Distribute the second factor, 3x - 7.
with two binomials?
Consider the second = 6x 2 - 14x + 4(3x - 7) Distribute 2x.
binomial as a single
= 6x 2 - 14x + 12x - 28 Distribute 4.
variable, and distribute it
to each term of the first = 6x 2 - 2x - 28 Combine like terms.
binomial.

Problem 3 TEKS Process Standard (1)(E)

Using a Table
What is the simplest form of (x − 3)(4x − 5)?

Binomial factors Product of binomials Use a table.

written in standard
form

When you use the Distributive Property to multiply binomials, notice that you
multiply each term of the first binomial by each term of the second binomial.
A table of products can help you organize your work.

Is this the only table When labeling the rows

you can make? 4x !5 and columns, think of
No. You can write the x 4x2 x ! 3 as x " (!3). Think
!5x
terms of x - 3 in a row of 4x ! 5 as 4x " (!5).
and the terms of 4 x - 5 !3 !12x 15
in a column.

The product is 4x2 - 5x - 12x + 15, or 4x2 - 17x + 15.

Problem 4

Using FOIL
How can a diagram
help you multiply What is a simpler form of (5x − 3)(2x + 1)?
two binomials?
Draw arrows from each First Outer Inner Last
term of the first binomial
to each term of the (5x ! 3)(2x " 1) = (5x)(2x) + (5x)(1) + ( -3)(2x) + ( -3)(1)
second binomial. This will = 10x2 + 5x - 6x - 3
help you organize the
products of the terms. = 10x2 - x - 3
The product is 10x2 - x - 3.

278 Lesson 7-3 Multiplying Binomials

 Problem 5
Applying Multiplication of Binomials
Multiple Choice A cylinder has the dimensions shown x!1
in the diagram. Which polynomial in standard form best
describes the total surface area of the cylinder?
x!4
2px 2 + 4px + 2p
2px 2 + 10px + 8p
4px2 + 14px + 10p
2px2 + 2px + 10p
The total surface area (S.A.) of a cylinder is given by the formula S.A. = 2pr 2 + 2prh,
where r is the radius of the cylinder and h is the height.
S.A. = 2pr 2 + 2prh Surface area of a cylinder
How can you simplify
(x + 1)2 ? = 2p(x + 1)2 + 2p(x + 1)(x + 4) Substitute x + 1 for r and x + 4 for h.
Write the expression
as (x + 1)(x + 1) = 2p(x + 1)(x + 1) + 2p(x + 1)(x + 4) Write (x + 1)2 as (x + 1)(x + 1).
and multiply the
= 2p 1 x2 + x + x + 1 2 + 2p 1 x2 + 4x + x + 4 2 Multiply binomials.
binomials. You do
not “distribute” the = 2p 1 x2 + 2x + 1 2 + 2p 1 x2 + 5x + 4 2 Combine like terms.
exponent to each term:
(x + 1)2 ≠ x 2 + 12. = 2p 1 x2 + 2x + 1 + x2 + 5x + 4 2 Factor out 2p.
= 2p 1 2x2 + 7x + 5 2 Combine like terms.
= 4px2 + 14px + 10p Write in standard form.
The correct answer is C.

Problem 6

Multiplying a Trinomial and a Binomial

What is the simplest form of (3x2 + x − 5)(2x − 7)?
Multiply by arranging the polynomials vertically as shown.
How should you align
the polynomials? 3x2 + x - 5
Write the polynomials
2x - 7
so that like terms are
vertically aligned. -21x2 - 7x + 35 Multiply by -7.
6x3 + 2x2 - 10x Multiply by 2x.
6x3 - 19x2 - 17x + 35 Add like terms.
The product is 6x3 - 19x2 - 17x + 35.

PearsonTEXAS.com 279
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PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
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Select Tools to Solve Problems (1)(C) Select and use a tool, such as algebra tiles
or paper and pencil, to find each product.

For additional support when 1. (x - 3)(x + 2) 2. (4x + 1)(x + 4) 3. (2x + 5)(2x - 5)

completing your homework,
go to PearsonTEXAS.com. Simplify each product using the Distributive Property. Use a table to organize
your work.
4. (x + 5)(x - 4) 5. (2h - 7)(h + 9) 6. (3p + 4)(2p + 5)
Simplify each product using the Distributive Property.
7. (x + 7)(x + 4) 8. (2r - 3)(r + 1) 9. (2x + 7)(3x - 4)
Simplify each product using the FOIL method.
10. (a + 8)(a - 2) 11. (x + 4)(4x - 5) 12. (k - 6)(k + 8)
13. (3h + 2)(6h - 5) 14. (4w + 13)(w + 2) 15. (8c - 1)(6c - 7)

16. Use Representations to Communicate Mathematical Ideas (1)(E) What x!2

is the total surface area of the cylinder? Write your answer as a polynomial
in standard form.
17. Apply Mathematics (1)(A) The radius of a cylindrical gift box is (2x + 3) in. x!5
The height of the gift box is twice the radius. What is the surface area of the
cylinder? Write your answer as a polynomial in standard form.
Simplify each product.
18. (x + 5)(x2 - 3x + 1) 19. (k2 - 4k + 3)(k - 2)
20. (2a2 + 4a + 5)(5a - 4) 21. (2g + 7)(3g 2 - 5g + 2)

22. Apply Mathematics (1)(A) A school’s rectangular athletic fields currently have a
length of 125 yd and a width of 75 yd. The school plans to expand both the length
and the width of the fields by x yards. What polynomial in standard form represents
the area of the expanded athletic field?
23. Apply Mathematics (1)(A) You are planning
a rectangular dining pavilion. Its length is
three times its width x. You want a stone
walkway that is 3 ft wide around the pavilion.
You have enough stones to cover 396 ft2 and
want to use them all in the walkway. What
should the dimensions of the pavilion be?

3 ft
3 ft

280 Lesson 7-3 Multiplying Binomials

 Simplify each product. Write in standard form.
24. (x2 + 1)(x - 3) 25. ( -n2 - 1)(n + 3)
26. (b2 - 1)(b2 + 3) 27. (2m2 + 1)(m + 5)
28. (c2 - 4)(2c + 3) 29. (4z 2 + 1)(z + 3z 2)

30. The dimensions of a rectangular prism are n, n + 7, and n + 8. Use the formula
V = /wh to write a polynomial in standard form for the volume of the prism.
31. Explain Mathematical Ideas (1)(G) Describe
and correct the error made in finding the (x - 2) (3x + 4) = x(3x) + x(4) - 2(4)
product. = 3x2 + 4x - 8
32. Justify Mathematical Arguments (1)(G) Is the
product of two polynomials always a polynomial? Explain.
33. Explain Mathematical Ideas (1)(G) Simplify each pair of products. What are the
similarities between your two answers in each pair of products?
a. (x + 1)(x + 1) b. (x + 1)(x + 2) c. (x + 1)(x + 3)
11 11# #
11 12 #
11 13
For Exercises 34–36, each expression represents the side length of a cube.
Write a polynomial in standard form for the surface area of each cube.
34. x + 2 35. 3a + 1 36. 2c2 + 3

37. Apply Mathematics (1)(A) Suppose you deposit $1500 for college in a savings
account that has an annual interest rate r (expressed as a decimal). At the end
of 3 years, the value of your account will be 1500(1 + r)3 dollars.
a. Rewrite the expression 1500(1 + r)3 by finding the product
1500(1 + r)(1 + r)(1 + r). Write your answer in standard form.
b. How much money is in the account after 3 yr if the interest rate is 3% per year?

TEXAS End-of-Course PRACTICE

38. Which expression is equivalent to (x + 4)(x - 9)?

A. x2 + 5x - 36 B. x2 - 5x - 36 C. x2 - 13x - 36 D. x2 - 13x - 5
39. A trapezoid is determined by the following system of inequalities.
yÚ3 y…9 x…8 y … 2x + 3
a. Graph the trapezoid in the coordinate plane.
b. The formula for the area A of a trapezoid is A = 12(b1 + b2)h, where b1 and
b2 are the bases of the trapezoid and h is its height. What is the area of the
trapezoid you graphed in part (a)? Show your work.

PearsonTEXAS.com 281
 7-4 Multiplying Special Cases
TEKS FOCUS VOCABULARY
TEKS (10)(B) Multiply polynomials of degree one and degree two. ĚNumber sense – the understanding
of what numbers mean and how they
TEKS (1)(C) Select tools, including real objects, manipulatives, paper and
are related
pencil, and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve problems.

Additional TEKS (1)(A), (1)(D)

ESSENTIAL UNDERSTANDING
There are special rules you can use to simplify the square of a binomial or the
product of a sum and difference.

Key Concept The Square of a Binomial

Words The square of a binomial is the square of the first term plus twice the product of the
two terms plus the square of the last term.

Algebra Examples
(a + b)2 = a2 + 2ab + b2 (x + 4)2 = x2 + 8x + 16
(a - b)2 = a2 - 2ab + b2 (x - 3)2 = x2 - 6x + 9

Key Concept The Product of a Sum and Difference

Words The product of the sum and difference of the same two terms is the difference of
their squares.

Algebra Examples
(a + b)(a - b) = a2 - b2 (x + 2)(x - 2) = x2 - 22 = x2 - 4

282 Lesson 7-4 Multiplying Special Cases

 Problem 1 TEKS Process Standard (1)(D)

Squaring a Binomial x!8

x 1 1 1 1 1 1 1 1
What is the simplest form of each product?
A (x + 8)2
x
(x + 8)2 = x2 + 2x(8) + 82 Square the binomial.
1
= x2 + 16x + 64 Simplify.
1
The area model at the right confirms the product is x!81
x2 + 16x + 64. 1
1
1
1
1

B (2m − 3)2 2m Ľ 3
m m Ľ1 Ľ1 Ľ1
(2m - 3)2 = (2m)2 - 2(2m)(3) + 32 Square the binomial.
= 4m2 - 12m + 9 Simplify. m

The area model at the right confirms the product is

4m2 - 12m + 9. 2m Ľ 3 m

Ľ1
Ľ1
Ľ1

Problem 2 TEKS Process Standard (1)(A)

Applying Squares of Binomials

Exterior Design A square outdoor patio is surrounded by a 3 ft
brick walkway, as shown. What is the area of the walkway?
How do you find the
area of the walkway? Step 1 Find the total area of the patio and walkway.

x ft
The area of the walkway
(x + 6)2 = x 2 + 2(x)(6) + 62 Square the binomial. (x + 6) ft

3 ft
3 ft
is the difference of the
total area and the area of
the patio.
= x 2 + 12x + 36 Simplify.
x ft
Step 2 Find the area of the patio.
The area of the patio is x # x, or x2. 3 ft
(x + 6) ft
Step 3 Find the area of the walkway.
Area of walkway = Total area - Area of patio
= (x2 + 12x + 36) - x2 Substitute.
= (x2 - x2) + 12x + 36 Group like terms.
= 12x + 36 Simplify.
The area of the walkway is (12x + 36) ft2.

PearsonTEXAS.com 283
 Problem 3

Using Mental Math

What is 392 ? Use mental math.
What number close
to 39 can you square 392 = (40 - 1)2 Write 392 as the square of a binomial.
mentally?
The nearest multiple of = 402 - 2(40)(1) + 12 Square the binomial.
10 to 39 is 40, which is
= 1600 - 80 + 1 Simplify.
a number you should be
able to square mentally. = 1521 Simplify.

Problem 4

Finding the Product of a Sum and Difference

What is the simplest form of (x2 + 8)(x2 − 8)?

How do you choose

which rule to use?
Write the original product. (x 2 + 8)(x 2 − 8)
The first factor in the
product is the sum of x2 Identify which terms
and 8. The second factor correspond to a and b in a = x 2; b = 8
is the difference of x2 and the rule for the product of (a + b)(a − b) = a2 − b2
8. So, use the rule for the a sum and difference.
product of a sum and
difference.
Substitute for a and b in
(x 2 + 8)(x 2 − 8) = (x 2)2 − (8)2
the rule.

Simplify. = x 4 − 64

Problem 5 TEKS Process Standard (1)(C)

Finding a Product Using a Sum and a Difference

What is 64 # 56?
You can use mental math to find the product. Write the product as the
How can you write
#
64 56 as the
product of a sum and a difference that you can rewrite as the difference
3 5 8 4
product of a sum and of squares.
difference?
Find the number halfway
64 # 56 = (60 + 4)(60 - 4) Write as a product of a sum and a difference.
0
1
2
0
1
2
0
1
2
0
1
2
0 0 0
1 1 1
2 2 2
3 3 3 3 3 3 3
between the factors. 60 is = 602 - 42 Use (a + b)(a - b) = a2 - b2. 4 4 4 4 4 4 4
5 5 5 5 5 5 5
4 units from each factor. 6 6 6 6 6 6 6
Write the factors in terms = 3600 - 16 Simplify powers. 7 7 7 7 7 7 7
8 8 8 8 8 8 8
of 60 and 4.
= 3584 Simplify. 9 9 9 9 9 9 9

284 Lesson 7-4 Multiplying Special Cases

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Use Multiple Representations to Communicate Mathematical Ideas (1)(D)

Simplify each expression.

For additional support when 1. (w + 5)2 2. (h + 2)2 3. (3s + 9)2 4. (2n + 7)2
completing your homework,
go to PearsonTEXAS.com.
5. (a - 8)2 6. (k - 11)2 7. (5m - 2)2 8. (4x - 6)2

9. Apply Mathematics (1)(A) A company logo is a white square inside a red

square. The side length of the white square is x + 2. The side length of the
red square is three times the side length of the white square. What is the
area of the red part of the logo? Write your answer in standard form.
Apply Mathematics (1)(A) The figures below are squares. Find an expression for
the area of each shaded region. Write your answers in standard form.
10. x"4 11. x!3

x
x!1 x"4 x!3
x
x!1

12. Explain Mathematical Ideas (1)(G) Describe and correct the

error made in simplifying the product. (3a - 7)2 = 9a 2 - 21a + 49

Simplify each product.

13. (v 2 + 6)(v 2 - 6) 14. (b + 1)(b - 1) 15. (z 2 - 5)(z 2 + 5)
16. (x - 3)(x + 3) 17. (10 + y 2)(10 - y 2) 18. (t - 13)(t + 13)
19. (4x + 7y)(4x - 7y) 20. (a - 6b)(a + 6b) 21. (2g + 9h)(2g - 9h)
22. (r 2 + 3s)(r 2 - 3s) 23. (2p2 + 7q)(2p2 - 7q) 24. (3w 3 - z 2)(3w 3 + z 2)

25. Apply Mathematics (1)(A) A square deck has a side length of x + 5. You are
expanding the deck so that each side is four times as long as the side length of the
original deck. What is the area of the new deck? Write your answer in standard form.
26. Use Representations to Communicate Mathematical Ideas (1)(E) a!b b
Use the area model at the right to write a second expression for b(a ! b) b2 b
the area of the blue square. Simplify the expression to derive the
rule for the square of a binomial of the form a - b. b(a ! b)
a
27. Display Mathematical Ideas (1)(G) Give a counterexample to (a ! b)2 a!b
show that (x + y)2 = x2 + y 2 is false.
28. Does 3 12 ( )2 = 914 ? Justify your answer.
a
29. The formula V = 43 pr 3 gives the volume of a sphere with radius r.
Find the volume of a sphere with radius x + 3. Write your answer in standard form.

PearsonTEXAS.com 285
 Simplify each product.
30. (m + 3n)2 31. (2a + b)2 32. (4s - t)2 33. (g - 7h)2
34. (9k + 2q)2 35. (8r - 5s)2 36. (p4 - 9q2)2 37. (a + b + c)2

38. Apply Mathematics (1)(A) A square green rug has a

blue square in the center. The side length of the blue
x in.
square is x inches. The width of the green band that
surrounds the blue square is 6 in. What is the area of
the green band?
Select Techniques to Solve Problems (1)(C) Simplify each 6 in.
product. What technique should you use to solve, mental
math or paper and pencil? Explain.
39. 612 40. 792
41. 3022 42. 42 # 38
43. 79 # 81 44. 303 # 297

45. You can use factoring to show that the sum of two multiples
of 3 is also a multiple of 3.
If m and n are integers, then 3m and 3n are multiples of three.
3m + 3n = 3(m + n)
Since m + n is an integer, 3(m + n) is a multiple of three.
a. Show that if an integer is one more than a multiple of 3, then its square is also
one more than a multiple of 3.
b. Justify Mathematical Arguments (1)(G) If an integer is two more than at
multiple of 3, is its square also two more than a multiple of 3? Explain.

TEXAS End-of-Course PRACTICE

46. Simplify the product (2x + 5)(2x - 5).

A. 4x 2 - 20x - 25 B. 4x 2 + 20x + 25 C. 4x 2 - 25 D. 2x 2 - 5
47. Sara and Nick sold tickets to a play. Sara sold 20 student tickets and Ticket Sales
3 adult tickets for more than $60. Nick sold 15 student tickets and y
25
5 adult tickets for less than $75. This information can be represented
20
by 20x + 3y 7 60 and 15x + 5y 6 75, where x is the price of a student 15
ticket and y is the price of an adult ticket. The inequalities are graphed 10
at the right. Which could be the price of a student ticket? 5
x
0
F. $1 G. $2.75 H. $5.50 J. $6 0 1 2 3 4 5 6
48. Graph the solutions of the system 5x + 4y Ú 20 and 5x + 4y … 20.

286 Lesson 7-4 Multiplying Special Cases

 7-5 Factoring x 2 + bx + c
TEKS FOCUS VOCABULARY
TEKS (10)(E) Factor, if possible, trinomials with real ĚFormulate – create with ĚReasonableness – the
factors in the form ax2 + bx + c, including perfect careful effort and purpose. quality of being within the
square trinomials of degree two. You can formulate a plan realm of common sense
or strategy to solve a or sound reasoning. The
TEKS (1)(B) Use a problem-solving model that
problem. reasonableness of a
incorporates analyzing given information, formulating
solution is whether or not
a plan or strategy, determining a solution, justifying ĚStrategy – a plan or method
for solving a problem the solution makes sense.
the solution, and evaluating the problem-solving
process and the reasonableness of the solution.

Additional TEKS (1)(C), (1)(E)

ESSENTIAL UNDERSTANDING
You can write some trinomials of the form x2 + bx + c as the product of two binomials.

Problem 1 TEKS Process Standard (1)(B)

Using Models to Factor

Write x2 + 7x + 12 as the product of two binomial factors. What tool(s) can you
use to help you factor the trinomial?
Analyze Given Information Algebra tile manipulatives will help you solve this problem.
x2 ! 7x ! 12

Formulate a Strategy To represent the factors of the trinomial, the tiles must be
arranged in a rectangle that uses all of the tiles that make up the trinomial.
Determine a Solution Use the tiles to form a rectangle.
First try: Second try:
x!6 x!5

x!1
x!2

There are six tiles left over.

There is one tile too few.

continued on next page ▶

PearsonTEXAS.com 287
 Problem 1 continued

Third try:
x!4

x!3

Correct! There is the exact number of tiles needed.

x2 + 7x + 12 = (x + 3) (x + 4)
Justify the Solution Check the solution by multiplying the factors.
(x + 3)(x + 4) = x2 + 4x + 3x + 12 Multiply binomials.
= x2 + 7x + 12 Combine like terms.
The solution is correct.
Evaluate the Problem-Solving Process Using algebra tiles can be a helpful way to
visualize factoring and check your guesses when factoring a trinomial.

Problem 2 TEKS Process Standard (1)(E)

Factoring x2 + bx + c, Where b + 0, c + 0

What is an easy way What is the factored form of x 2 + 8x + 15?

to organize your List the pairs of factors of 15. Identify the
factoring? Factors of 15 Sum of Factors
Use a table to list the
pair that has a sum of 8.
pairs of factors of the 1 and 15 16
x 2 + 8x + 15 = (x + 3)(x + 5)
constant term c and 3 and 5 8
the sums of those pairs Check (x + 3)(x + 5) = x 2 + 5x + 3x + 15
of factors.
= x 2 + 8x + 15 ✔

Problem 3 TEKS Process Standard (1)(E)

Factoring x2 + bx + c, Where b * 0, c + 0
What is the factored form of x 2 − 11x + 24?
Why look at pairs of
negative factors of 24? List the pairs of negative factors of 24. Identify Factors of 24 Sum of Factors
You want the factors of 24 the pair that has a sum of -11.
with a sum of -11.Only –1 and –24 –25
two negative numbers x2 - 11x + 24 = (x - 3)(x - 8) –2 and –12 –14
have a positive product
and a negative sum of 11. Check (x - 3)(x - 8) = x2 - 8x - 3x + 24 –3 and –8 –11
= x2 - 11x + 24 ✔ –4 and –6 –10

288 Lesson 7-5 Factoring x2 + bx + c

 Problem 4
Factoring x2 + bx + c, Where c * 0
What is the factored form of x2 + 2x − 15?
What’s another way
to do this problem? Identify the pair of factors of -15 that has
Find two positive factors Factors of −15 Sum of Factors
a sum of 2.
of 15 that differ by 2. The 1 and –15 –14
factors are 3 and 5. Then x2 + 2x - 15 = (x - 3)(x + 5)
attach a negative sign to –1 and 15 14
one of the factors so that 3 and –5 –2
their sum is positive. You
get - 3 and 5. –3 and 5 2

Problem 5

Applying Factoring Trinomials

Geometry The area of a rectangle is given by the trinomial x2 − 2x − 35. What
are the possible dimensions of the rectangle? Use factoring.

The area of the rectangle Possible dimensions Area = length * width, so factor the
of the rectangle trinomial for area as the product of
binomials that represent the length
and width.

To factor x2 - 2x - 35, identify the pair of Factors of !35 Sum of Factors

factors of -35 that has a sum of -2. 1 and !35 !34
x2 - 2x - 35 = (x + 5)(x - 7) !1 and 35 34
So the possible dimensions of the rectangle are 5 and !7 !2
x + 5 and x - 7. !5 and 7 2

Problem 6

Factoring a Trinomial With Two Variables

Is this problem What is the factored form of x2 + 6xy − 55y 2 ?
similar to one you’ve
seen before? List the pairs of factors of -55. Identify the pair
Yes. This problem is similar Factors of −55 Sum of Factors
that has a sum of 6.
to factoring a trinomial 1 and –55 –54
in one variable of the x2 + 6xy - 55y 2 = (x - 5y)(x + 11y)
form x 2 + bx + c, where –1 and 55 54
c 6 0. 5 and –11 –6
–5 and 11 6

PearsonTEXAS.com 289
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Select Tools to Solve Problems (1)(C) Factor the trinomial. Explain what tool or
technique you used.

For additional support when 1. x2 + 9x + 8 2. x2 + 8x + 12 3. x2 + 5x + 6

completing your homework,
go to PearsonTEXAS.com. 4. Use a Problem-Solving Model (1)(B) Write x2 + 7x + 10 as a product of binomials.
Use a problem-solving model by analyzing the given information, formulating
a plan, determining a solution, justifying the solution, and evaluating the
problem-solving process.
Complete.
5. t 2 - 10t + 24 = (t - 4)(t -■) 6. v 2 + 12v + 20 = (v + 10)(v +■)
7. q2 + 3q - 54 = (q - 6)(q +■) 8. z 2 - 2z - 48 = (z - 8)(z + ■)

9. Explain Mathematical Ideas (1)(G) Suppose you can factor x2 + bx + c as

(x + p)(x + q).
a. Explain what you know about p and q when c 7 0.
b. Explain what you know about p and q when c 6 0.
Factor each expression. Check your answer.
10. n2 - 15n + 56 11. r 2 - 11r + 24 12. q2 - 8q + 12
13. x2 + 5x - 6 14. v 2 + 5v - 36 15. n2 - 3n - 10

16. Apply Mathematics (1)(A) The area of a rectangular desk is given by the trinomial
d 2 - 7d - 18. What are the possible dimensions of the desk? Use factoring.
17. Apply Mathematics (1)(A) The area of a rectangular rug is given by the trinomial
r 2 - 3r - 4. What are the possible dimensions of the rug? Use factoring.
Factor each expression.
18. r 2 + 19rs + 90s2 19. g 2 - 12gh + 35h2 20. m2 - 3mn - 28n2
21. x2 + 3xy - 18y 2 22. w 2 - 14wz + 40z 2 23. p2 + 11pq + 24q2
Use Representations to Communicate Mathematical Ideas (1)(E) Write the
standard form of each polynomial modeled below. Then factor each expression.
24. 25.

6x2 4x
4x2 10x

9x 6

2x 5

290 Lesson 7-5 Factoring x2 + bx + c

 26. Explain Mathematical Ideas (1)(G) Describe and correct the error made in
factoring the trinomial.

x2 - 10x - 24 = (x - 6)(x - 4)

27. The area of a parallelogram is given by the trinomial x2 - 14x + 24. The
base of the parallelogram is x - 2. What is an expression for the height of
the parallelogram?
28. Apply Mathematics (1)(A) A rectangular skateboard park has an area of
x2 + 15x + 54. What are the possible dimensions of the park? Use factoring.
Factor each expression.
29. x2 + 27x + 50 30. g 2 - 18g + 45 31. k2 - 18k - 63
32. d 2 + 30d - 64 33. s2 - 10st - 75t 2 34. h2 + 9hj - 90j 2

35. Explain Mathematical Ideas (1)(G) Let x2 - 13x - 30 = (x + p)(x + q).

a. What do you know about the signs of p and q?
b. Suppose ! p ! 7 ! q ! . Which number, p or q, is a negative integer? Explain.
36. Explain Mathematical Ideas (1)(G) Let x2 + 13x - 30 = (x + p)(x + q).
a. What do you know about the signs of p and q?
b. Suppose ! p ! 7 ! q ! . Which number, p or q, is a negative integer? Explain.
Factor each trinomial.
37. x12 + 12x6 + 35 38. t 8 + 5t 4 - 24 39. r 6 - 21r 3 + 80
40. m10 + 18m5 + 17 41. x12 - 19x6 - 120 42. p6 + 14p3 - 72

TEXAS End-of-Course PRACTICE

43. What is the factored form of x2 + x - 42?

A. (x - 7)(x - 6) B. (x - 7)(x + 6) C. (x + 7)(x - 6) D. (x + 7)(x + 6)
44. What is the solution of the equation 6x + 7 = 25?
F. 2 G. 3 H. 513 J. 8
45. A museum charges an admission price of $12 per person when you buy tickets
online. There is also a $5 charge per order. You spend $65 purchasing p tickets
online. Which equation best represents this situation?
A. 12p + 5 = 65 B. 5p + 12 = 65 C. 12p - 5 = 65 D. 65p + 12 = 5

PearsonTEXAS.com 291
 7-6 Factoring ax 2 + bx + c
TEKS FOCUS VOCABULARY
TEKS (10)(E) Factor, if possible, trinomials with real factors in the form ĚRepresentation – a way to display or
ax2 + bx + c, including perfect square trinomials of degree two. describe information. You can use a
representation to present mathematical
TEKS (1)(E) Create and use representations to organize, record, and
ideas and data.
communicate mathematical ideas.

Additional TEKS (1)(C), (10)(D)

ESSENTIAL UNDERSTANDING
You can write some trinomials of the form ax 2 + bx + c as the product of two binomials.

Problem 1 TEKS Process Standard (1)(E)

Factoring When ac Is Positive

What is the factored form of 5x 2 + 11x + 2?
Step 1 Find factors of ac that have sum b.
Since ac = 10 and b = 11, find positive Factors of 10 1, 10 2, 5
Will the process still factors of 10 that have sum 11.
work if you write
Sum of Factors 11 7
5x2 + 10x + x + 2? Step 2 To factor the trinomial, use the factors you
Yes. You can rewrite this found to rewrite bx.
alternate expression as
5x(x + 2) + (x + 2), 5x 2 + 11x + 2 = 5x 2 + 1x + 10x + 2 Rewrite bx: 11x = 1x + 10x.
which equals
= x(5x + 1) + 2(5x + 1) Factor out the GCF of each pair of terms.
(5x + 1)(x + 2).
= (x + 2)(5x + 1) Distributive Property

Problem 2
Factoring When ac Is Negative
Can you apply the
steps for Problem 1 What is the factored form of 3x 2 + 4x − 15?
to this problem?
Step 1 Find factors of ac that have sum b. Since ac = -45 and b = 4, find factors
Yes. Your goal is still to
find factors of ac that of -45 that have sum 4.
have sum b. Because
ac 6 0, the factors must
have different signs. Factors of !45 1, −45 −1, 45 3, −15 −3, 15 5, −9 −5, 9
Sum of Factors −44 44 −12 12 −4 4

continued on next page ▶

292 Lesson 7-6 Factoring ax 2 + bx + c

 Problem 2 continued

Step 2 To factor the trinomial, use the factors you found to rewrite bx.
3x 2 + 4x - 15 = 3x 2 - 5x + 9x - 15 Rewrite bx: 4x = -5x + 9x.
= x(3x - 5) + 3(3x - 5) Factor out the GCF of each pair of terms.
= (3x - 5)(x + 3) Distributive Property

Problem 3
Applying Trinomial Factoring
Geometry The area of a rectangle is 2x 2 − 13x − 7. What are the possible dimensions
of the rectangle? Use factoring.
How can you find the
dimensions of the Step 1 Find factors of ac that have sum b. Since ac = -14 and b = -13, find factors
rectangle? of -14 that have sum -13.
Factor the rectangle’s
area as the product
of two binomials, one Factors of !14 1, −14 −1, 14 2, −7 −2, 7
of which is the width.
Sum of Factors −13 13 −5 5
The other must be
the length since
area = length ∙ width. Step 2 To factor the trinomial, use the factors you found to rewrite bx.
2x 2 - 13x - 7 = 2x 2 + x - 14x - 7 Rewrite bx: -13x = x - 14x.
= x(2x + 1) - 7(2x + 1) Factor out the GCF of each pair of terms.
= (2x + 1)(x - 7) Distributive Property
The possible dimensions of the rectangle are 2x + 1 and x - 7.

Problem 4 TEKS Process Standard (1)(E)

Factoring Out a Monomial First

What is the factored form of 18x 2 − 33x + 12?

How can you simplify

this problem?
Factor out the GCF of Factor out the GCF.
the trinomial’s terms. The 18x2 − 33x + 12 = 3(6x2 − 11x + 4)
trinomial that remains
is similar to those in Factor 6x 2 - 11x + 4. Factors of 24 −1, −24 −2, −12 −3, −8 −4, −6
Problems 1–3. Since ac = 24 and b = -11,
Sum of Factors −25 −14 −11 −10
find negative factors of 24
that have sum -11.

Rewrite the term bx. Then 3(6x2 − 3x − 8x + 4)

use the Distributive Property 3[3x(2x − 1) − 4(2x − 1)]
to finish factoring.
3(3x − 4)(2x − 1)

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Factor each expression.

1. 2x 2 + 13x + 6 2. 3d 2 + 23d + 14 3. 4n 2 - 8n + 3
For additional support when 4. 4p 2 + 7p + 3 5. 6r 2 - 23r + 20 6. 8g 2 - 14g + 3
completing your homework,
go to PearsonTEXAS.com. 7. 3x 2 + 23x - 36 8. 4w 2 - 5w - 6 9. 4d 2 - 4d - 35

10. Apply Mathematics (1)(A) The area of a rectangular kitchen tile is 8x 2 + 30x + 7.
What are the possible dimensions of the tile? Use factoring.
11. Apply Mathematics (1)(A) The area of a rectangular knitted blanket is
15x 2 - 14x - 8. What are the possible dimensions of the blanket? Use factoring.
Factor each expression completely.
12. 12p 2 + 20p - 8 13. 8v 2 + 34v - 30 14. 6s 2 + 57s + 72
15. 20w 2 - 45w + 10 16. 12x 2 - 46x - 8 17. 9r 2 + 3r - 30
Select Techniques to Solve Problems (1)(C) Find two different values that complete
each expression so that the trinomial can be factored into the product of two
binomials. Factor your trinomials.
18. 4s 2 + ■s + 10 19. 15v 2 + ■v - 24 20. 35m 2 + ■m - 16
21. 9g 2 + ■g + 4 22. 6n 2 + ■n + 28 23. 8r 2 + ■r - 42

24. Explain Mathematical Ideas (1)(G) Describe

and correct the error made in factoring the 3x 2 - 16x - 12 = 3x2 + 4x - 20x - 12
expression at the right. = x(3x + 4) - 4(5x + 3)
25. A triangle has an area of 9x 2 - 9x - 10. The = (x - 4)(3x + 4)(5x + 3)
base of the triangle is 3x - 5. What is the
height of the triangle?
26. a. Write each area as a product of two binomials.
x !1

2x
2x ! 2
!
x
! 4
2

b. Are the products equal?

c. Explain Mathematical Ideas (1)(G) Explain how the two products you found
in part (a) can equal the same trinomial.

294 Lesson 7-6 Factoring ax 2 + bx + c

 27. Apply Mathematics (1)(A) The top of a rectangular table has an area of
18x2 + 69x + 60. The width of the table is 3x + 4. What is the length of the table?
Factor each expression completely.
28. 28h2 + 28h - 56 29. 21y 2 + 72y - 48
30. 55n2 - 52n + 12 31. 36p2 + 114p - 20
32. 63g 2 - 89g + 30 33. 99v 2 - 92v + 9

34. Justify Mathematical Arguments (1)(G) If a and c in ax2 + bx + c are prime

numbers and the trinomial is factorable, how many positive values are possible
for b? Explain your reasoning.
Factor each expression completely.
35. 56x 3 + 43x 2 + 5x
36. 49p 2 + 63pq - 36q2
37. 108g 2h - 162gh + 54h

38. The graph of the function y = x2 + 5x + 6 is shown below.

y

2
x
!5 !3 O 2

a. What are the x-intercepts?

b. Factor x 2 + 5x + 6.
c. Explain Mathematical Ideas (1)(G) Describe the relationship between the
binomial factors you found in part (b) and the x-intercepts.

TEXAS End-of-Course PRACTICE

39. What is the missing value in the statement 7x 2 - 61x - 18 = (7x + 2)(x - ■ )?
40. What is the y-intercept of the graph of -3x + y = 1?
41. A book has a spine 4.3 * 10-2 m thick. What is 4.3 * 10-2 written in standard form?
42. The number of tourists who visit a certain country is expected to be 440% greater in
the year 2020 than in the year 2000. What is 440% written as a decimal?

PearsonTEXAS.com 295
 7-7 Factoring Special Cases
TEKS FOCUS VOCABULARY
TEKS (10)(F) Decide if a binomial can be written as the ĚDifference of two squares – A difference of two
difference of two squares and, if possible, use the structure squares is an expression of the form a2 - b2 . It can
of a difference of two squares to rewrite the binomial. be factored as (a + b)(a - b).

TEKS (1)(G) Display, explain, and justify mathematical ideas ĚPerfect-square trinomial – any trinomial of the form
and arguments using precise mathematical language in a2 + 2ab + b2 or a2 - 2ab + b2
written or oral communication.
ĚArgument – a set of statements put forth to show
Additional TEKS (1)(A), (10)(E)
the truth or falsehood of a mathematical claim

ĚJustify – explain with logical reasoning. You can

justify a mathematical argument.

ESSENTIAL UNDERSTANDING
You can factor some trinomials by “reversing” the rules for multiplying special case
binomials that you learned in Lesson 7-4.

Key Concept Factoring Perfect-Square Trinomials

Algebra For every real number a and b:
a 2 + 2ab + b 2 = (a + b)(a + b) = (a + b)2
a 2 - 2ab + b 2 = (a - b)(a - b) = (a - b)2
Examples x 2 + 8x + 16 = (x + 4)(x + 4) = (x + 4)2
4n 2 - 12n + 9 = (2n - 3)(2n - 3) = (2n - 3)2

Key Concept Factoring a Difference of Two Squares

Algebra For all real numbers a and b:
a 2 - b 2 = (a + b)(a - b)
Examples x 2 - 64 = (x + 8)(x - 8)
25x 2 - 36 = (5x + 6)(5x - 6)

296 Lesson 7-7 Factoring Special Cases

 Problem 1

Will the answer have

Factoring a Perfect-Square Trinomial
the form (a + b)2 or What is the factored form of x 2 − 12x + 36?
(a − b)2 ?
The middle term - 12x x 2 - 12x + 36 = x 2 - 12x + 62 Write the last term as a square.
has a negative coefficient,
so the factored expression = x 2 - 2(x)(6) + 62 Does middle term equal -2ab? -12x = -2(x)(6) ✔
will have the form (a - b)2.
= (x - 6)2 Write as the square of a binomial.

Problem 2 TEKS Process Standard (1)(A)

Factoring to Find a Length STEM

Computers Digital images are composed of thousands of tiny pixels rendered as

squares, as shown below. Suppose the area of a pixel is 4x 2 + 20x + 25. What is
the length of one side of the pixel?

How can you find the

side length?
Since the pixel’s area is
its side length squared,
factor the expression for
area as the square of a
binomial. The binomial is
the side length.

4x 2 + 20x + 25 = (2x)2 + 20x + 52 Write first and last terms as squares.

= (2x)2 + 2(2x)(5) + 52 Does middle term equal 2ab? 20x = 2(2x)(5) ✔
= (2x + 5)2 Write as the square of a binomial.
The length of one side of the pixel is 2x + 5.

PearsonTEXAS.com 297
 Problem 3 TEKS Process Standard (1)(G)

Factoring a Difference of Two Squares

What is the factored form of z 2 − 9?

Rewrite 9 as a square. z2 − 9 = z2 − 32
Can you use the rule
for the difference of Factor using the rule for a
two squares? difference of two squares. = (z + 3)(z − 3)
Yes. The binomial is a
difference and both its
Check your answer by
terms are perfect squares.
multiplying the factored (z + 3)(z − 3) = z 2 − 3z + 3z − 9
form. = z2 − 9 ✔

Problem 4

Factoring a Difference of Two Squares

When is a term of the
form ax2 a perfect What is the factored form of 16x 2 − 81?
square?
ax2 is a perfect square
16x 2 - 81 = (4x)2 - 92 Write each term as a square.
when a is a perfect = (4x + 9)(4x - 9) Use the rule for the difference of two squares.
square. For example,
16x 2 is a perfect square
but 17x 2 is not.

Problem 5

Factoring Out a Common Factor

Is 24g2 − 6 a What is the factored form of 24g 2 − 6?
difference of two
squares? 24g 2 - 6 = 6(4g 2 - 1) Factor out the GCF, 6.
No. 24g2 and 6 are not
= 6[(2g)2 - 12] Write the difference as a2 - b2 .
perfect squares. To get
a difference of squares, = 6(2g + 1)(2g - 1) Use the rule for the difference of two squares.
you must first factor out
the GCF.

298 Lesson 7-7 Factoring Special Cases

 NLINE

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PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.

RK
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Factor each expression.

1. h 2 + 8h + 16 2. v 2 - 10v + 25 3. d 2 - 20d + 100
For additional support when 4. 36s 2 - 60s + 25 5. 25z 2 + 40z + 16 6. 49g 2 - 84g + 36
completing your homework,
go to PearsonTEXAS.com. 7. Apply Mathematics (1)(A) Two square windows
and their areas are shown at the right. What is an
expression that represents the difference of the
areas of the windows? Show two different ways to
find the solution.
8. Apply Mathematics (1)(A) A square rug has an
area of 49x 2 - 56x + 16. A second square rug has
an area of 16x 2 + 24x + 9. What is an expression 25x 2 + 8x + 81
that represents the difference of the areas of the 40x + 1
6 x2 – 1
rugs? Show two different ways to find the solution.
Factor each expression completely.
9. t 2 - 25 10. k 2 - 64 11. m 2 - 225
12. 64q 2 - 81 13. 16x 2 - 121 14. 9n 2 - 400
15. 2h 2 - 2 16. 27w 2 - 12 17. 80g 2 - 45

18. Rewrite the expression x4 - y 4 so that it is a difference of two squares. Then factor
the expression completely.
19. Explain Mathematical Ideas (1)(G) Describe and correct the error made in factoring.

9x2 - 49 = (9x + 7)(9x - 7)

20. Explain Mathematical Ideas (1)(G) Summarize the procedure for factoring a
difference of two squares. Give at least two examples.
For Exercises 21–25, find a pair of factors for each number by using the difference
of two squares.
Sample 117 = 121 - 4 Write 117 as the difference of two squares.
= 112 - 22 Write each term as a square.
= (11 + 2)(11 - 2) Use the rule for the difference of squares.
= (13)(9) Simplify.

21. 143 22. 99 23. 224 24. 84

25. a. Display Mathematical Ideas (1)(G) Write an expression that is a
perfect-square trinomial.
b. Explain how you know your trinomial is a perfect-square trinomial.

PearsonTEXAS.com 299
 The given expression represents the area. Find the side length of each square.
26. 27. 28.

100r 2 ! 220r " 121 64r 2 ! 144r " 81 25r 2 ! 30r ! 9

29. a. Factor 4x 2 - 100 by removing the common monomial factor and then using
the difference-of-squares rule to factor the remaining expression.
b. Factor 4x 2 - 100 by using the difference-of-squares rule and removing the
common monomial factors.
c. Explain Mathematical Ideas (1)(G) Why can you factor 4x 2 - 100 in two
different ways?
d. Can you factor 3x2 - 75 in the two ways you factored 4x 2 - 100 in parts (a)
and (b)? Explain your answer.
Factor each expression completely.
30. 64r 6 - 144r 3 + 81 31. p6 + 40p 3q + 400q 2 32. 36m 4 + 84m 2 + 49
33. 108n6 - 147 34. x 20 - 4x 10y 5 + 4y 10 35. 256g 4 - 100h 6

36. The binomial 16 - 81n4 can be factored twice using the difference-of-squares rule.
a. Factor 16 - 81n4 completely.
b. Analyze Mathematical Relationships (1)(F) What characteristics do 16 and
81n4 share that make this possible?
c. Display Mathematical Ideas (1)(G) Write another binomial that can be
factored twice using the difference-of-squares rule.

TEXAS End-of-Course PRACTICE

37. What is the factored form of 4x 2 - 20x + 25?

A. (2x + 5)(2x - 5) C. (4x - 5)(4x - 5)
B. (2x - 5)(2x - 5) D. (4x + 5)(4x - 5)
38. Which equation has -2 as its solution?
F. x + 3 = 2x + 1 H. 2x + 5 = 5x + 11
G. x - 5 = 2x - 7 J. 3x + 1 = x - 5
39. A film club sponsors a film fest at a local movie theater. Renting the theater costs
$190. The admission is $2 per person. Write and graph an equation that relates the
film club’s total cost c and the number of people p who attend the film fest.

300 Lesson 7-7 Factoring Special Cases

 7-8 Factoring by Grouping
TEKS FOCUS VOCABULARY
TEKS (10)(B) Multiply polynomials of degree one and ĚFactoring by grouping – a method of factoring that
degree two. uses the Distributive Property to remove a common
binomial factor of two pairs of terms
TEKS (1)(E) Create and use representations to organize,
record, and communicate mathematical ideas.
ĚRepresentation – a way to display or describe
Additional TEKS (1)(A) information. You can use a representation to present
mathematical ideas and data.

ESSENTIAL UNDERSTANDING
Some polynomials of a degree greater than 2 can be factored.

Summary Factoring Polynomials

1. Factor out the greatest common factor (GCF).
2. If the polynomial has two terms or three terms, look for a difference of two squares,
a perfect-square trinomial, or a pair of binomial factors.
3. If the polynomial has four or more terms, group terms and factor to find common
binomial factors.
4. As a final check, make sure there are no common factors other than 1.

Problem 1
Factoring a Cubic Polynomial
How should you What is the factored form of 3n3 − 12n2 + 2n − 8?
group the terms of Factor out the GCF of each group of
the polynomial? 3n3 - 12n2 + 2n - 8 = 3n2(n - 4) + 2(n - 4)
two terms.
First, group the two terms
with the highest degrees. = (3n2 + 2)(n - 4) Factor out the common factor, n - 4 .
If that doesn’t work, try
another grouping. Your Check (3n2 + 2)(n - 4) = 3n3 - 12n2 + 2n - 8 ✔
goal is to find a common
binomial factor.

PearsonTEXAS.com 301
 Problem 2
Factoring a Polynomial Completely
Do the terms share What is the factored form of 4q4 − 8q3 + 12q2 − 24q? Factor completely.
any numerical or
variable factors? 4q4 - 8q3 + 12q2 - 24q = 4q 1 q3 - 2q2 + 3q - 6 2 Factor out the GCF.
Yes. The terms have a
= 4q 3 q2(q - 2) + 3(q - 2) 4 Factor by grouping.
common numerical factor
of 4 and a common = 4q 1 q2 + 3 2 (q - 2) Factor again.
variable factor of q.
The GCF is 4q.

Problem 3 TEKS Process Standard (1)(E)

Finding the Dimensions of a Rectangular Prism

Entertainment The toy shown below is made of several bars that can fold together
to form a rectangular prism or unfold to form a “ladder.” What expressions can
represent the dimensions of the toy when it is folded up? Use factoring.

V = 6x3 + 19x2 + 15x

How can you find the

prism’s dimensions? Step 1 Factor out the GCF.
Factor the cubic
expression for the volume 6x3 + 19x2 + 15x = x(6x 2 + 19x + 15)
of the prism as the
product of three linear
Step 2 To factor the trinomial, find factors of ac that have sum b.
expressions. Each linear Since ac = 90 and b = 19, find factors of 90 that have sum 19.
expression represents a
dimension.
Factors of 90 1, 90 2, 45 3, 30 5, 18 6, 15 9, 10
Sum of Factors 91 47 33 23 21 19

Step 3 To factor the trinomial, use the factors you found to rewrite bx.
x(6x 2 + 19x + 15) = x(6x 2 + 9x + 10x + 15) Rewrite bx: 19x = 9x + 10x.
= x[3x(2x + 3) + 5(2x + 3)] Factor by grouping.
= x(3x + 5)(2x + 3) Distributive Property
The possible dimensions are x, 3x + 5, and 2x + 3.

302 Lesson 7-8 Factoring by Grouping

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PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.

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Find the GCF of the first two terms and the GCF of the last two terms for
each polynomial.

For additional support when 1. 2z 3 + 6z 2 + 3z + 9 2. 10g 3 - 25g 2 + 4g - 10 3. 2r3 + 12r 2 - 5r - 30

completing your homework,
go to PearsonTEXAS.com. Factor each expression.
4. 15q 3 + 40q 2 + 3q + 8 5. 14y 3 + 8y 2 + 7y + 4
6. 14z 3 - 35z 2 + 16z - 40 7. 20v 3 + 24v 2 - 25v - 30
8. 18h 3 + 45h 2 - 8h - 20 9. 12y 3 + 4y 2 - 9y - 3

10. Analyze Mathematical Relationships (1)(F) Describe and correct the error
made in factoring completely.

4x 4 + 12 x3 + 8 x2 + 24 x = 4( x4 + 3x 3 + 2 x2 + 6x )
= 4[x3( x + 3) + 2x( x + 3)]
= 4( x3 + 2 x)(x + 3)

11. a. Factor (20x 3 - 5x 2) + (44x - 11).

b. Factor (20x 3 + 44x) + ( -5x 2 - 11).
c. Explain Mathematical Ideas (1)(G) Why can you factor the same
polynomial using different pairs of terms?
12. Explain Mathematical Ideas (1)(G) Describe how to factor the expression
6x 5 + 4x 4 + 12x 3 + 8x 2 + 9x + 6.
Factor completely.
13. 8p 3 - 32p 2 + 28p - 112 14. 3w 4 - 2w 3 + 18w 2 - 12w
15. 5g 4 - 5g 3 + 20g 2 - 20g 16. 6q 4 + 3q 3 - 24q 2 - 12q
17. 36v 3 - 126v 2 + 48v - 168 18. 4d 3 - 6d 2 + 16d - 24
Create Representations to Communicate Mathematical Ideas (1)(E) Find
expressions for the possible dimensions of each rectangular prism.
19. 20.

V ! 3y 3 " 14y 2 " 8y V ! 4c 3 " 52c 2 " 160c

21. Apply Mathematics (1)(A) A trunk in the shape of a rectangular prism

has a volume of 6x 3 + 38x 2 - 28x. What expressions can represent the
dimensions of the trunk?

PearsonTEXAS.com 303
 Factor completely.
22. 60y 4 - 300y 3 - 42y 2 + 210y 23. 8m 3 + 32m 2 + 40m + 160
24. 10p 2 - 5pq - 180q 2 25. 9t 3 - 90t 2 + 144t

26. Apply Mathematics (1)(A) Bat houses, such as the one at

the right, are large wooden structures that people mount on
buildings to attract bats. What expressions can represent the
dimensions of the bat house?
27. Display Mathematical Ideas (1)(G) Write a four-term
polynomial that you can factor by grouping. Factor
your polynomial.
28. Apply Mathematics (1)(A) The pedestal of a sculpture
is a rectangular prism with a volume of 63x 3 - 28x. What V = 4x3 + 22x2 + 24x
expressions can represent the dimensions of the pedestal?
Use factoring.

Factor by grouping.
29. p 2m + p 2n 5 + qm + qn 5 30. 30g 5 + 24g 3h - 35g 2h 2 - 28h 3

31. Apply Mathematics (1)(A) The polynomial 2px 3 + 12px 2 + 18px represents the
volume of a cylinder. The formula for the volume V of a cylinder with radius r and
height h is V = pr 2h.
a. Factor 2px 3 + 12px 2 + 18px.
b. Based on your answer to part (a), write an expression for a possible radius of
the cylinder.
You can write the number 63 as 25 + 24 + 23 + 22 + 21 + 20. For
Exercises 32 and 33, factor each expression by grouping. Then simplify
the powers of 2 to write 63 as the product of two numbers.
32. 1 25 + 24 + 23 2 + 1 22 + 21 + 20 2 33. 1 25 + 24 2 + 1 23 + 22 2 + 1 21 + 20 2

TEXAS End-of-Course PRACTICE

34. What is 30z 3 - 12z 2 + 120z - 48 factored completely?

A. 2(15z 3 - 6z 2 + 60z - 24) C. 6(5z 3 - 2z 2 + 20z - 8)
B. (6z 2 + 24)(5z - 2) D. 6(z 2 + 4)(5z - 2)
35. What is the solution of the inequality 7 6 -2x + 5?
F. x 7 -1 G. x 6 -1 H. x 7 1 J. x 6 1
36. Factor 10r 4 + 30r 3 + 5r 2 + 15r completely. Show your work.

304 Lesson 7-8 Factoring by Grouping

 7-9 Simplifying Rational Expressions
TEKS FOCUS VOCABULARY
TEKS (10)(D) Rewrite polynomial expressions of ĚExcluded value – a value of a variable for which a rational
degree one and degree two in equivalent forms expression is undefined
using the distributive property.
ĚRational expression – a ratio of two polynomials where the value
TEKS (1)(G) Display, explain, and justify of the variable cannot make the denominator equal to 0
mathematical ideas and arguments using precise
mathematical language in written or oral ĚArgument – a set of statements put forth to show the truth or
communication. falsehood of a mathematical claim

Additional TEKS (1)(A), (10)(E), (10)(F) ĚJustify – explain with logical reasoning. You can justify a
mathematical argument.

ESSENTIAL UNDERSTANDING
The simplified form of a rational expression is like the simplified form of a numerical
fraction. The numerator and denominator have no common factor other than 1.
To simplify a rational expression, divide out common factors from the numerator
and denominator.

Key Concept Rational Expressions

polynomial
An expression of the form polynomial is a rational expression.
Like a numerical fraction, a rational expression is undefined when the denominator
is 0. A value of a variable for which a rational expression is undefined is an
excluded value.

Problem 1
Simplifying a Rational Expression
x−1
What is the simplified form of 5x − 5 ? State any excluded values.

x-1 x-1
5x - 5 = 5(x - 1) Factor the denominator. The numerator cannot be factored.

Should you use the 1

simplified form to = 5 x(x--1 1) Divide out the common factor, x - 1.
1
find excluded values?
No. You must check the = 15 Simplify.
original expression to see
which values of x make The denominator of the original expression is 0 when x = 1. The simplified form is 15,
the denominator 0. where x ≠ 1.

PearsonTEXAS.com 305
 Problem 2 TEKS Process Standard (1)(G)

Simplifying a Rational Expression Containing a Trinomial

3x − 6
What is the simplified form of ? State any excluded values.
x2 + x − 6

To see if there are any 3(x − 2)

3x − 6
common factors, factor =
x2 +x−6 (x + 3)(x − 2)
the numerator and the
denominator.

Could you also find

Divide out the common 3(x − 2) 1
the restricted values =
factor, x - 2. Simplify. (x + 3) 1 (x − 2)
before simplifying?
Yes. You use the original 3
=
expression to find the (x + 3)
restrictions on x, so you
don’t need to simplify the The denominator of the original
State the simplified form
expression first. with any restrictions on expression is 0 when x = −3 or
the variable. x = 2. So the simplified form is
3
, where x ≠ −3 and x ≠ 2.
x+3

Problem 3

Recognizing Opposite Factors

4−x 2
What is the simplified form of 7x − 14 ? State any excluded values.

4 - x2 (2 - x)(2 + x)
7x - 14 = 7(x - 2)
Factor the numerator and the denominator.
When should you
- 1(x - 2)(2 + x)
factor −1 from an = Factor −1 from 2 − x.
expression? 7(x - 2)
You should factor - 1(x - 2)1(2 + x)
-1 from a - x when = Divide out the common factor, x - 2.
71(x - 2)
factoring - 1 results in a
common factor. x+2
=- 7 Simplify.
The denominator of the original expression is 0 when x = 2. The simplified form is
- x +7 2, where x ≠ 2.

306 Lesson 7-9 Simplifying Rational Expressions

 Problem 4 TEKS Process Standard (1)(A)

Using a Rational Expression a

Shopping You are choosing between the two

wastebaskets that have the shape of the figures
at the right. They both have the same volume. What
is the height h of the rectangular wastebasket? Give 2a + 8
your answer in terms of a. h
Is there another
way to solve the Step 1 Find the volume of the cylinder. 2a
problem? 2a
Yes. You can set the V= pr 2h Formula for volume of a cylinder
volumes equal to each
= pa2(2a + 8) Substitute a for r and 2a + 8 for h.
other and then solve
for h. Step 2 Find the height of a rectangular prism with volume pa2(2a + 8) and
base area B = (2a)2 = 4a2 .
V = Bh Formula for volume of a prism
V
h=B Solve for h.
pa2(2a + 8)
= Substitute the volume of the cylinder for the volume
4a2
of the rectangular prism and 4a2 for B.
pa2(2)(a + 4)
= Factor.
4a2
1
pa2 (2)1(a + 4)
= 2 Divide out common factors, 2 and a2 .
241a
p(a + 4)
= 2 Simplify.
p(a + 4)
The height of the rectangular prism is 2 .

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PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
HO

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WO

Simplify each expression. State any excluded values.

6a + 9 4x 3 2m - 5
1. 12 2. 3. 6m - 15
28x 4
For additional support when 2x 2 + 2x 2b - 8 m+6
completing your homework, 4. 5. 2 6.
3x 2 + 3x b - 16 m2 - m - 42
go to PearsonTEXAS.com.
c2 - 6c + 8 b2 + 8b + 15 m+4
7. 8. b+5
9.
c2 + c - 6 m2 + 2m - 8
m-2 v-5 4-w
10. 4 - 2m 11. 12.
25 - v 2 w 2 - 8w + 16

13. The length of a rectangular prism is 5 more than twice the width w. The volume
of the prism is 2w 3 + 7w 2 + 5w. What is a simplified expression for the height of
the prism?

PearsonTEXAS.com 307
 14. Rectangle A has length 2x + 6 and width 3x. Rectangle B has length x + 2 and
an area 12 square units greater than Rectangle A’s area. What is a simplified
expression for the width of Rectangle B?
Simplify each expression. State any excluded values.
7z 2 + 23z + 6 5t 2 + 6t - 8 32a3
15. 16. 17.
z 2 + 2z - 3 3t 2 + 5t - 2 16a2 - 8a

3z 2 + 12z 16 + 16m + 3m2 10c + c2 - 3c3

18. 19. 20.
z4 m2 - 3m - 28 5c2 - 6c - 8

21. In the figure at the right, what is the ratio of the area of the
shaded triangle to the area of the rectangle? Write your answer x
in simplified form.
2 x
22. Justify Mathematical Arguments (1)(G) Is xx +- 39 the same as 8
x - 3? Explain.
STEM 23. a. Apply Mathematics (1)(A) To keep heating costs down for a building, architects
want the ratio of surface area to volume to be as small as possible. What is an
expression for the ratio of surface area to volume for each figure?
i. square prism ii. cylinder
h
h
b r
b

b. For each figure, what is the ratio of surface area to volume when
b = 12 ft, h = 18 ft, and r = 6 ft?
24. Explain Mathematical Ideas (1)(G) A student simplified a rational
expression as shown at the right. Describe and correct the error. x2 + 2x x2 + 2x
=
25. Apply Mathematics (1)(A) A bank account with principal P earns 2x 2x
interest at rate r (expressed as a decimal), compounded annually. = x2
What is the ratio of the balance after 3 yr to the balance after 1 yr?
26. Display Mathematical Ideas (1)(G) Write a rational expression that has 4 and -3
as excluded values.
Write a ratio in simplified form of the area of the shaded figure to the area
of the figure that encloses it.
27. 28.
3x
5w

6x
6 5w 6

308 Lesson 7-9 Simplifying Rational Expressions

 Simplify each expression. State any excluded values.
m2 - n2
29.
m2 + 11mn + 10n2
a2 - 5ab + 6b2
30.
a2 + 2ab - 8b2
36v 2 - 49w 2
31.
18v 2 + 9vw - 14w 2

Justify Mathematical Arguments (1)(G) Determine whether each statement is

always, sometimes, or never true for real numbers a and b. Explain.
2b
32. b = 2
ab3
33. = ab
b4
a2 + 6a + 5 a + 5
34. 2a + 2 = 2

TEXAS End-of-Course PRACTICE

35. Which expression simplifies to -1?

x+1
A. x - 1, x ≠ 1
r+3
B. 3 - r, r ≠ 3
n-2
C. 2 - n, n ≠ 2
4-p
D. 4 + p, p ≠ - 4

36. Which inequality represents the graph at the right? y

1
F. y 7 3x + 1 2
x
G. y 6 13x + 1
22 2
H. y Ú 13x + 1 22

J. y … 13x + 1

16
37. What is in simplified form?
196
A. 16 C. 14
1
B. 4 D. 16

PearsonTEXAS.com 309
 Activity Lab Dividing Polynomials Using Algebra Tiles

USE WITH LESSON 7-10 TEKS (10)(C), (1)(C)

You can use algebra tiles to model polynomial division.

What is (x2 + 4x + 3) ÷ (x + 3)? Use algebra tiles.

Step 1 Use algebra tiles to model the

dividend, x2 + 4x + 3.

Step 2 Use the x2 -tile and the 1-tiles to form Step 3 Use the remaining tiles to
a figure with length x + 3, the divisor. fill in the rectangle.

x!3 x!3

x!1

Since (x + 1)(x + 3) = x2 + 4x + 3, you can write (x2 + 4x + 3) , (x + 3) = x + 1.

Check Check your result by multiplying x + 1 and x + 3. The product (x)(x) (x)(3)
should be the dividend, x2 + 4x + 3.
(x + 1)(x + 3) = (x)(x) + (x)(3) + (1)(x) + (1)(3)
= x2 + 3x + x + 3
= x2 + 4x + 3 ✔
(1)(x) (1)(3)

Exercises
Select Tools to Solve Problems (1)(C) Use algebra tiles to find each quotient.
Check your result.
1. (x2 + 6x + 8) , (x + 4) 2. (x2 + 5x + 6) , (x + 2)
3. (x2 + 8x + 12) , (x + 6) 4. (x2 + 8x + 7) , (x + 1)

5. Analyze Mathematical Relationships (1)(F) In Exercises 1–4, the divisor is a

factor of the dividend. How do you know? Can you use algebra tiles to represent
polynomial division when the divisor is not a factor of the dividend? Explain.

310 Activity Lab Dividing Polynomials Using Algebra Tiles

 7-10 Dividing Polynomials
TEKS FOCUS VOCABULARY
TEKS (10)(C) Determine the quotient of a polynomial of degree one and ĚArgument – a set of statements
polynomial of degree two when divided by a polynomial of degree one and put forth to show the truth or
polynomial of degree two when the degree of the divisor does not exceed the falsehood of a mathematical claim
degree of the dividend.
ĚJustify – explain with logical
TEKS (1)(G) Display, explain, and justify mathematical ideas and arguments reasoning. You can justify a
using precise mathematical language in written or oral communication. mathematical argument.

Additional TEKS (1)(E)

ESSENTIAL UNDERSTANDING
You can divide polynomials using techniques similar to the techniques used for
dividing real numbers, including long division.

Concept Summary Dividing a Polynomial by a Polynomial

Step 1 Arrange the terms of the dividend and divisor in standard form. If a term is
missing from the dividend, add the term with a coefficient of 0.

Step 2 Divide the first term of the dividend by the first term of the divisor. This is
the first term of the quotient.

Step 3 Multiply the first term of the quotient by the whole divisor and place the
product under the dividend.

Step 4 Subtract this product from the dividend.

Step 5 Bring down the next term.

Repeat Steps 2–5 as necessary until the degree of the remainder is less than the
degree of the divisor.

PearsonTEXAS.com 311
 Problem 1
Dividing by a Monomial
How can you change
this problem into A What is (15x − 6) ÷ 3x?
one you know how
to solve? (15x - 6) , 3x = (15x - 6) # 3x1 1
Multiply by 3x , the reciprocal of 3x.
Change the division to 15x 6
= 3x - 3x Use the Distributive Property.
multiplication so that you
can use the Distributive Subtract exponents when dividing powers
Property. = 5 - 2x -1
with the same base.
= 5 - 2x Simplify.
The quotient is 5 - 2x .
B What is (9x3 − 6x2 + 15x) ÷ 3x2 ?

(9x3 - 6x2 + 15x) , 3x2 = (9x3 - 6x2 + 15x) # 3x1 2 Multiply by 1 2, the reciprocal of 3x2.
3x
9x 3 6x 2 15x
= - + Use the Distributive Property.
3x 2 3x 2 3x 2
= 3x1 - 2x0 + 5x -1 Subtract exponents when dividing
powers with the same base.
5
= 3x - 2 + x Simplify.
5
The quotient is 3x - 2 + x.

Problem 2 TEKS Process Standard (1)(G)

Dividing by a Binomial
A What is (3d 2 − 4d + 13) ÷ (d + 3)?

Step 1 Begin the long division process.

Align terms by their degrees. Put 3d
above - 4d of the dividend.
How do you get 3d
started? d + 3) 3d 2 - 4d + 13 Divide: 3d 2 , d = 3d.
Divide the first term in
3d 2 + 9d Multiply: 3d(d + 3) = 3d 2 + 9d. Then subtract.
the dividend by the first
term in the divisor. Here, -13d + 13 Bring down 13.
you divide 3d 2 by d. Step 2 Repeat the process: divide, multiply, subtract, and bring down.

3d - 13 Align terms by their degrees. Put

d + 3) 3d 2 - 4d + 13 - 13 above 13 of the dividend.
3d 2 + 9d
-13d + 13 Divide: - 13d , d = - 13.
-13d - 39 Multiply: - 13(d + 3) = - 13d - 39. Then subtract.
52 The remainder is 52.
The quotient is 3d - 13 + d 52
+ 3.

continued on next page ▶

312 Lesson 7-10 Dividing Polynomials

 Problem 2 continued

B What is (20t 2 − 5t + 4) ÷ (4t 2 − t)?

5
4t 2 - t) 20t 2 - 5t + 4 Divide: 20t 2 , 4t 2 = 5
20t 2 - 5t Multiply: 5(4t 2 - t)
0+4 The remainder is 4.
4
The quotient is 5 + .
4t 2 - t

Problem 3 TEKS Process Standard (1)(E)

Dividing Polynomials With a Zero Coefficient

Geometry The width w of a rectangle is 3z − 1. The area A of the rectangle is
18z 3 − 8z + 2. What is an expression for the length of the rectangle?

Area: 18z 3 - 8z + 2
Width: 3z - 1

The length of the Use the formula for the area of a rectangle,
rectangle A = /w. Divide A by w to solve for /.

Why add a term with 6z 2 + 2z - 2

a coefficient of 0? 3z - 1) 18z 3 + 0z 2 - 8z + 2
If the dividend is missing 18z 3 - 6z 2
a term when written in
standard form, you must 6z 2 - 8z The dividend has no z2-term. So rewrite
add the term with a 6z 2 - 2z the dividend to include a z2-term with
coefficient of 0 to act as coefficient 0.
-6z + 2
a placeholder. -6z + 2
0
An expression for the length of the rectangle is 6z 2 + 2z - 2.

PearsonTEXAS.com 313
 Problem 4

Reordering Terms and Dividing Polynomials

Multiple Choice What is (−10x − 1 + 4x2) ÷ (−3 + 2x)?
How can you
eliminate choices? 7
2x - 2 2x - 2 + 2x - 3
You can eliminate
choice D since the 7 7
2x - 2 - 2x - 3 2x - 2 + 2x + 2
denominator is incorrect.

2x - 2 You must rewrite - 10x - 1 + 4x2 and

2x - 3) 4x2- 10x - 1 - 3 + 2x in standard form before you divide.
4x2 - 6x
-4x - 1
-4x + 6
-7
The quotient is 2x - 2 - 2x 7- 3. The correct answer is B.

NLINE
O

PRACTICE and APPLICATION EXERCISES Scan page for a Virtual Nerd™ tutorial video.
RK
HO

ME
WO

Divide.
1. (x6 - x5 + x4) , x2 2. (12x - 8) , 4x
For additional support when 3. (8q2 - 32q) , 2q2 4. (7t 5 + 14t 4 - 28t 3 + 35t 2) , 7t 2
completing your homework,
go to PearsonTEXAS.com. 5. (n2 - 5n + 4) , (n - 4) 6. (y 2 - y + 2) , (y + 2)
7. (3b3 - 10b2 + 4) , (3b - 1) 8. ( -16c2 + 28c + 12) , (4c2 - 7c - 3)
Write an expression for the missing dimension in each figure.
9. !!■ 10.
A ! 2c3 " 16
h!■
A ! r3 " 24r " 5 w!r"5

b!c"2

Divide.
11. (49 + 16b + 2b2) , (2b + 4) 12. (4a2 - 6 + 3a) , (7 + 4a)
13. ( -13x + 6x3 - 6 - x2) , (3x - 5) 14. (6 - q + 8q3 - 4q2) , (2q - 2)
15. (7b + 16b3) , ( -1 + 8b) 16. (4y + 9y 3 - 7) , ( -5 + 3y)

17. Display Mathematical Ideas (1)(G) Write a binomial and a trinomial using
the same variable. Divide the trinomial by the binomial.

314 Lesson 7-10 Dividing Polynomials

 18. Create Representations to Communicate Mathematical Ideas (1)(E) The
area A of a trapezoid is x3 + 2x2 - 2x - 3. The lengths of its two bases b1
and b2 are x and x2 - 3, respectively. What is an expression for the height
h of the trapezoid?
Divide.
19. (3k3 - 0.9k2 - 1.2k) , 3k 20. ( -7s + 6s2 + 5) , (2s + 3)
21. (2t 4 - 2t 3 + 3t - 1) , (2t 3 + 1) 22. (z 4 + z 2 - 2) , (z + 3)
23. ( -2z 3 - z + z 2 + 1) , (z + 1) 24. (6m3 + 3m + 70) , (m + 4)

25. Explain Mathematical Ideas (1)(G) Suppose you divide a polynomial

by a binomial. How do you know whether the binomial is a factor of
the polynomial?
26. The volume of the rectangular prism shown at the right is
m3 + 8m2 + 19m + 12. What is the area of the shaded base of
the prism?
27. Analyze Mathematical Relationships (1)(F) Find a pattern by
m!3
dividing the polynomials.
a. What is (d 2 - d + 1) , (d + 1)?
b. What is (d 3 - d 2 + d - 1) , (d + 1)?
c. What is (d 4 - d 3 + d 2 - d + 1) , (d + 1)?
d. What do you think would be the result of dividing
d 5 - d 4 + d 3 - d 2 + d - 1 by d + 1?
e. Verify your prediction by dividing the polynomials.
28. Apply Mathematics (1)(A) Three tennis balls with radius
r are packed into a cylindrical can with radius r and height
6r + 1. What fraction of the can is empty? Write your answer
in the form quotient + remainder
divisor .
x 16 - 1
29. Simplify x - 1 by long division and by factoring. Which
method do you prefer? Explain your answer. 6r+1
r
30. Apply Mathematics (1)(A) One way to measure a business’s
efficiency is by dividing the business’s revenue by its expenses.
The annual revenue, in millions of dollars, of a certain airline
can be modeled by 200s3 - s2 + 400s + 1500, where s is the
number of passengers, in hundreds of thousands. The expenses,
in millions of dollars, of the airline can be modeled by 200s + 300.
What is the airline’s revenue divided by its expenses? Write your
answer in the form quotient + remainder
divisor .

PearsonTEXAS.com 315
 31. Analyze Mathematical Relationships (1)(F) If x + 3 is a factor of x2 - x - k,
what is the value of k?
32. Apply Mathematics (1)(A) Consider the formula for distance traveled, d = rt.
a. Solve the formula for t.
b. Use your answer from part (a). What is an expression for the time it takes to
travel a distance of t 3 - 6t 2 + 5t + 12 miles at a rate of t + 1 miles per hour?
Divide.
33. (4a3b4 - 6a2b5 + 10a2b4) , 2ab2
34. (15x2 + 7xy - 2y 2) , (5x - y)
35. (90r 6 + 28r 5 + 45r 3 + 2r 4 + 5r 2) , (9r + 1)
36. (2b6 + 2b5 - 4b4 + b3 + 8b2 - 3) , (b3 + 2b2 - 1)

TEXAS End-of-Course PRACTICE

37. Which of the following is true for (2x2 + 4x + 2) , 2x?

I. The remainder is negative.
II. The dividend is in standard form.
III. The quotient is greater than the divisor for positive values of x.
A. I only C. I and II
B. II only D. II and III
38. Which equation represents the line that passes through (5, -8) and y
is parallel to the line at the right? 2
F. y = 2x + 2 H. y = -2x x
!2 !2
G. y + 2x = 2 J. y - 2x = 2
2
39. What are the factors of the expression x3 - 4x?
A. x3, -4x C. x - 2, x + 2
B. x, x2 - 4 D. x, x - 2, x + 2
40. A theater has 18 rows of seats. Each row has 28 seats. Tickets cost $4 for adults
and $2.50 for children. The Friday night show was sold out and the revenue
from ticket sales was $1935. Barbara says that 445 adults were at the show. Is
her statement reasonable? Explain your answer.

316 Lesson 7-10 Dividing Polynomials

 Topic 7 Review
TOPIC VOCABULARY
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Ě GHJUHHRIDPRQRPLDO p. 268 Ě IDFWRULQJE\JURXSLQJ p. 301 Ě UDWLRQDOH[SUHVVLRQ p. 305
Ě GHJUHHRIDSRO\QRPLDO p. 268 Ě monomial, p. 268 Ě VWDQGDUGIRUPRID
SRO\QRPLDO p. 268
Ě GLIIHUHQFHRIWZRVTXDUHV p. 296 Ě SHUIHFWVTXDUHWULQRPLDO p. 296
Ě WULQRPLDO p. 268

Check Your Understanding

Choose the correct term to complete each sentence.

1. A polynomial that has two terms is a(n) ? . 4. A polynomial that is the product of two identical
binomial factors is a(n) ? .
2. A monomial or the sum of two or more monomials is
a(n) ? . 5. The sum of the exponents of the variables in a
monomial is the ? .
3. A(n) ? is an expression that is a number, a variable, or a
product of a number and one or more variables.

7-1 Adding and Subtracting Polynomials

Quick Review Exercises

A monomial is a number, a variable, or a product of a Write each polynomial in standard form. Then name
number and one or more variables. A polynomial is a each polynomial based on its degree and number
monomial or the sum of two or more monomials. The of terms.
degree of a polynomial in one variable is the same as the
6. 4r + 3 - 9r 2 + 7r 7. 3 + b 3 + b 2
degree of the monomial with the greatest exponent. To add
two polynomials, add the like terms of the polynomials. To 8. 3 + 8t 2 9. n 3 + 4n 5 + n - n 3
subtract a polynomial, add the opposite of the polynomial. 10. 7x 2 + 8 + 6x - 7x 2 11. p 3q 3

Example Simplify. Write each answer in standard form.

What is the difference of 3x 3 − 7x 2 + 5 and 12. 1 2v 3 - v + 8 2 + 1 -v 3 + v - 3 2

2x 2 − 9x − 1? 13. 1 6s 4 + 7s 2 + 7 2 + 1 8s 4 - 11s 2 + 9s 2
1 3x 3 - 7x 2 + 52 - 1 2x 2- 9x - 1 2
14. 1 4h 3 + 3h + 1 2 - 1 -5h 3 + 6h - 2 2
= 3x - 7x + 5 - 2x 2 + 9x + 1
3 2

= 3x 3 + 1 -7x 2 - 2x 2 2 + 9x + (1 + 5) 15. 1 8z 3 - 3z 2 - 7 2 - 1 z 3 - z 2 + 9 2
= 3x 3 - 9x 2 + 9x + 6

PearsonTEXAS.com 317
 7-2 Multiplying and Factoring

Quick Review Exercises

You can multiply a monomial and a polynomial using Simplify each product. Write in standard form.
the Distributive Property. You can factor a polynomial by
16. 5k (3 - 4k) 17. 4m 1 2m + 9m 2 - 6 2
finding the greatest common factor (GCF) of the terms of
the polynomial. 18. 6g 2 1 g - 8 2 19. 3d 1 6d + d 2 2
20. -2n2 1 5n - 9 + 4n2 2 21. q 1 11 + 8q - 2q 2 2
Example
Find the GCF of the terms of each polynomial. Then
What is the factored form of 10y 4 − 12y 3 + 4y 2 ? factor the polynomial.
First find the GCF of the terms of the polynomial. 22. 12p 4 + 16p 3 + 8p 23. 3b 4 - 9b 2 + 6b
10y 4 =2#5#y#y#y#y
=2 # 2 # 3 # y # y # y
24. 45c 5 - 63c 3 + 27c 25. 4g 2 + 8g
12y 3
4y = 2 # 2 # y # y
2 26. 3t 4 - 6t 3 - 9t + 12 27. 30h5 - 6h4 - 15h3

The GCF is 2 # y # y, or 2y 2. 28. The GCF of two numbers p and q is 5. Can you find
Then factor out the GCF. the GCF of 6p and 6q? Explain your answer.
10y 4 - 12y 3 + 4y 2 = 2y 2 1 5y 2 2 + 2y 2( - 6y) + 2y 2(2)
= 2y 2 1 5y 2 - 6y + 2 2

7-3 and 7-4 Multiplying Binomials and Multiplying Special Cases

Quick Review Exercises

You can use algebra tiles, tables, or the Distributive Property Simplify each product. Write in standard form.
to multiply polynomials. The FOIL method (First, Outer,
29. (w + 1)(w + 12) 30. (2s - 3)(5s + 4)
Inner, Last) can be used to multiply two binomials. You can
also use rules to multiply special case binomials. 31. (3r - 2)2 32. (6g + 7)(g - 8)
33. (7q + 2)(3q + 8) 34. (4n3 + 5)(3n + 5)
Example 35. (t + 9)(t - 3) 36. (6c + 5)2
What is the simplified form of (4x + 3)(3x + 2)? 37. (7h - 3)(7h + 3) 38. (y - 6)(3y + 7)
Use FOIL to multiply the binomials. Find the product of the 39. (4a - 7)(8a + 3) 40. (4b - 3)(4b + 3)
first terms, the outer terms, the inner terms, and the last
terms. Then add. 41. A rectangle has dimensions 3x + 5 and x + 7. Write
(4x + 3)(3x + 2) = (4x)(3x) + (4x)(2) + (3)(3x) + (3)(2) an expression for the area of the rectangle as a
= 12x 2 + 8x + 9x + 6 product and as a polynomial in standard form.
= 12x 2 + 17x + 6

318 Topic 7 5HYLHZ

7-5 and 7-6 Factoring Quadratic Trinomials

Quick Review Exercises

You can write some quadratic trinomials as the product of Factor each expression.
two binomial factors. When you factor a polynomial, be
42. g 2 - 5g - 14 43. 2n 2 + 3n - 2
sure to factor out the GCF first.
44. 6k 2 - 10k/ + 4/ 2 45. p 2 + 8p + 12

Example 46. r 2 + 6r - 40 47. 6m2 + 25mn + 11n2

What is the factored form of x 2 + 7x + 12? 48. t 2 - 13t - 30 49. 2g 2 - 35g + 17
List the pairs of factors of 12. Identify the pair with a sum of 7. 50. 3x 2 + 3x - 6 51. d 2 - 18d + 45
52. w 2 - 15w - 54 53. 21z 2 - 70z + 49
Factors of 12 Sum of Factors
54. -2h 2 + 4h + 70 55. x 2 + 21x + 38
1, 12 13
2, 6 8 56. 10v 2 + 11v - 8 57. 5g 2 + 15g + 10

3, 4 7 58. Can you factor the expression 2x 2 + 15x + 9? Explain

why or why not.

x 2 + 7x + 12 = (x + 3)(x + 4)

7-7 Factoring Special Cases

Quick Review Exercises

When you factor a perfect-square trinomial, the two Factor each expression.
binomial factors are the same. 59. s 2 - 20s + 100 60. 16q 2 + 56q + 49
a2 + 2ab + b2 = (a + b)(a + b) = (a + b)2
61. r 2 - 64 62. 9z 2 - 16
a2 - 2ab + b2 = (a - b)(a - b) = (a - b)2
When you factor a difference of squares of two terms, the 63. 25m 2 + 80m + 64 64. 49n 2 - 4
two binomial factors are the sum and the difference of the 65. g 2 - 225 66. 9p 2 - 42p + 49
two terms.
67. 36h 2 - 12h + 1 68. w 2 + 24w + 144
a2 - b2 = (a + b)(a - b)
69. 32v 2 - 8 70. 25x 2 - 36

Example 71. Find an expression for the length of a side of a square

What is the factored form of 81t 2 − 90t + 25? with an area of 9n2 + 54n + 81.
First, rewrite the first and last terms as squares. Then, 72. Suppose you are using algebra tiles to factor a
determine whether the middle term equals -2ab. quadratic trinomial. What do you know about the
81t 2 - 90t + 25 = (9t)2 - 90t + 52 factors of the trinomial when the tiles form a square?
= (9t)2 - 2(9t)(5) + 52
= (9t - 5)2

PearsonTEXAS.com 319
 7-8 Factoring by Grouping

Quick Review Exercises

When a polynomial has four or more terms, you may be Find the GCF of the first two terms and the GCF of the
able to group the terms and find a common binomial last two terms for each polynomial.
factor. Then you can use the Distributive Property to
73. 6y 3 - 3y 2 + 2y - 1
factor the polynomial.
74. 8m3 + 40m2 + 3m + 15

Example Factor completely.

What is the factored form of 2r 3 − 12r 2 + 5r − 30? 75. 6d 4 + 4d 3 - 6d 2 - 4d
First, factor out the GCF from each group of two terms. 76. 11b 3 - 6b 2 + 11b - 6
Then, factor out a common binomial factor.
77. 45z 3 + 20z 2 + 9z + 4
2r 3 - 12r 2 + 5r - 30 = 2r 2(r - 6) + 5(r - 6)
= 1 2r 2 + 5 2 (r - 6) 78. 9a 3 - 12a 2 + 18a - 24

7-9 Simplifying Rational Expressions

Quick Review Exercises

A rational expression is an expression that can be written in Simplify each expression. State any excluded values.
polynomial
the form polynomial. A rational expression is in simplified 2x 2 + 6x m-3
79. 80. 3m - 9
form when the numerator and denominator have no 10x 3
2
x + 6x + 9 2a2 - 4a + 2
common factors other than 1. 81. 5x + 15 82.
3a2 - 3
2s2 - 5s - 12 4-c
83. 84. 2c - 8
Example 2s2 - 9s + 4
x2 − 9
What is the simplified form of ?
x2 − 2x − 15 85. What fraction of the rectangle is
x2 -9 (x + 3)(x - 3) shaded? Write your answer as a
= Factor the numerator x
x2 - 2x - 15 (x + 3)(x - 5) rational expression in simplified
and denominator.
(x + 3)1(x - 3) form. 2
= (x + 3)(x - 5) Divide out the common
1
factor. x 2
x-3
=x-5 Simplify.

320 Topic 7 5HYLHZ

7-10 Dividing Polynomials

Quick Review Exercises

You can divide rational expressions using the same Divide.
properties you use to divide numerical fractions. 86. (25n3 - 11n + 4) , (5n + 4)
a c a
, =
b d b
# dc = adbc, where b ≠ 0, c ≠ 0, and d ≠ 0.
87. ( -16a - 15 + 15a2) , (3 + 5a)
To divide a polynomial by a monomial, divide each term of
the polynomial by the monomial. To divide a polynomial 88. (12x2 + 9x - 7) , 3x
by another polynomial, use long division. When dividing 89. (3d 2 + 2d - 29) , (d + 3)
polynomials, write the answer as quotient + remainder
divisor .
90. The width and area of a (2b ! 1) in.
rectangle are shown in the
Example figure at the right. What is
What is the quotient (3x 2 − 10x + 3) ÷ (x − 3)? the length of the rectangle?
3x -1 A " (4b3 # 5b ! 3) in.2
x- 3) 3x2- 10x +3
3x2 - 9x
-x +3
-x +3
0
The quotient is 3x - 1.

PearsonTEXAS.com 321
 Topic 7 TEKS Cumulative Practice

Multiple Choice 6. Which equation models a line with positive slope

and a positive x-intercept?
Read each question. Then write the letter of the correct
answer on your paper. F. 5x - 2y = 14
1. The area of a rectangle is 6n2 + n - 2. Which expression G. -5x - 2y = 14
could represent the perimeter of the rectangle?
H. -5x + 2y = 14
A. 2n - 1 C. 5n + 1
J. 5x + 2y = -14
B. 3n + 2 D. 10n + 2
7. You can represent the width of a certain rectangle
2. A company sells calculators for $35 each. Businesses with the expression x + 2. The length of the rectangle
must order a minimum of 100 calculators, and they is twice the width. What is the area of the rectangle?
must pay a shipping cost of $50. Which amount of
money represents a reasonable sum that a business A. 2x + 4 C. 2x2 + 8x + 8
might spend to purchase calculators? B. 2x2 + 8 D. 4x2 + 16x + 16
F. $750 H. $2990 8. Which equation represents a line with slope that
G. $1070 J. $3585 is greater than the slope of the line with equation
y = 34x - 1?
3. The formula for the volume V of a pyramid is V = 13Bh, 3
where B is the area of the base of the pyramid and h is F. y = - 4x - 2 H. y = 23x - 1
3
the height of the pyramid. Which equation represents G. y = 43x - 2 J. y = 4x + 2
the height of the pyramid in terms of V and B?
9. What is the x-intercept of the line that passes through
3V
A. h = B C. h = 3VB (0, -4) and (1, 4)?
V B
B. h = 3B D. h = 3V A. -4 C. 12
4. You are using a map to find the distance between your B. 14 D. 2
house and a friend’s house. On the map, the distance is
10. Megan earns $20,000 per year plus 5% commission
2.5 in. Suppose the map’s scale is 18 in. = 1.5 mi. How far
on her sales. Laurie earns $32,000 per year plus
do you live from your friend?
1% commission on her sales. Which system of
F. 0.08 mi H. 3.75 mi equations can you use to determine the amounts that
G. 0.2 mi J. 30 mi Megan and Laurie must sell s to receive equal pay p?

5. Which expression represents F. p = 5s + 20,000

the volume of the prism? p = s + 32,000

A. x 3 + 4 G. p + 5s = 20,000
x!4 p + s = 32,000
B. x 3 + 6x 2 + 9x + 4
H. p + 0.5s = 20,000
C. x 3 + 9x 2 + 6x + 4 p + 0.1s = 32,000
x!1
D. x 3 + 4x 2 + x + 4 x!1 J. p = 0.05s + 20,000
p = 0.01s + 32,000

322 Topic 7 TEKS Cumulative Practice

11. Your family is driving to y Constructed Response
the beach. The graph at 200
19. What is the seventh term in the following sequence?

Distance (mi)
the right relates your
150
distance from the 81, 27, 9, 3, 1, c
beach to the amount of 100
20. The formula for the area A of a trapezoid is
time you spend driving.
50 A = 12 h(b1 + b2), where h is the height of the
What does the x trapezoid and b1 and b2 are the lengths of its
0
y-intercept of the 0 1 2 3 4 two bases.
graph represent? Time (h)
Suppose the height of a trapezoid is x - 2. The lengths
A. a stop on the way to the beach of the bases are x + 2 and 3x - 2. What polynomial in
standard form represents the area of the trapezoid?
B. your average speed in miles per hour
Show your work.
C. your distance from the beach before you started driving
21. Write a system of inequalities for the graph.
D. the amount of time it takes to get to the beach

y
Gridded Response 4
12. Suppose b = 2a - 16 and b = a + 2. What is the value 2
of a?
x
13. A student’s score on a history test varies directly with !4 !2 O 2 4
the number of questions the student correctly answers. !2
A student who correctly answers 14 questions receives
a score of 70. What score would a student receive for !4
correctly answering 15 questions?
3
14. You bought a candlestick holder for $11.78 and several 22. Write the expression 2 8a2 using rational exponents.
candles for $.62 each. You spent a total of $18.60. How
23. Simplify the expression (3x - 5)(2x + 5).
many candles did you buy?
24. You sell hot dogs and sodas at basketball games. Each
15. An artist is making a scale model
hot dog costs $1.50 and each soda costs $.50. At one
of a ladybug for an insect museum.
game, you made a total of $78.50. In all, you sold 87
What is the length in millimeters
180 cm hot dogs and sodas.
of the actual ladybug that the artist Scale: 15 cm ! 1 mm
is using to make this model? a. Write a system of linear equations to solve the
problem.
16. A flagpole casts a shadow that is 9.1 m
long. At the same time, a meter stick casts a shadow that b. How many hot dogs did you sell? How many sodas
is 1.4 m long. How tall is the flagpole in meters? did you sell?

17. Line m passes through (-9, 4) and (9, 6). What is the 25. If A(2, 1), B(5, 4), C(8, 12), and D(5, 9) are the
y-intercept of line m? coordinates of the vertices of a quadrilateral, verify
that the quadrilateral ABCD is a parallelogram.
18. Suppose you have $200. Sweaters cost $45 each. What is
the greatest number of sweaters you can buy?

PearsonTEXAS.com 323
 Topic 5
Additional Practice

Lessons 5-1 to 5-4

Simplify each expression. Use only positive exponents.
1. (2t) -6 2. 5m5m -8 3. (4.5)4(4.5) -2
4. (m7t -5)2 5. (x2n4)(n -8) 6. (w -2j -4) -3( j7j3)
5
7. (t6)3(m)2 8. (3n4)2 9. r-3
g
7 6
10. 1-4 11. w-6 12. -4
a w t

13.
a2b-7c4
a5b3c-2
(2t5)3
14. 8 -1
4t t
15. ( )
a6 -3
a7
y-3 2
16. ( )
c5c-3 -2
c-4
17. ( )
4x3 0
8x-2
18. (
y3)
Evaluate each expression for m = 2, t = −3, w = 4, and z = 0.
19. tm 20. t-m 21. (w # t)m
22. wm # tm 23. (wz)m 24. wmwz

25. z-t(mt)z 26. w-ttt 27. ( )

tw z
mt
28. Suppose an investment doubles in value every 5 years. This year the
investment is worth $12,480. How much will it be worth 10 years from
now? How much was it worth 5 years ago?
29. What is the volume of a cube with a side length of 45 m?
30. A light-year is the distance light travels in one year. If the speed of light is
about 3 * 105 km/s, how long is a light-year in kilometers? (Use 365 days
for the length of a year.)
31. The radius of Earth is approximately 6.4 * 106 m. Use the formula V = 43pr3
to find the volume of Earth.
32. A spherical cell has a radius of 2.75 * 10-6 m. Use the formula for the
surface area of a sphere, S.A. = 4pr2 , to find the surface area of a cell.
33. The speed of sound is approximately 1.2 * 103 km/h. How long does it take
for sound to travel 7.2 * 102 km? Write your answer in minutes.

Lesson 5-5
Find the value of each expression.
2 3 4
34. 2 64 35. 2 343 36. 2 16
3 4 2
37. 2 125 38. 2 256 39. 2 144

Write each expression in radical form.

3 2 1
40. b4 41. 16a3 42. (4c)2
1 2 3
43. y4 44. (32b)3 45. 12a4

420 Additional Practice

Lesson 5-5 continued

Additional Practice
Write each expression in exponential form.
4 3 3
46. 2 n 47. 2 27m2 48. 281z
3 4
49. 2 128y2 50. 2(5b)4 51. 2 (16x)2

Lesson 5-6
Simplify each radical expression.
127
52. 53. 5 25
4 54. 5 50
9
181

55.
172
150
56. 225 # 24 57. 227 # 23
60. 245 # 218
44x4 23c2
58. 4 11 59.
127
Use the formula d = !1.5h to estimate the distance d in miles to a horizon
when h is the height of the viewer’s eyes above the ground in feet. Round your
answer to the nearest mile.
61. Find the distance you can see to the horizon from the top of a building
that is 355 ft high.
62. Find the distance you can see to the horizon from an airplane that is
36,000 ft above the ground.
63. Find the distance you can see to the horizon from 15 ft above the ground.

Lesson 5-7
Determine whether the given lengths can be side lengths of a right triangle.
64. 15, 36, 39 65. 3, 7, 10 66. 8, 15, 17
67. 23, 24, 25 68. 6, 7, 8 69. 12, 16, 20

For the values given, a and b are legs of a right triangle. Find the length of the
hypotenuse. If necessary, round to the nearest tenth.
70. a = 6, b = 8 71. a = 5, b = 9 72. a = 4, b = 10
73. a = 9, b = 1 74. a = 7, b = 3.5 75. a = 1.4, b = 2.3

Use the Pythagorean theorem to answer each question.

76. A 20-ft ladder is placed 5 ft from the base of a building. How high on the
building will the ladder reach?
77. A soccer field is 80 yd long and 35 yd wide. What is the diagonal distance
across the field?

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 Topic 6
Additional Practice

Lesson 6-1
Describe a pattern in each sequence. What are the next two terms of each sequence?
1. 1, 5, 9, 13, c 2. 1.2, 3.6, 10.8, 32.4, c 3. 16, 4, 1, 1
4
,c

Tell whether the sequence is arithmetic. If it is, identify the common difference.
1 1 1 1
4. - 3, - 5, - 7, - 9, c 5. 5, 12, 19, 26, c 6. 10 , 5, 2.5, 1.25 ,c
3 8 13 18
7. 6.5, 6.25, 6.0, 5.75, c 8. 1, 2, 4, 8, c 9. 5, 5, 5 , 5 , c

Tell whether the sequence is geometric. If it is, identify the common ratio.
10. 2, 10, 50, 250, c 11. 7, 15, 23, 31, c 12. 3, 12, 48, 192, c
13. - 1, 7, - 49, 343, c 14. 48, 24, 12, 6, c 15. 17, 15, 13, 11, c

Write an explicit formula for the nth term of each arithmetic sequence.
Find the 6th and 9th terms of each sequence.
9
16. - 1, 3, 7, 11, c 17. 9, 15, 21, 27, c 18. 5, 2, 4, 7
2
,c

Write an explicit formula for the nth term of each geometric sequence.
Find the 5th and 9th terms of each sequence.
8
19. 8, 24, 72, 216, c 20. 1 , 2, 4, , c
3 3 3 3
21. 0.4, 0.2, 0.1, 0.05, c

Lesson 6-2
Write a recursive definition for each arithmetic sequence.
10 16
22. 54, 59, 64, 69, c 23. 0.1, 0.5, 0.9, 1.3, c 24. 3 , 4, 14 , ,c
3 3
25. 10, 4, - 2, - 8, c 26. 1
2
, 0, - 1
2
, - 1, c 27. 0.25, - 0.75, - 1.75, - 2.75, c

Use the given recursive definition to find the first five terms of the arithmetic
sequence it defines.
28. A(n) = A(n - 1) + 8; A(1) = - 5 29. A(n) = A(n - 1) - 2
5
; A(1) = 6

30. A(n) = A(n - 1) + 0.55; A(1) = 0.55 31. A(n) = A(n - 1) - 1

4
; A(1) = 1
8

422 Additional Practice

Lesson 6-2 continued

Additional Practice
Write an explicit formula from each given recursive definition.
1 1
32. A(n) = A(n - 1) + 2.5; A(1) = 3 33. A(n) = A(n - 1) + 8; A(1) = 2
34. A(n) = A(n - 1) - 5; A(1) = - 0.2 35. A(n) = A(n - 1) + 0.4; A(1) = - 0.1

Write a recursive definition from each given explicit formula.

36. A(n) = - 5 + (n - 1)(6) 37. A(n) = 2.3 + (n - 1)(4.5)
6
38. A(n) = 7 + (n - 1)(3) 39. A(n) = - 2 + (n - 1) 2 (1 )
Lesson 6-3
Write a recursive definition for each geometric sequence.
1 1
40. 4, 20, 100, 500, c 41. 2, 1, 2, 4, c
5 5
42. 0.3, 0.18, 0.108, 0.0648, c 43. 9, 3, 5, 15, c
1 12 48 192 768
44. - 7, - 2, - 28, - 392, c 45. - 3, - 5 , - 25, - 125, - 625, c

Find the indicated term of the geometric sequence described by the

recursive definition.
46. A(n) = A(n - 1) # 3, where A(1) = 6; A(5)
47. A(n) = A(n - 1) # 6, where A(1) = 2592; A(7)
1

48. A(n) = A(n - 1) # 8, where A(1) = 0.25; A(5)

49. A cell in a fly embryo takes about 8 minutes to divide (resulting in

two cells). If the embryo has 64 cells, how many cells will it have after
40 minutes?
50. A geometric sequence has an initial value of 2 and a common ratio of 4.
Write a recursive definition to represent this sequence.
51. A geometric sequence has an initial value of 5 and a common ratio of 10.
Write a recursive definition to represent this sequence.
52. Write the recursive definition that represents the sequence shown in the
table below.

n 1 2 3 4
A(n) 5 25 125 625

PearsonTEXAS.com 423
 Topic 7
Additional Practice

Lesson 7-1
Write each polynomial in standard form. Then name each polynomial based
on degree and number of terms.
1. 4x + x2 - 1 2. 2n2 + 3n3 3. - 4y 4. 14d - d4 + 3d

Simplify. Write each answer in standard form.

5. (6v + 3v2 - 9v3) + (7v - 4v2 - 10v3)
6. (- 7c3 + c2 - 8c - 11) - (3c3 + 2c2 + c - 4)

7. The sides of a rectangle are 4t - 1 and 5t + 9. Write an expression for the

perimeter of the rectangle.
8. Find an expression for the perimeter of a triangle with side lengths 2t2 ,
4t - 3, and 10 - 2t.

Lesson 7-2
Simplify each product.
9. 2y(y + 1) 10. 4b(b2 + 3) 11. - 3x(x2 + 3x - 1) 12. 2m2(m3 + m - 2)

Find the GCF terms of each polynomial. Factor.

13. 3y4 - 9y2 14. t6 + t4 - t5 + t2 15. 8v6 + 2v5 - 10v9 16. 6n2 - 3n3 + 2n4

17. A cylinder has a base area of 3w2 + 5 and a height of 4w. Find an
expression for the volume.

Lessons 7-3 and 7-4

Simplify each product. Write in standard form.
18. (5c + 3)(- c + 2) 19. (3t - 1)(2t + 1) 20. (w + 2)(w2 + 2w - 1)
21. (3x + 1)2 22. (5t + 4)2 23. (w - 1)(w2 + w + 1)

24. A circular pool has a radius of 5p - 3 m. Write an expression for the area of
the pool.
25. An office building has a rectangular base with side lengths 12y - 7 and
22y + 4. Write an expression for the area of the floor in the office building.

Lessons 7-5 to 7-7

Factor each expression.
26. x2 - 4x + 3 27. 3x2 - 4x + 1 28. 4m2 - 121
29. 4g2 + 4g + 1 30. - w2 + 5w - 4 31. 9t2 + 12t + 4

424 Additional Practice

Lessons 7-5 to 7-7 continued

Additional Practice
Use factoring to find expressions for possible dimensions of each figure.
32. A circular window has an area of 49pv2 + 84pv + 36p.
33. A rectangular field has an area of 64m2 - 169n2 .
34. A rectangular prism has a volume of 6t3 + 44t2 + 70t.

Lesson 7-8
Factor each expression.
35. 3y3 + 9y2 - y - 3 36. 3u3 + u2 - 6u - 2 37. w3 - 3w2 + 3w - 9
38. 4z3 + 2z2 - 2z - 1 39. 3x3 + 8x2 - 3x 40. y5 - 9y

Use factoring to find expressions for possible dimensions of each figure.

41. A rectangular field has an area of 10k3 + 25k2 - 6k - 15.
42. A rectangular swimming pool has an area of 5x3 + 5x2 - 2x - 2.
43. A rectangular sheet of paper has an area of 6n3 - 9n2 - 8n + 12.

Lesson 7-9
Simplify each expression. State any excluded values.
a2 + 2a - 3 x+7 t-4
44. a+3
45. 46. 4 - t
x2 + 8x + 7
m2 + 7m + 10 6b2 + 42b x2 - x - 6
47. 48. 49.
m2 + 8m + 15 b3 x2 + 7x + 10
The expression r30rh
+h
gives the approximate baking time for bread in minutes
based on the radius r and the height h of the baked loaf in inches. Use this
expression to find the baking time for each loaf.
50. a roll that will have a radius of 2 in. and a height of 1.5 in.
51. a round loaf that will rise to 6 in. and have a radius of 4 in.

Lesson 7-10
Divide.
52. (2x3 - x2 - 13x - 6) , (x - 3) 53. (3x3 - 3) , (x - 1) 54. (3x3 + 5x2 - 22x + 24) , (x + 4)

55. The volume a prism is equal to the area of its base times its height. What
is the area of the base of a prism with a volume of 15x3 - 26x2 + 43x - 14
and a height of 5x - 2?

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