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Lesson 4 Algebraic Expression

This document outlines the key objectives and content of Lesson 4 on algebra. The objectives are to define important algebra terms, discuss the practical applications of algebra, and teach how to add, subtract, multiply and divide algebraic expressions. The lesson will review algebraic expressions and equations, and how algebra can be used to solve problems through setting up equations. It provides examples of variables, constants, and translating phrases to algebraic expressions. It also covers evaluating expressions by substituting values for variables.

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Jonnah Mariz Galinea Nacar
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142 views13 pages

Lesson 4 Algebraic Expression

This document outlines the key objectives and content of Lesson 4 on algebra. The objectives are to define important algebra terms, discuss the practical applications of algebra, and teach how to add, subtract, multiply and divide algebraic expressions. The lesson will review algebraic expressions and equations, and how algebra can be used to solve problems through setting up equations. It provides examples of variables, constants, and translating phrases to algebraic expressions. It also covers evaluating expressions by substituting values for variables.

Uploaded by

Jonnah Mariz Galinea Nacar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Prelim – Lesson 4

Objectives:

a. Define variable, constant, algebraic expression, term, degree of a term, and a polynomial, monomial, multinomial, similar, and dissimilar terms.
b. Share the practical application of algebra.
c. Add and subtract algebraic expressions.
d. Multiply and divide algebraic expressions.

Ms. Jonnah Mariz G. Nacar


Instructor
The principal theme of this lesson is problem-solving in algebra. In this chapter, we begin with a review of
algebraic expressions and equations. The use of algebra as part of an overall strategy for solving problems is then
presented.

Some Basics of Algebra


A. Translating to Algebraic Expressions

B. Evaluating Algebraic Expressions

C. Sets of Numbers

BRIDG 001 – Bridging Subject 1


FATHER SATURNINO URIOS UNIVERSITY
JGNACAR || [email protected]
Terms and definitions
a. Variable - A letter that can be any one of various numbers is called variable.
b. Constant - a letter always represents a particular number that never changes

Example:

If r represents the radius of the earth, in kilometers, then r is a constant.

If a represents the age of a baby chick, in minutes, then a is a variable because a changes, or varies, as time passes.

Note:
In the texts above, unless stated otherwise, we assume that all letters represent variables.

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FATHER SATURNINO URIOS UNIVERSITY
JGNACAR || [email protected]
c. Algebraic expression - consists of variables and/or numerals, often with operation signs and grouping symbols.
Example:

t + 37; This contains the variable t, the constant 37, and the operation of addition.

(s + t) ÷ 2. This contains the variables s and t, the constant 2, grouping symbols, and the operations
addition and division.

Multiplication can be written in several ways. For example, “60 times n” can be written as 60 · n, 60 * n,
60(n), 60 x n, or simply (and usually) 60n.
9
Division can also be represented by a fraction bar: 7, or 9/7, which means 9 ÷ 7.
When an equal sign is placed between two expressions, an equation is formed. We often solve
equations.

BRIDG 001 – Bridging Subject 1


FATHER SATURNINO URIOS UNIVERSITY
JGNACAR || [email protected]
For example,

Suppose that you collect $744 for group tickets to a concert. If you know that each ticket costs $12, you
can use an equation to determine how many tickets were purchased.
One expression for total ticket sales is 744. Another expression for total ticket sales is 12x, where x is the
number of tickets purchased. Since these are equal expressions, we can write the equation:

12x = 744

To find a solution, we can divide both sides of the equation by 12:

x = 744 ÷ 12 = 62
Thus, 62 tickets were purchased. Using equations to solve problems like this is a major theme of algebra.

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FATHER SATURNINO URIOS UNIVERSITY
JGNACAR || [email protected]
Translating to Algebraic Expressions

To translate phrases to expressions, we need to know which words correspond to which operations, as
shown in the following table.

Key Words

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JGNACAR || [email protected]
When the value of a number is not given, we represent that number with a variable.

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JGNACAR || [email protected]
Example: Translate to an algebraic expression:

1. Five less than forty-three percent of the quotient of two numbers.

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FATHER SATURNINO URIOS UNIVERSITY
JGNACAR || [email protected]
Some algebraic expressions contain exponential notation. Many different kinds of numbers can be used
as exponents. Here, we establish the meaning of an when n is a counting number, 1, 2, 3, c . . .

The expression an is read as “a raised to the nth power” or simply “a to the nth.” We read s2 as “s-squared”
and x3 as “x-cubed.” This terminology comes from the fact that the area of a square of side s is s · s = s2 and the
volume of a cube of side x is x · x · x = x3.

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FATHER SATURNINO URIOS UNIVERSITY
JGNACAR || [email protected]
Evaluating Algebraic Expressions
When we replace a variable with a number, we say that we are substituting for the variable. The
calculation that follows the substitution is called evaluating the expression. Geometric formulas are often
evaluated.
In the following example, we use the formula for the area of a triangle with a base of length b and a height
of length h.

The base of a triangular sail is 3.1 m and the height is 4 m. Find the area of the sail.

Solution:
We substitute 3.1 for b and 4 for h and multiply to evaluate the expression:

1 1
· b · h = · 3.1 · 4
2 2

= 6.2 square meters (sq m or m2).

BRIDG 001 – Bridging Subject 1


FATHER SATURNINO URIOS UNIVERSITY
JGNACAR || [email protected]
Exponential notation tells us that 52 means 5 · 5, or 25, but what does 1 + 2 · 52 mean?

- If we add 1 and 2 and multiply by 25, we get 75.


- If we multiply 2 times 52 and add 1, we get 51.
A third possibility is to
- square 2 · 5 to get 100 and then add 1.

The following convention indicates that only the second of these approaches is correct: We square 5, then
multiply, and then add.

BRIDG 001 – Bridging Subject 1


FATHER SATURNINO URIOS UNIVERSITY
JGNACAR || [email protected]
Example
Evaluate 5 + 2(a – 1) 2 for a = 4.
Solution
5 + 2(a – 1) 2 = 5 + 2(4 – 1)2 Substituting
= 5 + 2(3)2 Working within parentheses first
= 5 + 2(9) Simplifying 32
= 5 + 18 Multiplying
= 23 Adding
Step (3)
In the rules for order of operations tells us to divide before we multiply when division appears first,
reading left to right. This means that an expression like 6 ÷ 2x means (6 ÷ 2)x.

Example
Evaluate 9 - x3 + 6 ÷ 2y2 for x = 2 and y = 5.
Solution
9 - x3 + 6 ÷ 2y2 = 9 - 23 + 6 ÷ 2(5)2 Substituting
= 9 - 8 + 6 ÷ 2 · 25 Simplifying 23 and 52
= 9 - 8 + 3 · 25 Dividing
= 9 - 8 + 75 Multiplying
= 1 + 75 Subtracting
= 76 Adding
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FATHER SATURNINO URIOS UNIVERSITY
JGNACAR || [email protected]
End of Lesson 4

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FATHER SATURNINO URIOS UNIVERSITY
JGNACAR || [email protected]

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